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This module presents a real-world context in which mathematics skills are used as part of a daily routine. The context is the textile production area of machine operations, and the module aims to help students understand the significance of mathematics skills in interpreting charts and graphs. Materials in the module, most of which are designed for the teacher to duplicate and distribute to students, include the following: (1) information on careers as textile machine operators; (2) a task to be performed with a handout sheet needed for the task; and (3) questions for analysis, related problems, and a teacher's answer key. (KC) |
College Algebra Textbooks
Created for introductory algebra courses, college algebra textbooks include in-depth discussions of basic concepts like inequalities, graphing and expressions. College algebra textbooks are integral to developing the groundwork understanding of algebra and trigonometry that students must lay before building up to more advanced math. The college algebra textbooks on Textbooks.com are appropriate for introductory algebra students and also for more advanced students looking for a basic reference book |
Community Reviews p...moreReceived as a free reading copy... performance by the student.
The area on quantitative comparison was unfamiliar to my daughter, so that section in particular was highlighted as one for additional work.
My daughter likes the way the book is formatted so that it allows her to focus her time and attention on her weakest areas.
This book is great for an overview of math skills. I recommend it for SAT/ACT preparation.
This book is bursting with quick ly explained and easy to follow directions for not only learning different areas of math- but written in such a way that you can understand them. A must have and great assest for those beginning,continuing or needing brush ups on numerous types of math problems.
Clear and well-organized materials, with practice questions for most sections and comprehensive tests. I found this very helpful as a GRE supplement, especially when paired with GRE practice questions and Khan Academy tutorials.
I am using this book now to refresh my math skills for an upcoming placement test and it is a tremendous help. So far it is easy to understand and well organized. Now I am able to add and subract fractions again! Yippeee! |
Algebra Too Soon?
As
Director of the Mathnasium Learning Center in St Petersburg, I frequently speak
with parents whose children are failing Algebra I. Parents are frustrated because their kids are
doing well in all of their other classes, but failing math. The students attend class regularly, try
their best to follow along with the teacher, and attempt all of their homework. They may even do ok on some quizzes. When I speak with the students, however, it
becomes clear that they are terribly confused when the teacher talks about
factoring polynomials and finding slope intercepts. They literally does not understand what the
teacher is saying. What is going on here?
Unfortunately,
the simple truth is that too many students are being programmed into
college-prep Algebra I too early. Algebra,
with its equations and variables, is more abstract than the math that most
students learn before it. It uses
symbols and letters to generalize numbers, and these sets of symbols express
math relationships as a very powerful problem-solving tool. When a student enters Algebra I without the
prerequisite knowledge necessary for success, it's a recipe for failure no
matter how bright the child may be.
Students
and their parents who think that all they want is to "survive and pass" Algebra
I are not addressing the real issue: memorizing formulas without understanding the
"why" of a math problem does not equate to learning. Next year, students who have merely
"survived" this way will discover that they do not have a firm math foundation
and their grades will most likely plummet.
But
frankly, many students do not even survive.
In a 2006 article in the Los Angeles Times, L.A. Superintendent of Schools
and former Colorado Governor Roy Romer was quoted as saying that Algebra
"triggers dropouts more than any single subject."
We
at Mathnasium think he is right. In the
overall "big picture," failure at the Algebra I level has been caused by the
failure to ensure that students acquire Number
Sense in the elementary grades and solid
Pre-Algebra skills in middle school.
In addition, many students are year-after-year put into classes for
which they do not have the prerequisite
knowledgefor
success. Under these
conditions, it is not surprising that students struggle.
But, as the old adage goes, an ounce of prevention is worth a pound of cure. Make math part of your student's daily life NOW, no matter what math class she is taking. For parents of older students, take an active role in class selection and don't let yourself be pushed into putting your child in a math class you suspect is too advanced. And, if you think your child needs help, reach out right away. Find out what tutoring options are available through the school or in the community. Call me at Mathnasium for more details about how weReally?! What is wrong with parents today? Why are we are we so uncomfortable challenging our children? When did parents stop being the primary teacher? Why do we expect the schools to do it all? Our children are not entitled to an "easy ride". The simple truth has nothing to do with children entering Algebra too early, the simple truth is the parents are not contributing to the children's education. The parents expect the children to learn it all at school, it's just not possible to learn Algebra in less than a hour per day. Algebra takes practice and takes the parents involvement.
Thank you for your comment, Jeanne. When I was in school, Algebra I was taught in 9th grade, or, if you were a strong math student, in the 8th grade. Unfortunately, I am seeing too many 7th graders being placed in Algebra I classes...the NORM now seems to be 8th grade...with little to no pre-Algebra as a precursor. I would submit that for many kids, this sets them up to fail, no matter how attentive their parents may be.
Richard, great point and wholly consistent with my opinion here. One of the hallmarks of a Montessori education is a respect for the individual development of each child. Children are capable of marvelous things, as Dr. Montessori believed and I am sure we all agree. I see many children in early elementary school solving for unknown variables-they see it as "problem solving" but it is, in fact, basic algebra. However, without an understanding of basic arithmetic, including multiplication facts, factoring, and fractions, following along in an Algebra class is darn near impossible. |
Mathematics for Elementary School Teachers, 3/e, offers pre-service teachers a comprehensive mathematics course designed to foster concept development through examples, investigations, and explorations. Visual icons throughout the main text allow instructors to easily connect the text to the hands-on activities in the corresponding Explorations Manual. An enhanced feature in this edition, Classroom Connection, helps pre-teachers anticipate issues they may face as teachers and helps them better understand how their future students might approach problems.
Classroom Connections in both the exposition and the exercises guide students to connect the mathematics being taught with effective teaching strategies. Students must analyze educational mathematics research, evaluate common student errors, and see alternative solution methods, enabling them to better prepare for their future teaching careers.
Investigations encourage students to think about a topic before discussing the math or viewing examples. These can be used as classroom discussion questions, for independent reading, or as review. A Discussion of the Investigation follows and generally involves several solution paths.
Multiple Strategies presented throughout the examples and exposition of the text allow students to analyze numerous approaches to solving problems.
Book Description:Cengage Learning. PAPERBACK. Book Condition: New. 0618348867 VBMATH07 |
American Mathematical Society
Supplemental materials are not guaranteed for used textbooks or rentals (access codes, DVDs, workbooks).,...
Show More, differential equations, spectral theory, global analysis, and theory of fractals. They also address various important applications, such as Anderson localization, electrical networks, quantum chaos, mesoscopic physics, superconductivity, optics, and biological modeling |
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Calculus and Analytic Geometry
Course:
MAT 221
Credits:
5
Req:
MS
Introduction
What is Calculus?
Calculus studies two related questions. In the differential calculus, we study the rates at which quantities change. For example, if we know the position of a moving object, how do we find its velocity? In the integral calculus, we study how rates of change accumulate to arrive at the total change in a quantity. This problem is connected to computing certain geometric areas.
These two concepts, differentiation and integration, are intimately related by the so-called Fundamental Theorem of Calculus. This beautiful result is the central goal of the course.
To make these concepts precise, we first study the mathematical concepts of limit and continuity. The limit is a tool which converts familiar algebraic ideas into calculus ideas and is instrumental in defining the derivative and integral. Continuity captures the way certain quantities change in a continuous fashion, transitioning from one value to the next, by travelling through all the values in between.
In this course, we study the calculus of logarithmic, exponential, and trigonometric functions. This will require a strong background in pre-calculus topics.
Why Study Calculus?
Calculus is the language of scientists and engineers. It would be impossible to model real-world situations without the ability to accurately describe the way the world changes. As such, this course is a core component of most engineering and science programs. However, the applications of calculus are not limited to the physical sciences but there are numerous applications in Athletics, Biomedical Sciences, Environmental Sciences, Management Science, Business, Economics, and the Social and Behavioral Sciences. Calculus will be one of the most if not the most useful mathematics that anyone in any field of study could take. If this isn't motivation enough, calculus is one of the great intellectual achievements of history. This alone makes it worthy of study and appreciation.
Description
UW Colleges Catalog Course Description for MAT 221 Calculus and Analytic Geometry I - 5 credits. Analytic geometry, functions, limits and continuity, the derivative, integrals, techniques and applications of differentiation, applications of integration, logarithmic and exponential functions and trigonometric functions. Students may not earn more than six credits by taking both MAT 211 and MAT 221.
Prerequisites: a grade of C or better in MAT 124 or MAT 110 and MAT 113 or equivalent, or placement based on placement test score.
Successful completion of this course will earn five math science (MS) credits toward the Math and Natural Sciences requirement of the Associate of Arts and Science degree.
Proficiencies
After completing this course, the student should be able to:
Define the concept of limit and successfully evaluate limits and apply the concept to the derivative
Determine equations of tangent lines using the derivative and execute the power rule, the sum rule, the constant rule, the product rule, the quotient rule, and the chain rule for computing derivatives of real functions
Work with parametric equations and be able to implicitly differentiation and solve related rates and optimization problems
Successfully determine local and absolute maxima and minima for real functions and when the function is either increasing or decreasing
Determine the concavity of a function and analyze the concavity in terms of the second derivative and accurately sketch the graph of a function using calculus methods
Find limits of an indeterminate form and in particular use L'Hopital's rule
Define anti-derivatives and use the basic rules for finding anti-derivatives
Use Riemann sums to approximate the area under a curve
Define the definite integral as a limit of a sum and use the Fundamental Theorem of Calculus
Find an area between curves and the volumes of solids of revolution using integration by circular disk and cylindrical shell methods
Accurately employ the applications of integration, including finding arc lengths along curves, determining moments and centers of mass of thin plates in two dimensions
Determine the derivative of exponential and logarithmic functions
Requirements
Technology Requirements
Scanner
The course assignments that you will submit during the semester will need to be scanned so that you can submit them to the Dropbox.
Graphing calculator
You can use the specific calculator of your choice, but you should choose a calculator with no greater functionality than a TI-86. Please ensure you have a calculator manual as the instructor is not responsible for any technical or operational support for your calculator. In using a calculator, please be clearly aware that all working for problems must be shown and full credit will not be given for answers without supporting processes that demonstrate how the solution was attained.
Software Requirements
Microsoft Word (with the equation editor)
Microsoft Excel
The most current edition of MS Office (containing MS Word, MS Excel and other valuable programs) is now available to University of Wisconsin students through the Wisconsin Integrated Software Catalog. |
0833.600 Problems in Mathematics Education I
3 s.h. (Prerequisite: Official admission to graduate program and approval
of the Program Advisor)
Students investigate recent developments and relevant research in mathematics
education. The student identifies a problem, develops a proposal for investigating
the problem as a project, and begins to develop a finished report of the
project. The project may be either local or national in scope but must
deal with a problem in mathematics or computer science education.
OBJECTIVES:
Students in this course will become familiar with current developments
in mathematics education through their readings and discussions. Students
will synthesize and analyze readings for their peers in the course. Each
student will originate and plan a research project in mathematics education,
identifying resources needed for the project and developing the tools,
techniques, and skills necessary for the project.
CONTENT:
1. Goals & Objectives for Mathematics Education
1.1 NCTM Curriculum & Evaluation Standards
1.2 State curriculum frameworks/core proficiencies
1.3 MAA documents
2. Nature of Mathematics
3. Methods of Research
4. Psychological Foundations of Mathematics Education
5. Teaching Practices and Teachers' Beliefs and Knowledge
6. Mathematics in Grades K-8
6.1 Rational numbers, ratio, and proportion
6.2 Problem solving
6.3 Estimation and number sense
7. High School Mathematics
7.1 Algebra
7.2 Geometry
7.3 Probability & Statistics
7.4 Discrete Mathematics
7.5 Advanced Mathematics
8. Technology
8.1 Calculators
8.2 Graphing calculators
8.3 Computers
9. Affect
10. Gender, Race, Ethnicity & Language
11. Assessment
11.1 State testing programs
11.2 Alternative assessment techniques
Required texts:
National Council of Teachers of Mathematics. (2000). PRINCIPLES AND
STANDARDS FOR SCHOOL MATHEMATICS. Reston, VA: National Council of Teachers
of Mathematics.
New Jersey State Department of Education. (1998). Directory of test
specifications and sample items for the Grade Eight Proficiency Assessment
(GEPA) and the High School Proficiency Assessment (HSPA) in mathematics.
Trenton, NJ: Author.
Wilson, P.S. (Ed.)(1993). Research ideas for the classroom: High school
mathematics. New York: Macmillan Publishing Company.
Publication Manual of the American Psychological Association (APA) (buy
at any bookstore)
Suggested texts:
Fullan, M.G. (1982). THE MEANING OF EDUCATIONAL CHANGE. New York:
Teachers College Press. |
More About
This Textbook
Overview
The authors gradually introduce and develop concepts to help make the material more accessible. This text is intended for the introductory course in algebraic structures and covers groups before rings. This course often is used to bridge the gap from manipulative to theoretical mathematics and to help prepare secondary mathematics teachers for their careers. This text includes some optional sections to give instructors flexibility.
Editorial Reviews
Booknews
A text for an introductory course in algebraic structures. Some flexibility is provided by including more material than would normally be taught in one course. Material is presented in a theorem-proof format, with definitions and major results easily located. Learning features include many chapter problems, key terms, descriptive labels for definitions and theorems, strategy boxes on proofs, worked examples, and biographical sketches of key figures. This fifth edition contains an optional new section on cryptography, 122 new problems, and expanded material on mathematical induction and on Euclid's theorem on the infinitude of primes. The authors are affiliated with the University of South Carolina-Spartanburg. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Product Details
Related Subjects
Meet the Author
Jimmie Gilbert was Professor of Mathematics at the University of South Carolina, Upstate. He received his Ph.D from Auburn University with a specialty in Linear and Abstract Algebras. He authored the first edition of Elements of Modern Algebra in 1970, joined on subsequent editions by his wife and longtime co-author Linda Gilbert. Together they have published titles in College Algebra, Precalculus, College Algebra and Trigonometry, Trigonometry, Intermediate Algebra, and another Cengage Learning title, Linear Algebra and Matrix Theory, now in its second edition. He and Linda have 6 children and 8 grandchildren. In his leisure time Jimmie enjoyed the outdoors, fishing, and gardening.
Linda Gilbert is Professor of Mathematics at the University of South Carolina, Upstate. She received her Ph.D from Louisiana Tech University with a specialty in Linear and Abstract Algebras. She has been writing textbooks since 1981 with her husband and co-author Jimmie Gilbert, including Elements of Modern Algebra and Linear Algebra and Matrix Theory (now in its second edition) with Cengage Learning, plus titles in College Algebra, Precalculus, College Algebra and Trigonometry, Trigonometry, and Intermediate Algebra. She and Jimmie have 6 children and 8 grandchildren. In her spare time, Linda enjoys salt-water |
Linear Algebra
9780201119497
ISBN:
0201119498
Publisher: Addison-Wesley Longman, Incorporated
Summary: Fraleigh and Beauregard's text is known for its clear presentation and writing style, mathematical appropriateness, and overall usability. Its inclusion of calculus-related examples, true/false problems, section summaries, integrated applications, and coverage of Cn make it a superb text for the sophomore or junior-level linear algebra course. This Third Edition retains the features that have made it successful over ...the years, while addressing recent developments of how linear algebra is taught and learned. Key concepts are presented early on, with an emphasis on geometry. KEY TOPICS: Vectors, Matrices, and Linear Systems; Dimension, Rank, and Linear Transformations; Vector Spaces; Determinants; Eigenvalues and Eigenvectors; Orthogonality; Change of Basis; Eigenvalues: Further Applications and Computations; Complex Scalars; Solving Large Linear Systems MARKET: For all readers interested in linear algebra.
Fraleigh, John B. is the author of Linear Algebra, published under ISBN 9780201119497 and 0201119498. Twenty three Linear Algebra textbooks are available for sale on ValoreBooks.com, twenty two used from the cheapest price of $0.01, or buy new starting at $544.04 |
Essentials for Dummies
Many colleges and universities require students to take at least one math course, and Calculus I is often the chosen option. "Calculus Essentials For ...Show synopsisMany colleges and universities require students to take at least one math course, and Calculus I is often the chosen option. "Calculus Essentials For Dummies" provides explanations of key concepts for students who may have taken calculus in high school and want to review the most important concepts as they gear up for a faster-paced college course. Free of review and ramp-up material, "Calculus Essentials For Dummies" sticks to the point with content focused on key topics only. It provides discrete explanations of critical concepts taught in a typical two-semester high school calculus class or a college level Calculus I course, from limits and differentiation to integration and infinite series. This guide is also a perfect reference for parents who need to review critical calculus concepts as they help high school students with homework assignments, as well as for adult learners headed back into the classroom who just need a refresher of the core concepts. "The Essentials For Dummies" Series Dummies is proud to present our new series, "The Essentials For Dummies." |
CLASS – XI MATHEMATICS General instructions: All questions are divided into three Parts. Attempt Part A and either of Part B Or Part C. 1. What is a power set? ... CBSE Sample Paper MathematicsClass XI (11th) 2006 Keywords:
The Problem Solving Assessment will be conducted for all students of class IX in Jan – Feb 2013 and the details are available in a separate circular. The `Problem Solving Assessment' (CBSE-PSA) will be counted towards FA-4 which ... Mathematics (047) Class IX
Mathematics for Class XII by M.L. Aggarwal 7 R.D.P.S. Final Exam 100 28.09.13 to 17.11.13 Ch 10 : Vectors ... Grades will be sent to CBSE on the basis of continuous and comprehensive evaluation. Topic : Contemporary Problems & Indian Society • Meaning of Culture • Evolution of Indian Culture
CENTRAL BOARD OF SECONDARY EDUCATION ... Admission of CBSE students in Class XI for academic year 2010-11 after Introduction of ... Mathematics and Science (b) For Commerce based Courses with Mathematics : Candidates obtaining higher CGPA ...
CBSE for classes IX-X ... class. (i v)Subjects like Home Science, Drawing, Music, SUPW will be assessed on Five point Grading system as suggested by CBSE (An nexure III) Assessment is to be recorded twice in a year in each class ... 4.Mathematics 5.Science 6.Social Science
Central Board of Secondary Education, PA to DIR(Trg) ... solve application based problems in Mathematics and Science, ... (CBSE-PSA) for students of Class XI from the second term of this session 2012-13.
In mathematics, the word, ... In previous class, we have studied about arithmetic progression (A.P). In this Chapter, besides discussing more about A.P.; arithmetic mean, geometric mean, relationship between A.M.
level particularly the standard set by the CBSE and has vertical linkage with under graduate courses ... A Textbook of Mathematics for class XI published by NCERT, New Delhi JAMMU AND KASHMIR STATE BOARD OF SCHOOL EDUCATION SYLLABUS CLASS XI 50
In the mathematics, the new syllabi emphasise reasoning and conceptual grasp at every stage. In the ... The syllabus for Environmental Studies (EVS) upto Class V has been perceived as an integrated curricular area for the entire primary stage. The syllabus is woven around six common themes close to
CBSECLASS X: ENGLISH WRITING: BIOGRAPHICAL SKETCH ... especially mathematics. After school, Kalam ... won the 2002 presidential election and served as the 11th President of India, from 2002 to 2007. During his term as President, ...
Dates of AIEEE offline exam for 11thclass will be held on by CBSE: 29th April 2012 4. ... with an aggregate of 50 % marks with Physics and mathematics as the compulsory ... Central Board of Secondary Education PS 1-2, Institutional Area IP Extension, Patparganj,
classes in the Central Board of Secondary Education (CBSE ... ogy and mathematics were made mutually exclusive immediately after the 8th class. However, some years ago the CBSE qui-etly introduced computer science as an alternative to biology at the 11th and 12th class levels. Thus students ...
The new format of education by CBSE is an initiative to address holistic learning, ... (English or Hindi), Mathematics, Science and Social Science w.e.f the session 2013-2014 for class IX and 2014-15 ... order to promote 'Best Out of Waste' on 11th April. Class IX : Making Magazine holder ... |
workbook/laboratory manual, designed for the first- or second-year physics student, integrates a computer algebra system, Mathematica, with calculus-based physics. Students learn physics, mathematics, and Mathematica by applying the system to numerous physics problems drawn from a broad range of topics in introductory calculus-based physics. Mathematica's extensive use of graphs helps students visualize solutions as well as find analytical solutions to the problems, which often are skills needed in physics research.
