Home

Math Intensive Logo

The focus of the group would be to concentrate on courses past the developmental/foundations level. Such courses may lead to AA or AS degrees, be used as transfer credit, or be taken for student enrichment. Possible subgroups would be: College Algebra, Statistics, Trigonometry, Pre-Calculus, Calculus, Differential Equations, Linear Algebra.

Chair: Robert (Bob) Cappetta (rcappetta@fsw.edu)
AMATYC Board Liaison:  Dennis Ebersole (ebersole@aol.com),  AMATYC Mid-Atlantic Vice President

Please make sure your are signed in to myAMATYC by going to the upper right corner of your screen and clicking
If you still cannot see content in the blocks below, please return to the All Communities page and click 
on the far right beside Mathematics Instensive so that you have access to, and can contribute to, our Community.

Latest Discussions

  • Is proficiency in a math course assessed in a similar manner to how it is assessed in one's (non-academic) ...

  • SIMIODE Special Issue: International Journal of Mathematical Education in Science and Technology ...

Recent Shared Files Add

  • Profile Picture

    Beyond Crossroads

    Attachments
  • Attachments
  • Attachments
    1 person recommends this.

Our Events


Log in to see this information

Either the content you're seeking doesn't exist or it requires proper authentication before viewing.

Recent Blogs

  • Posted in: IMPACT Live!

    Many community college students are focusing on programs ...

  • Posted in: IMPACT Live!

    More than likely, you have heard about flipped teaching. ...

Announcements

  • MIC ANET Meeting

    Friends:

     

    I hope you are available for a Math Intensive meeting on Friday, May 6 at 4pm ET, 3pm CT, 2pm MT, 1pm PT.

    The zoom link is https://fsw.zoom.us/j/92081393033

     

    Our major discussion will focus on the precalculus position paper that we are developing.  Our latest proposal follows.

     

    _________________

    AMATYC recognizes that there are many concepts that would benefit students as they prepare for study calculus.  

     

    Advances in technology have changed the importance of historical topics like graphing polynomials, analyzing rational functions, and evaluating determinants.   Furthermore, traditional precalculus topics are rarely studied in context which may explain why so few students see these courses as worthwhile. The research suggests that active learning in the classroom results in much better student outcomes, yet this is very difficult to implement with such a vast set of topics.  The modern precalculus curriculum should focus on the ideas that are key to success in future study of calculus, science, economics etc. 

    Position Statement 

    Mathematics departments should identify the integral concepts to be the focus of the precalculus courses.  Whenever possible, these topics should be studied in context.  Assessments at the classroom level, institutional level, and statewide level should focus on the crucial concepts rather than the more peripheral ones. 

     

    Possible Questions for us to discuss at Friday's meeting:

     

    1. What is the role of review in precalculus?
    2. What are the most important topics needed for success in calculus?
    3. How should departmental exams or statewide assessments be used in these courses?
    4. What is the appropriate role of emerging and existing technology in these courses?
    5. How much "math in context" or mathematical modeling should be used in these courses?
    6. Should these courses include new topics that were not traditionally included?
    More