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Geometry for College Students
Covers the important principles and real-world applications of plane geometry, with a chapter on locus and concurrence. This text takes an inductive ...Show synopsisCovers the important principles and real-world applications of plane geometry, with a chapter on locus and concurrence. This text takes an inductive approach that includes integrated activities and tools to promote hands-on application and discovery.Hide synopsis
Description:PLEASE READ** INSTRUCTOR'S EDITION which is the same as the...PLEASE READ** INSTRUCTOR'S EDITION which is the same as the student edition. Marked not for sale with disclaimer. (6th edition). Text Only! (No Substitutes)! ! |
Smart Worksheet on indices and logs. It consists of over 100 questions. The idea here is that you have a go at the problems first and then check out the video solution.
There are also useful tools embedded including an on-line calculator and an on-line equation solver. There is also an emailque button where you can ask a question about indices and logs and send it in.
Hope you enjoy the worksheet and any feedback is always appreciated. Cheers, MarkWhen solving logarithm equations, we can only rely on our knowledge of the logarithm properties. Understanding what the properties mean will help you in the long run. Review with Mr. Defining Wizard all properties so you are prepared for any problem you face.
Algebra Calculator is an useful application for pupils and students, who have problems with math or algebra. You don't have to remember all this difficult formulas anymore!
Don't be afraid of all these difficult numbers and formulas, using of Algebra Calculator is very simple. Just enter a number and receive a result, or just see a formula. There are some points of Algebra Calculator: - Logarithm - Trigonometry - Table derivatives - Free app - Bright design
Algebra Calculator is your own studying helper and adviser! Download now and make your life much more easier! |
An introduction to complex numbers
This unit looks at complex numbers. You will learn how they are defined, examine their...
This unit looks at complex numbers. You will learn how they are defined, examine their geometric representation and then move on to looking at the methods for finding the nth roots of complex numbers and the solutions to simple polynominal equations.
After studying this unit you should:
be able to perform basic algebraic manipulation with complex numbers;
understand the geometric interpretation of complex numbers;
know methods of finding the nth roots of complex numbers and the solutions of simple polynomial equations.
An introduction to complex numbers
Introduction
This unit is an adapted extract from the Open University course Complex analysis
(M337) [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]
This unit is devoted solely to complex numbers.
In Section 1, we define complex numbers and show you how to manipulate them, stressing the similarities with the manipulation of real numbers.
Section 2 is devoted to the geometric representation of complex numbers. You will find that this is very useful in understanding the arithmetic properties introduced in Section 1.
In Section 3 we discuss methods of finding nth roots of complex numbers and the solutions of simple polynomial equations.
The final two sections deal with inequalities between real-valued expressions involving complex numbers. First we use inequalities in Section 4 to describe various subsets of the complex plane. Then we show, in Section 5, how to prove such inequalities. In particular, we introduce the Triangle Inequality, which can be used to obtain an estimate for the size of a given complex expression. |
prepares readers for fluency with analytic ideas, such as real and complex analysis, partial and ordinary differential equations, numerical analysis, fluid mechanics, and differential geometry. This book is designed to challenge advanced readers while encouraging and helping readers with weaker skills. Offering readability, practicality and flexibility, Wade presents fundamental theorems and ideas from a practical viewpoint, showing readers the motivation behind the mathematics and enabling them to construct their own proofs. ONE-DIMENSIONAL THEORY; The Real Number System; Sequences in R; Continuity on R; Differentiability on R; Integrability on R; Infinite Series of Real Numbers; Infinite Series of Functions; MULTIDIMENSIONAL THEORY; Euclidean Spaces; Convergence in Rn; Metric Spaces; Differentiability on Rn; Integration on Rn; Fundamental Theorems of Vector Calculus; Fourier Series For all readers interested in analysis. |
Crest Hill Microsoft ExcelThe precalculus student that I helped just last academic year went from getting Cs and Bs in her tests to As. SheThis course builds on algebraic and geometric concepts. It develops advanced algebra skills such as systems of equations, advanced polynomials, imaginary and complex numbers, quadratics, and includes the study of trigonometric functions. It also introduces matrices and their properties. |
Contoh Soalan Matematik Spm |
Pre-Calculus: Sequences and Series Help & Problems
Find study help on sequences and series for pre-calculus. Use the links below to select the specific area of sequences and series you're looking for help with. Each guide comes complete with an explanation, example problems, and practice problems with solutions to help you learn sequences and series for pre-calcuus.
Study Guides
Introduction to Arithmetic Sequences
A term in an arithmetic sequence is computed by adding a fixed number to the previous term. For example, 3, 7, 11, 15, 19, ... is an arithmetic sequence because we can add 4 to any term to find the ...
Introduction to Geometric Sequences
In an arithmetic sequence, the difference of any two consecutive terms is the same, and in a geometric sequence, the quotient of any two consecutive terms is the same. A term in a geometric sequence can be found by multiplying ... |
About:
Basic Properties of Real Numbers: Exponents
Metadata
Name:
Basic Properties of Real Numbers: Exponents
ID:
m21883
Language:
English
(en)
Summary:
This module is from Elementary Algebra by Denny Burzynski and Wade Ellis, Jr.
The symbols, notations, and properties of numbers that form the basis of algebra, as well as exponents and the rules of exponents, are introduced in this chapter. Each property of real numbers and the rules of exponents are expressed both symbolically and literally. Literal explanations are included because symbolic explanations alone may be difficult for a student to interpret.
Objectives of this module: understand exponential notation, be able to read exponential notation, understand how to use exponential notation with the order of operations. |
Clear and comprehensive, this text provides undergraduates with a straightforward guide to special functions. It is equally suitable as a reference volume for professionals, and readers need no higher level of mathematical knowledge beyond elementary calculus. Topics include the solution of second-or... read more
Theory of Functions, Parts I and II by Konrad Knopp Handy one-volume edition. Part I considers general foundations of theory of functions; Part II stresses special and characteristic functions. Proofs given in detail. Introduction. Bibliographies.
An Introduction to Orthogonal Polynomials by Theodore S Chihara Concise introduction covers general elementary theory, including the representation theorem and distribution functions, continued fractions and chain sequences, the recurrence formula, special functions, and some specific systems. 1978 edition.
Algebraic Geometry by Solomon Lefschetz An introduction to algebraic geometry and a bridge between its analytical-topological and algebraical aspects, this text for advanced undergraduate students is particularly relevant to those more familiar with analysis than algebra. 1953 edition.
Product Description:
Clear and comprehensive, this text provides undergraduates with a straightforward guide to special functions. It is equally suitable as a reference volume for professionals, and readers need no higher level of mathematical knowledge beyond elementary calculus. Topics include the solution of second-order differential equations in terms of power series; gamma and beta functions; Legendre polynomials and functions; Bessel functions; Hermite, Laguerre, and Chebyshev polynomials; Gegenbauer and Jacobi polynomials; and hypergeometric and other special functions. Three appendices offer convenient tabulation of principal results, and a generous supply of worked examples and problems includes some hints and solutions. 1968 edition. 25 |
According to OER Commons, "This book is about how to use OpenOffice Writer to create large and complex documents. It explains...
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According to OER Commons, "This book is about how to use OpenOffice Writer to create large and complex documents. It explains how Writer organises text into paragraphs and pages and shows how styles and formatting control the appearance of the document. It discusses how to create headings, tables, figures, frames and mathematical expression. It discusses how to handle citation and referencing in the three common styles, and shows how to create tables of contents and indices.״
This is a free textbook offered by BookBoon.'Have you ever thought that you would be able to learn algebra if only you had a...
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This is a free textbook offered by BookBoon.'Have you ever thought that you would be able to learn algebra if only you had a tutor on whom you could call whenever you wanted? Well, Quantitative Analysis – Algebra with a Business Perspective is the next best thing. Written by an experienced mathematics teacher, this e-book is presented in tutorial fashion as if a tutor was sitting next to you . . . talking you through the examples. All you need to do is turn to whatever presentation you wish . . . without having to schedule mutual meeting times and without having to pay an hourly rate.This tutorial textbook has been organized into 4 chapters (units) with several individual tutorial lessons within each chapter. As presented in the table of contents, each of the tutorials has been listed separately with its objective and its starting page. For coding purposes: "Tutorial N.M" means that the tutorial is the Mth lesson in chapter N.The purpose of this tutorial textbook is to present mathematical skills (algebraic concepts) and their various applications that may be important to students of management (business) science. The applications included should allow readers to view math in a practical setting relevant to their intended careers.'
This is a free textbook offered by Saylor Foundation.״Risk management will be a major focal point of business and societal...
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This is a free textbook offered by Saylor Foundation.״Risk management will be a major focal point of business and societal decision–making in the 21st century. A separate focused field of study, it draws on core knowledge bases from law, engineering, finance, economics, medicine, psychology, accounting, mathematics, statistics and other fields to create a holistic decision-making framework that is sustainable and value- enhancing. This is the subject of this book.״ As with other FlatWorld books, this can be customized for the indiviual professor, with using only specific chapters, as long as attributions are made״The book presents in a vivid yet concise style the necessary statistical and mathematical background for Financial Engineers...
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״The book presents in a vivid yet concise style the necessary statistical and mathematical background for Financial Engineers and introduces to the main ideas in mathematical finance and financial statistics. Topics covered are, among others, option valuation, financial time series analysis, value-at-risk, copulas, and statistics of the extremes.״You need to join to download or read online, but cost is free |
First make sure you understand why the formulas are like that, why things behave like they do, just try to have a general understanding of the topic. Don't just learn the formulas by heart, understand them! Try to even derive them on your own! If you'd like a great explanation of a physics, maths or any other science topic there's a great site called khan academy you should definitely check out! Highly recommended!
But to become less error prone while solving the problems you have to practice a lot, which isn't a big deal once you understand it all. |
Dictionary of Algorithms, Data Structures, and Problems
National Institute of Standards and Technology has recently updated its online Dictionary of Algorithms, Data Structures and Problems. The dictionary takes the form of a hypertext alphabetical list of terms dealing with algorithmic techniques and functions (e.g., Ackermann's Function), data structures, archetypical problems (e.g., "traveling salesman"), and related definitions. Nice features of the site include a page of links to implementations (code) and some expanded definitions and diagrams for the terms. In addition to the complete alphabetical listing, the list of terms may also be viewed categorized by subject area or by type of term (graphs, trees, sorting, etc.). The site's manager, NIST computer scientist Paul Black, welcomes contributions and is particularly in need of terms in state machines, combinatorics, parallel and randomized algorithms, heuristics, and quantum computing. Note that this dictionary does not include algorithms particular to communications, information processing, operating systems, programming languages, artificial intelligence, graphics, or numerical analysis. Overall, however, it is a great resource for university students and researchers.Mon, 23 Jul 2007 03:00:02 -0500Functional Notations and Terminology
mathematics tutorial gives users an introduction to functions, functional notation and terminology. The site explains how a function is defined, and the correct way to read and write functional notation. Resources for addition, subtraction and multiplication of functions are also provided on this site. The "Examples of Functions" section is very useful for understanding the applications of functional theory learned in the previous sections.Fri, 29 Jun 2007 03:00:02 -0500Graph Theory Tutorials
Caldwell of the University of Tennessee at Martin provides the Graph Theory Tutorials Website. Sections included at the site are Introduction to Graph Theory, Euler Circuits and Paths, Coloring Problems, and Adjacency Matrices (under construction). Each section consists of an interactive tutorial discussing the basic concepts of graph theory. Registration (press the REGISTER button at the bottom of first page of each tutorial) is required for each tutorial. The user must either pass a quiz in the tutorial section or write a comment before continuing to the next page. Links to related resources are also provided at the site. This site is useful for high school students and is definitely worth a visit.Fri, 9 Mar 2007 03:00:01 -0600Wolfram Mathworld
hosted and sponsored by Wolfram Research, Inc., is an online mathematics encyclopedia intended for students, educators, math enthusiasts, and researchers. This amazing resource was compiled over 12 years by Eric Weisstein with assistance from the mathematics and Internet communities, and continues to be updated. (Weisstein also authored the ScienceWorld site, which contains material about astronomy, scientific biography, chemistry, and physics and has been reported on in a previous Scout Report). Topics listed in the index include: Algebra, Applied Mathematics, Calculus and Analysis, Discrete Mathematics, Foundations of Mathematics, Geometry, History and Terminology, Number Theory, Probability and Statistics, Recreational Mathematics, and Topology. Visitors can also browse an alphabetical index of subjects and concepts covered on this website. The What's New section highlights current developments in mathematics, and more extensive coverage of select topics is offered in the newsletter. Numerous animated GIFs and 3D graphics pages coupled with links to further references and articles make this an interactive site as well.Mon, 16 Jan 2006 13:25:11 -0600Math Addicts Anonymous
website was initiated by Cory Futrell, a self-acknowledged math addict, who is currently a sophomore math and physics dual major at the University of Oklahoma. A key feature of the website is an encyclopedia with short definitions of over 100 mathematical terms. Visitors are also invited to offer their comments on the articles written by contributing authors and covering topics such as Numerical Systems, Binary to Hexadecimal, a Description of the CSS Cipher, a Proof of Euler's Equation, and a Mathematica Tutorial. The website uses MathML embedded within XHTML to show equations as text rather than as images, so visitors may need to download special fonts or upgrade Web browsers to view the equations.Thu, 12 Jan 2006 14:03:35 -0600 |
Capsules for One-Variable Calculus
dedicated folks at the Mathematical Association of America (MAA) have created this handy compendium of learning capsules as part of their online digital library. This compendium contains fifteen different areas, ranging from General Tools to Antidifferentiation. These resources have been contributed and vetted by mathematics professors, learning specialists, and others actively involved in the fields of mathematics and mathematics education. Many of these resources appeared in reputable sources like the College Mathematics Journal or as part of other publications. Visitors can search these materials by title, author, subject matter, or keyword, and they can also look through the Tips for Searching area for additional assistance.Tue, 1 May 2012 03:00:02 -0500Single Variable Calculus
course, presented by MIT and taught by Professor David Jerison, provides undergraduate level calculus instruction. The materials cover differentiation and integration of functions of one variable, with applications. The course materials include video lectures, lecture notes, exams (with solutions) and student assignments (without solutions). MIT presents OpenCourseWare as free educational material online. No registration or enrollment is required to use the materials.Tue, 14 Dec 2010 03:00:03 -0600Random Variables
site, presented by the Department of Statistics at Yale University gives an explanation, a definition and an example of random variables including discrete and continuous. It also defines a density curve. Overall, this is a great resource for any mathematics classroom studying statistics.Fri, 26 Dec 2008 03:00:02 -0600Variables
site, presented by Statistics Canada, is a section from "Statistics: Power from Data!" on variable classification. It discusses categorical and numerical variables and their types. The site discusses these variables: nominal, ordinal, numeric, continuous, and discrete. This is a good introductory site for any mathematics classroom studying statistics.Thu, 25 Dec 2008 03:00:01 -0600Mean and Variance of Random Variables
site, created by the Department of Statistics at Yale University, gives an explanation, a definition and an example of mean and variance of random variables. Definitions and properties are also included. Overall, this is a great resource for any mathematics classroom studying statistics.Tue, 23 Dec 2008 03:00:01 -0600Polynomials, Rational Functions
page reserved for the analytic study of polynomial functions studied in calculus classes. History, applications and related fields and subfields; textbooks, reference works, and tutorials; software and tables; selected topics; other web sites with this focus.Fri, 21 |
Digitalize your math equations to land on the right answer with the Texas InstrumentsTI30XA Scientific Calculator. This 10-digit scientific calculator is ideal for general math, pre-algebra, algebra 1 and 2, trigonometry and biology.
It performs trigonometric functions, logarithms, roots, powers, reciprocals, and factorials. One-variable statistics include results for mean and standard deviation. This calculator also adds, subtracts, multiplies, and divides fractions entered in traditional numerator/denominator format. Help make your student a math wiz with the TI30XA Scientific Calculator.
Casio FX300ESPLUS FX 300ES PLUS Scientific Calculator This
scientific calculator features Natural Textbook Display and improved math functionality. FX 300ES PLUS has been designed as the perfect choice for middle school through high school students learning General Math, Trigonometry, ... |
> Discuss what sorts of issues came up with the algebraic functions.]]>Apr 2, 1997 3:02:41 PMApr 2, 1997 3:02:41 PMrarm@db1.cc.rochester.edu0Re: Why trig?
have come out of this discussion. But what about trig in particular? If I were]]>Apr 2, 1997 1:29:56 PMApr 2, 1997 1:29:56 PMjsheehan@netcom.com1Re: Why trig?
Sharon Hessney |
The discovery of algorithms for dealing with polynomial equations, coupled with their implementation on fast inexpensive computers, has sparked a minor revolution in the study and practice of algebraic geometry. This book illustrates the uses of algebraic geometry, highlighting some of the applications of Grobner bases and resultants. more...
Provides an introduction to the fundamentals of the hyper-equational theory of universal algebra, offering the results on M-solid varieties of semirings and semigroups. This book aims to develop the theory of M-solid varieties as a system of mathematical discourse that is applicable in several concrete situations. more...
The volume consists of invited refereed research papers. The contributions cover a wide spectrum in algebraic geometry, from motives theory to numerical algebraic geometry and are mainly focused on higher dimensional varieties and Minimal Model Program and surfaces of general type. A part of the articles grew out a Conference in memory of Paolo Francia... more...
This two-volume book collects the lectures given during the three months cycle of lectures held in Northern Italy between May and July of 2001 to commemorate Professor Bernard Dwork (1923 - 1998). It presents a wide-ranging overview of some of the most active areas of contemporary research in arithmetic algebraic geometry, with special emphasis on... more...
Algebraic Geometry provides an impressive theory targeting the understanding of geometric objects defined algebraically. Geometric Modeling uses every day, in order to solve practical and difficult problems, digital shapes based on algebraic models. This book is a collection of articles bridging these two areas. more...
Present an overview of developments in Complex Geometry. This book covers topics that range from curve and surface theory through special varieties in higher dimensions, moduli theory, Kahler geometry, and group actions to Hodge theory and characteristic p-geometry. more...
Schubert varieties lie at the cross roads of algebraic geometry, combinatorics, commutative algebra, and representation theory. They are an important class of subvarieties of flag varieties, interesting in their own right, and providing an inductive tool for studying flag varieties. The literature on them is vast, for they are ubiquitous???they have... more...
One of the most creative mathematicians, Vladimir Drinfeld has received the Fields Medal in 1990. This book presents a collection of invited papers by mathematicians in algebra, algebraic geometry, and number theory dedicated to Drinfeld. It reflects the range of Drinfeld's own interests in algebra, algebraic geometry, and number theory. more...
This is the first comprehensive basic monograph on mixed Hodge structures. Starting with a summary of classic Hodge theory from a modern vantage point the book goes on to explain Deligne's mixed Hodge theory. Here proofs are given using cubical schemes rather than simplicial schemes. Next come Hain's and Morgan's results on mixed Hodge... more... |
Studying Mathematics with a View to Teaching
Selected topics from the key areas of K-6 syllabus (Space, Number and Measurement) are developed beyond that done in MATH1900. The aim in studying these extensions is to put the topics taught at the elementary level into the broader perspectives of the discipline of mathematics and the teaching of mathematics.
Available in 2014
1.To promote a broader view of the elementary mathematics curriculum by studying extensions of that curriculum 2.To introduce the notion of a profound understanding of mathematics as it applies to teaching elementary mathematics 3.To illustrate the abstract nature of the discipline of mathematics and the role that practical approaches can play in learning to think abstractly.
Content
. Number concepts: including topics such as whole numbers, integers, real numbers and notions of infinity
. Measurement concepts: including topics such as area, time and mass.
. Spatial concepts: including topics such as plane geometry, taxicab geometry, symmetry and the shape of space. |
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Maple
What Is Maple?
Maple is a statistical software package for advanced mathematics. It includes facilities for interactive algebra, calculus, discrete mathematics, graphics, numerical computation and many other areas of mathematics. It provides a unique environment for rapid development of mathematical programs using its vast library of built-in functions and operations. More information about Maple is available on the Maplesoft web site.
What versions of Maple are available?
Version 15 and 16 of Maple for Windows, Macintosh, or Linux is available.
How do I get Maple?
To get Maple software, contact IT Statistical Software Sales at 864-0494 or email statssoftware@ku.edu .
How much does Maple cost?
There is currently no charge for the Maple software.
Who can use Maple?
While on campus, KU Faculty, staff, and students may install and use Maple on KU-owned computers.
When away from campus, our Maple licenses require that KU Anywhere be turned on while using Maple. This limits off-campus use of Maple to those that can use the KU Anywhere service (KU faculty, staff, GTAs, GRAs, emeritus faculty and staff).
Maple licenses that are purchased from a retailer do not require KU Anywhere.
Where can I install Maple?
KU Faculty, staff, and students may install the software on KU-owned computers.
Installation on a personal computer by faculty, staff, and student employees is allowed only when the software is used to support the academic administration, teaching and research functions of the university. Students who are not employees that wish to use Maple on a personal computer may purchase the software from many online retailers, including Maplesoft.
KU maintains a license for Maple that allows concurrent use by up to 100 faculty and staff at the Lawrence and Edwards campuses. If the software is installed on a computer, but is not running, it does not count towards the 100 allowed uses. This means that the software can be installed on an unlimited number of computers. |
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Gustafson, R. David is the author of Beginning and Intermediate Algebra: An Integrated Approach, published 2010 under ISBN 9780495831433 and 0495831433. Five hundred twenty eight Beginning and Intermediate Algebra: An Integrated Approach textbooks are available for sale on ValoreBooks.com, two hundred thirteen used from the cheapest price of $82.12, or buy new starting at $245 most useful thing about this book was the breakdown of examples in each lesson. It really helped me figure out each problem. I also liked that it provided the answers in the back of the book for the odd problems. I liked that each lesson gave plenty of examples for different problems making it easier to follow and go look back if needed. I loved that the book provided definitions for terms even if they were terms I should already know, it was good to have them there just in case. The book also provided a formula key where needed that really helped! I would definatly recommend this book to beginner math students. The way this book is set up and the way it walks you through everything so smoothly makes this the perfect math book to begin the college experience with. It's not overwhelming with math jargon that will confuse you.
