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Artículos de revistas 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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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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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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11

Bush, Sarah B., and Karen S. Karp. "Hunger Games: What Are the Chances?" Mathematics Teaching in the Middle School 17, no. 7 (2012): 426–35. http://dx.doi.org/10.5951/mathteacmiddscho.17.7.0426.

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12

Thanatipanonda, Thotsaporn “Aek”, and Doron Zeilberger. "A multi-computational exploration of some games of pure chance." Journal of Symbolic Computation 104 (May 2021): 38–68. http://dx.doi.org/10.1016/j.jsc.2020.04.003.

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13

Marisa, Marisa. "BELAJAR MATEMATIKA YANG MENYENANGKAN MELALUI METODE PERMAINAN." JIV 5, no. 1 (2010): 105–10. http://dx.doi.org/10.21009/jiv.0501.10.

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Mathematics is a boring and difficult subject for many learners. The situation challenges mathematics tutors to look for the solution and to change the learners' perception about mathematics — from a frightening subject to an interesting one. Learning mathematics through games is one of the solutions. Games is a creative method that can help to create a more enjoyable atmosphere for the learners to study mathematics. Games also helps the learners memorize better than that of the other methods because the learners are not only passive listeners but they are more involved in the learning.

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14

Fra̧ckiewicz, Piotr. "On signaling games with quantum chance move." Journal of Physics A: Mathematical and Theoretical 48, no. 7 (2015): 075303. http://dx.doi.org/10.1088/1751-8113/48/7/075303.

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15

Aucamp, Donald C., and Walter J. Eckardt. "Doubling-up in craps and other games of chance." Journal of Statistical Computation and Simulation 27, no. 1 (1987): 35–43. http://dx.doi.org/10.1080/00949658708810978.

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16

Borm, Peter, and Ben van der Genugten. "On a relative measure of skill for games with chance elements." Top 9, no. 1 (2001): 91–114. http://dx.doi.org/10.1007/bf02579073.

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17

READ, KEN, and DAVID HOBBS. "Gambling Does Not Pay!: a Fresh Look at Some Classic Games of Chance." Teaching Mathematics and its Applications 13, no. 4 (1994): 148–53. http://dx.doi.org/10.1093/teamat/13.4.148.

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18

Jamil, Mubashrah, Shaziah Jamil, Allay Hayder Urooj, and Lubna Rasheed. "An Experiment to Investigate the Impacts of ICT-Based-Games on Students’ Interest and Academic Achievement." Review of Economics and Development Studies 7, no. 1 (2021): 119–29. http://dx.doi.org/10.47067/reads.v7i1.326.

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“Mathematics is the mother of all sciences” is common phrase that we all know very well. Even it is the least interesting subject among the students. Teaching method is a common but known factor which makes this subject least interesting. Therefore, an experiment was conducted to explore whether game-based teaching can change students’ interest and improves achievement? For this, 108 female students and 10 elementary mathematics teachers participated in this study. Researchers used one group pre-test/post-test research method to measure the impacts of ICT-based-games on students’ achievement a

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19

McNamara, Alison. "Digital Gesture-Based Games." International Journal of Game-Based Learning 6, no. 4 (2016): 52–72. http://dx.doi.org/10.4018/ijgbl.2016100104.

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This study aims to provide an account of phase three of the doctoral process where both students and teachers' views contribute to the design and development of a gesture-based game in Ireland at post-primary level. The research showed the school's policies influenced the supportive Information and Communication Technology (ICT) infrastructure, classroom environments influenced a student's ability to participate and teachers' perspectives impacted upon whether they adopted games into their classrooms. While research has been conducted in relation to training schemes for teachers, it is agreed

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20

Dreef, Marcel, and Peter Borm. "On the role of chance moves and information in two-person games." Top 14, no. 1 (2006): 75–98. http://dx.doi.org/10.1007/bf02579003.

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21

Lantarón, Sagrario, Mariló López, Susana Merchán, and Javier Rodrigo. "Improving the Teaching of Real Valued Functions Using Serious Games. Binary Who Is Who?" Mathematics 9, no. 11 (2021): 1239. http://dx.doi.org/10.3390/math9111239.

