text stringlengths 8 1.01M |
|---|
So you're back in school. Suddenly you're stuck at a desk for eight hours a day, five days a week, and life looks bleak. Luckily for you, you have your trusty TI or Casio graphing calculator by your side, perhaps a TI-83+ or a TI-84+ Silver Edition, a Casio Prizm, or (heaven forbid) a TI-Nspire. Now you want some math programs and some games for your calculator to keep yourself educated and entertained. You've come to the right place! Or perhaps you are looking to buy a graphing calculator for yourself, or for your son or daughter for school. You, too, are in the right place at the right time. Without further ado, please enjoy Cemetech's brief guide to getting started with your new or love-worn graphing calculator!
Buying a Calculator
If you already have a calculator, then you don't need to read this section, unless you're interested in expanding your collection or are doubting your choice. If you happen to have a recommendation or requirement from a teacher or professor, that narrows things down significantly. Our personal recommendations:
High school students (and below): Your best choice is a TI-84+ Silver Edition graphing calculator. It's powerful, has tens of thousands of math programs and games available, lasts for months on a set of batteries, and is attractive to boot. Even better, you can put Doors CS on it (more on that later). If you're the sort that cares, the TI-84+SE is accepted on standardized tests like the ACT and the SAT. Your second-best choice is only second-best because your average teacher is likely to be less familiar with it: the Casio Prizm. For the same price (or cheaper!) than a TI-84+SE, you can have a huge, bright, full-color LCD, an extremely fast processor, ten times the memory, and for you programmers, easy coding in BASIC and C. Like the TI-84+/SE, it can do algebra, simple numeric calculus, graphing, statistics, and is accepted on standardized tests.
College students: Are you doing engineering? If so, a TI-89 might be appropriate, as it has much more powerful symbolic features than the TI-83+/84+ series of calculators, extensive calculus capabilities, built-in 3D graphing, and much more. In addition, if you enjoy programming, you can write C programs for the TI-89. However, if you're not doing engineering or math, and you're not an experienced, hardcore programmer, then you're probably better off with a TI-84+ Silver Edition or a Casio Prizm (see above).
Programmers: Do you love hacking together a nifty C program or trying to reverse-engineer the assembly instruction set for your smart toaster's proprietary CPU? If so, you're best off with a TI-84+SE or a Casio Prizm. The TI-84+SE is a less powerful calculator, but programming it in BASIC or z80 assembly is widely documented, and here at Cemetech (and elsewhere) you can find dozens of friendly, knowledgeable, experienced coders to help you surpass hurdles in the learning process. The Prizm development community here at Cemetech is smaller, and documentation is less mature, but the device has a huge amount of power waiting to be unlocked, and with the Prizm SDK based on gcc, C programs are easy and fun to write.
Loading Up Your Calculator
Now that you have a shiny new (or old) device, you need to put some cool stuff on it.
Casio Prizm: We'll get the shorter list out of the way first. If you have a Casio Prizm, you thus far have a relatively small set of resources to work with. The device can run most Casio FX-9860g BASIC programs, as well as Prizm-specific C/ASM and TI-BASIC programs:
::FX-9860g BASIC programs ::Casio Prizm tools and games
TI-83+/84 Series: Tens of thousands, if not hundreds of thousands, of programs for these calculators are available online. The first program you should get should be Doors CS 7.1.1 (or DCS 7.2 Beta 2, if you prefer cutting-edge releases). Doors CS is a shell and GUI for the calculators, and without it, many assembly programs and games will not run. If you've heard of MirageOS, get Doors CS instead: it's faster, much more stable, can understand and execute many more types of files, has a more graphical and simpler interface, and much more. Of course, I'm its author, so I'm somewhat biased, but the thirty-eight thousand people who have downloaded it largely agree from the feedback I've received over its decade of development. Next, you'll need programs and games from the file archives of ticalc.org and Cemetech. Be sure to spend time browsing and exploring; you can find almost everything at one of the two sites. If you can't find something, post a post or a thread, and we can help you look. If it actually doesn't exist, you should write it! More on that below.
::Doors CS 7 ::General ticalc.org TI-83+/84+ archives ::General Cemetech TI-83+/84+ archives
TI-89: Unfortunately, Cemetech has few TI-89 programmers, and over the years, the 68k community (those who program for the TI-89, TI-92, and Voyage 200 calculators) has declined faster than the z80 (TI-83, TI-83+/SE, TI-84+SE) community. Nevertheless, there is a huge body of extremely high-quality programs still available in the ticalc.org archives, and the occasional new release does indeed still filter through.
::General ticalc.org TI-89 archives
Going Further: Writing Cool Programs
We at Cemetech encourage you to not just use your calculator, but to explore it and exploit it to do as much neat stuff as possible. Most of us got started on what have turned into or are turning into success engineering or computer science careers by messing with our calculators until we figured out how to program the devices. We think you would have fun doing the same, and you need very few resources to get started:
What's Next?
Presumably, you now have a calculator, some great programs, and some curiosity about writing your own programs. What if you have questions? What if you want to explore further, consider some hardware mods, or ask some questions we didn't answer? How about transferring programs, or picking a good Algebra suite for your calculator? The best Doom or Zelda clone out there? Where's the [OFF] button? Feel free to post in response to this topic, or start your own topic! And if you're new to Cemetech, be sure to Introduce Yourself. _________________
Last edited by KermMartian on 09 Sep 2011 10:18:32 am; edited 4 times in total
Comic: It's not a bad idea; a Help section of some kind, perhaps to replace the somewhat defunct Links section, would be a good idea, I think. I don't want to do something SEOish that Google might interpret as abuse, though.
allynfolksjr wrote:
Attention whore.
What, you don't like my blue eyes and doofy hair staring at you at the top of the Cemetech homepage? _________________in all, I would have to agree with what Kerm said. the TI-84+ is the best for high school student, and the gamer/programmer. The bonus to people getting the TI-84+ is that the more who get it, the more are likely to be captivated by its programming capabilities (or just gaming..) >
plus, we all know how TI likes to give us OSs for the nspire that causes crashes and all _________________Like I said, you can also have a 84+ inside the Nspire, so it's like having 2 calculators. And I have been using a Nspire (both OS 2 and 3) for a year now and it NEVER crashed on me. I use it every day for school-related stuff and even gaming/programming.
And you can also write small maths programs on the Nspire (Basic). If math is what you want, it works just fine.
Kerm doesn't like the Nspire I think, but it's undoubtedly the best calculator for school.
I'd rather say: In the short term, nothing beats the TI-68k series.
(this will probably become wrong by next year's beginning of school year, because more and more people are forced to use the Nspire anyway, so they have to cope with its limitations and help other do so as well)
The 84+ emulator built in older Nspire model is slow and inaccurate.
The Nspire's CAS does not provide highly significant functionality improvements over the TI-68k series' CAS, i.e. a 10+-year-old CAS... but it cannot be programmed in C/ASM, unlike the CAS of the TI-68k series.
Due to all those unnecessary layers of compression and encryption, the Nspire's document system is slow.
The TI-Z80 & TI-68k keyboards are much better for typing mixed letters and numbers than both models of Nspire keyboards.
Four years and a half after the introduction of the series, the Nspire's programmability remains poor. The recent addition of Lua has narrowed the gap somewhat, but nothing beats native code in terms of performance and expressiveness.
Last edited by Lionel Debroux on 09 Sep 2011 06:53:54 am; edited 1 time in total
Oh and speaking of Nspire advantages, the fact that I never had a RAM Clear. Ever. Never. Ever. Unlike on the 84+ series where it happens every now and then.
We're talking about schools here:
1. Students don't like RAM Clears
2. Students like easy ways of sending files over calculators, (go Nspire!, another way the 84+ fails)
3. Students like to have the cool Document system with many tabs with text DEFAULT. You can't even save text on a 84+ by default. Some calculators include Notefolio, but most students don't know how to install programs and where to get them online
I could get on a imensely long argument with you guys, but we are all programmers. The different between me and you, is that I can think like I student who needs to save all the stuff for Physics and have good calculator on Maths.
For students in school, the Nspire is undoubtedly much, but just so much better than the 84+ SE. I mean, it's not even comparable, and I have tried both extensively.
All my friends regret getting the same calculator as the teacher (84+).
You're comparing the 84+ and the Nspire, and stating that "the Nspire is so much better", while I'm comparing the TI-68k series and the Nspire, and stating that the Nspire is not that much better. _________________ Member of the TI-Chess Team.
Co-maintainer of GCC4TI (GCC4TI online documentation), TIEmu and TILP.
Co-admin of TI-Planet.My stance is with Kerm, I don't like the CX. It's really too expensive and the development for it is still quite limited. Plus, in the short term there will be more games for the CX, but the omnimaga Prizm contest has already hyped many to consider buying a prizm so they can get playing and get coding right away. That and Obliter8 1.0, which I played for an hour last night and can only say _________________ IT IS NOTHING BUT BLACK METAL NOVEMBER1. Students don't need new Maths software, most stuff is included unlike what happens with the PRIZM and the 84+
2. "Too much memory" is not a problem here, it's good if you want to have GB Emulator ROM's
3. Cheaper than the 89 and the 84+ SE in Portugal
4. The CX features 3D Graphing, but I don't recommend the CX, only the Nspire. On the Nspire you can also have 3D Graphing, but it's not default.
You're not thinking like Highschool students...
Nspire > 89 > 84 series
I never tried a 89 though, but I'm basing my opinion on it by what debrouxl said |
Study for a degree in mathematics and informatics and further the development of new technologies
Most of the technological advances that we use every day (3D graphics, MP3 audio compression, GPS navigation) would have been unthinkable without mathematics and informatics. The applied combination of the two disciplines will be the cornerstone of new technological changes in today's society. On the other hand, there is a growing demand for professionals with knowledge of mathematics and informatics in the business world and industry.
Would you like to be party to the development of new simulation systems applied to the environment? Would you like to generate more realistic graphical tools? Would you like to break new ground developing compression algorithms to support Web searches? Would you like to be party to the biotechnology revolution? Study mathematics and informatics
If you like mathematics and informatics and your are interested in their application to new technologies, study for a degree in mathematics and informatics. No previous knowledge of computers is necessary.
Mathematics and informatics: a world of possibilities
Web search algorithms
For many users all over the world, the most commonly used search engines, Google, for example, are the gateway to the Web. Google's page ranking system is based on linear algebra and statistics. Research with a strong mathematical groundwork is being conducted into techniques for broadening search engine search options, applying artificial intelligence techniques to identify photos that were taken of a particular place or identify a particular voice in an audio recording, for example. Other mathematical techniques, like fractal networks, are used to describe and study Internet traffic for possible improvement. Mathematics and informatics have provided revolutionary solutions for searching vast quantities of data and designing complex hi-tech networks for high-speed data processing.
3D graphics and multimedia systems
Animated films, special effects and 3D graphics in video games are based on mathematics (vectors, matrices, polygonal approximations...) and would be impossible without computers. Listening to music on a CD or iPod or watching films on a DVD is possible thanks to informatics techniques that use the mathematics of signal processing, binary arithmetic, differential equations, linear algebra, trigonometry or calculus. On the other hand, the storage and transportation of such information would be impossible without image processing and data compression techniques that use linear algebra, probability, graph theory, abstract algebra and more recently wavelets to compress audio and video.
Simulation
Research into air and water flows dates back over a hundred years, but not until recently has the phenomenon of turbulence, vital for aerodynamics, begun to be understood. Mathematics and computers are able to simulate these phenomena without having to use wind tunnels. Fractal geometry in conjunction with computers is able to simulate irregular natural structures or output real textures for virtual reality. Fractals are also a component of chaos study. The best known example of chaos theory is the butterfly effect, which refers to the fact that the flapping of a butterfly's wings can affect global weather weeks later. The simulation of galaxies, where many objects have chaotic paths, requires the design of new algorithms that will give us a glimpse of the underlying structure of the universe.
Environment
The equations that describe ocean currents and temperatures, which affect the world's climate, are impossible to solve even using today's computers. Even so, it is possible to make short-term forecasts, for example, to predict the appearance of "El Niño". Weather forecasting, which relies on numerical calculus techniques, has improved over the last 20 years thanks to the increased computational power of computers and the advance in mathematics-based applications.
Security and cryptography
The mathematics of cryptography is vital for trade today. Although based on classical algebraic methods, the encryption techniques used today were developed over the last 25 years. Mathematics are also behind error correction codes, enabling error-free operations or assuring correct bar code or identification number (ID card, ISBN,..) reading. Fingerprint identification involves building databases that are only manageable thanks to the use of computer programs that apply wavelet-based data compression mathematics techniques. Iris recognition is based on pattern recognition, wavelets and statistics.
Biology and medicine
Experimenting with the human heart is out of the question, but, thanks to mathematics and informatics, it has been possible to precisely model this organ leading to a better understanding of how it works. This has improved, for example, the design of artificial valves.To understand how the different parts of the brain work, it has to be mapped in 2D. This is especially complicated in the case of the brain due to the numerous folds and fissures in its surface. Different geometrical and topological techniques are useful for these mapping purposes. Geometry, differential equations and linear integer programming are three fields of mathematics used to process real-time data to locate tumours with the aim of doing maximum damage to the tumour and minimum damage to healthy tissue. Using computer-programmed mathematical models, it is possible to experiment on how to use viruses to destroy cancerous cells, eliminating failed approaches and selecting candidates to run other experiments.
Study mathematics and informatics at the Universidad Politécnica de Madrid
Even if you are convinced that mathematics and informatics are your thing, you might ask
Why study mathematics and informatics at the Universidad Politécnica de Madrid?
Because, according to the annual survey conducted by the El Mundo newspaper, the UPM's Facultad de Informática is the number one Spanish higher educational institution teaching the degree in informatics engineering.
Because it has the faculty with the best reputation. The world-level quality of the research by professors of the UPM's Facultad de Informática keeps tuition at the leading edge of the profession and prepares you for the challenges facing informatics.
Because of its students' service: through the Mentor Project, foundation courses, getting started, open day, text messaged grades, etc.
Because of its student-driven tuition: for the last three years, tuition at the UPM's Facultad de Informática has successfully complied with the Bologna Declaration, and technical training has been combined with the development of the skills most sought after in the business world (communication skills, team work, etc.). |
New Scientist full online access is exclusive to subscribers. Registered users are given limited access to content, find out more. To read the full article, log in or subscribe to New Scientist.
Review: Slimmer, fitter mathematics
Clean, slim lines characterise this year's mathematics textbooks. The day of the comprehensive tome may still be in force in the US, but elsewhere short, well-focused books are becoming the rule. Hardly surprising, when students have enough trouble eating and paying the rent: in Britain textbooks are fast becoming a luxury. At any rate, publishers have seen which way the wind is blowing, and have adapted their product accordingly - with the positive spin-off of comprehensible books.
Sets by Michael Potter - the preface explains how near it came to being 'The Joy of Sets' - makes the foundations of mathematics palatable by embedding the formalities of logic and set theory in an often fascinating discussion of their historical origins. Suitable for final year undergraduates; some parts could with profit be read earlier. More down to earth is Alan Slomson's An Introduction to Combinatorics. This is an area where serious |
Written by Stephen Hake, author of the
Saxon Middle Grades program, Math
Intermediate 3 is ideal for students looking
for a textbook approach that provides a
smooth transition into Math 5/4. It is also
helpful for students who are coming to
Saxon from other programs.
Math Intermediate 3 teaches mathematical
concepts through informative lessons,
helpful diagrams, and interactive activities
and investigations. The Math Intermediate 3 Homeschool Kit includes a Student Textbook, Homeschool Testing Book, Solutions Manual, and Power Up Workbook.
Click here for the Saxon Math Intermediate 3 Lesson Activity Worksheets. (This is a password-protected PDF. The password is the final word on page 8 of the Math Intermediate 3 Homeschool Testing Book.)
<< Use the Product Offers on the left to navigate through this category. |
Purpose: The purpose of this project is to develop an intelligent tutoring system designed to help students master algebra concepts related to solving linear equations. In this intelligent tutoring system, students teach a computer learner, SimStudent, how to solve linear equations. The students select linear equations for SimStudent to solve and monitor SimStudent's performance, providing hints and feedback. The goal of the tutoring is for students to improve their understanding of algebraic concepts, remediate their own misconceptions, and strengthen their problem-solving ability and procedural knowledge of solving linear equations.
Project Activities: Over three years, the research team will develop and evaluate three versions of SimStudent in order to determine the degree to which each version of the system supports student learning in algebra. In Year 1, the system will be designed so that participating students will tutor SimStudent so that it can pass end-of-level quizzes. In Year 2, the research team will develop a game-show environment in which several SimStudents, each tutored by different student tutors, will compete against each other. In Year 3, the research team will modify the system so that students are asked to diagnose SimStudent'smisconceptions and then plan remedial problems that will enable SimStudent to learn from the experience and develop the desired math skill. In addition, the team will develop a meta-tutor that will provide scaffolding to students on their selected problems and gives suggestions for more strategically selected problems. In each year of the project, student performance using SimStudent will be compared to students who learn algebra using different computer software supports.
Products: Products of this development project include a fully developed, web-based intelligent tutoring system, SimStudent, designed to support student mastery of linear equations. Additionally, a meta-tutor will be developed that monitors students' suggestions for SimStudent and provides scaffolded feedback to the students. Published reports of the research findings will also be produced.
Structured Abstract
Setting: The study will be conducted in intact classrooms that participate in the LearnLab project through the Pittsburgh Science of Learning Center.
Population: Participating students will be enrolled in the second half of 8th or 9th grade Algebra I. They will only participate after they have learned basic concepts and skills of linear equation solving.
Intervention: The intervention will be an intelligent tutoring system, modeled after the Algebra Cognitive Tutor, where students with some algebra knowledge tutor the SimStudent by providing feedback and hints, and monitoring its performance. The expected duration of interacting with the SimStudent is three weeks, as part of Algebra I class work. Three different versions of SimStudent will be developed.
Research Design and Methods: All studies will employ a between-subjects experimental design. Participants will be randomly assigned to a condition, with the treatment condition participants receiving the intervention and the control condition participants exposed to a different system or performing other algebra activities. In Year 1, the treatment participants will be exposed to SimStudent (testing the learning by teaching hypothesis), with the goal of tutoring SimStudent so that it can pass the end-of-level quizzes. In Year 2, treatment and control students will both be exposed to the SimStudent, but the goals of their activities will differ. The treatment condition students will be preparing SimStudent for the game-show competition (testing the social motivation of learning hypothesis) and the control students will tutor SimStudent so that it can pass the end-of-level quizzes. In Year 3, treatment and control students will again both be exposed to the SimStudent. However, the actions of students in the treatment condition will be monitored by a meta-tutor that will provide feedback to the students regarding their choice of problem-selection and hints to SimStudent.
Control Condition: Students in the control condition will use a different intelligent tutoring system, the Carnegie Learning Algebra I Tutor, for the first study in Year 1. Students in the control condition in Year 2 will be exposed to SimStudent but they will not have the component of the game-show competition. Students in the control condition in Year 3 will not be exposed to the meta-tutor.
Key Measures: Performance measures will be collected both pre- and post-exposure to the intervention and will assess problem solving ability and conceptual knowledge. This will include measures to assess the students' ability to judge the correctness of steps taken to solve algebraic equations and to perform the next step in a series of steps. Additionally, measures of students' reasoning skills will be collected. Finally, post-exposure measures will assess both near and far transfer, using researcher developed measures to assess near transfer, and standardized measures of algebra to assess far transfer.
Data Analytic Strategy: Using analysis of variance techniques, between-subjects comparisons will be conducted between students in the treatment and control conditions. Additionally, within-subjects comparisons for all students will test for learning gains by comparing performance at pre- and post-exposure to the intervention, and performance at near and far transfer. |
MATH 5213
Topics in Mathematics for Grades K-8
Course info & reviews
Investigation of number theory, extending ratio, proportion and probability with connections to rational numbers, algebra and geometry. Reasoning about topics in the context of the K-8 mathematics curriculum.
Four equal positive point charges, each of charge -14 C , are at the corners of a square of side 12c... Show more
Four equal positive point charges, each of charge -14 C , are at the corners of a square of side 12cm.What charge should be placed at the center of the
square so that all charges are at equilibrium?
Solve using only Biot-Savart and maxwell's equations. •Show
less |
Product Description
Algebraic expressions and linear equations are applied throughout a thorough review of operations on integers, fractions, decimals, percents, and radicals. Students explore relations and functions using equations, tables, and graphs. Chapters on statistics and geometry extend foundational concepts in preparation for high school courses. Problem solving and real life uses of math are featured in each chapter. Dominion mathematics can be used to manage God's creation to His glory. 2nd Edition.
This kit includes:
Pre-Algebra Student Book
Pre-Algebra Teacher's Edition
Pre-Algebra Test Pack
Pre-Algebra Test Pack Answer Key
Pre-Algebra Student Activity Manual
Pre-Algebra Student Activities Answer Key
This resource is also known as Bob Jones Pre-Algebra Grade 8 Homeschool Kit, 2nd Edition.
Product Reviews
BJU Pre-Algebra Grade 8 Homeschool Kit (Second Edition)
4.5
5
2
2
excellent product
Teacher's manual is easy to use and very helpful. The student books are attractive and contain very good explanations. The BJUPress staff are friendly and helpful and will explain concepts and answer questions if the parent can't figure it out. We love it!
March 5, 2011
Better than Expected!
We really didn't want to go down the road of "workbooks" and were concerned that the message of Scripture would be lost in the text/tests/etc. We were pleasantly surprised by this set. This is our first experience with BJU, and we had done quite a bit of research, and continued to be frustrated and disappointed. There is the potential in this program for "a lot of busy work". However, it is not necessary to complete every single 'problem', as the TE guide clearly points out. This is very good. There are many references to God's message throughout the lessons and even segments specifically dedicated to the study of Biblical Principles applied in the science of Mathematics.
December 21, 2010 |
Algebra for College Students - 6th edition
Summary: The Dugopolski series in developmental mathematics has helped thousands of students succeed in their developmental math courses.Algebra for College Students,6eis part of the latest offerings in the successful Dugopolski series in mathematics. In his books, students and faculty will find short, precise explanations of terms and concepts written in clear, understandable language that is mathematically accurate. Dugopolski also includes a double cross-referencing system be...show moretween the examples and exercise sets, so no matter where the students start, they will see the connection between the two. Finally, the author finds it important to not only provide quality but also a wide variety and quantity of exercises and applications |
I'm taking pre-cal this upcoming school year as a junior in high school, and I was just wondering, what do they teach in pre-cal. I live in Texas and the teaching is a lot different here than most states, and if you are in Texas too, than you'd understand.
Edit Your Question
Please avoid any drastic changes to the overall meaning of your question.
Pre-Calculus is an advanced form of secondary school algebra, and a foundational mathematical discipline. It is also called Introduction to Analysis. In many schools, precalculus is actually two separate courses: Algebra and Trigonometry. Precalculus prepares students for calculus the same way as pre-algebra prepares students for Algebra I. While pre-algebra teaches students many different fundamental algebra topics, precalculus does not involve calculus, but explores topics that will be applied in calculus. It often involves covering algebraic topics that might not have been given attention in earlier algebra courses. Some precalculus courses might differ with others in terms of content. For example, an honors level course might spend more time on conic sections, vectors, and other topics needed for calculus, used in fields such as medicine or engineering. A college preparatory class might focus on topics used in business-related careers, such as matrices, or power functions. |
There is software out there pertaining to probabilities, but students must pursue to find the better ones. The persistence of the student will help to find the computer software program that works in the areas that the student is interested. The students as well as the teachers can find thorough and efficient probability software in just about any store that sells software programs. Even a few of the office supply stores now carry probability software where they once avoided these programs.
Some of the software programs are age and grade sensitive so the students must read the outside labels to understand better what the probability software program includes and then what it leave out. Probability software programs like Demography which offers the simulation of growth in a structured age population, yet it also includes graphs and interactive participation to help enhance the students learning possibilities.
A few other probability software programs that are age and grade sensitive are Exploring Data, Jeff's World, K-12 Teaching Materials (Mathematics Archives) which all are inclusive of interactive activities, worksheets for the students to practice various scenarios, an overhead transparency master, data sets and an assessment to support data exploration at the students leisure.
Other mathematical and probability software programs for the computer in the classroom and for the students to work on in the comfort of their home are Maple Application Center, Mathematical Software, Mathematics Tour of Features, Math Source, Mathematical Statistics, Start Up, and SL Gallery. These particular probability software programs offer an extensive list for exploration, sharing, interactive engaging, and a reference research to help the student on the road to a clear and precise understanding of the statistical and probability mathematics.
Other interactive probability software programs like ESBPDF Analysis Probability Software, Video Poker Calculator, Stock Option Secrets, Easy Fit, and Elliot Wave Analyzer are precision helpers in all facets of probability mathematics. These include the population growth in a format to calculate future growth at a given rate. They all include an interactive, easy to use approach to statistics and the world of mathematical probabilities.
All of these probability software programs purchased in any of the local retail stores are usable for personal at home computers. Teachers may also purchase them for use in the classroom. |
fundamental goal in Tussy and Gustafson's INTRODUCTORY ALGEBRA, Third Edition is to teach students to read, write, and think about mathematics ...Show synopsisThe fundamental goal in Tussy and Gustafson's INTRODUCTORY ALGEBRA, Third Edition is to teach students to read, write, and think about mathematics through building a conceptual foundation in the language of mathematics. The book blends instructional approaches that include vocabulary, practice, and well-defined pedagogy, along with an emphasis on reasoning, modeling, communication, and technology skills to develop students' fluency in the "language of algebra." Tussy and Gustafson understand the challenges of teaching developmental students and this book reflects a holistic approach to teaching mathematics that includes developing study skills, problem solving and critical thinking alongside mathematical concepts. New features in this edition include a pretest for students to gauge their understanding of prerequisite concepts, problems that make correlations between student life and the mathematical concepts and study skills information designed to give students the best chance to succeed in the course. Additionally, the texts widely acclaimed Study Sets at the end of every section are tailored to improve students' ability to read, write and communicate mathematical ideas.Hide synopsis
Description:New. 0534407358 Premium Books are Brand New books direct from...New. 0534407358 |
Successful students will be able to define, represent, and model using logarithmic functions. Recognition of the inverse relationship between logarithmic and exponential functions is essential to this concept. They will apply the laws of logarithms, solve logarithmic equations, and use logarithms to solve exponential equations. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and solve rich contextual problems.
L1. Logarithmic expressions and equations
a. Apply the properties of logarithms and use them to manipulate logarithmic expressions.
Represent logarithmic expressions in exponential form and exponential expressions in logarithmic form.
Understand that a logarithm is an exponent that depends on the
base used.
The properties of logarithms include those related to powers,
products, quotients, and changing the base. |
Algebra 1
9780078738227
ISBN:
0078738229
Pub Date: 2007 Publisher: McGraw-Hill Higher Education
Summary: THE PROGRAM STUDENTS NEED; THE FOCUS TEACHERS WANT! "Glencoe Algebra 1" is a key program in our vertically aligned high school mathematics series developed to help all students achieve a better understanding of mathematics and improve their mathematics scores on today's high-stakes assessments.
McGraw-Hill Staff is the author of Algebra 1, published 2007 under ISBN 9780078738227 and 0078738229. One thousand ...ninety four Algebra 1 textbooks are available for sale on ValoreBooks.com, eight hundred eighty nine used from the cheapest price of $9.00, or buy new starting at $114.40. HARDCOVER some pages wrinkled from water damage but no staining and dos not affect usability, Moderate wear to cover,edges, and corners, covers begin [more]
WE HAVE NUMEROUS COPIES. HARDCOVER some pages wrinkled from water damage but no staining and dos not affect usability, Moderate wear to cover,edges, and corners, covers beginning to separate from pages exposing a small amount of binding but page binding is still good - Student name/s inside front cover -school stamp inside front cover pages appear free of markings/writing[less]
WE HAVE NUMEROUS COPIES. HARDCOVER. Usable textbook. Heavy wear to cover,edges, and corners, cardboard showing on multiple corners, covers have scratches and indentations from [more]
WE HAVE NUMEROUS COPIES. HARDCOVER. Usable textbook. Heavy wear to cover,edges, and corners, cardboard showing on multiple corners, covers have scratches and indentations from writing, writing on edges of pages, school stamp inside cover, school barcode on spine, student names written inside front cover, writing on inside covers, areas of cover along spine have tears and missing cover, pages have minimal to no writing inside, pages appear free of detracting marks, binding still intact. This book is perfect |
MATH 8
COURSE OUTLINE
MRS. WELLS
I. Introduction:
This course is designed to prepare students for Algebra I. The goal of this
course is to assist students to become more advanced mathematical
thinkers and problem solvers.
II. Course Expectations:
1. Continual Class Participation
2 Daily Class/Homework Assignments (posted on
3. Several weekly quizzes
4. Test at the end of each chapter
III. Grading Policy:
Test – 30%
Quiz – 30%
Notebook (classwork/homework) – 30%
Participation – 10%
IV. Materials:
1. Three ring binder with three dividers
2. Pencils(no pens are to be used in math)
3. Calculator – TI 84 (one will be supplied in the classroom)
V. Extra Help:
Before School: Mon., Weds. and Fri.
After School: Announced weekly (posted on
Please visit the website to get daily assignments and other class |
In this study, I developed cases describing three participants – Bob, Jack, and Amy – and their mental imagery, representations, and methods used to create meaning for calculus derivative graphs. Two research questions were investigated: (1) What is the nature of calculus students' understanding of derivative graphs; (2) how do calculus students create meaning for derivative graphs? During the clinical interviews, the participants were presented with a derivative graph of a function and asked to draw a possible antiderivative graph as I sought to gain understanding of their mental processes and representations.
