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+ By Gustavo Dias
Application made to make some exhaustive and laborious calculus of physics. With just some clicks, the final result of the operations appears on the screen for you. You can make vectorial products, calculate the law of sines, resistors parallel associations, refraction of the light, convert units and calculate the temperatures units scales. |
independent study or as a companion to a course in advanced probability theory, this book now includes over 100 exercises. In each case, the authors provide a detailed solution and references for preliminary and further reading. Insightful notes help to set the exercises in context. Over 100 exercises with detailed solutions, insightful notes and references for further reading. Ideal for beginning researchers. Derived from extensive teaching experience in Paris, this second e... MOREdition now includes over 100 exercises in probability. New exercises have been added to reflect important areas of current research in probability theory, including infinite divisibility of stochastic processes, past-future martingales and fluctuation theory. For each exercise the authors provide detailed solutions as well as references for preliminary and further reading. There are also many insightful notes to motivate the student and set the exercises in context. Students will find these exercises extremely useful for easing the transition between simple and complex probabilistic frameworks. Indeed, many of the exercises here will lead the student on to frontier research topics in probability. Along the way, attention is drawn to a number of traps into which students of probability often fall. This book is ideal for independent study or as the companion to a course in advanced probability theory. |
Prealgebra & Introductory Algebra
9780131449725
ISBN:
0131449729
Pub Date: 2004 Publisher: Prentice Hall PTR
Summary: For courses in Prealgebra (Basic Math with very early Algebra) and Introductory Algebra (or Beginning Algebra). This engaging workbook series presents a student-friendly approach to the concepts of basic math and algebra, giving students ample opportunity to practice skills and see how those skills relate to both their lives and the real world. The goals of the worktexts are to build confidence, increase motivation, ...and encourage mastery of basic skills and concepts. Martin-Gay ensures that students have the most up-to-date, relevant text preparation for their next math course; enhances students' perception of math by exposing them to real-life situations through graphs and applications; and ensures that students have an organized, integrated learning system at their fingertips. The integrated learning resources program features text-specific supplements including Martin-Gay's acclaimed tutorial videotapes, CD videos, and My Math Lab.
Martin-Gay, K. Elayn is the author of Prealgebra & Introductory Algebra, published 2004 under ISBN 9780131449725 and 0131449729. Forty Prealgebra & Introductory Algebra textbooks are available for sale on ValoreBooks.com, twenty nine used from the cheapest price of $1.33, or buy new starting at $36 |
John E. Freund's Mathematical Statistics with Applications, Eighth Edition, provides a calculus-based introduction to the theory and application of statistics, based on comprehensive coverage that reflects the latest in statistical thinking, the teaching of statistics, and current practices.
A First Course in Probability, Ninth Edition, features clear and intuitive explanations of the mathematics of probability theory, outstanding problem sets, and a variety of diverse examples and applications. This book is ideal for an upper-level undergraduate or graduate level introduction to probabThis is a self-contained account of how some modern ideas in differential geometry can be used to tackle and extend classical results in integral geometry. The authors investigate the influence of total curvature on the metric structure of complete, non-compact Riemannian 2-manifolds, though their w development...
Statistics and data for the non-specialistAt university you may be expected to analyse complex data and present your findings, whatever your area of study. Collins Academic Skills Series: Numbers gives you the skills you need to make sense of data and numbers and the confidence to use them effective...
Most people remember chemistry from their schooldays as a subject that was largely incomprehensible, fact-rich but understanding-poor, smelly, and so far removed from the real world of events and pleasures that there seemed little point, except for the most introverted, in coming to terms with its g...
One of the most cited books in physics of all time, Quantum Computation and Quantum Information remains the best textbook in this exciting field of science. This 10th anniversary edition includes an introduction from the authors setting the work in context. This comprehensive textbook describes such...
Astronomy has made enormous progress over the past decades and engages public and media interest as never before. IAU Symposium 260, held at the start of the IAU-UNESCO International Year of Astronomy 2009, addresses questions relevant to the role of astronomy in the modern world and its links to cu...
16.
[직수입양서] The Joy of X : A Guided Tour of Math, from One to Infinity(Paperback)
A delightful tour of the greatest ideas of math, showing how math intersects with philosophy, science, art, business, current events, and everyday life, by an acclaimed science communicator and regular contributor to the "New York Times.
The fun and easy way to get down to business with statistics Stymied by statistics? No fear this friendly guide offers clear, practical explanations of statistical ideas, techniques, formulas, and calculations, with lots of examples that show you how these concepts apply to your everyday life.
Cultural geography is a major, vibrant subdiscipline of human geography. Cultural geographers have done some of the most important, exciting and thought-provokingly zesty work in human geography over the last half-century.This book exists to provide an introduction to the remarkably diverse, controv...
The computational education of biologists is changing to prepare students for facing the complex datasets of today's life science research. In this concise textbook, the authors' fresh pedagogical approaches lead biology students from first principles towards computational thinking. A team of renown... |
College Algebra through Algebra through Modeling and Visualization offers an innovative approach that consistently links mathematical concepts to real-world applications by moving from the concrete to the abstract. With a flexible approach to the rule of four (verbal, graphical, numerical, and symbolic methods), instructors can easily emphasize any aspects of the rule to meet their students' needs. There is an appropriate, flexible use of technology throughout the text, which helps students visualize mathematical concepts. However, technology use is not a requ... MOREirement for students to benefit from this applications-based text. When introducing mathematical ideas, this book moves from the concrete to the abstract, rather than the reverse. It is the authors philosophy that learning is increased when students can relate a concept to something in their lives. This approach increases both interest and motivation. Students see the importance of a topic from a practical and intuitive point of view, with models and applications playing a central part in the learning process.
1. Introduction To Functions and Graphs.
Numbers, Data, and Problem Solving. Visualization of Data. Functions and Their Representations. Types of Functions and Their Rates of Change.
Functions and Equations of More Than One Variable. Linear Systems of Equations and Inequalities in Two Variables. Solutions of Linear Systems Using Matrices. Properties and Applications of Matrices. Inverses of Matrices. Determinants. |
Not So Special Anymore by R.M. Barron
Price:
$0.99 USD.
Approx. 18,400 words.
Language:
English.
Published on May 29, 2012.
Category:
Nonfiction.
A commentary on Special Education in the United States, this work offers anyone with an interest in education an inside look at how IDEA is implemented, or not implemented, on some campuses. Not an academic work, the author offers insight based on 17 years experience as a Spec Ed Teacher and as a Spec Ed parent. The short work also includes contributions from other teachers.
Be Your Child's Maths Tutor Book 2 - Algebra by Angie Fish
Series: Be Your Child's Tutor Series, Book 2.
Price:
$2.99 USD.
Approx. 10,820 words.
Language:
English.
Published on June 6, 2012 by
Angelfish eBooks.
Category:
Nonfiction.
This book was written by an experienced maths tutor to help parents and carers to be able to tutor their child in algebra and equations. This book contains 10 lesson plans for hourly tuition sessions, which would cost £20-£25 if you paid a tutor. Written in Plain English so that even the most nervous adult can understand the concepts before explaining it to their childMATLAB for Beginners: A Gentle Approach - Revised Edition by Peter Kattan
Price:
$9.99 USD.
Approx. 35,420 words.
Language:
English.
Published on June 10, 2012.
Category:
Nonfiction.
This book is written for beginners and students who wish to learn MATLAB. The material presented is very easy and simple to understand - written in a gentle manner. The topics covered in the book include arithmetic operations, variables, mathematical functions, complex numbers, vectors, matrices, programming, graphs, solving equations, and an introduction to calculus. |
Peer Review
Ratings
Overall Rating:
This site is a rich and growing source of materials pertaining to the history of mathematics including biographies of mathematicians, mathematics in various cultures, time lines, famous curves (with Java interactivity), overview of math history, in-depth coverage of a large number of history topics, and more. Individual pages contain many cross-links and material is well written and useful for both casual and experienced users. There is also a searchable quotation index as well as a selection of topics on the history of mathematics education and Indian mathematics. Faculty as well as students will find much here to enrich their mathematical understanding and enjoyment. Please see the related reviews of the sites href=" Galilei, href=" Isaac Newton, and href=" of Syracuse.
Learning Goals:
Resource material for student papers on general math/history/mathematicians. Classroom enrichment for instructors.
Target Student Population:
General arts students with little mathematical knowledge or advanced users wanting to investigate the history of mathematics.
Prerequisite Knowledge or Skills:
None.
Type of Material:
Reference material
Technical Requirements:
Most of the materials simply require a browser; to view the interactive Java applets for famous curves, the browser must be Java-enabled. Java applets work fine on Windows operating systems; however, they do not seem to work using Macintosh operating systems and Netscape Navigator.
Evaluation and Observation
Content Quality
Rating:
Strengths:
Comprehensive to the point of encyclopedic; very rich source of materials. Useful for both experienced and casual student users. Initial biography articles are nicely written and easy to read. Each article also includes a summary and assorted pictures. This site is an effective gateway for students to research math history and biographies with rich internal and external links and many viewpoints.
Concerns:
The biography pages are fairly heavy on social and family history but they do include many links for those who want to follow up on more of the math details.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
The site contains many features designed to motivate the casual student user with appealing approaches or visuals--for example, birthplace maps and anniversary dates for mathematicians, including a mathematician of the day feature. The site promotes diversity by featuring female mathematicians and mathematics in a variety of cultures. There is a good ability to approach material from different angles--for example, to search biographies alphabetically, chronologically, or visually by map location. I have observed that many of my students use this site as a reference for assigned papers and comment that they find it useful. Excellent both for researching specific questions and general browsing about mathematics and mathematicians.
Concerns:
So much material that students might get overwhelmed.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
Main page features an online help page, a new user page, and a contact page, plus a recent changes page for returning users. Takes great advantage of "web" concept, with lots of links and cross-references both internal and external--definitely not linear! Powerful search engine for more serious users. Also has the ability to search in several subtopic areas and to print out complete content lists if desired. Clearly designed with both new and repeat users in mind. Has been around for many years and continues to evolve in terms of both content and features.
Concerns:
Intreractive JAVA on famous curves didn't run on a number of Mac operating systems with Netscape as a browser. Otherwise seemed stable and fast - especially the search engine |
The OGT Patterns, Functions, and Algebra Benchmark F: Solve and graph linear equations and inequalities is one of the benchmarks most frequently tested on the Ohio Graduation Test. ORC-recommended resources related to this benchmark have been selected and compiled into mini-collections of lesson materials and assessment items. In addition to lessons and units, the lesson materials include content resources and rich mathematical problems. Assessment items include OGT released items, as well as 8th- and 12th-grade released items from the National Assessment of Educational Progress (NAEP). (sw)
Ohio Mathematics Academic Content Standards (2001)
Patterns, Functions and Algebra Standard
Benchmarks (8–10)
F.
Solve and graph linear equations and inequalities.
Principles and Standards for School Mathematics
Algebra Standard
Represent and analyze mathematical situations and structures using algebraic symbols
Expectations (6–8)
explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope;
Expectations (9–12)
write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases; |
...
Show More situation, extract pertinent facts, and draw appropriate conclusions. The authors place continuous emphasis throughout on improving students' ability to read and write proofs, and on developing their critical awareness for spotting common errors in proofs. Concepts are clearly explained and supported with detailed examples, while abundant and diverse exercises provide thorough practice on both routine and more challenging problems. Students will come away with a solid intuition for the types of mathematical reasoning they'll need to apply in later courses and a better understanding of how mathematicians of all kinds approach and solve problems |
Discrete Mathematics and its Applications, Seventh Edition, is intended for one- or two-term introductory discrete mathematics courses taken by students from a wide variety of majors, including computer science, mathematics, and engineering. This renowned best-selling text, which has been used at over 500 institutions around the world, gives a focused introduction to the primary themes in a discrete mathematics course and demonstrates the relevance and practicality of discrete mathematics to a wide a wide variety of real-world applications…from computer science to data networking, to psychology, to chemistry, to engineering, to linguistics, to biology, to business, and to many other important fields.
Dirk van Dalen's biography studies the fascinating life of the famous Dutch mathematician and philosopher Luitzen Egbertus Jan Brouwer. Brouwer belonged to a special class of genius; complex and often controversial and gifted with a deep intuition, he had an unparalleled access to the secrets and intricacies of mathematicsUnique and highly original, Mathematical Byways is a work of recreational mathematics, a collection of ingenious problems, their even more ingenious solutions, and extensions of the problems--left unsolved here--to further stretch the mind of the reader. The problems are set within the framework of three villages--Ayling, Beeling, and Ceiling--their inhabitants, and the relationships (spacial and social) between them. The problems can be solved with little formal mathematical knowledge, although most require considerable thought and mental dexterity, and solutions are all clearly expounded in non-technical language. Stimulating and unusual, this book proves what Hugh ApSimon has known all along: mathematics can be fun!
Dr. Carleen Eaton guides you through Algebra 1 with captivating lessons honed from teaching math and science for over 10 years. This course meets or exceeds all state standards and is essential to those having trouble with Algebra in high school or college. Carleen's upbeat teaching style and real world examples will keep you engaged while learning. She covers everything in Algebra 1 from Linear Expressions to Systems of Equations and Rational Expressions. Along the way she has received multiple "Teacher of the Year" awards and rankings as one of the top instructors in California. Dr. Eaton received her M.D. from the UCLA School of Medicine. |
Algebra and Trigonometry
The Eighth Edition of this highly dependable book retains its best features–accuracy, precision, depth, and abundant exercise sets–while substantially updating its content and pedagogy. Striving to teach mathematics as a way of life, Sullivan provides understandable, realistic applications that are consistent with the abilities of most readers. Chapter topics include Graphs; Trigonometric Functions; Exponential and Logarithmic Functions; Analytic Geometry; Analytic Trigonometry; Counting and Probability; and more. For individuals with an interest in learning algebra and trigonometry as it applies to their everyday lives.
Customer Reviews:
This is an excellent book - period
By Hedge Fund Manager - June 15, 2007
I am 55 years old and promised myself that when I became financially able I would relearn Algebra, Trigonometry, Geometry, Calculus I, II,III & IV and ODE skills from start to finish. I am now finished with Sullivan's book I have found the book easy to read and understand. The presenation of the material is well thought out and the abundance of practice problems invaluable. If you are serious about math then this is a great book.
A retired hedge fund manager.
If you are serious about self-teaching math, read my review.
By R. Regina - April 14, 2010
I got this book for the sole reason of learning trig and some pre-calculus algebra. I must say I am highly disappointed. It has been months since I bought it and I have completed it. In most math textbooks up until now, you have probably been used to completing the problems by looking at the examples in a chapter, plugging in different values in the examples then mindlessly calculating without ever getting any sense of the purpose or meaning behind the subject matter. That is exactly what you will be doing in this book. First there is almost no attempt to "connect the dots" and this book suffers from the writing style that has plagued low level math textbooks for way too long. That is, the book is written to show you how to solve problems as quickly, as painless (and as blinded) as possible. Nearly all problems in this book may be completed by plugging in different values to the examples. There are very few proofs given (not that I expected a lot) and very few attempts to say things... read more
Not Happy
By Curtis Burnette "lovemybooks" - October 3, 2009
I am not a big fan of this product. It took me approximately 3 weeks to receive this item, as well as the fact that it is misleading. I was under the impression that it had a mymathlab code that came with the book, but it did not.
The universal language of numbers has allowed individuals to transcend cultural differences and make collaborative efforts to comprehend the world mathematically. Though many of these mathematicians ... |
Despite considerable research with students of calculus, rate, and hence derivative, remain difficult concepts to teach and learn. The demonstrated lack of conceptual understanding of introductory calculus limits its usefulness in related areas. Since rate is such a troublesome concept, this study piloted reversing the usual presentation of introductory calculus to begin with area and integration, rather than rate and derivative. Two classes of first-year university students taking introductory calculus were selected to pilot the effect of changing the sequence; one class was a control group and the other class followed the reversed sequence. Advances in technology, especially computer algebra systems (CASs) may facilitate new ways of studying mathematics. In this study, handheld CASs were used to support students' thinking as they grappled with the concepts of introductory calculus. The use of CASs enabled consideration of symbolic patterns and numerical integration leading to a deeper conceptual understanding of integration. The easy access to the multiple representations of functions provided by CASs facilitated an exploration of rate where each representation highlighted different aspects of rate resulting in deeper conceptual understanding of differentiation. |
In the expanded and revised fourth edition of Introductory Logic Student Guide, review questions and review exercises have been added to each unit for every lesson in the text and some especially challenging problems have been included in the review exercises.
This edition is perfect-bound, with all exercise pages perforated for easy removal.
There are 39 lessons and it is consumable for junior high.
Grades 7-12
ISBN-13: 9781591280330
List $29.00
Sale Price $25.95
Introductory Logic Answer Key
By Douglas Wilson and James Nance, Publisher: Canon Press
The Introductory Logic Answer Key provides answers to all of the standard student text exercises and also includes answers and examples for the 'Additional Exercises' section found at the end of each lesson.
You will need this for the Logic course.
Grades 7-12
ISBN-13: 9781591280347
List $20.00
Sale Price $18.00
Introductory Logic Test and Quiz Booklet
By Douglas Wilson and James Nance, Publisher: Canon Press
The nine tests in the expanded and revised Introductory Logic Test and Quiz Booklet will help test your understanding of Introductory Logic concepts.
Answers are included and it is reproducible.
Grades 7-12
ISBN-13: 9781930443990
Price $10.00
Introductory Logic DVD
By Douglas Wilson and James Nance, Publisher: Canon Press
The Introductory Logic DVD 8th grade logic course is taught by Jim Nance. It is easy to navigate, durable, and offers great instruction. The lessons on this DVD cover definitions, logical statements, fallacies, syllogisms, and many other elements.
This course is a thorough introduction to logic and serves as both a self-contained course and a preparatory course for more advanced studies.
Intermediate Logic, together with Introductory Logic by James Nance and
Douglas Wilson, provides students with a rigorous course in logic. This edition
has additional review questions and exercises for each unit,
Intermediate Logic has 27 lessons and is consumable.
The Intermediate Logic Student Guide has perfect-binding and all of the exercise pages are perforated for easy removal. It is consumable.
Grades 8-12
ISBN-13: 9781591280354
List $27.00
Sale Price $24.49
Intermediate Logic Answer Key
By James Nance, Publisher: Canon Press
The Intermediate Logic Answer Key provides answers to the regular student text exercises and answers and examples for selected exercises in the Additional Exercises section found at the end of each lesson.
Grades 8-12
ISBN-13: 9781591280361
List $20.00
Sale $18.00
Intermediate Logic Test and Quiz Booklet
By James Nance, Publisher: Canon Press
The tests contained in the Intermediate Logic Test and Quiz Booklet will help test your understanding of Intermediate Logic concepts. Answers are included and it is reproducible.
Grades 8-12
ISBN-13: 9781930443280
Price $10.00
Intermediate Logic DVD
By James Nance, Publisher: Canon Press
The Intermediate Logic DVD set has clear and concise explanations by Jim Nance who teaches each lesson in the Intermediate Logic Student Text. |
Files shared for class using Jacobs Algebra and selected math history materials.
Lit Guides
The files below include the syllabus and some homework assigned for some students combining Harold Jacobs' Elementary Algebra with Living Math lesson plan material. Not all homework was formally written up, so these files may simply provide you with some ideas of how these resources can be combined. We also used lessons from The Teaching Company's Algebra I course for use of the graphing calculator in algebra applications. |
Beginning and Intermediate Algebra: Building a Foundation
9780201787375
ISBN:
0201787377
Pub Date: 2009 Publisher: Addison Wesley
Summary: McKenna, Paula is the author of Beginning and Intermediate Algebra: Building a Foundation, published 2009 under ISBN 9780201787375 and 0201787377. Four hundred sixty Beginning and Intermediate Algebra: Building a Foundation textbooks are available for sale on ValoreBooks.com, one hundred fourteen used from the cheapest price of $33.84, or buy new starting at $196.00.Authors Paula McKenna and Honey Kirk hail from the state of Texas, where they teach students of all ages, skill sets, and backgrounds. As active teachers in diverse classroom [more]
Authors Paula McKenna and Honey Kirk hail from the state of Texas, where they teach students of all ages, skill sets, and backgrounds. As active teachers in diverse classrooms, their aim is to provide |
Introduction
Back in the old days before 1994, students had to use textbooks, magazines, television and the library to collect information. These are still good things, but now you can also use the World Wide Web. Explore the Internet links on this page and look for good examples to show to your friends and/or parents.
Keep this question in mind as you work:
We will study the equations of conic sections....why do this except for the SOL's or it is course requirement? Think about the examples you find today and search in your world from now on for links to conic sections. You will be amazed how many you find!
Instructions
Explore the Internet sites linked below. You're looking for facts, quotes, examples, images, sound clips, videos, and animations that you think are important aspects of the topic.
When you find something you like, check its Web page for a copyright notice. Often, students are encouraged to copy things that will only be used in the classroom. Sometimes people don't want their work copied at all. A good practice is looking for an e-mail link on the page and then using it to ask permission.
Copy any text you want by dragging across the words, then using the Edit - Copy command on the menubar. Paste what you highlighted into a basic text editor, word processor, desktop publishing program or multimedia program.
Save images you like by downloading them. Paste the images you've downloaded into a multimedia, paint or desktop publishing program (like HyperStudio, Clarisworks, or PageMaker) or use one of the graphics viewers listed as Tools on this page to display your collection of images.
Be prepared to cut anything that copyright owners tell you they don't want you to have.
Once you have collected your information, go over it carefully so that you can give clear and thoughtful reasons why you found the things you collected especially important. |
A discovery worksheet that allows students to find the formal definition for Riemann sums. It ends with practice questions that students can do on their own. Included in the teacher sheets is an art... More: lessons, discussions, ratings, reviews,...
A free web based math / scientific calculator specially designed for the education environment. It operates in a very similar way to the
popular school calculators and so does not need re-learni... More: lessons, discussions, ratings, reviews,...
MathPoint is a suite of math tools for students in grades 6 through 12 and college including color graphing, graphing calculator and interactive solving, and an open library for lessons and activit... More: lessons, discussions, ratings, reviews,...
3DSurface Viewer is a small Web application that creates high quality images of 3D surfaces defined by mathematical expressions. The quality of the images and the speed with which they are created ... More: lessons, discussions, ratings, reviews,...
The ToKToL online adaptive learning platform contains a large (2000) set of maths questions and associated explanatory texts. Questions are selected to adjust to the ability of the student so that whe |
The Matrix Algebra Tutor: Learning by Example DVD Series teaches students about matrices and explains why they're useful in mathematics. This episode teaches students about inconsistent and dependent systems in matrix math. Sometimes, a system of equations does not have a well-defined solution. For example, if we have two equations that represent two lines and these lines are exactly parallel and never intersect, then these equations do not have a solution. In this program, these ideas are explored. Grades 9-College. 54 minutes on DVD. |
Mathematics for College Physics - 04 edition
Summary: A supplementary text for introductory courses in Algebra-Based Physics.
Designed for concurrent self-study or remedial math work for students in introductory courses, this text is ideal for students who find themselves unable to keep pace because of a lack of familiarity with necessary mathematical tools. It not only shows them clearly how mathematics is directly applied to physics, but discusses math anxiety in general and how to overcome it. Instead of a ...show morerigorous development of the concepts of mathematics (as is found in a typical math book), the text describes the various mathematical concepts and tools (including algebra, trigonometry, geometry, vector, and statistics) and their direct use in solving physics problems. Almost all sections end with worked-out examples and exercises directly from introductory physics.
Features :
Ideal for students with weak mathematics backgrounds.
Helps students improve their math skills generally and develop competence and confidence in using math in a physics course.
A discussion on math anxiety.
Helps students understand the basis of their anxiety and offers suggests on how to deal with it.
Shows common math mistakes.
Points out traps and pitfalls that students often encounter.
Worked-out examples and problems from physics--In almost all sections.
Shows students how the concept of mathematics is directly applied to physics.
An abundance of tables and figures--Many (e.g., the units of base and derived quantities) highlighted in boxes.
Offers support for visual learners and provides convenient study and review tools.
Appendices.
Provides students with a convenient source of important physical constants, useful data, and conversion factors.
