2. Collaborative Conversations Making Connections: Addressing Students’ Misconceptions in Statistics December 6, 2011 Maryann Fitzgerald Beth Shefelker Judy Winn

3. What is due? When is it due? Intervention Project: January 10** Statistics and Probability Resource Binder ◦ Part A Draft: December 13

4. Intervention Project Summary Description of your goal The concept you focused on The students Your intervention plan (form or description) Outcomes Who you shared your project with and their reactions Pre and post assessments (post its describing what work indicates) Progress monitoring Notable artifacts

5. Examples: Goal and Concept Goal: The CABs identified that students had difficulty with the traditional algorithm for adding two and three digit numbers and had no other strategies. The goal of the intervention was to increase the strategies they could successfully use. Concept: Use place value understanding and properties of operations to add and subtract.

6. Resource Binder Part A draft : Reflection on your own learning Identify experiences in this class that helped you increase your understanding and gain confidence teaching the Four Big Statistical Content Ideas and the statistical process. Focus on your own knowledge and understanding and its impact on your teaching.

7. Reflection Support what you say with resources such as the introduction to Navigations, class activities, and the lectures. This is your first draft of this assignment. You will add to this in the spring. (due May 15). This should be in narrative form. This is worth 5% of your grade.

8. Criteria Thoughtfully addresses your own learning Relates your learning to your teaching Draws on sources from class/readings

9. COLLABORATIVE CONVERSATION

10. What is the conversation you need to craft in order to help your colleague understand the process and the characteristics of a good statistical question?

12. COLLABORATIVE CONVERSATION: REMEMBER! We all have different perspectives, experiences, and knowledge bases. Effective collaboration requires that you view and accept each other as equals. The goal is to come to a common understanding of the task and to proceed using your best collaborative skills. Focus on the challenge of the problem you are both facing and not on the perceived shortcomings of your partner.

13. MAKING CONNECTIONS: ADDRESSING STUDENTS’ MISCONCEPTIONS IN STATISTICS

14. Chocolate Chip Cookie Problem Mrs. Reynolds fifth grade class is completing a two-week study of mean, median and mode. Read the description at the top of the cookie problem and complete the problem. Share your work. What is it that students need to understand?

15. Identifying an intervention group What misconceptions might Ms. Reynolds anticipate? Flip your paper over and read Catherine, Marcus, and Brittany’s responses to the problem With your table group, come to consensus about each student’s misconception

16. Math Misconceptions Read 148-150 Compare your results to what is in the book. Read What Research Says on p.150 and the Ideas for Instruction ◦ In what way does the research connect to the work we have done in Math Alliance to support all learners?

17. Thinking about Catherine, Marcus and Brittany Consider Brittany, Catherine and Marcus as your intervention group. As a group, identify your goal and describe an intervention you might use. Be prepared to share. * You may draw from pg. 151-152 and/or other experiences from class.

18. Collaborating to gather ideas Find a partner from a different group. Share your intervention idea with each other. Switch partners and repeat the process. Return to your group and use ideas gathered from your sharing to enhance your intervention idea

19. Less than half of thirteen-year olds in the United States are able to find the median of a set of data listed in order from least to greatest. And when the data isn’t listed in order or in a frequency table, student performance may be even worse. (Carpenter et al., 1981; Zawojewski, 2002)

20. A focused look at a traditional junior high school statistics topic – mean, median, and mode – indicates that students’ performance may reflect a mastery of memorized procedures rather than a thorough understanding of the underlying concepts. (Zawojewski, 2002)