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(see
) of modules designed to make physics
concepts accessible to blind students. The collection is intended to supplement but not to
replace the textbook in an introductory course in high school or college
physics.
This module explains vector multiplication in a format that is accessible to
blind students.
Prerequisites
In addition to an Internet connection and a browser, you will need the
following tools (as a minimum) to work through the exercises in these modules:
Dot product, inner
product, or scalar product
I will begin with some background information on the dot product of two
vectors.
Background
The terms dot product, inner product, and scalar product all mean the same
thing and are used in various context's by different authors.
The term
dot product
derives from the fact that a vector product of
this sort is often written as the names of the two vectors separated by a dot.
However, that special dot character is probably not compatible with your Braille
display. Therefore, I will write the dot product of the vectors named A and B as
(A dot B)
The term scalar product derives from the fact that a vector product of this
sort more closely resembles scalar arithmetic than vector arithmetic. In
particular, unlike the cross product (that will be discussed later), the result of
the dot product does not have a direction.
Create a vector diagram on your graph board
In order for you to better understand the nature of a vector dot product, I recommend
that you create a Cartesian coordinate system on your graph board, and draw the
followingReferences to the vector coordinates
I will refer to the coordinates at the tip of vector A as ax and ay.
Similarly, I will refer to the coordinates at the tip of vector B as bx and by.
The dot product
Using this nomenclature
, the dot
product of any two vectors is given by
(A dot B) = (ax * bx) + (ay * by)
where
(A dot B) represents the dot product of the vectors named A and B
ax, ay, bx, and by are the coordinates of the tips of the vectors named
A and B respectively
So what?
By now you are probably saying "So what? Why should I care?"
Although it isn't obvious from what you see above, the dot product
of two vectors is also equal to the product of their magnitudes and
the cosine of the angle between them. In other words,
(A dot B) = Amag*Bmag*cosine(angle between A and B)
where
Amag is the magnitude of vector A
Bmag is the magnitude of vector B
The projection of A onto B
If you divide the dot product of A and B by the magnitude of B, the result is
equal to the projection of vector A onto
vector B. In other words,
(A dot B)/(Bmag) = projection of A onto B
This sort of projection operation is an operation that occurs frequently in physics.
For example, the horizontal component of a velocity vector is the projection of
the velocity vector onto the horizontal axis. Similarly, the vertical component
of a velocity vector is the projection of the velocity vector onto the vertical
axis.
Let's work through some numbers
Substituting your coordinate values into the
expression given
above
yields
(A dot B) = (ax * bx) + (ay * by), or
(A dot B) = (1.0*2.9) + (1.73*0.78), or
(A dot B) = 4.2494
We will make use of this value a little later in this module.
Compute the projection
Suppose your problem calls for the projection of vector A onto vector B. Let's
compute the value of that projection. For this,
we need to know the magnitude of vector B, which we can compute using the
Pythagorean theorem:
Bmag = sqrt(2.9*2.9 + 0.78*0.78), or
Bmag = 3.0
The projection of A onto B is equal to
Projection = (A dot B)/Bmag, or
Projection = 4.294/3 = 1.43
We will also have more to say about this value a little later in this module.
What do we mean by the projection?
Using the vectors on your graph board, draw a line segment beginning at the tip of vector A.
Make that line perpendicular to vector B and mark the point on vector B where
that line intersects vector B.
The distance from the origin to that point is the value of the projection of vector A onto vector B.
According to the above
arithmetic, that distance should be equal to 1.43 units. Hopefully when you
measure it on your graph board, you will get approximately the same value.
Compute the angle between the vectors
Suppose instead that your problem calls for the angle between the two
vectors. Given that the dot product is equal to the product of the magnitudes and the
cosine of the angle between the vectors, the cosine of the angle between the
vectors is equal to
cosine(angle) = (A dot B)/(Amag *Bmag)
You may or may not know this from your earlier experience with trigonometry, but the angle
in the above expression is the arccosine of the cosine value.
To compute the angle, we first need to compute the magnitude of vector A.
Once again using the Pythagorean theorem,
Amag = sqrt(1.0*1.0+1.73*1.73), or
Amag = 2
Now compute the angle between the vectors
We now have all of the information that we need to computer the angle between
the vectors. Using Google calculator nomenclature,
Angle = arccos((A dot B)/(Amag *Bmag)) in degrees, or
angle = arccos(4.294/(2*3)) in degrees, or
angle = 44.30 degrees
(Actually, I chose the original values in hopes of causing this final answer to
come out to 45 degrees, but the round off errors along the way threw things off
a bit.)
What have we learned?
For these two vectors, we have learned that
The angle between them is 44.3 degrees
The projection of vector A onto vector B is equal to 1.43 units 90 degrees, the cosine of the angle approaches 0, and
the dot product of the vectors approaches 0.
As the angle approaches 0 degrees, the cosine of the angle approaches 1.0 and
the dot product approaches a value that is the product of the magnitudes of the
two vectors.
For a given pair of vectors, the dot product can be thought of as a
measure of the extent to which they are parallel. The closer they are to
parallel, the greater will be the value of the dot product.
A check on the projection value
We can check our earlier projection value from a different viewpoint now that we
know the angle between the vectors.
From the drawing on your graph board, you
should see that vector A forms the hypotenuse of a right triangle and the
projection of vector A onto vector B forms the base of that triangle. You should
know from the earlier module on trigonometry that the length of the base is
base = Amag * cos(angle), or
base = 2 * cos(44.3 degrees), or
base = 1.43 units
which matches the length of the projection that we computed earlier.
Summary for vector dot product
Given two vectors, A and B with their tails at the origin and
their tips at ax, ay, bx, and by respectively
(A dot B) = (ax * bx) + (ay * by)
where
(A dot B) represents the dot product of the vectors
named A and B
also
(A dot B) = Amag*Bmag*cosine(angle between A and B)
where
Amag is the magnitude of vector A
Bmag is the magnitude of vector B
The projection of A onto B = (A dot B)/(Bmag)
The angle between A and B = arccos((A dot B)/(Amag *Bmag))
For a given pair of vectors, the dot product can be thought
of as a measure of the extent to which they are parallel.
The closer they are to parallel, the greater will be the
value of the dot product.
Cross product
Let's begin our discussion of the vector cross product with some background
information.
Background
The
cross product
, sometimes called a
vector product
, is an operation on two vectors in three-dimensional space. The operation results in a vector
that is perpendicular to both of the vectors being multiplied.
The name of the operation
The name "cross product" derives from the fact that a special
character that looks like
an "x" is often used to indicate the nature of the operation.
I doubt that the special character will display properly on your Braille
display. In this module, therefore, I will use an actual "x" character instead of the special character that is
typically used. For example, I will indicate the cross product between vectors A
and B as
AxB
A cross product with a zero result
If either of the vectors being multiplied has a magnitude of 0, the cross
product will be zero. Also if the vectors being multiplied are parallel, their
cross product will be zero.
The area of a parallelogram
Except for the case of perpendicular vectors, the magnitude of the cross product
between two vectors equals the area of a parallelogram with the vectors
forming two sides of the parallelogram.
For the case of perpendicular vectors, the parallelogram becomes a rectangle and
the magnitude of the product is the area of that rectangle.
The direction of the resultant vector
As mentioned earlier, the result of the cross product is a vector that is
perpendicular to both of the vectors being multiplied. The resultant vector can
satisfy that requirement and point in ether of two directions. The actual
direction depends on certain orientation conventions as described by the
right-hand rule
.
The right-hand rule
For a "right-handed" coordinate system, the direction of the resultant vector
for AxB can be determined as follows:
Point the forefinger of the right hand in the direction of A and point the
second finger in the direction of B. The thumb will then point in the direction
of the resultant vector.
The cross product is not commutative
If you think about this, you should realize that the cross product is not
commutative. That is to say that AxB is not the same as BxA because the
direction of the resultant vector would not be the same.
Create a vector
diagram on your graph board
Once again, in order for you to better understand the nature of a vector
cross product, I recommend that you create a Cartesian coordinate system on your
graph board, and draw the followingThe cross product
The cross product,
AxB is defined as
AxB = Amag*Bmag*sin(angle)
where
Amag is the magnitude of the vector A
Bmag is the magnitude of the vector B
angle is the angle between the two vectors, which must be less than or
equal to180 degrees
The area of the parallelogram
Use the vectors that you have drawn on your graph board to construct a
parallelogram and see if you can estimate the area of that parallelogram.
Even if you were a sighted student having the parallelogram drawn
on high-quality graph paper, it would be something of a chore to manually
determine the area of the parallelogram.
Let's work through some numbers
Let's use the cross product to determine the area of the parallelogram.
Given the
definition
of the cross product,
we see that there are three values that we need:
Amag
Bmag
angle
Same vectors as before
If we were starting out with two new vectors, we could compute the magnitude
of each vector using the Pythagorean theorem. We could also determine the angle
by computing the vector dot product that I explained earlier in this
module.
As you may have noticed, these are the same two vectors that we used earlier,
and we computed those three values earlier. Going back and recovering those
three values, we have
Amag = 2.0
Bmag = 3.0
angle = 45 degrees (at least that is what I intended for it to be)
The area of the parallelogram
Using the earlier
definition
and the
nomenclature for the Google calculator,
AxB = Amag*Bmag*sin(angle), or
AxB = 2.0*3.0*sin(45 degrees), or
AxB = 4.24 square units
The direction of the
resultant vector
If you place the end of your thumb at the origin of your Cartesian coordinate
system, you should be able, with reasonable comfort, to point your forefinger in
the direction of A and your second finger in the direction of B.
According to the
right-hand rule
, this
means that the direction of the resultant vector is the direction that your thumb is
pointing, or straight down into the graph board. 0 degrees, the sine of the angle approaches 0, and
the cross product of the vectors approaches 0.
As the angle approaches 90 degrees, the sine of the angle approaches 1.0 and
the cross product approaches a value that is the product of the magnitudes of
the two vectors.
Thus, for a given pair of vectors, the cross product can be thought of as a
measure of the extent to which they are perpendicular to one another. The closer
they are to perpendicular, the greater will be the value of the cross product.
Hence, the dot product is a measure of the extent to which two vectors are
parallel to one another, while the cross product is a measure of the extent to
which two vectors are perpendicular to one another.
Summary for vector cross product
Given two vectors, A and B with their tails at the origin
AxB = Amag*Bmag*sin(angle between A and B)
where
AxB represents the cross product of the vectors
named A and B
Amag is the magnitude of vector A
Bmag is the magnitude of vector B
The cross product is a vector operation. The resultant vector
is perpendicular to the two vectors being multiplied. The
direction of the resultant vector can be determined by the
right-hand rule.
The magnitude of the product equals the area of a
parallelogram with the vectors forming two sides of the
parallelogram.
The cross product is not commutative. In other words, AxB
is not equal to BxA.
For a given pair of vectors, the cross product can be
thought of as a measure of the extent to which they are
perpendicular to one another. The closer they are to
perpendicular, the greater will be the value of the
cross product.
Repeat the computations
I encourage you to repeat the computations that I have presented in this
lesson to confirm that you get the same results. Then do similar
computations for pairs of different vectors. For example, swap the positions
of vectors A and B and see what this does to the direction of the resultant
vector for a cross product.
Resources
I will publish a module containing consolidated links to resources on my
Connexions web page and will update and add to the list as additional modules
in this collection are published.
Miscellaneous
This section contains a variety of miscellaneous information.
Note:
Housekeeping material
Module name: Vector Multiplication for Blind Students
File: Phy1310.htm
Keywords:
physics
accessible
accessibility
blind
graph board
protractor
screen reader
refreshable Braille display
JavaScript
trigonometry
dot product
inner product
scalar product
cross product
vector product
projection by you, and collections
saved in 'My Favorites' can remember the last module you were on. You need an account
to use 'My Favorites'. |
Mathematics for Physicists
9780534379971
ISBN:
0534379974
Pub Date: 2003 Publisher: Thomson Learning
Summary: This essential new text by Dr. Susan Lea will help physics undergraduate and graduate student hone their mathematical skills. Ideal for the one-semester course, MATHEMATICS FOR PHYSICISTS has been extensively class-tested at San Francisco State University--and the response has been enthusiastic from students and instructors alike. Because physics students are often uncomfortable using the mathematical tools that they... learned in their undergraduate courses, MATHEMATICS FOR PHYSICISTS provides students with the necessary tools to hone those skills. Lea designed the text specifically for physics students by using physics problems to teach mathematical concepts.
Lea, Susan M. is the author of Mathematics for Physicists, published 2003 under ISBN 9780534379971 and 0534379974. Six hundred seventy three Mathematics for Physicists textbooks are available for sale on ValoreBooks.com, one hundred ten used from the cheapest price of $53.55, or buy new starting at $53.55.[read more |
A course for elementary education majors. Topics include problem solving, number systems (natural numbers through the reals), number theory, and proportional reasoning. Technology and manipulatives are used throughout the course. Prerequisite: MATH 103. |
Linear Algebra before Calculus?
The only time I ever used integrals and derivatives in my Linear Algebra course was to prove some things about Differential Equations. These were just examples though; they were only applications of Linear Algebra.
None of the proofs of Linear Algebra theory require any knowledge of Calculus, so except for some examples of applications, you will not need to know how to do derivatives or integrals at all (though some stuff that you might do later in the course may require some knowledge of the properties of the real and complex numbers)
You don't need calculus. You need to understand what functions are and have some idea what sets are to understand the definition of a vector space, and you need know how to add and multiply real numbers (e.g. rules like (a+b)(c+d)=ac+ad+bc+bd). But that's it.
You can successfully learn linear algebra without any knowledge of calculus. The only problem may arise in applications of linear algebra, such as viewing the integral as a linear map or differential equations. In any case, these are tiny fractions of the whole subject.
yes linear algebra is actually prerequisite for calculus done right. but as courses go in the us, we usually teach calculus as a collection of computational techniques, and then teach linear algebra more abstractly. so we teach linear algebra second because it si thought more difficult to understand "abstract ideas" than computational ones.
in an ideal world linear algebra is taught first, then calculus is taught as an application of linear algebra.
i.e. correctly done, calculus is the art of using linear algebra to deduce things about non linear functions.
e.g. the inverse function theorem in calculus says: if the derivative of a smooth function f at a is an invertible linear map, then locally near a, f is an invertible smooth map.
e.g. the inverse function theorem in calculus says: if the derivative of a smooth function f at a is an invertible linear map, then locally near a, f is an invertible smooth map.
The problem with that is that "f is an invertible linear map" doesn't give me any geometric intuition. On the other hand, consider the more "calculus" explanation: that the tangent "plane" at a does not contain any of the axes, so in some area around near a, the function must be a bijection. I can actually visualize this, intuitively understand it, and think of how potentially do a proof.
Edit: Certainly, I could try picture every linear map as a geometric object, but I don't yet have that mathematical intuition, and it currently inhibits my ability to intuitively understand the abstract idea. |
AsTeR Demonstration - T.V. Raman
Mathematics for Computer Generated Spoken Documents. AsTeR is an Audio System For Technical Readings: a computing system for rendering technical documents in audio, developed by Raman for his Ph.D.; an audio formatted version of his thesis, (approximately
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Astronomy Calculator - R.T. Back
The Astronomy Calculator provides general information about the phases of the moon and planets, and annual meteor showers. You supply the date, time of observation, and the number of hours east and west from directly overhead.
...more>>
Athena Scientific
A small publishing company that specializes primarily in textbooks written by professors at the Massachusetts Institute of Technology and used in their courses. Publications: three textbooks currently used in first year graduate courses at the Department
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Atlantis Puzzles & Games - Karl Scherer
Puzzles and games for sale; puzzle books (A Puzzling Journey To The Reptiles And Related Animals; NUTTS And Other Crackers; New Mosaics - A Book On Tilings); Fractal computer art; brain teasers (A-Maze; Globetrotter). Also ALIVE, a WINDOWS version of
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ATLAS of Finite Group representations - R. A. Wilson
Representations of many finite simple groups and related groups such as covering groups and automorphism groups of simple groups. Contents: groups: Alternating & Symmetric, Lie type, and sporadic. Includes experimental generic group pagemaker and an experimental
...more>>
ATLAST Project Forum
A National Science Foundation project to encourage and facilitate the use of software in teaching linear algebra. Includes information on the book ATLAST Computer Exercises for Linear Algebra , (Prentice-Hall, Fall 1996, featuring teacher-developed, class-tested
...more>>
Audiblox - Susan du Plessis
Audiblox is a system of cognitive exercises, aimed at the development of the skills foundational to reading, spelling, and writing. A resource for dyslexia, dysgraphia and other learning disabilities.
...more>>
Australian Mathematics Trust
A national non-profit organisation that conducts mathematics competitions and mathematics enrichment activities. Two subtrusts, each with equal status under the Trust Deed and represention on the Board: Australian Mathematics Foundation (conducts one
...more>>
Authentic Assessment Toolbox - Jon Mueller
A how-to text on creating authentic tasks, rubrics and standards for measuring and improving student learning, including an introduction to the topic with comparison to traditional test-based assessment, why and how best to use it, standards, tasks, rubrics
...more>>
AutoAbacus - Nathan Funk, Singular Systems
An equations-solving application and calculator. Any number of simultaneous equations can be solved instantly. Uses for the program range from checking results on homework assignments to setting up mathematical models of a real-life problems. A demo is
...more>>
Automated Deduction - William McCune
Research on applications of automated deduction to problems in abstract algebra and algebraic geometry, algorithms and strategies for searching for proofs and for counterexamples, high-performance implementation of automated deduction algorithms, and
...more>>
Automatic Fractal Map Generator - Paolo Guagliumi
A freeware program that generates .map files used by Winfract and Fractint, which make use of .map files that contain 256 lines of ASCII characters that describe RGB (red, green, blue) color values. Site is in English and Italian.
...more>>
Avances de Investigación en Educación Matemática
The official publication of the Spanish Society for Research in Mathematics Education (SEIEM, Sociedad Española de Investigación Matemática) welcomes contributions in either Spanish or Portuguese. Freely download PDFs of past articles,
...more>> |
0071445226
9780071445221
McGraw -Hill's Top 50 Math Skills For GED Success:Written for the millions of students each year who struggle with the math portion of the GED, McGraw-Hill's Top 50 Math Skills for GED Success helps learners focus on the 50 key skills crucial for acing the test.From making an appropriate estimate and solving for volume, to interpreting a bar graph and identifying points on a linear equation, this distinctive workbook from the leader in GED study guides features step-by-step instructions; example questions and an explanatory answer key; short concise lessons presented on double-page spreads; an appealing, fully correlated pretest and computational review of basic skills; application, concept, and procedure problems; and more.
Back to top
Rent McGraw -Hill's Top 50 Math Skills For GED Success 1st edition today, or search our site for Robert textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by McGraw-Hill. |
Intermediate Algebra for College Students: Instructor4-color hardback text w/complete text-specific instructor and student print/enhanced media supplement package AMATYC/NCTM Standards of content and Pedagogy integrated in current, researched, real-world Applications, Discover For Yourself Boxes and extensively revised Exercise Sets. Graphing calculator content is featured in Technology Boxes, applications and exercises Early introduction and heavy emphasis on modeling demonstrates and utilizes the concepts of introductory algebra to help students solve problems as well as develop critical thinking skills One-page Chapter Projects (which may be assigned as collaborative projects or extended applications) conclude each chapter and include references to related Web sites for further student exploration The influence of mathematics in fine art and their relationships are explored in applications and chapter openers to help students visualize mathematical concepts and recognize the beauty in math |
Books
Mathematical Physics
The purpose of this book is to provide an introduction to the concepts of statistical analysis of data for students at the undergraduate and graduate level, and to provide tools for data reduction and error analysis commonly required in the physical sciences. The presentation is developed from a practical point of view, including enough derivation to justify the results, but emphasizing methods of handling data more than theory. This text provides a variety of numerical and graphical techniques. Computer programs that support these techniques will be available on an accompanying website in both Fortran and C++.
In this significant revision of his ground-breaking book, Hecht uses a compelling narrative presentation. Students will see the wonder of physics as Hecht uses real-life applications, an unparalleled art and photography program that motivates conceptual discussions, a presentation that anticipates students' questions, and an approach that emphasizes contemporary physics while interweaving historical perspectives.
Building on the numerous strengths of the First Edition, this book is now thoroughly revised throughout with approximately 800 new problems, a new five-step problem-solving framework for all examples, new sketch-art accompanying many examples, more biological applications, new do-it-yourself experiments, and so much more.
Random walks have proven to be a useful model in understanding processes across a wide spectrum of scientific disciplines. This book is an introduction to some of the most powerful and general techniques used in the application of these ideas. Its self-contained text will appeal to graduate students across science, engineering and mathematics who need to understand the applications of random walk techniques, as well as to established researchers.
This is a comprehensive account of the asymptotic theory of slender vortices with diffusion cores. Addressed to both graduate students and researchers it describes the mathematical model and its numerical analysis. The asymptotic analysis involves two length and two time scales. Consistency conditions and time invariance of moments of vorticity are given and applied to numerical solutions. The authors also describe consistency conditions between the large circumferential and axial velocity in the core.
The basic concepts of the finite element method are presented in a clear and logical manner. The first chapter offers a brief discussion of matrix analysis of structures and is designed to establish a working knowledge of the matrix operations common to finite element solution procedures. The finite element method is then introduced as a discretized application of the Rayleigh-Ritz method using the energy functional of the uniaxial elasticity problem. The method's applicability to other physical problems is set forth with an introduction to variational calculus and the derivation of the functionals corresponding to the differential equations of these problems. Finally, the Galerkin weighted residual method is developed as an alternative technique.
A monograph on some of the ways geometry and analysis can be used in mathematical problems of physical interest. The roles of symmetry, bifurcation and Hamiltonian systems in diverse applications are explored.
