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dc.contributor.authorKlymchuk, S
dc.contributor.authorKachapova, F
dc.date.accessioned2011-10-31T08:16:15Z
dc.date.available2011-10-31T08:16:15Z
dc.date.copyright2011-11-30
dc.date.issued2011-10-31
dc.identifier.citationInternational Journal of Mathematical Education in Science and Technology, Volume 43, Issue 6, pages 803-811.
dc.identifier.issn0020-739X
dc.identifier.issn0020-739X (print) 1464-5211 (online)
dc.identifier.urihttp://hdl.handle.net/10292/2446
dc.description.abstractThis article is devoted to practical aspects of teaching and learning of probability at university. It presents the difficulties and attitudes of first-year university science and engineering students towards using paradoxes and counterexamples as a pedagogical strategy in teaching and learning of probability. It also presents a student's point of view on the effectiveness of this pedagogical strategy.
dc.publisherTaylor & Francis
dc.rightsCopyright © 2011 Taylor & Francis. Authors retain the right to place his/her pre-publication version of the work on a personal website or institutional repository as an electronic file for personal or professional use, but not for commercial sale or for any systematic external distribution by a third. This is an electronic version of an article published in (see Citation). International Journal of Mathematical Education in Science and Technology is available online at: www.tandfonline.com with the open URL of your article (see Publisher’s Version)
dc.subjectParadoxes
dc.subjectCounterexamples
dc.subjectProbability
dc.subjectTeaching
dc.subjectLearning
dc.titleParadoxes and counterexamples in teaching and learning of probability at university
dc.typeJournal Article
dc.rights.accessrightsOpenAccess
dc.identifier.doi10.1080/0020739X.2011.633631


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