A Proposal for Assessing Imprecise Concepts in Spanish Primary and Secondary Schools

Abstract

Spanish primary and secondary school curricula comprise several contents, learning outcomes and assessment criteria directly related with probability and approximate calculus. Some of them refer to situations modeled by the students, which entail not only uncertainty but also imprecision. For this reason, different techniques including fuzzy logic and fuzzy sets theory could be applied when dealing with this kind of situations in the classroom. Several teaching situations handling imprecise concepts in primary and secondary schools are suggested from a theoretical point of view. These more exible ways of reasoning could be combined with the traditional probability approach, allowing to tackle more general problems and not only those involving exact calculations or specific numerical assignments. Moreover, this type of approaches will provide the students with tools to manage imprecision as a mathematical tool in their personal life.