Academic Enhancement Center Course Syllabus Fall Term 2009

Course #
MAT 098

Course Name
Arithmetic Review


Class Schedule
M-W-F 8 – 9:15 AM

3 Credits **Being piloted as a blended

Computer Lab AEC

Name of Instructor: Steven Diaz Phone: 305-628-6643 (office); 786-546-2415 (Cell) Email: Twitter: CafeRico Facebook: IM: kaferico (Google & Yahoo) Office Hours: T-Th 10 am – 3 pm Course Description:
MAT-098 is a review of the mathematics skills that are needed for college level mathematics. The course covers operations with whole numbers, integers, fractions, decimals, percents, ratios, proportions. The course put emphasis on problem solving, reasoning, connections (relation of math concepts to other disciplines), communicating mathematical ideas, and number and operations sense. Credit not applicable toward total credit graduation requirements. Eligibility to enroll in this course is based on placement examination (CPT).

Students can exit this course and be placed in the next higher level math course if they score 90% in the Initial Assessment that will be administered during the first week of the course. Learning Outcomes:
By the end of this course, students should have achieved the following learning outcomes:

1. Students will demonstrate improvement of their pre-algebra skills by increasing their pretest scores by at least 25% during the post-test. 2. Students will demonstrate mastery level on each of the main concepts of the course (see below the Course Curriculum) by earning at least 70% on the assessments (i.e. quizzes) scheduled for each main concept. 3. Students will demonstrate college readiness to handle the rigor of the next mathematics course by attaining a score of at least 70% in the post-test.

4. Students will demonstrate higher confidence and motivation doing mathematics by
scoring on average of at least a point higher in the Likert scale administered at the start and end of the course.

Course Text & Materials: • Bello, Ignacio (2006). Basic College Mathematics, A Real-World Approach 2e; McGraw •
Hill: ISBN 0-07-283104-9 (optional) ALEKS Access Code: ISBN 0073533440 (required)

Instructional Methods
Taking into consideration our diverse population of students and to ensure they are involved as much as possible in the learning process, a variety of teaching-learning methods will be used including:

  

Self-paced learning: Students complete the course content at their own pace based on their prior knowledge of the math concepts and skills covered in the course, and with the guidance of a suggested timeline. Students have the opportunity to complete course requirements before the end of the term or complete two courses in one academic term. Computer assisted instruction: A learning and assessment web-based system (i.e. ALEKS) is used to help students grasp and master the course content. ALEKS will assess students’ prior knowledge of the course content and create a visual representation (i.e. pie chart) of what they know and need to learn. Based on this assessment, students work on the topics they are ready to learn. Students receive immediate feedback for their performance and are continuously assessed to guarantee mastery and retention of the course content. Individualized and small group instruction: The use of ALEKS in the classroom will allow the instructor to provide individualized and small group instruction based on the needs of the students. In addition, math tutors will be available during class time to assist students with their difficulties with the content. Online Learning Resources: ALEKS provides detailed explanations and demonstrations of the concepts and skills covered in the course. It also provides supplementary resources such as videos, animations, Power Point presentations, math dictionary, and the course textbook (i.e. e-book). In addition, students have access in Blackboard of additional instructor-made resources (i.e. handouts, Power Points, screencasts, etc.) and math links to other Internet sites that provide tutorials, virtual manipulatives, and multimedia materials. Video-lectures: The instructor will post short video lectures (5-10 minutes duration) about the topics that are covered in a particular slice of the pie in ALEKS. The video lectures will be posted in Blackboard. Graphic Organizers: Diagrammatic illustrations will be used in the classroom to help students organize and remember content area information. The graphic organizers will be posted in Blackboard. Math 2.0 Assignments: Students will use web2.0 tools to communicate mathematical ideas (i.e. concepts and skills) covered in this course. Students will have the opportunity to self-assess and reinforce what they have learned in class by participating and collaborating with peers using web2.0 tools in online discussions. In addition, students can take the opportunity to communicate their concerns or questions regarding course content. The instructor will use students’ responses to provide the necessary assistance or enrichment activities that students need to succeed in the course. The discussions will take place in Blackboard, course wiki, or instructor’s blog.

