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MAT 110 FOUNDATIONS OF MATHEMATICS FOR ELEMENTARY SCHOOL TEACHERS I Course info & reviews This course gives students a deeper understanding of the foundations of elementary mathematics. Topics include problem solving, number systems, the decimal system, the number line, rounding, fractions, percentages, addition and subtraction. PREREQUISITE(S): MAT 101 or LSP 120 or placement by the Mathematics Diagnostics Test. N/A average 0 units MAT 1100 0 Stars no ratings Reviews 12/05/2013 You just wrote this review 0 of 0 people found this review helpful. Delete Review 02/05/2013 0 StarsFall 2012-2013 \| 0 of 0 people found this review helpful. Dr. Ramsey is a great professor. However, you have to have patience with this class. For many, the material is very easy, but there are some who struggle, leading to the pace of the class being slo...
activity would be done at the end of the school year in a pre-algebra class. It is a way to introduce algebra and its... see more This activity would be done at the end of the school year in a pre-algebra class. It is a way to introduce algebra and its history, putting some personality into the abstractness of the subject by researching the individuals behind algebraic concepts. It was initially found on the following site five years ago when I first did it with my classes: It has since disappeared, however, so the specific modifications I made at the time are fuzzy at best, but I have made recent adjustments to every portion.Introduction:Algebra, what does it mean? Where did it come from? Who thought up this stuff? Have you ever wondered what the word algebra means or when and where algebra was developed or who developed algebraic concepts? In this project your group will go on a journey through time and the history of mathematics to discover the answers to these questions.Task:Each group will go on a quest to find the mathematicians' histories that have named as being the fathers or founders of algebra. On this journey your group will collect information about the mathematician responsible for developing the algebraic concept assigned to your group, create a timeline to show when the concept was developed in relation to other significant events in history, and find examples of the algebraic concept. Each group will prepare a Powerpoint to present the information to the class.Group I The Father of Algebra (Algebraic thought and equations)Group II Founder of Cartesian Plane and Graphing EquationsGroup III Developer of PolynomialsGroup IV Set Notation and Venn Diagrams DesignerEach group will need a Researcher, Recorder, Mathematician, and a Reporter.Researcher - Using the resources below, work with the Recorder to find and record needed information for your topic.Recorder - Record information on your topic and citation for where the information was found. Work with the Researcher and the Reporter to prepare a report of the findings of your group.Mathematician - Work with the Researcher and the Recorder to find examples of mathematical problems from your assigned topic. Choose two examples that you can share, with which you can demonstrate the topic for the class.Reporter - Work with the other members of your group to create a presentation, using PowerPoint, which you will present to the class. This interactive toolkit is designed to introduce concepts usually covered in a first course in linear algebra. The topics... see more This interactive toolkit is designed to introduce concepts usually covered in a first course in linear algebra. The topics are presented in an informal, casual manner. The student is periodically asked questions designed to stimulate him or her to review previous material, reflect over material just presented, or to consider alternative approaches. The feedback from the questions is immediate and usually offers extended explantion tailored to address reason why an correct or incorrect answer was selected. Since abstract concepts in mathematics are often best understood by forming an analogy with something concrete, LAVA makes use of interactive applets designed to foster a geometrical understanding of the concepts it presents.
Pre-Algebra Pathways Pre-Algebra Pathways Differentiated Online Pre-Algebra Instruction Pre-Algebra Pathways brings together comprehensive pre-algebra skills assessment with differentiated instruction, all administered in an interactive, online learning environment. Let's Go Learn's Diagnostic Online Math Assessment (DOMA) Pre-Algebra first performs a detailed assessment of each student's pre-algebra abilities across 14 different mathematical constructs aligned with NCTM and state standards. After the initial assessment, the program transitions the student into interactive tutorials and activities that improve math skills identified by teachers as essential for success in Algebra I. How It Works The first step to successfully addressing individual students' learning is accurate assessment of their current understanding of specific material. DOMA Pre-Algebra assesses 14 areas of pre-requisite mathematical knowledge, needed for success at the Algebra I level. The assessment's advanced adaptive features reduce the total assessment time, increase the diagnostic nature of the program, and maximize the useful information teachers receive. Immediately after the assessment, students who qualify for instruction are automatically transitioned into powerful online pre-algebra lessons. The easy-to-understand and engaging lessons featured in Pre-Algebra Pathways use online versions of familiar math manipulatives to help students understand lessons and apply their learning to real-world problem solving. Differentiated instruction means that each student receives instruction at his or her own level, so students learn at their own individual paces, following the path that works best for them.
Mathematics Levels: Find qualifications and resources Mathematics Entry Pathways The Entry Pathways qualification in Mathematics has been re-written into units. Centres will be able to choose from this list to create a flexible course of their own. Each unit will have its own learning outcomes, assessment objectives, content guidance, resources, advice and assessment suggestions. The new suite of qualifications is centre assessed and externally moderated. There is a choice of an 8 credit Award or a 13 credit Certificate at each Entry 2 and Entry 3. Candidates can study Entry 1 units and achieve an Award and Certificate at Entry 1 in Personal Progress. Further details can be found on the Personal Progress web pages. News Tracking grids were used by the external moderators team in summer 2013 and it was decided to make these available to centres. These can be useful when tracking candidates' progress as evidence is collated and when internally moderating work. These are NOT meant to replace the Assessment Records and there is no need to submit them to WJEC. The Department for Education has recently revised the criteria which must be met for qualifications to attract performance points. Unfortunately, for the 2014 performance measure, all Entry Level qualifications and those at Level 1 which have no direct links to a Level 2 qualification will not be included in these tables after 2013. Most specifications are co-teachable with their GCSE equivalents and fit into the National Qualifications Framework.
Please do not start Life of Fred: Beginning Algebra Expanded Edition without doing the three pre-algebra books first. (Elementary Physics, Pre-Algebra 1 with Biology, and Pre-Algebra 2 with Economics.) The three pre-algebra books are an essential introduction to the material of beginning algebra. They teach, among many other things, Graphing An introduction to word problems. For example, one of the problems in a Your Turn to Play is: Let's suppose on some day Fred sold x Gourmet Gauss Dogs and made a profit of $3 per dog. On that day he also sold x - 2 Double Dogs and made a profit of $2 per dog. And on that day he sold x - 8 Cold Dogs and made a profit of $1 per dog. If he made $168 on that day, how many Gourmet Gauss Dogs did he sell? We are serious about learning how to do word problems. Life of Fred: Beginning Algebra Expanded Edition offers more material than is normally taught in a year of high school algebra. It also chronicles five days of Fred's life when he is drafted by accident (at the age of 6) and sent off to an army camp in Texas.
1. MATH Major and Junior 2. MATH Major and Sophomore 3. COMP Major and Senior 4. COMP Major and Junior 5. COMP Major and Sophomore &nbsp S Bryant&nbsp MR&nbsp 03:00 p - 04:15 p&nbsp TOME 117&nbsp &nbsp &nbsp 2323 MATH&nbsp 262&nbsp 01&nbsp Introduction to Linear Algebra&nbsp 24&nbsp 23&nbsp 1. MATH Major &nbsp R Forrester&nbsp TR&nbsp 10:30 a - 11:45 a&nbsp TOME 121&nbsp &nbsp &nbsp 2344 MATH&nbsp 270&nbsp 01&nbsp Integration and Infinite Series&nbsp 24&nbsp 6&nbsp 1. MATH Major &nbsp S Bryant&nbsp MWF&nbsp 12:30 p - 01:20 p&nbsp TOME 122&nbsp &nbsp &nbsp 2348 MATH&nbsp 325&nbsp 01&nbsp Probability and Statistics II&nbsp 24&nbsp 16&nbsp 1. MATH Major 2. ECON Major 3. ENST Major 4. ENSC Major &nbsp R Forrester&nbsp MWF&nbsp 10:30 a - 11:20 a&nbsp TOME 121&nbsp &nbsp &nbsp 2352 MATH&nbsp 351&nbsp 01&nbsp Abstract Algebra&nbsp 25&nbsp 16&nbsp 1. MATH Major and Senior 2. MATH Major and Junior &nbsp B Tesman&nbsp MR&nbsp 01:30 p - 02:45 p&nbsp TOME 117&nbsp &nbsp &nbsp 2355 MATH&nbsp 472&nbsp 01&nbsp Complex Analysis&nbsp 15&nbsp 17&nbsp 1. MATH Major and Senior 2. MATH Major and Junior &nbsp L Koss&nbsp TR&nbsp 09:00 a - 10:15 a&nbsp TOME 232 2011 Note: If printing this page, in order for images and shading to appear, you must check the option within Internet Explorer under Tools / Internet Options / Advanced [tab] / Printing / Print Background Colors and Images.Last Updated: Monday, January 31, 2011 7:46:48 AM
Mathematics Course of Study The curriculum for mathematics in Mayfield is based on the Ohio Academic Content Standards. Throughout the curriculum K-12, mathematics content is presented in a way that requires students to construct their own knowledge about math. This approach includes some direct instruction, guided discovery, discussion, and reflection. The new Common Core State Standards (CCSS)will be fully implemented during the 2014-15 school year. New assessments are being developed to align with these standards. Mayfield teachers are beginning to learn the CCSS now and will be prepared to deliver high quality instruction when the full implementation is required. (full implementation 2014-15) This is a secure Staff Intranet content page and cannot be viewed by the public. Please contact your Technology Director to gain access to the Staff Intranet area in order to view this page.
GCSE mathematics linked pair The GCSE mathematics linked pair (MLP) is a mathematics qualification that is currently being piloted. The original idea stems from 1 of the recommendations made by Professor Adrian Smith in 'Making mathematics count (2004)' that consideration be given to redesigning GCSE mathematics as a double award, similar to English. The Advisory Committee on Mathematics Education (ACME) subsequently led on the development of the original proposal and the former Qualifications and Curriculum Development Agency (QCDA) set up the pilot. The department took policy responsibility for the qualification and the pilot in 2011. There are 2 mathematics GCSEs in the MLP and they must be taken together. They are: GCSE applications of mathematics GCSE methods in mathematics The qualifications emphasise problem-solving, functionality and mathematical thinking. However each of the pair of qualifications is different. The applications of mathematics GCSE is intended to assess skills relating to how mathematics is used to interpret, analyse and solve problems relating to a range of realistic contexts, including financial and statistical applications; place an additional emphasis on the interpretation of graphical information and the use of approximate methods. The methods in mathematics GCSE is intended to assess powers of reasoning and logical deduction; assess fluent use of symbolisation and exact methods of solution; assess understanding of probability. Table summarising the core, distinctive and additional content in the pair Methods in mathematics Applications of mathematics Core content number some algebra graphs geometry number some algebra graphs geometry Distinctive content proof algebra vectors probability statistics measures Additional content sets and venn diagrams tessellation & tiling further algebra further proof financial & business applications - AER, RPI, CPI, flow charts linear programming Students have been studying for the GCSE mathematics linked pair (MLP) since September 2010. This qualification is available between September 2010 and summer 2016 (with examinations available until November 2016). In line with all other GCSEs there will be linear assessment for the 2-year GCSE courses to be taught from September 2012. Alphaplus Consultancy is evaluating the qualifications over the first 2 years under contract to the Department for Education and has published reports on their findings. These qualifications meet the requirements of the national curriculum at key stage 4 and the regulators' criteria frameworks. Both elements of the GCSE Mathematics Linked pair must be taken to meet the performance measure, although a pass in either is sufficient. You can find out more about the content of the syllabuses for the qualifications by contacting the mathematics subject teams at the awarding organisations offering the qualifications: AQA, Edexcel, OCR and WJEC. RAISEonline now includes an updated table 'Key stage 4 summary of full GCSE results by subject' (KS4.21). Some changes to subject families have been made within the table to include mathematics linked pair entries; these have been released with the 2012 key stage 4 validated dataset. Please note that this table continues to calculate indicators based on the number of entries. Where a pupil has entered more than 1 qualification within a subject family, each entry will be counted. For mathematics the linked pairs each have an entry, as do the other full GCSE qualifications within the mathematics subject family. As a result of this the number of entries may exceed the number of pupils in the cohort. You can read the full announcement on the RAISEonline website. Should you have any further queries, please do not hesitate to contact Ofsted directly.
PowerPoint Math Lessons for Arithmetic, Beginning, Intermediate and College Algebra 1. Lessons are listed by topic. 2. Detailed Examples with explanation of each step as it appears. 3. Practice Problems given during lesson to enhance comprehension. Workbooks are available for the above courses. Homework problems with answers are included. Performing all homework problems will help you gain proficiency on the various topics. Videos on How-to use various useful features of your calculator. Videos on How to use various educational websites Math Forum Tutors A list of private tutors is available. These tutors listed have years of tutoring experience. Bob Ramirez
この書籍内からユーザーの評価 Review: The Principles of Mathematical Analysis ユーザーレビュー - Yan Zhu - Goodreads This book makes a difference between mathematical analysis and calculus.レビュー全文を読む Review: The Principles of Mathematical Analysis ユーザーレビュー - Yasiru - Goodreads A remarkable text, but on reflection, perhaps not the most helpful read by itself- unless frustration is just your kind of motivator. Here are some supplementary resources- ...レビュー全文を読む
Matlab: An Introduction With Applications 9781118629864 Buy New Textbook Not Yet Printed. Place an order and we will ship it as soon as it arrives. $108.03 5th edition with a publication date of 1MATLAB: An Introduction with Applications 5th Edition walks readers through the ins and outs of this powerful software for technical computing. The text describes basic features of the program and shows how to use it in simple arithmetic operations with scalars. The topic of arrays (the basis of MATLAB) is examined, along with a wide range of other applications. MATLAB: An Introduction with Applications 5th Edition is presented gradually and in great detail, generously illustrated through computer screen shots and step-by-step tutorials, and applied in problems in mathematics, science, and engineering
Numerical Mathematics and Computing 9780495114758 ISBN: 0495114758 Pub Date: 2007 Publisher: Thomson Learning Summary: Authors Ward Cheney and David Kincaid show students of science and engineering the potential computers have for solving numerical problems and give them ample opportunities to hone their skills in programming and problem solving. The text also helps students learn about errors that inevitably accompany scientific computations and arms them with methods for detecting, predicting, and controlling these errors. A more t...heoretical text with a different menu of topics is the authors' highly regarded NUMERICAL ANALYSIS: MATHEMATICS OF SCIENTIFIC COMPUTING, THIRD EDITION. Cheney, Ward is the author of Numerical Mathematics and Computing, published 2007 under ISBN 9780495114758 and 0495114758. Three hundred nine Numerical Mathematics and Computing textbooks are available for sale on ValoreBooks.com, one hundred nineteen used from the cheapest price of $34.67, or buy new starting at $44.77
Peer Review Ratings Overall Rating: This is a comprehensive set of online tutorials and self-tests covering the fundamental topics of mechanics. Topics include vectors, 1D and 2D kinematics, Forces and Dynamics, and Work and Energy (under construction). These tutorials provide introductions to the concepts, illustrated by animations and graphs. Quantitative measurements can be taken as well. Instructions and text help explain the purpose of each simulation, how it works, and the physics involved. The user is able to enter responses to specific questions and receive immediate confirmation of the answer. Many demonstrations are provided as well. Learning Goals: Provide an introduction and reinforce conceptual learning of students in introductory mechanics, and have them test their understanding. Target Student Population: Introductory physics classes in high school and college. Some sections may be suitable for physical science classes. Prerequisite Knowledge or Skills: Students should have a general introduction to mechanics. This material does not constitute a complete course. Math through algebra and trigonometry is required for some of this material. Calculus is not required. Type of Material: Tutorials with interactive Java simulations Recommended Uses: Tutorial, Self-test, and Drill and Practice. Technical Requirements: Standard web browser with Sun Java Plug-in version 1.4 or later. Evaluation and Observation Content Quality Rating: Strengths: These excellent tutorials cover some of the most fundamental, and for many students difficult, aspects of introductory mechanics. Having this online resource allows students to work at their own pace outside of class, covering topics that they are having the most difficulty understanding. They are able to visualize the concepts in many different formats such as position, velocity, acceleration, and energy graphs, animated pictures, motion diagrams, and force diagrams. Students are asked to interpret graphs, diagrams, and physical situations. The author uses a spiral approach in his learning materials. For example, kinematics is discussed exclusively in the first two sections but also appears later in the dynamics section. Concerns: It is sometimes difficult to make accurate measurements to obtain the answers to quantitative questions. The scales are a little obscure and can result in an incorrect answer. The "Work and Energy" illumination is still under construction. Potential Effectiveness as a Teaching Tool Rating: Strengths: The site is very comprehensive, thereby allowing an instructor to use it for several weeks or more of a typical first semester course. An instructor could use this site exclusively for Mechanics, so that searching for other sites is not needed. It is designed so the student can proceed at a slow, steady pace. It may be used as an in-class activity or for homework. This material is interactive and provides immediate feedback to students. The activities that the students have to perform range from fairly simple and straight forward to very challenging, thus making them useful for a wide range of student background and skills. It is designed so a student can proceed at a slow, steady pace if needed. It may be used as an in-class activity or for homework. The connection between the tutorial materials and the student activities, using the same interface and language, creates a coherent and extensive resource. However, because of the modular nature of the exercises, single exercises or illustrations can be used stand-alone very effectively. This makes these resources very flexible in their instructional uses. The fact that this program allows instructors to track the student usage and grades for these exercises is important. Students can be motivated by having their use of this material be a part of their grades. Concerns: The responses to some of the questions only inform the student as to weather or not the answer is correct. There is no feedback to help the student determine the cause of their mistake. As a result, the student will need to seek help from the instuctor or some other resource. Some of the illuminations are a bit repetitive. Although this is important for learning, some students might not appreciate it. Ease of Use for Both Students and Faculty Rating: Strengths: The interface to the illuminations is simple and straight forward. Instructions and tips for running the applets and solving the problems are avialable on the pages. Each section starts with a brief description of that particular topic along with a question mark (?) tab to click on if one has questions on how to proceed. Most sections have a separate window at the bottom that lists all the physics concepts and definitions. < The author provides a link to download the Sun Java Plug-in (J2SE JRE) required for running these simulations. Concerns: Students may find the graphics somewhat bland. Some of the simulations in the Dynamics and Work & Energy sections are still under construction. Other Issues and Comments: Reviews of some of the individual illuminations are available on MERLOT, although some are for earlier versions of the resources
Principles of Mathematical Modeling By Clive Dym, Harvey Mudd College, Claremont, California, U.S.A. Science and engineering students depend heavily on concepts of mathematical modeling. In an age where almost everything is done on a computer, author Clive Dym believes that students need to understand and "own" the underlying mathematics that computers are doing on their behalf. His goal for Principles of Mathematical Modeling, Second Edition, is to engage the student reader in developing a foundational understanding of the subject that will serve them well into their careers. The first half of the book begins with a clearly defined set of modeling principles, and then introduces a set of foundational tools including dimensional analysis, scaling techniques, and approximation and validation techniques. The second half demonstrates the latest applications for these tools to a broad variety of subjects, including exponential growth and decay in fields ranging from biology to economics, traffic flow, free and forced vibration of mechanical and other systems, and optimization problems in biology, structures, and social decision making. Prospective students should have already completed courses in elementary algebra, trigonometry, and first-year calculus and have some familiarity with differential equations and basic physics. Audience Students in Mathematical Modeling courses taught in either mathematics or engineering departments; also professional engineers and mathematicians. Reviews "It is one of the best introductory texts in mathematical modeling which the reviewer warmly recommends to anyone who wishes to learn the foundations of mathematical modeling with enjoyment." -Yuri V. Rogovchenko, in ZENTRALBLATT FUR MATHEMATIK, 2005 "Principles of Mathematical Modeling is a delightfully readable, well-written account of the way engineers look at the world. It covers a surprizingly wide range of topics...The many examples treated in the text are drawn from the practical world that engineers inhabit, with some surprises thrown in for good measure..." - Robert Borelli, Harvey Mudd College "The book itself is marvelously interdisciplinary, treating biological and human designed systems in addition to physical systems. These examples show that engineers can do more than simply analyze simple physical systems with known, exact solutions." - Bill Wood, University of Maryland at Baltimore
FX-9860GIISD-L-EH Introduction The modern graphic, fast and powerful calculator, with natural textbook display and spreadsheet function. Incorporating a handy SD memory card slot, as well as a large screen, USB connection to a PC and a massive 1.5 MB memory. Built-in applications include a fully-fledged Spreadsheet and eActivity for interactive instruction and exploration.
analytic trigonometry major reference Analytic trigonometry combines the use of a coordinate system, such as the Cartesian coordinate system used in analytic geometry, with algebraic manipulation of the various trigonometry functions to obtain formulas useful for scientific and engineering applications.
