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Faculty Policies

AMATYC Standards for Introductory College Mathematics
Attendance Policy
Calculator Usage Philosophy Statement
Position on Grades

 

AMATYC Standards for Introductory College Mathematics

Standards for Intellectual Development
1. Problem Solving: Students will engage in substantial mathematical problem solving.
2. Modeling: Students will learn mathematics through modeling real-world solutions.
3. Reasoning: Students will expand their mathematical reasoning skills as they develop convincing mathematical arguments.
4. Connecting With Other Disciplines: Students will develop the view that mathematics is a growing discipline, interrelated with human culture, and understand its connections to other disciplines.
5. Communicating: Students will acquire the ability to read, write, listen to, and speak mathematics.
6. Using Technology: Students will use appropriate technology to enhance their mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of their results.
7. Developing Mathematical Power: Students will engage in rich experiences that encourage independent, non-trivial exploration in mathematics, develop and reinforce tenacity and confidence in their abilities to use mathematics, and inspire them to pursue the study of mathematics and related disciplines.

Standards for Content
1. Number Sense: Students will perform arithmetic operations, as well as reason and draw conclusions from numerical information.
2. Symbolism and Algebra: Students will translate problem situations into their symbolic representations and use those representations to solve problems.
3. Geometry: Students will develop a spatial and measurement sense.
4. Function: Students will demonstrate understanding of the concept of function by several means (verbally, numerically, graphically, and symbolically) and incorporate it as a central theme into their use of mathematics.
5. Discrete Mathematics: Students will use discrete mathematical algorithms and develop combinatorial abilities in order to solve problems of finite character and enumerate sets without direct counting.
6. Probability and Statistics: Students will analyze data and use probability and statistical models to make inferences about real-world situations.
7. Deductive Proof: Students will appreciate the deductive nature of mathematics as an identifying characteristic of the discipline, recognize the roles of definitions, axioms, and theorems, and identify and construct valid deductive arguments.

Standards for Pedagogy:
1. Teaching with Technology: Mathematics faculty will model the use of appropriate technology in the teachings of mathematics, so that students can benefit from the opportunities it presents as a medium of instruction.
2. Interactive and Collaborative Learning: Mathematics faculty will foster interactive learning through writing, reading, speaking, and collaborative activities, so that students can learn to work effective in groups and communicate about mathematics both orally and in writing.
3. Connecting with Other Experiences: Mathematics faculty will involve students in meaningful mathematics problems that build upon their experiences, focus on broad mathematical themes, and build connections within branches of mathematics and between mathematics and other disciplines, so that students will view mathematics as a connected whole relevant to their lives.
4. Multiple Approaches: Mathematics faculty will model the use of multiple approaches – numerical, graphical, symbolic, and verbal – to help students learn a variety of techniques for solving problems.
5. Experiencing Mathematics: Mathematics faculty will provide learning activities, including projects and apprenticeships, that promote independent thinking and require sustained effort and time, so that students will have the confidence to access and use the needed mathematics and other technical information independently, to form conjectures from an array of specific examples, and to draw conclusions from general principles.

Math 094/095 Attendance Policy

Rationale:
Although the coordinators feel that it is the students' ultimate responsibility for attending classes, we also feel that for the developmental classes MAT 094 and 095 it is important to use an attendance policy until midterm. This policy should not be punitive to those who register late. It is hoped that this policy will help mold behavior that will in turn create good attendance in future classes.

The attendance policy for these courses is in keeping with the policy stated in the Parkland College Catalog that says: "Regular and prompt attendance is expected at all classes. Regular attendance and consistent study habits are considered necessary for academic success in college. Faculty members have prerogative of lowering grades for excessive absence."

Policy:
A student who is enrolled in MAT 094/095 is responsible for attending class regularly. A student who misses three hours that are not due to a Parkland related activity, will be given a written warning and strongly advised to meet with the instructor. If a student misses six hours prior to midterm that are not due to a Parkland related activity, a drop slip will be filled out and held. The student will then be given an opportunity to meet with the instructor for the purpose of signing a contract to remain in the class. Failure to make this meeting and agree to the contract will result in being dropped from the class. Warning slips and possible contracts will be available for the use of the instructor.

Calculator Usage Philosophy Statement

Since calculators have an important role at all levels of the Parkland College mathematics curriculum, it is worthwhile to communicate the general principles guiding their use in the classroom. The level of calculator permitted on tests should be no greater than the calculator specified for that course in the Parkland timetable.
1. Calculators are not merely devices to carry out calculations. They should be used to enhance understanding of mathematics concepts, carry out creative mathematical explorations, develop mathematical intuition, and facilitate the acquisition of general number sense.
2. Calculator approximation skills should be taught side-by-side with estimation skills.
3. Generally, calculator methods should not replace traditional methods of problem-solving. Rather, they should reinforce these methods and enhance the students¹ understanding of these methods. Calculators facilitate the "rule of four" approach to problem-solving: graphical, numerical, algebraic, and verbal.
4. Calculator exercises should be incorporated into the homework, quiz, and exam questions of each course with an emphasis on interpretation of results rather than merely developing competence with technology.
5. Assigned work and examinations should assess a student¹s skills and thinking both with and without technology.

Position on Grades

The final course grade shall provide a reliable measure of the level of mathematical knowledge and abilities attained by the student, and shall be consistent with the definitions of letter grades provided in the Parkland Catalog.

Course grades that are significantly inflated due to credit for such things as attendance, effort, retests, or extra credit can give a student with an inadequate background a false reading of his/her ability to succeed in subsequent work and are therefore contrary to our educational goals. Rationale:
1. Course grades are used as the main indicator for preparedness for the next course.
2. Success rates in subsequent courses indicate that when a student¹s prerequisite course grade is inflated, success in the next course is compromised.
3. Even for terminal courses, high standards of educational achievement must be maintained.
4. Students respond according to expectations set by us.

The department is committed to academic excellence and continually examines its teaching methods and uses of technology, in order to provide students with the best possible learning environment and the opportunity to examine applications of mathematics. The department is also committed to working with businesses and high schools in District 505 to provide enrichment opportunities and continuing education for area students and employees.

Position on Calculation of Course Grades

The points awarded for homework, quizzes, tests, projects, and the final exam should be fair to the student and provide a reliable measure of the level of mathematical knowledge and abilities attained by the student. Thus, any points for attendance per se should be minimal (1% or less). Attendance will be rewarded by homework and quiz points. Many faculty drop one or two quiz scores and do not allow make-ups on quizzes except for unusual circumstances.

Guidelines for Points

Tests: 100 points each (1 per credit hour of the course)
Quizzes/Homework/Projects: 100 - 200 points
Final Exam: 150 - 200 points (comprehensive final)
* The points for quizzes, homework, and the final exam are usually higher in 5-hour courses than in 3-hour courses.

 

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