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COVER PAGE

EVALUATION AND RECONSTRUCTION


OF HSC MATHEMATICS GENERAL 1
DATA AND STATISTICS UNIT.
Assignment: Professional Task 1
Prepared for: Western Sydney University, Unit 102098, 2H 2017.
Prepared by: Xing Zhang, 18554827

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TABLE OF CONTENTS

Contents

COVER PAGE................................................................................................................... 1
TABLE OF CONTENTS...................................................................................................... 2
PART A: ORINGINAL PROGRAM DOCUMENTATION ...................................................... 3
Background Information ............................................................................................ 3
PART B: COMPARATIVE TABLE OF UNIT ALTERATION ................................................... 9
PART C: RECONSTRUCTED PROGRAM DOCUMENTATION .......................................... 12
PART D: PROFESSIONAL REPORT ON RECOMMENDED ALTERATIONS ........................ 20
Abstract .................................................................................................................... 20
Introduction.............................................................................................................. 21
Sociocultural Context ........................................................................................... 21
About the Program .............................................................................................. 21
Evaluation of the Original Program .......................................................................... 23
Recommendations ................................................................................................... 23
Project Based Learning ........................................................................................ 23
Redesign of Assessments ..................................................................................... 25
Purposeful Teaching Activities ............................................................................. 26
Conclusion ................................................................................................................ 27
REFERENCES ................................................................................................................. 28

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PART A: ORINGINAL
PROGRAM
DOCUMENTATION

Background Information

This Original Program Documentation is the unit outline for HSC Mathematics
General 1 Data and Statistics unit that is taught in my practice school. The school is
located in a middle-class suburban area of Sydney, it is a mixed-gender government
high school, and majority (92%) of the students are from English speaking
background. The academic achievement is one of the prominent areas for the
school. Record from Myschool website indicates the Index of Community Socio-
Educational Advantage (ICSEA), which is a national standard measurement for
literacy and numeracy achievement, is consecutively higher than Australian average
for several year. The attendance and classroom engagement is high, as most of the
students in Year 12 aim for a higher HSC result.

During my practice in that school, I was only given this unit outline, while a copy the
scope and sequences, assessment tasks, textbook and other teaching materials are
not given to me. From my experience and information, maths lessons in the school
general follow a structure of half teaching half exercise, and the unit assessment
for data and statistics is a pen-and-paper exam.

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Teaching and Learning Program
Calendar Year: 2016/2017 Year Group 12 Stage 6
Faculty: Maths Written by:
Subject/Course name : General 1 Taught by:
Topic/Unit name: Data and Statistics Position in Sequence: 5/9 Number of lessons: 16
Purpose Statement: Using Statistics in everyday life problems
Outcomes CONCEPTS and
MG1H-1 Uses mathematics and statistics to evaluate and construct arguments in a range of familiar contexts CONCEPT MAPPING
MG1H-2 Analyses representations of data in order to make predictions How to use statistics
MG1H-3 makes predictions about everyday situations based on simple mathematical models to make informed
MG1H-7 Develops and carries out simple statistical processes to answer questions posed decisions and
MG1H-9 Chooses and uses appropriate technology to organise information from a range of practical and everyday predictions in
contexts practical situations?
MG1H-10 Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources,
communicating a position clearly to others.
METALANGUAGE: average, mean, Reversal Paradox, bell-shaped, measure of location sample size, bi-modal distribution, measure of spread,
scale, box-and-whisker plot, median, skewed distribution, distribution, mode, skewness, dot plot, normal distribution, standard deviation, double
box-and-whisker plot, outlier, stem-and-leaf plot, double stem-and-leaf plot, population symmetric distribution, histogram, quartile, two-way
table, interquartile range, radar chart, uniform distribution, likelihood, range, unimodal distribution
ASSESSMENT for and as Learning ASSESSMENT of Learning
Statistics pre-test, discussions, group work , using online resources, Assignment 2: Students should be able to analyse and interpret current
using computer programs (Excel ) information from a range of sources by using different graphical
methods and applying measures of location and measures of spread
Learning across the Curriculum (LAC) and Strategic Directions 2015-2017: From the list below, highlight only those areas which will be reflected in this
topic/unit. They should then be evident in the teaching and learning program.
The cross-curriculum priorities General capabilities are: Other important learning Strategic Directions 2015-2017. Inspired Learning -
are: Critical and creative thinking identified by the Board of To develop learning programs that require
Aboriginal and Torres Strait Ethical understanding
Studies are: students to be:
Islander histories and cultures
Information and communication Civics and citizenship active, independent, collaborative learners;
Difference and diversity critical thinkers with the ability to obtain and
technology capability
evaluate information in a disciplined way;
Work and enterprise

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Asia and Australia's Intercultural understanding fluent in finding solutions;
engagement with Asia Literacy effective communicators;
productive users of technology;
Sustainability Numeracy
creative, innovative and resourceful;
Personal and social capability
managers of their own learning.
N.B. Highlighted areas are deemed an
integral part of all teaching subjects.

