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We have reviewed the websites listed below and recommend them, but they are not part of our site. The Baldwinsville Public Library is not liable for any issues you may encounter while navigating these websites. This list is not all inclusive. Any site that requires registration before a user can access materials, or which require an account with a proprietary vendor are not included in this list. A School Algebra by E.E. White (multiple formats): This is one of the best auxiliary textbooks available for Algebra topics. White's descriptions of how to handle certain types of problems is second to none. Be aware that these books cover many tasks now done with a calculator - such as manually determining square roots and computing logarithms using a table, so you will end up skipping through parts of these older books. University Algebra by Webster Wells (multiple formats): An excellent vintage Algebra textbook from Webster Wells. Wells' greatest strength was in offering huge arrays of exercises for students to work through, and accurate answer keys at the back of the book so students can check their work. Newtonian Mechanics by A.P. French (multiple formats): Newtonian mechanics is the first step in studying physics. (Verified listing with copyright office at MIT - this book is available on a "share-alike" basis and is free to download for reference use by individuals.)
This course begins a three-quarter sequence covering linear algebra and differential equations, two very practical branches of mathematics used extensively throughout the sciences, engineering, computation, economics, and many other fields. Math 307 begins the study of ordinary differential equations. Students will likely have seen them before during their introductory calculus course; we will treat them in far more detail and learn many new tricks to solve them. The focus is on practical problem-solving rather than theory; students need only a background in basic calculus, but should be ready to do a lot of integration. Student learning goals General method of instruction Recommended preparation Math 124, 125, 126 Class assignments and grading Homework weekly. Two midterms and a final Min Wu Date: 04/02/2013 Office of the Registrar For problems and questions about this web page contact icd@u.washington.edu, otherwise contact the instructor or department directly. Modified:November 27, 2013
You are probably very used to using a calculator and other kinds of technology in your high school math classes. You may find the use of calculators in University of Iowa math classes is limited. It is expected that freshmen entering the UI are proficient in arithmetic with integers and fractions without the use of calculators. Calculators are used to confirm algebraic solutions to equations, reasonability of limits of functions and slopes of tangent lines in calculus but you should be able to solve equations like 36x3 = -4/3 easily without a calculator You will probably find that graphing calculators are less used in UI classes than in your high school classes. It is departmental policy that the use of technology in a class is left up to the instructor of each course. This may range from not allowing even a scientific calculator to requiring a certain graphing calculator or that you learn to do assignments on Maple or Mathematica. Most instructors do not allow graphing calculators or calculators doing symbolic algebra on quizzes or exams. You need to develop a good number sense and the kind of familiarity with numbers that comes from use of paper and pencil techniques for acquiring skills in arithmetic.
handyCalc is a powerful calculator with automatic suggestion and solving which makes it easier to learn and use.With almost all the features you can imagine on a calculator, waiting for you to explore.* currency convert, unit convert, graph, solve equations
0072422297 Equations: A Modeling Approach Ledder's innovative, student-centered approach reflects recent research on successful learning by emphasizing connections between new and familiar concepts and by engaging students in a dialogue with the material. Though streamlined, the text is also flexible enough to support a variety of teaching goals, in part through optional topics that give instructors considerable freedom in customizing their courses. Linear algebra is presented in self-contained sections to accommodate both courses that have a linear algebra prerequisite and those that do not. Throughout the text, a wide variety of examples from the physical, life and social sciences, among other areas, are employed to enhance student learning. In-depth Model Problems drawn from everyday experience highlight the key concepts or methods in each section. Other innovative features of the text include Instant Exercises that allow students to quickly test new skills and Case Studies that further explore the powerful problem-solving capability of differential equations. Readers will learn not only how to solve differential equations, but also how to apply their knowledge to areas in mathematics and beyond
TEACHINGpoint authors are master teachers with a degree in their content specialty. They are veteran instructors with classroom-tested labs and activities, and exceptional skills in developing dynamic daily lesson plans that work with a wide range of student learning styles and academic skills. Additionally, these materials are designed to work well with any textbook you choose (if necessary) for the course as the lesson plans refer to topics to read vs. specific page numbers. The course materials are aligned to standards and reviewed by an Academic Review Board composed of content specialists and veteran teachers to ensure both accuracy, "teachability," and to support the implementation of best practice in classroom instruction. MEET OUR AUTHORS - In Alphabetical Order by Last Name Cathleen Alexander, author of Pre-Algebra, has taught Mathematics at the elementary, middle school and high school levels in both public and private schools for over 14 years. In the California public schools, she has taught Pre-Algebra, Algebra and Geometry. In addition, she has taught Algebra in the Pre-College Program at Sonoma State University, and was an elementary and middle school principal. Ms. Alexander a U. California Davis Ph.D in Math candidate, also has a background developing Science curriculum, most recently "Inventions Plus" for Upward Bound Math and Science students. She has also contributed Mathematics and Science curriculum to academic journals. For 8 years, she has been an annual speaker at state and national education conferences, presenting numerous workshops such as "Geography Long Jump! And A Math Activity That Sneaks in Negative Numbers" and "Chess and the Mathematics Classroom." Ms. Alexander says: "My philosophy of education is to teach students in a way that they will understand and remember. My method combines direct teaching, observation, student discovery and practice. I also weave in brain research, multiple intelligence theory and inquiry-based techniques. I am passionate about my teaching, and try to impart the importance and relevance of the subject to students' real lives. I incorporate advanced concepts into simple exercises and authentic activities." Ruth Antmann is the author of the Elementary Music Series for Grades K-5 (links for levels K, 1, 2, 3, 4, 5). She graduated from Florida State University with her Bachelor's degree in Music Education in 2001, and her Master's degree in Music Education in 2004. She began her teaching career at Holy Comforter Episcopal School in Tallahassee, Florida, teaching elementary and middle school instrumental music. During her five years there, the middle school band consistently earned Superior ratings and performed at Magic Music Days at Walt Disney World. In 2007 she moved with her family to the Orlando area, where she began teaching elementary general music in the Orange County Public Schools. She has supervised the production of numerous musicals and concerts. Ruth Antmann has presented lesson plan ideas at workshops for the Orange County Elementary Music Educators and at curriculum fairs for the Florida Music Educators Conference in Tampa, Florida George Burson, author of Advanced United States History and IB History of the Americas, is a long-time teacher and Woodrow Wilson Fellow who has authored a dozen articles on history and history education. He served five years on the Advisory Board of the Magazine of History. He has an M.A. in history and completed two years of post-graduate work at Vanderbilt University. As a National Endowment for the Humanities Teacher-Scholar, he spent the 1992-1993 school year at the University of North Carolina, Chapel Hill conducting historical research. In 2001 he was awarded the Aspen, Colorado School District Distinguished Teacher Award. George Cassutto, author of Civics, is an award-winning author who developed curriculum for the PBS Series "The Democracy Project," consulted on the PBS "Thomas Jefferson" documentary and has developed curriculum for the Discovery Channel and U.S. News & World Report. Veronique Cheniaux, author of IB FrenchB is a native French speaker from Visé, Belgium, and a long time language educator at the college and high school level. With a European degree to teach French as a foreign language and a BA in French and Francophone studies, she has also collaborated in the publication of a video tape program to teach French to young children. Her experience encompasses a teaching assignment with the US army intelligence in Germany, adjunct professorships in several US colleges, free –lance translation and editing work and curriculum LOTE development. She is currently teaching at the Canandaigua Academy in the NY state. Dave Conarroe, author of Confronting Drug Use, has been teaching at Aspen High School since 1976. During that time he was the athletic director 1989 to 1998; the girls basketball coach 1976 to 1991 and 2004-2006; the boys basketball coach 1992 to 1998; the head track coach 1978 to 1986; an assistant football coach 1977-1985; co-founder of Aspen's youth football team in 1998 as a member of Three Rivers Youth Football; a member of Colorado High School Activities Association Board of Control 1995-1998; Fulbright teacher of A-Level Business Studies at Victoria College Belfast, Northern Ireland 2001-2002; AHS teacher of the following courses: IB/AP Economics, IB Business and Management, Marketing, Intro to Finance, Business Law, Accounting, Sports and Entertainment Marketing, MS Office, Journalism, Psychology, Physical Education, Web page development, Career Planning, and Drug Education. His graduate assistantship at Northern Arizona University was in the University Advisement Center. Zora Dougherty deGrandpre, author of AP Chemistry and co-author of AP Biology, has been a high school science teacher of biology, chemistry and physics. She holds a B.S. degree in Medicinal Chemistry from SUNY and an MS from the Department of Natural Science, Roswell Park Cancer Institute, where her thesis was entitled "The Development of an ELISA for Anti-lymphocyte Antibodies in Plasmapheresis Donors and Recipients." Her doctoral thesis at Roswell is entitled "Anti-idiotypic T-suppressor Cells in Response to Bacterial Dextrans." Her educator responsibilities have included involvement in outcomes-based curriculum development as well as laboratory exercise development using standards developed in conjunction with the NYS Department of Education and as a member of curriculum development committees responsible for the creation of outcomes-based standards and Regents test development, with a particular emphasis in laboratory science. Kerry Doll, author ofInterior Design, graduated from California Polytechnic State University, San Luis Obispo in 1979 with a Bachelor of Science degree in Home Economics and received a Master's degree in Teaching in 2003. She has been a Home Economics teacher for 22 years, 16 of them at Fountain Valley High School. About nine years ago, she and another teacher co-wrote Environmental Design, which meets the a-g requirements for the UC/CSU systems in California. This class is a mix of Interior Design and Architecture and the lessons have been included in this course. She has worked with the California Dept of Education, Home Economics Careers and Technology Unit on the last two revisions of the Interior Design standards including the last alignment for the Common Core standards, and CTEonline supervising and writing lessons for Interior Design. The Environmental Design class has been articulated with Orange Coast College for their entry level Interior Design class. She is currently a member of the Orange County Professional Learning Community for Fashion and Interior Design, and a Community Group Leader for Fashion and Interior Design Career Pathways for CTEonline. Joseph Enge, author of World History: Early Man to the Age of Discovery, and World History: Early Man to the Age of Discovery was a Fulbright teacher in the former Soviet Union, a history columnist, and an internationally published journalist in addition to being a history teacher since 1988. Enge has mentored teachers in the United States and abroad as well as being one of the writers of Nevada's history standards. He and his students just received an award from U.S. Senator John Ensign, Nevada, for utilization of technology in education and his teacher Web site has received a number of educational awards. Peter Farrands, PhD, is the author of IG History 0470 and IG Literature 0486 (in development), both for the Cambridge Curriculum. After securing an Honours degree in Literature and Humanities from Middlesex University in the United Kingdom, Peter began teaching Cambridge IGCSE O' Levels in Zimbabwe in 1984 in one of the new rural government secondary schools. He returned to the UK in 1987 for the one-year Post-Graduate Teachers Certificate at Westminster College. While writing his thesis he headed the new Media Studies department at The Sixth Form College Farnborough. He was awarded his doctorate from Southampton University (UK) in 1994 while teaching at Molepolole Teachers College in Botswana. Building on his experiences in Zimbabwe, his PhD thesis focussed on Southern African Literature and Politics. Since then he has worked for the University of Mobile (USA) at their Central American campus, the University of the Witwatersrand in South Africa and as a writer of adult Literature courses for the University of South Africa. His areas of academic expertise are History and Literature at pre-University Advanced level. He has published numerous articles and academic courses including studies in seventeenth century Cavalier poetry and nineteenth century Russian Realism. Randolph Femmer, author of Honors Chemistry and Ecology, has taught high school science in such diverse subjects as A.P. Biology, Ecology, Marine Biology, and Honors Chemistry for twenty-five years. His classroom presentations and curricula include such exceptional labs, units, and demonstrations as Observing the Invisible, Measuring the Invisible, and "What Every Citizen Should Know about Our Planet." He has written three books and a variety of articles and digital presentations on topics as diverse as Telomeres and Telomerase, DNA Sequencing, and the Photoisomerization of Retinol. His web presence includes three educational web pages and his classes conduct computer activities utilizing Molecular Visualization, Rasmol, Stella computer modeling, and Scion imaging software. He has also conducted a variety of district workshops for new teachers, including molecular visualization using Rasmol, exceptional labs and demonstrations for new teachers, and 21st century science for the high school classroom. He and his wife Carol attended the University of Miami and reside in Florida. Dom Festante, author of Computer Applications and the Internet, started his career as a middle/high school English teacher in New Jersey. He was a founder of a computer consulting company and then he returned to the field of education as director of an Educational Technology Training Center (ETTC), a unique concept developed by the New Jersey Department of Education. The ETTCs were created to offer workshops that assisted educators in the seamless integration of technology in the district and in the classroom. He has authored two workbooks designed and written for students and adults possessing little or no knowledge in the process of creating databases using Microsoft Access. Dom has also served as a middle school principal, Director of Curriculum, Dean of an academy devoted to mathematics and science, supervisor of mathematics and science departments, supervisor of staff development and a member of the adjunct faculty of several colleges and universities teaching both graduate and undergraduate courses. He holds a B.A. in English from Seton Hall University, a MA in Education from Kean University and an M.Ed. in Educational Leadership from William Paterson University Thoroughly enjoying leading workshops, Dom has presented such workshops as Recognizing Hate on the Internet, Differentiated Instruction, Multiple Methods of Assessment, So You Want to use the Internet in Your Classroom?, and Middle School Concepts and Practices and Technology in the Classroom. Caroline Goode, author of Grade 5 Science, has taught fifth and sixth grade middle school science in Rockland Public Schools, Rockland, MA for 20 years and is a professional development presenter specializing in STEM (Science, Technology, Engineering, Mathematics) education, inquiry across the curriculum, 21st Century Skills, and standards-based learning. Currently, she works as an independent consultant working with pre-service teachers and classroom teachers at the K-8 grade level. She has a BA, MA (K-8 Elem. Ed.) and MAT (Physical/Earth Science) from Bridgewater State College, MA. Since 1989, she has logged over 1,200 hours of personal professional development to build her content knowledge and pedagogical strategies for effective teaching. Caroline has been a National Science Teachers Association (NSTA) presenter, curriculum writer, reviewer, and author of their SciGuides online packets, and now is the MA State Coordinator for the NSTA Science Matters in the Massachusetts online dissemination network reaching over 1,200 K-16 science educators with her two weekly e-blasts on Professional Opportunities and K-16 Resources at the national, state, and local level helping teachers overcome the isolation of their classrooms. She is a NEA/NFIE Christa McAuliffe fellow, a recipient of the 2005 MA Christa McAuliffe Teacher of the Year Award and the 2006 National Challenger Center for Space Education Turner N. Wiley Award. She has been an online mentor of the New Teacher Center's National Electronic Mentoring for Student Success (eMSS) since 2005, and is an education consultant for the National Institute of Health's Office of Science Education and the U.S. Department of Energy Office of Science Education. In 2010, Caroline was appointed to the MA Governor's STEM Advisory Council serving on the Teacher Development sub-committee. Louis Guglielmo, author of Sociology, and Model U.N., is a veteran teacher and National Endowment for the Humanities Scholar. He spent the summer of 1999 as a visiting scholar at Douglas College working under Dr. Bonnie Smith studying Gender from a Global Perspective; He received his Masters in Education from Rutgers University Graduate School of Education in 1994, and holds a B.A from Temple University (1992). He has been teaching at Franklin High School in Somerset, NJ his entire career. A selection for Who's Who in Education the past two years, Louis has been nominated for Disney Teacher of the Year, and numerous other accolades by his former students. In addition to his teaching experiences, Louis is also a copyrighted screenwriter, softball coach, advisor to the Model UN and Model Congress clubs, and roommate with his two tabby cats--Linus and Lucy. Susan Henson, author of Advanced Language & Composition, has taught all levels of high school English, including honors and college-level classes. Both an SAT essay reader and Advanced Placement® Language reader, Susan specializes in teaching advanced rhetoric to high school juniors. She has also served as a founding member of a campus vertical alignment team, as an English department chair, and as a member of a core curriculum development team. In addition, Susan regularly delivers presentations on the teaching of English and the use of technology in the classroom setting at local, state, and national conferences. Most recently, she presented the session, "The Rhetorical Triad: The Foundation of a the Advanced Placement Language Course" at the 2013 AP National Convention. Susan has established and directed two secondary writing centers and was the founding faculty sponsor of her campus student art and writing magazine. In addition to her current work in the classroom, Susan also directs an academic advancement center and facilitates student and teacher publications and collaborative projects. Art Hovey, author of Advanced Physics, earned a B.A. in physics and mathematics in 1964 and a Master of Arts in Teaching in 1965, both from Yale University. He taught physics and mathematics at New Haven's Hillhouse High School from 1965 to 1967, and then taught physics at Amity Regional High School in Woodbridge, CT from 1967 until his recent retirement. While at Amity he had the pleasure of seeing the physics enrollment grow from two classes to more than a dozen. He received a "Celebration of Excellence" award in 1987, CT State Department of Education CORE training for master teachers in 1989, and attended MIT's Science and Engineering Program for Teachers in 1992. In 1999 his student team won first place in Yale's state-wide Physics Olympiad competition. He is a member of American Association of Physics Teachers, New England Science Teachers and Connecticut Association of Science Teachers. He is also active as a musician, playing tuba in the Galvanized Jazz Band, the Connecticut Symphonic Band, and many other groups. Chad Husting, author of Chemistry, has attended several colleges and universities. He graduated from Dominican University (Rosary College) in 1989 with a B.A. in Chemistry. He then went on to graduate from Indiana University in 1991 with a M.S. in Physical Organic Chemistry. Post graduate credit has been earned at University California Berkeley, Wright State University, University of Dayton, Elmhurst College, Miami University, University of Cincinnati and Boston University. Mr. Husting has published papers on topics such as organic chemistry, using Examview as an assessment tool, pre and post testing and has published two books with Teaching-Point. He also was awarded a grant from the American Chemical Society to study the use of using professional digital assistants in the classroom and at Miamisburg High School he was one of three recipients that were awarded a $10,000 grant to study the effects of global warming and have students put their information on a web site. He currently teaches chemistry at Sycamore High School in Ohio and was just named as an adjunct professor with Ashland University of Ohio where he teaches teachers about using BlackBoard to create classroom web sites. Rosa Mª Iglesias (Traviesas), author of IB Spanish Ab, graduated in 1996 from Oviedo State University in Asturias, Spain, with a Bachelor's degree in English Language, and Teaching Training Certificate from Oviedo State University, Asturias, Spain in 1997. She began her teaching career in state secondary schools in Asturias 1999. She teaches A2 to B2 CEF levels in state language schools and serves both as an IB Spanish Ab SL paper two Examiner and IB Spanish Ab SL internal assessment (oral) moderator. She is also member of the supervising group for the English A2 language Examinations administered by Asturias Department of Education, Spain. Helen Joyce, author of Elections,Using Film in the Social Studies: World, and Using Film in the Social Studies: Government, served over 30 years as a middle and high school classroom teacher, Social Studies Department Chair and high school administrator. She has taught AP® Government, World History, AP® US History, and interdisciplinary courses in both World and American Studies at the high school level for most of her career. She completed her undergraduate studies in History/ Education at City University of New York (Hunter / Herbert H. Lehman College) where she earned the Kappa Delta Pi Award for Academic Achievement and Professional Promise in 1974. She earned a Masters Degree in Educational Administration at Plymouth State College in New Hampshire in 1981. In 1993, Mrs. Joyce was named the New Hampshire Assistant Principal of the Year by the NH Association of Secondary School Principals. She has supervised her Elections program in a number of high schools since 1980 and both she and her students have gained statewide attention and recognition by the media as a result of their work. Thomas Joseph Kaup, along with Dianne Smith, is the co-author of Middle School Journalism Semester 1 and Semester 2. Mr. Kaup has been an educator for over twenty years, as a high school English teacher and English Department Chairman, Adult Education Coordinator, and a middle school language arts and journalism teacher. He completed his undergraduate studies in English at the University of St. Thomas in St. Paul, Minnesota, and received a Canonical European Masters Degree, S.T.L., in English Literature and Theology from the University of St. Mary of the Lake, in Mundelein, Illinois, affiliated with the Archdiocese of Chicago, in 1986. He is a National Board Certified Teacher and is a Master Journalism Educator with the Journalism Education Association. Mr. Kaup has been listed in Who's Who among America's Teachers, was the 1998 St. Albert Teacher of the Year. Mr. Kaup's middle school and high school yearbooks have won national recognition from the National Scholastic Press Association and the Columbia Scholastic Press Association. Kaup recently presented at the Magnet Schools of American National Conference and most recently taught middle school journalism at Alice Buffett Magnet Middle School in the Omaha Public School district in Omaha, Nebraska. Olga Kokino, author of Journalism, has served as president of the Los Angeles Journalism Teachers Association for the last eight years, coordinating regional write-off competitions with the California State University at Northridge. She has also served as a judge for the Journalism Educators Association, the California Association of Teachers of English, and has critiqued student newspapers and literary magazines JEA and the National Council Teachers of English. She received her B.A. in English from the University of California at Santa Barbara in 1977, M.A. in Education and Reading Specialist Credential from UC Riverside in 1981, Certified Journalism Educator, 2000, and National Board Certification in 2001. She is a fellow of the UCLA Writing and Literature Projects, and has developed curriculum for the Institute of Standards, Curriculum and Assessment, as well as contributing to standards-based assessments for the WestEd research and consulting firm. Kokino served on the California Department of Education Recommended Literature Committee and has mentored beginning teachers and NBC candidates. She has been a frequent conference speaker in the past for ISCA, CATE, NCTE, JEA, and the International Reading Association. Her journalism students have won prestigious internships and assignments from Highwired.com, the LA Times, the CSUN Sundial, the Harvard Crimson, as well as the Hispanic Heritage Award, the KTLA Stand Chambers Journalism Awards, and the Beverly Hills Friar's Club First Place Award in Screenwriting for high school students, among other honors. In 2003, she was recognized for outstanding classroom achievement with a Los Angles Educational Partnership Award, and in 2002 she received the Excellence Award for contributions to the teaching profession presented by the Southland Council Teachers of English. Presently, she is serving as journalism adviser, English teacher, and Title 1 Compliance Coordinator at University High School in Los Angeles. She also serves as the Staff Officer, Publications, for the USCG Auxiliary Flotilla in King Harbor. She has lessons online with the American Society of Newspaper Editors (ASNE), the Los Angeles County Office of Education, the California Technology Assistance Program, and the Teach the Teachers Collaborative. James Kovalcin, author of Honors Physics, Volumes 1 & 2, has been teaching all levels of high school physics for over 33 years. He graduated with a B.S. in Physics from the University of Pittsburgh in 1971 and completed his MAT in December 1972. After a brief sojourn into research, he moved into the public school classroom and has been there ever since. For the past 15 years he has been teaching a combination of Lab Physics and AP Physics C Mechanics and Electricity and Magnetism. During the 2002-2003 school year, 29 of his students took the physics C exam with 25 receiving 5's and the remainder receiving 4's. Over the last decade he has had four students become member of the US Physics Team. In the international competition, one student received a Bronze medal and another received a silver medal. The silver medalist also came in 2nd in the experimental section of the international competition. David Lovell, author of U.S. History through 1988, Survey of U.S. History to 1945 and Contemporary U.S. History 1945-1988, currently teaches U.S. History and Honors U.S. History at Father Ryan High School in Nashville, Tennessee. He received his Bachelor of the Arts in Education, History, Theology and Philosophy from St. Ambrose University in Davenport, Iowa. He went on to do his graduate studies at the state university in Louvain, Belgium. While studying in Europe he did a stint with the Marine Corps in the Middle East. David has given seminars on the Civil War and The Battle of Nashville to various groups including at the SACS convention and at Vanderbilt University. He maintains his award winning web site to assist his students in their academic pursuits, and he has twice been named to Who's Who among America's Teachers. In addition to his work in the high school classroom, Mr. Lovell has taught many adult classes on American History and the Civil War. Jim Matiya, author of Psychology and Advanced Psychology, has taught Psychology, Psychology II and Advanced Psychology at Carl Sandburg High School, in Orland Park, Illinois. In addition, he has taught psychology at the junior college, university and, even, the post graduate level. Jim Matiya was the recipient of the American Psychological Association's Moffett Award winner (high school teacher of the year) in 2003. He even taught a course titled "Teaching High School Psychology" to prospective teachers at Lewis University. He has authored and/ or co-authored twenty articles about high school psychology. He is the author of two books; one is called Creating a Psychology Fair and has written student workbooks for three different high school psychology books. In addition, he has written material for an Advanced Psychology Guide website and created PowerPoint presentations for another psychology text as well as chapter readings. He has also been a writer/editor/consultant for twenty different high school and college textbooks. Matiya is a regular contributor at national and local social studies meetings and has been an invited speaker at several workshops. Jim's students annually participate in a Psychology Fair and some of their studies have been replicated in other books, many others have pursued psychology or in related fields. Furthermore, Jim also makes materials for psychology classes, and he is best known for his goggles that are used in the unit of vision. The goggles can be found in high schools, hospitals, and universities around the world. Above and beyond all these honors, he treasures his wife's and children's love for him and, especially, their tolerance for all the time he devotes to make high school psychology a fun and interesting course. Carol Matthews is the author of five TEACHINGpoint course materials, including Advanced (AP) Environmental Science (Winner of the Text and Academic Authors Association TEXTY Award for the best text in the Physical Sciences), Environmental Science (regular/honors version), Marine Biology and Oceanography,Freshwater Science and Aquatic Science (a one year combination of Marine, Oceanography and Freshwater to be released summer 2013) has been an active classroom teacher for over 30 years specializing in these subjects and has spent more than a decade committed to protecting and restoring natural habitats and mentoring teachers in her field. Since 1998, she has led AP™ Environmental Workshops to prepare