Measures of Center and Variation

Author(s):  
Abbas F.M. Alkarkhi ◽  
Wasin A.A. Alqaraghuli
Keyword(s):  
2019 ◽  
Vol 24 (4) ◽  
pp. 210-216 ◽  
Author(s):  
Michael Tapee ◽  
Tammy Cartmell ◽  
Tammy Guthrie ◽  
Laura B. Kent

By orchestrating social interactions, students learn from one another about data and measures of center.


2016 ◽  
Vol 21 (7) ◽  
pp. 424-430
Author(s):  
George J. Roy ◽  
Thomas E. Hodges ◽  
LuAnn Graul

Students' mathematical intuition about estimation can serve as an entry point for tasks exploring measures of center.


2017 ◽  
Vol 23 (6) ◽  
pp. 368-375
Author(s):  
Thomas E. Hodges ◽  
Malisa Johnson ◽  
George J. Roy

This fourth-grade task focuses on measures of center to build on students' intuitive thinking.


Jurnal Elemen ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 164-179
Author(s):  
Kimura Patar Tamba ◽  
◽  
Meiva Marthaulina Lestari Siahaan ◽  
Oce Datu Appulembang ◽  
◽  
...  

The measure of the center is an essential topic in statistics. Pre-service mathematics teachers must have the ability to select and use measures of center. The inability to use and select appropriate center measures indicates a low understanding of center measures. Meanwhile, research on the ability to use and select the center's appropriate measures is very limited. This study explores the sources of error for pre-service mathematics teachers in using and selecting the appropriate measures of center. This study involved 177 pre-service mathematics teachers. This research is a qualitative study using the interpretive paradigm. Data were collected using a test containing two problems and clinical interviews. Data were analyzed qualitatively using grouping participant responses based on ways of thinking and ways of understanding to use and select center measures. The results showed that pre-service mathematics teachers could not select an appropriate measure of centers because they were too focused on measures of centers while ignoring the variance. In order to be able to select an appropriate measure of centers because variance must be considered simultaneously. The implication of this study results is the need for a learning approach that introduces concurrent measures of centers with data variance.


Languages ◽  
2020 ◽  
Vol 5 (4) ◽  
pp. 59
Author(s):  
Amanda Dalola ◽  
Keiko Bridwell

This article presents a study of measures of center of gravity (COG) in phrase-final fricative epithesis (PFFE) produced by L1 and L2 speakers of Continental French (CF). Participants completed a reading task targeting 98 tokens of /i,y,u/ in phrase-final position. COG measures were taken at the 25%, 50% and 75% marks, normalized and submitted to a mixed linear regression. Results revealed that L2 speakers showed higher COG values than L1 speakers in low PFFE-to-vowel ratios at the 25%, 50%, and 75% marks. COG measures were then categorized into six profile types on the basis of their frequencies at each timepoint: flat–low, flat–high, rising, falling, rising–falling, and falling–rising. Counts of COG profile were then submitted to multinomial logistic regression. Results revealed that although L1 speakers produced predominantly flat–low profile types at lower percent devoicings, L2 speakers preferred multiple strategies involving higher levels of articulatory energy (rising, falling, rise–fall). These results suggest that while L1 speakers realize PFFE differently with respect to phonological context, L2 speakers rely on its most common allophone, strong frication, in most contexts. As such, the findings of this study argue for an additional phonetic dimension in the construct of L2 sociophonetic competence.


2015 ◽  
Vol 21 (5) ◽  
pp. 295-302 ◽  
Author(s):  
Randall E. Groth ◽  
Kristen D. Kent ◽  
Ebony D. Hitch

Students travel through a series of lessons as they analyze data and unpack the meaning of measures of center.


2009 ◽  
Vol 103 (5) ◽  
pp. 376-380
Author(s):  
Lawrence M. Lesser

Being able to select, use, and interpret measures of center is expected of all secondary students (NCTM 2000, 2006). Discussing average class size can be a motivational vehicle for exploring this topic because students (and teachers) at all grade levels notice when they have significantly bigger classes and high school juniors and seniors see average class size touted in the publicity brochures they receive from colleges. Also, educators, administrators, policy makers, and parents are concerned about the impact class size may have on student achievement and equity (e.g., Finn, Gerber, and Boyd-Zaharias 2005; Nye, Hedges, and Konstantopoulos 2004; Pong and Pallas 2001). Finally, using situations that readily yield results that students initially find counterintuitive can be motivating (Lesser 1998).


2011 ◽  
Vol 43 (Suppl 1) ◽  
pp. 533
Author(s):  
Abigail L. Carpenter ◽  
Jeremy D. Smith ◽  
Gary D. Heise ◽  
Chris P. Repka ◽  
Carole M. Schneider

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