Marshall University
MATH 125 Mathematical Thinking (CT)
Spring Semester 2011–2012
Domains:Critical Thinking; Mathematical and Abstract Thinking; Ethical, Social, and Historical Thinking;
Oral, Written, and Visual Communication
InstructorDr. Mary Jane Wolfe
E-mail (You must include “Math 125” in the subject line of your message)
Phone(740) 245-5737
CatalogA critical thinking course for non-science majors. Topics include number systems, sequences,
Descriptionmodular arithmetic, deductive arguments, linear programming, techniques of problem-solving,
and the history of mathematics.
CourseIn this course, we seek to provide students with the mathematical tools needed to function as
Objectivescitizens in our increasingly quantitative society. In the modern workplace, both employees and employers must be able to use advanced technology, work with quantitative (numerical) information, and respond to a rapidly changing economy. In particular, we believe our students should meet the following four goals:
- Students should develop the critical thinking, reasoning, and metacognitive reflection skills required for subsequent college work and for functioning successfully as an adult member of society.
- Students should be able to think critically about quantitative issues covered in the news particularly issues covered in the newspaper or a weekly news magazine.
- Students should be able to make decisions on quantitative issues that confront them in both their personal lives and in their lives as voting citizens.
- Students should be prepared with the quantitative skills needed for subsequent college course work, in particular, for their Integrated Science course.
- Students should develop the ability to reason quantitatively and to clearly explain their reasoning in written form, so that they will be prepared for the challenges of modern careers.
PrerequisiteMath 099 or equivalent, or Mathematics ACT of 19 or above
Credit3 semester hours
TextMath in Our World(2th Edition) by Dave Sobecki, Allan G. Bluman & Angela Schirck-Matthews, McGraw Hill, ISBN-13:978-0077356651
Critical
ThinkingStudents will satisfy the five elements for critical thinking, in agreement with the FYS, as
Elementsfollows
1. Reasoning: students will construct and evaluate a deductive argument using truth tables and
Venn Diagrams.
2. Cultural Judgment: Students will research, analyze, and report on the role critical thinking
and mathematical reasoning plays in making wise decisions
3. Representations: Students will present their research in an oral report using PowerPoint,
Prezi, video, or posters.
4.Information Literacy: Students will demonstrate competency in researching the role quantitative reasoning and mathematical thinking plays understanding our world. This includes using information from the web legally and ethically.
5.Reflection: Students will write informal paragraphs about their understanding of several different topics as the semester progresses.
ClassBrief introduction and explanation of central idea followed by class discussion and group work;
StructureInteractive, lecture-oriented sessions with whole class involvement;
Small group focused inquiry activities
In-class exams, homework, quizzes, reflections, in-class activities, and a project
CourseChapter 1Problem Solving
ContentChapter 2Sets
Chapter 3Logic
Chapter 4Numeration Systems
Chapter 7 Additional Topics in Algebra
Chapter 8 Consumer Mathematics
Chapter 11Probability and Counting Techniques
CourseTwo 100-point exams
GradingExam 1 Chapters 1, 2, & 3(Sections 1 & 2)February 15
Exam 2 Chapters 3 (Sections 3 & 4), 4 & 7 (Sections 2 & 4) March 14
Three 25-point quizzes
Quiz 1 Chapter 1February 1
Quiz 2 Chapter 3February 29
Quiz 3 Chapter 8April 11
One 25-point Homework AssignmentTBA
One 100-point project to be presented in classApril18 or 25
One 100-point comprehensive final examMay 2
Two 25-point extra credit opportunities occur during the semester: A group problem solving activity and a group correlation analysis activity
Course averages falling in the following ranges should result in receiving a course grade no lower than the one listed: 100%–90% A, 89%–80% B, 79%–70% C, 69%–60% D
Borderline grade decisions may be influenced by class attendance and class participation. No excuse is needed if you miss a class, a quiz, or an exam. If you need to miss an exam or quiz, make arrangements with your instructor to take it in the MOVC Library the following Saturday.
