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New Zealand teachers' generation problem misconceptions
Author(s) -
Renelle Amy,
Budgett Stephanie,
Jones Rhys
Publication year - 2020
Publication title -
teaching statistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.425
H-Index - 13
eISSN - 1467-9639
pISSN - 0141-982X
DOI - 10.1111/test.12248
Subject(s) - randomness , sequence (biology) , mathematics education , school teachers , perception , process (computing) , psychology , computer science , mathematics , statistics , genetics , neuroscience , biology , operating system
Everyone, including teachers, is prone to randomness misconceptions. In this article, we investigate the perceptions of randomness held by New Zealand secondary school teachers. The responses to a question asked in an online, anonymous questionnaire sent to New Zealand teachers will be explored. One question asked participants to create a sequence of 20 heads and tails such that it mimics a truly random process. From this, the number of heads, the longest run, and the number of runs in each sequence will be considered. Further, the mean for each of these sequence characteristics will then be compared to the findings from a previous study with Spanish pre‐service teachers. Overall, we recommend further research into the misconceptions relating to generation problems, including an exploration of professional development opportunities.