I needed this book from math 98 and math 100. My teacher wasn't dry good so I was glad I had this book because I was able to go back in the book and figure out what she wasn't teaching me right. My class was a basic math and algebra course. |
Enjoy a long-lasting calculator with solar power plus a battery backup so you can work in low-light conditions..Help protect your HP 10s+ from bumps and drops with the durable slide-on cover..View expressions and results simultaneously on a 2-line, 10-character display..Work smarter and faster with dedicated keys for common calculations including percentage, pi and sign change..Store and recall important results and data fast with the easy-to-use memory keys..Display decimals between -1 and 1 in your choice of either exponential or decimal format..Ideal for examinations ï¿ adjust the number of decimal places displayed with the touch of a button..Solve math and science problems quickly and easily using 240 built-in-functions ..Power through advanced statisticsï¿ find mean, standard...
LessThe Hewlett Packard30S is the perfect calculator for high school science and math students. This scientific calculator with its two-line display helps perform complex math functions; also it has 250 built-in functions for all your math problems. This Hewlett Packard calculator is extremely user-friendly, so you don't have to worry about confusing keys or formulae |
Created by Joanna DelMonaco and Dona Cady at Middlesex Community College, this resource presents the basics of ratio and proportion as they relate to the visual arts during the Classical, Renaissance, and Modern...
Developed by Tina Fujita, James Hawker, and John Whitlock of Hillsborough Community College, these five curriculum guides integrate mathematical and biological concepts. These guides can be used in mathematics courses...
Patty Amick, Cheryl Hawkins, and Lori Trumbo of Greenville Technical College created this resource to connect the art of public speaking with the task of demographic data collection. This course will help students...
This Office Administration course was created by a team of educators at Florida Community College at Jacksonville to combine business and math. In-depth lessons are provided that address mathematics in consumer finance... |
I am looking for studies which compare students who did not receive mathematical education beyond basic mthematics and those that learned maths upto introductory calculus, with the assumption that both groups recieved similar education in other subjects such as social sciences and natural sciences uptil average high school standards. Has it been found that there is a quantifiable difference in understanding, analytical ability etc between the two groups? In other words, what evidence is there that learning maths beyond the basics has benefited them at the stage of just having completed high school?
I understand a basic science curriculum in this case to include a little mathematics, which both groups should know, and for this purpose a notion of solving linear equations (and hence elementary algebra) besides arithmetic is included in basic mathematics. However, there is no trigonometry or geometry in a basic mathematics course, and in general a person learning basic mathematics knows no more then is the essential to understand basic science.
That is not what I meant. I mean whether there is a benefit uptil the stage of end of their high school? Have they been found to have better understanding, better analytical abilities etc at that stage? Also, I am really looking for empirical studies.
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ShahabSep 1 '13 at 5:52
@Shahab I am not sure I understand your question. How do you study social science/natural science without math education beyond basic arithmetic?
–
scaaahuSep 1 '13 at 5:53
@scaaahu: Why not? If you know basic arithmetic isn't it possible to learn study history, geography, civics, literature, science etc uptil high school level? Where does one use polynomial division in a history class?
–
ShahabSep 1 '13 at 5:57
@Shahab It's science I am questioning. If you take a look at a high school physics textbook, you'll find materials related to high school algebra (not abstract algebra).
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scaaahuSep 1 '13 at 6:01 |
Rego Park ChemistryAlgebra is broken up in a few sessions starting with the foundation of algebra, learning equations, proportions, and percents. The next few sessions include inequalities, functions, polynomials, exponents quadratics and radical functions. Algebra 2 is a more advanced algebra for the higher level student usually high school or college levels |
EMF is a self-contained, self-study program from the Institute for Mathematics & Computer Science (IMACS) that allows gifted and talented students to complete all of middle and high school mathematics except calculus before leaving middle school. The EMF curriculum exposes students to subject areas not found in the standard curriculum such as operational systems, set theory, number theory, abstract algebra, and probability and statistics. For university-level, online courses in computer science and mathematical logic, consider eIMACS.
Comments:
Contributed by: Parent on 3/5/2014 As a homeschooler, our son is an avid user of online educational resources. Over time, he has had the opportunity to use a wide variety of online curricula. I recently asked him to pick his favorite online course. He answered, "most definitely EMF, by a wide margin."
Contributed by: Student on 3/4/2014 EMF does more than teach; it inspires. I enjoyed the Operational Systems course immensely. Were it not for Operational Systems, I would never have known that there was such a thing, and that it is an idea which extends through every single mathematical topic there is. Seeing all the operations tie in with concepts like sets, which in turn tie in with functions and relations later, and so on, has allowed me to teach mathematics to the students whom I tutor, and not a discrete collection of problem solving methods. Using the ideas I learned from EMF, I was able to show them that math not only makes sense, but is truly fun! |
MATH 301 - Problem-Solving Seminar (4)
An informal, discussion-oriented class to develop skills for investigating and solving mathematical problems. Topics include elementary mathematics, combinatorics, geometry, number theory and calculus, as well as problems from contests such as the International Mathematical Olympiad and the Putnam Examination. Strongly recommended for students interested in teaching mathematics. Prerequisite: MATH - 110 or permission of instructor. |
Comprehensive but concise, this introduction to differential and integral calculus covers all the topics usually included in a first course. The straightforward development places less emphasis on mathematical rigor, and the informal manner of presentation sets students at ease. Many carefully worked... read more
Calculus: An Intuitive and Physical Approach (Second Edition) by Morris Kline Application-oriented introduction relates the subject as closely as possible to science with explorations of the derivative; differentiation and integration of the powers of x; theorems on differentiation, antidifferentiation; the chain rule; trigonometric functions; more. Examples. 1967 edition.
Two-Dimensional Calculus by Robert Osserman Two-dimensional calculus is vital to the mastery of the broader field, and this text presents an extensive treatment. Advantages include the thorough integration of linear algebra and development of geometric intuition. 1986 edition.
Calculus: A Short Course by Michael C. Gemignani Geared toward undergraduate business and social science students, this text focuses on sets, functions, and graphs; limits and continuity; special functions; the derivative; the definite integral; and functions of several variables. 1972 edition. Includes 142 figuresCalculus: A Modern Approach by Karl Menger An outstanding mathematician and educator presents pure and applied calculus in a clarified conceptual frame, offering a thorough understanding of theory as well as applications. 1955 edition.
Calculus and Statistics by Michael C. Gemignani Topics include applications of the derivative, sequences and series, the integral and continuous variates, discrete distributions, hypothesis testing, functions of several variables, and regression and correlation. 1970 edition. Includes 201 figures and 36 tables.
Advanced Calculus by Avner Friedman Intended for students who have already completed a one-year course in elementary calculus, this two-part treatment advances from functions of one variable to those of several variables. Solutions. 1971 edition.
Advanced Calculus of Several Variables by C. H. Edwards, Jr. Modern conceptual treatment of multivariable calculus, emphasizing interplay of geometry and analysis via linear algebra and the approximation of nonlinear mappings by linear ones. Over 400 well-chosen problems. 1973 edition.
A Course in Advanced Calculus by Robert S. Borden An excellent undergraduate text examines sets and structures, limit and continuity in En, measure and integration, differentiable mappings, sequences and series, applications of improper integrals, more. Problems with tips and solutions for some.
The Malliavin Calculus by Denis R. Bell This introductory text presents detailed accounts of the different forms of the theory developed by Stroock and Bismut, discussions of the relationship between these two approaches, and a variety of applications. 1987 edition.
Advanced Calculus by H.K Nickerson, D.C. Spencer, N.E. Steenrod Starting with an abstract treatment of vector spaces and linear transforms, this introduction presents a corresponding theory of integration and concludes with applications to analytic functions of complex variables. 1959 edition.
Advanced Calculus: An Introduction to Classical Analysis by Louis Brand A course in analysis that focuses on the functions of a real variable, this text introduces the basic concepts in their simplest setting and illustrates its teachings with numerous examples, theorems, and proofs. 1955 edition.
The Origins of Cauchy's Rigorous Calculus by Judith V. Grabiner This text examines the reinterpretation of calculus by Augustin-Louis Cauchy and his peers in the 19th century. These intellectuals created a collection of well-defined theorems about limits, continuity, series, derivatives, and integrals. 1981 edition.
Tensor Calculus by J. L. Synge, A. Schild Fundamental introduction of absolute differential calculus and for those interested in applications of tensor calculus to mathematical physics and engineering. Topics include spaces and tensors; basic operations in Riemannian space, curvature of space, more.
Tensor Calculus: A Concise Course by Barry Spain Compact exposition of the fundamental results in the theory of tensors; also illustrates the power of the tensor technique by applications to differential geometry, elasticity, and relativity. 1960 edition.
Product Description:
Comprehensive but concise, this introduction to differential and integral calculus covers all the topics usually included in a first course. The straightforward development places less emphasis on mathematical rigor, and the informal manner of presentation sets students at ease. Many carefully worked-out examples illuminate the text, in addition to numerous diagrams, problems, and answers. Bearing the needs of beginners constantly in mind, the treatment covers all the basic concepts of calculus: functions, derivatives, differentiation of algebraic and transcendental functions, partial differentiation, indeterminate forms, general and special methods of integration, the definite integral, partial integration, and other fundamentals. Ample exercises permit students to test their grasp of subjects before moving forward, making this volume appropriate not only for classroom use but also for review and home study |
MasterMath: AP Statistics is a comprehensive reference guide written specifically for AP Statistics students, covering all the topics of AP Statistics in a simple, easy-to-follow style and format. Suitable for a wide variety of ability levels, this book explains and clarifies the various concepts of AP Statistics including exploring data, sampling and experimentation, anticipating patterns, and statistical inference. The example problems in each chapter are written with the AP Statistics Exam in mind to help you understand the concepts and learn how to effectively answer the exam questions. You'll also find useful appendices that will help you prepare for the exam, including all the tables and formulas that are given and needed, as well as a quick-reference summary of assumptions and conditions for inference. A helpful glossary will help you brush up on terminology. Master Math: AP Statistics is an invaluable resource for anyone studying and preparing for the AP Statistics Exam"--Resource description p. |
prose, tight organization, and a wealth of examples and computational techniques make Basic Matrix Algebra with Algorithms and Applications an outstanding introduction to linear algebra. The author designed this treatment specifically for freshman majors in mathematical subjects and upper-level students in natural resources, the social sciences, business, or any discipline that eventually requires an understanding of linear models. With extreme pedagogical clarity that avoids abstraction wherever possible, the author emphasizes minimal polynomials and their computation using a Krylov algorithm. The presentation is highly visual and relies heavily on work with a graphing calculator to allow readers to focus on concepts and techniques rather than on tedious arithmetic. Supporting materials, including test preparation Maple worksheets, are available for download from the Internet.This unassuming but insightful and remarkably original treatment is organized into bite-sized, clearly stated objectives. It goes well beyond the LACSG recommendations for a first course while still implementing their philosophy and core material. Classroom tested with great success, it prepares readers well for the more advanced studies their fields ultimately will require. |
Topology
shows how all mathematical aspects of shape, structure, and form can be
expressed in terms of set theory. Students study topologies and their
properties of separation, connectedness and compactness, topological
mappings, and the fundamental group of a topological space. (4 credits) Prerequisites: MATH 423 and 431 |
GCSE Mathematics for Edexcel: Interactive Investigations
About this title: GCSE Mathematics for Edexcel is the perfect preparation for the two tier GCSE from Edexcel, and has been written especially for Edexcel students and their teachers. It comprises student textbooks, teacher's resources, and homework books as well as digital resources. Interactive Investigations provides a series of whole-class presentations and individual student activities at both Foundation and Higher level. Providing maximum flexibility for classroom use, commonly used applications such as Excel, Cabri and Flash are used |
: Concepts Through Functions, a Unit Circle Approach to Trigonometry
This new text embodies Sullivan/Sullivan's hallmarks - accuracy, precision, depth, strong student support, and abundant exercises while exposing ...Show synopsisThis new text embodies Sullivan/Sullivan's hallmarks - accuracy, precision, depth, strong student support, and abundant exercises while exposing students early (Chapter One) to the study of functions and taking a unit circle approach to trigonometry. "IT WORKS" for instructors and students because it focuses students on the fundamentals: "preparing "for class, "practicing "their homework, and "reviewing." After completing the book, students will be prepared to handle the algebra found in subsequent courses such as finite mathematics, business mathematics, and engineering calculus and will have a solid understanding of the concept of a |
Westborough Algebra 1Mathematics is a tool for scientist to solve problems using data from experiments and to predict future results and events. Mathematics is the language of science and has a syntax and semantics just as any natural language.Mathematics is the language scientist use because it is precise and exact... |
Course Content and Outcome Guide for MTH 212
Course Number:
MTH 212
Course Title:
Foundations of Elem Math II
Credit Hours:
4
Lecture Hours:
40
Lecture/Lab Hours:
0
Lab Hours:
0
Special Fee:
Course Description
Surveys mathematical topics for those interested in the presentation of mathematics at the K-9 levels. Various manipulatives and problem solving approaches are used to explore rational numbers (fractions, decimals, percents), integers, the set of irrational numbers, the set of real numbers, and simple probability and statistics. Prerequisite: MTH 211 and its prerequisite requirements. Audit available.
Addendum to Course Description
This is the second term of a three-term sequence (MTH 211, 212, and 213). Foundations of Elementary Math II is intended to examine the conceptual meanings of elementary mathematics and to provide students with opportunities to experience use of manipulatives to model problem solving, computational operations with real numbers, and topics in probability and statistics. The content and pedagogy is based on NCTM standards.
Emphasis is on why mathematics works as it does rather than on memorization of algorithms.
Intended Outcomes for the course
Upon successful completion students should be able to:
€¢ Understand the theoretical foundations of mathematics focusing on integer and rational number arithmetic as taught at the K-9 level in order to develop mathematical knowledge for teaching. €¢ Use various problem solving strategies and statistical reasoning to create mathematical models, analyze real world scenarios, judge if the results are reasonable, and then interpret and clearly communicate the results. €¢ Participate in a teacher education program. €¢ Use appropriate mathematics, including correct mathematical terminology, notation, and symbolic processes, and use technology to explore the foundations of elementary mathematics.
Course Activities and Design
In-class time is primarily activity/discussion or lecture/lab emphasizing the use of manipulatives and problem solving techniques. Activities will include group work, field experience, or teaching demonstrations.
Outcome Assessment Strategies
Assessment must include:
1. At least two proctored examinations.
2. At least one writing assignment and
3. A no-calculator, no-notes, no book skills exam on fraction, integer, decimal, and percent calculations. The student must pass this exam with a minimum of 90% to receive a passing grade for the course.
4. At least two of the following additional measures:
a. Take-home examinations.
b. Graded homework.
c. Quizzes.
d. Individual/Group projects.
e. In-class activities.
f. Attendance.
g. Portfolios.
h. Individual projects.
i. Individual or group teaching demonstration(s).
j. Field experience.
k. Service Learning
Course Content (Themes, Concepts, Issues and Skills)
1.0 INTEGERS
The instructional goal is to understand integer operations and use manipulatives to model these operations.
1.1 Model integer arithmetic with drawings and manipulatives.
1.2 Estimate and perform mental calculations with integers.
1.3 Solve applications requiring integers.
2.0 FRACTIONS, DECIMALS AND THE RATIONAL NUMBER SYSTEM
The instructional goal is to understand rational numbers and have a knowledge of the operations on these numbers.
2.1 Use fraction bars and other manipulatives to model fractions.
2.2 Extend the concept of fractions to rational numbers.
2.3 Determine equivalence, order and density of rational numbers.
2.4 Use manipulatives to add, subtract, multiply, and divide fractions.
2.5 Use algorithms to add, subtract, multiply, and divide fractions.
2.6 Solve word problems involving rational numbers.
2.7 Convert among fractions, decimals and percents.
2.8 Use decimal squares, base ten pieces, and other manipulatives to model decimals and basic operations on decimals.
2.9 Represent ratios, proportions, and percents using manipulatives.
2.10 Solve applications involving ratios, proportions, and percents.
3.0 IRRATIONAL AND REAL NUMBERS
The instructional goal is to extend the study of number systems to the real number system.
3.1 Classify real numbers as rational or irrational.
3.2Explore the Pythagorean theorem.
3.3Solve applications involving square roots.
4.0 STATISTICS AND PROBABILITY
The instructional goal is to provide an understanding of the mathematics involved in uncertainty and chance and the methods used to condense and present the main characteristics of a set of data using graphical and numerical methods.
4.1 Calculate and interpret the common measures of central tendency (mean, median, mode). |
Book Description: This is a simple, concise and useful book, explaining MATLAB for freshmen in engineering. MATLAB is presently a globally available standard computational tool for engineers and scientists. The terminology, syntax and the use of the programming language are well defined and the organisation of the material makes it easy to locate information and navigate through the textbook. This new text emphasises that students do not need to write loops to solve many problems. The MATLAB "find" command with its relational and logical operators can be used instead of loops in many cases. This was mentioned in Palm's previous MATLAB texts, but receives more emphasis in this MATLAB 6 edition, starting with Chapter 1, and re-emphasised in Chapter 4 |
Graphics and Visualization: Principles & Algorithms: Principles and Algorithms for an Amazon.co.uk gift card of up to £12.86, which you can then spend on millions of items across the site. Trade-in values may vary (terms apply). Learn more
Book DescriptionMore About the Author
Product Description
Review
Computer geneeration and particle tracing to spatial subdivision and vector data visualization, and it provides a thorough review of literature from multiple experts, making for a comprehensive review essential to any advanced computer study. —California Bookwatch, November 2008
The author's writing style is crisp, direct, and effective, and they start at an appropriate level of introduction for students new to computer graphics. The mathematical notation they use is efficient and consistent with that used in other undergraduate textbooks. There's a point at which additional examples unduly bloat a text, but the authors achieve an effective balance with the ones they've chosen to include. This is the most apparent in the chapter on 2D and 3D coordinates systems and transformations, which also includes a good section of exercises for all topics. ... On the whole, the authors have produced an excellent text with good coverage of essential topics and advanced treatment in many areas. In courses not emphasizing animation, or with the addition of extra materials in this area, the book should provide a good option as a course textbook. For researchers and practitioners outside of computer graphics who are interested in the field (particularly in modeling and rendering), this book provides a fine introduction. —Russell A. and Holly E. Rushmeier, Computing Now Book Reviews, April 2009
It is not enough just to produce an excellent text book for teaching at university level. In a fast-moving field like computer graphics, the text needs to be updated every few years and there is always a place for a brand-new text which looks at the field from a new point of view. There have been a succession of excellent texts for teaching computer graphics over the years, starting with Newman & Sproull in the 1970's (and which even now contains gems on how to design interactive systems which I wish some software writers had learned better!) This book, covering graphics and visualization, is a very commendable addition to that tradition. Authoring such a book is clearly a labour of love - as the size of the task demands - but the authors cover the material well. The book covers more than enough for a very solid undergraduate level course in computer graphics and plenty enough for an advanced course or two. This book provides a refreshing and comprehensive coverage of a subject area which seems to get ever more exciting as the hardware platforms to run these smart algorithms keeps increasing.
It has been a truly great pleasure for us to use this textbook, during Fall 2008, in our teaching and research. To summarize the fundamental advantages of this volume, we would use three words: "balance", "conciseness", and "accessibility".
"Balance & Conciseness": The book covers Graphics & Visualization in a balanced manner. Chapters 1-5, 7, 11, 12-15, and 17 fully cover all subjects that naturally fit under the labels "Basic and Advanced Computer-Graphics", i.e., "Rasterization, Antialiasing & Clipping", "2D/3D Transformations", "Culling & Hidden-Surface Elimination", "Geometric Modeling", "Illumination", "Shadowing", "Texturing", "Ray Tracing" and "Animation". Equal weight is placed on Visualization topics, i.e., "Model Representation/Simplification", "Color", "Geometric Modeling for Visualization", "Scene Management", "Visualization Principles", "Scientific Visualization", and "Global Illumination" (in Chapters 6, 8-11, 16-18). The presentation of all related concepts/methods/technologies is clear, concise and short, so that the student reader is nicely guided in his/her study from one topic to the next. There is a nice balance between textual discussions, mathematical formulas and algorithms, making the text usable by the vast variety of specialties dealing, nowadays, with computer graphics and visualization. All subjects are covered at the same level, in clear, nicely-written short sections.
"Accessibility": The main problem we see, in most current texts in "Graphics & Geometric Modeling", is a lack of balance between these three focal points: "computer science", "mathematics" and "applications". Indeed, the majority of the current Graphics books is focusing on the first aspect, "computer science (CS)", making the life of the reader very hard when he/she happens to be a "non-CS person" (this is the case, e.g., for us). To be honest with you, what we dislike the most about current computer-graphics books is the fact that we often "see" the author "saying" to us: "a-ha! you are not a CS major!". We are very happy to report that this book succeeds in being very accessible for "non-CS people" without jeopardizing the so-essential CS core of it! We feel that, at last, the computer-graphics community has an advanced computer-graphics textbook that is accessible also by mechanical engineers, mathematicians, physicists, chemists, medical doctors, designers, civil engineers, etc, etc, etc!