Related Subjects
Meet the Author
Dr. Marvin DeJong received his Ph.D. in astronomy from Rensselaer Polytechnic Institute in 1965 after receiving a M.S. degree in physics from Clarkson college of Technology and an A.B. in Physics from Hope College. He came to the College of the Ozarks in 1967, where he is presently Professor of Physics. He has also taught at Ohio State University, the University of Nebraska, and at the Air Force Academy where he taught a course on transforming Physics Content with New Technologies.
He has published six books with Addison-Wesley, 1991 and has written over 80 scientific articles and papers and conducted a number of workshops. He won the Distinguished Service Citation from the American Association of Physics Teachers in 1987 and is a member and past chair of the AAPT Area Committee on Computers in Physics |
Elementary Geometry - 3rd edition
ISBN13:978-0471510024 ISBN10: 0471510025 This edition has also been released as: ISBN13: 978-0471537465 ISBN10: 0471537462
Summary: Although extensively revised, this new edition continues in the fine tradition of its predecessor. Major changes include : A notation that formalizes the distinction between equality and congruence and between line, ray and line segment; a completely rewritten chapter on mathematical logic with inclusion of truth tables and the logical basis for the discovery of non-Euclidean geometries ; expanded coverage of analytic geometry with more theorems discussed an...show mored proved with coordinate geometry; two distinct chapters on parallel lines and parallelograms ; a condensed chapter on numerical trigonometry; more problems; expansion of the section on surface areas and volume; and additional review exercises at the end of each chapter. Concise and logical, it will serve as an excellent review of high school geometry. ...show less
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More About
This Textbook
Overview
Math Basics for the Health Care Professional helps trainees in a wide variety of healthcare professions to master a vital skill toward their career success. This workbook incorporates every aspect of math relevant to health care applications with a wealth practice opportunities throughout. The third edition continues to promote critical thinking through an organized presentation of instruction, practice, and self assessment. Its new features make for an even better guide to increase math proficiency. These new features include: a supplementary CD-ROM with additional sets of challenging practice tests; coverage of occupation-based units that are essential for health care personnel, including reading drug labels, medicine cups, syringes, and intravenous fluid, apothecary measurement and conversions, parenteral dosages, basic intravenous administration and basic dosage by weight units; two extra units reviewing pre-algebra basics and the metric system; and an appendix of extra practice unit tests with answer keys for easy self-checking.
Related Subjects
Meet the Author
Michele Benjamin Lesmeister is currently a full-time, tenured member of the faculty at Renton Technical College and has taught in two-year colleges for over 20 years. Michele has also been involved in developing transitional learning materials for native speakers and second language speakers for the health care fields for 18 years. As an active participant in the Universal Design for Learning initiative on the RTC campus, Michele tries to create materials that address learner barriers and improve access to learning for all students. Michele has authored several books, both of which she uses within her own classrooms. Michele is the Vice-President of the Renton Federation of Teachers as well as a member of the National Learning Disabilities Association, the League of Innovation, and the Council on Adult Basic Education. Michele also received the Faculty of the Year Award at RTC in 1989 and |
Looking closely at algebra, its historical development, and its many useful applications, Algebra examines in detail the question of why this type of math is so important that it arose in different cultures at different times. The book also discusses the relationship between algebra and geometry, shows the progress of thought throughout the centuries, and offers biographical data on the key figures. Concise and comprehensive text accompanied by many illustrations presents the ideas and historical development of algebra, showcasing the relevance and evolution of this branch of mathematics. |
ODE Toolkit can numerically find and display the solutions to differential equations. It is useful when you want to visualize the solutions to differential equations, or when analytic solutions are no... More: lessons, discussions, ratings, reviews,...
This is the androidThis is the AndroidDownload this Sketchpad file to investigate the definite integral using a model of a car accelerating from rest. Students explore the graph of the car's speed as a function of time, and use Sketchpad'... More: lessons, discussions, ratings, reviews,...
OneStone Math is a calculus program incorporating 2D and 3D graphics and a powerful symbolic math engine in an easy to use format. An extensive and expandable feature set provides tools for graphic... More: lessons, discussions, ratings, reviews,...
OneStone Math is a calculus program designed for students and educators. It provides solutions and gives insight to problems in single and multivariable calculus. These include derivatives and integra... More: lessons, discussions, ratings, reviews,...
On this online calculator calculate mathematical expressions and complex numbers. You can do matrix algebra and solve linear systems of equations and graph all 2D graph types. You can also calculate z... More: lessons, discussions, ratings, reviews,...
An online interactive multiplication grid designed for students who are having difficulty learning their times tables. Access this tool from the Internet or save the page and open the file from your b... |
Maths Is Fun - Rod Pierce, mathsisfun.com
Math revision (review) pages, games, puzzles, and offline activities for age 11 through college algebra. A discussion forum and a newsletter are also available. The Illustrated Math Dictionary links definitions to further resources on the site. Maths
...more>>
Mathsman - Mark Longson
Questions with answers and explanations, on a variety of topics. Starts with the foundations of the topic and progresses to a mastery quiz. Small fee charged for the access password.
...more>>
Maths - Martin John Baker, EuclideanSpace
Originally intended to give enough maths information to allow physical objects to be simulated by a computer program, these pages now cover a broader range of mathematical topics. The pages that get the most hits on the site are those concerned with 3D
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MathSource - Wolfram Research
An extensive electronic library of Mathematica material and notebooks, with over 100,000 pages of immediately accessible Mathematica programs, documents, examples, and more. You may browse the archive or search by author, title, keyword, or item number.
...more>>
MathWare Ltd.
Software and books for algebra, geometry and calculus: Derive, MathPert, Scientific Notebook, Cyclone; books for use with the TI Graphing Calculators, and a book and CD for Mathematica. Also an Interactive Math Dictionary on CD-ROM with biographical entries,
...more>>
The MathWorks, Inc.
From the makers of MATLAB, a technical computing environment for high-performance numeric computation and visualization, and Simulink, an interactive environment for modeling, analyzing, and simulating a wide variety of dynamic systems, including discrete,
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Mathy McMatherson - Daniel Schneider
Blog by a public high school teacher in Tucson, Arizona, who graduated from the University of Arizona Secondary Mathematics Education Program. Posts, which date back to July, 2011, have included "Teaching as Creation," "Fixing Bugs Part 2: Algebra &
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MathZapper - Russel Timmins
Libraries of smartboard video tutorials for the student of mathematics, organized into GCSE, IGCSE, A Level, and International Baccalaureate (IB).
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Multidimensional Analysis - George W. Hart
A brief introduction to Multidimensional Analysis, a generalization of linear algebra that incorporates ideas from dimensional analysis. The central idea is that vectors and matrices as used in science and engineering can be thought of as having elements
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My World of Linear Algebra - Thomas S. Shores
Linear algebra resources, including Applied Linear Algebra and Matrix Analysis, a textbook for an introductory linear algebra course; and tutorial notebooks in Maple and Mathematica, some of which are the basis for linear algebra projects.
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New Mathwright Library - James White; Bluejay Lispware
An Internet-based library of interactive workbooks on topics commonly encountered in undergraduate mathematics, from college algebra and precalculus through multivariable calculus, differential equations, and mathematical modelling. Workbooks, together
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The Numerist - Shaun Klassen
Math tutorial posts by Klassen, who majored in biochemistry and holds a Master of Science degree specializing in medicine. "Explanations of as many math concepts that I can think of" include Finding the Slope of a Line," "Introduction to Functions," "The
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Oliver Knill
Research, teaching, and media by this preceptor in Harvard's math department. Knill began in dynamical systems, tackling first ergodic and spectral theoretical questions, then probability theory and elementary number theory. This led to his "passion for
...more>> |
This is exactly the same as the free version. Buy this version only as a way of saying thanks.A calculator that tries to include graphing and matrix math without losing its simplicity. Slide left and right to access more panels.Requires v4.0+. Hide your default calculator by either disabling it (v4.1+) or using a custom launcher.Features:-Basic arithmetic (+, -, *, /)-Trigonometry (sin, cos, tan, arcsin, arccos, arctan)-Complex numbers (5+7i)-Graphs X,Y functions (Y=X^2)-Basic matrix math (+, *, inverse, transpose)-Hexadecimal and Binary support (1A+E)-Widget for lockscreen and launcher-Animated history (Long press to copy)-Hide pages you don't need-Tablet and Smartphone supported-Completely open source! Download the |
books.google.fr - Algebraic Geometry is the study of systems of polynomial equations in one or more variables, asking such questions as: Does the system have finitely many solutions, and if so how can one find them? And if there are infinitely many solutions, how can they be described and manipulated? The solutions... Varieties, and Algorithms
Avis
Commentaires des utilisateurs
This book explains and illustrates the algorithms used by symbolic math packages such as Mathematica, Maple, CoCoA, MatLab, MuPAD,... to solve problems involving polynomials in many variables, and ...Consulter l'avis complet |
: Using Graphs and Charts to Solve Word Problems
This book combines mathematics and environmental science through studying the Great Barrier Reef.This book combines mathematics and environmental science through studying the Great Barrier Reef |
Book summary
This textbook on real analysis is intended for a one- or two-semester course at the undergraduate or beginning graduate level. It gives a thorough account of real analysis in one or several variables, from the construction of the real number system to an introduction to the Lebesgue integral. Written in a lively and informal style, the text provides proofs of all the main results, as well as motivations, examples, applications, exercises, and formal chapter summaries. Three chapters on applications (ordinary differential equations, Fourier series, and curves and surfaces) are included to show how the abstract ideas are used in interesting situations. [via] |
Numbers for Life
Instructors:
Karon Klipple,Managing Director of Programs and Strategic Partnerships Cinnamon Hillyard,Statway® and Quantway® Senior Associate The Carnegie Post-Bacs,Post Baccalaureate Fellows
You can take this course for free!
The CourseThe format of this course is probably not like other math courses you've taken. Instead, the Quantway® course was developed using principles that have been shown in research studies to be important in better developing students' understanding of the material. One of these key principles is Productive Struggle. In short this means that to learn something you must try it out AND stick with it even when it gets challenging!
The goal of the Quantway® is to help you learn things that you can actually use in life--not so you can memorize it for a test and then forget it. In fact, by the end of this course, you'll be able to create a final project that uses numbers to prove a point to anyone who sees it. Given the large number of students enrolled in this class, that's a lot of people! We are all learning together and helping each other along the way.
More Information
This course takes 5 weeks. Each week you will watch a new video and do a new assignment.
Workload
You can expect to spend 3-5 hours a week on this course. Most of your time will be spent doing assignments
Prerequisites
A willingness to learn math in a new way.
The Instructors
Karon Klipple
Managing Director of Programs and Strategic Partnerships
Karon Klipple directs the Community College Pathways program. She comes to the Carnegie Foundation for the Advancement of Teaching from San Diego City College, where she was associate professor of mathematics. Her focus has been on implementing innovative approaches to improving student performance through contextualized discovery-based learning. She has taught statistics and mathematics at the high-school level and at Texas A & M University. She has a B.A. in mathematics from Trinity University and holds a Ph.D. in statistics from Texas A&M University.
Cinnamon Hillyard
Statway® and Quantway® Senior Associate
Cinnamon Hillyard directs the Pathways' Network Improvement Communities including Quantway® and Statway®. She was previously an associate professor in the School of Interdisciplinary Arts and Sciences at the University of Washington Bothell. She is deeply committed to numeracy education; in addition to teaching mathematics for 15 years, she has chaired the Mathematical Association of America's Special Interest Group on Quantitative Literacy, and has worked extensively with community college faculty on the Math Across the Community College Curriculum. She has also published articles on financial literacy, assessment of student learning in the sciences and small group work. She holds a Ph.D. in mathematics from Utah State University. |
A First Course in Mathematical Modeling:
Description: OffMore...
Off modeling skills. Throughout, the book emphasizes key facets of modeling, including creative and empirical model construction, model analysis, and model research, and provides myriad opportunities for practice. The authors apply a proven six-step problem-solving process to enhance your problem-solving capabilities -- whatever your level. In addition, rather than simply emphasizing the calculation step, the authors first help you learn how to identify problems, construct or select models, and figure out what data needs to be collected. By involving you in the mathematical process as early as possible -- beginning with short projects -- this text facilitates your progressive development and confidence in mathematics and modeling |
Everyday Math Demystified - Demystified (Paperback)
Solve your math troubles with DeMYSTiFieD If you cannot tell the difference betweenyour Roman and Arabic numerals, or if when someone asks 'what is pi' you say "delicious," you need EverydayMath DeMYSTiFieD, Second Edition, to unravel these fundamental concepts and theories at your own pace. This practical guide eases you into basic math,startingkey ideas. It's a no-brainer! You'll learn about: Decimals Proportions Prime numbers Surface area Powers of 10 Graphs English vs. metric units Simple enough for a beginner but challenging enough for an advanced student, Everyday Math DeMYSTiFieD,Second Edition, helps you master this essential subject. |
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"In his introduction the author expresses the hope that he can instill good working attitudes that will help students go on to research in group theory, Lie groups, differential geometry and topology. The naturalness and sophistication of his development go far to fulfilling his aim...The book is produced to a very high standard. Both graphics and text are exceptionally clear." The Mathematical Gazette
Book Description
A thorough analysis of the fundamentals of plane geometry The reader is provided with an abundance of geometrical facts such as the classical results of plane Euclidean and non-Euclidean geometry, congruence theorems, concurrence theorems, classification of isometries, angle addition, trigonometrical formulas, etc.
Patrick Ryan's book on Geometry is not too advanced, give a good introduction, and importantly avoids pedantry and excessive abstraction. At the same time, the notation could be made much more clear, the examples could be better, and there could be much more depth to the book while still keeping it accessible.
However, I do like the organization of the book by kind of Geometry, and comparisons and contrasts between the different geometries in the introduction for each section. But given that I am not a visual thinker, I at least would have preferred more diagrams and explanations about how to think about these topics.
It is a solid book, and not too rigorous, although the notation at times makes it more confusing than it should be, but I am sure that there are much better books out there.
Most of us who had geometry in school had it done in a purely axiomatic way, basically the way Euclid did it, though updated. This book achieves an exposition of geometry (not only Euclidean, but the non-Euclidean geometries referred to as elliptic and hyperbolic) through other means. The subtitle, "An Analytic Approach" is only a partial explanation of the way the book approaches geometry. Not only the representation of points by coordinates, which is what "analytic" means in a geometric context, is characteristic of the book, but a heavy reliance is made on group theory and linear algebra.
There are other books whose titles are, or include, the terms "transformational geometry." This refers to the concept of the 19th-century German mathematician Felix Klein that a geometry is best considered as a study of those aspects of spaces that are preserved by a set of transformations applied to them. This book, with its heavy dependence on group theory (the mathematics that describes how transformations interact with each other) and linear algebra (the way that analytic geometry deals with transformations), clrarly falls within the family of transformational geometry books, even if the title does not use the word "transformational."
Such subtypes of geometry as affine plane geometry and distance geometry are also well covered. In fact, the book has one of the best treatments of affine geometry i have encountered.
Because of the use of such tools as linear algebra, this book is not appopriate for a high-school student; it is best used by someone with a few years of college mathematics. that is probably the one caveat I would raise.
I admit I am more comfortable with the logical, formal exposition of geometry. This book clashes with that background, being more algebraic in its approach. I find myself feeling that I am missing crucial pieces of the puzzle.
It also has a common flaw of math books in that it uses that ATROCIOUS swirly font for some of the symbols. You probably know the one I mean--so elaborate with delicate swoops and curlicues that I honestly can't tell which letter it is half the time even after several seconds of squinting. When a symbol is just as likely to be J, I, S, A, G, or T, it is a pain in the neck to have to go to pattern-matching from scratch instead of using letter recognition. It makes it harder to recognize and remember formulas and definitions. |
Algebra I Review Worksheet/Test
Build an Algebra I Review Worksheet
This worksheet covers a variety of Algebra I questions and is presented with multiple choice questions as well
as fill-ins. The questions are mixed up and include a variety of topics. The topics on your worksheet may include:
Numbers (rational and irrational), Properties of Number Systems, Operations on Rational Numbers and Monomials,
Polynomials, Square Root and Operations Involving Radicals, Evaluation of Formulas and Expressions,
Linear Equations, Linear Functions, Factoring, Quadratic Equations, Verbal Problems,
Pythagorean Theorem, Probability, Statistics. |
The TI-34 MultiView scientific calculator comes with the same features that made the TI-34 II Explorer Plus so helpful at exploring fraction simplification, integer division and constant operators. Enter statistical data for 1- and 2-var analysis as well as for exploring patterns via list conversions to see different number formats like decimal, fraction and percent side-by-side. Quickly view ...
The TI-84 Plus Silver Edition graphing calculator comes with a USB cable, plenty of storage and operating memory, and lots of pre-loaded software applications all to help you gain an academic edge from pre-algebra through calculus, as well as biology, chemistry and physics. You can use this TI graphing calculator on the PSAT, SAT, and ACT college entrance exams and ...
DETAILS: Middle Grade Graphing Calculator The Texas Instruments TI73 graphing calculator is designed for middle-grade students. It has a large screen to help students see patterns and analyze data. It features stacked fractions and data analysis functions that allow students to easily view and edit numeric and alphanumeric data in the list editor. They will be able to plot data ...
TI's most advanced scientific calculator is ideal for engineers, students and professionals. MultiView™ display allows you to view multiple calculations at the same time while MathPrint™ feature shows math expressions, symbols and stacked fractions as they appear in textbooks. Input data, scroll through entries and make edits like using a graphing calculator. Toggle key converts fractions and ...
Ideal for the algebra classroom. Lets students graph and compare functions, as well as perform data plotting and analysis. Horizontal and vertical split screen options. Advanced functions accessed through pull-down display menus. Includes tools for finance. I/O port for communication with other TI products.Advanced scientific calculator features a MultiView display and MathPrint capability. Enhanced math functionality makes this calculator ideal for computer science and engineering courses in which graphing technology may not be permitted. Easily input data, scroll through entries, make edits and investigate patterns as you would on a graphing calculator. The MultiView display shows multiple ... |
s... read more
The Mathematics of Games by John D. Beasley Lucid, instructive, and full of surprises, this book examines how simple mathematical analysis can throw unexpected light on games of every type, from poker to golf to the Rubik's cube. 1989 edition.
Mathematical Games and How to Play Them by Steven Vajda This book uses methods of algebra, geometry, combinatorics, number theory, and graph theory to analyze the rules and theories of mathematical games and to offer winning strategies. 1992 edition.
Differential Games by Avner Friedman Graduate-level text surveys games of fixed duration, games of pursuit and evasion, the computation of saddle points, games of survival, games with restricted phase coordinates, and N-person games. 1971 edition.
Two-Person Game Theory by Anatol Rapoport Clear, accessible treatment of mathematical models for resolving conflicts in politics, economics, war, business, and social relationships. Topics include strategy, game tree and game matrix, and much more. Minimal math background required. 1970 edition.
Probability Theory: A Concise Course by Y. A. Rozanov This clear exposition begins with basic concepts and moves on to combination of events, dependent events and random variables, Bernoulli trials and the De Moivre-Laplace theorem, and more. Includes 150 problems, many with answers.
Theory of Games and Statistical Decisions by David A. Blackwell, M. A. Girshick A problem-oriented text for evaluating statistical procedures through decision and game theory. First-year graduates in statistics, computer experts and others will find this highly respected work best introduction to growing field.
Building Models by Games by Wilfrid Hodges This volume covers basic model theory and examines such algebraic applications as completeness for Magidor-Malitz quantifiers, Shelah's recent and sophisticated omitting types theorem for L(Q), and applications to Boolean algebras. Over 160 exercises. 1985 edition.
Basic Probability Theory by Robert B. Ash This text emphasizes the probabilistic way of thinking, rather than by measuring theoretic concepts. Geared toward advanced undergraduates and graduate students, it features solutions to some of the problems. 1970 edition.
Foundations of Probability by Alfred Renyi Taking an innovative approach to both content and methods, this book explores the foundations, basic concepts, and fundamental results of probability theory, plus mathematical notions of experiments and independence. 1970 edition.
Fifty Challenging Problems in Probability with Solutions by Frederick Mosteller Remarkable puzzlers, graded in difficulty, illustrate elementary and advanced aspects of probability. These problems were selected for originality, general interest, or because they demonstrate valuable techniques. Also includes detailed solutions.
