Statistics Teachers' Day 2016

Data, data everywhere

Friday 25 November 2016

Workshop Information
Please read the information on workshops carefully prior to registering for Statistics Teachers Day 2016.
Workshops have been planned to appeal to those teaching statistics at all curriculum levels from Level 3 to Level 8. This year workshops have
been organised into seven subthemes. Note that the four workshops in the New to teaching statistics in New Zealand subtheme are designed
to be taken as a single programme for the day. For each of the other six subthemes you may choose workshops from one or several subthemes.

There will be four workshops sessions. This year we are very grateful to have had a large number of people volunteer to run a workshop. Because
of the high ratio of workshops to available rooms, at this point, we are only offering each workshop once. We ask you to indicate your first and
second choice for each of the four workshop sessions. We will do our best to accommodate your first choices by putting popular workshops into
larger rooms and/or offering a few in a second session. However we are constrained by both the size and number of rooms so may have to use
some second choices. We strongly suggest that you consult with any others from your school who will be attending before you make your choices.
If we have to give some people a second choice we will begin with those who are a second person from a school choosing the same workshop.
Please make sure you have noted your selections prior to going to the registration form.

Subtheme
New to teaching statistics in New
Zealand?*

Morning sessions AM

Afternoon sessions PM

Session 1

Session 2

Session 3

Session 4

1A Statistical investigations:
Posing questions and collecting
data

2A Statistical investigations: The

language of shape

3A Statistical investigations:
Exploring data and sampling
variation

4A Statistical investigations:
Informal inferential reasoning and
making the call

Dr Pip Arnold (Cognition Education), Anne Patel (Census at School NZ), Julia Crawford (University of Auckland)

Where can data take you?

Statistics beyond the classroom

Data to words
Communicating statistics

1B The origins of species, matters

of life and death, and black hole
statistics Daisy Shepherd,
Matthew Edwards, Liza Bolton
(University of Auckland)
1C Teaching research for NCEA
L2 and L3 Statistics Dr Marion
Steel (Epsom Girls Grammar
School)

2B Where can data take you?

Statistical Reports from around
the Pacific Emma Mawby
(Statistics NZ)

3B Whats next for my students?

Dr Marie Fitch (University of
Auckland)

2C Hands on activities for

teaching risk Lorraine OCarroll
(Reporoa College)

3C Level 3 Statistically based

reports (AS91584) Dru Rose
(Westlake Girls High School)

2D Misleading claims in the

media: Junior focus Lisa Mulvey &
Hannah Tomlinson (Diocesan
School for Girls)

Getting and exploring data

Meaningful investigations

1D Statistics killed the radio star

(yes it did) Michael Shadbolt
(Otumoetai College)
1E Sampling variation just keeps
turning up everywhere! Dr
Michelle Dalrymple (Cashmere
High School)
1F Fitting data collection into
your Stats lessons Jared Hockly
(Western Springs College)

2E How far until it stops? An

authentic and relevant context for
teaching Statistics Dr Sarah
Howell & Michelle Freeman (Te
Aho o Te Kura Pounamu)
2F Level 2 and 3 Experiments We've learned to let go. So what
are the next steps? Mark Hooper
(Otago Boys High School)

Data in the curriculum level 3 to 5

mathematics classroom
Primary/intermediate/junior
statistics

1G Engaging junior students in

dynamic and collaborative
statistics Barb Wallis (Massey
High School)

2G Developing statistical thinkers

in Years 7 to 10 Dave Phillipps
(Lincoln High School)

Using data to inform teaching

Statistics education research

1H Using the Eikosogram to teach

conditional and joint probability
Malia Puloka (Mangere College)

2H All models are wrong, but

some are more wrong than others
(AS91586) Anna Martin
(University of Auckland)

Panel discussions

2I Bringing new statistics

teachers up to speed Jason
Ellwood, Michelle Dalrymple, Lars
Thomsen, Marion Steel

