ERIC Number: EJ822593
Record Type: Journal
Publication Date: 2009-Feb
Abstractor: As Provided
Reference Count: 0
Development of Student Understanding of Outcomes Involving Two or More Dice
Watson, Jane M.; Kelly, Ben A.
International Journal of Science and Mathematics Education, v7 n1 p25-54 Feb 2009
Data from 154 interviews with students in grades 3 to 13 were analyzed to suggest a developmental progression of conceptual understanding associated with the sample space for two ordinary six-sided dice tossed simultaneously. The model was then considered in the light of responses to an extension task involving three six-sided dice with four sides painted black and two white. Forty-five of the interviews were longitudinal interviews of students 3 or 4 years after the original interviews, allowing for analysis of change in levels of understanding across time. This study suggests some of the intuitions and understandings that form the intermediate steps to a complete understanding of outcomes for two dice, as well as documenting the conceptual regression likely to occur when a more difficult task is encountered. Links to previous research, including well-known misconceptions, and educational implications of the model are among the discussion points.
Descriptors: Grade 3, Misconceptions, Mathematics Instruction, Developmental Stages, Concept Formation, Interviews, Elementary School Students, Secondary School Students, Mathematical Concepts
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Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A