Pedagogy of Risk: Why and How Should We Teach Risk in High School Math Classes?

摘要: IntroductionRisk as a concept permeates all aspects of our society, it appears in every activity we do humans and shows diverse disciplines such mathematics, physics, engineering, sociology, psychology. Yet, despite its importance, is rarely included school mathematics. In this article, I explore teaching risk the context high mathematics.There consensus amongst experts that most people are unable to adequately interpret communicate (Kahneman, Slovic, Tversky, 1982; Rothman, Montori, Cherrington, A., & Pigone, 2008). The problem improving understanding has been addressed specific public health financial counselling, yet only begun be explored within educational research (Pratt et al., 2011). Despite recognized urgent need for education, there lack agreement on definition. exists at intersection many related fields-mathematical, health, statistical, probability, scientific, financial, among others. study, will situate fields statistical probability literacy these focus uncertainty chance, both important elements risk-based reasoning. Most current approaches recognize more than minimal subset content knowledge particular field (see, example. Gal, 2004a). Further, definition expanded include "desired beliefs, habits mind, or attitudes, well general awareness critical perspective" (Gal, 2004a, p. 48). Consistent with Gal's (2004a, 2004b, 2005) literacy, define pedagogy (e.g., knowledge) dispositional beliefs attitudes about risk) examine place secondary mathematics curriculum.Researchers policy makers have education (Gigerenzer, 2002; Kolsto, 2001; Levinson, R., Kent, P., Pratt, D., Kapadia, Yogui, C., 2012; Pratt al. (2011) provide examples from UK curricular documents which call teachers teach through situations involving risk. Ontario curriculum, can found multiple subject areas, including science students expected learn analyze introducing technology ecosystems), physical involved participation activity), family studies contamination food) (Ontario Ministry Education, Given includes strong quantitative component, classroom an appropriate setting exploration pedagogy. However, Ontario, curriculum not Moreover, throughout limited mentions risk; fall promotion students' taking considered "necessary become successful solvers" 2005, 24). recently. comprehensive was done by researcher Institute Education's TURS Project (Promoting Teachers' Understanding Risk Socio-scientific Issues). research, in-service teachers, problematized interplay mathematical knowledge, context, knowledge.Despite calls classroom, explorations group, remains students. purpose study address exploring ways could taught classroom. …