Reasoning from Data and Chance Summary
Monday - Friday, July 9 - 13, 2012
During the second week, participants furthered their understanding of data and probability literacy for grades 9-12. They worked through some sample tasks that were designed in the spirit of Common Core State Standards for grades 9-12 and the American Statistical Association's report: Guidelines for Assessment and Instruction in Statistics Education (GAISE).
They used Monday and Tuesday to explore how to do a simulation with Fathom. Using the ideas explored in the stacking cups activities, participants explored the functionality of Fathom to display graphs both for one variable and two variable relationships. In addition we looked at the use of the function grapher and sliders.
Project requirements were presented and the groups explored ideas and found the common areas of interest. At this time is looks like there will be three projects.
David and Kathy who come from Texas have decided to focus on geometric probability and incorporate data collection and expected value into the traditional geometric topic. Texas, at this time, has not chosen to adopt the Common Core and currently use few data and probability concepts in their curriculum. David and Kathy will be slipping those concepts into their courses to better prepare their students.
Jason, Barb and George are going to work with the cup stacking idea from last week to create activities that work on level A, B, and C statistical concepts. George researched the questions on the New York Regents Exam and came up with a list of ideas found on that exam. Barb and Jason are planning to make this an open exploration that generated questions that students ask and then try to answer using statistical representations and graphs. The activity would give students the experience of the statistical inquiry process:
Leonard and Marina are working on a handout for students and teachers to use to quickly learn the basic concepts of statistic. Leonard does not have a textbook containing the Common Core ideas so the resources will provide the basis of what needs to be covered to meet the minimum level of understanding required by the Common Core.
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This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. 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.