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' 0 x $ $ " $ ; n a a n $ \ e : Course Proposal for MnTC Goal 4: Mathematics/Logical Reasoning
Goal 4: To increase students' knowledge about mathematical and logical modes of thinking. This will enable students to appreciate the breadth of applications of mathematics, evaluate arguments, and detect fallacious reasoning. Students will learn to apply mathematics, logic, and/or statistics to help them make decisions in their lives and careers. Minnesota's public higher education systems have agreed that developmental mathematics includes the first three years of a high school mathematics sequence through intermediate algebra.
Instructions for using the electronic version of this form:
Click in the gray areas and type (the space will expand as needed).
Explain specifically how this course will satisfy the MnTC learning outcomes in Part 3.
Attach this document to the Major (and possibly Less than Major) Significance Curriculum forms.
Attach a detailed syllabus as well as any other supporting documentation, including rubrics or other assessment p l a n s .
S u b m i t 1 3 c o p i e s t o t h e A c a d e m i c D e a n s o f f i c e a n d 1 c o p y t o t h e C h a i r o f t h e C u r r i c u l u m C o m m i t t e e .
F a c u l t y m e m b e r : F O R M T E X T
P h o n e n u m b e r : F O R M T E X T E - m a i l : F O R M T E X T
C o u r s e n u m b e r a n d t i t l e : F O R M T E X T
P r e - r e q u i s i t e s : F O R M T E X T
P a r t 1 : M a j o r C o n t e n t A r e a s :
P l e a s e p r o v i d e a n u m b e r e d l i s t o f t h e m a j o r c o n t e n t a r e a s t h a t a r e t y p i c a l l y i n c l u d e d i n t h i s c o u r s e . T h e s e a r e t h e k e y t o p i c s t h a t a r e c o v e r e d b y i n s t r u c t o r s ( e . g . c h a p t e r t i t l e s ) .
F O R M T E X T
P a r t 2 : G e n e r a l L e a r n i n g O u t c o m e s :
P l e a s e p r o v i d e a n u m b e r e d l i s t o f t h e g e n e r a l l e a r n i n g o u t c o m e s t h a t a r e t y p i c a l l y i n c l u d e d i n t h i s c o u r s e . T h e s e a r e t h e g o a l s o r o b j e c t i v e s o f t h e c o u r s e a s s t a t e d o n t h e s y l l a b u s ( e . g . c r i t i c a l t h i n k i n g , i m p r o v e d w r i t i n g s k i l l s ) .
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P a r t 3 : M n T C L e a r n i n g O u t c o m e s :
A c c o r d i n g t o M n S C U p o l i c y , a t l e a s t 5 1 % o f t h e c o m p e t e n c i e s d e s c r i b e d b e l o w m u s t b e m e t f o r a c o u r s e t o b e a p p r o v e d i n t h e M i n n e s o t a T r a n s f e r C u r r i c u l u m . C o m p e t e n c i e s w h i c h a r e a p p r o v e d b y t h e L i b e r a l E d u c a t i o n C o m m i t t e e w i l l b e c i r c l e d f o r a d m i n i s t r a t i v e r e c o r d s .
1 . H o w w i l l t h i s c o u r s e p r e p a r e s t u d e n t s t o i l l u s t r a t e h i s t o r i c a l a n d c o n t e m p o r a r y a p p l i c a t i o n s o f m a t h e m a t i c s / l o g i c a l s y s t e m s ?
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3 . H o w w i l l t h i s c o u r s e p r e p a r e s t u d e n t s t o e x p l a i n w h a t c o n s t i t u t e s a v a l i d m a t h e m a t i c a l / l o g i c a l a r g u m e n t ( p r o o f ) ?
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