Assignment 3-Proposed Course for Development

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Strayer University *

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Mathematics

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Feb 20, 2024

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docx

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Running Head: Proposed Course for Development Assignment 3: Proposed Course for Development Student Dr. Manuel B. Johnican Sr. EDU 522 Theory and Practice of E-Learn May 13, 2023
Proposed Course for Development 2 Description of Course and Goals College Algebra is the course I will be discussing. For many students, algebra is the first math course that heavily emphasizes abstract thought, which is a challenging new skill. The emphasis in algebra is on using symbols to express mathematical relationships rather than arithmetic operations. Having a firm grasp of algebra is essential for success in later mathematics courses like geometry and calculus (2). Many academic programs require college algebra as a prerequisite. Algebra 2 in high school is the same as college algebra. Algebra 2 was typically finished by the end of the junior year of high school. The relationship between numbers and unknowns, as well as logical constructs, behavior, and functions, are all explored in college algebra. The goals for this course includes (1): Use algebraic techniques to solve a variety of issues involving systems of equations and inequalities, sequences, exponential, logarithmic, polynomial, and rational functions. Work through several logical steps to solve equations correctly, and whenever you can, double-check your answers. Plot the linear, power, root, reciprocal, absolute value, polynomial, rational, exponential, and logarithmic functions using the fundamental transformations. Target Learner, Needs, and Challenges Junior, senior, or college students who have not shown evidence of HB5's definition of college readiness are the target learners for this course. Students who either did not take Algebra II or who received a final grade in Algebra II of less than 75 are advised to take this course (3). Since not all students entering higher education, have the same academic background and life experiences, it becomes a challenge and the responsibility of their colleges and universities, as
Proposed Course for Development 3 well as individual instructors, to create learning experiences that minimize or mitigate these differences (4). The conceptual understanding and quantitative reasoning of the students present another difficulty. Simply teaching students how to address the types of issues that were discussed in class was never sufficient for them in these courses. Too much online education stays at this level. How this will be done in an online setting needs serious consideration (4). Additionally, it can be challenging to safely administer online exams with multiple-choice or short-answer questions. Due to this, alternative assessment methods that explore students' conceptualizations and understandings need more consideration. We can consider federal and state funding to include tutoring programs for areas of improvement for each course to cater to the specific needs of the target learners. This initiative should promote college algebra readiness for those who have not yet enrolled in the course and offer "high-quality support" to target students who are taking college algebra (5). Providing teachers with curriculum materials that are standards-aligned and training them to understand which content is crucial for future learning are two ways that education leaders can help teachers with these needs. Six Learning Outcomes Learning outcomes are the quantifiable skills, abilities, knowledge, or values that students should be able to demonstrate after completing a course. They are student-centered as opposed to teacher-centered because they place more emphasis on what the students will do than what the teacher will teach. The following learning objectives are supported by the course's content, assignments, and assessments for college algebra (6): Here is a complete list of the course learning objectives (7):
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