# MTH 215 All Participations

MTH/215

QUANTITATIVE REASONING I

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https://uopcourses.com/category/mth-215-all-participations/

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MTH 215 Week 1 Purpose of this Course and the Signature Assignment

What is quantitative reasoning?

Quantitative reasoning uses math and critical thinking to analyze numbers and draw conclusions relevant to our daily lives. Quantitative reasoning is practical and is always linked to applications.

What is the difference between quantitative and qualitative data?

Quantitative data refers to information that can be measured and written down using numbers. Examples of quantitative data include dates, speed of a traveling car, and the temperature on a thermometer. Qualitative data includes information that we acquire using observations from our senses. Examples of qualitative data include colors, smells, and tastes. This class focuses on quantitative data, not qualitative data.

What is a signature assignment, and how is a signature assignment used in this course?

Signature assignments are purposefully created to show evidence that students meet the major learning outcomes of a course or degree program. In this course, the Signature Assignment is a project that you will be working on in Weeks 3-5. The Signature Assignment gives you an opportunity to show that you can apply quantitative reasoning to a topic and scenario that you get to choose in Week 3.

What can you expect in this course?

Expect to learn the foundations of math needed to perform quantitative reasoning. You can also expect to learn the foundations of quantitative reasoning and apply them in a real-life scenario. You have a number of different support tools including videos, readings, fellow students, and your instructor to help you succeed along the way. Welcome to Quantitative Reasoning I, and enjoy the journey!

MTH 215 Week 1 Using and Understanding Mathematics, Prologue

MTH 215 Week 1 Videos

Watch the Week 1 Videos.

To earn credit for posts about the videos (and the readings), you must provide more than a discussion of WHAT you have seen (or read). You should include a significant example of HOW the material applies to you personally.

MTH 215 Week 1 Dealing With Math Anxiety R3.2

This is a two-part Learning Activity to help us understand how you feel about your past experiences with mathematics and how you think mathematics can be a part of your life. Please read Dealing With Math Anxiety, which is attached. You may also want to refer to the Math Anxiety link on the Center for Mathematics Excellence homepage. It leads you to some good information.

Math Anxiety

Part I − After reading the attachment, use your personal experience to complete each of the following statements. Your response to each of the six statements should be 150-200 words in length.

When I think of math I …

My high school math teacher thought I was …

The thing I remember most about my last math class was …

Studying math is useful for …

The students who were good at math …

One of the things I never understood about math was …

Part II—After readingthe attachment, respond to the following question. Your response should be 150-200 words in length and related to your personal situation.

What single suggestion for dealing with math anxiety do you think is most useful for you? Discuss why and how you plan to implement it.

MTH 215 Week 1 Summary R3.2

Post your Weekly Summary as a REPLY to this message, changing the Subject Line to read Week 1 Summary [your name]. This assignment is due on Day 7.

Your Weekly Summary should be a 200-300 word review of your activities for the week touching on things you learned, things you struggled with, things that surprised you, things that disappointed you, how you applied what you learned in your professional or work life or other aspects of math in your activities.

MTH 215 Week 2 Using and Understanding Mathematics, Ch. 3B

MTH 215 Week 2 Videos

Watch the Week 2 Videos.

To earn credit for posts about the videos (and the readings), you must provide more than a discussion of WHAT you have seen (or read). You should include a significant example of HOW the material applies to you personally.

MTH 215 Week 2 Summary R3.2

Post your Weekly Summary as a REPLY to this message, changing the Subject Line to read Week 2 Summary [your name]. This assignment should be submitted by Day 7.

Your Weekly Summary should be a 200-300 word review of your activities for the week touching on things you learned, things you struggled with, things that surprised you, things that disappointed you, how you applied what you learned in your professional or work life or other aspects of math in your activities.

MTH 215 Week 2 Math Questions R3.2

This is another challenging week with a lot of material to be covered. Please post any math questions you may have here.

MTH 215 Week 2 PowerPoint® Presentations

MTH 215 Week 3 Using and Understanding Mathematics, Ch. 2

MTH 215 Week 3 Using and Understanding Mathematics, Ch. 3A

MTH 215 Week 3 Reflecting on the Signature Assignment

Selecting A Topic

What was the hardest part of choosing your topic for the signature assignment? What do you hope to gain from the signature assignment?

