Guidelines for Exercise Assignments

Out of class study, preparation, and work on assignments is a very important part of this course.  Although you should attempt all assigned exercises, written solutions are only required for exercises in parentheses. You are invited to place solutions for exercises identified by an asterisk (*) on the chalk board prior to the start of class for optional credit.

Each time you are asked to write up a solution for an assigned exercise, focus not only on solving the problem, but also on how you solve the problem. If you are able to solve the problem, show your reasoning process, clearly state your conclusion, and explain why you think your approach works. If you feel you cannot solve the problem, describe the process you used in attempting to find a solution.  Pretend that you are writing up your solution for another student who is confused by the problem and would like to know how you solved it.  In addition, when you are working designated problem solving exercises, write up your solutions employing Polya's four-step problem solving process.  Problem solving exercises are designated by the "PS" icon.

Guidelines for Optional Electronic Journal Entries

At least once each week you are invited to compose an e-mail message to your instructor consisting of a few lines reflecting on your experiences in this course. Although you will some times be asked to respond to a specific question or address a particular issue, you may also comment on any aspect of the course. For example, you might describe some "significant incident" that was particularly meaningful, surprising, or confusing to you. You might choose to indicate what you enjoyed the most, or liked the least.

Your instructor will try to reply promptly to your reflective comments or questions.  You should print out those replies along with your optional messages and keep them in your portfolio.  Be sure to print out those e-mail messages regularly as Groupwise will delete your saved messages every few weeks.

Guidelines for the Mathematics Portfolio

As you work through this course, develop a mathematics portfolio. Design your portfolio to accomplish two purposes:

1) to provide samples of your, and your groups', best work in problem solving and mathematical communication,
2) to indicate the range and quality of the mathematical skills, concepts, and appreciations you have acquired.

The contents of your portfolio should include the following - all listed in a table of contents:

1) at least six of the "best pieces" of your group work in this course including the solution, the work involved, and some brief introductory comments;
2) a print out of your optional electronic journal - including the instructor's responses;
3) all your completed assignments along with some brief introductory comments;
4) all of your non-graded, but worked-out, assigned exercises with some brief introductory comments;
5) a letter to the instructor.

The criteria below will guide the assessment of your portfolio.

Problem Solving. How well does the student (group) understand the problem? How does the student (group) solve the problem? Why does the student (group) solve the problem in a particular way? What observations, connections, and generalizations does the student (group) make about the problem?

Communication. What terminology, notation, and symbols does the student (group) use to communicate his or her (its) thinking? What representations (graphs, charts, tables, diagrams, pictures, manipulatives) does the student (group) use? How clear is the student's (group's) communication of his or her (its) thinking and problem solving?

Link to the scoring rubric for the mathematics portfolio.

Guidelines for Interpreting Grades on Written Work

5, Excellent. Your responses to the assigned exercises/problems are correct and complete and you have clearly and correctly communicated the processes and techniques used to solve the exercises/problems. The paper is neat, attractive, and well-organized and you have included appropriate diagrams, identified all variables introduced, and clearly stated, and verified, your conclusions. The paper was presented on time in a form reflective of college level work and was free of scratch work and ragged edges.

4, Good. Your responses are reasonably correct and complete and your explanations of the processes and techniques used are fairly clear. However, some aspect may not be as complete, correct, clear, neat, or well organized as possible. The paper was presented on time in a form reflective of college level work and was free of scratch work and ragged edges.

3, Satisfactory. Some of your responses may not be complete in some aspect, or have some errors, or lack clarity or supporting evidence. However, you do seem to understand most aspects of the assignment and posses most of the skills necessary to complete the assignment.  Perhaps your work is not as neat or well organized as it should be.

2, Needs Improvement. Your responses are incomplete, unclear, lacking in style, or some major errors exist.  Perhaps the paper was not presented on time or was not in a form reflective of college level work.

1, Unsatisfactory.  You have not completed the assignment in a manner consistent with the guidelines.  However, it looks like you have tried to do some of the assigned exercises.

0, Unsatisfactory.  Does not meet minimum acceptable standards for evaluation.  Paper not evaluated.

After reading the guidelines above, if you have concerns or questions regarding the way your papers are evaluated, please see some sample solutions that are posted on the course web site or see your instructor during his office hours.  (Do not try to have discussions regarding grading either just before or just after class in the classroom.  Have those discussions when proper consideration can be given to your concerns or questions.)