COMAP's Mathematics: Modeling Our
World Course 3
In earlier reviews, I have said that the first two books in the
series, Course 1 and Course 2, are excellent [see note 1, below]. I now say
that Course 3 is a worthy complement to those two. It
solidifies and extends the mathematical skills developed in
Course 1 and Course 2; it continues the practice of
showing how different mathematical tools can be used in attacking
similar problems, and how the same set of mathematical tools can
be used in solving problems that don't seem to be similar at all;
and it demonstrates anew the COMAP writers' respect for their
high-school audience.
In this book, as in Course 1 and Course 2, COMAP's
writers offer an introductory statement that says, in part:
Indeed they are, and the messiness of real problems is evident
throughout Course 3. In all seven of this book's
instructional units, COMAP's writers integrate mathematical
skills into the broad faculty of reason, rather than insulting
their readers (and denigrating mathematics itself) with toy
problems set apart from real life.
Unit 1 carries the title "The Geometry of Art" -- and if you are
accustomed to conventional math books, this unit may set your
teeth on edge. Why does Course 3 begin by devoting more
than 100 pages to art projects?
The answer starts to emerge soon enough, as perspective and the
vanishing point are presented as familiar visual phenomena, then
as aspects of analytic geometry. Later in the unit, the writers
explore complexities such as foreshortening -- and in doing this,
they employ geometric proportionalities and develop trigonometric
analysis in terms of sines and cosines.
The unit includes exercises in drawing and sketching, but these
are not mere diversions, and they do not have anything in common
with the inane amusements that one might find in, say, a math
book produced by Glencoe/McGraw-Hill. The COMAP writers use
exercises in drawing and sketching to promote the student's
skills in making observations and expressing the mathematical
relationships between geometric objects. Moreover, the ability
to make sketches is a useful addition to any student's tool-set
for conveying ideas. Scientists, engineers, clothing-designers,
stage managers, reporters, glassblowers, landscape architects,
detectives and carpenters use sketches, just as graphic artists
do.
Unit 2, titled "Fairness and Apportionment," revolves around the
problem of achieving fairness while dividing fixed resources
among multiple claimants. How, for example, can an estate be
fairly divided among three heirs if the estate consists of a car,
a dog, a stereo system and some money? (Clearly, giving a third
of the dog to each heir is not a solution!) That the heirs will
have different preferences may seem to be a complicating factor,
but it actually is the key to a successful resolution. The
different preferences may even lead to a happy paradox in which
every heir believes that he has got the best deal.
The centerpiece of Unit 2 is an examination of the problem of
deciding how many seats in the federal House of Representatives
must be awarded to each state in the Union. This problem springs
directly from the Constitution's Article 1, Section 2, which
dictates that a new apportionment must be conducted every ten
years and must be based on population: "Representatives and
direct Taxes shall be apportioned among the several States which
may be included in Union, according to their respective Numbers,
. . . ."
That sounds simple enough, until we remember the political
fighting that erupts when, because of changes in the size and
geographical distribution of the national population, a state
stands to lose or gain a seat. In fact, the allocating of seats
according to the states' respective populations is not
straightforward at all, because there are several different ways
to do this. There are different algorithms that take account of
population, in one way or another, but yield different results --
and the debate over how to do the math during an apportionment
reaches back to the earliest days of our republic. As the
student reads on page 137 of Course 3, the first bill that
President George Washington vetoed was a bill that involved the
mathematics of apportionment.
Reading further, the student learns about, and performs some
calculations with, apportionment algorithms that were advanced by
Alexander Hamilton, by Thomas Jefferson, by Daniel Webster and by
John Quincy Adams. The student also learns out that no method of
apportionment is perfect, that every method is unfair to some
extent, and that there are mathematical techniques for computing
the unfairness of a specified method in a given situation. In
the final lesson of Unit 2, the student uses two of those
techniques for solving problems [note 2].
If you are familiar with ordinary math books, what I have just
written has probably made you brace yourself. If an ordinary
math book were to mention wolves at all, the wolves doubtless
would become characters in fuzzy-animal stories, emotional eco-fables,
or inspirational "balance of nature" myths. In COMAP's
book, this never happens. COMAP's writers not only avoid
emotional writing; they teach the student how words and phrases
that excite emotions can influence the responses that people give
during opinion polls. In fact, in an exercise on page 191, the
writers direct the student to "Make up a survey question or
series of questions that includes one or more emotionally-charged
[terms] designed to bias responses toward a particular
viewpoint." The purpose of this exercise is to help the student
to recognize and understand sources of bias, with the larger
goal of helping him to minimize bias in his own work.
