Developmental

• Math 372
• Math 376
• Math 101
• Math 106
• Math 120
• Math 152

College Transfer

• Math 4
• Math 5
• Math 15
• Math 25
• Math 30
• Math 45
• Math 50A
• Math 50B
• Math 50C
• Math 55

Course Proposals (Drafts)

Course Outlines

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Math 152 --- The Math Lab for Non-Transfer Level Mathematics (Draft)

Click here to download Curriculum Committee document

Catalog Description

A review of mathematical topics for students enrolled in any non-transfer level mathematics mathematics course. This lab will provide individualized instruction in a self-paced lab environment. Course specific work will be assigned. This course is designed to support Math 372/376/106/120.

Special Notes or Advisories: Students should be enrolled in at least one non-transfer level mathematics course (Math 372/376/106/120).

Prerequisites

None

Describe representative skills without which the student would be highly unlikely to succeed:

None

Course Learning Outcomes

What should the student be able to do as a result of taking this course? State some of the objectives in terms of specific, measurable student accomplishments.

1. Read, write, and speak accurately about mathematical ideas and use correct mathematical notation.
2. Use technology to explore mathematical concepts and verify work. In particular, use computer-based assessment tools to gauge progress in mathematical topics currently under investigation in the supported non-transfer level mathematics course.
3. Use numerical, graphical, symbolic, and verbal representations to solve problems and communicate mathematics.

Course Content

• Themes: What themes, if any, are threaded throughout the learning experiences in this course?
  • Problem-solving
  • Writing mathematics
  • Technology
  • Communication
• Concepts: What concepts do students need to understand to demonstrate course outcomes?
  • The use of technology as a fundamental problem-solving tool.
  • The presentation of mathematical solutions in a logical coherent structure, including the use of fundamental writing skills, grammar, and punctuation.
• Issues: What primary issues or problems, if any, must students understand to achieve course outcomes.
  • The appropriate use of technology in the problem-solving process.
  • The connection between mathematics and the real world.
  • The role of the student in becoming a successful learner.
  • The recognition that the problem-solving skills learned in mathematics classes are applicable to related fields.
• Skills: What skills must students master to demonstrate course outcomes?
• 1. Assess the plausibility of a solution to specific types of problems.
  2. Anticipate potential and predictable errors in homework and other assignments.
  3. Synthesize numerical, graphical, and symbolic solutions to mathematics problems.
  4. Analyze different algorithmic methods for their effectiveness and efficiency in solving problems.
  5. Solve specific mathematics problems by using textbooks from current mathematics courses.
  6. Solve specific mathematics problems by following examples from supplemental materials, such as self-paced workbooks, computer tutorials, and calculator manuals.
  7. Solve specific mathematics problems by seeking instructor guidance as necessary.

Representative Learning Activities

What will the students be doing (i.e., Listening to lectures, participating in discussions and/or group activities, attending a field trip, etc.)? Relate the activities directly to the Course Learning Outcomes.

• Participating in tutorials with instructor and peers.
• Learning to work in cooperative problem-solving groups to complete assigned work.
• Participating in class assignments and discussions.
• Completing assignments in a timely fashion.
• Using computer-assisted testing to complete assignments.

Assessment Tasks

How will the student show evidence of achieving the Course Learning Outcomes? Indicate which assessments (if any) are required for all sections.

• Representative assessment tasks:
• • Pretest and post-test.
• Required assessments for all sections - to include but not limited to:
• • Completion of course-specific online assignments.

Examples of Appropriate Texts or Other Readings

• Intermediate Algebra Textbook, Collge of the Redwoods Mathematics Department, Fall 2007.
• Elementary and Intermediate Algebra, Graphs and Models (Custom Edition), Bittinger, Ellenbogen, and Johnson, 2007
• Text being used in current mathematics course.