In this paper we discuss the teacher's role in the introduction of probability to students aged from 11 to 18 years old. Coutinho (2001) has showed that model-building approaches enable students to attend to the duality of the probability concept. However, Gonçalves (2004) argues that teachers do not easily appropriate such teaching situations, because their conception are associated with their own practices, built from classic approaches to probability. In this paper, we discuss a teacher education project on teaching and learning probability problems, in which teachers and researchers collaborate during face-to-face and virtual sessions, to reflect upon and about teaching practices and especially about the possibilities associated with a model-building approach to probability.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education