Making Meaning of Data Analysis Christine Browning & Gina Garza-Kling Western Michigan University...
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![Page 1: Making Meaning of Data Analysis Christine Browning & Gina Garza-Kling Western Michigan University Christine Browning & Gina Garza-Kling Western Michigan.](https://reader036.fdocuments.in/reader036/viewer/2022082820/5697bf721a28abf838c7e91c/html5/thumbnails/1.jpg)
Making Meaning of Data Analysis
Making Meaning of Data Analysis
Christine Browning &
Gina Garza-KlingWestern Michigan
University
Christine Browning &
Gina Garza-KlingWestern Michigan
University
![Page 2: Making Meaning of Data Analysis Christine Browning & Gina Garza-Kling Western Michigan University Christine Browning & Gina Garza-Kling Western Michigan.](https://reader036.fdocuments.in/reader036/viewer/2022082820/5697bf721a28abf838c7e91c/html5/thumbnails/2.jpg)
Two Main IdeasTwo Main Ideas
Using student-generated representations of data to drive discussion.
Using technology-generated representations to extend discussion.
Using student-generated representations of data to drive discussion.
Using technology-generated representations to extend discussion.
![Page 3: Making Meaning of Data Analysis Christine Browning & Gina Garza-Kling Western Michigan University Christine Browning & Gina Garza-Kling Western Michigan.](https://reader036.fdocuments.in/reader036/viewer/2022082820/5697bf721a28abf838c7e91c/html5/thumbnails/3.jpg)
Some Numerical DisplaysSome Numerical Displays Dot plots Histograms
Interval lengths Same interval lengths Spaces in between intervals Size of intervals; how many
Other
Dot plots Histograms
Interval lengths Same interval lengths Spaces in between intervals Size of intervals; how many
Other
![Page 4: Making Meaning of Data Analysis Christine Browning & Gina Garza-Kling Western Michigan University Christine Browning & Gina Garza-Kling Western Michigan.](https://reader036.fdocuments.in/reader036/viewer/2022082820/5697bf721a28abf838c7e91c/html5/thumbnails/4.jpg)
Data Analysis and Probability Standard from the NCTM Principles and Standards for School Mathematics
Data Analysis and Probability Standard from the NCTM Principles and Standards for School Mathematics
In grades 3-5 all students should- recognize the differences in representing categorical and
numerical data
compare different representations of the same data and evaluate how well each representation shows important aspects of the data.
(NCTM, 176)
In grades 3-5 all students should- recognize the differences in representing categorical and
numerical data
compare different representations of the same data and evaluate how well each representation shows important aspects of the data.
(NCTM, 176)
![Page 5: Making Meaning of Data Analysis Christine Browning & Gina Garza-Kling Western Michigan University Christine Browning & Gina Garza-Kling Western Michigan.](https://reader036.fdocuments.in/reader036/viewer/2022082820/5697bf721a28abf838c7e91c/html5/thumbnails/5.jpg)
Student Comments on CreatingTheir Own Displays for Data
Student Comments on CreatingTheir Own Displays for Data
I really like how we made our own types of graphs, and then discussed things about them together as a class. It really helped me learn now to do things correctly, and I learned from my mistakes and my classmates mistakes as well.
I really like how we made our own types of graphs, and then discussed things about them together as a class. It really helped me learn now to do things correctly, and I learned from my mistakes and my classmates mistakes as well.
![Page 6: Making Meaning of Data Analysis Christine Browning & Gina Garza-Kling Western Michigan University Christine Browning & Gina Garza-Kling Western Michigan.](https://reader036.fdocuments.in/reader036/viewer/2022082820/5697bf721a28abf838c7e91c/html5/thumbnails/6.jpg)
I have really learned a lot more about graphs and which is better for certain types of problems/data. Allowing us to create the representations and then progress to group feedback/discussion is a great method. I do not really like when teachers show you first. It does not show the teacher what the students may already know and where to go from there.
I have really learned a lot more about graphs and which is better for certain types of problems/data. Allowing us to create the representations and then progress to group feedback/discussion is a great method. I do not really like when teachers show you first. It does not show the teacher what the students may already know and where to go from there.
