Facilitating Factors and Obstacles in the Coordination of Theoretical Probability and Relative Frequency Estimates of Probability

Autor/inn/en	Park, JinHyeong; Kim, Dong-Won
Titel	Facilitating Factors and Obstacles in the Coordination of Theoretical Probability and Relative Frequency Estimates of Probability
Quelle	In: Educational Studies in Mathematics, 114 (2023) 3, S.439-460 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Dong-Won)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-023-10253-w
Schlagwörter	Probability; Computation; Mathematics Instruction; Mathematical Models; Barriers; Secondary School Students; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Sekundarschüler
Abstract	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 probabilities, relative frequencies, and the corresponding relationship and in estimating the true probability. We analyzed how the design of a modeling activity can afford students' coordination of the two probability perspectives and the difficulties in the process. This analysis shows that adopting an asymmetric random process and having students extend their models of a simple event to a compound event are helpful for students to coordinate probability perspectives. However, potential obstacles to coordination include an authority issue and statistical bias. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01