International Electronic Journal of Mathematics Education

Building a Connection between Experimental and Theoretical Aspects of Probability
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2009 - Volume 4 Issue 3, pp. 339-370
  • Published Online: 12 Dec 2009
  • Article Views: 511 | Article Download: 514
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Ireland S, Watson J. Building a Connection between Experimental and Theoretical Aspects of Probability. Int Elect J Math Ed. 2009;4(3), 339-370.
APA 6th edition
In-text citation: (Ireland & Watson, 2009)
Reference: Ireland, S., & Watson, J. (2009). Building a Connection between Experimental and Theoretical Aspects of Probability. International Electronic Journal of Mathematics Education, 4(3), 339-370.
Chicago
In-text citation: (Ireland and Watson, 2009)
Reference: Ireland, Seth, and Jane Watson. "Building a Connection between Experimental and Theoretical Aspects of Probability". International Electronic Journal of Mathematics Education 2009 4 no. 3 (2009): 339-370.
Harvard
In-text citation: (Ireland and Watson, 2009)
Reference: Ireland, S., and Watson, J. (2009). Building a Connection between Experimental and Theoretical Aspects of Probability. International Electronic Journal of Mathematics Education, 4(3), pp. 339-370.
MLA
In-text citation: (Ireland and Watson, 2009)
Reference: Ireland, Seth et al. "Building a Connection between Experimental and Theoretical Aspects of Probability". International Electronic Journal of Mathematics Education, vol. 4, no. 3, 2009, pp. 339-370.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Ireland S, Watson J. Building a Connection between Experimental and Theoretical Aspects of Probability. Int Elect J Math Ed. 2009;4(3):339-70.

Abstract

This paper addresses a question identified by Graham Jones: what are the connections made by students in the middle years of schooling between classical and frequentist orientations to probability? It does so based on two extended lessons with a class of Grade 5/6 students and in-depth interviews with eight students from the class. The Model 1 version of the software TinkerPlots was used in both settings to simulate increasingly large samples of random events. The aim was to document the students’ understanding of probability on a continuum from experimental to theoretical, including consideration of the interaction of manipulatives, the simulator, and the law of large numbers. A cognitive developmental model was used to assess students’ understanding and recommendations are made for classroom interventions.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.