Teaching Math to Highschoolers, Study 1

8/3/2019 Teaching Math to Highschoolers, Study 1

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Revolution in EducationHow to Teach Math to High School Students

By: Brian Park, White Plains High School & Janna Kamanskaia, iNovum LLC and

Queens College, 2011


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Developed by:Brian Park

White Plains, HS

Janna KaminskaiaiNovum LLC
http://www.google.com/imgres?imgurl=http://qcpages.qc.edu/Philo/IMAGES/Q-logo1.gif&imgrefurl=http://qcpages.qc.edu/Philo/&h=105&w=125&sz=2&tbnid=vdd115mukxHDvM:&tbnh=76&tbnw=90&prev=/images?q=Queens+college+logo&zoom=1&q=Queens+college+logo&usg=__XThpvnnd-BV8-sSc59x07e1hK_E=&sa=X&ei=D2mmTIbbBMXflgep5KQZ&ved=0CCAQ9QEwAw


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The business Vision

Addressable Minds what is it

Addressable Minds results from the Teaching

Math to high school students survey

How results are used


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United States education is on the verge of crisis. American kids show very

little interest in learning essential sciences like Math. Upcoming generations ofstudents are lacking basic skills to compete in the job market.

At the same time countries like Russia, China and India produce millions ofhighly educated, hard-working and motivated specialists.

What would make learning subjects like Math interesting to students? Whatwould motivate them? What will scare them away?


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The Vision to give a process of learning Math a new life,

new aura, new approach. Make Math kids new favoritesubject.

Give US Educational system a new insight on how to getinto student heads and hearts the best


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Dr. Howard Moskowitz.Addressable Minds Inventor, honored by the scientific community,...

Is the President of Moskowitz Jacobs Inc. and holds aPh.D. in Experimental Psychology from HarvardUniversity.

Won two of the most prestigious awards in marketresearch

2005 Charles Coolidge Parlin Marketing ResearchAwardThe Nobel Prize of Market Research, received only by

the pioneers of market research.Recipients include Arthur Nielsen, George Gallup,Michael Porter, David Ogilvy and Philip Kotler.

2010 Walston Chubb Award for Innovation across allsciences, Sigma Xi, The Scientific Research Society,international Awarded for Mind Genomics: The scienceunderlying the technology discussed in this presentation


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Addressable Minds is a scientific, actionable form of predictiveconsumer intelligence accurately defining consumer attitudesand preferences both stated and unstated.

It has been described by Malcolm Gladwell and others as

discovering the DNA of the Consumers Mind.

This patented science created by Dr. Howard Moskowitz, authorof Selling Blue Elephants (Wharton Press) and the WhartonBusiness School has achieved critical acclaim and financial

success across: product design and development,

consumer messaging,

more effective consumer engagement physically and digitally.

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Psychographic Segmentation- Social Class- Lifestyle Type- Personality Type

Behavioral Segmentation- Product Usage

- Brand Loyalty- Attitudinal

Demographic Segmentation- Age- Gender- Income

AddressableMinds

Cuts across traditional segmentation & detects hidden preferences


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Phase III

Implement Live

Use withCustomer &

Prospect

Interactions

Phase II

Develop Use of

Addressable

Minds

Phase I

Create

Addressable MindSegments

The next several charts will describe what we uncoveredabout Addressable Minds with potential Teaching Math toHigh schoolers in Phase 1


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DEVELOP SURVEY QUESTIONS

Students

ANALYZED SURVEY RESULTS Addressable Minds

INTERNETIdeaMap SURVEY

IDENTIFY TARGET MARKET

Total

Sample

Seg1 Self

DrivenOnlineBanking

Seekers

Seg2

Technology/HighSecurity

Seekers

Seg3

CollaborativeOnlineSeekers

Seg4 Personal

TouchwithTechnology

Base Size: ( 267) (105) (50) (59) (53)Constant: 31 34 28 31 26

OC1Connect onlinein'realtime'withacustomer repviainstantmessaging, voiceover IPor videoconferencingviayour

computer 0 2 2 5 -13

OC3 Faster loanapplicationprocessworkinrealtimeonlinewithaloan officer 0 0 -8 12 -8

OC4Our bank'scustomer servicerepswillhelpyoubrowseanduseo ur o nl ine ba nk ing se rv ic es - 1 0 - 6 1 0 - 10

OC2Use our onlinetooltofindandscheduleat your conveniencean

onlineworkingsessionwithanexpert suchasinvestment broker,insuranceagent, and/or loanofficer -3 1 -11 6 -12

ON3We willanswer allyour requestsin'realtime'byemail, instant or

text messaging 1 7 -11 3 -1

ON4We offer 'Ondemand'statusreportsfor servicesrequests(e.g.,loanapplication) deliveredtoyouviae-mail, text or instant

mssaging1 6 -4 -3 0

ON2No morepaper mail... Wewillsendyoustatementsandimagesof

t ra ns ac tio ns se cu re ly by ema il -2 5 - 17 - 5 2ON1We allowyoutopaybillssecurelyusingyour mobiledevices(cell

p ho ne , PD A, B la ck be rr y, e tc .) - 4 2 - 13 - 9 - 2

BR3We offer abank-issuedsmart cardsowecanrecognizeyou

e nt er in gt he br an ch an dp ro ce ss yo ur n ee ds fa st er 4 2 6 - 3 1 3BR4Choose asecureeye or finger securityscantoidentifyyou

i mme dia te ly in -br anc ha nd at A TM 4 3 1 0 - 1 3BR2We havethemost securebiometricsystemthat identifiesyouas

y ou en te r t he br an ch so we ca np ro ce ss yo ur n ee ds fa st er 2 - 1 8 - 5 6

