# Learning

## Another interesting question about how we teach math.

Why the Math Curriculum Makes No Sense

## Why do we teach math the way we do?

I have a burning interest in finding a better way to get students, particularly female students, to stop saying “I’m math challenged.” This short article gives some food for thought. A History Lesson: When Math Was Taboo

## We need more Women in STEM! We need NEW!

When I was in my master’s engineering class at Auburn, there were very, very few women in the school of engineering. There were none in the graduate school of engineering. And I am ashamed to admit I did not do my part early in my professional engineering career to help women get jobs at my …

## Quant or Cat?

More about measurement scales One of the key vocabulary/concepts in an introductory statistics’ course is that of how to identify and use quantitative and categorical data. For some reason I woke up this morning thinking about it and the thought that quantitative data can be converted into categorical data and that categorical data can be …

## Thoughts on Section 7.4 for Mia

Mia, In rereading your email, I am seeing several problems you say you are having with the section on proportions. Identify the test When you are working with one or two proportions, you always use a Z-test. Knowing that simplifies the calculation of the critical value – we are always looking for values of Z. …

## The Brain on Math!

Too many of my intro stats students start their self-introductions to each other with the phrase (more or less): “I am math challenged!” No matter how much I try to dissuade them of this idea about themselves, it seems to persist. I’m hopeful we can continue to do brain research on how humans do math. …