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• Develop critical and analytical thinking skills Engage students in
sound mathematical thinking and reasoning.
• Enhance and reinforce students’ understanding of concepts through the use of technology when appropriate.
EX: graphing calculators, computers, software such as MyMathLab, students’ response system, etc.
• Develop mathematical fluency to improve written and verbal communication.
• Analyze the structure of real world problems and plan solutions, and solve the problem using appropriate tools.
EX: Use functions to model real world applications.
• Explore multiple representation of topics (graphical, numerical , symbolic, verbal)
• Prerequisite for calculus and pre-calculus
• Have not learned, a review of topics of high school
• Prerequisite for other programs such as science, nursing
• To satisfy state requirements and accreditation, for graduation in some programs
• Gateway course for higher mathematics and sciences
course should be more rigorous (more depth, not more topics?)
• Students who need the future sequences for prerequisites.
EX: Math, science, engineering, business, accounting majors.
Part of sequence: Yes
General education course: Yes (get clarification)
21st century redefinition:
• As students enter college more prepared, this class in 10 – 15 years
might have fewer sections.
• Emphasis more depth, might be too many topics right now.
• Change in ways of teaching (more hands-on, activities based, collaboration, cooperation, technological (with
more on- line sources , interaction could go beyond meeting times of the class),
• More abstract and formal coverage
• Focus on concepts rather than just rote skills
• Higher expectation of students knowing well their foundational and arithmetic skills rather than promoting a total dependency on calculators
• The basic content of this course focuses on functions:
-definition of functions
-domain and range
-types of functions (EX: linear, quadratic, exponential, absolute value, logarithmic, power with rational exponents, piece-wised defined functions)
- graphs and their properties (EX: extrema, symmetry, even/odd, etc.)
-solving non-linear inequalities graphically
-intersection of graphs (non- linear of 2 variables )
- difference quotients
-real world applications (EX: average rate of change)
- operations including composition
-piece-wise defined linear & non-linear functions (evaluate and graphing)
- exponential and logarithmic functions including applications of interest (graph, properties,
domain, range, solve simple exponential and logarithmic equations )
EX: ln x = 3, ekt = 45
Suggested Delivery and methodologies:
• students should graph by hand and use the
• More focus on analyzing graphs over making graphs
• Use classroom set of calculator to prevent
• Students don’t get much about functions before college algebra. Students should demonstrate applications of math more heavily than previous course (such as Intermediate algebra)
• In the future, maybe create an alternative, less rigorous college algebra course for students who do not go on!
• Consult with chemistry on depth of logarithmic functions and properties