MathematicsPc Calculator is a clever note and formula editor combined with an advanced and strong scientific calculator. Being an editor it is extremely user-friendly allowing all possible typing and other errors to be easily corrected and fast recalculated
Elementary and Intermediate Algebra - 4th edition Summary: Algebra can be like a foreign language. But one text delivers an interpretation you can fully understand. Building a conceptual foundation in the ''language of algebra,'' w...show moreith
ALEX Lesson Plans Title: Conic Sections: Discovering the Degenerates Description: Through a mixture of online exploration, and teacher instruction, students will discover how the degenerate forms of the conic sections are formed and will be able to identify the degenerate case of each conic section Discovering the Degenerates Description: Through a mixture of online exploration, and teacher instruction, students will discover how the degenerate forms of the conic sections are formed and will be able to identify the degenerate case of each conic section. Title: Conic Sections: Playing With Parabolas Description: Through a mixture of online exploration, and teacher instruction, students will discover how parabolas are formed and will be able to use the key components from a graph (vertex, focus and directrix,) With Parabolas Description: Through a mixture of online exploration, and teacher instruction, students will discover how parabolas are formed and will be able to use the key components from a graph (vertex, focus and directrix,) to generate the equation of a graph. Title: Conic Sections: Playing with Hyperbolas Description: Through Hyperbolas Description: Through Title: Conic Sections: Playing with Ellipses Description: Through Ellipses Description: Through Title: Graphing at all levels: It's a beautiful thing! Description: ThisStandard(s): [AED] VA2 (7-12) 2: Produce works of art using a variety of techniques. [MA2010] AL1 (9-12) 24: [A-REI12] [MA2010] AL2 (9-12) 30: Graph functions expressed symbolically, and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [F-IF7] [MA2010] ALT (9-12) 40: Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.* [F-TF5] Arts Education (7 - 12), or Mathematics (9 - 12) Title: Graphing at all levels: It's a beautiful thing! Description: This Title: Ellipse Description: ThisStandard(s): [S1] E&S (9-12) 6: Explain the length of a day and of a year in terms of the motion of EarthSubject: Mathematics (9 - 12), or Science (9 - 12) Title: Ellipse Description: This Title: Going the Distance for Circles Description: ThisStandard(s): [TC2] CA2 (9-12) 4: Utilize advanced features of word processing software, including outlining, tracking changes, hyperlinking, and mail merging. [TC2] CA2 (9-12) 6: Utilize advanced features of multimedia software, including image, video, and audio editing Subject: Mathematics (9 - 12), or Technology Education (9 - 12) Title: Going the Distance for Circles Description: This Thinkfinity Lesson Plans Title: Analyze the Data Description: In c. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. [F-IF7d] Subject: Mathematics,Science Title: Analyze the Data Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12 Web Resources AssessmentsInteractive Conic Sections This is an interactive website on cross sections. They are two-dimensional representations created at the intersection of a "slicing plane" and a three-dimensional object.Learning Activities of
The capstone process begins in MATH 300. Students develop library research, scholarly reading, writing, and collaboration skills needed to develop, implement, and complete their capstone projects. Students develop a learning plan that integrates their Mathematics concentration,capstone interests, and personal and professional goals.
Four volumes in one: Famous Problems of Elementary Geometry, by Klein. A fascinating, simple, easily understandable account of the famous problems of Geometry--The Duplication of the Cube, Trisection of the Angle, Squaring of the Circle--and the proofs that these cannot be solved by ruler and compass. Suitably presented to undergraduates, with no calculus required. Also, the work includes problems about transcendental numbers, the existence of such numbers, and proofs of the transcendence of $e$. From Determinant to Tensor, by Sheppard. A novel and simple introduction to tensors. "An excellent little book, the aim of which is to familiarize the student with tensors and to give an idea of their applications. We wish to recommend the book heartily ... The beginner will find the book a valuable introduction and the expert an interesting review with a refreshing novelty of presentation." Introduction to Combinatory Analysis, by MacMahon. An introduction to the author's two-volume work. Three Lectures on Fermat's Last Theorem, by Mordell. This famous problem is so easy that a high-school student might not unreasonably hope to solve it: it is so difficult that as of the 1962 publication date of this book, tens of thousands of amateur and professional mathematicians, Euler and Gauss among them, failed to find a complete solution. Mordell himself had a solution (as he said he did). This work is one of the masterpieces of mathematical exposition. Table of Contents Part I. The Possibility of the Construction of Algebraic Expressions Algebraic Equations Solvable by Square Roots: Structure of the expression $x$ to be constructed; Normal form of $x$; Conjugate values; The corresponding equation $F(x)=0$; Other rational equations $f(x)=0$; The irreducible equation $\phi(x)=0$; The degree of the irreducible equation a power of 2 The Delian Problem and the Trisection of the Angle: The impossibility of solving the Delian problem with straight edge and compasses; The general equation $x^3=\lambda$; The impossibility of trisecting an angle with straight edge and compasses The Division of the Circle into Equal Parts: History of the problem; Gauss's prime numbers; The cyclotomic equation; Gauss's lemma; The irreducibility of the cyclotomic equation The Construction of the Regular Polygon of 17 Sides: Algebraic statement of the problem; The periods formed from the roots; The quadratic equations satisfied by the periods; Historical account of constructions with straight edge and compasses; Von Staudt's construction of the regular polygon of 17 sides General Considerations on Algebraic Constructions: Paper folding; The conic sections; The Cissoid of Diocles; The Conchoid of Nicomedes; Mechanical devices Part II. Transcendental Numbers and the Quadrature of the Circle Cantor's Demonstration of the Existence of Transcendental Numbers: Definition of algebraic and of transcendental numbers; Arrangement of algebraic numbers according to height; Demonstration of the existence of transcendental numbers Historical Survey of the Attempts at the Computation and Construction of $\pi$: The empirical stage; The greek mathematicians; Modern analysis from 1670 to 1770; Revival of critical rigor since 1770 The Transcendence of the Number $e$: Outline of the demonstration; The symbol $h^r$ and the function $\phi(x)$; Hermite's theorem The Transcendence of the Number $\pi$: Outline of the demonstration; The function $\psi(x)$; Lindemann's theorem; Lindemann's corollary; The transcendence of $\pi$; The transcendence of $y=e^x$; The transcendence of $y=\sin^{-1}x$ The Integraph and the Geometric Construction of $\pi$: The impossibility of the quadrature of the circle with straight edge and compasses; Principle of the integraph; Geometric construction of $\pi$
Book Description: The notion of symmetry is important in many disciplines, including physics, art, and music. The modern mathematical way of treating symmetry is through transformation groups. This book offers an easy introduction to these ideas for the relative novice, such as undergraduates in mathematics or even advanced undergraduates in physics and chemistry. The first two chapters provide a warm-up to the material with, for example, a discussion of algebraic operations on the points in the plane and rigid motions in the Euclidean plane. The notions of a transformation group and of an abstract group are then introduced. Group actions, orbits, and invariants are covered in the next chapter. The final chapter gives an elementary exposition of the basic ideas of Sophus Lie about symmetries of differential equations. Throughout the text, examples are drawn from many different areas of mathematics. Plenty of figures are included, and many exercises with hints and solutions will help readers master the material
This Part gives a self-contained introduction to Mathematica, concentrating on using Mathematica as an interactive problem-solving system. When you have read this Part, you should have sufficient knowledge of Mathematica to tackle many kinds of practical problems. You should realize, however, that what is discussed in this Part is in many respects just the surface of Mathematica. Underlying all the various features and capabilities that are discussed, there are powerful and general principles. These principles are discussed in Part 2. To get the most out of Mathematica, you will need to understand them. This Part does not assume that you have used a computer before. In addition, most of the material in it requires no knowledge of mathematics beyond high-school level. The more advanced mathematical aspects of Mathematica are discussed in Part 3 of this book. THIS IS DOCUMENTATION FOR AN OBSOLETE PRODUCT. SEE THE DOCUMENTATION CENTER FOR THE LATEST INFORMATION.
33 Total Time: 3h 58m Use: Watch Online & Download Access Period: Unlimited Created At: 05/19/2010 Last Updated At: 06/02/2011 In this 33-lesson unit, we'll dive into Systems of Equations. We'll start out by looking at linear systems of equations. Then, we'll move on to look at linear systems that have three variabls. After that, we'll look at a few applications of linear systems before moving on to start our study of non-linear systems of equations. Next up will be Matrices and the Gauss-Jorden method of solving matrices. We'll also learn how to evaluate determinants and apply/understand Cramer's Rule. Then, we'll look at inverses and matrices before moving on to work a little with inequalities and learn a bit about linear programmingI expected this video series to be longer. Total of 4 videos are less then 1/2 hour. Not enough examples. Instruction is too fast paced. Great for a refresher for those who know this material well and just want to prep for a exam. Yet again, this instruction is extremely helpful. Completely recommend that is you watch/purchase video one on the Gauss-Jordon elimination that you also purchase this second example, just to firm up the use & understanding of the elimination rules and row operations. I am a phd student. This little short video did more for me in 30 minutes or less than any review I have attempted thus far in trying to remember how to find the Inverse of a Matrix! Excellent! Good job! While this is sort of a basic overview of Glauss-Jordan methodology, he really explained it about 1000 times better in seven minutes than my Finite Math teacher did in two hours. I wish I had this teacher for my class. :( Below are the descriptions for each of the lessons included in the series: College Algebra: An Introduction to Substitution In this lesson, Professor Burger will show you how to solve systems of equations using a technique known as substitution. In this approach, you will solve one equation for one of the variables (eg y) and then plug the value (what y is equal to) into into the other equation (anywhere a y appears). This substitution will allow you to solve for x and then in turn solve for y. In order to fully explain how this works, Professor Burger will walk you through several different types of examples Elimination While you can often solve systems of equations using substitution, you may also find that elimination is a simple approach for some systems of equations. When evaluating a system of linear equations with two linear variables using elimination, you will look for ways to combine the equations (or multiples of the equations) such that the sum of the equations will eliminate one of the variables. Once you eliminate one variable, it should be easy to deduce the value of the other equation. Once you have this, you should be able to plug it in to one of the original equations to solve for the eliminated value the Systems in 3 Variables 3-Variable Inconsistent Dependent College Two Equation Systems In this lesson, we start by reviewing three-equation sets that give us independent systems (meet at one point), inconsistent solutions (don't have a solution) and dependent systems (meet on a line). Next, you will move onto the instance In which you have three variables but only two equations. To solve dual-equation system problems, you first work to cancel out one of the included variables. Next, you start over to eliminate a different one of the two variables. In the end, you may come up with an answer that implies an infinite number of solutions (a line) or no solution (an instance when the two equations can never intersect - generally a situation where two planes are running parallel to each other). Investments with Partial Fractions In this lesson, you will learn about finding a solution using partial fractions, a technique which will be very useful in calculus. With partial fractions, you break an existing fraction into the sum or difference of two component fractions. This will allow you to take a fraction like (x-5)/[(3x+5)(x-2)] and turn it into (20/11)/(3x+5) - (3/11)/(x-2). This approach allows you to take one fact and turn it into two equations and two unknowns leading Systems and Elimination System and Substitution The Arithmetic of by a Scalar In this lesson, you will learn how to correctly multiply matrices. Professor Burger will walk you through how to multiple a 2X3 and a 3X4 matrix, a 2X3 and a 3X2 matrix and a 3X1 and a 1X3 matrix. You'll also learn why you can't multiply matrices that are the same shape and how to determine when you can multiply two matrices. To multiply two matrices, you need the number of columns in the left matrix to equal the number of rows in the right matrix. It is imprtant to remember that the order matters in multiplication of matrices. When you multiply matrices, you end up with a matrix that has the same number of rows as the first matrix and the same number of columns as the second (right) Gauss-Jordan Method This lesson shows you how to use the Gauss-Jordan method to solve systems of equations. Professor Burger will walk you through how to create and use an augmented matrix based upon the system of equations in this gaussian approach. He also shows you the 'rules' of this methodology: you can flip the order of the equations, you can multiply through any of the equations by a constant (on both sides), and you can replace any row with the sum of other rows. Once the rules are established, you will learn what the goal for manipulating the augmented matrix representing the system of equations is and how to arrive at this end point Gauss-Jordan: laude 2x2 Determinants In this lesson, you will learn about square matrices (a matrix in which the number of rows equals the number of columns - e.g. a 2X2 matrix or a 3X3 matrix, but this lesson focuses on 2X2). In a square matrix, you can associate a single number (a scalar) with the collection of numbers that describes the full matrix. This number is called the determinant, and this lesson will walk you through how to execute the matrix to identify what it is. For square matrix A, the determinant of A is denoted as det (A) or lAl (which looks like absolute value but isn't when A is a matrix). If the determinant of a square matrix is not equal to zero, the matrix is non-singular, and square matrices for which the determinant is zero are considered to be singular nxn Determinants With larger square matrices, the calculation of the determinant gets more difficult. This lesson shows you a special method to use to identify the determinant of a 3X3 square matrix. You will also learn another technique to use to calculate the determinant of a 3X3 or larger square matrix. Professor Burger will go over the rules for identifying the determinant of any square Determinants and the theory of continued fractions. Prof. Burger's unique sense of humor and his teaching expertise combine to make him the ideal presenter of Thinkwell's entertaining and informative video lectures. College Algebra: Using Cramer's Rule Cramer's Rule in 3x3 Matrix 2x2 Matrices In this lesson, we will talk about finding the inverse of a matrix. You can only find the inverse of a matrix that is both square and non-singular. To start with, we will go through the formula for finding the inverse of a 2X2 square matrix. Then, we will apply the formula and walk through how to double-check that our answer is, indeed, the inverse of the 2X2 matrix we started with. To find the inverse, you will first find the determinant (or scalar) of the original 2X2 matrix and then take the reciprocal of the determinant multiplied across a manipulated form of the original matrix (which Professor Burger will walk you through). For Professor Burger's lesson on finding inverses of 3X3 matrices, check out Light Another Look at 2x2 3x3 Matrices This lesson will show you how to take the approach you would use for calculating the inverse of a 2X2 square matrix in finding the inverse of a 3X3 square matrix. Once you find the inverse matrix, you should be able to multiply the original matrix by the inverse matrix and get the identity matrix. The identification of the inverse of 3X3 square matrices begins with finding the determinant (or scalar) of the full 3X3 matrix followed by finding the determinant of sub components of that 3X3 matrix (finding the minor determinants). Once all determinants are found, you'll apply a sign chart to the resulting 3X3 matrix and flip the matrix across its diagonal. The last step will be to multiply your result by the reciprocal of the determinant of the original 3X3 matrix. You would be able to use this same approach to find the inverse of a larger square matrix (4X4 or larger), but the calculation thereof would be very cumbersome. For Professor Burger's lesson on finding inverses of 2X2 matrices, check out System of Equations and Intro to Systems of algebraAlgebra: Graphing Linear & Nonlinear Inequalities Taught by Professor Edward Burger, this lesson was selected from a broader, comprehensive course, College Algebra. Algebra: Graph System of Inequalities Solution Set Maxima-Minima Linear Programming
Equation graph plotter gives engineers and researchers the power to graphically review equations, by putting a large number of equations at their fingertips. The program is also indispensable for students and teachers. Understandable and convenient interface: A flexible work area lets you type in your equations directly. It is as simple as a regular text editor. Annotate, edit and repeat your graphings in the work area. You can also paste your equations into the editor panel. Example of mathematical expression: 5.22 - (2 * x) + square(x) + power(x;3) + power(2.55;4) - logbaseN(4;6.25) Save your work for later use into a text or graphic file. Comprehensive online help is easily accessed within the program. Features: -------- Scientific graphings Unlimited expression length Parenthesis compatible Scientific notation More than 35 functions More than 40 constants User-friendly error messages Simple mode (medium size on desktop) Paste expressions into EqPlot Comprehensive documentation *All the benefits that Windows bestows, such as multi-tasking and print formatting are available
Basic College Mathematics - With CD - 5th edition Summary: A worktext format for basic college math or arithmetic courses including lecture-based, self-paced, and modular classes. John Tobey and Jeff Slater are experienced developmental math authors and active classroom teachers. The Tobey approach focuses on building skills one at a time by breaking math down into manageable pieces. This building block organization is a practical approach to basic math skill development that makes it easier for students to unde...show morerstand each topic, gaining confidence as they move through each section. Knowing students crave feedback, Tobey has enhanced the new edition with a "How am I Doing?" guide to math success. The combination of continual reinforcement of basic skill development, ongoing feedback and a fine balance of exercises makes the fifth edition of Tobey/Slater Basic College Mathematics even more practical and accessible. Features Chapter Organizers neatly summarize the chapter topics, procedures and corresponding examples all in one place to simplify chapter review. Develop Your Study Skills boxes throughout remind and encourage students to hone these all-important study skills. A Mathematics Blueprint for Problem Solving provides a consistent and interactive outline that helps students organize their approach to problem solving. The Blueprint helps students know where to begin, and how to understand the process, plan subsequent steps, and successfully solve applications. Problem Solving is thorough, integrated throughout and easy to follow with key steps highlighted with the pedagogical use of color. Putting Your Skills to Work applications provide opportunities to solve real world situations using newly mastered math skills. Students utilize critical thinking skills, analyze and interpret data and solve using situations encountered in daily life. Math in the Media exercises offer students yet another opportunity to see how the math they are learning applies to the world around them. Exercises are paired and graded (easy to more difficult) and each exercise set includes Verbal and Writing Skills and Mixed Practice exercises. A built-in solutions manual offers worked out solutions to the practice problems and reinforces the problem solving processFactoryDealz Braselton, GA Good This is a good book, and this is a great deal on it! With CD! I ship fast, because I know you need the book! If this title was supposed to have an access code originally, it may or may not stil...show morel have it
Find an IB World School Middle Years Programme curriculum Mathematics Mathematics in the Middle Years Programme aims to provide students with an appreciation of the usefulness, power and beauty of the subject. One aspect of this is the awareness that mathematics is a universal language with diverse applications. The Middle Years Programme promotes an understanding of how cultural, societal and historical influences from a variety of cultures have shaped mathematical thought. Schools are required to develop schemes of work according to a framework that includes five branches of mathematics: number algebra geometry and trigonometry statistics and probability discrete mathematics. Aims and objectives include: understanding mathematical reasoning and processes the ability to apply mathematics and to evaluate the significance of results the ability to develop strategies for problems in which solutions are not obvious the acquisition of mathematical intuition
104 Number Theory Problems From the Training of the USA IMO Team 9780817645274 ISBN: 0817645276 Pub Date: 2006 Publisher: Birkhauser Boston Summary: This challenging problem book by renowned US Olympiad coaches, mathematics teachers, and researchers develops a multitude of problem-solving skills needed to excel in mathematical contests and in mathematical research in number theory. Offering inspiration and intellectual delight, the problems throughout the book encourage students to express their ideas in writing to explain how they conceive problems, what conject...ures they make, and what conclusions they reach. Applying specific techniques and strategies, readers will acquire a solid understanding of the fundamental concepts and ideas of number theory. Key features: * Contains problems developed for various mathematical contests, including the International Mathematical Olympiad (IMO) * Builds a bridge between ordinary high school examples and exercises in number theory and more sophisticated, intricate and abstract concepts and problems up to the mathematical contest level * Begins by familiarizing students with typical examples that illustrate central themes, followed by numerous carefully selected problems and extensive discussions of their solutions * Gathers unconventional, essay-type, non-routine examples, exercises and problems, many presented in an original fashion * Engages students in creative thinking and stimulates them to express their comprehension and mastery of the material beyond the classroom 104 Number Theory Problems is a valuable resource for advanced high school students, undergraduates, instructors, mathematics coaches preparing to participate in mathematical contents, and those contemplating future research in number theory and its related areas. Andreescu, Titu is the author of 104 Number Theory Problems From the Training of the USA IMO Team, published 2006 under ISBN 9780817645274 and 0817645276. Six hundred forty nine 104 Number Theory Problems From the Training of the USA IMO Team textbooks are available for sale on ValoreBooks.com, one hundred used from the cheapest price of $64.86, or buy new starting at $49.47 challenging problem book by renowned US Olympiad coaches, mathematics teachers, and researchers develops a multitude of problem-solving s [more] This item is printed on demand. This challenging problem book by renowned US Olympiad coaches, mathematics teachers, and researchers develops a multitude of problem-solving skills needed to excel in mathematical contests and in mathematical research in n
This book grew out of a public lecture series, Alternative forms of knowledge construction in mathematics, conceived and organized by the first editor, and held annually at Portland State University from 2006. Starting from the position that mathematics is a human construction, implying that it cannot be separated from its historical, cultural, social,... more... In spite of the fact that APOS Theory has been used extensively in numerous scholarly publications, in the design of textbooks, and in teaching practice, there is no single references that contains all the relevant information about its components, and provides guidance about its application. The goal of this book is to present the main elements of... more... This book Abstract Algebra has been written primarily from student's point of view. So that they can easily understand various mathematical concepts, techniques and tools needed for their course. Efforts have been made to explain such points in depth, so that students can follow the subject easily. A large number of solved and unsolved problems... more... ?A new approach to conveying abstract algebra, the area that studies algebraic structures, such as groups, rings, fields, modules, vector spaces, and algebras, that is essential to various scientific disciplines such as particle physics and cryptology. It provides a well written account of the theoretical foundations; also contains topics that cannot... more... The advancement of a scientific discipline depends not only on the "big heroes" of a discipline, but also on a community?s ability to reflect on what has been done in the past and what should be done in the future. This volume combines perspectives on both. It celebrates the merits of Michael Otte as one of the most important founding fathers... more... The crisis around teaching and learning of mathematics and its use in everyday life and work relate to a number of issues. These include: The doubtful transferability of school maths to real life contexts, the declining participation in A level and higher education maths courses, the apparent exclusion of some groups, such as women and the aversion... more... This volume, as Andrew M. Odlzyko writes in the foreword, "commemorates and celebrates the life and achievements of an extraordinary person." Originally conceived as an 80th birthday tribute to Herbert Wilf, the well-known combinatorialist, the book has evolved beyond the proceeds of the W80 tribute.Professor Wilf was an award-winning teacher,... more...