Teaching and Learning Program


Teaching and Learning Delivery

FACULTY-based Collaborative Corporate TEACHER-based Collaborative and/or Individual Programming


Programming
OUTCOMES, CONTENT (Knowledge, Skills, DELIVERY (Teaching Strategies and Learning Activities) Resources Used:
OBJECTIVES, any Practices) WHAT we teach? HOW we will teach and HOW students will learn? The (List and indicate location
LAC areas and The Learn About Selected in Learn To These help inform the nature of strategies of resources and any
strategic sequence of delivery and activities needed to achieve the outcomes and exemplars where
directions considering pacing and content. Include: relevant.)
(Include in full or grouping. Include: Lesson Purpose Adjustments Made:
highlight sections Subject-literacy & Success criteria evidenced (List changes and additions
for focus. Then metalanguage Feedback strategies to the program.)
allocate against Subject-numeracy Re: Life Skills Assistance Provided:
the corresponding Success criteria identified (Refer to BOSTES content points and examples as (Include name of provider
lesson or groups of suggested strategies.) and any type of special
lessons. Re: Life Skills assistance provided for
(Refer to BOSTES content individual
points as a guide.)

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Review of statistics Lesson 1 Students will sit a short test consists of questions Prior knowledge class test
MG1H-1 Success criteria : Students are about analysing a small set of statistical data by allow students 20
MG1H-2 given a short (20min) class test calculating the mean, mode, median, range and minutes to complete
MG1H-9 to determine their prior standard deviation.
MG1H-10 knowledge analysing a small set Mark class test - explain the basic concepts tested
of statistical data by calculating and how statistics is used in solving practical
the mean, mode, median, range problems different areas eg. finance, engineering
and standard deviation. and design, health, education etc.
Identifying Lesson 2-5 identify measures of location: mean and median Cambridge HSC Maths
measures of Success criteria: identify measures of spread: range, interquartile range General 1
location and spread Students are required to analyse and population standard deviation Ex 4A pp 80-81.
MG1H-1 and interpret current identify outliers and recognise their effect on Ex4B pp 85-86.
MG1H-2 information from measures of location for small and big sets of data Ex 4C p 88.
MG1H-9 a range of sources, including, calculate with and without the use of calculators Computer with
MG1H-10 but not limited to, surveys, statistical mode internet access
newspapers, journals, use Microsoft Excel in identifying measures of Instruction sheet using
magazines, location and spread for statistical data. statistical functions of
bills and receipts. analyse and interpret current information from a Microsoft Excel
range of sources.
Displaying two sets Lesson 6-8 display data in double (back-to-back) stem-and-leaf Cambridge HSC Maths
of data Success criteria: plots General 1
MG1H-1 Students are required to display display data in two box-and-whisker plots drawn on Ex 4D pp 90-91.
MG1H-2 two sets of data using: the same scale Ex4E pp 93-94.
MG1H-9 Double stem-and- leaf plots. display two sets of data on a radar chart Ex 4F p 98.
MG1H-10 Double box-and-whisker use multiple displays to describe and interpret the Computer with
plots. relationships between data sets internet access
Radar charts. use Microsoft Excel to display two sets of data on a Instruction sheet using
With and without the use of radar chart Microsoft Excel
technology.

