## Pages

- #MTBOS
- About
- Contact
- Creative Maths Home
- Dr Nic’s blog
- Free Resources
- Learners
- Our Creations
- Privacy Policy
- Resource Guide
- Resources
- Shop
- Sitemap
- Statistics Learning Centre Details
- Teacher Resources
- Teachers
- Topic Guide
- Videos
- Analysing an experiment
- Binomial probability distribution
- Bivariate investigation
- Calculating a bootstrap confidence interval
- Calculating the chi-squared statistic
- Cat Maths 01 Sorting
- Cat Maths 02 Sorting
- Cat Maths 03 Sorting game
- Cat Maths 04 Statistics
- Cat Maths 05 Graphs
- Cat Maths 06 Categories
- Cat Maths 07 Same and different
- Cat Maths 08 Problem solving
- Cat Maths 09 Addition
- Cat Maths 10 Addition expressions
- Cat Maths 11 Subtraction game
- Cat Maths 12 Relationships
- Central Limit Theorem
- Channel Membership
- Chi-squared test
- Choosing which statistical test to use
- Choosing which test – practice
- Classifying types of data
- Combining independent events
- Conditional probability
- Confidence interval for a mean
- Confidence interval using a formula
- Confidence Intervals
- Confidence intervals for proportions
- Confidence intervals using bootstrapping
- Creating bar charts
- Decimal counting by 0.1
- Designing a questionnaire
- Discrete random variables
- Dragonistics data cards
- Dragonistics lesson
- Dragonistics Maths S1
- Dragonistics Maths S2
- Dragonistics Maths S3
- Dragonistics Maths S4
- Dragonistics Maths S5
- Dragonistics Maths S6
- Dragonistics Maths T1
- Dragonistics Maths T10
- Dragonistics Maths T2
- Dragonistics Maths T3
- Dragonistics Maths T4
- Dragonistics Maths T5
- Dragonistics Maths T6
- Dragonistics Maths T7
- Dragonistics Maths T8
- Dragonistics Maths T9
- Dynamic histograms in Excel
- Enquiry cycle with existing data
- Estimating probability values
- Evidence
- Example of a bivariate model
- Experimental design
- Fitting a line
- Fraction Action game
- Good survey questions
- How big are decimals
- Hypothesis test for a mean
- Hypothesis testing
- Important statistical concepts
- Informal confidence interval
- Introduction to probability
- Line-fitting and scatter-plots
- Making a Cartesian drawing
- Making a multiplication table
- Measures of spread
- Multy Facty game
- Mutually exclusive events
- Naming fractions
- Network concepts
- Non-sampling error
- Normal distribution
- OSEM
- Probabilities using NOT and OR
- Probability distribution models
- Random variables
- Regression
- Relative and absolute references
- Rich Maths
- Risk and screening
- Sampling
- Skip counting in twos
- Skip counting in twos #2
- Sources of variation
- Statistical inference
- Statistical significance
- Statistics lesson using dragons
- Summary statistics
- Support us
- The boxplot
- The Dragon Games
- The statistical enquiry cycle
- Time series analysis
- Time series analysis using iNZight
- Time series report example
- Two means t-test
- Type 1 and Type 2 errors
- Types of data
- Understanding graphs
- Understanding the p-value
- Video Licences
- Welcome
- What are decimals
- Why people hate stats
- Writing a time-series report

- Workshops
- StatsLC

## Posts by category

**Category: concepts**- Videos for teaching and learning probability distributions
- Conceptual knowledge and procedural fluency when teaching maths and stats
- Understanding the Sampling Distribution
- Videos for teaching and learning statistics
- Political polls – why they work – or don't
- Mathematics and statistics lessons about elections
- Graphs – beauty and truth
- STEM, STEM-Ed, STEAM and Statistics
- The nature of mathematics and statistics and what it means to learn and teach them
- The normal distribution – three tricky bits
- Understanding Statistical Inference
- Summarising with Box and Whisker plots
- Don't teach significance testing – Guest post
- Nominal, Ordinal, Interval, Schmordinal
- Sampling error and non-sampling error
- Teaching random variables and distributions
- It is so random! Or is it? The meaning of randomness
- Teaching Confidence Intervals
- Deterministic and Probabilistic models and thinking
- Proving causation
- How to learn statistics (Part 2)
- Statistics is not beautiful (sniff)
- Conceptualising Probability
- Oh Ordinal data, what do we do with you?
- Probability and Deity
- Teaching a service course in statistics
- Is statistical enquiry a cycle?
- Context – if it isn't fun…
- Shibboleth, Mixolydian, Heteroscedasticity – and Kipling
- Interpreting Scatterplots
- Make journalists learn statistics
- One year on!
- The Sound of Music meets Linear Programming
- Judgment Calls in Statistics and O.R.
- Teaching experimental design
- The Central Limit Theorem: To teach or not to teach
- What Mathematics teachers need to know about statistics
- Statistics is an interesting subject – really!
- Question questions
- Reading graphs can be tricky
- Statistics and chocolate
- I am many numbers
- All models are wrong
- Rounding is about communication
- Significance
- Uncertainty, luck and control
- Stop faking it! Data should be real.
- Hey mathematics – leave the stats alone!
- Anxiety, fear and antipathy for maths, stats and OR
- Teaching statistical language
- Statistical Misconception Removal
- Seductive Causation
- Drill and Rote in teaching LP and Hypothesis Testing
- Sampling Error Isn't
- The meaning of the mean
- Understanding
- Statistics for all

