Literature Index

Not only the areas of application of probability quickly multiplied; mathematicians also developed several different ways to think about and quantify probability. Below we briefly describe three of these: theoretical probability, and subjective probability. There are more than these three mathematical approaches to probabilty, but these are the most commonly encountered. In interpreting numeric probabilities it helps to know how probability values are reached in each of these approaches.

These notes attempt (a) to summarise the development of ideas about probability, and (b) to supply relevant quotations from the probabilists whose theories we consider.

Authors will strive to present information to help teachers (1) understand students' conceptions or misconceptions of important ideas, (2) consider various approaches to teaching, and (3) offer activities that probe students' understanding. Although research offers no one correct answer to the many perplexing problems surrounding teaching and learning mathematics, the suggestions and perspectives may help teachers pursue their work with new insights. It is hoped that the department will also stimulate researchers to reflect on connecting research to the classroom. Communication and collaboration between teachers and researchers will benefit both groups and help each grow in appreciation of the other's tasks.

This project is based the epistemological reflection of the teacher about the stochastic' ideas in elementary education. It considers the European term stochastics meaning "probability and statistics". Throughout the study of mistakes and difficulties in learning and experiencing situations that permit the reflection about stochastics, the teaching and resources' methods and its practical use, the teacher will find different ways in its pedagogical practice to widen its professional development. In this world of information that we live, it's important to have the knowledge of the probability of facts to make decisions, to do forecasts and to acquire more ability to think about the uncertainties, because more and more the population has more access to social and economical issues on which the graphics and tables provide the survey results. So, based on these facts, our project has a main question. Which transformations the process of reflection about teaching of statistics and probability will bring to the training and practice of teachers? To answer this question, we are developing a qualitative research, defining the category in analysis of the empirical material, for the analysis of the interviews, the videos and the reports of the participant teachers. There are five teachers and two group coordinators participating in this research. The group has been working for two years and so far the results are very significant. We believe that the conclusions of this project will present relevant contributions not only for the research in statistics education, but also for the practice and development of the teachers.