Math 0407 Pre-Statistics (Foundations of Mathematical Reasoning) Brazosport College Fall 2015 Instructor: Van D. Willey, Adjunct Instructor, Department of Mathematics E-Mail: van.willey@cbisd.com Required Course Material Account with MyMathLab for homework assignments Foundations of Mathematics Reasoning Student Pages, written by The Charles A. Dana Center at the University of Texas at Austin. This is available in print in the BC bookstore. Course Description While traditional developmental mathematics education and curriculum is designed to prepare students for a college level course in Algebra, this course is designed to prepare students for a course in Statistics or Industrial Mathematics. This pathway in mathematics will benefit student s pursuing degrees that do not require mathematics coursework beyond the core curriculum. Brazosport College, in partnership with the Dana Center at the University of Texas at Austin, offers students a unique opportunity to learn and grow in mathematics through the New Mathways Project. This course is Foundations of Mathematical Reasoning. Grading The following grades are possible for this course: A: 90-100% B: 80 89% C: 70 79% F: Below 70% Your grade will be determined by the following guidelines: Daily Activities: 20% Preview Assignments: 5% Post Lesson Assignments: 15% Exams: 4 @ 15% each
Pre-Lesson and Post-Lesson Homework There are two types of assignments in this course, both completed online. I will NOT be hand grading homework that you may have printed out to turn in. Preview assignments should be completed before coming to class on the scheduled day. Post lesson assignments are due on the Sunday following that class at midnight. Due dates are included online for each assignment. Please consult the semester schedule for further details. Attendance and Class Work Attendance is taken each class day and is part of your grade. If you are TSI liable and are required to take this course, you are only allowed four unexcused absences this term. If absences become excessive, the instructor may drop you from this course. Of course, if you know you will be missing class for excused reasons, let me know by either phone or e-mail. Know that you really need to attend every class to succeed in this course. Finally, if you need to drop this course, please do so by the official drop date, which is March, 27, 2015. Class Activities Each class period will involve activity done in small groups. This will be a very interactive learning experience and your contribution is critical for the success of everyone. Part of your daily activity grade will come from your work in these small groups. Exams There will be four exams given in this course. I do NOT believe in trick questions. My job is to help you learn and succeed in mathematics, not to trick you. All exam questions will be taken from the homework if you did the homework problems, you have seen the test questions (with the exception of some numbers being changed.) Finally, I do allow for make up testing, but it must be arranged ahead of time. If you miss an exam and do not contact me for another week, do not expect me to allow you to make up the test. All make up exams are given in the Learning Services Testing Center.
Students with Disabilities Brazosport College is committed to providing equal education opportunities to every student. Brazosport College offers services for individuals with special needs and capabilities including counseling, tutoring, equipment, and software to assist students with special needs. Please contact the Special Populations Counselor, 979.230.3236, for further information. Academic Honesty Brazosport College assumes that students eligible to perform on the college level are familiar with the ordinary rules governing proper conduct including academic honesty. The principle of academic honesty is that all work presented by you is yours alone. Academic dishonesty including, but not limited to, cheating, plagiarism, and collusion shall be treated appropriately. Please refer to the Brazosport College Student Guide for more information. This is available online at http://www.brazosport.edu. Click on the CATALOGS AND SCHEDULES link under STUDENTS. Academic dishonesty violates both the policies of this course and the Student Code of Conduct. In this class, any occurrence of academic dishonesty will be referred to the Dean of Student Services for prompt adjudication, and will, at a minimum, result in a zero on the assignment/exam in this course. Sanctions may be imposed beyond your grade in this course by the Dean of Student Services. Remember that your integrity is far more valuable and lasting than a grade. It s not a good trade! Help At no time should you think you are in this alone. Seek help before you get into trouble or fall behind. Catching up in math is really a pain! So, always feel free to get help from me, either during my office hours, or by appointment. Also, you can sign up for free tutoring in the Student Success Center. Finally, work together. The best way to understand something is to try to explain it to someone else. This list is provided to assist you in locating available services. Information about the BC Library is available at http://www.brazosport.edu/~lib/information.htm. or by calling 230-3310. Tutoring for Math, Reading, Writing, Biology, Chemistry, and other subjects is available in the Student Success Center. The Student Services area provides the following services Counseling and Advising, 230-3040; Financial Aid, 230-3294; and Student Activities, 230-3355.
