A Level Maths B (MEI): getting started with large data sets
19 September 2024
Keith Proffitt, MEI Curriculum Developer
In this blog I will describe some of the work we are doing at MEI to support teachers with using the large data sets as a resource for teaching the statistics content of A Level Maths, without getting bogged down in technology.
The examples here are all based on Large Data Set 7 (LDS 7) from the OCR B (MEI) specification, the pre-release material for the H640/02 exam in 2025.
Some questions to get us started
LDS 7 consists of data about countries from the CIA World Factbook and the World Bank. Take a look at the data, published as a spreadsheet and consider how you could answer the questions:
- Which countries in the world do you think have the most mobile phones per person?
- What do you think is the relationship between the number of doctors per person in a country, and the death rate in that country?
We’ll think about the answers to these questions later in the blog.
Why use real data?
Before that, here’s a question which gets to the heart of why we teach statistics. It’s one I often ask when running professional development about statistics for A Level maths teachers.
When you teach your first statistics lesson in year 12, how do you describe what statistics is? And why the students are learning it?
I’m not going to give my answer – it feels too much like a spoiler when you might want to think about the question for yourself. But I will say that the answer involves the phrase ‘real world data’!
And that’s what the large data set (LDS) is for. It’s some curated real world data which can be used as a context for teaching.
- When you teach sampling, you will probably want to use some real world data as a context. What happens if we use a bigger sample size? Let’s use our data to find out.
- When you teach the Normal distribution, you will probably want to use some real world data to show examples of data which can sensibly be modelled by a Normal distribution and data for which the Normal distribution is not a good model. You can also use the data to show some properties of the Normal distribution and how to use the model to answer real world problems.
There’s more that could be said here. In fact the specifications for both the OCR A and OCR B (MEI) A Levels are a good starting point for why the large data sets are provided and how they can be used.
What are the challenges?
Talking to teachers reveals that they find a lot of challenges in using the large data sets. The one I’m going to focus on here is that students just don’t know how to use spreadsheets and teaching them takes up too much time. That’s a barrier to even getting started. And that assumes that teachers and students have access to the technology.
Any answers?
I’ve been working on ways which allow teachers and students to dive straight into using the large data set to answer real questions without getting bogged down in spreadsheets. The resources I have produced have been the basis of some professional development offered in the MEI Staffroom – more details at the end of the blog.
Here’s a taster.
Remember the two questions from the beginning of the blog? Try using these two examples to answer them.
Example 1
As you explore this map of the world map (it’s a choropleth), try clicking on different countries, and look at the information in the table on the left. Click on different parts of the bar at the bottom. Did you see which two countries in West Africa are in the top quintile for mobile phone subscribers per 100 of the population – both higher than the UK?
When you’ve investigated this column of data, click on the blue title ‘mobile phone subscribers/100 population…’ to explore other information – they are fields from LDS 7 from the OCR (MEI) spec.
Example 2
As you explore this scatter diagram, try clicking on individual countries or on different regions. What do you notice? What do you wonder? The categories don’t have to be regions – click on ‘Region’ to get other options. Can you think of reasons why a country with a lot of doctors might have a high death rate? What other factors might be important?
And when you’ve explored this scatter diagram, you can look at the relationships between any two variables in LDS 7. Just click on the blue titles by the axes to make your choice.
I hope you can see that you and your students can explore interesting questions about the large data set without getting lost in spreadsheet menus. The only technology you need is a browser and internet access.
In the MEI staffroom there are more detailed suggestions for what can be done, including guidance for teachers and for students, and links to videos to show how it’s done.
The MEI staffroom
The online MEI staffroom provides extra resources and professional development to support teachers of the OCR B (MEI) qualifications.
Part of the offer in the MEI staffroom is free online PD for teachers. Starting in early November I am running a sequence of five sessions about the large data set. The first two focus on the assessment of LDS 7 (being used in the summer 2025 exams). The final three focus on teaching ideas for LDS 8, which you might be introducing with your Year 12 class. It will include some resources like those shared in this blog. Check out our autumn programme.
Stay connected
Share your thoughts in the comments below. If you have any questions, email us at maths@ocr.org.uk, call 01223 553998 or message us @OCR_Maths. You can also sign up for email updates to receive information about resources and support.
If you are considering teaching any of our qualifications, use our online form to let us know, so that we can help you with more information.
About the author
Keith Proffitt is a Curriculum Developer for MEI. Keith has a BA in Mathematics and a PGCE in Secondary Mathematics. He taught in secondary schools for 25 years, including 13 as Head of Mathematics. He worked for OCR for over 5 years, which included being Qualifications Manager for the MEI A Level specifications in mathematics and further mathematics. Since April 2014 he has worked for MEI. He was involved in developing the current OCR B (MEI) qualifications in mathematics and further mathematics. A large part of his job is supporting teachers of these qualifications with resources, professional development and advice. He also does a range of other things supporting teachers of Core Maths and GCSE.
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