The following are abstracts of papers and

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The following are abstracts of papers and presentations at PME25 and appear in: Van den Heuvel- Panhuizen, 2001, Proceedings of the 25 th Conference of the International Group for the Psychology of Mathematics Education , Freudenthal Institute, The Netherlands. 1. Refereed Research Reports (printed in full in the proceedings) Ayres, P. & Way, J. The effects of instruction on likelihood misconceptions. (Vol. 2, pp. 73-80). This paper reports an investigation into the effects of instruction in probability concepts on the decision- making strategies of twenty-four 11-12 year olds. The instruction, based on small-group practical activities, had an overall positive influence on performance in specific probability tasks. It was also found that the particular experiences within the small groups of students had a strong influence on decision-making strategies in the final ‘test’ tasks. Groups that experienced sets of random outcomes in their activities that were not representative of the structure of the sample space tended to use inappropriate reasoning in later tasks. Bakker, A. Symbolizing data into a ‘bump’. (Vol. 2, pp. 81-88). In this paper we analyze how concepts and symbolizations co-develop in the case of statistical data analysis. The focus is on the development of distribution, which ranges from a very concrete intuitive understanding to formal mathematical definitions. Examples from teaching experiments with 11 to 12 year-old students illustrate how their concept of distribution develops in relation to what the graphs they use and make mean for them. In particular we discuss an episode in which a student symbolizes data into a so-called ‘bump’ and we give examples of how other students reason with this ‘bump’ in connection to distribution. Baturo, A. R. Conflict between perception, cognition and validation as year 12 and university students analyse the probability of an event . (Vol. 2, pp. 113-120). Eighteen Year 12 students and 2 cohorts of final-year BEd students (74 students) were shown a “fair” (equiprobable outcomes) spinner with three non contiguous colours and asked whether each of the three colours had the same chance of “being spun”. Half of the Year 12 students either gave unequivocal incorrect responses derived from inappropriate considerations of sector size or number of sectors per colour, or vacillated between correct and incorrect responses and were unable to make a decision (equivocal). These findings were echoed with the university students although their incorrect responses tended to be more unequivocal than equivocal. Validation through trialing (with the university students) did not help as the results did not show exactly 1 /3 for each colour and, in fact, were interpreted as supporting an incorrect response. Carvalho, C. & César, M. Peer interactions and statistics learning (Vol. 2, pp. 217-224).
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