TEACHING PROBABILITY IN PRIMARY SCHOOL: A BIBLIOGRAPHIC REVIEW FROM ICT PERSPECTIVE

Abstract

The teaching of probability in primary education faces persistent tensions between current curricular guidelines and actual pedagogical practices in the classroom. This bibliographic review emerges as part of an ongoing doctoral research project entitled “Emerging theoretical foundations from the experience of educational actors in the teaching of probability in primary school, Institución Educativa Técnica Nacionalizada de Samacá”, whose purpose is to construct theoretical foundations from the phenomenological perspective of the actors involved. The article adopts a narrative and analytical design that integrates  academic sources selected through rigorous inclusion criteria, including articles from indexed journals, doctoral theses, and regulatory documents from the Colombian educational system published preferably between 2015 and 2025. The review is organized around four thematic axes: the meanings students construct about chance, teachers' perceptions of their pedagogical practice in probability, conceptual appropriation processes from the educational actors' perspective, and the mediating role of digital educational resources and ICT in teaching contexts with technological limitations. The analysis reveals a documented gap between the formal approaches prescribed in the curriculum and the real needs of third-grade students, whose probabilistic thinking is built from concrete experience, play, and social interaction. It is concluded that technological mediation, when accompanied by relevant teacher training and constructivist strategies, can significantly enhance probabilistic literacy from the earliest grades.