1. Fun with Physics and Mathematics. 2. Algebra: Dealing with Numbers and Equations in Physics. 3. Trigonometry: A Powerful Tool to Solve-Real-World Problems. 4. Geometry: Dealing with Shapes and Plots. 5. Vectors: Tracking the Direction of a Change. 6. Probability and Statistics: Analysis of Data and Predicting Future from the Present.
Former Library book. Shows some signs of wear, and may have some markings on the inside. 100% Money Back Guarantee. Shipped to over one million happy customers. Your purchase benefits world literacy!
$5.4748 +$3.99 s/h
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Big Planet Books Burbank, CA
2003-08 |
Mathematics for Automotive Technicians
Comprehensive and easy to use, the revised and updated seventh edition covers practical math problems that automotive technicians will face on the job. The easy-to-read and well organized chapters of Practical Problems in Mathematics for Automotive Technicians, Seventh Edition feature step-by-step instructions, diagrams, charts, and examples that facilitate the problem-solving process while reinforcing key concepts. The presentation builds from the basics of whole-number operations to cover percentages, linear measurement, ratios, and the use of more advanced formulas. With a special section on graphs, scale reading of test meters, and invoices found in the workplace, this text is tailor-made for students in any automotive course of study |
...
More analysis course.
The book is designed to fill the gaps left in the development of calculus as it is usually
presented in an elementary course, and to provide the background required for insight into
more advanced courses in pure and applied mathematics. The standard elementary calculus
sequence is the only specific prerequisite for Chapters 1–5, which deal with real-valued
functions. (However, other analysis oriented courses, such as elementary differential equation,
also provide useful preparatory experience.) Chapters 6 and 7 require a working
knowledge of determinants, matrices and linear transformations, typically available from a
first course in linear algebra. Chapter 8 is accessible after completion of Chapters 1–5." |
The Role of Calculus in College Mathematics. ERIC/SMEAC Mathematics Education Digest No. 1.
Calculus has become the center of a heated debate within the mathematics community. There are those who question the very centrality of calculus in the mathematics curriculum. This perspective is clearly illustrated by the National Council of Teachers of Mathematics viewpoint that "The curriculum standards for grades 9-12 are built on the premise that calculus should no longer be viewed as the
capstone experience of high school mathematics" (NCTM Draft, 1987, p. 128). Likewise, Ronald G. Douglas points out that "Although calculus has formed the core of the undergraduate mathematics curriculum for most of this century there has been much debate recently concerning this role." (Douglas, 1987, p. 3).
Evidence indicates many of the current calculus courses are not serving students well. In addition, computers and advanced calculators can now do many of the manipulations that students learn in calculus.
WHAT IS THE STATUS OF CALCULUS IN HIGH SCHOOL MATHEMATICS?
Approximately 300,000 students each year enroll in high school calculus classes. Advanced Placement (AP) Calculus Exams are currently taken by about 60,000 of these students each year . The number taking AP Calculus Exams has been increasing steadily since 1960.
Calculus has been the capstone course for high school mathematics. Recent work by the National Council for Teachers of Mathematics provides some suggestions for content to be included in secondary school mathematics related to calculus.
The draft of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics (1987) states that, in grades 9-12, the mathematics curriculum should include the informal exploration of calculus concepts from both a graphical and numerical perspective so that all students can determine maximum and minimum points of a graph, interpret the results in
problem situations and investigate the concepts of limit and area under a curve by examining infinite sequences and series. In addition, students intending to go to college should understand the conceptual foundations of limit, area under a curve, rate of change, slope of a tangent line and be able to analyze the graphs of polynomial, rational, radical, and transcendental functions (p. 128).
Whether teachers in secondary schools will accept and therefore attempt to implement these suggestions remains to be seen.
In many ways the collegiate mathematics establishment has resisted the teaching of calculus by secondary teachers, relenting only when the Advanced Placement syllabus is used and students take the advanced placement examination. Whether or not this is a sound position, it is the case that many schools that teach calculus do not use the AP Syllabus, and many schools do not require students to
take the examination.
The Second International Study suggests that many students who are enrolled in U.S. pre-calculus courses are actually exposed to many calculus concepts. It is, however, still the case that most U.S. students, even college preparatory students, do not take a calculus course in high school and those that do often pretend that they didn't and enroll in introductory calculus in college. What
should the high school curriculum be? It will probably not be a full year calculus course for most students.
WHAT ARE ENROLLMENT AND SUCCESS PATTERNS IN COLLEGE CALCULUS?
Participation and success in calculus are important issues. Calculus is among the top five collegiate courses in annual enrollment. Data indicate that in the academic year 1986-87 there were more than 300,000 enrollments in mainstream calculus 1 and just under 260,000 enrollments in non-mainstream calculus 1 (i.e., business calculus) in four-year colleges. Over 100,000 students were enrolled
in calculus in two-year postsecondary institutions. In a technological society such large numbers are not surprising. Calculus is frequently considered to be a necessary prerequisite for many professions such as engineering, the natural sciences, and mathematically-related positions in business and higher education. Initial enrollment, however, does not guarantee success. Only 140,000 of the
initial 300,000 students in the mainstream calculus sequence are likely to successfully complete their courses.
Two traditionally underrepresented groups in mathematics fare somewhat differently from one another. Hughes (1987) indicated that "There is considerable evidence, both anecdotal and statistical that women are doing well in calculus" (p. 126). The situation for minority students seems much different. Malcolm and Treisman (1987) indicate that "Hundreds of capable minority students (are) felled
by the calculus hurdle" (p. 130). Newman and Poiani (1987) suggest that there is no difference in mathematical performance between minority and majority students if those students have comparable mathematical background.
Calculus is a critical filter in the science and engineering pipeline blocking access to careers for a large number of students. The calculus sequence must be modified so that more students will succeed.
WHAT CALCULUS DO VARIOUS COLLEGE MAJORS WANT?
Calculus includes among its traditional client groups engineering, physics, business, biological science and social science majors. Some people feel that the college calculus course which "tries to be all things to all people" is doomed. Recent conferences (Toward a Lean and Lively Calculus, 1986, and Calculus for a New Century, 1987) give some indication that client disciplines are not happy
with the calculus that students know. Most of the areas want students to have a conceptual understanding of the basic ideas in calculus rather than great computational and manipulative facility. Client populations seem very interested, in working with mathematics departments to revamp and refine calculus courses in order to better meet the needs of their majors. Emphasis on specific topics, more
relevant applications related to their fields, more use of technology, and more effective instruction are among the requests most frequently cited.
HOW IS CALCULUS TAUGHT IN COLLEGES AND UNIVERSITIES?
While there is some agreement regarding the breadth and conceptual orientation of a desirable calculus course, there is evidence to suggest that the calculus that is actually taught is "the moral equivalent of long division." An examination of final examination questions in collegiate calculus courses (Steen, 1987) revealed that 90 percent of the items focused on calculation and only 10
percent on higher order challenges. Steen suggests that the curriculum of collegiate calculus has changed dramatically in the last two or three decades and that the change has not been a good one. He feels that the movement has been away from conceptual understanding about the nature of calculus and toward more "plug and crank" exercises, with undue emphasis on computation and manipulative
skills. Whether or not one accepts this view, it is certainly the case that far too much time is spent in most calculus courses doing things that are best done by machines.
A study by Anderson and Loftsgaarden (1987) indicated several interesting features about college-level calculus instruction. Only 15 percent of the courses used computers. This is alarming because nearly all users of mathematics make extensive use of technology.
There is a feeling that in addition to the lack of integration of technology into calculus, much of the instruction is not effective. A variety of reasons are given for problems related to instruction. Some feel that the academic system which rewards research and not excellent teaching is partially to blame. Some believe a major part of the problem is due to heavy student loads for instructors
and/or the use, in many cases, of unqualified instructors. Others believe the preparation of many students taking the courses is inadequate. Colleges and universities must find ways to provide instruction that is creative and thoughtful and that helps more students succeed in their studies.
CURRICULUM DEVELOPMENT SUPPORT FROM THE NATIONAL SCIENCE FOUNDATION (NSF)
The National Science Foundation (NSF) established a program to focus on the improvement of calculus at the collegiate level. The initial awards included five multi-year awards and nineteen planning grants.
Projects awarded are supporting a variety of strategies generally considered innovative and worthwhile. The intent of NSF is to provide leadership to major efforts and provide some support for exploratory type activities.
SUMMARY
There seems to be at least some consensus (though by no means unanimity) in the profession that calculus will remain the principal point of entry to most mathematically based scientific careers. Content and instruction in calculus classes need dramatic improvement. Curriculum and instruction must take advantage of technology in ways that will improve student understanding of basic concepts and
strengthen student ability to apply these concepts.
Many college client groups are not happy with the calculus preparation their students receive in mathematics departments. These groups want to work with mathematics departments to improve the calculus courses for their students.
The level of minority participation and success in college-level calculus is critically low. In order to guarantee full societal participation by minorities, their recruitment and retention in calculus programs must become a priority for the mathematics community. Recruitment of students will require strengthening the precollege mathematics of these students. Helping students complete college
level calculus sequences will require both improving the precollege mathematics program and the calculus courses.
The Underachieving Curriculum: Assessing U.S. School Mathematics from an International Perspective. International Association for the Evaluation of Education Achievement, Stipes Publishing Company, Champaign, IL, 1987 |
Wikipedia in English
User-friendly -- yet rigorous -- in approach, this introduction to analysis meets readers where they are by providing extra support for those who like a slower, less detailed approach, but not getting in the way of those who want a quicker pace and deeper focus. It uses analogy and geometry to motivate and explain the theory, and precedes many complicated proofs with a "Strategy" which motivates the proof, shows why it was chosen, and why it should work. Examples follow many theorems, showing why each hypothesis is needed, allowing readers to remember the hypotheses by recalling the examples. Proofs are presented in complete detail, with each step carefully documented, and proofs are linked together in a way that teaches readers to think ahead. Physical interpretations are used to examine some concepts from a second or third point of view. Includes over 200 worked examples and over 600 exercises. Provides extensive coverage of multidimensional analysis. |
Synopses & Reviews
Please note that used books may not include additional media (study guides, CDs, DVDs, solutions manuals, etc.) as described in the publisher comments.
Publisher Comments:
Excellent basic text covers set theory, probability theory for finite sample spaces, binomial theorem, probability distributions, means, standard deviations, probability function of binomial distribution, and other key concepts and methods essential to a thorough understanding of probability. Designed for use by math or statistics departments offering a first course in probability. 360 illustrative problems with answers for half. Only high school algebra needed. Chapter bibliographies |
MA Mathematics Areas of Study
The WGU Master of Arts in Mathematics Education (K-6, 5-9 or 5-12) program content is based on research on effective instruction as well as national and state standards. It provides the knowledge and skills that enable teachers to teach effectively in diverse classrooms. The M.A. in Mathematics Education
Elementary Mathematics Education
This domain focuses on the following mathematics content, as well as central issues related to the teaching of these topics in grades K–6:
Mathematics (K-6) Content
This course focuses on the following mathematics content with integrated mathematics pedagogy: Introduction to Number Sense; Patterns and Functions; Integers and Order of Operations; Fractions, Decimals, and Percentages; Coordinate Pairs and Graphing; Ratios and Proportional Reasoning; Equations and Inequalities; Geometry and Measurement; and Statistics, Data Analysis, and Probability.
Finite Mathematics
This course focuses on the real number system, symbolic logic, number theory, set theory, graph theory and their applicationsMathematics: Content Knowledge
This is a comprehensive exam assessing the student's knowledge of the High School Mathematics Content.
Abstract Algebra
This course focuses on number theory, groups, rings, fields, and proofs of theorems involving these algebraic structures.
Mathematical Modeling and Connections
This course focuses on connections among mathematical disciplines and to the sciencesResearch Fundamentals Domain
The research fundamentals area of study prepares students to conduct research and also to become informed consumers of research.
Foundations of Research
This course focuses on differentiating between different research paradigms, including qualitative, quantitative, and action research.
Literature Reviews for Educational Research
This course focuses on selecting an appropriate research topic, evaluating the reliability of primary and secondary source information, and conducting a literature review.
Research Proposal
This course focuses on developing a research proposal that includes the literature review, research questions, methodology, and data analysis.
Issues in Research Fundamentals
This course focuses on developing a research strategy that clarifies what data to collect and how to analyze it using descriptive and inferential statistics.
Capstone Project (for the K-6 program)
The Capstone Project is the culmination of the student's WGU degree program. It requires the demonstration of competencies through a deliverable of significant scope that includes both a written capstone project and an oral defense.
Students will be able to choose from two areas of emphasis, depending on personal and professional interests. These two areas include instructional design and research. If carefully planned in advance, the individual domain projects may serve as components of the capstone. For capstones with the instructional design emphasis, students will design, manage, and develop an instructional product for which there is an identified need. The product can be delivered via the medium of choice (e.g., print-based, computer-based, video-based, web-based, or a combination of these), but you must provide a rationale for the medium selected. The instructional product you develop for your capstone should be an exportable form of instruction designed to bring your target audience to a mastery of predetermined knowledge and skills.
For capstones with the research emphasis, students will design and conduct a data-based investigation of a conclusion-oriented question (decision-oriented investigations are most generally considered to be evaluation projects). The project report should be of publishable quality and may be submitted to an appropriate professional journal at the completion of the project. At the minimum you should plan to share your results with your school or organization.
The final master's exam will be a comprehensive oral defense. This exam may be face-to-face when possible but will most likely be held by telephone conference. Questions related to your work in the program will test your preparation and ability to synthesize and practically apply information obtained from your courses, self-directed study, and project experiences. The oral exam will include questions covering the mathematics content domain. The purpose of the exam is a checkpoint to ensure that you have acquired the critically required skills and knowledge specified in the program competencies |
The focus of this website is to help in the transition from a paper oriented environment to one using OER materials with an...
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The focus of this website is to help in the transition from a paper oriented environment to one using OER materials with an emphasis in elementary and secondary school mathematics. The website's material is divided into five major topics: 1. Why OER materials? 2. The learner's environment - a world in change. 3. Mathematics past and present. 4. Exploring OER materials and 5. International mathematics education developments. An emphasis has been placed on linking to other OER materials to cover and expand on each topic.
According to OER Commons, "Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus has two...
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According to OER Commons, "Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus has two major goals: to improve mathematics education at two-year colleges and at the lower division of four-year colleges and universities and to encourage more students to study mathematics. The document presents standards that are intended to revitalize the mathematics curriculum preceding calculus and to stimulate changes in instructional methods so that students will be engaged as active learners in worthwhile mathematical tasks. Preparation of these standards has been guided by the principle that faculty must help their students think critically, learn how to learn, and find motivation for the study of mathematics in appreciation of its power and usefulness' (direct from website). Users can access all chapters of the book as well as the Illinois Mathematics Association of Community Colleges.״
Provides information to develop primary and secondary school mathematics materials and textbook series (OER or paper)....
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Provides information to develop primary and secondary school mathematics materials and textbook series (OER or paper). Content (uses 1000 of the most commonly historically used terms), content distribution (used within many textbook and OER series from 1972 to the present), standards (within the United States and other countries), curriculum parameters and sources of information to develop examples and excercises are provided. Spreadsheets are used to help understanding. Information is displayed in English, Spanish and French.
This completely self-contained text proceeds from the fact that mathematics derives from the real world. For instance,...
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This completely self-contained text proceeds from the fact that mathematics derives from the real world. For instance, logical consequence is nothing but a reflection of real-world causality and statements are true or false, not because some author says so, but because the real world makes them necessarily so. Particular attention is given to the language needed to discuss and understand matters. The text is part of a package including homeworks, reviews, exams that is suitable for teaching a course in Developmental Math. The package is itself a standalone version of part of a much larger package, in progress, that should provide people with a realistic chance of going from Arithmetic to Differential Calculus in three semesters. |
Calculus Help
In this section you'll find study materials for calculus help. Use the links below to find the area of calculus you're looking for help with. Each study guide comes complete with an explanation, example problems, and practice problems with solutions to help you learn calculus.
Study Guides
Introduction to The Inverse of a Function
Let f be the function which assigns to each working adult American his or her Social Security Number (a 9-digit string of integers). Let g be the function which assigns to each ...
Introduction to The Indefinite Integral
In practice, it is useful to have a compact notation for the antiderivative. What we do, instead of saying that "the antiderivative of f (x) is F(x) + C ," is to ... |
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Precalculus
9780077221294
ISBN:
007722129X
Edition: 3 Pub Date: 2008 Publisher: McGraw-Hill Companies, The
Summary: The Barnett Graphs & Modelsseries in college algebra and precalculus maximizes student comprehension by emphasizing computational skills, real-world data analysis and modeling, and problem solving rather than mathematical theory. Many examples feature side-by-side algebraic and graphical solutions, and each is followed by a matched problem for the student to work. This active involvement in the learning process helps... students develop a more thorough understanding of concepts and processes. A hallmark of the Barnett series, the function concept serves as a unifying theme. A major objective of this book is to develop a library of elementary functions, including their important properties and uses. Employing this library as a basic working tool, students will be able to proceed through this course with greater confidence and understanding as they first learn to recognize the graph of a function and then learn to analyze the graph and use it to solve the problem. Applications included throughout the text give the student substantial experience in solving and modeling real world problems in an effort to convince even the most skeptical student that mathematics is really useful.
Barnett, Raymond A. is the author of Precalculus, published 2008 under ISBN 9780077221294 and 007722129X. Five hundred twenty six Precalculus textbooks are available for sale on ValoreBooks.com, one hundred ninety four used from the cheapest price of $9.95, or buy new starting at $172.39.[read more |
Open to early and middle childhood majors only. A systematic presentation of elementary mathematics for those who are preparing to teach early and middle childhood. The course provides an overall view of the number system, emphasizing ideas and concepts rather than routine drill. The following topics are surveyed: evolution of the number system, logic and sets, elementary number theory, rules for algebraic manipulation, and mathematical systems.
MTH
112
MATHEMATICS FOR MIDDLE CHILDHOOD TEACHERS, PART II
Four credit hours
Prerequisite: MTH 111 or permission of the instructor. Students who have not successfully completed a high school geometry course should make special arrangements for tutoring in geometry prior to enrolling in this course.
Open to middle childhood majors only. A continuation of MTH 111, this course examines the ideas and concepts of geometry and discrete mathematics. Included are a study of measurement in one, two, and three dimensions, synthetic, coordinate, and transformational geometry, counting theory, basic probability, and basic statistics.
MTH
113
MATHEMATICS FOR EARLY CHILDHOOD TEACHERS, PART II
Two credit hours
Prerequisite: MTH 111 or permission of the instructor. Students who have not successfully completed a high school geometry course should make special arrangements for tutoring in geometry prior to enrolling in this course.
Open to early childhood majors only. A continuation of MTH 111, this course examines the ideas and concepts of geometry and measurements. Included are a study of measurement in one, two and three dimensions, properties and classification of two and three dimensional geometric objects and basic statistical displays.
MTH
115
GEOMETRY FOR MIDDLE CHILDHOOD TEACHERS
Three credit hours
Prerequisite: MTH 112 or permission of instructor
A review of the basics of Euclidean geometry will be followed by a study of empirical geometry, some finite geometries, geometric constructions and measurement activities. The activity and manipulation approach to geometry will be emphasized throughout. Required for students taking the mathematics concentration for early and/or middle childhood teaching licensure.
MTH
133
ALGEBRAIC THINKING THROUGH MODELING
Three credit hours
Prerequisite: MTH 111 and MTH 112 (grade C- or higher in both)
An exploration of algebraic ideas involving representation, organizing data and looking for patterns, generalizing findings into a rule, and using findings to make predictions. Through the use of modeling, problem solving, and exploring the multiple uses of algebraic letters students are enabled to see the interconnections among algebraic topics from an advanced perspective.
MTH
135
INTRODUCTION TO PROBABILITY AND STAT designed to promote the understanding of basic statistical and probability concepts. Topics to be studied include descriptive statistics, probability of finite sample spaces, probability distributions, hypothesis testing, confidence intervals and parameter estimation.
MTH
136
APPLIED COLLEGE MATHEMAT is designed for freshmen and deals with the fundamental mathematical tools frequently applied in the natural, management and social sciences. Topics include linear, quadratic, exponential functions, linear systems, linear programming, mathematics of finance, and statistics. (All topics are approached with a view toward applications.)
MTH
137
MATHEMATICS MODELING & QUANTITATIVE ANALYSIS
Three credit hours
The course takes a numerical and modeling approach to the analysis of contextual-based mathematics with a de-emphasis on algebraic manipulations. Students utilize both paper-and-pencil and current technologies to further develop quantitative reasoning. Topics may include collecting, organizing, and interpreting sets of univariate data, fitting functions and graphs to bivariate data including linear and non-linear models, problem-solving, decision-making, probability and statistics. The focus is activity-based with a high-level of student engagement. The course satisfies the core mathematics requirement.
MTH
138
BIOSTAT in statistics for the biological and health sciences covering descriptive statistics, probability and probability distributions, hypothesis testing, correlation and regression, and analysis of variance.
MTH
140
PRECALCULUS MATHEMATICSA University-level review of algebra, trigonometry and analytic geometry. The course is designed to prepare students for the study of calculus. A graphing calculator is required, and will be used extensively.
MTH
141
CALCULUS I
Four credit hours
Prerequisite: Four years of high school mathematics, including trigonometry, or MTH 140.
This course will develop the theory and applications of calculus, including limits, continuity, differentiation, and an introduction to integration and the fundamental theorem of calculus. Topics from elementary functions will be reviewed as needed.
MTH
142
CALCULUS II
Four credit hours
Prerequisite: MTH 141
A continuation of MTH 141, covering techniques and applications of integration, polar coordinates, parametric equations, and sequences and series.
MTH
161
DISCRETE MATHEMATICS I covers mathematical tools used in the study of discrete processes as opposed to continuous processes. These tools are frequently used in the study of computers. Topics include logic, methods of proof, functions, efficiency of algorithms and mathematical induction.
MTH
201
HISTORY OF MATHEMATICS
One credit hour
Prerequisite: MTH 141
This course will survey the history of mathematics from the earliest known results to modern calculus, using assigned readings, problems and discussion
MTH
206
MATHEMATICAL LOGIC AND PROOF METHODS
One credit hour
Prerequisite: MTH 141
Covers the principles of symbolic logic and of proof methods in elementary mathematical topics, with the goal of preparing students for reading and writing proofs in advanced mathematics courses.
MTH
211
LINEAR ALGEBRA
Four credit hours
Prerequisite: MTH 142 and either MTH 161 or MTH 206 (MTH 142 may be taken concurrently)
Systems of linear equations, matrices and determinants, vectors and vector spaces, eigenvalues and eigenvectors, linear transformations, and applications are studied. Computer activities will be included. The subject has widespread applications and also provides an introduction to axiomatic mathematics.
MTH
212
DIFFERENTIAL EQUATIONS
Three credit hours
Prerequisite: MTH 243
An introductory course in ordinary differential equations and their applications. Topics will include first-order differential equations, higher-order linear equations, series solutions, and systems of differential equations. Computer technology will also be used.
MTH
243
CALCULUS III
Four credit hours
Prerequisite: MTH 142
A course in multivariable calculus including vectors, partial differentiation and multiple integration. Computer activities will be included.
MTH
262
DISCRETE MATHEMATICS II
Three credit hours
Prerequisite: MTH 161 or concurrent enrollment in MTH 206
This course reviews and extends topics covered in MTH 161 at a more advanced level. Topics include mathematical induction, combinatorics, recursion, relations, graphs and trees. Required for those seeking licensure to teach high school mathematics.
MTH
263
SEMINAR
One to three credit hours
A study of selected topics in mathematics.
MTH
302
NUMBER THEORY
Three credit hours
Prerequisite: MTH 262 or MTH 211
This course will develop basic concepts in number theory, including prime numbers and factorization, congruences, Fermat's theorem, and Diophantine equations, with additional topics chosen from continued fractions, recurrences, and elliptic curves. We will also investigate applications to secure communications and cryptosystems.
MTH
307
INTRODUCTION TO OPERATIONS RESEARCH
Three credit hours
Prerequisite: MTH 142
An introduction to some of the techniques which can be applied to explain the behavior of complex systems and aid in management decisions. Mathematical tools include probability, statistics, calculus and linear programming. Computer applications will be included.
MTH
311
ADVANCED CALCULUS
Four credit hours
Prerequisite: MTH 211 and 243
This is an analytical study of the real number system and the foundations of calculus. Topics will include axioms for the real numbers, limits, continuity, and differentiability, as well as techniques of proving theorems.
