Activities for Students: A Matter of Survival

2002 ◽  
Vol 95 (2) ◽  
pp. 100-112
Author(s):  
Victoria Young
Keyword(s):  
Data Analysis ◽  
School Mathematics ◽  
Medical Patients ◽  
Current Technology ◽  
Principles And Standards ◽  
Abundant Data ◽  
Analyze Data

The Data Analysis and Probability Standard of Principles and Standards for School Mathematics (NCTM 2000) urges students in all grades to devise ways to gather and analyze data. The vast quantities of data that will confront these future citizens, businesspeople, consumers, and medical patients will be overwhelming unless they have the tools that they need to interpret these data. Probability simulations offer ways to quickly gather abundant data, and current technology can readily support the accumulation of randomly generated results. This activity facilitates the implementation of these mathematical goals in an appealing way.

Principles and Standards (2002): April 2002

2002 ◽  
Vol 8 (8) ◽  
pp. 482-487
Author(s):  
James E. Tarr
Keyword(s):  
Data Analysis ◽  
Probability Learning ◽  
School Mathematics ◽  
Content Standards ◽  
Instructional Programs ◽  
Learning Expectations ◽  
Basic Concepts ◽  
Principles And Standards ◽  
K 12 ◽  
Standard States

NCTM's Principles and Standards for School Mathematics (2000) identifies Data Analysis and Probability as one of the five content standards for pre-K–12 mathematics and delineates learning expectations at each of four grade bands. This standard places much more emphasis on data analysis than on probability, particularly for grades pre-K through 5. Indeed, only one of the four goals in the standard directly addresses probability, and no probability learning expectations are explicitly stated for grades pre-K through 2. The standard states, however, that “instructional programs from prekindergarten through grade 12 should enable all students to understand and apply basic concepts of probability” (p. 48).

A Look at the Development of Data Representation and Analysis in Curriculum Focal Points: A Quest for Coherence

2007 ◽  
Vol 13 (4) ◽  
pp. 208-210
Author(s):  
Jane F. Schielack ◽  
Cathy Seeley
Keyword(s):  
Data Analysis ◽  
Grade Level ◽  
Focal Point ◽  
Data Representation ◽  
School Mathematics ◽  
Descriptive Statistics ◽  
Focal Points ◽  
Principles And Standards ◽  
Grade 8 ◽  
Developing Knowledge

One of the questions often raised with regard to NCTM's Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence is, “Where are data representation and analysis?” In this month's Focal Points feature, we take a look at an area of content—data representation and analysis—that is important enough to warrant a separate strand in Principles and Standards for School Mathematics (NCTM 2000) but that does not appear in the title of a content Focal Point until Grade 8. However, in the Appendix of Curriculum Focal Points, in comparison with Principles and Standards, it is clear that the content of the Data Analysis strand presented in each of the pre- K–2, 3–5, and 6–8 grade bands in the Standards is included in the specific grade-level descriptions in Curriculum Focal Points. Skills for data representation begin in prekindergarten and appear throughout later grades and are presented as connections to the concepts and skills involved in the Geometry and Measurement Focal Points. In Kindergarten through Grade 7, data representation and analysis in the Connections to the Focal Points sections also provide meaningful contexts as students apply their developing knowledge of number and operations. In Grade 8, the analysis of data through descriptive statistics becomes a Focal Point in itself.

Activities for Students: Designing the Dynamic Domino Race

2002 ◽  
Vol 95 (7) ◽  
pp. 502-508
Author(s):  
Elizabeth George Bremigan
Keyword(s):  
Data Analysis ◽  
Mathematics Teachers ◽  
Olympic Games ◽  
Numerical Data ◽  
School Mathematics ◽  
Principles And Standards ◽  
The Olympic Games

Students of all ages are enthusiastic about the Olympic Games. Many mathematics teachers use this context as an opportunity for students to examine numerical data while they display and discuss the results of different events and the success of various countries during the Olympic Games. These discussions allow teachers to address several aspects of the Data Analysis and Probability Standard from Principles and Standards for School Mathematics (NCTM 2000).

scholarly journals Business intelligence for social media interaction in the travel industry in Indonesia

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Michael Yulianto ◽  
Abba Suganda Girsang ◽  
Reinert Yosua Rumagit
Keyword(s):  
Social Media ◽  
Data Warehouse ◽  
Business Intelligence ◽  
Marketing Activity ◽  
Social Media Data ◽  
Current Technology ◽  
Media Interaction ◽  
Travel Industry ◽  
Media Data ◽  
Analyze Data

Electronic ticket (eticket) provider services are growing fast in Indonesia, makingthe competition between companies increasingly intense. Moreover, most of them have the sameservice or feature for serving their customers. To get back the feedback of their customers, manycompanies use social media (Facebook and Twitter) for marketing activity or communicatingdirectly with their customers. The development of current technology allows the company totake data from social media. Thus, many companies take social media data for analyses. Thisstudy proposed developing a data warehouse to analyze data in social media such as likes,comments, and sentiment. Since the sentiment is not provided directly from social media data,this study uses lexicon based classification to categorize the sentiment of users’ comments. Thisdata warehouse provides business intelligence to see the performance of the company based ontheir social media data. The data warehouse is built using three travel companies in Indonesia.As a result, this data warehouse provides the comparison of the performance based on the socialmedia data.