If that is not possible, the percent score you receive on the final exam will be entered as the score for at most one quiz and one exam. If more than one quiz or more than one exam is not taken before the following class period, no make-up credit will be given for the second missed quiz or second missed exam.
Weekly homework assignments are printed at the end of each individual section’s handout.
AcademicWork submitted for credit in this course (quizzes, exams, and homework) must be entirely the
Honestyof the student whose name appears on it – with one exception: students may receive help on
Homework assignments. This help may consist of solving specific questions from the homework, but the student must be able to then solve the problem without looking at the helper’s work.
StudentsMarshall University is committed to equal opportunity in education for all students, including
withthose with physical, learning and psychological disabilities. University policy states that it is the
Disabilitiesresponsibility of students with disabilities to contact the Office of Disabled Student Services
[Prichard Hall 117, phone (304) 696-2271] to provide documentation of their disability.
Following this, the DSS Coordinator will send a letter to each of the student’s instructors outlining the academic accommodation he/she will need to ensure equality in classroom experiences, outside assignment, testing and grading. The instructor and student will meet to discuss how the accommodations(s) requested will be provided. For more information, please visit or contact the Office of Disabled Student Services at Prichard Hall 11, phone (304) 696-2271.
Topic Week 1– January 11, 2012
OutlineSection 1-1 The Nature of Mathematical Reasoning pages 4–15
Section 1-2 Estimation and Interpreting Graphs pages 15-28
Week 2 – January 18, 2012
Section 1-3 Problem Solving pages 29-34
Section 2-1 Sets pages 42-54
Activity 1-3 The Bellhop & Hats Problems
Week 3 – January 25, 2012
Section 2-2 Subsets and Set Operations pages 56-65
Section 2-4 Using Sets to Solve Problems pages 74-82
Week 4 – February 1, 2012
Chapter 1 Quiz
Section 3-1 Statements and Quantifiers pages 92-99
Section 3-2 Truth Tables pages 100-114
Week 5 – February 8, 2012
Section 3-3 Types of Statements pages 115-122
Section 3-4 Logical Arguments pages 123-133
Week 6 – February 15, 2012
Chapters 1, 2, & 3(sections 1 & 2) Exam
Activity 3-4 Affirming and Denying the Hypothesis and Conclusion
Week 7 – February 22, 2012
Section 4-1 Numeration Systems pages 148-162
Activity 4-2 Creative Subtraction AlgorithmsWhy 4 – (-3) is 7
Section 4-3 Base Number Systems pages 170-182
Week 8 – February 29, 2012
Chapter 3 Quiz
Section 7-2 Systems of Linear Equations pages 359-374
Section 7-4 Linear Inequalities pages 382-388
Week 9 – March 7, 2012
Section 7-5 Linear Programming pages 389-394
Section 8-1 Percents pages 420-428
Activity 8-1 The Uses and Abuses of Percents
Week 10 – March 14, 2012
Chapters 3 (Sections 3 & 4), Chapter 4 & Chapter 7 (Sections 2 & 4) Exam
Section 8-2 Simple Interest pages 429-436
Week 11 – March 28, 2012
Section 8-3 Compound Interest pages 437-445
Section 8-4 Installment Buying pages 446-457
Week 12 – April 4, 2012
Section 11-1 The Fundamental Counting Principle and Permutations pages 574-581
Section 11-2 Combinations pages 582-586
Activity 11-3 Probability: Is it Fair?
Week 13 – April 11, 2012
Chapter 8 Quiz
Section 11-3 Basic concepts of Probability Pages 587-596
Section 11-4 Tree Diagrams, Tables, and Sample Spaces pages 597-608
Activity 11-# Conditional Probability: The Monty Hall Problem
Week 14 – April 18, 2012
Presentations
Week 15 – April 25, 2012
Presentations
Week 16 – May 2, 2012
Final Exam