Chance Encounters: Probability in Education
R. Kapadia Β· M. Borovcnik
Π΄Π΅ΠΊ. 2012β―Π³. Β· Mathematics Education Library ΠΠ½ΠΈΠ³Π°Β 12 Β· Springer Science & Business Media
ΠΠ»Π΅ΠΊΡΡΠΎΠ½Π½Π°Ρ ΠΊΠ½ΠΈΠ³Π°
267
ΠΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎ ΡΡΡΠ°Π½ΠΈΡ
reportΠΡΠ΅Π½ΠΊΠΈ ΠΈ ΠΎΡΠ·ΡΠ²Ρ Π½Π΅ ΠΏΡΠΎΠ²Π΅ΡΠ΅Π½Ρ. ΠΠΎΠ΄ΡΠΎΠ±Π½Π΅Π΅β¦
ΠΠ± ΡΠ»Π΅ΠΊΡΡΠΎΠ½Π½ΠΎΠΉ ΠΊΠ½ΠΈΠ³Π΅
This book has been written to fIll a substantial gap in the current literature in mathemat ical education. Throughout the world, school mathematical curricula have incorporated probability and statistics as new topics. There have been many research papers written on specifIc aspects of teaching, presenting novel and unusual approaches to introducing ideas in the classroom; however, there has been no book giving an overview. Here we have decided to focus on probability, making reference to inferential statistics where appropriate; we have deliberately avoided descriptive statistics as it is a separate area and would have made ideas less coherent and the book excessively long. A general lead has been taken from the fIrst book in this series written by the man who, probably more than everyone else, has established mathematical education as an aca demic discipline. However, in his exposition of didactical phenomenology, Freudenthal does not analyze probability. Thus, in this book, we show how probability is able to organize the world of chance and idealized chance phenomena based on its development and applications. In preparing these chapters we and our co-authors have reflected on our own acquisition of probabilistic ideas, analyzed textbooks, and observed and reflect ed upon the learning processes involved when children and adults struggle to acquire the relevant concepts.
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Π§ΡΠΎΠ±Ρ ΠΎΡΠΊΡΡΡΡ ΠΊΠ½ΠΈΠ³Ρ Π½Π° ΡΠ°ΠΊΠΎΠΌ ΡΡΡΡΠΎΠΉΡΡΠ²Π΅ Π΄Π»Ρ ΡΡΠ΅Π½ΠΈΡ, ΠΊΠ°ΠΊ Kobo, ΡΠΊΠ°ΡΠ°ΠΉΡΠ΅ ΡΠ°ΠΉΠ» ΠΈ Π΄ΠΎΠ±Π°Π²ΡΡΠ΅ Π΅Π³ΠΎ Π½Π° ΡΡΡΡΠΎΠΉΡΡΠ²ΠΎ. ΠΠΎΠ΄ΡΠΎΠ±Π½ΡΠ΅ ΠΈΠ½ΡΡΡΡΠΊΡΠΈΠΈ ΠΌΠΎΠΆΠ½ΠΎ Π½Π°ΠΉΡΠΈ Π² Π‘ΠΏΡΠ°Π²ΠΎΡΠ½ΠΎΠΌ ΡΠ΅Π½ΡΡΠ΅.
