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We gather data from the best available sources, including vendor and retailer listings as well as other relevant and independent reviews sites. ACT data.ZDNET's recommendations are based on many hours of testing, research, and comparison shopping. Applets provide a context (axis labels) and a scale. Rather than memorizing keystrokes, students are pondering the meaning of a pattern that shows up in the residual plot.Ĭalculators produce floating dots on a screen. This allows students to focus on the thinking and reasoning behind the statistics. Johnny Student clicks through applets as quickly as he does through SnapChat or Twitter. What makes this line the “best fit”? What does the residual plot tell us about the line of best fit? What would the residual plot look like for nonlinear data?īecause applets were designed within the lifetime of our students (and not prior) the user interface is very intuitive. Instead of wasting this valuable instructional time on calculators, now I can focus on the content. The next day in class was spent reducing anxiety about calculator familiarity.
When using the graphing calculator to make residual plots, I spent half of the lesson making sure that all students learned the more than 30 keystrokes needed to make the graphs. More time for thinking and reasoning about statistics Model once for the students, then allow them the rest of the hour to work through an activity that explores residual plots for several different data sets. And then I get a beautiful scatterplot and a residual plot with axis labels and scaled axes. Type in GPA for explanatory and ACT for response and add values.Ĭlick “Calculate least-squares regression line”. Model once for the students, then have students help each other learn the calculator, then spend the rest of the hour helping out individual struggling students. And then I get a scatterplot and a residual plot with no axis labels or scale on either axis. STAT/CALC/LinReg(a+bx) L1,L2,Y1 (VARS/Y-VARS/Function/Y1)ĢND/Y=/On/Scatterplot/L1/RESID (2ND/STAT/NAMES/RESID) Today in class I wanted students to make a scatterplot, find the line of best fit, and make a residual plot.Įnter values for the explanatory variable in List 1.Įnter values for the response variable in List 2.ĢND/Y=/ON/Scatterplot/L1/L2/ZOOM/Zoomstat Unfortunately the user interface with calculators has changed very little over the last 20 years and is now far behind other technology. Fancy calculators allow our statistics students to do a whole lot of statistics that would be very tedious to do by hand.
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