From research to the classroom: educational guidelines to design and implement probabilistic tasks in Primary Education De la investigación al aula: orientaciones didácticas para diseñar e implementar tareas probabilísticas en Educación Primaria

Abstract

Based on the results of a previous research that analyses the probabilistic tasks proposed by Primary School teachers to promote probabilistic literacy, this article offers several educational guidelines with the aim of linking the results of this research with school practice. Specifically, we have considered the five components of the “probabilistic tasks” dimension of the “Instrument for Observation of Probability Classes” (IOC-PROB): use of resources; probabilistic contexts; cognitive challenge; procedures and strategies; and meanings of probability. For each component, we first present a brief description and a synthesis of the main results obtained in the preliminary study; and then we offer various theoretically and methodologically based teaching guidelines, based on a particular activity, so that Primary Education teachers can carry out a more effective planning and management of probabilistic tasks, adjusted to the results of the research.We conclude that the implementation of probabilistic tasks in the classroom aligned with the research on this topic can contribute to improving the development of probabilistic literacy in Primary School students.