Hypothetical trajectory of learning (THA) for the notion of probability in students of sixth grade
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Abstract
The purpose of this qualitative study was to improve classroom practices through a learning trajectory focused on the conceptualization and understanding of probabilities in sixth-grade students. This was achieved through a set of instructional activities or mathematical tasks. In this case, the tasks were designed to develop random thinking skills that allow them to understand phenomena involving chance and uncertainty.
Although the tasks were developed with all students, three performance levels with differentiated abilities were chosen to analyze the students' progression in constructing and understanding the concepts. Thus, when addressing the topic with the proposed strategy, the students reached different levels of competency, such as reasoning, communication, and problem-solving. This work also highlights the achievements of a student with Special Educational Needs (SEN) and his significant progress in these competencies.
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