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This book covers the development of mathematical competences in childhood. The possible difficulties when building these competences are described, as are the criteria qualifying calculation difficulties or dyslexia. The second part of the work places its emphasis on comprehensive practical methods of furthering children ? developing basic mathematical...... |
The Learning Support Mathematics program is designed to prepare you for college-level courses in the natural sciences, social sciences, business, technological fields or mathematics proper. Whether you are returning to school after a long absence or have recently graduated from high school, our goal is to help you pass your required Leaning Support Mathematics courses within one semester. We use both classroom activities and individualized computer-based instruction to help you achieve this goal.
Shell Course Descriptions
The following two courses are sometimes called "shell" courses because they are worth zero (0) credits but provide a designated instructor as well as a time and location to meet. See chart below for registration information.
MATH 0800: Learning Support Mathematics
MATH 0820: Accelerated Learning Support Mathematics
Course Descriptions
The following courses are each worth one (1) credit. See chart below for registration information.
You work through each required course with the aid of the computer software, the instructor, and the tutors in the Leaning Commons. You must keep up with the schedule for passing courses throughout the semester. You may work through the required courses more quickly if you want to. Once you have passed MATH 0805, you are no longer required to attend shell course sessions.
Grades
Each 1-credit course is graded independently. You must pass course exams at mastery level of at least 80% in order to receive a passing grade of C, B or A. You must maintain sufficient attendance of shell course sessions in order to remain eligible for a passing grade in any uncompleted courses.
Attendance Policy
The attendance policy for Learning Support Mathematics is the same as for the college in general: you must be present for 75% of the scheduled class days. You are required to spend 2 additional hours working on mathematics in the Learning Commons each week beyond the scheduled class meetings for a 14-week semester (4 hours per week in the summer session).
SAILS
If you are currently a high school student participating in the SAILS course click here to register |
MATH102-12S2 (C)Semester Two 2012 Mathematics 1A
Description
An introductory course in calculus and linear algebra that is designed primarily for students who have done well in NCEA Mathematics with Calculus. This course deals with basic ideas in calculus and linear algebra which have applications in many areas of science and commerce.
MATH102 is designed for science and commerce students taking a quantitatively based degree programme .
It can be taken as a standalone course, or as the first part of a three part core in mathematics MATH102 - MATH103 - MATH201. The course consolidates the calculus concepts learned at school and introduces a variety of more advanced techniques of calculus. MATH102 also has a significant component of matrix algebra and vector geometry, including both theory and applications. The computer packages MAPLE and MATLAB are introduced. Small-class tutorials and online learning modules (with weekly quizzes) are integrated into the course, and form an important part of student's learning.
Learning Outcomes
• to consolidate and extend the ideas and techniques of calculus and its applications • to introduce the concepts of linear algebra and its applications • to increase understanding of the mathematical foundations of the topics studied • to practise the application of mathematical concepts and techniques to understanding and solving problems • to introduce computer software used to solve mathematical problems |
Best math tool for school and college! If you are a student, it will helps you to learn! Note: In linear algebra, the determinant is a value associated with a square matrix. The determinant provides important information when the matrix is that of the coefficients of a system of linear equations, or when it corresponds to a linear transformation of a vector free app is a math calculator, which is able to multiplicate a matrix with an other. The maximal number of rows and columns of a matrix is 4.
Best math tool for school and college! If you are a student, it will helps you to learn linear algebra! Note: Matrix multiplication is a binary operation of two matrices which produces another matrix. It has numerous applications in applied mathematics, physics, and engineering.
Speech to Text Translator TTS is a funny and user-friendly speech recognition, text to speech (TTS) and translator application, which allows you to take notes easily by speaking. You can copy these notes to clipboard and listen. You can send and share these notes with e-mail, SMS, social media and various instant messaging applications such as WhatsApp, Viber, Skype and vs. You can also search these notes on the web. Speech to Text, Text to Speech (TTS) and translation features are all in one application ! Speak, translate, listen, send and search using Speech to Text Translator TTS ! You can also use this software for language education. You can learn to speak all languages. Enjoy Speech to Text Translator TTS !
FOR ADS-FREE FULL VERSION, PLEASE DONATE ONLY $3 VIA PAYPAL OR CREDIT-CARD AND REQUEST LICENSE CODE WITHIN THE PROGRAM. AFTER ENTERING THE LICENCE CODE, YOU WON'T GET ANY ADVERTISEMENTS ANYMORE.
Best math tool for school and college! If you are a student, it will helps you to learn linear algebra! Note: The inverse of a matrix A is the matrix B, with AxB=I where I is the identity matrix and the multiplication used is ordinary matrix multiplication. A matrix is a nonsingular matrix if it is an invertible matrix, and the determinant of this matrix does not equal 0.
This is application for solving mathematical problems from chapter "Matrices". Its main advantage is in the full, detailed solving a problem with all auxiliary actions, in contrast to apps-calculators. User-friendly and intuitive interface will do process of solving in several clicks. It is the best pocket assistant for student both at home and on exams. It have a solving of problems like: - Matrix addition; - Matrix multiplication; - Matrix scalar multiplication; - Determinant calculation; - Inverse of the matrix; - Transpose; - Solving of systems of linear equations (by Cramer's Rule, Gaussian Elimination and Inverse Matrix Method). This application will greatly facilitate your life!
We apologize in advance for possible errors in translation. English isn't our native language, so please let us know if we need to correct something.
This mathematics application "Matrices and determinants" is a complete reference for matrix algebra and its mathematical operations for various applications. we tried our best effort to include almost all topics with its explanations. here you can find all topics of matrices and determinants like DEFINITIONS TYPES OF MATRICES, EQUALITY OF MATRICES, ALGEBRA OF MATRICES, PROPERTIES OF MATRIX ADDITION, MULTIPLICATION OF A MATRIX BY A SCALAR (SCALAR MULTIPLICATION), SUBTRACTION OF MATRICES (DEFINITION), MULTIPLICATION OF MATRICES, PROPERTIES OF MATRIX MULTIPLICATION., TRANSPOSE OF A MATRIX, PROPERTIES OF TRANSPOSE, SYMMETRIC AND SKEW-SYMMETRIC MATRICES, DETERMINANTS, SINGULAR MATRIX,ADJOINT OF A SQUARE MATRIX, INVERSE OF A MATRIX, ELEMENTARY TRANSFORMATIONS OR ELEMENTARY OPERATIONS OF A MATRIX, ORTHOGONAL MATRIX, SUBMATRIX, RANK OF MATRIX, SOME THEOREM ON RANK OF A MATRIX. EQUIVALENT MATRICES.ECHELON FORM OF A MATRIX, ALGORITHM FOR FINDING THE RANK OF A MATRIX., SYSTEM OF SIMULTANEOUS LINEAR EQUATIONS., SOLUTIONS OF A NON-HOMOGENEOUS SYSTEM OF LINEAR EEQUATIONS, ALGORITHM FOR SOLVING A NON-HOMOGENEOUS SYSTEM OF LINEAR EQUATIONS-RANK METHOD, SOLUTION OF A HOMOGENEOUS SYSTEM OF LINEAR EQUATIONS-MATRIX METHOD, ALGORITHM FOR SOLVING A HOMOGENEOUS SYSTEM OF LINEAR EQUATIONS.
Disponible para descargar en ingles ("Determinants and Equations") / Available to download in English ("Determinants and Equations")
Determinants, Equations, Systems and Matrices: Simple aplication to calculate determinants, inverses and ranks of matrixes up to order 4. Solving equations systems of 2 and 3 unknowns (SCD usually resolved by Cramer and SCI show you the matrix after Gauss). Resolve quadratic equations and third degree equations.
(When you update uninstall and then install the application or you can delete data in the applications administrator inside "determinants" [Check these changes with the attached images on this page]. english |
Linear Algebra With Applications - 4th edition
Summary: Linear Algebra with Applications is a flexible blend of theory, important computational techniques, and interesting applications. Instructors can select the topics that give the course their desired perspective. The text provides a solid foundation in the mathematics of linear algebra, while introducing some of the important computational aspects of the field, such as algorithms. The presentation of interesting applications has been one of the most compelling feature...show mores of this book provides students a well balanced coverage of standard linear algebra topics that apply mathematics by examining real-life applications, making for a enlightening learning experience. ...show less163 |
The Historical Roots of Elementary Mathematics
Exciting, hands-on approach to understanding fundamental underpinnings of modern arithmetic, algebra, geometry and number systems, by examining their origins in early Egyptian, Babylonian and Greek sources. Students can do division like the ancient Egyptians, solve quadratic equations like the Babylonians, and more.
Reprint of the Prentice-Hall, Englewood Cliffs, New Jersey, 1976 edition. |
Nemeth Code Self-Study Instructional Material
The Nemeth Code Self-Study
for the Braille Lite is designed to be used by blind individuals to learn
to read and write the Nemeth Code for Braille mathematics, or to refresh
skills using this code. This software causes all of the Nemeth Code symbols
to be spoken correctly.
This page is designed
to provide a simple means of reaching the self-study easily. It provides links to download the complete self-study as well as the documentation.
Choose a file to download:
Nemeth-Code-Self-Study.zip — The entire Nemeth Code Self-Study including nemeth.bns, the program that runs the tutorial, documentation, and all 18 lessons. After downloading this file, you can extract the contents to any location on your computer.
Nemeth Code Tutorial
For The Braille Lite Print Version.doc — This is the print
version of the Nemeth Code tutorial for sighted
individuals to accompany the accessible version of the program installed
in a Braille Lite. This has not been designed for persons who are blind
to learn to read and write the Nemeth Code. It was designed for use by sighted teachers who work with students who are blind. |
Elementary and Intermediate Algebra - 4th edition
Summary: Algebra can be like a foreign language. But one text delivers an interpretation you can fully understand. Building a conceptual foundation in the ''language of algebra,'' iNTERMEDIATE ALGEBRA, 4e provides an integrated learning process that helps you expand your reasoning abilities as it teaches you how to read, write, and think mathematically. Packed with real-life applications of math, it blends instructional approaches that include vocabulary, practice, and well-defined pedagogy w...show moreith an emphasis on reasoning, modeling, communication, and technology skills. The authors' five-step problem-solving approach makes learning easy. More student-friendly than ever, the text offers a rich collection of student learning tools, including Enhanced WebAssign online learning system. With ELEMENTARY AND INTERMEDIATE ALGEBRA, 4e, algebra makes sense3.99 +$3.99 s/h
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Is this career the right one for you?
Expand knowledge in mathematical areas, such as algebra or geometry, by developing new rules, theories, and concepts
Use mathematical formulas and models to prove or disprove theories
Apply mathematical theories and techniques to solve practical problems in business, engineering, the sciences, or other fields
Develop mathematical or statistical models to analyze data
Interpret data and report conclusions from their analyses
Use data analysis to support and improve business decisions
Read professional journals, talk with other mathematicians, and attend professional conferences to maintain knowledge of current trends
Career Overview
Mathematics is one of the oldest and most fundamental sciences. Mathematicians use mathematical theory, computational techniques, algorithms, and the latest computer technology to solve economic, scientific, engineering, and business problems. The work of mathematicians falls into two broad classes: theoretical (pure) mathematics and applied mathematics. These classes, however, are not sharply defined and often overlap.
Theoretical mathematicians advance mathematical knowledge by developing new principles and recognizing previously unknown relationships between existing principles of mathematics. Although these workers seek to increase basic knowledge without necessarily considering its practical use, such pure and abstract knowledge has been instrumental in producing or furthering many scientific and engineering achievements. Many theoretical mathematicians are employed as university faculty, dividing their time between teaching and conducting research. (See the Professor or College Instructor career profile.)
Applied mathematicians use theories and techniques, such as mathematical modeling and computational methods, to formulate and solve practical problems in business, government, engineering, and the physical, life, and social sciences. For example, they may analyze the most efficient way to schedule airline routes between cities, the effects and safety of new drugs, the aerodynamic characteristics of an experimental automobile, or the cost-effectiveness of alternative manufacturing processes.
Applied mathematicians working in industrial research and development may develop or enhance mathematical methods when solving a difficult problem. Some mathematicians, called cryptanalysts, analyze and decipher encryption systems—codes—designed to transmit military, political, financial, or law-enforcement-related information.
Applied mathematicians start with a practical problem, envision its separate elements, and then reduce the elements to mathematical variables. They often use computers to analyze relationships among the variables, and they solve complex problems by developing models with alternative solutions.
Individuals with titles other than mathematician also do work in applied mathematics. In fact, because mathematics is the foundation on which so many other academic disciplines are built, the number of workers using mathematical techniques is much greater than the number formally called mathematicians. For example, engineers, computer scientists, physicists, and economists are among those who use mathematics extensively. Some professionals, including statisticians, actuaries, and operations research analysts, are actually specialists in a particular branch of mathematics. (For more information, see the career profiles on actuaries, operations research analysts, and statisticians.) Applied mathematicians frequently are required to collaborate with other workers in their organizations to find common solutions to problems.
Work environment. Mathematicians usually work in comfortable offices. They often are part of interdisciplinary teams that may include economists, engineers, computer scientists, physicists, technicians, and others. Deadlines, overtime work, special requests for information or analysis, and prolonged travel to attend seminars or conferences may be part of their jobs.
Mathematicians who work in academia usually have a mix of teaching and research responsibilities. These mathematicians may conduct research by themselves or in close collaboration with other mathematicians. Collaborators may work together at the same institution or from different locations, using technology such as e-mail to communicate. Mathematicians in academia also may be aided by graduate students.
Training, Qualifications, and Advancement
A Ph.D. degree in mathematics usually is the minimum educational requirement for prospective mathematicians, except in the Federal Government.
Education and training. In private industry, candidates for mathematician jobs typically need a Ph.D., although there may be opportunities for those with a master's degree. Most of the positions designated for mathematicians are in research-and-development laboratories, as part of technical teams.
In the Federal Government, entry-level job candidates usually must have at least a bachelor's degree with a major in mathematics or 24 semester hours of mathematics courses. Outside the Federal Government, bachelor's degree holders in mathematics usually are not qualified for most jobs, and many seek advanced degrees in mathematics or a related discipline. However, bachelor's degree holders who meet State certification requirements may become primary or secondary school mathematics teachers. (For additional information, see the career profiles on teachers—elementary, middle, and high school.)
Most colleges and universities offer a bachelor's degree in mathematics, and many universities offer master's and doctoral degrees in pure or applied mathematics. Courses usually required for these programs include calculus, differential equations, and linear and abstract algebra. Additional courses might include probability theory and statistics, mathematical analysis, numerical analysis, topology, discrete mathematics, and mathematical logic. In graduate programs, students also conduct research and take advanced courses, usually specializing in a subfield of mathematics.
Many colleges and universities advise or require students majoring in mathematics to take courses in a closely related field, such as computer science, engineering, life science, physical science, or economics. A double major in mathematics and another related discipline is particularly desirable to many employers. High school students who are prospective college mathematics majors should take as many mathematics courses as possible while in high school.
Other qualifications. For jobs in applied mathematics, training in the field in which mathematics will be used is very important. Mathematics is used extensively in physics, actuarial science, statistics, engineering, and operations research. Computer science, business and industrial management, economics, finance, chemistry, geology, life sciences, and behavioral sciences are likewise dependent on applied mathematics. Mathematicians also should have substantial knowledge of computer programming, because most complex mathematical computation and much mathematical modeling are done on a computer.
