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Math
1700 Calculus I Science and Engineering
Text:Calculus
with Early Vectors by Zenor, Slaminka and Thaxton,
Prentice-Hall, 1999
Course Description:
Math 1700 is the first of a two-semester
sequence in differential and intgral calculus, and part of a
four-semester sequence of core mathematics courses required by most
engineering and science programs. Math 1700 is also suitable for some
mathematics majors. Topics include: vectors, their operations and
applications, functions, limits, continuity, techniques and
applications of differentiation and integration and fundamental theorem
of calculus. This is roughly corresponding to Chapters 1-6 of the text.
Students are responsible for all material in the text and
all material presented in class. This includes any material not in the
text and all material in the text that was not presented in class.
Course
Prerequisites: A passing grade (C or
better) in Math 1180 or a satisfactory score on an appropriate
placement exam (ACT, SAT, WMU math placement exam). There will be an
advisory algebra exam on prerequisite skills for this course.
Objectives:
1. Understanding how vectors and their operations related to
real world models, in particular, to goemetrical and physical models.
2. Understanding the concept of limit and how it relates average and
instantaneous quantities.
3. Understanding the concept of derivative, interpreting it
geometrically, physically and using it in optimization and linear
approximation.
4. Understanding integration and its relationship with differentiation
and applying integration in goemetrical and physical problems.
5. Learning the proper use of mathematical notation.
6. Developing sufficient computational skills in vector, differential
and integral operations for subsequent calculus courses and for
applications in other areas.
7. Developing abilities to tackle multi-step problems and to explain
the process.
8. Understanding the possibilities of modern computer algebra
systems in assisting the analysis of problems in
calculus and the visualization of their solutions.
9. Developing skills in mathematical reasoning.
10. Developing a broad perspective of how various different topics in
this course fit together.
Calculator:
A graphing
calculator is required for this class. A TI-89 or equivalent is
required. Extra capabilities of these calculators will be used. The
following website by Professor Pencecontains
a nice tutorial of how to use these graphing calculators: |
The key to doing well on the SAT Math is knowing how to set up and solve word problems.
The SAT Math Review Book for People Who Hate Math differs from the other books on the market because it gives... More > you in-depth teaching on word problems. By studying this book, you will learn how to set up and solve different kinds of word problems: distance, rate of work, mixture, age, money, Pythagorean Theorem problems and many more.
In addition to word problems, the book contains a complete review of arithmetic, algebra, and geometry
Instead of spending four years at your "safety school," get into the college of your dreams by scoring well on the SAT.< Less
New nonlinear concepts for data analysis in life and biomedical sciences are introduced. Biological science is loaded with data with various curves: C-curves, S-curves, and symmetric and asymmetric... More > bell curves, etc,; these curves are nonlinear curves. Different types of cuves are outcome of different nonlinear physical phenomena that can have different degree of nonlinearity and different ways of meauring nonlinearity. All these nonlinear phenomena can be assembled into groups and described by simple nonlinear equations.
A nonlinear phenomenon needs to be described by multiple graphs in association with nonlinear equations. The book discusses the fundamentals of nonlinearity followed by describing the methodoogy for analyzing the nonlinear data. The book is based on two mathematical axioms and two universal standards for linear and nonlinear measurements. A series of Proportionality laws along wth the GVP (graph based, true value compared, and proportionality oriented) math system are discussed.< Less |
Election Analytics - University of Illinois
Up-to-the-minute estimates for the probabilities of all federal elections that take place in a year when Americans vote for U.S. President: who will assume the presidency, who will control the United States Senate, and the House of Representatives. With
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Elementary Computer Mathematics - Kenneth R. Koehler
An introduction to the mathematics used in the design of computer and network hardware and software. This hypertextbook's goal is to prepare the student for further coursework in such areas as hardware architecture, operating systems internals, application
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The Element: Science and Math - Deja.com
Searchable archives of math and science newsgroup postings. This community aims to share resources and give people an easy way to ask questions within relevant newsgroups, providing broad discussions of mathematical concepts from beginning to advanced
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Elliptic Curves - Dave Rusin; The Mathematical Atlas
An area of algebraic geometry that deals with nonsingular curves of genus 1 - in
English, solutions to equations y^2 = x^3 + A x + B. It has important connections to number theory and in particular to factorization of ordinary integers (and thus to cryptography).
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Elliptic Geometry Drawing Tools - Brad Findell
Elliptic geometry calculations using the disk model. Includes scripts for: Finding the point antipodal to a given point; drawing the circle with given center through a given point; measuring the elliptic angle described by three points; measuring the
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"Information Provider to the World." Elsevier's mission is "to advance science, technology and medical science by fulfilling, on a sound commercial basis, the communication needs specific to the international community of scientists, engineers and associated
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eMathHelp
View worked solutions to problems, or submit your own to WyzAnt.com tutors. See also eMathHelp's notes on pre-algebra, algebra, calculus, differential equations, and more.
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Embedded TEX - David McCabe
Mathematics typesetting for Word, Excel, other Microsoft Office programs, or any application that supports ActiveX. Download and install free trials. See also McCabe's tutorial, which explains the Fourier transform and Fourier series. |
Ebook : Algebra for College Students
Eduspace Registration and Enrollment Guide Pass Code: For Students
Eduspace Student Registration And Enrollment Guide
Summary
Designed to support first-year developmental math students taking an intermediate-level algebra course, this new text offers the hallmark features developed by the best-selling Larson team: abundant high-quality applications, the use of real data, the integration of visualization (many figures and graphs) throughout, and extensive opportunities for self-assessment. The authors' goal is for students to come away from the course with a firm understanding of algebra and how it functions as a modern modeling language. What You Should Learn orients students to each section by listing the main objectives. Why You Should Learn It provides a motivational explanation for learning the given objectives. What Did You Learn? following each chapter highlights key mathematical terms and concepts. For easy reference, Key Terms are correlated to the chapter by page number, while Key Concepts are correlated by section number. Integrated Review Exercises appear before section exercises in every section. They offer a review of skills, definitions, and problem solving from previous chapters. Eduspace, powered by Blackboard, for the Larson/Hostetler Algebra for College Students course features algorithmic exercises, test bank content in question pools, an online study guide, interactive tutorials for appropriate sections and video explanations.
Table of Contents
Note: Each chapter is preceded by ""Motivating the Chapter,"" includes a Mid-Chapter Quiz, and concludes with ""What Did You Learn?"" (Chapter Summary), Review Exercises, and a Chapter Test |
Department Course List
Mathematics Courses
MATH-105 INTERMEDIATE ALGEBRA
Number systems and their properties, solving linear and quadratic equations, solving systems of equations, polynomials and factoring, graphing linear and quadratic equations, graphing inequalities, exponents and radicals, operations on rational functions. Should not be needed by students with high school algebra II. Not for General Science majors. Prerequisites: high school algebra I and geometry, or equivalent. 3 credits
MATH-110 GREAT IDEAS IN MATHEMATICS
The beauty and significance of mathematics in the history of human thought. Topics include primes, the pigeonhole principle, the Fibonacci sequence, infinity, chaos and fractals. Not for General Science majors. Prerequisites: high school algebra I and geometry, or equivalent. Offered fall. 3 credits (QR)
MATH-120 INTRODUCTION TO GAME THEORY
Topics in economic game theory including two- person zero-sum games, Prisoner's Dilemma, n-person competitive and cooperative games. Focus on concepts of strategy, fairness, cooperation and defection, utility and individual rationality. The social impact of individual choices. Not for General Science majors. Prerequisites: high school algebra I and geometry, or equivalent. Offered fall of even-numbered years. 3 credits (QR)
MATH-125 INTRODUCTION TO VOTING THEORY
Study of voting and elections from a mathematical perspective; examination of preferential voting systems with focus on axioms of fairness; weighted voting systems and indices of power; methods of apportionment, paradoxes, and the Electoral College. Not for General Science majors. Prerequisites: high school algebra and geometry or equivalent. Offered fall of odd-numbered years. 3 credits (QR)
MATH-130 PROBLEM SOLVING
Mathematical problem solving; understanding the problem, devising a plan to solve the problem, implementing the plan, verifying and communicating the solution. Specific problem strategies and types of problems for which they are appropriate. Emphasis on communication, collaboration and problem-solving strategies. Not for General Science majors. Prerequisites: high school algebra I and geometry, or equivalent. Offered spring of odd-numbered years. 3 credits (QR)
MATH-135 MATHEMATICS FOR ELEMENTARY TEACHER I
The mathematics of the elementary school. Problem solving, sets and logic, number and numeration systems, whole number operations and their properties, patterns among natural numbers, the art of guessing, fractions, decimals, ratios and portions, integers, rational and irrational numbers, and the use of calculators. May be applied to General Science major only with approval of the department chairperson. Prerequisite: MATH105 or equivalent. 4 credits (QR)
MATH-136 MATH FOR ELEMENTARY TEACHERS II TEACHERS II
A continuation of 135. Collection and treatment of data, concepts of probability, measurement, spatial concepts including one, two, and three dimensional shapes, congruence, similarity, transformations, graphic and computers including the use of Logo. Prerequisite: 135 or consent of instructor. NOTE: May be applied to General Science major only with approval of the department chairperson. 4 credits
MATH-140 INTRODUCTION TO STATISTICS
An introduction to probability and statistics including methods of summarizing and describing data, basics of probability, distribution of random variables and probability distributions including the normal curve, inferential statistics including hypothesis testing and decision making, linear regression and correlation. Additional topics may include chi-square analysis and analysis of variance. Prerequisite: 105, or high school algebra I and II and geometry or equivalent. 3 credits (QR)
MATH-150 PRECALCULUS
Topics in algebra and trigonometry beyond those covered in the second course in high school algebra. Emphasis on concepts, structures and technical competence. Solutions of algebraic equations and inequalities; functions and graphs; exponential, logarithmic, and trigonometric functions; elementary plane analytic geometry. Prerequisite: 105, or high school algebra I and II and geometry, or equivalent. 5 credits
MATH-160 FINITE MATHEMATICS WITH CALCULUS
Review of algebra including equations, inequalities, functions, graphs, logarithms and exponentials. Topics in finite mathematics including matrix algebra and linear programming. Introduction to differential calculus and use in optimization. Applications in business, economics and the social sciences. Prerequisite: 105 or consent of instructor. 5 credits
MATH-170 CALCULUS I
Differential and integral calculus of real functions of one real variable. Differentiation, the chain rule, the mean-value theorem, the fundamental theorem, limits and continuity, curve sketching. Integration by substitution. Application of the derivative and integral to physics and geometry. Prerequisite: 150 or equivalent. 5 credits
MATH-175 CALCULUS II
A continuation of Calculus I to include further techniques of integration, Taylor approximations, sequences and series. Plane analytic geometry, including arc length. Prerequisite: 170 or equivalent. 3 creduts
MATH-280 MATHEMATICAL MODELING EXPERIENCE
Participation in the Mathematical Contest in Modeling sponsored by the Consortium for Mathematics and its Applications. Experience solving real world problems using mathematical models. Formal presentation of project results. May be repeated for credit. Prerequisite: consent of instructor. Offered spring. 1 credit
MATH-290 HISTORY OF MATHEMATICS
Topics in the development of mathematics from ancient times to present. Prerequisites: 180, and INQS 125 or consent of instructor. Offered spring of even-numbered years. 3 credits
MATH-320 HIGHER GEOMETRY
Geometry as a body of theory developed logically from a given set of postulates. Euclid's definitions and postulates; independence, consistency, and completeness; finite axiomatic systems; modern incidence results of the circle and triangle; duality in synthetic projective geometry; Cartesian and homogeneous coordinates; transformations of the plane. Prerequisite: 250 (may be
taken concurrently). Offered fall of even-numbered years. 4 credits
MATH-370 ELEMENTARY ANALYSIS
The analysis of real-valued functions; sequences including Cauchy sequences; limits and continuity including uniform continuity; differentiation, the mean value theorem and Taylor's Theorem; the Riemann integral and the fundamental theorem of calculus. Prerequisites: 175, INQS 125, and at least one of 220, 230 or 250. Offered fall. 3 credits (MWI)
MATH-410 PARTIAL DIFFERENTIAL EQUATIONS
Fourier series and the methods of separation of variables; Sturm-Liouville problems; Green's functions; the method of characteristics; Laplace, heat and wave equations, and selected applications. Prerequisites: 200 and 210. Offered fall of odd-numbered years. 3 credits
MATH-420 TOPOLOGY
Basic topics in point set topology. Product, quotient and subspace topologies; metric spaces; closed sets and limit points; connectedness; compactness; the separation axioms; introduction to fundamental group and covering spaces. Prerequisites: 220, and at least one of 200, 230, or 250. Strongly recommended: 370. Offered spring of even-numbered years. 3 credits
MATH-485 SENIOR SEMINAR
Department capstone course. Examination of the nature of mathematics and its role within the liberal arts. Focus on reading current mathematics and presenting results. Prerequisite: MATH 370 & senior standing, or consent of instructor. Offered spring. 1 credit
Any Questions? If you are interested in learning more about the curriculum
at Linfield, please contact the Office of Admission at (800) 640-2287
or email admission@linfield.edu.
An admissions counselor will be happy to answer your questions or put
you in touch with a faculty member. |
Fourth Edition of Numerical Methods for Engineers continues the tradition of excellence it established as the winner of the ASEE Meriam/Wiley award for BestTextbook. Instructors love it because it is a comprehensive text that is easy to teach from. Students love it because it is written for them—with great pedagogy and clear explanations and examples throughout. This edition features an even broader array of applications, including all engineering disciplines. The revision retains the successful pedagogy of the prior editions. Chapra and Canale's unique approach opens each part of the text with sections called Motivation, Mathematical Background, and Orientation, preparing the student for what is to come in a motivating and engaging manner. Each part closes with an Epilogue containing sections called Trade-Offs, Important Relationships and Formulas, and Advanced Methods and Additional References. Much more than a summary, the Epilogue deepens understanding of what has been learned and provides a peek into more advanced methods. What's new in this edition? A shift in orientation toward more use of software packages, specifically MATLAB and Excel with VBA. This includes material on developing MATLAB m-files and VBA macros. In addition, the text has been updated to reflect improvements in MATLAB and Excel since the last edition. Also, many more, and more challenging problems are included. The expanded breadth of engineering disciplines covered is especially evident in the problems, which now cover such areas as biotechnology and biomedical |
Course Description
Description
CTY's Problem Solving and Enrichment Math courses sharpen investigative skills, broaden mathematical understanding of concepts, and enhance reasoning skills. Designed around performance objectives that reflect national and state mathematical standards and drawing on software provided by Riverdeep, these courses demonstrate how mathematical issues arise out of real-life situations. Concepts are assessed through challenging quizzes and module tests. With the guidance of their instructors, students typically select enrichment or supplementary math courses of the appropriate level in between their accelerated courses to ensure a solid foundation and mastery of math concepts at each level.
Problem Solving in Pre-algebra prepares students for a more formal study of mathematics in middle school. It is appropriate for students who have a good understanding of concepts in pre-algebra, but who wish to enrich their skills through interesting word problems. Students continue the study of numbers and their operations by exploring:
ratios
proportions
algebraic concepts
radicals and exponents
geometry
statistics
probability
Students apply what they have learned to solve sets of questions at varying levels of difficulty. It provides an excellent foundation for students who will be advancing into Honors Algebra I.
This course requires high-speed Internet access (such as Cable or DSL) for online lesson videos. Your browser will need to allow javascript, login cookies, and popup windows from ctyjhu.org, bluejay.cty.jhu.edu, and any other course web sites.
This course uses an online classroom for individual or group discussions with the instructor. The classroom works on standard computers with the Adobe Flash plugin, and also tablets or handhelds that support the Adobe Connect Mobile app. |
+ By Gustavo Dias
Application made to make mathematical calculus, that are considered laborious and exhaustive when made by hand, and make easier the life of engineers and mathematicians. Solve 2nd grade equations, equations linear systems, make conversions between rectangular and polar formats... You can also work with matrices. Calculate determinant, make multiplications between matrices, calculate the inverse and adjoint. |
This app is able to perform the most useful operations on polynomials. You can draw polynomial graphs, calculate the integral of an polynomial, calculate the derivative of an polynomial. You are also able to multiply, divide, add and subtract polynomials. You can also calculate the polynomial factorization and polynomial long division. The best tool for school and college. |
The following computer-generated description may contain errors and does not represent the quality of the book: First Stage. Introductory work concerned with the fundamental concepts, and not primarily designed to give facility in using instruments. Second Stage. Discovery of the fundamental facts of geometry, by experiment and intuition; including the facts relating to angles at a point, parallels, angles of a triangle and polygon, congruent triangles. When discovered and enunciated, each fact or group of facts is followed by numerical examples and easy riders intended to illustrate and drive home the facts discovered. In the course of this stage the pupil, besides becoming familiar with the fundamental facts, is taught the accurate use of instruments and the elementary ideas of logical argument as used in strict theoretical geometry. Third Stage. Deductive development of the propositions subsequent to those dealt with by experiment and intuition in the second stage. During this stage, experimental and intuitional methods of approaching propositions are by no means excluded. But exercises in drawing are not introduced merely for the sake of drawing; wherever such exercises occur, it is believed that they will help the student to master a geometrical fact, a line of reasoning, or a method of construction. |
Heya peeps! Is someone here know about prentice hall mathematics integrated math? I have this set of problems regarding it that I can't figure it out. Our class was asked to answer it and know how we came up with the answer. Our Math teacher will select random students to answer the problem as well as explain it to class so I require comprehensive explanation regarding prentice hall mathematics integrated math. I tried solving some of the questions but I think I got it completely wrong. Please help me because it's a bit urgent and the due date is quite near already and I haven't yet understood how to answer this.
This story sounds familiar to me. Although I was good in math for several years, when I attended Pre Algebra there were a lot of algebra topics that seemed so complicated. I remember I got a very low grade when I took the exam on prentice hall mathematics integrated math. Now I don't have this issue anymore, I can solve anything quite easily, even graphing inequalities and absolute values. I was lucky that I didn't spend my money on a teacher, because I heard of Algebrator from a a colleague. I have been using it since then whenever I found something difficult.
Algebrator is a beneficial thing. I have used it a lot. I tried solving the questions myself, at least once before using the software. If I couldn't solve the question then I used the software to give me the detailed answer. I then used to compare both the solutions and correct my mistakes.
