Abstract

In this paper, we analyze the development of academic talented children in probabilistic understanding concerning to a learning sequence of probability. We report a descriptive interpretive study of the change in initial and final written arguments, based on seven open-ended items of probability. The arguments provided by 20 11- 13 year old students were characterized following the SOLO taxonomy. The final argumentative texts contain greater repertoire of strategies in the assignment of probabilities and in the use of probabilistic language, evidencing knowledge increment in probabilistic literacy.