{"title":"STUDENT-GENERATED CONNECTIONS IN LEARNING ABOUT COMPOUND PROBABILITY AND THEIR EMERGENCE DURING INSTRUCTION","authors":"Randall E. Groth, M. Rickards, Elizabeth Roehm","doi":"10.52041/serj.v22i1.51","DOIUrl":null,"url":null,"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.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Statistics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52041/serj.v22i1.51","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
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.
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.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
