• Communications for Statistical Applications and Methods
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• v.11 no.1
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• pp.31-47
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• 2004

The history of statistics from the mid-seventeenth to the early twentieth century is considered and a scheme of periodization is proposed. In the first period(1650-1750), named 'the age of probability' in this paper, concept of probability emerged, and in the second period(1750-1820), named 'the age of error theory', statistical techniques such as the least square method are developed by astronomers and geodesists. Their techniques are supported theoretically by mathematicians like Laplace and Gauss in that period. The third period(1820-1880) is called 'the age of statistics(as a plural noun)' since statistical data played prominent roles in social sciences such as sociology, psychology. Finally the last period(1880- ), called 'the age of statistics(as a singular noun)', the discipline of statistics came to maturity both in theory and application.

• Communications for Statistical Applications and Methods
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• v.10 no.3
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• pp.805-823
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• 2003

The development of probability and statistics has been treated in the works of scholars for decades. In this paper, researches on the history of statistics are classified into four categories: philosophy of science, mathematical statistics, social science and sociology of science. Four categories are presented and histories classified into categories are reviewed briefly. Considered are works by Ian Hacking (1975, 1990), Lorrain Daston (988), Anders Hald (1990, 1998), Stephen Stigler (1986), Ted Porter (1986) and Donald MacKenzie (1981). These works are classified by the author's main interests. From such a diversity in the study of its history, we can see many faces of statistics and unique features of statistics.

• Communications for Statistical Applications and Methods
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• v.20 no.2
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• pp.157-168
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• 2013

This paper deals with the history of one of the well-known and historically important problems in probability, "Gambler's ruin". This problem was first solved by Pascal and Fermat and published by Huygens in 1657. It was studied and extended by many probabilists in early years and thus, it became an important problem in probability history, introducing many new concepts. We would like to introduce the problem in detail to readers and share the ideas on how new problems are developed, relating to old problems.

• Communications for Statistical Applications and Methods
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• v.18 no.5
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• pp.559-570
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• 2011

The role of jurisprudence is examined in the early history of probability and statistics. From the mid-17th to the early 18th century, Christiaan Huygens and Jacob Bernoulli used mathematical expectation to solve the problems that originated from games of chance. We demonstrate that their concept of expectation as a fair price for participating in a game came from the legal concept of 'fair trade'. In addition, we consider that the probability that Bernoulli defined in his Ars Conjectandi originated from the legal concept of 'degree of certainty'. After considering some contributions of Laplace and Poisson, we examined the history of census and statistical survey in the early 19th century. Contrary to the history of the 17th and 18th century, statistics influenced society and law in the 19th century.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.53-65
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• 1997

There are many mistakes when we estimate probability of an event, for example, we often omit some likelihoods (of an event), sometimes give too large or too small possibility for a particular case, cannot relate current cases with which were concerned before, apply at another cases as soon as discuss about it insufficiently, etc. If we go into a history of probability and statistics, we shall ascertain that many scientists and mathmaticians made essentially same mistakes with us. In the paper, we will consider the theorization of probability and statistics as a process of modification of mistakes which were made during one's estimating possibility of an event. On that point of view, we shall look at historical background of probability and statistics.

• Journal for History of Mathematics
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• v.15 no.1
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• pp.135-146
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• 2002

In this paper, we demonstrate that one can teach conditional probability in a manner consistent with many features of the statistics education reform movement. Presenting a variety of applications of conditional probability to realistic problems, we propose that interactive activities and the use of technology make conditional probability understandable, interactive, and interesting for students at a wide range of levels of mathematical ability. Along with specific examples, we provide guidelines for implementation of the activities in the classroom and instructional cues for promoting curiosity and discussion among students.

