The use of the formulae and ICT is expected and it aids understanding of the concepts and how they are applied in a range of different contexts. Statistical graph drawing technology helps learners visualise situations as well as allowing an increased number of examples to be investigated without lengthy periods taken up with hand drawing graphs (with the associated risk of inaccuracies and mistakes in the drawing process). This topic leads on to statistical hypothesis testing (section 2.05). It is strongly suggested that teachers provide as many real life uses and applications of statistical distributions from other topic areas to emphasise the relevance of this area of mathematics to learners. Thinking Contextually Learners need to see the relevance of their learning to real life events; they often struggle to understand the concepts in mathematics unless they can see the relevance. The very nature of statistical distributions is contextual and many different areas can be used to enhance learners understanding. These can be as basic as collection of data through experiments in the classroom that they can then interpret, through to more complex examples that can be simulated using ICT. These could be examples for world population data or sporting statistics for predictions to interpret the world around us. Learners will be more successful if they can see how the concepts can be used outside of the classroom. If scenarios are chosen that are meaningful to the learners will help to maintain their interest and motivation. This will also help learners to focus on the mathematics and lead to independent thinking and greater retention of the skills.
The use of the formulae and ICT is expected and it aids understanding of the concepts and how they are applied in a range of different contexts. Statistical graph drawing technology helps learners visualise situations as well as allowing an increased number of examples to be investigated without lengthy periods taken up with hand drawing graphs (with the associated risk of inaccuracies and mistakes in the drawing process). This topic leads on to statistical hypothesis testing (section 2.05). It is strongly suggested that teachers provide as many real life uses and applications of statistical distributions from other topic areas to emphasise the relevance of this area of mathematics to learners. Thinking Contextually Learners need to see the relevance of their learning to real life events; they often struggle to understand the concepts in mathematics unless they can see the relevance. The very nature of statistical distributions is contextual and many different areas can be used to enhance learners understanding. These can be as basic as collection of data through experiments in the classroom that they can then interpret, through to more complex examples that can be simulated using ICT. These could be examples for world population data or sporting statistics for predictions to interpret the world around us. Learners will be more successful if they can see how the concepts can be used outside of the classroom. If scenarios are chosen that are meaningful to the learners will help to maintain their interest and motivation. This will also help learners to focus on the mathematics and lead to independent thinking and greater retention of the skills.
415107-section-2.04-statistical-distributions-delivery-guide.docx