MATH 55 SYLLABUS

Spring 1996

Instructor: Dr. Jack Schiller
Office: 438 Computer/Math Building
Phone: 204-5012
E-mail: schiller@euclid.math.temple.edu Text: Mathematical Modeling, published by the Computer/Math Building National Council of Teachers of Mathematics,
Readings: The Arithmetic Teacher, an NCTM periodical

I am happy to learn so that I may teach,

Lucius Annaeus Seneca

The mathematical modeling version of Math 55 is designed to teach the basics of algebra, geometry, probability, and statistics in the context of solving realistic problems. Problems will be drawn from the book Mathematical Modeling, current events, and other sources.

A mathematical model uses mathematics to describe a process. For example, we could construct a mathematical model of the stock market, the spread of a disease, or the motion of planets in the solar system. The purpose of the model is to help us understand the process and possibly predict its future behavior. For example, weather prediction is based on mathematical modeling. Models are not the "real thing"; they usually involve a degree of simplification or approximation. It is virtually impossible to take all of the factors that affect the stock market into account mathematically, and we all know how inaccurate weather prediction can be. On the other hand, the Newtonian model of the solar system, although not perfect, is extremely accurate.

In this course we will construct mathematical models of everyday events. Our tools will be arithmetic, algebra, geometry, probability, and statistics. The class will be divided into groups, and each group will work as a team. There will also be individual work. While constructing the models, you will be developing your understanding of the mathematics involved. Hence, there will be two levels of construction going on. We will use the TI-82 graphing calculator to help in the construction of many of the models. We may also, on occasion, use some computer software. No previous experience with graphing calculators or computers is assumed. You will learn "on the job" how to use this technology.

The basic mathematics covered and the instructional methods used in this course make it especially suited to students majoring in elementary-education, which explains the quotation at the beginning of the syllabus and the inclusion of the Arithmetic Teacher as reading material. However, even if you are not planning on a teaching career, you can fortify your understanding of the subject matter by continually asking yourself the question "how would I explain this concept or procedure to someone else?" In answering this question, you will discover how well you know the material, and can then proceed to fill any gaps in your understanding.

Assessment

Your course grade will be based on the following performance categories:

Individual Performance: Two in-class tests (30%), final exam (20%), course portfollio (15%)

The two tests, one approximately every six weeks, will be based on the assignments. These tests are meant to provide feedback to the instructor and to be part of your learning process. You will be given the opportunity to improve your score on each test by correcting your mistakes and resubmitting it; your grade for the test will be a weighted average of the two scores. Howerver, you get only one shot at the fiinal exam.
The course portfolio will include written assignments and reflections on the material; in general, it will comprise a record of your course work. More specific instructions regarding the portfolio will be given in class.

Group Performance: Group Presentation (15%), Group Paper (10%)
- Each group will prepare and present to the class a mathematical model chosen from the text, the readings, or other sources. The group will also design a short class activity based on the model to be undertaken by the rest of the class after the presentation. Hence, class members should ask questions during the presentation to be sure they understand the model. The class in turn will assess the group presentation.
- In addition to the presentation, each group will prepare a written paper based on readings in The Arithmetic Teacher. These readings deal with the mathematics education of children. It is vitally important that all citizens get involved in the education process. This paper will be an opportunity for you to express some views on mathematics education in the early grades.
Intern Tutoring: 5%
Effort: Class Attendance and Participation: 5%

January 16, 1995

This page is maintained by John Noonan, Department of Mathematics. Comments, suggestions and questions should be directed to John at

noonan@math.temple.edu

Last modified April 25, 1996.