Term 1 Round Up

For those of you that are not on Facebook here is a brief round up of what members shared over term 1


What is 1/2 a coconut an apple and 3 bananas worth?

The year began with a lot of activity around this puzzle that also featured in the NZ Herald  http://m.nzherald.co.nz/lifestyle/news/article.cfm?c_id=6&objectid=11591370

These are great conversation starters for classrooms and encourage mathematical discussions between students.


Maths in the News

‘Not a Math Person’: How to Remove Obstacles to Learning Math. Jo Boaler from Stanford University  http://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/

How often do you hear people telling you they can't do maths? This article from Washington post is for them  "Stop telling kids you’re bad at math. You are spreading math anxiety ‘like a virus.’"

https://www.washingtonpost.com/news/answer-sheet/wp/2016/04/25/stop-telling-kids-youre-bad-at-math-you-are-spreading-math-anxiety-like-a-virus/ 


Growth Mindset
Carol Dwek led a keynote discussion, on how growth mindset practices can work in the classroom, and throughout school systems, at the 2016 Leaders To Learn event here https://storify.com/edweekevents/carol-dweck

Dan Myer's Blog: I am a bit of a fan of Dan Myer. These two ideas featured in posts this term 

1. A rewrite of his post introducing parabolas through Will it hit the hoop?  & illustrating using the online activity builder on DESMOS

What is your best guess?

Will the ball go through the hoop?

Teaming that up with Michael Jordan's Hang time from TED-Ed will generate interest.

2. Also an interesting problem for our students using floating docks (marine ramps) as a context for investigation involving right angle triangles http://blog.mrmeyer.com/2016/makeover-marine-ramp/

Finding real data is always a  challenge - here are 5 places you could go

1. Tour Aotearoa : Cape Reinga to Bluff on a bike. Participants were live tracked throughout the event so data could be collected daily. The final data  is still available here
2. Stats Chat: data on the NZ flag referendum  http://www.statschat.org.nz/2016/03/24/the-fleg/
3. Film data: http://polygraph.cool/films/index.html  
4. Insights from the NZ Herald has topical data and displays http://insights.nzherald.co.nz/article/who-is-the-best-one-day-cricketer
5. Figure.nz  is a useful source of local data - eg this time series graph showing monthly trips on public transport in Auckland

https://figure.nz/chart/akdRWSIS7FK7hmfo 

to finish up -  the amazing properties of couscous

Inference Pain Point 1 - The question

Statistical Inference is the practice of forming judgments about the parameters of a population on the basis of random sampling.

When it comes to the inference standards I see 3 main pain points. 

1. The question
2. Sampling variability
3. Answering the question.

In this post I will address pain point 1. The question

The question being asked is about groups within a population. The population being investigated should be identified within the question.

Contextual knowledge drives the investigative process. Spending time developing students contextual knowledge helps students develop their question. 

The senior secondary guides state at 

• NCEA Level 1:  students should be working with contexts that are familiar to them.
• NCEA Level 2:  students should be provided with relevant contextual knowledge about the situation under investigation.
• NCEA Level 3: students should be sourcing relevant contextual knowledge about the situation under investigation from internet, library, newspapers journals…

The Kiwi data on census at school makes a great teaching data set for 2.9. The context is relevant. The web is full of information about the kiwi. 

This video about a kiwi recovery programme at Lake Waikaremoana is sure to engage students in the context. 

source: You tube Endangered KIWI recovery programmes Marae Investigates 13 May 2012 TVNZ

and another from Northland  http://www.maoritelevision.com/news/regional/new-technology-boosts-kiwi-bird-recovery 


Back to the question

The analysis that is possible at each level drives the style of the investigative question.

• At Level 6 (NCEA Level 1, AS 91035) the analysis enables students to investigate whether a variable for one group tends to be bigger than that variable for another group in the population.
• At Level 7 (NCEA Level 2, AS 91264) the analysis enables students to investigate whether one population median is bigger than another population median. 
• At Level 8 (NCEA Level 3, AS 91582) the analysis enables students to investigate the size of the difference between two population means/medians through the construction of a bootstrapped confidence interval for the difference of the population medians/means.

About the Kiwifruit harvest this time...
What might a question look like at each level?
Note: I wonder ... is just one of many ways to begin the question

91035: about a tendency
... I wonder if green kiwifruit tend to be heavier than gold kiwifruit from the 2016 harvest in the Te Puke Region?

91264: moving to a population parameter, the median

... I wonder if the median weight of green kiwifruit is more than than the median weight of gold kiwifruit from the 2016 harvest in the Te Puke Region?

91582: measuring the difference between the medians or means

... I wonder what the size of the difference between the median weight of green kiwifruit and the median weight of gold kiwifruit from the 2016 harvest in the Te Puke Region?

Check: variables, groups, population, comparison 

A prediction or hypothesis is a useful component of the investigative process. 
After writing the question a hypothesis can be made as to what is expected to be found in the investigation. This helps with linking the analysis of the graphs to the question. It also offers students the opportunity to reflect in their conclusion or may even be the catalyst for further investigation. 

More information Link to standard summaries for 91035, 91264,91582

A "sideways map" for 91035

A Facebook Group   for New Zealand statistics teachers

Resources on CensusAtSchool NZ  

next post pain point 2 - sampling variability