Revitalizing The General Education Mathematics Logic Course

by R. Glass and M. Spiegelman

 

This presentation explores a modern-day implementation of Boolean logic that provides a mathematical foundation for research techniques across the curriculum. The traditional logic course was supplemented with research questions in online database searches taken directly from the humanities and social science courses. Constructing Boolean search strings, the students were able to experimentally determine identities such as DeMorgans Law, while at the same time hone the research skills required throughout their education. Using social networking and Web 2.0 tools, a blog was constructed for students to post their findings and discuss the various differences between databases, their syntax and content. As a sample assignment, students examined the empirical results of a database query and determined if sets of articles were equal due to equivalence laws or because a sub-expression generated a null set for the particular example. This real-world example re-enforced the equivalence of the logic operators and the set theory covered in the typical course.

 

This innovative approach tied together three critical aspects of the students' education; the critical thinking of the mathematical logic, the research skills required in other courses, and the efficient use of online library databases. Students were able to create symbolic logic expressions from the verbal problems and then generate succinct searches in the language syntax of the database which in turn, improved their research queries and resulting citations. Additional assignments included expository research papers on historical mathematicians that allowed the students to apply the logic and research techniques and increase awareness and appreciation of mathematics for the non-major. Ultimately, they became more logical thinkers and better information seekers.

 

 

A major benefit of this methodology will be clearly documented as the presenters exhibit positive student responses in the form of their assignments and subsequent comments. Student comprehension, creativity and demeanor are evident in the blog postings. Another benefit is the use of the blog as an assessment tool that is easily reported and could provide the platform for an electronic student portfolio.

 

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50 word summary

 

 

In a logic course, research topics were used to re-enforce course content and foster critical thinking. Students reformulated research questions into symbolic logic form, connected Boolean operators with set theory and located references from online databases. A course blog provided the forum for collaboration and comment among faculty and students.

 

 

 

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How can the information in your presentation help or be used by mathematics faculty? (Do not exceed 100 words.)

 

This teaching approach has real world applications and answers the student question, “when will I never need this?”, so often heard in general education / core courses.  The assignments provide a foundation for research techniques students will use in more advanced levels and are easily adapted to courses contained within a mathematics degree. The application also provides an avenue for collaboration.  Learning communities may be developed among math faculty and faculty in composition classes or other courses with research components.  Additionally, the information on implementing blogs is useful for coursework, departmental activities and committee work.

 

 

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In a logic course, research topics were used to re-enforce course content and foster critical thinking. Students reformulated research questions into symbolic logic form, connected Boolean operators with set theory and located references from online databases. A course blog provided the forum for collaboration and comment among faculty and students.

 

Brief description of presentation style: AMATYC encourages presentations that model a variety of instructional strategies (e.g. group learning, discovery methods, active learning), interactive uses of technology, or other methods that actively involve the audience.

 

 

The presentation will employ interactive technology and an active learning modality.  Participants willl create search strings from the research questions supplied by the authors.  The search strings will then be entered into an online database and the findings will be discussed from the students' perspective.

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Conference Tracks

 

 

Assessment of Student Learning

 

Faculty will use the results from the ongoing assessment of student learning of mathematics to improve curricula, materials, and teaching methods.

• Classroom Assessment
• Course Assessment

 

 

Curriculum and Program Development

Mathematics departments will develop, implement, evaluate, assess, and revise courses, course sequences, and programs to help students to attain a higher level of quantitative literacy and achieve their academic and career goals.

• Other Courses Meeting General Education Mathematics Requirements

 

Instruction

Mathematics faculty will use a variety of instructional strategies that reflect the results of research to enhance student learning.

 

• Technology in the Classroom
• Group/Inquiry-Based Learning

 

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