teachers for their new assignments and is an AP Environmental Exam Reader for the College Board. Matthews received her M.Ed from the University of Delaware Sea Grant College. She served for 10 years as Chairman of the Stewards of the St. John's River, an environmental organization with the mission to protect and restore the St. John's River in northern Florida. In 2002, has been a Board Member of the Falorida Assn. of Teachers (FAST), a Board Member of the Florida Marine Science Educator's Assn. (FMSEA) and was named the Jacksonville, Florida Environmental Citizen of the Year. Amy McCracken, author of English 11 and Honors English 11, is a 1994 graduate of Indiana University of Pennsylvania, receiving a B.S. in Education and Secondary English concentration. Since 1996, she has been teaching English 9, 10, and 11; grammar and composition; photojournalism; and drama in the state of Virginia. In 1999, she became the chair of her English department, and she was included in the 2002 edition of Who's Who of American Teachers. Since she began teaching for the English 11 SOL exams in the state of Virginia, her class pass rate has an average of 98%, and her department has risen from a 66% pass rate in 1998 to a 98% pass rate in 2004. Amy is currently working on her Master's Degree in Literature, with a concentration in American literature, at George Mason University. Nancy Montgomery ED.D, author of Elementary ESL, and Middle School ESL and also High School ESL, has her doctorate from Texas A&M. She brings more than 20 years of classroom experience from Southeast Asia to the United States at the elementary, college and secondary level. She is working as a Senior Consultant for Education Service Center in Richardson, TX and providing assistance to the Russian Reading Project in Moscow and the South Africa Farm School Project. Barbara Moran has taught Creative Writing since the 1980's. In 1994, the Michigan Council of Teachers of English named her Creative Writing Teacher of the Year. She advised the school literary magazine, Voices, which was recognized by state and national organizations. Hundreds of individual student writers have won honors in local, state, and national writing contests, including publication in national magazines such as Writing! . Creative Writing contains lessons that foster the crafts of poetry, fiction, and drama in a format accessible to both teachers and students. Naemah Morris, author of Advanced European History has been teaching since 2000, serving as a high school classroom teacher, social studies department chair and director of forensics. She has taught World Civilizations I, World Civilizations II, AP® European History and International Relations. She received her undergraduate degree from Wheaton College in Norton, MA, graduating Suma cum Laude and earned her Masters Degree in Education from Loyola Marymount University Ms. Morris' sophomore students have, on average, a 95% pass rate on the AP® European History exam. In addition, as the Speech and Debate coach she has led students to success at the local, state and national levels. She enjoys coordinating faculty in-services and aspires to work as a mentor to new teachers. Elizabeth Morse, author of IB English B, is both an IB examiner and a workshop leader for IB Diploma Group 2. She served as IB Online Curriculum Centre Faculty Member for Diploma English A2 and English B for three years. She started her teaching career at Tokyo Friends School and later taught IB Diploma English B and English A2 at United World College-USA for seven years. She now serves as Director of Development and Communications at United World College-USA. She earned her MA TEFL from University of Reading (England), and her BA from Smith College. Eudeen Mott, author of 4th Grade Language Arts, is a veteran elementary school teacher who is currently active in the Orange County Public Schools, Orlando, Florida. She was awarded Teacher-of-the-Year at her school in Broward County, FL in 1984 and again in Orange County in 1993. She has been a three-time Disney Teacheriffic Award winner for her innovative ideas in the classroom. She has recently published a children's picture book about her two dogs--"The Antics of Addison and Winston from A to Z." She attended Purdue University and Indiana University respectively. She also attended the University of South Florida for Library Science. She recently completed coursework at The Institute for Children's Literature to become a more proficient writer for children. She knows how to make teaching simple for the children but also wonderful. Her motto is, "Children are people too, and learning can be fun." Laura K. Negri, author of Scholastic Yearbook, has taught journalism, photojournalism, newspaper, yearbook and technology classes for 18 years in Texas public schools. Negri graduated from the University of Texas at Austin where she majored in the Plan II Honors Liberal Arts program. Prior to becoming an educator, she was a newspaper reporter, photographer and editor. She evaluates yearbooks for several state organizations and has been a speaker at state and national conventions. She is a Certified Journalism Educator by the Journalism Education Association, a 2002 Reynolds High School Journalism Institute participant, a 2005 Radio Television News Directors Foundation Teacher Ambassador, and a 2012 Fund For Teachers Fellow. John B. Nici, author of Advanced Art History, Great Books, and Advanced (AP) Literature and Composition, has taught Advanced Placement Art History and Great Books for thirty years at Lawrence High School in Cedarhurst, New York, and Forest Hills High School in Forest Hills, New York. Additionally, he teaches art history as an adjunct professor at Queens College in Flushing, New York. In that capacity he has taught such diverse subjects as Medieval Art, Art of Renaissance Italy: 16th Century, Art of England, American Art, Romanticism and Impressionism. Queens College has recently honored him as the 2004 recipient of the President's Award for Excellence in Teaching by Adjunct Faculty. He has delivered scholarly papers at symposia held at Indiana University, Western Michigan University and Siena College. His recent article, "Delacroix's Portrait of Chopin as a Surrogate Self-Portrait," appeared in the book The Age of Chopin (Indiana University Press, 2004). Forthcoming is "The Most Perfect Picture in the World: Raphael's Sistine Madonna" which will be included in the volume The Masterpiece Effect. In 1997 he began his association with the College Board, first as a reader and table leader of the Advanced Placement Art History examination, and then as a consultant holding workshops for teachers new to the field. He has contributed questions to the Praxis Art Content Examination, used for teacher certification in many states. He has also been active in his high school community, working as advisor to the school yearbook for twenty years. This yearbook has won several distinguished awards including being selected as the best in New York State by Syracuse University. He has lectured on yearbook methodology and published in yearbook trade magazines. He has also functioned as senior advisor, organizing events like the senior prom and graduation. In addition to Great Books and Art History he has taught a full complement of English courses from Advanced Placement English Literature to remedial writing workshops. Betsy Norris, author of 5th Grade Language Arts, has served as Supervisor of Grants and eLearrning for Bedford County Schools since 2006. She serves her 14 school district as grant writer and grant supervisor obtaining and managing 2.5 million dollars of grants. She is currently implementing grants for history, counseling, telemedicine, distance learning, and afterschool programs for K-12. She also serves as the Moodle administrator overseeing the district's 49 virtual courses with 33 online teachers. She was selected Wal-Mart Teacher of the Year in 2001, as well as the district and school Teacher of the Year. She received her B.S. in Elementary Education from Middle Tennessee State University, her Masters in Administration and Supervision from Tennessee State University, and her Ed.S. in Curriculum and Supervision from Middle Tennessee State University in 1984. Betsy taught ELA for 26 years with experience in public and private schools with experience in grades 1-12. She also taught adults for English GED courses and technology courses in the local technology center. She has served on the advisory board of both Technology and Learning Magazine and the PBS (Public Broadcasting System) TeacherSource. Some of her developed curriculum for PBS includes "Newshour Extra Poetry" and "Circle of Stories." She also served to develop curriculum for the PBS series "The Children's Hospital." In 2000, she was named Technology and Learning magazine's Southeast Teacher of the Year. That same year, she traveled to California to accept the National Business Week Award for Instructional Innovation for her school at the time. She has done consulting work and technology presentations both locally, nationally, and internationally. Recently she presented at NECC and iNACOL. Beside her writing for Teaching Point, she has done freelance writing for Technology and Learning, PBS, Teacher Created, PC Create It. Steve Pellegrini, author of Botany and Zoology is a thirty-four year veteran of the secondary science classroom. He has taught biological science to students of all levels from seventh grade through college. He has published numerous papers and articles including a booklet on traditional uses of plants by Native Americans in the Great Basin. He earned an M.S. from the University of Nevada in Reno. The recipient of Nevada's first Presidential Award for Excellence in Science Teaching, his achievements have also been recognized with numerous awards including the McAuliffe Fellowship, Milken Award, National Association of Biology Teachers "Biology Teacher of the Year" and NASCD Conservation Teacher of the Year for the Pacific Region. The author has also been widely recognized as an authority on feral horses. Jean Potter, author ofPre-School(Pre-Kindergarten), has been a kindergarten teacher and the Director of Early Childhood Education for the West Virginia State Department of Education. She was appointed by President Ronald Reagan as Deputy Assistant and Assistant Secretary of Education for the U.S. Department of Education. At the U.S. Department of Education, she was responsible for the overall management of the elementary and secondary education programs at several colleges and universities. Jean is the recipient of numerous awards for outstanding achievement in the field of education. She continues to write and consult in the early childhood education field. W. Jason Reagin, author of IB MYP Technology Volume 1 (grades 6-8), and Volume 2 (grades 9-10) graduated from the University of Georgia with a MEd in Technological Studies. He has 15 years of teaching experience in US as well as Bermuda and China. Mr. Reagin has taught a wide spectrum of students from age 3 to 83. For over 10 years he has been working in 'IB' schools and has served IB as a workshop leader, site visitor and consultant to candidate schools. Mr. Reagin is currently Head of Design at the Suzhou Singapore International School in Suzhou, China just west of Shanghai. Eric Sapp, author World Geography, has been teaching social studies since 1995 and is the school department chair. Eric has twice been nominated for Who's Who Among America's Teachers. Eric Graduated from Central Missouri State University with a B.S. in Education and has a Masters degree in technology in education from Lesley University. Pamela Schnell has been teaching high school science for since 1986, and is an adjunct professor for Western Nebraska Community College. After working with a student teacher, she started documenting ideas that worked well in establishing positive interactions with students. She compiled these ideas into a book, 50 Strategies to Improve Instruction and Classroom Management, as a project for a Master's Degree in Science Education from Chadron State College, Chadron, Nebraska, where she earned her Bachelor of Science in Education Degree as well. Pamela is a member of the National Biology Teachers Association, Alpha Delta Kappa, and a participant of the Howard Hughes Medical Institute for Science Teachers. Michael Scott, PhD, author of Applied Jazz Theory was awarded the "Jamey Abersold Scholarship Award" to attend the Jazz Clinic hosted by the University of Massachusetts, Amherst where he studied with such renowned jazz artists as Ted Dunbar, Max Roach, Dr. Billy Taylor and selected members of the "Saturday Night Live Orchestra" including Steve Turre in 1986. Dr. Scott received his Bachelor's Degree in Music Education from Mansfield University and has held full Pennsylvania State Certification since 1991. He was then hired under full contract to serve as Director of Instrumental Music and Drama at the Wilmington Friends School in Delaware until 1995. Dr. Scott achieved his Master's Degree in Saxophone Performance at The New England Conservatory of Music in 1997 where he performed with conservatory ensembles and professionally throughout the Boston Metropolitan area including regular engagements at New England Conservatory's Main Stage at Jordan Hall the Boston Hard Rock Café. Dr. Scott is the published author of both the Instrumentalist Accreditation Program and the Jazz Instrumentalist Accreditation Program which are performance programs designed to motivate music students to advance through four levels of achievement based on specific measurable performance criteria. The IAP's have been published by the Emelior Publishing Corporation since 2001 and 2002. Dr. Scott received his Ph.D. in 2004 from Century University for his coursework in education and his dissertation on The Development and Analysis of a Performance Based Assessment Model for the Formal Study of Instrumental Music. His most recent publication, Applied Jazz Theory is a complete course of study which couples the theoretical foundations of music with the practical applications of improvisational performance. Dr. Scott is proud to have been the Director of Instrumental Music for the Morrisville School District since 1998. Dianne Smith, author of Introduction to Journalism and Scholastic Newspaper Production, was the 2003 Texas Journalism Teacher of the Year, selected by the Texas Professional Communicators. She is also co-author ofMiddle School Journalism 1 and 2 with Tom Kaup. She is a 2000 recipient of the Edith Fox King Award for outstanding contributions to Texas scholastic journalism, and was awarded the status of Certified Journalism Educator (CJE) in 2000 and Master Journalism Educator (MJE) in 2001 from the Journalism Education Association. She was selected as a Dow Jones Newspaper Fund Special Recognition Adviser in 2001. She is listed in Who's Who among America's Teachers. In 2002, Dianne was named a First Amendment Mentor Teacher by the Freedom Forum. Vitally interested in First Amendment rights for student journalists, Dianne serves as chair of the First Amendment Issues Committee of the Texas Association of Journalism Educators and is a member of the Scholastic Press Rights Commission of the Journalism Education Association. She established and maintains the first independent web site dedicated to scholastic journalism at and serves as Webmaster for TAJE. She teaches journalism, photojournalism, and desktop publishing and advises the student newspaper in the Houston, Texas area. Susan Stein, author of Elementary Poetry and Grades K-5 First Year Teacher's Guide to Survival has taught for 34 years. She has been retired since 2003. Susan's passion for writing is exhibited in the two books that she has written. In the Survival Guide she has given first-year teachers the best advice for getting through the year filled with successes and failures reflected by her own experiences. Some of the challenges for the year are classroom management, parent involvement, homework, spelling, planning lessons, report cards, writing, reading, journals and plenty of helpful hints and things to avoid. Susan has always mentored new teachers and helped them adjust to the first year of their career. So, in reading this book, get ready to spread your wings and soar! In the Elementary Poetry book Susan has shown her desire to teach poetry to her students and share her techniques with teachers so they too can be successful in this area. Many of her students have won poetry contests; had their work published, while still others became something in the writing field. Kelly, a student she had many years ago, is working at a publications company writing for their website. When asked what teachers were inspirational to her she responded, "Mrs. Stein, because she encouraged me to write and instilled in me a love for poetry." Susan has an award winning website ( which encompasses a variety of educational themes, poetry, and literacy. There are over 200,000 visitors to her many pages since 2000. Susan's most prestigious award was winning USA Today Education Best Bet Web Site, which she has won twice. Fewer than 150 sites are selected each year as USA Today Education "Best Bets." Renee L. Stroh-McClurg, author of Anatomy and Physiology, has taught high school science in Tomah, Wisconsin, since 1990. Subjects taught include biology, general science, and anatomy/physiology. Her undergraduate life science degree was earned at Winona State University in Winona, MN in 1990 and she completed her masters in education at the University of Wisconsin, La Crosse in 2000. Paul Syme, author of Art 3: Multimedia Art and Design, has taught art and design in a high tech environment for seven years. Before teaching, Paul earned a Specialized Honours Bachelor of Arts Degree in Fine Art from the University of Guelph; a Baccalaureate of Education from the University of Ottawa; and, an Masters of Art in Art Education from the Nova Scotia College of Art and Design University. In 1997, Paul was appointed to design a new art education facility and curriculum for a new high-tech high school with aims to meaningfully integrate computer related technologies in the visual arts. In this capacity, he designed outcomes and strategies for teaching and learning art and design through a wide range of traditional and new media. Since his program opened in 1998, Paul created a dynamic web site for teaching and learning art and design, and with his students, he created several. Paul has earned recognition from Apple Computers for his innovative use of technology within the English Language Arts. Paul has written curriculum for the Province of Nova Scotia and advises teachers and school administrators on effective strategies for teaching through computer-related technologies in several key subject areas. Paul has been able to advance his program and gain notoriety by demonstrating how the potential of computer related technologies, when recognized and employed through experientially grounded learning strategies, can enhance the breadth, depth, and enjoyment of lifelong learning in any discipline. Paul also continues to serve on the E-Learning company, Adaptive Tutoring Systems Inc.'s, Advisory council as he has since 2000. Olga Tcherviakova, author of Spanish 1 has taught Spanish at levels One, Three, Four, and Five at Nazareth Area High School in Nazareth, Pennsylvania for five years. As an author of the Spanish 1 book, Ms. Tcherviakova intends to equip teachers with a clearly structured material covering all the beginner grammar topics in depth and allowing for the immediate development of speaking skills. Originally from Minsk, Belarus, Olga taught English at the Suvorov Military School and two public schools in Minsk for two years and tutored Spanish and English privately for five years. She is a graduate of the Minsk State Linguistic University. She majored in Spanish, while earning her Master's Degree in Teacher Education. While a student at the university, Olga spent her summer 1997 in Andalucia, Spain in the capacity of a monitor, translator, and interpreter for the children from radiation contaminated regions near Chernobyl. Olga is fluent in four languages other than Spanish. These languages are Belarusian, English, French, and Russian. Along with being fluent in five languages, Olga is capable of comprehending six other languages. Olga utilized her multilingual skills in 2001 – 2003, when she taught English to adult immigrants at the Adult Literacy Center of the Lehigh Valley at the beginner and advanced levels. Ms. Tcherviakova was acknowledged in the 2003, 2004, and 2005 editions of Who's Who among America's Teachers and featured in local TV and newspaper editions several times. Olga Tcherviakova is dedicated to her work and devotes a lot of her free time to students. She encourages her students to work to their maximum potential, just as she does. Marsha Tisdale, author of Keyboarding and Office Procedures, has been teaching since 1972. She has a Bachelor of Arts from Brigham Young University in French with a Business Education minor and a Master of Arts in Teaching Business Education from Portland State University. She has taught in junior high, high school, junior college, and vocational college. Subjects taught has included accounting, business law, career exploration, computer programming, drama, desktop publishing, economics, English, French, keyboarding, marketing, math, office procedures, portfolios, middle-school projects, speech and debate, and word processing. In addition, she has developed and supervised numerous portfolio processes, remained active in a site-based committee for school improvement, served as a computer technology and software coordinator, acted as an advisor to the National Honor Society chapter, served as foreign language and business education chairs, participated in the regional business management cadre, and helped organize a regional student organization (Business Leaders of Tomorrow). She helped supervise student teachers, acted as mentor teacher to new staff, and developed an on-going staff training on the Oregon Certificate of Initial Mastery (CIM) and state curriculum/portfolio requirements. She also participated in the US West "Train the Trainer" Program teaching staff the use of technology in classrooms. Professional involvement has included regional, state, and national associations in business, English, and foreign language. She's a multi-faceted person who loves to teach. Dan Tompkins, author of Essay Writing, has taught literature and writing in Naperville (IL) District 203 since earning his B.A. in English and Philosophy from Wheaton College (1998). Dan researched the most effective strategies for teaching grammar and convention skills, earning his Master of Arts in Teaching in 2000. Additionally, since 2001 Dan has taught philosophy of education as an adjunct professor at his alma mater. He is a National Board Certified Teacher who also enjoys coaching the boy's tennis team. In 2002 and 2007 he was named a "Those Who Excel" award winner in Naperville (IL) District 203. In 2004 he and his students were chosen to present at TECH 2004 for their utilization of technology in education. Judy Turner, author of 9th Grade English, is a 33-year-English-teaching veteran. She completed her undergraduate work at Colorado State College (now the University of Northern Colorado) and finished her Master's degree at The Citadel. Her experience at all secondary levels of English teaching from grade 7 to grade 13 has been strengthened over the years through her association with the Kern/Eastern Sierra Writing Project (3 time fellow, '81, '84, '87), NEH Summer Seminar (fellow, 2000) and professional organizations including NCTE, CATE, IATE, and NCEA. A favorite presenter at professional conferences since the early 1980's and a contract staff development coordinator for individual schools in both California and Illinois, she has focused on topics such as "Prewriting: The Key to Good Writing" and "The Writing Process." Her nominations for Illinois Teacher of the Year and Disney Teacher of the Year and her award as Part Time Faculty Member of the Year at Cerro Coso Community College (Ridgecrest, CA) and Teacher of the Year at Schlarman High School (Danville, IL) all demonstrate the support of administrators, parents and students throughout her career. Committed to the principle that good teachers of writing model writing for their students, she has published articles in the journals of both CATE and IATE, a monograph for the Kern/Eastern Sierra Writing Project, and is presently editing a student-written publication about an important senior citizen whose influence on her present high school has been inspirational to alumnae and present students. With no plans to even consider retirement, she hopes to continue both writing and publishing while pushing her students to use their high school education for lifetime success. James Wenk, author of Algebra 1, was honored as Teacher of the Year in the Downey, California Unified School District for his work as a District Math Mentor Teacher. He has been selected GATE Lead Teacher for the past 5 years, math department co-chair at Griffiths Middle School and received the Outstanding Achievement Award from Mobile Oil Corporation. Jennifer Williams, author of Art 2, is the Idaho Teacher of the Year (2002). She has twice been a semi- finalist to the National Teachers Hall of Fame, received the Horace Mann National Education Association Award for Teaching Excellence (2002), the Idaho Education Association Marsha Nakamura Teaching Excellence Award (2002), teacher of the year three times for her school district, the Idaho Art Teacher of the Year (2001), national finalist, the 1st place National Unsung Heroes Award (2000), the Governor's Award in the Arts for Idaho (2000). She has also been the US West Teacher of the Year for Idaho (1992), named as honorable mention in USA Today's 2004 All-USA Teacher Team, Woman of the Year, Who's Who among America's Teachers, and Outstanding Young Woman of America. She has taught high school Art for 32 years in Mountain Home and Nampa, Idaho. In addition, she has been an Adjunct Professor at Boise State University for a number of years and Albertson College, teaching art classes at all levels and supervising student teachers. She is the creator of "Project Van Go," an art outreach to rural schools. She has been actively involved in writing State Humanities Standards, speaking to the Legislature and teacher rallies on behalf of Education and as a representative for all children. Many of Jennifer's students have continued their education to become professional artists or art educators. Jennifer believes that art should be taken "beyond classroom walls" and into other curriculums, and shared in the community and beyond state lines. Deborah S. Wilson, author ofGrade 1 Science, has taught first grade, second grade, sixth grade, K-6 Learning Disabilities and K-6 Remedial Reading. She holds a BS from Missouri State University in K-8 Elementary Education with a minor in Early Reading as well as an MS from MSU in Reading. Wilson has written numerous grants to get needed hands-on materials into her primary classroom. She has received numerous awards and grants that play a role to her belief that Hands-on/Minds-on learning contributes to increased reading and math scores. She has completed over 1,000 hours of professional development as she models her belief in the importance of being a lifelong learner. She is a NASA NEWEST Team member, a national judge for the Young Inventors, and helped write authentic Amazon Rainforest Curriculum from her personal explorations. As a small group state team member she helped develop grade level curriculum and train regional trainers and teachers to improve the science instruction within her state. In 1994 she received the Presidential Award for Elementary Math and Science. Serving on the National Science Teachers Association Pre-school and Elementary Committee and the Board for the Council of Elementary Science-International she organized many Elementary Extravaganza workshops enhancing the professional science learning opportunities for elementary teachers and emphasizing the importance of science in the primary grades. Robert David Wright, author of Learn Logic, studied philosophy and logic at the University of Arizona, where he earned his degree. Robert also studied at the University of Maryland, Wichita State, and in Europe, where his concentration was on mathematics and languages. Robert has been writing professionally for more than 20 years and has taught logic to small groups as well as tutoring/mentoring individuals. In addition to writing on the subjects of philosophy and logic, he has written several essays, fiction novels, and screenplays. Naturally inquisitive about our world and universe, Robert continues to study, write, and teach logic and other subjects. His students have progressed to become honor students and earn scholastic recognition. Jon Yeyna, author of Elementary Math – Level 4, has been teaching at Colton Joint Unified School District's Grant Elementary in Colton, California since 1999. In 2010, he was one of 38 individuals, businesses and organizations who were nominated for the annual San Bernardino County Education Medal of Honor because of his innovative style of teaching. He is a graduate from California State Polytechnic University in Pomona, California and received his Masters of Arts in Teaching from Grand Canyon University in Phoenix, Arizona. He has done numerous workshops and presentations that focus on his successful Four Step Language Math, a homework and teaching tool that helps all students develop a strong math foundation. He has also authored "A Science Fair Workbook-Step-by-Step Instructions on How to Plan and Write a Winning Science Fair Project". Charles Zaremba's nickname is "Mr. Biology." He is a nationally known educator with an award-winning website that has had more than 850,000 visitors since 1997. As author of Introductory Biology and Honors Biology, Zaremba has brought his award-winning skills to the development of a teacher-friendly, standards-based course that has been specially designed for the new or out-of-field teacher.
Recently teachers and researchers have become interested in students? mental computation skills & strategies. Many curriculums expect mental computation to be taught and many also specify particular methods to focus on. Most of these expectations are based on beliefs rather than evidence. This book makes a valuable contribution to developing the evidence... more... Helpful advice for teaching Common Core Math Standards to middle-school students The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence... more... A self-contained, elementary introduction to wavelet theory and applications Exploring the growing relevance of wavelets in the field of mathematics, Wavelet Theory: An Elementary Approach with Applications provides an introduction to the topic, detailing the fundamental concepts and presenting its major impacts in the world beyond academia. Drawing... more... Use a practical approach to teaching mathematics that integrates proven literacy strategies for effective instruction. This professional resource will help to maximize the impact of instruction through the use of whole-class instruction, small-group instruction, and Math Workshop. Incorporate ideas for using ongoing assessment to guide your instruction... more... Written specifically for K–12 mathematics teachers, this resource provides the "nuts and bolts" of differentiation. Presented in an easy-to-implement format, this handy notebook is designed to facilitate the understanding and process of writing differentiated lessons to accommodate all readiness levels, learning styles, and interests.... more... Popular Australian author and inspirational teacher, Bill Handley, has developed and, over the years, refined methods of teaching mathematics and learning strategies that have achieved amazing results. His best-selling book, Speed Mathematics convinced readers that people who excel at maths use better strategies and are not necessarily more intelligent.This... more... Teaching K-12 math becomes an easier task when everyone understands the language, symbolism, and representation of math concepts Published in partnership with SEDL, The Problem with Math Is English illustrates how students often understand fundamental mathematical concepts at a superficial level. Written to inspire ?aha? moments, this book enables... more... A thrilling account of an utterly brilliant and utterly eccentric Russian mathematician which sheds a rare light on the unique burden of genius In 2006, an eccentric Russian mathematician named Grigori Perelman solved one of the world's greatest intellectual puzzles. The Poincare conjecture is an extremely complex topological problem that had eluded... more...
