Picture This!
Asheville-Buncombe Technical Community College
Asheville, NC
North Carolina Curriculum Improvement Project (CIP) • Two-year project, 2012-2014 • Comprehensive look at relevance and rigor of math instruction • Ensuring engaging and meaningful classroom experiences was a high priority.
Course
Description
• Activity-based approach MAT 110: Math • Develops measurement skills Measurement • Develops math literacy and Literacy • For non-math intensive programs • Project- and activity-based assessment • Upon completion, students should be able to: MAT 143: -Utilize quantitative information as Quantitative consumers Literacy -Communicate quantitative information found MAT 152: • Project-based approach modern media anddata everyday life Statistics • Emphasisinon using real-world
Picture This!
Objective: to share successful labs and projects from the A-B Tech Math Department • • • •
Infographics Journal Analysis Mortgages Other Resources
Infographics:
Interpreting Results and Telling a Story with Numbers
• Used as a statistics project in MAT 110, MAT 143, and MAT 152
WHAT IS AN INFOGRAPHIC? • A visual representation of complex information • More than a poster • Tells a story, conveys an idea, or educates
HOW DO STUDENTS COLLECT DATA? • Conduct their own study • Research a topic • Read journal articles
HOW DO STUDENTS CREATE INFOGRAPHICS? • Many FREE resources available online! • http://www.piktochart.co m
• http://www.visual.ly • http://www.infogr.am
SHARE THE RESULTS • Provide opportunity for students to comment on each other’s work • Gallery Crawl or Online Forum
• Save time for discussion
PLEASANT SURPRISES • Co-curricular Activity
• Workplace Skills • Enriched Discussion!
STUDENT FEEDBACK •
This project has given me an additional tool to help perfect my performance at work… I have truly learned how powerful data can be for marketing and I am so excited about distributing this study to my prospect list.
•
This project helped me understand charts/graphs better… I am somewhat of a visual learner, so being able to see the numbers in a graph helped me understand the variances between the different types of errors.
•
From this project, I have learned the effectiveness of displaying data in images…If done properly, it can be an attention grabber. The more awareness there is for a problem, the more people there will be to help with the solution.
•
The sources that I used gave me the numbers, but statistics helped me put the information into perspective…. I also learned how to apply and understand statistics from raw data numbers. I learned how to make an infographic, and I surprised myself in how much I enjoyed it.
Journal Analysis: Reading and Writing with Quantity
• Used as a project and lab in MAT 143
QUANTITATIVE JOURNAL ANALYSIS • Students discuss articles about current events that contain both data and a graphical display. • Describe the quantities used in the article. • Interpret the graph and determine if it supports or refutes the main idea.
› An example from The Upshot “Conversational without being dumbed down.” “…the world now produces so much data, and personal computers can analyze it so quickly, that data-based reporting deserves to be a big part of the daily news cycle.”
“One of our highest priorities will be unearthing data sets — and analyzing existing ones — in ways that illuminate and explain the news.”
STUDENT COMMENTS •
I believe that the graph supports the data in the article because it clearly depicts the rise and fall of gas prices over the years stated in the article. You can really connect the data from the article to the graph.
• The article changed the way I view the jobs report and, from now on, I will reserve my opinion of the jobs report for a true analysis of data obtained at the end of the given year.
Financial Literacy:
An interactive Mortgage Lab
• Used as a lab in MAT 110 and MAT 143
Other Resources: Free websites that provoke student interest
• Used in MAT 110, MAT 143, MAT 152, MAT 171, and MAT 172
Websites: › http://blog.mrmeyer.com/2011/the-three-acts-of-amathematical-story/ › https://phet.colorado.edu/en/simulations/category/new › http://www.gapminder.org/
A few of our favorite things: › Info-graph Project › Quantitative Journal Analysis › Olympic Regression Lab › Mortgage Lab › Money Duck › Compound Interest
Questions?
