Disruption of the representativeness heuristic: Can we be perturbed into using correct probabilistic reasoning?

Sample space partitions: An investigative lens

“…For example, one response option would contain three heads and three tails (e.g., HTHTTH), while the second choice would contain five heads and one tail (e.g., HHHHHT). While providing options with a different ratio "toes the line" in terms of research from the fields of psychology and mathematics education, Cox and Mouw (1992) found disruption of one aspect of the representativeness heuristic, such as the appearance of randomness, did not exclude the population ratio being used as a clue. As such, while previous research has addressed sequences with a disparate number of heads and tails, this study examines responses from students when all choices presented contain the same ratio of heads to tails.…”

“…A number of researchers in mathematics education (Batanero, Green, & Serrano, 1998;Batanero & Serrano, 1999;Borovcnik & Bentz, 1991;Cox & Mouw, 1992;Hirsch & O'Donnell, 2001;Rubel, 2006Rubel, , 2007 have continued to work with the CLT. Moreover, certain researchers (Konold, 1989(Konold, , 1991(Konold, , 1995Konold, Pollatsek, Well, Hendrickson & Lipson, 1991;Konold, Pollatsek, Well, Lohmeier & Lipson, 1993;Shaughnessy, 1977Shaughnessy, , 1981 have addressed issues associated with the inferential nature of Tversky and Kahneman's research and, as such, have furthered research involving the CLT as well as the task itself.…”

Teachers’ multimodal functioning in relation to the concept of average

“…There is ample evidence that major misconceptions exist about statistical concepts, and that moves to change these have only been partly successful (e.g., Cox & Mouw, 1992;Gal, 1992;Pollatsek, Lima & Well, 1981). Teachers, it seems, are not exempt from these misconceptions.…”

Analogies and Reconstruction of Probability Knowledge

“…Questions 1, 2, 4, 6, 7, and 9 use this technique. It was also used by Cox and Mouw (1992) in a related study.…”