Facilitating factors and obstacles in the coordination of theoretical probability and relative frequency estimates of probability

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 s...

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Bibliographic Details
Published in:Educational studies in mathematics 2023-11, Vol.114 (3), p.439-460
Main Authors: Park, JinHyeong, Kim, Dong-Won
Format: Article
Language:English
Subjects:
Barriers
Combinatorial probabilities
Computation
Computer simulation
Coordination
Education
Estimates
Geometric probabilities
Learning
Mathematical Models
Mathematics
Mathematics Education
Mathematics Instruction
Modelling
Probabilities
Probability
Random processes
Secondary School Mathematics
Secondary School Students
Statistical analysis
Students
Study and teaching
Citations: Items that this one cites
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Summary: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.
ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-023-10253-w