Reasoning from Data and Chance Summary

Monday - Friday, July 4 - 8, 2011

Greetings from the Reasoning from Data and Chance working group of the Secondary Schools Teacher Program! We have ten teachers in our group including our wonderful group leaders Carol and Bill. We come from all over the United States and Turkey, and have a wide range of experience in teaching and familiarity with statistics and probability. Over the course of the next weeks, we hope to deepen our understanding of probability and statistics while developing teaching resources for ourselves and others to incorporate into both classroom instruction and teacher training.

In the first session, we completed an activity from the National Council of Teachers of Mathematics on auditory and visual memory. The data we collected served as a beginning point for conversations about location, spread, experiment design, and the visual representation of data. In the days that followed, Carol and Bill helped to familiarize us with the major topics in statistics covered by the Common Core Standards. Throughout the first week, we deepened* our understanding of the Fathom Dynamic Data™ software by running simulations, creating graphs, and interpreting experimental results.

Currently, we are working on creating and refining the project proposals that will become our primary focus in the coming weeks. Some project ideas currently in incubation include:

  • teaching middle school teachers about transitioning to the statistics as presented in the Common Core Standards
  • creating a project for middle school students relating to data collection, analysis, and display
  • exploring extraordinary comebacks and collapses in sports to study probability trees and distributions
  • using data to teach about functions in Algebra II

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This material is based upon work supported by the National Science Foundation under Grant No. 0314808 and Grant No. ESI-0554309. 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.