学龄前儿童户外游戏过程中的直觉概率思维

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-07-31 DOI:10.52041/serj.v22i2.444

Z. Nikiforidou, Jennie L. Jones

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引用次数: 0

摘要

幼儿每天都会遇到不确定性和挑战；通过他们的直觉、经验和实验，他们构建了对概率概念的知识、技能和倾向。这项探索性民族志研究的目的是确定幼儿在户外玩耍时如何参与概率思维和推理。观察了12名3-4岁的儿童和两名从业者在户外进行自由和结构化的活动。根据参与者的语言互动，确定了反映概率、机会和不确定性背景的关键事件，以供进一步分析。儿童的概率思维主要表现在三个方面：解决问题时，创造性游戏中，以及考虑风险和安全问题时。这些真实的理解可以成为早期更多关于概率的教学序列的基础。

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PRESCHOOLERS’ INTUITIVE PROBABILISTIC THINKING DURING OUTDOOR PLAY

Young children encounter uncertainty and challenges on a daily basis; through their intuitions, experiences and experimentation they construct knowledge, skills and dispositions towards probabilistic concepts. The aim of this exploratory ethnographic study is to identify how young children engage with probabilistic thinking and reasoning while playing outdoors. Twelve 3–4-year-old children and two practitioners were observed during free and structured activities outdoors. Critical events, that reflect contexts of probability, chance and uncertainty, were identified for further analysis based on participants’ linguistic interactions. Children’s probabilistic thinking was mainly expressed in three instances: while solving problems, in creative play, and while considering risk and safety issues. These authentic understandings can become the basis for more instructional pedagogical sequences on probability in early years.

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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.