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Critically discuss the inquiry approach in the context of teaching and learning
Risk assessment decision making
Risk assessment decision making
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Part A: When a teacher from Tryhard high school decides to voice her/he’s distaste about the success of the students from the previous year in mathematics, a few students decide to take matters into their own hand. Using the scores of the previous years they started to analyses the documents and see if the teacher was wrong. Complete Part A: The first thing that was decided upon was to find the Mean, Median, and Mode. Using a calculator they were able to obtain the exact numbers. Year 1 Year 2 Mean 13.20 Median 13 Mode 11 Mean 18.60 Median 19 Mode 15 Next the best method of comparing the data needed to be choses to best understand the information of the two years. What the students came up with was. “The Mode is the option in this scenario …show more content…
With the most replicates in the histogram being 10, which was seen from both the scores 11 and 14. This Year What the students discovered from the histogram from this year was that firstly the score was noticeably higher than the ones seen in the previous year. And that the scores though not having as many replicates did have a much high percentage of people in the high end of the spectrum. Still with not enough clarification with the information and data that they had gathered the students decided to calculate the rand and the quartiles of the two data sets. Next this information was then turned into a box and wicker plot for more in-depth interrogation of the data. Pervious year: This year: (Meta-chart.com, 2015) The students then continued to discuss if the evidence from the wicker plot ran parallel to the claims of the teachers. What was discovered, according to the information provided was, students had improved their math skills since the previous year, this would however make the claim from the teacher incorrect. This was confirmed with the histogram as well, with the larger group of people doing remarkably better in the present year rather than the previous
The results of this experiment are shown in the compiled student data in Table 1 below.
The data we gathered from our analysis are presented in a formal way on the following page.
iv)Taking the middle value for each birth weight category calculate the mean birth weight and standard deviation, across all singleton live babies. For the category of "999g and under" use 750g as the "middle value" for this category. For the category "5000 or over" use 5250 as the middle value. Calculate the mean birth weight and standard deviation for multiple live babies. Explain the method you used giving formulae. (5 marks)
Given the data presented in the previous sections, the next few sections use two histograms to estimate the number of prices that are at least $1.15. The first histogram presents the data using five classes and the second uses fifteen.
After this analysis of the data is done to sort out those subjective and the objective data,
...will fall within the first standard deviation, 95% within the first two standard deviations, and 99.7% will fall within the first three standard deviations of the mean. The Empirical Rule is used in statistics for showing final outcomes. After a standard deviation is found, and before exact data can be collected, this rule can be used as an estimate to the outcome of the new data. This probability can be used for gathering data that may be time consuming, or even impossible to found. When the mean equals the median and the values cluster around the mean and median, producing a bell-shaped distribution, then we can use the empirical rule to examine the variability. In this bell-shaped data set, we can calculate the mean and the standard deviation. The mean means the average value of the set of data. The standard deviation means the average scatter around the mean.
Steen, Lynn Arthur . "Integrating School Science and Mathematics: Fad or Folly?." St. Olaf College. (1999): n. page. Web. 12 Dec. 2013..
The class had to use scatter plots in this assignment. We needed these plots to find the coefficient of correlation which was represented by R2. The rating percentage index was used along with another set of data to find the correlation coefficient which was represent by R. The correlation coefficient had to be a moderate correlation to use the unit as your main unit in your calculations. When you used the unit in your equation, you had to fill out a bracket after your calculations of all 64 teams in March Madness. I ended up doing the three point field goal attempts as my unit to match up with the RPI.
.... The tests were all similar to one another and the results were moving as predicted. After repeating it with three different people per age group, most of the results had no big differences. The range bars were not very far apart and were closer together because of how similar the results were even before calculating the averages. This shows me my results are quite reliable because most of the data collected was alike, so they were not misinterpreted or mistakes.
The two columns in the graph represent the mean values and the error lines represent the standard deviations of the tested grasshopper and human subject. The jumping distance of the grasshoppers was more than the jumping distance of humans and the TTEST value was less than 0.05.
First of all let’s have a look at how the results are taken where they are tabulated in a
...atics in six countries, Mathematics Teaching in the 21st Century, Center for Research in Mathematics and Science Education, Michigan State University.
Towers, J., Martin, L., & Pirie, S. (2000). Growing mathematical understanding: Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Annual Meetings of North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 225-230.
Assessments should be aligned to learning objectives. The assessment we administered was designed to measure students’ thinking about data. Common Core standard 3.MD.B3 asks students to draw a scaled graph to represent a data set with several categories. Solve one-and two-step “how many more” and “how many less” problems using information from the table (Council of Chief State School Officers, CCSS, 2010). The main purpose of this assessment was to evaluate student knowledge about graphs. We also wanted to know if students were able to compare and contrast information in the graph. We think that this is an important skill that students should be able to master. Students will encounter graphs while learning about other subjects. They must know how to collect data and use the information from gra...
Evidence from both educational journals and personal interviews suggest several different possible approaches to successful science integration. Many of the lesson plans dealt with integrating science with technology or with mathematics. For example, a fifth-grade teacher had his class record weather observations for an entire year and then used their data to teach graphing concepts including bar graphs, line graphs, pie charts, as well as concepts such as mean and mode (Chia, 1998).