Supplies Students must always have the following supplies during class: 1. Notebook 2. Textbook 3. Pencils, erasers, sharpener, etc. The instructor and staff of the academic enhancement center will not supply papers and pencils for students who irresponsibly do not bring the basic materials to learn. A different way of learning math with ALEKS ALEKS is a web-based assessment and learning math system that uses artificial intelligent programming to provide an individualized learning experience for every student. The instructional model of this course will mainly consist on students actively learning at their own pace with the assistance of ALEKS, the online resources available in Blackboard course shell and the Internet. Students must take the initiative and responsibility to use all the available resources to actively learn the course content. Instructional time will be spent less on class lectures and more on learning by doing and reflecting. The instructor and tutors will be available during instructional time to answer their questions and provide the necessary assistance to help them succeed.

Course Curriculum
In this course, students will cover the following main concepts:

     

Whole Numbers (55) Fractions (30) Decimals, Proportion, Percents (40) Measurement and Data Analysis (27) Geometry (26) Signed Numbers and Intro to Algebra (43)

The main concepts are represented visually with a pie chart in ALEKS. Students meet the course objectives of each main concept when they filled the slice that represents the concept. In total, students must master 221 objectives (or topics) to pass this course. To see a detailed distribution of the 221 topics by main concepts, please visit the site and select the course Basic Math. A dark color in the pie represents how much students have mastered of a particular main topic and a light color represents how much of the main topic students still need to master. The course textbook is an important source of reference to help students master the course concepts. Each main concept (slice of the pie) consists of the following chapters in the course textbook: Course Concept Whole Numbers Fractions Decimals, Proportions, & Percents Measurement & Data Analysis Geometry Algebra Pie Slice Color Green Light Blue Dark Blue Orange Yellow Red Textbook Chapter(s) 1 2 3, 4, and 5 6 and 7 8 9 and 10

Grading Policy:
Letter Grades 70-100 0-69 Pass (P) Fail (F)

A student must score an average of at least 70% to pass this course.

Course Grading Criteria:
• Your grade for this course will be based on the following components: Grading Categories
ALEKS (Fill Pie Chart) Final Exam Quizzes Math2.0 Assignments TOTAL 25% 20% 35% 20% 100%

Important Notes • • • Students take a quiz only when they have filled a pie’s slice. A quiz must be taken immediately after completing a slice of the pie. Students take quizzes in numerical order. See course outline below. Students must complete the whole pie; take all quizzes; and take Final Exam (Assessment) to have a chance passing the course. Quizzes must be taken on-site in presence of the instructor.

• •

Two scheduled assessments will take place during the term (Initial and Final Exam). If an assessment pops up in the system, contact the instructor immediately. Pie must be completed by the week prior finals. Incomplete grade is granted if students completed his/her pie and s/he took 3/4 of the quizzes by end of course.

Course Outline/Schedule:
This schedule is the suggested timeline (i.e. the slowest pace) that students should follow to complete successfully the course objectives. However, students can complete the course objectives at a faster pace. Students who fall behind the schedule are jeopardizing their chances to pass this course. ALEKS periodically prompts assessments that students must take every time.




Initial ALEKS  Assessment Quiz 0(Bb): Syllabus Quiz Survey(Bb): Mathematics Anxiety Discussion(Bb): Introducing Myself  Graphic Organizer (Bb): Divisibility Rules Quiz 1 (ALEKS): Dark Green Slice Difficult Problems (Bb)  Learning By Teaching (Wiki): Whole Numbers or Fractions Quiz 2(ALEKS): Light Blue Slice Difficult Problems (Bb) Graphic Organizer (Bb): Division of Fractions and Mixed Numbers Difficult Problems (Bb) Learning By 

Pie Slice Color
Dark Green

 1

Course Introduction

• •

Syllabus Chapter 1

  

