abstract: The concept of distribution is one of the core ideas of probability theory and inferential statistics, if not the core idea. Many introductory statistics textbooks pay lip service to stochastic/random processes but how do students think about these processes? This study sought to explore what understandings of stochastic process students develop as they work through materials intended to support them in constructing the long-run behavior meaning for distribution.
I collected data in three phases. First, I conducted a set of task-based clinical interviews that allowed me to build initial models for the students’ meanings for randomness and probability. Second, I worked with Bonnie in an exploratory teaching setting through three sets of activities to see what meanings she would develop for randomness and stochastic process. The final phase consisted of me working with Danielle as she worked through the same activities as Bonnie but this time in teaching experiment setting where I used a series of interventions to test out how Danielle was thinking about stochastic processes.
My analysis shows that students can be aware that the word “random” lives in two worlds, thereby having conflicting meanings. Bonnie’s meaning for randomness evolved over the course of the study from an unproductive meaning centered on the emotions of the characters in the context to a meaning that randomness is the lack of a pattern. Bonnie’s lack of pattern meaning for randomness subsequently underpinned her image of stochastic/processes, leading her to engage in pattern-hunting behavior every time she needed to classify a process as stochastic or not. Danielle’s image of a stochastic process was grounded in whether she saw the repetition as being reproducible (process can be repeated, and outcomes are identical to prior time through the process) or replicable (process can be repeated but the outcomes aren’t in the same order as before). Danielle employed a strategy of carrying out several trials of the process, resetting the applet, and then carrying out the process again, making replicability central to her thinking. / Dissertation/Thesis / Doctoral Dissertation Mathematics Education 2019
| Identifer | oai:union.ndltd.org:asu.edu/item:53651 |
| Date | January 2019 |
| Contributors | Hatfield, Neil (Author), Thompson, Patrick (Advisor), Carlson, Marilyn (Committee member), Middleton, James (Committee member), Lehrer, Richard (Committee member), Reiser, Mark (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 285 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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