There is no evidence for order mattering; therefore, order does not matter

An appeal to ignorance

Authors

  • Egan J Chernoff University of Saskatchewan
  • Gale Russell Univerity of Regina
  • Ilona Vashchyshyn University of Saskatchewan
  • Heidi Neufeld University of Saskatchewan
  • Nat Banting University of Alberta

DOI:

https://doi.org/10.35763/aiem.v1i11.179

Keywords:

Cognition, Fallacies, Probability, Probabilistic Knowledge, Prospective Teachers

Abstract

Within the limited field of research on teachers’ probabilistic knowledge, incorrect, inconsistent and even inexplicable responses to probabilistic tasks are most often accounted for by utilizing theories, frameworks and models that are based upon heuristic and informal reasoning. More recently, the emergence of new research based upon logical fallacies has been proving effective in explaining certain normatively incorrect responses to probabilistic tasks. This article contributes to this emerging area of research by demonstrating how a particular logical fallacy, known as “an appeal to ignorance,” can be used to account for a specific set of normatively incorrect responses provided by prospective elementary and secondary mathematics teachers to a new probabilistic task. It is further suggested that a focus on the classical approach to teaching theoretical probability contributes to the use of this particular logical fallacy.

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Author Biography

Gale Russell, Univerity of Regina

Assistant Professor

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Published

2017-05-05

How to Cite

Chernoff, E. J., Russell, G., Vashchyshyn, I., Neufeld, H., & Banting, N. (2017). There is no evidence for order mattering; therefore, order does not matter: An appeal to ignorance. Advances of Research in Mathematics Education, (11), 5–24. https://doi.org/10.35763/aiem.v1i11.179

Issue

No. 11 (2017)

Section

Artículos

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The articles published in this journal are under a license Creative Commons: By 4.0 España from  number 21 (2022).

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