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Start Over Topic mathematics Publication Type Electronic Resources Region australia
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1. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1

Author

National Centre for Vocational Education Research

Abstract

This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides school and school transition information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]

Published
2012

2. Developing Box Plots While Navigating the Maze of Data Representations

Author

Duncan, Bruce and Fitzallen, Noleine

Abstract

The learning sequence described in this article was developed to provide students with a demonstration of the development of box plots from authentic data as an illustration of the advantages gained from using multiple forms of data representation. The sequence follows an authentic process that starts with a problem to which data representations provide the solution. The advantage of using box plots is that they allow clear and efficient comparison of related data sets. In this case, students are given a maze on paper and timed while they complete it. This produces the first set of data. They then attempt the maze again, expecting that their time to do this will decrease. The need to compare these two data sets arises from the question, "Did the group improve their maze times on their second attempt?"

Published
2013