[email protected] [email protected]
Asheville, NC
North Carolina Curriculum Improvement Project (CIP) • Two-year project, 2012-2014 • Comprehensive look at relevance and rigor of math instruction • Ensuring engaging and meaningful classroom experiences was a high priority.
Course
Description
• Activity-based approach MAT 110: Math • Develops measurement skills Measurement • Develops math literacy and Literacy • For non-math intensive programs • Project- and activity-based assessment • Upon completion, students should be able to: MAT 143: -Utilize quantitative information as Quantitative consumers Literacy -Communicate quantitative information found MAT 152: • Project-based approach modern media anddata everyday life Statistics • Emphasisinon using real-world
Picture This!
Objective: to share successful labs and projects from the A-B Tech Math Department • • • •
Infographics Journal Analysis Mortgages Other Resources
Infographics:
Interpreting Results and Telling a Story with Numbers
• Used as a statistics project in MAT 110, MAT 143, and MAT 152
WHAT IS AN INFOGRAPHIC? • A visual representation of complex information • More than a poster • Tells a story, conveys an idea, or educates
HOW DO STUDENTS COLLECT DATA? • Conduct their own study • Research a topic • Read journal articles
HOW DO STUDENTS CREATE INFOGRAPHICS? • Many FREE resources available online! • http://www.piktochart.co m
• http://www.visual.ly • http://www.infogr.am
SHARE THE RESULTS • Provide opportunity for students to comment on each other’s work • Gallery Crawl or Online Forum
• Save time for discussion
PLEASANT SURPRISES • Co-curricular Activity
• Workplace Skills • Enriched Discussion!
STUDENT FEEDBACK •
This project has given me an additional tool to help perfect my performance at work… I have truly learned how powerful data can be for marketing and I am so excited about distributing this study to my prospect list.
•
This project helped me understand charts/graphs better… I am somewhat of a visual learner, so being able to see the numbers in a graph helped me understand the variances between the different types of errors.
•
From this project, I have learned the effectiveness of displaying data in images…If done properly, it can be an attention grabber. The more awareness there is for a problem, the more people there will be to help with the solution.
•
The sources that I used gave me the numbers, but statistics helped me put the information into perspective…. I also learned how to apply and understand statistics from raw data numbers. I learned how to make an infographic, and I surprised myself in how much I enjoyed it.
Journal Analysis: Reading and Writing with Quantity
• Used as a project and lab in MAT 143
QUANTITATIVE JOURNAL ANALYSIS • Students discuss articles about current events that contain both data and a graphical display. • Describe the quantities used in the article. • Interpret the graph and determine if it supports or refutes the main idea.
› An example from The Upshot “Conversational without being dumbed down.” “…the world now produces so much data, and personal computers can analyze it so quickly, that data-based reporting deserves to be a big part of the daily news cycle.”
“One of our highest priorities will be unearthing data sets — and analyzing existing ones — in ways that illuminate and explain the news.”
STUDENT COMMENTS •
I believe that the graph supports the data in the article because it clearly depicts the rise and fall of gas prices over the years stated in the article. You can really connect the data from the article to the graph.
• The article changed the way I view the jobs report and, from now on, I will reserve my opinion of the jobs report for a true analysis of data obtained at the end of the given year.
Financial Literacy:
An interactive Mortgage Lab
• Used as a lab in MAT 110 and MAT 143
Other Resources: Free websites that provoke student interest
• Used in MAT 110, MAT 143, MAT 152, MAT 171, and MAT 172
Websites: › http://blog.mrmeyer.com/2011/the-three-acts-of-amathematical-story/ › https://phet.colorado.edu/en/simulations/category/new › http://www.gapminder.org/
A few of our favorite things: › Info-graph Project › Quantitative Journal Analysis › Olympic Regression Lab › Mortgage Lab › Money Duck › Compound Interest
Questions?
[email protected] [email protected]
