Math concepts

Math 123 – Mathematical Principles I Fall 2020

SHORT PROJECT 2 AB Part A:

Using the numbered Venn diagram below, find the regions that are in the set

(𝐴 ∩ 𝐵) ∪ (𝐶 − 𝐵) and shade in the diagram.

Math 123 – Mathematical Principles I Fall 2020

SHORT PROJECT 2 AB Part B:

For the most part, the reflections related in part B of project 1 involved mathematical experiences either in a classroom or a life experience outside of school. Some were positive, some were not.

Here are examples of the sort of experiences some of you related: Student #1: My most impactful experience happened when I went into business for myself as a contractor. I hired several others to help me. I quickly realized how much math is used in my job. I had to know how much paint it would take and how to make job estimates. I also had to do payroll and taxes. I used math a lot more than I thought I ever would. I have a much better appreciation for how math is used every day.

Student #2: I had been pretty good in math in school up until Geometry. I had Mrs. Barnes for tenth grade math and we learned Geometry. I could not get proofs. I understood area and how to measure angles but the theorems were too hard to know which was used when. I struggled and with the help of a tutor I was able to pass (barely!). Mrs. Barnes tried to help me as best she knew how but I had a difficult time. I wish I had done better. It was the first time I really had to try hard at math and did not find it easy.

Student #3: Mr. Hendricks in my 7th grade algebra class was terrific. He showed us how we could use algebra in everyday things like triangles and distances. I loved that class. Up to then, I was not a fan of math (especially fractions). But I began to understand that math is important and I tried hard from then on. Even though I may not love math, I try my best because I know it is important. When I have kids, I want them to not be afraid of math like I was. I wish I could go back and thank Mr. Hendricks.

Student #4: In grade school, I was able to do the math my teachers gave me. It was ok. I did not hate it or like it. I liked science and reading. But math was just sort of there. When I got to high school (which was a different school), everything changed. Math got hard and my teachers did not help me that much. I know they wanted me to do well, but I could not understand it. I did not get good grades and I almost did not pass most of my math courses. It is a miracle I graduated! I forget most of what I learned and I am paying for that now. Why does math have to be so hard? If I had done well in school, I would not have had to take FNMT 017 in college. My most impactful experience is that I started to not like math in ninth grade.

Please write a brief reflective piece on the following question:

If your experience related in part B of project 1 was in a school setting, what role did an instructor play in your experience? Could the teacher have had a better impact and if so, how? If your experience was outside of school, what role could or did a teacher play to best prepare you for the experience you had?

Casting yourself in the role of an instructor or a mentor in that situation, what would you

have done differently? What sort of attitude about Mathematics would you have tried to instill in

the students and does this attitude differ from your current feeling?