EDUC91139

Seminar 2

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STATISTICAL LITERACY

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TASK 1: Statistical literacy
Budgett and Rose (2017) discuss statistical
literacy. What are the take home messages
from the article that can inform the teaching of
‘Data analysis, probability and statistics’ in
General Mathematics Units 3&4?

• Area of Study 1 – Data analysis, probability and statistics

• Refer to the study design pages 89-94 for Outcomes (including key skills and
knowledge) for General Mathematics Units 3&4. 3
PLANNING FOR USE OF
TECHNOLOGY IN A UNIT
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Identification of technology features - GM

TASK 2: Go to the study design for General Mathematics

Area of study 1: Data analysis, probability and statistics (VCAA, 2022)
• Outcome 1 (p. 89-90)

Identify where technology can be used and features (be specific) that might be helpful.
Document some technology considerations – e.g., syntax, choice of technology, p&p and
technology, interpreting the display, defining an appropriate function, choosing an
appropriate display, setting up a table of values, etc.

• Outcome 3 (pp. 93-94)

(DESMOS, GGB, CAS (symbolic, graphical, numerical), spreadsheet etc)
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TASK 2: Technology PADLET
APPLICATION TASK – “LIVE LONG AND
PROSPER” (VCAA, N.D.)

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 Sample application task for General Maths 3/4
• ‘Live Long and Prosper’ application task (VCAA, n.d.)
• Focus on GM Area of Study 1
• 4-6 hours duration
• Context: Life expectancy in different countries and relationship to economic conditions

• TASK 3: Access ‘Live Long and Prosper’ (LMS link to VCAA sample application tasks)

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TASK 4: Explore the data for component 1 in
Gapminder

Access Gapminder from LMS

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 Component 1 (use excel for this task)

TASK 5: For each part (a, b and c)

1. Key points to discuss with students to help them to understand the requirements of the task (e.g.,
any terminology, etc)
2. Scaffolding to enable differentiation for all students and to support all students (e.g., considering
literacy demands, providing help with syntax, helping students experiencing difficulty)
o Teacher questions and discussion prompts
o Enabling or extending prompts
o Concrete materials or virtual manipulatives or dynamic diagrams that might help (if appropriate
for a given task)
o Suggesting a different representation (e.g., graphical, numerical, symbolic)

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Technology Padlet
 TASK 6: Safe, responsible and ethical use of ICT in VCE
mathematics

Discuss the relevant issues and strategies to support the safe, responsible
and ethical use of ICT in learning and teaching VCE mathematics

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Safe and responsible use of ICT in mathematics
Asynchronous task:
• read the eSafety professional learning series document on Inclusion and Digital Learning
• Explore the videos and resources on the AITSL Responsible Use of ICT website

TASK 7:
a. In a unit on statistics, what can a teacher do to support the safe and
responsible use of ICT?
b. What might be considerations when using Gapminder?

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 TASK 8: Component 2
• Produce the time series plots for part a
• Write a correct solution that you might expect from students
• Where might students experience difficulty and how would you help them?

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Technology Padlet
 TASK 9: Component 3
For parts a-e
1. Outline the mathematical knowledge and skills needed
2. Outline the technological skills needed
3.Write some teacher questions/discussion points to maximise the learning
• To focus students on the key mathematical knowledge and skills
• To help students to understand/answer the interpretation questions

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Technology Padlet
 Task 10: Discussion

Take home messages from application task:

1. Related to this specific task
2. For planning of teaching with technology more
generally
3. For planning of application tasks

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 Reading
Artigue, M. (2002). Learning Mathematics in a CAS Environment: The Genesis of a Reflection about Instrumentation and the Dialectics between Technical and Conceptual Work.
nternational Journal of Computers for Mathematical Learning, 7(3), 245-274. https://doi.org/ 10.1023/a:1022103903080

Budgett, S. & Rose, D. (2017). Developing statistical literacy in the final school year. Statistics Education Research Journal, 16(1), 139-162.
Dierdorp, A, Bakker, A. Eijkelhof, H, & van Maanen, J. (2011). Authentic practices as contexts for learning to draw inferences beyond correlated data. Mathematical Thinking and
Learning, 13(1-2), 132-151. https://doi.org/10.1080/10986065.2011.538294
Gil, E., & Gibbs, A. L. (2017). Promoting modelling and covariational reasoning among secondary school students in the context of big data. Statistics Education Research Journal,
16(2), 163-190.

Huey, M. E., Champion, J., Casey, S., & Wasserman, N. H. (2018). Secondary mathematics teachers’ planned approaches for teaching standard deviation. Statistics Education
Research Journal, 17(1), 61-84.

Madden, S. R. (2011). Statistically, technologically, and contextually provocative tasks: Supporting teachers’ informal inferential reasoning. Mathematical Thinking and Learning,
13(1-2), 109-131. https://doi.org/10.1080/10986065.2011.539078
Mills, T. (2018). Towards a relational understanding of the regression line. Australian Senior Mathematics Journal, 32(1), 13-17.

Olive, J., & Makar, K. (2009). Mathematical knowledge and practices resulting from access to digital technologies. In C. Hoyles & J. B. Lagrange (Eds.), Mathematics education and
technology: rethinking the terrain: the 17th ICMI study (pp. 133–177). Springer.

Pea, R. (1985). Beyond amplification: Using the computer to reorganise mental functioning. Educational Psychologist, 20(4). 167-182. https://doi.org/10.1207/s15326985ep2004_2
Pierce R., S., & K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. International Journal of Computers for Mathematical Learning, 15(1), 1–
20. https://doi.org/10.1007/s10758-010-9158-6

Watkins, A. E., Scheaffer, R. L., & Cobb, G. W. (2004). Statistics in action: Understanding a world of data. Key Curriculum Press.
Watson, J., Chance, B. (2012). Building intuitions about statistical inference based on resampling. Australian Senior Mathematics Journal, 26(1), 6-18. 15
Thank you
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