Problem Solving Through Recreational Mathematics by Bonnie Averbach, Orin Chein Fascinating approach to mathematical teaching stresses use of recreational problems, puzzles, and games to teach critical thinking. Logic, number and graph theory, games of strategy, much more. Includes answers to selected problems. 1980 editionThe Mathematics of Games of Strategy by Melvin Dresher This text offers an exceptionally clear presentation of the mathematical theory of games of strategy and its applications to many fields including economics, military, business, and operations research.
Product Description:
sum games, n-person games, individual and group decision-making, much more. Appendixes. Bibliography. Graphs and |
Featured Research
from universities, journals, and other organizations
The aftermath of calculator use in college classrooms
Date:
November 12, 2012
Source:
University of Pittsburgh
Summary:
Math instructors promoting calculator usage in college classrooms may want to rethink their teaching strategies, experts say. They have proposed the need for further research regarding calculators' role in the classroom after conducting a limited study with undergraduate engineering students.
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Math instructors promoting calculator usage in college classrooms may want to rethink their teaching strategies, says Samuel King, postdoctoral student in the University of Pittsburgh's Learning Research & Development Center. King has proposed the need for further research regarding calculators' role in the classroom after conducting a limited study with undergraduate engineering students published in the British Journal of Educational Technology.
"We really can't assume that calculators are helping students," said King. "The goal is to understand the core concepts during the lecture. What we found is that use of calculators isn't necessarily helping in that regard."
Together with Carol Robinson, coauthor and director of the Mathematics Education Centre at Loughborough University in England, King examined whether the inherent characteristics of the mathematics questions presented to students facilitated a deep or surface approach to learning. Using a limited sample size, they interviewed 10 second-year undergraduate students enrolled in a competitive engineering program. The students were given a number of mathematical questions related to sine waves -- a mathematical function that describes a smooth repetitive oscillation -- and were allowed to use calculators to answer them. More than half of the students adopted the option of using the calculators to solve the problem.
"Instead of being able to accurately represent or visualize a sine wave, these students adopted a trial-and-error method by entering values into a calculator to determine which of the four answers provided was correct," said King. "It was apparent that the students who adopted this approach had limited understanding of the concept, as none of them attempted to sketch the sine wave after they worked out one or two values."
After completing the problems, the students were interviewed about their process. A student who had used a calculator noted that she struggled with the answer because she couldn't remember the "rules" regarding sine and it was "easier" to use a calculator. In contrast, a student who did not use a calculator was asked why someone might have a problem answering this question. The student said he didn't see a reason for a problem. However, he noted that one may have trouble visualizing a sine wave if he/she is told not to use a calculator.
"The limited evidence we collected about the largely procedural use of calculators as a substitute for the mathematical thinking presented indicates that there might be a need to rethink how and when calculators may be used in classes -- especially at the undergraduate level," said King. "Are these tools really helping to prepare students or are the students using the tools as a way to bypass information that is difficult to understand? Our evidence suggests the latter, and we encourage more research be done in this area."
King also suggests that relevant research should be done investigating the correlation between how and why students use calculators to evaluate the types of learning approaches that students adopt toward problem solving in mathematicsMay 21, 2012 — Discipline-based education research has generated insights that could help improve undergraduate education in science and engineering, but these findings have not yet prompted widespread changes in news services and leading universities, scientific journals, and research organizations. |
The SIMMS (Systemic Initiative for Montana Mathematics
and Science) Integrated Mathematics curriculum is a complete NCTM
Standards-based mathematics program which encompasses all four years of
high school math and engages students to enter a lifelong journey of mathematical
learning through hands-on and activity-based work.
Developed for all students, SIMMS Integrated Mathematics
involves real world contexts and incorporates a modeling
approach using technology.
SIMMS Integrated Mathematics is published by Kendall/Hunt
Publishing. For further information, please go to |
Find a Highland, IN CalHappy studying.Algebra 1 is an introductory course where many foundational skills and concepts of mathematics are learned. These skills are very important as they will be used for critical thinking, problem solving, and synthesis down the road. Some of these concepts include: linear equations, ... |
Get online tutoring here.
Combinatorics
Combinatorics is a topic in math within the broader area of discrete mathematics. In essence, it deals with methods for counting discrete structures and techniques for arranging objects according to stated rules. As such, it will involve basic ideas like permutations and combinations. Normally, however, full semester courses in combinatorics are approached at advanced levels with topics that can become quite sophisticated.
A college-level course in combinatorics may involve study in the following areas: |
Functions and Change: Model Approach to...
9780618858040
ISBN:
0618858040
Edition: 1 Publisher: Houghton Mifflin Company
Summary: Intended for precalculus courses requiring a graphing calculator, Functions and Change emphasizes the application of mathematics to real problems students encounter each day. Applications from a variety of disciplines, including Astronomy, Biology, and the Social Sciences, make concepts interesting for students who have difficulty with more theoretical coverage of mathematics. In addition to these meaningful applicat...ions, the authors' easy-to-read writing style allows students to see mathematics as a descriptive problem-solving tool. An extended version of the successful Functions and Change: A Modeling Approach to College Algebra, this text includes three chapters of trigonometry.
Crauder, Bruce is the author of Functions and Change: Model Approach to..., published under ISBN 9780618858040 and 0618858040. Three hundred forty Functions and Change: Model Approach to... textbooks are available for sale on ValoreBooks.com, one hundred fifty used from the cheapest price of $19.99, or buy new starting at $161.90.[read more course was great at giving concrete, real world examples. Actual data was used so you could understand why you were learning the material, and that makes a big difference in your understanding. The many examples help students learn for themselves the material.
The section on logs and exponentials really needs some beefing up with more basic abstract work. Too little time was spend on those subjects. |
5 Answers
This book, by Israel Gelfand, is perhaps the best book on high school algebra I have ever seen. Written by a leading mathematician, it is short, clear, and concise, yet provides a depth of understanding that you cannot find in many other books on the subject.
You might want to take a look at the text by George F. Simmons, Precalculus Mathematics in a Nutshell. It is very concise, weighing in at only 128 pages, and like other books by Simmons, is extremely clear and well-written. |
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Category theory provides a general conceptual framework that has proved fruitful in subjects as diverse as geometry, topology, theoretical computer science and foundational mathematics. Here is a friendly, easy-to-read textbook that explains the fundamentals at a level suitable for newcomers to the subject. Beginning postgraduate mathematicians will find this book an excellent introduction to all of the basics of category theory. It gives the basic definitions; goes through the various associated gadgetry, such as functors, natural transformations, limits and colimits; and then explains adjunctions. The material is slowly developed using many examples and illustrations to illuminate the concepts explained. Over 200 exercises, with solutions available online, help the reader to access the subject and make the book ideal for self-study. It can also be used as a recommended text for a taught introductory |
This text on Digital Signal Processing has been suitably crafted and designed to meet
student's requirements. Considering the highly mathematical nature of this subject,
more emphasis has been given on the problem-solving methodology. Considerable
effort has been made to elucidate mathematical derivations in a step-by-step manner.
Exercise problems with varied difficulty levels are given in the text to help students get
an intuitive grasp on the subject.
This book with its lucid writing style and handy pedagogical features will prove to be a
master text for engineering students and practitioners.
Key features
Wherever required, problems are solved by multiple methods
Additional explanations for solutions and proofs are provided in separate boxes |
Techniques of Problem Solving
9780821806197
ISBN:
082180619X
Pub Date: 1996 Publisher: American Mathematical Society
Summary: Krantz, Steven is the author of Techniques of Problem Solving, published 1996 under ISBN 9780821806197 and 082180619X. One hundred thirteen Techniques of Problem Solving textbooks are available for sale on ValoreBooks.com, nine used from the cheapest price of $4.15, or buy new starting at $34.59Brand new. We distribute directly for the publisher. Winner of the CHOICE Outstanding Academic Book Award for 1997! The purpose of this book is to teach the basic principles [more]
Brand new. We distribute directly for the publisher. Winner of the CHOICE Outstanding Academic Book Award for 1997! The purpose of this book is to teach the basic principles of problem solving, including both mathematical and nonmathematical problems. This book will help students to...* translate verbal discussions into analytical data. * learn problem-solving methods for attacking collections of analytical questions or data. * build a personal arsenal of internalized problem-solving techniques and solutions. * become "armed problem solvers", ready to do battle with a variety of puzzles in different areas of life. Taking a direct and practical approach to the subject matter, Krantz's book stands apart from others like it in that it incorporates exercises throughout the text. After many solved problems are given, a "Challenge Problem" is presented. Additional problems are included for readers to tackle at the end of each chapter. There are more than 350 problems in all. This book won the CHOICE Outstanding Academic Book Award for 1997. A Solutions Manual to most end-of-chapter exercises is available.[less] |
In this Newsletter
1. The Twelve Days of Christmas - How Many Presents?
2. Best of 2008
3. Math tip - Calculus Concepts
4. Latest IntMath Poll - Why is math hard?
5. From the math blog
6. Final thought - We all suffer from attention deficit disorder...
What is Algebra?
Algebra is the branch of mathematics that uses letters in place of some unknown numbers.
You've been using algebra since your early schooling, when you learned formulas like the area of a rectangle, with width w, height h:
A = w × h
We used letters to stand for numbers. Once we knew the width and height, we could substitute them into the formula and find our area.
Another one you may have seen is the area of a square, with sides s:
A = s2
As soon as we know the length of the sides, we can find the area.
Literal numbers (the letters used in algebra) can either stand for variables (the value of the letter can change, like in the examples of the area of a rectangle and the area of a square) or constants (where the value does not change), for example e (which has a constant value of `2.781828...`).
And as my students constantly ask...
Why Do We Have to do This?
Algebra is a powerful tool for problem solving in science, engineering, economics, finance, architecture, ship-building and many other day-to-day tasks.
If we didn't use letters in place of numbers (and used words instead), we would be writing many pages for each problem and it would be much more confusing.
This elementary algebra chapter follows on from the earlier chapter on Numbers. Do you find basic algebra is difficult? It may be a good idea to go back and remind yourself about basic number properties first. |
Data, Graphing, and Statistics Smarts!
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Are graphing, and statistics concepts. This book is designed for students to use alone or with a tutor or parent, provides clear lessons with easy-to-learn techniques and plenty of examples. Whether you are looking to learn this information for the first time, on your own or with a tutor, or you would like to review your skills, this book will be a great |
books.google.com - This... Group Theory
Visual Group Theory
This of its meaning and import, from the basics of groups and subgroups through advanced structural concepts such as semidirect products and Sylow theory. Opening chapters anchor the reader's intuitions with puzzles and symmetrical objects, defining groups as collections of actions. This approach gives early access to Cayley diagrams, the visualization technique central to the book, due to its unique ability to make group structure visually evident. This book is ideal as a supplement for a first course in group theory or alternatively as recreational reading.
Well, we're breaking even on the Acknowledgments page, with a +1 for the Hofstadter lineage (I think he was the first, or among the first, to teach a visual group theory course a number of years ago ...
About the author (2009)
Nathan Carter grew up in Northeastern Pennsylvania, earning a bachelor's in mathematics and computer science from the University of Scranton in 1999. He earned masters degrees in mathematics and computer science and a Ph.D. in mathematics from Indiana University. Nathan received the University of Scranton Excellence in Mathematics award in 1999, an Indian University Rothrock Teaching Award in 2003, and a Bentley College Innovation in Teaching award in 2007. |
Description:
This is a video about Niko Henderson, an engineer for Easton Sports. He uses science, mathematics, engineering and innovative testing to help produce some of the fastest bikes on the road. Treat your students to a rare glimpse inside the research and development test laboratory at Easton Sports. Running time 4:45 minutes. Engineering Faster Bikes deals with the following: Frame Stress Subject: Mathematics Topics: Algebra Grades: 8 - 9 Concepts:- Function- Independent variable- Dependent variable- Linear Function- Slope- Extrapolation- Domain Knowledge and Skills:- Can find the slope of a linear function- Can solve equations of the form ax = b. A free 14 day trial is available for the site. |
us...
This course presents mathematics as a deductive science which starts with empirical observations but goes beyond the level of simple, unrelated facts. Search for patterns and, when discovered, justification of them is the essence of this course. Similarities and differences betwe...
This course is designed to give elementary education majors experiences in being independent solvers of mathematical problems while giving them the mathematical foundation for early mathematics. Concepts in elementary education including sets, whole, integer, rational, real, and ... introduces students to mathematical modeling using linear, exponential, and power functions and systems of equations. Algebraic and geometric techniques are developed. Applications to the life, social, and management sciences include linear programming and difference ...omet... ... |
explores aspects of matrix theory that are most useful in developing and appraising computational methods for solving systems of linear equations and for finding characteristic roots. Suitable for advanced undergraduates and graduate students, it assumes an understanding of the general principles of matrix algebra, including the Cayley-Hamilton theorem, characteristic roots and vectors, and linear dependence.An introductory chapter covers the Lanczos algorithm, orthogonal polynomials, and determinantal identities. Succeeding chapters examine norms, bounds, and convergence; localization theorems and other inequalities; and methods of solving systems of linear equations. The final chapters illustrate the mathematical principles underlying linear equations and their interrelationships. Topics include methods of successive approximation, direct methods of inversion, normalization and reduction of the matrix, and proper values and vectors. Each chapter concludes with a helpful set of references and problems. |
Some mathematical insight pleaseThis is so true. Personally, I find most math lectures are very simple to follow. But that's not what math is about. The definition of, say, a topological space isn't trivial but it's not a ball buster, but then taking the definitions and theorems and constructing your own proofs - that's hardTrue for physics too.
Often, enthusiastic people will read a book about string theory, or something by Stephen Hawking, and decide they want a physics career. That's great, I wish them the best! But many aren't expecting freshman math and physics classes to be *so hard*. I mean, physics was easy to understand in those books they read!
It's very important in science to be aware of how well you understand something. Quite often, people assume that being able to understand what the teacher/text book author did is the same as knowing the material really well. I knew a guy in high school who would always be upset that he did poorly on tests because the teacher solutions made perfect sense to him after the fact. He wasn't terrible at things, but he wasn't able to make the jump from understanding what the teacher did to being able to apply the methods to new problems.
To avoid something like that, it's important to know if you really understand the underlying concepts, or if you're just at a point where what the prof does makes sense to you. The best way to check that is to just do as many practice problems (preferably difficult!) as you can. Chances are, you'll find that you don't suck at math, but rather you just need to work harder to understand things than you thought.
Sometimes you can be good at doing something but not good at learning it. I've always had problems with math exams, because I can do the work with the book in front of me, but I haven't cemented it well enough to remember it in a test scenario. |
Contact Us
Department Chair
Brenton WebberOffice: W2-7F215-751-8792bwebber@ccp.edu
Developmental Math
CEMEC Proposal
CEMEC Pilot Report
Math 016
This arithmetic course covers operations on natural numbers, integers, rational numbers (fractions), decimals and percents.
Multi-step problems utilizing the correct order of arithmetic operations will be stressed.
Correct mathematical format will be stressed. A Departmental Exam is required with no calculators allowed.
Credit will not apply toward graduation.
Upon successful completion of this course, students will be able to:
Add, subtract, multiply, divide and exponentiate integers and rational
numbers written as decimals or fractions
Perform combinations of operations on integers and rational numbers
Distinguish equivalent forms of numbers and numerical expressions
from different ones
Write integers and rational numbers in canonical forms
Solve percent problems
Letter to Instructors of Math 016 Spring 2010
Grading Policy
Sample Syllabus
Interactive Test
Grading Rubric for Final Exam
Math 016 Materials With Exercises
Lecture Notes - Luy
Supplementary Materials: Homework/Classwork/Quizzes
Common 016 Final
Math 017
This course covers algebraic expressions; equivalent algebraic expressions; operations on algebraic expressions;
linear equations and inequalities in one variable; and factoring. A Departmental Exam is
required with no calculators allowed. Credit will not apply toward graduation.
Prerequisites: Pass grade in MATH 016 or satisfactory score on mathematics placement test.
Upon successful completion of this course, students will be able to:
Recognize equivalent algebraic expressions
Perform basic operations on algebraic expressions
Solve linear equations and inequalities in one
variable and graph linear inequalities in one variable |
Symmetry and Pattern in Projective Geometry is a self-contained study of projective geometry which compares and contrasts the analytic and axiomatic methods. The analytic approach is based on homogeneous coordinates, and brief introductions to Plücker coordinates and Grassmann coordinates are presented. This book looks carefully at linear, quadratic, cubic and quartic figures in two, three and higher dimensions. It deals at length with the extensions and consequences of basic theorems such as those of Pappus and Desargues. The emphasis throughout is on special configurations that have particularly interesting symmetry properties. The intricate and novel ideas of 'Donald' Coxeter, who is considered one of the great geometers of the twentieth century, are also discussed throughout the text. The book concludes with a useful analysis of finite geometries and a description of some of the remarkable configurations discovered by Coxeter. This book will be appreciated by mathematics students and those wishing to learn more about the subject of geometry. It makes accessible subjects and theorems which are often considered quite complicated and presents them in an easy-to-read and enjoyable manner. less |
designed for those portions of the market that are either price sensitive or those who are looking for a more brief text than they've been using. It has all of the breadth of the original text but with less depth. The quantitative reasoning flavor of the original text, Using and Understanding Mathematics, has been retained and will continue to be a major selling feature of this text. |
Quantitative chemistry
Quantitative chemistry is the maths course taken by all undergraduate chemists to learn the essential maths required for a Chemistry degree, putting this knowledge into a chemical context.
This section provides:
Links to useful resources to aid first year maths courses
A detailed list of topics covered within the first year maths lectures
The University has also opened its doors to the Maths Skills Centre, located in the Harry Fairhurst Building. This centre is open for any first year to go in and ask questions about the mathematics in their course.
Overview
Maths topics
To help with what you need to know and what topics will be most beneficial to revise click on the topics tabs above.
Here you will find a detailed summary of the topics covered in each term during your first year of undergraduate study.
Quantitative chemistry in the first term is compulsory for those students who do not have any post GCSE level mathematics (ie. do not have A-level Maths or equivalent) and optional for those who do.
The course is structured in the format of assessed problem worksheets and workshops.
However much maths you may have done it may prove useful to revise the topics covered in these sessions as they will be beneficial to your core chemistry studies as well as the mathematics course.
In your second and third term, quantitative chemistry is compulsory for all first year Chemistry undergraduates.
If you would like to practise some maths questions before you join us in October, please feel free to have a go at the worksheet below. Don't worry if there is anything you don't understand 100% or are not quite sure on, it will all be covered in the maths course.
The recommended textbook for maths (to support some of your chemistry topics) is as follows:
The revised and extended edition of the hugely successful Maths for Chemistry texts provides an accessible and useful resource for all undergraduate chemistry students. The book adopts a user-friendly approach, leading the reader though the underlying mathematical principles before capitalising on confidence gained by developing those concepts in the chemical context. The broad spread of material ranging from elementary essentials to more advanced topics should appeal to readers of wide-ranging mathematical confidence.
This book should be available from the university bookshop (Blackwells) but is also available via the rsc website. |
College Algebra
9780470226667
ISBN:
0470226668
Edition: 1 Pub Date: 2008 Publisher: Wiley & Sons, Incorporated, John
Summary: Form is related to function. An airplane wing has the form it does because of its lifting function. The pillars of the Parthenon and the girders of a skyscraper are shaped to the purpose of supporting their massive structures. Similarly, the form of an algebraic expression or equation reflects its function. Algebra: Form and Function Preliminary Edition introduces each function--linear, power, quadratic, exponential,... polynomial--and presents a study of the basic form of expressions for that function. Readers are encouraged to examine the basic forms, see how they are constructed, and consider the role of each component. Throughout the text, there are Tools sections placed at the ends of chapters to help readers acquire the skills they need to perform basic algebraic manipulations.