In order to view Mcgrawhill.ca and its affiliate sites, you will need to use a javascript enabled browser such as Firefox, Chrome and Internet Explorer. Please check your settings if you are already using one of thse. Use SRA Real Math's true-to-life applications, standards-based curriculum, and extensive teacher resources to help your students develop essential math skills through engaging and exciting lessons. Differentiated instruction helps you reach every student in your classroom. Make AYP and meet state standards with a proven, quality education for all students, including students in need of intervention, English-language learners, and high-achieving students ready for enrichment. SRA Real Math's comprehensive program gives you everything you need to face the diverse challenges of your classroom: Every SRA Real Math lesson has been rigorously field-tested and is deeply rooted in author experiences and research. Every chapter and lesson focuses on skill building and deeply develops concepts. All lessons are carefully designed to: Include continual practice and review of skills Teach for depth of understanding Provide for differentiated instruction Develop math proficiency in all areas Table of contents not available for this product New to this Edition Discover Real Math and the href=" behind this successful math program style="font-weight: bold;">Student Materials Big Books (Grade PreK) Use these engaging counting books that include trade literature specifically chosen for preschoolers to help you teach math concepts. Student Edition style="font-weight: bold;"> (Grades K-6) Take advantage of research-based lessons that offer development and practice for all concepts. Student Assessment Booklet (Grades K-6) Use this convenient assessment tool to help keep students on track. Exercise Book (Grades 3-6) Build math skills using these exercises from the hardbound student books to help students record their answers and show their work. Teacher's Editions provide systematic, explicit instruction built on a foundation of successful mathematics research. A wealth of background information and strategies help you provide quality instruction. Assessment style="font-weight: bold;"> (Grades PreK-6) Evaluate student proficiency and determine instruction through a wide variety of assessment options. Intervention Support Guide style="font-weight: bold;"> (Grades K-6) Bring all students up-to-speed with alternative approaches, more intense instruction, and additional practice of prerequisite skills for every chapter. English Learner Support Guide (Grades K-6) Take advantage of strategies for previewing and reviewing lesson concepts and vocabulary. Enrichment Support Guide (Grades K-6) Offer your students activities that are designed to expand lesson concepts for every lesson. Reteach Support Guide style="font-weight: bold;"> (Grades 1-6) Use this tool to offer alternative strategies for presenting lesson concepts. Home Connection (Grades K-6) Use this collection of newsletters, surveys, and activities to encourage school-to-home communications. Full-color games and playing pieces provide a fun format for reinforcing basic math skills. While students are practicing math facts, they also use strategies that require critical and logical thinking. These games were designed for the SRA style="font-style: italic;">Real Math program, but can be used with any math program, Game Mat Package (Grades K-6): Game Mats to be used with your entire class includes: Grade Appropriate Game Mats (15 copies of each Game Mat); Student Game Bag Package (25); Game Mat Overheads; and Storage Container. Home Connection Game Package (Grades K-6): Support learning at home with this engaging math games kit includes: Grade Appropriate Game Mats (1 copy of each Game Mat); Student Game Bag Package (2); Take Home Guide Sheet (1); and Storage Container. SRA Real Math includes a unique online technology suit. This one-of-a-kind fully integrated suite lets you plan, teach, and assess quickly and easily. Also included are dynamic student pieces such as an e-textbook, e-games, and e-Math tools. Visit style="font-weight: bold;" href=" to get a free trial account! In addition to the integrated online e-Suite, each component is available on CD-ROM. Discover unique and thought-provoking manipulatives that engage, excite, and build enthusiasm for math among students. Manipulative kits are available in convenient packaging options and help build concept development. SRA Real Math has five kit groupings for Grades K-6 including:
Developing Enterprise-Class Web Applications Yu-Sung Chang This course from the Wolfram Mathematica Virtual Conference 2011 chronicles two internal Wolfram Research projects: large database access, dynamic visualization, and deploying a web interface with CDF technology. Channels: Wolfram Virtual Events This video discusses how to apply Mathematica's large range of image processing tools to problem solving in several different application areas. Markus van Almsick demonstrates Image processing tasks, including some not-so-serious examples. Wolfram founder Stephen Wolfram shares the background and vision of Mathematica, including the personal story of how it came to be and why it's in the right place to make profoundly powerful new things possible. This video explains the principles of volume rendering and the art of constructing the right transfer functions. Markus van Almsick explores the drawbacks and extravagant possibilities of this new visualization modality and applies it to real-world data. See the first public viewing of the revolutionary Wolfram Calculator. This Wolfram Technology for STEM Education: Virtual Conference for Education talk demonstrates the basic functionality as well as the predictive interface of the Wolfram Calculator. Learn more about Wolfram's Programming for Kids programming curriculum. This Wolfram Technology for STEM Education: Virtual Conference for Education talk shows how to get students started on programming in the Mathematica Language. Get the inside scoop on the newest technologies Wolfram is using to make working with Mathematica easier. This talk from the Wolfram Virtual Conference Spring 2013 gives an overview of the Wolfram Predictive Interface, units support, and Wolfram\|Alpha integration. Learn how both Mathematica and Wolfram\|Alpha can investigate extensive data about the world. This Wolfram Technology for STEM Education: Virtual Conference for Education talk demonstrates how using real-world data in the class can be used effectively with Wolfram technology. Get an introduction to the HPC and grid computing functionality in Mathematica in this talk from the Wolfram Virtual Conference Spring 2013. The presentation covers a few examples, discusses applications within education work groups, and explores possible ways to scale across available clusters or multicore machines. Harness the power of Mathematica to interactively visualize your data. This video features a series of examples that show how to create a rich interface for exploring data in depth. Includes German audio. This course uses a series of examples to show how models and simulation results from Wolfram SystemModeler can be visualized in Mathematica. Examples used in this Wolfram Virtual Conference Spring 2013 talk include heat loss, batteries, satellite controls, solenoid circuits, and more. The Computable Document Format (CDF) brings documents to life with the power of computation. In this video, Conrad Wolfram shares examples and explains why Wolfram is uniquely positioned to deliver this technology. Immerse yourself in Wolfram Community—a networking portal of like-minded educators, students, researchers, and developers. This Wolfram Technology for STEM Education: Virtual Conference for Education talk introduces the various uses and features of Wolfram Community. This course from the Wolfram SystemModeler Virtual Conference 2012 focuses on analyzing model equations and simulation results with Mathematica. You'll also learn about the link between Mathematica and SystemModeler. This course from the Wolfram SystemModeler Virtual Conference 2012 provides an introduction to the BioChem library and the Systems Biology Add-On and teaches you how you can build, simulate, and analyze biochemical models using SystemModeler and Mathematica. This video from the Wolfram SystemModeler Virtual Conference 2012 covers core concepts of the Modelica language, which is used by Wolfram SystemModeler. You'll learn how key principles of the language are used in modeling dynamic systems. Wolfram SystemModeler can be used to model safety-critical systems. This Wolfram Virtual Conference Spring 2013 talk takes a closer look at an aircraft flap system, showing how component faults can be modeled and how their effects on system behavior can be simulated. Through multiple examples, this course from the Wolfram SystemModeler Virtual Conference 2012 teaches you how to use SystemModeler to develop models of Complex Systems using drag and drop. You'll also learn how you can seamlessly take your models into Mathematica for simulation analysis and model design. Methods of accessing Wolfram\|Alpha from Mathematica are discussed in this Wolfram Mathematica Virtual Conference 2011 course. Learn how to turn results from Wolfram\|Alpha into formatted or raw data and computable code or graphics.
Intermediate Algebra : Graphs and Functions - Text Only - 3rd edition Summary: Intermediate Algebra: Graphs and Functions, Third Edition, designed specifically for courses that incorporate early graphing and emphasize problem solving and real-life applications. The use of calculators is integrated throughout the text, but remains optional. The authors' proven approach combines proven pedagogy, innovative features, high-interest applications, and a wide range of technology options that add flexibility for instructors and enhance the learning pro...show morecess. Selected examples are presented with side-by-side algebraic, graphical, and numerical solutions , a format that shows students how different solution methods can be used to arrive at the same answer. Each chapter now opens with The Big Picture, an objective based overview of the chapter concepts and Key Terms, a list of the mathematical vocabulary integral to the learning objectives. Every section opens with "What you should learn" objectives to focus students on the main concepts, and "Why you should learn it," highlighting a relevant, real-life application to motivate student learning. Collaborate! appearing at the end of selected sections, gives students the opportunity to think, talk, and write about mathematics in a group environment. These activities can be assigned for small group work or for whole class discussions. Looking Further, at the end of each section exercise set, expands upon mathematical concepts presented in the section. These multi-part explorations and applications enhance the development of critical-thinking and problem-solving skills. Hardcover New 0618218785 Premium Books are Brand New books direct from the publisher sometimes at a discount. These books are NOT available for expedited shipping and may take up to 14 business day...show mores to receive. ...show less $272.27 +$3.99 s/h New Bookeyez2 snellville, GA Brand New Title. We're a Power Distributor; Your satisfaction is our guarantee! $273.26 +$3.99 s/h New PROFESSIONAL & ACADEMIC BOOKSTORE Dundee, MI 0618218785
This course is a review of elementary algebra. Topics include real numbers, exponents, polynomials, equation solving and factoring. Students must pass the class with a C or better. This is a 4 hour course. Prerequisites: None Instructor: Nancy Compton Office: Cartersville Campus Office Hours: After class and by appointments. Students are strongly encouraged to schedule a meeting with the instructor whenever necessary to discuss class policies or course material. · Each student taking this course needs access to a TI-83 or equivalent graphing/scientific calculator. · Each student will need access to his or her Georgia Highlands email account for official course communication as well as the My Math Lab homework system. · Use of calculators is allowed during exams EXCEPT for the first exam in Math 97. · Sharing calculators during exams is not permitted. · Students are encouraged to use computer software, Internet resources, and calculators to complete homework assignments and to prepare for exams unless specifically noted by the instructor. Course Content: Chapters 1-6 Grading Policies: o Exams (60%) o Five exams will be given during the semester. Each exam will count 100 points. o There will be a cumulative final given at the end of the semester. It will replace the lowest exam grade. If you have an A average on all 5 exams, you may exempt the final. o Homework (30%) o Homework due dates will be online. o You need to be able to show me your work on paper and done in pencil. Classwork (10%) You will be given problem(s) at the end of class. You will need me to check it and correct it before leaving. Be sure to give it to me before leaving. The following grading scale will apply: A - 90%-100% B - 80%-89% C - 70%-79% F - less than 70% Indicates a student has not earned grades in Math 97 sufficient to continue on to Math 99 A%, B%, C%, IP, and F% are potential grades in this course. An IP means IN PROGRESS and is awarded only to those students at the discretion of the instructor. The student must come to class and do homework on tme. The student must have a positive attitude in class. Note: There is no D grade in MATH 0097. Students with an average below 70% will receive an F in the course. Note: Please keep a copy of all graded tests, homework and all other relevant documents from the course until the end of the semester. If a student needs to go through a grade appeals process for any reason, without documentation, the appeals process will become weak for them to establish a case. COMPASS: The COMPASS will not be taken until after Math 0099. Note: This is a tentative schedule and the instructor reserves the prerogative of altering the above plans as circumstances dictate. Cell phones must be kept on vibrate. If you receive a call during class that must be answered, step outside the classroom before you answer it. You may not send text messages during class. If I observe you texting, you will be asked to leave the room for the rest of the class period. You are responsible for any notes or work missed. You may not use a cell phone calculator during any test, nor may you have your cell phone out during testing. Violation of this rule will result in a 0 on the test. Laptops are not allowed. If you must leave the room, do so quietly and return in the same manner. Excessive exits and entrances are not allowed and if deemed distractive you will be asked to the leave the room for the rest of the class period. You are responsible for any notes or work missed. Students who simply quit attending class without officially withdrawing will receive a grade of F% in the class. Early Warning Program: Georgia Highlands College requires that all faculty members report their students' progress throughout the course of the semester as part of the institution-wide Early Warning Program (EWP). The objective of the program is to support academic success by reviewing early indicators of satisfactory student progress. In accordance with EWP, faculty members provide the Registrar's Office with academic reports of each student enrolled in their course(s) at checkpoints staggered throughout the semester. The following success factors are reported at their corresponding checkpoint: · Week 2: Notification of Non-attendance · Week 6: Satisfactory or Unsatisfactory Progress Last Day to Withdraw without Academic Penalty: October 23 Withdrawals after this date are subject to approval by the Vice President for Academic Affairs and will be issued only in cases of extreme emergency or hardship. Student Learning Outcomes: Students completing this course should satisfy the following goal and learning outcomes: 1) Students will be able to solve equations and inequalities. 2) Students will be able to graph and interpret functions. 3) Students will be able to model problem contexts mathematically to arrive at solutions. 4) Students will be able to use technology appropriately. 5) Students will be able to use logical, mathematical reasoning. 6) Students will be able to appropriately express numbers and algebraic expressions in a variety of ways in given contexts. Class Attendance: Students are expected to attend each and every scheduled class session. Since lectures begin promptly at the scheduled time, students are encouraged to avoid arriving late to class. Roll will be taken during each class session. Assignment Due Dates, Late Work, Extra Credit and Make-up Work · Homework assignments are based on the sections noted on the My Math Lab. All homework is to be completed midnight on due date listed on MyMathLab online system. Additional homework assignments may be referenced and assigned in class. · As the instructor determines, classwork will be given throughout the term. It is done and graded in class. If you are not present when the assignment is given, or leave before it is graded, you will not be able to make-up the classwork. If a student misses a test for whatever reason, then he or she will receive a grade of zero on that test. However, the final in this class is optional and can be used to either replace a zero or some other low test grade. If prior arrangements have been made with the instructor a test may be given early. Only in the case of a documented excused absence will a make-up test be allowed after the test has been given in regular class and even then, the make-up must be completed within 5 days of the originally scheduled test. There are no re-takes on tests. If you enter the classroom and receive a test, the grade counts. Tutorial Center For extra help with this class, GHC has a tutorial center that can provide assistance. Their schedule can be found at the following website: Students, who have circumstances that prevent them from continuing to attend classes over an extended period of time, sometimes request that the faculty member permit them to submit work in absentia to receive credit to complete the course. If the concurrent absences will constitute more than 15% of the class sessions for the term, then written permission from the Division Chair is required before any course assignments can be completed while missing class. The student must be in good academic standing in the course to make the request. All approved coursework must be completed by the end of the semester in which the course was begun. Academic Dishonesty: Cheating will not be tolerated in this class. If the instructor suspects a student of cheating, the instructor will notify the student of the allegations outside of class. Then, the allegations will be referred to the Director of Student Life for appropriate action. The procedures and penalties implemented both by the instructor and the Director of Student Life shall be in accordance with the college's Academic Integrity Policy, online at: Policies from the Board of Regents of the University System of Georgia (USG) govern Learning Support programs at all USG schools with limited adjustment by Georgia Highlands College. The following policies are most important to Learning Support students. Enroll for Learning Support courses first and do not withdraw from Learning Support courses 1. During each semester of enrollment any student (full or part-time) must first register for all required Learning Support courses before being allowed to register for other courses. Students requiring developmental courses in two or more areas may be allowed to enroll in two Learning Support courses along with an "activity course." Activity courses at GHC are Physical Education courses and FCST 1010 and 1020. 2. Students enrolled in both Learning Support and credit courses may not withdraw from Learning Support courses unless they also withdraw from credit courses. Take FCST 1010 with any Learning Support requirements Beginning in Fall 2012, students who enter the college with any Learning Support requirement must take The College Experience (FCST 1010) within the first two semesters of enrollment. Complete a Learning Support "area" within a limited number of attempts to avoid USG suspension 1. A student must complete requirements in Learning Support English or Learning Support Reading within two attempts. If ENGL 0099 or READ 0099 is not passed within two attempts, the student is suspended from institutions in the University System of Georgia. 2. For Learning Support Math, the "area" consists of two courses, MATH 0097 and MATH 0099. Both courses must be passed within the same three attempts. For example, a student who takes and passes MATH 0097 in one term has used one attempt. The next term, if the student takes MATH 0099 and fails, the student has used two attempts. In the following term, the student must take and pass MATH 0099. If both classes are not passed within the same three attempts, the student is suspended from institutions in the University System of Georgia for one year. 3. All time spent in Learning Support courses is cumulative within the University System of Georgia. All attempts at all USG institutions are included in the attempts rules. 4. For students entering the college in Spring 2012 or later, no appeals for additional attempts will be permitted except for those who have qualifying disabilities documented with GHC's Student Support Services office. 5. After a one-year Learning Support suspension, GHC may readmit a suspended student or another USG institution may admit the student. 1. A student may not accumulate more than 30 hours of academic credit before completing ALL Learning Support requirements. A student who accumulates 30 hours of academic credit and has not successfully completed required Learning Support courses may enroll ONLY in Learning Support courses until requirements are successfully completed 2. A transfer Learning Support student who has not exceeded three attempts may be granted semester hours to exit an area(s) if that student was making appropriate progress at the sending institution and is ready for the exit level course at GHC. Students in a career program, rather than a transfer program, must check with an advisor to determine how these policies apply. Receipt of any form of financial aid may require that students complete all Learning Support courses within a specified time. Contact GHC's Financial Aid office at finaid@highlands.edu for more information. Please refer to the Georgia Highlands College catalog or web site for other general academic information. Americans with Disabilities Act Compliance: "If any student in the class feels that he or she needs accommodation due to a disability, please feel free to discuss this with the instructor early in the term. Georgia Highlands College has resources available for students with certain disabilities. Accommodations may be made (such as providing materials in alternative formats, assuring physical access to classrooms or being sensitive to interaction difficulties that may be posed by communication and/or learning disabilities) through Student Support Services on all campuses. For more information please contact: Cartersville 678-872-8004; Douglasville and Floyd 706-368-7536; Marietta 678-915-5021; Paulding 678-946-1029." Special Note to Students Receiving Financial Aid: This message applies only to students receiving financial aid: Federal regulations state that if a student did not attend classes and received failing grades, then the grades were not earned and financial aid needs to be reduced accordingly. Please be advised that any student receiving a 0.00 GPA will be required to prove that the 0.00 GPA was earned by attending classes or completing requirements for each class. Students who have earned at least one passing grade for the semester will not be affected by this regulation. If a student has properly withdrawn from all classes, the student's financial aid should be adjusted from the time they signed the withdrawal form. School Closing: If there is inclement weather, please note the following: · Decisions about weather status are sometimes made between 5-6 AM. · Information is sent to Channel 11 (WXIA-TV in Atlanta) and various radio stations. · Be advised that station regulations may not allow for clarity in location-specific announcements such as "Georgia Highlands, Cartersville only." Generally speaking, stations simply broadcast something like "Georgia Highlands is closed." Due to geography one location might be closed and not the others. · Depending on the circumstances, both day and night classes may be closed or one or the other. This is not always stated clearly in the media. · If Southern Polytechnic State University closes, then the GHC classes there are closed regardless of other locations of GHC. · The college web site is probably the best source of information – · GHC does not make up classes missed due to weather closings. NO WEAPONS POLICY Georgia Highlands College believes it is important to establish a clear policy that specifically addresses weapons in the workplace. Georgia Highlands College prohibits all persons who enter the college property from carrying a handgun, firearm, or prohibited weapon of any kind onto the property regardless of whether the person is licensed to carry the weapon or not. The only exceptions to this policy are police officers, security guards, or other law enforcement persons who are on duty, in uniform and or performing in an official capacity. This policy also prohibits weapons at any College sponsored functions such as parties or picnics. Prohibited weapons include any form of weapon or explosive restricted under local, state, or federal regulation. This includes all firearms, illegal knives, or other weapons covered by the law. (Legal, chemical-dispensing devices such as pepper sprays that are sold commercially for personal protection are not covered by this policy.) You are responsible for making sure that any potentially covered item you possess is not prohibited by this policy. If you have a question about whether an item is covered by this policy, or if you become aware of anyone violating this policy, please report it to Security or Human Resources immediately. For additional and more detailed information on this Policy please consult the Georgia Highlands College Policy and Procedures Manual. Approved – President's Cabinet (7/28/08) There are resources available to you if you are experiencing academic or personal difficulties or need help with academic advising. Please go to the hub area in Cartersville and ask for individuals in Counseling and Career Services, Disability Support, Financial Aid, and/or Advising. In addition, there is a tutorial center on the Cartersville campus located in the library.
