Mathematical Problems

(RaMMP)

Oklahoma State University, Stillwater, OK

Your success in Trigonometry this semester is our primary concern!

Among the academic deficiencies regularly observed by instructors of entry
level mathematics courses are the problems that students have with (1) dealing
with mathematical problems presented in prose style, i.e., reading mathematical
statements for meaning, (2) modeling mathematical applications geometrically
and algebraically, and (3) communicating their results in writing. The application
of Trigonometry to the biological sciences is particularly fertile ground
for addressing these deficiencies because of the nature of this course of
study; it enables us to describe periodic phenomena through readily available
mathematical models.

The purpose of the RaMMP materials is to contribute directly to improving
your critical thinking skills by developing units to train you in techniques
of reading applied mathematical problems in prose form, developing mathematical
models, and drawing conclusions. The problems involve applications to the
biological sciences in the Trigonometry (MATH 1613) course curriculum. The
primary development activities include independent web-based interactive
units using Maple TA for reading and modeling four selected applications
from the biological sciences that are included in the trigonometry curriculum.
The applications are: (1) blood pressure, (2) biorhythms, (3) body temperature,
and (4) predator-prey analysis.

The components of the RaMMP materials are:

You can access these RaMMP materials on line by scrolling down to the link you want.Part I - How to Read Mathematics for Meaning -- Making Sense of Mathematical Prose

Part II - Modeling Applications from the Biological Sciences

1. Blood Pressure

2. Biorhythms

3. Body Temperature

4. Preditor-Prey Analysis

Part III - Appendices

Appendix 1: How to Study Math - Improving Your Critical Thinking Skills

Appendix 2: How to Use the TI-83 Plus Graphing Calculator

Good Luck!

Douglas B. Aichele

Alan V. Noell

Part I - How to Read Mathematics for Meaning - Making Sense of Mathematical Prose

Part II - Modeling Applications from the Biological Sciences

Part III - Appendices

Appendix 1: How to Study Math (SM-numbered pages)

- Transition from High School to College Mathematics (SM-1)
- Trying (SM-2)
- Asking Questions (SM-3)
- Two-hour Study Guideline (SM-3)

- Study Tips (SM-4)
- How to Read your Mathematics Textbook Properly (SM-4)
- The Proper Use of the College Algebra Learning Aids (SM-6)

- The Language of Mathematics (SM-7)
- Techniques with Names, Laws, Properties, and Theorems with Names (SM-8)
- Should I Bother with Studying Proofs? (SM-10)
- Solutions in the Text and in Class (SM-11)
- Mistakes which Frequently Occur in College Algebra (SM-11)
- Your Instructor (SM-20)

- How to Prepare for an Exam (SM-21)
- How To Prepare For A Comprehensive Final Exam (SM-23)
- How to Take an Exam (SM-24)

Appendix 2: How to Use the TI-83Plus Graphing Calculator (GC-numbered pages)

- Introduction to Your TI-83 Graphing Calculator (GC-1)
- Entering Functions for Graphing (GC-2)
- Using the "Set-Up" Program: FACSU (GC-4)
- Running a Program Stored in the Calculator (GC-5)
- Transferring Programs Using "Memory Backup" (GC-6)
- Passing Programs Between Calculators (GC-7)
- Displaying Results in Fractional Form (GC-8)
- Graphing a Single Inequality (GC-10)
- Graphing Two Inequalities (GC-11)
- Finding the Distance Between Two Points (GC-12)
- Finding the Midpoint Between Two Points (GC-13)
- Solving Quadratic Equations (GC-14)
- Graphing Parabolas in Standard Form (GC-15)
- Graphing Circles in Standard Form (GC-16)
- Graphing Conic Sections in General Form (no xy-term) (GC-17)
- Graphing Ellipses in Standard Form (GC-19)
- Graphing Hyperbolas in Standard Form (GC-20)
- Graphing "Piecewise" Defined Functions (GC-21)
- Entering Statistical Data (GC-22)
- Clearing Data from a List (GC-24)
- Viewing Scatter Plots of L1 (X-Values) vs L2 (Y-Values) (GC-25)
- Exploring Seven Regression Models (GC-26)

This page is maintained by Doug Aichele (aichele@math.okstate.edu).