Intuitive thinking and misconceptions of independent events: a case study of us and french pre-service teachers. Nabbout-Cheiban, M. International Journal of Research in Undergraduate Mathematics Education, 3(2):255–282, July, 2017.
Intuitive thinking and misconceptions of independent events: a case study of us and french pre-service teachers [link]Paper  doi  abstract   bibtex   
In this article we study the conceptions of an American and a French group of undergraduate pre-service teachers regarding the concept of independent events. Specifically, we study the role that intuition plays in their answers, ascertain the presence of probabilistic biases, and compare the findings with previous results collected on a different population. Participants were asked to provide essay-type answers to a three-part questionnaire that asked them to solve problems, react to hypothetical students’ answers, and answer direct questions. The concept of independent events was problematic for most participants as was the distinction between mutually exclusive and independent events. In addition, representativeness bias and the Falk Phenomenon were observed among several participants.
@article{nabbout-cheiban_intuitive_2017,
	title = {Intuitive thinking and misconceptions of independent events: a case study of us and french pre-service teachers},
	volume = {3},
	issn = {2198-9753},
	shorttitle = {Intuitive thinking and misconceptions of independent events},
	url = {https://doi.org/10.1007/s40753-016-0038-x},
	doi = {10.1007/s40753-016-0038-x},
	abstract = {In this article we study the conceptions of an American and a French group of undergraduate pre-service teachers regarding the concept of independent events. Specifically, we study the role that intuition plays in their answers, ascertain the presence of probabilistic biases, and compare the findings with previous results collected on a different population. Participants were asked to provide essay-type answers to a three-part questionnaire that asked them to solve problems, react to hypothetical students’ answers, and answer direct questions. The concept of independent events was problematic for most participants as was the distinction between mutually exclusive and independent events. In addition, representativeness bias and the Falk Phenomenon were observed among several participants.},
	language = {en},
	number = {2},
	urldate = {2020-02-19},
	journal = {International Journal of Research in Undergraduate Mathematics Education},
	author = {Nabbout-Cheiban, Marie},
	month = jul,
	year = {2017},
	keywords = {dept.edu},
	pages = {255--282}
}
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