Since the Algebrator is easy, any one can get it set up and start using it within minutes. Prior experience is not at all essential to work with the Algebrator. Be it 3x3 system of equations, like denominators or relations, go ahead and type it in the search box that comes up as soon as you open Algebrator. This gives you a select set of results that offer all the necessary information on the heading of your choice. You can go through the links one by one and completely get the basic principles of Algebra 1. |
APS MATHEMATICS UNIT ALIGNMENT
Integrated Algebra/Geometry/Trigonometry 3 UNIT 6: Families of Functions
CDE Benchmarks:
2.A* Use rational, polynomial, trigonometric, and inverse functions to model real-world phenomena
2.1 Model real-world phenomena (for example, distance-versus-time relationships, compound interest, amortization tables, mortality rates) using
functions, equations, inequalities, and matrices (2.1)
2.2 Represent functional relationships using written explanations, tables, equations, and graphs, and describe the connections among these
representations (2.2)
2.3 Solve problems involving functional relationships using graphing calculators and/or computers as well as appropriate paper-and-pencil
techniques (2.3)
2.4 Analyze and explain the behaviors, transformation and general properties of types of equations and functions (for example, linear, quadratic,
exponential) (2.4)
2.5 Interpret algebraic equations and inequalities geometrically and describe geometric relationships algebraically (2.5)
4.1 Find and analyze relationships among geometric figures using transformations (for example, reflections, translations, rotations, dilations) in
coordinate systems (4.1)
The * denotes additional knowledge "Beyond the CSAP" measured standards
Big Ideas:
Represent functional relationships of power and trigonometric functions using tables, graphs, and equations and describe the connections among them
Recognize how patterns in graphs, tables, and rules of functions relate to the functions' transformed graphs, tables, and rules
Write function rules which are reflections, translations, or stretches of basic functions
Prior Learning Experiences
Core 2 Unit 2 Patterns of Location, Shape, and Size: transformations (flags)
Core 2 Unit 4 Power Models: inverse models (travel time, penlight intensity), quadratic models, solve quadratic equations (platform diver, concert
n
promoter), radicals (drawing a spiral), cube roots, other power models in form y = ax
Core 2 Unit 6 Geometric Form and Its Function: sketch graphs and find period and amplitude of functions y = AsinBx and y = AcosBx (Ferris wheel)
Integrated Algebra/Geometry 3: Unit 6 Families of Functions July 2009
Investigation Number BENCHMARK(S) KEY LEARNING NUMERACY CONNECTIONS
BEING QUESTION TO OTHER
DEVELOPED
and/or STANDARDS
MAINTAINED
Lesson 1: Function Models Revisited
Investigation 1: Modeling 2.2 For the function families studied in this investigation Percent growth and Perimeter, area, volume
Atmospheric Change 2.1 (linear models, exponential models, power models, decay in terms of radius
2.4 and quadratic models), what general patterns do Order of operations
2.3 you see in graphs, tables, and equations? Inversely proportional
2.5 Directly proportional
What conditions or data patterns in problem
situations provide clues about appropriateness of
using each of the function families?
Investigation 2: Modeling 2.A* How are the amplitude and period of trigonometric Order of operations
Periodic Change 2.2 functions reflected in tables, graphs, and
2.1 equations?
2.3
What clues in problem situations suggest using the
cosine as the basic building block? What clues
suggest using the sine function?
Suppose you are modeling a periodic phenomenon
using the function f(x) = a cos (bx). How would you
determine the values of a and b?
Investigation 3: It's All in the 2.4 How do the parameters of each of the function rules Order of operations Recursive processes
Family 2.2 of each of the function families (linear, exponential, (O3)
power, and trigonometric) relate to patterns in Depreciation, percent
tables and graphs? decrease (M1)
Cylinder volume (M2)
How does an integer exponent in direct power Step graphs (M3)
models relate to patterns in corresponding tables Percent increase (M5)
and graphs? How does an inverse power model Asymptotes (E1)
relate to patterns in corresponding tables and
graphs?
Group Process: What actions helped the group to
work productively? What actions could be added to
make the group even more productive?
Integrated Algebra/Geometry 3: Unit 6 Families of Functions July 2009
Lesson 2: Customized Models 1: Reflections and Vertical Transformations
Investigation 1: Vertical 2.4 Suppose f(x) and g(x) are any two functions. What Absolute value function
Translation 4.1 connection between the rules for these functions
would you expect when the graph of f(x) is a vertical
translation of the graph of g(x)?
What similarities in table patterns correspond to
functions with graphs that can be translated
vertically onto each other?
Investigation 2: Reflection 4.1 How are the rules of f(x) and g(x) connected if the
across the 2.2 graph of f(x) is a vertical translation of the graph of
x-axis 2.4 g(x)?
How are the rules of f(x) and g(x) connected if the
graph of g(x) is a reflection across the x-axis of the
graph of f(x)?
Investigation 3: Vertical 4.1 What connections between rules for functions h(x) Percent increase (E4) Fit exponential model
Stretching and Shrinking 2.2 and k(x) would you expect when the graph of one is to data (M2)
2.1 found by vertically stretching or shrinking the other? Fit linear model to data
2.4 (M3)
What table patterns correspond to vertically Now-Next equations
stretching and shrinking graphs? (E2)
What connections between rules for functions f(x)
and g(x) would you expect when the graph of one is
vertically stretched and then translated vertically?
Lesson 3: Customizing Models 2: Horizontal Transformations
Investigation 1: Horizontal 4.1 2
For the graphs f(x) = x or f(x) = x , explain how Probability, sum of dice
Shifts 2.4 rolls
f(x – a) for a > 0 will transform the function.
How will the graph of g(x) = a cos (x – b) + c, where
a, b, and c are fixed, positive numbers, be related to
the graph of c(x) = cos x?
Group Process: What actions helped the group to
work productively? What actions could be added to
make the group even more productive?
Investigation 2: Horizontal 4.1 How is the graph of a function with rule Quadratic model (M5)
Stretching and Compression 2.A* f(x) = sin (kx) related to the graph of s(x) = sin x Circle equations (R5)
2.4 when k > 1? When 0<k<1? How is the situation Equivalent expressions
similar for g(x) = cos (kx) and c(x) = cos x? (M5, E2)
Solving quadratic
equations (E4)
Integrated Algebra/Geometry 3: Unit 6 Families of Functions |
Added 01/03/2008
With this applet you can explore the impact on a graph of a standard function when you change the parameters. You can also change the graph (using the so called hotspots) and see the impact on the parameters. Also, you can take a look at the effects that operations have on one function or on two fucntions.
Added 01/03/2008
This site includes more than 40 tutorials in Intermediate Algebra topics with practice tests and answer keys. The site is designed to assist the user in preparing for math placement tests and the math portion of the GREGrapher allows the user to enter a function of a single variable with up to three parameters, then vary the parameter values with sliders and watch the resulting changes in the function's graph. This applet is part of the National Library of Virtual Manipulatives |
Beginning Algebra With Applications
9780618803590
ISBN:
0618803599
Pub Date: 2007 Publisher: Houghton Mifflin
Summary: Int imm...ediate feedback, reinforcing the concept, identifying problem areas, and, overall, promoting student success."New!" "Interactive Ex
Aufmann, Richard N. is the author of Beginning Algebra With Applications, published 2007 under ISBN 9780618803590 and 0618803599. Three hundred fifty nine Beginning Algebra With Applications textbooks are available for sale on ValoreBooks.com, one hundred seven used from the cheapest price of $11.33, or buy new starting at $222.39 |
Most instructors are willing to look the other way if you get a piece of software that will fulfill the same functions as a graphing calculator. There are phone apps, Windows programs, etc which mimic and sometimes perfectly emulate a TI-8X calculator.
There is some worry about cheating during a test, but, there are many way of cheating with graphing calculators alone. It's even easier when you are taking online classes... At some point even cheaters are going to have to show they are competent. If they are paying for college and not learning the material, they are just wasting their money. |
This Week in Education
More Resources
Best Instructional Videos: Algebra
Algebra is often students' least favorite subject, but with a little teacher creativity, instruction needn't be painful. The right algebra lesson can grab young people's attention and even get them excited about mathematical equations.
EducationWorld has curated the following collection of videos featuring some of the brightest minds in the field explaining the principles of basic algebra. Use these clips to break up lecture, integrate a little technology and deepen student understanding.
In addition to describing each video, we include a suggested grade level and note the video's capacity for student engagement ("cool factor").
Basic Algebra Part 1 and 2
Source: Essays Made Easy
Essays Made Easy is hosted by Ronald Cox, a classroom teacher with over 22 years of experience teaching algebra.
Grade level: Middle and high school
Run time: 45:46
Description: Cox opens the video by explaining that after two decades of teaching algebra, he realized the best way to support student achievement is to first teach them what algebra is. In fact, viewers will not begin to see actual algebraic equations until they are well into the video's 45 minutes. This is a tremendous opening for algebra beginners, and if used during the first few days of the year, can give students a base on which classroom lessons can expand.
Cool factor: Moderate. There is some decent production value, and real-time graphics track equations as Cox explains the action in voice-over. The flow is good and easy to follow.
The Functions Game
Source: eHow
eHow is where professionals in every field come together to offer expert advice, backed by the additional support of the site's community. Together, they've created a library of accomplishments online.
Grade level: Middle and high school
Run time: 2:12
Description: Function rules and tables are key to understanding algebra, and in this clip, mathematician Marija Kero explains how to play a game that will help students understand functions and how they apply to algebra. The game itself is fairly simple, which is the key to its usefulness in the classroom.
Cool factor: High. This clip is really simple, but that's what makes it cool. As the host writes formulas "in the air" with a "magic" pen, the video calls to mind commercials for Apple products. There is actually a transparent board between the instructor and the camera, but the effect is well done and should keep students' attention long enough for them to grasp the concepts.
Whole Brain Teaching
Source: YouTube
Most of the content on YouTube has been uploaded by individuals, although media corporations including American networks, the BBC, Vevo, Hulu and others also offer material via the site.
Grade level: Middle and high school
Run time: 3:06
Description: This video offers a good look at a Whole Brain approach to teaching algebra. This type of instruction delivers information to students in short chunks. The students then teach what they have just learned to their partners, using hand gestures to help them remember specific vocabulary terms. While students teach each other, the teacher walks around the room to determine who understands the lesson and who needs more instruction. The class shown here is clearly well-versed in this type of instruction, and the clip, while appropriate for in-class viewing, may best be viewed by teachers seeking professional development.
Cool factor: High. It is an amateur video, but it is well-shot and aptly captures the action in the classroom. Whole Brain teaching may not be your cup of tea, but this video certainly demonstrates that algebra doesn't have to be taught via lecture.
Basic Algebra Logic
Source: Khan Academy
Khan Academy is a not-for-profit organization with the goal of changing education for the better by providing a free world-class education for anyone, anywhere.
Grade level: Middle and high school
Run time: 2:32
Description: This clip takes the algebra out of an algebra equation. Offered in simple, conversational speech, this video gives students a brief overview of how algebra works and why it's important. Tremendous for beginners, the presentation succinctly explains what basic algebra does, without getting into heavy mathematical terms or equations.
Cool factor: Moderate. The on-screen graphics are cool, but viewers can easily see that they are simply being rendered on a computer screen as the host moves the mouse around to explain the concepts.
Intro To Algebra Equations
Source: BrainTofu.com
This educational site specializes in free math and science videos.
Grade Level: Middle school
Run Time: 4:24
Description: This one is definitely geared toward younger learners. Cartoons, not unlike those popular in the 1980s, guide students through an overview of algebraic fundamentals. The material is very basic, but the folks behind this video cover the topic well. Students who view the clip prior to a formal math lesson will be better prepared.
Cool factor: Low. If this video was intended for early elementary students, it would be a lot higher, but algebra is a bit beyond those young minds. As it is, middle-schoolers will probably chuckle, but they'll also remember what they've seen. |
The third book in the "Learning Mathematics with Mathematica" series. Explains the basic concepts of calculus with the aid of Mathematica. Covers the four main subjects of series, differentiation, integration, and solving differential equations. |
Mathematics: A Practical Odyssey With Cd-rom And 1pass for Ilrn Tutorial/ Mentor/ Student Book known for its clear writing and unique variety of topics, MATHEMATICS: A PRACTICAL ODYSSEY demonstrates how mathematics is usable and relevant to students. Throughout the book, the authors emphasize problem solving skills, practical applications, and the history of mathematics. Students encounter topics that will be useful in their daily lives, such as calculating interest and understanding voting systems. They are encouraged to recognize the relevance of mathematics and appreciate its human aspect. To offer flexibility in content, the boo... MOREk contains more information than could be covered in a one-term course. The chapters are independent of each other so instructors can select the ideal topics for their courses. Discover the many ways mathematics is relevant to your life with MATHEMATICS: A PRACTICAL ODYSSEY and its accompanying online resources. You'll master problem solving skills in such areas as calculating interest and understanding voting systems and come to recognize the relevance of mathematics and to appreciate its human aspect. Included with your purchase is access to the ThomsonNOW, an online tutorial that allows you to work with real math notation in real time, with unlimited practice problems, instant analysis and feedback, and streaming video to illustrate key concepts and vMentor a live, online mathematics tutor. |
Math Workgroups
Did you know? Studies show that students who learn in groups do better in their classes. Math workgroups make a big difference…especially at exam time. In fact, students who participate in these one-credit supplements to their calculus courses tend to average a half-grade higher than those who do not. So do yourself a favor, and earn credit while you study with friends. Here are the details:
• 1 credit-hour pass/fail courses won't add extra work to your plate.
Just show up and get credit for studying!
• Led by graduate Applied Math teaching assistants and staffed by the
Learning Assistant program to help answer questions and guide you
• Workgroup format–work collaboratively in teams
• Use a whiteboard to solve problems together
Math workgroups are available for Calculus 1-3. Sign up when you register for courses. Please check this page during registration for a schedule of available workgroups. |
Trigonometry
is an intensive study of trigonometric and inverse trigonometric
functions, the graphical representations of these functions, solving
trigonometric equations, verifying identities, solving triangles in the
plane and on the sphere, complex numbers and De Moivre''s theorem.
Topics in analytic geometry in two and three dimensions, such as polar
coordinates and vectors, and their applications are also covered. A
symbolic manipulation processor or a graphing calculator is strongly
recommended.
GENERAL EDUCATION APPLICABILITY
CSU GE Area B: Physical and its Life Forms(mark all that apply) = B4 - Mathematics/Quantitative Thinking;
UC Transfer Course:
CSU Transfer Course:
STUDENT LEARNING OUTCOMES Upon completion of the course, the student will be able to
Interrelate the multiple definitions of the trigonometric functions and their inverses.
Determine the appropriate trigonometric ratio or law to apply to solve problems with triangles.
Use the radian measure effectively in conversions and in applying formulas to solve problems.
Analyze trigonometric functions and their graphs using the concepts of
amplitude, period, phase and vertical shifts and apply these ideas to
real-world problems.
Recognize and verify or prove trigonometric identities.
Analyze trigonometric equations to determine what combination of algebra and identities will lead to a solution.
Apply trigonometry to operations with complex numbers.
Solve problems and graph equations of conic sections in rectangular and polar coordinate systems in two and three dimensions.
Identify and solve problems using parametric equations and vectors in the plane and in space.
REQUISITES
Prerequisite:
MATH C055
DETAILED TOPICAL OUTLINE:
Lecture:
The Mathematics Department has adopted the following best practices for teaching this course:offering
or awarding extra-credit is forbidden, the allowance of multiple
attempts at exams is forbidden, and an approved on-site proctor for
online course exams is required.
A. The Trigonometric Functions
1. Review of rectangular coordinate system and the Pythagorean Theorem.
2. Standard position for angles, positive, negative, and coterminal angles.
3. Definitions of the six trigonometric
functions using x, y, and r and proof of the values for the quadrantal
angles.
4. Reciprocal identities, function sizes, and signs in the quadrants.
B. Acute Angles and Right Triangles
1. Definitions of the trigonometric
identities using side opposite, side adjacent, and hypotenuse, and
introduction of cofunctions
2. Trigonometric values based on the 30-60-90 and 45-45-90 reference triangles
3. Reference angles and their uses
4. Solving right triangles
5. Applications of right triangles, including angle of elevation, angle of depression, and bearing
METHODS OF INSTRUCTION--Course instructional methods may include but are not limited to
OUT OF CLASS ASSIGNMENTS: Out of class assignments may include but are not limited to
A.
Daily homework assignments Example: Students work mathematics problems
assigned from the text and from hand-outs to reinforce concepts and
skills discussed in lecture.
B. Online Course Management System Example: Assignments on CourseCompass
METHODS OF EVALUATION: Assessment of student performance may include but is not limited to |
Limits at a Glance
When looking at limits, precalculus books briefly explain the concept and how to calculate basic problems. Regarding limits, Precalculus helps us understand how to calculate the value of a function at infinity. Particular types of functions, such as certain rational functions, have easier methods for calculating limits. With the introduction to limits, Precalculus gives us our first taste of Calculus. |
algebra.help: This site
has lessons on basic algebra topics and techniques, study tips, calculator advice, worksheets,
and more.
EdHelper: This site generates practice
worksheets over a broad range of topics such as fractions, percents, ratios, polynomials,
general algebra, geometry, trigonometry, and word problems. To receive an unlimited number of worksheets,
or to get the answers, you will need to subscribe.
Exercises
in Math Readiness: EMR has lessons, examples, and short quizzes (complete with hints and solutions).
They cover only a few topics, but the coverage is excellent, and extends from algebra to trigonometry and set theory.
Home Schooling
Unlimited: There are loads of worksheets available, with fresh exercises generated for each click.
Scroll down to the bottom half of this
page to find the algebra and graphing practice sheets.
Infinite Algebra:
Kuta Software offers many free algebra worksheets (in PDF
form). The worksheets list the answers, but do not provide hints or worked solutions. (Note: The
software package Kuta offers helps instructors with designing tests, and is not intended for
students.)
Maths Is Fun: If you'd like
extra practice or instruction on pre-algebra or early-algebra topics, Maths
Is Fun is a great resource. The site also has worksheets, a tutoring forum, puzzles, and
teaching games.