As the unit continues, the student and his classmates write
questionnaires, respond to questionnaires, and analyze the
results. This leads to a discussion of sampling uncertainty and
to an exceptionally good introduction to the concept of the
statistical confidence interval.
The last lesson in Unit 3 is devoted to sampling in a different
context. The challenge now is to learn the size of a population
of wild animals by using the mark-and-recapture method [note 3]. The same
mathematical techniques that the student already has employed for
analyzing the results of surveys can be invoked for analyzing
mark-and-recapture data, so the COMAP writers present a series of
exercises in which the student estimates the sizes of various
populations, calculates confidence intervals, and considers
sources of bias. Here the sources of bias are not loaded words
or loaded questions; they are circumstances or accidents that may
introduce errors into mark-and-recapture studies or violate the
assumptions on which mark-and-recapture studies are based [note 4]. This lesson provides
a fine example of how COMAP's writers teach that the same set of
mathematical tools can be used in very different contexts and can
be applied to very different kinds of problems.
Lesson Two in this unit starts with an activity titled "The Cost
of Money," meaning both the interest that a business must pay to
borrow money and the interest that the business will lose if it
withdraws its own money from an interest-bearing account. After
this concept has been introduced, every balance sheet takes
account of the cost of money. I never saw material like this
when I was taking courses in high school. National data on
personal debt and personal bankruptcies suggest that lots of
other people did not see it either.
Unit 5, titled "Oscillation," deals with cyclic phenomena, such
as trajectories of bouncing balls, day-by-day measurements of the
number of hours of daylight, and month-by-month reports of
housing starts. The material in this unit is especially
effective in reminding the reader that -- as COMAP's writers
promised in their introductory statement -- real problems are
messy. Yes, housing starts and electricity bills and water bills
show seasonal variations, but the data reflect plenty of random
variation too. On page 484 a table that shows a community's
monthly consumption of water for four years reinforces the
messiness lesson by presenting one value that is conspicuously
anomalous and doesn't make sense. The COMAP writers don't
mention this outlying value in their text, but there it is --
and the student will have to deal with it in one way or another.
Of course, any discussion of cyclic behavior eventually turns to
sines and cosines, but the interpretation of sines and cosines in
Unit 5 is decidedly different from the geometric view of sines
and cosines that prevailed in Unit 1.
In the fourth lesson of this unit, the writers address sound as a
cyclic phenomenon, and the student utilizes a microphone and an
electronic digitizer to convert sounds into signals that can be
fed directly to a graphing calculator. This hands-on approach to
science and math leads naturally to discussions of superimposed
sines and damped sinusoids. Before the unit ends, the student
has plotted cyclic functions, has used sines to approximate
cyclic functions, and has computed the residual errors between
true functions and the sine-approximations of those functions.
The student then fits other sines to the residuals and repeats
the process.
Unit 6 nominally addresses "Feedback" but actually covers a lot
more. It focuses on situations in which multiple phenomena
interact, with a graphical notation for telling how each factor
enhances or suppresses the others. One example of a
multiple-phenomenon interaction is the spread of an infectious
disease: As the number of infected individuals increases, so does
the number of new cases of infection, up to some point -- but
then the occurrence of new infections tapers off, as fewer
individuals are left to be infected. The same model applies to
the propagation of a new joke (page 529) or to sales of a new
product whose commercial fortunes depend on word-of-mouth reports
by consumers.
Along the way, COMAP's writers introduce advanced topics in
unintimidating ways, as when they employ phase-plane diagrams to
show how multiple effects interact over time (page 548). This
yields a happy surprise -- a way to view the classic
predator-prey problem in which a population of rabbits grows or
shrinks according to the size of the local lynx population, while
the lynx population grows or crashes according to the
availability of rabbits to eat. Students normally encounter the
phase-plane analysis of a predator-prey system after a year or
two of calculus, but the basic concepts and analysis are fully
appropriate for students who have been using Course 3.
The writers proffer another foretaste of advanced analysis in
exercise 3d on page 537. They propose two models for explaining
a system's behavior, then invite the student to choose between
them. This carries the flavor of what statisticians call
Bayesian analysis. In traditional statistics, one assumes some
model and asks, "Given my model, how well do my data match it?"
