These proceedings are a written record of the research presented at the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Mazatlán, Mexico, virtually beginning May 27, 2021 and in-person June 2-6, 2021. The conference was originally scheduled to take place…

The author presents a syllabus for an introductory (first year after high school) course in statistics and probability and some methods of teaching statistical techniques. The description comes basically from the procedures used at the Indian Statistical Institute, Calcutta. (JG)

The benefits of using computer simulations in teaching elementary probability topics are discussed. Sample probability problems suitable for simulation are suggested. (DT)

The use of matrix multiplication in the theory of Markov chains is demonstrated without directly discussing any probability theory. The technique that is developed is applied to ratio and mixture problems that are in changing states. (JP)

A discussion of the importance and procedures for including probability in the elementary through secondary mathematics curriculum is presented. Many examples and problems are presented which the author feels students can understand and will be motivated to do. Random digits, Monte Carlo methods, combinatorial theory, and Markov chains are…

Seventy-one college students were taught probability and statistics for one month by one of three methods: MP, manipulative-pictorial; P, pictorial; and S, symbolic. Analysis of variance yielded significant differences (p.05) between treatment groups for selected subtests of an achievement test and generally favored MP and P over S.

A mathematical model of a soccer-league competition results is set up and investigated using simple randomization techniques. The hypothesis that winning the league championship was purely luck was statistically tested. (JP)

An example involving a hypothetical television commercial is offered as an indication of how instructors might start their material in teaching the principles and practice of statistical thinking. (MN)