In order to promote students’ conceptual understanding and learning experience in introductory statistics, a technology task, which focuses on the probability distribution in which means are defined, was created using TinkerPlots, an exploratory data analysis and modeling software. The targeted audiences range from senior high school grade levels to college freshmen who are starting their introductory course in statistics. Students will be guided to explore and discover the movement behaviors of means of a set of numbers randomly generated from a fixed range of values characterized by a predetermined probability distribution. The cognitive, mathematical, technological and pedagogical natures of the task, as well as its association with the statistics education framework based on the Guidelines for Assessment and Instruction in Statistics Education (GAISE) by the American Statistical Association, will be elaborated. A brief discussion on what cognitive design principles this task satisfies will also be provided at the end.

According to Project Information Literacy, defining and narrowing a topic is the most difficult step for beginning undergraduate researchers. This concept mapping lesson is designed to reinforce the idea that when students are writing academic papers or creating class projects they are engaging in a scholarly conversation.

This activity shows students how to match their information needs and search strategies to appropriate search tools. In this case, students are learning how to find and use academic databases in order to locate resources that are relevant to their academic research assignment.

This is a zero textbook cost syllabus for teaching macroeconomic theory at the 200 level at a community college. It is designed for a one semester course, using a creative commons textbook and a variety of open source podcasts, newspaper articles, and other materials available to CUNY students.