# MAT 241 Programming and Technology for Teaching Secondary School Mathematics

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### Course Description

Introduction to application software appropriate for the teaching of secondary mathematics. The programs include spreadsheet, geometric modeling, and statistics modeling. Writing simple programs for graphing calculators to demonstrate and solve mathematical problems.

3 units credit.

### Prerequisite

MAT 193 or equivalent with a grade of "C" or better.

### Required Materials

Texts and materials are chosen by the instructor. For example:

• Texas Instruments TI-83 or TI-84 graphing calculator
• A laptop computer.
• Desmos a free online graphing calculator. Available on the web at http://www.desmos.com

### Course Requirements, Tentative Schedule of Class Meetings and Topics, Readings, Assignments and Due dates, Exams

A schedule of class meetings, topics, assignments, due dates, exam dates, etc. will be provided by instructor. See your class syllabus.

Here is an example course, based on a sequence of activities and assignments:

• Introduction to spreadsheets. Create a grade book spreadsheet that has four categories with different weights and can be expanded to insert extra assignments or add students. Students must use spreadsheet formulas and copy those formulas using both absolute and relative references.
• Graphing and solving equations with Desmos software. Students learn to graph functions, find zeros of functions, find intersections of the graphs of functions create appropriate windows for their graphs, and learn to make scatter-plots and manually find a line of best fit by using slope-intercept form with sliders for slope m and y-intercept b.
• Exploring geometry, algebra, and the art of programming with GeoGebra software. Students first learn to do the same things that they had done with Desmos, but then we go on and look at the geometric applications. They explor various geometric figures and discover properties of triangles, quadrilaterals and circles e.g. angles formed with secant lines and tangent lines. They also look at the geometrical effects of the major algebro-geometric transformations: translation, rotation, reflection and dilation. Working in small groups, students produce a project for this part of the course, creating an inquiry lesson using GeoGebra.
• Introduction to the Python computer language, a powerful, object-oriented, professional grade computer language used by scientists and programmers around the world that is also easy to learn. Students design and write a Python program to identify the nature of the roots and find the roots of a quadratic equation in standard form, mimicking the way they would solve the equation by hand.

The final exam is given at the date and time announced in the Schedule of Classes.

### Learning Outcomes

Students will

• Perform basic operations or a graphing calculator
• Create and use a flow chart
• Explain and use programming language components
• Create programs to perform mathematical functions
• Create programs to solve mathematical problems
• Perform simple programming commands using spreadsheet software
• Perform geometric and algebraic modeling using appropriate software, explaining the reasoning used

### Computers and Calculators, Computer Literacy

Most instructors encourage the use of machines, calculators computers, phones etc., for analyzing data. The use of machines may be restricted during examinations or at certain other times. Ask your instructor for the policy in your class.

Students are not expected to be programmers or to know any particular computer language before starting this class. Some instructors may expect students to be able to access information on the internet, or to use calculators, or to learn to use particular software with instruction. Basic skill in algebra and the use of mathematical symbols, order of operations etc., and the willingness to read and follow instruction manuals and help files will suffice.

Students' grades are based on homework, class participation, short tests, and scheduled examinations covering students' understanding of the topics covered in this course. The instructor determines the relative weights of these factors and the grading scale. See the syllabus for your particular class.

### Location of Class Meetings

Classes meet on the dates and room announced in the official Schedule of Classes. This is a traditional, face-to-face class.

### Attendance Requirements

Attendance policy is set by the instructor.

### Policy on Due Dates, Make-Up Work, Missed Exams, and Extra-Credit Assignments

Due dates and policy regarding make-up work and missed exams are set by the instructor. Instructors may, or may not, choose to offer extra credit assignments. If extra credit assignments are offered they will be available to all students.

The mathematics department does not tolerate cheating. Students who have questions or concerns about academic integrity should ask their professors or the counselors in the Student Development Office, or refer to the University Catalog for more information. (Look in the index under "academic integrity".)

### Accomodations for Students with Disabilities

Cal State Dominguez Hills adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for students with temporary and permanent disabilities. If you have a disability that may adversely affect your work in this class, I encourage you to register with Disabled Student Services (DSS) and to talk with me about how we best can help you. All disclosures of disabilities will be kept strictly confidential. Please note: you must register with DSS to arrange an no accommodation. For information call (310) 243-3660 or send an email message to dss@csudh.edu or visit the DSS website http://www4.csudh.edu/dss/contact-us/index or visit their office WH D-180

### Behavioral Expectations

We all are adults so behavior rarely is an issue. Just follow the Golden Rule: "do unto others as you would have them do unto you" then everything will be fine.

The university must maintain a classroom environment that is suitable for learning, so anyone who insists on disrupting that environment will be expelled from the class.

Prepared 4/25/04 by J. Wilkins. Revised 7/25/06, (G. Jennings), 1/7/15 (D. Delaby and G. Jennings).