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Two-way tables Lesson 9-10 interpret data presented in two-way table form, eg Cambridge HSC Maths
MG1H-1 Success criteria : Students learn male/female versus exercise/no exercise General 1
MG1H-2 to interpret two-way tables and Compare summary statistics for two sets of data. Ex 4G pp 100-101
MG1H-10 compare of summary statistics Ex 4H pp 104-105
Distributions Lesson 11-12 Create, recognise and describe in general terms Cambridge HSC Maths
MG1H-1 Success criteria : different distributions of data, including normal, General 1
MG1H-2 Students are required to skewed, uniform, symmetric, unimodal and bi-modal Ex 4I pp 108-109.
MG1H-9 create, recognise and distributions Computer with
MG1H-10 describe in general terms the Determine the position of the mode(s) for different internet access
properties of different types distributions from a graphical representation of a Instruction sheet on
of distributions. distribution using statistical and
Students are required to use Recognise the shape of a distribution in various graphing functions of
spreadsheets (eg. Microsoft graphical forms, eg histogram, dot plot, stem-and-leaf
Microsoft Excel.
Excel) in graphing and and box-and-whisker plots.
describing distributions. use Microsoft Excel) in graphing and describing
distributions
Students should look at actual data in relation to
giving examples of data sets that represent various
distribution types.
The normal Lesson 13-14 Identify the properties of data that are normally Cambridge HSC Maths
distribution Success criteria : distributed, ie the mean, median and mode are equal. General 1
MG1H-1 Students should be able to And the frequency polygon (graph) is bell-shaped. Ex. 4j pp 112-113
MG1H-2 identify the properties of data Solve problems involving interpretation of the Computers.
MG1H-9 that are normally distributed standard deviation, where the value of the standard Instruction sheet on
MG1H-10 deviation is given. using statistical and
Students should look at actual data in relation to graphing functions of
giving examples of data sets that represent various Microsoft Excel
distribution types.
Statistics all around Lesson 15-16 describe common misconceptions in statistical reasoning, Cambridge HSC Maths
us Success criteria : including: General 1
MG1H-1 Ex. 4K p115

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MG1H-2 Students should be able to misconceptions involving averages (often referred Newspapers, journals,
MG1H-3 describe common to as the Reversal Paradox) magazines, real bills
MG1H-7 misconceptions in statistical interpreting percentage change for a small and receipts.
MG1H-9 reasoning including population compared to a larger population Computers with
MG1H-10 Reversal paradox. misconceptions about sample size internet access.
Comparing small and big the gamblers fallacy, eg after a run of heads
data sets when tossing a fair coin, a tail is more likely to
Sampling problems. occur on the next toss
Gamblers fallacy. estimate the likelihood of events using a sample,
based on how closely the sample matches the
parent population.
Students require access to current information from a
range of sources, including, but not limited to,
newspapers, journals, magazines, real bills and receipts,
and the internet. Students are required to analyse the
data and to be able to identify how statistics are
misused, resulting in misconceptions.

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PART B: COMPARATIVE
TABLE OF UNIT
ALTERATION

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Original Alteration Evaluation
Textbook-based and Project Based Learning Strength:
exam-oriented unit approach. Increase academic rigor (Edmunds,
design. Arshavsky, Glennie, Charles, and Rice,
2017);
Motivate engagement (Remijan, 2016);
Improve literacy and numeracy (Koparan
& Gven, 2015).

Weakness:
Time- and resource-consuming
Pen-and-paper exam Group presentation about Strength:
summative assessment. investigation of local and Motivate engagement (Smith and
national demographic data Morgan 2016);
(including life expectancy, Develop personal and social capabilities.
household income, cultural Promote engagement;
background, etc.) Support further development

Weakness:
Challenging for student with lower
learning abilities.
Summative assessment Summative assessment Strength:
information is NOT given information is given directly Explicit expectation for students;
directly after the after the formative Enable students to develop their own
formative assessment. assessment. learning plan.
The ICT activities are More ICT activities, and the Strength:
insufficient and activities are designed to Promote the effectiveness of PBL
fragmentary. serve for the project. Basilotta Gmez-Pablos, Martn del Pozo,
and Garca-Valcrcel Muoz-Repiso,
2017);
Coherent to the project.

Weakness:
Require more school resources
Half of the lessons are The amount of textbook Strength:
given to students for exercises is halved, students Promote engagement;
textbook exercises. are given exercise on ICT. Coherent to the project.

Weakness:
Restructure of lessons
Fewer Learning across the More Learning across the Strength:
Curriculum (LAC) elements Curriculum (LAC) elements Increase quality of teaching
are achieved are achieved
No industrial insight An industrial insight lesson Strength:
lesson. it involved. Have a insight of the real world
application;
Benefit for students further
development.
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Weakness:
Not relevant with syllabus outcomes
Occupation of teaching time.
No lesson allocated for The summative assessment Strength:
summative assessment take one lesson. Provide students with opportunity to
within the program. learn from each other;
Develop communication skills as
listeners.
Weakness:
Occupation of teaching time.

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PART C:
RECONSTRUCTED
PROGRAM
DOCUMENTATION

Note: the alternation from the original documentation are highlighted in the
Reconstructed Program.

