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Category Archives: Interpreting Categorical and Quantitative Data

Mean (Number of) Girls (and Boys)

Posted on September 19, 2012 by mpershan | 3 Replies
“Find the mean number of siblings.”
Student 1: (0+1+2+3+4+5)/6 = 2.5
Student 2: (1+4+6+4+2+1)/18=1
Student 3: (1+4+6+4+2+1)/6=3
Student 4: (0+1+2+3+4+5)/18 = 0.83
What sort of misconceptions can you dig out of these student responses? If this were your class, how would you respond?
Posted in Interpreting Categorical and Quantitative Data, Statistics.

Conceptual Understanding of Line of Best Fit

Posted on August 21, 2012 by mpershan | 5 Replies

Here’s a conceptual question (taken from the Shell Centre) that provoked some solid responses from students:

Here are a few of the responses:

 

Posted in Interpreting Categorical and Quantitative Data.

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This site is about compiling, analyzing and discussing the mathematical errors that students make. Every day a new mistake is posted. The site is edited by Michael Pershan, a high school math teacher from NYC.

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