Hughes-Hallett, Deborah is the author of College Algebra, published 2008 under ISBN 9780470226667 and 0470226668. Two hundred nine College Algebra textbooks are available for sale on ValoreBooks.com, one hundred nine used from the cheapest price of $9.18, or buy new starting at $63.86.[read more] |
Mathematics and Statistics
Welcome from the Director
Did you know that for every 3 credits of math you take at the college level on average your income could increase by approximately $3,000 annually? Mathematics is a field that builds skills that are important to today's workforce. Critical-thinking, problem-solving and analytical skills are developed through mathematics and statistics. Math is a subject that requires both the belief that you can succeed and the support to achieve. These are some general strategies that I have applied based on many years of experience both as a student and as an instructor:
Strategies for Your Success…
Believe you can succeed. Believing you can succeed is one of the most significant steps you can make towards success in this course. Once you truly believe you are capable of succeeding, you can create the space in your life to achieve your goals and to succeed in your mathematics course. In addition to believing in yourself, there are some specific steps you can take to further your path to success.
Create a schedule for success. You want to make sure you have registered for your math course at a time that will enable you succeed. If you are taking your course online or on-site, make sure you allow yourself the appropriate amount of time necessary to succeed. A general rule of thumb is that for every semester credit hour, you should expect to invest two to three hours per week independently from the classroom. For example in a 3-credit course, you should expect to spend at least six to nine hours per week reading your text, doing your homework, studying with other students and preparing for your next math class.
Have all your materials before the semester begins. Find out as soon as possible, ideally when you register for your course, what materials you will need for the course, as well as where you can purchase them. Make sure you have the correct edition of the textbook as well as the solutions manual if there is one. Also make sure you have any necessary supplies required of the instructor (graphing calculator, scientific calculator, etc…) Sometimes it may be impossible to have all of your textbook materials before your semester begins; in this case, make every effort to communicate this to your instructor so they can either help you with obtaining your textbook materials or provide some support while you wait for your materials to arrive.
Exchange names and e-mails with fellow classmates on the first day of class. Make sure you have at least two different names of students in your class and their e-mail or phone number. This will come in handy if you ever need to miss a class, want to study for a test or quiz or just want to work together on homework. In the work place, you want to build a community so you can have the support you need to succeed; the same is true in your classroom.
Attend and participate in every class. Choose to be actively engaged in your learning. Math is not a spectator sport; you need to be present in order to succeed. Ask questions, answer questions and be an active participant in your classroom. Instructors notice when their students are actively engaged in their learning.
Do your assignments on time. Reading the textbook, reviewing examples, attempting the assigned problems and reviewing your notes are all a part of "doing your assignments." Just as in sports, it's important to warm up and practice in mathematics so you can perform at your best.
Be organized. Organization is an important part of being a successful student. Organize your class notes. Write down everything the instructor presents in class even if you do not understand the concept. This way you can always go back over the materials at a later time. Keep your homework organized in a similar fashion and clearly state the section number and problem number along with the statement of the problem before you solve the problem; this way you can more easily refer to the problem and its solution at a later time. Keep all quizzes and exams organized as well; you will want to locate these materials later on.
Empower yourself by viewing mistakes as opportunities and not as obstacles. Some of the greatest discoveries have come from mistakes (penicillin was discovered by accident). Viewing your mistakes as learning opportunities and knowing where to find help are strong indications that you are on the path to success. Your instructor is the best place to start. Beyond your instructor, there are a number of other resources you will want to know how to take advantage of. Know who among your fellow classmates to ask for help, determine whether your school has a math tutoring center (usually free) or find contact information for a personal tutor (usually for an hourly fee) from your instructor or the math department.
In addition to your textbook, there are often additional resources available either through your school or the publisher to help support you through your math course. Find out from your instructor what kinds of additional materials are available with this book. Be proactive and find this information within the first couple of weeks in your semester.
Prepare to succeed. Prepare before class by reading your textbook, writing notes and organizing your strategy for understanding the concepts that will be discussed at your next class. Reading your mathematics text book will take time; you will often need to re-read a single page several times before the concept becomes apparent. Take advantage of the examples and try to mimic their solutions in the exercises at the end of each section. Write notes either in your text or in your notebook and write any questions for your instructor. While you may not fully understand every concept you've read, when you hear the lecture, you will find it's much easier to understand once you've read your textbook and prepared notes and questions.
Instructors cannot always guess what concepts are clear to their students and so it's important to be prepared with questions that are specific in nature about particular topics you find difficult to understand. The more specific you can be, the better your chances of getting a satisfactory response from your instructor. |
This course, presented by MIT and taught by professor Sanjoy Mahajan, teaches guessing results and solving problems without having to do a proof or an exact calculation. The material is useful for students who have a...
This learning object from Wisc-Online covers the sphere, examining the properties and components of the shape. The lesson uses the geometric formulas for finding the volume and surface area of the shape. Practice... |
Product Description
Join Tom Clark, founder of VideoText Interactive and author of Algebra: A Complete Course and Geometry: A Complete Course, as he offers an entertaining and educational session designed to help you discover the reasons behind the difficulty of several of the traditional trouble spots in math. Topics discussed will be determined by the audience and may include: division of fractions and multiplication of decimals (using those mindless rules), long-division, story problems, positive and negative numbers, and numerous topics, all of which seem to indicate that mathematics is just naturally "difficult.
Speaker Information:
Tom Clark is a lifelong teacher of mathematics and science, with 46 years' experience in education. In addition to teaching, he has served as the state mathematics supervisor for the Indiana Department of Education, the supervisor of K-12 mathematics for Indianapolis Public Schools, and director of curriculum development. In addition, he has authored several mathematical resources for the Houghton-Mifflin Publishing Co. and for the Addison-Wesley Publishing Co. His unique awareness of the needs of both teachers and students has helped him win the IUPUI Chancellor's Award, the Purdue Chancellor's Award, and the Purdue School of Science Faculty Teaching Award. In the last 18 years he has focused on the development of multimedia programs that challenge traditional methods of instruction and that help with both individualized and group learning. He has written several articles on the subject and has been a featured speaker at many conferences across the country, addressing techniques of interweaving technology and instruction for concept development, especially in the areas of middle school and high school mathematics. Tom is currently president of VideoText Interactive, a company that specializes in bringing the textbook to life through technology. The company's two major programs, "Algebra: A Complete Course" and "Geometry: A Complete Course," have been acclaimed nationwide, as comprehensive college-preparatory mathematics courses. |
Most methods exist in high level
programming environments such as
Splus
and
Matlab
we will also spend time
generating and
interfacing C
or Fortran programs
(Numerical Recipes and Programs from the web)
with the high level languages.
Symbolic software will be introduced, if not used much.
(maple, mathematica) |
Math, Programming and Beyond
2000 Our web site, Math, Programming, and Beyond is for people who want to learn and want to use their math and programming skills to achieve a goal. Visitors who enter the site are immediately a part of an expedition to gather an important metal from a planet. Their ship is sabotaged, the information manual is damaged, and astronauts must learn new skills in order to survive and save their fleet. Our web site is split into two sections: math and Visual Basic programming. If visitors are successful and acquire some of the skills in these sections, they can advance to the rest of the simulation. They have a choice between a short simulation and a long simulation. They can also choose to just view the pages and take some quizzes. |
Learning Guide for Trigonometry
Description: The Learning Guide begins each chapter with an engaging application and is organized by objective, providing additional examples and exercises for students to work through for greater conceptual understanding and mastery of mathematical topics. TheMore...
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The Learning Guide begins each chapter with an engaging application and is organized by objective, providing additional examples and exercises for students to work through for greater conceptual understanding and mastery of mathematical topics. The Learning Guide is available as PDFs and customizable Word files in MyMathLab. It can also be packaged with the textbook and MyMathLab access code |
San Anselmo Algebra 2In Algebra 1 we also study graphical methods in order to visualize functions as straight lines or parabolas. Further we learn about factorization and the solutions of quadratic equations. Seeing many advanced students who struggle with algebra 1 concepts makes me feel good about my algebra 1 students because I help them to learn it properly from the beginning. |
What is Correlation?
How is correlation different from integration?
Traditionally, integrating mathematics into a science class consists of science teachers using mathematics as a tool and integrating science into a mathematics class consists of mathematics teachers using science applications. For example, simplifying formulas in science uses obvious math skills, but only to the extent needed to find the solution. The concepts behind the math are left for the math teacher. |
Intermediate Algebra for College Students (5th Edition)
9780136007623
ISBN:
0136007627
Edition: 5 Pub Date: 2008 Publisher: Prentice Hall
Summary: The goal of this book is to provide readers with a strong foundation in algebra by developing the problem-solving and critical thinking abilities. Topics are presented in an interesting format, incorporating real world sourced data and encouraging modeling and problem-solving.
Robert F. Blitzer is the author of Intermediate Algebra for College Students (5th Edition), published 2008 under ISBN 9780136007623 a...nd 0136007627. Fifty seven Intermediate Algebra for College Students (5th Edition) textbooks are available for sale on ValoreBooks.com, forty used from the cheapest price of $2.48, or buy new starting at $48AKLAND, MSShipping:Standard, ExpeditedComments:ALTERNATE EDITION: A brand new never used teacher 5th HC ed,just like the student version cover to cover but will ha... [more] [less007623-4-1-3 Orders ship the same or next business day. Expedited [more]
Missing components. May include moderately worn cover, writing, markings or slight discoloration. SKU:97801360076 A brand new never used teacher 5th HC ed,just like the student version cover to cover but will have answers and or marginal notes,any extra labeling will be covered with black [more]
[less] |
Department of Mathematics
About the Department
Facilities
Located in the 7800 York Road building, the Department of Mathematics has four computer based classrooms and a Satellite Lab All computers have the Microsoft Office Suite, Internet Explorer and Acrobat Reader installed.
The "Calculus Classroom" is equipped with 24 computers, two high speed LaserJet printers and a teacher's station that consists of a computer and document camera connected to a LCD projector. The equipment is networked to a central server that allows student to access their work from both the classroom and the Satellite Lab. The desks are designed with the monitor set below a glass desktop so that there are clear visual sight lines to any part of the room. Mathematica is the software of choice in the calculus classes, as well as several other courses, and is available to the students in both this classroom. This room is primarily used by students during their scheduled weekly lab hour in the Calculus I, II and III courses.
The "Statistics Classroom" is equipped with 31 computers, two high Minitab is the software of choice in the applied statistics courses and is available in all of our computer based classrooms. This room is primarily used by students during their scheduled weekly Lab hour, but is also used during the traditional lecture sessions so that demonstrations and student participation may occur.
The "Geometry Classroom" is currently equipped with 33 computers, two high speed LaserJet printers, a teacher's station that consists of a computer and document camera connected to a LCD projector, and a separate workstation with a scanner attached. This room is primarily used by students majoring in education and taking their mathematics content and methods courses from mathematics education faculty who are members of the Department of Mathematics. A variety of software is utilized in this room including Geometer's Sketchpad, Cabri, PolyPro, Tessellations, Mathematica and Minitab.
The "MB3 Classroom" is equipped with 24 computers, a This room is shared between the Department of Mathematics and the Molecular Biology, Biochemistry and Bioinformatics (MB3) Program. Mathematica, Minitab and Microsoft Office software is installed on each computer. In addition specialized software utilized by the MB3 Program is also installed.
In addition to these three classrooms, the Department of Mathematics maintains a Satellite Lab, located in room 109 of the 7800 York Road building. This open computer laboratory contains 34 computers, 2 dot matrix printers (no charge to use), a LaserJet printer and a color InkJet printer (a charge to print using both of these). A wide variety of software for both mathematics and business & economics courses is available for students to use. This includes all software used in any mathematics course and much more. Students also have access to the Internet and to their e-mail account from any computer in this lab. Any student may obtain an e-mail account hosted by the university for no additional charge. The lab is open seven days a week. There is always a student lab monitor available for technical assistance. The open hours are
Days
Times
Monday & Tuesday:
8 a.m. to 6 p.m.
Wednesday & Thursday:
8 a.m. to 9 p.m.
Friday:
8 a.m. to 4 p.m.
Saturday:
11 a.m. to 4 p.m.
The traditional classrooms are small and limited to a maximum of 36 students, so that all of the classes are taught in small sections in which students may receive personalized attention. Each of these rooms is equipped with a teachers station that consists of a computer and document camera connected to a LCD projector.
The mathematics education group has access to one classroom that is set up especially for courses that they teach. There also is a mathematics education curriculum center that houses a wide variety of curricular materials from curriculum guides to physical manipulatives, two computers - each with a CD-RW drive, a microphone, a ZIP 100 drive, application software and presentation software - a LaserJet and a color InkJet printer. This room is made easily available to education students as well as those students in our master's program in Mathematics Education.
Every faculty member has a private office with a computer in his or her office that contains the software needed by that faculty member. These computers are upgraded on an approximate four year cycle by the University. Each faculty member has access to a Black & White LaserJet, a Color LaserJet and Color InkJet printer from his or her office. Also there is an image scanner available to all faculty. |
Book Description: This textbook is a new introduction to linear algebra for students who have completed the first year of calculus. In the spirit of modern instruction, this elementary presentation of the important ideas in linear algebra emphasizes conceptual understanding, developing applied examples, and working with realistic numerical data before introducing formal mathematical definition and operations. This text emphasizes geometric, symbolic, and numeric presentations of the subject. The first two chapters cover linear phenomena in both numeric and geometric settings. The symbolic manipulation of vectors and matrices is then introduced as a tool for the study of specific problems. Many examples, student exercises, and group project ideas |
Packed with fascinating facts and motivational activities, this book helps you create a thematic unit on rocketry. Lessons include information on the beginning of rocketry and explanations of basic scientific principles of
Imagine killer nannies patrolling the streets of New York, their baby carriages bristling with automatic weapons, even as prowling, infertile parent-wannabes make desperate grabs at the carriages' precious cargo.... This is the
This book fits the Business Mathematics course in high schools. It is structured around a three-pronged approach: Basic math review, personal finance and business mathematics. Build and strengthens students' basic skills in
From two experienced teachers, here are four books of problems that follow the school year. Activities include order of operations, signed number factoring, quadratic formula, linear and quadratic function problems. Book C/Grades
Following the content of the standard school curriculum, this book presents in 418 problems and diversions the basic ideas of arithmetic. Averages, fractions, decimals, percent, powers and roots, more. Shortcuts, checking methods,
A gardener "ought to have a little make-believe," the Southern California garden maven Olive Percival mused more than eighty years ago. Inspired by this principle, she devised plans for whimsical gardens that
SMP Interact: Framework Edition supports a teacher-led, discussion-based approach as the revised Framework promotes. With three differentiated tiers providing coherance and clear progression it has been extensively trialled to ensure effectiveness and
Glencoe's Algebra 1 and Algebra 2 balance sound skill and concept development with applications, connections, problem solving, critical thinking, and technology. Whether your students are getting ready for college or the workplace,
Classic Chemistry Demonstrations is an essential, much-used resource book for all chemistry teachers. It is a collection of chemistry experiments, many well-known others less so, for demonstration in front of a class |
High School Math Made Simple" tackles the math concepts that form the foundations of secondary and higher education in this third edition. The book includes chapters on essential math skills (pre-algebra), algebra 1, geometry, algebra 2, trigonometry, pre-calculus, calculus and statistics. High School Math Made Simple is full of examples and exercises. The book was written using the principles and standards for school mathematics published by the National Council of Teachers of Mathematics (NCTM). These standards are the cornerstone of basic math principles that ensure the highest quality of learning for students. The rear of the book includes a Scope and Sequence of our content to NCTM's guidelines.
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Arsenal of solutions - The authors seem to have done research on various types of problems which generally show up on tests and board exams and they have produced a detailed solution mechanism for each problem type. So, this does help students develop an arsenal of solutions to deal with different kinds of problems he/she might encounter on tests. Let's be honest here, at the high school level there are not infinite types of problems. Hence, to a certain extent Dr. Monroe's book has solved the ubiquitous uncertainty about different popular forms in which problems can show up on the exam.
Variety of topics - Even though this is pretty much standard for all books, I like the organization of this book as far as presenting the topics is concerned. Dr. Monroe has tried to build up the students skills in a highly structured manner.Read more ›
This book should act as a supplement to your studying. Certain sections are quite thorough, while others only provide quick refreshers. Here is my take on each section:
Essential Math Skills - This is a good, quick introduction to basic math skills, but I don't think that it will be useful for a high school student. Upon entering high school, a student should have mastered such topics as fractions and integers, and if he or she hasn't, then he or she is in trouble.
Algebra I - You are inundated with information in this section, and although the explanations are clear, there are not enough examples.
Algebra II - Dr. Monroe provides plenty of examples, and her step-by-step method of solving them is very clear and helpful. I liked how she details the four ways to solve systems of linear equations.
Geometry - This chapter does not cover geometric proofs, which are fundamental to the subject.
Trigonometry - A section on vectors would have been useful. Also, Dr. Monroe could have provided general instruction on how to use a graphing calculator to graph functions.
Pre-Calculus - I liked the inclusion of word problems, which are sometimes left out in similar study aides. The chapter does lack sections on limits and polar coordinates.
Calculus - This section could have been broadened to include more topics and flesh out certain concepts. It should be used only for a basic review of derivatives and integrals.
Statistics - The section on Probability is very limited, and Probability is an integral part to the study of Statistics.
This book is a summary of topics. Don't buy this book if you are looking for exercises and extend explanations.
It covers a lot, but as I said ... once I got lost in one topic due to the brief explanation ... I was done!
I had to look for other resources to see if I could understand. To me this book is more of a guide for professors and people that already know the topics than for somebody who is trying to learn by themselves.
I'm only into the Exponential Functions section, but I must say, there are a few typos and incorrect formulas that made it necessary to consult online help. On the bright side, I discovered purplemath.com which is an excellent place to correct the mistakes in the book. To be more precise, the formulas for parabolas and ellipses were wrong. Also, the formula for the quotient rule of exponential equations was wrong...had to look them up. So, although I'm enjoying relearning math after many years out of high school, I must give this caveat: Pay close attention to what's written because, so far, there are some mistakes. Do I recommend this book ? Yes...but watch for the mistakes.
