- GRADES available now!
- Homework and reading assignments
- This syllabus in pdf
- Details on class presentations
- Details on final projects
- My examples of problem analysis (6th and 8th grade):

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 math- ematics 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, natural numbers, divisibility properties of integers and polynomials, and number fields. (Note that geometry is part of a different course at UTEP.)

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 keeping the course moving (which includes forward progress, making sure presentations are complete and correct, helping other students' understanding) and on your ongoing understanding of the material. Presentations will count approximately twice as much as audience participation. I will use the following rubric:

**A**Clear, correct presentations to most problems; helpful audience participation including appropriate feedback and good questions.**B**Correct presentations to routine problems; active audience participation including questions and discussions.**C**Correct presentations to easier problems, and reasonable attempts at routine 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.

You are encouraged to work together on your homework, but you must write up your solutions by yourself.

Thu., 10 Nov.

My goal is for class meetings and activities to complement, rather than echo, the textbook, and thus for every class to be worth attending.

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.