Proceedings of the 2002 Winter Simulation Conference E. Yücesan, C.-H. Chen, J. L. Snowdon, and J. M. Charnes, eds. ABSTRACT This panel has been put together to promote the use of simulation as a teaching tool to expedite the learning and, more importantly, the understanding of probability theory. “In a nutshell,” the thesis upon which this panel is based is that the simulation approach is more effective than a mathematical approach on a stand-alone basis. It also dominates any statistical approach as a pedagogical tool. 1 INTRODUCTION (MATTHEW ROSENSHINE) Elementary probability theory is usually taught as a one- semester course. With the rise in importance of probability in scientific, technical, and business areas, it is likely to remain at this level for the foreseeable future. As the im- portance of probability rose, the variation in the rigor of mathematical preparation of the students taking this type of course has increased while the average level of rigor has decreased. The response to the decrease in mathematical rigor has been basically non-existent but fortunately the increase in variation along with the necessity to be more inclusive led to a recognition that axiomatic probability needed some help. Unfortunately, some of the help did not help. The use of sta- tistics to provide an introduction to the study of probability was well-intentioned but confusing. Even worse, many of the confused students did not know that they were confused. The replacement of many derivations and proofs with discussions and less rigorous proofs was helpful. The elimination of some proofs entirely was also helpful. A proof of the central limit theorem is of little use to a stu- dent who does not understand what the sum of random variables means. Unless the proof provides understanding, which for almost all students it does not, it is of little use except as a mathematical exercise—albeit elegant. So here we are with what appears to be a good idea— use simulation to teach probability. Why is it a good idea? Let me offer a few reasons, each somewhat convincing in its own right. Collectively, their appeal soars! 1. It occurred to me during a ten-plus year period during which I have been trying to teach middle school and high school teachers to teach probabil- ity. After it dawned on me, I used it to teach eighth and ninth graders. PANEL: USING SIMULATION TO TEACH PROBABILITY SESSION 1: WORDS SESSION 2: DEEDS Matthew Rosenshine (Organizer and Moderator) Department of Industrial and Manufacturing Engineering The Pennsylvania State University University Park, PA 16802, U.S.A. Russell R. Barton (Panelist) The Smeal College of Business Administration The Pennsylvania State University University Park, PA 16802, U.S.A. David Goldsman (Panelist) School of Industrial and Systems Engineering Georgia Institute of Technology Atlanta, GA 30332-0205, U.S.A. Lawrence M. Leemis (Panelist) Department of Mathematics College of William and Mary P.O. Box 8795 Williamsburg, VA 23817-8795, U.S.A. Barry L. Nelson (Panelist) Department of Industrial Engineering & Management Sciences Northwestern University Evanston, IL 60208-3119, U.S.A. 1815