TMC NYC 2016 and Commute Times

I had a really great time at the mini Twitter Math Camp (TMC) conference in NYC last month. I met up with a great group of teachers to discuss math and teaching. I also presented about the statistical investigation process using commute times as a context.

The Wrong Way to Target Math (Part III)

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.

The Wrong Way to Target Math (Part II)

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.

The Wrong Way to Target Math (Part I)

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. Don't worry, I promise I did not use profane language.  I used as little profane language as I could.

Putting Stats Projects into Practice

Over the years, one of the ways that I've grown as a stats educator is to incorporate more projects and activities into my classroom routine. I often use these projects as a cumulative assessment and as a way to summarize units. These projects can be time-consuming, but I find they are worth doing to help students assimilate information and apply statistical skills in new ways. They help make concepts more tangible, and have been a contributing factor in my students success on traditional tests like the AP exam.

I often get asked how I balance projects with the packed AP Stats curriculum, make the projects appealing for students, and ensure student success. One of the most satisfying comments I got last year from a student in regard to her final project: "Never enjoyed a project this much. It didn't even feel like a project." It has taken me a while to get the hang of how to make project-based tasks work. Now that I've done lots of rounds of them, though, I love how much it has influenced the culture of learning in my classroom.

So, here's a long overdue post to respond to these requests. (While this advice is based on my experience with statistics projects, I see no reason why they wouldn't apply to any STEM project.)

Assessment Twists

In my classroom, I use a variety of nontraditional mechanisms to assess my students. Some of the assessments have some interesting benefits, including virtually wiping out student cheating... by letting them cheat.

Ebola Math

Like many others, I've been intently following the recent news stories about Ebola: the outbreak in West Africa, the cases in the U.S., as well as the ongoing reports about the research in the scientific community regarding treatment and a future vaccine. This media attention provides teachers a unique opportunity to discuss relevant course content with a current-event context. Students, no doubt, will be interested in learning about it from an academic perspective. The topic lends itself nicely to many approachable topics in high school math, statistics, biology, health, and social studies classes. It also can be a great way to introduce students to some basics of epidemiology, virology, medical ethics, and biostatistics.

Here are some great resources available for teachers and students who wish to use Ebola and infectious diseases as a context for learning.

Statistics Software Suggestions

Say that three times fast!

A Framework for Discussion: Past, Present, and Future

As a guide for class discussion and written responses, I like for students to think about how the presented information connects to the past, the present, as well as the future. I don't find value in them just summarizing what they have read, heard, or watched. Instead, I want students to think about how they are processing this new information given each of their own personal viewpoints. I emphasize to them that there is no correct answer.


Here are some motivating questions for students to help them with this process: