Aims
Probability has strong roots in the curricula of many countries but is relatively new in others. Traditionally, the teaching of probability concerns two different interpretations of probability: 1) a classical conception, where probability is based on combinatorics or formal mathematics, and 2) a frequency conception, where probability is based on empirical evidence and long-termed behaviour of random phenomena. Topic Study Group 11 will try to look beyond these two interpretations and consider as its primary focus how to teach probability in ways that develop understanding and support using probability to help people make rational decisions in situations that affect their lives and their work. When we refer to the notion of probability we also include aspects of chance, randomness, risk and its relationship to statistics.
The group particularly encourages contributions from researchers, curriculum developers and teachers on:

• Theories and frameworks for understanding teaching and learning probability.
• The applications or values of probability in the real world and in other subjects and corresponding implications for curriculum.
• The nature and development of teachers' knowledge for the teaching and learning probability.
• The teaching of probability, including approaches that are accessible and motivating.
• Student's thinking of probability and the interplay between personal beliefs, intuitions and notions of probability.
• The nature of probability and on the distinctions between different philosophical/theoretical interpretations of probability (e.g., classical, frequentist, subjective, logical and propensity).