NWIC developmental math

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• Matteo Tamburini 12:23 pm on March 12, 2012 Permalink  

  professional development opportunities 

  The first one (Ratio/Proportion) is at Clark College (Vancouver, Wa) on two Fri/Sat in April (April 13/14 and April 27/28).  The two Friday sessions begin at 12:00.  These are open to Clark RPM as well as all other RPM colleges.  There’s no charge with the assumption your college would pay for your travel/lodging costs.

   

  For more information:

  http://www.ratioandpropostionalthinking.eventbrite.org

   

  Spokane Falls Community College will host a 9-day “Patterns I: Foundations for Algebraic Reasoning” (Ruth Parker) workshop June 19-29.  To register (no cost to RPM colleges) contact Patty Buckingham (pattyb@mec-math.org).

   

  Let me know if you need more detail on either of these workshops.

  Julie Jacob, Ed.D.

  Executive Director, Center for Learning Connections

  RPM Coordinator

  Edmonds Community College

  20000 68^th Ave West

  Lynnwood, WA 98036-5999

  (425) 640-1327

  Julie.jacob@edcc.edu

  http://www.learningconnections.org

  http://www.transitionmathproject.org

  http://www.veteranstrainingsupportcenter.org

   

• Matteo Tamburini 1:49 pm on February 16, 2012 Permalink  

  An assessment for math 70 

  Here on the main campus we have been having a lot of conversations about what does it mean for students to understand fractions and negative numbers, prompted in part by some student work.  I cooked up an assessment that we could consider as a tool for discussion. it’s attached.

  fractions assessment

  Namely, as you look through it, consider these questions:

   

  *Does each questions ask the students to…

   

  -Evaluate potential solutions for appropriateness, accuracy, and suitability to the context of the original problem.

  -Provide oral, written, and/or symbolic explanations of the reasoning used to obtain a solution.

  -Make and justify a multi-step mathematical argument providing appropriate evidence at each step.

   

  And could you point exactly to what part of the question asks the student to do those things (or not).

   

• Matteo Tamburini 9:41 am on February 6, 2012 Permalink  

  Course outcomes for Math 102, 103, and 105 

  These documents are currently being considered by the curriculum committee:

  MATH 102 Syllabus S12 1-27-12

  MATH 102 Course Revision 1-27-12

  Math 102 Course Outcomes 1-27-12

  UPDATE: what about the proposal below for a course description of Math 102?

  Revisits concepts such as linear and quadratic equations and graphs, from the point of view of a ‘new’ concept: functions. Emphasis is placed on multiple representations of functions and their use as models for applications. Other topics include, but are not limited to, systems of equations and radical expressions.

   

  The next step is to discuss the course outcomes for Math 103; Below is a proposal:

   

  The current catalog description for Math 103:

  • – – –

  MATH 103 (5 CR)

  PRECALCULUS I

  Covers data analysis, functions as mathematical models, linear functions and their graphs, quadratic functions and their graphs, cubic functions and their graphs, inverse functions and their graphs, exponential and logarithmic functions and their graphs.

  Prerequisite: MATH 102 or Placement test. (QS, NS)

  • – – –

  (PROPOSED) MATH 103 (5 CR)

  PRECALCULUS I

  Students will become familiar with: linear, quadratic, cubic functions and exponential functions, their multiple representations, and their use as models for concrete situations; inverse functions, with an emphasis on logarithms; and linear transformations of functions and their graphs. Includes an introduction to linear regression.

  Prerequisite: C or better in MATH 102 or Placement test. (QS, NS)

  • – – –

  (PROPOSED) COURSE OUTCOMES: Math 103

  -Define and recognize functions in their multiple representations (equations, tables, graphs) and evaluate them.

  -Find and interpret the slope, intercepts, and points of a linear model for a set of data; make predictions using the model and interpret the results.

  -Use functions to create a mathematical model for a realistic situation, state a reasonable domain for the situation, and use a calculator to find the extrema of the model.

  -Solve equations involving linear, quadratic, rational, radical, literal, exponential, and logarithmic functions as well as functions defined by a table or graph.

  -Define and apply the characteristics of the domain and graph of polynomial, rational, radical, exponential, and logarithmic functions as well as functions defined by graphs, tables, compositions, or inverses, including functions that are defined piece-wise.

  -Use knowledge of f(x) to describe or sketch the graph of y = a∙ f(b(x + c)) +d, y= , y = |f(x)|, y = (f(x))^-1, or y = f(|x|)

  -Find and compose the inverses of functions defined as equations, graphs, tables, or words; in particular, compute f(f^-1(x)) and f^-1(f(x)), and explain the difference between them (if any).

  -Define and use logarithms and their properties

  -Define compound interest and how it relates to exponential functions; draw mathematical conclusions based on problems that involve it as a concept.

  • – – – – – – – – – – –

  Below are the course outcomes for the equivalent classes currently taught at WWU.