MTH
313
APPLIED ANALYSIS
Three credit hours
Prerequisite: MTH 243
A calculus-based course in mathematical analysis for scientific and engineering applications. Topics will be drawn from vector analysis, complex arithmetic, Fourier series and transforms, Laplace transforms, and numerical methods.
MTH
315
COLLEGE GEOMETRY
Three credit hours
Prerequisite: MTH 142
A continuation of the subject matter and methods of high school geometry, including theorems not taught in high school and an introduction to the modern geometry of the triangle and circle. Special attention is given to methods of proof and solving problems, the viewpoint being that of the prospective teacher or graduate student in mathematics. Finite and non-Euclidean geometries will be studied.
The course is an introductory course in the design and analysis of experiments. It is intended for those who have completed a one semester course in statistics. Students will learn to properly plan a statistical study to meet specified objectives in order to ensure that the right type of data of sufficient sample size is available to answer the questions of interest in an economical manner.
EDU
357
SPECIAL METHODS IN SECONDARY TEACHING FIELD
Four credit hours
See EDU 357.
MTH
405
THEORY OF PROBABILITY
Four credit hours
Prerequisite: MTH 243 or permission of instructor. A course in elementary statistics is also highly recommended but not required.
Theory of probability and mathematical statistics, with emphasis on probability distributions.
MTH
406
MATHEMATICAL STATISTICS
Three credit hours
Prerequisite: MTH 405
A continuation of MTH 405 with emphasis on the theory and applications of random samples, hypothesis testing, parameter estimation and regression.
MTH
411
ABSTRACT ALGEBRA
Four credit hours
Prerequisite: MTH 211 and 243
An axiomatic approach to algebraic structures, with the focus on groups, homomorphisms and factor groups. Required for those seeking licensure to teach high school mathematics. |
Algebra and Trigonometry
9780470222737
ISBN:
0470222735
Edition: 2 Pub Date: 2009 Publisher: Wiley, John & Sons, Incorporated
Summary: Young bridges the gap between algebra and trigonometry by utilising an innovative method that clearly helps them learn and apply the material. The book is graphing optional, providing very few integrated screen shots and little keystroke instruction.
Young, Cynthia Y. is the author of Algebra and Trigonometry, published 2009 under ISBN 9780470222737 and 0470222735. Four hundred ninety six Algebra and Trigono...metry textbooks are available for sale on ValoreBooks.com, one hundred forty six used from the cheapest price of $44.42, or buy new starting at $121.47.[read more]
Ships From:Multiple LocationsShipping:Standard, ExpeditedComments:RENTAL: Supplemental materials are not guaranteed (access codes, DVDs, workbooks). Access Codes may not be valid on used books. Access Codes may not be valid on used books |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for). |
Based on feedback from users of first edition, COMAP has completed a major
revision of Course 1, now available on CD-ROM.
• Some chapters are completely rewritten (i.e., Pick a Winner and Landsat, which is
now titled Scene from Above). Other chapters are streamlined while retaining the
thematic, modeling approach. • Most chapters are shorter. The revised Course 1 has a total of 57 Activities—
a 39% reduction from first edition's 93.
• Each Activity and Individual Work has a clear statement of purpose in the
student edition and in the teacher materials.
• Lesson structure is more consistent than in the first edition from chapter to chapter.
• Many activities are shorter than in first edition; they are designed for
completion in one 45-minute class period.
• Individual Work offers more mathematical practice problems.
• Both quantity of reading and reading level are reduced.
• FYI, Take Note, and Modeling Note features call attention to key facts.
• Teacher Notes indicate which Individual Work questions are essential to future
development work and which are calculator related.
• Chapter summaries are clearer and more succinct in their review of important mathematics.
Calculator and computer software written specifically for Mathematics: Modeling Our World (MMOW). With software programs for each chapter allows students to explore real-world themes with the same tools used by scientists, technicians, and business people. The software includes graphing calculator programs, specialty computers, spreadsheet template, data sets, and geometric drawing utility sketches.
DVD Video
Video segments accompany each chapter and are used to motivate students as they begin a chapter, or to provide additional information for a specific problem.
Teacher Development
Teacher training and support available through COMAP staff trainers, through a toll-free support line (1-800-772-6627), and via our Teacher Support Website. |
Geometry Course SyllabusPresentation Transcript
Welcome to Geometry
Geometry is a high school mathematics course designed for students who have successfully completed Algebra 1.
Geometry is a high school mathematics course designed for students who have successfully completed Algebra 1. This course emphasizes understanding the relationships among geometric figures and using those relationships along with your ____________ to solve problems.
Geometry is a high school mathematics course designed for students who have successfully completed Algebra 1. This course emphasizes understanding the relationships among geometric figures and using those relationships along with your ____________ to solve problems. algebra skills
STUDENT REQUIREMENTS You are expected to:
Have demonstrated mastery of Algebra 1 material with a final grade of ____________.
STUDENT REQUIREMENTS You are expected to:
Have demonstrated mastery of Algebra 1 material with a final grade of ____________.
STUDENT REQUIREMENTS C (or better) You are expected to:
Have demonstrated mastery of Algebra 1 material with a final grade of ____________.
NOTE: If you should choose to purchase a graphing calculator, I recommend the TI-84 Plus.
GRADING POLICY :
GRADING POLICY :
10% Homework & Class Participation
GRADING POLICY :
10% Homework & Class Participation
25% Various Technology Projects
GRADING POLICY :
10% Homework & Class Participation
25% Various Technology Projects
25% Section Quizzes
GRADING POLICY :
10% Homework & Class Participation
25% Various Technology Projects
25% Section Quizzes
30% Chapter Exams
GRADING POLICY :
10% Homework & Class Participation
25% Various Technology Projects
25% Section Quizzes
30% Chapter Exams
10% Final Exam
GRADING POLICY :
10% Homework & Class Participation
25% Various Technology Projects
25% Section Quizzes
30% Chapter Exams
10% Final Exam
SOME TECHNOLOGIES : At least these, probably more.
SOME TECHNOLOGIES : At least these, probably more. Email - All students are required to have an email account! I suggest Google's gmail Voki – A site that allows anyone to create an account, and animated characters with a voice . They are then easily placed in the wiki page.
ADDITIONAL INFORMATION :
ADDITIONAL INFORMATION :
I am available every evening after school! Therefore, there should be no excuse for a student to
get behind in their work or not understand any conceptParents are welcome and encouraged to contact me or visit our classroom at any time. |
COMPASS Algebra Study Guide
How to Select a COMPASS Algebra Study Guide?
As an evaluative tool that helps colleges determine the best possible entry-level class for each college applicant/new joiner, it is indispensible that the COMPASS testing includes questions from various core topics and skill areas. Included as a part of the COMPASS Math test, the COMPASS Algebra section checks the competence of candidates in the various Algebra areas like pre-Algebra, Algebra, and college-level Algebra. If planning to take up Algebra courses at college, learn more about how to choose your COMPASS Algebra study guide for preparation, here.
What is the COMPASS Algebra Test?
Administered as both placement and diagnostic tests, the COMPASS Math test helps colleges evaluate the college-level readiness and competence of prospective students in core Math topics. The diagnostic test also help colleges plan for any developmental Math programs so as to help students improve in their weaker areas, if any(
Apart from Trigonometry and Geometry sections, Algebra is an important topic in the Math COMPASS tests. Pre-Algebra or numerical skills, Algebra, and College Algebra are the three Math COMPASS tests that can together be termed as the COMPASS Algebra test. Also, included are 15 diagnostic tests from Pre-Algebra and Algebra areas. The test topics covered in these COMPASS Algebra sections are as follows:
Average (mean, mode, median), Fractions, Percentages, Integers, and so on in the Pre-Algebra section
Linear equations, polynomials, and coordinate Geometry in the Algebra section
Complex numbers and functions in the College level Algebra section
The questions of the three placement and the 15 diagnostic sections are of multiple-choice type, and test the following skills and abilities:
The ability and skills to execute basic Mathematic operations
The ability to apply and execute the basic operations under different situations
The analytical power and conceptual understanding of principles, theorems, and interrelationships between operations
Usability: The main purpose of the COMPASS Algebra study guide should be to help you prepare for the various Algebra topics covered in the Math COMPASS test.
Specificity: A COMPASS Math study guide may, sometimes, be of help for preparing for the Algebra sections. However, if you are specific about focusing on Algebra topics, then you may need to choose a COMPASS Algebra study guide, and not a more generic COMPASS Math study guide.
Content and Coverage: Ensure that the COMPASS Algebra study guide you choose includes all relevant information as required for COMPASS Algebra test preparation, like practice tests, practice questions, and may be pre-tests, all with detailed explanations.
Credibility and Accuracy: Accuracy of the information provided, and credibility and popularity of the publishers and authors are important factors while selecting any prep guide including a COMPASS Algebra study guide.
Price of the title: The price of the title is the last important factor while selecting a COMPASS Algebra study guide. With plenty of free materials also being available these days, you may not unnecessarily burden your pockets.
COMPASS Algebra Study Guide Titles
COMPASS/Math Test Algebra Study Guide from the United Arab Emirates University: This is a free resource that can be downloaded from This is a comprehensive study guide for the Algebra COMPASS test package covering all core areas, and including examples, and samples questions. However, the resource does not provide any answer keys.
Cowley County Community College Review Guide COMPASS College Algebra - Level 3: This is another resource on COMPASS Algebra focusing on the College Algebra sections. The free resource is available for download from the Cowley County Community College website ( However, you may find only questions and answers in this guide, with no reviews and study materials.
Algebra Study Guide from MyCOMPASSTest.com: This is a comprehensive study guide available online free of cost ( Lessons, review materials, and practice questions are included in this COMPASS Algebra study guide. Solutions are available for the practice questions; however, they are not in detail.
To summarize, there might be different resources available for COMPASS Algebra preparation. As an aspiring college applicant, you must choose the best one that fits your specific test prep requirements and budgetary constraints, if any |
From the Publisher: Clearly written and comprehensive, the eleventh edition of Gustafson and Hughes' popular book, COLLEGE ALGEBRA, provides in-depth and precise coverage, incorporated into a framework of tested teaching strategy. The authors combine carefully selected pedagogical features and patient explanations to give readers a book that preserves the integrity of mathematics, yet does not discourage them with material that is confusing or too rigorous. Long respected for its ability to help learners quickly master difficult problems, this book also helps them develop the skills they'll need in future courses and in everyday life. Retaining the mathematical precision instructors have come to expect, the authors have focused on making this new edition more modern to better illustrate the importance of math in our world.
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Dugopolski''s College Algebra and Trigonometry: A Unit Circle Approach, Fifth
Edition gives students the essential strategies to help them develop the comprehension and confidence they need to be successful in this course. Students will find enoughcarefully placed learning aids ... |
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Abstract
In this article, we take a rapid journey through the history of algebra, noting the important developments and reflecting on the importance of this history in the teaching of algebra in secondary school or university. Frequently, algebra is considered to have three stages in its historical development: the rhetorical stage, the syncopated stage, and the symbolic stage. But besides these three stages of expressing algebraic ideas, there are four more conceptual stages which have happened along side of these changes in expressions. These stages are the geometric stage, where most of the concepts of algebra are geometric ones; the static equation-solving stage, where the goal is to find numbers satisfying certain relationships; the dynamic function stage, where motion seems to be an underlying idea, and finally, the abstract stage, where mathematical structure plays the central role. The stages of algebra are, of course not entirely disjoint from one another; there is always some overlap. We discuss here high points of the development of these stages and reflect on the use of these historical stages in the teaching of algebra.
Commentary from a Mathematics Educator Bill Barton. See also the last page. |
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Three components contribute to a theme sustained throughout the Coburn Series: that of laying a firm foundation, building a solid framework, and providing strong connections.
Written in a readable, yet mathematically mature manner appropriate for college algebra level students, Coburn's Precalculus uses narrative, extensive examples, and a range of exercises to connect seemingly disparate mathematical topics into a cohesive whole. Coburn's hallmark applications are born out of the author's extensive experiences in and outside the classroom, and appeal to the vast diversity of students and teaching methods in this course area.
Benefiting from the feedback of hundreds of instructors and students across the country, Precalculus second edition, continues to emphasize connections in order to improve the level of student engagement in mathematics and increase their chances of success in college algebra.
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Meet the Author
John Coburn grew up in the Hawaiian Islands, the seventh of sixteen children. He received his Associate of Arts degree in 1977 from Windward Community College, where he graduated with honors. In 1979 he received a Bachelor's Degree in Education from the University of Hawaii. After being lured into the business world for five years, he returned to his first love, accepting a teaching position in high school mathematics where he was recognized as Teacher of the Year in 1987. Soon afterward, the decision was made to seek a Masters Degree, which he received two years later from the University of Oklahoma. For the last fifteen years, he has been teaching mathematics at the Florissant Valley campus of St. Louis Community College, where he is now a full professor. During his tenure there he has received numerous nominations as an outstanding teacher by the local chapter of Phi Theta Kappa, two nominations to Who's Who Among America's Teachers and was recognized as Teacher of the year in 2004 by the Mathematics Educators of Greater St. Louis (MEGSL). He has made numerous presentations and local, state and national conferences on a wide variety of topics. His other loves include his family, music, athletics, games and all things beautiful, and hopes this love of life comes through in his writing, and serves to make the learning experience an interesting and engaging one |
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Summary
The Eleventh Edition of Practical Business Math Procedures provides innovative learning tools and real-world examples that will support, engage, and motivate business math students in the classroom. The goal of the 11th edition is to personalize the learning experience for all business math students to promote engagement, achievement, and lifelong learning. The text motivates with the integration of interesting real world examples and photos from the Wall Street Journal, Kiplinger's, and many other business journals. Jeffry Slater's Practice Business Math Procedures is the most popular and widely used book for this course and it is carefully written and developed to support students with little math experience by providing summary practice tests, numerous exercises, supporting tutorial videos on DVD, and much more.
Table of Contents
Chapter 1: Whole Number: How to Dissect and Solve Word Problems
Chapter 2: Fractions
Chapter 3: Decimals
Chapter 4: Banking
Chapter 5: Solving for the Unknown: A How to Approach to Solving Equations |
Master Math: Essential Physics, 1st Edition
MASTER MATH: ESSENTIAL PHYSICS presents, teaches, and explains the fundamental topics of algebra-based physics. It includes engaging, fun examples and applications, as well as challenging practice problems with explanatory answers. Master Math: Essential Physics was written for you, the student, parent, teacher, tutor, or curious thinker. It covers the essentials of high school and college curricula. It can serve as a supplement to your textbook, a handy reference, or a tutor for lifetime learners. Topics encompass motion, force, momentum, Newton's Laws, equilibrium, friction, forces in nature, energy, work, elasticity, harmonic motion, static and moving fluids, heat, temperature, gas, electric fields, electromagnetism, direct and alternating current, waves, sound, radiation, light and optics, and an introduction to relativity, quanta, the atom, dark matter, and dark energy electronic |
This lesson contains real numbers - difference between the set and the period. Union and intersection, difference –with many questions and different applications with the explanation in detail step by step*view sample lesson
This lesson contains –periods of numbers-intersection, Union and difference- absolute values - analysis of quadratic equations and finding the zeroes of equations-distance between two points–with many questions and different applications with the explanation in detail step by step*view sample lesson
This lesson contains a slope of straight line -equation of the straight line - perpendicular and parallel lines –with many questions and different applications with the explanation in detail step by step*view sample lesson
This lesson contains-trigonometric functions trigonometric ratios for many special angles - relationship between the trigonometric ratios of complementary angles –with many questions and different applications with the explanation in detail step by step*view sample lesson
This lesson contains -types of functions - domain and range of these functions- increasing and decreasing - even and odd functions –with many questions and different applications with the explanation in detail step by step*view sample lesson
This lesson contains – new functions from old functions and the domain and range of the resulting function –with many questions and different applications with the explanation in detail step by step*view sample lesson
This lesson contains - General and natural exponential functions-domain and range -solving equations containing exponential function –with many questions and different applications with the explanation in detail step by step*view sample lesson
This lesson contains-one side limit-limit of piecewise function–limit at infinity-horizontal asymptote - limit of trigonometric functions–with many questions and different applications with the explanation in detail step by step*view sample lesson |
Mathematics - Geometry (941 results)
Mathematical HandbookContaining the Chief Formulas of Algebra, Trigonometry, Circular and Hyperbolic Functions, Differential and Integral Calculus, and Analytical Geometry, Together With Mathematical Tables
by Edwin P. Seaver
The uses which this book may serve hardly need to be pointed out. Some years ago the writer composed the part relating to Trigonometry and used it as a syllabus for instruction in his college classes. It served its purpose and soon went out of print. But a stray copy of it found its way to the table of a well-known civil engineer, to whom it proved constantly useful, and by whom it was often referred to as his memory. This engineer has suggested a revision and republication of the original book with important enlargements. Accordingly there have been added Sections on Algebra, the Differential and Integral Calculus, and Analytic Geometry. The subject of Hyperbolic Functions, which now receives much more attention than formerly, has been more fully treated. Tables have been added, which include not only those universally used, but also some like those of the Hyperbolic Functions, of the Natural Logarithms of Numbers, and that of the Velocity of Falling Bodies (v= 2 gh) that have been hitherto not readily accessible. Of course no efforts have been spared to secure correctness in the printing of the formulas and the tables; but persons experienced in such work need not be reminded of the improbability that the first edition of a book of this kind should be absolutely free from error. The writer and the publishers can only add, that notice of any errors that may be detected will be thankfully received, and the necessary corrections will be promptly made and published. Also, suggestions of desirable additions to the book and of other improvements are invited with a view to their use in possible future editions. E.P. S.June,
The present volume is devoted to the indispensable logical preliminaries. It assumes only those relations of position, for points, lines and planes, which, furnished with a pencil, a ruler, some rods and some string, a student may learn by drawing diagrams and making models. It seeks to set these relations in an ordered framework of deduction, gradually rendered comprehensive and precise enough to include all the subsequent theory; to this end it puts aside, at first, most of those intricate details which make up the burden of what is generally called elementary geometry. That such a plan can be carried through, thanks to the work of many generations of thinkers, is well enough known; and experience has shewn that many students, especially of the class who look forward to becoming Engineers or Physicists, to whom the geometry of the ill 1 1 usual textbooks is tiresome, find such a course stnnulatmg and easy, when the matter is properly presented to them. The mathematician who has followed such a course will find that he has no cause to think he has learnt the wrong things. The preliminary theorems in this method of approaching the subject are indeed of Greek origin; only, these are here made to lead to general principles, giving a command of detail unknown to the Greeks. Subsequent volumes will deal, on the basis of the results obtained in this volume, with conies (and circles), with quadric surfaces and cubic cui ves in space, and with cubic surfaces and certain quartic surfaces. These volumes are ready to print; it is hoped that they may appear in no long time. Speaking in more detail of the present volume, it rejects the consideration of distance, and of congruence, as fundamental ideas; these are, in effect, replaced by a theory of related ranges; the geometry usually described with the help of the notion of distance appears later, in a more general, but not more difficult, form. By what means it is possible, so to dispense with this notion, should be of interest to others than the student of geometry. An account is given, however, of the consequences of accepting as fundamental the continuity of the real points of the line.
Non-Euclidean Geometry is now recognized as an important branch of Mathematics. Those who teach Geometry should have some knowledge of this subject, and all who are interested in Mathematics will find much to stimulate them and much for them to enjoy in the novel results and views that it presents.<br><br>This book is an attempt to give a simple and direct account of the Non-Euclidean Geometry, and one which presupposes but little knowledge of Mathematics. The first three chapters assume a knowledge of only Plane and Solid Geometry and Trigonometry, and the entire book can be read by one who has taken the mathematical courses commonly given in our colleges.<br><br>No special claim to originality can be made for what is published here. The propositions have long been established, and in various ways. Some of the proofs may be new, but others, as already given by writers on this subject, could not be improved. These have come to me chiefly through the translations of Professor George Bruce Halsted of the University of Texas.<br><br>I am particularly indebted to my friend, Arnold B. Chace, Sc. D., of Valley Falls, R. I., with whom I have studied and discussed the subject.
This book is intended for the use of Engineering students. in schools and colleges, and as a text-book for examinations in which a knowledge of Practical Qeometrj and Machine Drawing is required. The chief reason which has led to its preparation is that during the time I was engaged in teaching on the Engineerhj ing side of Dulwich College, and had charge of the classes inC Geometrical and Mechanical Drawing, I found it impossible to obtain a book wherein the problems, or examples, were not accompanied by diagrams which the student could easily copy, without in the least knowing to what they referred.
Most persons do not possess, and do not easily acquire, the power of abstraction requisite for apprehending geometrical conceptions, and for keeping in mind the successive steps of a continuous argument. Hence, with a very large proportion of beginners in Geometry, it depends mainly upon the form in which the subject is presented whether they pursue the study with indifference, not to say aversion, or with increasing interest and pleasure.<br><br>In compiling the present treatise, the author has kept this fact constantly in view. All unnecessary discussions and scholia have been avoided; and such methods have been adopted as experience and attentive observation, combined with repeated trials, have shown to be most readily comprehended. No attempt has been made to render more intelligible the simple notions of position, magnitude, and direction, which every child derives from observation; but it is believed that these notions have been limited and defined with mathematical precision.<br><br>A few symbols, which stand for words and not for operations, have been used, but these are of so great utility in giving style and perspicuity to the demonstrations that no apology seems necessary for their introduction.<br><br>Great pains have been taken to make the page attractive. The figures are large and distinct, and are placed in the middle of the page, so that they fall directly under the eye in immediate connection with the corresponding text. The given lines of the figures are full lines, the lines employed as aids in the demonstrations are short-dotted, and the resulting lines are long-dotted.
This book contains some matter not heretofore found in works upon Analytical Geometry. As it is designed as a text-book, care has been taken to separate the different subjects so that they may be studied advantageously, each by itself. The Cartesian system will naturally, if not necessarily, be studied first, for it is not only the most common, but is the leading system used in the Calculus. The matter pertaining to the conic sections is considerably condensed, compared with most other works which treat of the subject. This has been accomplished by treating of the several curves under one head when discussing a property which is common to all of them. By this arrangement we trust that some time will be saved to the student in this part of the work, and thus enable him to give more time to advanced portions of the subject.<br><br>The subject of Quaternions is treated in the most elementary manner, and the examples are of the simplest kind, the object being to explain and illustrate the principles and the character of the operations without taxing the ingenuity of the student in the mere solution of problems. One cannot form a correct judgment of the power of this analysis from these examples, but to attempt to explain its higher processes would be equivalent to excluding it from our courses of study. If the presentation here made of the subject succeeds in creating an interest in it, and of establishing a correct foundation for its future study, all will be accomplished that was intended. The English works upon the subject are not numerous.
Fellowship Examination of Trinity College, Cam bridge, in the year 1895. Section Bof the third chapter is in the main a reprint, with some serious alterations, of an article in Mind (New Series, No.17). The substance of the book has been given in the form of lectures at the Johns Hopkins University, Baltimore, and at Bryn Mawr College, Pennsylvania. My chief obligation is to Professor Klein. Throughout the first chapter, I have found his Lectures on non-Euclidean Geometry an invaluable guide; I have accepted from him the division of Metageometry into three periods, and have found my historical work much lightened by his references to previous writers. In Logic, I have learnt most from Mr Bradley, and next to him, from Sigwart and Dr Bosanquet. On several important points, I have derived useful suggestions from Professor Jamess Principles of Psychology. My thanks are due to Mr G.F. Stout and Mr A.N. Whitehead for kindly reading my proofs, and helping me by many useful criticisms. To Mr Whitehead I owe, also, the inestimable assistance of constant criticism and suggestion throughout the course of construction, especially as regards the philosophical importance of projective Geometry. Haslemere. May, 1897.
The Directly Useful Technical Series requires a few words by way of introduction. Technical books of the past have arranged themselves largely under two sections: the theoretical and the practical. Theoretical books have been written more for the training of college students than for the supply of information to men in practice, and have been greatly filled with problems useful work is intended as a practical text-book on Plane and Spherical Trigonometry, adapted to the needs of High Schools and Colleges. While considerable space has been devoted to the development of the theoretical portions of the subject, the practical applications of the formulæ have not been neglected, and in the chapters on the Solution of Triangles will be found a carefully selected assortment of exercises and examples, arranged with the view of giving the student a thorough drill in numerical computation.<br><br>Chapter II. is devoted to the functions of acute angles, the definitions being given by aid of the right triangle; a number of numerical and other exercises serve to give familiarity with them, and the usual fundamental relations are deduced. In Chapter III. the principles of the rectangular co-ordinates of a point in a plane are employed to give general definitions of the functions, applicable to angles of any magnitude, positive or negative, and the fundamental relations are proved to hold universally.
