The inclusion of probability in the school curriculum is argued to be justified on mathematical, psychological, and social grounds. Contemporary teaching approaches are suggested as sufficient. (MP)

Discusses scattering problems in continuous media, and presents a simple discrete model for scalar wave scattering from inhomogeneities on a lattice. Illustrates the relationships between the amplitude of the scattered wave and the characteristic function of the fluctuating motion of a point reflector in one dimension. (Author/GA)

The bias attributable to nonresponse in population estimates in the field of education was studied. Data were collected from responses to mathematics and science exercises administered by the National Assessment of Educational Progress to a probability sample of 17-year olds, as well as a probability sample selected from nonrespondents.…

The author gives a three dimensional analog of Pascal's Triangle as an exercise in heuristic thinking and an introduction to the multinomial theorem. The analog involves finding the number of shortest routes to various rooms in a cubical apartment house. (MN)

The contributions made by including probability theory in the primary grade curriculum are examined with respect to the day to day living of the developing child and his preparation for later life. In particular, language and decision making, misconceptions, research and systematic thinking, occupations, and the future are discussed. (MN)

The probabilities of six-card poker hands are derived and compared to those of the five-card poker hands. (JT)

E. Burns' (1984) attempt to explain the below average mean IQ scores reported for samples of learning dsabled (LD) students through the use of the bivariate normal probability distribution was examined. Alternative explanations which focus on issues related to the referral, identification, and placement of children are presented.(Author)

Three estimates of the probabilities of correct classification in predictive discriminant analysis were computed using mathematical formulas, resubstitution, and external analyses: (1) optimal hit rate; (2) actual hit rate; and (3) expected actual hit rate. Methods were compared using Monte Carlo sampling from two data sets. (Author/GDC)

One way in which a computer simulation can convince students of the validity of formulas for the density and distributive functions of the sum of two variables is described. Four computer program listings are included. (MNS)

A computer program simulated guessing on multiple-choice test items and calculated deviation IQ's from observed scores which contained a guessing component. Extensive variability in deviation IQ's due entirely to chance was found. (Author/LMO)

Solutions to a problem on seating arrangements and one on a box-office situation are discussed; a statistical approach is used. Four computer programs are included. (MNS)

Use of the computer to simulate or imitate probability problems that are difficult to analyze in any other way is discussed. How the Monte Carlo method works is clarified, with sample problems and programs. (MNS)

An exercise simulating the tossing of N dice is described. Calculation of expected gain and extension to a two-person game are each discussed. (MNS)

Intuitive ideas of probability are introduced through real-life situations. Discussion topics and activities are both included. (MNS)

The application of probability concepts in tennis is described, with a computer program listing to generate service game probabilities. (MNS)