This classic book helps students learn the basics in physics by bridging the gap between mathematics and the basic fundamental laws of physics. With supplemental material such as graphs and equations, Mathematical Methods for Physics creates a strong, solid anchor of learning. The text has three parts: Part I focuses on the use of special functions in solving the homogeneous partial differential equations of physics, and emphasizes applications to topics such as electrostatics, wave guides, and resonant cavities, vibrations of membranes, heat flow, potential flow in fluids, plane and spherical waves. Part II deals with the solution of inhomogeneous differential equations with particular emphasis on problems in electromagnetism, Green's functions for Poisson's equation, the wave equation and the diffusion equation, and the solution of integral equations by iteration, eigenfunction expansion and the Fredholm series. Finally, Part II explores complex variable techniques, including evalution of itegrals, dispersion relations, special functions in the complex plane, one-sided Fourier transforms, and Laplace transforms.
A fully developed geometric model is presented with 3-dimensional illustrations of all the atomic elements, accounting for the chemical properties of valence, isotope, and crystal lattice structure. The 4 basic forces (strong atomic force, weak atomic force, electromagnetism and gravity) are unified for the first time, and the paradox of time's arrow is resolved, in this long-awaited "theory of everything". |
For me, it was extremely difficult for the two years I spent learning Algebra 1. I'm in Geometry now and it's a little easier, but almost the same concept. Next year, I'll have to do Algebra 2, which I am NOT looking forward to.
Not if you learned the prerequisites. Essentially, did you learn what you should have in your lower level math classes? It sounds like you did. Don't sweat it. Pay attention, and study. Most importantly, dont be afraid to ask questions. If you don't understand something, ASK. You are in a place of learning, questions are expected, as it should be.
Keep up the good work.
Personally, I ask questions questions all the time, and enjoy it very much.
Algebra is not hard but most teachers and text books make it a nightmare... it should start as fun and puzzles and move to number patterns and interesting equations like motion, finance and measurement.. instead its taught as meaningless bunches of letters and many students' maths careers end with yr8 algebra and negative numbers. I'm a maths teacher.
Algebra is kind of hard when you are learning new concepts, but after you get the hang of it it's really not as hard as others say it is. No matter how hard it seems, study hard and try your best to understand it; you will need it later on. I am taking Geometry, and basically everything is based on what I learned last year in Algebra. That's the thing about math classes, they build on what you have learned in the past.
Hi sofia As a teacher I am surprised they ruin beautiful geometry (gemstones, navigation, art, tangram puzzles, design etc) by dragging in problems using algebra which will NEVER happen in higher level maths or real life. I'm thinking of like add the angles a + 2a = 90 degrees and more complex ones, its just an excuse to make more students fail by mixing skills, its not useful at all. Your advice to learn algebra is right, but its needed for "predicting the future" using equations in finance, risk, measurement (area/volume) and regulations on limits. Good luck in your studies.
Calculus is algebra but its nothing like as hard as people imagine from cartoons, its just that teachers teach it sooo badly. Differential Calculus is just GRADIENT (slope, tangent and a whole lot more same topic different names you have already done) Integral Calculus is just AREA. I believe year 11 and 12 maths up to calculus could be taught in 20 lessons. |
Overcoming MathThe new edition retains the author's pungent analysis of what makes math "hard" for otherwise successful people and how women, more than men, become victims of a gendered view of math. It has been substantially updated to incorporate new research on what we know and don't know about "sex differences" in brain organization and function, and it has been enlarged to include problems, puzzles, and strategies tried out in hundreds of math-anxiety workshops Tobias and her colleagues have sponsored. The author sees "math anxiety" as a political issue. So long as people believe themselves to be disabled in mathematics and do not rise up and confront the social and pedagogical origins of their disabilities, they will be denied "math mental health" - the willingness to learn the math you need when you need it. In an ever more technical society, that can make the difference between low and high self-esteem, failure and success. |
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Math education has never been more important than it is today. Whether your students are continuing with their studies or going out into the workforce, understanding mathematics is an essential part of their success in this increasingly technological world. |
1133111327
9781133111320
Student Solutions Manual for Larson/Falvo's Elementary Linear Algebra, 7th:Contains fully worked-out solutions to all of the odd-numbered exercises in the text, giving students a way to check their answers and ensure that they took the correct steps to arrive at an answer. |
Challenge and Thrill of Pre- College MathematicsChallenge and Thrill of Pre- College Mathematics
(Paperback)
Challenge and Thrill of Pre- College Mathematics Book Description
Challenge and Thrill of Pre-College Mathematics is an unusual enrichment text for Mathematics of Classes 9, 10, 11 and 12 for use by students and teachers who are not content with the average level that routine text dare not transcend in view of their mass clientele. It covers Geometry, Algebra and Trigonometry plus a little of Combinatorics. Number Theory and Probability. It is written specifically for the top half whose ambition is to excel and rise to the peak without finding the journey a forced uphill task. The undercurrent of the book is to motivate the student to enjoy the pleasures of a mathematical pursuit and of problem solving. More than 300 worked out problems (several of them from national and international Olympiads) share with the student the strategy, the excitement, motivation, modeling, manipulation, abstraction, notation and ingenuity that together make mathematics. This would be the starting point for the student, of a life-long friendship with a sound mathematical way of thinking. There are two reasons why the book should be in the hands of every school or college student, (whether he belongs to a Mathematics stream or not) one, if he likes mathematics and, two, if he does not like mathematics- the former, so that the cramped robot-type treatment in the classroom does not make him into the latter; and the latter so that by the time he is halfway through the book, he will invite himself into the former. About the Author(s): Dr. V. Krishnamurthy (formerly Professor of Mathematics and Dy. Director BITS Pilani, Rajasthan) is Director, K.K. Birla Academy, New Delhi. He is the author of The Culture, Excitement and Relevance of Mathematics, Combinetorics - Theory and Applications, The Clock of the Night Sky (under preparation) and a co-author of Introduction to Linear Algebra. Contents: Number Systems Arithmetic of Integers Geometry-Straight Lines and Triangles Geometry-Circles Quadratic Equations and Expressions Trigonometry Co- ordinate Geometry of Straight Lines and Circles Systems of Linear Equations Permutations and Combinations Factorisation of Polynomials Inequalities Elementary Combinatorics Beginning of Probability Theory Beginnings of Number Theory Finite Series De Moivres Theorem and Its Applications Miscellaneous Problems Answers (to selected Questions) Index (of technical terms).
Customer Reviews : Challenge and Thrill of Pre- College Mathematics
1 customers found the following review helpful
it is a good book for advanced learners
every part of the book is good for a challenging student. this book will clear one's concept of high level thinking in mathematics.i have got tremendous help from this book. this is definitely a good book.
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The book Challenge and Thrill of Pre- College Mathematics by V Krishnamurthy
(author) is published or distributed by New Age International [8122409802, 9788122409802].
This particular edition was published on or around 1996-1-1 date.
Challenge and Thrill of Pre- College Mathematics has Paperback binding and this format has 704 |
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Comments for "Mental Math Tricks"
Do you like this book?yesno
LIKES(39)
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Anne Hart
Very clearly written and tricks all had everyday uses.
Cathy Solomon
It tells you tricks that you can use no matter what problem you are working on. I am bad at math, but I love math. This book has helps me cope with it. It give anyone the help they need. It helped me.
Megan Groenewald
Very informative and well-written.
Ample Green
This book holds some interesting concepts
jahid
very interesting book
Nabeel7
Maths has never been so easy
SanjitVigneshS
In the adding time topic, you have not specified the condition that once the times have been added, you have to check if the last 2 digits form a number greater than 60. Only then you have to add 40. Otherwise you shouldn't. Excellent tricks though...
Chemistry Maths 2 teaches Maths from a "chemical" perspective and is the second of a three part series of texts taken during a first-year university course. It is the Maths required by a Chemist, or Chemical Engineer, Chemical Physicist, Molecular Biologist, Biochemist or Biologist. Tutorial questions with fully worked solutions structured on a weekly basis to help the students to self-pace ... |
Standard algorithms
'''For computer algorithms see List of algorithms'''
In elementary arithemetic a standard algorithm or method is an efficient manual method of computation which yields one correct answer and has been traditionally taught over a long period of time These methods vary somewhat by nation and time but generally include carrying borrowing long division and long multiplication using a standard notation and standard formulas for average area and volume Manual methods do exist for procedures such as square root and even more sophisticated functions but have fallen out of the general mathematics curriculum in favor of calculators (or tables and slide rules before them) This has recently fallen out of favor with the introdution of the 1989 NCTM standards-based mathematics which favors deep understanding over rote memorization of standard methods or teaching only one method to arrive at one correct answer It is believed by many that the development of sophisticated calculators has made manual calculation obsolete and traditional methods have created failure among many students particularly women and minorities in the United States and equity should be made one of the primary goals of a mathematics education Many first editions of textbooks written to the original 1989 standard such as TERC deliberately ommitted and actively discouraged teaching or application of any standard method instead devoting class and homework time to cutting pasting singing music circling groups of tally marks and coloring in 100s or 10000s charts However the NCTM in more recent revisions has re-emphasize the learning of basic math facts and standard methods even though many texts which followed the original guidelines continue to be used by many school districts and continue to draw fire from parents and community members who wish a return to traditional mathematics |
The newly revised Second Edtion of this distinctive text uniquely blends interesting problems with strategies, tools, and techniques to develop mathematical skill and intuition necessary for problem solving...
Presents a learning plan to help students succeed in Beginning Algebra and transition to the next level in their coursework. This book teaches students to develop problem-solving skills and strategies...
Familiarizes both popular and fundamental notions and techniques from the theory of non-normed topological algebras with involution, demonstrating with examples and basic results the necessity of this perspective. This book... |
More About
This Textbook
Overview
The aim of this book is to explain the shape of Greek mathematical thinking. It can be read on three levels: first as a description of the practices of Greek mathematics; second as a theory of the emergence of the deductive method; and third as a case-study for a general view on the history of |
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MAT-221 Mathematics for Elementary Teachers I4
credits
Prerequisites: MAT-105 or equivalent course with a minimum grade of C.
Topics include number systems, problem solving, sets, logic and properties of whole numbers and rational numbers. The emphasis is on mathematics taught in the elementary school classroom, using a variety of teaching techniques, methods, and hands-on materials including manipulatives and technology. |
Overview
This course aims to teach a suite of algorithms and concepts to a diverse set of participants interested in the general concept of fitting Data to Models.
Rather than starting with abstract Linear Algebra and staying on a highly mathematical path for most of the course, turning to some computation only towards the end, this course starts with mostly simple computational methods and introduces some more difficult mathematical concepts towards the end. This latter approach provides opportunities for much hands-on learning and participants leave with real practical knowledge of some of the basic algorithms. This method also, by design, fits in with our method of morning lectures and afternoon practice in the computer laboratory.
This is a very broad course and is intended only to cover the fundamentals of each technique we address. However, the gain is that we can cover many different approaches. Think of it this way: we cover the first chapter or two of a specialized 'book' on a given method. We get you through the fundamentals, which allow you to then get further through the book on your own. Another way of thinking of our approach is the analogy of a carpenter's tools. The goal is for participants to understand the utility of each tool, not to become specialists in any one method. In that sense, the course is introductory and general.
We tap into material from a very wide selection of literature in many disciplines involving computation, including but not limited to: statistics and applied mathematics, science, engineering, medicine and biomedicine, computer science, geosciences, system engineering, economics, insurance, finance, business, and aerospace engineering. More specific areas in which you might come across relevant books are: Regression, Non-linear Regression, Linear and Non-Linear Parameter Estimation, Inversion, System Identification, Econometrics, Biometrics, etc. The diversity of the participants and their fields provides many perspectives on our common interest in Data and Models.
Who Should Attend
Anyone who fits data to models. This course is truly broad-based and participants from vastly differing fields are envisioned and encouraged to attend. Some of these fields are engineering, business, natural sciences, geoscience, medicine, statistics, and economics.
Familiarity with computing and statistics is desirable. A fair background in linear algebra is highly recommended.
The course is a condensed version of a regular Fall MIT class with the same title, taught by Professor Morgan. The course has also been given at NASA, the University of the West Indies in Barbados, Sakarya University in Turkey, Stanford University, and Texas A&M University.
Program Outline
The format of each day is generally the same: mornings are devoted to lectures while participants spend the afternoons running pre-programmed software based on those lectures. During the afternoons, we often stop the class to have a discussion of progress and to give helpful tips. Students can work singly or in pairs at the computer. The computer exercises are usually done in one of the Athena cluster classrooms at MIT. However, we can make the executable programs available to run on your personal PC.
Individual lectures will address the following topics:
Philosophy of Data and Models
Statistics
Straight Line Data Analysis
Least Squares
Levenberg-Marquardt and Ridge Regression Algorithms
Damped Least Squares Comparison
Stochastic Inverse
Singular Value Decomposition
Random and Grid-Search Methods
Simulated Annealing and Genetic Algorithms
Neural Networks
Parameter Error Estimates
Large Inverse Problems
Experimental Design
Note that the order of the lectures can vary from that given above. A bound copy of all Power Point lecture notes is given to each student, to follow lectures and make notes.
Participants' Comments
Deputy Chief Scientist, Air Force Office of Scientific Research (AFOSR)
"The course efficiently provided a broad understanding of a wide variety of methods to a very varied and interesting group of students."
Associate Professor, University of the Pacific "Course was well designed. Lab work was very helpful. Application to real-world problems was well illustrated."
Electrical & Controls Engineer, BP America
I enjoyed the courses taken at MIT this summer. They combined a large amount of theory with lab work in an accelerated fashion. These courses have been the best post-bachelors courses I have taken thus far."
Postdoctoral Research Fellow, Brigham and Women's Hospital
"I found it to be a very stimulating and exciting environment. I felt that the instructors were very knowledgeable in the area and were willing to discuss issues related to applications beyond the classroom. Overall, I would attend courses at the MIT Professional Education - Short Programs in the future and would recommend the program to colleagues."
Instructors
Frank Dale Morgan obtained his BSc (Math/Physics, 1970) and his MSc (Theoretical Solid State Physics, 1972) from the University of the West Indies, Trinidad, where he was a Lecturer in Physics from 1970-1975. From 1975 to 1981, he completed a PhD in Geophysics at the Massachusetts Institute of Technology. He returned to the University of the West Indies, Trinidad, as a Research Fellow in the Seismic Research Unit. From 1983 to 1985 he was a Research Associate in the Geophysics Department at Stanford University. In 1985 he joined the faculty of the Geophysics Department at Texas A&M University. He is now a Professor of Geophysics at the Massachusetts Institute of Technology in the Department of Earth, Atmospheric, and Planetary Sciences and associated with the Earth Resources Laboratory. His current interests are in rock physics, geoelectromagnetism, applied seismology, inverse theory, environmental and engineering geophysics, electrochemistry, and electronic instrumentation. He teaches courses on the physics and chemistry of rocks, environmental and engineering geophysics, alternative energy, and inverse theory. He is the organizer and principal instructor for the course.
Darrell Coles obtained his BA in Pure Mathematics from the University of Rochester (1994) and his MSc in Geosystems (1998) and PhD in Geophysics (2008) from the Massachusetts Institute of Technology. He completed a joint postdoctoral fellowship with Total E&P and the University of Edinburgh in 2010. Since 2010, he has worked as a research scientist at Schlumberger. His current research interests are in optimal experimental design, inverse and optimization theory, reservoir geophysics, and uncertainty characterization and control.
Rama Rao is currently Senior Director and Head of Risk Analytics at PayPal. He leads a team of data analysts who monitor business performance and perform the analytics that go into creating PayPalís risk policies around the world—boundaries within which users can transact and experience PayPal. Rama has held various analytics roles within PayPal over the last five years, and has led several innovations in business analysis and has also helped build out the PayPalís risk analytics function in India. Prior to PayPal, Rama was at MIT for nine years where he led a research program, funded by an international consortium of oil majors and service companies, working on innovative uses of acoustic measurements to image and locate hydrocarbons. During this time, Rama taught a fall graduate course in data analytics along with Prof. Dale Morgan. Rama also spent a year at McKinsey where he worked on client initiatives aimed at creating new businesses that leverage existing assets and innovations. Rama continues to visit MIT every summer, to teach this course. Rama completed his undergraduate at the Indian Institute of Technology, Madras followed by dual Masters and a PhD at MIT.
Location
This course takes place on the MIT campus in Cambridge, Massachusetts. We can also offer this course for groups of employees at your location. Please contact the Short Programs office for further details. |
Covering the many aspects of geometry, this volume of the History of Mathematics series presents a compelling look at mathematical theories alongside historical occurrences. The engaging and informative text, complemented by photographs and illustrations, introduces students to the fascinating story of how geometry has developed. Biographical information on key figures, a look at different applications of geometry over time, and the groundbreaking discoveries related to geometry are comprehensively covered. |
+ By Cassiopeia
Graph provides you a powerful function graphing application. You will like to use the app because of the intuitive handling and the intelligent structure of the app. Although the app has got diverse possibilities, the usability has never been left behind. See also at the adfree professional version which is provided with faster updates and more functions. The features:
- Support (almost) every type of function - Graphic representation of the equations - Possibility of using many parameters (only in the professional version) - Draw the first or second derivative of an equation - Draw the integral of an equation - Calculation of roots, local extrema, saddle points and inflection points* (only in the professional version) - Draw the coordinates to an specific x-Position (only in the professional version) - Draw the tangent to an specific x-Position (only in the professional version) - Draw the normal to an specific x-Position (only in the professional version) - Calculate the definite integral of any equation - Manage your graphs in different sessions - up to two different equations (limitless amounts in the professional version) - Export your graph as PNG-file - Use intuitive multitouch gestures to zoom in your graph plot
In schools, universities or at work: The graphic representation of Equations is useful in many kinds of your daily routine.
If I want to plot a circle, there is no 'y' to type into the equation.
(70 stars)
by Tony Hayes on 25/09/2013
A good app spoilt by silly glaring hinderences. Why is the text so minute? Is the developer trying to ruin our eyesight? Please can we have a mathematical app which uses a mathematicians x and not a multiply sign? Why does this app select the same colour
(70 stars)
by Minna Wu on 12/09/2013
So much dedication into this app. Love it!
(70 stars)
by Debraj Chakraborty on 04/09/2013
Great
(70 stars)
by A Google User on 27/08/2013
many tools are available. Hope it will be more developed and include more mathematical features. thanks to the developers. |
STAAR Test Maker's item bank features mathematics test items specifically tailored to address all STAAR Readiness and Supporting Standards while aligning with appropriate TEKS. All items have been intensively reviewed for grade-level appropriateness and rigor.
Extensive item banks for grades 3 through 8, Algebra I, Geometry, and Algebra II include over 1,000 items each, with over 14,000 total items.
All items follow STAAR item style and format, so STAAR Test Maker items look like those that appear on the STAAR exam.
Items are developed with rigor in mind; each item is specifically created to address a STAAR standard precisely. Most items are aligned to Student Process Expectations in accordance with STAAR guidelines.
Each STAAR-eligible TEKS is well covered in the item bank, with a sufficient number of items to create a complete test for each Expectation.
Multiple-choice items are designed for rigor; distractors represent conceptual and calculation errors students are most likely to make. This gives STAAR Test Maker items great diagnostic value for teachers.
Items feature high-quality graphics that are created by our professional illustrators in conjunction with our team of assessment writers and editors to meet STAAR specifications.
Item bank includes a distribution of high, moderate, and low Depth of Knowledge (DOK) items similar to what is found on the STAAR exam (over 10,000 total items with moderate or high DOK).
Items are constructed to avoid bias—scenarios are inclusive across gender, race, ethnicity, socioeconomic status, and religion.
Our dynamic item bank is always improving as we add new items and update our content to meet changing teacher and administrator needs. |
MATH 361 Introduction to Abstract Algebra
SPRING 2009
• Meeting Times: MWF 12:20-1:10 pm in Stillwell 244
• Instructor: Dr. Risto Atanasov
Office: 444 Stillwell Phone: (828) 227-3942
e-mail: ratanasov@email.wcu.edu
Office Hours: MWF 11:10-12:10, MW: 1:20-2:20, or by appointment
• URL:
• Communication about course: You will be asked to monitor regularly your cata-
mount email, the course site on WebCat, and the class web page for assignments, due
dates, and announcements.
• Prerequisites or Corequisites: Successful completion of MATH 250 (Introduction to
Logic and Proofs)
• Required Text: Contemporary Abstract Algebra, Joseph A. Gallian, sixth edition
• Recommended Text: Student Solutions Manual to accompany Contemporary Abstract
Algebra, Joseph A. Gallian, sixth edition
• Objectives
- To give the student a basic grasp of group theory including understanding the basic
definitions, basic theorems and proofs of those theorems.
- To provide the students with experience of writing complete sentence arguments
with every step justified.
- To develop student's ability to think logically, precisely, and mathematically.
- To provide students with with experience in the axiomatic study of mathematics
that prepares them for more advanced studies in mathematics.
• Course Outline
- Introduction to Groups (Chapter 1)
- Groups (Chapter 2)
- Finite Groups; Subgroups (Chapter 3)
- Cyclic Groups (Chapter 4)
- Permutation Groups (Chapter 5)
- Isomorphisms (Chapter 6)
- Cosets and Langrange's Theorem(Chapter 7)
1
- External Direct Product (Chapter 8)
- Normal Subgroups and Factor Groups (Chapter 9)
- Group Homomorphisms (Chapter 10)
- Fundamental Theorem of Finite Abelian Groups (Chapter 11)
• Grading
- Three tests 45% (15% each)
- Homework 20%
- Project 10%
- Final Exam 25%
Letter grades will be assign according to the following:
A+: 98-100 B+: 88-89.9% C+: 78-79.9% D+: 68-69.9%
A: 92-97.9% B: 82-87.9% C: 72-77.9% D: 62-67.9% F: 0-59.9%
A-: 90-91.9% B-: 80-81.9% C-: 70-71.9% D-: 60-61.9%
• Test Dates
- Test 1: Wednesday, February 11
- Test 2: Friday, March 20
- Test 3: Friday, April 24
- Final Exam: Tuesday, May 5, 3:00-5:30 pm
The contents of each test will be determined one week before the test. The final exam
will be cumulative, covering the whole course.
