A main focus of the course is one method of developing and studying mathematical models. We will see repeatedly how patterns in data can be approximated using difference equations. We will also see that the difference equations often lead to functions, which are easier to use than the difference equations. By becoming familiar with the properties of functions, we will be able to learn a great deal about the patterns we started with. What is more, it is often possible to use a simple model for one aspect of a problem as a foundation for a more complicated model. This more complicated model might give a more accurate approximation to the same aspects included in the original model, or it might provide approximations for additional aspects, or both. The progression from data, to difference equations, to functions, to more complicated models is widely used in very many genuine applications of mathematics.

CONTEXT.
There is a second major difference between this course and most
general education math courses. In developing this course, I made a
concerted effort to introduce each mathematical operation and procedure
in some applied context. In many math books, the subject is presented
in complete isolation from any application. First you are told that a
polynomial is such and such a thing. Then you are told that it can be
written in such and such a way, that it can
be factored, and how to solve equations containing polynomials. You are
not
given much chance to find out why anyone wants to use polynomials, and
how
factoring and solving equations are useful. My goal is to start with
the
context, so that there will be no need to ask, *What is this stuff
good
for, anyway?*

TEXT.
In order to provide the context, I have written a
book that we will
use as a text. The book grew out of materials I developed for students
in this course in earlier semesters, and has been published by the
Mathematical Association of America. The textbook and the course
emphasize reading and writing. It is of paramount importance that you **read
each chapter carefully.** It will not work to start on the exercises
and look for examples. The first batch
of exercises are reading comprehension questions. Reading the chapter
is
the best preparation for this kind of exercise.

TECHNOLOGY.
In addition to the text, you are expected to learn about models by
experimentation. Technology will help with this. I will be
distributing several excel spreadsheets that are designed for
experimenting with difference equations. We will also use
calculators. The point of using these tools is to focus on the
ideas behind calculations
rather than on doing the calculations by hand.

LEARNING
OBJECTIVES. Students in this course should

- Develop a general understanding of how mathematical models are developed and used
- Learn specific methods for one modeling methodology, using difference equations
- Experience the progression from simpler to more complex models
- Observe how traditional mathematical operations and functions arise out of the models we study
- Learn the organizational strategy of grouping functions into
families defined in terms of parameters

- Learn the core concepts of chaos as a significant limitation of the discrete mathematical modeling methodology.