Collection of materials designed to bridge the gap between the way mathematicians typically teach vector calculus and way it... see more Collection of materials designed to bridge the gap between the way mathematicians typically teach vector calculus and way it is used by other scientists and engineers.(These materials are not technology-based.) This is a short introductory calculus textbook, focusing mainly on integration and differentiation of functions of a single... see more This is a short introductory calculus textbook, focusing mainly on integration and differentiation of functions of a single variable, although iterated integrals are discussed. Infinitesimals are used when appropriate, and are treated more rigorously than in old books like Thompson's Calculus Made Easy, but in less detail than in Keisler's Elementary Calculus: An Approach Using Infinitesimals.Numerical examples are given using the open-source computer algebra system Yacas, and Yacas is also used sometimes to cut down on the drudgery of symbolic techniques such as partial fractions. Proofs are given for all important results, but are often relegated to the back of the book, and the emphasis is on teaching the techniques of calculus rather than on abstract results.Download PDF or LaTeX source. Printed copies available print on demand through Lulu.Creative Commons Attribution Share-Alike License OCW is pleased to make this textbook available online. Published in 1991 and still in print from Wellesley-Cambridge Press,... see more OCW is pleased to make this textbook available online. Published in 1991 and still in print from Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online Instructor's Manual and a student Study Guide. Highlights of Calculus is a series of short videos that introduces the basic ideas of calculus — how it works and why it is... see more Highlights of Calculus is a series of short videos that introduces the basic ideas of calculus — how it works and why it is important. The intended audience is high school students, college students, or anyone who might need help understanding the subject.In addition to the videos, there are summary slides and practice problems complete with an audio narration by Professor Strang. You can find these resources to the right of each video.This resource is also available on Highlights for High School.About the InstructorProfessor Gilbert Strang is a renowned mathematics professor who has taught at MIT since 1962. Read more about Prof. StrangAcknowledgementsSpecial thanks to Professor J.C. Nave for his help and advice on the development and recording of this program.The video editing was funded by the Lord Foundation of Massachusetts. This complete course in Calculus for beginners is one of MIT's OpenCourseWare offerings. It includes nearly a dozen Java... see more This complete course in Calculus for beginners is one of MIT's OpenCourseWare offerings. It includes nearly a dozen Java applets to illustrate some of the concepts covered; there is a corresponding set of Flash applets with accompanying audio.
GPS Advanced Algebra/Statistics B COURSE SYLLABUS (27.0611000) Druid Hills High School Phone Number: 678-874-6414 (West) Teacher(s): Mr. West and Ms. George 678-874-6404 (George) Email: Chris_t_west@fc.dekalb.k12.ga.us Room Number: 512 C (North Bldg.) Henrietta_o_george@fc.dekalb.k12.ga.us Semester: Fall 2012 Website: Tutorial: Tues. and Thurs, 3:20-4:20 pm (West) Textbook: Georgia High School Math III Wed. and Thurs. 3:30-4:30 pm (George) Text/workbook Price: Replacement Cost Tutorial Location: Library or Room 512C Department Philosophy: It is the belief of the Druid Hills Math Department that every student can learn mathematics, appreciate the beauty of mathematics, apply mathematics to real situations, and achieve high levels of competency in mathematics. Course Description: Advanced Algebra and Statistics is the third course in a sequence of courses designed to provide students with program of study in mathematics. It includes linear systems, matrices, vertex-edge graphs, polynomial functions, rational exponents, square root functions, exponential and logarithmic functions, conics, quadratic systems, 3-D figures, data analysis, and probability. Instruction and assessment include the appropriate use of technology. Topics will be presented in multiple ways, such as concrete/pictorial, verbal/written, numeric/data- based, graphical, and symbolic. Advanced Algebra and Statistics is a one semester course. Course Prerequisites: Successful completion GPS Algebra/Geometry/Statistics (Math I), GPS Geometry/Algebra 2/Statistics (Math II) or equivalent courses and GPS Advanced Algebra and Statistics A. Course Outline (number of weeks is approximate): Unit 4 Solving Equations and Inequalities 5 weeks Unit 5 Polynomial Functions 5 weeks Unit 6 Data Analysis and Applied Problems 4 weeks Grading Scale Area Percentage Area Percentage Class work and Homework 20% Quizzes 25% Tests 40% Final Exam 15% Required Materials: SCIENTIFIC CALCULATOR (TI-30XIIS is a good buy). A three ring binder with paper and dividers or a spiral bound notebook with dividers and pockets, A pencil, and scientific (or graphing) calculator (smaller pencil sharpener and erasers are useful). The student should bring these materials and the textbook to class EVERY DAY! Classroom Expectations: BE PRESENT AND ON TIME  Attend class ON TIME daily. BE PROACTIVE  Be in your desk, ready to begin when the bell  Maintain a clean, safe classroom environment. rings. Students are NEVER permitted to have food, BE PREPARED drinks, or candy. (Water in a closed, clear  Bring all materials to class every day, including a plastic container is allowed.) calculator and pencil. The use of pens is not  It is YOUR responsibility to ask for your work allowed, and work will be returned for a redo. when you are absent or suspended.  Do your homework every night.  Come to tutorial if you have unanswered  Groom yourself and use the restroom outside of questions after class. class time. BE COOPERATIVE AND RESPECTFUL BE A COURTEOUS, QUIET LISTENER  Do not raise your hand to request a restroom pass  No unnecessary talking or noise making. Follow during a lesson. Wait until a quiet time and ask directions the first time they are given. discretely. Class instruction will not be  DO NOT use profanities or any obscene distracted with personal issues. language.  Project a positive attitude or remain quiet. Do not  Raise your hand for permission to speak or leave distract from the purpose of the class. your seat.  You are to never throw anything in the  Cell phones are prohibited. No electronic classroom. devices should be seen or heard in the  CHEATING IS NOT TOLERTED. Any student classroom. caught cheating will receive a zero, a discipline  You are dismissed by your teachers, not by the referral, an unsatisfactory conduct grade, and a bell. comment on their progress report. Make-up/ Re-Do Policy: 1. Upon returning to school with an excused absence, you have as many days to make up work as you are absent. Excused notes are due in the office within 2 days. 2. If you are absent on the day of an assessment, it can only be made up if the absence is EXCUSED. Make up tests are administered either before or after school on a scheduled make- up test date. Failure to attend your appointment to make up a test will result in a zero. 3. Re-Do Policy  Any student can re-do two tests below 70 per semester  Must attend tutorial before being permitted to re-do test  Students must schedule a retake immediately upon receiving the original grade. Failure to attend a scheduled retake counts towards a retake opportunity.  Tutorial and re-do of assessment must occur within five days of receiving original grade.  No re-do testing for cheating, disruptive behavior or tests issued by the state or county. Late Assignments: Missing homework or class work may be turned in only for the current 4.5 week grading period. Exceptions will be made only if you are absent during the week prior to a progress report. Late assignments always receive a lower grade and are never eligible for full credit. The teachers reserve the right to make any adjustments to this syllabus according to the needs of each class, as he/she deems necessary. Please keep this copy of the syllabus and return the signature page acknowledging that you have received and read the syllabus. Thank you very much. Parent/Guardian and Student Signature Page – GPS Advanced Algebra & Statistics B Fall 2012 (Please keep the syllabus for your information and return this page) Please return this page. Keep the syllabus for your information (You may also view the syllabus on the Druid Hills web page). This information will help me immensely in communicating your child's progress to you. Thank you very much! Parent/Guardians Names: Father__________________________________________ Mother_________________________________________ Guardian/s______________________________________ Phone: Home__________________________________________ Father__________________cell ____________________work Mother_________________cell ____________________work Guardian/s______________cell ____________________work Email: Father__________________________________________ Mother_________________________________________ Guardian________________________________________ Students Email: _______________________________________________ By signing below, I am acknowledging that I have received the syllabus and that I am aware of the classroom policies and procedures as stated in the syllabus. (West/George, GPS Advanced Algebra/Statistics B, Fall 2012) Student Name: _____________________________________________________ Student Signature: ________________________________________ Date: ______________ Parent/Guardian Signature: ________________________________
Unfortunately, there are many students that don't understand the concepts of basic math. Students who need extra help with math homework can get the help they need with math tutor software. Distance learning is fast becoming the most popular way to learn. Basic math, geometry, and algebra help is just a click away, when you access math tutor software from the Internet. Is math tutor software right for you? Many students use math-tutoring software because it gives them the freedom to get math help when it is convenient. Some students don't remember how to do certain types of math problems; for instance, some students have difficulty with changing decimals to percents. To many students, nothing could be worse than to sit in a math class to take a math test and you don't even know what the letters and numbers mean. Many students have math tutoring software that allows them to join a remote classroom. Some students use math tutoring software that consisting of pre-recorded lessons. Other students may use software that connects them with a live tutor through the Internet. The students connect in a virtual classroom with a live tutor. If you use math- tutoring software that interacts with a live tutor, you may be able to ask direct questions to math problems. You would be able to see your tutor work out the problems right on your computer screen. Many people, especially the older generation, took general math in high school, but never had any algebra or geometry. Math tutoring software is a great tool for every student to use, including older students as well. Students should be aware that math- tutoring software does not replace their books and other instructional materials. Math tutoring software is a great resource, to complement other resources. Technology has made it easy to get math help when you need it. When working with math tutor software, you should keep your math book handy. You may need to refer to your textbook from time to time while using math tutor software, because some math tutor software and workbooks come together. In order for students to understand the concepts of higher forms of mathematics, they must understand functions of basic math. If you are taking online learning courses, you may not have a teacher to interact with. You may or may not have access to a live tutor, or you may have access to a prerecorded video tutoring session. You may be given a website in which you can download math tutoring software, where you can interact in a chat room with a live tutor. Some students can't take the time or the money to get help from a tutor, so the next best thing is math-tutoring software.
This course is a comprehensive study of the topics generally found in a first year high school algebra course, and provides a foundation for success in required college mathematics courses. (This course is required for students with a mathematics proficiency level of 00. This course does not carry UWP degree credit.) (Fall, Spring, Summer) Prereqs/Coreqs: P: MATH 10 with a "C" or better or mathematics proficiency level of 10 or above MATH 10303 creditsMathematics for Educators I Math 1030 is the first problem solving, formal and informal argument, history and development of number systems, sets, fundamental operations with whole numbers and integers, foundational work with functions, and selected topics from statistics. (Fall, Spring) Components: Exam, Lecture Prereqs/Coreqs: P: MATH 15 with a grade of "C" or better or mathematics proficiency level of 15 or above. (Open only to Elementary Education majors) MATH 15303 creditsCollege Algebra Equations and inequalities, functions and their graphs, polynomial and rational functions, exponential and logarithmic functions, complex numbers, systems of equations. This course is equivalent to the first half of Math 2450. Students will not receive credit for both Math 1530 and Math 2450. (Fall, Spring, Summer) Components: Lecture Prereqs/Coreqs: P: MATH 15 with a grade of "C" or better or mathematics proficiency level of 15 or above. (MATH 1530 and MATH 2530 may not be taken concurrently) MATH 16303 creditsFinite Mathematics with Applications Set theory, coordinate systems and graphs, matrices, linear systems, linear programming (geometric and simplex), probability, Markov Processes; with applications in the fields of business and economics. (Fall) An introduction to statistical analytical methods including graphing distributions, numerical summaries, linear regression and correlation, the normal distribution, confidence intervals and hypothesis tests for means and proportions, analyzing two-way tables, and analysis of variance. Minitab will be used throughout the course. (Fall, Spring, Summer) Math 2030 is the second number theory; composition and decomposition of numbers including primes, factors, and multiples; using physical models to develop concepts of and operations on rational numbers; proportional reasoning; and number sense. (Fall, Spring) Components: Exam, Lecture GE: Math (Elem/Mdl Educ Only) Prereqs/Coreqs: P: MATH 1030 with a grade of "C" or better. (Open only to Elementary Education majors) MATH 24505 creditsPrecalculus Solving equations and inequalities, functions and their graphs, polynomial and rational functions, exponential and logarithmic functions, trigonometric and inverse trigonometric functions, trigonometric identities and formulas, complex numbers, systems of equations, and conic sections. This course is equivalent to taking both Math 1530 and Math 2530. Students who have credit for Math 1530 or Math 2530 should not take Math 2450. (Fall, Spring, Summer) Components: Lecture GE: Math Prereqs/Coreqs: P: MATH 15 with a grade of "B" or better or mathematics proficiency level of 20 or above MATH 25303 creditsTrigonometry and Analytic Geometry Functions and their graphs, trigonometric and inverse trigonometric functions, trigonometric identities and formulas, solution of triangles, complex numbers, exponential and logarithmic functions, and conic sections. This course is equivalent to the second half of Math 2450. Students will not receive credit for both Math 2450 and Math 2530. (Fall, Spring, Summer) Components: Lecture GE: Math Prereqs/Coreqs: P: MATH 1530 with a grade of "C" or better or mathematics proficiency level of 30 or above MATH 26303 creditsCalculus with Applications Functions, limits, rates of change, exponential and logarithmic functions, differentiation, integration; with applications in the fields of business and economics. (Spring) Prereqs/Coreqs: P: MATH 2740 with a grade of "C" or better or advanced placement MATH 30203 creditsTeaching of Mathematics in the Middle and Secondary School An analysis of the mathematics studied in the middle and secondary schools. Topics include the principles and standards implemented by the NCTM for teaching mathematics and the methods and materials used in educating students in mathematics. (Fall) Components: Lecture Prereqs/Coreqs: P: MATH 2640 and MATH 2740 with a "B" or better and junior standing and admission to the School of Education MATH 30303 creditsMathematics for Educators III Math 3030 is the third). Topics covered include names, properties, and relationships of two- and three-dimensional shapes; spatial sense; transformations including rotations, reflections, and translations; coordinate geometry; concepts of measurement including measurable attributes, standard and non-standard units, precision and accuracy, use of appropriate tools, the structure of systems of measurement; measurement including length, area, volume, size of angles, weight, mass, and temperature; indirect measurement and its uses, including developing formulas; formal and informal argument. (Fall, Spring) Components: Exam, Lecture Prereqs/Coreqs: P: MATH 2030 with a grade of "C" or better. (Open only to elementary education majors) MATH 30404 creditsMathematics Seminar for Middle School Teachers This course is intended to provide a background for teaching algebra and geometry in the middle school. This course will emphasize problem solving, communication, reasoning, representations, and making connections. Through problem-solving activities lead by either the instructor or students, the course will emphasize specific topics such as proportional reasoning, pattern finding, generalizing functional relationships, solving equations, area, perimeter, and volume. In particular, the course will emphasize the links between algebra and geometry, and when appropriate, will use relevant manipulatives including technology. The course will also emphasize pedagogical implications of current research regarding the teaching and learning of algebra and geometry. (Spring) Components: Lecture Prereqs/Coreqs: P: MATH 3030 with a grade of "C" or better. (Open only to students in the early adolescent education program) MATH 31303 creditsCollege Geometry Topics from Euclidean geometry including classical theorems, transformational geometry, and Euclidean constructions. Non-Euclidean topics include inversion and reciprocation, as well as some ideas from projective geometry. A dynamic geometry software program is used extensively to illustrate ideas in this course. (Spring) Components: Lecture Prereqs/Coreqs: P: MATH 2640 and junior standing MATH 32303 creditsLinear Algebra Matrices, systems of equations, determinants, eigenvalues, eigenvectors, vector spaces, linear transformations, and diagonalization. This class is intended to introduce students to formal mathematics. Students will be expected to write definitions, theorems, and proofs. (Fall, Spring, Summer) Components: Exam, Lecture Prereqs/Coreqs: P: MATH 2740 with a grade of "C" or better MATH 33303 creditsModern Algebra Study of the structure of abstract algebraic systems through formal proof. Deals primarily with groups, but also examines other algebraic systems including rings and fields. (Spring) This course is intended to provide an introduction to numerical methods. Topics will include computer arithmetic, solving nonlinear equations, numerical linear algebra, interpolation and curve fitting, numerical calculus, and numerical solutions of ordinary differential equations. Other topics may be added as time permits. (Spring odd years.) A thorough investigation of more advanced applications in statistics including joint distributions, linear regression, multiple regression, design of experiments for a single factor and multiple factors, analysis of variance, nonparametric statistics, and statistical quality control. (Fall) Components: Lecture Prereqs/Coreqs: P: MATH 4030 with a grade of "C" or better MATH 43203 creditsHistory and Development of Mathematical Concepts A study of the history and development of mathematics from the primitive origins of numbers to modern mathematics. (Fall odd years.) Enhancement of the educational experience through placement of a student with a cooperating agency, business, industry or institution. The nature of the assignment, type of experience, number of credits, and evaluation procedure to be stipulated in a statement of agreement (learning contract) between the student and department. Components: Field Studies MATH 48101 creditSenior Seminar Development of library research techniques, organization and presentation of research findings beyond those formed in existing courses. (Fall, Spring)
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Algebra Introduces the language, number systems, integers, and different types of problems of algebra, including variables, quadratic equations, exponents, ...Show synopsisIntroduces the language, number systems, integers, and different types of problems of algebra, including variables, quadratic equations, exponents, roots, and radicals
Algebra Introduces the language, number systems, integers, and different types of problems of algebra, including variables, quadratic equations, exponents, ...Show synopsisIntroduces the language, number systems, integers, and different types of problems of algebra, including variables, quadratic equations, exponents, roots, and radicals.Hide synopsis
Essential Mathematics for Political And Social Research Essential Mathematics for Political and Social Research addresses an educational deficiency in the social and behavioral sciences. This 2006 book was the first of its kind to specifically address the comprehensive introduction to the mathematical principles needed by modern social scientists. The material introduces basic mathematical principles necessary to do analytical work in the social sciences, starting from first principles, but without unnecessary complexity. The core purpose is to present fundamental notions in standard notation and standard language with a clear, unified framework throughout. Through examples and exercises, this book is intended to not only motivate specific mathematical principles and practices, but also introduce the way that social science researchers use these tools. The intended emphasis is on conceptual understanding of key principles and their subsequent application. Customer Reviews: Almost perfect, but not sufficient By Yannis "Yannis" - January 12, 2009 Jeff Gill's book is intended as a first entry point into the formalities of current political science. In other words, if you are contemplating becoming a formal modeler (essentially, game-theory-based) or a statistics-based tester of political-scientific hypotheses, AND you fill comfortable with algebra 1 and 2 and some basic notions of calculus, then this should be your atarting point. Given the goal it sets for itself, this is a very good product -- though not yet a perfect one. ON THE POSITIVE SIDE: 1) Gill writes in an engaging and elegant manner (despite the surprisingly many typos throughout the text, which one hopes concern the prose only). This is a considerable advantage, because many of his competitors use a dry and boring style; 2) He uses many examples, most of which are indeed from politics, as the author and editor are proud to advertise; 3) He goes quite some way into explaining the intuition (i.e. the fundamental... read more Surprisingly better than other options By S. Purpura - March 4, 2007 Jeff's use of political science examples with the range of mathematical constructs makes this a particularly good book for beginning graduate political science students and undergraduate political science students who want to prepare themselves for graduate study. If you are new to political science and looking for a math refresher, at least scan through the book in the library before you adopt something else. My only regret is that the answers to sample problems are only available through a teaching edition. Fantastic Starter Edition for Mathematics By E. DeSpain - March 8, 2008 This book is the best book of many that I have found for someone who is attempting to decipher the mathematical side of the social sciences. I say this particularly because the author provides useful mathematical tips and insights to variables and terms to those who are not familiar with all of their differing uses in the seperate branches of the social sciences. Another reviewer said it best when he/she said that this book was written to help readers understand mathematics as a language. This author truly treats the understanding of mathematics as a language teacher does. The author does not fall into the usual trap that so many authors before him have done, which is to assume prior mathematical knowledge beyond algebra. This book makes mathematics far more accessible than its counterparts before it for someone seeking either a refresher course or perhaps to merely buttress their mathematical understanding. The Jossey-Bass Handbook of Nonprofit Leadership and Management brings together leading experts in the nonprofit and management fields to describe effective practice in all the important functions, ... The Sourcebook introduces a framework for social analysis in Poverty and Social Impact Analysis along with a set of practical tools that address the institutional, political, and social dimensions of ... Employers want to fill their top management posts with candidates of the highest caliber and their rigorous selection procedures often include a range of psychometric, or aptitude, tests. This study ... An ideal resource for students and professionals, this comprehensive reader offers a diverse collection of the foremost writings on leadership and management in the public and nonprofit sectors. The ...
Algebra 2 Algebra 2 is a branch of mathematics that uses mathematical statements to describe relationships between things that vary over time. A mathematical statement describes relationship and we use letters to represent the quantity that varies as there is no fixed amount. Letters and symbols are known as variables. Mathematical statements that describe relationships are expressed using algebraic terms or equations. In an equation two things can be equal, an equation will have an equal sign. Example: x + 2 = 6, -3xyz + 25x$^{2}$yz$^{2}$ = 0, 2 + 5 = 7. When an equation contains variables, you will often have to solve for one of those variables. Algebra 2 encompasses nowadays many other fields of mathematics like geometric algebra, number theory, abstract algebra, Boolean algebra, analysis etc., to name a few. It is the application of arithmetic operations to an algebraic equation with the aim to solve or simplify it.
Lesson Plan Sites: Algebra This list contains some of the best algebra lesson plan collections. For a more exhaustive list, or to find materials that fit your specific needs, search or browse Basic Algebra or Lesson Plans in the Forum's Internet Mathematics Library.
Part 1 described how to do basic mathematics with Mathematica. For many kinds of calculations, you will need to know nothing more. But if you do want to use more advanced mathematics, this Part discusses how to do it in Mathematica. This Part goes through the various mathematical functions and methods that are built into Mathematica. Some calculations can be done just by using these built-in mathematical capabilities. For many specific calculations, however, you will need to use application packages that have been written in Mathematica. These packages build on the mathematical capabilities discussed in this Part, but add new functions for doing special kinds of calculations. Much of what is said in this Part assumes a knowledge of mathematics at an advanced undergraduate level. If you do not understand a particular section, then you can probably assume that you will not need to use that section. THIS IS DOCUMENTATION FOR AN OBSOLETE PRODUCT. SEE THE DOCUMENTATION CENTER FOR THE LATEST INFORMATION.
Description This title provides numerous exercises, worked examples and clear explanations with questions and diagrams. Colour is used to highlight key mathematical elements and enhance learning. Margin notes provide extra support for key topics and formulas (a key formulas page is also included). Review and Technique exercises; Contextual questions; Consolidation 'A' and 'B' exercises and Applications and Activities provide a complete range of challenges and exam practice for complete success. Chapter overviews and summaries consolidate understandingPure Mathematics: Complete Advanced Level Mathematics
Math Helper Lite Description -50% discount on full version! Christmas and New Year sales! Math Helper is aт indispensable assistant app for solving mathematical problems for Algebra I, Algebra II, Calculus, and Math for pupils, secondary and university students. Math Helper allows you not only to see the answer or result of a problem but also obtain a detailed step-by-step solution.
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Recognize derivatives in the context of mathematical models of natural phenomena and find the rate of change of a dependent quantity with respect to an independent quantity given a relationship between those quantities
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More About This Textbook Overview This package consists of the textbook plus an access kit for MyMathLab/MyStatLab. Elayn Martin-Gay firmly believes that every student can succeed, and her developmental math textbooks and video resources are motivated by this belief. Intermediate Algebra, Fourth Edition was written to provide students with a solid foundation in algebra and to help them transition to their next mathematics course. The new edition offers new resources like the Student Organizer and now includes Student Resources in the back of the book to help students on their quest for success. MyMathLab provides a wide range of homework, tutorial, and assessment tools that make it easy to manage your course online. Related Subjects Meet
yPurpose: a thorough introduction to the designandanalysisofalgorithms Interesting and important, but theoretical course Equations and Formula, but not a Math cou yText Book: Introduction to Algorithms; T homas H. Cormen, Charles Introduction to Algorithms Third Edition byCormen, Leiserson, Rivest and Stein Course Description This course exposes the student to fundamental topics in data structures, algorithms, algorithm designandanalysis. At the completion of the course, the successful student will be: Thomas S. Cormen, Charles E. Leiserson, Ronald Rivest, and Clifford Stein, ... • Algorithms are used very frequently in practice so this is an opportunity for you to discover the utility of the ... CSE 331 Introduction to Algorithm AnalysisandDesign Fall 2013 Algorithms, 3rd Edition byCormen, Leiserson, Rivest and Stein. The in-structor may supply additional materials to supplement the text. Goals of the course: This course covers the design, analysisand proofs of correctness ofalgorithms. Examples are drawn from algorithms for many DesignandAnalysisofAlgorithms (Unfinished!) Jugal K. Kalita. Contents ... performed in analysisofalgorithms is frequently the addition of a series. If the terms in the series that is being added are fractional, being able to obtain simpler fractions from
Mathematics for the Health Sciences 9780818504785 ISBN: 0818504781 Publisher: Thomson Learning Summary: Students will learn basic math skills, the use of measurement systems, and strategies of problem solving needed in health science courses. This text is designed for active learning--students are asked to answer questions that follow the introduction of each new topic. Students can compare their responses with the answers provided in the margins to know if they are ready to go on to the next subsection. Exercise sets ...and self-tests, with their answers, are also provided. Proportions are used extensively; dimensional analysis is emphasized. Roberts, Keith is the author of Mathematics for the Health Sciences, published under ISBN 9780818504785 and 0818504781. Six hundred eighty two Mathematics for the Health Sciences textbooks are available for sale on ValoreBooks.com, one hundred forty three used from the cheapest price of $9.50, or buy new starting at $127.410818504781
ELEMENTARY ALGEBRA-STUDY SKILLS WKBK. by WOODBURY No options of this product are available. Description This study skills workbook, written by Alan Bass, expands upon George Woodbury's study skills feature in the text, Building Your Study Strategy, and introduces new topics to help students be more successful in developmental math. Topics include: time management, note-taking, homework, and test preparation skills, overcoming math anxiety, among other topics. This no-nonsense approach to developing better math study skills provides students with the basic skills needed to be successful in developmental math.