• Absence from tests
In the case of an excused absence (e.g., a documented illness or a sanctioned University ac-
tivity), the instructor may approve a make-up test. Appropriate written documentation
must be presented to the instructor for approval, preferably in advance. An unexcused
absence from exam will result with zero for that test. Please contact me early if you
anticipate any conflicts with the time of the final exam.
• Homework
Homework will be assigned on a regular basis. Each week I will give you a list of homework
problems that will give you additional practice but do not have to be turned in, as well
as a list of problems that will be turned in and graded. Assigned problems for a grade
are due in class at the beginning of class on the specified due date. Late homework
will not be accepted. Homework is truly an integral part of the course. There is not
2
sufficient class time for an instructor to go over every variation of problem that can be
encountered. The homework therefore is meant to reinforce what is done in class AND
is a tool for independent discovery. Remember: "You learn mathematics by doing
mathematics." Please write neatly and in clear and complete sentences, use 8.5" x 11"
paper with no ragged edges, and write on one side only. If your homework is more than
one page it should be stapled in the upper-left corner.
• Rubric for marking homework assignments:
Each problem will be marked on a five point scale: 5 (perfect), 4 (nearly perfect), 3 (a
reasonable attempt), 0-2 (partial attempts). Illegible work will be marked with a 0, as
well as late submissions. The instructor will field any questions about the marking of
homework in his office.
• Project
You will each adopt a group and apply to it the ideas we learn during the semester.
Your work will culminate in a paper discussing your results. The paper must be word
processed using either MS Word or LaTex. The project is due by noon on April
27. More details about the project will be provided next week.
• Tutoring
The Department of Mathematics and Computer Science offers free tutoring in room
Stillwell 455. The Math Lab is available most hours 9:00 am-5:00 pm Monday-Friday
and 6:00-9:00 pm Monday-Thursday. Check the posted schedule outside the door for
exact times.
• Attendance
You are expected to be present and on time for each scheduled class meeting, to be pre-
pared for class (by completing the recommended homework and the assigned reading),
and to participate. Attendance, preparation, and participation may be factors in bor-
derline cases. The instructor reserves the right to report chronic absences to the Office
of Academic Affairs and/or to the Office of Student Affairs.
• Accommodations for Students with Disabilities
Western Carolina University is committed to providing equal educational opportunities
for students with documented disabilities. Students who require disability services or
reasonable accommodations must identify themselves as having a disability and provide
current diagnostic documentation to Disability Services. All information is confidential.
Please contact Disability Services for more information at (828) 227-2716 or 144 Killian
Annex.
• Academic Integrity Policy
Academic Honesty Policy Western Carolina University, as a community of scholarship, is
3
also a community of honor. Faculty, staff, administrators, and students work together to
achieve the highest standards of honesty and integrity. Academic dishonesty is a serious
offense at Western Carolina University because it threatens the quality of scholarship and
defrauds those who depend on knowledge and integrity. Academic dishonesty includes:
a) Cheating - Intentionally using or attempting to use unauthorized materials, infor-
mation, or study aids in any academic exercise.
b) Fabrication - Intentional falsification of information or citation in an academic ex-
ercise.
c) Plagiarism - Intentionally or knowingly representing the words or ideas of someone
else as one's own in an academic exercise.
d) Facilitation of Academic Dishonesty - Intentionally or knowingly helping or at-
tempting to help someone else to commit an act of academic dishonesty, such as
knowingly allowing another to copy information during an examination or other
academic exercise.
See the student handbook at: for more information.
• CoursEval: Course Evaluation Forms will be available on-line from April 12 to April
26. You should use your Catamount Mail to access the system.
• Cell phones: Please turn off your cell phones prior to the start of class. Repeat offenders
will be asked to leave the classroom for the remainder of the class.
• Important Dates
Jan. 12-26, Mon.-Fri. Instructor attendance grading in affect for all courses
Jan. 16, Fri., 5:00 pm All Drop/Add activities close
Jan. 19, Mon., Martin Luther King Jr. birthday (no classes)
Jan. 26, Mon. University Census Day (no enrollment after 5:00 pm)
Feb. 9 - 16, Mon. - Mon. 5th week Progress Grade Reporting (on Web only)
Feb. 24, Tue. Advising Day (no classes)
March 2-6, Mon.-Fri. Spring holiday (no classes)
March 19, Thur. Last day to drop a course with an automatic grade of "W"
April 8-10, Wed.-Fri. Easter holiday (No Classes)
April 24 Fri. Last day to withdraw from a course for mental health,
medical, legal, or administrative reasons
May 1, Fri. Last day of regular class meetings
May 5, Tuesday Final Exam 3:00-5:30 pm |
AlgebraPrep: Factoring: Using Tests And Videos To Help Understand Key Concepts
Almost everyone has heard about the dreaded "test anxiety" that plagues many students. This causes them to somehow draw a blank about much of the work they have mastered or covered during their studies. This is usually overcome with a bit of preparation and advanced planning, and the AlgebraPrep: Factoring app is intended to help Algebra students really understand this topic and truly master it.
The AlgebraPrep: Factoring app uses several different tactics to ensure that the skills have been properly learned. The first are "mini tests" that require about ten minutes of time and allow the student to gauge their level of progress. The answers to the mini tests are demonstrated in short video displays that help the student to ensure they are reaching their answers or conclusions in the right ways. Next are larger practice tests that review each recently learned subject in greater detail. The student can save all of their test scores to the app and track their improvements or even their weaknesses in the factoring process.
There are other algebra topics covered in additional AlgebraPrep apps, but this one is the only example of a thorough review of the concepts involved in factoring. The app works exclusively with iPhone and iPod Touch devices.
The cost for this app is $2.99, and students are encouraged to visit the developer's website to see which other topics are available for their course of study.
If you require a bit of support in your Algebra studies, this professionally designed review application is a great way to ensure your success. |
The common practice of using mathematical models for teaching topics in sciences is contrasted with the unique opportunity offered by the power of modern computers. The countless mathematical equations describing the externally observed behaviors may be all embraced by a handful of first principles underlying these behaviors. Examples from natural sciences and from statistics are presented. |
Welcome to Common Core State Standards (CCSS) Math - Algebra II or CCSS Math II. The tips for success link is some useful information provided by previous students on how to succeed in my class. You can view test, quiz, and tutoring dates on the calendar under Algebra II or Math II. Please notice that the first test is the during the 2nd week of school.
A schedule of daily homework, notes, and activities will be posted at the start of each unit on the Algebra II or Math II page under the appropriate unit. |
Weitere Ausgaben
Kurzbeschreibung
Erscheinungstermin: 21. Februar 2012Mehr über den Autor
Produktbeschreibungen
Pressestimmen " "The authors of Elliptic Tales do a superb job in demonstrating the approach that mathematicians take when they confront unsolved problems involving elliptic curves."--Sungkon Chang, Times Higher Education "One cannot help being impressed, in reading the book and pursuing a few of the references, by the magnitude of the enterprise it chronicles."--James Case, SIAM News "Ash and Gross thoroughly explain the statement and significance of the linchpin Birch and Swinnerton-Dyer conjection... [A]sh and Gross deliver ample and current intellectual and technical substance."--Choice " " "The book's most important contributions ...Über den AutorThis is an excellent introduction to elliptic curves. The authors start with elementary number theory and use many (not too complex) exercises built into the text to guide the reader to more complex problems, ending up in the conjecture of Birch and Swinnerton-Dyer. Definitions of mathematical objects are not just given and then used in proofs but explained in detail, often providing some background knowledge of why a certain topic was defined that way. understand online
43 von 47 Kunden fanden die folgende Rezension hilfreich
2.0 von 5 SternenA warning to the readers23. Juni 2012
Von ScienceThinker - Veröffentlicht auf Amazon.com
Format:Gebundene Ausgabe |
Algebra : Form and Function (Preliminary Edition) - 08 edition
Summary: This text covers all of the standard topics for college algebra. The first four chapters give an introduction to algebra for those students who need it. There is also a cumulative review exercise at the end of Chapter 4.The exercises are a normal lesson apart, and the problems in each exercise are in groups of four similar ones. This makes it a simple matter for even the inexperienced instructor to make a good assignment regularly. Most classes only need to be assign...show moreed every fourth problem, but other problems are available for practice. There are about 5000 problems in some 75 regular and 12 review exercises. About half of the problems are new, and there are many drill problems which are closely keyed to the examples.Answers are given in the text for three-fourths of the regular and all of the review |
Graphical Approach to Precalculus With Limits - 5th edition
Summary: A Graphical Approach to Precalculus with Limits: A Unit Circle Approach illustrates how the graph of a function can be used to support the solutions of equations and inequalities involving the function. Beginning with linear functions in Chapter 1, the text uses a four-part process to analyze each type of function, starting first with the graph of the function, then the equation, the associated inequality of that equation, and ending with applications. The tex...show moret covers all of the topics typically caught in a college algebra course, but with an organization that fosters students' understanding of the interrelationships among graphs, equations, and inequalities. With the Fifth Edition, the text continues to evolve as it addresses the changing needs of today's students. Included are additional components to build skills, address critical thinking, solve applications, and apply technology to support traditional algebraic solutions, while maintaining its unique table of contents and functions-based approach. A Graphical Approach to Precalculus with Limits: A Unit Circle Approach continues to incorporate an open design, with helpful features, careful explanations of topics, and a comprehensive package of supplements and study aids to provide new and relevant opportunities for learning and teaching |
Hey, Yesterday I began working on my mathematics homework on the topic Remedial Algebra. I am currently unable to complete the same because I am not familiar with the fundamentals of side-side-side similarity, adding fractions and y-intercept. Would it be possible for anyone to help me with this?
Sounds like your concepts are not strong. Mastering in elementary algebra exercises requires that your concepts be concrete. I know students who actually start tutoring juniors in their first year. Why don't you try Algebrator? I am pretty sure, this program will help you.
Hi, Thanks for the prompt reply. But could you let me know the details of authentic sites from where I can make the purchase? Can I get the Algebrator cd from a local book mart available near my residence? |
Mathematics
Statement of Goals and Objectives
The goals of the department are to offer a complete high-school mathematics curriculum for the college-bound student and to challenge each individual to develop her God-given mathematical talents.
Objectives
To develop logical and creative approaches to problem solving.
To develop facility in applying basic mathematical concepts.
To stimulate clarity and precision in language usage.
To encourage an appreciation for the deductive nature of mathematics.
To guide the student in selecting courses that allow her maximum achievement for her abilities, needs and interests.
To insure a smooth transition to mathematics courses at the college level.
Requirements
Four credits in mathematics are required for graduation, which must include one semester of trigonometry. A Texas Instruments graphing calculator is required for all mathematics classes. The model numbers of the calculators that may be used are announced in the spring. |
Details
Standard Deviants - Algebra Introduction 2 Pack:
Required study by high schools and colleges, algebra has been a notorious stumbling block for students. Without a solid foundation in algebra, however, you cannot expect to do well in more advanced math and science courses, such as calculus, physics and chemistry. Suitable for students of all ages, this DVD presents the three basic principles of pre-algebra and algebra in a clear, fun and approachable manner: functions, algebraic properties and linear equations. |
The basics of computer algebra and the language of Mathematica are described. This title will lead toward an understanding of Mathematica that allows the reader to solve problems in physics, mathematics, and chemistry. Mathematica is the most widely used system for doing mathematical calculations by computer, including symbolic and numeric calculations... more...
Focusing on robust rank-based nonparametric methods, this book covers rank-based fitting and testing for models ranging from simple location models to general linear models for uncorrelated and correlated responses. Illustrated with real data examples using R, each chapter includes a short problem set with data sets. The corresponding example codes... more... more education, psychology, and sensory science. Written... more...
This handbook shows how to use SAS to create many different types of useful statistical graphics for exploring data and diagnosing fitted models. The book focuses on the relatively new SAS ODS graphics, including graphs that are produced routinely via ODS and more tailored graphics. Each chapter deals graphically with several sets of data from a wide... more...
This book brings together contributed papers presenting new results covering different areas of applied mathematics and scientific computing. Firstly, four invited lectures give state-of-the-art presentations in the fields of numerical linear algebra, shape preserving approximation and singular perturbation theory. Then an overview of numerical solutions... more... |
Linear Algebra Tutorial Videos from the Khan Academy
Fortunately, the Khan Academy, a non-profit educational provider, offers over a hundred videos in linear algebra.
Below are the videos from the Khan Academy:
[tubepress mode ="playlist" playlistValue="FD0EB975BA0CC1E0"]
The above set of linear algebra tutorial videos should give you a very good idea on what linear algebra is. Once you are comfortable with the above concepts in linear algebra you can proceed to more advanced applications on its use. Some of the key concepts given by these videos are: vectors, matrices, vector field, vector space and vector subspaces, eigenvalues, eigenvectors, linear transformations, singular matrices, and other linear algebra concepts.
Important concepts of linear algebra are vector spaces and linear maps between them. In more formal terms, a vector space is a set whose elements can be added together and multiplied by the scalars, or numbers.
In many physical applications, the scalars are real numbers. In general, the scalars may form any field F—thus one can consider vector spaces over the field Q of rational numbers, the field C of complex numbers, or a finite field Fq.
We'll see in future courses in digital communications that the concept of vector spaces have been used in coding theory to correct errors in a digital message.
Vector operations of addition and scalar multiplication will have similar and usual addition and multiplication of numbers: addition is commutative and associative, multiplication distributes over addition, and so on.
Besides the mathematical formalism you need not to get to hung up on the technical details because there are many other applications in using linear algebra.
LINEAR ALGEBRA AND MODERN CONTROL THEORY
For example, Linear algebra concepts have been used in modern control systems. In modern control theory, you have matices A, B, C, D. Used in the following equation
x'=Ax+Bu (where x' denotes first derivative of the state vector x)
y=Cx+Du
where A is the system matrix. When finding the eigenvalues of the system matrix A, you have basically the system poles or it has a physical meaning of vibrational modes of a system such as a building or bridge. the vector x is the state vector. You can think of the displacements at various locations of a bridge as its system state. The matrix B, is the input distribution of the system. Physically, this is how the actuators of a system affect or influence the system by the input u. The matrix C, describes how sensors are distributed in the system and relates the state vector with the output vector y. The matrix D, decsribes how the input u directly affects the output y.
Based on the above description of a system, you can apply a variety of feedback schemes to improve system performance. For example, you can feed back either the state vector x or the output vector y to alter the states and feedback of a system to more desirable ones.
However, the scope of feedback and modern control theory is beyond the scope of this short blog article but hopefully you get an idea of what you can do with linear algebra.
If you are not in the United States, please come visit and replace 90% of our linear algebra professors. I am confident that these 7 minutes of your lecturing make more sense than an entire semester under their instruction. … |
This best selling author team explains concepts simply and clearly, without glossing over difficult points. Problem solving and mathematical modeling ...Show synopsisThis best selling author team explains concepts simply and clearly, without glossing over difficult points. Problem solving and mathematical modeling are introduced early and reinforced throughout, providing students with a solid foundation in the principles of mathematical thinking. Comprehensive and evenly paced, this book provides complete coverage of the function concept, and integrates a significant amount of graphing calculator material to help students develop insight into mathematical ideas. The authors' attention to detail and clarity, the same as found in James Stewart's market-leading "Calculus text," is what makes this text the market leader 0840068131 Premium Books are Brand New books direct from...New. 0840068131 |
Counting to Calculating, part of the Mathematics for the Majority series produced by The Schools Council Project in Secondary School Mathematics, is aimed at expanding teachers' knowledge about the use of number in calculations in order to pass on this understanding to higher secondary students within their lessons. This…
Number Appreciation, part of the Mathematics for the Majority series produced by The Schools Council Project in Secondary School Mathematics, is aimed at expanding teachers' knowledge about the number system in order to pass on this understanding to higher secondary students within their lessons. This book compliments From…
Mathematics From Outdoors, part of the Mathematics for the Majority series produced by The Schools Council Project in Secondary School Mathematics, is aimed at expanding teachers' knowledge and is designed to help teachers to develop classroom activities that will interest students and enable them to link the mathematics they…
Machines, Mechanisms and Mathematics, part of the Mathematics for the Majority series produced by The Schools Council Project in Secondary School Mathematics, is aimed at expanding teachers' knowledge, and is written in the belief that much of mathematics has been developed to solve practical problems.
Many practical applications…
Luck and Judgement, part of the Mathematics for the Majority series produced by The Schools Council Project in Secondary School Mathematics, is aimed at expanding teachers' knowledge, concentrating upon a practical approach to the teaching of probability and statistics.
The book has two parts, the first concentrating upon…
Crossing Subject Boundaries, part of the Mathematics for the Majority series produced by The Schools Council Project in Secondary School Mathematics, is a book aimed at teachers, encouraging collaboration across different subject areas.
Each chapter focuses upon a different area of the curriculum and describes aspects of mathematics…
This book first published in 1977 is about graphs, their drawing, their interpretation, their development and their use. It discusses the teaching of graphs from their early introduction and as far as the beginnings of integral and differential calculus. The book also places the teaching of graphs in an historical context as it reviews Schools Council publication addresses assignment cards and how they can play an important part in mathematics teaching. The book discusses methods of preparing them and gives numerous examples.
Topics as diverse as the Binary system, punched card matrices, vectors and topology feature as do geometrical and statistical assignments. is one of the Mathematics for the Majority project's background guides. It brings together, from a variety of branches of mathematics, topics in which an element of pattern is strongly emphasised. In particular, the chapters cover:
1. Pattern's pervasiveness
2. Some patterns in numbers
3.…
This unit from the Continuing Mathematics Project is designed to enable students to cope confidently with expressions of the type A/B= C/D, where A, B, C and D, may be integers or algebraic products like mv2 or functions like log x, or sin y.
So equipped, students will be able to solve simple equations, change the subject of a…
This unit from the Continuing Mathematics Project goes into detail on how logarithms can be used to determine the laws which connect two variables on which experimental data has been collected. The unit follows naturally from the unit entitled The Theory of Logarithms.
The objectives of the unit are that students:
(i) understand…
Transformation of Formulae from the Continuing Mathematics Project builds on the work covered in the unit entitled Working with Ratios.
The objectives of this unit are to enable students to acquire the skills necessary to transform formulae which involve algebraical fractions, brackets, and roots, as well as formulae in which…
This unit from the Continuing Mathematics Project is concerned with the calculation of the sides and angles of triangles and how this is used by the surveyor, the navigator, and the cartographer. The development of the television, the light and the road have all relied on trigonometry.
The objectives of the unit are that students…
This is the second part of the unit on The Theory of Logarithms from the Continuing Mathematics Project. It assumes that the user has completed the first part of the unit.
The objectives of the unit are to enable students to:
(i) acquire the concept of a logarithm as an extension of the concepts of a 'power' and of…
These two units from the Continuing Mathematics Project assumes that the word 'logarithm' will be familiar to students using it, and that they will have used tables of logarithms to reduce the labour of working out expressions by arithmetic methods.
The units assume that students are interested in knowing why logarithms…
This resource from the Continuing Mathematics Project has three units covering probability.
Introducing Probability is the first unit and its objectives are that students will learn that a probability can be from intuitive considerations or actual experimental results; the meaning of 'outcomes', 'sample space',…
This unit from the Continuing Mathematics Project assumes that students have met and used directed numbers, but that their use has become rusty. The unit briefly justifies the rules by which the four operations (+, -, x and ÷) can be accurately carried out. In this sense the unit could be said to form an introduction to the…
For students to benefit from this Mathematics in Geography 4 unit from the Continuing Mathematics Project they should be familiar with simple ratios and square roots, and with algebraic symbolism and quadratic equations. A fair amount of arithmetic is involved in the unit.
The objectives of the unit are;
(i) to introduce students…
This unit from the Continuing Mathematics Project is about linear programming - a procedure which is used widely in industry to solve management problems. The work here is an introduction to the subject.
There are no really new mathematical techniques in the unit. It is rather an amalgamation of things students have probably learnt…
This unit from the Continuing Mathematics Project has been planned to help students learn how to handle inequalities, and how to represent them graphically. Students should be familiar with manipulating positive and negative numbers, representing equations of the form y + 3x = 6 as a graph and finding the solution of equations like unit from the Continuing Mathematics Project on flowcharts and Algorithms employs, three basic conventions:
(i) the use of a flowchart and the appropriate symbols
(ii) the use of computer statements, such as 'c = c + I1
(iii) the use of the inequality signs >, <, ≤ and ≥
Three very short programmes at the…
Descriptive Statistics is the name the continuing Mathematic Project has given to a sequence of four units which deal with distributions, histograms, bar charts, frequency tables and measures of central tendency and dispersion.
The first unit, Presenting Statistics, aims to teach some basic statistical techniques that are useful…The first half of the unit is devoted to exposition and illustration of…
This unit from the Continuing Mathematics Project is about the relationship between two quantities (correlation). If the two quantities are height of father and height of son, then we often want to know the extent to which 'tall fathers have tall sons'. Two quantities may be correlated quite strongly while another two quantities……
This Mathematics Curriculum book, first published in 1977, intended to act as an aid and catalyst in co-operation between teachers of mathematics and teachers of other subjects which use mathematics. It looks at areas of applied mathematics that demonstrate its usefulness and are of genuine interest to other subject areas. A knowledge… |
Suchresultat
The ideal review for your geometry course. More than 40 million students have trusted Schaum s Outlines for their expert knowledge and helpful solved problems. Written by a renowned expert in this field, Schaum's Outline of Geometry covers what you need to know for your [...]
The ideal review for your elementary mathematics course More than 40 million students have trusted Schaum's Outlines for their expert knowledge and helpful solved problems. Written by renowned experts in their respective fields, Schaum's Outlines cover everything from math [...]
. When you need just the essentials of elementary algebra, this Easy Outlines book is there to help. If you are looking for a quick nuts-and-bolts overview of elementary algebra, it's got to be Schaum's Easy Outline. This book is a pared-down, simplified, and tightly [...]
