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This course will be a gentle introduction to the basic concepts of number theory: prime numbers, factorization, and congruences. Using these concepts we will be able to investigate such diverse topics as 2,000-year-old word problems, "casting out nines" to check arithmetical calculations, perpetual calendars, and the Pythagorean Theorem. A highlight of the course will be a thorough discussion of the RSA (public key) cryptography system, which is still widely used by government and industry. By the end of the course, students will be able to understand what the RSA system is, how it works, and why it is so difficult to crack. Use of the Web Every enrolled student will be given an account on the Mathematics department undergraduate computer lab located in the MSRC building. The computer lab is open 24 hours a day. As part of your account, you will have a quota of 100 pages of free printouts. You may also access the course web page on any public terminal at UBC, or via your own internet connection. All documents will be posted in PDF format and can be read with the free Acrobat reader. This software is already installed on the computers in the Math lab. You may also download the free Acrobat reader at no cost. Evaluation There will be two midterm exams and one final exam as well as weekly homework assignments. The course mark will be computed as follows: Final exam : 50 percent Midterm exams (in class) : October 5th, November 9th : 40 percent Homework: 10 percent You are required to be present at all examinations. No makeup tests will be given. Non-attendance at an exam will result in a mark of zero being recorded. Unavoidable, documented medical emergencies are the only exception to this policy. Homework will be assigned on Fridays and due the following Friday in class. Late homework will not be accepted. Students are allowed to consult one another concerning the homework problems, but your submitted solutions must be written by you in your own words. If two students submit virtually identical answers to a question, both can be found guilty of plagiarism. The lowest assignment grade will be dropped. Course syllabus We will cover a variety of standard topics in Number theory and will, if time permits, touch on additional themes such as deterministic primality testing and Diophantine equations.
Next: Exploring Geometric Sequences Previous: Charged Up Chapter 9: SE Infinite Series - TI Chapter Outline Loading Contents Chapter Summary Image Attributions Description This chapter completes the course by exploring series and infinite series, with emphasis on the Taylor polynomial. Also covered is a brief review of the course material in preparation for the AP Calculus exam.
Fundamentals of Algorithmics 9780133350685 ISBN: 0133350681 Pub Date: 1995 Publisher: Prentice Hall Summary: This is an introductory-level algorithm book. It includes worked-out examples and detailed proofs. Presents Algorithms by type rather than application.Includes structured material by techniques employed, not by the application area, so readers can progress from the underlying abstract concepts to the concrete application essentials. It begins with a compact, but complete introduction to some necessary math. And it ap...proaches the analysis and design of algorithms by type rather than by application
*Abstract Algebra: Intro - 3rd edition Summary: ABSTRACT ALGEBRA: AN INTRODUCTION is intended for a first undergraduate course in modern abstract algebra. The flexible design of the text makes it suitable for courses of various lengths and different levels of mathematical sophistication, ranging from a traditional abstract algebra course to one with a more applied flavor. The emphasis is on clarity of exposition. The thematic development and organizational overview is what sets this book apart. The chapters are organized around th...show moreree themes: arithmetic, congruence, and abstract structures. Each Them is developed first for the integers, then for polynomials, and finally for rings and groups. This enables students to see where many abstract concepts come from, why they are important, and how they relate to one another. ...show less 1111569651 +$3.99 s/h New usedbooks4sale10 Ann Arbor, MI 2012 Hardcover New $182.92 +$3.99 s/h New Russell Books Victoria, BC Hardcover New 1111569622
Book Description: The first book to discuss fractals solely from the point of view of computer graphics, this work includes an introduction to the basic axioms of fractals and their applications in the natural sciences, a survey of random fractals together with many pseudocodes for selected algorithms, an introduction into fantastic fractals such as the Mandelbrot set and the Julia sets, together with a detailed discussion of algorithms and fractal modeling of real world objects. 142 illustrations in 277 parts. 39 color plates
This chapter focuses on getting you to grips with some techniques to solve first order differential equations, as well as how to use differential equations to model situations; like newtons law of cooling, or motion
books.google.com - The Oxford Users' Guide to Mathematics is one of the leading handbooks on mathematics available. It presents a comprehensive modern picture of mathematics and emphasises the relations between the different branches of mathematics, and the applications of mathematics in engineering and the natural sciences.... Users' Guide to Mathematics
Monday, March 28, 2011 Stats: Students will be working on confidence intervals for proportions, variance and standard deviations. Lesson 7-4s and 7-5. Analytic geometry: Students will be learning about parabolas all week. This will include lessons 3-1 and 3-2. Calculus: Students will be starting chapter 6, applications of integration. They will complete lesson 6-1 after their ch. 5 test. Pssa math: Students will be reviewing in length the answers of their practice test. Then they will be working on order of operations and also calculating tips.
Customer Reviews for TMW Media Group Fundamentals of Probability DVD The Probability & Statistics Tutor: Learning By Example DVD Series teaches students through step-by-step example problems that progressively become more difficult. This DVD covers the fundamentals of probability in Probability and Statistics, including what the concept of probability really means and why it is important. Grades 9-12. 69 minutes on DVD. Customer Reviews for Fundamentals of Probability DVD This product has not yet been reviewed. Click here to continue to the product details page.
Algebra for Students DVD Series In Algebra for Students, students will learn about the power of algebra as a tool for representing, analyzing and generalizing situations, and will explore several functions, including linear, quadratic and exponential. Real-world applications of algebra are shown in multiple forms through tables, graphs and equations, and common errors and misconceptions are highlighted. Students will also learn how to translate verbal expressions to algebraic expressions while considering the reasonableness of solutions within the context of the situation. Teacher's guides are included and available online
From: Jon Poston <jonposton@yahoo.com> To: Teacher2Teacher Public Discussion Date: 2003030500:59:51 Subject: Re: Re: Re: Purpose of studying algebra You seem to be contradicting yourself. You say Algebra requires higher order thinking skills, and I agree. Then in the same sentence you infer that Algebra should be taught to elementary students. I believe a student must master the fundamentals you are presently teaching before they can comprehend the more abstract relationships between numbers themselves. How can a child understand multiplying a variable with a coeffiecent if they don't know how to multiply whole numbers first? On the other hand, if you have a bright student who comprehends number relationships more deeply than his peers, by all means give that student a chance to learn more and challenge his (or her) own intellect. We needn't hold back anyone from learning even advanced concepts just because they are young, but they should be developing mathematical maturity capable of handling Algebra before being exposed to it. Perhaps it's a matter of striking the balance between boring them (holding them back when they could do more) and overwhelming them (by exposing them to abstract concepts too early).
: Functions and Graphs Clear explanations, an uncluttered and appealing layout, and examples and exercises featuring a variety of real-life applications have made this text ...Show synopsisClear explanations, an uncluttered and appealing layout, and examples and exercises featuring a variety of real-life applications have made this text popular among students year after year. This latest edition of Swokowski and Cole's PRECALCULUS: FUNCTIONS AND GRAPHS retains these features. The problems have been consistently praised for being at just the right level for precalculus students like you. The book also provides calculator examples, including specific keystrokes that show you how to use various graphing calculators to solve problems more quickly. Perhaps most important-this book effectively prepares you for further courses in mathematics.Hide synopsis Reviews of Precalculus: Functions and Graphs This book moves too fast with poor examples. I also purchased the solutions guide which was also poor. The first example of a set of problems is shown with all stepps required to complete it but then the more difficult problems do not show the important steps so that I could see where I went wrong ... More Discussions about Precalculus: Functions and Graphs This is the poorest Math book I ever came across in the over 20 years I have been doing Math. There is not proper order in the book - sub topics are introduced right in the middle of a paragraph. No clear presentation of info - after reading a a whole Section I am still left wondering how to piece
EGR 537–001 NUMERICAL ANALYSIS Fall 2005 J. M. McDonough Departments of Mechanical Engineering and Mathematics E-mail: jmmcd@uky.edu Numerical analysis is the branch of applied mathematics devoted to development of tech- niques to be employed in computation—producing numbers. In the present era of high-speed, relatively inexpensive digital computers this is an essential topic for engineers and scientists who must solve problems associated with predicting behavior of a broad spectrum of physi- cal systems. While, in principle, one might expect to accomplish this via the usual software packages such as MatLab, it is crucial to understand how these packages work—what is actually doing the work inside them—so that if results are not as expected it is possible to understand the source of difficulty, and possibly fix it. The goal of Section 001 of this course is to provide engineering and physics students with a broad overview of basic numerical analysis (in a single semester!) organized in such a way as to naturally culminate, toward the end of the semester, in an introduction to the numerical solution of partial differential equations, leading to the ability to solve a large percentage of problems likely to be encountered in research and practice. Despite this broad coverage of topics no previous mathematics background beyond sophomore calculus is presumed, but courses in analysis and/or differential equations are obviously helpful. Each topic will be introduced with a brief treatment of the underlying "pure" mathematics followed by widely- used appropriate numerical algorithms. COURSE OUTLINE I. Numerical Linear Algebra A. Solution of linear systems 1. direct methods—Gaussian elimination, tridiagonl LU decomposition 2. iterative methods—fixed-point iteration, Jacobi, Gauss-Seidel, SOR B. The algebraic eigenvalue problem—power method II. Solution of Nonlinear Equations A. Fixed-point iteration, revisited B. Newton's method C. Newton's method for systems III. Approximation Theory A. Approximation of functions 1. nonlinear least squares—an application of Newton's method 2. polynomial interpolation B. Numerical quadrature—approximation of definite integrals 1. trapezoidal integration 2. Richardson extrapolation 1 3. Simpson's rule C. Finite-difference approximation of derivatives 1. forward, backward, centered approximation of first derivatives 2. higher-order derivative approximation D. Richardson extrapolation—in general E. Grid function convergence IV. Ordinary Differential Equations A. Initial-value problems 1. some basic mathematical observations 2. forward and backward Euler methods 3. trapezoidal integration 4. explicit trapezoidal—a 2nd -order Runge-Kutta method 5. stiff equations B. Boundary-value problems 1. mathematical formulation 2. finite-difference approximation 3. treatment of boundary conditions 4. solution of the linear algebra problem 5. treatment of coordinate singularities 6. quasilinearization of nonlinear problems—a function-space Newton's method 7. introduction to the Galerkin procedure V. Partial Differential Equations A. Overview of solution methods B. Classification of PDEs C. The heat equation 1. basic mathematics 2. forward Euler/centered approximation—stability considerations 3. the Crank–Nicolson method 4. Peaceman–Rachford ADI (if time permits) D. Laplace's equation 1. problem formulation and discretization 2. solution via successive overrelaxation (SOR) E. The wave equation 1. mathematics of hyperbolic equations 2. basic centered-difference approximation HOMEWORK There will be approximately four homework assignments (each consisting of several separate problems) throughout the semester, with due dates (somewhat) negotiable—but all students must submit solutions on the same date, and this date will precede the due date of any subsequent assignment. All problems will involve writing and running high-level language (Fortran or C) computer codes. Use of MatLab will not be permitted for 2 solving assigned problems, but it may be used for checking results produced by your codes. Copying codes from any source whatever (other students, other text books, etc.) is forbidden and will result in severe penalties—so, just don't even think about it! Only one problem (to be selected randomly by me after the assignment has been turned in) from each set will be graded in detail, and the score from that problem will count 2/3 of the total score for the whole assignment. The remaining problems will be given equal weight to account for the remaining 1/3, and will be graded on a rather perfunctory basis. Homework sets will not necessarily be equally weighted, but I will provide an indication of relative weighting for each set. EXAMINATIONS There will be one one-hour midterm given at approximately the middle of the semester (date to be determined later). The two-hour final exam will be comprehensive, but will emphasize material from the second half of the semester. Both exams will be closed book, closed notes, and neither will require use of calculators—hence, no calculators will be permitted. GRADING Grades will be assigned with appropriate "curving" as needed, but anyone accumulating 90% or more of the total points for the course is guaranteed a grade of A. Total course point assignment will be based on the following distribution: Homework (total) 40% Midterm 20% Final Exam 40% RECOMMENDED READING E. Issacson and H. Keller, Analysis of Numerical Methods, Dover Pub. Co. (paperback) J. M. McDonough, Lectures in Basic Computational Numerical Analysis, to be made avail- able in PDF format from the UK Engineering website: OFFICE HOURS By appointment—send e-mail, or whenever you can catch me
This resource from Collins Educational, published from 1980 to 1989, is a complete course of work for students preparing for O Level mathematics examinations. Within each chapter, the topic is explained and backed up by worked examples and exercises which are graded in such a way that students would acquire confidence and understanding…
Textbooks, Teachers' Guides, Workbooks, Workbook Teacher's Guides, and Question Banks are available in this series. The textbooks in this series are formatted in the same manner. Each chapter has features such as opener, activities, examples, exercises, and more. In the right margin are features that enhance the lessons. The format is colorful, pleasing, and not over busy which is a plus for visual students. Update NAME CHANGE: Levels 7 and 8 are now called Singapore Math® Dimensions (Discovering) Mathematics Common Core Series Very few of the components of Level 2 are available at this time. We haven't heard if these will be back in publication. Since they are changing the name of the new series to Dimensions, we can't help but wonder. Levels 3 and 4 will remain the same at this time. The main differences in the new Common Core Standards edition is the addition of the topics that apply to the CCS. It looks like the topics may be moved around a bit, but all of the material covered in the DM Levels 1 and 2 will still be covered in the new CCS Levels 7 and 8. Discovering Mathematics 1 Question Bank Teachers can use Question Bank 1 Banks 7A and 7B. Discovering Mathematics Textbook 2B This book is being replaced with Discovering Mathematics CCS Textbook 8B. It will be available in late 2012. Grade 8 ISBN-10: 9814176699 Price $20.50 Discovering Mathematics Teacher's Guide 2B Publisher: Singapore Math This book is being replaced with Discovering Mathematics CCS Teacher Notes and Solutions 8B and will be available in late 2012. Grade 8 ISBN-13: 9789814236577 Price $30.00 One Copy Available Discovering Mathematics Workbook 2 This book is being replaced with Discovering Mathematics CCS Workbook 8. It will be available in late 2012. Grade 8 ISBN-13: 9789814249201 Price $14.50 One Copy Available Discovering Mathematics Workbook 2 Teacher's Edition This book is being replaced with Discovering Mathematics CCS Workbook Solutions 8. It will be available at the end of 2012 Grade 8 ISBN-13: 9789814249218 Price $30.00 One Copy Available Discovering Mathematics Textbook 2A Publisher: Singapore Math This book is being replaced with Discovering Mathematics CCS Textbook 8A. It will be available in late 2012. Grade 8 ISBN-10: 9814176680 Price $20.50 Unavailable at this time Discovering Mathematics Teacher's Guide 2A Publisher: Singapore Math This book is being replaced with Discovering Mathematics CCS Teacher Notes and Solutions 8A and will be available in late 2012. Grade 8 ISBN-13: 9789814236553 Price $30.00 Unavailable at this time Discovering Mathematics Question Bank 2A Teachers can use Question Bank 2AA. Grade 8 ISBN-13: 9789814236539 Price $17.00 Unavailable at this time Discovering Mathematics Question Bank 2B Teachers can use Question Bank 2BB.
Problem Books in Mathematics ISSN: 0941-3502 (Print) Description Books in this series are devoted exclusively to problems - challenging, difficult, but accessible problems. They are intended to help at all levels - in college, in graduate school, and in the profession. Arthur Engels "Problem-Solving Strategies" is good for elementary students and Richard Guys "Unsolved Problems in Number Theory" is the classical advanced prototype. The series also features a number of successful titles that prepare students for problem-solving competitions.
Mathics is a free, general-purpose online computer algebra system featuring Mathematica-compatible syntax and functions. It is backed by highly extensible Python code, relying on SymPy for most mathematical tasks and, optionally, Sage for more advanced stuff
Using and Understanding Mathematics: A Quantitative Reasoning Approach livCommunity Reviews bu...more but there's nothing you can do as a student to change that. You're just going to have to grit your teeth and throw your money down the drain on that part.(less) This is the first math book where the text made sense. I could understand how to do the problems without needing a lecture. This book deals with real life math (taxes, mortgages, etc.) and has very useful formulas in it.
Math Fundamentals 1 (Quickstudy: Academic Like New(20 Copies): Fine 100% Brand New! More Books FL, USA $7.15 FREE New: 100% Brand New! More Books FL, USA $7.23 FREE Used Like New(20 Copies): Fine Brand New! Fast shipping! Great customer service. You will be happy! booklab NY, USA $7New: Brand New! Fast shipping! Great customer service. You will be happy! booklab NY, USA $7.51 FREE Used Good(1 Copy): Good 2002. A laminated bi-fold Math Fundamentals 1 Quick Study outline covering Numbers, Operations & Measurement. Booksavers receives donated books and recycles them in a variety of ways. Proceeds benefit the work of Mennonite Central Committee (MCC) in the U.S. and around the world. About the Book Designed to follow state and national standards for middle-school math curricula, Math Fundamentals 1, 2, 3 & 4 will work equally well together as a group of four guides or each as a standalone guide. All four 2-panel guides were written by members of the National Council of Teachers of Mathematics. Bright colors and graphic details offer proven ease of learning to this age group. Time-tested tips help students learn more effectively and avoid common pitfalls. This guide covers: Number theory, operations & measurements. Topics include: Computation, place value, Roman numerals, order of operations, scientific notation, symbols, fraction operations, divisibility rules, factorization, equivalent percents, decimals & fractions, metric system, rate conversions, time, temperature and much more!
Many students face problems when doing algebra factoring. Although they know the basics of factoring and many more advance equations, when they do their homework, or face exams, they experience difficulties even with simple questions related to factor finding. Now students have a great solution to this problem. The Algebra factoring calculator can find factors for them. Students just have to key the equations and the algebra-factoring calculator displays the right answers very fast. With this gadget, they can spare considerable time from their homework and spend more time on other subjects. Many professionals also use algebra factoring calculators to do many work related equations. The algebra-factoring calculator can simplify advance algebraic expressions. People use the algebra factoring calculator to simplify polynomials, exponential expressions, roots and fractions giving it absolute values and radicals as well. It can find LCM and GCF as well as simplify complex numbers. The Algebra factoring calculator can also find factors of quadratic, and linear equations. It gives you inequalities of them including exponential equations and logarithmic equations. It could easily solve problems with two and three equation in the linear equations and Cramer's rule. The algebra-factoring calculator help work with lines, parabolas, hyperbolas, circles, ellipses, equation and inequality problems. Furthermore, the algebra-factoring calculator is well versed with typical graphic function such as composition, inverse, domain and range. Students can simplify logarithms and find similarities of basic geometry and trigonometry and calculate trig functions. It also helps to do arithmetic and pre-algebra lessons such as ratios, proportions and measurements. You can find many algebra factoring calculators online. They display step-by-step instruction on how to do equation and get factors of them. Many reviews, articles, and details immensely help students to find correct answers for their complex problems. Many students and professionals who use algebra factoring calculators have put reviews on these software applications online. These reviews help you to understand their functions and limits. You can download factoring software such as Algebra Buster. With this type of calculators, you can do all your homework with zero problems. You don't have to join an Algebra class and this means you save the money. You just have to enter your homework algebra problem and you will get the answer. If there are areas, where you cannot understand, the Algebra Buster can produce correct answers. A great number of other algebra factoring software is also available from Internet. Some are really good products while others sometime produce erroneous answers.
