Two‐dice horse race

We analyse the “two‐dice horse race” task often used in lower secondary school, in which two ordinary dice are thrown repeatedly and each time the sum of the scores determines which horse (numbered 1 to 12) moves forwards one space.     

The Chain Binomial Epidemic Model

Using a microcomputer enables students to investigate properties of a simple epidemic model which is based upon the binomial distribution.     

A Story‐based Simulation for Teaching Sampling Distributions

Statistical inference relies heavily on the concept of sampling distributions. However, sampling distributions are difficult to teach. We present a series of short animations that are story‐based, with associated assessments. We hope that our contribution can be useful as a tool to teach sampling distributions in the introductory statistics classroom.     

Illustrating Dependence between Random Variables Using Slot Machines

This article illustrates the concept of statistical independence using the example of slot machines that may be played on multiple lines.     

The Correlation between Two Random Variables in a Coin‐Tossing Experiment

We find the correlation of two jointly distributed random variables connected with a coin tossing experiment. The marginal distributions are binomial and negative binomial.     

Exploration of experimental design and statistical methods using the stick‐on‐the‐wall spaghetti rule

We present a versatile scenario to introduce students to statistics: the test that spaghetti sticks only if sufficiently done. The statistical analyses can be performed at different levels of complexity and formal correctness, adapting it to the students' age.     

A VBA‐based Simulation for Teaching Simple Linear Regression

In spite of the name, simple linear regression presents a number of conceptual difficulties, particularly for introductory students. This article describes a simulation tool that provides a hands‐on method for illuminating the relationship between parameters and sample statistics.     

A Comparison of Strategies for Playing Even Money Bets in Roulette

This article discusses some strategies for playing roulette, making use of the binomial distribution and Normal approximation.     

A visual aid for teaching the Mann–Whitney U formula

A visual aid for teaching the formula for the Mann–Whitney U statistic is proposed, inspired by ‘proof without words’, a didactic exercise from the mathematics literature that uses a visual approach to justify mathematical statements, including formulas and theorems.     

A Visual Model for the Variance and Standard Deviation

This paper shows how the variance and standard deviation can be represented graphically by looking at each squared deviation as a graphical object – in particular, as a square. A series of displays show how the standard deviation is the size of the average square.     

What Divisor for the Sample Variance?

Simulation is used to show why the divisor in the sample variance is n, - 1. Choice of the divisor for the sample standard deviation is also discussed.     

A Hands‐on Activity for Teaching the Poisson Distribution Using the Stock Market

The number of increases a particular stock makes over a fixed period follows a Poisson distribution. This article discusses using this easily‐found data as an opportunity to let students become involved in the data collection and analysis process.     

A two‐component growth mindset intervention for young people with SEND

Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience lower academic self‐concept and academic resilience, and be at risk of negative stereotyped attitudes. This quasi‐experimental study implemented a 10‐week PSHE programme as well as dedicated lessons with adapted classroom practices, for example, task framing and feedback, to promote the growth mindset message to young people with SEND (N = 18). Analyses of pre‐ to post‐intervention measures demonstrated moderate evidence for the intervention having increased students’ endorsement of the growth mindset, as well as anecdotal evidence for increased academic self‐concept, academic resilience and positive attitudes to disability. However, these effects were not sustained in follow‐up measures conducted 7 weeks post‐intervention. The intervention did not improve students’ academic performance. Although preliminary, findings demonstrate the viability of growth mindset interventions for children and young people with SEND, but suggest that interventions should be maintained for longer‐lasting effects.