Syllabus

MATH 302
Modern Geometry

Spring Semester 2007

3:00-3:50pm MWF
Parker Science Building 104

Dr. Kyle Calderhead
111 Parker Science Building

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Instructor information
Course Description
Required items
Course goals
Course assumptions
Grade determination
Participation
Quizzes
Projects
Homework
Policy on cheating and plagiarism
Special Needs
Statement on extenuating circumstances
ISBE standards

Instructor information

Dr. Kyle Calderhead
111 Parker Science Building
email: kcalder@ic.edu
office/voicemail: 245-3279
web: http://www2.ic.edu/calderhead

Office Hours:

MWF 9-10
Tu 2-3
Th 3-4

Additional hours can be arranged by appointment.

Course Description (adapted from the college catalog)

Selected topics from finite geometry, Euclidean geometry, spherical geometry, and hyperbolic geometry.  Prerequisites: MATH 233 and MATH 242; or consent of instructor.

Required Items

Textbooks

Roads to Geometry (3^rd edition)
by Edward C. Wallace & Stephen F. West
ISBN 0-13-041396-8

Experiencing Geometry (3^rd edition)
by David W. Henderson and Daina Taimina
ISBN 0-13-143748-8 

Technology

Geometer’s Sketchpad
Many of the topics covered can be explored using GSP; in fact, the Postamentier text should include a CD containing several GSP illustrations of material covered in the text.

Scientific Calculator
The need for a calculator will be minimal; however, aside from basic arithmetic, we will occasionally want to use trigonometry.

Course Goals

• Refinement of problem solving skills and the ability for abstract geometric reasoning, through regular problem sets
• Improved ability to read and comprehend more technical mathematical writing, through reading the textbook
• Improved ability to communicate mathematical, technical, and abstract ideas in both orally and in writing, through written and oral presentations of problems
• Proficiency with the main geometric concepts in both Euclidean and non-Euclidean settings
• An increased awareness of the beauty and power of mathematics, and an improved realization that mathematics is not so much a collection of rules and definitions as it is a way of thinking

Course Assumptions

• You are adequately prepared for this course and competent in the usage of the prerequisite mathematics.
• You will come to class each day prepared and willing to participate. This includes reading the text ahead in order to be generally familiar with the topics before they are covered in class.
• You will put forward the amount of effort required to understand the material; in particular, this includes making a serious effort to complete each homework assignment. Note that this will involve a significant amount of time spent outside of class.
• You are willing to seek out help when needed (either from the instructor, other classmates, or somewhere else), and to the extent that it is reasonable and appropriate, offer the same support to other classmates.
• Since making mistakes is an important part of learning, you should be willing to work with new ideas even if it means occasionally getting things wrong, and give the same understanding to other students’ mistakes as you would like to have given for yours.

Grading Determination

Grades for the course will be determined using the following scale.

Letter grades will be determined as follows.

Participation

Quizzes

Projects

Homework

Homework problems will be assigned approximately each week.  For each assignment, one day of class will be devoted to student presentation of solutions.  Solutions to the remaining homework problems are then to be written out and turned in the following class.

Board work

Solutions given at the board should be presented with features typical of good public speaking, including clear speech, good eye-contact, appropriate use of the board, and organized in a way that makes it easy for everyone to follow.  The goal is to present the material in a way that the whole class (and not just the instructor) can understand.

Each problem presented on the board will be rated on a 5-point scale.

2 points – Presentation

• Each of the features listed above should be present.

3 points – Mathematical correctness

• You should correctly identify where the problem starts and where it should end, employ the appropriate mathematical tools in a correct fashion, and use all relevant mathematical terms and symbols properly.

Should we get through more than 25 presentations per student, only the best 25 scores will be counted toward the final grade.

Written work

Solutions to the problems from an assignment which are not presented on the board are to be written out and turned in at the beginning of the following class on the given due date.  These should be neatly written on one side of each page only, free from the jagged edges that result from wire-bound notebooks, and finally stapled (in order to create a more perfect union).  Each problem should be clearly labeled.

Additionally, these should be solutions, and not just answers.  Many of our problems will be asking for a proof of some mathematical fact, and each should be explained clearly, with no gaps in the reasoning involved.  Also, as this class focuses on ideas more than calculations (to a degree you may not be used to), it is important that explanations are given in a form that is not only mathematically correct, but grammatically correct as well.

Each written assignment will be rated on a 15-point scale.

1 point – Presentation

• Each of the features listed above should be present.

14 points – Mathematical correctness

• Typically seven problems will be chosen, and each graded on a 2-point scale.  A solution which is either completely correct, or contains only minor mistakes in some of the details will receive two points.  Solutions with more significant errors, but which show reasonable progress toward a solution will receive one point.  Solutions which show no real understanding of the problem (or which are absent entirely) will receive zero points.

Should we have more than 13 written assignments, only the best 13 scores will be counted toward the final grade.

Policy on Cheating and Plagiarism

All students are expected to maintain the highest standards of academic integrity, in accordance with the Affirmation of Community Responsibility and the Honor Code. Additionally, since the standards of cheating and plagiarism can change depending on the context, please take note of the following specifics.

• While you are allowed (encouraged, even) to work together outside of class, everyone should turn in his or her own assignment.  Do not simply copy someone else’s work, or offer your own work to be copied.
• During quizzes, there should be no collaboration with other students.

Special Needs

Any student with special needs of any sort (physical arrangements, academic needs, health-related issues, etc.) should inform the instructor at soon as possible. Every reasonable effort will be made to accommodate those needs, but only if they are made known.

Statement on Extenuating Circumstances

Components of this course may change due to extenuating circumstances (either for the instructor of for some or all of the students). If and when that should be required, those changes will not jeopardize any student in terms of course requirements or time allowed to complete assignments.

ISBE Standards

Any student majoring (or even just interested) in education should be aware that this course covers the following standards established by the Illinois State Board of Education as important elements of preparation for teaching mathematics.

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Maintained by Kyle Calderhead: kcalder@ic.edu