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Six in 10 schoolchildren taking part in the national CensusAtSchool TataurangaKiTeKura reported that they received pocket money, an allowance or a cash gift the week before participating, getting a median of $15.

The insight has emerged from early results of CensusAtSchool, an online, biennial statistics project that shows students the relevance of statistics to everyday life. In class, Year 5 to Year 13 students (aged 9 to 18) use digital devices to answer 35 online questions in English or te reo Māori, providing a unique snapshot of Kiwi childhoods.

The census asked how much money students had received in the past week, whether pocket money, an allowance or a gift. Fifty-nine per cent said they had received something, with the median amount (the middle amount in the range reported) $15.

A quarter of those students received $1-$6, and another quarter got $30 or more.

Breaking the numbers down further, primary school students received a median of $10. Secondary school students got a median of $20.

CensusAtSchool co-director Rachel Cunliffe, a mother of four, says that pocket money is a perennial topic of conversation among parents. “There are a lot of questions,” she says. “Should you give your kids pocket money? If so, at what age, and how much? Should pocket money be tied to completing chores, or not? And should we incentivise the kids to save their pocket money?”

She adds, “There’s no rulebook on this – but there does come a time when your kids start asking. My eldest, who’s eight, has just started asking about pocket money as some of his friends now get an allowance, so my husband and I have been deciding our approach.”

CensusAtSchool also asked whether students had part-time jobs. Overall, more boys (25%) than girls (18%) had part-time work in the week before they did the census. Boys were earning more money (a median of $30) than girls ($20).

Just 18% of primary-school students had part-time jobs, earning a median of $15.

A total of 28% of high-school students had part-time jobs, earning a median of $80. Of that group, a quarter reported earning $160 or more a week.

CensusAtSchool also asked students how much money they spent and gave away. A total of 24% of students reported spending or giving away more in the previous week than they had received or earned that week.

This year’s edition of CensusAtSchool started on February 7. Teachers can register their classes and take part at any time before it finishes on July 7. CensusAtSchool is part of an international effort to boost statistical capability among young people, and is carried out in Australia, the United Kingdom, Canada, the United States, Japan and South Africa. The countries share some questions so comparisons can be made.

In New Zealand, CensusAtSchool started 2003, and is run by the University of Auckland’s Department of Statistics with support from Statistics NZ and the Ministry of Education.

 

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.

This first term newsletter is important reading for all secondary mathematics and statistics teachers.

Upcoming workshops for current PLD are advertised and useful links and tips are provided by Derek Smith and the national facilitation team.

Secondary Mathematics and Statistics Newsletter Term 1 2016

Derek has also sent through some other interesting links that didn’t make it into the newsletter:

Some reminders:

NZAMT14 Conference workshop resources

https://drive.google.com/folderview?id=0B7g2b0ejmaWkfkozOTc4WjEzWTUzTERXUDVuaHNjdllVTl8tRFUtN2JneEEtRm5aV1RoZFk&usp=sharing

2015 Ernest Duncan Award Winner Ricky Pedersen has offered to make his Critical Thinking Booklet available for download.

http://www.nzamt.org.nz/index.php/nzamt-teaching-awards/ernest-duncan/296-critical-thinking-download  

Interesting bits and pieces

Some research on happiness in schools for your interest. It would be interesting to ask your faculty members, and yourself, “What makes you happy during the school day or during a lesson?”

https://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work?language=en
Some interesting data sets from a NZ long term study:

http://www.psych.auckland.ac.nz/en/about/our-research/research-groups/new-zealand-attitudes-and-values-study.html

 

TED Talks links to videos
https://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work?language=en
https://www.ted.com/talks/julian_treasure_how_to_speak_so_that_people_want_to_listen?language=en

 

An ERO publication

http://ero.govt.nz/content/download/218083/3728627/version/2/file/ASMS+synthesis+V2.pdf

Learning geometry via Origami

http://www.scholastic.com/teachers/top-teaching/2016/01/teaching-math-modular-origami 

Why is learning fraction arithmetic so difficult? From STEM Learning

A look at the methods of teaching fraction arithmetic in Shanghai  

Learning maths through song and dance

https://www.facebook.com/nbcnightlynews/videos/10153923415943689/?fref=nf 

Hope that your athletics and Swimming sports day are progessing well while the country enjoys the settled weather we are enjoying.