This text aims to teach students to view questions from various perspectives, analyze problems carefully, reformulate problems in more familiar terms, and recognize that most mathematical problems require significantly more thinking than writing. A modern approach to college algebra and right-triangle trigonometry is supported by optional graphics calculator material. The accessible writing style, and realistic applications from a variety of disciplines reinforce the student-oriented approach of this text. "Graphics Calculator Alert" boxes and "Graphics Calculator Power User's Corner" boxes, along with graphing calculator exercises show students how to get the most out of technology. A split-screen format for algebraic procedures, rules, and properties offers simultaneous examples of the mathematical concepts to facilitate students understanding. "Progress Checks" follow most examples and enable students to assess their comprehension. Exceptional explanation in Chapter 2 (Sections 2.2 and 2.4) on how to solve word problems help students master this important skill. "Warnings" reinforce good mathematical habits by pointing out incorrect practices most commonly found in homework and on exams.
Author comments Stan Gibilisco is one of McGraw-Hill's most diverse and best-selling authors. His clear, friendly, easy-to-read writing style makes his electronics titles accessible to a wide audience and his background in mathematics and research make him an ideal handbook editor. He is the author of The TAB Encyclopedia of Electronics for Technicians and Hobbyists Teach Yourself Electricity and Electronics, and The Illustrated Dictionary of Electronics. Booklist named his book, The McGraw-Hill Encyclopedia of Personal Computing, one of the Best References of 1996. Back cover copy LEARN GEOMETRY FROM AN ALL-NEW ANGLE! Now anyone with an interest in basic, practical geometry can master it -- without formal training, unlimited time, or a genius IQ. In Geometry Demystified, best-selling author Stan Gibilisco provides a fun, effective, and totally painless way to learn the fundamentals and general concepts of geometry. With Geometry Demystified you master the subject one simple step at a time -- at your own speed. This unique self-teaching guide offers multiple-choice questions at the end of each chapter and section to pinpoint weaknesses, and a 100-question final exam to reinforce the entire book. Simple enough for beginners but challenging enough for advanced students, Geometry Demystified is your direct route to learning or brushing up on this essential math subject.
Web Site Dave's Short Trig Course Check out the short trigonometry course and learn the new way of learning trig. This short course breaks into sections and allows user to learn at his/her o... Curriculum: Mathematics Grades: 9, 10, 11, 12 33. Web Site S.O.S. Mathematics - Calculus Check out a good list of calculus problems with solutions. This is a free resource for math review material from Algebra to Differential Equations! Web Site Order of Operations When a numerical expression involves two or more operations, there is a specific order in which these operations must be performed. The phrase PEMDA (Parenth... Curriculum: Mathematics Grades: 5, 6, 7, 8 38. Web Site Intermediate Algebra Tutorials 42 Tutorials that math teachers can use with student or students can work on their own to reinforce skills, as homework, or review during class. Tutorials in... Curriculum: Mathematics Grades: 6, 7, 8, 9, 10, 11, 12, Junior/Community College, University 39. Web Site Variables This site covers symbol variables and substitution of symbols to discover unknown values. In simple terms it shows you how a box is waiting for a value. (Key... Curriculum: Mathematics Grades: 6, 7, 8 40. Web Site Introduction to Algebra Think Algebra is hard? Think again - this site explains the history along with simple equations. Each paragraph scaffolds skills until you get it. Than at th... Curriculum: Mathematics Grades: 3, 4, 5, 6
Mathematics Through Applications KEY MESSAGE Presented in a clear and concise style, the Akst/Bragg series teaches by example while expanding understanding with applications that are ...Show synopsisKEY MESSAGE Presented in a clear and concise style, the Akst/Bragg series teaches by example while expanding understanding with applications that are fully integrated throughout the text and exercise sets. Akst/Bragg's user-friendly design offers a distinctive side-by-side format that pairs each example and its solution with a corresponding practice exercise. The concise writing style keeps readers' interest and attention by presenting the mathematics with minimal distractions, and the motivating real-world applications demonstrate how integral mathematical understanding is to a variety of disciplines, careers, and everyday situations. KEY TOPICS Whole Numbers, Fractions, Decimals, Basic Algebra: Solving Simple Equations, Ratio and Proportion, Percents, Signed Numbers, Basic Statistics, More on Algebra, Measurement and Units, Basic Geometry MARKET For all readers interested in Basic MathematicsHide synopsis There is a light stain on the right edge of the last few pages
Secondary Curricula Personalized Math Instruction for Grades 6-8. The Carnegie Learning Math Series is a Common Core math program for grades 6-8. The Carnegie Learning Math Series is available in any of our various solution offerings, including blended curricula, software, and textbook solutions. The [Bridge to Algebra] Cognitive Tutor helped make my classroom more of a learner-centered classroom rather than teacher-directed. It made me a better teacher because resources were there in the book, and I could focus on how to best deliver it to students. I told the students that they have to learn by doing, like sports.
Students. Other specific topics include conic sections, even and odd functions, solving equations, and curve fitting. Graphing calculators are used throughout the activities. This site is one of several Visual Calculus sites developed by the mathematics department at the University of Tennessee. (sw) Analyze functions by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior. Grade Level Indicators (Grade 8) 9. Solve linear equations and inequalities graphically, symbolically and using technology. 10. Solve 2 by 2 systems of linear equations graphically and by simple substitution. 11. Interpret the meaning of the solution of a 2 by 2 system of equations; i.e., point, line, no solution. 12. Solve simple quadratic equations graphically; e.g., y = x² - 16. Grade Level Indicators (Grade 9) 1. Define function with ordered pairs in which each domain element is assigned exactly one range element. 4. Demonstrate the relationship among zeros of a function, roots of equations, and solutions of equations graphically and in words. 5. Describe and compare characteristics of the following families of functions: linear, quadratic and exponential functions; e.g., general shape, number of roots, domain, range, rate of change, maximum or minimum. 6. Write and use equivalent forms of equations and inequalities in problem situations; e.g., changing a linear equation to the slope-intercept form. 9. Solve and interpret the meaning of 2 by 2 systems of linear equations graphically, by substitution and by elimination, with and without technology. 10. Solve quadratic equations with real roots by factoring, graphing, using the quadratic formula and with technology. Grade Level Indicators (Grade 10) 1. Define function formally and with f(x) notation.7. Solve systems of linear inequalities. Grade Level Indicators (Grade 11) 3. Describe and compare the characteristics of the following families of functions: quadratics with complex roots, polynomials of any degree, logarithms, and rational functions; e.g., general shape, number of roots, domain and range, asymptotic behavior. 4. Identify the maximum and minimum points of polynomial, rational and trigonometric functions graphically and with technology. 6. Represent the inverse of a function symbolically and graphically as a reflection about y = x. 10. Describe the characteristics of the graphs of conic sections. 11. Describe how a change in the value of a constant in an exponential, logarithmic or radical equation affects the graph of the equation4. Represent the inverse of a transcendental function symbolically. 9. Translate freely between polar and Cartesian coordinate systemsRepresent and analyze mathematical situations and structures using algebraic symbolswrite equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases; use a variety of symbolic representations, including recursive and parametric equations, for functions and relations; judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology.
Pearson Mathematics 9 Student Book From time to time, not all images from hardcopy texts will be found in eBooks, due to copyright restrictions. We apologise for any inconvenience. Description Pearson Mathematics student book for Year 9 follows the Australian Curriculum for Mathematics. It has been strategically designed to attract maximum student engagement, develop a deep understanding of key concepts and skills, and to encourage inquiry and problem solving. This student book provides you with extensive material, with a collection of maths games, investigations, problem solving tasks, revision activities, practice questions and technology explorations. All exercises within the student books are split into the Australian Curriculum proficiency strands: fluency, understanding and reasoning. You'll also find open-ended questions that encourage creative maths thinking. Accuracy has been observed by this series, with experienced teachers carefully checking every question within Pearson Mathematics - up to five times! Target audience Suitable for Year 9 students. Series overview We're proud to introduce the only series has been structured according to the latest research on how students learn mathematics and on how to avoid common misunderstandings, making it easy for you to provide an innovative and effective education to your students with Pearson Mathematics. Built from the ground up for the Australian Curriculum, we've been able to base the series on the latest pedagogical research on how students learn best. We've combined carefully selected grading with thoughtful open-ended questions at the end of every exercise, based on research conducted by the lead writer of the Australian Mathematics Curriculum, Peter Sullivan. Through careful integration of all the sub-headings of the proficiency strand (fluency, understanding, reasoning, problem solving and open-ended questions) a full coverage of the curriculum has been achieved. Equipped as well with the 5e+ format (the engage, explore, elaborate, evaluate and extend model), Pearson Mathematics helps you to provide the right balance of scaffolding and openness for inquiry-based investigations.
Inductive and deductive thinking skills will be used in problem solving situations, and applications to the real world. Emphasizing on proofs to solve (prove) properties of geometric figures. I will cover topics in Algebra ranging from polynomial, rational, and exponential functions to conic sections.The student learns to develop skills in problem solving dealing with rates of change and develops skills to use differential calculus with integral calculus to attack differential equations of various types. Also, differentials become the basis for some fundamental equations used in every day mathematics. Chemistry involves more than just boring theories and difficult lab experiments.
Math made easier: advice from experts Many students struggle with various kinds of math, including positive and negative number signs, fractions, factoring, graphing and word problems, instructors in the department of mathematics and statistics said. In fall 2011, the success rate for college algebra, a core math course, was 59 percent, said Mellisa Hardeman, senior instructor in the department. The success rate dropped anther percentage point the following year, she said. In fall 2012, 50 to 60 percent of pre-core math students had difficulties solving math problems, said Denise LeGrand, director of the Mac I math lab. Ike McPhearson, math tutor, explained why students may have trouble comprehending math. One reason is that students may come from a home where education is not valued, he said. A bad experience with an instructor can also change students' attitudes about math. "You can't take yourself too seriously as a teacher," said Hardeman. Instructors can never give a student too much help passing math, she said. Students who took a math course in high school before going to college are less likely to struggle with math, Hardeman said. Some students go to college years after graduating high school, however, and may forget everything they learned in their math classes. Fortunately, there are a number of strategies that can help students overcome these challenges and develop a better understanding of math. "In order to make math easy for students, show different ways of how to understand it," said McPherson, who has tutored high school and college students. Another way of making math fun for students is to create different games, he said. According to LeGrand, the most important way to become better at math is to practice math exercises for 20 to 30 minutes. "They won't see the results right away," said LeGrand, " but if they go to class and focus on work required, they will be successful and they will build confidence." In addition, students can get help from tutors at the math lab. Each semester, the lab hires 12 tutors, LeGrand said. For the math-impaired, there is a new math course called Quantitative and Mathematical Reasoning. The course was designed for students who are not science, technology, engineering or mathematics majors. It focuses on practical math, for example, currency exchange rates. The course fulfills the core math requirement, in place of college algebra. Pre-core math courses, developmental math courses students take if they do not have the prerequisites for college math classes, are becoming more successful, said Tracy Watson, coordinator for pre-core math. The success rate for those courses rose to 77 percent in fall 2012, she said. Previously, the success rate was 37 percent for a 4-year period, she said. This semester, there are 80 math majors at the university. "We all like how math works because it all fits together," Watson said. "Students who major in math develop a sense of thinking and solving problems," said Thomas McMillan, department chair. Once students better understand math, they will have the confidence to solve not only math problems, but problems in everyday life as well
Latest Reviews very useful book. Cheap and up to the usual high CGP standards. I found it very useful in helping my son with his KS2 maths. It enabled me to understand what topics are covered in the syllabus and served as a starting point for further exploration of those topics. Personally I found the over-use of colour on the pages distracting, but my son liked it. (read more) I would recommend any CGP titles above Key Stage 1 (which are not that good in my opinion). This book is a complete guide to Key Stage 2 maths. Most helpfully, every method is clearly explained to the reader, so you know what you're supposed to be doing, and how. This is a great help to parents supporting their children, both to clarify current methods used in schools and to remind parents who have forgotten how to solve particular problems (although this begs the question of whether you... (read more)
Fundamentals of Computer Mathematics Using MATLAB This text presents the theory and application of linear algebra and linear geometry using MATLAB. The text includes more than 170 solved MATLAB examples and an introduction to the MATLAB workspace, profiler, and debugger. A set of supplemental MATLAB M-files is included on a CD bound in the book. Free Mathematical Modeling Technical Kit Learn how you can quickly build accurate mathematical models based on data or scientific principles.
Highlights of Calculus 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. Calculus is about change. One function tells how quickly another function is changing. Professor Strang shows how calculus applies to ordinary life situations, such as driving a car, climbing a mountain, and growing to full adult height. Calculus finds the relationship between the distance traveled and the speed — easy for constant speed, not so easy for changing speed. Professor Strang is finding the rate of change, the slope of a curve, and the derivative of a function. At the top and bottom of a curve (Max and Min), the slope is zero. The second derivative shows whether the curve is bending down or up. Here is a real-world example of a minimum problem: What route from home to work takes the shortest time? Professor Strang explains how the magic number e connects to ordinary things like the interest on a bank account. The graph of y = e^x has the special property that its slope equals its height (it goes up exponentially fast!). This is the great function of calculus. The second half of calculus looks for the distance traveled even when the speed is changing. Finding this integral is the opposite of finding the derivative. Professor Strang explains how the integral adds up little pieces to recover the total distance. Is our political ideology simply the result of a genetic coin toss? Mounting evidence suggests that biology may be a factor. In this video, Academic Earth explores some of the key research into the biology of politics.
Browse What is a Group? Groups are mathematical structures which are central to abstract algebra and in fact form their own subject known as Group Theory. They are very simple to understand, as they only have four true requirements, and we will see examples that point back to our days in junior high school algebra class. […]
Intermediate Algebra - 2nd edition Summary: This student-focused text addresses individual learning styles through the use of a complete study system that starts with a learning styles inventory and presents targeted learning strategies designed to guide students toward success in this and future college-level courses. Students who approach math with trepidation will find that Intermediate Algebra, Second Edition, builds competence and confidence. The study system, introduced at the outset and used c...show moreonsistently throughout the text, transforms the student experience by applying time-tested strategies to the study of mathematics. Learning strategies dovetail nicely into the overall system and build on individual learning styles by addressing students' 'big picture' of algebra. ...show less 032135835X60
Writing construct mathematical proofs;To help students learn how to write mathematical proofs according to ac-cepted guidelines so that their work and reasoning can be understood by others; andTo provide students with material that will be needed for their further study of mathematics.' 'This book is an introduction to combinatorial mathematics, also known as combinatorics. The book focuses especially but not... see more 'This book is an introduction to combinatorial mathematics, also known as combinatorics. The book focuses especially but not exclusively on the part of combinatorics that mathematicians refer to as "counting." The book consists almost entirely of problems. Some of the problems are designed to lead you to think about a concept, others are designed to help you figure out a concept and state a theorem about it, while still others ask you to prove the theorem. Other problems give you a chance to use a theorem you have proved. From time to time there is a discussion that pulls together some of the things you have learned or introduces a new idea for you to work with. Many of the problems are designed to build up your intuition for how combinatorial mathematics works. There are problems that some people will solve quickly, and there are problems that will take days of thought for everyone. Probably the best way to use this book is to work on a problem until you feel you are not making progress and then go on to the next one. Think about the problem you couldn't get as you do other things. The next chance you get, discuss the problem you are stymied on with other members of the class. Often you will all feel you've hit dead ends, but when you begin comparing notes and listening carefully to each other, you will see more than one approach to the problem and be able to make some progress.In fact, after comparing notes you may realize that there is more than one way to interpret the problem. In this case your first step should be to think together about what the problem is actually asking you to do. You may have learned in school that for every problem you are given, there is a method that has already been taught to you, and you are supposed to figure out which method applies and apply it. That is not the case here. Based on some simplified examples, you will discover the method for yourself. Later on, you may recognize a pattern that suggests you should try to use this method again.' 'This is a textbook about classical elementary number theory and elliptic curves. The first part discusses elementary topics... see more 'This is a textbook about classical elementary number theory and elliptic curves. The first part discusses elementary topics such as primes, factorization, continued fractions, and quadratic forms, in the context of cryptography, computation, and deep open research problems. The second part is about elliptic curves, their applications to algorithmic problems, and their connections with problems in number theory such as Fermats Last Theorem, the Congruent Number Problem, and the Conjecture of Birch and Swinnerton-Dyer. The intended audience of this book is an undergraduate with some familiarity with basic abstract algebra, e.g. rings, fields, and finite abelian groups.'
Master Math: Solving Word Problems (Master Math Series) Book Description: Students throughout the world fear and dread solving word problems. As students' reading skills have declined, so have their abilities to solve word problems. This book offers solutions to the most standard and non-standard word problems available. It follows the suggestions of the National Council of Teachers of Mathematics (NCTM) and incorporates the types of problems usually found on standardized math tests (PSAT, SAT, and others).
Elementary Numerical Analysis 9780471897330 ISBN: 0471897337 Pub Date: 1985 Publisher: Wiley & Sons, Incorporated, John Summary: Offering a clear, precise, and accessible presentation, complete with MATLAB programs, this new Third Edition of Elementary Numerical Analysis gives students the support they need to master basic numerical analysis and scientific computing. Now updated and revised, this significant revision features reorganized and rewritten content, as well as some new additional examples and problems. The text introduces core areas... of numerical analysis and scientific computing along with basic themes of numerical analysis such as the approximation of problems by simpler methods, the construction of algorithms, iteration methods, error analysis, stability, asymptotic error formulas, and the effects of machine arithmetic. Atkinson, Kendall E. is the author of Elementary Numerical Analysis, published 1985 under ISBN 9780471897330 and 0471897337. Twenty two Elementary Numerical Analysis textbooks are available for sale on ValoreBooks.com, eighteen used from the cheapest price of $0.01, or buy new starting at $29
Math 119 Intermediate Algebra Gcc Edition Personal Algebra Tutor 8.3 The Personal Algebra Tutor is a comprehensive algebra problem solver for solving algebra problems from basic math through college algebra and preCalculus. The user can enter his/her own problems to ... UltimaCalc Professional 3.1.805 UltimaCalc Professional is a highly functional graphing math toolbox with a compact and intuitive design offering the ultimate balance of power and convenience.Its algebra module lets you perform manipulations ... Mathtopper Class 11 10 9 8 7 1.0 Mathtopper brings you a first of its kind Maths Learning Course that meets all your Mathematics requirements from the comfort of your home. With Detailed Conceptual lectures of each chapter in the curriculum, ... Algebra - One On One 4.0 Have fun learning math with Algebra One On One. It combines the fun of a quiz show with the learning seen in Algebra classrooms. Over 21 levels and six ways of playing ensure continued challenge. Advance ... Developmental Math 1.1 Developmental Math provides students with a smooth transition from arithmetic through prealgebra to algebra. This is a learning tool that will help students understand the connections between arithmetic ... Franklin Math 1.0 Franklin Math is an open source Java symbolic computer algebra system (CAS), with similarities to commercial math packages such as MATLAB or Mathematica. It allows numeric and symbolic calculations, with ... Math-Tac-Toe Desktop AlgebraEdition 2.0 The Windows desktop version combines the test banks and has more game features than does the hand held versions. With the desktop, there are options for either single or multiple players; an answer box ... Roman Math For Kids 10 Offers free math lessons and homework help, with an emphasis on geometry, algebra, statistics, and calculus. Also provides calculators and games. Due to heavy traffic this site has been experiencing some ... Portable MathProcessor 1.0.8Math Processor (MP) is used to solve problems relating to number theory, calculus, statistics, Algebra, Boolean algebra, trigonometry and other numerical jobs. It even servers as a simple graphing tool. Math Quiz Creator 1.0.1.Math Quiz Creator allows a parent or teacher to create custom math quizzes with just a few mouse clicks. Each quiz can contain arithmetic problems of any type. Problems can be defined so that you'll know ... ... The ... RevLib PDF Edition 1.4.8 RevLib PDF edition full integrate with Acrobat or Acrobat Reader,make review and collection PDF information more free and highly effective.Quick save your current view place and restore it just one click.AccessAble Help Desk Pro Edition 2007 AccessAble Help Desk Pro Edition features an easy to use and attractive windows based interface as well as .asp and .html pages for quickly recording, updating or searching data via browser. T The widePalmaryClock Wireless Edition 1.2 PalmaryClock Wireless Edition s not just an improved clock, it is a technological breakthrough. Your Palm can now be not only a powerful organizer but a real-time assistant in your business! Nowadays ... Math Mechanixs 1.2.0.1Math Mechanixs is a FREE and easy to use scientific and engineering math software program. (FREE registration is required after 30 days of usage). Math Mechanixs has an integrated Scientific Calculator ... PalmaryClock Wireless Edition For Treo 1.2 PalmaryClock Wireless Edition s not just an improved clock, it is a technological breakthrough. Your Palm can now be not only a powerful organizer but a real-time assistant in your business! Nowadays ...
