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It this critical thinking?PowerPoint Presentation

It this critical thinking?

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### It this critical thinking?

Numeracy and mathematical reasoning in the curriculum

It this critical thinking? —today’s outline

- How I became interested in this (mixed up general education requirements)
- Some practical problems requiring “numeracy” (focus on probability)
- What math content should we teach?
- Recommendations

KCC Gen Ed Outcomes

As a result of completing an associate degree from Kellogg Community College, students will be able to:

- Demonstrate written, verbal, nonverbal, computer, and listening communication skills.
- Demonstrate critical thinking skills in gathering, analyzing, interpreting facts, and problem solving using scientific inquiry.
- Demonstrate knowledge of the creative process and the ability to appraise the significance of visual, literary, or performing arts.
- Demonstrate knowledge of the implications of living in a culturally-diverse society and contemporary global community.
- Demonstrate knowledge of the implications of physical, mental, and community health principles.

Objective 5: Interpret and use formulas to solve problems.

A boy wishes to calculate the total value of coins in his pocket. He has 3 quarters, 1 dime, 2 nickels, and 4 pennies. Which formula is most useful in this type of situation?

- Total = 3q + 1d + 2n + 4p
- Total = 99
- Total = 25q + 10d + 5n + 1p
- Total = 94.
- Total = q + d + n + p.

Critical thinking is:

- Reasonable, reflective thinking that is focused on what to do or believe.
- Learning how to argue.
- Improving ones thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them.

Objective 5: Interpret and use formulas to solve problems.

A boy wishes to calculate the total value of coins in his pocket. He has 3 quarters, 1 dime, 2 nickels, and 4 pennies. Which formula is most useful in this type of situation?

- Total = 3q + 1d + 2n + 4p
- Total = 99
- Total = 25q + 10d + 5n + 1p
- Total = 94.
- Total = q + d + n + p.

Objective 5: Interpret and use formulas to solve problems.

In electronics, Ohm’s law sates that V = IR, where V is voltage, I is current, and R is resistance.

Another form of Ohm’s law is:

- I = RV
- I = R/V
- V = R/I
- I = V/R
- IV = R

Objective 6: Represent data graphically and be able to interpret data represented graphically.

Three graphs are shown in the figure below. They refer to distance traveled versus time for a person who either walks, runs, or drives to work, along the same route. Each graph (A, B, C) represents one of the three situations (1, 2, 3) described beside the graph. Look at the three graphs A, B, and C and match to the described situation 1, 2, and 3 using the pull down menus.

Situations

1. Walking to work2. Driving to work3. Running to work

It interpret data represented graphically.this critical thinking? —today’s outline

- How I became interested in this (mixed up general education requirements)
- Some practical problems requiring “numeracy” (focus on probability)
- What math content should we teach?
- Recommendations

The math goal: interpret data represented graphically.

Solve a problem and communicate the solution so that the receiver is convinced that your solution works.

It is unlikely for unlikely events not to occur. interpret data represented graphically.

- What is the probability that two of us share a birthday?
- How many people are necessary to be certain of a shared birthday?
- How many people are necessary to be 50% certain?

Do you have cancer? interpret data represented graphically.

- The test is 98% accurate:
- If you have cancer, test is positive 98% of time
- If you don’t , test is negative 98% of time

- About 0.5% of people have this cancer
- Your test result is positive

Type I and Type II errors (statistics) interpret data represented graphically.

- Type I: confirming a false hypothesis
- Type II: rejecting a true hypothesis

It interpret data represented graphically.this critical thinking? —today’s outline

- How I became interested in this (mixed up general education requirements)
- Some practical problems requiring “numeracy” (focus on probability)
- What math content should we teach?
- Recommendations

Current interpret data represented graphically.

What is multiplication?

Fraction/ratio/percent

Area/perimeter/volume

New

Estimating

Probability

Data

Story problems

Inductive reasoning

Guessing properties and rules

What math should we teach? —elementaryCurrent interpret data represented graphically.

Algebraic variables

Cartesian coordinates

Trigonometry

Logarithms and exponents

New

Big numbers

Scientific notation

Significant figures

Combinatorics

Symmetry

Graph theory

Game theory

What math should we teach? —secondaryCurrent interpret data represented graphically.

Correctness

Procedure

Speed

Neatness?

New

Relevance

Significance

Assumptions

Theory or principle

Method

Communication

What math should we teach? —standards of qualityIt interpret data represented graphically.this critical thinking? —today’s outline

- How I became interested in this (mixed up general education requirements)
- Some practical problems requiring “numeracy” (focus on probability)
- What math content should we teach?
- Recommendations

Recommendations interpret data represented graphically.

- Practice, practice, practice!
- All learning is developmental
- There are many right ways
- We’re never done

- Reform curriculum (standards based)
- Include some discovery
- Create safety

Math builds on previous knowledge. interpret data represented graphically.

IntermediateAlgebra

CollegeAlgebra

Trig

Calculus

Occu-pational

Non-scienceTransfer

Recommendations interpret data represented graphically.

- Practice, practice, practice!
- All learning is developmental
- There are many right ways
- We’re never done

- Reform curriculum (standards based)
- Include some discovery
- Create safety

Michael Masterson interpret data represented graphically.

Innumeracy, by John Allen PaulosHill and Wang, 1988

Critical Thinking: Theory, Research, Practice, and Possibilities, by Joanne G. KurfissASHE-ERIC Higher Ed Reports, 1988

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