Crowe Math and Ss 2012 Ocss

7/28/2019 Crowe Math and Ss 2012 Ocss

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The Secret Social Life of Mathand Science

OCSS Annual Conference

October 1, 2012

Alicia R. Crowe


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How we understand numeric and

scientific information & how it is

being used influences how we make

decisions on issues that impact the

quality of life of ourselves and others

in our society


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Understanding economic data

Making decisions about what to do

buy a house, sell your house, take out a

loan

Asking questions when encountering data

Is this interest rate appropriate or is thispredatory lending? Does the interest

rate being lowered mean anything for

my daily life?

Examples


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Examples

Understanding scientific medical information

Making decisions about whether the risk intaking a drug or a undergoing a new

procedure is too great to proceed

Making decisions about what types of food

to eat


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Examples

Understanding scientific medical information

Making decisions about whether or not tosupport a ban on pesticides

Should we limit fossil fuel use now?

Is this study trustworthy?


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Understanding polling data

Asking critical questions about the

way the poll was administered, whowas sampled, and how the sampling

occurred

So you can determine how much to

base your judgments on the poll.

Examples


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Basically, certain aspects of

mathematics and science andmathematical and scientific ways

of thinking are fundamental to

understanding social studies

concepts and becoming active

members of society.


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So what can you do?

Start making science and

mathematics a part of the class inmany ways

But not just a sprinkle on top


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A Quick Activity

Explore current news

Look for instances where

mathematical or scientific

understandings could influencehow you understand a current item

in society


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Bringing the science into

focusMention the science connections moreoften

Point out relationships among science,

technology and society in what you

already do

Ask questions that help students see the

connections between the science and the

society


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Bringing the science into

focus7th grade ancient civilizations and scienceSalt

Armor and weapons

The Silk Road and the movement of

ideas (scientific and mathematical not

just religion, language and culture)

What are some relationships betweendisease spread and what happens to

societies?


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raw numeric data or numeric information

in context;

percentages in context;

the meaning of average;

the ability to interpret and question

graphs and charts.

Understanding data is

another place to start


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How to begin

Highlight the differences among numbers

students read or numbers you present

Ask questions that help students to see

the raw number in a larger context, and

Point out relationships between raw

numbers and percentages when you use

them or they are in the readings.


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Imagine this

Youve planned this great issues based week.

Population Growth: Should we be

concerned?

Students explore some data and find that

population growth has decreased over thelast 40 years going from about 2% per year

in 1960 to 1.5% in 1990 to an estimated 1%

in 2015.


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You overhear this conversation

Well 2% to 1.5% to 1% sounds like it is

better to me.

No way, just because the percentage isgoing down doesnt mean we shouldnt

care.

So our social studies question could be what

they are talking about, but could it be a

mathematical misunderstanding.


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Add some information to the

conversation from the beginning

Currently the world has ~ 6,973,738,433people

(yes thats billions)

1% of that ~ 69,737,384

Yes thats 69.7 million

A little over 6 Ohios

Now, they can approach if it is a problem with

an accurate sense of how big 1% is.


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Example

As a beginning activity early in the year, you couldprovide your students with a set of questions to help them

think about and discuss a current or historical news piece

as part of a larger conversation about the content for theday.

What do the numbers in this piece mean?

How could they be represented differently?Where are the places that misunderstanding can

take place as a result of the authors use of numbers,

percentages, or this chart or graph?


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Across the year you can start

simple

Problematize the textbook

Start by modeling questions such as:

What does this data or chart really tell us?

Does this scale distort the data?

Is more information needed to more fullyunderstand what is happening?


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Have students create charts andgraphs to represent data they find or

gather themselves.

Using data is another way

to go


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A common table of data


21/30An ima e from PBS: htt ://www. bs.or / reatwar/resources/casdeath o .html


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Students create pie charts to represent the

percentages and compare and contrast

data from wars.

They can add the population of the US

during these time period to create piecharts that show percentage of population

to compare as well.

Using data is another way

to go


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Exploring the data that others have

gathered and made visual can expandyour students experiences

GapMinder

http://www.gapminder.org/

Explore others data
http://www.gapminder.org/http://www.gapminder.org/


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Collecting and interpretingthemselves is yet another


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How has the population of the United States

changed from 17901860?

Gathering census data

Choosing what to focus on (urban/rural,gender, race, income, occupation)

Creating charts or graphs to represent the

data

Beginning to interpret what the data tells

us about changes

Begin to connect what is seen to events

in time

Exploring census records


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Develop a research question/topic that the

class is interested in

What school lunch does our school like themost and least?

Develop an instrument.

Gather data.Chart, graph, interpret.

Conclude.

Move to action

Creating and interpreting


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Think about your classroom

What are you teaching right now?

What are ways that science, technology and

society are a hidden part of what you alreadyteach?

Where is there math hidden that you canhighlight?


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Thank you and keepinglooking for the math and

science that are hidden inour social studies.


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For your future references

Fordham Universitys Internet Source

Book of Science and a lot of math too

http://www.fordham.edu/halsall/science/s

ciencesbook.asp
http://www.fordham.edu/halsall/science/sciencesbook.asphttp://www.fordham.edu/halsall/science/sciencesbook.asphttp://www.fordham.edu/halsall/science/sciencesbook.asphttp://www.fordham.edu/halsall/science/sciencesbook.asp


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BBC News and many other outlets have a

science and environment section that often hasarticles that relate science and society in the

past and the present.

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Crowe Math and Ss 2012 Ocss

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