Background/purpose: This study investigates the probabilistic thinking process in solving probability problems by prospective mathematics teachers with a field-independent cognitive style. The objective is to explore how individuals with this cognitive style approach problem-solving based on the three stages of Polya's framework: understanding the…

Terence Mills introduces us to Keynsian probability and discusses its implications for teaching probability. The author considers it unlikely that Keynes's theory would replace how we teach probability, but argues that it may make us think more deeply about the use of terms such as chance and probability when used in our lessons.

All students want to talk about ideas that interest them, but often, multilingual learners are not offered high-challenge, high-support opportunities to connect everyday experiences to mathematical ideas. We describe a single class period that connects students' everyday opinions with two-way tables and notions of independence.

In this report, we analyze students' learning of compound probability by describing connections they generated while engaged with tasks involving two independent events. Several of their connections were compatible with the development of expertise, such as recognizing the need to determine sample spaces across a variety of situations and noting…

This study is a contribution to efforts to promote practices for dealing with the difficulties encountered by learners in probabilistic modeling situations. We attempt to elucidate as precisely as possible the types of difficulties that secondary school students face in the process of modeling with probability tools. By referring to a large and…

Coordination of theoretical probability and relative frequency estimates is challenging in probability teaching and learning. Modeling is one of the ways of teaching and learning that facilitates inquiry between these two perspectives. Given that, we designed a modeling activity to support fifteen secondary students in investigating theoretical…

This paper reports on an exploratory study about probabilistic intuition in learning mathematics for decision-making. The analysis was carried out on a group of high school students in relation to their probabilistic intuition in problem-solving, after performing playful learning activities on a simulation platform specifically designed for this…

The aim of this article is to buid a Guide to the Analysis of Probability Textbook Lessons for secondary education (students aged 12-14), using the framework of Didactic Suitability. The facets, components and indicators of the didactic suitability construct are applied to categorize and organize didactic-mathematical knowledge on teaching and…

Teacher quality and experience are strong predictors of student achievement. As high school Algebra I disproportionately enrolls academically at-risk students, who are the most sensitive to variations in teacher quality, it is particularly important for experienced, high-quality teachers to teach these courses. However, micropolitics theory…

The uniformly most accurate (UMA) is an important optimal approach in interval estimation, but the current literature often introduces it in a confusing way, rendering the learning, teaching and researching of UMA problematic. Two major aspects cause this confusion. First, UMA is often interpreted to maximize the accuracy of coverage, but in fact,…

Multiple representations can enhance students' understanding of mathematical concepts and complex information but can also pose well-documented challenges for students. Whereas instructional designs have been optimized to support students' "learning" with multiple representations, little is known about supportive "teaching"…

We report on findings from a study involving 15 secondary mathematics teachers from Fiji. The aim of the study is to describe teachers' current approaches to teaching probability and statistics; and to share their views on using game-based teaching approaches. We report briefly on the first stage of follow-up on one teacher who agreed to develop…

Using Coarsened Exact Matching (CEM), this analysis examined the impact of Zearn Math across 7,116 matched pairs of students in 31 Louisiana parishes. Students who completed an average of 3+ Zearn Math lessons per week during the 2021-2022 school year were compared to similarly matched peers who completed less than 1 lesson per week. Findings…

The purpose of this study was twofold. First, to explore middle and high school students' intuitively-based (mis)conceptions in probability, particularly availability and representativeness heuristics. Second, to investigate teachers' awareness of these intuitively-based (mis)conceptions and the effectiveness of their instructional practices to…

This paper investigates the phenomenon of compartmentalisation of knowledge in the teaching and learning of continuous probability distributions and integral calculus at the secondary-tertiary transition in France. Using the Anthropological Theory of the Didactic (ATD), and in particular the key notion of praxeology, we investigate in which sense…