new strengths in the curriculum’s statistics
DESCRIPTION
New Strengths in the Curriculum’s Statistics. Auckland Maths Assoc: PD Day: 25 Nov 2008. Mike Camden: Statistics New Zealand NZ Statistical Association: Education Committee [email protected]. The views in here are Mike’s. Aims:. - PowerPoint PPT PresentationTRANSCRIPT
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New Strengths in the Curriculum’s Statistics
Auckland Maths Assoc: PD Day: 25 Nov 2008
Mike Camden:
Statistics New ZealandNZ Statistical Association: Education Committee
The views in here are Mike’s.
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Aims:
1. To get us feeling even better about the Stats in The NZ Curriculum’s Maths and Stats: it is:commonsense, do-able, visual, fun, novel, useful, vital
2. To help ensure that our students will contribute to:health, sustainability, climate, justice …(from West Aust Mathematics Curriculum Framework)
3. To give bright ideas for next week,next year!
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Contents:1. The handout: a range of activities2. New Strengths in Curriculum’s Statistics:
Two big ideas: one woolly, one sharpStructures in the Statistics strandStructures in Cheese
3. An investigation with Paua (Item 1)the storyactivity 1
4. More investigations: multivariate situations:stories about Items 2 to 7 activities 2 to 12 (some of)
5. Conclusion: analysis => graphs
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But first: two historical items:
William Gosset discovers
the Student t distribution
in the Guinness Brewery, Dublin
1: from 1908:
2: from 1863: …
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2: Florence to George: 1863
“Real Gold: Treasures of Auckland City Library” Letter to Sir George Gray, 28 Jul 1863, ending:You will do a noble work in New Zealand. But pray think of your statistics.I need not say, think of your Schools.But people often despise statistics as not leading to immediate good. Believe meYours ever SincerelyFlorence Nightingalehttp://0-www.aucklandcity.govt.nz.www.elgar.govt.nz/dbtw-wpd/virt-exhib/realgold/Science/florence-nightingale.html
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And an ad break …See NZ Stat Assoc site: http://nzsa.rsnz.org/
and its new teachers page: http://nzsa.rsnz.org/teachers.shtml
See StatsNZ site: http://www.stats.govt.nz
and its Schools Corner
and its brand new Infoshare system:Time Series galore!
Mean and Median Earnings: Auckland and NZ: Quarterly: 1999 Q2 to 2007 Q2
5,000
10,000
15,000
00 01 02 03 04 05 06 07
Mean Earnings - AkMedian Earnings - AkMean Earnings - NZMedian Earnings - NZ
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And a pic of the Waitakere City gender balance:
Females vs Males for Area Units of Waitakere Cit
2006 Census
0
1000
2000
3000
0 1000 2000 3000
Y+X line
Herald
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And a pic of the Kapiti gender balance:F06 (Nr. Females 2006) (up)
vs M06 (Nr. Males 2006) (across) for the 18 Area Units
of Kapiti Coast District
0
1000
2000
3000
4000
5000
0 1000 2000 3000 4000 5000
the y = x line
Otaki
Waikanae West
Paraparumu Central
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Two big ideas: one woolly, one sharp
The woolly big idea: two sides of maths
The sharp big idea: the highly technical bit
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The woolly big idea: two sides of maths:
They have: big similarities … big differences …
Deterministic mathematics:NumberAlgebraMeasurement SpaceWA: ‘in context …investigate, generalise, reason, concludeabout patterns in number... space ….
Stochastic mathematics: Chance and Data (probability and statistics) WA: ‘locate, interpret, analyse, conclude from data … … with chance’
… and data’
Writers of resources, texts, activities, assessmentscould aim for this patch: a fresh challenge
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The 2 sides: similarities and differences
Similarities: The Western Australia version:‘People who are mathematically able
[in both bits] can contribute greatly towards many difficult issues facing the world today: health, environmental sustainability, climate change, social injustice.’
Differences:They’re different in how they are:
used, learnt, taught, integrated.They’re different in how they use:
mathematical thinking and rigor.
