This document discusses teaching data handling and statistics to children. It covers 5 key stages of data handling: posing questions, collecting data, processing data, representing data, and interpreting data. Some example activities are described that involve sorting data in different ways. Progression in techniques for sorting data is outlined. The use of ICT tools like 2Simple software, Excel, and different types of graphs like bar graphs, pie charts and line graphs is also discussed. Interpreting data through calculating averages, means, medians and modes is covered. The document provides directed tasks to further develop subject knowledge around discrete and continuous data types.

1. Data handling Liars, damn liars and statisticians!

2. Objectives review your own subject knowledge in this area ensuring secure understanding, identifying key facts and using vocabulary accurately. consider children’s learning styles, possible misconceptions, progression and research in children’s learning evaluate teaching styles and strategies, resources and ICT consider issues relating to Inclusion and Differentiation, progression in learning from the FS to KS3, and Cross curricular links

3. NC requirements: 5 stages to data handling Posing questions Collecting data Processing the data Representing the data Interpreting the data NB: Some activities involve some of these stages All these stages need learning about Some activities need to involve all 5 stages

4. Progression in sorting Sorting Positive attribute labels (Sort first, label later) Positive attributes and then negation (Label first then sort - red, not red) Types of sets Unstructured sets (random eg toy cars) Structured sets (Compare bears – small, medium & large bears in blue, red, yellow & green)

5. Additional techniques for sorting Venn diagram Carroll diagram Decision tree

6. Suggested progression A suggested sequence for progression 3D data (use the shoes!) 3D representation (cubes illustrating 1-1 correspondence) Post it pictograms (moving towards the abstract) Block graphs (Vertical axis and labels) Bar graphs Different to block graph Labelling issues – the line is labelled not the block Pie charts Line graphs (Is this suitable?)

7. ICT in data handling When can this be useful? What have you seen? ICT dilemma – when exploring software such as Excel children will want to try these out This is not always the best type of chart to use Pie charts Prior knowledge? Some children will have seen this style of representation and wish to emulate it Differences Pie charts use proportional representation, not numerical representation, therefore .. Labelling size of data sample is important

8. ICT to present data Using ICT opportunities 2Simple software: 2graph Handy graph Data handling Line graph Excel

9. Asking questions and interpreting data Look at this temperature data Write a question to develop interpreting data skills for Simple questions Intermediate questions Difficult questions What sort of questions did you write? Compare questions with notes from previous lecture

10. Interpretation tools Mathematics needed to augment data handling skills Averages Mean Median Mode

11. Calculating averages Use temperature readings to calculate the session Mean temp Median temp Mode temp Are there any differences? Why? When would you use each type of “average”? Why?

12. Presenting “averages” Where have you seen averages displayed? What about “box & whisker” graphs? Sats scores Good for illustrating spread, range and concentration of scores

13. Directed task Over the hols use a mathematics subject knowledge book (eg Haylock) to develop an awareness of the different kinds of discrete and continuous data there are. Discrete data Unordered discrete data (Categories with no sense of order) Ordered discrete data (Data values have clear sense of order) Grouped discrete data (Discrete data grouped to make process manageable) Continuous data Pseudo continuous data (Results of measurement for discrete values) “ Real” continuous data (Results from measurements and every possible value has a meaning)