I taught me more then I thought it was going to, just when I think I already knew it all already, one or two comes up I didn't know, or got wrong anyway and had to redue it. It has been a real help helping me help my grandchildren with their homework ... |
Instructs students in the knowledge of algebra involving linear content; equations, functions and inequalities in one variable and two variables. This course demonstrates simplifying and solving methods. Topics such as expressions, equations, functions, exponents, two and three-dimensional geometric shapes, linear systems, polynomials, and factoring are also introduced. Prerequisites: Completion of MATH-095 with a minimum grade of C or appropriate Math Accuplacer score. Offered: ALL
Instructs students in the knowledge of addition, subtraction, multiplication and division of whole numbers, fractions and decimals. Topics also include ratios and proportions, percents, standard and metric measurements and conversions. Basic fundamentals of algebra, operations of rational numbers, algebraic expressions, solving equations, formulas, geometry and trigonometric concepts of sine, cosine, tangent and the Pythagorean Theorem. This course emphasizes application models required in vocational programs. Prerequisites: Completion of MATH-095 with a minimum grade of C or appropriate Math Accuplacer score. Offered: ALL
This course introduces the computational skills needed to study in health careers programs. Topics include operations on fractions, decimals, percents, as well as the use of formulas, ratio and proportion, and measurement. Students will solve word problems specific to medication orders. Prerequisites: Completion of MATH-095 minimum grade C, or appropriate Math Accuplacer score. Offered: ALL
Course offers an in-depth look at the representations of rational numbers, including base-ten and decimal numbers, integers, fractions, arithmetic operations on these sets and number properties using student activities and investigations. Problem solving is emphasized throughout. Prerequisites: Take MATH-096 or higher, minimum grade C. Offered: FASP
Instructs students in the knowledge of linear, piecewise, quadratic, polynomial rational, inverse, exponential, and logarithmic functions; function topics include finding the average rate of change, analyzing graphs, graphing using transformations, finding roots in the real and complex number systems, and constructing functions to model real-world applications. Other topics include systems of linear equations and inequalities, matrices, linear programming sequences and series. Prerequisites: Completion of MATH-115 or appropriate Math Accuplacer score. Offered: ALL
An in-depth study of linear, piecewise, quadratic, polynomial, rational, exponential, and logarithmic functions and their graphs. Also includes the fundamental theorem of algebra, systems of equations and inequalities, conic sections, sequences and series, and applications in geometry. A graphing calculator is required. Prerequisites: Completion of MATH-115 or appropriate Math Accuplacer score. Offered: ALL
An introduction to the methods of differential and integral calculus. Polynomial, rational, exponential, and logarithmic functions are used in topics such as rates of change, limits, derivatives, continuity, extrema, graphing, antiderivatives, definite integrals, and techniques of integration. Applications involving optimization, related rates, growth and decay models, and marginality will be studied primarily in context of business related topics. Prerequisites: Complete MATH-160 or MATH-170, minimum grade C. Offered: SP
Instructs the student in the methods of differential calculus. Topics include elementary algebraic and transcendental functions, limits, continuity, differentiation and optimization. Other topics include L'hopital's rule, Newton's method, Riemann sums, indefinite and definite integration, and the fundamental theorem of calculus. Mathematical software will be utilized throughout the course to expose students to computer algebra systems. [NM Common Course Number MATH 1614, Area II: Mathematics Core] Prerequisites: MATH-170 AND MATH-180, minimum grade C. Offered: ALL
A continuation of Math 188; extending to topics in Techniques of Integration, Numerical Integration, Applications of Integration, Infinite Series, Power Series, Maclaurin & Taylor Series and Taylor Polynomials.[NM Common Course Number MATH 1623, Area II: Mathematics Core] Prerequisites: Complete MATH-188 with a minimum grade of C. Offered: ALL
Instructs the student in the knowledge of an introduction to descriptive and inferential statistics, which includes the following topics: sampling theory, experimental design, probability, probability distributions, confidence intervals, correlation and regression, tests of hypotheses (using the normal, student-t, chi-square, and F-distributions) and ANOVA. Lab time is provided for data analysis using statistical software. [NM Common Course Number MATH 2113, Area II: Mathematics Core] Prerequisites: Completion of MATH-115 minimum grade C, or appropriate Math Accuplacer score. Offered: ALL
Instructs the student in the techniques of multivariable calculus. Topics include partial differentiation, linear and quadratic approximations, optimization, multiple integration, vector fields, line and flux integrals, curl, divergence, and the three fundamental theorems.[NM Common Course Number MATH 2614, Area II: Mathematics Core] Prerequisites: Take MATH-189 with a minimum grade of C. Offered: FASP
A course which gives an in-depth introduction to ordinary differential equations. Theoretical questions such as existence and uniqueness will be addressed but emphasis will be on concepts and applications. Topics include first order techniques and applications, second order techniques and applications, Laplace Transform methods, Cauchy-Euler equations, infinite series techniques, systems, numerical techniques and qualitative aspects.[NM Common Course Number MATH 2814, Area II: Mathematics Core] Prerequisites: Complete MATH-268 with a minimum grade of C. Offered: SP
1.0 - 9.0 credits
MATH-290: SPTO:(Special Topics)
Topics and credits to be announced in the Schedule of Classes. Maximum of 3 credits per semester. Total credits not to exceed 6 credits. Semester Offered On Demand. Offered: DMND
3.0 - 3.0 credits
MATH-298: HNRS:concept Appr to Arit
Notice: Starting Fall 2011, Math 185 College Algebra will be renumbered to Math 160 College Algebra and will have an updated syllabus. Math 160 will be a terminal course for many degrees, but will no longer be a prerequisite for Math 188 Calculus. Math 170 Pre-Calculus will be added to the list of available math courses at the same time. Math 170 will be a required course for students planning to take Math 188 Calculus starting Fall 2011, unless the student has already successfully completed Math 185 before the beginning of the Fall 2011 semester. |
...
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Editorial Reviews
Booknews
A text for college students who may still be struggling a bit with elementary algebra. Focuses on applications in the physical and biological sciences; on geometrical, physical, and heuristic arguments and generalizations; and on concrete cases. No bibliography. The 1967 and 1977 editions were published by Wiley reason I passed Calc 2
This is an outstanding source of information to augment a Calc class. I wish I would have had it for Calc 1, but I didn't find it until after the final. The explanations do not rely on purely theoretical topics but use the formulas in concrete examples. I personally learn better when the information is presented in a way that gives motivation to learn it rather than learning something just for the sake of learning it. This book does that, it took the theoretical from my textbook and applied it to real world work. I highly recommend this book for anyone who needs a little push to be successful in class, or anyone who wants to find out why they would want to be able to integrate irrational functions.
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Anonymous
Posted June 10, 2004
GREAT BOOK
This book is very well written and really give you an understanding of what calculus if for. Great for engineers.
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Anonymous
Posted February 16, 2003
Amazing
This book really helps in learning the Calculus. I have been teaching myself from it mostly and it is very good. Most books are somewhat convoluted, however Kline makes this book so interesting that it flows nicely. If you can get in sink with his style and way of thinking, this book will take you through the Calculus like no teacher could.
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Anonymous
Posted March 25, 2000
One of a kind
This calc book is not for everybody - if you just want to know how to do the stuff, go somewhere else. This is very tedious and consists mostly of text, but he carefully explains every concept for comprehension. Some books just give you equations and how to use them; this book tells you where the equations came from, how to get them, and why they work. Very helpful.
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A Classical Introduction to Modern Number Theory
"Many mathematicians of this generation have reached the frontiers of research without having a good sense of the history of their subject. In number theory this historical ignorance is being alleviated by a number of fine recent books. This work stands among them as a unique and valuable contribution."
— MATHEMATICAL REVIEWS
"This is a great book, one that does exactly what it proposes to do, and does it well. For me, this is the go-to book whenever a student wants to do an advanced independent study project in number theory. … for a student who wants to get started on the subject and has taken a basic course on elementary number theory and the standard abstract algebra course, this is perfect." (Fernando Q. Gouvêa, MathDL, January, 2006)
I picked up this book as a junior in college and was simply stunned. The flow of ideas is so natural that there are times when you can even read the book like a novel. The exposition is clean, and the proofs are elegant. However, keep in mind that this book IS a GTM. Hence, it requires pre-requisites by way of approximately a year of abstract algebra. As the author says in the preface, it's possible to read a the first 11 chapters without it. However, to appreciate the beauty of the theory, I would sincerely recommend algebra as pre-req. The first 12 chapters can be considered 'elementary' (not easy, just fundamental). The others are specialized algebraic topics. For instance, the chapter on elliptic curves is useful to get a flavor of the subject. However, it includes very few proofs.
I am currently finishing my third year of undergraduate math at Brown University, and have just completed a course that used this particular book. I have to say it's the most WELL WRITTEN math book I've ever read, and I've read many, many math books by now (more than I'm willing to count as I'm typing this). Professor Rosen (and Ken Ireland, God rest his soul) have made a book that has both fun and interesting problems as well as clear explanations of proofs in the text. It does of course require that you know the basics of abstract algebra (in particular, one is expected to know that "1" is a unit and therefore cannot be prime, so of course when we discuss problems involving factorization into primes, one will of course ignore the number 1). One is also expected to know the basics of formal logic (i.e. understanding how a proof by induction works, how a proof by contradiction works, and knowing that any proper subset of the natural numbers will have a least element), and I choose to point this out simply because MrBigBeast's review makes it obvious that all these facts were not understood. Despite the fairly large amount of assumed knowledge (this is a book intended for advanced undergrads and first year grad students, afterall), this book takes one on an amazing adventure through the depths of elementary number theory, as well as introduces you to very advanced topics in both algebraic and analytic number theory (ever want to know about Zeta Functions? This book treats the topic quite nicely, making a fairly difficult concept accessible). Truly a gem of a book and worth buying even if you never use it for a course.
This a great introduction to number theory, with a lot of the material directed to modern research. They discuss zeta functions, algebraic number theory, and elliptic curves. It is a helpful link from introductory number theory toward the vast fields of research in the area.
I have devoted a good portion of my life to the study of mathematics in general, especially algebra and number theory. This book is an extraordinary reference to many areas of number theory and extremely approachable. The book can be studied on its own or as a companion piece to more specialized texts such as Marcus's Number Fields.
If ever there was a textbook of which one could say that it was a thing of beauty, this has to be it. The book is very clearly written, and it is readily accessible even to those without a deep understanding of algebra or analysis; despite this, it manages to touch upon a great deal of relatively sophisticated material, and in a way that makes clear the links between the problems of the past and those of the present. I'd imagine that the book would constitute an essential item of reference for anyone with more than a passing interest in number theory.
I am a self-studier so I thrive on texts that are self-contained, give beautiful proofs, and make eye-opening observations. (Not observations that add to perplexity.)
This book sets the gold standard for all of those criteria.
I bought this based on the glowing comments on two major, high-powered math forums - where the commentators were extremely well-versed in the material. They certainly knew what they were talking about. |
Week-Long Math Courses
1 - Just A Bunch of Good Geometry Labs
Leader: Dan Butler, Mounds View High School, Arden Hills, MN
By the time students get to precalculus, a great deal of their geometry know-how has gone the way of the slide rule. Let's bring some excitement back into geometry through great problems and great explorations, and rediscover how geometry really lies at the heart of mathematics.
2 - Just Five Good Precalculus Labs
Leader: Dan Butler, Mounds View High School, Arden Hills, MN
Let's spice up our precalculus curriculum with some amazing labs. We will use Excel, The Geometer's Sketchpad, Geogebra, the TI-84, hands-on materials and anything else we decide to use to explore some of the concepts of precalculus through great problems and interesting constructions. We will also take some time to discuss what needs to be in a precalculus course in light of the current state mathematics education.
In the spirit of the Common Core Standards, we will use simulations and hands-on activities to focus on: 1) inference 2) probability - conditional, binomial, geometric 3) two-way tables, tree diagrams and 4) data analysis. All applications will be applicable to algebra, geometry and precalculus. A contextual approach to mathematics will be developed. Fathom will be used for demonstrations.
4 - Exeter Math 2 with Geogebra and Sketchpad
Leader: David Bannard, Collegiate School, Richmond, VA
Exeter Math 2 is an outstanding set of problems designed by the Exeter Math department that emphasizes a coordinate approach to geometry. When combined with GeoGebra software, the course becomes a dynamic way to combine problem solving and explorations with more traditional approaches to geometry. You will design labs and demonstrations that lead students to make conjectures about important geometry theorems. Having used Sketchpad for many years, GeoGebra is the most exciting educational math program I have used in many years.
5 - Greatest Hits of Higher Mathematics
Leader: Diana Davis, Northwestern University, Evanston, IL
This course will explore the most fascinating parts of the undergraduate math major or math graduate school curriculum: real analysis, algebra, topology, and number theory, each for one class period. The goal of the course is to dig into interesting problems, and think deeply about the nature of shapes and numbers. Only high school mathematics is required; however, this course has historically attracted people with more math background as well.
6 - Math Research
Leader: Diana Davis, Northwestern University, Evanston, IL
In this course, we will do math research: We will work on solving a problem that no one knows the answer to, or stated differently, on understanding a system that no one else understands yet. Tools we may use include pencil and paper, computer programs, and group collaboration. We will write our results into a paper. No background is necessary, except for an inquiring and analytical mind! Here is a description of the problem I am planning for us to work on:
7 - The Rubik's Cube and Its High School Math Applications
Leader: Ian Winokur, Greenfield Community College, Greenfield, MA
What does the Rubik's Cube have to do with inverses, solving equations, and problem solving? Everything! Of course you will learn how to solve the Cube, but this course is a "twofer". As we learn about the Cube, we will relate it to topics found in most Algebra II and Precalc courses. The Cube can breathe life into a number of high school math topics. For example, we will work through a classroom-ready activity that will help students viscerally understand the concept of inverse functions. No experience required, but experienced cubers are welcome. Sign up for this course and conquer the Cube!
8 - An Alternative to Precalculus
Leader: Nils Ahbel, Deerfield Academy, Deerfield, MA
What do you do with students who struggle in algebra 2? This course outlines a free full-year alternative to traditional precalculus which includes linear, quadratic, exponential, log, and trig functions, but in the context of rich applications that can engage all students. Curve fitting functions to data will be emphasized. The course also includes probability and statistics with an entire chapter devoted to the normal distribution. By the end of the week, you will be able to teach the course as is or choose parts to supplement an existing course.
9 - Interactive Spreadsheets – Mastering Excel for the Math Classroom
Leader: Ian Winokur, Greenfield Community College, Greenfield, MA
This hands-on course is designed for participants who want to learn how to create their own Excel resources to make teaching more effective and learning more interactive. We will create dynamic Excel resources that include scroll bars, conditional formatting, and goal seek that turn whiteboard lectures into animated presentations. The context will be classroom-tested activities which allow students to investigate and visualize topics in Algebra 2 and Precalculus. No experience necessary, but you'll be an expert before the week is over.
10 - Advanced PBL Instruction - Pedagogy and Development
Leader: Carmel Schettino, Deerfield Academy, Deerfield, MA
This course is for teachers who currently work with an established PBL curriculum (such as CMP, IMP or PEA materials) who want to refine the curriculum, adjust their pedagogy, or add in more scaffolding tools. Teachers will examine how a problem can be broken down into layers with connections to prior knowledge in order to serve their particular audience. Other PBL tools and related research like classroom discourse, metacognitive writing and student listening will be discussed. Experienced PBL teachers should bring a laptop and a part of their curriculum they would like to develop.
11 - The Geometry of Origami
Leader: Philip Mallinson, Phillips Exeter Academy, Exeter, NH
This workshop is about using paper folding to illustrate mathematical ideas and using mathematical ideas to explain origami phenomena. We will explore limits, how to construct regular polygons both approximately and exactly, when paper can be folded flat and how to divide a segment into an arbitrary number of equal parts. We will see that the axioms of origami are richer than Euclid's which allow us to trisect angles and solve cubic equations. We will explore folding polygons into polyhedra and the inverse problem of unfolding polyhedra to polygons.
Technology-active learning environments afford many opportunities for students to experience a wide bandwidth of mathematical activity. In this course, participants will work through a range of technology-active mathematical investigations that aim to promote discussion, conjecture, generalization, mathematical reasoning and links between various mathematical ideas. These investigations cover topics such as algebra, functions, calculus, and probability. TI-Nspire CAS CX will be used in this course. However, no prior TI-Nspire CAS experience is necessary.
Examine how students can use the iPad to experience mathematics and communicate their understanding in new ways. Consider the impact that the device can have on the teaching of mathematics and the resulting benefits for students. Focus on apps that students can use to create multimedia explanations to mathematical problems; tinker with equations and study related patterns; document mathematics encountered outside of the classroom; create and curate mathematical questions about the world; collect data using scientific probes and participate in mathematical field trips.
14 - Challenging the Mathematically Challenged (and others)
Many of the students we teach find it difficult to grasp mathematical concepts at the level of abstraction expected. They see no relevance in what they are asked to do and are unwilling to learn mathematical processes in an isolated and unrelated context. Despite this, these students can solve problems. Participants will work with existing activities as well as create their own activities using standard software packages and Internet access. Previous participants have found it useful to work in groups and have created activities for the full range of student abilities and grade levels.
15 - History of Mathematics - Algebra, Analytic Geometry and Calculus
Leader: Jeff Ibbotson, Phillips Exeter Academy, Exeter, NH
We will explore the invention of complex numbers, the soap opera behind the solution to the general cubic polynomial equation, the invention of analytic geometry and early aspects of the calculus. Fermat, Descartes, Cardano, Kepler and many other famous mathematicians will "join" us for chats on their life and times. If you are teaching precalculus or calculus and want to know some of the history behind the mathematics (and see some real lesser known "nuggets" of mathematics), this course is for you!
16 - The Exeter Mathematics Program
Leader: Jeff Ibbotson, Phillips Exeter Academy, Exeter, NH
The mathematics program at Exeter is structured around problem sets of integrated materials. The materials feature problems of varying levels of difficulty and are designed to prompt students to discover and construct mathematical meaning for themselves. At the same time, there is a premium placed on seminar-style discussion as a guiding element of teaching. This course will introduce teachers to both of these by allowing them to participate as students while working through selected problems from the Math 2, Math 3, and Math 4 materials.
17 - Using both Computer and Hands-On Activities to teach Algebra I Concepts slope as rate of change, linear, quadratic, and exponential functions, systems of equations and others. Many of the hands-on exploratory activities will including data collection and use the graphing calculator to analyze the data. No prior knowledge of Sketchpad is required.
18 - Using Both Computer and Hands-On Activities to Teach Algebra II and Above: exponential functions, conic sections, polynomial functions, probability, optimization problems, and more. Many of the hands-on exploratory activities will including data collection and use the graphing calculator to analyze the data. No prior knowledge of Sketchpad is required.
19 - Leveraging the Power of Open Educational Resources
Leader: Anthony DiLaura, Zeeland Public Schools, Zeeland, MI
Information is free! Open Educational Resources (OER) are having a profound impact on education. OER and Creative Commons content are allowing districts to replace costly printed curriculum with free, media-rich, dynamic learning experiences. This course will expose attendees to repositories of OER, inform educators about copyright and creative commons content, and train teachers on how to appropriately and effectively use OER for building face to face and e-learning experiences.
20 - Adding iPad to the Math Equation
Leader: Anthony DiLaura, Zeeland Public Schools, Zeeland, MI
iPad is the ultimate tool for creativity, content consumption, collaboration, and critical thinking. iTunesU is the ultimate learning management system for iPad. This course will explore math apps, iBooks, and educational content available to revolutionize student learning with iPad. Attendees will be challenged to design interactive lessons built around iPad apps with a focus on student inquiry, data collection, and higher order thinking skills. In addition, attendees will begin to construct their very own iTunesU course that transforms the way teachers teach and the way students learn.
21 - Learning Mathematics through Problem Solving - Active Involvement for All Students
Traditional mathematics lessons tend to be teacher-centered and targeted towards the average student. This course will provide strategies for actively engaging students of all abilities through the use of problems that allow multiple access points. The course will also have a focus on the use of differentiated instruction. Participants will explore a selection of rich problems that can be used in conjunction with a variety of curricula.
22 - Puzzles Enhance Math Class! How'd the Bunny Vanish? Can You Open a Trick Lock? Arrange the Digits?
Leader: Stuart Moskowitz, Humboldt State University, Arcata, CA
Nothing is more hands-on than a puzzle. From Tangrams, Pentominoes, and Kakuro, to disappearing rabbits, trick locks, and pencils that appear hopelessly threaded to your buttonhole, puzzles strengthen spatial skills, develop problem solving strategies, and enhance number sense. We'll use algebra and Fibonacci to explain how bunnies can appear and disappear, we'll use (and even build) mechanical puzzles to study concepts in geometry, topology, and graph theory. By week's end, participants all will be puzzle solvers, builders and collectors.
23 - Teach and Apply Algebraic Concepts with Full Color and High Resolution in the New TI84 C
Leader: Stuart Moskowitz, Humboldt State University, Arcata, CA
TI-83/84s have been making math meaningful for our students since 1996 because they are well made and easy to use. Now we have the TI-84C with a full color & high resolution screen along with innovative new functionality. Import your own photographs right into the graph screen, then use concepts from algebra, geometry, and number theory to analyze the real world more easily than ever! By week's end, we all will have new ways to teach (as well as a better understanding of) the algebra we already teach.
24 - Matrices & Systems of Equations
Looking for a unit in your precalculus course that goes into some depth about systems of equations and matrices? Learn how the TI-84 can be a very useful tool in manipulating matrices. Topics will include matrix operations—addition, multiplication, determinants and inverses of matrices. Other important topics include elementary row operations, vectors, planar rotation matrices, the connection between complex numbers and matrices and 3-D projections onto a plane. Some computer applets will also be used but most of the matrix operations will be done on the TI-84
Using the TI-84, CBR and spreadsheets, we will explore problems that can be solved with precalculus and advanced algebra. The math includes exponential functions, trig, recursion, parametric equations, and linear and non-linear curve fitting. We will use math to explore the path of a playground swing, population of cane toads in Australia (always a class favorite), predator-prey scenarios, CO2 in the atmosphere, satiation rates of mantids, and free throw percentages. Most problems lend themselves to multiple solution paths, thus allowing students to experience authentic problem solving.
26 - Using Mathematics To Analyze Issues of Social Justice
Leader: Ken Collins, Charlotte Latin School, Charlotte, NC
This course focuses on how we can integrate social, political, and economic justice issues (fair voting, prison rates, pollution, affordable housing, military recruitment patterns) into our mathematics classes. We will discuss how to explore mathematical topics from a social justice perspective while making sure that the work is mathematically rigorous. Help our students recognize the power of mathematics as an analytical tool to understand and change their world, to deepen their understanding of social and economic issues, and to develop their own power to help build a democratic society.