Mathematicians need to have good reasoning to identify, analyze, and apply basic principles to technical problems. Communication skills also are important, because mathematicians must be able to interact and discuss proposed solutions with people who may not have extensive knowledge of mathematics.
Advancement. The majority of those with a master's degree in mathematics who work in private industry do so not as mathematicians but in related fields, such as computer science, where they have titles such as computer programmer, systems analyst, or systems engineer. In these occupations, workers can advance to management positions.
Employment
Mathematicians held about 2,900 jobs in 2008. Many people with mathematical backgrounds also worked in other occupations. For example, there were about 54,800 jobs for postsecondary mathematical science teachers in 2008.
Many mathematicians work for the Federal Government, primarily in the U.S. Department of Defense which accounts for about 81 percent of the mathematicians employed by the Federal Government. Many of the other mathematicians employed by the Federal Government work for the National Institute of Standards and Technology (NIST) or the National Aeronautics and Space Administration (NASA).
In the private sector, major employers include scientific research and development services and management, scientific, and technical consulting services. Some mathematicians also work for insurance carriers.
Job Outlook
Employment of mathematicians is expected to grow much faster than average. However, keen competition for jobs is expected.
Employment change. Employment of mathematicians is expected to increase by 22 percent during the 2008–18 decade, which is much faster than average for all occupations. Advancements in technology usually lead to expanding applications of mathematics, and more workers with knowledge of mathematics will be required in the future. However, jobs in industry and government often require advanced knowledge of related scientific disciplines in addition to mathematics. The most common fields in which mathematicians study and find work are computer science and software development, physics, engineering, and operations research. Many mathematicians also are involved in financial analysis and in life sciences research.
Job prospects. Job competition will remain keen because employment in this occupation is relatively small and few new jobs are expected. Ph.D. holders with a strong background in mathematics and a related discipline, such as engineering or computer science, and who apply mathematical theory to real-world problems will have the best job prospects in related occupations. In addition, mathematicians with experience in computer programming will better their job prospects in many occupations.
Holders of a master's degree in mathematics will face very strong competition for jobs in theoretical research. Because the number of Ph.D. degrees awarded in mathematics continues to exceed the number of available university positions—especially tenure-track positions—many graduates will need to find employment in industry and government.
Employment in theoretical mathematical research is sensitive to general economic fluctuations and to changes in government spending. Job prospects will be greatly influenced by changes in public and private funding for research and development.
Earnings
Median annual wages of mathematicians were $95,150 in May 2008. The middle 50 percent earned between $71,430 and $119,480. The lowest 10 percent had earnings of less than $53,570, while the highest 10 percent earned more than $140,500.
In March 2009, the average annual salary in the Federal Government was $107,051 for mathematicians; $107,015 for mathematical statisticians; and $101,645 for cryptanalysts.
For More Information
For more information about careers and training in mathematics, especially for doctoral-level employment, contact:
Information on obtaining positions as mathematicians with the Federal Government is available from the Office of Personnel Management through USAJOBS, the Federal Government's official employment information system. This resource for locating and applying for job opportunities can be accessed through the Internet at or through an interactive voice response telephone system at (703) 724-1850 or TDD (978) 461-8404. These numbers are not toll free, and charges may result.
For advice on how to find and apply for Federal jobs, see the Occupational Outlook Quarterly article "How to get a job in the Federal Government," online at |
SpringBoard Mathematics is a highly engaging, student-centered, standards-based instructional program. SpringBoard is the College-Board's official Pre-AP program, developed to provide a roadmap for attaining the knowledge and skills students require for success in Advanced Placement courses and in college-level work.
In this course, students will learn to solve complex math problems using a variety of mathematical knowledge and skills, collaborate with others to complete a task, and communicate effectively using the language of mathematics. Students will explore the "big ideas" in mathematics and develop the critical thinking skills needed to apply and communicate concepts in real-world situations.
Students will extend their mathematical knowledge by:
writing algebraic models from a variety of physical, numeric, and verbal descriptions |
Even the simplest singularities of planar curves, e.g. where the curve crosses itself, or where it forms a cusp, are best understood in terms of complex numbers. The full treatment uses techniques from algebra, algebraic geometry, complex analysis and topology and makes an attractive chapter of mathematics, which can be used as an introduction to any of these topics, or to singularity theory in higher dimensions. This book is designed as an introduction for graduate students and draws on the author's experience of teaching MSc courses; moreover, by synthesising different perspectives, he gives a novel view of the subject, and a number of new results. |
Norbert Wiener Mathematics Contest
The School of Science at St. Thomas University will host an intramural mathematics contest on November 02, 2013, at 10am, in the school of science building. The goal of the competition is to encourage students' interest in math, develop their problem solving skills, and inspire them to excel in math.
The contest will consist of two individual exams: Precalculus level and Calculus level. During the contest, students are given 60 minutes to solve 30 problems without calculators. The problems will cover a broad range of mathematics skills taught in precalculus (MAT 181 and MAT 182) or calculus (MAT 232 and MAT 233) classes.
Students from all majors are welcome to take part in the contest. Students who have not finish calculus (MAT 232/233) are eligible to participate in the precalculus contest. Students who took calculus classes (MAT 232/233) are eligible to for calculus contest. |
GeoGebra ( is free dynamic mathematics software for all levels of education that brings together geometry, algebra, spreadsheets, graphing, statistics and calculus in one easy-to-use package. Interactive learning, teaching and evaluation resources created with GeoGebra can be shared and used by everyone at
GeoGebra is the world's favorite dynamic mathematics software, has received numerous educational software awards, and supports STEM education and innovations in teaching and learning worldwide.
Join us. Dynamic Mathematics for Everyone.
• Free to use software for learning, teaching and evaluation • Fully interactive, easy-to-use interface with many powerful features • Access to an ever-expanding pool of resources at • Available in many languages • A fun way to really see and experience mathematics and science • Adaptable to any curriculum or project • Used by millions of peopleGreat math app This math app is an incredible way to graph functions, coordinate geometry and more. Really neat way to explore geometry theorems, algebra or trigonometric transformations. Overall all a must have tool for math.
Not working correctly on samsung Galaxy Mega GT-I9205 Cannot draw lines or anything related to lines are invisible is there an update/fix for this machine?.wiki says only designed for tablets with bigger screens at momentIt can be expensive to do science experiments. Physics Gizmo allows you to collect science data at school, home, or even in space using only your Android phone.
1) Turn on Bluetooth to enable all sensors 2) Select your sensor 3) Give your data a name or leave it with the time and date. 4) Set the timer. 5) Click start to collect data. 5) Upload your data to analyze later.
All step by step, like a real teacher, showing all steps necessary to achieve the result. Use it as a tutor to help you to learn mathematics.
Please, use solver responsibly
**The app requires an internet connection only for the time necessary to enable the full version, but it works offline**
If you are interested in helping us to translate this app to your native language, please let me know. Thanks.
Warning *The only difference between the free and the full versions is the reduced length of the equations* *you can use the InApp purchase and unlock the full version* *for any app problem, please write us, and we will do our very best to help you*Are you tired of always having to have with you your collection of formulas to determine a formula or table, or those times when you need your formula, but forgot it on someone else? Or do you simply want a mobile formulas always at hand?
Then "Formulas" is for you!
In "Formulas" are formulas and tables values in mathematics, physics and chemistry aimed at junior high and especially high school players all over the world!
Playing King of Math is a great way to improve or refresh you mathematical skills and you will have a lot of fun doing it! The mathematics level is about Middle School/Junior High School. |
Teach Algebra: Write Exprssns - MATach Algebra: Write/Simplifying Expressions - Teaching the first ideas of Algebra is extremely important to give students the foundation that they will need to succeed in math courses for years to come. This course, and the accompanying AIMS lessons, will help any teacher build a strong foundation in Algebraic principles using hands-on activities. Primarily focused on the Common Core standard 6.EE, these lessons use four big ideas along with activities, video demonstrations and animations to reinforce the concepts. Teachers will also reflect on the lessons based on concepts from the National Board for Professional Teaching Standards in an effort to bridge content and pedagogy.
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Testimonial
"Although I have taken these courses for ACSI Certification, all of them have been helpful and useful in providing fresh ideas for instruction in my classes. They are practical rather than theoretical, which, to me, is a good thing." |
Product Description
The Algebra 2 Tutor DVD Series teaches students the core topics of Algebra 2 and bridges the gap between Algebra 1 and Trigonometry, providing students with essential skills for understanding advanced mathematics.
This lesson teaches students how to add and subtract expressions that contain radicals. Students are taught to simplify each radical expression individually and add the simplified forms according to the rules of algebra. Grades 8-12. 28 |
tutorials on basic measurement theory, including such topics as experimental errors, measurement, accuracy and precision, exact numbers, and significant figures (digits). Applet calculators included, along with quizzes. |
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Studying Biology Now Requires a Grounding in Math
June 11, 2008
Recent reports suggest that biomedical scientists need a strong grounding in mathematics. But putting the right kind of mathematics into biology and related undergraduate courses is not simply a matter of adding statistics, calculus, and computer science.
Mathematical modeling, quantitative analysis, and bioinformatics are necessary to understanding the workings of neural networks, genetics, cardiac blood flow, and disease pathways within cells and throughout populations.
Joplin helped develop a three-semester introductory biology course at ETSU that integrates calculus, statistics, modeling, and other mathematical skills into the traditional curriculum. He has also pulled together more than two dozen academic institutions to revamp how biology majors are taught quantitative reasoning skills.
Still, since "the textbooks haven't changed," Joplin observed, he has also had to develop mathematics-teaching modules based on biological examples. "We want students to look at a data set and not see a blank wall," he said. "Instead, they should be able to describe the data and see something interesting in them."
Neuroscientist Fernán Jaramillo of Carleton College has also realized that the nature of biology has changed in the past 20 to 25 years. "Quantitative issues are much more central, and that is an accelerating trend," he said. "Students have to realize they won't do well without some quantitative competencies."
A decade ago, mathematician Dwight Duffus of Emory University created a course covering differential equations, probability and statistics, and modeling by using a range of biological topics—predator-prey systems, movement of species across regions, the spread of disease, and the firing of muscle neurons—to demonstrate the relevant mathematics. Yet he is still learning how to teach mathematics for biology undergraduates.
"The problem that I have, as a mathematician, is understanding the math and computing skills and knowledge biologists need in their majors," he said. "Should they be able to construct a mathematical model on their own or just be familiar with the main concepts? You have to be aware of the diverse math backgrounds and aptitudes of students."
Emory's Vaidy Sunderam favors another approach to bringing about change: more interdepartmental dialogue. "There's still this gap," he said. "Mathematicians talk of matrices and equations, and biologists talk about structure and function."
Nonetheless, Emory's interdisciplinary approach to teaching biology has quickly "captured the imagination of a broad spectrum of the community," Emory chemist David Lynn said. "We don't want to weaken the departments, but we do want to catalyze new opportunities between them. That's where the future discoveries will emerge." |
Algebra I—Semester A
Invariable fun with variables.
Course Description
Whether it's your saving grace or your worst enemy, there's no getting around it. Algebra is a part of life. The sooner we accept that, the better.
The fact is no matter where you go or what you do, you'll want a functional relationship with algebra. Its graphing skills are off the charts, and it can simplify your life like no other math can. Sure, it might be a bit radical and irrational from time to time, but it isn't half bad if you just give it a chance. Who knows? It might even be the start of an unlikely friendship. (You + Algebra = BFFs.)
Semester A is all about the essence of algebra: mixing numbers with words. And we'll do it via interactive readings, tons of examples, problem sets, fun activities… well, the list goes on. Needless to say, we've got all the Algebra help (and answers) you'll ever need.
In this Common Core-aligned course, we'll
take an in-depth look at numbers.
dive into word problems and put expressions and equations to good use.
learn all there is to know about linear equations and inequalities.
take it all to the coordinate plane and put the "fun" in "functions."
P.S. Algebra I is a two-semester course. You're looking at Semester A, but you can check out Semester B here.
Technology Requirements
Microsoft Office, Google Docs, or another word processing program
A scanner (or access to one)
A camera (a camera phone is sufficient)
All other work can be done via the Shmoop website.
Required Skills
Proficiency with pre-algebra concepts
Course Breakdown
Unit 1. Algebra—Why? Why?!
We'll start by dusting off the concepts we learned in Pre-Algebra and making sure they're still in working order. We'll also talk about the many, many, many applications of algebra to the real world. Basically, by the end of this unit, you'll be seeing algebra everywhere.
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Unit 2. It Takes all Types of Numbers
What does it mean to be a natural number? How are fractions and decimals related to one another? All of these burning questions will be answered—and then some. If they're still burning after this unit, you might want to get the fire extinguisher.
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Unit 3. Real Numbers and Words
We'll start this unit off with the bare bones of how to work with all the numbers we learned about from the past unit. Once that's taken care of, we'll get a quick refresher about variables, expressions, equations, and inequalities. English to Algebrish dictionary required.
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Unit 4. Working with Expressions
We'll finally start doing something with all of these tools we've been piling into our tool belt. We'll learn about expressions and how to work with them, but we'll also be introduced to equations in their different forms. You'll learn more than just how to pick them out of a lineup. (Hey! That one stole our ham sandwich!)
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Unit 5. Solving Linear Equations and Inequalities
Here is where equations and inequalities take center stage. (Yeah, they're a little melodramatic.) If you think this unit is a piece of cake just because we've seen them once or twice already, you've got another thing coming. We'll fight fractions, tackle parentheses, wrestle with exponents—and emerge victorious.
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Unit 6. Introduction to Exponents, Roots, and Functions
In this unit we're going to be digging into equations just a little bit more. In addition to learning about exponents and square roots, we'll be introduced to sets, relations, and functional relationships (meaning: not Romeo and Juliet). By the end, we'll even grab linear equations by their y-intercepts and graph them on the coordinate plane. |
MA 223 Calc & Anal Geom for Majors III Guler, Dincer Every
student is capable of learning anything if s/he studies the proper way.
The proper way of studying Mathematical Sciences is to be an active
learner, i.e. solve most of the exercises/problems that are suggested by
the author of the textbook at the end of each chapter.
Learning Outcomes: Core Learning Outcomes
Explain what it means to say z = f(x,y) is differentiable with respect to x and with respect to y.
Compute partial derivatives.
State the appropriate version of the chain rule and use it to calculate partial derivatives.
Given an appropriate function z = f(x,y), find the relative minima and maxima of the function.
Compute double and triple integrals.
Use double and triple integrals to compute area, volume, and center of mass.
Recognize and analyze the equation of a sphere.
Apply the distance formula in 3-dimensional space.
Perform algebraic manipulations with vectors.
Compute the norm of a vector and use it in applications.
Compute the dot product and cross product of two vectors and use them in applications.
