DATA ANALYSIS WEB SITES
- PCMI @ MathForum Web Page
- The top level page providing links to both Summer Session 2001 and 2002.
- The Math Forum @ Drexel
- The Math Forum's mission is to provide resources, materials, activities, person-to-person interactions, and educational products and services that enrich and support teaching and learning in an increasingly technological world.
- Fathom Dynamic Statistics Software
- Fathom does for data-driven mathematics and statistics what The Geometer's Sketchpad did for a geometric approach to mathematical modeling. With Fathom, you can explore data, plot functions, and create animated simulations. Fathom allows you to type in your own data, to use the over 300 data files that come with Fathom, or to import data from text files or directly from the Internet.
- Fathom Discussion group (hosted by the Math Forum)
- The purpose of this list is to foster communication within the Fathom user community. For more information: About Fathom
- Fathom Links to Data
- Fathom: Census links
- Phillips Academy Problem Page
- Lessons in Canadian Curriculum with Activities
Note: choose any option within "Profiles" box on the right side of the page, then select "Mathematics"
- Create Graph Paper
- Exploring Data
- Probability with M&Ms
- Canada Population Data
- U.S. Population Data
- The Gallup Organization
- Statistical Resources on the Web
- Real Data for Analysis with your Class
Note: go to "Data Analysis"
- Stata Teaching Tools: Coin-tossing simulation
- The Data Library
- Care Package #2
- Lists the topics required for the Grade 11 curriculum in
Ontario, Canada, including functions, complex numbers, personal finance,
trigonometry and conics.
- 9 -10 Committee
- Materials to implement the Grades 9 and 10 curriculum in Ontario, including linear and quadratic functions.
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© 2001 - 2013 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the School of Mathematics
at the Institute for Advanced Study, Einstein Drive, Princeton, NJ 08540
Send questions or comments to: Suzanne Alejandre and Jim King
With program support provided by Math for America
This material is based upon work supported by the National Science Foundation under Grant No. 0314808.
Any opinions, findings, and conclusions or recommendations expressed
in this material are those of the author(s) and do not necessarily reflect
the views of the National Science Foundation.