Representativeness in Statistical Reasoning: Identifying and Assessing Misconceptions
By L. Hirsch, Angela M. O'Donnell. 2001
95 citations recorded by the source corpus.
The purpose of the study was to develop a valid and reliable test instrument to identify students who hold misconceptions about probability. A total of 263 students completed a multiple-choice test that used a two-part format rather than the typical one-part format. Results of the study showed that even students with formal instruction in statistics continue to demonstrate misconceptions. The test instrument developed in this study provides instructors with (1) a valid and reliable method of identifying students who hold common misconceptions about probability, and (2) diagnostic information concerning students' errors not frequently available through other formats. The test instrument was further evaluated in an instructional intervention study.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/ad1a7ae0e8b34eb9cd95624a9c2d3275f5b9b288
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Statistics and Probability
- Yung-Chi Lin
- A. Zieffler
- S. Alt
- B. Chang
- Kristine Holleque
- Danielle Dupuis
- Der‐Ching Yang
- Joan Garfield
Citations in the corpus
- What Does Research Suggest About the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature (2008, methodology): “Studies that focus on assessing students’ statistical reasoning have typically revealed that even after formal instruction, many people remain unable to reason correctly about important statistical ideas and concepts (e.g., Konold, Pollatsek, Well, Lohmeier, and Lipson, 1993; Schau and Mattern, 1997”
- Assessing 10- to 11-year-old children’s performance and misconceptions in number sense using a four-tier diagnostic test (2015, background): “There are many studies in mathematics education which focus on examining students’ misconceptions and how these misconceptions may hinder students’ mathematics learning and conceptual understanding (Batanero and Sanchez 2005; Clement 1982; Hirsch and O’Donnell 2001).”