1 / 25

Quantitative Reasoning Across the Curriculum Hunter College - ACERT Luncheon March 10, 2015

Quantitative Reasoning Across the Curriculum Hunter College - ACERT Luncheon March 10, 2015 Charlotte Frank Classroom, 1203 HE. Presenters: Barbara Barone & Elizabeth Vidaurre (Mathematics), Jonathan Conning & Michelle Di Ionno (Economics), Rebecca Huselid & Rachel Perlin (Psychology).

cecilb
Download Presentation

Quantitative Reasoning Across the Curriculum Hunter College - ACERT Luncheon March 10, 2015

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Quantitative Reasoning Across the Curriculum Hunter College - ACERT Luncheon March 10, 2015 Charlotte Frank Classroom, 1203 HE Presenters: Barbara Barone & Elizabeth Vidaurre (Mathematics), Jonathan Conning & Michelle Di Ionno (Economics), Rebecca Huselid & Rachel Perlin (Psychology)

  2. What is Quantitative Reasoning? • Also known as quantitative literacy • The application of mathematical thought & knowledge to authentic, everyday issues • Demonstrated by the ability to make reasoned decisions using mathematical knowledge

  3. Why is Quantitative Reasoning important? • QR skills are widely recognized as critical to academic success across the curriculum • QR skills are absolutely necessary to navigate the information heavy modern world today

  4. What is the QR Program at Hunter? • Support efforts to strengthen mathematical and quantitative reasoning education at HC • Support curriculum renewal and change • Develop professional education opportunities for faculty • Design and analyze QR related class assignments and activities • Modeled after the Writing Across the Curriculum (WAC) CUNY fellowship program

  5. Economics Dept - Targeting At-Risk Students • Module creation as product development, but also need: • Market research • Targeted outreach • Delivery infrastructure, training distribution network • Multi-dimensional interventations • Other roles of QRF • “support curricular renewal and change” • “work directly with faculty to develop materials or… serve as tutors for students in targeted courses... collect and anazlye date or develop electronic tools”

  6. Dolciani Math Center - QR Outreach • Present at new College-Wide Faculty Orientations and Adjunct Orientations • Provide multimedia materials to support students in all college courses, i.e. art, nursing, psychology, geography, biology and chemistry, etc • Invite additional faculty to work collaboratively with us to identify QR materials in DMLC that are pertinent to their course and advertise to their students

  7. QR @ Hunter Site Organization • Short 15 minute quantitative skills lecture modules or exercises • Relevant websites • iquantny.tumblr.com • serc.carleton.edu/NICHE

  8. Initiatives for Assisting Faculty with Integration of QR Skills • Guest speaking in courses • Department meeting visits • Consult with us for ideas for you to use • Work collaboratively with assessment, learning centers, ACERT, etc. • Contact us with your own idea for a quantitative reasoning project and get feedback

  9. Props to NPR for asking Why!

  10. How much did the retention rates drop between 2005 and 2009-2010? • What’s missing from this graph? • How could you improve the quality of this graph and the graphs on the next slide? • Do we know WHY the grade retention rates declined based on these graphs/the research article? With your neighbors, DISCUSS the following: • What are possible reasons you could come up with as to WHY the retention rates have declined? [Note: the original research article does not answer this question.] • Do you think any of the headlines shown prior could mislead the public? • Have you seen any other recent examples of the media over exaggerating research findings? Graph from HuffingtonPost.com article http://www.huffingtonpost.com/2014/12/11/retention-rates-trends_n_6302700.html

  11. Quantitative Reasoning & Current Events via Fox News

  12. If we estimated the proportion of Blacks from the population of Blacks in the US compared to the proportion of Whites form the population of Whites in the US – what would that look like and how would that change what O’Reilly argued? • Could that even be figured out based on the information that is provided? • Is there other data missing that we would need to make a correct inference?

  13. Is there a problem with how Bill O’Reilly presented these statistics? Is it possible these frequencies could mislead people? • It turns out that in 2012, the number of whites killed by police could include white Hispanics which was about 97. So that changes the number of whites killed by police in 2012 to ~ 227. How does the validity of O’Reilly’s argument change now?

  14. MetroCard “Bonus” Discussion Questions: • Does the MTA benefit from this? If you pay $19 and get the $0.95 bonus, how much is the MTA earning?

  15. MetroCard Bonus Find net gain and effective cost per ride. 2. How is the bonus calculated? 3. Why does the MTA do this? 4. What is the optimal amount to put on your card? What information do you need to figure this out? http://iquantny.tumblr.com/post/96700509489/how-memorizing-19-05-can-help-you-outsmart-the

  16. Personal Finance - Buying a Car • What are the different quantities involved and how do they relate? • If the loan term goes up, will the monthly payments go up or down? • If the loan term goes up, will the lender offer you a higher or lower interest rate? • If the loan term goes up, will the amount of interest paid go up?

  17. Tipping in NYC Cabs • QR lesson that works with graphs, percentages, and explore the workings default tipping in NYC cabs. • Do most people choose one of the default amounts? • People tipping near 20% - do they almost always round up? • Do evening riders generally tip more?

  18. Tipping in NYC Cabs

  19. Graphing Qualitative Information Graphs often present numeric info in easy to understand ways http://youtu.be/jbkSRLYSojo (Hans Rosling’s 200 Countries & 200 Years - Global Health patterns) Visual presentation of information can involve no numbers: literary themes, social, political or historical trends, etc Ex: Kurt Vonnegut graphs classic themes in literature: https://www.youtube.com/watch?v=oP3c1h8v2ZQ Ex: handout - which graph shows the pattern described? http://www.teachertube.com/video/qualitative-graphs-korncast-47936

  20. Other Modules • Correlation vs causation • Quantitative analysis of various articles • Perspective in art • Critiquing misleading graphs • Content Analysis • Myers Briggs personality activity • Taxable income • Prisoner’s Dilemma

  21. Brainstorm ideas for QR activities in your courses! SOME TIPS: • Compare journalistic reports to primary source of research • Look for research studies on a topic you will cover in your course schedule and discuss methods and results • Critically analyze a graph, table, chart, research article, or video (etc.) that is presented in the media/on the internet. • Graph stories from poems, book chapters, events in history • Describe and discuss graphs relevant to the course topic • Content coding - (magazine/tv/internet/political ads for qualitative-->quantitative analysis) Please let us know any suggestions/ideas you have that you would like us to further develop!

  22. QR Fellows Contact Info Economics: Michelle Di Ionno mdiionno@gradcenter.cuny.edu Math: Elizabeth Vidaurre evidaurre@gradcenter.cuny.edu Psychology: Rachel Perlin rperlin@gradcenter.cuny.edu

More Related