College-level computer generation and particle tracing to spatial subdivision and vector data visualization, and it provides a thorough review of literature from multiple experts, making for a comprehensive review essential to any advanced computer graphics study. |
Addendum to Course Description
This is the first course of four courses in the Calculus sequence. Lab time shall be used by students to work on group activities - the activities to be used during lab are on the mathematics department home page.
Intended Outcomes for the course
Upon successful completion students should be able to:
€¢ Analyze real world scenarios to recognize when derivatives and limits are appropriate, formulate problems about the scenarios, creatively model these scenarios (using technology, if appropriate) in order to solve the problems using multiple approaches, judge if the results are reasonable, and then interpret and clearly communicate the results. €¢ Appreciate derivatives and limit-related concepts that are encountered in the real world, understand and be able to communicate the underlying mathematics involved to help another person gain insight into the situation. €¢ Work with derivatives and limits in various situations and use correct mathematical terminology, notation, and symbolic processes in order to engage in work, study, and conversation on topics involving derivatives and limits with colleagues in the field of mathematics, science or engineering. €¢ Enjoy a life enriched by exposure to Calculus.
Course Activities and Design
Outcome Assessment Strategies
1. Demonstrate an understanding of the concepts of derivatives and limits and their application to real world problems in:
The Lab component WILL ACCOUNT FOR 25% of GRADE (This component shall include the score received for laboratory reports as well as a score reported by the student's lab instructor - lab homework is evaluated by the student's lecture instructor.)
2. Consistently demonstrate proper notation, documentation, and use of language throughout all assessments and assignments. For proper documentation standards see Addendum.
3. Demonstrate an ability to work and communicate with colleagues, on the topics of derivatives and limits, in at least two of the following:
A team project with a written report and/or in-class presentation
Participation in discussions
In-class group activities
Course Content (Themes, Concepts, Issues and Skills)
1. Context Specific Skills
Students will learn to evaluate limits graphically, numerically, and symbolically.
Students will learn the formal definition of the first derivative and find algebraic derivative using both this definition and the traditional shortcut formulas associated with derivatives.
Students will learn to learn and apply the relationships between functional behavior and first and second derivative behaviors.
Students will learn to model and solve several types of applications using derivatives.
2. Learning Process Skills
Classroom activities will include lecture/discussion and group work.
Students will communicate their results in oral and written form.
Students will apply concepts to real world problems.
The use of calculators and/or computers will be demonstrated and encouraged by the instructor where appropriate. Technology will be used (at least) when graphing curves and estimating limits.
COMPETENCIES AND SKILLS
REQUIRED STUDENT COMPETENCIES:
1 Limits and Continuity
The goal is to understand the limit at a point, infinite limits, limits at infinity, continuity at a point and continuity over an interval.
1.1 Determine the limit at a point (from the left, from the right, and two sided) for functions presented in graphical form.
1.2 Estimate the limit at a point (from the left, from the right, and two sided) for functions presented in symbolic form using an appropriate table.
1.3 Determine the limit at a point (from the left, from the right, and two sided) for functions presented in symbolic form.
1.4 Estimate the limits at infinity (both positive and negative) for functions presented in graphical form.
1.5 Estimate the limits at infinity (both positive and negative) for functions presented in symbolic form using an appropriate table.
1.6 Determine the limits at infinity (both positive and negative) for functions presented in symbolic form.
2.10 Identify the concavity and points of inflection for functions presented in graphical form.
2.11 Determine the shape of a function from numerical and graphical information about that function€™s first and second derivatives.
3 Symbolic Differentiation
The goal is to find derivative formulas for functions presented in symbolic form using both Leibniz notation and prime notation and to interpret the formulas in applied contexts.
3.1 Utilize the rules of differentiation for power, exponential, logarithmic, and trigonometric functions.
3.2 Differentiate the sum, difference, product, and/or quotient of two or more functions.
3.3 Differentiate a composite function.
3.4 Differentiate implicit functions.
3.5 Solve applications involving related rates.
4 APPLICATIONS OF THE DERIVATIVE
The goal is to use the first and second derivatives to analyze the behavior of families of functions.
4.1 Find the critical numbers for a function.
4.2 Use the First Derivative Test to identify intervals where the function is increasing and decreasing and to identify maxima and minima.
4.3 Use the Concavity Test to identify intervals where the function is concave up or concave down, and identify points of inflection.
4.4 Graph a function by hand after identifying the increasing/decreasing behavior, concavity, asymptotes and intercepts
Documentation Standards for Mathematics
All work in this course will be evaluated for your ability to meet the following writing objectives as well as for "mathematical content."
Every solution must be written in such a way that the question that was asked is clear simply by reading the submitted solution.
Any table or graph that appears in the original problem must also appear somewhere in your solution.
All graphs that appear in your solution must contain axis names and scales. All graphs must be accompanied by a figure number and caption. When the graph is referenced in your written work, the reference must be by figure number. Additionally, graphs for applied problems must have units on each axis and the explicit meaning of each axis must be self-apparent either by the axis names or by the figure caption.
All tables that appear in your solution must have well defined column headings as well as an assigned table number accompanied by a brief caption (description). When the table is referenced in your written work, the reference must be by table number.
A brief introduction to the problem is almost always appropriate.
In applied problems, all variables and constants must be defined.
If you used the graph or table feature of your calculator in the problem solving process, you must include the graph or table in your written solution.
If you used some other non-trivial feature of your calculator (e.g., SOLVER), you must state this in your solution.
All (relevant) information given in the problem must be stated somewhere in your solution.
A sentence that orients the reader to the purpose of the mathematics should usually precede symbol pushing.
Your conclusion shall not be encased in a box, but rather stated at the end of your solution in complete sentence form.
Remember to line up your equal signs.
If work is word-processed all mathematical symbols must be generated with a math equation editor. |
Long description
One of a set of three books for grades 10 – 12. A panel of senior subjects advisors and teachers with many years experience as examiners and sub-examiners wrote the books. A variety of different questions cover the syllabus fully and assist Maths students in the class and to prepare them for their exams. Both teacher and learners can use the explanatory examples with complete solutions fruitfully for continuous evaluation in the class. The last chapter consists of four exam question papers with complete memos.
Ook in Afrikaans beskikbaar as Ken & Verstaan Wiskunde Graad 10
Product details
Author:
Klarin Loots, E.A. Bester
Format:
Paperback
Imprint:
Cambridge University Press
Edition:
2nd revised edition
ISBN:
9780947465605
Series Title:
Study & Master
Audience:
Schools & Educational
Pages:
389
Width (mm):
245
Length (mm):
170 |
Details: This course will extend concepts introduced in other math classes, and present new topics of importance in the current school mathematics curriculum. Topics will be chosen from the areas of modeling, problem-solving, set theory, logic, the real number system, number theory, functions and graphing, geometry, measurement, probability, and data analysis. Prerequisite: MATH 247. (Sp, odd years) |
an introduction to elementary topology presented in an intuitive way, emphasizing the visual aspect. Examples of nontrivial and often unexpected topological phenomena acquaint the reader with the picturesque world of knots, links, vector fields, and two-dimensional surfaces. The book begins with definitions presented in a tangible and perceptible way, on an everyday level, and progressively makes them more precise and rigorous, eventually reaching the level of fairly sophisticated proofs. This allows meaningful problems to be tackled from the outset. Another unusual trait of this book is that it deals mainly with constructions and maps, rather than with proofs that certain maps and constructions do or do not exist. The numerous illustrations are an essential feature. The book is accessible not only to undergraduates but also to high school students and will interest any reader who has some feeling for the visual elegance of geometry and topology.
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Pages: 11 , Size: 233.00 KB
,File Name: solutions7.pdf MATH20902: Discrete Maths, Solutions to Problem Set 6
These solutions, as well as the corresponding problems, are available at
Introduction Taster Course: How to do Maths by Computer Introduction to ...previewdownload
Pages: 14 , Size: 89.00 KB
,File Name: Introduction.pdf Taster Course: How to do Maths by Computer Introduction to the course and to Maple
Pages: 8 , Size: 2.69 MB
,File Name: EdexcelALevelCourseGuide.pdf Course Guide
Edexcel's own course for the GCE specification
Providing the best match to the specification, Edexcel Modular Mathematics for AS and
Pages: 23 , Size: 385.00 KB
,File Name: 2010_maths_booklet.pdf Contents
Why study Mathematics? .2 Why do it at Warwick?.3 The way in. with A-Level qualifications.4 Further Maths, AEA and STEP .5 The way in. with other |
Math Videos
AddThis
Welcome to Phoenix College's free math video tutorials. This site hosts over 2,500 math tutorials hosted on YouTube, and is designed to help you be more successful in mathematics. Topics range from basic arithmetic through calculus III and beyond.
Use these videos to review before a math placement test, brush up on a math topic before class, or get get more examples on a specific math topic. Videos include full lessons and shorter example-only videos. All videos are ten minutes or less. |
MATH 1310 - Mathematics for Decision-Making This course will examine a number of concepts, tools, and methods useful in the search for optimal solutions to a variety of problems, in the resolution of conflicts, and in the discernment of patterns or trends in raw data.
MATH 1311 - Calculus I A study of functions including transcendental and trigonometric.
MATH 1312 - Calculus II A study of methods of integration, series, and an introduction to differential equations and linear algebra.
MATH 1330 - Introduction to Modern Mathematics A survey of modern mathematics.
MATH 2094 - Majors' Seminar Attendance at the departmental seminar.
MATH 2303 - Math for Elementary School Teachers A course based on the National Council of Teachers of Mathematics standards designed to develop understanding of the algebraic principles essential for elementary school teachers.
MATH 3194 - Junior Writing Workshop Students work to improve their writing and presentation skills. Attendace at departmental seminar.
MATH 3195 - Junior Technology Workshop Students work to improve their mathematical software skill as well as their writing and presentation skills. Attendace at departmental seminar.
MATH 3311- Probabilistic Models in Life Sciences
An introduction to probabilistic modeling with emphasis on its use in biology. Fundamental concepts such as conditional probability and conditional expectation are studied in depth in order to prepare for an introduction to the theory and applications of Markov chains. Applications in biology may include birth-and-death processes, branching processes, sequence alignment, population genetics, epidemic processes, molecular evolution, and phylogenetic tree construction.
MATH 4336 - Stochastic Processes An introduction to the theory and applications of stochastic processes.
MATH 4342 - Number Theory II Topics beyond MATH 3341, which may including the theory of fractional ideals in number fields, arithmetic functions and Dirichlet series, distribution of primes, and the prime number theorem.
MATH 4363 - Modern Algebra II Topics beyond MATH 3362, which may include field and ring theory, representation theory, Galois theory, additional algebraic structures, and applications to other branches of mathematics.
MATH 4364 - Theory of Complex Variables A study of functions of single complex variables including properties of complex numbers, analytic functions, contour integration and Cauchy/s theorem, Taylor and Laurent series, the calculus of residues and applications.
MATH 4398, 4399 - Honors Thesis Individual research and scholarly investigation under faculty supervision leading to the preparation of an Honors Thesis. Attendance at the departmental seminar when enrolled in 4399. |
The Calculus 2 Advanced Tutor: Learning By Example DVD Series teaches students through step-by-step example problems that progressively become more difficult. This DVD covers Inverse Trigonometric Functions in Calculus, including what an inverse trigonometric function is and why it is a central topic in Calculus. Grades 9-12. 63 minutes on DVD. |
Calculator Plus is an excellent tool for calculating features, as well as the normal functions of a standard calculator, with many advanced features such as: - Possibility to compute logarithms in any base and roots with any index; - Calculation of percentages; - Trigonometric functions; - Function module for the calculation of the change; - Calculator for programmers: a tool for converting a number from / to binary, octal, decimal, hexadecimalThis is a free mathematical calculator, which is able to convert decimal to hexadecimal numbers, and hexadecimal to decimal numbers.
The best math tool for school and college! If you are a student, it will helps you to learn conversion for computer science and electrical engineering.
Note: Hexadecimal is a numeral system with base 16. It is a human-friendly representation of binary-coded values in computing and digital electronics, and also commonly used to represent computer memory addresses.
EuclidesTrig covers basic topics of Trigonometry that are usually used in the school. This app has all the important formulas and concepts covered to help the student on learning of trigonometry This content is organized into following groups:
-Trigonometric angle: Definition, angles in standar position, systems of measuring angles(sexagesimal, centesimal, circular), length of a circular arc, area of a circular sector.
-Solving Triangles: the law of sines, the law of cosines, the law of tangents, the law of cotangents, the law of projections, half angle formulas, Mollweide's formula, interior angle bisector, exterior angle bisector, medians of a triangle.
-Areas using trigonometric functions: area of a triangle, Heron's formula, area of a quadrilateral. |
its mostly useful for physical things so mainly where something physical is involved in the problem domain
–
jk.Mar 13 '12 at 11:36
1
@jk. What you mean by "physical things"? Do you mean something tangible? Then what about Time? Time is abstract. We can always differentiate and integrate it. And same goes for other physical quantitiies which are continous in nature. Please explain.
–
MaxoodMar 13 '12 at 11:39
as in any physical data that is externally measured so time can be externally measured, voltages and currents can be externally measured using physical devices
–
jk.Mar 13 '12 at 11:42
This is where analog devices comes into play. Continous physical quantities are measured using analog devices and digital devices like for example speedometer and odometer. So when a continous quanitity is translated into discrete then is that the occasion when we differentiate or integrate them?
–
MaxoodMar 13 '12 at 11:53
What is "Calculus of Continious Quantities"?
–
Emmad KareemMar 13 '12 at 13:10
11 Answers
Calculus can be used to solve recursion complexity calculations.
(The recursion's complexity can be expressed with infinite discrete sums which can be solved with their continuous counter-parts.) [ 1 ][ 2 ]
Also both calculus and other forms of maths are used in various applied computer science.
E.g. Physics Engines, Signal & Image Processing, Computer Vision, Information Theory.
It depends. Are you going to just be told what to program, or are you going to know much about the content area?
I've worked for years in graphics UIs and mathematical modeling, specifically pharmacometrics and biostatistics.
I need to understand ordinary differential equations, frequentist and bayesian statistics, pharmacological modeling, and optimization algorithms.
Every so often I need to solve calculus problems that nobody has figured out before, or if they did, they didn't publish it, or if they published it, they only did easy cases.
I have to handle the hard cases as well.
All this is in a field where mistakes can be very costly, so it's important to be able to make air-tight justifications.
Programming is fine, but it's only part of the story.
Computer science usually deals with finite things. However there are cases where you use real functions and apply analytic methods, sometimes including infinitesimal calculus.
One is when you need to express relations for problems of arbitrary size and granularity. This often happens in information theory e.g. in Shannon capacity or information entropy. Another sometimes occurs when calculating upper or lower bounds. Many quantities in graph theory are complex sums, that cannot be directly calculated, but can be limited by real functions or integrals. And even basic stuff like asymptotic behaviour is defined in terms of limits, so you need at least the basic concepts.
As practitioner, you probably won't need to do those calculations, but understanding the concepts makes it easier to reason about choice of algorithms and practical limits you are to encounter, especially when you get to something that involves correction codes, compression or just some complex graph algorithm. Or statistics, which also uses analysis a lot.
Also it's difficult to teach just part of mathematics without ever touching infinitesimal calculus, which includes the mathematics mainly used in computer science (graph theory, linear programming, optimization etc.)
There are a few areas where calculus is needed, more specifically differential equations.
Every car company has to test its models to see how it behaves in crash situations. They do this by placing a multitude of sensors all over the car and crashing it. The information received from those sensors needs to be interpreted and analyzed.
If you ever write software that does this, then you'll be dealing a lot with differential equations. The angles at which each part of the car is bent from the crash are passed through these equations to get the values of the forces involved. The deceleration values must also be computed using such equations. I don't know too much about this, though...
This is only one of the applications of calculus in computer programming. Maybe someone knows other scenarios.
Programmers have always complained that various areas of mathematics don't ever apply in their work (and therefore there's no reason to learn it). This is mostly true, but sometimes you do need to know such concepts to get the job done. For example, vector spaces knowledge (from linear algebra) can be of tremendous help when making 3D rendering engines (for games, for example).
What you've described is an application of physics (and, by extension, calculus) in automotive engineering. People involve computers because it's faster than processing the data by hand. The act of designing and writing a program to carry out the steps doesn't really require an understanding of the math if the steps are well-defined.
–
BlrflMar 13 '12 at 12:40
1
@Blrfl I would with SoboLAN as the area of Physics where this kind of Calculus is used, typically called Mechanics is very much involved in writing the functions or methods to work correctly. But again the answer is a scenario based application and does not address as to where we need Calculus(differentiation and integration of physical quantities) in Computer Science or programming in general.
–
MaxoodMar 13 '12 at 12:46
1
@Maxood: That's the thing. Programming in general is only useful to the extent that it is in specific. It's like writing or journalism. It has its own rules, but without the content it's empty. I'm afraid programmers often see their function too narrowly.
–
Mike DunlaveyMar 13 '12 at 14:30
@MikeDunlavey: Sure, but the rules of journalism are still a domain unto themselves and don't have to be tied to anything else in particular to be useful. Making the argument that higher math is somehow essential to being a good programmer is tantamount to arguing than an in-depth knowledge of foreign policy is essential to a journalist covering NASCAR.
–
BlrflMar 13 '12 at 17:01
I used a lot of calculus for creating continuous interpolations.
For example, I use this in fractal animation software, where smooth transitions are desired.
Furthermore, everything that has to do with continuous motion, like a game with a bouncing ball, etc. or acceleration sort of becomes easier with calculus.
Thirdly, a lot of the stuff mentioned above can be simplified/optimized if one has a basic understanding of trigonometric functions.
For this topic, I highly recommend the following book: Concrete Mathematics by Ronald L. Graham, Donald E. Knuth, and Oren Patashnik. It is about CONtinuous and disCRETE mathematics, and how they are applied in computer science. Topics include stuff like sums, recurrences, binomial coefficients, number theory, discrete probability, among others. I reference my copy all the time.
Computer Science and Calculus have nothing to do with each other, besides the somewhat incorrect assumption by academics that practicing programmers will require higher math. I say "somewhat incorrect", because whether you will or won't will depend entirely on what your "problem domain" will be. If you're writing "business logic", like many programmers, you'll probably never use any math higher than basic arithmetic. If you're writing molecular-modeling, like a physical- or chemical-scientist, you'll use it every day.
I have to say that in over 30 years of programming for a living, writing operating system, systems management, web server, and other complex programs, I've only ever needed higher math once, and only because I didn't know where to find the already-published algorithm that required only arithmetic.
i agree with you. But this also depends what branch of Calculus you are talking about. If you talk about Labda Calculus then it does have application in computation and recusrive functions. FYI:en.wikipedia.org/wiki/Lambda_calculus
–
MaxoodMar 13 '12 at 11:56
I work in the Aerospace industry on spacecraft (mostly satellites) modeling and simulation software. Most recently, I was was responsible for developing a simulation model for a satellite's attitude determination and control system.
Yes, I had to use a lot of math, mostly linear algebra and calculus. While many of the physics calculations my software had to perform were well known, and the scientists and systems folks basically handed me documentation (or sometimes, their matlab scripts) for most of them, being able to convert math formulas into code is easier if you understand what the formulas are doing :)
Also, tracking down bugs and finding the occasional error in the equations I was handed would have been nigh on impossible if I had absolutely no math background.
I'm brushing up on my calculus because of the problems I've been encountering in the field in which I wish to become expert in: ANN's - artificial neural nets, and signal processing, which are a mixture of programming and physical systems, the physical being the relationship between the neurons, and what kind of neurons you wish to develop and what kind of network you wish to build, what you want it to do. Calculus is not handy for ANN's - it's essential.
So I suppose to answer when do you need higher math for programming I imagine the answer depends upon what problems you wish to tackle in real life. Also I imagine game programmers modelling real life would need higher math as well. |
Engineering Mathematics
Description
Engineering Mathematics is a comprehensive pre-degree maths text for vocational courses and foundation modules at degree level in the U.K.. John Bird's approach, based on numerous worked examples supported by problems, is ideal for students of a wide range of abilities, and can be worked through at the student's own pace. Theory is kept to a minimum, placing a firm emphasis on problem-solving skills, and making this a thoroughly practical introduction to the core mathematics needed for engineering studies and practice.
Throughout the book assessment papers are provided that are ideal for use as tests or homework. These are the only problems where answers are not provided in the book. Full worked solutions are available to lecturers only as a free download from the Newnes website: |
Customer Reviews for Algebra Survival GuideThe only algebra book that has explained TRD in a way that my son can comprehend! Only wish they had an explanation for money problems (ei-how many nickels, dimes, quarters in x, if the number of quarters is 13 less than y number of dimes). |
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.
Bó...na, Miklós is the author of Walk through Combinatorics An Introduction to Enumeration and Graph Theory, published 0016 under ISBN 9789812568861 and 9812568867. Twelve Walk through Combinatorics An Introduction to Enumeration and Graph Theory textbooks are available for sale on ValoreBooks.com, six used from the cheapest price of $29.90, or buy new starting at $22.99.[read more]
Ships From:Salem, ORShipping:Standard, ExpeditedComments:Has minor wear and/or markings. SKU:9789812568861-3-0-3 Orders ship the same or next business day... [more] |
Contents
The most basic topics in elementary mathematics are arithmetic and geometry. Beginning in the last decades of the 20th century, there has been an increased emphasis on probability and statistics and on problem solving. Elementary mathematics is used in everyday life in such activities as making change, cooking, buying and selling stock, and gambling. It is also an essential first step on the path to understanding science.[1]
In secondary school, the main topics in elementary mathematics are algebra and trigonometry. Calculus, even though it is often taught to advanced secondary school students, is usually considered college level mathematics.[2]
A mastery of elementary mathematics is necessary for many professions, including carpentry, plumbing, and automobile repair, as well as being a prerequisite for all advanced study in mathematics, science, engineering, medicine, business, architecture, and many other fields.
