College in the Schools: Mathematical Modeling
University of Minnesota
Our class visited the University of Minnesota STSS building for our Field Day. We tested our classes' blade design versus 7 other schools, we placed 5th overall. Our poster projects faired very well: Cassidy and Sydney's group placed first, Jordan and Alex's group placed second, Kat and Andrew's group got honorable mention. After our testing was completed, we enjoyed lunch in Dinkytown at Five Guy's restaurant before heading back to PCHS.
2013 College in the School Mathematical Modeling Students: GOOD LUCK!!!!
PSTL 1006: Math Modeling and Prediction (Univ. of MN, College in the Schools: Dept. of Postsecondary Teaching and Learning)
Mathematical Thinking Requirement PsTL 1006 meets the Mathematical Thinking Diversified Core portion of the Liberal Education requirements of the University of Minnesota. Every student must meet this requirement before they can graduate from the U, no matter what their major.
http://www.cce.umn.edu/College-in-the-Schools/
Credits Earned: 3 University of Minnesota Semester Credits Earned upon successful completion of this coursePine City High School
Period 3 9:58-10:48 M-F Room 234 Sept. 3, 2013 – May 22, 2014
Instructor: Jena Dennis Room 234
Office Hours: Tuesday – Thursday 7:30 – 8:00 am or by appointment
Phone: 320-629-4190
Email: [email protected]
Prerequisite: Completion of Advanced Algebra with at least a C or instructor recommendation.
For the complete course syllabus click here
Course Description: PSTL 1006 introduces students to the art of mathematical prediction through algebraic modeling and elementary probability theory. As a class that satisfies the University of Minnesota Mathematical Thinking Core requirement, topics support students’ understanding of the dual nature of mathematics. First the mathematics is a body of knowledge that relies upon a precise, symbolic means of communication and analysis. This aspect of mathematics is conveyed through a survey of simplification, solving and graphing techniques applied to a range of function types, including linear, polynomial, exponential and logarithmic functions. Students also learn basic probability theory including counting methods and conditional probability. While students practice traditional algebraic methods, they will also use Google Spreadsheets extensively to investigate the behavior of data sets. Students will learn to develop equations that accurately represent the behavior of real-world data and assess their goodness-of-fit. All of the homework assignments strengthen students’ fluency in communicating with the symbols of mathematics. The emphasis on real-world problem solving applications, delivered through non-traditional teaching methods, will create a challenging class in which students compare and evaluate mathematical arguments on a daily basis. Students will improve their ability to communicate and evaluate mathematical reasoning.
Second, mathematics provides descriptive and problem-solving tools to address authentic questions in a wide range of disciplines. Students investigate this aspect of mathematics through a modeling approach underlying the entire class. Modeling activities highlight issues such as comparing the creating business plans for a company to make maximum profit, establishing priorities for improving Minnesota’s community based educational, employment, and juvenile delinquency data; and analyzing the mathematical decisions embedded in Minnesota culture. Models are drawn from disciplines of interest to CEHD majors. Throughout the modeling activities, students are asked to generalize their solutions and to pose and answer related mathematics problems, and to develop precisely-stated algorithms and solution methods. These activities are intended to help students understand their own capacity to use mathematics to answer significant questions and to become lifelong users of mathematics. All models are introduced through small group activities, although many are submitted individually to insure personal feedback for individual student growth.
Required Material:
· Textbook: College Algebra in Context, fourth edition, by Harshbarger and Yocco, provided by Pine City High School. Replacement $120.
· Graphing Calculator: Texas-Instruments are preferred: TI-83 or TI-84 You can rent a calculator from the school for the year for $30.00 Talk to Ms. Greig for an application.
Course Goals: The primary goals of this course are to expand your mathematical knowledge base and to help you to develop a “feel” for what mathematics is and what mathematicians do. Specific goals include
Learning Goals: The primary goals of this course are to expand your mathematical knowledge base and to help you to develop a “feel” for what mathematics is and what mathematicians do. Specific goals include
http://www.cce.umn.edu/College-in-the-Schools/
Credits Earned: 3 University of Minnesota Semester Credits Earned upon successful completion of this coursePine City High School
Period 3 9:58-10:48 M-F Room 234 Sept. 3, 2013 – May 22, 2014
Instructor: Jena Dennis Room 234
Office Hours: Tuesday – Thursday 7:30 – 8:00 am or by appointment
Phone: 320-629-4190
Email: [email protected]
Prerequisite: Completion of Advanced Algebra with at least a C or instructor recommendation.
