Different "flavors" of Math 105 "Liberal Arts Mathematics"
- "Statistics through Baseball (Prof. May)
- "Music and Mathematics" (Prof. Ludwick)
- Quant. Reasoning/Effective Thinking (Prof. Schultes)
- Game theory, number patterns, what is infinity? geometry, intro to
prob/stats; topology ("rubber sheet geometry")
- Math for Life (Prof. Kunciw)
- Problem solving ; Percents, geometry, measurement; applications of
percent; prob/stats, graphs
This section: Quantitative Literacy and Environmental Issues
A challenging course - not "level of math" but:
- Time; Effort; self-motivation
- Not just "skills" (including calculations)
- Focus on building quantitative sophistication
- Skills vs. Numeracy/deeper understanding
- Word problems; many "open-ended" questions
- Be comfortable being "stuck" (
'freeze'→
step back for perspective)
- Then try several approaches; which make(s) sense?
- Less: "memorize this and carry out these exact steps"
- More: You have new 3 methods; figure out how to apply them
- Figure out how to extend them; how to modify
- Which skill/method/formula do I use?
- "Don't just do something, stand there!" (Pause to think..)
- Answering questions
- Questioning answers ("is it correct?")
- Questioning answers ("that's the answer..what does it really
mean?")
- Questioning questions (Is this the right/only/best question?)
MAA quote about Quantitative Literacy.
Curriculum:
No textbook;
handouts for in-class groupwork; for HW;
outside readings, newspaper stories or articles on environmental
issues with quantitative aspects; "find the error" ; "is this an
error?" ; "what's wrong/missing here?" ; "what if this part were
different?" Can you Generalize?
Course style:
→ Workshop or "Lab" (Explorations/groupwork)
→ Seminar (Class Discussion)
If discussed in class, you are responsible for it even if not formally
put on blackboard
Other elements:
→ Students presenting at the board
→ Accurate and precise communication (oral/written)
→ End of semester Capstone project (professionally typed)
→ And additionally, Capstone project's oral presentation
→ ..all interspersed with (often short) lectures
Often not linear/"pre-digested" cookie-cutter
Some:
"memorize/use this" and "Nuts&bolts" skills
But also: "here are the
key ideas; now run with them"
Assumptions about you:
•Genuine interest in environmental issues (yet, realizing
this is a math/QL course)
•Genuine interest in intellectual engagement. Giving your
brain a workout.
Non-linear / spiral learning:
•Returning to same math concepts with diff't env. examples
•Returning to same env. ex.'s with new math concepts
Two requests (and two pieces of advice)
•Seems too hard? ;
use your
creativity & patience
..and seek help from classmates and Dr. B; in
class and outside of class
• Seem too easy? Just wait; look more deeply; seek creative applications