Professional Documents
Culture Documents
Makayla
Proverbs
S00127189
Assessment
2
EDMA360
Table
of
Contents
Word
did
not
find
any
entries
for
your
table
of
contents.
In
your
document,
select
the
words
to
include
in
the
table
of
contents,
and
then
on
the
Home
tab,
under
Styles,
click
a
heading
style.
Repeat
for
each
heading
that
you
want
to
include,
and
then
insert
the
table
of
contents
in
your
document.
To
manually
create
a
table
of
contents,
on
the
Document
Elements
tab,
under
Table
of
Contents,
point
to
a
style
and
then
click
the
down
arrow
button.
Click
one
of
the
styles
under
Manual
Table
of
Contents,
and
then
type
the
entries
manually.
Literature Review
Statistics
and
probability
are
seen
in
various
contexts
throughout
daily
life
and
are
highly
important
within
childrens
education.
The
national
curriculum
recognises
the
need
of
statistics
and
probability
and
has
significantly
increased
the
emphasis
on
chance
and
data
not
only
to
provide
children
with
mathematical
processes
and
understanding
requiredbut
also
to
build
up
an
intuitive
awareness
of
the
ideas
and
results
that
will
increasingly
influence
students
lives
(Booker,
Bond,
Briggs,
Davey,
&
Lovitt,
1997).
Watson
(2007)
explains
that
the
curriculum
is
based
on
steps
in
typical
statistical
investigation,
which
includes
data
collection,
data
representation
(e.g.,
production
of
tables
or
graphs),
data
reduction
(e.g.,
finding
means
or
ranges),
and
drawing
inferences
.
Literature
regarding
the
three
topics
of
key
understandings
and
concepts,
key
strategies,
skills
and
ways
of
thinking
and
working,
and
effective
teaching
strategies
for
the
topic
of
statistics
have
been
discussed
and
analysed
in
order
to
enhance
the
creation
of
related
learning
experiences.
Key
Understandings/Concepts/Ideas
of
Statistics
The
key
understandings,
concepts
and
ideas
that
students
are
required
to
learn
about
statistics
more
specifically,
involve
gaining
an
understanding
of
collecting,
processing
and
interpreting
data
(Department
of
Education
and
training
of
Western
Australia
(DETWA),
2005).
Haylock
(2010)
expands
on
this
through
four
stages
of
handling
statistical
data,
which
include
collecting
it,
organizing
it,
representing
it
and
interpreting
it.
Children
need
to
have
experiences
with
these
concepts
so
that
statistics
doesnt
become
a
formidable
concept
(Bamberger,
Oberdorf,
&
Schultz-Ferrell,
2010).
Booker,
Bond,
Briggs,
Davey
and
Lovitt
(1997)
also
attempt
to
categorise
the
key
understandings
within
statistics.
They
discuss
two
main
ideas:
data
handling
and
data
analysis.
They
explain
that
data
handling
is
about
collecting,
organising,
summarising
and
presenting
data
for
ease
of
communication
and
interpretation
(Booker,
Bond,
Briggs,
Davey,
&
Lovitt,
1997).
Within
this
students
are
using
skills
like
counting
and
measuring
for
data
collection,
sorting
and
classifying
when
organizing
data
and
representing
data
through
pictures,
graphs,
tables
and
charts
(Booker,
Bond,
Briggs,
Davey,
&
Lovitt,
1997).
It
is
also
important
to
understand
that
when
children
are
sorting
they
do
so
in
quantative
ways
and
when
they
want
to
represent
a
set
of
data
they
may
assume
that
they
can
choose
randomly
from
the
list
of
data
(Bamberger,
Oberdorf,
&
Schultz-Ferrell,
2010).
or
tables
dont
tell
us
or
when
there
is
ambiguity
or
uncertainty
so
that
they
are
able
to
build
awareness
of
the
possibilities
and
pitfalls
in
data
collected
by
others.
There
is
a
need
for
students
to
have
opportunities
to
make
decisions
individually
and
collaboratively
(DETWA,
2005)
through
activities
involving
informal
comparing,
classifying
and
counting
which
provide
the
mathematical
beginnings
for
development
of
understanding
of
data,
analysis
of
data
and
statistics
(National
Council
of
Teachers
of
Mathematics,
2000).