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Teaching and Learning Program
Calendar Year: 2016/2017 Year Group 12 Stage 6
Faculty: Maths Written by:
Subject/Course name : General 1 Taught by:
Topic/Unit name: Data and Statistics Position in Sequence: 5/9 Number of lessons: 16
Purpose Statement: Using Statistics in everyday life problems
Outcomes CONCEPTS and
MG1H-1 Uses mathematics and statistics to evaluate and construct arguments in a range of familiar contexts CONCEPT MAPPING
MG1H-2 Analyses representations of data in order to make predictions How to use statistics
MG1H-3 makes predictions about everyday situations based on simple mathematical models to make informed
MG1H-7 Develops and carries out simple statistical processes to answer questions posed decisions and
MG1H-9 Chooses and uses appropriate technology to organise information from a range of practical and everyday predictions in
contexts practical situations?
MG1H-10 Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources,
communicating a position clearly to others.
METALANGUAGE: average, mean, Reversal Paradox, bell-shaped, measure of location sample size, bi-modal distribution, measure of spread,
scale, box-and-whisker plot, median, skewed distribution, distribution, mode, skewness, dot plot, normal distribution, standard deviation, double
box-and-whisker plot, outlier, stem-and-leaf plot, double stem-and-leaf plot, population symmetric distribution, histogram, quartile, two-way
table, interquartile range, radar chart, uniform distribution, likelihood, range, unimodal distribution
ASSESSMENT for and as Learning ASSESSMENT of Learning
Statistics pre-test, discussions, group work , using online resources, Summative Assignment: Students are required to perform data
using computer programs (Excel ) analysis of the local demographic statistics (e.g. life expectancy,
household income, cultural background, etc.), and compare the
results with the national statistics that are analysed in the lessons.
There will be a group presentation for them to display and discuss
their findings. Finally they have to make recommendation to
improvement for the community based on their findings.
Learning across the Curriculum (LAC) and Strategic Directions 2015-2017: From the list below, highlight only those areas which will be reflected in this
topic/unit. They should then be evident in the teaching and learning program.

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The cross-curriculum priorities General capabilities are: Other important learning Strategic Directions 2015-2017. Inspired Learning -
are: Critical and creative thinking identified by the Board of To develop learning programs that require
Aboriginal and Torres Strait Ethical understanding Studies are: students to be:
Islander histories and cultures
Information and communication Civics and citizenship active, independent, collaborative learners;
Difference and diversity critical thinkers with the ability to obtain and
technology capability
Asia and Australia's evaluate information in a disciplined way;
Intercultural understanding fluent in finding solutions;
engagement with Asia Work and enterprise
Literacy effective communicators;
Sustainability
Numeracy productive users of technology;
Personal and social capability creative, innovative and resourceful;
managers of their own learning.
N.B. Highlighted areas are deemed an
integral part of all teaching subjects.

Teaching and Learning Program


Teaching and Learning Delivery

FACULTY-based Collaborative Corporate TEACHER-based Collaborative and/or Individual Programming


Programming
OUTCOMES, CONTENT (Knowledge, Skills, DELIVERY (Teaching Strategies and Learning Activities) Resources Used:
OBJECTIVES, any Practices) WHAT we teach? HOW we will teach and HOW students will learn? The (List and indicate location
LAC areas and The Learn About Selected in Learn To These help inform the nature of strategies of resources and any
strategic sequence of delivery and activities needed to achieve the outcomes and exemplars where
directions considering pacing and content. Include: relevant.)
(Include in full or grouping. Include: Lesson Purpose Adjustments Made:
highlight sections Subject-literacy & Success criteria evidenced (In general, the amount of
for focus. Then metalanguage Feedback strategies textbook exercise will be
allocate against Subject-numeracy Re: Life Skills halved, students will do
the corresponding Success criteria identified (Refer to BOSTES content points and examples as less repeated and
suggested strategies.) redundant exercise,