**Category: controversy**- Creating and critiquing good mathematical tasks with variation theory
- Learning Progression Framework – A good idea or a poor use of time?
- Numeracy crisis in New Zealand
- Why decimals are difficult
- Statistical software for worried students
- The problem with videos for teaching maths and stats
- Dr Nic, Suzy and Gina talk about feelings about Maths
- The Class-size debate – it matters to teachers
- Why people hate statistics
- Has the Numeracy Project failed?
- Why Journalists need to understand statistics – Sensational Listener article about midwifery risks
- Mathematics teaching Rockstar – Jo Boaler
- Teachers and resource providers – uneasy bedfellows
- Data for teaching – real, fake, fictional
- Divide and destroy in statistics teaching
- The Myth of Random Sampling
- Open Letter to Khan Academy about Basic Probability
- Teaching with School League tables
- Which comes first – problem or solution?
- Confidence Intervals: informal, traditional, bootstrap
- Excel, SPSS, Minitab or R?
- Protectionism vs empowerment in the teaching of statistics
- Statistics or Calculus? Do both!
- Probability, Perception and False Positives
- Guest Blog #2: Credit for Turning Up?
- Forget algebra – is Statistics necessary?
- Khan Academy Statistics videos are not good
- Lies and statistics
- Excel in Statistics and Operations Research
- No more lectures!
- Giving students dirty data
- Textbooks and horseless carriages
- Should students calculate?
- Templates for statistical reports – spoon-feeding?

**Category: history****Category: inference****Category: mathematics**- Talking Maths in Public
- How to help your child with her multiplication facts
- Fluency in maths
- Achievable challenge in teaching maths
- The big deal about fractions
- What Maths Teachers wish Year 9 students knew
- Evaluating Mathematics Games
- Fun Mathematics activities for families
- What Mathematicians do Part 2 – Mathematicians explore
- Spreadsheets, statistics, mathematics and computational thinking
- Improvisation in the Mathematics Classroom
- There are many good ways to teach mathematics
- Lessons for a budding Social Enterprise from Elevate
- Mind the gap
- Rich maths with Dragons
- Dragon Trainer rich mathematical task
- Educating the heart with maths and statistics
- 10 hints to make the most of teaching and academic conferences
- Mathematics activities using Lego bricks
- Talking in class: improving discussion in maths and stats classes
- Play and learning mathematics and statistics
- Enriching mathematics with statistics
- Introducing Probability
- Statistics – Singular and Plural, Lies and Truth
- On-line learning and teaching resources
- How to study statistics (Part 1)
- The flipped classroom
- Assessment – a necessary evil
- Careers advice in Mathematical Sciences
- The Golden Rule doesn't apply to teaching
- Statistical muscle memory
- Why resampling is better than hypothesis tests and confidence intervals
- Guest Blog: Avoid Applicable Math
- What is the point of statistics and operations research?
- Statistics Textbooks suck out all the fun.
- Operations Research and Statistics: BFF

**Category: operations research****Category: practicality**- What does it mean to understand statistics?
- Engaging students in learning statistics using The Islands.
- Those who can, teach statistics
- The importance of being wrong
- A dearth of raw data
- Teaching statistical report-writing
- Organising the toolbox in statistics and operations research
- Teaching time series with limited computer access
- The Importance of Titles

**Category: Primary school****Category: probability****Category: statistics**- Like, Share, Comment, Subscribe, Join – YouTube!
- What mathematicians do
- Maths trauma can be healed
- Which graph to use?
- Teaching sampling with dragon data cards
- There's more to reading graphs than meets the eye
- Papamoa College statistics excursion to Hamilton Zoo
- 20 ways to improve as a teacher of statistics (Part 1)
- Framework for statistical report-writing
- Learning to teach statistics, in a MOOC
- A Sensitive Approach to Risk and Screening
- A Statistics-centric curriculum
- Dr Nic goes to ICOTS9
- Support Dr Nic and Statistics Learning Centre videos
- A helpful structure for analysing graphs
- Teach students to learn to fish
- Guest Post: Risk, Insurance and the Actuary
- Analysis of "Deal or No Deal" results
- About blogging
- Absolute and Relative Risk
- The Knife-edge of Competence
- Difficult concepts in statistics
- Pedagogical Content Knowledge
- The median outclasses the mean
- Good, Bad and Wrong: Videos about Confidence Intervals
- Twitter for educators
- Statistical Story-telling with time series data
- Beware of Excel Histograms
- Effective multimedia teaching videos

**Category: teaching****Category: technology****Category: Uncategorized****Category: world of mathematicians**