 

Our hearts go out to the people in Canterbury as they wrestle with nature.

 

Näku i roto i ngä mihi, nä

Derek

Derek Smith|Mathematics National Co-ordinator/Central South Facilitator (Secondary)|Education Support Services|

Te Tapuae o Rehua Consortium Mau ki te ako|University of Otago College of Education|021 913 150|

The Ministry of Education send e-newsletters to New Zealand secondary mathematics and statistics teachers.
E-newsletters are usually distributed once per term and contain guidelines for effective teaching and learning strategies, subject-specific literacy strategies, the latest information on standards alignment, useful links for resources and exemplars, feedback from national moderators, links to relevant readings, plus information about upcoming regional workshops and cluster sessions.

You can sign-up to receive these e-newsletters by contacting your Secondary student achievement facilitator.

Secondary Mathematics and Statistics Newsletter Term 4 2015

 

The Ministry of Education send e-newsletters to New Zealand secondary mathematics and statistics teachers.
E-newsletters are usually distributed once per term and contain guidelines for effective teaching and learning strategies, subject-specific literacy strategies, the latest information on standards alignment, useful links for resources and exemplars, feedback from national moderators, links to relevant readings, plus information about upcoming regional workshops and cluster sessions.

You can sign-up to receive these e-newsletters by contacting your Secondary student achievement facilitator.

Mathematics and statistics, term 3, 2015

 

School students think verbal mistreatment is the biggest bullying issue in schools – higher than cyberbullying, social or relational bullying such as social exclusion and spreading gossip, or physical bullying.

The insights have emerged from the long-running CensusAtSchool/TataurangaKiTeKura, a national statistics education project for primary and secondary school students. Supervised by teachers, students aged between 9 and 18 (Year 5 to Year 13) answer 35 questions in English or te reo Māori about their lives, then analyse the results in class.

Already, more than 18,392 students from 391 schools all over New Zealand have taken part in CensusAtSchool, which started on March 16. (Click here to see which of your local schools are taking part).

Students were asked how much they agreed or disagreed with statements about each type of bullying.  A total of 36% strongly agreed or agreed that verbal bullying was a problem among students at their school, followed by cyberbullying (31% agreed or strongly agreed), social or relational bullying (25% agreed or strongly agreed) and physical bullying (19% agreed or strongly agreed).

This is the first time CensusAtSchool has asked about bullying, says Ōtāhuhu College teacher Anne Patel, a member of the CensusAtSchool team. “Information about the scale of bullying is hard to get in New Zealand because we don’t have a way of quantifying it on a national level.  But as CensusAtSchool is anonymous and available to students in every school in the country, we are getting a unique student-eye view of its scale and prevalence.”

Looking more closely at each category:

Verbal bullying

  • Overall, 36% of schoolchildren who took part strongly agreed or agreed that verbal bullying was a problem at their school.
  • Verbal bullying was more of a problem in high schools (39% of students agreed or strongly agreed) than primary schools (29%).
  • Verbal bullying was more of a problem for girls in co-ed schools (43% strongly agreed or agreed) than girls in single-sex schools (33% strongly agreed or agreed).