Core Assessment:
Class Assessment:
There will be
a mid-semester exam, 25% of your grade
6 homeworks /quizzes, total 35% of your grade (the lowest will be dropped)
a comprehensive final 40% of your grade
Grading:
90-100%=A
80-89%=B
70-79%=C
60-69%=D
<60%=F
Late Submission of Course Materials: Materials submitted late will receive zero |
Intended Outcomes for the course
• Analyze real world scenarios to recognize when exponential, logarithmic, rational, or polynomial functions are appropriate, formulate problems about the scenarios, creatively model these scenarios (using technology if appropriate) in order to solve the problems using multiple approaches, judge if the results are reasonable, and then interpret and clearly communicate the results. • Appreciate college algebra concepts that are encountered in the real world, understand and be able to communicate the underlying mathematics involved to help another person gain insight into the situation. • Work with exponential, logarithmic, rational, and polynomial functions in various situations and use correct mathematical terminology, notation, and symbolic processes in order to be prepared for future coursework in the mathematical, physical, and social sciences that requires the use of and an understanding of the concepts of college algebra. Additional Honors Outcomes: • Design, plan and execute research projects. • Communicate effectively with formal argument and critical thinking, across multiple fields using written, visual, spoken and technological means. • Participate in and lead groups using acquired leadership and organizational skills.
Course Activities and Design
All activities will follow the premise that formal definitions and procedures evolve from the investigation of practical problems. In-class time is primarily activity/discussion emphasizing problem solving techniques. Activities will include group work.
Outcome Assessment Strategies
Assessment shall include:
The following must be assessed without the use of books, notes, or calculators, in a proctored setting:,
Algebraically
Evaluating logarithmic expressions
Solving logarithmic equations
Solving exponential equations
Function algebra
Graphically
Graphing Polynomials
Graphing Rational functions
Transformations of functions
At least two proctored, closed-book, no notes exams, one of which is a comprehensive final exam that is worth at least 25% of the overall grade. The proctored exams should be worth at least 60% of the overall grade. These exams must consist primarily of free response questions although a limited number of multiple choice and/or fill in the blank questions may be used where appropriate.
Various opportunities to express €" and be graded on €" mathematical concepts in writing. Assessment should be made on the basis of using correct mathematical syntax, appropriate use of the English language, and explanation of the mathematical concept.
At least two of the following additional measures:
Take-home examinations
Graded homework
Quizzes
Group projects
In-class activities
Portfolios
Individual projects
Additional forms of assessment that do not have to be part of the grade:
Attendance
Individual student conference
In-class participation
Course Content (Themes, Concepts, Issues and Skills)
FUNCTIONS Explore and analyze functions represented in a variety of forms (numerically, symbolically, verbally and graphically).,
Given a function in any form, identify and express understanding of the domain and range, the horizontal intercept(s), the vertical intercept, the asymptotes as appropriate, and the end behavior.
Given a function represented graphically, identify and express an understanding of the local and absolute extrema and the approximate intervals over which the function is increasing or decreasing and concave up or concave down.
Construct and express understanding of new functions from functions represented in any form.,
Construct and express understanding of a sum, difference, product or quotient of two given functions.
Construct and express understanding of a composition of two given functions.
Construct and express understanding of the inverse of a given function.
Investigate and express understanding of the new functions in context of applications.
Investigate families of functions in any form within the context of transformations.,
Shift, reflect and/or stretch a given function horizontally or vertically.
Investigate and express understanding of given transformations in context of applications.
Investigate and express understanding of the symmetry of even and odd functions.
Investigate different forms of exponential functions including the following:,
f(t)=abt
g(t)=aekt
P(t)=P0(1+rn)nt
A=Pert
Solve a variety of applied problems involving exponential functions (such as radioactive decay, bacteria growth, population growth, and compound interest). All variables in applications shall be appropriately defined with units.
LOGARITHMIC FUNCTIONS AND EQUATIONS Explore and analyze logarithmic functions represented in a variety of forms (numerically, symbolically, verbally and graphically) in context of applications.,
Express logarithmic functions, using a variety of bases in addition to e and 10, as inverse functions of exponential functions represented in various forms.
Given a logarithmic function that is represented graphically, numerically or symbolically, the student should be able to express it in the other two forms.
Using properties of logarithms, including change of base, simplify logarithmic expressions and solve logarithmic equations graphically and symbolically, distinguishing between exact and approximate solutions.
Solve a variety of applied problems involving logarithmic functions (such as intensity of sound, earthquake intensity, and determining acidity of a solution by its pH). All variables in applications shall be appropriately defined with units.
POLYNOMIAL FUNCTIONS Explore and analyze polynomial functions represented in a variety of forms (numerically, symbolically, verbally and graphically) in context of applications.,
Investigate the end-behavior of power functions.
Given a polynomial function that is represented graphically, represent it symbolically.
Given a polynomial function in factored form, graph it by hand.
Distinguish the relationship between zeros, roots, solutions and the horizontal-intercepts of a polynomial function.
Find and estimate zeros of a polynomial that is represented in a variety of forms.,
Distinguish between exact and approximate solutions, including complex solutions.
Sketch a polynomial function given the roots of the function, and the corresponding multiplicity of each root.
Solve a variety of applied problems involving polynomial functions. All variables in applications shall be appropriately defined with units.
RATIONAL FUNCTIONS Explore and analyze rational functions represented in a variety of forms (numerically, symbolically, verbally and graphically) in context of applications.,
Given a rational function that is represented graphically, represent it symbolically.
Given a rational function in factored form, graph it by hand.
Solve a variety of applied problems involving rational functions. All variables in applications shall be appropriately defined with units.
TECHNOLOGY Use technology to enhance understanding of concepts in this course.,
Demonstrate the ability to:,
Graph functions in an appropriate window.
Use zoom features.
Find max/min values, zeros/roots, and intersection points.
Evaluate logarithms of various bases.
ADDENDUM
Documentation Standards for Mathematics
All work in this course will be evaluated for your ability to meet the following writing objectives as well as for "mathematical content."
Every solution must be written in such a way that the question that was asked is clear simply by reading the submitted solution.
Any table or graph that appears in the original problem must also appear somewhere in your solution.
All graphs that appear in your solution must contain axis names and scales. All graphs must be accompanied by a figure number and caption. When the graph is referenced in your written work, the reference must be by figure number. Additionally, graphs for applied problems must have units on each axis and the explicit meaning of each axis must be self-apparent either by the axis names or by the figure caption.
All tables that appear in your solution must have well defined column headings as well as an assigned table number accompanied by a brief caption (description). When the table is referenced in your written work, the reference must be by table number.
A brief introduction to the problem is almost always appropriate.
In applied problems, all variables and constants must be defined.
If you used the graph or table feature of your calculator in the problem solving process, you must include the graph or table in your written solution.
If you used some other non-trivial feature of your calculator (e.g., SOLVER), you must state this in your solution.
All (relevant) information given in the problem must be stated somewhere in your solution.
A sentence that orients the reader to the purpose of the mathematics should usually precede symbol pushing.
Your conclusion shall not be encased in a box, but rather stated at the end of your solution in complete sentence form.
Line up your equal signs vertically.
If work is word-processed all mathematical symbols must be generated with a math equation editor. |
0471476021Did you know that games and puzzles have given birth to many of today's deepest mathematical subjects? Now, with Douglas Ensley and Winston Crawley's Introduction to Discrete Mathematics, you can explore mathematical writing, abstract structures, counting, discrete probability, and graph theory, through games, puzzles, patterns, magic tricks, and real-world problems. You will discover how new mathematical topics can be applied to everyday situations, learn how to work with proofs, and develop your problem-solving skills along the way.
Online applications help improve your mathematical reasoning.
Highly intriguing, interactive Flash-based applications illustrate key mathematical concepts and help you develop your ability to reason mathematically, solve problems, and work with proofs. Explore More icons in the text direct you to online activities at
Improve your grade with the Student Solutions Manual.
A supplementary Student Solutions Manual contains more detailed solutions to selected exercises in the text.
Related Subjects
Meet the Author
Doug Ensley is a full professor at Shippenshburg University with a Ph.D. from Carnegie Mellon. He is an active participant in national and regional committees determining the future of the discrete math curriculum, and he regularly speaks at Joint Math and MathFest.
Winston Crawley is a full professor and chair of the math department at Shippensburg University. He has a Ph.D. from University of Tennessee-Knoxville. Crawley developed the undergraduate computer science curriculum at Shippens |
Noteables: Interactive Study Notebook with Foldables is a complete note-taking system with guided note taking for every lesson - in a workbook format. Plus, vocabulary builder and a chapter test preparation section are included for every chapter.
Noteables allows students to:
• Build vocabulary
• Organize and take notes
• Work out examples and exercises
• Review for chapter test
***FOR USE WITH THE 2006 or 2008 TEXTBOOK EDITION***
*NEW* Never used. Perfect condition! Pristine!
Only 1 left. Once this book sells, I'm out! Grab it while you can.
Softcover. 2006. ISBN: 0078729874. 332 pages. Glencoe McGraw-Hill.
See all my Glencoe Geometry: Concepts and Applications items available by clicking here |
This site, created by Michelle Lacey of Yale University, gives a definition and an example of stem and leaf plots. The author helps to explain how these graphs are used, and in what fields and/or disciplines. Even...
Chris Caldwell of the University of Tennessee at Martin provides the Graph Theory Tutorials Website. Sections included at the site are Introduction to Graph Theory, Euler Circuits and Paths, Coloring Problems, and... |
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Take command of any building and carpentry project with the robust, construction-specific math skills you will get from the 9th Edition of PRACTICAL PROBLEMS IN MATHEMATICS FOR CARPENTERS. Divided into short units, this combination book/workbook explains the math principles essential to carpentry and building construction in straightforward, concise language, and then reinforces each concept with samples of problems common in the trade. Step-by-step solutions to the problems, as well as detailed illustrations, help you easily understand the math, visualize its application in everyday carpentry work, and perform functions yourself.
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From the Publisher
"This text has many strengths. Good information, quality assignments, and it is easy for my students to use and understand."Kenneth N. Bowling, Associate Professor, Industrial Technology, Southeast Kentucky Community & Technical College, Harlan, Kentucky
"… the text addresses the objects of my course better than any other text I have reviewed."Earl T.TorgersonReviewer's school/affiliation: Associate Professor, Transportation and Construction, Bismarck State College, Bismarck, North Dakota |
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Foundations of Algorithms, Fourth Edition offers a well-balanced presentation of algorithm design, complexity analysis of algorithms, and computational complexity. The volume is accessible to mainstream computer science students who have a background in college algebra and discrete structures. To support their approach, the authors present mathematical concepts using standard English and a simpler notation than is found in most texts. A review of essential mathematical concepts is presented in three appendices. The authors also reinforce the explanations with numerous concrete examples to help students grasp theoretical |
Mathematical Modelling
hi guys,
i am an 11th grade student who loves physics and i have been doing lots of advanced problems from books like irodov,etc.
I recently came across something called mathmatical modelling via differential equations.
And my teacher once mentioned that u can solve most of problems of mechanics via placing the system on a coordinate system and then writing differential equations and stuff like that.
Is it true???
Can u solve problems of collisions???
Is this a part of mathematical modelling???
I want to learn more about the use of coordiate geometry in physics especially mechanics.
Mathematical modeling is just describing physical systems using equations (including differential equations) and where applicable solving those equations.
Solutions to these equations can be obtained analytically or numerically. Analytic solutions are typically in the form of functions, for example e^x is an analytic solution of the differential equation dx/dt = x. Numeric solutions are obtained via computation by turning a differential equation into a difference equation (which is essentially a discrete form of differential equation) and solving the difference equation in an iterative fashion to build up a numeric solution. For example, the differential equation,
dx/dt = x can be turned into the difference equation
x_(i-1) - x_(i+1) = x_i (I can't guarantee this particular equation is exactly correct, but you get the idea)
We can specify x_0, x_1, x_2 etc. as boundary conditions and solve for the rest of x. Clearly, the more points we use, the more accurate our calculation will be, which is why computers are used in this type of modeling.
Coordinate geometry comes in when it comes to defining the variables of the system of interest. Typically you would like to choose a coordinate system that minimises the number of variables. The most common coordinate systems are Cartesian (x, y and z), Cylindrical (x, theta and z) and Spherical (x, theta and phi), the most appropriate system will depend on what symmetry (if any) exists in the physical system. We can even get clever and use coordinate systems that move or rotate with time to further simplify our problem.
Claude.
Crosson
#3
Mar20-07, 02:45 AM
P: 1,294
Here is an example, if you know calculus and introductory physics.
1) Taken Newton's law F = ma and write it as F = m x''(t), x(t) is a particles position and so x'(t) is its velocity and x''(t) is acceleration.
2) Consider the following assumption (Hooke): the force exerted by a spring is proportional to its extension, and opposite in direction to that extension. In equation form this says F = - k x, where k is a constant of proportionality, x is the extension from equilibrium, and the minus sign insures that the force is opposite the extension.
3) Newtons second law now becomes m x''(t) = -k x(t). Take the case k = m = 1 and this reduces to x'' = -x, or "the second derivative is the negative of the original function". Functions that have this property are the sine and cosine, which upon reflection seem to describe the oscillation of a spring quite well.
Mentz114
#4
Mar21-07, 10:57 PM
PF Gold
P: 4,081
Mathematical Modelling
You should start with coordinate geometry. To describe collisions you need to be able to say where things are in a mathematical way, like an address on a piece of graph paper. The coordinates are often called x, y, z for the 3 directions we have ( up, down, sideways). So you can describe a position with 3 numbers ( called a vector). Velocity in each direction is just the change of position per unit of time. Newton's laws tell us how things behave when they are pushed around or collide.
einstein_genx
#5
Mar25-07, 11:25einstein_genx
#6
Mar25-07, 11:31And my teacher once mentioned that u can solve most of problems of mechanics via placing the system on a coordinate system and then writing differential equations and stuff like that.
Is it true???
Unfortunately it's the opposite case:
For most of the problems in mechanics u can write down diff. eq.,but for very few of them we can find their solutuions exactly.
einstein_genx
#9
Mar30-07, 12:33 AM
P: 6Integral
#10
Mar30-07, 01:54 AM
Mentor
P: 7,292
Quote by einstein_genxNewton's laws ARE the differential equations.
MathematicalPhysicist
#11
Mar30-07, 02:19 AM
P: 3,176Integral
#12
Mar30-07, 08:38 AM
Mentor
P: 7,292
Quote by loop quantum gravityHow does this relate?
Claude Bile
#13
Apr1-07, 08:55 PM
Sci Advisor
P: 1,465
Quote by einstein_genx
so can we get approximate solutions???
i am studying for a competitive exam where options are given.
if i can get approximate solutions that would be gr8.
Numeric methods give approximate solutions - you can increase the accuracy by increasing the number of discrete points over a given interval.
Numeric solutions are not in the form of functions however as analytic solutions are. They will be in the form of a finite set of discrete values. These values can specify coordinates on a graph, or coefficients in a series, such as a Taylor or Fourier series. |
Student learning outcomes: Mathematics (BA) / MathematicsStudent will read and communicate mathematics with understanding and clarity.
Students will locate, analyze, synthesize, and evaluate information to make effective oral presentations on various topics.
Students will locate, analyze, synthesize, and evaluate information to make effective written presentations on various topics.
Students will demonstrate an understanding of the nature of mathematics
Students will demonstrate an understanding of mathematics as a mixture of science, language, applications, and art.
Students will demonstrate an understanding of the breadth of the mathematical sciences, including an understanding and appreciation of connections between different areas of mathematics and with other disciplines.
Students will demonstrate the ability to select and utilize appropriate techniques and technologies.
Students will analyze problems using appropriate technology.
Students will learn to apply precise logical reasoning to problem solving.
Students will demonstrate persistence and skill in exploration, conjecture, and generalization.
