Matematik Öğretmenlerinin ve Öğretmen Adaylarının Kavram Yanılgılarına Yönelik Öğretimsel Açıklamaları: Olasılık Konusu

Bursalı, Gülsüm Gülşah; Gökkurt-Özdemir, Burçin

doi:10.18009/jcer.639384

Cited by 4 publications

(6 citation statements)

References 14 publications

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“…Our findings also confirm Díaz and Fuente's (2007) findings that the different biases in conditional probability reasoning tend to appear unrelated to one another, and sometimes appear opposed or related to some other components of understanding conditional probability problems. Furthermore, our findings are in accordance with Bursali and Ozdemir's (2019) findings. Their research suggested that teachers and pre-service teachers generally successfully identify some types of probabilistic misconceptions, at the same time not noticing other types.…”

Section: Discussionsupporting

confidence: 92%

“…Thus, our study contributes to studies on misconceptions, fallacies and biases present in conditional probability reasoning, and the influence of context (Carles & Huerta, 2007;Olgun & Isiksal-Bostan, 2019), as well as to studies on intuitions (Fischbein & Schnarch, 1997). Furthermore, it also relates to existing studies on pre-service mathematics teachers' understanding of probability (Batanero et al, 2015;Bursali & Ozdemir, 2019;Estrada & Batanero, 2006;Goméz-Torres et al, 2016;Hokor, 2020;Ozen, 2013) and to studies on using media in teaching probability and statistics (Kus & Cakiroglu, 2020;Ozen, 2013;Watson, 1997). We also aim to obtain some new ideas for development of the future teaching of conditional probability, since "If one investigates the student's difficulties and misconceptions, one does not identify only logical deficiencies.…”

Section: Research Articlementioning

confidence: 58%

“…Existing research identified several reasons for learning difficulties in probability: students' negative attitudes, lack of reasoning skills, readiness level, misconceptions, teacher, and age (Bursali & Ozdemir, 2019). Further research on the attitudes towards probability and statistics, and their impact on teaching and learning, suggests the importance of teachers' positive attitudes for successful teaching (not only) of probability and statistics (Estrada & Batanero, 2020;Estrada et al, 2018).…”

Section: Research Articlementioning

confidence: 99%

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Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

Bruckler

Šipuš²

2023

EUR J SCI MATH ED

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During the last two years, the COVID-19 pandemic had a secondary effect of increased media content loaded with mathematical, often probabilistic information (and misinformation). Our exploratory study investigates the probabilistic intuitions, misconceptions, biases, and fallacies in conditional probability reasoning of mathematics teacher candidates in the context of the pandemic. The pre-service mathematics teachers who participated in our study were given a questionnaire with five contextual conditional probability problems, all formulated similarly to media statements often encountered when discussing the COVID-19 pandemic. Our findings confirm the previous findings on biases and fallacies related to conditional probability problems with a social context. They were also indicative of several types of errors (both numerical and logical) as more common than expected. Our results also reveal that pre-service mathematics teachers apparently separate the content learned in the classroom from the application of the knowledge in critical examination of the information to which they are daily exposed by the media.

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Section: Discussionsupporting

confidence: 92%

Section: Research Articlementioning

confidence: 58%

Section: Research Articlementioning

confidence: 99%

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Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

Bruckler

Šipuš²

2023

EUR J SCI MATH ED

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“…When we examine the answers given by the participants to the questions examining the probability bias (11), equiprobability bias (8), and the outcome approach (12), which are the probability misconceptions that teachers or preservice teachers have the most problems with, we observe that the questions with the lowest points are the questions. We can claim that the results coincide with previous literature (Bursalı & Gökkurt-Özdemir, 2019;Hourigan & Leavy, 2019;Stohl, 2005). We can also conclude that the participants' ACK and SCK about these concepts are quite insufficient.…”

