Transcript Overview of GAISE report

Overview of GAISE report
Math Alliance
September 2011
NCTM Problem Solving Standard
Problem Solving Standard
Instructional programs from prekindergarten through grade 12 should
enable all students to:
• Build new mathematical knowledge through problem solving
• Solve problems that arise in mathematics and in other contexts
• Apply and adapt a variety of appropriate strategies to solve problems
• Monitor and reflect on the process of mathematical problem solving
Problem Solving Example
Farmer Brown was rounding up his animals
when a wind storm swept up. He wasn’t sure
if he had all of the animals herded into the
barn. He counted 12 heads and 32 feet. Tell
Farmer Brown how many chickens and cows
he has rounded up into the barn.
Oreo Cookies
One Oreo cookie contains 53 calories
One Triple Double Oreo cookie contains 100
calories
How many calories in one wafer?
PROBLEM SOLVING STRATEGIES
FROM GEORGE POLYA
George Polya (1887 – 1985) was one of the most
famous mathematics educators of the 20th
century. Dr. Polya strongly believed that the
skill of problem solving could and should be
taught – it is not something that you are born
with. He identified four principles that form
the basis for problem solving:
Polya’s Steps
1. Understand the problem
2.Devise a plan
3.Carry out the plan
4. Look back
GAISE
Guidelines for Assessment and Instruction in Statistics
Education
A Curriculum Framework for Pre-K-12 Statistics Education
The American Statistical Association
www.amstat.org/education/gaise/
Purpose of the GAISE Report
• To provide a basic framework for informed K-12 stakeholders (writers of
state standards, writers of assessment items, curriculum directors, pre K12 teachers, educator at teacher preparation programs) that describes
what is meant by a statistically literate high school graduate and to
provide steps (levels) to achieve this goal.
• To flesh out the NCTM Data Analysis and Probability Content Standard (as
well as the five process standards).
• To demonstrate that statistics is an investigative problem-solving process
immersed in a context, and not a set of fancy tools and graphs and
procedures for their own sake isolated from a context.
The GAISE Framework
Developmental Levels A, B, C
for evolving statistical concepts
• The three levels roughly parallel PSSM’s preK-5, 6-8, and 9-12
grade bands.
• However, the Framework levels are based on experience, not
age.
– Level A…learning is more teacher driven
– Level B…learning becomes more student centered
– Level C…learning is highly student driven
• Hands-on, active learning is predominant throughout.
The Framework Model –
two-dimensional
Process
Component
Formulate
Question
Collect
Data
Analyze
Data
Interpret
Results
Level A
Level B
Level C
• See the GAISE document, pages 14-15
for definition and details.
• See STN 68 for a complete example.
A Sequence of Activities for Developing
Statistical Concepts
by Chris Franklin and Gary Kader
http://www.amstat.org/education/stn/index.ht
ml
Distinction of Levels
• All four steps of the statistical process are used at all three
levels A, B, C.
• The depth of understanding and sophistication of methods
used increases across the levels.
For example,
a level A class may collect data to answer questions about their classroom;
a level B class may collect data to answer questions about their school; and,
a level C class may collect data to answer questions about their community
and model the relationship between, say, housing prices and geographical
variables such as the location of their schools.
Distinction of Levels
• Use of Probability:
• Level A
impossible…equally likely…certain
experimental and theoretical probability for coins/spinners
• Level B
concept of not equally likely; proportional reasoning;
Binomial distribution
• Level C
use of simulation for sampling distributions to examine p-value
Distinction of Levels
Mean:
• Level A
mean as fair share
• Level B
mean as a balancing point
• Level C
mean as an estimate from a sample that will be
used to make an inference about a population –
concept of sampling distribution
Distinction of Levels
• What type of music is most popular among their peers in school? (rock,
country, rap)
• Level A
Summarize frequencies in table or bar graph
• Level B
Transition to relative frequencies – proportional reasoning
• Level C
Transition to sampling distributions for a sample proportion and
role of probability in finding a margin of error (of using sample
proportion to estimate population proportion)
GAISE SUMMARY
• Both conceptual understanding and procedural skills
should be developed deliberately, but conceptual
understanding should not be sacrificed for
procedural proficiency.
• Active learning in key to the development of
conceptual understanding.
• Real world data must be used wherever possible in
statistics education.
• Appropriate technology is essential in order to
emphasize concepts over calculations.
CONCLUSION
The ultimate goal of the Framework is to lay
out a foundation for educational programs
designed to help students achieve the noble
goal of being a sound statistically literate
citizen.