For the complete course syllabus click here
Course Description: PSTL 1006 introduces students to the art of mathematical prediction through algebraic modeling and elementary probability theory. As a class that satisfies the University of Minnesota Mathematical Thinking Core requirement, topics support students’ understanding of the dual nature of mathematics. First the mathematics is a body of knowledge that relies upon a precise, symbolic means of communication and analysis. This aspect of mathematics is conveyed through a survey of simplification, solving and graphing techniques applied to a range of function types, including linear, polynomial, exponential and logarithmic functions. Students also learn basic probability theory including counting methods and conditional probability. While students practice traditional algebraic methods, they will also use Google Spreadsheets extensively to investigate the behavior of data sets. Students will learn to develop equations that accurately represent the behavior of real-world data and assess their goodness-of-fit. All of the homework assignments strengthen students’ fluency in communicating with the symbols of mathematics. The emphasis on real-world problem solving applications, delivered through non-traditional teaching methods, will create a challenging class in which students compare and evaluate mathematical arguments on a daily basis. Students will improve their ability to communicate and evaluate mathematical reasoning.
Second, mathematics provides descriptive and problem-solving tools to address authentic questions in a wide range of disciplines. Students investigate this aspect of mathematics through a modeling approach underlying the entire class. Modeling activities highlight issues such as comparing the creating business plans for a company to make maximum profit, establishing priorities for improving Minnesota’s community based educational, employment, and juvenile delinquency data; and analyzing the mathematical decisions embedded in Minnesota culture. Models are drawn from disciplines of interest to CEHD majors. Throughout the modeling activities, students are asked to generalize their solutions and to pose and answer related mathematics problems, and to develop precisely-stated algorithms and solution methods. These activities are intended to help students understand their own capacity to use mathematics to answer significant questions and to become lifelong users of mathematics. All models are introduced through small group activities, although many are submitted individually to insure personal feedback for individual student growth.
Required Material:
· Textbook: College Algebra in Context, fourth edition, by Harshbarger and Yocco, provided by Pine City High School. Replacement $120.
· Graphing Calculator: Texas-Instruments are preferred: TI-83 or TI-84 You can rent a calculator from the school for the year for $30.00 Talk to Ms. Greig for an application.
Course Goals: The primary goals of this course are to expand your mathematical knowledge base and to help you to develop a “feel” for what mathematics is and what mathematicians do. Specific goals include
- Understand and appreciate that mathematicians have made a difference to humankind, both in their time and in the current world.
- Understand the analytic and graphical behaviors of linear, quadratic, polynomial, rational, exponential, and logarithmic functions
- Master algebraic methods of simplifying expressions and solving equations by making and testing conjectures, formulating counter examples and evaluating valid arguments
- Develop an ability to look at and represent mathematics from several perspectives including: graphs, tables, equations, explanations, and algorithms.
- Mathematical problem solving- formulating problems, and applying mathematical modeling to real-world applications.
- Mathematical Communication and using language to communicate mathematical ideas in writing, clarifying thinking, formulating definitions, expressing generalizations, reading mathematics with understanding, asking proper questions, and employing mathematical notation.
- Using technology including: TI-Calculators, Google Docs and Spreadsheet
Learning Goals: The primary goals of this course are to expand your mathematical knowledge base and to help you to develop a “feel” for what mathematics is and what mathematicians do. Specific goals include
- Understand and appreciate that mathematicians have made a difference to humankind, both in their time and in the current world.
- Understand the analytic and graphical behaviors of linear, quadratic, polynomial, rational, exponential, and logarithmic functions
- Master algebraic methods of simplifying expressions and solving equations by making and testing conjectures, formulating counter examples and evaluating valid arguments
- Develop an ability to look at and represent mathematics from several perspectives including: graphs, tables, equations, explanations, and algorithms.
- Mathematical problem solving- formulating problems, and applying mathematical modeling to real-world applications.
- Mathematical Communication and using language to communicate mathematical ideas in writing, clarifying thinking, formulating definitions, expressing generalizations, reading mathematics with understanding, asking proper questions, and employing mathematical notation.
- Using technology including: TI-Calculators, Google Docs and Spreadsheet