Uses a probability tree to predict the most likely wild card team for a National League Championship. (KHR)

Describes how to use common dice numbered 1-6 for simple mathematical situations including probability. Presents a lesson using regular dice and specially marked dice to explore some of the concepts of probability. (KHR)

Some uncomplicated illustrations of how probability yields results that seem in conflict with traditional intuition are given. (MNS)

Describes ways of thinking about probability and some common student misconceptions. Suggests ways of addressing students' misconceptions and illustrates these ideas with an example. (ASK)

Presents a problem that has been well received by students in undergraduate mathematical statistics courses. The problem is presented as a game in which students are asked to choose between two alternatives, as if they were betting. (ASK)

To monitor and enhance the learning performance of learning groups in a Web learning system, teachers need to know the learning status of the group and determine the key influences affecting group learning outcomes. Teachers can achieve this goal by observing the group discussions and learning behavior from Web logs and analyzing the Web log data…

Beyond Crossroads is a call to action. Within this call, AMATYC has updated its 1995 Crossroads standards, developed a new set of guiding principles, and created a blueprint for implementing these revised principles and standards. The principles guiding Beyond Crossroads are a significant overhaul of their predecessors and are bold statements that…

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)

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)

This paper focuses on how teachers guide construction of knowledge in classrooms. We suggest that guidance hinges on the kind of dialogue teachers choose to engage students in. We propose several classroom dialogue types relevant for the construction of knowledge and suggest that critical dialogue is particularly effective for knowledge…

This paper is based on the on-going research, work, and teaching carried out in the Mathematics Foundations Course (MFC) at Goldsmiths College, University of London. Teaching is a very intimate and rewarding experience for the mathematics lecturer as well as for the adult student. Mathematics lecturers and adults should be challenged by their…

The social science finding that two-thirds of a population of successful males are first-born sons provided the motivation for a problem solved by a 12th grade honors class. The class proved that the probability of choosing a first-born son from a male population is about two-thirds. (JP)

Examples are presented of mathematics lessons which are motivated through mathematical curiosities found in "Ripley's Believe It Or Not." (JP)

Presented are several variations of a multiplication game which develops probability and statistical concepts while it reinforces students' arithmetic skills. (JP)

The use of indicator functions is promoted as a vehicle for providing students with greater appreciation and understanding of the function concept, which might be good preparation for the functional concepts of probability and random variable. The use is seen to provide a reasonably accessible method of verifying set-theoretic statements. (MP)