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SO WHY DO EDUCATOR’S STILL INSIST ON TEACHING STUDENTS MATHEMATICS????

Students learn mathematics to think through a process for solving problems, which parallels very closely — what may be encountered in their profession.

One example that I give is a MacDonald’s worker. The worker putting together a Value Meal is trained (or programmed) to learn to put together a specific Value Meal #1 when prompted by the Order Taker (from the Customer). There is a STEP-BY-STEP PROCESS for completing this task and the ORDER in which each STEP is accomplished is important.

Another example is that of a Surgeon doing a knee replacement. There is a STEP-BY-STEP PROCESS for completing this task and the ORDER in which each STEP is accomplished is important.

It is the Art and Science of Mathematics that teaches students how to solve (non-mathematical) problems through analysis and through devising a STEP-BY-STEP PROCESS. Mathematics happens to use numbers, formulas, equations, etc. Surgeons use anesthesa, medical equipment, medications, instrumentation, etc.

Both end up solving problems utilizing the correct resources and steps for a procedure.

It is this — Mr. G’s opinion that the essence of mathematics (which is based on decades of working in business as both a manager and an ‘in the trenches employee’) will be the ability to systematically and analytically approach and solve a problem of a non-mathematical nature. It is a step-by-step approach to problem solving that mathematics courses foster.

Like a carpenter who knows which tool or sequence of tools to use to complete a task or to solve a problem, a mathematician or an engineer or a surgeon or a cook or a medical technician or an auto mechanic or a conductor of a symphony or a McDonald’s worker knows which combination of steps and resources [formulas, tools, instruments, parts, etc] to utilize to accomplish a series of tasks resulting in the solution to a major problem; or like in the case of the carpenter, build a house — one step at a time, using the right sequence of steps, processes and procedures.

I request that you comment on the above and give me a STEP-BY-STEP procedure or process for completing a task. Past students have responded by telling me the detailed steps for:

===============================================================================

Changing a Diaper

Doing an Oil Change

Fixing a Flat Tire

Teeth Whitening Process

Taking Blood

Making a Cake, Pizza

Approval Process for Mortgage Acceptance

Is there a process in your workplace that you would like to share with the class?

USE THE TEMPLATE BELOW:

1. Name of Process:

2. Purpose of Process and who benefits:

3. STEP-BY-STEP PROCEDURE

**Please be detailed*

Saint Leo University

MAT 131
College Mathematics

Course Description:
Topics include critical thinking, number theory, measurement, percentages, geometry, counting
methods, probability, and statistics.

Prerequisite:
None

Textbooks:
Blitzer, B. (2011). Thinking mathematically with Mymathlab plus access (6th ed.). Boston, MA:

Pearson-Prentice Hall. ISBN-13: 978-0-321-86732-2

White, J., & White, S. (2015). Thinking critically to solve problems: Combining values and

college mathematics. Boston, MA: Pearson-Prentice Hall. ISBN-13: 978-1-5115-3917-3

The MyMathLab Plus access code includes Thinking Mathematically (Blitzer) eBook
access, so purchasing the physical Blitzer textbook is optional.

Learning Outcomes:
By the end of this course, students will be able to:

1. Solve problems involving data analysis and probability and obtain a better sense of
community when interpreting studies that relate to the world around them.

2. Use concepts that relate to number sense, concepts, and operations.
3. Use measurement techniques and demonstrate knowledge of geometry and spatial

sense.
4. Use basic problem-solving strategies.
5. Explore how mathematics can be used to enhance community.

Core Value:
Students will be learning the mathematical skills for solving problems and then investigate how
those skills and solutions can be used to enhance community.

Community: Saint Leo University develops hospitable Christian learning communities
everywhere we serve. We foster a spirit of belonging, unity, and interdependence based on
mutual trust and respect to create socially responsible environments that challenge all of us to
listen, to learn, to change, and to serve.

Evaluation:
In determining the final grade, the following weights will apply:

Problem Sets (7 @ 2% each) 14%
Quizzes (4 @ 2% each) 8%
Exams (2 @ 13% each) 26%
Final Test 20%
Discussions (8 @ 1% each) 8%
Group Project 12%
Individual Project 12%
Total 100%

Module Breakdown of Percentages:
Module 1: Problem Set 1 = 2%, Discussion = 1%
Module 2: Problem Set 2 = 2%, Discussion = 1%, Quiz 1 = 2%, Exam 1= 13%,
Module 3: Problem Set 3 = 2%, Discussion = 1%
Module 4: Problem Set 4 = 2%, Discussion = 1%, Quiz 2 = 2%, Group Project = 12%
Module 5: Problem Set 5 = 2%, Discussion = 1%
Module 6: Problem Set 6 = 2%, Discussion = 1%, Quiz 3 = 2%, Exam 2 = 13%
Module 7: Problem Set 7 = 2%, Discussion = 1%
Module 8: Discussion = 1%, Quiz 4 = 2%, Final Test = 20%, Individual Project = 12%

Grading Scale:

Grade Score (%)
A 94-100
A- 90-93
B+ 87-89
B 84-86
B- 80-83
C+ 77-79
C 74-76
C- 70-73
D+ 67-69
D 60-66
F 0-59

A minimum grade of “C” is needed to fulfill the degree requirement.

MyMathLab:
Most of your assignments for this course will be completed in MyMathLab, which is designed to
help you succeed in your course. MyMathLab provides multimedia instruction, unlimited practice
exercises, and online homework and testing—all correlated to the examples and exercises in
your textbook. Registration instructions are provided in Module 1. You will need to register in
MyMathLab as soon as possible.

