# Math in Society

- Course Number:
- MTH 105Z
- Transcript Title:
- Math in Society
- Created:
- Aug 15, 2022
- Updated:
- Apr 25, 2024
- Total Credits:
- 4
- Lecture Hours:
- 40
- Lecture / Lab Hours:
- 0
- Lab Hours:
- 0
- Satisfies Cultural Literacy requirement:
- No
- Satisfies General Education requirement:
- Yes
- Grading Options
- A-F, P/NP, Audit
- Default Grading Options
- A-F
- Repeats available for credit:
- 0

## Course Description

Explores present-day applications of mathematics focused on developing numeracy. Includes quantitative reasoning and problem-solving strategies, probability and statistics, and financial mathematics; these topics are to be weighted approximately equally. Emphasizes mathematical literacy and communication, relevant everyday applications, and the appropriate use of current technology. Prerequisites: MTH 65 or MTH 98 or equivalent placement. Placement into WR 115. Audit available.

## Course Outcomes

Upon successful completion of this course, students will be able to:

- Employ mathematical reasoning skills when reading complex problems requiring quantitative or symbolic analysis and demonstrate versatility in the consideration and selection of solution strategies.
- Demonstrate proficiency in the use of mathematical symbols, techniques, and computation that contribute to the exploration of applications of mathematics.
- Use appropriate mathematical structures and processes to make decisions and solve problems in the contexts of logical reasoning, probability, data, statistics, and financial mathematics.
- Use appropriate representations and language to effectively communicate and interpret quantitative results and mathematical processes orally and in writing.
- Demonstrate mathematical habits of mind by determining the reasonableness and implications of mathematical methods, solutions, and approximations in context.

## Alignment with Institutional Learning Outcomes

- Major
- 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
- Major
- 2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
- Major
- 3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
- Not Addressed
- 4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
- Major
- 5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

### Major Designation

- The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
- Students can demonstrate and are assessed on a thorough understanding of the outcome.
- The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

### Minor Designation

- The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
- Students can demonstrate and are assessed on a fundamental understanding of the outcome.
- The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

## Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

## Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

## Course Content

#### Outcome #1: Employ mathematical reasoning skills when reading complex problems requiring quantitative or symbolic analysis and demonstrate versatility in the consideration and selection of solution strategies.

- Describing and critiquing arguments.
- Understanding the language of logic.
- Recognizing common logical fallacies.
- Non-algebraic problem-solving strategies.

#### Outcome #2: Demonstrate proficiency in the use of mathematical symbols, techniques, and computation that contribute to the exploration of applications of mathematics.

- Financial literacy, including taxes, simple and compound interest, annuities, and loans and credit instruments.
- Constructing and interpreting graphical displays of information.
- Constructing and interpreting graphical displays of information using technology.

#### Outcome #3: Use appropriate mathematical structures and processes to make decisions and solve problems in the contexts of logical reasoning, probability, data, statistics, and financial mathematics.

- Probability and statistics, including counting rules, measures of central tendency and spread, calculating and interpreting basic probabilities, probability distributions, expectation, risk and uncertainty, margins of error and polling, and misuse of data and statistics.

#### Outcome #4: Use appropriate representations and language to effectively communicate and interpret quantitative results and mathematical processes orally and in writing.

- Employing appropriate mathematical notation.
- Describing and critiquing mathematical arguments.
- Non-algebraic problem-solving strategies.

#### Outcome #5: Demonstrate mathematical habits of mind by determining the reasonableness and implications of mathematical methods, solutions, and approximations in context.

- Describing and critiquing arguments.
- Understanding the language of logic.
- Recognizing common logical fallacies.
- Mathematical content and applications at the discretion of the instructor, including: apportionment; category theory; chaos theory; complexity theory; cryptographyâ€™ data science; discrete mathematics; economics; fair division; fractal geometry; game theory; graph theory; math and ecology, law, and/or art; number theory; optimization; scheduling and linear programming; topology, algebraic and point set; and voting theory.

## Suggested Texts and Materials

Lippman, D, *Math in Society Editition 2.5* The text is open source and available online at https://www.opentextbookstore.com/mathinsociety/

## Department Notes

Word problems are to be answered using complete sentences and include appropriate units.