Math 105 isn’t your typical math class. This course doesn’t focus on rote memorization or rote practice, and it isn’t a course where students are told what to know and expected to learn it on their own. This is because we want students to really understand math and apply it to their personal and career interests. That’s why the course focuses on conceptual understanding, real-world applications, and collaborative learning. This is also why it is taught in small sections (our course sections are capped at 24), each with its own instructor. We do a lot of active learning and group work in class, because math education research convincingly demonstrates that all students learn best in that setting.
Expectations and History
We set high standards in our introductory math courses because we know our students are capable of truly mastering the mathematics in our courses. We know there will be times when different students struggle with the material and make mistakes: this is part of learning! Some students come into Math 105 expecting to be “bad” at math, but we believe everyone here can succeed, and almost all students who work hard do succeed.
We’ve been improving the introductory math sequence since the 1990s, when “Calculus Reform” changed how we taught Math 105, 115, and 116. Michigan Math is nationally recognized for its success and use of active learning, and, more recently, adoption of mastery learning and assessments that move beyond timed, high-stakes exams. We hope that this results in students (re)discovering math and its beauty, and learning what they need for their program of study and career goals!
