Use of graphing calculators and computer algebra systems is helpful for some problems. Students are required to justify answers through informal arguments. Homework problems are of two types exercise and problem-solving. Reasoning and formal and informal argument. Selecting appropriate representations to facilitate mathematical problem solving and translating between and among representations to explicate problem-solving situations.įor many problems, students must choose an appropriate coordinate system, order of integration, to solve some problems more efficiently. Students are challenged to show their work on homework and test problems.Ĭonnecting the concepts and procedures of mathematics, drawing connections between mathematical strands, between mathematics and other disciplines, and with daily life.ĭaily problem assignments are made to assess the student's ability to connect concepts with procedures. Students asked to construct convincing mathematical arguments in class as well as on tests.Įxpressing ideas orally, in writing, and visually-, using mathematical language, notation, and symbolism translating mathematical ideas between and among contexts. Making convincing mathematical arguments, framing mathematical questions and conjectures, formulating counter-examples, constructing and evaluating arguments, and using intuitive, informal exploration and formal proof. Most problem sets contain some application problems. Students are tested on their ability to apply the mathematical knowledge gained in the course to problems on homework and tests.Įxploring, conjecturing, examining and testing all aspects of problem solving.Īspects of problem-solving are assessed on homework and tests.įormulating and posing worthwhile mathematical tasks, solving problems using several strategies, evaluating results, generalizing solutions, using problem solving approaches effectively, and applying mathematical modeling to real-world situations. The economic implications of fine mathematical preparation. Awareness of the usefulness of mathematics. Confidence in their abilities to utilize mathematical knowledge. ![]() Helping all students build understanding of the discipline including: are all concepts that are revisited for functions of several variables.įacilitating the building of student conceptual and procedural understanding. ![]() For example, limits, continuity, differentiability, optimization, integration, etc. Students are asked to compare mathematical concepts learned in Calculus I and II to their natural extensions and generalizations (evolution) in Calculus III. The structures within the discipline, the historical roots and evolving nature of mathematics, and the interaction between technology and the discipline. In this column, indicate the nature of the performance assessments used in this course to evaluate student proficiency in each standard. The Standards for each content area are found in the Wisconsin Content Standards document. In this column, list the Wisconsin Content Standards that are included in this course. All professional education content courses leading to certification shall include teaching and assessment of the Wisconsin Content Standards in the content area.
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