James King 2153917, EDUC3625, Fri 1pm-3pm

EDUC3625 Assignment 2B: Statistical Investigation Design Justification:

Numeracy and mathematics go hand in hand when it comes to the curriculum and the
necessity of teaching both. However, they are to be taken singularly by their definition and in
some scenarios as a component. Numeracy is referred to the basic understanding and
conceptual teachings of everyday math dilemmas (Goos, Dole & Geiger, 2012). In saying such
there are a percentage of those that believe mathematics goes far beyond the simplistic
concepts such as ‘BODMAS’ (Brackets, Order, Division, Multiplication, Addition &
Subtraction). Mathematics is by definition “The study of objects and their relations. Examples
of objects are quantity, structure, space, and change” (Watson & Neal, 2012). Numeracy
however can be used to relate to the statistical data presented and be described as the ability
to both reason and apply simple numerical concepts such as the aforementioned ‘BODMAS’
and fully comprehend such (Watson & Neal, 2012). As these definitions have brought clarity
to both terminology we can now make it relative to statistical thinking and investigations that
focus on these skills and understandings. The rationality behind these lies within a required
reading which states that statistical investigations are constructed and conducted by students
in order to be able to interpret and understand data as well as categorise such in different
means (Gatusso & Ottaviani, 2011). Ultimately these three concepts of numeracy,
mathematics and statistical thinking play an integral role in society and help communities
make sense of information being created and provided in everyday life (Risdale et al, 2015)
(Zhang & Stephens, 2016)

The importance of statistical literacy lies within a critical numeracy approach, as stated by
Stoessiger (2002), “In a critical numeracy approach. Empowerment is integral to a student's
use of mathematics in the world.” (Stoessiger, 2002). Whilst undergoing tasks over the two
lessons there are multiple factors and elements that scaffold to make an effective lesson.
These components are ‘critical reasoning’, which is via the students making an informed
judgment of the laps data of class 7A as well as their impending data of their class of 7B. ‘Data
literacy’, which is derived from the data as a whole and being able to interpret the information
presented to them and how others performed in comparison to other students or the
opposing class. ‘Information literacy’, which comes into play when creating column graphs or
the stem and leaf plots and effectively locating the required data for calculation. ‘Technology
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literacy’, in referral to efficiently using the computer when navigating Microsoft Excel or
creating stem and leaf plots. Lastly, ‘statistical theory’, which is relative to the collection of
the data of all students and the laps they have run. These all feature within the lesson plans
and are integral for a purposeful lesson or unit. This too supported by Geiger et al, stating,
“The purpose of learning mathematics in schools should have a broader reach than
singly gaining proficiency within the discipline of mathematics itself.” (Geiger et al,
2011). To be statistically literate refers to the student’s or person’s comprehension of data
or other form of statistics and be able to decipher the meanings behind certain terminology
or symbolism. “Statistical literacy is necessary for citizens to understand material
presented in publications such as newspapers, television, and the Internet. Numeracy is a
prerequisite to being statistically literate.” (ABS, 2009).

Our statistical investigation question is as follows, “How can we use statistics to analyze the
data of our mock class in comparison to our class?”. This was created with the intention of
being able to incorporate the necessary topic codes involved with what is expected of a
capable year 7 student in relation to mathematics and statistics. ACARA (2010) states in the
achievement standard that year 7 students state that at the end of year 7 students must be
able to determine sample space for simple experiments with equally likely outcomes and
assign probabilities to those outcome, calculate mean, mode and median and a range of data
sets and finally construct stem-and-leaf plots as well as pot-plots (Australian-Curriculum,
2010). The mock class as shown in the lesson plans provides data on laps run by a class of 19
students. This data can be used as a point of comparison for the students as they commence
the lessons. They now know and are informed of how a correct table layout should look like,
in addition to the prior discussion on statistically relevant concepts such as mean, median,
mode, range and percentage which will come into play in the latter stages of the second
lesson. These ideals align with various topic codes as a part of the curriculum. ACMSP169,
which refers to the identification and investigation of issues involving numerical data from
primary and secondary sources (Australian-Curriculum, 2010). ACMSP170, which refers to the
construction and comparison of a range of data and successfully displaying such in a stem and
leaf plot (Australian-Curriculum, 2010). ACMSP171, which refers to the calculation of mean,
median, mode and range of data whilst expected to interpret the statistics provided or
created contextually (Australian-Curriculum, 2010). Lastly, topic code ACMSP172 which refers
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to the students successfully describing and interpreting data displays of mean, median and
range (Australian-Curriculum, 2010). Furthermore, the statistical investigation was also
created with the intention of utilizing the Teaching Pedagogical Statistical Knowledge (TPSK).
The incorporation of ICT was an important component as given the accessibility the students
will be required to incorporate the use of computers and programs such as Microsoft excel
and stem and leaf plots. This allows for students to express their understanding through the
use of ICT in the classroom and to be able to convert real life data and be further evidence of
statistical thinking and critical evaluation as required in the curriculum (Lee & Nickell, 2014)
(Addison et al, 2003).