27 - Physics For Mathematics Teachers
Participants will gain a conceptual understanding of the physics used in the secondary-school mathematics curriculum. We'll study concepts and problem solving, without laboratories. If you had physics a long time ago and remember little to nothing or have never had a physics class, this is for you! Stress level for this class is rated as ZERO! Topics include: measurement and uncertainty, dimensional analysis, kinematics (motion) in one and two dimensions, dynamics (forces) and circular motion will be covered in depth. Work, energy, and momentum will be covered, if time permits.
28 - Great Simulations for Teaching Statistical Concepts
Leader: Floyd Bullard, The North Carolina School of Science and Mathematics, Durham, NC
The best way to teach many statistical concepts is to have students see principles in action. In this hands-on course, participants will engage in classroom simulations that explore hypothesis testing, confidence intervals, power, the t-distribution family, and other difficult topics. Most of the simulations will use manipulatives, and some the TI-84. All topics are part of the AP Statistics curriculum.
29 - Mathematics in the 21st Century Classroom
How do we create a dynamic classroom where students are engaged and motivated to learn even if we can't change the curriculum? This course will allow you to try a variety of activities spanning algebra I to precalculus, using new and old technologies that foster curiosity and a love of learning. Get started on Twitter where you will develop a fantastic personal learning network and discover the source of many new ideas and activities. Learn about free on-line tools, apps and some very "old school" ideas that work for both students and teachers. Come learn, share and have fun doing math!
30 - Where Does Algebra Live in 2014
Leader: Dan Butler, Mounds View High School, Arden Hills, MN
Algebra is taught at many levels to students with a wide variety of mathematical ability. How can students get a foundation in algebra that allows them to succeed throughout their mathematical careers? In this course we will explore algebra in a manner that will bring excitement and joy into our students' lives. We will look at good problems, good technology, and some great mathematics. Bring your excitement and your joy of discovery!
31 - Writing a Mathematical iBook
Leader: Philip Todd, Saltire Software, Tigard, OR
In this course we'll use Apple's iBooks Author software along with Geometry Expressions to create interactive mathematical content for the iPad.
First you'll learn how to create media-rich content in the iBook Author software and use their built in Widgets for displaying mathematics and for assessment. You will then learn how to incorporate apps created by Geometry Expressions directly into the iBook. You'll learn how to create buttons and sliders, to show and hide features, and to allow points to be dragged freely, or along paths. You'll put it all together in an iBook to use next term.
32 - GeoGebra in Algebra, Trigonometry, and Calculus
Leader: David Bannard, Collegiate School, Richmond, VA
GeoGebra is a free and powerful graphing program with easy to use CAS features. In this class you will learn many of the key features of GeoGebra while creating class exercises, labs and demonstrations. Transformation of curves, animation of Ferris wheels, explorations of derivatives and Taylor polynomials will be among our many applications. We will explore the basic features of GeoGebra as well as the spreadsheet, tablet, and 3-D features of the program.
33 - Mathematical Investigations with TI-Nspire CAS
Leader: Frank Moya, T3 Australia, Melbourne, VIC, Australia
In this course a number of student-centered activities, covering pre-calculus, calculus and middle grades math, will be presented. Participants will learn how to use a number of often under-utilized features of TI-Nspire CAS, including the use of sliders, data capture and the transformations menu, to make various functionalities of the device dynamic and interactive. Participants will create interactive pages that allow the investigation of mathematical concepts through dynamic computation, as well as manipulative simulations, graphs and geometric objects.
TI-Nspire Navigator is a wireless classroom system that is shown by research to engage learners, encourage classroom participation and increase achievement. In this course, participants will experience the pedagogical benefits associated with such a connected classroom setting. We will model and discuss various approaches afforded by the technology to classroom teaching, mathematical questioning and discussion and formative assessment. We will cover topics such as algebra, functions, calculus and probability. No prior TI-Nspire experience will be necessary.
Transform optimization problems using technology and physical models into amazing opportunities for students to view mathematics as a unified subject that is dynamic, practical and artistic. Experience a variety of topics from algebra, geometry, trigonometry and calculus being used to solve the same problem. Compare solutions that are obtained when a problem is started in different ways. Study the dynamic relationship between the solution to a max/min problem and its initial conditions. Use color and sound to represent solutions in remarkable ways.
Leader: Tom Reardon, Austintown Fitch High School and Youngstown State University, Youngstown, OH
We will investigate and do mathematically rich problems and activities that you can use in your math classroom for grades 7 – 12, approaching from both a teacher and student perspective. Over a dozen problem solving strategies will be illustrated. We will link all that we do to the CCSS Mathematical Practices and you will experience several excellent questioning techniques. Formative assessment strategies will be shown and discussed. PARCC and Smarter Balanced assessment items will be done. Appropriate technologies will be integrated effectively including SMART Boards & graphing technologies.
Leader: Tom Reardon, Austintown Fitch High School and Youngstown State University, Youngstown, OH
The Great Applied Problem, Painted Cube Problem, Baseball Problem, Wolf Population Problem, Plane Wind Vector Problem, Create Pictures with Basic Graphs, Solve the Quadrilateral Problem, Modeling Interesting Data with Mathematics, to name a few. Find out how to creatively implement these exceptional activities into your classroom – both with and without technology. Discover how to create individualized problems – unique to each student – and how to create individualized answer keys including all intermediate answers so that you can easily assess these individualized problems.
38 - How to Utilize the Power of CAS - Algebra 1 through Calculus
Leader: Tom Reardon, Austintown Fitch High School and Youngstown State University, Youngstown, OH
Discover what a Computer Algebra System (CAS) is and how to creatively and effectively use its power. Get hands-on experience how to use CAS to help students discover and investigate the rules of algebra. We will also show how to use CAS to help verify geometric formulas. Use CAS to derive and prove algebraic formulas including the distance from a point to a line formula. And use CAS to set up and solve problems that are impossible to do "by hand." Learn from my experiences teaching low achieving algebra students through AP Calculus students with CAS.
39 - Comparing Classroom Teaching and Learning Environments using the TI84 and the TI-Nspire
Leader: Ken Collins, Charlotte Latin School, Charlotte, NC
The TI-84 is an excellent graphing/numerical calculator while the TI-Nspire is really a mini computer. What are the advantages and disadvantages of using each calculator? What implications does this have for what and how we teach, how our math classes operate, how we evaluate our students, and how we help them become independent thinkers? Depending on the needs and interests of the participants, we will discuss several topics from algebra through calculus and include a discussion for teachers who are contemplating a transition from the TI-84 to the TI-Nspire.
40 - A Problem-Based Approach to Trigonometry
Leader: Kevin Bartkovich, Phillips Exeter Academy, Exeter, NH
This course will be taught using sequences of problems that allow students to build their understanding of many important results in trigonometry at a level appropriate for precalculus classes. Technology, especially the TI-89, will be integrated seamlessly into the course. Topics to be covered include graphs of trig functions, solving triangles, periodicity, addition of sine curves, vector components, rotation matrices, and extended problems using trig models. The dynamics of a problem-based, student-centered Harkness classroom will be modeled and discussed throughout the course.
41 - Mathematics of Sustainability
Leader: Kevin Bartkovich, Phillips Exeter Academy, Exeter, NH
This course covers investigations related to sustainability, societal inequities, and environmental conservation. What difference will it make in carbon emissions if MPG ratings for new cars are raised by 50%? How long will the world supply of oil last? How can we quantify income inequity? These are some of the questions we will investigate by introducing the situation and then seeing where the relevant mathematics takes us. Most of the math we will use is found at the algebra 2 level and higher. The investigations are data driven; thus, facility with spreadsheet software is a prerequisite.
42 - Integrating Mathematics and English, Seriously!
This workshop allows participants to integrate English and mathematics in a problem solving and decision making environment by examining the English material through a mathematical lens. Despite being accessible by middle school students, the level of mathematics involved is far from trivial and includes game theory, combinatorial mathematics, exponentials, sequences, geometry and trigonometry to name just a few. Participants will be encouraged to explore these samples with a view to creating new examples for their own classroom use.
43 - Mathematical Activities that Build from Year to Year
This workshop allows participants to start with a series of simple, concrete activities and use them as building blocks to extend to more sophisticated concepts as students' knowledge and skills progress from middle school to high school. The activities are great for use on the TI-84, but even better on the TI-Nspire and TI-Nspire CAS. In addition to these activities, participants will have an opportunity to use the latest Navigator software and assess its potential gains for use in the classroom.
44 - History of Math 3 - The Modern Age
Leader: Jeff Ibbotson, Phillips Exeter Academy, Exeter, NH
We will explore some of the great results of classical mathematics. The construction of the regular 17-gon by Gauss and the early history of Group Theory, the beginnings of probability theory in the problem of points of Fermat and Pascal, Pascal's hexagon and Projective results and Poincare's invention of the unit disc non-Euclidean Geometry will all be featured. Some of the original writings will be used and we will dig deep into these very interesting results.
45 - Your Next Math Textbook - Authored by You!
Leader: Anthony DiLaura, Zeeland Public Schools, Zeeland, MI
The tools to create multi-touch ebooks are sparking a revolutionary movement of independent classroom authors. Teachers around the world are transforming the learning experience by creating personalized, media-rich, interactive content that fosters multiple styles of learning. This course will demonstrate the power of interactive ebooks, provide training on effective instructional design, and will get you started using iBooks Author as an e-publishing tool for your own multi-touch interactive math textbook.
46 - Astronomy and Precalculus - A Match Made in the Heavens
Where and when do you look for the moon? Can we model the motion of that "star?" Will that asteroid hit? How was the Earth's position in space determined over 2,500 years ago? Want to go to Mars? There's prep to every trip! This class will explore these and other ideas. Why? Because they get students' attention! I've tried everything from temperature, to tides, to Ferris Wheels, and overall, the response was lackluster. Then I started using astronomical ideas and things changed. No more inputting arrays of data and forcing out context, rather, we observe and model!
47 - A Student-centered, Problem-based Approach to Algebra I
Leader: Karen Geary, Phillips Exeter Academy, Exeter, NH
Participants will use the Exeter Math 1 materials to explore ways we can toss out the standard textbook, to use problem-solving and a discussion format to build content with students, rather than for them. Using accessible and contextual problems, we can empower students to discover, develop, and apply general principles and transferrable techniques. The problems will span typical algebra I topics, to including some typical and atypical "word" problems. We will also discuss the way in which various forms of technology can supplement learning in this dynamic classroom format.
48 - Calculus Modeling Problems that Make Students Think
Leader: Philip Rash, North Carolina School of Science and Mathematics, Durham, NC
In this course we will explore several engaging calculus-based modeling problems that students will remember for years. Unlike exercises that can be solved in only a few minutes, common to most textbooks, these problems require significantly more time and demand that students think more deeply about mathematics. The problem topics may include, among others, designing a subway, skydiving, and spread of an infectious disease. Problems will generally be more appropriate for BC Calculus, but most should still be reasonable even in an AB course. We'll use software (eg, Excel) with several problems.
49 - Modeling Problems That Bring the Common Core To Life
Leader: Maria Hernandez, The North Carolina School of Science and Mathematics, Durham, NC
Modeling is an overarching theme for the Common Core Standards and this course will help us incorporate modeling in our classes through the use of a variety of real-world problems. We will explore the modeling process and discuss the pedagogical methods that can help our students become better modelers. The problems include applications that explore moving ships through the Suez Canal, the accumulation of garbage,and geometric optimization problems. The math topics span from algebra to precalculus. We will use videos, LoggerPro, TI calculators, spreadsheets, GeoGebra and FluidMath.
50 - Moving Forward with Problem-Based Learning
Leader: Carmel Schettino, Deerfield Academy, Deerfield, MA
This is a great course for beginner teachers interested in learning how to integrate problem-based learning into their curriculum. This course focuses on pedagogy, theory and instruction in a PBL classroom using sample problems and connecting theory with practice. Teachers simulate the student process of discussion and use of prior knowledge through geometry, algebra, and trigonometry problems. Learn how to focus your class on student ideas, discourse, and reflection through problem solving while supporting student engagement and empowerment. Get inspired to implement PBL in your classroom!
51 - GeoGebra For Beginners
Learn how to use GeoGebra 4.4, a free and open source dynamic mathematics software program. GeoGebra is very easy to use, with a point and click interface. You and your students can quickly create interactive applets that illustrate concepts in all of the major high school mathematics curriculum areas - geometry, algebra, and calculus. This course will be geared towards users with no prior experience with GeoGebra, but participants who would like a refresher in the basics are also welcome. You will spend most of your time in this course building applets for use with your classes.
52 - Using Technology to help Enhance Our Students' Thinking
Leader: Megan West, George Watson's College, Edinburgh, Scotland
This course will look at using the iPad with the TI-Nspire and Explain Everything apps, for most of the week, to work through different tasks to engage students and enhance their understanding of mathematics. Activities will look at algebra, graphing, geometry and creating videos to be uploaded to YouTube to share with the class. The aim is to provide some activities to get students to think, whilst still preparing them for their exams and hopefully experiencing some wow moments of the joy maths can bring!! Some links to the IB Diploma will be mentioned. iPad 2 or above will be required.
With all of today's technology options, what works best and how do you use these tools most effectively? Through a series of great problems, activities, and applications, participants will explore iPad apps, GeoGebra, Smartnotebook, Smartview, e-books, Wolfram demonstrations, videos, and other websites to see what you might use in your classroom. A day each will be spent using animations, simulations, and visualizations. Strategies, methods, and techniques will be discussed. No prior experience is expected, just a willingness to try new things. More detail available via email. BYOD.
54 - Exploring Functions with Mapping Diagrams
Leader: Martin Flashman, Humboldt State University, Arcata, CA
Mapping diagrams provide a very illuminating tool to visualize functions that complement the more commonly used graph. This course will give a thorough treatment of the use of mapping diagrams for the study of functions. The coverage will connect to the mathematics curriculum from beginning and intermediate algebra through trigonometry and college algebra with some references to calculus. The course will provide examples with GeoGebra and spreadsheets that illustrate the power of mapping diagrams to support teachers and students who are just starting to use mapping diagrams.
55 - Introduction to Sensible Calculus - A Thematic Approach
Leader: Martin Flashman, Humboldt State University, Arcata, CA
Using the outlines presented in most texts to make sense of the material in a calculus course can be a challenge. This course will provide participants with three powerful themes for organizing calculus that connect all the major concepts, skills, and applications of calculus: modeling, approximations, and differential equations. Examples (using Winplot and GeoGebra) and exercises will allow participants to see how these themes connect all important topics covered in a one year course in calculus: differentiation, integration, infinite series, and applications.
56 - Geometry 2014
Leader: Jonathan Choate, Groton School, Groton, MA
Using numerous technologies, the traditional geometry course can be greatly enriched. Participants will learn how to use two- and three-dimensional geometric construction packages, the Internet, and spreadsheets to teach topics in new ways. Manipulatives, such as Jovos, and Zometools, will be used to supplement the teaching of non-traditional topics. Participants will see a variety of problems that can be used to motivate important geometric concepts, as well as a collection of elegant proofs. Some examples of STEM related projects will be also be presented.
57 - Hands-On Calculus
Leader: Maria Hernandez, The North Carolina School of Science and Mathematics, Durham, NC
Participants will explore hands-on calculus problems and ways to incorporate modeling into the calculus curriculum for AP courses. We'll explore some problems that lend themselves to building physical models and others that include applications involving pollution in The Great Lakes,the effectiveness of blubber as an insulator for seals,and parametric equations to describe motion in videos. These activities give us a way to actively engage our students as they strive to build a deeper understanding of the calculus topics. Work will be done using a computer and either the TI-83/84 or TI-89.
58 - Teaching AP Statistics for Beginners
Leader: Christine Fitzgerald, Berkshire School, Sheffield, MA
AP Statistics is a course that is quickly growing in popularity and relevance. As schools decide to offer it, or to add more sections, teachers are often being asked to teach a subject that is unfamiliar or even unknown. Learn from someone that just went through the process of essentially building the course from scratch. We will answer questions like: "What should my syllabus look like?," "Where are the best resources?," "How much time should I spend on probability concepts?," and "What if I get behind?," while also reviewing some difficult topics, common mistakes, and fun activities.
59 - Using both Computer and Hands-On Activities to teach Geometry
Leader: Eric Bergofsky, Phillips Exeter Academy
This course will feature both computer activities on Geometer's Sketchpad as well as hands-on classroom activities to motivate students and enhance their understanding of geometry. Topics include: basic constructions, centroid, circumcenter, the golden rectangle, circles, quadrilaterals, locus problems and more. Many of the hands-on exploratory activities will including data collection and use the graphing calculator to analyze the data. No prior knowledge of Sketchpad is required.
60 - FluidMath on the iPad
Leader: Nils Ahbel, Deerfield Academy, Deerfield, MA
It is now possible for your iPad to be a dynamic math writing surface that, based on your own handwriting, will create graphs and tables, simplify expressions, and solve equations. Participants will learn FluidMath.net, an easy-to-use web application that interprets your math notation handwritten with your finger or a stylus. Topics from algebra to precalculus will involve both student discovery activities and teacher demonstrations. Over 100 FluidMath applets will be shared. Participants must bring their own iPad 2 or 3 with iOS5 or later.
61 - GeoGebra Beyond the Basics
The course assumes participants have some experience with GeoGebra or other dynamic geometry software. We will review basic constructions and then
survey some of the features that make GeoGebra a robust tool: randomized drill problems, exporting graphics, sliders, step by step constructions, calculus functions. We will look at features of the more recent releases: tablets and iPads, resources on GeoGebraTube, spreadsheets, statistics, CAS constructions, and 3-D visualization. Exact topics tailored to interests of participants. Most time will be spent creating GeoGebra activities to share. |
Some tips for the students of Physics at Secodry and Senior Secondary level while solving the numerical problems:
1- Numerical problems of physics are not the same as the problems in the mathematics. So do not try to memorise only the formulas and equations without understanding the concepts of the topic related to the problems.
2- Try to picture that have been said in the numerical problems. So read the problem carefully and don't try to read like you are running out of time.
3- You must start to solve numerical problems with very easy, formula based, and "very short type" or "short type answer" questions. It will help you to learn the formula and basic concepts used in the problem and it will make you more enthusiastic towards problem-solving and strategy-making person for all physics problems.
4- You should never underestimate the Very Short Answer or Short Answer type questions because these questions are like learning key-board before you start to play piano.
5- For bigger problems try to draw a diagram with what have been given in the question.
6- Write down what you know and what you are trying to find out. In simple problems you may just do it in your mind but for more difficult problems it is very useful wherever you have to find out two, three or more results.
7- Solve things symbolically. If you are solving a problem where the given quantities are specified numerically, you should immediately change the numbers to letters and solve the problem in terms of the letters. After you obtain an answer in terms of the letters, you can plug in the actual numerical values to obtain a numerical answer. There are many advantages to using letters:
a- It's quicker. It is much easier to multiply a g by an l by writing them down on a piece of paper next to each other, than it is to multiply them together on a calculator. And with the latter strategy, you'd undoubtedly have to pick up your calculator at least a few times during the course of a problem.
b- You're less likely to make a mistake. It's very easy to mistype an 8 for a 9 in a calculator, but you're probably not going to miswrite a q for a g on a piece of paper. But if you do, you'll quickly realize that it should be a g. You certainly won't just give up on the problem and deem it unsolvable because no one gave you the value of q!
c- You can do the problem once and for all. If someone comes along and says, oops, the value of l is actually 2.4m instead of 2.3m, then you won't have to do the whole problem again. You can simply plug the new value of l into your final symbolic answer.
d- You can see the general dependence of your answer on the various given quantities. For example, you can see that it grows with quantities a and b, decreases with c, and doesn't depend on d. There is much, much more information contained in a symbolic answer than in a numerical one. And besides, symbolic answers nearly always look nice and pretty. |
Common Core Standards: Math
Math.CCSS.Math.Content.HSF-IF.C.7
7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
Next to magic tricks and juggling flaming torches, being able to sketch a graph just by looking at the equation is pretty much the coolest party trick around. We don't know what kinds of parties your students go to, but that's the gospel truth as far as we're concerned.
