Not so sadistic statistics
My Year 10 students are struggling with the planning aspect of the GCSE statistics coursework. How I can get them to think for themselves?
A
“If Year 10 students are all tackling the same problem, it is difficult to get them to think individually,” says Barbara Cullingworth of the Mathematical Association, who has the following advice: “They don’t seem to have the confidence to produce coursework on their own, possibly because they know that the result counts towards their final grade.
“I suspect one needs an open class discussion-cum-brainstorm on: what are we hoping to find out?’; how could we do this?; what do we need to collect, and how much?; what resources are available?. Or, making sure that all are involved, split the class into groups of about four with the same sort of questions and get them to discuss it in the group (a fairly noisy activity) and report back. Data collection could even be done within each group so long as every member has a clearly defined target.
“I have never been ashamed to add an element of competition, with a small prize for the group which produces the ‘best’ plan of action, where ‘best’
can mean ‘imaginative’, ‘most attractively produced’, or any other criterion which does not automatically mean that the best mathematics in the room win.
“If they are choosing their own area for investigation, they need to produce a plan, answering the same questions in bullet form. This could then be shared or discussed in a small group with the aim that each student helps the others in the group to refine their plan. To overcome difficulties in making a choice I have always encouraged them to think about their interests, even when those are TV soaps, pop music or internet chat.”
And here is a poem that might help:
Planning for Research
Remember for research design
Good planning is essential
To increase the potential
That this work is influential
For informing change
Don’t begin your experiment
By collecting the data.
That should come later
When you can cater
For its analysis.
Through focused discussion
and reading ingestion
Leads to a suggestion
Of the research question
For your hypothesis
Now you have an hypothesis.
This discovery of treasure
Gives you the pleasure
Of knowing what to measure
To collect the data.
Next decide on your sample.
By choosing your subjects
Knowing which are rejects
To make the projects
Sample representative
Having decided on recording
Begin the data collection
For the perfection
Of the reflection
During analysis.
Now come the results.
This can be done in parts.
Perhaps producing charts,
Statistics that impart
Some feeling for the data
Now in the conclusion ...
Your teacher will go ballistic
Without the right statistic!
Q
I am a teacher with 25 years’ experience and am finding it really difficult to allow the children to develop their own personal methods of calculation.
I’m of the old school where I think all the children should be using is a uniform, effective method.
A
Surely an effective method is one which can be done quickly and correctly. At primary school I was taught to use the “borrow one, pay one back” method of subtraction. At teacher training we were told to teach subtraction by decomposition as it taught children why they were borrowing using place value. I always found it cumbersome; many children entered secondary school not able to subtract properly. Most had forgotten why they were using this process, as could be seen when they tried to subtract in hours and minutes. With the new strategy came the delight of knowing that we can openly encourage children to adopt their own efficient methods.
Name that gradient
You asked (TES Teacher, May 17) why “m” is used for gradient in the general equation of a straight line. The important feature in gradient is that the climb, or y-bit, comes first. (The y-bit and x-bit seem to be awfully useful not just for gradient, but for distance formula and vectors as well.)
I also advertise dy over dx, as seen in displays for Scottish Higher (AS level) classes and used by big sisters and brothers. This gives the class a feeling of knowing something before they should.
I do like your cartoon - is that an example of Cat-esian geometry? Speaking of Descartes: his native tongue was French, perhaps he used monter (to climb), hence the initial m.
Walter Burton, Edinburgh
Wendy Fortescue-Hubbard is a teacher, game inventor and member of the London Mathematical Society. She has been awarded a three-year fellowship by the National endowment for Science, Technology and the Arts (NESTA) to spread maths to the masses. Email your questions to Mathagony Aunt at teacher@tes.co.uk Or write to TES Teacher, Admiral House, 66-68 East Smithfield, London E1W 1BX
Keep reading for just £1 per month
You've reached your limit of free articles this month. Subscribe for £1 per month for three months and get:
- Unlimited access to all Tes magazine content
- Exclusive subscriber-only stories
- Award-winning email newsletters