Probability for Kids

Using Model-Eliciting Activities to Investigate Probability Concepts (Grades 4-6)
1. Auflage 2016
ISBN: 978-1-61821-527-7
Verlag: Taylor & Francis

Buch, Englisch, 134 Seiten, Format (B × H): 211 mm x 275 mm, Gewicht: 338 g

Probability for Kids features real-world probability scenarios for students in grades 4-6. Students will encounter problems in which they read about students their age selling magazines for a school fund raiser, concerned about their homeroom assignments, and trying to decode the combination to a safe that their grandfather abandoned, among others, all of which maximizes learning so students gain a deep understanding of concepts in probability. This book will help teachers, parents, and other educators to employ best practices in implementing challenging math activities based on standards. Problem solvers who complete all six activities in the book will understand the six basic principles of probability and be high school ready for discussions in probability.

Grades 4-6

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Chamberlin, Scott

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Introduction Chapter 1 Likelihood The Junior High School Problem Chapter 2 Randomness The Magazine Subscription Problem Chapter 3 Law of Large and Small Numbers The Basketball Problem Chapter 4 Empirical and Theoretical Probability The Mathematics Fair Problem Chapter 5 Dependent and Independent Events The Volleyball Program Problem Chapter 6 Permutations and Combinations The Safe Combination Problem References Appendix Additional Information About the Author Common Core State Standards Alignment

Über Autor(innen)

Scott Chamberlin is an associate professor in Elementary and Early Childhood Education at the University of Wyoming. His content area is mathematics education with a special interest in statistics. His research interests pertain to affect (i.e., feelings, emotions, and dispositions) and creativity during mathematical problem-solving episodes. Scott has a strong interest in mathematical modeling and feels that model-eliciting activities have particular utility with students of advanced intellectual and academic abilities. At the University of Wyoming, Scott teaches mathematics education courses to undergraduate and graduate students and prepares pre-service K-6 teachers to enter the elementary classroom. Scott earned his Ph.D. from Purdue University under the direction of Sidney Moon and his master's degree from the University of Utah under the direction of Don Kauchak.