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Please print this page for your records: |
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Course Syllabus |
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MATH092 Basic Algebra
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Course Description |
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This course will provide students with the skills and analytical ability necessary to successfully enter the Algebra for College Students course. Starting with polynomials, the course will focus in on factoring skills and using technology to solve certain types of problems. Rational expressions will be explored including the use of least common multiples and Arithmetic with rational expressions. The course will also include graphing linear equations. Students will apply their skills to a variety of application problems to see the real world nature of Algebra.
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Required Text and Materials |
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Tutorials The following are required viewing for this class:
·
The
Macromedia Flash presentation Keys to Success: An Overview of DeVry
University Online Math Classes (in Course Home)
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The
PowerPoint presentation Steps to Get Started in MyMathLab (in
DocSharing) · The PowerPoint presentation The MML Rhythm (in DocSharing) Software MyMathLab is included with your course. Please use the MyMathLab link under Course Home access MML to get the appropriate password. Textbook Developmental Mathematics (6th edition) Author: Bittinger and Beecher Publisher: Addison Wesley (2004) ISBN: 0-321-14318-3 You have two options for your Developmental Mathematics text: An eBook version of this text is included in this course. You can also purchase a paper copy of the text through the DeVry bookstore. To purchase a paper copy of the text, click on the DeVry bookstore link: DeVry University Virtual Bookstore Steps to access the MML eBook
1.
Log in to My Math Lab
2.
Click on the course that you are enrolled in.
3.
Click on “Course Materials”
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Choose the red course folder that contains the Chapter you
need to access
5.
Click on the chapter
6.
Click on the section that you would like to view.
a)
Click on “Multimedia Textbook”, then on the Multimedia
Textbook link to launch the eBook. b) To access the End-of-Section exercises in the eBook needed for the threaded discussion prompts, click on “Practice End-of-Section Exercises” Scientific Calculator You do not need to buy an expensive graphing calculator for this course! A regular scientific calculator (like the Casio fx-300w or TI-36X or equivalent) is more than sufficient. Additional Materials Additional materials are available for you in DocSharing to print out.
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Terminal Course Objectives (TCOs) |
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It is assumed that having been placed into MATH092 Basic Algebra you have already mastered all prerequisite objectives. The prerequisite objectives to Basic Algebra are taught extensively by the two preceding courses in the mathematics sequence, MATH017 Foundations of Mathematics, and MATH032 Introduction to Algebra, and are included as terminal course objectives in this course. The skills and concepts that were the focus of the previous courses comprise objectives #1 to #8 below. If your Entrance Test determines that you need to revisit some of the prerequisite objectives, a Study Plan guiding you through the required review will be generated for you and must be completed before you can proceed and work on objectives #8, #9, #10, 11, #12, #14, #15, # 16 and #17.
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Course Schedule |
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This class is taught in a self-paced environment so that each of you can spend the time necessary to master any particular topic. This means that some of you will progress through the course very quickly while others will need to take more time on one or more topics. However, it is not recommended that you work slower than indicated in the weekly course outline below. Please progress through the course with focus and persistence. Communicate questions and concerns about your progress to your instructor immediately.
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Grading Policy |
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You can access the eCollege GradeBook for comments about your weekly TDA performance, and the points earned on the TDAs for each week. However, the GradeBook in eCollege will only record your TDA performance – all your grades for this course are compiled and maintained within the MyMathLab GradeBook. Please be advised that a passing grade for MATH092 Beginning Algebra is an 80% B or better!
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Threaded Discussion
Areas |
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Discussion Grading
If we don't see you in the threads, you have no voice in the course and you contribute nothing. Threaded discussions are more valuable to the class than email: Email is like whispering between the instructor or one student, or two students; threaded discussion posts are like a lively classroom discussion, where everyone can benefit, contribute and learn from questions and answers. Luckily, being in the threads is actually quite addictive because this is where the action is! Because in a mathematics class we usually learn from our mistakes and the mistakes of others, it is important to see both the mistakes and the corrections in the threaded discussions. Therefore, the threads are NOT editable in this course. Generally speaking, participation in the threaded discussions (TDA) is a very important component of on-line courses. As is stated in the policy, “Students are expected to logon and participate in weekly threaded discussion activity at least every other day. In the majority of courses, participation at least every other day is necessary if students are to meaningfully interact on discussion issues presented in class. In other courses, it is necessary for students to complete readings and problem assignments prior to meaningful participation and thus the "every other day" requirement may be appropriately interpreted as three days per week. Students are expected to fully participate in the "discussion." This means that, in addition to posting a response to the thread topics presented, students are expected to respond to comments and questions from the instructor and/or other students." Each week starting Week 2 you will have a choice of one ungraded Open Forum, andfour graded TDA topics corresponding to the Chapters in your textbook. In order to achieve the highest possible grade per week you must post six quality responses to any of the discussions on three different days of the week, preferable every other day. Two of the post must be in the form of lending a helping hand to a classmate who needs help. All your posts must be in discussion tables that contain topics you are currently working on in your MyMathLab program, be it as review or as new material. You should carefully read, analyze, and respond to the questions and comments from me and the other students - you are required to