Students will discern and generalize mathematical patterns and reason rigorously in order to solve complex problems. |
Meaning of e, exponential of the series Definitions Domain and Range of Hyperbolic and Inverse Hyperbolic functions Addition formulae of Hyperbolic functions Sinh(x±y), Cosh(x±y) etc.,
3 periods
Properties of triangles
Relation between the sides and angles of an triangle. Half angle formulae and area of a triangle Incircle and ex-circle of a triangle
10 periods
Heights & Distances
Angles of Elevation and Depression Problems involving one plane
10 periods
Complex Numbers
Complex number as an ordered pair of real numbers. Representation in the form of a+ib, real and imaginary part equality of Complex Numbers Fundamental operations on Complex Numbers. Conjugate Complex Numbers Modulus and amplitude of a Complex Numbers Geometrical Representation of a complex number, Argand Plane and Argand diagram
6 periods
Demovieris Theorem
Demovier's theorem for integral index and for rational index. nth root of unity and its geometrial representation. Cube roots of unity
General equation of a straight line and Forms of equation of a straight line slope intercept form Intercepts form Point-slope form Two point form Normal form xCosx+ySinx=p Symmetric form x-x 1 /sinq = y-y 1 /sinq = r To reduce the general equation into different forms Point of intersection of two straight lines Family of straight lines passing through the point of intersection of two given lines.
If S=ax 2 +2hxy+by 2 +2gx+2fy+c=0 represents a pair of straight lines then ax 2 +2hxy+by 2 =0 represents the line through the origin, parallel to the above lines. Angle between the lines S=0 condition for these line to be (I) Parallel (ii) Perpendicular Point of intersection of the lines S=0 Homogenization of the second degree equation with a first degree equation in x and y
Co-Ordinate Geometry – 3D
Co-ordinates
Co-ordinate planes – Co-ordinates of a point – Distance between two points in space. To find the Co-ordinates of a point which divides the join of two points
Introduction – Definition Differentiation of a function at a point and on an Interval – Derivative of a function – Differentiation of sum, difference, product and quotient of functions. Differentiation of algebraic, circular, exponential, logarithmic functions.
Logarithmic differentiation, Derivative of a function with respect of another function. Derivatives of first and second order
Application of Derivative
Infinitesimal – Differentials Errors and approximations Geometrical interpretation of a derivative Equations of tangent, normal sub tangent, sub-normal at a point Lengths of tangent, normal sub-tangent, sub-normal at a point. Angle between two curves, orthogonally Derivative as a rate measurer Increasing and decreasing functions Maxima and minimaObjective To equip the learners with the skills (language, study, communication, and literary) required to function fluently, accurately, and appropriately in the target language in a variety of academic and real-life situations. Main Reader
Part-B The total number of prose lessons shall be eight (8). Of the eight, one shall be a skit or one-act play in modern English and the other seven selections from modern prose. The maximum length of each lesson shall not exceed six pages. The four prose passages and one skit / one-act play shall be on the following themes: Empowerment of women /Information technology/bio-technology / scientific temper / Human emotions/qualities/values such as courage, love, honesty etc., Indian Culture and tradition / Human rights / humanism.
Part-C The total number of poems shall be give (5). The poems chosen shall be modern and native or non-native. The maximum length of each poem shall not exceed thirty lines. The themes for the poems shall be: Values (human/moral) Culture and heritage Patriotism and world view Adventure Emotions Triumph of good over evil
Part-D All Lessons (Prose-8 and Poetry-5) in the main reader shall be exploited to the extent possible to teach the language skills study skills, literary appreciation skills, and communicative functions specified in this document. All selections shall be culturally familiar, and of relevance to the learner. The teacher shall present and give practice in the grammatical items relevant to each lesson in a graded manner. Selections wherever possible may be preceded by a brief write-up about the author. All selections shall be accompanied by a glossary and relevant types of tasks / activities (essay writing, answering comprehension questions, dialogues, games, role playing, information gap, problem solving etc.,) The teacher shall employ participatory, and interactive techniques to teach the lessons. First Book: " Petals Of Poetry And Prose " Lessons:
Prose
Visionary Teachers and Scientists – Abdul Kalam From Ignited Minds.
Energy – Isaac Asimov
A Nation's Strength – Karan Singh
An ordinary Man in an Extraordinary Way – Gandhi – Humayun Kabir.
The Never-Never Nest (One act play) – Cedric Mount
Customized passages
TV. should never be held out as a carrot
The name spells Magic – Kapil Dev
She Ignited Aspirations: Kalpana Chawla
Poetry
All the World Is a Stage – Shakespeare
The Road Not Taken – Robert Frost
The Gift of India – Sarojini Naidu
The Talisman – Har Prasad Sharma
Character of Happy Life – H. Wotton
Second Book: Non-detailed Text Book " Insights – A Collection Of Short Stores " - A Flowering Tree - A Hero - The Cherry Tree - Lalajee - After Twenty Years - Marriage is a Private Affairs |
Under the motto, "Show me how, now!" algebasics is a fine online mathematics instructional resource that takes young and old alike through the basics of algebra. The breadth of the material is divided into sixteen...
A non-traditional Algebra text (high school and early college levels) placed on the Web by the Science Education Team at Los Alamos National Laboratory. Browse it on the Web or download a PDF version. Chapter headings...
Produced by Science Academy Software, this site is a collection of math questions on subjects including basic arithmetic, order of operations, calculating perimeters and distance, exponents, and bar graphs. It is an...
The introduction to this site remarks, "If you need help in college algebra, you have come to the right place." Their statement is accurate, as the staff members at the West Texas A&M University's Virtual Math Lab have...
Presented by HippoCampus, a project of the Monterey Institute for Technology and Education, this free online course "is a study of the basic skills and concepts of elementary algebra, including language and operations... |
GED Math Problem Solver - 2nd edition
Summary: The GED Math Problem Solverintegrates problem-solving and reasoning strategies with mathematical skills using problems encountered in everyday life. This text builds understanding of mathematical relationships by focusing on problem-solving skills, developing estimation and mental math strategies, and integrating algebra, geometry, and data analysis with arithmetic.FEATURES 25 lessons combining instruction, practice, and review Complete answer key, including solutions Cumulative...show more review and GED practice at the end of each lesson Test-taking lessons and practice Exercises using data and graphs collected in the appendix Calulator exploration using the Casiofx-260 Full-length GED Mathematics practice test ...show less
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Description: We start by taking a quick look at finite-precision arithmetic. We then discuss how to solve ordinary differential equations (ODE) and partial differential equations (PDE) using the technique of separation of variables. We then introduce numerical time-stepping schemes that can be used to solve ODEs and PDEs... |
Issaquah ACT MathThe point of prealgebra (as it is taught in the curriculum of some schools) is to provide a seamless transition from simple arithmetic to algebra. Because |
People in the Department
Program Offerings
Mathematics Advising Guide
The Mathematics and Computer Science Department offers majors in
mathematics, mathematics education, and computer science. This
document is designed as a resource for students in navigating through
the requirements of the math or math education major. (There is a
companion guide for computer science.) It should also be valuable to
freshman advisors outside the department as well as advisors within
the department. The first section gives a brief overview of the
discipline; the remaining sections describe the major, the honors
program, and the minor.
As an additional resource, you can also use the Mathematics Major Form, which is
intended for students majoring (or considering majoring) in
Mathematics, and their advisors. This form will help you plan out
your mathematics courses.
Mathematics
Mathematics is a field that is rich in both theoretical analysis and practical
application. It is also quite broad in scope, encompassing subfields such
as statistics, applied mathematics, and the classical subjects of analysis,
algebra, and geometry. This diversity within mathematics makes most definitions
of mathematics either too narrow or too general. However, one can say that
mathematicians deal with objects (e.g. numbers, triangles, function), and
their patterns and relationships (e.g. prime numbers, isosceles triangles,
calculus of functions). The search for patterns and relationships involves
the process of abstraction, that is forming a generalization from a set
of examples that reflects shared properties of these examples. Mathematicians
use the skills of creative and analytical thinking to hypothesize the existence
of patterns and use logical argument to show the validity of these postulates.
Mathematics is also a science, a science of patterns and relationships.
Mathematicians experiment in various laboratories -- the mind, the computer,
and the natural world.
Mathematicians are always in demand in industry, business, government,
and academia. The breadth of subject matter and the logical, analytical
training required provide math majors with flexibility in their choice
of career.
Mathematicians are involved in activities such as:
mathematical modeling of semiconductors for a research laboratory
studying cryptology schemes for secure communication networks
teaching in the public schools
teaching at a college or university
researching the role that chaotic systems play in the regulation of the
heart
devising new fractal algorithms for the display of realistic natural objects
economic forecasting and model building for the government and industry
devising better ways to solve the differential equations arising in the
flow of turbulent fluids
working as an actuary for a large insurance firm
carrying out foundational mathematical research at a research university
or research laboratory
working as a statistician for a governmental agency
This is only the tip of the iceberg as far as career opportunities in the
mathematical sciences. For more information talk to someone in the Math/Computer
Science department or see the departmental secretary for brochures describing
careers in math.
Mathematics majors who are interested in research opportunities or in
teaching at the college level should choose a set of courses, in consultation
with a department member, that will prepare them for graduate study in
mathematics or a related field (such as economics, mathematical physics,
statistics, etc.)
The Major
This section lists the requirements of the math major and describes the
senior oral which is an optional component of the major. Qualified majors
may additionally participate in the honors program, which is described
in the next section.
A grade of C- or higher is necessary in all courses used to satisfy
the requirements of the major, which are as follows:
MCS-121, MCS-122 or MCS-132, MCS-220, MCS-221, and MCS-222, with a grade point
average of at least 2.333 in these five courses.
These five courses form the core of the major and should usually be taken
during the freshman and sophomore years.
MCS-142 and MCS-177. These two courses in cognate
fields to mathematics serve to give breadth to the math major.
Completion of at least one course from the classical core of mathematics:
MCS-321 (Complex),
MCS-313 (Algebra), and
MCS-331 (Real Analysis).
This course can count toward 3a.
Completion of at least one course from the applied areas of mathematics:
MCS-242, MCS-253, MCS-256, MCS-342, MCS-357, MCS-355, and
MCS-358.
This course can count toward 3a.
Either complete one of the capstone courses MCS-314, MCS-332, MCS-342,
MCS-344, MCS-357, MCS-358
(beyond any used for requirements 3) or alternatively pass a successful senior
oral examination covering the student's knowledge of mathematics. Successful
completion of an honors thesis also will
fulfill this requirement.
Senior oral
As described above, every math major must either take an additional upper
level math course from a specified list or alternatively submit to oral
examination during the Spring semester of their final year.
A student who chooses to take the oral examination selects, in consultation
with a faculty member, a topic to research. They then present a 20-minute
talk on that topic to an examining committee of three faculty members.
At the conclusion of the talk, the faculty question the student about the
talk, and also about fundamental topics from the student's full four years'
of courses. The goal is not to require recollection of details, but rather
to make sure that the student is leaving with the essentials intact.
The examination committee confers privately immediately after the examination
and delivers the results to the student at the conclusion of their deliberations.
The outcome is either that the student is deemed to have satisfied the
requirement or alternatively that the student is requested to retry the
examination at a later date. In the latter case, specific suggestions for
areas of improvement are provided by the faculty committee.
More information about the oral examination procedures and schedule
are provided routinely to those fourth-year majors who will likely choose
to take the examination.
Mathematics Education major
The requirements for the mathematics education major are met by the completion
of the mathematics major as listed above, with the additional requirement
that MCS-303(Geometry) and MCS-313 (Modern Algebra), must be completed. Math
education majors may substitute the sequence MCS-313-MCS-303
for the sequence requirement in part 3 of the math major.
Minnesota State
Standards for the Mathematics Education Major may be found here.
Concentrations
Within the math major there are two concentrations or tracks available
to students with specific interests.
Applied Mathematics
This concentration is for those students interested in the scientific applications
of mathematics, and who are planning on entering fields that require training
in mathematical modeling and the analysis of physical problems. MCS-253(Diff
Eqns) and MCS-357(Discrete Dynamical Systems) form the core of this track. Other highly
recommended courses would be MCS-321(Complex), MCS-358(Math Model Building),
and MCS-355(Numerical Analysis).
Statistics
This concentration is intended for students who wish to pursue a career
in actuarial science, or who will do graduate studying statistics, biostatistics,
or a related field. MCS-242(Appd Stats), MCS-341(Prob Math Stat I), and MCS-342(Prob
Math Stat II) form the core of this track. For those interested in actuarial
science, MCS-355 (Numerical Analysis) is recommended. Also,
a minor in economics or management is recommended. For those interested
in graduate study in biostatistics, epidemiology, or public health, a minor
in biology is recommended. For those interested in pursuing a PhD in statistics,
MCS-331(Real Analysis) and MCS-332(Topology) are strongly recommended.
Sample student plans
All students should ideally lay out a schedules of their own showing what
courses they plan to take when. This schedule may not accurately forecast
the future, but it is helpful none the less. The sample plans below are
a useful starting point in developing such an individual plan. You can
select the sample plan that comes closest to fitting your own situation
and then tailor it as necessary. Note that these sample plans show only
courses within the Math and Computer Science Department, but in some cases
exceed the requirements of the major. Also note that certain courses are
offered on an every-other year basis; for example MCS-314 (Algebra II) is
offered in the spring of odd years and MCS-332 (Topology) is offered in the
spring of even years. Courses offered every other year include MCS 242,
313, 314, 331, 332, 341, 342, 344, 358, 385, and 394. Please keep these
course alterations in mind when planning out your major. Check the college
catalog for when the courses you are interested in will be scheduled.
Traditional (MCS 313-314 (Algebra) sequence)
Fall
Spring
1st year
121
122
177
2nd year
220
142
221
3rd year
222
321
4th year
313
357
314
Traditional (MCS 331-332 (Real Analysis) sequence)
Fall
Spring
1st year
121
177
122
2nd year
220
221
222
3rd year
142
313
256
4th year
331
332
Traditional (MCS 341-342 (Prob Math Stat) sequence)
Fall
Spring
1st year
121
122
142
2nd year
220
177
221
3rd year
222
331
256
4th year
341
342
Statistics concentration
Fall
Spring
1st year
121
122
142
2nd year
220
177
221
3rd year
222
331
242
4th year
341
342
Applied concentration
Fall
Spring
1st year
121
122
177
2nd year
220
142
221
3rd year
222
331
253
4th year
357
355
321
Math Education (Even Year Graduation; Student Teach in Spring)
Fall
Spring
1st year
121
122
177
2nd year
220
142
221
242
3rd year
222
313
253
4th year
303
358 J-term
student
teaching
Math Education
(Odd Year Graduation; Student Teach in
Spring)
Fall
Spring
1st year
121
122
177
2nd year
220
142
221
256
3rd year
222
358 J-term
242
313
4th year
303
student
teaching
Math Education
(Even Year Graduation; Student Teach in
Fall)
Fall
Spring
1st year
121
122
177
2nd year
220
142
221
242
3rd year
222
303
253
4th year
student
teaching
358 J-term
313
Math Education (Odd Year Graduation; Student Teach in Fall)
Fall
Spring
1st year
121
122
177
2nd year
220
142
221
3rd year
222
303
358 J-term
242
313
4th year
student
teaching
253
Traditional, grad. school bound
Fall
Spring
1st year
121
177
122
2nd year
220
142
221
222
3rd year
331
332
321
4th year
313
314
Statistics grad. school bound
Fall
Spring
1st year
121
142
122
2nd year
220
177
221
222
3rd year
331
242
332
4th year
341
342
Applied, grad. school bound
Fall
Spring
1st year
121
177
122
2nd year
220
142
221
222
3rd year
331
321
253
4th year
357
313
355
Start with pre-calc
Fall
Spring
1st year
120
121
177
2nd year
122
220
221
3rd year
222
142
321
4th year
331
256
313
Fall junior year abroad
Fall
Spring
1st year
121
122
177
2nd year
220
142
221
3rd year
abroad
222
256
4th year
321
331
313
Spring (Stats) junior year abroad
Fall
Spring
1st year
121
122
142
2nd year
220
177
221
256
3rd year
331
222
abroad
4th year
341
342
Junior year abroad
Fall
Spring
1st year
121
177
122
2nd year
220
142
221
222
3rd year
abroad
abroad
4th year
313
331
321
256
Honors Program
In order to graduate with honors in mathematics, a student must complete
an application for admission to the honors program, showing that the student
satisfies the admission requirements, and then must satisfy the requirements
of the program.