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The sharp big idea: the highly technical bit
John Tukey
1915-2000
Stats prof at Princeton
Inventer of Fast Fourier Transform Tukey’s test for means… etc etc etc etc etc etc etc EDA (1977) Stem-and-leaf Box-and-whisker etc etc
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The sharp big technical idea from Tukey:
‘If you haven’t done a graph,then you haven’t done an analysis.’
He intended this for:
Please VoteStudents Teachers
Statisticians at work
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Some determinist mathematical logic:
‘You haven’t done a graph => You haven’t done an analysis’
Or in brief:No Graph => No AnalysisCan be seen as:
Analysis => Graph(s)
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An eg from Tukey’s EDA book: Nitrogen:
Rayley (1894) wanted density of Nitrogen:
Gets N from 15 sources: 7 from air 8 from other sources
He discovered …. (Hint: starts with A)
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Structures in the Statistics strandThe Statistics strand is:A Haphazard Heap A Subtle Set of Structures
Please Vote
average
modeS
tem and leaf
The t
test
median
spread
The Pie
line graph
Box and whisker thingy
Som
ething normal
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Most of MAWA votes for Structure …
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The Waikato teachers vote: Photo: Harold Henderson
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Structures in Stat Investigations: in brief:1: The Statistical Enquiry Cycle:
Problem → Plan → Data → Analysis → Conclusion
3: Variables: Categorical, Numerical
2: Datasets: case, series
4: Exploration, Analysis
5: The group we’re investigating:6: Graphs: two roles
7: Variation … Variation … Variation … Variation … Variation
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Structures in Stats Investigs bit: contd:
3: Variables: Categorical, Numerical
2: Datasets: case, series
A cross-sectional or case datasetCapsicum prices ($/kg) at several shops:and one date: 16 Aug 2008Shop Type Green Orange RedA Greengrocer 6.50 6.75 7.50B Supermarket 7.00 7.50 8.00C Supermarket 6.00 6.50 7.00A time-series datasetand one shop: Bunbury PeppersCapsicum prices ($/kg) at several dates:Date Weather Green Orange RedJun Fine 6.50 6.75 7.50Jul Wet 7.00 7.50 8.00Aug Wet 6.00 6.50 7.00
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Structures in Stats Investigs bit: contd
4: Exploration, Analysis
1 variable: Categorical Numerical2 variables: x and y: Categorical / Categorical Categorical / Numerical Numerical / Categorical Numerical / Numerical 3 variables: hmmmmmmmm4 and more variables ……...
Graphics make all this accessible.
The Pauas: item 1
The others: items 2 to 7
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Structures in Stats Investigs bit: contd5: The group we’re investigating:
A population
A sample …… from a population
In Curriculum from Level 6
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Structures in Stats Investigs bit: concld
Problem → Plan → Data → Analysis → Conclusion
Graphs for Exploration, Analysis, Discovery:
Graphs for Communication of findings:
The Mathematics and Statistics in The NZ Curriculum progresses through all these structures
6: Graphs: two roles
7: Variation … Variation … Variation … Variation … Variation
Underlying everything in life and work (and Stats):
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Structures in the Probability strand: brief:
Question or Experiment → Outcomes → Probabilities → Probability distribution → Decisions
Has the coffee arrived yet? Outcome Probability Yes 0.3 No 0.7
These things go from beingOut Ofs to Fractions to Proportions to Percentages to Probs;and that’s hard!
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Structures in Cheese
My problem:I like eating cheeseI avoid saturated fat and salt
What do I do?
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Cheese continued:
Whitestone,
Oamaru, makes: cheese datasets
Map from www.geographx.co.nz
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Cheese: the data:
What do we do now??