Programa Course objectives To use the differential and integral calculation and the Euclidean topology for the study of curves and surfaces in the Euclidean space 3-dimensional. To handle the method of the trihedral mobile (trihedral of Frenet) for the study of the local theory of curves. To be able to calculate lengths of curves, the curvature and the twist. To be able to work with regular surfaces through their coordinates. To recognize the nature of the points of a surface in the space. To know and to be able to calculate the normal and main curvatures of a surface, as well as the total curvature and the medium curvature. To use the acquired concepts to work with the ruled and minimal surfaces. To use the software and computer means necessary to be able to visualize the curves and surfaces and calculate their elements. 10.-The geometry of Gauss's application. The second fundamental form of a surface. Normal curvatures. Theorems of Meusnier and Euler. Lines of curvature. Classification of points of a surface. Dupin's Indicatrix. Conjugate directions. 11.-Gauss's application in coordinate local Equations of Gauss and Weingarten. Differential equations of the asymptotic lines and curvature lines. Competence - To identify the regular curves, isolating singularities. - Knowledge and managing of the curvature and the torsion of a regular curve through the Frenet's trihedral . - Identification of abstract surfaces and regular surfaces. - Using Gauss's application to the local study of a regular surface. - Knowledge of the normal curvatures of a surface, of the principal curvatures and Gauss curvature and mean curvature. - Using the previous thing for the study of surfaces known (surfaces of revolution, ruled and minimal). - Using computer packages for the visualization of surfaces and calculation of their elements. Teaching methodology The teaching of this subject will be developed on the following way: 42 hours of blackboard classes (on-site work at the classroom) where it is showed to the student the basic concepts and main theorems of the program. The remaining theorems, as well as diverse exercises will be raised to the student for their personal work relying on the support of 13 hours of tutorials in small groups. In addition, very punctual questions will be solved in two hours of tutorials in very small or individual groups. Finally, they spend three hours to the calculation of curvatures using computer programs. Assessment system The grade of every student will be through continuous assessment and the accomplishment of a final examination. The continuous assessment will be done by means of written controls, works, participation of the student in the classroom and tutorials. The grade of students will neither be lower than that of the final examination nor to the one obtained considering it with the continuous assessment, giving the latter a weight of 35 %. Study time and individual work The personal work of students, without considering the on-site work at classroom, it is estimated in 60 hours. The writing of exercises, conclusions or other works 27 hours. Programming or other works in computers 3 hours. Total 90 hours Recommendations for the study of the subject Subjects that are advised to study previously: Linear and multilinear Algebra, Topology of the Euclidean spaces, Differentiation of functions of several real variables To have studied or studying at this moment Introduction to the differential ordinary equations. Comments The daily work is very important to follow the development of this constructive and intuitive subject.
Mathematical Modeling The new edition of Mathematical Modeling, the survey text of choice for mathematical modeling courses, adds ample instructor support and online delivery for solutions manuals and software ancillaries. From genetic engineering to hurricane prediction, mathematical models guide much of the decision making in our society. If the assumptions and methods underlying the modeling are flawed, the outcome can be disastrously poor. With mathematical modeling growing rapidly in so many scientific and technical disciplines, Mathematical Modeling, Fourth Edition provides a rigorous treatment of the subject. The book explores a range of approaches including optimization models, dynamic models and probability models. Audience Advanced undergraduate or beginning graduate students in mathematics and closely related fields. Formal prerequisites consist of the usual freshman-sophomore sequence in mathematics, including one-variable calculus, multivariable calculus, linear algebra, and differential equations. Prior exposure to computing and probability and statistics is useful, but is not required. Reviews "Meerschaert presents a general introduction to mathematical modeling for advanced undergraduate or beginning graduate students in mathematics and closely related fields He does challenge students to use all the mathematics they have learned as he covers modeling problems in optimization, dynamical systems, and stochastic processes."--Reference & Research Book News, October 2013 "I think this is the best book in its genre. I haven't been tempted to use another. The mathematics in it is interesting, useful, and still within reach of typical undergraduates." --John E. Doner, Department of Mathematics, University of California, Santa Barbara
Features an introduction to advanced calculus and highlights its inherent concepts from linear algebra Advanced Calculus reflects the unifying role of linear algebra in an effort to smooth readers' transition to advanced mathematics. The book fosters the development of complete theorem-proving skills through abundant exercises while also promotingAims to provide a systematic and unified exposition of comparison principles based on a suitably extended sub-supersolution method. This method is an effective and flexible technique to obtain existence and comparison results of solutions. Also, it can be employed for the investigation of various qualitative properties. more... Apollonius's Conics was one of the greatest works of advanced mathematics in antiquity. The work comprised eight books, of which four have come down to us in their original Greek and three in Arabic. By the time the Arabic translations were produced, the eighth book had already been lost. In 1710, Edmond Halley, then Savilian Professor of Geometry... more...
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).
Center for Quantitative Education "Mathematics is the language in which God has written the Universe" &mdash Galileo At the Q-Center, we believe in teaching mathematics as a language. Students need to learn the grammar and vocabulary of mathematics - the skills of solving particular equations and the like. Beyond that, they need to learn to use the language to interpret the world as they need to be successful in their chosen path. Finally, learning a different language should provide an insight into new ways of thinking, and students should gain a cultural understanding of how mathematics fits into the world. Of course, since it is their learning that matters, we can't do it for them. We can only provide the situation and support that they need to develop their own understandings. However, as we are paid to teach them, we take responsibility for their learning by determining what they need to learn, providing a situation in which they can and will develop this understanding, letting them struggle so that they make the learning their own, but to provide support so they don't give up and succeed in their struggle, and providing honest feedback so we know what we have accomplished and what we still need to work on. The Q-Center was formally established in January 2006 with the initial charge to make College Algebra a modern, technologically rich course where more students are successful and satisfied; pursue extramural funding and continue our research program on undergraduate education in quantitative disciplines, with an emphasis on the effective use of technology; and maintain an outreach program to share our work with K-12 schools to help them better prepare students.
The Role and Use of Sketchpad as a Modeling Tool in Secondary Schools. Edition No. 1 Over the last decade or two, there has been a discernible move to include modeling in the mathematics curricula in schools. This has come as the result of the demand that society is making on educational institutions to provide workers that are capable of relating theoretical knowledge to that of the real world. Successful industries are those that are able to effectively overcome the complexities of real world problems they encounter on a daily basis. This book focuses, to some extent, on research conducted at a secondary school. The book, initially, looks at the various definitions of modeling with examples to illustrate where necessary. More importantly though, this work attempted to build on existing research and tested some of these ideas in a teaching environment. This was done in order to investigate the feasibility of introducing mathematical concepts within the context of dynamic geometry. Learners, who had not been introduced to specific concepts, such as concurrency, equidistant, and so on, were interviewed using Sketchpad and their responses were analyzed. Vimolan, Mudaly. I taught Mathematics at secondary schools and at the University of KwaZulu-Natal for the past 24 years. Mathematics teaching methodologies has become a passion for me and I'm currently engaged in research in Modeling, Visualisation and in particular, the use of diagrams in mathematics problem solving and proving
calculus book sorry i am new to this website. Do any of you know any website that offer free or cheap online book. Calculus Early Transcendentals, 10th Edition NEW! Howard Anton, Irl C. Bivens, Stephen Davis THANK U. Science , physics At the beginning of an invertigation , a student determines that the temp. of a beaker of water is 99.8+_ 0.1C . At the end of the investigation , the temp. Is 35.5+_ o.1C . What is the change in temp.?? My answer is 64.5+_ 0.2 C . Is this right ? Thank you! Math science Can you make it is clear ! Can you give me an example abou it ? Thank a lot! science why the author is attempting to express in the passage 'Recognizing that personal and cultural beliefs influence both our perceptions and our interpretations of natural phenomena, we aim through the use of standard procedures and criteria to minimize those influences when ... science do you believe that theories can never be proved, only disproved?
0534492894 9780534492892 Study Guide for Stewart/Redlin/Watson's Precalculus: Mathematics for Calculus, 5th:Reinforces student understanding with detailed explanations, worked-out examples, and practice problems. Lists key ideas to master and builds problem-solving skills. There is a section in the Study Guide corresponding to each section in the text. Back to top Rent Study Guide for Stewart/Redlin/Watson's Precalculus: Mathematics for Calculus, 5th 5th edition today, or search our site for Douglas textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by CENGAGE Learning.
About the Author Dennis G. Zill is professor of mathematics in Winona, Minnesota, in 1962. Dr. Zill also is former chair of the Mathematics Department at Loyola Marymount University. He is the author or co-author of 13 mathematics texts. This particular textbook concerns ordinary differential equations. There are plenty of examples, and they are worked in steps that should make the solution strategy clear to any student with at least two previous semesters of calculus. One of the unusual features of the book are essays written by mathematicians present at the end of chapters 3, 4, 5, and 9. Each essay concerns applications of concepts learned in the previous chapter. The book is well illustrated, and motivations for study are included by making the examples solve practical problems such as the charge on a capacitor, solving orthogonal trajectories of the family of a rectangular hyperbola, or even determining the half-life of a radioactive substance. This makes it ideal for engineering students. There are numerous exercises at the end of each chapter and the solutions to odd numbered problems can be found in the back of the book. The following is the table of contents: This is the best book I've come across for ordinary differential equations, and I've gone through many of them as a mathematics major! Not only did this book teach me the entire subject matter, I continue to go back to it years later whenever I need to review a technique. The explanations are lucid and clear, and the examples provided are very helpful. Most importantly, when presenting a technique, the authors break it down into all possible cases, so that you are ready to handle any type of problem assigned for hw or tests. I highly recommend this book! This book came in handy once I started upper-level undergraduate courses in mathematics. I went back to Zill more than any other textbook that I own, to the point where I have certain pages memorized. It's a really great resource. As of Sept 2, 2013, of the 18 reviews listed, eight of them rate only the speed of delivery and sometimes the condition of the book, so they should be disregarded when evaluating the actual work of the author. The ratings of the 10 remaining reviews add up to 3.1 stars, or in other words, it is a book that slightly more people like than dislike. Since I've been using it for only a couple of weeks in my first ever DE course, I'll withhold final judgement, but my current opinion is that it seems very hit and miss in its presentation, examples and problems. Like almost every math textbook I've used in college, it seems to have been written by someone who has taught the subject for 30 years, and who has long since forgotten what it is like to be introduced to the material for the first time. Great textbook for learning Differential Equations. However, the author does leave out some important notes in the solutions. The author always assume a positive domain in the solution, and leaves out the negative. A math instructor would find that somewhat negligent on the author's behalf. Overall, the textbook is decent. However, when it comes to reading the example problems in the text, one can, and probably will, become very confused. In my opinion, the purpose of an example problem in the text is to completely break down all the steps towards finding the solution to the problem for the reader, especially one that is a first-timer in DE. This book fails to do so. As a first-timer in DE, I became more confused reading the example problems than I was when perusing the text. The explanations were neither lucid nor thorough enough for my liking. But do not be discouraged first-timers! It is possible to earn your A using this textbook. With the right amount of motivation and study sessions, your A will come. If I could get an A in this class as a college freshman, then anyone could. Although I did very well in my Differential Equations course (A+), it was a very difficult class, and this book did not help very much. Much of the examples are done on the basis that we should know what's in between the lines from our previous Calculus classes or sections in the book. This is fine, but when there are only 2 examples in the section, some more explanation and clarification would have been appreciated. The one good aspect of the book was the variety of the problems assigned at the end of each section. Update: I recently gave this a 4-star review, because upon reflecting, I realized this wasn't too bad of a book. It wasn't the best, but it was definitely worth the money and the class experience!
MATH BRIDGE PROGRAM -- Spring 2014 , The University of Alaska Fairbanks Department of Mathematics and Statistics is pleased to offer the Math Bridge Program again for Spring 2014. This program is designed to help students achieve success in their introductory math courses. Participating students will receive: intensive, individualized review of prerequisite material for the course in which he/she is enrolled guidance on all aspects of getting through a math course at the college level, including: how to study for tests, strategies for getting homework done, and how to get the most out of lecture. Students who complete the entire program can qualify for a 1-credit tuition waiver. Who Any student enrolled in the following for Spring 2014 is eligible: MATH 107 Functions for Calculus, MATH 161 Algebra for Business and Economics, MATH 200 Calculus I, or MATH 262 Calculus for Business and Economics Cost FREE. Students who complete the entire program can qualify for a 1-credit tuition waiver worth $168. When The time is FLEXIBLE! Scroll down to see dates for the Orientation or go straight to the application link below. Where UAF campus and online. How Fill out the brief online application. The deadline to apply for the Dec. 21st Orientation is 12/20/2013. Math Bridge Program: Spring 2014 Students must participate in all three parts: Part I: Orientation Meeting The Orientation Meeting is an introduction to the Math Bridge Program. We will begin with a brief (15 minute) description of the ALEKS assessment and the Math Bridge Program. Then, participants will jump right into that assessment, usually taking between an hour to an hour and a half to complete. Upon completion, students will meet one-on-one with a Math Bridge advisor to go over the scores and develop a strategy for strengthening prerequisite skills over Winter Break, before the beginning of the Spring Semester. Part II: Online Prerequisite Work Over Winter Break, students are expected to steadily work on their prerequisite skills using the ALEKS program. All students will leave the Orientation with a specific plan and specific benchmarks to help stay on track. Math tutoring will be available through DMS, though on a limited basis. Math Bridge advisors will contact students by email to help address any problems. The goal for all students is to master at least 80% of the prerequisite material and score at least 75% on the Final Assessment by the beginning of the Spring Semester. Students who achieve these goals will be very well prepared for their Spring math courses! Part III: Ramp-up Meeting Before the semester drop date, all students will meet with a Math Bridge advisor to ensure that the student's math course is going smoothly and to prepare for the semester. The course syllabus, access to solutions, test preparation, and outside resources will all be discussed. We encourage all Math Bridge participants to keep in touch during the semester. We are here to help. Late Start Option We are including a LATE START Bridge option this semester. This option is for students who apply to the program after the December Orientation dates but would still like to benefit from the Math Bridge Program. This option is not to be entered into lightly. As the late start session begins a full month after the regular sessions, students are given just 10 days to complete 20-60 hours of online math work! As a result, students who wish to participate are STRONGLY encouraged to complete at least 2 hours of this online work in the campus Math Lab, every day. This Math Lab time allows students to ask for help and guarantees that they'll make steady progress through the Aleks. If you plan to wait until final grades are posted to register for your next math course, please consider signing up for the Math Bridge early, in case you will have to retake your course, giving yourself ample time to complete it. If, however, a late application cannot be avoided, we are here for you.
The intention of the department of college algebra is to formalize the algebra that a student may or may not have learned in a previous school or for those coming back to mathematics after an extended absence so that they can confidently apply that algebra to other university-level courses. This is the introductory point for a prospective math or science student with a high school education. Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing! The following books contain motivational works by mathematicians that put mathematics into context or exercises that illuminate the study of mathematics that are accessible to someone with a high school education. While this site provides a supportive community of peers and teachers, nothing beats having a well-organized and well-written text that you can carry around and study anywhere to learn from. The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed).
Iteration A Tool Kit of Dynamics Activities 9781559533546 ISBN: 1559533544 Publisher: Key Curriculum Press Summary: Iteration: A Tool Kit of Dynamics ActivitiesIterationis a time-honored process in mathematics, but recent technology allows us to look at iteration with a fresh eye. Share the astounding discoveries scientists and mathematicians have made in recent years and how those discoveries are used in many different areas of study. The book can be used in many mathematics courses, but is especially suited to an algebra class. ...Grades 7-12 Choate, Jonathan is the author of Iteration A Tool Kit of Dynamics Activities, published under ISBN 9781559533546 and 1559533544. Seventeen Iteration A Tool Kit of Dynamics Activities textbooks are available for sale on ValoreBooks.com, eleven used from the cheapest price of $2.39, or buy new starting at $19.64 137 p. Contains: Illustrations.[less]
Geometry Syllabus Mrs. Milliner Email: amilliner@nafcs.k12.in.us Phone: (812) 542-8501 ext. 3144 Textbook: Mathematics, Holt McDougal Course Description: This course will cover Geometry proficiencies and objectives set by the school corporation. Goal: Students will be able to understand and solve problems on their own that deal with topics covered in this Mathematics course. Objectives: Using a variety of teaching techniques to reach different learning styles, students will be able to 1) Obtain a greater knowledge of mathematics skills. 2) Connect math skills with real world situations. 3) Use problem-solving skills to work through unfamiliar problems. 4) Learn to work with other students in a beneficial and cooperative way. 5) Organize notes and materials in an orderly and efficient manner. Materials Needed: 1) A one inch blue binder 2) Five divider tabs. (DMRs, Notes, Homework, Worksheets, & Exams) 3) College-ruled, loose-leaf paper. 4) A scientific calculator. 5) Textbook: Geometry (Bring textbook everyday to class) 6) Pencils. (Pens are not to be used on quizzes or tests) 7) Planner. (The weekly agenda should be copied from the board to the planner every week) 8) Hand Sanitizer or Tissues, and two expo markers. (Give to teacher within first week of school.) Attendance and tardy policies will be the same as described in the school planner. Attendance is necessary to succeed. Good attendance has a direct impact on how well you understand the material. Evaluation: Tests- Chapter Tests, and CFAs Grading Scale (Percent) Quizzes 90 – 100 A Homework 80 – 89 B Projects 70 – 79 C Assignments will be given full credit if turned in on the due date. 60 – 69 D Partial credit will be given for late work at teacher discretion. Below 60 F Semester Grade: The Geometry Final Exam will be worth 10% of the grade and each nine weeks is worth 45% of the semester grade. Nine Weeks Grade: 50% tests and 50% quizzes, homework and projects. Rules and Procedures Rules 1. Be Respectful to everyone and everything in the classroom. 2. Be Prepared and on time. 3. Be Responsible for your own actions. 4. Do your OWN work. Cheating will not be tolerated. 5. No food, drink, or gum permitted in the classroom. Expectations 1. Follow Directions 2. Stay awake, pay attention, and listen 3. Take care of all classroom materials 4. Always try; never give up 5. Ask a question if you don't understand Hall Passes: Each student will receive two hall passes per nine weeks. After those two are used the student is not permitted to leave class for any reason. Students should use passes wisely. If a student has both passes at the end of the nine weeks, then he/she can turn them in for 5 points extra credit. Group Work: Students will be frequently working in groups in class. All students are expected to participate in group assignments and activities. Homework: The majority of homework will be graded on completeness. All work must be shown in order to get full credit. Absent Work: It is the responsibility of the absent student to get any work that is missed. Assignments are posted on the board in the room. Any worksheets or handouts that were passed out while he/she was absent are located in the absent work crate in the back of the room. Students have the same number of days missed to make up work. Daily Math Review: Student will be given 3 daily math review problems each day followed by a mental math problem. These DMRs should be kept in your binder and will be periodically collected. A DMR Quiz over the material will be given every other week. Preferred Activity Time (PAT) Preferred Activity Time is a time (usually Fridays) when students will get to participate in math related games or fun activities. Students will be able to earn time throughout the week by working efficiently, completing homework, and bringing materials to
"MATH A" Although a statement that Harvard gives fourteen different courses in elementary mathematics--all called "Math A"--would be gross exaggeration, nevertheless present lack of uniformity among the sections gives just that impression. Resolving not to permit the slightest hint of regimentation to cast its ominous shadow over their fair course, the men in charge of "Math A" have allowed the fourteen sections to become, in practice, almost wholly independent of one another. Not only teaching methods, but organization of material, examinations, and grading standards vary from section to section, and as a result men undertaking "Math A" can never be sure of what they are in for. While initiative of individual instructors, especially of young instructors, must never be destroyed, its scope should be kept within clearly defined limits. The problem of defining the field in which initiative is to be exercised is a difficult one. There is at present a rather definite syllabus provided for all the instructors, but many proceed to disregard it. Since each section has its own examinations, there is no effective way for preventing this; could the whole course be given identical exams the problem would be solved. This is not possible for an interesting reason. Teaching "Math A" are a number of the country's leading experts in the field, and they simply cannot agree as to the best methods of presentation; indeed, they cannot agree entirely as to what an elementary course in mathematics should contain. Thus there can be no one examination that will be fair to every student. However, simply because there can be no single examination, there need not be fourteen different ones. If each of the three or four experts would draw up a syllabus containing what he believes to be the essentials of the course, in the order in which they should be presented, and if every section were required to follow one of these plans, the number of examinations necessary would be reduced to three, or four, as the case might be. Although this would not be a complete solution, it would be a long step toward a much-needed reform.
97800302208culus: Applications and Technology for Business, Social and Life Sciences CALCULUS: APPLICATIONS AND TECHNOLOGY is a modern text that is guided by four basic principles: The Rule of Four, technology, the Way of Archimedes, and an exploratory teaching method. Where appropriate, each topic is presented graphically, numerically, algebraically, and verbally, helping students gain a richer, deeper understanding of the material. A pronounced emphasis in the text on technology, whether graphing calculators or computers, permits instructors to spend more time teaching concepts. Additionally, applications play a central role in the text and are woven into the development of the material. More than 500 referenced exercises and hundreds of data sets contained in the text make this text useful and practical for students. Most importantly, this text lets students investigate and explore calculus on their own, and discover concepts for
SOS 10th Grade Math allows student's to study shapes focusing on the deeper dimensions of their real-world use and purpose. Rich and rewarding, this course also offers an individual-based, step-by-step learning system and integrated solution keys from the SOS Teacher application! Additional topics are congruent triangles, quadrilaterals, similar polygons, and circles.
