# What is Statistical Problem Solving ?

This class will walk you through each chapter of my textbook *An Introduction to Statistical Problem Solving in Geography*, along with the lecture notes I use in my course. It is designed specifically for geographers. So, the course isn't really a math course, but an applied course in statistics for geographers.

## Benefits of Statistical Problem Solving

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### 3 Responses to “How to solve any statistics problem”

In this paper we have presented materials that could be those replacements: a methodology for teaching and learning through a problem solving approach and a new assessment regime for grading learners after being taught statistics through that approach. Academic and professional statisticians are increasingly arguing for such an approach to be adopted in teaching at all levels: if thisis done then the assessment methods used need to match the new way of teaching and learning. As problem solving involves a range of different levels of cognitive skills, the actual questions posed to students within the assessment need to be different and should take these skills into account.

### Characterizing Teachers’ Statistical Problem Solving

(3) In Geometry, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I to strengthen their mathematical reasoning skills in geometric contexts. Within the course, students will begin to focus on more precise terminology, symbolic representations, and the development of proofs. Students will explore concepts covering coordinate and transformational geometry; logical argument and constructions; proof and congruence; similarity, proof, and trigonometry; two- and three-dimensional figures; circles; and probability. Students will connect previous knowledge from Algebra I to Geometry through the coordinate and transformational geometry strand. In the logical arguments and constructions strand, students are expected to create formal constructions using a straight edge and compass. Though this course is primarily Euclidean geometry, students should complete the course with an understanding that non-Euclidean geometries exist. In proof and congruence, students will use deductive reasoning to justify, prove and apply theorems about geometric figures. Throughout the standards, the term "prove" means a formal proof to be shown in a paragraph, a flow chart, or two-column formats. Proportionality is the unifying component of the similarity, proof, and trigonometry strand. Students will use their proportional reasoning skills to prove and apply theorems and solve problems in this strand. The two- and three-dimensional figure strand focuses on the application of formulas in multi-step situations since students have developed background knowledge in two- and three-dimensional figures. Using patterns to identify geometric properties, students will apply theorems about circles to determine relationships between special segments and angles in circles. Due to the emphasis of probability and statistics in the college and career readiness standards, standards dealing with probability have been added to the geometry curriculum to ensure students have proper exposure to these topics before pursuing their post-secondary education.

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