• Journal for History of Mathematics
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• v.31 no.5
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• pp.251-269
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• 2018

Empirical probability and classical probability, which are two interpretations of Kolmogorov's axiom, are two ways to recognize the chances of events occurring in the real world. In this paper, I analyzed and suggested the contents of the high school textbooks ${\ll}$Probability and Statistics${\gg}$, associated with two interpretations of probability and experiments on which two interpretations are based. By presenting the cases required expressly stating what the experiment is for supporting students' understanding of some concepts, it was discussed that stating or not stating what the experiment is should be carefully determined by the educational intent. Especially, I suggested that in the textbooks we contrast the good idea of calculating the ratios of two possibilities in the imaginary world of the classical probability with the normal idea of grasping the chances of events through the frequencies in the real world of the empirical probability, with distinguishing the experiments in two interpretations of probability. I also suggested that in the textbooks we make it clear that the Weak Law of Large Numbers justifies our expectations of the frequencies' reflecting the chances of events occurring in the real world under ideal conditions. Teaching and learning about the aesthetic elements and the practicality of imaginary mathematical thinking supported by these textbooks statements could be one form of Humanities education in mathematics as STEAM education.

• The Mathematical Education
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• v.42 no.2
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• pp.203-218
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• 2003

The purpose of this study is to see what the essential characteristics are in teaching probability and statistics among various mathematical fields. we also tried to connect the study of probability and statistics education with what is needed for a science be synthetic to have its own identity as a unique research field. Since we searched for the future direction of the pedagogic study in the probability and statistics we first selected papers on probability and statistics published in (Series A), the Journal of Korea Society of Mathematical Education, and establish the following research questions. What kinds of characteristics can be found when papers on probability and statistics published in (Series A) are classified into low categories; contents of probability and statistics education, research method of the mathematics education, methods of teaming and teaching, and finally measurements and evaluation\ulcorner We classified papers into two kinds. One is related to the educational contents, consisting of the methods of learning and teaching, and of the measurement and evaluation. The other is reined to the methods of research, which is not a part of the educational curriculum but is essential for establishing the identity of mathematics education. According to the periods, papers on the curricular contents in 1960s were influenced by the New Mathematics, and papers on the curricular contents in 1980s were influenced by 'back to basic'. In 1990s, papers on methods of learning and teaching, and measurement md evaluation were increasing in number. Besides, (series A) from the Journal of Korea Society of Mathematical Education covers contents, methods of Loaming and teaching, and measurement and evaluation. And when I examined the papers on the contents of textbook of a junior high school related to the probability and statistics education and on methods of learning and teaching, 1 found that those papers occupy 1.84% in . When it comes to the methods of loaming and teaching, most of studies in (series A) are about application of concrete implement like experiment and practical application of computer programs, Through this study, I found that over-all and more active researches on probability and statistics are required and that the studies about methods of loaming and teaching must be made in diverse directions. It is needed that how students recognize probability and statistics, connection, communication and representation in probability and statistics context, too. (series A) does not have papers on methods of study. Mathematics pedagogy is a mixture of various studies - mathematical psychology, mathematical philosophy, the history of mathematics and Mathematics. So If there doesn't exist a proper method of study adequate in the situation for the mathematics education the issue of mathematics pedagogy might be taken its own place by that of other studies'. We must search for the unique method of study fur mathematics education so that mathematics pedagogy has its own identity as a study. The study concerning this aspect is needed.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.119-141
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• 2011

This paper analysed the mathematical paradoxes which would be based in the probability and statistics. Teachers need to endeavor various data in order to lead student's interest. This paper says mathematical paradoxes in mathematics education makes student have interest and concern when they study mathematics. So, teachers will recognize the need and efficiency of class for using mathematical Paradoxes, students will be promoted to study mathematics by having interest and concern. These study can show the value of paradoxes in the concept of probability and statistics, and illuminate the concept being taught in classroom. Consequently, mathematical paradoxes in mathematics education can be used efficient studying tool.

• Communications for Statistical Applications and Methods
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• v.19 no.1
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• pp.117-128
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• 2012

In Baccarat, the gambler can bet on either the Player or Banker. The only gambler's strategy is to consider the previous winning history on the round. The winning probabilities of Player or Banker are calculated by simulation using R. Conditional winning probabilities given that Player or Banker has won i consecutive times are also calculated by simulation. Conditional winning probability implies that the sequence of Baccarat results is an almost independent sequence of events. It has been shown that the total amount of returns in each round of games is almost identical to a random walk. Thus, one possible strategy is to catch the trend(the Player or the Banker) of the random walk and to bet on that side of the trend.