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Direct linkTrumpower, David – Teaching Statistics: An International Journal for Teachers, 2013
This article describes an assessment activity that can show students how much they intuitively understand about statistics, but also alert them to common misunderstandings. How the activity can be used formatively to help improve students' conceptual understanding of analysis of variance is discussed. (Contains 1 figure and 1 table.)
Descriptors: Statistical Analysis, Formative Evaluation, Mathematics Education, Intuition
Peer reviewedAvital, Shmuel; Barbeau, Edward J. – For the Learning of Mathematics, 1991
Presents 13 examples in which the intuitive approach to solve the problem is often misleading. Presents analysis of these problems for five different sources of misleading intuitive generators: lack of analysis, unbalanced perception, improper analogy, improper generalization, and misuse of symmetry. (MDH)
Descriptors: Cognitive Development, Cognitive Processes, Generalization, Geometric Concepts
Peer reviewedFischbein, Efraim; And Others – Educational Studies in Mathematics, 1991
To investigate the origins and nature of intuitive obstacles affecting the learning of elementary probability theory, 618 Italian elementary and middle school students were interviewed about their methods of solution for several problems dealing with probability. The discussion focuses on four varieties of obstacles to learning prevalent within…
Descriptors: Cognitive Structures, Cognitive Style, Comprehension, Concept Formation
