Megan Hensiek

Caroline Clark
MATH 207
May 7, 2017
Journal: Unit 13
Learning about data analysis throughout K-12 and college, is important in determining
rational opinions and observations. Upon learning about statistics in my previous classes, some
experiences in the K-12 used statistics to create mathematic problems. Whereas, at the college
level statistics are used to spot trends or isolate causes. Statistics can be used to teach students
about the notions of probability, and how chance affects certain outcomes. In elementary we
learned about statistics with the use of probability. For instance, our teacher would pass out 6
colored marbles to each student some were red some were blue. Questions pertaining to
probability would circulate the classroom; if you have 3 red marbles and 3 blue marbles what are
the chances of pulling out two blue marbles. This type of problem gave me a general
introduction into data analysis. At the college level I studied statistics in depth and developed a
notion that statistics does not lie and when it does fail it is usually because the data collected is
not random, but rather it may be biased. For instance, those surveying individuals outside of
Albertsons is a biased survey and may result in inadequate evidence because the survey is only
targeting those whom shop at Albertsons.

As a student, my experiences from past teachers and past lessons have shaped the way I
want to teach my future students. Firstly, I want to incorporate group collaboration into the
classroom. Not only have I learned from other peers in my class, but it gave me multiple
perspectives of how one problem can be solved by varying methods. Secondly, I have learned a
lot by presenting problems to the class as a whole. Not only has presenting problems help
reiterate the concepts I have already developed but it also gave me the opportunity to see what I
need to work on in order to progress. I believe student led presentations can be beneficial to my
classroom because it will give each student an opportunity to explore and teach their own
algorithms and methods they have developed. Thirdly, I want to employ critical thinking into the
classroom, something I have done a lot this semester. For instance, instead of teaching my
students a lesson where memorization can take place, I want to ask thought provoking questions
that challenge each student to think critically. Lastly, in my classroom I want to incorporate
structure by using example problems and lessons students can use in developing their own
solutions. Throughout this semester, as a student we were not given a solid lesson we were given
a set of definitions and instructions and were asked to solve it by thinking on our own. Although
this technique may be effective in college I believe students in elementary may need more
direction and structure therefore I will make sure I give my students background information and
teach a lesson prior to giving them critical problems.