Dạy học Thống kê và Xác suất ở trường trung học phổ thông theo hướng phát triển tư duy xác suất - Đề xuất một khung lí thuyết
Tóm tắt
Statistics and Probability is one of the three core knowledge strands in Vietnam’s 2018 General Education Mathematics Curriculum, playing a vital role in developing students’ mathematical thinking and reasoning competencies. However, current instructional practices in high schools remain predominantly focused on computational skills and formulaic application. Conversely, activities designed to help students grasp the nature of randomness, analyze data, and make decisions under uncertainty have not yet received commensurate attention. This study employs a theoretical research approach combined with curriculum analysis by synthesizing the 2018 Mathematics Curriculum with Piaget’s theory of cognitive development, Fischbein’s theory of probabilistic intuitions, and the frameworks of Jones et al. and Tarr & Jones to propose a theoretical framework for developing probabilistic thinking in uppersecondary students. This framework comprises six core structures across four levels of thinking, ranging from subjective to formal quantitative reasoning. It contributes a theoretical basis for designing assessment tools and providing pedagogical orientations for Statistics and Probability, thereby bridging the gap between the 2018 Curriculum’s requirements and contemporary classroom practices.
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