Texas Higher Education Coordinating Board Mathematics Component

Assumptions

1.  Every institution of higher education will adopt a core curriculum...

2.  ...a core curriculum should contain courses that establish multiple perspectives on the individual and the world in which he or she lives... 

Definition

The objective of the mathematics component of the core curriculum is to develop a quantitatively literate college graduate.  Every college graduate should be able to apply basic mathematical tools in the solution of real-world problems. 

Exemplary Educational Objectives

The way in which colleges and universities achieve these outcomes will thus vary in accordance with the particular circumstances of the institutions.  The outcomes for student learning provide both guidelines for instruction and also a profile of the student . . . The student will be able to:

1. apply arithmetic, algebraic, geometric, higher order thinking, and statistical methods to modeling and solving real-world situations;

2. represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically;

3. expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments;

4. use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results;

5. interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them;

6. recognize the limitations of mathematical and statistical models;

7. develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.  

Texas State University-San Marcos Mathematics Component

Definition

Mathematics provides the means for calculation, description, and prediction of phenomena in the world.  Mathematics solves problems, both practical and abstract, in a process that begins with the recognition and creation of patterns, acts through logic and axiomatic development, and culminates in the invention of algorithms. Learning takes place through solving problems from the natural or social world, modeling an observed phenomenon, recognizing a pattern which suggests a method of solution, and using calculation and manipulation techniques to carry out a procedure known to solve the problem.  More sophisticated problems require some theoretical development, perhaps modifying an algorithm, or creating a new algorithm.
 

Requirements

All students will complete one Mathematics Component course from the approved list of courses. 

Defining Characteristics:

      All courses satisfying the Mathematics Component include the following processes:

      - calculation and manipulation.

      - mathematical patterns in geometric and numerical systems.

      - algorithms and their application

      - modeling phenomena from the world.

      - comparison of axiomatic and theoretical mathematical systems. 

Objectives:

      The skills to be demonstrated include:

      - mastery of calculation skills taught.

      - recognition of problem types.

      - carrying out correctly the appropriate algorithms for solution.

      - construction of models by reformulating verbal problems mathematically.

      - application of the basic axioms to solve problems which are not merely

        repetitions of situations fully explored in class. 

Assessment

In evaluating students' success in meeting the objectives of the mathematics component, and in assessing the overall effectiveness of courses that satisfy the requirement, faculty use some or all of the following measures:

- Objective quizzes and tests that determine whether students have mastered the skills in the course. Many questions test skills pertaining to one of the objectives listed above.  There are also problems which require correct use of skills in two or more of the objectives. Determination of the proper suite of skills to be applied is a significant component of many of these problems. 

      These measures help determine instructor, course, and program effectiveness:

            - Faculty surveys, including peer review of syllabi and tests.

            - End-of-course student evaluation.