Course: EMAT 4500/6500

Location: 111/113 Aderhold

COURSE OBJECTIVES:

The course is designed to

• survey, from an advanced point of view, selected topics from the current secondary school curriculum;
• explore the connections among the topics and to other subjects (e.g., sciences, the social sciences, the humanities);
• use a variety of mathematical models in solving problems from different domains;
• highlight technology as well as hands-on approaches;
• acquaint you with two contemporary textbook series;
• provide opportunity (-ies) to develop a topic for presentation and teaching;

GRADING:

• Assignments 20 %
• Midterm 20 %
• Project: 40 % (20% presentation, 20% write-up)
• Final: 20 %

100 %

Evaluation of presentation: self, class, instructor(s)

ALL assignments need to be computer generated (front page only, Times or equivalent, 12 pt., double spaced).

Attendance: Regular and punctual attendance is expected. I will keep an attendance record. If you are sick you need a doctor's excuse or some other kind of documentation. Emergencies are taken care of on a personal basis.

Midterm: Thursday, 3/1/01

Final: Thursday, May 3, 3:30-6:30p.m.

• Introduction and warm-up: Looking back at the Functions chapter;
• The Ant on the Wheel: An in-depth investigation of the cycloid and related functions;
• It’s a Small World: An in-depth investigation of growth functions (exponential vs. logistic); Sample presentation of an IMP unit;
• Discussions and selected combinatorics problems from Schrage, G. (1996). Analyzing subject matter: Fundamental ideas (pp. 167-220). Portsmouth, NH: Heinemann.
• Group projects and presentations: Textbook investigations (Core-Plus and IMP)

• Variations on triangular numbers and other figural numbers;
• From all sides and angles: Area of a Triangle

COOPERATION

Working together in pairs or groups is encouraged. Here are some rules:

• Everyone turns in his or her own version of assignments. That is, I will NOT accept any group write-ups. Exception: If you have to share a computer, so can each include the hardcopies with both your names.

• Be responsible for your own learning. Don't let somebody else do your work.

• Be responsible for your partner's or group members' learning. Don't do all the work.

• Reference all help (persons and / or written materials).

1. Interactive Mathematics Program. Integrated High School Mathematics. Years 1-4. Key Curriculum Press.
1. Contemporary Mathematics in Context. Core-Plus mathematics Project. Years 1-3. Everyday Learning Corporation.

Units (tentative)

IMP-Year 1: The Pit and the Pendulum (Unit 4, statistics, physics, poetry)

IMP-Year 2: Is there really a Difference? (Unit 2, probability) or Do Bees build It Best? (Unit 3, geometry)

IMP-Year 3: Fireworks (Unit 1, algebra, physics)

IMP-Year 4: High Dive (Unit 1, algebra, trig, physics; connects to the Ant-on-the-Wheel problem)

CorePlus-Year 1: Graph Models (Unit 4, Graph theory)

CorePlus-Year 2: Matrix Models (Unit 1, discrete math) ?

CorePlus-Year 2: Network Optimization (Unit 5, with reference to Unit 4, Year 1, graph theory)

CorePlus-Year 3: Modeling Public Opinion (Unit 2, discrete math)

CorePlus-Year 3: Discrete Models of Change (Unit 7)

Tentative Schedule