Math Department - Profiles

Contact

Contact by email:  scamner@pierce.ctc.edu

Homework

-   For all of my classes, students are most successful if they do some homework for the class every day, before the next class meeting.  The next day’s class will make sense when you’ve already practiced the previous topics.

-   The homework is not due the next day – there are several days to do the work even though it is best to do it soon.

-   In my courses in Statistics, Calculus, and Precalculus, the required homework is primarily or totally online, in WAMAP.  There may also be suggested problems from the book, but they are not generally required.

-   In my Math 60, 98, 171, 172, and 173 courses, the homework is primarily from the textbook.  Typically all of the homework for a chapter is saved and turned in at the end of the chapter.  In addition, for Math 60 and 98 there are some problems to do online in WAMAP.

Attendance

There is no grade for attendance.  Students must attend class regularly to succeed.  If a student is absent on the day of a quiz, usually no make-up is possible. 

Group Work & Projects

-   During class there is often informal work done in groups (not turned in). 

-   Occasionally there may be work done with a partner and turned in for a grade.

-   In some courses, there is a project to do outside of class in a group.  Definitely in Math& 146 and Math& 171 and 172.  Sometimes in other courses.  These types of projects are done over several weeks, while we proceed with regular course topics in class. 

Contact

Contact by email at pkaslik@pierce.ctc.edu

Homework

Math 98   Homework is due weekly.  It is mostly online homework using WAMAP, but some homework done on paper will also be required. 

Math 107   Homework is primarily done on paper (problems from the book).  It is due on the day of the exam for that chapter. 

Math 146   Homework is primarily done on paper (problems from the book).  It is due on the day of the exam for that chapter.

Late homework is not accepted since I view homework as the student’s effort at learning the material prior to taking the test.

Attendance

I do not take attendance every day, however when I have in-class activities, attendance is part of the grade for that activity.  It usually constitutes about 20-25% of the activity grade.

Group Work & Projects

How often do you do group work and projects in your courses or require students to work in groups?

Math 98 – Weekly

Math 107 – There is one major group project for the quarter

Math 146 – There is one major group project for the quarter

Teaching Philosophy / Approach

I’d call my approach the Google-map teaching approach.   If you’d ever used Google Maps to get directions for driving somewhere new, then you’ve probably seen the options for printing out only the directions or printing out the map and the directions.  My choice is to print out the maps and the directions because with the map I have the big picture.  If I get lost on the detail (e.g. I miss a turn), then by having the map, I have a sense of how to correct my mistake.  Without the map, I would be lost.

The same goes for learning.  Learning a bunch of skills in sequence without understanding how these skills fit into the big picture ultimately leaves a student confused about when to use specific skills.  I think it is the reason students forget math so quickly.  With the big mathematical picture,  a student has a better sense of their objective and can find the skill needed to achieve that objective.  Consequently, I try to regularly remind student about the big picture and how the skill being taught fits into it.

Beyond that approach, I assume students are interested in learning so they can improve the quality of their lives.  I won’t nag them about assignments so they can assume responsibility for themselves.  I also don’t give extra credit since I prefer the student put their effort into being successful the first time rather than as a way of making up for insufficient effort.

Other Comments

I can’t learn for you.  In 50 minutes a day, I can’t demonstrate every possible problem you may ever encounter.  For you to learn requires plenty of “struggle time”, multiple sources of information, time for reflection, a search for patterns, and plenty of practice.

Contact

Please contact me via email, dlippman@pierce.ctc.edu.  I respond to emails much faster than voicemail.

Homework

I typically assign homework daily.  In most classes I assign online homework using WAMAP.org, which is typically due 3 days after assigned.  The homework is graded, but students can retry new versions of problems they miss to earn full credit.  Occasionally I will assign extra problems from the book or as worksheets for topics that the online homework is not good for. 

Attendance

Students are responsible for announcements made and material taught during class, but I do not take roll or give a grade for attendance.  There are regular unannounced quizzes given, but the lowest few are dropped, so it is not a big deal if a student misses a day or two.

Group Work & Projects

I encourage students to work on classwork in groups regularly.  I typically only give one or two assignments each quarter than require students to work in groups outside of class.  In most cases, I am willing to allow students to work individually if they choose.

Teaching Philosophy / Approach

I believe that learning only comes through doing, so while my class does include lecture, whenever possible I try to give students a chance in-class to practice the material.  I provide time everyday for homework questions.  To address a variety of learning styles I try to explain concepts in multiple ways, including using graphical and numerical approaches in addition to algebraic ones.  I use technology when appropriate to simplify calculations or illuminate a concept.  As much as possible, I try to provide examples of how the material being learned is applicable either in general life, or in later classes the student might take.

In pre-college classes, I tend to focus on skill development.  In college-level classes, my focus tends to be on conceptual understanding, moving beyond calculation and manipulation skills.  The further a student progresses through our math sequence, the more essential it becomes that they be able to adapt their knowledge to new situations, and not simply replicate examples.

In addition to homework, I try to provide a number of graded quizzes prior to exams to give students an opportunity to practice in a testing environment before exams.  My exams are typically 70% demonstration of skills.  The remaining 30% is typically application of those skills to new situations.

Contact

Please contact me by e-mail whenever possible; tphelps@pierce.ctc.edu.  Contacting me by telephone is also fine; 253-964-6712.

Homework

I assign homework in all pre-college math classes and Math 156 (Finite Math) and Math 148 (Elements of Calculus) – this homework is due at the beginning of class on the day the class takes the exam.  Late homework is not accepted.  In Math 146, homework is assigned and some problems/practice tests are handed out in class, but are not turned in for credit.

Attendance

I do not have an attendance policy.

Group Work & Projects

The only course where I require a project is Math 146 (Statistics).  Students can work in groups or alone for the statistics project.  In all my other classes, I encourage students to work in groups, but do not require a project or group work.

Teaching Philosophy / Approach

At the beginning of every class session, I answer questions on material we have already covered.  After that, I cover new material, mostly on the white boards.  Students have some input regarding when the test will be once we know when we will finish a chapter/unit.

Other Comments

I use numerous handouts and formula sheets, depending on the class I am teaching.