MAC3

The following is a list of the schools and organizations around the country (and Canada) who have hosted a MAC3 traveling workshop.

• WYMATYC Affiliate Meeting, Wyoming - February 8, 2008, One-Day Workshop
• Central Piedmont Community College, North Carolina - April 3, 2008, One-Day Workshop
• Mt. Si High School, Washington - August 28, 2008, Half-Day Workshop
• Union County College, New Jersey - March 6, 2009, Half-Day Workshop
• Southwestern College, California - March 14, 2009, One-Day Workshop
• Delta College, Michigan - May 6-7, 2009, Two-Day Workshop
• Tompkins Cortland CC, New York - May 18, 2009, One-Day Workshop
• Delaware Technical CC, Delaware - May 18, 2009, Half-Day Workshop
• George Brown College, Toronto - May 29, 2009, One-Day Workshop
• Northeast CC, Nebraska - August 20, 2009, Half-Day Workshop
• Jacksonville College, Texas - October 30, 2009, One-Day Workshop
• Georgia Perimeter College, January 22, 2010, One-Day Workshop
• Purchase College, New York - April 10, 2010, One-Day Workshop
• York County Community College, Maine - August 31, 2010, One-Day Workshop
• North Dakota State College of Science, North Dakota - October 1, 2010, One-Day Workshop
• Arizona Western College, Arizona - February 17, 2011, Keynote & One-Day Workshop
• Robeson Community College, Lumberton, North Carolina - May 16-17th, 2011, Two-Day Workshop

Traveling MAC3 Workshops are a cost-effective way to help you and your colleagues integrate math and quantitative skills into your curriculum across disciplines. These are hands-on, interactive professional development workshops customized specifically for your college or affiliate. Our facilitators are math and non-math faculty from multiple disciplines, colleges, and regions.

MAC3 Traveling Workshops can be a short as a half-day (3 hours) or as long as a two-day workshop for your faculty. The workshop topics will be custom-designed to your school's needs and interest. 

Books and Articles related to MAC, Quantitative Reasoning, the Teaching of Mathematics, and Ethnomathematics