. When you need just the essentials of geometry, this Easy Outlines book is there to help. If you are looking for a quick nuts-and-bolts overview of geometry, it's got to be Schaum's Easy Outline. This book is a pared-down, simplified, and tightly focused version of its [...]
Takes you through elementary maths, including algebra and geometry. This easy-to-follow study guide provides sample problems that show you step-by-step how to solve the kind of problems you may find on your exams. It also includes practice problems (with answers supplied) [...]
This third edition of the perennial bestseller defines the recent changes in how the discipline is taught and introduces a new perspective on the discipline. New material in this third edition includes:A modernized section on trigonometryAn introduction to mathematical |
An Introduction to Technical Problem Solving with MATLAB v.7
Second Edition
Jon Sticklen and M. Taner Eskil
Technical problem-solving lies at the heart of the study of engineering, and computer-based tools that support problem solving have become common currency for engineers. This book bridges the gap between rote problem solving encountered at the high school level and the open-ended problem solving expected of college engineering students. |
Math Learning Center
Welcome to the Math Learning Center (MLC) at MiraCosta College!
Math Students
The MLC is designed to help students in any MiraCosta mathematics class. Students are welcome to work on their homework in the MLC and ask questions when they get stuck on a problem. We have various staff in the MLC qualified to help with different classes.
Online/hybrid classes are taught with the aide of video lectures and computerized tutorials. These classes are geared for people who are self-disciplined enough to work on their own through the class. However, the MLC is here to help supplement your instruction in the class. The online materials you will need for your class are here for your use, and we also have a friendly staff that can help when you need a little more instruction. For those of you taking online/hybrid classes that test in the Math Learning Center, please schedule an appointment online (below).
The MLC houses textbooks and calculators for your use while in the MLC, and video lectures that are created to go with many of the textbooks we use. To check out materials in the mlc, you will need your MiraCosta ID Card.
The staff in the MLC does not work one-on-one with each student for more than a few minutes. If you would like a private tutor, the Tutoring and Academic Support Center offers this service.
Schedule Your Testing Appointment Online
You will need to know your student ID number (this is your Surf ID number with a 0 in place of the W) to use the online appointment scheduling system.
Please do not schedule multiple appointments for the same test.
Not all math instructors use the MLC for testing. If your instructor uses the Academic Proctoring Center, you must make an appointment from that web page.
To schedule a test, please click on the appropriate campus where you want to take your test: |
This volume and its predecessor were conceived to advance the level of mathematical sophistication in the engineering community. The books particularly focus on material relevant to solving the kinds of mathematical problems regularly confronted by engineers. Suitable as a text for advanced undergrad... read more
Our Editors also recommend:Calculus and Statistics by Michael C. Gemignani Topics include applications of the derivative, sequences and series, the integral and continuous variates, discrete distributions, hypothesis testing, functions of several variables, and regression and correlation. 1970 edition. Includes 201 figures and 36 tables.
Principles of Statistics by M. G. Bulmer Concise description of classical statistics, from basic dice probabilities to modern regression analysis. Equal stress on theory and applications. Moderate difficulty; only basic calculus required. Includes problems with answers.
Statistics of Extremes by E. J. Gumbel This classic text covers order statistics and their exceedances; exact distribution of extremes; the 1st asymptotic distribution; uses of the 1st, 2nd, and 3rd asymptotes; more. 1958 edition. Includes 44 tables and 97 graphsDifferential Geometry by Erwin Kreyszig An introductory textbook on the differential geometry of curves and surfaces in 3-dimensional Euclidean space, presented in its simplest, most essential form. With problems and solutions. Includes 99 illustrations.Introductory Complex Analysis by Richard A. Silverman Shorter version of Markushevich's Theory of Functions of a Complex Variable, appropriate for advanced undergraduate and graduate courses in complex analysis. More than 300 problems, some with hints and answers. 1967 edition.
A Second Course in Complex Analysis by William A. Veech Geared toward upper-level undergraduates and graduate students, this clear, self-contained treatment of important areas in complex analysis is chiefly classical in content and emphasizes geometry of complex mappings. 1967 edition.
Calculus: An Intuitive and Physical Approach (Second Edition) by Morris Kline Application-oriented introduction relates the subject as closely as possible to science with explorations of the derivative; differentiation and integration of the powers of x; theorems on differentiation, antidifferentiation; the chain rule; trigonometric functions; more. Examples. 1967 edition.
The Calculus Primer by William L. Schaaf Comprehensive but concise, this workbook is less rigorous than most calculus texts. Topics include functions, derivatives, differentiation of algebraic functions, partial differentiation, indeterminate forms, definite integral, and much more. 1963 edition.
Technical Calculus with Analytic Geometry by Judith L. Gersting Well-conceived text with many special features covers functions and graphs, straight lines and conic sections, new coordinate systems, the derivative, much more. Many examples, exercises, practice problems, with answers. Advanced undergraduate/graduate-level. 1984 edition.
Product Description:
This volume and its predecessor were conceived to advance the level of mathematical sophistication in the engineering community. The books particularly focus on material relevant to solving the kinds of mathematical problems regularly confronted by engineers. Suitable as a text for advanced undergraduate and graduate courses as well as a reference for professionals, Volume Two's three-part treatment covers mathematical methods, statistical and scheduling studies, and physical phenomena. Contributions include chapters on chance processes and fluctuations by William Feller, Monte Carlo calculations in problems of mathematical physics by Stanislaw M. Ulam, and circle, sphere, symmetrization, and some classical physical problems by George Pólya. Additional topics include integral transforms, information theory, the numerical solution of elliptic and parabolic partial differential equations, and other subjects involving the intersection of engineering and mathematics.
Reprint of the McGraw-Hill Book Company, Inc., New York, 1961 |
Objectives: To explore trigonometric functions
including identities, definitions, radian measure, graphs, solving equations,
vectors, law of sines, law of cosines, complex
numbers, and polar coordinates. A graphing calculator is required; a TI-(83-86)
or equivalent is recommended. The class will be taught using these calculators
and you will be allowed to use yours on indicated test problems.
Policies and Procedures:
1.Attendance is expected. Miss Stoker's
rules for class attendance and tardies will be
followed and I endorse it.
2.Complete each homework (HW)
assignment as assigned before the next class meeting – this will facilitate
understanding of the following lecture. As this is a college class, it will
move quickly and two hours of HW for each class is not excessive. Also, some
independence of thought is necessary since everything that will show up on your
HW cannot be covered during class time. Therefore, the best way to do well on
tests is to do your HW as independently as possible and to spend the necessary
time trying to understand everything on your own – especially HW problems that
give you trouble. Getting immediate help on a hard problem doesn't prepare you
for tests. Miss Stoker will decide which days HW is to be handed in. Your HW
should be neat and show complete work wherever it is necessary to solve a
problem. Late HW will notbe accepted unless you have a legitimate
excuse (the same as for tests – see #3). Miss Stoker will decide whether a late
assignment can be turned in based on the reason for it being late.
3.Should you have
to miss class on the day of a test, you must contact Miss Stoker as soon as
possible to schedule a makeup test. If you wait longer than one day to contact
her the score on the test you miss will simply be a zero regardless of excuse.
Legitimate excuses are such things as school-excused absences, having to be
gone for a family wedding or funeral, significant illness and so on. Sleeping
through an alarm or missing a test because you didn't know when it was are not
legitimate and will result in a zero on the test. Miss Stoker will make all
decisions on whether a makeup is warranted based on policy in this syllabus.
Take tests seriously since they make up the bulk of your grade.
4.Scholastic dishonesty will not be
tolerated and will be fully prosecuted. HW plagiarism
(copying from a solutions manual or someone else's HW) will result in a zero on
any assignment; if it is repeated, you will get a zero on the entire HW score
of 50 points. Passing any test information to another student that
hasn't yet taken it is prohibited and dishonest and will result in a failing
grade in the course.
5.GradingThe
total will be 600 points, including a total of 50 points from HW, 400 from the
one-hour tests and 150 from the final exam. The grading scale will be the
following: Please note that I cannot raise a grade because of need, so it is up
to you to get the grade you want. |
Al revision of Algebra for College Students continues the 30-year Lial/Hornsby tradition of excellence and reflects their ongoing commitment to helping instructors teach and students succeed. Featuring the best possible text and supplements package using the most up-to-date instructional strategies, the text provides a flexible table of contents that can be adapted for a variety of course structures. While topics traditional to intermediate algebra are treated thoroughly in the early chapters, the text also includes in-depth coverage of "true... MORE" college algebra topics. New to this edition and consistent with current teaching practices is the early introduction of graphing lines in a rectangular coordinate system and functions in Chapter 3. This organization provides students with increased exposure to basic graphing and function concepts, an integral part of later mathematics courses, as they study polynomial, rational, and radical expressions in Chapters 4-6. Chapters 8-10 then provide comprehensive coverage of additional graphing and function topics. Consistent with this approach, interesting applications featuring real world data in the form of ordered pairs, tables, bar and line graphs, and equations have been incorporated throughout the text. If you choose not to cover graphing linear equations and functions earlier as the new edition suggests, you can defer Chapter 3 and cover it before Chapter 8 as in the previous edition. Section 4.3 and the material on graphing and functions in Sections 5.1, 5.4, 5.6, and 6.5 can easily be delayed or omitted. KEY MESSAGE: The Lial series has helped thousands of readers succeed in developmental mathematics through its approachable writing style, relevant real-world examples, extensive exercise sets, and complete supplements package and Inequalities; Additional Functions and Relations; Inverse, Exponential, and Logarithmic Functions; More on Polynomial and Rational Functions; Conic Sections; Further Topics in Algebra For all readers interested in Algebra. |
DragonBox Algebra 12+
Description
DragonBox Algebra 12+ is a must-have tool for students so they can earn better grades and gain confidence in algebra and mathematics. It is based on the award winning game DragonBox Algebra 5+ but covers more advanced topics in mathematics and algebra:
* Parentheses
* Positive and Negative signs
* Addition of Fractions (Common Denominators)
* Collection of Like Terms
* Factorization
* Substitut... |
books.google.com - This is an introductory text of mathematical neuroscience intended for anyone who wants to appreciate the role that mathematics and mathematical modeling and analysis can do to aid an understanding of how the brain works and the nature of the mind. In particular, the book will be of interest to established... |
Factoring Folded Notes
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
0.12 MB
PRODUCT DESCRIPTION
These folded notes cover all the major factoring concepts for algebra and include a flowchart that can be used to help decide what method to use to factor a given expression. In order to make the notes, copy page 8 on the back of page 1, 7 on the back of 2, and so on. Line up the numbers and fold in half.
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Be the first to ask Lisa Barnes |
Topics in Contemporary Mathematics, Enhanced Edition, 9th Edition
Written for the Math for Liberal Arts course, TOPICS IN CONTEMPORARY MATHEMATICS helps students see math at work in the world by presenting problem solving in purposeful and meaningful contexts. Many of the problems in the text demonstrate how math relates to subjects—such as sociology, psychology, business, and technology—that generally interest students. This Enhanced Edition includes instant access to WebAssign®, the most widely-used and reliable homework system. WebAssign® presents over 500 problems, as well as links to relevant textbook sections, that help students grasp the concepts needed to succeed in this course. As an added bonus, the Start Smart Guide has been bound into this text. This guide contains instructions to help students learn the basics of WebAssign quicklyHardcover $168.49
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Modeling the Real World
A chance to work with
the top freshmen
The main theme of Fast-Track Calculus is modeling physical
situations with mathematics. The course begins by building on the
student's high school mathematics foundation. While reviewing the
concepts of graphing and the differentiation of functions of one
variable, we introduce the student to the world of laptop computers
and computer algebra systems (CAS) which are used in all Freshman
and Sophomore level mathematics courses at Rose-Hulman.
The course then relates the concepts learned in differential
calculus to functions of several variables (3-space). Topics in
polar coordinates; vectors and parametric equations in two and
three dimensions; partial and directional derivatives; maxima and
minima of functions of several variables are covered wi th an
emphasis on visual representations (computer generated graphics in
2 and 3 dimensions).
The course finishes with applications of integration which
include deriving and solving the differential equations which model
population growth, the movement of falling bodies, and the cooling
of a cup of cocoa; the Fundamental Theorem of Calculus; and
multiple integration to find the volume of a solid and center of
mass of two and three dimensional objects. |
Algebra
Algebra is branch of mathematics that involves mathematical equations in which symbols represent unknown numbers. With algebra, one can perform basic arithmetic operations without using specific numbers. Listed below are videos of algebra lessons to help kids learn about algebra and its applications.
Tutorial on what is algebra, what are variables, constants, coefficients, terms and expressions. It explains the use of proper notation, how to combine like terms, find the negation of an algebraic expression, how to evaluate an expression.
In this lesson, students learn that the first step in solving polynomial equations is to set the given equation equal to zero, the next step is to factor, and the final step is to set each of the resulting factors equal to zero and solve each equation.
In this lesson, students learn to solve quadratic equations in the form ax^2 + bx + c = 0 using the quadratic formula. Students also learn to derive the quadratic formula using completing the square in the first example problem in this lesson.
Introduction to the parent graph for quadratic functions: y = x^2. Students then learn how to graph quadratic functions, such as y = x^2 + 2, and how to identify the vertex, minimum, x- and y-intercepts, axis of symmetry, one pair of symmetric points, and the domain and range of the graph.
In this lesson, students learn to multiply radicals by multiplying the numbers that are outside the radicals together, and multiplying the numbers that are inside the radicals together. The next step is to break down the resulting radical, and multiply the number that comes out of the radical by the number that is already outside.
In this lesson, students learn to use slope-intercept form to graph a line. Slope-intercept form is y = mx + b form, where m represents the slope, and b represents the y-intercept. Slope intercept form makes it easy to graph a line quickly, without have to set up a chart and plug in values for x.
In this lesson, students learn to solve a system of linear equations by graphing. The first step is to graph each of the given equations, then find the point of intersection of the two lines, which is the solution to the system of equations. |
books.google.co.jp to the theory of nonlinear elliptic equations |
Math Crosswalk - High School: Modeling
From the introduction of High School: Modeling from the Common Core Math Standards:
Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). |
This unit teaches students to recognize, graph, and write equations for sinusoidal curves with and without the use of technology. Students analyze the amplitude, period, horizontal shift, and vertical shift of sinusoidal curves and recognize the connection between the graphical and algebraic representations of a function. Activity sheets and answer keys are included. (author/sw)
IdentAnalyze and compare functions and their graphs using attributes, such as rates of change, intercepts and zeros.
Benchmarks (11–12)
A.
Analyze functions by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior.
Grade Level Indicators (Grade 10)Grade Level Indicators (Grade 11)
4.
Identify the maximum and minimum points of polynomial, rational and trigonometric functions graphically and with technology compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions; |
MATLAB Student Version
04/01/03
Students in engineering, math or science have a new technical computing resource designed for their needs. The MathWorks' MATLAB Student Version includes full-featured versions of MATLAB and Simulink, the software products used by engineers, scientists and mathematicians at leading universities, research labs, technology companies and government labs. MATLAB integrates computation, data analysis, visualization and programming in one environment. Simulink is one of the leading interactive environments for modeling, simulating and analyzing dynamic systems. In addition, there is no difference between the student and professional versions of the program, which, according to the company, is important because students are learning skills with the same tools they may use in a professional arena. The program also comes with MATLAB and Simulink books to help students get started. This product has a special student price of $99. The MathWorks, (508) 647-7000 |
Algebra
Give your students the text that makes algebra accessible and engaging - McKeague's "Elementary Algebra, 9th edition, International Edition". Pat ...Show synopsisGive your students the text that makes algebra accessible and engaging - McKeague's "Elementary Algebra, 9th edition, International Edition". Pat McKeague's passion for teaching mathematics is apparent on every page, and this Ninth Edition continues to provide students with a thorough grounding in the concepts central to their success in mathematics. Attention to detail, an exceptionally clear writing style, and continuous review and reinforcement are McKeague hallmarks that constitute the solid foundation of the text, while new pedagogy help students 'bridge the concepts.' These 'bridges' guide students and help them make successful connections from concept to concept-and from this course to the next. "Elementary Algebra, 9th edition, International Edition" is one of the most current and reliable texts you will find for the course, and is ideally structured and organized for a lecture-format. Each section can be discussed in a 45- to 50-minute class session, allowing you to easily construct your course to fit your needs hard |
Galois' Theory of Algebraic Equations gives a detailed account of the development of the theory of algebraic equations, from its origins in ancient times to its completion by Galois in the nineteenth century. The main emphasis is placed on equations of at least the third degree, i.e. on the developments during the period from the sixteenth to the... more...... more... |
books.google.com - The book gives a categorical introduction to some of the key areas of modern mathematics. Researchers, teachers and graduate students in algebra and topology familiar with the very basic notions of category theory will find all the advanced tools needed for their subjects, without being forced to study... Foundations |
Computation of Fractions: Math Intervention for Elementary and Middle Grades Students
9780205567386
ISBN:
020556738X
Pub Date: 2008 Publisher: Allyn & Bacon, Incorporated
Summary: Riccomini, Paul J. is the author of Computation of Fractions: Math Intervention for Elementary and Middle Grades Students, published 2008 under ISBN 9780205567386 and 020556738X. Two hundred twenty Computation of Fractions: Math Intervention for Elementary and Middle Grades Students textbooks are available for sale on ValoreBooks.com, one hundred six used from the cheapest price of $9.50, or buy new starting at $26.3...9 |
Elementary Statistics: A Brief Version, is a shorter version of the popular text Elementary Statistics: A Step by Step Approach. This softcover edition includes all the features of the longer book, but it is designed for a course in which the time available limits the number of topics covered. It is for general beginning statistics courses with a basic algebra prerequisite. The book is non-theoretical, explaining concepts intuitively and ...
Provides a number of additional challenging problems for students to solve that are drawn from real-world applications. Problems are keyed to each chapter and are designed to highlight and emphasize key concepts features increased emphasis on Excel, MINITAB, and the TI-83 Plus graphing calculator, computing technologies commonly used in such coureses.
Word problems are the most difficult part of any math course –- and the most important to both the SATs and other standardized tests. This book teaches proven methods for analyzing and solving any type of math word problem places more emphasis on conceptual understanding and understanding results. This edition also features increased emphasis on Excel, MINITAB, and the TI-83 Plus and ...
Your solution to MATH word PROBLEMS! Find yourself stuck on the tracks when two trains are traveling at different speeds? Help has arrived! Math Word Problems Demystified , Second Edition is your ticket to problem-solving success. Based on mathematician George Polya's proven four-step process, this practical guide helps you master the basic procedures and develop a plan of action you can use to solve many different types of word problems. ...
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. OrganizedPreempt your anxiety about PRE-ALGEBRA! Ready to learn math fundamentals but can't seem to get your brain to function? No problem! Add Pre-Algebra Demystified , Second Edition, to the equation and you'll solve your dilemma in no time. Written in a step-by-step format, this practical guide begins by covering whole numbers, integers, fractions, decimals, and percents. You'll move on to expressions, equations, measurement, and graphing.Geared toward the student without a strong mathematical background, this text uses a non-theoretical approach in which concepts are explained intuitively and are supported by examples. Students majoring in such fields as natural and social sciences, business, economics, and computer science will understand how statistics applies to their chosen field through the use of examples drawn from such disciplines.
Stack the odds in your favor for mastering probability Don't leave your knowledge of probability to chance. Instead, turn to Probability Demystified, Second Edition, for learning fundamental concepts and theories step-by-step. This practical guide eases you into the subject of probability using familiar items such as coins, cards, and dice. As you progress, you will master concepts such as addition and multiplication rules, odds and expectation, ... |
Elementary Algebra for, one- or two- semester courses in Developmental Algebra. The Angel Series continues to offer proven pedagogy sound exercise sets and superior student support. An emphasis on the practical applications of algebra motivates students and encourages them to see algebra as an important part of their daily lives. The student-friendly writing style uses short, clear sentences and easy-to-understand language, and the outstanding pedagogical program makes the material easy to follow and comprehend. The new editions continue to place a strong emphasis on problem solving, incorporating it as a theme throughout the texts. Angel's solid exercise sets are recognized by reviewers as of the highest standard providing a large number of problems, paired exercises, and a broad and increasing range of difficulty. |
AT FIRST THE LESSON SEEMED IDEAL BUT AS IT WENT ON AND PICKED UP SPEED, IT BECAME HARD TO FOLLOW. ALSO, IT'S FRUSTRATING THAT I HAVE QUESTIONS BUT NO ONE TO ASK.
EXPLANATIONS OFTEN WENT TO THINGS I UNDERSTOOD, BUT NOT TO WHAT I NEEDED TO KNOW.
I do not know the name of this instructor, but she is FABULOUS!! When I log onto Mindbites to listen to a sample lesson, I always listen for her voice because she is truly exceptional. Her explanations are always crystal clear and she speaks slowly so that the student can easily understand and follow what she is teaching.
All the terms and concepts of Algebra are here. Was an excellent refresher for me and would probably have made my earlier math classes go by much smoother. No frills and no fluff but it gets the job done.
Below are the descriptions for each of the lessons included in the
series:
Algebra: Basic Algebra Part I 110
This 56 minute basic algebra lesson is for the beginning algebra student or for anyone who has not recently studied algebra. It includes the language and symbols of algebra, (plus or minus ±, equal to =, not equal to ≠, approximately equal to, less than <, less than or equal to ≤, greater than >, greater than or equal to ≥) and introduces the polynomial. In this lesson you will be introduced to the variable "x", learn what a term, factor, exponent and degree of a term mean and be able to:
- understand what a polynomial, binomial, trinomial, are
- evaluate a polynomial with integers (numbers)
- simplify polynomials by collecting like terms
- simplify polynomials with brackets
- simplify polynomials using the distributive property
- do application problems such as by how much does 2x^2 -3x + 5 exceed 3 x^2 - 5x + 6
This lesson contains explanations of the concepts and 27 example questions with step by step solutions plus 5 interactive review questions with solutions.
