Statistics Teachers’ Day takes place at Auckland University, where stats education researchers, PhD students, and practising statisticians share what they are discovering in data. Teachers also share their classroom practice and resource development, modelling excellent teaching and learning with and about data on the day.

Resources

The post Statistics Teachers’ Day 2024 appeared first on ��Ӱֱ��.

The post Upcoming IASE Webinars appeared first on ��Ӱֱ��.

Statistics Teachers’ Day takes place at Auckland University, where stats education researchers, PhD students, and practising statisticians share what they are discovering in data. Many teachers also share their classroom practice and resource development, modelling excellent teaching and learning with and about data on the day.

Resources

The post Statistics Teachers’ Day 2023 appeared first on ��Ӱֱ��.

Why? Because data is better than anecdote and “every piece of statistical information needs a representation—that is, a form. Some forms tend to cloud minds, while others foster insight” (Gigerenzer & Edwards, 2003, p. 258).

Who?�� – are an infographic and data visualization agency in Copenhagen. They add value to data and information by telling visual stories that inform and inspire. In other words you send them your data they analysis it, and tell you stuff you may not know already. This is where the saying “Statisticians get to play in other peoples back yards” comes from.

The post DataVizProject – Ferdio appeared first on ��Ӱֱ��.

At CensusAtSchool we get a lot of questions about this question! StatsNZ have developed a flowchart that recognises best practice for questionaire design, regarding posing survey questions and collecting data about sex and gender.�� See the and the full report and findings.

The review was driven by unmet information needs, known issues with existing statistical standards, and significant community interest. Other New Zealand government agencies, including CensusAtSchool, are also seeking guidance on how to best collect such information across broader survey and administrative settings.

StatsNZ were already aware of some issues with the existing statistical standards, particularly limitations in adequately reflecting gender minorities and intersex people. These issues relate to limited options available for respondents to describe who they are and limitations on our ability to meet information needs for different populations by ensuring the data reported can be disaggregated where appropriate. The review of the sex and gender identity statistical standards seeks to address these issues, with a view to providing appropriate guidance for different contexts and information needs.

Statistical offices around the world are facing similar challenges regarding how best to collect information on these concepts, with fast-evolving societal and cultural understandings and languages. It is critical that StatsNZ ensure the statistical standards for sex and gender identity are contemporary, flexible and enduring, and able to meet information relevant to the New Zealand context.

For more information about the review, email��identity@stats.govt.nz.

The post Sex and Gender appeared first on ��Ӱֱ��.

ClassCalc has a built-in lockdown browser (US$12/student/year) that lets teachers lock student phones onto ClassCalc during class & tests minimising cheating/distractions (even remotely!).

The post ClassCalc – web-based graphics calculator appeared first on ��Ӱֱ��.

The student will use knowledge of statistics to apply statistical and probability concepts and methods to complex problems in contexts which may be unfamiliar, interpret and, where appropriate, make inferences and clearly communicate concepts and findings.

�������� Applying and interpreting statistical and probability concepts and methods may involve:

• exploring data
• drawing on informed contextual knowledge
• making inferences
• dealing with sources and consequences of uncertainty
• applying appropriate models
• stating and evaluating assumptions of models used
• explaining conceptions and processes (e.g. simulation-based processes)
• critiquing based on the Problem-Plan-Data-Analysis-Conclusion (PPDAC) cycle
• offering competing explanations and important follow-up questions
• evaluating statistically based and / or probabilistically based reports

��* from the NZQA Statistics Performance Standard

The post Overview of Standard (AS 93201) appeared first on ��Ӱֱ��.

Check out news items via a scorecard ranging from true to “pants on fire” on a range of issues from Covid-19 to gun control.

The post Politifact appeared first on ��Ӱֱ��.