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Sorry – my screen shot was too big. Will try again.
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Thank you for that information, Bill! I didn’t know that – and there is a very interesting dataset in Spanish that I haven’t seen before! I think the teachers I’ve been working with would love to use the cats dataset and the Intros to CODAP 1 and 2. I have a teacher here who is willing to provide translations of the text in those three files. If we provided those, would you be willing to add the Spanish versions to the documentos de ejemplo?
Glad to be of help – I know that I post a bunch of comments at a time — that’s what happens when 30 teachers are using CODAP for 5 days!
Thank you for all this input! Given the level of sophistication of the teachers here (and my lack of fluency in Spanish), I don’t think I’ll try to convey that method. But I will tell them that soon the menu item will be available on iPad…would that be in the next build?
Could you let me know when you figure out the issue? There’s a teacher here in PR who would like to know.
If I open it from the plug-ins menu, is there an easy way to to get the graph into the draw tool?
Thanks for that information, Dan. Two follow-up questions:
When I first click on a shared link – before I open the document – it still says “Untitled document” – so if I’m trying to see what dataset I’m opening, I actually have to open it, rather than just clicking on the link for a preview. Any chance that can be changed?
I was confused about your answer to my last question: I thought that a student could just save a shared file to Google Drive (using Save) and the teacher could look at it – rather than having to create another shared file. Am I wrong about that?
Just want to chime in here in support of an easy way to calculate QCR. I discovered this measure recently and find it a very useful stepping-stone to understanding correlation coefficient.
Never mind – we figured it out. It was a problem with the way the data were imported into CODAP – they were rounded to whole numbers and lost information.
By the way, I’ve been working with Cliff on several visualization strategies to help kids parse scatterplots. One involves coloring points and works really well in CODAP. The other one would use binning – so it would be great to have a more robust binning capability…
Yes, I had read the wikipedia entry after I saw a reference to this measure in an ICOTS paper (which wasn’t very good, other than introducing me to the measure). I’m finding that students (and teachers) have very little understanding of what a correlation coefficient is – they just learn some rule of thumb about which values are “significant” and which ones aren’t. In fact, I’m finding that students don’t really understand what a “least squares line” is either – they don’t understand the variability piece. I’m developing a unit for 9th grade biology and want students to have strategies for looking at a graph and assessing whether there is a relationship between the two variables without having to plot a line. Even more basic, students don’t really understand that an association means “as X gets larger, Y gets larger (or smaller),” so I’ve been working on some ways to help kids read scatterplots, which are somewhat of a mystery to them. (They tend to read left to right as time, for example.) So I want some way to talk to them about how strong the relationship is without getting in to plotting a line.
That’s a long answer – and I’m not sure I’m doing a great job of communicating my reasoning. (I’m in the middle of teaching a workshop on data in Puerto Rico!). If you’d like to talk more about it, perhaps we could Zoom sometime.
Andee
Thanks – I thought I had opened it through the page of example documents both times – but I guess I remembered incorrectly. Thanks for solving the mystery!
Thank you, Dan. At some point, I would love a tutorial on what you did to make a genuine geojson file from the one I sent you!
