My AP Statistics class starts Probability sometime next week (I’ve scheduled a couple days of how-to-answer-multiple-choice in there, so I’m not precisely sure when). I’m dreading it.
I think I’m less-than-great at teaching it, but I also think I come up against a lot of baggage when we hit probability. No one thinks they know z-scores. Students readily accept that I will teach them new things about scatterplots. But probability? I’ve got that down.
Probability is easy, right? We started those problems in third grade, and for whatever reason it shows up every.single.year. Marbles? Jelly beans? Candy? Socks? Shoes? Elvis’ jumpsuits? Done ’em all.
And so I take a bunch of students who “know” probability and…it all falls apart.
I suspect the breakdown happens in between the students feeling like they’ve totally got probability (marbles) and getting at the idea of a long-run frequency of something occuring. Instead of probability as “over many tosses, about half will be heads”, it becomes “you get heads half the time, because that’s just the way it is. And since I just got tails, heads is next.”
So how do I undo that? How do I help them see probability as long-run chance, and never ever a sure thing (well, unless its 0 or 1)?
Part of me thinks I should try to teach as much probability as possible without using the word “probability”. Or maybe do some exploration of different probabilities before I start formally teaching the actual content.
Part 2 is how tricky vocabulary is around probability (especially since English isn’t my students first language). Last year I did a foldable with vocab but I’m not sure how helpful that was (if at all).
Should I have the students model the same situation several ways? Generate our own data and use that?
How do you teach probability? Any ideas of where the disconnect might be? Help!!