News

The only national survey to comprehensively chart children’s views of their own lives is taking place across New Zealand from March 4. This year, we will learn from Kiwi kids on issues as wide-ranging as climate change, the amount of time they spend on digital devices, how they handle interpersonal issues, and their own attitudes and perceived parental attitudes to activities such as drinking and smoking by young people. Preview the questions in English and te reo Māori here.

CensusAtSchool New Zealand, known in te reo Māori as TataurangaKiTeKura Aotearoa, is a non-profit, online educational project that aims to bring statistics to life in both English and Māori-medium classrooms. Supervised by teachers, students from years 5-13 anonymously answer 30 questions in English or te reo Māori, and later explore the results in class. CensusAtSchool runs every two years, and in 2017, more than 32,000 students took part, representing 534 schools and 1,062 teachers.

CensusAtSchool, now in its ninth edition, is a collaborative project involving teachers, the University of Auckland’s Department of Statistics, Statistics New Zealand and the Ministry of Education. It is part of an international effort to boost statistical capability among young people, and is carried out in Australia, the United Kingdom, Canada, the US, Japan and South Africa. The countries share some questions so comparisons can be made.

2019 Ihaka lectures

Rise of the machine learners:

Statistical learning in the computational era

Don’t miss this set of four lectures held from March to April. Get a group together, invite your  colleagues from other departments, or take your stats scholarship students. See the program: IhakaDLE19.

 

Stats News

January, 2019

In this issue

Dairy cattle numbers dip again
Recent migrants say they face bias, but feel safe
Cheaper to get your 5+ a day at the end of 2018
Almost 33,000 homes consented in November year
Wealth of top 20 percent rises by $394,000

Dairy cattle numbers dip again

Provisional figures from the 2018 agricultural production survey showed dairy cattle numbers fell 1 percent, to 6.4 million in June 2018.

Sheep numbers have fallen in 10 of the past 12 years, in total down about 12.8 million from about 40.1 million in 2006. New Zealand now has 5.6 sheep for every person, after peaking at 22 sheep for every person in 1982.

Read more about livestock numbers.

Recent migrants say they face bias, but feel safe

According to the 2016 General Social Survey (GSS), about 26 percent of recent migrants said they’d felt discriminated against in the previous 12 months, compared with about 16 percent for both long-term migrants, and people born in New Zealand.

Compared with long-term migrants and people born in New Zealand, recent migrants were more likely to feel safe using or waiting for public transport at night, and when walking alone in their neighbourhood after dark.

Read more about what recent migrants said.

Cheaper to get your 5+ a day at the end of 2018

Overall, getting your five-plus (5+) a day servings of fruit and vegetables was cheaper in 2018. Fruit prices were 3.8 percent lower in December 2018 than in December 2017, while vegetable prices were 7.5 percent lower. The cost of a dozen eggs, by contrast, reached a record $4.25 in December 2018, with prices up 10 percent on December 2017.

Read more about fruit and vegetable prices.

Almost 33,000 homes consented in November year

Almost 33,000 new homes were consented in the year ended November 2018, up 5.3 percent from the November 2017 year.

Auckland drove the increase in new homes consented, followed by Wellington. A total of 32,783 new homes were consented in the year ended November 2018.

Read more about homes consented.

Wealth of top 20 percent rises by $394,000

The net worth of the richest 20 percent of New Zealand households has risen $394,000 since 2015, to reach a median of $1.75 million.

Over the same period, from the year ended June 2015 to the June 2018 year, the net worth of the bottom 40 percent has not increased.

The median net worth of the typical Kiwi household in the June 2018 year was $340,000, up from $289,000 three years ago – mainly reflecting rising property values. The median means half of all households are richer and half are poorer than this value.

Read more about the net worth of New Zealand households.

Top statistics

Population: 4,907,200

Unemployment September qtr: 3.9%

CPI December qtr: +1.9%

GDP September quarter: +0.3%

All figures as at 12:45pm 23 January 2019.

