Exploiting Paradoxes in Teaching Probability and Statistics in Secondary Education

Postgraduate Thesis uoadl:2800003 249 Read counter

Unit:
Κατεύθυνση Διδακτική και Μεθοδολογία των Μαθηματικών
Library of the School of Science
Deposit date:
2018-09-27
Year:
2018
Author:
Papadatos Charalampos
Supervisors info:
Θεοδόσιος Ζαχαριάδης, καθηγητής, Μαθηματικό, ΕΚΠΑ
Original Title:
Αξιοποίηση των Παραδόξων στη Διδασκαλία των Πιθανοτήτων και της Στατιστικής στη Δευτεροβάθμια Εκπαίδευση
Languages:
Greek
Translated title:
Exploiting Paradoxes in Teaching Probability and Statistics in Secondary Education
Summary:
This study links paradoxes – ie results that are inconsistent with intuition – with Stochastic Mathematics at the level of secondary education. The connecting link between the two is intuition, which plays a very important role in the way students – and not only – face some stochastic problems and often cause insurmountable misconceptions.
The study records the strategies by which secondary school students face some paradoxes appropriate to their knowledge and the level of probabilistic thinking they reach, depending on the class they are attending. Through these, it is intended to ascertain whether students who have been taught probabilities at school make use of their knowledge and whether this exploitation ultimately helps the students avoid common misconceptions to a greater extent than students who have not been taught probabilities.
The resulting conclusion is that, although trained students use the tools they have been taught, they do not achieve better results than the rest of the pupils. In the end, the proposal for the use of paradoxes in teaching is being supported as a means to eliminate some common misconceptions posed by students when faced with similar problems.
Main subject category:
Education - Sport science
Keywords:
Paradoxes, Probabilities, Statistics, Misconceptions, Heuristics
Index:
Yes
Number of index pages:
5
Contains images:
Yes
Number of references:
75
Number of pages:
108
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