Dark Green


Whole Numbers

Chapter 1

 


Fractions and Mixed Numbers

Light Blue

Chapter 2


Fractions and Mixed Numbers

Light Blue

Chapter 2

 


• •

Decimals Ratio, Rate, and Proportion Ratio, Rate, and

Dark Blue (or Purple)

Chapter 3 & 4


Chapter 4 & 5

Dark Blue (or



Teaching (Wiki): Decimals or Ratio, Proportion & Percent


 7


Chapter 5  

Quizzes 3, 4,  and 5 (ALEKS): Dark Blue (or Purple) Slice Difficult Problems (Bb)
 Graphic Organizer (Bb): Proportion Math Awareness: Blog  Learning By Teaching (Wiki): Percent, Statistics or Measurement  Quizzes 6 & 7 (ALEKS): Orange Slice Difficult Problems (Bb) Graphic Organizer (Bb): Unit Conversion Difficult Problems (Bb) 

Dark Blue (or Purple)



Statistics and Graphs

Chapter 6

 
Chapter 7



Measurement and • the Metric System

 10


Measurement and • the Metric System

Chapter 7

 




Chapter 8

 



Chapter 8

Quiz 8 (ALEKS):  Yellow Slice Difficult Problems (Bb) Graphic Organizer (Bb): Volume of Prisms and Cylinders Learning By Teaching(Wiki): Geometry 



The Real Numbers

Chapter 9




Chapter 10

Quiz 9 (ALEKS):  Red Slice Difficult Problems (Bb) Math Awareness: Blog



Make up week

Chapters 1-10


Final Exam

Chapters 1-10

COURSE POLICIES 1 Class Participation
Class participation and student interaction are important components of the learning experience. In order to achieve the maximum benefits from the course, all students are expected to read all assignments and related materials prior to each class and be prepared to actively be engaged in class discussions and doing math problems during class.

2 Practice Problems and Quizzes
All practice problems and quizzes are done in ALEKS. Students can do the practice problems at any time and any place since ALEKS is a web-based program. Quizzes must be taken only in the classroom. Students must earn at least 70% in the quiz.

3 Attendance
Educational research has proven there is a positive connection between attendance and academic success, so students are strongly urged to attend classes regularly. In the classroom, students can get the prompt assistance they may need to understand the course content. Onsite attendance is mandatory on Wednesdays. Online attendance is mandatory on Mondays and Fridays. Students must average 6 hours/week in ALEKS. 1 absence = 2 percent points deduction from overall average.

4 Use of Computers
“Computers and network systems offer powerful tools for communications among members of the St. Thomas community and of communities outside St. Thomas. When used appropriately, these tools can enhance dialogue, education, and communications. Unlawful or inappropriate use of these tools, however, can infringe on the rights of others. Activities that are expressively forbidden on St. Thomas’ computers include but are not limited to the viewing, downloading or use of inappropriate materials, vandalism, virus propagation and installation of unauthorized materials. In addition, you are expected to act as a professional and use the equipment only when directed or appropriate to classroom activities. A lack of compliance with any of these directives could result in disciplinary action and dismissed of class or course.

5 Expected Classroom Behavior
Students have a responsibility to maintain both the academic and professional integrity of the school and to meet the highest standards of academic and professional conduct. Students are expected to do their own work on examinations, class preparation and assignments and to conduct themselves professionally when interacting with fellow students, faculty and staff. Academic and/or professional misconduct is subject to disciplinary action including course failure and/or probation of dismissal. No food allowed in the classroom. Dress appropriately to attend class. For additional clarification, please see Student Code of Conduct as stated in the Student Handbook.

6 Cell Phones and Calculators
Cell phones must be turned off or in vibrating mode. If a student must answer a phone call then the students must leave the classroom without disrupting the flow of the class. Students who spend a considerable amount of time attending a phone call outside the classroom will be considered absent. Calculators permitted during class only in certain circumstances the instructor considers appropriate.