Advanced Mathematical Concepts - 06 edition Summary: Advanced Mathematical Concepts, 2006 provides comprehensive coverage of all the topics covered in a full-year Pre-calculus course. Its unique unit organization readily allows for semester courses in Trigonometry, Discrete Mathematics, Analytic Geometry, and Algebra and Elementary Functions. Pacing and Chapter Charts for Semester Courses are conveniently located in the Teacher Wraparound Edition. Advanced Mathematical Concepts lessons develop mathematics us...show moreing numerous examples, real-world applications, and an engaging narrative. Graphs, diagrams, and illustrations are used throughout to help students visualize concepts. Directions clearly indicate which problems may require the use of a graphing calculator. New Features: " A full-color design, a wide range of exercise sets, relevant special features, and an emphasis on graphing and technology invite your students to experience the excitement of understanding and applying higher-level mathematics skills. " Graphing calculator instructions is provided in the Graphing Calculator Appendix. Each Graphing Calculator Exploration provides a unique problem-solving situation. " SAT/ACT Preparation is a feature of the chapter end matter. The Glencoe Web site offers additional practice: amc.glencoe.com " Applications immediately engage your students; interest. Concepts are reinforced through a variety of examples and exercise sets that encourage students to write, read, practice, think logically, and review. " Calculus concepts and skills are integrated throughout the course. ...show less 007868227469.50 +$3.99 s/h Acceptable AlphaBookWorks Alpharetta, GA 007868227491.98 +$3.99 s/h New Textbookcenter.com Columbia, MO Ships same day or next business day! UPS(AK/HI Priority Mail)/ NEW book $142
MATH 420 Spring 2006 Section 2 This webpage contains information specific to section 2. This page is updated frequently; please peek in every couple days or so, and at least once a week. The documents contained herein are all pdf files and require Adobe Acrobat (or something similar) to view them. Go back to the math department's course information page here for more information on how to obtain (for free!) Adobe Acrobat. Basic Information The textbook for the course is Abstract Algebra with a Concrete Introduction by Beachy and Blair, second edition. We will cover the first three chapters, with some deletia. The prerequisite for this course is MATH 240. We will use matrices in some important examples, but the main reason for the requirement is to attempt to guarantee a certain level of "mathematical maturity." Course Objectives The student is expected to acquire an understanding of the elementary theory of groups, together with the necessary number theoretic prerequisites. There will be some discussion of the computational aspects of these topics, but the main thrust of the course will be theoretical. The student will be expected not only to follow the proofs presented in class and in the text, but also to learn to construct new proofs. Proofs must be logically correct and care must be taken to write precisely and in grammatically correct English. Grading Scale Grades for section 2 will be based on homework, 2 midterm exams, and the final exam. The weights for these are 30%, 20%, 20%, and 30%, respectively. Homework Homework will be collected once a week, usually on Friday. It will be turned in at the beginning of class. You are free to work with other students on the homework; in fact, this is encouraged. Each of you must write the final version of the homework solutions separately and indicate the names of the students you collaborated with. Sloppy and/or illegible work will be returned back with no credit! You should be proud of your homework; expect to spend lots of time on it. The specific assignment for each week will be available on this webpage that Monday (see below). Exams The first midterm exam will be after we have finished Chapter 1. The second midterm exam will be sometime in the middle of Chapter 2. The final exam is from 12:00 to 1:50 p.m. on Wednesday, May 10. Here is what to expect. You can look at a couple of previous midterms from another instructor. The final will be similar. You can view a previous final exam as a study guide.
Mathematics Explained for Primary Teachers for an Amazon.co.uk gift card of up to £9.95, which you can then spend on millions of items across the site. Trade-in values may vary (terms apply). Learn more Book Description{"currencyCode":"GBP","itemData":[{"priceBreaksMAP":null,"buyingPrice":21,"ASIN":"1848601972","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":13.14,"ASIN":"1848604424","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":17.39,"ASIN":"0857259555","isPreorder":0}],"shippingId":"1848601972::xiSyYLQE3iNzSGQKb2TakZXr7xW2EwEpDFbdj%2FbhQ%2F77FrVS1F6776xh%2F2Zt0uchRsCgs3X8HTrmMtwM7tZ460IbDFJaIrZS,1848604424::2Ss109XUmTCNwEwZmzfaJxZGI6fJGYC2Q5yJ11KcQbaGLommU%2BDMiLLRDRpk%2Bvs0dO9UzefDrAiYMGkDoZZXpA5WqxMLIfNr,0857259555::8BYVhUio10mGgkXVDk0OOMlLioLM4SAC6cok6biIXtcglOeklSJqNpyzstD69V9gOh0%2FJupkISFcX%2BU4I0xKaJW8xwgKcql Haylock is an education consultant and writer in the field of mathematics education, with many years of experience in primary teacher training. He has taught mathematics to all ages from foundation stage to university level, and established himself as a highly respected mathematician working in the primary field. His much-loved textbook, MATHEMATICS EXPLAINED FOR PRIMARY TEACHERS will publish in its 4th edition in Summer 2010, fully revised and updated to take into account recent developments in primary school mathematics. Derek is fanatical about cricket, plays the trumpet and is Chairman of a UK charity supporting the Dohnavur Fellowship, which provides care and education for children in India. Follow Derek on Twitter: Derek's blog: Product Description Review "Derek Haylock, the first great teacher of maths that I ever met. This second edition is bang up to date, covering all the maths primary teachers are required to know." (Laurie Rousham, Consultant )<br /><br /> "It s a lucid and coherent embodiment of the wisdom of a highly experienced mathematics educator-a book to be returned to again and again by anyone involved in teaching mathematics at this level." --Peter Huckstep From the Author How this second edition will help teachers and students. How this second edition will help teachers and students. --This text refers to an out of print or unavailable edition of this title. I'm a PGCE maths specialist working with KS 2. This book has helped me to explain in a logical way a wide variety of subjects to the children in my class. My copy is well read and battered and is very much used within my course. Clear, consise and so useful for both background reading and as an information source for any course of study. Each chapter focuses on a particular mathmatical exercise (division, multiplication, percentages etc) and gives basic, easy-to-follow explanations which can then be reproduced into the classroom. Not many maths books keep me fixated but this is one that is definately worth its money. I was lent this book by my son's teacher because I wanted a better understanding of what he was being taught in maths in order to help him at home. I really enjoyed reading it, revising things I'd forgetten and understanding the current approachs to teaching arithmetic in particular. It has helped me to practice maths with my children and has also made me more personally appreciative and confident in the subject. When I was told at the start of my teacher training course that I would need to buy this maths text book, I let out a big groan. I remembered all of those maths textbooks from when I was actually AT school and remembered how utterly boring they were. But since working through this book and completeing the end of chapter self-assessment questions, my confidence in maths has soared! A must have for teachers-to-be, especially those who are a bit shakey on their maths knowledge! After teaching primary maths for 14 years, and being the KS2 maths subject leader for 13 of those, I have no hesitation in rating this easily the best book I have ever read on the subject. Forget all those expensive courses, and trying to negotiate the endless tweaking of the NNS, save money by using this book to deliver a series of INSETs. Unbeatable value! This book is a must for trainee teachers lacking confidence with their maths knowledge and teaching. The author empathises with the trepidation of maths, and offers clear and simple explanations. The chapters are clearly divided for when you need that quick knowledge top-up when lesson planning, and the self-test questions are a great confidence boost! The book also offers techniques that complement the new NNS teaching strategies (e.g. partitioning, multiplication grids etc). I was recommended this book by the Maths department at my University for trainee teaching. I bought the older version and I wasn't too keen on it. Now a teacher, I am finding this book much better for subject knowledge and pedagogy. However, I always find that Haylock misses out on some topics, and glosses over on some other topics that I may need to teach in depth.
Math and Science Services Home Mission The purpose of Math and Science Services is to provide an academic resource for the University of Northern Iowa student body. Specifically, Math and Science Services seeks to assist students enrolled in mathematics and science courses at UNI by providing sound academic tutoring using knowledgeable staff and creating a welcoming student-centered atmosphere. About Math and Science Services Math and Science Services is a subsidiary of the Academic Learning Center. It is funded by the Academic Learning Center and is staffed by the Mathematics Coordinator, graduate students from the Mathematics Department, and other UNI students who have strong mathematics background. UNI students receive a variety of services from the Center that assist them in successfully completing the mathematics Liberal Arts Core requirements. Math and Science Services is located in the Innovative Teaching and Technology Center (ITTC) Room 008. Hours of operation are 8:00 a.m. to 5:00 p.m. Monday through Friday. Tutoring hours vary each semester. Please call Math and Science Services at 319-273-2361 for more information. Math and Science Services provides tutoring and self-help materials for the following courses: 800:004 Intermediate Algebra 800:023 Mathematics in Decision Making 800:043 Analysis for Business Students 800:044 Trigonometry 800:046 Pre-Calculus 800:056 Math for Biological Sciences 800:060 Calculus I 800:064 Introductory Statistics for Life Sciences 800:070 Business Statistics 800:072 Introduction to Statistical Methods 820:031 Inquiry into Life Science 820:032 Inquiry into Physical Science 820:033 Inquiry into Earth Science 840:011 Molecules and Life 840:012 Life:The Natural World 840:014 Life: Continuity and Change 860:010 Principles of Chemistry 870:010 Astronomy 870:021 Elements of Weather 870:031 Introduction to Geology 880:011 Conceptual Physics 880:012 Physics in Everyday Life Other services offered include: -Individual, computer-aided, instruction and practice -Review of concepts that support the development and understanding of concepts and skills taught in university math courses
MINISTRY OF EDUCATION MALAYSIA Inttegratted Curriicullum ffor Secondary Schoolls In egra ed Curr cu um or Secondary Schoo s SYLLABUS SYLLABUS MATHEMATICS Curriculum Development Centre Ministry of Education Malaysia 2004 PREFACE their proficiency in English; and thus make the learning of mathematics more interesting and exciting. Science and technology plays a critical role in realising Malaysia's The development of this Mathematics syllabus is the work of many aspiration to become a developed nation. Since mathematics is individuals and experts in the field. On behalf of the Curriculum instrumental in the development of scientific and technological Development Centre, I would like to express much gratitude and knowledge, the provision of quality mathematics education from an appreciation to those who have contributed in one way or another early age in the education process is thus important. The Malaysian towards this initiative. school curriculum offers three mathematics education programs, namely Mathematics for primary schools, Mathematics and Additional Mathematics for secondary schools. The Malaysian school mathematics curriculum aims to develop mathematical knowledge, competency and inculcate positive attitudes towards mathematics among pupils. Mathematics for secondary schools provides opportunities for pupils to acquire mathematical knowledge and skills, and develop higher order problem solving and decision making skills to enable pupils to cope with daily life (MAHZAN BIN BAKAR SMP, AMP) challenges. As with other subjects in the secondary school curriculum, Director Mathematics aims to inculcate noble values and love for the nation in Curriculum Development Centre the development of a holistic person, who in turn will be able to Ministry of Education contribute to the harmony and prosperity of the nation and its people. Malaysia. Beginning 2003, English is used as the medium of instruction for Science and Mathematics subjects. The policy to change the medium of instruction for Science and Mathematics subjects follows a phased implementation schedule and is expected to be completed by 2008. In the teaching and learning of Mathematics, the use of technology especially ICT is greatly emphasised. Mathematics taught in English, coupled with the use of ICT, provide greater opportunities for pupils to improve their knowledge and skills in mathematics because of the richness of resources and repositories of knowledge in English. Pupils will be better able to interact with pupils from other countries, improve RUKUNEGARA DECLARATION OUR NATION, MALAYSIA, being dedicated • to achieving a greater unity of all her peoples; • to maintaining a democratic way of life; • to creating a just society in which the wealth of the nation Education in Malaysia is an ongoing effort shall be equitably shared; towards further developing the potential of • to ensuring a liberal approach to her rich and diverse individuals in a holistic and integrated cultural traditions; manner so as to produce individuals who are • to building a progressive society which shall be oriented intellectually, spiritually, emotionally and to modern science and technology; physically balanced and harmonious, based on a firm belief in God. Such an effort is WE, her peoples, pledge our united efforts to attain these ends guided by these principles: designed to produce Malaysian citizens who are knowledgeable and competent, who • BELIEF IN GOD possess high moral standards, and who are • LOYALTY TO KING AND COUNTRY responsible and capable of achieving a high • UPHOLDING THE CONSTITUTION level of personal well-being as well as being • RULE OF LAW able to contribute to the betterment of the • GOOD BEHAVIOUR AND MORALITY family, the society and the nation at large. INTRODUCTION The general Mathematics curriculum has often been seen to comprise of discrete areas related to counting, measurement, geometry, algebra A well-informed and knowledgeable society well versed in the use of and solving of problems. To avoid the areas to be continually seen as mathematics to cope with daily life challenges is integral to realising separate and pupils acquiring concepts and skills in isolation, the nation's aspiration to become an industrialised nation. Thus, efforts mathematics is linked to everyday life and experiences in and out of are taken to ensure a society that assimilates mathematics into their school. Pupils will have the opportunity to apply mathematics in daily lives. Pupils are nurtured from an early age with the skills to different contexts, and see the relevance of mathematics in daily life. solve problems and communicate mathematically, to enable them to make effective decisions. In giving opinions and solving problems either orally or in writing, pupils are guided in the correct usage of language and mathematics Mathematics is essential in preparing a workforce capable of meeting registers. Pupils are trained to select information presented in the demands of a progressive nation. As such, this field assumes its mathematical and non-mathematical language; interpret and represent role as the driving force behind various developments in science and information in tables, graphs, diagrams, equations or inequalities; and technology. In line with the nation's objective to create a knowledge- subsequently present information clearly and precisely, without any based economy, the skills of Research & Development in mathematics deviation from the original meaning. is nurtured and developed at school level. Technology in education supports the mastery and achievement of the As a field of study, Mathematics trains the mind to think logically and desired learning outcomes. Technology used in the teaching and systematically in solving problems and making decisions. This learning of Mathematics, for example calculators, are to be regarded as discipline encourages meaningful learning and challenges the mind, tools to enhance the teaching and learning process and not to replace and hence contributes to the holistic development of the individual. To teachers. this end, strategies to solve problems are widely used in the teaching and learning of mathematics. The development of mathematical Importance is also placed on the appreciation of the inherent beauty of reasoning is believed to be closely linked to the intellectual mathematics. Acquainting pupils with the life-history of well-known development and communication ability of pupils. Hence, mathematics mathematicians or events, the information of which is easily available reasoning skills are also incorporated in the mathematics activities to from the Internet for example, will go a long way in motivating pupils enable pupils to recognize, build and evaluate mathematics conjectures to appreciate mathematics. and statements. The intrinsic values of mathematics namely thinking systematically, In keeping with the National Education Philosophy, the Mathematics accurately, thoroughly, diligently and with confidence, infused curriculum provides opportunities to pupils from various backgrounds throughout the teaching and learning process; contribute to the and levels of abilities to acquire mathematical skills and knowledge. moulding of character and the inculcation of positive attitudes towards Pupils are then able to seek relevant information, and be creative in mathematics. Together with these, moral values are also introduced in formulating alternatives and solutions when faced with challenges. context throughout the teaching and learning of mathematics. Assessment, in the form of tests and examinations helps to gauge • representing and interpreting data; pupils' achievement. The use of good assessment data from a variety of sources also provides valuable information on the development and • recognising and representing relationship mathematically; progress of pupils. On-going assessment built into the daily lessons • using algorithm and relationship; allows the identification of pupils' strengths and weaknesses, and effectiveness of the instructional activities. Information gained from • solving problems; and responses to questions, group work results, and homework helps in • making decisions. improving the teaching process, and hence enables the provision of effectively aimed lessons. 4 communicate mathematically; 5 apply knowledge and skills of mathematics in solving problems AIM and making decisions; 6 relate mathematics with other areas of knowledge; The mathematics curriculum for secondary schools aims to develop individuals who are able to think mathematically, and apply 7 use suitable technologies in concept building, acquiring skills, mathematical knowledge effectively and responsibly in solving solving problems and exploring the field of mathematics; problems and making decisions; and face the challenges in everyday 8 acquire mathematical knowledge and develop skills effectively life brought about by the advancement of science and technology. and use them responsibly; 9 inculcate a positive attitude towards mathematics; and OBJECTIVES 10 appreciate the importance and beauty of mathematics. The mathematics curriculum for the secondary school enables pupils to: 1 understand definitions, concepts, laws, principles, and theorems CONTENT ORGANISATION related to Number, Shape and Space, and Relationship; The content of the curriculum is presented in three areas that are 2 widen the use of basic operations of addition, subtraction, interrelated, that is, NUMBER, SHAPE and SPACE, and multiplication and division related to Number, Shape and Space, RELATIONSHIP. In everyday situations, an individual generally and Relationship; needs the following: 3 acquire basic mathematical skills such as: • knowledge and skills related to numbers such as counting and computing (NUMBER); • making estimation and rounding; • knowledge and skills related to shapes and space such as • measuring and constructing; recognising the properties of shapes and working with • collecting and handling data; measurements (SHAPE and SPACE); • knowledge and skills related to patterns, rules, general 1. NUMBER principles, laws, relations and others for the purpose of recognising and understanding relationships involving The understanding of numbers enables pupils to make calculations and numbers and shape (RELATIONSHIP) estimates, and analyse and solve related problems. This area is a continuation of the primary school mathematics curriculum. The scope The teaching and learning of mathematics put emphasis on the of this area is as follows: understanding of concepts and the mastery of skills in the three areas stated above, as well as the use of mathematics to solve problems in various situations. As such, the following areas require attention during 1.1 Whole Numbers the teaching and learning process: (a) Place value of digits in whole numbers. (b) Rounding whole numbers. • development of problem solving skills that involves four main (c) Addition, subtraction, multiplication and steps namely interpreting the problem, planning the strategy, division involving whole numbers. carrying out the strategy, and reflecting on the solution obtained so that pupils can effectively solve problems in daily 1.2 Fractions life; (a) Equivalent fractions. (b) Proper and improper fractions. • development of logical, systematic and creative thinking skills (c) Mixed numbers. together with reasoning skills so as to produce an individual (d) Addition, subtraction, multiplication and who is able to think logically and rationally; and division involving fractions. • inculcation of the intrinsic value of mathematics and the values 1.3 Decimals of Malaysian society which include being systematic, accurate, (a) Conversion of decimals to fractions and vice diligent, confident, not wasteful, moderate and cooperative, all versa. of which contribute towards becoming a responsible citizen. (b) Place value of digits in decimals. (c) Rounding decimals. (d) Addition, subtraction, multiplication and CONTENT division involving decimals. This section outlines the important elements in each area, namely NUMBER, SHAPE and SPACE, and RELATIONSHIP followed by a 1.4 Percentages list of topics that defines the scope for each area. (a) Percentage and symbol. (b) Increase and decrease of a certain quantity in terms of percentage. (c) The use of percentages in comparison. 1.5 Negative Numbers 2. SHAPE and SPACE (a) The + and − signs in numbers. (b) Integers. Shape and space is an important component in the secondary school (c) Negative fractions and negative decimals. mathematics curriculum. Knowledge and skills in this area and their (d) Addition, subtraction, multiplication and application in related topics is useful in everyday life. Improving division involving negative and positive understanding in this area helps pupils to effectively solve problems in numbers. geometry. At the same time, pupils can also improve their visual skills and appreciate the aesthetic value of shapes and space. The scope is as 1.6 Multiples and Factors follows: (a) Prime numbers. (b) Multiples. (c) Common multiples and the lowest common 2.1 Basic Measurements multiple. (a) Length. (d) Factors and prime factors. (b) Mass. (e) Common factors and the highest common factor. (c) Time. 1.7 Squares, Square Roots, Cubes and Cube Roots 2.2 Lines and Angles (a) Squares. (a) Angles. (b) Square roots. (b) Unit of measurement of angles. (c) Cubes. (c) Types of angles. (d) Cube roots. (d) Intersecting lines. (e) Properties of angles related to intersecting lines. 1.8 Standard Form (f) Parallel lines. (a) Significant figures. (g) Properties of angles related to parallel lines. (b) Numbers in standard form. (c) Addition, subtraction, multiplication and 2.3 Polygons division involving numbers in standard form. (a) Types of polygons. (b) Line symmetry. 1.9 Number Bases (c) Types of triangles. (a) Numbers in base 2, 5 and 8. (d) Properties of angles related to triangles. (b) Place value of digits in numbers in base 2, 5 and (e) Types of quadrilaterals. 8. (f) Properties of angles related to quadrilaterals. (c) Conversion of numbers in base 2, 5, 8 and 10 (g) Regular polygons. from one base to another. (h) Properties of angles related to regular polygons. 2.4 Perimeter and Area 2.9 Pythagoras' Theorem (a) Perimeter. (a) Pythagoras' theorem. (b) Area of triangles and quadrilaterals. (b) Converse of the Pythagoras' theorem. 2.5 Geometrical Construction 2.10 Trigonometry (a) Construction of a line segment, a triangle, a (a) Measurement of angles in degrees and minutes. perpendicular bisector, a perpendicular to a line, (b) Sine, cosine and tangent of an angle. an angle, an angle bisector, parallel lines and a (c) Solution of triangles (based on the solution of parallelogram. right-angled triangles) (b) Scale drawing. 2.11 Bearings 2.6 Loci in Two Dimensions (a) Compass directions. (a) Locus of a moving point satisfying a condition. (b) Bearings. (b) Two-dimensional locus of a point satisfying more than one condition. 2.12 Angle of Elevation and Angle of Depression (a) Angle of elevation. 2.7 Circles (b) Angle of depression. (a) The circle and its parts. (b) Circumference and arc length. 2.13 Lines and Planes in Three Dimensions (c) Area of a circle and area of a sector. (a) Normal to a plane and the projection of a line (d) Properties of angles related to circles and cyclic onto a plane. quadrilaterals. (b) Angle between a line and a plane. (e) Tangents to a circle. (c) Angle between two intersecting planes. (f) Properties of angles related to tangents to a circle. 2.14 Plan and Elevation (g) Common tangents to circles. (a) Orthogonal Projections. (b) Plans of solids. 2.8 Geometric Solids (c) Front and side elevations of solids. (a) Types of geometric solids. (b) Nets. 2.15 Earth as a Sphere (c) Surface area of geometric solids. (a) Longitudes and latitudes. (d) Volume. (b) Distance along a meridian and along a parallel of latitude. (c) Shortest distance on the earth's surface. (d) Nautical mile and knot. 2.16 Transformation 3.3 Algebraic Formulae (a) Types of transformations − translation, (a) Variables and their representations by letters of reflection, rotation and enlargement. the alphabet. (b) Isometry and congruence. (b) Algebraic formulae. (c) Similar shapes. (c) Subject of a formula. (d) Combination of transformations. 3.4 Linear Equations (a) Linear equations in one unknown. 3. RELATIONSHIP (b) Simultaneous linear equations in two unknowns. The relationships between several quantities can often be found in 3.5 Linear Inequalities daily life. Therefore, the handling of relationships such as recognizing (a) The symbols <, <, > and >. a formula or a law and making generalisations of a situation becomes a (b) Linear inequalities in one unknown. basic necessity. A relationship can be expressed in the form of a table, (c) Simultaneous linear equations in one unknown. a graph, a formula, an equation or an inequality. The expression of the relationship in these forms becomes useful and an effective tool in 3.6 Quadratic Expressions and Equations problem solving and communication. The scope of learning is as (a) The expression ax2 + bx + c. follows: (b) Factorisation of a quadratic expression. 3.1 Indices (c) Quadratic equations. (a) Introduction to indices. (b) The laws of indices. 3.7 Coordinates (a) The Cartesian coordinate system. 3.2 Algebraic Expressions (b) Distance between two points. (a) Representation of unknown by a letter of the (c) Mid-point between two points. alphabet. (b) Addition, subtraction, multiplication and 3.8 The Straight Line division involving algebraic terms. (a) The gradient of a straight line. (c) Algebraic expressions. (b) The intercepts on the x-axis and the y-axis. (d) Addition and subtraction involving algebraic (c) The equation of a straight line y = mx + c. expressions. (d) Parallel straight lines. (e) Expansion and factorisation. 3.9 Graphs of Functions (f) Algebraic fractions. (a) Functions. (g) Addition, subtraction, multiplication and (b) Graphs of functions. division involving algebraic fractions. (c) The solution of an equation by graphical 3.15 Mathematical Reasoning method. (a) Introduction to logic. (d) The region representing an inequality in two (b) Statements. variables. (c) Quantifiers - "all", "some". (d) Operations on statements - "and", "or", "not". 3.10 Gradient and the Area under a Graph (e) Implications - "if", "if and only if". (a) Quantity represented by the gradient of a graph. (f) Arguments - syllogism, modus ponens and (b) Quantity represented by the area under a graph. modus tollens. (g) Deduction and induction. 3.11 Ratios and Proportions (a) The ratio of two quantities. 3.16 Statistics (b) The ratio of three quantities. (a) Collection of data. (c) Direct proportion. (b) Frequency, frequency tables and class intervals. (d) Rate. (c) Pictograph, bar chart, pie chart and line graph. (d) Histogram and frequency polygon. 3.12 Variations (e) Cumulative frequency and the ogive. (a) Direct variation. (f) Measures of central tendency: mode, mean and (b) Inverse variation. median. (c) Joint variation. (g) Measures of dispersion: range and inter-quartile range. 3.13 Matrices (a) Introduction to matrices. 3.17 Probability (b) Equal matrices. (a) Sample spaces. (c) Addition, subtraction and multiplication (b) Events. involving matrices. (c) The probability of an event. (d) The 2 × 2 identity matrix. (d) The probability of complementary events. (e) The 2 × 2 inverse matrix. (e) Combined events. (f) Solution of simultaneous linear equations in two (f) The probability of combined events. unknowns by the matrix method. 3.14 Sets (a) Introduction to sets. (b) Equal sets, the empty set, subsets, the universal set and the complement of a set. (c) Operations on
after its initial publication, this volume continues to rank among the field's most-cited references. One of the largest and finest available collections, the catalog covers general properties of curves and types of derived curves. The curves and the values of their parameters are illustrated by nearly 90 images from a CalComp digital incremental plotter. Suitable for students and researchers in geometry and computer science, the text begins by introducing general properties of curves and types of derived curves. Subsequent chapters apply these properties to conics and polynomials, cubic and quartic curves, algebraic curves of high degree, and transcendental curves. A total of more than 60 special curves are featured, each illustrated with one or more CalComp plots containing curves in up to eight different variants. Indexes provide tables of derived curves, curve names, and a 95-item guide to further reading
Summary: From the Core-Plus Mathematics ProjectMathematics That Makes Sense to More StudentsThis innovative program engages students in nvestigation-based, multi-day lessons organized around big ideas. Important mathematical concepts are developed in relevant contexts by students in ways that make sense to them. Students in ''Contemporary Mathematics in Context work collaboratively, often using graphing calculators, so more students than ever before are able to learn important and broadly use...show moreful mathematics. Courses 1, 2, and 3 comprise a core curriculum that will upgrade the mathematics experience for all your students. Course 4 is designed for all college-bound students.Research-Based and Classroom-TestedDeveloped with funding from the National Science Foundation, each course in ''Contemporary Mathematics in Context is the product of a four-year research, development, and evaluation process involving thousands of students in schools across the country. The result is a program rich in modern content organized to make active student learning a daily occurrence in your classroom. ...show less 007827546661 +$3.99 s/h New Books4Cause il Skokie, IL 2002 Hardcover New Ships Fast! Satisfaction Guaranteed! $9.45 +$3.99 s/h VeryGood Quality School Texts OH Coshocton, OH 2002-09-10 Hardcover Very Good Names on inside cover and numbers on bookedge; no other internal marking/highlighting16.99 +$3.99 s/h Good K12savings MO Springfield, MO Good Excellent Used Condition. Multiple Copies Available for immediate shipment. Cover may have minor imperfections. Binding tight Contents clean and intact. May contain minimal highlighting or writ...show moreing
Summary: A text for a precalculus course for students who have completed a course in intermediate algebra or high school algebra II, concentrating on topics essential for success in calculus, with an emphasis on depth of understanding rather that breadth of coverage. Linear, exponential, power, and periodic functions are introduced first, then polynomial and rational functions, with each function represented symbolically, numerically, graphically, and verbally. Contains many ...show moreworked examples and problems using real world data. Can be used with any technology for graphing functions. From the Calculus Consortium based at Harvard University, this comprehensible book prepares readers for the study of calculus, presenting families of functions as models for change. These materials stress conceptual understanding and multiple ways of representing mathematical ideas. ...show less Ships same day or next business day! UPS(AK/HI Priority Mail)/ NEW book $33.99 +$3.99 s/h New BTM_Wholesale GA Buford, GA New New Book, John Wiley and Sons Books, 2004, paperback, in excellent condition, a great book. $105.00 +$3.99 s/h New bluehouse acton, MA Brand new. $178.54 +$3.99 s/h New El Pinarillo Books Morden, 2003 Paperback New Book New and in stock. 5/12
COURSE FACILITATOR Mrs Kumar has taught Mathematics for 2 decades! Her wealth of experience in teaching & her fun n lively personality will make learning a worthy & meaningful experience! Very difficult concepts are made easier with great clarity! What's more....she has made learning affordable at a relatively lower cost! PROGRAMME For Day 1 & 2 Day Topic s Covered Details Day 1 Indices & Surds üTesting the Laws of Indices & its relevance to everyday maths üApplication of surds using =,= üWhat is meant by conjugate surds to rationalize the surd üSolve simple equations involving indices & surds. üApply the rules of indices to simple problems. üSolve exponential equations of the form ax= b where b = an üSolve exponential equations using substitutions. Quadratic Expressions and Equations üWhat is meant by roots and how it is interpreted in graphs üUse of Discriminant (b2-4ac) to find if equation has roots üDetermining the turning point using completing the squares üSolving complex problem sums Logarithm üUsing the laws of Logarithm to solve complex problem sums üUnderstanding the logarithmic principles and being able to solve complex problem sums üExponentials functions & its relevance to logarithmic functions üPlotting lg & ex curves with confidence Day 2 Remainder & Factor Theorem üThe difference between Factor & Remainder Theorem. üSolving cubic equations by factorization. ü Partial Fractions üExpress a rational expression in partial fractions üApplication of Partial Fractions Linear Law üExpressinga relationship in the linear form Y = mX + c üPlottingan appropriate straight line and to find the values of m and c
Beginning Algebra 9780077349936 ISBN: 0077349938 Edition: 3 Pub Date: 2010 Publisher: McGraw-Hill Summary: Miller, Julie is the author of Beginning Algebra, published 2010 under ISBN 9780077349936 and 0077349938. Five hundred thirty seven Beginning Algebra textbooks are available for sale on ValoreBooks.com, one hundred ninety eight used from the cheapest price of $5.27, or buy new starting at $141ALTERNATE EDITION: This third edition communicates to students the very points their instructors are likely to make... [more]ALTERNATE EDITION: This third edition communicates to students the very points their instructors are likely to make during lecture, helping to reinforce concepts and provide instruction that leads students to mastery and success. The exercise sets have been revised to [more0077349938 Student Edition. No CD Included. Moderate dirt wear, wrinkling or creasing on cover or spine. Good binding. Moderate writing and highlighting. Cover has used book [more] 0077349938 third edition communicates to students the very points their instructors are likely to make during lecture, helping to reinforce concepts and provide instruction that le [more] ALTERNATE EDITION: This third edition communicates to students the very points their instructors are likely to make during lecture, helping to reinforce concepts and provide instruction that leads students to mastery and success. The exercise sets have been revised to...[less]
Math Study Skills-Workbook - 4th edition Summary: This workbook helps learners identify their strengths, weaknesses, and personal learning styles--and then presents an easy-to-follow system to increase their success in mathematics. With helpful study tips and test-taking strategies, this workbook can help reduce ''math anxiety'' and help readers become more effective at studying and learning mathematics
״Striking an appropriate balance of mathematical and analytical rigor, Strategy and Conflict: A Non-Technical Introduction to... see more ״Striking an appropriate balance of mathematical and analytical rigor, Strategy and Conflict: A Non-Technical Introduction to Game Theory teaches by example. While Game Theoretic principles are the same across the board, learners typically relate better to examples from their own fields, and McCain provides illustrations everyone can relate to.״ ״This book is a state-of-the-art look at combinatorial games, that is, games not involving chance or hidden information. It... see more ״This book is a state-of-the-art look at combinatorial games, that is, games not involving chance or hidden information. It contains articles by some of the foremost researchers and pioneers of combinatorial game theory. The articles run the gamut from new theoretical approaches to the very latest in some of the hottest games.״ ״When The Compleat Strategyst was originally published in 1954, game theory was an esoteric and mysterious subject, familiar... see more ״When The Compleat Strategyst was originally published in 1954, game theory was an esoteric and mysterious subject, familiar only to specialized researchers, particularly in the military. Its popularity today can be traced at least in part to this book, which popularized the subject for amateurs, professionals, and students throughout the world.״ ״This book reports on a major research program to provide strategic foundations for the theory of competition. Making use of... see more ״.״ ״CK-12 Foundation's Basic Probability and Statistics – A Short Course is an introduction to theoretical probability and data... see more ״CK-12 Foundation's Basic Probability and Statistics – A Short Course is an introduction to theoretical probability and data organization. Students learn about events, conditions, random variables, and graphs and tables that allow them to manage data.״ This is a free, online textbook that covers the following topics:Combinatorics (permutations, dispositions, combinations), ... see more This is a free, online textbook that covers the following topics:Combinatorics (permutations, dispositions, combinations), Sequences, Limit of a sequence, Computing the Riemann-Stieltjes integral: some rules, and Special functions.
