Connecting with Basic Knowledge Mary Parker Colleen Hosking

Connecting with Basic Knowledge Mary Parker & Colleen Hosking Austin Community College

What prior knowledge and experiences are we assuming our students have that some of them don’t have?

Some Example Concepts/Skills Ø Constructing Ø Interpreting graphs Ø Knowing what prerequisite skills they are lacking Ø Concept of “randomness” Ø Making sense of how data can be relevant to real-life questions

Examples of Our Solutions Ø Start with dotplots Ø Comparing graphs Ø Interactive applets Ø Prerequisite Review Sheet Ø Scaffolding questions Ø Connecting students to statistics contexts Ø Make up data to fit a scenario

Example: Comparing Graphs

Example: Comparing Graphs The original version of this work was developed by the Charles A. Dana Center at the University of Texas at Austin under sponsorship of the Carnegie Foundation for the Advancement of Teaching. This work is used (or adapted) under the Creative Commons Attribution-Non. Commercial. Share. Alike 3. 0 Unported (CC BY-NC-SA 3. 0) license: creativecommons. org/licenses/by-nc-sa/3. 0. For more information about Carnegie’s work on Statway, see www. carnegiefoundation. org/statway; for information on the Dana Centers work on The New Mathways Project, see www. utdanacenter. org/mathways.

Example: Interactive Applets http: //www. austincc. edu/mpar ker/talks/uscots 2015/

Example: Prerequisite Reality Check

Connections: Real-life context & interpreting graphs

Connections: Real-life context & interpreting graphs (1) Captain Crunch has the lowest Consumer Reports rating of the 77 cereals in the data set. How much fat is in a serving of Captain Crunch? (2) In this set of 77 cereals, Product 19 has the most sodium in a serving. What is the rating for Product 19? (3) All-Bran Extra Fiber is the cereal with the highest rating. How much sugar, fat, and sodium are in a serving of All. Bran Extra Fiber? The original version of this work was developed by the Charles A. Dana Center at the University of Texas at Austin under sponsorship of the Carnegie Foundation for the Advancement of Teaching. This work is used (or adapted) under the Creative Commons Attribution-Non. Commercial. Share. Alike 3. 0 Unported (CC BY-NC-SA 3. 0) license: creativecommons. org/licenses/by-nc-sa/3. 0. For more information about Carnegie’s work on Statway, see www. carnegiefoundation. org/statway; for information on the Dana Centers work on The New Mathways Project, see www. utdanacenter. org/mathways.

Examples of Our Solutions Ø Start with dotplots Ø Comparing graphs Ø Interactive applets Ø Prerequisite Review Sheet Ø Scaffolding questions Ø Connecting students to statistics contexts Ø Make up data to fit a scenario

Brainstorm What are some important concepts/skills your weaker students don’t have when they come to class?

Activity: How will you address this gap? 1. 2. Choose 1 concept/skill you think is important Prepare an outline of how you might address this in your class in such a way that brings weaker students up to speed. This can be: A class activity Ø A class presentation/brief lecture Ø A take-home assignment Ø Part of a prerequisite review Ø Addition to existing activity/lecture Ø 3. What are some questions you can use to assess whether students are making the appropriate advances/connections?