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lesson or groups of Re: Life Skills instead, they will practice
lessons. (Refer to BOSTES content more statistics analysis
points as a guide.) using Excel.)
Assistance Provided:
(Include name of provider
and any type of special
assistance provided for
individual
Review of statistics Lesson 1 Students will sit a short test consists of questions Prior knowledge class
MG1H-1 Success criteria : Students are about analysing a small set of statistical data by test allow students
MG1H-2 given a short (20min) class test calculating the mean, mode, median, range and 20 minutes to
MG1H-9 to determine their prior standard deviation. complete
MG1H-10 knowledge analysing a small set Mark class test - explain the basic concepts tested Assessment
of statistical data by calculating and how statistics is used in solving practical information and
the mean, mode, median, range problems different areas eg. finance, engineering supporting materials
and standard deviation. and design, health, education etc.
Information and notification of Describe the project, clarify the expectation to
the summative assessment will students.
be given and explained to
students after the class test.
Identifying Lesson 2-4 identify measures of location: mean and median Cambridge HSC Maths
measures of Success criteria: identify measures of spread: range, interquartile range General 1
location and spread Students are required to analyse and population standard deviation Ex 4A pp 80-81.
MG1H-1 and interpret data from the identify outliers and recognise their effect on Ex4B pp 85-86.
MG1H-2 textbook exercise. measures of location for small and big sets of data Ex 4C p 88.
MG1H-9 Students will be trained for calculate with and without the use of calculators Computer with
MG1H-10 using Excel, and then they are statistical mode internet access
asked to perform analysis for use Microsoft Excel in identifying measures of Instruction sheet using
online data sources from the location and spread for statistical data. statistical functions of
Microsoft Excel

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Australian Bureau of Statistics analyse and interpret current information from ABS
(ABS) website. website.

Displaying two sets Lesson 5-6 display data in double (back-to-back) stem-and-leaf Cambridge HSC Maths
of data Success criteria: plots General 1
MG1H-1 Students are required to display display data in two box-and-whisker plots drawn on Ex 4D pp 90-91.
MG1H-2 two sets of data using: the same scale Ex4E pp 93-94.
MG1H-9 Double stem-and- leaf plots. display two sets of data on a radar chart Ex 4F p 98.
MG1H-10 Double box-and-whisker use multiple displays to describe and interpret the Computer with
plots. relationships between data sets internet access
With and without the use of use Microsoft Excel to display two sets of data on a Instruction sheet using
technology. radar chart Microsoft Excel and
use ABS online tool for double box-and-whisker plots ABS online tool.
(http://www.abs.gov.au/education).
Two-way tables Lesson 7-8 interpret data presented in two-way table form, eg Cambridge HSC Maths
MG1H-1 Success criteria : Students learn male/female versus exercise/no exercise General 1
MG1H-2 to interpret two-way tables and Compare summary statistics for two sets of data. Ex 4G pp 100-101
MG1H-10 compare of summary statistics Ex 4H pp 104-105
Distributions Lesson 9-10 Create, recognise and describe in general terms Cambridge HSC Maths
MG1H-1 Success criteria : different distributions of data, including normal, General 1
MG1H-2 Students are required to skewed, uniform, symmetric, unimodal and bi-modal Ex 4I pp 108-109.
MG1H-9 create, recognise and distributions Computer with
MG1H-10 describe in general terms the Determine the position of the mode(s) for different internet access
properties of different types distributions from a graphical representation of a Instruction sheet on
of distributions. distribution using statistical and
Students are required to use Recognise the shape of a distribution in various graphing functions of
spreadsheets (eg. Microsoft graphical forms, eg histogram, dot plot, stem-and-leaf
Microsoft Excel.
Excel) in graphing and and box-and-whisker plots.
describing distributions. use Microsoft Excel) in graphing and describing
distributions

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Students should look at actual data in relation to
giving examples of data sets that represent various
distribution types.
The normal Lesson 11-12 Identify the properties of data that are normally Cambridge HSC Maths
distribution Success criteria : distributed, ie the mean, median and mode are equal. General 1
MG1H-1 Students should be able to And the frequency polygon (graph) is bell-shaped. Ex. 4j pp 112-113
MG1H-2 identify the properties of data Solve problems involving interpretation of the Computers.
MG1H-9 that are normally distributed. standard deviation, where the value of the standard Instruction sheet on
MG1H-10 deviation is given. using statistical and
Use real data from ABS, identify Students should look at ABS data in relation to giving graphing functions of
which set of data follows a examples of data sets that represent various Microsoft Excel
normal distribution, and distribution types.
consider the reason.
Industrial insight Lesson 13 Students will be given resources about the application To be decided by the
lesson Success criteria : of statistics (eg. published statistical report, faculty.
Student should have an idea newspaper article, online video, etc.)
about how statistics are applied Information about the job of statistician.
in the real world, and be aware
of the discrepancy between
theories and practices.
Statistics all around Lesson 14-15 describe common misconceptions in statistical reasoning, Cambridge HSC Maths
us Success criteria : including: General 1
MG1H-1 Students should be able to misconceptions involving averages (often referred Ex. 4K p115
MG1H-2 describe common to as the Reversal Paradox) Newspapers, journals,
MG1H-3 misconceptions in statistical interpreting percentage change for a small magazines, real bills
MG1H-7 reasoning including population compared to a larger population and receipts.
MG1H-9 Reversal paradox. misconceptions about sample size Computers with
MG1H-10 Comparing small and big the gamblers fallacy, eg after a run of heads internet access.
data sets when tossing a fair coin, a tail is more likely to
Sampling problems. occur on the next toss
Gamblers fallacy.