Recent releases

Annual trade deficit at 11-year high
Overseas guests boost South Island accommodation
Net migration trending down

Upcoming releases

1 Feb 19: Household living-costs price indexes: December 2018 quarter
4 Feb 19: Building consents issued: December 2018
7 Feb 19: Labour market statistics: December 2018 quarter

View full release calendar

Copyright © 2019 Stats NZ, All rights reserved.

Read the latest submission from the NZSA Education Committee to the Ministry of Education’s request for feedback on the future of NCEA stated at: http://www.conversation.education.govt.nz/conversations/ncea-have-your-say/get-involved-today/

Read also the latest submission from the New Zealand Mathematical Society (NZMS) Education Committee.

Both Associations endorse one another’s submissions on the future of NCEA. (The NZSA endorsement of the NZMS submission is here.)

 

The Concord Consortium
October 16, 2018
Help students explore data: Free tools for building data fluency

Help Students Explore Data: Free Tools for Building Data Fluency

You’re receiving this message because you’re part of the data science education revolution!

Thanks to the work you’ve been part of—whether at last year’s Data Science Education Technology summit, as a data science education meetup or webinar participant, or by expressing interest in the Messy Data Coalition we launched at the Connected Learning Summit—enthusiasm is growing and the revolution is gaining momentum.

We’re teaming up with edWeb.net to offer a free webinar: Help Students Explore Data: Free Tools for Building Data Fluency on October 22, 2018, at 3 pm EDT.

Data are everywhere—but how can you prepare your students for a data-rich future? In this edWebinar you’ll learn how you can bring data experiences into your classroom. Chad Dorsey, President and CEO, and Bill Finzer, Senior Scientist, will lead this hands-on session.

  • Learn how free NSF-supported online tools can help your students explore data and create their own visualizations
  • Learn the important building blocks of immersive data experiences
  • Learn how to identify key techniques for creating successful data experiences

Join us to see how free tools and tips can help you start “doing data science” in your classroom today!

Register Today

Let everyone know you’re attending and invite them to join the data science education revolution!

This material is based upon work supported by the National Science Foundation under Grant No. IIS-1530578. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily represent the views of the National Science Foundation.
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Robyn Headifen and Marion Steele’s HOD day workshop examined the characteristics of good Statistics teachers.

They both recommended  SET Statistical Education of Teachers as professional reading. This is available via the US website: http://www.statisticsteacher.org/

Ideal professional reading for a department with new or developing Stats teachers.

There were many other resources for Statistics shared by presenters on the AMA HOD/F/UH day.

 

Literacy for University Entrance: Views from NZSA Education Committee

Literacy and Statistics

The Education Committee of the New Zealand Statistical Association (NZSA) is very pleased to
see that the New Zealand Qualifications Authority (NZQA) is consulting on the University
Entrance (UE) Literacy List. This statement is offered as input into NZQA’s review (via
UEchanges@nzqa.govt.nz), and is being made available on CensusAtSchool. We are part of a
‘subject association’ (as in the consultation document) with a strong ‘interest in the list’.
NZQA’s consultation document is at
http://www.nzqa.govt.nz/about-us/consultations-and-reviews/consultation-review-of-the-universit
y-entrance-literacy-list/.

We see it as extremely important that achievement standards from areas like and including
Statistics remain in and are added to the list. Statistics at present has two standards in the list,
with no proposed removals or additions. They are: 91266, 2.11, int (Reading only); and 91584,
3.12, ext (Reading and Writing both);. Other Statistics internal standards require a written report
and evaluation of evidence, usually in writing. We would like to see some more of the L2 and L3
Statistics standards count towards UE literacy.

Tension between text and other methods of communication
We see a tension between the need for written work and the need to allow students
opportunities to present their best evidence against a standard in a variety of ways.
We think it is completely fair that NZQA requires UE literacy writing evidence to come from work
that is written. It makes sense, at present, to exclude standards where this cannot be
guaranteed. However, If a large number of standards were required to be assessed entirely in writing, the
results could include student overwork and boredom, teacher overwork, and student flight.
We would like to see more flexibility in how students gain literacy, and a change to the difficulty
that many schools and students face at present. We see the need for a dialogue to find
solutions to this tension.