To support students in developing their statistical literacy the investigation asked students to identify
primary and secondary data. The secondary data was the mock results of class 7A, outlining 19 students
and the amount of laps each individual student ran. The laps was used in the investigation to allow
students to practice indpenedantly finding and using this information as it would be relevant to their
impending class data. The actual class results of the students is used as primary data for the questions
that are issued via the student worksheet, for example “What is the mean of the data?”. Using two types
of data provides students with opporunities to use as a basis of comparison when initially constructing
the class graph as well as gathering a judegment for the mean, median, mode, range or percentage prior
to actual calculation. For students to also develop their statistical literacy they can develop their
understanding of statistical concepts, meaning students had the opportunity to create a column graph
and a stem-and-leaf plots. Students were required to write and use ICT the required representations.
Allocating the students to work out the mean, median, mode, range and percentage was a technique
used in the investigation to incorporate more complex statistical thinking. Analysing, interpreting and
comparing the statistical information was an integral part of the lesson for students. This required
students to calculate the range and identify any outliers. Students who had the highest level were
required to analyse and determine why and how their results would differ when new data was added.
Scootle pathway was used as a point of inspiration for the construction of the lessons in addition to using
the statistical understandings and knowledge as a point of reference. Microsoft Excel and steam-and-leaf
plot ICT programs were used to develop and hopefully transform student thinking and learning as they
provided students an opportunity to experiment and learn with new programs. In order to gather
evidence of students’ understandings an assessment of the investigation is complete. The assessment is
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done by allocated marks per question in the investigation and also assessed against the rubric at the end
of the term combining the summative and formative assessment.

The lessons aligned with ‘GAISE’ framework in multiple areas, as was the intention
through the design and creation process. Specifically, “One dimension is defined by the
problem-solving process components plus the nature of the variability considered and how
we focus on variability.” (GAISE, 2005). This was evident through the initial observation and
discussion process and again when the students are asked to discover the percentage,
median, mode and mean. Other components include the ‘formulation of question’, ‘collect
data’, ‘analyse data’, ‘interpret results’, ‘nature of variability’ and ‘focus on variability’
which all feature within the student task and teachers notes. The question was formulated
with the intent of adhering to the ‘GAISE’ guidelines regarding word length level and
interpretation (GAISE, 2005). ‘Collection of data’ is one of the main objectives via
physically running the laps within the allocated 10-minute period and subsequently collecting
a pop stick for each successful lap. This with being able to analyse the data with the mock and
real life results and being able to then construct them into various representations such as
the column graph, mean, median, mode, range and percentage. ‘Nature of variability’
occurs with the impending real life class results as they could vary from class to class and be
relate differing results in relation to the mock class. This also integrates a further ‘interpreting
of results’ as well as the ‘focus of variability’ with the analysis of the mock class reuslts
and the real life results and subsequently the calcualtions made from such (mean, median,
mode, range and percentage)

The student’s ability to evaluate and identify their level of Mathematics TPACK
development in relation to the five-stage development process is an integral part of the
creation of the lessons in conjunction to my personal philosophy of the integration of
technology within Mathematics education, that being for the inclusion of ICT. It is evident
that the TPACK framework allows for the teacher to draw together multiple areas such as
technology (TK), pedagogy (PK) and content knowledge (CK) (Nias et al, 2009). The use of
technology in the lesson by the integration of computers with Microsoft excel and steam-and-
leaf plots to create tables, columns graphs and other representations respectively. This allows
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for an enhancement of the topic and can derive from specific learning areas or topic codes.
From the teacher’s perspective, the (TK) component came from the use of Scootle, Microsoft
Excel and stem-and-leaf plots as previously mentioned. Furthermore, the (PK) came from the
integration of the 4 key components of statistical investigations. The combination of all these
components leads to a successful and purposeful lesson plans hence my stance on
encouraging the integration of technology when applicable. It allows for the students to
understand the power and use of statistics and when they are required, as well as expose
them to other elements such as ICT and how they can intrinsically think of using it when it
comes to other areas of schooling or life. By executing the lessons safely, it also provides an
opportunity to demonstrate the correct and safe use of ICT and in particular programs such
as Scootle but more so Microsoft Excel. This will allow for students within the confines of the
programs to make smart and safe choices to eventuate to the development of an opinion of
the integration of ICT and whether the class collectively would invite further lessons to
integrate the use of technology. This supports the literature of Wastiau et al (2013) stating
that “Frequency of students' ICT based activities during lessons, allows for not only
Safe use but includes their confidence in their ability to protect their privacy and online
reputation.” (Wastiau et al, 2013)

In summation, it is evident that students need to be exposed to different scenarios of

statistical data in addition to technological accessibility in order to develop their learning.
Educators need to be more inviting towards the use of ICT within their classroom and should
look to incorporate such whenever the opportunity arises given the obvious benefits and life
skills that are required in modern day life and work (Koehler & Mishra, 2009). Research
supports that by the addition of technology within lessons it enhances the learners
experience and hence the overall quality of the lesson (Lyons et al, 2006). This acts as a
positive experience had by the teacher/s and can be encouraged within the staff as well as
schools in general given the benefits and engagement as a result of the use of ICT. This too
does not have to be exclusive to mathematics and statistics but can be mimicked in other
topics and settings as computer use and skills are becoming more prevalent and imperative
to the new generation. Without the use of ICT within our lesson plans the experience would
differ and the concepts would be harder to grasp, now they will have an enhanced experience
and remain engaged whilst achieving the desired learning outcomes.
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References:

ACARA, 2017. Mathematics & Digital Technologies [Online]. Online: ACARA. Retrieved from:
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