With all the different types of functions out there, knowing how to sketch them all is more than just a skill—it's a brag-worthy talent. |
in 15 Minutes a Day
BDPacked with short and snappy lessons, Algebra in 15 Minutes a Day makes learning algebra easy. Fun facts help students build each lesson one step ...Show synopsisBDPacked with short and snappy lessons, Algebra in 15 Minutes a Day makes learning algebra easy. Fun facts help students build each lesson one step at a time, and valuable memory hooks and shortcuts help students retain what they are learning. This book helps students understand: Linear equations,Inequalities and absolute values,Systems of linear equations,Powers, exponents, and polynomials,Quadratic equations and factoring,Rational expressions and proportionsoAnd mor |
Short Description for Maths the Basic Skills - Student Book (E3-L2) Maths The Basic Skills is part of a suite of resources accompanied by 3 workbooks and 3 worksheet packs - available to buy separately. These resources have been designed specifically for the Adult Numeracy Curriculum, covering Entry Levels 1, 2 and 3 and Levels 1 and 2. Full description
Full description for Maths the Basic Skills - Student Book (E3-L2)
The textbook targets the higher levels of the Adult Numeracy Curriculum, Entry Level 3, Level 1 and Level 2. Covering all of the three subject areas of the curriculum in one book, it offers revision of Entry Level 1 and 2 topics where appropriate. Exercises progress from simple numerical questions gradually increasing in difficulty to incorporate numbers into language. Suggestions for alternative methods of learning are provided for students who are struggling to comprehend a particular topic. |
Description:
This course, designed for Miami Dade Community College, integrates arithmetic and beginning algebra for the undergraduate student. By applying math to real-life situations most students experience during college, the instructors attempt to make math both fun and applicable. The instructors specifically wish to dissipate the anxiety many college students feel when approaching math at an advanced level. Students can use the information provided on this website to help apply mathematical concepts to their own lives, while instructors can use the assignments, syllabus, and lecture notes to create their own relevant assignments in a mathematics course. |
Valparaiso University
Classes
MATH MATH MATH!!!
Hello and Welcome To Marinec's Math Class Website. This year the main goal is to develop the basic concepts of the class you are in. I think it is very important to get to know all of your students and for the students to get to know me as well. Therefore if you desire to learn more about me check out my:
Meet Me Glog
Algebra is the basic concept of dealing with numbers. There are two kinds of numbers which we will discuss through out the year. They are rational numbers and irrational numbers. Let the fun begin!!
Touch up on your fractions by using:
Slicing Up Fractions
also another fun activity is:
Linear Equations Game
Teaching Philosophy: Students come first, and every student is not the same. As a teacher it is my goal to create a positive teaching environment where every student feel comfortable and is active in the learning process.
Create a Grade Book in Excel
Create a Seating Chart with Excel
Linear Equations Game
On-Line Math Tools--and Activities to Use With Them!
Origami Master
Slicing Up Fractions
Where Does Your Paycheck Go?
Useful Video Clips:
Multiplying Binomials
Geometric Shapes
(Ir)rational numbers rap
High School Geometry
Geometry Song
Communication Devices
Technology Training |
The book is an excellent introductory textbook on chaos in dynamical systems. It consists of three parts: one-dimensional dynamics, higher dimensional dynamics and complex analytic dynamics. In the first part all main ideas and concepts of modern dynamical systems theory along with important pure one-dimensional results are exposed and illustrated on the example of a one-dimensional quadratic map - structural stability, theory of bifurcations, Morse-Smale diffeomorphism, Sarkovskij theorem, homoclinic points, symbolic dynamics and kneading theory, period-doubling route to chaos etc.
The basic theme of the second part are dynamics of linear maps in ℝn, horseshoe map, attractors, Anosov systems, Hopf bifurcation, Hénon map. In the last part polynomial maps of complex plane, their Julia sets, and the linearization of analytic map near an attracting fixed point are considered.
The book is written with great pedagogical skill and is accessible and interesting not only to students in mathematics but also researchers in other disciplines. |
Created by Lawrence Moore and David Smith for the Connected Curriculum Project, the purpose of this module is to carry out an exploration of functions defined by data; to learn about data entry and plotting operations. ...
Created by Lang Moore, Bill Mueller and David Smith for the Connected Curriculum Project, the purpose of this module is to experiment with a beautiful example of geometry in nature and to study an important family of...
This is a web site, created by Michael Frame, Benoit Mandelbrot, and Nial Neger of Yale University, to support a first course in fractal geometry for students without a strong mathematical background. It covers a wide...
FREE (Federal Resources for Educational Excellence) is a website from the United States Department of Education that makes hundreds of learning resources from over forty federal organizations available and searchable in...
Exercises posted on this web site offer an opportunity for students to evaluate how much they have retained in various subjects of Algebra. Topics covered include geometry, functions, vectors, and statistics. There are... |
Peer Review
Ratings
Overall Rating:
This material gives a brief introduction to projecting higher dimensions to two-dimensional paper and shows how to use the technique to draw three-, four- and five-dimensional (hyper)cubes.
Learning Goals:
Visualization of higher-dimensional objects.
Target Student Population:
Students from high school geometry to graduate level topology.
Prerequisite Knowledge or Skills:
Minimal. Knowledge of points, lines, squares and cubes are enough.
Type of Material:
Simulation.
Recommended Uses:
Classroom demonstration or self-study.
Technical Requirements:
Java-enabled browser.
Evaluation and Observation
Content Quality
Rating:
Strengths:
Nice explanation how higher-dimensional figures are projected to produce a two-dimensional picture.
Concerns:
The explanation is limited to cubes, but then again, that is the learning goal.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
Focused explanation of how to draw hypercubes. Will be successful for this task. It can also inspire the realization that other objects, such as tori (which can also be formally defined as the four-dimensional product of two circles) are drawn similarly.
Concerns:
To widen the scope to other interesting objects like tori, a teacher needs to provide an explanation based on the above remark or something similar. It is not clear whether students could make this type of leap on their own. Then again, these extensions were not part of the original scope.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
No problems with the use of the applet. Good explanation.
Concerns:
Limited scope.
Other Issues and Comments:
Other material that may be of interest to users of this resource:
(Uses Flash) |
More About
This Textbook
Overview
Algebra for College Students is a mathematically sound treatment of topics intended for students who have successfully completed a first-year algebra course. College algebra level topics are integrated at appropriate places with those covered in Aufmann's Intermediate Algebra with Applications, 7/e (c2008). This content includes Graphs of Polynomial Functions, Zeros of Polynomial Functions, Graphs of Rational Functions, and Introduction of Probability and Introduction to Statistics. The hallmarks of the Aufmann developmental texts that have made them market leaders are an interactive approach in an objective-based framework, a clear writing style, and an emphasis on problem solving strategies, offering guided learning for both lecture and self-paced courses.
Product Details
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Meet the Author
Richard Aufmann is the lead author of two bestselling developmental math series and a bestselling college algebra and trigonometry series, as well as several derivative math texts. He received a BA in mathematics from the University of California, Irvine, and an MA in mathematics
Joanne Lockwood received a BA in English Literature from St. Lawrence University and both an MBA and a BA in mathematics from Plymouth State University. Ms. Lockwood taught at Plymouth State University and Nashua Community College in New Hampshire, and has over 20 years' experience teaching mathematics at the high school and college level. Ms. Lockwood has co-authored two bestselling developmental math series, as well as numerous derivative math texts and ancillaries. Ms. Lockwood's primary interest today is helping developmental math students overcome their challenges in learning math |
A book that presents a series of problems. Most of the chapters start intuitively and are accessible to a general reader with no particular mathematics background; however, the discussions were written for mathematics majors and mathematics teachers and thus assume a corresponding level of interest and mathematical sophistication. An expanded and revised edition of Experiencing Geometry on Plane and Sphere, ranging from What is Straight? through theorems and postulates to polyhedra, manifolds, and the shape of space. Includes an appendix with Euclid's Definitions, Postulates, and Common Notions, and an annotated bibliography. |
Synopses & Reviews
Publisher Comments:
This is a practical anthology of some of the best elementary problems in different branches of mathematics. They are selected for their aesthetic appeal as well as their instructional value, and are organized to highlight the most common problem-solving techniques encountered in undergraduate mathematics. Readers learn important principles and broad strategies for coping with the experience of solving problems, while tackling specific cases on their own. The material is classroom tested and has been found particularly helpful for students preparing for the Putnam exam. For easy reference, the problems are arranged by |
This course provides a background in number concepts that are pertinent to school mathematics. Topics include scientific notation, number sense, properties of integers, prime and composite numbers, divisors, GCDs, LCMs, the number of divisors, the sum of divisors, the Euclidean Algorithm, famous unsolved problems, finite mathematical systems, modular arithmetic, introductory graph theory and applications, permutations, combinations, sorting, congruences, sequences, direct and indirect proofs, mathematical induction, and traveling salesman problem and algorithms. Emphasis will be given to problem solving techniques as they relate to number concepts. Prerequisite MATH 1011 or equivalent or consent of instructor. Might not be offered every year. |
Mathematics
Statement of Goals and Objectives
The goals of the department are to offer a complete high-school mathematics curriculum for the college-bound student and to challenge each individual to develop her God-given mathematical talents.
Objectives
To develop logical and creative approaches to problem solving.
To develop facility in applying basic mathematical concepts.
To stimulate clarity and precision in language usage.
To encourage an appreciation for the deductive nature of mathematics.
To guide the student in selecting courses that allow her maximum achievement for her abilities, needs and interests.
To insure a smooth transition to mathematics courses at the college level.
Requirements
Four credits in mathematics are required for graduation, which must include one semester of trigonometry. A Texas Instruments graphing calculator is required for all mathematics classes. The model numbers of the calculators that may be used are announced in the spring. |
* Set up a study schedule by following our flexible, results-driven timeline
* Take the Pretest to discover what you know and what you should know
* Use REA's advice to ready yourself for proper study and success
Sharpen your knowledge and skills
* The comprehensive review guides candidates through all the content and process categories on the official test, which is required in most states for certification. Content categories include: Algebra and Number Theory, Measurement, Geometry; Trigonometry, Functions, Calculus, Data Analysis and Statistics, Probability, Matrix Algebra, and Discrete Mathematics.
* Chart your progress with full and detailed explanations of all answers
* Boost confidence with test-taking strategies and experienced advice
This test prep is a must-have for teacher certification candidates across the country!
REA books and software have proven to be the extra support teacher candidates need to pass their challenging tests for licensure. Our comprehensive test preps are teacher-recommended and written by experts in the field.
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Read an Excerpt
Introduction: Passing the Test
About This Bookand TESTware
REA's The Best Teachers' Preparation for the PRAXIS II Mathematics Content Knowledge Test (0061) is a comprehensive guide designed to assist you in preparing for this required test for teachers of secondary school mathematics. To enhance your chances of success in this important step toward your career as a mathematics teacher, this test guide:
• Replicates the format of the official test, including levels of difficulty
• Supplies the correct answer and detailed explanations for each question on the diagnostic and practice tests, which enable you to identify correct answers and understand why they are correct and, just as important, why the other answers are incorrect.
This guide is the of a review of the best resources available. REA editors considered the most recent test administrations and professional standards. We also researched information from Educational Testing Service, professional journals, textbooks, and educators. The result? The best test preparation materials based on the latest information available.
Practice Tests 1 and 2 are included in two formats: in printed form in this book and in TESTware format on the enclosed CD. We recommend that you begin your preparation by first taking the computerized version of your test. The software provides the added benefits of enforced timed conditions and instantaneous, accurate soring, making it easier to pinpoint your strengths and weaknesses.
About the Test
The PRAXIS II Mathematics Test is designed to assess the mathematical knowledge and competencies for a beginning secondary school teacher. Below are the content and process categories used as the basis for the PRAXIS II Mathematics Test, as well as the approximate percentage of the total test that each category occupies. These categories represent the knowledge that teams of teachers, subject area specialists, and district-level educators have determined to be important for beginning teachers. This book contains a thorough review of all these categories, as well as the specific skills that demonstrate each area.
Who Administers the Test?
All the PRAXIS II tests are administered by the Educational Testing Service (
Content Categories Approx # questions Percentage
I Algebra and Number Theory 8 16%
II Measurement 3 6%
Geometry 5 10%
Trigonometry 4 8%
III.Functions 8 16%
Calculus 6 12%
IV. Data Analysis and Statistics 5–6 10–12%
Probability 2–3 4–6%
V. Matrix Algebra 4–5 8–10%
Discrete Mathematics 3–4 6–8%
Process Categories -- Distributed Across Content Categories:
Mathematical Problem Solving
Mathematical Reasoning and Proof
Mathematical Connections
Mathematical Representation
Use of Technology
Can I Retake the Test?
Most states and institutions allow candidates who do not pass the PRAXIS II Mathematics Test to retake it as often as necessary until a passing score is achieved. In these cases, candidates must reregister each time they retake a test. However, please check with your state or testing institution for their specific requirements. Candidates who have passed a PRAXIS II Mathematics Test have met that part of the testing requirement for certification and, therefore, are not eligible to retake the test again.
When Should the Test Be Taken?
Individual states, institutions, and associations set their own requirements and passing scores for the PRAXIS. Some states specify the passing of additional or different tests. Check with your state agency for details.
ETS offers the PRAXIS II Mathematics Test seven times a year at a number of locations across the nation. The usual testing day is Saturday, but examinees may request an administration on an alternate day if there is a conflict, such as a religious obligation.
To receive information on upcoming administrations of the PRAXIS II Mathematics Test, consult the PRAXIS II Information Bulletin (available for download on the ETS website), or contact the ETS at:
Special accommodations are available for candidates who are visually impaired, hearing impaired, physically disabled, or specific learning disabled. For questions concerning disability services, contact the Office of Disability Services at:
There is a fee to take the PRAXIS II Mathematics Test. A complete summary of the registration fees can be found at the website above, or by calling the number above.
Graphing Calculators
Graphing calculators are required for the PRAXIS II Mathematics Test, so one should be used during your practice tests in this book and on the CD-ROM. On test day, bring your graphing calculator to the testing site as one will not be provided. The ETS states that the calculator should be able to:
1. produce a graph of a function within an arbitrary viewing window
2. find the zeros of a function
3. compute the derivative of a function numerically
4. compute definite integrals numerically
Calculator memories need not be cleared. No calculators with typewriter-type QWERTY keyboards and electronic writing pads are allowed. Please see the ETS website for further details on the types of calculating devices that are prohibited.
How to Use This Bookand TESTware
How Do I Begin Studying?
Review the organization of this test preparation guide.
1. To best utilize your study time, follow our PRAXIS II Independent Study Schedule. The schedule is based on a eight-week program, but can be condensed to four weeks if necessary.
2. Take the first practice test on CD-ROM, score it according to directions, then review the explanations to your answers carefully, studying the areas that your scores indicate need further review.
3. Review the format of the PRAXIS II.
4. Review the test-taking advice and suggestions presented later in this section
5. Pay attention to the information about content and the objectives of the test.
6. Spend time reviewing topics that stand out as needing more study.
7. Take the second practice test on CD-ROM and follow the same procedure as #2 above.
8. Take the third practice test printed in this book and follow the same procedure as #2 above.
9. Follow the suggestions at the end of this section for the day before and the day of the test.
When Should I Start Studying?
It is never too early to start studying for the PRAXIS II Mathematics Test. The earlier you begin, the more time you will have to sharpen your skills. Do not procrastinate!
An eight-week study schedule is provided at the end of this section to assist you in preparing for the test. This schedule can be adjusted to meet your unique needs. If your test date is only four weeks away, you can halve the time allotted to each section, but keep in mind that this is not the most effective way to study. If you have several months before your test date, you may wish to extend the time allotted to each section. Remember, the more time you spend studying, the better your chances of achieving your aim—a passing score on the PRAXIS II Mathematics Test.
Studying for the PRAXIS II Mathematics Test
It is very important for you to choose the time and place for studying that works best for you. Some students set aside a certain number of hours every morning to study, while some study at night before going to sleep, and others study during the day, while waiting in line, or even while eating lunch. Choose a time when you can concentrate and your study will be most effective. Be consistent and use your time wisely. Work out a study routine and stick to it.
When you take the practice tests, simulate the conditions of the actual test as closely as possible. Turn off your television and radio, and sit down at a quiet table with your graphing calculator. As you complete each practice test, score it and thoroughly review the explanations to the questions you answered incorrectly. Do not, however, review too much at any one time. Concentrate on one problem area at a time by examining the question and explanation, and by studying our review until you are confident that you have mastered the material. Keep track of your scores to discover general weaknesses in particular sections and to gauge your progress. Give extra attention to the review sections that cover your areas of difficulty, as this will build your skills in those areas.
The content categories were designed to measure the ability to integrate knowledge of mathematics and may involve more than one competency, as well as competencies from more than one content area.
In addition to content categories, the test contains process categories. Entry-level mathematics teachers must demonstrate that they have an understanding of the various ways in which math content knowledge is acquired and used. The process categories (as listed above) test and assess this ability and one or more may be applied to any of the content topics in the test.
There are 50 multiple-choice questions on the PRAXIS II Mathematics Test, and each contains four response options, A through D. You are given two hours to complete the test, so be aware of the amount of time you are spending on each question. Using the practice tests will help you prepare to pace your time evenly, efficiently, and productively.
About the Review Sections
The reviews in this book are designed to help you sharpen the basic skills needed to approach the PRAXIS II Mathematics Test, as well as provide strategies for attacking the questions.
Each teaching category is examined in a separate chapter. The skills required for all categories are extensively discussed to optimize your understanding of what this PRAXIS II test covers.
Your schooling has taught you most of what you need to succeed on the test. Our review is designed to help you fit the information you have acquired into specific content and process categories. Reviewing your class notes and textbooks together with our reviews will give you an excellent springboard for passing the PRAXIS II Mathematics Test.
Scoring the PRAXIS II Mathematics Test
Examinees are not penalized for wrong answers. A question answered correctly is worth one raw point, and your total raw score is the number of questions answered correctly on the full test. Passing scores vary from state to state, and test-takers should check with their state board of education for their state's requirements.
How many correctly answered questions equal a passing grade? According to the ETS, there is no way to predict this. There are several editions of each PRAXIS test, and each edition contains different questions. The questions on one edition may be slightly more difficult (or easier) than those on another edition. To make all editions of a test comparable, the conversion tables adjust for difficulty among editions. There is no way to predict which edition of the test you will take next.
Score Results
Your test scores will be sent approximately four weeks after test day to you and to your designated score recipients. There is a fee for each additional score report requested.
Test-Taking Tips
If you are not familiar with tests like the PRAXIS II Mathematics Test, this book will help acquaint you with these types of tests and help alleviate your test-taking anxieties. Listed below are ways to help you become accustomed to the PRAXIS II Mathematics Test, some of which may be applied to other tests as well.
Tip 1. Become comfortable with the format of the test. When you are practicing, stay calm and pace yourself. After simulating the test only once, you will boost your chances of doing well, and you will be able to sit down for the actual test with much more confidence.
Tip 2. Read all of the possible answers. Even if you think you have found the correct response, do not automatically assume that it is the best answer. Read through each choice to be sure that you are not making a mistake by jumping to conclusions.
Tip 3. Use the process of elimination. Go through each answer to a question and eliminate as many of the answer choices as possible. By eliminating two answer choices, you have given yourself a better chance of getting the item correct since there will be only two choices left from which to make your guess. Answer all questions you can; you are not penalized for wrong answers, but you are rewarded for correct ones.
Tip 4. Place a question mark in your answer booklet next to answers you guessed, then recheck them later if you have time.
Tip 5. You will have two hours to complete the test, so work quickly and steadily to avoid focusing on any one problem too long. Taking the practice tests in this book will help you learn to budget your precious time.
Tip 6. Learn the directions and format of the test. This will not only save time, but also help you avoid anxiety (and the mistakes caused by getting anxious).
Tip 7. Be sure that the answer circle you are marking corresponds to the number of the question in the test booklet. Since the test is multiple choice, it is graded by machine, and marking one answer in the wrong circle can throw off your answer key and your score. Be extremely careful.
The Day of the Test
Before the Test
On the day of the test, make sure to dress comfortably so that you are not distracted by being too hot or too cold while taking the test. Plan to arrive at the test center early. This will allow you to collect your thoughts and relax before the test, and spare you the anguish that comes with being late.