3D Hamilton Zoo The data

behind wildlife Ken Millwood
(Hamilton Zoo)
3E Selecting Time Series for
teaching, learning and assessing
Rachel Passmore (University of
Auckland)

3F Conducting statistical
investigations in Year 9 and Year
10 to develop learners statistical
thinking Robyn Masanga
(Whangaparaoa College)
3G Then let them write their own
textbook Lars Thomsen (Christs
College)
3H Inspirational, innovative,
engaging statistics! Lucy
Edmonds, Michael Shadbolt, Liz
Sneddon, Sarah Howell

4B Discussion and interaction in

statistics and maths classes Dr
Nicola Petty (Statistics Learning
Centre)
4C Strategies, tools and prompts
to support statistical report
writing Sophie Wright (Mt Roskill
Grammar School)
4D Making sense of the
meaningful data all around us!
Michael Walden (Mount Albert
Grammar School)
4E Enriching sampling decisions
in NCEA Level 2 Jason Ellwood
(Otumoetai College)
4F Its OK to be uncertain: The
important role of confidence
intervals Robyn Headifen (Team
Solutions)
4G Making stats more awesome moving towards student centred
learning Helen Teal (Whangarei
Girls High School)

4H Scholarship Statistics Dr Marie

Fitch, Dave Phillipps, Mark
Hooper, Tony Stanton

* Note, these four sessions are designed to be taken as a single programme for the day. See the workshop descriptions for more details.

New to teaching statistics in New Zealand?

Dr Pip Arnold, Cognition Education
Anne Patel, Census At School NZ
Julia Crawford, University of Auckland
This year, we will be offering four consecutive sessions for teachers new to teaching statistics
in New Zealand. These workshops will explore the big ideas of statistical investigations for
comparing two groups and developing inferential thinking in year 9 to 11 students. These
sessions will cover using the PPDAC cycle, posing investigative questions, collecting data from
scratch and working with existing data, describing and comparing distributions visually,
making the call, and making conclusions. The aim is to cover essential student experiences
and learning progressions for teaching the big ideas around statistical inference.
Note: These sessions are designed to be taken as a single programme for the day. While you
are welcome to attend individual sessions, please be aware that workshops 2A, 3A and 4A will
build on ideas covered in previous workshops.
1A Statistical investigations: Posing questions and collecting data
This workshop will focus on collecting data, exploring existing data sets and posing
investigative questions. In this session participants will get to explore a data set and discuss
what students should be thinking about when collecting and exploring data. This will include
how to encourage student thinking that promotes statistical insight that can be used at all
levels of the curriculum.
2A Statistical investigations: The language of shape
This workshop will explore the key idea of distribution, including describing the shape of
distributions and connecting context and shape, supporting developing students growing
understanding what data distributions might look like.
3A Statistical investigations: Exploring data and sampling variation
This workshop will explore the construction and interpretation of graphical displays, and how
to develop sound understanding of data analysis using both dot plots to box plots.
Participants will explore sample variation and its effect on sample-to-population reasoning
and discuss the potential for developing student statistical thinking.
4A Statistical investigations: Informal inferential reasoning and making the call
This workshop will explore the informal inferential thinking behind making a call about
possible differences in two groups at curriculum level 5. If there is time we will also explore
making the call at curriculum level 6 and discuss the step up from level 5 to 6 to 7 to 8.
Participants will be encouraged to focus on what are the important learning experiences
junior students need to have before they move into the senior school.

1B The origins of species, matters of life and death, and black hole statistics
Daisy Shepherd, Matthew Edwards, Liza Bolton (University of Auckland current PhD students)
Sub theme: Where can data take you?
Come along to this session to see what happens when you take three PhD students
undertaking research in three exciting areas and then challenge them to communicate what
they are currently doing to their 16 year old selves. Get better work stories to take back to
your students, to inspire them to continue their study of statistics.
Daisy is helping us better understand evolutionary history by improving the tools for
modelling DNA data. Matt studies supernovae and gravitational waves, and recently published
with over 1000 international researchers on big news from LIGO on the merger of a binary
black hole system. He's also making noise (or at least modelling it) in the world of
astronomical detectors. Liza wants to know how our social and economic lives influence when
we die, and where we might focus to fix inequalities in life expectancy between ethnic groups
in Aotearoa.

