Welcome to the MCM project. The mainstreaming project began over five years ago in the belief that students, like yourselves, who had completed three years of college preparatory math in high school, and who had placed into our initial introductory courses, should, possibly with some help (i.e., Math 103), be able to earn a at least a C- in Math 104. Moreover, we had hoped that the help provided while taking Math 104 would have a lasting positive impact on your performance in subsequent Math courses. Our experience shows that MCM is doing just that.

Although MCM is working, we do not yet fully understand the dynamics of why or how. Nonetheless, we can make some educated guesses as to what is happening. Starting from the top, it appears that many new college students use short-term memory to learn enough math to get by through the next test. Unfortunately, short-term memory is somewhat limited, so each time information is entered, something (possibly useful and valuable) must be trashed in order to make room. In other words, you may understand the mathematics that you are learning, but lose this understanding in time (possibly before the next math course). Second on the list is that many new college students seem to think that the most important thing about math homework is to get the right answer, and that anything that produces the right answer is OK. Homework is, in fact, a self-test on how well you have understood a section of math and are able to apply your cumulative math experience/understanding to solve problems dealing with that section. Think of where medical science would be today if doctors had all of their medical knowledge stored in short term memory and could only treat patients whose illness was currently active in short term memory.

In order to ensure that MCM is serving you well, your exam scores in Math 104 will be released to the MCM program director (for advising purposes only) in accordance with section 7.a. Consent for Release [of educational records] of the Family Educational Rights and Privacy Act of 1974 (quoted below):

"The requirement for written consent [for release of educational records] does not apply to the following:

a. Requests from faculty and staff of the Ohio state University who have a legitimate educational interest on a need to know basis . . ."

To assist both you and your group in making the most productive and efficient use of your time, the following suggestions are recommended:

1. Focus your attention on how to solve a problem rather than just checking the answer or trying to complete the worksheet quickly.
2. In discussing a problem with others, take the time to explain the process...what you are doing to solve the problem, and why...don't just compare answers.
3. Ask questions when:
   1. You do not understand what was told to you.
   2. Someone describes a step that does not seem to make sense.
   3. There is disagreement within your group.
4. Try very hard to make sense of what you are doing rather than just memorizing long sequences of steps.

For the first, x + 4 = 9 implies (x + 4) -4 = 9 - 4, or x = 5.

The second equation is solved using the very same strategy and requires the same amount of time and work:
x + 4 = 519 implies (x + 4) -4 = 519 - 4, or x = 515

How hard would it now be to solve the equation x + 4 = a, where a is a real number? Not at all.
x + 4 = a implies (x + 4) -4 = a - 4, or x = a - 4.

We can even immediately solve a more general problem:
x + b = a implies (x + b) - b = a - b or x = a - b. (What math fact(s) was(were) used here?)

One of the main advantages of working in a small group is the ability to pool information and ideas. While no single member of the group may know how to solve a problem, it is possible that the group, working together, will be able to find a solution. In this way everyone has an opportunity to benefit and to learn. Of course such cooperative behavior is not appropriate on tests unless there are specific directions allowing it. While working on problems within your group, it is expected that you will talk to each other, but not so loudly that you will disturb the other groups, ask questions of the teaching staff who will be present, refer to your Math 104 text, or possibly ask for help from another group. Usually when asked a question, the instructional staff will try to give you advice and direction to "empower" you to solve the problem by yourself. This may be frustrating at first, but getting actively involved in your learning is one of the best ways to develop understanding and to succeed in math. If you ask another student, a tutor or your Math 104 lecturer for help with a problem, and he or she just writes out a solution for you, then make sure that you also understand (as opposed to memorize) how the solution was obtained. You can accomplish this by asking questions like "How did you know how to start the problem?", "What is the strategy that you used?" etc. Afterwards, sit down by yourself and try to redo the problem by yourself without using any additional sources of help (text, notes people). At the very least, try to use this type of help to assist you to identify, clarify or even apply math facts that you were unsure of, or didn't fully appreciate. Try to use this help to enable you to identify and to recognize math hints within problems that can help to organize and structure your work toward a solution.

You may not always have enough time to complete each worksheet. In Math 103, it is more important that you work productively and learn, than it is to complete the worksheet. Worksheets that are not completed in class, should be completed outside of class the same day. If your group is agreeable, you can arrange to meet at a convenient time, exchange telephone numbers etc. in order to accomplish this.

If you experience any difficulty with material in Math 103/104 . . . problems, concepts, techniques etc., you are expected to take the initiative and to get help immediately. If you don't, you run the risk that the difficulty will rapidly escalate and undermine your ability to make satisfactory progress. Your Math 103 TA (respectively SCA) will have fixed office hours weekly. You do not need to make an appointment to get help during standing office hours. . . . just stop by. If you are unable to come during these established hours, he/she will attempt to set up an appointment with you. If your Math 103 TA or SCA is unavailable, feel free to try to see one of the other Math 103 TA's, SCA's or the course coordinator. A list of these office hours will be distributed next week.

You may also obtain help in Math 104 from either your Math 104 lecturer or TA. Starting Monday, if neither is available, you may get help from the Math Stat Learning Center in CH 137 (292-3952). Help during evenings will also available on Mondays and Wednesdays from 6:30 PM to 8:30 PM in MA 010, and on Tuesdays and Thursdays in EA 265 from 7:30 PM - 9:30 PM.

Your grade in Math 103 will be based on attendance, class participation, homework, quizzes, teacher conferences, and the final exam.

We hope that this quarter will be very productive for you, and that Math 103 will enable you to succeed in Math 104 and in Math courses beyond 104. It is very important that you take advantage of this learning opportunity that MCM provides, since students who fail Math 104 are required to take Math 050 as their next Math course.

Good luck! Harry Allen, MCM coordinator.