Course Guide Pedagogy and Learning Models

Math 1107 Course Documentation

CJ Alverson

The purpose of this document is to lay a foundation for our class. In it, I will explain my approach, and make suggestions that may increase your comfort level in this course.

The Active Group, Case Study Approach

Many of you are probably familiar with (and perhaps most comfortable with) the

Lecture Method:

It goes like this:

I talk in class, preferably in monotone, and you take notes. Lots of notes.

I assign homework, from a textbook, which you work outside of class. Ideally, the homework from the textbook has nothing to do with the lectures given in class.

This method does not work for two reasons:

Lecture Method does not allow you (the student) time to think. At best, you might take effective notes, but don't do much thinking during class. This is a dreadful way to use class time.

Much of the required instructor help is actually needed during the working of problems. Most of the learning takes place (or doesn't) during the working of problems.

Our approach is simple: Case-Based Learning

We will form student groups of size four-to-six students.

These student groups will work through problems that I pose during class, in class. I will interact with the student groups, comment on and guide student solutions, and present definitive solutions.

I will provide written supplements to the course. The burden of extensive note taking is removed from your work load.

The benefits of this approach are substantial, but they come at a cost:

Most of your work in-class involves active learning - the material sticks to your brain faster and better.

You and your group-mates must be active and aggressive in your in- class learning. You can't tune out in class and expect to learn. If you work in class, you'll probably be ok.

This method will be new to many (if not most) of you. It is a good learning method, but you'll need to relax and allow yourself some discomfort. I will directly interact with you, and you will actively interact with the members of your group.

General Learning Problems in Mathematics

Some helpful suggestions...

If a word or phrase is unclear to you, ASK ITS MEANING. One of the hard points of mathematics is that confusion on a particular word or phrase can cause lots of confusion on all fronts. Ask early and avoid pain.

If a mathematical symbol is unclear to you, ASK FOR CLARIFICATION. You'll need clear understanding of every symbol you meet.

If the flow of a set of calculations confuses you, or if you get lost during calculations, ASK FOR HELP.

The Calculator

We'll be using the TI-83 Calculator. It is the basic standard calculator used by instructors of KSU mathematics courses. If you already know this monster from your earlier course(s), you'll need to work through the chapter on statistical applications. I'll demonstrate and assist with the calculators, but the primary burden is on you to know your machine.

Writing in Statistics

While this is not a composition course, you will be writing more in this class than you may have in past mathematics courses.

I will be requiring you to do lots of defining, describing and interpreting. I expect basic mastery of complete sentences, punctuation and composition.

I do this not for grading purposes, but for clarity of communication. Your writing must clearly communicate your thoughts and ideas.

I will provide guidance and samples in support of your writing. Do not underestimate the importance of writing in this class.