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Confounding effects of the phrase ’50-50 chance’ in making conditional probability judgments. (English)
Focus Learn. Probl. Math. 24, No. 4, 35-53 (2002).
The study reports a subset of results from a larger investigation (Tarr, 1997) that sought to determine the impact of probability instruction of fifth-grade students’ thinking during, immediately following, and seven weeks after a nine-day instructional program in conditional probability. The primary objective of the present study was to determine students’ strategies for describing conditional probabilities and how these strategies, which included the problematic use of ’50-50 chance’, changed as the result of probability instruction.
Classification: K53 C73
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