This paper is from Session 6E: Concepts in teaching probability: learning obstacles and proposals for how to overcome them
which comes under Topic 6: Innovations in teaching probability
Paper 6E2 (Friday 13th, 14:00-15:30)
Integrating theoretical and empirical considerations - Young students' understanding of the empirical law of large numbers
Presenter
- Susanne Schnell (University of Paderborn, Germany)
Abstract
In German middle schools, probabilities are first approached either through theoretical considerations (e.g. by comparing the number of ways an event can occur with the total number of possible outcomes) or empirical investigations (e.g. by conducting series of experiments). The empirical law of large numbers serves as a means to achieve an integrated view of both approaches. Understanding this law is challenging for young learners as it draws on a complex network of statistical concepts. This paper investigates students’ processes of experiencing the empirical law of large numbers. Interpretatively analyzed snapshots from a design research study with students (age 11-13) illustrate how they gradually integrate empirical and theoretical considerations when dealing with a teaching-learning arrangement built on a computer simulation.