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Michael Dempsey

When understood and applied appropriately, mathematics is both beautiful and powerful. As a result, students are sometimes tempted to extend that power beyond appropriate limits. In teaching statistics at both the high school and college level, I have found that one of students' biggest struggles is applying their understanding of probability to make appropriate inferences.

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Nicole R. Juersivich

By using technology, students can conduct an experiment that quickly simulates a large number of random events. Much research has been done on students' conceptions and reasoning about probability (Jones et al. 2007). Recommendations for teaching probability have included just such use of concrete and digital manipulatives to simulate events as well as students' reflection on their initial predictions and analysis of their experiments and their results (NCTM 2000; Van de Walle et al. 2010). In fact, by using Excel® and Visual Basic to simulate coin flipping, students have been able to capitalize on these technological benefits to investigate, conceptualize, and refine their understanding of the law of large numbers.

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James R. Kett

The author uses Autograph, a powerful software program, to illustrate sampling distributions and to demonstrate the central limit theorem.