id: 06664339
dt: j
an: 2016f.01243
au: Roy, George J.; Hodges, Thomas E.; Graul, LuAnn
ti: How many jelly beans are in the jar?
so: Math. Teach. Middle Sch. 21, No. 7, 424-430 (2016).
py: 2016
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: K43 D83 N23 U73
ut: intuition; estimation; use of technology; activities; data analysis
ci:
li: http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2016/Vol21/Issue7/How-Many-Jelly-Beans-Are-in-the-Jar_/
ab: Summary: Who will make a better estimate concerning the number of jelly
beans in a jar, a single person or a group of people? On one side of
the debate is the notion that a person would make a better decision
because he or she uses unique knowledge that the group may not possess.
On the opposite side of the argument is the claim that because of their
breadth of responses, the collective wisdom of a group will arrive at a
better conclusion. This is the very dilemma that finance professor Jack
Treynor posed to his students regarding [{\it J. Surowiecki}, The
wisdom of the crowds. New York, NY: Anchor Books (2005)]. After reading
this book, the authors wondered how middle school students would
respond to the question. Moreover, they thought the question could be
used as an entry point for them to leverage middle school students’
mathematical intuitions regarding estimation and then link those
estimates to data representation and analysis. In particular, they
focused their effort on students’ understanding of measures of
center, as their experiences have suggested that although middle school
students often use the word average, they do not necessarily specify
which measure of central tendency they are referencing: mean, median,
or mode or some completely different mathematics concept. In this
article, the authors suggest that students’ mathematical intuition
about estimation can serve as an entry point for tasks exploring
measures of center by answering the question “how many jelly beans
are in the jar?” (ERIC)
rv: