CUPM Curriculum Guide

1. What Does Conceptual Understanding Mean?Florence S. Gordonfgordon@nyit.eduSheldon P. Gordongordonsp@farmingdale.edu

2. CUPM Curriculum Guide • All students, those for whom the (introductory mathematics) course is terminal and those for whom it serves as a springboard, need to learn to think effectively, quantitatively and logically. • Students must learn with understanding, focusing on relatively few concepts but treating them in depth. Treating ideas in depth includes presenting each concept from multiple points of view and in progressively more sophisticated contexts.

3. CUPM Curriculum Guide • A study of these (disciplinary) reports and the textbooks and curricula of courses in other disciplines shows that the algorithmic skills that are the focus of computational college algebra courses are much less important than understanding the underlying concepts. • Students who are preparing to study calculus need to develop conceptual understanding as well as computational skills.

4. AMATYC Crossroads Standards • In general, emphasis on the meaning and use of mathematical ideas must increase, and attention to rote manipulation must decrease. • Faculty should include fewer topics but cover them in greater depth, with greater understanding, and with more flexibility. Such an approach will enable students to adapt to new situations. • Areas that should receive increased attention include the conceptual understanding of mathematical ideas.

5. NCTM Standards • These recommendations are clearly very much in the same spirit as the recommendations in NCTM’s Principles and Standards for School Mathematics. • If implemented at the college level, they would establish a smooth transition between school and college mathematics.

6. Associates Degrees in Mathematics In 2000, P There were 564,933 associate degrees P Of these, 675 were in mathematics This is one-tenth of one percent!

7. Bachelor’s Degrees in Mathematics In 2000, P There were 457,056 bachelor’s degrees P Of these, 3,412 were in mathematics This is seven-tenths of one percent!

8. The Needs of Our Students The reality is that virtually none of the students we face are going to be math majors. They take our courses because of requirements from other disciplines. What do those other disciplines want their students to bring from math courses?

9. Voices of the Partner Disciplines CRAFTY’s Curriculum Foundations Project

10. Curriculum Foundations Project A series of 11 workshops with leading educators from 17 quantitative disciplines to inform the mathematics community of the current mathematical needs of each discipline. The results are summarized in the MAA Reports volume: A Collective Vision: Voices of the Partner Disciplines, edited by Susan Ganter and Bill Barker.

11. What the Physicists Said • Conceptual understanding of basic mathematical principles is very important for success in introductory physics. It is more important than esoteric computational skill. However, basic computational skill is crucial. • Development of problem solving skills is a critical aspect of a mathematics education.

12. What Business Faculty Said • Courses should stress problem solving, with the incumbent recognition of ambiguities. • Courses should stress conceptual understanding (motivating the math with the “why’s” – not just the “how’s”). • Courses should stress critical thinking. • An important student outcome is their ability to develop appropriate models to solve defined problems.

13. What the Engineers Said • Undergrad engineering education should provide students with the conceptual skills to formulate, develop, solve, evaluate and validate physical systems. • The math required to achieve these skills should emphasize concepts and problem solving skills more than emphasizing the repetitive mechanics of solving routine problems.

14. Conceptual Understanding Everybody talks about emphasizing Conceptual Understanding, but • What does conceptual understanding mean? • How do you recognize its presence or absence? • How do you encourage its development? • How do you assess whether students have developed conceptual understanding?

15. What Does the Slope Mean? Comparison of student response to a problem on the final exams in Traditional vs. ReformCollege Algebra/Trig Brookville College enrolled 2546 students in 1996 and 2702 students in 1998. Assume that enrollment follows a linear growth pattern. a. Write a linear equation giving the enrollment in terms of the year t. b. If the trend continues, what will the enrollment be in the year 2016? c. What is the slope of the line you found in part (a)? d. Explain, using an English sentence, the meaning of the slope. e. If the trend continues, when will there be 3500 students?

16. Responses in Traditional Class • 1. The meaning of the slope is the amount that is gained in years and students in a given amount of time. • 2. The ratio of students to the number of years. • 3. Difference of the y’s over the x’s. • 4. Since it is positive it increases. • 5. On a graph, for every point you move to the right on the x- axis. You move up 78 points on the y-axis. • 6. The slope in this equation means the students enrolled in 1996. Y = MX + B . • 7. The amount of students that enroll within a period of time. • Every year the enrollment increases by 78 students. • The slope here is 78 which means for each unit of time, (1 year) there are 78 more students enrolled.

17. Responses in Traditional Class 10. No response 11. No response 12. No response 13. No response 14. The change in the x-coordinates over the change in the y- coordinates. 15. This is the rise in the number of students. 16. The slope is the average amount of years it takes to get 156 more students enrolled in the school. 17. Its how many times a year it increases. 18. The slope is the increase of students per year.

