Transcript Our Statistical Journey Math Alliance January 10, 2012 Judy Winn Chris Guthrie Beth Schefelker Pat Hopfensberger.

Our Statistical Journey
Math Alliance
January 10, 2012
Judy Winn
Chris Guthrie
Beth Schefelker
Pat Hopfensberger
Statistical Poster Project Part II
see syllabus
Engage students in a discussion about what a
statistical question is. Students generate
questions and decide what question they will
investigate
 Students collect data
 Construction of student posters
 Optional – enter posters in ASA poster
competition
 Discussion of student posters

Video component
One target student
10 minute segment as the student participates in
developing question, collecting data, and making
the poster
 With each segment, reflect on:
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Description of student and others in video
Difficulties you predicted student would have and
those s/he did
Supports you planned and developed
Effectiveness of supports
What you may have done differently
Growing statistical thinking…
We are learning to…
 understand the progression of statistical ideas
in the Wisconsin State Standards
We will be successful when…
 we can articulate how statistical ideas grow
across grade bands
WI State Standards
Anchoring to the
Sixth Grade Standards
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Domain: Statistics and Probability
Cluster statements
– Develop understanding of statistical
variability
– Summarize and describe distributions
Specific standards
– 6.SP.1 through 6.SP.5 (a-d)
Linking to Class Experiences
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Think about how you would help a colleague
understand what the standards mean
Discuss what each cluster means in terms of
expectations and experiences for students as
outlined in the related standards
Record your discussion in the appropriate box of
your chart
•
Include the cluster statement, your definition, and ideas
for what students need to understand and what they
need to be able to do.
Tracing the roots of statistical
understanding
Complete your assigned section of the chart
for Grades K-5
 For the grade you are assigned:
 Identify the domain, cluster statements and
standards that support the sixth grade
standards
 Define the cluster statements
 Describe what students need to understand
and need to be able to do

Share your insights

In what ways, do you see the progressions
develop since kindergarten?

What are the critical understandings that are
surfacing as students work through the grade
levels? Are there any missing?

How do the ideas grow in 7th grade?

Read the standards – make connections to the GAISE
document?
Critical Components in Statistics
•Asking a question
•Defining the question
•Determining how to address it
•Collecting data
•Organizing and displaying data
•Interpreting the data
•Shape, spread, mean/mode/median
•Answering the question
•Developing new questions
From the
GAISE Report
• Developing Number Sense
• Understanding magnitude
• Making comparisons
Homework, part 1

Write a ½ page response to the following
prompt:
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You and a colleague are collaborating to plan the
next unit’s lessons which involve measurement and
data. You suggest that some instructional time be
given to statistical thinking through the
development and understanding of what a good
statistical question is. Your colleague does not feel
that time should be spent on this since it is not
directly covered in the Common Core Standards
for your grade level. How would you respond to
your colleague?
Time for a break…. Take 10!
Defining a statistical question
We are learning to…
 support students in developing good statistical
questions
We will be successful when…
 we can successfully engage our students in
crafting statistical questions that specify
populations and measurements of interest and
anticipate answers based on data that vary.
Helping students’ define a question

What things would a teacher need to consider in
order to help students begin to craft a statistical
question?

What process would a teacher need to think
about in order to begin this work?

Find Nadia’s case study.
Nadia’s Case (pp.27-30)
In Nadia’s class, what are the students
learning about the relationship
between defining the question and the
results of their data collection?
Point to specific examples to support your
ideas about this.
 What was the teacher’s role in helping to
define the question?
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Practicing Defining a Question
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For each question…..Assign roles
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Teacher, 2 students, recorder/facilitator
Discuss the given question and develop a more
specific, clarified one
Students: Pick one question from the sheet.
Consider it the one you are wanting to research.
Briefly think about why a student might have
selected it. (1 minute)
 Teacher: Facilitate a conversation to support the
students in clarifying the question and developing a
more specific one. (5 minutes)
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For each question discussed…
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Recorder writes clarifying questions asked by the
teacher. Once a new research question has been
developed, record the revised question on the chart.
Group Discussion:
 Use the notes to discuss the teacher’s role and
indentify the pivotal question made to support the
students in developing a more specific question.
 Which Standards for Mathematical Practice are being
targeted here?
Homework , Part 2

Read Sally’s case, “What are blue jeans? Milk with
breakfast?” (pp. 22-27)
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Reflect on the discussion that starts with Chad’s
observation that “something’s not right”(line 93).
What are the students noticing? What are the
teacher and Sally’s roles in this conversation? How do
John Pierre and Eddie participate?
What important mathematical ideas are coming up in
this conversation? What emotional issues are coming
up? How are these interconnected?