Nat Workshop

#2Central North

Jim Hogan

Today• Lets talk L3 (progress or confusion?)• Horses for Courses (pathways)• iNZight revisit (new learnings)• 3 rules of thumb• Geogebra (PTK required)• Being a middle leader

L3 Revisited• What have we learned?• What are we changing?• What is needed?• Resourcing?• Standard stats…

What is used?

Horses for Courses• Who has tailored a course to suit the

students?• What would we change?• UE/L3/requirements• Monitoring the data

Course linksExample 2 - Mathematics

Critical Path Analysis

Trigonometry

Systems of Equations

Differentiation

Linear Programming

Time Series

Bivariate data

Experiments

Inference

Statistical Reports

iNZight• 1990M2• 1993Q3• 1996• Data cleaning using Excel.• The May Problem? • https://www.youtube.com/creativeheuri

stics/

http://w

ww.statslc

.com/

3 rules of thumb• MOE = 1/√sample sizeWithin a group• MOE = 2/√n• Difference within one group

•MOE = 1.5 ×(1/√ n1 + 1/√ n2 )/2• C@S

Geogebra• http://www.geogebra.org/cms/en/downl

oad/ • http://www.geogebratube.org/student/

m17496• 3d?

PacificT.com• This software is easy to use.• Visual and in colour.• http://www.pacifict.com/Home.html• Good fun, just play!

• What is the equation of a cylinder?

Rubric StyleAS91582 (3.10) Use statistical methods to make a formal inference

Use statistical methods to make a formal inference

Use statistical methods to make a formal inference , with justification

Use statistical methods to make a formal inference, with statistical insight

Investigate times series data involves showing evidence of using each component of the statistical enquiry cycle.

Use statistical methods to make a formal inference, with justification involves linking components of the statistical enquiry cycle to the context, and/or to the populations, and referring to evidence such as sample statistics, data values, or features of visual displays in support of statements made.

Use statistical methods to make a formal inference, with statistical insight involves integrating statistical and contextual knowledge throughout the statistical enquiry cycle, which may include reflecting about the process; considering other explanations.

PPDAC involves Note M and E could be combinations of methods, connected thinking!

posing a comparison investigative question using a given multivariate data set

selecting and using appropriate displays and summary statisticsdiscussing sample distributionsdiscussing sampling variability, including the variability of estimates

making an appropriate formal statistical inference

communicating findings in a conclusion.

Overall result N A M E

Maori Future MakersThese resources has just been released profiling inspirational Māori role models  Has some great stories, and would be good to share with our tamariki.

http://www.futureintech.org.nz/documents/fit-pathways-careers-poster-2011.pdf

http://www.futureintech.org.nz/

http://www.tpk.govt.nz/en/newsevents/news/te-puni-kokiri-realising-maori-potential-by-growing-maori-assets/ 

MaoriFutureMakers.com

Being a Middle Leader

• You have a team of mathematics teachers

• How often do you visit them?• What do you use for feedback on

practice• Do you try new ideas?• How do you get student voice?

NZAMT Oct 1 to 4