Books

• Alibert, Daniel. "Towards New Customs in the Classroom." For the Learning of Mathematics. 8 (1988): 31-43.
• American Mathematical Association of Two-Year Colleges. Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus. Memphis, TN.: AMATYC, 1995.
• Angelo, Tom and Pat Cross. Classroom Assessment Techniques: A Handbook for Faculty. 2nd ed. San Francisco: Jossey, 1993.
• Arem, Cynthia. Conquering Math Anxiety: A Self-Help Workbook. Belmont, CA.: Wadsworth, 1993.
• Ascher, Marcia. Ethnomathematics: A Multicultural View of Mathematical Ideas. Pacific Grove, CA.: Brooks/Cole, 1994.
• Ascher, Marcia and Ascher, Robert. Mathematics of the Incas: Code of the Quipu. Mineola, New York: Dover Publications, 1997.
• Brophy, J. and Good, T. Teacher-Student Relationship: Causes and Consequences. New York: Holt, 1970.
• Brufee, K. Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore: Johns Hopkins UP, 1993.
• Bunt, Lucas N.H. The Historical Roots of Elementary Mathematics. New York: Dover Publications, 1988.
• Burns, Marilyn. Math: Facing an American Phobia. Sausalito, CA.: Math Solutions, 1998.
• Cheney, Lynn V. 50 Hours: A Core Curriculum for College Students. Washington, DC: National Endowment for the Humanities, 1989.
• Closs, Michael P. ed. Native American Mathematics. Austin, TX: University of Texas Press, 1986.
• Connolly, Paul, and Teresa Vilardi, eds., Writing to Learn Mathematics and Sciences. New York: Teachers College Press, Columbia University, 1989.
• Devlin, Keith. The Math Gene. How Mathematical Thinking Evolved and Why Numbers are Like Gossip. New York: Basic Books, 2000
• Dodd, Anne Wescott. "Insights from a Math Phobic." The Mathematics Teacher 85:4 (1992): 296-298.
• Dubinsky, E., D. Matthews, and B. Reynolds, eds. Readings in Cooperative Learning for Undergraduate Mathematics. MAA Notes 44. Washington, D.C.: Mathematical Association of America, 1997.
• Egan, Kieran. The Educated Mind: How Cognitive Tools Shape Our Understanding. Chicago: U of Chicago P, 1997.
• Eglash, Ron. African Fractals: Modern Computing and Indigenous Design. New Brunswick, N.J.: Rutgers University Press, 1999.
• Gabelnick, F., J. MacGregor, R. Mathews, and B.L. Smith. Learning Communities: Creating Connections among Students, Faculty and Disciplines. New Directions for Teaching and Learning 41. San Francisco: Jossey, 1990.
• Ganguli, Aparna."Integrating Writing in Developmental Mathematics College Teaching." College Teaching 37 (1989): 140-142.
• Garland, Trudi Hammel. Fascinating Fibonaccis. Mystery and Magic in Numbers. Palo Alto, CA: Dale Seymour, 1987.
• Garland, Trudi Hammel and Kahn, Charity Vaughan. Math and Music: Harmonious Connections. Palo Alto, CA: Dale Seymour, 1995.
• Gerdes, Paulus. Women, Art, and Geometry in Southern Africa. Trenton, NJ: Africa World Press, 1998.
  • ---. Geometry from Africa : mathematical and educational explorations. Washington, DC: Mathematical Association of America, c1999.
• Hativa, Nira. "What makes Mathematics Lessons Easy to Follow, Understand, and Remember?" College Mathematics Journal 14 (1983): 398-406.
• Hale-Benson, Janice E. Black Children: Their Roots, Culture and Learning Styles. Baltimore: The Johns Hopkins UP, 1982.
• Howard, Gary R. We Can't Teach What We Don't Know: White Teachers, Multiracial Schools. New York: Teachers College Press, Columbia University, 1999.
• Huff, Darrell. How to Lie With Statistics. New York, NY: W.W. Norton & Co., 1982.
• Hyde, J. S., E. Fennema., M. Ryan, L. Frost, and C. Hoop. "Gender Comparisons of Mathematics Attitudes and Affect: A Meta-Analysis." Psychology of Women Quarterly 14 (1990): 299-324.
• Jones, Burton. "The Moore Method." American Mathematical Monthly 84 (1977): 273-278.
• Joseph, George Gheverghese. The Crest of the Peacock. London: Penguin Books, 2000.
• Katz, Victor, ed. Using History to Teach Mathematics; An International Perspective.Washington, DC:  MAA, 2000.
• Kogelman, Stanley, and Joseph Warren. Mind Over Math. New York: McGraw, 1979.
• Krause, Marina C. Multicultural Mathematics Materials. Reston, VA: National Council of Teachers of Mathematics, 1983.
• Lakoff, George and Nunez, Rafael E. Where Mathematics Comes From. How the Embodied Mind Brings Mathematics into Being. New York, NY: Basic Books, 2000.
• Lave, Jean. Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge:  Cambridge UP.  1988.
• Leitzel, James R.C., ed. A Call for Change: Recommendations for the Mathematical Preparation of Teachers of Mathematics. Washington, DC: Mathematical Association of America, 1991.
• Linn M. and C. Kessel. "Success in Mathematics: Increasing Talent and Gender Diversity." Research in Collegiate Mathematics Education II. Ed. A. Schoenfeld, E. Dubinsky, and J. Kaput Providence, RI: American Mathematical Society, 1996. 101-144.
• Loacher, Georgine, ed. Self Assessment at Alverno College.  Milwaukee, WI: Alverno College Institute, 2000.
• Lumpkin, Beatrice. Geometry Activities from Many Cultures. Portland, ME: J. Weston Walch, 1997.
• MacGregor, Jean, compiler. Strengthening Learning Communities: Case Studies from the National Learning Communities Dissemination Project (FIPSE). Olympia, WA: The Evergreen State College, Washington Center for Improving the Quality of Undergraduate Education, 1999.
