Mathematics Primary School OILER School

Probability and diagrams

PINGO is a primary school pathway that introduces probability. The activities revolve around everyday hands-on artefacts: bags of coloured balls, coins, dice and cards. The pathway also promotes an approach to fractions. It deals with betting and gambling too: we think it is important to talk about gambling at school from a mathematical point of view, explaining to future citizens the odds and mechanisms behind betting and, as a result, why gambling does not pay.

Data Sheet

OVERALL DURATION OF THE PATH ON AVERAGE: 12 hours


CLASSES: 3th, 4th and 5th grade. However, it's possible to adapt the work for the first two grades.


Skills:
The pupil:

  • looks for data to obtain information and builds representations (tables and charts);
  • recognises and quantifies, in simple cases, situations of uncertainty;
  • recognises and uses different representations of mathematical objects (decimal numbers, fractions, percentages, scale drawings, ...);
  • builds arguments by formulating hypotheses, supporting their own ideas and engaging with other people's points of view.


METHODS:
The pathway takes both a quantitative and a qualitative approach to probability, involving the notion of frequency. Cognitive psychology suggests the term natural frequency (Hoffrage et al., 2002) for a ratio that is not expressed by fractions or percentages, but described through concrete situations involving drawing or sharing out, and is therefore intuitive. Using natural frequencies together with practical, engaging materials makes probabilistic concepts and content accessible to primary school pupils (Till and Sproesser, 2020). This paves the way for a later move towards abstraction and the concept of a fraction.


The route was designed by Luigi Bernardi, Dario Domingo.

No activities yet: more are coming soon!

PINGO is a primary school pathway that introduces probability. The activities revolve around everyday hands-on artefacts: bags of coloured balls, coins, dice and cards. The pathway also promotes an approach to fractions. It deals with betting and gambling too: we think it is important to talk about gambling at school from a mathematical point of view, explaining to future citizens the odds and mechanisms behind betting and, as a result, why gambling does not pay.

No activities yet: more are coming soon!

Data Sheet

OVERALL DURATION OF THE PATH ON AVERAGE: 12 hours


CLASSES: 3th, 4th and 5th grade. However, it's possible to adapt the work for the first two grades.


Skills:
The pupil:

  • looks for data to obtain information and builds representations (tables and charts);
  • recognises and quantifies, in simple cases, situations of uncertainty;
  • recognises and uses different representations of mathematical objects (decimal numbers, fractions, percentages, scale drawings, ...);
  • builds arguments by formulating hypotheses, supporting their own ideas and engaging with other people's points of view.


METHODS:
The pathway takes both a quantitative and a qualitative approach to probability, involving the notion of frequency. Cognitive psychology suggests the term natural frequency (Hoffrage et al., 2002) for a ratio that is not expressed by fractions or percentages, but described through concrete situations involving drawing or sharing out, and is therefore intuitive. Using natural frequencies together with practical, engaging materials makes probabilistic concepts and content accessible to primary school pupils (Till and Sproesser, 2020). This paves the way for a later move towards abstraction and the concept of a fraction.


The route was designed by Luigi Bernardi, Dario Domingo.

Acharya Pingala

Pingala was an Indian poet and mathematician. Little is known about him: we know he was born in India, but not in which city. One of his works has come down to us, the Chandahśāstra, which shows his gifts as both poet and mathematician: in it Pingala analyses Sanskrit poetry, written in the ancient Indian language, mathematically. It is in fact one of the first treatises on combinatorics, complete and clear thanks to its many examples. It contains early ideas not only of combinatorics, but also of binary notation, the Fibonacci sequence and the use of zero. More precisely, Pingala studies how short syllables (like “a”) and long syllables (like “atà”) alternate: he marks long syllables with 1 and short ones with 0, and so turns a line of verse into a sequence of 0s and 1s. For example, a line of 6 syllables that sounds like a-a-atà-a-a-atà corresponds to 001001. If a line has n syllables, there are 2n possible sequences, and each of them corresponds to the binary notation of a number. This is also why the play money in our pathway is based on the powers of 2.
Now consider that a short syllable S (that is, “a”) takes one beat, while a long syllable L (that is, “atà”) takes two beats. Then one beat can hold only one short syllable S (1 possibility), two beats can hold two short syllables SS or one long syllable L (2 possibilities), three beats can hold SSS, SL and LS (3 possibilities), and four beats can hold SSSS, LL, SSL, LSS, SLS (5 possibilities). Surprisingly, the numbers of possibilities we have found (1, 2, 3, 5, ...) are exactly the Fibonacci numbers; in particular, each number is the sum of the two before it. Pingala then studies how many of the sequences of n syllables have a given number k of short syllables, finding what we now call binomial coefficients, that is, the numbers in Pascal's triangle, which Italians call Tartaglia's triangle and Indians call Halayudha's triangle, after a 10th-century mathematician who wrote a commentary on Pingala's Chandaḥśāstra!