MAJOR - MerAmec Juggling ORganization - on Thursday from 11:30 a.m. to 12:30 p.m.
meeting in the Student Center Quadrangle or Student Center.
Juggling Club Web Page URL http://www.jug/wt/major.htm
StLCC @ Meramec Web Pages URL
Check with the math secretary if I am not in my office when you are free or call me.
You may also use email email@example.com or my Web URL
http://www.jug.net/wt to contact me
for help or information.
TIME ON COURSE: The five class hours, field trips and special projects time you spend on this course will require about seventeen homework hours per week for high grades to around ten hours per week for passing grades. It is best to construct a time schedule for each week of the course and mark out the study time you plan that gives you the needed twelve to eighteen hours indicated above. This commitment is a pledge you make to yourself to "BE ALL YOU CAN BE" for the obligation you have undertaken to learn this mathematics.
TYPICAL CLASS PERIOD: The first part of class time is open for answering
student questions about the previous assignment including exercises, reading
material, or classroom notes. Add your questions to the class day's START UP
LIST. You are encouraged to help answer other student's questions or show
your solutions by presenting chalk board work. While presenting information
is expected, this communication is not graded. Use this time to experiment
with your ability to understand an exercise and convey your understanding to
others. Subtract your contribution of board work from the START UP LIST as
you put work on the board with your first name next to the section and
problem numbers. Your frequent involvement will help you practice the course
material and generally aid your understanding of the problems of the course.
Don't worry about mistakes you may make, that's part of learning this material.
Another part of class is used to introduce new material with examples and
discussion and demonstrations or proofs. I assume that prior to the date covered in class, you took notes as you read from the new textbook sections. You may wish to include the textbook examples in your class questions of new material as your instructor will cover these ideas and concepts and do additional examples.
Some class time is spent with all students working at the chalk board and
some class time may be spent in the computer room SW 109 or on other computer software.
LAB TEAM ACTIVITIES: Some class time is devoted to team work aimed at a
deeper understanding of some proofs and course topics or their applications. Your
instructor will assign you to a team of students. When working
on a team, students are to think for themselves treating the instructor as a coach,
guide, consultant, and evaluator to the team. Always try to approach your
team time with a knowledgeable position based on your personal studies.
During team activity, you should display a willingness to generate discussion
that leads to answers or more refined questions that converge to solutions to
your team assignment. You may be in the dark on some points but being open
to change and willing to communicate your points even if mistaken at first
helps the team toward the final goals while helping you toward greater
clarity. At times we need team work to derive all the answers or
computations in some assignments. And other times teams provide a natural
background for discussion of the material and presentation of solutions.
You are expected to help your team reach reasonable objectives on time and
demonstrate to me that you are participating on your team in a meaningful
way. Several grade units are given for these assignments and grades are based
on the group's activities and reports. Also, teams may wish to work as a
study group covering daily assignments. This can be implemented via your
telephone or computer networking.
Individual communication is not permitted in class. Please note that
individual communication is not very productive while another person is
speaking in a group or class room situation.
EXPECTATIONS: This syllabus including its Course Schedule, the Mathematics
Department's Syllabus including ASSIGNMENT SHEETS,
MATHEMATICS DEPARTMENT POLICIES
combined with the St. Louis Community College Fall 1999 Fact Finder student
handbook gives you the relevant course, student academic rights and
responsibilities, and study guide information. These items will give you a
sense of the quality that your instructor works to achieve in this course.
Please see me as soon as possible for any personal accommodations you require
and please keep in mind that: a fast way to resolve any difficulty is to talk
with your instructor about it as soon as possible.
SPECIFIC EXPECTATIONS: You are expected to read the textbook, take notes
from the textbook and and practice the new vocabulary before the class in which the material is covered. Add to
these notes or take separate notes covering the new material and activities
in each class. Then, finish each assigned exercise for the following class
except perhaps a few of the more difficult exercises that you should ask
about in the next class (and then finish). Put your list of studied but
unsolved problems on the class day's START UP LIST. Definitely ask for
individual help when needed particularly if you can not work large portions
of the exercises. Review processes you used to solve home work exercises
each day. Remember that you want to stay on top of your work and be able
to adequately prepare for the unit test coming in a few days. This generally
means you need to develop a dogged attitude with more than several hours per
day spent on solving exercises, keeping good notes from the text and class, practice the new vocabulary and doing plenty of daily reviewing likely including some daily memorization.
Give yourself a short test of five problems each day! Use the enclosed
course schedule list to keep track of finished work and extra credit points.
If you need help, I am located in the mathematics department during office
hours or you may call my home telephone number before 8:30 PM.
This course takes lots of gumption.
1. your ability to define and skill at defining terms, expressions,
processes, operations, and strategies;
2. your ability to listen, read, speak and write with vocabulary skills
essential for progress in mathematics;
3. your understanding of the general application of definitions and concepts and your energy in applying definitions and concepts to your basic areas of interest;
4. your skill in computing accurately and efficiently with and without
calculators or computers;
5. your ability to recognize mathematics as a way of thinking and speaking
about quantities, qualities, measures, and qualitative and quantitative
relationships and to extend beyond to a level where you model your applications;
6. your ability to use mathematics to gather data, to present and interpret
this data, to read and understand mathematics reports, charts, graphs, and
accounts with and without modern technology;
7. your ability to use a general problem solving technique and incorporate
computer and graphing calculator technology to facilitate problem solving;
8. your understanding of the logical structure of a mathematical proof: both
formal and informal and both deductive and inductive. Also, your understanding
of the logical structure of subject areas within mathematics, and the logical
structure of mathematics as a useful part of an individual's philosophy. Make these
types of your logical structures meaningful;
9. your ability to demonstrate mental traits such as visualization, curiosity,
imagination, creativity, and play related to each concept and strategy to promote understanding and problem solving;
10. your ability to develop attitudes that lead to appreciation, confidence,
respect, initiative, and independence for yourself and foster the same for other individuals;
11. your "preparation for" and "ability to" work with others in group activities and problem solving situations with an understanding of group dynamics for innovative decision making as well as conditions of "groupthink" that lead group problem solving astray.
within your individual studies, during small group interaction, through all class activities and in your community.
Consider the above list as you strive for excellence in understanding mathematical ideas and
develop corresponding techniques. Add more activities or general goals by experimenting with new ones that may help you increase learning or make learning more meaningful and pleasant. Reorganize your methods and even style of learning for deeper understanding and interest. Pursue the lines of inquiry that you find your mind selects naturally while not diverging from the outline of course material too far. It is OK to spend large amounts of time studying just a few ideas, pages, or problems and as a matter of fact this is YOUR MAGIC for learning mathematics. Also give yourself personal permission for making lots of mistakes. Use the criterion of "when time seems to flow" as your gauge for individual development to realize a sense of accomplishment then personal complexity may change as well. Don't get stuck or stay stuck! Help yourself to be an expressive engaged learner, that is, "be all you can be".
Copyright © 1982 through © 1999
with all rights reserved by
William V. Thayer, PedLog
Reference: "The Evolving Self" by Mihaly Csikszentmihalyi © 1993