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Stochastics and computational thinking: a response to Kazak and Pratt

ABSTRACT In response to Kazak and Pratt's contribution, “Developing the role of modelling in the teaching and learning of probability,” though I largely agree with their recommendations, I address three main points for consideration. First, when we speak about modelling to support the learning of probability, I wondered about the confusion that may exist for readers trying to digest the various nuances presented and suggest a possible simplification. Second, because of the complexity of computational modelling and the variety of potential computational tools available, I suggest attention to computational thinking, instrumental genesis, and dynamic technology scaffolding as we consider productive learning trajectories for teachers and students and offer a specific example for consideration. Finally, with guarded optimism, I address some challenges of scaling up practices and ideas from ongoing research in support of teacher learning and look forward to continued productive research opportunities.