Cyberbullying

  • Overall, 31% of students who took part strongly agreed or agreed that cyberbullying was a problem at their school.
  • Girls were more likely to say cyberbullying was a problem at school (34% strongly agreed or agreed) than boys (26% strongly agreed or agreed).
  • Cyberbullying was more of a problem in high schools. A total of 19% of boys at primary school strongly agreed or agreed that bullying was a problem in their schools, but 31% of boys at high school. A total of 22% of girls at primary school strongly agreed or agreed that cyber-bullying was a problem in their school, but 40% of girls at high school.
  • For boys, cyber-bullying was more likely to be a problem in co-educational settings: A total of 32% of boys in co-ed schools strongly agreed or agreed that cyber bullying was a problem, against 23% of boys in single-sex schools. However, the picture was quite different for girls. A total of 40% of girls in co-ed schools strongly agreed or agreed that cyber bullying was a problem in their school, and the corresponding figure for girls in single-sex schools was also 40%.

And who were cyber bullies? Overall, 69% of all students who took part said that cyberbullies were equal numbers of boys and girls.

Social/relational bullying

Overall, 25% of students who took part strongly agreed or agreed that social/relational bullying was a problem at their school.

Physical bullying

  • Overall, 19% of students who took part said physical bullying was a problem at their school.
  • Physical bullying was more of an issue for boys (22% agreed, strongly agreed) than girls (16%).
  • Physical bullying appeared to be a bigger problem for boys at co-ed schools (24% strongly agreed or agreed) than at single-sex boys’ schools (16%).
    However, physical bullying was seen to be bigger problem in the eyes of girls in co-ed schools (17% strongly agreed or agreed that physical bullying was a problem at their school), than those in single-sex schools (9%).

Anne Patel says of particular interest is the data showing that students in single-sex schools were less likely to report bullying as a problem. “The question we now need to ask is: why this is? What is it about these schools that students perceive bullying to be less of a problem?”

CensusAtSchool, now in its seventh 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, but the majority reflect New Zealand students’ interests.

Here’s some beautiful photos of tamariki in Room 2 at Strathmore School taking part in CensusAtSchool 2015:

IMAG2879IMAG2865IMAG2868 IMAG2872IMAG2870  IMAG2874IMAG2875IMAG2864IMAG2871    IMAG2877
Thanks to Whaea Rachel Rawiri for sending these in!

Singer and The X-Factor New Zealand judge Stan Walker is Kiwi kids’ favourite local celebrity by far, according to the first insights to emerge from CensusAtSchool/TataurangaKiTeKura, the only national survey of what schoolchildren are thinking, feeling and doing.

Walker, 24, who shot to fame after winning Australian Idol in 2009, was way ahead of any other local celebrities after day three of CensusAtSchool/TataurangaKiTeKura, a long-running, online educational project that brings statistics to life in the classroom. Supervised by teachers, students aged between 9 and 18 (Year 5 to Year 13) answer 35 questions in English or te reo Māori about their lives, then analyse the results in class.

CensusAtSchool/TataurangaKiTeKura was launched on Monday morning, and by 5pm on Wednesday, more than 2,500 students had taken part.

Among the questions they answered was “Who is your favourite New Zealand celebrity?”, and they could name anyone. Many said they didn’t have a particular favourite, but among those who did, Walker, of Tūhoe and Ngāti Tūwharetoa, picked up 25% of the votes. Second was Auckland singer Lorde, 18, whose 2013 debut single, Royals, was an international hit. She got 21% of the vote.

CensusAtSchool/TataurangaKiTeKura co-director Rachel Cunliffe, an online communications and youth culture specialist, says that Stan Walker’s talent, coupled with his sincerity and positive nature, makes him very appealing to children and young people. “Stan Walker rose above a really rough childhood, and that’s inspirational. He’s also a role model – he was campaigning against bullying long before it became a huge issue on The X Factor New Zealand this week.”

Rachel Cunliffe says that Lorde’s appeal lies not only in her music, but in her refusal to be anything other than herself.  “She’s a positive, strong, empowering personality.”

More than 1,700 teachers from 834 schools all over New Zealand have registered for CensusAtSchool, which started on Monday, March 16 and runs until May 29. (Click here to see which of your local schools are taking part).

