International Electronic Journal of Mathematics Education

Elementary School Students’ Intuitive Conceptions of Random Distribution
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2007 - Volume 2 Issue 3, pp. 227-244
  • Published Online: 12 Dec 2007
  • Article Views: 553 | Article Download: 483
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Kazak S, Confrey J. Elementary School Students’ Intuitive Conceptions of Random Distribution. Int Elect J Math Ed. 2007;2(3), 227-244.
APA 6th edition
In-text citation: (Kazak & Confrey, 2007)
Reference: Kazak, S., & Confrey, J. (2007). Elementary School Students’ Intuitive Conceptions of Random Distribution. International Electronic Journal of Mathematics Education, 2(3), 227-244.
Chicago
In-text citation: (Kazak and Confrey, 2007)
Reference: Kazak, Sibel, and Jere Confrey. "Elementary School Students’ Intuitive Conceptions of Random Distribution". International Electronic Journal of Mathematics Education 2007 2 no. 3 (2007): 227-244.
Harvard
In-text citation: (Kazak and Confrey, 2007)
Reference: Kazak, S., and Confrey, J. (2007). Elementary School Students’ Intuitive Conceptions of Random Distribution. International Electronic Journal of Mathematics Education, 2(3), pp. 227-244.
MLA
In-text citation: (Kazak and Confrey, 2007)
Reference: Kazak, Sibel et al. "Elementary School Students’ Intuitive Conceptions of Random Distribution". International Electronic Journal of Mathematics Education, vol. 2, no. 3, 2007, pp. 227-244.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Kazak S, Confrey J. Elementary School Students’ Intuitive Conceptions of Random Distribution. Int Elect J Math Ed. 2007;2(3):227-44.

Abstract

This research focuses on fourth-grade (9-year-old) students’ informal and intuitive conceptions of probability and distribution revealed as they worked through a sequence of tasks. These tasks were designed to study students’ spontaneous reasoning about distributions in different settings and their understanding of probability of various binomial random events that they explored with a set of physical chance mechanisms. The data were gathered from a pilot study with four students. We analyzed the interplay of reasoning about distribution and understanding of probability. The findings suggest that students’ qualitative descriptions of distributions could be developed into the quantification of probabilities through reasoning about data in chance situations.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.