Technology
is
also
an
effective
tool
in
a
mathematics
classroom.
When
using
technology
in
the
classroom,
educators
should
use
it
to
enhance
learning
at
every
opportunity
(Booker,
Bond,
Briggs,
Davey,
&
Lovitt,
1997).
When
we
integrate
ICTs
into
our
teaching
and
learning
experiences
there
are
many
advantages,
some
of
which
include
emphasis
on
active
learning,
enrichment
of
collaborative
learning,
encouragement
of
greater
students
independence
and
task-based
teaching
(Nchimunya
&
Langstone,
2016).
These
strategies
provide
educators
with
tools
for
teaching
the
concepts,
understandings,
ideas
and
skills,
strategies
and
ways
of
thinking
and
working
within
the
topic
of
statistics.
As
explained
in
the
literature
review,
the
Australian
curriculum
has
a
considerable
focus
on
statistics
and
probability,
which
caters
for
its
importance
within
various
contexts
of
daily
life.
Booker,
Bond,
Briggs,
Davey
and
Lovitt
(1997)
discussed
that
we
need
to
teach
these
concepts
to
provide
children
with
mathematical
process
and
understanding
that
is
required.
The
curriculum
for
grade
5
mathematics
under
the
probability
and
statistics
strand
outlines
the
two
main
concepts
of
chance
and
data.
As
summarized
in
the
literature
review,
the
data
concepts
relate
to
posing
questions,
collecting
data,
taking
surveys,
constructing
displays
and
describing
or
interpreting
the
information.
The
Australian
curriculum
is
aligned
with
these
key
concepts
through
their
data
representation
and
interpretation
content
descriptors,
which
include:
Pose
questions
and
collect
categorical
or
numerical
data
by
observation
or
survey(ACMSP118)
Construct
displays,
including
column
graphs,
dot
plots
and
tables,
appropriate
for
data
type,
with
and
without
the
use
of
digital
technologies
(ACMSP119)
Describe
and
interpret
different
data
sets
in
context
(ACMSP120)
(Australian
Curriculum,
Assessment
Reporting
Authority
(ACARA),
2014)
These
content
descriptors
form
the
learning
outcomes
for
students
when
planning
units
under
statistics
and
data.
The
key
terminology
used
within
these
descriptors
reflect
those
discussed
in
the
literature
review
and
include
posing
questions,
collecting
data,
conducting
surveys,
constructing
displays
and
describing
and
interpreting
data.
It
is
also
relevant
to
highlight
the
reference
to
technology,
as
discussed
in
the
literature
review,
technology
can
assist
and
enhance
understanding
of
the
topic
of
statistics
through
providing
ways
in
which
we
can
represent
and
work
with
data
(Nchimunya
&
Langstone,
2016).
In
regards
to
effective
pedagogies
it
is
recommended
that
the
student
knowledge
is
the
focus
of
planning
alongside
the
Australian
Curriculum,
to
ensure
development
of
statistical
understanding.
ACARA
(2009)
explains
that
when
teaching
statistics
and
probability
it
is
not
enough
to
construct
or
summarise
data,
it
is
important
to
represent,
interpret
and
analyse
it.
This
reflects
Booker,
Bond,
Briggs,
Davey
and
Lovitts
(1997)
statement
that
discussion
and
reflection
on
the
meaning
of
data
is
central
and
it
assists
in
building
the
key
skills
and
strategies
when
working
with
data.
The
misconceptions
discussed
in
the
literature
review
by
Bamberger,
Oberdorf
and
Schultz-Ferrell
(2010)
are
not
outlined
anywhere
in
the
Australian
Curriculum.
It
is
recommended
that
to
effectively
teach
statistics
and
gain
full
Sequence:
Lesson
1:
o Engage
Willy
Wonkas
Letter
Lesson
2:
o Explore
10
Magnificent
Ingredients
Lesson
3:
o Explain
Advertise
and
Vote
Lesson
4:
o Elaborate
Collect
and
Represent
Lesson
5:
o Evaluate
Discuss
the
Result