The use of iPads® in the classroom is growing. In the 2013–14 school year, 57 percent of schools planned to invest in iPads (Netop 2013). This investment can benefit mathematics classrooms only if teachers know which apps they can use to help students develop deeper mathematical understanding. Although learning about and developing facility with various apps is valuable for mathematics teachers, the process can be difficult, overwhelming, and time-consuming. To get started, we recommend one app, Dropbox, that can be used to share materials within the classroom setting, and then we suggest three free, easy-to-use mathematics apps: Sketchpad Explorer, Data Analysis, and MathGraph (see the table on p. 711).
Ayanna D. Perry, Emily P. Thrasher and Hollylynne S. Lee
Kristy B. McGowan and Nathan J. Lowe Spicer
Students analyze items from the media to answer mathematical questions related to the article. The clips this month, from the Colorado State lottery and a Marilyn vos Savant column on probability, involve probability and counting problems.
Yating Liu and Mary C. Enderson
Similar assumptions seem to give rise to conflicting answers when students approach probability questions differently.
Kenneth A. Horwitz
Several years ago I became the lead teacher for a newly created statistics course. I wanted the course to emphasize projects that would allow students to apply statistical knowledge to real-world situations. My Bulldog Lottery lesson allows students to apply the concepts of probability and expected value to a real-world phenomenon.
Donald E. Hooley
The dice game Farkle provides an excellent basis for four activities that reinforce probability and expected value concepts for students in an introductory statistics class. These concepts appear in the increasingly popular AP statistics course (Peck 2011) and are used in analyzing ethical issues from insurance and gambling (COMAP 2009; Woodward and Woodward 1994). In addition to investigating these four fun activities, we also investigate a strategy to optimize a player's score on a turn in Farkle and indicate possible additional explorations.
Readers comment on published articles or offer their own ideas.
Hollylynne S. Lee, Tina T. Starling and Marggie D. Gonzalez
Research shows that students often struggle with understanding empirical sampling distributions. Using hands-on and technology models and simulations of problems generated by real data help students begin to make connections between repeated sampling, sample size, distribution, variation, and center. A task to assist teachers in implementing research-based strategies is included.
A set of problems of many types.
Readers react to published articles or submit their own mathematical explorations.