By Underwood Dudley A Guide to Elementary Number Theory is a 140-page exposition of the topics considered in a first course in number theory. It is intended for those who may have seen the material before but have half-forgotten it, and also for those who may have misspent their youth by not having a course in number theory and who want to see what it is about without having to wade through a traditional text, some of which approach 500 pages in length. It will be especially useful to graduate student preparing for the qualifying exams. Though Plato did not quite say, "He is unworthy of the name of man who does not know which integers are the sums of two squares" he came close. This Guide can make everyone more worthy. About the Author Underwood Dudley received the Ph.D. degree (number theory) from the University of Michigan in 1965. He taught at the Ohio State University and at DePauw University, from which he retired in 2004. He is the author of three books on mathematical oddities, The Trisectors, Mathematical Cranks, and Numerology all published by the Mathematical Association of America. He has also served as editor of the College Mathematics Journal, the Pi Mu Epsilon Journal, and two of the Mathematical Association of America's book series. MAA Review Everyone who studies and does mathematics needs, every once in a while, to study or remember some facts of fundamental mathematics, and there is no doubt that we cannot except results and facts of number theory. The main motivation of the author of this book is to provide a friendly volume in response to that need. In fact, the book under review is a concise and useful review of the facts of elementary number theory. It covers most required topics of elementary number theory, and also some strange topics like "Decimals" and "Multigrades," which are not often found in similar books. Continued...
Microsoft Releases Math 4.0 Free Microsoft has released a new version of its math education software Mathematics 4.0, making it available as a free download for the first time. By Dian Schaffhauser 03/10/11 Microsoft said the new version of its math program has been downloaded 250,000 times since its quiet January 2011 release. Microsoft Mathematics 4.0, designed for students in middle school, high school, and early college, is intended to teach users how to solve equations while bolstering their understanding of fundamental math and science concepts. Although the company charged for its last version, this latest edition is free. The new program works on computers running Windows XP, Vista, and 7, as well as Windows Server 2003 and 2008. The software includes a graphing calculator capable of plotting in 2D and 3D, a formulas and equations library, a triangle solver, a unit conversion tool, and ink handwriting support for tablet or ultra-mobile PC use. One new feature enables a user to create a custom movie where a 3D graphed image shifts among multiple shapes as variables change. An 18-page step-by-step guide provides basic documentation to use the program's functions. Microsoft Mathematics 4.0 is available now. Further information can be found here
More About This Textbook Overview The goal of this series is to provide readers with a strong foundation in Algebra. Each book is designed to develop readers' critical thinking and problem-solving capabilities and prepare readers for subsequent Algebra courses as well as "service" math courses. Topics are presented in an interesting and inviting format, incorporating real world sourced data and encouraging modeling and problem-solving.Algebra and Problem Solving. Functions, Linear Functions, and Inequalities. Systems of Linear Equations and Inequalities. Polynomials, Polynomial Functions, and Factoring. Rational Expressions, Functions, and Equations. Radicals, Radical Functions, and Rational Exponents. Quadratic Equations and Functions. Exponential and Logarithmic Functions. Conic Sections and Nonlinear Systems of Equations. Polynomial and Rational Functions. Sequences, Probability, and Mathematical Induction.For anyone interested in introductory and intermediate algebra and for the combined introductory and intermediate algebra. Editorial Reviews From The Critics This textbook for a one-semester course in intermediate algebra covers functions, systems of linear equations, polynomial factoring, rational expressions, radical exponents, quadratic equations, logarithms, conic sections, sequences, and series. The second edition has been rewritten to make it more accessible, and adds a separate chapter on inequalitiesRead an Excerptis follows • Algorithmically driven, text specific testing program. • Networkable for administering tests and capturing grades on-line. • Edit or add your own questions to create a nearly unlimited number of tests and worksheets. • Use the new "Function Plotter" to create graphs. • Tests can be easily exported to HTML so they can be posted to the Web. Computerized Tutorial Software Course Management System MathPro Explorer 4.0 • Network version for IBM and Macintosh • Enables instructors to create either customized or algorithmically generated practice quizzes from any section of a chapter. • Includes an e-mail function for networked users, enabling instructors to send a message to a specific student or to an entire group. • Network based reports and summaries for a class or student and for cumulative or selected scores are available. WebCT/Blackboard/CourseCompass • Prentice Hall offers three different on-line interactivity and delivery options for a variety of distance learning needs. Instructors may access or adopt these in conjunction with this text. How to Study Mathematics • Have your instructor contact the local Prentice Hall sales representative. Math on the Internet: A Student's Guide • Have your instructor contact the local Prentice Hall sales representative. Media Resources Computerized Tutorial Software MathPro Explorer 4.0 • Keyed to each section of the text for text-specific tutorial exercises and instruction. • Warm-up exercises and graded Practice Problems. • Video clips show a problem being explained and worked out on the board. •2. Functions and Linear Functions. Introduction to Functions. The Algebra of Functions. Linear Functions and Slope. The Point-Slope Form of the Equation of a Line. 3. Systems of Linear Equations. Systems of Linear Equations in Two Variables. Problem Solvingand Business Applications Using Systems of Equations. Systems of Linear Equations in Three Variables. Matrix Solutions to Linear Systems. Determinants and Cramer's Rule. 5.Polynomials, Polynomial Functions, and Factoring. Introduction to Polynomials and Polynomial Functions. Multiplication of Polynomials. Greatest Common Factors and Factoring By Grouping. Factoring Trinomials. Factoring Special Forms. A General Factoring Strategy. Polynomial Equations and Their Applications. Preface is the diversity of whomy follows • Algorithmically driven, text specific testing program. • Networkable for administering tests and capturing grades on-line. • Edit or add your own questions to create a nearly unlimited number of tests and worksheets. • Use the new "Function Plotter" to create graphs. • Tests can be easily exported to HTML so they can be posted to the Web. Computerized Tutorial Software Course Management System MathPro Explorer 4.0 • Network version for IBM and Macintosh • Enables instructors to create either customized or algorithmically generated practice quizzes from any section of a chapter. • Includes an e-mail function for networked users, enabling instructors to send a message to a specific student or to an entire group. • Network based reports and summaries for a class or student and for cumulative or selected scores are available. WebCT/Blackboard/CourseCompass • Prentice Hall offers three different on-line interactivity and delivery options for a variety of distance learning needs. Instructors may access or adopt these in conjunction with this text. How to Study Mathematics • Have your instructor contact the local Prentice Hall sales representative. Math on the Internet: A Student's Guide • Have your instructor contact the local Prentice Hall sales representative. Media Resources Computerized Tutorial Software MathPro Explorer 4.0 • Keyed to each section of the text for text-specific tutorial exercises and instruction. • Warm-up exercises and graded Practice Problems. • Video clips show a problem being explained and worked out on the board. • September 14, 2011 Order and time I did not reecieve the book in which I ordered in a timely fashion and a business like this should be able to ship it quicker and not charge so much for a book to be sent and have it come out of the pocket of the major corporation and not my own pockets, good book tho 1 out of 1 people found this review helpful. Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Sections About: Mathematics of Finance Metadata Name: Mathematics of Finance ID: m18905 Language: English (en) Summary: This chapter covers principles of finance. After completing this chapter students should be able to: solve financial problems that involve simple interest; solve problems involving compound interest; find the future value of an annuity; find the amount of payments to a sinking fund; find the present value of an annuity; and find an installment payment on a loan.
Synopses & Reviews Publisher Comments: Optimization is concerned with finding the best (optimal) solution to mathematical problems that may arise in economics, engineering, the social sciences and the mathematical sciences. As is suggested by its title, this book surveys various ways of penetrating the subject. The author begins with a selection of the type of problem to which optimization can be applied and the remainder of the book develops the theory, mainly from the viewpoint of mathematical programming. To prevent the treatment becoming too abstract, subjects which may be considered 'unpractical' are not touched upon. The author gives plausible reasons, without forsaking rigor, to show how the subject develops 'naturally'. Professor Ponstein has provided a concise account of optimization which should be readily accessible to anyone with a basic understanding of topology and functional analysis. Advanced students and professionals concerned with operations research, optimal control and mathematical programming will welcome this useful and interesting book. Synopsis: A concise account which finds the optimal solution to mathematical problems arising in economics, engineering, the social and mathematical sciences. Table of Contents Preface; List of symbols; 1. Approaching optimization by means of examples; 2. An intuitive approach to mathematical programming; 3. A global approach by bifunctions; 4. A global approach by conjugate duality; 5. A local approach for optimization problems in Banach spaces; 6. Some other approaches; 7. Some applications; Appendices; Comments on the text and related literature; References;
More About This Textbook Overview Students right to the equations and formulas they need to learn, and call out helpful tips to use, common pitfalls to avoid, and critical points to remember. Subjects
A lesson designed to teach students to use grouping symbols and the standard order of operations to simplify numerical expressions; to use the order of operations to evaluate variable expressions; and to use the calculator and computer to solve numerical expressions. From the Algebra and Trigonometry section of a collection of almost 200 single concept lessons by the Science and Mathematics Initiative for Learning Enhancement.
Mathematics for Materials Scientists and Engineers Parabolic approximation to a surface and local eigenframe. The surface on the left is a second-order approximation of a surface at the point where the coordinate axes are drawn. The surface has a local normal at that point which is related to the cross product of the two tangents of the coordinate curves that cross at the that point. The three directions define a coordinate system. The coordinate system can be translated so that the origin lies at the point where the surface is expanded and rotated so that the normal n coincides with the z-axis as in the right hand curve. (Image by Prof. W. Craig Carter.)
Elementary Algebra W/PAC-Now 9780495389606 ISBN: 0495389609 Edition: 4 Pub Date: 2008 Publisher: Cengage Learning Summary: This text blends instructional approaches that include vocabulary, practice, and well-defined pedagogy, along with an emphasis on reasoning, modeling, and communication skills. With an emphasis on the 'language of algebra', the author's foster students' ability to translate English into mathematical expressions and equations. Tussy, Alan S. is the author of Elementary Algebra W/PAC-Now, published 2008 under ...ISBN 9780495389606 and 0495389609. One hundred eighteen Elementary Algebra W/PAC-Now textbooks are available for sale on ValoreBooks.com, seventeen used from the cheapest price of $9.00, or buy new starting at $80
ALEX Lesson Plans Title: Exponential Growth and Decay Description: ThisStandard(s): [MA2010] AL1 (9-12) 7: Interpret expressions that represent a quantity in terms of its context.* [A-SSE1] [MA2010] AL1 (9-12) 9: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* [A-SSE ALC (9-12) 3: Use formulas or equations of functions to calculate outcomes of exponential growth or decay. (Alabama) [MA2010] ALT (9-12) 12: Interpret expressions that represent a quantity in terms of its context.* [A-SSE (9 - 12) Title: Exponential Growth and Decay Description: This Thinkfinity Lesson Plans Title: Shrinking Candles, Running Water, Folding Boxes Description: This lesson, from Illuminations, allows students to look for functions within a given set of data. After analyzing the data, the students should be able to determine the type of function that represents the data. Standard(s): [MA2010] AL1 (9-12) 34: Write a function that describes a relationship between two quantities.* [F-BF1] [MA2010] AL1 (9-12) 40: Interpret the parameters in a linear or exponential function in terms of a context. [F-LE5] [MA2010] ALC (9-12) 12: Create a model of a set of data by estimating the equation of a curve of best fit from tables of values or scatter plots. (Alabama) 48: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. [S-IC5] [MA2010] PRE (9-12) 25: Compare effects of parameter changes on graphs of transcendental functions. (Alabama) Subject: Mathematics Title: Shrinking Candles, Running Water, Folding Boxes Description: This lesson, from Illuminations, allows students to look for functions within a given set of data. After analyzing the data, the students should be able to determine the type of function that represents the data. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12 Title: What's the Function? Description: This Standard(s): [MA2010] AL1 (9-12) 40: Interpret the parameters in a linear or exponential function in terms of a context. [F-LE5 Title: What's the Function? Description: This Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
A place to draw vectors and break them up into their components, move them, negate them, add them, etc. Good program to... see more A place to draw vectors and break them up into their components, move them, negate them, add them, etc. Good program to project onto a white board for an in class discussion or to assign experiments for student to do and discover properties of vectors.vector, vectors, trig, trigonometry, precalculus, math, mathematicsThis is a powerful and easy to use Computer Algebra System (CAS) designed specially for the teaching and exploration of... see more This is a powerful and easy to use Computer Algebra System (CAS) designed specially for the teaching and exploration of mathematics. Unlike other CASs, F1 gives the user the ability to see the intermediate steps taken to solve any problem. Most other CAS's only present a final answer to the user.
Prealgebra, Third Edition, is a significant revision of the second It is our belief that the third edition will continue to help today's students through pedagogical use of full color and updated applications. As part of MathMax: The Bittinger System of Instruction, a comprehensive and well-integrated supplements package provides maximum support for both instructor and student. MathMax: The Bittinger System of Instruction offers a completely integrated package of four-color text, multimedia CD-ROM, interactive tutorial software and videos that guide students successfully through developmental math. Key elements of the MathMax system include learning objectives keyed to the exposition, exercises, and examples; a hallmark five-step problem-solving process; and modern, interesting applications and problems. [via] This all new edition of Trigonometry, derived from the authors popular Algebra & Trigonometry, Third Edition, helps students visualize mathematics for better comprehension. By creating algebraic visual side-by-sides to solve various problems in the examples, the authors show students the relationship of the algebraic solution with the visual, often graphical, solution. In addition, a variety of new tools help students better use the book for maximum effectiveness to not only pass the course, but truly understand the material. [via]
Pre-Algebra is a standards-based course designed to prepare students with sufficient mathematical background to meet District Standards in Pre-Algebra, enter Algebra 1 or Algebra A/Algebra B series, and pass the High School Exit Exam. Units: 10 Grade Level(s): 9 Prerequisites: n/a UC/CSU Approved? - No Algebra A Algebra A is a standards-based course designed to prepare students to meet district and state standards in the first semester of Algebra 1. This course emphasizes development of algebraic skills and concepts necessary for students to pass the High School Exit Exam (HSEE) and advance to Algebra B or Algebra 1 courses. Students will communicate mathematical thinking verbally and in written form, and apply the concepts of math to real-world situations. Units: 10 Grade Level(s): 9, 10, 11 Prerequisites: n/a UC/CSU Approved? - No Algebra 1 Symbolic reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics and the sciences. In addition, algebraic skills and concepts are developed and used in a wide variety of problem-solving situations. Units: 10 Grade Level(s): 9, 10, 11, 12 Prerequisites: n/a UC/CSU Approved? - Yes Geometry Geometry focuses on skills and concepts that are useful to all students. In addition to learning geometryGeometry Honors The geometry skills and concepts developed in this discipline are useful to all students. In addition to learning theseAlgebra 2 Algebra 2 Units: 10 Grade Level(s): 10, 11, 12 Prerequisites: Algebra 1 UC/CSU Approved? - Yes Algebra 2/Trigonometry Algebra 2/Trigonometry The course also applies algebraic and geometric concepts to trigonometric analyses. Units: 10 Grade Level(s): 10, 11, 12 Prerequisites: Algebra 1 UC/CSU Approved? - Yes Algebra 2/Trig Honors Algebra 2/Trigonometry Honors complements and expands the mathematical concepts of Algebra I and Geometry. Students gain experience with algebraic solutions of problems including binomial theorem and the complex number system. This course also applies algebraic and geometric concepts to trigonometric analyses. Algebra 2/Trigonometry Honors provides a greater depth of study beyond that of Algebra 2/Trigonometry. Units: 10 Grade Level(s): 10, 11, 12 Prerequisites: Algebra 1 UC/CSU Approved? - Yes Math Analysis Math Analysis combines many of the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of calculus and strengthens their conceptual understanding of problems and mathematical reasoning in solving problems. The course takes a functional point of view toward those topics. Units: 10 Grade Level(s): 11, 12 Prerequisites: Algebra 2 UC/CSU Approved? - Yes Pre-Calculus Pre-Calculus combines many of the trigonometric, geometric and algebraic techniques needed to prepare students for the study of calculus and strengthens their conceptual understanding of problems and mathematical reasoning in solving problems. This course takes a functional point of view toward these topics. The most significant new concept in this course is that of limits. Units: 10 Grade Level(s): 11, 12 Prerequisites: Algebra 2/Trig UC/CSU Approved? - Yes Statistics AP This college level introductory course in statistics is designed to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students interested in pursuing college majors in the social services, health services and business will benefit from this course. Units: 10 Grade Level(s): 10, 11, 12 Prerequisites: PreCalculus UC/CSU Approved? - Yes Calculus AB AP AP Calculus AB completes a college curriculum in variable calculus. The Units: 10 Grade Level(s): 11, 12 Prerequisites: Pre-Calculus or Honors Algebra 2/Trig UC/CSU Approved? - Yes Calculus BC AP AP Calculus BC completes a college curriculum in variable calculus. This This course also includes the study of polynomial approximations and series. Units: 10 Grade Level(s): 12 Prerequisites: Calculus AB AP UC/CSU Approved? - Yes Intro to Computer Programming The language used in the course is Java Programming language. The topics emphasize writing true "windows" style programs, gaming logic and interface and Java applets. Units: 10 Grade Level(s): 11, 12 Prerequisites: Math level knowledge of Alg 2/Trig or above UC/CSU Approved? - Yes AP Computer Programming AB The language used in the course is Java Programming language. The topics emphasize writing true "windows" style programs, gaming logic and interface and Java applets. Units: 10 Grade Level(s): 12 Prerequisites: Computer Programming UC/CSU Approved? - Yes You need at least version 7 of Flash player. Download latest version here!
Contemporary Math Course Description An introductory math course designed to develop skills that have practical usage in a business setting and daily life experience. The course reviews basic mathematical concepts, develops skills with algebraic expressions and expands to several topical applications including number properties, equations and inequalities, percentages, finance, interest, geometric figures, probabilities, graphs, and statistics. Credits: 3 Weeks: 7 Topics Arithmetic Algebra Geometry Mathlab Finances Probability Statistics Christian Worldview Resources REQUIRED: MyMathLab Stand-Alone Access Code: ISBN 032164641X (We recommend you purchase access to the class directly at with a credit card - not debit card. An eBook is included. No need to get a physical book unless you want one – see optional bundle below. Details for signing up for the MyMathLab resource will be provided by your instructor. OPTIONAL ADDITIONAL MATERIALS Contemporary mathematics in business today is accomplished with the aid of technology. Employers today expect that employees can use the technology available along with their understanding of mathematics to solve numerically-based problems. Thus an important goal in this course is for you to learn to use calculators properly as tools to assist you in solving the mathematical problems that will be assigned. The TI 34 MultiView™ is recommended for this course. It is available at major department stores and office supply stores for about $20. If you have access to a graphing calculator, you can use it instead of the TI 34 Multiview. Two other models of calculators, the TI-30X IIS and TI-30X IIB are nearly identical to the recommended calculator and are acceptable substitutes. The Web site has a guidebook for the recommended calculator that can be downloaded and printed. It gives the specific keystrokes for using the calculator to solve many different types of problems. From the homepage, choose Products, then Scientific Calculators. Choose the specific model. Click Downloads in the left margin and then select Guide Books.
