The relationsihp between mathematics teachers' probanility approaches and misconceptions

Abstract

The literature on probability o ers three distinct de nitions: theoretical, experimental and subjective. Frameworks suggest that these three approaches should be adopted in probability classrooms. The aim of this research was to examine which of the three approaches that mathematics teachers adopt, whether there is a relationship between the experience level of the teachers and the approach they adopt, whether there is a relationship between the experience level and their success level in answering questions related to misconceptions and whether there is a relationship between the approach and success level. Results of the study indicate that there is not a signi cant relationship between experience level and approach and also the relationship between experience level and success level is not signi cant. However, for ve items the relationship between approach and success level was found to be signi cant. Overall results have shown that, participants who have adopted all of the three approaches were more likely to score higher than the ones who have solely used the classical approach.