WEBVTT 00:00:07.000 --> 00:00:10.000 so today broadly speaking 00:00:10.000 --> 00:00:11.000 quantitative literacy if you've 00:00:11.000 --> 00:00:14.000 spent some time on a QLPLC 00:00:14.000 --> 00:00:16.000 or something like that we talk 00:00:16.000 --> 00:00:17.000 about competency with numerical 00:00:17.000 --> 00:00:20.000 data and numerical data is 00:00:20.000 --> 00:00:22.000 loosely defined if you look up 00:00:22.000 --> 00:00:24.000 numerical data numerical type 00:00:24.000 --> 00:00:25.000 things in the world you find 00:00:25.000 --> 00:00:26.000 that there are numbers and then 00:00:26.000 --> 00:00:28.000 these funny symbols and that's 00:00:28.000 --> 00:00:31.000 about it anything else there's 00:00:31.000 --> 00:00:32.000 all sorts of different variations 00:00:32.000 --> 00:00:34.000 on that and there's all sorts 00:00:34.000 --> 00:00:36.000 of sorts of ways to interpret 00:00:36.000 --> 00:00:39.000 that so that's rather broad 00:00:39.000 --> 00:00:41.000 so let's dig in a little bit 00:00:41.000 --> 00:00:42.000 to see where this kind of came 00:00:42.000 --> 00:00:44.000 from because quantitative 00:00:44.000 --> 00:00:45.000 literacy I think we use that 00:00:45.000 --> 00:00:47.000 term on campus with the QLPLC 00:00:47.000 --> 00:00:49.000 but that's a synonymous 00:00:49.000 --> 00:00:52.000 in some places with numeracy 00:00:52.000 --> 00:00:54.000 which is also not synonymous and 00:00:54.000 --> 00:00:55.000 the quantitative reasoning 00:00:55.000 --> 00:00:57.000 these three terms popped I 00:00:57.000 --> 00:00:58.000 want to say around the turn 00:00:58.000 --> 00:00:60.000 of the century so we'll talk 00:01:00.000 --> 00:01:05.000 more about those so in 1994 just yesterday 00:01:05.000 --> 00:01:07.000 the Mathematical Association 00:01:07.000 --> 00:01:10.000 of America put out a college 00:01:10.000 --> 00:01:12.000 graduates update to the 00:01:12.000 --> 00:01:13.000 standards to give us some kind 00:01:13.000 --> 00:01:15.000 of information and I don't 00:01:15.000 --> 00:01:16.000 expect that you're even reading 00:01:16.000 --> 00:01:17.000 that other than saying hey 00:01:17.000 --> 00:01:18.000 there's a resource if you want 00:01:18.000 --> 00:01:20.000 to but I've tried to make bold 00:01:20.000 --> 00:01:21.000 if you can see some key words 00:01:21.000 --> 00:01:23.000 so I'm gonna do a little data 00:01:23.000 --> 00:01:25.000 mining and grab some words and 00:01:25.000 --> 00:01:26.000 then see how that evolves in 00:01:26.000 --> 00:01:29.000 the next couple of -- years 00:01:29.000 --> 00:01:32.000 if you will so necessary 00:01:32.000 --> 00:01:35.000 goal for college graduates 00:01:35.000 --> 00:01:36.000 everyone should have some 00:01:36.000 --> 00:01:38.000 kind of this is a dangerous 00:01:38.000 --> 00:01:40.000 word here simple mathematical 00:01:40.000 --> 00:01:42.000 methods or models in all of 00:01:42.000 --> 00:01:43.000 that for real world problems 00:01:43.000 --> 00:01:46.000 but everyone some experience 00:01:46.000 --> 00:01:48.000 necessary it's an ongoing 00:01:48.000 --> 00:01:50.000 experience it's not something 00:01:50.000 --> 00:01:51.000 that is a one-off class you 00:01:51.000 --> 00:01:53.000 don't take a class and are done 00:01:53.000 --> 00:01:54.000 much like we think in 00:01:54.000 --> 00:01:55.000 degree tracks or something 00:01:55.000 --> 00:01:56.000 I've completed this requirement 00:01:56.000 --> 00:01:58.000 I lit up the box -- that's 00:01:58.000 --> 00:01:59.000 not necessarily the case for 00:01:59.000 --> 00:01:62.000 the recommendations here and 00:02:02.000 --> 00:02:03.000 then last but not least will 00:02:03.000 --> 00:02:06.000 be pleased to see assessment 00:02:06.000 --> 00:02:10.000 so okay yeah -- this kind of 00:02:10.000 --> 00:02:11.000 evolved and I kinda want to 00:02:11.000 --> 00:02:12.000 walk through that evolution a 00:02:12.000 --> 00:02:13.000 little bit so this is 1994 00:02:13.000 --> 00:02:15.000 ah I won't talk about 00:02:15.000 --> 00:02:16.000 where I was in '94 you 00:02:16.000 --> 00:02:18.000 can imagine where you were and 00:02:18.000 --> 00:02:19.000 think about the world we were 00:02:19.000 --> 00:02:21.000 in the lack of internet or 00:02:21.000 --> 00:02:23.000 internet if you have that -- 00:02:23.000 --> 00:02:24.000 the data that was in your life 00:02:24.000 --> 00:02:27.000 or not in your life ah that can 00:02:27.000 --> 00:02:28.000 be an interesting reflection 00:02:28.000 --> 00:02:31.000 so unrolling or unraveling 00:02:31.000 --> 00:02:32.000 each of those there is much 00:02:32.000 --> 00:02:34.000 more this is just the executive 00:02:34.000 --> 00:02:36.000 summaries if you will for each 00:02:36.000 --> 00:02:37.000 of those four bullet points I'm 00:02:37.000 --> 00:02:39.000 just digging for more words in 00:02:39.000 --> 00:02:42.000 here I see that by the end of 00:02:42.000 --> 00:02:44.000 secondary education you have 00:02:44.000 --> 00:02:46.000 the basic skills and then we 00:02:46.000 --> 00:02:48.000 grab those and we continue 00:02:48.000 --> 00:02:50.000 to enhance those we go beyond 00:02:50.000 --> 00:02:51.000 and it should be different 00:02:51.000 --> 00:02:52.000 it should be different in 00:02:52.000 --> 00:02:55.000 depth and quality loosely 00:02:55.000 --> 00:02:58.000 defined moving on to the next 00:02:58.000 --> 00:02:65.000 bullet point we have a big 00:03:05.000 --> 00:03:06.000 I don't know very lofty goal 00:03:06.000 --> 00:03:07.000 of investigating a reasoning 00:03:07.000 --> 00:03:09.000 means of communication notions 00:03:09.000 --> 00:03:10.000 of context as an applied 00:03:10.000 --> 00:03:11.000 mathematician I'm just so 00:03:11.000 --> 00:03:13.000 excited but is that applied 00:03:13.000 --> 00:03:14.000 mathematician I'm also so 00:03:14.000 --> 00:03:15.000 I don't understand how to 00:03:15.000 --> 00:03:16.000 quantify that I don't even 00:03:16.000 --> 00:03:19.000 understand how to recommend to 00:03:19.000 --> 00:03:21.000 say folks in a quantitative 00:03:21.000 --> 00:03:23.000 as situational tell me what 00:03:23.000 --> 00:03:26.000 quantitative literacy is so 00:03:26.000 --> 00:03:28.000 moving on there should be 00:03:28.000 --> 00:03:29.000 something like we kinda are 00:03:29.000 --> 00:03:30.000 going to with our gen-ed 00:03:30.000 --> 00:03:32.000 there's a scaffolding approach 00:03:32.000 --> 00:03:34.000 where there's some kind of 00:03:34.000 --> 00:03:35.000 foundation experience so we 00:03:35.000 --> 00:03:37.000 pick you up from the K-12 experience 00:03:37.000 --> 00:03:39.000 and we meet you right there 00:03:39.000 --> 00:03:40.000 and then we push on forward 00:03:40.000 --> 00:03:43.000 and there's similar content 00:03:43.000 --> 00:03:44.000 as in the skills like we're 00:03:44.000 --> 00:03:45.000 looking at the the underlying 00:03:45.000 --> 00:03:47.000 scaffolding not looking at the 00:03:50.000 --> 00:03:51.000 that should continue throughout 00:03:51.000 --> 00:03:54.000 your studies in a way not me 00:03:54.000 --> 00:03:55.000 this is a report that we're 00:03:55.000 --> 00:03:57.000 we're seeing where the the 00:03:57.000 --> 00:03:58.000 origin if you will comes from 00:03:58.000 --> 00:03:60.000 really can trace it back 00:04:00.000 --> 00:04:01.000 to the '50s but we only 00:04:01.000 --> 00:04:04.000 had an hour so we should be 00:04:04.000 --> 00:04:06.000 assessing we should manage it 00:04:06.000 --> 00:04:07.000 watchfully it should evolve 00:04:07.000 --> 00:04:08.000 with the times cell phones 00:04:08.000 --> 00:04:10.000 were not a thing when I was in 00:04:10.000 --> 00:04:12.000 college there was no data that 00:04:12.000 --> 00:04:13.000 I was worried about my online 00:04:13.000 --> 00:04:15.000 presence was way different 00:04:15.000 --> 00:04:17.000 than my children will be so 00:04:19.000 --> 00:04:20.000 that things change we have to 00:04:20.000 --> 00:04:22.000 kind of meet those things so 00:04:22.000 --> 00:04:27.000 this is 1994 let's step back and see 00:04:27.000 --> 00:04:30.000 what those words that I grab 00:04:30.000 --> 00:04:32.000 reinforce go beyond secondary education 00:04:32.000 --> 00:04:37.000 investigating communicating context is good 00:04:37.000 --> 00:04:39.000 broad and long term proficiency 00:04:39.000 --> 00:04:40.000 grows throughout the product 00:04:40.000 --> 00:04:41.000 program so you're always 00:04:41.000 --> 00:04:42.000 getting a little bit better 00:04:42.000 --> 00:04:44.000 you're enhancing your skills 00:04:44.000 --> 00:04:48.000 and then responsive these four 00:04:48.000 --> 00:04:51.000 themes will be immediately 00:04:51.000 --> 00:04:53.000 back but in an updated fashion 00:04:53.000 --> 00:04:54.000 if we fast forward a little 00:04:54.000 --> 00:04:57.000 bit so 2000 there 00:04:57.000 --> 00:04:59.000 is a group that The National 00:04:59.000 --> 00:04:61.000 Numeracy Network NNN 00:05:01.000 --> 00:05:03.000 new website so if you're 00:05:03.000 --> 00:05:04.000 looking at for the old website 00:05:04.000 --> 