We can still learn about probability by rolling dice and tossing coins

Teaching Statistics

Volumn 27, Issue 2, 2005, Pages 37-41

  Dunn, Peter K ^a  

^a UNIVERSITY OF SOUTHERN QUEENSLAND   (Australia)

Author keywords

Coins; Dice; Probability; Teaching

Indexed keywords

EID: 84893944522     PISSN: 0141982X     EISSN: 14679639     Source Type: Journal    
DOI: 10.1111/j.1467-9639.2005.00205.x     Document Type: Article

References (10)

1. Dunn, P.K., (2003). What happens when a 1 × 1 ×r die is rolled? The American Statistician, 57, 258-264.
2. Gelman, A., and Nolan, D., (2002). You can load a die, but you can’t bias a coin. The American Statistician, 56, 308-11.
3. Green, D.R., (1983). Shaking a six. Mathematics in School, 12, 29-32.
4. Hand, D.J., Daly, F., Lunn A.D., McConway, K.J., and Ostrowski, E., (1994). A Handbook of Small Data Sets. London: Chapman and Hall.
5. Hawkins, A.S., and Kapadia, R., (1984). Children’s conceptions of probability: a psychological and pedagogical review. Education Studies in Mathematics, 15, 349-77.
6. Humble, S., (2001). Rolling and spinning coin: a level gyroscopic processional motion. Teaching Mathematics and its Applications, 20, 18-24.
7. Kerslake, D., (1974). Some children’s views on probability. Mathematics in School, 5, 22.
8. Moore, D.S., (2003). The Basic Practice of Statistics (3rd edn). New York: WH Freeman.
9. Rouncefield, M., and Green, D., (1989). Condorcet’s Paradox. Teaching Statistics, 11, 46-9.
10. Truran, J., (1984). Children’s understanding of symmetry. Teaching Statistics, 7, 69-74.