Resources by Matt Regan - ��Ӱֱ��

Statistical Investigations Part 3

Rachel — Mon, 19 Nov 2012 23:00:53 +0000

These lesson plans were developed in conjunction with the TLRI research project: Building students’ inferential reasoning: statistics curriculum levels 5 and 6.

While each series of activities are set up as lesson plans, they may take more or less than a lesson of class time.�� They form a possible sequence of learning and each block works together with the other blocks.�� The lessons are developed using , they could be adapted to any data set or any year of CensusAtSchool.

Lesson 9: Using Fathom

Focus for lesson: • Introduction to Fathom. • Using Fathom to draw dot plots and box plots. • Describing sample data.

Lesson 10: Multiple samples from one population – to making the call

Focus for lesson: • Direction of the shift • Consistency across samples

Lesson 11: More multiple samples

Focus for lesson: • Reinforcing the message using “movies” Time to School movie and Heights movie.

Lesson 12: Making a call

Focus for lesson: • Using the ideas behind making a call to explore other questions.

Resources:

Download all resources in a Zip file��or individually as follows
Lesson plans
Boys & Girls heights ftm
��Bus walk time ftm
Junior senior bag weight ftm
SURF ftm
Time to School movie
Heights movie

Also, download Workshop 2 materials zip

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Statistical Investigations Part 2

Rachel — Mon, 19 Nov 2012 22:43:44 +0000

These lesson plans were developed in conjunction with the TLRI research project: Building students’ inferential reasoning: statistics curriculum levels 5 and 6.

Lesson 5: Introducing sampling

Focus for lesson: • Revisit posing investigative questions, some summary mostly comparison. • Identifying and clarifying the population • Sampling variability – all samples from a given population are different (can’t tell exactly) • Distorted view of population – samples give (same) distorted view, similarity among samples • What is a sample? • Why sample?

Lesson 6: Introducing informal inferential reasoning

Focus for lesson: • Can the sample tell us something about the population? • Informal inferential reasoning • Making I wonder statements about the population.

Lesson 7: Introduction to box plots

Focus for lesson: • Introducing the idea of middle group and overall spread. • Describing the position of middle groups relative to one another. • Describing spread of middle group and spread overall.

Lesson 8: Formalising, description and inference – box plots

Focus for lesson: • Drawing box plots by finding medians and quartiles from dot plots. • Describing box plots making I notice statements. • Inferring from box plots making I wonder statements. • Focus on the language of description and inference.

Resources:

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Statistical Investigations Part 1: Introduction to the PPDAC cycle

Rachel — Mon, 19 Nov 2012 22:27:26 +0000

The lesson plans in this teaching unit were developed in conjunction with the TLRI research project: Building students’ inferential reasoning: statistics curriculum levels 5 and 6.

While each series of activities are set up as lesson plans, they may take more or less than a lesson of class time.�� They form a possible sequence of learning and each block works together with the other blocks.�� The lessons are developed using CensusAtSchool (2009) data, they could be adapted to any data set or any year of CensusAtSchool.

Block 1: Introduction to the PPDAC cycle, posing investigative questions and writing descriptions for summary and comparison investigative questions.

Lesson 1: PPDAC Cycle

Reflect on Level 4 work
PPDAC Cycle
Introduce CensusAtSchool data set
Setting up the context

Lesson 2: Posing Investigative Questions

Posing investigative questions
Initial look at making displays using data cards
Starting to think about what makes a good investigative question
Setting up the context

Lesson 3: Single distribution descriptions

Describing summary type graphs
Writing conclusions to questions

Lesson 4: Comparison descriptions

Describing comparison type graphs
Writing conclusions to questions

Download resources

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Karekare College: building conceptions of populations and samples

Rachel — Sat, 17 Nov 2012 21:40:38 +0000

A workshop that explores the need to sample, the link between sample distributions and population distributions and sampling variability, taking care with the language used.

See Introduction for making the call for the second workshop that looks at comparisons and informal inference.

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Introduction to making a call (Karekare College)

Rachel — Wed, 14 Nov 2012 23:08:29 +0000

Using Karekare College data from Workshop 1, Building conceptions of populations and samples, teachers and students learn to interpret��a variety of comparison box plots.

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Making the call Year 10

Rachel — Mon, 12 Nov 2012 23:28:45 +0000

Some activities to immerse students in ideas about sample, population, sampling variability and how to make a “claim” when comparing two groups.

Project pre and post tests: Project Pre test, Project Post Test

Go to Karekare��students: Building conceptions from populations to samples (workshop 1) and ��Introduction for making the call (workshop 2) for more resources.

This work is supported in part by a grant from The Teaching and Learning Research Initiative.

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Dynamic Visualizations for Inference

Rachel — Tue, 18 Sep 2012 01:12:11 +0000

Research paper

Abstract:

Hypothesis testing reasoning is recognized as a difficult area for students. Changing to a new paradigm for learning inference through computer intensive methods rather than mathematical methods is a pathway that may be more successful. To explore ways to improve students’ inferential reasoning at the Year 13 (last year of school) and Stage One university levels, our research group developed new learning trajectories and dynamic visualizations for the randomization method. In this paper we report on the findings from a pilot study including student learning outcomes and on the modifications we intend to make before the main study. We discuss how the randomization method using dynamic visualizations clarifies concepts underpinning inferential reasoning and why the nature of the argument still remains a challenge.

This research is partly funded by a grant from the Teaching and Learning Research Initiative (www.tlri.org.nz).

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Regression

Rachel — Mon, 17 Sep 2012 23:25:40 +0000

A variety of Regression resources including applets, articles, notes and data sets��that date back to 2003 from the University of Auckland.

Some of these activities are tagged (updated) when in fact they are not current, especially with regard to the references to R^2, which is not in the new standard.

Resources:

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Guidelines for “How to make the call”

Rachel — Fri, 11 Feb 2011 01:00:07 +0000

Resources:

The TLRI project was a two-year collaboration among two statisticians, two researchers, and nine teachers. There was an urgent need to understand how students can progressively develop informal statistical inferential reasoning from Levels 5 to 8 of the new curriculum. The project team designed innovative approaches to develop students’ informal inferential reasoning and sought evidence that these innovations had a significant effect on improving students’ statistical reasoning in this domain.

A set of guidelines were developed to support making the call at years 10, 11 and 12 for comparison investigations.

support developing underlying concepts for making the call.

This work is supported in part by a grant from.

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Engaging with shape

Rachel — Sun, 12 Sep 2010 23:03:28 +0000

Activities for engaging students with ideas about shape (distribution) and the relationships between shapes and stories (context).

Resources:

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