students with data - faculty.usi.edufaculty.usi.edu/media/1527/usi-qr-conference-codap-2019.pdf ·...
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UsingTechnologytoEngageStudentswithData
RickHudsonJune14,2019
USIQuantitativeReasoningConference
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1. Discussdifferencesbetweenmathematicsandstatisticsandwhythesedifferencesareimportant.
2. LearntouseCODAP,atoolforinvestigatingdata.3. Investigatethreedatasets–focusingonboth
quantitativevariablesandcategoricalvariables.4. DiscussteachingconsiderationsofusingCODAP.
Goalsofthissession
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* Ifyouhadtoexplainthephrase“statisticalthinking”toapersonwhohadneverusedstatistics,howwouldyouexplainit?
* Howisstatisticalthinkingdifferentfrommathematicalthinking?
Whatisstatisticalthinking?
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* CrucialRoleofContext
Statisticsv.Mathematics(Rossman,Chance,&Medina,2006)
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* CrucialRoleofContext
Statisticsv.Mathematics(Rossman,Chance,&Medina,2006)
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* CrucialRoleofContext
Statisticsv.Mathematics(Rossman,Chance,&Medina,2006)
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* CrucialRoleofContext
Statisticsv.Mathematics(Rossman,Chance,&Medina,2006)
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* CrucialRoleofContext
* IssuesofMeasurement
Statisticsv.Mathematics(Rossman,Chance,&Medina,2006)
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* CrucialRoleofContext
* IssuesofMeasurement
Statisticsv.Mathematics(Rossman,Chance,&Medina,2006)
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* CrucialRoleofContext
* IssuesofMeasurement
* TheLackofDefinitiveConclusions
Statisticsv.Mathematics(Rossman,Chance,&Medina,2006)
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Focus:TwoOutcomes
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Discuss:ThinkaboutthestatisticstasksyouuseinyourteachingofQR.
Howdoyouchoosedatasetsforyourstudentstoanalyze?
Howwouldyoudescribethecharacteristicsofthatdataset?
ReflectingonDataSets
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TextbookExample
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* It’sokaytobe‘big’---multiplevariables,multiplecases.
* It’sokaytobe‘messy’---somedataneedtobecleaned.
* It’sokaytobefun!---studentsshouldhaveaninterest.(Dotheycareaboutcellphonesubscriptionsovertime?)
Datasets
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IntroducingCODAP
http://codap.concord.org/
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* Gotohttps://tinyurl.com/GSWCODAPandfollowthedirections.
GettingStartedwithCODAP
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Rollercoasters
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* Whataresomeofthefeaturesthatmakesrollercoastersfun?* Whataresomeofthedifferencesbetweenrollercoasters?
ComparingRollercoasters
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VisitthewebsitebelowtoinvestigateCODAP:http://tinyurl.com/157uscoastersWhatattributesdowehaveinformationaboutinthedataset?
RollercoasterDataSetinCODAP
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* Whatdoyounoticeaboutthetopspeedofthesecoasters?Whatfactorsmayberelatedtothespeedofacoaster?
* Dowoodencoasterstendtohavethesameheightascoastersmadefromsteel?Howdothewoodenandsteelcoastersdifferwithothervariables?Doesanythingsurpriseyou?
* Doyouagreethatrollercoastersthathaveinversionsaretallerthanrollercoasterswithoutinversions?Whyorwhynot?
Investigatethesequestions
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* Considerhowthelength(x)ofarollercoasterisrelatedtoitsduration(y).* Addamoveablelinethatyouthinkestimatestheassociationwell.Shareoutyourresults.* Who’sestimationisbest?* Addtheleast-squaresline.* Whatdoesthislinetellus?* Howdoweinterprettheslope?Y-intercept?R2?
Least-SquaresRegression
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FocusonCategoricalData
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Whatiscategoricaldata?
Categoricaldataconsistsofnameorlabels.Forexample,ifweweretalkingaboutattributesofthestudentsinclass,somecategoricalattributeswouldinclude:* Gender* HairColor* HighSchool
Althoughnumbersaretypicallyassociatedwithquantitativeattributes,numberscanbetreatedascategoricalwhentheydescribelabelsthatdonotrepresentcountsormeasurements.Forexample,ZipCodesaredescribedintheUnitedStatesasafive-digitnumber.Sincetheysignifyyourlocationofanaddress,asopposedtoacountormeasurement,ZipCodesareanexampleofanumberbeingusedasacategoricalattribute.