Requirements for
graduation with honors
The requirements of the honors program, after admission to the program,
are as follows:
Attainment of a quality point average greater than pi in courses used to
satisfy the requirements of the major. If a student has taken more courses
than the major requires, that student may designate for consideration any
collection of courses satisfying the requirements of the major.
Approval by the Mathematics Honors Committee of an honors thesis. The thesis
should conform in general outline to the approved proposal (or an approved
substitute proposal), should include approximately 160 hours of work, and
should result in an approved written document. Students completing this
requirement will receive credit for the course MC96 (Honors Thesis), whether
or not they graduate with honors. (See the Mathematics Honors Thesis Guidelines,
below.)
Oral presentation of the thesis in a public forum, such as the departmental
seminar. This presentation will not be evaluated as a criterion for thesis
approval, but is required.
Honors thesis guidelines
Mathematics honors thesis proposals should be written in consultation with
the faculty member who will be supervising the work. The proposal and thesis
must each be approved by the Mathematics Honors Committee. These guidelines
are intended to help students, faculty supervisors, and the committee judge
what merits approval.
The thesis should include creative work, and should not reproduce well-known
results; however, it need not be entirely novel. It is unreasonable for
an undergraduate with limited time and library resources to do a thorough
search of the literature, such as would be necessary to ensure complete
novelty. Moreover, it would be rare for any topic to be simultaneously
novel, easy enough to think of, and easy enough to do.
The thesis should include use of primary-source reference material.
As stated above, an exhaustive search of the research literature is impractical.
None the less, the resources of inter-library loan, the faculty supervisor's
private holdings, etc. must be tapped if the thesis work is to go beyond
standard classroom/textbook work.
The written thesis should sufficiently explain the project undertaken
and results achieved that someone generally knowledgeable about mathematics,
but not about the specific topic, can understand it. The quality of writing
and care in citing sources should be adequate for external distribution
without embarrassment.
The thesis must contain a substantial mathematical component, though
it can include other disciplines as well. If a single thesis simultaneously
satisfies the requirements of this program and some other discipline's
honors program, it can be used for both (subject to the other program's
restrictions). However, course credit will not be awarded for work which
is otherwise receiving course credit.
The Mathematics Honors Committee will maintain a file of past proposals
and theses, which may be valuable in further clarifying what constitutes
a suitable thesis. In order to provide some guidance of the sort before
the program gets under way, here are some possible topics that appear on
the surface to be suitable:
A student could study the history surrounding Fermat's last theorem, and
discuss and explain past failed attempts and the recent successful attempt
to prove this theorem.
A student could research the topic of knot theory and discuss the implications
of this theory to the study of DNA and other biological materials.
A student could study the use of wavelets in signal analysis, and the general
usefulness of orthonormal families of functions in signal analysis.
The Mathematics minor
As with the major in mathematics, a minimum grade of C- must be attained
in all courses used to satisfy the minor. The necessary courses are |
Cambridge 3 Unit Mathematics Year 11
Cambridge 3 Unit Mathematics Year 11 by William Pender
Book Description
Cambridge 3 Unit Mathematics spans the full range of 3 Unit Mathematics students' abilities. The gradual changes of emphasis in the HSC examinations in NSW over the past ten years are entirely and expertly addressed by the authors. The book provides a large number and variety of questions in each exercise that are clearly graded according to ability. The authors go beyond and above the normative textbook by presenting mathematics in its pure, elegant form. They intend, in Cambridge 3 Unit Mathematics to inspire in students a passion for mathematics through clear and careful exposition, interesting questions, and particularly through demonstrating the relationships between the various topics.As well, the book: * provides links to other topics and requirements for explanation in the style of recent HSC papers * is designed to expand and develop the wide range of student abilities through extensive and aptly graded exercises * provides a large number of fully worked examples * provides theory that is logically developed and clearly explained * summarises main results and algorithms in numbered boxes for easy reference and revision * divides chapters systematically into manageable sections which consist of a substantial exercise preceded by theory and worked examples * includes exercises divided into three groups: foundation (basic algorithms), development (algorithms applied to appropriate problems and put in context with material from other sections), and extension (to inspire further thought and development amongst those students who wish to master the 4 unit course)
You might also like...
Summer Link Math Plus Reading is designed to be a fun way to help a child prepare for the grade ahead during the summer. Each 320-page book includes fun learning activities covering a range of topics in math and readingSummer Link Math Plus Reading is designed to be a fun way to help a child prepare for the grade ahead during the summer. Each 320-page book includes fun learning activities covering a range of topics in math and reading.
The 100+ Series, Math Practice, offers in-depth practice and review for challenging middle school math topics including ratios and proportional relationships, the number system, expressions and equations, geometry, and statistics and probability.
Books By Author William Pender
A large number of fully worked examples demonstrate mathematical processes and encourage independent learning. Exercises are carefully graded to suit the range of students undertaking each mathematics course |
books.google.com - While there are many books on functional analysis, Elements of Abstract Analysis takes a very different approach. Unlike other books, it provides a comprehensive overview of the elementary concepts of analysis while preparing students to cross the threshold of functional analysis. The book is written... of Abstract Analysis
Elements of Abstract Analysis
While there are many books on functional analysis, Elements of Abstract Analysis takes a very different approach. Unlike other books, it provides a comprehensive overview of the elementary concepts of analysis while preparing students to cross the threshold of functional analysis. The book is written specifically for final-year undergraduate students who should already be familiar with most of the mathematical structures discussed. It reviews the concepts at a slightly greater level of abstraction and enables students to understand their place within the broad framework of set-based mathematics. The book has been clearly written and contains numerous exercises and examples, making it an a rigorous and self-contained introductory text on functional analysis. |
Contents for each week
Combinatorial matrix
theory, encompassing connections between linear algebra, graph
theory, and
combinatorics, has emerged as a vital area of research over the
last few
decades, having applications to fields as diverse as biology,
chemistry,
economics, and computer engineering.
The eigenvalues of a
matrix of
data play a vital role in many applications. Sometimes the
entries of
a data matrix are not known exactly. This has led to several
areas of
qualitative matrix theory, including the study of sign pattern
matrices
(matrices having entries in {+,- or 0}, used to describe the
family
of matrices where only the signs of the entries are known).
Early work
on sign pattern matrices arose from questions in economics and
answered
the question of what sign patterns require stability, and there
has been
substantial work on the question of which patterns permit
stability,
and on sign nonsingularity and sign solvability.
Linear algebra
is also
an important tool in algebraic combinatorics. For example,
spectral graph
theory uses the eigenvalues of the adjacency matrix and
Laplacian matrix
of a graph to provide information about the graph.
The
ability to carry out matrix computations numerically, with
accuracy and
efficiency, is essential for applications.
This week will
survey the most
important techniques for solving linear algebra problems
numerically,
with emphasis on computing eigenvalues and eigenvectors.
Methods for
solving small to medium-sized problems will be discussed and
contrasted
with methods for solving large to very large problems.
Sensitivity issues
and the effects of roundoff and other errors will be discussed.
Linear algebra is a key tool in the study of
ordinary
differential equations, including the explicit form of
solutions to linear
equations, linearization theory, and results on invariant
manifolds
and the Grobman-Hartman theorem.
The connection actually goes
much
deeper, as classes of matrices can be characterized by concepts
from
dynamical systems, such as Ck conjugacies and equivalences of
flows
in Rn associated with linear ODEs. Probing this connection
further, for a linear ODE one
can analyze its radial component (eigenvalues,
Floquet
exponents, Lyapunov exponents) and its angular component on the
sphere,
leading to an interesting introduction to attractor-repeller
pairs and
Morse decompositions. These topics will motivate the contents
of Week 4.
With this background it is now possible to use ideas from linear
algebra
for a variety of dynamic problems in the sciences and
engineering. We
will concentrate on control theory, specifically on questions
of robust
stability and stabilizability in engineering systems, including
(linear
and nonlinear) stability radii, characterization of
stabilizability
for uncertain systems, and - if time permits - on the global
behavior
of randomly perturbed systems.
Engineering systems to be
considered
include tank reactors, electric power systems, and nonlinear
oscillators.
Review material in week 1:
Topics from graduate linear algebra and basic
graph theory
that will be needed will be reviewed without proof but with
examples and
illustrations of use.
This includes Jordan and real Jordan
canonical form,
spectral theory of normal matrices, properties of unitary and
Hermitian
matrices, nonnegative and stochastic matrices, basic
terminology of
graphs and digraphs and connections with matrices. |
How to Learn Math Fast
A book on how to learn Math and then how to use the
principles in learning Math, plus the Math itself to analyze and solve real life
problems. Written by a very good Math student turn successful businessman.
Hi,
I am Jim Thio and I am stupid. I know it's true because my
teachers, parents, friends, etc. said that to me so many times.
However, decades ago I discovered a way to learn Math that even
stupid people can understand.
It helped me a lot that I went on learning it the easy way. That
method help me learn so well I managed to won Math competitions after Math
competitions, including a silver medal in International Physics Olympiad.
All these with minimum amount of homework and practices. In
fact, I was so lazy I copied pretty much all of my homeworks.
You to can can learn and use Math to run your life with
the new proven way, save a lot of money and time
from the wrong way, and get results you want.
Testimony:
Jimmy,
I really appreciate all of your help. I have been out of school for quite
sometime and canít remember anything but adding, subtracting, dividing, and some
fractions. So I am going back to the basics and having to learn everything over
again. I really appreciate your insight and all of your suggestions. You are
magnifico!!!
Have a great day!!
Crystal
Issue:
Why the smart and diligent have a hard time learning math
while the lazy and stupid rocks? The smart and diligent often fail to learn Math well or achieve
anything else worthwhile. With some
common sense, however, the lazy and stupid can rocks. You see how many very rich
businessmen are drop outs. If they can be successful, why the smart and diligent
is not as successful as them?
The reason why most humans never achieve anything worthwhile is
because they think they cannot. The main reason why they think they cannot is
because they have been conditioned to think that they cannot for too many
years. This is often done by making those humans go to the wrong direction.
The diligent people just keep working hard not bother
checking that they go to the wrong direction. The smarts don't get stuck and keep
heading the wrong way. The stupid and lazy is forced to think where the correct path first. That's why.
I am one of the samples. Destined to be a humble businessman, I am stupid. My teachers
must have agreed with it because they often told that to everyone all the time. My grades are around the bottom quarter on my
class. My physics teacher bounced my head to his desk to drive his points. I
could not solve even a simple linear equation (out of 5) that I got 0 in exam.
Physics was too difficult to me where everyone else seem to understand. I didn't
ask questions because I was too ashamed that those are too stupid to ask and
because my questions annoy those around me.
Yet, when I know how some natural principles of general problem
solving, Math
becomes the easiest courses that I have ever learnt in school.
I got silver a medal in International Physics Olympiad
andcan answer 5 out of 6 Putnam exam problems. I can
take graduate level Math classes straight without prerequisites in UW Madison.
Often on those courses, due to my busy schedule, I only have 2-3 days to learn
before the exam. On all those courses, that is in my transcript permanently, I got
'A' easily. In addition I also use the principles to learn math not taught in school on other
aspects of life, including how to be a very successful internet self
entrepreneur.
Students that study together with me
also have their grades significantly improved.
Although I am also very successful at many other aspects of
life, what I mainly distinguish my self from others are my system at learning
Math. So I'll talk about how to learn Math the most.
You can of course be successful at anything. All it takes is someone experienced proofing that it can be done,
and showing the way. For how to learn Math, let me be that guy. For others' ask
Bill Gates. Well,
here it is.
Two of the Key Principles
You can be very good at Math too (if not already) by trying to come up with a way to study based on
some natural principles. These are two of them.
Robust. You study in a way that would work even if
you are
10 times dumber than
average population. Whenever you face any little resistance in something,
you think of a way to circumvent it long before the problem get on your knee. So
you
never have to face difficulties in anything.
Positive thinking. You refuse to believe anyone is smarter than
you are. No one can learn Math better than you simplybecause they are genetically superior
or something.
That's how I did it. That's why you can too.
Why Circumventing Resistance?
These two principles is not perfect of course. In business sometimes you have
to bite the bullet and force through. Howeverin learning Math like in other
aspects of life, I circumvent difficulties in a way where I don't feel any strain.
Think it this
way, many societies complaint that they fail because of lack of morality. One
ideology, capitalism, is designed to work even if everyone is
crook. Well, as far as now at least, capitalism
is the most successful economic system, arguably the only one that works.
Countries get prosper or get poor based mainly on how well they embraced free
trades.
The same way my
method in learning Math is design to work
even if I weredumb. Hence my method
works. Blessed be the dumb because they'll be good at Math.
Circumventing resistance works in many ways. When you're stuck at something,
expand your dimension of choice space and consider doing other things.
Why Positive Thinking?
The second principle is also interesting. C'mon. I can't possibly be that
lucky to be the smartest person in the earth. Maybe you could be?
Some of my failures in memorizing
classes is a proof that I may not have the most powerful brain in universe. In
fact my arrogance/confidence (what's the difference
anyway?) did cause me problems that many
people would think as too dumb to have.
Important:
However, when I am competing against
the best in the world, I need to beef up my self confidence. If you just think
that others can because they have better brain, then you will
most likely fail and you will
think that failure is just naturalnever knowing you could have succeeded.
If you
think your brain can always match them, rather than explain why it's
natural that you fail,
you
will seek ways to win.
The truth is some aspects of life are only known to a certain certainty.
Assuming the best may work in some situations. Oneof them is definitely
learning Math.
I'll show you how, sometimes, it is auspicious
not to believe on the opinion with the highest probability of being
correct.
As someone's born poor and stupid I would rather be
arrogant and have a chance reaching for the
stars and die trying.
It's better for me than being modest and always be mediocre for the whole of my
life never knowing that I could have reached those stars
and still die not trying.
It's not like I had a lot to lose at that time anyway although I am more
reserved now.
So never believe that you can't be good at Math,
or get rich, or get laid with pretty girls.
If you're not good, it is just not yet. If
you believe you can't be good at Math, it's over.
I can't help you. No one can. The truth is youcan easily!
However, when you believe you cannot, you really can not.
