Lily

Share my Mathex reflections 2009;


 * //To use data and statistics/ To use mathematical inquiry// ||
 * Stage 1; Identify the problem and form a question || Clear question to base your inquiry on, but it is a closed question (which could be answered Yes/ No)- the question should help you form a clear and concise response in the form of your conclusion. It is also clear enough to help you identify what data you'll need to collect. ||
 * Stage 2; Plan and hypothesise || Interesting prediction but you don't really link your thoughts and ideas to the part of your question relating to location/ region. Consider how region may affect how close a student would live to their school. Good plan considering sample size. ||
 * Stage 3; Data collection || Good sample size, and thorough use of data to create a different graph for different regions BUT your graphs have different scales, and this is difficult to spot easily- wherever possible, stick to the same scale because it makes any patterns in your data more pronounced and clear to identify. ||
 * Stage 4; Analysis of data || Clear table to support the graphs. ||
 * Stage 5; Graphing and charting your data || See comment above about graphs- if scales are different, your results can be visually misleading. ||
 * Stage 6; Interrogating your graphed data || This needs more work- your question is a closed question and you have pretty much answered 'Yes, there is a difference' without looking at preferred transport for each reason- you should be using the data to create some ideas about WHY the variations exist... better public transport systems in Wellington, urban schools with small zones in Auckland- look closely. ||
 * Stage 7; Conclusion, answer and 'So What' || Your interrogation needs to be reviewed, and more suggestions made about the reasons for the variations. ||

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