Reflections from course design supported by games, simulation and history: the oldest probability problem

Abstract The rapid development of technology has affected the field of education and approaches to mathematics learning and teaching in particular. Considering the diversity of learner characteristics, diversification of teaching has become essential for educators. In this study, a course was designed based on the problem that led to the emergence of probability theory. The course provides a learning environment that blends game, simulation and history of mathematics with prediction, observation and explanation (POE) techniques. A case study took place to examine the reflections of a group of prospective teachers (n = 38) enrolled in this course from experimenting with this learning environment. The construction stages of the simulation models for the problem are presented in the article based on the POE approach adopted by the course. Participants’ reflections about the learning environment were analyzed using the thematic analysis approach. Findings indicate that the alignment of historical context, technology and interactive learning offers a robust framework for mathematics education that can serve as a blueprint for promoting prospective teachers’ deeper conceptual understanding of probability and teaching readiness.