快速學習者的代數 1：二變量統計和相關性
在這門嚴格的數學課程中，學習者將繼續學習代數，並使用殘差和相關係數建立自己的線性模型，以使用技術評估最佳擬合線來探索各種主題。
Malikai Bass M.A
平均評分：
5.0
評論數量：(325)
熱門課程
包含什麼
15 現場會議
12 小時 30 分鐘 上課時間作業
每週 1 小時. Students will complete one mathematical modeling project in the last week of class.評估
Learners will receive individual written progress updates.我們無法翻譯此文，請刷新頁面並再試一次。
課堂經歷
英語程度 - 未知
美國 7 - 9 年級
This is the third course in a year-long sequence which covers standards and ideas in Algebra 1 intended for learners in middle school ready to begin Algebra 1 or high school learners who need additional support. These courses are taught in small-groups to provide individual instruction and social-learning opportunities aligned with a social constructionist or situated cognition view of learning. The curriculum is problem-based this means instead of lectures or videos students work together as a small group to solve problems to discover principles and strategies with teacher guidance, as necessary. Therefore, we will spend approximately 90% of each class period working on problems and discussing them as a group. The use of discussion and problem-solving leads to generalized mathematics or proofs and students will construct their own models or proofs of real-world scenarios in project based assignments. This process prepares students well who may seek advanced mathematics in high-school or beyond. In this unit students revisit two-way tables to find associations in categorical data using relative frequencies and building on previous experiences and knowledge of scatter plots. Learners will assess how well a linear model matches the data using residuals as well as the correlation coefficient to evaluate lines of best-fit found using technology. We will also work to differentiation causation-based relationships. Week 1: - Readiness Check which allows instructor to identify areas of potential acceleration or needs for extra support for individual learners and the whole group. - Two-Way Tables -Relative Frequency Tables - Associations in Categorical Data - Linear Models Week 2: - Fitting Lines - Residuals - The Correlation Coefficient - Using the Correlation Coefficient Week 3: - Student Choice of Project Based Learning - Modeling Task Finding, Visualizing, and Modeling Causal Relationships in Data - Review -End of Unit Assessment
學習目標
HSS-ID.B.5
Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
HSS-ID.B.6
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
HSS-ID.B.6.a
Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
HSS-ID.B.6.b
Informally assess the fit of a function by plotting and analyzing residuals.
HSS-ID.B.6.c
Fit a linear function for a scatter plot that suggests a linear association.
HSS-ID.C
Interpret linear models
HSS-ID.C.7
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
HSS-ID.C.8
Compute (using technology) and interpret the correlation coefficient of a linear fit.
HSS-ID.C.9
Distinguish between correlation and causation.
其他詳情
父母的引導和規範
Students will need to use Nearpod. They will need to click a link and enter their first name or initial. No other identifying information will be collected.
供應清單
Learners will need a way to write/draw to solve problems. This class is best taken using a computer and mouse, but learners might benefit from having a secondary touch screen device in order to be able to screen share math work.
外部資源
除了 Outschool 教室外，本課程也使用：
來源
The scope and sequence of this course is based on the open source Illustrative Mathematics curriculum and has been adapted for 2e, neurodiverse, and home-based learners. Illustrated Mathematics is licensed under a creative commons attribution license: https://creativecommons.org/licenses/by/4.0/
Pedagological Resources:
Gravemeijer, K. (2020). A socio-constructivist elaboration of realistic mathematics education. In National reflections on the Netherlands didactics of mathematics (pp. 217-233). Springer, Cham.
Vintere, A. (2018). A constructivist approach to the teaching of mathematics to boost competences needed for sustainable development. Rural Sustainability Research, 39(334), 1-7.
Briscoe, L., & Van Kesteren, J. (2018). THE ART OF MATH. Gazette-Ontario Association for Mathematics, 57(2), 21-24.
已加入 April, 2021
5.0
325評論
熱門課程
教師專業知識和證書
Professional Experience:
I have been a math tutor for over 12 years and have worked with students from ages 5-25 in small group and academic settings including serving as a primary teacher for home educated learners. I have received training and tutoring certification/awards from nationally recognized organizations. I was a group supplemental instruction leader for math at the collegiate level for four years at ETSU including working with dual enrolled and accelerated learners. I have taught and tutored math up to a graduate level in algebra, geometry, probability, and quantitative reasoning.
Academic Experience:
Constructivism and Mathematics, Science, and Technology Education
This graduate level online course for educators used practical examples and empirical research to connect the educational philosophy of constructivism to best practices in STEM education and demonstrated online teaching strategies for this endeavor. It highlighted the power of solving problems through building and applying understandings rather than rote processes which influences the problem-centered curriculum This class also addressed common misconceptions or alternative schemas students develop for math and science prior to instruction and provided ideas for experiments and explorations to adjust these conceptions.
Math 1410 Numbers, Concepts, and Algebra for Math Teachers
This in-person semester long coursed prepared students to teach common core mathematics to students in grades kindergarten through eight including early access to algebra. It included practical teaching experience, ensuring the personal math conceptual fluency of each educator, and demonstrating expertise on the Praxis math exam for educators.
Math 1420: Logic, Problems, and Geometry for Math Teachers
This in-person semester long course prepared teacher candidates to teach common core mathematics to students in grades kindergarten through eighth including advanced ideas of logic, problem solving, and geometry using a constructivist lens.
評論
現場團體小班課程
US$225
用於 15 課程每週5次，共 3 週
50 分鐘
有9 位學習者完成此課程
即時視訊會議
年齡: 12-15
3-6 每班學員人數
