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Abstract

Although errors in reasoning about conditional probability have been the focus
of interest of psychologists for a long time, the development of conditional
reasoning in school students has received little attention. This paper considers the
responses of 69 students across grades 3 to 13 in an attempt to model
the development of appropriate reasoning skills. Although acknowledging the
misconceptions observed by earlier researchers, this study seeks a positivist
approach to describe developing understanding by combining mathematical
appropriateness with structural complexity. The results of the study are intended
to inform other researchers, teachers, and curriculum developers.

Item Type:	Article
Authors/Creators:	Watson, JM and Kelly, BA
Journal or Publication Title:	International Journal of Mathematical Eduction in Science and Technology
Publisher:	Taylor & Francis
ISSN:	0020-739X
DOI / ID Number:	10.1080/00207390601002880
Additional Information:	The definitive version is available online at http://www.informaworld.com/smpp/content?
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