Teaching Maths for A Level Psychology Dont Worry

Teaching Maths for A Level Psychology? Don't Worry!

Webinars Coming Soon * Webinar Recordings/Resources *Replaced with a You. Tube Topic Video. www. tutor 2 u. net/psychology/series/cpdwebinar-recordings

Session Aims Mathematical Requirements for Psychology § Is there really that much maths? § How did the students do in May 2016? § What ‘might’ the maths look like in Year 2? Mapping Mathematical Content to the Specification § Using Mathematical Content to Revise Year 1 Studies…

Mathematical Requirements for Psychology Part 1 Mathematical Requirements for Psychology § Is there really that much maths? § How did the students do in May 2016? § What ‘might’ maths look like in Year 2?

Is There Really That Much Maths? While there is an exhaustive list of mathematic skills that students are required to ‘know’, many of these are aspects will be taught in conjunction with research methods.

Components potentially not covered during RM

Is There Really That Much Maths? POLL: What percentage of questions are supposed to examine mathematical skills? § 10% § 25% § 2% § 15%

§ 02. 1: Understand the symbol < (1 mark) [70%] § 02. 2 Calculate the mode (2 marks) [94%] § 02. 3 Explain how two other descriptive statistics could have been calculated. (4 marks) [92%] § 4. Interpret a table in relation to genotype and phenotype. (4 marks) [56%] § 11. 4 Interpret a graph. (3 marks) [51%] § 11. 7 Disadvantage of using the median. (1 mark) [56%]

Hypothesis Writing See ‘Mastering Research Methods – How to Teach Probability and Significance’ Webinar which contains activities to help develop hypothesis writing. § 02. 1: Understand the symbol < (1 mark) [70%] § 02. 2 Calculate the mode (2 marks) [94%] § 02. 3 Explain how two other descriptive statistics could have been calculated. (4 marks) [92%] § 4. Interpret a table in relation to genotype and phenotype. (4 marks) [56%] § 11. 4 Interpret a graph. (3 marks) [51%] § 11. 7 Disadvantage of using the median. (1 mark) [56%]

How Did the Students Perform in May 2016? Mathematical (Calculation) Skills vs. Interpretative Skills? § 02. 1: Understand the symbol < (1 mark) [70%] § 02. 2 Calculate the mode (2 marks) [94%] § 02. 3 Explain how two other descriptive statistics could have been calculated. (4 marks) [92%] § 4. Interpret a table in relation to genotype and phenotype. (4 marks) [56%] § 11. 4 Interpret a graph. (3 marks) [51%] § 11. 7 Disadvantage of using the median. (1 mark) [56%]

What ‘Might’ The Maths Look Like in Year 2? § In Year 2 – It’s much more of the same (according to the SAMs). Gender 10. 1 Explain why the data in Table 2 is primary data and not secondary data. [2 marks] 10. 2 Explain one strength of primary data. [3 marks]

What ‘Might’ Maths Look Like in Year 2? § In Year 2 – It’s much more of the same (according to the SAMs). Forensic 35. Complete Table 5 by calculating the median for the two groups. Show your working. Why did the psychologist use the median as a measure of central tendency rather than the mean? [4 marks]

What ‘Might’ Maths Look Like in Year 2? § In Year 2 – It’s much more of the same (according to the SAMs). Schizophrenia 15. What do the data in Table 1 seem to show about the effectiveness of typical and atypical antipsychotics in the treatment of schizophrenia? [4 marks]

Mathematical Requirements for Psychology Part 1 Mathematical Requirements for Psychology § Is there really that much maths? § How did the students do in May 2016? § What ‘might’ maths look like in Year 2? Any Questions?

Mapping Mathematical Content to the Specification Part 2 Mapping Mathematical Content to the Specification § Using Mathematical Content to Revise Year 1 Studies…

Social Psychology Research / Theory Types of conformity: internalisation, identification and compliance. Explanations for conformity: informational social influence and normative social influence, and variables affecting conformity including group size, unanimity and task difficulty as investigated by Asch. Mathematical Skills Jenness (1932) In class replication; calculate the mean estimate before and after; calculate the range of responses. Asch (1955) Interpret the original graph; estimate the percentage of participants who conformed. Explanations for obedience: agentic state and legitimacy of authority, and situational variables affecting obedience including proximity, location and uniform, as investigated by Milgram (1963) Calculate the range of shocks administered using the original results; calculate the mean shocks administered; draw a histogram using the results; comment on the skew. Dispositional explanation Authoritarian Personality. Adorno’s F Scale In class replication; calculate the range of scores in class; calculate the mean score; plot the scores of males vs. females on a bar graph; interpret the findings. Nemeth (1986) In class replication; calculate the mean compensation before for consistent/inconsistent minorities; calculate the range of scores. Draw an appropriate graph. Conformity to social roles as investigated by Zimbardo. for obedience: the Minority influence including reference to consistency, commitment and flexibility.

§ § § Calculate the range Calculate the mean Draw a histogram Comment on the skew Levels of data § Revise: Milgram, Variations of Milgram, Explanations of Obedience, etc

Asch (1955) § Interpret the data § Estimate the % § Revise: Variations of Asch; Normative / Informational Social Influence.

Loftus & Palmer (1974) § Interpret the data § Calculate the range § Draw an appropriate graph § Revise: Factors effecting the accuracy of EWT.

Godden & Baddeley (1975) § Interpret the data § Draw an appropriate graph § Outline a measure of central tendency § State one limitation § Revise: Memory - Explanations of forgetting (retrieval failure due to the absence of cues)

Today’s Resources & Any Questions § Today’s resources will be posted in our AQA Teacher FB Group. Search ‘AQA A Level Psychology Teachers’ https: //www. facebook. com/grou ps/aqaalevelpsychologyteachers/ OR § Sign Up to our Daily Digest: http: //www. tutor 2 u. net/dailydig est and receive an email tomorrow morning directing you to the resources.

Session Aims Mathematical Requirements for Psychology § Is there really that much maths? § How did the students do in May 2016? § What ‘might’ maths look like in Year 2? Mapping Mathematical Content to the Specification § Using Mathematical Content to Revise Year 1 Studies… Any Questions?

Strong Foundations – Student Workshop 1) Research Methods LIVE! 2) Explore Inferential Statistics 3) Using your Year 1 stuff to NAIL issues and debates LUNCH 4) Let’s get ready for Year 2 Biopsychology 5) Raising your game in Year 2 http: //www. tutor 2 u. net/events

§ Don’t forget to sign up for our future webinars: www. tutor 2 u. net/psychology/events § Please follow us on Twitter @tutor 2 upsych and spread the word… § Join our Teacher FB Community, search: ‘AQA A Level Psychology Teachers’ § Encourage your students to join our Student FB Community: ‘A Level Psychology Student Group’. § If you ever need any advice, support or guidance, email: joseph@tutor 2 u. net Any Questions?