MATH 107: BUSINESS CALCULUS SPRING 2011 A.) Instructor: Jennifer L. Jones jjones@niagara.

edu (716) 286 - 8191 Office hours (323 Dunleavy): Monday (by appointment) Tuesday 8:00 - 9:30 Wednesday 8:00 9:30 Thursday 2:00 - 4:00 Friday (by appointment)

Class times: MAT 107B Monday- Thursday 11:15 12:10 MAT 107C Monday/ Wednesday 10:10 11:05 Tuesday/ Thursday 10:05 - 11:00 VINI 205 B.) Prerequisite Course: None C.) Course Description This course is a college-level course in calculus with primary emphasis on applications to business and economics. Topics include algebra, problem solving, functions including exponential and logarithmic, mathematics of finance, systems of linear equations, differentiation and applications of differentiation. The course helps learners to develop meaningful answers to the following six longterm learning targets: (1) I can describe the properties of the algebraic functions, such as quadratic, polynomial, power, rational, absolute value, exponential and logarithm and their appearance when written symbolically. (2) I can manipulate functions mechanically and solve equations involving functions. (3) I can describe the role derivatives and limits play as a foundation for calculus and in practical applications. (4) I can explain the basic relationships between cost, revenue, profit, overhead, variable cost, average cost, price, production level, supply and demand, and present and future values. (5) I can apply differentiation to business situations, such as optimization of profit. (6) I can use of the TI-83 graphing calculator to help solve real world problems. D. Instructional Approach There is perhaps no more important or complex thing than meaningful, transferable thinking and learning. This course is framed on the pillars of Constructivist learning theory and Cooperative Learning. Learning is viewed as a developmental, on-going, differentiated process, accomplished when new concepts are linked to what students know and have experienced. In this class, knowledge, skills and experiences are at the core of what is taught. Emphasis is

not on exams or skill building but on meaningful transfer of mathematical concepts. Teaching approaches are directed towards open-ended inquiry, critical thinking, reflection and collaboration. The goal is to help future leaders become better problem solvers, critical thinkers and ethical beings who can make sense of new information and apply it in a variety of authentic situations. Instructional methods will include whole group and small group problem solving, decisionmaking and product creation, individual and collaborative activities. E. Course Objectives Cognitive Objectives: By the end of this course students will demonstrate their ability to: - Describe the properties of the algebraic functions, such as quadratic, polynomial, power, rational, absolute value, exponential and logarithm and their appearance when written symbolically. - Manipulate functions mechanically and solve equations involving functions. - Describe the role derivatives and limits play as a foundation for calculus and in practical applications. - Explain the basic relationships between cost, revenue, profit, overhead, variable cost, average cost, price, production level, supply and demand, and present and future values. - Apply differentiation to business situations, such as optimization of profit. - Use of the TI-83 graphing calculator to help solve real world problems. Affective Objectives: By the end of this course students will demonstrate their ability to: - Reflect on their ability to manage stress, control impulses and overcome challenges. - Analyze how their feelings affect their ability to solve problems and make responsible decisions. - Reflect on the ways they have shown empathy towards others, including members of their base group. - Describe the personal and academic skills that will empower them to solve problems and make responsible decisions. - Analyze the effects that seeking help has on their ability to complete a challenging task. - Demonstrate appropriate ways to ask others for help. - Create a short term learning goal and a plan for achieving it. - Describe how cooperation and teamwork promote group effectiveness. - Evaluate their application of communication, listening and social skills in daily interactions with peers, teachers, family and community members. - Demonstrate appropriate interpersonal skills while working with base group members. - Reflect on their participation in a group. - Analyze how their participation and efforts contributes to their school and/or learning community. F. Course Requirements for Spring 2012

Required Texts Mathematics with Applications, 9th edition, by Lial, Hungerford & Holcomb *If you have difficulty obtaining a copy of this text please let Ms. Jones know right away. An inability to obtain a textbook should not stand as a barrier to success in this course. Required Technology TI-83 graphing calculators will be used throughout the course. Students are expected to bring their graphing calculator to class each day, as it is a tool that will help students make connections between graphs, tables and equations. G. Assessment and Grading Policy 1.) Grades will be determined based on both the process and products of student understanding. Students will receive a daily grade for their achievements, efforts to learn and to assist others and their written and oral reflections on the days work. This work will be graded on a rubric of superb, good, fair or poor. Student reflection and self-assessment, teacher feedback and student goal setting will provide evidence of students continuous affective growth. Student reflections will be completed both in and outside of class and graded as S/U. 2.) Evidence of students cognitive growth will be collected on the six longterm learning targets listed on page 1. Various means of formative assessment will be used throughout the course including: Homework: Homework is designed to provide students with the opportunity to apply, extend and connect their conceptual understandings. Homework will be spiraled such that previously considered concepts will be continually reviewed and revisited. Each homework will be collected and feedback provided by Ms. Jones. Homework will be numerically graded. Weekly Recitations: Deep, transferable understanding takes place when learners are afforded multiple, diverse opportunities to negotiate his/her own meaning of essential concepts. Feedback is an essential part of this conceptual growth. To facilitate this feedback process and give students the chance to co-construct knowledge with others, weekly recitations will be provided. These recitations are started in class with base group members (to facilitate help-seeking and help-giving behaviors, provide students opportunities to articulate their understanding and ask and answer questions) but are graded individually and will often need to be finished as homework. Tests and Quizzes: After each unit, an individual formative assessment of student understanding will take place. This test will serve as evidence of students mastery of the long term learning targets as well as a review of key concepts from previous units. Tests will be announced and review will take place in class before