00:05:06.000 it's not there they had these 00:05:06.000 --> 00:05:07.000 three terms which I won't 00:05:07.000 --> 00:05:08.000 go into right now because I 00:05:08.000 --> 00:05:09.000 just want to talk about these 00:05:09.000 --> 00:05:10.000 are the things that we often 00:05:10.000 --> 00:05:11.000 say I'm talking about numeracy 00:05:11.000 --> 00:05:12.000 no you're talking about 00:05:12.000 --> 00:05:13.000 quantitative literacy these 00:05:13.000 --> 00:05:14.000 definitions are hard 00:05:14.000 --> 00:05:16.000 to actually define and agree 00:05:16.000 --> 00:05:18.000 upon so because of that what do 00:05:18.000 --> 00:05:19.000 we do with a group like this as 00:05:19.000 --> 00:05:20.000 trying to support quantitative 00:05:20.000 --> 00:05:22.000 literacy or quantitative reasoning 00:05:22.000 --> 00:05:24.000 or numeracy or whatever we're 00:05:24.000 --> 00:05:26.000 saying in not a math class 00:05:26.000 --> 00:05:27.000 but a quantitative class 00:05:27.000 --> 00:05:29.000 right could be a math class 00:05:29.000 --> 00:05:30.000 but didn't doesn't need to be 00:05:30.000 --> 00:05:33.000 math class so we've got these three 00:05:33.000 --> 00:05:36.000 categories buzz words and I 00:05:36.000 --> 00:05:38.000 was playing around waiting for 00:05:38.000 --> 00:05:41.000 the previous speaker and going 00:05:41.000 --> 00:05:42.000 into like Reddit or anything 00:05:42.000 --> 00:05:43.000 it just saying quantitative 00:05:43.000 --> 00:05:45.000 literacy search quantitative 00:05:45.000 --> 00:05:47.000 reasoning search how can you 00:05:47.000 --> 00:05:49.000 help me with mine GRE 00:05:49.000 --> 00:05:50.000 section for quantitative 00:05:50.000 --> 00:05:51.000 literacy quantitative 00:05:51.000 --> 00:05:53.000 literacy in the GRE 00:05:53.000 --> 00:05:55.000 is math not quantitative 00:05:55.000 --> 00:05:57.000 literacy as you would see I 00:05:57.000 --> 00:05:58.000 can show you my phone if you 00:05:58.000 --> 00:05:59.000 want to see that in a minute 00:05:59.000 --> 00:05:62.000 but I'll save that for later 00:06:02.000 --> 00:06:03.000 that was 2000 we've 00:06:03.000 --> 00:06:06.000 got two more terms 2006 00:06:06.000 --> 00:06:08.000 we have an update from the 00:06:08.000 --> 00:06:09.000 MAA remember that was ninety 00:06:09.000 --> 00:06:13.000 four we started now we're up to 2006 and 00:06:13.000 --> 00:06:15.000 this is the current practices 00:06:15.000 --> 00:06:18.000 in this category and I put this 00:06:18.000 --> 00:06:19.000 quote in from the editor because 00:06:19.000 --> 00:06:22.000 I just wanted to say I know it 00:06:22.000 --> 00:06:27.000 when I see it okay that to me 00:06:27.000 --> 00:06:29.000 is troubling that to me is this 00:06:29.000 --> 00:06:30.000 is really hard to define this 00:06:30.000 --> 00:06:32.000 is hard to talk about there's a 00:06:32.000 --> 00:06:34.000 whole bunch of things happening 00:06:34.000 --> 00:06:35.000 in the rest this paragraph in 00:06:35.000 --> 00:06:36.000 this quote here in that the 00:06:36.000 --> 00:06:39.000 editors welcome to our novel 00:06:39.000 --> 00:06:40.000 that you can read and I have 00:06:40.000 --> 00:06:41.000 the the reference for if you 00:06:41.000 --> 00:06:44.000 want to get back into that but 00:06:44.000 --> 00:06:45.000 that's kind of how we've been 00:06:45.000 --> 00:06:46.000 working right I know when I 00:06:46.000 --> 00:06:49.000 see it I can say is that I've 00:06:49.000 --> 00:06:53.000 been living this right so that 00:06:53.000 --> 00:06:55.000 twenty year up there so I think 00:06:55.000 --> 00:06:57.000 this is where we're at now with 00:06:57.000 --> 00:06:58.000 all of those kind of benchmarks 00:06:58.000 --> 00:06:60.000 kinda put into some kind of 00:07:00.000 --> 00:07:02.000 perspective I think number one 00:07:02.000 --> 00:07:03.000 we're trying to meet students 00:07:03.000 --> 00:07:05.000 where they are and take them 00:07:05.000 --> 00:07:09.000 somewhere new so K-12 but we then 00:07:09.000 --> 00:07:11.000 bring them to some other place 00:07:11.000 --> 00:07:12.000 I don't know exactly what that 00:07:12.000 --> 00:07:14.000 means I think that's something 00:07:14.000 --> 00:07:15.000 that the individuals in this 00:07:15.000 --> 00:07:16.000 room and those that are not 00:07:16.000 --> 00:07:17.000 here today but we'll talk 00:07:17.000 --> 00:07:18.000 to you about whatever we're 00:07:18.000 --> 00:07:19.000 talking about those are the 00:07:19.000 --> 00:07:20.000 things that we can kind of 00:07:20.000 --> 00:07:22.000 think about when we try to -- 00:07:22.000 --> 00:07:24.000 grow say a FYS for Q 00:07:24.000 --> 00:07:25.000 or just even think about 00:07:25.000 --> 00:07:26.000 quantitative literacy in 00:07:26.000 --> 00:07:29.000 general on campus encourage a 00:07:29.000 --> 00:07:31.000 habit of mind this is something 00:07:31.000 --> 00:07:33.000 I use all the time and math 110 00:07:33.000 --> 00:07:34.000 I'll talk more about math 00:07:36.000 --> 00:07:37.000 have it in mind right what is 00:07:37.000 --> 00:07:39.000 your process I don't want your 00:07:39.000 --> 00:07:40.000 manipulations I don't want an 00:07:40.000 --> 00:07:42.000 explosion of mathematics I want to 00:07:42.000 --> 00:07:43.000 know what you're doing why 00:07:43.000 --> 00:07:44.000 are you doing it what's your 00:07:44.000 --> 00:07:46.000 evidence for this what's your 00:07:46.000 --> 00:07:49.000 process and then I'm a big fan 00:07:49.000 --> 00:07:52.000 of authentic context that's my 00:07:52.000 --> 00:07:54.000 kind of world I love applied 00:07:54.000 --> 00:07:56.000 math that's where I I wouldn't 00:07:56.000 --> 00:07:57.000 be here today without that 00:07:57.000 --> 00:07:59.000 kind of application driving 00:07:59.000 --> 00:07:62.000 me so I see that in some of my 00:08:02.000 --> 00:08:04.000 students others are perfectly 00:08:04.000 --> 00:08:06.000 happy to take on the powers of 00:08:06.000 --> 00:08:07.000 abstraction and and have X 00:08:07.000 --> 00:08:09.000 battle with Y and do all sorts of 00:08:09.000 --> 00:08:10.000 manipulations but those I 00:08:10.000 --> 00:08:12.000 find struggle with those 00:08:12.000 --> 00:08:13.000 sometimes are benefiting 00:08:13.000 --> 00:08:14.000 from the -- contacts and you 00:08:14.000 --> 00:08:16.000 can see that also in in some 00:08:16.000 --> 00:08:17.000 things we'll talk about a 00:08:17.000 --> 00:08:20.000 minute so connect two skills 00:08:20.000 --> 00:08:22.000 shared across disciplines the 00:08:22.000 --> 00:08:24.000 scientific method is enhanced 00:08:24.000 --> 00:08:25.000 and supported by quantitative 00:08:25.000 --> 00:08:27.000 literacy we do science the 00:08:27.000 --> 00:08:28.000 scientists at NSM 00:08:28.000 --> 00:08:29.000 and may not say this out loud 00:08:29.000 --> 00:08:31.000 some days but in some of our 00:08:31.000 --> 00:08:32.000 math classes and data sciences 00:08:32.000 --> 00:08:34.000 we do live the scientific 00:08:34.000 --> 00:08:36.000 method our labs is not as cool 00:08:36.000 --> 00:08:38.000 right we have to look up stuff 00:08:38.000 --> 00:08:39.000 we have dig to find I don't 00:08:39.000 --> 00:08:42.000 use it but the the scientific 00:08:42.000 --> 00:08:44.000 method critical thinking making 00:08:44.000 --> 00:08:46.000 an argument supporting it with 00:08:46.000 --> 00:08:48.000 evidence these are all aspects 00:08:48.000 --> 00:08:50.000 of -- quanatative literacy and 00:08:50.000 --> 00:08:51.000 then last but not least we're 00:08:51.000 --> 00:08:53.000 self reflective and dynamic 00:08:53.000 --> 00:08:55.000 we assess we respond to 00:08:55.000 --> 00:08:57.000 change I think this is the 00:08:57.000 --> 00:08:60.000 modern version of what we have 00:09:00.000 --> 00:09:02.000 so at least that's what I would 00:09:02.000 --> 00:09:04.000 argue are positives right now 00:09:04.000 --> 00:09:06.000 as it a good let's discuss this 00:09:06.000 --> 00:09:08.000 possibly so before we do that 00:09:08.000 --> 00:09:10.000 though as I hope to get your 00:09:10.000 --> 00:09:11.000 input and talk to you about 00:09:11.000 --> 00:09:13.000 things I want to say something 00:09:13.000 --> 00:09:15.000 about what it is not and these 00:09:15.000 --> 00:09:17.000 are my inflammatory slides so 00:09:17.000 --> 00:09:18.000 quantitative literacy is not 00:09:18.000 --> 00:09:21.000 the same as statistics right 00:09:21.000 --> 00:09:23.000 we're not saying that math 243 or something 00:09:23.000 --> 00:09:25.000 like that is quantitative literacy 00:09:25.000 --> 00:09:27.000 it is not all of it it's not 00:09:27.000 --> 00:09:28.000 mathematics and it's certainly 00:09:28.000 --> 00:09:30.000 not a watered down mathematics 00:09:30.000 --> 00:09:31.000 which is that I thing you'll 00:09:31.000 --> 00:09:32.000 hear commonly across the 00:09:32.000 --> 00:09:33.000 nation if you dare to use the 00:09:33.000 --> 00:09:35.000 internet to search for things 00:09:35.000 --> 00:09:39.000 the reason for each of those 00:09:39.000 --> 00:09:41.000 statistics as per primarily 