Drawing conclusions: Representing and evaluating competing explanations

Liefgreen, Alice; Lagnado, David A.

doi:10.1016/j.cognition.2023.105382

Cited by 5 publications

(1 citation statement)

References 43 publications

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“…5. Errors in Drawing Conclusions (Re-proving or Drawing Conclusions) This error occurs because students do not know or do not understand the procedure for solving mathematics story problems correctly, so students understand that after finding the answer, then the solution is complete and the conclusion is not correct (Liefgreen & Lagnado, 2023); (Abidin et al, 2023) important to do. The following is an excerpt from an interview conducted with ST.…”

Section: Resultsmentioning

confidence: 99%

Analysis of Students' Errors in Solving Mathematics Story Problems on the System of Linear Equations with Two Variables

Wibowo,

SYAEKHU,

AMIN

2024

J. Dig. Learning and Dist. Edu

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This research aims to describe the types of errors and the causes of students making mistakes in solving mathematics story problems. The research method used is qualitative descriptive research. The population of this research was students in Makassar with a total of 23 students and 2 students were determined as the research sample. The results of the research found that most students experienced errors due to a lack of understanding of the existing material and behavior that tended to be careless and hasty so they made mistakes in solving math story problems. There were 4 types of student errors, namely (1) errors in reading the questions occurred because the participant's students failed to understand the content or meaning of story problems and were not able to identify relevant information in mathematics story problems (2) Conceptual errors occur because students do not understand and master the concepts of the material being taught so they are confused when determining what method is appropriate for solving story problems mathematics, (3) errors in procedures/steps occur. After all, students are not careful in carrying out calculation operations. This can be seen in the ability test of students who make calculation errors in the stages of solving story problems. (4) Errors in concluding occur because students think that concluding is not important, they assume that if they have got the final score from the calculation then the solution to the story problem has been completed.

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Section: Resultsmentioning

confidence: 99%

Analysis of Students' Errors in Solving Mathematics Story Problems on the System of Linear Equations with Two Variables

Wibowo,

SYAEKHU,

AMIN

2024

J. Dig. Learning and Dist. Edu

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Broken brakes and dreaming drivers: the heuristic value of causal models in the law

Fischer

2024

Euro Jnl Phil Sci

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Recently, there has been an increased interest in employing model-based definitions of actual causation in legal inquiry. The formal precision of such approaches promises to be an improvement over more traditional approaches. Yet model-based approaches are viable only if suitable models of legal cases can be provided, and providing such models is sometimes difficult. I argue that causal-model-based definitions benefit legal inquiry in an indirect way. They make explicit the causal assumptions that need to be made plausible to defend a particular claim of actual causation. My argument concerns the analysis of legal cases involving a combination of double prevention and causal redundancy. I show that discussions among legal theorists about such cases sometimes suffer from ambiguous assumptions about the causal structure. My account illustrates that causal models can act as a heuristic tool for clarifying such assumptions, and that causal models provide a framework for more accurate analyses of legal cases involving complex causal structure.

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