In the following work I have tried to write an elementary class-book on those parts of Dynamics of a Particle and Rigid Dynamics which are usually read by Students attending a course of lectures in plied Mathematics for a Science or Engineering Degree, and by Junior Students for Mathematical Honours. Within the limits with which it professes to deal, I Hope it will be found to be fairly complete.<br><br>I assume that the Student has previously read some such course as is included in my Elementary Dynamics. I also assume that he possesses a fair working knowledge of Differential and Integral Calculus; the Differential Equations, with which he will meet, are solved in the Text, and in an Appendix he will find a summary of the methods of solution of such equations.<br><br>In Rigid Dynamics I have chiefly confined myself to two-dimensional motion, and I have omitted all reference to moving axes.<br><br>I have included in the book a large number of Examples, mostly collected from University and College Examination Papers; I have verified every question, and hope that there will not be found a large number of serious errors.<br><br>For any corrections, or suggestions for improvement, I shall be grateful.
The following course of Trigonometry has been prepared with the view of meeting the wants not only of High School but also of Collegiate classes, and in pursuance of this end, the more elementary portions such as are required for the matriculation examination in the University of Toronto are printed in a larger type, and form a connected treatise independently of the portions printed in the smaller type, which are intended for candidates reading for University honors. In discussing the trigonometrical functions I have adopted the method of ratios or the Cambridge method; but on the recommendation of several eminent teachers in our colleges, I have given a full account of the older method or that of the line definitions, and have employed the latter method in solving right-angled triangles and in tracing the variations in sign and magnitude of the several functions in the various quadrants. Of course, teachers who prefer to use the ratio definitions only, can omit the portions treating of the line definitions without breaking the continuity of the course.
TlHE following work will, I hope, be found to be a fairly complete elementary text-book on Plane Trigonometry, suitable for Schools and the Pass and Junior Honour classes of Universities. In the higher portion of the book I have endeavoured to present to the student, as simply as possible, the modem treatment of complex quantities, and I hope it will be found that he will have little to unlearn when he commences to read treatises of a more difficult character. As Trigonometry consists largely of formulae and the applications thereof, I have prefixed a list of the principal formulae which the student should commit to memory. These more important formute are distinguished in the text by the use of thick type. Other formulae are subsidiary and of less importance. The number of examples is very large. A selection only should be solved by the student on a first reading.
The object of this book is to present analytic geometry to the student in as natural and simple a manner as possible without losing mathematical rigor. The average student thinks visually instead of abstractly, and it is for the average student that this work has been written. It was prepared primarily to meet the requirements in mathematics for the second half of the first year at the Armour Institute of Technology. To make it adaptable to courses in other institutions of learning certain topics not usually taught in an engineering school have been added.<br><br>While it is useless to claim any great originality in treatment or in the selection of subject matter, the methods and illustrations have been thoroughly tested in the class room. It is believed that the topics are so presented as to bring the ideas within the grasp of students found in classes where mathematics is a required subject. No attempt has been made to be novel only; but the best ideas and treatment have been used, no matter how often they have appeared in other works on the subject.<br><br>The following points are to be especially noted:<br><br>(1) The great central idea is the passing from the geometric to the analytic and vice versa. This idea is held consistently throughout the book.<br><br>(2) In the beginning a broad foundation is laid in the I algebraic treatment of geometric ideas. Here the student should acquire the analytic method if he is to make a success of the course.<br><br>(3) Transformation of coordinates is given early and used frequently throughout the book, not confined to a single I chapter as is so frequently the case. The same may be said I of polar coordinates.
In accordance with the general plan of this series of textbooks, the authors of the present volume have had constantly In mind the needs of the student who takes his mathematics primarily with a view to its applications as well as the needs of the student who pursues mathematics as an element of his education.<br><br>The processes of analytical geometry find their application, for the most part, in the scientific laboratory where it is often necessary to study the properties of a function from certain observed values. The fundamental concept is, therefore, that of functional correspondence and the methods of representing such correspondence geometrically. For this reason rather more than usual attention has been given to these subjects (Chapter III; also Chapter IX, Arts. 135 to 140).<br><br>An intelligent appreciation of functional correspondence requires an intimate knowledge of the relation between an equation and the graphical representation of the functional correspondence determined by the equation. Such a knowledge is most easily obtained by a study of linear equations and equations of the second degree together with their corresponding loci. This knowledge is not only of importance to the student of applied mathematics, but it has a special disciplinary value for the general student.<br><br>The standard forms of the equations of a number of important loci are developed early (Chapter IV), and the properties of these loci are discussed in detail later (Chapters VI and VII) by means of the equations already at hand. By this arrangement, it is hoped that some unnecessary repetition has been avoided.<br><br>The equations of tangents to the conic sections have been derived by means of the discriminant of the quadratic equation whose roots are the 3;-coordinates of the points of intersection with a variable secant, rather than by means of the derivative.
An author of a new trigonometry, at the present time, owes an explanation if not apology, both to teachers and students, for adding another to the already too numerous works upon this subject. The author was frequently applied to for opinions upon works extant and those proposed for publication, but found none that quite suited him; so the present work was undertaken to provide for his own classes and avoid further annoyance in being called upon to criticise others, even though it furnishes one more book for other critics to pass upon. The author found, however, when he had reduced his ideas to a form ready for print, that he did not differ from certain other writers as much as he, at first, expected to; still the many distinctive characteristics which remain will, we trust, commend themselves to others. Attention is called to the fact that the trigonometrical functions are first defined and treated as ratios, but that afterwards they are represented by lines, which lines are so defined as to represent the functions.
The present volume embodies a course of lectures on Projective Geometry given by the author for a number of years at the University of Wisconsin. The synthetic point of view was chosen primarily to develop the power of visualization and of pure geometric analysis for young men and women preparing to teach geometry in our secondary schools. Such a course should naturally avoid a review of the subject matter of Elementary Geometry and, at the same time, should not be so far removed from familiar concepts as to lose connection with them. In the second place, the synthetic treatment of loci of the second order and of the second class opens up a new field to the student familiar with analytical processes and has certain advantages in arousing his enthusiasm for continued work in inathematics. No especial preparation beyond Elementary Geometry and a slight knowledge of Trigonometry is required in order to read this book with perfect understanding. The reader who knows his Analytic Geometry will often find himself on famiUar ground, but no knowledge beyond the use of coordinate axes is assumed. The book is frankly patterned after Reyes Geometrie der Lage with the feehng that the general method of treatment adopted by Professor Reye best serves the purposes outlined above. On the other hand, the author has not failed to consult and to profit by other texts on Projective Geometry that occupy important places in recent literature; notably, Veblen and Young, Projective Geometry; Enriques, Geometria Proiettiva; Severi, Complementi di Geometria ProeiUiva. No attempt has been made to set forth a necessary and sufficient set of postulates for Projective Geometry; not that the author fails to recognize the importance of research already completed in this field, but because of the conviction that the student is unfitted to appreciate work of this character until he has assimilated the main body of theorems and their applications based upon concepts famihar to him from the study of Elementary Geometry.
The discussion of the logical standpoint, to which sufficient space has been given in the preceding volume, is left aside; and, from a desire to limit the size of the volume, many things are omitted which might well have been included. What is given may, however, be regarded as essential to any student who professes to have received a mathematical education. The aptitude for geometrical construction in space, important as it is in the applications of mathematics to physics and engineering, receives, in our educational system at present, less training than it deserves. It is the writers hope that this volume may help to emphasize this; and may convey to readers something of the fascination and freedom which belongs to the reduction of intricate geometrical relations to the properties of a constructed figure. Only by such methods, moreover, can progress be made beyond the first principles of the subject. Up to the end of Chapter iii, this volume was in type when death severed an association to which the writer owed more help than he can well express. In business, James Bennet Peace was clear and honest; in friendship, constant and self-regardless; many beside the writer deplore his loss. To him, and to the co-operation of the other members of the Staff of the University Press, great acknowledgment is due. H.F. Baker. l-i July 1923.
Marlborough College, and has been tested by tolerably frequent use since that time. I have thought that it may be serviceable to give a short introduction, detailing certain of the more important facts in the Theory of Equations, so far as they bear on the subject. I have endeavoured to render the solutions intelligible those who are working the subject through for the first ime; consequently the earlier chapters are treated in fuller tail than the later ones, and I have at times given alternative solutions, where such seemed likely to be instructive. For the same reason geometrical methods have been occasionally employed in preference to analytical ones, in order that the student may not become a mere manipulator fequations. I have endeavoured to secure as much accuracy as posible by re-working each example as I copied it out for the ress, and by again re-working each from the proof-sheets, shall be very grateful for any hints or corrections. C.W. Bourne. Invi.Knkss Com, K ;K.Inh.
January, 1909, a friend of the Scientific American, who desired to remain unknown, paid into the hands of the publishers the sum of Five Hundred Dollars, which was to be awarded as a prize for the best popular explanation of the Fourth Dimension, the object being to set forth in an essay not longer than twenty-five hundred words the meaning of the term so that the ordinary lay reader could understand it. The essays, 245 in number, were submitted under pseudonyms, in accordance with the rules drawn up by the Editor of the Scientific American, and were judged by Prof. Henry P.Manning, of Brown University, and Prof.S. A. Mitchell, of Columbia University. The Five Hundred Dollar prize was awarded by the judges to Lieut.-Col. Graham Denby Fitch, Corps of Engineers, U.S. A. The prize-winning essay was published in the Scientific American of July 3 rd, 1909, and three essays, which received honorable mention, made their appearance in the issues of July loth, 17 th, and 24 th, 1909. Despite the character of the subject, extraordinary interest was manifested in the contest. Competitive essays were received not only from the United States, but from Turkey, Austria, Holland, India, Australia, France, and Germany. In fact, almost every civilized country was represented.
The present chapter consists of various examples of the interest and importance of the comparison of the geometry of spaces of different dimensions. The first section (pp. 1 32)is concerned with relations between theorems in to and in three dimensions. The second section (pp. 32 40)deals with the representation in four dimensions of some results belonging to ordinary space of three dimensions. The last section (pp. 40 64)deals with the employment of space of five dimensions for the consideration of properties arising both in three and in two dimensions. Some few references occur to space of any number of dimensions. Section I. Theorems Of Two And Three Dimensions The conies touching the fives from six arbitrary lines of a plane. Let three lines, p, q, r, be given in a plane, as well as a fourth line containing two points,, J;let any conic be drawn touching the four lines; let a be the conic, through the points, J, which contains the three intersections of the lines, g, r; then this conic a passes through the point, S, in which intersect the tangents from, Jto the former conic. Or, in other words (Vol. II, p.81), the circle through the intersections of three tangents of a parabola contains the focus of this parabola. Thus if four lines be given, beside the line which contains the points, J, the conic touching the five lines being then definite, the four conies, all through, J, each containing the intersections of three of the four given lines, meet in a point, namely, the point, jS, in which the tangents from, Jto the former conic intersect (Vol. ii, p.82); namely, these are four circles meeting in the focus of the parabola. If now, finally, five lines be given, beside the line containing the points, J, there will be five parabolas, each a conic touching the last line and four of the others, and five foci, 5 i, 62, . , S 5.It is the case that the circle containing any three of these foci passes through the other two, that is, that the seven points ji,. , Sg,, Jlie on a conic. Of this theorem a proof was given by Clifford( A synthetic proof of MiquePs theorem, Math. Papers, 1882, p.38), with the help of certain particular cubic curves.
Riemann surfaces, for dealing with the periods of these integrals. But the theory of correspondence, and some necessary references to involutions in a plane, find themselves in the succeeding volume, wdiich is mainly devoted to the theory of surfaces. It is perhaps desirable to explain the origin of these volumes. In the last fifty years a remarkable advance has been made in the theory of surfaces, and of algebraic loci in general; the English reader may find a description of the nature of this in a Presidential Address to the London Mathematical Society given in November 1912 Proceedings, Vol. xii). But attempts, since the War, to expound these new results have continually shewn the necessity for a precise appreciation of the ideas out of which this advance has developed; in mathematics it is not sufficient to know the enunciation of a result; it is necessary to understand the proof. These two volumes have grown up in the attempt to meet this need. The further need of a volume explaining the applications of topological theory, especially to the periods of the integrals belonging to the higher loci, may, I hope, appeal to another. The volumes are necessarily very incomplete in their inclusion of detail, as the specialist in any branch will easily find; their object is to lay the foundations for a more detailed study. The pursuit of the analytical principles has a fascination in itself; but since, for reasons of space, these volumes are so largely devoted to this, I may be allowed to add another remark.
The Directly-Useful Technical Series requires a few words by way of introduction. Technical books of the past have arranged themselves largely under two sections: the Theoretical and the Practical. Theoretical books have been written more for the training of college students than for the supply of information to men in practice, and have been greatly filled with descriptions-useful text has been written, because the authors felt the need of a treatment of trigonometry that duly emphasized those parts necessary to a proper understanding of the courses taken in schools of technology. Yet it is hoped that teachers of mathematics in classical colleges and universities as well will find it suited to their needs. It is useless to claim any great originality in treatment or in the selection of subject matter. No attempt has been made to be novel only; but the best ideas and treatment have been used, no matter how often they have appeared in other works on trigonometry. The following points are to be especially noted:(1) The measurement of angles is considered at the beginning.(2) The trigonometric functions are defined at once for any angle, then speciahzed for the acute angle; not first defined for acute angles, then for obtuse angles, and then for general angles. To do this, use is made of Cartesian co6rdinates, which are now almost universally taught in elementary algebra.(3) The treatment of triangles comes in its natural and logical order and is not forced to the first pages of the book.(4) Considerable use is made of the line representation of the trigonometric functions. This makes the proof of certain theorems easier of comprehension and lends itself to many useful applications.(5) Trigonometric equations are introduced early and used often.(6) Anti-trigonometric functions are used throughout the work, not placed in a short chapter at the close. They are used in the solutions of equations and triangles. Much stress is laid upon the principal values of anti-trigonometric functions as used later in the more advanced subjects of mathematics.(7) A hmited use is made of the so-called laboratory method to impress upon the student certain fundamental ideas.(8) Numerous carefully graded practical problems are given and an abundance of drill exercises. |
Product Description
Saxon Math 5/4 helps transition middle school students from manipulatives and worksheets to a textbook approach. Focusing on algebraic reasoning and geometric concepts, concepts are taught through incremental development of new material and continual review of the old, along with in-depth "investigations." Following Saxon Math 3 or Saxon Intermediate Math 3, concepts such as number sense, numeration, numerical operations, measurement and geometry, patterns, relationships, math functions, and data manipulation are introduced. Lessons contain a warm-up, introduction to new concepts, lesson practice where the new skill is practiced, and mixed practice, which is comprised of old and new problems. Designed for students in Grade 4, or Grade 5Math 5/4 Homeschool Kit, Third Edition
4.8
5
57
57
Amazing series. I will buy the series 7/6 for next year for sure !!!! There is a lot of repetition if that is what your child needs. Mine learned a lot and things really sunk in. There are some wrong answers in the parent answer book so just keep watch on that. I will use this again when my 4 year old is ready to do this concept of math as well.
September 23, 2013
Good work. I ordered my books. I got my books. End of story.
July 5, 2013
Excellent!!! Improved test scores!
I have been HSing for 12 years. My oldest, who will be in 12th grade this fall, has always been a math wiz. He used A Beka math up through 8th grade and then switched to Saxon for high school using Classical Conversations. For him, A Beka was great.
My daughters, now 13 & 11, were not so naturally gifted at math. I faithfully started them with A Beka because my plan all along was to buy the books once and only ever replace the student workbooks for my younger 3 children. They started alright, but struggled quite a bit. By the time my youngest took EOY tests after 3rd grade, she fell in the 16th percentile for math. Pretty low! Also, math time was a lot of tears and frustration. We started her 4th grade year with strong resolve to build her math skills, but by Christmas, I could see we weren't making the needed progress. In January, I chucked her 4th grade A Beka math and started her at the beginning of Saxon 5/4. I had her first read every lesson and then attempt the practice problems. If she got it, she moved on to the mixed practice problems. If she didn't, I went back through and explained the lesson to her. (I purposely try to have my children be as independant learners as possible. I don't want them to think they cannot learn without a teacher.) We also go back and rework mistakes. Yes... That can get old fast, but it works! (We still do it this way two years later.)
Well, she began to thrive. She began to believe she COULD do well at math. At the end of 4th grade she was only halfway through the 5/4 book, but her math test score went up to 38th percentile. By the end of this year (5th grade) we had made it almost completely through Saxon 6/5, and I just got her test scores. In math she scored in the 51st percentile!! I know that's not super high yet, but in 2 years she gained 35 percentile points!!! I expect this growth to continue! Rome wasn't built in a day, after all! :-) Now, the math outlook is much brighter to both of us!!
Regarding my older daughter, without going into as many details, from last year to this year, (this year she completed 8/7) she has gone from 32nd to 75th percentile. An even bigger gain!! (I am super pleased! I only gave more details for my younger daughter because I feel like she and I have been in the math trenches together. Though the numbers are smaller, the gain feels SO much bigger.)
I do NOT by any means think that standardized test scores are the "be all and end all" of math proficiency. For me, they are a window into long-term progress (or failure to progress), and they are practice for the bigger tests (ACT/SAT) that they will one day take. This is just one of the many ways I assess our progress.
I also tutor a class of HSing high schoolers in algebra using Saxon. I know people complain about the repetition, but I find that to be a large part of what makes Saxon excellent. I'm a firm believer that repetition is the mother of skill. My girls' test scores confirm what I've been witnessing at our dining room table for the last 2 years... Saxon works!! (but only if you work it). ;-)
June 23, 2013
Excellent math program
Super great price on a very dependable and quality math curriculum.
April 26, 2013 |
There is one comprehensive Parent Guide with Extra Practice available for Core Connections, Courses 1-3. The authors decided to provide parents and students with a comprehensive resource that includes the concepts and skills required in all three grades. Use the guide for assistance with current course topics as well for review and practice with topics from previous courses. However, for your convenience, we have also posted the parts of the comprehensive Parent Guide for each Core Connections course as separate files.
The Parent Guide for Foundations for Algebra: Years 1 and 2 presents each idea in the course concisely followed by examples, problems, and answers. The Parent Guides for Making Connections: Foundations for Algebra, Courses 1 and 2, Algebra Connections, Geometry Connections, Algebra 2 Connections, and Math 1, 2, and 3 discuss the main ideas of each chapter, offer several solved examples, and provide hundreds of additional practice problems (with answers). The Math 3 and Algebra 2 Connections Guides includes SAT-type practice sets. Note that the Parent Guide for Algebra 2 Connections also serves as the extra practice resource for that course. |
Writing construct mathematical proofs;To help students learn how to write mathematical proofs according to ac-cepted guidelines so that their work and reasoning can be understood by others; andTo provide students with material that will be needed for their further study of mathematics.' |
Algebra : A CombinedElayn Martin-Gay firmly believes that every student can succeed, and her developmental math textbooks and video resources are motivated by this belief.Algebra: A Combined Approach, Fourth Editionwas written to provide students with a solid foundation in algebra and help them effectively transition to their next mathematics course. The new edition offers new resources like theStudent Organizerand now includesStudent Resourcesin the back of the book to help students on their quest for success.
7.4 Adding and Subtracting Rational Expressions with Different Denominators
7.5 Solving Equations Containing Rational Expressions
Integrated Review
7.6 Proportions and Problem Solving with Rational Equations
7.7 Simplifying Complex Fractions
Chapter 8: Graphs and Functions
8.1 Review of Equations of Lines and Writing Parallel and Perpendicular Lines
8.2 Introduction to Functions
8.3 Polynomial and Rational Functions
Integrated Review
8.4 Interval Notation, Finding Domains and Ranges from
Graphs and Graphing Piecewise-Defined Functions
8.5 Shifting and Reflecting Graphs of Functions
Chapter 9: Systems of Equations and Inequalities and Variation
9.1 Solving Systems of Linear Equations in Three Variables and Problem Solving
9.2 Solving Systems of Equations Using Matrices
Integrated Review
9.3 Systems of Linear Inequalities
Variation and Problem Solving
Chapter 10: Rational Exponents, Radicals, and Complex Numbers
10.1 Radical Expressions and Radical Functions
10.2 Rational Exponents
10.3 Simplifying Radical Expressions
10.4 Adding, Subtracting, and Multiplying Radical Expressions
10.5 Rationalizing Numerators and Denominators of Radical Expressions
Integrated Review
10.6 Radical Equations and Problem Solving
10.7 Complex Numbers
Chapter 11: Quadratic Equations and Functions
11.1 Solving Quadratic Equations by Completing the Square
11.2 Solving Quadratic Equations by Using the Quadratic Formula
11.3 Solving Equations by Using Quadratic Methods Integrated Review
11.4 Nonlinear Inequalities in One Variable
11.5 Quadratic Functions and Their Graphs
11.6 Further Graphing of Quadratic Functions
Chapter 12: Exponential and Logarithmic Functions
12.1 The Algebra of Functions
12.2 Inverse Functions
12.3 Exponential Functions
12.4 Exponential Growth and Decay Functions
12.5 Logarithmic Functions
Integrated Review
12.6 Properties of Logarithms
12.7 Common Logarithms, Natural Logarithms, and Change of Base
12.8 Exponential and Logarithmic Equations and Problem Solving
Chapter 13: Conic Sections
13.1 The Parabola and the Circle
13.2 The Ellipse and the Hyperbola
Integrated Review
13.3 Solving Nonlinear Systems of Equations
13.4 Nonlinear Inequalities and Systems of Inequalities
Appendices
A Transition Review: Exponents, Polynomials, and Factoring Strategies
B. Transition Review: Solving Linear and Quadratic Equations
C. Sets and Compound Inequalities
D. Absolute Value Equations and Inequalities
E. Determinants and Cramer's Rule
F. Review of Angles, Lines, and Special Triangles
G. Stretching and Compressing Graphs of Absolute Value Functions
H. An Introduction to Using a Graphing Utility
Student Resources Study Skills Builders
Bigger Picture Study Guide Outline
Practice Final Exam
Answers to Selected Exercises |
Algebra.com is a good side that offers help on different math problems. The website caters for students in different grades on addition, algebra I, II and III, multiplication and geometry. Visit for more information. |
The work you find below deals with the simple elements of the
matrix-creation, the easy-to-understand part one of Mathematics. People can
meet with matrix's at many parts of everyday life, if they understand
mathematics a little bit. Most of the youths use matrix already in the
primary school at different occasions, they just don't know about it. Let's
see mixing for example. We can say that the "mixing table" is a
"picture-matrix". Of course, we can meet matrix's at more difficult and less
exact areas as well. From the simultaneous linear equations through the
linear algebra till encoding, the areas of possible using have no border.
Even nowadays people use their knowledge of this area for the new
developments and for creating new ideas. That's why we had chosen this
difficult but easy-to-understand topic. We'd like everybody who read our
work to become being interested in it and to feel like to use this
knowledge.
We divided our project into some parts, which may helps you by examining: |
Procedure
Assign homework that requires students to simplify algebraic expressions that include exponents.
Part of the homework assignment should include a website evaluation of the exponent module, using the website evaluation form provided for the exponent module.
Other uses of the website module
You can use the website as a point of discussion for students after they have viewed and evaluated it. Types of questions include:
What does the module teach you about exponents? Name the properties of exponents covered on the website. (Summarize / retell)
Compare the way the website explains how to simplify the product of multiplying expressions to how your book explains it. How do they differ? Which is more effective? (Compare / contrast; encourages Metacognitive reflection)
Find another way to express 'simplify.' How is 'simplify' different from the term 'solve?' (Use the vocabulary feature of the website. The hyperlinked e-text is a translational feature of the Usable Algebra learning resources website.) |
Math.NET aims to provide a self contained clean framework for symbolic mathematical (Computer Algebra System) and numerical/scientific computations, including a parser and support for linear algebra, complex differential analysis, system solving and more |
Pre-Algebra DemystSay goodbye to dry presentations, grueling formulas, and abstract theories that would put Einstein to sleep -- now there's an easier way to master the disciplines you really need to know. McGraw-Hill's "Demystified Series" teaches complex subjects in a unique, easy-to-absorb manner, and is perfect for users without formal training or unlimited time. They're also the most time-efficient, interestingly written "brush-ups" you can find. Organized as self-teaching guides, they come complete with key points, background information, questions at the ... MOREend of each chapter, and even final exams. You'll be able to learn more in less time, evaluate your areas of strength and weakness and reinforce your knowledge and confidence. A self-teaching guide to basic arithmetic, covering whole numbers, fractions, percentages, ratio and proportion, basic algebra, basic geometry, basic statistics and probability.