You are here Mathematics for the Environment Publisher: Chapman & Hall/CRC Number of Pages: 653 Price: 89.95 ISBN: 9781439834725 This book is a combination of mathematics with social and political commentary, but the connection is not always smooth. Such a combination is fine when there is a discussion of an ecological or environmental issue followed by an explanation of the mathematics needed to understand it. However, when it reaches the point where Walter delves into U. S. government intervention in the lives of the citizenry, a line is crossed where it becomes a book on the current state of the relationship between the federal government and the populace. In chapter 22, "Surveillance, Spies, Snitches, Loss of Privacy and Life" Walter sounds very much like a conspiracy theorist. When it appears, the mathematics is not very difficult; nearly all of it can be understood by anyone in the last year of a college-prep high school mathematics program. The book is heavily referenced and one positive characteristic is that there are many detailed exercises designed to highlight how mathematics can be used to explain natural phenomena and human behavior and its consequences. Topics such as global climate change, the concept of money, centralized decision-making, the power of corporations to control the economy and political activity and energy use are some of the issues examined and mathematically dissected. Walter clearly has a political and social agenda that is wrapped within the mathematics. While this book could serve as a text for courses in applied mathematics and a resource for study material in many other subject areas, the material of Walter's agenda has the potential to be distracting at best and controversial at worst. Charles Ashbacher splits his time between consulting with industry in projects involving math and computers, teaching college classes and co-editing The Journal of Recreational Mathematics. In his spare time, he reads about these things and helps his daughter in her lawn care business. MATHEMATICS IS CONNECTED TO EVERYTHING ELSE Earth's Climate and Some Basic Principles One of the Greatest Crimes of the 20th Century Feedback Edison's Algorithm: Listening to Nature's Feedback Fuzzy Logic, Filters, the Bigger Picture Principle Consequences of the Crime: Suburbia's Topology A Toxic Consequence of the Crime Hubbert's Peak and the End of Cheap Oil Resource Wars: Oil and Water The CO2 Greenhouse Law of Svante Arrhenius What Is Mathematics? More Basics The Definition of Mathematics Used in This Book The Logic of Nature and the Logic of Civilization Box-Flow Models Cycles and Scales in Nature and Mathematics The Art of Estimating We All Soak in a Synthetic Chemical Soup Thomas Latimer's Unfortunate Experience What's in the Synthetic Chemical Soup? Synthetic Flows and Assumptions The Flow of Information about Synthetic Flows You Cannot Do Just One Thing: Two Examples Mathematics and Energy How Much Solar Energy Is There? Solar Energy Is There, Do We Know How to Get It? Four Falsehoods Nuclear Power: Is It Too Cheap to Meter? Net Primary Productivity and Ecological Footprints NPP, Soil, Biofuels, and the Super Grid The Brower–Cousteau Model of the Earth How Heavily Do We Weigh upon the Earth? Mining and Damming: Massive Rearrangements Fish, Forests, Deserts, and Soil: Revisited The Cousteau–Brower Earth Model The Dunbar Number The Sustainability Hypothesis: Is It True? The Dunbar Number Public Relations, Political Power, and the Organization of Society Political Uses of Fear Confronting Fear (and Apathy): Organizing Your Community for Self-Preservation and Sustainability MATH AND NATURE: THE NATURE OF MATH One Pattern Viewed via Geometry and Numbers: Mathese The Square Numbers of Pythagoras The Language of Mathematics: Mathese A General Expression in Mathese: A Formula for Odd Numbers An Important Word in Mathese: Σ Sentences in Mathese: Equations with Σ and a Dummy Variable Induction, Deduction, Mathematical Research, and Mathematical Proofs What Is a Mathematical Proof? What Is a Deductive System? Originalidad es volver al Origen Axioms and Atoms Molecules and Atoms; the Atomic Number and the Atomic Mass Number of an Atom Scaling and Our First Two Axioms for Numbers Our First Axiom for Numbers Number 1: Its Definition, Properties, Uniqueness The Definition of Multiplicative Inverse Our Second Axiom for Numbers If … , Then … . Our First Proofs Return to the Problem: How Many Protons in One Gram of Protons? What Is a Mole? Scaling Up from the Atomic to the Human Scale Five More Axioms for Numbers Associativity, Identity, and Inverses for + Commutativity of + and * Distributivity What Patterns Can Be Deduced in Our Deductive System? Playing the Mathematics Game Rules for Playing the Mathematics Game The Usual Rules for Fractions Are Part of Our Deductive System Can You Tell the Difference between True and False Patterns? More Exercises ONE OF THE OLDEST MATHEMATICAL PATTERNS A Short Story and Some Numberless Mathematics Relations Defined as Collections of Ordered Pairs Symmetric Relations Transitive and Reflexive Relations Equivalence Relations Relations That Are Functions A Set of Social Rules for the Warlpiri People The Section Rule The Mother Relation Rules The Marriage Rules The Father Relation Rules Cultural Contexts in Which Mathematics Is Done COUNTING Counting Exactly Numeracy Counting Social Security Numbers among Other Things Permutations: Order Matters There Are n! Permutations of n Distinct Objects Counting Connections: Order Does Not Matter Equivalence Relations and Counting Using Equivalence Relations to Count Combinations: Order Does Not Matter Additional Counting Problems DNA Computing More Exercises BOX MODELS: POPULATION, MONEY, RECYCLING Some Population Numbers Counting People in the World A Fundamental Axiom of Population Ecology Counting People in the United States Basic Mathematical Patterns in Population Growth Schwartz Charts Are Box-Flow Models Our First Population Model: Simple Boxes and Flows Three Basic Operations: Addition, Multiplication, and Exponentiation Defining Logarithm Functions Computing Formulas for Doubling Times Natural Logarithms Logarithms to Any Base Further Study: More Complicated Models and Chaos Theory The World's Human Population: One Box Box Models: Money, Recycling, Epidemics Some Obvious Laws Humans Continue to Ignore A Linear Multiplier Effect: Some Mathematics of Money Multiplier Effects Arising from Cycles: The Mathematics of Recycling A Simple Model of an Influenza Epidemic CHANCE: HEALTH, SURVEILLANCE, SPIES, AND VOTING Chance: Health and News If You Test HIV Positive, Are You Infected? Chance and the "News Surveillance, Spies, Snitches, Loss of Privacy, and Life Is Someone Watching You? Why? Living with a Police Escort? I'm Not Worried, I've Done Nothing Wrong Voting in the 21st Century Stealing Elections Is a Time Honored Tradition A Simple Solution Exists Two Modest Proposals ECONOMICS What Exactly Is Economics? It Takes the Longest Time to Think of the Simplest Things A Preview of Two Laws of Nature Three Kinds of Economists The Human Economy Depends on Nature's Flows of Energy and Entropy Nature's Services and Human Wealth: Important Calculations How We Treat Each Other: How We Treat Nature — The Tragedy of the Commons The Concept of Money Financial Wealth and Real Wealth Is Financial Collapse Possible Now? Follow the Money Are You Paying More or Less Than Your Fair Share of Taxes? Financial Growth vs. Fish Growth Fractional Reserve Banking: An Amazing Mathematical Trick Distributed vs. Centralized Control and Decision Making Farms: To Be Run by Few or by Many? Utilities: MUNI or Investor-Owned? Linux vs. Microsoft Medicine for People or for Profit or Both? A Little History An Example of the Need for Fuzzy Logic: The Definition of Poverty Energy and Thermodynamics Energy and the First Law of Thermodynamics The First Law of Thermodynamics Entropy and the Second Law of Thermodynamics Early Statements of the Second Law of Thermodynamics Algebraic Statement of the Second Law of Thermodynamics So What Is Entropy and Can We Measure It? Some Applications of the Second Law of Thermodynamics: Power Plants and Hurricanes Hiking up a Mountain Understanding Entropy with a Little Mathematics The Financial Mathematics of Loans, Debts, and Compound Interest Simple and Compound Interest: A Review How Much Does a Debt Really Cost You? Buying on Time and/or Installment Plans. Amortization. The Four Important Numbers: P, R, r, n Examples of Individual Debt: Rent-to-Own, Credit Cards, and Loans MEDIA LITERACY Information Flow in the 21st Century Investigative Journalism Requires Cash Thesis: The Range of Debate is Too Narrow Now Time Series Test and Multiple Source Test Measuring the Range of Debate Distractions and Illusions Media Literacy: Censorship and Propaganda Filters and Censors Censorship: External and Internal Conclusion and Epilog: Where Are the Adults?
More About This Textbook Overview Offering a uniquely modern, balanced approach, Tussy/Gustafson/Koenig's DEVELOPMENTAL MATHEMATICS FOR COLLEGE STUDENTS, Third Edition, integrates the best of traditional drill and practice with the best elements of the reform movement. To many developmental math students, algebra is like a foreign language. They have difficulty translating the words, their meanings, and how they apply to problem solving. Emphasizing the "language of algebra," the text's fully integrated learning process is designed to expand students' reasoning abilities and teach them how to read, write, and think mathematically. It blends instructional approaches that include vocabulary, practice, and well-defined pedagogy with an emphasis on reasoning, modeling, communication, and technology skills. Related Subjects Meet the Author : Alan Tussy teaches all levels of developmental mathematics at Citrus College in Glendora, CA. He has written nine math books-a paperback series and a hard-cover series. An extraordinary author, he is dedicated to his students' success, relentlessly meticulous, creative, and a visionary who maintains a keen focus on his students' greatest challenges. Alan received his Bachelor of Science degree in Mathematics from the University of Redlands and his Master of Science degree in Applied Mathematics from California State University, Los Angeles. He has taught up and down the curriculum from prealgebra to differential equations. He is currently focusing on the developmental math courses. Professor Tussy is a member of the American Mathematical Association of Two-Year Colleges. R. David Gustafson is Professor Emeritus of Mathematics at Rock Valley College in Illinois and has also taught extensively at Rockford College and Beloit College. He is coauthor of several best-selling mathematics textbooks, including Gustafson/Frisk/Hughes' COLLEGE ALGEBRA, Gustafson/Karr/Massey's BEGINNING ALGEBRA, INTERMEDIATE ALGEBRA, BEGINNING AND INTERMEDIATE ALGEBRA, BEGINNING AND INTERMEDIATE ALGEBRA: A COMBINED APPROACH, and the Tussy/Gustafson and Tussy/Gustafson/Koenig developmental mathematics series. His numerous professional honors include Rock Valley Teacher of the Year and Rockford's Outstanding Educator of the Year. He has been very active in AMATYC as a Midwest Vice-president and has been President of IMACC, AMATYC's Illinois affiliate. He earned a Master of Arts from Rockford College in Illinois, as well as a Master of Science from Northern Illinois University. Diane Koenig received a Bachelor of Science degree in Secondary Math Education from Illinois State University in 1980. She began her career at Rock Valley College in 1981, when she became the Math Supervisor for the newly formed Personalized Learning Center. Earning her Master's Degree in Applied Mathematics from Northern Illinois University, Ms. Koenig in 1984 had the distinction of becoming the first full-time woman mathematics faculty at Rock Valley College. In addition to being nominated for AMATYC's Excellence in Teaching Award, Diane Koenig was chosen as the Rock Valley College Faculty of the Year by her peers in 2005, and, in 2006, she was awarded the NISOD Teaching Excellence Award as well as the Illinois Mathematics Association of Community Colleges Award for Teaching Excellence. In addition to her teaching, Ms. Koenig has been an active member of the Illinois Mathematics Association of Community Colleges (IMACC). As a member, she has served on the board of directors, on a state-level task force rewriting the course outlines for the developmental mathematics courses, and as the association's newsletter
If you paid attention to Homework for Grown-ups you should hopefully now have a grasp of the basics: know your chiasmus from your zeugma, your obliques from your acutes, and your Anne of Cleves from your Anne Boleyn. Now, sit up straight, and get your jotters and pencils out, because E Foley and B Coates are back to steer you through some of the more complicated elements of the curriculum and beyond. Advanced Homework for Grown-ups will revisit and refresh the core subjects of Maths, English, Science, Geography, History and Classics in a little more depth. This time, amongst other topics, they tackle logarithms, unlock the secrets of semantics, and explore the Agrarian Revolution, with a mix of really useful information and entertainingly esoteric material. In addititon, new subjects enter the timetable: Music, Modern Languages, Economics, Politics, Philosophy and Psychology, as well as Design and Drama. Packed with fun practical excercises and, of course, examination papers for the competitive, Advanced Homework for Grown-ups will be the perfect gift.
College Algebra : Theory and Problems - 3rd edition Summary: Algebra, the foundation for all higher mathematics, is explained to both beginners and those reviewing algebra for further work in math, science, and engineering. This superior study guide--with a first edition that sold more than 600,000 copies--examines the most current terminology, emphasis, and technology. The new edition also includes:
Examples of applications: 1. Systems of linear equations occur when using Kirchhoff's laws in Physics to solve for currents/resistances in electric circuits. 2. Matrix transformations are used extensively by computer graphics systems.
Description This manual was written to accompany the multivariable chapters of the fifth edition of James Stewart's Calculus, a widely used calculus text. The goals of the manual are to show students how Mathematica can help them learn and use calculus, to present the central ideas of multivariable calculus, and to introduce some of Mathematica's capabilities. Mathematica is used as a tool for exploring how calculus works and can be used to solve problems. The manual includes 21 projects covering a wide range of topics that reinforce important calculus concepts and are arranged to correspond to the same material in Stewart's Calculus. Contents Vectors \| Surfaces \| Vector-Valued Functions \| Multivariate Functions \| Multiple Integrals \| Vector Calculus \| Projects \| Appendices Related TopicsCalculus and Analysis
Mathematics Success Stories It's doubtful even Pythagoras himself could've imagined that one day his theorem, that's been referred to as the most powerful equation used in construction, would be art that you could sleep under. More… The countless opportunities for our majors include: high-quality instruction, undergraduate research, math-related internships, and mathematical competitions. These experiences give our students a competitive edge in the job market and in graduate school. Math majors can do anything! Simpson offers three math majors: Mathematics, Actuarial Science and Honors in Mathematics. The curriculum gives students a mathematical foundation so they can analyze complex systems such as the actions of enzymes on DNA, stock market trends, the effects of invasive insect species and the evolution of human cooperation. Mathematics and Economics double major John Cord ('13) recently accepted… More » More Reasons to Study Math at Simpson Almost every industry, business, and government agency needs math majors because they are versatile problem-solvers. Mathematical training is marketable, regardless of the state of the economy. Many studies have shown that college graduates who studied math generally have higher salaries and greater job satisfaction than graduates in other fields. In addition, they have a better chance of getting into graduate school in any field. Why Simpson? Our smaller class sizes ensure that you will be taught by a professor — not a teaching assistant — who knows you personally, understands your goals and can help you reach your full potential.
Beast Academy 3A Guide and Practice Bundle:Guide 3A delivers complete lessons to the students of Beast Academy in an engaging comic-book style. The companion book, Practice 3A, provides over 400 problems ranging from introductory level exercises to very challenging puzzles and word problems, to reinforce the lessons in the Guide. Beast Academy 3A covers the following topics: Shapes: Angles, triangles, quadrilaterals, other polygons, puzzles with polyominoes. Skip-Counting: Patterns with repeated addition, arithmetic sequences, foundations for understanding multiplication, distribution, and factoring. Perimeter and Area: Perimeter and area of rectangles, polygons, and rectilinear shapes. 9781934124420 $27.00 Beast Academy 3B Guide and Practice Bundle : Guide 3B delivers complete lessons to the students of Beast Academy in an engaging comic-book style. The companion book, Practice 3B, provides over 400 problems ranging from introductory level exercises to very challenging puzzles and word problems, to reinforce the lessons in the Guide. Beast Academy 3B covers the following topics: Multiplication: The times table, the commutative and associative properties, multiplying numbers that end in one or more zeroes. Perfect Squares: Squaring a number that ends in 5, finding the next perfect square, multiplying nearby numbers using perfect squares. The Distributive Property: Order of operations, area models of the distributive property, multiplying multi-digit numbers. Prealgebra Textbook and Solutions Manual : Prealgebra prepares students for the rigors of algebra, and also teaches students problem-solving techniques to prepare them for prestigious middle school math contests such as MATHCOUNTS, MOEMS, and the AMC 8. Topics covered in the book include the properties of arithmetic, exponents, primes and divisors, fractions, equations and inequalities, decimals, ratios and proportions, unit conversions and rates, percents, square roots, basic geometry (angles, perimeter, area, triangles, and quadrilaterals), statistics, counting and probability, and Prealgebra course. Our site includes a free innovative online learning system, Alcumus, and a free collection of videos, both aligned to this textbook. 9781934124147 $59.00 Introduction to Algebra Textbook and Solutions Manual : Learn the basics of algebra from former USA Mathematical Olympiad winner and Art of Problem Solving founder Richard Rusczyk. Topics covered in the book include linear equations, ratios, quadratic equations, special factorizations, complex numbers, graphing linear and quadratic equations, linear and quadratic inequalities, functions, polynomials, exponents and logarithms, absolute value, sequences and series, and much Algebra I course, and also includes many concepts covered in Algebra II. Middle school students preparing for MATHCOUNTS, high school students preparing for the AMC, and other students seeking to master the fundamentals of algebra will find this book an instrumental part of their mathematics libraries. 9781934124109 $42.00 Introduction to Counting and Probability Textbook and Solutions Manual: Learn the basics of counting and probability from former USA Mathematical Olympiad winner David Patrick. Topics covered in the book include permutations, combinations, Pascal's Triangle, basic combinatorial identities, expected value, fundamentals of probability, geometric probability, the Binomial Theorem, and much more. The text is structured to inspire the reader to explore and develop new ideas. Each section starts with problems, so the student has a chance to solve them without help before proceeding. The text then includes solutions to these problems, through which counting and probability techniques are taught. Important facts and powerful problem solving approaches are highlighted throughout the text. In addition to the instructional material, the book contains over 400 problems. The solutions manual contains full solutions to all of the problems, not just answers. This book is ideal for students who have mastered basic algebra, such as solving linear equations. Middle school students preparing for MATHCOUNTS, high school students preparing for the AMC, and other students seeking to master the fundamentals of counting and probability will find this book an instrumental part of their mathematics libraries. Our site includes a free innovative online learning system, Alcumus, and a free collection of videos, both aligned to this textbook. 9781934124086 $57.00 Introduction to Geometry Textbook and Solutions Manual : Learn the fundamentals of geometry from former USA Mathematical Olympiad winner Richard Rusczyk. Topics covered in the book include similar triangles, congruent triangles, quadrilaterals, polygons, circles, funky areas, power of a point, three-dimensional geometry, transformations, and much more. The text is structured to inspire the reader to explore and develop new ideas. Each section starts with problems, so the student has a chance to solve them without help before proceeding. The text then includes solutions to these problems, through which geometric techniques are taught. Important facts and powerful problem solving approaches are highlighted throughout the text. In addition to the instructional material, the book contains over 900 problems. The solutions manual contains full solutions to all of the problems, not just answers. This book can serve as a complete geometry course, and is ideal for students who have mastered basic algebra, such as solving linear equations. Middle school students preparing for MATHCOUNTS, high school students preparing for the AMC, and other students seeking to master the fundamentals of geometry will find this book an instrumental part of their mathematics libraries. 9781934124123 $47.00 Introduction to Number Theory Textbook and Solutions Manual : Learn the fundamentals of number theory from former MATHCOUNTS, AHSME, and AIME perfect scorer Mathew Crawford. Topics covered in the book include primes & composites, multiples & divisors, prime factorization and its uses, simple Diophantine equations, base numbers, modular arithmetic, divisibility rules, linear congruences, how to develop number sense, and much more. The text is structured to inspire the reader to explore and develop new ideas. Each section starts with problems, so the student has a chance to solve them without help before proceeding. The text then includes motivated solutions to these problems, through which concepts and curriculum of number theory are taught. Important facts and powerful problem solving approaches are highlighted throughout the text. In addition to the instructional material, the book contains hundreds of problems. The solutions manual contains full solutions to nearly every problem, not just the answers. This book is ideal for students who have mastered basic algebra, such as solving linear equations. Middle school students preparing for MATHCOUNTS, high school students preparing for the AMC, and other students seeking to master the fundamentals of number theory will find this book an instrumental part of their mathematics libraries. 9781934124048 $64.00 Intermediate Algebra Textbook and Solutions Manual : A comprehensive textbook covering Algebra 2 and topics in Precalculus. This book is the follow-up to the acclaimed Introduction to Algebra textbook. Topics covered in this book include a review of basic algebra topics, complex numbers, quadratics and conic sections, polynomials, multivariable expressions, sequences and series, identities, inequalities, exponents and logarithms, piecewise-defined functions, functional equations, and much more. As with all of the books in Art of Problem Solving's Introduction and Intermediate series, the text In addition to the instructional material, the book contains over 1600 problems. The solutions manual contains full solutions to all of the problems, not just answers. 9781934124062 $47.00 Intermediate Counting and Probability Textbook and Solutions Manual : Continue your exploration of more advanced counting and probability topics from former USA Mathematical Olympiad winner David Patrick. This book is the follow-up to the acclaimed Introduction to Counting & Probability textbook. Topics covered in this book include inclusion-exclusion, 1-1 correspondences, the Pigeonhole Principle, constructive expectation, Fibonacci and Catalan numbers, recursion, conditional probability, generating functions, graph theory, and much more. As with all of the books in Art of Problem Solving's Introduction and Intermediate series, the text is structured to inspire the reader to explore and develop new ideas. Each section starts with problems, so the student has a chance to solve them without help before proceeding. The text then includes solutions to these problems, through which counting and probability techniques are taught. Important facts and powerful problem solving approaches are highlighted throughout the text. In addition to the instructional material, the book contains over 650 problems. The solutions manual contains full solutions to all of the problems, not just answers. 9781934124161 $53.00 Precalculus Textbook and Solutions Manual : Precalculus is part of the acclaimed Art of Problem Solving curriculum designed to challenge high-performing middle and high school students. Precalculus covers trigonometry, complex numbers, vectors, and matrices. It includes nearly 1000 problems, ranging from routine exercises to extremely challenging problems drawn from major mathematics competitions such as the American Invitational Mathematics Exam and the USA Mathematical Olympiad. Almost half of the problems have full, detailed solutions in the text, and the rest have full solutions in the accompanying Solutions Manual. As with all of the books in Art of Problem Solving's Introduction and Intermediate series, Precalculus 9781934124185 $49.00 Calculus Textbook and Solutions Manual : Calculus is part of the acclaimed Art of Problem Solving curriculum designed to challenge high-performing middle and high school students. Calculus covers all topics from a typical high school or first-year college calculus course, including: limits, continuity, differentiation, integration, power series, plane curves, and elementary differential equations. The text is written to challenge students at a much deeper level than a traditional high school or first-year college calculus course. The book includes hundreds of problems, ranging from routine exercises to extremely challenging problems drawn from major mathematics competitions such as the Putnam Competition and the Harvard-MIT Math Tournament. Many of the problems have full, detailed solutions in the text, and the rest have full solutions in the accompanying Solutions Manual.
