MA 117 Mathematical Concepts I

Spring 2009, Arcadia University

Peter Appelbaum, Wolfram Meyerhöfer

Welcome!

This is the first semester of a two-part sequence of courses. We will be focusing on problem solving and problem posing, using the first part of our textbook and exploring our own mathematical questions.. The goal for this semester is that you become actively engaged in mathematical thought! You will discover ideas on your own, grapple with challenging new concepts, and learn through repeated exposure various techniques of mathematical thinking. Our rollicking ride this semester will be a party for your mind and spirit with these honored guests: numbers, infinities, and geometries.

Required Text

Burger, Edward & Starbird, Michael. 2005. The Heart of Mathematics. Emeryville, CA: Key College Publishing. Make sure you get the second edition! (You do not need the manipulative kit.)

Assignments & Grades

The following assignments are designed to help you meet our mutual goal that you are actively engaged in mathematical thought throughout the semester:

Active engagement: You are assigned to do more than the minimal expectation that you attend every class meeting; more specifically, you are assigned to come to every class meeting prepared to discuss the day's topics, having worked on mathematics problems and generated your own mathematical questions before class. This is the most important assignment, and a challenging one to accomplish. It runs counter to most of your previous experience in mathematics classes, where you probably were told how to do things before you were asked to practice doing those things. Here we want to figure things out together in class. You can do this if you set your mind to it; and, if you work on this, it will be worth it! Also: during class you must try out mathematical ideas, even if math is not your favorite subject. You are required to ask questions of other class members about what they mean, and to help them to clarify their thoughts. The premise of this course is that the more you jump in and try stuff, the more you will eventually enjoy jumping in and trying stuff. It's a habit that is acquired only through spending time doing it. Official policy: you may miss any two classes for any personal reasons; any more than this will result in a lower course grade.

Mindscapes: These are daily homework assignments that ask you to explore and/or pose mathematical questions. This homework is probably different from homework you have had in previous mathematics courses. It is really more of a log or journal than answers. Please make every effort to understand the criteria listed in your Mindscapes Specification Sheet.

In Your Own Words Assignments: Our textbook includes suggested writing topics in each section. You will do three of these this semester, two as graded assignments and one as part of your final exam. Each time you may choose any Personal perspectives, With a group of folks, Creative writing, or Power beyond the mathematics assignment from our textbook that appears in sections after section 2 in the chapter we are studying (e.g., 1.3,1.4,1.5, etc.; 2.3.2.4,2.5, etc.), or your own topic with prior approval.

Thematic Investigations:

You will participate in three thematic investigations during this semester -- one for each of the main topics that we will explore. These may be individual or group investigations. You are encouraged to formulate your investigations based on your interests. You will find that others may share those interests, and therefore, that it can be valuable to work together. Some class time will be provided for formulating the ideas and methods of investigation, but you are expected to pursue the investigation outside of class. Each investigation will require that you take action and put your work out into the world beyond our class, in order to have an impact on others or to find people who can have an impact on your own work. We have had little experience doing this with mathematics in the past, and that is sad, for us and for the lovely and enchanting world of mathematics. Possible formats include: asking a particular question about the results of your work and future directions; a dramatic, puppet, musical or other creative performance; an illustrated graphic novel or comic book; a scholarly magazine article; an interactive museum exhibit; a "math action" that generates awareness of an issue at the dining hall; others are possible and you are encouraged to be creative. You will reflect on what you learned from this experience, and on the new directions that grew out of this part of your investigation. Each investigation will ask you to refine your writing for an audience outside of class, and to consider this audience in how you choose to communicate your ideas.

Math & Snack Time

Meetings will be scheduled at a time that is possible for a large majority of class members. The location will be determined with the registrar's office based on the time, and will be announced in class as soon as possible.  Our Peer Mentor, XXXX, will work with you on supplementary course material, be available to explain stuff that is harder to understand, and to help groups work together on mindscapes and thematic investigations. Attendance will automatically raise your grade proportional to the number of meetings you attend; this could be as much as the next highest grade (e.g., it could raise your grade from a B- to a B). For extra help beyond Math & Snack times, you are strongly encouraged to visit your instructor, Peter Appelbaum or Wolfram Meyerhöfer, in his office, or the Math Lab (Boyer 116 8:00-8:00 weekdays), or the Academic Development Center (tutoring available in Knight Hall or the library).

Quizzes and Examinations:

There will be three quizzes and a final exam. Quizzes last a full class period. The final exam is during our officially scheduled exam time,

Grades:

Your grade will be determined as follows: Active Engagement 10% Mindscapes 15 In Your Own Words  15 Thematic Investigations 30 Quizzes 18 Final Exam 12   100% Math & Snacks extra credit

A Note on Expectations:

College courses expect that a student will work between one and two hours outside of class time for every hour of class per week. For MA 117, Mathematical Concepts I, you should plan to work between seven and twelve hours outside of coming to class each week. Budget your time so that in-between each class meeting you are spending about one hour on the assigned reading, about one to two hours on mindscapes or other homework, and about one to two hours on your own thematic investigation. If you find you are spending more than twelve (4 credit hours x 3=12) hours per week on MA 117, let your instructor know right away so we can discuss ideas for more efficiently meeting the expectations.

Office Hours

Tentative Schedule

  Spring Vacation 

Helpful Links

Review of our textbook http://www.maa.org/reviews/heartmath.html 

Another review of our textbook http://www.williams.edu/Mathematics/eburger/monthlyreview.pdf 

Edward Burger's Homepage http://www.williams.edu/Mathematics/eburger/index.www.html

Michael Starbird’s Website: http://www.ma.utexas.edu/users/starbird/

Heart of Mathematics On-line Resource Center: http://www.heartofmath.com/resources/student/index.php

Welcome to the Hotel Infinity! http://www.c3.lanl.gov/mega-math/workbk/infinity/inhotel.html

What's a Number? http://www.cut-the-knot.com/do_you_know/numbers.shtml 

Ron Knott's Site on Fibonacci Numbers, the Golden Ratio, and the Golden Section:  http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fib.html ... and  another nice Fibonacci page

Awesome Fibonacci Spirals: http://goldennumber.net/spirals.htm and http://chromatism.net/cfsg.htm

Pigeonhole Principle http://www.cut-the-knot.com/do_you_know/pigeon.shtml ; a mathematician using the pigeonhole principle

The Prime Pages http://www.utm.edu/research/primes/ and another nice prime numbers page

Goldbach Conjecture mystery page http://plus.maths.org/issue2/xfile/

Mancala on the net: http://imagiware.com/mancala/ , http://www.jgames.com/mancala/, http://www.rocketsnail.com/mancala/ 

Fractals, by Cynthia Lanius http://math.rice.edu/~lanius/fractals/ 

Exploring Fractals, by Mary Ann Connors http://www.math.umass.edu/~mconnors/fractal/fractal.html 

Fractal Music Software: http://reglos.de/musinum/;  http://homepage.ntlworld.com/doklands/fract.html

Listen to Indonesian Gamelan music http://www.gamelan.org/gongcast/index.shtml

African Fractals -- Ron Eglash (fantastic site!) http://www.rpi.edu/~eglash/eglash.dir/afractal/afractal.htm

Fractal designs using pattern blocks, by Jim Millar: http://home.comcast.net/~patternblock/ 

Peter's list of mathematics education websites: http://gargoyle.arcadia.edu/appelbaum/matheduc/mathweb.htm

Peter's homepage: http://gargoyle.arcadia.edu/appelbaum/

Ask Dr. Math: http://mathforum.org/dr.math/