OF DISSERTATION INFLUENCES OF PROBABILITY INSTRUCTION ON UNDERGRADUATES’ UNDERSTANDING OF COUNTING PROCESSES Historically, students in an introductory finite mathematics course at a major university in the mid-south have struggled the most with the counting and probability unit, leading instructors to question if there was a better way to help students master the material. The purpose of this study was to begin to understand connections that undergraduate finite mathematics students are making between counting and probability. By examining student performance in counting and probability, this study provides insights that inform future instruction in courses that include counting and probability. Consequently, this study lays the groundwork for future inquiries in the field of undergraduate combinatorics education that will further improve student learning and resulting performance in counting and probability.

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Influences of Probability Instruction on Undergraduates' Understanding of Counting Processes

External Influences on U.S. Undergraduate Mathematics Curricula: 1950-2000

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External Influences on U.S. Undergraduate Mathematics Curricula: 1950-2000