00:09:41.000 --> 00:09:43.000 about uncertainty we're always 00:09:43.000 --> 00:09:44.000 trying to quantify things but 00:09:44.000 --> 00:09:45.000 then we're really trying to do 00:09:45.000 --> 00:09:47.000 inferences are we're trying to talk 00:09:47.000 --> 00:09:48.000 about how much variability 00:09:48.000 --> 00:09:49.000 there we kind of have an you 00:09:49.000 --> 00:09:51.000 know that discipline of statistics 00:09:51.000 --> 00:09:53.000 doesn't have just quantitative 00:09:53.000 --> 00:09:54.000 literacy in mind right it's 00:09:54.000 --> 00:09:55.000 not the entire component you 00:09:55.000 --> 00:09:58.000 can pick up the undergraduate 00:09:58.000 --> 00:09:60.000 math majors like the 300 level upper division 00:10:00.000 --> 00:10:02.000 level statistics class that 00:10:02.000 --> 00:10:03.000 textbook and even looking 00:10:03.000 --> 00:10:05.000 at and has very little like 00:10:05.000 --> 00:10:07.000 literacy it's all about the -- 00:10:07.000 --> 00:10:08.000 formulaic and the mathematical 00:10:08.000 --> 00:10:10.000 side which is super important 00:10:10.000 --> 00:10:11.000 if you're gonna go on in that 00:10:11.000 --> 00:10:15.000 but if you have a math 366 student trying to 00:10:15.000 --> 00:10:16.000 talk to a math 243 00:10:16.000 --> 00:10:17.000 student sometimes they don't 00:10:17.000 --> 00:10:19.000 have the same vocabulary and 00:10:19.000 --> 00:10:21.000 that's really interesting so 00:10:21.000 --> 00:10:22.000 uncertainty is the focus and 00:10:22.000 --> 00:10:25.000 most of statistics mathematics 00:10:25.000 --> 00:10:28.000 for the larger part is about 00:10:28.000 --> 00:10:29.000 this abstract structure world 00:10:29.000 --> 00:10:31.000 right where sometimes the 00:10:31.000 --> 00:10:32.000 applications are at the end of 00:10:32.000 --> 00:10:33.000 the book right you did 20 00:10:33.000 --> 00:10:34.000 of these and then you get an 00:10:34.000 --> 00:10:35.000 application or something like 00:10:35.000 --> 00:10:38.000 that but quantitative literacy 00:10:38.000 --> 00:10:40.000 literacy is not the same and 00:10:40.000 --> 00:10:41.000 what's more interesting this is 00:10:41.000 --> 00:10:44.000 really interesting AP students 00:10:44.000 --> 00:10:46.000 that are studying calculus 00:10:46.000 --> 00:10:48.000 versus studying the data based 00:10:48.000 --> 00:10:50.000 statistical reasoning there's 00:10:50.000 --> 00:10:52.000 some differences there if you 00:10:52.000 --> 00:10:54.000 can move the symbols around 00:10:54.000 --> 00:10:55.000 you don't necessarily have the 00:10:55.000 --> 00:10:56.000 skills to make a quantitative 00:10:56.000 --> 00:10:57.000 argument if you can make a 00:10:57.000 --> 00:10:59.000 quantitative argument you don't 00:10:59.000 --> 00:10:60.000 necessarily have the skills 00:11:00.000 --> 00:11:01.000 to move the symbols around so 00:11:01.000 --> 00:11:03.000 there's a difference there so 00:11:03.000 --> 00:11:06.000 watering down is possibly not 00:11:06.000 --> 00:11:09.000 a real thing so what is an 00:11:09.000 --> 00:11:10.000 example of what I would do in 00:11:10.000 --> 00:11:12.000 a class math 110 we've 00:11:12.000 --> 00:11:15.000 part of almost two years now 00:11:15.000 --> 00:11:17.000 this is an article inflammatory 00:11:17.000 --> 00:11:18.000 article possibly like lots 00:11:18.000 --> 00:11:19.000 of people are going to be 00:11:19.000 --> 00:11:20.000 stretched with their comfort 00:11:20.000 --> 00:11:22.000 when trying to read something 00:11:22.000 --> 00:11:23.000 like this that's good we want 00:11:23.000 --> 00:11:26.000 you to critically think I have 00:11:26.000 --> 00:11:28.000 I brought with so I could remember but 00:11:28.000 --> 00:11:29.000 we usually have some kind of 00:11:29.000 --> 00:11:30.000 written assignment goes with it 00:11:30.000 --> 00:11:32.000 wheras some parts vocabulary 00:11:32.000 --> 00:11:34.000 some parts -- let's dig into 00:11:34.000 --> 00:11:36.000 the the actual numbers that are 00:11:36.000 --> 00:11:42.000 showing up here right and this 00:11:42.000 --> 00:11:44.000 is a data driven argument right 00:11:44.000 --> 00:11:46.000 their case is being made in 00:11:46.000 --> 00:11:47.000 here and we basically asked 00:11:47.000 --> 00:11:48.000 them to unpack those and 00:11:48.000 --> 00:11:50.000 unravel those and and do you 00:11:50.000 --> 00:11:51.000 do you see what's being said 00:11:51.000 --> 00:11:53.000 in this we don't say this 00:11:53.000 --> 00:11:54.000 is absolutely correct or 00:11:54.000 --> 00:11:55.000 we say this is incorrect but 00:11:55.000 --> 00:11:57.000 we use this in a in a manner 00:11:57.000 --> 00:11:58.000 to explore can you see the 00:11:58.000 --> 00:11:60.000 storytelling powers can you see 00:12:00.000 --> 00:12:02.000 the scaffolding of an argument 00:12:02.000 --> 00:12:03.000 can you see these things and can 00:12:03.000 --> 00:12:04.000 you criticize those things 00:12:04.000 --> 00:12:06.000 right are there any abuses 00:12:06.000 --> 00:12:07.000 of numbers in here or are those 00:12:07.000 --> 00:12:08.000 numbers being used in a good 00:12:08.000 --> 00:12:12.000 way so back to the symbols plus 00:12:12.000 --> 00:12:15.000 minus times and divide that's 00:12:15.000 --> 00:12:17.000 the level of mathematics anyway 00:12:17.000 --> 00:12:20.000 but the narrative is certainly 00:12:20.000 --> 00:12:23.000 certainly more sophisticated 00:12:23.000 --> 00:12:24.000 I would argue than you might 00:12:24.000 --> 00:12:27.000 think in a 100 level math class 00:12:27.000 --> 00:12:32.000 so I'll pivot back to that in a minute 00:12:32.000 --> 00:12:33.000 I think you're all familiar with our 00:12:33.000 --> 00:12:35.000 Quantitative Literacy Rubric and you 00:12:35.000 --> 00:12:36.000 can see that here's a bunch of 00:12:36.000 --> 00:12:39.000 stuff about it but I wanted to 00:12:39.000 --> 00:12:40.000 say that's two thousand nine 00:12:40.000 --> 00:12:41.000 so that was a see you in two 00:12:41.000 --> 00:12:43.000 thousand nine so requires a 00:12:43.000 --> 00:12:44.000 current right that's what we 00:12:44.000 --> 00:12:46.000 have now is our thing I mean 00:12:46.000 --> 00:12:47.000 they've updated slightly a 00:12:47.000 --> 00:12:48.000 couple tweaks here and there 00:12:48.000 --> 00:12:49.000 but when they finally settled 00:12:49.000 --> 00:12:50.000 on quantitative literacy this 00:12:50.000 --> 00:12:54.000 is our rubric it was about 2009 and 00:12:54.000 --> 00:12:57.000 those are the categories you all if you 00:12:57.000 --> 00:12:58.000 are teaching will be shooting 00:12:58.000 --> 00:12:61.000 for because I hear that you 00:13:01.000 --> 00:13:02.000 need to hit approximately 00:13:02.000 --> 00:13:04.000 three to five of the features 00:13:04.000 --> 00:13:06.000 in this QL rubric and you 00:13:06.000 --> 00:13:08.000 want to be in the level of 00:13:12.000 --> 00:13:14.000 font is way smaller I thought 00:13:14.000 --> 00:13:15.000 the room was a little bigger 00:13:15.000 --> 00:13:17.000 so -- I can zoom in on that 00:13:17.000 --> 00:13:18.000 if we need but you all have 00:13:18.000 --> 00:13:19.000 this memorized because you're 00:13:19.000 --> 00:13:23.000 preparing for next year so 00:13:23.000 --> 00:13:25.000 when I look at the different 00:13:25.000 --> 00:13:27.000 things that are populating 00:13:27.000 --> 00:13:31.000 this table I see assumptions 00:13:31.000 --> 00:13:33.000 we talk about the housing 00:13:33.000 --> 00:13:35.000 situation in Portland we talk 00:13:35.000 --> 00:13:36.000 about some of the underlying 00:13:36.000 --> 00:13:38.000 be in that article we talk 00:13:38.000 --> 00:13:40.000 about everyone's communicating 00:13:40.000 --> 00:13:41.000 because in math 110 you're 00:13:41.000 --> 00:13:42.000 explaining things there is no 00:13:42.000 --> 00:13:44.000 explosion of math allowed it's 00:13:44.000 --> 00:13:46.000 where is your evidence it must 00:13:46.000 --> 00:13:47.000 come in the form of written 00:13:47.000 --> 00:13:49.000 words and sentences with the 00:13:49.000 --> 00:13:51.000 data that you find in whatever 00:13:51.000 --> 00:13:54.000 context we're working in 00:13:54.000 --> 00:13:56.000 application analysis we can 00:13:56.000 --> 00:13:58.000 look at that argument that was 00:13:58.000 --> 00:13:60.000 presented by someone else and 00:14:00.000 --> 00:14:02.000 say do we feel like the data 00:14:02.000 --> 00:14:03.000 suggests that it supports that 00:14:03.000 --> 00:14:05.000 or does it look like -- maybe 00:14:05.000 --> 00:14:07.000 there's some bad calculations 00:14:07.000 --> 00:14:08.000 are bad interpretations 00:14:08.000 --> 00:14:11.000 or uses of those numbers 00:14:11.000 --> 00:14:12.000 representation may not show 00:14:12.000 --> 00:14:14.000 up as much it depends on the 00:14:14.000 --> 00:14:15.000 instructor and the emphasis do we 00:14:15.000 --> 00:14:16.000 want to bring in a variable 00:14:16.000 --> 00:14:18.000 do we want to bring in an 00:14:18.000 --> 00:14:19.000 equation or a line or graph 00:14:19.000 --> 