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Keeping Quantitative Reasoning Courses Fresh and Relevant to Contemporary Society Stuart Boersma, Central Washington Univ. Caren Diefenderfer, Hollins.

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Presentation on theme: "Keeping Quantitative Reasoning Courses Fresh and Relevant to Contemporary Society Stuart Boersma, Central Washington Univ. Caren Diefenderfer, Hollins."— Presentation transcript:

1 Keeping Quantitative Reasoning Courses Fresh and Relevant to Contemporary Society Stuart Boersma, Central Washington Univ. Caren Diefenderfer, Hollins University Shannon Dingman, U. of Arkansas Bernie Madison, U. of Arkansas Supported by the National Science Foundation DUE

2 What is Teaching Quantitative Reasoning with the News? Using newspaper articles as content for the critical analysis of quantitative information. Quantitative comparisons, graphical analyses, and elementary modeling can all be approached and supported with case studies based on media articles. The daily newspaper has numerous examples illustrating the need to be able to deal critically with quantitative information in today's society.

3 Why Teach Quantitative Reasoning with the News? Creates a more exciting learning atmosphere by using variable content, a healthy dose of unpredictability, and exposure to numerous non- mathematical topics; Gives numerical topics a real context. Indicates the relevance and importance of quantitative reasoning to – present day issues as well as –everyones lives Naturally allows a teacher to spiral through important themes.

4 Casebook Currently working on third edition.

5 What is the selling point of Lipitor? For what type of people has Lipitor proven to be effective? What were the results of the clinical study? Example of such a clinical study. Inclusion of Recent Ads

6 Inclusion of Recent Tables

7 News of the Day Students bring in current news articles (that are of interest to them) and present a short synopsis that explains the main point of the article, critiques the presentation/analysis of the quantitative information, and details how the article is similar or different to articles that we have studied. How often? Do a few every day. Size of the class determines how many times an individual will present. Create a rubric that fits your purposes. The rubric may change during the semester.

8 News of the Day (Ad)

9 News of the Day (Calculations)

10 Rubric 1 - for News of the Day not-so-goodokaygreat Every presentation Copy of article & source Type of numerical info Brief description of numerical info Special focus Are the numbers reasonable? Is the math correct? Verify the authors calculations

11 Rubric 2 - for News of the Day not-so-goodokaygreat Every presentation Copy of article & source Type of numerical info Brief description of numerical info Special focus Is the graph clearly labeled? Easy to read? Does the graph support the article? Does the graph strengthen the article?

12 Rubric 3 - for News of the Day not-so-goodokaygreat Every presentation Copy of article & source Type of numerical info Brief description of numerical info Special focus Clear description of numerical info Identify comparisons & comment Suggest other comparisons, if appropriate

13 Projects/Writing Assignments to update Case Studies Letters to the Editor (2.1) Measuring Spending and Revenue in Different Units (3.5) Credit Card Payments (4.1) Fuel Efficiency Case Study (4.3) Enrollment Rises (5.1) Two Views of a Tax Cut (5.3) Rising Health Care Costs (5.5)

14 Resources Pearson Custom Publishing ISBN-13:


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