Name Energy FatTot FatSat Sodium ProteinBrie 1508 30.0 21.0 629 23.4Mt Domet Brie 1689 36.5 25.0 629 19.9Camembert 1496 32.0 22.0 629 18.4Chef's Brie 1496 32.0 22.0 629 18.4Caterer's Brie Log 1598 32.0 22.0 629 24.4Farmhouse 1672 32.9 23.0 707 26.8Airedale 1672 32.9 23.0 707 26.8Livingstone Gold 1672 32.9 23.0 707 26.8Totara Tasty 1753 35.8 23.8 750 24.4Creamy Havarti 1751 38.0 25.2 750 20.3Windsor Blue 1883 43.5 30.5 1140 16.1Moeraki Blue Bay 1838 41.0 28.7 825 18.9Highland Blue 1500 30.0 19.5 1140 23.1Monte Cristo 1637 31.1 21.2 707 28.6Island Stream 1786 33.9 23.0 707 31.3Stoney Hill Feta 1368 26.0 17.7 629 23.9Mt Dasher Feta 1368 26.0 17.7 629 23.9Fuschia Creek Feta 1363 27.0 18.9 629 21.4Manuka Feta 1363 27.0 18.9 629 21.4
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Graphs of 2 ‘univariate’ distributions:Frequency Distribution: Saturated Fat (%):
0
1
2
3
4
18 19 20 21 22 23 24 25 26 27 28 29 30 31
Fetas
Frequency Distribution: Sodium (g/100g)
012
34567
89
10
630 730 830 930 1030 1130
What do we do now??
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Graph of a ‘bivariate’ distribution:Whitestone Cheeses:
Sodium (mg/100g) vs Saturated Fat (%) (both jittered) Source: Whitestone Brochure 2008
0
500
1000
0 10 20 30
Bries
Goldens
Blues
Fetas
How many variables?
What sorts?
What do I eat??
Other conclusions??
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An investigation with Paua (Item 1)
The story
The activity
And a mini-version: …
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1: Shellfish in Court: a Paua story
Pauas (A) are taken from a bay, legally. Pauas (B) may have come from a marine reserve.
What might 2 the distributions look like?
How would your students graph them?
What would a judge think?
What actually happened???
Legal minimum: length > = 125 mm
Some Paua dataOrigin PauaSize
A 136A 132A 131A 126A 130A 128A 125A 130A 126A 129B 138B 135B 130B 136B 130B 138B 130B 135B 127B 130
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The Paua data:Here's a mini version of the data, for a short tactile activity. That's not enough to make sensible decisions, but it's a taste. You need to chop this card up.A: underlined, green: 10 values here: B: Blue, italics: 5 vals:
121 125 126123 126 130124 129 130125 129 135125 136 138
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Paua distributions for the judge:
Source: I Westbrooke, NZ Dept of Conservation
CabbagePatch
Disputed
120 125 130 135
Paua size (mm)
120 125 130 135 140
0.00
0.05
0.10
0.15
0.20
0.25
0.30
Paua size (mm)
Re
lativ
e fr
eq
ue
ncy
CabbagePatchDisputed
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More investigations: multivariate situations:
Stories about Items 2, 3, 5, 6, 7
Activities on these
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2: Census data from the neighbours:
Data on Westn Aust’s 156 ‘Statistical Local Areas’:ABS_MAWA_CensusData.xls A local sample of the 156 SLAsSLA Name Male01 Fem01 Total01 Male06 Fem06 Total06AvHhSize01AvHhSize06Mandurah (C) 20,935 22,302 43,237 24,918 26,719 51,637 2.5 2.4Murray (S) 4,881 4,773 9,654 5,478 5,444 10,922 2.5 2.5Bunbury (C) 13,359 13,848 27,207 13,681 14,144 27,825 2.5 2.4Capel (S) - Pt A 1,299 1,305 2,604 2,818 2,893 5,711 3.1 3.2Dardanup (S) - Pt A2,864 2,961 5,825 3,601 3,669 7,270 2.9 2.7Harvey (S) - Pt A4,666 4,680 9,346 5,439 5,397 10,836 3.0 2.9
A question: How big is the average WA household??
A look: Female vs Male numbers for the SLAs:
( It’s easy for kids to do this for their town,from www.stats.govt.nz )
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How big is the average WA household??
