Schedule | Catalog | Degree Plans | Transfer | Differs from other math courses | Syllabus | Course Materials

Schedule: This course will be offered at ACC for the first time in Fall 2000. During this first year, there will be one section at NRG in the fall and one section at RVS in the spring. If the demand justifies it, more sections will be scheduled in future years.

Catalog description: A course designed for non-mathematics and non-science majors. Topics include logic, variation, functions, equivalence, congruence, right triangle geometry, and other measurement topics. Prerequisites: A passing score on the mathematics portion of the TASP test or a satisfactory score on the assessment test or MATD 0360.

Which degree plans count it? One of the purposes of this page is to give the various departments enough information to determine whether they want to allow this course as an option. As of April 2000, I am aware of one department in Health Sciences that is listing this course as an option. I expect that more departments will do so.

Transferability: This course has the Texas Common Course Number MATH 1333, so it is a generally transferable course. Beginning in Fall 2000, it will be listed in ACC General Education courses and ACC's Core Curriculum. That means that students who are transferring the Core to a four-year school should have this course count. However, the four-year schools in the Austin area do not have a course listed as equivalent to MATH 1333, so it is not clear how those four-year schools will consider this course for specific degree plans. In the latest summary we have seen of which schools in Texas offer which courses, 16 schools, but no four-year schools, had a MATH 1333.

How does this course differ from other freshman math courses? Mathematics is the study of pattern. Some of these patterns are complex enough that it takes several semesters or several years to master the necessary mathematics to understand them. Much of our high-school and standard college-level mathematics curriculum is designed to prepare students to be adept at those mathematical skills which will carry them to higher math courses. However, not all students will go on to study calculus. Many people feel that such students should have the opportunity to take a freshman survey course covering some of the other patterns and areas in which mathematics is used. For many years, ACC has had such a survey course -- MATH 1332, Topics in Mathematics (MTH 1513). It is an excellent course for many students. However, in consultation with faculty members in various departments, we have also seen that some students would benefit from a survey course that is more focused on measurement. Thus we have created MATH 1333, Mathematics for Measurement. Like MATH 1332, it does not prepare students to go on to higher-level mathematics courses.

Syllabus:

1. Right-triangle geometry. Similarity concepts in geometry have been used since ancient times to measure distances. Students will explore these concepts by doing some activities in actual measurements and other activities discovering relationships among the geometrical concepts that were used to extend the boundaries of what could be measured -- even to the stars!
2. Variation. When we use a ruler or any other measuring instrument, the answers are only approximations. How is this variability quantified and communicated? What are some techniques used to reduce variability and how are specific techniques selected in some applications?
3. Mathematical Models. How do we predict the population of the US at some future date? Or the grain production of the US at some future date? Mathematical models of growth fit into several categories. Some of the most useful are linear models and exponential models. These will be explored, with focus on how the characteristics of the situation lead to the choice of a type of model and how to use the model to make predictions.

Course materials: For the first quarter of the course, we will use one of the widely-acclaimed Maricopa Mathematics Modules in right-triangle trigonometry. One of the ACC faculty members, Mary Parker, is writing the material on variation to be used in the second quarter of the course. Elementary Mathematical Models by Dan Kalman (chapters 1, 2, 3, 4, 9, and some of 14) will be used for the last half of the course. The total cost of these materials for the students will be about $45-$50.

The Maricopa modules were written to implement the "mathematics reform" ideas in courses at the lower levels of college mathematics. The material on variation is being written specifically for this course. The Kalman textbook is advertised as appropriate for several different courses at the beginning college level, depending on the choice of topics. This choice of chapters is an appropriate choice for a course that will not focus on algebraic manipulations, but on choice and use of mathematical models.

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Last updated July 2, 2000. Mary Parker.