Reasoning and Data and Chance Summary

Monday - Friday, July 2 - 6, 2007

Teachers in the Working with Data and Chance group introduced themselves and shared their experiences working with Data in the classroom and working with Fathom™, a statistical software program used to understand statistics and data-driven mathematics.

The working group completed three activities that helped to understand how students can learn to reason with data and chance behavior.

The group investigated a set of final exam grades for a sample 11th grade trigonometry students. Teachers used visual and numerical displays to examine the relationship between exam scores and teacher. The discussion introduced the teachers to the nature of statistical questions, which differ from mathematical questions. Teachers also discussed how different sampling methods behave by completing the Biased Rectangles activity, found on the PCMI website. They also were introduced to simulation by completing the "cereal box" found on the PCMI 2003 Project Abstract page. This activity has been reviewed and will be published soon. This acted as the final review as well as a learning activity.

On Friday, teachers were given two articles that describe the American Statistical Association and NCTM's recommendations for developing statistical thinking in grades K-12. They then brainstormed about different classroom activities they will create in the next two weeks.

Back to Journal Index

PCMI@MathForum Home || IAS/PCMI Home

© 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.