ANALYSING COSTA RICAN AND SPANISH STUDENTS’ COMPARISONS OF PROBABILITIES AND RATIOS

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-11-30 DOI:10.52041/serj.v22i3.659

C. Batanero, L. A. Hernández-Solís, M. Gea

引用次数: 0

Abstract

We present an exploratory study of Costa Rican and Spanish students’ (11–16-year-olds) competence to compare probabilities in urns and compare ratios in mixture problems. A sample of 704 students in Grades 6 through to Grade 10, 292 from Costa Rica and 412 from Spain, were given one of two forms of a questionnaire with three probability comparison and three ratio comparison problems each. The full questionnaire consisting of both forms covers six different proportional reasoning levels for each type of problem. We analysed the percentages of correct responses to the items and the strategies used by students in each grade and in each country. The results suggest students had the highest difficulty in comparing probabilities for items at the same proportional reasoning level. The results also point to the probabilistic biases in students’ responses, although these biases were less frequent than in previous research.

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分析哥斯达黎加和西班牙学生对概率和比率的比较

我们对哥斯达黎加和西班牙学生（11-16 岁）比较瓮中概率和比较混合问题中比率的能力进行了一项探索性研究。我们对 704 名六年级至十年级的学生进行了抽样调查，其中 292 名学生来自哥斯达黎加，412 名学生来自西班牙，他们接受了两种形式中的一种问卷调查，每种形式都包含三个概率比较问题和三个比率比较问题。由两种形式组成的完整问卷涵盖了每类问题的六种不同比例推理水平。我们分析了每个年级和每个国家的学生对题目的正确回答百分比和使用的策略。结果表明，在同一比例推理水平的题目中，学生比较概率的难度最大。结果还表明，学生的回答存在概率偏差，尽管这些偏差比以往的研究要少。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.