MATH - 1000 - Reasoning with Mathematics

H. General Education Course Addition or Deletion Proposal

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General Catalog Information
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  • **Read Before You Begin**

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  • This form will be completed for the following.*
  • Distance Learning Course*
  • Department*
  • If applicable, please record the names of other initiators who contributed to this proposal

    Linda Hunt

  • Course Prefix*
    Catalog No.:*
    1000
    1000
  • Title*
    Reasoning with Mathematics
    Reasoning with Mathematics
  • Credit Hours:*
    3
    3

  • Course fees are charged when the department code appears in the far right column of each course listing. The fee is calculated by multiplying the number of credit hours for the course by the amount shown for the department below:

    The course fee covers costs that exceed basic instruction, such as lab equipment and software; program materials and supplies; and coordination of field placements and internships. The fee is applied to selective courses where appropriate.

    Student fees are subject to change. Shawnee State University reserves the right to make, without prior notice, any fee adjustment that may become necessary.

  • Lab Fees
  • General Education content category:

    Quantitative Reasoning

  • Rationale for the addition or deletion of the course in the General Education Program:*

    This course follows the content guidelines of the Ohio Department of Higher Education for a quantitative reasoning course that is part of the Ohio Transfer Module. As such, the course is intended to satisify the quantitive reasoning component of the general education program.

  • Essential Learning Outcomes
    General Education Essential Learning Outcomes > Cluster One: Critical Thinking and Communication Competencies > 1.1 Critical thought. The ability to think independently, logically, and creatively.
    Students identify conclusions, supporting evidence and arguments and stated and unstated assumptions in several aspects of the course including when discussing the accuracy of certain medical exams, and evaluating statistical studies and distinguishing between correlation and causality.
    General Education Essential Learning Outcomes > Cluster Three: Natural World Inquiry > 3.2 Quantitative reasoning.
    Students interpret formulas, graphs, tables, and schematics, and draw inferences from them when computing retirement savings plans, mortgage payments, using consumer price index numbers to compare prices from different time periods, modeling populations using both linear and exponential models, and representations of data including bar graphs, frequency tables, pie charts, contour maps, and stacked line charts. Students represent mathematical information symbolically, visually, numerically, and verbally through calculating percentages, relative and absolute change, making tables to calculate monthly cash flow, along with creating tables to compute the accuracy of medical exams. Students use statistical methods of finding mean, median, five number summary, find percentages of data values within a certain distance from the mean of a normally distributed random variable, and make hypothesis and draw conclusions. Student estimate answers to relative problems such as the number of hours they sleep in a year or how many miles they will drive in their life time. They recognize that mathematics has limits by looking at rounding errors and examining errors in measurements.
    General Education Essential Learning Outcomes > Cluster Four: Historical and Cultural Inquiry > 4.4 Technological literacy.
    Students use calculators throughout the course to compute percentages, find the five number summary for data, and mortgage payments, profits from stocks, estimating the number of times certain things occur, and finding populations at certain times.
  • For a course addition: Specific rationale for the inclusion of course in the particular content category:

    Again, this course is modeled after guidelines created by the Ohio Department of Higher Education to be a quantitave reasoning course. It seems to satisify the designated student learning outcomes for quantitative reasoning components of the GEP. We believe it would benefit English majors and some fine, digital, and performing arts majors, and some social science majors.

  • For a course addition course description as it appears in the catalog:
  • a. Pre-requisites and co-requisites:

    This course is designed to increase students’ quantitative and logical reasoning abilities and improve students’ ability to communicated mathematics. The course covers numeracy, statistics and probability, and modelling using mathematics.

    Pre-requisite: Math 0101 or placement

  • b. Check the semesters in which the course will be offered:
  • c. Other information:
  • Impact of addition or deletion on other departments:*

    We suspect that other departments such as English, Fine, Digital, and Performing Arts, and Social Sciences may choose to use this course for some of their degrees to fullfil the quantitative reasoning component of the GEP.

  • For an addition, which courses are likely to suffer an enrollment decline, and to what extent, if this course is approved and added to the GEP?