Business Mathematics, Eleventh Edition maximizes studentProvidi... MOREng solid, practical, and up-to-date coverage of business mathematics topics, the text begins with a brief review of basic mathematics and goes on to introduce key business topics, such as bank services, payroll, business discounts and markups, simple and compound interest, stocks and bonds, consumer loans, taxes and insurance, depreciation, financial statements, and business statistics.Available with the 11/e:MathXL® and MyMathLab® for Business Math provide a powerful classroom management, homework, tutorial, and assessment tools. Students can take chapter quizzes or tests in MathXL and MyMathLab and receive personalized study plans based on their test results. The study plan diagnoses weaknesses and links students directly to tutorial exercises for the outcomes they need to study and retest. All student work can be tracked in MathXL's online gradebook. Three packaging options--MyMathLab, MathXL, or MathXL Tutorials on CD--provide flexible platforms to fit your course goals. For more information, visit our websites at and , or contact your sales representative. KEY BENEFIT:Business Mathematics, Eleventh Editionmaxim KEY TOPICS: Whole Numbers and Decimals; Fractions; Percent; Bank Services; Payroll; Mathematics of Buying; Mathematics of Selling; Simple Interest; Compound Interest; Annuities, Stocks, and Bonds; Business and Consumer Loans; Taxes and Insurance; Depreciation; Financial Statements and Ratios; Business Statistics. MARKET: For all readers interested in business mathematics.
Professional Commentary: Students construct charts to examine number patterns and use these patterns to generate a graph. The story of Tortisha and Harry is presented to the class: Harry is so sure that he can run faster than Tortisha, that he will give her a 2 mile head start in a race.... Professional Commentary: Students use matrices and technology to solve the Meadows or Malls problem, a linear programming problem with six variables. Students who have not done linear programming problems before are advised to begin with The Busing Problem before attempting Meadows or Malls.... Professional Commentary: This activity focuses on having students create and solve systems of linear equations in real-world settings. By solving a system of two equations in two unknowns, students find the equilibrium point for supply and demand.... Professional Commentary: Students solve two linear programming problems. The first one, Researching Research Papers, involves three variables; the second, The Busing Problem, involves four variables Students will find tutorials, Java applets, drills, computer programs, quizzes, and LiveMath notebooks and animations on a variety of precalculus topics. More than 100 subsections of the site address polynomial, rational, exponential, trigonometric, and logarithmic functions, as well as piecewise definitions, parametric equations, and polar coordinates....
How to create a user account for your Online Algebra 1 Textbook & Resources 1. Go to 2. Choose the High School level 3. Choose Washington State 4. Choose the "GO" button 5. Double-click the on-line book located on the bottom-left of the page 6. Choose "Create Student Account" 7. Enter the following activation code 2551842-30 8. Press enter 9. Follow the directions on the screen to set up your own student account. Help with the Math: o @HomeTutor – Choose the chapter, then the section, then you have options from which to choose. Learn the Lesson, Try the Exercises, Vocabulary Flip Cards, Having Trouble with the Lesson. o PowerPoint Presentations – Step by step presentations of the examples given in the book.. Practice, Practice, Practice: o eWorkbook – More practice problems listed by the section of the book o Problem of the Week – Updated weekly, the problem of the week challenges students to think creatively and critically. Solutions are included. Games and Activities: o Puzzles and Games – Just like it sounds. Each chapter has a crossword puzzle that is a great vocabulary review. Then there is also another game to practice the concepts in the chapter. o Vocabulary Flipcards – Electronic flipcards. Animated Math: Takes the student through a concept using computer animation. A student can review a concept, or test themselves to make sure they understand the concept. Quick Reference: Great References! o Formulas and Tables o Conversions o Parents as Partners – has questions you can ask your student to make sure they are understanding the goals of each section. It even gives the parent the answers! o Scientific Calculator o Graphing calculator – coming soon o Electronic Function Library Assessment: o Section Quizzes o Chapter Tests – both of these sections allow the student to answer questions. At the end the student will be shown their answer and the correct answer. Online Book –The online book is interactive. It has links on the pages to help students understand the concepts. If a word is highlighted you can click the word and the glossary will open. You can use the Tools button and make notes on a page. The notes are tied to the user's log-on. The next time you open the book the notes will still be
More About This Textbook Overview The mathematical methods that physical scientists need for solving substantial problems in their fields of study are set out clearly and simply in this tutorial-style textbook. Students will develop problem-solving skills through hundreds of worked examples, self-test questions and homework problems. Each chapter concludes with a summary of the main procedures and results and all assumed prior knowledge is summarized in one of the appendices. Over 300 worked examples show how to use the techniques and around 100 self-test questions in the footnotes act as checkpoints to build student confidence. Nearly 400 end-of-chapter problems combine ideas from the chapter to reinforce the concepts. Hints and outline answers to the odd-numbered problems are given at the end of each chapter, with fully-worked solutions to these problems given in the accompanying Student Solutions Manual. Fully-worked solutions to all problems, password-protected for instructors, are available
(Original post by InvertedLayman) Normally people doing both maths and further maths will do C1, then FP1, C2 and S1/M1/D1, then C3, then C4, FP2, and two more applied. This way they know C1 to help with FP1 (which is pretty much required) and then C2 and FP1 will help each other. Atm though, trust me, it's worth forgetting about doing anything until the summer holidays. You'll have so much time then for going through the book. Even one extra grade in your GCSEs will be so much more worth it than preparing for Maths in advance (C1 and FP1 are easy anyway so you don't even need to prepare at all, just start with the others and if you're any good you'll be well ahead of them in no time). (Original post by InvertedLayman) Thankyou for the reply. I have a decision to make then, Edexcel or OCR over the summer :I We'll see. (Original post by Mr Tough)(Original post by InvertedLayman) Mr Tough) InvertedLayman) matrix transformations (C2 chapter 1). The first two bits of chapter 8 might be handy as you might have to do some factorisation to prove by induction and it shows you another method. (Original post by Contrad!ction.) matrix transformations (C2 chapter 1). The first two bits of chapter 8 might be handy as you might have to do some factorisation to prove by induction and it shows you another method. Thanks. I still have time to see which school I will probably go to, so hopefully I chose to study the right exam board. (Original post by InvertedLayman) I know and I wont, I meant that it will be simple to learn without relying on much help from others. (Original post by iAre Teh Lejend)Wow niice. May I ask, why did you not learn any modules at 6th form? (assuming you study it as a subject). Or did you just feel like self teaching beforehand? My motivation for self study is so that I won't get left behind in class.
Course 1 Unit 6 - Exponential Models 1st Edition Exponential Models is the sixth unit in Course 1 of the Contemporary Mathematics in Context program. By the time students begin this unit, they will have developed the ability to make sense of real-world data through the use of graphical displays and summary statistics. They will be able to recognize important patterns of change between related variables and use linear equations to model real-world problems. Students will also have developed skills in algorithmic problem solving and learned how to model a variety of situations with vertex-edge graphs. They will have enhanced their visualization skills and developed a deeper understanding of two- and three-dimensional shapes and their properties. (See the descriptions of Course 1 Units.) Unit Overview Exponential Models develops student ability to use exponential functions to model and solve problems in situations that exhibit exponential growth and decay. Objectives of the Unit To recognize and give examples of situations in which exponential models are likely to match the patterns of change that are observed or expected. This model-recognition skill should apply to information given in data tables, graphs, or verbal descriptions of related changing variables To find exponential rules to match patterns of change in exponential model situations. This should include rules in the "y = ..." and "NOW-NEXT" forms To use exponential rules and graphing calculators or computer software to produce tables and graphs to answer questions about exponential change of variables To interpret an exponential function rule in order to sketch or predict the shape of its graph and the pattern of change in tables of values To describe major similarities and differences between linear and exponential patterns of change Sample Overview In Lesson 1 of this unit, students investigate and model exponential growth using both explicit and recursive rules. (For the initial development of recursive rules for linear models, see page 112-115; for recursive exponential rules see page 422.) The sample material consists of the three short investigations from Lesson 2, "Exponential Decay." Students determine and explore exponential models of the form y = a(bx), where 0 < b < 1, through tables, graphs, and algebraic rules. They then compare these models to exponential growth and linear models. Instructional Design Throughout the curriculum, interesting problem contexts serve as the foundation for instruction. As lessons unfold around these problem situations, classroom instruction tends to follow a common pattern as elaborated under Instructional Design. Contact Adobe with any technical questions about their software or its installation. How the Algebra and Functions Strand Continues In early units in Course 2, students develop matrix and linear combination methods for solving systems of two linear equations. In Unit 4, Power Models, students develop the ability to recognize and model data patterns and problem conditions that involve direct or inverse power variation and quadratic models. They also study their applications. Course 3 contains three units devoted to extending students' ability to represent and solve problems using algebraic methods. Students develop the ability to construct, reason with, and solve equations involving several variables and constraints in Unit 1, Multiple-Variable Models. Unit 3, Symbol Sense and Algebraic Reasoning, formalizes the function concept, introduces polynomial and rational functions, extends the solution of equations and inequalities by methods including factoring and the quadratic formula, and develops student ability in algebraic proof. The final algebra and functions unit, Families of Functions, reviews and extends student understanding of the basic function families and develops student ability to adjust these basic functions to match patterns in tables, graphs, and problem conditions. Four units in Course 4 extend student understanding of algebra and function concepts in preparation for post-secondary education. Students develop understanding of the fundamental concepts underlying calculus, develop understanding of logarithmic functions and their use in modeling and analyzing problem situations, extend their ability to use polynomial and rational functions to solve problems, and extend their ability to manipulate symbolic representations of exponential, logarithmic, and trigonometric functions. A unit that develops understanding and skill in the use of standard spreadsheet operations while reviewing and extending many of the basic algebra topics from Courses 1-3 is included for students intending to pursue programs in social, management, and some of the health sciences or humanities.
What do you get when you combine an award-winning educator with the makers of Mathematica? You get an interactive tutorial that's simple, powerful, and easy to understand. The Calculus WIZ solvers let you plug in actual homework computations, allowing you to double-check your work and avoid the drudgery of complex computations. Calculus WIZ tutorials let you find exactly what you're looking for when you need a little extra help on any given topic--and because Calculus WIZ is based on the leading texts for first-year calculus, it will complement your class instruction. In addition, each lesson is independent, so even if you switch classes or textbooks, you'll be able to find the exact help you're looking for. Calculus WIZ brings mathematics to life with three-dimensional graphics and charts that help you to understand better the problems you are solving, and the power of Mathematica makes calculations a breeze.
How to Use STEP Prep Stage: 5 The STEP prep resources are designed to take you from being a keen mathematics student without much experience in answering STEP questions to being a confident mathematician capable of passing STEP with flying colours and making the transition to studying mathematics at a top university. If you have come to this page as a Year 12 student, you're in a great position - past STEP candidates often say they wish they'd started their preparation earlier. The early modules of this collection are designed to ease you into problem solving and teach you new mathematical techniques, and should be accessible to anyone who has done the first year of their A levels, or equivalent. Don't worry if you're a little closer to sitting the STEP exams when you start your preparation though - it just means that you might need to work through the modules a little more quickly. The STEP prep modules consist of a brief explanation of the contents of the module, and then a small selection of resources. These usually consist of an article explaining some mathematics or offering some problem-solving advice, together with a variety of activities including short problems, in-depth investigations and suggested past STEP questions on a particular theme. We suggest that you get a folder to file your STEP prep work in, so that you can easily look back on your work. Then as each new module is featured on the site, set aside some time during the fortnight to read the materials and work on the tasks, checking your solutions with the published ones where appropriate. It is a good idea to look back on earlier modules every few weeks to remind yourself of what you've already learned. This can be a great confidence boost too, as you look back and see how much you've achieved! It's a good idea to keep aside two or three recent years' STEP papers to use as timed tests for yourself in the weeks immediately before your exams. In addition to this general advice, each module will contain lots of helpful tips to help you to become a stronger and more confident mathematician. All that remains to be said here is good luck
The Mathematics VSB Course will discuss topics in Algebra. The first lesson will lay the groundwork for all succeeding lessons, by familiarizing the user with definitions and notations that will be used throughout the course
Institutes AP* Calculus & Review Schedule (July 8-11 & July 15-19) This four-day session is designed to provide a review of the foundational skills and concepts that are included in the AP* Calculus curriculum as a preparation for those beginning to teach Advanced Placement* Calculus. Emphasis will be placed on the College Board's Advanced Placement* course description, with particular focus on the current topics in Calculus AB. Attention will be paid to the use of hand held technology (TI-84 or equivalent) to introduce, explore and reinforce concepts as well as the role of multiple representations in teaching and learning calculus ideas. Emphasis will be placed both on instructional techniques and student assessment. Review will cover: functions, limits, continuity, derivatives, applications of derivatives, the integral, applications of the integral, techniques of integration, differential equations with separation of variables. AP* Calculus AB Tentative Daily Schedule (July 15-19) Day 1: Overview of the AP* Calculus program; functions and their graphs; limits and end behavior; continuity; rates of change; tangent lines, slopes and local linearity Day 2: Concept of a derivative; derivative at a point and derivative as a function; higher order derivatives; analysis of curves using derivatives and the role of sign charts; applications of differentiation, including optimization; implicit differentiation and related rates Day 3: Functions defined by integrals, accumulation of a rate of change, and the fundamental theorem of calculus; motion, total distance and displacement; average value of a function; applications of integration – volumes of solids Day 5: The Advanced Placement Reading – organization and process; components of the AP* exam and how they are measured; complete review of the 2013 AP Calculus AB Free Response Examination, including student samples; constructing and scoring assessments AP* Calculus BC Tentative Daily Schedule (July 22-26) Day 1: Overview of the AP* Calculus program; limits and continuity; rates of change, slopes and local linearity; L'Hôpital's Rule; the derivative at a point and derivative as a function; higher order derivatives; analysis of curves using derivatives and the role of sign charts Day 2: Applications of differentiation, including optimization; implicit differentiation and related rates; functions defined by integrals, accumulation of a rate of change, and the fundamental theorem of calculus; motion, total distance and displacement; average value of a function; applications of integration – volumes of solids, improper integrals Day 4: Power series; Taylor and Maclaurin series as polynomial approximations to functions; interval and radius of convergence; error bounds; derivation of series theorems; graphical exploration of series; manipulation of series to form new series Day 5: Instructional and supplementary materials; reviewing for the AP* Calculus Exam; the Advanced Placement Reading – organization and process; components of the AP* exam and how they are measured; complete review of the 2013 AP Calculus BC Free Response Examination, including student samples; constructing and scoring assessments Instructor John Jensen John Jensen is currently the Faculty Chair in Mathematics at Rio Salado College in Tempe, Arizona. Prior to this, he taught high school mathematics for 30 years in the Paradise Valley School District in Phoenix, Arizona. For 25 of those years, he taught Advanced Placement* Calculus. John has been an AP Calculus reader, table leader and question leader over a period of 21 years and has conducted over 250 workshops and institutes in the United States, Canada, Europe, South America and Asia. He received the Presidential Award for Excellence in Teaching Mathematics in 1987; he was awarded the first Siemens Advanced Placement Award in 1998; he was given the Distinguished Service Award (1998) and the Exemplar Award (2001) by the College Board; and he received the Tandy Technology (Radio Shack) Award in 1997. John is also a former fellow of the Woodrow Wilson Mathematics Institute at Princeton University and a 1970 graduate of Fordham University at Lincoln Center. College Board®, AP, Advanced Placement Program* and Pre-AP* are registered trademarks of the College Board. Used with permission.
books.google.com - This book deals with algebra at the high-school and the college-freshman level. The first few chapters are devoted to understanding numbers and thus cover elementary counting -- material for grades 1 to 5 -- but the subject is treated in an adult fashion. The book starts at the very beginning of counting... from A to Z
About The Solution Overview Designed for the three-semester engineering calculus course, CALCULUS: EARLY TRANSCENDENTAL FUNCTIONSWhat's New New! Capstone Exercises: The Capstone is a new type of exercise that appears in every section. The exercise synthesizes the main concepts of the section and presents them in one exercise. They often contain computational and non-computational parts. These exercises are excellent to work through in class to present a topic for the first time or in class homework review. The Instructor's Resource Manual offers teaching tips on how one might use the Capstone Exercises in class. Exercises – revised on actual usage: New exercises abound in the fifth edition of CALCULUS: EARLY TRANSCENTAL FUNCTIONS. Based on analyses of actual student usage data, the exercise sets have been overhauled to improve student understanding. Many exercises were added, some were revised, and some were removed. The results are exercise sets that effectively address student learning needs. Larson Join In Clicker can be found on the Instructor Companion Site® offers an extensive online program for PRINCIPLES OF PHYSICS to encourage the practice that's so critical for concept mastery. The meticulously crafted pedagogy and exercises in our proven texts become even more effective in Enhanced WebAssign, supplemented by multimedia tutorial support and immediate feedback as students complete their assignments. Key features include: all of the end-of-chapter problems, Conceptual Questions, Master Its, Watch Its, Active Figures, Active Examples, Quick Quizzes, PHET Simulations, and Cengage YouBook.Cengage YouBook is a Flash-based eBook version of the text that is interactive and customizable! Fully integrated into Enhanced WebAssign®, Cengage YouBook features a text edit tool that allows instructors to rewrite, delete, modify, or add to the textbook narrative as needed. Studying has never been more engaging and efficient with one-click access to a range of text content, plus search, highlighting, note-taking functions.STUDENT DESCRIPTION: Exclusively from Cengage Learning, Enhanced WebAssign® offers an extensive online program for Physics to encourage the practice that's so critical for concept mastery. The meticulously crafted pedagogy and exercises in our proven texts become even more effective in Enhanced WebAssign, supplemented by multimedia tutorial support and immediate feedback as students complete their assignments.Enhanced WebAssign includes the Cengage YouBook, which includes highlighting, note-taking, and interactive animations. This instant access code: Provides Life-Of-Edition access to an Enhanced WebAssign course with an interactive eBook for any copyright year. If you need to retake the course and your instructor is using the same book AND edition then you will not need to buy a new code. Supports a Multiple-Term Course, e.g. Calculus, Physics, Chemistry. Offers instant delivery upon purchase and will be sent to your requested email address. Exclusively from Cengage Learning, Enhanced WebAssign helps you develop a deeper conceptual understanding of your subject matter and complete required online homework assignments. With Enhanced WebAssign, you your course materials. This access code supports a multiple-term course, e.g. Calculus, Physics, Chemistry and will be delivered via email when purchased. If you are not certain this is the correct access code for your course, please contact your instructor.Solutions Builder (ISBN-10: 0538757132 \| ISBN-13: 9780538757133) This flexible, personalized online tool lets you easily build and save your own personal solution sets either for printing or posting on password-protected class websites. PowerLecture DVD (ISBN-10: 0538739215 \| ISBN-13: 9780538739214) offers students innovative learning resources. Every edition from the first to the fifth offers students innovative learning resources printed access card features life-of-edition access to an Enhanced WebAssign course with an interactive eBook for any copyright year and is suitable for a multiple-term course, e.g. Calculus, Physics, Chemistry. Cengage Learning's Mathematics CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. Access an integrated eBook, learning tools including flashcards, quizzes, and more, all designed specifically to work with CALCULUS: EARLY TRANSCENDENTAL FUNCTIONS, 5th Edition instant access code features life-of-edition access to an Enhanced WebAssign course with an interactive eBook for any copyright year and is suitable for a multiple-term course, e.g. Calculus, Physics, Chemistry.Edwards Calculus program offers a solution to address the needs of any calculus course and any level of calculus student. Every edition from the first to the fourthBundle: Text + DVD (ISBN-10: 1111194521 \| ISBN-13: 9781111194529)Meet the Author About the Author Ron Larson Dr. Ron Larson is a professor of mathematics at The Pennsylvania State University, where he has taught since 1970. He received his Ph.D. in mathematics from the University of Colorado and is considered the pioneer of using multimediaBruce H. Edwards
Fundamental Math and Physicsresses the requirements of physics students who are reviewing undergraduate physics in preparation for the GRE or graduate comprehensive exams. Also includes additional content and features in order to appeal to a significantly broader audience. It thus provides the fundamental formulas, concepts and practical application of the core undergraduate physics curriculum while summarizing mathematics that is frequently encountered in engineering and physics calculations. As well, a highly abridged discussion of scientific programming is presented... MORE while very compact (20 or fewer lines of code) computer programs is incorporated in the text where relevant to illustrate the practical application of physical laws and principles. An ftp site offers a set of free programming and graphics software tools together with the programs appearing in the book will accompany the text. Our proposed text will address the requirements of physics students who are reviewing undergraduate physics in preparation for the GRE or graduate comprehensive exams. At the same time, it will include additional content and features in order to appeal to a significantly broader audience. It thus will provide the fundamental formulas, concepts and practical application of the core undergraduate physics curriculum while summarizing mathematics that is frequently encountered in engineering and physics calculations. As well, a highly abridged discussion of scientific programming will be presented while very compact (20 or fewer lines of code) computer programs will be incorporated in the text where relevant to illustrate the practical application of physical laws and principles. An ftp site will offer a set of free programming and graphics software tools together with the programs appearing in the book will accompany the text. In summary, the book will concisely present key concepts and equations. It will focus on core issues and omit specialized topics (except for problems that occur with great frequency on examinations) and non-essential details. This book offers a comprehensive yet brief summary of the fundamental material presented in undergraduate physics and mathematics, focusing exclusively on content that should be thoroughly understood and retained for future application. It not only provides key equations and outlines of derivations but also presents simple, highly coherent explanations of the underlying concepts. Also included is coverage of the areas contained in the syllabus for the Physics GRE subject examination and an overview chapter on programming methods. Students who are preparing for the GRE and graduate-level comprehensive exams, undergraduate third- and fourth-year science students, and high-school students will rely on this reference.
