International Electronic Journal of Mathematics Education

University Students’ Knowledge and Biases in Conditional Probability Reasoning
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2009 - Volume 4 Issue 3, pp. 131-162
  • Published Online: 12 Dec 2009
  • Article Views: 479 | Article Download: 484
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Díaz C, Batanero C. University Students’ Knowledge and Biases in Conditional Probability Reasoning. Int Elect J Math Ed. 2009;4(3), 131-162.
APA 6th edition
In-text citation: (Díaz & Batanero, 2009)
Reference: Díaz, C., & Batanero, C. (2009). University Students’ Knowledge and Biases in Conditional Probability Reasoning. International Electronic Journal of Mathematics Education, 4(3), 131-162.
Chicago
In-text citation: (Díaz and Batanero, 2009)
Reference: Díaz, Carmen, and Carmen Batanero. "University Students’ Knowledge and Biases in Conditional Probability Reasoning". International Electronic Journal of Mathematics Education 2009 4 no. 3 (2009): 131-162.
Harvard
In-text citation: (Díaz and Batanero, 2009)
Reference: Díaz, C., and Batanero, C. (2009). University Students’ Knowledge and Biases in Conditional Probability Reasoning. International Electronic Journal of Mathematics Education, 4(3), pp. 131-162.
MLA
In-text citation: (Díaz and Batanero, 2009)
Reference: Díaz, Carmen et al. "University Students’ Knowledge and Biases in Conditional Probability Reasoning". International Electronic Journal of Mathematics Education, vol. 4, no. 3, 2009, pp. 131-162.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Díaz C, Batanero C. University Students’ Knowledge and Biases in Conditional Probability Reasoning. Int Elect J Math Ed. 2009;4(3):131-62.

Abstract

The research question in this study was assessing possible relationships between formal knowledge of conditional probability as well as biases related to conditional probability reasoning: fallacy of the transposed conditional; fallacy of the time axis; base rate fallacy; synchronic and diachronic situations; conjunction fallacy; and confusing independence and mutually exclusiveness. Two samples of university students majoring in psychology and following the same introductory statistics course were given the CPR test before (n = 177) and after (n = 206) formal teaching of conditional probability. Results indicate a systematic improvement in formal understanding of conditional probability and in problem solving capacity but little change in those items related to psychological biases.

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.