1 / 20

Math 1319 “Mathematics in the Modern World”

Math 1319 “Mathematics in the Modern World”. Agenda 8:30-9:40 Introduction (Helmut) 9:40-10:00 Break 10:00-11:00 Pedagogy, Assignments (Art) 11:00-12:00 Lesson Study (Tuesday and Art) 12:00-13:00 Lunch 13:00-14:00? Syllabus Preparation. Roundrobin: Introducing Ourselves….

hume
Download Presentation

Math 1319 “Mathematics in the Modern World”

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Math 1319 “Mathematics in the Modern World”

  2. Agenda • 8:30-9:40 Introduction (Helmut) • 9:40-10:00 Break • 10:00-11:00 Pedagogy, Assignments (Art) • 11:00-12:00 Lesson Study (Tuesday and Art) • 12:00-13:00 Lunch • 13:00-14:00? Syllabus Preparation

  3. Roundrobin: Introducing Ourselves…

  4. Core Curriculum • Introduced by the State of Texas in the early 90s. • Idea: Every student at every institution of higher education takes about 40-45 hours of general liberal arts courses during the first two years of college. • Idea: Courses transfer easily from one institution to the next.

  5. Core Curriculum at UTEP – 42 hours • English and Communications (9) • Mathematics (3) • Natural Sciences (6) • Visual and Performing Arts (3) • Humanities (3) • US History (6) • Political Science (6) • Social and Behavioral Sciences (3) • UNIV 1301 “Seminar in Critical Inquiry” (3)

  6. Core Curriculum in Mathematics Three hours = one course Originally two options: • Math 1320 “Math for Social Sciences” • Math 1508 “Pre-Calculus” (or higher) • Problem: All non-science and non-engineering students are “stuck” in a Business Math course. • Note: UTEP does not have a “College Algebra” course.

  7. The State also prescribed “Exemplary Objectives” for the Core Mathematics Course: • To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. • To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. • To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.

  8. Objectives (cont’d): • To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. • To interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them. • To recognize the limitations of mathematical and statistical models. • To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.

  9. About three years ago the department started to think about (re)creating a “terminal” mathematics course for • liberal arts majors, • and elementary education majors.

  10. Two competing(?) philosophies for such a math course: • Critical Thinking • Quantitative Literacy

  11. The Department opted for the Critical Thinking approach…

  12. Course Description: • Math 1319 - Mathematics in the Modern World An introduction to some of the great ideas of mathematics, including current applications of logic, algebra, geometry, statistics, and other topics. Intended for students whose majors do not require MATH 2301, MATH 1508 or MATH 1411. Prerequisite: An adequate score on a placement examination or MATH 0311.

  13. Five Main Objectives: • “Great Ideas” as an overarching theme • Logic • Algebra • Geometry • Statistics

  14. State Objectives again… • To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. • To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. • To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. • To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. • To interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them. • To recognize the limitations of mathematical and statistical models. • To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.

  15. Courses offered in Fall 2006: • 8 sections of Math 1319 (about 250 students) • 19 sections of Math 1320 (about 900 students) • 17 sections of Math 1508 (about 750 students)

  16. Students in Math 1319: • College of Liberal Arts: • All majors except for Psychology and Social Work • College of Education: • All majors except for 4-8 Math and Math/Science specialists

  17. Students in Math 1319: • Preparation • Students have at least the skills taught in a “Beginning Algebra” course. • A substantial portion of the students has taken “Intermediate Algebra”.

  18. The textbook:

  19. The authors: • Edward Burger, Williams College • Michael Starbird, University of Texas at Austin

  20. Guiding questions for discussion: • Do you believe… • … that every college student needs to know how to solve a quadratic equation? • … that the life of every student can be touched in a single math class? • … that learning mathematics improves the ability to think effectively? • … all students in such a course can/should gain a deep appreciation of the Cantor diagonalization procedure? • What should students gain from taking Math 1319?

More Related