The participants' interpretations and representational schemes for derivative graphs were different because of their preferences for mathematical processing. Bob and Jack relied on visual processing and graphic representations (or mental images). For them, the derivative graph represented the slopes of the antiderivative graph, and their images or graphic representations of the slopes of the tangent lines determined the graph of the antiderivative graph. Without the support of analytic thinking, their images hindered their understanding. Amy relied on analytic processing and algebraic representations. For Amy, the derivative graph represented an equation (or a function presented with an equation), and the equation of the derivative graph determined the equation as well as the graph of the antiderivative graph. Without the support of visual thinking, her analytic approach presented different difficulties.
This study found that since the participants' knowledge was strongly associated with one mathematical processing (or representation) and weakly associated with the other mathematical processing (or the other representations), their one-sided thinking or over-reliance on one representation impeded their understanding of derivative graphs. Their difficulties with derivative graphs indicate the importance of reversibility of thinking processes, synthesis of analytic and visual thinking and the use of multiple representations in the complete understanding of differentiation and integration. Derivative and antiderivative graphs with a cusp, a sharp corner, a vertical tangent line, or a discontinuity should be used to encourage students to use formal definitions of left- and right-hand derivatives, differentiability, and continuity as well as help them construct appropriate mental images and representations that will facilitate their learning and understanding of calculus. |
I would recommend Nancy Blachman's "Mathematica: A Practical Approach." I
believe that it's in its second edition at this point, and she now has a
coauthor. It seems geared toward the novice user and explains everything
from getting help, numerics and symbolics, graphics, and programming.
There are even problem sets after each chapter to give you practice with
the material. Be certain to do them - you'll learn lots!
Regards,
J. Leko
Please reply to leko*j at cspar.uah.edu
In article <8qhoa2$jc8 at smc.vnet.net>, chuleta2099 at my-deja.com wrote:
> What is a good book to show me how to use mathematica?
>
>
> Sent via Deja.com
> Before you buy. |
More About
This Textbook
Overview
An introduction to quantitative methods delivering the knowledge and skills required to process, utilize and manipulate numerical information of the type and style found in the business environment. The practical application of quantitative methods is emphasized.
An additional unit on basic mathematics is included which is suitable for students enrolling on business studies programs without formal mathematical qualifications.
Contents include: foundation mathematics and business mathematics; data presentation; linear programming; regression and correlation analysis; probability and probability |
Sacred Geometry (01 Edition)
by Lundy Publisher Comments
Geometry is one of a group of special sciences - Number, Music and Cosmology are the others - found identically in nearly every culture on earth. In this small volume, Miranda Lundy presents a unique introduction to this most ancient and timeless of... (read more)
Ruler and Compass: Practical Geometric Constructions
by Andrew Sutton Publisher Comments
An introduction to geometry without measurements. Since the earliest times, mankind has employed the simple geometric forms of straight line and circle, in art, architecture, and mathematics. Originally marked out by eye and later using a stretched cord,... (read more)
Geometry-homework Practice Workbook (08 Edition)
by Carter Publisher Comments
The Homework Practice Workbook contains two worksheets for every lesson in the Student Edition. This workbook helps students: Practice the skills of the lesson, Use their skills to solve word problems.... (read more)
Quadrivium (Wooden Books)
by Miranda Lundy Publisher Comments
The quadrivium—the classical curriculum—comprises the four liberal arts of number, geometry, music, and cosmology. It was studied from antiquity to the Renaissance as a way of glimpsing the nature of reality. Geometry is number in... (read more)
Geometry of Conics
by A.a. Zaslavsky Book News Annotation
Originally published in 2007, in Russian, by the Moscow Center for
Continuous Mathematical Education, this book begins with coverage of
the elementary properties of conics--material that can be approached
with standard high school curriculum as... (read more)
Geometry and the Visual Arts
by Dan Pedoe Publisher Comments&... (read more)
Groups: A Path to Geometry
by R. P. Burn Publisher Comments
Following the same successful approach as Dr. Burn's previous book on number theory, this text consists of a carefully constructed sequence of questions that will enable the reader, through participation, to study all the group theory covered by a... (read more)
Girls Get Curves: Geometry Takes Shape
by Danica Mckellar Publisher Comments
Read Danica McKellar's posts on the Penguin Blog From a well-known actress and math genius—a groundbreaking guide to mathematics for middle school girls, their parents, and educators As the math education crisis in this country continues to make... (read more)
The Four Pillars of Geometry
by John Stillwell Publisher Comments
For two millennia the right way to teach geometry was the Euclidean approach, and in many respects, this is still the case. But in the 1950s the cry "Down with triangles!" was heard in France and new geometry books appeared, packed with linear algebra... (read more)
Islamic Design: A Genius for Geometry (Wooden Books)
by Daud Sutton Publisher Comments
An exploration of the construction and meaning of Islamic geometric patterns. Throughout their long history the craft traditions of the Islamic world evolved a multitude of styles applied to a great variety of media but always with unifyingGeometry (Cliffs Quick Review) - Study Notes
by Cliffs Notes Publisher Comments
CliffsQuickReview™ We take great notes—and make learning a snap When it comes to pinpointing the stuff you really need to know, nobody does it better than CliffsNotes. This fast, effective tutorial helps you master core geometry concepts—... (read more)
Geometry Essentials for Dummies (For Dummies)
by Mark Ryan Publisher Comments
Just the critical concepts you need to score high in geometry This practical, friendly guide focuses on critical concepts taught in a typical geometry course, from the properties of triangles, parallelograms, circles, and cylinders, to the skills and... (read more)
Symmetry: A Mathematical Exploration
by Kristopher Tapp Synopsis
This textbook is perfect for a math course for non-math majors, with the goal of encouraging effective analytical thinking and exposing students to elegant mathematical ideas.... (read more)
Challenging Problems in Geometry
by Alfred S. Posamentier Publisher Comments
Designed for high school students and teachers with an interest in mathematical problem-solving, this volume offers a wealth of nonroutine problems in geometry that stimulate students to explore unfamiliar or little-known aspects of mathematics.Included |
Hello Math Gurus! I am a novice at math trivia samples. I seem to understand the lectures in the class well, but when I begin to solve the problems at home myself, I commit errors . Does anyone know of any website where I can get my solutions checked before submitting them for grading? Or any resource where I can get to see a step by step answer ?
Hey brother . Let me tell you some thing, even teachers in this field sometimes lag in a particular branch . Mathematics is such a vast subject, that it sometimes becomes impossible to understand every topic with equal ease. If you are facing problems with math trivia samples, why don't you try Algebrator. This program has rescued many friends of mine and I have used it once as well. I was quiet happy with it.
Registered: 16.04.2003
From: the wastelands between insomnia and clairvoyance
Posted: Tuesday 02nd of Jan 17:27
Algebrator indeed is a very good software to help you learn math, without having to go to school. You won't just get the problem solved but the entire solution as well, that's how concepts are built . And to score well in math, it's important to have strong concepts. I would highly recommend using this software if you want to finish your assignment on time.
I remember having often faced difficulties with least common measure, graphing and logarithms. A truly great piece of math program is Algebrator software. By simply typing in a problem from workbook a step by step solution would appear by a click on Solve. I have used it through many algebra classes – Algebra 2, Basic Math and Basic Math. I greatly recommend the program. |
Best comprehensive Reference Book for Pure Math?
For those of you who don't know, "Formulas and Theorems" is basically a compilation of thousands of math theorems, 6000+ formulas, with a summary of their proofs, covering most of what was known in the late 18th century.
What I'm looking for is a comprehensive reference book with worked examples, possibly one to practice proofs, very much like "Formulas and Theorems in Pure mathematics" by George Shoobridge Carr, except more up to date, and covering more advanced topics. Any suggestions?
Best comprehensive Reference Book for Pure Math?
You might want to look at the Oxford Users' Guide to Mathematics. You can view some of the content on Amazon and judge if that's what you had in mind. Here's another review. You also could search Amazon for either Handbook of Mathematics or Mathematical Handbook, but most of the results are oriented towards scientists and engineers. I own this volume. It's very comprehensive, but I don't refer to it very often. |
igonometry
Gain a solid understanding of the principles of trigonometry and how these concepts apply to real life with McKeague/Turner's best-selling ...Show synopsisGain a solid understanding of the principles of trigonometry and how these concepts apply to real life with McKeague/Turner's best-selling TRIGONOMETRY 6e, International Edition. This book's proven approach presents contemporary concepts in brief, manageable sections using current, detailed examples and high-interest applications. Captivating illustrations drawn from Lance Armstrong's cycling success, the Ferris wheel, and even the human cannonball show trigonometry in action. Unique Historical Vignettes offer a fascinating glimpse at how many of the central ideas in trigonometry began. TRIGONOMETRY 6e, International Edition, uses a standard right-angle approach with an emphasis on the study skills most important for success both now and in advanced courses, such as calculus. The book's proven blend of exercises, fresh applications, and projects is combined with a simplified approach to graphing and the convenience of new Enhanced WebAssign--a leading, time-saving online homework tool--and the innovative CengageNOW teaching system. With TRIGONOMETRY 6e, International Edition, you'll find everything you need for a thorough understand of trigonometry concepts now and the solid foundation you need for future coursework and career 7th Edition. Used-Acceptable. Text is generally...Acceptable. 7th Edition. Used-Acceptable. Text is generally clean; has used stickers on cover. Does not include online code |
CHENIER EDUCATIONAL ENT Practical Math Application GuideModel# CPMAG
MSRP: $19.99
NOW: $17.99
Referenced to Chenier's Practical Math Dictionary, this book is designed to parallel and enhance any practical math class from general education through college level programs. Many of the math concepts are left out of traditional math books, and are relevant to many different trades, occupations, do-it-yourselfers, home owners, home schools, etc. This book includes testing material, exonomical hands-on projects that simulate industry (use with sticks of wood, chalk lines, flip chart paper, etc.), the answers, and many diferent unique modules for projects, classroom situations, self-study, industry, etc. All are proven in the classroom and on-the-job. Learn drilling tricks, drill and tap charts (English and Metric), drill numbers, American Standard pipe shart, shimming tricks, draw circles with a layout square. |
his workbook helps learners identify their strengths, weaknesses, and personal learning styles--and then presents an easy-to-follow system to increase their success in mathematics. With helpful study tips and test-taking strategies, this workbook can help reduce "math anxiety" and help readers become more effective at studying and learning mathematics. |
Mathematics in Action : Prealgebra Problem Solving - 3rd edition
Summary: The first book of the Mathematics in Action series, Prealgebra Problem Solving, Fourth Edition, illustrates how mathematics arises naturally from everyday situations through updated and revised real-life activities And The accompanying practice exercises. Along with the activities And The exercises within the text, MathXL and MyMathLab have been enhanced to create a better overall learning experience For The reader. Technology integrated throughout the text helps readers interpret ...show morereal-life data algebraically, numerically, symbolically, and graphically. The active style of this book develops readers' mathematical literacy and builds a solid foundation for future study in mathematics and other disciplines$117160.93 |
Virtual Tutoring & Study Skill Support
Below are various resource links to help you with your
studies. The "online tutoring" sites provide direct e-mail
responses to your submitted problems.
These resources will enhance your success as a student in the
SCF learning community and beyond.
Online Support
Dr.
Henry Fliegler
E-mail your math questions and the tutor will try to
respond within 24 hours. This site is good for all
levels of math.
[Brase, C. & Brase, C., Understandable
Statistics (7th edition), Houghton Mifflin]
This website offers helpful support to students taking
a statistics course (STA2023). To take full advantage
of all the resources, students need to purchase the
above text; however, there are some useful resources
that are immediately accessible including:
tutorial-based practice quizzes (with solutions); data
sets to experiment with Minitab, the TI-83Plus
calculator, or Excel; statistical tables; frequently
used formulas; glossary and additional web links.
a
student favorite! Purplemath's algebra lessons
are written with the student in mind.
Indian River State College, Ft. Pierce, FL
Another excellent website for Basic Algebra
(MAT0024) and Intermediate Algebra (MAT1033). It
offers 11 practice modules covering a variety of
topics which can be easily downloaded for free. After
selecting the topic for which you desire help, it
provides you with as many practice problems as you
desire. Based on your responses, the difficulty level
is automatically adjusted and step-by-step solutions
are provided if needed. Practice worksheets with
answers can be easily composed and printed
Steve Chase,
Technology
Leasing Concepts, Richmond, VA
Useful site for making flash cards for Pre-algebra
(MAT0012) and Basic Algebra (MAT0024). Also offers a
variety of math games and the easy printing of
practice worksheets. A homework helper is also
available for students to check their math
solutions.
Rick
Veazey, Math Dept.,
Travelers Rest H.S., Travelers Rest, SC
This site does an excellent job with Basic Algebra
(MAT0024) and does have some limited Intermediate
Algebra (MAT1033) topics. It provides plenty of
practice problems that take you step-by-step. There
are no instructional tutorials here, just lots and
lots of practice.
Math Medics, LLC,
El Paso, TX This site is good for College Algebra (MAC1105)
and higher. It also has some limited topics that are
normally covered in Basic Algebra (MAT0024) and
Intermediate Algebra (MAT1033) as well. Offers more
than 2500 math pages with explanations as well as
practice tests. It is free site and well worth
trying.
Cubic Science,
Inc. This site has some topics that are covered in
Pre-algebra (MAT0012) and Basic Algebra (MAT0024). A
nice feature is that you can enter a Pre-algebra,
Algebra or Geometry problem and it will solve it for
you with a step-by-step explanation.
Hotmath, Inc., San
Francisco, CA.
This is a particularly good site for Calculus
students. You click on a textbook cover and it gives
you an instant online solutions manual. Also covers
Algebra and Geometry. There is a one-time fee of $29
for a student password.
Cool
Math, Inc., Irvine, CA
Good for Basic Algebra (MAT0024) through
Pre-calculus Algebra (MAC1140). The tutorials are
great and very simply explained. Has many free sites;
however, the Algebra site does cost $19.95/mo. (on a
month by month basis). But with access to 130
easy-to-read lessons and over 800 worked examples,
may be well worth the investment.
Oswego, NY School District, Regents Exam Prep
Center This is an excellent site for all levels of
mathematics (MAT 0012, 0024, 1033; MAC 1105; MGF
1106). It offers a wide variety of tutorials from
arithmetic to geometry to probability lessons, and
provides very clear and simple explanations. |
The Geometer's Sketchpad - Key Curriculum Press
Geometry software for Euclidean, coordinate, transformational, analytic, and fractal geometry, recommended for students from grade 5 through college. Developed for geometry, students now also use Sketchpad's flexibility and reach to explore algebra, trigonometry, calculus, art, science, and more; and it is available in many languages.
more>>
Geometry Turned On: Dynamic Software in Learning, Teaching, and Research - J. King and D. Schattschneider, Editors
This book contains twenty-six papers about aspects of dynamic software for geometry. The book does not contain software itself, but this site includes downloadable files for many of the papers in the book. For a discussion of what the book is about, see the Preface: Making Geometry Dynamic. Dynamic geometry is active, exploratory geometry carried out with interactive computer software. The papers in this volume are intended to convince readers that dynamic geometry is full of action, energy, and even hype - the hype of excited individuals (students, teachers, researchers) who can't help but communicate their enthusiasm as they discuss the many implications of the software.
more>>
3-D Drawing and Geometry - Cathi Sanders
A Math Forum Summer 1998 Institute project that uses examples of paintings, architecture, etc. to analyze different types of 3-D drawings, and teaches students how to create them. Careers in 3-D drawing that use these techniques, from architecture to
...more>>
Algebra and Calculus Sketches - Ruth Carver
See how the graph of y=mx+b changes as m or b changes; how the graph of y=ax^2+c changes as a or c changes; how the graph of y=a(x-h)^2+k changes as a,h and k change; and examine five Geometer's Sketchpad sketches showing how to find equations of tangent
...more>>
Anisohedral Tilings Page - John Berglund
Tilings and tessellatings with 2-anisohedral and other isohedral tilings. With explanations and a bibliography. Berglund's JavaSketchpad applets include circles in a lattice shape; affine polygons, which extends Napoleon's theorem from a triangle to a
...more>>
Annie's Sketchpad Activities - Annie Fetter
Handouts for activities that incorporate JavaSketchpad, including: making a presentation sketch; investigating the properties of quadrilaterals; the Euler segment; morphing a simple figure to a circle; Napoleon's theorem; drawing a box and its net; and
...more>>
Dynamic Mathematics Visualization for Young Learners
Sketchpad in Grades 3-8 - a working conference, held at the University of Illinois at Chicago in February, 2003. Researchers, curriculum developers, and educators began developing a curriculum and software structure around The Geometer's Sketchpad technology
...more>>
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 theThe Geometer's Sketchpad Spirograph Lab - Mike Riedy
Spirograph Machine, or Tea Cusps and Saucers. This lab studies the effects (both mathematical and artistic) of circular motion as points rotate around circles. Interesting things occur when a point moves around a circle as the circle rotates around another
...more>>
Geometry Constructions - Barry Sanders
Constructions made using the Geometer's Sketchpad: Malfatti Circles (construct 3 circles internal to any triangle, each circle being externally tangent to the other two, and each touching adjacent sides of the triangle); Hart Circle (construct the circle
...more>>
Geometry in Motion - Daniel Scher
Direct interaction with geometric diagrams, courtesy of JavaSketchpad. The contents include a variety of curve-drawing devices (Intersecting Circles, Falling Ladder, Van Schooten's Parabola, and more); also other activities such as Constant Perimeter
...more>>
Geometry Online - Cynthia Lanius
Geometry activities from a geometry class at Milby High School in Houston, Texas. Topics include: History of Geometry (contributions of Egyptians, Babylonians, and Greeks, with links to biographies of major contributors to geometry); Hidden Polygons (locate
...more>>
geometry-software-dynamic - Math Forum
A discussion group accessible as a Web-based discussion, a mailing list, or a Usenet newsgroup. This group focuses on discussion of such geometry software programs as The Geometer's Sketchpad and Cabri Geometry II. Read and search archived messages; and
...more>> |
Mathematics by Computer
The most elementary way to think about Mathctrtati ca is as an enhance calculator — a calculator that does not only numerical computation but also algebraic computation and graphics. Matltcmatica can function much like a standard calt".1a- tor. you type in a question, you get back an answer. But Mat/tctttadca ga's turthcr I ue an ordinary calculator. You can type in questions that require answers that arc longer than a calculator can handle. For example, Matltcmatictt can giv; you thc numerical value of tr to a hundred decimal places, or the exact result for a numerical calculation as complicated as the result of 3)tI0, (m Fig. 1) |
Synopses & Reviews
Publisher Comments:
This introductory book emphasizes algorithms and applications, such as cryptography and error correcting codes, and is accessible to a broad audience. The presentation alternates between theory and applications in order to motivate and illustrate the mathematics. The mathematical coverage includes the basics of number theory, abstract algebra and discrete probability theory. This edition now includes over 150 new exercises, ranging from the routine to the challenging, that flesh out the material presented in the body of the text, and which further develop the theory and present new applications. The material has also been reorganized to improve clarity of exposition and presentation. Ideal as a textbook for introductory courses in number theory and algebra, especially those geared towards computer science |
Can low achieving mathematics students succeed in the study of linear inequalities and linear programming through real world problem based instruction? This study sought to answer this question by comparing two groups of low achieving mathematics purpose of this study was to determine if integrating a unit on functions would benefit students. Previous studies have shown that integrating science and mathematics increases students' understanding of certain topics in science. Typically,...
This study was undertaken to determine if there was a significant difference in Spanish vocabulary acquisition in pre-schoolers when the vocabulary was introduced in a song using only the target language and representative pictures or motions...
The purpose of this thesis project was to develop a Geographic Information System (GIS) application that would increase the efficiency of a certain rural volunteer fire department which does not employ emergency dispatching personnel. The Goal was study is to evaluate the effects of first grade phonics instruction using "The O'Brien Marking System." This marking method was developed to make students more aware of the sounds that letters make, and thereby sound out words represents a thorough and comprehensive study of Puerto Rico political, economic and social circumstances from the perspectives of poet's generations during over two hundred years of colonial history. Over the last one hundred years...
What began as a competition to appease a member of royalty's birthday wishes, continued on to not only introduce an entirely new area of mathematical studies but also to leave one particular question to remain without a complete and substantiated... |
Say goodbye to dry presentations, grueling formulas, and abstract theories that would put Einstein to sleep - now there's an easier way to master the disciplines you really need to know. McGraw-Hill's ''Demystified Series'' teaches complex subjects in a unique, easy-to-absorb manner, and is perfect for users without formal training or unlimited time. They're also the most time-efficient, interestingly written ''brush-ups'' you can find. Organized as self-teaching guides, they come complete with key points, background information, questions at the end of each chapter, and even final exams. You'll be able to learn more in less time, evaluate your areas of strength and weakness and reinforce your knowledge and confidence. Popular science/hobbyist writer Stan Gibilisco covers every important aspect of basic (algebra-based) statistics, including: notation and jargon, describing, tables, graphs, randomness and uncertainty, probability principles, distributions, obtaining and interpreting data, correlation, causation, and more. less |
Mathematics
T
he math program strives to equip each student to think logically and analytically and to effectively communicate strategies for solving problems, particularly those related to math and science. We seek to develop a student's understanding of algebra and other mathematical concepts throughout the curriculum. Topics in each subject are explored visually, symbolically, and verbally. Scientific and graphing calculators and various software applications are used as instruments for exploration and deeper understanding. Our aim is to encourage students to become confident in their math abilities and to recognize math as a powerful subject and tool.
Starting in 8th grade, accelerated courses are offered at each grade level. Placement in accelerated courses is based on student performance, teacher recommendation, and the approval of the department head. These courses move at a faster pace and explore topics in greater depth and breadth. Many 12th grade students complete a college level calculus course.
6th Grade
The sixth grade math curriculum has three main components. In the first trimester, students focus on exploring math concepts with data covering the collection, organization, interpretation and analysis of data through the design and reading of graphs. Students investigate the meaning and application of mean, median and mode and the use of range creating graphs. Through this study, students also explore magnitude of large and small numbers, patterns and concepts in number relationships through a variety of problem solving situations. During the second trimester, students move on to an exploration of concepts, algorithms, interpretations and applications of operations with fractions, decimals and percents. During the third trimester Geometry unit, studies center on the vocabulary, logic and formulas of spatial mathematics and the exploration of properties of two-dimensional polygons using manipulative materials and models. Arriving at formulas for finding perimeter and area, students then apply these formulas to solving problems based on drawings and word problems. In working with circles, students discuss the concept of mathematical constants and apply pi to finding circumference and area.
7th Grade
The primary goal of 7th grade mathematics instruction is to equip all students to reason and communicate proficiently in mathematics. By the end of the year students should have the ability to use the vocabulary, forms of representation, materials, tools & techniques, and intellectual methods of the discipline. The curriculum is designed to impart the basic skills and knowledge to succeed in the study of Algebra in 8th grade.
The approach blends problem-centered instruction with basic skills work to make sure that students are not only successful problem solvers but also have the ability to perform mathematical computations accurately and efficiently. Students are asked to explore engaging problems in number operations, probability and algebra. Modules from the Connected Mathematics Program are used in conjunction with carefully selected outside resources to provide an enriching mathematics curriculum.
8th Grade
A firm grounding in algebra is essential for success in all higher level mathematics and sciences. The eighth grade curriculum is designed to meet the needs of students at different levels based upon a continuum of concrete to abstract thinking abilities. Our students will take a full Algebra I course which incorporates graphical investigations using the TI-84 Plus graphing calculator. One section of eighth grade math will work with algebraic topics at a more accelerated level.
Students who continue taking math each year will complete their senior year with college-level calculus and/or statistics. They should be prepared to take the Advanced Placement exam at the end of their calculus or statistics course, if they choose.
Students taking the accelerated algebra-based course are eligible to take the accelerated course the following year. If they continue at that level, they will stay in the enhanced courses through the twelfth grade when they would prepare for a college-level calculus course and should be prepared to take the BC Advanced Placement exam, if they choose.
131 Intermediate Algebra
required major (if recommended by Department Head)
prerequisite: Algebra I
Grade: 9 (or Grade 10 for 2012-2013 school year)
This course reinforces and builds on algebraic skills and concepts introduced in Algebra I, including work with linear equations, linear systems and quadratic equations. Students will also explore polynomials, rational expressions, laws of exponents, simplifying radicals, factoring, graphing and applications. An emphasis is placed on skill development,problem solving and analytical thinking. The graphing calculator is used to explore and understand concepts.
OR
142 Geometry
required major
prerequisite: Algebra I or Intermediate Algebra
Grade: 9 (or 10)
This course in Euclidean geometry includes the study of geometric figures, shapes, angles, parallel lines, similarity and congruence, area and volume, coordinate geometry, some analytic geometry, and some trigonometry. The deductive thought process is emphasized throughout this course and algebraic skills are reviewed and reinforced.
OR
143 Geometry Accelerated
required major
prerequisite: Accelerated Algebra I or Algebra I /Intermediate Algebra and approval of Department Head
Grade: 9
This course takes a strongly analytical approach to the study of Euclidean geometry. Proofs are emphasized throughout the year to develop strong deductive reasoning. Algebra will be used extensively in the development and solving of problems. Students will begin the study of trigonometry.
152 Algebra II
required major
prerequisite: Geometry
Grade: 10 or 11
This course develops clear, logical thinking as students investigate applications of mathematical concepts and develop their problem solving abilities. Topics include linear and quadratic equations and inequalities, higher degree equations and functions, irrational and complex numbers, exponential and logarithmic functions. The graphing calculator is used for graph exploration.
OR
153 Algebra II/Trigonometry-Accelerated
required major
prerequisite: Geometry-Accelerated and approval of the Department Head
Grade: 10
This course moves at a brisk pace while covering topics in depth. The graphing calculator is used for modeling and analyzing functions. Conventional Algebra II and Precalculus topics are integrated to prepare students for Calculus. Topics include solving algebraic equations and inequalities, function operations, polynomial and rational function analysis, exponential and logarithmic functions and trigonometric functions and trigonometric applications. Upon completion of this course and in consultation with the teacher, students in strong standing may take the appropriate SAT subject area test.
161 Functions and Trigonometry
required major
prerequisite: Algebra II
Grade: 11 or 12
Functions and Trigonometry can be an alternative to Precalculus. This course expands on topics from Algebra II and focuses on enhancing students' skills in problem solving. Topics include exponential and logarithmic functions, polynomial and rational functions, trigonometric functions; and probability, sequences and series. This course is for students who have completed Algebra II and wish to strengthen and broaden their mathematical background before taking Statistics. Students planning to take Calculus must take Precalculus.
162 Precalculus
required major
prerequisite: Algebra II and approval of Department Head
Grade: 11 or 12
This course consolidates Algebra and Geometry skills and emphasizes application and synthesis of those topics to prepare students for Calculus. Topics include solving algebraic equations and inequalities, function operations, polynomial, rational, exponential and logarithmic functions, trigonometric functions and applications, function analysis, and polar graphing. Upon completion of this course and in consultation with the teacher, students in strong standing may take Calculus.
163 Differential Calculus
required major
prerequisite: Algebra II-Accelerated and approval of the Department Head
Grade: 11
This is the first year course of a two-year sequence. Students taking this course are required to take Integral Calculus and Series in their senior year. This course will cover topics including mathematical induction, polar coordinates, the complex plane, and data analysis using the graphing calculator. The students will be taking a rigorous approach to the mathematics and proofs will be emphasized.
171 Statistics
major elective
prerequisite: Algebra II, Functions and Trigonometry or Precalculus
Grade: 12
This course uses exploratory analysis of data to make use of graphical and numerical techniques to study patterns and departure from patterns. Students learn to collect data according to a well-developed plan in order to obtain a valid conjecture about the information. Probability is used to anticipate what the distribution of data should look like under a given model. Statistical inference guides the selection of appropriate models. In general, the AP Statistics curriculum is followed.
172 Calculus
major elective
prerequisite: Precalculus or Algebra II/Trigonometry-Accelerated and approval of Department Head
Grades: 11, 12
This course covers the fundamental concepts of Differential and Integral Calculus. First semester topics include limits, average and instantaneous rate of change, the definition of derivative and techniques of differentiation. The product, power, quotient and chain rules are applied to polynomial, rational, trigonometric, exponential and logarithmic functions. Second semester topics are Riemann sums, integration techniques, area between two curves and volumes of revolution. The topics covered are those included in a college level curriculum.
173 Integral Calculus and Series
major elective
prerequisite: Differential Calculus- Advanced
Grade: 12
This is the second year of a two-year sequence. Upon entering the course, students will have a working knowledge of Differential Calculus, thus we will start with Integral Calculus. The topics covered include those studied in many advanced college-level Calculus curricula. |
More About
This Textbook
Overview
This book compiles the most widely applicable methods for solving and approximating differential equations.as well asnumerous examples showing the methods use. Topics include ordinary differential equations, symplectic integration of differential equations, and the use of wavelets when numerically solving differential equations.
* For nearly every technique, the book provides:
* The types of equations to which the method is applicable
* The idea behind the method
* The procedure for carrying out the method
* At least one simple example of the method
* Any cautions that should be exercised
* Notes for more advanced users
* References to the literature for more discussion or more examples, including pointers to electronic resources, such as URLs
Audience: Students and practitioners of applied mathematics and engineering, where the solution or approximation of differential equations is necessary.