The following lesson will help you with the fundamentals of this lesson:
- 105 Rules for Integers & Absolute Value (
Algebra: The 5 Basic Exponent Laws 115
This 50 minute basic algebra lesson teaches the first five laws of exponents. The exponents will be natural numbers { 1, 2, 3, ….} only. The zero, negative and rational exponents are covered in lesson 165 "The Zero, Negative and Rational Exponents" This lesson will explain what the base and exponent are and how to use the:
- law of multiplication for exponents
- law of division for exponents
- power of a power law for exponents
- power of a product law for exponents
- power of a quotient law for exponents
- And how to solve questions like (-32a^7b^6/8a^3b^5)^3
This lesson contains explanations of the concepts and 44
Basic Algebra: Basic Algebra Part II 120
This 54 minute basic algebra lesson focuses on teaching skills with monomials and simplifying polynomials and applications. This lesson will enable you to:
- evaluate Polynomials
- multiply monomials
- divide by a monomial
- simplify polynomials using the distributive property
- do application questions like subtract 3x^2(4x+8y-2) from 4x^2(5x-2y-8)
This lesson contains explanations of the concepts and 35 example questions with step by step solutions plus 6 interactive review questions with solutions.
Lessons that will help you with the fundamentals of this lesson:
- 105 Rules for Integers and Absolute Value (
- 110 Basic Algebra Part I (
- 115 The 5 Basic Exponent Laws (
Algebra: Multiplication of Polynomials 125
This 56 minute basic algebra lesson focuses on multiplying different types of polynomials. You will learn how to:
- multiply a binomial times a binomial (FOIL)
- work with special products: difference of squares factors, sometimes called conjugate binomials, and perfect square factors
- multiply a trinomial times a binomial
- multiply a trinomial times a trinomial
- simplify expressions like -2(x-2)(x+2) + 4(x-5)^2
This lesson contains explanations of the concepts and 19
Algebra: Polynomial Long Division 130
This 60 minute basic algebra lesson will teach you how to divide a polynomial by a binomial by using long division. It will include polynomials not written in descending degree, with missing terms in the dividend as well as the divisor and remainders with a variable. You will see the similarity to long division in arithmetic and review:
- dividend
- quotient
- divisor
- remainder
- division statement
- what to do when a power is missing in the dividend
- step by step solutions to questions like Divide (x^3 – 12 x – 20) by (x + 2)
This lesson contains explanations of the concepts and 16 example questions with step by step solutions plus 4
Basic Algebra: Solving Linear Equations Pt I 135
This 67 minute basic algebra lesson will introduce you to equations by starting with the rules for solving very basic equations. It includes equations with fractions (rational equations). After this lesson you will understand:
- the degree of a linear equation
- solving equations with brackets
- solving and verifying
- solving equations with fractions like 2/3(k-1) = 1/2(k+5) - 2
This lesson contains explanations of the concepts and 16 example questions with step by step solutions plus 4Algebra: Linear Equation Word Problems Part 1 140
This 77 minute basic algebra lesson will introduce you to five types of word problems that are applications of linear equations. This lesson will show you first how to translate the words into algebra and then how to solve:
- number problems
- age problems (like "Kevin is 3 times as old as his nephew, Doug. Two years ago, Kevin was 5 times as old as Doug was 4 years ago. Find their present ages.")
- coin problems
- mixture problems
- distance rate and time problems
This lesson contains explanations of the concepts and 20 example questions with step by step solutions plus 5Solving Linear Equations Part II Word Problems 145
This 74 minute basic algebra lesson follows on from 135 Solving Linear Equations Part I to help you solve more difficult linear equations. Identities and word problems on the area of rectangles are also covered. This lesson will teach you how to solve:
- equations with the distributive property
- equations with multiplication of binomials (FOIL) like this: (4m^2) - 2(2m-3)(4m+1) = -4
- equations with special products like the difference of squares or perfect squares
- mixture problems
- identities
- word problems involving rectangles and squares
This lesson contains explanations of the concepts and 22 example questions with step by step solutions plus 6 interactive review questions with solutions.
Lessons that will help you with the fundamentals of this lesson:
- 085 Fractions (
- 110 Basic Algebra Part I (
- 125 Multiplication of Polynomials (
- 135 Solving Linear Equations Part I (
Algebra: Operations With Radicals 160
This 75 minute basic algebra lesson deals with radicals (roots). You will learn how to simplify by adding, subtraction, multiplying and dividing radicals without the use of a calculator. You will learn:
- definitions, perfect squares and cubes, radical, radicand, index, square and other roots, mixed radical, entire radical, like radicals
- to simplify radicals
- to change mixed radicals to entire radicals
- to multiply & divide radicals
- add & subtract radicals
- to work with radicals and special products: difference of squares & perfect squares
- identities
- word problems involving rectangles and squares
This lesson contains explanations of the concepts and 44 example questions with step by step solutions plus 5 interactive review questions with solutions.
Lessons that will help you with the fundamentals of this lesson:
- 100 All About Numbers (
- 105 Rules for Integers and Absolute Value (
- 125 Multiplication of Polynomials (
This lesson contains explanations of the concepts and 28 example questions with step by step solutions plus 6 interactive review questions with solutions.
Lessons that will help you with the fundamentals of this lesson:
- 100 All About Numbers (
- 105 Rules for Integers and Absolute Value (
- 115 The 5 Basic Exponent Laws (
- 160 Operations With Radicals (
Basic Algebra: Factoring Polynomials 170
This 82 minute basic algebra lesson explains what factoring is and teaches how to factor different types of polynomials using the three most common types of factoring:
- common factoring (find the greatest common factor (GCF)
- factoring trinomials in the form ax^2 + bx + c
- factoring as a difference of squares, questions like 81x^2 – (y + w)^2
A factoring strategy is also outlined to help you with factoring.
This lesson contains explanations of the concepts and 37 |
This fifth edition of Lang's book covers all the topics traditionally taught in the first-year calculus sequence. Divided into five parts, each section of A FIRST COURSE IN CALCULUS contains examples and applications relating to the topic covered. In addition, the rear of the book contains detailed solutions to a large number of the exercises, allowing them to be used as worked-out examples -- one of the main improvements over previous editions.
Finite such as "Your Turn" exercises and "Apply It" vignettes that encourage active participation
Anton, Bivens & Davis latest issue of Calculus Early Transcendentals Single Variable continues to build upon previous editions to fulfill the needs of a changing market by providing flexible solutions to teaching and learning needs of all kinds.
This text helps students improve their understanding and problem-solving skills in analysis, analytic geometry, and higher algebra. Over 1,200 problems, with hints and complete solutions. Topics include sequences, functions of a single variable, limit of a function, differential calculus for functions of a single variable, the differential, indefinite and definite integrals, more. 1963 edition. |
Geometry Jurgensen Teachers Edition PDF
This courses uses the 2011 edition of the Jurgensen, Brown, and Jurgensen textbook, ... and Jurgensen, Geometry. Houghton Mifflin, 2011. Teachers use other texts for supplementary ideas, such as Discovering Geometry by Michael Serra, and also current mathematical
This course use the 2000 edition of the Jurgensen, Brown, and Jurgensen textbook, ... and Jurgensen, Geometry. Houghton Mifflin, 2000. Teachers use other texts for supplementary ideas, such as Discovering Geometry by Michael Serra, and also current mathematical
The teachers worked alone or in pairs to develop a plan for a section of the course. Jim Beamer, University of Saskatchewan, and Lyle Markowski, ... Examples from Geometry - Jurgensen 1985 edition could include: PAGE SUITABLE QUESTIONS 13 classroom exercises 1-38
Ray Jurgensen, Richard Brown, and John Jurgensen Students and Grade Levels ... Geometry, Pupil's Edition ... provide service to teachers. This service is available from 8 a.m. to 5 p.m. CST, Monday through Friday. Page 4
... they are the correct edition and 2) ... GEOMETRY by Jurgensen, Brown & Jurgensen Houghton-Mifflin College 9780395977279 $109.00 Follett ... HISTORY ALIVE: ANCIENT WORLD by Teachers Curriculum Inst Student Bundle, Item #TB-9015-6 - Available only through Publisher at |
A collection of illustrated concepts including problems for students to work out, and standalone word problems. Includes automated feedback. Pre- and post-tests, answer sheets, additional help, tools, and a bulletin board are also included |
An Introduction to Mathematical Thought Processes
0471680583
9780471680581
An easy-to-use guide that shows how to read, understand, and do proofs.Shows how any proof can be understood as a sequence of techniques.Covers ...See more details below
Details about this item
How to Read and Do Proofs:An easy-to-use guide that shows how to read, understand, and do proofs.Shows how any proof can be understood as a sequence of techniques.Covers the full range of techniques used in proofs, such as the contrapositive, induction, and proof by contradiction.Explains how to identify which techniques are used and how they are applied in the specific problem.Illustrates how to read written proofs with many step-by-step examples.Includes new, expanded appendices related to discrete mathematics, linear algebra, modern algebra and real analysis.
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Rent How to Read and Do Proofs 4th edition today, or search our site for Daniel textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Wiley. |
fear you're right on that. Yipes! But, didn't have much choice. After doing some research on calcs I found that anything that does actual algebra needs to have a CAS (Computer Algebra System) built into it. Big $$$'s & lots of buttons....wheee |
College Mathematics for simplified language about mathematics to promote active and independent learning; strengthening critical thinking and writing skills. A ? six-step? approach to problem-solving, numerous tips, and clear, concise explanations throughout the book enable users to "understand" the concepts underlying mathematical processes. Beginning with the foundations of the mathematical process, some of the topics covered are: whole numbers and decimals; integers; fractions; percents; measurement; area and perimeter; interpreting and analyzing data; symbolic representation, linear and nonlinear equations; powers and logarithms; formulas and applications; higher-degree equations; absolute values and inequalities; slope and distance; basic concepts in geometry; and an introduction to trigonometry. This book can serve as a valuable reference handbook for engineering technicians, nurses, dieticians, job trainers, home-schooling professionals, and others who require a basic knowledge of non-calculus mathematics.
Tips--presented throughout each chapter, these boxes highlight helpful hints, common errors, and important points presented in the examples
Self-Study
Exercises--presented at the end of each section, these questions provide frequent opportunities to practice the concepts presented
Concepts Analysis Questions--presented at the end of each chapter, these questions focus on the "why" associated with mathematical concepts, instead of just the "how to" |
Intended for graphic designers and students, this work familiarizes the user with the screen, menus, windows, tools, navigation system and basic procedures specific to each piece of software. There is a logical flow of information and methods, complimented by colour illustrations, which enables the learner to start using the program immediately.
The Wacom Intuos Creative Pen Graphic Tablet Small combines a slim, ergonomic design with the latest pen tablet technology that allows you to sketch and doodle, edit photos and design personal cards all on your computer, and always just as naturally as you would do with a pen or brush on paper. Intuos detects the software you use and will offer recommended shortcuts via its four ExpressKeys. Like all Intuos pen tablets, the Intuos Creative Pen Graphic Tablet supports the Wacom Wireless accessory....(( PNY Technologies : VCNVS510DVI-PB : Usually Ships In: 5-7 Days : Computers & Software > Computer Components...
Through your studies you will have had to analyse, plan and create visual solutions showing that you are articulate and a great communicator where you can work on creating promotions material to building marketing campaigns. Many students gain wide knowledge in computer software such as Photoshop and Adobe Illustrator, which can often be of great use. Always try to think laterally and show what transferable skills you have gained such as your research, time management, self management and communication...
Using Graphing Calculators and Computers Can Help Make Learning Algebra More Interesting. Here's a book of engaging blackline-master activities for algebra students to use with their graphing calculators or graphing software technology commonplace in the high school maths classroom. Creating graphs is no longer a time-consuming task for students, which leaves them more time to use graphs to study the properties of functions...
Every placement page is supplied on the accompanying CD, in Illustrator 7 (ai) format. The editable files can be opened in most vector based drawing packages. Please check software compatibility before purchasing this book.
The HH500P is a compact handheld dataloggers with a built-in thermal printer. The unit comes with free windows compatible software for use with Windows 95/98/NT. The HH500P takes Type J/K thermocouple with dual inputs. The HH500P can datlog up to 32,000 readings.
The VP-61xl is a high performance switcher for computer graphics video signals, with resolutions ranging from VGA through UXGA and higher. The VP-61N has all the same features of the VP-61xl but without audio. Features High Bandwidth - 400MHz (-3dB). HDTV Compatible. VP-61N - Same as VP-61xl but without audio. Control - Front panel & RS-232 (K-Router™ Windows® - based software is included). Standard 19" Rack Mount Size - 1U.
Minimum three years' commercial experience in a designer role, preferably experience designing for a Mobile entertainment company. Ability to come up with original creative concepts against any client brief. A demonstrable passion for all aspects of design with a strong portfolio and personal project work. Expert in all standard design software, especially Photoshop, Illustrator. Excellent understanding of mobile web design best practices including usability, information architecture and accessibility...
The new TI-Nspire™ CX handheld device and companion software are designed to generate opportunities for classroom exploration and to promote greater understanding of core concepts in the mathematics and science classroom. TI-Nspire technology has been developed through sound classroom research which shows that "linked multiple representation are crucial in development of conceptual understanding and it is feasible only through use of a technology such as TI-Nspire, which provides simultaneous, dynamically...
Electronically upgradeable graphing handheld allows you to have the most up-to-date functionality and software applications (Apps). 2.5 times the processor speed of the TI-83 Plus. 480 KB FLASH ROM memory for data archive and storage of Apps. 24KB of available RAM memory. USB port for computer connectivity, unit-to-unit communication with TI-84 Plus and TI-84 Plus Silver Edition graphing handhelds, and more. I/O port for communication with other TI products. Internal Clock with date and time...
Presents an easy way to learn how to perform an analytical task in R, without having to navigate through the extensive, idiosyncratic, and sometimes unwieldy software documentation and vast number of add-on packages. |
MATH-Mathematics
Whole numbers, fractions and mixed numbers, decimals, ratio, proportion, percent, measurement, geometry, introduction of algebra, solving equations, and statistics. This is a credit/no credit course. Receiving credit for this course prepares the student to take MATH1100 or MATH2240. Credit for courses numbered below 1000 is not transferable.
MATH0950. Intermediate Algebra (3)
Linear equations and inequalities, graphing lines, systems of equations, exponents, polynomials, factoring, radicals, complex numbers, and the quadratic formula. Prerequisites: Pass MATH0900, or COMPASS Examination score equivalent to an ACT of 21 on the Algebra section, an ACT score of at least 21; or Instructor's permission. Students must verify they have met the prerequisites on the first day of class. This is a credit/no credit course. Receiving credit for this course prepares the student to take MATH1300. Credit for courses numbered below 1000 is not transferable.
MATH1100. Liberal Arts Mathematics (3)
Students will explore mathematical ideas and logical reasoning. This class will look at mathematical applications in life which may include topics such as statistics, fair voting schemes, prime numbers, and modular arithmetic. Students will also develop their own insights and theorems through the exploration of mathematical patterns. The content of the class may vary each semester. The course is designed for non-science majors. The course satisfies the general education mathematics competency requirement. Prerequisites: ACT score of 21 or equivalency on the COMPASS Exam.
MATH1300. College Algebra (3)
Topics include polynomial arithmetic, synthetic division, zeroes of polynomials, systems of linear equations, matrices and matrix multiplication. Prerequisites: ACT score of 23 or instructor's permission. Students need to verify they have the prerequisites the first day of class. This course prepares students to take MATH1400 and MATH2510.
MATH1400. Trigonometry (3)
Topics include the study of the trigonometric functions, plane trigonometry, and analytic trigonometry. Prerequisites: MATH1300 (a grade of C or better), an ACT score of 26, or instructor's permission. Students need to verify they have the prerequisites the first day of class. This course prepares students to take MATH2510.
MATH1510. Survey of Calculus (3)
The concepts of calculus are emphasized. All concepts are considered from the intuitive point of view. Applications are drawn primarily from business, economics, and population models. Trigonometric functions are not considered. Prerequisites: MATH1300 (a grade of C or better), an ACT score of 26, or instructor's permission. Students need to verify they have the prerequisites the first day of class.
MATH2010. Fundamental Mathematical Structures I (3)
Includes problem solving and mathematical reasoning, sets, relations and functions, numeration, the system of whole numbers, integers and rational numbers, and number theory. Laboratory activities are included. Prerequisites: Math ACT score of 21 or equivalent on Compass Exam, and enrollment in a program leading to an elementary or secondary teaching certificate.
Introduction to statistical terminology and basic concepts, including common uses and misuses of statistics. Topics include experimental design, sampling, descriptive statistics, correlation and regression, probability, and tests of significance. This is a valuable course for students in all majors. This course satisfies the general education mathematics competency requirement. Prerequisites: ACT score of 21, COMPASS score equivalent to an ACT of 21, receiving credit for MATH0900, or instructor's permission. Students need to verify they have the prerequisites the first day of class.
MATH2310. Discrete Mathematics (3)
An introduction to graph theory, logical operators, mathematical induction, enumeration and Boolean algebra. Prerequisite: MATH1300 (a grade of C or better). Students need to verify they have the prerequisites the first day of class.
MATH2510. Calculus I (4)
Limits, derivatives, integration and applications of the derivative, applications of integrals, integration techniques, logarithmic, exponential, trig and inverse trig functions. Prerequisites: MATH1400 (a grade of C or better), an ACT score of 28, or instructor's permission. Students need to verify they have the prerequisites the first day of class.
MATH2520. Calculus II (4)
Infinite series, vectors, partial differentiation, multiple integrals. Prerequisite: MATH2510 (a grade of C or better). Students need to verify they have the prerequisite the first day of class.
MATH3010. Teaching Mathematics in the Secondary School (2)
Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for students to observe and teach a minimum of 20 hours in a secondary classroom. (See EDUC3570) Prerequisite: Junior classification. Corequisites: EDUC3510, EDUC3750
MATH3094. Topics in Mathematics (1-4)
Intensive study of one topic. Prerequisite: Instructor's permission. May be repeated for credit.
MATH3240. Probability and Statistics I (3)
Study of combinatorial analysis, probability, random variables and their distributions, estimation, statistical inference, regression and correlation, and analysis of variance. Prerequisite: MATH2520 (a grade of C or better). Students need to verify they have the prerequisite the first day of class. Offered: Alternate years
MATH3250. Probability and Statistics II (3)
A continuation of MATH3240 Probability and Statistics I. Prerequisite: MATH3240. Students need to verify they have the prerequisite the first day of class. Offered: Alternate years
MATH3280. Modeling and Operations Research (3)
A survey of fundamental operations research techniques. Emphasis is given to the linear programming model. Other topics will be chosen from network models, decision analysis, queuing theory and dynamic programming. Prerequisites: MATH1300 or MATH3320. Offered: Alternate years
MATH3310. Introduction to Abstract Mathematics (3)
Logic, mathematical induction, sets, equivalence relations and equivalence classes, and order relations are studied. Emphasis is given to constructing sound mathematical arguments. Prerequisites: MATH2310 or 2510; or instructor's permission.
MATH3320. Linear Algebra (3)
A study of vector spaces, linear transformations, matrices, determinants and system of equations. Special attention is given to the connection between linear transformations and matrices. Prerequisites: MATH1300 or 2510. Offered: Alternate years
MATH3410. Modern Geometry (3)
A review of Euclidean Geometry is followed by a wider view of geometry. Topics may include hyperbolic geometry, finite geometries and metric geometries other than Euclidean. Prerequisites: MATH1400 or 2510; or instructor's permission. Offered: Alternate years
MATH3530. Vector Calculus (3)
A study of Euclidean space and the calculus of functions on this space. In particular vector fields with the operators curl and divergence. Also the integral calculus involving line and surface integrals. Green's Theorem, Stokes Theorem, and Gauss' Theorem are further topics to be studied. Prerequisite: MATH2520 (a grade of C or better). Students need to verify they have the prerequisite the first day of class.
MATH3540. Differential Equations (3)
A first course in ordinary differential equations. Linear algebra will be introduced for systems of linear differential equations. Prerequisite: MATH2520 (a grade of C or better). Students need to verify they have the prerequisite the first day of class.
MATH3560. Numerical Analysis (3)
Numerical solution of algebraic and transcendental equations and systems of linear equations; interpolation, finite differences; numerical differentiation and integration and solution of differential equations. Emphasis on methods most adaptable for computer use. Prerequisites: MATH2520. Recommended MATH3540 and a programming language.
MATH4100. History of Mathematics/Capstone (1)
A study of the emergence of numeration methods, the invention of new mathematical systems, the development of geometry, algebra, calculus and related concepts, and the life stories of some of the persons involved. Prerequisite: MATH2510. May be repeated for credit.
The similarities between the algebraic structures arising in the study of number systems, modular arithmetic and polynomial operations will be used to introduce the study of groups, rings, fields, and their mapping. These structures will be applied to number theoretic and geometric problems. Prerequisites: MATH3310 or 3320; or instructor's permission. Offered: Alternate years
MATH 4330. Modern Algebra (2)
A continuation of MATH4320 Modern Algebra (4). Prerequisite: MATH4320. Offered: Alternate years
MATH4510. Introduction to Real Analysis (4)
Course one of a two-course sequence in the theory of calculus. Topics include limits, continuity, derivatives, integrals, sequence, series, series of function. An introduction to metric topology is given. Prerequisites: MATH2520, 3310. Offered: Alternate years
MATH4520. Introduction to Real Analysis (2)
A continuation of MATH4510. Prerequisite: MATH4510 Offered: Alternate years |
77 minute basic algebra lesson will introduce you to five types of word problems that are applications of linear equations. This lesson will show you first how to translate the words into algebra and then how to solve:
- number problems
- age problems (like "Kevin is 3 times as old as his nephew, Doug. Two years ago, Kevin was 5 times as old as Doug was 4 years ago. Find their present ages.")
- coin problems
- mixture problems
- distance rate and time problems
This lesson contains explanations of the concepts and 20 example questions with step by step solutions plus 5 |
When the numbers just don't add up...