Three Types of Percent Problems
Word Problems
UNIT 5 – RATIO AND PROPORTIONS
Ratio
Proportions
Word Problems
UNIT 6 – BASIC ALGEBRA
Integers
Adding Integers
Subtracting Integers
Multiplying Integers
Dividing Integers
Solving Basic Equations
Word Problems
UNIT 7 – BASIC GEOMETRY
Basic Geometric Figures
Perimeter
Area
Volume
Word Problems
UNIT 8 – BASIC STATISTICS AND PROBABILITY
Graphs
Finding Averages
Probability
Word Problems
FINAL EXAM
ANSWERS TO ALL QUESTIONS
Allan G. Bluman taught mathematics and statistics in high school, college, and graduate school for 39 years. He received his Ed.D. from the University of Pittsburgh and has written three mathematics textbooks published by McGraw-Hill. Mr. Bluman is the recipient of "An Apple for the Teacher Award" for bringing excellence to the learning environment and the "Most Successful Revision of a Textbook" award from McGraw-Hill. His biographical also record appears in Who's Who in American Education, Fifth Edition. |
Intermediate Algebra - With CD - 6th edition
Summary: Key Message:TheTobey/Slater seriesbuilds essential skills one at a time by breaking the mathematics down into manageable pieces. This practical ''building block'' organization makes it easy for readers to understand each topic and gain confidence as they move through each section. The authors provide a ''How am I Doing?'' guide to give readers constant reinforcement and to ensure that they understand each concept before moving on to the next. With Tobey/Slater, readers have a tutor a...show morend study companion with them every step of the way. Key Topics:Basic Concepts; Linear Equations and Inequalities; Equations and Inequalities in Two Variables and Functions; Systems of Linear Equations and Inequalities; Polynomials; Rational Expressions and Equations; Rational Exponents and Radicals; Quadratic Equations and Inequalities; The Conic Sections; Additional Properties of Functions; Logarithmic and Exponential Functions Market:For all readers interested in basic college mathematics. ...show less
0321578295 |
Analyzing Tables with CASIO Graphing Calculator (Linear Functions)
Presentation (Powerpoint) File
Be sure that you have an application to open this file type before downloading and/or purchasing.
0.1 MB | 12 pages
PRODUCT DESCRIPTION
Basic Linear Functions are a big topic in Pre-Algebra and Algebra 1. If you are looking for a PowerPoint to lead your students through the procedures to enter a table, graph the data, and write the expression (or equation) using the CASIO graphing calculator, HERE IT IS! The examples start leading the students with 'baby' steps, but as the PowerPoint progresses the students are offered the chance to progress more independently. The examples are real-world and engaging. Once the students master the list, graphs, and linear expressions using the CASIO, the world of math using this technology is massive!
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Mathematics | Pearson Resources
Our comprehensive suite of mathematics resources provides you and your students with in-depth support and guidance for all our specifications. Just select the qualification you're interested in from the drop-down below to see the accompanying resources.
Matching the specification,Edexcel AS and A Level Modular Mathematics D1 features:Edexcel's Student Book for the new 2009 Edexcel International GCSE Further Pure Mathematics specification
Edexcel International GCSE Further Pure Mathematics Student Book provides complete coverage of the 2009 Edexcel International GCSE specification, so you can be sure you and your students have all the material you need. For first teaching from September 2009 and first examination in 2011.
• Edexcel's Student Book for the new 2009 Edexcel International GCSE Maths specification exercises exercises working at securing a basic pass at GCSE.
Matches the Student Book structure and content to make setting homework straightforward.
A VLE-compatible digital edition of the Access Practice Book aiming for the top grades.
Matches the Student Book structure and content to make setting homework straightforward.
Packed with practice questions, all of which are graded so students can see exactly what level they're working at.
Encourages students towards A Level with 'Challenge yourself' tasks in every chapter.
Includes key points boxes at the start of every chapter, which provide a handy summary of the rules, formulae and definitions students will need.
Also available as a VLE-compatible digital edition for added flexibility of useDesigned for exam practice, this Workbook is for those students studying on the foundation tiers for Edexcel GCSE Mathematics A Linear.
The Revision Workbooks provide plenty of practice in 3 speeds: guided practice questions, unguided practice questions and practice exam papers Revision resources that are priced to meet both your budget and your students
ResultsPlus data delivers insightful exam experience and guidance on the common pitfalls and misconceptions.
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For classroom and independent study, A Linear foundation tiers for Edexcel GCSE Mathematics B Modular B ModularRevisionDesigned for exam practice, this Workbook is for those students studying on the higher tiers for Edexcel GCSE Mathematics B Modular.
The Revision Workbooks provide plenty of practice in 3 speeds: guided questions, unguided questions and practice exam papers to ensure you students get the best exam preparation possible the classroom and independent study |
Some aspects of the development of a modern engineering graphics course for first-year engineering students are described. The objective of the course is to teach students the graphic presentation of 2-D and 3-D data, to give an understanding of the graphic-user/computer communication, and to apply these concepts efficiently to engineering problems. The course covers the mathematical principles of 2-D and 3-D data representation and the hardware and software components of a graphic system, and it includes a wide range of laboratory exercises to illustrate the concepts covered in the lecture. Some examples of student work are given |
Probability and Statistics usually gives students problems in the beginning because all of the problems are word problems that require the student to read and truly comprehend what is being asked before any solution can be attempted.
The Laplace Transform is one of the most powerful mathematical tools that can be used to solve a wide variety of problems in Math, Science, and Engineering. We begin this course by discussing what the Laplace Transform is and why it is important. Next, we show the Laplace Integral, and derive several fundamental transformations that we will use in the remainder of the course. We also discuss the Inverse Laplace Transform and derive several inverses. We discuss how to solve Ordinary Differential Equations (ODEs) with initial conditions and work several examples to give practice with real problems. Finally, we discuss the shifting properties of the Laplace Transform and how to work with piecewise defined functions. At the end of the course, the student will be very comfortable with the Laplace Transform in both theory and practical application to problems. The easiest way to learn how to program is through step-by-step video lessons! |
$118 classic book gives a thorough introduction to constructive algebraic number theory, and is therefore especially suited as a textbook for a course on that subject. It also provides a comprehensive look at recent research. For experimental number theoreticians, the authors developed new methods and obtained new results of great importance for them. Both computer scientists interested in higher arithmetic and those teaching algebraic number theory will find the book of value.
Customer reviews
Product details
availability: Manufactured on demand: supplied direct from the printer
Table of Contents
Preface List of symbols 1. Basics of constructive algebraic number theory 2. The group of an equation 3. Methods from the geometry of numbers 4. Embedding of commutative orders into the maximal order 5. Units in algebraic number fields 6. The class group of algebraic number fields Appendix Algorithms |
Linear Algebra and its Applications, David C. Lay (4th Edition),
by Addison-Wesley. You may wish to purchase the "Study
Guide" to Lay's book.
On-line Resources:
You should take advantage of the excellent resources (including review
sheets and practice exams) at the course web site.
Calculators:
No calculators will be allowed in exams. You may, however, use
calculators for homework, if you wish.
Course Contents
The course will cover
Chapter 1:
Sections 1.1-1.3
Wednesday, May 30
Chapter 1:
Sections 1.4-1.5
Thursday, May 31
Chapter 1:
Sections 1.6-1.7
Monday, June 4
Chapter 1:
Sections 1.8-1.9
Wednesday, June 6
Chapter 1 (and 2):
Sections 1.10-2.1
Thursday, June 7
Chapter 2 :
Sections 2.2-2.3
Monday, June 11
Chapter 3 :
Sections 3.1-3.2
Wednesday, June 13
Chapter 4:
Sections 4.1-4.2
Thursday, June 14
Chapter 4:
Sections 4.3-4.4
Monday, June 18
Chapter 4:
Sections 4.5-4.6
Wednesday, June 20
Chapter 5:
Sections 5.1-5.2
Thursday, June 21
Chapter 5 (and 6):
Sections 5.3-6.1
Monday, June 25
Chapter 6 :
Sections 6.2-6.3
Wednesday, June 27
Chapter 6 (and 7):
Sections 6.4-7.1
Thursday, June 28
Chapter 7:
Sections 7.1-7.2
Monday, July 2
Course Description/Objectives
Calculus and Linear Algebra are two cornerstones of
modern mathematics and much else. For example, they are widely used
across
the physical and biological sciences, engineering, and economics, and
computer science.
A strong knowledge of Linear Algebra is required to understand the
mathematics
behind search engines like Google, image and audio formats like
JPEG and MP3, quantum mechanics, DNA sequencing, and computer graphics,
and regression analysis
in statistics, just to name a few applications. Linear Algebra is also
needed to solve the
differential equations (both ordinary and partial) that model weather
systems, biological systems,
the stock market, VLSI circuits, econometrics models, operations
research, and so on. In Math 221
you will learn the basic material in Linear Algebra that will later
enable you to apply
Linear Algebra to your chosen field.
Mastering the concepts of linear algebra is perhaps even more important
than learning how to perform linear algebraic calculations. The
conceptual aspects of
the subject become increasingly central as the course progresses.
Specific Learning Goals
Competence at basic calculations involving matrices and vectors,
including the ability to
solve low-dimensional linear systems and calculate the rank and inverse
of a matrix using Gaussian
elimination, calculate eigenvalues and eigenvectors, diagonalize
matrices, and construct orthogonal
bases using the Gram Schmidt algorithm.
Grasp of basic theory including results on the existence of
solutions to linear equations,
linear independence of vectors, the concept of a linear transformation,
the theorem on the inverse
of a matrix, determinants, vector spaces and subspaces, nullspaces,
column spaces and the rank theorem,
bases, characteristic equations and eigenvalues, eigenvectors, geometry
of orthogonal projections.
Academic Misconduct
I will not tolerate cheating in any form. All instances of cheating I
discover will be reported
to UMBC's academic integrity committee. (See the link for
Academic Integrity at UMBC for more information.
In particular, in this course, giving or receiving aid on exams will
result in a grade of zero
for that exam. Copying of homework solutions from other students in the
class, from students
who have previously taken this or an equivalent course, from a solutions
manual, or from the web
will treated as a serious offense. At a minimum this will result in a
grade of zero for that homework
(which will not be counted as one of the two lowest homeworks I drop
when calculating your overall
homework grade). For flagrant cheating on homework I reserve the right
to give a grade of zero for
the homework on which the students was found to have cheated as well as
on all homeworks that were
turned in prior to the discovery of the offense. Also see comments below
in the subsection on Homework.
Here is a summary of UMBC's official policy on academic misconduct,
which I fully endorse:
"By enrolling in this course, each student assumes the
responsibilities of an active participant in UMBC's scholarly
community in which everyone's academic work and behavior are
held to the highest standards of honesty. Cheating, fabrication,
plagiarism, and helping others to commit these acts are all forms
of academic dishonesty, and they are wrong. Academic misconduct
could result in disciplinary action that may include, but is not
limited to, suspension or dismissal. To read the full Student
Academic Conduct Policy, consult the UMBC Student Handbook,
the Faculty Handbook, or the UMBC Policies section of the UMBC
Directory."
Grading
Grade Policy
Letter grades in this course will be based on 3 Tests 50 minute tests and a
2 hour Comprehensive Final Exam. They will have the
following weights:
Test 1:
70/3%
June 11 (Monday)
Test 2:
70/3%
June 18 (Monday)
Test 3:
70/3%
June 25 (Monday)
Comprehensive Final Exam:
30%
July 5, Thursday, 9-11AM in IT 229.
Letter grades for the course will be based on your total score (S)
which is the weighted sum of scores in the homework problems, quizzes, and the
three exams:
A
80 < S ≤ 100;
B
70 < S ≤ 80;
C
60 < S ≤ 70;
D
50 < S ≤ 60;
F
0 ≤ S ≤ 50
You are guaranteed the corresponding grade if your score falls in the
above ranges.
However, the grading system may be changed for the entire class or in
individual cases
at the discretion of the instructor. In particular, class attendance
and
participation will be taken into account if your grade falls on the
borderline
between two grades. Also, a strong showing in the final exam will be
rewarded; it
signals to me that you have a solid understanding of the course at the
end.
Exams
Please note that the dates announced above for the midterm exams
are tentative.
You can expect that the actual exam date will be given within a week of
the announced date,
and will be announced at least one week in advance. The date of the
final exam is fixed, being
set by the university.
A makeup midterm examination will be given only under the most
extraordinary circumstances
with written documentation and prior approval from me. There will
be no make ups given
for the final exam.
Please note that the final exam is comprehensive, and thus covers
on the whole course!
Homework Assignments
Your success in the course depends greatly on you doing the assigned homework
assignments regularly to assimilate the material covered in the classes.
Please make sure that you finish the homework on time and that you bring the
difficulties to my attention. These will be dealt with promptly in
class or sometimes during the office hours.
Each week, a set of homework problems will be posted on the course
Web page in Blackboard, in two categories, required and
recommended.
Homework sets will NOT be collected due to the fast pace of the short semester.
However, you are encouraged to solve all of these homework problems.
Any questions on the homework should be brought to my attention in class.
You may work in small groups for the homework. However, you should
not rely on group study alone. Best learning is done alone, leaving plenty of time
for self reflection.
General Advice on How to Study for the Course
Please remember that, ultimately, you are responsible for your own
learning, and that I am here to guide you and to give you directions.
Here are some suggestions:
The summer semester is about 2.5 as fast as a regular semester.
Therefore, it is imperative that you spend 25 or more hours a week on this
course outside of class time.
Warning! This course gets harder as the semester
progresses. My experience is that student who receive a C on the midterms
are in grave danger of getting D/F on the final and in the course.
To do as well as you can, I strongly encourage you to come
to see me with specific questions on a regular basis.
You are expected to read the section we will cover each period
ahead of time.
It is very important to keep the main definitions, statements of
theorems, and simpler examples
on the forefront of your minds throughout the course, since we will
refer back to them many times.
You will need to digest the material several times to master it - before
class, in class, reading through
material after class, re-deriving for yourself without any aid results
discussed in class, and doing
the assigned problems.
This is a fast paced course. Do not get behind. Do not miss class.
If you miss a class or start to get lost,
it will only be a week before you are totally lost. So ask for help from
me and from your fellow students immediately!
I encourage you to ask questions both in and out of class.
If you are dazed and confused most likely most of
your class mates are too! So you'll be doing everyone a favor by asking
your question.
In class I may call on people by name to answer questions. This is
to keep you involved and helps me find out
whether you are understanding what's going on. If you do not feel
comfortable being called on in class, please come
and talk with me, and we will find another way to actively involve you.
Come and talk with me in my office. Talk math with your fellow
students, don't work in isolation.
Learn the art of taking good notes. My lectures will often present
a somewhat complementary perspective on
the subject to that in the textbook. |
Mathletics
In Mathletics, Wayne Winston describes the mathematical methods that top coaches and managers use to evaluate players and improve team performance, and gives math enthusiasts the practical tools they need to enhance their understanding and enjoyment of their favorite sports--and maybe even gain the outside edge to winning bets. Mathletics blends fun math problems with sports stories of actual games, teams, and players, along with personal anecdotes from Winston's work as a sports consultant. Winston uses easy-to-read tables and illustrations to illuminate the techniques and ideas he presents, and all the necessary math concepts--such as arithmetic, basic statistics and probability, and Monte Carlo simulations--are fully explained in the examples.
After reading Mathletics, you will understand why baseball teams should almost never bunt, why football overtime systems are unfair, why points, rebounds, and assists aren't enough to determine who's the NBA's best player--and much, much more. In a new epilogue, Winston discusses the stats and numerical analysis behind some recent sporting events, such as how the Dallas Mavericks used analytics to become the 2011 NBA champions.
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"Who."--Ken Berger, CBSSports.com
"[A] terrific read for anyone trying to model markets statistically and make trading decisions based on statistical data. . . . Reading Winston's book is a mind-opening experience."--Brenda Jubin, Reading the Markets blog
From the Inside Flap
"Winston has an uncanny knack for bringing the game alive through the fascinating mathematical questions he explores. He gets inside professional sports like no other writer I know. Mathletics is like a seat at courtside."--Mark Cuban, owner of the Dallas Mavericks
"Wayne Winston's Mathletics combines rigorous analytical methodologies with a very inquisitive approach. This should be a required starting point for anyone desiring to use mathematics in the world of sports."--KC Joyner, author of Blindsided: Why the Left Tackle Is Overrated and Other Contrarian Football Thoughts
"People who want the details on the analysis of baseball need to read Mathletics. This book provides the statistics behind Moneyball."--Pete Palmer, coeditor of The ESPN Baseball Encyclopedia and The ESPN Pro Football Encyclopedia
"Winston has brought together the latest thinking on sports mathematics in one comprehensive place. This volume is perfect for someone seeking a general overview or who wants to dive into advanced thinking on the latest sports-analytics topics."--Daryl Morey, general manager of the Houston Rockets
"Mathletics offers insights into the mathematical analysis of three major sports and sports gambling. The basketball and sports bookies sections are particularly interesting and loaded with in-depth examples and analysis. The author's passion seems to jump right off the page."--Michael Huber, Muhlenberg College
"I really enjoyed this unique book, as will anyone who is a serious sports fan with some interest in mathematics. Winston is very knowledgeable about baseball, basketball, and football, and about the mathematical techniques needed to analyze a multitude of questions that arise in them. He does a very good job of explaining complex mathematical ideas in a simple way."--George L. Nemhauser, Georgia Institute of Technology
More About the Author
Wayne L. Winston is a professor of Decision Sciences at Indiana University, Kelley School of Business and has earned numerous MBA teaching awards over the past two decades. Wayne also consults for several Fortune 500 clients. He and his business partner Jeff Sagarin developed the statistics tracking and rating system used by the Dallas Mavericks professional basketball team. Wayne is also a two-time Jeopardy champion.
Most Helpful Customer Reviews
Wayne Winston addresses a myriad of topics in baseball, basketball and football via a statistics-heavy approach. There are 50 different "bites" spread out over 350 pages. There are many familiar topics for quantitative sports fans - Pythagorean theorem, platoon effects, player evaluations in different sports, and power rankings to name but a few.
The entire book is moderately math heavy - over half of it is devoted to quantitative solutions using algebra, statistics and Excel worksheets (which you can find online via included addresses). If you do not enjoy the mathematical side of sports, you'll find most of the book unreadable. If you do enjoy math, stats or using quantitative approaches to gambling, this book is a nice review of most of the interesting approaches out there. The bibliography of cited books reads like a "who's who" of credible quantitative sports texts.
A vast majority of the "bites" are already discussed extensively in other sources. The advantage of this book for most readers is that you can get such a diverse taste of different topics under one cover. If you are a sports modeler, the wide array of topics and approaches could help stir your own creativity. On more than one topic, I found myself saying "this assumption isn't valid!" But my making these assumptions and challenging them yourself, his approach opens up many unintended doors for the reader. For example, one bite addresses and argues that teams should pass more and run less than they do. To support this hypothesis, the book looks at a payoff chart for the yardage gained from a pass attempt versus a run attempt. The payoff chart does not consider volatility (rushing for 3 yards EVERY play is better than passing for 20 yards 1/4th of the time).Read more ›
The book talks about various aspects of using statistics and probability theory in professional sports. It is divided to four parts: baseball (MLB), American football (NFL) and basketball (NBA), and the fourth section talks about some sport gambling and general comments that are not a good fit to any of the other sections. The author of the book is a professor for operations and decision technologies and was also a statistics consultant for several professional teams such as the NBA's Dallas Mavericks (season 2006-2007).
Generally, the topics discussed in the book are interesting (to me both as a sports fan and with an interest and background in Math') and include topics like how to evaluate players, is there a correlation between teams wealth and the probability to win and how to compare players from different years.
However, the book itself is not an interesting read mainly because each topic is discussed in a very shallow level. The basic flow of each topic is to introduce the motivation of what statistical insights we are now checking, give the required math formula (usually without enough explanations or examples to understand it thoroughly), and than a single conclusion of the analysis is presented before continuing to the next topic. This results in the reader being left without any interesting findings or insights to learn about the topic in question with respect to different years, teams or players. For each given topic I could easily come up with several other questions that every die-hard NBA fan would like to see treated.
Basically, the book looks like a cooking book, that present an idea, gives you the formula (often discusses Excel implementation) and leaves all the hard work to the reader.Read more ›
Consists of 50 short sections, each giving a statistical analysis of a specific question in baseball, football, basketball and gambling thereon -- typical examples being Evaluating (baseball) fielders, Why is the NFL's overtime system fatally flawed, End-game basketball strategy, Rating sports teams. So it's useful for providing an overview of the type of questions people have studied statistically, and interesting to see the author's answers to the specific questions. But what lies between the questions and the answers strikes me as much less satisfactory. Typically the author just writes down a formula intended to predict future probabilities or ratings based on past data, explains how to do the calculations in Excel spreadsheets, and shows the results. This is fine as far as it goes, but (to me, as someone who teaches freshman statistics (FS)) it is not usefully connected to FS. Interpreting what the results of a linear regression or a test of significance actually mean, and when they are applicable, involves subtleties far beyond what any brief text explanation can provide. So a reader who doesn't already know FS will surely be unable to internalize what's going on, or to be able to start doing analyses for themselves. And a reader who has taken a good FS course such as Statistics, 4th Edition will have lots of unanswered questions about why the author does this procedure rather than that procedure and how reliable the conclusions might be. |
This interactive resource, produced by the University of Leicester, is designed to enable students to explore vectors, beginning with the definition of a vector followed by the algebra of vectors and the scalar product.
The opening slides of the presentation explain the difference between scalar and vector quantities followed…
This interactive resource, produced by the University of Leicester, is designed to enable students to explore transformations of shapes including translation by a vector, stretches, rotations around a point, reflection in the axes and reflections in the lines y=x and y=-x.
The first activity draws a parallelogram which is translated…
This interactive resource, produced by the University of Leicester, is designed to enable students to explore transformations of functions including translations, stretches, reflection in the axes and rotations.
The first activity uses function notation to explore translations parallel to the x axis and translations parallel…
This interactive resource, produced by the University of Leicester, is designed to enable students to explore what is meant by a quadratic equation, the meaning of the coefficients of a quadratic equation and to be able to solve quadratic equations.
An introduction page gives examples of where quadratic equations can be found…
This interactive resource, produced by the University of Leicester, is designed to enable students to explore the nature of the exponential function and to explore the derivative of the exponential function.
An introduction page sets out some basic information about exponential functions leading to a definition of the exponential…
Carom Maths provides this resource for teachers and students of A Level mathematics.
In this activity the distribution of prime numbers, proved by Hadamard and de la Vallée Poussin in 1896, is investigated using an Excel spreadsheet program, Autograph and the Prime Number Theorem.
The resource is designed to explore…
This interactive resource, produced by the University of Leicester, is designed to enable students to explore the differential function of a polynomial and conclude by forming a generalisation.
An instruction page explains to students that they should draw a polynomial. Then by sliding the slider the gradient of the curve is plotted,…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation begins by introducing students to the technique used to find the radical of an integer before progressing to the ABC conjecture, which is recognised by mathematicians as being an important unsolved problem in number theory.
The…
.
Problems…
Carom Maths provides this resource for teachers and students of A Level mathematics.
Colouring maps, so that no two countries sharing a border are shaded with the same colour, is the focus of this presentation, which includes both the history and mathematical proofs to this problem.
This activity is designed to explore aspects…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation shows how, when placing triominoes onto a chessboard, there is always one empty square. An algebraic proof is developed to show that the empty square will always appear in the same location, or in one of its rotations.
The…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation provides a spreadsheet, which models a population of mice, and allows students to vary the input and thus change the behaviour of the model. There are some surprising discoveries to be made when the results are analysed.
