Cílem této práce je rozebrat možnosti argumentu holandské sázky ve prospěch probabilismu a stanovit jeho meze. Existuje mnoho podob argumentu, proto se nejprve budu věnovat popisu argumentu v jeho klasické podobě. Následně je podroben kritice ve třech oblastech: (1) problémy behaviorismu, (2) užitku peněz, (3) vztah koherence, jisté ztráty a racionality. Zásadní je dle mého především třetí oblast týkající se neschopnosti jednoduše propojit probabilistickou nekoherenci stupňů přesvědčení s jistou ztrátou a pragmatickou racionalitou. Věnuji se třem současným reinterpretacím argumentu ve prospěch probabilistických norem (Armendt, Howson, Christensen), přičemž v textu docházím k závěru, že ani jedna z nich není uspokojivá. Selhávají v řešení problémů (Armendt, Christensen), nebo neříkají nic zajímavého ve prospěch probabilismu (Howson). Proto se domnívám, že rozbor argumentu především ukazuje, že pragmatická obhajoba epistemických norem racionality, jako je ta v argumentu holandské sázky, není pro probabilismus schůdnou cestou. Závěr se snaží nastínit, proč tomu tak je. and The aim of this study is to consider possibilities of a Dutch Book Argument in favor of Probabilism and to determine its limits. There are many versions of the argument; therefore at first I analyze a description of a classic version of the argument. After that it sheds light on three problematic areas of the argument: (1) problems of behaviorism, (2) an utility of money, (3) relation between a coherence, a sure lose and rationality. The significant is mainly the third area regarding a failure to create a simple connection between probabilistic coherence of degrees of belief, a concept of sure lose and pragmatic rationality. I consider three contemporary reinterpretations of the argument in favor of probabilistic norms (Ardment, Howson, Christensen), and I conclude that neither of them is acceptable. They fail to solve the problems (Armendt, Christensen) or they don't speak in favor of Probabilism (Howson). Therefore I think the analysis of the argument primarily shows that pragmatic defense of epistemic norms of rationality by means of the Dutch Book Argument is not workable solution for Probabilism. The conclusion tries to briefly describe why it is so.
The present study investigates how Flemish middle school mathematics teachers make sense of schoolperformanfeedback data from low-stakes, external standardised tests. We take an in-depth look into the interpretive steps they take, based on a conceptual model that integrates intuitive and rational aspects of individual and collective sensemaking and empirical data collected in semi-structured interviews. We describe the nature of these sensemaking processes and consider the impact of influencing factors. Our findings demonstrate that the mere availability of school performance feedback data does not spontaneously spark sensemaking, nor does it necessarily lead to improvements in instructionalpractice. Teachers' sensemaking of schoolperformancefeedback data appears to be a largely intuitive process, grounded in external attributions and absent of triangulation. Challenges regarding expertise and lack of inquiry-based attitude and commitment result in superficial and often incorrect interpretations of the data that tend to remain uncorrected as teachers barely engage in collaborative professional dialogue about the data.