Following in the footsteps of the successful The Humongous Books of Calculus Problems , bestselling author Michael Kelley has taken a typical algebra workbook, and made notes in the margins, adding missing steps and simplifying concepts and solutions. Students will learn how to interpret and solve problems as they are typically presented in algebra courses-and become prepared to solve those problems that were never discussed in class but always seem to find their way onto exams.
Annotations throughout the text clarify each problem and fill in...
The theory of the numerical range of a linear operator on an arbitrary normed space had its beginnings around 1960, and during the 1970s the subject has developed and expanded rapidly. This book presents a self-contained exposition of the subject as a whole. The authors develop various applications, in particular to the study of Banach algebras where the numerical range provides an important link between the algebraic and metric structures.
...
The Handbook of Categorical Algebra is designed to give, in three volumes, a detailed account of what should be known by everybody working in, or using, category theory. As such it will be a unique reference. The volumes are written in sequence. The second, which assumes familiarity with the material in the first, introduces important classes of categories that have played a fundamental role in the subject's development and applications. In addition, after several chapters discussing specific categories, the book develops all the major concepts concerning Benabou's ideas of fibred...
Starting with the most basic notions, this text introduces all the key elements needed to read and understand current research in the field. The first part of the book focuses on core components, including subalgebras, congruences, lattices, direct and subdirect products, isomorphism theorems, clones, and free algebras. The second part covers topics that demonstrate the power and breadth of the subject, such as Jónsson's lemma, finitely and nonfinitely based algebras, primal and quasiprimal algebras, Murskiĭ's theorem, and directly representable varieties. Examples and exercises are...
Bringing the material up to date to reflect modern applications, this second edition has been completely rewritten and reorganized to incorporate a new style, methodology, and presentation. It offers a more complete and involved treatment of Galois theory, a more comprehensive section on Pollard's cubic factoring algorithm, and more detailed explanations of proofs to provide a sound understanding of challenging material. This edition also studies binary quadratic forms and compares the ideal and form class groups. The text includes convenient cross-referencing, a comprehensive index, and...
Jordan Canonical Form (JCF) is one of the most important, and useful, concepts in linear algebra. The JCF of a linear transformation, or of a matrix, encodes all of the structural information about that linear transformation, or matrix. This book is a careful development of JCF. After beginning with background material, we introduce Jordan Canonical Form and related notions: eigenvalues, (generalized) eigenvectors, and the characteristic and minimum polynomials. We decide the question of diagonalizability, and prove the Cayley-Hamilton theorem. Then we present a careful and complete proof of...
Practice makes perfect—and helps deepen your understanding of algebra II by solving problems
1001 Algebra II Practice Problems For Dummies takes you beyond the instruction and guidance offered in Algebra II For Dummies, giving you 1001 opportunities to practice solving problems from the major topics in algebra II. Plus, an online component provides you with a collection of algebra problems presented in multiple choice format to further help you test your skills as you go.
Gives you a chance to practice and reinforce the skills you learn in Algebra II class
Helps you refine your...
Computer algebra systems are now ubiquitous in all areas of science and engineering. This highly successful textbook, widely regarded as the "bible of computer algebra",...
The second volume of this comprehensive treatise focusses on Buchberger theory and its application to the algorithmic view of commutative algebra. In distinction to other works, the presentation here is based on the intrinsic linear algebra structure of Groebner bases, and thus elementary considerations lead easily to the state-of-the-art in issues of implementation. The same language describes the applications of Groebner technology to the central problems of commutative algebra. The book can be also used as a reference on elementary ideal theory and a source for the state-of-the-art in...
This collection of papers presents a series of in-depth examinations of a variety of advanced topics related to Boolean functions and expressions. The chapters are written by some of the most prominent experts in their respective fields and cover topics ranging from algebra and propositional logic to learning theory, cryptography, computational complexity, electrical engineering, and reliability theory. Beyond the diversity of the questions raised and investigated in different chapters, a remarkable feature of the collection is the common thread created by the fundamental language,...
The landscape of homological algebra has evolved over the last half-century into a fundamental tool for the working mathematician. This book provides a unified account of homological algebra as it exists today. The historical connection with topology, regular local rings, and semi-simple Lie algebras are also described. This book is suitable for second or third year graduate students. The first half of the book takes as its subject the canonical topics in homological algebra: derived functors, Tor and Ext, projective dimensions and spectral sequences. Homology of group and Lie algebras...
This book represents a complete course in abstract algebra, providing instructors with flexibility in the selection of topics to be taught in individual classes. All the topics presented are discussed in a direct and detailed manner. Throughout the text, complete proofs have been given for all theorems without glossing over significant details or leaving important theorems as exercises. The book contains many examples fully worked out and a variety of problems for practice and challenge. Solutions to the odd-numbered problems are provided at the end of the book. This new edition contains...
Linear algebra and matrix theory are fundamental tools in mathematical and physical science, as well as fertile fields for research. This new edition of this acclaimed text presents results of both classic and recent matrix analyses using canonical forms as a unifying theme and demonstrates their importance in a variety of applications. This thoroughly revised and updated second edition is a text for a second course on linear algebra and has more than 1,100 problems and exercises, new sections on the singular value and CS decompositions and the Weyr canonical form, expanded treatments of...
The theory of Schur–Weyl duality has had a profound influence over many areas of algebra and combinatorics. This text is original in two respects: it discusses affine q-Schur algebras and presents an algebraic, as opposed to geometric, approach to affine quantum Schur–Weyl theory. To begin, various algebraic structures are discussed, including double Ringel–Hall algebras of cyclic quivers and their quantum loop algebra interpretation. The rest of the book investigates the affine quantum Schur–Weyl duality on three levels. This includes the affine quantum Schur–Weyl reciprocity, the...
This second edition of a successful graduate text provides a careful and detailed algebraic introduction to Grothendieck's local cohomology theory, including in multi-graded situations, and provides many illustrations of the theory in commutative algebra and in the geometry of quasi-affine and quasi-projective varieties. Topics covered include Serre's Affineness Criterion, the Lichtenbaum–Hartshorne Vanishing Theorem, Grothendieck's Finiteness Theorem and Faltings' Annihilator Theorem, local duality and canonical modules, the Fulton–Hansen Connectedness Theorem for projective varieties,...
Algebra is a compulsory paper offered to the undergraduate students of Mathematics. The majority of universities offer the subject as a two /three year paper or in two/three semesters. Algebra I: A Basic Course in Abstract Algebra covers the topic required for a basic course.
...
Algebra: Abstract and Modern, spread across 16 chapters, introduces the reader to the preliminaries of algebra and then explains topics like group theory and field theory in depth. It also features a blend of numerous challenging exercises and examples that further enhance each chapter. Covering all the necessary topics on the subject, this text is an ideal text book for an undergraduate course on mathematics.
...
Many books in linear algebra focus purely on getting students through exams, but this text explains both the how and the why of linear algebra and enables students to begin thinking like mathematicians. The author demonstrates how different topics (geometry, abstract algebra, numerical analysis, physics) make use of vectors in different ways and how these ways are connected, preparing students for further work in these areas. The book is packed with hundreds of exercises ranging from the routine to the challenging. Sketch solutions of the easier exercises are available online.
...
This bold and refreshing approach to Lie algebras assumes only modest prerequisites (linear algebra up to the Jordan canonical form and a basic familiarity with groups and rings), yet it reaches a major result in representation theory: the highest-weight classification of irreducible modules of the general linear Lie algebra. The author's exposition is focused on this goal rather than aiming at the widest generality and emphasis is placed on explicit calculations with bases and matrices. The book begins with a motivating chapter explaining the context and relevance of Lie algebras and...
Praise for the Third Edition
". . . an expository masterpiece of the highest didactic value that has gained additional attractivity through the various improvements . . ."—Zentralblatt MATH
The Fourth Edition of Introduction to Abstract Algebra continues to provide an accessible approach to the basic structures of abstract algebra: groups, rings, and fields. The book's unique presentation helps readers advance to abstract theory by presenting concrete examples of induction, number theory, integers modulo n, and permutations before the abstract structures are defined. Readers can... |
books.google.com - "... of the Trade
Tools of the Trade: Introduction to Advanced Mathematics
" such as group theory, convergence of infinite series, decimal expansions of real numbers, point set topology and topological groups. They are carefully designed to guide the student through the subject matter. Together with numerous exercises included in the book, these projects may be used as part of the regular classroom presentation, as self-study projects for students, or for Inquiry Based Learning activities presented by the students."--BOOK JACKET.
Review: Tools of the Trade
User Review - Alec - Goodreads
This book is used for most of the analysis sequences at the University of Chicago, usually taken as a second year, though it covers a broad number of topics. This is an unusual math book: exercises ...Read full review
Review: Tools of the Trade
User Review - Brian - Goodreads
I am almost certainly biased, being a big fan of Mr. Sally and his brilliant pedagogy. Nevertheless, this book is a very clear, flowing primer to a great number of the basic mathematical entities and ...Read full review |
Addison-Wesley Higher Education - Pearson Education
Publisher of programs and materials for primary and secondary school students and teachers; higher education textbooks and multimedia in major academic subjects for students and professors; books and multimedia for business professionals, practicing engineers,
...more>>
Adventures in the MathZone - Ivars Peterson (MathTrek)
Ivars Peterson and his wife, Nancy Henderson, have written "a book that introduces children to a variety of ideas also of interest to today's mathematicians: knots, map coloring, Möbius strips and topology, prime numbers, chaos, fractals, and more. Our
...more>>
Alive Books - Sotirios Persidis
The site offers a free downloadable course on Calculus of a Single Variable, as well as a link to a modern new Mathematical Handbook is given. The Handbook is part printed matter and part online, and fully searchable even within mathematical expressions.
...more>>
American Statistical Association (ASA)
A scientific and educational society founded in 1839 to foster excellence in the use and application of statistics to the biological, physical, social and economic sciences. The ASA publishes journals, conducts scientific conferences, fosters a continuing
...more>>
The Analyst - George Berkeley
A text based on the 1898 edition of the works of George Berkeley, edited by George Sampson, incorporating a small number of changes. Many mathematicians published replies to Berkeley's attack on contemporary mathematical practice in The Analyst. Included
...more>>
The Analytical Engine - John Walker
The mathematician Charles Babbage designed an Analytical Engine, a mechanical precursor to the computer, in the late 1800s. Read historical documents related to the Engine, including Blaise Pascal's account of his mechanical adding machine (in French),
...more>>
Applied Wavelet Analysis Courses - Gerald Kaiser
The Virginia Center for Signals and Waves, founded by mathematical physicist Gerald Kaiser, is dedicated to a physics-based approach to signal analysis and processing. Information about Kaiser's book A Friendly Guide to Wavelets, his curriculum vitae,
...more>>
Association for Symbolic Logic
The Association for Symbolic Logic (ASL) is an international organization supporting the presentation, publication, and critical discussion of scholarly work in the field of logic. Its current membership reflects the longstanding important role of logic
...more>>
Atlantis Puzzles & Games - Karl Scherer
Puzzles and games for sale; puzzle books (A Puzzling Journey To The Reptiles And Related Animals; NUTTS And Other Crackers; New Mosaics - A Book On Tilings); Fractal computer art; brain teasers (A-Maze; Globetrotter). Also ALIVE, a WINDOWS version of
...more>>
ATLAST Project Forum
A National Science Foundation project to encourage and facilitate the use of software in teaching linear algebra. Includes information on the book ATLAST Computer Exercises for Linear Algebra , (Prentice-Hall, Fall 1996, featuring teacher-developed, class-tested
...more>>
Basic Geometry of Voting - Donald G. Saari
A book that offers a large number of new results about voting theory, its emphasis purposely placed on three candidate settings so that the book can be read by almost everyone. (With four or more candidates, the results need more advanced mathematical
...more>>
The Basic Math Quick Reference Handbook - Pete Mitas
This handbook, written by an experienced math teacher, lets you quickly look up definitions, facts, and problem solving steps. It includes over 700 detailed examples and tips to help someone improve
their mathematical problem solving skills. The web
...more>>
BEAM: Be A Mathematician
A mathematics curriculum development project for nursery, primary, special and lower secondary teachers. It publishes resource materials for teachers' use in the classroom, offers training courses for teachers, and provides consultancy in the area of
...more>>
Bridge to Higher Mathematics - Sam Vandervelde
Textbook for use with the proofs course taught at St. Lawrence University by Vandervelde, an Associate Professor of Mathematics who writes questions for the USA Math Olympiad. Bridge to Higher Mathematics incorporates "concept checks" and "mathematical
...more>> |
+ By MathContext
This Math navigation App, "Math Navi" has more than 70 questions which are all programmed to select values time by time so that you can learn the core of question by trying several times from different "angles". You can see this app on Youtube here
Nov. 16 11 02, 2013 updated "Number sequences" in "Calculation" are added. "Square Roots" with quadratic function is also added in "Calculations" section. "Quadratic equation with area" is added in "Equations" sections. "Graph with length" and "Graph with Area" of "Linear functions" in "Functions" are added. "Quadratic Functions 2" for finding its vortex is also added in "Functions" section. 10 seconds explanation of "Pythagorean theorem" and its questions, questions of "Law of sines" and "Law of cosines" Features
Game mode and Practice mode
Game mode which has two levels: Hard mode and Easy. The questions in the two mode are same but required time and score are different. After 3 questions, you can review the questions.
Practice mode which has five sections:
1. Calculation. 2. Equation. 3. Function. 4. Geometry 5. Calculus.
Each section has more than two levels and categories. Every question is programmed to practice several times by changing value in the questions. So you can grab the core of question by practicing. |
algebra 1, algebra 2 and algebra 1, algebra 2 and calculus statistics and econometrics |
What is Math Boost? Math Boost is a collaborative effort of the ABLE program and the Mathematics Department at Tri-C's Metropolitan Campus to offer a special bridge course to new students enrolling at Tri-C's Metro campus in the Fall 2012 semester and testing into the middle ranges (26-30 on COMPASS Pre-Algebra) of MATH 0910.
Why Math Boost?
The intent of the Math Boost bridge course is to "boost" students into MATH 0950 in a relatively short period of time so that they will have the opportunity to complete MATH 0950 in their first term. This bridge course will be conducted by the ABLE program and will thus be free of charge to students.
The course will be offered in
4 week terms
6 week terms
Each term is scheduled to end right before the 16-week and 14-week MATH 0950 courses that are offered on the Metropolitan campus in the fall semester. |
back2school07
GeoGebra, the free, open-source mathematics software is designed for math classrooms in secondary schools, but anyone who uses geometry, algebra, or calculus should check it out. It combines a flexible, easy-to-use geometry tool with direct input of equations and coordinates. It can create points, vectors, lines, segments, conic sections, and more using preconfigured tools and handle variables for vectors, numbers, and points. It's available in many languages and is supported by a community of users and developers as well as a useful Web-based Help file, a forum, and a wiki. It requires the Java Runtime Environment |
Geoffrey C. Berresford, Long Island University
Andrew M. Rockett, Long Island University
This
new program will help you understand the best uses for the technology
supplements that accompany your textbook. Click the icons above or
the links to the left for more information or to access any of the
web-based products.
Introduction to ExcelBasics of the TI-83 Basics of the TI-83 is a walkthrough of specific graphing calculator functions. You will learn how to: plot a function, change dimensions of the viewing rectangle, determine intercepts graphically and numerically, model data using regression, and compute factorials and permutations.
Student Solutions Manual
This will link you to a sample chapter (Chapter 1) of the Student Solutions Manual, which shows the worked out, step-by-step solutions to all odd exercises, and all Chapter Review exercises, in your text. If you'd like to purchase the Student Solutions Manual go to math.college.hmco.com/students and link to our on-line Bookstore.
Prerequisite Algebra
Review
The Prerequisite Algebra Review provides students with a quick review of algebra skills whenever they need it. Students can select a topic from an
extensive list and walk through the short lesson and examples provided.
Projects and Essays The Projects and Essays listed below accompany each section of your text. Your instructor might assign them as a group project or as an individual project, and in either case they will allow you to display your knowledge of the material in a way different from quizzes or tests. If you are using Brief Applied Calculus, please note that sections 6.5 and 6.6 in your book are equivalent to sections 9.1 and 9.2 in the Applied Calculus Table of Contents.
Graphing Calculator Help Visit the Texas Instrument link below to view the combination of equipment that will work with your calculator.
Excel Spreadsheet Explorations Chapters 1-7 of your text each contain an Excel Spreadsheet Exploration. This link will access each of the data sets, organized by chapter, that you will need to complete the Exploration.
Graphing Calculator Programs The following Texas Instruments graphing calculator programs are available for the TI-82, TI-83, TI-85, TI-86, TI-89 and TI-92 for use on either Mac or PC computers. The programs correspond to those referenced in your text. |
Let us take that journey together.Algebra 1 is an important foundation for Algebra 2. Therefore, it is essential to understand the concepts in Algebra 1. Once you understand the concepts and with the help of a few drills, you will master algebra 1 and go on to algebra 2 with ease and interest. |
The area of Symbolic
and Algebraic Computation (SAC), also known as Computer Algebra (CA) in some circles, aims
to automate mathematical computations of all sorts. The resulting computer systems,
experimental and commercial, are powerful tools for scientists, engineers, and educators.
SAC research usually combines mathematics with advanced computing techniques. |
More About
This Textbook
Overview
An exciting edition of this practical math methods book that provides future teachers with practical procedures for increasing student success in math. Emphasizing specific, classroom-tested strategies, these authors provide techniques for teaching major math and needed prerequisite skills, as well as extensive background in diagnosing and correcting error patterns. In addition, they offer practical guidelines for curriculum evaluation and modification, recommendations for practice and review drills, and specific information on progress-monitor |
Intermediate level mathematics for GCSE maths, High School math and many international secondary school courses.
Sections are broadly divided under UK & USA headings:
Number
Pre-Algebra
Algebra
Algebra-1
Shape & Space
Trigonometry & Geometry
Information
Statistics
Yes you can improve your grades! But only by hard work. There are no quick fixes. Read the notes, watch the videos and play with the interactives. It is also important to get lots and lots of practice. So use the worksheets and exam papers. These will help your understanding and boost confidence.
WORKSHEETS e-book volume 1 to download FREE
worksheets & answers on every topic
four sections to collect
GCSE Maths Tutor's topic revision notes released as four e-books to download FREE. |
HIGHLIGHTS This subject
guide will help you access information related to Mathematics Education on the Web
and in Miller Library.
For more general information, consult the Miller Library's
guide for Education.
As always, carefully evaluate all sources before you choose to integrate
them into your papers, assignments and presentations.
Using Technology for Problem Solving in Middle
and High School Mathematics : Investigations using scientific and graphing
calculators, spreadsheets, and the Geometer's Sketchpad. by Kenneth P. Goldberg.
2007. (510.71 G618u) |
To learn and understand mathematics, students must engage in the process of doing mathematics. Emphasizing active learning, Abstract Algebra: An Inquiry-Based Approach not only teaches abstract algebra but also provides a deeper understanding of what mathematics is, how it is done, and how …Based on the author's junior-level undergraduate course, this introductory textbook is designed for a course in mathematical physics. Focusing on the physics of oscillations and waves, A Course in Mathematical Methods for Physicists helps students understand the mathematical techniques needed for …. …
With a substantial amount of new material, the Handbook of Linear Algebra, Second Edition provides comprehensive coverage of linear algebra concepts, applications, and computational software packages in an easy-to-use format. It guides you from the very elementary aspects of the subject to theBridging the gap between procedural mathematics that emphasizes calculations and conceptual mathematics that focuses on ideas, Mathematics: A Minimal Introduction presents an undergraduate-level introduction to pure mathematics and basic concepts of logic. The author builds logic and mathematics |
books.google.co.jp - A.... mathematical introduction to logic
A mathematical introduction to logic
A. It is intended for the reader who has not studied logic previously, but who has some experience in mathematical reasoning. Material is presented on computer science issues such as computational complexity and database queries, with additional coverage of introductory material such as sets.* Increased flexibility of the text, allowing instructors more choice in how they use the textbook in courses. * Reduced mathematical rigour to fit the needs of undergraduate students
この書籍内から
Review: A Mathematical Introduction to Logic
I love terse books, but even for me this book is too terse. It could really benefit from additional samples and explanations.レビュー全文を読む
Review: A Mathematical Introduction to Logic
ユーザー レビュー - DJ - Goodreads
The book accompanying a course taught by Len Adleman, co-inventor of RSA encryption, father of DNA computing, and a stellar lecturer. Poor textbook is doomed to be the forgotten stepchild of this course.レビュー全文を読む |
Introduction to Scientific, Symbolic, and Graphical Computation
9781568810515
ISBN:
1568810512
Publisher: A K Peters, Limited
Summary: This down-to-earth introduction to computation makes use of the broad array of techniques available in the modern computing environment. A self-contained guide for engineers and other users of computational methods, it has been successfully adopted as a text in teaching the next generation of mathematicians and computer graphics majors |
Calculus has been so successful reducing complicated problems to simple rules and procedures. Therein lies the danger in teaching calculus: it is possible to teach the subject as nothing but the rules and procedures -- thereby losing sight of both the mathematics and of its practical value. -- "Calculus" by Hughes-Hallett et. al.
In the late 1980's United States, rose a movement called "Calculus Reform". It was intended to take the place of traditional instruction which put too much emphasis on manual arithmetic. In this talk the spirit of reform is introduced with many examples. We mainly discuss on the elementary calculus (HS level calculus, MA 203 and 204 at UOG). The talk would be also beneficial to those studying advanced topics like MA 205, 302, 421 and 422.