Examine in your life when you see percentages. What are these percentages describing? What are they trying to get you to believe? How can you use percentages to describe changes in your life?

MTH 215 Week 3 Math Questions R3.2

MTH 215 Week 3 Math In Our Lives for Week 3 R3.2

This is a message thread we will use for articles you and I find in the press, in the technical material we see at work and so forth, where math is an important part of the article. Feel free to add your own “Math in Our Lives” contributions − and your comments − for participation credit. While there is a thread for each week, you can revisit a past week’s posts to post a reaction or expand on one of those prior contributions.

To kick Week 3 off, we often wonder if we’re smarter than a 5th grader and say, “Sure.” But how about a fly. Have you ever tried to swat a fly and notice that it got away successfully, then you find yourself trying it again and again, yet the fly is still much alive and still flying over you or near you?  I always wondered how they do it.  How are they able to escape so fast even when I come from behind them.  Well it seems that these little insects are very, smart.  They perform calculus with their wings and that is how they escape.  According to the article they feel the change in wind, flight and change of direction and their wings performs accurate calculations so that they can fly with the changes in the air. Now we can add flies to our list of smart species.

http://www.nytimes.com/2014/03/19/science/flies-that-do-calculus-with-their-wings.html

MTH 215 Week 4 Using and Understanding Mathematics, Ch. 8A

MTH 215 Week 4 Using and Understanding Mathematics, Ch. 9

MTH 215 Week 4 Math Questions R3.2

MTH 215 Week 4 Summary R3.2

ost your Weekly Summary as a REPLY to this message, changing the Subject Line to read Week 4 Summary [your name]. This assignment is due on Day 7.

Your Weekly Summary should be a 200-300 word review of your activities for the week touching on things you learned, things you struggled with, things that surprised you, things that disappointed you, how you applied what you learned in your professional or work life or other aspects of math in your activities.

MTH 215 Week 4 Math In Our Lives for Week 4 R3.2

This is a message thread we will use for articles you and I find in the press, in the technical material we see at work and so forth, where math is an important part of the article. Feel free to add your own “Math in Our Lives” contributions − and your comments − for participation credit. While there is a thread for each week, you can revisit a past week’s posts to post a reaction or expand on one of those prior contributions.

To kick Week 4 off, I’ll share a post from another student who found out math really was for the birds.

“I googled “math in nature” and found a bunch of things on the Fibonacci sequence, as expected, but did find this neat article on a song bird that uses similar mathematical-based sounds as humans do in music. We base our songs on scales that begin with a root note and every note after that in the scale is a frequency based on multiples of that note. The hermit thrush does songs in the same way! Check out the article with sound recording of the bird’s songs, it’s pretty interesting.”

http://www.smithsonianmag.com/science-nature/birds-songs-share-mathematical-hallmarks-human-music-180953227/?no-ist

MTH 215 Week 5 Using and Understanding Mathematics, Ch. 1A, C, D and E

MTH 215 Week 5 Videos

MTH 215 Week 5 PowerPoint® Presentations

Read through the Week 5 PowerPoint® presentations.

MTH 215 Week 5 Summary – Paying It Forward R3.2

This summary asks for your contribution to a bit of paying it forward. What is your advice to the next class that may help them to get started right and finish well?

MTH 215 Week 5 Math In Our Lives for Week 5 R3.2

This is a message thread we will use for articles you and I find in the press, in the technical material we see at work and so forth, where math is an important part of the article. Feel free to add your own “Math in Our Lives” contributions − and your comments − for participation credit. While there is a thread for each week, you can revisit a past week’s posts to post a reaction or expand on one of those prior contributions.

To kick our final week together off, I’ll end with a Star Trekky note. The movie Interstellar has given the most accurate account of a black hole and placed it in the movies. The theoretical physicist behind the work is Kip Thorne who led a team that used thousands of computers and took a year to create the black hole in the movie. The intense calculations actually provided a new insight into how light behaves around a black hole that scientists never knew. Very cool article.