91茄子

Dear Educator,

The census is the official count of people and dwellings in New Zealand. At Statistics NZ we are committed to working with community groups and service providers like you, to make sure everyone can take part in the census and benefit from the information we produce. Students’ families will be involved in completing the next Census, your role in educating students about what,听how and why statistics are collected, and the integral part they play in聽decision聽making cannot be overlooked.

The enclosed infographic poster聽about education and training in New Zealand is one of our latest census releases. The infographic shows some of the key facts about education and training from the 2013 Census 鈥� including information about people with qualifications; highest qualification; post-school qualification field of study; and study participation.

You can find more information on this topic in the summary report 2013 Census QuickStats about education and training, available on our website.

The education and training infographic is just one way we are displaying the data we collect, to inform and broaden our audience base and tell New Zealand鈥檚 statistical stories.

Other products on our website that may be of interest include:

• 鈥� which tell New Zealand鈥檚 statistical stories visually
• 鈥� summary reports about topics including M膩ori; income; work and unpaid activities; transport and communication; and education and training
• 鈥� a tool that lets you create tables of the data you want from large datasets
• 鈥� resources to help you learn and teach about statistics, the census, and other topics.

Census information helps determine how billions of dollars are spent in the community. It is needed for planning vital public services such as education, health, housing, and transport. Census data also provides information for community service funding. Businesses, councils, community groups, and iwi also use census information to plan for the future.

We are making big , to modernise how and what we collect. For example, in 2018, we are expecting most people in New Zealand to provide their information online. We will be asking for your help in the lead-up to the 2018 Census, as you play an important part in helping us reach a range of audiences.

We hope you take the time to have a look at our and look forward to working with you in the future to promote the importance of the census.

For further information on the census, including resources in different languages, visit

Ng膩 mihi

Denise McGregor

Census Manager

One contributor to the 91茄子/TataurangaKiTe Kura project is Dr Ian Christensen,听who has been helping us to formulate the questionnaire in te reo M膩ori and also adapt CAS resources for the M膩ori-language p膩ngarau (maths) classroom. (You can search for those resources here).

Over the years, Ian has contributed to the development of the maths vocabulary and resources used in kura kaupapa (M膩ori-language schools). He works at a M膩ori language education and research organisation called , based in Palmerston North. He Kupenga Hao i te Reo has just published for the Ministry of Education a level 3 statistics textbook and accompanying teacher handbook called Te Tauanga (tauanga is the M膩ori word for statistics), which focuses on the statistics and probability聽strand of the p膩ngarau curriculum. Further books focusing on statistics at levels 4 and 5 of the curriculum will follow later in 2015 and early 2016.

We鈥檙e delighted to see that Ian has made good use of 91茄子 questions and data, and we are hoping that this will encourage more reo-M膩ori classrooms to take part in the M膩ori-language version of the census and accompanying resources. Thanks Ian!

Copies of the textbook can be .

Radio New Zealand interview with Anne Patel: (June 12, 2015)

Maori Television: 聽(June 12, 2015)

NZ Herald: (June 12, 2015)

Stuff: (June 12, 2015)

Stuff: (June 13, 2015)

But wait, there’s more …

The 91茄子 bullying data came out, coincidentally, on the “Day of Silence”, an event to raise awareness of the damaging effect of 聽homophobic, biphobic and transphobic bullying, name calling and harassment in schools.聽Here’s a story from Radio New Zealand’s Morning Report:

(June 12, 2015)

Christine (Chris) Franklin University of Georgia Athens, GA USA presented to Mathematics associations around New Zealand.聽She is a 2014-15 聽and is spending five months at the University of Auckland, New Zealand working with statistics educators on the project, 鈥淚mplementing K-12 Statistics Standards: Comparing Practices in New Zealand and the United States鈥�.

Below is an audio recording of her presentation to the Wellington Mathematics Association, May 2015:

Abstract:

The United States is realizing the need to achieve a level of quantitative literacy for its high school graduates to prepare them to thrive in the modern world. Given the prevalence of statistics in the media and workplace, individuals who aspire to a wide range of positions and careers require a certain level of statistical literacy. Because of the emphasis on data and statistical understanding, it is crucial for us as educators to consider how we can prepare a statistically literate population. Students must acquire an adequate level of statistical literacy through their education beginning in the first grade of education.

The Common Core State Standards for mathematics (that include statistics) in grades Kindergarten 鈥� 12 have been adopted by the most states and the District of Columbia. These national standards for the teaching of statistics and probability range from counting the number in each category to determining statistical significance through the use of simulation and randomization tests.

