The primary goal is to help you develop the quantitative reasoning skills that ... “
Statistical Reasoning for Everyday Life”, 3th Ed., J.O. Bennett, W.L. Briggs & M.F..
University of Macau Undergraduate General Education Theme Mathematics / Quantitative Reasoning Coordinating Unit:
Department of Mathematics, Faculty of Science and Technology
Supporting Unit(s):
Nil
Course Code:
MATH112 (All Classes)
Course Title:
Mathematics and Statistics for Everyday Life
Compulsory/Elective:
Compulsory
Course Prerequisites:
Nil
Prerequisite Knowledge:
Nil
Duration:
One semester
Class/Laboratory Schedule:
Three hours of lecture per week.
Laboratory/Software Usage:
Nil
Course Description:
Course Objectives:
Year of Study:
1 or 2
Credit Units:
3
The goal of this course is to increase students’ mathematical literacy and statistics literacy. The primary goal is to help you develop the quantitative reasoning skills that you will need to succeed in other college courses, in your career, and in your life as a citizen in an increasingly complex world. Focus on common-sense applications and daily occurrences of mathematics and statistics. This course provides interactive and cooperative learning environment for enhancing students’ abilities to understand, model and solve problems involving Mathematics and Statistics. It also enhances students’ abilities to perform project work using Primary and Secondary sources of information. Upon completion of this course, students are expected to: 1. understand , model and solve simple problems in Mathematics and Statistics
Learning Outcomes
2. participate in discussion on issues related to applications of Mathematics and Statistics in everyday life
(LOs):
3. perform presentation and write report on project findings/case studies 1.
“Statistical Reasoning for Everyday Life”, 3th Ed., J.O. Bennett, W.L. Briggs & M.F. Triola, Pearson Addison Wesley. *
2.
“Applied Mathematics for Business, Economics, and the Social Sciences”, 4th Ed., F.S. Budnick, McGraw Hill.
Texts & References: (* recommended textbook(s))
3. “Calculus for Business, Economics, and the Social and Life Sciences”, Brief Edition, L. Hoffmann & G. Bradley, McGraw Hill.
Student Assessment:
Learning Outcome Assessment:
1. Attendance/In Class Participation/Individual Assignments: 20% 2. Group Presentation/Project or Case Studies: 30% 3. Tests: 50%
Assignments, In Class Participation, Presentation, Project/Case Studies, Tests.
1
Lecture
Service learning
Guest speakers
Internship
Case study
Field study
Pedagogical
Role playing
Company visits
Methods:
Student presentation
e-learning
Project
Independent study
Simulation game
Others:
Exercises and problems
Course Web: (if any)
2
Others (please specify)
Tests (50%)
Oral examination
Written examination
Company visits
Field Study
Internship
Service learning
Exercises & problems
Simulation Game
Group project/paper
Group Presentation/ Project or Case Studies (30%)
Individual project/paper
Student Presentation
Role Playing
For each Major Assessment Method below, please indicate the specific pedagogical methods involved (by putting a in the relevant box(es) on the right-hand side).
Case Study
Attendance/ In Class Participation/ Individual Assignment/ (20%)
Major Assessment Methods:
Topics 1 week
Course Content: (topic outline)
Course Instructor(s):
Topic 1 Numbers in the Real World
LO no. 1, 2
2 weeks Topic 2: Managing Money
1, 2
1.5 Topic 3: Form Data to Information weeks 2 weeks Group Presentation
1, 2
1 week Topic 4: A Normal World
1, 2
1 week Topic 5: From Samples to Populations
1, 2
2 weeks Topic 6: Decision‐making with uncertainty
1, 2
2 weeks Topic 7: Introduction to Calculus
1, 2
1.5 weeks
Group Project/Case Study
3
3
Ms. Li CHEN, Mr. Michael, lung yam WAN and Ms. Peggy, ping ZHAO
3
