By: Fadjar Shadiq SEAMEO QITEP in Mathematics Chance and Data By: Fadjar Shadiq SEAMEO QITEP in Mathematics

Three Principles of RME   Mathematics is a human activity  students are not passive receiver. Principle of reinvented of mathematical knowledge. Principle of teachers as motivator and facilitator.

The Importance of Statistics   A basic knowledge of statistic and data analysis is a necessary life skill. Newspapers, television, internet, books bombard us with statistical data. A current example is QUICK COUNT. Students need experience in both consuming and creating data that is represented in several different forms, including tables, graphs, and statistics.

Exploring Statistics Posing the key questions to explore and deciding what data to collect to address the question(s). Collecting the data: deciding how to collect the data as well as actually collecting it. Analyzing the data: organizing, representing, summarizing, and describing the data and looking for patterns in the data. Interpreting the results: predicting, comparing, identifying relationships and using the results from the analyses to make decisions about the original question(s).

What Should Teachers Do to Help Students Help them to engage in the process of data investigation  Help them to represent data  Help them to explore concepts, ways of describing data such as: the shape of distribution, what is typical in the data, measures of centre, range; variability in the data Help them to develop a variety of strategies

What Should the Participant Should be Encouraged What is the question being asked? How do I want to organize the data set? Which presentation is best to use to analyze the data? Do I want to determine an average or the range of the data? If so, which average do I want to use and what will it tell me about the data set?

OBJECTIVE #1  The trainees will carry out statistical investigation to answer this question: What are some of characteristics of a typical QITEP in Mathematics trainee?

Task #1 G Task A/1 B/2 C/3 D/4 E/5 F/6 Bar Chart (Vertical)  Ages of Students B/2 Bar Chart (Horizontal)  Gender C/3 Pie Chart  Shirt D/4 Histogram  Weight Data E/5 Line Graph  Presence Data F/6 Pictogram  Shoes Number

2. Discuss and compare appropriateness and efficiency of methods used. Task # 1 1. In each group, brainstorm and list your ideas. Decide what information to collect and how to record your findings. Prepare your presentation for a whole class discussion. 2. Discuss and compare appropriateness and efficiency of methods used.  3. Refine your plans and methods then carry out data collection. Record and collect information. Refine your own methods of recording.

Task #1 4. Each group must prepare a poster of their data and the conclusion of their investigation. • Reflect on what was found out. • Reflect methods used for data collection and recording. • Comment on how informative/persuasive the reports in the posters are.  5. Discuss what general principles of this investigation can be gathered from this experience.

OBJECTIVE #2  The trainees will discuss about the MEAN, MEDIAN and MODE  Central Tendency

MEAN, MEDIAN and MODE Central Tendency  Fahmi was asked to find the representative of these data: 4, 3, 4, 5, 6, 4, 2 Can you help Fahmi? How?  How do you help or facilitate your students to learn mean, median and mode?

The End Thank You Very Much