This presentation will provide a brief history of statistics at K-12 in the U.S., an overview of the statistics and probability content of these common core standards, resources that support the K-12 standards in statistics, describe the knowledge and preparation needed by the future and current K鈥�12 teachers who will be teaching using these standards, and the desired assessment of statistics at K-12 on the high stakes national tests will be explored.

Chris is the Lothar Tresp Honoratus Honors Professor and Undergraduate Coordinator in Statistics at the University of Georgia and a Fellow of the American Statistical Association. She has been recognized with numerous teaching and advising awards at UGA. She is the co-author of an Introductory Statistics textbook with Alan Agresti (Pearson 2012), co-author of the textbook Statistics Reasoning in Sports with Josh Tabor (Freeman 2012) and has published more than 50 journal articles. Chris was the lead writer for the American Statistical Association Pre-K-12 Guidelines for the Assessment and Instruction in Statistics Education (GAISE) Framework. She chaired the writing team of the recent ASA Statistical Education of Teachers (SET) report.

School students think verbal mistreatment is the biggest bullying issue in schools 鈥� higher than cyberbullying, social or relational bullying such as social exclusion and spreading gossip, or physical bullying.

The insights have emerged from the long-running 91茄子/TataurangaKiTeKura, a national statistics education project for primary and secondary school students. Supervised by teachers, students aged between 9 and 18 (Year 5 to Year 13) answer 35 questions in English or te reo M膩ori about their lives, then analyse the results in class.

Already, more than 18,392 students from 391 schools all over New Zealand have taken part in 91茄子, which started on March 16. (Click to see which of your local schools are taking part).

Students were asked how much they agreed or disagreed with statements about each type of bullying.聽 A total of 36% strongly agreed or agreed that verbal bullying was a problem among students at their school, followed by cyberbullying (31% agreed or strongly agreed), social or relational bullying (25% agreed or strongly agreed) and physical bullying (19% agreed or strongly agreed).

This is the first time 91茄子 has asked about bullying, says 艑t膩huhu College teacher Anne Patel, a member of the 91茄子 team. 鈥淚nformation about the scale of bullying is hard to get in New Zealand because we don鈥檛 have a way of quantifying it on a national level.聽 But as 91茄子 is anonymous and available to students in every school in the country, we are getting a unique student-eye view of its scale and prevalence.”

Looking more closely at each category:

Verbal bullying

• Overall, 36% of schoolchildren who took part strongly agreed or agreed that verbal bullying was a problem at their school.
• Verbal bullying was more of a problem in high schools (39% of students agreed or strongly agreed) than primary schools (29%).
• Verbal bullying was more of a problem for girls in co-ed schools (43% strongly agreed or agreed) than girls in single-sex schools (33% strongly agreed or agreed).

Cyberbullying

• Overall, 31% of students who took part strongly agreed or agreed that cyberbullying was a problem at their school.
• Girls were more likely to say cyberbullying was a problem at school (34% strongly agreed or agreed) than boys (26% strongly agreed or agreed).
• Cyberbullying was more of a problem in high schools. A total of 19% of boys at primary school strongly agreed or agreed that bullying was a problem in their schools, but 31% of boys at high school. A total of 22% of girls at primary school strongly agreed or agreed that cyber-bullying was a problem in their school, but 40% of girls at high school.
• For boys, cyber-bullying was more likely to be a problem in co-educational settings: A total of 32% of boys in co-ed schools strongly agreed or agreed that cyber bullying was a problem, against 23% of boys in single-sex schools. However, the picture was quite different for girls. A total of 40% of girls in co-ed schools strongly agreed or agreed that cyber bullying was a problem in their school, and the corresponding figure for girls in single-sex schools was also 40%.

And who were cyber bullies? Overall, 69% of all students who took part said that cyberbullies were equal numbers of boys and girls.

Social/relational bullying

Overall, 25% of students who took part strongly agreed or agreed that social/relational bullying was a problem at their school.

Physical bullying

• Overall, 19% of students who took part said physical bullying was a problem at their school.
• Physical bullying was more of an issue for boys (22% agreed, strongly agreed) than girls (16%).
• Physical bullying appeared to be a bigger problem for boys at co-ed schools (24% strongly agreed or agreed) than at single-sex boys鈥� schools (16%).
  However, physical bullying was seen to be bigger problem in the eyes of girls in co-ed schools (17% strongly agreed or agreed that physical bullying was a problem at their school), than those in single-sex schools (9%).

Anne Patel says of particular interest is the data showing that students in single-sex schools were less likely to report bullying as a problem. 鈥淭he question we now need to ask is: why this is? What is it about these schools that students perceive bullying to be less of a problem?鈥�

91茄子, now in its seventh edition, is a collaborative project involving teachers, the University of Auckland鈥檚 Department of Statistics, Statistics New Zealand and the Ministry of Education. It is part of an international effort to boost statistical capability among young people, and is carried out in Australia, the United Kingdom, Canada, the US, Japan and South Africa. The countries share some questions so comparisons can be made, but the majority reflect New Zealand students鈥� interests.