You should check your PRAXIS II Mathematics Content Knowledge Test information bulletin or registration information to find out what time to arrive at the testing center.
Before you leave for the test center, make sure you have your admission ticket and two forms of identification, one of which must contain a recent photograph, your name, and signature (e.g., driver's license). You will not be admitted to the test center if you do not have proper identification.
You must bring several sharpened No. 2 pencils with erasers and an approved graphic calculator (see above) as none will be provided at the test center.
If you would like, you may wear a watch to the test center. However, you may not wear one that makes noise, because it may disturb the other test-takers. Cell phones, electronic/photographic equipment, handbags, study materials, or paper of any kind will not be permitted. Drinking, smoking, and eating are prohibited.
During the Test
The PRAXIS II Mathematics Test is given in one sitting with no breaks. Procedures will be followed to maintain test security. Once you enter the test center, follow all of the rules and instructions given by the test supervisor. If you do not, you risk being dismissed from the test and having your scores canceled.
When all of the materials have been distributed, the test instructor will give you directions for filling out your answer sheet. Fill out this sheet carefully since this information will be printed on your score report.
Once the test begins, mark only one answer per question, completely erase unwanted answers and marks, and fill in answers darkly and neatly.
After the Test
When you finish your test, hand in your materials and you will be dismissed. Then, go home and relax—you deserve it!
Table of Contents
CONTENTS
CHAPTER 1 INTRODUCTION: PASSING THE TEST
About This Book and TESTware
About the Test
How to Use This Book and TESTware
Studying for the PRAXIS II Mathematics Test
Format of the PRAXIS II Mathematics Test
About the Review Sections
Scoring the PRAXIS II Mathematics Test
The Day of the Test
PRAXIS II Mathematics Study ScheduleBuy it only for the tests in the back of book
Math review leaves a lot to be desired. It is unclear and only barely touches on different topics. Answers to sample questions not always clearly explained. DO NOT spend extra money for the book with CD as CD only includes two practice tests which are the same as the practice tests in the physical book. There is probably a better and cheaper way to get three practice tests than to buy this book.
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Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for). |
Elementary Algebra With Bca Tutorial, and Infotrac
9780534400415
ISBN:
0534400418
Publisher: Thomson Learning
Summary: Jerome Kaufmann and Karen Schwitters discuss algebra with clear and concise exposition, numerous examples, and plentiful problem sets. They reinforce the following common thread - learn a skill, use the skill to solve equations, and then apply this to solve application problems.
Kaufmann, Jerome E. is the author of Elementary Algebra With Bca Tutorial, and Infotrac, published under ISBN 9780534400415 and 053...4400418. Nineteen Elementary Algebra With Bca Tutorial, and Infotrac textbooks are available for sale on ValoreBooks.com, ten used from the cheapest price of $9.19, or buy new starting at $110.77.[read more |
Mathematics
at the Higher Secondary School, provides a body of learning suitable
not only for the specialist in Mathematics, but also for those students
whose main interest lies in the scientific, technological and commercial
spheres.
It is strongly recommended
that students wishing to study Mathematics at Intermediate and Advanced
levels should have covered the topics of Paper 2A of Mathematics at
SEC level. It is also recommended that students taking Applied Mathematics
at Advanced Level should also opt for Pure Mathematics at Intermediate level.
Students who obtain a good
grade at 'A' level Mathematics have wide career opportunities. Mathematics
(Pure or
Applied) at 'A' or 'INT' level is usually one of the obligatory
or preferred subjects required for entry into University in all the
courses related to Science, Engineering and Information Technology and
also Commerce, Education and Medicine.
The Matriculation Board
has granted a concession to Matriculation students to choose bothPure Mathematics and Applied Mathematics but at different levels.
SUBJECT REQUIREMENTS 2011 - 2012
Pure Mathematics
Advanced Level:
For Pure Mathematics at Advanced Level a
Grade 3 or higher in Mathematics is recommended. However students who
obtain a Grade 4 or 5 can choose this subject at Advanced Level. The
necessary topics not covered for SEC Paper B will be briefly covered
during the first few weeks of the course.
Intermediate Level:
For Pure Mathematics at Intermediate
Level a Grade 4 or higher in Mathematics is recommended. However
students who obtain a Grade 5 can choose this subject at Intermediate
Level. As in Advanced Level, the necessary topics not covered for SEC
Paper B will be briefly covered during the first few weeks of the
course.
Applied Mathematics
It is strongly recommended that students
taking Applied Mathematics at Advanced Level will take Pure Mathematics
at Intermediate Level. Before choosing Applied Mathematics at Advanced
Level the student should consult the webpage |
Math911Math911 contains step by step tutorials for High School and College Mathematics courses from Arithmetic Review through Algebra, Trigonometry, College Algebra, Precalculus and Statistics. When the random problem appears either click on see solution, see all steps, see next step or enter your answer. If you're wrong Math911 will step you through the solution. Enter your answer freeform, even fractions and exponents (using the up/down arrow keys). No multiple choices, just loads of word problems, equations and graphing (using your mouse). A comprehensive grading module will keep track of your progress as you move up the levels of difficulty. Very intuitive easy to master user interface.
The interface is difficult to use. While there are problems organized in sections, it is difficult to navigate between them. It is basically a really dumb quiz tool. I managed to crash it the first time I ran it, but it ran the second time. However, if you may a mistake, you could get stuck. Very poor. Find a better |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for). |
To develop a student's ability to think critically and independently about problems that will be encountered in life. The value of critical thinking certainly isn't limited to classroom situations in a mathematics course. We want our students to think clearly and logically about all problems they encounter.
To develop in the student an aptitude for mathematical reasoning and self-confidence through involvement in the undergraduate curriculum, so the student will be prepared to enjoy the lifelong pursuit of knowledge and to follow truth beyond the classroom.
To educate the student in some of the mathematical topics and techniques necessary for success in all courses involving reasoning and problem solving. |
Learn geometry at your own pace What are congruent circles? How do you find the hypotenuse of a triangle? What is the sum of the angles in a decagon? How can you apply geometric equations to your daily life? With the unbeatable study companion Geometry: A Self-Teaching Guide, you'll discover the answers to these questions and many more. This thorough... more...
You, too, can understand geometry---- just ask Dr. Math ? ! Are things starting to get tougher in geometry class? Don't panic. Dr. Math--the popular online math resource--is here to help you figure out even the trickiest of your geometry problems. Students just like you have been turning to Dr. Math for years asking questions about math problems,... more...
There's no such thing as too much practice. This reproducible program builds skills incrementally. By inviting students to "show what they know" in a variety of new formats, these stimulating lessons will enable struggling students to actually enjoy the learing process. As in all of the binder programs, the dual emphasis is on (1) mastery of the basics... more...
Meyer's Geometry and Its Applications, Second Edition , combines traditional geometry with current ideas to present a modern approach that is grounded in real-world applications. It balances the deductive approach with discovery learning, and introduces axiomatic, Euclidean geometry, non-Euclidean geometry, and transformational geometry. The text... more...,... |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for). |
This is 1 of 4 videos I custom made for an educator in California for an experimental 1-week video homework program. I have only edited the beginning and ending titles. Although not designed for the general public, I figured you may find them useful. This video provides a quick general math review of concepts needed to do well in Algebra 1. Covers: Order of Operations, Fraction Arithmetic, Basic Algebraic Concepts and Terminology, Converting Verbal Phrases to Algebraic Expressions and other Miscellaneous Math Concepts.
Lesson consists of providing you with a Self-Tutorial on how to solve linear equations. Tutor discusses what is an Equation, Solution, Solution Set, Equivalent Equations, Identity, Contradictions, Conditional Equations, Linear Equations, the Standard Form of a Linear Equation. I show you how to actually SOLVE linear equations going step-by-step. I don't skip steps. I review some of the properties of Equality here too. I remind you to check the work done and how to solve linear equations using a calculator. At the end, you will know how to easily solve equations that look like: 2[y - (4y - 1)] = 5 - 9y No word problems are done here. This is shown in DETAIL in Part 2 of the Lesson. 18 minute free sample of this lesson found here:
NOTE: This is the last (3rd) hour of Full Lesson. Rent Part 2A to view the first two hours
NOTE: This is the first 2 hours of the lesson. Rent Part 2B for the remaining hour Sample 20 minute lesson can be found here:
This lesson consists of providing you with a Self-Tutorial on what is algebra, what are variables, constants, coefficients, terms, and expressions. The tutor explains the use of proper notation, how to combine like terms, find the negation of an algebraic expression, how to evaluate an expression (by hand and by using your calculator), and finally, there is a VERY detailed section on how to translate English phrases into algebraic expressions. You can watch an 11 minute FREE preview here:
NOTE: The 31 minute Lesson Quiz is **NOT** included with this rental. Please rent separately Free 23 minute sample lesson can be found here:
NOTE: This is the Lesson Quiz (with Answers) from Disc 2 of the DVD of the Lesson. Rent the "Full Lesson" BEFORE renting this video
This is 3 two-step linear equations.
This is 2 one-step linear equations.
This is 4 multi-step linear equations. |
Itasca, IL CalculusDiscrete math is defined less by what topics are included than by what is excluded. Excluded are notions of continuity upon which calculus is built. Consequently, discrete math is described as "non-calculus" math |
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Math
Calculus
Topics covered in the first two or three semesters of college calculus. Everything from limits to derivatives to integrals to vector calculus. Should understand the topics in the pre-calculus playlist first (the limit videos are in both playlists)
A derivative at a point in a curve can be viewed as the slope of the line tangent to that curve at that point. Given this, the natural next question is what the equation of that tangent line is. In this tutorial, we'll not only find equations of tangent lines, but normal ones as well!
Derivatives can be used to calculate instantaneous rates of change. The rate of change of position with respect to time is velocity and the rate of change of velocity with respect to time is acceleration. Using these ideas, we'll be able to analyze one-dimensional particle movement given position as a function of time.
Can calculus be used to figure out when a function takes on a local or global maximum value? Absolutely. Not only that, but derivatives and second derivatives can also help us understand the shape of the function (whether they are concave upward or downward).
If you have a basic conceptual understanding of derivatives, then you can start applying that knowledge here to identify critical points, extrema, inflections points and even to graph functions.
The idea of a derivative being the instantaneous rate of change is useful when studying or thinking about phenomena in a whole range of fields. In this tutorial, we begin to just scratch the surface as we apply derivatives in fields as disperse as biology and economics.
Have you ever wondered how fast the area of a ripple of a pond is increasing based on how fast the ripple is? What about how fast a volcano's volume is increasing? This tutorial on related rates will satiate your curiosity and then some!
Solving related rates problems using calculus
If over the last hour on the highway, you averaged 60 miles per hour, then you must have been going exactly 60 miles per hour at some point. This is the gist of the mean value theorem (which generalizes the idea for any continuous, differentiable function).
Limits have done their part helping to find derivatives. Now, under the guidance of l'Hôpital's rule, derivatives are looking to show their gratitude by helping to find limits. Ever try to evaluate a function at a point and get 0/0 or infinity/infinity? Well, that's a big clue that l'Hopital's rule can help you find the limit of the function at that point. |
Discrete Mathematics For Computer Science
9781930190863
ISBN:
1930190867
Pub Date: 2005 Publisher: Key College Publishing
Summary: "Discrete Mathematics for Computer Science" is the perfect text to combine the fields of mathematics and computer science. Written by leading academics in the field of computer science, readers will gain the skills needed to write and understand the concept of proof. This text teaches all the math, with the exception of linear algebra, that is needed to succeed in computer science. The book explores the topics of bas...ic combinatorics, number and graph theory, logic and proof techniques, and many more. Appropriate for large or small class sizes or self study for the motivated professional reader. Assumes familiarity with data structures. Early treatment of number theory and combinatorics allow readers to explore RSA encryption early and also to encourage them to use their knowledge of hashing and trees (from CS2) before those topics are covered in this course.
Bogart, Kenneth P. is the author of Discrete Mathematics For Computer Science, published 2005 under ISBN 9781930190863 and 1930190867. One hundred fifty six Discrete Mathematics For Computer Science textbooks are available for sale on ValoreBooks.com, nine used from the cheapest price of $4.72, or buy new starting at $16 |
...Before students take a detailed study of algebra, most schools request that they take a course that emphasizes the important aspects of arithmetic and mathematical problem solving often dubbed "pre-algebra". This course is meant to bridge the gap between the concrete questions answered in primar |
Featuring humor, easy-to-understand explanations, and silly illustrations, Life of Fred is guaranteed to make your math studies come alive! Each text is written as a novel, including a hilarious story line based on the life of Fred Gauss. As Fred encounters the need for math during his daily exploits, he learns the methods necessary to solve his predicaments – plus loads of other interesting facts! Filled with plenty of solved examples, each book is self-teaching and reusable – perfect for families full of learners.
Introduce your students to Fred today and see how his fun, lighthearted approach to learning is revolutionizing mathematics!
Need a lot of practice or stuck on a particular kind of problem? This book has been requested by many readers. Keyed directly to the chapters and topics of Life of Fred: Advanced Algebra. Each problem worked out in complete detail. Ten exponential equations worked out step by step. Over 40 problems dealing with functions. Sixteen imaginary number problems solved in detail. Eleven linear programming problems - each taking about a page to solve. A bonus six-page introduction to Turing Machines, starting on page 117. |
Comments & Reviews
DAVID BENCOMOUnited States of America
Course Module: Algebraic Expressions 1 Course Topic: Simplifying algebraic expressions without using algebra blocks Comment: It would be nice if you had a little bit more clearer explanation of what you are supposed to be doing,,,the interacting part of this course is really lacking 2012-08-31 18:08:52
Tom NormanUnited Kingdom
Why does it not give you the answers? How am I supposed to check if I'm right or not? Quite annoying... 2012-01-12 17:01:01 |
The Algebra 1: The Complete Course DVD Series will help students build confidence in their mathematical knowledge, skills, and ability.
In this episode, Algebra is discussed as a generalization of arithmetic. A review is conducted of the important concepts of arithmetic, and students will learn to relate algebra to arithmetic and explain the importance of algebra. Grades 3-7. 30 minutes on DVD. |
Me 2 Reiterate
lesson from Illuminations teaches students to use a computer algebra system to determine the square root of 2 to a given number of decimal places. Students will learn how utilizing technology makes an algorithm easy to use, as well as using different modes with an iterative algorithm. The lesson is intended for grades 9-12 and should take one class period to complete.Thu, 20 Jan 2011 03:00:03 -0600Introduction to Algorithms
course provides an introduction to algorithms. Topics include sorting; search trees, heaps, and hashing; divide-and-conquer; dynamic programming; amortized analysis; graph algorithms; shortest paths; network flow; computational geometry; number-theoretic algorithms; polynomial and matrix calculations; caching; and parallel computing. Selected lecture notes, video and audio lectures, and assignments with solutions are included. MIT presents OpenCourseWare as free educational material online. No registration or enrollment is required to use the materials.Tue, 28 Dec 2010 03:00:02DAU StatRefresher
is the subject and lesson listing for the DAU statistics refresher course. Topics include clustering algorithms, correlation coefficient, conditional probability, data analysis, eleven types of distributions, measures of central tendency, multiple regression, random variables, rank correlation, residual analysis, scatter plots, standard deviation, uniform distribution, and variance. They are organized alphabetically and by subject. This is a nice reference tool for those needing quick definitions, or explanations, of different statistics terminology.Wed, 2 Sep 2009 03:00:02 -0500DAU StatRefresher: Clustering Algorithms
interactive module helps students to understand the definition of and uses for clustering algorithms. Students will learn to categorize the types of clustering algorithms, to use the minimal spanning tree and the k-means clustering algorithm, and to solve exercise problems using clustering algorithms. Each component has a detailed explanation along with quiz questions. A series of questions is presented at the end to test the students understanding of the lesson's entire concept.Thu, 22 Jan 2009 03:00:02 -0600Data Mining Technology
website provides a basic overview of Data Mining and some applications for the process. The site lists some typical tasks addressed by data mining, such as identifying cross-sell opportunities and predicting a peak load of a network. There are also some academic resources on such topics as "Anomaly Localization," "Generating Non-Linear Functions," and "Symbolic Knowledge Discovery."Mon, 14 Jan 2008 03:00:02 -0600Computational Geometry Pages
comprehensive directory of computational geometry resources both on and off the Internet. General Resources, Literature, Research and Teaching, Events, Software, other links. Also found at 27 Dec 2007 03:00:03 -06Habits of Mind: Mathematics Problem Solving Strategies
roughly 200 lesson plans are related to mathematical problem solving Topics covered include modeling / mathematizing; finding analogies / structural similarities / isomorphisms; working with graphs; working with units/dimensional analysis; proving; formulating conjectures / generalizing / abstracting; finding and using invariants; creating / analyzing an algorithm; dealing with non-unique solutions; visualization; solving by special cases; verifying / interpreting results; analyzing parameters; estimating; inventing and using notation. This is an extensive and thorough resource for first-cycle college mathematics teachers and teachers of advanced high school math.Mon, 12 Nov 2007 16:19:41 -0600Convex Hull Algorithms
Thu, 9 Aug 2007 03:00:02 -0500Miscellaneous Mathematical Utilities
online mathematical utilities intended for college and university students (math, physics, engineering, etc. students). Numerical utilities to solve (among others): N Equations in N Unknowns, Eigenvalues and Eigenvectors, Roots of Functions, and Numerical Integration. More utilities are constantly being added.Thu, 9 Aug 2007 03:00:01 -0500The Stony Brook Algorithm Repository
computer science professor at the State University of New York maintains this online repository, which serves "as a comprehensive collection of algorithm implementations for over seventy of the most fundamental problems in combinatorial algorithms." The algorithms are implemented in a variety of programming languages, from C++ to FORTRAN. Seven general categories are listed to facilitate finding a particular implementation. The code for each algorithm was gathered from many different sources and is now housed in one spot on this site, making it easy for programmers to use pre-written code for common problems rather than having to write their own.Thu, 26 Jul 2007 03:00:02Journal of Graph Algorithms and Applications
Journal of Graph Algorithms and Applications found at this Web site is the electronic version of the scientific journal with the same name. It is a collection of research papers dealing with the "analysis, design, implementation, and applications of graph algorithms." The current volume consists of select papers presented at the 1999 Symposium on Graph Drawing, which have since been revised. Previous volumes are archived on this site as well, and they can be freely accessed. Almost any discipline requires some sort of graphical representation, and specific uses of graph algorithms in various fields are addressed in this journal.Wed, 27 Jun 2007 03:00:02 -0500Michael Singer
(and difference) Galois theorist, algorithmic analyst, and computer algebraist, and professor at North Carolina State University. Available here: books and papers, some in PDF, PostScript, or .dvi versions; course notes for Computational Mathematics for the Life and Management Sciences; and a link to the Symbolic Systems Group (research and papers).Wed, 28 Mar 2007 03:00:01 -0500 |
Synopses & Reviews
Publisher Comments:
This book provides an introduction to quantum theory, primarily for mathematics students. It assumes a knowledge of basic algebra and elementary group theory, with little or no familiarity with more advanced topics. Although it takes a traditional approach, the book exploits ideas of linear algebra and points out some of the mathematical subtleties of the theory. It also covers such topics as Bell's inequalities and coherent and squeezed states, and introduces group representation theory, algebraic quantum theory, and quantum statistical mechanics. Later chapters discuss relativistic wave equations and elementary particle symmetries from a group-theoretical standpoint.
Book News Annotation:
Employment of algebraic techniques and other topics studied in core mathematics courses enables the formalism of quantum mechanics to be developed in a more thorough way than is usually encountered. This approach also permits the inclusion of some less traditional, more advanced topics such as Bell's inequalities, coherent and squeezed states, and introductions to group representation theory, algebraic quantum theory, and quantum statistical mechanics. Later chapters discuss relativistic wave equations and elementary particle symmetrics from a group-theoretical standpoint, rather than the customer Lie algebraic approach. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Synopsis:
This text provides an introduction to quantum theory primarily for students of mathematics. The approach is mainly traditional although less traditional topics such as Bell's inequalities are also covered. The book assumes a knowledge of basic linear algebra and elementary group theory.
"Synopsis"
by Gardners,
This text provides an introduction to quantum theory primarily for students of mathematics. The approach is mainly traditional although less traditional topics such as Bell's inequalities are also covered. The book assumes a knowledge of basic linear algebra and elementary group |
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