Faculty Syllabus

About Your Course

Instructional Methodology:  This course is taught in the classroom primarily as a lecture/discussion course.

MATH 1332 – Synonym: 17656Section: 026

MATD 0385 – Synonym:  17527Section: 005

Meeting location:  RRC2 2312

Meeting times: Tuesdays and Thursdays from 12:00 – 2:50 pm

Prerequisites: NCBM 0222 with a C or higher. Or appropriate score on math TSI Assessment test. Corequisite(s): MATH 1332. 

Paired Course Policy: This is a paired course.  Students who withdraw from MATD 0385 will automatically be withdrawn from MATH 1332 and vice versa.

Required Materials 

This is a First Day™ class. The cost of required course materials, including an online version of the textbook and software access, has been added to your tuition and fees bill. 

Textbook:  Using & Understanding Mathematics: A Quantitative Reasoning Approach, 8th Edition by Bennett & Briggs. Pearson Publishing (MyLab software)  ISBN-10: 0137575335, ISBN-13: 9780137575336

Supplemental Materials Needed: Scientific calculator; 3-ring binder recommended

Other Technology: Scientific calculator required; 3-ring binder recommended. 

Calculator Note: We recommend the TI-30XS Multiview Scientific Calculator and the CASIO fx-300ES PLUS, since it works well with fractions).  Be sure the model has a two-line screen that shows what you type into the calculator on one line and the result on the next line, and that it formats fractions nicely.  Scientific calculators may also be checked out from the ACC library on a first-come, first-serve basis.  Graphing calculators are allowed if you already have one, but students usually find scientific calculators are easier to use for the material we cover in this class.

Course Content

Course Description

Credit Hours: 6, Contact Hours: 6

MATH 1332 - Contemporary Mathematics (3-3-0).

A topics-based course, with a variety of possible topics chosen by individual instructors. The selected topics may include: sets, logic, number theory, geometry, probability and statistics, and the mathematics of finance and social choice. This course is not algebra-intensive, and is designed for non-technical majors.

MATD 0385 – Contemporary Math Foundations (3-3-0).

A course designed to develop the skills, including reading and thinking, and the understanding needed for non-math, non-science majors who take MATH 1332. Topics include: linear and exponential models, data interpretations including graphs and tables, percentage models, order of operations, unit analysis, and logical reasoning. This course is not for college level credit. Students who require any other college level math course other than MATH 1332 should not take this course.

Course Rationale

MATH 1332:

This course is intended to provide non-mathematics and non-science majors with a survey of topics in mathematics.  The emphasis may be towards developing students' quantitative reasoning skills, illustrating the beauty of mathematics as a discipline, and/or imparting a feel for the different ways in which mathematics is used.  The students who take this course generally are in nursing, the liberal arts, communication, workforce programs, or some social sciences. This course may be used to satisfy the Core Curriculum and the General Education Mathematics requirements.

MATD 0385:

This course is intended only for students concurrently enrolled in the paired section of MATH 1332 who are TSI-mandated to take Developmental Math. Students who do not wish to take MATH 1332 concurrently, or who require MATH 1342 Elementary Statistics, should enroll in MATD 0485 Developing Mathematical Thinking. Students who are mandated to take Developmental Math by the TSI rules may satisfy the TSI requirement by completing this course with a grade of C or better.  Students who pass this course are not ready for MATH 1314 (College Algebra), MATH 1414 (College Algebra for Precalculus), or MATH 1324 (Math for Business and Economics). If your degree plan requires MATH 1314 (College Algebra), MATH 1414 (College Algebra for Precalculus), or MATH 1324 (Math for Business & Economics), you will need to complete MATD 0370 followed by the appropriate corequisite math courses (lecture-based courses) or all 12 objectives of MATD 0421 (personalized curriculum, computer-based course).

MATH 1332 Course Objectives

1. Increase/improve your quantitative literacy.
2. Provide you with an opportunity to experience mathematics as an intellectual exercise and a way of thinking.
3. Provide you with an opportunity to appreciate the visual and intellectual beauty of mathematics.

MATH 1332 Student Learning Outcomes

Upon successful completion of the course, a student should be able to:

• Apply the language and notation of sets. 
• Determine the validity of an argument or statement and provide mathematical evidence.  
• Solve problems in mathematics of finance. 
• Demonstrate fundamental probability/counting techniques and apply those techniques to solve problems.  
• Interpret and analyze various representations of data. 
• Demonstrate the ability to choose and analyze mathematical models to solve problems from real-world settings, including, but not limited to, personal finance, health literacy, and civic engagement.
• Understand that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines. 

MATD 0385 Course Objectives/Student Learning Outcomes

Upon successful completion of the course, a student should be able to:

1. Use a variety of problem-solving strategies to solve multiple-step problems using arithmetic and fundamental level algebraic techniques. 
2. Solve application problems that require careful reading and the selection of the relevant information from a more extensive set of given information. 
3. Use the basic logical operators to draw logical conclusions.
4. Appropriately use order of operations to evaluate numerical expressions on a scientific calculator. 
5. Read data tables and graphs, and use the information to answer questions such as percent change.
6. Convert between various units of measurement, including square units. 
7. Work percentage problems including developing exponential functions to reflect situations with a constant percentage of growth 
8. Determine whether a set of data points or a verbal description models a linear or exponential function or does not model either.
9. Write equations to model linear and exponential data.

General Education Competencies

• Communication Skills: Develop, interpret, and express ideas and information through written, oral and visual communication that is adapted to purpose, structure, audience, and medium.
• Critical Thinking Skills: Gather, analyze, synthesize, evaluate and apply information for the purposes of innovation, inquiry, and creative thinking.
• Empirical and Quantitative Skills: Apply mathematical, logical and scientific principles and methods through the manipulation and analysis of numerical data or observable facts resulting in informed conclusions.