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Dean: The mathematics department at our university has said [#permalink]

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07 Mar 2013, 00:56

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Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

Re: Tough CR: Teaching Statistics for the Social Sciences [#permalink]

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07 Mar 2013, 02:16

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

OA will follow.

Hi PraPon, I'll go with B : purports to refute a view by showing that one possible reason for that view is insufficient the view is : The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. Refute this view : But this course has no more mathematics in it than high school algebra does ; i.e ourse approaching its subject from a historical perspective must be taught by a history professor. Possible reason: a course has mathematics in it insufficient : unjustified _________________

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"If you don't change your life, your life will change you"

Re: Tough CR: Teaching Statistics for the Social Sciences [#permalink]

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07 Mar 2013, 08:11

Rock750 wrote:

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

OA will follow.

Hi PraPon, I'll go with B : purports to refute a view by showing that one possible reason for that view is insufficient the view is : The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. Refute this view : But this course has no more mathematics in it than high school algebra does ; i.e ourse approaching its subject from a historical perspective must be taught by a history professor. Possible reason: a course has mathematics in it insufficient : unjustified

Yes (B) is the answer. Nice work. _________________

Re: Tough CR: Teaching Statistics for the Social Sciences [#permalink]

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07 Mar 2013, 10:28

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

Added OA.

I am finding it difficult for me.can someone explain it in details plz................

Re: Tough CR: Teaching Statistics for the Social Sciences [#permalink]

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07 Mar 2013, 11:47

mun23 wrote:

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

Added OA.

I am finding it difficult for me.can someone explain it in details plz................

Hi mun23,

Here is what i did : * Identify the logical structure of the argument :

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences[Fact or view]. But[connecting word using to refute the precedent view] this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it[one possible reason for the view] does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor[refute again]. Such demands by the mathematics department are therefore unjustified.[concludes using therefore that the reason is insufficent]

*Choose the answer choice that fit perfectly with the structure of the original argument : (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well Clearly out of scope, the argument never mentionned anything about HOW the expertise enables or not one to teach well or bad

(B) purports to refute a view by showing that one possible reason for that view is insufficient Correct, it follows the structure of the argument

(C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history Again, this is out of scope , the argument never mentionned anything about students and their knowledge [always remember that you should stay with the perimeter of the argument]

(D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively this is not what the author was trying to do, i.e his purpose wasn't to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively , he was just implying that the course Statistics for the Social Sciences contains such a basic mathematics in it and does'nt require to be teached by a mathematic expert and so this option is WRONG (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses Again, this is out of scope, policies / respect ?!

Hope that is clear enough !!! _________________

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"If you don't change your life, your life will change you"

Re: Dean: The mathematics department at our university has said [#permalink]

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08 Mar 2013, 21:16

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

Added OA.

Logical Structure - Maths dept - It should have the responsibility of teaching stats. Dean - it has only school algebra. If a course contains maths then allocate it to maths dept = a course containing history in it allocate to history

Pre - thinking - if a course contains maths, asking a math prof to teach is no more better than course containing historical perspective to be taught by history prof. And assumption - stats has historical perspective

Lets look at the options (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well - This passage is not about expertise. He never mentioned who is expert. Also expertise enabling one to teach well is a clear case of scope shift. (B) purports to refute a view by showing that one possible reason for that view is insufficient - from our prethinking it is right (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history - No where in the passage it talks about most students. And it says it has high school algebra but that doesn`t mean students are knowledgeable and about history as well. (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively - the authors intention is not prove math prof are not capable. His intention is to prove other departments have equally likely chances to teach the same and math dept don`t have an edge. (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses - He is not bench-marking math courses. - Out of context.

Re: Dean: The mathematics department at our university has said [#permalink]

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10 Mar 2013, 23:33

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This post received KUDOS

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

Added OA.

Since we are asked to attack the Dean's argument , let us take his premise.

Dean's Premise: The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor

Dean's Conclusion: The demands of the mathematics department are unjustified

This is for all practical purposes equivalent to a weaken question. So the right choice should provide an alternate explanation or should reduce the force of the premise. Thus, this is done if

(i) The choice provides an alternate reason why the demands of the mathematics department are indeed justified or

(ii) The choice provides a valid reason why a course with mathematics content even though elementary should be taught by a mathematics professor.

In (i) the right choice will refute the conclusion reached by the dean by providing alternate explanations and in (ii) the right choice will refute/weaken the premise of the dean.

Choice B is correct because it says that the dean's argument only purports to refute the view and does not really refute the view since it shows that only one of the reasons of the view is insufficient. It doesn't fully refute because the argument is not airtight i.e., the conclusion does not necessarily follow from the premise. Thus in effect it says there may be other reasons which may support the view or in other words it says what our (i) above says. _________________

Re: Dean: The mathematics department at our university has said [#permalink]

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24 Nov 2014, 21:14

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