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Calculus vs Statistics in High School Curriculum

Mr. Higgins — Sun, 25 Oct 2009 00:16:56 +0000

I am definitely not the first edublogger to make a post regarding Arthur Benjamin’s lecture seen on TED. He argues that statistics should be the peek of the high school mathematics curriculum rather than Calculus.

I posted a link to this video on the AP Calculus Listserv. Here are a variety of responses I received (These are direct quotes):

There is a kind of depth vs breadth thing going on when you compare Stats and Calculus. Stats has it’s hand in so many subjects which is why it makes such a good senior level class: Economics, Psychology, Sociology, Biology, Chemistry, Medicine, Current Events and therefore Journalism and so on.

I agree that Statistics has it’s hand in the cookie jar; however, we often discuss mathematics from a standpoint of extending a student’s logical process, problem solving skills, and total mental skill set. Is Calculus too deep for some? OF COURSE, but AT THIS POINT, I would not want to steer students from a Calculus track.

The math that has calculus at the top: exponentials, trig, polynomial functions, multivariable relationships, is more broadly applicable to all things numbery than the math that has statistics at the top, Alg1.5.

I have never taught statistics; however, I could understand why it is thought of as Algebra 1.5. It does seem odd that a student has a potential to choose a track such as Algebra II, Pre-Calculus, and then Statistics.

I have never yet seen a group of high school juniors who’ve been taught more than a very small amount of probability or statistics. Take a look at a typical textbook series, and you’ll find a tremendous volume of algebra and geometry, hundreds of pages of conic sections, and maybe a dozen pages of light treatment of statistics.

TOTAL AGREEMENT HERE. I didn’t learn any statistics besides the basics concepts and I was always in honors mathematics courses. When Ohio officially has the four years of mathematics across the board, it will be interesting to see where statistics comes into this discussion.

I will continue with my own inner monologue of thoughts regarding this issue; however, I am interesting in what some of you think about this issue?

When excitement turns into something more…

Mr. Higgins — Fri, 19 Jun 2009 01:10:44 +0000

I had the privilege to be part of a meeting with a few Fujitsu representatives regarding our one-to-one tablet project at the school. Anyone that reads this blog knows how excited the the tablet PC and Web 2.0 topics makes me; therefore, I felt like a kid in a candy store. We are expanding the project this next year to include essentially all senior level students and some junior level students in a couple Honors/AP courses. My AP Computer Science and AP Calculus AB class will both be one-to-one. I have still not been able to use the full power of the one-to-one tablet solution in any of the math courses. My AP Calculus AB class this year will be my first chance. I am SOOOO EXCITED.

After the meeting, I started thinking about all of the Web 2.0 topics and projects that I have used in my three years of teaching.

Here is the list I came up with of Web 2.0 interaction with the classroom:

Advanced Web Development PowerPoint, Wiki, & Podcast Project – Kept Private
Lefty Grove Baseball League Website (leftygrovebaseball.org)
Scribe Hall of Fame
Student Math Commercials/Videos for Honors Algebra II and Pre-Calculus on YouTube
Mr. Higgins’ Tie Project (Students Seemed to Really Like this a lot)
Tech Boot Camp 2009
2007 – 2008 Honors Algebra II Class Blog
2008 – 2009 AP Computer Science Class Blog
2008 – 2009 Algebra I Class Blog
2008 – 2009 Honors Algebra II Class Blog
2008 – 2009 Pre-Calculus Class Blog
I’m sure there are a few more that I can’t remember…or find a link in my collection.

For me, the mathematics videos were most rewarding and the students really enjoyed them a great deal. However, I am looking forward to interacting with each student holding a tablet PC. Moodle is going to be a HUGE piece of this puzzle.

Great One-to-One Article from Twitter:

Link: http://beta.aalf.org/articles/view.php?ArticleID=79

Time Spent Educating is Time Spent Learning

Mr. Higgins — Sun, 17 May 2009 14:13:02 +0000

As my third year of teaching comes to an end (and I recover from Grey’s Anatomy involving George and Izzy), I realize that I have learned so much about myself over these last three years while educating the future of our society. I have not had any time to make a blog post because all of my energy and time has been funneled through spring sports season and my own end of the year anal retention behaviors.

Future Math Classes Happenings

I have been informed I will be teaching AP Calculus AB beginning with the 2009 – 2010 school year. I am very excited at the prospects of my Web 2.0 style in AP Calculus and look forward to stabilizing the math department at the top. This course will be a 1-1 tablet class where each student will have a tablet pc. I am already working on our Moodle installation for next year as I attempt to organize some AP examination material and provide the students with various links. It is going to be a fun and challenging year. I really would have never imagined that my fourth year schedule would give me such a great opportunity to teach the best and brightest students we have to offer in two disciplines.

My courses for next year are as follows:

Honors Algebra II – 2 Classes
Pre-Calculus – 2 Classes
AP Computer Science – 1 Class
AP Calculus AB – 1 Class

AP Computer Science Happenings

There are numerous post-AP examination activities in all of the AP courses; however, I found a great match this year in my AP Computer Science A course. We are “playing” with Lego Mindstorms and have flashed the NXT module to include the possiblity of Java. We are using a Lejos, which has a Java backbone and will allow the students to program the motors and sensors using our native programming language. Thus far, they have made the following robots before beginning a full exploration of the Lejos Java syntax.

