Course Information

Math 105 Pre-Calculus
Hybrid course, Fall 2018

Course Description

This undergraduate course covers number systems and their algebraic properties; systems of equations and inequalities; basic analytic geometry of lines and conic sections; elementary functions including polynomial, rational, exponential, and logarithmic, with emphasis on trigonometric functions, fundamental theorem of algebra and theory of equations; polar equations and curves. As the name Pre-Calculus suggests, this is largely a Calculus-prep course, though students need it as a prerequisite for other courses. I taught Pre-Calculus for several years at other universities. This will be my first time teaching it at CSUCI. While I have taught a hybrid course at CSUCI, this will be the first time I teach a hybrid version of this particular course.

Through this course, students will be able to:

Improve their advanced algebraic and mathematical thinking skills.
Apply methods of analytic geometry and trigonometry.
Apply algebraic skills and computer software to problem solving.
Apply various functions and their graphs to problem solving.
Organize and express ideas clearly and convincingly in oral and written forms.

First QLT Objective Showcased

Section 4: Students Interaction and Community
- 4.1 At the beginning of the course, instructor provides an opportunity to have students self-introduce to develop the sense of community.

Description of QLT Course Design

As this is a hybrid course, I intend to foster a sense of community in both the face-to-face and online portions of the course. I have planned an Icebreaker and group activities for our first face-to-face meeting. I expect that this will precede most of the students' exposure to the class website. The web environment is different, though, and merits intentional community building of its own. Thus, I have planned several course activities that will take place interactively online. Students will need to work together to accomplish tasks. My hope is that there will be fluidity between the face-to-face and online interactions.

This semester, I intend to use VoiceThread consistently. Students will be expected to comment and reply to VoiceThreads on a weekly basis. As you'll see in the example below, this starts with a simple series of Icebreaker questions so that the students can match names to faces and also gain some practice with VoiceThread. This will support student learning as they use VoiceThread to discuss mathematics with each other outside of the class, and ideally answer each other's questions, thereby growing mathematically. It also allows them to ask me questions in a stress-free environment.

Course Example:

Second QLT Objective Showcased

Section 4: Students Interaction and Community
- 4.5 The modes and requirements for student interaction are clearly communicated.

Description of QLT Course Design

I'd like to address this objective on 2 levels. First, the general course structure; second, the specific activities or assignments.

1. I have adapted some ground rules for the course, based on the suggested OTPP Community Ground Rules. These are intended to give the students a clear description of acceptable online etiquette. In addition to these ground rules, though, it is valuable for the class to discuss its own norms/etiquette by which the class wants to abide. I intend to devote a portion of the face-to face class time to discussing these norms as a group. Once all students have agreed to them, then I will post them on the Canvas page. (See link in the screencast below.) The purpose for this is to create buy-in from the students on the expectations and requirements for student interaction.

2. Each activity will have clear, explicit instructions. I intend to include such instructions at the first introduction of every assignment, and then repeat it in different modes. You'll notice in the screencast below, that the instructions are written in text and then also explained by me in video.

Course Example

The assignment highlighted in the screencast will take place after the students have worked through a VoiceThread tutorial. The tutorial is currently scheduled to be a separate activity.

Instructor Contact Information

christina.soderlund@csuci.edu