Freq Dist: Household Size 06: WA SLAs
0
10
20
30
1.5 1.7 1.9 2.1 2.3 2.5 2.7 2.9 3.1 3.3 3.5 3.7 3.9
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Nr.Females vs Nr.Males:WA SLAs
with y = x line
0
20,000
40,000
0 20,000 40,000
Difference: Females - Males vs Nr.Males:WA SLAs
-2,000
0
2,000
4,000
0 20,000 40,000
Major citesInner regionalOuter regionalRemoteVery remote
Bunbury
BunburyBunburyBunbury Melville
Female vs Male numbers for the 156 WA SLAs:
withRegression,
Residuals, and Remoteness
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3: Txt Olympics: www.learnngmedia.co.nz An activity from a new Media/Stats book:
The SprintCall me
The Marathon
Can you pick me up after school today. I have football practice and won’t be able to catch the bus.
The Hurdles
Guess what? I got 90% in my probability test!!!
Motutapu College is holding a Texting Olympics to find out who has the fastest thumb in the school! Events include:
We’ll use this to do some ‘Statistical Thinking’ …
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Texting Olympic: Activity 1 (of 5)
‘You need to select five students for the finals of “The fastest thumb in school”.
They need to be the five students who can best represent the class in all three events.
Discuss with a classmate your ideas on how to select these students.
Justify your decision with reference to the data’
A Year 9 class at Newlands College (Wellington) borrowed stopwatches …
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The Txt data:
Name Sprint Marathon HurdlesRachel 0.05.44 0.49.67 0.42.40John 0.12.91 3.42.78 1.47.06Francine 0.18.75 2.55.59 1.46.65Michelle 0.05.00 1.00.00 0.49.56Jennifer C. 0.06.00 1.03.00 0.53.44Abigail 0.05.00 1.15.00 0.46.74Jessica 0.04.66 1.01.00 0.40.96Georgina 0.08.65 1.19.85 0.55.13Nathan 0.11.10 1.44.75 1.06.62Glenn 0.12.19 1.20.43 1.21.75Ryan 0.12.16 1.45.94 1.07.35Emma A. 0.04.06 0.46.07 0.43.13Jake 0.06.69 1.12.08 0.43.47Nirvana 0.08.22 0.51.31 0.28.41Devon 0.05.97 1.11.53 1.53.12Matthew 0.05.47 1.48.82 1.14.84Ryan 0.07.09 1.28.75 1.07.83Ashley 0.04.29 1.48.50 1.28.69Joanna 0.05.50 1.30.00 0.41.72Winston 0.08.12 0.43.31 0.39.56Anthony 0.07.30 1.54.94 0.54.90Stephanie 0.04.00 0.55.88 0.30.50Anna 0.07.88 1.39.94 1.00.72Jennifer D. 0.04.97 1.01.38 0.45.03Sian 0.10.43 1.20.25 1.13.66Aditya 0.16.94 3.57.22 2.53.34Alana 0.06.69 0.37.88 0.25.13Louis 0.07.38 1.28.50 0.40.44Emma B. 0.04.81 1.10.00 0.53.72Owen 0.05.46 1.03.59 0.51.59
What do we do now??
Times are inmin.sec.hundredths
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Sprints: the univariate distribution:Frequency of Times for Sprint
0
1
2
3
4
5
6
7
8
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Time (seconds; rounded)
Frequency
StephanieEmmaAshleyJessicaEmmaJennifer
Add variables by re-using data-ink:Draw graph as blocks; write names in blocks;Colour-code: girls and boys
What now??
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Hurdles vs Marathon: bivariate distributionHurdles vs Marathon by Gender
with linear regressions
0
50
100
150
200
0 50 100 150 200 250Time: Marathon (seconds)
Time: Hurdles
(seconds)
Girls
Boys
Ms Speed
That blue y = x line is for the determinists and synergists!
y = x
Conclusion:words numbers graphs
working together
(Edwin Tufte)
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4: Cheese: Done!
Data Graphics for Exploration, Communication:
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5: Dolphins:Hector’s Dolphin: North Island South Island populations
Are they different sub-species?
Dataset contains head length head width etc
for 59 individuals
What do we do??
possums
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Dataset comes from 59 skeletons in 3 museums.