One such solution would be to require the submitted work to include a written abstract or
summary, for nominated standards. This is an important part of science communication across
many subjects, and would fit well with other methods of presentation.
Another solution would be to make some standards restricted to written reports, so they could
count towards UE literacy, and to keep others with open assessment.
We are aware of a strong teacher view that, under the present system, many students have
difficulty meeting the UE literacy requirements. As Statistics is the second largest subject at
NCEA Level 3, increased opportunities for UE literacy within our communication-focused subject
would be beneficial for many students.

Ongoing dialogue
In the light of:
● student difficulties in meeting UE literacy requirements,
● the large amount of UE literacy-relevant work often done at present for the statistics
standards, especially the internals,
● and the large number of students who attempt NCEA Level 3 Statistics Achievement Standards,

we would like to see a solution where more statistical standards count for UE literacy.
We are happy to expand on our ideas and possible solutions with NZQA, if and when that is
useful. ‘

To contact the Education Committee, please email the Committee’s Convenor:
alasdair.noble@agresearch.co.nz.

2018 Ihaka Lecture series

Tonight is the last in this years Ihaka Lecture series. If you missed any you can watch them at: Link: https://www.stat.auckland.ac.nz/ihaka-lectures

Speaker:     Alberto Cairo
Affiliation: University of Miami
Title:       Visual trumpery: How charts lie
Date:        Wednesday, 21 March 2018
Time:        6:30 pm to 7:30 pm
Location:    6.30pm, Large Chemistry Lecture Theatre, Ground Floor, Building 301, 23 Symonds Street, City Campus, Auckland Central.

In our final 2018 Ihaka lecture, Alberto Cairo (Knight Chair in Visual
Journalism at the University of Miami) will deliver the following:
Visual trumpery: How charts lie — and how they make us smarter

Please join us for refreshments from 6pm in the foyer area outside the
lecture theatre.

With facts and truth increasingly under assault, many interest groups have
enlisted charts — graphs, maps, diagrams, etc. — to support all manner of
spin. Because digital images are inherently shareable and can quickly
amplify messages, sifting through the visual information and misinformation
is an important skill for any citizen.

The use of graphs, charts, maps and infographics to explore data and
communicate science to the public has become more and more popular.
However, this rise in popularity has not been accompanied by an increasing
awareness of the rules that should guide the design of these
visualisations. This talk teaches normal citizens principles to become a more critical and
better informed readers of charts.

Biography:
Alberto Cairo is the Knight Chair in Visual Journalism at the University of
Miami. He’s also the director of the visualisation programme at UM’s Center
for Computational Science. Cairo has been a director of infographics and
multimedia at news publications in Spain (El Mundo, 2000-2005) and Brazil
(Editora Globo, 2010-2012,) and a professor at the University of North
Carolina-Chapel Hill. Besides teaching at UM, he works as a freelancer and
consultant for companies such as Google and Microsoft. He’s the author of
the books The Functional Art: An Introduction to Information Graphics and
Visualization (2012) and The Truthful Art: Data, Charts, and Maps for
Communication (2016).

Map: https://goo.gl/maps/fNuHvmNWPru ]

https://www.stat.auckland.ac.nz/ihaka-lectures

Relevant topics for public consultation in statistics education

The Ministry of Education is leading a review of the National Certificate of Educational Achievement (NCEA). The Education committee for NZSA has prepared a statement into topics affecting the review. Please read  Topics for NCEA Review from NZSA Education Committee.

The Committee’s statement says: “This document is offered as input into the Ministry’s review. The education committees views are based on our readings of recent assessments, on concerns heard from teachers, and on our collective experience in statistics education. One of our goals is to provide expert guidance in statistics education, where we can.”

Finally, submissions for a review of the UE literacy standards are due by the 13th of April, so if you want to have your say on these complete a survey.

Thanks to Vicki Haverkort, HOD Mathematics at Huanui College for sending these photos of Year 7 students entering their CensusAtSchool data and how they used the data to model the PPDAC cycle.

Students stood in a circle to visually see how large Tane Mahuta’s girth is at the end of the lesson.