Math 153

MWF

Website:
http://www.csudh.edu/math/mjones
You will find the syllabus and course assignments on
the website.

Office: NSM A-120 phone: (310) 243-2410

Office
Hours: M

M

W

W

And by
appointment

**Text and Materials**: *Functions
Modeling Change: A Preparation for
Calculus, *Connally, Hughes-Hallett, Gleason, et al, Second Edition, and a
TI-84 plus graphing calculator, graph paper, a journal folder, and a ruler.

**Course Description**: As suggested by the title of the textbook,
this course is about functions, and how to use functions to model situations
and contexts, and to solve “real-world” problems. In particular, we will be interested in
polynomial, rational, trigonometric, exponential, and logarithmic functions.

**Goals**: Students will understand:

·
The definition of function

·
Classes (polynomial, rational, trigonometric, exponential, and
logarithmic) of functions in terms of their equations, their graphs, and the
contexts in which these kinds of functions are relevant

·
How to model problems in context with mathematical functions and how to
interpret solutions in context

·
How to solve problems using problem-solving strategies and
metacognition

·
How and when to use mathematical reasoning, explanation, and proof

**Expected Outcomes**: Students will be able to:

·
Identify functions as such from a given representation of a relation

·
Use mathematical reasoning to identify a class of function or a
specific choice of function within a class depicted in a graph and explain
their choice

·
Use mathematical reasoning to predict the behavior (asymptotes, domain,
range, behavior “at infinity”) of functions from their description with an
equation or table

·
Set up and justify the use of functions as models for problems set in
context and solve and interpret answers appropriately

·
Construct examples of functions with given behaviors

·
Represent functions in words, with equations, in tables, and with a
graph, and construct the other representations from a given one

·
Identify problem-solving and metacognitive techniques and use them
appropriately to solve problems

·
Prove trigonometric identities and derive properties of functions from
other properties

**Assessment**:

Homework 98

Reflective
Essay 50

Journal 150

Quizzes 150

Exams 300

__Final 252__

Total 1000

**Homework**: Homework is assigned weekly and turned in
each Friday. If you cannot be in class,
have someone turn your homework in for you or turn it in to my office on the
day it is due. Late homework is not
accepted. Full credit (7 points) is
given if all work is completed and correct.
A score of 6 points is given to work that is complete but not all
correct. A score of 5 points or fewer
indicates that no substantial work was done on one or more assigned problems.

**Reflective Essay**: You will be given an article on metacognition. You will then have two opportunities in class
to solve a problem and track your metacognitive processes. Based on evidence
from these two opportunities and your other course work, you are to write an
essay to defend or refute the statement, “My awareness of metacognition and my
experience with teaching through problem-solving in this class has changed my
beliefs about mathematics and my ability to do mathematics.” The essay is to be three-quarters of a page
to one page long, typed and double-spaced in 12-point Times New Roman or
Courier font. You will turn in your
evidence with your essay.

**Journal**: For each day of class you will have assigned
reading, prompts, and exercises (see Reading Prompts and Schedule below). Your responses to the reading prompts and to
the exercises are to be kept in a three-ring folder that will be collected
every class period and returned the following class. See the schedule for details on the reading
prompts and the list of exercises.

**Quizzes**: There will be 3 quizzes, each worth 50
points. Quizzes will be held on the
following days: September 9, September
28, and October 28. Each quiz will last
approximately 30 minutes and will be given during the last 30 minutes of class.

**Exams**: There will be 2 exams, each worth 150
points. Exams will be held on Monday,
October 10, and Monday, November 21.

