I'm sorry, but Jody's post is itself a political statement. Why is it significant that the 2nd graders could do the punch cards so well? Does that say something about math? Or is it a left-handed slap at the intelligence, competence, and/or eyesight of the elderly Jewish and African-American voters who screwed up? Please don't tell me that your mention of that was just a neutral comment. And who decides, exactly, what is and is not on-point? You? Greg? Me? Victor? A machine?
Michael Paul Goldenberg Washtenaw Technical Middle College LA 230K Ann Arbor, MI 48106 (o)734 477-8560 (h) 734 482-0497 email@example.com firstname.lastname@example.org http://courses.wccnet.org/~mikegold/ "Truth is a mobile army of metaphors." Nietzsche
> -----Original Message----- > From: Jody Underwood [mailto://email@example.com] > Sent: Wednesday, November 15, 2000 10:50 AM > To: karen jones; firstname.lastname@example.org > Cc: Greg Goodknight; Gerald Von Korff; Math Forum > Subject: Re: Count all the votes > > > I'd like to follow up on what Karen Jones-Budd said -- this isn't a > political forum. Since there's so much interest in having political > flame wars, perhaps you should split off and create > math-teach.politics. > > I'd like to bring back Annie Fetter's post -- for people to share > with Math Forum folks and with this list how they have used voting in > their math classes. I was looking forward to seeing the responses to > this, but the responses were mostly political! > > The only thing that came close was the "Count all the votes" post by > Gerald Von Korff. However, it fell short because it didn't talk > about the math involved, and how we can get our students interested > in this very unique phenomenon. Isn't there a way we can take > advantage of this situation? > > I've got a couple of relevant stories. Did you hear about the 4th > grade class who were asked to vote for Gore on ballots that were just > like the ones used in West Palm Beach, FL? 100% of them were able to > successfully vote for Gore in less than 1 minute. Here's the usenet > posting about it: > >
Or this story on 2nd graders voting for their favorite Disney character using that ballot:
While these are interesting stories, are they good samples? What can we do with them with our students?
Another lesson comes to mind on modeling what happens when any 2 people count a large amount of cards with more than 2 categories in them -- will it come out the same both times?
Can we get anything other than statistics and probability examples?
Greg Goodknight's post was trying to get at some issues, and though they weren't strictly about math, they were about testing and reliability. I would be very interested to see some answers to his questions. Does anyone have references to the tests that have been done on the ballot counting and the machines?
(Btw, my experience with punch cards tells me that the problem is not that the punch hole did not come out completely, but that the card reader reads more than one card at once. These old machines need to be tuned on a regular basis. But I didn't hear that reason from the media. So much for believing what the media tells you about something you know. But I digress. (But I'm not flaming another poster!) )
Here's to talking about math and teaching math. Can we get on track?
-- Jody S. Underwood, Ph.D. Educational Technologist & Research Associate 610-544-3644 x213 The Math Forum 800-756-7823 101 South Chester Road, Suite 400 610-544-1358 (fax) P.O. Box 156 email@example.com Swarthmore, PA 19081-0156 http://mathforum.com/~jody/