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Top­ics in­clude an in-depth study of func­tions such as poly­no­mial func­tions, rad­i­cal func­tions, trigono­met­ric func­tions, ex­po­nen­tial and log­a­rith­mic func­tions; con­nec­tions to vec­tors and com­plex num­bers; solv­ing trigono­met­ric equa­tions, and iden­ti­ties in­volv­ing sum, dou­ble and half-an­gle for­mu­las; Bi­no­mial The­o­rem and pro­gres­sions.

Topics include an in-depth study of functions such as polynomial functions, radical functions, trigonometric functions, exponential and logarithmic functions; connections to vectors and complex numbers; solving trigonometric equations, and identities involving sum, double and half-angle formulas; Binomial Theorem and progressions.

Stu­dents ex­am­ine the ra­tio­nale and ped­a­gogy for the ef­fec­tive use of tech­nol­ogy in the mid­dle and high school math­e­mat­ics class­rooms. The tech­nolo­gies con­sid­ered may in­clude graph­ing cal­cu­la­tors, com­puter al­ge­bra sys­tems, spread­sheets, and dy­namic geom­e­try soft­ware.

Students examine the rationale and pedagogy for the effective use of technology in the middle and high school mathematics classrooms. The technologies considered may include graphing calculators, computer algebra systems, spreadsheets, and dynamic geometry software.

This course ex­am­ines the his­tor­i­cal, philo­soph­i­cal, and so­ci­o­log­i­cal foun­da­tions un­der­ly­ing the de­vel­op­ment of Amer­i­can ed­u­ca­tional in­sti­tu­tions. The role of the schools, the aims of ed­u­ca­tion, di­verse learn­ers, the math­e­mat­ics cur­ricu­lum in New York State, legal prin­ci­ples that af­fect ed­u­ca­tion, and the role of state, local, and fed­eral agen­cies will be em­pha­sized.

This course examines the historical, philosophical, and sociological foundations underlying the development of American educational institutions. The role of the schools, the aims of education, diverse learners, the mathematics curriculum in New York State, legal principles that affect education, and the role of state, local, and federal agencies will be emphasized.

This in­ter­dis­ci­pli­nary course ex­am­ines cur­rent en­vi­ron­men­tal is­sues from a macro­eco­nomic per­spec­tive, fo­cus­ing on both the long and short-term eco­nomic vi­a­bil­ity of var­i­ous pro­pos­als to ad­dress cur­rent en­vi­ron­men­tal chal­lenges. While the dis­ci­pline of Eco­nom­ics serves as a cen­tral focus, the course draws ex­ten­sively from the per­spec­tives of So­ci­ol­ogy, Psy­chol­ogy, Ar­chi­tec­tural Tech­nol­ogy, Hos­pi­tal­ity Man­age­ment, and En­gi­neer­ing/En­vi­ron­men­tal Con­trol Tech­nol­ogy, among oth­ers. Tra­di­tional goals of eco­nomic ef­fi­ciency will be ex­am­ined in the con­text of the need to ex­pand re­new­able en­ergy sources, green build­ing de­sign and con­struc­tion, sus­tain­able agri­cul­ture and trade, re­source al­lo­ca­tion and other ef­forts to com­bat cli­mate change on a global scale. It fo­cuses on both the long and short-term eco­nomic vi­a­bil­ity of var­i­ous pro­pos­als to ad­dress cur­rent en­vi­ron­men­tal chal­lenges draw­ing upon the in­her­ent in­ter­dis­ci­pli­nary con­nec­tion to these vital eco­nomic is­sues.

This interdisciplinary course examines current environmental issues from a macroeconomic perspective, focusing on both the long and short-term economic viability of various proposals to address current environmental challenges. While the discipline of Economics serves as a central focus, the course draws extensively from the perspectives of Sociology, Psychology, Architectural Technology, Hospitality Management, and Engineering/Environmental Control Technology, among others. Traditional goals of economic efficiency will be examined in the context of the need to expand renewable energy sources, green building design and construction, sustainable agriculture and trade, resource allocation and other efforts to combat climate change on a global scale. It focuses on both the long and short-term economic viability of various proposals to address current environmental challenges drawing upon the inherent interdisciplinary connection to these vital economic issues.

This course is de­signed to pre­pare stu­dents for an ad­vanced math­e­mat­ics cur­ricu­lum by pro­vid­ing a tran­si­tion from Cal­cu­lus to ab­stract math­e­mat­ics. The course fo­cuses on the processes of math­e­mat­i­cal rea­son­ing, ar­gu­ment, and dis­cov­ery. Top­ics in­clude propo­si­tional and first order logic, learn­ing proofs through puz­zles and games, ax­iomatic ap­proach to group the­ory, num­ber the­ory, and set the­ory, ab­stract prop­er­ties of re­la­tions and func­tions, el­e­men­tary graph the­ory, sets of dif­fer­ent car­di­nal­i­ties, and the con­struc­tion and prop­er­ties of real num­bers. Avatar and Header im­ages cre­ated using ze­frank’s Scrib­bler toy: http://​www.​zefrank.​com/​scribbler

This course is designed to prepare students for an advanced mathematics curriculum by providing a transition from Calculus to abstract mathematics. The course focuses on the processes of mathematical reasoning, argument, and discovery. Topics include propositional and first order logic, learning proofs through puzzles and games, axiomatic approach to group theory, number theory, and set theory, abstract properties of relations and functions, elementary graph theory, sets of different cardinalities, and the construction and properties of real numbers. Avatar and Header images created using zefrank’s Scribbler toy: http://www.zefrank.com/scribbler