Search for: All records

When students gain critical data literacy skills, they can analyze data in ways that help them understand power dynamics and ongoing challenges in society. Students need “critical data literacy” skills to help make sense of the multitude of information available to them, especially as it relates to high-stakes issues of social justice. The authors describe two curriculum modules they developed—one on income equality, one on immigration—that help students learn to analyze data in order to shed light on complex social issues and evaluate claims about those issues. 

To promote understanding of and interest in working with data among diverse student populations, we developed and studied a high school mathematics curriculum module that examines income inequality in the United States. Designed as a multi-week set of applied data investigations, the module supports student analyses of income inequality using U.S. Census Bureau microdata and the online data analysis tool the Common Online Data Analysis Platform (CODAP). Pre- and post-module data show that use of this module was associated with statistically significant growth in students’ understanding of fundamental data concepts and individual interests in statistics and data analysis, with small to moderate effect sizes. Student survey responses and interview data from students and teachers suggest that the topic of income inequality, features within CODAP, the use of person-level data, and opportunities to engage in multivariable thinking helped to support critical data literacy and its foundations among participating students. We describe our definitions of data literacy and critical data literacy and discuss curriculum strategies to develop them. 

On 8 July 2021 a M6.0 normal faulting earthquake rocked the community of Walker and the surrounding region near the California‐Nevada border. In the 1990s, field surveys of nearby Meadowcliff Canyon identified numerous precarious rocks deemed likely to topple in the event of strong shaking. Despite their proximity (∼6 km) to the 2021 earthquake, the precarious rocks still remain standing. In this work, we combine advanced source and ground motion characterization techniques to help unravel this mystery. High‐precision hypocentral locations reveal a clear north/south‐striking, east‐dipping rupture plane along the southern extension of the Slinkard Valley fault. The mainshock nucleated near the base of the fault, triggering thousands of aftershocks. Bayesian source spectral analyses indicate that the mainshock had a moderately‐high stress drop (∼17 MPa), and that aftershocks with deeper hypocenters have higher stress drops. Peak Ground Acceleration (PGA) recordings at regional stations agree well with existing ground motion models, predicting PGA of ∼0.3 g in Meadowcliff Canyon, a level sufficient to topple precarious rocks based on PGA‐derived stability criteria. We demonstrate that despite these large ground accelerations, the pulse duration in Meadowcliff Canyon is too short to supply the impulse necessary to damage these features, observations which support the application of dynamic toppling models that account for the joint effects of pulse amplitude and duration when assessing rock fragility. This study provides a unique vantage point from which to interpret rarely‐observed strong‐motion recordings from close to an active normal fault, one of many that dominate hazard along the eastern Sierra.