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The study presented makes an original, new and exhaustive analysis of the adaptation of a classical board game which has been named Binary Who is Who? This proposal shows a very useful tool for the consolidation of mathematical concepts related to the study of real-valued functions that are treated in the different levels of the teaching of mathematics (first and second year of superior secondary studies and the first years of some university degrees). The use of games as a means for learning is the authors’ proposal. The aim is to offer teachers the chance of using the games as a method of te

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22

Leonard, Lisa M., and Dyanne M. Tracy. "Using Games to Meet the Standards for Middle School Students." Arithmetic Teacher 40, no. 9 (1993): 499–503. http://dx.doi.org/10.5951/at.40.9.0499.

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It is evident that our society as a whole needs to take a new look at the way mathematics is taught. The National Council of Teachers of Mathematics (NCTM) has publ ished documents to establish a broad framework that will lead to the transformation of the teaching and learning of mathematics. The Curriculum and Evaluation Standards (1989) calls for a reform in school mathematics based on societal and economic needs. The Professional Standards for Teaching Mathematics (1991) makes suggestions for teachers about ways to change their mathematics teaching behaviors on the basis of the curriculum s

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23

Morales, C. A. "Test of a non-rectangular penalty area in the Euro 2016, Copa América 2016 and 2018 World Cup." International Journal of Computer Science in Sport 18, no. 1 (2019): 135–47. http://dx.doi.org/10.2478/ijcss-2019-0008.

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AbstractA recent proposal for a new geometry of the penalty area for football (soccer) has been put to the test by analyzing games of the 2016 continental championships, the European and South American ones, and the 2018 FIFA World Cup which are by far the three most important nations tournaments in the sport. All matches after the first stage were analyzed and some instances were found in these critical or knockout matches in which the game and its fairness would have improved if the penalty area had been drawn according to mathematics or a measure of actual scoring chance.

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24

Njoya, Donald Nganmegni, Issofa Moyouwou, and Nicolas Gabriel Andjiga. "The equal-surplus Shapley value for chance-constrained games on finite sample spaces." Mathematical Methods of Operations Research 93, no. 3 (2021): 463–99. http://dx.doi.org/10.1007/s00186-021-00738-w.

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25

KUZMAK, SYLVIA. "WHAT’S MISSING IN TEACHING PROBABILITY AND STATISTICS: BUILDING COGNITIVE SCHEMA FOR UNDERSTANDING RANDOM PHENOMENA." STATISTICS EDUCATION RESEARCH JOURNAL 15, no. 2 (2016): 179–96. http://dx.doi.org/10.52041/serj.v15i2.247.

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Teaching probability and statistics is more than teaching the mathematics itself. Historically, the mathematics of probability and statistics was first developed through analyzing games of chance such as the rolling of dice. This article makes the case that the understanding of probability and statistics is dependent upon building a “mature” understanding of common random phenomena such as the rolling of dice or the blind drawing of balls from an urn. An analysis of the verbalizations of 24 college students, who interact with random phenomena involving the mixture of colored marbles, is presen

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26

Nurrahmah, Arfatin, and Rita Ningsih. "Penerapan Permainan Tradisional Berbasis Matematika." Wikrama Parahita : Jurnal Pengabdian Masyarakat 2, no. 2 (2018): 43. http://dx.doi.org/10.30656/jpmwp.v2i2.631.

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Mathematics has an important role as aspects of the formation of attitude. Learning mathematics through games traditionally can be used by teachers in carrying out his duty to deliver the material and help the formation of attitudes of the participants his protégé. The activities of this devotion is expected to foster a positive attitude to the students in learning and can change the way the student's point of view towards mathematical subjects. Many traditional games that can be associated with a matter of mathematics. Among them are congkak, engklek, and the bead seats. Through learning with

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27

Magalhães Júnior, Antonio, Maria Silva, Ícaro Sousa, et al. "Teaching probability for children: challenges and solutions." Concilium 23, no. 19 (2023): 525–32. http://dx.doi.org/10.53660/clm-2044-23p14.