Problem Sets:
The Problem Sets assigned in Modules 1-7 utilize MyMathLab. Students will be able to opt for
additional help by selecting any of the support links. Students may work each problem as many

times as they would like during the week. Problem Sets are due no later than Sunday 11:59
PM EST/EDT in each module in which they are assigned.

Quizzes:
Quizzes are provided through MyMathLab in Modules 2, 4, 6, and 8, and serve as practice for
the exams. Students may take each quiz as many times as they would like during the module;
however, only the highest score is recorded. Quizzes are due no later than Sunday 11:59 PM
EST/EDT of each module.

Exams and Final Test:
Exams are given through MyMathLab in Modules 2 and 6, with a comprehensive Final Test in
Module 8. Students may only take each exam/Final Test once. Exams/Final Test are due no
later than Sunday 11:59 PM EST/EDT of the assigned module.

Discussions:
Participation is critical to creating a successful online environment. Students are expected to
contribute to the class discussion in a substantive way at least two out of seven days each
module. Your instructor will consider both quantity and quality when evaluating student
discussion posts. In addition, it is expected that all students respond to the discussion questions
posted to each module. When preparing for the discussion assignments, the student should
plan on, at a minimum, two separate discussion postings.

Initial posting: The first posting is due by Thursday 11:59 EST/EDT of each module.
That first posting will reflect the student’s take on the assigned material. That posting
should be well thought-out and well-written and include appropriately cited online
research and text references.

Response postings: Students are expected to build the discussion by posting
thoughtful and substantive interactive responses to your classmates’ posts. One
instance of interaction is required and more are encouraged. Interaction should include
constructive criticism (positive and negative) offered in a supportive, collegial spirit. If
questions are posed to your initial response, you will need to address those as well. In
an active learning experience such as discussion, constructive criticism can be a very
powerful learning tool if offered in this manner. The deadline to post responses to
classmates is Sunday 11:59 PM EST/EDT of each module.

Group Project:
The Group Project is due in Module 4. Complete instructions are provided in Module 3.

Individual Project:
The Individual Project is due in Module 8. Complete instructions are provided in Module 7.

Course Schedule:

Module 1 Critical Thinking

Objectives When you complete this module, you should be able to:

 Use inductive and deductive reasoning.
 Use estimation techniques to approximate a problem, interpret

graphical information, and develop mathematical models.
 Solve problems using the four-step problem-solving process.

Assignments

Module 2 Measurement

Objectives When you complete this module, you should be able to:

 Express numbers in fraction, decimal, and percent form and use these
numbers to calculate percent increase, decrease, and percent
problems.

 Change units of measure for length, area, volume, and weight within
the English measurement system, within the metric system, and
between the English and metric systems.

 Use temperature scales.

Assignments

Items to be Completed: Due No Later Than:

Post an introduction to the class

Thursday 11:59 PM EST/EDT

Read the assigned materials

Post an initial response to the discussion
question

Thursday 11:59 PM EST/EDT

Post a response to at least one classmate Sunday 11:59 PM EST/EDT

Complete Problem Set 1 Sunday 11:59 PM EST/EDT

Items to be Completed: Due No Later Than:
Read the assigned materials
Post an initial response to the discussion
question
Thursday 11:59 PM EST/EDT
Post a response to at least one classmate Sunday 11:59 PM EST/EDT

Complete Problem Set 2 Sunday 11:59 PM EST/EDT

Complete Quiz 1 Sunday 11:59 PM EST/EDT

Complete Exam 1 Sunday 11:59 PM EST/EDT

Module 3 Geometry Basics

Objectives When you complete this module, you should be able to:

 Draw points, lines, planes, angles, triangles, polygons, and
tessellations.

 Solve problems related to angles and geometric figures.

Assignments

Module 4 Geometry

Objectives When you complete this module, you should be able to:

 Use formulas to compute the area of plane regions, circles, and
circumference of a circle.

 Use formulas to compute volume and surface area of three-
dimensional figures, and solve problems using these concepts.

Assignments

Complete Problem Set 3 Sunday 11:59 PM EST/EDT

Begin the Group Project Module 4

Complete Problem Set 4 Sunday 11:59 PM EST/EDT

Complete Quiz 2 Sunday 11:59 PM EST/EDT

Submit the Group Project Sunday 11:59 PM EST/EDT

Module 5 Counting Methods and Fundamentals of Probability

Objectives When you complete this module, you should be able to:

 Use the fundamental counting principle, permutations, and
combinations to determine the number of possible outcomes in a
given situation and solve problems involving these concepts.

 Compute theoretical and empirical probability.

Assignments

Module 6 Probability Theory

Objectives When you complete this module, you should be able to:

 Find the probability of one event, and/or a second event, an event not
occurring, and conditional probabilities.

 Calculate odds.
 Compute and use expected value.

Assignments

Complete Problem Set 5 Sunday 11:59 PM EST/EDT

Complete Problem Set 6 Sunday 11:59 PM EST/EDT

Complete Quiz 3 Sunday 11:59 PM EST/EDT

Complete Exam 2 Sunday 11:59 PM EST/EDT

Module 7 Introduction to Statistics

Objectives When you complete this module, you should be able to:

 Describe populations, select an appropriate sample, and organize and
present data.

 Determine measures of central tendency.
 Determine measures of dispersion.

Assignments

Module 8 Statistics

Objective When you complete this module, you should be able to:

 Statistically analyze a set of data.

Assignments

Complete Problem Set 7 Sunday 11:59 PM EST/EDT

Begin the Individual Project Module 8

Submit the Individual Project Sunday 11:59 PM EST/EDT

Complete Quiz 4 Sunday 11:59 PM EST/EDT

Complete the Final Test Sunday 11:59 PM EST/EDT

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