Math Gets Real in New Junior School Stats Course

Behind the long line-up of fun, hands-on projects in a new junior school math elective is a whole lot of geometry, algebra, percentages, probability, and other grade-level math concepts.

“There isn’t always time to apply concepts in a core math class,” said Hopewell Junior School teacher Joseph Bobinger, one of three teachers leading the new “Next Generation Stats” course at Lakota’s four junior schools. “This class makes them look at math differently and see how much it is around them all the time.”

The new course, open to both seventh and eighth grade students, was born from the idea to offer a class that reinforces the learning standards that students struggle with most on the state’s math test. With those marching orders, Bobinger, alongside his colleagues Pam Purcell (Plains & Ridge Junior Schools), Belynda Ottaway (Liberty Junior School) and teacher leader Lauren Downs, designed a curriculum that would give their students an opportunity to actually apply those concepts to real world scenarios. 

Because the class includes very little full group instruction, it gives the teachers ample time to float among groups to either review a concept or reteach it, depending on each student’s level of understanding. 

“They’re doing a lot of math and sometimes don’t even realize they’re doing it,” said Purcell, who brings to her new role over 25 years of math teaching experience. 

So far, that curriculum has included a full-scale city planning project. Students had to work individually or in small groups to design and build a 3D paper city, complete with roadways, green space, residential space, an entertainment district and other features that “would sell your city,” according to Purcell. Beyond calculating volume and surface area and even discussing advanced concepts like tangents, transversal rotations and reflections, students learned a new computer design program where they first dreamt up their designs and also practiced their presentation skills. 

“The class is all project-based and I like getting to use my creativity too,” said Hopewell eighth grader Kiersten Hoff. 

Her classmate and project partner, Fiona Barrett, added that she appreciates the flexibility to pace herself and manage her own time on projects from start to finish - both staples of a personalized learning experience. She also appreciates the opportunity to provide feedback at the end of each project - probably as much as her teacher appreciates it. Bobinger is already noting changes for the second iteration of the projects next semester. 

Students have also led a taste testing project to compare the likability of competing soft drinks. Other classes served as their taste testers, with students collecting data and then putting their probability skills to work. They’ve also embarked on a semester-long project that simulates the stock market, applying concepts like integers and statistics. 

Still on the blueprint the remainder of the semester-long class is the creation of a carnival game, and their dream vacation, as well as the use of data analysis and statistics to defend their choice of the “GOAT” for the sport of their choice.

“I’ve never been a big fan of math, but it teaches us math in a fun way and in a way that lets us express ourselves too,” said Plains eighth grader Odette Krause. 

Beyond the fun, perhaps the best sign of success is this. Purcell shared that her math colleagues tell her regularly that her students are talking about Next Generation Stats in their core math classes. “They’re making connections and that’s what it’s all about,” Purcell said.