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Teaching probability to children is a relevant and challenging topic in mathematics education. Probability is a concept that can be applied in various everyday situations, from weather forecasting to choosing a fair game, for example. In this sense, it is important for math teachers to develop teaching strategies and resources that can facilitate learning and make it more interesting for children. This way, it is possible to contribute to the development of important mathematical skills from an early age and prepare students to deal with uncertainty and chance. This article presents challenges

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28

Bay, Jennifer M., Roberts E. Reys, Ken Simms, and P. Mark Taylor. "Bingo Games: Turning Student Intuitions into Investigations in Probability and Number Sense." Mathematics Teacher 93, no. 3 (2000): 200–206. http://dx.doi.org/10.5951/mt.93.3.0200.

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Bingo is a game enjoyed by all ages. Community centers, schools, churches, and service organizations often have regularly scheduled bingo nights. Although bingo is sometimes called a game of chance, it has been used to raise money for special causes; to provide an enjoyable evening out; and in the classroom, to teach vocabulary, listening skills, mathematics facts, geography, language, and so on. Its history begins with the eighteenthcentury Italians, who played a similar game called lotto; a variation of the game, known by that name, still exists. In the nineteenth century, this game became p

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29

Savard, Annie, Viktor Freiman, Laurent Theis, and François Larose. "Discussing Virtual Tools That Simulate Probabilities: What are the middle school teachers’ concerns?" Articles 48, no. 2 (2013): 403–23. http://dx.doi.org/10.7202/1020978ar.

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Mathematics teachers, researchers and specialists in educational technology from Quebec, Canada developed virtual tools that make interactive simulations of games of chance. These tools were presented to a group of teachers from New Brunswick through workshops and they then got to test and validate them with their students. Semi-structured interviews were conducted with groups of teachers following the experimentation with the tools. Results show an appreciation of the rich educational potential the virtual tools bring and the pedagogical scenarios that come with them. Participants suggest tha

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30

NOWAK, MARTIN A., SEBASTIAN BONHOEFFER, and ROBERT M. MAY. "MORE SPATIAL GAMES." International Journal of Bifurcation and Chaos 04, no. 01 (1994): 33–56. http://dx.doi.org/10.1142/s0218127494000046.

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We extend our exploration of the dynamics of spatial evolutionary games [Nowak & May 1992, 1993] in three distinct but related ways. We analyse, first, deterministic versus stochastic rules; second, discrete versus continuous time (see Hubermann & Glance [1993]); and, third, different geometries of interaction in regular and random spatial arrays. We show that spatial effects can change some of the intuitive concepts in evolutionary game theory: (i) equilibria among strategies are no longer necessarily characterised by equal average payoffs; (ii) the strategy with the higher average pa

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31

Nam, Hyeon Woo. "Design of AI-based gamification platform for effective educational service using child behavior prediction/change." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (2021): 286–92. http://dx.doi.org/10.17762/turcomat.v12i5.899.

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Due to the advancement of advanced technologies such as artificial intelligence, robots, autonomous vehicles, healthcare, virtual reality, augmented reality, etc. and the popularization of smartphones, it stimulates customer interest and leads voluntary participation in order to maximize interactive communication in all industries The gamification strategy incorporating games began to emerge. A representative field that generates results by easily introducing such a gamification strategy is the education industry that seeks to improve the educational effect by utilizing the elements of corpora

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32

Pinheiro, Henrique Maia, Gustavo Nogueira Dias, Cássio Pinho Reis, et al. "The teaching of probability in the curriculum components science and mathematics of high school, using the dice game: BOZÓ." Concilium 23, no. 17 (2023): 545–59. http://dx.doi.org/10.53660/clm-1951-23n28.

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This research is the result of a study that originated from a game with dice. In this way, we discuss a historical context about probabilities, we did a research about the origin of this theory as a science, obtaining results that ancient people already understood and dedicated their time to practice games of chance since 5000 BC, in addition, we also referred to research probability and the reflection in, seeking to establish a theoretical framework that helps us in the calculation of probabilities, enunciating some definitions and demonstrating some important theorems, as well as showing how

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33

Foster, Aroutis, and Mamta Shah. "Knew Me and New Me." International Journal of Gaming and Computer-Mediated Simulations 8, no. 3 (2016): 39–58. http://dx.doi.org/10.4018/ijgcms.2016070103.