PiCrust's worksheet collection:
Prof. Schulte has posted a collection
of worksheets at her PiCrust site. The sheets,
covering basic math through calculus, come from a variety of sources; most are Adobe Acrobat (that
is, PDF) documents.
U. of A. Software: This software contains self-testing quizzes, but the "Help" contains good
lessons. The programs are DOS-based, but very user-friendly. Scroll down the page to "Are
You Ready?", and choose your level.
f you think your site should be listed here, please submit
the URL, explaining how you think your free (or free-to-try) products and/or services
would aid algebra students. Listings are added at the webmistress' discretion; listings for "calculators"
and "graphers" are no longer being accepted. Sorry. |
Techniques of Problem Solving
9780821806197
ISBN:
082180619X
Pub Date: 1996 Publisher: American Mathematical Society
Summary: Krantz, Steven is the author of Techniques of Problem Solving, published 1996 under ISBN 9780821806197 and 082180619X. One hundred thirteen Techniques of Problem Solving textbooks are available for sale on ValoreBooks.com, eight used from the cheapest price of $11.74, or buy new starting at $41.34.
Almost like new trade paperback (American Mathematical Society, 1997, 465 pages; ISBN 082180619x) as pictured; pages pristine, tight, unmarked; binding sound, spine uncreased; only defect is very minimal signs of wear on covers, no chips or tears; on its way to you the same or next day in bubblewrap; email confirmation; standard (media) mail takes 4-14 days; expedited (priority) mail takes 2-5 days; international orders go by airmail (6-10 days).[less]
Brand new. We distribute directly for the publisher. Winner of the CHOICE Outstanding Academic Book Award for 1997! The purpose of this book is to teach the basic principles [more]
Brand new. We distribute directly for the publisher. Winner of the CHOICE Outstanding Academic Book Award for 1997! The purpose of this book is to teach the basic principles of problem solving, including both mathematical and nonmathematical problems. This book will help students to...* translate verbal discussions into analytical data. * learn problem-solving methods for attacking collections of analytical questions or data. * build a personal arsenal of internalized problem-solving techniques and solutions. * become "armed problem solvers", ready to do battle with a variety of puzzles in different areas of life. Taking a direct and practical approach to the subject matter, Krantz's book stands apart from others like it in that it incorporates exercises throughout the text. After many solved problems are given, a "Challenge Problem" is presented. Additional problems are included for readers to tackle at the end of each chapter. There are more than 350 problems in all. This book won the CHOICE Outstanding Academic Book Award for 1997. A Solutions Manual to most end-of-chapter exercises is available.[less] |
Course Content and Outcome Guide for MTH 213
Date:
31-AUG-2011
Posted by:
Scot Leavitt
Course Number:
MTH 213
Course Title:
Foundations of Elem Math III
Credit Hours:
4
Lecture hours:
40
Lecture/Lab hours:
0
Lab hours:
0
Special Fee:
Course Description
Surveys mathematical topics for those interested in the presentation of mathematics at the K-9 levels. Various manipulatives and problem solving approaches are used to explore informal geometry, transformational geometry, and measurement systems. Prerequisite: MTH 211 and its prerequisite requirements. Audit available.
Addendum to Course Description
This is the third term of a three-term sequence (MTH 211, 212, and 213).
Foundations of Elementary Math III is intended to examine geometric concepts and provide students with manipulatives to model problem solving, explore patterns and relationships among geometric figures, and develop spatial concepts geometric principles as taught at the K-9 level in order to develop
mathematical knowledge for teaching.
• Use various problem solving strategies and geometrical reasoning to create mathematical models, analyze real world scenarios, judge if the results are
reasonable, and then interpret and clearly communicate the results.
• Participate in a teacher education program.
• Use appropriate mathematics, including correct mathematical terminology, notation, and symbolic processes, and use technology to explore the foundationsAssessment must include:
1. At least two proctored examinations.
2. At least one writing assignment and
or group teaching demonstration(s).
i. Field experience
j. Service Learning
Course Content (Themes, Concepts, Issues and Skills)
1.0 GEOMETRIC FIGURES
The instructional goal is to understand the ideas of intuitive geometry regarding the plane, space, and simple geometric figures and relationships.
1.1Develop and use the geometric vocabulary needed to discuss figures and their properties.
1.2Understand the various kinds of relationships between lines and angles.
1.3Classify by name closed geometric figures in a plane and in 3-space (polygon, polyhedron, circle, sphere, cone).
1.4Identify reflection and rotation symmetries for two- and three-dimensional figures.
1.5Investigate tessellations.
2.0 SYSTEMS OF MEASUREMENT
The instructional goal is to understand the attribute to be measured as well as what it means to measure.
2.1 Know that measurement is a comparison between a given unit and the object to be measured.
2.2 Study systems of measurement, primarily the metric system and the U. S. Standard system.
2.3 Convert units of measure within a system and between systems.
2.4 Investigate a variety of measurements, including temperature and weight. |
Algebra Touch is Genius!
Algebra Touch is the perfect app for visual and kinesthetic learners. Here's how it works. There are three stages: Explain, Practice and My Problems. In the Explain stage, you can either work your way through the lessons in order or select a lesson at random. Once you have chosen your lesson, you scroll through the instructions at the bottom of the screen and tap out your answers at the top. If you make a mistake, the problem won't solve. If you're right, you see the problem solve on the screen. You really have to watch this in action to see how genius this is. Check out this video:
After you understand how the problem works, you can go to the Practice stage to practice the concept as many times as you want. I wasn't able to determine if there was a limit to the number of practice problems or not. There were more than enough for me. The last stage is My Problems. In this stage, you can type in your own problems and solve them using the same intuitive features as in the practice problems. You can type in simple fractions and up to three unknowns, but no exponents or square roots |
Don't be so disheartened. I know exactly how you are feeling right now. When I was a student, we didn't have much of a hope in in similar situations, but today thanks to Algebrator my son is doing wonderfully well in his math classes. He used to have problems in topics such as example of square root property and hypotenuse-leg similarity but all his questions were answered by this one simple to use tool known as Algebrator. Try it and I'm sure you'll do well tomorrow.
That's true, a good software can do miracles . I tried a few but Algebrator is the best. It doesn't make a difference what class you are in, I myself used it in Pre Algebra and Remedial Algebra as well, so you don't have to be concerned that it's not on your level. If you never used a software before I can assure you it's very easy, you don't have to know anything about the computer to use it. You just have to type in the keywords of the exercise, and then the program solves it step by step, so you get more than just the answer.
I remember having difficulties with adding exponents, graphing function and equivalent fractions. Algebrator is a truly great piece of algebra software. I have used it through several algebra classes - College Algebra, Basic Math and Algebra 2. I would simply type in the problem from a workbook and by clicking on Solve, step by step solution would appear. The program is highly recommended. |
More About
This Textbook
Overview
This challenging problem book by renowned US Olympiad coaches, mathematics teachers, and researchers develops a multitude of problem-solving skills needed to excel in mathematical contests and research in number theory. Offering inspiration and intellectual delight, the problems throughout the book encourage students to express their ideas, conjectures, and conclusions in writing. Applying specific techniques and strategies, readers will acquire a solid understanding of the fundamental concepts and ideas of number theory.
Key features:
* Contains problems developed for various mathematical contests, including the International Mathematical Olympiad (IMO)
* Builds a bridge between ordinary high school examples and exercises in number theory and more sophisticated, intricate and abstract concepts and problems
* Begins by familiarizing students with typical examples that illustrate central themes, followed by numerous carefully selected problems and extensive discussions of their solutions
* Combines unconventional and essay-type examples, exercises and problems, many presented in an original fashion
* Engages students in creative thinking and stimulates them to express their comprehension and mastery of the material beyond the classroom
104 Number Theory Problems is a valuable resource for advanced high school students, undergraduates, instructors, and mathematics coaches preparing to participate in mathematical contests and those contemplating future research in number theory and its related areas.
Editorial Reviews
From the Publisher
From the reviews:
"In short, this book is a very valuable tool for any student/coach interested in preparing for mathematics competitions, especially the International Mathematical Olympiad. College students participating in the Putnam competition might also find quite a few interesting problems.Moreover, any course in number theory could be supplemented with this book and could use some of the references included.Even research mathematicians working in number theory will find this book of value in their pursuits." -MAA Online
"The names of the authors sound familiar for teachers of mathematics and mathematicians who use books of these types … . I am sure about the success of this book. It is going to be a 'bestseller'. It can be useful for high school students preparing for contests, and for teachers helping them all over the world. I am also reliant on being able to insert some excellent problems of the book into the syllabus of number theory courses at university level." (József Kosztolányi, Acta Scientiarum Mathematicarum, Vol. 73, 2007)
"The book starts with a gentle introduction to number theory. It serves for a training of the participants of the U. S. International Mathematical Olympiad. … The 104 problems are carefully selected. … The solutions are also carefully presented." (J. Schoissengeier, Monatshefte für Mathematik, Vol. 156 (3), March, 2009)
Meet the Author
Titu Andreescu received hisPh.D.from the West University of Timisoara, Romania. The topic of his dissertation was "Research on Diophantine Analysis and Applications." Professor Andreescu currently teaches at The University of Texas at Dallas.Heco-founded in 2006and continues as director of the AwesomeMath Summer Program (AMSP).HeDorin Andrica received his Ph.D. in 1992 from "Babes-Bolyai" University in Cluj-Napoca, Romania;his thesistreated critical points and applications to the geometry of differentiable submanifolds. Professor Andrica has been chairman of the Department of Geometry at "Babes-Bolyai" since 1995.He has written and contributed to numerous mathematics textbooks, problem books, articles and scientific papers at various levels.He is an invited lecturer at university conferences around the world: Austria, Bulgaria, Czech Republic, Egypt, France, Germany, Greece, Italy, the Netherlands, Portugal, Serbia, Turkey, and the USA.Dorin is a member of the Romanian Committee for the Mathematics Olympiad and is a member on theeditorial boards of several international journals. Also, he is well known for his conjecture about consecutive primes called "Andrica's Conjecture."He has been a regular faculty member at the Canada–USA Mathcamps between2001–2005 and at the AwesomeMath Summer Program (AMSP) since 2006.
Zuming Fengreceived hisPh.D. from Johns Hopkins University with emphasis on Algebraic Number Theory and Elliptic Curves. He teaches at Phillips Exeter Academy. Zuming also served as a coach of the USA IMO team (1997-2006), was the deputy leader of the USA IMO Team (2000-2002), and an assistant director of the USA Mathematical Olympiad Summer Program (1999-2002). He has been amember of the USA Mathematical Olympiad Committee since 1999, and has been the leader of the USA IMO team and the academic director of the USA Mathematical Olympiad Summer Program since 2003. Zuming is also co-founder and academic director of the AwesomeMath Summer Program (AMSP) since 2006.He received the Edyth May Sliffe Award for Distinguished High School Mathematics Teaching from the MAA in 1996 and |
Splines and Variational Methods
by P M Prenter Publisher Comments
One of the clearest available introductions to variational methods, this text requires only a minimal background in linear algebra and analysis. It explains the application of theoretic notions to the kinds of physical problems that engineers regularly... (read more)
Logic in Elementary Mathematics
by Robert M Exner Publisher Comments
This accessible, applications-related introductory treatment explores some of the structure of modern symbolic logic useful in the exposition of elementary mathematics. Topics include axiomatic structure and the relation of theory to interpretation. No... (read more)
Algebra II Practice Pack [With CDROM] (CliffsNotes)
by Mary Jane Sterling Publisher Comments
Your guide to a higher score in Algebra II Why CliffsNotes? Go with the name you know and trust Get the information you need-fast! About the Contents: Pretest Helps you pinpoint where you need the most help and directs you to the corresponding sections... (read more)
Algebra II Workbook for Dummies (For Dummies)
by Mary Jane Sterling Publisher Comments
From radical problems to rational functions -- solve equations with ease Do you have a grasp of Algebra II terms and concepts, but can't seem to work your way through problems? No fear -- this hands-on guide focuses on helping you solve the many types of... (read more)
Why Beauty Is Truth: A History of Symmetry
by Ian Stewart Publisher Comments
Hidden in the heart of the theory of relativity, quantum mechanics, string theory, and modern cosmology lies one idea: symmetry. Symmetry has been a key concept for artists, architects, and musicians for centuries, but as a mathematical principle it... (read more)
Letters to a Young Mathematician (Art of Mentoring)
by Ian Stewart Publisher Comments
Mathematician Ian Stewart tells readers what he wishes he had known when he was a student. He takes up subjects ranging from the philosophical to the practical-what mathematics is and why its worth doing, the relationship between logic and proof, the... (read more)
Let's Review Algebra 2/Trigonometry (Barron's Review Course)
by Bruce C Waldner Publisher Comments
This review book offers high school students in New York State advance preparation for the Regents Exam in Algebra 2/Trigonometry. Fourteen chapters review all exam topics and include practice exercises in each chapter. The book concludes with a sample... (read more)
Smoot's Ear: The Measure of Humanity
by Robert Tavernor Publisher Comments
Measures are the subject of this unusual book, in which Robert Tavernor offers a fascinating account of the various measuring systems human beings have devised over two millennia. Tavernor urges us to look beyond the notion that measuring is strictly a... (read more)
Logic for Mathematicians
by J Barkley Rosser Publisher Comments
Hailed by the Bulletin of the American Mathematical Society as "undoubtedly a major addition to the literature of mathematical logic," this volume examines the essential topics and theorems of mathematical reasoning. No background in logic is assumed |
Math.NET aims to provide a self contained clean framework for symbolic mathematical (Computer Algebra System) and numerical/scientific computations, including a parser and support for linear algebra, complex differential analysis, system solving and more |
Refresher Packs
Mathcentre provide these refresher packs covering Algebra, Numeracy, Differentiation and Calculus. They were designed as activities to support students by preparing them, prior to the commencement of their university course, for the mathematical demands of their programmes.
The Algebra Refresher booklet is sent out to all honours and joint honours mathematics students, at Loughborough University, during the summer vacation and has also been sent to some groups of engineers, and physicists.
The refresher packs would also be suitable as a resource for those studying A Level MathematicsMathcentre provide this algebra refresher resource which has been designed to enable students to prepare for their university mathematics programme. There is a comprehensive review of algebraic manipulation including, removing brackets, surds, solving linear equations, transposition of formulae, quadratic equations and completing…
Mathcentre provide this refresher resource for basic differentiation, which has been designed to enable students to prepare for their university mathematics programme. There is a comprehensive review including differentiation of a general power multiplied by a constant, simple fractions and general brackets.
Although it has been…
Mathcentre provide this calculus refresher resource which has been designed to enable students to prepare for their university mathematics programme. There is a comprehensive review of derivatives, the product, quotient and chain rules, differentiation of functions, integration by parts and substitution, as well as partial fractions.
Although…
Mathcentre provide this numeracy refresher resource, which was developed and trialled by staff of the University of Birmingham Careers Centre and subsequently used widely throughout the HE Sector. There are sections which review decimals, fractions, averages, percentages and ratios, making it a useful resource for Key Stage Three… |
Prepare to explore the exciting world of Algebra II! This course allows students to learn while having fun. Interactive examples help guide the journey through customized feedback and praise. Mathematical concepts are applied to everyday occurrences such as earthquakes, stadium seating, and movie ticket purchases. Students investigate the effects of an equation on its graph through the use of technology. Opportunities are provided for students to work with their peers on specific lessons.
Algebra II is an advanced course using hands-on activities, applications, group interactions, and the latest technology |
With this book the author has set himself the task of providing "An introductory book which can be recommended for self-study by the undergraduate student or ordinary working mathematician...". His underlying educational philosophy is very clearly set forth in the preface, which also reveals an obvious delight in the subject matter.
The text develops the theory from theta functions, and discusses Jacobi's elliptic functions, elliptic inetrals, Weierstrass elliptic functions and modular transformations. In accordance with the author's general plan, complex function theory is given a supporting role, and appears late in the book. A large number of carefully worked out examples of applications are included, sometimes in separate chapters, which should make the book especially attractive to anyone teaching prospective mathematical practitioners. Appropriately, the book ends with a section of tables, including BASIC programs to produce them. |
Student Success Using Math Modules
Libby Arnesen
Elena Byrd
Theresa Nystrom
Agenda
Why change?
Getting started
CEED Grant process
Developing the program
What is SSUMM?
Why participate in SSUMM?
How does SSUMM work?
MTH 3/ MTH 4 Pilot
Marketing
Why Change?
Low retention, low pass rates and low success in
credit classes
J. Sargeant Reynolds PRISM presentation at VMATYC
Presentation brought to TNCC
Getting Started
Got an interested team together
Applied for and awarded CEED Grant
Began the development of the program
CEED Grant Process
Met with TNCC's grant coordinator to discuss CEED
Grant process
Gathered data from Institutional Research on previous
success rates for MTH 3/ MTH 4
Researched national developmental math success rate
statistics
Completed CEED Grant application
Developing the program
Selected a textbook and software package
We chose Pearson and Elayn Martin-Gay's Beginning and Intermediate
Algebra along with MyMathLab
Separated the content into 4 modules
Created book homework and online quizzes &
homework
Made module mastery assessments and practice module
mastery assessments
Developing the program
Promoted the program by creating brochures & posters
and giving presentations
Met with colleagues in all departments across campus to
explain the program
Helped advise students through the registration process
Limited program to 4 pilot classes of 25 students each
What is SSUMM?
A new approach to Math 3 and Math 4
instruction
Includes four modules per course
Movement through the course is based on
mastery of each module
Modules include face-to-face classes,
online homework and quizzes using
MyMathLab, and a Module Mastery Test
Each 16 week semester consists of 4
modular periods
Why participate in SSUMM?
Students can skip modules they have already
mastered
Students can focus on modules they still need
to master
Students who do not pass a module can
immediately repeat that part of the material,
rather than moving on to new topics for which
they are not prepared
Students who finished Math 3 before the
semester ends, may be able to begin Math 4
that same semester
Only one test per module and no cumulative
final exam
How does SSUMM work?
Students will still meet regularly with an instructor in
the classroom for lecture and other class work
The first day of class, students take a diagnostic test
The diagnostic test determines which modules
students must take
If students display mastery of a module on the test,
they may skip that module!
