Describe effective instruction for situations when students are correct but uncertain.

Teaching Probability

Introduction

Probability appeals to the common sense--reason why people often 'know an answer to a question of chance even if they do not understand its mathematical explanation . Judgment may be entirely heuristic , and results are correct often enough to make decisions or conclusions based on inherent or personal judgment . This can be helpful or a deterrent to mathematizing probability , the key is to utilize the strength of everydayness of probability in the classroom

The challenge for educators is to help students formulate , systematize and make judgments from conditions

of reality through dialectical reasoning (Skovmose , 1994 ) and consequently replace 'commonsense ' rules to inferences made by mathematical logic

Teaching probability or statistics to young students must explore conjectures and develop the students ' ideas in a socially interactive teaching environment (Lopes , 2008 , because probability discusses common situations students encounter in their daily lives , and will prove important in everyday decision-making

Reducing Uncertainty

The most effective way of reducing the students ' uncertainty to a mathematical problem is to help them solve them mathematically . Inform students that mathematics is not only numbers , but a tool to interpret life . Reassure them that in probability there is no right or wrong answer--there are only answers that are more likely than others

A good method of getting sixth-grade students interested in probability is to provide them something that would stir their imagination or invoke personal experiences . Teachers could pose questions such as "If I toss a coin and conceal it in my hand , is it correct...