The…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation introduces Euclid's axioms and theorems and provides historic information on the development of geometric principles, as well as discussing hyperbolic geometry. A link to Non-Euclid software, from Joel Castellanos's…
.
Bin packing:…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation explores the Mandelbrot Set, a topic from Chaos Theory, which involves complex numbers and the Argand diagram. Following a set of rules, students use a spreadsheet to establish if complex numbers, on the Argand diagram, are within…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation introduces the Reuleaux Triangle and shows how to construct a curve which has a constant width, as well as Barbier's Theorem and the Isoperimetric Inequality. Three dimensional shapes are also investigated to consider if…
Carom Maths provides this resource for teachers and students of A Level mathematics.
Wallpaper patterns all have one thing in common; they are all produced by repeating a single fundamental tile by translation, that one basic rule gives rise to a range of possible patterns, each with their distinctive symmetries. Here the number…
…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation challenges students to use the rules they have been given to develop a logical system and deduce theorems which prove that the system is complete and consistent and introduces the idea of truth tables to achieve this aim.
The…
Carom Maths provides this resource for teachers and students of A Level mathematics to explore aspects of the subject which may not normally be encountered, to encourage new ways to approach a problem mathematically and to broaden the range of tools that an A Level mathematician can call upon.
This presentation on Quadratic reciprocity…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation highlights the concept of infinity and its implications, as well as introducing the mathematician Georg Cantor and the arguments relating to infinity that he came up with.
The resource is designed to explore aspects of the…
The aim of a minimum spanning tree is to connect every vertex of the network using the edges having the least possible total weight. The task requires students to analyse information about a town centre and suggest which roads should be pedestrianized.
Minimum spanning tree: presentation - an introduction to the problem outlining…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation starts with the inequalities associated with triangles and challenges students to develop proofs of the inequalities found in other situations, using the arithmetic, geometric and harmonic means.
The resource is designed to…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation uses the fact that 1729 is the smallest number that can be expressed as two cubes in two different ways to introduce the topic of Elliptic curves, which are used more and more in the field of number theory.
The activity is…
Critical path analysis is a project management technique and is used to lay out all of the activities which are needed to complete a task. Starting some activities will depend on completing others first, while independent activities can be started any time. Critical path analysis helps to predict the project completion time.
The…
The aim of a travelling salesperson problem is to visit every vertex of the network and return to the starting vertex using the route that has the minimum total weight.
The problem requires students to find the best route for a courier to take to deliver parcels to a number of towns and return back to base.
Travelling salesperson…
Carom Maths provides this resource for teachers and students of A Level mathematics.
Ergodic maths is a fairly new branch of mathematics which concerns itself with repeated processes and some of the basic theorems are introduced here.
The activity is designed to explore aspects of the subject which may not normally be encountered,…
Carom Maths provides this resource for teachers and students of A Level mathematics.
A triangle can have more than one centre and this presentation demonstrates the application of vectors, in three different situations, to show that the circumcentre, the centroid and the orthocentre of a triangle are indeed positioned at the centre…
Carom Maths provides this resource for teachers and students of A Level mathematics.
A geodesic is the shortest distance between two points and here two problems involving cuboids and cylinders are investigated.
The resource is designed to explore aspects of the subject which may not normally be encountered, to encourage new…
Carom Maths provides this resource for teachers and students of A Level mathematics.
The Fibonacci sequence is an example of a linear recurrence relation (LRS). A matrix is used to calculate future terms, as well as running the sequence backwards to see how many zeroes appear. Algebra is used to prove the maximum number of zeroes…
These Making Statistics Vital resources are provided for those studying the S2 Module of A Level Statistics and present students with the opportunity to investigate problems, which require a different approach to those questions usually posed, on the topic of the Normal Distribution.
The coffee problem – poses the problem…
Carom Maths provides this resource for teachers and students of A Level mathematics.
This presentation introduces an explanation and a simulation of Buffon's Needles experiment, that yields an approximation for π, before developing the experiment further by asking what would happen if the shape of the needles were altered.
The… |
Digitalize your math equations to land on the right answer with the Texas InstrumentsTI30XA Scientific Calculator. This 10-digit scientific calculator is ideal for general math, pre-algebra, algebra 1 and 2, trigonometry and biology.
It performs trigonometric functions, logarithms, roots, powers, reciprocals, and factorials. One-variable statistics include results for mean and standard deviation. This calculator also adds, subtracts, multiplies, and divides fractions entered in traditional numerator/denominator format. Help make your student a math wiz with the TI30XA Scientific CalculatorCasio FX300ESPLUS FX 300ES PLUS Scientific Calculator This
scientific calculator features Natural Textbook Display and improved math functionality. FX 300ES PLUS has been designed as the perfect choice for middle school through high school students learning General Math, Trigonometry |
Math 60
Math 60 is offered during the fall & spring terms of every school year. The purpose of this course is to provide additional resources for students enrolled in Math 70,80, or 90. Students enrolled in Math 60 will receive 1 unit, if they spend 36 hours at the Math Lab studying, completing homework, or attending workshops for their Math 70,80, or 90 course. Students enrolled in Math 60 will not receive any additional assignments besides the ones they are required to complete for their Math 70,80, or 90 course.The last day to enroll in Math 60 is the last business day of the 9th week of each semester.
Students enrolled in Math 60 will receive an access code for the Math Lab, and they must log in & out every time they attend the Math Lab. Also, they must attend the Math Lab before the last business day of the 9th week of each semester to receive their access code or they will be dropped. Our computer program will record the number of hours completed at the Math Lab by each student. Therefore, Math 60 does not have a regular meeting time and students may work towards completing the 36 required hours any time the Math Lab is open. The 36 hours must be completed by the Friday BEFORE finals week.
Students have an additional instructor to answer their questions at the Math Lab. Additionally, they may also attend the Math 60 instructor's office hours. Student may earn up to 3 units, if they complete Math 60 during three different semesters. |
Hello Math Gurus! I am a starting at boolean algebra test worksheets. I seem to understand the lectures in the class properly, but when I start to solve the questions at home myself, I commit mistakes. Does anyone know of any website where I can get my solutions checked before submitting them for grading? Or any resource where I can get to see a step by step solution?
Well of course there is. If you are determined about learning boolean algebra test worksheets, then Algebrator can be of great help to you. It is made in such a way that almost anyone can use it. You don't need to be a computer professional in order to operate the program.
That's true, a good software can do miracles . I tried a few but Algebrator is the greatest. It doesn't matter what class you are in, I myself used it in Algebra 2 and Algebra 1 as well, so you don't have to worry that it's not on your level. If you never used a program until now I can tell you it's not complicated, you don't have to know much about the computer to use it. You just have to type in the keywords of the exercise, and then the program solves it step by step, so you get more than just the answer. |
books.google.com - The example books published as part of the Numerical Recipes, Second Edition series are source programs that demonstrate all of the Numerical Recipes subroutines. Each example program contains comments and is prefaced by a short description of how it functions. The books consist of all of the material... Recipes |
״I intend this book to be, firstly, a introduction to calculus based on the hyperreal number system. In other words, I will...
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״I aimed the text primarily at readers who already have some familiarity with calculus. Although the book does not explicitly assume any prerequisites beyond basic algebra and trigonometry, in practice the pace is too fast for most of those without some acquaintance with the basic notions of calculusIt is essential to lay a solid foundation in mathematics if a student is to be competitive in today's global market. The...
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It is essential to lay a solid foundation in mathematics if a student is to be competitive in today's global market. The importance of algebra, in particular, cannot be overstated as it is the basis of all mathematical modeling used in applications found in all disciplines.Traditionally, the study of algebra is separated into a two parts, Elementary and Intermediate Algebra. This textbook by John Redden, Elementary Algebra, is the first part written in a clear and concise manner, making no assumption of prior algebra experience. It carefully guides students from the basics to the more advanced techniques required to be successful in the next course.John Redden's Elementary Algebra takes the best of the traditional, practice-driven algebra texts and combines it with modern amenities to influence learning, like online/inline video solutions, as well as, other media driven features that only a free online text can deliver. Using the online text in conjunction with a printed version of the text could promote greater understanding (at a lower cost than most algebra texts).From the traditional standpoint, John employs an early and often approach to real world Elementary Algebra has applications incorporated into each and every exercise set. To do this John makes use of the classic "translating English sentences into mathematical statements" subsections in chapter 1 and as the text introduces new key terms.A more modernized element; embedded video examples, are present, but the importance of practice with pencil and paper is consistently stressed. This text respects the traditional approaches to algebra pedagogy while enhancing it with the technology available today.InWhile algebra is one of the most diversely applied subjects, students often find it to be one of the more difficult hurdles in their education. With this in mind, John wrote Elementary Algebra from the ground up in an open and modular format, allowing the instructor to modify it and leverage their individual expertise as a means to maximize the student experience and success.According to OER Commons, this book includes, "Introductory essays and interview to The Good Book: Thirty Years of Comments,...
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According to OER Commons, this book includes, "Introductory essays and interview to The Good Book: Thirty Years of Comments, Conjectures and Conclusions by I.J. Good, edited by David Banks and Eric P. Smith. The collection includes an introduction by Good, a long and thorough interview with him, and three appreciations of his work. I.J. Good is a legendary statistician whose work has had tremendous influence, not only in statistical sciences but also in world politics, from code-breaking during World War II to policy formation during Cold War negotiations with the Soviet Union. The print version of the book, available from Rice University Press, includes thirty years' worth of Good's witty essays on statistics, originally published in the Journal of Statistical Computation and Simulation.״ |
Accelerated MATH II
COURSE SYLLABUS
Druid Hills High School
Teacher: Ms. A. Moore
Phone Number: 678-874-6302 (Main Office)
Email: akosua_moore@fc.dekalb.k12.ga.us
Room Number: TBA
Semester: Fall 2012 Website:
Textbook: Georgia High School Math II Tutorial: Tuesday 3:30 – 4:30
Textbook Price: replacement cost Tutorial Location: Annex Only
Department Philosophy: We believe that by managing an environment that is conducive to learning, building positive rapport with
students, and employing differentiated instructional strategies, we will foster student success. We believe that each student can be
successful and learn to value mathematics, become a problem solver, and communicate mathematically. We expect that every student
can be successful.
Course Description: Accelerated Math II is the second in a sequence of courses designed to provide students with a rigorous program
of study in mathematics. By taking the accelerated math sequence, students will be on track to take Advanced Placement Calculus
and/or Advanced Placement Statistics in high school. It is a rigorous course that will require dedication and diligence. Content
includes matrices, linear programming, advanced functions, conic sections, statistics and data analysis, and trigonometry.
Accelerated Math II, in accordance with Georgia's Performance Standards, places great emphasis on problem solving, reasoning,
representation, connections, and communication. Students will apply mathematical concepts and skills in the context of authentic
problems. They will learn to think critically in a mathematical way with an understanding that there are many different ways to a
solution in applied mathematics. We believe this course will develop students analytically and enable them to be successful in their
future endeavors.
Course Prerequisites: Successful completion of Accelerated Math I
GPS Standards:
Course Outline:
Unit 1 Geometry Gallery 2 weeks
Unit 2 Coordinate Geometry 2.5 weeks
Unit 3 Statistics/Data Analysis 1 weeks
Unit 4 Right Triangle Trigonometry 1.5 weeks
Unit 5 Circles and Spheres 2 weeks
Unit 6 Exponential and Inverse Functions 2 weeks
Unit 7 Conics 2.5 weeks
Unit 8 Matrices 1.5 weeks
Grading Scale:
Area Included in Area Percentage
Classwork/ Learning Tasks, Cooperative group assignments, Teacher activities, Worksheets, 15%
Homework Notebooks, Participation, Warm-Ups, Homework.
Tests Posttests, Chapter tests, Unit Tests, Research paper, Projects, Weekly Tests, 40%
Culminating Tasks, Mid-Term.
Performance Performance-based assignments, Benchmark Post assessments, Presentations, 25%
Oral, Written, Technology-based quizzes.
Final Exam Cumulative Final Exam 20%
Total: 100%
The teacher reserves the right to make any adjustments to this syllabus according to the needs of each class as deemed necessary.
*** Math II is a course that ends in an EOCT. The EOCT will count as 20% of the Final Report Card Grade.
Required Materials:
SCIENTIFIC CALCULATOR TI-30XIIS. – MANDATORY!!!!
Notebook: Either a three ring binder with dividers or a spiral bound notebook with dividers and pockets. Composition
(black and white) books are not acceptable.
Other: Pencils and pens (small pencil sharpener and extra erasers are useful).
Students should bring these materials and the textbook to class EVERY DAY!
Teacher Request (Optional) – Hand Sanitizer, Kleenex Tissues, Paper Towels, Dry Erase Markers, Pencils (regular and/or colored),
Pens, Copy Paper, and Graph Paper.
Late Assignments:
Late assignments always receive a lower grade and are never eligible for full credit, unless caused by an excused absence (as
determined by the attendance office).
Make-up/ Re-Do Policy:
1. Upon returning to school with an excused absence, you have as many days to make up work as you are absent. Excused
notes are due in the office within 3 days.
2. If you are absent on the day of an assessment, it can only be made up if the absence is EXCUSED. Make up tests are
administered either before or after school on a scheduled make-up test date. Failure to attend your appointment to make up a
test will result in a zero.
3. Re-Do Policy
Any student can re-do two tests below 70 per semester
Must attend at least two tutorials before being permitted to re-do test
Students must schedule a retake immediately upon receiving the original grade. Failure to attend a scheduled retake
counts towards a retake opportunity.
Tutorial and re-do of assessment must occur within five days of receiving original grade.
No re-do testing for cheating or disruptive behavior or tests issued by the state or county.
Classroom Expectations:
BE PRESENT AND ON TIME Stay in your seats until the bell rings.
Attend class ON TIME daily.
Be seated at your desk, ready to begin when the BE PROACTIVE
bell rings. Maintain a clean, safe classroom environment.
Students are not permitted to have food,
BE PREPARED drinks, or candy. (Water in a closed, clear
Bring all materials to class every day, including plastic container is allowed.)
a calculator and pencil. It is YOUR responsibility to ask for your work
Do your homework every night in a neat and when you are absent or suspended.
organized manner. Seek help when faced with difficulty. Tutoring
Groom yourself and use the restroom outside of is available.
class time.
BE COOPERATIVE AND RESPECTFUL.
BE A COURTEOUS, QUIET LISTENER Project a positive attitude or remain quiet.
No unnecessary talking, noise making, Negativity hinders learning.
profanity or obscene language. Refrain from leaving your seat to throw items in
Raise your hand for permission to speak or the trash. Wait until the class period has ended.
leave your seat. CHEATING IS NOT TOLERTED. Any
Cell phones are prohibited. No electronic student caught cheating will receive a zero, a
devices should be seen or heard in the discipline referral, an unsatisfactory conduct
classroom. grade, and a comment on their progress report.
Please keep this copy of the syllabus and return the signature page acknowledging that you have received and read it.
Thank you very much.
The teacher reserves the right to make any adjustments to this syllabus according to the needs of each class as deemed necessary.
Parent/Guardian and Student Signature Page – Accelerated MATH II, Fall 2012
(Please keep the syllabus for your information and return this page)
Your child has received a course syllabus for Accelerated MATH II. He/she was instructed to read and
sign the course syllabus and to have a parent sign it also. This signature sheet will count as a
homework assignment. It is due Tuesday, August 14, 2012*. If there are any questions please do not
hesitate to contact me. Thanks for your cooperation.
I understand and will follow this Accelerated MATH II Syllabus.
___________________________ ______________
Student Signature Date
I understand and support my child's Accelerated MATH II Syllabus.
___________________________ ______________
Parent Signature Date
Parent Information (please write clearly)
____________________________________ _____________________________________
Parent(s) or Guardian Name Parent(s) or Guardian Name
_______________________________ ______________________________
Phone Number Phone Number
_______________________________ ______________________________
Alternate Phone Number Alternate Phone Number
____________________________________ _____________________________________
E-mail Address E-mail Address
Contact Preference: Phone or E-Mail Contact Preference: Phone or E-Mail
(circle one) (circle one)
*Please be aware that the return of this syllabus is graded as a homework assignment. For each day it is late the
grade will be deducted by 10 points.
The teacher reserves the right to make any adjustments to this syllabus according to the needs of each class as deemed |
Virtually everyone who has taken or taught an undergraduate abstract algebra course knows the order of topics is groups, rings, then fields. But have you ever thought about why we do the topics in this order? Is it because the list of axioms for groups is the shortest, and the list of field axioms is the longest? Surely something with fewer axioms must be easier to understand, right? This book challenges this conventional thinking. The motivation for doing so is the premise that rings are inherently easier to understand than groups, and that examples of rings familiar to students are quite plentiful. As such this book begins with an extensive study of rings, then discusses groups, and finally fields. While I was quite skeptical of this approach at first (having been taught these topics in the "standard" order), I was quickly won over by the book for this and many other reasons.
The book is very complete, containing more than enough material for a two semester course in undergraduate abstract algebra (and weighing in at over 600 pages). Even though there was a great deal of material presented, I found the book to be very well organized. It is divided into large Sections by major topic, such as "Ring Homomorphisms and Ideals," "Groups," and "Vector Spaces and Field Extensions." Each Section is divided into Chapters by main concepts (typically 15 to 20 pages), which are then further subdivided by specific topic. This system made it easy to locate any subject in the table of contents.
The book begins (as most such books do) with a Chapter on preliminaries covering basic properties of the natural numbers, mathematical induction, well ordering, and the axiomatic method. I like the exercises at the end of this Chapter, particularly those on induction, because they provide the students with some interesting contexts (the triangle inequality, complete graphs, the binomial theorem) in which to apply the ideas discussed. The remaining Chapters in this Section discuss in depth the properties of the integers, then the integers modulo n, and finally polynomials with rational coefficients (presented in order of increasing abstractness), without mention of the word ring or the ring axioms. Once the students feel comfortable with these examples, the general notion of a ring is introduced in the next Section and the book takes off from here.
I agree with the authors' premise that rings are a better place to start in a first abstract algebra course than groups. Most of the examples of groups that we give students are also rings, and it can be confusing to the students to remember which operation they using to form a group. Additionally, I believe students benefit from a little more mathematical maturity before trying to understand standard examples of non-abelian groups (dihedral and symmetric groups, for instance). Contrast these with standard examples of rings: the integers, the integers modulo n, spaces of polynomials over a field, spaces of functions over a field, and matrices over a field. These are all ideas with which most math majors will have worked a great deal; calling them "rings" just puts familiar objects in a different light.
One of my only negative comments about the book is that it covers a great deal of ring theory (homomorphisms, ideals, integral domains, factorization and UFDs, PIDs, Euclidean domains, maximal and prime ideals, the Chinese Remainder Theorem) before even mentioning the word "group." An instructor following this text, it seems, would need to skip around in order to fit groups into the first semester of an abstract algebra sequence. While I agree that groups are more difficult to understand for most students, I still think they are an important concept which belongs in a first semester course.
There are a lot of things that I like about this book. At the end of each Chapter there is a Chapter Summary, and a Section Summary at the end of each Section. I really think these are well written and will help students to see the big picture. The book definitely seems to be written for students instead of instructors. It gives the motivation behind each discussion and goes to great lengths to explain each idea and theorem in detail — the chapters on constructibility seemed particularly well done to me. The exercises at the end of each Chapter are well written and thoughtful. There are also little exercises sprinkled throughout the text to aid in student understanding of statements and proofs (things which a mathematician would know to work out for himself, but an undergraduate student would not). All in all it seems that a lot of thought went into this book, resulting in a comprehensive, well-written, readable book for undergraduates first learning abstract algebra.
Frederick M. Butler is Assistant Professor of Mathematics at the Institute for Mathematics Learning, West Virginia University.
NUMBERS, POLYNOMIALS, AND FACTORING The Natural Numbers The Integers Modular Arithmetic Polynomials with Rational Coefficients Factorization of Polynomials Section I in a Nutshell
RINGS, DOMAINS, AND FIELDS Rings Subrings and Unity Integral Domains and Fields Polynomials over a Field Section II in a Nutshell
RING HOMOMORPHISMS AND IDEALS Ring Homomorphisms The Kernel Rings of Cosets The Isomorphism Theorem for Rings Maximal and Prime Ideals The Chinese Remainder Theorem Section IV in a Nutshell
GROUPS Symmetries of Figures in the Plane Symmetries of Figures in Space Abstract Groups Subgroups Cyclic Groups Section V in a Nutshell
GROUP HOMOMORPHISMS AND PERMUTATIONS Group Homomorphisms Group Isomorphisms Permutations and Cayley's Theorem More About Permutations Cosets and Lagrange's Theorem Groups of Cosets The Isomorphism Theorem for Groups The Alternating Groups Fundamental Theorem for Finite Abelian Groups Solvable Groups Section VI in a Nutshell
CONSTRUCTIBILITY PROBLEMS Constructions with Compass and Straightedge Constructibility and Quadratic Field Extensions The Impossibility of Certain Constructions Section VII in a Nutshell
VECTOR SPACES AND FIELD EXTENSIONS Vector Spaces I Vector Spaces II Field Extensions and Kronecker's Theorem Algebraic Field Extensions Finite Extensions and Constructibility Revisited Section VIII in a Nutshell |
Real Analysis. A Constructive Approach. Pure and Applied Mathematics: A Wiley Series of Texts, Monographs and Tracts
A unique approach to analysis that lets you apply mathematics across a range of subjects
This innovative text sets forth a thoroughly rigorous modern account of the theoretical underpinnings of calculus: continuity, differentiability, and convergence. Using a constructive approach, every proof of every result is direct and ultimately computationally verifiable. In particular, existence is never established by showing that the assumption of non-existence leads to a contradiction. The ultimate consequence of this method is that it makes sense—not just to math majors but also to students from all branches of the sciences.
The text begins with a construction of the real numbers beginning with the rationals, using interval arithmetic. This introduces readers to the reasoning and proof-writing skills necessary for doing and communicating mathematics, and it sets the foundation for the rest of the text, which includes: - Early use of the Completeness Theorem to prove a helpful Inverse Function Theorem - Sequences, limits and series, and the careful derivation of formulas and estimates for important functions - Emphasis on uniform continuity and its consequences,
such as boundedness and the extension of uniformly continuous functions from dense subsets - Construction of the Riemann integral for functions uniformly continuous on an interval, and its extension to improper integrals - Differentiation, emphasizing the derivative as a function rather than a pointwise limit - Properties of sequences and series of continuous and differentiable functions - Fourier series and an introduction to more advanced ideas in functional analysis
Examples throughout the text demonstrate the application of new concepts. Readers can test their own skills with problems and projects ranging in difficulty from basic to challenging.
This book is designed mainly for an undergraduate course, and the author understands that many readers will not go on to more advanced pure mathematics. He therefore emphasizes an approach to mathematical analysis that can be applied across a range of subjects in engineering and the sciences.
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Preface.
Acknowledgements.
Introduction.
0 Preliminaries.
0.1 The Natural Numbers.
0.2 The Rationals.
1 The Real Numbers and Completeness.
1.0 Introduction.
1.1 Interval Arithmetic.
1.2 Families of Intersecting Intervals.
1.3 Fine Families.
1.4 Definition of the Reals.
1.5 Real Number Arithmetic.
1.6 Rational Approximations.
1.7 Real Intervals and Completeness.
1.8 Limits and Limiting Families.
Appendix: The Goldbach Number and Trichotomy.
2 An Inverse Function Theorem and its Application.
2.0 Introduction.
2.1 Functions and Inverses.
2.2 An Inverse Function Theorem.
2.3 The Exponential Function.
2.4 Natural Logs and the Euler Number.
3 Limits. Sequences and Series.
3.1 Sequences and Convergence.
3.2 Limits of Functions.
3.3 Series of Numbers.
Appendix I: Some Properties of Exp and Log.
Appendix 11: Rearrangements of Series.
4 Uniform Continuity.
4.1 Definitions and Elementary Properties.
4.2 Limits and Extensions.
Appendix I: Are there Non-Continuous Functions?
Appendix XI: Continuity of Double-Sided Inverses.
Appendix III: The Goldbach Function.
