游戏发明是激发概率思维的手段

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2020-02-29 DOI:10.52041/SERJ.V19I1.119

Martín Malaspina, Uldarico Malaspina

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引用次数: 5

摘要

在本文中，我们从一个带有概率元素的结构化游戏开始，对5名6至10岁的儿童和5名小学教师进行的教学实验进行定性分析。其基本理念是，不仅通过在不确定的情况下玩纸牌游戏来激发概率思维，还通过修改初始游戏来创造游戏。这些实验基于情绪对学习的重要性、主观概率方法和对问题提出的研究。我们发现，这种发明游戏的活动对儿童和教师概率思维的发展有重大影响;它可以减少焦虑，并可用于培养统计和概率素养的教学策略。它的一些积极影响是加强创造力、自我效能、自尊、提问能力和学习的乐趣。首次发表于2020年2月的《统计教育研究期刊档案》

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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GAME INVENTION AS MEANS TO STIMULATE PROBABILISTIC THINKING

In this paper, we make a qualitative analysis of didactic experiments performed with five 6 to 10-year-old children and five primary school teachers, starting from a structured game with probabilistic elements. The fundamental idea is to stimulate probabilistic thinking not only by playing a card game with decision making in uncertain situations, but by inventing games modifying the initial game. These experiments are grounded on the importance of emotions for learning, the subjective probability approach, and researches on problem posing. We have found that this activity of inventing games has a significant impact on the development of probabilistic thinking in children and teachers; it reduces the anxiety and it could be used in teaching strategies to foster statistical and probability literacy. Some of its positive effects are the strengthening of creativity, self-efficacy, self-esteem, the ability to ask questions, and the enjoyment of learning. First published February 2020 at Statistics Education Research Journal Archives

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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.