Result:
Many people says that this only works for me because I am "smart". The truth
is, I am just like you. Maybe dumber. And to proof it, I tried my method to
teach really troubled students.
No I don't mean a fellow graduate students being afraid of getting a C.
I mean a really troubled students whose parents think that they should spend
extra hours and thousands of dollars in learning Math.
Yea, practices are a little different than theory. I need to change my
methods several times. I need to understand what troubles them.
Turns out, 4 out of my 5 students that I teach have their Math grades
significantly improve. One student improves their grades significantly from
failing to A+ and like Math a lot since then.
Soon students from other private teachers are moved to me because their
parents say I made their students understand better! I
And you guys will get something that's more useful from my newest
experienced. By observing students I understand what aspects of Math they have a
hard time with. So I made series of lecture notes that show the most
fundamentals of Math from many different intuitive points of view. You will get
those notes for free as bonus for getting my e-book.
Math is very important
Math is Paramount
From all the stuffs taught in school, the lessons that help me run my business
and my life now are Math lessons.
You hear me. Not music, not literature, not history (at least not the
version taught in school), not natural language class. It's Math class.
That's what MBA's are learning, Math based treatment of life.
Without Math, you got to settle for vague, incoherent, irrational,
and inconsistent understanding of life. This will drive you crazy and make you
choose less auspicious strategy in your life.
Math is the basis of all practical, yet useful knowledge system. You'll
understand the history 10 times more clearly and much more easily when you
know game theory which uses a lot of Math.
Useful economy theories that bring countries to prosperities get out of
Mathematicians' desk like Adam Smith, John Nash, and Milton Friedman. Theydon't come
from poets like Karl Marx. What happen to countries that follow Karl's
teaching?
If you want to be successful at anything, your best friend is your Math's
skill. Napoleon, Bill Gates, Sun Tzu, Warren Buffet, and Kiyosaki's Rich dad
are all very good at Math.
I Am Just Like You
Once I realize the way to learn Math, along time ago, I see that
homework are practically useless. I then tell all the other classmates not to bother doing
homework too.
The teacher got so angry. She said that I could not be good at Math
unless I did my homework. She told me to stay outside class
for the whole semester till I repent, which I didn't. I also lose a lot of
grades for not doing the stupid homework, but realizing that high school grades
are not that important anyway, I don't care (as long as I pass of course :D).
Latter even though I didn't do homework I perform much better than others
that do homework in exams. Then they just say I
am different. How convenient.
ďPolitics is the ability to foretell what is going to
happen tomorrow, next week, next month and next year. And to have the ability
afterwards to explain why it didn't happen.Ē Sir Winston Churchill
That's a lame excuse. If every time you see someone is richer or
get prettier girls and you just say oh he is different. Then you'll never get
rich. The same case is here.
Even if the teachers were right, why don't they let students hear from both sides and choose
whichever method the students think is best for the student? Doesn't that get
you suspicious?
All right I admit. I may be different. After all we hold this truth
to be self evidence that humans are all difference. I maybe worse than you.
I didn't do well on a task I am not familiar with including, but not
limited to, learning Physics, something that now I may be better than Math.
Hell, remind me to write a sequel "Quantum physics for dummy" after this,
and I mean the full explicit hardcore Math version even I can easily understand.
Chance is you'll understand that too.
That's because I explain Math to my self in a way where
the explanation is so easy to understand even for the most pathetic minds, like
mine.
I make system how to learn Math, and Physics, how to run a business, how
to do
research, how to chase girls, how to make money, how to influence other humans.
The first time I tried many of those, I did
worse than typical other humans that also try the same thing. However I then
try to make a system to make it easy for even a monkey to do. That's my key to
success at anything.
It's
the system I make, not the
natural capability I have. In fact if I learn Math
the way others typically learn Math, I'll do worse than them. Trust me on this.
But then after I begin to see what's going on, my system which is designed to
work under a much more pathetic brain condition help me a lot. I then do many things
better than others, including, and especially, in learning Math. Using that
system you can too.
Government's Trap
Moreover, for many, Math is more difficult than non Math course. I see that
the main reason why Math is difficult for them is because they learn it
incorrectly. That's happen because government wants them to have a hard
time learning.
Rather than using their common sense, many people just blindly
obey what schools tell them how to learn. Combined with lack of confidence on themselves, they think failure as natural.
I'll explain that schools do not want you to be good at Math so that's why
you have a hard time.
I Happen to Like Writing my Thoughts
Writing what we think make us see our thought much more clearly. Writing our
thought help us think faster than if we think inside of our head. In addition,
with some editing, we got a book after the process. How's that for more for less
ha?
Through experiences I began to see why the way I learn works. If I put my
writing in words, I can examine the why
surrounding my statements more easily. That way I can examine my own thought more
efficiently.
Also, my future self, or my offspring's, or my friends can greatly
improve their ways to learn Math without having to extract that out from my
intuition from me.
I see that my techniques work not only for me but
for other students as well.
It was then latter I thought about polishing it in a book so I can help millions other to learn Math.
Few humans in this planet learn Math
better than I am. Those few have better things to do than writing books about it.
Some humans write a book on how to improve ones' Math skill but they themselves
are not likely a good learner themselves. As far as I know, I am the only one that
writes a book on this book in this subject, and is one of the bestat what I am
preaching.
My Book Will Improve your Math Skills in a Lot of Ways:
The book will dispel the difficult techniques that governments enforce to ensure
you have a hard time learning Math.The book will teach you how to circumvent
the formal education's wrong way to learn Math and anything in general.
I will tell you how to naturally learn Math in a way that follows the path of
the least resistance.
I will explain the progress from a particular common way to learn Math to the way
I am learning it now. That way not only you know how to learn Math well,
you'll also know why you should learn that way. I am not stingy on words. I'll
describe my ideas in 70+ pages. I explain the same thing through various
different perspectives. There is no way you're going to miss the point. Even
then, you can just ask me.
You'll get the message stick into your head for a long time due to
memorable stories and analogies.
You will still get the message even if you're half
awake reading it (I like to assume the worst here). In fact, to
seriously get the full benefit, you may not want to read it too seriously the
first time you read it. Relaxes!
Truth, nothing but the truth. I am not a teacher whose job depends on the
whim of politicians. As a freelance businessman, I do not have to be
politically correct.
I'll motivate you to be very good at Math by showing how important and
useful Math is.
100 pages of high steak to shit ratio full of information that won't let
you go astray.
Some principles taught in the book is useful
in other area of life. I don't like different algorithm for different
situation. Too complicated. I use the principles to also be successful in
other area of life, including but not limited to business.
And many more ways to ensure you'll be as good as I am, too many to
mention.
At the end you'll be so good at Math
yet it'll happen so naturally you feel it's just the way it should be in the
first place. You won't have it any other way.
Comparison Between Getting this Book and Other Alternatives
Get the eBook
Hire a private tutor to improve your kids' Math skill or
your own.
Learn Math from School
Efficiency
Writing a book is a milestone in humans' civilization.
Lowering the costs of making a copy of a book is the second most important
milestone.
Making it available online is...
It's crazy not to take advantage of this technology in
transferring information.
Writing an e-book allows me to cost efficiently serve
youand then pass on the
savingto you.
The same applies for learning how to learn Math from my book.
A private tutor is highly inefficient. She/He has to spend
time teaching 2-5 kids.
You can't learn at
your own paces when you learn from a private tutor. In Math, you miss one
part, and it will be huge problem latter.
I'd rather read a book from one
great man then personally taught by a mediocre one.
That being said, I did test my math learning theories by becoming a private
tutor my self.
Formal education is highly influenced by the whim of
politicians rather than free market.
Efficiency, while being the mark of
all free market system is not the mark of any system that governments heavily
regulate.
Efficiency is the last thing those politicians want you to have.
If
possible they do not want you to learn anything except to make you want to
lick their boot more.
The dumber you'll be the more you are dependent on
your governments' officials.
This is the officials that decide the
curriculum
for you.
Time:
My techniques, at the most advance form, are designed to learn a 1
semester school course within 1-3 days of learning.
This after service will drop when I got too many customers of course.
Though I like to answer Math riddles I'll prioritize answering how to learn
Math.
I want to help you.
A politician thinks
that nothing wants more government than disgruntled customers.
As a
businessman I must say that nothing wants more product than a satisfied one.
Vary.
Sometimes you can ask your professor what books are good
even after you graduate.
Not too bad.
Qualification:
I got silver medal in International Physics Olympiad. I won
several Math competitions, international and national.
I took graduate level Math classes straight
without prerequisites with As.
I learned fast. So I know what I am talking
about.
My skills are learnt not endowed. I learn well because I know how
to learn well. If I learn Math the way others do, I'll perform less than
them.
Try to get a tutor with that qualification and chance is he
is already a professor somewhere.
A few becomes businessman and that means
they will be even more expensive.
Some professors do taught in school. However, they are
compelled by various policies to slow you down. Their time is expensive. I've
been in schools, I can tell that great way of learning something is
not usually taught there.
Few professors teach thing the right way.
Most professors grade students partially on homework. This tends to waste
time of more capable students. This will effectively enforce less efficient
learning techniques.
Vary. I've never heard a tutor give 100% refund guarantee. I
mean how could she afford it?
I am still applying for a refund of 90% of my tuition from
my college due to their highly inefficient learning methods.
Just kidding
☺.
Price:
Cheaper than 10000 cheaper than about the
cheapest tutor.
You see the price of the book must be set up until elasticity=(cost/price)+1.
Why must it be this way? Well, learn Math! You'll derive that sort of
thing all your self.
Given that compared to the alternative buying this book is way cheaper
anyway and given I am offering it to the richest countries in the world, I
don't see that demand will be very elastic with respect to price.
I am so sure; buying this book will profit you
at least 100 times its price.
I should be charging 100 times more for this book and
you would still buy if you know what's good for you.
Someone as good as I am will cost $100-$300/hour. I can't
work for less than that, I am a businessman.
Average school's tutors get
paid around $20-$50/hour. Most of which will tell your kids to just do a lot
of exercises. I'll explain in my book that doing exercises is almost
useless.
To improve your grades in a semester will costs around 40 times
$50 = $2000, multiply that by 15 school years will mean $60,000.00.
You
can have a family taught you or you can watch your own kid but that would be
time consuming.
That'll undermine your time for other important stuff like
watching your stocks.
After that, most tutored people still need even
more tutoring.
The most important lessons
that can be learnt in schools are those that use Math.
You can spend years and years learning the hard and long
way. Typical school cost $40,000.00 per year.
If you don't learn it
the right way, there goes the efficiency of $40,000.00 times 12-15 years =
around $500,000.00.
In fact, grades and degrees aside, if you read my book, you can just skip
school altogether and learn Math outside school.
You could auspiciously do that if you're a businessman, which you should
be anyway.
Save $500,000.00!
I will explain that many techniques of studies
presented in school is there to give you a hard time.
This book will tell
you how to circumvent that.
Bonus:
Many of these bonuses will eventually be sold separately for
money. I'll just include it
for free now.
New: Lecture notes for my students...
When I went to College, what really helps me learn are not the lecture but
lecture notes. I discovered that most Math courses (addition,
multiplication, logarithm, trigonometry, linear circuits, electromagnetic,
power, and roots have a "special" corner where you can learn
it the easiest. I turn some of those into lecture notes.
It will tell you the most important Math techniques that can greatly help
you to make more precise analysis on your decision making process. This will
then help you improve your wealth, health, and getting you more life
satisfaction, etc. This is the principle and calculation that I use on my
own as a successful businessman.
A few samples on how Math can be widely used on many aspects of life. I'll
show you a sample of how I use Math, rather than words to analyze poems, life
situations, avoiding legal problems, making money, etc. You'll see how we can
express and analyze many of life's issues with Math. I'll also tell why Math
is often the best way to do it and what its limitation is.
This will change your way of viewing the world greatly.
Recommended readings of Math based and non Math based knowledge that I
found very useful in helping me run my life.
How unlike Math, words are not precise. I'll tell in what ways words are imprecise.
How when words are imprecise, the more something move to one direction, the
more people express the opposite. See through a lot of deceptions with Math.
Comparisons between Math oriented information and the non Math one. What's
the difference? Why the Math oriented is the most accurate? Why non Math based
information is much less accurate?
Of course a lot and lot of recommended readings.
Lots and lots of quotation from selected sources to inspire you to
greatness in learning Math as in others.
Samples of descriptions of what I would teach if I have 5-20 minutes to improve a
student's grade on a few courses. It'll showthat many courses have some essential ideas where understanding those ideas
will get you very far. You'll get A's easily in exam doing that than doing
homework all over semester.
A book on how to learn math will not be complete without sample of how
this will get you what you want. I'll show how I applied Math's principles for
real life advantage. The very technique I used to be a very successful
internet self entrepreneur. That is before I write any book by the way.
All updates,
including lecture notes are available to any previous buyer for at least 1 year.
I planned to keep this for life. Prices, however, increase as my e-book and
bonuses gain more and more popularity and value. So the earliest you get my
e-book, the earlier and cheaper you can take advantage of this. Don't waste your
life and wait. Get the e-book now!
1Your result may vary.
I am confident it will be much better than your current result.
If you're a female and you want an even easier
way to improve your kids' Math skill go
here.
What Students' Parents Told Me:
"Before learning from you, his grade was D. Now he got A for this
semester and say that he likes Math"
"After studying with you for just 2 seasons, my son
get so exited in learning Math. His grade changes from 5-6 to 7-8" - a parent
whose son I teach
hi it's Daniel again, I manage to
get a stupid B+ in my math class overall right now. i really
like what you said in the book on how math is simple, but from
your own experience, how did you study or did you ever study
prior to a quiz or a test? i mean my teacher is a great person
who helped me in math, but like your book, he constantly says
that "if you don't study, you are bound to get a bad grade"
thing. what should i really do before a math test?
I
donít practice. However I derived all the formulas. Read the
lecture notes. Not all Math teachers are bad. However, most
teach math the way they teach judo. Practicing the same problem
100 times. You donít need that.
In US itís better actually.
note: That sample is above typical (not by much). Most
other students got their grades significantly improved to 9-10 after about 3
months learning "my way". Students whose parents think they need private
tutoring now attend Math competitions, etc. They got more confidence and their
grades improve. These are students from private competitive high schools. So
results should be comparable to you.
Guarantee!!!!
There is a 90 days 100% guarantee.
No questions asked. If you're not satisfied, then just say so and get FULL
refund. Alternatively, you can also says that your dog print the e-book and eat
it.
The e-book's license can be easily disabled, making me able to give this kind
of guarantee.
Note: VISA rules prohibit me to give any guarantee beyond 90 days. So
if you pay with your credit card your guarantee is only 90 days. Otherwise it's
1 year. If you're serious, you should read the e-book within the first week. |
Discrete Mathematics
9780130890085
ISBN:
0130890081
Edition: 5 Pub Date: 2000 Publisher: Prentice Hall PTR
Summary: For one or two term introductory courses in discrete mathematics. This best-selling book provides an accessible introduction to discrete mathematics through an algorithmic approach that focuses on problem- solving techniques. This edition has woven techniques of proofs into the text as a running theme. Each chapter has a problem-solving corner that shows students how to attack and solve problems.