00:14:20.000 or something like that maybe 00:14:20.000 --> 00:14:25.000 not interpretation certainly 00:14:25.000 --> 00:14:29.000 proportions percentages 00:14:29.000 --> 00:14:31.000 demographics population 00:14:31.000 --> 00:14:33.000 information there's all sorts 00:14:33.000 --> 00:14:35.000 of stuff to grab out there and 00:14:35.000 --> 00:14:37.000 you can imagine it's pretty 00:14:37.000 --> 00:14:38.000 easy then to go back and align 00:14:38.000 --> 00:14:39.000 yourself to something in here 00:14:39.000 --> 00:14:42.000 and you can maybe debate where 00:14:42.000 --> 00:14:43.000 we're at in level what do I want to 00:14:43.000 --> 00:14:45.000 emphasize with this activity 00:14:45.000 --> 00:14:46.000 those are the kind of things 00:14:46.000 --> 00:14:47.000 that we think about when where 00:14:47.000 --> 00:14:49.000 building things such as this 00:14:49.000 --> 00:14:51.000 for something like math 110 00:14:51.000 --> 00:14:54.000 so I'm hoping that now 00:14:54.000 --> 00:14:56.000 we can talk about things that 00:14:56.000 --> 00:14:57.000 you're interested in questions 00:14:57.000 --> 00:14:58.000 you want to talk about do 00:14:58.000 --> 00:14:59.000 you have questions about 00:14:59.000 --> 00:14:61.000 quantitative literacy here do 00:15:01.000 --> 00:15:02.000 you want to look at the rubric 00:15:02.000 --> 00:15:05.000 I just open up the floor and 00:15:05.000 --> 00:15:07.000 see what we can do 00:15:07.000 --> 00:15:10.000 I'm doing this first year seminar on 00:15:10.000 --> 00:15:12.000 environmental issues or concerns 00:15:12.000 --> 00:15:14.000 and checked in it's in the 00:15:14.000 --> 00:15:16.000 quantitative literacy part so 00:15:16.000 --> 00:15:17.000 I'm assuming that what I have 00:15:17.000 --> 00:15:18.000 one of these I want to be able 00:15:18.000 --> 00:15:21.000 to do is read graphs charts 00:15:21.000 --> 00:15:23.000 be able to take data draw 00:15:23.000 --> 00:15:24.000 conclusions from that sort of 00:15:24.000 --> 00:15:27.000 thing -- and and I know a lot 00:15:27.000 --> 00:15:28.000 of the graphs are things like 00:15:28.000 --> 00:15:30.000 parts per million parts per 00:15:30.000 --> 00:15:32.000 billion which should not try 00:15:32.000 --> 00:15:34.000 to work it from the point of 00:15:34.000 --> 00:15:36.000 view this really just a percent 00:15:36.000 --> 00:15:37.000 that they all know how to do 00:15:37.000 --> 00:15:39.000 a percent in order to do the rest 00:15:39.000 --> 00:15:43.000 is that part of what you see 00:15:43.000 --> 00:15:45.000 as quantitative literacy -- 00:15:45.000 --> 00:15:47.000 oh certainly if if you're 00:15:47.000 --> 00:15:48.000 in -- calculating with your percents you 00:15:48.000 --> 00:15:50.000 calculating with your person 00:15:50.000 --> 00:15:51.000 do you do any manipulation 00:15:51.000 --> 00:15:52.000 but those the percent of a 00:15:52.000 --> 00:15:53.000 percent or adding up percent 00:15:53.000 --> 00:15:55.000 or anything like that that's 00:15:55.000 --> 00:15:57.000 calculation is there a line 00:15:57.000 --> 00:15:58.000 maybe summarizing some date 00:15:58.000 --> 00:15:60.000 if there's a best fit line 00:16:00.000 --> 00:16:01.000 that can be students reading 00:16:01.000 --> 00:16:04.000 the graphs yeah exactly what the job is 00:16:04.000 --> 00:16:06.000 job you have yeah so complex 00:16:06.000 --> 00:16:08.000 data visualized in whatever 00:16:08.000 --> 00:16:11.000 manner that getting that data 00:16:11.000 --> 00:16:14.000 extracted and then communicated 00:16:14.000 --> 00:16:15.000 I mean that's you're in 00:16:15.000 --> 00:16:17.000 representation you're taking 00:16:17.000 --> 00:16:18.000 that representation that form 00:16:18.000 --> 00:16:19.000 it's our been represented 00:16:19.000 --> 00:16:20.000 for you you didn't build the 00:16:20.000 --> 00:16:21.000 representation but you're 00:16:21.000 --> 00:16:22.000 extracting that information 00:16:22.000 --> 00:16:24.000 and possibly calculating 00:16:24.000 --> 00:16:25.000 communicating what's going 00:16:25.000 --> 00:16:27.000 on with that I thought I saw 00:16:27.000 --> 00:16:29.000 you at the mention of the 00:16:29.000 --> 00:16:30.000 scientific method which is what 00:16:30.000 --> 00:16:32.000 I actually plan to start off 00:16:32.000 --> 00:16:34.000 with because it it certainly 00:16:34.000 --> 00:16:36.000 bothers me in today's world 00:16:36.000 --> 00:16:39.000 that we're basing political 00:16:39.000 --> 00:16:42.000 policy and stuff on not proper 00:16:42.000 --> 00:16:44.000 scientific methods accepted 00:16:44.000 --> 00:16:46.000 scientific facts are called 00:16:46.000 --> 00:16:49.000 into question now sure yeah 00:16:49.000 --> 00:16:52.000 be basing policy so I I don't I 00:16:52.000 --> 00:16:54.000 don't either I'm I'm struggling 00:16:54.000 --> 00:16:56.000 with how to draw the students back 00:16:56.000 --> 00:16:58.000 to what is the basis scientific 00:16:58.000 --> 00:16:61.000 method what is fact what's the 00:17:01.000 --> 00:17:03.000 difference between the deductive 00:17:03.000 --> 00:17:04.000 and inductive research and how 00:17:04.000 --> 00:17:06.000 do you like this so that's why 00:17:06.000 --> 00:17:08.000 I want to start out after you 00:17:08.000 --> 00:17:09.000 I'm interested in your comments 00:17:09.000 --> 00:17:10.000 no and that I do this all the 00:17:10.000 --> 00:17:13.000 time I say everyone of you this 00:17:13.000 --> 00:17:14.000 gravity at work what's going 00:17:14.000 --> 00:17:17.000 to happen I'm gonna drop this 00:17:17.000 --> 00:17:18.000 we have no mathematical proof 00:17:18.000 --> 00:17:21.000 of that but you all believe 00:17:21.000 --> 00:17:22.000 I'm not gonna fly off the 00:17:22.000 --> 00:17:23.000 face of the earth as I go over 00:17:23.000 --> 00:17:24.000 to get coffee from The Press or 00:17:24.000 --> 00:17:26.000 something like that I don't 00:17:26.000 --> 00:17:27.000 fear that I fear getting hit 00:17:27.000 --> 00:17:29.000 by students on bikes -- cars 00:17:29.000 --> 00:17:30.000 other things but I never fear 00:17:30.000 --> 00:17:32.000 gravity stopping but we don't 00:17:32.000 --> 00:17:33.000 have a mathematical proof 00:17:33.000 --> 00:17:34.000 we don't have we just have 00:17:34.000 --> 00:17:36.000 a preponderance of evidence 00:17:36.000 --> 00:17:37.000 well I try to bring it back 00:17:37.000 --> 00:17:39.000 to global warming for example 00:17:39.000 --> 00:17:41.000 we have a lot of data that talks 00:17:41.000 --> 00:17:42.000 about the earth warming of 00:17:42.000 --> 00:17:45.000 the globe is this it's fact we 00:17:45.000 --> 00:17:47.000 have all the data is it leading 00:17:47.000 --> 00:17:48.000 to climate change that's our 00:17:48.000 --> 00:17:51.000 hypothesis we don't we can't 00:17:51.000 --> 00:17:53.000 we offer a lot of scientists 00:17:53.000 --> 00:17:55.000 believe it's happened sure but 00:17:55.000 --> 00:17:57.000 you can't you can't prove that 00:17:57.000 --> 00:17:58.000 we don't have a mechanism we 00:17:58.000 --> 00:17:62.000 don't have X=MX+C or X is you know yeah 00:18:02.000 --> 00:18:03.000 fortunately by the time we get 00:18:03.000 --> 00:18:05.000 all right data it may too late 00:18:05.000 --> 00:18:08.000 sure so right path that's right 00:18:08.000 --> 00:18:09.000 all of the all of these things 00:18:09.000 --> 00:18:10.000 sound like they're in there 00:18:10.000 --> 00:18:12.000 what I would say is if you're 00:18:12.000 --> 00:18:13.000 being asked to hit three or 00:18:13.000 --> 00:18:15.000 five things pick the ones that 00:18:15.000 --> 00:18:17.000 are the most aligned and try 00:18:17.000 --> 00:18:18.000 and focus on those because 00:18:18.000 --> 00:18:20.000 you really want to emphasize 00:18:20.000 --> 00:18:22.000 something so if you were say 00:18:22.000 --> 00:18:23.000 let's just -- geographically 00:18:23.000 --> 00:18:25.000 picking things here because 00:18:25.000 --> 00:18:26.000 there is a point at but if 00:18:26.000 --> 00:18:28.000 these three were your then 00:18:28.000 --> 00:18:29.000 if you're working with someone 00:18:29.000 --> 00:18:30.000 else is doing another maybe 00:18:30.000 --> 00:18:32.000 you want to say hey can we find 00:18:32.000 --> 00:18:33.000 some other way to emphasize 00:18:33.000 --> 00:18:34.000 those things because we're 00:18:34.000 --> 00:18:35.000 thinking holistically when 00:18:35.000 --> 00:18:36.000 we think about quantitive literacy 00:18:36.000 --> 00:18:38.000 we're thinking about this narrative starting 00:18:38.000 --> 00:18:41.000 when you are FYS first year 00:18:41.000 --> 00:18:42.000 right and that should continue 00:18:42.000 --> 00:18:43.000 throughout your studies so 00:18:43.000 --> 00:18:45.000 by the time you leave here 00:18:45.000 --> 00:18:46.000 your what all of that stuff 00:18:46.000 --> 00:18:50.000 said a literate citizen ready 00:18:50.000 --> 00:18:51.000 for your participation in 00:18:51.000 --> 00:18:53.000 the world outside of WOU 00:18:53.000 --> 00:18:55.000 very good all right thank you 00:18:55.000 --> 