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The Challenges in Mathematics Colloquium Lecture Series is organized by the Division of Mathematical Sciences of the Colleges of Natural and Applied Sciences of the University of Guam. It is usually held at 3:30 – 4:20 p.m. on the 4th Friday of every month during the semester. Our location is at the Division of Mathematical Sciences in Science Building Room 120 next to the Health-Science Building. Our intention is to introduce a wider audience of those who are interested in mathematical challenges into state-of-the-art mathematical theories, puzzles and open problems. We invite students, colleagues working in any area of science and everybody who wants to learn more about mathematics in an accessible and popular setting. |
Introductory and Intermediate Algebra - 07 edition
ISBN13:978-0073298146 ISBN10: 007329814X This edition has also been released as: ISBN13: 978-0073298078 ISBN10: 0073298077
Summary: Miller/O'Neill/Hyde's Introductory and Intermediate Algebra is an insightful and engaging textbook written for teachers by teachers. Through strong pedagogical features, conceptual learning methodologies, student friendly writing, and a wide-variety of exercise sets, Introductory and Intermediate Algebra is a book committed to student success in mathematics.
1.1 Sets of Numbers and the Real Number Line 1.2 Order of Operations 1.3 Addition of Real Numbers 1.4 Subtraction of Real Numbers 1.5 Multiplication and Division of Real Numbers 1.6 Properties of Real Numbers and Simplifying Expressions
7.1 Solving Systems of Linear Equations by Graphing 7.2 Solving Systems of Equations by Using the Substitution Method 7.3 Solving Systems of Equations by Using the Addition Method 7.4 Applications of Systems of Linear Equations in Two Variables 7.5 Systems of Linear Equations in Three Variables and Applications 7.6 Solving Systems of Linear Equations by Using Matrices2006 Other Good |
Math in the News: AP Calculus
Double-click
any word to see the explanation.
AP Calculus, also known as Advanced Placement Calculus or AP Calc, is used to indicate one of two distinct Advanced Placement courses and examinations offered by the College Board, AP Calculus AB and AP Calculus BC.
Calculus is a branch of mathematics that includes the study of limits, derivatives, integrals, and infinite series, and constitutes a major part of modern university education. Historically, it was sometimes referred to as "the calculus of infinitesimals", but that usage is seldom seen today. Calculus has widespread applications in science and engineering and is used to solve problems for which algebra alone is insufficient. Calculus builds on algebra, trigonometry, and analytic geometry and includes two major branches, differential calculus and integral calculus, that are related by the fundamental theorem of calculus. In more advanced mathematics,
calculus is usually called analysis and is defined as the study of functions. |
AlMultiple representations of conceptsConcepts and skills are introduced algebraically, graphically, numerically, and verbally-often in the same lesson to help students make the connection and to address diverse learning styles.Focused on developing algebra concepts and skillsKey algebraic concepts are introduced early and opportunities to develop conceptual understanding appear throughout the text, including in Activity Labs. Frequent and varied skill practice ensures student proficiency and success.
Book Description:Hardcover. Book Condition: New. Hardcover. Al Multiple representations of conceptsConcepts and skills are introduced algebraically, graphically, numerically, and verbally-often in the same lesson to help students make the connection and to address diverse learning styles. Focused on developing algebra concepts and skillsKey algebraic concepts are introduced early and opportunities to develop conceptual understanding appear throughout the text, including in Activity Labs. Frequent and varied skill practice ensures student proficiency and success. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN, Momence,IL, Commerce,GA. book. Bookseller Inventory # 9780133500400 |
Course Title: Functions, Statistics, and Trigonometry Course: # 440
Credit: 1 A/L: 1
Scheduling: Open to Grades 10 - 12 Semester Block: Meets Daily
Prerequisite: A minimum grade of "C+" in Advanced Algebra level 1 (426), or "A" in Advanced Algebra level 2 (424)
Course Description: A faster paced presentation of the material in F.S.T. level 2, this course will integrate statistical and algebraic concepts, preview calculus,
functions, and intuitive notions of limits. There will be a heavy reliance of the graphic calculator for plotting functions, analyzing data, and simulating
experiments. Graphic calculators are required.
Last Revised: May, 2003
State Standards/Goals Benchmarks Assessments
Students will: The following forms and types of assessments will be
used in this course:
Formative:
Mission Statement Academic Goals Periodic check of assigned homework.
Socratic evaluation during instruction time.
Primary: Observation of work by individuals and within
groups.
AG.2 Develop computational skills and problem solving display computational skills by meeting the Demonstrations by students on board.
strategies. listed standards for this course.
use problem solving strategies in solving Summative:
mathematics problems within this course. Quizzes and tests to include short answers,
multiple choice, open response and justification
Secondary: of answers to questions.
Cumulative Final Exam
AG.1 Demonstrate effective skills in reading, writing, read assignments in textbook.
speaking and listening. do problems on board and explain how they Available Alternate Assessments (projects) will be
AG.3 Demonstrate proficient use of technology. (See arrived at answer. scored by departmental rubric.
Instructional Technology Standards)
AG.5 Demonstrate analytical and creative skills.
write answers to open responses using the
standard school-wide rubric. Formative: will be assessed on assigned homework
readings/problems by observation of their notebooks and
assignment sheets.
State Standards/Goals Benchmarks Assessments
Students engage in problem solving, communicating,
reasoning, and connection to:
Number Sense
define a complex numbers and identify the reap Summative: Test/Quizzes- using short answers &
12.N.1 Define complex numbers (e.g., a + bi) and part and the imaginary part in: a + bi calculations – on the ability to identify the various forms
operations on them, in particular, addition, subtraction, simplify expressions with complex numbers. of complex numbers and to perform operations, including
multiplication, and division. Relate the system of demonstrate knowledge of the Fundamental using the conjugate to simplify fractions, on them. If
complex numbers to the systems of real and rational Theorem of Algebra. solutions to quadratic equations are complex numbers
numbers. demonstrate knowledge of the conjugate Zeros they will test them for extraneous roots.
Theorem.
Summative: Test/quizzes - calculations, graphing &
extend the meaning of exponents to include
12.N.2 Simplify numerical expressions with powers and short answers on simplifying numerical expressions
fractional exponents.
roots, including fractional and negative exponents. containing fractional powers and roots.
simplify radical and exponential expressions.
use the graph of a polynomial function to find Formative: Completing the Pattern; Pascal's Triangle
the real roots of P(x) = 0 , by sketching and Revisited; Properties of Cubics.
using a graphing calculator.
Patterns, Relations, and Algebra
Summative: Define: Isosceles triangle form of Pascal's
solve polynomial equations and inequalities Triangle. List properties of Pascal's triangle and use
12.P.1 Describe, complete, extend, analyze, generalize,
using set theory and graphing on the number definition to find terms in a given row.
and create a wide variety of patterns, including iterative
line. Refers to standard (AII.P.1)
and recursive patterns such as Pascal's Triangle.
define Pascal's Triangle: Let n and r be 1
nonnegative integers with r <= n. The (r+1)st 1 1
term in a row n of Pascal's Triangle is nCr. 1 2 1
1 3 3 1
1. Construct the first 10 rows.
2. Identify different families or sets of numbers in the
diagonals.
3. Relate the numbers in the triangle to the row
numbers.
4. Examine sums of rows. Relate row sums to the row
numbers.
State Standards/Goals Benchmarks Assessments
12.P.2 Identify arithmetic and geometric sequences and define a sequence. Summative: Test/Quizzes - short answers and fill-in to
finite arithmetic and geometric series. Use the properties extend a given sequence.
of such sequences and series to solve problems, including
finding the general term and sum recursively and Formative: Infinity in Art; A Prime Number Sieve;
explicitly. Recursively Defined Curves.
12.P.3 Demonstrate an understanding of the binomial define the Binomial Theorem.4 Formative: – practice exercise as a review so students
theorem and use it in the solution of problems.4 use the binomial formula to calculate will know if they should go back over material on their
n own: the definition of the Binomial Theorem, calculate a
coefficients: ( a b)
n
ch
a
r 0
n
r
nr
br 4 specific coefficient using the binomial formula by pencil-
and-paper and using the calculator and use the formula to
relate the binomial formula to probability find probability distributions.4
distributions.4
Formative: The Binomial Theorem for Rational
Exponents; A Test for Convergence.
4
These topics were covered in Advanced Algebra
and will only be reviewed if time allows – not part of
final exam.
12.P.4 Demonstrate an understanding of the identify trigonometric, exponential, and Summative: Test/Quizzes – short answer and open
trigonometric, exponential, and logarithmic functions. logarithmic functions. response - ability to identify each type of function and to
solve problems involving exponential, solve problems using each type. Use the basic properties
trigonometric and logarithmic functions. of logs to solve problems.
apply the basic properties of logarithms and
exponents when problem solving.
apply functional notation and the composition of
12.P.5 Perform operations on functions, including Summative: Test/Quizzes - define relation and function,
functions, product of functions, quotient of
composition. Find inverses of functions. use functional notation and evaluate functions (linear,
functions and inverse functions.
quadratic, cubic, trigonometric, exponential ,and
distinguish a relation from a function and logarithmic), graph the functions. Pencil-and-paper
demonstrate the ways of writing and reading a knowledge of the composition of functions; finding the
composite knowing the Composite g f: is the inverses; the ability to determine the domain and range of
function that maps x onto g(f(x)), and whose a composite function.
domain is the set of all values in the domain of f
for which f(x) is in the domain of g.
State Standards/Goals Benchmarks Assessments
define the domain and range of a composite
function.
find the inverse of a function.
determine if an inverse is a function using the
Inverse Relation Theorem and Horizontal-line
Test for inverses.
graph linear, quadratic, cubic, polynomial,
12.P.6 Given algebraic, numeric and/or graphical rational, logarithmic, exponential , and Summative: Test/Quizzes – ability to graph by paper-
representations, recognize functions as polynomial, trigonometric functions and identify the graph of and-pencil and using a graphic calculator.
rational, logarithmic, exponential, or trigonometric. each
place quadratic equation in standard form:
Summative: Test - demonstrate knowledge using
12.P.7 Find solutions to quadratic equations (with real ax2 + bx + c = 0, identifying the a, b and c
coefficients and real or complex roots) and apply to the matching, short answers, and open responses : of
values.
quadratic expressions, quadratics equations, graphing
solutions of problems. find the quadratic equation given the roots as
quadratic functions, fitting a quadratic model to data, the
rational or complex numbers.
quadratic formula, the discriminate, and quadratics with
identify the discriminant and use the complex roots. Demonstrate ability to graph using
Discriminant Theorem. pencil-and-paper and calculator methods.
solve quadratic equations by factoring,
completing the square and with the quadratic
formula. Formative: Algebraic and Transcendental Numbers;
use the quadratic formula to find the zeros of a
quadratic function.
solve quadratic equations with radicals and
complex roots.
solve problems such as projectile paths with
polynomial equations.
use quadratic regressions and relate it to
Legendre's method of least squares.
construct a model for a quadratic trend,
including impressionistic models.
graph quadratic functions.
State Standards/Goals Benchmarks Assessments
12.P.8 Solve a variety of equations and inequalities using define the Root of a Power Theorem: For all Refers to standards 12.P.8, 12.P.11, and 12.P.12
algebraic, graphical, and numerical methods, including positive integers m > 1 and n 2, and all A stone is thrown straight up into the air with initial
the quadratic formula; use technology where appropriate. nonnegative real numbers x, velocity v0 = 10 feet per second. If one neglects the
Include polynomial, exponential, logarithmic, and m effects of air resistance, after t seconds the height of the
x m ( n x )m x n
n
trigonometric functions; expressions involving absolute stone is h v 0 t 1 gt 2 (until the stone hits the ground),
2
values; trigonometric relations; and simple rational define: radical notation, geometric mean where g 32 feet per second squared (the gravitational
expressions. rationalizing the denominator and the conjugate. acceleration at the Earth's surface). What is the greatest
simplify products with radicals. height that the stone reaches, and when does it reach that
find quotients with radicals. height?
rationalize the denominators of fractions
containing radicals. Summative: Test/Quiz - pencil-and paper test on radical
solve equations and inequalities involving notation for nth roots, find the product with radicals, find
exponential, logarithmic and trigonometric the quotients with radicals, using powers and roots of
functions. negative numbers, and solving equations with radicals.
Summative: Test/Quizzes - pencil-and paper test on
problems using polynomial, exponential, logarithmic, and
trigonometric functions.
perform matrix multiplication4 Formative: Topics are reviewed only to help students
12.P.9 Use matrices to solve systems of linear equations.
Apply to the solution of everyday problems.4 perform matrix transformations4 know if they must be revisited.
use matrices to find the image of a figure under
a composite of transformations4.
find the matrix for RØ4
4
These topics were covered in Advanced Algebra
and will only be reviewed if time allows – not part of
final exam.
State Standards/Goals Benchmarks Assessments
12.P.10 Use symbolic, numeric, and graphical methods factor and multiply polynomials including cube Summative: Test/Quizzes - calculations and graphing
to solve systems of equations and/or inequalities plus cube and cube minus cube. (by hand and with graphic calculator) to include
involving algebraic, exponential, and logarithmic solve systems of linear and quadratic equations. problems involving factoring and multiplying
expressions. Also use technology where appropriate. solve systems of linear and quadratic polynomials, simplifying rational expressions with the
Describe the relationships among the methods. inequalities. conjugate.
simplify rational expressions and solve
fractional equations.
use a graphic calculator to draw linear,
quadratic, exponential, logarithmic,
trigonometric functions.
12.P.11 Solve everyday problems that can be modeled solve combined inequalities and inequalities Summative: Test/Quizzes - Pencil-and-paper to identify
using polynomial, rational, exponential, logarithmic, involving absolute values. the vertex form of an equation for a parabola, find axis of
trigonometric, and step functions, absolute values, and solve systems of equations and inequalities in symmetry and locate the minimum and maximum value
square roots. Apply appropriate graphical, tabular, or two or more variables. of y. (with calculator)
symbolic methods to the solution. Include growth and model real-word phenomena with a variety of
decay; joint (e.g., I = Prt, y = k(w1 + w2)) and combined functions including polynomial, rational,
(F = G(m1m2)/d2) variation, and periodic processes. exponential, logarithmic and trigonometric.
model problems involving joint and combined
variations.
12.P.12 Relate the slope of a tangent line at a specific apply max/min quadratic functions to problems Summative: Test/Quizzes - Pencil-and-paper test to
point on a curve to the instantaneous rate of change.1 such as max height of a projectile, max/min identify the vertex form of an equation for a parabola,
Identify maximum and minimum values of functions in areas, and others. find axis of symmetry and locate the minimum and
simple situations. Apply these concepts to the solution of understand form: y – k = a(x - h)2 and if a > 0 maximum value of y. (with calculator)
problems. the parabola opens up and the y-coordinate of
1
the vertex is the minimum, if (a < 0) it opens
Topic covered in Pre-Calculus down and the y-coordinate is a maximum.
State Standards/Goals Benchmarks Assessments
12.P.13 Describe the translations and scale changes of a describe the difference between scale changes Summative: Test/Quizzes - pencil-and-paper and
given function f(x) resulting from substitutions for the and translations. calculator based to demonstrate and identify the results of
various parameters a, b, c, and d in y = af (b(x + c/b)) + d. describe and identify the results of scale changes scale changes and translations on all types of functions.
In particular, describe the effect of such changes on and translations on polynomial functions.
polynomial, rational, exponential, logarithmic, and describe and identify the results of scale changes
trigonometric functions. and translations on polynomial, rational,
exponential, logarithmic and trigonometric
functions.
Geometry
12.G.1 Define the sine, cosine, and tangent of an acute define the basic (Sin, Cos, Tan) trigonometric Summative: Test/Quiz – write the formula for the Sine,
angle. Apply to the solution of problems. functions of an acute angle. Cosine, and Tangent functions. Using short answers
find the missing sides and angles of a right apply each of the functions to solve for a missing angle
triangle. and side in a right triangle.
12.G.2 Derive and apply basic trigonometric identities derive the basic trigonometric identity: sin2 +
(e.g., sin2 + cos2 = 1, tan2 + 1 = sec2) and the laws cos2 = 1.2 Summative: Test/Quiz – short answer and open
of sines and cosines. derive the basic trigonometric identity: tan2 + responses defining the 6 trigonometric functions;
1 = sec22 applying the Law of Sines and Cosines and using them in
define the Sec, Csc, Cot functions. problem solving.
use the Law of Sines and the Law of Cosines in
Formative: Applications of the Law of Sines; Bond
problem solving situations.
Angles in Molecules; The Gregory Series; Landmarks
and Surveying.
2
Topics from advanced trig and will only be covered a
time allows – not part of final exam.
State Standards/Goals Benchmarks Assessments
identify the equation of an ellipse and Review topics so if students are unfamiliar they must
12.G.4 Relate geometric and algebraic representations of demonstrate how the equation was developed.4 review on their own - create a graphs of conic sections.
4
lines, simple curves, and conic sections. write equation for an ellipse in standard form, Identify formula to conic, identify parts of formula and
identify the length of the horizontal axis, the tell their relationship to the graph. Write the equations in
length of the vertical axis and the distance standard form from non-standard form.4
between the foci.4
identify the equation of the hyperbola and Formative: Orbits of Celestial Bodies; Using Paper-
demonstrate how the equation was developed.4 folding to Make Conics; Using Drawing to Make Conic
write equation for an hyperbola in standard Sections; Eccentricity; Quadric Sections.
form, identify the length of the horizontal axis,
the length of the vertical axis and the distance
between the foci.4
identify the graph of the general quadratic
equation.4
4
These topics were covered in Advanced Algebra
and will only be reviewed if time allows – not part of
final exam.
Measurement
12.M.1 Describe the relationship between degree and describe relationship between degrees and Refers to standard 12.M.1
radian measures, and use radian measure in the solution radian measurements. In one hour, the minute hand on a clock moves through a
complete circle, and the hour hand moves through 1/12 of
of problems, in particular, problems involving angular convert from degrees to radians.
velocity and acceleration. 2 a circle. Through how many radians do the minute and
convert from radians to degrees.
the hour hand move between 1:00 p.m. and 6:45 p.m. on
solve circular arc length and circular sector area
the same day?
problems using radians.
2
Topics from Advanced Trig and will only be
covered as time allows – not part of final exam.
Data Analysis, Statistics, and Probability
Summative: Conduct a survey – students will conduct a
survey and includes random sampling techniques.
design a survey and apply random sampling
12.D.1 Design surveys and apply random sampling tech- techniques.
niques to avoid bias in the data collection. Formative: Graphing and Interpreting Statistical Data;
define population and sample. Statistical Analysis of Tests,; Local Land Use Survey;
Automobile Survey; Statistical Experiments; Class
Survey.
State Standards/Goals Benchmarks Assessments
12.D.2 Select an appropriate graphical representation for read, interpret, and graph data in circle graphs, Summative: Test/Quizzes – short answers and open
a set of data and use appropriate statistics (e.g., quartile bar graphs, line graphs, scatterplots, stem plots, response question showing ability to read and interpret
or percentile distribution) to communicate information dot plots, stem-and-leaf plots, box-and whisker each type of graph. Calculate each measure of central
about the data. blots and histograms. tendency including the variance and standard deviation.
calculate measures of central tendency from
displayed data.
find outliers in a box-and-whiskers plot. Formative: – The Quincunx; Cumulative Percentile
calculate variance and standard deviation. Curves; Is Your Class Typical?; How Common Is the
Letter "e"?; Sums of Random Digits; Design a Study.
12.D.3 Apply regression results and curve fitting to find exponential regression from a data set. Summative: Test/Quiz – calculations do show knowledge
make predictions from data. find quadratic regression from a data set. of binomial distribution and use it to answer open
response questions.2
define uniform, normal and binomial
12.D.4 Apply uniform, normal, and binomial Exploratory only topics
distribution.2
distributions to the solutions of problems.2
find the mean and standard deviation of a
binomial distribution.2
solve problems using uniform, normal and
binomial distribution.2
find probabilities using standard normal
distribution.2
explain the Central Limit Theorem (CLT).2
2
Topics from Advanced Trig or Pre-calculus and will
only be covered as time allows – not part of final exam.
State Standards/Goals Benchmarks Assessments
Refers to standard 12.D.6
12.D.5 Describe a set of frequency distribution data by use concepts of variance and standard deviation There are 9 points on a paper. No three are on the same
spread (i.e., variance and standard deviation), skewness, in everyday applications. line. How many different triangles can be drawn with
symmetry, number of modes, or other characteristics. Use vertices on these points?
these concepts in everyday applications. Refers to standard 12.D.6
There are eight McBride children, three girls and five
boys. How many different ways are there of forming
groups of McBride children containing at least two of the
three girls?
Refers to standard 12.D.6
Some services that involve electronic access require
clients to choose a six-digit password. In an effort to
increase security of the passwords, clients cannot use
combinations that correspond to actual dates, nor can
they use two identical digits in succession, nor passwords
with one digit appearing three or more times. How many
"secure" passwords are available?
Formative: The binomial Theorem for Rational
Exponents; Infinity in Art; A Prime Number Sieve;
Probabilities and the Lottery.
12.D.6 Use combinatorics (e.g., "fundamental counting use series to solve counting problems. Summative: Test/Quizzes - students can select the
principle," permutations, and combinations) to solve define the properties of Pascal's Triangle. appropriate formula for finding permutations and
problems, in particular, to compute probabilities of use the Binomial Theorem to calculate combinations. Students can correctly calculate
compound events. Use technology as appropriate. probabilities.4 permutations and combinations and use the correct
demonstrate knowledge of the difference formulas on a scientific or graphic calculator.
between permutation and combination problems
and use them to solve everyday problems.
4
These topics were covered in Advanced Algebra
and will only be reviewed if time allows – not part of
final exam.
State Standards/Goals Benchmarks Assessments
Instructional Technology Standards:
Formative: in-class or take home projects that
1.47 Use formulas in spreadsheet application. write formula to sum a row or column in a demonstrates knowledge of how to set up a simulation.
(AG.3 ) spreadsheet.
enter data into a graphic calculators list.
select and use correct functions from "math" on
a graphic calculator.
Formative: practical - demonstrate ability (practical
transfer data into Excel from another document.
1.48 Import/export data between spreadsheet and other application) to enter and use data as part of test on
construct a graph using Excel or similar
applications. (AG.3 ) various math topics and selects proper technology to
spreadsheet software.
complete activities and assignments.
