Repository | Book | Chapter

The idea of probabilities has been described as a "Janus-faced" concept, which can be thought of either in terms of frequencies or in terms of subjective confidence. This dualism contributes to debates about the nature of human rationality, and therefore the pedagogical assumptions and goals of education. For this reason, the present chapter explores the evidence regarding how quantitative information is intuitively understood in the human mind over the course of elementary school education. Are particular interpretations of probability equally weighted or does one interpretation predominate as mathematical concepts are being acquired? We find multiple, converging lines of evidence that indicate a frequency interpretation of probabilistic information is developmentally primary and privileged. This has implications for mathematics education, even before the introduction of actual probabilities, in areas such as learning fractions and decimals. Educational practices should work to bootstrap from these privileged representations (rather than fight them) and built towards a more inclusive and comprehensive model of probability knowledge. We conclude that a fundamental issue is not just whether students think about probabilities as a frequentist or as a subjectivist, but rather how they recognize when to be one versus the other.

DOI: 10.1007/978-94-007-7155-0_10

Full citation: