Statistics

NUMBER SENSE & reasoning ROUTINES BY tOPIC

SEE THE TEACHER NOTES FOR EACH PRESENTATION BY CLICKING THE STICKY NOTE BELOW THE PRESENTATION.

1 - Data Analysis
2 - Modeling Data Distributions
3 - Exploring Bivariate Data
4 - Study Design
5 - Probability
6 - Random Variables
7 - Sampling Distributions
8 - Introduction to Confidence Intervals
9 - Introduction to Significance Testing
10 - Inference Comparing Two Groups or Proportions
11 - Chi-Squared Tests for Categorical Data
12 - Inference about Slope and Transformations

MORE RESEARCH ON WHY WE SHOULD LECTURE LESS:

DEEPER LEARNING IN MATHEMATICS

-The National Research Council

"Current U.S. teaching practices for mathematics often are at odds with approaches that would support deeper learning and transfer. Studies of upper elementary school and middle-grade classrooms have revealed that students generally work alone on low-level tasks that require memorizing and recalling facts and procedures—the hallmarks of rote learning. They do not engage in the high-level cognitive processes that are the hallmarks of deeper learning, such as reasoning about ideas and solving complex problems...Hallmarks of teaching mathematics for understanding include using: (1) Cognitively demanding mathematical tasks drawn from a broad array of content areas. Although research has shown that it is not easy for teachers to use cognitively demanding tasks well in classrooms, those tasks can lead to increased student understanding, the development of problem solving and reasoning, and greater overall student achievement. (2) Teaching practices that support collaboration and mathematical discourse among students and that engage them in mathematical reasoning and explanation, consideration of real-world applications, and use of technology or physical models. "

http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_084153.pdf?_ga=2.52795360.937796049.1530646271-251245262.1530646271COMMITTEE ON DEFINING DEEPER LEARNING AND 21ST CENTURY SKILLS JAMES W. PELLEGRINO (Chair), Learning Sciences Research Institute, University of Illinois–Chicago; GREG J. DUNCAN,University of California, Irvine; JOAN L. HERMAN, National Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles; MARGARET A. HONEY, New York Hall of Science, Queens; PATRICK C. KYLLONEN, Center for New Constructs, Educational Testing Service; HENRY M. LEVIN, Teachers College, Columbia University; CHRISTINE MASSEY, Institute for Research in Cognitive Science, University of Pennsylvania; RICHARD E. MAYER, University of California, Santa Barbara; KENT McGUIRE, Southern Education Foundation, Atlanta, Georgia P. DAVID PEARSON, Graduate School of Education, University of California, Berkeley; EDWARD A. SILVER, University of Michigan; MARGARET L. HILTON, Study Director

Henrico County Public Schools Mathematics

1001 N Laburnum Ave, Richmond, Virginia 23223