Paradoxes and counterexamples in teaching and learning of probability at university
Klymchuk, S; Kachapova, F
MetadataShow full metadata
This article is devoted to practical aspects of teaching and learning of probability at university. It presents the difficulties and attitudes of first-year university science and engineering students towards using paradoxes and counterexamples as a pedagogical strategy in teaching and learning of probability. It also presents a student's point of view on the effectiveness of this pedagogical strategy.