What influence will the new Principles and Standards for School Mathematics (2000) have?

2000 ◽  
Vol 31 (4) ◽  
pp. 394-395
Author(s):  
Judith T. Sowder
Keyword(s):  
Annual Meeting ◽  
Research Community ◽  
School Mathematics ◽  
The Public ◽  
Principles And Standards

The new NCTM Principles and Standards for School Mathematics (2000) were presented to the public with great fanfare at the NCTM Annual Meeting in Chicago in April of this year. The mood was celebratory, perhaps even more so than when the 1989 Standards were presented. How will these new Principles and Standards be accepted? What influence will they have? Are there messages here to which the research community ought to be attending?

scholarly journals EM Site A.C. Magnetic Field Sources, Surveys and Solutions Part IV: Survey Data Analysis

1996 ◽  
Vol 4 (4) ◽  
pp. 20-21
Author(s):  
Curt Dunnam
Keyword(s):  
Magnetic Field ◽  
Data Analysis ◽  
Magnetic Fields ◽  
Survey Data ◽  
Field Survey ◽  
Survey Methods ◽  
Time Varying ◽  
Measured Field ◽  
The Magnetic Field ◽  
Analyze Data

Up to the present waypoint in this series on EM site magnetic fields, we have identified typical sources of time-varying magnetic field intensities, examined salient field characteristics and illustrated correct survey methods. Our goal this month is to analyze data collected at a proposed site and answer the key question of whether or not the candidate site is, as far as magnetic fields go, acceptable for EM use. In the process of analyzing the magnetic field survey data we will define some of the interpretive techniques involved and observe the distinction between localized (a.c. power) and non-localized (geomagnetic) time-varying fields. Finally, we will discuss the implications of EM susceptibility threshold vs. measured field ratios when considering remedial site shielding.

Effective and Efficient Use of Math Writing Tasks

2018 ◽  
Vol 112 (2) ◽  
pp. 143-146 ◽  
Author(s):  
Matt M. Bixby
Keyword(s):  
School Mathematics ◽  
Clear Picture ◽  
Student Writing ◽  
National Council ◽  
Writing In Mathematics ◽  
Mathematics Class ◽  
Principles And Standards ◽  
The Many

Almost twenty years ago, the National Council of Teachers of Mathematics (NCTM) published Principles and Standards for School Mathematics (2000), which recommended that teachers should incorporate more writing into their math lessons, claiming that writing helps students “consolidate their thinking” (p. 402) by causing them to reflect on their work. In recent years, various studies point to the many benefits that can be gained by writing in mathematics class (e.g., O'Connell et al. 2005; Goldsby and Cozza 2002). Much research suggests that writing activities, if implemented effectively, can help students enjoy class more (Burns 2005) and can also help them deepen their understanding of the content (Baxter et al. 2002). In addition to benefiting students, student writing benefits teachers as well by providing a clear picture of what their students understand and even deepening understanding of the content for teachers themselves (Burns 2005; Pugalee 1997).

Technology Tips: When Is a Good Fit Not a Good Fit? Dynamic Regression with the TI-Nspire Graphing Calculator

2008 ◽  
Vol 102 (4) ◽  
pp. 300-305
Author(s):  
Michael Edwards ◽  
Michael Meagher ◽  
S. Asli Özgün-Koca
Keyword(s):  
Graphing Calculator ◽  
School Mathematics ◽  
Mathematical Education ◽  
National Council ◽  
Mathematics Textbooks ◽  
Multiple Points ◽  
Complex Concept ◽  
Mathematics Classrooms ◽  
Points Of View ◽  
Principles And Standards

In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics (NCTM) acknowledges the importance of exploring mathematical ideas from multiple points of view: “Different representations often illuminate different aspects of a complex concept or relationship…. The importance of using multiple representations should be emphasized throughout students' mathematical education” (2000, p. 68). In particular, NCTM notes that the introduction of technology in school mathematics classrooms provides new ways for teachers and their students to explore connections among representations: “Computers and calculators change what students can do with conventional representations and expand the set of representations with which they can work” (2000, p. 68). In this article, we discuss an interesting finding that our students made as they explored linear regression with a teacher-constructed TI-Nspire calculator document. The calculator's capability to link variables across two or more pages in the same document led students to findings that are important yet rarely discussed in school mathematics textbooks.

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