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This paper reports a mixed-methods study supporting twenty 9th grade students' mathematics knowledge, motivation, and identity change through projective reflection using Game Network Analysis (GaNA). GaNA is an ecological game-based learning framework that was conceptualized for facilitating teachers in selecting and using games. Projective reflection is an identity change process catalyzed by digital game play and facilitated by reflection and discussion activities focused within a domain. From September-December 2010, a game, Dimension M was used to facilitate students' in gameplay to constr

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34

Ardianti, Ulfah, and Leni Marlena. "Probit Regression Analysis to Predict the Effect of Problem-Based Learning Model and Teams Games Tournament Cooperative Learning Model toward Students’ Learning Outcomes." Desimal: Jurnal Matematika 3, no. 3 (2020): 201–10. http://dx.doi.org/10.24042/djm.v3i3.6749.

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The study aimed to predict the chances of success from the use of the Problem-based Learning (PBL) model compared to the Teams Games Tournament (TGT) toward students’ learning outcomes. The research was conducted to the eleventh-grade students of Senior High School 106 Jakarta on the limit of algebraic function material. The data were collected through a posttest of 5 description questions. After the data had been collected, it was analyzed using probit regression which can provide more information than using just the means of two populations. The independent variable was the class and the dep

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35

Bevan, David. "Games of no chance 5 edited by Urban Larsson, pp 490, £110.00 (hard), ISBN 978-1-108-48580-7, Cambridge University Press (2019)." Mathematical Gazette 105, no. 564 (2021): 569–70. http://dx.doi.org/10.1017/mag.2021.145.

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Bărboianu, Cătălin. "Is the secrecy of the parametric configuration of slot machines rationally justified? The exposure of the mathematical facts of games of chance as an ethical obligation." Journal of Gambling Issues, no. 29 (October 1, 2014): 1. http://dx.doi.org/10.4309/jgi.2014.29.6.

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Slot machines have gained high popularity despite a specific element that could limit their appeal: non-transparency with respect to mathematical parameters. The PAR sheets, which expose the parameters of the design of slot machines and probabilities associated with the winning combinations, are kept secret by game producers, and the lack of data regarding the configuration of a machine prevents people from computing probabilities and other mathematical indicators. In this article, I argue that there is no rational justification for this secrecy for two reasons: one psychological and the other

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L.E., Endrayana Putut. "COOPERATIVE LEARNING DENGAN MODEL TGT (TEAMS GAMES TOURNAMENT) MATERI BILANGAN BULAT BAGI SISWA KELAS IV SEKOLAH DASAR." Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika 7, no. 2: (2018): 85–88. http://dx.doi.org/10.36456/buana_matematika.7.2:.1048.85-88.

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Mathematics is a science that underlies the development of modern technology, has an important role in various disciplines and advance the human mind. The development in the field of information and communication technology is influenced and based on the development of Mathematics. Mathematics is a lesson that is directly related to the development of science and technology, both material and its usefulness. So Mathematics needs to be developed and upgraded including materials, teaching and learning process, environment as well as school facilities, as the special purpose of teaching Mathemati

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Nur Kholifah, Anisa, Siti Masitoh, and Irena Yolanita Maureen. "Utilization of Educational Games For Distance Learning In Mathematics Class VIII Middle School." Devotion Journal of Community Service 3, no. 14 (2022): 2534–42. http://dx.doi.org/10.36418/dev.v3i14.303.

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The development of information and communication technology has now touched various domains that are able to change conventional methods into modern ones. As an example of technological developments in student learning media which are now varied and creative, such as the application of learning through educational-themed games. The game contains content in the form of interesting and interactive learning materials with the aim of being able to increase student interest in learning and form a fun learning environment. This study used the research and development (R&D) method with the aim of

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Ginsberg, Alexander, and Feng Fu. "Evolution of Cooperation in Public Goods Games with Stochastic Opting-Out." Games 10, no. 1 (2018): 1. http://dx.doi.org/10.3390/g10010001.

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We study the evolution of cooperation in group interactions where players are randomly drawn from well-mixed populations of finite size to participate in a public goods game. However, due to the possibility of unforeseen circumstances, each player has a fixed probability of being unable to participate in the game, unlike previous models which assume voluntary participation. We first study how prescribed stochastic opting-out affects cooperation in finite populations, and then generalize for the limiting case of large populations. Because we use a pairwise comparison updating rule, our results

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40

Madani, Kaveh, Faraz Farhidi, and Sona Gholizadeh. "Bargaining Power in Cooperative Resource Allocations Games." Algorithms 15, no. 12 (2022): 445. http://dx.doi.org/10.3390/a15120445.

