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LINKING PROBABILITY TO REAL-WORLD SITUATIONS: HOW DO TEACHERS MAKE USE OF THE MATHEMATICAL POTENTIAL OF SIMULATION PROGRAMS?
BibTeX
@MISC{Savard_linkingprobability,
author = {Theis Savard and Laurent Theis and Annie Savard},
title = {LINKING PROBABILITY TO REAL-WORLD SITUATIONS: HOW DO TEACHERS MAKE USE OF THE MATHEMATICAL POTENTIAL OF SIMULATION PROGRAMS?},
year = {}
}
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Abstract
In Quebec secondary schools, the teaching of probabilistic concepts is mandatory, but most teachers feel insufficiently prepared. Furthermore, middle school students are confronted to gambling activities at a young age, without necessarily understanding the underlying probability. In order to analyze the development of a more realistic and mathematically correct understanding of gambling activities, we conducted a one-year design experiment involving 4 high school teachers. We trained the participants in various concepts of probability and accompanied them to prepare classroom situations, which they used in their classrooms. In this paper, we analyze how the participating teachers used a simulation software we provided them. Mainly, the teachers used the software to show that gambling activities do not pay off over the long term. However, it was more difficult for the teachers to discuss probabilistic concepts through the simulation software.
Keyphrases
mathematical potential simulation program teacher make use linking probability real-world situation probabilistic concept simulation software classroom situation high school teacher various concept correct understanding middle school student young age long term quebec secondary school underlying probability one-year design experiment
