Springer Exploring Probability in School: Challenges for Teaching and Learning: 40 (Mathematics Education Library, 40)

Exploring Probability in School provides a new perspective into research on the teaching and learning of probability. It creates this perspective by recognizing and analysing the special challenges faced by teachers and learners in contemporary classrooms where probability has recently become a mainstream part of the curriculum from early childhood through high school. The authors of the book discuss the nature of probability, look at the meaning of probabilistic literacy, and examine student access to powerful ideas in probability during the elementary, middle, and high school years. Moreover, they assemble and analyse research-based pedagogical knowledge for teachers that can enhance the learning of probability throughout these school years. With the book’s rich application of probability research to classroom practice, it will not only be essential reading for researchers and graduate students involved in probability education; it will also capture the interest of educational policy makers, curriculum personnel, teacher educators, and teachers. From the Back Cover Exploring Probability in School provides a new perspective into research on the teaching and learning of probability. It creates this perspective by recognizing and analysing the special challenges faced by teachers and learners in contemporary classrooms where probability has recently become a mainstream part of the curriculum from early childhood through high school. The authors of the book discuss the nature of probability, look at the meaning of probabilistic literacy, and examine student access to powerful ideas in probability during the elementary, middle, and high school years. Moreover, they assemble and analyse research-based pedagogical knowledge for teachers that can enhance the learning of probability throughout these school years. With the book’s rich application of probability research to classroom practice, it will not only be essential reading for researchers and graduate students involved in probability education; it will also capture the interest of educational policy makers, curriculum personnel, teacher educators, and teachers. About the Author Graham Jones has taught at universities in Australia and the United State for more than 35 years after commencing his career as a teacher in both elementary schools and high schools. He was the first pro-vice-chancellor at Griffith University, Gold Coast Campus and is an Emeritus Professor at that university and at Illinois State University, Normal, United States. His research into cognitive aspects of probability started more than 30 years ago at Indiana University, United States, where his PhD. dissertation focused on the probabilistic reasoning of primary-aged children. His subsequent research into the learning and teaching of probability and data exploration has featured the development and validation of cognitive frameworks and the use of these frameworks to inform instruction and assess student learning. Recent articles on this research with other colleagues have appeared in the following journals: Educational Studies in Mathematics (1997, pp. 101-125), Mathematics Education Research Journal (1997, pp. 39-59), Journal for Research in Mathematics Education (1999, pp. 487-519), Mathematical Thinking and Learning (2000, pp. 269-308), Journal of Mathematical Behavior (2001, 109-144) and the Canadian Journal of Science, Mathematics, and Technology Education (2002, 221-236). This research is further discussed in chapters that have been written for the International handbook of research in mathematics education [L. English (Ed.), (2002), Lawrence Erlbaum] and The challenge of developing statistical literacy, reasoning and thinking [D. Ben-Zvi & J. Garfield (Eds.), (2004), Kluwer Academic] Graham has also co-authored several books on the teaching of probability and statistics at various levels of the educational spectrum: Data, chance and probability