MAJOR - MerAmec Juggling ORganization - on Thursday from 11 to 11:50 a.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 firstname.lastname@example.org or my Web URL
http://www.jug.net/wt to contact me
for help or information.
PREQUISITE: MTH 140 with C, B or A or a satisfactory score on the placement
test. Students from other institutions must provide appropriate documentation
for enrollment to the instructor on or before Jan. 15, 1999.
COLLEGE ALGEBRA COURSE INTENT: This course is intended for students whose
choice of academic fields requires a college algebra level course in
preparation for mathematics used in such fields. This section may use a
graphing or scientific calculator to help learn the topics of this course
and on tests.
ALTERNATIVE COURSE: EARTH ALGEBRA - College Algebra with Applications to
Environmental Issues" by Schaufele and Zumoff taught in MTH 155 Survey of
College Mathematics may serve your needs for a college algebra mathematics
course if you do not wish to major in science areas. Please confer with
the Mathematics Deptartment Chairperson.
MTH 160 TEXTBOOK: COLLEGE ALGEBRA 4th edition by Roland Larson, Robert
Hostetler and David Heyd
ADDITIONAL MATERIALS: Graphing or scientific calculator and graph paper.
ADDITIONAL STUDY AIDS: Before the end of the first week take the Skills Test for beginning College Algebra found on pages 2-7 in
the Mathematics Department's Syllabus. You should get 20 to 25 questions
right or else consider repeating
Intermediate Algebra to master necessary skills for College Algebra.
The student answer key has more than the answers.
Computer software may be used in SW 109 and I will help you
with this mathematics software once we get to Chapter Three. I would suggest
using WinPlot, a free software graphing program from Peanut or other graphing
software for this course.
After the first week our mathematics department tutors can
help you and some library materials are available.
Please consider all the
HAVING TROUBLE WITH MATHEMATICS, page 21, ideas and read
SUGGESTIONS ON HOW TO STUDY MATH, page 20, in the Mathematics
see me as soon as possible for any personal accommodations you require.
A TYPICAL CLASS PERIOD MAY HAVE:
REVIEW - QUESTION AND ANSWER SESSION: 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 day's START UP
LIST on the chalk board. You are expected 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.
But give yourself one extra credit point on that day's attendance sheet for
each problem you presented on the chalk board.
Use this time to experiment
with your ability to understand an exercise and convey your understanding to
others. Check off 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 many of
the activities covered in some general and specific goals covered later in
this syllabus and generally aid your understanding of the problems of the
course. Don't worry about mistakes you may make, that's included in this
part. In fact, the first student that finds and reports on the day's attendance sheet
a given textbook or answer key mistake may have one extra credit point for that discovery.
DISCUSSION: Another part of class is used to introduce new material with examples and activity based discussion. I assume that you took notes as you read from the new sections of the textbook prior to the date listed on the Course Schedule.
You may wish to include the textbook examples in your class discussion of new
material as you cover some of these and do other examples.
Some class time is spent with all students working at the chalk board and
some class time is spent in the computer room SW 109.
TEAM ACTIVITIES: Some class time is devoted to team work aimed at a deeper
understanding of some course topics or their applications. Your instructor
will assign you to a team and assign team coordinators. Sometimes a grade
may result from this team work. 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 move toward
the final goals while helping you understand with 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. Also, teams may wish to
work as a study group covering daily assignments. This can be implemented
via 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 Approximate
Schedule (below), the
MATHEMATICS DEPARTMENT'S SYLLABUS, pages 1-20,
including ASSIGNMENT SHEETS
on pages 16-19,
COLLEGE ALGEBRA OBJECTIVES on pages 8-15, and
MATHEMATICS DEPARTMENT POLICIES on page 22 combined with the
St. Louis Community College Spring 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: The quickest way to resolve any difficulty, no matter how small,
is to let your instructor know about it as soon as possible.
SPECIFIC EXPECTATIONS: You are expected to read the textbook and take notes
from the textbook 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, see the Department's
Syllabus pages 16-19 ASSIGNMENT SHEETS or do ALL ODDS,
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, 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 sheet 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