1.60 Select the appropriate technology tool for a task. select and use appropriate software to perform
(AG.3 ) investigations.
CRITICAL THINKING AND MATHEMATICAL: FST 440, level 1, is designed to promote critical thinking skills by requiring students to use logical
processes in the solution of a wide range of applicable problems. In many instances, students will be expected to explain their work to others or to
the whole class.
STUDY SKILLS: During the study of FST 440, students will be expected to participate in activities which will promote and reinforce the following
study skills: reading, writing, public speaking, listening, note taking, time management, problem solving, use of a graphics calculator, project
development, and the application of mathematics to current problems.
KEY RESOURCES:
A. Scott Foresman, Functions/Statistics and Trigonometry, 1998, University of Chicago School Mathematics Project (UCSMP)
Assessment Source Book
Study Skills Handbook
User's Handbook
Visual Aids
B. Triola, Mario F., Elementary Statistics, 1986, The Benjamin/Cummings Publishing Company
C. TI-83 or TI-83 Plus (preferred) Calculator
D. Student's notes, worksheets, exams, and homework assignments
E. Massachusetts Mathematics Curriculum Framework
OUTLINE/TIMELINE:
I. Chapter 1 – Exploring Data (7-8 days)
A. Tables and Graphs
B. Stemplots and dotplots
C. Measures of centers
D. Quartiles, percentiles, and box plots
E. Histograms
F. Variance and standard deviation
II. Chapter 2 - Functions and Models (review) (7-9days)
A. Language and symbolism
B. Linear functions and models
C. Line of best fit
D. Exponential and quadratic functions and models
E. Correlation
F. Step functions
III. Chapter 3 -Transformations (graphs and data) (8-10 days)
A. Size changes and Scale changes
B. Graph-Translation Theorem
C. Inverse functions
D. Composite functions
E. Symmetry and similarity
IV. Chapter 4 – Circular Functions (12-14 days)
A. Measure of Angles and Rotations
B. Lengths of Arcs
C. Area of Sectors
D. Sines, Cosines, and Tangents
E. Scale changes of circular functions
F. Graph-Standardization Theorem
V. Chapter 5 - Trigonometric Functions (7-9 days)
A. Trigonometric Ratios in Right Triangles
B. Right Triangle ratio identities (SIN, COS, TAN)
C. Properties and graphs of SIN, COS, TAN
D. Law of Sines and Law of Cosines
E. Physical applications through modeling
F. Trig identities - reciprocal identities and their graphs (CSC, SEC, CTN)
VI. Chapter 13 - Trig Identities and Polar Coordinates (13.1 - 13.4) (6-8 days)
A. Proving Trig identities
B. Conversion between Cartesian and Polar Coordinates
C. Graphing on a Polar scale and Polar functions
D. Symmetry and Reflections
VII. Chapter 6 – Root, Power, and Logarithm Functions (7-9 days)
A. nth root functions
B. Rational Power Function
C. Logarithm Functions
D. e and Natural Logarithms
E. Properties of Logarithms
F. Solving Exponential Equations
VIII. Chapter 7 - Probability and Simulation (5-7 days)
A. Fundamental properties of Probability
B. Addition principles and multiplication principles of counting
C. Permutations
D. Independent events and conditional events
E. Probability distribution
F. Random numbers and Monte Carlo methods
IX. Additional Topics (NOT on final Exam)
Chapter 10 - Binomial and Normal Probability Distributions
A. Binomial probability distribution
B. Representing probability by areas
C. Standard normal probability distribution
D. Other normal distributions (z-score)
E. Inferential statistics
G. Central Limit Theorem and sampling
Others (as time allows)
G. Polynomial functions and modeling (Chapter 9, 11.1 and 11.7)
H. Trigonometry of complex numbers (Chapter 13.5, 13.6)
I. Sequences, series and combinations (Chapter 8 - all)
J. Quadratic Relations (Chapter 12 - all |
Review: Software - From Mathematica, the mysteries of complexity for dedicated readers to multimedia, maps, train timetables and the world of entertainment
If you do maths, whether as a student or as part of your job, then Mathematica can probably do anything you want, from solving difficult equations to making impressive animated graphical displays. The program has changed for the better the way many mathematicians and engineers work, but it takes some learning to use effectively and reliably.
Mastering Mathematica is a book based on experience gained since 1987 from teaching Mathematica to graduates and undergraduates in maths, science and engineering courses, as well as in schools. It covers a wide and useful range of applications, including calculus, algebra and graph theory. John Gray takes the interesting approach of introducing Mathematica as a powerful calculator. He progresses through its versatile programming styles, discussing their advantages, and ends with the currently obligatory object-oriented style.
This book is a useful learning aid, but it is very much a course book: it teaches you |
Mathematics is not only the key subject in Engineering & Technology but also it is the language of every science. So far is Mathematics is concern there is a proverb:
As crests in the peacock's feather, Jewels in the cobra's hood So is mathematics, the crest jewel of all scientific knowledge.
Mathematics is the study of quantity, structure, space, and change. Mathematicians seek out patterns, formulate new conjectures, and establish truth by rigorous deduction from appropriately chosen axioms and definitions.
Gauss has called mathematics the "Queen of the Sciences." It has provided powerful intellectual tools that have made possible tremendous advances in modern science and technology. The mathematician Benjamin Peirce called mathematics "the science that draws necessary conclusions". Albert Einstein, on the other hand, stated that "as far as the laws of mathematics refer to reality, they are not certain; and as far as they are certain, they do not refer to reality".
The Department of Mathematics provides courses of study that introduce students to the fundamentals of mathematics and allow them to master the most important parts of the subject, both pure and applied. So there are number of efficient & dynamic teachers to impart quality teaching to the students.
The Objectives of the Department
Mathematics is used throughout the world as an essential tool in many fields, including natural science, engineering, medicine, and the social sciences. Applied mathematics, the branch of mathematics concerned with application of mathematical knowledge to other fields, inspires and makes use of new mathematical discoveries and sometimes leads to the development of entirely new mathematical disciplines, such as statistics and game theory.
To provide strong Mathematical background to Engineering Graduates to cope up with the needs of emerging technology at National and International levels.
To provide basic and advanced skills to students in Computer Science & Information Technology enabling self-reliance and excellence in capabilities.
To enable students to play vital roles in the fields of Computer Science and Mathematics at the local level and to remain globally competitive.
To create computer software and mathematical modeling to cater to the growing needs of Industries/Research establishments.
To undertake significant research projects individually and in collaboration with other Departments / Institutions / Industries.
To popularize and project in proper perspective the scope of Mathematics and Computer Science so as to attract young talents to take up teaching and research career in Computer and Mathematics |
Very High GPA but no understanding...is this possible?
It is fallacious for me though most people here tend to say the same things, I view the statement as wrong in so far from experience. I've had plenty of experiences where I understood the material but did not in any way feel problem solving came naturally. The comfort I now possess from problem solving came from mechanical practice coupled with concepts, not an either or thing IMO.
Thank you!
I certainly agree that mechanical practice is needed to understand the material. I never claimed anything else. I am certainly not saying that we only need to do difficult proofs in calculus and never practice some mechanical things such as the chain rule. Both are important.
All I'm saying is that the focus right now is on following steps mechanically (at least in my experience), and not so much on concepts and proofs. Like you said, it is not an either or thing. Both are very important I could invent the steps on my own. This is what I meant with the statement that "if you understand the material, then you don't need to follow steps, it will come naturally". But I made no statement what the best way is to actually come to understanding the material. It is of course both from mechanical practice and conceptual understanding.
It isn't bad advice, not having a mathematician's level of understanding about the math does not mean they don't understand their material.
But why are you telling him to settle for a lower level of understanding a priori? What if he wants to go beyond the hand waving mathematical arguments and methods presented in the undergraduate physics textbooks?
But why are you telling him to settle for a lower level of understanding a priori? What if he wants to go beyond the hand waving mathematical arguments and methods presented in the undergraduate physics textbooks?
I never told him to settle for anything, I want deep mathematical understanding and I'm a physics/EE double, but the fact is you don't need to play with mathematical proofs to do science and engineering.
It's very common - much more so in highschool than college. I was the opposite, I never cared about grades but tried my best to understand the material. At times it was very frustrating seeing my peers who I helped do better than I did in a class. Still, I don't regret it because I developed a good reputation among my professors and peers
I have a similar experience to this. After I finished linear algebra and diff eq, I went back and looked at the stuff from Calculus I, such as related rates, optimization problems, and newton's method, and I was able to understand it conceptually and it was easier, compared to my first time at it just memorizing whatever I needed to do to get the best grade on the test.
But why are you telling him to settle for a lower level of understanding a priori? What if he wants to go beyond the hand waving mathematical arguments and methods presented in the undergraduate physics textbooks?
That's a gratuitous slight to several excellent undergraduate Physics texts.
That's a gratuitous slight to several excellent undergraduate Physics textsTo me handwaving arguments is a loaded term. Often used in a pejorative sense. We shouldn't be calling every model / simplification / approximation "handwaving".I think there's a strong correlation between getting good grades and understanding the material.
I think getting good grades involves just jumping through hoops. These include doing the homework on time, doing well on exams, showing up for labs.
Understanding the material, though, requires more than this. You need to really sit and think about things. You need to ask yourself the right questions, seek outside resources, etc.
I think it is fairly common to see people who don't jump through the hoops (and thus their grades suffer) and yet still think deeply about the material and understand it.
I think it is less common that people jump through the hoops and yet don't understand the material (especially in higher level courses where jumping through hoops requires solving tricky questions on exams that REQUIRE understanding).
Some people do get so caught up in getting good grades that they fail to think deeply enough and reflect on the material. Their understanding can suffer as a result.
Finally, there is something to be said about learning things outside of the scope of class. Trust me when I type that there is much more time and leeway for this in undergrad compared to grad. I wish I had taken advantage of this more. Sometimes, however, this outside learning can come at the price of a lower grade or two.
In my humble opinion, I think:
It is better to get an A- than an A if getting an A causes you to worry and fret about so many things that it takes away from the truly deep pondering and outside of the class learning.
It is better to get an A- than a B if you intend on graduate study, since admissions committees do weigh your grades, even if you feel like you are just jumping through hoops.
It is best to do the least work possible to get an A/A- for a class and use all of the time and effort you save to dig deep, make connections, study broadly, and ENJOY learning. |
More About
This Textbook
Overview
This book, based on a first-year graduate course the author taught at the University of Wisconsin, contains more than enough material for a two-semester graduate-level abstract algebra course, including groups, rings and modules, fields and Galois theory, an introduction to algebraic number theory, and the rudiments of algebraic geometry. In addition, there are some more specialized topics not usually covered in such a course. These include transfer and character theory of finite groups, modules over artinian rings, modules over Dedekind domains, and transcendental field extensions. This book could be used for self study as well as for a course text, and so full details of almost all proofs are included, with nothing being relegated to the chapter-end problems. There are, however, hundreds of problems, many being far from trivial. The book attempts to capture some of the informality of the classroom, as well as the excitement the author felt when taking the corresponding course as a student.
Editorial Reviews
Booknews
The author encourages students to develop an appreciation of how basic algebra is put together. The text is in two sections: noncommutative algebra, including homomorphisms, Sylow theorems, and rings; and commutative algebra, with polynomial rings, Galois theory, finite fields, Noetherian rings, and Dedekind domains. Discussion of such topic as the factorization algorithm of polynomials over finite fields gives students insight into the types of algorithms that underlie computer algebra software. Problems follow each chapter |
What is Mathematica?
Mathematica is the world's most powerful global computing environment. Ideal for use in engineering, mathematics, finance, physics, chemistry, biology, and a wide range of other fields, it makes possible a new level of automation in algorithmic computation, interactive manipulation, and dynamic presentation--as well as a whole new way of interacting with the world of data.
Getting Mathematica...
Mathematica is currently installed in the following locations:
Computer labs: Miller 20, Blaney 8, the Eisenhower Lab
Mathematica can also be installed on:
Faculty/staff school-owned machines: Installers are available at your IT helpdesk.
Students' personally-owned machines: Students can buy discounted licenses through Wolfram's Web store, but if you're teaching with Mathematica or lots of students will be purchasing licenses, please contact Andy Dorsett for better discounts.
Are you interested in putting Mathematica elsewhere? Please let IT or Andy Dorsett know.
What are the best steps to start using Mathematica?
If you are brand-new to Mathematica, below are some suggestions on the best ways to get started. |
This course is an intensive review of the topics in elementary algebra
designed to provide the student with the prerequisite knowledge necessary
for success in MTH 95.
MTH 95 - Intermediate Algebra
The student will study and demonstrate knowledge of prerequisite
skills needed for MTH 105 and MTH 111. These skills include solving
algebraic equalities and inequalities, logarithmic equations, and
systems of linear and nonlinear equations. Also included is graphing
algebraic functions, logarithmic functions and conic sections.
MTH 105 - Contemporary Mathematics
This is a mathematics problem solving course that applies prerequisite
algebra skills. Students practice critical thinking skills in a variety
of application areas chosen from the physical and social sciences,
modeling, consumer math, statistics, geometry, number theory, logic,
probability, and recreational math. This course stresses clear communication,
problem solving strategies, group problem solving experiences, and
appropriate use of graphics calculators and computer software as problem
solving tools.
MTH 111 - College Algebra
Students will demonstrate knowledge of functions in general, and
polynomial, rational, exponential, and logarithmic functions in particular.
Students will also demonstrate knowledge of linear systems, sequences
and series, mathematical induction, and binomial expansion.
The students will study and demonstrate knowledge of the basic concepts
of differential and integral calculus with emphasis on the basic techniques
and applications. The approach will be from and intuitive point of
view.
MTH 243 - Probability and Statistics
The students will demonstrate knowledge of graphical and numerical
descriptive statistics, probability theory, probability distributions,
statistical inference, and regression. The emphasis will be on statistical
inference making and interpretation of results of statistical tests.
Computer Science Course Descriptions
CS 80 - Introduction to Personal Computers
An examination of the applications and use of personal computer hardware
and software. The student will be introduced to electronic mail and
word processing, file management, and other topics as time allows.
CS 90/95 - Personal Computer Applications
An introduction to a particular software package including its features,
operations, and applications. This course may be repeated under different
topics.
CS 120/121 - Concepts of Computing
A study of the concepts, terminology, and applications of computers
in our society. The student will develop an understanding of concepts
and terminology related to computer systems and develop skills in
the use of computer software. Concepts in CS 120 include elements
of computer systems, the Internet & online resources, system &
applications software, and societal & ethical issues. Concepts
in CS 121 include the elements of computer hardware (processors, memory,
I/O, and storage), networks & data communications, information
systems, and programming. Hands-on experience in CS 120 will include
word processing, Internet research, presentation graphics, and spreadsheets.
Hands-on experience in CS121 will include database, graphics, elementary
web page development, and desktop publishing.
A sequence in the design and development of web pages and sites.
These courses will include the use of web page authoring tools as
well as HTML syntax to create web pages and manage web sites. Students
will study both the mechanics and practical application of these tools
as well as principles of good design for the web. CS 195 will emphasize
static web page elements and CS 295 will emphasize dynamic web page
elements. |
Methodmaths is a unique interactive website where students can practise official Edexcel exam papers. Built on the principles of active revision and reflective learning, methodmaths has been designed to help foster independent learning skills and to encourage exam preparation away from the classroom.
GCSE MathsStudents
If you are preparing for your GCSE Maths exam and want to practise real test papers online, then this is the resource for you. If your school does not already subscribe then please enquire below to purchase a private licence.
Next Exam dates: 6th and 8th November 2013.
GCSE MathsTeachers
Written to support preparation towards the EDEXCEL 1MA0 Linear Exam, our site licence package includes all of the latest past papers.
You will also have access to over 130 interactive topic workbooks using 10 years worth of Edexcel content. These are perfect for homework and targeted intervention.
Annual subscription £500 +vat
GCSE MathsTechnicians
Whilst all of our new material is entirely web based, you may need to adjust your firewall settings so that students can send excel workbooks back to our site. The following details may be useful. |
Math Center Resources
The greatest of resources the Math Center has is its competent and friendly personnel. In addition, it has many other resources to help its customers. These resources include K-8 mathematics software, reference books and magazines, manipulatives, construction tools, geometrical models and instructional videotapes, there are currently four computers available for student use. Students can also use our Die Cutting Machine to make their own economical copies of the manipulatives that are used in class.
The Math Center also has its own video recording and playback equipment, so that students can view mathematics videotapes in order to review for their classes. We also hold Problem / Review Sessions typically on a weekly basis for Math 3032 so that students can get extra help on their homework or review concepts for upcoming tests/finals. In co-ordination with the Department of Mathematical Sciences, the Career and Counseling Center holds student workshops in the Math Center aimed at helping students prepare for exams and overcome math anxiety. |
A scientific calculator is a calculator especially designed to deal with scientific problems. These calculators can range from a few U.S. Dollars to several hundred, depending on the quality and features the model has to offer. They are also very useful for advanced mathematics, in addition to scientific features.
One of the hallmarks of modern scientific calculators is their ability to be programmed with formulas and functions that may be needed for certain classes. These functions are often capable of handling very complex scientific formulas, such as those found in physics or chemistry, and those in advanced mathematics, such as trigonometry. This is a feature that is available on most advanced calculators, whether they are graphing, statistics or scientific. Most companies offer a way to connect the calculator to a computer for uploading these important functions.
There are entire Web sites devoted to programming calculators with different functions. In many cases, those using a scientific calculator may be able to upload formulas to a Web site so that others can share it. Some calculators have the ability to transfer data from directly from one calculator to another, either through a wired connection or wireless connection. These features depend on the calculator model, with the costlier models having the most desirable features.
Some educators feel the features available on any calculator can actually be confusing in and of themselves. In fact, many educators feel students should have a scientific calculator that does the functions needed, but not so many that it becomes a distraction. In many cases, a teacher will recommend a certain calculator for students. It is in the student's best interest to purchase the model recommended, as often the teacher will demonstrate its use in class. Other models may work slightly differently, putting the student at somewhat of a disadvantage.
In some ways, a scientific calculator has the ability to act as a financial calculator. It may be able to amortize a loan or even calculate the value of certain investments. These features may be factory installed or available as add-ons. However, this is not the main function of scientific calculator.
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Izzy78 Post 4Outside of the normal functions, I didn't realize that they were making calculators with so many different uses. When I was in school, no one used calculators. We were just expected to learn our multiplication tables and use a lot of scratch paper. I heard somewhere the other day that some schools aren't even requiring kids to learn how to multiply by hand, because calculators are so ubiquitous now.Along the same lines, while the technology of graphing calculators is advancing, most people, especially high schoolers, will never use one of these calculators to its full potential. I took two calculus courses in college and still could have gotten by with only a scientific calculator if I absolutely had to.
To be honest, my experience has shown that the only real benefit that people get from the newer calculators is more games to play during class, which are obviously unnecessary can be used to graph different types of lines.
Although, your son wouldn't need it for beginning algebra, a calculator like this might come in handy later on down the line. On the other hand, these calculators evolve pretty quickly, so it could also be good to just wait until it's needed. I would just base your decision on your budget When you do go to buy a scientific calculator, what types of things should you be looking for? There is a store near us that sells Casio scientific calculators. Are they a good brand, or are there better options?
Whenever I was in school I don't remember ever needing a scientific calculator. At that point, calculators in general were still relatively new though... |
What can I do with mathematics?
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Simulating Galaxies
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sun. Modeling such huge, complex systems, in which many of the stars have
chaotic orbits, requires new computational techniques.Advances in the speed
and memory of computers have improved models, as has parallel computing, but
advances in algorithms—the way the mathematics of a problem is converted
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The complexity of simulating the behavior of a galaxy is not limited to the galaxy
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external forces exerted by these larger agglomerations on the galaxy must also be
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WHAT CAN I DO WITH A MATHEMATICS MAJOR?
While the main motivation to choose math as a major should stem from a combination of keen interest and high ability in math, students are naturally concerned about the opportunities available to a mathematics major or a mathematics teaching major after graduation. At this time, the math major appears to be in a better position than many other majors for employment in business, industry, government agencies, and teaching. The prospects are also good for well-qualified students to obtain support for graduate studies in either mathematics or mathematics education. Also a major in mathematics is excellent preparation for further study in many other fields.
In order to help you clarify your thoughts on what you want to get out of your collegiate experience as a math major, here are some questions to ask yourself:
Why do I like mathematics? What is it about math that attracts me to majoring in mathematics?
What type of mathematics do I like? Do I like the computational aspect? The rigor and logic? The problem solving experience? The theoretical aspect? Which content areas interest me?
What do I want to do for a career? Do I want to teach, or do I want pursue other avenues? If you want to teach, then:
what age group(s) do you want to teach? PreK, 1-6, 6-9, 9-12, college?
do you want to teach just mathematics, or do you want to have the flexibility to teach other fields as well?
If you are not interested in a career in teaching, then: are you interested in a career in business, industry, government, nonprofits, other alternatives?
How much education do I want to complete? Bachelors, Masters, or Ph.D.? Do I want to enter the work force right after graduation with the option to pursue graduate work later?
What do I need to do in order to further my career prospects?
What should I be doing academically to further my goals? Should I pick up a minor in another area? Should I try to double major?
What extracurriculars should I become involved in to further my goals? For example, should I get involved with the math club? Should I participate in the MCM Modeling Competition?
What types of work experience should I try to get to further my goals? Should I consider volunteer work experiences such as tutoring? Should I consider internships?
What organizations should I become involved in? What conferences or meetings might it be helpful to attend? |
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Starting at $42 4ractical Problems in Mathematics for Electricians
Practical Problems in Mathematics for Electricians
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Summary
PRACTICAL PROBLEMS IN MATHEMATICS FOR ELECTRICIANS, 9E will give your students the math skills they need to succeed in the electrical trade by introducing them to important math principles through problems designed for the electrical profession, while offering them an excellent opportunity to develop and practice problem-solving skills. |
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