CensusAtSchool, now in its seventh edition, is a collaborative project involving teachers and the University of Auckland’s Department of Statistics, with support from 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, but the majority reflect New Zealand students’ interests.

The Ministry of Education and Statistics NZ are encouraging teachers to sign up to CensusAtSchool, an online statistics project that turns students into “data detectives”.

Students aged 9 to 18 (Year 5 to Year 13) use a variety of digital devices to answer 35 online questions in English or te reo Māori about their lives and opinions.

Students answer questions such as: Where did you eat your dinner last night? Is bullying among students a problem at your school? About how many txt messages did you send yesterday? Which two teams will contest the Rugby World Cup final? They are also asked to carry out activities such as weighing their schoolbag.

Ministry of Education Deputy Secretary for Student Achievement Dr Graham Stoop says more than 1600 teachers from over 800 schools are taking part in CensusAtSchool in their maths and statistics classes from March 16 until May 29. The data will then be released for classroom analysis.

“Students love becoming ‘data detectives’. This is a fun and engaging way for them to learn about the relevance of statistics to everyday life. CensusAtSchool is linked to the national statistics curriculum, so we encourage teachers in primary and secondary schools to take part,” says Dr Stoop.

The project is run every two years by the University of Auckland’s Department of Statistics, with support from Statistics NZ and the Ministry of Education.

Statistics NZ’s education manager Andrew Tideswell says statistical literacy is essential in a data-driven world. “Students with strong statistical skills are not only in demand in the workplace, they’re in a position to make informed decisions about the data around them every day.”

New Zealand schoolchildren will share their thoughts on bullying in a nationwide survey that launches this week.

CensusAtSchool/TataraungaKiTeKura is a long-running, online educational project that brings statistics to life in the classroom. Supervised by teachers, students aged between 9 and 18 (Year 5 to Year 13) answer 35 questions in English or te reo Māori about their lives, then analyse the results in class.

Already, more than 1618 teachers from 808 schools all over New Zealand have registered for CensusAtSchool, which runs from March 16 to May 29. (Click here to see which of your local schools are taking part).

For the first time, children will be asked for their opinions on bullying. CensusAtSchool co-director Rachel Cunliffe says the questions were developed in response to calls for greater discussion of the issue, which has been identified as a major problem in New Zealand.

“Bullying of any type – whether its verbal bullying or cyber-bullying – can have a huge and negative impact on children’s learning,” she says. “And as statistics is about recording what happens in real life, we have an opportunity to hear what children really think about the problem and, hopefully, encourage greater discussion of bullying.”

The bullying questions are as follows: Is bullying among students a problem at your school? When did you first personally experience or become aware of bullying behaviour? Who do you think are cyberbullies? How old do you think cyberbullies are?

Other questions in the survey this year ask students to undertake practical activities such as weighing their schoolbag, and paint a picture of their lifestyle through questions such as: Where did you eat your dinner last night? About how many txt messages did you send yesterday?

CensusAtSchool, now in its seventh edition, is a collaborative project involving teachers and the University of Auckland’s Department of Statistics, with support from StatisticsNZ 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, but the majority reflect New Zealand students’ interests.

Notes to media
Contact
CensusAtSchool co-director Rachel Cunliffe at censusatschoolnz@gmail.com or phone 027 3833 746. For more information on CensusAtSchool New Zealand 2015, visit http://www.censusatschool.org.nz. To find out which of your local schools are participating, click here.  To see the questions, click here.

About CensusAtSchool co-director Rachel Cunliffe
Rachel holds a BSc (Hons) in Statistics from the University of Auckland and co-directs CAS with Professor Chris Wild of the Department of Statistics at The University of Auckland. Rachel owns web company cre8d design and speaks about online communications and youth culture. To download a free high-resolution picture of Rachel, click here.