The introduction to probabilistic thinking in primary and middle school is one of the goals delineated by the Italian National Curriculum Guidelines and is part of the curricula of other countries. The paper presents activities carried out in Italian classes from grades 3 to 8 in which the introduction to probabilistic thinking is structured through problem solving and argumentation activities. The mathematical claims developed by the students were examined through a qualitative analysis, identifying the necessary object-level narratives and their substantiation. The analysis also considers the role of specific visual mediators in students’ justifications when solving probability problems.
Problem solving and argumentation in probability context: analysis of some examples of necessary object-level narratives
Francesca Martignone;Marta Saccoletto
In corso di stampa
Abstract
The introduction to probabilistic thinking in primary and middle school is one of the goals delineated by the Italian National Curriculum Guidelines and is part of the curricula of other countries. The paper presents activities carried out in Italian classes from grades 3 to 8 in which the introduction to probabilistic thinking is structured through problem solving and argumentation activities. The mathematical claims developed by the students were examined through a qualitative analysis, identifying the necessary object-level narratives and their substantiation. The analysis also considers the role of specific visual mediators in students’ justifications when solving probability problems.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