BR1We willrecognizeour customer'smobilephonesignalwhenenteringabranchsowe canrecommendappropriatebank

p ro du ct s, p ro mo ti on sa nd sp ec ia ls er vi ce s - 4 - 3 - 6 - 11 2

OnlineCollaborative

OnlineOther

In-BranchRecognition

No more paper mail we will send you copies of statements by secure e-mail

Securely manage your account by PDA, Internet of automated telephone

Our banks customer services reps will help browse & use our on-line services

Manage all your banking needs with a state of the art kiosk and be confidentthat live help is available if you need it

No more paper mail we will send you copies of statements by secure e-mail

Securely manage your account by PDA, Internet of automated telephone

Our banks customer services reps will help browse & use our on-line services

Manage all your banking needs with a state of the art kiosk and be confidentthat live help is available if you need it

MARKET SEGMENTATION TYPING ENGINE MARKETING PHRASES


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A survey to serve as a demonstration of theapproach

Sufficient to show the power of the method


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Survey run from January 25 to January 27 , 2011 : Population of high school students ages 12-18

266 Individuals responded

Assessed two major aspects of messages Students interest in various aspects of learning math How do these messages make students feel?

Data reveals the mind-sets of respondents across the

United States, as well as what works, what doesnt


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Total

Sample

Base Size 266Propensity to learn math 46

Students are more comfortable with the learning from the funny teacher as he/she has less

intimidating aura4

Math class goes by very quickly because of the fun lessons 4

Humor turns math class into a student club 4

Math presentations are set up to prevent any squinting and/or fidgeting to see it 4

Students get in less trouble with their teacher because the teacher has a sense of humor 4

Study groups allow learning from other kids which develops mutual understanding 3Students look forward to class for the laughs that occur while learning 2

Learning at a slow and steady pace 2

Technology keeps students focused, prevents from fooling around 2

The symbol for math taught with humor is a smile, and not a frown 2

No embarrassment is felt when asking a question to a fellow student 2

Learning math in a non-stuffy and comfortable environment 1

New and easier methods of learning math are created through teamwork 1

When you learn alongside your classmates, you do not feel boredom 1

Not having textbooks in class allows students open-minded thinking 0

Technology in math class decreases the need for textbooks 0

Homework assignments from math class are easily transferrable from school to home

environment0

Math presentations are flashy and mesmerize students 0

Technology helps to remove lethargy in class -2


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Conditional Formatting : Winners >+5 in green & Losers


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Working Together

35%

Messaging for one isnt necessary going to

appeal to the other

Fun

39%

Comfortable setting

26%


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Eager Comfortable

Somewhat

Interested Uncertain

Disinterest

ed

Eager

Students are more comfortable with the learning from the funny

teacher as he/she has less intimidating aura 9 5 7 4 5Math class goes by very quickly because of the fun lessons 9 6 7 3 5

Students get in less trouble with their teacher because the teacher

has a sense of humor 8 5 7 6 6

Comfortable

Technology helps to remove lethargy in class 6 12 12 4 2

Learning at a slow and steady pace 5 12 8 6 3

Math presentations are flashy and mesmerize students 6 10 9 4 4

Somewhat Interested

Students feel less intimidated by other students as everyone is

working together 5 6 14 2 6

Technology helps to remove lethargy in class 6 12 12 4 2

Technology in math class decreases the need for textbooks 7 8 12 4 4

Uncertain

Math presentations are set up to prevent any squinting and/or

fidgeting to see it 4 10 10 6 3

Study groups allow learning from other kids which develops mutual

understanding 5 8 10 6 3

Students feel thankful for the technology and learn more willingly 8 7 10 6 3

Disinterested

Students get in less trouble with their teacher because the teacher

has a sense of humor 8 5 7 6 6

Students feel less intimidated by other students as everyone is

working together 5 6 14 2 6

Humor turns math class into a student club 7 8 8 5 5


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You meet a high school student in a class.How do you find the right teachingapproach to that student?

How to uncover mind-set to correctlyclassify a person who youve never met

before?

Knowing the specifics guides youwhat

to say and do


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Typing Tool Linkhttp://www.mjiweb.com/mjitt/QC_Math/index.htm
http://www.mjiweb.com/mjitt/QC_Math/index.htmhttp://www.mjiweb.com/mjitt/QC_Math/index.htmhttp://www.mjiweb.com/mjitt/QC_Math/index.htmhttp://www.mjiweb.com/mjitt/QC_Math/index.htm


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The use of Addressable Minds for teaching math to

high school students identifies three distinctsegments with each segment having different hotbuttons

Schools across US can adapt the use of this

technique to improve attitude towards learningmath and other subjects as well as to maketeaching process more effective

Documents

Teaching Math to Highschoolers, Study 1