5.11.tupper,leitherer

Taking Math Global

AFACCT 2012Montgomery College – RockvilleSession 5.11 January 6, 2012

Barbara Leitherer, Donna TupperCCBC - Essex

Session 5.11Friday, January 5, 2012Room SW114-B

Donna Tupper – [email protected]

Barbara Leitherer – [email protected]

To give concepts of the course a global twist

To increase geographical awareness

To research and explain statistical information about a country

To have fun learning

To work in teams (parts I and II) for support and interpretation of results

To make use of technology

Goals of a Global Statistics Project(Pilot with n=19)

Happened over several semesters

Semester-long project with three parts spanning major concepts Individual parts were used to practice, review and create synergy

of concepts

Global connection: 2010 Vancouver Olympic Games

Project Planning

Brochures: several drafts possible for improvement

Samples of Part I

Survey responses

Student Work

Best liked parts: Analysis of ski-racing data

Visualization of data and computation of probability

Why?: Familiarity with formulas and quantitative data

Easiness of assignment

Students “felt safe”

Student Survey Responses

Least liked part: Brochure

Why?: Difficulty finding data

Struggle to set up the brochure outline

Selection of content

There was no model what the brochure could look like

Instructions were not precise for some

There was no classroom time for the brochure

Student Survey Responses

Two stunning Revelations….

The survey revealed that student perceptions about creating the brochure were negative at first:◦ 13 students strongly agreed or slightly agreed◦ 6 students slightly or strongly disagreed

The survey also revealed that students felt accomplished after turning in the final version of the brochure:◦ 16 strongly agreed or slightly agreed◦ 2 slightly or strongly disagreed◦ 1 did not do the brochure

What Went Well…..

Students loved working in teams

17 out of 19 students strongly agreed or agreed that team work has been beneficial

1 student slightly disagreed

1 student did not work with a group

Students became motivated to do good work

Best Part: Communication between students and instructor increased

Final Revelation:

The survey revealed that student learning of statistics had increased by doing the 3-part project: 15 students strongly agreed or slightly agreed

3 students slightly disagreed

1 student checked N/A

Pitfalls

Students had trouble finding appropriate data resources

Students had a hard time with hypothesis testing ◦ Population proportions were treated as sample

proportions for testing◦ Units of measurements were overlooked◦ Resources were not listed properly or at all◦ Spelling and grammar mistakes◦ Procrastination

Sample Brochures

Switzerland

Kazakhstan

Australia

What are your thoughts and ideas to improve this project?

Discussion and Future Plans

Around the world in eighty days!

Final exam for Math 135 – Applied Algebra and Trigonometry.Terminal math class for NON-College

Algebra students.

Given by all full-time faculty during the fall 2011 semester.

Themed based exam designed to take students on a trip around the world.

From day trip to world tour!

Global initiative now required of all general education math classes

As course chair Needed examples for adjuncts to use

Examples needed to be from various parts of the course

Led to examples from most of the CCO

Led to it being my cumulative final exam

Led to my colleagues also using it as their final

Donna Tupper’s Requirement

Exam had to offer flexibility to other instructors.

It should apply to various disciplines.

It had to have practical applications.

It had to be something new, different and fun!!

Introduction

We have worked very hard this semester, so I think we deserve a vacation. In this assignment, you will start in Baltimore and travel to such exotic locations as Brussels, Cairo, Dubai, Cape Town, Mumbai, Moscow, Tokyo and Rio de Janeiro. Along the way, you will be applying concepts you have learned throughout the semester to complete your journey. Grab your passport and let’s take a trip!

Survey Questions

Has this exam increased your awareness of math as it applies to a global world?

Yes 23% Somewhat 41% No 36%

Did the course material throughout the semester prepare you for this exam?

Yes = 62% Somewhat = 33% No = 5%

Survey Questions

What part of the exam did you find most challenging?

a. Algebra 12.5% b. Exponential Functions 27.5%c. Trigonometric Functions 15% d. Graphing 32.5%e. Researching the countries on the map 12.5%

Survey Questions

Given a choice, what type of cumulative final would you prefer?

Travel Based 14%

Traditional Final with Global Question 64%

No preference 21%

Approximately how long did the exam take you to complete?

60 minutes or less 9%

1 – 1.5 hours 46%

1.5 – 2 hours 34%

more than 2 hours 11%

Countries of Interest

Iran/Iraq

Greece

Italy

China

Ireland

Korea

New Zealand

Poland

Other Countries???

Antartica

Madrid

The Bermuda Triangle, well

It IS a Triangle

The distance between Miami and San Juan is 1036 miles…

Global Themed Final Exam

Global Final Exam

Culture and Math 135

Math 135 is designed to teach students to apply math to various disciplines.

The exam does not discuss other cultures. Not sure the course is designed to do that.

Exam covers topics applicable in the Physical Sciences, Environmental Sciences, Allied Health, Women’s Studies, Finance, Geography, Travel and Economics. These disciplines may be in a better position to discuss the

cultural ramifications of …

THANK YOU