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Identification d’erreurs de calcul de moyenne chez des étudiants de Master 2 en Sciences humaines et sociales.

Diane Diaz 1 Jean-Claude Régnier 2
2 ADIS-Langues
ICAR - Interactions, Corpus, Apprentissages, Représentations
Abstract : Something as basic as the arithmetic mean can produce errors and cause difficulties with students in the humanities and social sciences. It is recognized this public feels aversion with statistics and has gained a negative opinion against this discipline (Gordon, 2004 p.46-47). So what are the recurring errors and the main difficulties encountered by students ? To answer this question we start from a broader survey questionnaire developed by Jean-Claude Régnier. In this work we restrict ourselves to responses collected during three academic years (2009-2011) with students enrolled in Learning sciences Master 2. We extrapolate a situation that describes an event of daily life and assess procedural knowledge (Anderson, 1976, 1990; Tardif, 1992) by calculating a weighted arithmetic mean. This study therefore aims to characterize the mistakes made by students. The analysis of the responses identifies a wide variety of errors. Students acknowledge awareness of the method of averaging, but when it comes to applying less than half of them succeeds.Errors found are of various kinds, they range from misunderstanding of the statement to surface errors like wrong reporting of data. It appears that the competence to read a statement or to extract the relevant information may not be sufficiently controlled, even in subjects who have reached university 5th year.
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Diane Diaz, Jean-Claude Régnier. Identification d’erreurs de calcul de moyenne chez des étudiants de Master 2 en Sciences humaines et sociales.. 4ème Colloque Francophone International sur l'Enseignement de la statistique, Société Française de Statistique - groupe enseignement de la statistique, Jan 2015, Bordeaux, France. pp.221-226. ⟨hal-01117064⟩

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