SMC Core Curriculum Course Proposal Form
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Name of Proposer: Chris Jones
Email address: cjones@stmarys-ca.edu
Department/Program of Proposer: Mathematics
Name of Department/Program housing the course: Mathematics
Course: Math 13, Calculus with Elementary Functions I
Semester(s) in which course will be offered:
Fall and Spring
How often is this course taught? Every semester
Course Prerequisites (if any): Placement into Math 13
Unit Value of Course: 1 credit
Audience for the course: Freshmen prospective Science Majors
Learning Goal: Mathematical Understanding
Math 13 is the first semester of a two-semester course that covers all of Math 27 Calculus I.
The audience is primarily laboratory science majors who lack sufficient pre-calculus skills,
and this material is integrated into the courses. Specifically, the content of Math 13 is the
Differential Calculus and an introduction to the Integral Calculus of one variable algebraic
functions. (Algebraic functions include polynomials, fractions of polynomials, and functions
involving fractional exponents.)
Learning Outcome 1:
Math 13 studies the abstract concepts of limits, derivatives, and integrals. Students will
learn the meaning and interpretation of these concepts as well as numerous situations in
which these concepts can be applied to solve mathematical problems. In this way the course
leads students to “apply abstract and logical reasoning to identify patterns and solve
mathematical problems”. Achievement of this outcome will be measured through the
student’s homeworks and exams. Homework problems will require the students to apply
the concepts of limits, derivatives, and integrals to various types of functions and
applications. The students will be expected to understand these concepts rigorously and to
apply these concepts to a variety of mathematical problems. In order to achieve this,
homework assignments must be frequent (at least weekly). They may be given as online
homework problems or written homework problems. Students will also apply logical
reasoning to solve mathematical problems in their exam questions.
Learning Outcome 2:
Mathematical symbols, language, and formulas will be used throughout to communicate the
concepts of limits, derivatives, and integrals to the students. The instructors will model this
during their presentations. Students, in turn, will be required to accurately communicate
their understanding of these concepts using the appropriate mathematical symbols,
language, and formulas. Achievement of this outcome will be measured through written
homework and exams or through verbal presentations and exams. By written homework
and exams, we mean written work that includes not only the “final answer” to a
mathematical problem, but also a mathematical description of the steps taken to find the
answer. These written and/or verbal presentations of mathematical ideas must be done
frequently enough or in depth enough to guide the student’s improvement of such
communication.
NB: The Chair, Chris Jones, agrees the department will participate in appropriate
assessment exercises.