I agree that delivering information which explicitly reveals the actual probability of winning, the illusion of winning, and the structure of long-term losses constitutes an essential approach. From the perspective of Realistic Mathematics Education (RME), gambling contexts may be viewed as realistic phenomena embedded with mathematical structures, thereby holding the potential to serve as meaningful contextual problems for individuals.

Within this framework, understanding of probability, risk, and expectation is not merely conveyed as abstract information, but is constructed through a process of meaning-making, in which individuals develop interpretations of experiences and representational resources that are relevant to gambling practices. Accordingly, the exposure of the illusion of winning and the structure of long-term losses functions not only as normative information, but also as a representational means that enables cognitive reconstruction of erroneous beliefs.

Furthermore, this approach aligns with the RME principle of guided reinvention, whereby individuals are supported in “rediscovering” the concepts of probability and mathematical expectation through situations that are closely related to their lived experiences. In this regard, mathematically grounded warning messages have the potential to serve as a bridge between gamblers’ informal understanding and formal mathematical concepts, thereby facilitating the deconstruction of inaccurate perceptions and encouraging more reflective behavioural changes.