Analysing teaching and learning process for the law of large numbers: Implications of using software in teachers education.

In this paper we analyse an intuitive approach to the study of the empirical law of large numbers by a pair of student teachers. The learning is based on the use of a random experiment simulation applet with feedback by a lecturer. The analysis is based on some theoretical tools taken from the onto-semiotic approach to mathematical cognition and instruction (Godino, 2002). In particular we assess the epistemic, cognitive and instructional suitability of the study process. We deduce some requirements of the simulation device characteristics and the lecturer's role to increase the suitability of the teaching and learning process.