The course is evaluated as follows:
1. For each section, students will do online homework
2. Successful completion of the online homework allows
students to take an online quiz
3. Mastery of the quiz allows students to go on to the next
online homework assignment
4. After successfully completing all homework and quizzes
of that module, students then take the Module Mastery
Test
5. Upon successfully completing the mastery test, students
will move on to their next module
6. Students not passing the test will immediately repeat the
module, rather than moving on to new topics for which
they are not prepared
Students pass the course once they have completed
all 4 modules (by placing out of a module or by
successfully completing it)
Note: If students finished Math 3 before the
semester ends, they may be able to begin Math 4
that same semester!
MTH 3 Modules
Math 3 Module 1
Module 1 – Review, Solving Equations & Problem
Solving
Quick arithmetic review
Simplifying algebraic expressions
Addition and multiplication Properties of equality
Solving Linear equations
Introduction to problem solving
Formulas and problem solving
Percent and mixture word problems
Distance and interest word problems
Solving linear inequalities
Math 3 Module 2
Module 2 – Graphing Linear Equations
Lines and angles (includes transversals)
Perimeter and circumference
Reading graphs and the rectangular coordinate system –
Graphing linear equations
Intercepts
Slope and rate of change
Equations of lines
Functions
Area and volume
Math 3 Module 3
Module 3 – Exponents, Polynomials and Triangles
Exponents
Polynomial functions and adding and subtracting polynomials
Multiplying polynomials
Special products
Negative exponents and scientific notation
Dividing polynomials
Rates, ratios and proportions
Congruent triangles (SSS, SAS and ASA)
Similar triangles
Math 3 Module 4
Module 4 – Factoring & Pythagorean Theorem
The greatest common factor and factoring by grouping
Factoring trinomials of the form where a = 1
Factoring trinomials of the form where a ≠ 1
Perfect Square Trinomials
Factoring binomials
Solving quadratic equations by factoring
Pythagorean Theorem
Math 3 Pilot Fall 2009
108 students enrolled
No one tested out of any module!
After the first 4-week module period:
51 students qualified to take the Module 1 test
30 out of 51 students passed the Module1 test
57 students did not qualify to take the Module 1 test
So, 78 students repeated Module 1.
Math 3 Pilot Fall 2009
After the 2nd 4-week module period:
27 of 30 Module 2 students qualified to take the Module 2 test,
25 of those students passed Module 2
5 students repeated Module 2
31 of 78 students qualified to take the Module1 test, 26 of
those students passed Module 1
Of the 42 students who should be repeating Module 1 for the
third time, 17 students have been withdrawn due to lack of
progress or failure to attend class. Therefore 25 students are
now repeating Module 1.
Math 3 Pilot Fall 2009
After the 3rd 4-week module period:
25 of 25 Module 3 students qualified to take the Module 3 test,
and we had a 100% pass rate!
20 of 30 students qualified to take the Module 2 test, and
everyone passed!
We allowed everyone in Module 1 to take the Module 1 test.
23 of 32 students took it, and 10 passed.
There are currently 20 students still in Module 1 and about 13
who come to class regularly
Math 3 Pilot Fall 2009
Diagnostic or not?
Attendance issues
MML issues
We're currently in Module Period 3 and testing on
November 5th
In Spring 2010 we will continue MTH 3 with two SSUMM
groups
Math 4 Pilot Spring 2010
Scheduled to begin Spring 2010 with approximately 100
students and 4 sections
MTH 4 Modules
Math 4 Module 1
Module 1 – Rational Expressions
Quick review of factoring techniques
Rational functions and simplifying
Multiplying and dividing rational expressions
Adding and subtracting rational expressions
Adding and subtracting rational expressions with unlike
denominators
Solving rational equations
Simplifying complex fractions
Math 4 Module 2
Module 2 – Solving Systems of Linear Equations & More on
Functions and Graphs
Quick review of graphing linear equations
Solving systems of linear equations by graphing
Quick review of solving linear equations
Solving systems of linear equations by substitution
Solving systems of linear equations by addition (elimination)
Compound inequalities
Absolute value equations
Absolute value inequalities
Graphing linear equations in two variables and systems of linear
inequalities
Math 4 Module 3
Module 3 – Rational Exponents, Radicals, and Complex
Numbers
Quick review of rules of exponents and functions
Radicals and radical functions
Rational exponents
Simplifying radical expressions
Adding, subtracting, and multiplying radical expressions
Rationalizing denominators and numerators
Solving radical equations
Complex numbers
Math 4 Module 4
Module 4 – Inequalities, AbsoluteValue, Quadratic Equations and
Functions
Graphing and writing linear functions
Reviewing function notation and graphing nonlinear functions
Graphing using translations (piecewise functions are optional)
Variation and problem solving
Quick review of completing the square
Solving quadratic equations by completing the square
Solving quadratic equations by using the quadratic formula
The circle
Marketing
Described the SSUMM program to MTH department,
counselors, financial aid, and other divisions
School media department created advertising materials
including brochures and posters
Distributed brochures
Displayed posters throughout the campus
Attended Enrollment One-Stops to assist students with
registration process
Contact Information
Libby Arnesen
757-825-3442
arnesenl@tncc.edu
Elena Byrd
757-825-2866
byrde@tncc.edu
Theresa Nystrom
757-825-2756
nystromt@tncc.edu |
Now in its fifth edition, Vector Calculus helps students gain an intuitive and solid understanding of this important subject. The book's careful account is a contemporary balance between theory, application, and historical development, providing it's readers with an insight into how mathematics progresses and is in turn influenced by the natural world.
This twelve-lesson series will cover the ins and outs of vector calculus and the geometry of R^2 and R^3.
The first 8 video lessons look specifically at vectors and the geometry of R^2 and R^3. This set of videos will cover Coordinate Geometry in Three Dimensional Space, Vectors in R2 and R3, the Dot Product, Orthogonal Projections, the Cross Product, Geometry of the Cross Product, and Equations of Lines and Planes in R3.
This fourth edition offers a comprehensive overview of advanced calculus in a highly readable format. The book offers substantial coverage of vector and matrices, vector analysis, and partial differential equations. Vectors are introduced at the outset and serve at many points to indicate geometric and physical significance of mathematical relations. Numerical methods are touched on at various points because of their practical value and the insights they give about theory
The Calculus 3 Tutor, Volume 2, is a 11 hour DVD course that picks up right where the very popular Calculus 3 Tutor: Volume 1 ends and continues to teach students how to do well in Calculus 3 by fully worked example problems. This DVD course is essential for any student taking Calculus 3 at the university level |
Patterns and Problem Solving - MAT-914The purpose of this course is to introduce the teacher to the important role patterns play in mathematics. Patterns unlock the world of mathematics. This course provides useful resources and strategies for teachers who would like to help students recognize patterns and use them to make discoveries.
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Algebra Online
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Geometry Online Geometry is an interesting area of Math that requires a proper understanding of the basics. The fundamentals of different types of angles like Acute angles, Triangles, rectangles and rectilinear figures should be properly taught in order to understand higher concepts. Get Geometry help online with TutorVista's team of highly qualified and experienced online tutors. Understand the concept and achieve proper learning on the subject. Transition from basic to advanced concepts and also get help with your homework with TutorVista. Join our geometry tutoring and grab your free help now. Geometry TopicsBack to Top Get help from expert online geometry tutors from Tutorvista and go ahead with the subject. Given below are some of the main topics covered in Geometry Help:
Lines: There are different types of lines as given below: Straight lines Parral el lines Perpendicular lines Quadrilaterals: Quadrialteral is any shape which has four sides. Given below are some of the quadrilaterals that are covered in Geometry Help. Rectangles Parral elograms Rhombus Square Trapezium Circles: Circle is a shape which has a center and is made by joining points which are equidistant from the center. Triangles: Triangles are those which has three sides and three angles. Based on sides and angles, triangles are divided into six sides. Angles: Besides the geometric shapes, another thing that is very important in Geometry is angles. Understand all these concepts from our online tutors and improve your knowledge. This tutorial deals with all the formulas and Proofs related to Geometry. Grab this learning no w! |
The Usborne illustrated dictionary of math /
Topics arranged thematically so that words are explained in context Fully integrated system of cross referencing plus a comprehensive index Science and Math contain recommended websites. Full description |
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Algebra 1 Prentice Hall Answers Free
algebra 1 prentice hall mathematics answer book. Question:so, this awful girl in my algebra class took my algebra book and left school before i got to my locker to pack my bag. i sorta have math first period
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Calculus essentially takes the fundamentals of algebra and extends them to include rates of change between quantities. The This lesson teaches students how to apply the concept of the integral in order to calculate the volume of an object. Problems of this type involve a function that is revolved around the x-axis to make a three dimensional shape. The goal is to find the volume of this shape. The student is taught how to set up the problem and solve the integrals accordingly. Teachers User Instruction & Resource Guide - Includes Recommended books & Calculus Websites. |
Math for Health Care Professionals
9781401858032
ISBN:
1401858031
Pub Date: 2004 Publisher: Thomson Learning
Summary: Math for Health Care Professionals is a comprehensive, foundational resource that is equally effective in the classroom or for self-study. It assumes no prior knowledge of mathematics or health care but merges the two topics into the capstone of a complete learning package, including a student workbook. While the fundamentals of mathematics are a foundation to this book, their application to health care is emphasized.... Drug dosages, intake and output, weights and measures, temperatures, IV drip rates, and conversions are a focus, and illustrations of syringes, prescriptions, medication labels, IV bags, and I and O charts allow the reader to practice real-life health care skills requiring mathematics.
Kennamer, Michael is the author of Math for Health Care Professionals, published 2004 under ISBN 9781401858032 and 1401858031. Six hundred forty four Math for Health Care Professionals textbooks are available for sale on ValoreBooks.com, one hundred seventy used from the cheapest price of $6.25, or buy new starting at $37Math for Health Care Professionals is a comprehensive, foundational resource that is equally effective in the classroom or for self-study. It assumes no prior knowledge of ma [more]
Math for Health Care Professionals is a comprehensive, foundational resource that is equally effective in the classroom or for self-study. It assumes no prior knowledge of mathematics or health care but merges the two topics into the capstone of a c.[less] |
Questions About This Book?
The Used copy of this book is not guaranteed to inclue any supplemental materials. Typically, only the book itself is included.
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Customer Reviews
very goodMarch 16, 2011 by Karen
This is a worth getting textbook. It is very simple and easy to understand. I was interested in the contents, and was not disappointed. The author offers many useful examples to illustrate every concept. I bought this textbook for a course and it arrived in a good condition and the price is reasonable. Thank you.
Summary
The author team of Dave Sobecki, Angela Matthews, and Allan Bluman have worked together to create the second edition of Mathematics in Our World, an engaging text catered to the needs of today's liberal arts mathematics students. This revision focuses strict attention to a clear and friendly writing style, integration of numerous relevant real-world examples and applications, and implementation of the step-by-step approach used for years in Bluman's Elementary Statistics: A Step by Step Approach. The result is an exceptionally engaging text that is able to both effectively and creatively convey the basic concepts fundamental to a liberal arts math curriculum for even the most hesitant student.
Table of Contents
Problem Solving
The Nature of Mathematical Reasoning
Estimation and Interpreting Graphs
Problem Solving
Chapter 1 Review
Sets
The Nature of Sets
Subsets and Set Operations
Venn Diagrams
Using Sets to Solve Problems
Infinite Sets
Chapter 2 Review
Logic
Statements and Quantifiers
Truth Tables
Types of Statements
Logical Arguments
Euler Circles
Chapter 3 Review
Numeration Systems
Early and Modern Numeration Systems
Tools and Algorithms in Arithmetic
Base Number Systems
Operations in Base Number Systems
Chapter 4 Review
The Real Number System
The Natural Numbers
The Integers
The Rational Numbers
The Irrational Numbers
The Real Numbers
Exponents and Scientific Notation
Arithmetic and Geometric Sequences
Chapter 5 Review
Topics in Algebra
The Fundamentals of Algebra
Solving Linear Equations
Applications of Linear Equations
Ratio, Proportion, and Variation
Solving Linear Inequalities
Solving Quadratic Equations
Chapter 6 Review
Additional Topics in Algebra
The Rectangular Coordinate System and Linear Equations in Two Variables |
I'm a student putting together a slide geared towards freshmen level students who are trying to understand what the importance of various classes in the CS curriculum are. Would it be safe to say that this list is fairly accurate?
2 Answers
I don't think it's fair to characterize discrete math as "how to think logically". All math (or most of it, anyway) involves logical thinking, but discrete math isn't any more or less about logic than is algebra or calculus. It's about things like learning the properties of fields and rings, that you generally won't have been exposed to in previous math classes. To make a long story short, while there's certainly logical thinking involved, there's quite a bit that's pretty basically just a type of math you (probably) haven't done much of previously. It's probably also worth mentioning that a fair amount of programming is based fairly directly on various forms of discrete math -- for example, public key cryptography is mostly based on rings and/or fields, and symmetric cryptography tends to be based mostly on group theory.
I think the characterization of data structures as just how to store stuff is a bit short-sighted as well. Although they generally try to do so, it's really quite difficult to separate algorithms from data structures -- many algorithms are dedicated to building and maintaining specific data structures, so what's called a "B tree" (for example) refers as much or more to the algorithm than the data structure itself. Likewise, the computations involved in a fair number of algorithms depend intimately on specific data structures (or at least data structures with specific properties).
Thank you very much for your response. I did feel that I was over-generalizing discrete math and I'm glad you pointed that out.
–
AvinashNov 12 '11 at 16:08
@JerryCoffin All your examples (groups, rings, fields) are drawn from abstract algebra, but what most people would call discrete math is much broader than that. Discrete math describes pretty much any sort of math that deals with countable things, including: graph theory, set theory, combinatorics, number theory, game theory, etc. Logic would certainly be included since it generally involves a limited number of discrete states. Thinking logically might not properly describe discrete math, but it likely squares with many students' experience in taking those courses.
–
CalebNov 13 '11 at 20:06 |
Summary
This activity includes three strategies to help students develop a deeper comfort level and stronger intuitive sense for understanding mathematical expressions commonly encountered in sedimentary geology. Each can be readily adapted to almost any course in Geology or Environmental Science.
Context
Audience
These techniques are easily adaptable for application in most undergraduate courses in geology. The examples included in this exercise were drawn from a required undergraduate course in sedimentation and stratigraphy.
Skills and concepts that students must have mastered
A basic working knowledge (high school or first-year college level) of algebra, geometry, trigonometry, physics, and chemistry are assumed.
How the activity is situated in the course
These activities are used throughout the duration of my course. I like to review mathematical concepts (a surgical strike) at the beginning of a lecture (when students are fresh) so that students are prepared to think about their application later in the lecture without triggering a panic impulse associated with seeing a new equation. I force my students to conduct unit analyses routinely (immediately after introducing or deriving a new equation in lecture, and once or twice on each exam). I also use the perturbation approach regularly after introducing new equations to help build students' intuition about how changes in the relevant system variables will affect the behavior of the equation.
Goals
Content/concepts goals for this activity
The purpose of these exercises is to reinforce what students already know about equations and the mathematical expression of physical or chemical phenomena. Examples are presented in the following areas for sedimentary geology:
Higher order thinking skills goals for this activity
This activity touches on each of the higher levels of Bloom's taxonomy of educational objectives. Examples include:
Comprehension - predict the impact that changing a system variable will have on an equilibrium relationship.
Application - calculate the value of a specific variable under specified conditions using the appropriate equation.
Analysis - analyze units for an equation or parameter; explain why turbulent flow should be expected in streams with higher gradients.
Synthesis - rearrange an equation to solve for a specific variable; substitute one equation into another and reformulate the resulting equation.
Evaluation - assess the impact of changing a system variable on an equilibrium relationship; recommend changes in systems variables to achieve a desired outcome.
Other skills goals for this activity
A secondary goal of these exercises is to enhance students' mathematical reasoning skills (analytical derivation of equations and intuitive understanding of how system variables interrelate) and promote sound scientific work habits (careful use and double checking of proper units).
Description of the activity/assignment
One of the great challenges in teaching undergraduates is finding ways to get them to apply knowledge or skills learned in one class to problems encountered in subsequent classes. Case in point: the use of algebra, trig, and even rudimentary calculus in geology classes! This activity presents practical ways we can use to build student confidence in their ability to peer into the meaning of the equations they encounter in sedimentary geology. These techniques include: (1) Surgical Strike Reviews—5 to 10-minute review of relevant math principles at the beginning of the appropriate lecture, (2) Unit Analyses—assigning fundamental units of Mass, Length, and Time to test whether an equation has been derived correctly or to explore the meaning of derivative units of measure that may be unfamiliar to students, and (3) Perturbation Interrogation—asking students to identify whether the quantity of interest described by an equation will increase or decrease when individual components of the equation increase or decrease.
Determining whether students have met the goals
I conduct immediate, in-class assessment through the use of example problems on the board and incomplete problems included in lecture notes (to be completed, reviewed, and evaluated during class). Unit Analysis and Perturbation type questions are also considered fair game for exam questions. Students generally respond well to these, having had multiple opportunities to practice their application during class. |
Factoring polynomials is the subject of this algebra lesson
This lesson is intended for algebra students at the middle school or high school level. The lesson will be a direct teaching lesson. With the teacher lecturing and the students taking notes and then having the students break up into groups to solve sample problems.
Content Standard(s):
4.0 Students factor polynomials representing the difference of squares, perfect square trinomials, and the sum and difference of two cubes.
Materials:
Erasers (brought by students)
Paper (brought by students)
Pencils (brought by students)
Worksheets (provided by teacher)
Textbook (provided by school)
Goals:
For students to learn how to factor successfully difference of two squares, perfect square trinomials, and difference of two cubes.
Lesson Objectives:
Students identify and factor binomials that are the differences of squares when given examples.
Students identify and factor perfect square trinomials when given examples.
Students identify and factor difference of two cubes when given examples.
Skills Provided:
Students have a strong background in prime factorizations of integers.
Students have a strong background in finding greatest common factors (GCF) for sets of monomials.
Students have a strong background in finding GCF and the distributive property to factor polynomials.
Students have a strong background in grouping to factor polynomials with 4+ terms.
Suggested Procedures:
Students come in and take mini quiz on finding GCF and prime factorization. (10 minutes)
Go over material from previous day and go over key vocabulary for the pertaining to the new lesson. (20 minutes)
Students begin to take notes on new material (35 minutes).