![Page 7: Making Meaning of Data Analysis Christine Browning & Gina Garza-Kling Western Michigan University Christine Browning & Gina Garza-Kling Western Michigan.](https://reader036.fdocuments.in/reader036/viewer/2022082820/5697bf721a28abf838c7e91c/html5/thumbnails/7.jpg)
I absolutely love the style of teaching in this course. Having us make our own graphs brings so much more conversation to the classroom. More questions come up that I feel would never come to topic had we been given the “correct” graph. This brings a deeper understanding to the material because we are learning what not to do as well- or in other words learning from our mistakes in a positive way
I absolutely love the style of teaching in this course. Having us make our own graphs brings so much more conversation to the classroom. More questions come up that I feel would never come to topic had we been given the “correct” graph. This brings a deeper understanding to the material because we are learning what not to do as well- or in other words learning from our mistakes in a positive way
![Page 8: Making Meaning of Data Analysis Christine Browning & Gina Garza-Kling Western Michigan University Christine Browning & Gina Garza-Kling Western Michigan.](https://reader036.fdocuments.in/reader036/viewer/2022082820/5697bf721a28abf838c7e91c/html5/thumbnails/8.jpg)
Thinking on TechnologyThinking on Technology
Why use technology-generated displays?
When do we use them? What displays to use?
Why use technology-generated displays?
When do we use them? What displays to use?
![Page 9: Making Meaning of Data Analysis Christine Browning & Gina Garza-Kling Western Michigan University Christine Browning & Gina Garza-Kling Western Michigan.](https://reader036.fdocuments.in/reader036/viewer/2022082820/5697bf721a28abf838c7e91c/html5/thumbnails/9.jpg)
Why?Why? Activities that engage students in connecting
multiple representations (e.g., graphical, numerical, algebraic and verbal), and those that invite students to analyze or create images, visualizations, and simulations provide wide-ranging opportunities for mathematical exploration and sense-making
Technology Position Statement(Association of Mathematics Teacher Educators, 2006)
Activities that engage students in connecting multiple representations (e.g., graphical, numerical, algebraic and verbal), and those that invite students to analyze or create images, visualizations, and simulations provide wide-ranging opportunities for mathematical exploration and sense-making
Technology Position Statement(Association of Mathematics Teacher Educators, 2006)
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When?When? 65 78 70 78 88 68 73 102 72 61
54 84 82 65 97 79 81 7363 74 70 56 75 79 67 6875 82 74 73 86 77 68 65 7870 78 88 68 73 102 72 6154 84 82 65 97 79 81 7363 74 70 56 75 79 67 68 7582 74 73 86 77
65 78 70 78 88 68 73 102 72 6154 84 82 65 97 79 81 7363 74 70 56 75 79 67 6875 82 74 73 86 77 68 65 7870 78 88 68 73 102 72 6154 84 82 65 97 79 81 7363 74 70 56 75 79 67 68 7582 74 73 86 77
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What?What?
QuickTime™ and a decompressor
are needed to see this picture.
QuickTime™ and a decompressor
are needed to see this picture.
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Technology, Pedagogy, & Content Knowledge
Technology, Pedagogy, & Content Knowledge
TPCK was presented as the interconnection and intersection of content, pedagogy (teaching and student learning), and technology (Margerum-Leys & Marx, 2002; Mishra, & Koehler, 2006; Niess, 2005; Pierson, 2001).
TPCK has, over time, been recast as TPACK, or the total package required for integrating technology, pedagogy, and content knowledge (Niess, 2008; Thompson & Mishra, 2007).
TPCK was presented as the interconnection and intersection of content, pedagogy (teaching and student learning), and technology (Margerum-Leys & Marx, 2002; Mishra, & Koehler, 2006; Niess, 2005; Pierson, 2001).
TPCK has, over time, been recast as TPACK, or the total package required for integrating technology, pedagogy, and content knowledge (Niess, 2008; Thompson & Mishra, 2007).