The kind of program I have in mind is Mathematica or Matlab. Altough probably those are not designed por abstract mathematics. What would be extremely useful to the progress of abstract mathematics would be a library of mathematical algorithms which were formally verified for correctness. Results obtained via such a library could be routinely cited in research papers without any doubt as to their correctness. The authors of SAGE suggest open source software as a means of achieving "research grade" mathematical software in [ ][ ], but arguably they don't go far enough. None of the "open source" mathematical software mentioned here currently meets this standard; the closest is C-CoRN [ ], a library of constructive mathematics for the Coq proof assistant. Now don't get me wrong, building a comprehensive library of formalized mathematics covering even the undergrad curriculum would be a vast undertaking. But the benefits would be huge, not just for computational mathematics but for all kinds of mathematical practice. The main obstacle is the nature of the work involved, which tends to be tedious and offering little reward to professional mathematicians, if occasionally playful and addictive. Perhaps undergraduate students should be encouraged to take courses in logic and contribute to such efforts. Computer scientists are working on this (formally verified mathematical software). Most of them bemoan the fact that they can't seem to attract the attention of very many mathematicians. If you know enough mathematics and enough computer science, it's not as big a job as it looks. Ideas from category theory to code generation can all be brought to bear, which significantly reduce the amount of work which needs to be done 'by hand'. This is a very active area of research - see the Calculemus community for example. – Jacques CaretteMar 22 '10 at 21:39 Kenzo and Chomp are for computing homology. Kenzo for instance can take an arbitrary abstract simplicial complex and compute the simplicial homology groups, and it has various spaces already built in. You can compute the homology of products and other neat things with it. I'll second the votes for Sage, Macsyma as Maxima and Wxmaxima, Scilab, Octave, R, and GAP. For kids to play with are KGeometry KiG (K-interactive-Geometry), letting you draw out geometric relationships and actively move points around, letting all defined subcomponents change with it: e.g. draw three points, define+draw the line segments between the points, define+draw the perpendicular bisectors of these line segments, define+draw a circle that touches the three points of the triangle. Now drag any of the three points of the triangle around and watch all of the defined components move along to remain the bisectors / intersections / circles consistently. It's a great way to play around with geometric constructions. Also, you can't go wrong with using awk, sed, and bash on the command line. I am using SAGE for computing over elliptic curves. It is very convenient and has lots of implementations of algorithms. But I have not found a way to instal in under windows environment without virtual box. Scilab ( is also numerical software which is free and open source, akin to Octave and Matlab. It's been developed at INRIA and ENPC. I also highly recommend Octave for numerical analysis and statistical analysis. Maxima is also on many gnu/linux installations and can be used in a text window or terminal without any graphics. The WxMaxima front end works in a graphical-user-environment and has better visualization of formulas and allows for menu-level interaction, instead of having to have all of the commands memorized. I can't believe that Python and its vast scientific application libraries are not mentioned in this thread. Let me be little bit bias and mention projects like PyDSTool. What makes Maple or Mathematica language simpler than Python? Similarly time proven but proprietary computer algebra system MuPad now a part of MATLAB is not mentioned. FreeMat, the cleanest (other two being GNU Octabe and Scilab) reimplementation of MATLAB API, is also not mentioned. PostScript, page description language (arguably proprietary), is not mentioned. It is wonderful language for teaching geometry and programming pictures. P.S. I was surprised that people even mentioned things like Maple and Mathematica. I personally have not meet a person who had a look at the source code of these two systems. However, I have friends who have worked for MathWorks and have seen the source code of MATLAB. Neither Python nor PostScript seem to qualify as software for general abstract mathematical purposes (which is what the question was about). However, software written in these langes of course may fall into this category (such as Sage, PyDSTool, which have been mentioned). – Max HornJan 12 '12 at 10:00
An English-Vietnamese math dictionary for Vietnamese high school and college students is presented. The dictionary was developed for students within the Vietnamese-speaking refugee community in Australia, many of whom are advanced in mathematics but are held back by their unfamiliarity with English terminology. The first column in the dictionary gives the English term; the second column its Vietnamese equivalent; and the third column describes and explains each term in Vietnamese. The first column is arranged in alphabetical order rather than under a general heading (i.e., inscribed angle and obtuse angle are alphabetically listed rather than under the general heading 'angle'). Where Vietnamese words of similar meaning correspond to the same English word, the Vietnamese words are separated by commas, and when an English word has more than one meaning in Vietnamese, these meanings are numbered. Cross references are also included, and a table of mathematical symbols is appended. (SW)
Power Rule Teacher Resources Find Power Rule educational ideas and activities Title Resource Type Views Grade RatingStudents construct the graph of derivatives using a tangent line. For this construction of a graph of a derivative lesson, students use their Ti-Nspire to drag a tangent line along a graph. Students graph the slope of the tangent line. Students discuss the similarities and differences between the original graph and its derivative. Twelfth graders explore the concept of limits. In this calculus lesson plan, 12th graders investigate the limit rules for both finite and infinite limits through the use of the TI-89 calculator. The worksheet includes examples for each rule and a section for students to try other examples. Students investigate the capabilities of the TI-89 calculator. In this Calculus lesson, students explore the statistical, graphical and symbolic capabilities of the TI-89. Students investigate topics such as solving systems of equations, finding inverse functions, summations, parametrics and trigonometry. In this capacitance worksheet, students solve 19 problems about capacitance, voltage, electric charge and Ohm's Law. They use calculus to solve some of the problems and they are given equations used to solve different capacitance problems. Students investigate an article on local linearity. In this calculus lesson, students read about the application of math in the real world. They gain insight from the teachers view of how to teach and relate the topic to the real world. Twelfth graders investigate derivatives. In this calculus lesson, 12th graders use technology to explore the basic derivatives and how to choose the proper formula to use them. The lesson requires the use of the TI-89 or Voyage and the appropriate application. In this calculus worksheet, students use integration to solve word problems they differentiate between integration and anti derivatives, and between definite and indefinite integrals. There are 3 questions with an answer key. Students use online resources, including animations,to define the slope of a curve and how to calculate the slope. They solve 8 problems online, using the definition of the derivative of a function at a point to calculate slope of the curve. Students analyze graphs and determine their general shape. In this calculus lesson, students solve functions by taking the derivative, sketch tangent lines and estimate the slope of the line using the derivative. They graph and analyze their answers. Students investigate exponential functions. For this Algebra II/Pre-calculus lesson students find an exponential model from a set of data. Students investigate the affects of changing parameters have on the graph of an exponential function. Students assess transformations to remove integral symbols as well as to simplify expressions. They explore the Symbolic Math Guide to assist them in solving indefinite integration by parts. This lesson includes partial fractions, sum/difference and scalar product transformations. Students make mathematical argument using the concept of Limit. For this algebra lesson, student calculate the instantaneous rate of change from the linear graph. They use a TI-calculator to create a visual of the graphs.
Welcome to Math Alive Course Instructors How is life different from 25 or even 10 years ago? Mathematics has profoundly changed our world, from banking & computers to listening to music. This course is designed for those who haven't had college mathematics but would like to understand some of the mathematical concepts behind important modern applications. It will consist of largely independent 2-week units: Cryptography Error correction & compression Probability & Statistics Birth, Growth, Death & Chaos Graph Theory Voting & Social Choice You can navigate through the units using the navigation bar on the left. Each unit is divided into two parts. For each part you can download Lecture notes in PDF or PS format. Each part has its problem set and a corresponding on-line Lab. You can find the Lecture Notes, On-Line Labs, and Problem Sets through corresponding links on the left. You can also find them (for each unit) through the corresponding unit links. The Problem Sets are made available on the Web one by one, according to the schedule; every problem set will be available (at least) one week before it is due. Solutions to the problem sets will also be made available on the Web (after the submission deadline). Problem Sets: You need to look at the On-Line Labs and at the Problem Sets (clickable on the left). The On-Line Labs review some of the material seen in class, and give you interactive windows to try out various things. The problem sets contain questions and assignments for you to answer or complete. To answer some of these questions you'll need the interactive pages from the On-Line Labs. On the due dates for the problem sets (see Due Dates or Calendar) you hand in the completed homework only. (No need to hand in a print-out of the corresponding On-Line Lab.) The videotaped lectures of Spring 2003 course are available on blackboard. To access these, go to and check under Courses -> APC199 Math Alive -> Lectures
Akst/Bragg series' success is built around clear and concise writing, a side-by-side "teach by example" approach, and integrated applications throughout that help you achieve a conceptual understanding. The user-friendly design offers a distinctive side-by-side format that pairs examples and their solutions with corresponding practice exercises. You understand from the very beginning that doing math is an essential part of learning it. Motivational, real-world applications demonstrate how integral math... MOREematical understanding is to a variety of disciplines, careers, and everyday situations. 16.4 Factoring Perfect Square Trinomials and the Difference of Squares 16.5 Solving Quadratic Equations by Factoring 17. Rational Expressions and Equations 17.1 Rational Expressions 17.2 Multiplying and Dividing Rational Expressions 17.3 Adding and Subtracting Rational Expressions 17.4 Complex Rational Expressions 17.5 Solving Rational Equations 18. Radical Expressions and Equations 18.1 Introduction to Radical Expressions 18.2 Adding and Subtracting Radical Expressions 18.3 Multiplying and Dividing Radical Expressions 18.4 Solving Radical Equations 19. Quadratic Equations 19.1 Solving Quadratic Equations by Using the Square Root Property 19.2 Solving Quadratic Equations by Completing the Square 19.3 Solving Quadratic Equations by Using the Quadratic Formula 19.4 Graphing Quadratic Equations in Two Variables Appendixes A. Table of Symbols B. Review of Basic Mathematics C. Introduction to Graphing Calculators D. Factoring the Sum of Cubes and the Difference of Cubes Online Bonus Material: E. Solving Compound Inequalities F. Solving Absolute Value Equations and Inequalities G. Introduction to Functions H. Solving Systems of Linear Inequalities I. Variation J. Radical Expressions and Rational Exponents K. The Distance and Midpoint Formulas; the Circle Geoffrey Akst and Sadie Bragg have worked together for many years as professors of mathematics at Borough of Manhattan Community College/City University of New York. They met as graduate students at Teachers College, Columbia University, where they were both working on degrees in the teaching of college mathematics. The emphasis on applications in their texts reflects a concern they share for helping students understand why the topics to be studied are useful. Dr. Akst for years has begun his classes with the payoff question: Why is this material worth learning? A native New Yorker, he enjoys surfing the Web, listening to good music, and traveling to exciting places. Dr. Bragg, who began her career in math education as a high school geometry teacher, credits her teachers with inspiring her love for mathematics and an appreciation of its utility. A transplanted Virginian, she spends her time with her family and her beautiful grandchildren.
MA 442 - Real Variables MA 442 - Real Variables This course introduces principles of real analysis and the modern treatment of functions of one and several variables. Topics include metric spaces, the Heine-Borel theorem in R-n, Lebesgue measure, measurable functions, Lebesgue and Stieltjes integrals, Fubini's theorem, abstract integration, L-p classes, metric and Banach space properties, and Hilbert space. Prerequisites: MA 232, MA 441 Course Objectives MA441 and MA442 are capstone courses for mathematics majors. The two courses supply basic preparation for either graduate school or for application of mathematics to problems of science and engineering. Learning Outcomes There are a number of different approaches to this course. The exact content of the course is not as important as the development of mathematical maturity by the students. Accordingly course outcomes are based on Bloom's taxonomy. Know: Recall definitions and statements of theorems. Comprehend: Be able explain and restate theorems and definitions in different contexts and as they apply to special cases. Apply: Use the theorems and techniques taught in the course to solve problems. Analyze: Recognize which theorems and definitions apply to various situations. Synthesize: Be able to construct proofs. The outcomes are repeated for each of the three major divisions of the course, namely
Beginning Algebra with Applications, Multimedia series by the Aufmann team, this hardcover text for the introductory algebra course adheres to the formula that has made the Aufmann developmental texts so reliable for both students and instructors. The text's clear writing style, emphasis on problem-solving strategies, and proven Aufmann Interactive Method--in an objective-based framework--offer guided learning for both lecture and self-paced courses. The completely integrated learning system is organized by objectives. Each chapter begins with a list of learning objectives, which are woven throughout the text, in Exercises, Chapter Tests, and Cumulative Reviews, as well as through the print and multimedia ancillaries. The result is a seamless, easy-to-follow learning system. This special MEDIA ENHANCED EDITION now comes with Enhanced WebAssign and flash videos for every end of chapter test question available online through the student website.
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Teachers will find that many of the proofs in this collection are well suited for classroom discussion and for helping students to think visually in mathematics. Famous mathematicians have often emphasized the role of visual intuition; e.g., Hilbert: "Who does not always use along with the double inequality a > b > c the picture of three points following one another on a straight line as the geometrical picture of the idea "between"? Who does not make use of drawings of segments and rectangles enclosed in one another, when it is required to prove with perfect rigor a difficult theorem on the continuity of functions or the existence of points of condensation?" (from his famous address at the 1900 International Congress). This book is a collection of well over 100 one-page proofs, collected from various sources. The topics range from number theory to calculus, and most of them require no advanced mathematics. Typically there is a statement of a result, with a labelled diagram showing how it is "proved"; in some cases there are a few auxiliary equations along with the picture. These are not simple, often requiring quite a bit of thought before the "Aha!" moment. Working through them is a valuable exercise for the student of mathematics--having seen, e.g., six different visual proofs of the Pythagorean theorem, one comes to really understand the result, not just "follow the logic". I have not encountered any better way than this book to "see" how mathematical truth is discovered and proved. It can be valuable as a supplement to courses through precalculus and elementary calculus. Perhaps one of its best uses is to inspire teachers to present results in a more lively way then "definition-theorem-proof" or "just memorize it". How many of you remember doing geometry proofs in High School? How many of you enjoyed writing them? I don't know about you but I've always preferred pictures to words when it comes to understanding how something works. This is a wonderful book that provides visual insights into how one might go about proving mathematical theorems. The Pythagorean Theorem has always been a mystery to me. How are the squares of the sides of a right triangle related to its hypotenuse? "Proof Without Words" has five clever illustrations that guide readers in writing their own proofs. If you ever doubted that algebra and geometry were related, the diagrams demonstrating how to compute sums of series will produce aha! experiences. Writing proofs when one is guided by visual cues is a much more fulfilling endeavor than stringing together dry facts from memory. This book delivers much fulfillment in exploring theorems in geometry, algebra, trigonometry, sequences, and other aspects of Math. The first mathematical proofs were no doubt primarily diagrammatic in structure, and we all should appreciate the role they have played in the development of mathematics. Unfortunately, the figure is now somewhat maligned as a tool in mathematics. A symbol used in a proof is a representative of an abstract concept, and if a diagram is also considered in that way, then it should be just as acceptable. The proofs in this book are not truly without words, as most of the time there is a formula as well. However, they are easy to understand and cannot fail to be appreciated. Proof by diagram does have a place in the mathematical educational experience as well. After all, the point of a proof is to convince us of the validity and also explain why the result must hold. Students who struggle their way through abstract formulas and symbols can be exposed to proofs like this and learn there is a place for visual thinking in mathematics. Mathematics teachers face a difficult task and should use every tool that is available to present the wonder and greatness of mathematics as a form of human endeavor. Proofs without words will not work everywhere, but when they do, it can be the difference that makes the light bulb of understanding burn bright. This book should be read by all teachers of mathematics. When I first examined the book I thought "I spent how much for this?" The price should be closer to $10 new for what it is. And what is it? It's a collection of visual proofs, one per page, from a variety of sources. One probably could assemble the collection from the Internet, but thankfully Dr. Nelsen has done the work already. Don't expect written explanations, for that one will need to go the original works, which are nicely cited. I'll learn new proofs from the book, but they feel more like 'tricks', and I'm not sure how useful they'll be in new situations. Most likely, other books by Dr. Nelsen, such as Charming Proofs, will have greater lasting value.
Buy Used Textbook eTextbook We're Sorry Not Available New Textbook We're Sorry Sold Out More New and Used from Private Sellers Starting at $22Some books on algorithms are rigorous but incomplete; others cover masses of material but lack rigor. Introduction to Algorithms uniquely combines rigor and comprehensiveness. The book covers a broad range of algorithms in depth, yet makes their design and analysis accessible to all levels of readers. Each chapter is relatively self-contained and can be used as a unit of study. The algorithms are described in English and in a pseudocode designed to be readable by anyone who has done a little programming. The explanations have been kept elementary without sacrificing depth of coverage or mathematical rigor. The first edition became a widely used text in universities worldwide as well as the standard reference for professionals. The second edition featured new chapters on the role of algorithms, probabilistic analysis and randomized algorithms, and linear programming. The third edition has been revised and updated throughout. It includes two completely new chapters, on van Emde Boas trees and multithreaded algorithms, substantial additions to the chapter on recurrence (now called "Divide-and-Conquer"), and an appendix on matrices. It features improved treatment of dynamic programming and greedy algorithms and a new notion of edge-based flow in the material on flow networks. Many new exercises and problems have been added for this edition. As of the third edition, this textbook is published exclusively by the MIT Press.
With the basics and the more practical uses of math under their belts, high school students start to expand their general understanding of mathematics. Many math terms sound scary, but polynomials, functions and variables are fairly straightforward concepts that can be mastered through practice. Because it's unlikely you use polynomials everyday, you've probably forgotten much of what your child will be studying. "It is OK not to be an expert in the subject that your child is studying, but you do need to be an expert on communication with your child's teachers," says Richard E. Bavaria, Ph.D., vice president of education for Sylvan Learning Center. "It is important to know when examinations will take place and what your child will need to prepare." Between sessions with your child's teacher, here's a refresher course to get your mind back in the game. Algebra is a method of solving for an unknown number, or variable, which is represented by a letter. The easiest way to work through an algebra equation is to think of it as a seesaw where both sides have to balance. Whatever you do to one side to solve for x, do it to the other side. Example: x + 3 = 10 x + 3 – 3 = 10 – 3 x = 7 3x – 1 = 20 3x – 1 + 1 = 20 + 1 3x = 21 33 x = 7 Functions: A mathematical relationship between two variables. Functions are notated: f(x) = y f(x) = 3y – 4 f(x) = 4y2 – 3y + 2 To solve for f(5) just plug in the number in parentheses into the y variable. Absolute Value is the distance a number is from 0. The absolute value of -5 is 5. \|-5\| = 5 The absolute value of 5 is 5. \|5\| = 5 Factoring: A factor is a number that is multiplied by another number to create a product. For example: 3 × 3 = 9, 3 is a factor and 9 is a product. Notice that this can also be written as 32 = 9. If it were an algebraic equation: x2 = 9 then x = 3 or -3. You find this answer by taking the square root of both sides. Because -3 × -3 = 9 or (-3)2 = 9 there are two answers. Polynomials are mathematical expressions involving the sum of variables raised to a certain power. • Monomials: 3x 4x2 10x2y3 • Binomials: 2x – 1 3x2 + 6y 4(x2 + 6) • Trinomials: 3x2 – 3x + 6 y2 + 2y – 4 z2 – 1 A trinomial is the product of two binomials. To multiply two binomials follow this formula: (x – a)(x – b) x2 – ax – bx + ab (x – a)(x + b) x2 – ax + bx – ab (x + a)(x – b) x2 + ax – bx – ab (x + a)(x + b) x2 + ax + bx + ab Factoring trinomials is the opposite of multiplying binomials. x2 – 4x + 4 = (x – 2)(x – 2) = (x – 2)2 In this example, (x – 2) is a factor and x2 – 4x + 4 is a product. Factoring polynomial expressions that are not perfect squares are more difficult. The best way to figure them out is to figure out the factors of the whole number. x2 – 5x – 36 The factors of 36 are {1, 2, 4, 6, 9, 12, 18, 36 Every factor has a pair: 1 and 36, 4 and 9, 6 and 6 (the square root). Add or subtract these numbers to find a number that equals 5 (the second number in the original question). The solution is (x - 9)(x + 4) because -9x + 4 = -5 To solve an algebraic equation using polynomials, set the polynomial equal to 0 and solve for all the possible values of x.
19 students. An introduction to deductive reasoning, mathematical proof, and fundamental ideas of higher mathematics. Emphasis will be placed on developing strategies for understanding and constructing proofs. Topics include basic logic, set theory, and relations.
Description: This book helps the student complete the transition from purely manipulative to rigorous mathematics. The clear exposition covers many topics that are assumed by later courses but are often not covered with any depth or organization: basic set theory, induction, quantifiers, functions and relations, equivalence relations, properties of the real numbers (including consequences of the completeness axiom), fields, and basic properties of n-dimensional Euclidean spaces. The many exercises and optional topics (isomorphism of complete ordered fields, construction of the real numbers through Dedekind cuts, introduction to normed linear spaces, etc.) allow the instructor to adapt this book to many environments and levels of students. Extensive hypertextual cross-references and hyperlinked indexes of terms and notation add truly interactive elements to the text. Audience: This book gives students the skills they need to succeed in the first courses in Real Analysis (it is designed specifically to prepare students for the author's award-winningMathematical Analysis I and Mathematical Analysis II) and Abstract Algebra/Modern Algebra. Students who plan to advance to upper-level classes in computer science (discrete structures, algorithms, computability, automata theory, ...), economics, or electrical and computer engineering (signal and image processing, AI, circuit design, ...) will benefit from mastering the material in this text. This text is appropriate for courses that might otherwise use the books (we give US list prices for current hardcover editions at Amazon on July 10, 2006): A Transition to Advanced Mathematics by D. Smith, M. Eggen, and R. St. Andre ($117.95); Transition to Higher Mathematics: Structure and Proof by B. Dumas and J. McCarthy ($106.88); An Introduction to Abstract Mathematics by R. Bond and W. Keane ($132.95); Foundations of Higher Mathematics by P. Fletcher and C. W. Patty ($149.95); Mathematical Reasoning: Writing and Proof by T. Sundstrom ($103.00); Foundations of Mathematical Thinking: Problem-Solving and Proofs by J. D'Angelo and D. West ($111.00); etc. Reviews and Recognition: Reviews and recognition for Basic Concepts of Mathematics are noted here. You can review this book at The Assayer. Terms and Conditions: All uses of this text are subject to the Terms and Conditions contained in this text. As part of these terms, we license this text free of charge to students using it for self-study, and to lecturers evaluating it as a required or recommended text for a course. All other uses of this text are subject to a charge of $10US for individual use and $300US for use by all individuals at a single site of a college or university. Download the Book: After you have read and you accept the Terms and Conditions for use of the book, click below on the phrase "I accept" for the format of your choice to immediately download the book. You will need Adobe Acrobat Reader or another program that can work with Portable Document Format (PDF) files to display or print the book. Note: If you have difficulties reading our products with Adobe Acrobat Reader, please consult this page to see whether we have already been able to diagnose and solve the difficulty you are having. Donate: The Trillia Group accepts donations from people who are otherwise licensed to use Basic Concepts of Mathematics free of charge. Donations of as little as US$2 or €2 help us continue to produce and distribute quality online texts. Buy the Book: Go to our Purchase page to buy a license to use the book. Errata: There is a list of errata that records changes made to the text since the version of October 29, 2001. The latest version of the book is always available at the links above.
