MATH 1313 - Quantitative Reasoning

Description
This course develops reasoning skills using quantitative information and the effective use of mathematical tools and models as productive citizens and employees in our contemporary data-rich and technology-dependent society. Topics are selected from finance, statistics and probability, function and modeling, and quantities and measurement.

Pre-Requisite
Prerequisite MATH 0044 Math Essentials with a grade of C or better, or corequisite MATH 0012, or appropriate placement score (see placement chart).

Co-Requisite
MATH 0012 Foundations of Quantitative Reasoning

Cross Listed Course
N/A

3 Credit Hour(s)

Contact Hours
45 lecture hours

3 Faculty Load Hour(s)

Semesters Offered
Fall, Spring, Summer

ACTS Equivalent
MATH1113 (ACTS) - Quantitative Literacy/Mathematical Reasoning

Grade Mode
A-F

Learning Outcomes
Students completing this course will be able to:

Analyze information using elements of logic.
Solve problems using quantities, measurement, and geometry.
Apply concepts of percentages, personal finance and state and national finance in real life contexts.
Interpret and create statistical tables and graphs.
Calculate and assess measures of central tendency and dispersion.
Use probability to analyze real life events.
Apply linear and exponential modeling to natural processes.
Analyze current resources and complete real-world applications and projects using skills learned in outcomes 1-7 and communicate the results.

General Education Outcomes Supported

Students can achieve mathematical literacy.

Standard Practices
Topics list

Include the four areas of study listed below.

Personal, state and national finance
Statistics and probability
Mathematical modeling
Quantities and measurement

Learning activities

Content and its presentation will be based in the context of everyday life and selected for its usefulness to the students and their current and future needs for mathematical skills.
Assignments should include interpreting written materials containing quantitative information and communicating results in writing.
Basic mathematical processes should be integrated into student work so that essential understandings and skills are developed or reinforced throughout the course.
Problem solving strategies should be stressed, and students should engage in mathematical thinking to develop solutions to non-routine problems, sometimes struggling productively to encourage perseverance.
Students should have access to appropriate technology.

Assessments

Each instructor must include a set of 6 departmental final exam questions on his or her final exam. These questions will be in direct support of the specific Course Outcomes and will be based on material covered in the Required Text Coverage section, and be similar to questions on the Department Review Sheet for Quantitative Reasoning. The questions will be graded using a departmental grading rubric utilizing a 10-point scale per question. The results of these questions and overall student performance will be reported when final grades are turned in. Please note that the only resource other than a calculator allowed for use by students during the final exam will be departmental formula sheet. It is also a departmental policy that no TI-89 or TI-92 or comparable calculators be allowed for use during the final exam.

Grading guidelines

At least 70% of the grade should come from proctored work.