Paradox, Programming, and Learning Probability: A Case Study in a Connected Mathematics Framework.

Wilensky, Uri

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Peer reviewed

ERIC Number: EJ512627

Record Type: Journal

Publication Date: 1995

Pages: N/A

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ISSN: ISSN-0732-3123

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Paradox, Programming, and Learning Probability: A Case Study in a Connected Mathematics Framework.

Wilensky, Uri

Journal of Mathematical Behavior, v14 n2 p253-80 Jun 1995

Presents a case study of a learner engaged with a probability paradox. The case illustrates a Connected Mathematics Project approach: that primary obstacles to learning probability are conceptual and epistemological and that engagement with paradox can be a powerful means of motivating learners to overcome these obstacles. (71 references) (Author/MKR)

Descriptors: Case Studies, College Students, Computer Uses in Education, Higher Education, Mathematics Education, Mathematics Instruction, Paradox, Probability

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A