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Results show teachers employed multiple strategies and data displays, yet some reverted to an equiprobability bias. Findings also indicate pre-service teachers can revise thinking when engaged in rich teaching and learning tasks grounded in socio-cultural theory.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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teaching approach does the paper investigate for probability education?","Question",{"text":63,"@type":64},"It investigates a lesson sequence for teaching probability embedded in a game context, designed to connect experimental and theoretical probabilities in collaborative learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Who are the participants and what is the study focus?",{"text":68,"@type":64},"The study trials the sequence with secondary pre-service teachers and focuses on their understanding of the probability concepts embedded in the sequence.",{"name":70,"@type":61,"acceptedAnswer":71},"What evidence does the paper use, and what did it find about teachers’ reasoning?",{"text":72,"@type":64},"Video and audio data show teachers used varied strategies and data displays, but some reverted to an equiprobability bias while explaining ideas in the lessons.",{"name":74,"@type":61,"acceptedAnswer":75},"How do the findings describe pre-service teachers’ ability to change their thinking?",{"text":76,"@type":64},"The findings suggest pre-service teachers can modify their thinking when engaged in rich teaching and learning tasks tied to the socio-cultural grounding of the sequence.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},593913,1792623598,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,104,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & 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2020\u003Cbr>Investigating Probability Concepts of Secondary Pre-service Teachers in a Game Context\u003Cbr>Hem Chand Dayal\u003Cbr>The University of the South Pacific, [dayal_h@usp.ac.fj](dayal_h@usp.ac.fj)\u003Cbr>Sashi Sharma\u003Cbr>University of Waikato, [sashi@waikato.ac.nz](sashi@waikato.ac.nz)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Science and Mathematics Education Commons, Secondary Education Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nDayal, H. C., & Sharma, S. (2020) . Investigating Probability Concepts of Secondary Pre-service Teachers ina Game Context. Australian Journal of Teacher Education, 45(5) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n5.6](http://dx.doi.org/10.14221/ajte.2020v45n5.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss5/6](https://ro.ecu.edu.au/ajte/vol45/iss5/6)  \nProbability Concepts of  \nSecondary Pre-service Teachers in a Game Context  \nHem Chand Dayal  \nThe University of the South Pacific  \nSashi Sharma  \nThe University of Waikato  \nAbstract: There is a rich literature on students’ and teachers’  \nintuitions and misconceptions about probability. However, less  \nattention has been paid to the development ofpre-service teachers’  \nprobabilistic thinking in teacher education. Based on this, the second  \nauthor developed a lesson sequence for teaching probability. In particular, it demonstrates how a game context can be used to explore the relationship between experimental and theoretical probabilities in  \na collaborative learning setting. The lesson sequence integrates  \nconcepts and processes related to probability and is grounded in  \nsocio-cultural theory. We trialed the sequence with secondary pre  \nservice teachers. This paper focuses on their understanding ofthe  \nprobability concepts embedded in the sequence. Video and audio data  \nindicates that while teachers used a range ofstrategies and data  \ndisplays to explain the ideas integrated in the lessons, some reverted  \nto equiprobability bias. The findings also reveal that pre-service  \nteachers can modify their thinking when engaged in rich teaching and  \nlearning tasks.  \nIntroduction  \nThere are different suggestions on how best to teach probability so that students leaving school may be able to interpret probabilities in a wide range of contexts. (Batanero, Chernoff, Engel, Lee, & Sánchez, 2016; Jones, Langrall, & Mooney, 2007; Kapadia, 2009) . If students are to develop a meaningful understanding of probability, it is important to use effective pedagogical strategies to train teachers (Batanero, 2013; Koparan, 2019). In the area of probability, another intriguing recommendation for teaching is to use culturally diverse games to support and promote students’ understanding of probability (Carlton & Mortlock, 2005; Greer & Mukhopadhyay, 2005; Naresh, Harper, Keiser, & Krumpe, 2014; Tarr, 2002) . It is argued that a probability lesson embedded in a cultural context can enable students to reflect on the connections between probability and culture and as a result broaden students’ perceptions of mathematics and statistics. Research in teacher education related to probability education is still limited and needs to be advanced (Groth, 2007; Leavy & Hourigan, 2014; Watson, 2006) .  \nDifferent authors (Batanero et al., 2016; Batanero, 2013; Franklin, Kader, Mewborn, Moreno, Peck, Perry & Schaeffer, 2007) claim that many of the current teacher education programmes do not yet train teachers adequately to teach statistics and probability. Even though  \nmany pre-service secondary teachers have a major in mathematics, they usually study only theoretical statistics","cbCaia6psImx6Xg9","https://ap.wps.com/l/cbCaia6psImx6Xg9","pdf",334931,"English","# Abstract\n# Introduction\n## Teaching probability for meaningful student understanding\n## Gaps in teacher education for statistics and probability\n## Need for teachers to understand the probability they teach\n## Teaching sequence grounded in socio-cultural perspective","[{\"question\":\"What teaching approach does the paper investigate for probability education?\",\"answer\":\"It investigates a lesson sequence for teaching probability embedded in a game context, designed to connect experimental and theoretical probabilities in collaborative learning.\"},{\"question\":\"Who are the participants and what is the study focus?\",\"answer\":\"The study trials the sequence with secondary pre-service teachers and focuses on their understanding of the probability concepts embedded in the sequence.\"},{\"question\":\"What evidence does the paper use, and what did it find about teachers’ reasoning?\",\"answer\":\"Video and audio data show teachers used varied strategies and data displays, but some reverted to an equiprobability bias while explaining ideas in the lessons.\"},{\"question\":\"How do the findings describe pre-service teachers’ ability to change their thinking?\",\"answer\":\"The findings suggest pre-service teachers can modify their thinking when engaged in rich teaching and learning tasks tied to the socio-cultural grounding of the sequence.\"}]","Australian Journal of Teacher Education - Volume 45 - Issue 5 - Article 6 - Investigating Probability Concepts of Secondary Pre-service Teachers in a Game Context | PDF",1792078166]