For people who want to learn or teach mathematics on the basis of reason …
This is where the
for Schremmer's MATH 161 will be posted.
You will have to check here regularly .
Materials for MATH 161 are to be found on that page
The latest announcement will always be at the top, in red.
April 13, 2017.
This morning, the class decided to move Review Test III from Tuesday April 25 to this coming Tuesday April 18. The 161 Calendar has been modified accordingly.
April 12, 2017.
I have upgraded the (almost complete) book and the pictures in Appendix 3 are now in technicolor.
April 10, 2017.
The dates for the MakeUps are now confirmed and the 161 Calendar has been updated accordingly.
March 27, 2017.
I keep upgrading the (almost complete) book. There are no conceptual changes and I am just making it more readable in various ways. So, I am not going to announce each upgrade and so, if and whenever you want to understand something, you may want to check what the latest, unanounced, upgrade is saying on the matter.
March 23, 2017.
I have upgraded the (almost complete) book to include the "fast procedure" that we did today for getting any single term in the local input-output rule. It starts at the bottom of page 228. Let me know how it goes.
March 20, 2017.
I have upgraded the (almost complete) book:
March 17, 2017.
There are now a lot more interchapter references
The three chapters on the Local Analysis of Polynomial Functions, namely Chapter 9. Affine Function - Local Analysis, Chapter 11. Quadratic Functions - Local Analysis, and Chapter 13. Cubic Functions - Local Analysis have been severely streamlined and the three chapters are now very, very similar. (Affine functions, though, are still lagging a bit behind.) This should help supporting my claim that Local Analysis is always the same.
As always, I count on you to tell me all that is wrong with the upgrade. Every time I look at it, I see something else but now I don't think that there is anything evil. I will continue to clean up the typos and improve the references.
As you study Chapter 13. Cubic Functions - Local Analysis, you may want to look up its animation, particularly the "accordion" at the bottom of the page. Keep in mind, though, that you need to give your computer enough time for the mathematics to be processed. On my machine, it can take up to a minute but then my machine is OLD.
March 3, 2017.
I did get a bit frustrated this past Thursday and I apologize. But here is why:
In order to make up the time due to the snow emergency closing of the College on Mar. 14, faculty are asked to make up classes as follows:
Classes in the spring 2017 15A term that were canceled on Thursday, Mar. 14, will make up the instructional time on Tuesday, April 25, which is one of the designated Emergency Closing make-up days, at their regular class times and in their regular classrooms.
The 161 Calendar has been modified accordingly.
Just in case, let me repeat here what I just wrote to one of you:
Understanding Algebraic Functions cannot be reduced to being able to answer 65 multiple choice questions.
The only reason for the 65 multiple-choice questions is that I have to give grades to the school and that this is the most objective way to do so.
However, because I want to stress understanding, the questions are intended to defeat rote answers and thus how to answer them is not always easy to memorize if only because of the many ways most questions can be phrased. In other words, before you can try to "remember how to" answer a question, you have to realize what the question is about.
On the other hand, once you understand the way things interrelate, you will have no problem seeing through the phrasing because you will understand the point of the question and you will have zero problem answering the question.
As for the Homework, it is both an "occasion" for thinking about algebraic functions and a "reality check" on this thinking. What the Homework certainly is not is a rote practice.
As long as you insist on looking on each problem in the Homework separately, as a thing in itself, things are not going to work. But, for example, Homework problem 10-12 is just a simple extension of Homework problem 10-9 which is itself a simple extension of Homework problem 10-8.
On the other hand, each one of the problems in Homework 10 was dealt with in the text. For instance, Problem 10-8 was dealt with in subsection 3 of section 10.6 Equation Problem. How to do Problem 10-9 was dealt with in the text in 10.7 Inequation Problems and the very detailed Example 6.
What I was talking about and giving examples of is the relationships among the algebraic functions that we are going to investigate, more precisely what's going to remain the same in the way we are going to go about them (roughly, local analysis) and what is going to depend very much on the particular kind of algebraic function under investigation (global analysis). In other words, a warning that things to come are very much going to be related to what we were doing just at this point
I thought, and still think, that putting things in perspective is critical for their understanding .
February 26, 2017.
I have just updated the (almost complete) book. The interchapter references are thus working and, as we go along, you will need the appendices. Whenever in doubt, please check the date all the way at the bottom of the title page (Third page).
February 24, 2017.
I have just uploaded My solutions for EXAM I (Spring 2017). Please let me know if and when you find mistakes. In fact, I found a few which I corrected as of Saturday 11:20 am.
February 12, 2017.
January 22, 2017.
In order to make up the time due to the snow emergency closing of the College on Feb. 9, faculty are asked to make up classes as follows:
Classes in the spring 2017 15A term that were canceled on Thursday, Feb. 9, will make up the instructional time on Thursday, April 27, which is one of the designated Emergency Closing make-up days, at their regular class times and in their regular classrooms.
The 161 Calendar has been modified accordingly.
As a few of you noticed, HOMEWORK 1 was in a bit of disarray and so in fact was HOMEWORK 2. That is a leftover from my reallocating topics between Chapter 1 and Chapter 2. I just uploaded a cleaned-up version of HOMEWORK 2. The rest of the HOMEWORKS should be OK but I will look at them before you get to them. You will know I have when they have been renamed HOMEWORK---as opposed to REALITY CHECK which is what they really are but it's too much of a mouthfull. (But it was suggested by students.)
The functions in Example 2.28 to Example 2.31 on page 34 of CHAPTER 2 were all the same. It's now fixed.
January 16, 2017.
This is my first announcement for Spring 2017.
My email address is:
. Please do NOT use my CCP email address or CANVAS which uses the CCP email system which makes it practically impossible to insert mathematics in an email.
ALL the materials you will need are to be found on this site at Materials for MATH 161. The TEXT and the HOMEWORK are in the top half of that page and ADDITIONAL MATERIALS are in the bottom half of that page.
Please be aware that I do NOT lecture. This has several consequences discussed in
the 161 User Manual which you should study IMMEDIATELY, before anything else. In particular, you should be aware of the 161 Calendar for when to study a CHAPTER and submit the HOMEWORK, as well as for the dates of the REVIEW TESTS, the EXAMS and the MAKEUPS.
BEFORE EACH CLASS according to the 161 Calendar, you will need to:
DOWNLOAD from Materials for MATH 161 and PRINT in one of the computer rooms the corresponding CHAPTER,
DOWNLOAD from Materials for MATH 161 and PRINT in one of the computer rooms the corresponding HOMEWORK,
(Some of the computers in the computer rooms do not print mathematical symbols correctly because their software is not up to date. In that case, ITS would like you to give me the number of the computer so that I can forward it to ITS which will then be able to update the software.)
Read the CHAPTER pencil in hand and check your understanding by doing the HOMEWORK
We will then be able to discuss in class YOUR understanding of the CHAPTER and make sure everything is OK.
Last but certainly not least, it should be noted that my reason for NOT lecturing is that I want my students also to learn that "the truth or falsehood of mathematical statements does not originate in textbooks, or in teachers saying so, but because the real world makes them necessarily so". In other words, I want my students to stand on their own feet and do their own thinking on what is presented in the text. And, for that, I will be both a foil and a resource. Also, see Twilight of the Lecture abridged by Schremmer and the original version. And you may also want to look me up at What previous students have said of Schremmer.