Articles and updates on all aspects of Mathematics and Statistics for teaching and learning.

Professional reading for middle managers and teachers.

Updates to Statistics standards on page 4:

Experiments: AS91265 AS91538

Bivariate data: AS90136 and AS91581

Secondary Mathematics and Statistics Newsletter Term 2 2015

Be part of giant graphs and visual data representations, stretching across the fields of Wellington鈥檚 Macalister park. Artist Siv B Fj忙restad is working with public art producers ,听in partnership with Wellington City Council to create a data inspired artwork on the fields of Macalister and Liardet Street Parks, Berhampore: a dynamic backdrop for activity.

Now all they need is you! Opening Public Picnic Sunday 19 April 2015 12-3pm聽for a programme of family events and a community picnic.

Over 2013 Fj忙restad and volunteers surveyed the local community to inform the painting鈥檚 design and use. 聽Fj忙restad states 鈥淭he painting design contains representations of statistical data and ideas for the park collected from the community, visual references to current activity and also to the landscape and its history.聽The park is perceived, used and interpreted differently at different times of the day and week. This work involves contributions from local communities, sporting groups and businesses, and extends what we consider both painting and public art to comprise. It asks questions about how we use our city public commons.鈥澛燭he paintings are for the public to look at and play on, encouraging leadership from the community to value the park as a public good.

Projected Fields has been funded by Wellington City Council鈥檚 Public Art Fund.

NZCER has just released a book titled Mathematics and Statistics in the Middle Years: Evidence and Practice,听edited by Robin Averill.

There are two chapters that draw specifically on Statistics Education (Arnold & Pfannkuch, and Sharma et al.) Other chapters have pedagogical ideas which are useful for teachers of Statistics. Most chapters have been partnerships between academics and teachers, and all are grounded in practice and research.

Years 7-10 are the main focus area but many of the ideas are transferable above and below these years.

These readings could be useful to new teachers, who would benefit from an overview of how Statistics education in New Zealand has developed in the past decade.

Here’s some beautiful photos of tamariki in Room 2 at Strathmore School聽taking part in 91茄子 2015:

听听听听听听
Thanks to聽Whaea Rachel Rawiri for sending these in!

Singer and The X-Factor New Zealand judge Stan Walker is Kiwi kids鈥� favourite local celebrity by far, according to the first insights to emerge from聽, the only national survey of what schoolchildren are thinking, feeling and doing.

Walker, 24, who shot to fame after winning Australian Idol in 2009, was way ahead of any other local celebrities after day three of 91茄子/TataurangaKiTeKura, a long-running, online educational project that brings statistics to life in the classroom. Supervised by teachers, students aged between 9 and 18 (Year 5 to Year 13) answer 35 questions in English or te reo M膩ori about their lives, then analyse the results in class.

91茄子/TataurangaKiTeKura was launched on Monday morning, and by 5pm on Wednesday, more than 2,500聽students had taken part.

Among the questions they answered was 鈥淲ho is your favourite New Zealand celebrity?鈥�, and they could name anyone. Many said they didn鈥檛 have a particular favourite, but among those who did, Walker, of T奴hoe and Ng膩ti T奴wharetoa, picked up 25% of the votes. Second was Auckland singer Lorde, 18, whose 2013 debut single, Royals, was an international hit. She got 21% of the vote.

91茄子/TataurangaKiTeKura co-director Rachel Cunliffe, an online communications and youth culture specialist, says that Stan Walker鈥檚 talent, coupled with his sincerity and positive nature, makes him very appealing to children and young people. 鈥淪tan Walker rose above a really rough childhood, and that鈥檚 inspirational. He鈥檚 also a role model 鈥� he was campaigning against bullying long before it became a huge issue on The X Factor New Zealand this week.鈥�

Rachel Cunliffe says that Lorde鈥檚 appeal lies not only in her music, but in her refusal to be anything other than herself.聽 鈥淪he鈥檚 a positive, strong, empowering personality.鈥�

More than 1,700 teachers from 834 schools all over New Zealand have registered for 91茄子, which started on Monday, March 16 and runs until May 29. (Click聽here聽to see which of your local schools are taking part).

91茄子, now in its seventh edition, is a collaborative project involving teachers and the University of Auckland鈥檚 Department of Statistics, with support from Statistics New Zealand and the Ministry of Education. It is part of an international effort to boost statistical capability among young people, and is carried out in Australia, the United Kingdom, Canada, the US, Japan and South Africa. The countries share some questions so comparisons can be made, but the majority reflect New Zealand students鈥� interests.