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Coin-sequences and coin-combinations taught as companion tasks

Citation

Bill, A and Gayton, P, Coin-sequences and coin-combinations taught as companion tasks, Data and context in statistics education: Towards an evidence-based society Proceedings of the 8th International Conference on Teaching Statistics, 11-16 July 2010, Ljubljana, Slovenia, pp. 1-4. ISBN 978-90-77713-54-9 (2010) [Refereed Conference Paper]


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Copyright © 2010 ISI/IASE

Official URL: http://icots.net/8/contributed.php?c=152

Abstract

Using both physical and Fathom™ virtual coins Year 10 students explored the distinction between coin-sequences and coin-combinations (where the order is not important) presented as companion tasks within an integrated coin system. This approach sought to highlight two key concepts within the one teaching unit: coin-sequences, to examine independent events, and coin-combinations, to examine the binomial distribution. The misconception that a particular coin-sequence (e.g. HHHHH) is less likely to occur may arise when a coin-sequence task is re-interpreted incorrectly as a coin-combination (e.g. 5 Heads). Pedagogy was based on principles that emphasised profound understanding through the use of multiple approaches to problem solving.

Item Details

Item Type:Refereed Conference Paper
Keywords:Coin-Sequences and Coin-Combinations Taught as Companion Tasks
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Bill, A (Dr Anthony Bill)
ID Code:65756
Year Published:2010
Deposited By:Education
Deposited On:2010-12-01
Last Modified:2014-11-24
Downloads:233 View Download Statistics

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