Cramster Cramster is a study community comprised of students and teachers helping each other to solve problems in mathematically-based subjects like chemistry, physics, and computer science; mathematics courses such as calculus and statistics are also covered. Cramster creates and provides access to study materials (textbook solutions, topic notes, sample problems, and practice tests) along with materials developed by community members. The Cramster Answer Board, which is moderated by subject experts, furnishes community members with an opportunity to ask and answer questions. Basic membership is free, but registration is required. Premium membership, with additional benefits, is available for a fee.
Course of Action beyond Calculus I completed a study of Michael Spivak's Calculus recently. If I want to broaden my mathematics knowledge to the point where I can take a rigorous differential geometry course at a nearby university (I think they are using a differential geometry book also by Spivak), what should I do over the next year? What (preferably rigorous) texts should I study and do a few problems from? I heard I should probably know some advanced calculus, what texts would you recommend to me for that? Course of Action beyond Calculus If you want to broaden your knowledge, do some linear algebra or calculus with several variables. No need to go through calculus all over againLinear algebra is generally the next logical step in a math progression. It makes differential equations a bit easier. I can't really suggest a text book for linear algebra, but if you look in Mathwonk's thread in the academic section of this forum, I think you'll be able to find a linear algebra book in there. The point is sometimes students don't understand some topics well enough the first (or second) time through; restudying the whole (yes all of it) course again helps very much. Certainly studying something like linear algebra can broaden the mind since it is different than Calculus - new skills, new ideas. homeomorphism said: I guess I'm a little confused! So do I need to study: 1. Linear Algebra, 2. Multivariable, 3. And then I would be ready for Spivak's Differential Geometry Someone earlier mentioned something in diff. eqs... do I need that too? What books do you recommend for whatever sequence of study you would pursue if you were in my place? Check the prerequisites for courses in college catalogs. Usually you need one year of Calculus before doing multivariable Calculus. some also say you need three semesters calculus before linear Algebra; some may say you need just one year Calculus before linear Algebra. (Many schools still offer a combination linear algebra + differential equations course)You could pick just about any standard old undergraduate Calculus book, since many are (were) designed for three-semester Calculus sequences. You could do well if you find the old Sallas & Hill book, or an old Larson & Hostetler book. They have the theoretical development, but I'm not exactly certain about the detailed rigor. The point is sometimes students don't understand some topics well enough the first (or second) time through; restudying the whole (yes all of it) course again helps very much. Yes, but he studied from Spivak! Not just some basic Calculus textbook. I can't see someone going through that text barely knowing what's going on. I don't even have that thorough of knowledge of Calculus and I would consider myself ready for Differential Geometry. (Of course, I have many other subjects in my background. The idea is that I touched many areas and am familiar with different aspects of mathematics. As well as I gathered some mathematical maturity in the mean time.)
high-school students and teachers with an interest in mathematical problem-solving, this stimulating collection includes more than 300 problems that are "off the beaten path" — i.e., problems that give a new twist to familiar topics that introduce unfamiliar topics. With few exceptions, their solution requires little more than some knowledge of elementary algebra, though a dash of ingenuity may help. Readers will find here thought-provoking posers involving equations and inequalities. Diophantine equations, number theory, quadratic equations, logarithms, combinations and probability, and much more. The problems range from fairly easy to difficult, and many have extensions or variations the author calls "challenges." By studying these nonroutine problems, students will not only stimulate and develop problem-solving skills, they will acquire valuable underpinnings for more advanced work in mathematics.
Math Study Skills Workbook 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.
HMH FUSE: Algebra 1 Description WHAT The award-winning and revolutionary HMH Fuse™ is a highly interactive and engaging curriculum designed for the Apple iPad. HMH Fuse Algebra 1 gives every student a personalized learning experience. Students and Teachers use video tutorials, StepReveal- the award winning way we guide students through step-by-step examples, homework help, quizzes, tips, hints, and many other integrated feat...
...The GED Mathematics Test assesses an understanding of mathematical concepts such as problem-solving, analytical, and reasoning skills; focuses on Numbers Operations and Number Sense, Measurement and Geometry, Data Analysis, probability, and algebra. ACT Math is a collection of pre-algebra, eleme...
Classroom Use MyOpenMath is designed for mathematics, providing delivery of homework, quizzes, and tests with rich mathematical content. Students can receive immediate feedback on algorithmically generated questions with numerical or algebraic expression answers. And it can do so much more, providing a full course management system, including file posting, discussion forums, and a full gradebook, all designed with mathematics in mind. MyOpenMath can be used to web-enhance an on-campus course, as part of hybrid course, or to run a fully online course. To get some idea how the system can be used by instructors, watch this quick three minute video MyOpenMath provides pre-built courses based on popular open textbooks. Some of these course only include online homework, while others include videos, handouts, and instructor resources. The books for these courses can be read online, or printed copies can be ordered through our partner site, OpenTextBookStore.com. We currently have pre-built courses aligned with: Arithmetic for College Students, David Lippman's remix of the MITE/NROC textbook Prealgebra, by College of the Redwoods Beginning and Intermediate Algebra, by Tyler Wallace Beginning and Intermediate Algebra, a CK12 flexbook remixed by James Sousa Precalculus: an Investigation of Functions, by David Lippman and Melonie Rasmussen (covers College Algebra and Trig) video tour
4492770 / ISBN-13: 9780534492779 Precalculus: Mathematics for Calculus This best selling author team explains concepts simply and clearly, without glossing over difficult points. Problem solving and mathematical modeling ...Show synopsisThis 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, this book provides complete coverage of the function concept, and integrates a significant amount of graphing calculator material to help students develop insight into mathematical 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 leader.Hide synopsis ...Show more' attention to detail and clarity, as in James Stewart's market-leading Calculus text, is what makes this text the market leader.Hide CD MISSING; ACCESS CODE INCLUDED AND UNOPENED. Description:Acceptable. A readable copy. All pages and cover are intact....Acceptable. A readable copy. All pages and cover are intact. Dust jacket is torn or missing. The book has moderate to heavy wear. This is a used textbook with cover wear. Covers havev badly bumped corners and edge wear. With CD Precalculus: Mathematics for Calculus Book is actually pretty good, I like the fact that its first chapter is a review of stuff from intermediate algebra...if you are using this book...and you have just finished intermediate/college algebra...get this book and do each section of ch. 1...this will set you up for a good foundation for the ... More A beautiful presentation and treatment of all math required before studying calculus. Comprehensive, and a strong focus on theory. Lots of problems to test yourself. Get through this and then star in your calculus study, as you are now VERY well prepared. More This book is one of the best out there in the current markets. Dr. Stewart explains this subject with geometrical shapes to better understand the subject. For example he explains and proves the the phytogorean theorem, laws of sines and cosines, and alot more. Highly recommend this book as well as
Basic Mathematics With iLrn Tutorialient and clear in his explanations and problems, Pat McKeague helps students develop a thorough understanding of the concepts essential to their success in mathematics. Each chapter opens with a real-world application. McKeague builds from the chapter-opening applications, such as the average amount of caffeine in different beverages, and uses the application as a common thread to introduce new concepts, making the material more accessible and engaging for students. Diagrams, charts, and graphs are emphasized to help students understand the ... MOREmaterial covered in visual form. McKeague's unique and successful EPAS system of Example, Practice, Answer, and Solution actively involves students with the material and thoroughly prepares them for working the Problem Sets. The Sixth Edition of BASIC MATHEMATICS also features a robust suite of online course management, testing, and tutorial resources for instructors and students. This includes iLrn Testing and Tutorial, vMentor live online tutoring, the Digital Video Companion CD-ROM with MathCue, a Book Companion Web Site featuring online graphing calculator resources, and The Learning Equation (TLE), powered by iLrn. TLE provides a complete courseware package, featuring a diagnostic tool that gives instructors the capability to create individualized study plans. With TLE, a cohesive, focused study plan can be put together to help each student succeed in math.
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Book DescriptionEditorial Reviews From the Back Cover We take great notes—and make learning a snap When it comes to pinpointing the stuff you really need to know, nobody does it better than CliffsNotes. This fast, effective tutorial helps you master core algebraic concepts—from linear equations, relations and functions, and rational expressions to radicals, quadratic systems, and factoring polynomials—and get the best possible grade. At CliffsNotes, we're dedicated to helping you do your best, no matter how challenging the subject. Our authors are veteran teachers and talented writers who know how to cut to the chase—and zero in on the essential information you need to succeed. Study smarter @ cliffsnotes.com Free CliffsNote-A-Day™ tips Free test-taking tips and tricks Free test samples and schedules Free info on other test resources Plus hundreds of downloadable Cliffs titles 24 hours a day Make the grade with CliffsQuickReviews CliffsQuickReviews are available for more than 30 introductory level courses. See inside for a complete listing of these and other bestselling Cliffs titles. --This text refers to an out of print or unavailable edition of this title. About the Author About the Authors Ed Kohn is an outstanding educator and author, with over 33 years' experience teaching mathematics. Currently, he is the testing coordinator and math department chairman at the Sherman Oaks Center for Enriched Studies. Formerly an instructor at Fairleigh Dickinson University, David Alan Herzog is the author of over 100 audio visual tides and computer programs and has written and edited several books in mathematics and science. --This text refers to an out of print or unavailable edition of this title. This book really helped me prepare for Algebra II. With the help of this book, I had a 97% in the first semester and a 94% in the second. Then at the end of the year, this was a great tool in reviewing for the final. Overall, this book is great. Everything is pretty clear and it makes algebra II almost easy. However, there are many typos I found, like forgetting a negative, or using a wrong variable. but otherwise, it's awesome! If you were once able to master the principles of algebra II and need a quick refresher, then this book may satisfy your needs. However, if you have never mastered them and need to learn them, then you will find this book woefully inadequate. The coverage is: All of this is done in 244 pages, so the presentation is very rapid and brief. There are short three to four question quizzes at the end of each chapter and a 29-question test at the end of the book. Brief answers to all questions are included. In my opinion, this is not enough proficiency testing to allow the reader to adequately test their retention of the material. On the cover the blurb is "The essentials fast . . ." but in my opinion it is too fast to do anyone but the lapsed master any good. Material is step-by-step based, allowing you to learn in steps and excel in several areas of Algebra(II). [Helped me a ton- allowed me to start from the beginning and work my way up in areas both easy and difficult.] There is at least one typo in every chapter and some chapters have multiple mistakes. The chapter on logarithms even has an example that they forgot to include the answer to and there was a mistake in the chapter on conic sections that made me think I was going crazy. Normally I'd be a little forgiving but COME ON. This is math. Having mistakes in a math book can really mess with people's heads. I've read bunches of books on mathematics and I still find Cliff Quick Review mathematics series to be one of the most concise and thorough books in the genre! A must read whether you are in school or just looking to brush up on some of the stuff that you never really did grasp in school! I love it!
A grade of C or better in Math 122, 141, or an equivalent course to be approved by the instructor. Text: Elementary Mathematical Modeling: A Dynamic Approach by James Sandefur. It may also be useful to use your math 122 or 141 textbook to review some of the calculus needed for this course. Calculator: Each student is required to have a graphing calculator. My instructions will predominantly be for the TI-83 and TI-84. If you have another calculator, it will be your responsibility to make sure it has the features you will need in this course and learn how to use those features. Overview: You will possibly find that this course is very different from other math courses that you have taken. We will be less concerned with the mechanical aspects of computation, and more concerned with why we want to do these calculations. We form a mathematical model of a changing real world situation, such as population growth, use a variety of methods to analyze it, and then interpret our calculated results in the context of the original problem. We will solve problems by using a blend of numerical, graphical, and analytic methods (manipulation of formulas). Modeling is more comprehensive than problem solving; we will learn how models are built, not just how to use them. Finally, in the real world, solutions must be communicated effectively, both in writing and orally, and you will get a lot of practice doing this. Course Content: We begin with an introduction to discrete models and in particular to difference equations, which are the main focus of your text. We supplement chapter 1 of the text with calculus-based continuous models in which derivatives are used instead of differences. We will learn a little bit about matrices and vectors, which will simplify things later on, and then go on to chapter 2, with a more extended discussion of matrix models for population projections. At this point chapter 3 will be a piece of cake; we skip all but the end of chapter 4, but replace it with a calculus-based treatment of the sine and cosine functions to learn how to model oscillatory behavior (which occurs very often in nature, both at the chemical level and the ecological level). We then follow chapters 5 and 6 of the text with few digressions. If time permits we'll take a look at chapter 7. All along we will work with tables of data, or verbal descriptions of problems, to build our models, and we will use our calculators to make educated guesses about the qualitative behavior of the solutions to make predictions such as whether a population will boom, go extinct, or fluctuate. You will be expected to gradually recognize for yourself when the use of technology is appropriate, and when hand computation and exact algebra or calculus is called for. Work Load: There will be daily reading and homework, 10 quizzes, 3 tests, and 1 cumulative final exam. You should expect to work at least 6-9 hours per week, outside of class. Grading: No make-ups will be given for any quizzes or tests. Your two lowest quiz scores will be dropped. No test scores will be dropped, and the final exam score will not be dropped. If your final exam score, when scaled to be out of 100 points, is higher than one of your test scores, then the scaled final exam score will replace your lowest test score. This can only be done for one test. The final exam score itself cannot be replaced by any other score. The final exam will be cumulative. Quizzes: 80 points (these will be based on the daily homework assignments) Test 1: 100 points (Monday, Sept. 26) Test 2: 100 points (Monday, Oct. 24) Test 3: 100 points (Monday, Nov. 21) Cumulative Final Exam: 120 points (Wednesday, Dec. 7, 9:00 AM - Noon, Davis 209) TOTAL: 500 points Attendance: You are expected to come to every class on time and stay until the end of class. Final Grade: A [450, 500] (i.e. 90% needed for an A) B+ [435, 450) (i.e. 87% needed for a B+) B [400, 435) (i.e. 80% needed for a B) C+ [385, 400) (i.e. 77% needed for a C+) C [350, 385) (i.e. 70% needed for a C) D+ [335, 350) (i.e. 67% needed for a D+) D [300, 335) (i.e. 60% needed for a D) F [0, 300) Help is available: Working together on homework assignments is a great way to learn mathematics so I strongly encourage this. You may also use the Math Lab's free tutoring service if you need a review of calculus or algebra. There are three locations: LeConte 105 Math Lab is open MTWTh from 11:00 AM - 4:00 PM. Towers Area Math Lab is open MTWTh from 6:00 PM - 8:00 PM. Bates Area Math Lab is open MTWTh from 6:00 PM - 8:00 PM.
Beginning and Intermediate Algebra - 5th edition ISBN13:978-0495117933 ISBN10: 0495117935 This edition has also been released as: ISBN13: 978-0495386230 ISBN10: 0495386235 Summary: Easy to understand, filled with relevant applications, and focused on helping students develop problem-solving skills, BEGINNING AND INTERMEDIATE ALGEBRA is unparalleled in its ability to engage students in mathematics and prepare them for higher-level courses. Gustafson and Frisk's accessible style combines with drill problems, detailed examples, and careful explanations to help students overcome any mathematics anxiety. Their proven five-step problem-solving strategy ...show morehelps break each problem down into manageable segments: analyze the problem, form an equation, solve the equation, state the conclusion, and check the result. Examples and problems use real-life data to make the text more relevant to students and to show how mathematics is used in a wide variety of vocations. Plus, the text features plentiful real-world application problems that help build the strong mathematical foundation necessary for students to feel confident in applying their newly acquired skills in further mathematics courses, at home or on the job64 +$3.99 s/h Good SellBackYourBook Aurora, IL 0495117935 Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc... All day low prices, buy from us sell to us we do it all!! $5.92 +$3.99 s/h VeryGood SellBackYourBook Aurora, IL 0495117935 Item in very good condition and at a great price! Textbooks may not include supplemental items i.e. CDs, access codes etc... All day low prices, buy from us sell to us we do it all!! $9.60 +$3.99 s/h VeryGood DGABooks AL Helena, AL 2007-01-05 Hardcover Very Good Text has no markings or bent pages noted. Cover is clean, shiny & bright. Expedited available with tracking number
Sum Rule Teacher Resources Find Sum Rule educational ideas and activities Title Resource Type Views Grade Rating 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 practice calculating and analyzing Riemann sums and illustrate when Riemann sums will over/under-approximate a definite integral. They view how the convergence of Riemann sums as the number of subintervals get larger. Students explore the area under a curve. In this calculus lesson plan, students investigate Riemann sums as they employ technology to discover that if enough Riemann sums are used. Students then determine whether the area under a curve can be calculated with the required degree of precision. TI-nspire and appropriate applications are required. Students find patterns in a sequence. In this sequences and series instructional activity, students use their calculator to find the sequence of partial sums. They graph functions and explore convergent series. Students approximate alternating series. Students read an article on how calculus is used in the real world. In this calculus lesson plan, students draw a correlation between the Battle of Trafalgar and calculus. The purpose of this article is the show everyday uses for calculus in the real world. In this numerical integration worksheet, students approximate the value of an integral using the methods taught in the class. They use left-hand Riemann sums, right-hand Riemann sums, the midpoint method and the trapezoidal ruleStudents use the derivative and integral to solve problems involving areas. In this calculus lesson, students calculate the area under a curve as they follow a robot off road making different curves along the drive. They use Riemann Sums and Trapezoidal rules to solve the problem. Students read about AP calculus online. For this calculus lesson, students learn real life usage for calculus. They read about instructors and their experience teaching and incorporating calculus into the real world. Twelfth graders investigate derivatives. For 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. Pupils practice the concept of graphing associated to a function with its derivative. They define the concepts of increasing and decreasing function behavior and explore graphical and symbolic designs to show why the derivative can be used as an indicator for the behavior. 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. In this electrical worksheet, students draw a schematic design circuit board to grasp the understanding amplification in linear circuitry before answering a series of 35 open-ended questions pertaining to a variety of linear circuitry. This worksheet is printable and there are on-line answers to the questions. An understanding of calculus is needed to complete these questions.
While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience. with the aid of a computer-assisted design tool--a KidCAD. Here the technology facilitates a transition between experience and geometric representation. Further highlighting the diverse uses of technology, Zech and her colleagues at the Cognition and Technology Group at Vanderbilt University discuss and illustrate their work in developing visual (computer- based) toolkits to help middle-school students carry out real-world activities such as wayfinding and the designing of playgrounds. In the last chapter, Renninger, Weimar, and Klotz indicate that if we recast the form, substance, and tools of a geometry education, then it also becomes imperative to reconsider teachers' professional development. They discuss the development of a national electronic forum for geometry teachers and their students that encourages learning, discussion, and problem solving, as well as providing a resource for the field. As Hershkowitz suggests in the epilogue, the contributors to this volume advance several related agendas for mathematics education. First, the authors help us better understand the wide range and influence of spatial reasoning and geometry in mathematics. The research presented here suggests that instead of the current arrangement of years of arithmetic with occasional small helpings of geometry, geometry and spatial reasoning can and should be incorporated as a central feature of a general mathematics education: geometry for all. Second, the contributors emphasize the diversity and range of student thinking encompassed by spatial reasoning and geometry. Not only are existing theories called into question, but several fruitful avenues for new theoretical development in mathematics education are suggested. Third, contributors explore how the development of spatial thinking is tied to tools, ranging from modest (but powerful) ones like PolydronsTM to mechanical curve-drawing devices and the new notational forms made possible by computer-based technologies. Taken together, the research suggests renewed curricular focus on geometry and space: Geometry is not only central to reform in mathematics curricula and the instructional focus on learning with understanding, but with its inherent (and in these studies, enhanced) emphasis on conjecture, argumentation, deductive proof, and reflection, is also central to a solid general education and, as many in this volume note, to good habits of mind. ACKNOWLEDGEMENTS Preparation of this volume was supported by the National Center for Research in Mathematical Sciences Education (NCRMSE), which in turn was supported by a grant from the Office of Educational Research and Improvement, U.S. Department of Education (grant No. R117G1002) and by the Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison. Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agencies.
