Introduction and Rationale
In this unit, students will study patterns and analyze data in the context of studies involving the spread of infectious respiratory disease and the use of masks to mitigate that spread. Throughout the unit, students will interpret data from graphs and draw conclusions, analyze numerical data, distinguish purposes of types of research, use data from a sample population, and analyze claims based on graphs and statistics.
Students are better able to grasp mathematical concepts when they are presented in real world scenarios or examples that are familiar and accessible to them and their lives. The COVID 19 pandemic has made infectious respiratory disease an issue at the forefront of students’ lived experiences. In their late elementary through middle school years, students had their educational and even home lives shaped by decisions designed to prevent infectious disease spreading. They have been required to quarantine, wear masks, and social distance. They have heard the adults in their lives engage in emotionally charged conversations about their beliefs about which of these methods are effective and if they are effective enough to matter. This unit will provide students with real world data that will allow them to think critically and make decisions when presented with scientific facts and numerical representations and relationships. It will also aid in continuing to tie math to science and social studies, answering the popular objections of “Why do we need to learn this?” and “Will I ever use any of this in real life?”
Students are faced with many situations in which the media or another source is presenting information that just doesn’t feel quite right. Maybe it is in conflict with other information from another source or maybe it doesn’t align with what they have observed first hand. Social media has increased the circulation of information exponentially in recent years. It is easy to be swept up in the flood of information, especially when it includes numbers, graphs, and scientific data from experts. This is when it becomes increasingly important for students to not only read the commentary, but truly examine and interpret the data that is provided so that they are able to make informed evaluations on their own.
It is essential for students to learn to analyze and evaluate data in order for them to become productive problem solvers and informed citizens. Understanding information presented to them allows students to become critical thinkers and aids in decision making. Students will not only understand, but evaluate what is being shown to them. They also gain insights into presenting data to support their own ideas and arguments.
Growing up, we saw numbers and figures on news programs, magazines, newspapers, and text books. There was a system of checks and balances for this sort of published work. While something might be presented in a misleading way, it was more difficult for it to be manipulated or fabricated. Today’s students get much of their information from social media. This generally unregulated medium is full of both accurate and inaccurate information. Some of it is completely made up. Students need to learn how to understand the data presented to them, if it is reasonable, and if the source presenting it is trustworthy.
The data and discussions in this unit will primarily focus on the use of masks and their effectiveness to mitigate the spread of infectious respiratory disease. However, conversations with students are likely to also include overlap with other preventative measures like social distancing and frequent surface cleaning.
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