Presentation from the 2nd Scientix Conference, 24-26 Ocotober 2014, Brussels, Belgium

1. A new approach for
teaching data and statistics.
Computer Based Statistics.
Ülle Kikas
Ministry of Education and Research, Estonia
Scientix, Brussels 24.-26.10.2014

2. Why?
Traditional school mathematics weakly supports
understanding and using mathematics in real life
 Stand-alone mathematical knowledge from
school
 Use of math in infinite ways to improve life
 Smart jobs in banks, ICT companies, industry,
 science, modeling of social processes, etc

3. Computer Based Mathematics
Conrad Wolfram
http://computerbasedmath.org/
Solve problems with mathematics!
Let calculating for computers!
 learning math through solving real life
problems
 embedding computers as a natural part
 gain educational benefits from digital
opportunities

4. Computer Based Statistics (CBS)
project in Estonia
R&D collaboration
MoER Wolfram Research Uni Tartu
Aim: modern knowledge and skills on data
and statistics from school
Steps
new curriculum and digital lesson materials, 2013
piloting in schools, 2014
analysis, adaptation to Curriculum, 2015
mainstreaming, by 2018

5. Curriculum, learning
outcomes
 Covers mathematical content of traditional
curriculum
 Wider learning outcomes
 Confidence to tackle new problems; abstracting to
mathematics concepts; designing computations;
interpreting; critiquing and verifying, generalising a
model; communicating and collaborating; instinctive
feel of maths
 Understand the heart of math concepts
not just calculation processes (math’s tools)

6. Lesson materials 1
 Narrative-based modules
 25 + 35 lessons for basic and high school
 Teacher and student materials, theory files
 Learning management: log-in, sending
answers, summary of student feedback
 Technology: „Mathematica“ or free CDF
player, internet connection required

7. Lesson materials 2
 Problem-solving approach
 Variety of learning modalities
 inquire, verify, experiment, visualise, interpret,
discuss, connect ideas, create video, send report
 Open data (incl. data of your class)
 awareness on internet data and real life
problems

8. Examples 1
How happy are people in
my country?
Big data: Happy Planet Indexes
 Where to get reliable data
 Create spreadsheet file
 Visualise, select strategy
 Explore characteristics in
charts, manipulate data
 Is happiness in my country
normal? How happy are we
compared to other countries?
 send opinion
Math concepts and tools
 Information as data
 Numerical and non-numerical
data
 Charts, particularly
histograms (bin)
 Distribution of data
 Characteristics: mean,
median, spread, deviation

9. Examples 2
 How can I convince you
 different ways in which statistics can be misused in
order to prove a claim
 Proof by survey
● Asking right questions, data collection, sampling bias
 Are girls better at mathematics?
● comparison of full data sets (graphically and
numerically)
● How many Estonian words do I understand?
● sampling, parameter estimation, confidence intervals

10. Piloting
 In 31 schools in regular math lessons
 by 42 math teachers
 with 1200 pupils
 Data collection for research
 Student feedback after each module (theme)
 Teacher feedback after each lesson
 Tests for students

11. Preliminary feedback 1
 Teachers coped well with teaching in
technological environment
 CBS would be teachers’ favourite
approach for future
 78% + 22% BS,
 33% + 56% HS
 Lesson materials were of unequal quality
 good for basic school
 improvement of didactics required for high
school

12. Preliminary feedback 2
 Students liked the computer based Lessons
 Self-confidence of students towards
learning increased
 Interest of students towards statistics
decreased ?
 Most problematic: balance between
awareness on problem itself and obtained
mathematical skills (assessment principles)

13. Steps towards mainstreaming
 Assessment principles and tasks
 general vs mathematical competences
 digital skills, basic skills, transversal skills
 Curriculum adaptation
 academic advisory board
 Teacher training course
 Training all math teachers
 IT- support to schools and teachers

14. Summary
 Transforming an innovative idea of CBM
to school practice is a challenging, complex
and long-term task
 The most challenging part is accomplished
 We’re on the way to mainstreaming of
Computer Based Statistics

15. Thank you!
Questions?