I am teaching statistics this fall. I have taught statistics before, but it will be a bit different this year. Historically (and I do not have syllabi posted from prior to this year), statistics was taught online using a fairly restricted format of public one-on-one conversations with the professor. A student would select a problem, solve it, and solve it “in public” in a discussion board. Then we had “quizzes” which were pretty much glorified homework. We’re starting to break out of that mold now into some new territory. The class will have discussion groups focused on less firm questions.
I am happy to announce that John F. Beyers, of the University of Maryland University College, and I will be editing a new book called Teaching and Learning Mathematics Online, to be published by CRC Press in 2019. I have known John since 2010 when I started teaching as an adjunct at UMUC in the math department. Over the years, I realized there were difficulties and hard parts of teaching mathematics via distance education, different from what you see in an English or history course. We want this book to collect the leading ideas and practices of teachers and professors
Trying to post more of my mathematics syllabi online, I have two sections of MATH 107 this term at UMUC. They are offset by like three weeks, which makes life more complicated than I feel like it should. I keep asking myself, wait, which class is this? Anyway, I have posted both syllabi. This fall, I have undergraduate statistics and finite mathematics. Image by CCAC North Library / Flickr.
I am teaching intermediate algebra this spring and I wanted to post the syllabus and give a bit of a comment here. You can find the syllabus on my math education page. The course catalog gives a description: A study of problem-solving techniques in intermediate-level algebra. The goal is to demonstrate number sense and estimation skills; interpret mathematical ideas using appropriate terminology; manipulate, evaluate, and simplify real-number and algebraic expressions; and translate, solve, and interpret applied problems. Emphasis is on numbers and algebraic properties, graphing skills, and applications drawn from a variety of areas (such as finance, science, and the
One thing I am sure my students hate is that I don’t give extra credit. I’ve talked about this before, and there is no reason to rehash them. But I do like to add something when I can use extra credit to push their boundaries, or something neat. Last semester, while teaching precalculus, Nina decided to make a dress for Ducky. She made a small math error when she first did the calculations and the results were clearly incorrect at the end. Fortunately, we caught that before she started working from them, and we got it together on round two.
I don’t usually post my math syllabi, but I have realized this is probably a bad habit. Or a good habit I don’t have. Or something. Anyway, I’ve posted my syllabus for MATH 106 – Finite Mathematics, at UMUC.