All images and instructions provided via NxtPrograms.com

Top Spinner & Spin Art

Guitar

Car with Game Controller

Claw Car with Game Controller

I can’t wait to see what my students come up with for their java programs. I am making it their Final Exam Project!!!

NASA Plum Brook Visit: The Possiblities for Education

Mr. Higgins — Sun, 15 Feb 2009 15:57:35 +0000

On Friday, groups of teachers, administrators, and other interested parties were invited to attend a day long teacher workshop at NASA Plum Brook Station in Sandusky, OH. For those who are not aware, Plum Brook is a testing facility for NASA parts and is famous for having the world’s largest vacuum chamber. Here is my amateur video showing this giant vacuum chamber can be seen here:

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Here is a more professional shot: http://www.nasa.gov/multimedia/imagegallery/image_feature_1281.html

Cool Fact: The door to seal off this chamber weights 5 million pounds.

We spent a couple of hours taking a tour of the facility and another couple of hours discussing how we can impact education in the area with other educational folk and engineers. Here are some of the conclusions we reached to get students involved.

We need to have some sort of local competition where the students are given a challenge “handed down to them by NASA” to get them involved in creation, teamwork, analysis, and all of the other concepts involved in engineering.
There needs to be some day long or week long camps during the summer. Many of the camps offered at other facilities within hours are longer terms like eight or ten weeks long.
More teacher specialty days where Plum Brook Station employees show off some experiments and perhaps explain the mathematics, science, and technology into a little further depth to help teachers bring some information to the classroom. As a mathematics and computer science teacher, I would love to see some equations and programming code. If students were able to analyze data, wouldn’t that be awesome?
Utilize the many other endeavors of this facility, especially the ecological projects as potential projects or specialty student days.

Many people who live in the area have no idea of how large this facility really is…

Student Commercials Project: Teacher Reflection

Mr. Higgins — Sat, 14 Feb 2009 15:29:22 +0000

As a teacher, expectations for group projects are difficult to define when it is the first time the project is being attempted. Using the work of Darren Kuropatwa as a guide, my classes were able to create humorous, educational, and revolutionary videos which are now posted on YouTube under my playlists. I am very proud of the students work ethic and they really strived to make a final product that was understandable. While not every group followed all of the guidelines I set, they still created entertaining videos.

Project Guidelines: http://apps.mrhiggins.net/student-video-focus

Project Discussion on my blog: http://www.mrhiggins.net/blog/2009/01/19/updates-for-high-school-math-and-web-20/

Not Everyone Watching Will Get It

One problem with some of the projects is that their are inside jokes that deal with my quirks or other students quirks. Is this really a problem? Not in my book. However, a parent watching at home or anyone on the net may not understand some of the inside information. The picture at the top of this blog is a caricature of me. These are the parts of the videos that really make this project special.

Final Grading Thoughts

The project was graded with two categories in mind, the video product and the group interaction.

Final Video Product – A grade out of 70 points based on the initial expectations and guidelines posted on my school website

Group Interaction – I had each of the group members evaluate the others on a scale of 30 points which was split into three small categories: Video Footage Participation out of 10, Video Creation Participation out of 10, and Overall out of 10.

This created a grade out of 100 total points. In the future, I will continue to use this type of grading scale; however, I will have to make some tweaks.

Creating Memories

When learning to become a teacher, they talk about impactful moments. This was the impactful moment for many of the students. Some of them will never forget the project.

Viewing “Party”

We took an entire class period to watch all 19 videos created by Period 1 Pre-Calculus, Period 4 Honors Algebra II, and Period 7 Pre-Calculus. It was a lot of fun. By the way, I call it a Viewing “Party” because it was all business. We did not turn it into a food gathering event.

Days taken out of class time

In the future, I will take fewer days out of our class time because it is important to remain on task the entire school year. Here is the breakdown this year.

Introduction of the Project – 1/2 Period (I fit this in conveniently)

Introduction to Movie Maker – 2 Periods (With support from the technology coordinator)

Continue working and finalizing the project in Movie Maker – 2 Periods (This worked perfect because I was at the 2009 Ohio eTech Conference anyhow)

Viewing “Party” – 1 Period (This was a lot of fun and many of the students were PUMPED)

Where do we go now?

Only time will tell as we continue down the path of learning and molding minds.

Student Math Videos Group #5: Your Evaluation

Mr. Higgins — Sat, 07 Feb 2009 17:31:14 +0000

Link to Project: Video Student Focus #1

Please feel free to leave comments/ratings via this blog or YouTube that are directed at me or my students. Also, I have given you the opportunity to rate the videos through the use of Google Forms below the videos.

- Thanks from Mr. Higgins and the Honors Algebra II and Pre-Calculus classes

Video Number 1

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Video Number 2

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Video Number 3

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Video Number 4

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Use the following form to evaluate the videos above:

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