| Content |
observational and experimental studies |
Statistics 12 |
No CCG |
| Keyword: observational |
Elaboration: Observational studies involve observation of a sample from the target population, without intervention.Observational studies can include surveys and questionnaires.When are observational studies necessary and appropriate?What are the limitations of observation studies?Lurking variables can impact conclusions.The wording of survey items can incur bias.How should we design an observational study to explore an appropriate research question? |
| Keyword: experimental |
Elaboration: Experimental studies involve intervention for collection of data.Randomization of treatments to experimental units can eliminate issues with lurking variables and bias.There may be practical and ethical concerns (e.g., long-duration studies on smoking, effectiveness of medications).How should we design an experiment to explore an appropriate research question? |
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| Content |
role of statistical thinking in research and the scientific method |
Statistics 12 |
No CCG |
| Keyword: role of statistical thinking |
Elaboration: census versus sampleidentifying research questions and target populationhistorical perspective on the development of statistical research and theoriesrole of data in helping to answer questions (e.g., Lind study on scurvy, 1753); randomization as a fairly recent development |
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| Curricular Competency |
Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with statistical concepts |
Statistics 12 |
Connecting and reflecting |
| Keyword: Incorporate |
Elaboration: by:collaborating with Elders and knowledge keepers among local First Peoplesexploring the First Peoples Principles of Learning (http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Princi…; e.g., Learning is holistic, reflexive, reflective, experiential, and relational [focused on connectedness, on reciprocal relationships, and a sense of place]; Learning involves patience and time)making explicit connections with learning mathematicsexploring cultural practices and knowledge of local First Peoples and identifying mathematical connections |
| Keyword: knowledge |
Elaboration: local knowledge and cultural practices that are appropriate to share and that are non-appropriated |
| Keyword: practices |
Elaboration: Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (http://www.csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)Aboriginal Education Resources (www.aboriginaleducation.ca)Teaching Mathematics in a First Nations Context, FNESC (http://www.fnesc.ca/resources/math-first-peoples/) |
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| Curricular Competency |
Use mistakes as opportunities to advance learning |
Statistics 12 |
Connecting and reflecting |
| Keyword: mistakes |
Elaboration: range from calculation errors to misconceptions |
| Keyword: opportunities to advance learning |
Elaboration: by:analyzing errors to discover misunderstandingsmaking adjustments in further attemptsidentifying not only mistakes but also parts of a solution that are correct |
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| Curricular Competency |
Connect statistical concepts with each other, other areas, and personal interests |
Statistics 12 |
Connecting and reflecting |
| Keyword: Connect statistical concepts |
Elaboration: to develop a sense of how statistics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices, popular media and news events, social justice, cross-curricular integration) |
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| Curricular Competency |
Reflect on statistical thinking |
Statistics 12 |
Connecting and reflecting |
| Keyword: Reflect |
Elaboration: share the statistical thinking of self and others, including evaluating strategies and solutions, extending, posing new problems and questions |
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| Curricular Competency |
Take risks when offering ideas in classroom discourse |
Statistics 12 |
Communicating and representing |
| Keyword: discourse |
Elaboration: is valuable for deepening understanding of conceptscan help clarify students’ thinking, even if they are not sure about an idea or have misconceptions |
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| Curricular Competency |
Use statistical vocabulary and language to contribute to discussions in the classroom |
Statistics 12 |
Communicating and representing |
| Keyword: discussions |
Elaboration: partner talks, small-group discussions, teacher-student conferences |
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| Curricular Competency |
Represent statistical ideas in concrete, pictorial, and symbolic forms |
Statistics 12 |
Communicating and representing |
| Keyword: Represent |
Elaboration: using models, simulations, tables, graphs, words, numbers, symbolsconnecting meanings among various representationsusing concrete materials and dynamic statistical software (applets/simulation tools) to explore variation |
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| Curricular Competency |
Explain and justify statistical thinking and decisions in many ways |
Statistics 12 |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: use arguments based on statistical thinking to convinceincludes anticipating consequences |
| Keyword: decisions |
Elaboration: Have students explore which of two scenarios they would choose and then defend their choice. |
| Keyword: many ways |
Elaboration: including oral, written, visual, use of technologycommunicating effectively according to what is being communicated and to whom |
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| Curricular Competency |
Engage in statistical thinking to answer questions connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures |
Statistics 12 |
Understanding and solving |
| Keyword: statistical thinking |
Elaboration: gain deeper understanding through data collected to answer questions about local cultures |
| Keyword: connected |
Elaboration: through daily activities, local and traditional practices, popular media and news events, cross-curricular integrationby posing and solving problems or asking questions about place, stories, and cultural practices. |
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| Curricular Competency |
Explore research questions with persistence and a positive disposition |
Statistics 12 |
Understanding and solving |
| Keyword: persistence and a positive disposition |
Elaboration: not giving up when facing a challengeengaging in research and exploration with vigour and determination |
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| Curricular Competency |
Apply flexible and strategic approaches to explore statistical questions in abstract and situational contexts |
Statistics 12 |
Understanding and solving |
| Keyword: flexible and strategic approaches |
Elaboration: deciding which statistical ideas are useful in addressing a research question or hypothesischoosing an effective strategy to address a research question (e.g., observational or experimental study, choice of variable[s] to measure, display method, inferential approaches) |
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| Curricular Competency |
Visualize to explore and illustrate variation within and between variables |
Statistics 12 |
Understanding and solving |
| Keyword: Visualize |
Elaboration: create and use mental images to support understandingVisualization can be supported using dynamic materials (e.g., graphical relationships and simulations), concrete materials, drawings, and diagrams. |
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| Curricular Competency |
Develop, demonstrate, and apply conceptual understanding of statistical ideas through play, story, inquiry, and research |
Statistics 12 |
Understanding and solving |
| Keyword: inquiry |
Elaboration: includes structured, guided, and open inquirynoticing and wonderingdetermining what is appropriate to explore in a research question |
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