MA 120 Basic Concepts of Statistics
SP 2009 HOE
McCandless, Peter H
Associate Professor of Mathematics
Ph.D., Curriculum and Instruction with emphasis in math educationM.A., MathematicsM.A., Educational Research and Psychology
Natural Sciences Building 002
Monday, 11:00 - 12 noon, Tuesday and Thursday, 1:30 - 4:00 p.m.
816 584 6831
January 12, 2009 - May 8, 2009
11:35 - 12:50 PM
Textbook: Elementary Statistics, Tenth Edition, Triola, Mario F. Person Education. 2006 ISBN: 0321331834
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Educational Philosophy: My goal in teaching mathematics is three-fold: to make clear mathematical concepts, to help students acquire mathematical skills, and to encourage and inspire them to continue their study of mathematics in a way that supports their goals in life. As the teacher of a course, it is my responsibility to set and maintain the standards of the course – what is to be taught and how students’ performance is to be assessed. The goals of the course are specified in a manner that affords me the flexibility to adapt to students’ needs: a careful balance must be achieved between the topics to be covered in the course of a semester and the ability of students to learn those topics. The pursuit of this balance is dynamic. I am never totally comfortable with my performance as I continually try to find a better way to achieve the same goals. The learning of mathematics is and has been a humbling experience for me. I have never pushed my mind as hard as in the pursuit of learning this wonderfully challenging subject. It is difficult in words to describe the joy of finally grasping some concept that has long eluded me, or completing a difficult proof. The frustration associated with studying mathematics can be equally severe. As a teacher of mathematics, I rely heavily on this experience. It allows me to empathize with the struggling student, yet to encourage him or her, demanding performance just a little beyond what is often comfortable. It convinces me that many, many students never achieve their potential. For me, teaching this subject embodies four roles that I thoroughly enjoy integrating: coach (the encourager); parent (the demander); friend (the sustainer); and instructor (the clarifier). As a teacher of mathematics, I am challenged to provide the highest quality instruction I can for students from all backgrounds. My ultimate goal for each student is to find the experience of taking a course from me to be enriching in one way or another, regardless of their final grade.
Learning Outcomes: Core Learning Outcomes
Description of MA 120 Core Assessment
One problem with multiple parts for each numbered item, except for item #3, which contains four separate problems.
1. Compute the mean, median, mode, and standard deviation for a sample of 8 to 12 data.
2. Compute the mean and standard deviation of a grouped frequency distribution with 4 classes.
3. Compute the probability of four problems from among these kinds or combinations there of:
a. the probability of an event based upon a two-dimensional table;
b. the probability of an event that involves using the addition rule;
c. the probability of an event that involves conditional probability;
d. the probability of an event that involves the use of independence of events;
e. the probability of an event based upon permutations and/or combinations;
f. the probability of an event using the multiplication rule; or
g. the probability of an event found by finding the probability of the complementary event.
Link to Class RubricClass Assessment: There will be two tests during the semester and a final exam during final exams week. There will be several homework assignments.
Grading: Homework Assignments collectively constitute 25% of the grade. Test 1 and Test 2 each constitute 25% of the grade, and the final exam constitutes the remaining 25% of the grade. All homework assignments are weighted equally. The lowest homework assignment score will not be included in the homework average. The final exam score will replace the lower of Test 1 or Test 2, provided that it is higher than at least one of them. Each homework assignment will be given a score of 4, 3, 2, 1, or 0
Late Submission of Course Materials: Each homework assignment must be turned in on the due date announced. Late homework will not be accepted. Similarly, tests must be taken on the date they are given in class. If the instructor determines that an extreme situation prevented the student from taking a test, the student may be allowed to make up a missed test; it is not automatic, however. In all such cases, the instructor’s decision on whatever allowance, if any, is to be given, is final.
Classroom Rules of Conduct:
Course Topic/Dates/Assignments: Chapters 1 through 8, time permitting.
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:12/19/2008 12:55:30 PM