TuTh 1:30-2:50, LART 202; 3 credit hours

- Homework and reading assignments
- This syllabus in pdf
- Evidence you can't multitask:
- Details on class presentation (in .pdf)
- Rubric for class presentation (in .pdf)
- Details on final projects (in .pdf)
- rootwatch program in Mathematica
- video from AMS, showing Riemann sphere

You may also ask any questions directly via phone or e-mail. If I'm not in when you call, please leave a message on the voice-mail or answering machine with your name, number, and a good time for me to call you back. I will try to respond to your phone or e-mail message as soon as possible.

Upon successful completion of this course, you will be able to find for yourself the deeper mathematics underlying topics from high school. In particular, you will be able to explain why the rules and procedures of high school math work as they do, and why the definitions are set as they are. You will be able to place high school math problems in larger context; you will be able to show how they generalize, and what other problems they relate to.

Particular topics include real and complex numbers, functions, algebraic structures and solving equations. (Note that geometry is part of a different course at UTEP.)

**Required Reading:**
Read each section that we cover in class, both before and after class.
Skim the section before class, even if you don't understand it fully,
to have some idea of what we'll be doing in class. Read it more
carefully after class to clarify and fill in details you missed in
class.

**Warning:**
Sometimes, we will not "cover" all the material from a section, but
instead focus on a particular aspect of the section. In such cases, I
will point out in class (and at this
website) which other
parts of the section I expect you to read on your own.

When you are in the audience, you are still expected to be actively engaged in the presentation. This means checking to see if every step of the presentation is clear and convincing to you, and speaking up when it is not. Note that by speaking up in these situations, you will probably **help** the presenters' grades, by giving them a chance to improve their presentation! When there are gaps in the reasoning, the class will work together to fill the gaps.

Your grade will be based on your **overall** contribution to this part of the course (which includes forward progress, making sure presentations are complete and correct, helping other students' understanding). Presentations will count approximately the same weight as audience participation. I will use the following rubric:

**A**Clear, correct presentations to almost all problems; helpful audience participation including appropriate feedback and good questions.**B**Correct presentations to most problems; active audience participation including questions and discussions.**C**Correct presentations to easier problems, and reasonable attempts at other problems; responding in the audience when called on, posing questions when you are confused, and participating in discussions.**D**Less than satisfactory work, but an apparent honest effort to understand material. At least some presentations with reasonable attempts; participating in the audience with questions or comments.

Tue., 10 Nov.

I hope everyone will complete the course successfully, but if you are having doubts about your progress, I will be happy to discuss your standing in the course to help you decide whether or not to drop. You are only allowed three enrollments in this course, and students enrolled after Fall 2007 are only allowed six withdrawals in their entire academic career, so please exercise the drop option judiciously.