Section: Classicalsupporting

confidence: 93%

“…Danişman & Tanışlı, 2017), in concepts of probability (ex. dependent probability, chance, sample space), which examine misconceptions and beliefs about probability (for example, Bursalı, & Gökkurt-Özdemir, 2019;Stohl, 2005), and which examines conceptual and procedural levels of knowledge about probability (e.g., Ata, 2014;Karaaslan & Ay, 2017;Kurt-Birel, 2017). A study to develop a test to measure teacher candidates' understanding of statistics and probability at a cognitive level is also a study that measures teacher candidates' statistical reasoning skills (Arican & Kuzu, 2020).…”

Section: Introductionmentioning

confidence: 99%

Assessment of elementary mathematics teachers’ probability content knowledge in terms of different meanings of probability

Kurt¹,

Çoşkuntuncel²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Although the international interest in teaching probability has allowed probability to be treated as a separate learning area in Turkey, its intensity has been reduced and mitigated in the middle school mathematics program. Despite this, the addition of statistics and probability courses for middle school mathematics teacher candidates during their undergraduate education shows the need for them to be trained in these subjects' teaching. However, it is claimed that the probability knowledge that teacher candidates receive in their undergraduate years is not sufficient; they cannot learn probability with different approaches, and therefore do not have the necessary competence to teach probability. In this case, it is necessary to examine the probability knowledge in terms of common content knowledge (CCK), advanced content knowledge (ACK), and specialized content knowledge (SCK) required to teach the probability of mathematics teacher candidates. In this study, probability content knowledge (CCK, ACK, and SCK) of mathematics teacher candidates was examined in the context of different meanings of probability (classical, frequentist, and subjective). According to the general results obtained by applying the probability content knowledge test, which was adapted to Turkish to 98 teacher candidates, it was found that the content knowledge in which participants were most successful was CCK and had a sufficient level of understanding for the classical meaning of probability. However, it was found that there are deficiencies in teacher candidates for ACK and SCK, and their understanding of the frequentist and subjective approach of probability is insufficient. It was recommended to improve and expand the scope of statistics and probability courses given during university education. In parallel, restructuring middle school mathematics programs could be applied to emphasize classical and other meanings of probability.

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Examining the Process of Middle School Math Teachers Diagnosing and Eliminating Student Misconceptions in Algebra

Kabadaş,

Yavuz Mumcu

2024

Kuramsal Eğitimbilim

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The aim of this study is to examine how middle school mathematics teachers diagnose and attempt to eliminate students' misconceptions in algebra. The study employed a case study method and embedded single-case design within its scope. The research was conducted with three mathematics teachers working in different state schools and having different professional experiences, as well as ten students from the eighth-grade classes of the same schools. The data collection instruments used in the study included the Diagnostic Test developed by researchers to identify students with misconceptions, the Assessment Framework prepared for the evaluation of teacher performances in diagnosing and eliminating student misconceptions, and Semi-Structured Interviews conducted between students and teachers, which were recorded and made available in audio/video format. The study revealed that teachers generally resorted to conventional methods in the process of diagnosing and eliminating students' misconceptions. In most cases, teachers superficially addressed students' errors and did not fully focus on students' thinking. Regarding the processes aimed at eliminating student misconceptions, it was observed that teachers preferred to directly inform students that their answers were incorrect, rather than facilitating students in recognizing their own errors. The findings of this study highlight the need to increase teachers' awareness and student knowledge regarding misconceptions in algebra.

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Matematik Öğretmenlerinin ve Öğretmen Adaylarının Kavram Yanılgılarına Yönelik Öğretimsel Açıklamaları: Olasılık Konusu

Cited by 4 publications

References 14 publications

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

Pre-service mathematics teachers’ understanding of conditional probability in the context of the COVID-19 pandemic

Assessment of elementary mathematics teachers’ probability content knowledge in terms of different meanings of probability

Examining the Process of Middle School Math Teachers Diagnosing and Eliminating Student Misconceptions in Algebra

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