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TEACHERS ’ REPRESENTATIONS OF INDEPENDENT EVENTS: WHAT MIGHT AN ATTEMPT TO MAKE SENSE HIDE?

By Marie Nabbout, Sylvette Maury, Université René and Descartes Paris

Abstract

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

Year: 2009
OAI identifier: oai:CiteSeerX.psu:10.1.1.135.9597
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