00:18:56.000 that's very helpful you're 00:18:56.000 --> 00:18:58.000 asking if math 110 or that 00:18:58.000 --> 00:18:59.000 structure already exists how 00:18:59.000 --> 00:18:60.000 is it different from what 00:19:00.000 --> 00:19:01.000 you're trying to craft out 00:19:01.000 --> 00:19:04.000 of a primordial ooze to kinda 00:19:04.000 --> 00:19:05.000 facilitate possibly the same 00:19:05.000 --> 00:19:07.000 thing and I would say that math 110 00:19:07.000 --> 00:19:09.000 currently it's a math class 00:19:09.000 --> 00:19:11.000 right it's got an agenda 00:19:11.000 --> 00:19:12.000 that's a little different than 00:19:12.000 --> 00:19:13.000 maybe a first year -- seminar 00:19:13.000 --> 00:19:15.000 and it's not just quantitative 00:19:15.000 --> 00:19:16.000 literacy the idea that a math 00:19:16.000 --> 00:19:18.000 class automatically lights 00:19:18.000 --> 00:19:19.000 up the box for quantitative 00:19:19.000 --> 00:19:21.000 literacy I think is something 00:19:21.000 --> 00:19:23.000 that is not supported by 00:19:23.000 --> 00:19:24.000 where we're at now with what 00:19:24.000 --> 00:19:25.000 we understand quantitative 00:19:25.000 --> 00:19:27.000 literacy to be some math 00:19:27.000 --> 00:19:29.000 classes certainly all math 00:19:29.000 --> 00:19:30.000 classes I don't know that's an 00:19:30.000 --> 00:19:32.000 argument that I want to explore 00:19:32.000 --> 00:19:35.000 a little bit but certainly 00:19:35.000 --> 00:19:37.000 your perspective and seeing 00:19:37.000 --> 00:19:38.000 that it's interdisciplinary 00:19:38.000 --> 00:19:40.000 you and I don't work in the same 00:19:40.000 --> 00:19:41.000 department you and I come from 00:19:41.000 --> 00:19:42.000 different perspectives will 00:19:42.000 --> 00:19:43.000 have different treatment of the 00:19:43.000 --> 00:19:45.000 subject that's going to inform 00:19:45.000 --> 00:19:46.000 the students in a way that I 00:19:46.000 --> 00:19:48.000 can't do my myself and possibly 00:19:48.000 --> 00:19:50.000 you can't go by yourself so 00:19:50.000 --> 00:19:51.000 I would welcome anything that 00:19:51.000 --> 00:19:53.000 you're doing and say that's 00:19:53.000 --> 00:19:54.000 a compliment in our whole 00:19:54.000 --> 00:19:56.000 to scaffold that process 00:19:56.000 --> 00:19:57.000 throughout the years that 00:19:57.000 --> 00:19:59.000 you're here right FYS that's 00:19:59.000 --> 00:19:60.000 your first we meet them walking 00:20:00.000 --> 00:20:03.000 in the door no pre-req right hi 00:20:03.000 --> 00:20:06.000 I'm here math 110 and also has 00:20:06.000 --> 00:20:08.000 no pre-req beginning next year 00:20:08.000 --> 00:20:09.000 but that's that that's a side 00:20:09.000 --> 00:20:10.000 point because that's kind of 00:20:10.000 --> 00:20:11.000 a data driven experiment we're 00:20:11.000 --> 00:20:12.000 looking into this and seeing 00:20:12.000 --> 00:20:15.000 about requisites in kind of a 00:20:15.000 --> 00:20:16.000 larger story that's going on so 00:20:16.000 --> 00:20:18.000 but assuming that it had the math 00:20:19.000 --> 00:20:21.000 now you are meeting them where 00:20:21.000 --> 00:20:23.000 I don't have them yet possibly 00:20:23.000 --> 00:20:25.000 and then maybe we're talking 00:20:25.000 --> 00:20:27.000 again maybe they take math 110 00:20:27.000 --> 00:20:28.000 at their junior year 00:20:28.000 --> 00:20:29.000 although they should take the 00:20:29.000 --> 00:20:31.000 math classes early because it's 00:20:31.000 --> 00:20:33.000 always a bottleneck but you hit 00:20:33.000 --> 00:20:34.000 them the first year I follow up 00:20:34.000 --> 00:20:35.000 in the third year and they see 00:20:35.000 --> 00:20:37.000 two different treatments across 00:20:37.000 --> 00:20:38.000 the space time continuum and 00:20:38.000 --> 00:20:40.000 they say well that's in these 00:20:42.000 --> 00:20:44.000 same things but you said these 00:20:44.000 --> 00:20:45.000 three things you said three 00:20:45.000 --> 00:20:46.000 different things in there was 00:20:46.000 --> 00:20:47.000 a little bit of shared overlap 00:20:47.000 --> 00:20:48.000 now we've enhanced that whole 00:20:48.000 --> 00:20:50.000 experience so I think that's 00:20:50.000 --> 00:20:53.000 the ideal of what we want 00:20:53.000 --> 00:20:55.000 out of quantative literacy but 00:20:55.000 --> 00:20:58.000 we need a resources like a 00:20:58.000 --> 00:20:60.000 collection of things that maybe 00:21:00.000 --> 00:21:01.000 you can go to without worrying 00:21:01.000 --> 00:21:03.000 about it being math 110 00:21:03.000 --> 00:21:04.000 or whatever just say these are 00:21:04.000 --> 00:21:06.000 things that people on campus 00:21:06.000 --> 00:21:07.000 have decided or are helping 00:21:07.000 --> 00:21:08.000 them support quantitive literacy 00:21:08.000 --> 00:21:10.000 on campus so let's collect 00:21:10.000 --> 00:21:13.000 those I mined a bunch of those 00:21:13.000 --> 00:21:15.000 but I mean I was preparing 00:21:15.000 --> 00:21:17.000 for talks so I had a reason 00:21:17.000 --> 00:21:19.000 where I don't know if when 00:21:19.000 --> 00:21:20.000 you're preparing a class you 00:21:20.000 --> 00:21:22.000 have that holistic I need all 00:21:22.000 --> 00:21:23.000 of this because it's it's a 00:21:23.000 --> 00:21:25.000 fair bit of work and I envy all 00:21:25.000 --> 00:21:27.000 you in a way because I wanted 00:21:27.000 --> 00:21:29.000 to teach a FYS class and I just 00:21:29.000 --> 00:21:30.000 have too many other things 00:21:30.000 --> 00:21:31.000 going on at the moment but 00:21:31.000 --> 00:21:33.000 it's an exciting thing right 00:21:33.000 --> 00:21:34.000 but it's also a lot of work to 00:21:34.000 --> 00:21:36.000 put together a class so we we 00:21:36.000 --> 00:21:39.000 do have a website where I we are 00:21:39.000 --> 00:21:41.000 trying to collect resources 00:21:41.000 --> 00:21:43.000 I removed this 00:21:43.000 --> 00:21:45.000 exact line from and I did 00:21:45.000 --> 00:21:46.000 not cite my source so I did 00:21:46.000 --> 00:21:49.000 plagiarize this one so -- this 00:21:49.000 --> 00:21:50.000 was directly from the moodle 00:21:50.000 --> 00:21:51.000 site right here this the rest 00:21:51.000 --> 00:21:55.000 of it has been fairly well 00:21:55.000 --> 00:21:56.000 documented and cited and and 00:21:56.000 --> 00:21:57.000 but I'm something like this 00:21:57.000 --> 00:21:59.000 where we continue to grow and 00:21:59.000 --> 00:21:60.000 have resources for you I think 00:22:00.000 --> 00:22:01.000 that would be helpful I'm happy 00:22:01.000 --> 00:22:03.000 to share things as well and 00:22:03.000 --> 00:22:04.000 I can actually see this maybe 00:22:04.000 --> 00:22:06.000 becoming something where like 00:22:06.000 --> 00:22:07.000 minded folks who want to sit 00:22:07.000 --> 00:22:08.000 down and do something like this 00:22:08.000 --> 00:22:10.000 say let's meet and talk about 00:22:10.000 --> 00:22:11.000 this I don't think I could 00:22:11.000 --> 00:22:13.000 give you a fair understanding 00:22:13.000 --> 00:22:15.000 of what I do in math 110 00:22:15.000 --> 00:22:16.000 because it's not this thing 00:22:16.000 --> 00:22:18.000 yet it's kind of me and some 00:22:18.000 --> 00:22:20.000 curriculum and a couple other 00:22:20.000 --> 00:22:21.000 instructors who've been doing 00:22:21.000 --> 00:22:24.000 this and I don't know how to 00:22:24.000 --> 00:22:25.000 really just describe it as much 00:22:25.000 --> 00:22:28.000 as you know give you exposure 00:22:28.000 --> 00:22:29.000 as much stuff as we can and 00:22:29.000 --> 00:22:31.000 have follow up questions -- 00:22:31.000 --> 00:22:34.000 do we have any hints or suggestions or tools 00:22:34.000 --> 00:22:36.000 for us to in some non-threatening 00:22:36.000 --> 00:22:38.000 gentle way actually says where 00:22:38.000 --> 00:22:40.000 students are in their skills 00:22:40.000 --> 00:22:42.000 so that we can name better 00:22:42.000 --> 00:22:44.000 what skills specifically I 00:22:44.000 --> 00:22:47.000 mean that's well also so you're 00:22:47.000 --> 00:22:48.000 suggesting maybe it's so I'm 00:22:48.000 --> 00:22:49.000 thinking table reading skills 00:22:51.000 --> 00:22:52.000 tables in my class and then 00:22:52.000 --> 00:22:54.000 doing things with that data 00:22:54.000 --> 00:22:56.000 so you're gonna find I think 00:22:56.000 --> 00:22:57.000 both of you will find that the 00:22:57.000 --> 00:22:59.000 tables and the visualisations 00:22:59.000 --> 00:22:60.000 that you're using maybe they've 00:23:00.000 --> 00:23:01.000 never seen before potentially 00:23:01.000 --> 00:23:02.000 so you you should assume 00:23:02.000 --> 00:23:04.000 nothing and -- assessing that 00:23:04.000 --> 00:23:06.000 I don't know I mean our Alex 00:23:06.000 --> 00:23:08.000 some sort of pre-assessment 00:23:08.000 --> 00:23:09.000 just to get a sense of where 00:23:09.000 --> 00:23:11.000 students are I mean I could see 00:23:13.000 --> 00:23:15.000 starts or well that first day of class 00:23:15.000 --> 00:23:17.000 sure so first day of class I mean I think 00:23:17.000 --> 00:23:19.000 you're gonna use quite often 00:23:19.000 --> 00:23:21.000 in its most innocent form and 00:23:21.000 --> 00:23:23.000 do exactly that here's a little 00:23:23.000 --> 00:23:24.000 pop quiz pre-assessment type 00:23:24.000 --> 00:23:26.000 thing I have some questions 00:23:26.000 --> 00:23:27.000 about this that are very 00:23:27.000 --> 00:23:28.000 straightforward and just to get 00:23:28.000 --> 00:23:30.000 a baseline I mean that that's 00:23:30.000 --> 00:23:33.000 a way but the -- I'm sure Cheryl 00:23:33.000 --> 00:23:35.000 has some great ideas because 00:23:38.000 --> 00:23:39.000 me it's been years since I've 00:23:39.000 --> 00:23:41.000 been officially a math-ed type 00:23:41.000 --> 00:23:46.000 person but -- yeah by because 00:23:46.000 --> 00:23:47.000 I don't think you're gonna get 00:23:47.000 --> 00:23:49.000 that well I don't think you're 00:23:49.000 --> 00:23:50.000 gonna get that from something 00:23:50.000 --> 00:23:51.000 like the Alex Placement Exam 00:23:51.000 --> 00:23:53.000 where we looking at your your -- 00:23:53.000 --> 00:23:55.000 purely your mathematical skills 00:23:55.000 --> 00:23:56.000 because there's no quantitative 00:23:56.000 --> 00:23:57.000 factor or quantitative literacy 00:23:57.000 --> 00:23:59.000 factor for that it's all about 00:23:59.000 --> 00:23:61.000 that specific like what 00:24:01.000 --> 00:24:03.000 are your math skills so 00:24:03.000 --> 00:24:05.000 I'd also love to like get a sense of how 00:24:05.000 --> 00:24:08.000 they feel about their skills 00:24:08.000 --> 00:24:10.000 and things we can do to build 00:24:10.000 --> 00:24:12.000 confidence that what we do 00:24:12.000 --> 00:24:14.000 like I don't want them 00:24:14.000 --> 00:24:15.000 to be scared by this I want 00:24:15.000 --> 00:24:18.000 them to just -- see this is 00:24:18.000 --> 00:24:21.000 an opportunity to develop the 00:24:21.000 --> 00:24:24.000 skills part of what I do in 00:24:24.000 --> 00:24:25.000 math 110 a lot of it 00:24:25.000 --> 00:24:27.000 when you get your feedback 00:24:27.000 --> 00:24:29.000 I say weekly your narrative 00:24:29.000 --> 00:24:30.000 should be growing you should 00:24:30.000 --> 00:24:31.000 becoming a better storyteller 00:24:31.000 --> 00:24:33.000 I say this in math 243 too or math 366 00:24:33.000 --> 00:24:35.000 and I also say it in math 00:24:35.000 --> 00:24:37.000 major classes but -- I get 00:24:37.000 --> 00:24:38.000 mixed results there but I I 00:24:38.000 --> 00:24:40.000 see that when you see the story 00:24:40.000 --> 00:24:41.000 telling capabilities like when 00:24:41.000 --> 00:24:42.000 you walked into this class you knew 00:24:42.000 --> 00:24:44.000 nothing and someone possibly 00:24:44.000 --> 00:24:45.000 give you a graph and said hey let's 00:24:45.000 --> 00:24:46.000 do something right now welcome 00:24:46.000 --> 00:24:47.000 we're not even going to introduce 00:24:47.000 --> 00:24:49.000 ourselves just do something 00:24:49.000 --> 00:24:52.000 that can be terrifying and 00:24:52.000 --> 00:24:53.000 you get maybe not the best 00:24:53.000 --> 00:24:54.000 information but every week 00:24:54.000 --> 00:24:56.000 they get a kinda where you and 00:24:56.000 --> 00:24:57.000 your narrative kind of thing 00:24:57.000 --> 00:24:58.000 it's not a formal thing where 00:24:58.000 --> 00:24:60.000 I have a form but that that's the 00:25:00.000 --> 00:25:01.000 feedback as a written in class 00:25:01.000 --> 00:25:02.000 assignment or out of class but 00:25:02.000 --> 00:25:04.000 there's always a written where 00:25:04.000 --> 00:25:06.000 your actually doing something 00:25:06.000 --> 00:25:08.000 with the words and possibly 00:25:08.000 --> 00:25:11.000 numbers so that gives that kind 00:25:11.000 --> 00:25:14.000 of feedback to say hey you're 00:25:14.000 --> 00:25:16.000 growing and hopefully then inspires 00:25:16.000 --> 00:25:17.000 a little bit of confidence and 00:25:17.000 --> 00:25:19.000 possibly also a little bit of 00:25:19.000 --> 00:25:20.000 those in you have been more of 00:25:20.000 --> 00:25:22.000 an authentic content context 00:25:22.000 --> 00:25:25.000 to say ah I see what I need to 00:25:25.000 --> 00:25:26.000 work on possibly I see where 00:25:26.000 --> 00:25:27.000 a deficit maybe or I see what 00:25:27.000 --> 00:25:28.000 I'm doing well -- what was 00:25:28.000 --> 00:25:30.000 already done well in and when 00:25:30.000 --> 00:25:33.000 I'm working with but yeah I was 00:25:33.000 --> 00:25:34.000 gonna say just a conversation 00:25:34.000 --> 00:25:35.000 made me think there's actually 00:25:35.000 --> 00:25:37.000 a connection here between the 00:25:37.000 --> 00:25:40.000 first presentation right like 00:25:40.000 --> 00:25:42.000 you could start students out 00:25:42.000 --> 00:25:46.000 with inventory type prompt for 00:25:46.000 --> 00:25:47.000 once you get going in 00:25:47.000 --> 00:25:49.000 class a recall type prompt where 00:25:49.000 --> 00:25:52.000 they're writing about stuff not 00:25:52.000 --> 00:25:54.000 so much working with numbers 00:25:54.000 --> 00:25:55.000 directly but like giving 00:25:55.000 --> 00:25:57.000 someone a table and say okay 00:25:57.000 --> 00:25:59.000 what we see what you see here 00:25:59.000 --> 00:25:61.000 what do you what do you know 00:26:01.000 --> 00:26:03.000 that will help you interpret 00:26:03.000 --> 00:26:05.000 what you're looking at and you 00:26:05.000 --> 00:26:06.000 know give that kind of explicit 00:26:06.000 --> 00:26:07.000 permission that Katherine was 00:26:07.000 --> 00:26:09.000 talking about his service say 00:26:09.000 --> 00:26:11.000 I don't know you know if they 00:26:11.000 --> 00:26:12.000 if they don't know and then 00:26:12.000 --> 00:26:13.000 that like all of your students 00:26:13.000 --> 00:26:16.000 tell you I don't know and that's 00:26:16.000 --> 00:26:17.000 useful information that 00:26:17.000 --> 00:26:19.000 you can then take but it's like 00:26:19.000 --> 00:26:20.000 most of your students come up 00:26:20.000 --> 00:26:22.000 with a couple of things that 00:26:22.000 --> 00:26:23.000 they can make sense out of 00:26:23.000 --> 00:26:24.000 what they're looking at that 00:26:24.000 --> 00:26:26.000 that helps you go in a different 00:26:26.000 --> 00:26:28.000 direction so it seems like the 00:26:28.000 --> 00:26:31.000 idea of using kind of an I beam 00:26:31.000 --> 00:26:33.000 to work with the quantitative 00:26:33.000 --> 00:26:35.000 could be a good strategy 00:26:35.000 --> 00:26:36.000 writing to learn is quantitative what 00:26:36.000 --> 00:26:37.000 I'm hearing though is that there's 00:26:37.000 --> 00:26:39.000 not a magic bullet so don't 00:26:39.000 --> 00:26:40.000 tell me where they are 00:26:40.000 --> 00:26:44.000 there's bullets okay that's fine for some 00:26:44.000 --> 00:26:46.000 measurable that's because I do 00:26:46.000 --> 00:26:48.000 do see like Katherine's model 00:26:48.000 --> 00:26:50.000 could be used with little pieces 00:26:50.000 --> 00:26:53.000 of data -- in a really nice way 00:26:53.000 --> 00:26:55.000 that's a dangerous question so 00:26:55.000 --> 00:26:57.000 I get my information usually 00:26:57.000 --> 00:26:58.000 from professors professor 00:26:58.000 --> 00:26:60.000 chat or prof-chat in the fall 00:27:00.000 --> 00:27:02.000 because I don't have math 110 00:27:02.000 --> 00:27:03.000 right now it's not 00:27:03.000 --> 00:27:05.000 populated by welcome to math 00:27:05.000 --> 00:27:06.000 like welcome college let's 00:27:06.000 --> 00:27:08.000 take a math class and and light 00:27:08.000 --> 00:27:09.000 up the box and complete that 00:27:09.000 --> 00:27:11.000 degree requirement they are the -- 00:27:11.000 --> 00:27:12.000 no I've been here so long that 00:27:12.000 --> 00:27:14.000 I need to get this bottleneck 00:27:14.000 --> 00:27:15.000 removed and I need the I'm 00:27:15.000 --> 00:27:16.000 graduating two years ago let's 00:27:16.000 --> 00:27:18.000 go let's get it done and and so 00:27:18.000 --> 00:27:19.000 I have maybe the older version 00:27:19.000 --> 00:27:21.000 of students and then right 00:27:21.000 --> 00:27:22.000 now I'm teaching other classes 00:27:22.000 --> 00:27:24.000 are like upper division math 00:27:24.000 --> 00:27:25.000 classes so I'm literally in the 00:27:25.000 --> 00:27:28.000 land of older students and but 00:27:28.000 --> 00:27:29.000 that's why I try to participate 00:27:29.000 --> 00:27:30.000 in something like that because 00:27:30.000 --> 00:27:31.000 I love to go there and say 00:27:31.000 --> 00:27:32.000 so what are you scared of what are 00:27:32.000 --> 00:27:33.000 you thinking about what's the 00:27:33.000 --> 00:27:35.000 new thing that's cool or just 00:27:35.000 --> 00:27:36.000 what's math or whatever because 00:27:36.000 --> 00:27:38.000 there's always hi I'm department 00:27:38.000 --> 00:27:39.000 head of math or whatever and I 00:27:39.000 --> 00:27:40.000 know a lot about math advising 00:27:40.000 --> 00:27:42.000 and half the time is should I take 00:27:42.000 --> 00:27:44.000 this