A Two-Step Transition To Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionA Two-Step Transition to Higher MathematicsDavid C. MarshallDepartment of MathematicsMonmouth UniversityDecember 28, 2007David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionIntroductionStep OneStep TwoConclusionDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionMy First Calculus CourseDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionMy First Calculus CourseDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionMy First Calculus CourseDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionMy First Calculus CourseDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionMy First Calculus CourseDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionMy First Calculus CourseDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionAn Early TransitionIThe transition to higher mathematics can occur in the firstyear.INot necessarily creative theorem proving, but rather:David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionAn Early TransitionIThe transition to higher mathematics can occur in the firstyear.INot necessarily creative theorem proving, but rather:IElementary logic.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionAn Early TransitionIThe transition to higher mathematics can occur in the firstyear.INot necessarily creative theorem proving, but rather:IElementary logic.IReading and recreating proofs.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionAn Early TransitionIThe transition to higher mathematics can occur in the firstyear.INot necessarily creative theorem proving, but rather:IElementary logic.IReading and recreating proofs.IRegular use of the symbols and language of foundationalmathematics.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionThe Monmouth ModelAt Monmouth University we structure our mathematics program soas to separate the transition to higher mathematics into two steps:David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionThe Monmouth ModelAt Monmouth University we structure our mathematics program soas to separate the transition to higher mathematics into two steps:IStep 1: The language and logic of mathematicsDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionThe Monmouth ModelAt Monmouth University we structure our mathematics program soas to separate the transition to higher mathematics into two steps:IStep 1: The language and logic of mathematicsIStep 2: Creative theorem proving and analysisDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionIntoduction to Mathematical Reasoning–MA 120IThe first step introduces freshman to the language and rigorof college level mathematics using a somewhat traditionallecture style.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionIntoduction to Mathematical Reasoning–MA 120IThe first step introduces freshman to the language and rigorof college level mathematics using a somewhat traditionallecture style.IAll freshman mathematics majors are enrolled in the 4 creditMA 120, Introduction to Mathematical Reasoning.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionIntoduction to Mathematical Reasoning–MA 120IThe first step introduces freshman to the language and rigorof college level mathematics using a somewhat traditionallecture style.IAll freshman mathematics majors are enrolled in the 4 creditMA 120, Introduction to Mathematical Reasoning.IApproximately 2/3 in the Fall, 1/3 in the Spring.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionIntoduction to Mathematical Reasoning–MA 120IThe first step introduces freshman to the language and rigorof college level mathematics using a somewhat traditionallecture style.IAll freshman mathematics majors are enrolled in the 4 creditMA 120, Introduction to Mathematical Reasoning.IApproximately 2/3 in the Fall, 1/3 in the Spring.ICourse materials consist of a set of notes developed by MUfaculty, as well as a secondary reference text.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionCourse TopicsCourse topics include:David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionCourse TopicsCourse topics include:ISymbolic logicDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionCourse TopicsCourse topics include:ISymbolic logicIElementary number theoryDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionCourse TopicsCourse topics include:ISymbolic logicIElementary number theoryISet theoryDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionCourse TopicsCourse topics include:ISymbolic logicIElementary number theoryISet theoryIFunctionsDavid C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionNumber Theory–MA 314IIn the Fall of their junior year students take the second step.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionNumber Theory–MA 314IIn the Fall of their junior year students take the second step.IMA 314 is an elementary number theory course which, atleast for the past 5 years, has been taught using inquiry basedmethods.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionNumber Theory–MA 314IIn the Fall of their junior year students take the second step.IMA 314 is an elementary number theory course which, atleast for the past 5 years, has been taught using inquiry basedmethods.IMA 314 is designed to introduce students to a mathematicalperspective that features active participation in developingideas that are new to the students and in developing proofs ofmathematical assertions.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionNumber Theory Through InquiryNumber Theory Through Inquiry by Marshall, Odell, and Starbird,MAA TEXTBOOKS, 2007.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusion2008 PREP2008 MAA PREP Workshop, Inquiry Based Learning with aFocus on Number Theory: A Transitions to Proof CourseThe workshop will introduce participants to the IBL style ofinstruction and will specifically show them how to teach atransitions-to-proof number theory course in that style.Participants will be connected to a mentoring support system tohelp them as they implement these ideas in their own institutions.Participants should be fully prepared to teach their own IBL-stylecourses after the workshop, particularly number theory.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionEffectivenessIA sense-making approach to proof: Strategies of students intraditional and problem-based number theory coursesIJennifer Christian SmithIJournal of Mathematical Behavior, 25, 2006, 73-90David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionEffectivenessIn what ways do the conceptions of and aproaches toconstructing and validating proofs of students in a MMMcourse differ from those of students in a lecture-basedcourse?David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionEffectivenessThe students enrolled in the problem-based course:David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionEffectivenessThe students enrolled in the problem-based course:Iheld conceptions of proof that were markedly different fromthose of the students in the lecture-based course;David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionEffectivenessThe students enrolled in the problem-based course:Iheld conceptions of proof that were markedly different fromthose of the students in the lecture-based course;Iapproached the construction of proofs in ways thatdemonstrated efforts to make sense of the mathematical ideas;David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionEffectivenessThe students enrolled in the problem-based course:Iheld conceptions of proof that were markedly different fromthose of the students in the lecture-based course;Iapproached the construction of proofs in ways thatdemonstrated efforts to make sense of the mathematical ideas;Iemployed this sense making approach when validatingmathematical proofs.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionIn SummaryIEncourage an early transition to higher mathematics withlogic and language.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionIn SummaryIEncourage an early transition to higher mathematics withlogic and language.IConsider number theory as a vehicle for a transition-to-proofscourse.David C. MarshallA Two-Step Transition to Higher Mathematics
OutlineIntroductionStep OneStep TwoConclusionIn SummaryIEncourage an early transition to higher mathematics withlogic and language.IConsider number theory as a vehicle for a transition-to-proofscourse.IConsider an inquiry based transition-to-proofs course.David C. MarshallA Two-Step Transition to Higher Mathematics
A Two-Step Transition to Higher Mathematics David C. Marshall Department of Mathematics Monmouth University December 28, 2007 . of college level mathematics using a somewhat traditional lecture style. I All freshman mathematics majors are enrolled in the 4 c
grade step 1 step 11 step 2 step 12 step 3 step 13 step 4 step 14 step 5 step 15 step 6 step 16 step 7 step 17 step 8 step 18 step 9 step 19 step 10 step 20 /muimn 17,635 18,737 19,840 20,942 22,014 22,926 23,808 24,689 325,57! 26,453 /2qsohrs steps 11-20 8.48 9.0! 9.54 10.07 10.60 11.02 11.45 11.87 12.29 12.72-
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Save the Dates for Welcome Programs CHECKLIST Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Step 7: Step 8: Step 9: Step 10: Step 11: Step 12: Step 13: . nursing@umsl.edu umsl.edu/nursing School of Social Work 218 Bellerive Hall 314-516-7665 socialwork@umsl.edu umsl.edu/ socialwk/
Step 1: start Step 2:read n Step 3:assign sum 0,I m n,count 0 Step 4:if m 0 repeat Step 4.1:m m/10 Step 4.2:count Step 4.3:until the condition fail Step5: if I 0 repeat step 4 until condition fail Step 5.1:rem I%10 Step 5.2:sum sum pow(rem,count) Step 5.3:I I/10 Step 6:if n sum print Armstrong otherwise print not armstrong Step 7:stop
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