**Final**: The final will be held Wednesday, December
14, from

**Grading Scale**: A: 92%
or better, A-: 88-91%, B+: 85-87%, B:
81-84%, B-: 78-80%,

C+: 75-77%, C:
71-74%, C-: 68-70%, D: 65-67%, F 64% or below

**Creating Conditions for
Successful Learning:** Research shows success in math
class depends very much on two factors:
the amount of time spent working on the material, and the student’s
beliefs about mathematics and what it means to understand and do
mathematics. With this in mind, here are
some suggestions:

- Be in class, every
class, and be on time.
- Be prepared to
participate in group work and discussions every day so that class time is
not wasted, and
- Spend at least 1 hour
every day, not including class time, working on homework assignments,
readings, journals, and studying.
- Realize that
mathematics is not just a set of procedures, and that mathematical
concepts involve a lot of thinking and reasoning. Consequently, being able to execute procedures
accurately is only one part of doing well in this class.
- Realize that success in
mathematics is less about “ability” and more about willingness to think
and to work hard to make sense of things.

In
addition, you need to have:

- your assignments with you
and ready to turn in on the day they are due
- the numbers and emails of
at least 2 classmates so that you can be informed if you miss a class.

**Make-up Policy**: I do not accept late or make-up work. If you experience a major emergency, special
arrangements may be made at my discretion.
Please make every effort to contact me as soon as possible when you know
you will miss a class due to an emergency; do not wait until the next class to
ask about being excused from an assignment.

**Classroom Norms**: As we will spend a lot of time working in
partnerships, in groups, and in class discussions, here are some rules to help
you navigate what may be an unfamiliar experience in math class.

- Never call out an
answer until the person leading the classroom has given permission. Raise your hand.
- This is a safe
environment. That means that you
should feel free to ask a question or offer an opinion or an answer, and
no one will make fun of you for what you say. We will discuss how to disagree with or
question fellow students when they are sharing their work.
- If you are working with
classmates, work with them. Do not
wait and hope that others will do your work for you, and do not move on to
other assignments while your classmates are struggling to understand the
current one.
- Be considerate of
others. In addition to the ways to
be considerate listed above, do not dominate group or class
discussions. Remember that everyone
needs an opportunity to share his/her ideas.
- Do not expect me to
validate your answers or those of anyone else. You are responsible for making sense of
answers and solution methods, and you should always look for ways to
verify your work.
- Cell phones should be
off or set to “vibrate.” Do not
place a call during class, and do not answer a phone call without first
leaving the room.

These
rules are meant to benefit the entire class, and to ensure that everyone has
the opportunity to contribute and to learn.

**Academic integrity** is expected. I enforce university policies on academic
integrity. In particular, cheating,
fraud, plagiarism or other academic dishonesty is unacceptable and will be
cause for disciplinary action.

**Reading**** Prompts**: You are assigned reading for
each class, and you are expected to make sense of the reading on your own
time. Traditionally, you have probably
had instructors who solved exercises for you in class and then assigned you to
do similar problems. Perhaps the
instructor didn’t even bother with the word problems, or solved them all for you. Unfortunately, this practice does not teach
you enough about how to process mathematics or to develop your critical
thinking and reasoning skills. Research
shows that these practices do not encourage enough people to understand math or
to retain the material covered by the instructor.

As
you do math, expect that you will be confused at times, and that you will get
stuck. This is a natural part of
learning, and, like a sore muscle, it means you can grow stronger from it. The reading prompts are designed to help you
understand the text and to teach you how to make sense of mathematics on your
own. As you read the assigned
section(s), you should be taking notes, asking questions of yourself and of the
text, and answering your questions if possible.
You should try to work out the examples in the text on your own (without
reading the solution first).

- List all definitions
encountered in your reading.
- For each definition in
(1), create one example and one non-example that illustrate the important
features of the definition.
- Summarize the reading
in 50 words or less.
- Identify the most
important concept in the reading and make an analogy to a non-mathematical
situation or explain the concept using a real-life situation.
- List the questions
which you were unable to answer during your process of taking notes. Be ready to ask these questions in
class.
- Solve Exercises 1 and
5, and another odd-numbered problem of your choice from the exercises
section.
- Answer the additional
reading prompts in the schedule.