In the United States, there has been considerable concern about the low level of elementary mathematics skills on the part of many students, as compared to students in other developed countries.[3] The No Child Left Behind program was one attempt to address this deficiency, requiring that all American students be tested in elementary mathematics.[4]
Released in 2010, the Common Core State Standards Initiative is an education initiative in the United States that details what K-12 students should know in English and math at the end of each grade.
The stated goal of the mathematics Standards[5] is to achieve greater focus and coherence in the curriculum (page 3). This is largely in response to the criticism that American mathematics curricula are "a mile wide and an inch deep".
The mathematics Standards include Standards for Mathematical Practice and Standards for Mathematical Content.
As an example of mathematical practice, here is the full description of the sixth practice:
6 Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
The Standards lay out the mathematics content that should be learned at each grade level from kindergarten to Grade 8 (age 13-14), as well as the mathematics to be learned in high school. The Standards do not dictate any particular pedagogy or what order topics should be taught within a particular grade level. Mathematical content is organized in a number of domains. At each grade level there are several standards for each domain, organized into clusters of related standards. (See examples below.)
Four domains are included in each of the six grades from kindergarten (age 5-6) to fifth grade (age 10-11):
Operations and Algebraic Thinking;
Number and Operations in Base 10;
Measurement and Data;
Geometry.
Kindergarten also includes the domain Counting and Cardinality. Grades 3 to 5 also include the domain Number and Operations--Fractions.
Four domains are included in each of the Grades 6 through 8:
The Number System;
Expressions and Equations;
Geometry;
Statistics and Probability.
Grades 6 and 7 also include the domain Ratios and Proportional Relationships. Grade 8 includes the domain Functions.
In addition to detailed standards (of which there are 21 to 28 for each grade from kindergarten to eighth grade), the Standards present an overview of "critical areas" for each grade. (See examples below.)
In high school (Grades 9 to 12), the Standards do not specify which content is to be taught at each grade level. Up to Grade 8, the curriculum is integrated; students study four or five different mathematical domains every year. The Standards do not dictate whether the curriculum should continue to be integrated in high school with study of several domains each year (as is done in other countries, as well as New York and Georgia), or whether the curriculum should be separated out into separate year-long algebra and geometry courses (as has been the tradition in most U.S. states). An appendix[7] to the Standards describes four possible pathways for covering high school content (two traditional and two integrated), but states are free to organize the content any way they want.
There are six conceptual categories of content to be covered at the high school level:
Some topics in each category are indicated only for students intending to take more advanced, optional courses such as calculus, advanced statistics, or discrete mathematics. Even if the traditional sequence is adopted, functions and modeling are to be integrated across the curriculum, not taught as separate courses. In fact, modeling is also a Mathematical Practice (see above), and is meant to be integrated across the entire curriculum beginning in kindergarten. The modeling category does not have its own standards; instead, high school standards in other categories which are intended to be considered part of the modeling category are indicated in the Standards with a star symbol.
Each of the six high school categories includes a number of domains. For example, the "number and quantity" category contains four domains: the real number system; quantities; the complex number system; and vector and matrix quantities. The "vector and matrix quantities" domain is reserved for advanced students, as are some of the standards in "the complex number system".
Second grade example: In the second grade there are 26 standards in four domains. The four critical areas of focus for second grade are (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes. Below are the second grade standards for the domain of "operations and algebraic thinking" (Domain 2.OA). This second grade domain contains four standards, organized into three clusters:
Represent and solve problems involving addition and subtraction.
1. Use
Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication.
3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Domain example: As an example of the development of a domain across several grades, here are the clusters for learning fractions (Domain NF, which stands for "Number and Operations—Fractions") in Grades 3 through 6. Each cluster contains several standards (not listed here):
Grade 3:
Develop an understanding of fractions as numbers.
Grade 4:
Extend understanding of fraction equivalence and ordering.
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
In Grade 6, there is no longer a "number and operations—fractions" domain, but students learn to divide fractions by fractions in the number system domain.
High school example: As an example of a high school category, here are the domains and clusters for algebra. There are four algebra domains (in bold below), each of which is broken down into as many as four clusters (bullet points below). Each cluster contains one to five detailed standards (not listed here). Starred standards, such as the Creating Equations domain (A-CED), are also intended to be part of the modeling category.
Seeing Structure in Expressions (A-SSE)
Interpret the structure of expressions
Write expressions in equivalent forms to solve problems
Arithmetic with Polynomials and Rational Functions (A-APR)
Perform arithmetic operations on polynomials
Understand the relationship between zeros and factors of polynomials
Use polynomial identities to solve problems
Rewrite rational expressions
Creating Equations.★ (A-CED)
Create equations that describe numbers or relationships
Reasoning with Equations and Inequalities (A-REI)
Understand solving equations as a process of reasoning and explain the reasoning
Solve equations and inequalities in one variable
Solve systems of equations
Represent and solve equations and inequalities graphically
As an example of detailed high school standards, the first cluster above is broken down into two standards as follows:
Interpret the structure of expressions
1. Interpret expressions that represent a quantity in terms of its context.★
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpretP(1+r)nas the product of P and a factor not depending on P.
2. Use the structure of an expression to identify ways to rewrite it. For example, seex4 – y4as(x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as(x2 – y2)(x2 + y2).
Modern elementary mathematics is the theory and practice of teaching elementary mathematics according to contemporary research and thinking about learning. In applying modern elementary mathematics, teachers may use new and emerging media and technologies such as computer games, interactive whiteboards and social networks as learning tools. |
...
More About
This Book
frustration out of mathematics word problems by providing a simple, step-by-step approach that emphasizes the mechanics and grammar of problem solving and that is guaranteed to make solving all types of math word problems a breeze, even for math-phobic students.
Covers all types of mathematics word problems found on standardized tests and identifies the value of each type on the tests
Features dozens of examples and practice problems, with step-by-step solutions and key mathematics concepts clearly explained
Includes a 50-question drill using problems drawn from actual tests, with answers provided at the back of the book
Related Subjects
Meet the Author
David Wayne, P.h.D. is the Director of Mathematics and Computer Technology for the K-12 public school system in Oceanside, NY. He is an Adjunct Assistant Professor of Mathematics for Hofstra University, has served as Math Department Chair for several high schools, and is a member and officer in several national mathematical associations and |
From the Publisher: Confusing Textbooks? Missed Lectures? Not Enough Time?.
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Practice problems with full explanations that reinforce knowledge .
Coverage of the most up-to-date developments in your course field .
In-depth review of practices and applications .
.Fully compatible with your classroom text, Schaum's highlights all the important facts you need to know. Use Schaum's to shorten your study time-and get your best test scores!.
Description:
Schaum''s Easy Outline SeriesWhen you are looking for a quick
nuts and bolts overview, there''s no series that does it better. "Schaum''s Easy Outline of Introduction to Mathematical Economics" is a pared down, simplified, and tightly focused version of ... |
Casio Takes New Approach to Graphing Calculator for Students
Casio's Prizm fx-CG10 plots graphs over full-color images to help students visualize concepts.
Casio Education has introduced the Prizm fx-CG10, a new concept in educational graphing calculators that aims to impart mathematical concepts in addition to providing standard graphing functions. Using a new tool known as Picture Plot, the Prizm enables users to plot graphs over full-color photographic images, such as an Egyptian pyramid or the jets of an outdoor fountain, as way of relating complex mathematical functions to real-world concepts such as design and engineering.
Casio also offers teachers online training using streaming video and downloadable supplemental activities, as well as a loaner program, which enables interested educators to try the Prizm for 30 days. An application for the program is available |
COURSE DESCRIPTION
For more than 30 years, Professor James Noggle has been letting his students in on the secret to making the mysteries of lines, planes, angles, inductive and deductive reasoning, parallel lines and planes, triangles, polygons, and other geometric concepts easy to grasp. And in his course, Geometry, you'll develop
the ability to read, write, think, and communicate about the concepts of geometry. As your comprehension and understanding of the geometrical vocabulary increase, you will have the ability to explain answers, justify mathematical reasoning, and describe problem-solving strategies.
Professor Noggle relies heavily on the blackboard and a flipchart on an easel in his 30 lectures. Very little use is made of computer-generated graphics, though several physical models of geometric objects are used throughout the lectures.
A New Way to Look at the World around You
The language of geometry is beautifully expressed in words, symbols, formulas, postulates, and theorems. These are the dynamic tools by which you can solve problems, communicate, and express geometrical ideas and concepts.
Connecting the geometrical concepts includes linking new theorems and ideas to previous ones. This helps you to see geometry as a unified body of knowledge whose concepts build upon one another. And you should be able to connect these concepts to appropriate real-world applications.
Professor Noggle's Geometry course will begin with basic fundamental concepts used throughout the course. Students will be able to recognize and define such terms as points, planes, and angles; parallel lines, skew lines, parallel planes, and transversals; as well as the terms space, collinear, intersection, segment, and ray.
Students will discover the world of angles—symbols used for them, establishing a system of angle measurement, classifying the different types, and showing angle relationships.
The course then continues with the use of inductive reasoning to discover mathematical relationships and recognize real-world applications of inductive reasoning, conditional statements, and deductive reasoning.
Using the Fundamental Tools of Geometry
After the first few lectures introduce students to the basic terms, Professor Noggle will open the world of geometry to students. Upon completion of this course, you should be able to:
Classify triangles according to their sides and angles
Distinguish between convex polygons and concave polygons, and find the interior and exterior angles of convex polygons
State and apply postulates and theorems involving parallel lines and convex polygons to solve related problems and prove statements using deductive reasoning.
Explain the ratio in its simplest form; identify, write, and solve proportions
Identify congruent parts of congruent triangles; state and apply the SSS, SAS, and ASA postulates; and use those postulates to prove triangles congruent
Be able to define, state, and apply theorems for parallelograms, rectangles, rhombuses, squares, and trapezoids
Apply proportions and concepts of proportionality in right triangles; discuss the Pythagorean Theorem
Explore the relationships between right and isosceles triangles
Define tangent, sine, and cosine rations for angles
State and apply properties and theorems regarding circles and their tangents, chords, central angles, and arcs
Address the derivation of the area formulas and apply those formulas to rectangles, squares, parallelograms, triangles, trapezoids, and regular polygons
Define polyhedron, prism, pyramid, cylinder, cone, and sphere; and apply theorems to compute the lateral area, total area, and volume of the prism, pyramid, cylinders, cones, and spheres.
LECTURES
30Lectures
In this introductory lesson, we define point, line, and plane; use and understand the terms space, collinear, intersection, segment, and ray; learn terminology of various expressions relative to points, lines, and planes; and establish a system of linear measurement.
We review properties of equality for real numbers; summarize and review postulates related to points, lines, planes, and angles; and introduce new theorems related to points, lines, planes, and angles.
We discuss the key elements of a two-column proof; learn how to draw and label a diagram for a proof; write a plan for the proof; use strategy to write a two-column proof; and write a two-column proof.
We identify parallel lines, skew lines, parallel planes, transversals, and the angles formed by them; and we state and apply postulates and theorems about angles formed when parallel lines are intersected by a transversal.
We deduce that segments or angles are congruent by first proving two triangles congruent; use two congruent triangles to prove other, related facts; and prove two triangles congruent by first proving two other triangles congruent.
In this lesson we explain how to express a ratio in its simplest form; identify, write, and solve proportions; use ratios and proportions to solve problems; express a given proportion in other equivalent forms; and apply the properties of similar polygons using ratios and proportions.
We state and apply the AA Similarity Postulate, the SAS Similarity Theorem, and the SSS Similarity Theorem. We learn to solve for unknown measurements using the new postulates and theorems related to similarity and to apply the Triangle Proportionality Theorem, the Triangle Angle-Bisector Theorem, and related theorems.
We apply proportions and the concepts of proportionality in right triangles, use and apply the geometric mean between two values, state and apply the relationships that exist when the altitude of a triangle is drawn to the hypotenuse, state and apply the Pythagorean Theorem and its converse, and relate the Pythagorean Theorem to inequalities.
We apply basic definitions and theorems related to inscribed angles; state and apply theorems involving angles with vertices not on the circle formed by tangents, chords, and secants; and state and apply theorems involving lengths of chords, secant segments, and tangent segments.
We explore definitions of a polyhedron, prism, pyramid, and related terms; understand the logical derivation of area and volume formulas; and apply theorems to compute the lateral area, total area, and volume of prisms and pyramids.
We explain the definitions of cylinder, cone, and sphere; explain the logical derivation of area and volume formulas; and apply theorems to compute the lateral areas, total areas, and volumes of cylinders, cones, and spheres.
Pendleton Heights High School, Pendleton, Indiana
M.A.E., Ball State University
Professor James Noggle is a math instructor at Pendleton Heights High School in Pendleton, Indiana, where he has been teaching for more than 30 years.
The math courses in which he has specialized are algebra I, geometry, trigonometry, and analytical geometry. This range of courses has enabled him to help his students see a broader view of their math and relate it in many ways to the uses in applications at more advanced levels.
Professor Noggle graduated from Anderson University in Anderson, Indiana, with a math major, and he earned his M.A.E. with a math major from Ball State University.
He is the recipient of Tandy Technology Scholar Award for academic excellence in mathematics, science, and computer science.
VIDEO OR AUDIO?
Due to the highly visual nature of its subject matter, this course is available only on DVD. |
Based on the authors' combined 35 years of experience in teaching, A Basic Course in Real Analysis introduces students to the aspects of real analysis in a friendly way. The authors offer insights into the way a typical mathematician works observing patterns, conducting experiments by means of …
Improper Riemann Integrals is the first book to collect classical and modern material on the subject for undergraduate students. The book gives students the prerequisites and tools to understand the convergence, principal value, and evaluation of the improper/generalized Riemann integral. It also …
…
Bridging the gap between procedural mathematics that emphasizes calculations and conceptual mathematics that focuses on ideas, Mathematics: A Minimal Introduction presents an undergraduate-level introduction to pure mathematics and basic concepts of logic. The author builds logic and mathematics …
Suitable for a one- or two-semester course, Advanced Calculus: Theory and Practice expands on the material covered in elementary calculus and presents this material in a rigorous manner. The text improves students' problem-solving and proof-writing skills, familiarizes them with the historical … …
A Readable yet Rigorous Approach to an Essential Part of Mathematical ThinkingBack by popular demand, Real Analysis and Foundations, Third Edition bridges the gap between classic theoretical texts and less rigorous ones, providing a smooth transition from logic and proofs to real analysis. Along …
Partial Differential Equations: Topics in Fourier Analysis explains how to use the Fourier transform and heuristic methods to obtain significant insight into the solutions of standard PDE models. It shows how this powerful approach is valuable in getting plausible answers that can then be justified …
Through a careful treatment of number theory and geometry, Number, Shape, & Symmetry: An Introduction to Number Theory, Geometry, and Group Theory helps readers understand serious mathematical ideas and proofs. Classroom-tested, the book draws on the authors' successful work with …
A Modern Framework Based on Time-Tested MaterialA Functional Analysis Framework for Modeling, Estimation and Control in Science and Engineering presents functional analysis as a tool for understanding and treating distributed parameter systems. Drawing on his extensive research and teaching from …
New Textbook! Taking an applied mathematics approach, An Introduction to Exotic Option Pricing illustrates how to use straightforward techniques to price a wide range of exotic options within the Black–Scholes framework. These methods can even be used as control variates in a Monte Carlo simulation of a stochastic volatility model.
Celebrate the life of Alan Turing with us by checking out this new book: The Universal Computer: The Road from Leibniz to Turing. Alan Turing Year2012 marks the scientific contributions of this pioneer on the 100th anniversary of his birth on June 23, 1912. Turing's influence on computer science, artificial intelligence, and developmental biology, along with his important work on code-breaking during the Second World War paved the way for a host of future discoveries and innovations. |
Day to Day
Useful Links
Course Syllabus
Overview
Mathematicians, computer scientists, and statisticians have to think abstractly, reason logically, formulate ideas precisely, solve problems effectively, and communicate clearly their results to others through the writing of convincing proofs. In this course, you will learn some of these essential skills. Additionally, you will learn some of the fundamental concepts in logic, graph theory, combinatorics, and analysis.
Student Learning Outcomes
Students should be able to read and understand formal(mathematical) proofs of various types.
Students should be able to construct, write and explain their own proofs in set theory, combinatorics, graph theory, and introductory analysis,
Students will develop problem-solving techniques.
Student Learning Outcomes for WritD credit
Students choose effective rhetorical strategies shaped by their appreciation for the purpose, audience, and context for the writing task.
Students use writing as a tool to explore ideas, assimilate new knowledge, and reflect on the purpose of their learning.
Students use writing to evaluate texts critically, and to create arguments that communicate effectively with varied audiences, while acknowledging the limits of their own judgments.
By using writing to explore ideas, writing multiple drafts, responding to peer and faculty comments, using the Writing Center, revising and polishing written work, students develop flexible tools for effective communication, including a self-critical approach to their work.
Students create written works that exemplify the structures, genres, and conventions within the discipline.
Required Text
Mathematical Thinking Problem-Solving and Proofs, Second Edition, by John D'Angelo and Douglas West. Reading assignments for each day of class are posted on the Moodle page for this course. Note that each assignment lists the pages you are supposed to read and gives you problems to do to check your understanding. To help you prepare for class, you will complete a reading reflection sheet to turn in before each class.
Classes
Classes will be used for lectures, problem solving, discussions, and other fun activities. Classes, reading assignments, and homework are designed to help you learn. In this course, you are both capable of and expected to learn some of the material on your own; not every topic in the reading or homework will be covered in class.
Attendance, both physical and mental, is required.
Should you need to miss a class for any reason, you are
still responsible for the material covered in that class. This means that you will need to make sure that you
understand the reading for that day, that you should ask a friend for the notes from that day, and make sure that
you understand what was covered. If there is an assignment due that day, you should be sure to have a friend hand
it in or put it in my departmental mailbox (in Olin 312). You do not need to tell me why you missed a class unless
there is a compelling reason for me to know.
If you have a serious emergency that means you will need to miss an exam, you should be sure to notify me by 8:00 am of the day of the exam.
Homework
Weekly homework assignments are listed on the course Moodle page. Every Monday, I will collect the previous week's problems and provide you with feedback on your work using these guidelines. You are encouraged to rewrite and resubmit the problems the following week. As this work is intended to give you practice in preparing for tests, it will not be graded. However, some of your re-written proofs will become part of your course portfolio.
You are welcome to discuss the problems with your classmates but each of you should write up the solutions by yourself. If you do talk with other classmates, you should acknowledge this in your written work. Looking for (and using) solutions over the internet is not allowed as it will not help you learn and understand the material. Using sources other than your textbook, your classmates, and me will be considered cheating.
Course Portfolio
You will be asked to assemble a portfolio where you reflect on what you've learned about writing and problem-solving. This portfolio will contain samples of writing from the homework, samples of peer-reviews that you've done for other students, and short writing assignments. I will collect portfolios about every three weeks.
Tests
There will be three tests: two in-term exams and a final exam. The in-term exams will most likely be closed notes and closed book limited-time (2 hours) take-home tests that you check out and then check in when the time is up. They are tentatively scheduled to be given on Monday, October 14 and Moday, November 11. The final will be a two hour exam that covers the material we learned after the second exam. It is scheduled for Monday, Dec. 16, from 3:30 -5:30 pm.
Course grade
Your grade is a measure of your learning and growth in the course, rather than a set of points to be "earned" or "lost." Viewed this way, a grade shows the extent to which you have mastered and can communicate important concepts and ideas. Not all work is graded – you do many things in a course that contribute to your learning: reading, writing, revising, thinking, talking, and listening. It is useful to think of work, then, as the set of activities that contribute to learning. Graded work is that subset of activities where you show how well you have learned to reason mathematically and how well you can communicate your reasoning to others.
The graded course components will contribute to your grade in the following proportion:
Writing portfolio
13%
In-term exams
29% each
Final
29%
Letter grades are assigned using the following table.
A 93-100
A- 90-92.9
mastery of the material with developed insight
B+ 87 -89.9
B 83-86.9
B- 80 -82.9
mastery with limited insight
C+ 77-79.9
C 73 -76.9
C- 70-72.9
basic knowledge with limited mastery
D+ 67-69.9
D 60- 66.9
F 0-59.9
minimal to unacceptable performance
Academic Integrity
You are expected to to adhere to the highest standards of academic honesty, to uphold the Gustavus Honor Code and
to abide by the Academic Honesty Policy. A copy of the honor code can be found in the
Academic Bulletin and a copy of the academic
honesty policy can be found in the Academic
Polices section of the Gustavus Guide.
On the homework problems, I encourage you to discuss problems and their solutions with each other.
However, each of you should first make a real effort to solve each problem by yourself. Furthermore, each of you should write up the solutions individually. Note that you may not consult sources other than the text, your classmates, and me.
On exams, you are expected to work completely by yourself and use only the allowed sources.
You will be expected to sign the honor pledge on homework and exams.
The first violation of this policy will result in a 0 on that assignment and notification of the
Dean of Faculty. Further violations will result in failing the course.
Disability Services
Gustavus Adolphus College is committed to ensuring the full participation of all students in its programs. If you
have a documented disability (or you think you may have a disability of any nature) and, as a result, need reasonable
academic accommodation to participate in class, take tests or benefit from the College's services, then you should
speak with the Disability Services Coordinator, for a confidential discussion of your needs and appropriate plans.
Course requirements cannot be waived, but reasonable accommodations may be provided based on disability documentation
and course outcomes. Accommodations cannot be made retroactively; therefore, to maximize your academic success at Gustavus,
please contact Disability Services as early as possible. Disability Services
is located in the Advising and Counseling Center.