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estimate the likelihood of events using a sample,
based on how closely the sample matches the
parent population.
Students require access to current information from a
range of sources, including, but not limited to,
newspapers, journals, magazines, real bills and receipts,
and the internet. Students are required to analyse the
data and to be able to identify how statistics are
misused, resulting in misconceptions.
Group Presentation Lesson 16 Presentation in groups. White board;
MG1H-1 Success criteria : Listen to the presentation of other groups. Computer with
MG1H-2 Use appropriate graph and internet access
MG1H-3 table to describe the chosen projector
MG1H-7 data set
MG1H-9 Correct interpretation
MG1H-10
The recommendation to the
community is supported by
the findings
Quality presentation

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PART D:
PROFESSIONAL
REPORT ON
RECOMMENDED
ALTERATIONS

Abstract
In order to accommodate the new sociocultural context and students learning needs,
alterations to the original unit outline for HSC Mathematics General 1 Data and
Statistics are proposed. In this reconstructed unit outline, rather than focusing on
improving academic results, the objectives are to develop students literacy,
numeracy, and personal and social capabilities. The new unit is constructed based on
a Project Based Learning (PBL) program. In the reconstruction of the program, the
lesson structure, teaching activities and unit assessment are tailor for the new
objectives. The involvement of social connectedness and industrial insight are
beneficial for further development of students.

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Introduction

Sociocultural Context

This reconstructed program is to be delivered in a new sociocultural context, which


is significantly diverse from the original one. The new school is located in a suburb
with relatively low socioeconomic status. The local community is a highly
multicultural community with a proportion of residents from immigration and
refugee backgrounds. As the result, majority of the students in the school have non-
English speaking backgrounds. Within the school, the literacy, numeracy and
academic achievement are consecutively lower than Australian average, also the
attendance and retention rate are relatively low. As affirmed by teaching staffs from
different faculties, students are easily disengaged in academic activities. Instead of
academic achievement, students focus more on vocational development, many of
them desire for employment rather than further study.

About the Program


Regarding the sociocultural context and school environment, the teaching program
need to be modified in order to assist students to achieve the academic standards
and expected outcomes. The reconstruction of the Data and Statistics program
follows the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005).
The big idea of the new program is to facilitate students learning in maths by
building the connectedness to the community and real world application. Followed
by the big idea, the core task of local demographic study project is design, and lesson
structure is tailored, following a backward design procedure, to build students
abilities and lead them to complete the core task.

Goals
Expect for achieving the syllabus outcomes, the reconstructed program has the
following goals regarding the teaching context:

- Improve students literacy and numeracy;


- Develop students personal and social capabilities;
- Increase academic task engagement;

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- Build connections between mathematical knowledge and its real world
application; and
- Assist students with their future vocational and educational development.

Recommendations
In order to achieve the expected goals, this report recommends to:

- Change the textbook-based and exam-oriented learning unit to a Project


Based Learning program;
- Redesign the pen-and-paper exam to a group presentation;
- Make the teaching activities purposeful to lead students to achieve the
expected outcomes.

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Evaluation of the Original Program
The original program aims for higher academic achievement in high-stakes exams. It
is taught based on a textbook that compiled according to the syllabus. The half
teaching half exercise lessons structure introduce the theories to students, and
consolidate students understanding of theories by textbook exercise problems.
Although the program is delivered using a range of resources including information
communication technology (ICT), the activities of real world application is insufficient
and fragmentary. The program was efficacious in its teaching context, because most
of the students had high level of learning abilities and clear objectives for academic
achievement. However, regarding the learning abilities and needs of students in our
school, the lack of meaningful applications and explicit connectedness could result in
more academic disengagement. Furthermore, the textbook-based and exam-
oriented teaching approach is not significant in developing students personal and
social capabilities. As suggested by Easey (2013), in order to engage students
effectively in mathematics learnings, teachers are expected to understand the
learning needs them. A reconstruction to the original program is proposed to satisfy
the learning needs for students in our teaching context.