18. Responses in Reform Class • 1. This means that for every year the number of students increases by 78. • 2. The slope means that for every additional year the number of students increase by 78. • 3. For every year that passes, the student number enrolled increases 78 on the previous year. • As each year goes by, the # of enrolled students goes up by 78. • This means that every year the number of enrolled students goes up by 78 students. • The slope means that the number of students enrolled in Brookville college increases by 78. • Every year after 1996, 78 more students will enroll at Brookville college. • Number of students enrolled increases by 78 each year.

19. Responses in Reform Class • 9. This means that for every year, the amount of enrolled students increase by 78. • 10. Student enrollment increases by an average of 78 per year. • 11. For every year that goes by, enrollment raises by 78 students. • 12. That means every year the # of students enrolled increases by 2,780 students. • 13. For every year that passes there will be 78 more students enrolled at Brookville college. • The slope means that every year, the enrollment of students increases by 78 people. • Brookville college enrolled students increasing by 0.06127. • Every two years that passes the number of students which is increasing the enrollment into Brookville College is 156.

20. Responses in Reform Class 17. This means that the college will enroll .0128 more students each year. 18. By every two year increase the amount of students goes up by 78 students. 19. The number of students enrolled increases by 78 every 2 years.

21. Understanding Slope Both groups had comparable ability to calculate the slope of a line. (In both groups, several students used x/y.) It is far more important that our students understand what the slope means in context, whether that context arises in a math course, or in courses in other disciplines, or eventually on the job. Unless explicit attention is devoted to emphasizing the conceptual understanding of what the slope means, the majority of students are not able to create viable interpretations on their own. And, without that understanding, they are likely not able to apply the mathematics to realistic situations.

22. Further Implications • If students can’t make their own connections with a concept as simple as the slope of a line, they won’t be able to create meaningful interpretations and connections on their own for more sophisticated mathematical concepts. For instance, • What is the significance of the base (growth or decay factor) in an exponential function? • What is the meaning of the power in a power function? • What do the parameters in a realistic sinusoidal model tell about the phenomenon being modeled? • What is the significance of the factors of a polynomial? • What is the significance of the derivative of a function? • What is the significance of a definite integral?

23. Further Implications If we focus only on developing manipulative skills without developing conceptual understanding, we produce nothing more than students who are only Imperfect Organic Clones of a TI-89

24. Developing Conceptual Understanding Conceptual understanding cannot be just an add-on. It must permeate every course and be a major focus of the course. Conceptual problems must appear in all sets of examples, on all homework assignments, on all project assignments, and most importantly, on all tests. Otherwise, students will not see them as important.

25. Should x Mark the Spot? All other disciplines focus globally on the entire universe of a through z, with the occasional contribution of  through . Only mathematics focuses on a single spot, called x. Newton’s Second Law of Motion: y = mx, Einstein’s formula relating energy and mass: y = c2x, The Ideal Gas Law: yz = nRx. Students who see only x’s and y’s do not make the connections and cannot apply the techniques when other letters arise in other disciplines.

26. Should x Mark the Spot? Kepler’s third law expresses the relationship between the average distance of a planet from the sun and the length of its year. If it is written as y2 = 0.1664x3, there is no suggestion of which variable represents which quantity. If it is written as t2 = 0.1664D3 , a huge conceptual hurdle for the students is eliminated.

27. Should x Mark the Spot? When students see 50 exercises where the first 40 involve solving for x, and a handful at the end involve other letters, the overriding impression they gain is that x is the only legitimate variable and the few remaining cases are just there to torment them.

28. Some Illustrative Examples of Problems to Develop or Test for Conceptual Understanding

29. Identify each of the following functions (a) - (n) as linear, exponential, logarithmic, or power. In each case, explain your reasoning.(g) y = 1.05x (h) y = x1.05 (i) y = (0.7)x (j) y = x0.7(k) y = x(-½) (l) 3x - 5y = 14

30. For the polynomial shown,(a) What is the minimum degree? Give two different reasons for your answer.(b) What is the sign of the leading term? Explain.(c) What are the real roots?(d) What are the linear factors? (e) How many complex roots does the polynomial have?

31. Two functions f and g are defined in the following table. Use the given values in the table to complete the table. If any entries are not defined, write “undefined”.

32. Two functions f and g are given in the accompanying figure. The following five graphs (a)-(e) are the graphs of f + g, g - f, f*g, f/g, and g/f. Decide which is which.

33. The following table shows world-wide wind power generating capacity, in megawatts, in various years.

34. (a) Which variable is the independent variable and which is the dependent variable? (b) Explain why an exponential function is the best model to use for this data. (c) Find the exponential function that models the relationship between power P generated by wind and the year t. (d) What are some reasonable values that you can use for the domain and range of this function? (e) What is the practical significance of the base in the exponential function you created in part (c)? (f) What is the doubling time for this exponential function? Explain what does it means. (g) According to your model, what do you predict for the totalwind power generating capacity in 2010?

