My College is implementing a Mathematical Literacy course, beginning this semester. I am teaching one of the two sections, with a colleague (a project ACCCESS fellow) doing the other class. In case this would be of interest, I am planning on writing a post most weeks about the experience of teaching a course that is so different from the traditional curriculum.
As a curricular design issue, this Math Lit course (Math105) will serve as one of the math prerequisite options for 3 existing math courses for degrees (business math, art of geometry, and math – applications for living), and as a prerequisite option for a new statistics course the department is developing. Students will have a choice to either take the traditional beginning algebra course or take this new Math Lit course.
We will be using the “Math Lit” textbook by Kathy Almy and Heather Foes, in a class test format. Some of my weekly posts will relate to the use of this text, though I hope to talk more generally about mathematical literacy with a focus on the reasoning (algebraic and other) that the students will encounter
Our course, and the Math Lit textbook, are true to the design in the New Life model for the course called Mathematical Literacy for College Students (MLCS). Although similar to the Quantway I course, the MLCS course is more flexible within the curriculum … we will have 4 math courses which follow our Math Lit course. Also, the MLCS content is a bit more aligned with the basic mathematical ideas and values among math faculty; this is not saying that MLCS is traditional — it is not. Rather, the observation is that more faculty will be able to be enthused about teaching MLCS, and MLCS can fit into our curriculum quite nicely.
Our classes start on January 14, with 2 class sessions per week. I’ll post a “how did the start go” type of note after the class has met twice. I hope you find the posts on this course enjoyable and/or helpful!
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