Paradoxes and counterexamples in teaching and learning of probability at university
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Taylor & Francis
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This 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.Description
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International Journal of Mathematical Education in Science and Technology,
Volume 43, Issue 6, pages 803-811.
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