COURSE SYLLABUS

EMAT 4450/6450 Mathematics in Context

Fall Semester 2014

Last modified on

August 14, 2014

(Statement required by the University!!)

A course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.

Course:EMAT 6450 Mathematics in Context

Instructor:James W. Wilson

110F Aderhold Hall

Telephone (706) 542-4552

FAX (706) 542-4551

e-mail:jwilson@uga.edu

Teaching AssistantNone

Office hours:I maintain an open door policy for office hours. I come to the office early each morning (usually 7:30 to 8:00) and if I am not tied up in a meeting or talking to another student I am available to you.

Prerequisites for EMAT 6450:MATH 2210 or 2260. If you have not studied differential and inferential calculus, discuss the situation with me.

Objectives

- To become familiar with and operational with
mathematics from workplace settings.

- To solve mathematics problems arising from mathematics applications.

- To examine mathematics in cutural contexts such as art and music.

- To explore new ideas of mathematics for yourself that may arise in applications.
- To explore using mathematics in various applications.

- To engage in mathematical investigations
using applications and cultural contexts.

- To engage in some independent investigations
of mathematics topics from the secondary school curriculum or
appropriate for that level.

- To communicate mathematics ideas that arise
from applications.

- To communicate mathematics ideas in applications to non-mathimatics audiences.

Course Description.The course is about doing mathematics in real problem contexts. Technology may be used insofar as it supports our explorations. This is a course about mathematics as it applies to and derives from contexts outside of mathematics from the workplace, cultural activities, or daily life.

Valuable resources for the Summer 2013 EMAT 6450 are found in the web site for the Contextual Teaching and Learning Project (CTL). The CTL impacted on material for serveral other courses in our mathematics education program and some of those resources may be linked to the activites we will pursue during the summer.

Some examples are:

Mathematics of Architecture

The golden ratio in art and nature

The mathematics of irrigation systems

Mathematics of music

Mathematics in design and construction

Building a ramp for handicap access

Building a deck

Recreational mathematics

Mathematics in science

Mathematics in personal finance

Construction of Stairways (slope, tread, riser)

The emphasis is on exploration of various mathematics contexts to learn mathematics, to pose problems and problem extensions, to solve problems, and to communicate mathematical demonstrations.

Software tools generally available will be used as appropriate. These include:

Microsoft Word

Microsoft Excel

Microsoft Powerpoint

Geometers Sketchpad 5.0

Graphing Calculator 3.5 or 4.0

Desmos

GeoGebra 4.0

Fathom 2

Maple 15

Foxfire

DreamweaverOther technologies such as video, hand held devices, or Smartboards may be used.

## Course Assignments

There is no textbook. Course materials will be on or linked to the EMAT 6450 web site at

http://jwilson.coe.uga.edu/EMAT6450/EMAT6450.html

The class will use wireless networked computers in Room 111/113. The computers are set up to open with PAWS Secure. Alternatively, you can sign on to these computers using your own UGa MyID and Password.Some materials and assignments will be distributed in class.

Grades and Requirements

Grading is a necessary part of what we do and it is my intention to base grades on performance in meeting the requirements of the course. This performance includes the following:

1. Attendance

2. Participation and Sharing

3. ProjectEach person will identify a "context" area (applications area?) around which a project will be developed. The course is oriented to producing a "final product" that will be due on or before August 1, 5:00 pm.

During the course, as we explore a variety of contexts for uncovering mathematics, each student will identify and develop their individual project. Essential part of that process will include:

a. Early identification of an area.

b. Reporting and discussing your developing work with the class (AND being involved in the discussions of others project reports).

c. The scope, direction, and even the content of the project needs to be decided by you. The extent of the work should be commensurate with the major requirement of a 3 semester hour course where the process (identification, creation, reports, discussion, and products) is heart of the course and the final project is in lieu of a final examination.

d. It is intended that the final project have considerable flexibility for you. For example, it could be a mojor development of the application and the mathematics that essentially communicates about the area to other teachers. On the other hand it could focus on the development of instructional material developed from your explorations and discussions.

Do not shy away from using internet resources, but be very careful as these resources sometimes are in error. Material from the Internet can be linked (and referenced). Copying material from the Internet has the same rules and copyright restrictions as taking material from written sources. In particular, be careful about copying images unless you can verify the image is in the public domain.

UGA Academic Honesty Policy

The University of Georgia seeks to promote and ensure academic honesty and personal integrity among students and other members of the University Community. A policy on academic honesty has been developed to serve these goals. All members of the academic community are responsible for knowing the policy and procedures on academic honesty.

As a University of Georgia student, you have agreed to abide by the University’s academic honesty policy, “A Culture of Honesty,” and the Student Honor Code. All academic work must meet the standards described in “A Culture of Honesty” found at: www.uga.edu/honesty. Lack of knowledge of the academic honesty policy is not a reasonable explanation for a violation. Questions related to course assignments and the academic honesty policy should be directed to the instructor.

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