1C Teaching research for NCEA L2 and L3 Statistics

Dr Marion Steel (Epsom Girls Grammar School)
Sub theme: Data to words
Research is now a required part of the statistics standards both at NCEA L2 and L3. We are
all beginners in teaching students how to do research and include it in reports, so this is an
opportunity to share what is working in the classroom. I will bring the experience of running
our large L2 and L3 Statistics courses, with the resources and teaching ideas which we have
found helpful. Please bring questions, ideas and successes to share.

1D Statistics Killed The Radio Star (yes it did)

Michael Shadbolt (Otumoetai College)
Sub theme: Getting and exploring data
The Edge is NZs #1 radio station. And Newstalk ZB is NZs #1 radio station. wait, what?
72.4% of Kiwis aged 10-17 listen to a commercial radio station in NZ each week. Or so they
say - the fate of radio stars depends entirely on sample data gathered with a flawed, archaic
survey methodology. In this interactive workshop, we look at how to use the radio industry as
a context for junior statistics through to Level 2 and 3 Statistical Reports standards. We will
cover where to find data, graphs, reports and statistics, and how to serve them up with a
healthy dose of Awesomesauce.

1E Sampling variation just keeps turning up everywhere!

Michelle Dalrymple (Cashmere High School)
Sub theme: Getting and exploring data
It just keeps turning up in places they dont expect it, such as simulations or probability
distributions. I will share some of my activities and ideas I use to help students understand
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sampling variation, including a focus on the sample-to-population inference progressions and

sampling variation with data derived from a probability situation.
1F Fitting data collection into your Stats lessons
Jared Hockly (Western Springs College)
Sub theme: Getting and exploring data
Often we skip collecting data with our students and resort to using something from a
textbook or maybe a more meaningful datasets found online. But data collection is important;
it can make statistics more engaging and allow students to make more meaningful
connections. In this workshop well run through some investigations that have a good data
collection component, looks at where data collection can fit into your teaching programme,
and where it fits into NCEA standards.

1G Engaging junior students in dynamic and collaborative statistics

Barb Wallis (Massey High School)
Sub theme: Data in the curriculum level 3 to 5 mathematics classroom
A workshop of activities and ideas, for a differentiated teaching approach, that develops the
statistical confidence of Year 9 & Year 10 students. A scheme will be presented that provides
for individual and group learning at different curriculum levels within one class.

1H Using the Eikosogram to teach conditional and joint probability

Malia Puloka (Mangere College)
Sub-theme: Using data to inform teaching
In this session we will learn how we can teach the concepts of conditional and joint
probability using the Eikosogram. Equally important is the interpretation and verbalisation of
proportion and probability statements and the posing of questions, which we will also look at.
This session is based on my research with some Year 13 students. The Eikosogram is a new
computer visualisation tool for displaying two-way table information. This session is ideal for
the two Probability Externals AS91267 and AS91585. The Eikosogram will be accessed online
in this workshop. Please bring a laptop.

2B Where can data take you? Statistical Reports from around the Pacific
Emma Mawby (Statistics NZ)
Sub theme: Where can data take you?
This workshop looks at statistically based reports from around the Pacific. We will participate
in activities which meet some of the requirements of the Statistical Literacy part of the
curriculum at Level 4 and beyond. The aim of these activities is to encourage students to
evaluate statistically based reports whilst developing skills of justification and insight.
The resources used in the workshop are adapted from material prepared and delivered by
Statistics New Zealand for learners in Samoa, Fiji and Cook Islands, who were asked to
demonstrate Statistical Literacy in their second language. You will need to bring a webenabled device along to the workshop.
Emma Mawby is a Senior Analyst in the Statistical Education team at Statistics New Zealand.
She has worked a teacher of Mathematics and Statistics in the UK and New Zealand. She has
also delivered Statistics courses to adult learners in the Pacific.

