Category Archives: Uncategorized

The Real Story of a Moore Victory

I was listening to NPR today and a commentator was describing how a victory for Roy Moore over Luther Strange would show a declining acceptance of Donald Trump. I must disagree with this statement. Donald Trump was never “really accepted” in Alabama. As with most everyone I talked with, he was described as the better of two options: Hillary Clinton and Donald Trump. To make my point more clear with evidence, look back at the original Republican primaries. He won 43% of the Alabamian vote ( There are a large number of people in Alabama who make their decisions on election day based on their faith. A Moore victory today will be more likely a turn out and victory in regards to the faith of Alabama rather than any political affiliation.

In addition, Trump won votes in Alabama as an outsider coming into the Republican party. Many people in Alabama are also very anti-establishment. A victory tonight for Moore will also be likely due to an anti-establishment vote. I received a number of letters asking for my support or vote for Strange. These were backed by the Republican party, McConnell, and Trump himself. Moore represents an anti-establishment that many people in Alabama are moving towards.



2014 AP Stat Reading: Best Practices Presentation

Josh makes an excellent point. Until students incorporate service learning, they have a harder time understanding sampling variability and sampling error. They also become more familiar with sampling bias. Many ideas in the statistics class come alive when they experience service learning.

GOD & MATH: Thinking Christianly About Math Education

I was fortunate enough to be selected to give a presentation on service-learning in statistics as part of the “Best Practices” evening of the AP Statistics exam reading in Kansas City. In case you are unfamiliar with the event I encourage you to check out “Best Practices” presentations from prior years over at APStatsMonkey (even if you are familiar with the event I still encourage you to check out these great resources and consider how you might implement some of those ideas in your own classroom).

Below you will find the PowerPoint that accompanied my short and sweet 5 minute presentation (click on the image below to access the PowerPoint). Due to time constraints, the meat of the information can be found in the resource documents that I have also included below.

The main question I aim to address  is this: what is the best resource that a teacher can…

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Principles to Actions: Ensuring Mathematical Success for All

I am thrilled to announce the publication of NCTM’s Principles to Actions: Ensuring Mathematical Success for All, which defines and describes the principles and actions, including specific teaching practices, that are essential for a high-quality mathematics education for all students.

Principles to Actions outlines the productive practices all teachers should adopt to improve their students’ mathematics learning, and it describes practical steps that math specialists and coaches, administrators, policymakers, and parents can take to support a high-quality mathematics education.  It also presents stakeholders the actions they need to dramatically improve mathematics education.

This landmark publication builds on NCTM’s Principles and Standards for School Mathematics and the Council’s previous standards publications. It also supports implementation of the Common Core State Standards for Mathematics. Principles to Actions spells out Guiding Principles and actions that must be taken in each of the following: Teaching and Learning, Access and Equity, Curriculum, Tools and Technology, Assessment, and Professionalism.

The Council first defined a set of Principles that describe features of high-quality mathematics education in Principles and Standards for School Mathematics in 2000. Now in Principles to Actions it articulates and builds on an updated set of six Guiding Principles that reflect more than a decade of experience and new research evidence about excellent mathematics programs, as well as significant obstacles and unproductive beliefs that continue to compromise progress.

Principles to Actions is now on sale from the NCTM Catalog and through Members receive a discount on both the printed publication and ebook. For information on quantity discounts contact NCTM customer service at (800) 235-7566 or

Linda M. Gojak

Protected: Making Connections in Geometry

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Protected: Promoting Efficiency, Justification, and Discourse

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Trying to Increase Box Office Attendance

So I’m listening to NPR a few weeks ago and hear how they are attemping to increase new movie attendance by increasing frame rates.  They have this idea that the better the technology in the movies, the more likely we are to come.  The real issue isn’t us being bored at the movies, it’s the prices!  Stop increasing the 3-d and frame rate technology and make it more economical to attend.  I don’t see why a trip to the movies should cost me almost half a days wage.  I propose that pricing of movies should have some kind of function that determines cost.  I would think possible factors would be projected attendance and length of time in box office.  Strong movie goers would continue to watch premiers while increasing attendance to movies when they are unlikely to draw much interest. 

Other easy methods would be to transfer production costs of movies to customers.  Why should low budget films cost as much as others?  Why does a movie that has one celebrity playing multiple rolls cost as much as movies with multiple celebrities?

Median-Median Line and Absolute Deviations

So this is my first year teaching the Median-Median Line procedure to my accelerated 7th graders.  They picked it up well; however, they started mixing the procedures for a box plot with the Median-Median line.  They will be tested on the inferences from regression models and data sets tomorrow.  Interestingly, they also learned how to compute the mean and median absolute deviations.  This was a much more strenous exercise for them.  After going through one problem set, I let them start using the TI-83 calculators to complete the exercise and emphasized more of the implications of these procedures.  Many of the students did well with the calculators and their intuition was very good on how to subtact lists within the calculators program language.  Other students however are still fighting the aspect of using the calculator to perform statistical tasks.  It’s actually interesting to see many of the very bright foreign students resisting the use of the calculator, but recognizing its usefulness for statistics.