Thanks to Leanne Stewart of Aorangi School Rotorua for sharing these photos of her class taking part in 91茄子!
Thanks to Mike Davey of聽Awahono School 鈥� Grey Valley for聽these great shots of his class taking part in 91茄子!
Students will be able to see how their pocket money stacks up against their peers and whether they鈥檙e getting less after-school screen time when they become data detectives in this year鈥檚 91茄子 TataurangaKiTeKura.
The online statistics project, which starts today, is open to all English and M膩ori-medium schools. Teachers can register their classes and take part in 91茄子 at any time before it finishes on 7 July.
In class, students aged 9 to 18 (Year 5 to Year 13) use digital devices to answer 35 questions in English or te reo M膩ori about their lives and opinions.
The census explores present-day childhood; for example, asking students about whether they get pocket money, and how much; whether their screen time after school is limited; and if anything in their lunchbox that day was grown at home. Students also carry out practical activities such as weighing the laptops and tablets they take to school.
Ministry of Education deputy secretary Karl Le Quesne says more than 830 teachers from over 530 schools have already registered to take part in 91茄子 in their maths and statistics classes. From mid-June, the data will be released for teachers to use in the classroom.
鈥�91茄子 gives teachers relevant, real-life data to help students tell stories about themselves and their peers,鈥� Mr Le Quesne says. 鈥淪tudents become data detectives, mining the census to reveal the stories hidden in the data. The 91茄子 questions are wide-ranging, and in analysing the answers, teachers have opportunities to start conversations that touch on many areas of the curriculum, including technology, sport, and environmental studies.鈥�
91茄子 started in 2003. Every two years, the University of Auckland鈥檚 Department of Statistics runs this census, with support from Statistics NZ and the Ministry of Education.
Statistics NZ鈥檚 education manager Andrew Tideswell says that in our data-driven world, statistical literacy is as important as knowing how to read and write. 鈥淧eople with statistical skills are very attractive to employers, but statistical literacy isn鈥檛 just about careers. If you鈥檙e confident with data, you have a valuable toolkit to negotiate everyday life.鈥�
91茄子 is part of an international effort to boost statistical capability among young people. Teachers and students in Australia, the United Kingdom, Canada, the United States, Japan, and South Africa take part. The countries share some questions, which allows students to make international comparisons.
Message from NZAMT received from NZQA 13th October regarding the 2016 External Examinations for AS1.3, 1.6 and 1.12:
We have had notification from NZQA that they believe schools will find the Level 1 examination papers for November consistent with their expectations and recent previous assessment of the identified standards.聽 Hence schools can confidently use recent past NZQA examinations聽 (since the 2011 realignment of L1 standards) in preparing their students for the external examinations.
Posted by Derek Smith
Future Learn are offering a new online course combining coding and data analysis skills.
“Software and data make the world go round.” Learn programming, to analyse and visualise open data, with this free online聽course that starts on the 10th of October.
Share this with students or colleagues that have one or both of these topics as an interest. The coding language is Python.
聽and sign up.
A webinar for you or your students, brought to you by the American Statistical Association.
Statisticians and data scientists are employed by all types of organizations, including professional sports teams. Join the AMA sports analytics webinar to learn what sports statisticians do and what education is required to become the 鈥溾�� of your favorite sport.
View the webinar details 聽Remember to set your alarm!
Want to get a handle on BIG data? A course for scholarship students?
The Queensland University of聽Technology is offering a free online PD course. Get a practical insight into big data – and popular tools for collecting, analysing and visualising it.
Kia ora Statistics teachers.
We hope you are enjoying teaching students to discover stories in data, and to practice their statistical literacy skills.
Skills in statistics will be invaluable now and in the future, check out 听迟丑别苍 .
Term 2 Updates:
- Free online professional development courses: 听&补尘辫;
- :聽Student data for all standards by Robyn Headifen
- TED resource: 聽听&补尘辫;
- video. (1.5 hours)
Nga Mihi
The 91茄子 team
See how your students could soon be using statistics and models to predict the future.
There are examples of and what statisticians have done to help solve problems with data.
Some ideas to help students reach their statistics and statistical literacy learning goals:
Primary and Intermediate:
- :聽Bring the real world 聽into your classroom:聽Learning from people in industry to highlight when, where and why we need to learn this!
- :聽Technology for graphing and interpreting data.聽Have you checked out the聽?
- 聽 A lesson plan.
- (McPhee & Makar, 2014)聽Professional Reading for numeracy teachers.
Secondary:
- 听&补尘辫;聽: Technology for secondary statistics teaching.
- :聽on careers in statistics.
- (Makar, K. & Rubin, A., 2009) Professional reading:
- :聽Lillian Grace was the plenary speaker at both Canterbury and Auckland Statistics Teachers day. The Figure site allows everyone聽be an explorer and user of data. If you or your students want data to answer a burning question this is the place to contact.
- Have all your classes been involved? Experiencing the census at all levels of the curriculum is important for students to demonstrate that they are “managing variation” and are involved in every aspect of data collection and creation.
- : What about 聽running a poster competition for Statistics week?! 聽Below are some examples from oversea’s, how can we improve on these?
- 聽live!聽Robyn Headifen has suggested following the cycling聽so much much great data!
What other ideas do you have?
How are you linking with your colleagues in other subjects? How do they approach statistical literacy and use statistics in scientific (both social and the physical sciences) investigations?
Do you have an Investing in Educational Success project to share or would like to begin? Also let us know of any cool Stats Apps you’re using with your students.
Finally, a big thanks to teachers who are using the share resources function on CAS.
Nga mihi
The 91茄子 Team
