Proficiency and Beliefs in Learning and Teaching by Yeping Li, Judit N. Moschkovich (auth.), Yeping Li, Judit N.

By Yeping Li, Judit N. Moschkovich (auth.), Yeping Li, Judit N. Moschkovich (eds.)

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It is necessary to investigate these differences in more detail and to provide more empirical evidence. At least, if data and probability are a topic in the elementary classroom, we must provide more elaborated instruction on these concepts in order to support mathematics teachers in their classroom work. Integrating this topic in the mathematics classroom presupposes in our view a better connection between children’s thinking and conceptualization of probability principles and the mathematical point of view.

Well, together. I would take a bead, because 11 were drawn thereof and of the /ehm/ cubes, only 6 were drawn. It does not matter. Why doesn’t it matter, whether you take a cube or a bead? Because blue is blue. The interview transcripts give evidence that 4th graders vary significantly in their ways of accessing probability concepts. Some children are able to explain complex stochastic situations, while others lack the ability to comprehend simple concepts. Joe can be regarded as a successful problem solver with respect to the tasks on statistics and probability.

Well, together. I would take a bead, because 11 were drawn thereof and of the /ehm/ cubes, only 6 were drawn. It does not matter. Why doesn’t it matter, whether you take a cube or a bead? Because blue is blue. The interview transcripts give evidence that 4th graders vary significantly in their ways of accessing probability concepts. Some children are able to explain complex stochastic situations, while others lack the ability to comprehend simple concepts. Joe can be regarded as a successful problem solver with respect to the tasks on statistics and probability.

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