2C Hands on activities for teaching risk

Lorraine OCarroll (Reporoa College)
Sub theme: Data to words
Risk is one of the most important concepts we can teach our students. Issues such as
insurance and weighing up risks will be a part of their working life. This workshop will include
a range of hands on teaching activities that introduce concepts of risk, not just relative risk.

2D Misleading claims in the media: Junior focus

Lisa Mulvey & Hannah Tomlinson (Diocesan School for Girls)
Sub theme: Data to words
This is a workshop showing what we have been doing in the junior programme for the
statistical literacy unit. We will be presenting about a project focused on misleading claims in
the media, tying in and aiming to cover key ideas later developed in the 3.12 standard. We
asked students to apply understanding of the statistical enquiry cycle (PPDAC), graphical
displays and statistics to create their own misleading article in the form of a
presentation/news video/newspaper article. During students presentations they were
assessed on their interpretation and discussion conveying how their statistics, displays and
method of collection of data is misleading to the public.

2E How far until it stops? An authentic and relevant context for teaching statistics
Dr Sarah Howell & Michelle Freeman (Te Aho o Te Kura Pounamu)
Sub-theme: Getting and exploring data
This hands-on workshop gives teachers a chance to experience for themselves the stages of
the PPDAC enquiry cycle within an authentic, engaging, relevant and important context of
vehicle and road safey. Teachers will have the chance to pose a question, analyse data, relate
it to the context and form a conclusion. Those who are already familiar with statistical
software are welcome to bring a device, but all graphs and summary statistics will be
provided. This workshop is intended for teachers wanting to build up their own understanding
about carrying out statistical investigations using the PPDAC cycle and gives a context and
resources to take back to their school. This is primarily aimed at teachers of Years 9-11
(although it may be useful for Years 7-8 teachers as well).

2F Level 2 and 3 Experiments - We've learned to let go. So what are the next steps?
Mark Hooper (Otago Boys High School)
Sub-theme: Getting and exploring data
Otago Boys' High School has been on journey of discovery and reflection figuring out the
most engaging pedagogy to teach Experiments at Level 2 and 3. Student feedback indicates
within Mathematics and Statistics it is their favourite topic. However, the department's
teachers know that to strive for continual improvement it is important to ask critically
reflective questions such as "How can we make the learning experiences even better?" I will
share ideas that have worked well, and not so well. I will also share ideas on how the next
steps include a focus on academic writing and encouraging Maori and Pasifika learners to take
on leadership roles.

2G Developing statistical thinkers in Years 7 to 10

Dave Phillipps (Lincoln High School)
Sub theme: Data in the curriculum level 3 to 5 mathematics classroom
In Years 7 to 10 we have so much freedom in what we can teach were not bound by high
stakes assessment and parental expectations of what that means. Its the ideal time to
nurture and grow statistical thinking. Yet, Statistics in often the poor cousin in many schools
Yr 7-10 schemes. In this workshop we will explore this issue and how we may utilise this
prime learning time better.

2H All models are wrong, but some are more wrong than others: Informally
assessing the fit of probability distribution models (AS91586)
Anna Martin (University of Auckland)
Sub-theme: Using data to inform teaching
We have a clear learning progression for how to make a call when making comparisons, but
how do we make a call about whether a probability distribution model is a good model? As we
place a greater emphasis on the use of real data in our statistical investigations, we need to
build on sampling variation ideas and use these within our teaching of probability in ways that
allow for key concepts to be linked but not confused. This year I undertook research into
teachers knowledge of probability distribution modelling. I will share what I learned from this
research, and will also share a new free online tool and activities I have developed that allow
students to use informal inferential reasoning to assess the fit of probability distribution
models. This workshop will be hands on and you will need to bring a web-enabled
device along to the workshop.