35. Biologists have long observed that the larger the area of a region, the more species live there. The relationship is best modeled by a power function. Puerto Rico has 40 species of amphibians and reptiles on 3459 square miles and Hispaniola (Haiti and the Dominican Republic) has 84 species on 29,418 square miles. (a) Determine a power function that relates the number of species of reptiles and amphibians on a Caribbean island to its area. (b) Use the relationship to predict the number of species of reptiles and amphibians on Cuba, which measures 44218 square miles.

36. The accompanying table and associated scatterplot give some data on the area (in square miles) of various Caribbean islands and estimates on the number species of amphibians and reptiles living on each.

37. (a) Which variable is the independent variable and which is the dependent variable? (b) The overall pattern in the data suggests either a power function with a positive power p < 1 or a logarithmic function, both of which are increasing and concave down. Explain why a power function is the better model to use for this data. (c) Find the power function that models the relationship between the number of species, N, living on one of these islands and the area, A, of the island and find the correlation coefficient. (d) What are some reasonable values that you can use for the domain and range of this function? (e) The area of Barbados is 166 square miles. Estimate the number of species of amphibians and reptiles living there.

38. Write a possible formula for each of the following trigonometric functions:

39. The average daytime high temperature in New York as a function of the day of the year varies between 32F and 94F. Assume the coldest day occurs on the 30th day and the hottest day on the 214th. (a) Sketch the graph of the temperature as a function of time over a three year time span. (b) Write a formula for a sinusoidal function that models the temperature over the course of a year. (c) What are the domain and range for this function? (d) What are the amplitude, vertical shift, period, frequency, and phase shift of this function? (e) What is the most likely high temperature on March 15? (f) What are all the dates on which the high temperature is most likely 80?

40. Building Conceptual Understanding We cannot simply concentrate on teaching the mathematical techniques that the students need. It is as least as important to stress conceptual understanding and the meaning of the mathematics. To accomplish this, we need to stress a combination of realistic and conceptual examples that link the mathematical ideas to concrete applications that make sense to today’s students. This will also allow them to make the connections to the use of mathematics in other disciplines.

41. Building Conceptual Understanding This emphasis on developing conceptual understanding needs to be done in classroom examples, in all homework problem assignments, and in test problems that force students to think and explain, not just manipulate symbols. If we fail to do this, we are not adequately preparing our students for successive mathematics courses, for courses in other disciplines, and for using mathematics on the job and throughout their lives.

42. Recognizing Conceptual Understanding In a college algebra class, one student asked: "Is it true that every cubic is centered at its point of inflection?" "Well, if you start at the point of inflection and move in both directions, don't you trace out the identical path?"

43. Recognizing Conceptual Understanding In precalculus we assign a project based on a set of temperature measurements for Dallas taken every two weeks over the course of a year. The students have to construct a sinusoidal function that models this data. They usually come up with a variety of schemes for doing this. A typical formula looks like In one written report where student was explaining his reasoning in creating each of the parameter values was: "The frequency was the next value to determine. This was deceptively simple."

44. Recognizing Conceptual Understanding Given the graph of the derivative f ’, where does the function f achieve its maximum and minimum? I expected: f ’ is mostly positive, so f is mostly increasing, and its minimum is at the left and its maximum is at the right. Of the 28 students, 9 gave this line of reasoning for a problem they had never seen before. 14 came up with the idea of using the graph of the derivative to sketch a graph of the actual function (reversing the process of graphical differentiation they had seen). More significantly, under the pressure of an exam, these 14 students created the concept of the antiderivative, a notion which had not previously been mentioned in class.

45. Recognizing Conceptual Understanding Early in calculus, I introduced the notion of Taylor approximations as an extension of local linearity, long before introducing any derivative formulas. But the class focused on this concept. A couple of weeks later, I discussed how NASA could use local linearity to calculate the path of a spaceship and the “weakest” student in the class asked: Couldn’t they improve on that path process by using a Taylor polynomial instead of the tangent line? Yes, you can! It’s called the Improved Euler Method for the numerical solution of differential equations.

46. Recognizing Conceptual Understanding A month later, when I first introduced Newton’s Method, another student asked: Couldn’t you improve on the accuracy by using a Taylor polynomial instead of the tangent line? Yes, you can! This result is known as the Euler correction formula.

47. Conclusion What we value most about great mathematicians is their deep levels of conceptual understanding which led to the development of new ideas and methods. We should similarly value the development of deep levels of conceptual understanding in our students. It’s not just the first person who comes upon a great idea who is brilliant; anyone who creates the same idea independently is equally talented!