Clarify any questions (10 minutes).
Students have 30 minutes to work in groups and finish worksheets.
Opening of the Lesson:
After students have taken mini quiz. Teacher will go over previous material learned and new vocabulary with the students.
Specific Activities:
Worksheet that is attached.
Closing:
Last 15 minutes students write in their math journal about how the old concepts learned in the class has helped them with the new material.
Assessment:
Collect their assignments and review their work to check for assessment.
Collect student's journals to see what they have written about the connection between old material and new material. |
In this webinar, Dr. Lopez will apply the techniques of "Clickable Calculus" to standard calculations in Differential Calculus. Clickable Calculus™, the idea of powerful mathematics delivered using very visual, interactive point-and-click methods, offers educators a new generation of teaching and learning techniques. Clickable Calculus introduces a better way of engaging students so that they fully understand the materials they are being taught. It responds to the most common complaint of faculty who integrate software into the classroom – time is spent teaching the tool, not the concepts.
This webinar offers a quick and easy way to learn some of the fundamental concepts for using Maple. Learn the basic steps on how to compose, plot and solve various types of mathematical problems. This webinar will also demonstrate how to create professional looking documents using Maple, as well as the basic steps for using Maple packages.
This webinar offers educators a quick and easy way to learn some of the fundamental concepts of Maple. Learn a few simple techniques that will allow you to use Clickable Math™ features to compose, visualize, and solve a wide variety of mathematical problems without commands. This webinar will also provide an introduction to some of the technical documentation features in Maple, including the use of interactive components such as buttons and sliders.
This webinar will discuss The Teaching Concepts with Maple examples, and why they have been recorded as videos. It will demonstrate the site, and a few illustrative examples. The emphasis will be on the underlying philosophy upon which this project is based. |
Success for All
Curriculum driven by co-operative learning that focuses on individual pupil accountability, common goals, and recognition of team success, all with the aim of getting learners "to engage in discussing and explaining their ideas, challenging and teaching
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System Dynamics in Education Project (SDEP)
System dynamics is a method for studying the world around us. It deals with understanding how complex systems change over time. Internal feedback loops within the structure of the system influence the entire system behavior. Math materials are available
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Tareasgratis.com, Get-a-Plus.com
Ayuda gratuita para las matematicas y las ciencias. Free homework help in math and science for students around the world. A site in English and Spanish (see also and or
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Teaching Mathematics - Daniel Pearcy
Pearcy has used this blog, subtitled "Questions, Ideas and Reflections on the Teaching of Mathematics," as a "journal of ideas, lessons, resources and reflections." Posts, which date back to October, 2011, have included "New Sunflower Applet: Fibonacci
...more>>
Topics in Calculus - E. Lee Lady; University of Hawaii
Files in PDF, DVI, and Postscript formats, to help students learn to use calculus in applications and to have confidence in setting up formulas using derivatives and integrals. Contents include: a conceptual approach to applications of integration, max-min
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Trigonometric Integrals - David Hart
An HTML version of a Maple worksheet used as an alternative to transparencies in a Calculus class lesson at Indiana University. How do you integrate the trigonometric functions? Includes discussion, formulae, diagrams, and exercises |
Differential Equations 2ND Edition Schaums
by Richard Bronson Publisher Comments
Confusing Textbooks? Missed Lectures? Tough Test Questions? Fortunately for you, there's Schaum's Outlines. More than 40 million students have trusted Schaum's to help them succeed in the classroom and on exams. Schaum's is the key to faster learning and... (read more)
Fractals
by John Briggs Publisher Comments
Fractals are unique patterns left behind by the unpredictable movements -- the chaos -- of the world at work. The branching patterns of trees, the veins in a hand, water twisting out of a running tap -- all of these are fractals. Learn to recognize them... (read more)
Algebraic Number Theory (2ND 94 Edition)
by Serge Lang Publisher Comments
This is a second edition of Lang's well-known textbook. It covers all of the basic material of classical algebraic number theory, giving the student the background necessary for the study of further topics in algebraic number theory, such as cyclotomic... (read more)
Essence of Chaos
by Edward Lorenz Publisher Comments
Chaos surrounds us. Seemingly random events -- the flapping of a flag, a storm-driven wave striking the shore, a pinball's path -- often appear to have no order, no rational pattern. Explicating the theory of chaos and the consequences of its principal... (read more)
Rapid Math Tricks & Tips: 30 Days to Number Power
by Edward H Julius Publisher Comments
Demonstrates a slew of time-saving tips and tricks for performing common math calculations. Contains sample problems for each trick, leading the reader through step-by-step. Features two mid-terms and a final exam to test your progress plus hundreds of... (read more)
Understanding Basic Statistics (Textbooks Available with Cengage Youbook)
by Charles Henry And Corrinne Pellillo Brase. Brase Publisher Comments
A condensed and more streamlined version of Brase and Brase's bestselling UNDERSTANDABLE STATISTICS, Tenth Edition, this book offers an effective way to learn the essentials of statistics, including early coverage of regression, within a more limited... (read more)
Linear Algebra Demystified (06 Edition)
by David McMahon Publisher Comments
QUICK and DEPENDABLE review of a typical LINEAR ALGEBRA course
Brings ABSTRACT concepts down to EARTH
Hundreds of SOLVED PROBLEMS show you how to get answers, step by step
Lots of QUIZZES, test questions, and a "final EXAM"
GET A LINE ON LINEAR ALGEBRA!... (read more)
Sphere Packing, Lewis Carroll and Reversi (09 Edition)
by Martin Gardner Publisher Comments
P... (read more)
Basic Practice of Statistics (Cloth) & CD-ROM
by David S Moore Publisher Comments
The Basic Practice of Statistics has become a bestselling textbook by focusing on how statistics are gathered, analyzed, and applied to real problems and situations—and by confronting student anxieties about the courses relevance and... (read more)
Calculus Demystified (Demystified)
by Steven G Krantz Publisher Comments
LEARNING CALCULUS JUST GOT A LOT EASIER! Heres an innovative shortcut to gaining a more intuitive understanding of both differential and integral calculus. In Calculus Demystified an experienced teacher and author of more than 30 books puts all the math... (read more)
Elementary Statistics (11TH 12 Edition)
by Robert R. Johnson Publisher Comments
Succeed in statistics with ELEMENTARY STATISTICS! With its down-to-earth writing style and relevant examples, exercises, and applications, this book gives you the tools you need to make the grade in your statistics course. Learning to use MINITAB, Excel |
Depends what you wanna do my man. Most finance jobs don't need Calc III. If you wanna get into IBanking / Corp. Finance / Equity Research definitely go for the Excel course. I took a Basic Excel course, and found learning to model fairly easy because I knew Excel pretty well.
"The problem with Socialism is that eventually you run out of other peoples money"
Any math class will enable you to think more critically and abstractly. However, you have to put forth the effort to LEARN and UNDERSTAND the material. If you just memorize the mechanics for a good grade, what was the point? May have taken some geography class and aced it.
The difference between successful people and others is largely a habit - a controlled habit of doing every task better, faster and more efficientlyWhere did you go to school?? At my school and all of my friends' that I can recall we were required to take Calc III for economics. You couldn't possibly take intermediate micro without knowing partial derivatives and multivariate optimization. Similarly for econometrics, you can't really learn OLS without understanding matrix math and other calc 2/3 topics. Econ may be a "social science" by classification, but any real econ work requires moderately heavy mathare you high or something? Calc 3 is the most important calculus course. It is used in statistics, game theory, economics, etc... The reason you take Calc 1 and 2 is so that you can finally take Calc 3.
NO kidding and most schools don't require it. Look up even Harvard econ's required courses. Math in economics is a tool which in all actuality is not required to understand the subject. partial differentiation and optimization like I said are so damn easy to understand you could take max 2 weeks out of a course to explain it in full detail if it was so required. These are not new concepts, it's the same old concepts being presented so I would say you wasted a lot of time taking calc III if you only needed these two fairly simple concepts. Calc III is for engineers for the most part who need good understanding of flux and divergence, or calculations of 3d volumes and surface areas.
It is useful for mathematicians but at its undergraduate presentation most times the rigor isn't even there as much as Calc II. If OP wants to go to Econ grad school or study math in more depth then sure study Calc III, but the course will not be much in terms of useful applications |
ic Geometry
An introduction to algebraic geometry and a bridge between its analytical-topological and algebraical aspects, this text for advanced undergraduate ...Show synopsisAn introduction to algebraic geometry and a bridge between its analytical-topological and algebraical aspects, this text for advanced undergraduate students is particularly relevant to those more familiar with analysis than algebra. 1953 |
Description
This package consists of the textbook plus an access kit for MyMathLab/MyStatLab.
This accessible text is designed to help readers help themselves to excel. The content is organized into three parts: (1) A Library of Elementary Functions (Chapters 1—2), (2) Finite Mathematics (Chapters 3—9), and (3) Calculus (Chapters 10—15 together with the motivating and ample applications, make this text a popular choice for today's students and instructors. The MyMathLab course for the text features thousands of homework exercises plus instructional videos for nearly every example in the book.
MyMathLab provides a wide range of homework, tutorial, and assessment tools that make it easy to manage your course online.
Table of Contents
Part One: A Library of Elementary Functions
Chapter 1: Linear Equations and Graphs
1-1 Linear Equations and Inequalities
1-2 Graphs and Lines
1-3 Linear Regression
1-4 Quadratic Functions
Chapter 1 Review
Review Exercise
Chapter 2: Functions and Graphs
2-1 Functions
2-2 Elementary Functions: Graphs and Transformations
2-3 Quadratic Functions
2-4 Polynomial and Rational Functions
2-5 Exponential Functions
2-6 Logarithmic Functions
Chapter 2 Review
Review Exercise
Part Two: Finite Mathematics
Chapter 3: Mathematics of Finance
3-1 Simple Interest
3-2 Compound and Continuous Compound Interest
3-3 Future Value of an Annuity; Sinking Funds
3-4 Present Value of an Annuity; Amortization
Chapter 3 Review
Review Exercise
Chapter 4: Systems of Linear Equations; Matrices
4-1 Review: Systems of Linear Equations in Two Variables
4-2 Systems of Linear Equations and Augmented Matrices
4-3 Gauss-Jordan Elimination
4-4 Matrices: Basic Operations
4-5 Inverse of a Square Matrix
4-6 Matrix Equations and Systems of Linear Equations
4-7 Leontief Input-Output Analysis
Chapter 4 Review
Review Exercise
Chapter 5: Linear Inequalities and Linear Programming
5-1 Inequalities in Two Variables
5-2 Systems of Linear Inequalities in Two Variables
5-3 Linear Programming in Two Dimensions: A Geometric Approach
Chapter 5 Review
Review Exercise
Chapter 6: Linear Programming: Simplex Method
6-1 A Geometric Introduction to the Simplex MethodPurchase Info
ISBN-10: 0-321-71452-0
ISBN-13: 978-0-321-71452-7
Format: Alternate Binding
$214.00
We're temporarily out of stock, but order now and we'll send it to you later. |
This book gives mathematical software for computing various elementary and higher functions with tutorial informations of a practical nature. The programs are designed for double precision (16 or 17 decimal place) floating point arithmetic and written in C language. |
books.google.co.jp - This clear and well-developed approach to axiomatic set theory is geared toward upper-level undergraduates and graduate students. It examines the basic paradoxes and history of set theory and advanced topics such as relations and functions, equipollence, finite sets and cardinal numbers, rational and... Set Theory |
When it comes to learning linear algebra, engineers trust Anton. The tenth edition presents the key concepts and topics along with engaging and contemporary applications. The chapters have been reorganized to bring up some of the more abstract topics and make the material more accessible. More theoretical exercises at all levels of difficulty are integrated throughout the pages, including true/false questions that address conceptual ideas. New marginal notes provide a fuller explanation when new methods and complex logical steps are included in proofs. Small-scale applications also show how concepts are applied to help engineers develop their mathematical reasoning.
Highlights Relationships among Concepts – By continually revisiting the web of relationships among systems of equations, matrices, determinants, vectors, linear transformations, and eigenvalues, Anton helps students to perceive linear algebra as a cohesive subject rather than as a collection of isolated definitions and techniques.
Proof Sketches – Students sharpen their mathematical reasoning skills and understanding of proofs by filling in justifications for proof steps in some exercises.
Emphasizes Visualization – Geometric aspects of various topics are emphasized, to support visual learners, and to provide an additional layer of understanding for all students. The geometric approach naturally leads to contemporary applications of linear algebra in computer graphics that are covered in the text.
Mathematically Sound – Mathematical precision appropriate for mathematics majors is maintained in a book whose explanations and pedagogy meet the needs of engineering, science, and business/economics students. |
ARKANSAS STATE UNIVERSITY-MOUNTAIN HOME
Basic Math, CPT 0053
Fall Semester 2009 MW 1:00-2:15
First National Hall F306
Melanie Huber (Campos), Instructor, 508-6274, melanieh@asumh.edu
ASUMH Mission
The mission of ASUMH is to LEAD through educational opportunities.
Lifelong Learning,
Enhanced Quality of Life,
Academic Accessibility, and
Diverse Experiences
General Education Philosophy
Arkansas State University Mountain Home offers a comprehensive general education
core that challenges students to acquire skills and knowledge that allow them to flourish in
their professional and personal lives. The general education curriculum is designed to give
students the ability to master basic skills in English/communications, mathematics, science,
and social science.
General Education Goals
1. Students will learn basic skills in English/communications, mathematics, social science,
and the sciences.
2. Students will communicate in written and verbal forms.
3. Students will be exposed to diversity issues.
4. Students will use technology for academic and personal purposes.
Textbook(s) and Materials
Bello, I. (2006). Basic college mathematics: a real-world approach second
edition. New York, New York: McGraw Hill.
Textbook is required. Students are expected to bring their textbooks, a three-ring binder and
writing materials to each session.
Course Description
Basic Math is a course designed to provide students with instruction in basic
arithmetical concepts and a smooth transition to Beginning Algebra. Mastery of the concepts
covered in Basic Math will help ensure success in all ensuing mathematics courses.
Course Format
This course is taught in a traditional classroom and is primarily a lecture/discussion
course. Cooperative learning will also be used. Note-taking is highly encouraged.
Point Totals for Basic Math
Homework 100
Quizzes 50
Exams 1000
TOTAL POINTS POSSIBLE: 1150
Course Goals
Upon successful completion of the course, the student will be able to
1. Demonstrate the ability to add, subtract, multiply, and divide whole
numbers, fractions, and decimals.
2. Demonstrate the ability to solve ratio, proportion, and percent problems.
3. Demonstrate knowledge of pre-algebra.
4. Demonstrate the ability to create and solve application problems requiring
basic arithmetical operations.
Technology Statement
Basic Math has a companion Blackboard website to provide students with class
information, assignments, and grades. Handouts with additional useful websites will be
provided throughout the semester.
Academic Integrity
Dishonesty in any form, including but not limited to plagiarism, submitting assignments
prepared by others, unauthorized possession of exams, or using unauthorized materials
during exams, may result in the student being dropped from the class with a failing
grade or being suspended from the University. For further information, refer to the
ASUMH Catalog and Student Handbook.
Students with Disabilities
It is the policy of ASUMH to accommodate students with disabilities. The Director of
Student Services is responsible for making arrangements to accommodate students
according to Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act. Any student with a disability who needs accommodation, for example in
seating placement or in arrangements for examinations, should inform the instructor at
the beginning of the course.
Tobacco Use
As of August 1, 2009, Arkansas State University-Mountain Home is a tobacco-free
campus. All forms of tobacco, including cigarettes, smokeless tobacco, cigars, and
pipes, are prohibited on campus. This includes in buildings, on university property, in
parking lots, and in vehicles on parking lots/streets owned by the university. Thank you
for your cooperation in making ASUMH tobacco free.
Attendance, Make-up Work, Expectations
Students must turn off their cell phones while in class. Class attendance and punctuality
are expected during scheduled times. Basic Math is a pass/fail course. Frequent
absences result in the inability to complete the coursework necessary to pass. Periodic
non-computer tests are given to assess progress.
Successful math students attend class regularly, actively participate, review
frequently, and work carefully. In order to pass this class, you must have a
70% or better.
The tentative schedule of assignments and activities is the minimum pace for students to
follow to ensure completion of the coursework. Students are expected to have
assignments completed and be prepared for tests on the scheduled dates. If a class is
missed, students are required to make up the assignments and expected to keep up with
the tentative schedule. NO LATE WORK WILL BE ACCEPTED MORE THAN ONE WEEK AFTER
THE DUE DATE. Students are expected to regularly check their campus e-mail, Blackboard,
and Campus Connect for important class information.
Tentative Schedule of Assignments- Basic Math CPT 0053 Fall 2009
MW 1:00-2:15
Date Materials Covered in Assignments Due/Comments
Class
Monday, Syllabus, Learning
August 24th Styles Inventory,
Introductions,
Wednesday, Intro to calculators,
August 26th Review of basic
operations, 1.7, 1.8
Monday, 2.1, 2.2, 2.3
August 31st
Wednesday, 2.4, 2.5
September 2nd
Monday, Labor Day- No classes Enjoy your day off!
September 7th
Wednesday, Exam #1 2.1-2.5 Fractions and Mixed
September 9th Numbers
Monday, 3.1, 3.2, 3.3
September 14th
Wednesday, 3.4 Exam #2 3.1-3.4 Decimals
September 16th
Monday, 4.1, 4.2
September 21st
Wednesday, 4.3 Exam #3 4.1-4.3 Ratio, Rate, and
September 23rd Proportion
Monday, 5.1, 5.2, 5.3
September 28th
Wednesday, 5.4, 5.5, 5.6
September 30th
Monday, Exam #4 5.1-5.6 Percent
October 5th
Wednesday, 6.1, 6.2, 6.3
October 7th
Monday, 6.4 Exam #5 6.1-6.4 Statistics and Graphs
October 12th
Wednesday, 7.1, 7.2, 7.3
October 14th
Monday, 7.4, 7.5, 7.6
October 19th
Wednesday, Exam #6 7.1-7.6 Measurement and the
October 21st Metric System
Monday, 8.1, 8.2, 8.3
October 26th
Wednesday, 8.4, 8.5
October 28th
Monday, Exam #7 8.1-8.5 Geometry
November 2nd
Wednesday, 9.1, 9.2
November 4th
Monday, 9.3, 9.4
November 9th
Wednesday, Exam #8 9.1-9.4 The Real Numbers
November 11th
Monday, 10.1, 10.2
November 16th
Wednesday, 10.3, 10.4
November 18th
Monday, Thanksgiving Break!
