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Difficulties of learning probability concepts, the reasons why these concepts cannot be learned and suggestions for solution

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Author(s): Dilek Sezgin MEMNUN

Journal: Inonu University Journal of the Faculty of Education
ISSN 1300-2899

Volume: 9;
Issue: 15;
Start page: 89;
Date: 2008;
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Keywords: Probability | concept development | misconception | reasoning ability | introductory information sufficiency.

ABSTRACT
Probability holds the first place among the subjects that both teachers and students have difficulty in handling. Although probability has an important role in many professions and a great many decisions we make for our daily lives, the understanding of the probability concepts is not an easy ability to gain for many students. Most of the students develop perception about lots of probability concepts and they have difficulty finding a reason for probability events. Thus, in the present study, the difficulties faced while learning probability concepts and the reasons why these concepts cannot be learned well are investigated, these reasons are tried to be put forward, and some suggestions for solutions regarding these concepts are presented. In this study, cross-hatching model was used. National and international studies on the subject of probability are investigated, the reasons why these concepts cannot be learned were categorized in the light of findings obtained, and the reasons why these concepts cannot be learned and taught are tried to be discovered. The categorization was displayed with Ishikawa diagram. In the diagram, the reasons why these concepts cannot be learned were noted as six categories. These categories were age, the insufficiency of advanced information, the deficiency of argumentation ability, teacher, error in concept, and students’ negative attitudes.
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