math100.summer

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Academic Enhancement Center

Course Syllabus

Summer Term 2010

Name of Instructor: Steven DiazPhone: 305-628-6643 (office); 786-546-2415 (Cell)

Email: [email protected]: CafeRicoIM: kaferico (Google & Yahoo)Office Hours:Monday-Friday 8 - 9 AM & T-Th 1:30 3 PMCourse Description:

MAT-100A is an intermediate course in Algebra. The course covers the concepts of variables,expressions, linear and quadratic equations and inequalities, absolute value equations, systemsof equations and inequalities, exponents and radicals, progressions, variation, scientific notion,complex numbers and applications. Credit not applicable toward total credit graduationrequirements.

Eligibility to enroll in this course is based on placement examination (CPT) or passing grade inMAT 099.

Learning Outcomes:

By the end of this course, students should have achieved the following learning outcomes:

1. Students will demonstrate improvement of their pre-algebra skills by increasing their pre-test scores by at least 30% during the post-test.

2. Students will demonstrate mastery level on each of the main concepts of the course (seebelow the Course Curriculum section) by earning at least 70% in the assessments (i.e.quizzes) scheduled for each main concept.

3. Students will demonstrate college readiness to handle the rigor of the next mathematicscourse by attaining a score of at least 70% in the post-test.

Course # Course Name Credit Class Schedule

MAT 100 Intermediate Algebra 3 Credits M-W 9 AM to 1 PMOHM-9

Computer Lab

New students can exit this course and be placed in the next higher level math

course if they score 90% in the Initial Assessment that will be administered during

the first week of the course.
mailto:[email protected]:[email protected]


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4. Students will demonstrate higher confidence and motivation doing mathematics byscoring on average at least point higher in the math anxiety post-survey (Likert scale)than in the math anxiety pre-survey.


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Course Text & Materials:

ALEKS Access Code: ISBN 0072391308 (required)

Bello, Ignacio (2006). Basic College Mathematics, A Real-World Approach 2e; McGrawHill: ISBN 0-07-283104-9 (optional)

A different way of learning math with ALEKS

ALEKS is a web-based assessment and learning math system that uses artificial intelligentprogramming to provide an individualized learning experience for every student. Theinstructional model of this course will mainly consist on students actively learning at their ownpace with the assistance of ALEKS, the online resources available in Blackboard, and the face-to-face classroom meetings.

Students must take the initiative and responsibility to use all the available resources to activelylearn the course content. Instructional time will be spent less on listening class lectures andmore on learning by doing and reflecting.

Taking into considerationour diverse population of students and to ensure they are involved asmuch as possible in the learning process, this course will be based on a blended learningmodel. In a blended course, students complete the majority (60%) of the learning activitiesonline (i.e. Blackboard and ALEKS), and the other learning activities (40%) takes place in the

face-to-face classroom. Here is what students should expect in this course:

Face-to-Face Meetings: Class will meet 3 times a week in the classroom (mathcenter), where students will complete interactive practice sets in ALEKS with theassistance of the instructor.

Computer assisted instruction: A learning and assessment web-based system(i.e. ALEKS) is used to help students grasp and master the course content. ALEKS willassess students prior knowledge of the course content and create a visualrepresentation (i.e. pie chart) of what they know and need to learn. Based on thisassessment, students work on the topics they are ready to learn. Students receiveimmediate feedback for their performance and are continuously assessed to guarantee

mastery and retention of the course content. Self-paced learning: Students complete the course content at their own pacebased on their prior knowledge of the math concepts and skills covered in the course,and with the guidance of a suggested timeline available in this syllabus. Students havethe opportunity to complete two courses in one academic term.

Online Learning Resources: ALEKS provides detailed explanations anddemonstrations of the concepts and skills covered in the course. It also providessupplementary resources such as videos, animations, Power Point presentations, mathdictionary, and the course textbook (i.e. e-book). In addition, students have access inBlackboard of additional instructor-made resources (i.e. handouts, Power Points,screencasts, etc.) and math links to other Internet sites that provide tutorials, virtualmanipulatives, and multimedia materials.

Available Assistance: Students have many alternatives to seek assistance tosucceed in this course: (a) Visit the math center to get individual assistance from theinstructor (see office hours info); (b) Visit the math center during business hours to signup for a tutoring session; and (c) Ask questions using the Question thread in thediscussion board of Blackboard (questions will be answered within 24 hours).

Reflection Journals: At the end of each class session, students must post areflection in the discussion board in Blackboard of what they learned on such day. Thesereflections are based on instructors questions.

Bb Quizzes: Students will watch short video lectures and take a quiz about thelectures in Blackboard (Bb).


