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Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education pp 71–83Cite as

Strengthening the Role of Probability Within Statistics Curricula

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Part of the book series: New ICMI Study Series ((NISS,volume 14))

Abstract

This chapter illustrates probability as a type of thinking, which has its own existence even without a theoretical study. While such thinking is usually omitted in teaching, it is deep-rooted. The success of probabilistic models as compared to other, possibly primitive approaches is difficult to judge. This might hinder learners in accepting and applying – not to speak of understanding – the concepts. Probabilistic models seem to resemble scenarios more directly than fit perfectly to real situations. This runs contrary to current trends to reduce the link between probability and data to relative frequencies. A wider framework for the interpretation seems to be required. Consequences of such views on randomness and probability for teaching statistics are described.

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Author information

Authors and Affiliations

  1. Department of Statistics, Alpen-Adria-Universität Klagenfurt, Universitätsstraße 65–67, Klagenfurt, 9020, Austria

    Manfred Borovcnik

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  1. Manfred Borovcnik
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Correspondence to Manfred Borovcnik .

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Editors and Affiliations

  1. Fac. Ciencias de la Educación, Universidad de Granada, Granada, 18071, Spain

    Carmen Batanero

  2. Dept. Counseling,, Educational Psychology &, Michigan State University, Erickson Hall 240, East Lansing, 48824, Michigan, USA

    Gail Burrill

  3. SiMERR National Centre, University of New England, Armidale, 2350, New South Wales, Australia

    Chris Reading

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Borovcnik, M. (2011). Strengthening the Role of Probability Within Statistics Curricula. In: Batanero, C., Burrill, G., Reading, C. (eds) Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. New ICMI Study Series, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1131-0_11

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