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 DescriptionMAT 110:

Math Measuremen

t and Literacy

• Activity-based approach • Develops measurement skills• Develops math literacy• For non-math intensive programs

MAT 143: Quantitative

Literacy

• Project- and activity-based assessment• Upon completion, students should be able

to: -Utilize quantitative information as consumers -Communicate quantitative information found in modern media and everyday life

MAT 152: Statistics

• Project-based approach• Emphasis on using real-world data

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 INFOGRAPHIC

S?• Many FREE

resources available online!

• http://www.piktochart.com

• http://www.visual.ly

• http://www.infogr.am

• http://www.easel.ly

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

› 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.”

• 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.

STUDENT COMMENT

S

• 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-a-mathematical-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?

cindymmoore@abtech.edutammycsullivan@abtech.edu