Contextualizing Probability Tasks: The Case of Egyptian School Curriculum

Abstract

This paper clarifies contexts of probability in Egyptian primary and lower-secondary school textbooks and how the students prioritize them. Through preliminary general inductive analysis, it was apparent that the implemented curriculum of probability, represented by the students' textbooks, emphasized the conventional activities that require calculations and are suitable for employing theoretical probability. On the other hand, students highlighted environmental circumstances, such as weather forecasts, as the most practical context for the probability concept. In that sense, there is a need to refine the textbook activities so that they match students' viewpoints.