• Mankiewicz, Richard. The Story of Mathematics. Princeton, NJ: Princeton University Press, 2001.
• Martin, Hope and Long, Madeleine J. Integrating Mathematics across the Curriculum, Vol. 1. Arlington Heights, IL: SkyLight Professional Development, 1996.
• McLeod, Douglas, and Michele Ortega. "Affective Issues in Math Education." Wilson. 21 38.
• McLeish, John. The Story of Numbers: How Mathematics Has Shaped Civilization. New York: Fawcett Books, 1994.
• McLone, R.R. "On the Relationship between Curriculum, Teaching, and Assessment of Mathematics." International Journal of Mathematics Education, Science and Technology 2 (1971): 341-344.
• Meier, John and Thomas Rishel. Writing in the Teaching and Learning of Mathematics.  Washington, D.C.: The Mathematical Association of America, 1998.
• Moses, Robert P. and Charles E. Cobb, Jr. Radical Equations: Organizing Math Literacy in America's Schools. Boston, MA: Beacon Press, 2001.
• NCTM, Professional Standards for Teaching Mathematics. Reston, VA: NCTM, 1991.
• NRC. Everybody Counts: A Report to the Nation on the Future of Mathematics Education. Washington, DC: National Academy Press, 1989.
  • ---. Moving Beyond Myths: Revitalizing Undergraduate Mathematics. Washington, DC: National Academy Press, 1991.
• Nelson, David, George Gheverghese Joseph, and Julian Williams. Multicultural Mathematics: Teaching Mathematics from a Global Perspective. New York: Oxford UP. 1993.
• Paulos, John Allen. Beyond Numeracy: Ruminations of a Numbers Man. New York: Vintage, 1992.
  • ---. Innumeracy: Mathematical Illiteracy and its Consequences. New York: Vintage, 1988.
  • ---. A Mathematician Reads the Newspaper.  New York: Anchor, 1996.
  • ---. Once Upon A Number: The Hidden Mathematical Logic of Stories. New York: Basic, 1998.
• Powell, Arthur B. and Marilyn Frankenstein, eds. Ethnomathematics: Challenging Eurocentrism in Mathematics Education. Albany, NY: State U of New York P, 1997.
• Reynolds, B. N., K. Hagelgans, D. Schwingendorf, E. Vidakovic, E. Dubinsky, M. Shahin, and G. Wimbish.  A Practical Guide to Cooperative Learning in Collegiate Mathematics. Washington, DC: Mathematical Association of America, 1995.
• Ritchhart, Ron. Making Numbers Make Sense. A Sourcebook for Developing Numeracy. Menlo Park, CA: Addison-Wesley, 1994.
• Schoenfeld, Alan H.,ed. A Source Book for College Mathematics Teaching: A Report from the MAA Committee on the Teaching of Undergraduate Mathematics. Washington, DC: Mathematical Association of America, 1990.
• Slavin R. "Synthesis of Research on Cooperative Learning." Educational Leadership, 60, (1991).
• Steen, Lynn Arthur and Steen, Lyn A., eds. Why Numbers Count:  Quantitative Literacy for Tomorrow's America. New York, NY: CEEB, 1997.
• Steen, Lynn Arthur, ed. Mathematics and Democracy. The Case for Quantitative Literacy. Princeton, NJ: NCED, 2001.
  • **See the bibliography on pages 117-121 for a list of more resources related to quantitative literacy**
• Sterrett, Andrew. Using Writing to Teach Mathematics. MAA Notes 16. Washington, DC: Mathematical Association of America, 1990.
• Stewart, Ian. Nature's Numbers: The Unreal Reality of Mathematics. New York, NY:  Basic Books, 1995.
• Tahan, Malba. The Man Who Counted: A Collection of Mathematical Adventures. New York, NY: W.W. Norton & Company, 1993.
• Tall, David. "The Transition to Advanced Mathematical Thinking: Functions, Limits, Infinity, and Proof." Handbook of Research in Mathematics Teaching and Learning. Ed. D. Grouws, Reston, VA: National Council of Teachers of Mathematics, 1992.
• Tobias, Sheila. Overcoming Math Anxiety. New York: Norton, 1993.
  • ---. Succeed with Math. Every Student's Guide to Conquering Math Anxiety. New York: Macmillan, 1987.
  • ---. They're Not Dumb, They're Different: Stalking the Second Tier. Tucson, AZ: Research Corporation, 1990.
• Tobias, Sheila and Jacqueline Raphael.  The Hidden Curriculum: Faculty-Made Tests in Science. Part 1: Lower-Division Courses. New York: Plenum, 1997.
• Tobias, S. and C. Weissbroad. "Anxiety and Math: An Update." Harvard Educational Review 50 (1980): 63-70.
• Treisman, Philip Uri. "A Study of the Mathematics Performance of Black Students at the University of California, Berkeley." Mathematicians and Education Reform: Proceedings of the 1988 Workshop. CBMS Series on Issues in Mathematics Education, Volume 1. Providence, RI: American Mathematical Society, 1988. 34-46.
• Tufte, Edward R. Envisioning Information Cheshire, CT: Graphics, 1990.
  • ---. The Visual Display of Quantitative Information. Cheshire, CT: Graphics, 1983.
  • ---. Visual Explanations:Images and Quantities, Evidence and Narrative. Cheshire, CT: Graphics, 1997.
• Webb, Norman L., ed. Assessment in the Mathematics Classroom (1993 Yearbook). Reston, VA: NCTM, 1993.
• Wilson, Patricia, ed. Research Ideas in the Classroom: High School Mathematics. New York: Macmillan, 1993.
• Wolfe, Christopher R. "Quantitative Reasoning Across a College Curriculum." College Teaching 41:1 (Winter 1993): 3-9.
• Zaslavsky, Claudia. Multicultural Mathematics:Interdisciplinary Cooperative-Learning Activities. Portland, Maine: J. Weston Walch, 1999.
  • ---. Africa Counts:Number and Pattern in African Culture. Westport, Conn.: Lawrence Hill & Co., 1979.
  • ---.The Multicultural Math Classroom: Bringing in the World. Portsmouth, NH: Heinemann, 1995

