2 May 2018

Why decimals are difficult

Why decimals are difficult Recently a couple of primary teachers admitted a little furtively to me that they “never got decimals”. It got me wondering about what was difficult about decimals. For people who “get” decimals, they are just another number, with the decimal point showing. Clearly this was not the case for all. So in true 21st century style I Googled it: “Why are decimals difficult” I got some wonderfully interesting results, one of which is a review paper by Hugues Lortie-Forgues, Jing Tian and Robert S. Siegler, entitled “Why is learning fraction and decimal arithmetic so difficult?”, which I draw […]
5 March 2018

There are many good ways to teach mathematics

There are many good ways to teach mathematics and statistics Hiding in the bookshelves in the University of Otago Library, I wept as I read the sentence, “There are many good ways to raise children.”  As a mother of a baby with severe disabilities the burden to get it right weighed down on me. This statement told me to put down the burden. I could do things differently from other mothers, and none of us needed to be wrong. The same is true of teaching maths and stats – “There are many good ways to teach mathematics and statistics.” (Which […]
5 February 2018

The Central Limit Theorem – with Dragons

To quote Willy Wonka, “A little magic now and then is relished by the best of men [and women].” Any frequent reader of this blog will know that I am of a pragmatic nature when it comes to using statistics. For most people the Central Limit Theorem can remain in the realms of magic. I have never taught it, though at times I have waved my hands past it. Students who want that sort of thing can read about it in their textbooks or look it up online. The New Zealand school curriculum does not include it, as I explained […]
11 January 2017

Why people hate statistics

This summer/Christmas break it has been my pleasure to help a young woman who is struggling with statistics, and it has prompted me to ask people who teach postgraduate statistical methods – WTF are you doing? Louise (name changed) is a bright, hard-working young woman, who has finished an undergraduate degree at a prestigious university and is now doing a Masters degree at a different prestigious university, which is a long way from where I live and will remain nameless. I have been working through her lecture slides, past and future and attempting to develop in her some confidence that she […]
3 November 2016

Talking in class: improving discussion in maths and stats classes

Maths is right or wrong – end of discussion  – or is it? In 1984 I was a tutor in Operations Research to second year university students. My own experience of being in tutorials at University had been less than inspiring, with tutors who seemed reserved and keen to give us the answers without too much talking. I wanted to do a good job. My induction included a training session for teaching assistants from throughout the university. Margaret was a very experienced educational developer and was very keen for us to get the students discussing. I tried to explain to her […]
6 September 2016

The nature of mathematics and statistics and what it means to learn and teach them

I’ve been thinking lately…. Sometimes it pays to stop and think. I have been reading a recent textbook for mathematics teachers, Dianne Siemon et al, Teaching mathematics: foundations to middle years (2011). On page 47 the authors asked me to “Take a few minutes to write down your own views about the nature of mathematics, mathematics learning and mathematics teaching.” And bearing in mind I see statistics as related to, but not enclosed by mathematics, I decided to do the same for statistics as well. So here are my thoughts: The nature of mathematics Mathematics is a way of modelling and […]
25 July 2016

Mathematics teaching Rockstar – Jo Boaler

Moving around the education sector My life in education has included being a High School maths teacher, then teaching at university for 20 years. I then made resources and gave professional development workshops for secondary school teachers. It was exciting to see the new statistics curriculum being implemented into the New Zealand schools. And now we are making resources and participating in the primary school sector. It is wonderful to learn from each level of teaching. We would all benefit from more discussion across the levels. Educational theory and idea-promoters My father used to say (and the sexism has not […]
8 March 2016

Papamoa College statistics excursion to Hamilton Zoo

Last week I had a lovely experience. I visited the Hamilton Observatory and Zoo as part of a Statistics excursion with the Year 13 statistics class of Papamoa College. The trip was organised to help students learn about where data comes from. I went along because I really love teachers and students, and it was an opportunity to experience innovation by a team of wonderful teachers.  The students travelled from Papamoa to Hamilton, stopping for pizza in Cambridge. When we got to the Hamilton Observatory, Dave welcomed us and gave an excellent talk about the stars and data. I found […]
3 February 2016

What does it mean to understand statistics?

It is possible to get a passing grade in a statistics paper by putting numbers into formulas and words into memorised phrases. In fact I suspect that this is a popular way for students to make their way through a required and often unwanted subject. Most teachers of statistics would say that they would like students to understand what they are doing. This was a common sentiment expressed by participants in the excellent MOOC, Teaching statistics through data investigations (which is currently running again in January to May 2016.) Understanding This makes me wonder what it means for students to […]
9 November 2015

Understanding Statistical Inference

Inference is THE big idea of statistics. This is where people come unstuck. Most people can accept the use of summary descriptive statistics and graphs. They can understand why data is needed. They can see that the way a sample is taken may affect how things turn out. They often understand the need for control groups. Most statistical concepts or ideas are readily explainable. But inference is a tricky, tricky idea. Well actually – it doesn’t need to be tricky, but the way it is generally taught makes it tricky. Procedural competence with zero understanding I cast my mind back […]