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This course is ideal for accelerating students as an alternative to the traditional developmental math sequence and preparing them for a college-level statistics, liberal arts math, or STEM-prep course.
MyMathLab for Quantitative Reasoning is part of a series of MyMathLab courses built to support the New Mathways Project developed by the Charles A. Dana Center. The New Mathways Project embodies the Dana Center’s vision for a systemic approach to improving student success and completion through implementation of processes, strategies, and structures built around three mathematics pathways and a supporting student success course. Quantitative Reasoning develops quantitative literacy skills that will be meaningful in students’ professional, civic, and personal lives. This course emphasizes using data to make good decisions, and its goal is for students to gain the mental habit of seeking patterns and order when confronted with unfamiliar contexts. The MyMathLab course designed for use with Quantitative Reasoning provides:
Built in MyMathLab
Content developed by the Charles A. Dana Center at The University of Texas at Austin will be delivered through MyMathLab. MyMathLab is an online homework, tutorial, and assessment program that engages students and improves results. Within its structured environment, students practice what they learn, test their understanding, and pursue a personalized study plan that helps them absorb course material and understand difficult concepts.
MyMathLab for Foundations for Mathematical Reasoning was developed by the Charles A. Dana Center at The University of Texas—Austin. The Dana Center brings together experienced faculty from two- and four-year institutions to author, review, field-test, and revise the New Mathways Project curricular materials.
The Dana Center develops and scales effective math and science innovations to support educators, administrators, and policy makers in creating seamless transitions throughout the K14 system for all students. Their work, based on research and two decades of experience, focuses on K—16 mathematics and science education with an emphasis on strategies for improving student engagement, motivation, persistence, and achievement. They develop innovative curricula, tools, protocols, and instructional supports and deliver powerful instructional and leadership development.
Lesson 1 Complex Numerical Summaries; Graphical Displays
Part 1A: Data for Life
Part 1B: Our Learning Community
Part 1C: Instant Runoff
Part 1D: Borda Count
Lesson 2 Complex Numerical Summaries; Graphical Displays
Part 2A: Graphical Displays
Part 2B: Forming Effective Study Groups
Part 2C: Mini-Project: Graphical Displays
Lesson 3 Complex Numerical summaries; Graphing Displays
Part 3A: Who is the Population?
Part 3B: How Much Water Do I Drink?
Part 3C: How much Water Does Our Class Drink? (Optional)
Lesson 5 Complex Numerical Summaries; Graphical Displays
Part 5A: Cost of Living Comparisons
Part 5B: Index Numbers
Part 5C: Polls, Polls, Polls!
Part 5D: Average Income
Lesson 6 Complex Numerical Summaries; Graphical Displays
Part 6A: How Can We Smooth the Data? (Optional)
Part 6B: Mini-Project: Income Disparities (Optional)
Lesson 7 Complex Numerical Summaries; Graphical Displays
Part 7A: the U.S. Budget Priorities
Part 7B: Understanding U.S. Budget Priorities
Part 7C: Changes to U.S. Budget Priorities
Part 7D: Percent of Total U.S. Budget
Part 7E: What’s My Credit Score?
Part 7F: U.S. Incarceration Rates
Lesson 8 Mathematical Modeling
Part 8A: More Water, Please!
Part 8B: What’s My Car Worth?
Part 8C: How Money Makes Money
Part 8D: Have My Choices Affected My Learning?
Part 8E: Mini-Project: Progressive and Flat Income Tax Systems (Optional)
Part 8F: Mini-Project: Estimating the Number of People in a Crowd (Optional)
Lesson 9 Mathematical Modeling
Part 9A: Depreciation
Part 9B: Appreciating Depreciation
Part 9C: How Much Should I Be Paid?
Part 9D: Why Are You Wearing the Same Old Socks?
Lesson 10 Mathematical Modeling
Part 10A: Fibonacci’s Rabbits
Part 10B: Is It Getting Crowded?
Lesson 11 Mathematical Modeling
Part 11A: Oh, Deer!
Part 11B: Population Growth
Part 11C: Can You Hear Me Now?
Part 11D: Hares and Lynxes
Part 11E: Reindeer and Lichens
Lesson 12 Mathematical Modeling (Optional)
Part 12A: How Long Is the Longest Day?
Part 12B: What’s My Sine?
Part 12C: SIR Disease
Part 12D: SIR (Continued)
Lesson 13 Statistical Studies
Part 13A: Mind the Gap in Income Inequality
Part 13B: When in Rome . . .
Part 13C: A Lesson Worth Weighting For
Part 13D: Weight . . . There’s More!
Lesson 14 Statistical Studies
Part 14A: Blood Pressure and Bias
Part 14B: Taking Aim at Bias
Part 14C: Conclusions in Observational Studies
Lesson 15 Statistical Studies
Part 15A: The Video Game Diet
Part 15B: All Things in Moderation
Part 15C: The Power of the Pill
Part 15D: Designing an Experiment
Part 15E: In Conclusion
Lesson 16 Complex Quantitative Information and Graphical Displays
Part 16A: Education Pays
Part 16B: Looking for Links
Part 16C: It’s About Time!
Part 16D: Connecting the Dots
Part 16E: Big Data (GIS)
Part 16F: Big Brother–They’re Watching!
Lesson 17 Complex Quantitative Information and Graphical Displays
Part 17A: Decisions, Decisions
Part 17B: The Write Approach to Data
Part 17C: Numbers Never Lie
Part 17D: Can You Feel the Heat?
Lesson 18 Complex Quantitative Information and Graphical Displays
Part 18A: Mini-Project: Tornado Climatology
Part 18B: The Making of a Model
Part 18C: What a Wonderful World!
Part 18D: Mathematical Models