Course Redesign: Math 141 Currently “Intermediate Algebra” solving all kinds of equations, factoring, rational expressions, exponents, radicals, systems of equations, inequalities including absolute value inequalities But also … functions and families of functions (linear, quadratic, exponential, logarithmic, rational) together with graphs and applications

Who takes Math 141? Requirement for graduation B.S. Degree requires 3 units of math above Math 141 Prerequisite to some lab sciences (Chem), Psych stats Business majors take the sequence M Finite Math --- Business Calc Biology/Geography/Geology/Elem Ed Math minors take M Precalculus Math, Chem, Physics, some Bio take Calc I and beyond

Other information Class size = 35 students About 25 sections a semester Teaching staff: 40% tenured/tenure- track, rest academic staff DF rates not bad – about 25-30%

Why change it? Not appropriate as a course to fulfill gen ed requirement Knowledge residue = epsilon Technology minimal and no uniformity in how it is used

(Mundane) Mission Develop a course that better fulfills the purpose of general education and that serves as a prerequisite to other courses.

Vision Transform students into lifelong learners.

Goals Develop students’ competence and confidence in their problem- solving abilities. Knowledge of different strategies, choice of the best model, awareness of the limitations of a model, persistence in solving a problem Change students’ perceptions of the nature of mathematical problem solving and its usefulness as a tool, as opposed to their view of mathematics as a set of algorithms to be memorized and applied. Prepare students for courses that require it as a prerequisite. Develop students’ critical thinking skills needed by informed and productive citizens. Improve students’ ability to communicate mathematical ideas. Develop students’ ability to use technology for understanding and doing mathematics.

Walking in the park … While walking in Saguaro National Park, 5 mathematicians read that the temperature decreases 3 ½ degrees Fahrenheit for every 1000 feet of elevation. (a) The temperature in Tucson is 107 degrees F. Tucson is 2400 feet above sea level. What is the current temperature at the top of Mica Mountain, 8600 feet above sea level? (b) Write an equation that relates the temperature of a place in the park to its elevation.

The Parking Lot Problem You drive Deb and Don to the Tucson airport, entering the short term lot at 2:30 PM. The graph below represents the cost of parking in the lot for the day. Answer the following related questions: (a) How much do you owe Bill, the parking attendant, if you pay him at 4:35 pm? (b) Deb leaves her laptop behind. Scott volunteers to bring it to the airport but wants to know how much parking cost. What do you tell him? (c) On a different trip to the airport, you paid $12 for parking in the short-term lot. How long were you parked in the lot? (d) The graph represents a function. What is its domain? Range? Find a symbolic representation of the function.