Engage Reflection Journal What is Probability and Statistics Woodall

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Engage Reflection Journal: What is Probability and Statistics? Prompt Response Name Heidi Woodall Current position (if applicable) Teacher If currently teaching, grade level: 3 rd Grade If currently teaching, subject(s): Math/Science Teaching certification (if applicable): EC-6 Generalist ESL Certification In a few sentences, answer the question, “What is algebra?” Algebra is a way to represent a problem or situation using an expression. Rather than using digits that have a specific value or various numbers they are represented using letters such as x, y, and z. Prompt Response What is probability in your own words? Probability is the chance of something occurring. What is statistics in your own words? Statistics is data that is gathered and organized in different ways. How are probability and statistics related? Are they at all? Be specific. Yes, probability and statistics are related. Probability is a numerical description of the likelihood of an event (Mousmaoulas, 2019). Statistics is the collections, organization, displaying, analysis, interpretations, and presentation of data (Mousmaoulas, 2019). These two are related because probability must be applied when drawing conclusions from data (Mousmaoulas, 2019). Have you taught probability and statistics concepts before? Give details. Yes, in a sense I have taught probability and statistics. We use probability when making predictions about certain outcomes. Statistics is used when students are collecting and graphing information. They’re then taking what information they have gathered and can analyze and make inferences from it. What is the value of teaching probability and statistics concepts? Explain. The value of teaching probability and statistic concepts helps the student to develop the ability of collecting, organizing, interpreting and comparing data to obtain and support conclusions (Lopes & de Moura, 2002) When and how should probability and statistics be taught K-12? Explain. Probability and statistics should be taught as early as Kindergarten. This can be done through playing games and conducting experiments related to chance (New Jersey Mathematics Curriculum Framework, 1996) in elementary that can begin building terminology needed as they continue to advance. By doing so students 1 3/21/24 19:17 a3/p3

can collect and organize data, analyze and interpret the information, and draw conclusions. Are you confident in your content knowledge of probability and statistics? Explain. I am confident in my content knowledge for elementary level but moving past that into the secondary level, I don’t feel comfortable. While it may be focused on chance and gathering information, that can lead you down all different pathways that are more advanced skills that I don’t know much about. My hope is that taking this course I will learn more about probability and statistics on a secondary level. Are you confident if your pedagogical knowledge of probability and statistics? Explain. I feel confident in the elementary level to provide my students with an effective learning environment that will support their knowledge of probability and statistics. Our lessons are designed and created to extend and support student learning. Moving beyond the elementary level, I don’t have as much confidence as the skills/content gets harder. My hope is that taking this course I will learn more about probability and statistics on a secondary level. References Lopes, C., & de Moura, A. (2002). Probability ad Statistics in Elementary Schoo: A Research of Teachers' Traingin. ICOTS6 , 1-5. Mousmaoulas, C. (2019, December 15). Retrieved from Medium: https://towardsdatascience.com/probability-vs-statistics-95f221cc74f7 New Jersey Mathematics Curriculum Framework . (1996). Retrieved from New Jersey Mathematics Coalition: http://archive.dimacs.rutgers.edu/nj_math_coalition/framework/ch12/ch12_k- 02.html 2 3/21/24 19:17 a3/p3

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