by Jeroen Bouterse
“You are aware”, I ask a pair of students celebrating their fourth successful die roll in a row, “that you are ruining this experiment?” They laugh obligingly. In four pairs, a small group of students is spending a few minutes rolling dice, awarding themselves 12 euros for every 5 or 6 and ‘losing’ 3 euros for every other outcome. I’m trying to set them up for the concept of expected value, first reminding them how to calculate their average winnings over several rounds, and then moving on to show how we calculate the expected average without recourse to experiment. It would be nice, of course, for their experimental average to be recognizably close to this number. Not least since this particular lesson is being observed by the Berlin board of education, and the outcome will determine whether or not I can get a teaching permit as a foreigner.
In case they are reading this, I would like to emphasize that I plan all my lessons with care and forethought; but for this particular one, you can bet I prepared especially well and left nothing to chance. Except for the part I left to chance, that is. To be precise: I had neglected to calculate in advance how likely it was for the experimental average over roughly 80 games to diverge from the expected value by a potentially confusing amount. I relied on my intuition, which informed me that 80 is a large number.
Turns out it’s not that large after all. The probability of at least 50 cents divergence (which would bring the experimental average at least as close to another integer as to the expected value of 2 euros) is, I have now figured out, a whopping 56%. There was only a 0.6% chance for the experimental average to exceed, as it did, 4 euros, but I had also implicitly accepted a 4% chance that the results would have been closest to 0 or even negative. Just imagine the damage that would have caused.
It would not have been the first time for a probability experiment to result in my pleading with my students to trust the math over actual results they have just seen with their own eyes. The Monty Hall problem has been especially awkward at times. Read more »






Notational

A cinematographer would recognize this as a crane shot, or its replacement, the drone shot. This crane or drone doesn’t move. It defines the POV (point of view) of the painter, and shows how far his perspective can reach and how much he can cram into the in-between, that 2D surface which expands vertically with every higher angle of his POV, as in this crane shot from Gone with the Wind. 
Like many of us, they assembled an inordinate number of puzzles during the COVID-19 restrictions. And like many puzzlers, they came to wonder:
In the middle ’60s when I first was a new husband, a new teacher, and new father, I met my first indication of the changing consciousness of women in a freshman English class. I was teaching the Yeats poem “A Prayer for My Daughter.” I found it, and in many ways still do a marvelous poem and I spoke of it to my class with great enthusiasm saying that this is what I would wish for my daughter – that she would be “beautiful” but not “too beautiful” and “learned courtesy” for:
Dilara Begum Jolly. Untitled, ca 2014.



I’ve heard owls are signs of a big shift in your life; I also know that I only really look for owls during those times.
The