Course Outline for Mathematics 44W
Mathematics for Democracy Workshop

Effective: Spring 2020
SLO Rev: 03/03/2021

Catalog Description:

MTH 44W - Mathematics for Democracy Workshop

0.50 - 1.00 Units

Laboratory, study group, collaborative workshop or computer laboratory time for Mathematics for Democracy
Corequisite: MTH 44 This is a workshop used to enhance the understanding of MTH 44.
CB03: TOP Code 1702.00 - Mathematics Skills
Course Grading: Pass/No Pass
Type Units Inside of Class Hours Outside of Class Hours Total Student Learning Hours
Laboratory 0.50 - 1.00 36.00 - 54.00 0.00 36.00 - 54.00
Total 0.50 - 1.00 36.00 - 54.00 0.00 - 0.00 36.00 - 54.00

Measurable Objectives:

Upon completion of this course, the student should be able to:
  1. Read and write the mathematics used in Mathematics in Democracy;
  2. use technology currently used in Mathematics in Democracy;
  3. solve problems on their own and with peers without having to rely on an instructor.

Course Content:

  1. Applications of principles and concepts
  2. Study Skills
    1. Developing Acedemic Perseverance
    2. How Learning Math is Different
    3. Resources On and Off Campus
    4. Time Management
    5. How to Be an Effective Listener and Take Notes
    6. How to Approach Homework
    7. How to Study for an Exam
    8. Overcoming Math and Test Anxiety

Methods of Instruction:

  1. Problem Solving
  2. Class and group discussions
  3. Review

Assignments and Methods of Evaluating Student Progress:

1. Typical Assignments
  1. What is the benefit of the Borda count method over the plurality method?
  2. Exercises from the textbook such as the following: Suppose state A has a population of 935,000 and five representatives, whereas state B has a population of 2,343,000 and 11 representatives. Determine which state is poorly represented, and calculate the absolute unfairness for this assignment of representatives. Determine the relative unfairness for this apportionment.
  3. Exercises from the textbook such as the following: The heights of 5-year old girls in the U.S. are normally distributed with a mean of 42.56 inches and a standard deviation of 1.573 inches. 68.27% of 5-year old girls have heights between ______ inches and ______ inches.
  4. Using the given map of a district, determine the scores under the Harris, Polsby-Popper, Reock, Convex Hull, and sum of perimeters methods. Which score indicates that the district might have been gerrymandered? (A map was provided.)
  5. Using the given map with 60% of the precincts for party A and 40% of the precincts for party B, create a gerrymandered redistricting so that party B earns a majority of the representatives. Can you construct a gerrymandered redistricting which will award party A 100% of the representatives? (A map was provided.)
2. Methods of Evaluating Student Progress
  1. Class Work
  2. Attendance
3. Student Learning Outcomes
Upon the completion of this course, the student should be able to:
  1. Increase confidence in understanding mathematical concepts, communicating ideas and thinking analytically.

Textbooks (Typical):

  1. Miller/Heeren/Hornsby/Hereen (2016). Mathematical Ideas (13th). Pearson.
  2. Duchin, M (2020). Political Geometry (1st). Birkhauser.

Abbreviated Class Schedule Description:

Laboratory, study group, collaborative workshop or computer laboratory time for Mathematics for Democracy
Corequisite: MTH 44 This is a workshop used to enhance the understanding of MTH 44.

Discipline:
Mathematics*