Comparison of probabilities of events posed by explicit and implicit form

Abstract

In this paper the responses by prospective educators and teachers of early years of schooling is studied when comparing probabilities of events posed by explicit and implicit form, in order to determine the influence of the level of explicitness in the comparison of probabilities. Fifty-one prospective educators and teachers of the first years of education participated in this study, and answered a questionnaire containing two questions with many items that involved the comparison of probabilities of events posed explicitly and explicitly. Results suggested that, globally, the items formulated in the implicit form were more difficult for the students than those formulated in explicit form.