Disability Services Coordinator
Laurie Bickett (x6286) can provide further information.
Help for Students Whose First Language is not English
Support for English Language Learners and Multilingual students is available through the Academic Support Center and the Multilingual/English Language Learner Academic Support Specialist, Laura Lindell (x7197). She can meet individually with students for tutoring in writing, consulting about academic tasks and helping students connect with the College's support systems. When requested, she can consult with faculty regarding effective classroom strategies for ELL and multilingual students. Laura can provide students with a letter to a professor that explains and supports appropriate academic arrangements (e.g. additional time on tests, additional revisions for papers). Professors make decisions based on those recommendations at their own discretion. In addition, ELL and multilingual students can seek help from peer tutors in the Writing Center.
Help for any student who is struggling
Your ability to succeed in this course is not predetermined. If you do not think you're learning as much as you should be, or if your class performance doesn't reflect the work you're putting into the course, please come to see me in my office. We will work together to identify ways that you can learn more effectively. |
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Math Homework
All Math homework should be done in pencil (unless otherwise specified), work should be shown whenever possible, answers should be labeled and it should be done neatly.
Whenever you havedifficulty with a question or the whole assignment and you can not do it....you should copy the problem (or information from the problem) and leave a space to write the answer. We always go over the homework in class the next day....so ask aquestion if you need to know something.
If you have been absent or "away", you should write the assignment in your planner. Sometimes, if a worksheet is given, you may not be able to do it before you return but you will know what worksheet to get. you are able to do the worksheet/assignment please do so. But if you need some explanation I will be happy to help you...but you should plan on spending some time with me ( enrichment / before or after school) so that I can work with you when you return.
Math B, C, D: PT # 2 both sides (show work and sketch all that do not have a picture)
Writing H: Writing #7 was completed in class and collected (if you did not finish, finish and return tomorrow)
******************************************
Fri. Jan. 3 - No school - SNOW
*********************************
Thur. Jan. 2
Math A (algebra): 12-2 G (both sides) /If no school on Friday due to snow ....... Read 12-3 and do p. 742-743 # 14 - 24 (this may be different than pages assigned in class today.....because I accidentally used a different version textbook. If you can't do some of the problems, copy the data or important information and leave a space to do the work. We will go over it on Monday)
Math A( algebra): 4-5 K (both sides) [In second class, we used graphing calculators with pages 260-261 / students did 1-8 without writing any answers/ they had to write the answers for #9-14 and hand it in]
REMINDER:After Hours brochures were handed out today.....lots of good choices !!
Math A (algebra): 1.9 front and back / quiz tomorrow without calculator on pos. /neg. computation
Math B, C, D: "SUM UP" (front only)
**************************************************
Wed. Sept. 11
Math A (algebra): 1.8 Back / Quiz with no calculator on Friday
Math B, C, D: 2-9 A & B (both sides)
Writing LN: no new assignment
**************************************
Tues. Sept. 10
Math A (algebra): 1.8 # 1-18
Math B, C, D: finish all problems on "Scientific Notation Notes"
Writing NL: no new assignment
****************************************************
Mon. Sept. 9
Math A (algebra): 1.7 #23-41 / Quiz tomorrow
Math B, C, D: pg. 159 # 47-52
Writing H: no new assignment
********************************************************
Fri. Sept. 6
Math A (algebra): 1.7 #1-22 (front only) / Quiz Tues on 1.1 to 1.6 / sometime later next week (I will tell you the day before) there will be a short quiz on integer/fraction operations but calculators will not be allowed (so know the rules for each operation)
Math B, C, D: Numbers #1 / Quiz Mon
Writing S: no new assignment
*****************************************************
Thur. Sept. 5
Math A (algebra): 1.6 / Quiz Tues (1.1 to 1.6)
Math B, C, D:: Math textbooks were handed out today ( they should go home today and stay home) |
Algebra and Trigonometry
In Hecht's groundbreaking book, you'll find real-life applications, an unparalleled art and photography program, a presentation that anticipates ...Show synopsisIn Hecht's groundbreaking book, you'll find real-life applications, an unparalleled art and photography program, a presentation that anticipates students' questions, and an approach that emphasizes contemporary physics while interweaving historical perspectives. Hecht's coverage of classical physics is clear and insightful. He shows students how 21st-century physics illuminates the classical topics of each chapter, adding excitement to the subject matter. Over 1,300 illustrations make it possible for students to visualize a diversity of physical phenomena. Many of these are multi-frame, sequential drawings allowing students to comprehend the temporal unfolding of complex events. A selection of sketch art teaches students how to create problem-solving diagrams. This new edition of the text was designed to aggressively address the issue of problem solving for students (guided by contemporary physics education research). To this end Hecht has provided not only his approach to the five-step problem-solving framework but also a wide range of new problems and solutions specifically designed to build student capability and confidence.Hide synopsis
Description:Poor. No guarantee for ancillary materials(Such as CDs, Online...Poor. No guarantee for ancillary materials(Such as CDs, Online access code). Ships today or the next business day. Available 2010 Titles Enhanced Web Assign.
Description:Good. No guarantee for ancillary materials(Such as CDs, Online...Good. No guarantee for ancillary materials(Such as CDs, Online access code). Ships today or the next business day. Available 2010 Titles Enhanced Web Assign.
Description:Very Good. No guarantee for ancillary materials(Such as CDs,...Very Good. No guarantee for ancillary materials(Such as CDs, Online access code). Ships today or the next business day. Available 2010 Titles Enhanced Web Assign.
Description:Good. Physics: Algebra/Trig (with CD-ROM) This book is in Good...Good. Physics: Algebra/Trig (with CD-ROM 0534377297 No excessive markings and minimal...Very Good. 0534377297 |
Principles of Mathematics 12 Online Course
If
you're looking to brush up your math skills or
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The Mathstar program is:
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learn with comprehensive audio instruction, text, graphs,
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The course prepares for the British Columbia Provincial
Examination in Principles of Mathematics 12
If you are an Adult Student you are not required
to write the Provincial Exam
This course is designed for self-study, which means
you will go through the course at your own pace.
The Addison-Wesley Principles of Mathematics 12
textbook is required for practice assignments. You
do need a TI-83
graphing calculator (Texas Instruments) to solve some
of the equations. This course contains instruction
for the TI-83, however you may use other models of
graphing calculators, like those from Sharp, Casio,
HP.(but not the HP-48 series, which is not permitted
on the Provincial Exam). |
As a student in high school, I never bothered to memorize equations or methods of solving, rather I would try to identify the logic behind the operations and apply them. However, now that I've begun to teach Algebra in high school, I find it rather frustrating when students either a) memorize methods of solving the textbook problems or b) look for a general formula/method to "just plug in to"
I've tried to throw them curveballs as my old Algebra teacher did, but usually they just dismiss it as "a weird problem" and continue using whatever method they have been.
My objection to A is that it often impedes actual learning. Upon seeing a chunk of 6 similar problems in the textbook, many students just apply the same steps to every problem in the section (and usually get quite a couple wrong).
My objection to B is that from my experience, students who flat out memorize equations (like $x=\frac{-b \pm \sqrt{b^2-4ac}}{2a}$ for quadratic equations) often fail to extend the same logic (completing the square/simplification) when faced with different but similar problems. They also frequently misapply the "magic formulas" they were taught before (i.e. solving simple quartics $ax^4+bx^2+c$ with the quadratic formula) and needing plenty of prompting after the suggestion of substituting $x^2$.
1 Answer
From my perspective, it is not just a simple "pro et contra memorization". Actually it is of great value to memorize formulas in general so that they are readily available. What may instead be the issues is rather
How students memorize (reflected/un-reflected)
What they do with the memorized stuff (reflect or not)
To go to the extreme, forbidding memorization would make you have to write up multiplication tables from scratch over and over again.
What I do as a teacher
Often times, I tell my students to first simply copy a proof from the textbook without thinking too much. This is a very first step of activating (even un-reflectedly) what the book says. This gets even the weakest of the students started. But copying was never the goal itself.
Next step is to copy the proof again while trying to figure out the steps. Also in particular identifying the first step that the student is unable to comprehend or uncertain about. If the students have good memories they might start to reflect upon which previous methods could be into play.
The ultimate goal is to break things down by reflecting until the memorizing can be condensed to a simple core of references to previous methods and an idea of the overall scheme of the proof.
My thoughts on the learning process
I think that memorizing and reflecting sometimes belongs to different situations when learning mathematics, as it does in other subjects.
Imagine you should learn to play the piano and went on forever analyzing and reflecting upon the way your fingers were acting. That would make the whole process slow and tedious. On the other hand, returning to the reflection of what your fingers do when playing at certain recurring occasions will be quite beneficial.
The same way I think about learning mathematics. Some of the time you should simply just do calculations with methods you have memorized, also to reinforce that you are capable of using those methods. At other times you should engage more deeply into reflection.
About curveballs
I used to throw those all the time too. I found out that it muddled the students distinction of when I was teaching them a method and when I was just throwing extra challenges for the especially gifted.
Also be careful how curved the ball is. If someone throw a ball at you, you will automatically at least consider catching it (or move). But being forced to move all the time instead of catching will enforce the idea that "this is something that other more talented than me would be doing". In other words "I am not good with maths".
Recently I have begun to throw the curveballs in a not so curved way and not aiming at anyone specific, but actually telling them "this is something you might try, but it is quite difficult". Then if someone catches my not-even-so-much-of-a-curveball they will feel "king of the world of mathematics".
I hope others will answer your question as well. I do not consider myself a very good or trained teacher. But the thoughts above corresponds to the experience that I have gained so far. |
A 1 or 2 day advanced Matlabcourse. You will learn: how to customize the figure's toolbar and main menu how to use HTML for simple rendering how to integrate ActiveX and Java components in Matlab GUI how to customize your Matlab GUI
A 2-day advanced Matlab crash course. You will learn: how to create high-quality, robust and maintainable Matlab programs how to avoid and solve potential pitfalls in your program's execution how to deploy professional software how to ...
MATLAB Basics MATLAB numbers and numeric formats All numerical variables are stored in MATLAB in double precision floating-point form. ... Of course very long vectors may have two negative effects: Computing times are likely to rise dramatically, and
• How to solve engineering problems using MatlabCourse content is introduced in the weekly lectures. Homework will be discussed in the weekly recitations. GRADING POLICY Students are graded based on their performance on two unannounced quizzes (10%--5% for
Introduction to MATLAB Graphical User Interfaces Sergey Simakov Maritime Operations Division Defence Science and Technology Organisation ... The MATLAB code discussed in the course examples can also be used as a starting template for developing more complex
Intro to MATLAB – Syllabus Schieffer Introduction to MATLAB Fall 2012 Syllabus ... Intended for students with little or no experience with the software, Introduction to MATLAB is a short course covering its basic operations and features. In addition, we will work through several
problem-solving in MATLAB at the chalkboard, the course text book, an engineering building at BU, students working with Dr. Attaway in the lab. 3 cover MATLAB plots early in the semester because using a for-loop to create plots
the MATLAB software package. This course has the purpose of assisting freshman engineering students with concepts of an engineering based computer programming environment. MATLAB will be used in support of the final design project to calculate
Notes This is the Michaelmas term MATLAB companion course. The focus this term is on core skills and MATLAB usage. The Hilary term course will focus on modeling, leveraging the skills taught this term. |
This book requires knowledge of Linear Algebra and Calculus 1.'The table of...
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This is a free textbook offered by BookBoon.'This book requires knowledge of Linear Algebra and Calculus 1.'The table of contents includes:The range of a function in several variables The plane integralThe space integralThe line integralImproper integralsVector analysis a free textbook offered by BookBoon.'This book presents an introduction to central banking and monetary policy. We,...
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This is a free textbook offered by BookBoon.'This book presents an introduction to central banking and monetary policy. We, the public, accept the following as money (M) (that is, the means of payments / medium of exchange): notes and coins (N&C) and bank deposits (BD). Because we do, we place banks in a unique situation: the major part of their liabilities is BD; therefore they are able to create BD simply by making loans. Because banks are aggressive competitors and their creditworthiness checks on customers are therefore not always sober, they are inherently unstable. This means the public needs an entity to monitor the banks and to curb excessive money creation: a central bank. Excessive money creation causes inflation and inflation management by the public (ie hedging) diverts attention away from productive behaviour; this is not conducive for economic output and welfare. Central banking is not just about monetary policy. It is also about being banker and advisor to government and managing the money and banking system.'
This attractive slide show tests students on the culture of Chinese New Year. Students learn the customs of this festival and...
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This attractive slide show tests students on the culture of Chinese New Year. Students learn the customs of this festival and the related Chinese characters/vocabulary such as the Chinese Zodiac animals, firecrackers, colors, dates and seasons, greetings, couplets, lanterns, types of food, and so forth |
Thesis Detail Page
Mathematics is central to a professional physicist's work and, by extension, to a physics student's studies. It provides a language for abstraction, definition, computation, and connection to physical reality. This power of mathematics in physics is also the source of many of the difficulties it presents students. Simply put, many different activities could all be described as "using math in physics". Expertise entails a complicated coordination of these various activities. This work examines the many different kinds of thinking that are all facets of the use of mathematics in physics. It uses an epistemological lens, one that looks at the type of explanation a student presently sees as appropriate, to analyze the mathematical thinking of upper level physics undergraduates. Sometimes a student will turn to a detailed calculation to produce or justify an answer. Other times a physical argument is explicitly connected to the mathematics at hand. Still other times quoting a definition is seen as sufficient, and so on. Local coherencies evolve in students' thought around these various types of mathematical justifications. We use the cognitive process of framing to model students' navigation of these various facets of math use in physics.
Bing, T. (2008, August 17). An Epistemic Framing Analysis of Upper-Level Physics Students' Use of Mathematics (Ph.D., University of Maryland, 2008). Retrieved March 9, 2014, from
Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications. |
This is a bargain book and quantities are limited. Bargain books are new but could include a small mark from the publisher and an Amazon.com price sticker identifying them as such. Details
From a well-known actress and math genius—a groundbreaking guide to mathematics for middle school girls, their parents, and educators
As the math education crisis in this country continues to make headlines, research continues to prove that it is in middle school when math scores begin to drop—especially for girls—in large part due to the relentless social conditioning that tells girls they "can't do" math, and that math is "uncool." Young girls today need strong female role models to embrace the idea that it's okay to be smart—in fact, it's sexy to be smart!
It's Danica McKellar's mission to be this role model, and demonstrate on a large scale that math doesn't suck. In this fun and accessible guide, McKellar—dubbed a "math superstar" by The New York Times—gives girls and their parents the tools they need to master the math concepts that confuse middle-schoolers most, including fractions, percentages, pre-algebra, and more. The book features hip, real-world examples, step-by-step instruction, and engaging stories of Danica's own childhood struggles in math (and stardom). In addition, borrowing from the style of today's teen magazines, it even includes a Math Horoscope section, Math Personality Quizzes, and Real-Life Testimonials—ultimately revealing why math is easier and cooler than readers think.
AboutMore AboutMost Helpful Customer Reviews
When I was seven, my mother got a Mathematics degree. At 29, I got my own Mathematics degree -- and of 60 people that day who got Math bachelor degrees then and there with me, only three were women. My mother proved, and those three co-graduating women proved, and Danica proves now, that women can learn math. But that's not what junior-high and high school girls think, is it? Most teen girls think they're math-morons.
Danica has written this book for such math-panicked teen girls -- Danica has written this book not only to TEACH them, but to ENCOURAGE them: "You can learn this!"
The math covered in Danica's book is junior-high level -- Danica presumes that the reader already knows how to add, subtract, multiply, and divide; then Danica takes the reader up through Algebra I. Danica's math is solid; and Danica's explanations, easy to understand.
But this is not your brother's math book. If you flipped through the book quickly, not reading the text, the illustrations and all the girly-handwriting would make you think that it was a book about teen fashion. The book also has chapter headings like no other math book I've seen -- Chapter 7, for instance, is entitled, "Is Your Sister Trying to Cheat You Out of Your Fair Share? (Comparing Fractions)." Chapter 9, on complex fractions, starts out, "Say you're trying on an outfit for a party. You've got the dress, the shoes, and the earrings -- and now you're choosing the right necklace...."
Danica also includes three "testimonials" (profiles) of young women who are successful in their careers because they've mastered math. Rather than show three "Ugly Betties" or nerdettes, the three women profiled are BABES.Read more ›
What will this book teach your daughter? That she can work out math problems by herself. That she can learn to love math, and even excel at it. And that she can do these things while still being every bit as girlie as she wants to be. Makeup and math? Yes, this book says, you can love them both.
Will girls read it? I think so, because, unlike so many academic texts, "Math Doesn't Suck" is so much more than a study guide. Author McKellar -- yes, Winnie Cooper from "The Wonder Years" but also a summa cum laude math grad from UCLA -- combines a step-by-step approach to middle-school math concepts with lots of personal anecdotes (such as how she once struggled with particular math problems) as well as stories of how other feminine women have excelled in the subject. Also adding some insight is McKellar's 12-year-old goddaughter, Tori.
Best of all, McKellar makes her points well. Each chapter is devoted to just one topic (i.e., decimals, or factoring) and uses real-life situations (baby-sitting, shopping) that really make things easy to understand.
Overall the book's chapter titles are a little too pink-and-purple for my tastes, but then again I'm not the target audience. I'm not 13, striving to define myself while getting Paris Hilton, the Pussycat Dolls and Hooters commercials driven into my brain. Girls can be smart AND feminine? Math is for them? Say amen, somebody!
This Danica is as good looking as the racing Danica and a great actress. She's a math whiz too. Well as a trained mathematician I can assure you that she proves in this book that she knows math, is proud of it and want other high school and junior high school girls to appreciate it too. The book is filled with interesting ways of teach junior and senior high school math that makes it fun and exciting. She would be a great teacher too. I think her goal is to be a role model for other girls who have an aptitude for mathematics. Girls have always been discouraged and discriminated against in this field. I remember at my high school I was the best math student but Linda Cirillo was a close second. Yet I was the one who got the encouragement and her talents were ignored. Years later I came back to my home town and found that while I was now a professional mathematician she was a house wife raising children. I hope things have improved over the last forty years.
This is a great book to give a child in high school who needs a little help and boost of confidence in math. When an author ahs the art of making things exciting rather than boring the student may develop an interest and capability that he or she never dreamed of!
I came across this book based on a news article about Danica McKellar. As the proud father of two middle school aged children (one boy and one girl) I am already seeing how differently boys are treated than girls when it comes to Math and Science. The schools seem to teach math from the male point of view. I can easily explain a math concept to my son and he can understand it, but I have not been able to explain the same concept to my daughter. The book arrived last week, and my daughter seems to always have her nose in it. The book isn't designed to be read cover to cover, but to jump around as topics interest you. We had terrible problems last year with fractions, but after reading the section of fractions, my daughter claims that "she gets it". I have never seen my daughter excited about Math like this. If you have a middle school daughter who is struggling with the concepts, this is a must read for her.
My only complaint is that Danica hasn't written a survival guide for science yet! I am ordering a second book as a gift for the 6th grade math teacher to help with other girls who are struggling. |
... and Stephen Hake SaxonMath 6/5 ANSWER FORM Photocopy Answer Forms. ... Scorecard from the Assessments and Classroom Masters book. Math lessons that can be used for enrichment are presented as appendix ... homework in a precalculus college algebra course. Dissertation Abstracts International ...
A Harcourt Achieve Standard Correlation of SaxonMathCourse2, 1st Edition Teacher's Manual To the Georgia Performance Standards (2004) 1 GRADE SEVEN ... and using the data to answer the questions posed. Students will understand the role of probability in sampling. M7D1. Students will ...
upper grades math FOR STUDENTS NEW TO THE SAXON PROGRAM placement test ... completed a first year algebra course will likely be able to ... 2. Simplify: 3. Simplify and write the answer with all variables in the numerator. 4.
the most appropriate book. The Score ... The math placement tests are only one tool used to place a student who is new to the SaxonMath program. You must also consider the student's age, previous curriculum, ... answer to two places. 100.
Comments: Review of Course2 texts ... Good extra practice at the end of the book Excellent additional resources . Textbook Review for Mathematics 2008 ... The Saxonmath program is well designed for a remedial mathcourse or for
... "Saxonmath" took the math education scene by storm. ... (or "cook book approach") in that they are basically "how to" books; i.e., here is the technique you use to find the answer to this type of math problem. Saxon saw a dilemma (failing test scores) and, ...
The Saxonmath program has two important aspects. ... that 2math periods per day be scheduled, one in the morning ... home with the Odd-Numbered Tests Answer Key provided in this booklet. The student should work out each problem on
SaxonMath 8/7, Third Edition Each ... This is a 32-week, 2 semester course. Pre-Algebra Ages 12-14; 7th or 8th grades ... The fairly broad scope of the book provides the student with a good understanding of the earth's atmosphere, hydrosphere, and lithosphere.
... and the answer is correct. If any of the above components are ... I teach lessons how they are presented in the book because it will ... Since Saxonmath lessons constantly review previously taught concepts, the
New Literacy, etc. A fascinating book that documents the horrible consequences of the "New Education" is entitled All Must ... Saxonmath students can apply math in new ... also understands science, the primary course where mathematics is applied. Bottom line: if you want "A ...
SaxonMath is also available. Covenant ... Course Blueprints, Day-by-Day Scheduling Guide, and much more. ENGLISH • English Workshop - First Course, student worktext with answer key, mastery tests and ... • Kingdom of God - Part I textbook with answer key This book is a guide for ...
v.2.0 Course Author Manon Langford Published by ... justify why an answer is reasonable and explain the solution process. ... Using the SaxonMath 3 Meeting Book, discuss with your student how he or she will be using this
The text is a two year book and is currently being used for Algebra II, ... Saxon Algebra ½ Student Text, Answer Key and Tests, ... Math-U-See: Pre-Algebra, Algebra I, Geometry, Algebra II, Pre-Calculus, Calculus 4.
