Course Information
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Course Syllabus
GENERAL INFORMATION
Course Description:
In this course, we will collaboratively explore the fundamental ideas of calculus, including limits, derivatives, antideri
integrals, through the use of dynamic geometry software. While the course will cover a variety of calculus content, it
course. This course is designed to enrich students’ understanding of calculus ideas, to collaboratively explore these
colleagues, and to engage in professional conversations about the implications of these developing experiences and
the learning and teaching of calculus.
Each module of the course will involve a short overview, a set of problems (including relevant GSP sketches and tec
and a set of discussion questions. The primary mode of instruction will be collaborative problem solving, including de
thoughts/responses to particular technology-enhanced mathematical tasks, discussing them with colleagues, and re
based on your conversations and collaboration. The course will emphasize active participation in the learning and te
will not involve significant amounts of passive learning through lectures or demonstrations.
Course Objectives:
Throughout participation in this course, students will demonstrate growth and competency in each of the following:
Extending understandings of the fundamental ideas of calculus, including limits, derivatives, antiderivatives, a
Understanding the benefits dynamic representations and explorations in learning fundamental mathematical
Gain experience learning and teaching calculus ideas with an emphasis on visualizing change and accumula
Exploring the vast resources available for teaching calculus with a image-oriented and dynamic focus
Developing dynamic image and concept-oriented understanding
Required Texts and Materials:
There are no texts for you to purchase for this course. All readings are available for electronic download from this sit
resources provided in Sketchpad Lesson Link, or through the Drexel Library (http://library.drexel.edu).
COURSE SPECIFICS
Typical Unit:
Module Task List: The first item in each module is a "Task List"
that summarizes the key activities and due dates for the week.
An Introduction: A short, introductory lecture – audio, video, or textual (depending on the needs of the modu
introduce the key ideas for the coming module.
Activities: During each module you will work on one or more Sketchpad activities. Work on the activities is s
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more Blogs (indicated in the Blackboard page by the orange symbol
). Posts to the Blogs initially are priva
poster and the instructor) and become public for others to view and comment on after 3-4 days.
Discussing the Activity: In some modules, you will participate in an online discussion focused on an article
Discussion prompts will be provided, and you are encouraged to both respond to the prompts and add your o
thoughts on issues that arose as you took part in these activities.
Revision: The culmination of each module will be revising your initial work on the activities based on comme
and the class discussions. Specific foci for your revisions and grading rubrics will be provided.
Deadlines: There are usually two deadlines per week – Tuesday at midnight ET and Saturday at midnight ET
selected so that folks who have more time on weekends can do both parts, as can those who only have time
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GRADING
Course Information
Discussion prompts will be provided, and you are encouraged to both respond to the prompts and add your o
thoughts on issues that arose as you took http://drexel.blackboard.com/webapps/blackboard/content/listC...
part in these activities.
Revision: The culmination of each module will be revising your initial work on the activities based on comme
and the class discussions. Specific foci for your revisions and grading rubrics will be provided.
Deadlines: There are usually two deadlines per week – Tuesday at midnight ET and Saturday at midnight ET
selected so that folks who have more time on weekends can do both parts, as can those who only have time
GRADING
Weekly Participation: Discussions and Blogs
The primary way we will interact throughout this course is in discussion boards and blogs. Each week, you will recei
participation” grade that is based on your active participation in each assigned activity and discussion. Each week’s
and/or blog will be graded out of 10 points (that is, 10 points for the discussions and 10 points for the activities). Poin
approximately evenly in the two areas:
1. Completion and Timeliness: Your discussion board and blog posts will be graded based on completing the ap
posts, comments and replies by the specified deadlines.
2. Quality: Your discussion board postings will also be graded based on the quality of the submission. Quality d
the posting is “correct” – posts from various points of view are encouraged. What quality means is that the po
is well written (with correct grammar and spelling)
clearly addresses the issues being addressed,
goes beyond “feelings.”
Your post should meet all three of these criteria.
As an example, a high quality post will start by taking a stance (“I think …” or “I believe …” or “In my experien
sure about …”) and then justify or explain your stance. Other examples of quality include describing and com
alternative viewpoints, integrating factors and perspectives, and recognizing inconsistencies and attempting t
for the inconsistencies.
Revision and Synthesis Activities/Discussions
Each module will conclude with a revision or synthesis period in which you will either:
revisit the activities from the module, improve upon them, and reflect on what you've learned, or
complete a new activity that pulls together the ideas from the first activities.
These will take place on a discussion board. Each will be worth 10 points. They will be equally graded on mathema
and reflection, where reflection includes both reflection on your personal learning and improvement and reflection on
the investigation and learning.
Activity Reviews and Final
In lieu of a midterm, there will be two "activity reviews" that takes place during Modules 4 and 7. The final will be a fi
be assigned in Module 7. The first draft is due by December 4, and the final version will be due by noon on Decemb
assignment sheet will specify the expectations and grading policy for the project.
Calculating your Grade
Assignment
Percent of Grade
Blogs and Discussions
30
Revisions
30
Activity Reviews
20
Final Project
20
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Grading Scale
Course Information
Blogs and Discussions
30
Revisions
30
Activity Reviews
20
Final Project
20
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Grading Scale
A+ > 97
B+ 87-89
C+ 77-79
D+ 67-69
A 93-96
B 83-86
C 73-76
D 63-66
A- 90-92
B- 80-82
C- 70-72
D- 60-62
F <60
Disability Accommodations
It is the University's policy to provide a learning environment that provides all students with the opportunity to realize
To this end, the goal of the Office of Disability Services ("ODS") is to assist students with disabilities in becoming sel
independent, and successful members of the University's community and to provide students with disabilities with eq
access to University courses, programs, facilities, services, and activities.
Students seeking reasonable accommodations for their disabilities must first register with ODS. The staff of ODS wi
students to review medical documentation, assess their individual needs, and link them with the services necessary
opportunity to participate fully in college life. The Office of Disability Services website can be found at http://www.dre
Religious Observances
The University is committed to promoting an environment that supports cultural and spiritual diversity. It is essential
their instructors at the beginning of the term for religious observance accommodation requests.
For more information, please review the Office of the Provost Statement on Religious Observances (http://www.drex
/policies/religious_observances.asp)
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