The purpose of this unit is to conduct statistical investigations into the relative popularity of different text and print features, using data squares as the data gathering tool.
A piece of written text has a range of features that combine to form its particular structure. These features can have different forms. The multiple possible combinations of these can result in quite different ‘nuances’ of the same text. As students develop their writing skills, and as their audience awareness grows, they may develop curiosity about how and why texts appeal to different audiences. This curiosity can form the purpose for this unit of investigation.
Investigating the preference for possible combinations of text and print features requires the gathering of multivariate data. Therefore, during their investigation students will need to draw upon well-developed number strategies to think multiplicatively and to reason in a proportional way. When planning their investigation from an ‘I wonder’ statement, students need to consider the questions they will ask, how they will gather data, and how the data will be organised when it is collected.
Data squares are one tool that can be successfully used to gather this data. Data squares can hold several pieces of information about individual preferences, however, it is important that students understand the difference between individual data (representing an individual) and group data (representing a group). Sorting and organising a set of data squares means that the group preferences for combinations of text and print features can be discovered, feature by feature. The questions about the preferred combinations of features can also be answered, as the data squares allow students to consider combinations of more than one variable at the same time. At level 3, as students learn to investigate data sets with many variables, they begin to learn how to sort, re-sort and display the data, and begin to see relationships between the variables.
The conclusions students draw from their data should directly relate to their original question and to the data they have gathered. When answering questions and presenting the findings of their investigation, students need to make statements about the group and accurately describe features of a data set. Through this, students learn to identify patterns and trends in context, both within and between data sets. In doing so they should be encouraged to develop a wider statistical vocabulary, including reference to multivariate data, datasets, variables, frequencies and proportions. They should also be given the opportunity to reflect upon and critique their investigation process and recognise its limitations.
The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to differentiate include:
The context for this unit is analysis of the graphic and text features of a Connected article. Note that this mathematical investigation should be complemented by literacy/English lessons that focus on developing the necessary knowledge and understanding of relevant particular text features. Much can be gained by using texts that are engaging to your students. Other text types, such as comics, plays, novellas, graphic novels, advertising brochures, poetry, album covers, music videos, posters or websites may provide an alternative context for this unit.. Exploring the text and graphic features of different genres can lead to an inquiry into why different features are used for different purposes, and the intended effect of using those features. Consider choosing a text that reflects relevant content (e.g. culturally-relevant content, content to do with your current inquiry topic).
Whilst this unit is presented as a sequence of five sessions, more sessions than this may be required or desirable to consolidate key learning. It is also expected that any session may extend beyond one teaching period.
This session is about planning an investigation into optimal text (and print) features.
SLOs:
Activity 1: Identify visual language features
Activity 2: Identify written text and print features
Using the same text, focus students on the written text only.
Together, make a class list of the written and print features they notice in the text. These features might include title length, text breaks, (the presence of) subheadings, paragraphing, sentence length, line spacing, the use of bold lettering, the use of bullet points, font, and (the amount of) direct speech. To extend students, ask them to compare these features with those in another text from the same genre.
Work through several of these features, one at a time, and have students identify which they personally prefer. Have them explain why to a partner. Emphasise that audiences can have different responses to text structure and print, and different preferences.
Activity 3: Develop investigative questions
Activity 4: Develop plans for investigating our questions
Activity 5: Conclusion
Conclude the session by having student pairs complete steps 1 and 2 only in the process outlined above in Activity 4, Step 3.
This session is about preparing the resources to carry out the investigation and predicting an outcome.
SLO:
Activity 1: Preparing for investigation
This session is about explaining the investigation to participants and gathering data.
SLOs:
Activity 1: Sharing materials and making predictions
Activity 2: Preparing for data collection
Have student pairs prepare for their data collection by cutting their copies of Copymaster 1 (enlarged to A3) into individual data squares, and practise how they will present their investigation to their participant group.
They should consider how the sample group (audience) will know about and understand the purpose of the investigation, how the pair will display the variables in the investigation (the four sets of text), exactly how they will explain the process of completing the data squares (including that each person will complete just one square), and where participants should put their data square when completed (eg. in the white plastic container). They should also give opportunities for questions from their audience.
Activity 3: Collecting data
Allow time in this session for data to be collected. Roam and support pairs of students as needed.
Activity 4: Looking for patterns in our data sets
As pairs of students complete their data collections, have them layout and manipulate their data squares, beginning to look for patterns and relationships, and identifying any initial findings. During this, pairs could share with another pair, or you could hold small-group check-in sessions with a few pairs at a time.
This session is about sorting information into categories, organising data, identifying patterns and relationships and displaying data in a statistical form.
SLOs:
Activity 1: Sorting data - one variable at a time
Have students begin to sort their data by examining one variable (univariate) at a time and recording the results with tally marks.
For example: The title preference variable (ABC) is sorted.
Activity 2: Presenting data with simple graphs
Have students present these data as simple bar or pie graphs. These could be created by hand or with the use of digital tools (e.g. Microsoft Excel, Google Sheets).
Have them make statements about preferences.
For example: 1/3 (33.3%) of the audience preferred a one-word title, 5/12 (41.7%) preferred a clever title, and 1/4 (25%) preferred a long descriptive title.
Where possible use computer software to create graphs and seek patterns.
Activity 3: Looking at two-variable data
When students have considered each variable and recorded the results, have them look for patterns and relationships between two variables.
For example:
1/3 (33.3%) of the audience preferred the clever title and paragraphs. (B,2)
None of the audience liked the clever title and no text breaks. (B,1)
Activity 4: Looking at data from three or more variables
Have students identify patterns and relationships between three or more variables, recording statements, supported by evidence.
Ask students to confirm whether the predictions they made in Activity 3 were correct.
Activity 5: Answer the investigative question
Ask students to refer to and answer their investigation question. Explain that their answer is likely to have several parts to it because they are ‘synthesising’ their answer from multivariate data.
Activity 6: Applying our results to a wider sample
Have students consider whether the answer to their question applies to their sample only (Yes) or whether the information is representative of a wider group and can inform a general statement. (No).
This session is about students considering the effectiveness of their investigation, identifying further questions that their investigation raises, and presenting their findings.
SLOs:
Activity 1: Introduction
Begin by explaining that this session has three parts. Pairs of students should:
Activity 2: Presenting findings
Activity 5
As a class, conclude the session by listing key learning about text and print features, and about conducting an investigation into multivariate datasets.
Dear parents and whānau,
Do you know what kinds of text and print features appeal to you?
In our class we have been combining our English and mathematics learning in a recent study.
Please ask your child to tell you about the results of our statistical investigations into the type of text and print features that different audiences prefer.
You may be quite surprised by what we have found out!
Printed from https://meaningfulmaths.nt.edu.au/mmws/nz/resource/what-s-text at 8:49pm on the 26th February 2024