Using Paradoxes and Counterexamples in Teaching Probability: A Parallel Study
The paper presents and analyses the attitudes of first-year university science and engineering students towards using paradoxes and counterexamples as a pedagogical strategy in teaching and learning of probability. The research question was to investigate the effectiveness of this pedagogical strate...
| Main Authors: | , , , , |
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| Format: | Others |
| Published: |
Mathematics Teaching-Research Journal (MTRJ),
2021-11-22T00:24:54Z.
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| Subjects: | |
| Online Access: | Get fulltext |
| Summary: | The paper presents and analyses the attitudes of first-year university science and engineering students towards using paradoxes and counterexamples as a pedagogical strategy in teaching and learning of probability. The research question was to investigate the effectiveness of this pedagogical strategy from a student's point of view. It is based on a parallel study conducted at two universities - one in New Zealand and the other in Germany. The vast majority of the students reported that they found the method of using paradoxes and counterexamples to be useful and effective. |
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| Item Description: | Mathematics Teaching-Research Journal Online. Vol 5, N 1, pp. 50-70. 2573-4377 |