Site Search Mathematics Just as studying the human world requires language, studying the natural and social world requires mathematics. Ancient and medieval scholars understood that math provides a fundamentally different way of apprehending the world than that of language; it still does. Moreover, numeracy at the college level has practical benefits for everything from the workplace to home finance to evaluating statistics read in the newspaper. What Will They Learn?™ gives schools credit for Mathematics if they require a college-level course in mathematics. Specific topics may vary, but must involve study beyond the level of intermediate algebra and cover topics beyond those typical of a college-preparatory high school curriculum. Remedial courses or SAT/ACT scores may not be used as substitutes. Courses in formal or symbolic logic, computer science with programming, and linguistics involving formal analysis count.
Brief Calculus : An Applied Approach - 7th edition Summary: Designed specifically for the non-math major who will be using calculus in business, economics, or life and social science courses, Calculus: An Applied Approach, 7/e, addresses students' weak math skills through added structure and guidance on how to study math. Special student-success-oriented sections include chapter-opening Strategies for Success; What You Should Learn--and Why You Should Learn It; Section Objectives; Chapter Summaries and Study Strategies; Try I...show morets; Study Tips; and Warm-Up exercises. In addition the text presents Algebra Tips at point of use and Algebra Review at the end of each chapter. The Seventh Edition places a new emphasis on algebra review through Algebra Tips at point of use throughout the chapter and Algebra Review at the end of each chapter. This edition also builds on a proven emphasis on applications; updates and increases the coverage of technology at point of use; and includes sample post-graduation exam questions. A strong support package includes the HM mathSpace CD-ROM--which further emphasizes algebra review--and Instructional DVDs that allow students to review material outside of class. Approximately 6,000 exercises--progress from skill-development problems to more challenging, real-world application questions--are easily customized to the difficulty level of the instructor's choice. In addition, a number of relevant exercises from textbooks in other disciplines--such as biology, chemistry, economics, finance, geology, physics, and psychology--to show students that they will use calculus in future courses outside of the math curriculum. Algebra Review offers students algebraic support at point of use and at the end of the chapter. The end-of-chapter Algebra Review illustrate the key algebraic concepts called out in the Algebra Reviews used throughout the chapter. This feature is designed to help students who may have weak algebra skills and need help as they take a calculus course. Prerequisite Review exercises at the beginning of each exercise set help students review skills covered in previous sections. The answers are provided at the back of the text, enabling students to check their work. Review Exercises are also included at the end of each chapter and offer students the opportunity for additional practice and review. Discovery Projects expose students to concepts before the topic is covered in the text. This allows students to explore the concept on their own, making them more likely to remember the results. Take Another Look, appearing just before each section exercise set, asks students to look back at one or more concepts presented in the section. The questions in these sections are designed to enhance understanding of key ideas. Post-Graduation Exam Questions appear at the end of each chapter. They include sample questions representative of the types of questions on various standardized tests (i.e. GMAT, CPA exams, GRE, College Level Academic Skills Test). These questions challenge students and provide additional practice. Business Capsules appear at the end of numerous sections. Along with accompanying exercises, these features deal with business situations related to the mathematical concepts covered in the chapter. This feature allows students to see the relevance of what they are learning, and the importance of everyday mathematics. Ready to use and easy to integrate into your calculus course, Eduspace, powered by Blackboard, brings your students quality homework, tutorials, and testing while saving you time. Browser-based, algorithmically generated homework problems are scored for you automatically. You determine whether the grade is recorded and how much each assignment counts toward a final grade. 5.1 Antiderivatives and Indefinite Integrals 5.2 The General Power Rule 5.3 Exponential and Logarithmic Integrals 5.4 Area and the Fundamental Theorem of Calculus 5.5 The Area of a Region Bounded by Two Graphs 5.6 The Definite Integral as the Limit of a Sum 5.7 Volumes of Solids of RevolutionSuperFlyBooks AZ Phoenix, AZ 2005 Hard cover 7th ed. Fair. Sewn binding. Cloth over boards. 704 p
Basic Math, Math for the Trades, Occupational Math, and similar basic math skills courses offered by trade or technical departments at the undergraduate/graduate level.Now in its sixth edition, Mathematics for the Trades provides the practical mathematical skills needed in a wide variety of trade and technical areas, including electronics, auto mechanics, construction trades, air conditioning, machine technology, welding, and drafting. The authors use a clear and easy to follow format which provides immediate feedback for each step the student takes to ensure understanding and continued attention. There is an emphasis on explaining concepts rather than simply presenting them.
Algebra 2: Course Expectation Sheet Teacher: Trinity Welch-Radabaugh Room #: E-3 Year: 2009 – 10 Website: Email: trinity.welch@corvallis.k12.or.us Phone number: (541) 757 – 4525 Availability: During lunch and after school; please make an appointment Textbook: McDougal-Littell Algebra 2 (Replacement Cost: $66) Credits: 1; grades given at 9 wks Course Content and Goals:  Our class goal this semester is that every student works towards proficiency in the following areas: Linear equations, functions, systems and matrices, quadratic functions, factoring, and relations, polynomial functions, rational exponents and radical functions, exponential and logarithmic functions, rational functions, and probability and statistics. Expectations for Success:  Be Respectful – allows for a safe and healthy educational environment o Raising your hand o Treat others how you would like to be treated o Always engage in school-appropriate, on-topic conversations o Respect yours, your peers, and the school's property  Be Responsible – independence is a skill that must be mastered for success in any aspect of life o Being prepared for class with homework, pencil, paper, and book o Being on time (on time is in the door when class starts)  Be Safe – think before you act, sometimes the consequence is not worth it o Thinking before you act o Thinking independently of peer influence o Walk in hallways and classroom o Keep hands and feet to yourself  Be On It! – doing what it takes to be your best o Homework turned in o Actively engaged in class (taking notes, asking/answering questions, working in groups) o Be involved (i.e. provide input during class discussions) o Come to class ready and wanting to be here Grading: 1. Grades are earned according to the following:  60% - Tests/Quizzes  25% - Homework  15% - In-class activities/projects o Participation is a crucial part of this class. Warm-ups will be provided daily, and you will be responsible for recording and completing them. They will be checked periodically for credit. Group and partner work occurs often, so be prepared to work with your classmates. o Students will be given the opportunity this semester to complete work samples. These are open-ended math questions that require students to not only solve a problem, but also describe their method and strategies, verify their results, and communicate their process. If completed with a specific score, a sample goes into the student's portfolio. 2. Late/make-up work  It is important that students attend class every day. As a general rule, late assignments will not be accepted; homework and other assignments are due on the given date. If an absence has been excused, students have one week after returning to school to make-up missing assignments.  Students who are absent the day of a test will be expected to take the test the day they return to school. Only excused absences will be accepted.  Each nine weeks, students will receive two late homework passes. These passes allow a student to turn in any missing/late assignment during the grading period. 3. Skills tests  There will be four skills tests given in this course. While the scores on these tests will not be part of your final grade, you must complete all of them with 90 – 100% accuracy in order to pass the class. Skills tests may be taken as many times as necessary in order to achieve a score of 90 – 100%. 4. Grading Scale  A 90 – 100%, B 80 – 89%, C 70 – 79%, D 60 – 69%, F 0 – 59% 5. Credit Denial Credit denial in this course may occur when a student has accumulated 10 unexcused absences in a semester (5 in a quarter) and his/her grade has fallen below an 80%. Students and their parents will be informed in writing by the teacher of the possibility of credit denial when a student has accumulated 5 unexcused absences in a quarter and their grade has fallen below an 80%. Credit denial decisions will not be based on absences due to religious reasons, a student's disability, or an excused absence, as determined by district policy. Students who receive a credit denial warning are responsible to taking measures to prevent the loss of academic credit. Students who are failing a class at the time of credit denial will have an 'F' entered on their transcript. No credit will be awarded for the course. Classroom Policies: 1. Personal Electronics  Cell Phones are not permitted in this class and will be confiscated on sight. o 1st offense: Phones is taken for the remainder of the class period. o 2nd offense: Phone is taken for the remainder of the day. o 3rd offense: Phone is taken to the front office and a parent must pick it up.  iPods, Mp-3's, etc. are permitted in this class with certain restrictions. They may be used during individual work time (homework) and during tests. If at any time they become a distraction, you will be asked to put them away. Misuse will result in confiscation as above. 2. Plagiarism  Please see the student planner for details of the CVHS Plagiarism Policy that will be followed. 3. Tardy  Out of respect for your classmates, your instructor, and this class, it is important that you arrive to class on time. If tardies become a problem with individuals or a class, then lunch detentions will be assigned. Required materials:  A graphing calculator is recommended; they are highly useful in future courses, and our department recommends a TI-84+. The math department has a limited number of calculators available for student use during class, however they may not leave class with students.  Spiral notebook  Pencils (pens don't belong in math class!)  Graph paper  If possible, please bring a box of tissue for class use  White board marker(s) to be used in classroom activities ---------------------------------------------------------------------------------------------------------------------------- Please sign and return this portion to school: I have read the Algebra 2 Course Description for Spring, 2010 and the Parent Letter. ______________________________________ ______________________________________ Parent/Guardian Signature Email Address (Please print clearly) (Your signature indicates you have read and understand the course expectations and letter.) ______________________________________ ______________________________________ Student Signature Printed Student Name (Your signature indicates you have read and understand the course expectations and letter
A Survey of Best Practices for Learning Mathematics by Individuals Who are Blind By way of introduction, I am a professor who is visually disabled. I teach at Northern Illinois University. As part of a national, federally funded project, I am conducting a survey to compile as many suggestions and recommendations as possible concerning the study of mathematics by persons who are blind (persons who read braille). One of the outcomes of this project will be a book in which the best suggestions and recommendations are described in detail so teachers can use them. The book will be published in 1997. In my estimation, one of the best sources of valuable information on the topic are visually disabled persons who have studied mathematics. Thus, you can help in this effort by answering the questions below and using my E-mail address to send your answers to me. I am interested in teaching methods and materials which you found to be especially helpful when you studied mathematics or learned the Nemeth Code. I am also interested in areas of mathematics that might have been problematic for you and some of your recommendations and suggestions on how those difficulties might have been addressed in a more effective manner. I would appreciate receiving suggestions concerning any level(s) of your mathematics education. Make you responses as detailed as possible so they can be used by teachers in the future. Please send your responses to me at
the Grade 10 standards to the Algebra I and Geometry standards. Practice test items and tips for helping students succeed are also included in this study guide. Parts of this document are meant to be shared with students and parents. Mathematics Assessment Elementary Linear Algebra with Supplemental Applications. 10th Edition International Student Version Description: Elementary Linear Algebra10th edition gives an elementary treatment of linear algebra that is suitable for a first course for undergraduate students. 10TH GRADE MATH (GEOMETRY) SCOPE AND SEQUENCE July 2008 EARLY FIRST QUARTER Measurement Measurement E. Estimate and compute various attributes, ... Patterns, Functions and Algebra and contrast their properties using tables, graphs or MATHEMATICS – New 2009-10. Three (3) credits of Mathematics are required for graduation. It should also be noted that a minimum of Algebra 1, Geometry, and Algebra II are required for admission to most 4-year colleges and many 2-year Regarding students currently enrolled in Algebra 2 (10th graders): can they take the Algebra 1 test in an arena setting, like they can take the Geom EOC in an arena setting? A: Students taking Algebra 2 will take the Makeup 1 exam, arena style. end of 9th grade year must take both Geometry Honors and Algebra II Honors in the 10th grade Pre-IB Program. These students will have no elective 10th grade year. 8. If accepted, students will register for 10th grade Pre-IB courses, Linear Algebra and its applications (10th edition) by Gilbert Strang, ISBN-0030105676. (This textbook is often used as an alternative to our textbook). Linear Algebra ( 4th edition) by Friedberg, Insel, and Spence, ISBN-0-13\|88451-4. Released Test Questions Algebra II Introduction - Algebra II The following released test questions are taken from the Algebra II Standards Test. This test is one of the California Standards Tests administered as part of the Standardized Testing and Reporting (STAR) Program mathematics or English to try to come closer to level 3, which will be the required level in Algebra II and ... This year's 9th and 10th graders will face another round of End Of Course tests in the Spring. They will have retest opportunities in July. 7. Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Grade Students: ... taken in the fall of 10th grade. Better algebra skills should also make students more likely to pass their subsequent mathematics and science classes,
books.google.co.jp - This volume provides a comprehensive, up-to-date survey of inequalities that involve a relationship between a function and its derivatives or integrals. The book is divided into 18 chapters, some of which are devoted to specific inequalities such as those of Kolmogorov-Landau, Wirtinger, Hardy, Carlson,... Involving Functions and Their Integrals and Derivatives
Casio scientific calculator Casio scientific calculator Students and professionals from the engineering and science field, perform lot of calculations. Very often, these calculations involve large digit-ed numbers and using many mathematical functions. Remember the Sin, Cos, Tan functions? Those involved in statistical calculations, also require functions such as Random, Log etc. These calculations are time consuming and due to the probability of human error, there are chances, that the calculated figure may be wrong. A single error can result in a cumulative error; especially, if the calculation is part of a long chain of calculations. Casio scientific calculators offer a solution to such calculation problems. Casio scientific calculators are identified by the familiar ìFXî in its model name. These calculators can perform scores of different functions in a blink of an eye and one can be certain that the answers are always correct. The wide range of mathematical functions, which the Casio scientific calculator can handle, makes these calculators suitable for scientific and statistical calculations. These calculators generally have an 8+2 or 12+2 LCD display. Casio scientific calculators are slim, sleek and light weight. Most of Casio calculators are enclosed in a hard case, to protect it from damage. In some models the hard case can be used as a base for the calculator. Casio scientific calculators consume very little power, making the battery last for a long, long time. In most models, the battery can last for up to 2 years of continuous operation. Some of the popular models of scientific calculators are FX 100s, FX 115 MS, FX 260 solar calculator, and FX 300 MS. Casio scientific calculators are very popular with students and professionals alike.
Computer Graphics and Geometric Modeling Here is how the material in this book has been used successfully in teaching three different types of semester courses on computer graphics in the Department of Mathematics and Computer Science at San Jose State University. The courses were: (1) Introduction to Computer Graphics, (2) Computer Graphics Algorithms, and (3) Geometric Modeling. From Wikipedia: An e-book (also: eBook, ebook), sometimes called an electronic book, is an electronic (or digital) equivalent of a conventional printed book. The term has occasionally been used ambiguously to refer to either an individual work in a digital format, or a hardware device used to read books in digital format, more specifically called an e-book device or e-book reader. E-books are an emerging and rapidly changing technology, that can branch to include other formats, such as online magazines, such as the Grantville Gazette, published by Baen's Books, or digital books designed to be listened to as audio books. All rights reserved. All other trademarks appearing on on this site are the property of their respective owners. We don't store any files on this server, we just index the link from the other website.
Ind. math students dispute algebra critique When he read a recent New York Times op-ed titled "Is Algebra Necessary?" that's exactly what he got. "There are so many inflammatory statements in this article, it's a crime," Klumpe said with a laugh after reading the article. In the opinion piece published July 28, author Andrew Hacker, an emeritus professor of political science at Queens College and the City University of New York, argues for a new approach to mathematics education. He says about 6 million high school students struggle each day with algebra, only to find that the formulas and lessons they were taught in the classroom seldom apply to the mathematical situations they face out of school. "There are many defenses of algebra and the virtue of learning it," Hacker wrote. "Most of them sound reasonable on first hearing; many of them I once accepted. But the more I examine them, the clearer it seems that they are largely or wholly wrong." Klumpe and his students disagree. Although Klumpe agrees that the high school approach to math isn't perfect, algebra skills contribute to a much larger understanding of math-related concepts. "Algebra is the language of mathematics," Klumpe told the Journal & Courier ( ). "If you're going to understand even basic mathematics, you need to understand the language." When Klumpe gave some of his students copies of the article for discussion, many of the students had the same reaction. "I think it would be silly to cut a core class just because it's too challenging," senior Rachel Taylor said. "It might not come naturally to you, but you're not successful in a class because it comes naturally to you. You're successful in a class because you work at it." In the article, Hacker suggests it remains unclear that "the math we learn in the classroom has any relation to the quantitative reasoning we need on the job." A tour through a manufacturing plant, such as Lafayette's Subaru of Indiana Automotive plant, Klumpe said, will disprove that. "The mathematics even the people on the floor have to understand may not be pushing variables around like Xs and Ys ... but the analysis required to understand what they're doing does involve skills used in algebra," Klumpe said. Take for example a problem Klumpe posed to his algebra classes Friday: "A local car dealer is offering a special where all used cars are 40 percent off their normal price. A car that has a normal price of $5,600 is part of the sale. You only have $3,000. Can you buy the car (not including taxes)?" The algebraic equation: 60/100(equals)X/5,600. The "X'' comes out to be $3,360. So, no, you wouldn't have enough to buy the car with $3,000 in your pocket. Though the mathematics that students will face outside of school may not be identical to those problems posed in the classroom, senior Sophia Fox said, "That's true for every subject." "In English," she said, "I (won't be) learning vocab words every week, but these are the tools that help us become successful in the future." Another facet of Hacker's argument is that the challenge of algebra could cause students to drop out of high school or college. One in four ninth-graders fail to finish high school, according to Hacker, who cites algebra as a possible factor. Senior Ryan Madden said he's no stranger to struggling to grasp some math concepts. But Hacker's charge doesn't stick, he said. "When I was in algebra, I struggled to learn it and make it work," he said. "But once I put the effort in to learn it, all of math classes following it became easier. You just need to put the effort in."
