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High-School Students' Probabilistic Reasoning When Working with Random Intervals = Razonamiento probabilístico de estudiantes de bachillerato cuando trabajan con intervalos aleatorios

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Title: High-School Students' Probabilistic Reasoning When Working with Random Intervals = Razonamiento probabilístico de estudiantes de bachillerato cuando trabajan con intervalos aleatorios
Language: English
Authors: Martínez Pérez, Sandra Areli, Sánchez Sánchez, Ernesto A.
Source: North American Chapter of the International Group for the Psychology of Mathematics Education. 2021 (pter).
Availability: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2020
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High School Students, Thinking Skills, Probability, Intervals, Computation, Foreign Countries, Public Schools, Incidence, Time, Prediction
Geographic Terms: Mexico
Abstract: This work reports the results of a research aimed to know the probabilistic reasoning of high-school students when they deal with the notion of random intervals. An activity was carried out involving students between ages 16 and 17 who built random intervals through physical and computational simulations. The research question guiding this work was: Which reasoning do students exhibit when they estimate the probabilities of events related to the experience of creating random intervals from a frequentist approach? From the data analysis, partly based on the Grounded Theory, four categories were established. They suggest that the patterns observed in this work are likely present in situations demanding the frequentist approach to probability. [For the complete proceedings, see ED629884.]
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED629995
Database: ERIC
FullText Text:
  Availability: 0
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  Data: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
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  Data: This work reports the results of a research aimed to know the probabilistic reasoning of high-school students when they deal with the notion of random intervals. An activity was carried out involving students between ages 16 and 17 who built random intervals through physical and computational simulations. The research question guiding this work was: Which reasoning do students exhibit when they estimate the probabilities of events related to the experience of creating random intervals from a frequentist approach? From the data analysis, partly based on the Grounded Theory, four categories were established. They suggest that the patterns observed in this work are likely present in situations demanding the frequentist approach to probability. [For the complete proceedings, see ED629884.]
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      – Text: English
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Probability
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      – SubjectFull: Intervals
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      – SubjectFull: Computation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Public Schools
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      – SubjectFull: Incidence
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      – SubjectFull: Prediction
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      – SubjectFull: Mexico
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      – TitleFull: High-School Students' Probabilistic Reasoning When Working with Random Intervals = Razonamiento probabilístico de estudiantes de bachillerato cuando trabajan con intervalos aleatorios
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