Page 207 - Invited Paper Session (IPS) - Volume 2

IPS215 David Y. et al.
2. Correlation and Regression: the simple mathematics of a correlation
coefficient is described in detail to ensure a good understanding of the
concept and specifically when the use of correlation is inappropriate;
mathematics underlying regression modelling is covered lightly, with
no need of an understanding of differentiation; model predictions and
prediction intervals are explained and goodness-of-fit is assessed
using the coefficient of determination; passing mention is made of
multiple regression and analysis of residuals
3. Hypothesis Testing: basic ideas; null and alternative hypotheses; p-
values; Type 1 and Type 2 errors; confidence intervals; study design;
tests for paired and independent samples

3.2 Approaches to learning and teaching
Effective learning and teaching draws on a variety of approaches to enrich
the experience of learners. In the Statistics Award, a mix of approaches are
used which provide opportunities for personalisation and choice to help
motivate and challenge learners. Some of these approaches include:
interdisciplinary learning, cross-curricular approaches, investigative and
problem solving approaches and resource based learning and e-learning.
To achieve this aim, learners will engage in a variety of learning
approaches and activities as appropriate to the understanding of statistical
concepts, for example:
 using active and open-ended learning activities such as scientific
research, case studies, project-based tasks and presenting findings to
others.
 using real-life contexts and experiences that are familiar, unfamiliar
and relevant to young people, to meaningfully hone and exemplify
skills, knowledge and understanding
 making use of the internet to draw conclusions about specific issues
 recording, in a systematic way, the results of an investigation from
different sources
 participating in group work with peers and using collaborative learning
opportunities to develop team-working skills
 develop problem solving and critical thinking
 use of questioning and discussion to engage learners in explaining
their thinking and check their understanding of fundamental concepts
 making links in themes which cut across the curriculum to encourage
transferability of skills, knowledge and understanding — including
technology, geography, sciences, social subjects, mathematics,
applications of mathematics and health and wellbeing
 using written and/or oral communication and presentation skills to
present information

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