STUDENT-GENERATED CONNECTIONS IN LEARNING ABOUT COMPOUND PROBABILITY AND THEIR EMERGENCE DURING INSTRUCTION

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-05-16 DOI:10.52041/serj.v22i1.51

Randall E. Groth, M. Rickards, Elizabeth Roehm

引用次数: 0

Abstract

In this report, we analyze students’ learning of compound probability by describing connections they generated during individual interviews and group lessons. Several of their connections were compatible with the development of expertise, such as recognizing the need to determine sample spaces across a variety of situations and noting structural similarities among tasks, even when their task solutions were incomplete from a normative standpoint. Students reasoned about dimensions of context, variation, mathematical structure, sample space, and probability quantification. We describe the extent to which they coordinated these dimensions. We also describe teaching moves, such as posing idealized situations and shifting to structurally similar tasks, which prompted students to attend to multiple relevant task dimensions.

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复合概率学习中的学生生成联系及其在教学中的出现

在本报告中，我们通过描述学生在个人访谈和小组课中产生的联系来分析他们对复合概率的学习。它们之间的一些联系与专业知识的发展相一致，例如认识到有必要在各种情况下确定样本空间，并注意到任务之间的结构相似性，即使从规范的角度来看，它们的任务解决方案是不完整的。学生们对语境、变异、数学结构、样本空间和概率量化的维度进行推理。我们描述了它们在多大程度上协调了这些维度。我们还描述了教学动作，例如提出理想化的情境和转移到结构相似的任务，这促使学生关注多个相关的任务维度。

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.