Reports

• Mathematics Across the Community College Curriculum Evaluation Report Student Survey Results 2005 2008 (pdf 700 Kb)

Presentations

• What Did Jane Find?
  Deann Leoni, 2008, Edmonds Community College (pdf 270kb)
  MAC3 Evaluation Process offers 3 measurement points: Institute experience, Faculty implementation, Student results.
  
• The Impact of the Mathematics Across the Community College (MAC3) Project on Students' Learning and Attitudes about Mathematics
  Deann Leoni, 2008, Edmonds Community College (pdf 5MB)
  MAC3 supports faculty of all disciplines in creating curriculum that enhances the mathematical or quantitative literacy dimensions in their courses. As a result, community college students throughout the nation will be offered opportunities to deepen and reinforce the mathematics they have learned in their math classes, apply it in context, and understand its greater importance and application in their lives.
  
• Reading Your Way to Success in Math
  Honey Kirk, 2008 (pdf 90kb)
  
• Math: The Eligible Bachelor! Marrying Math with other classes in a Successful Learning Community
  Beverly Vredevelt, WYMATYC Conference, February 8 9, 2008, Spokane Falls Community College (pdf 750kb)
  
• Mathematics Across the Curriculum a Strategy for Quantitative Literacy
  Deann Leoni & Beverly Vredevelt, 2008, Edmonds Community College & Spokane Falls Community College (pdf 10MB)
  
• A Quantitatively Literate Student Should Be Able To. . .
  Deann Leoni, April 2008, Edmonds Community College (pdf 15MB)
  
• The 3 R's: Do They Work Together? Math and English Learning Communities
  Beverly Vredevelt, WYMATYC, February 2008, Spokane Falls Community College (pdf 1MB)
  
• What? Why? When?,Workshop for ACCCESS Fellows
  Rebecca Hartzler, November 3, 2007, Seattle Central Community College (pdf 9MB)
  What is QL and MAC? Why would you want to be involved? What work and opportunities are available.

