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Children's conceptions of probability — A psychological and pedagogical review

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Abstract

This paper identifies a number of key questions concerning children's understanding of probability. A selection of psychological and pedagogical research studies is evaluated. Attention is drawn to the various definitions of probability assumed by their authors, indicating the relevance of these to an understanding and synthesis of the reported findings. The possibility of basing relevant classroom practice on subjective rather than theoretical concepts of probability is discussed.

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Authors and Affiliations

  1. Mathematics, Statistics and Computing, University of London Institute of Education, 20 Bedford Way, WC1H 0AL, London, England

    Anne S. Hawkins

  2. South Bank Polytechnic, Department of Math Science and Computing, Borough Road, SE1 8AA, London, England

    Ramesh Kapadia

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  1. Anne S. Hawkins
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  2. Ramesh Kapadia
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Hawkins, A.S., Kapadia, R. Children's conceptions of probability — A psychological and pedagogical review. Educ Stud Math 15, 349–377 (1984). https://doi.org/10.1007/BF00311112

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