Developer(s) | Clifford Konold and Craig D. Miller |
---|---|

Stable release | 3.0.36 / October 2023 |

Operating system | Mac OS X, Windows |

Type | Educational software |

License | Proprietary |

Website | Official website |

* TinkerPlots* is exploratory data analysis and modeling software designed for use by students in grades 4 through university.

- Critical acclaim
- References
- Additional References
- Educational Materials using TinkerPlots
- History
- External links

Using TinkerPlots, students can make a large variety of graphs, including those specified for middle school in Common Core State Standards for Mathematics But rather than making these graphs directly using commands, students construct them by progressively organizing cases using basic operations including “stack,” “order,” and “separate.” Responding to these operations, case icons animate into different screen positions. The interface was based on observations of people organizing “data cards” on a table to make graphs to answer specific questions ^{ [4] }

Innovations of TinkerPlots include using a superimposed color gradient^{ [5] } to detect covariation in two numeric attributes and a “hat plot,”^{ [6] } a reformulated and generalized version of the box plot.

The latest version is 2.3.4.^{ [7] } This version does not have substantively different features from versions 2.1 and 2.2, but has a number of bug fixes and enhancements to remain compatible with the latest versions of Windows and MacOS.^{ [8] }

In contemporary education, **mathematics education**—known in Europe as the didactics or pedagogy of mathematics—is the practice of teaching, learning, and carrying out scholarly research into the transfer of mathematical knowledge.

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In statistics, **exploratory data analysis** (EDA) is an approach of analyzing data sets to summarize their main characteristics, often using statistical graphics and other data visualization methods. A statistical model can be used or not, but primarily EDA is for seeing what the data can tell us beyond the formal modeling and thereby contrasts traditional hypothesis testing. Exploratory data analysis has been promoted by John Tukey since 1970 to encourage statisticians to explore the data, and possibly formulate hypotheses that could lead to new data collection and experiments. EDA is different from initial data analysis (IDA), which focuses more narrowly on checking assumptions required for model fitting and hypothesis testing, and handling missing values and making transformations of variables as needed. EDA encompasses IDA.

The **National Curriculum for England** was first introduced by the Education Reform Act 1988. At the time of its introduction the legislation applied to both England and Wales. However, education later became a devolved matter for the Welsh government. The National Curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

* Principles and Standards for School Mathematics* (

**Advanced Placement** (**AP**) **Statistics** is a college-level high school statistics course offered in the United States through the College Board's Advanced Placement program. This course is equivalent to a one semester, non-calculus-based introductory college statistics course and is normally offered to sophomores, juniors and seniors in high school.

**Core-Plus Mathematics** is a high school mathematics program consisting of a four-year series of print and digital student textbooks and supporting materials for teachers, developed by the Core-Plus Mathematics Project (CPMP) at Western Michigan University, with funding from the National Science Foundation. Development of the program started in 1992. The first edition, entitled *Contemporary Mathematics in Context: A Unified Approach*, was completed in 1995. The third edition, entitled *Core-Plus Mathematics: Contemporary Mathematics in Context*, was published by McGraw-Hill Education in 2015.

**Connected Mathematics** is a comprehensive mathematics program intended for U.S. students in grades 6–8. The curriculum design, text materials for students, and supporting resources for teachers were created and have been progressively refined by the Connected Mathematics Project (CMP) at Michigan State University with advice and contributions from many mathematics teachers, curriculum developers, mathematicians, and mathematics education researchers.

Ideas from mathematics have been used as inspiration for fiber arts including quilt making, knitting, cross-stitch, crochet, embroidery and weaving. A wide range of mathematical concepts have been used as inspiration including topology, graph theory, number theory and algebra. Some techniques such as counted-thread embroidery are naturally geometrical; other kinds of textile provide a ready means for the colorful physical expression of mathematical concepts.

The **KDE Education Project** develops free educational software based on the KDE technologies for students and parents. These educational software is translated into more than 65 languages, so that users can access them without any problems. The KDE-Edu project also provides free software educational to support and facilitate teachers in planning lessons.

**Statistics education** is the practice of teaching and learning of statistics, along with the associated scholarly research.

The **Concord Consortium** was founded in 1994 as an educational research and development organization to create large-scale improvements in K-14 teaching and learning through technology.

In statistics education, **informal inferential reasoning** refers to the process of making a generalization based on data (samples) about a wider universe (population/process) while taking into account uncertainty without using the formal statistical procedure or methods.

**Robert Frederick Tinker** was an American physicist, science educator, and education technology innovator, who pioneered constructivist approaches to education, particularly novel uses of educational technology in science. He is known for leading the initiation of probeware for education. He was also the creator, with Monica Bradsher of the National Geographic Society, of the first global kids online science network, the National Geographic Kids Network,. He created one of the first virtual high schools, working with Dr. Shelley Berman, then Principal of Hudson Schools in Massachusetts. He served as a co-founder and president of the Concord Consortium from 1994 to 2009.

The **Casio Algebra FX series** was a line of graphing calculators manufactured by Casio Computer Co., Ltd from 1999 to 2003. They were the successor models to the CFX-9970G, the first Casio calculator with computer algebra system, or CAS, a program for symbolic manipulation of mathematical expressions. The calculators were discontinued and succeeded by the Casio ClassPad 300 in 2003.

**Deborah A. Nolan** is an American statistician and statistics educator. She is a professor of statistics at the University of California, Berkeley, where she chairs the department of statistics.