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Course Curriculum

In this course, students will cover the following main concepts:

Arithmetic Readiness (4) Real Numbers (6) Linear Equations (9) Linear Functions (37) Polynomials (33) Rational Expressions (30) Radicals (20) Quadratics (13)

The main topics are represented visually with a pie chart in ALEKS. Students meetthe course objectives of each main topic when they have filled the slice that

represents the main topic. In total, students must master 152 objectives (or topics)to pass this course. To see a detailed distribution of the 152 topics by mainconcepts, please visit the site http://www.aleks.com/highered/math/course_productsand select the course Beginning Algebra. A dark color in the pie represents how muchstudents have mastered a particular main topic, and a light color represents how much of themain topic students still need to master.

The course textbook is an important source of reference to help students masterthe course concepts. Each main concept (slice of the pie) consists of the followingchapters in the course textbook:

Course Concept Pie Slice Color Textbook Chapter(s)

Arithmetic Dark Green RReal Numbers Light Green 1

Linear Equations Red 2

Linear Functions Orange 3 & 7

Polynomials Dark Blue (or Purple) 4 & 5

Rational Expressions Yellow 6

Radicals Pink 8

Quadratics Light Blue 5 & 9
http://www.aleks.com/highered/math/course_productshttp://www.aleks.com/highered/math/course_products


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Grading Policy:

Letter Grades

70-100 Pass (P)

0-69 Fail (F)

A student must earn an average of at least 70% to pass this course.

Course Grading Criteria:

Your grade for this course will be based on the following components:

Grading CategoriesALEKS (Fill Pie Chart) 20%

Final Exam 25%

Quizzes 30%

Reflection Journals/ BbQuizzes 25%

TOTAL 100%

Important Notes

Students take an ALEKS quiz only when they have filled a pies slice.

An ALEKS quiz should be taken immediately after completing a slice of the pie.

Students must complete the whole pie; take all ALEKS quizzes and earn 70% in each one;and take Final Exam (Assessment) to have a chance passing the course.

ALEKS quizzes must be taken on-site (at the math center) during class meetings.

Students must retake a quiz until they earn at least 70% to pass.

If an assessment pops up in the system, contact the instructor immediately. Do not take theassessment unless the instructor specified otherwise.

Pie and quizzes must have been completed prior the final exam week.

Incomplete grade is only granted if a student completed his/her pie and s/he took 3/4 of thequizzes by end of course.


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Course Outline/Schedule:

This schedule is the suggested timeline (i.e. the slowest pace) that students should follow tocomplete successfully the course objectives in ALEKS. However, students can complete thecourse objectives at a faster pace. Students who fall behind the schedule are jeopardizing theirchances to pass this course.

Week Item/Subject Readings Assignments Pie Slice Color

1

Course Introduction

Pre-Algebra Review

Real Numbers andtheir Properties

Equations, ProblemSolving, andInequalities

Syllabus Chapters R, 1, &

2

Initial ALEKSAssessment

Syllabus Quiz

Survey(Bb):MathematicsAnxiety

ReflectionJournals

ALEKS Quizzes

Dark Green, LightGreen & Red

2

Graphs of Linear

Equations,Inequalities andApplications

Chapters 3 & 7

Reflection

Journals Bb Quizzes

ALEKS Quizzes

Orange

3

Exponents andPolynomials

Factoring

Chapters 4 & 5

ReflectionJournals

Bb Quizzes

ALEKS Quizzes

Dark Blue (orPurple)

4 Rational

Expressions andEquations

Chapter 6

ReflectionJournals

Bb Quizzes

ALEKS Quizzes

Yellow

5 Radical

Expressions andEquations

Chapter 8

ReflectionJournals

Bb Quizzes

ALEKS Quizzes

Pink

6 Quadratics Chapters 5 & 9

Survey(Bb):Mathematics

Bb Quizzes

ALEKS Quizzes

Final Exam

Light Blue


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COURSE POLICIES

1 Practice Problems and QuizzesAll practice problems and quizzes are done in ALEKS. Students can do the practice problems at antime and any place since ALEKS is a web-based program. Students should average at least 6 hours peweek working in ALEKS to have a chance to complete the course objectives.

Quizzes are taken only in the classroom during the instructors office hours. Students must earn at leas70% to pass a quiz; otherwise, the student must retake the quiz.

2 AttendanceEducational research has proven there is a positive connection between attendance and academsuccess, so students are strongly urged to attend classes regularly. Face-to-Face attendance mandatory on Wednesdays. Students who miss half of the class sessions will automatically eara No Pass (NP) grade. Contact immediately the instructor to find out how to make up an absence.

3 Use of ComputersComputers and network systems offer powerful tools for communications among members of the SThomas community and of communities outside St. Thomas. When used appropriately, these tools caenhance dialogue, education, and communications. Unlawful or inappropriate use of these toolshowever, can infringe on the rights of others. Activities that are expressively forbidden on St. Thomacomputers include but are not limited to the viewing, downloading or use of inappropriate materialsvandalism, virus propagation and installation of unauthorized materials. In addition, you are expected tact as a professional and use the equipment only when directed or appropriate to classroom activities. Alack of compliance with any of these directives could result in disciplinary action and dismissed of clasor course.