5 The Riemann Integral.
5.1 Definition and Existence.
5.2 Elementary Properties.
5.3 Extensions and Improper Integrals.
6 Differentiation.
6.1 Definitions and Basic Properties.
6.2 The Arithmetic of Differentiability.
6.3 Two Important Theorems.
6.4 Derivative Tools.
6.5 Integral Tools.
7 Sequences and Series of Functions.
7.1 Sequences of Functions.
7.2 Integrals and Derivatives of Sequences.
7.3 Power Series.
7.4 Taylor Series.
7.5 The Periodic Functions.
Appendix: Binomial Issues.
8 The Complex Numbers and Fourier Series.
8.0 Introduction.
8.1 The Complex Numbers C.
8.2 Complex Functions and Vectors.
8.3 Fourier Series Theory.
References.
Index.
"The first chapters are presented at a very nice leisurely pace, which makes reading and learning enjoyable." (Zentralblatt MATH, 2007)
"Very suitable for self-study by undergraduates at all levels..." (CHOICE, August 2007)
"...deserves to be read. Even if you do not subscribe to the constructive viewpoint, you'll learn something and find plenty of material to exploit in your classical analysis courses." (MAA Reviews, December 23, 2006) |
Intermediate Algebra - 2nd edition
Summary: This student-focused text addresses individual learning styles through the use of a complete study system that starts with a learning styles inventory and presents targeted learning strategies designed to guide students toward success in this and future college-level courses.
Students who approach math with trepidation will find that Intermediate Algebra, Second Edition, builds competence and confidence. The study system, introduced at the outset and used c...show moreonsistently throughout the text, transforms the student experience by applying time-tested strategies to the study of mathematics. Learning strategies dovetail nicely into the overall system and build on individual learning styles by addressing students' unique strengths. The authors talk to students in their own language and walk them through the concepts, showing students both how to do the math and the reasoning behind it. Tying it all together, the use of the Algebra Pyramid as an overarching theme relates specific chapter topics to the 'big picture' of algebra95 +$3.99 s/h
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Dirac operators are used in physics, differential geometry, and group-theoretic settings. Using Dirac operators as a unifying theme, this work demonstrates how some of the important results in representation theory fit together when viewed from this perspective. It presents the important ideas on Dirac operators and Dirac cohomologyThis book examines the development of mathematics from the late 16th Century to the end of the 19th Century. Each chapter will focus on a particular topic and outline its history with the provision of facsimiles of primary source material along with explanatory notes and modern interpretations. - ;Aimed at students and researchers in Mathematics, History... more...
A History of Mathematics: From Mesopotamia to Modernity covers the evolution of mathematics through time and across the major Eastern and Western civilizations. It begins in Babylon, then describes the trials and tribulations of the Greek mathematicians. The important, and often neglected, influence of both Chinese and Islamic mathematics is covered... more...
Universal Algebra has become the most authoritative, consistently relied on text in a field with applications in other branches of algebra and other fields such as combinatorics, geometry, and computer science. Each chapter is followed by an extensive list of exercises and problems. The "state of the art" account also includes new appendices... is devoted to the spectral theory of commutative C*-algebras of Toeplitz operators on the Bergman space and its applications. For each such commutative algebra there is a unitary operator which reduces Toeplitz operators from this algebra to certain multiplication operators, thus providing their spectral type representations. This yields... more...
Aimed at both students and researchers in philosophy, mathematics and the history of science, this edited volume, authored by leading scholars, highlights foremost developments in both the philosophy and history of modern mathematics. - ;This edited volume, aimed at both students and researchers in philosophy, mathematics and history of science, highlights... more... |
What Is Calculus and Why Do We Have To Take It?
Calculus is the mathematical study of continuous change.
The two basic problems of calculus from a geometric point of view
are the tangent line problem and the area problem. The
first asks to find the slope of the tangent line to the graph of a
function at a given point. The second asks to find the area under the
graph of a function.
The tangent line problem is solved by using an idea/calculation
called the derivative of the function. The area problem is
solved by using an idea/calculation called the integral of the
function. Essential to both the derivative and the integral is the
idea of a limit. Although initially it looks like derivatives
and integrals are extremely difficult to calculate and have nothing
to do with each other, it turns out that there are systematic methods
for calculating derivatives and integrals, and that they are
essentially opposites of each other. The importance of calculus comes
from the enormous variety of applications for derivatives and
integrals beyond these motivating geometric ideas.
Calculus was invented in the 17th century by a number of people
(Isaac Newton being the most important and best known) to solve
certain problems in physics. With calculus, the mathematical
description of the physical universe became possible for the first
time and modern science was born.
Throughout the 18th and 19th centuries calculus was used to
describe an enormous variety of physical phenomena from the motion of
planets to electromagnetic radiation. Today calculus remains at the
heart of the way we think of the physical world (science) and our
methods for manipulating it (technology). As a result all students in
science, engineering, mathematics, and computer science, and most
business students, are required to take a course in calculus. |
mental Mathematics by Trigsted, Gallaher, and Bodden is the first online, completely "clickable" combined Prealgebra, Beginning Algebra, and Intermediate Algebra text to take full advantage of MyMathLab's features and benefits. Kirk Trigsted saw marked improvements in student learning when he started teaching with MyMathLab, but he noticed that most students started their assignments by going directly to the MyMathLab homework exercises without consulting their textbook. This inspired Kirk to write a true e... MOREText, built within MyMathLab, to create a dynamic, seamless learning experience that would better meet the needs and expectations of his students. Completely clickable and fully integrated—the Trigsted eText is designed for today's learners.
Developmental Mathematics is also available to be packaged with two printed resources to provide additional support for you:
The eText Reference is a spiral-bound, printed version of the eText that provides a place for you to do practice work and summarize key concepts from the online videos and animations. In addition to the benefits it provides you, the eText Reference is also a nice resource for those instructors that prefer a printed text for class preparation.
The Guided Notebook is an interactive workbook that guides you through the course by asking you to write down key definitions and work through important examples for each section of the eText. This resource is available in a three-hole-punched, unbound format to provide the foundation for a personalized course notebook. You can integrate your class notes and homework notes within the appropriate section of the Guided Notebook. Instructors can customize the Guided Notebook files found within MyMathLab.
This is the MyMathLab Student Access Kit only, and does not include the supplementary materials listed above.
Module 12. Graphs of Linear Equations and Inequalities in Two Variables
12.1 The Rectangular Coordinate System
12.2 Graphing Linear Equations in Two Variables
12.3 Slope
12.4 Equations of Lines
12.5 Linear Inequalities in Two Variables
Module 13. Systems of Linear Equations and Inequalities
13.1 Solving Systems of Linear Equations by Graphing
13.2 Solving Systems of Linear Equations by Substitution
13.3 Solving Systems of Linear Equations by Elimination
13.4 Applications of Linear Systems
13.5 Systems of Linear Inequalities
13.6 Systems of Linear Equations in Three Variables
Module 14. Exponents and Polynomials
14.1 Exponents
14.2 Introduction to Polynomials
14.3 Adding and Subtracting Polynomials
14.4 Multiplying Polynomials
14.5 Special Products
14.6 Negative Exponents and Scientific Notation
14.7 Dividing Polynomials
14.8 Polynomials in Several Variables
Module 15. Factoring Polynomials
15.1 Greatest Common Factor and Factoring by Grouping
15.2 Factoring Trinomials of the Form x2 + bx + c
15.3 Factoring Trinomials of the Form ax2 + bx + c Using Trial and Error
15.4 Factoring Trinomials of the Form ax2 + bx + c Using the ac Method
15.5 Factoring Special Forms
15.6 A General Factoring Strategy
15.7 Solving Polynomial Equations by Factoring
15.8 Applications of Quadratic Equations
Module 16. Rational Expressions and Equations
16.1 Simplifying Rational Expressions
16.2 Multiplying and Dividing Rational Expressions
16.3 Least Common Denominators
16.4 Adding and Subtracting Rational Expressions
16.5 Complex Rational Expressions
16.6 Solving Rational Equations
16.7 Applications of Rational Equations
16.8 Variation
Module 17. Introduction to Functions
17.1 Relations and Functions
17.2 Function Notation and the Algebra of Functions
17.3 Graphs of Functions and Their Applications
Module 18. Radicals and Rational Exponents
18.1 Radical Expressions
18.2 Radical Functions
18.3 Rational Exponents and Simplifying Radical Expressions
18.4 Operations with Radicals
18.5 Radical Equations and Models
18.6 Complex Numbers
Module 19. Quadratic Equations and Functions; Circles
19.1 Solving Quadratic Equations
19.2 Quadratic Functions and Their Graphs
19.3 Applications and Modeling of Quadratic Functions
19.4 Circles
19.5 Polynomial and Rational Inequalities
Module 20. Exponential and Logarithmic Functions and Equations
20.1 Transformations of Functions
20.2 Composite and Inverse Functions
20.3 Exponential Functions
20.4 The Natural Exponential Function
20.5 Logarithmic Functions
20.6 Properties of Logarithms
20.7 Exponential and Logarithmic Equations
20.8 Applications of Exponential and Logarithmic Functions
Module 21. Conic Sections
21.1 The Parabola
21.2 The Ellipse
21.3 The Hyperbola
Module 22. Sequences and Series
22.1 Introduction to Sequences and Series
22.2 Arithmetic Sequences and Series
22.3 Geometric Sequences and Series
22.4 The Binomial Theorem
Module 23. Additional Topics
23.1 Synthetic Division
23.2 Solving Systems of Linear Equations Using Matrices
23.3 Determinants of Cramer's Rule
Appendix A. Tables
Appendix B. Geometric Formulas
Kirk Trigsted teaches mathematics at the University of Idaho and has been director of the Polya Mathematics Center since its inception in 2001. Kirk has taught with MyMathLab for many years, and has contributed to the videos for several Pearson books. Kirk is also actively involved with the National Center for Academic Transformation (NCAT).
Randy Gallaher is a professor of mathematics at Lewis & Clark Community College, where he has taught since 1997. Prior to this position, Randy taught high school and middle school mathematics for five years in Missouri. He holds a master's degree in mathematics from Southeast Missouri State University and has completed additional graduate coursework at both Missouri State University and the University of Illinois at Urbana-Champaign. He has coauthored ancillary materials for numerous math and statistics textbooks and has worked as a math author on several grant projects for the Illinois Community College Board. Randy is married with three children and spends most evenings actively involved in their activities. In his limited free time, he loves to fish the small rivers and streams of southern Missouri.
Kevin Bodden is a professor of mathematics at Lewis & Clark Community College where he has taught since 1999. He holds a master's degree in mathematics from Southern Illinois University at Edwardsville and a master's degree in engineering from Purdue University. He has authored or co-authored ancillary material for numerous textbooks ranging from basic college math to calculus and statistics. He has contributed videos for several of these textbooks and has authored math content on grant projects for the Illinois Community College Board. Kevin is married with three children and is actively involved in their school and extracurricular activities. In his spare time, he enjoys soccer, camping, and geocaching. |
The author offers two examples that illustrate the central ideas in introductory linear algebra (independent or dependent vectors, invertible, or singular matrix) which he believes will aid students to learn to use the language before any general theory is attempted |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for). |
Product Description
Clear explanations, biblical applications, and plenty of helpful examples will help guide students through the challenge of succeeding in Algebra 2. With an emphasis on thinking and reasoning skills, discussions center upon quadratic equations, polynomials, complex numbers, and trigonometry. Operations, linear equations, linear relations, polynomial functions, radicals, complex numbers, inverse functions, probability & statistics, and other elements are also explored. Special "Algebra and Scripture", "Algebra around the World" and "Algebra in History" segments help bring a wider perspective to the subject. Chapters provide objectives, clear explanations, and plenty of exercises and review (including word problems). 653 pages, softcover. Reference tables, a glossary, and selected answers are provided in the back. 2nd Edition.
This resource is also known as Bob Jones Algebra 2 Student Text, Grade 11, 2nd Edition with Updated Copyright.
Product Reviews
Disapointed and Confused
When I bought this book I thought that it would be a good alternative to taking Algebra classes at a public school. But when I got it I was disapointed and confused. The way the material was presented was almost too challenging, especially for the slow learners. My advice is to only buy this material for advanced students or those who understand math very easily.
July 21, 2011 |
Microsoft Student with Encarta Premium 2008 includes a full suite of homework tools that help students get homework done right the first time. Designed to be easy to use and simple to learn, Microsoft Student with Encarta Premium 2008 makes learning fun.
By Sam Vaknin
Author of "Malignant Self Love - Narcissism Revisited"
Homework assignments are the bane of most students I know (not to mention their hard-pressed and nescient parents). This is mainly because of the tedious and mind-numbing chores of data mining and composition. Additionally, as knowledge multiplies every 5-10 years, few parents and teachers are able to keep up.
The previous versions of Encarta included a host of homework tools. Two years ago, these have evolved into a separate product called Microsoft Student. Since then, it has been gainfully repackaged and very much enhanced. This year, for the first time, MS Student can be downloaded from the Web or purchased as a standalone, packaged product (DVD only).
To augment the performance of MS Student 2008, Microsoft offers "Learning Essentials": preformatted report and presentation templates and tutorials designed for Microsoft Office XP and later. MS Student's templates are actually clever adaptations of the popular Office suite of products: Word, Excel, and PowerPoint. They help the student produce homework plans and schedules, science projects, book reports, presentations, research reports, charts, and analyses of problems in math, physics, and chemistry. Detailed step-by-step tutorials, Quick Starters, and pop-up toolbars (menus) guide the student along the way in a friendly, non-intrusive manner.
The Ace in MS Student's deck is Microsoft Math. It is a seemingly endless anthology of tools, tutorials and instruction sheets on how to grasp mathematical concepts and solve math problems, from the most basic (e.g., fractions) to mid-level difficulty (e.g., trigonometric functions). And if this is not enough, there's free access to HotMath, an online collection of math study aides and problem solvers.
The graphing calculator is a wonder. It has both 2-D and 3-D capabilities and makes use of the full screen. Aided by an extensive Equations Library, it does everything except cook: trigonometry, calculus, math, charting, geometry, physics, and chemistry. And everything in full color! Triangles get special treatment in the Triangle Solver. The most vexing trilateral relationships and rules are rendered simple through the use of enhanced graphics. The Equation Library, though, is disappointing. It holds only 100 equations and calculus is sorely neglected throughout.
MS Student provides a powerful English-Spanish-French-German-Italian dictionary. It helps the student to translate and conjugate verbs. The synergy between this product and the impressive foreign language capabilities of MS Word creates an effective language laboratory which allows the user to study the languages up to the point of completing assignments using specialized foreign-language templates.
For the student keen on the liberal arts and the humanities, Student 2008 provides detailed Book Summaries of almost 1000 classic works. Besides plot synopses, the student gets acquainted with the author's life, themes and characters in the tomes, and ideas for book reports.
Similar to the Encarta, MS Student's Web Companion obtains search results from all the major search engines without launching any additional applications (such as a browser). Content from both the Encyclopedia and the Web is presented side by side. This augmentation explicitly adopts the Internet and incorporates it as an important source of reference - as 80% of students have already done.
I am not sure how Microsoft solved the weighty and interesting issues of intellectual property that the Web Companion raises, though. Copyright-holders of Web content may feel that they have the right to be compensated by Microsoft for the use it makes of their wares in its commercial products.
MS Student would do well to also integrate with desktop search tools from Google, Microsoft, Yahoo, and others. Students will benefit from seamless access to content from all over - their desktop, their encyclopedias, and the Web - using a single, intuitive interface.
Microsoft would do well to incorporate collaborative and Web publishing tools in this product. MS Student does not equip and empower the student to collaborate with teachers and classmates on class projects and to seamlessly publish his or her results and work on the Web. Future editions would do well to incorporate a NetMeeting-like module, a wiki interface, and an HTML editor.
All in all, MS Student 2008 is a great contribution to learning. Inevitably, it has a few flaws and glitches.
Start with the price. As productivity suites go, it is reasonably priced had its target population been adult professional users. But, at $50-100 (depending on the country), it is beyond the reach of most poor students and parents - its most immediate market niches.
MS Student 2008 makes use of Microsoft's .Net technology. As most home computers lack it, the installer insists on adding it to the anyhow bloated Windows Operating System. There is worse to come: the .Net version installed by MS Student 2008 is plagued with security holes and vulnerabilities. Users have to download service packs and patches from Windows Update if they do not wish to run the risk of having their computers compromised by hackers.
Fully installed on the hard disk, MS Student 2008, like its predecessors, gobbles up a whopping 4 Gb. That's a lot - even in an age of ever cheaper storage. Most homesteads still sport PCs with 40-80 Gb hard disks. This makes MS Student less suitable for installation on older PCs and on many laptops.
Finally, there is the question of personal creativity and originality. Luckily, MS Student does not spoon-feed its users. It does not substitute for thinking or for study. On the contrary, by providing structured stimuli, it encourages the student to express his or her ideas. It does not do the homework assignments for the student - it merely helps rid them of time-consuming and machine-like functions. And it opens up to both student and family the wonderful twin universes of knowledge: the Encarta and the Web.
Author's Bio:
Sam Vaknin is the author of Malignant Self Love - Narcissism Revisited and 25 other books as well as the Economic Advisor to the Government of Macedonia. |
is an exercise for advanced students. The exercise will demonstrate that the corrector-predictor approach for solving the Poisson equation can be very troublesome. Thus the standard numerical solution to the Poisson equation is the preferred approach |
Biology by Alcamo, I. Edward This fast, effective tutorial helps you master core biology concepts -- from cellular functions, genetics, and evolution to anatomy, ecology, and reproduction -- and get the best possible grade.
Algebra I by Bobrow, Jerry This fast, effective tutorial helps you master core algebraic concepts -- from monomials, inequalities, and analytic geometry to functions and variations, roots and radicals, and word problems -- and get the best possible grade.
Smart science tricks by Gardner, Martin Relying on the remarkable forces of science and nature, this material offers great ideas for performing illusions, magic tricks, and experiments.
Physics by Huetinick, Linda This fast, effective tutorial helps you master core physics concepts -- from classical mechanics, thermodynamics, and electricity to magnetism, light, and nuclear physics -- and get the best possible grade.
Barron's mathematics study dictionary by Tapson, Frank Includes alphabetically arranged terms of the basic vocabulary of mathematics along with definitions for each. |
MATH301
MATH301 - Introduction to Analysis
Course Information (Fall 2013)
Introduction to Real Analysis 4th ed. Bartle, Sherbert
This course is a first course in real analysis that lays out the context and motivation of analysis in terms of the transition from power series to those less predictable series. The course is taught from a historical perspective. It covers an introduction to the real numbers, sequences and series and their convergence, real-valued functions and their continuity and differentiability, sequences of functions and their pointwise and uniform convergence, and Riemann-Stieltjes integration theory.
Student Development Services
Free Tutoring service are available to all CSM student for freshmen and sophomore courses, especially
Calculus I, II, and III, Differential Equations, Physics I and II, and Chemistry I and II. Check with
Academic Services for details.
AMS Learning Center
Free tutoring service are also available to all CSM student for core mathematics courses, especially
Calculus I, II, and III, and Differential Equations in the newly developed
AMS Learning Center, located in Stratton Hall 201 and 229.
Stop by and check out our new learning facility, fully staffed by our majors and graduate students! |
Math, Math, Math, math, mathh....maaah.....
You are free to copy, distribute, modify and transmit the work but you
must attribute the work in the manner specified by the author (Aaron
Escobar) or licensor (but not in any way that suggests that they
endorse you or your use of the |
be able to do by the end of each of the courses in the Grade11–12 mathematics curriculum. The required knowledge and skills include not only important mathematical facts and procedures but also the mathematical concepts students need to understand and the
The following released test questions are taken from the Grade11 English–Language Arts Standards Test. This test is one of the California Standards Tests administered as part of the Standardized Testing and Reporting
Grade11Mathematics Item Sampler 2006–2007 57 MATHEMATICS 27. Continued. Please refer to the previous page for task explanation. C. Line j has a slope of {1} . Line 3 m is perpendicular to line j. Line m goes through point C (2, 7).
Nebraska State Accountability - Mathematics (NeSA-M) ... Grade11 NUMBER SENSE Assessed at the local level Assessed at the local level Assessed at the local level. MA 12.1.4.a Use estimation methods to check the reasonableness of real number computations and decide
PSAE Grade11 The Illinois Mathematics Assessment Framework for PSAE Grade11 is designed to assist educators, test developers, policy makers, and the public by clearly defining those elements of the Illinois Learning Standards
Blackline Masters, Mathematics, Grade 6 Page 1-11 Examine the table, identify the pattern and find the missing data for each input-output table. 1. Identify the pattern for the number of quarts of water required to raise different
Content and assessment weightings for Grade11 The advanced mathematics standards have four strands: reasoning and problem solving; number, algebra and calculus; geometry and measures; and probability and statistics. Calculus is introduced in Grade 12 in the
Grade11Mathematics TAKS Information Booklet 47 1 Rectangle R represents 250 students in eleventh grade at a school. Circle P represents the 200 students who went to a school pep rally. Circle G represents the 180 students who went to the big game. |
GeMy original degree is Political Science. Basically...I LOVE this stuff! The Virgina SOL standard questions require students to extrapolate information before being able to answer the question in front of them.
...Prealgebra is a great way to understand just how important it is to evaluate an unknown quantity. Thus, 2x+4=8 can best be understood as 2x=4 and x=2. Testing that unknown quantity by replacing the variable with a 2 shows you can check your work quite rapidly. |
The Mathematical Olympiad Handbook
An Introduction to Problem Solving Based on the First 32 British Mathematical Olympiads 1965-1996
A. Gardiner
Table of Contents
Problems and Problem Solving How to Use this Book A Little Useful Mathematics Introduction Numbers Algebra Proof Elementary number theory Geometry Trigonometric formulae Some Books for Your Bookshelf The Problems Hints and Outline Solutions Appendix: The International Mathematical Olympiad: UK teams and results 1967 - 1996 |
Trigonometry Made Simple
2001 Trigonometry is a very important aspect of the mathematical and scientific world. It ties in the two important fields of mathematics, being algebra and geometry. Trigonometry enables one to express visual ideas in a standard, algebraic manner. It is through the use of trigonometric functions that many mathematical principles can be expressed. This is why Trigonometry is as important today as it ever has been. This page attempts to teach the user about Trigonometry, its proofs, and applications. It takes a humorous approach to this task, making the experience much less painful to the user than a typical math class on the Trigonometry topic. |
Frequently Asked
Questions About Math
Why is math so important? graduation, high school students need to be
Sources The more your child knows about math, the
educated to a comparable level of math skills in
algebra, geometry, data analysis and statistics.2
more options he or she will have in life. Studies
1. The American Diploma
show that higher-level math skills mean an But I didn't need math for my
Project, 2004
increased ability to succeed in college and career, so why does my child?
work. For example, a majority of workers who
2. ACT Study, Ready for The workforce of the 21st century is not the
earn more than $40,000 annually have two or
College and Ready for same as it was even a decade ago. Nationwide,
more high school credits at the algebra 2 level
Work: Same or Different?, the number of jobs requiring technical training
or higher. 1
2006 is growing five times faster than other occupa-
3. Prosperity Partnership, Why is middle school math so tions. Here in Washington, our state leads the
2007 important? nation in jobs for people with bachelor degrees
in science and engineering, but is 38th in the
Research indicates that proficiency in algebra number of students graduating with these de-
4. Achieve, Inc., Do All by the end of 8th grade is critical for success in grees.3 And according to the Associated Gen-
Students Need Challeng- higher level mathematics classes. eral Contractors of America, electricians, pipe
ing Math in High School? Unfortunately, middle school is where the fitters, sheet metal workers, draftsmen and
cracks begin to show. Unknowingly, they enroll surveyors need algebra, geometry, trigonom-
in a lower-level math track that proves difficult etry and physics to be successful on the job.4
to get out of once they're in high school.
What if my child just isn't good at
Does my child really need to take math?
Algebra II?
