Factors affecting probabilistic judgements in children and adolescents

Fischbein, Efraim; Nello, Maria Sainati; Marino, Maria Sciolis

doi:10.1007/bf00312714

Cited by 151 publications

(93 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It could be noted that these students have misconceptions related to probability. Similar misconceptions can be found in studies by Erdem (2011), Fischbein, Nello andMarino (1991), Gürbüz, Çatlıoğlu, Birgin and Erdem (2010), Gürbüz, Birgin and Çatlıoğlu (2012) and and Jones et al (1997). Towards the end of the CSCA process, inferences students have made through many experiments and discussions of these inferences with the help of researcher in the group made the process more effective, fun and helped students remedy their misconceptions.…”

Section: All: Yes! [With Enthusiasm]supporting

confidence: 80%

Probability Learning in Computer-Supported Collaborative Argumentation (CSCA) Environment

Gürbüz¹,

Erdem²,

Firat³

2015

HUJE

View full text Add to dashboard Cite

ABSTRACT:The aim of this study is to determine the effect of Computer-Supported Collaborative Argumentation (CSCA) strategy on probability learning. In this context, computer-supported material which was appropriate for seventh-grade level (aged 13-14) was developed for the teaching of probability. The material was applied to 8 seventh grade students who were divided into two groups, each consisting of four students. Data were gathered from audio and video recordings of students' interactions and researchers' observation records. CSCA strategy helped students remedy their misconceptions and construct probability knowledge meaningfully by arguing. It also presented a learning environment in which students felt relaxed and learned through entertainment. In order for such applications to be effective, current class populations should be lessened, and the learning environments should be designed as appropriate for class discussions.Keywords: Collaborative learning, computer-supported collaborative argumentation (CSCA), interactive learning environments, probability, teaching strategies. ÖZ:Bu çalışmanın amacı, Bilgisayar Destekli İşbirlikli Tartışma (BDİT) stratejisinin olasılık öğrenmeye etkisini incelemektir. Bu bağlamda, 7. sınıf seviyesine uygun olasılık konusunun öğretimi için bilgisayar destekli bir materyal geliştirilmiştir. Bu materyal herbiri dörderli iki gruba ayrılmış sekiz 7. sınıf öğrencisine uygulanmıştır. Veriler, ses ve video kayıt cihazlarından ve araştırmacıların gözlem notlarından elde edilmiştir. BDİT stratejisi yapılan odaklı tartışmalar sayesinde öğrencilerin kavram yanılgılarını gidermeye ve olasılık bilgisini yapılandırmaya yardımcı olmuştur. Ayrıca bu strateji öğrencilere rahat ve eğlenceli bir öğrenme ortamı sunmuştur. Bu tür uygulamaların etkili olması için sınıf mevcutları azaltılmalı ve öğrenme ortamları sınıfça tartışmaya uygun hale getirilmelidir.Anahtar sözcükler: İşbirlikli öğrenme, bilgisayar destekli işbirlikli tartışma (BDİT), etkileşimli öğrenme ortamları, olasılık, öğretme stratejileri.

show abstract

Section: All: Yes! [With Enthusiasm]supporting

confidence: 80%

Probability Learning in Computer-Supported Collaborative Argumentation (CSCA) Environment

Gürbüz¹,

Erdem²,

Firat³

2015

HUJE

View full text Add to dashboard Cite

show abstract

“…These theories, frameworks, and models were developed during research that investigated a variety of topics in probability, which included (difficulties associated with): randomness (e.g., Batanero et al 2014;Batanero and Serrano 1999;Falk and Konold 1997;Pratt 2000), sample space (Jones et al 1997(Jones et al , 1999Nunes et al 2014), and probabilistic reasoning (Fischbein et al 1991;Fischbein and Schnarch 1997;Lecoutre 1992;Konold et al 1993). Worthy of note, the term misconception, which acted as the de facto terminology for a number of years, has more recently evolved to preconceptions and other variants, which are perhaps better aligned with other theories in the field of mathematics education.…”

Section: Contemporary Researchmentioning

confidence: 99%

Research on Teaching and Learning Probability

Batanero

Chernoff

Engel

et al. 2016

ICME-13 Topical Surveys

View full text Add to dashboard Cite

“…Here, it is possible to say that the mathematical reasoning level of these students is poor. In literature, similar student responses which are non-mathematical are seen (Amir & Williams, 1999;Batanero & Serrano, 1999;Çimen, 2008;Fischbein, Nello, & Marino, 1991;Gürbüz & Erdem, 2014;Lecoutre, 1992;Mandacı-Şahin, 2007;Nilsson, 2007;Pilten, 2008;Pratt, 1998).…”

Section: Discussion Conclusion and Implementationmentioning

confidence: 71%

“…Buradan bu düzeydeki öğrencilerin matematiksel muhakemelerinin yetersiz olduğu söylenebilir. Literatürde matematiksel olmayan benzer öğrenci cevaplarına rastlanmaktadır (Fischbein, Nello, & Marino, 1991;Lecoutre, 1992;Pratt, 1998;Amir & Williams, 1999;Batanero & Serrano, 1999;Nilsson, 2007;Mandacı-Şahin, 2007;Çimen, 2008;Pilten, 2008).…”

Section: Sonuç Ve Tartışmaunclassified

An Analysis of Seventh-Grade Students’ Mathematical Reasoning

Erdem¹,

Gürbüz²

2014

Cukurova University Faculty of Education Journal

View full text Add to dashboard Cite

The aim of this study is to determine the seventh-graders' levels of mathematical reasoning and to reveal their performance. The present study was carried out with 167 seventh-grade students studying at randomly selected three middle schools that served low and middle socioeconomic areas in a city of Turkey. "Mathematical Reasoning Test (MRT)" was developed and used as data collection tool. In analyzing the data, participants' scores of the test was computed and which mathematical reasoning level they were in was determined. Sample responses of the some students regarding any question (Q7) in the test were presented directly and discussed. As a result of the analysis, it was found that about half of the students (45.5%) had medium and 27.5% of them had low level of mathematical reasoning. When the results are evaluated, it is probable to say that most of the students' mathematical reasoning is at medium or low level in general. On the other hand, it is remarkable that rather than the familiar classical problems, students need to be enabled to deal with the problems that they can do reasoning and thus their mathematical reasoning could be improved.

show abstract

Factors affecting probabilistic judgements in children and adolescents

Cited by 151 publications

References 6 publications

Probability Learning in Computer-Supported Collaborative Argumentation (CSCA) Environment

Probability Learning in Computer-Supported Collaborative Argumentation (CSCA) Environment

Research on Teaching and Learning Probability

An Analysis of Seventh-Grade Students’ Mathematical Reasoning

Contact Info

Product

Resources

About