This ‘humanities-based math’ course is no average STEM class E
mily Baratta Goodell ’99 is talking about “parallel dot plots” with her AP Statistics class, and she wants her students to compare two different graphs. Audrey Leung ’22 points out a similar “shape” in the two. Avalon Dela Rosa ’22 notes the “spread,” without many “outliers” in either. There is some discussion about the limited “variability” in the graphs as well. The terms and approach are all textbook, the actual assignment a little less so. Because this activity is all about Beyoncé. Mrs. Goodell introduces this project with some background information about the band Destiny’s Child. “I may be dating myself here,” she says, laughing. She explains that Beyoncé wrote the entire Destiny’s Child song catalogue, and Mrs. Goodell is asking the class to use statistics to determine if Beyoncé was also the author of her international mega-hit “Crazy in Love.” Although the mere suggestion would be nearblasphemy for the most devoted Beyoncé fans (cue the buzzing Beyhive), it makes a stimulating classroom activity, with very enjoyable music breaks. The concept of “bias” comes up early in this activity. Mrs. Goodell shares the lyrics of “Crazy in Love” and asks the class to select five words from the song, count the number of letters in the words, and calculate the average word length. The students collaborate on a graph in Jamboard, and the girls start adding their dots for the mean word length using the numbers 1-8. The class ends up with the average (“true mean”) word length of 4.3 letters. However, Mrs. Goodell reminds them that their preferences show bias, so the girls move their attention to the second graph on the Jamboard. Graph two is still plotting the word length in “Crazy in Love,” but this one employs a random number generator. This randomness reduces bias, safeguarding that every subject in the study population (aka words in this song) has an equal chance of being chosen. And lo and behold, there is a notable difference! The average word length for this song is settled at 3.53 letters. The true mean of all of Destiny’s Child’s songs is 3.64 letters. Based on
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the samples supplied, did the class find good evidence that Beyoncé did not write the lyrics for “Crazy in Love”? Karissa Ho ’21 is careful in answering the question. She Students collaborated in real time using Jamboard, an online whiteboard. doesn’t say that all future inquiries into the question are null and void. But with such a small variance between those two mindset shift while she was taking true means? “We don’t have enough this course: “Once I switched from evidence to say that Beyoncé didn’t write approaching this class like a math class the lyrics to ‘Crazy in Love,’ ” Karissa to approaching it as an English class, says. There seems to be a collective I became a lot more confident in my sigh of relief from the class, as the reasoning and analysis of problems,” she crown of Queen Bey remains relatively says. “It also helps that Mrs. Goodell is a untarnished. great teacher!” It is easy to see how this subject, and Perhaps one of the reasons Mrs. Goodell this class specifically, appeals to those is so good at relating to her Mayfield who are deeply interested in STEM students is that she was one herself. classes, but also those with a more liberal And she has only praise for that journey, arts bent. saying, “I am who I am and I do what I do “I remember Mrs. Goodell describing because of Mayfield.” AP Statistics as a ‘humanities’ math Living through a pandemic is putting class,” says Avalon. “More than anything statistics front and center in students’ when deciding to take AP Statistics lives. “AP Stats has definitely gotten me was the uniqueness of the class...a to critically think about what’s going on combination of math and argumentin the news about the coronavirus and based learning.” its vaccines,” wrote Avalon. “This was There are, in fact, a few prerequisites not only relevant in today’s world but before students can enroll in this very interesting to learn about overall.” “humanities-based math.” They need Whether this is the last statistics to meet a minimum grade requirement class her students take or the first of in their math classes, and also in their many, Mrs. Goodell just wants them to history and English courses. Meeting be critical about the way information is the baseline in all three disciplines helps shared with them. She wants them to be promote student success in this dynamic able to pull the story away from the spin. course. “It is comforting to know that when I read about opinion polls now,” says Taylor Thorell ’21, “I can identify if “When I read about opinion they are substantial and trustworthy in polls now, I can identify if measuring the opinion of the population. Also, when I research scientific studies, they are substantial and I will be able to better identify how they trustworthy in measuring the are run and work.” In a time of so much uncertainty and opinion of the population.” doubt, the analytical skills embedded — TAYLOR THORELL ’21 in this statistics course couldn’t be more useful to these students. “I think “Every person comes to the table at a that’s also a testament to Mayfield,” different stage in their understanding,” says Mrs. Goodell. “Empowering us Mrs. Goodell says. “There might be a unit to be strong, independent women and where it clicks for someone, it makes it thinkers and advocates. You’re not going real, it’s relatable, and then they soar.” to tell me ‘no.’ If I want to do this, I can Elise DeGroot ’21 describes her own achieve it.”
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