For the most part, the portfolio is designed for someone who will teach the course. The main difference in this section is that the Text for the course (written by myself and David Meel, although at present left unfinished) and the Assignments from this course should probably be looked at before the main part of the portfolio. In particular, you should read the table of contents of the text to get some idea of what the course of study looks like mathematically. The main thrust of the course is to answer the question: Why do we have all these numbers? and to play forth the idea that mathematics is in many ways about expanding the concept of form and number. Thus, function theory comes forward as we start treating functions in much the way we treat numbers. Some of the literature refers to this as “objectifying” the idea of function. In this way, however, one can look at a long span of mathematics, although for the most part, I will stick to the idea of number as a real number (or complex number) throughout the class.
After having looked at the text and assignments, I suggest that the reader then look at the course overview before looking at the outcomes and then the main portfolio page. Specific artifacts to check in the portfolio would be 1, 3, 5, 7, 8, 9, and 10, as these should give the reader an idea of what sorts of things I am looking for in the students and the class.