Computer Assisted Instruction (original) (raw)

Computer Programming to Support Probability Education: An Empirical Approach

EDULEARN proceedings, 2017

This paper fits the theoretical framework about probability education and presents a design-based research methodology relating to an empirical approach to probability in middle school. The design uses the potential of computer programming to reflect on the different levels of formalization to meet the wide variety of students' previous knowledge. The aim of the author is to offer an integrated, intuitive, and advantageous design to develop critical thinking through a constructivist vision of computer use in probability education.

Development of Computer Based Learning Media with A Scientific Approach to Probability Materials

Journal of Educational Sciences, 2021

This study aims to produce computer-based learning media with a scientific approach to probability material. The development model used is the 4D model which consists of the stages of define, design, develop, and disseminate. The instrument used was a validity instrument in the form of a validation sheet and a practicality instrument in the form of a student response questionnaire. The data collection techniques used were validation sheets and student response questionnaires. The data analysis technique used in this research is quantitative data analysis and qualitative data analysis. Validation is carried out by four validators who are experts in their fields. A limited trial was conducted on 16 students of SMP Mutiara Harapan Pangkalan Kerinci. Students are divided into two groups, consisting of students with high, medium, and low abilities. Each group tries two learning media. From the results of data processing, it was found that the average validation of learning media on the m...

The graphics calculator and the curriculum: The case of probability

this paper is to explore some of the relationships between probability and the graphics calculator, in order to provide a more extensive justification of these sorts of claims. The history of probability in the school curriculum is relatively short, and generally unfortunate. In most states, aspects of probability have only appeared in the last generation, unlike, say, algebra, geometry, trigonometry and calculus, which have been taught in schools for several generations now. Until quite recently, much of the work has been excessively formal, with a focus in the senior school on the use of an algebra of probabilities. Research, anecdotal evidence and the observations of both teachers and public examiners have generally suggested that students find the formal study of probability rather difficult, and insightful learning seems to be rare. While a formal approach is ultimately essential in the undergraduate years, it is more questionable at the school level, particularly in the lower ...

Technology will solve student's probability misconceptions: Integrating simulation, algorithms and programming

2017

The paper presents a proposal of a teaching practice aimed at higher secondary school students, which intends to enhance discussion on the meaning and interpretation of probability, a topic which is often neglected in Italian schools. The authors are convinced that turning the traditional teaching method upside down-that is, proceeding directly to a problem solving approach with the aid of computers as programming tools-better develops in the students the ability to analyse and address uncertain situations correctly, and consolidates a probabilistic mentality. The chosen method was a phenomenon-inductive approach with the help of simulations, which encouraged the formulation of hypotheses and speculation concerning random phenomena.

Using computer algebra system to facilitate teaching and learning of probability in business and science schools

This paper reviews the practice of using computer algebra system (CAS) for facilitating teaching and learning in a second-year level undergraduate subject "Probability for Statistics'' in the University of Melbourne. Some education theory and principles on university teaching are applied to support the practice. In particular, we have adopted Laurillard [1] technological-media-assisted conversational education framework in our teaching and learning of probability for statistics and econometrics.

Interactive Learning Environment Supporting Visualization in the Teaching of Probability

International Journal of Information and Communication Technologies in Education, 2019

The probability is exceptional in the teaching of mathematics because students often have difficulties to understand the basic terms and the problem solving strategies. Understanding lacks of the probability concept and various types of misconceptions arise from the misleading intuition and misinterpretations of experience with the stochastic phenomena. The probability concept seems too abstract to some students therefore it is advisable to use mathematical problems based on real-life ideas, such as drug efficacy testing, tests for diagnosing of diseases in medicine, sports competitions, and games. By eliminating misconceptions and improving understanding of the problem solving strategies, it is possible to use various types of visualization to solve problems from this field of mathematics. Tables and different types of graphic diagrams can help students to understand the basic rules and problem solving techniques. This paper describes the main objectives and the structure of an int...

Teaching and Learning Probability in an Age of Technology

Modern classrooms have access to a range of potential technologies, ranging from calculators to computers to the Internet. This paper explores some of the potential for such technologies to affect the curriculum and teaching of probability in the secondary school and early undergraduate years, rather than relying on the classical and formal approaches focusing on set theory and counting techniques. Different approaches to probability, including the study of risk, are identified. We describe some of the ways in which the teaching of probability might be supported by the availability of various forms of technology, including calculators, computer software and the Internet. We consider especially the role of simulation as a tool for both teachers and students, focusing on activities that are not possible without the use of technology. Modern technology provides an excellent means of exploring many of the concepts associated with probability. Many of these opportunities for learning wer...