{"title":"GAME INVENTION AS MEANS TO STIMULATE PROBABILISTIC THINKING","authors":"Martín Malaspina, Uldarico Malaspina","doi":"10.52041/SERJ.V19I1.119","DOIUrl":null,"url":null,"abstract":"In this paper, we make a qualitative analysis of didactic experiments performed with five 6 to 10-year-old children and five primary school teachers, starting from a structured game with probabilistic elements. The fundamental idea is to stimulate probabilistic thinking not only by playing a card game with decision making in uncertain situations, but by inventing games modifying the initial game. These experiments are grounded on the importance of emotions for learning, the subjective probability approach, and researches on problem posing. We have found that this activity of inventing games has a significant impact on the development of probabilistic thinking in children and teachers; it reduces the anxiety and it could be used in teaching strategies to foster statistical and probability literacy. Some of its positive effects are the strengthening of creativity, self-efficacy, self-esteem, the ability to ask questions, and the enjoyment of learning.\nFirst published February 2020 at Statistics Education Research Journal Archives","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Statistics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52041/SERJ.V19I1.119","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 5
Abstract
In this paper, we make a qualitative analysis of didactic experiments performed with five 6 to 10-year-old children and five primary school teachers, starting from a structured game with probabilistic elements. The fundamental idea is to stimulate probabilistic thinking not only by playing a card game with decision making in uncertain situations, but by inventing games modifying the initial game. These experiments are grounded on the importance of emotions for learning, the subjective probability approach, and researches on problem posing. We have found that this activity of inventing games has a significant impact on the development of probabilistic thinking in children and teachers; it reduces the anxiety and it could be used in teaching strategies to foster statistical and probability literacy. Some of its positive effects are the strengthening of creativity, self-efficacy, self-esteem, the ability to ask questions, and the enjoyment of learning.
First published February 2020 at Statistics Education Research Journal Archives
期刊介绍：
SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.
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