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Shelby Aaberg, Jason Vitosh, and Wendy Smith

Students construct confidence intervals, write hypothesis tests, and use sampling data to evaluate claims–all by using candy wrappers.

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Lindsay Reiten and Susanne Strachota

A free tool encourages students to engage in the authentic practices of statistics and data analysis.

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Jeremy F. Strayer

Using the TI-Nspire, students can see that polling results from a small group will suffice for determining the opinion of the whole population.

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Thomas R. Hoffman and Bart Snapp

A dice game makes understanding the connection between relative frequency and probability easier for students.

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Alfinio Flores and Kevin M. Cauto

Experiments with random numbers give a new twist to this familiar problem.

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Nicole R. Juersivich

By using technology, students can conduct an experiment that quickly simulates a large number of random events. Much research has been done on students' conceptions and reasoning about probability (Jones et al. 2007). Recommendations for teaching probability have included just such use of concrete and digital manipulatives to simulate events as well as students' reflection on their initial predictions and analysis of their experiments and their results (NCTM 2000; Van de Walle et al. 2010). In fact, by using Excel® and Visual Basic to simulate coin flipping, students have been able to capitalize on these technological benefits to investigate, conceptualize, and refine their understanding of the law of large numbers.

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James R. Kett

The author uses Autograph, a powerful software program, to illustrate sampling distributions and to demonstrate the central limit theorem.

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Paul Laumakis

Students bring the real world into the classroom by studying speeding data collected on two Pennsylvania highways.

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Wayne Nirode

During their work with statistics, students should be able to compare two treatments from a randomized experiment and use a simulation to determine statistical significance informally (CCSSI 2010a; CCSSI 2010b; Franklin et al. 2007). To achieve these goals, I developed a method to collect student data in my classroom from hands-on simulations. The advantage of hands-on simulations over using formulas is that students can develop a conceptual understanding of statistical significance when they see the variation that occurs from sample to sample as the results of the experiment are rerandomized each time the simulation runs. I first explain a specific classroom experiment and the hands-on simulation. I then describe how to use Google Forms and Google Sheets to convert the simulation data that students submit using their cell phones into a single column of data that can then be displayed as a dot plot.

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Susan A. Peters, Michelle Gross, and Amy Stokes-Levine

Redesigning a statistics unit allows seventh graders to produce an engaging and authentic investigation.