LEADER 04551 am 22007453u 450 001 9910156519903321 005 20230609170731.0 010 $a3-319-31625-7 024 7 $a10.1007/978-3-319-31625-3 035 $a(CKB)3710000000765713 035 $a(DE-He213)978-3-319-31625-3 035 $a(MiAaPQ)EBC5595076 035 $a(Au-PeEL)EBL5595076 035 $a(OCoLC)1076252728 035 $a(MiAaPQ)EBC6422834 035 $a(Au-PeEL)EBL6422834 035 $a(OCoLC)1229828895 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/33609 035 $a(EXLCZ)993710000000765713 100 $a20160712d2016 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aResearch on Teaching and Learning Probability$b[electronic resource] /$fby Carmen Batanero, Egan J. Chernoff, Joachim Engel, Hollylynne S. Lee, Ernesto Sánchez 205 $a1st ed. 2016. 210 $aCham$cSpringer Nature$d2016 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (VII, 33 p. 1 illus.) 225 1 $aICME-13 Topical Surveys,$x2366-5947 311 $a3-319-31624-9 327 $aMain Topics You Can Find in this ?ICME-13 Topical Survey? -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead. 330 $aThis book summarizes the vast amount of research related to teaching and learning probability that has been conducted for more than 50 years in a variety of disciplines. It begins with a synthesis of the most important probability interpretations throughout history: intuitive, classical, frequentist, subjective, logical propensity and axiomatic views. It discusses their possible applications, philosophical problems, as well as their potential and the level of interest they enjoy at different educational levels. Next, the book describes the main features of probabilistic thinking and reasoning, including the contrast to classical logic, probability language features, the role of intuitions, as well as paradoxes and the relevance of modeling. It presents an analysis of the differences between conditioning and causation, the variability expression in data as a sum of random and causal variations, as well as those of probabilistic versus statistical thinking. This is followed by an analysis of probability?s role and main presence in school curricula and an outline of the central expectations in recent curricular guidelines at the primary, secondary and high school level in several countries. This book classifies and discusses in detail the three different research periods on students? and people?s intuitions and difficulties concerning probability: early research focused on cognitive development, a period of heuristics and biases programs, and the current period marked by a multitude of foci, approaches and theoretical frameworks. 410 0$aICME-13 Topical Surveys,$x2366-5947 606 $aMathematics?Study and teaching  606 $aTeaching 606 $aLearning 606 $aInstruction 606 $aMathematics Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O25000 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 610 $aMathematics Education 610 $aTeaching and Teacher Education 610 $aLearning and Instruction 615 0$aMathematics?Study and teaching . 615 0$aTeaching. 615 0$aLearning. 615 0$aInstruction. 615 14$aMathematics Education. 615 24$aTeaching and Teacher Education. 615 24$aLearning & Instruction. 676 $a370 700 $aBatanero$b C$g(Carmen)$4aut$4http://id.loc.gov/vocabulary/relators/aut$0960005 702 $aChernoff$b Egan J$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aEngel$b Joachim$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aLee$b Hollylynne S$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aSánchez$b Ernesto$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910156519903321 996 $aResearch on Teaching and Learning Probability$92175836 997 $aUNINA