Quantitative Reasoning Group
Participants: Marie Baehr (Coe), Stephen Bean (Cornell), Marjorie Bond (Monmouth), Stefan Erickson (Colorado), Tim Hess (Ripon), Shonda Kuiper (Grinnell), Karen Shuman (Grinnell)
PURPOSE: To open the lines of communication among science and other department faculty (where the discipline requires quantitative skills taught by the mathematics departments) and mathematics department faculty, so student learning can be improved in both mathematics and the other departments.
Why this would be useful:
1. Mathematics courses are not JUST service courses
2. Need to enhance conversations among these groups to make sure needed concepts are covered somewhere and skills are developed somewhere
3. This process could help faculty realize the integration
4. This process could give newer faculty examples to use that are more widely supported through the ACM connection
1) Mathematics faculty from all ACM schools invited in some sort of appropriate forum to share with all ACM math/"science" faculty the examples they use in their classes from the various disciplines.
2) At the same time, the math. faculty request help of various kinds
a) Is this an appropriate example?
b) Can you fill me in on the basics of the "science" underlying the example so I can make it more interesting?
c) Can you help me find actual data on the subject so students can analyze as a "scientist" would?
3) The person initially posting the question will be responsible for collected the responses and make sense of the responses to create an example to be used by anyone interested (including the "science" which is being modeled).
Some examples: population model–good data set?, difference between exponential and quadratic data–good science example to show how to analyze with calculus; carbon dating–what is the science to go with the analysis?
calculus can help; global warmiing;....)
Feedback: Look at CRAFTY: http://www.maa.org/cupm/crafty/