Using Videogame Poker to Learn Probability Adam Carberry April 27, 2005   

Why Poker?  It’s a game and it’s fun  Easy to introduce the concepts involved with probability like permutations and n-factorials  Many students have seen it before; easy to learn  It sparks competition   

Research Methods  Sample: two 3 rd or 4 th grade math classes (1 control and 1 test)  Control group will be taught probability using standard methods  Test group will be taught probability using the video poker game  Compare and contrast students test results  Video-taping and interviewing will also be used to help explain quantitative data

Technology Overview  3 stages: introductory, intermediate and advanced  Start by allowing students to discover permutations  Direct their discoveries into determining n-factorials  Finish with the integration of probability through actual poker play

Stage 1: Introductory Example: Students are given 4 cards that all read the same number but are obviously different suits (: hearts, : diamonds, : spades, and : clubs). The students are asked to determine the number of possibilities of arranging the 4 cards in the below boxes

Stage 2: Intermediate Example: Students are given the same four cards as before with the same value but 4 different suites. Students are asked how many different ways they can make a 4 of a kind, a 3 of a kind and a pair with the 4 cards given? Once they determine the answers are 1, 4 and 6 respectively, a group discussion asks how they came to their conclusions? = 4 = 6 = 1

Stage 3: Advanced   

Student Interface   

Teacher Interface   

Play Time   