At the end of the second unit in our freshman mathematics curriculum, I use a project-based assessment rather than a pencil to paper assessment for kids to demonstrate their knowledge of data and statistics. Student choose their own topics for which appropriate data is available or gather their own data around the school, and describe and analyze the patterns within that data distribution using histograms, frequency tables and box and whisker plots with an emphasis on using correct mathematical and academic language to support their conclusions. Students end up choosing an array of topics, all relating to a question they are interested in. The projects are made using GoogleSlides and visible to the entire class. Throughout the process both their classmates and I leave feedback on each student’s project encouraging them to write, explain, revise, and determine whether there sentences and numbers within their projects make sense.
How does this address the standard?
Element B: Students must demonstrate the ability to be literate in mathematics by using writing to explain theirideas. I demonstrate knowledge off student literacy development in reading, writing, speaking, and listening byhaving students write to explain as well as provide feedback to their classmate and by requiring students to reviseresponses towards effective mathematical communication.
Element C: The project requires students to make sense of numbers and data in context of their problems.Additionally, much of my feedback to students relates to whether or not their data measurements are sensible.
Element E:Students’ projects cover a myriad of topics, demonstrating mathematics’ relevance and importanceacross many disciplines.
Element F:The project is relevant to students’ backgrounds as they get to explore their own topic of interest andlearn how the content being taught applies to their specific context.