Intuitive Interference in Probabilistic Reasoning
 Reuven Babai,
 Tali Brecher,
 Ruth Stavy,
 Dina Tirosh
 … show all 4 hide
Rent the article at a discount
Rent now* Final gross prices may vary according to local VAT.
Get AccessAbstract
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.
 Andersson, B. (1986) The experiential gestalt of causation: A common core to pupils’ preconceptions in science. European Journal of Science Education 2: pp. 155171
 Babai, R. & Alon, T. (2004). Intuitive thinking, cognitive level or grade level: What predicts students’ incorrect responses in science and mathematics? Paper presented at the National Association of Research in Science Teaching (NARST) Annual Conference. Vancouver, Canada.
 Babai, R., Levyadun, T., Stavy, R. & Tirosh, D. (in press). Intuitive rules in science and mathematics: A reaction time study. International Journal of Mathematical Education in Science and Technology.
 Confrey, J. (1990) A review of the research on student conceptions in mathematics, science and programming. Review of Research in Education 16: pp. 356 CrossRef
 Dehaene, S. (1997) The number sense: How the mind creates mathematics. Oxford University Press, New York
 diSessa, A.A. Phenomenology and the evaluation of intuition. In: Gentner, D., Stevens, A.L. eds. (1983) Mental models. Lawrence Erlbaum, Hillsdale, New Jersey, pp. 1533
 Driver, R. (1994) Making a sense of secondary science. Routledge, London
 Falk, R., Falk, R., Levin, I. (1980) A potential for learning probability in young children. Educational Studies in Mathematics 11: pp. 181204 CrossRef
 Fischbein, E. (1987) Intuition in science and mathematics. Reidel, Dordrecht, The Netherlands
 Fischbein, E. (1999) Intuitions and schemata in mathematical reasoning. Educational Studies in Mathematics 38: pp. 1150 CrossRef
 Greca, I.M., Moreira, M.A. (2000) Mental models, conceptual models, and modeling. International Journal of Science Education 22: pp. 111 CrossRef
 Green, D.R. A survey of probabilistic concepts in 3000 students aged 11–16 years. In: Grey, D.R. eds. (1983) Proceedings of the First International Conference on Teaching Statistics. Teaching Statistics Trust, Sheffield, England, pp. 766783
 Gutierrez, R., Ogborn, J. (1992) A causal framework for analysing alternative conceptions. International Journal of Science Education 14: pp. 201220
 Kahneman, D., Tversky, A. (2000) Choices, values and frames. Cambridge University Press and the Russell Sage Foundation, New York
 Perkins, D.N., Simmons, R. (1988) Patterns of misunderstanding: An integrative model for science, math, and programming. Review of Educational Research 58: pp. 303326 CrossRef
 Shaughnessy, J.M. Research in probability and statistics: Reflections and directions. In: Grouws, D.A. eds. (1992) Handbook of research on mathematics teaching and learning. Macmillan Publishing, New York, pp. 465494
 Spieler, D. (2000) Encyclopedia of Psychology 7: pp. 1214
 Stavy, R., Tirosh, D. (1996) Intuitive rules in science and mathematics: The case of ‘more of A–more of B’. International Journal of Science Education 18: pp. 653667
 Stavy, R., Tirosh, D. (2000) How Students (mis)understand science and mathematics: Intuitive rules. Teachers College Press, New York
 Stavy, R., Babai, R., Tsamir, P., Tirosh, D., Lin, F.L. & McRobbie, C. (in press). Are intuitive rules universal? International Journal of Science and Mathematics Education.
 Tirosh, D., Stavy, R. (1999) Intuitive rules: A way to explain and predict students’ reasoning. Educational Studies in Mathematics 38: pp. 5166 CrossRef
 Tsamir, P., Tirosh, D., Stavy, R. Intuitive rules and comparison tasks: The grasp of vertical angles. In: Makrides, G.A. eds. (1997) Proceedings of the First Mediterranean Conference: Mathematics Education and Applications. Cyprus Pedagogical Institute and Cyprus Mathematical Society, Nicosia, Cyprus
 Viennot, L. (1985) Analyzing students’ reasoning: Tendencies in interpretation. American Journal of Physics 53: pp. 432436 CrossRef
 Vosniadou, S., Ioannides, C. (1998) From conceptual development to science education: A psychological point of view. International Journal of Science Education 20: pp. 12131230
 Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., Papademetriou, E. (2001) Designing learning environments to promote conceptual change in science. Learning and Instruction 11: pp. 381420 CrossRef
 Wandersee, J.H., Mintzes, J.J., Novak, J.D. Research on alternative conceptions in science. In: Gabel, D.L. eds. (1994) Handbook of research on science teaching and learning. Macmillan, New York, pp. 177210
 Zazkis, R. (1999) Intuitive rules in number theory: Example of ‘the more of A, the more of B’ rule implementation. Educational Studies in Mathematics 40: pp. 197209 CrossRef
 Title
 Intuitive Interference in Probabilistic Reasoning
 Journal

International Journal of Science and Mathematics Education
Volume 4, Issue 4 , pp 627639
 Cover Date
 20061201
 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