Selected measurements: simplified definitions:RWM - rostrum width at midlengthRWB – rostrum width at baseRL – rostrum lengthZW – zygomatic widthCBL - condylobasal lengthML – mandible length
We’ll use Width, Length
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Are they different sub-species?
Dolphin Head Measurements:Width vs Length by Island
40
50
60
70
250 260 270 280 290 300 310 320Length (mm)
Width (mm)
Nth
Sth
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6: Possum Browse:Australian brush-tailed possum Trichosurus vulpeculaIntroduced 1837 and 450 times No natural predatorsDamages foliage, fruit, birds A BACI project: Before/After Control/InterventionTwo ‘lines’ chosen ‘Control’ not treated ‘Intervention’: 1080 poison by airPercentage foliage cover estimated Before/After at 38+23 trees.
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A Possum-browse BACI graphic:Foliage cover 99 (%) vs Foliage cover 98 (%)
y = 0.8121x + 20.031
R2 = 0.3653
y = 0.7378x + 11.95
R2 = 0.6299
0
20
40
60
80
100
0 20 40 60 80 100
Control
Treated
Linear(Treated)
Linear(Control)
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7: CO2 at Baring Head (Wgtn)
CO2 data (ppm) from Australia; Cape GrimmYear Month CO2 Conc 1977 1 330.791977 2 330.781977 3 331.021977 4 330.911977 5 330.951977 6 331.491977 7 331.801977 8 332.311977 9 332.901977 10 332.981977 11 332.751977 12 332.35
etc etc etc
CO2 data (ppm) :from NZ: Baring Head:
Yr Mth Day Hour CO21973 1 6 8 326.371973 1 9 11 326.401973 1 12 17 326.541973 1 13 10 325.471973 1 16 20 326.291973 1 17 9 325.871973 2 5 22 327.671973 2 8 3 325.881973 2 11 2 326.391973 2 12 13 325.961973 2 12 20 326.261973 2 13 3 325.68etc etc
Data Graphics for Exploration, Communication:
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Exploration graphs: CO2: Baring HeadCO2 at Baring Head (Wellington)
Model fitted by linear regression:y = 1.4749x - 2584.7
R2 = 0.9956
320
330
340
350
360
370
380
1973 1978 1983 1988 1993 1998 2003
What do we see?? What now??
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More exploration: residuals plot
Residuals: CO2 - Fit (ppm)
-3
-2
-1
0
1
2
3
4
5
1973 1978 1983 1988 1993 1998 2003
What do we see now?
This data comes from:ftp://ftp.niwa.co.nz/tropac/which is provided byNational Institute of Water and Atmospheric Research
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A static but colourful graphic:
Median incomes in NZ Territorial Authorities;
2006 Census
We’ll demo an interactive dynamic graphic
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Conclusion: Exhilarating challenges in Maths and Stats for:
Teachers
Parents, school community, wider community
Students
Researchers and teacher educators
Resource designers
Assessment designers even!
Statistical workers
‘Discovery statistics: (Chris Wild; Auckland)
the daily experience of statistical practitioners’
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Links 1: AustraliaABS site: for teacherswww.abs.gov.au/teachers and for students www.abs.gov.au/studentsCensus at School:www.abs.gov.au/websitedbs/cashome.NSFFuel use:http://www.greenhouse.gov.au/cgi-bin/transport/fuelgFishing in the bay:http://blogs.mbs.edu/fishing-in-the-bay/CO2 data and more, from Aust:http://www.environment.gov.au/soe/2006/publicationsOZCOTS 2008:http://silmaril.math.sci.qut.edu.au/ozcots2008/
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Links 2: NZ
Curriculum and some resources:
http://nzcurriculum.tki.org.nz/
http://www.nzmaths.co.nz/
http://www.nzamt.org.nz/
http://www.censusatschool.org.nz/
www.stats.govt.nz
http://www.learningmedia.co.nz/
Computer assisted statistics teaching:
http://cast.massey.ac.nz/
CO2 data, and more, from NIWA:ftp://ftp.niwa.co.nz/tropac/
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Links 3: NZ contd:Hector’s and Maui’s Dolphinshttp://www.rsnz.org/publish/jrsnz/2002/036.php
Netball:http://www.netballnz.co.nz/
Cheese:https://www.whitestonecheese.co.nz
DVD/CD sets with video and data on about 8 topics; 2 sets, small fee; from [email protected]
