The document discusses a global statistics project given to 19 students. The goals were to give concepts a global twist, increase geographical awareness, research and explain statistical information about a country, have fun learning, and work in teams. Students analyzed ski racing data and created brochures about assigned countries. Surveys found students liked analyzing data but struggled with brochures initially due to lack of examples and instructions. However, after completing brochures, students felt accomplished. Most agreed teamwork and the project increased their statistical learning. The discussion focused on improving the project and applying similar global themes to other math courses.

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

12. Sample Brochures
 Switzerland
 Kazakhstan
 Australia

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

22. Other Countries???
 Antartica
 Madrid
 The Bermuda Triangle, well

23. It IS a Triangle
The distance between Miami and San Juan
is 1036 miles…

24. Global Themed Final Exam
Global
Final
Exam

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 …

27. THANK YOU