Discusses students' preconceptions of randomness and offers an alternative way to think about the concept using the idea of complexity. That is, the randomness of a sequence can be measured by the difficulty of encoding it. Methods of judging complexity and implications for teaching are discussed. (Contains 30 references.) (MKR)

Presented are some concerns related to the diagnostic/prescriptive approach to teaching mathematics. The author supports the view that teachers need to become aware of reasons for making professional decisions and become reflective practitioners. (RH)