Stochastics and computational thinking: a response to Kazak and Pratt

ABSTRACT

In response to Kazak and Pratt's contribution, “Developing the role of modelling in the teaching and learning of probability,” though I largely agree with their recommendations, I address three main points for consideration. First, when we speak about modelling to support the learning of probability, I wondered about the confusion that may exist for readers trying to digest the various nuances presented and suggest a possible simplification. Second, because of the complexity of computational modelling and the variety of potential computational tools available, I suggest attention to computational thinking, instrumental genesis, and dynamic technology scaffolding as we consider productive learning trajectories for teachers and students and offer a specific example for consideration. Finally, with guarded optimism, I address some challenges of scaling up practices and ideas from ongoing research in support of teacher learning and look forward to continued productive research opportunities.

Disclosure statement

No potential conflict of interest was reported by the author(s).