Prodromou, T. and Pratt, D. (2005), ‘Harnessing the causal to illuminate the stochastic’, in D.Hewitt and A. Noyes (Eds), Proceedings of the sixth British Congress of Mathematics Education held at the University of Warwick, pp. 136-143.
This paper reports on the continuing design of a microworld that aspires to capture how students might use knowledge about the deterministic to explain probability distribution as an emergent phenomenon. This study builds on prior work, which identified that students of age 11 years had sound intuitions for short-term randomness but had few tools for articulating patterns in longer-term randomness.
Sharmaa, S., Doyleb, P., Shandilc, V. and Talakia’atuc, S.(2012) ‘Developing statistical literacy with Year 9 students: A collaborative research project’, The University of Waikato; The University of Auckland and Marcellin College. BSRLM
In this collaborative research study, two cycles of teaching experiments were carried out in two year 9 classes. The data set consisted of audio and video-recordings of classroom sessions, copies of students’ written work, audio recorded interviews conducted with students, and field notes of the classroom sessions. The results shed light on tools and techniques which the research team used to help students develop critical statistical literacy skills.
Johnston-Wilder, P. (2008) ‘Children’s understanding of randomness as a model’, University of Warwick, BSRLM.
This paper presents two views of randomness from literature on philosophy of science. Each of these is discussed in relation to learning randomness, and they are related to a common restricted understanding of randomness.
These views are used to analyse extracts from interviews with secondary school pupils in which the pupils were invited to participate in simple experiments involving randomness, and to discuss situations using the idea of randomness.
Dave Pratt and Richard Noss, (2002) “The Microevolution of mathematical knowledge; the case of randomness”.
This is an accessible paper about randomness, which is a difficult idea for students. It describes how complex it is to move from meeting a new idea to recognising when it is useful in a new situation and how context affects learners’ understanding of a new abstract idea. It gives insight into how sequences of tasks might be designed that lead learners to apply a new idea.