Global Health Equity: Algebra II

Statements:

Cody Kennedy:Students always seem to ask, ”When am I ever going to use math in the real world?” Showing students how mathematics impacts business, everyday life, research, etc. will give them an opportunity to appreciate math in different aspect of life and learn how to recognize it in their daily routines. Every student has the potential to learn and grow in the classroom. It is important to show my students different ways of engaging mathematics and to address each student’s mathematical needs to further her interest in math and show appreciation for it.


Essential Questions:

  • How can young mathematicians raise awareness about the primary and secondary factors that influence global health issues?
  • How can students use visual representations of statistics to generate productive conversations to affect social change?

Concepts and Content:

The students will know and understand…

  • improving global health is a complex system with many factors involved
  • how to make connections between data and the real world problems represented by the data
  • that math can have an impact to promote social change
  • through research, the depth of many epidemics such as HIV/AIDS

Skills:

The students will be able to…

  • understand and interpret statistical data on factors that influence global health
  • create visual representations of the data that are meant to generate meaningful conversations about the issues that human kind faces related to world health
  • discuss their findings and propose solutions
  • share their findings in presentation form
  • conduct research to gain insight on factors that affect global health
  • reflect on their place in the process on creating change
  • work with researchers in the field of global health

Curriculum Frameworks

English Language Arts

Grades 9-10


Listening & Speaking

Organization and Delivery of Oral Communication

  • Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause.
  • Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

Speaking Applications (Genres and Their Characteristics)
Using the speaking strategies of Grades 9 and 10, students:

Deliver expository presentations:

  • Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.
  • Convey information and ideas from primary and secondary sources accurately and coherently.
  • Make distinctions between the relative value and significance of specific data, facts, and ideas.
  • Include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs.
  • Anticipate and address the listener’s potential misunderstandings, biases, and expectations.
  • Use technical terms and notations accurately.

Mathematics

Grades 8-12


Statistics & Probability

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

  • understand histograms, parallel box plots, and scatterplots and use them to display data;
  • compute basic statistics and understand the distinction between a statistic and a parameter.

Select and use appropriate statistical methods to analyze data.

  • for uni-variate measurement data, be able to display the distribution, describe its shape, and select and calculate summary statistics;

Develop and evaluate inferences and predictions that are based on data.

  • evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions;

Assessmemts

Formative: Class Activity, Presentation and Research Projects

  • Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
  • Deliver expository presentations:
    • Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.
    • Convey information and ideas from primary and secondary sources accurately and coherently.
    • Make distinctions between the relative value and significance of specific data, facts, and ideas.
    • Include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs.
    • Anticipate and address the listener’s potential misunderstandings, biases, and expectations.
    • Use technical terms and notations accurately.
  • understand histograms, parallel box plots, and scatterplots and use them to display data;
  • compute basic statistics and understand the distinction between a statistic and a parameter.
  • for uni-variate measurement data, be able to display the distribution, describe its shape, and select and calculate summary statistics;

Learning Activities:

  • Students will have the opportunity to choose a primary and secondary factor linked to global health such as availability of clean water, medical supplies, epidemics, natural resources, etc. They will research statistics related to their topic and create a visual representation of the data, intended to generate meaningful conversation. They will strategize solutions based on their research and visual representation of who they need help from such as UNICEF, WHO, UN, President, etc. and how they will implement their strategies. The students will learn what they need to do to play a role in improving global health issues.

Goals and Criteria:

Goal One: Educate to a personal and active faith in God:

  • The school seeks to form its students in the attitudes of the heart of Jesus expressed in respect, compassion, forgiveness and generosity.

Goal Two: Educate to a deep respect for intellectual values:

  • The school provides a rigorous education that incorporates all forms of critical thinking and inspires a life-long love of learning.

Goal Three: Educate to a social awareness which impels to action:

  • The school educates to a critical consciousness that leads its total community to analyze and reflect on the values of society and to act for justice
  • The school offers all its members opportunities for direct service and advocacy and instills a life-long commitment to service.
  • The school is linked in a reciprocal manner with ministries among people who are poor, marginalized and suffering from injustice.
  • In our multicultural world, the school prepares and inspires students to be active, informed, and responsible citizens locally, nationally, and globally.
  • The school teaches respect for creation and prepares students to be stewards of the earth’s resources.
    Foundational Principles, Goals and Criteria

Goal Four: Educate to the building of community as a Christian value:

  • The school has programs that teach the principles of nonviolence, conflict resolution and peacemaking.

Goal Five: Educate to personal growth in an atmosphere of wise freedom:

  • All members of the school community show respect, acceptance and concern for themselves and for others.

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