The Experimental and Theoretical Probability Series

Last week, we have completed the 5-part Experimental and Theoretical Probability Series. To those who have not read it, below is the list of posts.

  1. Experimental and Theoretical Probability Part 1. This post discusses about the sum of the number of dots of two rolled standard cubical dice.  A spreadsheet is used to simulate the rolling 1000 times and sums are recorded and tallied. A step-by-step instruction in doing the simulation is provided.
  2. Experimental and Theoretical Probability Part 2. This post confirms the findings in Part 1. Two more experiments are conducted — the first one is rolling the dice 2000 times, and the other is rolling it again 3000 times.
  3. Experimental and Theoretical Probability Part 3. The third part is a discussion on why the findings in Part 1 and Part 2 are such.  The ways of getting a particular sum is discussed in this post.
  4. Experimental and Theoretical Probability Part 4. The fourth part discusses the relationships between the experiments and the findings in Part 3. The formal definitions of Experimental and Theoretical probabilities are also discussed here.
  5. Experimental and Theoretical Probability Part 5. The fifth part summarizes the series and give real-life examples that use experimental and theoretical probability.

I hope you have enjoyed reading this series. Watch out for more Math and Multimedia Tutorial Series.

You are invited to a GeoGebra Seminar!

Title: Seminar-Workshop on Using Geogebra in Teaching and Learning Mathematics
Date: August 13, 20, & 27, 2011 (Saturdays)
Time: 8:30 – 12AM, 1:00 – 4:30 PM
Venue: Teaching and Learning Laboratory, Vidal Tan Hall, UP NISMED

DESCRIPTION

This training is designed to equip the participants with the basics of GeoGebra and the skill to create their own dynamic applets. They will also learn how to upload dynamic HTML to the web and embed applets in blogs and wikis.

OBJECTIVES

At the end of the course, the participants should be able to do the following using Geogebra:

  • perform basic construction and drawing
  • explore and modify properties of mathematical objects
  • use geometric and algebra input to construct mathematical objects
  • design stand-alone web-based applets
  • embed applets to blogs and wikis
  • integrate GeoGebra in teaching mathematics

Note: Participants are required to bring their own laptops. Please be reminded also that only fully paid participants will be considered registered.

TRAINING FEE: P3000.00

QUICK LINKS

For Inquiries, please contact us through
Telephone: (632) 927-4276, local 203, 111 & 212
email: nismed@up.edu.phgipmanila@gmail.com

Are you a good math teacher?

Here is a list I found in  a research paper about good teaching practices, and I think most of us teachers will agree on these.

A good teacher

  • raises questions that give for all students to contribute an answer;
  • makes students think;
  • provides problems/questions that may have many different ways of solving and/or may have many different correct answers;
  • uses real-life situations whenever possible and relevant;
  • develops mathematics concepts, ideas, and skills based on problems;
  • builds on students’ previous knowledge and experiences;
  • requires students to argue clearly and convincingly about the correctness of their answers; and
  • makes available follow up tasks to reinforce what students have learned.

For Fun

If you’re a math teacher, give yourself one point if you do the item on the list and zero for not doing it.  The perfect score should be 8/8.

What’s your score?

The  above list was the output of the APEC Conference on Innovations in Teaching and Learning Mathematics in Tokyo, Japan on January 15-20, 2006

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