TY - JOUR
T1 - Potential of Brousseau’s guessing game in teacher education
T2 - two complementary cases
AU - Hakamata, Ryoto
AU - Fukuda, Hiroto
AU - Otani, Hiroki
AU - Otaki, Koji
AU - Barquero, Berta
AU - Bosch, Marianna
N1 - Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - This paper reports the results of a didactic engineering proposal for statistical modelling and inquiry in the context of teacher education. The tasks and situations we focus on are related to Brousseau’s guessing game, which was originally proposed for the teaching of probability and randomness to primary school students. In this paper, we describe two different didactic engineering designs based on the guessing game, which were independently managed by two different research teams in the context of pre-service teacher education. One of them is aimed at primary school teachers in Spain, and the other at secondary school teachers in Japan. The theoretical tools and design principles employed come from the anthropological theory of the didactic, especially praxeologies and study and research paths. The description and comparison of the two cases reveal the potential of the guessing game for the teaching of statistics in teacher education, as well as the limitations of the dominant epistemological models in statistics, for researchers and educators when planning to work on statistics education.
AB - This paper reports the results of a didactic engineering proposal for statistical modelling and inquiry in the context of teacher education. The tasks and situations we focus on are related to Brousseau’s guessing game, which was originally proposed for the teaching of probability and randomness to primary school students. In this paper, we describe two different didactic engineering designs based on the guessing game, which were independently managed by two different research teams in the context of pre-service teacher education. One of them is aimed at primary school teachers in Spain, and the other at secondary school teachers in Japan. The theoretical tools and design principles employed come from the anthropological theory of the didactic, especially praxeologies and study and research paths. The description and comparison of the two cases reveal the potential of the guessing game for the teaching of statistics in teacher education, as well as the limitations of the dominant epistemological models in statistics, for researchers and educators when planning to work on statistics education.
KW - anthropological theory of the didactic
KW - inferential statistics
KW - praxeology
KW - reference epistemological model
KW - Statistical inquiry
KW - study and research path
KW - teacher education
UR - http://www.scopus.com/inward/record.url?scp=85189171410&partnerID=8YFLogxK
U2 - 10.1080/0020739X.2024.2321587
DO - 10.1080/0020739X.2024.2321587
M3 - Article
AN - SCOPUS:85189171410
SN - 0020-739X
JO - International Journal of Mathematical Education in Science and Technology
JF - International Journal of Mathematical Education in Science and Technology
ER -