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Bibliografías temáticas / Games of chance (Mathematics)

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Literatura académica sobre el tema "Games of chance (Mathematics)"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 26 de julio de 2024

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Artículos de revistas sobre el tema "Games of chance (Mathematics)"

1

Key, E. S., M. M. Kłosek, and D. Abbott. "On Parrondo's paradox: how to construct unfair games by composing fair games." ANZIAM Journal 47, no. 4 (2006): 495–511. http://dx.doi.org/10.1017/s1446181100010099.

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AbstractWe construct games of chance from simpler games of chance. We show that it may happen that the simpler games of chance are fair or unfavourable to a player and yet the new combined game is favourable—this is a counter-intuitive phenomenon known as Parrondo's paradox. We observe that all of the games in question are random walks in periodic environments (RWPE) when viewed on the proper time scale. Consequently, we use RWPE techniques to derive conditions under which Parrondo's paradox occurs.

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2

Nurnberger-Haag, Julie, Jamie L. Wernet, and Judy I. Benjamin. "Gameplay in Perspective: Applications of a Conceptual Framework to Analyze Features of Mathematics Classroom Games in Consideration of Students’ Experiences." International Journal of Education in Mathematics, Science and Technology 11, no. 1 (2022): 267–303. http://dx.doi.org/10.46328/ijemst.2328.

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Games are often used to foster student engagement and motivation to learn content, such as mathematics. Although digital games dominate game-based learning research, the table games commonly used in classrooms warrant investigation. Especially for mathematics learning, prior research has not taken into account content-specific frameworks. Integer arithmetic (i.e., calculations with negative numbers) is a difficult topic that is crucial for later mathematics. Thus, this study synthesized multiple theoretical perspectives to understand students’ experiences playing games during an integer unit.

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3

Peng, Shen, Navnit Yadav, Abdel Lisser, and Vikas Vikram Singh. "Chance-constrained games with mixture distributions." Mathematical Methods of Operations Research 94, no. 1 (2021): 71–97. http://dx.doi.org/10.1007/s00186-021-00747-9.

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4

Jardine, Dick. "Mathematical Roots: Looking at Probability through a Historical Lens." Mathematics Teaching in the Middle School 6, no. 1 (2000): 50–54. http://dx.doi.org/10.5951/mtms.6.1.0050.

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The mathematical theory of probability has a long history, mostly because of people's interest in gambling and games of chance. In completing this activity, students will not only develop an understanding of the mathematics of probability but also learn about some of the people responsible for creating that branch of mathematics.

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5

Fennell, Francis (Skip), and Thomas E. Rowan. "Implementing The Standards: Probability." Arithmetic Teacher 38, no. 4 (1990): 18–22. http://dx.doi.org/10.5951/at.38.4.0018.

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These questions are asked by teachers exploring probability with their students. Informal exploration of chance is central to the development of beginning concepts related to probability. Chance is something that most students have experienced in playing games, watching television game shows, and participating in sports. Probability is fun! It should be an important component of any K–8 mathematics program.

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6

Sylla, Edith Dudley. "Jacob Bernoulli and the Mathematics of Tennis." Nuncius 28, no. 1 (2013): 142–63. http://dx.doi.org/10.1163/18253911-02801008.

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Jacob Bernoulli’s Lettre à un Amy sur les Parties du Jeu de Paume employs the sorts of mathematical techniques that had been applied to games of chance by Pascal and Huygens to a game, now called Court Tennis or Royal Tennis, the outcomes of which depended, as he thought, not on chance but on athletic skill. He assumed that the players’ relative strengths could be determined a posteriori or by observation. Bernoulli’s work shows an alternate route by which mathematics was applied to the real world in the seventeenth century, one which did not involve Platonic conceptions of the role of mathema

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7

Caldwell, Marion Lee. "Parents, Board Games, and Mathematical Learning." Teaching Children Mathematics 4, no. 6 (1998): 365–67. http://dx.doi.org/10.5951/tcm.4.6.0365.

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Timothy went to half-day kindergarten while his big brother, Ian. attended first grade. Timothy and I had three hours together, and inevitably we would play Monopoly. Timothy loved the game: all the little pieces and properties; colored money; dice; and, I expect, beating me, his mother. When he entered first grade. Timothy could make change from a $100 or $500 bill; count by fives, tens, twenties, fifties, and hundreds; order bills by their value; and read dice at a glance. Timothy knew all his colors. He could read the word Go! and knew that “chance” cards are orange and “community chest” ca

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8

Peng, Shen, Vikas Vikram Singh, and Abdel Lisser. "General sum games with joint chance constraints." Operations Research Letters 46, no. 5 (2018): 482–86. http://dx.doi.org/10.1016/j.orl.2018.07.003.

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9

Xia, Tian, Jia Liu, and Abdel Lisser. "Distributionally robust chance constrained games under Wasserstein ball." Operations Research Letters 51, no. 3 (2023): 315–21. http://dx.doi.org/10.1016/j.orl.2023.03.015.

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10

Yanuarto, Wanda Nugroho, Eka Setyaningsih, and Purwanti Wahyuningsih. "Minecraft for Education: Promoting Social and Emotional Learning in Mathematics." JPI (Jurnal Pendidikan Indonesia) 12, no. 1 (2023): 175–84. http://dx.doi.org/10.23887/jpiundiksha.v12i1.55329.

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The usage of games, which have been around for a very long time and have been the focus of research for a number of years, is a component of mathematical education. The usage of games in mathematics classrooms is far higher than in any other subject. Furthermore, teachers agree that video games are an excellent medium for teaching mathematics in middle school. This raises the question of whether students in the secondary grades change their mathematical identities as a result of participating in an inquiry-based teaching unit with Minecraft. The information whether students in the secondary gr

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