COURSE Goals

What's a Student Learning Outcome?

Student Learning Outcomes are what any student should be able to do upon completion of this course.

MATH 106 STUDENT LEARNING OUTCOME

For a given set of problems the student will demonstrate quantitative reasoning by developing a problem-solving strategy, performing appropriate analysis and computation, and critically assessing the meaning of the conclusion or outcome.

Core Competencies

Intellectual and practical skills, including quantitative literacy, and problem solving, will be practiced extensively across the curriculum in the context of progressively more challenging problems, projects, and standards for performance.

THE GOAL OF THIS COURSE IS FOR YOU TO be able to:

Use a variety of appropriate units and methods to determine measures of angles, lengths, perimeters, areas, volumes, and polygons, including relative error in measurement.
Develop logical skills with inductive and deductive reasoning to formulate conjectures and demonstrate justifications and basic proofs using evidence and reasoning to reach valid conclusions.
Use critical thinking and problem-solving skills to solve mathematical problems related to geometry and measurement.
Recognize and identify a variety of figures and shapes from two- and three-dimensional geometries; use their properties to solve contextual problems.
Actively demonstrate a number of geometric constructions.
Identify, analyze, and apply different types of transformations and symmetries on geometric objects.
Demonstrate concepts of congruence and similarity; apply them to solve problems involving measurement (area, surface area, volume).
Use concrete examples or appropriate technology to explain mathematical concepts, model mathematical structures, and solve problems contained in the elementary school mathematics curriculum.

FINAL NOTE:

In mathematics, there are many ways to learn concepts. At the first stages, we are told things by parents or teachers and we take them as fact. Later, we may grow to begin to see patterns and ideas that we think are true but aren’t sure why. The final stage is knowing something and being able to show why it is true. We summarize these options as 3 following levels of knowledge:

Someone told me so. (teacher/parent/friend/etc)
I think it is true, and I can find examples to demonstrate my thinking.
I know something either is or is not true and I can show evidence to support my claim.

We should push for level 3 with evidence and support for statements made. With “why” vs. “how” in this course, while both are important, this course will emphasize concepts over process.

Welcome to Math 106! I hope you have a great learning experience! ☺

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