Collaborative ConversationsCollaborative Conversations

Making Connections: Making Connections: Addressing Students’ Addressing Students’

Misconceptions in StatisticsMisconceptions in Statistics

December 6, 2011Maryann FitzgeraldBeth ShefelkerJudy Winn

What is due?What is due?When is it due?When is it due?

Intervention Project: January 10**

Statistics and Probability Resource Binder◦Part A Draft: December 13

Intervention Project Intervention Project SummarySummaryDescription of your goalThe concept you focused onThe studentsYour intervention plan (form or

description)OutcomesWho you shared your project with and

their reactionsPre and post assessments (post its

describing what work indicates)Progress monitoringNotable artifacts

Examples: Goal and Examples: Goal and ConceptConceptGoal: The CABs identified that

students had difficulty with the traditional algorithm for adding two and three digit numbers and had no other strategies. The goal of the intervention was to increase the strategies they could successfully use.

Concept: Use place value understanding and properties of operations to add and subtract.

Resource Binder Resource Binder Part A Part A draftdraft : Reflection on your own : Reflection on your own learninglearningIdentify experiences in this class

that helped you increase your understanding and gain confidence teaching the Four Big Statistical Content Ideas and the statistical process.

Focus on your own knowledge and understanding and its impact on your teaching.

ReflectionReflection

Support what you say with resources such as the introduction to Navigations, class activities, and the lectures.

This is your first draft of this assignment. You will add to this in the spring. (due May 15).

This should be in narrative form.This is worth 5% of your grade.

CriteriaCriteriaThoughtfully addresses your own

learningRelates your learning to your

teachingDraws on sources from

class/readings

COLLABORATIVE COLLABORATIVE CONVERSATIONCONVERSATION

What is the conversation you need to craft in order to help your colleague understand the process and the characteristics of a good statistical question?

COLLABORATIVE COLLABORATIVE CONVERSATION:CONVERSATION:

REMEMBER!REMEMBER!We all have different perspectives, experiences, and knowledge bases.

Effective collaboration requires that you view and accept each other as equals.

The goal is to come to a common understanding of the task and to proceed using your best collaborative skills.

Focus on the challenge of the problem you are both facing and not on the perceived shortcomings of your partner.

MAKING CONNECTIONS: MAKING CONNECTIONS: ADDRESSING ADDRESSING STUDENTS’ STUDENTS’ MISCONCEPTIONS IN MISCONCEPTIONS IN STATISTICSSTATISTICS

Chocolate Chip Cookie Chocolate Chip Cookie ProblemProblemMrs. Reynolds fifth grade class is

completing a two-week study of mean, median and mode.

Read the description at the top of the cookie problem and complete the problem.

Share your work.What is it that studentsneed to understand?

Identifying an intervention Identifying an intervention groupgroupWhat misconceptions might Ms.

Reynolds anticipate?Flip your paper over and read

Catherine, Marcus, and Brittany’s responses to the problem

With your table group, come to consensus about each student’s misconception

Math MisconceptionsMath MisconceptionsRead 148-150Compare your results to what is in

the book. Read What Research Says on

p.150 and the Ideas for Instruction◦In what way does the research connect to the work we have done in Math Alliance to support all learners?

Thinking about Catherine, Thinking about Catherine, Marcus and BrittanyMarcus and Brittany

Consider Brittany, Catherine and Marcus as your intervention group. As a group, identify your goal and describe an intervention you might use. Be prepared to share.

* You may draw from pg. 151-152 and/or other experiences from class.

Collaborating to gather Collaborating to gather ideasideasFind a partner from a different

group.Share your intervention idea with

each other.Switch partners and repeat the

process.Return to your group and use

ideas gathered from your sharing to enhance your intervention idea

Less than half of thirteen-year olds in the United States are able to find the median of a set of data listed in order from least to greatest. And when the data isn’t listed in order or in a frequency table, student performance may be even worse.

(Carpenter et al., 1981; Zawojewski, 2002)

A focused look at a traditional junior high school statistics topic – mean, median, and mode – indicates that students’ performance may reflect a mastery of memorized procedures rather than a thorough understanding of the underlying concepts.

(Zawojewski, 2002)