Related Organizations

• American Mathematical Association of Two Year Colleges (AMATYC)
• Edmonds Community College
• Seattle Central Community College
• Miami Dade College
• National Numeracy Network
• The Center for Mathematics & Quantitative Education at Dartmouth College
• The Electronic Bookshelf
• The Mathematical Association of America (MAA) Special Interest Group on Quantitative Literacy (SIGMAA - QL)

Web Sites for Math Across the Curriculum, Quantitative Literacy, and Ethnomathematics

• A white paper on quantitative literacy from the forum on quantitative literacy (QL) held at the National Research Council http://www.woodrow.org/nced/QLwhitepaper.html
• National Numeracy Network (NNN) http://www.woodrow.org/nced/national_numeracy_network.html
• Information about the NCED initiative in quantitative literacy http://www.woodrow.org/nced/quantitative_literacy.html
• Math in Daily Life:  How do numbers affect every day decisions? http://www.learner.org/exhibits/dailymath/
• Statistics Every Writer Should Know, by Robert Niles http://nilesonline.com/stats/
• A Journalist's Guide to Finding Data on the Internet http://nilesonline.com/data/
• The Mathematical Association of America (MAA) Subcommittee on Quantitative Literacy http://www.valpo.edu/home/faculty/rgillman/ql/
• The Mathematical Association of American Recommendations for Quantitative Literacy: http://www.maa.org/past/ql/ql_toc.html
• Bibliographic references and links to internet resources for topics relating to Ethnomathematics .http://home1.gte.net/ericjw1/ethnomathematics.html
• A Web site devoted to Quantitative Literacy (QL) and Quantitative Reasoning (QR). http://www-math.cudenver.edu/~wbriggs/qr/qrtop.html
• Integrating Quantitative Reasoning into the Freshman Inquiry Curricula http://www.mth.pdx.edu/~paul/frinqmath/
• Teaching math resource site (including Ethnomathematics resources) http://people.clarityconnect.com/webpages/terri/terri.html
• Links to Ethnomathematics in the classroom http://www.rpi.edu/~eglash/isgem.dir/links.dir/classrm.htm
• The American Mathematical Association of Two-Year Colleges Website, Crossroads in Mathematics. http://www.imacc.org/standards/
• National Council of Teachers of Mathematics: http://www.nctm.org/
• Project Links: Mathematics and its Applications in Engineering and Science Website:http://links.math.rpi.edu/
• Washington Center for Improving Undergraduate Education: http://www.evergreen.edu/washcenter
• Washington State Board for Community and Technical Colleges Assessment:  http://www.sbctc.ctc.edu/Board/Educ/Outcomes/outcomes.htm
• Dartmouth College's MATC Web page http://www.math.dartmouth.edu/~matc/index.html
• The Electronic Bookshelf (from Dartmouth College) http://hilbert.dartmouth.edu/~matc/eBookshelf/index.html
• The University of Nevada, Reno Mathematics Across the Curriculum  http://www.unr.edu/mathcenter/mac/index.html
• Bowdoin College Quantitative Skills Program http://academic.bowdoin.edu/qskills/
• Stockton College New Jersey Quantitative Reasoning Across the Disciplines (QUAD) http://loki.stockton.edu/~quinnj/gs/quad/quad.htm
• Trinity College, in Hartford, Connecticut, Quantitative Literacy Program http://www.trincoll.edu/depts/mcenter/mcql.htm
• Wellesley College, Massachusetts, Quantitative Reasoning Program http://www.wellesley.edu/QR/home.html
• Mount Holyoke Website for Quantitative Reasoning Case Studies http://www.mtholyoke.edu/acad/math/st/qr.htm
• Macmatc:  Middle Atlantic Consortium for Mathematics and its Application throughout the Curriculum Website http://www.math.upenn.edu/~ugrad/macmatc.html
• Quantitative Reasoning Across the Curriculum Brooklyn College of the City University of New York http://academic.brooklyn.cuny.edu/quant/
• Whatcom Community College Online Math Center http://math.whatcom.ctc.edu/
• http://www.geom.umn.edu/software/tilings Computer Software for Tiling lists programs for various platforms that allow the user to create designs featuring the rosette, strip, and wallpaper patterns.
• http://www.geom.umn.edu/java/KaliKali interactive Web program that lets the user draw pictures under the action of rosette, strip, or wallpaper groups. Versions for various platforms can be downloaded.
• http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fib.htmlThis site has information about Fibonacci numbers and the golden ratio, including many examples of the occurrence of these numbers in nature. Describe some of the ways the Fibonacci numbers are found in nature, adding your own examples. Next, visit the "Easier Fibonacci Puzzles" page and select one of the puzzles. Describe your solution and explain how Fibonacci numbers were used in the puzzle.
• http://comp.uark.edu/~cgstraus/symmetry.unit/index.htmlThe "Symmetry and the Shape of Space" page has information and examples of symmetry and strip patterns. Scroll down to "Part 2" and follow the link marked "Frieze!" Look at the worksheet and use the flowchart in figure 17.12 of your text to identify the strip patterns. Which ones are actually the same strip pattern?
• http://www-sphys.unil.ch/escher/Escher Web Sketch. Interactive Web program that allows the user to design repeating patterns. Choose a wallpaper pattern using crystallographic notation and draw on the screen a colored design for the motif, and the program then reproduces the motif using the pattern. The software (for Windows, Macintosh, and Unix) can also be downloaded. Use the software to create a wallpaper design. Describe all forms of symmetry found in your design, such as reflection, translation or rotation symmetry.
• ftp://ftp.uni-bielefeld.de/pub/math/tiling/reptiles/RepTiles2.0.1.sea.hqx RepTiles interactive Macintosh application for designing wallpaper patterns, plus systematically generating all possible periodic tilings of the plane by applying "topological transformations" and "symmetry." If you are a Macintosh user, you can download this software and create a wallpaper pattern. Apply the transformations and symmetries to generate different tilings based on your design. How many of these different tilings can you find?
