Toward a theoretical structure to characterize early probabilistic thinking
The role of probability in curricula for children has fluctuated greatly over the past several decades. Recently, some countries have removed probability from their preschool and primary curricula, and others have retained it. One reason for such lack of agreement is that theory about early probability learning is still relatively new and under development. The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.
The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.