tests are administered. Quizzes will also be announced but will provide both summative and formative data. Both tests and quizzes are cumulative assessments. 3.) Throughout the course of the semester, students will reflect on their academic and affective progress as well as set goals for improvement and growth. These reflections will be assigned with regularity at the teachers discretion. Each time, they will be collected and feedback will be provided. 4.) Remediation Policy: Learning is not a linear, uniform activity but is a highly individualized, differentiated process. As such, a mastery-learning model will be adopted and remediation will be made available on all tests. The remediation process involves three steps: a.) Students complete an assignment for homework, as a recitation or a unit test. b.) When students receive their assignment, test or recitation back graded they may choose to remediate the assessment within one week. Remediation must: 1.) Be on a separate sheet of paper. 2.) The original must be stapled to it. 3.) Must be submitted within a week. By remediating assignments, students not only will earn higher grades but more importantly will have the chance to demonstrate their cognitive growth (review of key math concepts) and affective growth (persistence, optimism, responsibility, determination etc.). 5.) Grades will be determined based on the points students have earned relative to the points they could have earned. Tasks will be given a point value based on their length and relative importance. The number of points each task is worth will be clearly stated on the assignment as well information about how points are distributed. Certain assignments will also be graded S/U. At the end of the semester, final grades will be determined based on the following guidelines: 100% A+ 99% - 90% A 89% - 85% B+ 84% - 80% B 79% - 75% C+ 74% - 70% C 69% - 65% D+ 64% - 60% D 60% or lower

6.) The specific workload for Spring 2012 (in true constructivist fashion) will be adjusted, modified and clarified as the course proceeds. Adjustments to the syllabus will be provided as needed. J. Attendance and Participation Classroom participation: In this course, complex ideas are scaffolded to fit individual learning needs. Ongoing feedback from the teacher, peers and self will be provided in concrete, specific and actionable steps but active engagement, reflection and collaboration are essential. Active participation and attendance are required to not only foster meaningful conceptual understanding but for collaborative and communication skills to be refined. It is not possible for a student to ask questions, participate in learning experiences and help others if he/she is not present and contributing during class. Students are expected to provide Ms. Jones with an email (jjones@niagara edu) should he/she be absent from class. Students who miss three or more classes may lose credit on their overall average. Cell Phone and Texting: Cell phone use, including texting, is distracting to the user, other members of the class as well as the instructor. Cell phones must be silenced and out of sight at all times during class. If a student is in the middle of a family emergency, when they truly cannot be out of contact for 55 minutes, they should talk to their instructor. Students should also be sure to bring their Ti 83 calculators to class as using a cell phone calculator in class or on assessments will not be permitted. K. Student Disclosure Students with documented disabilities who may need academic accommodations, who have any emergency medical information the instructor should know about, or who may need special consideration in an evacuation are encouraged to discuss options with their professors during the first two weeks of class to ensure that appropriate modifications are made. Students must also register with Diane Stoelting in order to facilitate the special accommodations. Her number is (716) 286-8076. L. Academic Honesty In this course, we will adhere to Niagara Universitys catalogue description of cheating, plagiarism, procedures and penalties. This is a very serious part of the academic experience and future professionals must and will be held to the highest expectations. In accordance with the academic honesty policy of Niagara University cheating includes the unauthorized use of certain materials, information, or devices in writing examinations, or in preparing papers or other assignments. Any student who aids another student in such dishonesty is also guilty of cheating. Other possible forms of cheating include submitting the same work in more than one class without permission. Plagiarism is the presentation of ideas, words, and opinions of someone else as ones own work. Paraphrased material, even if rendered in the students own words, must be attributed to the originator of the thought.

Violations of the academic honesty policy will results in a zero on the assignment and a notice of the incident will be sent to the Niagara University Academic Integrity Board. The instructor reserves the right to take further action if incidents of academic dishonesty are particularly egregious. M. Counseling Services and Academic Support The strains and workload of student life can sometimes feel overwhelming and it is easy to lose perspective when faced with academic, social, and personal demands. The staff of the office of counseling services in the lower level of Seton Hall and the Academic Support staff in the Learning Center in Seton Hall are here to help students manage the stresses of university life. All private consultations are confidential and free of charge. Appointment can be scheduled by calling 2868536 (Counseling) or 286-8072 (Office of Academic Support).

Course Content Outline 1/16 1/19 1/23 1/26 1/30 - 2/2 2/6 2/9 2/13 2/16 2/20 2/23 2/27 3/1 3/5 3/8 3/12 3/15 3/19 3/22 3/26 3/29 4/2 4/4 Course Introductions Algebra and Equations Algebra and Equations Graphs, Lines and Inequalities Functions and Graphs Exponential and Logarithmic Functions Mathematics of Finance Mathematics of Finance No Classes- Spring Break Introduction to Limits Introduction to Differentiation More Advanced Differentiation Techniques No Classes on 4/5 Differentiation Techniques involving ln and e

4/11 4/12 4/16 4/19 4/23 4/26 4/30 5/4

No Classes on 4/9 4/10 Applications of Differentiation Applications of Differentiation Review for Final Exam No Classes on 5/1 5/3 Review for Final Exam Final Exam 2:10 4:00 Location: TBA