Teaching resources to form probability concepts in the first years of fundamental education

• Published in: Diversitas Journal Vol. 6; no. 1; pp. 1638 - 1647
• Main Authors: Claudia de Oliveira Lozada, Sidney Leandro da Silva Viana, Marcos Lucas da Silva Oliveira, Bruna Gama dos Santos, Cryslane de Araújo Lima, Wilamis Micael de Araújo Aviz
• Format: Journal Article
• Language: English
• Published: Universidade Estadual de Alagoas 01-04-2021
• Subjects: didactic resources; elementary education; probability
• ISSN: 2525-5215
• DOI: 10.17648/diversitas-journal-v6i1-1482

In the history of mathematics, chance has been portrayed at different times. Games of chance served as a basis for understanding chance and Cardano, Pascal and Fermat's ideas about decisions and regularities brought reflections and inquiries about probability. Bernoulli and Laplace confronted chance with determinism and Cornout randomly printed its origin from independent causes, with causes also being the focus of the study of chance by Poincaré, as described byCoutinho. And if, throughout history, the understanding of chance and probability generated different conceptions and ways of understanding them, teaching them in the early years of elementary school is challenging, from the conceptual and procedural point of view and the methodologies to be used. adopted for its approach. Thus, in this work we present the partial results of a research on didactic material for teaching probability in the early years of Elementary School. The National Common Curricular Baserecommends teaching the notions of probability in the early years of elementary school and studies carried out by Piaget and Inhelder have already found that children understand the notions of chance and probability in a particular way, and therefore, appropriate approaches with potentially material. contribute to the learning of concepts. Through a systematic literature review, we selected two papers that explain didactic materials for teaching probability in the early years of elementary school, in the games category, one being concrete and the other digital, and we present an analysis of the potential of these materials . Whether through a problematizing character or through a bias more directly linked to the concepts of probability, the games analyzed make it possible to help understand the concepts in a playful and interactive way in the early years of elementary school, in addition to stimulating students' interest in learning and greater participation in mathematics classes.