mrs. tinashe blanchet - Tinashe Blanchet Courses, collaborations, and other content by Blanchet, who teaches high school math in Marrero, Louisiana. Freely-accessible Moodle classes have included International Baccalaureate (IB) Math Studies and Advanced Math/Pre-Calculus; professional development ...more>> Mr. Tyler's Math Resources - Mr. Tyler A collection of Algebra 1 and Calculus math resources, with notes on their use in the classroom. The site is updated frequently and contains various worksheets, activities, PowerPoints, and other math resources. ...more>> My NMSI Story Watch clips of U.S. students and teachers speaking about their participation in the National Math and Science Initiative's Advanced Placement Training and Incentive Program (APTIP). Upload your own video narrative about APTIP, which has expanded American ...more>> National Math & Science Initiative This non-profit organization "facilitates the national scale-up of programs that have a demonstrated impact on math and science education in the United States." Programs include the Training and Incentive Programs, which encourage excellence among teachers ...more>> New Mathwright Library - James White; Bluejay Lispware An Internet-based library of interactive workbooks on topics commonly encountered in undergraduate mathematics, from college algebra and precalculus through multivariable calculus, differential equations, and mathematical modelling. Workbooks, together ...more>> Newton Papers - University of Cambridge View and download Isaac Netwon's handwritten papers: his own annotated copy of Principia Mathematica; the so-called "Waste Book," a large notebook that he inherited from his stepfather, and which Newton filled with notes and calculations when forced to ...more>> The Number Empire - Vitalii Vanovschi Enter a positive integer up to 10^12, press the "Go!" button, and The Number Empire states -- in yes/no format -- whether you entered a prime number, a Bell number, a Catalan number, or a factorial. The same single click displays the integer written out ...more>> Numericana.com - Gérard P. Michon The online companion of Numericana, this site contains excerpts from Michon's book, including the entire glossary of scientific terms. Browse an index with pithy summaries, browse by popularity, or search nearly two hundred of his "final answers" of readers' ...more>> Oscience.info - Subash Chandra Introductions to limits and continuity, derivatives and antiderivatives, functions and graphs, matrices and determinants, properties of triangles, set theory, basic trigonometric formulae, and trigonometric functions and identities. See also Oscience's ...more>> ostermiller.org - Stephen Ostermiller Converters, Calculators, and JavaScript include Multiplication Game, in which letters represent digits in a multiplication problem; Length, which converts between units of length and distance; Roman Numerals, which converts between Arabic and Roman numerals; ...more>> PBS Teachers: Math - PBS Teachers The Public Broadcasting System's Math Service, combining computing and telecommunications technologies to offer interactive data services and interactive video and voice services for education based on the NCTM Standards. The site features: resources, ...more>> Personal Tutor - Memory Banks Pty. Ltd., Australia Maths and science software designed to complement the secondary school math syllabus. A comprehensive learning system usually used by students and schools as a supplement and aid to coursework, but thorough enough that it can be used by individuals without ...more>> Peter Ash's Thoughts on Math and Education - Peter Ash Musings on doing and teaching mathematics, book reviews, and math problems both elementary and advanced from the creator of Cambridge Math Learning. Blog posts, which date back to August of 2007, include "Very Proper Fractions"; "Physical Models for Non-Euclidean ...more>>
Meade School District "To Build Knowledge and Skills for Success Today and Tomorrow" EIGHTH GRADE GENERAL MATH COURSE PLANNER Course Description: Eighth grade students upon completion of the academic year will understand, use and connect the language of algebra to explore, describe, represent, and analyze expressions and relations that represent variable quantities. Students will use language of geometry to discover and analyze geometric concepts properties and relationships. They will apply systems of measurement and use appropriate measurement tools. Students will investigate the characteristics of using and developing numbers in a variety of forms and modes of operation. Students will analyze, extend and create patterns, relations, or functions to model mathematical ideas in a variety of forms. Finally they will apply statistical methods to analyze data and explore probability for making decision and predictions. This general education mathematics course is 45 minutes for 36 weeks. Mastery of this course is a prerequisite to Pre-Algebra. Educational materials for this course are: Glencoe Applications & Concepts; Course 3, STAR Math Instructional Philosophy: The philosophy of mathematics education at Williams Middle School is reflected in the program's aim and goals and is closely related to the concepts of the Core Mathematics Standards of the South Dakota Department of Education and reflects the adopted Meade School District 46-1 K-12 mathematics curriculum. Students will be expected to meet the course goals listed and be able to demonstrate competency of required concepts through various forms of evaluation. Delivery will take place within the community of the classroom through demonstration, guided practice and use of technology. Students will have the opportunity to work on a wide variety of activities; individually, as teams, and in large group settings. Assignments will require students to draw upon previously learned math skills and stimulate the spirit of inquiry by developing a variety of problem solving skills and abilities. Effective use of technology will be applied where appropriate. Course Goals: Students will:  Use the language of algebra to explore, describe, represent, and analyze number expressions and relations that represent variable quantities.  Use that language of geometry to discover, analyze, and communicate geometric concepts, properties, and relationships.  Apply systems of measurement and use appropriate measurement tools to describe and analyze the world around them.  Analyze the structural characteristics of the real number system and its various subsystems.  Discover, analyze, extend, and create patterns, relations, or functions to model mathematical ideas in a variety of forms.  Use problem solving strategies to investigate and understand mathematical content and apply strategies to new problem situations. Major Course Projects:  Research on mathematicians  Web page problem of the week Instructional Delivery Plan: The instructor will use various delivery methods. These include by are not limited to: Explanation and demonstration, question and answer, discovery learning including the use of manipulative, Accelerated Math, overhead transparencies, a variety of technology resources such as PowerPoint, Excel, Word, and Internet Explorer. Page 1 of 7 Students will work independently or in small groups. Community members will be involved to enhance learning when appropriate. Class Operation: Monitoring, Evaluating, and Grading Performance: Assessment Description Percentage Daily Assignment Daily assignments may include but are not limited to: 50% of final grade  Exercises and practice  Accelerated Math  Skill building Activities  Performance Test Unit Test Percentage Tests Tests may include but are not limited to: 50% of final grade  Instructor generated tests  Textbook evaluation  Accelerated Math Assessment Plan: Student assessment will be based on participation, individual completion of daily assignments, demonstrate proficiency in math skills, and tests of students knowledge of important concepts. If necessary, students will be given more than one opportunity to complete assignments to meet course standards, provided good faith effort was exhibited the first time. Students will be required to complete all assignments at a proficient level. The teacher conducts daily class discussions to emphasize key points, check student understanding and prevent gaps in overall progress. Students play an active role in discussion. The evaluating system is clearly stated and is explained in the beginning. CONTENT STANDARDS UNITS/PROJECTS RESOURCES (POWER STANDARDS) Problem Solving Goal 4 Textbook, Software, Indicator 1: Analyze the structural characteristics of the real Teacher generated number system and its various subsystems. materials 1. use concrete representations of real numbers in daily situationsIntegersPage 2 of 7 operations and integers. GOAL readAlgebra GOAL valueRational Numbers Goal 1 Textbook, Software, Indicator 1: Analyze procedures to transform algebraic Teacher generated expressions. materials Page 3 of 7Statistics & Data Goal 4. Textbook, Software, Analysis Indicator 3: Develop conjectures, predictions, or estimations to Teacher generated solve problems and verify or justify the results. materials 1. use estimation strategies to predict results and help solve multi-step problems involving real numbers. Goal 5 Indicator 2: Apply relations and functions to complex problem solving situations. 1. describe and represent relations using tables, graphs and rules. Goal 6 Indicator 1: Students will use various statistical models to gather data, study problems, and draw conclusions. 1. use a variety of visual representations to display data to make comparisons predictions and inferences. Geometry - Goal 2 Textbook, Software, Investigation IndGoal 3 Indicator 1: Use various units of measure within a system of measurement. 2. Use degrees as a unit of measure for angles and circle problems. Goal 4 Indicator 3: Develop conjectures, predictions, or estimations to solve problems and verify or justify the results. 1. use estimation strategies to predict results and help solve multi-step Page 4 of 7 problems involving real numbers. 2. create algorithms to determine solutions for equations and inequalities. Indicator 4: Apply the concept of value, magnitude, and relative magnitude of real numbers. Goal 5 Indicator 2: Apply relations and functions to complex problem solving situations. 2. create and solve problems using proportions, formulas, and functions. Real Numbersoperations and integers. Goal 2 Indicator 1: Apply deductive and inductive reasoning to analyze geometric properties to solve problems. 2. use the Pythagorean Theorem to solve problems.Geometry - application Goal 2 Textbook, Software, IndIndicator 2: Analyze geometric figures from a variety of perspectives. 1. determine volume and surface area of three-dimensional models Indicator 2: Apply measurement concepts in practical applications. 1. use the most appropriate tool to measure volume in customary and metric systems. Goal 4Page 5 of 7ProportionsPercentsPage 6 of 7Linear equationsIndicator 3: Analyze and describe situations that involve one or more variables. 1. determine slope from a graph, ordered pairs, or an equation. Goal 4 Indicator 3: Develop conjectures, predictions, or estimations to solve problems and verify or justify the results. 2. create algorithms to determine solutions for equations and inequalities. Goal 5 Indicator 2: Apply relations and functions to complex problem solving situations. 1. describe and represent relations using tables, graphs and rules. Probability Goal 1 Textbook, Software, Indicator 1: Analyze procedures to transform algebraic Teacher generated expressions. materials 1. use equalities and inequalities in life-related situations. Goal 4 Indicator 1: Analyze the structural characteristics of the real number system and its various subsystems. 1. use concrete representations of real numbers in daily situationsGoal 6 Indicator 2: Apply the laws of probability to predict outcomes and solve problems. 1.estimate probability of simple and compound events using a series of trials
Math 197S: Symmetry, Geometry, and Optimization What is this Document? This page contains information about the Fall 1998 version of Math 197S, entitled "Symmetry, Geometry, and Optimization" being taught by Robert L. Bryant. Course Synopsis We will look at some classical problems involving soap bubbles and films, curves of shortest descent (Brachistochrone problems), shortest paths on curved surfaces, and the motion and shape of elastic rods and strings. All of these will be used as motivation for introducing the ideas of the calculus of variations and studying how they interact with geometric notions, such as symmetry, both in problems and solutions. If time permits, we may study some higher dimensional problems, such as Poincaré's famous analysis of the three-body problem in celestial mechanics. More description If you are interested in learning something about the field of optimization, particularly as it applies to problems in geometry and physics, I'd like to encourage you to consider taking a new course, Math 197S, that is being taught this fall by Professor Bryant. If you've ever wondered what mathematics can be applied to such diverse problems as: finding the shortest graph connecting a specified set of vertices, in the plane or in space, finding the shortest path between two points that lies on a given surface containing the points, determining the shape of soap films and soap bubbles, figuring out why and how rivers meander and what this has to do with the shape an elastic wire takes when you clamp the ends in any given position, how we can most effectively use symmetry in a given problem involving differential equations to help us solve it, what physicists mean when they say space is `curved' and how do we observe and predict these effects. All this and more will be treated in Math 197S this fall. If you enjoyed Frank Morgan's DUMU talk this spring, and are looking for some way to follow up on the sort of issues that he raised, this would be a good place ot start. The background that Professor Bryant will be assuming is a facility with vector calculus and some familiarity with the basics of linear algebra and differential equations. (Don't worry, you won't be required to know all sorts of tricks for solving differential equations. In fact, one of the subjects of the course will be just where these tricks come from, so Professor Bryant will be going over this material anyway when it comes up in the course.) There's no textbook to buy, instead Professor Bryant will be handing out lecture notes every week. What you should bring to the course is plenty of curiosity and a willingness to share in the work. What, when, and where Lectures: 2:15--3:30, Tuesday and Thursday, in Physics 218 Text: None. Lecture notes will be provided by the professor. Grading Policies You'll be assigned problems on a regular basis and will be expected to present your solutions in class. You'll also have to write-up an extended project (about 15 to 20 pages) by the end of the term, explaining and giving your solution to a problem selected by you in consultation with Professor Bryant. Robert L. Bryant <bryant@math.duke.edu>
hw7 Course: MATH 120, Fall 2009 School: CSU Channel Islands Word Count: 552 Rating: Document Preview 120A Math Introduction to Group Theory: Question sheet 7 Hand in questions 6, 8(c) & 9 at lecture Friday 22nd May 1. (a) Define the notions of kernel and image of a homomorphism : G H of groups. (b) Prove that the kernel of a homomorphism : G H is a normal subgroup of G (Recall that g1 g ker g-1 g1 ker ). (c) Give an example to show that the image of need not be normal in H? (Hint: only nonAbelian... Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education. Math 261Homework #5: Due Friday, May 8Spring 2009The exercises for this homework deal with the ideas of confidence intervals for means and proportions in Chapter 6 as well as sample size determination. All exercise numbers refer to problems fro Adobe Photoshop Elements 5.0 GuideHow to Quickly Enhance a PhotoYou can use several methods to enhance the images you bring into Photoshop Elements, but if you prefer to let Elements do most of the work, you can probably find everything you need o Coms 331The Modelview Stack Homework 9Fall 20071. Use the program Lecture 8 Demo 1.cpp in this and the following exercises. Remove the geometric transformations that are there and replace them with the following. Beginning at the origin, transl Homework 1, Statistics 550, Fall 2005This homework is due Thursday, September 22nd at the beginning of class. 1. Bickel and Doksum, 1.1.3, page 67 2. Bickel and Doksum, 1.2.3, page 72 3. In class, we showed that if A and B are mutually exclusive eve Lowrider Cruising Spaces by Ben Chappell Amrico Paredes Center for Cultural Studies University of Texas at Austin, USA benchapl@mail.utexas.eduThis paper will be published in the forthcoming volume edited by Marc Priewe: Representations of Chicano/ LING 220Class Notes Tuesday, April 28thSpring 2009Our analysis of CPs led to a revision of our basic sentence structure, to account for the difference between finite and infinitive sentences, as well as to make our grammar further conform to X- FOR PUBLICATIONUNITED STATES COURT OF APPEALS FOR THE NINTH CIRCUITT. JEFFREY Sm soN, on behalf of himself and all others similarly situated,Plaintiff, andCALIFORNIA STATE TEACHERS RETIREMENT SYSTEM,No. 04-55665 D.C. No. CV-01-11115RSWL Centr Precision Machine DesignBasic Concepts BJ Furman 02SEP97Some Useful Conversions for Linear MeasurementsBritish vs. SIThe Size of ThingsAlways a good idea to have a physical feel for the size of things The thickness of this paper = _ The Handout 15Sample MidtermCSCI 334: Spring, 2007 2 AprilThis is a sample midterm. While the classs topics and focus vary from semester to semester, it should give you an idea of what type of questions you will be asked. The midterm will be a self Phys 175AMid-Term 2, Spring '09Dr. Ray KwokName: _1.Consider a linear chain of 3N atoms with equal spacing, but different masses (M and m) as distributed below. What is the thermal energy of this lattice at low T? At high T? Sketch the disp A REVOLUTION IN JOURNALISM!The Birth of the "PENNY PRESS" 1830s 1860sREVIEW: isn't the U.S. media . just . well . there? NO! The U.S. media grows, changes, shifts styles, shifts technologies Some characteristics die out Others go on to the ne Economics 161 Pomona CollegeFinal ExamKuehlwein Spring 2009There are a total of 100 points on this exam and you have 75 minutes. Please show all your work in your blue book and label completely all graphs. Good luck! I. Articles (one word or se Eigenvalues, Eigenvectors and stuffMath 123 Differential Equations and Linear Algebra Dr. B. Cayco cayco@math.sjsu.edu and eigenvectorsLet A be an n x n matrix. A scalar is an eigenvalue of A if San Jose State UniversityMath 213, Spring 2009Final ExamAssigned on May 11, 2009Due on May 18, 2009 by 2 PM Have a great summer break!Name:Score 1 2 3 4 5 6 XC TotalYou are allowed to use the literature but not talk to each other.1. (2 M177 Project - Simplex Method versus Interior Point Method and NEOS Can be done in teams of two students Due May 2Purpose: To learn about the relative merits of the simplex method (SM) and interior point methods (IPM) for solving continuous linear Robot Motion Laboratory4/3/20061Robot Motion Laboratory Purpose To introduce the basic concepts of robot motion To introduce a typical robot system setup application To develop the concept of teaching a robot a location using the Manual Co 2008 2009 Parking Permit ApplicationAll vehicles parking on NWC property are required to have a valid parking permit. Students with less than 30 earned credits living in college housing are not permitted to have a vehicle on campus. Appeals are ava Math 107. Rumbos Assignment #15Fall 20081Due on Wednesday, November 5, 2008 Read Section 3.1 on The Calculus of Curves, pp. 5365, in Bressoud. Read Section 5.2 on Line Integrals, pp. 113119, in Bressoud. Do the following problems 1. Consider a -1-SS-if? 2256FRONT END OF NEUTRAL BEAM FACILITY C. A. Reusch California Institute of TechnologyABSTRACTIn an attempt to accomodate a neutral beam facility 1 compatibly with other beams in one end station of the 200-GeV accelerator, a particu Revised 10/08Graduate CertifiCate in LeadershipGRaduate CeRtifiCate in LeadeRship The Graduate Certificate in Leadership provides an introduction to graduate-level education and offers the opportunity to expand skills and knowledge related to lead Distributed DatabasesChapter 181What is a Distributed Database? Database whose relations reside on different sites Database some of whose relations are replicated at different sites Database whose relations are split between different sites CHEM-342 Introduction to Biochemistry Rubrics for Evaluating Undergraduate Laboratory Experiment Based on Stokes' Section 11Assignment: Imagine that you are writing a laboratory manual for an introductory biochemistry course and you have decided tha
We have seen that the set [0, 2) has no maximum element. However, [0, 2) has many upper bounds, for example, 2, 3, 3.5 and 157.1. Among all these upper bounds, the number 2 is the least upper bound because any number less than 2 is not an upper bound of [0, 2 do arithmetic with recurring decimals by first converting the decimals to fractions. However, it is not obvious how to do arithmetic with non-recurring decimals. For example, assuming that we can represent decimal system enables us to represent all the natural numbers using only the ten integers which are called digits. We now remind you of the basic facts about the representation of rational numbers by decimalsThe modulus function provides us with a measure of distance that turns the set of complex numbers into a metric space in much the same way as does the modulus function defined on R. From the point of view of analysis the importance of this is that we can talk of the closeness of two complex numbers. We can then define the limit of a sequence of complex numbers in a way which is almost identical to the definition of the limit of a real sequence. Another analogue of real analysis arises 1 we formally define real functions and describe how they may arise when we try to solve equations. We remind you of some basic real functions and their graphs, and describe how some of the properties of these functions are featured in their graphs. Many problems are best studied by working with real functions, and the properties of real functions are often revealed most clearly by their graphs. Learning to sketch such graphs is therefore a useful skill, even though computer packages can now perform the task. Computers can plot many more points than can be plotted by hand, but simply 'joining up the dots' can sometimes give a misleading picture, so an understanding of how such graphs may be obtained remains important. The object of
MATLAB 7 für Ingenieure: Grundlagen und Programmierbeispiele, 5e This book provides a structured and systematic introduction to MATLAB. The book includes quick-reference tables with summaries of essential commands and functions. Also, the book demonstrates the functionality of MATLAB commands for interpolation, regression, linear equations, and graphical representation. Free MATLAB Interactive Kit Explore how to use MATLAB to make advancements in engineering and science.
Alg 2 / Geom Yr 1 In this first part of the two-year Integrated Algebra 2/Geometry course, emphasis is placed on discovery and developing intuition for algebraic and geometric properties. Many new topics are introduced this year, with a focus on finding patterns and making conjectures through inductive reasoning, rather than through formal proof. Algebra is employed throughout the course to solve geometric problems, work with sequences, and investigate exponential and power functions. Heavy emphasis is placed on the connection between algebra and geometry through the study of transformation of functions. Assessments will include group and individual projects, daily homework assignments, quizzes, and tests. Resources used throughout the course include textbooks, graphing calculators, Geometer's Sketchpad, Moodle, Wiki, and addtional websites. The accelerated version will cover the same material, as well as explore additional advanced topics. The pace of the accelerated course will also move considerably faster, as the class meets four times per week rather than five.
