By Neil J. Hatfield, University of Northern Colorado
Randomness is an idea that underpins much of Statistics; from probability to randomization for experiments. Given randomness's central role, how students think about randomness is critical to the field of Statistics Education. While there has been research on individuals' understanding of randomness (e.g., Falk 1991, Falk and Konold 1994, Kaplan, Rogness, and Fisher 2014) centered within a classroom, there is little research on students' understandings post instruction. This poster shares the results of four interviews with undergraduate students and their understandings of randomness, one year after instruction. Two students identified that there were two distinct usages of randomness (one everyday, one technical). While no student discussed a fully productive meaning for randomness, one student came close. The other three students' understandings reflected common and worrisome images.