November 23rd
Wednesday, Thanksgiving Break!
November 25th
Monday, 10.4, 10.5
November 30th
Wednesday, Exam #9 10.1-10.5 Introduction to
December 2nd Algebra
Monday, Final Prep
December 7th
Wednesday, Time: 1:00 – 3:00 FINAL EXAM
December 9th
Disclaimer: This tentative schedule of assignments and activities is subject to change.
Students are expected to adapt to any changes.
Final Prep
December 7t h
Wednesday, Time: 1:00 – 3:00 FINAL EXAM
Decembe r 9th
Disclaimer: This tentative schedule of ass ignments and activities is subject to change.
Students are expected to adapt to any |
questfactory.comGet Online Homework and Online Assignment Help at an affordable price.
Calculus is mainly divided into differential calculus and integral calculus . Calculus was independently discovered by Newton in England and Leibnitz in West germany . Tracing back to the history , we can infer that integral calculus was discovered first and then differential calculus came into place. The limit of a sum and integration is studied in Integral calculus . With the help of integration integral is divided into definite integral and indefinite integral.
Differential calculus deals with limits , derivatives in differentiation , tangents and normal tracing of curves , maxima and minima of functions . Having said this a thorough and a complete knowledge of both integral and differential calculus is required to do well in mathematics. This is exactly why students are asked to complete a lot of homework and assignments in college and universities. Hence this must be taken seriously and we must ensure that the concepts are understood .
When we have a problem in understanding the concepts or the problems in calculus or any part of math , it is better that we seek some external help from professionals .Rather than going ahead to college and attending math classes without understanding the basics , it is always better to seek external help and get our doubts clarified from experts.
There are many good services where companies offer online homework help for students across the globe and it will help the students to graduate with flying colors. |
Details: Mathematics in the elementary curriculum, with some middle school topics. Emphasis on numerical work and its extension to algebra concepts. Also discussed are mathematics standards, tools for teaching math, and children's mathematical thinking. Materials fee required. (SS, online) |
Course Content and Outcome Guide for MTH 211
Course Description
Surveys mathematical topics for those interested in the presentation of mathematics at the K-9 levels. Topics emphasized are problem solving, patterns, sequences, set theory, logic, numeration systems, number bases, arithmetic operations, and number theory. Various manipulative and problem solving strategies are used. Prerequisite: MTH 95 or higher, and WR 115 and RD 115 or equivalent placement test scores. Audit available.
Addendum to Course Description
This is the first term of a three-term sequence (MTH 211, 212, and 213).
Foundations of Elementary Math I is intended to examine the conceptual basis of elementary mathematics and to provide students with opportunities to experience using manipulatives to model problem solving, computational operations with whole numbers, topics in number theory and set theory whole number arithmetic as taught at the K-9 level in order to develop
mathematical knowledge for teaching.
• Use various problem solving strategies and algebraic reasoning to create mathematical models, analyze real world scenarios, judge if the results are reasonable, and then interpret and clearly communicate the results.
• Participate in a teacher education program.
• Use appropriate mathematics, including correct mathematical terminology, notation, and symbolic processes, and use technology to explore the
foundations1. At least two proctored examinations.
2. At least one writing assignment and projects exploring the NCTM standards.
i. Individual or team teaching demonstration(s).
j. Field experience
k. Service Learning
Course Content (Themes, Concepts, Issues and Skills)
1.0 MATHEMATICS AND PROBLEM SOLVING
The instructional goal is to develop problem solving ability.
1.1 Utilize Polya's four-step problem solving process.
1.2 Develop problem solving strategies, including making a drawing, guessing and checking, making a table, using a model, and working backward.
1.3Explore patterns and sequences, and their relationship to problem solving.
1.4Use algebra and algebra manipulatives to problem solve.
1.5Solve application problems utilizing functions and graphs.
2.0 SETS AND LOGIC
The instructional goal is to learn the fundamental concepts of set theory and logic.
2.1 Explore attributes and classification.
2.2 Use set theory symbolism.
2.3 Represent set concepts using Venn diagrams.
2.4 Understand and use the concepts of subset, intersection, union, and complement of a set.
2.5 Utilize set theory in application problems.
2.6 Apply deductive reasoning.
2.7 Use symbolic logic to explore premises, conclusions, and validity.
3.0 NUMERATION SYSTEMS AND WHOLE NUMBERS
The instructional goal is to develop an understanding of systems of numeration and the system of whole numbers.
3.1 Explore numeration systems of other cultures.
3.2 Define the set of whole numbers and their properties.
3.3 Model, compute, and investigate whole number operations in several bases.
3.4 Estimate and use mental arithmetic.
4.0 NUMBER THEORY
The instructional goal is to understand elementary concepts of number theory and how these concepts are used in the elementary curriculum. |
This graduate course is an introduction to combinatorics and
graph theory.
We will survey a variety of topics,
emphasizing those methods relevant to computer science.
One underlying theme will be that it is often not hard to use
the probabilistic method
to show the existence of useful combinatorial objects;
we will have to work harder to give efficient deterministic
constructions of these objects.
This course should be similar to the
2007 version.
Prerequisites:
Graduate standing or consent of instructor.
Many students find this course difficult, so a first-rate math
background is highly recommended.
See the Review Sheet for material you're
expected to know.
In particular,
a strong knowledge of elementary probability is essential.
For students wishing to review probability, I recommend the first
two chapters (except Section 2.6) of
R. Meester, A Natural Introduction to Probability Theory.
Equally important are problem-solving skills, an understanding of
elementary proof techniques, and knowledge of basic counting.
For general problem-solving and proof techniques, I recommend
Chapters 2 and 3 of
P. Zeitz, The Art and Craft of Problem Solving,
and for basic counting I recommend Sections 6.1 and 6.2 of the same
book.
Finally, we will use some elementary linear algebra.
This is succinctly reviewed in Section 14.1 of the text.
Succinct review of the other topics above are available in the text in
Sections 1.1, 17.1, and 17.2.
Students outside of computer science should be familiar with the notion
of polynomial-time computability, e.g., by reading Section 1.1 of
C. Papadimitriou, "Computational Complexity."
Students with
Disabilites:
Any student with a documented disability (physical or cognitive) who requires academic accommodations should contact the Services for Students with Disabilities area of the Office of the Dean of Students at 471-6259 (voice) or 471-4641 (TTY for users who are deaf or hard of hearing) as soon as possible to request an official letter outlining authorized accommodations. |
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So is it worth it? Not really, in my opinion. You should expect more for a textbook costing $55+.
Personally, I prefer the book "How to Prove It" by Daniel Velleman, as it is not only less expensive, but much more thorough in teaching someone about discrete and abstract mathematics. It's abundant with more explanations, examples, exercises, and solutions. Here's what I'm talking about: How to Prove It: A Structured Approach
Check that out. It might be more worth your time. As for my copy of "Sets, Functions, and Logic," I'm probably going to sell it in the near future. It's just not that valuable to my math library.
Keith Devlin's book is an excellent introduction to proofs, an important part of one's mathematics education, which is missing in the US educational system at high school level. The problems left to solve by the reader are without solutions, hints or answers, which is author's intention, but is somewhat controversial. I think that, at least, hints should be provided for the more difficult problems. |
Editorial Reviews
Review
"This excellent monograph describes in detail the mathematical structure of Einstein's general theory of relativity, and the mathematical techniques that are associated with it. It is a completely self-contained exposition, which collects many important general results relating to the classical theory that are not readily available in the literature. It will be of great value to anyone who is already familiar with the theory, and who requires a deeper technical knowledge than is presented in most current textbooks." Mathematical Reviews
"...the authors present a book on general relativity which, on one hand, is mathematically rigorous and, on the other hand, contains good physics by emphasizing what is measurable on curved manifolds. Even those readers who are interested in more applications, such as e.g. gravitational lensing, can find all the tools necessary in this book even though this item cannot be found in the index. Thus the book can strongly be recommended to mathematicians and physicists as well." Classical and Quantum Gravity
"This is an excellent book and admirably lives up to the promise implied in its title in giving a thorough treatment of the mathematical structure underlying the theory of general relativity." The Observatory
"...a valuable reference work, particularly for its mathematical introduction and its treatment of the other topics mentioned above." Robert M. Wald, Foundations of Physics
"...provides more in details in various formalisms than do many comparable relativity books. It should prove to be a very good supplementary book for a graduate course on general relativity, or it might serve as a reference book for researchers..." K.K. Lee, Physics in Canada
Book Description
The power of the theory of general relativity cannot be exploited fully without a detailed knowledge of its mathematical structure. This self-contained exposition emphasizes tetrad and spinor structures and physical measurements on curved manifolds. |
Hardcover Fair 007305281724570 2008 Hard cover 2nd ed. Fair. No dust jacket. Sewn binding. Cloth over boards. Contains: Illustrations. Audience: Children/juvenile. I have for sale an ACCEPTABLE24570) This textbook shows considerable cover, edge and corner wear. The outside cover corners are considerably worn, resulting in exposure of the cardboard backing. There is substantial wear to the bottom of the binding edge. There is about a 1/2 inch tear on the front cover at the top binding edge. Thumbing through the pages, I found only a very minor amount of markings. I did not see any highlighting. If the cover appearance is not a problem for you, then this textbook should serve your needs well. Chapter titles are: The Set of Real Numbers, Linear Equations and Inequalities, Graphing Linear Equations in Two Variables, Systems of LineRead moreShow Less
23615 2007 Hard cover 2nd ed. Very good. No dust jacket. Sewn binding. Cloth over boards. Contains: Illustrations. Audience: Children/juvenile. I have for sale a VERY GOOD23615) This textbook has very minor cover, edge and corner wear. The cover corners and binding edges are very slightly worn. Thumbing through the pages, I did not see any markings and/or highlighting. Chapter titles are: The Set of Real Numbers, Linear Equations and Inequalities, Graphing Linear Equations in Two Variables, Systems of Linear Equations i Two Variables, Polynomials and Properties of Exponents, Factoring Polynomials, Rational Expressions, Introduction to Relations and Functions, Systems of Linear Equations in Three Variables, More Equations and Inequalities, Radicals and Complex Numbers, Quadratic Equations and Functions,Read moreShow Less
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This Textbook
Overview
Get Better Results with high quality content, exercise sets, and step-by-step pedagogy!
The Miller/O'Neill/Hyde author team continues to offer an enlightened approach grounded in the fundamentals of classroom experience in Beginning and Intermediate Algebra 4
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Meet the Author
Julie Miller has been on the faculty in the School of Mathematics at Daytona State College for 20 years, where she has taught developmental and upper-level courses. Prior to her work at DSC, she worked as a Software Engineer for General Electric in the area of Flight and Radar simulation. Julie earned a Bachelor of Science in Applied Mathematics from Union College in Schenectady, New York, and a Master of Science in Mathematics from the University of Florida. In addition to this textbook, she has authored several course supplements for College Algebra, Trigonometry, and Precalculus, as well as several short works of fiction and nonfiction for young readers.
Molly O'Neill is also from Daytona State College, where she has taught for 22 years in the School of Mathematics. She has taught a variety of courses from Developmental Mathamatics to Calculus. Before she came to Florida, Molly taught as an adjunct instructor at the University of Michigan-Dearborn, Eastern Michigan University, Wayne State University, and Oakland Community College. Molly earned a Bachelor of Science in Mathematics and a Master of Arts in Teaching from Western Michigan University in Kalamazoo, Michigan. Besides this textbook, she has authored several course supplements for College Algebra, Trigonometry, and Precalculus and has reviewed texts for Developmental Mathematics.
Nancy Hyde served as a full-time faculty member of the Mathematics Department at Broward College for 24 years. During this time she taught the full spectrum of courses from developmental math through differential equations. She received a bachelor of science degree in math education from Florida State University and a master's degree in math education from Florida Atlantic University. She has conducted workshops and seminars for both students and teachers on the use of technology in the classroom. In addition to this textbook, she has authored a graphing calculator supplement for College Algebra |
Introduction to Probability and Its Applications - 3rd edition
Summary: In this calculus-based text, theory is developed to a practical degree around models used in real-world applications. Proofs of theorems and "tricky" probability calculations are minimized. Computing and simulation are introduced to make more difficult problems accessible (although the material does not depend on the computer for continuity). |
Introducing Mathematics
Book summary
Contrary to most people's perseptions of math as a soulless world of gray individuals, in reality the course of mathematics reveal frequent dramatic conceptual changes. Here is an introduction to the subject that highlights the major turning points. [via] |
Algebra: An Introduction
Abstract Algebra: An Introduction is set apart by its thematic development and organization. The chapters are organized around two themes: arithmetic ...Show synopsisAbstract Algebra: An Introduction is set apart by its thematic development and organization. The chapters are organized around two themes: arithmetic and congruence. Each theme 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. New to this edition is a "groups first" option that enables those who prefer to cover groups before rings to do so easily.Hide synopsis
Description:Fine in very good dust jacket. Sewn binding. Cloth over boards....Fine in very good dust jacket. Sewn binding. Cloth over boards. 616 p. Audience: General/trade. INSTRUCTOR'S EDITION SAME AS STUDENT EDITION
Description:New. Abstract Algebra: An Introduction is set apart by its...New. Abstract Algebra: An Introduction is set apart by its thematic development and organization. The chapters are organized around two themes: arithmetic and congruence. Each theme is developed first for the integers, then for polynomials, and finally f.
Description:New. 1111569622 Premium Books are Brand New books direct from...New. 1111569622 |
Algebra, at the most basic level solving for X, and later Geometry (in particular logic and show-your-work-proofs) really provide the fundamental critical thinking skills that are so desperately need for both college and the workforce.
These thought processes, when combined with reading comprehension and composition (expression of ideas and development of arguments) form the foundation for post-secondary education success. |
At the end of the course student should be ready:
to understand and to explaín all high-school's mathematical topics;
to teach high-school mathematics practically.
Syllabus
Systematic introduction to the didactics of mathematics.
Importance of mathematical education.
Specific features of teaching math.
Aspects of math education in different schools due to their various intending as well as to intellectual skills of their students.
Checking and testing of students' knowledge of mathematics and its marking.
Methods of solving math problems.
Preparation of students for teaching standard topics of high-school math: Basic notions of set theory, Introduction to mathematical logic, Proofs, Method of induction, Elementary number theory, basic number domains. |
Modeling, Functions, and Graphs
Modeling, Functions, and Graphs : Algebra for College Students
Modeling, Functions, and Graphs : Algebra for College Students
Modeling, Functions, and Graphs: Algebra for College Students With Workbook, and Infotrac
Yoshiwara And Yoshiwara's Modeling, Functions, and Graphs: Algebra for College Students, Solutions Manual
Summary
The Fourth Edition of Yoshiwara and Yoshiwara's MODELING, FUNCTIONS, AND GRAPHS: ALGEBRA FOR COLLEGE STUDENTS includes content found in a typical algebra course, along with introductions to curve-fitting and display of data. Yoshiwara and Yoshiwara focus on three core themes throughout their textbook: Modeling, Functions, and Graphs. In their work of modeling and functions, the authors utilize the Rule of Four, which is that all problems should be considered using algebraic, numerical, graphical, and verbal methods. The authors motivate students to acquire the skills and techniques of algebra by placing them in the context of simple applications that use real-life data. |
A look at the math behind each episode of the CBS detective series Numb3rs that features mathematician Charlie Epps helping...
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A look at the math behind each episode of the CBS detective series Numb3rs that features mathematician Charlie Epps helping his brother, FBI agent Don Epps, to solve cases set in the Los Angeles area. Useful for motivating student interest as well as explaining the real life mathematical applications.
This website was created to "use Web 2.0 tools to collect, organize, and redistribute free online educational resources for...
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This website was created to "use Web 2.0 tools to collect, organize, and redistribute free online educational resources for the students and families to use.״ The site has learning activities that students can utilize during the summer so they don't fall behind in classes. There are activities for Language Arts, Math, and ESL for grades K-2, 3-5, and 6-8. These resources have been collected by students, parents, and educators and organized by students in a USC writing course.
These instructional exercises (modules) are part of a series of quantitative biology courses (Q courses) developed and taught...
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These instructional exercises (modules) are part of a series of quantitative biology courses (Q courses) developed and taught at UC Davis. The main files are written as MathCad 13 documents and require a copy of MathCad 13, or higher, to run. The downloadable MathCad documents are unanswered versions suitable for distribution to students
This site contains a set of Java applets which can be used in undergraduate mathematics. These applets include regression...
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This site contains a set of Java applets which can be used in undergraduate mathematics. These applets include regression applets, 2D graphing applets, applets to illustrate linear, quadratic, exponential and trigonometric functions, Riemann sums applets, and a Java MathPad, which can be used as a limited CAS which allows the user to define its own functions, evaluate them at any point, perform symbolic and numerical differentiation and limited symbolic integration. These applets all use a common interface and syntax. There is an nextensive help system to guide the user. |
AMII 1
Savannah Arts Academy
ACCELERATED MATHEMATICS II
Course Syllabus
2012-2013
Instructor: Mr. Dan Snope
Daniel.snope@sccpss.com
Room 232 (912) 395-5000
Course Description & Performance Standards:
This is the second in a sequence of mathematics courses designed to prepare students to take AB or BC Advanced Placement
Calculus. It includes right triangle trigonometry; exponential, logarithmic, and higher degree polynomial functions; matrices; linear
programming; vertex-edge graphs; conic sections; planes and spheres; population means, standard deviations, and normal
distributions.
Prerequisite Course(s): Accelerated Math I or Math II
ALGEBRA
MA2A1. Students will explore exponential functions
MA2A2. Students will explore inverses of functions.
MA2A3. Students will analyze graphs of polynomial functions of higher degree
MA2A4. Students will explore logarithmic functions as inverses of exponential functions
MA2A5. Students will solve a variety of equations and inequalities.
MA2A6. Students will perform basic operations with matrices.
MA2A7. Students will use matrices to formulate and solve problems
MA2A8. Students will solve linear programming problems in two variables.
