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Connecting Research to Teaching
Connecting Research to Teaching: Is 7/10 Always Equivalent to 700/1000?

Laurie H. Rubel 

September 2010, Volume 104, Issue 2, Page 144

Abstract:

Edited by Thomas A. Evitts and Karen Heinz. This article examines middle school and high school student thinking about the law of large numbers, using a coin toss task. The analysis identifies common justification categories for incorrect responses as well as correct responses. These results are then discussed through the lens of in-school mathematical thinking and out-of-school mathematical thinking.
 

Keywords:
Article
Activities
Grades 9-12
Teacher
Probability
Problem Solving / Problem Posing
Reasoning and Proof