    We would expect that MATH 1100 would see a decrease in enrollment and there might be a slight decrease in STAT 1150 enrollment

  • What is the effect on teaching loads and staffing?*

    None

  • Minimum qualifications of the instructor:*
  • The course’s present place in the curriculum (check all that apply):*
  • Attach a complete syllabus.*

    MATH 1000 Reasoning Using Mathematics

    Instructor:

    Office:

    Phone:

    Office hours:

    Email:

    Course Credit: 3 hours

    Prerequisite: MATH 0101 or Placement

    Textbook: To be determined by instructor but as an example:

    “Using &Understanding Mathematics: A Quantitative Reasoning Approach”, sixth edition by Jeffrey Bennet and William Briggs.

    On-line Software: To be determined by instructor but as an example:

    Students will need to get a mymathlab account in order to access on-line homework assignments.

    Graphing calculator: Students are required to have and be able to use a graphing calculator; a version of the TI-83 or the TI-84 is what the instructor will use.

    Catalog Description: This course is designed to increase students’ quantitative and logical reasoning abilities and improve students’ ability to communicated mathematics. The course covers numeracy, statistics and probability, and modelling using mathematics.

    Course Goals

    Students who complete this course will be able to:

    • Solve real world problems using percentages and ratios;
    • Solve real world problems including units of measurements;
    • Be proficient with scientific notation;
    • Solve real world problems using rates of change
    • Solve real world problems involving absolute change;
    • Computing and using index numbers
    • Understanding reliability of testing and interpreting the likely of certain occurrences based on test results
    • Understand and solve financial problems involving compounding interests
    • Solve mathematical problems related to income tax
    • Evaluating basic statistical studies
    • Recognizing statistical sampling techniques
    • Understanding the difference between an experiment and an observation
    • Understand different displays for data
    • Understanding correlation and causality
    • Understand and compute measures of center for data
    • Measuring spread for data
    • Computing five number summaries
    • Formulating the null and alternative hypothesis for a statistical study
    • Model real world problems using linear functions
    • Model real world problems using exponential functions

    Disability Statement: Any student who believes s/he may need an accommodation based on the impact of a documented disability should first contact a Coordinator in the Office of Disability Services, Student Success Center, Massie Hall, 740-351-3276 to schedule a meeting to identify potential reasonable accommodation(s). Students are strongly encouraged to initiate the accommodation process in the early part of the semester or as soon as the need is recognized. After meeting with the Coordinator, students are then required to meet with their instructors to discuss the student’s specific needs related to their disability. If a student does not make a timely request for disability accommodations and/or fails to meet with the Coordinator of Disability Services and the instructor, a reasonable accommodation might not be able to be provided.

    Evaluation: To be determined by instructor, but as an example:

    Test 1 19%

    Test 2 19%

    Homework 23%

    Final Exam 39%

    Final course grades will be based on the following scale:

    92% to 100%....................... A

    90% to 91%......................... A-

    88% to 89%......................... B+

    82% to 87%......................... B

    80% to 81%......................... B-

    78% to 79%......................... C+

    72% to 77%......................... C

    70% to 71%......................... C-

    68% to 69%......................... D+

    62% to 67%......................... D

    60% to 61%......................... D-

    Below 60%.......................... F

    Attendance policy: Left to the instructor, but as an example:

    Students are expected to attend class. You will be allowed to make up work with a valid university excuse.

    Cell Phone and Other Electronic Devices Policy: Left to the instructor, but as an example:

    Cell phones and personal computers are NOT permitted during class.

    Course Outline

    1. Numeracy in terms of percentages, absolute change, relative change, and finances.
    2. Statistics in terms of understanding the basic components and pitfalls of a statistical study, familiarity with reading different displays for data, computing mean, median, mode, five number summaries, standard deviation, and formulating null and alternative hypothesis.
    3. Modeling in terms of using linear and exponential modelling with an understanding of slope, doubling time, half-life and predictions from models.
  • When will the proposed change take effect?*

    5/9/18

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