Teachers tend to attribute meanings to certain mathematical concepts in order to make them more accessible to students. But to what might that lead, when teachers tend to attribute a common sense definition for independent events valid in the cases of “Chronological events ” to other purely theoretical cases like “Stochastic independent events”? In this paper, we tried to study teachers’ representations of independent events based on their evaluation of students ’ preprepared answers and on their answers to some direct questions. We mainly focused on studying the link that may exist between the common sense definitions that teachers attribute to “independency ” and the confusion between independency and incompatibility, which is students ’ most common confusion. 1
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