Effets d’un apprentissage empirique sur la compréhension du concept de moyenne arithmétique
The goal of this research is to evaluate the effects of empirical learning on understanding of the concept of arithmetic mean, at the Moroccan students in 3rd year of college (14-17 years old). This empirical learning is materialized by some practical activities allowing the apprehension of usual pr...
Wedi'i Gadw mewn:
| Cyhoeddwyd yn: | URI:https://journals.openedition.org/adsc, |
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| Prif Awdur: | |
| Fformat: | Article ou chapitre numérique |
| Iaith: | Français |
| Cyhoeddwyd: |
Annales de Didactique et de Sciences Cognitives
2024
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| Pynciau: | |
| Mynediad Ar-lein: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Crynodeb: | The goal of this research is to evaluate the effects of empirical learning on understanding of the concept of arithmetic mean, at the Moroccan students in 3rd year of college (14-17 years old). This empirical learning is materialized by some practical activities allowing the apprehension of usual properties of this concept. These practical activities are established before traditional and official courses introducing this statistical notion, usually focused on application of the formula \(\bar{X}=\frac{x_1+\ldots+x_n}{n}\). We chose a random sample constituted of 144 students (74 boys and 70 girls) under above school level. We have applied randomization principle in order to form two equal groups: Experimental group and Control group. The experimental design adopted is formed by four steps composed with tasks to be achieved by the students. The first task, addressed to the Experimental group only, involves implementation of the above practical activities. The results of this research, deducted by application of Factorial Analysis, show that empirical learning have positive effect on understanding of arithmetic mean at students in 3rd year of college. Thus, this study suggests not only that the arithmetic average concept is more complex than the direct application of the above computational algorithm, but also implies that the average concept should be taught beyond this famous rule. |
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