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‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources [email protected] .nz

‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources [email protected]

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Page 1: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

‘Engaging students in dynamic and collaborative statistics’

Barb Wallis – for workshop [email protected]

Page 2: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

• A workshop of activities and ideas, for a differentiated teaching approach, that develops the statistical confidence of Year 9 students in multi-level classrooms.

• A progression of understanding for students that allows for a movement from ‘counting’ aspects of discrete data to full appreciation of the inquiry cycle and the descriptive - interpretative aspects within it.

Page 3: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

WORKSHOP DO NOW:

• Fold the paper into eighths – 8 pieces, halves, quarters then eighths. Write the number 1 to 8 in the top left corner going across 1 then 2 etc.

• Write answers to the survey questions• [Done with students as the first Yr 9

introduction of the PPDAC cycle – whole class, groups, individual assignment]

Page 4: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

Survey questions

1. How did you travel here this morning2. What colour eyes do you have - choose from blue,

brown, hazel, grey3. How many motor vehicles do you have at your home –

include motorbikes4. What ethnic group do you identify with most strongly5. What is the length of your hand-span to the nearest

centimetre 6. What time did you get up this morning7. In what area is your school located (what was your Year 8

school for students)8. How many people slept at your house last night

Page 5: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

INTRODUCTION:

• Background referring to the ideas and thinking behind my Maths & Stats teaching and where they have arisen from.

Page 6: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

• Pip Arnold Multiple aspects of the PPDAC statistical inquiry

cycle • Peter Hughes

Mathematics Pedagogical Content knowledge • Caroline Yoon

Model Elicitating Activities • Jo Boaler

How to learn Math

Page 7: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

MAIN IDEAS• Teaching as a wide NET of ideas and

approaches• Maths learnt as a whole process and emphasis

on relating/understanding• Inquiry relationship with maths• Statistics alive for them• Communication and collaboration• Yr 9 scheme progression/expectations• Student engagement• Low entry – high ceiling

Page 8: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz
Page 9: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

• Jo Boaler believes by encouraging inquiry, curiosity, confidence & intuition students will develop an inquiry relationship with maths. I think that in our statistics lessons we have an opportunity to act towards this goal.

Page 10: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

The world our students will work in relies on teams of people developing ideas, communication and collaboration. As a Maths teacher we can offer them that experience.

Page 11: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

Yr 9 MAIN ACTVITIES

• Class survey questions• ‘Investigate the throwing of a paper dart’• ‘Ruler drop reactions’• ‘Foot sole comparison’• C@S Data cards investigations • ‘Helicopter rotor blade length’• ‘Big Foot’

Page 12: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

• Getting started: Stats 1• Data collection for a Year 9 class. • 8 Survey questions• PPDAC cycle ---whole class for one survey question

then groups for rest---- draft, feedback, posters

--- individual assignments using new data following marking schelude.

• Collect up data – redistribute and follow PPDAC cycle to make a poster. MW & WL PPDAC cycle, posters.

Page 13: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

Student engagement Stats 1• ‘Investigate the throwing of a paper dart’• PPDAC cycle process complete, relaxed

overview• Use of a summative question.

Refer separate sheet. Based on ‘Harrier dart ‘ from Peter Newell workshop AMA Sat morning

Page 14: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

Low entry – high ceilingCheck out our mind-set about ourselves as teachers. We can ask ourselves when looking at a problem, situation or an investigation - ask ‘who is doing the maths’? Our classrooms need to be places where people actually do Maths. Problem solve, plan, find the question to ask, explore, give it a go, get it wrong, alter, decide what knowledge is needed, what method would be useful, discuss ideas with each other, explain their methods, hear other ideas and methods. Just as in music if we practice writing the notes and never play or hear an instrument, where is the joy and wonder in that?

Page 15: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

Stats 1:‘Ruler drop reaction times’Can take an activity and put the life back in.Can choose parts to structure. Some instructions for data collection are given. Work is done in pairs.Article as conclusion for extension

Refer separate sheet

Page 16: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

Stats 3: Comparing and Relationship questions Comparing the foot-length of boys & girlsWorked through with the students providing a structured model over 5 to 8 periods. Diving off into particular areas such as ‘Question types’, ‘sources of variation’, ‘data of interest’, ‘cleaning the data’ , dot plots to box & whisker graphs, ‘graph shape and descriptions’, statistical measures, intervals for histograms etc.Provision of a complete model of the investigation.

Census in schools data cardsExplore own question. Quick process teacher provided graphs for question on relationship between popiteal length and height. Students add own data.

Page 17: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

‘Helicopter rotor blade length’The structured worksheet is adapted to a PPDAC investigation in a similar way to the ‘paper dart’ and ‘reaction time by ruler’ activities. It is a more advanced use of the PPDAC cycle, sources of variation sorted in planning, expanded to whole class data collection and leads to source of ‘box & whisker’ plots -including graphics calculators if available - use of statistical measures for ‘I notice…’ and conclusions. Also can be used as a basis of discussion of sample results; – same scale boxes placed on the wall & then can look at the median variation by forming lines as a border (also upper and lower quartiles). Compare to combining the samples for stats information.

Page 18: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

‘Big Foot’Is an example of a model elicitating activity; Involves a warm-up activity, then a situation that teams work together on to develop an appropriate model that can be used beyond the current situation. In a class where this was used, a girl organised the rest of her group to stand against the wall apart, in proportion to their foot length. A cut-out of the footprint was placed in the best fit place of foot size. The top of the heads were marked as a line and then measured to find height of the person for the police. The model was then written up as a method and developed with the help of the teacher into a scatter graph form, using measurements rather than actual people.

Page 19: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

RESOURCES Helicopter investigation

Alan Santos/Gillian Frankcom Big Foot

Caroline YoonPPDAC power points and model of ‘foot length investigation’Annie Matthews, Roopa Ashok, Barb Wallis & Nik Wallis Peer assessmentJulie StewartDirty dataPip ArnoldBlack sticks investigationJen TriggsDot plots and Box & Whisker graphsSt Marys Freemans BayMarking scheludes Stats 1 & 3Julie Stewart, Barb Wallis, Robin Knox & Sowbhagya Gundugollu

Page 20: ‘Engaging students in dynamic and collaborative statistics’ Barb Wallis – for workshop resources bwallis@masseyhigh.school.nz

EXIT CARD

• [CARD example such as ‘write on the axes what these graphs could be showing’ collect in to check understanding – individual/class]

• Workshop = write one workshop idea you are going to enact.