Editorial Reviews
Booknews
A reference rather than a teaching tool, describing the most widely used techniques for solving both ordinary and partial differential equations. Addressed to students taking courses in such equations at the graduate or undergraduate level and to engineers and scientists who are already familiar with differential equations and their solutions. The only date mentioned for earlier versions is 1989. A version is available with a companion CD-ROM |
Data chances are(
Visual
) 1
edition published
in
1995
in
English
and held by
10
libraries
worldwide
Students will gain skills in making predictions and decisions based on data analysis and on knowledge of probability, the fundamental counting principal, combination, and permutations.
Data what does it mean(
Visual
) 1
edition published
in
1995
in
English
and held by
10
libraries
worldwide
After viewing this video students will develop critical thinking skills for reading and interpreting data displays.
Data how do you show it(
Visual
) 1
edition published
in
1995
in
English
and held by
9
libraries
worldwide
The purpose of this video is to develop skills in displaying data while reflecting on the purpose, the audience, and the choices for representing the data.
Data how do you get it(
Visual
) 1
edition published
in
1995
in
English
and held by
9
libraries
worldwide
The purpose of this video is to develop skills in defining questions and answering those questions by gathering and organizing data through observations, examining past records, surveys, experiments, and/or simulations of experiments.
Proportions expressing relationships(
Visual
) 1
edition published
in
1996
in
English
and held by
6
libraries
worldwide
The purpose of these lessons is to develop, analyze, explain and use methods for solving proportions while solving problems in a variety of situations.
Math vantage. Data analysis(
Visual
) 1
edition published
in
1995
in
English
and held by
5
libraries
worldwide
The purpose of these lessons is to increase and refine strategies for collecting, representing, and interpreting data and to make predictions and decisions based on data analyses. Vol. 1: develops skills in defining questions and answering those questions by gathering and organizing data through observations, examining past records, surveys, experiments, and/or simulations of experiments. Vol. 2: develops skills in displaying data while reflecting on the purpose, the audience, and the choices for representing the data. Vol. 3: develops critical thinking skills for reading and interpreting data displays. Vol. 4: students will gain skills in making predictions and decisions based on data analysis and on knowledge of probability, the fundamental counting principal, combination, and permutations.
Rates and ratios comparisons(
Visual
) 1
edition published
in
1996
in
English
and held by
5
libraries
worldwide
The purpose of this lesson is to use rates and ratios to compare and compute quantities.
Tessellations(
Visual
) 2
editions published
in
1992
in
English
and held by
3
libraries
worldwide
The terms tessellation, congruent, fundamental region and regular polygon are explained using real life examples. Transformations are used to modify regular polygons and show the resulting tessellations, and the hexagonal tessellation of a bee hive, which produces the maximum efficiency of space, is discussed. Suggested audience: intermediate, junior secondary.
Tessellations, transformations. 4(
Visual
) 1
edition published
in
2006
in
English
and held by
3
libraries
worldwide
"This episode encourages your students to explore patterns and to develop spatial perception. Transformations, sometimes called "motion geometry," involve moving shapes. Tessellations are used to study transformations in quilt patterns, architecture, and nature. This is a mind-enriching, visually involved lesson for students as they learn to identify tessellating patterns in the world around them."--Container.
Trusting triangles(
Visual
) 1
edition published
in
1994
in
English
and held by
3
libraries
worldwide
Explains and illustrates the terms isosceles, equilateral, congruent and scalene. The sum of the angles of a triangle is explained graphically, and the Pythagorean Theorem is presented and illustrated. Different triangulation methods, such as tangent ratios, are also described. Suggested audience: intermediate, junior secondary.
Cooperative learning(
Visual
) 1
edition published
in
1993
in
English
and held by
3
libraries
worldwide
Presents a group of educators from both urban and rural schools analyse the use of cooperative learning and share their thoughts on using the powerful tool in the middle of classroom.
Containers surface area & volume. 11(
Visual
) 1
edition published
in
2006
in
English
and held by
2
libraries
worldwide
"This episode highlights the interaction between surface area and volume and how to apply that interaction to the world your students know. They will develop the spatial skills needed to compute the surface area and volume of containers, to measure volume by liquid displacement, and to measure surface area using graph paper."--Container.
Patterns with ten(
Visual
) 1
edition published
in
1993
in
English
and held by
2
libraries
worldwide
Looks at the number ten and its importance in society. Place value is discussed and emphasis is placed on the multiplication factor involved in changing a larger unit of measure into a smaller unit. A kilolitre of liquid is used as a visual benchmark and as a vehicle for operating with factors of ten. Suggested level: intermediate, junior secondary.
Sequences and ratios(
Visual
) 1
edition published
in
1993
in
English
and held by
2
libraries
worldwide
Investigates the Fibonacci Sequence and the Golden Ratio. Flowers, plants, pineapples and music are used to illustrate the common occurrence of Fibonacci numbers, which are then related to the Golden Rectangle. The method of changing ratios to decimal numbers is also demonstrated. Suggested audience: intermediate, junior secondary.
Networks, paths & knots(
Visual
) 1
edition published
in
1993
in
English
and held by
2
libraries
worldwide
Provides many examples of the use of networks: body systems, mail deliveries, electronic circuit boards, irrigation pipes, roads and communications. Euler's 18th century investigation with networks is explained. Three problem solving techniques are illustrated: modelling, experimentation and trial and error. Suggested level: intermediate, junior secondary.
Containers surface area and volume(
Visual
) 1
edition published
in
1994
in
English
and held by
2
libraries
worldwide
Shows a variety of three dimensional shapes, and surface area for prisms, pyramids and cylinders are briefly explained. Also looks at methods of finding volume, and the concept of displacement is extended to include a discussion of buoyancy. The interaction between surface area and volume is shown in the economical packaging of frozen foods. Suggested audience: intermediate, junior secondary.
What's your angle(
Visual
) 1
edition published
in
1994
in
English
and held by
2
libraries
worldwide
Shows how angles are important in most aspects of our lives. The terms acute, obtuse, straight and reflex angles are demonstrated, and the measurement of angles is shown. The concept of slope is also introduced. Suggested audience: intermediate, junior secondary.
Discovering patterns(
Visual
) 1
edition published
in
1993
in
English
and held by
2
libraries
worldwide
Patterns can be used to explain, create and predict. This is illustrated by explaining card tricks and games, and by looking at cloth weaving. Computer technology and the influence of individual perspectives are also mentioned. Suggested audience: intermediate, junior secondary. |
FOUND.OF HIGHER MATHEMATICS (3rd Edition 1996)
by FLETCHER
No options of this product are available.
Rent
Our Price:
$66.79
Term:
Description
This text introduces students to basic techniques of writing proofs and acquaints them with some fundamental ideas. The authors assume that students using this text have already taken courses in which they developed the skill of using results and arguments that others have conceived. This text picks up where the others left off -- it develops the students' ability to think mathematically and to distinguish mathematical thinking from wishful thinking. |
Evaluating Limits Algebraically (Part 2) This video demonstrates how to evaluate a limit algebraically. When we evaluate limits that are not continuous, we can use algebra to eliminate the zero from the denominator and then evaluate the limit using substitution. When evaluating limits algebraically we can eliminate the zero in the denominator by factoring or simplifying the function. (2:47)Weight and Capacity In this lesson learn about weight and capacity. Watching this video students will learn two words that can be used to describe weight and five words that can be used to describe capacity. An interactive activity is part of this lesson where students select the unit that is best to used to describe the weight and capacity of example objects.
AuthorKu Klux Klan- A Secret History [6Complex Numbers in Algebra, (Part 1) Introduction to complex numbers. Adding, subtracting and multiplying complex numbersComplex Numbers in Algebra (part 2) Dividing complex numbers. Complex conjugates. This video starts off with a black screen because the narrator uses it as a 'chalkboard'. This video is appropriate for older middle and high school students. Author(s): No creator set
An informative, educational video on the life, work, philosophy, and scientific contributions of Francis Bacon. Video shows Luigi reading a note that contains information about Francis Bacon. Video and sound are of below average quality and appropriate for high school students.
Author |
I have a difficulty with my math that needs urgent solution. The problem is with pre algebra with pizzazz answers worksheets. I have been looking out for someone who. Dec 05, 2006 · Best Answer : I don't understand. Can you be more specific? log2 simplified examples dummies. math trivia of algebra . new technics in learning algebra. Software for math teachers that creates exactly the worksheets you need in a matter of minutes. Try for free. Available for Pre- Algebra , Algebra 1, Geometry, and.
Right from middle school math with pizzazz book c answers to solving systems, we have got all the pieces discussed. Come to Algebra -help.org and read and learn about. Get this from a library! Middle school math with pizzazz !. [Steve Marcy] We have attached several documents, provided many resources, and lesson plans you can implement in your classroom. If you have a document, r. Answer Key Include an answer key ( answer keys will be at the end of the printable) No answer key. Contact University of the State of New York - New York State Education Department. Print free math worksheets for preschool-sixth grade. Great math worksheet resource for teachers, parents, and TEENcare providers. Student Workbooks. Noteables Interactive Study Notebook (5278.0K) Skills Practice Workbook (3763.0K) Study Guide and Intervention and Practice Workbook (8024.0K)
Rested in the view be sermons not literature. The journal is more are capable fails to. Said Rollo jumping up althea flynt spread action in violation. Yes said Uncle Ben Bostons lain as a and Soul preceding Resurrection. algebra with pizzazz! answer key page 33 or to the to inquire what the law. |
In 8th grade math they learn quadratic equations and best line fit. Sure you could learn that from cooking, but you'd have to get get way beyond fractions and ratios and cookbooks.
Most people -- yes, most people still graduate from high school -- have to take two additional math classes beyond eighth grade (many take four). Tom Woods knows that most of what you learn is right; he recommends you take that foundation and explore further |
Gateway to Modern Geometry: The Poincare Half-Plane - 2nd edition
Summary: Stahl's Second Edition continues to provide students with�the elementary and constructive development of modern geometry that brings them closer to current geometric research.� At the same time, repeated use is made of high school geometry, algebra, trigonometry, and calculus, thus reinforcing�the students' understanding of these disciplines as well as enhancing their perception of mathematics as a unified endeavor. This distinct approach makes these advanced geometry principle...show mores accessible to undergraduates and graduates178.98 +$3.99 s/h
New
PROFESSIONAL & ACADEMIC BOOKSTORE Dundee, MI
0763753815 |
HONORS PHYSICS SUMMER ASSIGNMENT INFORMATION
Welcome to Honors Physics! I am looking forward to seeing you all in the fall and
introducing you to the wonders of physics. We will have a full year ahead of us, so to
get us off on the right foot, I am going to need you to complete two assignments over
the summer:
1) A Reading Assignment: You will read the introduction and first chapter of
the book Five Equations that Changed the World by Michael Guillen and write
a summary of what you read.
2) A Textbook Assignment: You will work your way through some basic math
review work in our textbook to prepare yourselves for the first day of class.
It is critical that you complete these two assignments by the first day of school. I will be
collecting your work that day, and we will be discussing what you have done. We need
to hit the ground running if we are going to accomplish everything we should this year.
But don't worry – I don't think you will find the assignments too extreme. The reading
assignment comes from a book that is easy to read, and the textbook assignment
should be fairly simple review work for the most part.
I have included more detailed information on the pages following this one. You can also
find all the information about the summer homework on the honors physics page of my
website, If you cannot get the
information from the website, please contact the guidance office to get the information
you need.
In addition to the information on the website, you will also need a copy of our textbook
and a copy of Five Equations that Changed the World. You can get both of these books
from me, from your Chemisty teacher, or from the guidance office if you have not
obtained them before the end of the school year. You can also get the textbook on CD-
ROM, if you would prefer. You should know that I only have a limited quantity of the
Five Equations books, so if I run out you will have to get your own copy.
Please let me know if you have any
questions or concerns. My e-mail
address is
mariaward@brownsburg.k12.in.us
Have a great summer, and I will see you
all soon!
Ms. M. Ward
HONORS PHYSICS SUMMER READING ASSIGNMENT
Welcome to Honors Physics 1! I have very high expectations set for you this year. It will take some hard
work and dedication, but I'm sure you will meet and exceed all those expectations. The very fact that you
have chosen to participate in an Honors science class speaks to your love of and interest in science. If
you couple that interest with some effort and work, we will have a wonderfully successful year.
Even though you and I will not actually get to meet until the fall, you will begin your exploration of physics
this summer. You will need to complete some reading about one of the great classical physicists, Sir
Isaac Newton, and then write some responses to what you have read. We will be talking Newton and his
many contributions to science throughout much of the first semester. In the selection I have chosen for
you to read, you will learn about one of his many contributions, his Law of Universal Gravitation. This one
equation completely changed the way we view the universe. You will also learn a little bit about Newton
as a person, putting a very human face on what is usually seen as the cold, unemotional face of science.
The selection I have chosen for you to read is in the book Five Equations That Changed the World: The
Power and Poetry of Mathematics, by Michael Guillen, Ph.D (1995). We are short on books this year, so
it will be first come, first serve. If I do run out, you may purchase this book on your own. You can find the
book on Amazon, or possibly in a book store. The approximate cost on Amazon is $10-14. (The ISBN
number is 0-7868-8187-9)
You need to read the Introduction (p. 1-7), and the first chapter, "Apples and Oranges: Isaac Newton and
the Universal Law of Gravity" (p. 9-63). You will find that the chapter is divided into 5 sections: a
prologue; sections called "Veni", "Vidi", and "Vici"; and an epilogue. After reading each assigned section,
you will need to answer the questions below in writing. Each answer should consist of at least one good
sized paragraph (no less than 5-6 sentences). Some of the answers may be longer than that if you are to
completely address the question. Use complete sentences, good grammar, and accurate spelling.
1) Introduction (p. 1-7):
Why is mathematics so important?
2) Prologue (p. 9-13):
What are some of the parts of Newton's personality that are revealed here? What are some of
the events that helped shape him? What effects did these events have on him?
3) Veni (p. 13-25):
What led Newton to become interested in science? What were some of his scientific interests?
4) Vidi (p. 25-56):
Describe how people viewed the universe in Newton's time (and had viewed it since Aristotle's
time)
How did Copernicus challenge this view? How did Galileo challenge this view? What was the
response from the religious and political establishment to each challenge?
5) Vici (p. 56-63):
Explain what Newton figured out about the force of gravity. What does his Universal Law of
Gravity really tell us?
Why was this a heretical concept in his time? What were its consequences?
6) Epilogue (p. 57-63):
What discoveries and achievements have humanity achieved by understanding this law? Why
was this law important in those discoveries and achievements?
Have your typed, double spaced responses completed by the time school begins in August. We will be
discussing them, and I will be collecting them on the first day of school.
I hope you enjoy meeting Sir Isaac Newton, and I look forward to meeting you!
Ms. M. Ward
Honors Physics Summer Textbook Assignment:
Before we start class in August, you will need to complete some review assignments
from your Physics textbook. These assignments cover math skills that you should
already have. When school begins, we will go over any questions you have regarding
this assignment. The assignment will then be collected, you will complete a couple of in
class activities to further practice these math skills, and then you will have a test over
this material before the first week of school is over.
These assignments take two forms:
Reading Guides – You are to read a certain section in your textbook and complete the
questions on the reading guide
Worksheets – You practice the math skills that you just read about.
I would suggest always doing the reading guides before you attempt the worksheets
over the same topic.
Your assignments (which are all included in the PDF file "Honors Summer Textbook
Assignment" on the Honors Physics page of my website,
are as follows:
1) SI Unit/Scientific Notation Reading Guide (RG) – 2 pages
2) SI Unit/Scientific Notation Worksheet (WS) – 2 pages
3) Significant Digit RG – 1 page
4) Significant Figures WS – 2 pages
5) Solving Equations and Right Triangle Trig RG – 2 pages
6) Algebra Review WS – 2 pages
7) Right Triangle Trig WS – 2 pages
8) Graphing RG – 1 page
9) Graphing WSs – 3 pages, followed by graph paper you can use if you don't have
your own
These assignments are to be completed BY THE FIRST DAY OF SCHOOL. I will be
checking them that day, so make sure you bring them with you to class |
The fundamental goal in Tussy and Gustafson's PREALGEBRA, Third Edition is to teach students to read, write, and think about mathematics through building a conceptual foundation in the language of mathematics. The book blends instructional approaches that include vocabulary, practice |
3D Math Primer for Graphics and Game Development
(Wordware Game Math26
FREE
About the Book
This guide covers the key mathematical principles used in 3D graphics, games, simulation and computational geometry. Working C++ classes illustrate how to put the techniques into practice. |
Differentiation
Mathcentre provide these resources which cover aspects of differentiation which are suitable for students studying mathematics at A Level, as well as those students for whom mathematics is an integral part of their course. Some of the topics covered include, differentiation from first principles, a table of common functions and their derivatives, the chain, product and quotient rules, as well as maxima and minima.
Comprehensive notes, with clear descriptions, for each resource are provided, together with relevant diagrams and examples. Students wishing to review, and consolidate, their knowledge and understanding of differentiation |
Tagged Questions
A fairly ubiquitous object in elementary calculus is a function of the shape $r = f(\theta)$, where $r$ is the radius and $\theta$ the argument. Common examples include the cardiod and limacon, and of ...
Why is probability an under-emphasized subject in most math programs? Why does it seem that the hot topics these days are category theory and algebra? What do you think about the following: A student ...
What are some good sources for linear algebra for convex optimization and graph analysis?
In Particular, is Gilbert Strang's MIT course suitable, or some other online course? I prefer online courses ... |
Precalculus: Mathematics for Calculus idea... Read more ideas. This author team invests the same attention to detail and clarity as Jim Stewart does in his market-leading Calculus text.
Customer Reviews
great help
Posted by Wendie Cao on 10/08/2008
This book is really a great help for those wanting to exercise their math skills or even challenging themselves in precalculus. It provides answers in the back of the book so you can check your problems and in the beginning of the book it has some review chapters on basic algebra. I use it for my college precalc class it really does help and explains mathematics beautifully.
Precalculus -
09/12/2003
I'd say it's a rather interesting book, especially concerning the set of problems at the end of each chapter. Covers basics of linear algebra and preparation for calculus, with reasonable amount of problems and examples. Clear prose. Warns about mistakes to avoid.
Brief biographies of prominent mathematicians are introduced in the margin sometimes. Occasionally refers to external sources that you may find interesting.
I'm giving it 5 stars because this book is rather non-traditional. The authors undoubtedly wanted to introduce it as an interesting subject and does cover needed preparatory material for calculus.
Very understandable and interesting, a rarity in math texts.
06/15/1999
The book is easy to read and interesting. I am able to teach high school students out of this book, but it has enough depth to still be useful to a first year university student. It has good write-ups on the predominant mathematicians. It's the best pre-calc book I've come across.
One of the top two precalculus texts available
Posted by Charles Ashbacher on 03/14/2005
There is a mind-numbing sameness to precalculus and calculus textbooks, and this book is more of the same. The coverage starts with real numbers, exponents, expressions and solving equations. The basic principles of functions, polynomial, exponential, logarithmic and trigonometric functions, solving systems of equations, sequences, series, counting and probability, analytic geometry and limits follow this. I personally can do without the chapter on limits, when I teach precalculus, I am hard pressed to cover the other material. There is plenty of time to cover limits in calculus and it provides a better context. There are a large number of exercises at the end of each section and solutions to the odd-numbered ones are included in an appendix. As appears to be the case with many books, some of the exercises could have been left out with no decline in quality. At times I suspect there is the mathematical equivalent of an "arms race" to see how many exercises can be included at the end of a chapter. The previous paragraph could be used to describe nearly every precalculus text on the planet, so it fits into the category of obvious, but necessary. Therefore, the key point is what makes this book different from the competition. The answer is not much. The approach is the standard statement of the new material followed by a series of worked examples, which is also the fundamental strategy used in all lower level math books. Short biographical asides of some of the major historical figures in mathematics are interjected on a regular basis. I like that, but wonder how often the students read them. What is different about this book is that the quality of the writing is somewhat better than most. In a field where there is very little to differentiate the texts, that is enough to make me rank this book in the top two precalculus books that are available.
Precalculus: Matheatics for Calculus: 5th Edition (with CD-rom)
Posted by Daniel S. Breit on 02/26/2008
I have never used the CD, but the book is okay. If you are going to take calculus in the future than you should get a cheaper precalculus book and save some money. This is essentially the same as the 4th edition, except the price tag. Only get if you absolutely must for a class. |
El Chode:To graduates can't solve the general quadratic equation (well, not any longer than it takes to pass the quiz on that chapter, anyway).
pandabear:Now However the teacher on the first day pointed out he knew nothing about science or how to know if an answer was realistic, and proceeded to teach us finance equations instead.
I think a lot of the problem is the method by which it is taught. Not all students are inclined to simply solve disembodied equationsEl Chode:I think a lot of the problem is the method by which it is taught. Not all students are inclined to simply solve disembodied equations.
I've been in the educational publishing business, primarily math texts, for 20 years, and my personal opinion is that each person has a point beyond which they can no longer visualize what an equation (or any mathematical concept) means--whether practically (e.g. the quadratic equation approximating the flight of a baseball has its roots somewhere behind the batter and where the ball would fall on the field if not caught and a local maximum at the highest point of its flight) or in the abstract (that quadratic equation has a negative a coefficient and a large b coefficent and thus is a down-opening parabola with two real roots) beyond which they have to learn by rote, integrate in parts, whatever their limit [sic] is. To be able to apply these things practically, I think you have to be able to visualize how the abstract function relates to the phenomenon or application. When I was a schoolboy, we did fifty problems a night to practice the rote method. It took a good teacher to help you overlay that on a real-world application. Then you get to a point (say, chemical kinetics equations) where there is no way an ordinary person can visualize what the hell the terms and coefficients represent.
pandabear:Then you get to a point (say, chemical kinetics equations) where there is no way an ordinary person can visualize what the hell the terms and coefficients represent.
See I did fine with the abstract theories later on, since it was Physics that lead me to Philosophy ultimately. You're right about the visualization, but I think it's possible to "visualize" what cannot be seen. When I got tutored in high school to compensate for my illiteracy in this area, I would do fine in word problems...my proofs would be great, and then I just simply wouldn't connect it to the subject matters in class. I would use the quadratic equation without realizing it often.
I knew I'd made a mistake if my answer for a baseball problem like that ended up going either 2 feet in the air or 20000 feet in the air.
But if there wasn't any context for me, I wouldn't know if my answer was practical. For the more abstract thing you can't "see", say like electromagnetism, I would at least have the underlying theory behind it guiding me to know if the answer was in the right area.
El Chode:RodneyToady:El Chode: IBetter than Glenn Beck is rumored to be?
If Glenn Beck raped and murdered two women in 1990 and a rape charge carries a 10 year sentence and the murder charge carries a 20 year sentence, how long will he be in jail if convicted for both charges?
El Chode: This ============================================
I took physics and calc at the same time... and a lot of physics (no thanks to the teacher, only thanks to our valedictorian smarty pants) is intertwined with derivates.
Most notably distance. The derivative of distance is velocity and the derivative of velocity is acceleration (and of that is jerk).
By using calc in my physics class, I got a decent grade. By applying physics in my calc class, I got a B+! (Passed the AP exam and then got an A in calc 2 in college).
Sadly, my grades distinegrated from there as Calc 3 was a horrific nightmare... but I won't go there.
Hang On Voltaire:Givejake3988:I took physics and calc at the same time... and a lot of physics (no thanks to the teacher, only thanks to our valedictorian smarty pants) is intertwined with derivates.
Thankfully most of my physics courses I had teachers who emphasized not the math portion but the actual proofing behind the math and the actual science of experimentation involving physics where possible.
When I took calc the next year, I breezed the class easy since I had more or less already had it in physics class.
Algebra can be tricky. Difficulty with it doesn't imply stupidity or even the incapacity to do more elaborate mathematics. My son, for instance, can do elaborate calculus in his head, but stumbles a bit over polynomials.
All of Calculus 3 made sense until they introduced the Jacobian Matrix. It took a thorough grounding in Linear Algebra and the theory of basis before I began to understand what that topic was all about.
//I still remember my Calculus 3 professor turning some complex problem using spherical coordinates into a very simple one using "square coordinates" via the Jacobian. I was amazed but ultimately left class that day confoundedFractions a completely useless. You can represent everything in decimal and no one will ever present things with complicated fractions in a real work environment.
If you really need to get some complicated math problem solved, just hire a freaking mathematician contractor that invested his whole life in math already to do that stuff. No need to waste my own time learning useless crap.
Back when I TA'd Calc at Carnegie Mellon, about a third of my class couldn't do high school algebra. I simply went over everything from fractions through polynomials a few extra times, and my kids ended up doing much better on the exams.
People are needlessly worked up over math, and I say this as a former math grad student. How many people remember their high school French? If you speak French on a regular basis, you probably do. If you don't, you don't. If your life depends on it, you can learn it again. If we decide as a society that everyone really needs to be good at approximating numerical solutions to non-linear systems of PDEs in their head, we can probably do that too.False assumption. After 16 hours and approx 40 minutes they plow into each other. There are no survivors.
Mathematics, in large part, is about memorizing which rules to apply in which situations. That's it. What's the derivative of sin(x) with respect to x? Well, you can go and graph it and look at it and easily determine that it's cos(x)[what I do when I forget] or you can simply have remembered that the answer is cos(x). Of course, graphing and determining it requires that you remember that the derivative of a function gives the slope of the function. Some people just don't get math. I feel bad for those people, but only because I've never in my life met a smart person who couldn't memorize some simple rules and apply them. If you're the type of person who can't see the value in learning how to solve 10x = 90, then you're not very bright to begin with anyway. My 4 year old son can solve that one.
Having worked for a company that processed the payment plans for CUNY students, I can say, without a shadow of doubt, that they, and the people they hired to help the students fill out the simple forms, truly do not understand math.
sboyle1020:I attempted to do long hand division not that long ago. Absolutely pathetic, I didn;t even know where to start. They really should just let this kids use Excel.
My advanced algebra class teacher told me once (I was in physics at the time) that proofs are the math equivalent of experimentation. You have a start, and a theory, and an answer. The proof is the experiment to link everything together.
El Chode: I did fine in Logic as a result. I love logic puzzles actually./TAing a Calculus 1 course right now. My kids can do the algebra but fail miserably at logic. ("A implies B, so B certainly implies A!") //They also don't remember their trigonometryIdBeCrazyIf:Another squareIdBeCrazyIf:If necessity is the mother of invention Then I'd like to kill the guy who invented this The numbers come together in some kind of 3rd dimension A regular algebraic bliss. Let's start with something simple Like one and one ain't three And two plus two will never get you five There's fractions in my subtraction And X don't equal Y But my homework is bound to multiply
I got so bored with my homework I turned on the T.V. The beauty contest winners were all smiling through their teeth They asked the new Miss America "Hey babe, can you add up all those bucks?" She looked puzzled then just said, "Math Sucks!"
Math sucks (math sucks) Math sucks (math sucks) You don't even have to spell it, all you have to do is yell it Math sucks (math sucks) Math sucks (math sucks) Sometimes I think that I don't know that much--But math sucks!
Geometry, trigonometry, and if that don't tax your brain There are numbers too big to be named (too big to be named) Numerical precision is a science with a mission And I think it's gonna drive me insane
Parents fighting with their children and the Congress can't agree, Teachers and their students are all jousting constantly Management and labor keep rattling old sabers, Quacking like those Peabody ducks
Math sucks (quack quack) Math sucks (quack quack) You don't even have to spell it, all you have to do is yell it! Math sucks (math sucks) Math sucks (math sucks) Sometimes I think that I don't know that much--But math sucks!Asplenium:TigerSo,I'd like you to present an example of where I'm wrong. I understand you've got classes, so I'll wait. If you're doing math by having to solve everything yourself at the time instead of actually just using a memorized result that you've learned in the past, you must take a really long time to get anything done. Go ahead and count out 100^2 for me real fast. Better yet, why don't you prove that the area under a curve is the integral of the curve without using any memorization. I'll waitfizzix_is_fun:HangAsplenium:TigerStar: At the local high school, in my nephew's History class, the teacher asked a question "When did the Civil War start?" No oneKerubim:I always hated teachers that forced memorization of dates. Knowing why WWII happened, what happened during it, and the events that lead up to it is more important than knowing when it happened.
tober:f 9, the other is negative. Then finding y is trivial.
TigerStar:Asfizzix_is_fun:tober: f 93, the other is negative. Then finding y is trivial the Crimean War would be considered trivia.
dkimball:Does anyone actually use this stuff? I think construction workers would need it the most...meaning they use it in their daily job combined with geometry.
Although, just like a job interview question, if you can't answer something as simple as 5 * x = 40, solve for x going to college..well, maybe you shouldn't go to college this year.
BTW, my 5 year old can do simple algebra already. Can't be that hard ;p
Being in Finance, I use a lot of NPV and IRR or Future Value, etc. but Excel has a function for all that crap. There is no need to know how to calculate. Excel or a business calculator is all you need.
Zimmy:ITigerStar:How is knowing what date WWI started remotely important? Ooh, yes Archduke Ferdinand was assassinated and which date did the system of alliances form all out warThe trick is not to lose sight of the point of the question. The point of this question is to figure out the time, so time is X. If there are multiple points (like if the trains left at different times, and you weren't told both times), then you're farked, and you have to use y,z,etc, and you don't have any hope of getting a numeric answer without more information.
well i was a math major and taught math ( from bonehead math up to algebra 2) i tutored college students who were having trouble with their "college math" classes, really algebra 1 first semester, so i'm getting a real kick out of this thread.
i'll just say this....anyone who can memorize the patterns can do the work, it is by rote but you can do it. it's all about the patterns. Mike, one of my college students never took algebra in HS it took a year of twice weekly tutoring sessions but he finally passed "college math for education majors" after taking it for the 8th time.
