Teaching Statistics Through Data Investigations
Want to help your students explore data to make
And cultivate their habits of mind when working
Take the Teaching Statistics Through Data Investigations
Massive Open Online Courses for Educators (MOOC-Ed)!
For anyone interested in strengthening their approaches to
teaching statistics through data investigations, this free
MOOC-Ed includes the statistical concepts often introduced to
middle school through early college learners.
This professional development course is made possible by the
Friday Institute for Educational Innovation at North Carolina
State University's College of Education, which originally
appeared in these pages two summers ago, upon the debut of its
first MOOC-Ed. Teaching Statistics Through Data Investigations
receives funding support provided by the William and Flora
Hewlett Foundation; open education resources from the American
Statistical Association (ASA); and software contributed
Starting Monday, 9 March, the course recently opened
PoW taking place: math problem-solving moment of the week
"This situation was good because it helped me to see the
grouping. I wonder if I would've been able to solve the problem
correctly if I would've used three variables? Let
- Jessica, highlighted in the Algebra PoW's Latest Solution
What Is Textbook School Mathematics?
Last Friday, a Berkeley University Professor Emeritus posted
the first of a two-part blog on textbook school mathematics
and the preparation of mathematics teachers.
Hung-Hsi Wu has written dozens of articles on curriculum and
professional development with respect to the Common Core State
Standards (CCSS), as well as to school mathematics education
more generally. He freely offers these pieces — such as the
original 2015 paper that these blog posts now summarize — from
his home page:
Wu's next post to the "On Teaching and Learning Mathematics"
blog of the American Mathematical Society (AMS) comes out
Sunday, 1 March. Recent posts by other mathematicians to this
blog on math pedagogy have discussed students' confusions with
proportional reasoning, their difficulties with learning slope,
and their relationships to the subject:
Now taking place: math education conversation of the day
"This is a great example where the both the teacher's voice and
the students' voices are strengthened at the same time.
Furthermore, I love how...."
- Andrew, posted to Suzanne's blog
The Inappropriately Secret Life of Awesome College Math Teaching
On Monday, an Associate Professor at Macalester College began
writing "The Inappropriately Secret Life of Awesome College
Chad Topaz, winner of teaching awards while on the faculty in
Minnesota as well as at UCLA and Duke University, has just
today written a new installment, on humility. Future
Learning Styles (are not a thing)
Ability vs. Mindset
Successful Learning Environments
His underlying premise is that teaching and learning are a
science. Topaz further notes, "I am married to an educational
psychologist. This has been immensely useful for my teaching,
and I highly recommend that you yourself marry an educational
psychologist at the earliest opportunity."
Continuing his introductory chapter with similar humor, Topaz
observes that, "for many of us, when we do things that work for
our students, we don't understand why they are working. Good
teaching need not be mysterious. There is plenty of evidence
about what works...." Bolstered by links to choice publications
from the National Research Council (NRC), he closes with an
opinion about a foundation of successful teaching — and it is
a bracing one.
When not teaching, Topaz conducts research into nonlinear
dynamics, pattern formation, and mathematical biology. Last
summer, he won a research grant from the National Science
Foundation (NSF) to support his work on the mathematics and
biology of swarms.
He views "The Inappropriately Secret Life of Awesome College
Math Teaching" as "a work-in-progress (possibly forever)," and
so welcomes reader feedback through the commenting function.