Friday, December 2, 2016
Wednesday, November 2, 2016
Way back in 2012, Ellie Terry Vierling and I presented "Thanks to the 2012 Election, Statistics is Cool Again" at the inaugural MƒA MT2: Master Teachers on Teaching. Ellie and I looked at statistically modeling issues related to the election and cowrote an activity that we conducted in our classrooms. Guess what? Despite the fact that the 2016 presidential election is just slightly more bananas, it's still relevant.
Monday, October 24, 2016
Did you miss the Global Math Department webinar Bob Lochel, Doug Tyson, and I did a couple of weeks ago? Fear not, you can watch the archived video.
Saturday, September 24, 2016
Thursday, September 15, 2016
It looks good.
Thursday, September 8, 2016
Friday, September 2, 2016
Wednesday, August 17, 2016
The Common Core State Standards (6.SP.A.1) describes it like this:
... one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.This statistics standard is slated for 6th grade students1, but I recently heard a more effective explanation of what a statistical question is that will be relevant for middle school, high school, and college statistics. It also defines what makes a statistical question a good one, which the Common Core definition does not.
Thursday, August 11, 2016
The American Statistical Association has a challenge for stats-savvy students: predict* the next U.S. president!
Prediction* 2016 is a contest for high school and undergraduate college students to predict* the winner of the U.S. presidential election using statistical methods. Winners will receive a variety of prizes and perks, including exposure to the nation’s leading statisticians and data scientists.
Friday, May 20, 2016
In Fall 2015, NYS released a set of sample questions for the new Common Core Algebra II Regents. They included this question regarding independence. I've done similar questions like this with my AP Statistics students. Here, I outline how I would improve and present this question to Algebra II students. In fact, I've created two enhanced versions of this problem.
Sunday, May 1, 2016
I have waited over two months to continue my thoughts on Andrew Hacker. To be honest, the draft of this post has been sitting untouched since my first two posts. I thought the wait might help me mollify my response to his NY Times OpEd pieces and The Math Myth. Largely, though, it hasn't. I am still just as frustrated as I was before. Here, I'll try my best to wrap up my thoughts because I am eager to put him out of my mind soon. My goal is to answer questions like "Who Needs Statistics?" and "Is Political Science Necessary?" But first, in order for you to fully understand, I'll need to talk about knitting. No, really.
Monday, February 29, 2016
|Andrew Hacker: Which graph wore it better?|
Now that we've summarized the Hacker philosophy of math education, let's get back to my issues with the most recent Andrew Hacker OpEd regarding his insults to AP Statistics. This is where I start to get angry.
Sunday, February 28, 2016
If you know me (or follow me on Twitter), you know I have a few choice words for people like Andrew Hacker, with his anti-math stance and negative opinions on math education. I wasn't going to write anything because I didn't want to lend credibility to him or his agenda, but I can't contain myself any longer. He's really pissed me off with his most recent NY Times OpEd "The Wrong Way to Teach Math" by taking aim directly at AP Statistics.