Open AccessThere is no evidence for order mattering; therefore, order does not matter
Author(s) -
Egan J. Chernoff,
Gale Russell,
Ilona Vashchyshyn,
Heidi Neufeld,
Nat Banting
Publication year - 2017
Publication title -
avances de investigación en educación matemática
Language(s) - English
Resource type - Journals
ISSN - 2254-4313
DOI - 10.35763/aiem.v1i11.179
Subject(s) - probabilistic logic , ignorance , fallacy , probabilistic argumentation , heuristic , set (abstract data type) , epistemology , order (exchange) , task (project management) , computer science , appeal , field (mathematics) , logical analysis , psychology , cognitive psychology , mathematics , artificial intelligence , philosophy , mathematical statistics , statistics , management , pure mathematics , law , economics , finance , political science , programming language
Within the limited field of research on teachers’ probabilistic knowledge, incorrect, inconsistent and even inexplicable responses to probabilistic tasks are most often accounted for by utilizing theories, frameworks and models that are based upon heuristic and informal reasoning. More recently, the emergence of new research based upon logical fallacies has been proving effective in explaining certain normatively incorrect responses to probabilistic tasks. This article contributes to this emerging area of research by demonstrating how a particular logical fallacy, known as “an appeal to ignorance,” can be used to account for a specific set of normatively incorrect responses provided by prospective elementary and secondary mathematics teachers to a new probabilistic task. It is further suggested that a focus on the classical approach to teaching theoretical probability contributes to the use of this particular logical fallacy.