Several years ago, there began a consideration of the inadequacy of
a traditional approach to teaching mathematics. Many teachers and
perhaps a majority of the students often realize something is wrong
with these methods and report a lack of enthusiasm in dealing with
the discipline. Many teachers think that certain established habits
have a serious pedagogical basis, and therefore, it is difficult to
question them. In addition, perhaps, there is also a certain fear
in imagining and experimenting with new ways. Unfortunately, the
excessive use of examples and abstract formulations with exclusive
reference to algebraic language distances the student from the
pleasure of the discipline. Mathematics, on the other hand,
requires attention and concentration, but the understanding of its
meaning gives rise to interest, pleasure to discover, and promotes
deep learning. This is where studying probability from an
operational approach has gained much traction. The most interesting
aspect is the use of a very artisanal approach, starting with
objects that students can, in part, find in their daily lives.
Trying to identify objects and situations that speak of ""different
mathematics,"" embodied in everyday life, may offer more
possibilities to deal with the mathematical illiteracy that seems
to afflict a large part of our society. Examining an Operational
Approach to Teaching Probability focuses on probability examined
from an educational point of view and the implementation of a very
concrete operational approach in the classroom. Two main pillars
are examined within this book: concrete objects and IT tools used
to perform simulations for probability teaching. Each chapter is
devoted to an essential concept related to probability and covers
the operational approach all the way from its historical
development to types of probability studies, different teaching
methods within the approach, and the theories surrounding it. This
book is ideal for pre-service and in-service teachers looking for
nontraditional approaches in teaching along with instructional
designers, curricula developers, practitioners, researchers,
academicians, and students interested in learning more about
operational research and the use of objects to introduce
probabilistic concepts in a new method of teaching.
General
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