Answer Keys Teachers' Notes: ... MCP Math A 2 Rev. 01/22/2008 COURSE TITLE: Mathematics COURSE DESCRIPTION: ... starting in the mathbook. Have the student correct all mistakes made in written work with the explanation that we learn from our
throughout the SaxonMath program allow for long-term mastery of skills. See Teacher's ... explain math reasoning (see Course Assessments book pg. 113-114 and 145-146) 1. ... • make a hypothesis as to the answer; • develop, justify, ... |
Overview - AGS ALGEBRA 2 TEACHER RESOURCE LIBRARY CD-ROM
AGS Mathematics series offers text that is high-interest, low-readability, which makes it easy to engage students who struggle with reading, language, or a learning disability. Includes full-color photos, illustrations, and examples throughout.
The students who would benefit from these textbooks are those who:
• divide their time between regular classrooms and sheltered environments.
• read below grade level.
• need dedicated support to make lessons understandable.
• may move directly to work or transition programs.
AGS MathematicsSeries
PRE-ALGEBRA Help students make a smooth transition from basic math to algebra. Content is written for the needs of the beginning algebra student. Provides students with the tools and the confidence they need to reach new levels in mathematics and to succeedin algebra. Covers decimals, fractions, integers, graphing, percents, geometry, and more.
ALGEBRA Provide students with all of the concepts and skills they need to succeed in a first-year algebra course. Correlated to NCTM Standards, the content provides students of all abilities with essential preparation in problem solving, calculator usage, and application lessons that demonstrate how algebra is integrated with related content areas such as geometry, probability, and statistics.
GEOMETRY Lead students to investigate the world of planes and solids with this text. Content goes beyond the basics of geometry to explore geometric solids, triangles, the Pythagorean Theorem, quadratic equations, length, area, and volume. Offers short, lively lessons that students can grasp easily. Calculator Practice exercises make use of the special features of graphing calculators. Students also learn to apply geometry to situations in their own lives.
ALGEBRA 2 Allow low-level learners to apply intermediate-level algebra concepts to everyday problems. Covers several methods for solving quadratic equations, such as factoring, completing the square, and graphing. The text also introduces trigonometry and exponential functions, which are vital concepts for real-world applications.
• Student Text - builds students' knowledge in critical content areas with accessible reading levels and a research-based instructional design.
• Student Workbook - extends and reinforces textbook concepts through practice exercises.
• Great Review Game CD-ROM - a computer game designed to reinforce each chapter and provide additional support and motivation for learning.
Teacher Resources:
• Teacher's Edition - includes the complete Student Text with teaching suggestions, lesson overviews, tips on learning styles, and a variety of activities.
• Teacher's Resource LibraryCD-ROM - offers hundreds of activities, the Student Workbook, a Self-Study Guide for students who want to work at their own pace, two forms of chapter tests, plus midterm and final tests.
• Solutions Key on CD-ROM - easy-to-use electronic format of the text problems and solutions.
• Skill Track Software - includes hundreds of multiple choice items relating to the textbook's content and provides group and individual reports for monitoring student progress.
System Requirements for CD-ROMs and Software:
Acrobat Reader 4 or 5 - requires 8MB RAM or 64MB RAM, respectively, to install from resource cd. This step may not be necessary if Acrobat Reader 4 is currently installed on your computer. |
notes Math Review for Standardized Tests
This CliffsNotes guide provides an excellent and extensive overview of the areas of concern for many test-takers: Algebra, geometry, word problems, ...Show synopsisThis CliffsNotes guide provides an excellent and extensive overview of the areas of concern for many test-takers: Algebra, geometry, word problems, quantitative comparison, and data sufficiency |
S.O.S. MATHematics - Calculus - a detailed online course in the basics of calculus, covering sequences, series, techniques of integration, local behaviour of functions, power series, Fourier series and more
(Rating: 7.03 Votes: 2056) Rate this site: 5678910
Visual Calculus - a set of interactive calculus tutorials (using LiveMath, Java, and Javascript), complete with quizzes and drill problems, covering such topics as pre-calculus, limits and continuity, derivatives, applications of differentiation, integration, applications of integration and sequences and series
(Rating: 7.00 Votes: 1972) Rate this site: 5678910Read Comments (1)
Web Study Guide for Vector Calculus - an illustrated guide to the concepts of vector calculus, covering such material as the maximization and minimization of functions of two variables, integration, vector fields, line integrals, matrices, the Jacobian for polar and spherical coordinates and much more
(Rating: 7.04 Votes: 2033) Rate this site: 5678910Read Comments (3)
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Interactive Tests - Ron Knott
Ron Knott has begun producing Mathematics A and AS Level tests for the independent UK curriculum development body, Mathematics in Education and Industry. The web-based format of the tests let you view a problem and then: choose an answer from a multiple
...more>>
InterMath - The University of Georgia
InterMath is a professional development effort designed to support teachers in becoming better mathematics educators. InterMath workshops provide an ongoing support community, a lesson plan database, and a discussion board. The site provides mathematical
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International Mathematical Olympiad - John Webb
Search or download problems from every year of the International Mathematical Olympiad (IMO), dating back to the first competition, in 1959. Problems from 2003-2005 may be downloaded in Spanish as well as English; and from 2006 forward, in dozens more
...more>>
An Introduction to Continued Fractions - Ron Knott
Continued fractions are just another way of writing fractions. They have some interesting links with a jigsaw-puzzle problem of splitting a rectangle up into squares and also with one of the oldest algorithms known to mathematicians - Euclid's Algorithm
...more>>
Investigations in Mathematics - Eric S. Rowland
Open-ended problems for high school and college students to "approach creatively and in their own way": Pascal's simplices ("What is the generalization of Pascal's triangle?"), Pythagorean triples, regular polygons ("What is the area of a regular polygon
...more>>
IUP Annual Mathematics Competition - Gary Stoudt
A mathematics competition for high school students sponsored by Indiana University of Pennsylvania. Topics include algebra, geometry, and trigonometry. Registration forms may be found online, and previous competitions may be downloaded in PDF, PostScript,
...more>>
IXL Learning
IXL provides free online practice, organized by grade levels K-8 and aligned to state standards. Choose one math skill from among the hundreds offered, and submit your answer. Respond incorrectly, and click on the "explanation" button to learn more; get
...more>>
James Propp
James Propp studies tilings, games, and other aspects of combinatorics, probability, and dynamical systems. Many of his articles are available for download in PostScript and gzipped PostScript formats. Code for C programs related to tilings and cellular
...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>>
Jefferson Math Project - Steve Sibol
Resources for integrating Math A and Math B Regents exam questions into the New York State curriculum. PDF, Microsoft Word, and Worksheet Builder versions of exams date back to 1999. See also the JMAP worksheets of Regents questions coordinated with the
...more>>
Jeremy Kun
Primers, galleries of computer programs and math proofs, and more befitting "a place for elegant solutions." Kun, a mathematics PhD student at the University of Illinois in Chicago with a background in computer science, has also blogged since September,
...more>>
Jim Loy's Puzzle Page - Jim Loy
This is a group of number, geometry, and logic puzzles with solutions, including "The Missing Dollar," "The Monty Hall Trap," and comments on the Tower of Hanoi.
...more>>
János Bolyai Mathematical Society
A Hungarian mathematical society. Conference information, books published by the society, and problems from the Schweitzer Miklós Mathematical Competition. More information is available in Hungarian.
...more>>
John Conway's Game of Life - Stephen Stuart
The Game of Life is played on a field of cells, each of which has eight neighbors (adjacent cells). A cell is either occupied (by an organism) or not. The rules for deriving a generation from the previous one are these: Death - If an occupied cell has
...more>> |
Cliffs Quick Review for Geometry - 01 edition
Summary: When it comes to pinpointing the stuff you really need to know, nobody does it better than CliffsNotes. This fast, effective tutorial helps you master core geometry concepts -- from perimeter, area, and similarity to parallel lines, geometric solids, and coordinate geometry -- and get the best possible grade.
At CliffsNotes, we're dedicated to helping you do your best, no matter how challenging the subject. Our authors are veteran teachers and talented wri...show moreters who know how to cut to the chase -- and zero in on the essential information you need to succeed. ...show less
Ed Kohn, MS is an outstanding educator and author with over 33 years experience teaching mathematics. Currently, he is the testing coordinator and math department chairman at Sherman Oaks Center for Enriched Studies.
Good condition. Interior is tight and bright. Paperback cover has moderate scuffing and corner bumps from shelf and reader wear. FREE delivery upgrade - If you live in the USA this book will arrive in...show more 4 to 6 business days when you choose the lowest cost shipping method when checking out. 100% Satisfaction Guaranteed. We ship promptly and worldwide |
Linear algebra prerequisites.
Hey guys,
I have recently decided that i wanna try to self-learn some more math along with what im doing in high school. I am really interested in math and want to do it sort of as a hobby. Obviously, I know i can't learn calculus 2 because i finish calc 1, but what other maths could i try to pick up before finishing calc? or does alot of it rely ona foundation of calculus....
One i was looking into would be linear algebra. I got a book recommended to me from someone on PF, but alot of college sites claim that a prereq. of calc one is required for linear algebra. Is this because you need to know all of the basics of calc to take it, or just because calc is sort of more needed for math, well not more needed, just more widely used i guess, so they want you to take a more 'relevant math' before taking linear.
There are some parts of linear algebra where you need calculus--for example taking the norm of a vector in L2 you need to know integration which you learn for the most part in calculus 2--but for the most part I think you can learn linear algebra without a previous knowledge of calculus.
I think for most universities, linear algebra is recommended right after calculus 2 or calculus 3. I'm in a class called Math for Engineering Analysis right now, which is calc 3 and linear algebra merged into one class. From what I can remember right now (it's hard for me to separate the two subjects in my head because we're learning them simultaneously), there hasn't been any calculus involved in the linear algebra portion of the class.
Linear algebra prerequisites.
That requirement is because some people find Linear algebra hard and maybe taking calculus first will either make it easier or cause the person to stop taking matm classes, calculus provides a few convienent examples and exercises in linear algebra, and the two are sometimes integrated at some point. If one has a basic idea of what integration and differntiation are and how calculus is used that is plenty. More important preparation for linear algebra would be some familarity with abstration, algebra and proofs. |
Beginner's Guide to Discrete Mathematics
9780817642693
ISBN:
0817642692
Publisher: Springer Verlag
Summary: This introduction to discrete mathematics is aimed primarily at undergraduates in mathematics and computer science at the freshmen and sophomore levels. The text has a distinctly applied orientation and begins with a survey of number systems and elementary set theory. Included are discussions of scientific notation and the representation of numbers in computers. Lists are presented as an example of data structures. A...n introduction to counting includes the Binomial Theorem and mathematical induction, which serves as a starting point for a brief study of recursion. The basics of probability theory are then covered.Graph study is discussed, including Euler and Hamilton cycles and trees. This is a vehicle for some easy proofs, as well as serving as another example of a data structure. Matrices and vectors are then defined. The book concludes with an introduction to cryptography, including the RSA cryptosystem, together with the necessary elementary number theory, e.g., Euclidean algorithm, Fermat's Little Theorem.Good examples occur throughout. At the end of every section there are two problem sets of equal difficulty. However, solutions are only given to the first set. References and index conclude the work.A math course at the college level is required to handle this text. College algebra would be the most helpful.
Wallis, W. D. is the author of Beginner's Guide to Discrete Mathematics, published under ISBN 9780817642693 and 0817642692. One hundred fifty one Beginner's Guide to Discrete Mathematics textbooks are available for sale on ValoreBooks.com, thirteen used from the cheapest price of $16.27, or buy new starting at $75.49 |
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Mathematical Tools
Tools under this category
Grapher is a online graph Plotting tool, it can plot a given set of (x,y) coordinates or any fuction of 'x'. The program can be fully customized to change colors, text size, etc. It has lots of features which helps in easy analysis of Graphs.
This program can find the value of definite integral of any function of 'X' within a specified limit. It uses Simpson's 1/3 rule to calculate the value of integral of the function, the number of steps (like 1000, 10000, 1E4, etc) can be set to get more accurate integral value.
This is a online LaTeX expression rendering and editing tool. You can type, generate or compose LaTeX equation with the inbuilt editor having graphical buttons and menus, it will also instantly render the LaTeX equation in image format. |
This resource assists the user in reading, constructing, and understanding confidence intervals. Created and published by Gerard E. Dallal, this introductory text aims to get students to read, understand, and write...
Presented by HippoCampus, a project of the Monterey Institute for Technology and Education, this free online course is designed to acquaint visitors with "calculus principles such as derivatives, integrals, limits,...
The mission of the Association for Women in Mathematics (AWM) is "to encourage women and girls to study and to have active careers in the mathematical sciences, and to promote equal opportunity and the equal treatment...
Presented by HippoCampus, a project of the Monterey Institute for Technology and Education, this free online course is designed to acquaint visitors with "calculus principles such as derivatives, integrals, limits,...
Presented by HippoCampus, a project of the Monterey Institute for Technology and Education, this free online course "is a study of the basic skills and concepts of elementary algebra, including language and operations... |
Algebra (and all higher math) is written in a
symbolic language that is designed to
express mathematical thoughts. English is a great language, but it is
not designed for doing mathematics. This
website describes a text for a course that emphasizes how mathematical
thoughts, methods, and facts are expressed in symbolism. That is, it
emphasizes how to read and write mathematics. Furthermore, it
emphasizes how mathematical reasoning works.
Most math courses concentrate on
computational skills for particular types of problems, but they don't
teach you how to learn on your own, nor do they teach logical
reasoning. This course is much different from those courses.
Mathematical language skills include the
abilities to read with
comprehension, to express mathematical thoughts clearly, to reason
logically, and to recognize and employ common patterns of mathematical
thought.
This text is appropriate for a broad range
of students from
elementary-education students (it is almost critical for them) and
liberal arts majors to math majors.
You live in a world which is highly
mathematical, even if you don't personally do math (Most adults don't).
But if you are in school more math lies ahead of you and if you are, or
expect to be, a parent, a lot more math lies ahead of you when your
kids take it. Why not learn how it works?
Here is a parallel. Suppose you were going to go to Germany. Would you
learn German for the trip?
Probably not, if the trip were only going to be a
week long. Someone can translate for you or maybe you don't need to
know what is going on during a short trip. But, if you were going to be
there a year it would be worthwhile to learn German. In regular school
the teacher translates math for you, sentence by sentence and method by
method, and most students do not figure out what is going on. They
never learn the language. No one asks them to, and no one requires them
to. They never learn "German" and every new topic requires new
translation by a teacher. This text is the mathematical equivalent of
learning German. You won't need a translator again.
I ordered your book in June and it has been a real
benefit for the time I invested studying it.
I am now teaching precalculus (both plain jane and
goosed-up versions) and calculus and I am able to use more precise
language and to express concepts that I otherwise would have used
improvised language. The $42 price of your self-published text was a
real investment.
-- a teacher
I've found your book to be a wonderful map! I
definitely feel like it's been aiding my adventure into the
mathematical region of my imagination. Thank you for your earnest
concern about the subject; your enthusiasm is as infectious as it is
appreciated!
-- an on-line buyer
My experience tells me that a very small portion of the population
really understands what math is. Your work is one of few
that brings the real process to an accessible level.
-- a high school teacher
My perspective [of mathematics] has definitely
changed. It's opened my mind to what it's all about. Now it's one of
those things where I respect it in a different way. [This class] taught
me to think more. Before, I never even thought or cared about why it
happens. You just did it and you were done with it.
-- an anonymous student
I recently purchased your Language of Mathematics
text, and found it to be more than I could have possibly hoped for, as
such texts go! Never have I seen so many salient components of
this beautiful language exposed and discussed in the comprehensive way
that you do in your text.
-- a graduate student in mathematics
education
I am finding your book, The Language of
Mathematics,
very pleasant to study. I don't know if you remember me. I
am the one studying Mathematics at the University of [xx]. I
strongly believe that every math major and high-school student should
have a copy of your text! I agree with your articles; Mathematics
is a language on its own and it is essential that students understand
the true meaning of the subject. I wish I had a copy before
entering University!!
Even as an experienced mathematics professor, teaching
the
"Language of Mathematics" allowed me to learn new ways to explain to
students the nature of mathematics, its interpretation as a language,
and its notation. Esty's text provides a wonderful exploration of
the deep issues involved in understanding and teaching even the most
elementary mathematical concepts. Working with the text has and
will influence, expand, and change what I emphasize when teaching all
other courses, whether aimed at general education students,
mathematics, science, and education majors, or graduate students.
What is is in it? Here is the Instructor's Manual, which is designed to for new instructors. It will help you grasp what the text does.
This text has been so successful that it has been the subject
of two published (and several unpublished) research studies
to identify why it works and what it does to and for students.
The Language of Mathematics
is a core-course
(Math 147) at Montana State University and elsewhere.
The text, also entitled The Language of Mathematics,
is now available in its sixteenth (!) edition.
Many individuals, serious about improving their grasp of mathematics,
have studied from the text on their own.
The extensive (42 small-print pages crammed with solutions) solution
manual gives them feedback they need.
Prerequisite: The math prerequisite is near the
level of
completion of Algebra I. Much more important is the English
prerequisite: students must be willing and able to read at the college
level. Many students who enroll do not have anywhere near
Algebra II-level skills, and many are extremely "math-anxious" by their
own admission.
Most math courses are filters, not pumps,
but this one is different -- it is designed to promote success
That language, like other languages, has its own grammar,
syntax, vocabulary, word order, synonyms, negations, conventions,
abbreviations, sentence structure, and paragraph structure. It has
certain language features unparalleled in other languages (for example,
theorems expressed using the letter "x"
also apply to "b" and "2x-5").
Purpose: To teach essential language concepts which
have
been underemphasized in the usual mathematics curriculum. To emphasize
the basic patterns of mathematical expression and thought. This is what
college "core" mathematics should be.
There are a limited number of frequently repeated patterns
of
expression and thought in Mathematics. This text identifies, isolates,
and emphasizes the essential patterns, illustrating them in several
subject areas of mathematics.
There are a limited number of key vocabulary words from
logic
("and", "or", "not", "if... then", "if and only if", "for all", and
"there exists") which are frequently used in mathematics.
One Goal: Students will learn to read
math. The text teaches how to read math well enough in order to learn
math by reading. It sounds like a tall order, but it works!
What is is in it? Here is the Instructor's Manual, which is designed to for new instructors. It will help you grasp what the text does.
This course adds value.
Any good course should change
you. Most math courses are intended to change (add to) your calculation
skills and change (add to)
your knowledge base. Those changes are good, but less useful than they
were a decade ago. Now calculators and computers can do all the
calculations you will ever need to do. Mathematical facts are on the
web for the asking, if you know how to ask and can read the
mathematical language on the web pages you find. Unlike years ago when
the usual math curriculum was developed, calculations are now very
cheap and facts are very cheap. So you have not added very much value
to yourself if that is all you have learned!
This course adds
value by emphasizing how the language of mathematics
works so you can think mathematically, reason logically, read
mathematics with comprehension, and learn mathematical skills and facts
by reading. Mathematics is a written language-- a
foreign language. This course is the equivalent of language lessons
that will help you get along when you visit the land of mathematics. In
the future, if you take more math, you will be able to read the book
and get a lot out of it. If you need to be able to understand or
do some math which is new to you, you will be able to read how, even
without an instructor. Long after this course and college are over, you
will still be able to add to your
own value.
Faculty at colleges and
universities might consider adding this course to their school's
offerings. It is particularly suitable for elementary-education majors
who are often not comfortable with algebraic notation but really should
be, given they will be teaching math! This course also makes a
great "liberal arts" course because, compared to other liberal arts
math courses, its emphasis on logic, reasoning, and thinking skills
makes a much higher fraction of the course actually benefit students in
their future lives.
College and university faculty
who are intrigued by these arguments may contact me about obtaining a
copy.
Write me, Warren, at: I gave a talk at the Joint Math Meetings in New Orleans,
January
2011, making these points. Here are myPowerPoint
slides. (I said a lot that is not reproduced on
the slides, but you can figure it out.)
What is is in it? Here is the Instructor's Manual, which is designed to for new instructors. It will help you grasp what the text does.
What is different about The Language of Mathematics?
A lot!
Constant emphasis of patterns of thought and
expression which recur throughout mathematics
Thorough explanation of what makes mathematics
"algebra" and how to think "in algebra."
Emphasis on bringing the students up to a
mathematical, abstract, level of expression and understanding
Emphasis on mathematical examples of sentences and
reasoning (not logic of this sort: "If it's raining, then I will get
wet...")
Emphasis on alternative ways to express the same
information until students are comfortable with all the ways
mathematical thoughts are expressed
logical equivalences
letter-switching
theorems which use "iff"
definitions
English v. mathematical expression
abbreviations, notation
Making implicit usages explicit
Little equation-solving until they have the ability to
read
the theorems which justify the steps (learning to read in order
to learn is a major thrust of the text). This is not a
calculation-oriented text.
Algebraic methods are justified (and students
understand
the justifications)
Proofs are introduced near the end, after students have
all
the background they need.
Results:
Math-anxious students love it!
They can finally understand what's going on in a math
course! Math majors love it!
Math grad students love it!
They don't take the course, but some get the book, read
it,
and come back to me saying they wish they had it before taking advanced
calculus (or even regular calculus)
School math teachers love it!
