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

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.

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.

CMC3 Presentation

Today I am presenting my talk on incorporating elements of game design and mastery learning into math courses at CMC3. I am especially proud to be assisted by my son Dylan today, you will focus on why it makes sense to incorporate the features of video games into our classrooms. I will summarize the talk on my blog next week.

Personalized MyMathLab Homework for Exam Review

This week my online elementary algebra class came in to take their pencil & paper midterm. The exam is very traditional, covering linear equations, graphing lines & their equations, and systems of 2 equations. The scores were, quite frankly, outstanding. Of the 34 students who took the exam, 25 passed including 18 A's.

To help my student's prepare, I used MyMathLab's personalized homework feature. First I created a 25 question quiz. Then I created a 75 question homework assignment, including 3 problems for each objective covered on the quiz. Finally I linked the two assignments.

Students take the quiz once, and that loads the personalized homework assignment. For each question answered correctly on the quiz, students received credit for the 3 associated problems. The only questions that remained on the homework assignment are problems that they missed on the quiz. So, students only review problems they struggled with. After finishing the homework, they can then go back and retake the quiz to prove mastery.

If you have not used this feature, I have a video that explains the process.
http://youtu.be/J4hdpHYdVWM

New Videos on YouTube for Intermediate Algebra

Last night, in a blaze of glory, I uploaded several videos related to solving quadratic equations to my YouTube account. Topics include completing the square, extracting square roots, quadratic formula, u-substitutions, and the Pythagorean theorem. I not only walk through examples in the videos, I give advice on determining the most efficient way to solve a given equation.

You can see them all on my YouTube channel: George Woodbury's YouTube Channel
- George

Intro Stats - Counting Activity

This semester, whenever possible, I have been trying to incorporate the flipped classroom in all of my courses. A couple of weeks back I used an activity that I was quite pleased with. It covered counting principles in introductory statistics, namely the multiplication principle, permutations, and combinations. Without having covered any of the material in class, I assigned my students to watch a short video I created on the subject. I placed the video on YouTube. Here it is.



There was also a short assignment that students had to complete before returning to class the next day. Here are the 5 questions.
1) An ice cream store has 31 flavors of ice cream and 3 types of cones. In how many different ways could you order a single-scoop ice cream cone? (1 flavor, 1 type of cone)
2) Which is the correct answer to the following problem: 10P2 or 10C2? A softball league has 10 teams in it. In how many different ways could the teams finish first and second?
3) Which is the correct answer to the following problem: 19P3 or 19C3? Bruce Springsteen has released 19 CDs. In how many different ways could a fan select 3 of his CDs to bring on a road trip? Compute the following.
4) 11P3
5) 8C5
6) What is the major difference between a permutation problem and a combination problem?

Students were told that there would be a quiz the next day, and they could use only their assignment as a resource. The quiz was a group quiz (my classes are made up of groups of 4 students), and there was a "battle" between pairs of groups that sis next to each other. The winners of each battle earned the right to drop 1 homework score for the semester. Here is a copy of the quiz, which I displayed on a screen using PowerPoint.

1.       What color ink did I use to write on the PowerPoint slides?

2.       A class has 40 students. The instructor randomly selects 3 students.
The first wins a $20 gift certificate, the second wins a new calculator, and the third wins a new eraser.
In how many different ways can the instructor choose the 3 students?

3.       Faculty passwords in Banner are made up of 4 digits (0 – 9).
How many different passwords are possible?

4.       The math department has 16 faculty.
In how many different ways can the Dean select 3 instructors to attend a conference?

5.       Compute: 12C5.

6.       Compute: 9P4.

7.       License plates in Rhode Island have 2 letters followed by 3 digits.
Neither letter can be I or O.
No digit can be used more than once.
How many different license plates are possible?

8.       What are the 3 conditions that tell us a problem calls for the use of combinations?

9.       Make up a problem whose solution is 6 x 4 = 24.

10.   Fifteen patients sign up to participate in a trial for a new medication.
In how many different ways can the doctor select 6 of the patients to receive a placebo?

Bonus Question: What was the address of the web site mentioned at the end of the video for students who needed extra help? 

The groups got 1 minute for each of the first 4 problems, and 2 minutes for each of the last 6 problems. The first question was to break the tension, and we had a good laugh when I told them later that the correct answer was "Skittles Red". The bonus question only counted in case of a tie after the first 10 questions.

I was really happy with the results. There was a lot of great discussion within the groups, and I feel that they truly understood what hey were doing. (They went on to do really well on the counting problems on the probability exam.)

- George

If you have questions or comments, please leave a comment on this blog or reach me through the contact page on my website: georgewoodbury.com