Use of the Chance Concept in Everyday Teaching

This paper presents a research study on probability teaching which belongs to research on interaction in the mathematics classroom. Whereas much research done in this field takes a constructivist perspective or is based on theories of communication, we shall focus primarily on epistemological constraints of mathematical knowledge in student-teacher interactions. Our specific interest will be to better understand how processes of concept development occur in everyday teaching and how meaning of mathematical concepts is embedded in social interaction.