Yes, Montana State has taught from the same text to
school
math teachers in our summer Master's degree program (with a somewhat
more sophisticated emphasis) three times. They see many applications to
their own teaching. (And, I am sure their increased comfort with
reasoning and the meaning of symbolism makes them much better
all-around mathematically.)
This is remarkable:
Even "math-anxious" students can do
well
in an abstract math course when the language is thoroughly explained.
The Language of Mathematics, the book -- the Table of
Contents
and detailed
descriptions of each section.
Warren Esty has written another text, Precalculus,
designed to prepare students for calculus.
Articles on language and math.
What are the language concepts of mathematics? See Warren Esty's
article, "Language Concepts of Mathematics," in FOCUS -- On
Learning Problems in Mathematics, volume 14.4, Fall 1992. His
(long) joint article with Anne Teppo, "A General-Education Course
Emphasizing Mathematical Language and Reasoning," in the same
journal, volume 16.1, Winter 1994, describes the research which
demonstrates the improvement of students' attitudes and abilities.
Jointly with Anne Teppo, Warren Esty published an article
in
the Mathematics Teacher (Nov. 1992, 616-618) entitled "Grade assignment based on
progressive improvement" which was reprinted in the NCTM's Emphasis
on Assessment. In a language course, you can expect continual
improvement. This article discusses why grading should not be based on
averages of unit-exam scores and how a course like "The Language of
Mathematics" can be graded.
More work of theirs on algebraic language was published
in
the 1996 NCTM Yearbook, Communication in Mathematics. Their
"Mathematical Contexts and the Perception of Meaning in Algebraic
Symbols" was published in 2002 in The Future of the Teaching and
Learning of Algebra, Volume 2, and many other articles of
Prof. Esty have appeared in other publications. |
From inside the book
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Review: Abstract Algebra
User Review - Goodreads
Hurt my brain; loved it.
Review: Abstract Algebra
User Review - Goodreads
This might be a difficult book if used as an introduction to abstract algebra. Problems vary in difficulty and the text moves quickly. Well-written otherwise and should be enjoyable for students who have a strong understanding of the material. |
2007 Paperback Very good 2007. An excellent copy with clean pages that are free of writing. INCLUDES CD-ROM. Booksavers receives donated books and recycles them in a variety of ...ways. Proceeds benefit the work of Mennonite Central Committee (MCC) in the U.S. and around the world.Read moreShow Less
More About
This Textbook the second edition of Introduction to Problem Solving, Susan O'Connell updates her popular and easy-to-use guide. O'Connell eases you into problem solving, giving you an array of entry points for understanding, planning, and teaching; strategies that help students develop mathematical thinking; and a wealth of all-new activities that are modifiable for immediate use with students of all levels. Written by a veteran teacher for teachers of every level of experience, Introduction to Problem Solving fosters a new awareness of the importance of problem solving and highlights ways to implement it without rewriting your curriculum.
Best of all, like all the titles in the Math Process Standards Series, Introduction to Problem Solving comes with two powerful tools to help you get started and plan well: a CD-ROM with activities customizable to match your lessons and a correlation guide that helps you match mathematical content with the processes it utilizes.
If problem solving is a problem you'd like to solve. Or if you're simply looking for new ways to work the problem-solving standards into your curriculum, read, dog-ear, and teach with Introduction to Problem Solving, Second Edition |
Using Excel to Individualise Basic Mathematics Assignments
Contents:
Author Info
Abstract
This paper sets out a method for creating and marking individualised mathematics assessments for students based on their ID numbers. It therefore provides a means for setting assessed coursework questions that give students the incentive to put in the practice needed to master mathematical techniques without the risk of collusion between students. A marking grid can then be constructed using only basic Excel skills. The method is explained here in the context of basic mathematical techniques applied to economics, but it can also be applied to other academic disciplines that involve numericalche:chepap:v:20:y:2008:i:1:p:13-20. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Martin Poulter |
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The Voluntary State
Curriculum
Roadmap for Student Success
Influences for the Development of
the VSC
Visionary Panel
No Child Left Behind
Bridge to Excellence
What is the curriculum?
Voluntary State Curriculum
What does the VSC contain?
Defines what students need to know and be able to do
Assessment information is embedded.
Grade level specific for Pre-K through 8,
HSA courses
Geometry/End of Course
What is not part of the VSC at this time?
Scope and sequence
Lessons
Formative assessments
Public release items
Voluntary State Curriculum
Organization – Grade 8, page 1
Knowledge of Algebra, Patterns, and Functions
Topic A. Patterns and Functions
1. Identify, describe, extend, and create patterns, functions
and sequences
Objectives
a. Determine the recursive relationship of arithmetic sequences
represented in words, in a table or in a graph
Assessment limit: Provide the nth term no more than 10 terms beyond the
last given term using common differences no more than 10 with
integers (-100 to 5000)
GRADE 7A. Patterns and Functions GRADE 8A. Patterns and Functions
1. Identify, describe, extend, and
1. Identify, describe, extend, and create patterns, functions and
create linear patterns and sequences
functions a) Determine the recursive
a) Complete a function table relationship of arithmetic
with a given two-operation sequences represented in
rule words, in a table or in a graph
Assessment limit: Provide
Assessment limit: Use the the nth term no more than
operations (+, -, x), numbers 10 terms beyond the last
no more than 20 in the rule given term using common
and whole numbers (0 – 500) differences no more than
b) Identify and extend a 10 with integers (-100 to
geometric sequence 5000)
b) Determine the recursive
c) Describe how a change in relationship of geometric
one variable in a linear sequences represented in
function affects the other words, in a table, or in a graph
variable in a table of values
Geometry VSC
Pre-requisites CLG 2 The student will Additional Topics
Summarized from demonstrate the ability to solve for a Complete
Voluntary State mathematical and real-world Course Would
Curriculum problems using measurement Include
Mathematics Grades 3 – and geometric models and will
8 and Algebra/Data justify solutions and explain
Analysis CLG processes used
Solid Geometric
Grades 7 & 8 2.1.1 The student will analyze the Figures
properties of geometric figures.
Identify and describe the The student will
relationships between Assessment Limits analyze the
angles formed when parallel Essential properties, relationships, and properties and
lines are cut by a transversal geometric models include the following: relationships of
including alternate interior, congruence and similarity geometric solids with
alternate exterior, and line/segment/plane relationships bases other than
corresponding angles (parallel, perpendicular, intersecting, rectangles, triangles,
bisecting, midpoint, median, altitude) or circles.
Government – Unit Titles
1. Purposes, Forms, and Types of Political and Economic
Structures
2. Foundations and Principles of Government and the
Constitution
3. Legislative Branches (national, state, and local)
4. Executive Branches (national, state, and local)
5. Judicial Branches (national and state)
6. Domestic and Foreign Policy
7. Participation in Government
Government
1.0 CONTENT STANDARD: POLITICAL SCIENCE-
STUDENTS WILL UNDERSTAND THE HISTORICAL
DEVELOPMENT AND CURRENT STATUS OF THE
FUNDAMENTAL CONCEPTS AND PROCESSES OF
AUTHORITY, POWER, AND INFLUENCE, WITH
PARTICULAR EMPHASIS ON THE DEMOCRATIC
SKILLS AND ATTITUDES NECESSARY TO BECOME
RESPONSIBLE CITIZENS.
CLG Expectation 1.1: The student will demonstrate
understanding of the structure and functions of
government and politics in the United States
A. The Foundations and Function of
Government
Indicator
1. The student will evaluate how the principles of government assist or
impede the functioning of government (1.1.2).
Assessment Limits:
Concepts: federalism, separation of powers, checks and balances,
judicial review, representative democracy, limited government, rule of
law, individual rights and responsibilities, consent of the governed,
majority rule, popular sovereignty, equal protection, and eminent
domain.
Federal and Maryland state government: Legislative, Executive and
Judicial powers, structure and organization.
Local government will be assessed in terms of powers and
responsibilities.
Objectives
•a. Evaluate the principles of federalism, popular sovereignty, consent of
the governed, separation of powers, checks and balances, majority rule,
and how they protect individual rights and impact the functioning of
government
•b. Explain how the powers of government are divided and shared on the
federal and state levels including delegated, reserved, concurrent and
denied powers
•c. Analyze the principle of equal protection and how it has affected
individual rights
•d. Analyze the relationship between governmental authority and
maintaining order under the rule of law
•e. Examine the purpose of eminent domain and how it affects citizens
rights
•f. Describe the formal process for amending the Constitution
•g. Describe how the Constitution provides for checks and balances, such
as Legislative overrides of vetoes, the limitations on the office of the
President and the appointment process (Unit 2)
Biology
Expectation 3.1 Biochemistry: The student
will be able to explain the correlation
between the structure and function of
biologically important molecules and their
relationship to cell processes.
Indicator 1. Describe the unique
characteristics of chemical substances and
macromolecules utilized by living systems.
Assessment Limits:
water (inorganic molecule, polarity, density, and solvent properties)
carbohydrates (organic molecule, monosaccharides are building blocks;
supplier of energy and dietary fiber; structural component of cells; cell wall;
cellulose)
lipids (organic molecule, component of cell membranes, stored energy supply)
proteins (organic molecule, amino acids are building blocks; structural and
functional role, including enzymes)
nucleic acids (organic molecule; nucleotides are building blocks- sugar,
phosphate and nitrogen bases; DNA is a double helix; RNA is a single
strand; DNA replication; DNA role in storage of genetic information)
minerals (inorganic molecule, essential for cellular processes)
vitamins (organic molecule; role in human body: C- wound healing; K- blood
clotting; D- bone growth)
Objectives
a. Recognize and explain that organisms use matter and chemical
energy to synthesize a variety of organic molecules for obtaining,
transforming, transporting, releasing, and eliminating matter and
energy used to sustain the organism.
b. Recognize and describe that most cell functions involve
chemical reactions in the breakdown, rearrangement, and
synthesis of molecules from food.
c. Recognize and explain that all cells are made mostly from six
common elements - C, H, O,
N, P, S.
d. Recognize and explain that the configuration of atoms in a
molecule determines the molecule's properties.
Levels of Cognitive Demand
Knowledge/Comprehension
Recall
Application/Analysis
Applying
Synthesis/Evaluation
Reasoning
Find the area of the rectangle below.
15 inches
7 inches
Explain how you found your answer.
The area of a rectangle is 60 square units, what
are the length and width of the rectangle?
Explain why your answer is correct.
If the dimensions of the rectangle above are changed
to 18 inches by 4 inches, explain how will the area be
affected?
Primary Focus of Reading:
Teaching students to
Think about and interact with text as they read
Develop an awareness of their thinking
Use research-based strategies to help them
comprehend
Strategic Reading Behaviors (VSC)
BEFORE DURING AFTER
Preview (title, Reread, restate, revisit Determine/explain
illustrations, graphs, charts, difficult parts important ideas (main idea,
photographs) supporting details)
Set a purpose for reading Paraphrase important Explaininferences
ideas Draw conclusions
Predict and ask questions Visualize Make generalizations
Form new ideas
Record important ideas Summarize main idea,
(graphically organize info., sequence of events, plot,
note-taking strategies) char., conflict, resolution
Connect to the text using Skim for connections Connect to prior
prior between ideas knowledge/experience
knowledge/experiences Explain personal
connections
Asking Questions Spanning the
Levels of Cognitive Demand
Knowledge/Comprehension
The lowest level only requires the ability to recall rote
knowledge.
Application/Analysis
The middle level requires the ability to apply knowledge.
Synthesis/Evaluation
The highest level requires the ability to make judgments
about information.
VSC Update
State Board Acceptance
Reading, English Language Arts
Mathematics
Expert Review
Social Studies
Science
Draft Format
Fine Arts
Health and Physical Education
VSC Update
Reading and Writing Integration
Social Studies
HSA Core Learning Goals Documents
VSC for complete course
Tool Kit Links
CE ☼ Clarification/Example
PRS ☼ Pre-requisite Skills
LS ☼ Lesson Activity/Seed
LP ☼ Lesson Plan
HOTS ☼ Higher Order Thinking Skills
Tool Kit Links
SA ☼ Sample Assessment Questions
TE ☼ Technology
RL ☼ Resource Link
PRI ☼ Public Release Item
Coming Attractions MDK12.org |
students truly understand the mathematical concepts, it's magic. Students who use this text are motivated to learn mathematics. They become more ...Show synopsis;from the textbook, to the eManipulative activities, to the online problem-solving tools and the resource-rich website;work in harmony to help achieve this goal |
MAT Blog
Supplement Math Lessons with a Stanford Graduate's Video Tutorials
YouTube is pretty awesome. YouTube videos have helped us fumble our way through countless tasks from how to build a staircase and put up drywall, to how to cook the perfect steak and make sushi. It has also helped us in the classroom when we needed to show our math students something rather than tell them about it.
While there are lots of useful math tutorials on YouTube, there's also just as much rubbish, which makes sorting out the good stuff tedious and time consuming.
This morning we made an exciting new discovery—a video tutorial website called ThatTutorGuy. It's run by a Stanford University graduate named Chris who is well-versed in anything from pre-algebra and analysis to trig, pre-calculus and physics. After watching several of his tutorials, we assure you that he's the real deal.
While you will find several free videos on his site, you'll have to become a subscriber to access all of them. For $30 a month you'll get 24/7 access to all the videos in all the classes on the site, to watch in whatever order you want, as many times as you want. As new classes are added, you'll get access to those as well.
If you'd like to try before you completely buy, Chris offers a seven-days-for-$7 trial. There's also a discounted, six-month plan for $97 (that's 46 percent off the regular subscription price).
To give you a sense for what his algebra tutorials are like, check out the video below. |
Math Courses Online - Nancy Parham
Online courses offered by Cal State Bakersfield, Fresno, Los Angeles, San Bernardino, San Marcos, and Cal Poly San Luis Obispo: designed for students preparing to take the math exams ELM, GRE, CBEST, or SAT, or adults who are reentering college after
...more>>
The Math Dude - Mike DeGraba
Mike DeGraba is the Math Dude, bringing engaging explanations to Algebra I students in this series of videos. The 5- to 7-minute episodes are available via Flash on the web, podcast, RSS feed, and if you live in Montgomery County, MD, cable TV. Episodes
...more>>
Mathematica Courseware Catalog - Wolfram Research, Inc.
Developed as a resource for the academic community, the Mathematica Courseware Catalog is an ever-growing and broad-ranging collection of course materials that make significant use of Mathematica. Search by keyword or browse by subject: see, in particular,
...more>>
Mathematical Sciences Institute - Andrew Talmadge
Technology-driven professional development for middle and secondary level mathematics teachers. Week-long summer courses led by Nils Ahbel, Karen Bryant, Doug Kuhlmann, Ron Lancaster, Ira Nirenberg, and others have included Using the iPad to Enrich and
...more>>
Mathematical Software - ZIB/Math-Net
A collection of references to research software available in the public domain from the fields of Computational Geometry, Visualization; Mathematical Optimization; Mathematical Statistics; Numerical Analysis; Object Oriented Libraries, and Symbolic Computation.
...more>>
Mathematics - Annenberg Media
The video, software, and print guides in the math collection show concrete examples of good teaching and active learning in all sorts of settings: public school classes, multi-age classes in rural areas, bilingual classes, magnet and charter schools,
...more>>
Mathematics Applications - Arlen Strader
Areas of mathematics for which Strader has developed Java applets: Algebra, Probability, Statistics, Set Theory, and Geometry. Statistics, developed for an undergraduate behavioral statistics class, is the most developed; algebra and geometry are aimed
...more>>
Mathematics in Education and Industry
The British charity Mathematics in Education and Industry (MEI) develops and publishes teaching and learning resources; creates specifications and schemes of assessment; and promotes teaching, trains and motivates teachers, and supports and improves mathematics
...more>>
Mathematics - Student Helpmate - Chris Divyak
Search or browse this archive of questions about algebra, calculus, geometry, statistics, trigonometry, and other college math; then pay for access to answers. To submit your own problem to Student Helpmate, type your question or upload it as a file;
...more>>
Math Fundamentals Problem of the Week - Math Forum
Math problems for students working with concepts of number, operation, and measurement, as well as introductory geometry, data, and probability. The goal is to challenge students with non-routine problems and encourage them to put their solutions into
...more>> |
Applied Numerical Methods for Engineers Using MATLAB and C comprehensive discussion of numerical computing techniques with an emphasis on practical applications in the fields of civil, chemical, electrical, and mechanical engineering. It features two software libraries that implement the algorithms developed in the text - a MATLAB? toolbox, and an ANSI C library. This book is intended for undergraduate students. Each chapter includes detailed case study examples from the four engineering fields with complete solutions provided in MATLAB? and C, detailed objectives, numerous worked-out examples and illustrations, and summaries comparing the numerical techniques. Chapter problems are divided into separate analysis and computation sections. Documentation for the software is provided in text appendixes that also include a helpful review of vectors and matrices. The Instructor's Manual includes a disk with software documentation and complete solutions to both problems and examples in the book. |
Transformation Groups For Beginners
9780821836439
ISBN:
0821836439
Pub Date: 2004 Publisher: American Mathematical Society
Summary: The authors present an easy introduction of transformation groups in a way that will appeal to undergraduate students in mathematics, advanced undergraduates in physics and chemistry, and advanced mathematicians.
Duzhin, S. V. is the author of Transformation Groups For Beginners, published 2004 under ISBN 9780821836439 and 0821836439. Two hundred two Transformation Groups For Beginners textbooks are availabl...e for sale on ValoreBooks.com, five used from the cheapest price of $74.84, or buy new starting at $40.00.[read more]
Ships From:Boonsboro, MDShipping:Standard, ExpeditedComments:Brand new. We distribute directly for the publisher. The notion of symmetry is important in many... [more] [[ 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.[less] |
Choosing a First Course
There are many options in studying mathematics at Wellesley.
Students can begin with calculus (115 or 116), or an introduction to statistics (101), or a course to explore applications of mathematics without calculus (102). Students with an extensive background in mathematics may begin in upper level courses such as Linear Algebra (206), Combinatorics (225), or Number Theory (223). You can learn about our courses from the Wellesley College Course Catalog.
The logical thinking and quantitative reasoning skills you gain in math classes are valuable in all fields, even if you do not end up using the particular course material that you learned.
Calculus is not a required course at Wellesley College, but it is required for many majors, including economics and most pure and applied sciences. In addition, it is frequently required for admission to medical school. Every entering student is sent a brief placement questionnaire to assess precalculus and calculus skills. We use your placement questionnaire and your SAT scores (as well as your AP score, if applicable) to determine the calculus course that we believe is most appropriate for you. Letters are sent out in July with placement information. During First-Year Orientation we are available at "Advising Day" to answer any questions that you have. Our calculus placement FAQs may also be helpful.
All mathematics courses satisfy the Mathematical Modeling requirement and the courses focusing on statistics also satisfy the Quantitative Reasoning Overlay requirement |
Trigonometry - 03 edition
Summary: James Stewart, the author of the This trigonometry text has been designed specifically to help students learn to think mathematically and to d...show moreevelop true problem-solving skills. Patient, clear, and accurate, this text consistently illustrates how useful and applicable trigonometry is to real life.
Features
The text is structured so professors can begin with either the unit circle approach or the right triangle approach. This option is unique in this market.
Each approach to trigonometry is accompanied by the applications appropriate for that approach, clarifying the reasons for different approaches to trigonometry.
The authors make use of the graphing calculator whenever appropriate. Subsections, examples, and exercises that deal with graphing devices are labeled with an icon so that those who prefer not to use the graphing calculator can easily skip this material.
Each chapter ends with a FOCUS ON MODELING section that illustrates modeling techniques as well as how trigonometry can be applied to model real-life situations. These sections, as well as others, are devoted to teaching students how to create their own mathematical models, rather than using prefabricated formulas.
Real-World Applications from engineering, physics, chemistry, business, biology, environmental studies, and other fields demonstrate how trigonometry is used to model real-life situations.
MATHEMATICS IN THE MODERN WORLD vignettes show that mathematics is a living science crucial to the scientific and technological progress of recent times, as well as to the social, behavioral, and life sciences.
Each exercise set ends with Discovery - Discussion problems that encourage students to first experiment with the concepts developed in the section and then to write about what they have learned, rather than simply look for an answer.
Special projects in each chapter are designed to engage students and make them active learners by having them work (perhaps in groups) on extended projects that give a feeling of substantial accomplishment when completed.
Review Sections and Chapter Tests are found at the end of each chapter. These are designed to help students gauge their progress. Brief answers to the odd-numbered exercises in each section, and to all questions in the Chapter Tests, are given at the back of the book.Redlin, Lothar : The Pennsylvania State University
L College. His research field is topology.
Watson, Saleem : McMaster University
Sale Table of Contents
1. FUNCTIONS AND GRAPHS.
The Coordinate Plane. Lines in the Coordinate Plane. Functions and Their Graphs. Transformations of Functions. One-to-One Functions and Their Inverses. Focus on Modeling: Fitting Lines to Data.