Developmental Courses We offer three courses that will help prepare you for your college-level courses in mathematics. These courses do not count toward the mathematics credits required for graduation. MAT 0018 Developmental Mathematics I This course introduces students to the basic topics of arithmetic and measurement of geometric figures. Students will add, subtract, multiply, and divide whole numbers, fractions and decimals. Students will solve problems involving proportions and percents. MAT 0028 Developmental Mathematics II This course introduces students to the basic concepts of algebra. Students will simplify or perform operations on signed numbers, radicals, polynomials, and expressions containing exponents; factor polynomials; solve and graph linear equations and inequalities in one variable; graph linear equations in two variables; solve related applications. MAT 0022C Developmental Mathematics Combined This is a course that integrates topics of arithmetic and algebra. It covers the topics of the two courses above plus a few additional topics. To successfully complete this course (grade of S), you will need to: The grade of S in either MAT 0020 or MAT 0024 allows you to proceed to MAT 1033. If you earn a P or U in any of the above courses, then you should speak to the instructor to determine what mathematics course you should take the next semester. STUDY SESSIONS AND LABORATORY HOURS All college preparatory mathematics courses have required study sessions and laboratory hours. The study sessions are designed to give students an opportunity to communicate with each other about their course work, to get individualized help from the study session facilitator, to review for exams, and in some cases to work on course-related projects. The laboratory hours are independent of the study sessions and may be completed in the Mathematics Laboratory. The Mathematics Laboratory is located in room 2223. Its hours of operation are: MTWR 8:000 AM -9:00 PM, F 8:000 AM - 4:00 PM, SAT 8:00 AM-4:00 PM. You do not need an appointment. In the math lab we have computer software, tutors, graphing calculators, and videotapes to help you attain the goals of your mathematics course. You will need to check in and out of the lab each time you are there to earn the credit for the lab hour requirement. Students taking MAT 0024 in eight weeks must complete their lab hour requirements by the end of those eight weeks. TRANSITION COURSE MAT 1033 Intermediate Algebra Through this course students develop various concepts of Algebra. Students will solve linear, quadratic, rational, and radical equations; graph linear equations and inequalities in one variable; graph linear equations in two variables; solve and graph systems of linear equations and inequalities in two variables; simplify rational expressions; simplify expressions containing rational exponents; simplify complex numbers; solve related applications. College-Level Courses MGF 1106 Mathematics for Liberal Arts I Topics include sets, logic, Euclidean geometry, probability, and statistics. This course includes the competencies of the mathematics portion of the CLAST (College Level Academic Skills Test) with the exception of algebra and arithmetic competencies. (3 credits) Prerequisite: MAT 1033 or appropriate placement test score MGF 1107 Mathematics for Liberal Arts II This course introduces the student to the concepts of financial mathematics, linear and exponential growth, numbers and number systems, history of mathematics, elementary number theory, voting techniques, and graph theory. Prerequisite: MAT 1033 or appropriate placement test score MGF 1120 Basic Probability This course introduces the student to topics in probability and statistics from a real-world perspective. (1 credit) MAC 1105 College Algebra This course introduces the student to the concept of functions and their graphs. Students will graph linear, quadratic, rational, exponential, logarithmic, radical, power, and absolute value functions and transformations; perform operations on and compositions of functions; find the inverse of a function; apply the laws of logarithms to simplify expressions and solve equations; graph non-linear inequalities; solve related applications and modeling problems. Prerequisite: MAT 1033 or appropriate placement test score MAC 1105L College Algebra Laboratory This course is intended to accompany and support MAC 1105. The competencies of this laboratory course have been introduced in the accompanying lecture course. (1 credit/2 hours) MTG 2204 Geometry for Educators This course emphasizes Euclidean geometry. The course includes measurement and properties of plane and solid figures, sets, logic, and proofs. (3 credits) Prerequisite: MAC 1105 MTG 2204L Geometry for Educators Laboratory This is an accompanying laboratory to MTG 2204 in which students perform constructions, work on projects and presentations, and use technology in exploring geometric properties and patterns. (1 credit/2 hours) MAC 2233 Business Calculus An introduction to the basic concepts of differential and integral calculus for business majors. Topics include limits; continuity; differentiation and integration of polynomial, logarithmic and exponential functions with applications to business. (3 credits) Prerequisite: MAC 1105 or equivalent or permission of the department chairperson. MAC 1140 Pre-Calculus Algebra This course is primarily designed for students who are majoring in areas that require one or more courses in the calculus sequence. The student will analyze and graph algebraic, exponential, logarithmic, piecewise-defined functions and conic sections. The student will solve polynomial, exponential and logarithmic equations, as well as systems of linear and nonlinear equations. The student will identify arithmetic and geometric sequences and series and solve related problems. The student will use the Binomial Theorem to expand polynomials and solve related problems. The student will use mathematical induction to prove statements regarding the properties of natural numbers. The student will solve applications and modeling problems related to the above topics. (3 hrs. lecture) Prerequisite: MAC 1105 or equivalent or permission of the department chairperson. Prerequisite: MAC 1105 or equivalent or permission of the department chairperson. MAC 1147 Pre-Calculus Algebra and Trigonometry Topics include all of the topics of MAC 1114 and MAC 1140 (5 credits) Prerequisite: MAC 1105 or equivalent or permission of the department chairperson. MAC 2311 Calculus and Analytic Geometry I Introduction to analytic geometry; limits; continuity; differentiation of algebraic and trigonometric functions; differentials; introduction to integration and the Fundamental Theorem of Calculus; applications of the definite integrals and derivatives. 5 Credits. Prerequisites: MAC 1114 and MAC 1140, or MAC 1147, with a grade of "C" or better or departmental permission. (5 credits) Topics include analytic geometry of three dimensions, vectors and vector-valued functions, curves and surfaces in three-space, partial differentiation and applications, multiple integrals and their applications, line integrals, and Green's Theorem. (4 cr) Prerequisite: MAC 2312 MAP 2302 – Introduction to Differential Equations. Topics include equations of first order, linear equations with constant coefficients, non-homogeneous equations, variation of parameters, solution using Laplace Transforms, elementary existence theorems, series solutions, and applications to physics and chemistry. (3 cr) The student in this course will acquire knowledge in the following topics: collecting, grouping, and presenting data; measures of central tendency and dispersion; probability; testing hypotheses; confidence intervals, and correlation. (3 hr. lecture) Prerequisite: MAT 1033 or appropriate placement test score MAD 1100 - Discrete Mathematics for Computer Science This course introduces students to the principles of discrete mathematics that apply to computer science. Topics include set theory, logic, Boolean algebra, number theory, vectors and matrices, combinatorics, probability, relations, functions, and basic graph theory.
The Simpsons and their mathematical secrets Simon Singh. "Simon Singh, author of the bestsellers Fermat's Enigma, The Code Book, and The Big Bang, offers fascinating new insights into the celebrated television series The Simpsons: That the show drip-feeds morsels of number theory into the minds of its viewers--indeed, that there are so many mathematical references in the show, and in its sister program, Futurama, that they could form the basis of an entire university course. Recounting memorable episodes from "Bart the Genius" to "Homer3," Singh brings alive intriguing and meaningful mathematical concepts--ranging from the mathematics of pi and the paradox of infinity to the origin of numbers and the most profound outstanding problems that haunt today's generation of mathematicians. In the process, he illuminates key moments in the history of mathematics, and introduces us to The Simpsons' brilliant writing team--the likes of David X. Cohen, Al Jean, Jeff Westbrook, and Stewart Burns, all of whom have various advanced degrees in mathematics, physics, and other sciences. Based on interviews with the writers of The Simpsons and replete with images from the shows, facsimiles of scripts, paintings and drawings, and other imagery, The Simpsons and Their Mathematical Secrets will give anyone who reads it an entirely new insight into the most successful show in television history"-- Provided by publisher. View details » Place a hold » Math starters : 5- to 10-minute activities aligned with the common core math standards, grades 6-12. Muschla, Judith A., "A revised edition of the bestselling activities guide for math teachers. Now updated with new math activities for computers and mobile devices--and now organized by the Common Core State Standards--this book includes more than 650 ready-to-use math starter activities that get kids quickly focused and working as soon as they enter the classroom. Ideally suited for any math curriculum, these high-interest problems spark involvement in the day's lesson, help students build skills, and allow teachers to handle daily management tasks without wasting valuable instructional time. A newly updated edition of a bestselling title Ideal for math teachers in grades six through twelve Includes more than 650 ready-to-use starter problems"-- Provided by publisher. View details » Place a hold » Will you be alive 10 years from now? : and numerous other curious questions in probability : a collection of not so well-known mathematical mind-benders (with solutions, with one exception) Paul J. Nahin. "Nahin brings probability to life with colorful and amusing historical anecdotes as well as an electrifying approach to solving puzzles that illustrates many of the techniques that mathematicians and scientists use to grapple with probability. He looks at classic puzzles from the past--from Galileo's dice-tossing problem to a disarming dice puzzle that would have astonished even Newton--and also includes a dozen challenge problems for you to tackle yourself, with complete solutions provided in the back of the book.Nahin then presents twenty-five unusual probability puzzlers that you aren't likely to find anywhere else, and which range in difficulty from ones that are easy but clever to others that are technically intricate. Each problem is accompanied by an entertaining discussion of its background and solution, and is backed up by theory and computer simulations whenever possible in order to show how theory and computer experimentation can often work together on probability questions. All the MATLAB Monte Carlo simulation codes needed to solve the problems computationally are included in the book. With his characteristic wit, audacity, and insight, Nahin demonstrates why seemingly simple probability problems can stump even the experts"-- Provided by publisher. View details » Place a hold » Neutrino hunters : the thrilling chase for a ghostly particle to unlock the secrets of the universe Ray Jayawardhana. "Detective thriller meets astrophysics in this adventure into neutrinos and the scientists who pursue them For more than eighty years, brilliant and eccentric scientists around the world have been searching for the incredibly small bits of matter we call neutrinos. Trillions of these ghostly particles pass through our bodies every second, but they are so pathologically shy that neutrino hunters have to use Olympic-size pools deep underground and a gigantic cube of Antarctic ice to catch just a handful. Neutrinos may hold the secrets to the nature of antimatter and what the universe was like just seconds after the big bang, but they are extremely elusive and difficult to pin down--much like the adventurous scientists who doggedly pursue them. In Neutrino Hunters, the renowned astrophysicist and award-winning author Ray Jayawardhana takes us on a thrilling journey into the shadowy world of neutrinos and the colorful lives of those who chase them. Demystifying particle science along the way, Jayawardhana tells a detective story with cosmic implications--interweaving the tales of the irascible Casanova, Wolfgang Pauli; the troubled genius Ettore Majorana, who disappeared without a trace; and Bruno Pontecorvo, whose defection to the Soviet Union caused a Cold War ruckus. Ultimately, Jayawardhana reveals just how significant these fast-moving particles are to the world we live in, and why the next decade of neutrino hunting will redefine how we think about physics, cosmology, and our lives on Earth"-- Provided by publisher. View details » Place a hold » This is Mars Alfred S. McEwen, Francis Rocard, Xavier Barral This's surface in a series of exceptionally detailed images that reveal all the beauty of this legendary planet. Conceived as a visual atlas, the book takes the reader on a fantastic voyage—plummeting into the breathtaking depths of the Velles Marineris canyons; floating over the black dunes of Noachis Terra; and soaring to the highest peak in our solar system, the Olympus Mons volcano. The search for traces of water also uncovers vast stretches of carbonic ice at the planet's poles. View details » Place a hold » Why dogs hump and bees get depressed : the fascinating science of animal intelligence, emotions, friendship, and conservation Marc Bekoff. "In 2009, Marc Bekoff was asked to write on animal emotions for Psychology Today. Some 500 popular, jargon-free essays later, the field of anthrozoology, the study of human-animal interactions, has grown exponentially, as have the data showing how smart and emotional nonhuman animals are. Here Bekoff updates selected essays that showcase animal cognitive abilities as well as empathy, grief, humor, and love. Humpback whales protect gray whales from orca attacks, combat dogs suffer from PTSD, and bees reveal thrill-seeking tendencies. While the science prompts questions about biomedical research and industrial agriculture, Bekoff's handling of it offers what Good Morning America veterinarian Dr. Marty Becker calls an "ethical compass" and reminds us that, as His Holiness the Dalai Lama put it in writing about Bekoff's work, "the more we care for the happiness of others, the greater our own sense of well being becomes." "-- Provided by publisher. View details » Place a hold » Pure and modern milk : an environmental history since 1900 Kendra Smith-Howard. In Pure and Modern Milk, the author tells the history of a nearly universal consumer product, and sheds light on America's food industry. Today, she notes, milk reaches supermarkets in an entirely different state than it had at its creation. Cows march into milking parlors, where tubes are attached to their teats, and the product of their lactation is mechanically pumped into tanks. Enormous, expensive machines pasteurize it, fortify it with vitamins, remove fat, and store it at government-regulated temperatures. It reaches consumers in a host of forms: as fluid milk, butter, ice cream, and in apparently non-dairy foods such as whey solids or milk proteins. Smith-Howard examines the cultural, political, and social context, discussing the attempts to reform the production and distribution of this once-perilous product in the Progressive Era, the history of butter between the world wars, dairy waste at mid-century, and the postwar landscape of mass production. She asks how milk could be conceptualized as a "natural" product, even as it has been incorporated into Cheez Whiz and wood glue. And she shows how consumer's changing expectations have had repercussions back down the chain, affecting farmers, cows, and rural landscapes. View details » Place a hold »
Hello everyone!. Ever since I have encountered glencoe / mcgraw - hill algebra 1 worksheets at school I never seem to be able to cope with it well. I am well versed at all the other branches, but this particular chapter seems to be my weakness. Can some one guide me in learning it properly? Well, I cannot solve your assignment for you as that would mean cheating. However, I can give you a suggestion. Try using Algebrator. You can find detailed and well explained solutions to all your queries in glencoe / mcgraw - hill algebra 1 worksheets. Even I made use of Algebrator to understand the basic principles of Pre Algebra a month back. It is worth investing in the purchase of Algebrator since it offers effectivetutoring in Algebra 1 and is available at an affordable rate. I remember having difficulties with inequalities, hyperbolas and fractional exponents. Algebrator is a really great piece of math software. I have used it through several math classes - Pre Algebra, Algebra 1 and Pre Algebra. I would simply type in the problem and by clicking on Solve, step by step solution would appear. The program is highly recommended.
PSP homebrew - AutoGrapher v0.5 Beta Having trouble with your Algebra or Geometry subjects at school? Well here's 10$man's AutoGrapher app to save your day. Developer's note: This is my homebrew. It is an EXTREMELY helpful app for Algebra 1 and a small portion of Geometry. What can it do? I will answer that with a question: Do you HATE factoring Polynomials? Do you HATE having to find the area of cylinders? Do all of this and MORE easily. How/Why did i make this? I made this over time. Every time i learn some new formulas i come home and implement them into this app. I started it maybe a month ago when i wanted a graphing calc. I didn't want to buy one though. So i went to my psp and thought hmmmm... all the possibilities... so i started it. Why is it called AutoGrapher if graphing is not its main function? It WILL be. I am still working on the graphing section. i named it AutoGrapher though because Originally it was only a graph. What can it currently do? Factor a list of Polynomials and solve them for 0 (10 polynomials at a time to be exact) BUT you must input them from a computer and it is very inconvenient, can not factor with X multiplied (eg. 2X^2 + 5X + 7) Can do:(eg. X^2 + 5X + 7 Factor a single polynomial that you input ON your psp FOIL (or Distribute) it is like un-factoring. Find the Volume and SurfaceArea of: Cube Rectangular Prisms Cylinders (More are going to be implemented!) Graph (EXTREMELY in progress) Must input equation for line from computer. cannot do circles Beneksturun Theorom This is something i made with friends a while back it is pointless as it states. all it does is list every number that can be cubed and have a whole number square Since the app is still in beta, you can expect a few hiccups a long the way. Please check out the README for more info about the release.
PostBaccalaureate Teacher Preparation in Mathematics for Grade 5. 9) is a competency-based program of study that prepares students who have earned a baccalaureate degree to be licensed to teach mathematics. The student may participate in a comprehensive review session with a mentor and peers to A custom e-book provided by Pearson includes the following texts:. workbook. Sample Scope and Sequence for Grade 3 The Mathematics. Sample Scope and Sequence for Grade 3 for the Common Core State 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. Sample question in prometric for Saudi nurses - The Q&A wiki. Previous question papers of prometric for Saudi nurses? Yes. What are the sample question for enrolled nurse exam? to assit RN and to provied nursing care to the
You are here About AMC The MAA American Mathematics Competitions (MAA AMC) The MAA American Mathematics Competitions (MAA AMC) is dedicated to the goal of strengthening the mathematical capabilities of our nation's youth. We believe that one way to meet this goal is to identify, recognize, and reward excellence in mathematics through a series of national contests called the: For over 60 years many excellent exams have been prepared by individuals throughout our mathematical community in the hope that all secondary students will have an opportunity to participate in these problem solving and enriching mathematics experiences. The MAA AMC contests are designed to engage students and teachers in effective mathematical problem-solving that are consistent with curricular goals, and prepare students for future mathematical success. In addition to the 5 contests listed above, we also have an invitation-only summer program, at which we choose the final six contestants for an international competition: For a calendar of current contest dates, please visit and bookmark our calendar. Historical Beginning On Thursday, May 11, 1950 the first Mathematical Contest, sponsored by the New York Metropolitan Section of the Mathematics Association of America (MAA) took place. It was given in approximately 238 schools to around 6,000 students in the New York area only. The following exerpt is taken from the Report of the Committee addressed to that year's participating teachers: The first mathematics contest sponsored by the New York Metropolitan Section of the MAA is now history. It was a lot of work getting the contest organized and finally holding it. Like all new projects, we worried about it. Would the High Schools participate? Would they like the test? Is it worth while? Will any good be produced by it? Will it be a success? Today Over 60 years and three generations later we can answer all of the Committee's questions with a resounding Yes! Yes! Yes! The overall success of this program can be viewed by simply looking at our growth in numbers. Each year over 350,000 students in roughly 6000 schools participated in the MAA AMC Contests. Of these, 10,000 students qualify each year to participate in the AIME scheduled for late March/early April. From this group approximately 500 students will be invited to take the prestigous USAMO in early May. MAA is proud to be able to provide the opportunity for students, together with their teachers, to engage in high-quality mathematical problem-solving. The American Mathematics Competition sets the standard for preparing today's students for succeeding in mathematics in postsecondary education and carreers. We're truly preparing today's students to solve tomorrow's challenges.
Mathematics : A Practical Odyssey, such as calculating interest and understanding voting systems. They are encouraged to recognize the relevance of mathematics and appreciate its human aspect. To offer flexibility in content, the boo... MOREk contains more information than could be covered in a one-term course. The chapters are independent of each other so instructors can select the ideal topics for their courses. Discover the many ways mathematics is relevant to your life with MATHEMATICS: A PRACTICAL ODYSSEY and its accompanying online resources. You'll master problem solving skills in such areas as calculating interest and understanding voting systems and come to recognize the relevance of mathematics and to appreciate its human aspect.
Check the INFO posted on the webpage of the Instructor in Charge about the final exam. Read the relevant sections of Stewart's textbook: note that the webpage with my scanned lecture notes also indicates the pages in the textbook corresponding to each topic. Also, the examples in the book are different than the ones that we covered in class, so you might want to take a look at both the book and the lecture notes for a diverse source of examples. The best way for you to prepare for the final exam is to do one or more rehearsals: print a past final exam and solve it! Maybe the hint will give you the initial push that you need to complete the answer to the question without looking at the full solution! You will make the most value out of the past exams if you solve the questions yourself, or at least try to do so before you look at the solutions. This is the best way to come in terms with your strengths and weaknesses, also it is very instructive to make a mistake during rehearsal and recognizing it, and then not making the same mistake again on the real final exam. Some advice on which questions from the past exams you should IGNORE (because the course material keeps on changing over the years) can be found on this webpage with the Sample Final Exams , created by the Instructor in Charge. Remember that at least 2/3 of the questions on the final exam will be similar to homework problems, including WEBWORK and SUGGESTED HOMEWORK problems. Log in to the Piazza page of our MATH 101 class here to discuss your questions regarding the final exam.
Algebra and Trigonometry - 3rd edition Summary: This best selling author team explains concepts simply and clearly, without glossing over difficult points. Problem solving and mathematical modeling are introduced early and reinforced throughout, providing students with a solid foundation in the principles of mathematical thinking. Comprehensive and evenly paced, the book provides complete coverage of the function concept, and integrates a significant amount of graphing calculator material to help students develop insight into math...show moreematical ideas. The authors' attention to detail and clarity, the same as found in James Stewart's market-leading Calculus text, is what makes this text the market leader149151174.31
SKB-330 - Math for Adults This jump-start math course is designed for the adult learner who wants to brush up on math skills. Topics will include the fundamental essentials of mathematics, such as: whole numbers, fractions, and decimals. If you have forgotten the basic principles of math, this course will help refresh your memory.
College Skills/Tutorial Primary Purpose The College Skills Math Labs' primary purpose is as a required computer lab component (typically 2 hrs/wk) for students enrolled in CSKLS Math Courses. There are study tables and computers with software designed (see above) to correspond with the lecture and text of each course. Staff assists students with computer work and homework as well as administers and corrects assigned quizzes. Drop-in & Brush-Up Open-entry/open-exit drop-in support is also available for students wishing to brush-up on their math skills and/or prepare for the Math Competency Test. There is no fee for these services.
The Handbook is based on citations from the literature which are available as a PDF fileby clicking here Abstractmath.org: a website for newcomers to abstract math based in part on the Handbook. The Handbook of Mathematical Discourse is a compilation of mathematical usage with a focus on the words and phrases that cause problems for students at the postcalculus level, when they are beginning to study abstract mathematics. It also contains words describing behaviors and attitudes that students and instructors might have. The focus is on American usage. Its point of view is that mathematical English is a foreign language. It uses familiar words with different meanings. Sometimes the meanings are only a little different and sometimes they are very different. It uses familiar grammatical constructions with different meanings.For example, the logic underlying "If you do the laundry then I will go to the store" is different from the logic of "If a prime is bigger than 2 then it is odd." If you have tried to live in another country, having some knowledge of its language, you can undoubtedly recall instances of bafflement which you may have eventually discovered was due to misunderstanding the meaning of a word or the intent of a certain grammatical construction. Math students in English-speaking countries are faced with the same sort of problem; they find themselves being lectured to in a language (mathematical English) which is so much like English that neither they nor (in many cases) their teacher knows how alien it is. Overview This handbook is an intensive description of many aspects of the vocabulary and forms of the English language used to communicate mathematics. It is designed to be read and consulted by anyone who teaches or writes about mathematics, as a guide to what possible meanings the students or readers will extract (or fail to extract) from what is said or written. Students should also find it useful, especially upper-level undergraduate students and graduate students studying subjects that make substantial use of mathematical reasoning. This handbook is written from a personal point of view by a mathematician. I have been particularly interested in and observant of the use of language from before the time I knew abstract mathematics existed, and I have taught mathematics for 32 years. During most of that time I kept a file of notes on language usages that students find difficult. Many of those observations may be found in this volume. However, a much larger part of this dictionary is based on the works of others (acknowledged in the individual entries), and the reports of usage are based, incompletely in this early version, citations from the literature. Someday, I hope, there will be a complete dictionary based on extensive scientific observation of written and spoken mathematical English, created by a collaborative team of mathematicians, linguists and lexicographers. This handbook points the way to such an endeavor. However, its primary reason for being is to provide information about the language to instructors and students that will make it easier for them to explain, learn and use mathematics. The earliest dictionaries of the English language listed only "difficult"' words. Dictionaries such as Dr. Johnson's that attempted completeness came later. This handbook is more like the earlier dictionaries, with a focus on usages that cause problems for those who are just beginning to learn how to do abstract mathematics. Point of View This handbook is grounded in the following beliefs. The mathematical register Mathematicians speak and write in a special "register" suited for communicating mathematical arguments. In this book it is called the mathematical register. The mathematical register uses special words as well as ordinary words, phrases and grammatical constructions with special meanings that are different from their meaning in ordinary English. The standard intepretation There is a standard interpretation of the mathematical register, in the sense that at least most of the time most mathematicians would agree on the meaning of most statements made in the register. Students have various other interpretations of particular constructions used in the mathematical register, and one of their (nearly always unstated) tasks is to learn how to extract the standard interpretation from what is said and written. One of the tasks of instructors is to teach them how to do that. Descriptive and Prescriptive Linguists distinguish between "descriptive" and "prescriptive" treatments of language. A descriptive treatment is intended to describe the language as it is actually used, whereas a prescriptive treatment provides rules for how the author thinks it should be used. This text is mostly descriptive. It is an attempt to describe accurately the language actually used by English-speaking mathematicians in the mathematical register as well as in other aspects of communicating mathematics, rather than some ideal form of the language that they should use. Occasionally I give opinions about usage; they are carefully marked as such. Entries are supported when possible by "citations", that is, quotations from textbooks and articles about mathematics. This is in accordance with standard dictionary practice. The sources are mostly at the college and early graduate level.The citations are available here. To find a citation, type control-shift n and then the number of the citation.The citations are included in the on-line hypertext version. At this writing, many more citations are needed. I encourage readers to send me citations and suggestions of usages that you think should be included in the Handbook. This too would be along the lines of early dictionary practice, particularly that of the Oxford English Dictionary.
