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Probability and statistics---teaching driven by representation
The Teaching of Mathematics, XXIV (2021) no. 1, p. 12 Cet article a éte moissonné depuis la source eLibrary of Mathematical Institute of the Serbian Academy of Sciences and Arts

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The newest reform of the educational system in Serbia brings forward the introduction of elements of probability and statistics in the elementary school curriculum. The paper explores possibilities for finding an optimal approach for developing basic probability and statistics concepts. Our research aimed to document the effects of alternative teaching methods of instructions based on the representational teaching approach, anchored to problems' representation (enactive, iconic, or symbolic). On a sample of 392 pupils, ages 11 to 14, three variants of the experimental program were compared using a nonparametric statistical procedure. The findings indicate that the �iconic� representational approach had better effects with younger pupils while the symbolic representational approach was the most effective representational method for higher grades of elementary school. A major implication of the study is that the representational teaching approach can be adjusted to the grade of pupils.
Classification : 97K60, 97K70 C73, K73
Keywords: Representation, probabilistic reasoning, statistics reasoning, teaching method, elementary school. 
@article{TM2_2021_XXIV_1_a1,
     author = {Jasmina V. Milinkovi\'c and Ivica Radovanovi\'c},
     title = {Probability and statistics---teaching driven by representation},
     journal = {The Teaching of Mathematics},
     pages = {12 },
     year = {2021},
     volume = {XXIV},
     number = {1},
     language = {en},
     url = {http://geodesic.mathdoc.fr/item/TM2_2021_XXIV_1_a1/}
}
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Jasmina V. Milinković; Ivica Radovanović. Probability and statistics---teaching driven by representation. The Teaching of Mathematics, XXIV (2021) no. 1, p. 12 . http://geodesic.mathdoc.fr/item/TM2_2021_XXIV_1_a1/