actively participate in our classroom discussions. While submitting your posts is essential, the quality of your comments will be taken into consideration when determining your level of participation. What I am really looking for is evidence that you are an active participant in the learning experience a minimum of three out of seven days each week. In other words, you must do more than send in your assignments, you must send in messages demonstrating your regular reading of others' notes. I suggest you try to relate "real world" experiences as much as possible to our activities and discussions. I will look for comments that explore the content of the class. Your comments should add significantly to the discussion by building on others' comments, suggesting alternative solutions, pointing out problems, and even at times, constructively disagreeing. Just saying "I agree" is not enough to add to a discussion except on rare occasion when those two words sum it up well. I will make appropriate deductions for failure to meet either the frequency (number of days) or quantity (six posts per week) requirements. I will also deduct points for posts that are not meaningful and substantive contributions to the discussion such as redundant affirmations of what other students have posted or fail to add new analysis or insights to our thread topic. Our discussion goal is to be collaborative, not combative. Experience shows that even an innocent remark in the online environment can be easily misconstrued. I suggest that you always reread your responses carefully before you post them to make certain that in the message you have worded it in a way that will not be seen as a personal attack! Be positive in your approach to others and diplomatic with your words. I will do my best to do the same. Please remember: Respect is the foundation of successful online learning. For grading purposes, the threaded discussion participation will be evaluated in the week in which it occurs. You must participate actively according to the TDA guidelines for that week to positively impact your grade outcome. Participation in the threaded discussions is a very important component of on-line courses. Here is an explanation of how your discussion grade (20% of your total course grade) will be developed. You can earn a maximum of 15 points for the Threaded discussion requirement each week. · 1 point: Did you post on three different days of the week, spreading your responses evenly over the course of the week? · 4 Points: Did you lend a helping hand to two other classmates (at 2 points each) with meaningful and relevant comments or answers? · 10 points: Did you contribute to the class discussions with meaningful, relevant, timely and substantial responses? I look for both quality and quantity of responses. I like to see everybody in the TDAs at least 3 times a week and I look for contributions that add value to the discussions at hand. Here is a sampling of potential considerations for a 10-point discussion: · 0 pts= No Participations. At the very low end of the spectrum, no participation gets a "0". If you're not there, you don't earn anything. · 3 pts= Minimal Quality. A "3" means you are barely participating, but we know you are alive and at least reading what is being discussed. You earn a 3 in the TDA by just showing up and making minimal comments like " I agree" without adding any new thought to the discussion. · 6 pts= Fair Quality. A "6" represents adequate participation. If you make at least 2 substantial contributions that add new thoughts to the discussions you'll get a 6. · 8 pts= Average Quality. When you start making 4 comments a week, then I can see you're getting the material and contributing to the class. That's worth an 8. These comments must add value for the other students in the class. · 10 pts= Superior Quality. At the high end of the spectrum, to get a "10", I need to see 6 substantive contributions per week. By that I mean postings that add something more to the discussion than has already been posted. That could be an elaboration on a previous comment, an explanation to help a fellow student, or a point of debate. You can agree or disagree with whatever has been already said in the TDA, as long as you back up your statement. To earn a "10", you need to be making original comments as well as responding to comments by others. By the time you're up in the 6 or more comment range, I can tell you're really into the discussion and taking some ownership in your progress in the class. At this level, you're making some serious contributions to the class as whole. That, to me, is superior performance and rates an "A". There are various shades of gray that come up in the discussions, which is where plusses and minuses come into play. There may be occasions, where someone makes 7 or 8 postings, but they don't add much to the discussion, so it's hard to justify a full "10". On the other hand, there may be someone, who make 4 really incisive comments, and that might go beyond a "7" to a "8" or "9". What exactly is meaningful contribution? Here are some examples. The question is "Who was Pythagoras and what was his greatest contribution to mathematics?" · Answer 1: "Pythagoras appears to have been an ancient Greek cult leader. I found some very interesting info on this man - check it out at this website. And I though he only created a formula to calculate the side length of a right triangle when given the other 2 sides. This site contains a lot of the history on Pythagoras, and other interesting links. What do you think about it?" would be a meaningful contribution and an excellent way to get a discussion started. · Answer 2: "No way, dude" would be utterly meaningless and is really improper language for a college-level discussion site. · Answer 3: "I agree" is nice but quite useless (unless you also tell us why and originate a new insight) · Answer 4: "I don't understand" is too vague and helps no one understand where you are lost - and we won't do your work for you. If you want to see some of ours - show us some of yours! There will also be an Open Forum topic each week. It should be used to ask questions and post comments that are not directly related to any mathematical topics discussed during the week. It will be especially useful to get quick feedback on procedural MyMathLab questions and concerns. The Open Forum area will not be graded and postings to it do not count towards the participation requirement. However, I highly encourage you to participate in the Open Forum, because it will benefit not only you, but the whole class. Make sure you download and read the following three files located in each Threaded Discussion area, and in DocSharing, which will help you get used to the posting protocol we use in our mathematics courses. They are: · Most Everything You Must Know About Posting In The TDAs.doc · Fine-Tuning Placement Of Your Responses In The TDAs.doc · How To Speak Math In The Threaded Discussions.ppt These are not active links. If you have any questions to what you are reading, post them to the Open Forum of Week 1. Each threaded discussion closes at the end of the week. Your postings must be in the threads by that time in order to be counted. Each week will be graded with grades posted in the grade book in the following week. I'm always willing to discuss any grade I assign. |
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