Evaluating Independent and Mutually Exclusive Event Concepts in the Thinking of Higher Education Students

Resumo

Background: The concepts of mutually exclusive and independent events are sources of didactic phenomena because university students when developing activities addressing these concepts, present spontaneous erroneous ideas, indicating the need for studies that identify these difficulties. Objective: We seek to understand what are the confusions between these concepts to provide elements for their better treatment and implementation in teaching. Design: The present study analyzed, through the Ontosemiotic Approach - OSA, the knowledge of higher education students related to a problem proposed in the classroom and to identify the semiotic conflicts. Setting and Participants: A group of students from a federal university in the state of São Paulo, Brazil, was invited to participate in the study, voluntarily and anonymously, and all 74 students from an introductory course to probability theory of a science and technology course at this university participated in the research. Data collection and analysis: Students responded to the problem in writing and, through their answers, were analyzed, classifying them as correct, partially correct, incorrect and unanswered. Results: We identified the difficulty in interpreting the problem statement, the inappropriate use of common language (terms and expressions) and the lack of clarity in exposing the arguments to solve the problem. Conclusions: Based on the difficulties encountered by this group of students, it is suggested that these concepts be worked on in the classroom using different teaching tools, such as, for example, the creation of learning environments based on research processes and real situations.