Many of these resources were created and/or modified by Dave Bracken with further additions and modifications by Kyle Pearce. MPM1D Grade 9 Academic Math Course Description The MPM1D Grade 9 Academic mathematics course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
Beginning Pre-Calculus for Game Developers 9781598632910 ISBN: 1598632914 Edition: 1 Pub Date: 2006 Publisher: Course Technology Summary: Beginning Pre-Calculus for Game Developers provides entertaining, hands-on explanations of topics central to calculus as related to game development. It explains the mathematics and programming involved in developing nine computer programming applications furnished with the book's CD-ROM. Begin by working your way through first semester calculus topics and then use your new math skills to create programs that apply e...ach topic. Beginning Pre-Calculus presents math topics in a method that is direct, easy-to-understand, and pertinent to all studies related to calculus math. Flynt, John P. is the author of Beginning Pre-Calculus for Game Developers, published 2006 under ISBN 9781598632910 and 1598632914. Five hundred forty two Beginning Pre-Calculus for Game Developers textbooks are available for sale on ValoreBooks.com, one hundred ten used from the cheapest price of $10.09, or buy new starting at $12.49
Extras Services Overview - Renowned professor and author Gilbert Strang demonstrates that linear algebra is a fascinating subject by showing both its beauty and value. While the mathematics is there, the effort is not all concentrated on proofs. Strang's emphasis is on understanding.Read more... Renowned professor and author Gilbert Strang demonstrates that linear algebra is a fascinating subject by showing both its beauty and value. While the mathematics is there, the effort is not all concentrated on proofs. Strang's emphasis is on understanding. He explains concepts, rather than deduces. This book is written in an informal and personal style and teaches real mathematics. The gears change in Chapter 2 as students reach the introduction of vector spaces. Throughout the book, the theory is motivated and reinforced by genuine applications, allowing pure mathematicians to teach applied mathematics.
By enrolling in this self-study course, you have demonstrated a desire to improve yourself and the Navy. Remember, however, this self-study course is only one part of the total Navy training program.... More > Practical experience, schools, selected reading, and your desire to succeed are also necessary to successfully round out a fully meaningful training program. COURSE OVERVIEW: The objective of this course is to enable the student to identify and perform calculations involving the equations to the various conic sections; recognize and work with concepts in calculus (limits, differentiation, and integration); and recognize the elements of introductory probability theory.< Less In this worksheet students increase their understanding of fractional and negative exponents as they encounter equations consisting of bases raised to exponents equal to a number. Sometimes they... More > solve for the base, sometimes they solve for the exponent, and sometimes they evaluate the exponential expression. The worksheet provides instant feedback and fun for the math students because the answers correspond to letters that lead to the decoding of a secret message. It is also self-grading, which makes it ideal for customized treatment of learners. If you like this, you'll probably enjoy "PUZZLE MATH: Trigonometry and Logarithms" or other PUZZLE MATH worksheets and books, also by Roxanne Eckenrode.< Less This popular second edition of High School Math Made Simple was specially formatted for e-book readers like the Nook, iPad and Kindle. The text and graphics help students navigate through all areas... More > of high school mathematics including essential math skills (pre-algebra), algebra 1, geometry, algebra 2, statistics, trigonometry, and calculus. High School Math Made Simple was written utilizing the principles and standards for school mathematics published by the National Council of Teachers of Mathematics (NCTM). These standards are the cornerstone of basic math principles that ensure the highest quality of learning for students. The rear of the book includes a Scope and Sequence of our content to NCTM's Guidelines. This book is specially designed and formatted for reading on an e-book reader like the Kindle, Nook and iPad.<
All students need to master a variety of mathematical tools and concepts at the start of their university career. This distinctive book helps students learn these by doing. The approach is interactive, using experiments, performed in the symbolic algebra package Mathematica, to impart the fundamentals of many of the topics students encounter. A clear... more...
Calcula = THE CALCULATOR ... but not limited to the calculator. Calcula is not a scientific calculator. Calcula is a tool 'all-in-one': instead of having 1, 2, 5, 10, 20 applications that serve as 'technical means' we have only one: Calcula, indeed!So, what is and what makes Calcula?. calculator with the 4 operations, percentage, square root, exponentiation of x, a fraction of 1, form, and factor accumulation and subtraction in memory ... what they do all the calculators, some (not quite all, actually!). storing the list of all the transactions like a roll of paper with its zoom. button to cancel last input CI, C key to cancel the entire operation and key 'tearing paper' to delete all memorized transactions. selection of the number of decimal places, from 0 to 5, with which to develop. currency conversion online, in real time and then, leaning on a free service of common good (the result can be integrated in the operation in progress). conversion between many units of measurement: length, weight, volume, area, etc.. (The result can be integrated in the operation in progress). conversion between different number systems: decimal, octal, hexadecimal and binary (the result, of course decimal) can be integrated in the operation in progress). calculating perimeter, area and volume of many geometric shapes with a list of requests for images and input context to the figure (within the perimeter of the circle or to calculate the volume of the cylinder, or more or less according to your traps, etc..)(The result can be integrated in the operation in progress). expression processing up to 26 variables and many functions available, such as cos, sin, tan, etc.. (The result can be integrated in the operation in progress). development of algebraic proportions of the type: b = x: c-fit of the 3 known values and the processing of the result in 4 combinations (the result can be integrated in the operation in progress). generation of random numbers indicating the amount of numbers to be generated and the minimum and maximum limits (ability to select whether the numbers generated should all be different or with repetitions). elaborations of summations, differences between dates with even numbers add or subtract days. elaboration of summations, differences between zones with even add or subtract a preset time. stopwatch with lap times list the possibility of. flashlight (beam) with a selection of different colors. in cm and inch ruler, and color-changing background and calibration lines for even better viewing of the backlit. compass needle or rotary dial with digital indication of the degree. level graphics and digital indication of the degree of vertical tilt and horizontal. selection if it beeps when you press any buttons or voice with repetition of numbers typed and conducting operations in. ability to change the background color. appropriate option for the configuration settings. Detailed help on all aspects. Calcula the program is released with 2 screens, others are making and will be issued free of charge even after the purchase) to have more or fewer buttons then more or less the same size buttons. In version 1.1.00 there are 2 screens: the no. 0 with all the buttons available, some with 2 or 3 functions enabled via special button shift, the no. 1 instead of the calculator and all transactions with a button that serves as a menu to call up all the other functions.. all the screens are operated by the minimum resolution is 320x480 portrait or landscape (480x320). ON / OFF switch!The program is released in Italian, English
Problem solving and mathematical modeling are introduced early and reinforced throughout, so that when students finish the course, they have a solid foundation in the principles of mathematical thinking. This comprehensive, evenly paced book provides complete coverage of the function concept and integrates substantial graphing calculator materials that help students develop insight into mathematical ideas. The authors' attention to detail and clarity, as in James Stewart's market-leading Calculus text, is what makes this text the market leader.. For more information about the title Precalculus: Mathematics for Calculus, Enhanced Review Edition (with CD-ROM and iLrn Printed Access Card), read the full description at Amazon.com, or see the following related books: Calculus — Stewart's CALCULUS, Fifth Edition has the mathematical precision, accuracy, clarity of exposition and outstanding examples and problem sets that haveMath Goes Viral in the Classroom(December 11, 2009) — At least a dozen Alberta high-school calculus classrooms were exposed to the West Nile virus recently. Luckily, it wasn't literally the illness. Educators used the virus as a theoretical tool when ... > read more Mobile Math Lab For Cell Phones(July 12, 2007) — Researchers have developed an educational, mobile math lab application for cell phones, providing students with experiential, interactive ways to learn math. Problems, graphs and functions can be ... > read more
Fourier Analysis and Its Applications (Pure and Applied Undergraduate Texts) This book presents the theory and applications of Fourier series and integrals, eigenfunction expansions, and related topics, on a level suitable for advanced undergraduates. It includes material on Bessel functions, orthogonal polynomials, and Laplace transforms, and it concludes with chapters on generalized functions and Green's functions for ordinary and partial differential equations. The book deals almost exclusively with aspects of these subjects that are useful in physics and engineering, and includes a wide variety of applications. On the theoretical side, it uses ideas from modern analysis to develop the concepts and reasoning behind the techniques without getting bogged down in the technicalities of rigorous proofs. Customer Reviews: one of the best books on the subject By G.B.S "17" - November 25, 2001 I've been asked to teach a course on Fourier analysis,I knew nothing on the subject so I took about 15 books on this subject and went over all of them. My conclusion was that Folland's book is the best!. He explain the theory yet never forget for a minute the intuitive side of the subject. The book contains almost all the important issues and notions of the subject. If you have a solid background in vector calculus and you know some basic facts about ODE this is a very good book to learn the subject from. Moreover the book give the reader some of the important motivations to the basic ideas of functional analysis such as generating functions distrbutions it gives the connection also between linear algebra and the basic ideas that lies at the foundations for understanding normed function spaces and more. Moreover the book draw the line , in a very elegant way, between functional analysis PDE and Fourier analysis. Main subjects are:Fourier series,orthogonal sets Fourier and Laplace... read more Simple yet Instructive and exhaustive By A Customer - December 1, 2000 Concepts are not hidden under obscure mathematical notation: they are stated explicitly in plain english and illustrated with examples. I read a couple of other books on this topic (and PDE) without really understanding the subtleties. With this book everything becomes magically clear and obvious -as you read- and don't feel like you need take another course in real analysis to understand this topic. Bonus: you get solutions to exercices. Great applied mathematics book on Fourier analysis for a physicist By Kris C. - July 29, 2012 Folland's "Fourier Analysis and Its Applications" is a great applied mathematics book for a physicist. The coverage is complete, but leaning more towards the theoretical aspects than the applications, as it should be. The topics included are Fourier series, orthogonal sets of functions, some boundary value problems, Bessel functions, orthogonal polynomials, the Fourier transform, the Laplace transform, generalized functions, and Green's functions. I particularly like the progression of the presentation of the materials and the exercises with answers of this book, making it very useful for self-learners. Also the language is very fluid. Would highly recommend to fellow physics students.
Sample Textbook Links Creative Commons License Guidelines Please follow these simple instructions to write or edit a textbook on your favorite videos. 1. Fill the 'Expression of Interest Form' in the right hand side 2. Once you are accepted by KA Textbook project, you will receive an email with username, password and instruction for our editing facility. 3. Guidelines to write and edit textbook Remember, the textbook should be solely based on KA videos, though a little add ons from your side is permissible. Use every concept, example covered by Khan Academy videos, even though some examples might seem a mere repetition. Use logic, out of the box thoughts in the 'Points to Ponder' section. In the 'Problem Set' section, use screenshots of the KA exercises. Above all scientific, philosophical or artistic temper should not be compromised. Once you receive the username and password with instructions, please download and install a screenshot taking software like Screenpresso for windows. If you have an in built 'print screen' option, you may also use it. But we recommend to use some good software in which you can also edit the screenshots. 3. Technical instruction to log on to our editing section will be mailed to you.
Heya guys! Is anyone here know about free algebrator software? I have this set of questions about it that I can't figure it out. We were assigned to solve it and understand how we came up with the answer. Our Math teacher will select random people to answer the problem as well as explain it to class so I need detailed explanation about free algebrator software. I tried answering some of the questions but I guess I got it completely wrong. Please assist me because it's urgent and the due date is quite close already and I haven't yet figured out how to answer this. It seems like you are not the only one encountering this problem. A classmate was in the same situation last month. That is when he found this program known as Algebrator. It is by far the most economical piece of software that can help you with problems on free algebrator software. It won't just solve problems but also explain of how it arrived at that solution. I am a regular user of Algebrator. It not only helps me complete my homework faster, the detailed explanations offered makes understanding the concepts easier. I strongly suggest using it to help improve problem solving skills.
Introduction to Matrices and Vectors Concise undergraduate text focuses on problem solving, rather than elaborate proofs. The first three chapters present the basics of matrices, including addition, multiplication, and division. In later chapters the author introduces vectors and shows how to use vectors and matrices to solve systems of linear equations. 1961 edition. 20 black-and-white illustrations.
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 a system of equations that contain three independent variables. Students are shown how to simplify the equations and substitute them in such a way to cancel one or more variables which then leads to the solution. Grades 8-12. 23 minutes on DVD.
The Mathematics Curriculum Study explores the relationship between student coursetaking and achievement by examining the content and challenge of two mathematics courses taught in the nation's public high schools—algebra I and geometry. Conducted in conjunction with the 2005 National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS), the study uses textbooks as an indirect measure of what was taught in classrooms, but not how it was taught (i.e., classroom instruction). The study uses curriculum topics to describe the content of the mathematics courses and course levels to denote the content and complexity of the courses. The results are based on analyses of the curriculum topics and course levels developed from the textbook information, coursetaking data from the 2005 NAEP HSTS, and performance data from the twelfth-grade 2005 NAEP mathematics assessment. Highlights of the study findings show that about 65 percent of the material covered in high school graduates' algebra I was devoted to algebra topics, while about 66 percent of the material covered in graduates' geometry courses focused on geometry topics. School course titles often overstated course content and challenge. Approximately 73 percent of graduates in "honors" algebra I classes received a curriculum ranked as an intermediate algebra I course, while 62 percent of graduates who took a geometry course labeled "honors" by their school received a curriculum ranked as intermediate geometry. Graduates who took rigorous algebra I and geometry courses scored higher on NAEP than graduates who took beginner or intermediate courses. An introduction to the intellectual enterprises of computer science and the art of programming. About this Course CS50x is Harvard College's introduction to the intellectual enterprises of computer science and the art of programming for majors and non-majors alike, with or without prior programming experience. An entry-level course taught by David J. Malan, CS50x teaches students how to think algorithmically and solve problems efficiently. Topics include abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development. Languages include C, PHP, and JavaScript plus SQL, CSS, and HTML. Problem sets inspired by real-world domains of biology, cryptography, finance, forensics, and gaming. As of Fall 2012, the on-campus version of CS50x is Harvard's second-largest course. Students who earn a passing grade on 8 problem sets (programming assignments - 15-20 hours each), 2 quizzes, and a final project will get a certificate from HarvardX. Students may take CS50x at their own pace. Before your course starts, try the new edX Demo where you can explore the fun, interactive learning environment and virtual labs. Learn more. Places & Spaces: Mapping Science is meant to inspire cross-disciplinary discussion on how to best track and communicate human activity and scientific progress on a global scale. It has two components: the physical part supports the close inspection of high quality reproductions of maps for display at conferences and education centers; the online counterpart provides links to a selected series of maps and their makers along with detailed explanations of how these maps work. The exhibit is a 10-year effort. Each year, 10 new maps are added resulting in 100 maps total in 2014. Researchers at the San Diego Supercomputer Center (SDSC) at the University of California, San Diego, have built a Linux cluster using 16 Raspberry Picomputers as part of a program to teach children and adults the basics of parallel computing using a simple model that demonstrates how computers leverage their capacity when working together. The system, named Meteor to complement Comet – a new supercomputer to be deployed in early 2015 as the result of a recent $12 million grant from the National Science Foundation (NSF) – will be demonstrated at SC13, the annual conference for high-performance computing to be held November 18-22 in Denver, Colorado. SDSC staff will hold a friendly gaming competition using Meteor, which will be connected to a large tiled display wall of LCD panels during the show's exhibit hours in the SDSC display space (booth #3313). "The goal of Meteor is to educate kids and adults about parallel computing by providing an easy-to understand, tangible model of how computers can work together," said Rick Wagner, SDSC's manager for high-performance computing (HPC). "One way we achieve this is by using Meteor as a presentation tool for demonstrations, with all of its components laid out in front of the audience. More importantly, we present Meteor in a fun, informal learning environment where students can try their hands at gaming competition while learning about the benefits of parallel programming." "Like Comet, Meteor is all about high-performance computing for the 99 percent," said SDSC Director Michael Norman. "It's about increasing computing access on a broad scale to support data-enabled science and engineering across education as well as research." The Best Resource for News and Emerging Ideas in STEM EducationWhat's Happening at CTEq We're gearing up for a December STEM Salon to release important new data on women and computer science. You'll also be interested in our Regional Summit and our corporate strategy session on the reauthorization of the Carl D. Perkins Career and Technical Education Act, both of which drew strong corporate support and covered plenty of hot-button issues. Learn more about Career and Technical Education in a webinar. And we're mulling the good news and bad news about student performance in STEM subjects. STEM Salon on Dec. 12. You won't want to miss the release of our new report, Half Empty: As Men Surge Back into Computing, Women Are Left Behind. The report examines trends in the number of computer degrees and certificates going to women, why women and men have responded differently to recent economic forces and, most important, what states can do to get more girls and women into computer science. Join us for a lively panel discussion with Kimberly Bryant, founder of Black Girls Code; Allyson Knox, director of education policy and programs, Microsoft; Alison Derbenwick Miller, vice president, Oracle Academy; and CTEq CEO Linda Rosen. Please RSVP by Dec. 9 to attend in person for the 11:30 a.m. to 1 p.m., ET event at CTEq in Washington, D.C. Seating is first-come, first-served. Space is limited. The event will be live-streamed online and available on our website afterwards. The competition begins on September 3, 2013 with the beginning of the submission period and ends on February 17, 2014 with the announcement of the Best in Nation Team Winners. All dates are subject to change. App Concept registration and submission period: Begins on September 3, 2013 at 12:00 p.m. EST and ends on December 17, 2013 at 11:00 p.m. ESTJudging: December 18, 2013 to February 17, 2014Best in State team winners notified: On or after January 20, 2014Best in Region team winners notified: On or after February 3, 2014Best in Region team winners will present their App Concept via webinar to judging panel: Week of February 10, 2014Best in Nation team winners announced: February 17, 2014Best in Nation team winners invited to present developed apps at the 2014 National Technology Student Association Conference in Washington, D.C: June 27–June 29, 2014 The hottest topics in this year's CEM are getting their own showcase. Add your mobile/gaming events/activities to the calendar or send us your best related resources!Going Mobile, Having Fun!Two of CEM 2013's meteoric risers, games & mobile learning, continue onin this packed collection of upcoming, ongoing, archived, and evergreen events, activities, and resources... December 5, 2013 — (Page 1 of 3) Google Glass is inching closer and closer to consumer release, and in the past few weeks, developers have seen new development tools for Glassware (Google's term for applications that run on the device itself) and the greater availability of the Glass itself. In November alone, Google gave a sneak peek of the Glass Development Kit (GDK), released a widely available Mirror API, and expanded the Glass Explorer program with more devices for developer purchase. Change the Equation aligns corporate efforts in science, technology, engineering and mathematics (STEM) education to ensure that they add up to real, measurable growth in the achievement and STEM fluency of U.S. As with all of the trends I'm covering in my year-end review, neither the "Learn to Code" nor the "Maker Movement" are new. I'll say it again: read Seymour Papert's Mindstorms, published in 1980. Last year, I wrote about "Learning to Code" and "The Maker Movement" in two separate trends post. This year, I'm combining the two. This decision shouldn't be seen as an indication that interest in either has diminished. To the contrary. There's certainly been a surge this year in the number of organizations, companies, and initiatives trying to stir up and serve that interest. An abbreviated list of those in the news this year: Mozilla (which has continued to expand its Web literacy efforts, developing standards to help conceptualize and promote a better understanding of the Web); littleBits (which I chose asone of my favorite ed-tech startups in 2011 and which raised $11 million in investment this year);Raspberry Pi (another one of my favorite startups from 2011 which was used in a number ofinteresting projects and partnerships and which recently announced it has sold 2 million units); the Imagine Cup (Microsoft's college-level programming competition, which expanded toyounger students); Starter League (formerly known as Code Academy, which partnered with the Chicago Public Schools in order to teach teachers Web development); Thinkful (a tutoring startup for those learning programming); CodeHS (which won the Innovation Challenge at NBC's Education Nation event); Robot Turtles (a board game which ran a Kickstarter campaign to raise $25K and ended up with over $600K); Goldieblox (which made a viral, then controversial, video; Codelearn (which raised $150,000); Skillshare (which offers a variety of classes, not just programming ones – offline and now online – and raised $1 million in funding);CodeNow (a non-profit that offers tech education to high school students and which expanded to the Bay Area this year); Hopscotch (a visual programming language for iPad); Treehouse(which raised $7 million in a Series B round); Hakitzu (an iOS game that teaches Javascript);Tynker (which raised $3.25 million); Bitmaker Labs (which had a nice write-up in the Globe and Mail, prompting an investigation by the Ministry of Training, Colleges, and Universities, which then led the startup to briefly shut down); Black Girls Code (which expanded its program to new cities); Lego Mindstorms (which launched its latest version and which I still need to review); Tinkercad (which was rescued from closure by getting acquired by Autodesk); play-i(learn-to-code robots created by former Google and Apple engineers); Hacker Scouts (which had to change its name because the Boy Scouts of America sent them a cease-and-desist letter); Caine's Arcade (which has encouraged a lot of cardboard-based building and will continue to do so even though Caine himself "retired"); Codecademy (which launched to a lot of learn-to-code hoopla, but was fairly quiet this year save an appearance on the Colbert Report);MOOCs galore; MakerBot (which was acquired by Stratasys and launched MakerBot Academywith "a mission to put a MakerBot Desktop 3D Printer in every school in the United States of America"); MAKE (which spun out of O'Reilly Media in January and at the White House Science Fair announced the MakerCorps, a program which helps build out a network of youth maker mentors across 19 states and 34 host sites); and of course MIT's Scratch (still among the very best ways to introduce kids to programming and which launched version 2.0 – a web-based version – in 2013). CS in Schools Despite the proliferation of these learn-to-code efforts, computer science is still not taught in the vast majority of K–12 schools, making home, college, after-school programs, and/or librariesplaces where students are more likely to be first exposed to the field. Additive manufacturing, the technological innovation behind 3-D printing, has revolutionized the way we conceive of and build everything from electronic devices to jewelry to artificial organs. It is not surprising that this field has enjoyed enormous economic returns, which are projected to grow over the coming decade. According to a recentindustry report prepared by Wohlers Associates, 3-D printing contributed to more than $2.2 billion in global industry in 2012 and is poised to grow to more than $6 billion by 2017. While both public and private investments contributed to the development of this technology, the National Science Foundation (NSF) provided early funding and continues to provide support for additive manufacturing, totaling approximately $200 million in 2005 adjusted dollars from more than 600 grants awarded from 1986-2012. Although a wide range of programs across NSF have supported this endeavor, greater than two-thirds of the awards and more than half of the agency's total financial support for additive manufacturing was provided by NSF's Directorate for Engineering, which promotes fundamental and transformative engineering research and education through a broad range of programs and funding mechanisms. "Additive manufacturing is a great example of how early NSF support for high-risk research can ultimately lead to large-scale changes in a major industry," says Steve McKnight, director of the Engineering Directorate's division of Civil, Mechanical, and Manufacturing Innovation (CMMI). What is additive manufacturing? Compared to traditional manufacturing techniques, in which objects are carved out of a larger block of material or cast in molds and dies, additive manufacturing builds objects, layer by layer, according to precise design specifications. Proclamations like 'kids need to learn to code!' may be accurate but, without some context and conceptual unpacking, they can be rather unhelpful. Thankfully, fellow DMLcentral contributor Ben Williamson has done a great job of problematising the current preoccupation with coding by asking questions like: "What assumptions, practices and kinds of thinking are privileged by learning to code? Who gains from that? And who misses out?" In many ways what follows builds upon these ideas so it's worth reading Ben's article first if you haven't already. Along with the landscape issues identified in Ben's article there's a couple of additional procedural issues that need addressing with kids learning to code. The first is what we actually mean by 'coding'. While I'm a big fan of productive ambiguity in providing a space for creativity to flourish I suspect that, collectively speaking, we've done a poor job of defining what 'learning to code' actually involves. Once we've gained some clarity on that, then (and only then) do we find ourselves in a position to outline reasons why learning to code might be important. The Technology Outlook for STEM+ Education 2013-2018: An NMC Horizon Project Sector Analysis was released as a collaborative effort between the New Media Consortium (NMC), the Centro Superior para la Enseñanza Virtual (CSEV), Departamento de Ingeniería Eléctrica, Electrónica y de Control at the Universidad Nacional de Educación a Distancia (UNED), and the Institute of Electrical and Electronics Engineers Education Society (IEEE). This report will inform education leaders about significant developments in technologies supporting STEM+ (science, technology, engineering, and mathematics) education. "Campus and school leaders along with practitioners across the world use the Horizon Project as a springboard for discussions around emerging technology," says Dr. Larry Johnson, CEO of the NMC and co-principal investigator for the project. "By examining these technologies through a STEM+ lens, the report will help educators to think more critically about how emerging technology can engage learners in the sciences, engineering, and mathematics and push the boundaries on how they related to the world around them." Twelve emerging technologies are identified across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving educators, administrators, and policymakers a valuable guide for strategic technology planning across STEM+ education. The addition of the "+" in the acronym incorporates communication and digital media technologies in the traditional four areas of study.
