Our persistent learning challenge for L1 Bivariate Statistics has often resulted in learners making basic statements about statistical graphs, through either a lack of confidence in their writing ability or poor understanding of statistical concepts. In order to encourage relational thinking where learners are expected to explain statements made, I have written "language in abundance" in red ink on my board and point to it each time a learner has failed to explain their thinking in detail.
Our "word bank" literacy strategy gave learners a good start about appropriate statistical terminology needed.
We have also come up with a concrete plan of attack which is:
-trend line
- strength
-relationship
-explain strength
-explain relationship
Below is a learner's response made at the start of the standard
-it is sloping up so it is positive
Now she is writing
-The trend line slopes up.✔There is a strong ✔positive relationship ✔between temperature and ice cream sales. The data is close ✔to the trend line. When the temperature increases, ice cream sales increase.✔
This type of relational thinking has now become the norm for this Statistics standard and all students are quite confident using this format. It has taken much practice and mini whiteboard challenges for learners to adopt this concrete plan attack and make it routine.
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