7 Tutoring at the Academic Enhancement Center
Students who attend at least 10 hours of tutoring sessions will earn 5 percent points for their overall average. Please see front desk of the Academic Enhancement Center to find out the days and time of the tutoring sessions.

8 Incomplete Grade Students will be granted an incomplete grade if s/he completed the whole pie in ALEKS by week 15 and took ¾ of the scheduled quizzes. An incomplete grade grants the student another week to complete pending assignments. Rubric for Quizzes The following rubric (grading criteria) will be used to score quiz items. Points

Correct answer. Work or process to support answer is logical and neatly organized. It reveals student understanding of concepts and skills. Incorrect answer. Work or process to support answer is logical and neatly organized. It reveals student understanding of concepts and skills. Minor computational or careless mistakes. Correct or Incorrect answer. Work or process to support answer is not logical or shown. It reveals student’s misunderstanding of concepts and skills. Major computational mistakes.

1 1 2 3 , , , or - point 4 2 3 4

Math2.0 Assignments
Difficult Problems: The purpose of this writing assignment is for students to communicate the difficulties they are experiencing with a particular math problem. Students post the problem and a description of the difficulties they are experiencing in the discussion board of Blackboard (Bb). In addition, students must help two classmates by posting clear and concise explanations on how their classmates’ problems are simplified or solved. Graphic Organizers: Students will work particular problems assigned by the instructor using visual aids. The graphic organizers will be located in Blackboard under the Assignment section. Students must print out the graphic organizer, work the problem, scan the assignment and submit to the instructor by using the drop box in Blackboard. Learning by Teaching: Students will create online presentations to teach their classmates about a concept/skill they learned in the course. These presentations will be created using web2.0 tools, productivity tools and/or open source software. The presentations will be posted in the course’s wiki. Math Awareness: The purpose of this assignment is to help students answer the most frequent asked question in mathematics courses: “Why I need to learn this?” Students will read blog articles about mathematics awareness and post a comment in the blog.

Become an Active Learner
An active learner takes control and ownership of the learning process to meet the course’s goals and expectations. Active learners decide why, what and how of their learning. They do not wait for learning to happen; instead, they make it happen. The instructional model of this course requires students to become active learners to meet successfully the course objectives. The following traits are typical of active learners:

1. 2. 3. 4. 5. 6. 7. 8. 9.

Identify personal goals and the steps necessary to achieve the goals. Use resources. Identify the people and tools available to aid in goal pursuit. Learn how to solve almost any problem they ever have to face. Look at situations objectively. Ask the right questions. Use time well. They organize and set priorities. Apply good reading, studying, and questioning skills to course materials. Apply good listening skills in the classroom. Find patterns and take effective notes to organize materials for studying.

10. Assess progress along the way and revise their plans.

English Second Language Learners
For students who do not speak English as their first language, the following suggestions may be helpful to succeed in this course:

1. Bring a dictionary that translates from the student’s native language to English and vice
2. 3. 4. versa. If a student does not have a dictionary, the following website provides word and text translation: Find a classmate or group of students who speak English fluently to study for the class and to gain proficiency with the English language. If there is a classmate that speaks the same native language, students can ask for clarification or assistance using their native language as long it does not disrupt the classroom learning experience. The instructor of this course is bilingual (English-Spanish) and welcome students to speak Spanish during office hours or before-after class. In addition, there are many languages that have words which are pronounced and written similarly. Therefore, the instructor encourages students to sometimes use words in their native language to communicate ideas, concerns, or questions. If students learned different ways or methods for simplifying or solving math problems in their countries, the instructor encourages these students to share their methods with him.


In addition, ALEKS offers the option of presenting course content in Spanish for the Spanish speaker students.

Students with Disabilities
Please note that students requiring accommodations as a result of a disability must contact Maritza Rivera (e-mail: and phone number: 305-628-6563) at the Academic Enhancement Center. Note for Changes: The instructor reserves the right to change this syllabus at any time during the term in order to better meet the needs of this particular class group.

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