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Cooperative game theory provides an appropriate framework to assess the likelihood of conflict resolution, encourage cooperation among parties, and determine each party’s share in resource sharing conflicts. In calculating the fair and efficient allocation of the incremental benefits of cooperation, cooperative game theory methods often do not consider the exogenous bargaining powers of the players based on factors, that are external to the game, such as their political, economic, and military powers. This study reformulates three well-known cooperative game theory methods, namely, Nash-Harsan

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41

Noor, Zulkhah, Ira Safira, and Idiani Darmawati. "Sports Games towards Intelligence and Nerve Development of Children in Iodine Deficiency Endemic Area." Basic and Applied Nursing Research Journal 4, no. 1 (2023): 1–8. http://dx.doi.org/10.11594/banrj.04.01.01.

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Increased circulation, hormones, and energy metabolism due to exercise are thought to have a positive effect on nerve growth and development. This study aims to examine the effect of addition of sports games on IQ score, TSH, and BDNF levels of elementary school children in IDD endemic areas. This research method was a quasi-pretest-posttest control group design experiment. As many as 40 children aged 9 -11 years were divided into 19 children as controls, and 21 children doing sports games for 30 minutes per day, five times a week for eight weeks. Serum TSH and BDNF levels were measured using

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42

Hariyanto, Didik, Muhammad Abror, Muhammad Yani, and Ferry Adhi Dharma. "Pembudayaan Permainan Tradisional sebagai Wahana Belajar Luar Ruang bagi Anak." Berdikari: Jurnal Inovasi dan Penerapan Ipteks 9, no. 1 (2021): 56–68. http://dx.doi.org/10.18196/berdikari.v9i1.9265.

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The Covid-19 pandemic has made children even more interested in playing gadgets. The purpose of this community service activity is to reduce and change the dependence of early childhood on modern games, especially games on gadgets or smartphones. The method used was Participatory Rural Appraisal (PRA) by involving the Bait Kata community to design the concept of a literacy village, Karang Taruna to help socialize activities, and Dasa Wisma group to design UMKM and tourism awareness groups in Tebel Village, Gedangan District, Sidoarjo Regency. This community service activity develops the concep

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Wen, Yang, and Feng Wang. "Design and Application of Major Sports Events Management Information System Based on Integration Algorithm." Computational Intelligence and Neuroscience 2022 (May 16, 2022): 1–10. http://dx.doi.org/10.1155/2022/6480522.

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With the rapid development of social economy and the change of ideology, people are increasingly enthusiastic about participating in sports events. How to make better use of the existing massive network data of sports events to solve the overload of information circulation of sports events has become a potential application problem to promote the development of sports information digitalization. Based on this problem orientation, this paper chooses to study the common characteristics of the current Internet data of sports events and the corresponding and applicable event recommendation technol

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Braz, Lúcia Helena Costa, Lucimar Alves de Almeida, and Caroline Ester Felicíssimo Pinto. "A utilização do jogo Contig 60 como recurso didático em aulas de matemática: uma experiência com alunos do 7º ano." ForScience 8, no. 2 (2020): e00765. http://dx.doi.org/10.29069/forscience.2020v8n2.e765.

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O presente trabalho tem como objetivo apresentar um relato de experiência sobre o uso de jogos nas aulas de Matemática, mais especificamente, sobre o uso do Jogo Contig 60 em uma turma do 7º ano do Ensino Fundamental de uma escola pública da cidade de Formiga/MG. A experiência foi resultado de uma proposta de atividade feita na disciplina Laboratório para o Ensino de Matemática do curso de Licenciatura em Matemática do Instituto Federal de Minas Gerais – IFMG, Campus Formiga, no semestre 2019/1. Trata-se da aplicação de um jogo em uma turma da Educação Básica, a fim de oportunizar aos licencia

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Finika, Alma Bryan Fitri, Septi Andryana, and Ratih Titi Komalasari. "Algoritma Fisher-Yates sebagai Pengacak Soal pada Game Edukasi: Ruang Geometri." Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) 4, no. 2 (2020): 64. http://dx.doi.org/10.35870/jtik.v5i1.163.

