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The article analyzes the distribution of average playoffs found by playing a fixed number of St. Petersburg games. It examines the most popular experiment on the said game which is the results of the Compte de Buffon's playing the game 2048 times. It mentions that the St. Petersburg game is a probabilistic thought investigation which appears to have an infinite expected value, but which no person could be expected to pay much to play.

Editor's Note: As of this issue, The College Mathematics Journal has published fifty completed volumes. To celebrate 50 years of continued excellence in publishing expository mathematics, pedagogical discussions, and more, we plan to use two pages in each of the five issues of 2020 to tell the story of one decade of the journal. Some of these pieces will be written by people who were personally involved with CMJ during that time, so watch this space for some familiar names! [ABSTRACT FROM AUTHOR]

The article presents information on the properties of Graeco-Latin squares enumerated by mathematician Leonhard Euler. Euler suggested that a Graeco-Latin square of size n could never exist for any n of the form 4k +2, although he was not able to prove it. A Latin square is an n-by-n array of n distinct symbols in which each symbol appears exactly once in each row and column. On the other hand a Graeco-Latin square is an n-by-n array of ordered pairs from a set of n symbols such that in each row and each column of the array, each symbol appears exactly once in each coordinate. In one of his papers on Graeco-Latin squares, Euler used magic squares, which are closely related to Graeco-Latin squares. Magic squares were constructed by using Graeco-Latin squares of orders 3, 4 and 5. He showed that a Graeco-Latin square of order n can be converted into a magic square by the use of an algorithm. One can construct Graeco-Latin squares of every order n except those values for which the prime factorization of n contains only a single factor of 2.

This study investigates changes in instructor teaching tendencies, instructor's perception of impact on student learning and dispositions, and methods of implementation of Primary Source Projects (PSPs). PSPs are curricular modules designed to teach core mathematical topics from primary historical sources rather than from standard textbooks. In essence, they are a form of inquiry-based learning that incorporates the history of mathematics through original source texts. We provide an overview of results from two semesters of implementation reports and surveys administered at the beginning and end of the semester by instructors who implemented PSPs in their undergraduate mathematics classes. [ABSTRACT FROM AUTHOR]