Presents an investigation using data collected by students to explore timelines and pie charts. The activity begins with having students keep a chronological record of their activities for one 24-hour period to create and analyze pie charts that show how they have spent their time. Activity sheet also included. (ASK)

Describes an activity on data management and statistics in which students were asked to think of a topic and collect information on it to analyze and represent in graphs. (ASK)

Compares observed to expected counts of white, African American, and Hispanic major-league baseball players (n=650) in 1989. Uses chi-square values to determine that racial differences are highly significant for pitcher, catcher, shortstop, and outfielder. Includes appendix with 1993 player counts and seven suggested student activities. (SEW)

Describes the learning experiences of young children meeting stem-and-leaf plots for the first time. Presents a vignette that offers a real and dynamic example of how young children can learn, use, and evaluate this powerful statistical display. (Author/ASK)

Presents examples in which the graphing calculator can provide students with particularly valuable insights into some major statistics ideas such as random numbers. (ASK)

Reports the results of an informal study of very young children's reactions to some visual displays of data. (Author/ASK)

Provides an algorithm for determining the median and quartiles of discrete data sets. Describes the graphical equivalent of the numerical method. (JM)

Reasons for having students make graphs are noted. Then specific graphing topics and materials appropriate for young learners are presented, including life-sized, floor, clothespin, felt-face, block, and magnetic graphs, and polls of pupils. (MNS)

Sophisticated simulations using computer graphics can lead to students deducing virtually all conditions of the Central Limit Theorem. Eight graphs illustrate the discussion. (MNS)

Presents an activity to help students overcome mathematics anxiety by collecting and organizing data through summarization and graphic representation. (MKR)

Presents different real-world mathematics activities on data display and data analysis with pie charts from different time periods. (ASK)

One of the biggest hurdles in teaching statistics is convincing students that the area under curves has anything to do with all the samples, histograms, and various other indicators to which they have been exposed. Presents two examples to illustrate this phenomenon. (ASK)

Use of Logo to teach statistical ideas is proposed for students in grades 5-10. Procedures and diagrams are suggested, with program listings for four models for graphs. (MNS)

Topics for investigation in mathematics classes that arise from the Olympics are discussed. Activities with performance records leading to the development of graphs are illustrated. (MNS)

Presented is an interactive Applesoft BASIC program that graphically demonstrates the central limit theorem. It can be used as the basis of a lab to illustrate the main conclusions of the theorem. (MNS)