Good models and good representations are a support for learners' risk assessment

Abstract

When learners have to make sense of risky situations, they can use mathematical models and representations which facilitate successful risk assessment. Based on theoretical considerations on the benefits of specific models and specific representations in such contexts, we present empirical findings of a study which examined whether students use such models and representations in their risk assessment. We conclude that the availability of adequate models to learners may help them gain transparency when facing risks and thus foster their decision-making.