Johnsonbaug...h, Richard is the author of Discrete Mathematics, published 2000 under ISBN 9780130890085 and 0130890081. Thirty nine Discrete Mathematics textbooks are available for sale on ValoreBooks.com, thirty eight used from the cheapest price of $0.71, or buy new starting at $40.43 |
Third Edition With Math in Everyday Life, students apply basic math skills to all aspects of everyday life. Students use realistic and accurate forms, worksheets, and other paperwork to help build an understanding of and comfort level with the forms and related math applications that are part of daily living. Included in this new edition are Up-to-date forms, prices, and salaries Internet and calculator activities Lessons involving on-line shopping, electronic banking, IRAs, new tax information, and more In addition, Math in Everyday Life still includes the features that have made this a Walch best-seller! Realistic simulation of a family's income and expenses over the course of a year. Activities covering all aspects of math in everyday life, such as banking, budgets, shopping, home expenses, insurance, car expenses, and income taxes. A Teacher's Guide containing teaching notes and answers. Student text sold separately #74258x |
Project due 6/21 - 8 quadratic problems needing to be solved by either factoring or by using the quadratic formula - again with all work shown. Worth 160 points.
Project due 6/26 - Another 8 quadratic problems needing to be solved by factoring or the quadratic formula - also with all work shown. Worth 160 points.
This week's project is due on Friday 6/26!
Extra credit is available, as you all know, for those who are completing their classwork! I will accept extra credit from the Springbreak pack and the pack I handed back to you last week. The pages I will accept from the pack I handed back to you on 6/14 are: 3.16, 9.2, 9.11, 9.12, 130, 8.1, and 8.2.
Welcome to the Intervention Class Webpage! The Intervention class is designed to help the student better understand math and increase the student's confidence, understanding, completion of work, and success.
You should be aware of a few things:
1) Expect to work in this class. The only way one will learn a subject, like math, is through doing the work, getting help for the things one doesn't understand, have a good attitude, try, and be persistent.
2) If you are willing and do those things listed in the above sentence, you will be successful in math, your other classes, middle and high school, college, and in life.
3) Students: You know you can see me before school, during lunch, and after school for help. Don't wait until the last minute for help! You also know you should be studying every night for all your classes.
4) Homework is not the same as studying. You should study and do your homework on those nights that you have homework. If you don't have homework, you should still be studying your school subjects - and quizzing yourself on your knowledge of the current subject matter.
5) Studying should be done nightlyand for a minimum of 10 minutes per class! This is quality studying or studying smart! You should be paying attention in class taking good Cornell Notes. The Cornell Notes are an excellent tool to use when studying.
6) The most successful method of studying I know of is to quiz your self or have someone else quiz you using your Cornell Notes. |
Numbers and Operations Workbook [NOOK Book]
Overview
Many students continue to struggle in high school math courses because they failed to master the basic mathematical skills. REA?s new Ready, Set, Go! Workbook series takes the confusion out of math, helping students raise their grades and score higher on important exams. What makes REA?s workbooks different? For starters, students will actually like using them. Here?s why: ? Math is explained in simple language, in an easy-to-follow style ? The workbooks allow students to learn at their own pace and master the ...
More About
This Book
Overview
Many students continue to struggle in high school math courses because they failed to master the basic mathematical skills. REA's new Ready, Set, Go! Workbook series takes the confusion out of math, helping students raise their grades and score higher on important exams. What makes REA's workbooks different? For starters, students will actually like using them. Here's why: • Math is explained in simple language, in an easy-to-follow style • The workbooks allow students to learn at their own pace and master the subject • More than 20 lessons break down the material into the basics • Each lesson is fully devoted to a key math concept and includes many step-by-step examples • Paced instruction with drills and quizzes reinforces learning • The innovative "Math Flash" feature offers helpful tips and strategies in each lesson—including advice on common mistakes to avoid • Skill scorecard measures the student's progress and success • Every answer to every question, in every test, is explained in full detail • A final exam is included so students can test what they've learned When students apply the skills they've mastered in our workbooks, they can do better in class, raise their grades, and score higher on the all-important end-of-course, graduation, and exit exams. Some of the math topics covered in the Numbers & Operations Workbook include: • Place values • Rounding • Signed numbers • Fractions • Decimals, fractions, and percentages • Exponents • Order of operations • Integers and more! Whether used in a classroom, for home or self study, or with a tutor, this workbook gets students ready for important math tests and exams, set to take on new challenges, and helps them go forward in their studies!
Related Subjects
Meet the Author
Read an Excerpt
About This Book
This book will help high school math students at all learning levels understand basic mathematics. Students will develop the skills, confidence, and knowledge they need to succeed on high school math exams with emphasis on passing high school graduation exams.
More than 20 easy-to-follow lessons break down the material into the basics. In-depth, step-by-step examples and solutions reinforce student learning, while the "Math Flash" feature provides useful tips and strategies, including advice on common mistakes to avoid.
Students can take drills and quizzes to test themselves on the subject matter, then review any areas in which they need improvement or additional reinforcement. The book concludes with a final exam, designed to comprehensively test what students have learned.
The Ready, Set, Go! Numbers & Operations Workbook will help students master the basics of mathematics—and help them face their next math test—with confidence |
Enter two matrices (up to 3 by 3) and this works out the answer. It basically does just what it says on the tin. So if you have homework that you need to check, then look no further.
The widget tool is taken from the selection of tools that appears on my Wolfram Alpha
- Evaluate any numeric expression or substitute a value for a variable. - Plot basic, parametric, or polar plots of the function(s) of your choice. - Determine the limit of a function as it approaches a specific value. - Differentiate any function or implicit function. - Find the critical points and inflection points of a function. - Identify the local and absolute extrema of a function. - Integrate a function, with or without limits. - Sum a function given a lower and upper bound. -
The Wolfram Physics I Course Assistant is powered by the Wolfram|Alpha computational knowledge engine and is created by Wolfram Research, makers of Mathematica—the world's leading software system for mathematical research and education.
The Wolfram Physics I Course Assistant draws on the computational power of Wolfram|Alpha's supercomputers over a 2G, 3G, 4G, or Wi-Fi connection.
This app covers the following topics applicable to Multivariable Calculus, Advanced Calculus, and Vector Calculus:
- Evaluate any numeric expression, or substitute a value for a variable - Plot 2D or 3D functions of your choice - Determine the limit of a function as it approaches a specific value or values - Differentiate any single or multivariable function - Find the critical points and saddle points of a function - Calculate the gradient of a function - Identify the local extrema of a function - Find the single, double, or triple integral of a function - Determine the dot or cross product of two vectors - Calculate the divergence or curl of a vector field
The Wolfram Multivariable Calculus Course Assistant is powered by the Wolfram|Alpha computational knowledge engine and is created by Wolfram Research, makers of Mathematica—the world's leading software system for mathematical research and education.
The Wolfram Multivariable Calculus Course Assistant draws on the computational power of Wolfram|Alpha's supercomputers over a 2G, 3G, 4G, or Wi-Fi connection- Calculate properties of solids, including stress, pressure, deformation, and more - Calculate properties of fluids, including drag, buoyancy, hydrostatic pressure, and more - Solve a variety of electricity and magnetism calculations - Perform ray optics calculations, including Snell's law, lensmaker's equation, thin lens equation, and more - Compute wave effects, including properties of diffraction and thin film interference - Do common thermodynamics calculations, including the ideal gas law, Joule's first law, and more - Look up laws of physics and common physics constants
The Wolfram Physics II Course Assistant is powered by the Wolfram|Alpha computational knowledge engine and is created by Wolfram Research, makers of Mathematica—the world's leading software system for mathematical research and education.
The Wolfram Physics II Course Assistant draws on the computational power of Wolfram|Alpha's supercomputers over a 2G, 3G, 4G, or Wi-Fi connection.
Learning fractions? Then you need the Wolfram Fractions Reference App. Whether adding, subtracting, or converting fractions, the Wolfram Fractions Reference App will help you with your specific fraction problems.
- Visualize fractions on a number line or pie chart - Convert a fraction to a decimal or percent or vice versa - Get help with arithmetic, including addition, subtraction, multiplication, and division - Reduce fractions to their simplest forms
The Wolfram Fractions Reference App is powered by the Wolfram|Alpha computational knowledge engine and is created by Wolfram Research, makers of Mathematica—the world's leading software system for mathematical research and education.
The Wolfram Fractions Reference App draws on the computational power of Wolfram|Alpha's supercomputers over a 2G, 3G, 4G, or Wi-Fi connection.
Do you need an astronomy tool that does more than just show you pictures? Something that will actually help you with your school work? The Wolfram Astronomy Course Assistant provides a suite of useful tools for helping you in your introductory computational astronomy course. From fact checking to formulas, this app provides a convenient resource to help you complete your homework and study for tests. Answers are computed on the fly using input values you specify.
This app covers the following topics, applicable to college-level Astronomy 120 or any other introductory computational astronomy course:
- Get an overview of constellations, including the effects of proper motion - Learn the celestial reference points and their location in your sky - Explore solar system objects, properties, and dynamics - Study Moon phases, eclipses, and tides - Examine properties of over 100,000 stars, including distance, parallax, luminosity, and position on the Hertzsprung–Russell diagram - Learn about the seasons and when meteor showers occur - Access formulas such as Newton's and Kepler's laws, escape velocity, moments of inertia, angular momentum, and Einstein's famous E=mc^2 - Convert between wavelength and frequency, or find the energy of a photon - Understand the cosmological effects of universal expansion on light and the gravitational effects of black holes - Determine the probability of intelligent life on other worlds
The Wolfram Astronomy Course Assistant is powered by the Wolfram|Alpha computational knowledge engine and is created by Wolfram Research, makers of Mathematica—the world's leading software system for mathematical research and education.
The Wolfram Astronomy Course Assistant draws on the computational power of Wolfram|Alpha's supercomputers over a 2G, 3G, 4G, or Wi-Fi connection.
Taking your first mechanics of materials class? The Wolfram Mechanics of Materials Course Assistant will help you solve those tricky homework problems, prepare for your next exam, and be ready to tackle future courses! The Wolfram Mechanics of Materials Course Assistant solves your specific problems, performs unit conversions on the fly, and shows you the equations!
This app covers the following topics applicable to mechanics of materials, mechanics of deformable bodies, solid mechanics, mechanics and materials, and statics:
- Calculate the normal stress on and extensional strain in a body - Solve for the effects of temperature changes on a member - Search for material properties of alloys, plastics, and woods - Determine the Young's modulus, Poisson's ratio, and shear modulus of an object - Use Hooke's Law for uniaxial stress and plane stress and a generalized version to solve for a member's stress or strain - Evaluate axial deformation problems - Find the shear stress on circular bars, rectangular or elliptical shafts, and thin-walled members undergoing torsional forces - Determine the twist angles of torsion members - Calculate the extensional strain and flexural stress in pure bending beams - Solve for the deflection of statically determinate beams
The Wolfram Mechanics of Materials Course Assistant is powered by the Wolfram|Alpha computational knowledge engine and is created by Wolfram Research, makers of Mathematica—the world's leading software system for mathematical research and education.
The Wolfram Mechanics of Materials Course Assistant draws on the computational power of Wolfram|Alpha's supercomputers over a 2G, 3G, 4G, or Wi-Fi connection. Forget canned examples! The Wolfram Precalculus Course Assistant solves your specific precalculus problems on the fly, including solving equations, vector arithmetic, statistics, and much more.
This app covers the following topics applicable to precalculus and trigonometry:
- Evaluate any numeric expression or substitute a value for a variable - Solve a single equation or a system of equations - Plot functions on the x-y plane or draw a parametric or polar plot - Determine the sine, cosine, and tangent of a specific angle in a right triangle - Simplify, expand, or factor trigonometric functions - Find the partial fraction decomposition of an expression - Calculate the dot product, cross product, and magnitude of two vectors - Identify the mean, median, mode, and standard deviation of a set of data - Calculate permutations and combinations
The Wolfram Precalculus Course Assistant is powered by the Wolfram|Alpha computational knowledge engine and is created by Wolfram Research, makers of Mathematica—the world's leading software system for mathematical research and education.
The Wolfram Precalculus Course Assistant draws on the computational power of Wolfram|Alpha's supercomputers over a 2G, 3G, 4G, or Wi-Fi connectionSolves quadratic equations for solutions in exact, simplest radical form when appropriate. Settings let you choose to present all solutions in decimal form and the number of decimals to round to. All solving and simplifying logic is done by the device, so no reliance on external solving engines like Wolfram|Alpha.
Taking discrete mathematics? Then you need the Wolfram Discrete Mathematics Course Assistant. This app for discrete math—from the world leader in math software--will help you work through your homework problems, ace your tests, and learn discrete math concepts. The Discrete Mathematics Course Assistant solves your specific discrete math problems on the fly, providing answers to a broad range of subjects.
- Do function calculations like domain and range, image and preimage, and inverse and growth - Compute logic problems like minimal forms, implications, propositions, and bitwise operations - Calculate set functions like power set, basic set operations, complement, and Venn diagrams - Use the Number Theory section for division, modular arithmetic, prime numbers, special numbers, and integer functions - Do sequence computations like summation, product, and limit of a sequence - Compute permutation and combinatorics questions, including derangements and permutations of list or finite relations and Pascal's triangle - Use the discrete probability section for Bernoulli trial equations and view statistics on coin and dice probabilities or view various distribution given the probability of success - View information on basic, named, or custom graphs in our Graph Theory section
The Wolfram Discrete Mathematics Course Assistant is powered by the Wolfram|Alpha computational knowledge engine and is created by Wolfram Research, makers of Mathematica—the world's leading software system for mathematical research and education.
The Wolfram Discrete Mathematics Course Assistant draws on the computational power of Wolfram|Alpha's supercomputers over a 2G, 3G, 4G, or Wi-Fi connection.
Like fractals? Want to know more about them? The Wolfram Fractals Reference App is a handy reference you can take with you wherever you go. It's great whether you're covering fractals in your math course or just want to explore the beautiful shapes and structures of fractals and the math behind them.
- Choose from both common fractals and more unusual types - Visualize the Sierpiński gasket, the Koch snowflake, and the Mandelbrot set, as well as over 40 other fractals - Input parameters to customize your fractal type - Learn the rules behind the fractal construction - Explore hundreds of possibilities, including line and shape replacement fractals, space-filling curves, Blancmange function, Mandelbrot and Julia sets, and 3D fractals
The Wolfram Fractals Reference App is powered by the Wolfram|Alpha computational knowledge engine and is created by Wolfram Research, makers of Mathematica—the world's leading software system for mathematical research and education.
The Wolfram Fractals Reference App draws on the computational power of Wolfram|Alpha's supercomputers over a 2G, 3G, 4G, or Wi-Fi connection |
I consider myself relatively good at math, though I don't know it at a high level (yet). One of my problems is that I'm not very comfortable with geometry, unlike algebra, or to restate, I'm much more comfortable with algebra than geometry. I think that's mainly because my geometry education was sparse through the years, lacking in consistency etc. So I'd like to revise (and learn more) all at once, catching the basic axioms, understanding why such is such, etc. Essentially, a moderately rigorous textbook in plain Euclidean geometry (nothing fancy). Please don't say "The Elements" - I have browsed it at the bookstore, it is quite good, but not really what I'm looking for right now.
@Tim: If people say Hartshorne, they usually mean his Algebraic Geometry classic, so I use baby Hartshorne to make it clear that I refer to his other, much more elementary, geometry book.
