Elaborate and Evaluate Assignment MAED 5353 Woodall

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University of Texas, Arlington *

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5353

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Statistics

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Apr 3, 2024

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docx

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Elaborate and Evaluate Assignment: MAED 5353 Prompt Response Name Heidi Woodall Current position (if applicable) Teacher If currently teaching, grade level: 3 rd Grade If currently teaching, subject(s): Math/Science Teaching certification (if applicable): EC-6 Generalist ESL Certification Prompt Response Which learning module did you complete? What is Probability and Statistics? Attach your (handwritten) homework to the end of this document. Check you work against the given answers. What was your biggest learning or aha! from this module? Explain. My biggest earning or aha from this module is that probability and statistics can come from anywhere/any kind of question. They are not an isolated skill. In this module, we were given 3 activities associated with probability and statistics using things around our house to support our learning. The way the information was to be represented was up to us, but that expected outcome (our analysis) was still the same because we still had interpret our results and answer the same questions. What is still confusing or was difficult about the learning in this module? Explain. Extending the learning beyond what students are able to accomplish within the problem they are finding an answer to. This is important because there are multiple data points that they can look at versus just one singular set of data. Which can often lead to more questions. What can you apply from this module to your classroom? Be specific and draw from the standards. (This response should be fairly lengthy, e.g., 500 words). students In this module, I can apply the way that Professor Kader introduced the ideas of statistics to teachers. He started by getting an idea of their background knowledge of statistics by having teachers work in groups to create thinking maps. Each group came up with similar ideas however, their approaches to how they designed their thinking maps were different. This is important to know what students understand so you have an idea of what students know to start and where you need them to be by the end. From there he challenged them to think of a question they’d like to know about others in the 1 3/21/24 19:17 a3/p3

share their interesting thoughts about probability. In that way, I can have a wide perspective about what my students are interested in or not. After they share their class. Next, they collected their data. Analyzed the information they were given. Then, interpreted the results by designing various tables/graphs to represent their information. By going through this example, it allowed students to invested in their learning. This is a great way to get students motivated in their learning as it shows them how to take ownership of their learning. The whole premise of the activity was for teachers to engage in the task of understanding that statistics is a problem-solving process. That as they go through the process it can often lead to more questions and in return lead to gathering more data. He then took the teachers through another problem type where they were asked to measure the how wide the classroom was. The tools they had to measure were stride, tape measure, and a ruler. This brought about the discussion of accuracy of the tools that were used and the variations between each measurement. This conversation I felt was really good because it helped to show them the importance of the data they collect. This is something I’ve discussed with my students over the years when collecting their information, but like I’ve learned it’s important for them to experience it to understand it. Lastly, biased was discussed and it helped to gain understanding about how it can occur in statistics. Depending on how a question might be worded can get someone to think a certain way. In my classroom, I can have my students begin by picking a topic of interest to survey their friends over such as movie, food, subject, sport, etc. After developing their questions, they will then survey their peers to collect their data. Students will then create a graph/table to represent their data. Students will then have the opportunity to their findings with the class. This would be a good time to have a class discussion about other questions they could have asked and bias (on a third-grade level). This will allow students to really take ownership of their learning and discuss other ways in which they can collect data. Which can tie into ways in which things can be measured. 2 3/21/24 19:17 a3/p3

thoughts about what probability is, I can let them list out topics and ideas that come to mind when saying “probability. ” Students will then discuss their ideas and topics about 3 3/21/24 19:17 a3/p3

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