# The beam and fulcrum display is a useful complement

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The beam-and-fulcrum display is a useful complement to the box plot. It displays the range, mean, standard deviation, and studentized range. It reveals the existence of outliers and permits some assessment of shape. Embellishments to the beam-and-fulcrum diagram can show the item frequency, and/or a confidence interval for the mean. Its intuitive simplicity makes the beam-and-fulcrum an attractive tool for exploratory data analysis (EDA) and classroom instruction. Frykholm, J. (2001). Eenie, Meenie, Minie, Moe . . . building on intuitive notions of chance, Teaching Children Mathematics , 8(2), 112. A childhood selection game initiates an investigation of how children view fairness and chance. The examples shared in this article represent possible starting points for developing probability understanding in young children. Gourgey, A. (2000). A classroom simulation based on political polling to help students understand sampling distribution, Journal of Statistics Education , 8(3). Sampling distributions are central to understanding statistical inference, yet they are one of the most difficult concepts for introductory statistics students. Although hands-on teaching methods are preferred, finding the right balance between theory and practical experience has not been easy. Simulation activities have not always captured the research situations that statisticians work with. This paper describes a method developed by the author to teach sampling distributions using a collaborative learning simulation based on political polling. Anecdotally, students found the polling scenario easy to understand, interesting, and enjoyable, and they were able to explain the meaning of sample results and inferences about the population. Sample examination questions are included, with examples of students' responses that suggest that the method helped them to understand sampling error and its role in statistical inference.
54 Lesser, L. M. (2001). Musical means: Using songs in teaching statistics. Teaching Statistics , 23 (3), 81-85. Students’ ready understanding of and interest in the context of songs and music can be utilised to motivate all grade levels to learn probability and statistics. Content areas include generating descriptive statistics, conducting hypothesis tests, analysing song lyrics for specific terms as well as “big picture” themes, exploring music as a data analysis tool, and exploring probability as a compositional tool. Musical examples span several genres, time periods, countries and cultures Moscoloni, N. (2000) About figures and data in social research and social action, Anuario del Departamento de Ciencias de la Comunicación, Volumen 5, Escuela de Comunicación Social, Facultad de Ciencia Política y Relaciones Internacionales, Universidad Nacional de Rosario, ArcaSur Editorial, Rosario.

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