Course in Enumeration 9783540390329 ISBN: 3540390324 Pub Date: 2007 Publisher: Springer Summary: Combinatorial enumeration is a readily accessible subject full of easily stated, but sometimes tantalizingly difficult problems. This book leads the reader in a leisurely way from the basic notions to a variety of topics, ranging from algebra to statistical physics. Its aim is to introduce the student to a fascinating field, and to be a source of information for the professional mathematician who wants to learn more ...about the subject. The book is organized in three parts: Basics, Methods, and Topics. There are 666 exercises, and as a special feature every chapter ends with a highlight, discussing a particularly beautiful or famous result. Aigner, Martin is the author of Course in Enumeration, published 2007 under ISBN 9783540390329 and 3540390324. Four hundred ninety four Course in Enumeration textbooks are available for sale on ValoreBooks.com, one hundred fourteen used from the cheapest price of $28.18, or buy new starting at $39.05
Mathematical Reasoning for Elementary School Teachers (6th Edition) 9780321693129 ISBN: 0321693124 Edition: 6 Pub Date: 2011 Publisher: Addison Wesley Summary: Calvin T. Long is the author of Mathematical Reasoning for Elementary School Teachers (6th Edition), published 2011 under ISBN 9780321693129 and 0321693124. Six hundred thirty one Mathematical Reasoning for Elementary School Teachers (6th Edition) textbooks are available for sale on ValoreBooks.com, two hundred seventy three used from the cheapest price of $30.03, or buy new starting at $58
Short description More people struggle with math than with any other academic discipline. So much so, that it is commonly excusable to not do well in math but to merely survive. There are reasons why math is so hard to learn. This little book identifies and provides insights into the top 10 reasons why math is so hard to learn. If you know what the bumps are, you can slow down and make it over them in one piece! If you are having difficulty learning math, you already know you are not alone. Many people struggle with math. In fact, it is the one discipline in which low grades and low performance are almost universally acceptable because they are so common. For example, a parent is more likely to excuse a lower report card grade in math than in any other subject because that parent probably got lower grades in math when he or she were in school. But why is math so hard to learn? If we look at the nature of learning math it will become easy to see why it is almost a miracle that anyone (without some innate talent) ever learns math. The following "Top 10" can give you insights into how to learn math and help you understand the different pieces that must come together for you to not only learn math but enjoy the journey.
New. Essential Calculus: Early Transcendental Functions...New. Essential Calculus: Early Transcendental Functions responds to the growing demand for a more streamlined and faster paced text at a lower price for students. This text continues the Larson tradition by offering instructors proven pedagogical techniqu.
Pre-Algebra Description This pre-algebra work-text gives a brief but complete review of all arithmetic topics, broadening many topics to include more than one approach to the correct solution. Much of the text is devoted to algebra and related topics, scientific notation, geometry, statistics, and trigonometry. Problem-solving strategies help students apply mathematical skills to word problems. Students build confidence in their mathematical potential as they successfully work in advanced topics that are presented in an understandable and interesting style
MATH IVA: CALCULUS This is a one-year in-depth study of differential and integral calculus of functions of one real variable. Students will use the calculus, i.e. limits, various methods of differentiation and integration, effectively in their solution of problem in physics, economics, business, the life sciences, and the physics of sports. Prerequisite: Pre-Calculus A and Departmental Approval MATH IV: PRECALCULUS A primer course for calculus exploring linear, polynomial, rational, exponential, logarithmic and trigonometric functions. The graphing calculator is introduced and used throughout the course to operate with real-life data and applications. Students are taught to examine a situation from numerical, graphical and analytical perspectives. The last trimester deals with analytic trigonometry: fundamental identities, solving trigonometric equations, sum and difference formulas, Law of Sines and Law of Cosines. The course ends with sequences, series, sigma notation, and multivariable systems of equations and inequalities.
About St. John's College: Santa Fe The Curriculum: The Mathematics Tutorial Mathematics is a vital part of education, that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso's Les Demoiselles d 'Avignon. The Music Tutorial One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. The Laboratory Three hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by René Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. The Organization of the Laboratory Work The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work shouldgive opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact.". A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally, a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry.
algebra Tag details Algebra is one of the basic building blocks to learning mathematics at a higher level. According to Answers.com, the primary definition of algebra is "A branch of mathematics in which symbols, usually letters of the alphabet, represent numbers or members of a specified set and are used to represent quantities and to express general relationships that hold for all members of the set." Within algebra, there are several categories within the discipline, including elementary algebra, abstract algebra, linear algebra, universal algebra, algebraic number theory, algebraic geometry, and algebraic combinatorics. Original Technorati articles tagged "algebra" Latest blogosphere posts tagged "algebra" Weary Productions — Authority: 109— Authority: Overview: Ratios and proportions are common ways to compare numbers. They have many mathematical applications, such as scale models, percentages, and interest. Ratios and proportions can be set up with variables, and solved for those variables. What Is a Ratio? A ratio is a comparison of two numbers byHigh failure rates in remedial math have prompted Illinois community college teachers to develop "math literacy" courses for students in non-STEM majors. A remedial revolution will hit Florida next fall: Most state college students will not be required to take remedial courses, regardless of their collegeOVERVIEW Fairly straightforward radical equation in the title but there is so much hidden potential here for students in Alg 2/Precalculus. REFLECTIONS • The solutions to the equation above are -1 and 0. No big deal, right? The usual algorithm --- just square both sides and solve the resulting quadratic by any ... — Authority: The totality of rational expression addition and subtraction problems in Wentworths New School Algebra (published in 1898) vs. the University of Chicago School Mathematics Project Algebra (published in 2002) . I. From Wentworths New School Algebra , pp. 133, 134, 135, 137 [click to enlarge]:— Authority: "The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking."― Albert Einstein The only way we can change our child's future is by changing the way how Algebra is perceived. I have been doing a lot of research on this problem and have realized that ... — Authority: Overview: Triangles have many different properties. For example, the sum of all three angles is always equal to 180 o . The area of a triangle is equal to 1/2 times the base times the height. The triangle inequality property is another property that can be used in real-world situations. Straight Lines andIf you ask a 5 year old, ' What do you want to become when you grow up? ' The would say a lawyer, doctor, scientist, the president or any other career that they are passionate about. They will tell you their dreams with certainty , determination and belief as if no obstacle could ever prevent them from ... MathsLinks — Authority: 98Related Blogcritics articles Latest Articles Follow Technorati Join the conversation! This Technorati Tag page contains the latest posts from around the Blogosphere about algebra. If you're writing about algebra
Next: Graphs of Square Root Functions Previous: Problem Solving Strategies: Choose a Function Model Chapter 11: Algebra and Geometry Connections; Working with Data Chapter Outline Loading Contents Chapter Summary Image Attributions Description This chapter covers graphing and comparing square root functions, solving radical equations, using the Pythagorean theorem and its converse, using the distance formula, and making & interpreting stem-and-leaf plots & histograms.
4.3 A distinctive sub-group Growing up with ASD Continuum or sub-types History of the spectrum concept and benefits Other points for diagnostic consideration Diagnostic criteria for Principles framework1.3 Discussing people conceptsReal functions and graphs Sometimes the best way to understand a set of data is to sketch a simple graph. This exercise can reveal hidden trends and meanings not clear from just looking at the numbers. In this unit you will review the various approaches to sketching graphs and learn some more advancedCalculus Conversations: Making Student Thinking Visible The difficulty that many calculus students face is their inability to apply methods and concepts used in practiced problems to new situations. This is not only a cause for concern in their calculus courses but also in subsequent science and engineering courses where they need to use the fundamental principles and methods of calculus. This project began as an attempt to create a course activity that would help students improve their ability to transfer their knowledge across application domains. Author(s): No creator set
Linear Algebra - A free textbook by Prof. Jim Hefferon of St. Michael's College. This wikibook began as a wikified copy of Prof. Hefferon's text. Prof. Hefferon's book may differ from the book here, as both are still under development. A Course in Linear Algebra - A free set of video lectures given at the Massachusetts Institute of Technology by Prof. Gilbert Strang. Prof. Strang's book on linear algebra has been a widely influential book and it is referenced many times in this text. Octave a free and open soure application for Numerical Linear Algebra. Uses of this software is referenced several times in the text. There is also an Octave Programming Tutorial wikibook under development. A toolkit for linear algebra students - An online software resource aimed at helping linear algebra students learn and practice a basic linear algebra procedures, such as Gauss-Jordan reduction, calculating the determinant, or checking for linear independence. This software was produced by Przemyslaw Bogacki in the Department of Mathematics and Statistics at Old Dominion University. Wikipedia is frequently a great resource that often gives a general non-technical overview of a subject. Wikipedia has many articles on the subject of Linear Algebra. Below are some articles about some of the material in this book.
Geometry in Motion - Daniel Scher Direct interaction with geometric diagrams, courtesy of JavaSketchpad. The contents include a variety of curve-drawing devices (Intersecting Circles, Falling Ladder, Van Schooten's Parabola, and more); also other activities such as Constant Perimeter ...more>> Geometry in Motion - George Beck; MathSource Mathematica notebooks. MapPoint is a geometry program that combines the traditional geometric constructions of classical Euclidean geometry with the more dynamic geometric transformations of modern geometry. Many examples are given showing how to create, ...more>> The Goal Angle Problem - Ken Koedinger Two solutions to the following problem: as you are running down a soccer field with the ball, when is the angle subtended by the goal at its maximum? There is also a sketch illustrating a construction used in one of the solutions (quadrature of the rectangle). ...more>> Graphing Applets for Calculus - Eric A. Carlen A collection of calculus applets, two packages of Java classes used for writing such applets, and full documentation of the packages and their use, with source code for all the sample applets. Applet topics include: the basins of attraction for Newton's ...more>> GraphPouch - Edcodia LLC This iPad app lets you create graphing worksheets, use familiar PEMDAS operators to construct graphs, graph multiple equations per graph, re-organize them with drag-and-drop, "smart snap" to align objects, and more. Also available directly from the iTunes ...more>> Great Math Programs - Xah Lee A listing about 40 excellent recreational math programs for Macintosh that do: polyhedra and Rubic cubes, curves and surfaces, fractals and L-systems, tilings and symmetry, game of hex and game of life, chess and five-in-a-row, peg solitare and polyominos, ...more>> GSP Files - Nate Burchell This website includes GSP files that can be freely downloaded for educational use. The author has used these files in his classes to illustrate certain concepts in Precalculus, AP Statistics, and AP Calculus AB/BC. ...more>> High School Notebooks - George Beck; MathSource High school Mathematica notebooks in two different styles, for teachers to use either directly or as examples of what they might want to imitate or avoid. One style has little explanation and is meant to encourage the student to experiment with the functions ...more>> Hyperbolic Geometry Using Cabri - Tim Lister A site that provides documentation for drawing in the hyperbolic plane (non-euclidean geometry) using Cabri. As examples, it explains several concepts of hyperbolic geometry providing visualizations in the form of figures, animated gifs, and downloadableJava Set Theory Machine - Jay Tomlin Musical set theory encompasses the notion of defining sets of pitches and organizing music around those sets and their various manipulations. The site offers a Java applet that allows you to manipulate pitch class sets: play them, rotate and invert them, ...more>> JavaSketchpad Center - Key Curriculum Press JavaSketchpad is software that lets you interact with or publish on the Internet sketches from The Geometer's Sketchpad, a Dynamic Geometry exploration environment for Macintosh and PC computers. JavaSketchpad can be used to share geometry work with people ...more>> JavaSketchpad DR3 Gallery - Key Curriculum Press JavaSketchpad is software that lets you publish sketches from The Geometer's Sketchpad on the Internet. If you have a Java-compatible Web browser, visit this demo gallery for some examples of JavaSketchpad in use: Centroid; Stereo Icosahedron; Hypercube; ...more>> LessonSketch - The Regents of the University of Michigan A suite of animated sketches of geometry and algebra instruction, and forum for ongoing conversations about mathematics instruction, for practice-based professional development of secondary mathematics teachers. LessonSketch "supports the creation, examination, ...more>> Lin McMullin Resources for AP Calculus teachers, information and articles on computer algebra systems (CAS), and other materials. Conference presentations include "Teaching Limits So That Students Will Understand Limits." See, in particular, the guide to the AP Calculus ...more>> Make-a-Flake - Barkley Interactive Make your own snowflakes online: use the Flash-powered scissors to cut along the edges of a folded piece of virtual paper. Preview the unfolded results along the way; when ready, save your design to the gallery, where you may view and download plans for ...more>> Mandelbrot Set and Julia Sets - Matthew Caryl Both the Mandelbrot Set and Julia Sets are pictorial representations of a simple recurrence formula -- z(n) = z(n - 1) ^ 2 - c -- where values of z and c are complex numbers of the form a + ib and i is the square root of -1. Here both sets can be seen. ...more>> Mandelstep - Karl J. Runge The idea behind "mandelstep" is that by letting you select starting positions and looking at a handful of iteration "trajectories" or "orbits," you can begin to understand more about the different regions of the Mandelbrot set - not just whether a point ...more>>
Coronado Algebra 2 being interesting, algebra is also very useful in your daily life (if you enjoy Sudoku you can enjoy Algebra; Sudoku requires studying pattern mostly with numbers, and algebra requires studying the patterns with equations). If you start a business, you will likely be using the skills of a...
Mathematics A Discrete Introduction 9780534356385 ISBN: 0534356389 Pub Date: 2000 Publisher: Brooks/Cole Summary: This book is an introduction to mathematics--in particular, it is an introduction to discrete mathematics. There are two primary goals for this book: students will learn to reading and writing proofs, and students will learn the fundamental concepts of discrete mathematics. Scheinerman, Edward A. is the author of Mathematics A Discrete Introduction, published 2000 under ISBN 9780534356385 and 0534356389. One... hundred thirty six Mathematics A Discrete Introduction textbooks are available for sale on ValoreBooks.com, thirty four used from the cheapest price of $0.01, or buy new starting at $15
97815521256 Mathematics of Relativity for the Rest of Us The Mathematics of Relativity for the Rest of Us provides a detailed explanation of relativity, particularly its mathematics, designed for the non-professional audience. The subject is developed from basic principles and observations in physics and mathematics, starting with algebra and geometry as taught in thorough high school courses. On the premise that this background suffices to build an appreciation and understanding of the subject, the crucial concepts are spelled out, and the key derivations are disclosed step-by-step. The relativity of time, space, and mass is covered first, giving some attention to the history of the two main divisions of relativity, the special and the general. Once special relativity and its mathematics are established, general relativity is covered, beginning with its relationship to Newton's laws and advancing through its revolutionary concepts as well as its mathematics. This process is carried all the way to the level of tensor equations. The Mathematics of Relativity for the Rest of Us treats topics such as: The constant speed of light, the invariant laws of physics, the basis and meaning of the equation E = mc2, the nature of curved four-dimensional space-time, the importance of non-Euclidean geometry, the gravitational bending of light, experimental confirmation of relativity, the philosophical and intellectual appeal of relativity, the nature of black holes, and the cosmologic significance of relativity -- both as concepts and as mathematical issues. As a result the sufficiently attentive reader is set at ease with the reputedly incomprehensible but essential details about relativity. Even subjects such as "tensor calculus" and the "covariant partially differential field equations of general relativity" will be clear. For instance such a reader will know just what a "tensor" is, why the equations are "covariant," why they are "partially differential," why they are "field" equations, why relativity can be "general," and most importantly just what is meant by "relativity." Furthermore, if a reader is shown the fundamental equation of general relativity, Rik - 1/2gikR = -XTik he or she will understand what every term of this equation means, why each is included, what obstacles Einstein and his colleagues overcame to derive each term, what impact this equation has on modern science, and why this equation revolutionized our understanding of our universe. The Mathematics of Relativity for the Rest of Us also devotes a chapter to the relationship between relativity and quantum mechanics. It reveals the limitations of relativity and the direction of future work in this branch of science. The chapter concludes with the role of string theory in reconciling relativity and quantum mechanics
Model Building in Mathematical 5th edition of Model Building in Mathematical Programming discusses the general principles of model building in mathematical programming and demonstrates how they can be applied by using several simplified but practical problems from widely different contexts. Suggested formulations and solutions are given together with some computational experience to give the reader a feel for the computational difficulty of solving that particular type of model. Furthermore, this book illustrates the scope and limitations of mathematical programming, and shows how it can be applied to real situations. By emphasizing the importance of the building and interpreting of models rather than the solution process, the author attempts to fill a gap left by the many works which concentrate on the algorithmic side of the subject.
MAT 271 Foundations of Higher Mathematics This is a sample syllabus only. Ask your instructor for the official syllabus for your course. Instructor: Office: Office hours: Phone: Email: Expanded Course Description Prepares students for the transition from lower division mathematics courses - which are often based on computation - to upper division mathematics courses - which typically are based on proof. Mathematical rigor, proof strategies, and writing are emphasized. Covers elementary mathematical logic, including propositional and predicate calculus, set theory, equivalence and order relations, simple and directed graphs, functions, and cardinals. Presents a rigorous treatment of vectors in Euclidean space and complex numbers as illustrative examples. MAT 271 meets for three hours of lecture per week. Prerequisites Required: MAT 191 with grade C or better. Objectives After completing MAT 271 the student should be able to critique a purported proof use a variety of proof strategies in proving propositions, including direct proof, proof by contraposition, proof by contradiction, proof by exhaustion, proof by induction devise existence proofs, either constructive or using other existential proposition devise uniqueness proofs and understand the need for such prove economically that two or more statements are equivalent write proofs that are logically coherent, written in grammatically correct English, using standard mathematical ideas in undergraduate mathematics courses and textbooks use reliably the concepts of elementary set theory, including set notation, set operations, inclusion, subsets, power sets, indexed families of sets and their union and intersection, Cartesian product, binary relations including equivalence and order relations, partitions and their connection to equivalence relations, simple and directed graphs, equivalent sets, cardinals, finite sets, countable sets operate in a formal and rigorous way with the concept of function and related concepts, including composition of functions, inverse of a function, restriction of a function, injections, surjections, and bijections, induced set functions Grading Policy Students' grades are based on homework, class participation, short tests, and scheduled examinations covering students' understanding of the topics covered in MAT 271. The instructor determines the relative weights of these factors. During tests students may be allowed a sheet of formulas (written by the student or provided by the instructor) and a graphing calculator as appropriate at the instructor's discretion. Attendance Requirements Attendance policy is set by the instructor. Policy on Due Dates and Make-Up Work Due dates and policy regarding make-up work are set by the instructor. Schedule of Examinations The instructor sets all test dates except the date of the final exam. The final exam is given at the date and time announced in the Schedule of Classes. Academic Integrity The mathematics department does not tolerate cheating. Students who have questions or concerns about academic integrity should ask their professors or the counselors in the Student Development Office, or refer to the University Catalog for more information. (Look in the index under "academic integrity".) Accomodations for Students with Disabilities Cal State Dominguez Hills adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for students with temporary and permanent disabilities. If you have a disability that may adversely affect your work in this class, I encourage you to register with Disabled Student Services (DSS) and to talk with me about how I can best help you. All disclosures of disabilities will be kept strictly confidential. Please note: no accommodation may be made until you register with the DSS in WH B250. For information call (310) 243-3660 or to use telecommunications Device for the Deaf, call (310) 243-2028.
Course 18 Option 3: Theoretical Option Theoretical mathematics (or "pure" mathematics) is the study of the basic concepts and structures that underlie mathematics. Its purpose is to search for a deeper understanding and an expanded knowledge of mathematics itself. Traditionally, pure mathematics has been classified into three general fields: analysis, which deals with continuous aspects of mathematics; algebra, which deals with discrete aspects; and geometry. The undergraduate program is designed so that students become familiar with each of these areas. Students may also wish to explore other topics such as logic, number theory, complex analysis, and subjects within applied mathematics. The subject 18.100 Analysis I is basic to the program. Since this subject is strongly proof-oriented, many students find it useful to begin as Freshmen by taking 18.014 and 18.024 Calculus with Theory. Alternatively, it may be wise to take an intermediate subject such as 18.06 Linear Algebra or 18.700 Linear Algebra, before taking 18.100. The subject 18.701 Algebra I is more advanced and should not be elected until the student has had some experience with proofs (as in 18.100 or 18.700).
Foundation in Mathematics, 2nd Edition Real-world, on-the-job scenarios and a clear, straightforward approach bring to life the fundamental mathematical concepts that you will learn with BUILDING A FOUNDATION IN MATHEMATICS, 2nd EDITION. This latest edition begins with deliberate and thorough coverage of the simplest topics, like whole numbers and fractions, before delving into more advanced areas. By the time the book has progressed to complex subjects like binary numbers and Boolean algebra, you have been armed with such a solid foundation of the basics that comprehension is easy. You will find additional value in the practical examples that encompass typical situations electricians face every day, providing a concrete context for learning and making this book an indispensable resource for anyone seeking the mathematical skills necessary for work in the electrical field. Check out our app, DEWALT® Mobile Pro™. This free app is a construction calculator with integrated reference materials and access to hundreds of additional calculations as add-ons. To learn more, visit dewalt.com/mobilepro materially affect the overall learning experience. Cengage Learning reserves the right to remove content from eBooks at any time if subsequent rights restrictions require it.
