Professor Hlas

hlascs (@) uwec.edu

Student drop-ins / Zoom appointments

*It is a mistake to think you can solve any major problems just with potatoes.*

*That's all it is. You just begin. You do the math. You solve one problem…and you solve the next one…and then the next. And If you solve enough problems, you get to come home.*

*Sometimes the best way to solve your own problems is to help someone else.*

*The problem is not the problem. The problem is your attitude about the problem.*

This course is designed to explicitly identify heuristic strategies that may be helpful in solving non-routine mathematical problems. This goal will be achieved by:

**Strategy focus**– Implicit strategies and representations for solving mathematics problems will be made explicit.**Group work**– Working in groups provides insight into different ways of thinking than your own. This will be beneficial for discovering multiple solutions to any problem.**Communication**– The ability to solve a problem is largely meaningless if you cannot convince another person of the solution. Everyone will be expected to share strategies and explain solutions.

Course learning outcomes include: identify appropriate heuristic strategies for non-routine mathematics problems, execute appropriate strategies, use appropriate strategies to arrive at a possible solution, check that the strategy lead to a correct solution.

This course helps students meet the following Liberal Education Learning Outcome(s):

- S3. Create original work, perform original work, or interpret the work of others.

(This outcome will be assessed by the Problem-posing project.)

- Daily problems presented on board
- Homework every 1-2 weeks
- Problem-posing project
- Three exams

*Crossing the river with dogs: Problem solving for college students*(Johnson, Herr, & Kysh, 2004). ISBN: 1-931914-14-1.

The book is used almost daily so please bring to class!- A calculator is recommended, but not required. Calculators with internet connections (e.g. cell phones) will not be allowed on exams.

*How to Solve it: A New Aspect of Mathematical Method*(Polya, 1945)*Mathematical Problem Solving*(Schoenfeld, 1985)- Effect of randomized homework contingencies on college students' daily homework and unit exam performance (Galyon et al., 2015)

Students earn "math points" (MP) for demonstration of mathematical thinking in their solutions. Some problems will be difficult and solutions may be illusive. The only way to fail such a problem is to not attempt it.

At the beginning of most classes, students will be expected to present solutions at the board. Opportunities to present will be given for in-class problems, alternate solutions to board problems, and ungraded homework.

Individual presentations are scored based on completion. The first presentation is worth 1 MP, the second worth 2 MP, third is 3 MP, fourth is 4 MP. Presentations past the fourth are worth +1 MP bonus.

Homework assignments will generally be five questions, two of which will be randomly selected for grading. See homework scoring for more information regarding homework expectations.

Groups of 1-4 students will create a "new" problem and present it to their peers. Details regarding this presentation will be discussed after the first exam.

"To assess conceptual knowledge, researchers often use novel tasks … Because children do not already know a procedure for solving the task, they must rely on their knowledge of relevant concepts to generate methods for solving the problems." (Rittle-Johnson, Seigler, Alibali, 2001, p. 347). Assessments are a part of the learning experience so will require mastery of class material and the ability to apply class material to *new* situations.

Exams are in-person and individually completed. Each exam focuses on more recent material, but mathematics is cumulative so expect to see previous material again. Exams allow for a note sheet (1 page, 1-sided, handwritten), approved calculators and other class manipulatives.

There will be two in-class exams and a final exam. Each exam focuses on more recent material, but mathematics is comprehensive so expect to see material from previous exams again.

One page of notes is allowed for each exam. Approved calculators will be allowed on all exams. Exams will be scored using the same system for homework assignments.

The highest exam score will be given +20% MP bonus to allow for individual differences between students. This will be computed at the end of the semester.

The course schedule is your friend. I continually update it to make sure it is always as current as possible. All class activities, handouts, and daily recommendations should be listed. If something is missing or unclear, please let me know so I can make improvements for the benefit of everyone in the class.

Mathematics is a form of abstract thinking that is better learned through active participation. In one study (2019), students were either taught via lecture or through active learning. Students in the lecture class *felt* like they learned more, but they *actually* scored lower than the active learning group. Active learning means that class will often begin with a challenging problem. During class the students and the instructor will work together to solve the problem(s) and hopefully learn some mathematics along the way (2019, 2017, 2014, 2006).

When solving problems do not expect perfection. Problems are designed to be challenging, because if they are not, then any opportunity for learning is lost. Speaking of learning, we will try to avoid tricks/shortcuts as these often distract us from the mathematics and create extra work.

After each class, educational research recommends we reflect on what was learned. One way to review is to rewrite class notes. For a specific note-taking suggestion, please see the Feyneman's Notebook Method that encourages rewriting a day's lesson with a one-page restriction. Hand-written notes also lead to more brain activity than other methods (2021, 2020, 2011).

