Thursday, January 24, 2013

StatCrunch - Graphic Representation of Data

In my intro stats class, I spent the last two days covering graphic displays for qualitative data (bar graphs, pie charts) and quantitative data (stem & leaf, histograms). Because I am fortunate enough to teach this class in a computer lab, I devoted today's class to a StatCrunch activity day.

To start off, my students joined a StatCrunch group so that I could share the data set with them. I had a data set consisting of 61 individuals and 13 variables (some qualitative, some quantitative). Once they all had the data, I showed them how to create a bar graph for qualitative data for the class that the individuals were taking (8am or 11am). The students then had to create a bar graph for the birth month of these 61 individuals, and answer a couple of questions that called on them to interpret the graph they created.

We followed the same approach (I show one, they do another and use their graph to answer questions) for relative frequency bar graphs, pie charts, stem and leaf displays, histograms, relative frequency histograms, and creating a frequency distribution from a histogram.

I was really happy with the way it went, and we were able to finish well before the 50-minute class ended. My students learned that working with StatCrunch was really easy, and that StatCrunch was quite powerful. (Wait until they see how truly powerful it is!) I also thought it was a great way to review the different types of graphs, know when they are useful, and how to interpret them.

I'd recommend having the directions typed out (so students have a written record of these procedures). I'd also recommend creating your own data set, so you can not only show students how to download data into StatCrunch, but also making sure the data is relevant to your students. I created mine by posting a StatCrunch survey that my classes filled out. Finally, you should have a set of questions that calls on your students to interpret their graphs.

I have posted both the directions and follow up assignment in a Live Binders binder called Stat Files. If you'd like to join my StatCrunch group so you can access the data, be my guest. All I ask is that you drop me an email through the contact page on my website (georgewoodbury.com) so I can keep visitors and students straight.

George

Wednesday, January 23, 2013

Day One in a Math Class

Here's a blog from my old Wordpress site, where I share my day one philosophy and strategies. Hope you enjoy!

On the first day of class, especially in a developmental math class, our students are full of fear and anxiety. They feel that math is their worst subject and it’s beyond their reach. They know few, if any, of their classmates. This is not the time to start lecturing. This is the time to start building a community of learners!

I do not lecture on the first day of class. (As a rule, I teach classes that meet 4 times a week for 50 minutes at a time.) I start in a pretty traditional way – I take roll, read through the syllabus, and make sure that everyone understands how the class will go. Then I give my students a survey that allows me to collect information about them. Most of the questions are designed to help the students understand their strengths and weaknesses, and alert them to future potential problems such as working full-time while taking 18 units and taking care of 3 children. (If you would like a copy of my survey, just let me know.) I also ask my students to tell me something that is special or unique about them – it’s a great way to show your students that you are truly interested in them (and their success).
Once the surveys are complete I form groups of 4, giving each group a folder. I ask each group to share their stories with each other, including their response to the special/unique prompt. I then ask them to put their names on the front of the folder and to come up with a group name. It may sound a little juvenile, but it really encourages students to talk to each other. Some groups will sit there and stare at each other, but when I let them know that I will name their group and that they will most definitely not like the name I choose they start talking.

I use these folders to take roll during the semester, and find that it really helps me to learn my students’ names quickly. I also refer to their surveys as I take roll, so I get to know them.
The goal here is to get students to be comfortable with at least 3 other students in the class. As I figure it, connection to classmates leads to connection with the class as a whole, which hopefully leads to a connection with me and the material.

What is your Day 1 like? Do you have something unique that you would like to share? I encourage you to leave a comment on this blog, or reach me through the contact page at my web site – georgewoodbury.com.
-George
I am a math instructor at College of the Sequoias in Visalia, CA. Each Wednesday I post an article related to teaching math on my blog. If there’s a particular topic you’d like me to address, or if you have a question or a comment, please let me know. You can reach me through the contact page on my website – http://georgewoodbury.com.

Tuesday, January 22, 2013

A Good Math Teacher is Like a Good Jockey

There are so many metaphors for teachers, and the latest rage is comparing teachers to coaches. I like a slightly different spin on this - math teacher as a jockey. In a horse race, the jockey's job is to put the horse in a position where the horse can win if the horse is talented enough and has the desire. I feel that as a teacher I perform similar tasks. I explain topics, try to help provide understanding, and give inspiration and motivation. If the student works hard and gives full effort, then the student should pass the course and master the material.

The jockey metaphor extends to the beginning of the course. A jockey will tell you that a race is rarely won at the starting gate, but is often lost there. It is important to get your students off to a good start. You want to establish a positive classroom atmosphere, filling your students with the belief that they can do this. In addition, you want to get your students started on the right path of hard work and full effort.

In my next blog, I will go over my strategy for a successful first day of class.