EED 415 NCTM Data Analysis and Probability Standards

Resource: NCTM Standards Multimedia link located on the student website

Complete all activities located in the Data Analysis and Probability section of the NCTM Standards Multimedia.

NCTM Data Analysis and Probability Standards

Video 1

1. Name the statistical concepts this lesson covered. What are some specific strategies or methods the teacher used to teach these concepts? Support your statistical concepts with examples from the video.

The statistical concept this lesson covered was mean, median, and mode. The teacher had the students compare height and wingspan differences from August to the present and had them analyze the data.

1. How can students use the data they collected to show their understanding?

The students can use the data they collected to show their understanding if they correctly analyze it and show the correct mean, median, and mode when working with the material.

1. Based on this video and your own research, how would you define data analysis?

Data analysis can be defined as the process of gathering and reviewing data to form some sort of finding or conclusion.

1. What other instructional strategies could you use to help students select and use appropriate statistical methods to analyze data?

Teachers can provide students with the tools they will need to select and use appropriate statistical methods to analyze data based on what they are analyzing.

Video 2

1. Describe theoretical probability.

Theoretical probability consists of comparing the number of favorable outcomes to the number of possible outcomes.

1. Describe experimental probability.

Experimental probability of an event or experiment is the ratio of the number of times a specific even will occur to the number of total tries.

1. What are the similarities and differences between theoretical and experimental probability?

Theoretical and experimental probability are similar in they both discuss the likelihood of an event occurring. Theoretical and experimental probability are different in theoretical probability discusses what should happen in an experiment whereas experimental probability discusses what actually occurs when repeating the experiment many times.

1. Could theoretical and experimental probability ever be the same? If so, explain how.

Theoretical and experimental probability can at times be the same because as the number of trials within an experiment increases, the theoretical and experimental probabilities get closer.

1. After watching the video, explain why the students didn't get 50/50 ratios of tails and heads.

The students didn't get a 50/50 ratio of tails and heads because they only flipped the coin 10 times. Flipping the coin would have increased the likelihood of reaching a 50/50 ratio of heads and tails.

Video 3

1. What are some specific management tools teachers need to use when allowing students to use computers with Internet access?

When allowing students to use computers with internet access it is important to teach the students the appropriate and inappropriate uses of the internet; informing and reminding students of the consequences of inappropriate behavior on the internet.

1. While the teacher had her students using the Microsoft Word table function, how else could she use this tool to make the lesson more complete?

The teacher could have had the students make predictions before inputting answers.

1. Explain how the Microsoft Excel program could be used to collect and organize the same data in the lesson.

The teacher could create a table, collect the data from each student in the classroom and input the data in the appropriate area within the table instead of having each student create and fill out his or her own chart. This will allow the class to analyze the data as group, instead of individually.

Unit Review

1. Which national standards are addressed in this unit?

NCTM probability standard.

1. How does this unit adjust and modify the use of materials and equipment for diverse learners?

This unit uses a variety of materials to aid diverse learners such as giving Spanish speaking students the option of changing the language to Spanish so they have a better understanding of what they are doing.

1. Describe two different forms of assessment used in this unit.

The unit uses a cumulative test and benchmark test to assess students as well as a free response test.

1. Describe how technology is used in this unit.

In this unit technology is used in the form of a probability eTool as well as many other options in the eTools menu.

1. What other subjects, such as English or history, have been integrated into this unit? How were they integrated?

In this unit students will be introduced to new vocabulary words therefore English or language arts are integrated in this unit.

1. Find an example of scaffolding used to connect new information to prior knowledge, such as using addition as a scaffold for subtraction.

The students must first learn and understand the concept of probability before moving onto problem solving in lesson 20-6.

1. Provide an example of an instructional strategy that is used to adapt and modify a learning activity in this unit.

An instructional strategy found in this unit toss and talk. This activity is meant to help ELL students understand and explain how to find a probability by working with an English speaking student who can help him or her complete the activity.

Instructional Strategy

A strategy I would use to have the students evaluate inferences based on data would be to have them complete an activity that requires them gather data, create a table for the data, and finally analyze the data. Before analyzing the data, I would have the students make predictions therefore once they analyze the data they can determine if their predictions were correct. Using this strategy can enhance student learning because the activity can be based on a real-life situation that the students can relate to, which enhances student learning.

Weekly Reflection

The article I read is titled Data Analysis: Frequently Bayesian by Glen Cowan. This article discusses Bayesian and frequentist, which are the two predominant disciplines of statistical inference. The author discusses the drawbacks and benefits of using these two methods when it comes to the concept of probability. For frequentists, probability is the outcome of an observation that is repeatable whereas the main idea of "Bayesian statistics is to use subjective probability to quantify degree of belief in different models" (Cowan, 2007, para. 11).

Reference

Cowan, G. (2007). Data Analysis: Frequently Bayesian. Retrieved January 20, 2013, from: EBSCOhost.