Syllabus	Math 110: Discovering in Mathematics	Fall 2010

About this Course

Discovering in Mathematics: "Math is hard!" "Math is easy!" Well...which is it? The answer lies in how you approach this subject called Mathematics. Things you naturally enjoy tend to be "easy", things you do not naturally enjoy tend to be more difficult. However, most people have learned to do something they originally considered difficult, and then found that they actually enjoyed it. Part of this enjoyment comes from mastering something challenging, and developing confidence along the way. This confidence and enjoyment can cause a person to approach more of these challenges, looking for more of this enjoyment. The history of Mathematics is filled with people like this, people that are really not much different than you. The main difference is that many of these people discovered mathematical principles while searching for an answer to some question, a solution to some problem that mattered to them. The discovery of an answer or solution may have struck them as so "cool" that they sought more questions and problems, because they so much enjoyed the process of the discovery. In this course, Discovering in Mathematics, we will try to recreate, recapture some of this excitement and enjoyment of discovery. This is not a "how-to-do-mathematics" course, but rather an introduction to the process of discovery and creativity that has led many before you to end up enjoying the study of Mathematics.

Purpose: The primary purpose of this course is to guide you in discovering a variety of mathematical principles for yourself. If you say "but I have no mathematical abilities", then you have forgotten that you learned to count when you were very little (and were probably very excited by that fact as well). As we progress through many topics, we will focus on the creative aspects that accompany discovery, and you will develop confidence in the mathematical abilities that you yourself do possess. And hopefully, you will learn to appreciate, and even enjoy this thing called Mathematics.

Text: Thinking Mathematically, Fifth Edition by Robert Blitzer. This text is very readable and it is expected that you will read it. The book has an abundance of clear examples and interesting problems from almost every imaginable field of Mathematics, and there is no way we can cover them all. So, we will pick and choose from among the most interesting topics, and will most likely "jump around" from topic to topic throughout the semester. I will also provide handouts and links to other interesting ideas from time to time.

Materials and Supplies: We will be working on various projects this term which will require several things, many of which you probably already have. Although this list is not exhaustive, you should eventually obtain at least the following:

spiral notebook	scissors
poster board	ruler
construction paper	compass
graph paper	protractor
glue and tape	colored pencils, markers, or crayons

I will announce well ahead of time when you need to bring these items to class, so you may wait on most of them (get the spiral notebook right away however).

Assessment Policies

Homework and Journal: Homework will be assigned daily with selected problems collected weekly. You will also keep a journal (a spiral notebook is required) in which you will attempt uncollected problems, and record observations and narratives about your discoveries. The journal will be looked at at various times throughout the term, and each time assigned a score equivalent to a single homework score. After dropping the lowest collected problems score (journal scores will not be dropped), the cumulative homework/journal score will be weighted as worth 100 points. Late homework will not be accepted.

Projects, Presentations, and Seminars: Completion and presentation of special projects will be required. Occasional in-class presentations of homework problems may also be required. Attendance at occasional Department-sponsored seminars may also be required. The cumulative point value for all projects, presentations, and seminars will be 100 points.

Exams: There will be two 90-minute exams, each worth 100 points.

Schedule:	Exam 1	Thursday, October 7
	Exam 2	Thursday, November 18

Final Exam: The final exam will be worth 200 points, and will be comprehensive in nature.

Schedule:

Tuesday, December 14, 7:00pm

Attendance And Make-up Policies: You are expected to attend every class, to arrive at class on time, and to stay for the entire period. A grade of zero will be assigned for any homework not submitted on time and for any quiz or exam not taken when administered to the class. The opportunity to "make-up" work missed will NOT be available except in instances required by The Colleges. In such cases, it is the student's responsibility to arrange for make-up work as soon as possible. (See HWS Catalogue, pp. 26-27.) In the event that I am required to provide "make-up" work, it may be significantly different from the work missed. This make-up policy will be strictly enforced.

Grading Scale: The exam scores, the projects/presentation/seminar score, and the weighted homework/quiz score will be added together. The total will be divided by 600 and the initial course grade calculation will be determined by the overall percentages:

The final course grade calculation will include consideration of factors such as attendance, conscientiousness, and level of participation. If your overall average falls in the upper 2% of a grade range, and you have 1 or fewer unexcused absences, and have been conscientious about projects, written work, and collected assignments, and have actively participated in class, you will have a "+" appended to your grade. On the other hand, if your overall average falls in the lower 2% of a grade range, you may have a "-" appended to your grade if you have at least 3 unexcused absences, or work has been missed or is incomplete, or if you have failed to participate at an acceptable level in class. Excessive absence (more than 3) may result in the loss of a letter grade.

Other

• Hobart and William Smith Colleges' Principle of Academic Integrity will be upheld. (See HWS Catalogue, p. 23. See also HWS Handbook of Community Standards.) Unless work is assigned collaboratively, you should not submit work for a grade that is not completely your own. Doing so will be grounds for receiving a failing grade in the course, and having a record of the event placed in your permanent file.

• All work submitted must be done in pencil, and must be detailed and neat (with all work shown) in order to receive full credit.

• A Note about the Center for Teaching and Learning (CTL): Hobart and William Smith Colleges encourages students to seek the academic collaboration and resources that will enable them to do their best work. The CTL offers a variety of resources that can help students achieve academic success. For more information, visit the CTL webpage at http://www.hws.edu/academics/ctl/index.aspx, or visit the CTL Blackboard site.

Disability Accommodations: If you are a student with a disability for which you may need accommodations, you should self-identify and register for services with the Coordinator of Disability Services at the Center for Teaching and Learning (CTL), and provide documentation of your disability. Disability related accommodations and services generally will not be provided until the registration and documentation process is complete. The guidelines for documenting disabilities can be found at the following website: http://www.hws.edu/disabilities . Please direct questions about this process or Disability Services at HWS to David Silver, Coordinator of Disability Services, at silver@hws.edu or x3351.