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Mathematics Dialog Day

Mathematics Dialog Day. Feb 10, 2012. The Story S o F ar. MAT055 19886-19945 LEC 3 Credit(s) 3 Period(s) Arithmetic Review Fundamental operations with whole numbers, common fractions, decimal fractions, percentages, and additional topics. Prerequisites: None. MAT055 1988-1994. Curriculum.

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Mathematics Dialog Day

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  1. Mathematics Dialog Day Feb 10, 2012

  2. The Story So Far

  3. MAT055 19886-19945 LEC 3 Credit(s) 3 Period(s) Arithmetic Review Fundamental operations with whole numbers, common fractions, decimal fractions, percentages, and additional topics. Prerequisites: None. MAT055 1988-1994 Curriculum

  4. MAT055 19946-19965 LEC 3 Credit(s) 3 Period(s) Arithmetic Review Fundamental operations with whole numbers, common fractions, decimal fractions, percentages, and additional topics. Prerequisites: None 1. Read and write the number symbols and number words of whole numbers. (I) 2. Add, subtract, multiply, and divide whole numbers. (I) 3. Calculate expressions involving more than one operation, using the order of operation rule with whole numbers. (I) 4. Round off whole numbers. (I) 5. Estimate sums, differences, products, and quotients of whole numbers. (I) 6. Solve word problems involving the arithmetic of whole numbers. (I) 7. Identify by name the commutative and associative laws of addition and multiplication. (I) 8. Evaluate arithmetic expressions involving exponents and simple roots.(I) 9. Write whole numbers in expanded notation using exponents. (I) 10. Write a whole number as a product of primes or declare the whole number prime. (I) 11. Use a hand held calculator to perform calculations with more than one operation. (I) 12. Read and write the number symbols and number words of fractions. (II) 13. Add, subtract, multiply, and divide fractions. (II) 14. Calculate expressions involving more than one operation, using the order of operations rule with fractions. (II) 15. Estimate sums, differences, products, and quotients of fractions. (II) 16. Solve word problems involving the arithmetic of fractions and percents. (II) 17. Identify by name the commutative and associative laws of addition and multiplication. (II) 18. Evaluate arithmetic expressions involving exponents and simple roots. (II) 19. Solve problems using ratio and proportion. (II) 20. Simplify (reduce) fractions. (II) 21. Write fractions as proper, improper, or mixed and convert between improper and mixed fractions. (II) 22. Use the basic operations of signed numbers. (III) 23. Read and write the number symbols and number words of decimals. (IV) 24. Add, subtract, multiply, and divide decimals. (IV) 25. Calculate expressions involving more than one operation, using the order of operation rule with decimals. (IV) 26. Round off decimals. (IV) 27. Estimate sums, differences, products, and quotients of decimals. (IV) 28. Identify by name the commutative and associative laws of addition and multiplication. (IV) 29. Write decimals in expanded notation using exponents. (IV) 30. Use a hand held calculator to perform calculations with more than one operation. (IV) 31. Differentiate between a terminating decimal and a repeating decimal. (IV) 32. Convert decimals, fractions, and percents. (IV, V) 33. Solve word problems involving the arithmetic of percents. (V) 34. Read bar graphs, line graphs, and pie graphs. (VI) 35. Change units of length, weight, volume, and time within the U.S. Customary system. (VII) MAT055 1994-1996 Curriculum 31. Differentiate between a terminating decimal and a repeating decimal. (IV)

  5. MAT082 2011 Fall - 9999 LEC 3.0 Credit(s) 3.0 Period(s) 3.0 Load Acad Basic Arithmetic Primary emphasis placed on fundamental operations with whole numbers, fractions, decimals, integers, and rational numbers; proportions, and percentages. Other topics include representations of data, geometric figures, and measurement. Prerequisites: Satisfactory score on district placement exam. Go to Competencies Go to Outline MCCCD Official Course Competencies: MAT082 2011 Fall – 9999 Basic Arithmetic 1.Perform order of operations when working with whole numbers, fractions, decimals, integers, and rational numbers. (I) 2.Estimate and round. (I, II, III, IV) 3.Identify properties of real numbers. (I) 4.Evaluate arithmetic expressions involving exponents and square roots. (I) 5.Convert between decimals, fractions, and percents. (II) 6.Solve application problems using proportions and percents. (II) 7.Construct and interpret line, bar, and circle graphs. (III) 8.Determine and interpret the mean, median, and mode for sets of data. (III) 9.Read and interpret measurement scales. (IV) 10.Identify and describe geometric figures including squares, rectangles, triangles, and circles. (IV) 11.Solve application problems using geometric formulas. (IV) 12.Convert within and between U.S. (Customary) and metric measurement systems. (IV) 13.Model and solve real world problems. (I, II, III, IV) MAT082 present day Curriculum

  6. Success Rates? Curriculum

  7. Students who fail do so in large chunks Curriculum

  8. We repeat the K-12 Curriculum.But we do it faster. Curriculum

  9. If we wait for our students to do it we will be waiting a long time. • We need new to promote new ways of thinking in our students. We need to rethink the developmental curriculum. Curriculum

  10. The “Magical Moment in July” • The principle claiming that we can, within minutes, accurately diagnose and place any student on their first campus visit (even during the summer), without any mathematical review or preparation and assign them to 2 to 4 semesters of mathematics requirements. MMiJ Placement

  11. That is, an unprepared student takes a high-stakes test. Placement

  12. With some review the student places… • This means our system is unreliable. With no review the student places low. Placement

  13. A tunnel with no light at the other end for far too many students. And through this unreliable test the student enters an often inescapable pipeline. Placement

  14. Smart ALEKS Placement

  15. PARCC: The Partnership for Assessment of Readiness for College and Careers CCSS Big Picture: K14

  16. Asks of higher education:What do students really need to know to succeed in college level math? Big Picture: K14

  17. Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriately tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning. A noted focus on the “mathematical practices” Big Picture: K14

  18. ASU and Pima CC Maricopa

  19. Good ideas abound! • Built under current structure. • Poor sharing of ideas between campuses. Campus-level projects Maricopa

  20. Developmental Education Council Maricopa

  21. Amazing Maricopa Talent Maricopa

  22. STUDENT SUCCESS • Low vs. High stakes tests • Better diagnostics • Smaller chunks • Promote new ways of thinking • Determine relevant skills • Improve mathematical practices • Improve sharing of ideas • Systemic opportunity Issues Summary

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