Chernoff, Egan; Russell, Gale; Vashchyshyn, Ilona; Neufeld, Heidi; Banting, Nat (2017). There is no evidence for order mattering; therefore, order does not matter: An appeal to ignorance. Avances de Investigación en Educación Matemática, 11, pp. 5-24 .
| PDF - Versión Publicada Disponible bajo la licencia Creative Commons No Comercial Sin Derivar. 294Kb |
URL Oficial: http://www.aiem.es/index.php/aiem
Resumen
Within the limited field of research on teachers’ probabilistic knowledge, incorrect, inconsistent and even inexplicable responses to probabilistic tasks are most often accounted for by utilizing theories, frameworks and models that are based upon heuristic and informal reasoning. More recently, the emergence of new research based upon logical fallacies has been proving effective in explaining certain normatively incorrect responses to probabilistic tasks. This article contributes to this emerging area of research by demonstrating how a particular logical fallacy, known as “an appeal to ignorance,” can be used to account for a specific set of normatively incorrect responses provided by prospective elementary and secondary mathematics teachers to a new probabilistic task. It is further suggested that a focus on the classical approach to teaching theoretical probability contributes to the use of this particular logical fallacy.
Tipo de Registro: | Artículo |
---|---|
Términos clave: | 06. Aprendizaje > Cognición > Conocimiento 06. Aprendizaje > Procesos cognitivos > Razonamiento 05. Profesor > Estatus 05. Profesor > Formación de profesores > Inicial 13. Matemáticas escolares > Probabilidad |
Nivel Educativo: | Todos los niveles educativos |
Código ID: | 11392 |
Depositado Por: | Sileni Carranza |
Depositado En: | 11 Jun 2018 12:57 |
Fecha de Modificación Más Reciente: | 11 Jun 2018 12:57 |
Valoración: |
Personal del repositorio solamente: página de control del documento