International Journal of Science and Mathematics Education
, Volume 4, Issue 4, pp 627639
Intuitive Interference in Probabilistic Reasoning
 Reuven BabaiAffiliated withDepartment of Science Education, The Jaime and Joan Constantiner School of Education, Tel Aviv University Email author
 , Tali BrecherAffiliated withDepartment of Science Education, The Jaime and Joan Constantiner School of Education, Tel Aviv University
 , Ruth StavyAffiliated withDepartment of Science Education, The Jaime and Joan Constantiner School of Education, Tel Aviv University
 , Dina TiroshAffiliated withDepartment of Science Education, The Jaime and Joan Constantiner School of Education, Tel Aviv University
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One theoretical framework which addresses students’ conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students’ reasoning is affected by intuitive rules when they solve a wide variety of conceptually nonrelated mathematical and scientific tasks that share some common external features. In this paper, we explore the cognitive processes related to the intuitive rule more A–more B and discuss issues related to overcoming its interference. We focused on the context of probability using a computerized “Probability Reasoning – Reaction Time Test.” We compared the accuracy and reaction times of responses that are in line with this intuitive rule to those that are counterintuitive among highschool students. We also studied the effect of the level of mathematics instruction on participants’ responses. The results indicate that correct responses in line with the intuitive rule are more accurate and shorter than correct, counterintuitive ones. Regarding the level of mathematics instruction, the only significant difference was in the percentage of correct responses to the counterintuitive condition. Students with a high level of mathematics instruction had significantly more correct responses. These findings could contribute to designing innovative ways of assisting students in overcoming the interference of the intuitive rules.
Key Words
intuition intuitive interference intuitive rules mathematics education probability reaction time science education Title
 Intuitive Interference in Probabilistic Reasoning
 Journal

International Journal of Science and Mathematics Education
Volume 4, Issue 4 , pp 627639
 Cover Date
 200612
 DOI
 10.1007/s1076300690311
 Print ISSN
 15710068
 Online ISSN
 15731774
 Publisher
 Kluwer Academic Publishers
 Additional Links
 Topics
 Keywords

 intuition
 intuitive interference
 intuitive rules
 mathematics education
 probability
 reaction time
 science education
 Authors

 Reuven Babai ^{(1)}
 Tali Brecher ^{(1)}
 Ruth Stavy ^{(1)}
 Dina Tirosh ^{(1)}
 Author Affiliations

 1. Department of Science Education, The Jaime and Joan Constantiner School of Education, Tel Aviv University, Tel Aviv, 69978, Israel