Tactile Statisticians: Teaching Foundational Concepts Through Nostalgic Mediums

• In Event: Teaching and Learning Symposium Roundtable Session
  In Refereed Roundtable (90 minute): Table 2: Creative Teaching Practices

Abstract

Statistics classes are ubiquitous in Sociology programs. Unfortunately, graduating classes’ statistical understanding is not. Even advanced students may be in a state of ability to perform calculations, yet not know what those equations actually do to data. This level of comprehension and limited ability to critically engage with empirical data leaves students vulnerable to misunderstanding and susceptible to manipulation in the public sphere; an approachable and practical explanation of foundational concepts is necessary.
At some point prior to college instruction, more than a few students adopt the twin beliefs that they do not comprehend statistics and that the depths of that comprehension lack should be hidden. To combat and break through this misconception, I recommend that basic statistics courses begin with a full and comprehensive unit on Descriptive Statistics concluding with what is often the first serious stumbling block to understanding: properties of the normal distribution and central limit theorem. Despite clear explanation, conventional, non-active presentations of its properties and validity—how we know that data does what it does—can culminate in underdeveloped end-of-course understandings. Incorporating the PlayDough Demo offers a concrete corrective to this frequent stumbling block.
In this exercise, students form teams that use playdough to create normal distributions of varying shapes. Different team members initially create, smooth and perfect, cut, and roll standard deviation segments of their playdough distributions. When all teams lines up their colorful balls in rows and see the equivalent sizes, trust in the reliability of data distribution tendencies increases.
This tactile exercise is accessible to learners at all levels, provides a low-cost and practical engagement activity for a core course, and can be readily implemented across institutional contexts. Symposium attendees will participate in the activity and receive a handout detailing key pedagogical takeaways for easy implementation in their own programs.

Author

• Chelsea Rae Kelly, The Catholic University of America