question exactly as what 00:27:44.000 --> 00:27:45.000 should I do I'm terrified of 00:27:45.000 --> 00:27:46.000 having taken I didn't take 00:27:46.000 --> 00:27:47.000 math class my senior year I 00:27:47.000 --> 00:27:48.000 don't know what to do you know 00:27:48.000 --> 00:27:50.000 it's just there's a lot of 00:27:50.000 --> 00:27:52.000 anxiety so I think that that 00:27:52.000 --> 00:27:55.000 you know being just ready for 00:27:55.000 --> 00:27:57.000 anything as much as that's not 00:27:57.000 --> 00:27:58.000 a great recommendation but I 00:27:58.000 --> 00:27:60.000 mean really thinking about you 00:28:00.000 --> 00:28:01.000 know where they're coming from 00:28:01.000 --> 00:28:04.000 you know that's I don't know 00:28:04.000 --> 00:28:05.000 if mathematics necessarily or 00:28:05.000 --> 00:28:07.000 data science or quantitative 00:28:07.000 --> 00:28:10.000 literacy can actually be like 00:28:10.000 --> 00:28:12.000 figure out but the the mental 00:28:12.000 --> 00:28:13.000 health in the state of the 00:28:13.000 --> 00:28:14.000 students I mean you can kind of see 00:28:14.000 --> 00:28:16.000 some of that and -- and that's 00:28:16.000 --> 00:28:17.000 why I like things like prof 00:28:17.000 --> 00:28:19.000 chat but I don't know I don't 00:28:19.000 --> 00:28:21.000 have any data so so he said if 00:28:21.000 --> 00:28:22.000 so besides the fact that 00:28:22.000 --> 00:28:26.000 there anxious what what else 00:28:26.000 --> 00:28:27.000 we tell you that math 00:28:27.000 --> 00:28:30.000 and their experience with that 00:28:30.000 --> 00:28:32.000 I took math too long ago I just got out of math 00:28:32.000 --> 00:28:33.000 will my AP stuff do this you 00:28:33.000 --> 00:28:35.000 know it's just -- it turns into 00:28:35.000 --> 00:28:36.000 the kind of a everyone wants 00:28:36.000 --> 00:28:38.000 to know about their individual 00:28:38.000 --> 00:28:40.000 thing or I'm majoring in XYZ 00:28:40.000 --> 00:28:41.000 and I want to know what's the 00:28:41.000 --> 00:28:42.000 best math class for me and I 00:28:42.000 --> 00:28:44.000 say go talk to major advisor 00:28:44.000 --> 00:28:45.000 first and then if you're still 00:28:45.000 --> 00:28:47.000 confused come talk to me but 00:28:47.000 --> 00:28:48.000 so I think one thing to keep 00:28:48.000 --> 00:28:50.000 in mind is often they don't 00:28:50.000 --> 00:28:51.000 have a lot of confidence in the 00:28:51.000 --> 00:28:57.000 math and so -- they might seem 00:28:57.000 --> 00:28:60.000 a little unsure and I'm often 00:29:00.000 --> 00:29:02.000 they've seen what you want them 00:29:02.000 --> 00:29:04.000 to do before they just aren't 00:29:04.000 --> 00:29:05.000 real confident about it and they'll 00:29:05.000 --> 00:29:07.000 make little mistakes and they 00:29:07.000 --> 00:29:09.000 just will need to be reminded 00:29:09.000 --> 00:29:10.000 of the rules you talked about 00:29:10.000 --> 00:29:12.000 percentages and things like 00:29:12.000 --> 00:29:15.000 that remind them how to do that 00:29:15.000 --> 00:29:17.000 but -- I think building their 00:29:17.000 --> 00:29:20.000 confidence in the math is a 00:29:20.000 --> 00:29:22.000 good place to start and I can add 00:29:22.000 --> 00:29:24.000 that my feedback mechanism 00:29:24.000 --> 00:29:25.000 has changed over the years 00:29:25.000 --> 00:29:27.000 because I used to just circle 00:29:27.000 --> 00:29:28.000 where you went wrong and I'm 00:29:28.000 --> 00:29:29.000 like you made it say ninety 00:29:29.000 --> 00:29:30.000 five percent of the way so you get 00:29:30.000 --> 00:29:32.000 ninety five percent now it's 00:29:32.000 --> 00:29:33.000 I'll highlight what you're doing 00:29:33.000 --> 00:29:34.000 well and then kind of put up 00:29:34.000 --> 00:29:35.000 a warning sign but they do 00:29:35.000 --> 00:29:37.000 appreciate that kinda where 00:29:37.000 --> 00:29:38.000 did I do something correctly 00:29:38.000 --> 00:29:40.000 what did I do well I mean good 00:29:40.000 --> 00:29:41.000 narrative but maybe you had 00:29:41.000 --> 00:29:43.000 some -- arithmetic issues good 00:29:43.000 --> 00:29:44.000 arithmetic but you need to 00:29:44.000 --> 00:29:46.000 work on your narrative whatever 00:29:46.000 --> 00:29:47.000 that may be they appreciate 00:29:47.000 --> 00:29:50.000 the accolades as well as the 00:29:50.000 --> 00:29:51.000 criticism maybe they don't 00:29:51.000 --> 00:29:52.000 appreciate the criticism but 00:29:52.000 --> 00:29:53.000 that the accolades do help 00:29:53.000 --> 00:29:55.000 I think that the something else 00:29:55.000 --> 00:29:57.000 is helpful because I work 00:29:57.000 --> 00:29:58.000 with brand new freshmen all 00:29:58.000 --> 00:29:62.000 the time in biology 101 & 102 and we do some 00:30:02.000 --> 00:30:04.000 quantitation in there usually 00:30:04.000 --> 00:30:08.000 percentages averages graph a 00:30:08.000 --> 00:30:09.000 little bit of graphing a little 00:30:09.000 --> 00:30:12.000 bit of reading data tables so 00:30:12.000 --> 00:30:15.000 and -- knowing that they're 00:30:15.000 --> 00:30:16.000 not alone I think sometimes 00:30:16.000 --> 00:30:18.000 that coupled with that anxiety 00:30:18.000 --> 00:30:19.000 and nervousness is feeling 00:30:19.000 --> 00:30:21.000 like everybody knows this but 00:30:21.000 --> 00:30:24.000 me and so reminding them that 00:30:24.000 --> 00:30:25.000 you know this is something 00:30:25.000 --> 00:30:27.000 were all going to practice together 00:30:29.000 --> 00:30:31.000 students regularly like maybe 00:30:31.000 --> 00:30:33.000 they did it a while ago they 00:30:33.000 --> 00:30:34.000 did it in 8th grade and they haven't 00:30:34.000 --> 00:30:35.000 practiced it since then so 00:30:35.000 --> 00:30:36.000 we're all just going to practice 00:30:36.000 --> 00:30:37.000 it together a couple times and 00:30:37.000 --> 00:30:39.000 make sure they we're all feeling 00:30:39.000 --> 00:30:41.000 confident with it or if it's a 00:30:41.000 --> 00:30:42.000 relatively new skill would we 00:30:42.000 --> 00:30:45.000 do population equations that 00:30:45.000 --> 00:30:46.000 is a new skill for most of them 00:30:46.000 --> 00:30:47.000 they haven't done exponential 00:30:47.000 --> 00:30:50.000 growth before and break it down 00:30:50.000 --> 00:30:51.000 into all these little tiny parts 00:30:51.000 --> 00:30:52.000 and I think I remember when 00:30:52.000 --> 00:30:53.000 I first learned this it took 00:30:53.000 --> 00:30:54.000 me a little while it's it's 00:30:54.000 --> 00:30:56.000 challenging but I have faith in 00:30:56.000 --> 00:30:57.000 you guys to get there and I'm 00:30:57.000 --> 00:30:59.000 gonna be with you every step of 00:30:59.000 --> 00:30:61.000 the way and they will live up 00:31:01.000 --> 00:31:03.000 to those expectations as long 00:31:03.000 --> 00:31:04.000 as they know that I'm there to 00:31:04.000 --> 00:31:06.000 support them going back to your 00:31:06.000 --> 00:31:07.000 getting information about the 00:31:07.000 --> 00:31:08.000 students if they're fresh out 00:31:08.000 --> 00:31:09.000 of a math class and you had a 00:31:09.000 --> 00:31:10.000 winter break we still have some 00:31:10.000 --> 00:31:12.000 atrophy we still some issues 00:31:12.000 --> 00:31:14.000 right there nothing is seamless 00:31:14.000 --> 00:31:15.000 transfer is a challenging 00:31:15.000 --> 00:31:17.000 thing across the nation on 00:31:17.000 --> 00:31:19.000 a lot of these quantitative areas so 00:31:19.000 --> 00:31:20.000 in some ways I know we 00:31:20.000 --> 00:31:22.000 point to this rubric but it's a 00:31:22.000 --> 00:31:25.000 quantitatively focused FYS which 00:31:25.000 --> 00:31:26.000 kind of gives you a lot of 00:31:26.000 --> 00:31:29.000 room right what do you do but 00:31:29.000 --> 00:31:30.000 I think there are some people 00:31:30.000 --> 00:31:31.000 even though they're maybe 00:31:31.000 --> 00:31:33.000 teaching a quantitative focus 00:31:33.000 --> 00:31:35.000 FYS they still have in 00:31:35.000 --> 00:31:36.000 their head as an instructor 00:31:36.000 --> 00:31:38.000 that I got to do something with 00:31:38.000 --> 00:31:41.000 math or something with statistics 00:31:41.000 --> 00:31:42.000 so if you were to try to 00:31:42.000 --> 00:31:45.000 articulate how people should 00:31:45.000 --> 00:31:47.000 think about the different ways 00:31:47.000 --> 00:31:49.000 they could approach the idea 00:31:49.000 --> 00:31:52.000 of giving students a good start 00:31:52.000 --> 00:31:56.000 or stopping off point for you 00:31:56.000 --> 00:31:59.000 know quantitative whatever 00:32:01.000 --> 00:32:02.000 some of their other courses 00:32:04.000 --> 00:32:07.000 would you kind break that down 00:32:07.000 --> 00:32:09.000 for someone trying to figure 00:32:09.000 --> 00:32:10.000 out what should I do in my 00:32:10.000 --> 00:32:11.000 class right I would give up 00:32:11.000 --> 00:32:14.000 the idea of trying to fit some 00:32:14.000 --> 00:32:15.000 kind of like specific math 00:32:15.000 --> 00:32:16.000 or statistics or something 00:32:16.000 --> 00:32:18.000 