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Investigate how the estimation of lines and angles differ from one another, as well as how they vary between genders.

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Introduction

                Estimation – Coursework

                GCSE Mathematics 2002/03

                                                                     Estimation Investigation

Introduction: - The knowledge upon the measurement of lengths and angles has become more widespread with the coming of better education. However, the skill that is required to estimate these units is affected by several factors. For my investigation, I will explore and examine the factors of gender and units. I have chosen survey Year 10 students, both male and female, upon the estimation of the length of a line and the size of an angle. These have been selected, as both measurements are continuous data, which can take any possible value, which requires a certain level of skill to determine.

I will get thirty students to fill a questionnaire, asking fifteen male and female students. All three mathematics classes will be asked within correct proportions to relative size. The survey will simply ask the subject to estimate the length of a line and the gradient of an angle. See Fig 1.

Specifications: -

Aim: To investigate how the estimation of lines and angles differ from one another, as well as how they vary between genders.

Hypothesis iThe estimation of the line will be more accurate than the estimation of the angle. This is because the awareness of lengths is more common than the awareness of angles and gradient within everyday life.

Hypothesis ii.

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Middle

Line Estimation (cm)

Difference from correct length (cm)

Angle Estimation (degrees)

Difference from correct angle (degrees)

1

10.0

3.9

57.0

12.0

2

11.0

2.9

58.0

11.0

3

11.5

2.4

60.0

9.0

4

12.0

1.9

60.0

9.0

5

12.0

1.9

60.0

9.0

6

12.0

1.9

60.0

9.0

7

12.0

1.9

60.0

9.0

8

12.0

1.9

60.0

9.0

9

12.5

1.4

64.5

4.5

10

12.5

1.4

65.0

4.0

11

12.5

1.4

65.0

4.0

12

15.0

1.1

65.0

4.0

13

15.0

1.1

65.0

4.0

14

15.0

1.1

65.0

4.0

15

15.0

1.1

65.0

4.0

16

13.0

0.9

67.0

2.0

17

13.0

0.9

70.0

1.0

18

13.0

0.9

70.0

1.0

19

13.0

0.9

70.0

1.0

20

13.0

0.9

73.0

4.0

21

13.0

0.9

74.0

5.0

22

14.5

0.6

75.0

6.0

23

14.5

0.6

75.0

6.0

24

14.5

0.6

75.0

6.0

25

13.5

0.4

75.0

6.0

26

13.5

0.4

75.0

6.0

27

13.5

0.4

77.0

8.0

28

14.0

0.1

80.0

11.0

29

14.0

0.1

80.0

11.0

30

14.0

0.1

88.0

19.0

Average Line Estimation Difference = 1.18cm    Correct Answer = 13.9

Average Angle Estimation Difference = 6.6 degrees    Correct Answer = 69 degrees

...read more.

Conclusion

Hypothesis ii:Corrected.The Year 10 male angle estimation is more closely populated to the correct answer than the female estimations (in JIS). The male angle estimations (S.D. = 3.0) calculated to a figure almost twice as small as the female angle estimations (S.D. = 4.7). The spread of data was smaller for the boys, which shows that their range of data was closer to the correct answer.

My investigation only examined the Year 10 mathematics classes, which is effective enough it is mandatory to take mathematics as a subject. Therefore I correctly the Year levels estimation skills, however I investigated only half of the students, as time was disallowing larger samples from being collected. Another limitation was the students who did not take the survey seriously and thus, gave untrue estimates from the best of their ability. This would have led to anomalies.

To improve my investigation, I would add another measurement for comparison, possibly volume, however this would be more appropriate for higher students. I would ask staff members and other Year level students to widen my range. Due to this increase of candidates, I would simply pass around two sheets of paper, one with the diagrams and the other with a space for their answers. However bias would again be introduced as they may look at previous estimates and change their own estimate. I would individually survey everyone to prevent bias results.

-  -

...read more.

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