Teaching Chance and Data at Zeerust Primary School (original) (raw)
Introduction Learning mathematics is so conceptual, so centred upon the student, that they must set the pace for their own learning. Pushing an idea onto the child before they are ready to hear it, or before they have mastered the previous big idea in the chain is absurd. We use the on-line Mathletics course to deliver a large proportion of content which the children tackle this at their own pace. We have grade 4 students working through grade 6 material and grade 3s working on grade 2. Each child can be individually tutored by their peers or by their teacher. We use diagnostic testing to uncover conceptual weaknesses and teach these in depth. Inummeracy has an adverse impact on a person's life we simply must do all we can to prevent it from happening.
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STATISTICS EDUCATION RESEARCH JOURNAL
This study considers probability models as tools for both making informal statistical inferences and building stronger conceptual connections between data and chance topics in teaching statistics. In this paper, we aim to explore pre-service mathematics teachers’ use of probability models for a chance game, where the sum of two dice matters in winning the game. We report on an interview with a group of three pre-service teachers as they engaged in predicting and conducting experiments and computer simulations as an attempt to develop a winning strategy. This paper focuses on how the participants came to use the theoretical model of the sum of two dice as they tried to coordinate the combinatorial analysis and the use of data as evidence in their predictions. First published November 2017 at Statistics Education Research Journal Archives
This study considers probability models as tools for both making informal statistical inferences and building stronger conceptual connections between data and chance topics in teaching statistics. In this paper, we aim to explore pre-service mathematics teachers' use of probability models for a chance game, where the sum of two dice matters in winning the game. We report on an interview with a group of three pre-service teachers as they engaged in predicting and conducting experiments and computer simulations as an attempt to develop a winning strategy. This paper focuses on how the participants came to use the theoretical model of the sum of two dice as they tried to coordinate the combinatorial analysis and the use of data as evidence in their predictions.
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