4 Expected Classroom BehaviorStudents have a responsibility to maintain both the academic and professional integrity of the school anto meet the highest standards of academic and professional conduct. Students are expected to do theown work on examinations, class preparation and assignments and to conduct themselveprofessionally when interacting with fellow students, faculty and staff. Academic and/or professionamisconduct is subject to disciplinary action including course failure and/or probation of dismissal. Nfood allowed in the classroom. Dress appropriately to attend class. For additional clarificationplease see Student Code of Conduct as stated in the Student Handbook.

5 Cell Phones and CalculatorsCell phones must be turned off or in vibrating mode. If a student must answer a phone call then thstudents must leave the classroom without disrupting the flow of the class. Students who spend considerable amount of time attending a phone call outside the classroom will be considered absenCalculators permitted during class only in certain circumstances the instructor considers appropriate.

6 Assistance and TutoringStudents should take advantage of the individualized assistance from the instructor during his offichours at the Math Center (Academic Enhancement Center). One of the keys to pass this course is to asquestions without hesitation. In addition, students can sign up for tutoring sessions at the AcademiEnhancement Center. Visit the center for additional info.

7 Incomplete GradeStudents will be granted an incomplete grade if s/he completed the whole pie in ALEKS by week 15 antook of the scheduled quizzes. An incomplete grade grants the student another week to completpending assignments.


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Rubric for Quizzes

The following rubric (grading criteria) will be used to score quiz items.

Points Expectation

1-pointCorrect answer. Work or process to support answer is logical andneatly organized. It reveals student understanding of conceptsand skills.

1 1 2 3, , ,4 2 3 4

or - pointIncorrect answer. Work or process to support answer is logicaland neatly organized. It reveals student understanding ofconcepts and skills. Minor computational or careless mistakes.

0-pointCorrect or Incorrect answer. Work or process to support answeris not logical or shown. It reveals students misunderstanding ofconcepts and skills. Major computational mistakes.

Rubric for Reflection Journals

The following rubric will be used to grade students reflection posts in the discussion board:

Score

Criteria

5

Response is coherent and well structured. Mathematical ideas arecommunicated clearly and concisely. Student demonstrates fullunderstanding of the mathematical ideas and processes. Studentidentifies all the key points of the activity and presents strongsupporting arguments. Response includes examples andcounterexamples.

4

Response is coherent and adequately structured. Mathematicalideas are communicated fairly well. Student demonstratessufficient understanding of the mathematical ideas and processes.Student identifies most of the key points of the activity andpresents good supporting arguments.

2

Response is somewhat coherent and structured. Mathematicalideas are vaguely communicated. Difficult to make sense studentsexplanation or reasoning. Student demonstrates limitedunderstanding of the underlying mathematical ideas andprocesses. Student identifies few key points of the activity andpresents weak supporting arguments.

1

Response is incomplete. Ideas are incoherent. Ideas are written infragments; therefore, student omits most key points of the

activity. Student fails to prove understanding of the mathematicalideas and processes.

0 No response or ideas are completely irrelevant and inadequate.


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Become an Active Learner

An active learner takes control and ownership of the learning process to meet the coursesgoals and expectations. Active learners decide why, what and how of their learning. They do notwait for learning to happen; instead, they make it happen. The instructional model of this courserequires students to become active learners to meet successfully the course objectives. Thefollowing traits are typical of active learners:

1. Identify personal goals and the steps necessary to achieve the goals.

2. Use resources. Identify the people and tools available to aid in goal pursuit.

3. Learn how to solve almost any problem they ever have to face.

4. Look at situations objectively.

5. Ask the right questions.

6. Use time well. They organize and set priorities.

7. Apply good reading, studying, and questioning skills to course materials.

8. Apply good listening skills in the classroom.

9. Find patterns and take effective notes to organize materials for studying.

10. Assess progress along the way and revise their plans.

Source: http://www.lafayettehigh.org/Course%20Guide/becoming_an_active_learner.htm

English Second Language Learners

For students who do not speak English as their first language, the following suggestions may behelpful to succeed in this course:

1. Bring a dictionary that translates from the students native language to English and vice

versa. If a student does not have a dictionary, the following website provides word andtext translation: http://www.foreignword.com/ .

2. Find a classmate or group of students who speak English fluently to study for the classand to gain proficiency with the English language.

3. If there is a classmate that speaks the same native language, students can ask forclarification or assistance using their native language as long it does not disrupt theclassroom learning experience.

4. The instructor of this course is bilingual (English-Spanish) and welcome students tospeak Spanish during office hours or before-after class. In addition, there are manylanguages that have words which are pronounced and written similarly. Therefore, theinstructor encourages students to sometimes use words in their native language tocommunicate ideas, concerns, or questions.

5. If students learned different ways or methods for simplifying or solving math problems intheir countries, the instructor encourages these students to share their methods withhim.

In addition, ALEKS offers the option of presenting course content in Spanish for the Spanishspeaker students.
http://www.foreignword.com/http://www.foreignword.com/


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