0534380271book Bookie Little Rock, AR
1st Edition. SLIGHTLY WATER DAMAGED05343802712002-12-30 Hardcover Good Names on inside cover and numbers on bookedge; no other internal marking/highlighting262275 |
Synopses & Reviews
Publisher Comments:
From the reviews: The book is, in spite of the author's more modest claims, an introductory survey of main developments in those disciplines which were particularly important in Medieval Islamic mathematics...No knowledge of mathematics (or of the history of mathematics) beyond normal high-school level is presupposed, and everything required beyond that (be it Apollonian theory of conics or the definitions of celestial circles) is explained carefully and clearly. Scattered throughout the work are a number of lucid remarks on the character of Islamic mathematics or of mathematical work in general. The book will hence not only be an excellent textbook for the teaching of the history of mathematics but also for the liberal art aspect of mathematics teaching in general. - Jens Høyrup, Mathematical Reviews ...as a textbook, this work is highly commendable...It is definitely the product of a skillful mathematician who has collected over the years a reasonably large number of interesting problems from medieval Arabic mathematics. None of them is pursued to exhaustion, but all of them arranged in such a way, together with accompanying exercises, so that they would engage an active mind and introduce a subject, which I am sure the author agrees with me is, at this stage, very difficult to introduce. - G.Saliba, Zentralblatt
Synopsis:
"Synopsis"
by Springer, |
Pre-Algebra Made Simple, Middle School (Teaching Resource)
9780768202595
ISBN:
0768202590
Pub Date: 2001 Publisher: Frank Schaffer Publications
Summary: Now it's simple to make Algebra and Geometry fun and exciting. Includes background information, extension activities, group learning, school-home connections, and student activities for a variety of teaching units. An easy-to-use teacher resource that makes learning fun!
Wendy Freebersyser is the author of Pre-Algebra Made Simple, Middle School (Teaching Resource), published 2001 under ISBN 9780768202595 and... 0768202590. Fifty Pre-Algebra Made Simple, Middle School (Teaching Resource) textbooks are available for sale on ValoreBooks.com, twenty used from the cheapest price of $0.62, or buy new starting at $5.03.[read more]
Ships From:Niagara Falls, NYShipping:StandardComments: New unread book might have some edge wear to cover. Middle School. Now it's simple to make Pre-A... [more] New unread book might have some edge wear to cover. Middle School. Now it's simple to make Pre-Algebra fun, relevant, interesting, and exciting. This book is designed to help [more]
New.[less] |
Kildeer, IL SATFinite math is an introductory course in discrete math. A typical finite math course is a survey course consisting of: linear functions, matrices, linear inequalities, linear programming, the Simplex Method, counting (combinatorics), and probability. I have taught finite math within the university and community college setting for the past nine years. |
Introduction to Probability and Its Applications - 3rd edition
Summary: In this calculus-based text, theory is developed to a practical degree around models used in real-world applications. Proofs of theorems and "tricky" probability calculations are minimized. Computing and simulation are introduced to make more difficult problems accessible (although the material does not depend on the computer for continuity).150185185.30232.31 |
An Interactive Introduction to Graph Theory
This the first of a series of interactive tutorials
introducing the basic concepts of graph theory. Most of the pages of these
tutorials require that you pass a quiz before continuing to the next.
To keep track of your progress we ask that you first register for this course
by selecting the [REGISTER] button below (press [help] for more information).
After you are registered, you will be able to start this tutorial, moving back
and forth in it using the buttons on the bottom of each page.
If you are already registered, you may continue where you left off by again
pressing the [REGISTER] button and then re-entering your name and password. |
Introduction
As a top-selling text in its field, Electronics and Computer Math has been used in several hundred classrooms over the last six editions. The book is written for students in high schools, community colleges, and technical institutes and for technicians in the field of electronics. There are no course prerequisites for this text. It is intended to be used as a separate text in electronics math or as a text that could be used as a reference throughout the study of electronics.
Electronics and Computer Math provides a thorough, complete, and practical study of electronics math and its relationship to the world of electronics. The mathematical topics chosen are those that the authors feel are most useful in solving electronics problems. As such, this book places greater emphasis on certain areas of the discipline than does abstract math. The grouping and sequencing of topics are designed to support various configurations of related courses in DC, AC, and digital electronics.
Because the calculator is an integral part of all technical students' classroom tools, the use of the calculator in problem solving is introduced in the text as the need arises. Algorithms are presented when appropriate.
To reinforce new concepts and to help students test their understanding of the material, Electronics and Computer Math features:
Key Concept highlights
over 300 examples
over 1300 practice problems within chapters
over 2600 end-of-chapter problems
chapter summary tables
self-tests at the end of topics
If the text is being used for self-study, the self-tests can be used to determine whetheror not the student already possesses that skill. To ensure accuracy, technical reviewers have worked every example, practice problem, self-test, and end-of-chapter problem. In addition, each supplement has been technically checked by additional technical reviewers.
CHANGES IN THIS EDITION
Although the title of the seventh edition has been changed to Electronics and Computer Math, it retains all of the material from the sixth edition. In addition, it incorporates numerous ideas suggested by instructors who have used previous editions for many years.
New Title
The most obvious change in this edition is the new title, which reflects changes in technology. Today's electronics technicians must not only know how to work with computers, they must also know how computers work. Section six combines three chapters from the previous edition into one section, "Math for Digital Electronics," which is important for the understanding of how computers work. In addition, some of the new example and end-of-chapter problems are taken from the computer field.
New Co-author Tony Zannini
A less obvious change is the addition of a co-author. Tony Zannini has joined Bill Deem in the development of this edition. Tony brings his experience as an electronics design engineer (over twenty years) and his experience in the education field (over ten years in electronics, computers, and math) to help students understand the math principles upon which all electronics and computers are built.
Arrangement of Chapters
We have, in general, retained the previous order of the chapters. Twenty-six of the twenty-eight chapters remain in the same order as in the previous edition. The biggest change is that the chapter "Computer Number Systems" has been moved from Chapter 4 in the sixth edition to Chapter 25 in this edition, so that it directly precedes the chapter on Boolean algebra. The other change is that the chapter "Fractions, Decimals, and Percents," which does not include any algebraic concepts, now precedes "Algebraic Terms: Roots and Powers."
Section Organization
Upon examining the table of contents, you will notice that the chapters have now been divided into seven sections:
Section 1—Review of Arithmetic
Section 2—Algebra Fundamentals
Section 3—Math for DC Electronics
Section 4—Math for AC Electronics
Section 5—Logarithms in Electronics
Section 6—Math for Digital Electronics
Section 7—Introduction to Statistics in Electronics
This helps students see the relationship between math topics, other courses in their curriculum, and applications in technology. The grouping also helps guide instructors adjust the order in which math topics are taught because of changes in course offerings m term to term.
Sections 1 and 2 should be taught in sequence, and can be covered quickly with ad6nced math students. Section 3, "Math for DC Electronics," would normally follow Section 2; however Section 5, 6, or 7 could follow Section 2 if those math topics were needed to support other courses.
Section 3 (Chapters 10 through 14) is designed to be taught in a program where a course in basic electronics is taught concurrently. Chapters 10, 11, and 12 provide support for the principles usually taught in a DC electronics class. Chapters 13, "Graphing," and 14, "Simultaneous Linear Equations," can be used to solve some of the problems in Chapters 10, 11, and 12 but are not dependent on them so they can be taught any time after Section 2.
Section 4, "Math for AC Electronics," (Chapters 15 through 21) is normally taught after Section 3, "Math for DC Electronics." Chapter 13 is a prerequisite for Chapters 15, "Complex Numbers," and 16, "The Right Triangle." The three chapters on AC circuits, like the three on DC circuits, provide support for the principles taught in an electronics class.
Sections 5, 6, and 7 can be taught in any order after Section 2. Usually the sequence is dictated by the math support required by other' courses.
Estimating
New to this edition is a discussion on an estimating technique that uses scientific notation and rounding in Chapter 2. Making quick mental mathematical estimates is helpful when troubleshooting electronic circuits, verifying calculator answers, and taking timed pre-employment tests when calculators are not allowed.
Calculator Usage
The instructions for using a calculator have been expanded. We continue to provide the instructions for the Texas Instruments TI-36X and we have added instructions for the Casio fx-115W. Both are low-cost, popular, scientific calculators and most keystrokes are the same for both calculators. We point out the instructions for the Casio when they are different from the TI. Students who are already calculator proficient can easily skip these instructions.
New Word Problems
We have added some math problems that are stated with words rather than numeric symbols. Technicians often have to translate written or verbal descriptions of problems into math symbols before they can begin a solution.
CHAPTER ORGANIZATION
Chapters 1, 2, and 3 deal with decimal numbers, powers of ten, and prefixes. These chapters introduce the student to the calculator and to problem solving involving electrical units.
Chapter 4 reviews addition, subtraction, multiplication, and division of fractions. Conversions between mixed numbers and decimal fractions and finding common denominators are covered.
In Chapters 10 through 12, student use the algebraic skills they developed in Chapters 6 through 9 to solve do circuit problems using Kirchhoff's and Ohm's law, and Thevenin's, Norton's, and the superposition circuit theorems. Graphical and algebraic solutions to circuit problems and linear equations are presented in Chapters 13 and 14. Practical applications are presented for each technique discussed.
Chapters 15 through 18 introduce algebra and trigonometry elements needed to solve ac circuit problems. Angular velocity and the sine wave are introduced in these chapters. "Problem solving using trigonometric functions and the calculator is presented. In Chapters 19 through 21, ac series, parallel, and complex circuit problems are solved. In Chapter 19, the student learns how to express phasors in either polar or rectangular form. In Chapter 20, circuit theorems are again presented as an aid in solving complex circuit problems. These problem-solving techniques are used in Chapter 21 in determining the parameters for several types of filter circuits.
Chapters 22, 23, and 24 cover both common and natural logarithms and their applications. Logarithmic equations are covered in Chapter 23. Applications including the Bode plot are found in Chapter 24.
Chapter 25 presents the various number systems (binary, octal, and hexadecimal) that are used in the study of computers. Conversions between the number systems and addition and subtraction in these systems are covered. Chapter 26 discusses the basic logic functions inherent in all logic circuits and presents those theorems, laws, and postulates used in the simplification of logic expressions. Chapter 27, Karnaugh Maps, offers an alternative method of logic circuit simplification.
In Chapter 28, Introduction to Statistics, we introduce the student to frequency distribution tables, histograms, measures of central tendency, and the normal curve.
EXTENSIVE SUPPLEMENTS PACKAGE
Electronics and Computer Math comes with a wide variety of optimal supplements for both the instructor and student.
An Instructor's Solutions Manual with PowerPoint slides (ISBN 0-13091128-3) contains fully worked-out solutions to end-of-chapter problems and provides the instructor with over 120 illustrations to use.
An Instructor's Test Item File (ISBN 0-13-091131-3) contains 1000 additional test questions. It is also available in computerized format.
A Companion Website (ISBN 0-13-091120-8) can be accessed. It includes an online study guide with practice problems, Syllabus Manager™, and links to other resources on the Web.
A Study Wizard continuing multiple-choice questions is found on the CD-ROM packaged with the text.
ACKNOWLEDGMENTS
We wish to acknowledge the assistance given by the editorial and production staffs of Prentice Hall and Clarinda Publication Services and the many students and teachers who aided and assisted us in preparing this edition. Also, we wish to acknowledge the time and effort given by Ginger Deem in preparing the artwork for the Instructor's Solutions Manual and Nikki Zannini for helping with data and equation entry.
We would also like to thank Professors Bob Derby and David Greiser, DeVry University, Pomona, CA, and Professor Ted Wu, DeVry University, Long Beach, CA for their valuable suggestions |
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Starting at $20422Intermediate Algebra, 1e,authored by Sherri Messersmith presents content in bite-size pieces, focusing not only on learning mathematical concepts, but also explaining the why behind those concepts. For students, learning mathematics is not just about the memorization of concepts and formulas, but it is also about the journey of learning how to problem solve. By breaking the sections down into manageable chunks, the author has identified the core places where students traditionally struggle, and then assists them in understanding that material to be successful moving forward. Proven pedagogical features, such as You Try problems after each example, reinforce a student's mastery of a concept. While teaching in the classroom, Messersmith has created worksheets for each section that fall into three categories: review worksheets/basic skills, worksheets to teach new content, and worksheets to reinforce/pull together different concepts. These worksheets are a great way to both enhance instruction and to give the students more tools to be successful in studying a given topic. The author is also an extremely popular lecturer, and finds it important to be in the video series that accompany her texts. Finally, the author finds it important to not only provide quality, but also an abundant quantity of exercises and applications. The book is accompanied by numerous useful supplements, including McGraw-Hill's online homework management system, MathZone as well as ALEKS. MESSERSMITH is rigorous enough to prepare students for the next level yet easy to read and understand. The exposition is written as if a professor is teaching in a lecture to be more accessible to students. The language is mathematically sound yet easy enough for students to understand. |
Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away. -- Antoine de Saint-Exupery
In terms of forum help, I almost always find myself on the maths subsection of - again it has integrated TeX in to the forum, so really easy to write up problems you may have.
I'm so geeky I got really excited about making this signature in SVG until it occurred to me HTML would obviously be turned off ¬_¬'
thoughtfully wrote:Now that this thread has been stickied, let's try to keep discussion on the topic of math-related websitesThis isn't really of the same calibre as some of the resources posted here, but I have written up some notes for myself that I figure I might as well share in case they can be useful to someone else. They are all at .
The software behind the site itself is the result of me recently learning Ruby on Rails and quickly putting together something to help me organise my LaTeX documents. It turned out to be very useful so I added some more functionality to make it more wiki-esque, with users and revisions and what-not. I'm quite happy with the result and I am still developing it so let me know what you think.
Content wise, as I mentioned, it's mostly just what I've been bothered to write, and in many places that isn't much. I would encourage anyone who feels that they can contribute and material to do so as I would love to see this become useful to more than just me.
where on that forum would information be listed about "discrete math"? you know, the bane of every CS student? i'm trying to find some online tutorials prior to my upcoming class. I need the refresher as I haven't looked at the stuff since undergrad...
I know this thread is about web links and not books... but I didn't think it was worth an entirely new topic. Is there a really good book(s) that covers everything from complicated algebra to the really complex stuff? I don't wanna derail the thread or anything so you can pm me links to awesome books or whatnot. Thanks!
Paul Roman has a set of two books that go through pretty much all of an undergraduate mathematics major. It hits basic group, ring and field theory, statistics, calculus, real and complex analysis. He does the whole thing using physics notation, too(I've used it for the sole purpose of decoding some notations that physicists use.) I don't remember its name exactly, but it's something along the lines of "Mathematics for Physicists and non-Mathematicians." If I remember correctly, it does skip over some of the easy parts. In the analysis section, it skips the construction of the reals and most of differentiation, but went into a lot of depth with integration and equations. I think it was published in the late 70's. Hope that helps.
Can anyone recommend one of those websites mentioned above (or different ones entirely, if need be) to someone who - to put it delicately - is not so gifted in the mathematics department?
I am terrible at math. Really, truly, terrible. I like to think that I'm not an unintelligent person, but when it comes to math it's like my brain sees the numbers and just stops working. I speak four languages, I have a pretty decent vocabulary, I do well in school, I just fall to pieces when presented with even the most basic of math.
I do not want to be this way anymore. So, if anyone can recommend websites with drills, or tutorials, or something that would serve to make me a little less dumb, I would greatly appreciate it. Thanks!
I'd suggest trying out some puzzles. Soduku is the obvious one, but less overtly mathematical puzzles will still help you. I'd try to stay away from "drills" until you are more comfortable with doing math. You shouldn't force yourself through agonizing fits, if it can possibly be avoided. You need to enjoy the process, or have a psychological commitment that overcomes the difficult aspects, and that's just asking a lot from anyone.
You might also want to try other branches of math. You might have a knack for Euclidean Geometry or the study of symmetries and not realize it. You could use something like this as a way to ease youself into math gradually. Even music can have mathematical properties to delight both the aesthetic and the intellect.
Finally, the other xkcders would storm my mad scientist's lair with torches and pitcforks if I didn't suggest a little programming experimentation. I'm not suggesting anything like Project Euler, at least not for starting out. But play around with graphics or bitwise operations. You can pick up a lot of math through programming.
Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away. -- Antoine de Saint-Exupery
"Labor is prior to, and independent of, capital. Capital is only the fruit of labor, and could never have existed if labor had not first existed. Labor is the superior of capital, and deserves much the higher consideration." - Abraham Lincoln |
The roots of algebra can be traced to the ancient Babylonians,[2]who developed an advanced arithmetical system with which they were able to do calculations in an algorithmic fashion. The Babylonians developed formulas to calculate solutions for problems typically solved today by using linear equations, quadratic equations, and indeterminate l [...]
A linear equation is an algebraic equation in which each term is either a constant or the product of a constant and (the first power of) a single variable.
Linear equations can have one or more variables. Linear equations occur with great regularity in applied mathematics. While they arise quite naturally when modeling many phenomena, they ar [...]
Trigonometry (from Greek trigōnon "triangle" + metron "measure"[1]) is a branch of mathematics that studies triangles and the relationships between their sides and the angles between these sides. Trigonometry defines the trigonometric functions, which describe those relationships and have applicability to cyclical phen [...]
Calculus (Latin, calculus, a small stone used for counting) is a branch of mathematics focused on limits, functions, derivatives, integrals, and infinite series. This subject constitutes a major part of modern mathematics education. It has two major branches, differential calculus and integral calculus, which are related by the fundamental th [...] |
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Developmental Mathematics
Modular Math Classes
Modular math classes are offered in an interactive, computerized format in which students meet face-to-face with an instructor during a designated class period. Students complete only those modules in which they cannot show mastery.
This approach allows students to move faster through the material with the possibility of completing more than one course within the semester.
Self-motivated students are most successful in this format. Students are expected to attend each class period and complete assignments. Before registering for classes, students should review the course listing in WebAdvisor to select a class with their preferred format.
Developmental Math Lecture Classes
In this traditional format, an instructor presents material to the entire class during the scheduled class period. Students are expected to attend every class session and complete homework assignments, quizzes and exams. Before registering for classes, students should review the course listing in WebAdvisor to select a class with their preferred format.
BASIC ARITHMETIC (MATH 0303)
A study of the four fundamental operations of mathematics performed with whole numbers, fractions, decimals, ratios and proportions. Additional topics include conversions of fractions and decimals. Prerequisite: COM Math Placement Test. Additional prerequisite for lab format: CPT Reading score of 49 or greater on concurrent enrollment in READ 0300. This course does not transfer.
PRE-ALGEBRA (MATH 0305)
This course is designed to develop skills and understanding in introductory algebra concepts.
Topics covered include fractions, percentages, data analysis, geometry, the real number system and solving linear equations. Prerequisite: MATH 0303 with a grade C or better, the COM Math Placement Test or passing the departmental pretest for MATH 0303 with a grade of at least 73 and registering for MATH 0305 within the same semester. Additional prerequisite for lab format: CPT Reading score of 49 or greater or concurrent enrollment in READ 0300. This course does not transfer.
ELEMENTARY ALGEBRA ( MATH 0310)
This course is designed to develop skills and understanding in basic algebra concepts. Topics include equations, graphing, exponents, polynomials factoring, radicals and systems of linear equations. Prerequisite: MATH 0305 with a grade C or better, COM Math Placement Test or passing the departmental pretest for Math 0305 with a grade of at least 73 and registering for MATH 0310 within the same semester. Additional prerequisite for lab format: CPT Reading score of 49 or greater or concurrent enrollment in READ 0300. Prerequisite or corequisite: EDUC 1300 or PSYC 1300. This course does not transfer.
INTERMEDIATE ALGEBRA (MATH 0320)
This course is designed to develop skills and understanding in the following areas: polynomials; rational expressions; factoring; solutions of linear, rational and quadratic equations; relations and functions; complex numbers; solutions of linear, quadratic and absolute value inequalities; systems of linear equations; and graphing. Prerequisite: MATH 0310 with a grade C or better, COM Math Placement Test, score of 230 or higher on the Math portion of the THEA, score 2200 or higher on the math portion of the 11th grade TAKS exit test (scores cannot be over three years old) or passing the developmental pretest for MATH 0310 with a grade of at least 73 and registering for MATH 0320 within the same semester. |
Survey of Mathematics With Application - With Access - 9th edition
Summary: In a Liberal Arts Math course, a common question students ask is, "Why do I have to know this?" A Survey of Mathematics with Applications continues to be a best-seller because it shows students how we use mathematics in our daily lives and why this is important. The Ninth Edition further emphasizes this with the addition of new "Why This Is Important" sections throughout the text. Real-life and up-to-date examples motiv...show moreate the topics throughout, and a wide range of exercises help students to develop their problem-solving and critical thinking skills.
Angel, Abbott, and Runde present the material in a way that is clear and accessible to non-math majors. The text includes a wide variety of math topics, with contents that are flexible for use in any one- or two-semester Liberal Arts Math course. ...show less
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$81.59Elementary Number Theory
Elementary Number Theory and Its Applications
Elementary Number Theory and Its Applications
Summary
Elementary Number Theory, 6/e, blends classical theory with modern applications and is notable for its outstanding exercise sets. A full range of exercises, from basic to challenging, helps students explore key concepts and push their understanding to new heights. Computational exercises and computer projects are also available. Reflecting many years of professor feedback, this edition offers new examples, exercises, and applications, while incorporating advancements and discoveries in number theory made in the past few years.
Author Biography
Kenneth H. Rosen received his BS in mathematics from the University of Michigan—Ann Arbor (1972) and his PhD in mathematics from MIT (1976). Before joining Bell Laboratories in 1982, he held positions at the University of Colorado—Boulder, The Ohio State University—Columbus, and the University of Maine—Orono, where he was an associate professor of mathematics. While working at AT&T Laboratories, he taught at Monmouth University, teaching courses in discrete mathematics, coding theory, and data security.
Dr. Rosen has published numerous articles in professional journals in the areas of number theory and mathematical modeling. He is the author of Elementary Number Theory, 6/e, and other books. |
Description:The projects are meant to connect the world of math to that of art. They allow students to make connections that would not normally occur while completing problem sets. These projects follow the typical sequence of a 7th/8th grade Pre-Algebra course. The major concepts covered will be integers, equations, factors and fractions, rational numbers, ratios, proportions, percents, inequalities, functions, graphing, right triangles, and two-dimensional figures. These projects are to be used in conjunction with a standard Pre-Algebra curriculum. |
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