The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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An Analysis of Middle School Student's Eye Movements in the Law of Large Numbers Simulation Activity

큰 수의 법칙 시뮬레이션에서 중학생의 안구 운동 분석

  • Received : 2017.05.07
  • Accepted : 2017.06.22
  • Published : 2017.08.31
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Abstract

This study analyzed the difficulties of middle school students in computer simulation of the law of large numbers through eye movement analysis. Some students did not attend to the simulation results and could not make meaningful inferences. It is observed that students keep the existing concept even though they observe the simulation results which are inconsistent with the misconceptions they have. Since probabilistic intuition influence student's thinking very strongly, it is necessary to design a task that allows students to clearly recognize the difference between their erroneous intuitions and simulation results. In addition, we could confirm through eye movements analysis that students could not make meaningful observations and inferences if too much reasoning was needed even though the simulation included a rich context. It is necessary to use visual representations such as graphs to provide immediate feedback to students, to encourage students to attend to the results in a certain intentional way to discover the underlying mathematical structure rather than simply presenting experimental data. Some students focused their attention on the visually salient feature of the experimental results and have made incorrect conclusion. The simulation should be designed so that the patterns of the experimental results that the student must discover are not visually distorted and allow the students to perform a sufficient number of simulations. Based on the results of this study, we suggested that cumulative relative frequency graph showing multiple results at the same time, and the term 'generally tends to get closer' should be used in learning of the law of large numbers. In addition, it was confirmed that eye-tracking method is a useful tool for analyzing interaction in technology-based probabilistic learning.

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References

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