Student Learning Outcomes Numeracy Outcome: Students will develop number sense and the ability to apply concepts of numeracy to investigate and describe quantitative relationships and solve real-world problems in a variety of contexts. N.1 Demonstrate operation sense and communicate verbally and symbolically with real numbers. N.2 Demonstrate an understanding of fractions, decimals, and percentages by representing quantities in equivalent forms, comparing the size of numbers in different forms and interpreting the meaning of numbers in different forms. N.3 Solve problems involving calculations with percentages and interpret the results. N.4 Demonstrate an understanding of large and small numbers by interpreting and communicating with different forms (including words, fractions, decimals, standard notation, and scientific notation) and compare magnitudes. N.5 Use estimation skills, and know why, how, and when to estimate results. N.6 Solve problems involving measurement including the correct use of units. N.7 Use dimensional analysis to convert between units of measurements and to solve problems involving multiple units of measurement. N.8 Read, interpret, and make decisions about data summarized numerically (e.g., measures of central tendency and spread), in tables, and in graphical displays Proportional Reasoning Outcome: Students will use proportional reasoning to solve problems that require ratios, rates, proportions, and scaling. PR.1 Represent, and use ratios in a variety of forms (including percentages) and contexts. PR.2 Determine whether a proportional relationship exists based on how one value influences another. PR.3 Analyze, represent, and solve real-world problems involving proportional relationships, with attention to appropriate use of units.
Algebraic Competence, Reasoning, and Modeling Outcome: Students will transition from specific and numeric reasoning to general and abstract reasoning using the language and structure of algebra to investigate, represent, and solve problems. A.1 Demonstrate understanding of the meaning and uses of variables as unknowns, in equations, in simplifying expressions, and as quantities that vary, and use that understanding to represent quantitative situations symbolically. A.2 Describe, identify, compare, and contrast the effect of multiplicative or additive change. A.3 Analyze real-world problem situations, and use variables to construct and solve equations involving one or more unknown or variable quantities. A.4 Express and interpret relationships using inequality symbols. A.5 Construct and use mathematical models to solve problems from a variety of contexts and to make predictions/decisions. A.6 Represent mathematical models in verbal, algebraic, graphical, and tabular form. A.7 Recognize when a linear model is appropriate and, if appropriate, use a linear model to represent the relationship between two quantitative variables. Probabilistic Reasoning to Assess Risk Outcome: Students will understand and critically evaluate statements that appear in the popular media (especially in presenting medical information) involving risk and arguments based on probability. R.1 Interpret statements about chance, risk, and probability that appear in everyday media (including terms like unlikely, rare, impossible). R.2 Identify common pitfalls in reasoning about risk and probability. R.3 Interpret in context marginal, joint, and conditional relative frequencies in context for data summarized in a two-way table and identify which relative frequency is appropriate to answer a contextual question. R.4 Demonstrate understanding of absolute risk and relative risk (percentage change in risk) by describing how each provides different information about risk.
Quantitative Reasoning in Personal Finance Outcome: Students will understand, interpret, and make decisions based on financial information commonly presented to consumers. PF.1 Demonstrate understanding of common types of consumer debt and explain how different factors affect the amount that the consumer pays. PF.2 Demonstrate understanding of compound interest and how it relates to saving money. PF.3 Identify erroneous or misleading information in advertising or consumer information. Quantitative Reasoning in Civic Life Outcome: Students will understand that quantitative information presented in the media and by other entities can sometimes be useful and sometimes be misleading. CL.1 Use quantitative information to explore the impact of policies or behaviors on a population. This might include issues with social, economic, or environmental impacts. CL.2 Identify erroneous, misleading, or conflicting information presented by individuals or groups regarding social, economic, or environmental issues.