Connecting with

Basic KnowledgeMary Parker & Colleen HoskingAustin Community College

What prior knowledge and

experiences are we assuming our students have

that some of them don’t have?

Some Example Concepts/SkillsConstructing graphs Interpreting graphsKnowing what prerequisite skills

they are lackingConcept of “randomness”Making sense of how data can be

relevant to real-life questions

Start with dotplotsComparing graphs Interactive appletsPrerequisite Review SheetScaffolding questionsConnecting students to statistics

contextsMake up data to fit a scenario

Examples of Our Solutions

Example: Comparing Graphs

Example: Comparing Graphs

The original version of this work was developed by the Charles A. Dana Center at the University ofTexas at Austin under sponsorship of the Carnegie Foundation for the Advancement of Teaching.This work is used (or adapted) under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0) license: creativecommons.org/licenses/by-nc-sa/3.0.For more information about Carnegie’s work on Statway, see www.carnegiefoundation.org/statway;for information on the Dana Centers work on The New Mathways Project, seewww.utdanacenter.org/mathways.

Example: Interactive Appletshttp

://www.austincc.edu/mparker/talks/uscots2015/

Example: Prerequisite Reality Check

Example: Prerequisite Reality Check

Connections: Real-life context & interpreting graphs

(1) Captain Crunch has the lowest Consumer Reports rating of the 77 cereals in the data set. How much fat is in a serving of Captain Crunch?

(2) In this set of 77 cereals, Product 19 has the most sodium in a serving. What is the rating for Product 19?

(3) All-Bran Extra Fiber is the cereal with the highest rating. How much sugar, fat, and sodium are in a serving of All-Bran Extra Fiber?

The original version of this work was developed by the Charles A. Dana Center at the University ofTexas at Austin under sponsorship of the Carnegie Foundation for the Advancement of Teaching.This work is used (or adapted) under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0) license: creativecommons.org/licenses/by-nc-sa/3.0.For more information about Carnegie’s work on Statway, see www.carnegiefoundation.org/statway;for information on the Dana Centers work on The New Mathways Project, seewww.utdanacenter.org/mathways.

Connections: Real-life context & interpreting graphs

Start with dotplotsComparing graphs Interactive appletsPrerequisite Review SheetScaffolding questionsConnecting students to statistics

contextsMake up data to fit a scenario

Examples of Our Solutions

BrainstormWhat are some important concepts/skills your weaker students don’t have when they come to class?

Activity: How will you address this gap?1. Choose 1 concept/skill you think is important2. Prepare an outline of how you might address

this in your class in such a way that brings weaker students up to speed. This can be:

A class activity A class presentation/brief lecture A take-home assignment Part of a prerequisite review Addition to existing activity/lecture

3. What are some questions you can use to assess whether students are making the appropriate advances/connections?