How Can Teachers Build Notions of Conditional Probability and Independence?

Tarr, James E.; Lannin, John K.

doi:10.1007/0-387-24530-8_10

Cited by 30 publications

(44 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regarding arithmetical formats it was hypothesized that students would have difficulty constructing them (cf. Tarr and Lannin 2005), however, discussing the arithmetical aspects of the domain with a peer in a collaborative learning setting was assumed to have a beneficial effect on students' inclination to use this representational format. The third format for constructing a domain representation considered here was a textual format.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding the likelihood that students would construct a representation, it was hypothesized that compared to other formats students would have difficulty constructing arithmetical representations (cf. Tarr and Lannin 2005), however, discussing the arithmetical aspects of the domain with a peer in a collaborative learning setting could have a beneficial effect on students' inclination to use the arithmetical tool.…”

Section: Research Questionsmentioning

confidence: 99%

See 1 more Smart Citation

Comparing the effects of representational tools in collaborative and individual inquiry learning

Kollöffel

Eysink

Jong

2011

Computer Supported Learning

View full text Add to dashboard Cite

Constructing a representation in which students express their domain understanding can help them improve their knowledge. Many different representational formats can be used to express one's domain understanding (e.g., concept maps, textual summaries, mathematical equations). The format can direct students' attention to specific aspects of the subject matter. For example, creating a concept map can emphasize domain concepts and forming equations can stress arithmetical aspects. The focus of the current study was to examine the role of tools for constructing domain representations in collaborative inquiry learning. The study was driven by three questions. First, what are the effects of collaborative inquiry learning with representational tools on learning outcomes? Second, does format have differential effects on domain understanding? And third, does format have differential effects on students' inclination to construct a representation? A pre-test post-test design was applied with 61 dyads in a (face-to-face) collaborative learning setting and 95 students in an individual setting. The participants worked on a learning task in a simulationbased learning environment equipped with a representational tool. The format of the tool was either conceptual or arithmetical or textual. Our results show that collaborative learners outperform individuals, in particular with regard to intuitive knowledge and situational knowledge. In the case of individuals a positive relation was observed between constructing a representation and learning outcomes, in particular situational knowledge. In general, the effects of format could not be linked directly to learning outcomes, but marked differences were found regarding students' inclination to use or not use specific formats.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Research Questionsmentioning

confidence: 99%

Comparing the effects of representational tools in collaborative and individual inquiry learning

Kollöffel

Eysink

Jong

2011

Computer Supported Learning

View full text Add to dashboard Cite

show abstract

“…Aunque estas definiciones no presentan problemas de comprensión desde el punto de vista matemático, pues no requieren cálculos complejos, desde un punto de vista psicológico y didáctico, se han descrito numerosos sesgos de razonamiento cuando se aplican en la resolución de problemas (SEDLMEIER, 1999;TARR;LANNING, 2005). A continuación se describen los que tratamos de evaluar en nuestro estudio:…”

Section: (Açb)=p(a) X P(b)unclassified

Evaluación de sesgos en el razonamiento sobre probabilidad condicional en futuros profesores de educación secundaria

Díaz¹,

Contreras²,

Batanero³

et al. 2012

Bolema

View full text Add to dashboard Cite

ResumenEn este trabajo presentamos un estudio dirigido a evaluar los sesgos presentes en el razonamiento probabilístico condicional en futuros profesores de educación secundaria y bachillerato. Se analizan las respuestas a 7 ítems tomados del cuestionario RPC (razonamiento sobre probabilidad condicional) de 196 alumnos de matemáticas de último curso y alumnos del Máster de Secundaria en España, encontrando una alta incidencia en ambos grupos de la falacia del eje temporal, la condicional transpuesta, confusión entre probabilidad condicional y conjunta, falacia de las tasas base y concepciones

show abstract

“…Ideias erradas semelhantes foram obtidas pelo National Assessment of Educacional Progress in Mathematics (Brown et al, 1988, apud Tarr;Lannin, 2005), quando foi pedido aos alunos para elegerem o resultado mais provável no próximo lançamento de uma moeda equilibrada, se nos primeiros quatro lançamentos sucessivos se obteve E E E E (em que E representa a face europeia de uma moeda). Agora, apenas 47% dos alunos do 7º ano escolheram a alternativa correta: as faces nacional e europeia são igualmente prováveis.…”

Section: Investigação Préviaunclassified

“…Contudo, são vários os estudos (Jones et al, 1999;Tarr;Lannin, 2005;Tarr, 1997;Watson, 1995) que defendem que o tópico de independência é, de facto, apropriado para o currículo de matemática do ensino básico. No estudo de Tarr (1997),com alunos do 5º ano de escolaridade, os resultados revelam que a aprendizagem dos conceitos de probabilidade condicionada e independência não precisa de ser adiada até que os estudantes tenham desenvolvido destrezas robustas de comparação de frações, podendo a abordagem desses conceitos ser efetuada de uma forma intuitiva (Watson, 1995).…”

unclassified

Intuições de alunos do 9º. Ano em acontecimentos independentes

Correia¹,

Fernandes²

2014

Zetetike

View full text Add to dashboard Cite

Resumo: Neste artigoapresentam-se alguns resultados de um estudo centrado nas ideias intuitivas de independência de alunos do 9º ano de escolaridade. Participaram no estudo 310 alunos, do 9º ano, a quem foi aplicado um questionário com várias questões sobre probabilidade condicionada e independência, sendo aqui apenas exploradas as duas que envolvem independência. Em termos de resultados, salienta-se que as resoluções dos alunos revelam que estes possuem ideias intuitivas sobre o conceito de independência nos contextos estudados. Palavras-chave: Independência.Reposição de objetos.Alunos do 9º ano. Intuitions of 9th grade pupils about independent eventsAbstract: This paper aims at describing some results of a study about intuitive ideas of independence of pupils attending the 9th grade. In the study participated 310 pupils of the 9th grade, who answered a questionnaire with several tasks on conditional probability and independence. In this paper we explore just the two tasks that involve independence. In general, the results show that students have intuitive ideas about the concept of independence in the contexts studied.

show abstract

How Can Teachers Build Notions of Conditional Probability and Independence?

Cited by 30 publications

References 23 publications

Comparing the effects of representational tools in collaborative and individual inquiry learning

Comparing the effects of representational tools in collaborative and individual inquiry learning

Evaluación de sesgos en el razonamiento sobre probabilidad condicional en futuros profesores de educación secundaria

Intuições de alunos do 9º. Ano em acontecimentos independentes

Contact Info

Product

Resources

About