**Arthur Bakker** is a Dutch mathematics education researcher and associate professor at the Freudenthal Institute, Utrecht University, Netherlands. He is Fellow at the University of Bremen.

**Joan B. Garfield** is an American educational psychologist specializing in statistics education. She is retired from the University of Minnesota as a professor emeritus of educational psychology.

- ↑ "TinkerPlots Overview | Scientific Reasoning Research Institute". Archived from the original on 2014-07-14. Retrieved 2014-07-02.
- ↑ "TinkerPlots: Release History".
- ↑ "TinkerPlots: System Requirements".
- ↑ Harradine, A., & Konold, C. (2006). How representational medium affects the data displays students make. In A. Rossman & B. Chance (Eds.)
*Proceedings of the 7th International Conference on Teaching Statistics*(ICOTS) CD-ROM. Salvador, Bahai, Brazil, July 2–7, 2006. - ↑ Konold, C. (2002). "Teaching concepts rather than conventions".
*New England Journal of Mathematics*.**34**(2): 69–81. - ↑ Konold, C. (2007). Designing a data tool for learners. In M. Lovett & P. Shah (Eds.),
*Thinking with data*(pp. 267-291). New York: Taylor & Francis. - ↑ "TinkerPlots: Get TinkerPlots 2.3".
- ↑ "TinkerPlots: Release History".

- Bakker, A., Derry, J., & Konold, C. (2006). Using technology to support diagrammatic reasoning about center and variation. In A. Rossman & B. Chance (Eds.)
*Proceedings of the 7th International Conference on Teaching Statistics*(ICOTS) CD-ROM. Salvador, Bahai, Brazil, July 2–7, 2006. - Friel, S. (2002). "Wooden or steal roller coasters: What's the choice?".
*New England Journal of Mathematics*.**34**: 40–54. - Hoyles, C.; Bakker, A.; Kent, P.; Noss, R. (2007). "Attributing meanings to representations of data: The case of statistical process control".
*Mathematical Thinking and Learning*.**9**(4): 331–360. CiteSeerX 10.1.1.661.2497 . doi:10.1080/10986060701533326. S2CID 3150858. - Konold, C., & Lehrer, R. (in press). Technology and mathematics education: An essay in honor of Jim Kaput. In L. English (Ed.),
*Handbook of International Research in Mathematics Education*, (2nd edition). New York: Routledge. - Rubin, A. (2007). "Much has changed; little has changed: Revisiting the role of technology in statistics education 1992-2007".
*Technology Innovations in Statistics Education*.**1**(1): Article 6. doi: 10.5070/T511000027 . - Rubin, A., Hammerman, J., & Konold, C. (2006). Exploring informal inference with interactive visualization software. In A. Rossman & B. Chance (Eds.)
*Proceedings of the 7th International Conference on Teaching Statistics*(ICOTS) CD-ROM. Salvador, Bahai, Brazil, July 2–7, 2006.

- Konold, C. (2005).
*Exploring Data with TinkerPlots*. Key Curriculum Press, ISBN 1-55953-750-7. Contents: Getting Started, Learning TinkerPlots, Teaching with TinkerPlots, Activities, Activity Notes. - Brodesky, A., Doherty, A., & Stoddard, J. (2008).
*Digging into Data with TinkerPlots.*Key Curriculum Press, 225 pp. ISBN 978-1-55953-885-5. Contents: (1) Comparisons, Distributions, and Line Plots: Exploring Data about Cats, (2) Comparisons and Boxplots: Investigating Data about Middle-School Students, (3) Comparisons using Formulas: Investigating Data about Signatures and Words, (4) Measures of Center and Histograms: Analyzing Safety Data, (5) Relationships between Attributes and Scatter Plots: Investigating Sports Data. - Walsh, T. (2009).
*The Survey Toolkit: Collecting Information, Analyzing Data, and Writing Reports.*Contents: Choosing a Research Question, Developing and Giving the Survey, Analyzing Survey Data, Sharing Results. 112pp. ISBN 978-1-55953-886-2. - TinkerPlots Instructional Movies (2010). These 10 short movies where developed by the Statistics Education Research Group in 2010, and published with TinkerPlots, in QuickTime and AVI format. Titles: TinkerPlots Basics, Adding Data, Making Common Graphs, Comparing Groups, Exploring Relationships 1, Exploring Relationships 2, Building a Data Factory, Simulating Group Differences, Probabilities Simulation, Creating Sample Spaces
- TinkerPlots
*Workshop Guide*(2007). ISBN 978-1-55953-961-6. - TinkerPlots
*Walkthrough Guide*and*Quick Reference Card*(included in Instructors Evaluation Edition). - Free TinkerPlots Activities and Resources on Key Curriculum Website
- Free TinkerPlots Activities and Resources on University of Massachusetts Website

- TinkerPlots 3.0, Publish 2020-2023 by Learn Troop
^{ [1] }^{ [2] } - TinkerPlots 2.3.1 - 2.3.4, Published 2016-2018 by Learn Troop
^{ [3] } - TinkerPlots 2.3, published August, 2015 by Learn Troop.
^{ [4] } - TinkerPlots 2.2, published June, 2014 by University of Massachusetts Amherst.
- TinkerPlots 2.1, published November, 2012 by Key Curriculum.
- TinkerPlots 2.0, published April, 2011 by Key Curriculum.
- TinkerPlots 1.1, published June, 2009 by Key Curriculum.
- TinkerPlots 1.0, published September, 2004 by Key Curriculum.
^{ [5] }

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