Pre-service Teachers’ Probabilistic Reasoning in Constructivist Classroom
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Evans Kofi Hokor 1 *
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1 St. Teresa’s College of Education, Hohoe, GHANA* Corresponding Author

Abstract

Several studies revealed that probability misconceptions were widespread among students, but the activities for addressing the misconceptions has been lacking. This study designed activities that reflect real life situations for addressing equiprobability bias, positive and negative recency effects, belief bias and representativeness bias for teaching probability globally. Thirty-two pre-service teachers from one intact class were purposively sampled for the study. The instruments used in the collection of data were observation and questionnaire. The study found constructivist approach of teaching with critical questions asked by the teacher to be vital in addressing misconceptions. The findings suggest that teacher educators should use the constructivist approach of teaching targeting probabilistic misconceptions in training of teachers.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 5, Issue 2, April 2020, Article No: em0053

https://doi.org/10.29333/pr/7838

Publication date: 17 Mar 2020

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