Date of Award
2014
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Mathematics
Abstract
This study considered the impact of explicit teaching of misconceptions regarding randomness on cognitive growth of preservice teachers. Specifically, the purpose was to compile and validate instructional materials that facilitate preservice teachers' conceptual understandings of randomness. The quasi-experimental design compared the cognitive effects of the instructional materials. Hence, in addition to the instructional materials, assessment instruments were compiled and validated. These items were intended to illuminate the cognitive growth resulting from the treatment instruction. The convenience sample of 67 students represented approximately one third of the teacher-education students enrolled in a mathematicsEducation content course at this institution. Three sections were chosen and then two were randomly assigned to the experimental course (pooled to form one treatment group) that included a brief task-based module on misconceptions of randomness in the probability unit and one was assigned to the traditional course that did not include the experimental module. The participants were pretested and posttested for evidence of misconceptions regarding randomness. The data were analyzed using parametric and nonparametric tests for means and proportions. Results indicated that there were no significant differences found between the groups on total posttest scores; however, the treatment group did show a significant increase in scores from the pretest to the posttest (gain scores). An item analysis revealed significant differences between the groups' posttest scores on three of the assessment items and a proportional analysis indicated that the treatment instruction had a significant effect on evidence of two of the misconceptions. Explicit instruction on misconceptions may not be sufficient to overcome all invalid probabilistic reasoning involving randomness; however, it appears that addressing the common misconceptions of randomness has the potential to remedy preservice teachers' mistaken ideas that lead to incorrect probabilistic reasoning and possible transmission of invalid reasoning to future students.
Recommended Citation
Mcbride, Jonica H., "The Impact Of Explicit Instruction On Preservice Teachers' Conceptions Of Randomness" (2014). All-Inclusive List of Electronic Theses and Dissertations. 1485.
https://scholars.indianastate.edu/etds/1485