Senate Doc. #15
GENERAL EDUCATION
DOCUMENT #2
General Education Course Proposal for Mathematics
COURSE DESCRIPTION:
Math 155 Nature of Mathematics (4)
Number patterns and inductive reasoning; sets, logic and deductive
reasoning; introduction to mathematical modeling using concepts of
algebra, geometry, counting, and probability. Prerequisite:
departmental placement examination. This examination may require
certain students to take Math 103 or 304.
EXEMPTION FROM COURSE:
It is recommended that students who successfully complete Math 163,
164, 191, 192 or any 200 level course be exempt from the general
education course (Math 155), but that, because of its unusual
content, a student be permitted to take Math 155 for college credit
even if one or more of these higher level courses were taken
earlier.
RATIONALE OF THE COURSE:
The purpose of this course is to create a positive attitude toward
mathematics and to provide insight into what mathematics is, what it
can accomplish, and how it can be used to solve problems of varying
difficulty and scope. This course would be designed to give ample
time for students to develop their own ideas about how to use the
mathematics they are learning to solve practical problems in the
world about them and other interesting problems which may have no
utilitarian value (e.g., puzzles or thought exercises). Allowing
adequate time for students to think about problems and their
solutions will be an important aspect of the course, and this will
help to eliminate "math anxiety".
At first, these goals would be accomplished through a series of
topics rather than a central theme, although, as the course evolves,
it may be desirable to alter this approach. Specifically, the
course would cover the following ideas:
(1) Inductive reasoning (via numerical curiosities, magic
squares, mathematical patterns, problem solving).
(2) Sets and deductive reasoning (including the
conditional, connectives, and the nature of proof in
problem solving).
(3) Skills in algebra (mathematical operations, linear
equations, prime numbers and prime factorization,
ratio, proportion, and problem solving).
(4) Geometry (measuring length, area, and volume, metric
system, angles, triangles and circles, coordinate
geometry, and introduction to graph theory, the
Konigsberg Bridge Problem and traveling salesman
problem).
(5) Nature of counting (permutations, combinations, pattern
recognition).
(6) Probability theory (some experiments in probability,
the and/or rules for independent events, conditional
probabilty models).
(7) Modeling (applications from algebra, geometry,
probability).
MATH PROPOSAL:
Renumber MATH 162 as MATH 105.
RATIONALE:
Math 162 is less advanced than College Algebra (MATH 163) and
neither the APC nor the Math Department feel that it should count
for the General Education math requirement. By giving it a lower
number there is no question of its doing so, since it will clearly
be lower than MATH 155, the General Education Course.