Strengthening the Role of Probability Within Statistics Curricula

Abstract

This chapter illustrates probability as a type of thinking, which has its own existence even without a theoretical study. While such thinking is usually omitted in teaching, it is deep-rooted. The success of probabilistic models as compared to other, possibly primitive approaches is difficult to judge. This might hinder learners in accepting and applying – not to speak of understanding – the concepts. Probabilistic models seem to resemble scenarios more directly than fit perfectly to real situations. This runs contrary to current trends to reduce the link between probability and data to relative frequencies. A wider framework for the interpretation seems to be required. Consequences of such views on randomness and probability for teaching statistics are described.