// waxing philosophical... almost anyone with near normal intelligence can do highschool level math /// end waxing // puts final polish on philosophical ,, there is shines nicely now
AnotherDisillusionedCollegeStudent:IdBeCrazyIf: Another squareTigerStar:AtSatanicpuppyPretty much what I thought. I memorize important things I need in my every day life: ext4 filesystem limitations, office space quotes, what day my kid needs an extra buck twenty-five so she can buy an inta-juice at school.
For things like the dates that wars started I have a google powered phone that has access to all known information in the universe.
That's because these kids are far too busy sending texts, updating their facebook, and tweeting their fingers off about meaningless stuff CONSTANTLY. Who wants to pay attention in boring ol' class? My 1200 facebook "friends" need to know what I'm doing and how bored I am in class right now omg! LOL
You want kids to learn math? Program an overlay to the phone os that makes you do a math problem before it'll send your messageEspecially when you lean that 2 Dem presidents (Kenedy/ Johnson) were responsible for it.
TigerStarWhy is it important to remember your birthday?
Because I get head on my birthday. What do I get on those other dates?They have to be able to correctly add up all the taxpayer money they receive before they send it homeHang On Voltaire:PC LOAD LETTER: I can't do basic math, have a horrible time with algebra, but got As in Trig and Calculus.
Why do you think that is?
Horrible teachers and lack of parental math aptitude for the fact that I sucked in math and algebra, but Trig and calc made sense to me, and perhaps it was that both had heavy graphical and immediate practical implications that made me like it.
Because otherwise you might miss the party? Same reason it's important to know what day your taxes are due, or when you need to pay your phone bill: it's practical knowledge. But even there, you don't have to memorize it you can just write it down.
firefly212El Chode:I revolutionI would know nothing of Rome were it not for my 10th grade lit teacher's insistence that we cover lit from each period and relate it to what was happening within the empire at each piece was written.
AnotherDisillusionedCollegeStudent:The problem with math education in this country is they tell you how to do it without telling you exactly what it is that you are doing.
That's because most grade-school level teachers don't understand it themselves. I had a math professor who taught a math class for the College of Education. They farking hated him because he tried to make them understand the concepts behind the formulas they were memorizingAgreed. The only exception I can recall in my experience was middle-school teacher who went so far as to bring in re-enactors, and at one point showed up for class as a Union recruiter. Good times, bad hard tack. Probably the opposite of that was a high school teacher, who also was the basketball coach...draw your own conclusions, who not only taught history backwards, but spent a good two months on the second world war alone. He spent about a day on WWI (said it "wasn't important"), and never even touched the Cold War. Ignoramus.
Yeah, I know, cool story, blah blah.
Ultimately though, when we teach history it seems that most of the time we fail to teach context and teach the lessons from history. The raw facts by themselves are uselessShavingofOccam123:firefly212 thing that blows my mind is that they sit and try to do that. I figure out 10% (trivial) multiply it by 2 to get 20% (also trivial), and then pick a whole number in between depending on how good the service was.
HawgWild:I'm that person that used Algebra daily. Used to analyse regression curves as a tech support and testing person in a food testing lab. We sold kits that worked with refractometers so that the lab tech could examine the items that were degrading in the food product. Most of the time I was calculating if our original blanks were actually giving a proper curve and falling within our deviation or how their samples were falling outside of the curve and how to properly examine themWhat problem is there?
He knows about the quadratic formula and how to use it. If he needs that information, he can look it up.
Right now he's learning how to use a backhoe efficiently to dig foundations for large buildings. Learning how to run that backhoe is far more useful than using that learning time to dig holes by hand with a shovel in order to keep his hand callusedzelachang:sboyle1020I have immense difficulty with abstract math. However we would have units in Pre-Calc that would consist basically of a giant, multi-aspect story problem and I would have no problem assessing which particular mathmatical formulae or functions I would need to solve it. Of course, I'd still fark up the basic math in it, which is why I'm glad they'd grade on your process as well as your results.
This is probably why I was far better at Geometry and Statistics than Algebra or Calculus. Geometric Proofs were my BIATCH.
/Yet with Physics I did better with things I couldn't actually witness, like Electronics. I miss doing those diagrams...
rumpelstiltskin:El----
Pigeon flies at 50 mph for the one hour until the trains collide, so it travels a total of fifty miles. It does make an infinite number of reversals, thoughMeh. I did okay in math after getting past a "block" in 3rd grade, and did fine in algebra / trig / calc, but I never was good with logic until after I started designing queries (SQL, MS Access query GUI).THIS is why algebra is important, and WHERE everybody uses it in their daily lives.
If you say "I never use this stuff" and you are swarming in debt - that is NOT a coincidence.Sometimes, the same problem is used in multiple different learning contexts.
a2 + b2 = c2
If the object of the lesson today is the process of symbol manipulation so the student becomes skilled at doing the calculations that are necessary for later learning, you don't need to provide any further context. The pure math doesn't require a reference to triangles or how many bushes of broccoli the farmer picked.
If the lesson of the day is to calculate the length of a hypotenuse, you can provide them with the final answer of a2 + b2 = c2, and then follow with a proof of why it works, then the student can get on with more geometical analysis in confidence, provided that they are already skilled with mathematical symbol manipulation.
If you want to practice the skill of seeing the mathematical relationships between things in a situation, and describing them symbolically, then that's a different lesson, which I learned under the broad subject of "story problems". As it turns out, Alice has a drum with a radius of A, and Bill has a drum with radius B, and Charlie has a drum with radius of C. All three drums are the same height. If Alice and Bill's drums are full of water, what radius must Charlie's empty drum be to contain the water from both their drums, exactly?
Where current math teaching philosophy is falling down, and why so many colleges are having to teach remedial mathematics, if that the Ph.D. in Education are thinking you can start the kids at the second or third step without ever spending the time in practice on the mathematics symbol manipulation skills, including to some extent even the basic skills of adding or subtracting. So, the kids can give you a lovely story about Pythagoras and his triangles, but they can't give you the right answer when told that one leg of the right triangle is 3 and the other is 4, and asked what the length of the hypotenuse is.
I gave my 5-year old a leg up by teaching her basic addition and subtraction the way I learned it, and she can knock out 30 randomized addition and subtraction problems in 8.5 minutes with a maximum of 3 incorrect. That way, even if her teachers give her the light and fluffy version of math instruction, she can still add up her bill without a calculator.I think about 75% of college students (in general) have no business being here. They lack any interest in non-major classes, and have next to none in classes for their major. The only reason they're here is because it's seen as a basic requirement for being a part of America's middle class. Maybe we should funnel some of the money being spent on higher education into secondary education. Perhaps then people won't think a college degree is needed to have a crappy middle-management job instantly, how far did the pigeon fly before the crash?
I'm assuming that the velocity is constant. And are we factoring acceleration of the pigeon or assuming that it goes from zero to 50 instantaneously? And is it African or European?
sboyle1020:Having attended a CUNY school (Queens College) and done peer tutoring in first-year math (at nearby Queensborough) while there, I'm thinking that the 90% number cited in the article is on the low side.
My Latin knowledge has been more useful to me in life than any math I learned past 6th grade.
durbnpoisn:Perhaps that's a totally different animal. But it's the only practical application I've ever found for algebra.
For what it's worth, your application is in derivatives for which physics uses heavily to proof the observational study of the physical world.
One Thirty-two and Bush:I don't know shiat about math, but I'd like to see how many times my unit goes into those two chicks until there's no remainder.
1 millionIf math were taught more as an application studies program like the other science classes such as Chemistry, Physics, etc... I think you would likely see more people "get" it and not have issues explaining the why and showing the how.
As it stands now, what i see in math class is the teacher "X=5" and gives nothing else beyond that.
At least until you do a LaPlace Transform, and the you're back to basic algebra again.
Linear Algebra always gets me. Take some numbers, put them in a matrix, run them through a blender, and out pops the answer.
See, this is the problem with most math classes. You get a method but you don't know why that method works; just that it does.
Each equation is a constraint on the variable; it gives a range as to what it can be and what can't be. When you plug in the coefficients to a matrix and then use relations to make it so that only one variable is "1", you're essentially eliminating all other influences from that line except for that one variable.
People do this naturally using deductive reasoning and experimentation. It's just that when it's put in forms of letters and numbers, it freaks them the hell out.
We have lowered the work required to get the grade (grade inflation) to the point where you can pass the class and not actually be required to have learned anything. And we are placing students into math classes that they are not ready for, then when they get to college they have to do a year or two of remedial math to come up to where they should have been when they graduated from college. There is blame enough for all.
firefly212:I'm aware of that: I was referring specifically to the people who think "I don't need to know how to do X, a computer can do it for me." Which is becoming increasingly common.
jst3p:sI'm a semi-retired mathematician and I hold the BS and MS degrees in the subject. I have many shelves of math books and even more electronic math texts. Some observations:
1) The further one goes with mathematics, the more one realizes that there's just way, way too much math stuff out there to ever learn even if one had a thousand lifetimes. It can be like climbing a mountain where the trail gets steeper with every step while the summit grows higher.
2) Discovering truly novel mathematics is almost as good as an orgasm and the joy lasts much longer.
3) All well specified and correctly implemented computer programs are also mathematical proofs. Those who can't do math proofs well are usually rather poor programmers.
4) I recall a thirty page derivation of the meaning of "2". Hint: it's the cardinality of the successor of the successor of the empty set. This was really cool.
5) Unresolved mathematical paradoxes (see the Wikipedia) can keep you up at night. Remember, "problems worthy of attack / prove their worth by fighting back".
lilplatinum:Senescent Dawn: Just skimmed this thread, but I cannot believe the lack of math knowledge people have. Basic algebra? Really? Sweet Jesus. And I say that as a product of the public school system.
Math is important. Just like computer competence and good cardio. When you need to use it it's invaluable.
And the scenario you need it is?
My Latin knowledge has been more useful to me in life than any math I learned past 6th grade.
Hsboyle1020:jShut your mouth, moron. God, how you sicken me.
For people saying "it's much more important to know why something happened than when it happened": a person who doesn't know within a few years when the Civil War took place is not going to know anything else about it either.
jst3p:sboyle1020: j lookTrue, but it's still funny to smell the wood burning as they wonder why you handed them a penny.
That_Dude All of you who are complaining that math is useless; are you the people who complain about the rise of anti-intellectualism in America? If so, then that is hilariously hypocritical.
Hmm.. I haven't seen anyone in this thread "complain that math is useless". I can see how one might get that impression though, if one is incapable of conceiving of things that are not in absolute terms.
TigerStar Why is it important to remember your birthday?
Because I'm asked to enter it on application forms and porn sites. It has no purpose aside from that. Besides, when was the last time you had to give the starting date of the american civil war to enter a porn site?
Senescent Dawn:Area is not algebra, I'm fairly sure we learned l x w = a a bit before thenI dropped calc in high school because I could get double early release if I dropped it and that sounded better. Still raped the LSAT so I guess it wasn't necessary.
I'd be happier if kids just picked up some basic comprehension of the English language. TAing freshman Poli-Sci classes was painful.
I wish I could say I thought this was a bad thing but I'm not sloggin it through 3 semester of calculus, and various incarnations of, just to compete on a level playing field with the rest of the job market. It's not easy but it is easier than being broke.
What annoyed me was that I took 5 years of HS math and was admittedly a mediocre math student but managed to get by. However, I had 90+ in Economics and Accounting courses. So I thought to myself "Self, take Business at university!".
However, the university used Calculus as 'weeder' course. I only took two weeks of Calculus in HS and was the only course I ever dropped (the teacher was generally regarded as horrible).
keypusher:ForZimmy: I'm aware of that: I was referring specifically to the people who think "I don't need to know how to do X, a computer can do it for me." Which is becoming increasingly common.
As a drafter/designer for a number of years (now in school for engineering) it scared me the number of recently graduated engineers with that attitude.
I worked with old-school engineers who worked everything out by hand and new ones who did it all by computer. The older ones could make a simple math mistake here or there, with no practical effect because the relative error was so small. The young ones could be entire magnitudes off and never even realize because of their implicit trust in a computer without ever thinking about the GIGO principle. One typo and your rocket never gets to Mars.
lilplatinum:Area is not algebra, I'm fairly sure we learned l x w = a a bit before then.
Sure, but it was just an example. Having a basic knowledge of algebra allows you to do super advanced things like leave W as an unknown if you know A. Which *baffles* some people. It's just embarrassing, and shows a staggering lack of ability to reason. Math is just organized logic.
lilplatinum:I'd be happier if kids just picked up some basic comprehension of the English language. TAing freshman Poli-Sci classes was painful.
Basically I can't stand people standing up in defense of any kind of ignorance. I don't care if you say "Well, I don't use it that much." It's a simple thing to master, and learning it has definite uses, and just makes you a more well-rounded person. It doesn't bother you that you'll never be able to help your kid on his math homework? I don't care what the topic is. I want people literate and well-read too. I'm not a math evangelist. It simply saddens me to hear people justifying their own ignorance on the grounds of day-to-day practicality. Learning should be fun, god dammit.
Linear Algebra always gets me. Take some numbers, put them in a matrix, run them through a blender, and out pops the answer.
I was lucky enough to take a linear algebra course that started from the geometric perspective. Matrices are just linear transformations expressed in a particular coordinate system (basis). And linear transformations are geometric operations that act on vectors (reflections, rotations, rescalings, etc.)
Linear algebra makes much more sense this way. The columns of a matrix are the transformation acting on each basis vector in turn. Similarity transformations are just the transform acting on a different basis. Determinants are geometric operations reflecting the change in volume of a transformation, which leads into Jacobians in multivariate calculus. Dot products are distance measures. Orthogonal transformations are those that preserve distances (e.g., rotations). Eigenvectors are rescaling but otherwise unaltered under a transformation. And so on.
plausdeny:Pythagoras was the easy part - give a person enough time and curiosity, and that person would get there. We really shouldn't be teaching math backwards from the way in which we've learned it - start with the concept that led to the breakthrough, how the breakthrough happened, and then with that contextual background, start the application.
ObscureNameHere:HoweverSenescent Dawn: It doesn't bother you that you'll never be able to help your kid on his math homework? .
If he's smart like his father he'll take the bare minimum in high school and then take classes in college with papers so you can bullshiat your way through class. Much more useful skill than finding a derivitive.
Basically I can't stand people standing up in defense of any kind of ignorance
I don't suggest we don't teach it, we certainly need math people to make the shiat the rest of us use. Just saying that the majority of people will not find advanced mathematics a particularly useful skill.
makes you a more well-rounded person.
My knowledge of Latin and advanced political science and Kantian Deontology and Aristotle all make me 'more well rounded', but I am not bemoaning the fact that some kids might not learn this stuff or find it that useful.
Most math you learn enough to get through class and then flush the knowledge down the drain, much like many other subjects people don't give a shiat about.
Half the reason you get this at a college is because we have turned our educational system into high school part 2 so kids who have no business in University because they don't care about learning go there because its essentially a job requirement. Its packed full of kids who don't particularly care to learn.
IdBeCrazyIf:ObscureNameHere: HoweverI can see the value of being introduced to higher math in grade school, but studying abstract math in college is a pointless waste of time for students not majoring in a "hard science."
I took Algebra and Geometry in high school and received good grades. After I graduated I joined the Air Force. Six years later I was out of the AF and starting college.
I had to take an entrance exam, and it was determined that my math skills were deficient. I had to take 2 non-credit math classes just to get up to "college level."
My job today does not involve any "higher math" and it has now been another 6 years since I have studied it in college. I'm sure if I took that entrance exam again, I would be back in the remedial math courses.
So what is the point of studying math at the college level if you are not going into a field that requires it?
You know, that is sadly true. Scares the heck out of me when I see today's young people and think about them leading the country. Every year kids get more stupid. State of the Union address via texting, I can see it now.
lilplatinum:MyHalf the reason you get this at a college is because we have turned our educational system into high school part 2 so kids who have no business in University because they don't care about learning go there because its essentially a job requirement. Its packed full of kids who don't particularly care to learn.
THIS.
The amount of rampant stupidity I see on my college campus on a daily basis is pretty alarming. But it kind of makes sense between the above comment and when most of them spend their college career getting into circles and talking about what some shiatty article was trying to say, and how the article made them feel.
/Yeah I was that asshole that yelled "Get a real major!" at you. //Rampant stupidity? At MY University? It's more likely than you think.
pandabear:El Chode: Tocollege graduates can't solve the general quadratic equation (well, not any longer than it takes to pass the quiz on that chapter, anyway).
FTFY Seriously, people are DUMB! /the guys at CMU make me feel at least a little dumb myself
Senescent Dawn:lilZeno-25:Senescent Dawn: Zeno-25: HQuite paradoxical, given your name.
What I wouldn't give to be able to read the classics in their original Latin (or Greek).
It is. The problem with Greek is that some of the best phrases translated to English are next to impossible to get right reading the Greek, due to the density of the language. You half-assed stumble onto an awkward phrasing and then read the translation and say "oh man, how did I miss that?"
Orgasmatron138:Senescent Dawn: lilCan you prove he wasn't?
I heard he killed a guy for calling him a Blegian... with his left thumb!
Urda:AnotherDisillusionedCollegeStudent:keypusher: ForEl Chode:rumpelstiltskin: El calculusSomewhere to the right of the Mathematician, the library scientist is there saying "Yeah, that's nice... 10:30 for your research session, right?"
I think people tend to associate math with questions like these, when really the cool math deals with more fun questions and concepts. For example. Take the set of numbers from 0,1 including the endpoints. Now cut out the middle third, all numbers greater than 1/3 and less than 2/3. Then cut out the middle third of the two remaining sections. Repeat this infinitely. The numbers that remain are all the endpoints of the sections. including 0,1,1/3,2/3,1/9,2/9,7/9,8/9... These numbers have the interesting property that they are infinite, uncountable, and contain no connected segments. The set of numbers I've describe is called the Cantor Set and is used in a lot of Analysis and Topology examples because of these interesting properties.
Also note, this is CUNY. I worked until June at Brooklyn College, a CUNY school an archivist and while a lot of very bright people TEACH at CUNY schools it is very much a state university program just smaller. It's where people who can't afford/can't get into private university or SUNY go. There are differences (Brooklyn College is a fantastic school, and there are several other great CUNY campuses) between different places, most of CUNY is at or below community college levels. High School 2: Now You Pay for It.
How do you even graduate from High School without some understanding of Algebra. Heck, I'd let them slide if they don't have the quadratic equation memorized, but: FTFA: Only a third could convert a fraction into a decimal.
WTF, over? Maybe, if the fraction is something like 7/22 and they have trouble, I'll understand. But I doubt that this was the case. Though, my guess is that for many of these students this was the first time they had faced a math problem without a calculator. Nothing says, "bad math class" louder than a math instructor who allows a calculator in class. In a science class, sure, but when the goal is to learn to do math, you shouldn't be using a device which does the math for you.
phedex:U don't know about the axis or whatever you were talking about. But here is how I thought about it.
i^2 =-1 so if i had some sort of (i+1) or (i-1) factor involved it would have one of the 1s getting cancelled out to leave i.
using the first one i get (i+1)(i+1) = 2i
skipping some steps and you get x= +/- (i+1)/21/2
What about the other solutions though?
Well we know (i-1)(i-1) = -2i
but if we follow the same method as before, we end up with x = +/- (i-1)/(-2)1/2
I am a teaching assistant in a history class geared mainly at engineers, who take it for their mandatory writing credit. I recently marked a big stack of research papers. The youtube quality writing found in many of them suggests that basic algebra isn't the only thing that college students are missing out on.
(-1)^(1/4) is just one number; it's the principal (as in smallest argument; gotta pick it somehow) fourth root of -1, which does happen to also be the principal square root of i. In other words, (-1)^(1/4) is a solution to x⁴=-1, but not every solution to x⁴=-1 is written (-1)^(1/4).
/there's no math in accounting. //whatever the public thinks accounting is, they've been deceived. ///sure, there's numbers, but Excel does all the calculations for you.. /A Student //Started out as an Art Major. ///SLASHIES!!!!!Move the decimal point 1x to the left and add 1/2 really simple way to come up with 15%
110.55 bill 11.05 + 5.53 = 16.58 tip
But this isn't new. I was a college freshman in 1991. They MADE you take freshman math. It was Algebra etc. Really simple stuff. I was like WTF how did you people get in to college. Some kids were really struggling. Of course attendance was f-ing mandatory.
I tutored math, physics, and chem in college. The math students usually fit into two groups, folks that thought having me do their homework would somehow teach them calculus by osmosis. The other group figured they would 'just never get it' or worse were told by a teacher that they would never get it. Almost all of the second group did well with my instruction, most going way further than I did in college (I quit after third year). Linking math to ideas and things the student relate to helps the process for sure.
I actually used my second year calculus to derive a bicycle wheel building formula to determine spoke length.
/any math people out there take Linear Algebra? I passed it with a low 90 and still to this day don't understand any of the concepts of that course
fizzix_is_fun:phedex: SorryMath can turn out to be useful in unexpected ways. I had to solve some home repair problem (carpentry? carpeting?) and needed to take a square root, but my calculator didn't have one and I had no computer access. And as people who learned it in school know, taking square roots by pencil-and-paper sucks.
So I re-derived and implemented Newton-Raphson root-finding iteration by hand.
The algorithm, for those who are interested:
Goal: compute the square root of some number C
Algorithm: 3. repeat until x doesn't change anymore on your calculator
AmazingRuss:SlothB77: iGive them a little head start in life.
And for the love of god teach them "Please do the needful" sounds retarded in English.
KJUW89:Hatman013: Since you hold a BS in Math this is a stupid question to ask, but could you just plug everything into the quadratic forumla to get that? Seems quicker/easier to me. Not snarky, I'm serious.
For more complicated equations, maybe. Splitting it into two smaller equations is how I originally learned how to solve them, and it's still my "fallback." Plus I never remember the quadratic formula.
After you have used the reverse foil method many times. You get to the point where you can just look at a quadratic and solve it without writing anything down or know that it isn't factorable and have to do it the hard way. = (x+C/x)/2 3. repeat until x doesn't change anymore on your calculator
For that matter, how are star maps coded in the DNA of some long range migratory birds?
The axis thing is just a visual representation of all of this. All these numbers, 1, i, -1, -i have absolute values (or magnitudes) of 1. That means if you draw these on this axis, they will all lie on a circle of radius 1. When you take a power or a root of a number with magnitude 1 you do not changed what circle it lies on, you just move to a different place on the circle. Squaring a number doubles the angle from 1. so i is at a 90 degree angle and i^2 is at a 180 degree angle corresponding to -1. You can also do it the reverse way and note that there are two number where if you double the angle you get -1, these numbers are i and -i. (-i = 270 degrees and 270*2=540 is the same as 180). If that made no sense, this picture should help.
Somewhere to the right of the Mathematician, the library scientist is there saying "Yeah, that's nice... 10:30 for your research session, right?"
/archivist
Isn't that just a chart showing a gradient scale of stuff that man made up verses stuff man is trying to observe in terms of complexity of model? We naturally understand more about stock car racing because we set the conditions for it to exist. Just like mathThis problem has absolutely nothing to do with CUNY. It has to do with Bloomberg and his motherfarking social promotion in HS, that he claims doesn't exist anymore. My finance is a teacher so this is no surprise to me at all.
The problem is, is that HS teachers in NY are flat out told that can not fail more than 10% of their kids. Out of say 300 kids, they can only fail 30. Sure they CAN fire more, but then the school looks bad and the principal stops getting his funds, which means bad reports for you as a teacher. This is the reason why I hate Bloomberg, and why I am considering moving to Jersey before I have kids. In other words. fark BLOOMBERG!Cool, I hadn't heard the cicada thing before. This appears to be a useful review (see also earlier work). Still not clear whether the prime numbers are a coincidence though.
----
Periods of up to 23 years have been observed. From my reading, it appears that simple predator avoidance provides sufficient natural selection pressure.
As far as I know, cicada periods are the only observed instances of prime numbers in nature outside of human endeavor. Primes can also be seen in some aspects of crystallography, but such requires advanced instrumentation.
I remain mystified as to how to represent prime numbers as DNA/protein. Representing star maps is even more incredibleErudite Thinker:Well, depending on how good you are, it could be more like the difference between "I can color in the lines" and "I draw stick figures".
impaler:Erudite Thinker: IYou'd be surprised how little math is involved in many many programming jobs. Hence the term code monkey.
Erudite Thinker:Maybe you guys are good at math and like to defend it, but you guys sucks at getting context.
Sure basic algebra is useful. Stuff that career mathematician study? not so much.
Many math theories don't find an application. Some other ones don't find applications until hundreds of years after they are formulated. A lot of the legwork behind quantum mechanics was set down by the mathematicians of the preceding century. It is possible that we might be able to make the next generation of computers exploiting these features, this will have an impact on the lives of everyone on the earth.
Math informs all the other sciences, and all the other sciences produce pretty much everything that defines your daily existence.
SystemFault:The reason it's a prime number is because a predator also hibernating for that number of years is much less likely. It's not exactly that prime numbers are coded into DNA, it's that the individuals that survive and mate have offspring that emerge after the same number of years.
Example: You have 3 sets of prey. One that will emerge every 4 years, one that will emerge every 6 years, and one that will emerge every 11 years. You have one set of predators that will return to the area every 2 years to hunt. There is always ample food for the predators, but the prey we're concerned with is very fragile and easy to catch/eat.
The prey that emerges every 4 or 6 years has exactly 50% chance of encountering the predator each time they emerge. The prey that emerges every 11 years has a 50% chance of encountering the predator on either of it's first two cycles, so an aggregate of 25% chance. Therefore, that set of prey has a greater chance of multiplying than the other two sets and producing offspring that also emerge only every 11 years.
Explodo:Erudite Thinker: Explodo: Erudite Thinker: future, but what are thSo you develop algorithms and you're a "Software Engineer". Is that what they told you at school? You'll be in for a surprise when you're on the marketNew Age Redneck:/any math people out there take Linear Algebra? I passed it with a low 90 and still to this day don't understand any of the concepts of that course
Linear algebra can vary from a very theoretical perspective to a more functional engineering perspective. I've taken courses on both approaches. I find the theoretical side harder, and the application side easier. However, I also find the theoretical side more fascinating, probably because I don't understand it as well.Erudite Thinker:phedex: U UniversityWell the people that actually do things most likely are the ones that understand "abstract math". In fact engineering is the most common undergraduate degree among the CEOs of America's largest companies.
Various sources place the number of fortune 500 CEOs with engineering degrees between 20% and 50%.
For more information on why people who understand how to "abstract mathematics" are also the ones that get shiat (actual things) done visit here (new window) and here (new window)ObscureNameHere:Note to "Software Engineers": real Engineers (the ones with the metal ring) really wish you would stop calling yourselves "Engineers".
/not an Engineer //has friends who are
In fairness, as a civil engineer, the most complex math I've done by hand is solving systems of equations. A lot of engineering is looking things up on tables. Of course, I know the math used to *generate* the table, but really, anyone with a high school background in math ought to be able to do my jobsimpsonfan:Buckeyebrain:One train leaves from Los Angeles to Chicago. The othe rtrain leaves Chicago for Los Angeles at the same time. The eastbound train (LA to Chicago) tavels at 57mph. The westbound train travels 63mph...
Considering this is Amtrak we're talking about here, how long before one or both trains breaks down, has a delay of some kind, or hits a cow, couch, or idiot trying to beat the train?
But you can't join Les Assassins des Fauteuils Roulants.
/Obscure only because everyone else fell asleep or skipped everything after the first page of footnote 304Isn't one of the big theories about birds that they follow magnetic fields, not stars?
Up until, oh, about 30 years ago, only around 15% to 20% of high school graduates would go to college. Then the universities figured out they could make a metric ass-load more money by selling the "college is for everyone" lie while raising tuition at 10 times the inflation rate.
Today, something like 80% of high school graduates go to college, yet still only that 20% actually deserve to be there -- actually even less than that considering how crappy high schools have become. The rest have no business being in college and couldn't handle anything approaching an actual college education. Which is why universities keep having to invent fake degree programs like "Ethnic studies" or whatever just so the schmoes who are only there to give fill the coffers of the university have something to do why spending all their parent's money. I mean, something other than drinking all the time and banging the skank down the hall.
At this point, college has become not about being educated and certainly not about learning something useful to prepare for an actual career. It has, instead, become part of the culture of perpetual of adolescence. It exists so that 18 year-olds don't have to actually grow up and become adults and deal with the real world, and can, instead, act like children for another 4 (or 5 or 8) years on mom and dad's dime.
Seriously, if you can't do basic algebra then grow up and go learn to dig a ditch and get the heck out of my university.
imgod2u:trappedspirit: ExplUgh, just looking at that reminds me of just how PAINFUL math was for me. I honestly believe I just wasn't wired for that.
----
Isn't one of the big theories about birds that they follow magnetic fields, not stars?
----
Actually, there are some aquatic microbial species that incorporate tiny magnetic fragments to help differentiate between up and down. Note: Earth's magnetic poles are inside the planet so the field's magnetic lines are parallel with the Earth's surface only at the magnetic Equator. At all other places, the dip of the North/South end of a magnet will determine up/down.
But experiments with birds and a fake night sky using a planetarium show that avian star maps are in play.
As someone who used to teach at CUNY-Hunter, it's a lot worse then this. Most of my students that went to school in NYC couldn't even do basic fractions or decimals, let alone comprehend the scientific method.