MA2A9. Students will understand and apply matrix representations of vertex-edge graphs.
GEOMETRY
MA2G1. Students will identify and use special right triangles.
MA2G2. Students will define and apply sine, cosine, and tangent ratios to right triangles.
MA2G3. Students will investigate the relationships between lines and circles.
MA2G4. Students will recognize, analyze, and graph the equations of the conic sections (parabolas, circles, ellipses, and hyperbolas).
MA2G5. Students will investigate planes and spheres.
DATA ANALYSIS AND PROBABILITY
MA2D1. Using sample data, students will make informal inferences about population means and standard deviations.
MA2D2. Students will create probability histograms of discrete random variables, using both experimental and theoretical
probabilities.
MA2D3. Students will solve problems involving probabilities by interpreting a normal distribution as a probability histogram for a
continuous random variable (z-scores are used for a general normal distribution).
MA2D4. Students will understand the differences between experimental and observational studies by posing questions and collecting,
analyzing, and interpreting data.
Process Standards
The following process standards are essential to mastering each of the mathematics content standards. They emphasize critical
dimensions of the mathematical proficiency that all students need.
MA2P1. Students will solve problems (using appropriate technology).
MA2P2. Students will reason and evaluate mathematical arguments.
MA2P3. Students will communicate mathematically.
MA2P4. Students will make connections among mathematical ideas and to other disciplines.
MA2P5. Students will represent mathematics in multiple ways.
Instructional Materials/Text:
Accelerated Mathematics II frameworks, Supplemental Textbooks (as needed)
AMII 2
Evaluation:
Tests/Projects: 60% Classwork/Homework/Quizzes: 40%
There is a cumulative End of Course Test for this course. The EOCT will be administered in late Spring and will count 20% of your
final course grade. Only scientific calculators may be used on the test.
Homework, Quizzes and Tests
Assigned homework and classwork must be completed to succeed in this course. Absent students are responsible for missed
notes and assignments. Be sure to reference your student handbook.
Major tests and quizzes will be announced.
A = 90 - 100
B = 80 - 89
C = 70 - 79
Not meeting standards = Below 70
Course Requirements/Expectations:
Students are expected to adhere to the Code of Conduct, put forth 100% effort in all academic work, come to class prepared with
completed assignments and necessary supplies, and seek assistance from the teacher when needed.
Always be on time
Always be prepared with all necessary materials
(especially your graphing calculator with functional batteries!)
Always complete and submit assignments in on time
Always show respect for self, others, and property
Attendance
Students are expected to attend each class meeting. It is the student's responsibility to obtain any missed notes and/or assignments due
to an excused absence. Class Notes ,Homework assignments, tutorial resources, and other classinformation can be found at :
Absent students will have up to five (5) day to complete work missed while out of school as stated in the Student Handbook. Students
will be expected to complete previously announced quizzes and tests immediately upon returning to class. Please refer to the
attendance section of your student handbook for additional details.
Tutorial
Mathematics tutorial is held each Wednesday from 2:55 – 3:55. Be sure to make the transportation arrangements prior to attending.
Notebook & Other Supplies
Your notebook should be organized and contain the following: Several Pencils (wooden or mechanical w/ lead)
Daily Practice/Journal Writing TI-83/TI-84 Graphing Calculator
Notes Scientific Calculator (for EOCT in the Spring)
Practice Exercises Loose leaf paper
Graded Assignments
Math Team
Math Team meets every Thursday from 2:55- 4:00 in Mr. Snope's Room, number 232. Yearly off-campus competitions are held at
Armstrong Atlantic State University, Georgia Southern University, and University of Charleston. The team also competes in several
on-campus, written competitions. Don't miss out on the fun!
Mathematics Awards
To be eligible for any math awards at the end of the academic school year, you must meet the following criteria
Have a GPA of 95 or above in the current year's math course work;
Exhibit outstanding leadership in the mastery of the course;
Participate in a math-related competition (i.e. Math Team, FBLA, Odyssey of the Mind, etc.)
Display excellent behavior
Demonstrate overall excellence in the classroom
AMII 3
Student Name __________________________________________
Accelerated Mathematics II
2012-2013
My expectations are high, but together we can achieve our goals.
Be here, be positive, be willing to work, and you will succeed!
Accelerated Mathematics II Syllabus
Please sign and return this form to Mr. Snope by Friday, August 31th 2012.
I have received and read a copy of the syllabus during the first week of enrollment in this class. I understand
what the expectations and responsibilities are of the student. In addition, it is clear that the above supply list is
mandatory for all students. Should assistance be needed in obtaining any of these supplies, I will contact Mr.
Snope. Otherwise, it is assumed that each student will come to class daily with all of the supplies listed.
Students MUST bring their own supplies to class.
I am also aware that failure to complete at-home practice assignments may result in my/my student's poor
performance and possible lack of success in this class and further study in mathematics.
I understand that I will need a reliable internet connection and printer at home. If at any time I do not have
access to either of these from home, I will make other arrangements to secure the required resources.
Parent or Guardian's signature ________________________________________ Date___________
Student Signature ___________________________________________________Date___________
PLEASE PRINT ALL INFORMATION BELOW CLEARLY. IT IS IMPORTANT THAT A CORRECT EMAIL ADDRESS AND
PHONE NUMBER BE OBTAINED SO THAT I MAY CONTACT YOU. PLEASE USE THE BACK OF THIS SHEET TO
INDICATE ANY INFORMATION ABOUT YOUR STUDENT YOU FEEL IT IS IMPORTANT FOR ME TO KNOW.
Parent/Guardian name(s): ___________________________________________________________________
Parent/Guardian e-mail address(es): ___________________________________________________________
Parent/Guardian Contact Numbers: (Home Phone)_______________________ (Cell)____________________
Additional Contact Numbers: (Home Phone)_______________________ (Cell)____________________
Does your child have regular access to the Internet at home? YES NO
Does your child have regular access to a printer at home? YES NO |
Linear and Exponential Models
Unit 9
Common Core Says...
�The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.
Lesson Ideas2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.?
F.LE.1.a Prove that linear functions grow by equal differences over equal intervals; and that exponential functions grow by equal factors over equal intervals.
F.LE.1.b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
F.LE.1.c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
F.LE.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
F.LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
Please sign up for the newsletter to receive assessments. It is my small attempt to keep them out of the hands of the kids :) |
How does reading a good book help you in real life?
How does playing a game of golf help you in real life?
How does listening to Mozart help you in real life ?
How does doing a cross-word puzzle help you in real life ?
How does listening to your mp3 players help you in real life ?
How does solving a tough math problem help you in real life ?
etc.
Actually, it doesn't necessarily depend what your so-called real life is like.
Real life is real life, believe it or not. Oh my god. So confusing. Not.
Sorry to be so blunt.
So back to the question. It could help you solve problems that could actually occur to you, like complex interest equations can help you save money. It's like having an inside look at your life. You can know exactly what to do in certain situations.
Algebra II - We are learning how to solve systems using elimination. 2y - 1 = 3x...
Algebra - 2 (3a - 4) - 2 (4a + 3) simplify 2 (a + 4) = 4 (a - 3)solve thehelp please - Disscussing concepts with others as a way of learning a concept ...
Algebra - Right now we are learning about absolute value inequalities. I have to...
english - A life skill is something you need to get along in the world. ...
learing - The pattern of learning that is strongest is called: A. learning style...
algebra - how can i solve this equation: (a-b)(2a-b)(a+2b) can anyone be so kind... |
SAS Curriculum Pathways tackles need for vital maths skills
06 September 2012 -
SAS Curriculum Pathways has launched a free Algebra 1 course, to supplement what it has already been providing for 11 to 19-year-old students since its launch in March, giving them the opportunity to build on key STEM (science, technology, engineering and mathematics) skills. These skills are in short supply in the UK at present; in particular the shortage of people with maths skills integral to many industries.
A recent study conducted by KPMG revealed that around 15 million adults in the UK have numeracy skills equivalent or below those of an 11-year-old school child. This failure to master basic numeracy skills is costing the UK economy up to £2.4 billion each year. This study comes as the current National Curriculum learning systems for maths lessons in schools have been criticised for not providing a sufficiently well rounded programme to develop key skills, in particular within mathematical reasoning.
Algebra 1, the latest release from SAS Curriculum Pathways, aims to tackle some of the issues surrounding maths in the current National Curriculum by offering an interactive learning platform designed to help students in this area. Offering explanations of mathematical concepts using familiar terms, it uses a wide range of learning media, such as video and audio, to prompt students to engage with the programmes and develop the skills so desired within industry.
Relevant to secondary level maths, key stages 3 to 5, Algebra 1 is presented as a process logically guiding students through the use of algebraic functions and offering problem solving opportunities in 50 separate activities. These take students though basic equation solving, exploring functions, systems of linear equations and solving and graphing quadratic functions, all of which have been specifically designed to enhance the learning experience.
Geoffrey Taylor, Academic Programme Manager at SAS UK & Ireland, comments: "These new figures surrounding the lack of maths skills in the UK are concerning. With the growing amount of Big Data being generated a strong numerical understanding is vital for providing the basis for many careers within the growing business analytics sector, an area where SAS is a market leader. Algebra 1 is providing students with the building blocks to develop a key understanding of maths which may help to produce the analysts of the future for SAS and our clients."
Algebra 1 is designed to be integrated into lesson plans in schools throughout the UK, supporting the current learning requirements of the National Curriculum and offering a wide range of activities which address the learning needs of students.
SAS Curriculum Pathways is a free online resource for secondary school teachers and students, focused on core STEM (science, technology, engineering and mathematics) subjects. Specifically designed for 11 to 19-year-olds, including GCSE and A Level students, it comprises interactive tools, web lessons, enquiries and audio tutorials in an easy to use learner-centric format. More than 150 UK schools have already signed up for the resource |
View Poll Results: Would you recommend Mathmatica as a supplementary tool?
Voters
12. You may not vote on this poll
Yes
758.33%
No
541.67%
Mathmatica
This is a discussion on Mathmatica within the A Brief History of Cprogramming.com forums, part of the Community Boards category; I wanted to get some opinions on mathmatica.
Is it worth purchasing? I want a tool to compliment my mathmatics ...
Mathematica
I wanted to get some opinions on mathmatica.
Is it worth purchasing? I want a tool to compliment my mathmatics studies. I have heard this tool is amazing, and can do basically any math from algebra to the highest levels of calculas. Is this true? Please answer the pole as yes i would recomend it, including a posted reason on why or no I would not recomend it, including a posted reason why not. Thank you.
post 300
It depends on what you are planning on using it for/studying. (Granted, it is fun to play with.) For abstract/pure math, it would not be so useful as it can't do the proofs for you (and, it would be hard to learn much if it did, anyway). It is rather useful for advanced physics, though. Certainly, there are a lot of other things it is useful for, but whether it will be useful to you depends on what you plan on doing.
Yes, mathematica is a great program and can do all ranges of math. I don't know off hand how much it costs, I'm sure the website says, but I suspect it's over a thousand dollars. I have to ask what math are you in now? I would recommend against getting mathematica while you are still learning math. The program is so powerful that chances are you'll go to it often and not work through a hard problem yourself to get to the same level of understanding. From what I know Mathematica's main use is for post-graduate and industry levels.
mathematica 5 student license is $139.99
I want it to show me the steps of what I can not figure out on my own.
I also want it to check my homework, the books I use do not disclose the answers in the back of the book or in the instructors solution manual. How are you to know if you are correct. I can not find it and neither can the instructor. We are then to trust that the answer we found was correct. If mathematica does not disclose the steps, then it may not be of any assistance to me. I was advised though that it would show every step in finding the answer.
Alright, that's a little different. I'm going to assume you're in calculus, and you can go to and try some of its features. The website will give you an intro into what mathematica can do, and yes it does explain the steps one by one so it will serve you for the purpose of checking answers. Maybe your teacher should get it.
from your post, is it safe to assume it doesn't allow you to create a problem identical to the way it looks in the book? are we required to alter the format from the book to fit a format that the software can accept? similar to the way my graphing calculator does?
I suggest Maple or Matlab. Maple for hard core and exact math, matlab for simulation and programmable type problems. Ive never used mathematica but ive heard from some math friends that it doesnt hold anything to Maple.
I have Maple, Matlab and Mathematica at my school and while I've only looked at Mathematica any good amount all three are great programs. From what I've seen Maple would have a lot more than you would need, and matlab is more of a specialized programming language/environment that has some good math functions. I personally would think you'd be better suited with mathematica than maple, but you can look at some of maple's math tutorials at this website and see what you think for yourself.
Mathematic is undoubtedly worth purchasing if you are into math. Its basically a Ti-999999 that can do practically everything from basic addition to sequences to even dictionary lookups. But I thougth mathematica was like $1000+ so I dunno about the pricetag. I got it for free from math camp. |
STEP Prep Module 1
Current
STEP Prep Module 1
This module is intended to improve your problem-solving skills. What does a good mathematical problem solver do when presented with a problem they haven't met before? What can you do when you get stuck? Read our advice and then put it into practice by tackling the problems.
Related |
Excel HSC General Mathematics covers all the HSC topics for the current syllabus. It also features an explanation of the HSC course, a checklist of the topics in the Preliminary course, all the theory for each of the HSC topics with many fully worked examples, practice questions, challenge questions and a topic test at the end of each chapter, as well as unit tests and two sample HSC-style exam papers, all with quick answers and worked solutions, a comprehensive index and a formulae sheet.
Features:
an ultra-compact summary of the preliminary course — a fast way of finding any gaps in your knowledge!
a unique format where each worked example in every chapter has a matched question in its corresponding Further Practice section —this means there's an almost identical question for you to practise for each question in the chapter!
hundreds of questions to practise on your own in the Further Practice section —– what you need to get up to speed!
a Challenge section for each chapter with harder questions —- questions that will get you top marks in the HSC!
a key point summary and checklist for each chapter — the most important points summarised for you!
two types of tests: Topic Tests, which contain HSC-type questions that test each chapter; and Unit Tests, which also feature HSC-type questions, but test all the chapters in each unit.
a Feedback Improvement System that clearly shows you a revision method once you get feedback from your test results — turn your feedback into even better results!
a Quick Answer section with answers for every question — the fastest way to mark your work!
a Worked Solution Answer section with a worked solution to everyquestion in the book — – all the solutions at your fingertips!
ticks in the Worked Solution Answer section to show you the distribution of marks -— know the breakdown of marks in each question!
two examination papers —– not one but two papers to practise before tackling the HSC exam!
383 pages packed with notes, questions, worked examples and exam papers -— what you need to succeed in the HSC |
You are here
Math & Stats Help
The Math/Stats Help service of the University Learning Centre is located in the Murray (Main) Library, Room 144 (map).
The service is free of charge to all University of Saskatchewan students for help with University of Saskatchewan courses.
Services
Math/Stats help staff help students with a variety of mathematical or statistical topics, with a focus on first-year or introductory courses. Our service is primarily a drop-in service: students are welcome to drop in and work on homework, and ask questions when needed. Our service is designed for current University of Saskatchewan students looking for help with U of S courses. We also offer workshops or review sessions on certain topics in mathematics. These will be announced on this page and on PAWS.
Unfortunately, we do not have the resources to provide help with research-level statistics at this time. Please contact the Department of Mathematics and Statistics for advice on research-level statistics. You may also find the resources at the Murray Library page on Numeric Data helpful.
Announcements
We will be open for Term 1 of Regular Session 2013-2014 on Thursday, September 5. See below ("Hours of Operation") for schedule.
December final exam period: Yes, we will be open during the final exam period - please see below ("Hours of Operation") for the detailed schedule. Please note that the schedule is tentative.
- Math Placement Test (for students registered in certain 100-level mathematics courses): For more information about the placement test, go to . If you still have questions, please contact Amos Lee in the Department of Mathematics and Statistics (lee at math.usask.ca - replace the 'at' with @). To try a sample version of the placement test that you will write in September, please go to:
- Math Readiness evening course - A fall evening course for Math Readiness is in progress. For more information, please call Holly Fraser at 306-966-2742. To register, please call the Centre for Continuing and Distance Education at 306-966-5539.
- Math help for physics - If you are looking for help with the mathematics used in physics, you may want to consider registering in the "Math for Physics" course being offered by the Department of Physics and Engineering Physics through CCDE (the Centre for Continuing and Distance Education). For more information, please visit the "Math for Physics" website here: . Alternatively, you may want to seek help at your physics tutorial, at the Structured Study Sessions for physics, or at Math/Stats Help. Please note that Math/Stats Help tutors are not necessarily prepared to help with physics concepts, but can help with math calculations involved.
Hours of Operation
Hours during Term 1 of Fall Session, 2013-2014
Hours of Operation during the final exam period (Dec. 5-20, 2013)
Thurday Dec. 5: 10am-6pm & 7-9pm
Friday Dec. 6: 10am-6pm & 7-9pm
Saturday Dec. 7: 12noon-4pm
Sunday Dec. 8: 1-5pm
Monday Dec. 9: 10am-6pm & 7-9pm
Tuesday Dec. 10: 10am-6pm & 7-9pm
Wednesday Dec. 11: 10am-6pm & 7-9pm
Thursday Dec. 12: 10am-5pm
Friday Dec. 13: 10am-5pm
Saturday Dec. 14: 11am-5pm
Sunday Dec. 15: 1-5pm
Monday Dec. 16: 10am-6pm & 7-9pm
Tuesday Dec. 17: 10am-6pm & 7-9pm
Wednesday Dec. 18: 10am-6pm & 7-9pm
Thursday Dec. 19: 10am-6pm & 7-9pm
Friday Dec. 20: 10am-2pm
Sat. Dec. 21-January 5: closed
This schedule is subject to change. If these hours are not compatible with your schedule, please email Holly at holly.fraser at usask.ca (replace the 'at' with the appropriate symbol).
Schedule: Math/Stats Help is generally open whenever the U of S is in session; that is, during Regular Session (September-April) and Spring and Summer Session (mid-May until mid-August). We are not able to open on statutory holidays. We often hold exra hours during the final exam periods.
