1: The Educational Perspective --;1. Aims and Rationale --;2. Views on Didactics --;3. Basic Ideas of the Chapters --;2: A Probabilistic Perspective --;1. History and Philosophy --;2. The Mathematical Background --;3. Paradoxes and Fallacies --;3: Empirical Research in Understanding Probability --;1. Research Framework --;2. Sample Space and Symmetry View --;3. Frequentist Interpretation --;4. Independence and Dependence --;5. Statistical Inference --;6. Concluding Comments --;4: Analysis of the Probability Curriculum --;1. General Aims --;2. General Curriculum Issues --;3. Curriculum Issues in Probability --;4. Approaches to the Probability Curriculum --;5: The Theoretical Nature of Probability in the Classroom --;1. Approaches towards Teaching --;2. The Theoretical Nature of Stochastic Knowledge --;3. Didactic Means to Respect the Theoretical Nature of Probability --;4. On the Didactic Organization of Teaching Processes --;5. Discussion of an Exemplary Task --;6: Computers in Probability Education --;1. Computers and Current Practice in Probability Teaching --;2. Computers as Mathematical Utilities --;3. Simulation as a Problem Solving Method --;4. Simulation and Data Analysis for Providing an Empirical Background for Probability --;5. Visualization, Graphical Methods and Animation --;6. Concluding Remarks --;Software/Bibliography --;7: Psychological Research in Probabilistic Understanding --;1. Traditional Research Paradigms --;2. Current Research Paradigms --;3. Critical Dimensions of Educational Relevance --;4. Developmental Approaches on the Acquisition of the Probability Concept --;Looking Forward.
This book has been written to fIll a substantial gap in the current literature in mathemat- ical education. we have deliberately avoided descriptive statistics as it is a separate area and would have made ideas less coherent and the book excessively long.