Students analyze items from the media to answer mathematical questions related to the article. The mathematics in these clips includes interpretation of graphs, computing percentages, making conjectures, and analyzing data. The first clip concerns college admission, a relevant topic for many students.
Margaret Cibes and James Greenwood
Sampling experiments with different types of beads give students a memorable hands-on experience.
Tanja Van Hecke
By examining pricing for insurance for a moped, students can explore the theory of systems of inequalities and the topic of distributions in statistics. Fair systems for determining the premium (taking into account cautious and reckless drivers) are considered.
When understood and applied appropriately, mathematics is both beautiful and powerful. As a result, students are sometimes tempted to extend that power beyond appropriate limits. In teaching statistics at both the high school and college level, I have found that one of students' biggest struggles is applying their understanding of probability to make appropriate inferences.
James R. Kett
The author uses Autograph, a powerful software program, to illustrate sampling distributions and to demonstrate the central limit theorem.
Students bring the real world into the classroom by studying speeding data collected on two Pennsylvania highways.
Kelly Cline, Jean McGivney-Burelle, and Holly Zullo
Voting in the classroom can engage students and promote discussion. All you need is a good set of questions.
Readers comment on published articles or offer their own ideas.
Hollylynne S. Lee, Tina T. Starling, and Marggie D. Gonzalez
Research shows that students often struggle with understanding empirical sampling distributions. Using hands-on and technology models and simulations of problems generated by real data help students begin to make connections between repeated sampling, sample size, distribution, variation, and center. A task to assist teachers in implementing research-based strategies is included.
George J. Roy, Jennifer A. Eli, Hendrix Leslie, and LuAnn Graul
During World War II, the Allied Forces were concerned with the monthly production of tires, tanks, and other military equipment in Germany (Flaspohler and Dinkheller 1999; Ruggles and Brodie 1947). Knowing these production totals was important for international security. To determine military production, the Allied Forces in England recruited individuals from a wide range of educational and occupational backgrounds to help analyze serial numbers found on military equipment and to analyze secret codes (Pioneer Productions 2014). We used this historical context to challenge a class of twenty-six seventh-grade students to imagine themselves as one of these codebreaking analysts while studying random samples and learning to draw inferences about a population (CCSSI 2010).