Curator: Jamie Bailey
This
applet allows for students to gain an introduction to probability and then use
statistics to infer the probability.
Grade Level: e.g.,
grades 11-12
PSSM Content
Standard: Probability and Statistics
CCSSM Content
Standard: CCSS.Math.Content.HSS-IC.A.1 Understand
statistics as a process for making inferences about population parameters based
on a random sample from that population.
Math Content: Statistics
Evaluation
What is being
learned? What mathematics is the focus of the activity/technology? Is
relational or instrumental understanding emphasized?
This applet allows for students to learn about probability and
statistics. The technology allows for multiple
spins to take place. The student is able to learn about the probability for a
spin. This uses a more instrumental learning.
How does learning
take place? What are the underlying assumptions (explicit or implicit) about
the nature of learning?
The learning takes place with students spinning and recording the
results. There is an underlying
assumption that students have a working knowledge of probability. This then takes the learning of probability
and statistics to another level and can lead the students into learning more
detailed understanding of the content.
What role does
technology play? What advantages or disadvantages does the technology hold for
this role? What unique contribution does the technology make in facilitating
learning?
The role of technology in this activity is that students are able to
conduct many spins without a tremendous amount of noise. This is a re-vamp of the coin flip
probability and statistics. The use of technology
allows for students to conduct the flips (or in this case spins) multiple times
in fewer amount of time.
How does it fit
within existing school curriculum? (e.g., is it intended to supplement or
supplant existing curriculum? Is it intended to enhance the learning of
something already central to the curriculum or some new set of understandings
or competencies?)
This activity fits into existing curriculum by acting as an introduction to the unit of probability and statistics. It could also be used to enhance the material being taught.
How does the
technology fit or interact with the social context of learning? (e.g., Are
computers used by individuals or groups? Does the technology/activity support
collaboration or individual work? What sorts of interaction does the technology
facilitate or hinder?)
This activity and the technology associated with it provide an individual
approach. Students work individually to
gather the data.
How are important
differences among learners taken into account?
Different learning styles are taken into account because students are able to work at their own pace and the teacher’s role moves into a facilitator’s role.
What do teachers and
learners need to know? What demands are placed on teachers and other
"users"? What knowledge is needed? What knowledge supports does the
innovation provide (e.g., skills in using particular kinds of technology)?
Learners need to have an understanding of basic probability and
statistics. The demand is placed on the
teacher to facilitate the students in their collection of information.
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