
06458048
j
2015e.00297
Budgett, Stephanie
O'Carroll, Lorraine
Pfannkuch, Maxine
Risk intuitions and perceptions: a case study of four year 13 (grade 12) students.
Math. Enthus. 12, No. 13, 330346 (2015).
2015
Information Age Publishing (IAP), Charlotte, NC; University of Montana, Department of Mathematical Sciences, Missoula, MT
EN
D34
K94
K54
K74
C34
risk
stochastics
probability theory
statistics
upper secondary
teaching
research
empirical investigations
communication of risk
definition
heuristics
risk perceptions
risk representations
risk interpretations
relative risk
curriculum
reasoning strategies
students' risk conceptions
http://www.math.umt.edu/tmme/vol12no1thru3/24_Budgett_et_al.pdf
Summary: In the New Zealand school statistics curriculum, year 12 students (aged 1617) are required to solve problems that involve interpreting risk and relative risk within a range of meaningful contexts. In a small exploratory study we investigate the risk conceptions of four year 13 students who performed at the excellence level in their year 12 externallyassessed examination on this topic. Through questionnaires and interviews we investigate the ways in which these students perceive and express risks associated with a variety of everyday activities and also how they compare the risks of several adverse outcomes. We also explore the strategies they use when confronted with varied representations of risk such as visual, verbal and numerical. We will report on insights gained about these students' reasoning with different risk representations, on how they interpret, evaluate and communicate risk.