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Advanced Quantitative Reasoning Mathematics and Statistics for Informed Citizenship and Decision Making. Gregory D. Foley, PhD Robert L. Morton Professor of Mathematics Education Ohio University Athens, Ohio.
Gregory D. Foley, PhD
Robert L. Morton Professor of Mathematics Education
Advanced Quantitative Reasoning (AQR) is a quantitative literacy course for high school seniors or juniors. Many high school graduates are not ready for the mathematical demands of college and work, and never intend to pursue calculus. The AQR course will provide a model for a post-Algebra II alternative to Precalculus. The AQR project is an ongoing effort to— (a) write, pilot, and hone student text materials; (b) offer summer institutes to build teacher capacity; and (c) investigate the nature and level of the student and teacher learning that takes place. The AQR course content will incorporate various state and national recommendations.
This talk makes a case for an inquiry-based post-Algebra II capstone mathematics course as the preferred senior year mathematics option for the majority of high school students. The proposed course is substantially different from the various traditional and innovative precalculus courses currently taught in the United States and has a different set of aims. The content is drawn from measurement, percent, probability, statistics, discrete and continuous modeling, geometry in three dimensions, vectors, and fractals—with strong emphases on problem solving, reasoning, and communication.The mathematics is done and learned by students in context through investigations and projects, and students regularly report their results.
The proposed course is for the majority of students who do not intend to pursue college majors or careers that require knowledge of calculus. The need for such a course has been recognized—
These will be the topics for teacher professional development.
Part A. Explorations, Activities, Investigations, with increasingly involved small projects and presentations (30–32 weeks)
— “Numbers Everywhere” vignettes throughout —
Part B. Course Research Project (4–6 weeks)
Project Implementation and Report Writing
Public Presentation of Project Results
— “Numbers Everywhere” thread established —
(e.g., margin for error, sampling bias within surveys and opinion polls, correlation versus causation)
(e.g., unit conversions, straight line depreciation, simple interest, population growth, radioactive decay, pH, Richter scale, inflation, depreciation¸ periodic doses, sound waves, sunlight per day, bouncing balls, oscillating springs, spread of a rumor, spread of a disease, chemical reactions)
(e.g., decision trees, spanning trees, routing and production problems, weather maps, topographic maps, forces, velocities, displacements, translations, latitude, longitude, polar maps, measuring an island coast line, the length of a meandering stream, area of a square leaf with holes in a fractal pattern)
Projects already funded
Proposal under development
NSF DR-K12 curriculum research and development in Ohio, Kentucky, and Texas (2009–10 through 2013–14)
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Gregory D. Foley