1. Taking Math Global
AFACCT 2012
Montgomery College – Rockville
Session 5.11 January 6, 2012
Barbara Leitherer, Donna Tupper
CCBC - Essex
2. Session 5.11
Friday, January 5, 2012
Room SW114-B
Donna Tupper – dtupper@ccbcmd.edu
Barbara Leitherer – bleitherer@ccbcmd.edu
3. Goals of a Global Statistics Project
(Pilot with n=19)
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
4. Project Planning
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
5. Student Work
Brochures: several drafts possible for improvement
Samples of Part I
Survey responses
6. Student Survey Responses
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”
7. 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
8. 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
9. 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
10. 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
11. 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
13. Discussion and Future Plans
What are your thoughts and
ideas to improve this project?
14. 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.
15. 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
16. 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!!
17. 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!
18. 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%
19. 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%
20. 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%
21. Countries of Interest
Iran/Iraq
Greece
Italy
China
Ireland
Korea
New Zealand
Poland
26. 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 …
I’d never created a theme based exam before, so a lot of input was requested.
We have agreed that the final is worth 20% of the total grade.
I didn’t want to force the global perspective on students or faculty. Other faculty may want to go to other locations.
Only have a total of 44 responses as of 1/3/12. For my students, students who responded negatively to one question tended to respond negatively to all.
Graphing is a Math 082/083 topic! The Algebra is Math 082. 45% of the students found the material in developmental math most challenging.
Many of these countries are in the news now.
Who wouldn’t want to see the penguins?
The distance between Miami and San Juan is 1036 miles. The distance between San Juan and Bermuda is 962 miles. The distance between Bermuda and Miami is 1037 miles. Find the angle formed by the flight paths from Miami to Bermuda and the flight path between Bermuda and San Juan.
I’d make a terrible travel agent!
I haven’t figured out a way to make culture a seamless transition in the course. Anything now would be forced.