Recommendations
The alteration is made to confront the teaching and learning issues, and achieve the
learning goals. The detailed changes of program are outlined in the Comparative
Table and the Reconstructed Program sections. In this report, the recommendations
will be discussed in three facets, that is which approach can enable the program to
achieve the goals, how to assess the effectiveness of the approach in achieving the
goals, and what skills are required for students to meeting the expectation of
assessment.

Project Based Learning


First of all, this report recommends to apply the PBL approach to deliver the content
of the Data and Statistics unit. The reconstructed unit will lead students to learn the
statistical concepts that prescribed in the syllabus by analysing the national and local
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demographic statistics data. The project runs through the whole unit of teaching,
and the real world data analysis is used as not only a case study but also in-class
exercises. Although the real world problem project is time- and resource-consuming,
this approach is proposed as it can help to achieve the learning goals for students in
our school effectively.

According to a recent research conducted by Edmunds, Arshavsky, Glennie, Charles,


and Rice (2017), a well-implemented PBL is associated with academic rigor in
science, technology, engineering and mathematics (STEM) classrooms. The PBL
approach will lead students thinking in depth by investigating complex problems, so
that students six facets of understanding (Wiggins & McTighe, 2005) can be
developed. The paper of Edmunds et al. also suggests that in order to make PBL an
effective instrument to promote rigor, teachers should ask high quality driving
questions and engage students in the core subject concept and content. The project
for this reconstructed program will promote academic rigor for students, as it
challenges students understanding of the key statistical concepts as well as abilities
of mathematical knowledge application.

It is also affirmed that PBL is effective to motivate students in mathematics learning


(Remijan, 2016). In the research, Remijan found that PBL is beneficial to students by
promoting empowerment, developing a sense of usefulness, building pathways that
lead to success, attract learning interest, and foster an environment of caring within
the classroom community. These benefits suggests that PBL can satisfy the learning
needs of students in our school by developing their interpersonal skills and building
connection between academic and real world. Thus, PBL approach can be an
effective strategy to manage the issue of academic disengagement in our school.

Another reason for applying PBL approach in statistics unit is that students level of
statistical literacy and skills of data representation can be significantly improved
(Koparan & Gven, 2015). Statistical literacy is the competence to understand
statistics, including statistical graphs, terminologies and word description. It is a
required skill for real-life communication and information acquisition. The data
representation is a skill that involves both literacy and numeracy, students need to

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have an understanding of the numerical concept and interpret their understanding
in appropriate words and terminologies. Thus, as suggested by the research, the goal
of improving literacy and numeracy for our students can be achieved by applying PBL
in statistics unit.

Redesign of Assessments
The assessment, which is the output of the project, is used to measure the
effectiveness the new program in achieving both the syllabus outcome and learning
goals. The end-of-unit summative assessment is in the form of group presentation,
which ask students to present their results of local and national demographic study.
The notification and details of presentation is given to students after the formative
assessment in the first lesson, so that students will have a clear insight about their
learning direction by identifying the gap between their current abilities and the
expected outcomes. The redesigned assessment process is significant for students
learning in this unit, as it has the features of real world application and collaboration.

First, the competence of real world application is one of the learning goals. As
claimed by Smith and Morgan (2016), mathematics learning should be aimed to
solve everyday life problems, reciprocally, real world problem can be used to serve
the learning of mathematics. This idea is consist with the syllabus objective that use
mathematical skills and techniques, aided by appropriate technology, to organise
information and interpret practical situations (Board of Studies, 2012, pp. 12). Also,
Smith and Morgans paper suggested that the involvement of real world problem
can motivate students learning in mathematics. Students will be aware that
mathematical knowledge can be used outside the classrooms, thus the assessment
can become a motivator for students academic engagement. Furthermore, the
study about the local community will provide students with an opportunity to
develop their sociocultural understanding, so that the goal of personal and social
capability development can be achieved. By adopting this assessment, other
important learning identified by the Board of Studies such as civics and citizenship
and difference and diversity is also demonstrated the in the unit program.

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Second, the collaboration format assessment is also affiliated with our goals. In the
working process, students need to exchange ideas, distribute tasks, synthesis
individual outputs, and coordinate individual interests. Thus an outstanding group
achievement is associated with high level of social-management. Moreover, the
collaboration will facilitate students self-regulation within groups, so that students
are effectively engaged in the academic task. Regarding the non-English speaking
background of students, the collaborative presentation will also develop their
communications skills, which are useful for their further development.

