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Chergui, Mohamed
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Humanities Education Library & Information Science Social Sciences Other

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An exploratory study of the difficulties related to the probabilistic modeling process Lakrim, Abdennabi; Chergui, Mohamed; El Wahbi, Bouazza
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22046

Abstract

This study is a contribution to efforts to promote practices for dealing with the difficulties encountered by learners in probabilistic modeling situations. We attempt to elucidate as precisely as possible the types of difficulties that secondary school students face in the process of modeling with probability tools. By referring to a large and extensive literature on the specific difficulties of modeling, we have been able to establish a typology of possible difficulties that may emerge during the implementation of the modeling process by secondary school students. We determined sub-categories for the probabilistic modeling stages. Based on this typology, we constructed a test and we administered it to a random sample of secondary school students. The analysis of the responses via a grid developed for this purpose, we were able to deduce that the sub-categories of difficulties we identified are both positively correlated. With regard to student performance, some particular difficulties were encountered in the implementation of the modeling stages. We also observed that the choice of the appropriate probabilistic model is hampered by a lack of conceptual understanding of the probabilistic situation, while the stage of probabilistic calculations is mainly affected by the failure to choose the correct mathematical methods and techniques.
A systemic analysis of secondary school mathematics teachers' attitudes toward assessment of learning Chafi, Chaimae; Chergui, Mohamed; El Wahbi, Bouazza
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21217

Abstract

Aware of the various issues involved in assessing learning, but also of the difficulties encountered in classroom practice of this pedagogical act, we set out in this article to explore and analyze the assessment practices of secondary school mathematics teachers and the conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects in our study: the conceptual, the institutional, and the docimological. Analysis of the attitudes declared by a random sample of mathematics teachers enabled us to confirm that pedagogical, and in particular cognitive, issues do not represent a priority for them in assessment practices. They focus more on the organizational aspect of examinations, with a remarkable lack of concern for docimological considerations to give credibility to the assessments carried out.
Co-Authors Chafi, Chaimae El Wahbi, Bouazza Lakrim, Abdennabi