Mathematics · Pedagogy of Mathematics

While teaching probability, the instructor brings dice, playing cards, and ballot slips into the classroom. Students first predict, then physically perform repeated trials of rolling dice, drawing cards, and voting on simple questions. They record outcomes, organize them into tables, and discuss surprising or expected results. Only after this concrete work does the teacher introduce formal terms like 'sample space', 'equally likely outcomes', and 'event', linking each definition back to what students have already experienced. Which pedagogical principle does the teacher's approach best illustrate?