U of S students seeking help with non-U of S courses should be aware that students needing help with U of S courses have priority. Unfortunately, we usually do not have the capacity at this time to answer questions from people who are not University of Saskatchewan students. |
GCE1040: Math Detective uses topics and skills drawn from national math standards to prepare your students for advanced math courses and assessments that measure reasoning, reading comprehension, and writing in math |
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Prealgebra & Introductory Algebra: Elayn Martin-Gay believes every student can succeed and that is the motivating force behind her best-selling texts and acclaimed video program. With Martin-Gay you get 100% consistency in voice from text to video! Prealgebra and Introductory Algebra 2e is appropriate for a 2-sem sequence of Prealgebra (Basic Math with very early introduction to algebra) and Introductory Algebra (aka Elementary Algebra). This text was written to help students effectively make the transition from arithmetic to algebra and provide a strong foundation for success in their next, intermediate algebra course. To reach this goal, Martin-Gay introduces algebraic concepts early and repeats them as she treats traditional arithmetic topics, and then further develops their exposure to elementary-level algebra topics. The material from this text is also available split out into two separate textbooks, Prealgebra 5e and Introductory Algebra 3e, if you prefer to use split textbooks, rather than one combined textbook for your 2-sem sequence. |
Elementary Linear Algebra - 7th edition
ISBN13:978-1133110873 ISBN10: 1133110878 This edition has also been released as: ISBN13: 978-1133111351 ISBN10: 1133111351
Summary: The cornerstone of ELEMENTARY LINEAR ALGEBRA is the authors' clear, careful, and concise presentation of material--written so that readers can fully understand how mathematics works. This program balances theory with examples, applications, and geometric intuition for a complete, step-by-step learning system. Featuring a new design that highlights the relevance of the mathematics and improves readability, the Seventh Edition also incorporates new conceptual Capstone exercises that re...show moreinforce multiple concepts in each section. Data and applications reflect current statistics and examples to engage users and demonstrate the link between theory and practice 1133110878 Premium Books are Brand New books direct from the publisher sometimes at a discount. These books are NOT available for expedited shipping and may take up to 14 business day...show mores to receive. ...show less
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Beginning Algebra : Early Graphing - With CD - 2nd edition
Summary: This clear, accessible treatment of beginning algebra features an enhanced problem-solving strand highlighted by A Mathematics Blueprint for Problem Solving that helps students determine where to begin the problem-solving process, as well as how to plan subsequent problem-solving steps. Also includes Step-by-Step Procedure, realistic Applications, and Cooperative Learning Activities in Putting Your Skills to Work.
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Proof designer is a tool intended to help students who are beginning to learn how to write proofs. While proving theorems...
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Proof designer is a tool intended to help students who are beginning to learn how to write proofs. While proving theorems certainly is a creative task, there are many steps that actually are schematic and mathematicians have internalized them. For example, to prove a universally quantified statement we need to pick an arbitrary element and prove the statement for it. These types of nestings are not automatically done by novices and they take time to internalize. In proof designer such steps are created upon selection with the characteristic start (״Let a be ") and the characteristic ending (״Since a was arbitrary "). The user still has to fill in the steps in between. In the above fashion proof designer can be used to keep track of and demonstrate the macroscopic structure of the proof as well as the nesting of sub-proofs within a proof.
This applet is a web based lab that explores the properties of linear functions. It is one in a series of other precalculus...
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This applet is a web based lab that explores the properties of linear functions. It is one in a series of other precalculus labs by the same author. The directions for using Graph Explorer are contained in the Cartesian Coordinates appletThis applet is a web based lab that explores the properties of exponential functions and ways to define the number e. It is...
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This applet is a web based lab that explores the properties of exponential functions and ways to define the number e. It is one in a series of other precalculus labs by the same author. The directions for using Graph Explorer are contained in the Cartesian Coordinates applet.
Grapher allows the user to enter a function of a single variable with up to three parameters, then vary the parameter values...
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Grapher allows the user to enter a function of a single variable with up to three parameters, then vary the parameter values with sliders and watch the resulting changes in the function's graph. This applet is part of the National Library of Virtual Manipulatives. |
Technology is changing the face of education. An obvious statement, of course. Everybody from students to instructors to parents will agree. Over 40 years ago, the introduction of the pocket calculator allowed us to change the focus from menial calculations to applying our knowledge to solve problems and discover the power of mathematics.
Since then we have seen leaps from innovation to innovation. The personal computer. Computer Algebra systems. Tablet computing....
Never before has the educational landscape been changing as fast as it is today, driven by a new generation of students who are growing up with instant access to on-demand information. This generation relies on ubiquitous network access and takes for granted technology that permeates every aspect of their lives. Phones and tablets are everyday companions and are used to connect with their peers, take classroom notes and research school projects. Beyond being mere consumers...
I am currently working on my final project in high school. This project is about mathematical modelling within epidemology and i am currently working on the mathematical models based on the SIR model.
The basis models for the SIR model were pretty easy, but i cant figure out how to fit data to my models. My first idea was to use the method of Leastsquare and/or Nonlinearfit but i cant figure out how to do this in maple.
MapleNet 16 is now available. New features include the ability to programmatically execute Maple documents from your MapleNet application and support for the Symbolic Computation Software Composability Protocol (SCSCP) framework, which promotes interoperability with special-purpose computer algebra systems. For more details, see What's New in MapleNet 16. |
ITSE 1391
Computer Math/Special Topics in Computer Programming
Course info & reviews
This course is designed to teach SIN, COS, TAN, using radians and degrees, geometry of circles, triangles, Boolean algebra, and theory. Random numbers, binary, octal and hex-a-decimal arithmetic will also be taught. The student will learn the concept of arrays and some common applications such as mean, mode, range, median, standard dev... |
Math from 2+2=4 to 3-Dimensional Differential Equations! I have completed up through and including Differential Equations in my undergraduate degree in mechanical engineering. In addition I have taken several courses where the sole purpose is to derive equations including Fick, Fourier, Matano, Darken, Radial components, etc |
books.google.com - From the reviews: "This book gives a thorough introduction to several theories that are fundamental to research on modular forms. Most of the material, despite its importance, had previously been unavailable in textbook form. Complete and readable proofs are given... In conclusion, this book is a welcome... to Modular Forms |
About this product
Book Information
The 'Anthem Junior Mathematics Book 3 Answer Book' provides a complete set of answers to all the exercises and questions featured in both the 'Anthem Junior Mathematics Book 3' and the 'Anthem Junior Mathematics Book 3 Test Papers'. An indispensable classroom resource, this teacher's companion text also offers an array of additional exercises and activities, suitable for pupils of all abilities. With its rich, differentiated content and linear structure, the 'Anthem Junior Mathematics Book 3 Answer Book' will make organising lesson plans, teaching materials and preparatory work simple - thus facilitating a complete coverage of the subject.
This textbook has been designed to accompany the 'Anthem Junior Mathematics Book 3', and is the perfect tool for extending learning either in the classroom or at home.
Both rigorous and rewarding, the 'Anthem Learning Mathematics Series' has been designed to teach pupils a wide variety of mathematical skills, and to stimulate confidence and satisfaction when working with numbers |
Schaum's Easy Outline of Mathematical Handbook of Formulas and Tables easy-to-use versions of the biggest and best-selling classics in the Scaum's Outline series. Format will be streamlined and updated for a contemporary look and feel. Each book will extract the absolute essence of the subject, presenting it in concise and readily understandable form, emphasizing clarity and brevity. Graphic elements like sidebars, reader-alert icons, and boxed highlights will feature selected points from the text, highlighting keys to learning and giving students quick pointers to the essentials. MORE00%" />Boiled-down essentials of the top-selling Schaum's Outline series for the student with limited timeGraphic elements such as sidebars, reader-alert icons, and boxed highlights stress selected points from the text, illuminate keys to learning, and give students quick pointers to the essentials.Designed to appeal to underprepared students and readers turned off by dense text Cartoons, sidebars, icons, and other graphic pointers get the material across fast Concise text focuses on the essence of the subject Delivers expert help from teachers who are authorities in their fields Perfect for last-minute test preparation So small and light that they fit in a backpack!
Part 1: Formulas.
Section 1: Elementary Constants, Products, Formulas.
Section 2: Geometry.
Section 3: Elementary Transcendental Functions.
Section 4: Calculus.
Section 5: Differential Equations.
Section 6: Series.
Section 7: Vector Analysis.
Part 2: Tables.
Section 8: Factorial n.
Section 9: Conversion of Radians to Degrees, Minutes, and Seconds.
Section 10: Conversion of Degrees, Minutes, and Seconds to Radians.
Section 11: Sin x.
Section 12: Cos x.
Section 13: Tan x.
Section 15: Exponential Functions e.
Murray Spiegel held positions at Harvard University, Columbia University, Oak Ridge, and Rensselaer Polytechnic Institute. He was author of 14 books on various topics in mathematics. John Liu is Professor of Mathematics at Temple University. |
This textbook offers a thorough, modern introduction into commutative algebra. It is intented mainly to serve as a guide for a course of one or two semesters, or for self-study. The carefully selected subject matter concentrates on the concepts and results at the center of the field. The book maintains a constant view on the natural geometric context, enabling the reader to gain a deeper understanding of the material. Although it emphasizes theory, three chapters are devoted to computational aspects. Many illustrative examples and exercises enrich the text.
A Course in Commutative Algebra |
How is algebra used as a biological scientist?
how is algebra used in biological science?
Asked By: Hello - 10/21/2010
Best Answer - Chosen by Asker
Mathematics is used a lot in modern biology in subjects like biometrics, studying the spread and distribution of parasites and other diseases, in population growth and decline, and the usefulness of various methods of biological control. Mathematical models are used to predict animal and plant behaviour and assess the...
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Answered By: jonal - 10/22/2010
Additional Answers (1)
algebra uses a problem solving area of the brain that normal problems dont, so applying this techniqe with biology could yeild some really usefull and insightfull knoweledge and findings.. |
Foundations of Mathematics
9780470085011
ISBN:
0470085010
Edition: 1 Pub Date: 2008 Publisher: Wiley, John & Sons, Incorporated
Summary: Finally there s an easy-to-follow book that will help readers succeed in the art of proving theorems. Sibley not only conveys the spirit of mathematics but also uncovers the skills required to succeed. Key definitions are introduced while readers are encouraged to develop an intuition about these concepts and practice using them in problems. With this approach, they ll gain a strong understanding of the mathematical ...language as they discover how to apply it in order to find proofs.
Sibley, Thomas Q. is the author of Foundations of Mathematics, published 2008 under ISBN 9780470085011 and 0470085010. Five hundred twenty two Foundations of Mathematics textbooks are available for sale on ValoreBooks.com, one hundred two used from the cheapest price of $104.82, or buy new starting at $79.15 |
Algebra 1 - 03 edition
Summary: Motivation Rationale Statements at the beginning of every lesson make abstract concepts real to students with interesting, easily-identifiable examples. Real-world applications add depth and relevancy to daily instruction. And, segmented lessons, with examples broken down into small steps, increase student success. Accessibility This text is specifically designed to make algebra accessible to a variety of learners by providing hands-o...show moren activities and multiple representations. Small chunks of text and many examples make it easy for students to follow along. Practice Ongoing, skill-building practice can be found throughout Algebra 1. The Extra Practice section in the appendix, the Practice Workbook, and the Basic Skills Practice Masters afford students additional practice if needed. ...show lessBlue Cloud Books Phoenix, AZ
Ex-Library book - will contain library markingsHardcover Very Good 0030660513 |
CATALOG DESCRIPTION: A first course in enumeration. Topics include permutations and combinations of finite sets and multisets, properties of the binomial coefficients, the inclusion-exclusion formula, recurrences, generating functions, the Fibonacci sequence, and properties of the difference operator. The idea of the combinatorial proof is emphasized throughout the course.
PREREQUISITE(S): MATH 2012 or permission of instructor.
SUGGESTED TEXT(S):
Proofs that Really Count: The Art of Combinatorial Proof by Benjamin and Quinn
Introductory Combinatorics by John Brualdi
Applied Combinatorics by Alan Tucker
COURSE OUTLINE:
Counting Techniques
The addition and multiplication principles
Permuations and combinations of a set
The binomial coefficients
Binomial coefficient identities as an introduction to combinatorial proof |
Algebra and Trigonometry : An Early Functions Approach -Text Only - 07 edition
Bl ''lost'' when studying and reviewing.
F...show moreirst, he gets students engaged in the study of mathematics by highlighting truly relevant, unique, and engaging applications. He explores math the way it evolved: by describing real problems and how math explains them. In doing so, it answers the question ''When will I ever use this?''
Then, Blitzer keeps students engaged by ensuring they don't get lost when studying. Examples are easy to follow because of a three-step learning system - - ''See it, Hear it, Try it'' embedded into each and every one. He literally ''walks'' the student through each example by his liberal use of annotations - - the instructor's ''voice'' that appears throughout |
The Department of Mathematics at Egerton University, Njoro Campus, is composed of three main branches of Mathematics namely: Applied Maths, Pure Maths and Statistics. The department has over 23 academic staff, One secretary, Three Clerical staff, Four Ph.D research students and eleven M.Sc. students. The department is one of the busiest departments in the University, teaching over 4,000 undergraduate students in a year and graduating not less than 3 postgraduate students per year!Mathematics is a living and growing subject in which new results are continually being discovered, theorems proved, examples constructed and whole new theories developed. Even in the "purest" areas of Mathematics, the most vital research topics are often those that stem from real-life scientific problems. We also solve real problems using mathematical techniques. Conversely, it frequently happens that progress in Mathematics research, even when undertaken without regard to possible applications, eventually turns out to have relevance to other parts of science. Students who have enjoyed and excelled in Mathematics at the undergraduate level will find an additional excitement on reaching the frontiers of the subject and becoming involved with areas of current research.
Objectives
The department has a three part mission of providing training at all levels, carrying out both basic and applied research and providing services and consultations to other teaching and research departments within the University as well as to any other member of the society. It is hoped that by the end of the course a student (Majoring in Mathematics) should be able to:
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Academic Programmes
Bachelor of Science in Statistics
Bachelor of Science in Actuarial Science (To start in the year 2014)
Bachelor of Science in Mathematics (To start)
Certificate in Bridging Course in Mathematics
The Department of Mathematics at Njoro Campus has launched a certificate course in Bridging Mathematics. This programme was developed to respond to the need of giving students who performed poorly in Mathematics at KSCE level an opportunity to further their studies. Therefore this programme is meant for all candidates wishing to pursue any of the following programmes at Egerton University. (i) Diploma: Those with a KCSE mean grade of C or above and less than C in Mathematics. (ii) Self Sponsored Degree Programmes: Those with a KCSE mean grade of C+ or above and less than C+ in Mathematics. Each year, the Department has runs of 3 successful Bridging programmes with over 100 students in each session at Njoro, Nakuru Town and City campuses.
1.Bachelor of Science inStatistics
2.Bachelor of Science in Actuarial Science (To start in the year 2014)
3.Bachelor of Science in Mathematics (To start)
4.Certificate in Bridging Course in Mathematics
The Department of Mathematics at Njoro Campus has launched a certificate course in Bridging Mathematics.This programme was developed to respond to the need of giving students who performed poorly in Mathematics at KSCE level an opportunity to further their studies.Therefore this programme is meant for all candidates wishing to pursue any of the following programmes at Egerton University.
(i)Diploma:Those with a KCSE mean grade of C or above and less than C in Mathematics.
(ii)Self Sponsored Degree Programmes:
Those with a KCSE mean grade of C+ or above and less than C+ in Mathematics.
Each year, the Department has runs of 3 successful Bridging programmes with over 100 students in each session at Njoro, Nakuru Town and City campuses. |
Courses
MAT 0057 - Developmental Mathematics
This course is designed to strengthen arithmetic, geometry and algebra skills. Successful completion of this course requires mastery of the material in nine modules covering arithmetic, algebra through quadratic equations, radical expressions and graphing techniques. This course may be repeated up to three times |
Written for students majoring in mathematics, physics, chemistry, engineering, and related fields, this text's presentation is fresh, utilizing all possible resources to help students understand calculus. Written from the ground up with integrated technology, the authors keep calculus front and center while integrating technology where it is appropriate.
This text gives an early introduction to logarithms, exponentials, and the trigonometric functions. Wherever practical, concepts are developed from graphical, numerical, and algebraic perspectives (the "Rule of Three") to give students a full understanding of calculus. This text places a greater emphasis on problem solving and presents more realistic applications, as well as open-ended problems. |
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Two-Dimensional Calculus
Publisher:
Dover Publications
Number of Pages:
456
Price:
22.95
ISBN:
9780486481630
This Dover reprint of the 1968 edition offers a valuable learning aid for calculus students who have the fundamentals of differentiation and integration behind them and are on the verge of PDEs. Here the focus is on developing a geometric intuition. Visualization on the plane is the "two-dimensional" aspect. I particularly appreciate the author's patient and enlightening multi-method explanation of key topics. For instance, the classic and illustrative case of minimum area for a fixed perimeter rectangle is carefully detailed in approaches with level curves, implicit differentiation, Lagrange multipliers, and more. Similarly, a key example illustrating Taylor expansion is handled with multiple approaches.
The book begins with vector basics as a natural launching point for the geometric focus. In the final chapters focusing on the double integral, this planar thinking will be especially enlightening for students nonplussed by centroids, moments, etc. Of course, the assessment of the area of a closed curve is the book's introduction of the integral and this naturally leads to the double integral representing volume with appropriate illustrations continuing the geometric theme. This approach is comparable to that taken in Maak′s An Introduction to Modern Calculus (1963) which I feel is also worthy of a reprint edition. Each chapter concludes with exercises; for many, answers are provided in the back of the book. This is a self-contained work excellent for self-study or as an adjunct text for the undergraduate approaching this level of calculus.
Tom Schulte prepares students for calculus at Oakland Community College in Auburn Hills, MI. |
0130328391
9780130328397
Introductory Algebra for College Students:Introductory Algebra for College Students, third edition, provides comprehensive, in-depth coverage of the topics required in a one-term course in beginning or introductory algebra. The book is written for college students who have no previous experience in algebra and for those who need a review of basic algebraic concepts.The goal of the Blitzer Algebra series is to provide students with a strong foundation in Algebra. Each text is designed to develop students' critical thinking and problem-solving capabilities and prepare students for subsequent Algebra courses as well as "service" math courses. Topics are presented in an interesting and inviting format, incorporating real world sourced data and encouraging modeling and problem-solving.
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Rent Introductory Algebra for College Students 3rd edition today, or search our site for Robert textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Prentice Hall. |
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