2I Panel discussion on bringing new statistics teachers up to speed

Jason Ellwood (chair) (Otumoetai College)
Michelle Dalrymple (Cashmere High School)
Lars Thomsen (Christs College)
Marion Steel (Epsom Girls Grammar School)
Each teacher will give a 15 minute presentation on the panel theme, followed by time for
questions and discussion. Come along to hear ideas about supporting new teachers from
diverse backgrounds and experiences, effective professional development, building teacher
confidence and setting up a positive and collaborative teaching environment.

3B Whats next for my students?

Dr Marie Fitch (University of Auckland)
Sub-theme: Where can data take you?
I didnt do statistics at university. I did my tertiary study overseas. I hear that first year
statistics has changed since I studied it. What do I tell my students about their options for
studying statistics at university?
If any of these questions apply to you then this workshop will give you how chance to find out
what is currently taught in the stage one statistics courses at the University of Auckland.
Information will also be available about courses at other levels.
Marie is part of the stage one teaching team at the University of Auckland. She was a
secondary school Maths/Stats teacher and careers adviser. She has also also taught statistics
at Massey University, Albany.

3C Level 3 Statistically based reports (AS91584)

Dru Rose (Westlake Girls High School)
Sub theme: Data to words
"Do caffeinated drinks disrupt your sleep?". How much support is there for "assisted dying"
for terminally ill people?
This workshop will share some new activities covering the three key aspects of this standard:
the difference between observational studies and experiments, non-sampling errors and the
three rules of thumb for margin of error.

3D Hamilton Zoo The data behind wildlife

Ken Millwood (Hamilton Zoo)
Sub-theme: Getting and exploring data
As featured in the September edition of the Education Gazette, Hamilton Zoo Education Team
Leader Ken Millwood will share how data is captured and applied in a modern, conservation
focussed zoo. Ken will share some of the practical uses of this data and how it is then applied
worldwide through shared technology with other zoos to provide the best information for
captive animal management, especially endangered species.

3E Selecting Time Series for teaching, learning and assessing

Rachel Passmore (University of Auckland)
Sub-theme: Getting and exploring data
This workshop will consider examples of time series data sets that can be used to promote
the teaching and learning of time series. We will discuss how these might differ from time
series used for assessment purposes. Lots of examples of time series data sets will be
provided for both purposes. Links to these datasets will be uploaded to the AMA website. I
will also summarise some survey data concerning teachers perceptions of the shift from the
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old time series achievement standard to the current one. Possible pedagogical responses to
points made by these teachers will be discussed.
3F Conducting statistical investigations in Year 9 and Year 10 to develop learners
statistical thinking
Robyn Masanga (Whangaparaoa College)
Sub theme: Data in the curriculum level 3 to 5 mathematics classroom
A discussion on using statistical investigations as a means of enhancing students
understanding of critical statistical concepts. I will be discussing how we set up our statistical
inference topic for Year 9 and 10 students at Whangaparaoa College to encourage insightful
statistical thinking.

3G Then let them write their own textbook

Lars Thomsen (Christs College)
Sub-theme: Using data to inform teaching
This talk reports the findings of my inquiry into how students key competencies can be
developed when they are engaged in a collaborative project in which they write their own
statistics textbook, and how these findings have informed my teaching since. My starting
point was the question how the use of students laptops beyond word processing and iNZight
can truly transform teaching and learning in statistics. While the approach was challenging for
both students and myself, I found it worthwhile and I now use elements of it in my
mainstream classes and throughout the maths and stats department.

3H Panel discussion on inspirational, innovative, engaging statistics!

Lucy Edmonds (chair) (Green Bay High School)
Michael Shadbolt (Otumoetai College)
Liz Sneddon (McCauley High School)
Sarah Howell (Te Aho o Te Kura Pounamu)
Each teacher will give a 15 minute presentation on the panel theme, followed by time for
questions and discussion. Come along to hear ideas about using emotions such as humour,
discomfort, disgust and amazement to make learning memorable, personalising the learning
of students, and harnessing the power of context to engage and inspire.