• http://fsmat.htu.tuwien.ac.at/~zahi/wahl.html"The Voting Page," this site contains additional topics from the theory of voting, including yesno voting and power indices (as discussed in Chapter 14).In your own words, describe yes-no voting systems. What is an example of this type of voting system? How does this compare to the "social choice procedures" described in section 3 of this article?
• http://bcn.boulder.co.us/government/approvalvote/goodsoc.htmlAn article entitled "Approval Voting and the Good Society," by Steven J. Brams.Describe approval voting. What are some of the advantages of approval voting? What are some disadvantages?
• http://www.sci.wsu.edu/math/Lessons/Voting/An interactive voting lesson site that explains several voting methods. Read through the website and work the examples. In the section "A more challenging Borda example" ("Cola Wars" in Lesson 3), find a solution to the problem that is different than the one shown if you "give up."
• http://www.igc.apc.org/cvd/The Center for Voting and Democracy has an online library of articles about different voting systems. Read the article on "Instant Runoff Voting" and write a few paragraphs comparing it to the voting methods in your text. Include information about the advantages and disadvantages of each method as compared to Instant Runoff.
• http://stats.bls.gov Several of the most important sample surveys in the United States are conducted by the Bureau of Labor Statistics. Select the "Mission, Management & Jobs" section and read about the "BLS Strategic Plan." What challenges face the bureau in its attempts to collect and report data?
• www.gallup.com The Gallup Organization conducts the Gallup poll; this site has excellent material on how polls are conducted. Visit the Gallup or Harris sites and select a poll that interests you. Identify the population and sample for this poll. How many people were surveyed? Is this sample truly random and representative of the population of interest? Explain what factors, if any, might influence the outcome of this poll.
• http://jama.ama-assn.org/ (Journal of the American Medical Association)
• www.nejm.org (New England Journal of Medicine) Important medical studies -- many based on randomized comparative experiments -- often appear in the Journal of the American Medical Association or the New England Journal of Medicine. Search through the Journal of the American Medical Association or the New England Journal of Medicine to find information about a medical study that is based on randomized comparative experiments. Describe what you have found. How was the experiment designed? Is the sample truly random?
• http://lib.stat.cmu.edu/DASL/Datafiles/Calcium.html This site lists the results of a randomized comparative experiment to investigate the effect of calcium on blood pressure. Identify the population and the sample in this experiment. Look at the results of the experiment. Do you think the researchers have shown that calcium reduces blood pressure in African-American men? What more might you want to know about the design of this experiment to determine if it is likely to represent the population?
• lib.stat.cmu.edu/DASL/ Web sites don't feature how to make histograms or scatterplots. They do provide lots of interesting sets of real data. The Data and Story Library has both data and the background needed to use them. Visit the The Data and Story Library and find a set of data that interests you. Create two or three graphical representations (such as histograms or scatterplots) to summarize the data. Describe what you have discovered about the data. Are there any outliers?
• www.dartmouth.edu/~chance/ The Chance Web site features current news items that involve statistics and also an archive of data. Follow the link for "Chance News" and find a current news article using probability or statistics. Summarize the article and answer the discussion questions at the end of the article.
• www.amstat.org The electronic Journal of Statistics Education has articles both about teaching statistics and a data archive. You can find JSE on the American Statistical Association's Web site. The link to "Publications" will take you to a link for the Journal of Statistics Education (JSE). Visit the Data Archive and find a set of data that interests you. Create two or three graphical representations (such as histograms or scatterplots) to summarize the data. Describe what you have discovered about the data. Are there any outliers?
• http://neyman.stat.uiuc.edu:80/~stat100/cuwu/Games.html The "Correlations" game in this applet provides practice in matching correlation coefficients to scatter plots. Click on the "Correlations" button and then "New Plots" to view four different scatterplots. Identify which graph matches the given correlations. Explain what evidence you use to make your decisions.
• http://neyman.stat.uiuc.edu:80/~stat100/cuwu/datalist.html This applet allows you to practice analyzing data. You can choose from many different data sets, including sports data, stock prices, and census data. The chosen data can then be displayed as a histogram or scatter plot, and information such as mean and median are available. Hit the "Choose Data" button and highlight "Brain size." Hit "Accept Data Set" and then "Display Data." Describe what you would expect the histogram for "Full Scale IQ" to look like based on the data shown. Check your answer by clicking "Histogram," selecting "FullScaleIQ" from the variables list, and hitting the "Update" button. Experiment with other options. How would you use this applet to determine if brain size affects IQ?
• www.census.gov The Bureau of the Census is a great source of data for exploration. Choose a set of numerical data from the Census website and make a histogram of the data. Describe the overall pattern and any noticeable deviations from the pattern.
• http://www.stat.sc.edu/~west/javahtml/Histogram.html This applet allows you to explore the effects of different bin widths on a histogram. The applet starts with the bin width set around 0.5. Look at the original histogram, and then set the bin width to its highest setting. Why is this new histogram misleading based on what was shown in the previous histogram? Experiment with the bin width. Which one do you think represents the data most clearly?

