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Thanks to Mike Davey of Awahono School – Grey Valley for these great shots of his class taking part in CensusAtSchool!

CensusAtSchool 2017

Students will be able to see how their pocket money stacks up against their peers and whether they’re getting less after-school screen time when they become data detectives in this year’s CensusAtSchool TataurangaKiTeKura.

The online statistics project, which starts today, is open to all English and Māori-medium schools. Teachers can register their classes and take part in CensusAtSchool at any time before it finishes on 7 July.

In class, students aged 9 to 18 (Year 5 to Year 13) use digital devices to answer 35 questions in English or te reo Māori about their lives and opinions.

The census explores present-day childhood; for example, asking students about whether they get pocket money, and how much; whether their screen time after school is limited; and if anything in their lunchbox that day was grown at home. Students also carry out practical activities such as weighing the laptops and tablets they take to school.

Ministry of Education deputy secretary Karl Le Quesne says more than 830 teachers from over 530 schools have already registered to take part in CensusAtSchool in their maths and statistics classes. From mid-June, the data will be released for teachers to use in the classroom.

“CensusAtSchool gives teachers relevant, real-life data to help students tell stories about themselves and their peers,” Mr Le Quesne says. “Students become data detectives, mining the census to reveal the stories hidden in the data. The CensusAtSchool questions are wide-ranging, and in analysing the answers, teachers have opportunities to start conversations that touch on many areas of the curriculum, including technology, sport, and environmental studies.”

CensusAtSchool started in 2003. Every two years, the University of Auckland’s Department of Statistics runs this census, with support from Statistics NZ and the Ministry of Education.

Statistics NZ’s education manager Andrew Tideswell says that in our data-driven world, statistical literacy is as important as knowing how to read and write. “People with statistical skills are very attractive to employers, but statistical literacy isn’t just about careers. If you’re confident with data, you have a valuable toolkit to negotiate everyday life.”

CensusAtSchool is part of an international effort to boost statistical capability among young people. Teachers and students in Australia, the United Kingdom, Canada, the United States, Japan, and South Africa take part. The countries share some questions, which allows students to make international comparisons.

Message from NZAMT received from NZQA 13th October regarding the 2016 External Examinations for AS1.3, 1.6 and 1.12:

We have had notification from NZQA that they believe schools will find the Level 1 examination papers for November consistent with their expectations and recent previous assessment of the identified standards.  Hence schools can confidently use recent past NZQA examinations  (since the 2011 realignment of L1 standards) in preparing their students for the external examinations.

Posted by Derek Smith

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Share this with students or colleagues that have one or both of these topics as an interest. The coding language is Python.

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A webinar for you or your students, brought to you by the American Statistical Association.

Statisticians and data scientists are employed by all types of organizations, including professional sports teams. Join the AMA sports analytics webinar to learn what sports statisticians do and what education is required to become the “Bill James” of your favorite sport.

View the webinar details here. Remember to set your alarm!

Mathematics and Statistics are both core members of the STEM subjects and potent enablers of all the others. This document clarifies what is distinctive about statistics and its educational needs.

What distinguishes Statistics from the rest of “Mathematics and Statistics?”

Statistics is the science of learning from data and of measuring, controlling and communicating uncertainty” (American Statistical Association). It has real data at its core, and its defining purpose is learning about the real world by collecting, analysing, and interpreting data. Anything else simply provides a means that may be useful for achieving those ends. Concerns about uncertainty and data variation lead to distinctive thought processes.

How Statistics is changing

While the most fundamental, underpinning concepts of statistics are unchanging, the means by which we extract insights from data are changing rapidly as a result of digital technology – and technologically enabled advances, such as advances in data visualisation and data wrangling, are making its benefits accessible to a much wider cross-section of students and society. The nature and size of the data we have to deal with is changing rapidly too (e.g. the rise of big data), as is its increasing ubiquity.

Because of ongoing changes in the technologies people interact with and the automation of routine processes, skills in thinking with data, and skills in communicating the real-world lessons we learn from data, are becoming much more important (for almost everyone) than skills in doing.

How Statistics pedagogy is changing

The shifts from doing to thinking and communicating, and from “by-hand” construction to the routine use of digital technology, pose huge challenges: for teachers because they were themselves educated in the historical modes; and for a system that relies on changes being slow enough so that the majority of examiners, textbook writers, experienced teachers, etc. can be current.

What Statistics needs

Statistics education in New Zealand needs mechanisms for transmitting core learnings from very small numbers of specialists to the system as a whole. What it means to teach “thinking” and “communicating” about data, and arriving at understandings of how to go about that, are things that very small numbers of thinkers, researchers and lead teachers are developing, drawing on fundamental educational principles and real-world experience with data analysis. These learnings are not something that can just happen in Learning Communities, though these Communities should be a very useful downstream component of dissemination and professional development strategies.

What Statistics has

In New Zealand we have some of the best statistics education researchers in the world, the most forward-looking curriculum, many innovative and creative teachers, excellent relationships between stakeholders, excellent international connections, and a desire for continued progress.

Collaboration

The Education Committee of the New Zealand Statistical Association (NZSA) is very keen to work with any stakeholder who wishes to further improve New Zealand’s statistical education system so that it gives a more valuable preparation for the future lives and careers of our students, and helps build a more data literate and capable society.

Education Committee, New Zealand Statistical Association, 1 August 2016

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

Want to get a handle on BIG data? A course for scholarship students?

The Queensland University of Technology is offering a free online PD course. Get a practical insight into big data – and popular tools for collecting, analysing and visualising it.

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Term 2 News

Kia ora Statistics teachers.

We hope you are enjoying teaching students to discover stories in data, and to practice their statistical literacy skills.

Skills in statistics will be invaluable now and in the future, check out The beauty of data visualization then see New Zealand clearly.

Term 2 Updates:

Nga Mihi

The CensusAtSchool team

 

 

See how your students could soon be using statistics and models to predict the future.

There are examples of statistical careers and what statisticians have done to help solve problems with data.

The future of prediction

 

Some ideas to help students reach their statistics and statistical literacy learning goals:

Primary and Intermediate:

Secondary:

  • Fathom & iNZight: Technology for secondary statistics teaching.
  • Herald article: on careers in statistics.
  • A framework for thinking about informal statistical inference. (Makar, K. & Rubin, A., 2009) Professional reading:
  • Figure: Lillian Grace was the plenary speaker at both Canterbury and Auckland Statistics Teachers day. The Figure site allows everyone be an explorer and user of data. If you or your students want data to answer a burning question this is the place to contact.
  • 2015/16 Census: Have all your classes been involved? Experiencing the census at all levels of the curriculum is important for students to demonstrate that they are “managing variation” and are involved in every aspect of data collection and creation.
  • Statistical displays: What about  running a poster competition for Statistics week?!  Below are some examples from oversea’s, how can we improve on these?
  • Tour Aotearoa live! Robyn Headifen has suggested following the cycling so much much great data!

What other ideas do you have?

How are you linking with your colleagues in other subjects? How do they approach statistical literacy and use statistics in scientific (both social and the physical sciences) investigations?

Do you have an Investing in Educational Success IES project to share or would like to begin? Also let us know of any cool Stats Apps you’re using with your students.

Finally, a big thanks to teachers who are using the share resources function on CAS.

Nga mihi

The CensusAtSchool Team