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PLACE-BASED STATISTICS EDUCATION

PLACE-BASED STATISTICS EDUCATION. HARVESTING DATA IN OUR BACKYARD Daniel Showalter, Ohio University. Place-Based Mathematics Education.

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PLACE-BASED STATISTICS EDUCATION

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  1. PLACE-BASED STATISTICS EDUCATION HARVESTING DATA IN OUR BACKYARD Daniel Showalter, Ohio University

  2. Place-Based Mathematics Education • Place-based mathematics education (PBME) is instruction that “considers the unique history, geography, culture, and community of a place to be valuable resources for enhancing, and being enhanced by, students’ learning of mathematics.” (Showalter, 2012)

  3. Brief History of PB(M)E Research • Term introduced in 1990s • Increase student quality of life (Haas & Nachtigal, 1998) • Place vs. standards (Kannapel, 2000) • 100 days of PBE (Lewicki, 2000) • Cultural investigations, environmental education, solving local issues, economic studies, and public policy involvement (Smith, 2002) • Critical pedagogy (Gruenewald, 2003) • Call for research on PBME (Bush, 2005) • Teacher-student from hierarchical to collaborative (Smith, 2007) • Five years of community values (Takano et al., 2009) • Seven site study on PBME (Howley et al., 2011) • From PhD to practice (Showalter, 2012)

  4. Water Quality Testing • Boat of Knowledge • High school – university collaboration • Interdisciplinary (books.ohio.edu)

  5. Local Social Justice Issues • To study economic disparities in the region, math methods teacher collected data with students. • Mathematical modeling; choosing a model to tell a story. (Showalter, 2012)

  6. Local Needs • College statistics • Class met with a local festival committee to discuss what data would prove helpful for local businesses. • The class then designed a study based on surveys and interviews in order to gather the desired data. (Showalter, 2012)

  7. Community Cash Flow Analysis • South Dakota town • High school seniors used statistical surveys to analyze community cash flow. • Their subsequent reports led to an estimated infusion of $6 million into the local economy. (Long, Bush, & Theobald, 2003)

  8. Incorporation Issues • How does a focus on the local place affect acceptance/learning about other cultures? • What about students who are not from the area? • Can this work at the post-secondary level? • Whose interests should you gear lessons towards?

  9. References • Haas, T., & Nachtigal, P. (1998). Place value: An educator’s guide to literature on rural lifeways, environments, and purposes of education. Charleston, WV: Eric Clearinghouse on Rural Education and Small Schools. • Howley, A., Showalter, D., Howley, M. D., Howley, C. B., Klein, R., & Johnson, J. (2011). Challenges for place-based mathematics pedagogy in rural schools and communities in the United States. Children, Youth and Environments, 21(1), 101–127. • Kannapel, P. J. (2000). Standards-based reform and rural school improvement: Finding the middle ground. Journal of Research in Rural Education, 16, 202–208. • Lewicki, J. (2000). 100 days of learning in place. Westby, WI: Author. • Long, V. M., Bush, W. S., & Theobald, P. (2003). “Place” value: The rural perspective. Athens, OH: Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics. • Smith, G. A. (2002) Learning to be where we are, Kappan, 83, April, 548–594. • Smith, G. A. (2007). Place-based education: Breaking through the constraining regularities of public school. Environmental Education Research13(2):189–207 • Takano, T., Higgins, P., & McLaughlin, P. (2009). Connecting with place: Implications of integrating cultural values into the school curriculum in Alaska. Environmental Education Research, 15, 343–370.

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