Product Description The Algebra 2 Tutor DVD Series teaches students the core topics of Algebra 2 and bridges the gap between Algebra 1 and Trigonometry, providing students with essential skills for understanding advanced mathematics. This lesson teaches students how to solve equations that contain radical expressions. Students are taught how to cancel a squared quantity using a square root and vice versa. This helps to simplify the equations and enables them to be solved. Grades 8-12. 24
Understanding Elementary Algebra With Geometry - A Course for College Students - With CD - 6th edition Summary: Hirsch and Goodman offer a mathematically sound, rigorous text to those instructors who believe students should be challenged. The text prepares students for future study in higher-level courses by gradually building students' confidence without sacrificing rigor. To help students move beyond the "how" of algebra (computational proficiency) to the "why" (conceptual understanding), the authors introduce topics at an elementary level and return to t...show morehem at increasing levels of complexity. Their gradual introduction of concepts, rules, and definitions through a wealth of illustrative examples -- both numerical and algebraic--helps students compare and contrast related ideas and understand the sometimes-subtle distinctions among a variety of situations. This author team carefully prepares students to succeed in higher-level mathematics. ...show less Types of Equations. Solving First-Degree Equations in One Variable and Applications. More First-Degree Equations and Applications. Types of Inequalities and Basic Properties of Inequalities. Solving First-Degree Inequalities in One Variable and Applications34999727 Premium Books are Brand New books direct from the publisher sometimes at a discount. These books are NOT available for expedited shipping and may take up to 14 business days to receive. $286.25 +$3.99 s/h New PROFESSIONAL & ACADEMIC BOOKSTORE Dundee, MI 05349997286
Standard algorithms For computer algorithms, see . In elementary arithmetic, a standard algorithm or method is an efficient manual method of computation which yields one correct answer, and has been traditionally taught over a long period of time. These methods vary somewhat by nation and time, but generally include carrying, borrowing, long division, and long multiplication using a standard notation, and standard formulas for average, area, and volume. Manual methods do exist for procedures such as square root and even more sophisticated functions, but have fallen out of the general mathematics curriculum in favor of calculators (or tables and slide rules before them). This has recently fallen out of favor with the introduction of the 1989 NCTM standards-based mathematics which favors deep understanding over rote memorization of standard methods, or teaching only one method to arrive at one correct answer. It is believed by many that the development of sophisticated calculators has made manual calculation obsolete, and traditional methods have created failure among many students, particularly women and minorities in the United States, and equity should be made one of the primary goals of a mathematics education. Some researchers such as Constance Kamii have suggested that elementary arithmetic, as traditionally taught, is not appropriate in elementary school. Many first editions of textbooks written to the original 1989 standard such as TERC deliberately committed and actively discouraged teaching or application of any standard method, instead devoting class and homework time to cutting, pasting, singing music, circling groups of tally marks, and coloring in 100s or 10,000s charts. However, the NCTM in more recent revisions has re-emphasize the learning of basic math facts and standard methods. Many new editions of standards-based texts do present standard methods and basic skills. However, many texts which followed the original guidelines continue to be used by many school districts, and continue to draw fire from parents and community members, some of whom advocate a return to traditional mathematics. Arithmetic or arithmetics (from the Greek word αριθμός = number) is the oldest and most elementary branch of mathematics, used by almost everyone, for tasks ranging from simple day-to-day counting to advanced science and business .....Click the link for more information. In traditional mathematics instruction, the goal is to have the student produce a correct numerical answer. However, in standards-based mathematics, the most important goal is to understand mathematics and have learners construct their own mathematical power. .....Click the link for more information. Standards-based mathematics is one name for a reform method of mathematics instruction, usually based on recommendations published in 1989 by the National Council of Teachers of Mathematics (NCTM). .....Click the link for more information. Constance Kamii is a professor of early childhood education at the University of Alabama at Birmingham. Overview Kamii studied under Jean Piaget on and off for 15 years to develop an early childhood curriculum based on his theory. .....Click the link for more information. worldwide view. Traditional mathematics is the term used for the style of mathematics instruction used for a period in the 20th century before the appearance of reform mathematics based on NCTM standards, so it is best defined by contrast with the alternativesJohn Dewey (October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer, whose thoughts and ideas have been greatly influential in the United States and around the world. .....Click the link for more information. William Spady is the head of ChangeLeaders. William Spady is a sociologist and the self-proclaimed father of Outcome-Based Education (OBE). OBE is referred to by over 20 different names including Systemic education restructuring, Performance Based Education, Standards based .....Click the link for more information. Jean Piaget Born July 9 1896(1896--) Neuchâtel, Switzerland Died September 16 1980 (aged 84) Residence Switzerland .....Click the link for more information. Benjamin Bloom (b. 21 February, 1913 - d. September 13, 1999) was an American educational psychologist who made significant contributions to the classification of educational objectives and the theory of mastery learning. .....Click the link for more information. This biographical article or section is written like a resume. Please help [ improve this article] by revising it to be and encyclopedic. () Marc Tucker is President of the National Center on Education and the Economy. .....Click the link for more information. Maria Montessori (August 31, 1870 – May 6, 1952) was an Italian physician, educator, philosopher, humanitarian and devout Catholic; she is best known for her philosophy and method of education of children from birth to adolescenceDevelopmentally appropriate practice (or DAP) is a perspective within early childhood education whereby a teacher or child caregiver nurtures a child's social/emotional, physical, and cognitive development by basing all practices and decisions on (1) theories of child development, (2) .....Click the link for more information. Holism (from ὅλοςholos, a Greek word meaning all, entire, total) is the idea that all the properties of a given system (biological, chemical, social, economic, mental, .....Click the link for more information. Constructivism is a set of assumptions about the nature of human learning that guide constructivist learning theories and teaching methods of education. Constructivism values developmentally appropriate facilitator-supported learning that is initiated and directed by the learner. .....Click the link for more information. Block scheduling is a type of academic scheduling in which each student has fewer classes per day for a longer period of time. This is intended to result in more time for teaching due to less time wasted due to class switching and preparation. .....Click the link for more information. Standards based tests use holistic grading to establish scoring of a paper. It can also be used to assess classroom-based work. Rather than counting errors, a paper is judged holistically if it has too many or too few errors to merit a 1, 2 or 3, compared to an anchor paper, or if itActive learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning on learners. Bonwell and Eison (1991) popularized this approach to instruction. .....Click the link for more information. Discovery Learning is a method of inquiry-based instruction. Discovery learning is a constructivist based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. .....Click the link for more information. Inquiry-based science is a method of teaching science where students learn science by using similar methods, attitudes and skills as scientists do when they are conducting scientific research. Students get to act like 'mini-researchers. .....Click the link for more information. Inventive, or invented, spelling is the non-conventional spelling of a word created by a novice reader or writer. It contrasts with conventional spelling, the correct or standard spelling. .....Click the link for more information. The open-space school concept was introduced into the United States in the 1970s as an experimental elementary school architecture where the physical walls separating classrooms were removed to promote movement across class areas by teachers. .....Click the link for more information. The small schools movement, also known as the Small Schools Initiative, in the United States of America holds that many high schools are too large and should be reorganized into smaller, autonomous schools of no more than 400 students. .....Click the link for more information. Inclusion may refer to: inclusion (disability rights), a term used to refer to any socially organic process of equitably including people with disabilities in society. inclusion (value and practice), the practice of including people in organizations. .....Click the link for more information. A key goal in education reform in many states is excellence and equity. Education leaders such as Washington's Terry Bergeson have stated that these goals are necessary to build in which all students earn a meaningful high school diplomaHigh Standards is a jazz album by the Finnish band Trio Töykeät. It was released in 2003. This particular record differs from other Töykeät -albums by consisting entirely of cover songs of songs the band members consider to be close to them
A free online math course being developed by the University of Wisconsin-La Crosse could dramatically reduce the need for students to take remedial math when they start college and put them on a faster, less expensive track to graduation, the UW...
More than the sum of its parts Mathematics at Brentwood Sixth Form is a very popular subject - and rightly so! Mathematics opens doors both intellectually, as well as throughout life. Students love its logic, its clarity, and they enjoy solving problems. The development of mathematical skill enhances a capacity for structured and logical reasoning, which on its own is vital and rewarding but is also considered advantageous and essential in a diverse range of disciplines: from the Natural Sciences right through to the logic of Legal Systems and Classical Languages. A Level and IB mathematicians come from a wide range of backgrounds and interests. As a discipline, it has a pervasive influence over our everyday lives. Twentieth century life would be unimaginable without the technological advances made possible through the application of calculus, the international banking system (which is based on probability theory) and the internet, which uses number theory extensively. All of these areas are studied in the Sixth Form at Brentwood. Our A Level mathematicians have a choice. Beyond a rigorous exploration of the more advanced disciplines of Pure Mathematics, they may select either Statistics or Mechanics; an opportunity to engage some elementary Decision Mathematics is also available. We encourage those who are really taken with the subject to enrol for Further Mathematics as well. The International Baccalaureate considers Mathematics so essential that every student studies at least the 'Maths Studies' course. Those who have a particular interest and flair in the subject can extend themselves further through either the Standard Level course or the even more stretching Higher Level course. The study of Mathematics is a challenge which is enjoyed by a high percentage of students in the Sixth Form at Brentwood. They appreciate the deeper understanding of the world that it gives them and emerge with a qualification which is most highly and widely respected by universities both here and abroad. "I never thought my child would come home telling me that she had entered a Maths challenge - but she came home and told me she had not only entered it but achieved a gold certificate in it. I couldn't believe it!" Parent
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ModuMath Basic Math and ModuMath Algebra explain the problem-solving process, one step at a time. Real-life applications of mathematical concepts are explored in each of the 51 Basic Math and 32 Algebra lessons. The interactive video-based lessons give learners immediate feedback, control over the pace of instruction, and ample opportunities for review.
For Elementary and Middle School Teachers (taught in Minot and Mayville): Math 531 Elementary/Middle School Measurement (3 SH) Math 533 Elementary/Middle School Geometry (3 SH) Math 500 STEM Workshops for Grades K-12 (1 SH) Descriptions of each course can be found HERE, except the courses described below. Math 592 Special Topics: Understanding Natural Disasters through Simple Mathematics (3 SH) Mathematicians throughout the ages and across the globe are working around the clock to understand Planet Earth better through mathematics. They are studying ways to understand patterns to quantify relationships and to predict the future. Mathematics helps us understand the world, and we use the world to understand mathematics. The prime focus of this course is to provide an opportunity to early learners to develop mathematical skills that they can use to understand the Planet Earth. The earlier these young learners exercise these skills, the more likely we will be able to tackle global problems, including natural disasters such as hurricanes, earthquakes, tsunamis, waves, volcanoes, tornadoes, population growth, storms, diseases, and so on. In this course, we use simple but powerful mathematical concepts to study the mentioned natural disasters. For instance, algebra can explain how quickly water becomes contaminated and how many people might become sick on a yearly basis. A study of geometry can explain the science behind the architecture in Planet Earth. Similarly, statistics and probability can estimate death tolls from earthquakes, conflicts, and other natural calamities around the world. A study of trigonometry helps to understand waves, tsunamis, and hurricanes. Mathematics is a powerful tool for understanding natural disasters, and we use natural disasters to understand mathematics. June 3-14 MTWRF 10 a.m. to 4 p.m. Math 592 Special Topics: Teaching Probability & Statistics (3 SH) Every day, the newspaper and other media confront us with statistical information on topics ranging from the economy to education, from food to medicine, from movies to sports, and from public opinion to social behavior. Such information guides decisions in our personal lives, yet most high school graduates are not able to use sound statistical reasoning to intelligently cope with such information. This seminar will consist of readings, discussions and writings about teaching statistics effectively. Discussion topics include guidelines for teaching statistics at K-12, implications for teaching and learning statistics, pedagogical approaches for effective teaching of statistics, uses of technology tools for helping students to understand statistical ideas, and educational findings about how students learn statistics. Integrating and highlighting these concepts and ideas in our mathematics classrooms will help promote the must-have competencies needed by high school graduates to thrive in the modern world. June 3-14 MTWRF 9 a.m. to 3 p.m. Math 500 STEM in the Classroom (1 SH) This course is an introduction to the MiSU STEM project for students who are practicing classroom teachers. Students will author, collaborate, and share lessons for publication on the MiSU STEM Project webpage during the 15 hours of class time. (Note: STEM stands for Science, Technology, Engineering, and Mathematics.) NOTE: Different sections of this course will be available in different location and for different grades levels (elementary, middle school, and high school). * As part of the grant that funds these courses, teachers will receive full tuition and fees, mileage, books/materials, room (if staying on campus), and follow-up activities conducted during the year. As part of the follow-up activities, teachers will be required to implement and assess at least one of the lessons created in the course in their classrooms. They will also be required to report the results of the lesson and to reflect upon its implementation, student learning, and make suggestions for improvement. Finally, teachers will be required to submit their students' state standardized math test scores to the MAT: Math Program Director for subsequent grant reports.
Gitomer: Why should I take algebra when I'll never use it? When I have more money than I need (which these days seems farther away than it did a few years ago), I want to travel around the world and speak to high school freshmen and sophomores. Ninth and 10th graders. I want to talk to them about the hidden power of mathematics. In ... Email Address: Password: Already a paid subscriber but not registered for online access yet? For instructions on how to get premium web access, click here.
Syllabus Course Meeting Times Lectures: 2 sessions / week, 1.5 hours / session Description ThePrerequisites The prerequisites for the course are the standard algebra sequences Algebra I and II (18.701, 18.702) or Linear Algebra and Modern Algebra (18.700, 18.703). This means that to understand this course, it is necessary and sufficient to have a strong background in linear algebra and a decent understanding of basic algebraic structures, such as groups, rings, and fields. We will prove some general results, but a lot of the attention will be paid to examples, and there will be many hands-on exercises illustrating the course. Textbooks Besides the lecture notes, we will also use the beginning part of the books: Grading To pass the course, it will be required to solve homework assignments which will be assigned every Thursday and due the following Thursday. The homeworks are 75% of the grade. It is ok to collaborate on homework if you creatively participate in solving it and understand what you write. Also there will be a take-home final assignment at the end of the term, which will weigh 25% of the grade
Problem Solving in Mathematics, Grades 3-6 - 09 edition ISBN13:978-1412960663 ISBN10: 1412960665 This edition has also been released as: ISBN13: 978-1412960670 ISBN10: 1412960673 Summary: Problem-solving skills are critical to students' success in mathematics, but the techniques can't be caught; they must be taught. Based on the premise that educators must take a deliberate approach to the teaching of problem-solving skills, this book helps teachers engage students in the
Aligned to rigorous state and national standards, including the American Diploma Project's Benchmarks, the College Board Standards for Student Success, and the NTCM Principles & Standards for School Mathematics. Engaging, high interest applications in every lesson bring mathematics to life for teens. Motivating Real-World Problem-Solving Graphic Novels include a variety of teen-relevant problem solving stories in a graphic novel format. Hands-On Labs and Graphing Technology Labs promote active learning. Support all learners by using Math in Motion Animations, Interactive Labs, and BrainPOP® videos to visually and dynamically demonstrate mathematical content; have students use the Personal Tutor videos for every example when additional understanding is required; and provide students with free access to step-by-step exercise solutions online. Address different learning styles with our use of Multiple Representations in key concepts and in exercises specifically written to require the use of multiple representations for their solution. Involve students in higher order thinking situations with our exclusive set of H.O.T. Problems found in every set of Practice and Problem Solving Exercises. Help students who may be performing two or more years below grade level with Math Triumphs - Foundations for Geometry, a unique resource for Tier 3 Response to Intervention (RtI) needs. Help students organize their notes and prepare for tests with Glencoe's exclusive Foldables® study organizers and with our new Study Notebook resource
Concepts of Modern Mathematics (Dover Books on Mathematics) Book Description: Some years ago, "new math" took the country's classrooms by storm. Based on the abstract, general style of mathematical exposition favored by research mathematicians, its goal was to teach students not just to manipulate numbers and formulas, but to grasp the underlying mathematical concepts. The result, at least at first, was a great deal of confusion among teachers, students, and parents. Since then, the negative aspects of "new math" have been eliminated and its positive elements assimilated into classroom instruction.In this charming volume, a noted English mathematician uses humor and anecdote to illuminate the concepts underlying "new math": groups, sets, subsets, topology, Boolean algebra, and more. According to Professor Stewart, an understanding of these concepts offers the best route to grasping the true nature of mathematics, in particular the power, beauty, and utility of pure mathematics. No advanced mathematical background is needed (a smattering of algebra, geometry, and trigonometry is helpful) to follow the author's lucid and thought-provoking discussions of such topics as functions, symmetry, axiomatics, counting, topology, hyperspace, linear algebra, real analysis, probability, computers, applications of modern mathematics, and much more.By the time readers have finished this book, they'll have a much clearer grasp of how modern mathematicians look at figures, functions, and formulas and how a firm grasp of the ideas underlying "new math" leads toward a genuine comprehension of the nature of mathematics itself
Synopsis This Success Revision Guide is fully endorsed by Edexcel as being suitable for both the new Linear (A) and Modular (B) Edexcel GCSE Maths specifications being taught from September 2010. Aimed at Higher Tier students, the book offers accessible content to help students prepare for the exam efficiently. Spilt into four sections: Number; Algebra; Geometry and measures; Statistics and probability Each section ends with a double-page spread of practice questions to test knowledge Clear, concise and accessible text, with diagrams and images to boost students' memory Practice material throughout to provide essential exam preparation Reliable revision methods and techniques to give students plenty of support Accompanying workbook also available This guide is for the new GCSE Maths specifications and is suitable for students starting the courses from September 2010 onwards. If you started your course before this date (e.g. in September 2009), you will be following a different specification and need the guide for the 2011 exams
Math Talks for Undergraduates Book summary For many years, Serge Lang has given talks on selected items in mathematics which could be extracted at a level understandable by those who have had calculus. Written in a conversational tone, Lang now presents a collection of those talks as a book covering such topics as: prime numbers, the abc conjecture, approximation theorems of analysis, Bruhat-Tits spaces, and harmonic and symmetric polynomials. Each talk is written in a lively and informal style meant to engage any reader looking for further insight into mathematics. [via]
Gifts Received Akhila Janapati's Page Latest ActivityDoes anyone know any good sites that explain Algebra 2: Sine and Cosine functions really well? My teacher isn't the greatest at explaining and I am so confused. Help? By the way, I need something that starts from scratch, because I basically don't know or understand any of it. Thanks! See
Numbers Guide: The Essentials of Business Numeracy A complete guide to understanding and using numerical techniques for business success, this book helps readers grasp key numerical methods, as well ...Show synopsisA complete guide to understanding and using numerical techniques for business success, this book helps readers grasp key numerical methods, as well as apply them simply and effectively. Packed with sample calculations, clear explanations, and numerous charts and graphs, this invaluable resource covers key concepts, finance and investments, forecasting techniques, practical applications, and more
Algebra 1 Algebra 1 can seem like a big step from the concrete world into abstracts. This can bamboozle many students - but it's not that hard... There are really simple and quick ways to make this a seamless and EASY process. Algebra is a very powerful tool in multiple situations, so it's well worth the effort to make it work for you. Repeat - work for you - not scare you. Algebra 2 Algebra 2 kicks in with much more powerful analysis tools to describe and evaluate real-life situations in hundreds of scientific disciplines. It is a must for those following the sciences - but can intimidate if the core concepts aren't fully mastered. Getting a solid grounding in core concepts is the key to turning Algebra 2 from a scary snake into an inoffensive (but very useful) worm. Calculus Calculus is where math really brings years of preparation into fine focus and offers powerful ways of resolving extremely complex problems - easily and quickly. Many students are unecessarily scared of calculus. Don... Read More General Computer I was really lucky to find a fabulous computer teacher in the 90's. He taught me how to knock down and rebuild a computer and all the fancy stuff that software could do. I was then on PC's and stuck there for years. Most Remember that the secret is NOT... Read More Geometry Geometry can seem daunting because you "have to" memorize so many theorems. But, in reality, if you break each theorem down into common sense (often with a quick sketch) then a hazy notion or idea can turn into a clear understanding instantly. Microsoft Word Physics Physics is a fascinating subject and universally useful. But, it can seem daunting at first. The secret is to keep your cool and get clear explanations of the concepts. Once this is down and mastered you'll see that you can do it too! Prealgebra Most students struggle with Algebra because they haven't gotten their minds around the notion of strange variables like "x". This barrier can be broken down in minutes with a common sense explanation. Algebraic math is a major stepping stone to multiple sciences and must be mastered to facilitate future academic progress in the sciences. Precalculus Trigonometry Trigonometry is basically the mathematical measurement of shapes and the angles that form them. Terms like tangents, sines, and cosines - are concepts that must be mastered in order to move forward. As Read More Portuguese Portuguese shares common roots from the Latin. English anything else. Once the "mechanics" of the structure are mastered it's a simple matter to build vocabulary and add on words and phrases. The speed of learning can... Read More Statistics Statistics deals with gathering, organizing, analyzing, and interpreting events and measurement of data that have been recorded. It shows how meaningful conclusions can be drawn quickly from large amounts of data that might appear confusing. Statistics makes sense of large amounts of data with meaningful conclusions. TOEFL Teaching of English as a Foreign Language is a particular skill when it is applied to adults. A mother tongue is a powerful part of our psyche and can be used to facilitate, or hinder, assimilating a new language. Children, by nature, do not have this potential barrier. A fast and successful learning curve can be obtained for adult students when constructive comparisons are made with the essential structure of the mother tongue and target language. When essential structures,... Read More Probability Probability is the calculation of the likelihood of something happening, or not. If it is certain, then it gets a 1, meaning 100% certain. If it is impossible, then it gets a zero. This branch of math has applications in a myriad of life and work situations, like insurance, financial decisions, business strategies, and even gambling - they all use probability calculations to make them viable. Phonics Phonics is the art of translating vowel sequences into long or short sounds. Long sounds can be equated to the sounds of the alphabetic vowels, a, e, i, o, u. The short sounds, are like, cat, get, bit, cot, and cut. Most I have used phonics... Read More ESL/ESOL I lived in Brazil for 30 years and had a school teaching English to executives in multinational companies. We developed an easy system to show how English works. English is very different from Spanish and Portuguese. Understanding the differences helps you to see HOW to speak English. We know how hard English can be for people from other countries. queremos ayudarle a aprender rápido y fácil hasta luego, ate logo Differential Equations I have experience tutoring differential and integralcalculus with another tutoring service for 3+ years. This encompasses the study of differential equations. The students have all been 11th and 12th grade in various schools around Gwinnett county in Georgia. Some functions can be more complex and require powerful ways to find their differentials, (which can also be called "prime" of a function). Examples are: The Chain Rule which resolves prime of f(g(x)) into f'(g(x))... Read More Public Speaking Many say they would rather die than speak in public - but it is easy with practice and knowledge. I first learned with Toastmasters Club. We would meet once a week and each of us would make a brief presentation on our week and the week to come. Practice makes perfect! There are many helpful techniques, like voice projection, for example which allow for good clear diction without forcing the vocal chords - scanning the audience as if in a conversation - doing mouth relaxation before to soften facial... Read More Career Development As a graduate engineer, entered multinationals via steel manufacture (England) and then auto parts (US Steel, Brazil). From there moved into hospital products (Johnson & Johnson Brazil) and on into self employment. Taught Career Development in Technical Colleges (resume building, interview techniques, behavior, anger management, office technology, etc). Great experience in change management and its impact on careers. Experience as a technical person in manufacture, engineering management,... Read More Macintosh I learned Microsoft Windows in the mid 1980's with a great teacher, but, it didn't take long to discover that Windows really is a massive bandage covered in band-aids! Just look at the volumes of updates they put out constantly to "fix" issues. Two years ago, I finally made it to my MacBook and they say, "Once on a Mac - Never Go Back! It takes a little while to adjust to Mac's interface. That's where I can help you. Education Has made a good connection with my child. — This tutor goes out of his way to meet the student on their level. Finding out what their needs are and how he can reach them best. His use of technology with the on-line sessions appeals well to my technology savy teenager, but even these sessions are conducted in such a way as to give the student the personal touch they need. Having the ability to fit in lessons when both parties are available ... Travel policy Your first hour with any tutor is protected by our Good Fit Guarantee: You don't pay for tutoring unless you find a good fit! Email R Bruce Send R Bruce Bruce's Hourly Rate Hourly Fee: $48 Bruce N. R Bruce N. passed a background check on 09/03/2013. The check was ordered by R Bruce through First Advantage. For more information, please review the background check information page. After sending a message to R Bruce, you will be able to order a new background check for $7.99. As part of your tutor selection processs, we encourage you to run updated background checks. Please also review the safety tips for hiring tutors.
More About This Textbook Overview Jerome E. Kaufmann and Karen Schwitters built this book's reputation on clear and concise exposition, numerous examples, and plentiful problem sets. This no-frills text consistently reinforces the following common thread: Learn the skill, use the skill to help solve equations; and then apply what they have learned to solve application problems. This simple, straightforward approach has helped many students grasp and apply fundamental problem solving skills necessary for future mathematics
Precalculus [With InfotracPrecalculus presents the course as it was intended to be taught, providing students with an integrated review of algebra and trigonometry while focusing on essential calculus concepts. Faires and DeFranza wrote this book because they believe students too often leave a precalculus class unprepared to go on to calculus. Although students who complete a precalculus course generally have had plenty of algebra and trigonometry review, they often lack the grounding in analysis and graphing necessary to make the transition to calculus. Faires and DeFranza's PRECALCULUS concentrates on teaching the essentials of what a student needs to fulfill their precalculus requirement and to fully prepare them to succeed in calculus. This streamlined text provides all the mathematics that students need--it doesn't bog them down in review, or overwhelm them with too much, too soon. And the authors have been careful to keep this book, unlike many of the precalculus books on the market, at a length that can be covered in one term.
Book Description: This textbook provides thorough coverage of all traditional Algebra 2 concepts and skills. At the beginning of the course, the lessons review and extend key Algebra 1 concepts and skills
Pages Thursday, July 19, 2012 A.CED.1 How to Break it Down The Common Core State Standards do not allow us, as teachers, the luxury of a checklist. Each standard has to many components. This is my attempt to be sure that I am teaching each standard to the full extent that is expected and that will help my students be successful. A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.* To break this down, I began listing all the components students would need to understand to master this standard. I checked sample problems and online resources to be sure that I was not overlooking anything. I then assigned everything on this list to a unit, being sure nothing gets missed. You will notice on my lesson plans for each unit I will only list the part of the standard being covered to help keep my focus on the skills for that unit and how they are part of my Big Picture Lesson Plan.
Problem of the Week For the Week of October 3 Money Palindromes Answer During my last visit to the grocery store, I paid $13.31 — a palindrome centered on the period. What is the probability of having to pay an amount that is a palindrome centered on the period? Mohammad Rasoulipour gave the following answer: "There is only a possibility of palindromes centered on a [...] Goshen College's mathematics program is designed to develop your ability to solve problems, make inferences, develop abstractions, analyze logically, model the real world, and use computer software. At GC, experts will teach you in a variety of settings: In the classroom, laboratory, independent study and internships. Internships are geared individually to your interests and needs. For example, if you're interested in computer programming, you could work with error analysis or statistics at a local business. Or if you're interested in mathematical modeling in physics, you might work with GC physics faculty modeling the mechanics of hand bells. GC math majors also have fun outside of the classroom as they compete in the Indiana Collegiate Mathematics Contest and the International Mathematical Competition in Modeling, attend conferences and host speakers. The study of mathematics is framed within the context of a Christian liberal arts environment that fosters critical and innovative thinking, promotes ethical awareness, views all disciplines as inter-disciplinary, develops an openness to other people and ideas, and prepares persons for a life of continued personal growth, development and learning.
Science Books Trigonometry (8th Edition) (Lial/Hornsby/Schneider Series) Focusing on helping students to develop both the conceptual understanding and the analytical skills necessary to experience success in mathematics, we present each mathematical topic in this text using a carefully developed learning system to actively engage students in the learning process. We have tried to address the diverse needs of today's students through a more open design, updated figures and graphs, helpful features, careful explanations of topics, and a comprehensive package of supplements and study aids. Students will benefit from the text's student-oriented approach. We believe instructors will particularly welcome the new Annotated Instructor's Edition, which provides answers in the margin to almost all exercises, plus helpful Teaching Tips.. For more information about the title Trigonometry (8th Edition) (Lial/Hornsby/Schneider Series), read the full description at Amazon.com, or see the following related books: Intermediate Algebra — The Lial series has helped thousands of students succeed in developmental mathematics through its friendly writing style, numerous realistic

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