Conceptual development of probability in high school
situations, invariants, and representations
DOI:
https://doi.org/10.23925/1983-3156.2026.v28.e77448Keywords:
High school, Conceptual fields theory, Probability, SIR tripod modelAbstract
Probability is a branch of Mathematics concerned with the modeling and interpretation of random phenomena and plays an important role in the development of students’ probabilistic literacy and citizenship. This article proposes a theoretical tripod model (S, I, R) of Probability in High School, grounded in Gérard Vergnaud’s Conceptual Fields Theory. The study adopts a theoretical-analytical approach based on discussions of Probabilistic Literacy, Cognitive Demands of Probability, and the Meanings of Probability reported in the literature. The results include the systematization of skills according to different probabilistic meanings, the identification of probability invariants, and the integration of verbal, numerical, and structured representation registers previously discussed in the literature. The proposed model provides a conceptual framework for understanding the cognitive processes involved in teaching and learning probability, contributing to moving beyond purely procedural approaches commonly found in probability instruction.
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Copyright (c) 2026 Anderson Rodrigo Oliveira da Silva, Gilda Lisbôa Guimarães
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