Course Objectives

The foundation of Real Analysis, the Real number system, is developed beginning with the Natural and Rational numbers. Students will be able to use the Principle of Mathematical Induction and the Completeness Axiom to write clear, well-thought-out proofs.

A rigorous study of sequences of real numbers is made. Students will be able to apply learned concepts and known theorems to write clear, well-thought-out proofs about convergence of sequences and series.

Finally, a rigorous study of continuous functions, uniform continuity and limits thereof is made. Students will be able to explore and discuss properties of continuous functions in clear, well-thought-out proofs.

Course Outline
We will cover most sections from Chapters 1 through 3. If time permits we will cover topics in Chapter 4.

Attendance
Attendance will not be taken. However since a lot of material will be covered each day, you will find it difficult to pass this course if you do not attend class.

Homework
Homework will be assigned periodically. Some problems will be collected and graded. These should be written up as neatly and as detailed as possible. Your homework average will make up 20% of your course grade. The remaining problems are for extra practice and are certainly fair game for tests. I suggest you take advantage of these assignments and do as many exercises as possible. I also encourage you to work together as much as possible on all homework assignments. Each person should hand in his/her own separate homework assignment and this should not be an exact copy of someone else's.

Tests
There will be three semester tests. Each test will be worth 20% of your final grade. Their tentative dates are:

Final Exam
The final exam will be comprehensive, covering the entire content of the course, and will make up 20% of your final grade. Under no circumstances will the final exam be given early.  Make travel plans accordingly.  The scheduled date, time and place of the final are:

 Wednesday December 12, 2007  at  2pm   in   Hobbs 312

Grading
Course grades will be assigned using a 10-point scale. That is,

Important Dates

9/3	End of add period
9/14	End of 3-week withdrawal period
9/21	Pass/fail deadline
10/13-16	Fall Break
11/6	End of 10-week withdrawal period
11/21-25	Thanksgiving Break
12/7	Last day of classes

Calculators
A graphing calculator is strongly recommended for this course. A TI-83 or TI-85 will be most useful.

Quality of work
In general, it is difficult to do Math neatly in pen since it is not possible to erase mistakes. I strongly suggest doing most of your work in pencil, or that you, at least, always have a pencil with you in class. Any work turned in to me (i.e. quizzes, tests, etc.) must be done neatly.

Special Needs
Lynchburg College is committed to providing all students equal access to learning opportunities.  The Support Services office, located in Academic & Career Services on the second floor of Hall Campus Center, is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations.  Students registered with Support Services, who have a letter requesting accommodations, are encouraged to contact the instructor as early as possible in the semester -- accommodations are not retroactive.  Students who have, or think they may have, a disability (e.g. attentional, learning, vision, hearing, physical, or psychiatric), are invited to contact the Support Services Coordinator for a confidential discussion.  Call 434-544-8687 or e-mail the Coordinator at Arnold.sm@lynchburg.edu.  Additional information is available at the Lynchburg College Disability Support Services website:  http://www.lynchburg.edu/disabilityservices.xml.

Teacher Licensure Objectives

1. Understanding of the core knowledge base of concepts and procedures within the discipline of mathematics, including the following strands: number systems and number theory; geometry and measurement; analytic geometry; statistics and probability; functions and algebra; calculus; and discrete mathematics;
2. Understanding of the sequential nature of mathematics and the mathematical structures inherent in the content strands;
3.  Understanding of the connections among mathematical concepts and procedures and their practical applications;
4. Understanding of and the ability to use the four processes -- becoming mathematical problem solvers, reasoning mathematically, and making mathematical connections -- at different levels of complexity; 
5. Understanding of the history of mathematics, including the contributions of different individuals and cultures toward the development of mathematics and the role of mathematics in culture and society; 
6. Understanding of major current curriculum studies and trends in mathematics; 
7. Understanding of the role of technology and the ability to use graphing utilities and computers in the teaching and learning of mathematics;