Combinatorics Topics, Techniques, Algorithms 9780521457613 ISBN: 0521457610 Pub Date: 1995 Publisher: Cambridge University Press Summary: A textbook in combinatorics for second-year undergraduate to beginning graduate students. The author stresses common techniques (such as generating functions and recursive construction) which underlie the great variety of subject matter. The book is divided into two parts, the second at a higher level and with a wider range than the first. More advanced topics are given as projects, and there are a number of exercise...s, some with solutions given. Cameron, Peter J. is the author of Combinatorics Topics, Techniques, Algorithms, published 1995 under ISBN 9780521457613 and 0521457610. Three hundred eighty Combinatorics Topics, Techniques, Algorithms textbooks are available for sale on ValoreBooks.com, one hundred six used from the cheapest price of $66.20, or buy new starting at $41.00 [more
Basic Numeracy 1st Edition (Paperback) Price: Rs.168 Basic Numeracy is a reference book for aspirants of competitive examinations such as the Indian Civil Services examination. Summary Of The Book Basic Numeracy presents extensive resource material for candidates appearing for the Civil Services examination conducted by the Union Public Service Commission of India to recruit members for various civil services of the Government of India. It can also come in handy for other competitive exams of a similar nature. The book covers numerous topics related to basic numeracy and general mental ability. It begins with an introduction to the number system. Subsequent chapters cover topics like HCF and LCM, simplification, square root, cube root, average, mixtures and alligation, partnership, ratio and proportion, profit and loss, simple and compound interest, and percentage. The last few chapters of the book explore topics like probability, permutations and combination, algebra, mensuration, progression, data interpretation and data sufficiency. The book ends with a set of five model test papers for practice. The 'certified buyer' badge indicates that this user has purchased this product on flipkart.com. Don't buy it. lots of mis-printing & many mistakes [in calculation & in formula, & other]. so this book will harm your knowledge instead of improving your maths & also this book doesn't contain any impressive way to help. The 'certified buyer' badge indicates that this user has purchased this product on flipkart.com. Donot buy it. It is waste of money and time!! There are so many errors in the book. It is also not very comprehensive. Few examples with errors in answers and questions too, make it a very bad book to go for!! The pages are also of very bad quality and explanations are not given of many sums. Please go for some other book!!
Book summary This book presents complex analysis in one variable in the context of modern mathematics, with clear connections to several complex variables, de Rham theory, real analysis, and other branches of mathematics. Thus, covering spaces are used explicitly in dealing with Cauchy's theorem, real variable methods are illustrated in the Loman-Menchoff theorem and in the corona theorem, and the algebraic structure of the ring of holomorphic functions is studied. Using the unique position of complex analysis, a field drawing on many disciplines, the book also illustrates powerful mathematical ideas and tools, and requires minimal background material. Cohomological methods are introduced, both in connection with the existence of primitives and in the study of meromorphic functionas on a compact Riemann surface. The proof of Picard's theorem given here illustrates the strong restrictions on holomorphic mappings imposed by curvature conditions.
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 the concept of the slope of a line. The slope of a line is defined in terms of the rise and the run of the points on the line and students are taught how to calculate this slope. In addition, students are taught how to read the slope directly from an equation of a line. Grades 8-12. 25 minutes on DVD.
Kinetic Books Algebra 1 is a digital textbook for algebra 1. This means it is a computerized and interactive curriculum. This is a complete stand-alone algebra 1 curriculum, containing the actual instruction, exercises, homework problems, quizzes, and tests. The sequence of the topics in Kinetic Books Algebra 1 is quite traditional, so it can be easily adapted to school usage. The chapters are: These 13 chapters are divided into 136 lessons. Each of the 136 lessons in turn is divided into several small sections or pages that the student studies using the software. Each of these small sections explains some particular concept and has a few interactive exercises that the student can use to immediately check his/her understanding. For example, for lesson 128 (Solving Quadratic Equations by Taking Square Roots), the small sections are: This means that the program goes through algebra concepts and topics in small increments or steps (each small section is one such step). You could say the concepts are "scaffolded" well. The product also has "Listen to Explanation" buttons. If you click one, you will hear and see the text for step-by-step explanations of the example problems. And, you also get access to videos - one per lesson - that show how to solve some of the problems in the digital text. Each lesson (or unit) contains "Kinetic Homework". This simply means a small number of problems (4-10) that are checked by the computer. Each lesson (or unit) also contains "End of Unit Problems". This is a long list of problems that are not interactive; in other words, they are just like any problems in a regular textbook. These problems include some challenging ones as well. Typically, the instructor would assign some of the End of Unit Problems for the student to do. There are answers to these End of Unit problems, but no full solutions. The product comes with a 752-page PDF textbook. This textbook contains the same text and all the problems as the online version of the product but lacks the interactivity. It is essentially screenshots from the digital curriculum. As you do problems in sections and in Kinetic homework, the computer will keep track of your score for each lesson in each chapter. However, it doesn't restrict you to any particular lesson. You can always access any lesson any time. Also, I didn't notice where it would have kept track where I was at, in the program. So while it keeps the scores for the problems you need to remember where you left off, in order to continue at the right place (just like when using a normal book). So, it is basically text on computer screen. But you can listen to an explanation using the audio, which will then go through the example step-by-step. But, if you already know the concept, you can skip all that and just do the exercises on that page. After the instruction, some interactive problems follow. They typically look like this, and they have step-by-step explanations also: The book has over 3,000 such problems where the textbook checks your work and offers step-by-step help if needed. Some lessons with application problems have what are called "paper & pencil quickcheck" problems. There are no solutions to these; the student is supposed to be able to solve them by studying the example and its solution. Every now and then, the digital book has games or other interesting activities (there are 200 of these). Here are some examples: The digital book also includes a fair amount of real-world applications of algebra in every chapter. Some examples include mean arterial pressure, profits in a business, time, speed & distance, equations involving money & motion, ciphers, frequency & wavelength, pilot accident rate, irrigation system, etc. Some of these are provided as "challenge applications". My thoughts I think this can be an excellent choice for algebra 1 curriculum for any student who likes computer-assisted teaching, interactively checked exercises & quizzes, and some games and fun activities in between. The product is very well done in all those respects. Folks, millions of dollars have been spent building the various Kinetic Books products, so no wonder it is well done, and has all this variety! The program is designed to be quite self-teaching, and will probably require very little parent involvement in the main lessons. However, I'm not saying that the parent can totally stay away from the learning process; that will depend on the student. For example, the product includes some challenging problems where parent involvement may very well be needed. If you want to find lacks or shortcomings, one is that the end-of-unit problems and the paper and pencil quickchecks don't have full solutions, just answers. There has been some demand for these, so maybe the company will eventually add them. Secondly, there are about 20 contributors and they include people writing text, creating art, programming software and testing. Since this is done by a team, and not by a single author, the text reads very "sterile" (as do most all schoolbooks, in fact). It's not really a lack, it's just how schoolbooks usually are. I have read some algebra books by single authors where you can read and feel that "author's touch"... it makes the text more lively. I also feel that such books can perhaps present a more connected picture of mathematics. So, some will probably prefer a textbook, but my guess is that many students will prefer the instant feedback, computer-checked exercises, and the fun games & activities found in Kinetic Books Algebra 1 over a traditional textbook. Check out the samples on their website to see if you or your student(s) would like the product. Note that Kinetic Books Algbera 1 does not come with a physical textbook. You might want to invest a few dollars in a used algebra textbook so you can have the information handy after completing algebra 1.
math path Program ATTENTION, AMBITIOUS DEVELOPMENTAL MATH STUDENTS (Did you place into Math 105?) Shorten completion time of the Math requirements for your degree or certificate. Start with Pre-Algebra (Math 112) instead of Basic Math (Math 105). Here is how. Start on the Math Path. Math Path: (BS007CE, Section Number 8702) is a pre-semester refresher course in basic mathematics designed to provide you with the necessary math skills to start and succeed in a fall semester Pre-Algebra course, and possibly, in some cases, an Elementary Algebra course. Math Path meets from 9 AM to 12:30 PM, Monday through Friday during the two week period (Aug 13 – Aug 24) just prior to the start of fall semester. Successful completion guarantees you a fall semester 2012 seat in a Math 112 Pre-Algebra class. How do I get in? Take the LACC College Mathematics placement test. Schedule your placement test in person or online with Assessment Testing Office. If the placement exam puts you in Basic Math (Math 105), you can still take Math 112 (Pre- Algebra) in fall 2012 by successfully completing Math Path. Request admission to Math Path at the Math Department, in person or by email. Include a copy of your placement test results and your contact information with your request. We will contact you within two working days if you are eligible. You can then pick up an add permit for the class in person and process it through the Admissions Office. Similar Programs are in place at several other Colleges across the Country, and students who participate have actually outperformed their peers who placed directly into Pre-Algebra. You can save yourself a semester or more of Math and reach your degree or certificate goal in less time. Many students have the capability and motivation to succeed in these programs even if their placement test scores recommend Math 105. What does it cost? Math Path is a non-credit course and there is no enrollment charge to the student. How does it work? Pass the exit test at the end of the course and you will be guaranteed a fall semester 2012 seat in the Math course for which you qualify. Math Path Information (BS007CE, section number 8702) is a condensed refresher course in basic mathematics designed to provide students with the math skills needed enroll and succeed in a Pre-Algebra course.
Prime numbers are the multiplicative building blocks of natural numbers. Understanding their overall influence and especially their distribution gives rise to central questions in mathematics and physics. In particular, their finer distribution is closely connected with the Riemann hypothesis, the most important unsolved problem in the mathematical world. This book comprehensively covers all the topics met in first courses on multiplicative number theory and the distribution of prime numbers. The text is based on courses taught successfully over many years at the University of Michigan, Imperial College, London and Pennsylvania State University. Large collection of stimulating problems associated with each section Extensive references to both historical background and further development of subject Based extensively on the material used successfully at the University of Michigan, Imperial College London, and Penn State University Reviews & endorsements "The monograph is a very readable, concise presentation of classical prime number theory, giving techniques as well as the underlying ideas, and describing an incredibly large range of topics. A study of this monograph seems to be a must for every number theorist. Hopefully this volume will be available as soon as possible, to renew and broaden the interest in this highly interesting field of analytic prime number theory." Wolfgang Schwarz, Mathemat
Basic College Mathematics With Early IntegElayn Martin-Gay firmly believes that every student can succeed, and her developmental math textbooks and video resources are motivated by this belief.Basic College Mathematics with Early Integers, Second Editionwas written to help students effectively make the transition from arithmetic to algebra. The new edition offers new resources like theStudent Organizerand now includesStudent Resourcesin the back of the book to help students on their quest for success. 3.4 Adding and Subtracting Like Fractions and Least Common Denominator Integrated Review-Summary on Fractions and Operations on Fractions 3.5 Adding and Subtracting Unlike Fractions 3.6 complex Fractions, Order of Operations, and Mixed Numbers 3.7 Operations on Mixed Numbers Group Activity Vocabulary Check Chapter Highlights Chapter Review Chapter Test Cumulative Review 4. Decimals 4.1 Introduction to Decimals 4.2 Adding and Subtracting Decimals 4.3 Multiplying Decimals and Circumference of a Circle 4.4 Dividing Decimals Integrated Review-Operations on Decimals 4.5 Fractions, Decimals, and Order of Operations 4.6 Square Roots and the Pythagorean Theorem Group Activity Vocabulary Check Chapter Review Chapter Test Cumulative Review 5. Ratio, Proportion, and Measurement 5.1 Ratios 5.2 Proportions 5.3 Proportions and Problem Solving Integrated Review-Ratio and Proportion 5.4 Length: U.S. and Metric Systems 5.5 Weight and Mass: U.S. and Metric Systems 5.6 Capacity: U.S. and Metric Systems 5.7 Conversions Between the U.S. and Metric Systems Group Activity Vocab Check Highlights Review Test Cumulative Review 6. Percent 6.1 Percents, Decimals, and Fractions 6.2 Solving Percent Problems Using Equations 6.3 solving Percent Problems Using Proportions Integrated Review-Percent and Percent Problems 6.4 Applications of Percent 6.5 Percent and Problem solving: Sales tax, Commission, and Discount 6.6 Percent and Problem Solving: Interest Group Activity Vocab Check Highlights Review Test Cumulative Review 7. Statistics and Probability 7.1 Reading Pictographs, Bar Graphs, Histograms, and Line Graphs 7.2 Reading Circle Graphs Integrated Review-Reading Graphs 7.3 Mean, Median, and Mode 7.4 Counting and Introduction to Probability Group Activity Vocab Check Highlights Review Test Cumulative Review 8. Introduction to Algebra 8.1 Variable Expressions 8.2 Solving Equations: The Addition Property 8.3 Solving Equations: The Multiplication Property Integrated Review-Expressions and Equations 8.4 Solving Equations Using Addition and Multiplication Properties 8.5 Equations and Problem Solving Group Activity Vocabulary Check Highlights Review Test Cumulative Review 9. Geometry 9.1 Lines and Angles 9.2 Plane Figures and Solids 9.3 Perimeter 9.4 Area 9.5 Volume Integrated Review-Geometry Concepts 9.6 Congruent and Similar Triangles Group Activity Vocabulary Check Highlights Review Test Cumulative Review Appendices Appendix A: Tables Appendix B: Exponents and Polynomials Appendix C: Inductive and Deductive Reasoning Student Resources Study Skills Builders Bigger Picture-Study Guide Outline Practice Final Exam Answers to Selected Exercises An award-winning instructor and best-selling author, Elayn Martin-Gay has taught mathematics at the University of New Orleans for more than 25 years. Her numerous teaching awards include the local University Alumni Association's Award for Excellence in Teaching, and Outstanding Developmental Educator at University of New Orleans, presented by the Louisiana Association of Developmental Educators. Prior to writing textbooks, Elayn developed an acclaimed series of lecture videos to support developmental mathematics students in their quest for success. These highly successful videos originally served as the foundation material for her texts. Today, the videos are specific to each book in the Martin-Gay series. Elayn also pioneered the Chapter Test Prep Video to help students as they prepare for a test–their most "teachable moment!" Elayn's experience has made her aware of how busy instructors are and what a difference quality support makes. For this reason, she created the Instructor-to-Instructor video series. These videos provide instructors with suggestions for presenting specific math topics and concepts in basic mathematics, prealgebra, beginning algebra, and intermediate algebra. Seasoned instructors can use them as a source for alternate approaches in the classroom. New or adjunct faculty may find the videos useful for review. Her textbooks and acclaimed video program support Elayn's passion of helping every student to succeed.
