• Journal of the Korean Statistical Society
• /
• v.16 no.2
• /
• pp.117-127
• /
• 1987

The Simpson's paradox is a paradoxical phenomenon which might occur when analyzing $2 \times 2$ contingency table. This paper considers the role of probability assignment of the experimental units in reducing the chances of Simpson's paradox. Numerical results are given to illustrate how the chance of Simpson's paradox behaves.

• Journal of the Korean Statistical Society
• /
• v.16 no.2
• /
• pp.113-116
• /
• 1987

The role of randomization is examined with regard to the Simpson's paradox. When the sample size n is large, it is known that the randomization is powerful in preventing the Simpson's paradox. In the present study, the question is whether is performs well for small n.

• Journal of Educational Research in Mathematics
• /
• v.20 no.3
• /
• pp.203-219
• /
• 2010

Several studies have reported on how and what mathematically gifted students develop superior ability or creativity in geometry and algebra. However, there are lack of studies in probability area, though there are a few trials of probability education for mathematically gifted students. Moreover, less attention has paid to the strategies to develop gifted students' creativity. This study has drawn three teaching strategies for creativity development based on literature review embedding: cognitive conflict, multiple representations, and social interaction. We designed a series of tasks via reconstructing, so called Simpson's paradox to meet these strategies. The findings showed that the gifted students made Quite a bit of improvement in creativity while participating in reflective thinking and active discussion, doing internal and external connection, translating representations, and investigating basic assumption.

• Honam Mathematical Journal
• /
• v.30 no.2
• /
• pp.311-321
• /
• 2008

Mathematical paradoxes may arise when computations give unexpected results. We use three paradoxes to illustrate how they work in the basic probability theory. In the process of resolving the paradoxes, we expect that student-teachers can pedagogically gain valuable experience in regards to sharpening their mathematical knowledge and critical reasoning.