MGF1130/1131 Note for Advisors

What are MGF 1130/1131?

Both MGF1130 – Mathematical Thinking and MGF1131 – Mathematics in Context are projected-based courses, with a focus on engaging, real-world applications and less emphasis placed on traditional in-class assessments like tests and quizzes. In these courses, students will learn to think more effectively and increase their problem-solving skills through practical applications of mathematics in contextual situations from everyday life from academic areas such as the humanities, business, natural sciences, and social sciences.

In MGF1130, the topics include number sense, real-world geometry, logic, and mathematical modeling.

In MGF1131, the topics include personal finance, counting, probability, and an introduction to statistics.

Do these courses have pre-requisites?
No.  Also, no placement score is required

Do MGF1130 and MGF1131 need to be taken in any particular order?

No.

Do these courses satisfy the student’s Core General Education Requirement for mathematics for graduation for AS/AAS programs?

MGF 1130 – YES
MGF 1131 – NO

Who should take MGF1130/1131?

If a student is in an AS/AAS program that does not require College Algebra, then the student should take MGF1130.  Students in these degree programs must be directed not to take MGF1131 unless it is a program requirement.  Please note that due to a technical issue with setting up an equivalence between MGF1106/MGF1131 and MGF1107/MGF1130 in CID, some degree audits from before Fall 2024 (20251) will incorrectly list MGF1131 as a Core Gen Ed class.  Make sure you work with your students in AS/AAS programs, so they are aware of this issue.

If a student is in an AA program and may take any math class to satisfy their general education requirement where College Algebra is not required, then the student may take either MGF1130 or MGF1131.  If a student’s program requires STA2023, then the student must take MGF1131 since it is the prerequisite for STA2023.

Challenges of Fully Online

Students must demonstrate even greater motivation and accountability than they ordinarily would for a typical face-to-face or blended class. Do they understand they will be watching videos in this course to learn material? Do they understand there will be less interaction with their professor than with a face-to-face or blended class?

Students need a computer with webcam and microphone (for remote proctoring via Honorlock) and a reliable internet connection – do they have this? If not, are there resources of which they are not aware that they may take advantage of? 

Students must learn to work with the technology used in a fully online course. What particular challenges are they facing, and how can we direct them to resolve them (e.g., technology platform customer support, BC Helpdesk, etc.)? 

Challenges for Blended

Students must demonstrate an ability to be self-motivated and learn and work independently on their own. Since "in-class" time is approximately 50% less, students will need to account for the lost in-class seat time by completing additional assignments (“pre-class” quizzes/assignments) and learning on their own. 

Students may be assigned a pre-class quiz/assignment to complete prior to each class meeting. This material may not be taught during the in-class sessions and students will need to understand the content in the pre-class quizzes/assignments using the given assignments and materials.