This paper considers how probability is now taught in England and the way that the curriculum reflects key research ideas from the last few decades. Links are made to work undertaken in probability education and the way that challenges in the book, Chance Encounters, have been met. This is based on the current curriculum and also the performance of children in tests. The key question considered is the extent to which the teaching of probability has changed over the last twenty years. The conclusion notes that there is some way to go in ensuring children are well versed in probability.
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