Basic Mathematics for Today's World
4
In person
TR: 8:00am - 9:40am
WCH 207
WCH 523
Use Email
TBA
Foundations of Mathematical Reasoning ; purchasing options: Standard payment options may vary. Students are prompted to enter an activation code or online payment on their assignments. You will have a 14 day free trial to get started. Online: You can purchase OHM with a credit card when you access your first quiz in this course. Here are instructions on How to Access Course Materials: Lumen OHMDownload How to Access Course Materials: Lumen OHM Bookstore: You can purchase a OHM access code from the school bookstore. OHM Payment Instructions https://lumenlearning.zendesk.com/hc/en-us/articles/5694776768023-OHM-Payment-InstructionsLinks to an external site. Scientific calculator. [Phone is unacceptable. Graphing Calculator is not necessary] Writing materials - Pencils, paper, eraser, highlighters, etc. Working Temple email account Online Resources: (We'll be using Canvas extensively) Basic computer skills to access online resources and information.
Grades are weighted to produce student's final grade. The following reflects the percentage weights assigned to each earned grade: A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73; D+ 67-69; D 64-66; D- 60-63 F 0-59 Evaluation Method The grade for this course will be based on: Homework: Preview Assignments and Practice Assignments 15% Participation/Discussion/Attendance: 15% Test 1, Test 2, Test 3, and Test 4: The lowest test grade is dropped. The three (3) highest test grades (15% each) are calculated towards the final grade. Final Exam: 25% Note: The weight of Homework (Preview and Practice Assignments) is equal to the weight of a test grade (15%). The weight of Attendance/Participation/Discussion is also equal to the weight of a test grade (15%.). Hence it is important to do the work! Your Homework grade may be used to replace the lowest test grade. Only ONE grade is replaced.
Placement exam
This course is a quantitative reasoning course. This means you will learn to use, understand, and communicate quantitative information. The course has five goals: Communication goal: You will interpret and communicate quantitative information and mathematical and statistical concepts using language appropriate to the context and intended audience. Problem Solving goal: You will make sense of problems, develop strategies to find solutions, and persevere in solving them. Reasoning goal: You will reason, model and make decisions with mathematical, statistical, and quantitative information. Evaluation goal: You will critique and evaluate quantitative arguments that utilize mathematical, statistical, and quantitative information. Technology goal: You will use appropriate technology in a given context. Learning Outcomes - by the end of the semester, you will be able to: apply concepts of numeracy to investigate and describe quantitative relationships and solve real-world problems in a variety of contexts. use proportional reasoning to solve problems that require ratios, rates, proportions, and scaling. transition from specific and numeric reasoning to general and abstract reasoning using the language and structure of algebra to investigate, represent, and solve problems. evaluate statements that appear in the popular media (especially in presenting medical information) involving risk and arguments based on probability. interpret, and make decisions based on financial information commonly presented to consumers. critically evaluate quantitative information presented in the media and judge its usefulness.
Topics include (1) numeracy with an emphasis on estimation and fluency with large numbers, (2) evaluating expressions and formulas, (3) rates, ratios, and proportions, (4) percentages, (5) solving equations, (6) linear models, (7) data interpretations including graphs and tables, (8) verbal, algebraic and graphical representations of functions, and (9) exponential models.
Test 1: Thursday, September 18. Test 2: Tuesday, October 14 . Test 3: Tuesday, November 4. Test 4: Tuesday, December 2 . Cumulative Final Exam: Wednesday, December 10 3:30-5:30p. If a student misses the final exam, he/ she will NOT be allowed to take a makeup exam unless there is a documented emergency. If you miss the final exam and do not make alternative arrangements before the grades are turned in, you cannot pass the course.
Because our interactive work in class is an important component of this course, class attendance is required. In the event of an ongoing illness, please contact the instructor as soon as possible. Students with more than 4 absences will have their grade lowered one letter grade. More than 8 unexcused absences will result in additional grade penalties.
To achieve course learning goals, students must attend and participate in classes, according to the course requirements. However, if you have tested positive for or are experiencing symptoms of a contagious illness, you should not come to campus or attend in-person classes or activities. It is the student’s responsibility to contact me to create a plan for participation and engagement in the course as soon as you are able to do so, and to make a plan to complete all assignments in a timely fashion.
It is important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.
Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) in Howard Gittis Student Center South, Rm 420 (drs@temple.edu; 215-204-1280) to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential.
Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has adopted a policy on Student and Faculty Academic Rights and Responsibilities (Policy # 03.70.02) which can be accessed here (opens in new tab/window).
Students will be charged for a course unless dropped by the Drop/Add deadline date. Check the University calendar (opens in new tab/window) for exact dates.
During the Drop/Add period, students may drop a course with no record of the class appearing on their transcript. Students are not financially responsible for any courses dropped during this period. In the following weeks prior to or on the withdrawal date students may withdraw from a course with the grade of "W" appearing on their transcript. After the withdrawal date students may not withdraw from courses. Check the University Calendar (opens in new tab/window) for exact dates. See the full policy by clicking here (opens in new tab/window).
The use of generative AI tools (such as ChatGPT, DALL-E, etc.) is not permitted in this class unless specifically announced for a particular assignment; therefore, any use of AI tools for work in this class may be considered a violation of Temple University's Academic Honesty policy and Student Conduct Code, since the work is not your own. The use of unauthorized AI tools will result in a grade of zero on the assignment; a second offense will be reported to the Student Conduct Board.
The grade "I" (an "incomplete") is only given if students cannot complete the course work due to circumstances beyond their control. It is necessary for the student to have completed the majority of the course work with a passing average and to sign an incomplete contract which clearly states what is left for the student to do and the deadline by which the work must be completed. The incomplete contract must also include a default grade that will be used in case the "I" grade is not resolved by the agreed deadline. See the full policy by clicking here (opens in new tab/window).
The following academic support services are available to students (all links open in a new tab/window):
The Math Consulting Center
Student Success Center
University Libraries
Undergraduate Research Support
Career Center
Tuttleman Counseling Services
Disability Resources and Services
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry and the Temple University Emergency Student Aid Program are in operation as well as a variety of resources from the Division of Student Affairs.
Reviews for the tests and the final will be posted on your canvas course approximately one week prior to each test week. Please be aware that this review material may not be all-inclusive. Any problem similar to a sample problem or a homework problem may appear on the tests and the final. You are also responsible for the examples worked out in each assigned section in the textbook even though they are not done in class.
Tutoring is available for this course at the Student Success Center in Charles Library as well as through the Math Consulting Center. Information about these resources will be posted in Canvas.
While it may be presented in a variety of ways, the language of math is universal. From a young age, mathematical curiosity is present in humans across the globe and the beauty of its absolute truth and the infinite doors it can open are accessible to all. This classroom aims to enhance this atmosphere of embracing mathematical curiosity and the advancement of mathematical knowledge for all students, from all backgrounds. As the instructor, it is my responsibility to foster an environment where all students feel supported in their efforts to learn and understand the content, and are encouraged to offer their own ideas and suggestions to create a deeper learning experience. My intention is that the mutual respect between students and myself will allow for open communication and, when necessary, a dialog may take place regarding ways in which this classroom can be made more inclusive for all. I firmly believe each student in this class has valuable contributions to be made to our collective learning environment, and I will do my best to maintain an atmosphere in which these contributions are highly regarded by all.