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Where's your evidence? Challenging young students' equiprobability bias through argumentation
conference contribution
posted on 2023-05-23, 09:19 authored by Fielding-Wells, JStudents 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 students’ 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.
History
Publication title
Proceedings of the 9th International Conference on Teaching StatisticsEditors
K. Makar, B. de Sousa & R. GouldPagination
1-6Department/School
Faculty of EducationPublisher
International Association for Statistical Education & International Statistics Institute (IASE/ISI)Place of publication
United StatesEvent title
The 9th International Conference on Teaching StatisticsEvent Venue
Flagstaff, Arizona, USADate of Event (Start Date)
2014-07-13Date of Event (End Date)
2014-07-18Rights statement
Copyright 2014 International Statistical Institute (ISI) & International Association for Statistical Education (IASE)Repository Status
- Restricted