Show simple item record  

dc.contributor.authorSharma, Sashi
dc.date.accessioned2009-03-05T23:07:19Z
dc.date.available2009-03-05T23:07:19Z
dc.date.issued2006
dc.identifier.citationSharma, S. (2006). Personal experiences and beliefs in probabilistic reasoning: Implications for research. International Electronic Journal of Mathematics Education, 1(1), 33-54.en
dc.identifier.urihttps://hdl.handle.net/10289/2056
dc.description.abstractConcerns about students' difficulties in statistical thinking led to a study which explored form five (14 to 16 year olds) students’ ideas in this area. The study focussed on probability, descriptive statistics and graphical representations. This paper presents and discusses the ways in which students made sense of probability concepts used in individual interviews. The findings revealed that many of the students used strategies based on beliefs, prior experiences (everyday and school) and intuitive strategies. From the analysis, I identified a four category rubric that could be considered for describing how students construct meanings for probability questions. While students showed competence with theoretical interpretation, they were less competent on tasks involving frequentist definition of probability. This could be due to instructional neglect of this viewpoint or linguistic problems. The paper concludes by suggesting some implications for further research.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherGokkusagien_NZ
dc.relation.urihttp://www.mathedujournal.com/dosyalar/IJEM_v1n1_3_1.pdfen
dc.rightsThis article has been published in the journal: International Electronic Journal of Mathematics Education. ©2006 International Electronic Journal of Mathematics Education. Used with Permission.en
dc.subjectprobabilistic reasoningen
dc.subjecthigh school studentsen
dc.subjectinterviewsen
dc.subjectintuitive strategiesen
dc.subjectbeliefsen
dc.subjectexperiencesen
dc.subjectcultureen
dc.subjectcontextsen
dc.titlePersonal experiences and beliefs in probabilistic reasoning: Implications for researchen
dc.typeJournal Articleen
dc.relation.isPartOfInternational Electronic Journal of Mathematics Educationen_NZ
pubs.begin-page33en_NZ
pubs.editionOctoberen_NZ
pubs.elements-id32133
pubs.end-page54en_NZ
pubs.issue1en_NZ
pubs.volume1en_NZ


Files in this item

This item appears in the following Collection(s)

Show simple item record