  Math 112 (WWU) is our Math 102, Math 114 (WWU) is our Math 103, and Math 115 (WWU) is our Math 105.

  in the word document, i have added some comments, which you should feel free to ask questions about or disagree with!

  outcomes_102_103_105

   

• Matteo Tamburini 8:32 am on January 22, 2012 Permalink  

  our brainstorm for our common assessment 

  At the group’s request, I have fiddled with our discussion for our common assessment, and i have cooked something up, and then revised it after our FIG meeting on January 6th.

  This is a second version o four common assessment, “ready to go” to be administered to students.

  Common_assessment_ready_v2

  And this is a template with some comments, if you wanted to make a different version than the one above:

  Common assessment_template_v2

   

   

• Matteo Tamburini 9:22 am on January 7, 2012 Permalink  

  Things i’m thinking about 

  Could we use 102 vocab as part of a “placement test” for math 102?

  Make a course revision for Math 70: but how to make it robust?

  Re-revise Math 98/99 to reflect that 98 will be linear stuff, and 99 will be “everything else”?

  Math 102 is in the works.

  Given a new vision for Math 98, could the prereq for Math 107 be changed to “passed math 98 with a C or better/ placement test?” what would implications for enrollment, frequency of offering, etc. be? Can we make a more sensible list of course outcomes, that includes using excel/technology?

  outcomes for Math 103 (written, processing); what about “C or better”?

  outcomes for math 105 (there’s a WWU example, but not our own); what about C or better?

  math 124, 125, 126: note that we do not have a placement test for math 125 or 126; we neecd course outcomes; what about C or better?

  Math 151: we can do better (outcomes, description). and we can offer it sometimes.

   

• Cassandra 11:53 am on November 20, 2011 Permalink  

  Math 98/99 outcomes and course revisions 

  The materials posted here were brought before the curriculum committee on October 11th and again on October 25th, and they were approved!

  There are still some bureaucratic steps to take, but we’re getting closer!

  Cassandra is discussing. Toggle Comments

   

  • Cassandra 9:28 am on April 21, 2011 Permalink

    This is our most recent version.

• Matteo Tamburini 2:04 pm on October 1, 2011 Permalink  

  an experiment in progress 

  http://media.nwic.edu/system/files/private/math/video/matteo_parallel_m102.mp4

  This is my math 102 class, but the material is obviously relevant to what we do in math 98/99.

  What you are seeing is mostly an experiment that Cassandra and i are conducting with respect to homework. In teh past, we would devote the first fifteen minutes of class to answering questions from the homework, a practice whose effectiveness as an instructional strategy we have been questioning. Now we have changed what we do, and we instead ask a question (from the homework, or homework-like) to the whole class at the beginning of class, and ask the students to fill it out on a index card and pass it back so that we can process it together. Cassandra uses it for attendance. I give a point for extra credit on the previous night’s homework assignment. It has helped with tardiness, (though not 100% in my class, as you can see).

  at one point i give the students some slips of paper to work on. it’s copies of this:

  par-perp-templates

  As part of the observation, i would love it if you used a modified version of the form that we practiced on in September.

  Observation_RPM

   

• Matteo Tamburini 9:18 am on September 21, 2011 Permalink  

  Our articulation agreement with WWU 

  The following materials come from WWU; the first two pages discuss their quantitative and symbolic reasoning graduation requirement; the third page has a list of all of NWIC’s math classes and their WWU-equivalent, including their “attributes”.

  nwic_wwu_articulation

   

• Matteo Tamburini 9:36 am on September 7, 2011 Permalink  

  proposed College Outcomes for quantitative reasoning 

  Adapted from the College Readiness Standards for Washington State.

  Use logical reasoning and math to define and solve
  problems.

  Understand and discuss mathematical information in
  both mathematical and everyday language.

  Use math and mathematical thinking in other
  subjects.

   

• Matteo Tamburini 2:21 pm on May 31, 2011 Permalink  

  Using the quadratic formula 

  http://media.nwic.edu/system/files/private/math-student-videos/video/vid00001.f4v

  Daniel is discussing. Toggle Comments

   

  • Daniel 1:13 pm on June 2, 2011 Permalink

    Nice job of factoring review, though first coefficient is always 1 so cant tell if the students truly get the factoring…Ok now we got non2 coeff’s so good i still think that this is a confusing method but its a common method and you did a great job in discusing itthough i think you did need to lead the student through the problem..so i think students may or may not have a grasp of the concept i was not able to conclude student acknowledgement of the factoring…realy like the explaination of where the quadratic formula was derived…your patience is great in waiting for the students to derive the values for a b & c with the introduction of the quadratic formula…then things got a little faster i suppose you realized that your time was minimal for what you had to cover so over i liked the explaination of the quadrayic formula and why we use it however i think it will take more time , of course, to obtain understanding of it..