- Manfred Borovcnik (Austria)
- Dave Pratt (United Kingdom)
- Yingkang Wu (China)
- Carmen Batanero (Spain)
The organizing team:
Probability and statistics education are relatively new disciplines. Both have only recently been introduced into main stream school curricula in many countries. While application- oriented statistics is undisputed in its relevance, discussion about probability is more ambivalent. When probability is reduced to its classical conception, mainly based on combinatorics or its formal treatment in higher mathematics, it can be seen as irrelevant, and may be abandoned to leave only the statistical element of the stochastics discipline. However, we believe that there are some powerful arguments in favour of a strong role for probability within stochastics curricula:
- Sound probabilistic judgements support people’s rational decision-making in important situations, such as medical tests, jury verdicts, investments, assessment, etc.
- Equally, reasoning about uncertainty is an important everyday skill. For example, the concepts of risk (not only in financial markets) and reliability impact on our everyday decision-making. Clearly, these concepts are closely related to and dependent upon probability.
- Probability is essential in understanding any inferential procedures in statistics.
- Probability offers a tool for modelling and “creating” reality. For example, modern physics cannot be formulated without reference to probability concepts.
Thus, the challenge is to teach probability through designing materials and tools that encourage understanding. The focus has to be on creating approaches to probability that are more accessible and motivating, utilising practical applications as appropriate. Pedagogy should embrace schools of thought such as the frequentist and subjective views of probability.
We see the emergence of approaches that promote the visualisation of abstract concepts. Simulation is one such strategy but there are many others. The use of technology also enables a change in emphasis from the technicalities of calculation to conceptual underpinning. At the same time, we recognise the fundamental importance that pedagogy addresses personal attitudes and intuitions in its approach.
With these challenges in mind, we have encouraged in our call papers and presentations at ICME 11 that will help us to share the diversity of endeavours in research on understanding and teaching of randomness, chance and probability. May future teaching take advantage of this exchange, which we expect will initiate new research projects on the teaching and learning of probability.
We encourage submissions related to the following topics:
- Ideas of probability in young children
- Students’ understanding and misunderstanding of fundamental probabilistic concepts
Impact of technology
- The use of technology for students’ learning of probability
- Using software (Fathom, probability explorer, etc.) to study probability and sampling distributions
- Special issues in e-learning
- Teacher education on the topic of probability
- Teachers’ conceptions about teaching probability
- The probabilistic idea of random variable – distribution – expectation
- The central limit theorem – convergence
- Bayes theorem and conditional probability – independence – exchangeability
- Probabilistic modelling – a probabilistic look at distributions
Individuals may submit a paper for consideration by the Organizing Team of the Topic Study Group to be accepted for oral presentation in the TSG or as a paper presented by distribution within the group.
Send proposals to Manfred Borovcnik (with the reference “ICME 11 proposal” to filter the mail accordingly).
Format of proposals and papers
Length of proposal: 2 pages plus references; length of final paper: 6-8 pages plus references. Typing should be done according to the formatting template, which you may download from this site. The documents should be delivered in MS-Word (with possibly an extra file in Adobe pdf format for checking the layout). – The layout terms for the final paper are still subject to alterations (there is some discussion within the IPC on common formatting prescriptions for all groups).
Accepted papers will also be published on the website of the conference and on a conference CD. If you do not specify presentation by distribution, we will assume that you wish your paper to be considered for oral presentation. Because only a limited number of papers can be presented orally, you may be asked to accept presentation by distribution. The time for presentation will be limited to 15 minutes; some few talks of general interest may have 30 minutes.
|Short outline/proposal (2 pages)||January 1, 2008|
Answer to the authors
|January 22 , 2008|
|February 25, 2008|
Papers reviewed by the organizing team
|March 15, 2008|
Final paper submitted and posted on the TSG website
|April 13, 2008|
Note: Late submissions will be considered, but only for presentation by distribution. Any proposals to be considered for this must be submitted no later than April 15, 2008.
TSG #14: Research and development in the teaching and learning of statistics at ICME-11
Rolf Biehler (Germany)
Mike Shaughessy (U.S.A.)
Joint ICMI/IASE Study
This conference takes place at the ITESM, Monterrey, June 30 – July 4, 2008 (the week before ICME)
|Chair: Carmen Batanero (Spain)|
ELEE: Latin American Statistics Education Meeting
(in Spanish and Portuguese)
This meeting specifically directed to Latin American Statistics Educators takes place at the ITESM, Monterrey, July 4-5, 2008.
|Latin American Statistics Meeting|
|Cileda Coutinho (Brazil)|
You find here the schedule of the presentations of this topic study group. By clicking the title, you get the full paper. By clicking the pdf logo, a pdf version of the presentation in powerpoint is opened. This might be useful to get an overview on the key ideas; furthermore, it gives an authentic impression of the group`s work.
|Chair: Dave Pratt||Conditional probability and Bayes’ theorem|
Carmen Díaz & Carmen Batanero
M. Pedro Huerta
Veronica Y. Kataoka, e.a.
Hugo M. Hernández Trevethan, e.a.
Laura Martignon & Stefan Krauss
The authors come from Europe, USA, Australia and Latin America, the English, the Spanish world, and the “rest” are distributed “evenly”. Some graphs illustrate the variety of approaches in the accepted papers.