Numbers in Nature, Math on the Mountain

Graphical Abstract

Abstract

Data are the workhorses of the scientific endeavor and their use is rapidly evolving (Haendel, Vasilevsky, and Wirz 2012). Ask almost any scientist about their work, and the conversation will involve the data they collect and analyze. The use of data in science is often captured in science classrooms as an ill-defined link between math and science that may not reflect authentic data practices (Tanis Ozcelik and McDonald 2013). Students often find themselves collecting data to confirm obvious conclusions within highly structured labs, and data become a way for students to demonstrate the precision of their methods rather than a tool for explaining a phenomenon. For scientists, data are much more: Data are used for the inductive process of theory building (Windschitl et al. 2007). In other words, data can be used to tell rich narratives about relationships, phenomena, places, and other facets of the natural world through both inductive and deductive processes. Learning how to read the stories within data is a learned skill that must be intentionally taught, not only to K–12 students, but also to teachers. This process has the power to help transform science education from a droll recitation of known facts to an immersive exploration of nature, in nature’s own language.

Keywords:

• Informal Education

Acknowledgments

Funding

The NiNMoM project was funded largely by a U.S. Department of Education Title II-A grant and partially by the Roundhouse Foundation and the NSF Long Term Ecological Research Station (LTER) grant program. Data and facilities were provided by the H.J. Andrews Experimental Forest and Long Term Ecological Research program, administered cooperatively by the U.S. Department of Agriculture Forest Service Pacific Northwest Research Station, Oregon State University, and the Willamette National Forest. This material is based upon work supported by the National Science Foundation under Grant No. DEB-1440409.

Teachers

We would like to thank all of the teachers who participated in various parts of this project: Kim Bartolotti, Lynda Beauchamp, Eric Beck, Colleen Behrens, Dante Biancucci, Leilagh Boyle, Dave Colburn, Quinn Daly, Nate Day, Jessica DeVan, Jody Fletcher, Jessica Flood, Amber Freeman, Heidi Gillespie Dixon, Rima Givot, MeriLe Glass, Molly Honea, Mark Hubler, Laura Home Kaiser, Christine Kasberger, Lisa Kelly, Tawnya Layne, Jeff Lowenbach, Katie Lyons, Janey McCormack, Stephanie Morrison, Jessica Mumm, Sallie Nigg, Valerie Nixon, Valerie Overlay, Michelle Powers, Blake Poyner, Jay Sklenar, Adam Stefanek, Stacy Stringer, Kailey Sutton, Charlene Walker, Stacy Welsh, Jennifer Williams, Bryce Withers, and Jake Zywicke.

Project coordinators

Dr. Michael Giamellaro (Oregon State University–Cascades, College of Education), Dr. Kari O’Connell (Oregon State University, Center for Research on Lifelong STEM Learning), Dr. Melinda Knapp (Oregon State University–Cascades, College of Education)

Scientists

Dr. Alba Argerich (University of Missouri, School of Natural Resources; formerly Oregon State University), Dr. Ivan Arismendi (Oregon State University, College of Agricultural Sciences, Department of Fish and Wildlife), Dr. Dan Jaffe (University of Washington Bothell, Division of Physical Sciences, and Director of the Mt. Bachelor Observatory), Dr. Marc Rubin (Oregon State University–Cascades, College of Engineering, Department of Computer Science), Dr. Ron Reuter (Oregon State University–Cascades, College of Forestry, Forest Resources Department), Travis Roth (PhD student at Oregon State University, College of Earth, Ocean, and Atmospheric Sciences, Department of Water Resources), Dr. Mark Schulze (Oregon State University, College of Forestry, Department of Forest Ecosystems and Society, Director of the H.J. Andrews Experimental Forest)

Supplemental Material

Author Contributions

Michael Giamellaro ([email protected]) is an assistant professor of science and mathematics education in the College of Education and the Roundhouse Foundation Faculty Scholar of Science Education at Oregon State University in Bend, Oregon.

Kari O’Connell ([email protected]) is a senior researcher at the Center for Research on Lifelong STEM Learning at Oregon State University in Corvallis, Oregon.

Additional information

Notes on contributors

Michael Giamellaro

Michael Giamellaro ([email protected]) is an assistant professor of science and mathematics education in the College of Education and the Roundhouse Foundation Faculty Scholar of Science Education at Oregon State University in Bend, Oregon.

Kari O’Connell

Kari O’Connell ([email protected]) is a senior researcher at the Center for Research on Lifelong STEM Learning at Oregon State University in Corvallis, Oregon.