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Classroom Notes

An example of the use of GeoGebra for simulation: Buffon’s needle problem

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Pages 132-140 | Received 17 Dec 2019, Published online: 18 Feb 2022

References

  • Burke, M., & Kennedy, P. (2011). Geogebra: From simulation to formalization in teacher preparation and inservice programs. In L. Bu, & R. Schoen (Eds.), Model-centered learning: Pathways to mathematical understanding using GeoGebra (pp. 57–72). Sense Publishers.
  • Crouch, R., & Haines, C. (2004). Mathematical modelling: Transitions between the real world and the mathematical model. International Journal of Mathematical Education in Science and Technology, 35(2), 197–206. https://doi.org/10.1080/00207390310001638322
  • Hohenwarter, M., & Lavicza, Z. (2011). The strength of the community: How GeoGebra can inspire technology integration in mathematics. In L. Bu, & R. Schoen (Eds.), Model-centered learning: Pathways to mathematical understanding using GeoGebra (pp. 7–12). Sense Publishers.
  • Kadijevich, D. (2007). Towards a wider implementation of mathematical modelling at upper secondary and tertiary levels. In W. Blum, P. L. Galbraith, H. W. Henn, & M. Niss (Eds.), Modelling and application in mathematics education (pp. 349–356). Springer.
  • McCartney, M. (2017). The answer is probably e, π or √2. International Journal of Mathematical Education in Science and Technology, 48(5), 768–773. https://doi.org/10.1080/0020739X.2016.1267809
  • Piu, C. (2011). Simulation games: Ontology. In A. Piu & C. Fregola (Eds.), Simulation and gaming for mathematical education: Epistemology and teaching strategies (pp. 25–45). Information Science Reference.
  • Siniksaran, E. (2008). Throwing Buffon’s needle with mathematica. The Mathematica Journal, 11(1), 71–90.
  • Thomopoulos, T. N. (2013). Essentials of Monte Carlo simulation. New York: Springer.

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