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4B Discussion and interaction in statistics and maths classes

Dr Nic Petty (Statistics Learning Centre)
Sub-theme: Data to words
An examination of why discussion helps learning, and techniques for encouraging discussion.
Traditional mathematics teaching did not involve a great deal of discussion, and consequently
some teachers find this challenging. In this hands-on workshop we will explore strategies to
improve classroom discussion to help learning statistics, and look at common pitfalls and how
to deal with them.

4C Strategies, tools and prompts to support statistical report writing

Sophie Wright (Mt Roskill Grammar School)
Sub-theme: Data to words
This workshop will look at Roskills tool box of ideas, and examples, that show ways to lift the
quality of student written responses. This is an opportunity to look at some well-tested
strategies and frameworks, and also explore how collaboration, technology and google apps
can also lift the quality of student PPDAC reports. It would be great to see ideas from other
schools and share good practice.

4D Making sense of the meaningful data all around us!

Michael Walden (Mount Albert Grammar School)
Sub-theme: Getting and exploring data
Data is all around us. We would like our students to be able to make sense of it all,
experiencing a range of different data sets along the way. But, could we convince them to
become statisticians? I will share some of my more meaningful lessons and resources (from
Year 10/11 Bivariate to Year 13 Time Series) that I have found useful in increasing the
engagement and understanding of my students this year.

4E Enriching sampling decisions in NCEA Level 2

Jason Ellwood (Otumoetai College)
Sub-theme: Getting and exploring data
I used a computer to collect random samples Are we really happy with this as an NCEA
Level 2 response to gathering data?? This workshop will explore how we might offer students
the opportunity to quickly and easily design and generate their own sample, allowing them to
demonstrate their understanding of both the sampling process and the data context. Please
bring along a computer with spreadsheet software installed and running.

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4F Its OK to be uncertain: The important role of confidence intervals

Robyn Headifen (Team Solutions)
Sub-theme: Getting and exploring data
Variation is everywhere. Informal confidence intervals help us express the uncertainty
associated with a population parameter and often misunderstood. In this hands on workshop
we will look at:
-

Why we use informal confidence intervals

What a confidence interval tells us
How to use confidence intervals to make an inference
Where the common misconceptions occur

This workshop is for teachers new to teaching statistics at Level 2 or those that need a
refresher. We will be making use the Kiwi Kapers data set and other ideas from the Census at
School site.

4G Making stats more awesome - moving towards student centred learning

Helen Teal (Whangarei Girls High School)
Sub theme: Data in the curriculum level 3 to 5 mathematics classroom
An insight into what Whangarei Girls' High School are trialling in order to make stats more
awesome and how they are moving towards more student centred learning practices in
Mathematics and Statistics. This workshop will cover how they are producing students who
love learning and feel confident about stats - even those with lower abilities. You will see
examples of strategies and tools they are trialling such as threading Number throughout their
course as well as using big, problem solving tasks to make stats more engaging, relevant and
more like what they will encounter in real life or Level 1 NCEA. You will also see rubrics they
have developed to assess each curriculum level as well as to assess deeper thinking for each
assessment task. Although the focus will be on Statistics, this workshop will also include other
aspects of the Mathematics curriculum, as well as how these practices are also proving
successful in the senior school.

4H Panel discussion on Scholarship Statistics

Marie Fitch (chair) (University of Auckland)
Mark Hooper (Otago Boys High School)
Dave Phillipps (Lincoln High School)
Tony Stanton (Rutherford College)
Each teacher will give a 15 minute presentation on the panel theme, followed by time for
questions and discussion. Come along to hear ideas about sharing the load, being flexible,
using enticements, engaging in the data and making links, and how to encourage and
promote high level statistical thinking.

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