This wasn’t your typical exit poll.

The pollsters were high school students.

Their questions to voters outside Brooklyn polling places on Election Day last fall went beyond the usual “who did you vote for?” to “who helped you most in applying for college?” and “which extracurricular activities did you participate in while you were in school?”

And unlike some polling organizations where those who ask the questions leave it to others to tabulate the results, this group crunched the numbers themselves.

But you would expect that, considering that all are students taking Advanced Placement statistics at the HS for Telecommunication Arts and Technology in Bay Ridge.

Although statistics may have a reputation in some quarters as boring, these students’ teacher, Eleanor Terry, assigns projects that make math interesting and relevant to students’ lives and interests.

Students in Terry’s classes have analyzed baseball player salaries, calculated the future impact of college loans and examined how their school grades correlate with how hard they work.

Her innovative teaching methods were recognized in December when she was among the winners of the 2013 Sloan Awards for Excellence in Teaching Science and Mathematics.

Now in her fourth year teaching AP statistics and her ninth year at the school, Terry said that in her first year teaching statistics, she stuck to the textbook.

“I didn’t feel passionate about statistics until I started making up my own problems,” Terry said. “It’s contagious: If I’m excited, they’re excited.”

The contagiousness of her enthusiasm was apparent on a recent day in the statistics class as students delved into results from their November exit poll.

Terry put a “Do Now” problem on the whiteboard, and students moved their chairs to start working in groups of three or four, quickly and good-naturedly taking on different roles: facilitator, research manager, reporter and team captain.

The task was to examine one of their poll questions: “Should undocumented students be able to receive financial aid for college?”

Terry shot the class a series of questions. “What is the number of people we would expect to survey?” she asked. “What is the rate of return for those who said ‘yes’? Which of our questions are binomial? Which are geometric?”

The students rattled off answers just as quickly.

“Awesome!” she said.

Reflecting after class on the decision by students to include the question about financial aid for the undocumented, Terry noted that “some kids in the room are undocumented, while others [didn’t] even know that not being able to receive financial aid for college is an issue.”

The decision to include the question was “a learning moment” for the class, she said.

With the exit poll, she said she was most impressed with how students embraced the challenge and took it upon themselves to translate the questionnaire into Spanish and Chinese.

Part of her goal is to help students become comfortable working in groups, Terry said.

“In college and the workplace, you have to work with others. You need to learn how to take in other people’s information in a kind and productive way.”

She is also pleased at how the students now use statistics to analyze news stories more critically.

“They tell me, ‘I heard NY1 say that 39 percent of the city says this,’ and they say, ‘where’s the plus or minus? You don’t know that for sure.’ It’s making them more statistically literate.”

One student, Bryan, said he has learned that “you can use statistics in everyday life.”

He uses what he learns in class in his mini-business selling streetwear. “I can see where my sales come from, where my money is going and compare different designs and how well they sell.”

Another student, Brandon, is an athlete who also now uses statistics to pursue his interests. “I can figure out my own statistics for varsity basketball, cross-country running and track. I even help my teammates who ask me for their statistics.”

Mariela, another student, enjoyed conducting the election night survey.

Asking questions of random strangers was “scary but fun,” she said.

Because it was a random survey, the students were careful to ask only every fourth person they saw and to turn down passers-by who volunteered to participate.

The students worked in pairs, spreading out to seven different polling sites across Brooklyn.

Chapter Leader Jeanine Boulay, who teaches English and is a college adviser, recalled seeing Terry’s students prepare for the exit poll. “I saw them coming in here to the college office for name tags, survey boxes — they were really excited to be part of something so important.”

And excitement is exactly what Terry works to inspire.

“I’m a cheerleader for mathematics,” Terry said.