Journal of Computers in Mathematics and Science Teaching
Learning through synchronous electronic discussion
Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
The efficiency of algorithms: misconceptions
Computers & Education
Evaluation of a web based mathematics teaching material on the subject of functions
Computers & Education
Assisting students with argumentation plans when solving problems in CSCL
Computers & Education
Learning objects in high school mathematics classrooms: Implementation and evaluation
Computers & Education
Expert Systems with Applications: An International Journal
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The aim of this study is to determine the effects of computer-assisted teaching (CAT) on remedying misconceptions students often have regarding some probability concepts in mathematics. Toward this aim, computer-assisted teaching materials were developed and used in the process of teaching. Within the true-experimental research method, a pre- and post-test control group study was carried out with 37 seventh-grade students-18 in the experimental group (CAT) and 19 in the control group (traditional teaching). A 12-item instrument, made up of 4 items related to each of the concepts ''Probability Comparisons (PC),'' ''Equiprobability (E),'' and ''Representativeness (R),'' was developed and implemented with the participants. After the teaching intervention, the same instrument was again administered to both groups as a post-test. In light of the findings, it can be concluded that computer-assisted teaching was significantly more effective than traditional methods in terms of remedying students' misconceptions.