Citation link: 10.3389/feduc.2023.1212419
DC FieldValueLanguage
crisitem.author.orcid0000-0001-9068-5696-
crisitem.author.orcid0000-0002-3749-3991-
dc.contributor.authorKelter, Riko-
dc.contributor.authorSchnurr, Alexander-
dc.contributor.authorSpies, Susanne-
dc.date.accessioned2023-12-20T13:16:04Z-
dc.date.available2023-12-20T13:16:04Z-
dc.date.issued2023de
dc.descriptionFinanziert aus dem DFG-geförderten Open-Access-Publikationsfonds der Universität Siegen für Zeitschriftenartikelde
dc.description.abstractThere is a variety of empirical evidence that the coverage of paradoxes in mathematics education helps to support thorough understanding of probabilistic and statistical concepts. However, existing literature often focuses on extensive analysis of a specific paradox, provides new perspectives or an analysis from a different angle. Often neglected aspects in this context are common features between different paradoxes and the fact, that the same situation might look paradoxical to different people for entirely different reasons. We develop a toolbox to demystify paradoxes in probability and statistics. Therefore, we first analyze in which steps of stochastic modeling one might be faced with a paradoxical situation. Secondly, we build on a representative selection of well-known paradoxes and isolate the techniques and methods which help to explain why people find the paradox surprising, identify the class of scenarios where the paradox may occur and make a choice between the seemingly contradictory conclusions. Thirdly, we present the toolbox, which helps to demystify various paradoxical situations. This helps teachers to chose appropriate problems and students to find the right method to resolve these problems. While the developed toolbox is not exhaustive, it helps to dissect the anatomy of probabilistic and statistical paradoxes.en
dc.identifier.doi10.3389/feduc.2023.1212419de
dc.identifier.urihttps://dspace.ub.uni-siegen.de/handle/ubsi/2578-
dc.identifier.urnurn:nbn:de:hbz:467-25784-
dc.language.isoende
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceFrontiers in education ; 8, 1212419 - https://doi.org/10.3389/feduc.2023.1212419de
dc.subject.ddc510 Mathematikde
dc.subject.otherProbabilistic paradoxen
dc.subject.otherStatistical paradoxen
dc.subject.otherModeling cycleen
dc.subject.otherProbabilistic modelingen
dc.subject.otherProbabilistic intuitionen
dc.subject.otherSimpson’s paradoxen
dc.subject.otherMonty Hall paradoxen
dc.subject.otherProbabilistisches Paradoxonde
dc.subject.otherStatistisches Paradoxonde
dc.subject.otherModellierungszyklusde
dc.subject.otherProbabilistische Modellierungde
dc.subject.otherProbabilistische Intuitionde
dc.subject.otherSimpson'sches Paradoxonde
dc.subject.otherMonty-Hall-Paradoxonde
dc.titleA toolbox to demystify probabilistic and statistical paradoxesen
dc.typeArticlede
item.fulltextWith Fulltext-
ubsi.publication.affiliationDepartment Mathematikde
ubsi.source.doi10.3389/feduc.2023.1212419-
ubsi.source.issn2504-284X-
ubsi.source.issued2023de
ubsi.source.issuenumber8de
ubsi.source.pages12de
ubsi.source.placeLausannede
ubsi.source.publisherFrontiers Mediade
ubsi.source.titleFrontiers in Educationde
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