Tutor’s Toolkit: Application of Number

Interpreting Results and Presenting Findings

P4	Highlight the main points of your findings and describe your methods

Scope: 

Students need to be able to:
•	make ‘real-world’ statements from mathematical calculations,
•	make statements from charts, graphs, tables or diagrams,
•	understand the process of mathematical modelling – overview.

What students need to know:

It is vital not to lose site of the problem. Mathematics is being used to solve a particular problem. Completing the calculation is not normally the end of the matter. Instead students must look back at the original problem and make a final statement to say how it has been solved – using terms from the original problem.

Charts, graphs, tables or diagrams are convenient mathematical means for organising and displaying data. Often the shape of the chart or graph can give a useful insight into the nature of the data. The job of analysis is to draw conclusions from the data – the charts, graphs, tables or diagrams can often be very useful in draw attention to key features. Nonetheless, a good piece of work would always close with a clear statement of the outcomes, drawn from the analysis and the calculations completed.

The process of mathematical modelling involves making mathematical statements about physical situations. The mathematical statements can never perfectly encompass the entire physical situation but, nonetheless, make an acceptable model. Calculations can be made using the mathematical statements. The outcome of the calculations can be tested against the physical situation. These can be looked at critically so that a next generation improved model can be created and the process repeated. Here are some examples of mathematical models:

•	Equations set up to describe the flow of traffic at a road junction.
•	The systems of equations that are used to describe how the national economy works.
•	A formula used by a college to predict the results of its students at the end of the year.