id: 06310387
dt: a
an: 2014d.00808
au: Sharma, Sashi
ti: Cultural influences in probabilistic thinking.
so: Chernoff, Egan J. (ed.) et al., Probabilistic thinking. Presenting plural
perspectives. Dordrecht: Springer (ISBN 978-94-007-7154-3/hbk;
978-94-007-7155-0/ebook). Advances in Mathematics Education, 657-681
(2014).
py: 2014
pu: Dordrecht: Springer
la: EN
cc: K50 C30 C60
ut: probabilistic thinking; cultural context; interpretations of probability;
learning; high school students; challenges; implications for research
ci:
li: doi:10.1007/978-94-007-7155-0_35
ab: Summary: Decisions concerning business, industry, employment, sports,
health, weather predictions, law, risk and opinion polling are made
using an understanding of probabilistic reasoning. The importance of
probability in everyday life and workplace has led to calls for an
increased attention to probability in the mathematics curriculum. A
number of research studies from different theoretical perspectives show
that students tend to have conceptions about probability which impact
on their learning.{ }The chapter has five sections. The first section
outlines the importance of probability in both formal (school) and
out-of-school situations and makes a case for teaching probability. The
second section considers the different interpretations of probability.
Although we use informal probabilistic notions daily in making
decisions, research on probability has mostly focused on the classical
and frequentist approaches, research on the subjective approach is
almost non-existent. Further, the common culture may influence the
informal ideas of probability. Yet, there appears to be minimal
literature that deals with the educational implications of the role of
culture. Hence, the third section draws on mathematics education
research to discuss the interaction between mathematical cognition and
social settings and culture. It will be argued that probability is no
different and early notions as well misconceptions need to be addressed
via this lens. It would help clarify the aims, purpose and limitations
of probability education.{ }The next section will report on the effects
of culture on studentsâ€™ probabilistic thinking. I will draw on
examples from my work and few others who have studied cultural
influences on probabilistic thinking to explain how probability is
related to human culture and tied to cultural practices. The final
section will consider the issues arising out of the literature and
offer suggestions for meeting these challenges. Specifically,
suggestions for teaching, assessment and further research will be
outlined.
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