Investigating Probability Concepts of Secondary Pre-service Teachers in a Game Context
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Investigating Probability Concepts
- Bu sahifa navigatsiya:
- Planning stage
- Assessment task
- Reflections
Research
phase Activities Reflection and discussion Phase 1: Posing a problem Esha and Sarah decide to play a die rolling game. They take turns to roll two fair dice and calculate the difference (bigger number minus smaller number) of the numbers shown. If the difference score is 0, 1, or 2, Esha wins, If the score is 3, 4, or 5, Sarah wins. Is this game fair? Why do you think the game is fair? Or unfair? Explain your thinking. Phase 2: Playing the game in pairs In pairs, pre-service teacher participants play the game with 20 trials and record the data. On the basis of your results, do you think the game is fair? Why, or why not? If you wanted to win this game, which player would you choose to be? Explain your answer. If you played the game 30 more times, would the results be the same as or different from the first game? If they would be different, how? Phase 3: Planning and exploring In groups, students brainstorm ideas about collecting and recording more data. Main activity: data is collected, recorded and analysed. After the main activity, students are given an additional task as an assessment. Students are asked to reflect on the probability teaching sequence Planning stage: Why does Esha win more often than Sarah? How can we determine if the game is fair by collecting more data? How can we record our results? After main activity: What are the chances of Esha winning? What are the chances of Sarah winning? Is this game fair? Why? Discuss how knowing the expected probabilities helps us to understand why the game is unfair. Assessment task: Students to decide whether the following statement is true or false and write down reasons to support their decision: Scoring a total of three with two fair dice is twice as likely as scoring a total of two. Reflections: Think back on the activity we did today. Did you all like the activity? Why or why not? Are there any probability teaching ideas that you can take to your classroom? Will you be using these ideas in your teaching? Suppose you were to recommend this teaching sequence to a colleague. When would you suggest he or she use it? Do you feel there are any challenges in doing this activity? What kind of support, if any, would you require? Download 437.33 Kb. Do'stlaringiz bilan baham: |
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