Research based suggestions to overcome the cognitive issues in teaching and learning of conditional probability
Başlık çevirisi mevcut değil.
- Tez No: 516655
- Danışmanlar: Dr. HOLLYLYNNE S. LEE
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Matematik, Education and Training, Mathematics
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2014
- Dil: İngilizce
- Üniversite: North Carolına State Unıversıty
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
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Özet (Çeviri)
Statistics and probability has an abstract, uncertain nature. Where conclusions in mathematical problems are mostly certain, in probability it is only possible to have 'probabilistic' conclusions that approximate the theoretical probability in order to make decisions. Because of its uncertain nature there have been serious cognitive issues in teaching and learning of probability. Conditional probability is specifically difficult for students to learn and it is also difficult for teachers to teach. With the help of simulation tools where students can participate in the process of building probability models and collecting data generated from those models, there are great opportunities to improve teaching and learning of conditional probability. In this thesis, research-based misconceptions and suggestions for overcoming these misconceptions are discussed. Using research-based suggestions and previous frameworks, a new framework about creating conditional probability tasks (i.e. simulation tools) has been constructed for others to use. Two TinkerPlots tasks are presented as examples in which task content and problems are aligned with the framework. Consequently the reflection on research issues and actual classroom uses are discussed and further questions about the subject is discussed.
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