Exploratory Data Analysis with TinkerPlots

Introductory checklist to get started

Open a data set OR Enter individual cases for a new data set
Plot data
Stack the data
What do you notice about the distribution of the data? Where are the data clumped? What
is the general spread of the data? How would you describe the shape of the plot?
Use the divider tool
Mark off an interval where the data appear to be clumped.
Use the divider tool to shade the upper half of the data. Shade the middle half of the data.

Q1. How can the use of the dividers to partition the data set into separate regions be useful
for students in analyzing the spread, center and shape of a distribution?

A distribution is symmetrical if the data appear to be distributed evenly on both sides of
the distributions center, typically the mean or median.
A distribution is skewed right if a few data points are located much further to the right
than the majority of data pints. A distribution is skewed left if a few data points are
located much further to the left than the majority of data points.


Compute median, mean, and midrange values
Compare these measures and explain why they are different. Which measure of center
(mean, median, or midrange) do you think is a better measure to describe a typical case?

One of the benefits of graphing programs like TinkerPlots is that statistical measures like
medians and midrange, can be shown within a graphical plot. This allows students to
observe where a statistical measure lies in relationship to the distribution of data. Thus
the concept of a statisical measure can be shown graphically, rather than just numerically.

Create a boxplot (click on the hat menu button)
Show outliers
Q2. Box plots created by hand and other technologies such as a graphing calculators do not
show individual data points overlaid on the box plots. How might this feature affect
students ability to interpret distributions displayed in box plots?

Q3. Box plots are typically introduced in middle school. If you were teaching a unit in which
one goal was to have students understand and use box plots, would you prefer to first
teach students to construct a box plot by hand before having them use technology to
construct a plot? Why or why not?

An important aspect of exploratory data analysis is asking questions of data, and
generating additional questions based upon your analysis of the data. This can lead to the
need to collect and examine additional data. Be sure to give students opportunities to ask
questions that can lead them into the collection of data either from data sources on the
internet or sources such as surveys or polls that they design themselves.

Import data
To copy and paste data:
1. From within the application that contains the data (word, spreadsheet, web page),
highlight all the rows and columns containing the data and then copy them. Make
sure the attribute names are in the first row you copy and that you copy nothing but
the data.
2. In a TinkerPlots document, drag down a new collection of data cards
3. From the edit menu, choose Paste Cases
To import data from URL:
1. In a TinkerPlots document, from the Edit menu, choose Import From URL
2. Type or paste the URL into the dialog box and click OK. The data will appear in a new
stack of data cards.

*Once data are in a collection, check to make sure they imported correctly.

Add case tool
Use the add case and drag case tools to investigate the mean/median.
How does increasing the case value affect the mean, median and midrange values? How
does decreasing the case value affect the mean, median, and midrange values?

Q4. What other questions might you so students can develop a better understanding of the
differences between the mean, median, and midrange?

Create a Scatter Plot
Visualize relationships between two quantities with a scatter plot. Drag one attribute to the
x axis and the other to the y axis. You may need to fully separate the data points in both the
horizontal and vertical directions (drag a point to the left , or drag a point up).
Use the reference line tool to estimate the line of best fit

Use a Simulation to determine Experimental Probability
Use the Sampler tool to model a spinner or rolling of dice. Notice, that you can adjust the
speed at which the trials run. Watch how the data is automatically compiled in a case table.
Once in the case table, add a column using the Options menu and select results attributes.
You can sum the values on the dice or spinner. Create a plot with your data.







From: Preparing to Teach Mathematics with Technology: An Integrated Approach to Data Analysis and Probability by Hollylynne Stohl Lee,
Karen F. Hollebrands, and P. Holt Wilson. Kendall Hunt Publishing, 2010.