It might be said that for most occupations there is now less of a need for mathematics than there was say fifty years ago. But, the author argues, geometry, probability, and statistics constitute essential knowledge for everyone. Maybe not the geometry of Euclid, but certainly geometrical ways of thinking that might enable us to describe the world…

The multiplicative principle is the tool allowing the counting of groups that can be described by a sequence of events. An event is a subset of sample space, i.e. a collection of possible outcomes, which may be equal to or smaller than the sample space as a whole. It is important that students understand this basic principle early on and know how…

"Probability is a difficult concept to teach, because children and adults find it counterintuitive." This is impetus to consider the detailed planning of a set of lessons with a "mixed", in many senses, group of fourth graders. Can the use of prior experience, and the knowledge associated with that experience, make probability a concept that is…

There is much to be learned and pondered by reading "Proofs and Refutations," by Imre Lakatos. It highlights the importance of mathematical definitions, and how definitions evolve to capture the essence of the object they are defining. It also provides an exhilarating encounter with the ups and downs of the mathematical reasoning process, where…

This article reports on the findings of a research project whose aim was to support and enhance the teaching of risk at Key Stage 4. An innovative and cross-curricular approach has been used, based on modelling socio-scientific issues using new technological tools, designed specifically to enable the consideration of ethical and social issues,…

Examples are given which show how Karnaugh maps can be used in questions involving probability. (DT)

The characteristic shape of the normal distribution, one hump and two tails, is discussed. The reasoning is based on variation, combinations, probability, and logarithms. The purpose is to be able to answer some of the "whys" students might ask. (LS)

A method for introducing ideas of probability theory is presented. The method is illustrated by solving a coin tossing" problem. (FL)

This article points out that many students, even of college age, lack familiarity with and confidence about probability problems. Several examples are given, including a "fair game" situation which would probably cause many readers some initial concern. (LS)

Commenting on an article by D. Scott, in Mathematics Teaching 52 (Autumn 1970), He present author shows that it is important to know the distribution of error and not just the maximum error. (MM)

Presents theorems about lines and lattice points, and relates these to combinatorial analysis. (RS)

The aim of the author was to ascertain how well a Dutch approach to introducing probability into the elementary school curriculum could be attempted by English children. Classroom situations are described. (MN)

Students were given the problem: Given a deck of cards in a certain order, after how many shuffles will it return to its original order? They worked with small decks of cards to develop a general formula, but were unhappy with the results. (SD)

Mathematical modelling activities related to everyday situations (e.g., traffic lights) can be used to develop probability concepts. (SD)