PROBABILISTIC MISCONCEPTIONS OF ELEMENTARY PRE-SERVICE TEACHERS
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To collect information that would help the guidance of elementary school probabilistic concepts, this research was to find the types of probabilistic misconceptions made by pre-service elementary school teachers. The probabilis- tic misconceptions of pre-service elementary school teachers was researched, and based on this they would enter the actual elementary school education site being able to provide more accurate probability lessons to the elementary students. The pre-service elementary school teachers were least mistaken on 4 routine types of probabilistic problems, representativeness, not considering all the possible errors that could occur, independence, and recency effect. On the other hand the type- s of probabilistic misconceptions highly mistaken were equiprobability and the heuristic of availability, which, not being routine problems, had a low percentage of correct answers. Also as for the case of the tendency to focus on the center and customarily assumed symmetry, the problems with high and low probabilistic misconceptions depended on whether it was a routine question or not. This leads to the conclusion that probability education needs to be reinforced.
Abstract
To collect information that would help the guidance of elementary school probabilistic concepts, this research was to find the types of probabilistic misconceptions made by pre-service elementary school teachers. The probabilis- tic misconceptions of pre-service elementary school teachers was researched, and based on this they would enter the actual elementary school education site being able to provide more accurate probability lessons to the elementary students. The pre-service elementary school teachers were least mistaken on 4 routine types of probabilistic problems, representativeness, not considering all the possible errors that could occur, independence, and recency effect. On the other hand the type- s of probabilistic misconceptions highly mistaken were equiprobability and the heuristic of availability, which, not being routine problems, had a low percentage of correct answers. Also as for the case of the tendency to focus on the center and customarily assumed symmetry, the problems with high and low probabilistic misconceptions depended on whether it was a routine question or not. This leads to the conclusion that probability education needs to be reinforced.
참고문헌 (14)
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