{"id":1008,"date":"2024-07-30T22:34:41","date_gmt":"2024-07-30T22:34:41","guid":{"rendered":"https:\/\/research.ced.ncsu.edu\/ptmt\/?page_id=1008"},"modified":"2024-09-30T11:12:56","modified_gmt":"2024-09-30T11:12:56","slug":"voices-from-the-field-using-open-ended-task-and-dynamic-simulation-tools","status":"publish","type":"page","link":"https:\/\/research.ced.ncsu.edu\/ptmt\/voices-from-the-field\/voices-from-the-field-using-open-ended-task-and-dynamic-simulation-tools\/","title":{"rendered":"Voices from the Field: Using Open-Ended Task and Dynamic Simulation Tools"},"content":{"rendered":"\n

Voices from the Field<\/a> > Classroom Video 4<\/p>\n\n\n\n

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Voices from the Field: Using Open-Ended Task and Dynamic Simulation Tools<\/h2><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Understanding students’ conceptual development and, recognizing, anticipating, and interpreting students\u2019 reasoning are essential when planning and teaching with tasks that are open-ended. In open-ended tasks, students have a lot of freedom to choose how to produce a solution and support their work with appropriate evidence and arguments. This video gives an opportunity to consider how a simulation can be used to collect data from a random number generator that is based on some unknown probability distribution. This video is an animated depiction of the work of two real students from a sixth grade classroom as they used the simulation tool to work with the Schoolopoly task to decide whether or not a die is fair. It will be useful to read and investigate the task itself before watching the video.<\/p>\n<\/div>

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Guiding Documents<\/strong><\/h3>\n\n\n\n
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A PDF of the task used in this video. The task has been used in many research and classroom contexts from sixth grade through AP Statistics.
<\/td>		Schoolopoly Task<\/strong><\/a><\/td><\/tr>
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A link to more information about the technology tool used in this video.<\/td>		TinkerPlots<\/a><\/strong><\/td><\/tr>
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A zipped folder containing the six TinkerPlots files that are set up with the six different probability distributions for the die companies in the Schoolopoly task.<\/td>		TinkerPlots Files<\/strong><\/a><\/td><\/tr>
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A zipped folder containing six Fathom files, one for each die company in the Schoolopoly task.<\/td>Fathom Files<\/strong><\/a><\/td><\/tr>
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The following questions can be used to guide discussion around this 4:23 minute video:<\/h3>\n\n\n\n
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  • As students engaged in the task, what different choices did you see them make that seemed to impact their progress on obtaining a solution and making a claim about whether the die was fair or not.<\/li>\n\n\n\n
  • How did the simulation tool afford or constrain their work on this task?<\/li>\n\n\n\n
  • How was students\u2019 reasoning impacted by the dynamically changing graphs and table of data as the simulation was running?<\/li>\n<\/ul>\n<\/div>\n\n\n\n
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