CRN 26267

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Syllabus for Math 4303

The greatest danger for most of us is not
that our aim is too high and we miss it,
but that it is too low and we reach it.
(Michelangelo Buonarroti)

  • Time and Place. TR 16:30-17:50 in LART 209
  • Office Hours. T 15:00-16:20, R 14:00-15:00, or by appointment.
  • MfHST.jpg
    Textbook. Zalman Usiskin, Anthony L. Peressini, Elena Marchisotto, and Dick Stanley. Mathematics for High School Teachers - An Advanced Perspective. Prentice Hall. The textbook is required at all class meetings, and the parts covered in class are intended to be read in full.
  • Course Requirements.
    • Quizzes, etc.(15%): I will give regular, but unannounced quizzes in class. Quiz problems will be identical to prior homework assignments. There will also be some other assignments (worksheets, writing assignments). Your worst two grades will be dropped.
    • Exams (25% total): You will have two in-class exams on the following days: Thursday, March 8 and Tuesday, May 1.
    • Class Presentations (25%): Small groups of students will each design and conduct all classroom activities for a class session and will be responsible for the content covered in that session. Each group will also create homework assignments.
      • The groups will meet with me two weeks before their presentation for a trial run so that I will know that you are prepared. This is not optional. If you do not meet with me, you will lose half of your possible points.
    • Final Project (20%): There are mathematics problems that require more attention than just one day. Some of these problems are, for example, found at the end of the chapters in the textbook. Student groups will complete such a problem and present the results in class and in a written report at the end of the semester.
    • Class Participation (15%): Mathematics is not a spectator sport. During class I expect you to participate. This is an active class where students daily present solutions to their peers. The participation grade will be based both on the quality and frequency of your contributions.
  • Grades. Your grade will be based on the percentage of the total points that you earn during the semester. You need at least 90% of the points to earn an A, at least 80% for a B, at least 70% for a C, and at least 60 % for a D.
  • Teacher Certification. In order to student teach in Fall 2018, you must pass your TExES state teacher certification exams by May 31, 2018.
  • Make-up Exams. Make-up tests will only be given under extraordinary circumstances, and only if you notify the instructor prior to the exam date. There will be no make-up quizzes.
  • Time Requirement. I expect that you spend an absolute minimum of six hours a week outside of class on preparing your group activities, reading the textbook, preparing for the next class, reviewing your class notes, and completing homework assignments. Not surprisingly, it has been my experience that there is a strong correlation between class grade and study time.
  • Attendance. Due to the nature of the course you are strongly encouraged to attend class every day. I expect you to arrive for class on time and to remain seated until the class is dismissed. Students with five or more absences (excused or unexcused) will be dropped from the course with a grade of "F".
  • Drop Policy. The class schedule lists Thursday, March 29, as the last day to drop with an automatic "W". The College of Science will not approve any drop requests after that date.
  • Students with Disabilities. If you have a disability and need classroom accommodations, please contact The Center for Accommodations and Support Services (CASS) at 747-5148, or by email to, or visit their office located in UTEP Union East, Room 106. For additional information, please visit the CASS website at
  • Academic Integrity. All students must abide by UTEP's academic integrity policies, see for details. Please note that you may not leave the classroom during a test.

Final Presentations

Presentation Details and Assignments

Lesson Presentations

Presentation Details and Assignments | Rubric for Presentations


  • Open Problems: 2.1.2: 4 - new ideas?; 2.2.1: 4; 2.2.2: 7,13,15

  • For 4/24: Read 4.3.3. Problems 4.3.3: 1,2c,5,6,13h
  • For 4/19: Read 4.3.1-4.3.2. Problems 4.3.1: 2b,3,5; 4.3.2: 1ac,2
  • For 4/17: Read 4.2.3. Problems 4.2.3: 1abc,2,4,6a
  • For 4/10: Read 4.2.2. Problems 4.2.2: 3,5a-f,8a,9
  • For 4/5: Read 4.2.1. Problems 4.2.1: 1ab, 2, 3abcd
  • For 4/3: Read 4.1.1-4.1.2. Problems: 4.1.1: 3, 4abc,6; 4.1.2: 1,2,8
  • 2/20: Read 2.2.2. Problems 2.2.2: 4,6,7,12 (use \(a=1+i\sqrt{3}\) instead),13,15
  • 2/8: Read 2.2.1-2.2.2. Problems 2.2.1: 1bdef,2b,4
  • 1/30: Read 2.1.4. Problems 2.1.4: 1ac,5cd,8b
  • 1/25: Read 2.1.3-2.1.4. Problems 2.1.3: 4a-d,5,6,8
  • 1/18: Turn in 1.-4. of Worksheet 1 (group assignment); Read 2.1.1-2.1.3; Problems 2.1.1: 3ab,8,9a,12ab & 2.1.2: 1,4



Questions for Algebra Teachers (Ira Papick) | A. Manouchehri, D.A. Lapp, Unveiling Student Understanding: The Role of Questioning in Instruction, Mathematics Teacher Vol. 96 (2003) | Worksheet 3 | Isometries of the Complex Plane | The Complex Roots of a Quartic Polynomial | DigitRepresentation.nb | Common Core States Initiative | Why Do Americans Stink at Math?, by Elizabeth Green (NYT, July 23, 2014) | Worksheet 1 | Wu's Principles

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