In Bayesian analysis, that question is turned around and becomes
"Given my data, how well does this model explain them?" This
makes it possible to quantify and compare the explanatory power
of different theoretic models in the presence of real-world data.
The writers falter only once in Unit 6. On page 501, after
telling that a skydiver experiences increasing air resistance
with increasing downward speed, they say: "So, if air resistance
could be made large enough, then it could slow the skydiver, but
speed alone is not capable of causing that large an increase in
resistance." As a skydiver who has made more than 800 jumps, I
can tell you that this understates the magnitude and importance
of air resistance. Under some circumstances, air resistance can
in fact slow a skydiver down. Moreover, it normally abolishes
his downward acceleration. When a human is in free fall, the air
resistance that he experiences increases rapidly with speed, and
it normally becomes as great as his weight after ten to twelve
seconds. When those two forces are equal, the skydiver still has
a downward velocity, but his downward acceleration goes to zero.
Good textbook-writers choose subjects that will engage their
readers, so the first report deals with acquiring an expensive,
"loaded" car. The student has done a clear-eyed analysis of
whether he should buy the car with cash from his bank account,
take a loan to cover most of the purchase price, or lease the
car. After considering such factors as equity, the interest that
he would have to pay for a loan, and the interest that he would
sacrifice by withdrawing money from his bank account, he has
concluded that it will be advantageous to get the car by leasing
it.
The second and third of the model reports tell about projects
that dealt with historical issues: fairness in American
elections, and an 18th-century war in which a royal succession
was at stake.
The fourth report is, to me, the most interesting because it
deals with an undertaking that failed. It describes an effort to
automate the process of laying out the pages of a newspaper,
given rules about the placement of advertisements and the
permissible ways to break individual articles across pages. A
high-school-level treatment of this problem failed to generate
any acceptable algorithm. Still, there is as much valuable
content here as in the other model reports, and a lot more
intellectual bravery.
A common problem in teaching is that different classes run
through their curriculum at slightly different rates, so the
teacher may face a shortage of time or an excess of time as the
school year approaches its end. Unit 7 can easily be shortened
or extended to compensate for either situation, so it can act as
a buffer. Having been a teacher, I appreciate this feature of
Unit 7 immensely.
Course 3, like the other COMAP books, encourages
intelligent criticism and self-criticism. The writers ask the
student to evaluate his own work, to check his work against that
of other students, to question the assumptions behind analyses,
to consider the effects of broken assumptions, and to use
sensitivity analysis for finding out how a calculated result
would change if the inputs were a bit different. And, very
importantly, they ask the student to revisit some of his early
work after he has gained more knowledge. This isn't a "Gotcha!"
stunt. The COMAP writers are showing students that it is
healthy habit of mind to develop new answers that take account of
new information. Compare this with the feel-goodism and inane
self-esteemery that we see in other math textbooks.
No textbook can be perfect, and I have noticed three flaws in
Course 3. One of these is the poor handling of the topic
of air resistance, in Unit 6. Here are the two others:
These few faults, however, do very little damage to such a fine
book.
I recommend Course 3 and the entire COMAP's
Mathematics: Modeling Our World series to high-school
students and to their teachers.
Notes
Tom VanCourt teaches software engineering and design at Boston
University's Metropolitan College while he pursues a doctorate in
computer systems engineering. His interest in precollege mathematics
textbooks originated when he served as a reader in a charitable
organization that creates audiotapes of schoolbooks, for use by blind
or dyslexic students.
Reviewing a mathematics textbook
1999. 602 pages. ISBN of the student's edition: 0-538-68224-8.
Developed and copyrighted by
COMAP (Consortium for Mathematics and Its Applications), of
Lexington, Massachusetts.
Sold by W.H. Freeman and Company, 41 Madison Avenue, New York
City, New York 10010.
I Recommend This Fine Book and COMAP's Entire Series
Tom VanCourt
I shall examine here the third book, Course 3, in the
series COMAP's Mathematics: Modeling Our World. This
series is meant to provide a high-school mathematics curriculum
that replaces elementary algebra, plane geometry and intermediate
algebra.
We have attempted in this text to demonstrate
mathematical concepts in the context of how they actually are
used day to day. The word "modeling" is the key. Real problems
do not come at the end of chapters in a math book. Real problems
don't look like math problems. Real problems ask questions such
as: How do we create computer animations? Where should we locate
a fire station? How do we effectively control an animal
population? Real problems are messy.
Wolves! -- but No Eco-Fables
Going into Business
Realistic Expectations
Putting Mathematics to Work