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Where's your evidence? Challenging young students' equiprobability bias through argumentation


Fielding-Wells, J, Where's your evidence? Challenging young students' equiprobability bias through argumentation, Proceedings of the 9th International Conference on Teaching Statistics, 13-18 July 2014, Flagstaff, Arizona, USA, pp. 1-6. (2014) [Refereed Conference Paper]

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Copyright 2014 International Statistical Institute (ISI) & International Association for Statistical Education (IASE)

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Students come to formal schooling with prior probabilistic conceptions developed through informal experiential events. One such concept is that of chance outcomes being inherently equiprobable, even when not the case. In the design-based research described here, a class of 3rd Grade students was posed an inquiry problem embedded with non-equiprobable outcomes: What is the best addition bingo card? Argumentation was employed as a pedagogic approach to challenging studentsí equiprobable beliefs, with students supported to develop an evidence-based argument in response. Students initially experienced conflict with the realisation of unequal frequencies, then developed representations to act as theoretical evidence. A shift from conceptualizing equiprobable outcomes towards responses reflecting theoretical distribution was observed. This exploratory research suggests potential for an evidentiary focus to challenge probabilistic conceptions.

Item Details

Item Type:Refereed Conference Paper
Keywords:argumentation, probability, primary
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Fielding-Wells, J (Dr Jill Wells)
ID Code:94665
Year Published:2014
Deposited By:Education
Deposited On:2014-09-15
Last Modified:2018-04-05

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