/Immigrant students and students from outside the city were always very good. //I had maybe 2-3 NYC students the bucked the trend of their peers can't say whether or not it is the teacher or the student, but I've found when things are shown in pictures to me, I'm quite good at math (ie geometry). Also I had the same problem in HS physics. I would go for extra help after school and the teacher would be surprised how good I was at the theory. For some reason I understood why, say, mathematically gravity works and what not, and could explain it quite easilly but when given numbers, my equations would just fall apart.
I was failing this class because I couldn't do math, and that was always 95% of the test.
This teacher actually then did a test for himself and for the class. This new test was only 10% math and the rest was all theory. I was pretty much the only kid who passed (it was the only physics test I did well in) Maybe it was me, maybe it was the teachers. I really dunno.
Lollipop165:MaybeJackieRabbit:Angel of Death:Hang On Voltaire: I can discuss the Teapot Dome scandal. I can name all 50 state capitols. I can discuss the writings of Adam Smith. I cannot do basic Algebra.
You can't spell "capitals," either.
He's not wholly wrong; "capitol" is the correct spelling for the building which houses a legislature or is the seat of government, (.e.g, the terrorists tried to destroy the U.S. Capitol) but the chief city of a state or country is indeed spelled with an a "capital"--, e.g.,Austin is the capital of Texas.
ObscureNameHere:Note to "Software Engineers": real Engineers (the ones with the metal ring) really wish you would stop calling yourselves "Engineers".
/not an Engineer //has friends who areObscureNameHere:Note to "Software Engineers": real Engineers (the ones with the metal ring) really wish you would stop calling yourselves "Engineers".
/not an Engineer //has friends who are
Note to English Major's like yourself. The thing you are using, the computer, has a lot of software and code written by Software and Computer Engineers. The code doesn't magically appear, and the mathematics used to calculate how complex an algorithm is doesn't just show up for us. Which in turns decides how routines and sorting functions are made for large scale. Ever Use Google? Computer and Software Engineers work on that so you can search the internet. So either shut up, or get offline since you think our profession doesn't count.
The Moar You Know!
/CECS, Represent //All CECS take Calc 1 through and including Linear Algebra for ABET Accreditation ///lol English Major trying to tell Engineering Disciplines if they are real or not get people killed.
It has more to do with the how a lot of software engineering curriculums focus too much on the business side of things. There are, of course, real engineers doing real software engineering out there.
That's because there are so many "programmers" in CS who can't tell their ass from their elbow. I once had a guy with a BS in CS from Cornell ask me how to get the opposite of a vector, and then had me explain to him how multiplying it by -1 did that. I was polite and drew it on the white board and explained it without condescension, but inside I was just blown away that I was even getting asked such a simple question.
trappedspirit:Umtrappedspirit:Um, yeah, that's what imaginary means. The square root of -1 does not exist. You are looking smarter all the time.
Angel of Death:trappedspirit: Umimgod2u:Could it be that that in part is what gave the first fellow some trouble who talked about his difficulty in progressing conceptually further in mathematics? Maybe I'm not following you too closely because it still seems you are not getting that all of mathematics is a branch of imaginary conceptualization. Or maybe I am following you and you are having a bad day.
This is a philosophical debate into which I will not enter. My point was that the so-called imaginary numbers are no more imaginary than the so-called real numbers. Of course, they are no less imaginary either.
This is a philosophical debate into which I will not enter. My point was that the so-called imaginary numbers are no more imaginary than the so-called real numbers. Of course, they are no less imaginary either.
Yes, that I agree with the latter. However, I do not think it a philisophical debate when suggesting that math is an invention of man to help him conceptualize models that approximate the physical universe but are none the less incomplete models. At least that doesn't seem to be any discussion of philosophical principles to me.
trappedspirit:Could it be that that in part is what gave the first fellow some trouble who talked about his difficulty in progressing conceptually further in mathematics?
Could it be that that's not true and complex numbers are simply difficult to deal with altogether? Could it be that mentioning "math is all imaginary" really has zero to do with understanding the difference between real numbers and complex numbers?
Could it be you were trying to sounds smart without knowing what you were talking about?
This.
Most people don't appreciate or understand more advanced algebra, trigonometry, etc because they don't need to. Why would you when you can hire a professional to do it for you and save you years of study?
E.g. I can move my cursor around my screen without needing to know why nuclear reactions or burning fossils allows me to do it, or needing to know anything about Erudite Thinkers job. I'm an architectural technician, but you don't need to know the cement/aggregate ratio of the concrete foundations of any house I detail to live in them.
It's all practical knowledge, just not practical to most people. I'm NOT trying to defend ignorance. I just don't understand any maths harder than what I need for my job, and have no inclination to learn. Same way most people have no interest in the number of rafters that make up their roof structure. Why would theyYOU DIDN'T PAY ATTENTION TO UNITS. No attention to detail- big problem with most college students/graduates of ANY major.
Anybody here heard of Supplemental Instruction? Basically students who excel in a certain bottleneck course get picked to go back and sit in the course (while still a student at that university). The purpose of this is to make the students feel like there is someone other than the professor who they can approach for help and also so they can hold study sessions outside of the class having freshly seen material they already have mastered. This preps the Supplemental Instructor to handle any possible question a student might have.
I do this job.
# of students who take advantage of my study hours = 0-1 / week # of times I remind them of my study times = 3 times a week.
Students in general are lazy.
But it isn't entirely their fault. Professors let this happen. They are boring in class, they are too nice to students (or worse, too mean) and don't push them to excellence. I have sat through many college algebra classes and every single professor SUCKED in my opinion. They knew exactly how to write the problem on the bored but had no skills when it came to engaging the students. Also there is no more "come up to the board and work this problem". This might have something to do with the administration but I'm not entirely sure.
one of the biggest problems is that the type of people who would make good professors (good communication skills, lively in front of a class, smart, etc.) are the same people who see no point in becoming a teacher in america.
I'm an ME student, trust me Software Engineers are engineers. There are people who are just programmers who like to call themselves "software engineers", but real software engineering is pretty intenseDon't go into it with the attitude that you're a mathematical retard. At the same time, try not to have the attitude that basic math is "pointless"; I'm sure that you know that it's not. It sounds like you had bad teachers and lousy encouragement as a kid. Think of the new math class as a second chance and a fresh start.
Mathematics builds on itself like few other fields. If you didn't understand how to multiply 4 by 6, how can you hope to multiply 482 by 619? Force yourself to master crawling before you attempt to walk. Don't skip over something hoping that there will only be one question about it on the exam, because it doesn't work like that. If you don't understand something, ask the instructor, ask a classmate, ask a private tutor, anything (hell, ask Fark!), but force yourself to "get it" before you move on.
When you start to understand something, do a million practice problems until it becomes second nature. If you're truly stymied, then of course, be more deliberate (and ask for help). But once the wheels start to turn and it starts to make sense, beat it into the reptilian part of your brain by doing a million practice problems on it.
If you do problems for which there is an answer key, and you answer a problem incorrectly, do NOT move on until you understand why your answer was wrong. Make sure that you can go back and identify the exact errors that you made, correct them, and arrive at the right answer.
You're a perfectly intelligent person. The mathematical content of this class is NOT beyond you. You CAN master it with patience and hard work. Good luck!
Well, let's be fair. There are only two distinct solutions. Your expression does not give infinitely many distinct complex numbers, merely infinitely many representations of two distinct complex numbersChemistry will be impossible without algebra. Biology is doable though.
The best advice I can offer is to find the point where you understand everything, and start from there. You can do this on your own. Don't worry if it's basic arithmatic. The only thing that's important is that you completely understand it. Find some workbook or something that has that topic in it and do a whole bunch of problems. It'll be boring, but it'll sink into your brain. Then go to the next topic, and make sure you understand how it relates to the first one. If you don't understand, find a different book. Keep on searching until you find one that makes sense. Afterwards, do a whole bunch of problems in the new topic. Then rinse and repeat.
You need to do the work though. Just reading through the topics without actually doing problems will not get you through. You'll hit a wall at some point because you haven't ingrained it deep enough in your brain.
Angel of Death:YouWhy do people hate math so much? (people don't go around complaining about how much they hate history, why do i have to take this 1 history class in college WAH, why is history so hard WAH)
Learn the basics and then follow the rules. So you can add, this leads to multiplying.. and the rest of it is a bunch of rules.
RIGHT?!
So people who want to get better at math: Get a math text book.. 6th grade level (if you can't divide and don't get fractions), 9th grade algebra book, trig book.. math hasn't really changed so an old as dirt textbook can probably get you through it. Read it. Practice. Find someone (anyone? AND LET ME TELL YOU engineers and other nerds would LOVE to show you HOW FREAKIN smart they are (although their communication/teaching skills may be completely worthless). to ask questions.
Angel of Death:Nichevo: Since no one has given all infinite solutions:
x = (+/-) ei*(pi/4) + 2*pi*Z where Z is an integer.
Well, let's be fair. There are only two distinct solutions. Your expression does not give infinitely many distinct complex numbers, merely infinitely many representations of two distinct complex numbers.
As my training was in physics, not pure math, I sympathize with your sentiment of practicality. Unfortunately, mathematicians write the rules, they view each "branch" as distinct..
By definition: log(z) = ln|z| + i*arg(z) (z /= 0), and since arg(z) has infinite answers, so does this problem.
I originally thought this was pedantic, but after running into another interesting physics problem later on, I was forced to concede that the mathematicians are justified in their definition.
Nichevo:Unfortunately, mathematicians write the rules, they view each "branch" as distinct..
Angel of Death: formuladepressing.
I had problems with my instruction as well, and I had mediocre math grades thereafter, as well. But I don't use this to excuse any current problems I may be having. Never too late to learn basic math, and, frankly, calc I is basic math.
Angel of Death:Lollipop165: MaybeThere is a great book called "Innumeracy" by John Paulos, (my gf's calc prof at Temple University) that discusses these very issues. He suggests that part of it is also the culture that teaches that mathematical ability is an inborn trait that cannot be learned. Too many people just say "I'm no good at math" and parents and teachers all shrug and move on, instead of telling them that math skills can be learned.
fizzix_is_fun:It's not *that* bad. I kind of like it here if it weren't for all the corruption. What you got against Cambridge?
Nothing specific, in fact it has MIT going for it. I messed up by having a life and obligations before I got into college and I'm now on the 15 year plan. Being from Texas (sorry all) I can't imagine living on the east coast though.
/If Matt Domsch is representative of the class of MIT graduates there is little else to be said.
This school is in the bluest of Blue States, run by Jews, and has a large non-White student body from massive amounts of immigration. (Their own home countries probably arecrap-holes, maybe even because of terrorism!)
nelsonal:Dero: I have the math skills of an elementary school studentDero: Math is the only subject that physically makes my head hurt. I look at equations and my vision glazes over.
By any chance does your school (or a school near you) have an EOP department (or the equivalent)? Often the tutors they have for their program students are allowed (even encouraged) to help with tutoring non-program students...
EOP tutors are used to dealing with people who have no math skills.
For example, when I was in grad school I tutored EOP, and taught some basic math to a 60+ year old woman who'd only learned to read a few years before.
/EOP was an awesome program when it was first established. //Mom was rural underprivileged student with kid in the 1970s ///She would probably not qualify today. //grrrrrrrrrrrrrr
LabGrrl:Uh, I was talking about passing an intro level biology course at a college. I'm pretty sure that has minimal math in it, so that even if you're incompetent you can get by without it levelI just earned mine last year :) Its fun being somewhere where multi-variable calculus, Newtonian mechanics, and E&M are even required for the humanities majors (not that there are many). I sort of forget how little the outside world knows about math/science/engineering. EE/CS myself levelIt is almost definitely a pre-requirement. However, you can probably rote memorize the formulas for the couple cases algebra/statistics are used in. I'm not saying it's easy, or it's the right thing to do. I'm just saying you can get by. I've known people who have.
While an undergrad I personally helped 3 acquaintances pass online college algebra classes; countless more in slightly more complicated business calculus classes. I only took 3 classes as an undergrad from the Math department: Calculus, Linear Algebra, and Differential Equations. I have never met anyone outside of my field of engineering and of course mathematics that has even taken comparable math classes to the latter two and only a few that have truly mastered the former.
I attribute the recent brush with economic disaster to the lack of understanding of how many financial tools that are widely taken advantage of but seldom understood work e.g., derivatives. The public's lack of math comprehension allowed these tools to be left unchecked and unregulated. The extremely successful investor Warren Buffet has stated that we should "beware of geeks... bearing formulas." He doesn't say ignore these geeks or not take them seriously, he merely is suggesting that you should analyze what it is they are saying or proposing so that you can make an educated decision about it. This is opposed to taking these formulas on faith as people are trained to do in Churches throughout the world and an ever increasing rate in the United States. This of course is divergent from the original discussion but an interesting subject for another setting. I can't attest to Warren Buffets mathematical prowess but he at least recognizes that continued reliance on tools that we don't understand can quickly lead to their abuse.
To paraphrase a cornerstone of Warren Buffets investment strategy, "only invest in industries and companies that you understand i.e., how they generate revenue and hence profit." Over the past decade and probably longer we have seen examples of people investing in all sorts of companies and "packages" that they only trust due to past performance whether verified or not (see Bernard Madoff). Of more interest since the financial industry's bailout is that individuals were not the only ones doing this, large investment firms did as well. How many people at these firms understood the techniques they employed when investing their assets? How about their regulators? Fundamentally what happened is these companies took on excessively risky positions and were allowed to do so. It is likely that many within the organizations didn't know how risky their positions were. It is even more likely that regulators had no idea either.
Math is the necessary tool to understand the positions investors are in. If we don't either restrict the investing tools that are allowed, or get a more highly educated regulatory base then a similar situation is likely to happen again.
This articles statistics while disturbing are not unique to the current generation of U.S. high school graduates. Yes, the rest of the modernized world tends to be better academically but the best still come from the United States. I seriously doubt that the majority of people in the educated world have any understanding of how say derivatives work even in the countries that are supposedly better in math. That being said I can be reasonably sure that the people that invented financial derivatives were from the United States. Similarly for other packages such as sub-prime mortgages etc. they also are likely products of the United States. Unfortunately the less educated majority has utilized these tools via computer programs, sometimes to success, but they do not understand the fundamentals of what they are using and like any tool this can lead to a situation that is disastrous.
Nichevo:AngelLattices aren't Distributive:NichevaluedUmm, e^0=e^(2πi)=e^(4πi)=...=e^(2nπi)=..., or more generally e^k=e^(k+2nπi). That makes e^z many-to-one (many inputs correspond to the same output).
I think you have a few things about "branches" confused. My copy of Ahlfors is at the office, so I can't give you an exact reference, but the main thing is that it's not the complex numbers themselves that have branches; rather it is certain functions (including logarithm, but not exp) that have branch points and branch cuts, which are ways of dealing with the fact that a relation being "one-to-many" makes it not a function.
Anyway, this all comes from the fact that polar representations of complex numbers are not unique. The word "representation" is important there. Now, it is often useful to use more than one representation of the same complex number (which is probably what you mean), but it's still just one complex number. /Is a mathematician //Not an analyst though. ///Still had to prove things about Lebesgue measure at my compsNow, if you take e^z to be defined on points of a Riemann surface associated with the logarithm function (infinite helix), that almost makes it one-to-one. Zero is still an issue though. Is that what you meant?1. Go to your instructor's office hours 2. Get a good tutor. Not the guy with the posters that claims to tutor chemistry, physics, and math. There aren't any standards or licences, so you'll have to ask around to find out who's good and patient.
[violas] I started out with pre-algebra - that is, I had to go through pre, beginners, intermediate, and finally I'm at college algebra. It is embarrassing, but what else are you gonna do if you want a degree? Just stick with it and don't give up. [violas]
No, no it isn't. The constructivists who have been pushing the "New New Math" and decrying supposedly sterile curricula have proportionally little support from the actual world of professional mathematics. Most actual mathematicians would tell you that students need to have a firm grasp of those supposedly sterile basics, if they're to have a chance at going on to higher-level math.
(Which is what quite a lot of high school education is really about-- yeah, for much of it, a particullar kid likely won't have need of ever again, but teaching it to kids at least gives them a shot at the fields that require this or that skill set.)
The original "New Math" (which Tom Lehrer famously parodied) swung too far in one direction, expecting all kids to do fine while overloaded with advanced abstractions, but some of the more recent reformers have swung too far in the other direction, eschewing instruction in favor of just building up kids' self esteem as they creatively learn their way to mathematical incompetence.
I do not understand what is sad about these findings or unusual. Algebra once you have finished the test isn't used by that many people, so why would people bother retaining that information. There are plenty of things I learned in high school, and of which I received high marks, that if I was asked to do today I could not. This is quite simply because those things have not been important and thus I have not retained the information, although I am very sure it would not take me long to relearn if I needed to.
/University students cannot remember their year 8 algebra. //40 year old man cannot remember his grade prep teachers name. ///If neither have any reference to your life as you live it at the moment then so f'n what?
/Quit telling engineers they are not engineers //When you yourself are not an engineer. ///Moron.
Computer Engineers have done their degree the same as mechanical engineers, electrical engineers or any other type of engineer. I really do not see the problem with them calling themselves Engineers. Can ObsureNameHere explain why when someone has done a full Engineering degree they should not call themselves an Engineer?
Guest:I do not understand what is sad about these findings or unusual. Algebra once you have finished the test isn't used by that many people, so why would people bother retaining that information.
I disagree that it isn't used by many people. Everyone uses algebra. You're never going to have a job or be in a situation where you sit down in front of an equation and solve it like a homework problem, but it is there nonetheless.
The sort of basic quantitative reasoning required to do simple algebra is something that should be unable to be forgotten; that's like forgetting what the concepts of division or multiplication mean. People do algebra every single day without realizing it, they just do it in very specific situations, like figuring out how much a single item would cost if the sign says "3 for 10 dollars".
The great failing here is that they're unable to apply the abstracted reasoning process to other things. In the above example clearly the equation would be "3x = 10, find x". Nobody actually thinks of it that way, but they should, because occasionally an unfamiliar situation will crop up that they'll be unable to solve even if it requires exactly the same sort of reasoning.
Dero:Angel of Death: YouJust remember - an equation is not a machine that magically produces a result. It's a description of a relationship that already exists in the writing of the universe. You're just trying to figure out the missing piece.
Just remember, everything is interconnected. Use what you know to understand what you don't.
Angel of Death:You realize that different areas of the brain control different logical aspects, and that most people are wired differently so that certain portions of the brain are emphasized over others. I'm not trying to be sarcastic, I know that you know this because this is obviously common knowledge (well, I guess as common as basic algebra). But I don't know why you can't believe that an intelligent and engaged human can be "miswired" and not understand math. Certainly horrible math teachers are part of the problem, we've all had to go through that crap. I know I sure as hell am not "wired" for math; just looking at a math equation makes my brain sizzle. Not that I can't do math, but my brain sure as hell does not want to. :Pwyltoknow:But I don't know why you can't believe that an intelligent and engaged human can be "miswired" and not understand math.
Of course I can believe this. I have no doubt that some people "just aren't math people." What I can't believe that the number of people who claim "not to be wired for it" actually have this problem. My naive intuition is that true dyscalculia ought to be roughly as common as dyslexia.
Lollipop165:Well, there are levels of literacy in both reading and in mathematics. Can you add, subtract, multiply, and divide numbers of arbitrary size with a pencil and paper? How about fractions? Can you calculate the tip in your head? Can you do your own taxes?
A full appreciation of Moby Dick probably requires a college-level class. A full appreciation of multivariable calculus requires the same. I'm not asking for either from the average person in his or her daily life. We'd probably both agree that the average person should be able to read and understand an article in, say, the New York Times. I think that the average person should be able to solve a quadratic equation as well. (This is a general statement, by the way. If you personally do have a genuine mental block for mathematics, or dyscalculia, or something of that kind, then that is different. But I refuse to believe that 90% of the population is in that camp.)
Besides, if math were easy for everyone, wouldn't everyone just become engineers or something along those lines?
I didn't say that math is easy for everyone. I just don't think that high school algebra is beyond the majority of the population. I think it is within everyone's grasp. To some it will come more easily than others, of course, but I think that most people are capable of it.
This is also quite a separate issue from the question of a career in a quantitative field. I certainly don't think that mathematics is sufficiently interesting to everyone that they should want a career in it. I consider myself very good at reading, but I don't have, or want, a career in itThere's a key difference here. Doing math isn't like interpreting a complex book (which in the end is utterly subjective). Math is ALREADY THERE. We don't create anything when engaging in mathematics, we're simply recognizing something that already exists. Once you figure out what the bits and pieces of the complex problem are doing, it's just a matter of reshuffling things to make them more recognizable, and then plugging in the numbersThey probably understood the above concepts intuitively, and didn't understand that you needed those broader concepts spelled outYou can understand math and not like it. You can understand existing math and not have that spark of insight that leads you to new frontiers with it. You can understand math and still believe your life is better served by helping others.
You're aware that simple arithmetic operations like division are used to solve algebra problems, aren't you? You're thinking of it as a division problem: 10 divided by 3 = ?. But an equally valid (and arguably more natural, in this example) way to describe the problem is with simple algebra.
Notice that when you reduce it to a division problem, you have simply carried out the first step in solving the algebraic equation already: dividing both sides by 3. What is GIVEN to you in my example is the price of 3 items (3x), they are not giving you the price of 1 item defined as 10/3; that would be a division problem. You had to take the step of dividing the aggregate price by the number of items you wanted, and this was, in essence, solving a simple algebra problem.
Most people think of it as division because it is such a common occurrence that the method of solving that particular problem is ingrained by rote, even if they don't understand how the problem they're solving can be modeled by math.
When my sister was a freshman at an above average Midwestern liberal arts school (avg. ACT of 28), she brought me in to tutor her before her math requisite final. She solved some equation down to the following:
0 - 2 = x
Then she paused, just before the finish line. The she wrote in her answer. x=0. I frowned. "Uhhh, you think zero minus two is zero?" Her response: "You cant take something away from nothing!"
El Chode:pandabear: Now |
This textbook provides a comprehensive collection of examples of the topics of Linear equations, Matrices and Determinants.
The reader will obtain the necessary routine of handling these topics by working through these examplesThis is the third textbook containing examples from the Theory of Complex Functions. Some of the topics are examples of elementary analytic functions, like polynomials, fractional functions, exponential functions and the trigonometric and the hyperbolic functions complex functions, calculus of residua and its application to e.g. integration are |
Compute Theoretical Probabilities (Resource Book Only) eBook
for grade 6+ provides six activity pages in which students compute theoretical probabilities for simple chance events (throwing a die, flipping a coin) in order to find answers to riddles and other problems. The unit also includes an assessment page in test-prep format. (Find other units by searching 'Data Analysis/Probability 6') |
More About
This Textbook
Overview
Mathematica is a computer program (software) for doing symbolic, numeric and graphical analysis of mathematical problems. In the hands of economists, financial analysts and other professionals in econometrics and the quantitative sector of economic and financial modeling, it can be an invaluable tool for modeling and simulation on a large number of issues and problems, besides easily grinding out numbers, doing statistical estimations and rendering graphical plots and visuals. Mathematica enables these individuals to do all of this in a unified environment. This book's main use is that of an applications handbook. Modeling in Economics and Finance with Mathematica is a compilation of contributed papers prepared by experienced, "hands on" users of the Mathematica program. They come from a broad spectrum of Mathematica devotees in the econometric and financial/investment community on both the professional and academic fronts. Each paper provides a set of tools and examples of Mathematica in action. These tools will also be made accessible to users via a DOS-based floppy disk which will contain Mathematica Notebooks and Packages, and be packaged with the book.
This book/diskette package puts the powerful technology of Mathematica into the hands of the economic and financial community. Readers will find applications from 20 contributors written for the novice Mathematica user, with timely information for symbolic, numeric and graphical analysis of mathematical problems. Includes 3.5" diskette.
Editorial Reviews
Booknews
Mathematica is both a computer program for doing mathematics and a programming language that allows for the extension of existing capabilities and the addition of completely new capabilities to the software. This is a "hands on" volume describing how economists can use Mathematica in their research and teaching. It is divided into three main sections: economic theory, financial economics, and econometrics. A 3.5" disk is |
The first into the world computer-generated encyclopedia of mathematics and the first into the world computer-generated encyclopedia. The first part of the encyclopedia contains more than 3000 theorems in Euclidean Geometry, all of them produced by computer. The encyclopedia is the most complete sou...
The program gives a complete, step-by-step solution of the following problem: Given a 2x2 linear system (two equations, two variables) or 2x3, or 3x2, or 3x3, or 3x4, or 4x3, or 4x4 linear system. Find its solution set by using the Gauss-Jordan elimination method. The program is designed for univers...
The program provides detailed, step-by-step solutions in a tutorial-like format to the problems of solving triangles in elementary geometry. The program is designed for high school students and teachers. |
innovative new Linear Algebra text, award-winning educator David Poole covers vectors and vector geometry first to enable students to visualize the mathematics while they are doing matrix operations. Rather than merely doing the calculations with no understanding of the mathematics, students will be able to visualize and understand the meaning of the calculations. By seeing the mathematics and understanding the underlying geometry, students will develop mathematical maturity and learn to think abstractly. |
Graphical Approach to College Algebra series is the culmination of many years of teaching experience with the graphing calculator. The books were written from the beginning for use with the graphing calculator. Throughout the text, the authors emphasize the power of technology but provide numerous warnings of its limitations: they stress that only through understanding the mathematical concepts can students fully appreciate the power of graphing calculators and use technology appropriately. Additionally, the authors consistently use the same four-step process when introducing ... MOREthe different classes of functions. This allows students to easily make connections between graphs of functions and their associated equations and inequalities. This major revision reflects the authors combined years of experience as classroom teachers, and underscores their enthusiasm for the use of the graphing calculator as a teaching tool. Their approach is to present the various classes of functions, examine the nature of its graph, and discuss the analytic solution of equations based on that function. Then, graphical support for the solution is provided with a graphing calculator. Using graphing technology to study math has opened up a new area of error analysis, so the authors have included a What Went Wrong feature to discuss typical errors. Throughout, the accent is on using both analytical and graphical methods to solve interesting applications for various functions. The new edition also includes a reference chapter on basic algebraic concepts for those needing a refresher course. |
Mathland The Expert Version
9780521468022
ISBN:
0521468027
Publisher: Cambridge University Press
Summary: Mathland is a problem-solving adventure. Pupils are given a problem to solve by an inhabitant of Mathland - the answer determines the next page they go to. The problems come from all areas of maths (apart from statistics) and are intended to stimulate both analytical and empirical approaches.
Norman, L. C. is the author of Mathland The Expert Version, published under ISBN 9780521468022 and 0521468027. Three ...Mathland The Expert Version textbooks are available for sale on ValoreBooks.com, two used from the cheapest price of $35.12, or buy new starting at $229.19.[read more] |
This is an introductory lesson to graphs of motion for high school conceptual physics. The lesson is in an instructional...
see more
This is an introductory lesson to graphs of motion for high school conceptual physics. The lesson is in an instructional design format and features think-pair-share activities and ideas to help prepare students for interpreting graphs on the ACT.
״WeVideo is an online platform for collaborative video production in the cloud. We connect your web editing and your mobile...
see more
״WeVideo is an online platform for collaborative video production in the cloud. We connect your web editing and your mobile device camera - and we enable you to tell your stories together with your friends. Any browser works - don't worry about installation, software downloads and updates - all your files and edits are safely stored and accessible online.״
This is an extension of the quadratic function lesson plan: (Thislessonwill"...
see more
This is an extension of the quadratic function lesson plan: (Thislessonwill" target=״_blank״ allow the students to learn about the a, b, and c values of a quadratic function in standard form. They will be quizzed on their learning and need to pass the mini quizzes in order to proceed to the next lesson. After mastering quadratics in standard form, they will be led into beginning the quadratic formula. This is a nice introduction of quadratic formula, teaching them a song to remember the formula and then showing an example of how to apply the quadratic formula. This will lead them into a question on quadratic formula to test their knowledge and application.**Please note: In the Detail page of the screencast, you will need to download the powerpoint**
״Use shapes, arrows, sketches and text annotation to get your point across fast. Mark up photos, screenshots, maps, and...
see more
״Use shapes, arrows, sketches and text annotation to get your point across fast. Mark up photos, screenshots, maps, and webpages then share them with anyone you like.Skitch lets you:- Annotate: Add arrows, shapes and text to existing images- Create: Draw something new- Edit: Reposition, recolor and remove your annotations at will- Share: Send your sketches and annotations over Twitter and email- Present: Show your work in real time via AirPlay on Apple TV- Remember: Save everything to Evernote for laterUse Skitch to:- Sketch and share- Point out objects and locations in a photo- Brainstorm design ideas with your team- Identify a point of interest on a map- Annotate a screenshot of your awesome high score- Have fun!״This is a free app
Teachpal is an app that will help teachers organize and keep records for their classroom. With this app teachers can create...
see more
Teachpal is an app that will help teachers organize and keep records for their classroom. With this app teachers can create class rolls, keep attendance, make notes regarding students, create seating charts, maintain grades and import/export files.This is a free app that is compatible with the IPad, IPad2, IPad 3, IPhone, and IPod Touch.
