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Abstract

A review of the current literature about statistical and probabilistic ideas was
undertaken. The concept of the arithmetic mean was chosen as the focus of an
experimental study. A questionnaire was administered which required
increasingly sophisticated understanding of this concept in the concrete-symbolic
mode, and also allowed for ikonic mode processing. Responses gained from
136 pre- and in-service teachers were analysed from three perspectives.
Qualitative analysis allowed some comparison of the responses from this sample
to similar studies by other researchers. Differences between sub-groups of
respondants were analysed quantitatively for significance. Consideration of
these results from the viewpoint of cognitive development provided some
possible explanations. Developmental cycles in both ikonic and concretesymbolic
mode were identified and described. A theoretical model is proposed
to explain the interaction between these cycles. From this recommendations are
made for teacher development, and further research.

Item Type:	Thesis - Research Master
Authors/Creators:	Callingham, RA
Keywords:	Average, Statistics, Probabilities
Copyright Holders:	The Author
Copyright Information:	Copyright 1993 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).
Additional Information:	Thesis (M.Ed.Stud.)--University of Tasmania, 1994. Includes bibliographical references (p. 87-93)
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