Probability, Problem Formulation, and Two-Player Games

1994 ◽  
Vol 87 (3) ◽  
pp. 154-159
Author(s):  
Philip G. Buckhiester
Keyword(s):  
Decision Making ◽  
Original Problem ◽  
Problem Formulation ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Probability Problem ◽  
Stated Problem

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) states in Standard 11 for grades 9 through 12 that students should have opportunities to “use experimental and theoretical probabilities to represent and solve problems involving uncertainty.” Standard 1 emphasizes the importance of students' learning to “formulate problems from situations within and outside mathematics.” This article discusses a simply stated problem involving uncertainty that students can investigate experimentally or theoretically. The problem places students in the role of problem formulator by giving them opportunities to generate various interesting problems of their own on the basis of a given situation. By changing certain characteristics of the original problem, students can be introduced to some fundamental concepts of decision making in two-player games.

Abi, A. M. (2016). Integrasi Etnomatematika Dalam Kurikulum Matematika Sekolah. Jurnal Pendidikan Matematika Indonesia, 1-6. François, K. (2009). The Role of Ethnomathematics within Mathematics Education. Proceedings of CERME 6 (pp. 1517-1526). Lyon France: INRP 2010. Mansur HR. (2015, February). Menciptakan Pembelajaran Efektif melalui Apersepsi. Retrieved from LPMP Sulsel: http://www.lpmpsulsel.net/v2/index.php?option=com_content&view=article&id=327:pembelajaran‐efektif‐ M.Balamurugan. (2015). ETHNOMATHEMATICS; AN APPROACH FOR LEARNING MATHEMATICS FROM MULTICULTURAL PERSPECTIVES. INTERNATIONAL JOURNAL OF MODERN RESEARCH AND REVIEWS, 716-720. NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. Snipes, V., & Moses, P. (2001). Linking Mathematics and Culture to Teach Geometry Concepts. Retrieved from Semantic Scholar: https://www.semanticscholar.org/paper/Linking-Mathematics-and-Culture-to-Teach-Geometry-Snipes/de16ae98aa72c9eef916e40f2e91dd17deb5a179 Stylianides, A. J., & Stylianides, G. J. (2007). Learning Mathematics with Understanding: A Critical Consideration of the Learning Principle in the Principles and Standards for School Mathematics. The Mathematics Enthusiast, 103-114. Sukayati, & Suharjana, A. (2009). PEMANFAATAN ALAT PERAGA MATEMATIKA DALAM PEMBELAJARAN DI SD. Yogyakarta: PPPPTK Matematika Yogyakarta. Wijaya, A., Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 555-584. Yusuf, M. W., Ibrahim Saidu, I., & Halliru, A. (2010). ETHNOMATHEMATICS (A Mathematical Game in Hausa Culture). International Journal of Mathematical Science Education, 36-42. Yvette d’Entremont, Y. (2015). Linking mathematics, culture and community. Procedia - Social and Behavioral Sciences, 2818 – 2824.

2017 ◽  
Vol 3 (2) ◽  
pp. 1928-1941
Author(s):  
Ernawati . ◽  
◽  
Kurniawati . ◽  
Keyword(s):  
School Mathematics ◽  
Mathematical Science ◽  
Evaluation Standards ◽  
Mathematics Tasks ◽  
Learning Mathematics ◽  
Mathematical Game ◽  
Principles And Standards ◽  
Multicultural Perspectives ◽  
Critical Consideration

Exchange: Geometry in the Middle School: An Exchange of Ideas and Experiences

1998 ◽  
Vol 3 (6) ◽  
pp. 412-415
Author(s):  
C. Patrick Collier ◽  
Tina Pateracki
Keyword(s):  
Middle School ◽  
Middle School Student ◽  
School Mathematics ◽  
Traditional Role ◽  
Evaluation Standards ◽  
Geometric Models ◽  
Geometric Patterns ◽  
Middle Schoolers

Geometry and measurement represent two of the nine content strands in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and thirteen of the forty-nine objectives for grades 5-8. In addition, several other content strands have explicit connections to geometry. For example, some of the “patterns and functions” deal with geometric patterns, and some of the probability is in geometric settings. The Standards document describes a vision for the role of geometry and measurement that is different from, and larger than, the traditional role. No longer is it to be a “frills” topic relegated to the back of commonly used textbooks nor restricted to identifying figures and reciting a litany of their properties. Instead, geometry should encompass a variety of experiences in which middle schoolers create their own understanding of the relationships in our multidimensional world. Geometric models should be used to analyze, interpret, and solve problems from probability, algebra, and other areas of mathematics. That is, geometry should take a place among the major topics of emphasis in the mathematics study of a middle school student.

Implementing the Curriculum and Evaluation Standards: Assessing Students' Dispositions: Using Journals to Improve Students' Performance

1992 ◽  
Vol 85 (8) ◽  
pp. 660-663
Author(s):  
Theresa Bagley ◽  
Catarina Gallenberger
Keyword(s):  
High School ◽  
School Mathematics ◽  
Student Centered ◽  
Evaluation Standards ◽  
Teacher’S Role ◽  
High School Classrooms ◽  
Teacher's Role ◽  
Teacher Centered

Since the NCTM developed the Curriculum and Evaluation Standards for School Mathematics in 1989, dramatic changes have been taking place in high school classrooms. The role of the teacher is changing. What was once a teacher-centered lecture environment is now a student-centered cooperative-Seaming environment. Evidence of this change can be seen in many classrooms as students work in teams to teach and help each other understand and develop concepts. Students are now communicating their ideas verbally as well as in writing. The teacher's role as a facilitator is emerging.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

The Role of Shared Decision-Making in Audiologic Rehabilitation

2014 ◽  
Vol 21 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Helen Pryce ◽  
Amanda Hall
Keyword(s):  
Decision Making ◽  
Shared Decision Making ◽  
Behavior Changes ◽  
Shared Decision ◽  
Patient Centered ◽  
Treatment Information ◽  
Centered Care ◽  
Potential Risks ◽  
Audiologic Rehabilitation

Shared decision-making (SDM), a component of patient-centered care, is the process in which the clinician and patient both participate in decision-making about treatment; information is shared between the parties and both agree with the decision. Shared decision-making is appropriate for health care conditions in which there is more than one evidence-based treatment or management option that have different benefits and risks. The patient's involvement ensures that the decisions regarding treatment are sensitive to the patient's values and preferences. Audiologic rehabilitation requires substantial behavior changes on the part of patients and includes benefits to their communication as well as compromises and potential risks. This article identifies the importance of shared decision-making in audiologic rehabilitation and the changes required to implement it effectively.

Sign in / Sign up

Export Citation Format

Share Document