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Draw a scatterplot of AGE and MATHEMATICAL SKILLS for the total group. (N=20) Describe the scatterplot in terms of its DIRECTION and STRENGTH of the relationship between AGE and MATHEMATICAL SKILLS. On the basis of the correlation in the total the research drew the following group, conclusion: "The results of the study validate previous research, which has shown that Mathematical Skills increases with AGE. Therefore, a more rigorous Mathematics Curriculum is not necessary for higher grade levels because AGE will cause Mathematical skills to go up anyway." Is this conclusion valid? Explain your answer.

Draw a scatterplot of AGE and MATHEMATICAL SKILLS for the total group. (N=20) Describe the scatterplot in terms of its DIRECTION and STRENGTH of the relationship between AGE and MATHEMATICAL SKILLS. On the basis of the correlation in the total the research drew the following group, conclusion: "The results of the study validate previous research, which has shown that Mathematical Skills increases with AGE. Therefore, a more rigorous Mathematics Curriculum is not necessary for higher grade levels because AGE will cause Mathematical skills to go up anyway." Is this conclusion valid? Explain your answer.

MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
Section: Chapter Questions
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**Title: Exploring the Relationship Between Age and Mathematical Skills** **Instructions for an Educational Activity:** 1. **Task Description:** - Draw a scatterplot of AGE and MATHEMATICAL SKILLS for the total group of participants (N=20). 2. **Analysis:** - Describe the scatterplot in terms of the DIRECTION and STRENGTH of the relationship between AGE and MATHEMATICAL SKILLS. 3. **Research Conclusion Evaluation:** - Based on the correlation observed in the scatterplot, the research arrived at the following conclusion: - *"The results of the study validate previous research, which has shown that Mathematical Skills increase with AGE. Therefore, a more rigorous Mathematics Curriculum is not necessary for higher grade levels because AGE will cause Mathematical skills to go up anyway."* - Evaluate the validity of this conclusion. Is this conclusion valid? Explain your reasoning. **Graph/Diagram Explanation:** There is no graph or diagram provided. The task involves creating and analyzing a scatterplot based on the given data points (N=20) to explore the relationship between age and mathematical skills. The description and evaluation are based on hypothetical visual data analysis.
Transcribed Image Text:**Title: Exploring the Relationship Between Age and Mathematical Skills** **Instructions for an Educational Activity:** 1. **Task Description:** - Draw a scatterplot of AGE and MATHEMATICAL SKILLS for the total group of participants (N=20). 2. **Analysis:** - Describe the scatterplot in terms of the DIRECTION and STRENGTH of the relationship between AGE and MATHEMATICAL SKILLS. 3. **Research Conclusion Evaluation:** - Based on the correlation observed in the scatterplot, the research arrived at the following conclusion: - *"The results of the study validate previous research, which has shown that Mathematical Skills increase with AGE. Therefore, a more rigorous Mathematics Curriculum is not necessary for higher grade levels because AGE will cause Mathematical skills to go up anyway."* - Evaluate the validity of this conclusion. Is this conclusion valid? Explain your reasoning. **Graph/Diagram Explanation:** There is no graph or diagram provided. The task involves creating and analyzing a scatterplot based on the given data points (N=20) to explore the relationship between age and mathematical skills. The description and evaluation are based on hypothetical visual data analysis.
**About AGE and MATHEMATICAL SKILLS** **Note:** You do not need to calculate totals of the raw data below if you choose to take advantage of the totals already calculated and provided for your use. Be sure to show work in all other calculations. SEX [1=male, 2=female] AGE = X MATHEMATICAL SKILLS = Y <Data 4: age/math skills> | Case ID# | SEX | AGE (X) | MATHEMATICAL SKILLS (Y) | XY | X² | Y² | |----------|-----|---------|-------------------------|-----|-----|-------| | #1 | 1 | 9 | 32 | 288 | 81 | 1,024 | | #2 | 1 | 9 | 40 | 360 | 81 | 1,600 | | #3 | 1 | 7 | 38 | 266 | 49 | 1,444 | | #4 | 1 | 10 | 20 | 200 | 100 | 400 | | #5 | 1 | 11 | 29 | 319 | 121 | 841 | | #6 | 1 | 13 | 40 | 520 | 169 | 1,600 | | #7 | 1 | 10 | 38 | 380 | 100 | 1,444 | | #8 | 1 | 12 | 45 | 540 | 144 | 2,025 | | #9 | 1 | 7 | 26 | 182 | 49 | 676 | | #10 | 1 | 11 | 27 | 297 | 121 | 729 | | #11 | 2 | 13 | 46 | 598 | 169 | 2,116 | | #12 | 2 | 14 | 40 | 560 | 196 | 1,600 | | #13 | 2 | 15 | 44 | 660 | 225 | 1,936 | |
Transcribed Image Text:**About AGE and MATHEMATICAL SKILLS** **Note:** You do not need to calculate totals of the raw data below if you choose to take advantage of the totals already calculated and provided for your use. Be sure to show work in all other calculations. SEX [1=male, 2=female] AGE = X MATHEMATICAL SKILLS = Y <Data 4: age/math skills> | Case ID# | SEX | AGE (X) | MATHEMATICAL SKILLS (Y) | XY | X² | Y² | |----------|-----|---------|-------------------------|-----|-----|-------| | #1 | 1 | 9 | 32 | 288 | 81 | 1,024 | | #2 | 1 | 9 | 40 | 360 | 81 | 1,600 | | #3 | 1 | 7 | 38 | 266 | 49 | 1,444 | | #4 | 1 | 10 | 20 | 200 | 100 | 400 | | #5 | 1 | 11 | 29 | 319 | 121 | 841 | | #6 | 1 | 13 | 40 | 520 | 169 | 1,600 | | #7 | 1 | 10 | 38 | 380 | 100 | 1,444 | | #8 | 1 | 12 | 45 | 540 | 144 | 2,025 | | #9 | 1 | 7 | 26 | 182 | 49 | 676 | | #10 | 1 | 11 | 27 | 297 | 121 | 729 | | #11 | 2 | 13 | 46 | 598 | 169 | 2,116 | | #12 | 2 | 14 | 40 | 560 | 196 | 1,600 | | #13 | 2 | 15 | 44 | 660 | 225 | 1,936 | |
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