Activities for Students: Big Box—Office Bucks
2001; National Council of Teachers of Mathematics; Volume: 94; Issue: 2 Linguagem: Inglês
10.5951/mt.94.2.0112
ISSN2330-0582
Autores Tópico(s)Statistics Education and Methodologies
ResumoOne of the challenges that teachers face when they teach data analysis to their students is getting them to see the “big picture.” Using multiple representations is one way to help students make sense out of a large amount of data. For example, the data can be recorded in a table, graphed in a rectangular-coordinate system, and analyzed for an equation of best fit. These techniques are standard practice in data analysis. However, furnishing an interesting context for teaching these methods is sometimes difficult. One way to motivate students to see the big picture of data analysis is to explore an example from the motion-picture business. Since the release of James Cameron's movie Titanic in December 1997, the film has become a part of the popular culture. It earned more than $1 billion worldwide at the box office, which makes it the highest-grossing film of all time. Inevitable articles and programs documented and commented on the success of this epic film. One article, in particular, in Newsweek was titled “Our Titanic Love Affair” (Ansen 1998). A simple statement of earnings trends appeared in a caption next to a graph showing the longevity of the weekend revenues generated by the movie. It read as follows: “Most hit movies enjoy big opening weekend sales, then revenues decline quickly.” Both the graph and the caption raise two interesting questions: What do the graphs and trends of “most hit movies” look like? And how are the weekend earnings of Titanic different ?
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