Chapter 2: Probability Simulation: What a Teaching Experiment Revealed about Student Reasoning and Beliefs

Ten years ago, I was drawn into teaching from the corporate arena primarily for two reasons: (1) I wanted to make a difference in the education of students, and (2) I wanted a never-ending challenge. I realized that no matter how good or masterful a teacher I became, there would always be room for growth. In the first few years of my career as a teacher, I focused on my teaching skills, that is, the techniques I could learn to make my lessons more engaging. After about five years in the classroom, my attention shifted from “what was I going to do in the classroom” to “what my students would be learning.” In other words, my focus changed from teaching to student learning.