Purposeful Teaching Activities


The redesigned assessment challenges students understandings and abilities,
however, this program can lead students to success by purposeful development of
necessary knowledge and skills. In the teaching activities, the analysis of national
data from Australian Bureau of Statistics (ABS) website will be used as examples for
students to learn, so that students will know how to analyse the local data for their
assessment. The reconstruction of teaching activities involves a series of
modifications. The new program will allocate more time for computer-based
learning and reduce the amount of textbook exercises, and an industrial insight
lesson will be placed in the program. Without altering the total number of lessons
for the whole program, the number of lessons for some content will be changed.

The essential reason for those changes is that the learning activities should be
tailored to lead students to achieve the expected outcomes of the PBL program. The
teaching through of ABS data analysis can develop students ability of analysing real
world data by the use of technology. Also students understanding of statistical
concepts will be challenged as they are required to compare and interpret their data
analysis results. Furthermore, the increased use of technology through the whole
unit will promote the effectiveness of teaching. According to Basilotta Gmez-
Pablos, Martn del Pozo, and Garca-Valcrcel Muoz-Repiso (2017), by the
incorporation of digital technologies, PBL can foster students active participation,
motivation, and curriculum skill acquisition. On the others words, technology is
considered as an effective instrument for PBL.

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Another reason for the change is that the unit has the purpose to develop students
workplace abilities. The involvement of industrial insight lesson will provide students
with ideas about how statistics knowledge can be used in vocational occasions. This
will attract students interest in the unit learning, as well as develop students
awareness about the discrepancy between the theories and practices, which is
beneficial for the vocational development of students. Moreover, work and
enterprise is one of the other important learning identified by the Board of
Studies, which indicates the involvement of vocational development can increase
the quality of teaching.

Conclusion
The reconstruction of the unit follows a mind map of setting goals, determine the
approach to achieve the goals, design assessment for the achievement, and plan
learning to meeting the assessment criteria. The alterations to the original unit
outline for HSC Mathematics General 1 Data and Statistics are made to
accommodate the new sociocultural context and students learning needs. By
applying a PBL approach, redesigning the assessment and altering teaching activities,
they program will achieve the prescribed syllabus outcome, as well as a series of
learning goals, which are set based on students learning needs. Although the
implementation of the reconstructed unit could be hindered due to limitation of
resources and inertia of management, the comprehensive development of our
students inside and beyond the school should be considered as our priority.

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REFERENCES

Basilotta Gmez-Pablos, V., Martn del Pozo, M., & Garca-Valcrcel Muoz-Repiso, A.
(2017). Project-based learning (PBL) through the incorporation of digital
technologies: An evaluation based on the experience of serving teachers. Computers
In Human Behavior, 68501-512. doi:10.1016/j.chb.2016.11.056

Board of Studies New South Wales (2012). Mathematics General Stage 6 Syllabus. Retrieved
from http://boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/maths-general-syl-
2013-and-beyond.pdf.

Easey, M. (2013). Teachers Perspectives Regarding the Decline in Boys Participation in Post-
Compulsory Rigorous Mathematics Subjects. Mathematics Education Research Group
of Australia Conference 2013, Melbourne, Australia. Retrieved from
https://www.merga.net.au/node/38?year=2013.

Edmunds, J., Arshavsky, N., Glennie, E., Charles, K., & Rice, O. (2016). The Relationship
Between Project-Based Learning and Rigor in STEM-Focused High Schools.
Interdisciplinary Journal Of Problem-Based Learning, 11(1), 1-22. doi:10.7771/1541-
5015.1618

Koparan, T., & Gven, B. (2015). The effect of project-based learning on students statistical
literacy levels for data representation. International Journal Of Mathematical
Education In Science & Technology, 46(5), 658-686.
doi:10.1080/0020739X.2014.995242

Remijan, K. W. (2016). Project-Based Learning and Design-Focused Projects to Motivate


Secondary Mathematics Students. Interdisciplinary Journal Of Problem-Based
Learning, 11(1), 1-14. doi:10.7771/1541-5015.1520

Smith, C., & Morgan, C. (2016). Curricular orientations to real-world contexts in


mathematics. Curriculum Journal, 27(1), 24-45.
doi:10.1080/09585176.2016.1139498

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Verhoeven, P., & Baker, H. M. (2008). An Approach for Incorporating the Topic Ethics in
Research into an Introductory Statistics Course. Decision Sciences Journal Of
Innovative Education, 6(2), 489-493. doi:10.1111/j.1540-4609.2008.00188.x

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