and not worry about the label 00:32:18.000 --> 00:32:19.000 we started with those four 00:32:19.000 --> 00:32:21.000 symbols for a reason right so 00:32:21.000 --> 00:32:22.000 numbers and doing things with 00:32:22.000 --> 00:32:23.000 those numbers it can be as 00:32:23.000 --> 00:32:25.000 simple as a percent it can be 00:32:25.000 --> 00:32:27.000 a rather simple maybe in your 00:32:27.000 --> 00:32:28.000 field -- visualization but it's 00:32:28.000 --> 00:32:29.000 challenging because no one's 00:32:29.000 --> 00:32:30.000 ever seen it before right like 00:32:30.000 --> 00:32:31.000 I don't know how to read this 00:32:31.000 --> 00:32:32.000 graph I can interact with this 00:32:32.000 --> 00:32:34.000 data I can get that information 00:32:34.000 --> 00:32:35.000 out because this is foreign 00:32:35.000 --> 00:32:36.000 to me I see this in teaching 00:32:36.000 --> 00:32:38.000 like that a bar chart for 00:32:38.000 --> 00:32:40.000 categorical data right how many 00:32:40.000 --> 00:32:41.000 people are wearing glasses in 00:32:41.000 --> 00:32:42.000 the room where I just putting 00:32:42.000 --> 00:32:43.000 that together and looking at 00:32:43.000 --> 00:32:44.000 the shape there I mean this 00:32:44.000 --> 00:32:45.000 is not always something that 00:32:45.000 --> 00:32:47.000 they've done many of them have 00:32:47.000 --> 00:32:48.000 experience with this in like 00:32:48.000 --> 00:32:49.000 middle school because -- that 00:32:49.000 --> 00:32:50.000 was hot for a couple years when 00:32:50.000 --> 00:32:52.000 stats was in middle school and 00:32:52.000 --> 00:32:54.000 you can to get that generation 00:32:54.000 --> 00:32:58.000 a student but I think that over 00:32:58.000 --> 00:32:59.000 thinking and thinking that you 00:32:59.000 --> 00:32:63.000 don't these are really well 00:33:03.000 --> 00:33:05.000 written but mathy if you will 00:33:05.000 --> 00:33:07.000 right when we sit in the math 00:33:07.000 --> 00:33:08.000 department and look at this 00:33:08.000 --> 00:33:09.000 when we assess because this 00:33:09.000 --> 00:33:10.000 is one of our rubrics that we 00:33:10.000 --> 00:33:11.000 have like attached to a bunch 00:33:11.000 --> 00:33:13.000 of classes it's very easy for 00:33:13.000 --> 00:33:15.000 us to just be like -- I think a 00:33:15.000 --> 00:33:16.000 math type person read this we're 00:33:16.000 --> 00:33:18.000 math type people Ding Ding 00:33:18.000 --> 00:33:19.000 Ding Ding Ding and and that's 00:33:19.000 --> 00:33:21.000 not what I see when I look at 00:33:21.000 --> 00:33:23.000 it from that lens of talking to 00:33:23.000 --> 00:33:24.000 you all and that's why I kind 00:33:24.000 --> 00:33:26.000 of was trying to say it is not 00:33:26.000 --> 00:33:27.000 defined like it isn't one thing 00:33:27.000 --> 00:33:29.000 is in two things and if you 00:33:29.000 --> 00:33:32.000 have ideas I mean these words 00:33:32.000 --> 00:33:34.000 can mean I mean a lot of 00:33:34.000 --> 00:33:36.000 that calculation it doesn't 00:33:36.000 --> 00:33:37.000 have to be was there square in 00:33:37.000 --> 00:33:38.000 there did you have something 00:33:38.000 --> 00:33:39.000 quadratic it's it's not the 00:33:39.000 --> 00:33:41.000 level of calculation you could 00:33:41.000 --> 00:33:43.000 be addition subtraction right 00:33:43.000 --> 00:33:44.000 but then is that a meaningful 00:33:44.000 --> 00:33:46.000 data contextual thing or does 00:33:46.000 --> 00:33:48.000 it have meaning in the way in 00:33:48.000 --> 00:33:49.000 which you're using it that's 00:33:49.000 --> 00:33:53.000 kind of the the -- I think 00:33:53.000 --> 00:33:54.000 driving force and when you 00:33:54.000 --> 00:33:56.000 look at the the details of like 00:33:56.000 --> 00:33:58.000 benchmark and milestones it's 00:33:58.000 --> 00:33:60.000 not asking for a lot here and 00:34:00.000 --> 00:34:01.000 I don't mean that in a like 00:34:03.000 --> 00:34:05.000 but that you know if we dig 00:34:05.000 --> 00:34:07.000 into one of these calculations 00:34:07.000 --> 00:34:08.000 are attempted are either 00:34:08.000 --> 00:34:10.000 unsuccessful or represent only 00:34:10.000 --> 00:34:12.000 a portion of the calculations 00:34:12.000 --> 00:34:13.000 required to comprehensively 00:34:13.000 --> 00:34:15.000 solve the problem that doesn't 00:34:15.000 --> 00:34:18.000 sound like a lofty goal right I 00:34:18.000 --> 00:34:19.000 attempted you know I attempted 00:34:19.000 --> 00:34:20.000 my calculations I attempted 00:34:20.000 --> 00:34:22.000 to dare to use numbers to tell 00:34:22.000 --> 00:34:25.000 my story then I get better at 00:34:25.000 --> 00:34:27.000 it each week and hopefully I 00:34:27.000 --> 00:34:28.000 did that at the end of this 00:34:28.000 --> 00:34:30.000 I'm better than I was and 00:34:30.000 --> 00:34:32.000 I'm possibly that assignment 00:34:32.000 --> 00:34:34.000 and the way in which we assess 00:34:34.000 --> 00:34:36.000 alliances something like two 00:34:36.000 --> 00:34:37.000 it's when I'd teach chemistry 00:34:37.000 --> 00:34:39.000 class didn't we require them to all 00:34:39.000 --> 00:34:41.000 have a calculator not use their cell phone 00:34:41.000 --> 00:34:43.000 and I struggled with this 00:34:43.000 --> 00:34:44.000 does the calculator actually get in the 00:34:44.000 --> 00:34:46.000 way of understanding how to solve the problem 00:34:46.000 --> 00:34:48.000 and giving an example 00:34:48.000 --> 00:34:49.000 without those numbers for 00:34:49.000 --> 00:34:52.000 example how many atoms are in 00:34:52.000 --> 00:34:54.000 a gram of iron 00:34:54.000 --> 00:34:56.000 and invariably with 00:34:56.000 --> 00:34:57.000 the calculator they'll forget 00:34:57.000 --> 00:34:58.000 the parentheses and they'll come up 00:34:58.000 --> 00:34:62.000 with it's 10x-20 atoms per gram 00:35:02.000 --> 00:35:04.000 which is a ridiculous answer so I'm 00:35:04.000 --> 00:35:05.000 bothered a two levels one that 00:35:05.000 --> 00:35:06.000 they don't know how to use 00:35:06.000 --> 00:35:08.000 the calculator or do I need to 00:35:08.000 --> 00:35:09.000 spend more time teaching the 00:35:09.000 --> 00:35:12.000 calculator or do they realize 00:35:12.000 --> 00:35:13.000 that it's ridiculous answer 00:35:13.000 --> 00:35:14.000 because part of to be the 00:35:14.000 --> 00:35:17.000 quantitative the numbers if 00:35:17.000 --> 00:35:19.000 hit you between the eyes it's wrong 00:35:19.000 --> 00:35:21.000 so I don't know whether 00:35:21.000 --> 00:35:22.000 to say you know try to set 00:35:22.000 --> 00:35:24.000 the problems up particularly in 00:35:24.000 --> 00:35:26.000 a class like this would don't 00:35:26.000 --> 00:35:27.000 have to use a calculator should 00:35:27.000 --> 00:35:29.000 be able to do the exponential 00:35:29.000 --> 00:35:30.000 addition subtraction to understand 00:35:30.000 --> 00:35:32.000 what's there right any thoughts 00:35:32.000 --> 00:35:33.000 on that well I think we're in 00:35:33.000 --> 00:35:35.000 a brave new world I mean this 00:35:35.000 --> 00:35:36.000 is a new experience for our 00:35:36.000 --> 00:35:38.000 campus so I think that it's going 00:35:38.000 --> 00:35:39.000 I mean in math 110 00:35:39.000 --> 00:35:40.000 that's maybe a little different 00:35:40.000 --> 00:35:43.000 than say in other classes with 00:35:43.000 --> 00:35:45.000 here's a technique -- here's a 00:35:45.000 --> 00:35:46.000 here's a problem that needs to 00:35:46.000 --> 00:35:47.000 be solved I'm not interested 00:35:47.000 --> 00:35:49.000 in which way you went as long 00:35:49.000 --> 00:35:50.000 as you can effectively solve 00:35:50.000 --> 00:35:52.000 this problem that's what I want 00:35:52.000 --> 00:35:53.000 and then can you give me the 00:35:53.000 --> 00:35:55.000 window into your process so I 00:35:55.000 --> 00:35:56.000 want narrative and I 00:35:56.000 --> 00:35:57.000 want process are your calculator 00:35:57.000 --> 00:35:58.000 person or not a calculated 00:35:58.000 --> 00:35:60.000 person this doesn't bother 00:36:00.000 --> 00:36:01.000 me what bothers me is how 00:36:01.000 --> 00:36:03.000 much are you explaining what 00:36:03.000 --> 00:36:04.000 you're doing and then giving 00:36:04.000 --> 00:36:06.000 me the roadmap and evidence 00:36:06.000 --> 00:36:07.000 to it so I believe what you're 00:36:07.000 --> 00:36:09.000 doing and that seems to be 00:36:11.000 --> 00:36:13.000 students are struggling with 00:36:13.000 --> 00:36:14.000 a one of those areas are 00:36:14.000 --> 00:36:15.000 multiple areas they can kind 00:36:15.000 --> 00:36:16.000 of buy into the narrative a 00:36:16.000 --> 00:36:18.000 little bit more and it's not 00:36:18.000 --> 00:36:20.000 a perfect system because there 00:36:20.000 --> 00:36:21.000 that doesn't exist but I mean 00:36:21.000 --> 00:36:23.000 we are seeing some interesting 00:36:23.000 --> 00:36:24.000 things in this class and 00:36:24.000 --> 00:36:25.000 we're doing more digging to 00:36:25.000 --> 00:36:26.000 see if we can discover more things 00:36:26.000 --> 00:36:28.000 great thank you for having me