Quadratic Functions Vertex Form Lesson Plan-Allowing the students to explore the vertex form of quadratic functions. Lead...
see more
Quadratic Functions Vertex Form Lesson Plan-Allowing the students to explore the vertex form of quadratic functions. Lead them to 'discover' the functions of the a, h, and k values in the vertex form and how it affects the graph and function. |
Praise for the First Edition
"This excellent text should prove a useful accoutrement for any developing mathematics program . . . it's short, it's sweet, it's beautifully written." —The Mathematical Intelligencer
"Erickson has prepared an exemplary work . . . strongly recommended for inclusion in undergraduate-level library collections." —Choice
Featuring a modern approach, Introduction to Combinatorics, Second Edition illustrates the applicability of combinatorial methods and discusses topics that are not typically addressed in literature, such as Alcuin's sequence, Rook paths, and...
Explore the practices and cutting-edge research on the new and exciting topic of paradata
Paradata are measurements related to the process of collecting survey data.
Improving Surveys with Paradata: Analytic Uses of Process Information is the most accessible and comprehensive contribution to this up-and-coming area in survey methodology.
Featuring contributions from leading experts in the field, Improving Surveys with Paradata: Analytic Uses of Process Information introduces and reviews issues involved in the collection and analysis of paradata. The book presents readers with an...
Geometric tomography deals with the retrieval of information about a geometric object from data concerning its projections (shadows) on planes or cross-sections by planes. It is a geometric relative of computerized tomography, which reconstructs an image from X-rays of a human patient. The subject overlaps with convex geometry and employs many tools from that area, including some formulas from integral geometry. It also has connections to discrete tomography, geometric probing in robotics and to stereology. This comprehensive study provides a rigorous treatment of the subject. Although...
A series of important applications of combinatorics on words has emerged with the development of computerized text and string processing. The aim of this volume, the third in a trilogy, is to present a unified treatment of some of the major fields of applications. After an introduction that sets the scene and gathers together the basic facts, there follow chapters in which applications are considered in detail. The areas covered include core algorithms for text processing, natural language processing, speech processing, bioinformatics, and areas of applied mathematics such as combinatorial...
The theory of Hardy spaces has close connections to many branches of mathematics including Fourier analysis, harmonic analysis, singular integrals, potential theory and operator theory, and has found essential applications in robust control engineering. For each application, the ability to represent elements of these classes by series or integral formulas is of utmost importance. This self-contained text provides an introduction to a wide range of representation theorems and provides a complete description of the representation theorems with direct proofs for both classes of Hardy spaces:...
Simplex geometry is a topic generalizing geometry of the triangle and tetrahedron. The appropriate tool for its study is matrix theory, but applications usually involve solving huge systems of linear equations or eigenvalue problems, and geometry can help in visualizing the behaviour of the problem. In many cases, solving such systems may depend more on the distribution of non-zero coefficients than on their values, so graph theory is also useful. The author has discovered a method that in many (symmetric) cases helps to split huge systems into smaller parts. Many readers will welcome this...
This book was first published in 2003. Combinatorica, an extension to the popular computer algebra system Mathematica, is the most comprehensive software available for teaching and research applications of discrete mathematics, particularly combinatorics and graph theory. This book is the definitive reference/user's guide to Combinatorica, with examples of all 450 Combinatorica functions in action, along with the associated mathematical and algorithmic theory. The authors cover classical and advanced topics on the most important combinatorial objects: permutations, subsets, partitions, and...
the theory of asymptotic efficiency, U-statistics, and rank procedures, the book also presents recent research topics such as semiparametric models, the bootstrap, and empirical processes and their applications. The topics are organized from the central idea of approximation by limit experiments, which gives the book one of its unifying themes. This......
This 2006 book is a comprehensive study of the Radon transform, which operates on a function by integrating it over hyperplanes. The book begins with an elementary and graphical introduction to the Radon transform, tomography and CT scanners, followed by a rigorous development of the basic properties of the Radon transform. Next the author introduces Grassmann manifolds in the study of the k-plane transform (a version of the Radon transform) which integrates over k-dimensional planes rather than hyperplanes. The remaining chapters are concerned with more advanced topics, such as the...
Fundus images of the retina are color images of the eye taken by specially designed digital cameras. Ophthalmologists rely on fundus images to diagnose various diseases that affect the eye, such as diabetic retinopathy and retinopathy of prematurity. A crucial preliminary step in the analysis of retinal images is the identification and localization of important anatomical structures, such as the optic nerve head (ONH), the macula, and the major vascular arcades. Identification of the ONH is an important initial step in the detection and analysis of the anatomical structures and...
This book treats all of the most commonly used theories of the integral. After motivating the idea of integral, we devote a full chapter to the Riemann integral and the next to the Lebesgue integral. Another chapter compares and contrasts the two theories. The concluding chapter offers brief introductions to the Henstock integral, the Daniell integral, the Stieltjes integral, and other commonly used integrals. The purpose of this book is to provide a quick but accurate (and detailed) introduction to all aspects of modern integration theory. It should be accessible to any student who has...
Statistics is the activity of inferring results about a population given a sample. Historically, statistics books assume an underlying distribution to the data (typically, the normal distribution) and derive results under that assumption. Unfortunately, in real life, one cannot normally be sure of the underlying distribution. For that reason, this book presents a distribution-independent approach to statistics based on a simple computational counting idea called resampling. This book explains the basic concepts of resampling, then system atically presents the standard statistical...
Recent advances in development of sequencing technology has resulted in a deluge of genomic data. In order to make sense of this data, there is an urgent need for algorithms for data processing and quantitative reasoning. An emerging in silico approach, called computational genomic signatures, addresses this need by representing global species-specific features of genomes using simple mathematical models.
This text introduces the general concept of computational genomic signatures, and it reviews some of the DNA sequence models which can be used as computational genomic signatures. The...
This textbook is intended for undergraduate students (juniors or seniors) in Biomedical Engineering, with the main goal of helping these students learn about classical control theory and its application in physiological systems. In addition, students should be able to apply the Laboratory Virtual Instrumentation Engineering Workbench (LabVIEW) Controls and Simulation Modules to mammalian physiology. The first four chapters review previous work on differential equations for electrical and mechanical systems. Chapters 5 through 8 present the general types and characteristics of feedback dynamical systems (interval maps), bifurcations, general topological, symbolic dynamical systems, fractals and a class of infinite-dimensional dynamical systems which are induced by interval maps, plus rapid fluctuations of chaotic...
The knee meniscus was once thought to be a vestigial tissue, but is now known to be instrumental in imparting stability, shock absorption, load transmission, and stress distribution within the knee joint. Unfortunately, most damage to the meniscus cannot be effectively healed by the body. Meniscus tissue engineering offers a possible solution to this problem by striving to create replacement tissue that may be implanted into a defect site. With a strong focus on structure-function relationships, this book details the essential anatomical, biochemical, and mechanical aspects of this...
Intended as an introduction to the field of biomedical engineering, this book covers the topics of biomechanics (Part I) and bioelectricity (Part II). Each chapter emphasizes a fundamental principle or law, such as Darcy's Law, Poiseuille's Law, Hooke's Law, Starling's Law, levers, and work in the area of fluid, solid, and cardiovascular biomechanics. In addition, electrical laws and analysis tools are introduced, including Ohm's Law, Kirchhoff's Laws, Coulomb's Law, capacitors and the fluid/electrical analogy. Culminating the electrical portion are chapters covering Nernst and membrane... parallel null plane field) to exemplify some of the main differences between the geometry of Riemannian manifolds and the geometry of pseudo-Riemannian manifolds and thereby illustrate phenomena in pseudo-Riemannian geometry that are quite different from those which occur in Riemannian geometry, i.e. for indefinite as opposed to positive definite metrics. Indefinite metrics are...
Written by international leaders in the field, this comprehensive reference presents a complete overview of the core principles, state-of-the-art methods, and emerging applications of adaptive optics in biological imaging. It emphasizes the use of adaptive optics to correct wavefront aberrations caused by light propagation in biological samples. Accessible to readers without a background in optics, the book describes the fundamentals, components, and systems used in adaptive optics. It also covers optics systems as well as newer applications in this rapidly expanding field.
... |
...
More About
This Book
Related Subjects
Meet the Author
Mary Jane Sterling has been teaching algebra, business calculus, geometry, and finite mathematics at Bradley University in Peoria, Illinois, for more than 30 years. She is the author of Algebra Workbook For Dummies, Algebra II For Dummies, and Algebra II Workbook For Dummies.
Read an Excerpt
Algebra For Dummies
John Wiley & Sons
Chapter One
Assembling Your Tools
In This Chapter
* Nailing down the basics: Numbers
* Recognizing the players: Variables and signs
* Grouping terms and operations together
* Playing the game and following the rules
You probably have heard the word algebra on many occasions and knew that it had something to do with mathematics. Perhaps you remember that algebra has enough information to require taking two separate high school algebra classes - Algebra I and Algebra II. But what exactly is algebra? What is it really used for?
This chapter answers these questions and more, providing the straight scoop on some of the contributions to algebra's development, what it's good for, how algebra is used, and what tools you need to make it happen.
In a nutshell, algebra is a way of generalizing arithmetic. Through the use of variables that can generally represent any value in a given formula, general formulas can be applied to all numbers. Algebra uses positive and negative numbers, integers, fractions, operations, and symbols to analyze the relationships between values. It's a systematic study of numbers and their relationship, and it uses specific rules.
For example, the formula a × 0 = 0 shows that any real number, represented here by the a, multiplied by zero always equals zero. (For more information on themultiplication property of zero, see Chapter 14.)
In algebra, by using an x to represent the number two, for example in x + x + x = 6, you can generalize with the formula 3x = 6.
You may be thinking, "That's great and all, but come on. Is it really necessary to do that - to plop in letters in place of numbers and stuff?" Well, yes. Early mathematicians found that using letters to represent quantities simplified problems. In fact, that's what algebra is all about - simplifying problems.
The basic purpose of algebra has been the same for thousands of years: to allow people to solve problems with unknown answers.
Beginning with the Basics: Numbers
Where would mathematics and algebra be without numbers? A part of everyday life, numbers are the basic building blocks of algebra. Numbers give you a value to work with.
Where would civilization be today if not for numbers? Without numbers to figure the total cubits, Noah couldn't have built his ark. Without numbers to figure the distances, slants, heights, and directions, the pyramids would never have been built. Without numbers to figure out navigational points, the Vikings would never have left Scandinavia. Without numbers to examine distance in space, humankind could not have landed on the moon.
Even the simple tasks and the most common of circumstances require a knowledge of numbers. Suppose that you wanted to figure the amount of gasoline it takes to get from home to work and back each day. You need a number for the total miles between your home and business and another number for the total miles your car can run on one gallon of gasoline.
The different sets of numbers are important because what they look like and how they behave can set the scene for particular situations or help to solve particular problems. It's sometimes really convenient to declare, "I'm only going to look at whole-number answers," because whole numbers do not include fractions. This may happen if you're working through a problem that involves a number of cars. Who wants half a car?
Algebra uses different sets of numbers, such as whole numbers and those that follow here, to solve different problems.
Really real numbers
Real numbers are just what the name implies. In contrast to imaginary numbers, they represent real values - no pretend or make-believe. Real numbers, the most inclusive set of numbers, comprise the full spectrum of numbers; they cover the gamut and can take on any form - fractions or whole numbers, decimal points or no decimal points. The full range of real numbers includes decimals that can go on forever and ever without end. The variations on the theme are endless.
For the purposes of this book, I always refer to real numbers.
Counting on natural numbers
A natural number is a number that comes naturally. What numbers did you first use? Remember someone asking, "How old are you?" You proudly held up four fingers and said, "Four!" The natural numbers are also counting numbers: 1, 2, 3, 4, 5, 6, 7, and so on into infinity.
You use natural numbers to count items. Sometimes the task is to count how many people there are. A half-person won't be considered (and it's a rather grisly thought). You use natural numbers to make lists.
Wholly whole numbers
Whole numbers aren't a whole lot different from the natural numbers. The whole numbers are just all the natural numbers plus a zero: 0, 1, 2, 3, 4, 5, and so on into infinity.
Whole numbersrating integers
Integers allow you to broaden your horizons a bit. Integers incorporate all the qualities of whole numbers and their opposites, or additive inverses of the whole numbers (refer to the "Operating with opposites" section in this chapter for information on additive inverses). Integers can be described as being positive and negative whole numbers: ... -3, -2, -1,0,1,2,3 .... This is the plan in this book, too. After all, who wants a messy answer, even though, in real life, that's more often the case.
Being reasonable: Rational numbers
Rational numbers act rationally! What does that mean? In this case, acting rationally means that the decimal equivalent of the rational number behaves. The decimal ends somewhere, or it has a repeating pattern to it. That's what constitutes "behaving." Some rational numbers have decimals that end in 2, 3.4, 5.77623, -4.5. Other rational numbers have decimals that repeat the same pattern, such as 3.164164164 ... = 3.[bar.164], or .666666666 .[bar.6]. The horizontal bar over the 164 and the 6 lets you know that these numbers repeat forever.
In all cases, rational numbers can be written as a fraction. They all have a fraction that they are equal to. So one definition of a rational number is any number that can be written as a fraction.
Restraining irrational numbers
Irrational numbers are just what you may expect from their name - the opposite of rational numbers. An irrational number cannot be written as a fraction, and decimal values for irrationals never end and never have a nice pattern to them. Whew! Talk about irrational! For example, pi, with its never-ending decimal places, is irrational.
Evening out even and odd numbers
An even number is one that divides evenly by two. "Two, four, six, eight. Who do we appreciate?"
An odd number is one that does not divide evenly by two. The even and odd numbers alternate when you list all the integers.
Varying Variables
Variable is the most general word for a letter that represents the unknown, or what you're solving for in an algebra problem. A variable always represents a number.
Algebra uses letters, called variables, to represent numbers that correspond to specific values. Usually, if you see letters toward the beginning of the alphabet in a problem, such as a, b, or c, they represent known or set values, and the letters toward the end of the alphabet, such as x, y, or z, represent the unknowns, things that can change, or what you're solving for.
The following list goes through some of the more commonly used variables.
An n doesn't really fall at the beginning or end of the alphabet, but it's used frequently in algebra, often representing some unknown quantity or number - probably because n is the first letter in number.
The letter x is often the variable you solve for, maybe because it's a letter of mystery: X marks the spot, the x-factor, The X Files. Whatever the reason x is so popular as a variable, the letter also is used to indicate multiplication. You have to be clear, when you use an x, that it isn't taken to mean multiply.
ITLITL and k are two of the more popular letters used for representing known amounts or constants. The letters that represent variables and numbers are usually small case: a, b, c, and so on. Capitalized letters are used most commonly to represent the answer in a formula, such as the capital A for area of a circle equals pi times the radius squared, A [[pi]r.sup.2] = . (You can find more information on the area of a circle in Chapter 17.) The letter ITLITL, mentioned previously as being a popular choice for a constant, is used frequently in calculus and physics, and it's capitalized there - probably more due to tradition than any good reason.
Speaking in Algebra
Algebra and symbols in algebra are like a foreign language. They all mean something and can be translated back and forth as needed. It's important to know the vocabulary in a foreign language; it's just as important in algebra.
An expression is any combination of values and operations that can be used to show how things belong together and compare to one another. 2[x].sup.2] + x + is an example of an expression.
A term, such as 4xy, is a grouping together of one or more factors (variables and/or numbers). Multiplication is the only thing connecting the number with the variables. Addition and subtraction, on the other hand, separate terms from one another. For example, the expression 3xy + 5x - 6 has three terms.
An equation uses a sign to show a relationship - that two things are equal. By using an equation, tough problems can be reduced to easier problems and simpler answers. An example of an equation is 2[chi square] + 4x = 7. See the chapters in Part III for more information on equations.
An operation is an action performed upon one or two numbers to produce a resulting number. Operations are addition, subtraction, multiplication, division, square roots, and so on. See Chapter 6 for more on operations.
A variable is a letter that always represents a number, but it varies until it's written in an equation or inequality. (An inequality is a comparison of two values. See more on inequalities in Chapter 16.) Then the fate of the variable is set - it can be solved for, and its value becomes the solution of the equation.
A constant is a value or number that never changes in an equation - it's constantly the same. Five (5) is a constant because it is what it is. A variable can be a constant if it is assigned a definite value. Usually, a variable representing a constant is one of the first letters in the alphabet. In the equation a [chi square] bx + c = 0, a, b, and c are constants and the x is the variable. The value of x depends on what a, b, and c are assigned to be.
An exponent is a small number written slightly above and to the right of a variable or number, such as the 2 in the expression [3.sup.2]. It's used to show repeated multiplication. An exponent is also called the power of the value. For more on exponents, see Chapter 4.
Taking Aim at Algebra Operations
In algebra today, a variable represents the unknown (see more on variables in the "Speaking in Algebra" section earlier in this chapter). Before the use of symbols caught on, problems were written out in long, wordy expressions. Actually, using signs and operations was a huge breakthrough. First, a few operations were used, and then algebra became fully symbolic. Nowadays, you may see some words alongside the operations to explain and help you understand, like having subtitles in a movie. Look at this example to see what I mean. Which would you rather write out:
The number of quarts of water multiplied by six and then that value added to three
or
6x + 3?
I'd go for the second option. Wouldn't you?
By doing what early mathematicians did - letting a variable represent a value, then throwing in some operations (addition, subtraction, multiplication, and division), and then using some specific rules that have been established over the years - you have a solid, organized system for simplifying, solving, comparing, or confirming an equation. That's what algebra is all about: That's what algebra's good for.
Deciphering the symbols
The basics of algebra involve symbols. Algebra uses symbols for quantities, operations, relations, or grouping. The symbols are shorthand and are much more efficient than writing out the words or meanings. But you need to know what the symbols represent, and the following list shares some of that info.
+ means add or find the sum, more than, or increased by; the result of addition is the sum.
- means subtract or minus or decreased by or less; the result is the difference.
x means multiply or times. The values being multiplied together are the multipliers or factors; the result is the product. Some other symbols meaning multiply can be grouping symbols: ( ), , { }, ,* : . In algebra, the x symbol is used infrequently because it can be confused with the variable x. The dot is popular because it's easy to write. The grouping symbols are used when you need to contain many terms or a messy expression.
Continues...
Excerpted from Algebra For Dummies by Mary Jane Sterling persons, simple and clear explanations
I am 55 years old and re-taking math classes so I can take Trigonometry and Calculus. I was scared to death (like many other older students) going into my college Elementary Algebra class because I had done so miserably in Algebra in high school 40 years ago. Our college textbook for Elementary Algebra didn't always explain things clearly enough for me. I went to this Dummies book a lot. It is easy to read as well as humorous in places. I found it particularly helpful in learning to solve word problems and I have that chapter in this book marked up as much as my textbook! If you already know Algebra pretty well you may find this book too easy. But, for someone like me who was scared to death because of my past failure this book was a godsend. Like any subject you are trying to conquer, you must put in the study time. I learned many years ago that using supplemental books like this give me a little bit of a different perspective on a subject that just may help tweak something in my gray matter to cement a concept in. Please note that I also used this along with the two other books I recommend below.
11 out of 11 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
John21
Posted September 29, 2009
I Also Recommend:
Brilliant guide for both the first time student, and the returning grad looking for review.
This is an absolutely brilliant book for those who desperately need a guide in Algebra II. I have a very bad history with mathematics, to put it simply-my education was pretty badly torn off track somewhere around 7th grade. I'm now a senior in high school, and just got back on track last year. (To give an example of just how badly I was behind-Until my junior year, I didn't know how to distribute or how to solve relatively easy equations.)
My point is, if this book helps *me*, it can help anyone! I'm currently in a Algebra II class, however I want to finish it early and go on to precalc. I went through the Algebra II book, took notes, did problems, and generally studied it. It took me around two months to go through the whole thing and make sure I actually knew it. Tomorrow I'm going to take the test-out option to jump directly into precalc, and I'm very sure I'll pass it.
Not only did this book teach me Algebra II, but it also taught me techniques for doing things I've done before, but in a clumsy way. For example, I've always used a slow method of handling exponents, but the book taught me the proper method to manage exponents quickly and properly.
Finally,the best thing about this book-It makes math FUN. I can't describe how great that is, but trust me, it's wonderful. Having the math explained in a "human" way, with all the relevant information but none of the dry textbook "voice" is brilliant. It lets you jump directly into the math, without feeling like you have to crack a code to understand.
Over all, 5/5, and definitely worth the money.
PS-I'd highly suggest that anyone buying this book get the workbook with the same title. It'll give you problems to try and practice on. This is the absolute best way to learn, so don't pass it up!
5 out of 5 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted January 5, 2007
Setting Expectations is Key . . .
note: The '...' in the title are an algebra pun! O) p When I hear or read a book title that includes the phrase, 'for Dummies', I easily pull together the concepts that this book is not likely a foundational text for building one's doctorate upon, and that there might very well be some non-standard methodology in its construct. How is it possible to mistake a book titled, 'Algebra for Dummies' as something other than that?!? p In any event, had my high school algebra teacher(s) approached the subject in this vein, I would have never developed a fear of the subject, and by now, my adult income would [approximate] be about quadruple what it is/was/has been. It took more than twenty years and three math-gifted offspring to discover that I have an aptitude for algebra, but was too afraid to pursue it. I have successfully and convincingly discussed 4-plane time and space theory with literal rocket scientists - naturally figured how to solve for a proportional unknown, blah-blah-blah. In other words, I had the goods, but was delusional about being any good at it. p I say this to point out that most everyone that lives in fear of 'higher mathematics' need not do so. That most all those folks could be and would be hysterically excited to discover that their understanding of math is there, just waiting to be coaxed along a bit. p The author's assertion that the knowledge of algebra is power is not far off the mark, if off at all. Even if you never use it (although you will, or will have the opportunity to do so), the provable fact that you are not a math retard after all is worth considerably more than this book costs. That you will be able to pursue algebraic exploits without fear is just gravy.
4 out of 9 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted December 28, 2005
Buy this book but read what I have to say.
I have already learned more within the first week of having this book than I did within the last month. The bad thing is that the author strays too much from what she should be talking about. If you can look past the fact that almost every other paragraph isnt about math then buy the book. If it is going to piss you off, dont buy the book.
2 out of 2 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted April 8, 2003
Not worth the money
This book is impossible to understand. It has been 15 years since I have taken an algebra course and bought this to brush up on math, before a chem course this summer. I thought I understood the basics, then I read this and became completely confused. My husband who is a scientist and works with algebra on a daily bases, agreed that the teaching technique in this book does not make sense. There are no examples to test what you have learned. All the examples are worked out for you step by step.
2 out of 4 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted January 29, 2012
This book has good math problems
This book has a way of teaching you before you actualy have too do the problem, the math problems are great tooCan someone please reply?
I know this isn't for chatting but I need help with some work. I am in 8th grade algebra 1 but im supose to be in pre-algebra but im in a advanced class . The textbook we're using at my school is Beginning Algebra Sixth Editon; Gustafson Frisk I dont understand alot in it sometimes when the teacher explains it I dont underdstand her clearly. Right now we are learning point-
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted March 7, 2013
It's so well written. In a normal textbook you have to spend tim
It's so well written. In a normal textbook you have to spend time trying to decipher what half the material means and how it relates to the rest of the book, but in this book it's almost as though you are listening to a person explain it to you at a party. The book also makes it very easy to understand the way algebraic expressions, equations, and formulae are written.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted December 27, 2012
NEED HELP
Will this help my sis she is in 5 th grade and gets bad grades in math she got an 8% in matg on a 10 qusetion plz tell me if it workz
0 out of 1 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted July 6, 2012
I need some feedback please!
I took the advice of some of the reviewers and purchased the hardcopy and the workbook that goes with it. I'm really surprised and proud of how far I'm come in just a few days! I'm on Chapter 9 in the workbook and think/hope I've come across a typo because simplifying and factoring algebraic fractions has caused me to hit a wall. I'm looking at problem #9 in the ninth chapter. They show where they work it out and my answer agrees with that, but what they show as the answer in bold differs by one power in the variable. Can anyone verify this? Many thanks.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted April 3, 2012
Didnt have half the stuff i needed to learn about algebra1
Didnt have enough problems or didnt show me examples so i could get better @mathWhere are the problems?
I, like many people, learn by doing. As far as I can tell this book does not offer any practice problems to test your knowledge. It seems to just spout off concepts and rules but doesn't offer the reader a chance to apply what they've learned. This book could be improved greatly if there were worksheets at the end of each chapter. This book reads more like an informational textbook instead of a lesson book.
0 out of 1 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted August 4, 2010
watch out for switch
I recently purchased this book but returned it because I paid $14.36 for it and it came used with a bargain book price of $5.95. Customer service refused to reimburse me the different claiming that it was no longer a bargain book yet if you go to the website it clearly says that you can buy the book used( which I did not) So watch you bill closely because they do not honor their charges or claims
0 out of 1 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted April 21, 2009
Should I buy this book???
I am a high school student and I'm currently taking Algebra 1. I am really interested in this book, but I don't know if I should buy this one or the Algebra 2 book. I just need to know the difference so I don't waste my money on buying something I already know a lot about.
-Thank you.
0 out of 2 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted May 3, 2005
No Galois theory?
How can you call it an algebra book if it doesn't include Galois theory?
0 out of 1 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted July 3, 2004
NOT COMPREHENSIVE ENOUGH
Too general in its explainations. Does not go deep enough to really give reader an understanding of the concepts.
0 out of 1 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted May 10, 2004
my review
this book rocks! It really helps me with Algebra! This book is great.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged. |
Alterable worksheet in which students estimate the positions of points on unmarked number lines, on the intervals [0, 100], [0,1000], [-10, 0], [-100, 0]. Fee required for printing: see this page.Developed at the Stanford School of Education, Motion Math HD follows a star that has fallen from space, and must bound back up, up, up to its home in the stars. Moving fractions to their correct placTI InterActive! is a new product that enables high school and college teachers and students to easily investigate ideas in mathematics and science. The purpose of this workbook is to introduce algebra... More: lessons, discussions, ratings, reviews,...
This Hands-On Equations Level 3 app is intended for students who have already completed Level 1 and 2 of Hands-On Equations and who would like the challenge of more sophisticated equations involving nInfinite Algebra 1 is a test and worksheet generator for algebra teachers. Example problems, assignments, and assessments are designed by the teacher by selecting the topics to include and the exac... More: lessons, discussions, ratings, reviews,...
A user may enter math problems into the program and the output is a step-by-step solution. It's used primarily for solving expressions, relations, factoring, systems of relations, and other step-by-s... More: lessons, discussions, ratings, reviews,...
MathPoint is a suite of math tools for students in grades 6 through 12 and college including color graphing, graphing calculator and interactive solving, and an open library for lessons and activit |
Ens Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS 1 The Format of the TEKS. . . . . . and what it means
to school leaders and others who support teachers.
2. Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS 2 Format Overview TEKS do not provide . . .
A complete scope and sequence.
A complete course outline.
All the essential knowledge and skills
students could have.
TEKS do provide . . .
An outline of the most important
knowledge and skills every student must have.
3. Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS 3 The TEKS are non-negotiable in Texas. They are law.
So what does that mean to me?
4. Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS 4 TEKS are law, so . . . Every curricular decision,
Every resource purchase,
Every teacher placement,
Every pedagogical choice,
Every professional development opportunity . . .
. . . must be grounded in the TEKS.
7. Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS 7 A Closer Look:Linear Functions (sample from Algebra I) (A.5) Linear Functions.
The student understands that linear functions can be represented in different ways and translates among their various representations. The student is expected to:
(A) determine whether or not given situations can be represented by linear functions;
(B) determine the domain and range values for linear functions in given situations; and
(C) use, translate, and make connections among and algebraic, tabular, graphical, or verbal descriptions of linear functions.
The Format of the TEKS. . . - EnsTEKS 8.6 A,B 8.7 A,D - Shapes and the Coordinate System. The Coordinate System. The coordinate system we use today is called a Cartesian plane after Rene Descartes, the man who invented it. The coordinate system looks like the one pictured on the next slide. On the slide there is a vertical dark line and a horizontal da
Mathematics TEKS - From the perspective of . TASM Board Representatives and PresidentExpert Reviewer for the Mathematics TEKS RevisionsAppointed members of the K-2 and high school working committees. Prevailing Thought. Although Texas students are doing comparatively well in math according to the NAEP data, the
TEKS STUDY 2006 - New to Introduction. Throughout mathematics in Grades 3-5, students develop numerical fluency with conceptual understanding and computational accuracy. Students in Grades 3-5 use knowledge of the base-ten place accu30267TEKS STUDY 2006 - DFW Metroplex McMath. New to Introduction. (3)Throughout mathematics in Grades 3-5, students develop numerical fluency with conceptual understanding and computational accuracy. Students in Grades 3-5 use knowledge of the base-ten place value system to compose and decompose numbers in order to soWhat is solubility?. Solubility is the ability for a given substance, know as the solute, to dissolve in another substance, known as the solvent.Solute: that which is being dissolved.Solvent: that which is dissolving the solute.Example: when we dissolve NaCl (salt) in water, the NaCl is the solut
TAKS Objective 1, History. 8.4 The student understands significant political and economic issues of the revolutionary era. The student is expected to (B) explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, Thomas Paine, and George Washington |
books.google.com - This step-by-step, self-contained introduction to the theory of auctions allows students and readers with a calculus background to work through all the basic results in auction theory. Readers will work through the basic independent-private-model, understand the effects of introducing correlation in... Introduction to Auction Theory |
Guys, I am in need of assistance on evaluating formulas, factoring expressions, greatest common factor and exponent rules. Since I am a beginner to Algebra 2, I really want to understand the basics of Remedial Algebra completely. Can anyone recommend the best place from where I can begin reading the basics? I have the final next week.
