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'Get
the facts first, and then you can distort them as much as you please.'
The increased importance of data handling in society has been reflected in school curricula. How can learners be encouraged to understand the processes of data collection and in what ways can technology be used to promote the intelligent interpretation of statistics? Pupils can handle real data in the way that statisticians do. Small amounts of data can be collected and analysed by hand. This is a valuable experience for pupils but interpretation of information from displays and databases benefits from technological support. The technology allows learners to deal with a data set large enough to make statistical analysis and plotting meaningful. This promotes deeper understanding of statistical concepts (such as the normal curve), gained through experience rather than at second-hand by explanation. The technology facilitates motivation, both by allowing use of pupils' own data and by helping the teacher to pace and vary the lesson appropriately. The research has demonstrated that statistical facilities offered by graphics calculators can be effective
in promoting understanding in the mathematics classroom. Hand-held technology allows pupils to manipulate their own data in a way which can involve, motivate and stimulate thinking. Data gathering activities provide many opportunities for collateral learning, the focus being on data handling rather than any particular calculator skills.
Articles to download:
Forrester, Ruth. 'Data Collection and Manipulation using Graphic Calculators with 10-14 year olds', in Manfred Borovcnik, Hermann Kautschitsch (eds): Technology in Mathematics Teaching. Proceedings of the ICTMT 5 in Klagenfurt 2001, Schriftenreihe Didaktik der Mathematik v. 25. bv&hpt, Vienna 2002.
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