As diferenças da visão clássica e da visão frequentista no conceito de probabilidade

Abstract

The purpose of this study is to identify features of the main differences between the classic (Laplacian) view and the frequentist approach when introducing the concept of probability, in the eyes of teachers of Mathematics. Teaching textbooks and materials were examined, aiming to diagnose how the concept of probability is introduced by teachers. A reflective interview was used to collect the data, targeting three Mathematics teachers, two primary school teachers, and one university level professor and researcher. The results obtained show that the subject of probability is still quite absent from primary schools [first nine years of education in Brazil], and that primary and secondary teachers are not aware of the frequentist approach. The review of teaching textbooks and materials indicated that most of them are limited to a classic view of the subject, and that this limitation entails an incomplete understanding by the students, when compared to those whose knowledge derives from a multiple-view of the subject, having learned in different forms. The conclusion is that it is a challenge for Mathematics teacher to search for strategies and materials to offer the frequentist approach to their students