Florence Nightingale: http://0-www.aucklandcity.govt.nz.www.elgar.govt.nz/dbtw-wpd/virt-exhib/realgold/Science/florence-nightingale.html
See NZSA site: http://nzsa.rsnz.org/And its new teachers page http://nzsa.rsnz.org/teachers.shtml
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Links 4: Internat Assoc for Stat Education
http://www.stat.auckland.ac.nz/~iase/
ICME 11, Monterrey, Mexico. July 2008
ICOTS 8, Ljubljana, Slovenia July 2010
Statistics Education Research Journal (SERJ)International Statistical Literacy Project (ISLP)
ICMI/IASE Study: Statistics Education in School
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Links 5: Elsewhere:
David Mumford: The Age of Stochasticity:www.dam.brown.edu/people/mumford
Data and Story Library:http://lib.stat.cmu.edu/DASL/
EDA: with several free software links:en.wikipedia.org/wiki/Exploratory_data_analysis
E Tufte:http://www.edwardtufte.com/tufte/
The GAISE project, USA:http://www.amstat.org/education/gaise/
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Links 6: Elsewhere contd:Gallery of Data Visualization The Best and Worst of Statistical Graphics http://www.math.yorku.ca/SCS/Gallery/ R: a language and environment for statistical computing and graphics. http://www.r-project.org/ R Commander: a basic-stats GUI for R: http://cran.r-project.org/web/packages/Rcmdr/index.html
Statistica, with a free e text:http://www.statsoft.com/
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Links 7: Data Visualisation etc:
Recommended for visualisations:http://services.alphaworks.ibm.com/manyeyes/homehttp://www.gapminder.org/downloads/applications/http://www.dur.ac.uk/smart.centre/ https://www.geoda.uiuc.edu/ http://www.worldmapper.org/
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Links 8: UK’s Office of National Stats:
Some of the interactive objects on ONS site:www.statistics.gov.uk/economicactivity/index2.html
http://www.statistics.gov.uk/PIC/index.html
http://www.statistics.gov.uk/populationestimates/svg_pyramid/default.htm
You need to install the SVG software, whichis available in the last link.
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Links 9: Links of Links from Pip:
For links from conferences
http://aucksecmaths.wikispaces.com/MexicoFor a few others
http://nzstatsedn.wikispaces.com/Useful+websites
Information for Auckland Secondary Maths Teachers
http://aucksecmaths.wikispaces.com/
http://www.nzqa.govt.nz/ncea/resources/maths/index.html
/
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Links 10: OECD eXplorer : New platform: visualising & analysing stats
OECD has launched a powerful, interactive tool for visualising and analysing regional statistics. OECD eXplorer combines maps and other graphics via the Internet, to increase the user’s understanding of regional differences and structures across and within OECD countries. To try out the regional maps and statistics using OECD eXplorer, go to: http://www.oecd.org/document/50/0,3343,en_2649_33735_41564530_1_1_1_1,00.html .
This development is part of the overall strategy to improve the accessibility and usability of OECD statistics (see also the visualisation of data contained in the OECD Factbook using dynamic graphics http://www.oecd.org/document/1/0,3343,en_2825_293564_40680833_1_1_1_1,00.html).
The development of OECD eXplorer is the result of a fruitful cooperation between OECD and the National Centre for Visual Analytics (NCVA, http://ncva.itn.liu.se/) at Linköping University, Sweden. In the seminar on generating knowledge from statistics, organised by Statistics Sweden and OECD in Stockholm in May, Professor Mikael Jern from NCVA presented a first version with some OECD statistics. Since then, the development team at NCVA has worked intensively on improving the tool and adapting it to all the needs expressed by OECD.
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Links 11: Hans Rosling
www.ted.com search Rosling2006 and 2007 talks:http://www.ted.com/index.php/talks/view/id/92http://www.ted.com/index.php/talks/view/id/140
Software and datahttp://tools.google.com/gapminder/