![]() Overall, there was evidence of an improvement in students' attitudes to chance, namely, greater enjoyment and motivation, increased perception of the usefulness of chance, and less anxiety, over the duration of the project. The aspects of attitudes considered in the project were enjoyment, motivation, confidence, anxiety, and perceptions about the usefulness of learning about chance. When students create games, they have the opportunity to become involved with authentic collaborative projects that enhance their problem-solving, communication and teamwork skills. Data on students' attitudes were collected before and after the set of learning episodes. Game-based activities are highly engaging and motivating for students and, when embedded within the curriculum, can be a highly effective way for students to learn. In particular, it was concerned with the strength of the link between learning experiences and attitudes, and with observing and reporting on any changes in attitudes that occurred during the project. The project investigated the extent to which the "attitudes-behaviour" cycle proposed in the theory of personal action (Ajzen & Fishbein, 2000) applied to students' learning of chance in the classroom. This article reports on the "attitudes" aspect of the project. These were randomness, likelihood, sample space, experimental probability, theoretical probability, and independence. Initially, the project involved selecting a set of appropriate learning activities to develop key probability concepts which are integral to the probabilistic thinking framework by Jones, Thornton, Langrall & Tarr (1999). A study was undertaken to implement a series of chance games and activities in a Year 7 classroom, and investigate the students' knowledge about probability concepts, as well as their attitudes to chance. ![]()
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