Motivating Inquiry in Statistics and Probability in the Primary Classroom

Abstract

We describe how the use of a games environment combined with technology supports upper primary children in engaging with a concept traditionally considered too advanced for the primary classes: The Law of Large Numbers.

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

“…Some studies also suggested some new ways for enhancing statistical knowledge in young ages. Leavy and Hourigan (2015) argued that appropriate implementations supported the improvement of statistical literacy by introducing authentic statistical investigations in the lesson. For college students, Clair and Chihara (2012) implemented a pedagogical strategy, team-based learning, and revealed the effectiveness of the approach compared to the individual participation.…”

Using pig die and simulation to explore probability and expected values

“…There are a number of hands-on activities to develop students' intuitive thinking about the law of large numbers. For examples of these activities, see Dinov et al (2009), Falk andLann (2015) and Leavy and Hourigan (2015). This activity also provides teachers a hands-on example to illustrate this concept in practice.…”

“…For examples of these activities, see Dinov et al . (), Falk and Lann () and Leavy and Hourigan (). This activity also provides teachers a hands‐on example to illustrate this concept in practice.…”

What do the stats tell us? Engaging elementary children in probabilistic reasoning based on data analysis

“…The researchers' selection of the topics was informed by international curricula and the recommendation of professional bodies. Each group was given a particular probability concept that would be presented to students in the following sequence: describing likelihoods, comparing and explaining likelihoods and ordering likelihoods of events and the Law of Large Numbers (Leavy and Hourigan ). This article focuses on the second of these: comparing and explaining likelihoods.…”

“…The challenge for teachers is not merely to provide more experiences in probability for younger learners but also to provide meaningful experiences, which promote correct and robust understanding of concepts. Hence, when designing pedagogical experiences relating to probability, educators need to take into account the importance of prerequisite mathematical understandings, the presence of naïve understandings and biases relating to probability and the ways in which everyday meanings of probabilistic terms may pose challenges for the development of understanding (Greer and Mukhopadhyay ; Kaplan et al ; Leavy and Hourigan ; Lecoutre ).…”