This book grew out of a public lecture series, Alternative forms of knowledge construction in mathematics, conceived and organized by the first editor, and held annually at Portland State University from 2006. Starting from the position that mathematics is a human construction, implying that it cannot be separated from its historical, cultural, social,... more... In spite of the fact that APOS Theory has been used extensively in numerous scholarly publications, in the design of textbooks, and in teaching practice, there is no single references that contains all the relevant information about its components, and provides guidance about its application. The goal of this book is to present the main elements of... more... About the Book: This book `Advanced Mathematics` is primarily designed for B.Tech., IV Semester (EE and EC branch) students of Rajasthan Technical University. The subject matter is discussed in a lucid manner. The discussion is covered in five units: Unit I: deals with Numerical Analysis, Unit-II: gives different aspects of Numerical Analysis, Unit-III:... more... The two volumes of "Algebra, Arithmetic, and Geometry: In Honor of Y.I. Manin" are composed of invited expository articles and extensions detailing Manin's contributions to the subjects, and are in celebration of his 70th birthday. The well-respected and distinguished contributors include: Behrend, Berkovich, Bost, Bressler, Calaque,... more... Algebra, Arithmetic, and Geometry: In Honor of Yu. I. Manin consists of invited expository and research articles on new developments arising from Manin's outstanding contributions to mathematics. more... Offers a perspective on ways in which mathematicians perceive their students' learning and reflection by mathematicians on their teaching practice This book demonstrates the feasibility and potential of collaboration between practicing mathematicians and researchers in mathematics education by engaging mathematicians as educational co-researchers. more...
The Town lab is looking for motivated undergraduate students who are interested in gaining lab experience as a research assistant. Our lab focuses on the interface between two main systems of the body, the central nervous system and immune system. More specifically, our lab is interested in the innate immune system in Alzheimer's disease. There are projects focused on immune drug deliveries in Alzheimer rats, immune reactions to neural stem cell engraftments, and the basic cellular biology of microglia (the resident immune cells of the brain). Freshmen and sophomores looking for multiple years of experience are highly encouraged to apply. Juniors with lab experience are also encouraged to apply. Animal handling experience is a bonus. Drosophila experience is also a bonus. We are asking students to dedicate at least 15 hours per week. If you are interested, please send an email with a one paragraph description of your reasons for wanting to join the Town lab along with your CV to Allan Jensen allanjen@usc.edu What does e + π mean and how can we evaluate it? What is the difference in the meaning of the equals sign between x2 −1 = 0, x2 −1 = (x−1)(x+1), (x2 −1)/(x−1) = x+1 and √x2 = x? What does it mean for a line to be straight? Are there lines that are not straight? In Math 499 we will be addressing these questions and more! In this class we will explore the foundations of mathematics and how we acquire and process mathematical knowledge. We will revisit K-12 mathematics from the point of view of a mathematician. We will explore the roles of metaphors, models, and definitions. We will discuss the use of symbols and see that even in mathematics their meanings are often contextual. We will compare and contrast proofs and convincing arguments and think about the roles they play in developing and understanding mathematics. We will discuss the relationship between mathematics and our physical world and how we use mathematics to understand the physical world. We will consider various algorithms common in K- 12 mathematics and discuss why and how they work. We also will read and discuss the literature on how K-12 mathematics is taught and how we learn and process that knowledge. Throughout the semester, you will also the opportunity to observe and participate in classes at AUGUSTUS HAWKINS High School. This is a new school with a modern curriculum implementing an initiative called the Algebra Project. This class has no prerequisites. In particular, it is not necessary to have taken any college level math classes; you are only expected to know how to count (albeit fairly well!). However, students must be willing to engage with the material at a mathematically sophisticated level. There will be very little lecturing. There will be a lot of discussion, group work, and both oral and written presentations. This class will be valuable for math majors, anyone with an interest in teaching mathematics, and sociology and psychology majors interested in the science of learning. The MS in Applied Psychology program at the University of Southern California (formerly known as MHB program) is organizing the event Psyched4Jobs taking place on October 25th, 2013 from 9:00 AM to 1:00 PM. This event is focused on providing undergraduate psychology students who are not seeking careers in clinical training, with the chance to hear first-hand about the opportunities available to them after graduation. The event will encompass speakers from various fields of study in psychology including: Marketing, Human Resources/Organizational, Mental Health, Applied Behavioral Analysis, with job market and graduate school prep as additional resources for students. The students will be exposed to experts in this field through a series of presentations and get a chance to network and personally discuss their potential interestsWe are looking for a part-time volunteer research assistant for an IRB-approved study on the Genetics of Posttraumatic Stress Disorder (Colin P. Dias, M.D., Principal Investigator, IRB #HS-10-00623). This exciting study is being conducted at the Keck School of Medicine, USC. Recruiting is being done on-site in the Department of Emergency Medicine at LAC + USC Medical Center. This is an opportunity to cultivate research and clinical skills in a stimulating environment while receiving research training and supervision from our professional research team members. Undergraduate students majoring in psychology will have opportunities to: Support the study by preparing clinical interview materials and entering data in SPSS. Oversee the entire study process and provide support for the clinical interviewers. Interact with research participants to manage scheduling of interviews. No cost training and certification in HIPAA, Human Subjects, and Good Clinical Practice compliance. Participation in monthly clinical supervision with Dr. John Briere, a world expert in treatment of trauma. Attend research team meetings. Support in developing your own research project that may be presented at professional conferences. Advanced undergraduate students may apply for PSYC 391 course credit. If you are interested in being part of our energetic and skilled research team, please email your CV to Dr. Semple along with a brief cover letter that includes a statement of interest. Assistantships are available as part of a Directed Research Course or can be done on a volunteer basis. Assistants work on studies examining the role of emotional factors that influence tobacco, alcohol and drug use, as well as other behaviors that impact health (e.g. exercise and diet). Undergraduate assistantships are a great way to gain initial exposure to research in preparation for medical school and graduate school in psychology, neuroscience and public health. We are currently looking for research assistants who are either fluent in Spanish or have a full day of availability in fall 2013. To get a better understanding of our lab, please check out our website ( 3 paid URAP internships: Seeking 3 talented undergrads (biology/pre-med, math/engineering, and computer science/engineering) for a multidisciplinary cancer simulation team. The team will work to make powerful 3-D computer models of cancer user friendly enough for diverse research teams, while testing and refining simulations of invasive breast cancer, stem cell biology, and chemotherapy. Publication and indepdendent study opportunities available. Applications due May 10, interviews May 13-17, and project to run summer 2013-spring 2014. See details in the attached flyer or at MathCancer.org, and apply as instructed to Paul.Macklin@usc.edu. Requirements: Should be a junior or advanced sophomore with a 3.5+ GPA. One position in biology, pre-med or related. One position in math or engineering or related. One position in computer science or engineering or related. Same flyer for all 3 positions.
1. Using straightforward epsilon methods to establish convergence/non-convergence of sequences. 2. Using the following tests to check convergence/non-convergence of series: comparison, ratio, root, integral, alternating series and understand absolute convergence. 3. Verifying limits of functions and check continuity using the epsilon-delta method. 4. Computing derivatives from first principles, and by manipulation rules. 5. Calculating the radius of convergence of a power series, and understand the possible behaviour at end points. 6. Performing simple proofs using epsilon-delta techniques. Assessment Information Coursework (which may include a Project): 15%; Degree Examination: 85%.
Foundations of Mathematical & Computational Economics 9780324235838 ISBN: 0324235836 Edition: 1 Pub Date: 2006 Publisher: Thomson Learning Summary: Economics doesn't have to be a mystery anymore. FOUNDATIONS OF MATHEMATICAL AND COMPUTATION ECONOMICS shows you how mathematics impacts economics and econometrics using easy-to-understand language and plenty of examples. Plus, it goes in-depth into computation and computational economics so you'll know how to handle those situations in your first economics job. Get ready for both the test and the workforce with this ...economics textbook.[read more]
There is a newer edition of this item: Designed as a companion to The Economist Style Guide, the best-selling guide to writing style, The Economist Numbers Guide is invaluable to anyone who wants to be competent and able to communicate effectively with numbers. In addition to general advice on basic numeracy, the guide points out common errors and explains the recognized techniques for solving financial problems, analysing information of any kind, and effective decision making. Over one hundred charts, graphs, tables, and feature boxes highlight key points. Also included is an A–Z dictionary of terms covering everything from amortization to zero-sum gameA handy reference to stay on top of global economic trends. In today's global arena it is imperative that business people keep abreast of the economics of nations around the world. Every day features the release of a new barrage of updated economic indicators and figures that carry often hidden messages about the direction of segments of the economy. This pocket reference enables readers to quickly revisit the meaning and impact of late breaking economic news and to make better decisions based on the looming economic terrain. --This text refers to an out of print or unavailable edition of this title. From the Inside Flap Crucial to business success, numerical methods are often viewed as too complex to understand, much less use. They are, in fact, far less complicated, able to be broken down into stepby-step instructions and processed by basic computing devices. This invaluable resource from the publishers of The Economist, the leading international business journal, simplifies and demystifies the numbers game, illustrating just how straightforward—and relatively easy—it really is. Taking you clearly and concisely through numerous fundamental functions, both elementary and advanced, The Economist Numbers Guide arms you with the tools necessary to not only approach numbers with more confidence, but solve financial problems more easily, analyze information more accurately, and make decisions more effectively. Covering finance and investment, forecasting techniques, hypothesis testing, linear programming, and a host of other important topics, it shows you how to handle everything from figuring interest and quantifying risk to projecting inflation and evaluating investment opportunities. In addition to the basic mechanics of numerical techniques, the Guide takes a look at their practical applications, including their role in stock control, simulation, and project management. To help you sidestep potentially costly mistakes, it also highlights common errors to avoid, such as rounding incorrectly and bypassing time series selection. Along with sample calculations, concise definitions, and clear explanations, as well as more than 100 charts, graphs, and tables, The Economist Numbers Guide features an A-to-Z dictionary that encompasses key terms—from autocorrelation to zero sum game—and provides useful reference material on such essentials as conversion factors and formulae for calculating areas and volumes. In-depth and easy-to-use, this is an indispensable reference for business and numbers success. --This text refers to an out of print or unavailable edition of this title. Most Helpful Customer Reviews I have read cover-to-cover a previous edition of this book (when it was published by Wiley in 1998) and recently had an opportunity to carefully peruse this current edition (5th ed. by Bloomberg Press???). What I found is that this is a strange case of how a great book (the 1998 edition) turned into merely a good book (this 5th edition). Because of this regression toward the average, I deducted one star from my review (but still feel that it is good enough for 4 stars).As you may have noticed, I really loved the older edition of The Economist Numbers Guide that I thankfully own. It is a great overview and introduction of mathematics as it relates to business. There are a lot of great things about that edition of this book. One of the things I admired about it was the range of topics covered, from interest rates and basic probability/statistics all the way up to Markov Chains, linear programming, and marginal analysis. It is hard to find the breadth of topics covered in that book elsewhere - whether all in one book or in any combination of books.So I found it perplexing that this 5th edition dedacted some materials and topics covered in older editions. Gone are the interesting discussion of descriptive statistics for sets of data that do not easily conform to any of the standard probability distributions (e.g., where median is the best measure of the 'average' and substitutes must be used for the more common parameters such as standard deviation). I have a hard time finding anything coherent much less accessible on those topics elsewhere so it is a shame that they were left off of the 5th edition.The only new material (not previously present) is a short blurb on public-key cryptography.Read more › This book provides concise and clear definitions of business analytics with practical applications. Excellent for the neophyte in business math. Helpful index and glossary to get started. Good guide to use if learning stats or marketing research. I've been looking for an easy to read, understand and all rounder book in business math and finally i found it. Number Guide is, in most part what I've been looking for. I've been looking for a quick reference that would help me in recalling many math basics especially statistics basics and to be honest was a little lazy in going through a complete course again, however, this book did a great job and served as a compromise for me. I enjoy reading this book everywhere and whenever I have time. Even reading it early morning in the rest room before going to work. This book is an excellent starting point for a more comprehensive, easy to understand number guide detailed book which I hope the author think of writing it as I assure him it would be a best seller and a must have reference for both students and practitioners. Thanks economist for the excellent serious of books that I became one of its fans. Appreciative readers (they tend to be long-term readers as well) of the ECONOMIST sometimes wonder why misspellings and non sequiturs are virtually absent from that superb weekly magazine. The answer?: an obsessive dedication to editorial rigor, nowhere better exemplified than in this 'style guide' for the numbers set. It doubles as a methodological guide, for it sets out near canonical equations and means for solving economic problems. Nine chapters cover: Key concepts Finance and investment Descriptive measures for interpretation and analysis Tables and charts Forecasting techniques Sampling and hypothesis testing Incorporating judgments into decisions Decision-making in action Linear programming and networking This guide should be required reading for everyone who manages from a numbers-intensive platform.
Aims This module introduces the mathematics of computation, and involves the implementation and analysis of both exact and numerical algorithms. Ideas introduced in earlier modules will be developed in greater depth, giving a deeper and more thorough understanding of the topics covered, and illustrating the inter-relationships between different branches of mathematics. Teaching and Assessment Teaching for this module will take place throughout the year, with eight evenings of lectures in each of the Autumn and Spring Terms and two evenings of revision and consolidation in the Summer Term. Of the final course mark, 80% is based on a three-hour exam in the summer term and the other 20% is from assessed coursework. Coursework will consist of short, problem based assignments. You will have around three weeks to complete each one. The examination in the summer term will consist of 8 short (5 mark) questions, which are compulsory, and 4 long (20 mark) questions from which candidates must answer two. Syllabus Asymptotic behaviour of functions Comparing the growth rates of two functions, Big O notation, partial orders on a set of functions based on their growth rate, the maximum rule, the relationship between the growth rate of two functions f and g and the limit of f(n)/g(n) as n tends to infinity, other asymptotic concepts: Omega and Theta notation. Time complexity of an algorithm Analysis of an algorithm through counting significant operations, analysis of sorting algorithms, analysis of algorithms from linear algebra and graph theory, worse case and average case time complexity. Computational Complexity Comparison of polynomial and exponential growth; P, NP and NP-complete problems; examples of problems that are in P, examples of problems that are in NP but not known to be in P, examples of NP-complete problems; the SAT problem. Errors Sources of error: rounding errors, truncation errors, underflow and overflow; representing approximations of a real number and fixed point arithmetic, ill-condition problems. Systems of linear equations Gauss elimination and its computational time complexity; errors arising due to rounding; LU decomposition and iterative refinement; matrix and vector norms and error estimation; tests for determining ill conditioned equations; the Jacobi and the Gauss-Seidel iterations and conditions for their convergence. Nonlinear equations Methods for finding the approximate root of a nonlinear equation: bisection, fixed point iteration, Newton-Raphson; tests for the convergence of these methods and the speed of convergence, the order of a process; roots of polynomials and the Horner scheme.
How to Learn Algebra the Easy Way Algebra is one of the most important and broad parts of mathematics. It is applied in many fields of knowledge to find solutions of underlying problems. Despite its inclusion in basic courses in schools, colleges and universities, some people find it extremely difficult to understand because of its complex form of questions. However, it is not that hard to understand and you just have to make your basics strong in order to master it. Follow some simple methods to help you learn algebra the easy way. Instructions 1 First of all, you have to make your arithmetic stronger. Almost every individual knows the basic rules of addition, subtraction, multiplication and division. You must learn the advance application of these rules in order to understand them in a more profound way. For instance, you can do word problems to improve your understanding regarding arithmetic. In addition, you must know how to solve the mathematical questions related to exponents, fractions, ratios and other standard operations. Sponsored Links 2 Most of the algebra deals with the problems of equations. Therefore, you should learn the basics of equation solving which is considered as the most important part in algebra. You must learn how to expand products of different numbers and how to simplify a numerical expression. Additionally, learn and practice factorisation of polynomials and placement of fractions over one common denominator. You can make equation solving more easy if you isolate a variable from it or try to simplify one of both sides at a time. Always remember that if you add, subtract, multiply or divide one side of an equation with a number, you will have to do the same with the other side or your answer will be incorrect. 3 If you are dealing with a word problem related to algebra, you must match your formula with any simple case. It will help you in assessing your solution. Furthermore, never start an exercise before understanding and reviewing the concepts which are given in the book. 4 One of the most common problems with students is that they think every answer to a problem in algebra will be a whole number. However, it is not the case as the answer can involve decimals, fractions or even be irrational. So, don't always expect a simple answer and apply the right concepts in finding the solution to a problem. Sponsored Links Tips & Warnings - Never feel shy to ask about a problem from your teacher. - Practice as much as you can to help you get a better understanding of algebra. - Image Courtesy: glad2teach.co.uk
Calculus Animations and Lecture Notes - Kelly Liakos Computer animations, labs, and graphics developed by a college teacher for use in classes from pre-calculus and trigonometry through the calculus sequence and elementary differential equations. Yearly subscription fee applies. Samples available on the ...more>> Calculus: an Overview - Paul Pollack Written by a 16-year-old, this site-in-progress contains brief summaries of topics for the advanced high school student. Available pages include: Functions: a review; Limits: what they mean and how to find them; Integration practice problems; Taylor and ...more>> Calculus Applets - Thomas S. Downey These pages present interactive Java applets for teaching and learning single variable calculus. They use graphs and tables to illustrate concepts in calculus and allow the user to dynamically change the functions involved or the point on the graph that ...more>> Calculus-Based Physics - Jeffrey W. Schnick Calculus-Based Physics is a free (in electronic form) 2-volume physics textbook designed for an introductory college course. The book itself is provided in pdf and MS WordTM format. Calculus-Based Physics is also available in hard copy at LuLu.com at ...more>> Calculus Ideas - Charley Hoye A calculus course for the Web designed partly for those who have a hard time remembering 7X8, and partly for those who have finished a calculus course and are beginning to wonder what it was all about. It's plain…no programming wizardry…an invitation ...more>> Calculus in Context - Five Colleges, Inc. These calculus textbooks draw on computer technology to emphasize concepts over techniques, geometry over algebra, graphs over formulas, brute force over elegance, and numerical solutions over closed-form solutions. The authors of these calculus textbooks, ...more>> Calculus Made Easy - Ivars Peterson (MathTrek) There's something about calculus that can evoke a mixture of both wonder and dread. I was recently reminded of my first encounter with calculus by the announcement of the publication later this year of a new edition of the book Calculus Made Easy (Sylvanus ...more>> Calendar Math - Kees Couprie Algorithms for converting dates from one calendar to another and for calculating the dates of (religious) events. Also an Excel Add-In available for download. ...more>> Calendar Quirks - Ivars Peterson (MathTrek) Calendars represent our efforts to create frameworks that allow us to reckon time over extended periods. We normally count the day - the time it takes Earth to rotate once on its axis - as the smallest unit of calendrical time. The measurement of fractions ...more>> Cambridge Physics Outlet (CPO) Online - Tom Hsu An integrated math/science curriculum that builds skills in three levels for grades 4-8, 7-11, and 11/12+. Designed in 11 modules, the curriculum comes with student Activity Guides, detailed Teacher's Guides with full solutions, six kinds of assessment ...more>> Cambridge University Press Cambridge University Press is the printing and publishing house of the University of Cambridge. Founded in 1534, the world's oldest press is today one of the largest educational and academic publishers, producing more than 2,000 titles a year in print ...more>>
Mathematical Reasoning Writing And Proof 9780131877184 ISBN: 0131877186 Edition: 2 Pub Date: 2006 Publisher: Prentice Hall Summary: Focusing on the formal development of mathematics, this book shows readers how to read, understand, write, and construct mathematical proofs. Uses elementary number theory and congruence arithmetic throughout. Focuses on writing in mathematics. Reviews prior mathematical work with " Preview Activities" at the start of each section. Includes " Activities" throughout that relate to the material contained in each sectio...n. Focuses on Congruence Notation and Elementary Number Theorythroughout. For professionals in the sciences or engineering who need to brush up on their advanced mathematics skills. Mathematical Reasoning: Writing and Proof, 2/E Theodore Sundstrom Sundstrom, Ted is the author of Mathematical Reasoning Writing And Proof, published 2006 under ISBN 9780131877184 and 0131877186. One hundred forty eight Mathematical Reasoning Writing And Proof textbooks are available for sale on ValoreBooks.com, twenty five used from the cheapest price of $53.45, or buy new starting at $12477184-4-0-3 Orders ship the same or next business day. Expedited shipping within U.S. [more] May include moderately worn cover, writing, markings or slight discoloration. SKU:9780131877184

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