I convey to students that not only is math fun but that everything in life involves math in one form or another. I emphasize that math is a process of getting from point A to point B. I stress that understanding the process and being able to duplicate the process is more critical than just getting the correct answer. I ask students to subject the solution to common sense to make sure that the proposed solution is reasonable. Simply because the calculator gave a result of 150 percent does not...
I convey to students that not only is math fun but that everything in life involves math in one form or another. I emphasize that math is a process of getting from point A to point B. I stress that understanding the process and being able to duplicate the process is more critical than just getting the correct answer. I ask students to subject the solution to common sense to make sure that the proposed solution is reasonable. Simply because the calculator gave a result of 150 percent does not translate into the solution being 150 percent. Just as there at least two different routes one can follow to get from city A to city B, there is more than one method to solve a math problem.
I Have taught various math classes from developmental math, beginning and advanced algebra and univariate statistics, at several community colleges. I have also taught Applied Calculus at a four year university. I use my experiences gained from over thirty years experience as a manufacturing engineer to demonstrate the application of mathematics to situations in the real world. These situations occur in manufacturing or healthcare.
I earned both a BS(1968) and MS (1969) in Industrial Management from the Georgia Institute of Technology and a PhD (2005) in Industrial Engineering from North Carolina Agricultural and Technical University. I studied Decision Science at the Doctoral Level for a year after a tour of Duty in Viet Nam before returning to work as a manufacturing engineer.