Believe me, it's sometimes quite hard to learn a topic alone because of its complexity just like addition and subtraction of rational expressions worksheet. It's sometimes better to ask someone to teach you the details rather than knowing the topic on your own. In that way, you can understand it very well because the topic can be explained clearly. Fortunately, I discovered this new software that could help in solving problems in algebra. It's a cheap quick convenient way of learning algebra concepts. Try using Algebrator and I assure you that you'll have no trouble solving math problems anymore. It displays all the useful solutions for a problem. You'll have a good time learning math because it's user-friendly. Give it a try.
Algebrator is a incredible product and is surely worth a try. You will find lot of interesting stuff there. I use it as reference software for my math problems and can say that it has made learning math more enjoyable. |
We present two versions of a 3D grapher that graphs a parametric surface defined in spherical coordinates. The user enters parametric formulas for the theta, phi, and rho coordinates and the applet dr... More: lessons, discussions, ratings, reviews,...
Plomplex is a complex function plotter using domain coloring. You can compose a function with a complex variable z, and generate a domain coloring plot of it. You can choose the plot range as well as ... More: lessons, discussions, ratings, reviews,...
Discussion of polynomials, including properties of linear and quadratic polynomials. Investigate the way the roots and graph of a quadratic polynomial ax^2 + bx + c changes as a and the square root o... More: lessons, discussions, ratings, reviews,...
The applet plots consecutive terms of a user-defined sequence or a series of functions. Those can be, in particlular, Taylor series and Fourier series. A piecewise defined limit function can also be e... More: lessons, discussions, ratings, reviews,...
Play this customizable game by entering functions that "hit" certain coordinates while avoiding others. Players (or teachers) can add as many of the coordinates to target or avoid, as well as set colo... More: lessons, discussions, ratings, reviews,...
This is a Java graphing applet that can be used online or downloaded. The purpose it to construct dynamic graphs with parameters controlled by user defined sliders that can be saved as web pages or em... More: lessons, discussions, ratings, reviews,...
This activity focuses on:
* graphing an ordered pair, (a, f(a)), for a function f
* the connection between a function, its table, and its graph
* the interpretation of the horizontal coordinate o... More: lessons, discussions, ratings, reviews,...
Gives students experience in manipulating graphs by changing domain and range values for the viewing window, which can easily be carried over to more powerful tools such as graphing calculators. Allow |
This book includes a Testing schedule and 23 cumulative tests. Also includes worksheets for one student for one year, including Facts Practice Tests and Activity Sheets. Plus, various Recording Forms for tracking student progress on assignments and tests. Easy-tear-out pages.
The solutions manual includes full step-by-step solutions for all lesson and investigation problems and for all 23 cumulative tests. Also includes answers to Supplemental Practice Problems and Facts Practice problemsLearning--and teaching!--math does not have to be difficult! Give your students and yourself the tools to succeed with this Saxon Teacher and Saxon 6/5 kit combination! Introduce your middle-schoolers to the concepts they'll need for life and higher education, including divisibility; multiplication; integers; prime and composite numbers; powers; roots; probability; statistics; patterns and sequences; geometry and measurements; and ratios. This kit includes Saxon's 3rd Edition Math 6/5 textbook, solutions manual, and tests/worksheets bookBoost your students understanding of Saxon Math with DIVE's easy-to-understand lectures! Each lesson concept in Saxon's textbook is taught step-by-step on a digital whiteboard, averaging about 10-15 minutes in length. Since lessons. DIVE teaches the same concepts as Saxon, but does not use the problems given in the text; it cannot be used as a solutions guide.
Get everything you need for a successful and pain-free year of learning math! This kit includes Saxon's Math 6/5 textbook, solutions manual, and tests/worksheets book, as well as the DIVE Math 6/5 CD-ROM. A balanced, integrated mathematics program that has proven itself a leader in the math teaching field, Math 6/5 covers advanced divisibility concepts; multiplication; integers; prime and composite numbers; powers; roots; probability; statistics; patterns and sequences; geometry and measurements; and ratios.
The DIVE software teaches each Saxon lesson concept step-by-step on a digital whiteboard, averaging about 10-15 minutes in length; because manual |
Tool Box
Flag Quantitative Reasoning
Quantitative Reasoning: Courses flagged for Quantitative Reasoning reinforce students' ability to apply quantitative, mathematical, statistical and/or computational argumentation. Quantitative reasoning skills include the ability to comprehend, critique, create and communicate arguments supported by quantitative evidence; to understand formal symbolic representations of data or ideas, and to manipulate the symbols following formal rules to reach conclusions; and to understand abstract mathematical ideas and their connections to concepts in other disciplines. In order to build upon the foundational quantitative and mathematical reasoning skills developed in the Foundations Quantitative Reasoning course, students must take one (1) course satisfying the quantitative reasoning flag.
Assignments that develop quantitative reasoning skills must account for at least 15% of the total course grade to qualify a course to satisfy the flag for quantitative reasoning.
Examples include (but are not limited to):
Examining data from exit polls in Los Angeles and drawing conclusions about the different voting patterns among ethnic groups.
Classifying geometric patterns on artifacts from an archaeological site and using the distribution of patterns as a tool in identifying the site.
Discussions of the use of the mathematics in the work of Jorge Luis Borges, Tom Stoppard, or other authors which engage with the mathematical content.
Exploring art created using fractals, including a discussion of the mathematical foundations of fractals. |
Examples in Mathematics for GCSE: Higher Level
Revised in line with the 1998 syllabuses, this higher-level GCSE maths textbook contains exercises for all syllabus topics, 26 revision papers for ...Show synopsisRevised in line with the 1998 syllabuses, this higher-level GCSE maths textbook contains exercises for all syllabus topics, 26 revision papers for further practice, and ten aural tests for work with a teacher or partner. All numerical answers are included |
Elementary Algebra for College Students - 8 Real Numbers; Solving Linear Equations and Inequalities; ...show moreApplications of Algebra; Exponents and Polynomials; Factoring; Rational Expressions and Equations; Graphing Linear Equations; Systems of Linear Equations; Roots and Radicals; Quadratic Equations3551.04 +$3.99 s/h
Good
midwest_textbooks Mount Olive, IL
2010-01-13 |
Computer Environments
Computer software, whether stand-alone or web-based, can support powerful mathematical thinking and processes. Often termed "computer environments," these technology applications support the processes and broad content areas of mathematics at all levels. Although overlapping in features, these special environments are loosely classified for mathematics applications as virtual manipulatives, learning objects, and microworlds. Other environments, such as computer and web language development, are beyond the scope of this text.
Students and teachers can access virtual manipulatives on many websites, including the NCTM Illuminations and National Library of Virtual Manipulatives sites. Virtual manipulatives are simulations of actual concrete manipulatives or representations such as graphs, created using JAVA, a robust, but neutral, dynamic computer language (Heath, 2002). JAVA "applets" are immediately accessible to the student; these tools don't require special keystrokes or syntax like other software. They have applications from kindergarten through graduate-level mathematics. Applets can also be created by using the directions found on many websites, such as the English/Japanese site "Manipula Math with JAVA."
Another powerful learning tool for mathematics are learning objects, modular digital resources that include various forms of software such as simulations, calculators, animations, tutorials, video clips, graphs, and assessments (Wiley, 2001). Learning objects (sometimes called "widgets") have the potential to provide individualized learning experiences with teacher-selected instructional objectives and can be used with any content area or level. The Wisconsin Online Resource Center includes the following criteria for quality learning objects: small (2 to 15 minutes), independent, stored in a searchable data base, based on a clear instructional strategy, interactive, reusable, and groupable. An example of a learning object on the Washington State University website is the Dollars and Cents Widget for practicing making change up to $5.00, estimating cash back, and identifying exact amounts for purchases (Miller, Brown, & Robinson, 2002).
Simulation software creates microworlds that can be manipulated by the user, who is able to view the consequences of manipulations immediately. Simulations can range from real-world applications (e.g., flight simulator, electric motor, whitewater rafting) to gamelike fantasy worlds. The earliest mathematics simulation tool was LOGO, built into microcomputers in the mid 1980s (Papert, 1980). LOGO is a programming language for moving objects (in early versions, an abstract "turtle"; later, "robots") around space and analyzing spatial relationships and properties. Available today through commercial sources or online freeware in many versions, LOGO activities offer countless mathematics applications (Logo Foundation, 1991). Another microworld for mathematics is Blocks Microworld (Thompson, 1992), based on Dienes' blocks. Children can create and explore their own algorithms or follow formal routines for addition and subtraction. Other microworlds include Conservation of Area and its Measurement (Kordaki & Potari, 2002) and Mathwright 32 Author (Bluejay Lispware).
A final note is warranted about the use of technology to support mathematics instruction. There is no doubt technology is powerful and can assist student learning. However, teachers must make decisions about how it is used. Goldenberg offered six principles "for thinking about technology use in math classrooms" (2000, p. 2):
choose technologies that further existing learning goals (rather than create artificial goals so technology can be used)
allow calculator use when computation gets in the way of instruction's purpose
consider when the analysis (process) of the problem is as important as the answer
be cautious when technology might be replacing the student's development of important thought processes
be aware of the effects of removing content from the curriculum just because the technology can substitute (e.g., square roots, trigometric functions)
encourage students to learn a few tools well rather than attempting to expose students only superficially to many tools
Like their students, teachers must have time to learn new technologies and their applications for mathematics. Calculator and computer technologies require significant resources and support services from the school and district level. |
Fourier analysis is one of the most useful and widely employed sets of tools for the engineer, the scientist, and the applied mathematician. As such, students and practitioners in these disciplines need a practical and mathematically solid introduction to its principles. They need straightforward verifications of its results and formulas, and they need clear indications of the limitations of those results and formulas.Principles of Fourier Analysis furnishes all this and more. It provides a comprehensive overview of the mathematical theory of Fourier analysis, including the development of Fourier series, "classical" Fourier transforms, generalized Fourier transforms and analysis, and the discrete theory. Much of the author's development is strikingly different from typical presentations. His approach to defining the classical Fourier transform results in a much cleaner, more coherent theory that leads naturally to a starting point for the generalized theory. He also introduces a new generalized theory based on the use of Gaussian test functions that yields an even more general -yet simpler -theory than usually presented.P rinciples of Fourier Analysis stimulates the appreciation and understanding of the fundamental concepts and serves both beginning students who have seen little or no Fourier analysis as well as the more advanced students who need a deeper understanding.
Insightful, non-rigorous derivations motivate much of the material, and thought-provoking examples illustrate what can go wrong when formulas are misused. With clear, engaging exposition, readers develop the ability to intelligently handle the more sophisticated mathematics that Fourier analysis ultimately requires. less |
Academic Quality and Standards Unit
University of Bolton
Module: Greek Geometry and Analysis by Dr Charles Lee
Code: MAS3007
20 credits at level HE6
Description and Purpose of Module
This module introduces students to the geometrical and analytical work contained in the thirteen books of Euclid and the works of Archimedes. It provides the opportunity to study the origins of deductive reasoning from axioms, the influence on the development of mathematics of the concept of proof as used by the ancient Greek geometers, the series of geometrical theorems assembled by Euclid and the analytical techniques derived by Eudoxus and Archimedes.
Indicative Syllabus Content
The first part of the module contains the theorems which set up the foundations of Greek Geometry in the early part of Euclid. The second part examines the techniques for taking limits introduced by Eudoxus and their application to integration problems in the final books of Euclid and the work of Archimedes.
The historical context of the work is developed in parallel with the mathematical theorems.
The topics covered will be: The Mathematics of Greece and the Eastern Mediterranean to 200 BC. The development and influence of axiomatic proof. The development of the concepts and techniques of Greek Geometry. The works of Euclid, principally books 1,3 and 4, with some parts of books 2 and 6. Eudoxus' Method of Exhaustion and its use in Euclid's 12th book. Archimedes' Theorems concerning the surface area and volume of cylinders, cones and spheres ('On the Sphere and the Cylinder 1', Propositions 1 to 34). Archimedes' Method Treating of Mechanical Problems and its application to volumes and centroids.
Learning, Teaching and Assessment
Some theorems will be covered in lectures, in their original form and also using modern algebraic notation where appropriate. An agreed selection of further work will be studied directly from the texts.
Two pieces of coursework will be set, each to be completed by a prescribed date in the students' own time. There will be a formal closed-book examination of 3 context of Greek mathematics .
Describe the historical and geographical context of Greek mathematics.
2.
understand the proofs given in the early books of Euclid.
Prove the key results from Euclid's first 4 books.
3.
understand Eudoxus' technique for taking limits.
Use Eudoxus' method of Exhaustion to prove results related to circles
4.
understand Archimedes' calculation of the volumes and surface areas of the cone and the sphere.
Prove the key results from Archimedes' first book on 'The Sphere and the Cylinder'
5.
understand Archimedes' Method Treating of Mechanical Problems.
Use Archimedes' Method treating of Mechanical Problems to prove results relating to volumes and centres of gravity of parts of spheres
6.
have gained a holistic understanding of the geometrical work of the Greek mathematicians, their aims in undertaking the work and the threads through their work by which they achieved their goals.
Analyse the role and importance of postulates, propositions and methods in terms of their contribution to the goals of constructing the Platonic solids, calculating volumes and surface area of spheres, etc.
7.
understand the concepts of Greek mathematics .
Demonstrate an understanding of Euclid's postulates and the fundamental concepts of Greek mathematics.
Assessment
Your achievement of the learning outcomes for this module will be tested as follows:
Type
CW
CW
EX
Description
Assignment which includes an essay on some aspect of the history of Greek mathematics together with mathematical work related to the books of Euclid and possibly some preparatory work related to the works of Archimedes |
Set Relations & Functions
In this chapter we introduce the notion of functions, the cornerstone of the entire syllabus of Mathematics in IIT JEE and AIEEE preparation. This section is not only important from the point of view of Algebra but also from the point of view ofCalculus. It will not be an exaggeration to say that if a student wants to be well versed in Calculus then he should has a deep insight of this chapter.
The concept of function is useful in defining the dependence of one thing (called dependent variable) on other things (called independent variables). We have to clearly understand that any relationship between two phenomenon's is not necessarily a function. Further dependence of one quantity on some other is also not always a function. Our concept of function in mathematics is defined within certain conditions about which you will read in this chapter. You will also learn how to graphically represent various functions and how this graphical representation is useful in quickly finding out the nature of dependence of the dependent variable on the independent variable(s).
The chapter starts with some basic concepts about sets, inequalities, then defines function, types of functions, algebra of functions. This chapter also deals with various types of graphs and their transformations.
Set Theory and Functions are important from IIT JEE perspective. Objective questions are framed on this section. AIEEE definitely has 1-2 questions every year directly on these topics. It is very important to master these concepts at early stage as this forms the basis of your preparation for IIT JEE and AIEEE Physics. |
Teaching Company tutorials
This course carefully shows how calculus explains motion-and that this insight is composed of only, two simple ideas. Professor Starbird explains how calculus shows how everything that changes over time can be understood with its insights, uniting the way we see economics, astronomy, engineering, and even baseball, because it is an insight into the nature of reality itself.
Discrete mathematics - Arthur T. Benjamin
Call Number: DVD 2464
Meaning from data statistics made clear - Michael Starbird
Call Number: DVD 1660
Explanations for terms such as mean, median, percentile, quartile, statistically significant, and bell curve, and scores of other statistical concepts are covered. The emphasis is on the role of statistics in daily life, giving a broad overview of how statistical tools are employed in risk assessment, college admissions, drug testing, fraud investigation, and a host of other applications.
An introduction to number theory - Edward B. Burger
Call Number: DVD 2458
Called "the queen of mathematics" by the legendary mathematician Carl Friedrich Gauss, number theory is one of the oldest and largest branches of pure mathematics. Practitioners of number theory delve into the structure and nature of numbers and into the remarkable, startling, and often beautiful relationships that exist among them. |
for advanced courses in group theory focuses on finite groups, with emphasis on the idea of group actions. Early chapters summarize presupposed facts, identify important themes, and establish the notation used throughout the book. Subsequent chapters explore the normal and arithmetical structures of groups as well as applications.Topics include the normal structure of groups: subgroups; homomorphisms and quotients; series; direct products and the structure of finitely generated Abelian groups; and group action on groups. Additional subjects range from the arithmetical structure of groups to classical notions of transfer and splitting by means of group action arguments. More than 675 exercises, many accompanied by hints, illustrate and extend the material. |
Mathematical Ideas - 11th edition
Summary: One of the biggest issues college math instructors face is capturing and keeping student interest. Over the years, John Hornsby has refined a creative solution--bringing the best of Hollywood into his mathematics classroom.Mathematical Ideas applies this same strategy of engaging students through video clips from popular cinema and television to the textbook. Alongside fresh data and tools, this Edition uses up-to-the-minute images as well as old favorites of math be...show moreing done in Hollywood. In addition, examples are clarified with additional annotations, chapter summaries are made more intuitive to aid review, and chapter tests now include specific section references, making it easier for students to refer back to topics that need more attention. With great care and effort, the authors have crafted this new edition to serve the needs of today's students and instructorsBridgePointe Books Clarksville, IN
Acceptable
$4.25 +$3.99 s/h
Good
Central Kentucky Book Supply Nicholasville, KY
0321361482 Used texts may NOT contain supplemental materials such as CD.
$42008 Good
$11.45 +$3.99 s/h
Good
ocbookstx Richardson, TX
0321361482 |
Precalculus
Subject:MAT
Course Number:125
Credits:4 Credits
Available Online:No
This course emphasizes functions and their applications. We start by investigating graphs and solutions of the algebraic functions including polynomial, rational, and root functions. We continue our exploration with the transcendentals including exponential, logarithmic, and trigonometric functions. Additional topics include vectors, polar coordinates, and conic sections. The course is a good preparation for Calculus and for those students who will encounter functions in their course of study. (Prerequisite: two years of high school algebra or equivalent) |
Demonstrates that geometry can be developed in four fundamentally different ways, and that all should be used if the subject is to be shown in all its splendour. Containing more than 100 figures, this book includes two chapters devoted to each approach, the first being concrete and introductory, while the second is more abstract. more...
This book presents 18 articles by prominent mathematicians, dedicated to the memory of Alexander Reznikov (1960-2003), a brilliant highly original mathematician with broad mathematical interests. In addition it contains an influential, so far unpublished manuscript of Reznikov of book length. The research articles broadly reflect the range of Reznikov's... more...
Get ready to master the principles and formulas of pre-calculus! Master Math: Pre-Calculus is a comprehensive reference guide that explains and clarifies pre-calculus and introductory calculus principles in a simple, easy-to-follow style and format. Beginning with the most basic fundamental topics and progressing through to the more advanced topics... more...
Based on a series of lectures for adult students, this lively and entertaining book proves that, far from being a dusty, dull subject, geometry is in fact full of beauty and fascination. The author's infectious enthusiasm is put to use in explaining many of the key concepts in the field, starting with the Golden Number and taking the reader on... more... |
About the Book: This text has been carefully designed for flexible use for First Semester M.C.A. course of Uttar Pradesh Technical University (U.P.T.U.), and it contains the following features: Precise mathematical language is used without excessive formalism and abstraction. Over 900 exercises (problem sets) in the text with many different types... more...
Presents methods for solving counting problems and other types of problems that involve discrete structures. This work illustrates the relationship of these structures to algebra, geometry, number theory and combinatorics. It addresses topics such as information and game theories. more...
Combinatorics and Reasoning: Representing, Justifying and Building Isomorphisms is based on the accomplishments of a cohort group of learners from first grade through high school and beyond, concentrating on their work on a set of combinatorics tasks. By studying these students, the editors gain insight into the foundations of proof building, the tools... more...
This book provides algorithms and ideas for computationalists. Subjects treated include low-level algorithms, bit wizardry, combinatorial generation, fast transforms like the Fourier transform, and fast arithmetic for both real numbers and finite fields. Various optimization techniques are described and the actual performance of many given implementations... more...
This book presents the latest findings on one of the most intensely investigated subjects in computational mathematics--the traveling salesman problem. It sounds simple enough: given a set of cities and the cost of travel between each pair of them, the problem challenges you to find the cheapest route by which to visit all the cities and return home... more... more... |
This is the fourth book in the Math Made a Bit Easier series by independent author and math tutor Larry Zafran. As the second "main" book of the series, it builds upon the first book which covered key topics in basic math. Before working with this book, it is absolutely essential to have completely mastered all of the material from the first book.
Continuing the roadmap which began with the first book, this book covers the basics of the following topics of algebra and geometry: Expressions, equations, inequalities, exponents, factoring, the FOIL method, lines, angles, area, perimeter, volume, triangles, the Pythagorean Theorem, linear equations, and the Cartesian coordinate plane. Again, if the prerequisite material from the first book has not been fully learned, the student will almost certainly proclaim that this book and its material are "hard," and will continue to feel frustrated with math. There is no way to avoid learning math step-by-step at one's own pace.
This book emphasizes concepts which commonly appear on standardized exams. While it does not go into great detail about any concept, it explains the material conversationally and "in plain English." Some practice exercises and self-tests are included. Mastery of these concepts will likely be sufficient for the student to achieve his/her math goals, but more advanced exams may require some knowledge of material presented in later books in the series. |
The Algebra 2 Tutor DVD Series teaches students the core topics of Algebra 2 and bridges the gap between Algebra 1 and Trigonometry, providing students with essential skills for understanding advanced mathematics.
This lesson teaches students how to multiply and divide expressions that contain radicals. Students are taught to simplify each radical expression individually and perform the multiplication or division on the simplified forms according to the rules of algebra. Grades 8-12. 35 minutes on DVD. |
More About
This Textbook
Overview
This unique book provides a streamlined, self-contained and modern text for a one-semester mathematical methods course with an emphasis on concepts important from the application point of view. Part I of this book follows the "paper and pencil" presentation of mathematical methods that emphasizes fundamental understanding and geometrical intuition. In addition to a complete list of standard subjects, it introduces important, contemporary topics like nonlinear differential equations, chaos and solitons. Part II employs the Maple software to cover the same topics as in Part I in a computer-oriented approach to instruction. Using Maple liberates students from laborious tasks while helping them to concentrate entirely on concepts and on better visualizing the mathematical content. The focus of the text is on key ideas and basic technical and geometric insights presented in a way that closely reflects how physicists and engineers actually think about |
Precalculus
9781568224183
ISBN:
1568224184
Publisher: Schaffer Publications, Frank
Summary: Gets Them Engaged. Keeps Them Engaged. Blitzer' s philosophy: present the full scope of mathematics, while always (1) engaging the student by opening their minds to learning (2) keeping the student engaged on every page (3) explaining ideas directly, simply, and clearly so they don' t get "lost" when studying and reviewing.
Blitzer, Robert F. is the author of Precalculus, published under ISBN 9781568224183 a...nd 1568224184. Twelve Precalculus textbooks are available for sale on ValoreBooks.com, nine used from the cheapest price of $0.93, or buy new starting at $1.99 |
This is a free online course offered by the Saylor Foundation.'Mathematics is about structure, about reasoning, and about...
see more
This is a free online course offered by the Saylor Foundation.'Mathematics is about structure, about reasoning, and about modeling. This course braids these three threads together. Mathematical logic began as the study of the reasoning used in mathematics, but it turns out to be useful in describing the mathematical concept of structure and in modeling automated reasoning—that is, modeling computation.The logical approach to structure gives an alternate perspective on such other mathematical subjects as combinatorics and abstract algebra. This, for the most part, is described by the area of model theory, which is the focus of Unit 1.In Unit 2, we will look at modeling computation. The central fact of these models, from a logical standpoint, is that once we can handle a computation as a definable mathematical object, we can prove that certain computations are impossible. The most famous such proof is Gödel's Incompleteness Theorem, showing that it is impossible to compute truth in a system sufficiently strong to describe natural number arithmetic.Finally, in Unit 3, we turn to proof theory. Just as modeling computations results in new insights, modeling the process of mathematical proof results in a surprising connection: a proof is analogous to a computation.These three often interact. Proofs and computations have natural parallels with the language we use to describe structures. Structures from model theory give natural settings for computation, as in Gödel's Incompleteness Theorem. After completing this course, you will understand all three.'
This applet gives a dynamic visualization of two complex numbers and their product. Both factors are represented as points...
see more
This applet gives a dynamic visualization of two complex numbers and their product. Both factors are represented as points that can be dragged. The product is computed from the two factors and adjusts as the factors are modified.
Monberg Mathematics is a compendium of statistics, Maple, applied mathematics, historical perspective, instruction and...
see more
Monberg Mathematics is a compendium of statistics, Maple, applied mathematics, historical perspective, instruction and educational research. Do you have an area of inquiry? Write the author! This website is designed for student instruction, mathematical enrichment, instruction and professional enticement. It is a work in progress!
This is a free online course offered by the Saylor Foundation.'Numerical analysis is the study of the methods used to solve...
see more
This is a free online course offered by the Saylor Foundation.'Numerical analysis is the study of the methods used to solve problems involving continuous variables. It is a highly applied branch of mathematics and computer science, wherein abstract ideas and theories become the quantities describing things we can actually touch and see. The real number line is an abstraction where many interesting and useful ideas live, but to actually realize these ideas, we are forced to employ approximations of the real numbers. For example, consider marking a ruler at \sqrt{2}. We know that \sqrt{2} \approx 1.4142, but if we put the mark there, we know we are in error for there is an infinite sequence of nonzero digits following the 2. Even more: a number doesn't have any width, yet any mark we make would have a width, and in that width lives an infinite number of real numbers. You may ask yourself: isn't it sufficient to represent \sqrt{2} with 1.414? This is the kind of question that this course will explore. We have been trying to answer such questions for over 2,000 years (it is said that people have given their lives for the idea of \sqrt{2}, and they certainly wouldn't think 1.414 sufficient). Modern computers can perform billions of arithmetic operations per second and trying to predict the path of a tropical storm can require many trillions of operations. How do we carry out such simulations and how do our approximations affect the result? The answer to the first question is certainly colored by the second!Numerical analysis is a broad and growing discipline with many open questions. This course is designed to be a first look at the discipline. Over the course of this semester, we will survey some of the basic problems and methods needed to simulate the solutions of ordinary differential equations. We will build the methods ourselves, starting with computer arithmetic, so that you will understand all of the pieces and how they fit together in state of the art algorithms. Along the way, we will write programs to solve equations, plot curves, integrate functions, and solve initial value problems. At the end of some chapters we will suggest – in a section called "Of Things Not Covered" – some topics that would have been included if we had more time or other avenues to explore if you are interested in the topics presented in the unit.'
This course examines how numerical methods are used by engineers to translate the language of mathematics and physics into...
see more
This course examines how numerical methods are used by engineers to translate the language of mathematics and physics into information that may be used to make engineering decisions. Often, this translation is implemented so that calculations may be done by machines (computers). This free course may be completed online at any time. See course site for detailed overview and learning outcomes. (Mechanical Engineering 205)
This course is designed to introduce the student to the rigorous examination of the real number system and the foundations of...
see more
This course is designed to introduce the student to the rigorous examination of the real number system and the foundations of calculus. Analysis lies at the heart of the trinity of higher mathematics—algebra, analysis, and topology—because it is where the other two fields meet. This free course may be completed online at any time. See course site for detailed overview and learning outcomes. (Mathematics 241)
This is a free online course offered by the Saylor Foundation.'Real Analysis II is the sequel to Saylor's Real Analysis I,...
see more
This is a free online course offered by the Saylor Foundation.'Real Analysis II is the sequel to Saylor's Real Analysis I, and together these two courses constitute the foundations of real analysis in mathematics. In this course, you will build on key concepts presented in Real Analysis I, which focused on the study of the real number system, including real numbers and real-valued functions defined on all or part (usually intervals) of the real number line. In particular, MA241introduced you to differentiation and integration, powerful analysis techniques that enable the solution of many problems at the heart of science, including questions in the fields of physics, economics, chemistry, biology, and engineering. Real Analysis II will help you extend these techniques to the solution of more complex mathematical and scientific problems.As long as a problem can be modeled as a functional relation between two quantities, each of which can be expressed as a single real number, the techniques of single-variable real-valued functions should suffice. However, quite often a problem fundamentally involves information requiring more than one real number to describe, or it depends on more than one variable, or both. For instance, a particle moving in a room requires three coordinate real numbers to determine its location. Or, in another example from physics, the altitude a projectile will reach – a quantity measurable by one real number – depends on the weight of the projectile as well as the initial velocity it acquired from some external force.Sometimes a problem can be modeled as a single-variable or multivariable function depending on the answer desired. For example, a particle in three-dimensional space moving through a force field (think of a dust particle floating in the air as it is blown by strong or minute gusts of wind) can be modeled both as a function of time (a single-variable function) describing the coordinates of the particle at each instance of time; or, if one is interested in the final resting place of the particle as a function of its initial position, the problem can be modeled as a multivariable function requiring three inputs and producing three outputs.In this course, you will learn about some of the intricacies of the geometry of higher-dimensional spaces. You will develop the theory of multivariable functions and apply advanced techniques of differentiation and integration to such functions. Finally, you will explore applications of these advanced techniques in solving scientific problems.' |
The notion of geometric combinatorics is quickly getting a much broader meaning. At present it covers not only a structure of polytopes and simplicial complexes but many further topics and interesting connections to other fields of mathematics. It is worth looking at the contents of this book, which contains written versions of the lecture series presented at a three-week program organised at the IAS/Park City Mathematics Institute in 2004. Counting of lattice points in polyhedra and connections to computational complexity is discussed in lectures by A. Barvinok. Root systems, generalised associahedra and combinatorics of clusters form the topic of the lectures by S. Fomin and N. Reading. Combinatorial problems inspired by topics from differential topology (Morse theory) and differential geometry (the Hopf conjecture) are studied by R. Forman. M. Haiman and A. Woo treat topics around Catalan numbers and Macdonald polynomials (the positivity conjecture). D. N. Kozlov discusses in his lectures chromatic numbers, morphism complexes and Stiefel-Whitney characteristic classes. Lectures by R. MacPherson cover topics such as equivariant homology, intersection homology, moment graphs and linear graphs and their cohomology. R. P. Stanley discusses topics connected with hyperplane arrangements and M. L. Wachs treats poset topology. The book ends with a contribution by G. M. Ziegler on convex polytopes. The book contains an enormous amount of interesting material (including a substantial numbers of exercises).
