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Central Tendencies

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Submitted By abrober1
Words 541
Pages 3
Andrea Roberson
PSY 351
Monstrous Methods for Teaching Central Tendency Concepts This article discusses a new creative approach to introducing central tendencies to students. It involves incorporating gaming techniques and concepts to make learning the new material fun and interactive. Math can be rather difficult for students of all ages. However, with this learning tactic, one may over look the difficulties and focus on the entertaining aspect. The “game” begins with the teaching of basic knowledge of central tendencies – mean, median, and mode. From there, students are introduced to the game and given a story about evil monsters and their means of survival. The story occurs in a dungeon and all the exits are blocked with monsters. There are three exits, each marked with the central tendency that describes the size of the monsters standing between that door and freedom. They are given an opportunity to choose from three doors marked mean, median, and mode with numerical values. There is no particular order the doors should be marked for each game. For example, door number one may be marked as “mode = 75” one game and marked as median = 7 for the next. Behind the door marked with “the mode” are many small monsters and a few giant monsters. Unfortunately, students who choose this door are typically eaten. It helps the students understand that the numeric value of the mode describes the different variety of creatures behind the door and which kind is most abundant behind the door. Another door marked is “the median”. With then median door, the class notices that the distributions of monsters guarding this escape route are terribly skewed. Because of the skewed distribution, the median does not indicate how large some monsters are. They too are sadly eaten. Finally “the mean” door is introduced. In most cases, students rarely choose this door, even

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