Review Math Mechanixs Math Mechanixs represents a relief for students and professionals that use engineering and scientific mathematics. It is a calculus software to program mathematical problems and visualize graphs results. Math Mechanixs works using an editor that allows you writing math expressions as if you would write it on a piece of paper. Besides, the program uses a multiple document interface so that you can work with several solutions in a simultaneous way. Math Mechanixs has a scientific calculator with multiple functions entries that include logarithm, trigonometry, statistics and logic, just to name a few. The software uses constants, variables, loads predefined functions, saves your functions and represents graphs functions that can be exported in 2D and 3D. Math Mechanixsis free and includes a video like a tutorial to help you take advance of the program
MATH 097 Pre-College Math:Arithmetic Course info & reviews A mastery-based developmental mathematics course designed to prepare students for a developmental algebra course; covers beginning mathematical concepts and skill development in a supportive but structured setting; includes help with math study skills and reducing math anxiety. Credit for this course will not count toward graduation.
This course is deigned for students who need additional time to understand and develop mathematical concepts. In addition to their regular Math class, students will use an online computer program called ALEKS to support and strengthen their math skills. This is a course designed to help students pass and excel in their regular math course. In addition to working with ALEKS, students will prepare and study for the Oregon State Assessment Test in Mathematics. State Standards: Math Skills is aligned to state standards for your math course. See your math course syllabus for details. ALEKS is aligned to CCSS (Common Core State Standards) and teaches the necessary skills for the State Assessment OAKS exam as well. Guidelines: 1. Students will be courteous and respectful to others. 2. Do not disrupt the learning process. 3. Students will be prepared for class!!! 4. Show P.R.I.D.E Important: Cell phones may not be used during class time. Cell phones may not be used as calculators. Music Playing devices will be left to teacher discretion. No FOOD or DRINK will be allowed in the computer lab. Materials: Needed every day for class! Calculator – Scientific Calculator is required for this course! There are not enough computers for every student, so please bring a calculator as you may be working on homework part of the period. Pencils w/erasers Planner Grading Procedures; Assignments: No homework! A minimum of 90 minutes of ALEKS is recommended per week so that students are prepared to test on ALEKS every two weeks. Students must work on Math Homework, when not working on the ALEKS program. *Some days all students will be required to participate in a review or assessment activities. On Fridays, math practice web sites may be an option (including math games related to the current topics of your math class), IF the student is caught up with course requirements for Math Skills and your regular class. If a student works on math daily and is earning at least a C in both Math Skills and their math course, he or she may be eligible to complete other course work one day a week. *If it is convenient for the student and their math teacher students are ENCOURAGED to review for and retake tests for their MATH class during math skills. Tests: Once every two weeks, students will be assessed in the Aleks program. Each assessment will be worth a total of 10 points. Students will be awarded points for showing improvement from the previous assessment. At the end of the course, a final assessment will be given in the Aleks program. Students may request an Aleks retake test if desired. If a student shows a very strong gain one week and a weak gain the week previous, the gain will be averaged over the two week thereby improving the student's grade. Quizzes may be given to highlight current or review skills needed in your math skill class (5 points). Students may request a quiz over a topic they feel they need to review. Students needing to complete work sample tasks (scored with the state rubric) may complete one as a 10 point test. Alternative assessments may be assigned as needed to assist a student in understanding current or review topics (10 points). Students may request alternative assessments when they assess the need to study and review a topic. Student requests will be honored to the extent possible given the constraints of the course. Attendance Policy: Academic Behavior Expectations: Math Skills is Sophomore/Junior/Senior level course. I expect that each student will attend all class sessions and will come prepared and ready to learn. This means that each student will be in his or her seat by the start of the class period with a sharpened pencil, eraser, paper, a scientific calculator and a textbook; and will remain in their seats until the bell signals the end of class. Additionally, I expect that students will conduct themselves maturely and will respect their own right and the rights of their classmates to a sound math education. Make-up test/work: It is your responsibility to make-up the work you have missed. ALEKS tests will be taken the next day the student logs into the program at school. Grading Procedure: Your grade for this class will be determined by: 100% tests, projects, and work samples on which students may not use notes/assignments Scale: 100-90% A 89-80% B 79-70% C 69-60% D 59-0% F Except for meetings your teacher is available to help you before and after school daily. You are welcome to schedule ahead or you may simply drop by. To be eligible to earn credit recovery by proficiency through the Math Skills class, a student must be identified by their Algebra I teacher as knowing a sufficient number of standards and having the workplace skills necessary to learn the remaining objectives by the end of the semester or year. The ALEKS program will assess the student's progress toward proficiency in Algebra I. When all objectives for one or both Semesters have been met, the student will be given a passing grade. Each semester a student is eligible to earn a letter grade for Math Skills OR a passing/ not passing grade for Algebra I Credit Recovery by Proficiency, NOT BOTH.
Introduced in mid-1976, the Little Professor is a non-printing electronic calculator modified to present simple arithmetic problems. A correct answer prompts another problem on the eight-digit display. An error delivers the message, "EEE." The colorful keyboard shows a professor with whiskers and glasses. The red light-emitting diode screen, in combination with the top of the instrument, looks like a mortar board. This example has buttons that allow one to set the level of problems, as well as an on-off button on the front rather than the side of the machine. These features were introduced in a version of the machine made from 1978 onward. ID number 1987.0085.01, a model 68–1210 Log Log Duplex Decitrig slide rule by Keuffel & Esser of New York, was received with these two paperback booklets. The citation information for the first booklet is: Lyman M. Kells, Willis F. Kern, and James R. Bland, K&E Slide Rule Manual: Log Log Duplex Decitrig, 4th ed. (New York: Keuffel & Esser Co., 1955). Kells, Kern, and Bland were all mathematics professors at the United States Naval Academy; they first prepared this manual in 1943. They designed the book for students to learn to operate slide rules on their own, without the aid of a teacher. The manual covers the following topics: multiplication and division; the proportion principle and combined operations; squares and square roots, cubes and cube roots; trigonometry; the log log scales; and logarithms and the slide rule. Included are exercises, answers, and a historical note (featuring K&E's contributions to the development of slide rules). The manual was previously K&E model number 4187S. The second pamphlet is small (4 X 3 inches) and titled: "How to Take Care of Your Slide Rule." It was copyrighted in 1944, 1949, 1958, and 1962. Users are to clean the slide rule only with a moistened cloth. Instructions are provided for adjusting and aligning the slide rule. This small and incomplete model from the U.S. Patent Office well illustrates the technology used to store information about patent models. Attached to the knob by red tape are two labels. The smaller tag records the entry of the model into the office on March 17, 1881. It indicates in pen the name of the inventor, Leroy B. Haff, the type of the invention (a game counter) and the date received. The front of the tag also is marked in pencil "issued." The back of this tag also has the pen marks S 28482, 23 Div, and 84/1044. A second tag, attached to the model by the same piece of red tape, is the patent tag. It has what appears to be a form number, as well as space for the patent number (242635), the patentee (here spelled Le Roy B. Haff), the subject of the patent (Game-Counter), and the date patented (June 7, 1881). Glued to the back of the tag is a printed summary of the drawing and claims. This is heavily damaged. Haff's invention was a small counter that recorded both points scored in a card game such as whist and the number of games won. Only the upper part of the model has survived. The inventor, Leroy (or Le Roy) B. Haff of Englewood, N.J., was no doubt the silversmith Leroy B. Haff (1841-1893) who lived in Engelwood and was a partner in the New York firm of silversmiths, Dominick & Haff. He also took out a patent for a corkscrew in 1889. In 1854 Jacob Amsler, a Swiss teacher and mathematician, devised a planimeter that did not need the cones or wheel-and-disc constructions of earlier instruments such as 1983.0474.02 and 1986.0633.01. His smaller and simpler device also used polar coordinates rather than the Cartesian coordinate system. Amsler established a workshop to produce polar planimeters, and he built a network of agents in Europe and the United States to distribute the instrument. Over 50,000 polar planimeters of at least six different types were sold by the time Amsler died in 1912, and the firm continued under his son's name (Alfred J. Amsler & Co.) until at least 1960. This three-page leaflet was printed for one of Amsler's agents, Amsler & Wirz. Charles T. Amsler, a Swiss immigrant, and possibly a relative of Jacob Amsler, began to sell European instruments in Philadelphia in 1848 and briefly partnered with A. H. Wirz from 1855 to 1857. In 1861 C. T. Amsler sold his business to William Y. McAllister and returned to Switzerland. The leaflet shows a Type 3 Amsler polar planimeter and explains how to use the instrument. Amsler & Wirz sold it for $20.00, filled orders within six weeks, and recommended the planimeter to draftsmen, engineers, surveyors, ship builders, architects, and machinists. The year 1856 is written in pencil at the top of the first page, and the top left corner is embossed with the words "Turkey Mill" and a ship, presumably referring to the English paper manufacturer. The leaflet was found in the Museum before 1984. By the mid-20th century, rules distributed by manufacturers to ease calculations relating to their products had become quite common. The three logarithmic scales on this rectangular white, yellow, and blue cardboard instrument determine the load (in pounds), size (in inches), and pounds per inch deflection for metal springs, given the PSI, mean diameter of the wire, and number of coils. Six metal rivets hold the rule together. The front top left corner is marked: BARNES • GIBSON • RAYMOND (/) DIVISION OF ASSOCIATED (/) SPRING CORPORATION (/) DETROIT AND ANN ARBOR (/) MICHIGAN. The front top right corner is marked: SPRING (/) DATA (/) COMPUTER. The back left end is marked: Copyright 1943 (/) Associated Spring Corp. (/) Bristol, Conn. The back right end is marked: Mfd. Perry Graf Corp. (/) Maywood, Ill. U.S.A. The instrument fits in a tan paper envelope. Wallace Barnes (1827–1893) began manufacturing springs for clocks and hoop skirts in Bristol in 1857. His firm expanded into springs for bicycles and automobiles after his death and became Barnes-Gibson-Raymond in Detroit in 1922 as a result of acquisitions. It was renamed Associated Spring Corporation in 1923 and became a public company in 1946. The name Barnes Group was adopted in 1976, and by 2012 the headquarters were again located in Bristol. For more on Perrygraf, see 1979.3074.03. Wooden blocks and rods have long been used to teach young children about numbers and basic arithmetic. These are such a tool. They vary in length from 1 cm. to 10 cm., representing the numbers from 1 to 10. All rods of a given length are the same color. They are stored in a cloth bag. This set was designed by Emile-Georges Cuisenaire (1891-1976), a Belgian schoolteacher. Cuisenaire published an account of his rods in French in 1953 and attracted the attention of the Egyptian-born educator Caleb Gattegno (1910-1988). After the Soviet Union launched the Sputnik satellite in 1957, better instruction in science and mathematics became a national priority in the U.S. Scientists, mathematicians, and educators introduced objects like Cuisenaire rods to communicate to students their enthusiasm for basic principles. This set was used by an American teacher in the South Pacific. This small brass rule has two linear scales, one labeled "4" that is divided to quarter-units and numbered by ones from 30 to zero, and one labeled "3" that is divided to quarter-units and numbered by ones from 22 to zero. The units are 0.5 cm (7/32") and 0.7 cm (9/32") long, respectively. A brass peg is in the center of the rule, and a small round hole is on the right edge. These suggest the rule was designed to attach to other rules, although no such rules were received with the instrument. While the scales are in a 4:3 proportion to each other, the pre-metric units of measurement represented by either scale are not known. The length of the divided portion (15.6 cm or 6-3/16") is almost exactly half the length of the average fuss (31.4 cm or 12.36"), a traditional "foot" measure used in German-speaking areas of Central Europe. The top edge of the rule is marked: Antonius Braun Invenit et Fecit 1722. Anton Braun (1685–1728), a native of Swabia in southwest Germany, made instruments in Prague by 1720 and in Vienna by 1724. In 1727 he built a pinwheel calculator during a competition to become chief instrument maker for Holy Roman Emperor Karl VI. This wooden rule is divided along the top edge to 1/16" and numbered by ones from 1 to 14. A brass straight edge is fastened behind the scale. Both long edges are beveled. A hole for hanging the ruler is drilled through the left end of the ruler. The center front is marked: E. FABER. (/) U. S. A. The back is engraved in script: Wm. R. Maxon. Compare to 1987.0634.03. Eberhard Faber's company made pencils and other office supplies in New York City from 1861 until 1956, when manufacturing moved to Wilkes-Barre, Penn. A. W. Faber-Castell acquired the company in 1987. According to the accession file, William R. Maxon was the curator of plants at the National Museum of Natural History from 1899 to 1946. He used this rule in his botanical research. This wooden rule is divided along the bottom edge to 1/16" and numbered by ones from 14 to 1. A brass straight edge, sharp enough to cut paper, is fastened behind the scale. Both long edges are beveled. The center front is marked: EBERHARD FABER. (/) NEW–YORK (/) RULER & PAPER CUTTER. The front is also marked: Wm. R. Maxon. It is also marked: CLP. It is also marked: Morton. The back is marked: W.R.M. Compare to 1987.0634.03. Eberhard Faber's company made pencils and other office supplies in New York City from 1861 until 1956, when manufacturing moved to Wilkes-Barre, Pa. A. W. Faber-Castell acquired the company in 1987. According to the accession file, at the National Museum of Natural History Charles Louis Pollard was an assistant curator of ferns from 1895 to 1903, William R. Maxon was the curator of plants from 1899 to 1946, and Conrad V. Morton was a curator of ferns from 1926 to 1972. All three men presumably used this ruler in their research. This large mahogany linear astronomical slide rule is covered with strips of German silver. There are two slides, each of which have scales on both sides. Each slide has a knob near one end for moving it; these may be unscrewed and attached on the reverse side. One slide is marked COLLIMATION on one side and AZIMUTH on the other. The other slide is marked LEVEL AZIMUTH on one side and REFRACTION on the other. The base has four identical, unlabeled logarithmic scales, each of which runs from 1 to 10 twice (with a bit more at each end). On the center portion of the base, the instrument is marked Darling Brown & Sharpe Providence R.I. Darling, Brown & Sharpe did business under that name from 1866 to 1892. For additional company history, see 1977.0460.01. According to records of the United States Naval Observatory, this slide rule was purchased for $154.00 in December 1887. Few slide rules specifically for astronomy survive, so these large and expensive objects were probably not widely used. Compare to two late 19th-century rules held by the Powerhouse Museum, Reference: Ledger of Instruments Purchased by the U.S. Naval Observatory, ca. 1845–1906, United States Naval Observatory, Washington, D.C.
Computer-Based Tutorial Programs Computer programs that provide students additional practice with selected topics in the secondary school curriculum can be developed or purchased. With these programs, the computer can drill students in algebra, geometry, and trigonometry as well as in arithmetic. Moreover, the computer can do more than just acknowledge a correct answer and generate another problem (or indicate "error" and repeat the same problem). The software can indicate where an error was made or offer suggestions for reaching a correct answer based specifically on the student's incorrect answer. Computers can be used for tutorial, drill, and practice in a number of ways. The software should be adjustable in terms of level of difficulty, number of problems, and mastery level. The software should be intelligent; it should sense when a student is having difficulty with a particular operation or concept and automatically branch to a tutorial with another set of problems. Software that includes a classroom management component and a record-keeping facility is helpful in planning lessons and tracking students' progress. One of the major problems for a teacher of a large class is not being able to provide adequate individual instruction, even with an aide or teacher's assistant. Weaker students often require considerable attention. A computer with appropriate software can help these students work on their deficiencies, of which they usually are acutely aware, without taking up significant teacher or class time. The argument that computers are nonthreatening, noncritical, and nonjudgmental is certainly valid, especially if the software includes positive reinforcers or if the mathematics is presented in the context of a game or a challenge.
Certainly each individual college will offer its own unique set of mathematics courses. So, follow up this overview by checking out that particular school you are interested in! At most colleges/universities, there are many math courses available - sometimes more than 100 different classes. However, most of these classes fall into one of the following broad categories: Pre-College level mathematics Non-Science oriented college mathematics Entry level college math courses Upper level math courses [generally proof based] Graduate mathematics courses Pre-College level mathematics: These are courses designed to provide students the background skills necessary to succeed in their college level math requirement. A wide variety of students will take these courses to prepare for the specific math requirement of their degree. Typical courses in this level may include: Arithmetic Beginning Algebra Intermediate Algebra Calculator use course Non-Science oriented college mathematics: These are courses designed to provide quantitative reasoning skills to students whose majors do not require more technical mathematics. There are quite a number of degrees that will require completion of one of these courses. Typical courses in this level may include: Math for Liberal Arts Finite Mathematics Introductory Statistics Entry level College mathematics: These are courses designed for two student populations. The first is for students who will need to progress to upper level math courses. These students are learning the background required in their upper level courses. The second group of students to take these courses are students whose degrees require an introduction to more rigorous mathematics. Typical courses in this level may include: PreCalculus Calculus Introductory Statistics Foundations of Higher Mathematics Linear Algebra Upper level College mathematics: Generally, these courses are for students majoring in mathematics or a related field [physics, chemistry, engineering, etc.]. Typical courses in this level may include: Continuous Functions Differential Equations Basic Abstract Algebra Probability & Statistics Advanced Calculus Non-Euclidean Geometry Graduate mathematics courses: These are courses designed for students who already who a Bachelor's degree in Mathematics or a related field. Students taking these courses are generally pursuing a Master's degree of a Doctorate in Mathematics.
Walk through Combinatorics An Introduction to Enumeration and Graph Theory 9789812568861 9812568867 Summary: This is a textbook for an introductory combinatorics course that can take up one or two semesters. An extensive list of problems, ranging from routine exercises to research questions, is included. In each section, there are also exercises that contain material not explicitly discussed in the preceding text, so as to provide instructors with extra choices if they want to shift the emphasis of their course.
CATALOG DESCRIPTION: A modern treatment of geometry primarily from the metric approach, but with some reference to the Euclidean Synthetic approach. Topics include parallelism, similarity, area, constructions, non-Euclidean, and finite geometries.
Designed for a one-semester course in mathematics, this textbook presents a concise and practical introduction to commutative algebra in terms of normal (normalized) structure. It shows how the nature of commutative algebra has been used by both number theory and algebraic geometry. more... Besides being an important area of math for everyday use, algebra is a passport to studying subjects like calculus, trigonometry, number theory, and geometry, just to name a few. To understand algebra is to possess the power to grow your skills and knowledge so you can ace your courses and possibly pursue further study in math. Algebra II For Dummies... more... The transparency and power of geometric constructions has been a source of inspiration to generations of mathematicians. The beauty and persuasion of pictures, communicated in words or drawings, continues to provide the intuition and arguments for working with complicated concepts and structures of modern mathematics. This volume contains a selection... more... Boost Your grades with this illustrated quick-study guide. You will use it from high school all the way to graduate school and beyond. FREE first 3 chapters in the trial version. Includes both Algebra I and II. Clear and concise explanations. Difficult concepts are explained in simple terms. Illustrated with graphs and diagrams. Search for the words... more... Examines a Tractatus algorismi written in 1307 in Montpellier by Jacopo da Firenze. It is one of the earliest surviving "abbacus" treatises and the first to contain a presentation of algebra. This book includes the text in late medieval Italian with an English translation. It discusses the contents and its place within early abbacus culture. more... Given its abstract nature and the highly syntactical competence required by the use of symbolic algebra, research on its teaching and learning must rely on approaches that include semiotic concepts and analyses that recall the history of algebraic ideas, among others. Educational Algebra: A Theoretical and Empirical Approach deals with a theoretical... more... The relation between mathematics and physics has a long history, in which the role of number theory and of other more abstract parts of mathematics has become prominent. This book focuses on the broader interface of number theory, geometry, and physics. It is presented in three parts: Conformal Field Theories, Discrete Groups, and Renormalization. more...
9 2001 \| Series: Number Power (Book 3)I've used other Number Power books and found them amazing. This one however, lacks dept. The author gives examples of only the simple equations so when you get to the complicated ones, you're left to fend for yourself. Also, the answers at the back give you only that, the final answers. So if you get something wrong, you don't know why. There are lots of practice exercises and reviews/tests, but you'll need YouTube or supplementary books to grasp the concepts. This materials is excellant for older students to up-grade their math skills with pride. It is geared for older students. RKM 6 of 6 people found the following review helpful 5.0 out of 5 starsGreat self teacherJuly 18 2009 By Sunny C. Birdsong - Published on Amazon.com This is a a excellent book for a person that is studing at home and has no help. It help me get pass the pre-algebra exam placement test for collage and I have been out of school 30 years. 2 of 2 people found the following review helpful 5.0 out of 5 starsGreat seriesNov. 27 2009 By Annell Wayman - Published on Amazon.com Amazon Verified Purchase Number Power books are really well organized - sequential, small steps, good examples, and sufficient practice for most people. The answers in back allow users to be sure that they understand how to do the problems. I highly recommend all the books in this series.

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