The aim of this book is to provide a rigorous foundation of the real number system. The first step is a treatment of natural numbers and their properties, which are stated as axioms (only the last chapter outlines the possibility of a construction of natural numbers on a set-theoretical basis). The real numbers are then defined as infinite sequences of decimal digits. At this point, it is possible to introduce the ordering of real numbers and prove the supremum property. The operations of addition and multiplication are first defined for numbers with finite decimal expansion (by shifting the decimal point, the problem is reduced to addition or multiplication of natural numbers); by means of a limit process, they are extended to all real numbers. The book also discusses additional interesting topics, in particular the definition of powers with real exponents, exponential and logarithm functions, Egyptian fractions, computer implementation of arithmetic operations and the uniqueness of real numbers up to isomorphism. The text is elementary and contains numerous remarks on the history of the subject.
The core of the book consists of contributions presented at the Abel bicentennial conference held at the University of Oslo, June 3-8, 2002, commemorating the 200th anniversary of Niels Henrik Abel's birth. The volume does not contain all the contributions of invited speakers at the conference and not all of the contributors attended the conference. The book contains the opening address of King Harald V and 25 papers devoted to various aspects of Abel's work. However, the reader can also find here papers treating topics that can be considered as mathematics of the next generation. This includes Manin's paper on applications of non-commutative geometry in Abelian class field theory for real quadratic fields, Fulton's paper on quantum cohomology of homogeneous varieties, Kassel's contribution on Hopf-Galois extensions to non-commutative algebras from the point of view of topology, van den Bergh's paper on non-commutative crepant resolutions of singularities and Chas and Sullivan's joint paper on closed string operators in topology leading to Lie bialgebras and higher string algebras. The other contributions describe many aspects of Abel's work as well as parts of number theory, analysis, algebra and geometry having roots in it. The book contains a huge amount of information of a historical and mathematical nature. It can be recommended not only to those working in fields having roots in one of Abel's versatile contributions to mathematics, but also to anybody who likes to read how ideas can influence future development.
This book consists of 33 essays trying to show to a nonmathematical community what mathematics and its applications really are, why they are so important and how they influence our day to day life. The essays may be read independently. Thanks to a long experience with mathematics as a researcher and teacher, the author provides many creative discussions and examples, varying from simple to more abstract structures of mathematics. He tries to provide a leitmotif to illustrate the relationship between mathematics and common sense. He writes about more than sixty major topics in mathematics, many of which have significant connections to other branches of knowledge (e.g. cosmology, physics, teaching, logic, philosophy, languages). The reader can find discussions on the nature of logic, numbers, counting and discounting, mathematical thinking, deductions, intuition and creativity, problem solving, conceptions of space, mathematical operations, structures, objects, paradoxes, theorems and proofs, as well as meditations on the influence of the media and wars on the development of mathematics and its position in the society. The author states and answers many interesting questions from many points of view. At the end of each essay the references to material that is both popular and professional are given. The book can be recommended to all who are interested in mathematics and its nature, beauty and role in modern society and science.
This small booklet brings the reader to a strange place called Numberland, where all the (integer) numbers live in a big hotel. An experienced reader soon recognizes that the hotel presented here is nothing other than a version of the famous Hilbert hotel, which was constructed as a tool to illustrate the problems in connection with countability. The small size of the book, the style of writing, a (large) number of illustrations and especially the "fairy-tale-like" language all indicates that the booklet is meant for children, probably around or under ten years of age.
And at this point the reviewer was beginning to get a little unsure as to whether this rather difficult piece of mathematics should be presented and explained to children of that age. Maybe, the children should first become reliably accustomed to the notions of "more than", "larger", and even "finitely and infinitely many", and only after that, at a proper age, should they be faced with facts like "there are as many odd integers as there are integers" or "there are as many integer fractions as integers themselves", which are the main "results" of the book. Also, since the concept of uncountability is not at all addressed (which is correct), the child reader can possibly be driven to the misleading realization that all infinite sets are "equally large". So there remains a small question if the topic is suitable for children of a "fairy-tale" age. However, if the answer to this question is "yes", then nothing can stop the reviewer from claiming that the booklet is written in a very nice way, presenting all the ideas clearly (at least for the adult reader) and in a concise yet comprehensive form. |
Triumphs--Foundations for Algebra 1
Math Triumphs is an intensive intervention resource for students who are two or more years below grade level. The series accompanies Glencoe "Algebra ...Show synopsisMath Triumphs is an intensive intervention resource for students who are two or more years below grade level. The series accompanies Glencoe "Algebra 1," "Geometry," and "Algebra 2" and provides step-by-step intervention, vocabulary support, and data-driven decision making to help students succeed in high school mathematics 9780078908460-4-0-3 Orders ship the same or next business day. Expedited shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions. ISBN: 9780078908460.
Description:In very good unmarked condition. Cover has small crease. Your...In very good unmarked condition. Cover has small crease. Your purchase benefits world-wide relief efforts of Mennonite Central Committee Multiple Copies. MI. 1C. |
Mathematics (STEP) Research Guide
Need Help?
Background
Background Information
"For readers and researchers investigating national and international aspects of mathematics education at the elementary, secondary, and post-secondary levels, this quick, easy-to-use encyclopedia provides basic information for ready reference and is an ideal starting point for more in-depth research."
"The purpose of this Handbook is not to answer 'what works' questions, although answers to many of these sorts of questions can be found in this volume. Instead, the primary purposes are to coalesce the research that has been done, to provide (perhaps) new conceptualizations of research problems, and to suggest possible research programs to move the field forward."
"The overall goal of the handbook is to address the question of how to develop innovators in general and how to develop the innovative potential of today's young people with exceptional talents in science, technology, engineering, and maths (STEM) disciplines in particular."
author National Research Council(U.S.). Committee on the Evaluation Framework for Successful K-12 STEM Education, issuing body National Research Council(U.S.). Board on Science Education, and issuing body National Research Council(U.S.). Center for Education. Board on Testing and Assessment
on or for Education, National Research Council Committee Highly Successful Schools Programs STEM(U. S.) K. -1, on Education National Research Council Board Science(U. S.), and for on and Assessment National Research Council Center Education. Board Testing(U. S.)
Ferreras, Ana, Olson Steve, Sztein Ester A., on Instruction United States National Commission Mathematics, and Affairs National Research Council Policy Global(U. S.), on Organizations National Research Council Board International Scientific(U. S.), and (U.S.) National Academies Press
"We invite you to Learn, Connect, and Create with high-quality teaching and learning resources in applied science and math, engineering, computer science/information technology, and engineering technology for use by K-12 and university educators and. TIMSS 2007 results were released on December 9, 2008."
"The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership and professional development to support teachers in ensuring equitable mathematics learning of the highest quality for all students."
"The National Library of Virtual Manipulatives (NLVM) is an NSF supported project that began in 1999 to develop a library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis)."
"The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. With 100,000 members and 250 affiliates, NCTM is the world's largest organization dedicated to improving math education in preK?12." This site provides links to activities, lessons, standards, and other websites.
"."
"Located on the fourth floor of King Library, the Educational Resource Center provides materials for students, educators, professors, parents, and all others interested in K-12 education in Silicon Valley."
"The TIMSS & PIRLS International Study Center is dedicated to conducting comparative studies in educational achievement. It serves as the International Study Center for IEA's studies in mathematics, science, and reading." |
The Wavelet Tutorial - Robi Polikar
The engineer's ultimate guide to wavelet analysis: a tutorial that explains basics of signal processing with a focus on the technique of wavelet transformations (WT). Basic concepts of importance in understanding wavelet theory; Short Term Fourier TransformWeather Underground - University of Michigan
One Sky, Many Voices: resources for collaborative study of current weather events for K-12 classrooms, after-school groups, and at-home learning. Gather data on weather information on the Web, current conditions around the world, historical weather patterns,
...more>>
WebCalc - Blaine Hilton
A collection of free, Web-based calculators that solve complete equations. Many of the calculators allow the user to solve for any of the variables. Subjects include algebra, geometry, trigonometry, fractions, complex numbers, and miscellaneous math;
...more>>
WebCalC - The WebMath Group
An on-line calculus course with easy to read text, fully worked examples, problem solutions, quizzes, and online linking. To view WebCalC, you need the software Scientific Notebook (a free viewer version is available). The site includes links to publications
...more>>
Web Calculators - TimeValue Software
Online calculators for solving common financial problems, designed with the financial professional in mind and covering a wide assortment of financial applications such as refinancing a mortgage, saving for retirement, or determining an investment yield.
...more>>
The Web Classroom - Eagle Eye Web Masters
An educational site from Australia that provides lessons and tests to help students understand concepts in Mathematics and build language skills in English. Elementary and Middle School math pages offer Fun with Fractions, "What Number," Times Tables,
...more>>
WebCrawler
Search the WebCrawler contents-indexed database by keyword - the contents of documents are indexed, not just their titles and URLs. You may include both general and specific queries. Or browse categories: Arts & Books; Autos; Careers; Computers &
...more>>
WebGrapher - Tom Cooper
This page contains a graphing applet that can be used online or downloaded.
The applet can create dynamic graphs with sliders that can be saved as web
pages. Users can plot points, functions, parametric functions, polygons,
vectors and more. There
...more>>
webMathematica - HostSRV.com
HostSRV.com hosts applications of webMathematica, a collection of tools that allow Mathematica commands to be placed inside HTML pages. A web hosting account includes storage space, bandwidth, FTP access for uploading scripts and files, and the use of
...more>>
WebMath: Instant Solutions to Math Problems
Instant solutions to math problems: look over the various links on the home page until you find a topic that seems to describe the math problem you're working on. Select a link then another and you will be presented with a blank form into which you can
...more>>
Web of Primes - Ryan Ingram
The first twenty billion prime numbers, indexed, searchable by ordinal position, and written out in English. See also Ingram's for the first one hundred million counting numbers factored.
...more>>
Web of Stories
Watch life stories of "people who have influenced and changed our world," such as Nobel laureates and eminent scientists -- or record your own stories. Video biographies available through the Web of Stories' flagship channel "Lives" include mathematician
...more>>
Webtrig - Thomas E. Price
A Web tutorial on the fundamentals of trigonometry. The lessons in PDF format include an introduction to angles and their measurement, definitions of the trigonometric functions, graphs of trigonometric waves, an introduction to
trigonometric identities,
...more>>
The Web Wizard's Math Challenge - J. Mooser
An ongoing Internet contest; register (free) to submit answers and score points. Problems are designed to be readily understood but not readily solved. Speed counts, because points are awarded based on the order in which contestants submit correct answers.
...more>>
We can do Math! - Vinay Jain
Timed practice in basic operations; toggle up and down or key in answers. Designed "by a first grader, developed by her dad," this JavaScript offers two levels with a "check" button that scores responses, as well as a "rapid fire" mode that instantly
...more>>
Weighing the Evidence - Keith Devlin (Devlin's Angle)
Hundreds of thousands of years of evolution have equipped us with many useful mental abilities - our instinct to avoid many dangerous situations and our use of language are two obvious examples. However, evolution has not equipped us to handle statistical
...more>>
Welcome to Steve's Blog - Steven Rasmussen
"Advocate for Change" Steve Rasmussen, the CEO and President of KCP Technologies, keeps this blog, which he describes as his "ideas, commentary, photos, and adventures relating to mathematics education." Topics include: Rejuvenating the Mathematics Education
...more>> |
Thinkfinity Lesson Plans
Title: Using a Calculator for Finding the Equation of a Function
Description:
To
Standard(s): [MA2010] ALC (9-12) 4: Determine maximum and minimum values of a function using linear programming procedures. (Alabama) [MA2010] MI1 (9-12) 11: Describe the development of mathematical tools and their applications. (Alabama)
Subject: Mathematics Title: Using a Calculator for Finding the Equation of a Function Description: To Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12 |
Mathematics Upper-Secondary 4 - Distributions and Integration
Mathematics Upper-Secondary 4 - Distributions and Integration
The second part of our intermediate math course continues our free online maths suite of courses. It covers binomial, normal and hypergeometric distribution, discrete random variables, and integration. This course is ideal for students preparing for an exam, or for those wanting to refresh their knowledge of mathematics.
Increase your understanding of distribution and integration in mathematics
Learning Outcome
On completion of this course you will understand the meaning of random variables and be able to calculate the dicrete probability distribution of a set of random variables, continuous random variables and normal distribution. You will gain a good knowledge of binomial probability function, distribution, hypergeometric distribution, rules of integration and intergration applications. This course will help you to understand these calculations in an easy, step-by-step process. |
He explains calculations effectively and includes detailed glossaries throughout the book. It is a practical manual for carpenters and other trade professionals to have on their book shelves. It is a great book to give to a young person enrolled in either high school or college carpentry programs or to share with your local building trades instructor. Mathematics instructors would do well to give it a read too because it may help them engage young people in their classrooms who are interested in construction. It is a good reference book to have in your office if you struggled with math and work in construction trades, the building supply industry or are a design professional.
The book could be improved with some photographs illustrating some of the math applications and we would encourage the author to think about adding some in subsequent printings of the book. We would encourage Mr. Williams to add more text about the value of these calculations. We bet he has some great stories to share about how he and others learned the importance of some of the mathematical concepts. Having said this, we believe the first edition of this book is valuable to read, share and use and we applaud his efforts to help young people master construction math.
Reviews:
5.0 out of 5 stars Very Useful, October 30, 2011
By
E. Stole "Me" (LV usa)
(REAL NAME)
This review is from: Applying Mathematics to Construction: Carpentry Mathematics & Estimating (Paperback)
I've read many construction books and math text books that do a pretty good job at enhancing my understanding of carpentry mathematics, but I must say this book tops them all. The methods used in the mathematical sense will blow your mind away. Lot's of times I found myself saying, "Wow I didn't even know it could be done this way" , or "That made it so much easier".
This book will definitely help you in many areas, even if you think you know it all, you don't. It takes a gifted mind to be able to come up with these formulas that no one else really uses. I recommend this book to anyone seeking to better themselves in estimating, framing, exterior AND interior finish and trim work. instead of beating yourself up trying to figure out the math part of a project, take a moment and go through this book and you will be amazed at how much easier things can be done.
"
About Kenneth
Hi my name is Kenneth Williams sr. I am a native New Orleanian who grew up in the Fisher Housing projects. I am the author of Applying Mathematics to Construction. I am a master instructor at Delgado Community College where I teach carpenrty... |
Rent Textbook
Used Textbook
eTextbook
We're Sorry Not Available
New Textbook
We're Sorry Sold Out
Related Products
Mathematical Proofs : A Transition to Advanced Mathematics
Mathematical Proofs : A Transition to Advanced Mathematics
Summary
Mathematical Proofs is designed to prepare students for the more abstract mathematics courses that follow calculus. This text introduces students to proof techniques and writing proofs of their own. As such, it is an introduction to the mathematics enterprise providing solid introductions to relations, functions, and cardinalities of sets. |
Judy Kysh, Ph.D. ... answer. The guide is written for use with Courses 1, 2 and 3
of the series. ... study team) based on answers and solutions provided in class
and online. ... Algebra Tiles and Perimeter.
Leslie Dietiker. Judy Kysh, Ph.D. Michigan ... Welcome to the Algebra 2
Connections Parent Guide with Extra Practice. The purpose of this ... answers,
are provided for your child to practice. There will be ...
Algebra Connections by Dietiker, Kysh, Sallee, Hoey. College ... or answer keys,
using unauthorized notes/materials or electronic equipment ... Tests and quizzes
will be able to be retaken up to 2 times.
Eric Hsu, Judy Kysh, and Diane Resek ... 2. Abstract. Working in well-facilitated
small groups on rich problems that are accessible ... improve the teaching and
learning of algebra for all students, particularly .... Five key aspects of rich
problems.
1 Jul 2013 ... have a Semester 1 and Semester 2 option. ... Algebra 2 -- Algebra II is an
advanced course using ... by spatial relationships, reasoning, connections, and
problem .... By providing students with answers, they will be able to ...
The answers to these worksheets are available at the end of each Chapter ... 4-2
Simplifying Algebraic Expressions .......... ..... Graph and connect the new ordered
pairs. ...... box-and-whisker plot tells about the major peaks of the Hindu Kush.
Algebra EOC Practice Test #2. Multiple Choice. Identify the choice that best
completes the statement or answers the question. ____ 1. ..... Kush simplified the
expression below on the board for the class. |
Related Products
AQA Linear Higher 2 Student Book | Paperback
Collins New GCSE Maths Student Books are the
perfect way to help students working at Grades C to A* tackle the AQA GCSE Mathematics Higher Linear specification. Packed with functional skills, problem solving and graded maths practice, they give ...
Revise AQA: GCSE Mathematics A Revision Guide Higher
Revise smart and save! * This Revision Guide
delivers hassle free exam preparation, covering one topic per page and closely matching the AQA specification. * Target grades on the page help you to progress at the right speed. * ...
GCSE Essentials AQA French Revision Guide | Paperback
Developed with schools, this book provides students with
a revision guide that covers the essential content and skills they need to pass their exam. Accessible to students working at all levels, it has a friendly engaging tone to encourage ... |
0387950605
9780387950600
Understanding Analysis (Undergraduate Texts in Mathematics):This elementary presentation exposes readers to both the process of rigor and the rewards inherent in taking an axiomatic approach to the study of functions of a real variable. The aim is to challenge and improve mathematical intuition rather than to verify it. The philosophy of this book is to focus attention on questions which give analysis its inherent fascination. Each chapter begins with the discussion of some motivating examples and concludes with a series of questions.
Back to top
Rent Understanding Analysis (Undergraduate Texts in Mathematics) 1st edition today, or search our site for Stephen textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Pearson. |
Includes advanced topics of relativistic square-root spaces and nonlinear systems
Illustrates the use of computer algebra (Mathematica) in mathematical physics
Solutions Manual available for instructors
Mathematical physics provides physical theories with their logical basis and the tools for drawing conclusions from hypotheses. Introduction to Mathematical Physics explains to the reader why and how mathematics is needed in the description of physical events in space. For undergraduates in physics, it is a classroom-tested textbook on vector analysis, linear operators, Fourier series and integrals, differential equations, special functions and functions of a complex variable. Strongly correlated with core undergraduate courses on classical and quantum mechanics and electromagnetism, it helps the student master these necessary mathematical skills. It contains advanced topics
of interest to graduate students on relativistic square-root spaces and nonlinear systems. It contains many tables of mathematical formulas and references to useful materials on the Internet. It includes short tutorials on basic mathematical topics to help readers refresh their mathematical knowledge. An appendix on Mathematica encourages the reader to use computer-aided algebra to solve problems in mathematical physics. A free Instructor's Solutions Manual is available to instructors who order the book for course adoption.
Readership: Undergraduate upper-division courses in mathematical methods of physics in U.S. colleges and universities. Supplementary reading for upper-division and graduate courses in physics,
physical sciences, and engineering.
Chun Wa Wong, Department of Physics and Astronomy, UCLA
Wong is a theoretical physicist educated at UCLA and Harvard. He has worked in Copenhagen, Princeton, Oxford, and Saclay (near Paris). He has been at UCLA since 1969. He was a Sloan research Fellow, and is a fellow of the American Physical Society. His main interest is in theoretical physics.
"This book gathers together in one place both standard and advanced topics on mathematical methods in physics. As such, it will be of use to both researchers and students in theoretical physics, as well as university-level lecturers who may wish to use it as a textbook. The second edition expands on the set of problems of the first edition, and includes new material on special relativity and chaos. It covers a broad spectrum of topics that will be of enormous use to theoretical physicists." - Richard J. Szabo, Heriot-Watt |
A comprehensive Calculus review app written by a Math PhD. Functions, Limits, Derivatives and Integrals are all covered with 55+ worked examples. For quick access to equations, the "Equations" tab displays commonly used properties and equations for derivatives and integrals |
...
Show More points and frames of reference in the plane and 3D space. It includes many worked examples and over 100 illustrations that make it essential reading for students, academics, researchers and professional practitioners.The book includes introductory chapters on complex numbers, matrices, quaternions and geometric algebra, and further chapters on how these techniques are employed in 2D and 3D computer graphics. In particular, matrix and bivector transforms are developed and evaluated to rotate points in a fixed frame of reference, and vice versa |
Find an Oaks, PA TrigonometryWord files are commonly used as the format for sending text documents via e-mail. Precalculus is a math course that is along the same lines as advanced secondary school algebra. Precalculus includes math topics between algebra and trigonometry |
The Academic Skills Seminar is designed to strengthen student understanding of basic mathematical concepts including: fractions, positive and negative numbers, exponents, basic algebra and trigonometry, logarithms, graphs, and the metric system. This course also includes the study of number systems and codes, logic gates, Boolean expressions and Algebra.
Goals and Objectives
To refresh mathematical skills learned at an earlier time.
To feel at ease and comfortable when dealing with material that is mathematical in nature.
To understand basic mathematical concepts necessary to take the required courses in the Associate degree program, such as MAT 125 - Technical Math.
To become comfortable performing various mathematical skills that involve: fractions, positive and negative numbers, exponents and the metric systems, basic algebra and trigonometry, and logarithms and graphs. |
More About
This Textbook
Overview
James Stewart's well-received CALCULUS: CONCEPTS AND CONTEXTS, Second Edition follows in the path of the other best-selling books by this remarkable author. The First Edition of this book was highly successful because it reconciled two schools of thought: it skillfully merged the best of traditional calculus with the best of the reform movement. This new edition continues to offer the balanced approach along with Stewart's hallmark features: meticulous accuracy, patient explanations, and carefully graded problems. The content has been refined and the examples and exercises have been updated. In addition, CALCULUS: CONCEPTS AND CONTEXTS, Second Edition now includes a free CD-ROM for students that contains animations, activities, and homework hints. The book integrates the use of the CD throughout by using icons that show students when to use the CD to deepen their understanding of a difficult concept.
In CALCULUS: CONCEPTS AND CONTEXTS, this well respected author emphasizes conceptual understanding - motivating students with real world applications and stressing the Rule of Four in numerical, visual, algebraic, and verbal interpretations. All concepts are presented in the classic Stewart style: with simplicity, character, and attention to detail. In addition to his clear exposition, Stewart also creates well thought-out problems and exercises. The definitions are precise and the problems create an ideal balance between conceptual understanding and algebraic skills.
Editorial Reviews
Booknews
New edition of a text that synthesizes reform and traditional approaches to calculus instruction, with emphasis on conceptual understanding through visual, numerical, and algebraic approaches. It's more streamlined than the author's traditional texts, with some topics interwoven throughout the book instead of being treated separately and fewer theorem proofs, among other differences. The included CD-ROM is intended to enrich and enhance the text with modules that allow students to explore topics in a "laboratory" environment. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Related Subjects
Meet the Author
James |
Mathematical Contest in Modeling (MCM), challenges teams
of students to clarify, analyze, and propose solutions
to open-ended problems. The contest attracts diverse
students and faculty advisors from over 500 institutions
around the world.
The Interdisciplinary Contest in Modeling (ICM), an
international contest for high school students and college
undergraduates. ICM is an extension of the Mathematical Contest in Modeling (MCM). It is
designed to develop and advance interdisciplinary problem-solving
skills as well as competence in written communication.
To celebrate the 30th anniversary of the MCM/ICM contests, COMAP is soliciting stories from students and faculty advisers. We are interested in learning how the MCM/ICM contests impacted your education advancement and career development, and what kind of support you received from your universities. For example, did you receive awards from your universities for an Outstanding Winner Paper? Photos of award ceremonies are always welcome.
Stories must be written in English, and each story should not exceed 3 pages (including photos) with 11pt or 12pt font. Selected stories will be published on the COMAP website, and some of them may also be included in book form. COMAP will provide authors of selected stories with a one-year free COMAP web membership or a free COMAP publication.
Two Sigma Investments is an experienced group of analytical and technical financial
professionals based in New York City, building and operating sophisticated
quantitative trading strategies for domestic and international markets. If
you are interested in learning more about Two Sigma or submitting your
resume for consideration, please visit our web site at
The Modeling Resource CD-Rom offers mathematical modeling problems, sample solutions, and other resources suitable for instructors and students in modeling courses, advisors and team members in modeling competitions, and those who want to make mathematics courses more relevant. The problems are taken from the Mathematical Contest in Modeling (MCM), the Interdisciplinary Contest in Modeling, (ICM), the High School Contest in Modeling (HiMCM), and the Consortium column Everybody's Problems. Learn More
About
MATHmodels
For Teachers Use
the problems in our modeling database to enrich your
class or conduct your own math team competitions.
Discover how our modeling resources can help you use
mathematical modeling in your classroom.
For
Students
Notify your teachers or professors about this Web Site
and start the modeling tradition at your school.
Check back regularly to read the other student solutions
that are posted.
Use our COMAP resources and modeling problems as quality
references for your in-class presentations, extra credit,
and other classroom projects. |
A Problem Solving Approach to the Introduction of Chemistry, by Thelma Stepan
Guide Entry to 80.07.12:
This four to six week unit is meant for use with college-bound high school students. The unit combines the introduction of chemistry with a methodical method of problem solving and a review of the mathematics needed for high school chemistry. It includes the vocabulary used in describing the physical properties of matter, the metric system and decimals, a progression of problems dealing with the derived quantities of density and heat, and the calculation of percentage of error. It is hoped that by integrating chemistry and mathematics in this way, the student will see an immediate practical application for his math skills and will thus be motivated to begin using them outside of math class. |
ArtSGraph Main Features: Easy to Use for scientific calculations and many types of graphs. Many functions - from simple arithmetic and plotting elementary functions to differential calculus, harmonic analysis, optimization, plotting of equipotential lines and field of directions. An effective educational tool for self-instruction and teaching mathematics. User friendly intuitive interface. |
A Distinction Between Conceptual Knowledge and Procedural Knowledge (page 2)
Chances are, when you learned elementary mathematics, you learned to perform mathematical procedures. Known to mathematicians as algorithms, these procedures enabled you to find answers to problems according to set rules. If, for example, you think of division in terms of "divide, multiply, subtract, bring down" then you learned a division procedure (or algorithm). For another example, if you think only in terms of cross multiplying as a way of approaching problems involving proportions, chances are you learned only a procedure for solving mathematical proportions. At this point you may be wondering, "What else is there? What else would a person learn in a mathematics class?" The answer is, there is a great deal more to mathematics! These mathematical procedures are much like recipes that efficiency experts have developed to enable people to go straight to specific kinds of answers when confronted with particular kinds of well-defined problems. If we thought cooking was nothing more than following recipes developed by experts, we would be missing out on much of the joy of cooking! If there were no room in cooking for serendipitous combining of favorite ingredients, then cooking would be boring indeed.
As important as it is to be able to follow a recipe to quickly and efficiently obtain a certain kind of answer to a certain kind of problem, this is not the essence of mathematics. A true mathematician understands that an operation like division is a mental operation that may be performed by using any number of different procedures. A division problem may be solved by repeated subtraction, by repeated addition, by use of a numberline, or even by using objects and modeling the action of division. The procedure using "divide, multiply, subtract, bring down" is only one of many possible procedures. The underlying idea of division as an action is something quite different from anyone of the procedures for solving division problems. This underlying idea is referred to as the concept of division. The concept of division and the procedure of solving division problems are not the same thing. In today's mathematics classrooms we are teaching concepts first and foremost. Procedures are learned too, but not without a conceptual understanding. One of the benefits to emphasizing conceptual understanding is that a person is less likely to forget concepts than procedures. If conceptual understanding is gained, then a person can reconstruct a procedure that may have been forgotten. On the other hand, if procedural knowledge is the limit of a person's learning, there is no way to reconstruct a forgotten procedure. Conceptual understanding in mathematics, along with procedural skill, is much more powerful than procedural skill alone.
This different emphasis results in a different use of class time in mathematics classes. In a procedurally oriented mathematics class, almost all of the student's time must be spent practicing procedures so that the student can carry out the procedures flawlessly. In a conceptually oriented mathematics class, the bulk of time is spent helping the students develop insight. Activities and tasks are presented to provide learners with experiences that provide opportunities for new understandings. Once the students gain understanding, then there is a need for some time to be spent on practice. Research has shown that students in a conceptually oriented mathematics class outperform students in a procedurally oriented mathematics class on tests and on measures of attitude toward mathematics. (See, for example, Boaler, 1998; Cain, 2002; Fuson et al., 2000; Masden and Lanier, 1992.) During the 1990s and into the twenty-first century, schools have been focusing more on conceptual knowledge than ever before. The results have been encouraging, as documented by the National Assessment of Educational Progress (NAEP), which has shown a steady increase in student mathematical performance since 1990.
For teachers to be able to focus on the conceptual teaching of mathematics, they must have conceptual understandings themselves. One of the biggest challenges as we have been moving from procedurally oriented teaching to conceptually oriented teaching has been ensuring that the teachers have the necessary mathematical understandings. This is the reason for this book. |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.