Another method for review is to focus on activities with immediate feedback. For example, WeBWorK, flash cards, study groups and practice testing all have elements of formative feedback that is immediate (2013a*, 2013b, 2008, 2006, 2017). When working with practice problems like WeBWorK, it may be more helpful to try problems *before* class discussion because this will help guide learning (2021, 2014).

We will avoid learning styles because people learn with multiple methods, not just one (2021, 2019, 2014, 2009, n.d.).

When/how is the professor available outside of class?

Email is the best way to reach me. I typically respond within 24 hours, but I do not check email in the evenings or on Saturdays.

My student drop-in schedule and sign-up for Zoom appointments are posted at https://math.hlasnet.com/officehours

What is the attendance policy?

A record of attendance is required by the University to maintain accurate class rosters. Attendance is not graded but poor attendance may impact participation in group activities (e.g., taking a group quiz individually).

If you are absent, please check the course schedule then meet with the instructor via drop-in hours, Zoom, or email to make sure you are caught up. Graded work that occurs during an authorized absence (school functions, emergencies or illness) may be made up for full credit. Other absences may complete graded assignments late for 90% credit or early for full credit. Late work is expected to be completed within two weeks of the return date or by the last day of classes, whichever occurs first. In situations where a makeup cannot occur, the final exam score may be used as a proxy for a missing assignment. Students missing a week or more of class should contact the Dean of Students Office to get extra support.

What if I am stressed out?

College can be hard. Everyone can benefit from placing their personal well-being as a top priority throughout the semester. Should you want some emotional support for any reason, you can access

freecounseling services (even one short session to problem-solve solutions) from the UWEC Counseling Services on campus. They provide a variety of online and in-person services, including some virtual wellness workshops. Call them at 836-5521, stop by Old Library room 2122, or check out the website to make an appointment: https://www.uwec.edu/counseling-services/Students also have FREE access to UW System Mental Health Support through Mantra health – a telehealth service available 24/7 days a week (call or text: 888-531-2142 or go online at: app.mantrahealth.com; sign up using your UWEC email address). You can also reach out to the WI-branch of the national crisis/emotional support text line by texting "HOPELINE" to 741 741 or use the national suicide prevention lifeline: 988 Please use these resources to support your mental well-being and success as a Blugold!

What if the math class is too easy or too difficult?

The Department of Mathematics also allows students within entry-level mathematics courses (i.e., 010, 020, 104, 109, 112, 114, or 246) to move up to a higher numbered course during the first

twoweeks of a semester or move down during the firstthreeweeks. Please contact the instructor for more details.

How does grading work?

Final scores (rounded up to the nearest whole number) are compared to the grading scale given in the syllabus to determine a final grade. Individual scores or grades will not be modified because they represent a student's progress in the class throughout the semester. If there is a mistake in scoring, please contact the instructor as soon as possible to get the error fixed.

Midterm grades do not have a score table so are based on the percentage of points completed at the time of midterm submission.

Note: I dislike the University's scale of "F" because I have never once felt that a student has "failed" a class. Instead, I prefer to think of this as a "not pass" where insufficient evidence has been demonstrated by a student to move on to the next level.

What is Liberal Education?

TheUW-Eau Claire Liberal Education (LE) Coreis designed to assist students to develop the skills, knowledge and values needed to engage with highly diverse communities in a global society. Through the liberal education core, UWEC hopes to foster in you the ability to think with intellectual rigor, creativity, and independence, to develop your ability to integrate and apply knowledge, and to empower you to act as a humane, thoughtful leader in the community, the workplace, and the world of ideas. By beginning with the liberal education core and working toward its learning outcomes, we seek to help students establish a strong, broad foundation around which you will build a rich baccalaureate program. (See LE Learning Outcomes and Rubrics)

What if I need accommodations (like extra time on tests)?

Any student who is in need of classroom accommodations should contact the Services for Students with Disabilities Office in Centennial Hall 2106 at the beginning of the semester.

What else do I need to know?

**Academic Integrity**Any academic misconduct in this course will be submitted to the Dean of Students. If you are uncertain, please cite resources used, which includes new technologies like ChatGPT, Google Bard, or Snapchat AI.**Mandatory Reporter**As a Wisconsin State employee, the instructor is obligated to report any crimes to the Dean of Students, including claims of sexual harassment or sexual assault. The Dean of Students office may reach out to you to offer resources and support.**Community**As members of this class we are members of a learning community that values all people with all backgrounds. Please remember that our words and actions affect everyone within our community and also remember a little positivity can go a long way.- This class will adhere to UWEC COVID-19 policies and guidelines as found here https://www.uwec.edu/coronavirus-updates
- See Canvas for more course information or updates.