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* Navigatetowww.tinyurl.com/codaptitanic.
* EachcaserepresentsoneTitanicpassengerwithdataaboutfourcategoricalvariables.
* Poseaquestionthatyouwouldliketoinvestigatewiththisdataset.
TitanicData
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Tocreateatwo-waybinnedplotinCODAP
1. ClickonGraphinthetoolbar.2. Dragonecategoricalvariableto
thehorizontalaxis.3. Dragasecondcategorical
variabletotheverticalaxis.4. Clickonthegraph.Fromthe
Rulermenuatheright,choosecountsandpercents.SelectRowPercent,ColumnPercent,orCellPercentdependingonthequestionunderinvestigation.
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TocreateabargraphinCODAP
1. Clickongraphfromthetoolbar.2. Dragonecategoricalvariabletoeitherthehorizontal
ORverticalaxis.3. Clickonthegraph.FromtheConfigurationmenuatthe
right,choose“FuseDotsintoBars.”
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TocreateasegmentedbargraphinCODAP
1. Aftercreatingabargraph,dragasecondcategoricalvariableintothecenterofthegraphtocreatealegendattribute.Thebarswillbereorganizedandcolor-codedbythenewattribute.
2. Tocompareproportions,clickonthegraph.Fromtheconfigurationmenu,choosetheScaletobedisplayedasapercent.
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AssociationforCategoricalVariables
Twocategoricalvariablesaresaidtobeindependentiftheirdistributionofconditionalrelativefrequenciesofonevariablearethesameforeverycategoryoftheothervariable.Otherwise,thevariableshaveanassociation,orarelationship.WhataretwovariablesyouthinkareassociatedintheTitanicdataset?Investigateit!
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EmergenceofDataScience
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* OldViewofStats:Poseaquestionandcollectthedatatofindout.
* NewViewofStats: Ihavethedata,whatquestionscanIanswer?
OldStatsv.NewStats
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* OurnextdatasetincludesthenumberofbirthsintheUnitedStatesforeverydayintheyears2000to2014.Everycaserepresentsoneday.
* DISCUSS:Whatdoyouthinkthedistributionwouldlooklike?Why?
* Navigatetohttps://tinyurl.com/codapbirthdatestoinvestigatethedata.Whatdoyounotice?Whattrendsdoyoufind?Whydoyouthinkthesetrendsexist?
Births
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InferentialReasoning:ModelingaCarnivalGame
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AcarnivalDuckPondgamehasacollectionofrubberducksinapondwhere20%ofducksaremarkedontheirbellyforaprize.Ifaplayerpicksamarkedduck,theywinaprize!• Onceaduckispickeditisreturnedto
thepondandtheboothoperatorswirlsthemaroundinthepondtomixthemup.
• Eachplayerpays$1.00topick3ducks• Theboothownersexpectabout50
studentstoplaythegameatthecarnival.
ModelingaDuckPondGame
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* Howmanyprizesshouldtheybepreparedtogiveawayafter50studentsplaythegame?Whatvariationmightweexpectinthetotalnumberofprizesthatwouldbewonafter50studentsplay?
* Afterchoosing3ducks,howmanyprizeswillmoststudentswin?0,1,2,or3?
* Iftheownersoftheboothexpecttomake$50fromstudentspayingtoplay,howmuchshouldtheyspendonbuyingtheprizesfortheirboothtomakeagoodprofit?
* Ifattheendofthedayonly10prizeswerewon,wouldyouthinktheownersweretellingthetruthabout20%ofducksbeingmarked?
PossibleInvestigations
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* Gotowww.tinyurl.com/codapduckstoinvestigatethesimulationofthegame.
Investigate
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TeachingwithCODAP
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HowdoStudentsInteractwithCODAP?
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* Whatarethepros/consofusingthistoolwithQuantitativeReasoningstudents?
* Whatsuccessesandstrugglesmightfacultyencounterwhenengagingwiththisrollercoasterdataandtool?
Discuss:ConsiderationsforTeaching
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UsingCODAP
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* https://codap.concord.org/
* Hurricanes(greatexampleofhierarchicaldata!)
ResourcesAvailable
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* Createanewfile
* Createtwovariablesandaddsomedata.
* Addathirdvariableusingaformula.
* Inwebmenu,choose“Share”then“Getlinktosharedview”
Enteringandsharingdata