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The perception of many students that mathematics is known to be difficult has made the experience negative, so that it has a general impact when adjusting to meeting material calculations. One of the basic materials of mathematics is geometry. This material has provided experiences for Elementary School (SD) children at grade 2 (two) to grade 4 (four). So, one solution is to play with Geometry Space. One of the android-based educational games that provides a media for self-adjustment in understanding material from Geometry. This study designed the Fisher-Yates algorithm in an educational game

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Ankirchner, Stefan, Christophette Blanchet-Scalliet, and Kai Kümmel. "Last minute panic in zero sum games." ESAIM: Control, Optimisation and Calculus of Variations 25 (2019): 25. http://dx.doi.org/10.1051/cocv/2018015.

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We set up a game theoretical model to analyze the optimal attacking intensity of sports teams during a game. We suppose that two teams can dynamically choose among more or less offensive actions and that the scoring probability of each team depends on both teams’ actions. We assume a zero sum setting and characterize a Nash equilibrium in terms of the unique solution of an Isaacs equation. We present results from numerical experiments showing that a change in the score has a strong impact on strategies, but not necessarily on scoring intensities. We give examples where strategies strongly depe

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Vitytė, Birutė. "Possibilities of the Application of Digital Games in the Implementation of the Curriculum of Arts Subject." Pedagogika 123, no. 3 (2016): 120–38. http://dx.doi.org/10.15823/p.2016.37.

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Digital games that involve entertainment, relaxation and technology are very attractive to modern students, while the traditional learning/teaching methods are inefficient and unattractive to them due to the change in learning habits. Surveys testify the successful incorporation of digital games into the curricula of Nature, Mathematics, Foreign Languages and other subjects and allow assuming that they might also be incorporated into the curriculum of the subject of Arts; therefore, this article investigates and reveals the possibilities of the application of digital games in the implementatio

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Halpern, Joseph Y., and Rafael Pass. "Sequential Equilibrium in Games of Imperfect Recall." ACM Transactions on Economics and Computation 9, no. 4 (2021): 1–26. http://dx.doi.org/10.1145/3485002.

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Although the definition of sequential equilibrium can be applied without change to games of imperfect recall, doing so leads to arguably inappropriate results. We redefine sequential equilibrium so that the definition agrees with the standard definition in games of perfect recall while still giving reasonable results in games of imperfect recall. The definition can be viewed as trying to capture a notion of ex ante sequential equilibrium. The picture here is that players choose their strategies before the game starts and are committed to it, but they choose it in such a way that it remains opt

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Duong, Manh Hong, and The Anh Han. "On Equilibrium Properties of the Replicator–Mutator Equation in Deterministic and Random Games." Dynamic Games and Applications 10, no. 3 (2019): 641–63. http://dx.doi.org/10.1007/s13235-019-00338-8.

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AbstractIn this paper, we study the number of equilibria of the replicator–mutator dynamics for both deterministic and random multi-player two-strategy evolutionary games. For deterministic games, using Descartes’ rule of signs, we provide a formula to compute the number of equilibria in multi-player games via the number of change of signs in the coefficients of a polynomial. For two-player social dilemmas (namely the Prisoner’s Dilemma, Snow Drift, Stag Hunt and Harmony), we characterize (stable) equilibrium points and analytically calculate the probability of having a certain number of equil

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Raposo, Diego J., and Padraig X. Lamont. "Mathematical analysis of the Royal Game of Ur." Board Game Studies Journal 17, no. 1 (2023): 1–46. http://dx.doi.org/10.2478/bgs-2023-0001.

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Abstract Despite many discoveries and proposals for rules for the ancient board game known as the Royal Game of Ur (RGU), no mathematical analysis has yet been performed investigating those rules. In an attempt to fill that gap, this paper presents an initial mathematical analysis of the RGU from an introductory point of view. The paper deduces the overall complexity of the RGU using a state-space and game-tree complexity analysis, allowing the RGU to be compared to the popular games Checkers, Backgammon, Ludo, Chess, and Go. The paper builds upon the fundamental laws of combinatorics and prob

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