This report considers the reasoning of sixth grade students as they explore problem tasks concerning the fairness of dice games. The particular focus is the students' interactions, verbal and non-verbal, as they build and justify representations that extend their basic understanding of number combinations in order to model the outcome set of a…

Fairly large amount of research on students' conceptions of probability has been reported in the literature. Most of this work represents school students' reasoning of probability in individual setting. This study provides 8 secondary school mathematics preservice teachers' reasoning of probability in both individual and pair settings. Consistent…

This book presents motivational ways to teach key concepts and topics common to all secondary mathematics curricula. It is arranged by subject matter which includes algebra, geometry, trigonometry, probability, statistics, and miscellaneous topics. The objective to be attained by implementing the unit on each of these subjects is stated, and the…

As increased use of technology and empirical science spreads throughout the global community, the use of data and graphs to communicate information increases also. This digest offers resources for teaching and learning about probability and statistics. It begins with key issues and continues with recommendations to overcome the difficulties in the…

The present report describes an expanded replication of the previous experiments in a nonlaboratory real-play setting unique to the experimental literature on decision processes - a casino in downtown Las Vegas. (Author)

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)

The well-known biologist C. H. Waddington has established a future-oriented center at the University of Edinburgh. A degree course may be available starting next year. (Author)

Several skills important to successful learning by discovery were found to be less essential to successful learning by rule. Results also supported the hypothesis that the outcome of discovery is the structural integration of previously known concepts, while the outcome of rule learning is the addition of new structure. (Authors)

This article makes a plea for the greater use of non-parametric methods in introductory statistics courses. (MM)

From a paper presented at the annual meeting of the Association of American Law Schools on December 28, 1969 on the subject of preventive detention and criminal justice. (IR)