Videos

• Presentation of Teaming Social Research and Statistics
  given at 35th AMATYC Annual Conference, Las Vegas, NV November 12-15, 2009
  Project Teaming Social Research and Statistics - Students will be able to:State an operational definition of their research topic, select research method (survey, experiment),formulate a hypothesis, gather data using sound sampling methods, compile and analyze data (hypothesis testing), form valid statistically significant conclusions, display results for a general audience.
  Link on online documents (http://www.mac3.amatyc.org/social_stats/social_stats_main.html)
  
• Presentation of Infusing Science into Mathematics Courses
  given at 35th AMATYC Annual Conference, Las Vegas, NV November 12-15, 2009
  This four-class learning community will provide an integrated curriculum experience for the final semester of elementary education majors focusing on integrating math into the science and education curricula.
  Link on online documents (http://www.mac3.amatyc.org/elem_edu/elem_edu_main.html)

Related NSF Projects

• Middlesex Community College "Mathematics Across the Curriculum" NSF-funded project:
  www.middlesex.mass.edu/math/MAC.htm
  
• Colby-Sawyer College "Quantitative Literacy Across the Curriculum in a Liberal Arts Setting" NSF-funded project
  www.colby-sawyer.edu/academics/experience/quantitative/index.html
  
• List of NSF-funded Projects Supporting QL in Education
  http://serc.carleton.edu/nnn/news/numeracyprojects/profiles.html