While it's true that some students may like
To secure a job that will eventually support a math more than others, all students are capable
family, students will need at least 1-2 years of of learning math at higher levels. Some students
education or training beyond high school. Stu- may be more successful in math if it is taught in
dents planning to attend a 2-year community a more hands-on way. Increasingly, career and
or technical college or 4-year baccalaureate technical education programs offer rigorous
institution must take a placement test in math. math- and science-based programs in path-
Those who don't pass must enroll in remedial, ways such as nursing, veterinarian sciences,
or "pre-college," classes. Students don't receive computer programming and robotics. To make
All students credit for pre-college classes, but they do have sure your children keep all of their options
to pay for them. That means paying for classes
are capable of your child could have taken for free in high
open, make sure these courses cover skills
through advanced algebra and geometry.
learning math at school.
higher levels. What can I do to make sure my child
What if my child doesn't plan on go- is well prepared in math?
ing to college? Does he/she still need
math? Studies show that having high expectations
has a great impact on student success, so be
In today's world, math is no longer just for sure to encourage your child to take the high-
college-bound students. A 2006 study by ACT est level math possible. Actively participate in
examined the skills needed to succeed as a your child's course selection each semester
freshmen in college and compared them to and encourage them to take math all four
skills needed for job-training programs that years of high school. If your child struggles in
earn a sufficient wage to support a family of math class, ask the teacher about after school
four. ACT found that whether planning to enter support programs or online tutorials. Being
college or workforce training programs after involved can make a world of difference!
College Work Ready Agenda • • Partnership for Learning |
Algebra 2
Quick Links
Webinars
Unit Downloads
Matrices
A matrix is a rectangular array of rows and columns, normally containing numbers. Matrices can be added, subtracted and multiplied under certain conditions. Matrices can be used to represent different real world situations. Matrices can also be used as another means of solving a system of equations. |
mathematics
Quantitative literacy: a new way of teaching math and reasoning skills. read more…
The Mathematics Program at Colby-Sawyer College is designed to serve the needs of the larger academic community. The program's goals are to provide students with the critical and creative tools they will need to function in their dual roles as professionals and as informed citizens, while also offering a variety of courses that support many of the college's academic programs.
Quantitative Literacy
The Mathematics Program plays an integral part in the college's efforts to ensure that students attain proficiency in quantitative literacy as an important element of their liberal education. The math courses are supplemented by a college-wide program to teach quantitative literacy across the curriculum.
Mathematics is a powerful language that we use every day to communicate with others. Knowledge of this language and an appreciation of its importance are essential for our students' professional development and for their informed citizenship in our society. Students will learn to interpret and critique the mathematical reasoning of others, while also appreciating the differences of approach and opinion possible in any mathematical calculation.
The Mathematics Program seeks to enhance students' development as creative problem solvers. We recognize the critical importance of mathematics both in academic settings and in life in general and incorporate a wide range of practical applications of mathematics into our courses.
Placement into mathematics courses is based on a student's intended major and his/her performance in high school math courses. For the purpose of placement, students should be considered to have successfully completed a high school math course with a grade of B- or better. |
"Mission: A free interactive textbook on the web. This open reference project has the goal of providing high-quality content ...free of charge to the end user and provide numerous benefits over paper textbooks. Using interactive tools and compelling animations, it provides an engaging way to learn and explore the subject. Teachers will have new ways to teach, and the students a new way to learn..." John D. Page,
Math Open Reference represents geometry concepts visually as a way to complement text definitions and descriptions.
Why UDL? Math Open Reference is organized into pages that highlight the critical features of geometry concepts. Topics are separated to clarify distinct features. Critical terms are linked directly to a glossary so as not to hinder the viewer based on lack of vocabulary knowledge.
Using interactive tools and compelling animations, it provides an engaging way to learn and explore the subject. Teachers will have new ways to teach, and the students a new way to learn that is fun and engaging |
Why Mathematica and Why Now?
Cliff Hastings
Mathematica offers an interactive classroom experience that helps students explore and grasp concepts. Topics covered in this screencast include getting started, interactivity, and cross-discipline uses. |
Understanding
Pure Mathematics This textbook covers in one volume all topics required
in the pure mathematics section of single subject A-Level Mathematics syllabuses
in the UK, as well as a significant part of the work required by those studying
for Further Mathematics and for A-Level Pure Mathematics.
Numbers
Have you ever wondered how 7-up got its name, or what you would measure
in oktas? You will find the answers in Numbers: facts, figures and fiction.
The book is full of facts, both mathematical and cultural, tantalising problems
and anecdotes. A book to browse in, or to study when you want to find as
much as you can about a number.
Revise
GCSE in a Week: Maths to A* Intended for revision purposes, this book
presents the key facts of GCSE maths to A*. It covers all topics in timed
stages to make sure students stay on course and shows how to approach typical
exam questions for the best results
Number
Nine : The Search for the Sigma... THE INDEPENDENT ON SUNDAY -
13 September 1998 "Literary craze for maths and maps" by Vanessa Thorpe.
The Search for the Sigma Code has a dense plot and relies on another imaginary
narrator (not a monk this time, but) a boy called Enjil. If you have ever
wondered why any prime number is greater than three will, when raised to
the sixth power, leave a remainder of one when divided by nine, you will
be at home with this book.
Thinking
Mathematically Unfolds the processes which lie at the heart of
Mathematics. Intensely practical, it demands that the reader participate
in each question posed. In this way, a deep seated awareness of the nature
of mathematical thinking can grow.
GCSE
Bitesize Revision Guide Part of the GCSE BITESIZE REVISION series, a
guide to examination techniques particular to the study of mathematics,
Mathematics:
National Tests Key Stage 3 The Collins Study & Revision Guide series
is the result of two years of market research into what students, parents
and teachers want. Written by examiners, each book offers revision tips,
and includes real exam questions. |
New Wolfram Problem Generator: Practice and Learn
We
Currently, there are six main topics that Wolfram Problem Generator covers: arithmetic, number theory, algebra, calculus, linear algebra, and statistics. The topics range from early elementary school all the way through college calculus. Moreover, for elementary and secondary education material, we are closely following the Common Core Standards initiative to provide a comprehensive list of topics.
To use Wolfram Problem Generator, students first start by choosing a topic of study. Say that first grader Sally just learned about basic subtraction and wants more practice problems. Sally's parents can sign up for a free seven-day Wolfram|Alpha Pro trial account and navigate to the integer arithmetic section of Wolfram Problem Generator.
In each section, there are three different difficulty levels: beginner, to familiarize students with new material; intermediate, to help students get a firmer grasp on the material; and advanced, to challenge students who can already solve average problems. As Sally has just learned about subtraction, she would start with the beginner-level problems.
When given a problem, students are generally presented with an empty input field. Students then type the answer into this field, in their own words. For example, for the problem "What is 23 minus 4?" they could type "19″ or "nineteen." (They could not, however, type "23 – 4″ and receive credit!) This input field harnesses the power of Wolfram|Alpha's natural language parser to ensure that all students can learn and express themselves in their own unique way.
For each problem, students are given three opportunities to find the correct answer. After the first wrong attempt, a hint will appear under the question.
For example, Sally is having a difficult time with "23 – 4." Fortunately, at the end of her three tries, the Step-by-step solutions for "23 – 4″ pop up to tell Sally exactly how to do the problem. Now she has a better understanding of how to tackle the next problem.
There are also printable quizzes for each problem category and difficulty level, consisting of multiple choice questions. Wolfram Problem Generator makes the multiple choice questions challenging by ensuring that the incorrect choices are generated to include the most common errors for each problem type.
It's the night before Sally's big subtraction quiz, and her parents want her to focus on practicing multiple choice questions. Sally or her parents can print out a PDF version of a Wolfram Problem Generator quiz. Then they have an option: print out questions from Sally's problem history, or print a brand new set of problems.
Now let's move onto Sally's older brother Jake, a senior in high school who just started his Calculus AP class. Jake is studying for his first big exam on derivatives and is having a hard time with the chain rule. However, whenever he tries to use websites with math quizzes, he gets the incorrect answer because of the way he typed in the answer.
Wolfram Problem Generator, however, shows Jake an input interpretation, which tells him exactly how it parsed his answers. So now instead of spending time trying to guess the correct format for the answer, Jake can focus on actually solving the problems and understanding the material.
In addition, the difficulty levels (which not only vary in difficulty of functions, but also in the wording of the problems) will help Jake better prepare for different types of questions.
Wolfram Problem Generator also keeps track of all of Jake's previous questions. This allows Jake to go back and review exactly which problems he got wrong. Then, he can generate a printable worksheet from his history so he can go over the questions once more. Thus, when the day of his exam comes, he will no longer be making the same mistakes.
Wolfram Problem Generator is unique. Instead of pulling problems from a reservoir, it randomly generates each problem. This way, students can be sure to get a variety of practice problems. In addition, Wolfram Problem Generator uses Wolfram|Alpha's understanding of natural language to help parse the user's input. That, along with the input interpretation, ensures that students no longer have to try to guess whether the error is due to the syntax of the input or a legitimate mathematical error. When the error is in their understanding, students can learn from Step-by-step solutions, going one step or hint at a time to see them through the problem.
The ultimate goal of Wolfram Problem Generator is to allow students like Sally and Jake to practice as they need for their classes through one easy and comprehensive website. Instead of driving Sally to and from her tutor after class (only to drive back to pick up the solutions manual she forgot), Sally's parents can use Wolfram Problem Generator with Step-by-step solutions. And when Jake needs a last-minute study session, he simply needs to log in to his Wolfram|Alpha Pro account to get the extra practice he needs to ease his mind before the big test.
Gone are the days when kids refused to study and kept their books at a distance. It is a competitive world today and all kids are growing up with the mentality of preparing themselves to be the best. They want to give a tough competition and this problem generator will contribute well to the spirit of competition. |
Book summary
Carefully focused on reading and writing proofs, this introduction to the analysis of functions of a single real variable helps readers in the transition from computationally oriented to abstract mathematics. It features clear expositions and examples, helpful practice problems, many drawings that illustrate key ideas, and hints/answers for selected problems. Logic and Proof. Sets and Functions. The Real Numbers. Sequences. Limits and Continuity. Differentiation. Integration. Infinite Series. Sequences and Series of Functions. For anyone interested in Real Analysis or Advanced Calculus. [via] |
UT Math Assessment
Courses in the College of Natural Sciences are demanding. To help you prepare for college-level mathematics courses at UT Austin, the College of Natural Sciences and the Department of Mathematics require the UT Math Assessment.
Utilize the ALEKS Learning Modules and UT online resources to increase your knowledge of mathematics topics considered to be UT prerequisite course material. (Learning Modules & Resources are only available to students who purchase the UT Math Assessment Package.) |
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Piecewise Functions Teacher Resources
Find Piecewise Functions educational ideas and activities
Title
Resource Type
Views
Grade
Rating explore the concept of piecewise functions. In this piecewise functions instructional activity, students graph piecewise functions by hand and find the domain and range. Students make tables of values given a piecewise function. Students write piecewise functions given a graph.
Students explore piecewise functions. In this Algebra II/Pre-calculus lesson, students write formulas for piecewise functions and check their work on the calculator. The lesson assumes that students have seen piecewise functions prior to this activity.
Eleventh graders explore the TI-InterAcitve!. In this Algebra II lesson, 11th graders examine features of the TI-InterActive! including drawing on a Graph, using Stat Plots, exploring the syntax for piecewise functions, and using sliders in order to obtain parametric variations. The lesson is designed to encourage students' creativity.
Students explore the concept of piecewise functions. In this piecewise functions activity, students find the derivatives of piecewise functions. Students determine points of discontinuity and jumps in the graph using their Ti-89 calculator.
High schoolers explore the concept of piecewise functions. In this piecewise functions lesson, students write functions to represent the piecewise function graphs on their Ti-Nspire calculator. High schoolers determine the formula given the piecewise function graph.
Calculus students find the limit of piecewise functions at a value. They find the limit of piecewise functions as x approaches a given value. They find the limit of linear, quadratic, exponential, and trigonometric piecewise functions.
Here is an activity that should catch the attention of your class! It focuses on the real-world problem of selecting the best cellular phone plan. This exercise would be especially good to use when introducing piecewise functions. Learners compare costs for various data plans, considering such features as unlimited talk and unlimited texts, to determine which plan is the most cost effective for different scenarios. The task requires giving graphical and numerical representations of the options and writing a justification for choosing a particular plan. The resource includes a detailed commentary for the teacher and three follow-up questions.
A hands-on lesson plan using the TI-CBR Motion Detector to provide information to graph and analyze. The class uses this information to calculate the slope of motion graphs and differentiate scalar and vector quantities. There is a real-world activity of a Roof Manufacturer's Test in regards to the pitch of roofs, as well as several other real-world scenarios.
Graph piecewise functions as your learners work to identify the different values that will make a piecewise function a true statement. They identify function notations and graph basic polynomial functions. This lesson includes a series of critical thinking questions and vocabulary.
Learners investigate how to use piecewise functions to describe various situations in everyday life. They explore scenarios such as the intensity of workout routines, the rise and decline of reported cases of malaria, and the varying rate of two hikers on a camping trail. Tasks include writing and graphing a piecewise function to describe a situation, writing a piecewise function when given the function's graph, and interpreting information about the graph of a piecewise function in the context of the problem.
Eighth graders, after researching the properties of graphs of conic sections, absolute value and inverse relations, make a drawing of precise functions and relations from a specified list of equations. The final design should analyze the domains needed for the equations. In addition, they explain completely what was done and why it was done.
Learners investigate sonar technology. In this Algebra II lesson, students explore use sound waves to measure distance. The learners conduct several experiments with a CBR 2 unit to collect data and graph distance vs. time. Students model the data with piecewise functions.
Students investigate semiconductor chips and its technological use. In this algebra lesson, students use the semiconductor chip as a real life application tool to study functions, linear equations and quadratic equations. They relate the growth in technology because of the conductor chip to exponential functions.
In this solar flare reconstruction instructional activity, students read about the 'saturation' point of satellite detectors when solar flares are at their most intense phase of brightness. Students are given x-ray flare data and they re-plot the data to estimate the peak of intensity. They create 2 exponential functions to fit the data and estimate the peak intensity and time. Students use calculus to integrate one of the functions and calculate the total energy radiated by the flare.
This pre-calculus worksheet is short, yet challenging. High schoolers calculate the limit of piecewise functions, rational functions, and graphs as x approaches a number from the positive or negative side. There are four questions.
Students collect data using the CBL. In this statistics lesson, students predict the type of graph that will be created based on the type of activity the person does. The graph represents heart rate depending the level of activity.
in this graphing review activity, students solve a variety of problems such as interpreting parabolas, identifying intercepts and asymptotes, and identifying functions. They solve piecewise functions and rational functions. This twenty page activity contains twenty-nine multi-step problems. Answers are provided. |
Within the last decade, Geometric Algebra (GA) has emerged as a powerful alternative to classical matrix algebra as a comprehensive conceptual language and computational system for computer science. This book... |
Mathematics for Economists
Contents:
Author Info
Abstract
The responses to questions such as 'What is the explanation for changes in the unemployment rate?' frequently involve the presentation of a mathematical relationship, a function that relates one set of variables to another set of variables. It should become apparent that as one's understanding of functions, relationships, and variables becomes richer and more detailed, one's ability to provide explanations for economic phenomena becomes stronger and more sophisticated. The author believes that a student's intuition should be involved in the study of mathematical techniques in economics and that this intuition develops not so much from solving problems as from visualizing them. Thus the author avoids the definition-theorem-proof style in favor of a structure that encourages the student's geometric intuition of the mathematical results. The presentation of real numbers and functions emphasizes the notion of linearity. Consequently, linear algebra and matrix analysis are integrated into the presentation of the calculus of functions of several variables. The book concludes with a chapter on classical programming, and one on nonlinear and linear programming. This textbook will be of particular interest and value to graduate and senior undergraduate students of economics, because each major mathematical idea is related to an example of its use in economics87692 and published in 1983.
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When requesting a correction, please mention this item's handle: RePEc:cup:cbooks:9780521287692 |
Algebra 1
Description
An outstanding text that presents mathematics as a study of absolutes with a logical approach from one concept to another. Concepts are developed and mastered through an abundance of worked examples and student exercises. Many application problems relate algebra to the physical world |
...
More About
This Book
prose. Everyone from high-school students and undergraduates to laymen wishing to re-familiarize themselves with the fundamental ideas of mathematics will find this tutorial rewarding.
Product Details
Meet the Author
The youngest of four children of an Anglican vicar, Whitehead (1861-1947)–one of the most interesting and imaginative scholars of our era–showed no sign in his youth of the genius that he was later in life. As a scholar, his academic interests spanned mathematics, science, and metaphysics, all of which were thoroughly and carefully treated by him with a unique and original style. Guided by the intellectual honesty and the personal touch that is so characteristic of his writings, only few follow Whitehead in the rarely taken path that combines mathematics, physics, and philosophy. His ingenuity and creativity shall remain an inspiration to generations of scholars |
The Alaska 2000 Education Initiative restructures Alaskan schools
to prepare students for the changing world in this technological age.
The Alaska Content Standards were created to describe acceptable
student performance. They are intended to raise the achievement of
all students while ensuring that all students have equal educational
opportunity. They are not intended to standardize the educational
process in Alaska. Rather, they are designed as guideposts to help
school districts define what they want their students to know, be
able to do, and be committed to in the 21st Century.
Local curriculum committees are expected to apply these content
standards as they determine the curriculum guidelines for their
schools and school districts. The curriculum decisions made locally
will go far beyond the content standards. They will involve not only
questions of content, or what is taught, but
also extremely important decisions about how to structure, pace,
present, and assess the teaching of that content.
This chapter reviews content considerations in light of the Alaska
2000 Goals and the Alaska Content Standards for Mathematics and
Science. It provides a response to questions of how science and
mathematics education can contribute to accomplishment of the Alaska
2000 Goals and provides examples of how these outcomes might be
achieved through continuums of experiences and expectations.
Shifting
the Content of Mathematics and Science to Reach All Students
The new images of math and science content focus on developing
mathematical and scientific reasoning at all levels of schooling. The
key elements of the Alaska Content Standards help define what this
reasoning will look like for students. The Benchmarks provide
specific examples of developmentally appropriate experiences for
students at specific levels.
Math
The major content changes in math include an emphasis at each
grade level on problem solving, mathematical reasoning, and
communication skills to express our mathematical reasoning. At each
grade level students will develop their concepts of numbers,
operations on numbers, measurement, estimation and computation,
patterns/functions/relations, geometry, and statistics/probability
through problems and projects that require complex, integrated, and
applied mathematical reasoning. This implies that students will
experience each strand of the key elements at each grade level.
Students at all grade levels will develop robust and concrete
understandings of the ways that number systems work, how the basic
operations are applied in both simple and complex mathematical
reasoning, how they represent real patterns in the physical world,
how we represent those patterns as functions and algebraic terms, how
you can use these algorithms to solve more complex problems than the
simple problems and patterns, and how you can determine whether or
not data that is collected is a result of chance or is a result of a
cause/effect relationship. These stimulating discoveries happen in
developmentally appropriate ways at each grade level for all
students. Students who need more time to develop basic computational
skills will not be prevented from engaging in these complex and
rewarding tasks. Instead they will use manipulatives, calculators,
and computers to do speedy calculations as they use their reasoning
skills to determine what types of operations are appropriate for the
problem at hand. Computational skills will still be an expected
outcome of instruction, but students will realize that they can
create their own patterns of computations that represent their own
lines of reasoning. This approach acknowledges that some students
construct computational knowledge more slowly than other students.
Often students require a meaningful application before they are
motivated to succeed at computational skills.
The following lists summarize the major shifts in the content of
math curriculum:
Math Content Standard A: Content
All children are capable of learning at high levels.
All mathematical reasoning requires a basic understanding of
numeracy, measurement tools, exact or estimated computations, how
the symbols relate to physical patterns, geometric relationships,
and the relative certainty of predictions that we can make. These
skills should be taught side by side every year of school.
Algebraic, geometric, and statistical thinking require
application of the basic numeracy concepts. If students understand
how number systems work and what they represent they will apply
these basic understandings at every level of mathematics. The
content of all math courses should reflect and build upon these
connections.
Math Content Standard B Problem Solving
The underlying purpose of math is to use pattern recognition
skills to solve problems.
Students should learn to flexibly try several problem solving
strategies in search of a solution.
Math Content Standard C: Communication
Mathematical reasoning can be communicated with concrete
objects, pictures of concrete objects, oral and written language,
and mathematical symbols. Students should learn to use all of
these modalities to explain their mathematical thoughts.
Children learn mathematical reasoning better in a community of
learners that requires them to explain their thoughts and listen
to other's explanations.
Math Content Standard D: Reasoning
Students should be asked to perform complex mathematical
reasoning by extending the logic from simple patterns and models
to more complex situations.
By strategically applying different types of logic students
will learn to recognize which type of logic is being used in
different situations and respond accordingly.
Math Content Standard E: Connections
Mathematical reasoning can be used to solve problems in all
areas of life.
Science
The major content changes in science imply that all students are
capable of learning complex concepts if provided with developmentally
appropriate experiences. All students will study all of the
disciplines of science in an integrated approach. Science content
will place greater emphasis on the inquiry skills (science process
skills and reasoning) at the expense of time spent memorizing science
facts. Students will learn to use their skills of inquiry to
construct deeper explanations for physical phenomena and to find and
verify facts. Therefore they will encounter fewer concepts and facts
in school, but they will develop skills for lifelong synthesis,
analysis, and application of scientific information. They will spend
more time determining how to interpret information that is provided
to them and determining what perspectives are represented by
different data collection methods and interpretations. They will
develop an understanding of the historical, social, cultural, and
environmental contexts which influence our interpretation and
application of scientific data, and they will have many opportunities
to apply scientific and technological knowledge to solve current and
real problems. They will see many different types of people using
scientific thinking in a variety of ways to satisfy a wide variety of
needs.
The following lists summarize the major shifts in the content of
science curriculum:
Science Content Standard A: Content
All children are capable of learning at high levels.
Schools will provide greater emphasis on concepts and process
skills, less emphasis on specific facts.
Less is better; in-depth study enhances learning.
Science Content Standard B: Inquiry
If students first learn to think critically and analytically,
they can develop strategies to learn the basic facts. Most
scientific work uses the process skills of science to deepen our
understanding of systems and phenomena.
Science Content Standard C: Nature and History of Science
People learn most rapidly in a community of learners.
People perceive experiences differently; this variety
strengthens our understanding of physical phenomena; we can learn
to appreciate those differences.
Science Content Standard D: Applications and Technology
Learning is more meaningful when it is integrated into the
world outside of school.
In order to become scientifically literate citizens,
students must use skills from all areas of learning
including:
Listening
Speaking
Reading
Writing
Computing
Students who can communicate effectively in science can
describe natural processes using information from research
literature and data collected by experimentation. They will
communicate using written text, tables of data, graphical
representation and oral presentation. They will also be able
to communicate with their peers to conduct science research.
(Standard B,C)
Students will be able to explain the mathematical process
in which they identified the problem and communicate the
solution in appropriate terms such as a graph, table,
equation or pattern.
They will also be able to defend their solution orally or
in writing. (Standard C)
2. Students will think logically and critically.
Scientific processes provide a logical method for problem
solving, which requires critical thinking. Doing scientific
investigations provides practice for students in these skill
areas. Students will be able to recognize, state, restate,
and investigate a problem. Hypothesis formation and revision
demands critical thinking. Students with understandings in
the Science Standards will have a working model of how
nature works. They will use this model to solve problems.
(Standard B,C,D)
Students will be able to understand and state a problem
in a variety of forms. The student will also be able to
explain a problem and predict outcomes. (Standard B,D)
3. Students will discover and nurture their own
creative talents.
Individual and group investigations and projects allow
students to explore, develop, and express their ideas
through a variety of creative channels. (Standard B,D)
Studentsí growth in mathematics will help them
discover and nurture creative talents. (Standard D)
5. Students will be responsible citizens.
Our students face a world where most problems have a
significant scientific component. The democratic process
requires citizens who can evaluate information and make
decisions based on logically gathered evidence. (Standard
A,C,D)
As part of being responsible citizens, students will
learn the mathematics needed to respond intelligently to
issues important in a democratic society. (Standard E)
In order to interpret and act upon the information
available about health-related issues and choices, students
will have a basic understanding of statistics and
probability, and an ability to make connections between
mathematical knowledge and the problems encountered in daily
life.(Standard A,E)
7. Students will accept personal responsibility for
sustaining themselves economically.
Many sources of employment will be based on technological
skills and understanding learned through good science
instruction. The content and skills learned in science are
highly adaptable across job and life roles. (Standard C,D)
Since mathematics is of such importance in the economy of
the future, mastering math will be part of accepting
personal responsibility for sustaining oneself
economically.(Standard A,B,C,D,E)
Math Performance Standards with Glossary: These are the same Math Standards as above but in Word 97 format with a glossary attached. Defined words are in bold and are followed by a number in parentheses. Click on the number and you will be taken to the glossary definition. |
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