Arrangements with repetition and probabilistic simulations: learning obstacles
DOI:
https://doi.org/10.5007/1981-1322.2019.e62783Abstract
By using empirical activities to simulate problems, there seems to be some hindrance on the part of students in reasoning about inverse positions in repetitive arrangements. It was noticed during a course given at a Federal Public Institution, after a simulation of the game craps. This research was carried out in order to understand what prevented high school students from accounting for the sums of different or equal parcels in reverse order, when estimating probabilities. As a methodological assumption, the research was based on an investigative class research. The data collection took place during the lessons through video and audio-recording, a copy of the students’ the researchers' notes. The notes were taken during and after interaction with the students. The results point out that mathematical concepts developed since the first years of the schooling phase can influence misconceptions that students present, when they reason about combinatorial and, consequently, about probability of events occurring.References
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