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. 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.
PREREQUISITE: MTH 001 with C or a satisfactory score on the placement test. Students from other institutions must provide appropriate documentation
for enrollment to the instructor on or before Aug. 27, 1999.
TEXT: ELEMENTARY ALGEBRA by Alan S. Tussy and R. David Gustafson, 2nd edition
ADDITIONAL MATERIALS: graph paper and a scientific calculator with trig and
log, ln, and exp keys. A scientific calculator may be used on tests. Instructional videotapes are available for use in the Library Learning Lab.
ADDITIONAL STUDY AIDS: After the first week our mathematics department tutors located in room SW 211 can help you and some library materials are available. Tutoring is also offered at the South County Education Center and the West County Education Center. To obtain individual peer tutoring through the College Success Program, contact Kathy Rose in the Administration Building, Room 232 (984-7571).
Before the end of the first week take the Skills Test for beginning Elementary Algebra found on pages 4 -9 in
the Mathematics Department's Syllabus. You should be able to get 32 to 39 questions
right. If you get 31 or fewer questions then consider taking Math 001 Basic Mathematics to master necessary skills for Elementary Algebra.
Please consider HAVING TROUBLE WITH MATHEMATICS ideas on page 3 and read SUGGESTIONS ON HOW TO STUDY MATH on page 2 of the Mathematics Department's Syllabus.
Please see me as soon as possible for any personal accommodations you require.
TIME ON COURSE: The three class hours, field trips and special projects time you spend on this course will require about
ten homework hours per week for high grades to around six 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 eight to eleven 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, about twenty minutes, of class is
open for answering questions about the previous assignment including
exercises, reading material, or classroom notes. You are encouraged to
answer other students assignment exercise questions for extra credit points
by presenting chalk board work. For each exercise presented and noted as
one point on the attendance sheet, one grade point will be added to your
unit test. While presenting exercises is expected, this communication
beyond the one point is not graded. Use this time to experiment with your
ability to understand an exercise and convey your understanding to others.
Don't worry about any mistakes you may make, that's part of learning.
In fact, any student who finds and documents a textbook or
answer key mistake may also report a point on the attendance sheet
for that discovery.
The second part of class is used to introduce new material with examples
and discussion and demonstrations or proofs. It is generally assumed that prior to the time new material is covered in class, you took notes as you read from
the new section(s) and practiced the new vocabulary. You may wish to include the textbook examples in your
class discussion of new material as your instructor will cover these ideas and concepts and do additional examples. Use this time to clarify any ideas you may have by asking
questions or seek additional help hopefully during that same twenty four
Some class time is spent with all students working at the chalk board.
Individual communication is not permitted in class when attention is
directed to one individual. Some class time is devoted to group problem
EXPECTATIONS: This syllabus including the Course Schedule (below),
Math Department Assignment Sheet(s), Department Course Objectives,
Department Suggestions On How To Study - Having Trouble - Beginning Skills
Test and Mathematics Department Policies, combined with the SLCC Fall
1998 Fact Finder Student Handbook give you the relevant course, student
academic rights and responsibilities, and study guide information.
Please see me as soon as possible for any personal accommodations 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.
You are expected to read the textbook and take notes from the textbook
and from each class. You are expected to finish each assignment on time
except perhaps a few of the more difficult exercises that you should ask
about in class (and then finish). Definitely ask for individual help
when needed particularly if you can not work large portions of the
exercises. Review the 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 vocabulary and doing plenty of daily reviewing likely
including some daily memorization. You are expected to contribute to your
group's positive progress at all times. Use your personal weekly study
schedule sheet to keep a record of finished work. Your instructor is located in
the math department or you may call the office or home telephone number
for extra help. Please call before 8:30 PM if you can. 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".
The following schedule may change due to math department needs or time and activity adjustments.
Copyright © 1982 through © 1999
with all rights reserved by
William V. Thayer, PedLog
Reference: "The Evolving Self" by Mihaly Csikszentmihalyi © 1993