–
t.b.Apr 22 '11 at 6:05
6 Answers
I'm currently working through Robin Hartshorne's Geometry: Euclid and Beyond. It starts out by touching on Euclid's Elements, and then explores Hilbert's axiomatization of Euclidean geometry to make it hold up to modern standards.
There are a good number of challenging exercises in it, and it delves into non-Euclidean geometry as well, so it may be worth checking out if you're interested in brushing up on modern Euclidean geometry and other classical geometry.
Ha! This time I beat you by some seconds :) The last sentence, while certainly correct sounds a bit funny (modern ... other classical ...) +1 of course.
–
t.b.Apr 22 '11 at 4:06
@Theo, it's uncanny how in sync our posts are sometimes! Maybe I'll win by some seconds the next time around.
–
yunoneApr 22 '11 at 4:08
Right... Well, this happens sometimes: I had this same experience with Matt Emerton some time ago, when over half an hour we answered the same three questions and posted within a few seconds of each other.
–
t.b.Apr 22 '11 at 4:19
I'd also highly recommend Givental's wonderful introduction in the preface of the first volume on the history of this classic book and what motivated him to bring the Russian classic to an English-speaking audience.
Euclidean And Non-Euclidean Geometries, 3rd or 4th edition (either will do nicely) by Marvin Greenberg
A Survey of Geometry by Howard Eves, 2nd edition(2 volumes)
Moise is the classic text that develops Euclidean geometry using the metric postulates of G.D. Birkoff. There are several other books that try and do this,but none do as good a job with it as Moise. Greenberg is a remarkable historical tour through the various geometries of the plane as axiomatic systems,from geometry pre-Euclid through 19th century developments of non-Euclidean geometries through a careful analysis of the Hilbert axioms.
It also has many pictures and many exercises of varying difficulty incorporated into the body of the text,so you really need to read it with pen in hand. Eves is an older,2 volume work attempting to do for elementary geometry what Birkoff/MacLane did for abstract algebra. Some of it is awkward and dated,but it has a lot of cool stuff in it you can't find anywhere else.
Those 3 are how you get started to me. And if you want to go on from there, it's time to read the awesome classics of Coexter. They are THE detailed textbooks on plane geometry-but they are best read in my opinion after mastering the basics.
Greenberg's book has excellent tour of the historical background. But strangely it contains very few proofs or examples to guide the reader into the subject. So beginners must rely on other books to fill in the gap while learning the subject.
–
C. Y. Chengyesterday
If the thought of slogging through "The Elements" discourages you, I suggest you look at Benno Artmann's Euclid: The Creation of Mathematics. His book is as much historical as mathematical, but it is very pleasant reading.
From the Preface:
The present book takes a clear position: The Elements are read, interpreted, and commented upon from the point of view of modern mathematics.
I'd like to add the comment that the book "Euclidean & Non-Euclidean Geometries" by M.J. Greenberg could be used in conjunction with the video course "Math 421- Higher Geometry" on the uccs website & it's associated course page, though I don't know how well this book compares to the ones I mentioned above.
–
sponsoredwalkApr 25 '11 at 7:11 |
Numerical Analysis Digest Search Interface - Netlib
The NA Digest is a collection of articles on topics related to numerical analysis and those who practice it. All issues are indexed using Glimpse. To execute a search, enter a phrase or word into the form and choose the appropriate settings for your query.
...more>>
NYC HOLD - Bas Braams and Elizabeth Carson, editors
Honest Open Logical Debate (HOLD) on Mathematics Education Reform addresses mathematics education in the New York City schools. Organized into Issues in Mathematics Education, Curriculum Reviews, Standards, New York City Issues, Call to Action, NYC NewsOld and New Arithmetic - Ivars Peterson (MathLand)
"Three merchants have invested their money in a partnership..." This problem appears in a mathematics textbook known as the Treviso Arithmetic. The original book, written in a Venetian dialect, had no formal title, and its author is unknown. Treviso isOn Constructivism - Susan Hanley
"The constructivist approach opens new avenues for learning as well as challenges for the teacher trying to implement it." Hanley outlines problems in traditional teaching methods, describes constructivism as a possible solution, and reviews research
...more>>
Online Innovation Institute (OII) - Ferdi Serim
The OII provides educators with a learning environment to support integrating the Internet into their individual teaching styles, offering a combination of online and onsite collaborations in which participants develop projects to use in their classrooms.
...more>>
Operator Theory - Dave Rusin; The Mathematical Atlas
A short article designed to provide an introduction to operator theory, which studies transformations between the vector spaces studied in Functional Analysis,
such as differential operators or self-adjoint operators. The analysis might study the spectrum
...more>>
An Overview of IMP Years 1 and 2 - Kim Mackey
An in-depth review of the Interactive Mathematics Program (IMP) by a teacher. Contents include: Introduction: Why be concerned about IMP? Brief Synopsis of Year 1 and Year 2 of the IMP curriculum; A more in-depth look at Year 2 IMP unit "Solve it!"; A
...more>>
Pacific Institute for the Mathematical Sciences (PIMS)
A networked institute based in Alberta and British Columbia, Canada. Primarily dedicated to the support and advancement of mathematical science in Western Canada and the Pacific Rim, it maintains physical offices at the Universities of Alberta, British
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The Problem-Solving Lessons included in Prentice Hall Pre-Algebra progress in depth and sophistication throughout the course. You will learn to combine and compare strategies to solve problems. Throughout the text, a greater focus on the strategy "Write an Equation" helps prepare you for success in algebra.
This text will help you learn all of the Geometry Texas Essential Knowledge and Skills (TEKS). In addition, you will have ample opportunity to practice the Grade 8 and Algebra I student expectations required for the Grade 10 Texas Assessment of Knowledge and Skills (TAKS). Your textbook helps you get ready for TAKS every day in every lesson.
A grade 3 mathematics books that covers:* Place Value and Money* Addition and Subtraction Number Sense* Adding and Subtracting* Time, Data, and Graphs* Multiplication Concepts and Facts* More Multiplication Facts* Division Concepts and Facts* Geometry and Measurement* Fractions and Measurement* Decimals and Measurement* Multiplying and Dividing Greater Numbers* Measurement and Probability.
This book is a research-based curriculum that focuses on developing students' conceptual understanding and skills through step-by-step instruction. The focus is on key ideas in mathematics, rich problem-solving lessons that build the reading and writing skills necessary for powerful problem solving |
B. Bennett, Jr. and L. Ted Nelson have presented hundreds of workshops on how to give future teachers the conceptual understanding and ...Show synopsisAlbert B. Bennett, Jr. and L. Ted Nelson have presented hundreds of workshops on how to give future teachers the conceptual understanding and procedural fluency they will need in order to successfully teach elementary-school mathematics. "The Eighth Edition of Mathematics for Elementary Teachers: A Conceptual Approach" continues their innovative, time-tested approach: an emphasis on learning via specific, realistic examples and the extensive use of visual aids, hands-on activities, problem-solving strategies and active classroom participation. Special features in the text ensure that prospective teachers will gain not only a deeper understanding of the mathematical concepts, but also a better sense of the connections between their college math courses and their future teaching experiences, along with helpful ideas for presenting math to their students in a way that will generate interest and enthusiasm. The text draws heavily on NCTM Standards and contains many pedagogical elements designed to foster reasoning, problem-solving and communication skills. The text also incorporates references to the virtual manipulative kit and other online resources that enhance the authors' explanations and examples |
MATH 20850: Honors Calculus III
Mathematics Librarian
About this Guide
This course guide will assist students taking Honors Calculus III. The course itself develops the essential points of vector calculus along logical lines. Its use of linear algebra serves to reveal the fundamentally geometric aspects of the subject. Basic Ideas: inner product spaces; calculus of curves in Euclidean spaces; partial derivatives; the gradient of a scalar field; the total derivative of a vector valued function of a vector variable; the chain rule, expressed in terms of linear transformations; the Laplacian of a scalar field and its geometric meaning.
Get Help with Your Research
Improving Your Proofs
There are a number of books on mathematical proofs. Here are two that may help:
Reading, Writing, and Proving: a Closer Look at Mathematics by Ulrich Daepp (2003) Print version QA 13 .D34 2003, O'Meara Mathematic Library "How can someone learn to prove mathematical results? There are many theories on this. We believe that learning mathematics is the same as learning to play an instrument or learning to succeed at a particular sport. Someone must provide the background: the tips, information on the basic skills, and the insider's 'know how.' Then the student has to practice" (Preface).
An Accompanimentto Higher Mathematics by George Exner (1996) QA 9.54 E96, O'Meara Mathematics Library "Like music and athletics, the main pleasure in mathematics is in the process of doing: exploring, inventing, and discovering. You are ... intrinsically good doers of mathematics, but you may be fighting with one hand (or two hands) tied behind your backs without knowing it. This book is all about some active tools to make your doing of mathematics more effective, and thus, possibly, more enjoyable" (Introduction).
Looking at Another Approach
Occasionally, you may find certain concepts in calculus confusing. Finding another approach in other calculus texts may help. You might want to browse the QA 303 call number area of the O'Meara Mathematics Library. The following texts are especially recommended:
In the course of your research, you may encounter topics that are unfamiliar to you. Reading a little about these topics in an encyclopedia is a great way to get a good overview.
Here are two highly recommended general reference resources:
Wolfram MathWorld "MathWorldTM is the web's most extensive mathematical resource, provided as a free service to the world's mathematics and internet communities as part of a commitment to education and educational outreach by Wolfram Research, makers of Mathematica. MathWorld has been assembled over more than a decade by Eric W. Weisstein with assistance from thousands of contributors."
Encyclopaedia of Mathematics Print version QA 5 .M3713 1987, O'Meara Mathematics Library reference "The Encyclopaedia of Mathematics is the most up-to-date and comprehensive English-language graduate-level reference work in the field of mathematics today. [It] comprises more than 8,000 entries and illuminates nearly 50,000 notions in mathematics." |
Competitive exams, whether they are conducted to select candidates for jobs, or for admission to post graduate and doctorate courses, test the numerical aptitude of the person taking the exam. These exams test a candidate's knowledge and skill in basic arithmetic, algebra, geometry etc. They also test the Quantitative Aptitude skills of the candidate. This book is divided into two sections. The first part covers arithmetical ability. The second part covers Data Interpretation. The first part begins by taking a look at Numbers, Average, Percentage, Decimal Fractions, H.C.F. and L.C.M., Square Roots and Cube Roots.
Quantitative Aptitude For Competitive Examinations also covers Problems on Numbers and Ages, Simplification, Alligations, and Logarithms. Other topics discussed include Surds and Indices, Pipes and Cistern, Chain Rule, Boats and Streams, Simple and Compound Interests, Time and Work, Partnership, Problems on Trains, and Volume and Surface Area. This text also goes into Stocks and Shares, True Discount and Banker's Discount, Games of Skill, Races, Permutations and Combination, Series, Odd Man Out, Clocks, Heights and Distances, and Calendar. The Data Interpretation part covers Tabulation and various kinds of graphs like Bar, Pie and Line Graphs.
Quantitative Aptitude For Competitive Examinations covers every aspect of the numerical ability section of many competitive tests. Numerous examples have been used throughout the book to illustrate the concepts and problem solving techniques. This book gives the students or candidates a good idea about the kind of questions asked in these exams.
About R. S. Aggarwal
R. S. Aggarwal writes books for competitive exams. Some of the other books written by this author are Senior Secondary School Mathematics for Class-12, Mathematics for Class-8 (Paperback), Mathematics for MBA Entrance Examinations (Fully Solved), A Modern Approach To Logical Reasoning, and A Modern Approach To Verbal & Non-Verbal Reasoning.
R. S. Aggarwal has written numerous books for students in school and for competitive exams. These book are known for their simple and accessible style. He studied at the Kirori Mal College, Delhi. After finishing his Master's degree, he joined the Faculty of NAS College in Meerut. After completing his Doctorate from Delhi University, he became a Reader at NAS College. He opted for voluntary retirement in 2003.
Most Helpful Reviews (5 of 257)
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Brought it today
Through BlueDart couriers, Our flipkart sent me book. I brought this book for my placements. Hope that it will be usefull. I ordered on 23july2011 and It came my hands on 28july2011. Just for 298inr. Really fair. The book is totally covered by transparent cover...nice packing. I'll probably buy another book for my academic. Thanks flip!
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Good for the people who has prior knowledge
In most of the competitive exams the syllabus will be too huge and Quantitative aptitude will be a part of it, the book covers almost all concepts related to quantitative aptitude in detail, but the book is quite bulky, it would be still good it it stands in between Shakuntala devi puzzles and this quantitative aptitude book, there are too many questions of similar kind, which is a almost a repitition, it would be better, if we have 10-12 problems in each chapter which would cover all the concepts of the chapter, which will help the students to revice the book again and again,here since the book is huge, it will be very difficult to complete it and revision is again a problem, but the book is very good content wise.
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Awsome Book !!!
Really a nice one ..... i will recommend this to all those who are appearing for any competitive exam :)
Received the book in just 1 day of ordering..
Excellent packaging and book is also really good,
There is a difference between "just preparing" for an exam, and "preparing to achieve the topmost score" in an exam.
In case you want to just prepare, this book is okay. It will give you sufficient questions.
But if you really want to crack all written tests well and make it to the top, then ARUN SHARMA is the author you should refer to.
He gives amazingly explained concepts and very good questions, which will surely help you in clearing any written test you sit for. Refer to his CAT books on Flipkart itself.
It will take you places, I guarantee that.
I am a teacher in Bank PO coaching center in delhi.
This is a must buy book Bank PO candidates.
This book covers all the topics of Data Analysis аnd Interpretation Test section.
I recommend this book to all my students. Buying in bulk for library very competitive price cheaper then market rate. |
Trigonometry Demystified 2/E (Demystified)
Synopses & Reviews
Publisher Comments:
Demystified is your solution for tricky subjects like trigonometry
If you think a Cartesian coordinate is something from science fiction or a hyperbolic tangent is an extreme exaggeration, you need Trigonometry DeMYSTiFieD, Second Edition, to unravel this topic's fundamental concepts and theories at your own pace.
This practical guide eases you into trig, starting with angles and triangles. As you progress, you will master essential concepts such as mapping, functions, vectors, and more. You will learn to transform polar coordinates as well as apply trigonometry in the real world. Detailed examples make it easy to understand the material, and end-of-chapter quizzes and a final exam help reinforce key ideas |
This is the only book that deals comprehensively with fixed point theorems overall of mathematics. Their importance is due, as the book demonstrates, to their wide applicability. Beyond the first chapter, each of the other seven can be read independently of the others so the reader has much flexibility to follow his/her own interests. The book is written... more...
A complete training package lets you learn Adobe Illustrator CC at your own speed Adobe Illustrator is the leading drawing and illustration software used to create artwork for a variety of media. This book-and-DVD package provides 13 self-paced lessons that get you up to speed on the latest version of Illustrator (Creative Cloud). Step-by-step... more...
This book provides fundamental knowledge in the fields of attosecond science and free electron lasers, based on the insight that the further development of both disciplines can greatly benefit from mutual exposure and interaction between the two communities. With respect to the interaction of high intensity lasers with matter, it covers ultrafast... more...
A mathematical gem–freshly cleaned and polished This book is intended to be used as the text for a first course in combinatorics. the text has been shaped by two goals, namely, to make complex mathematics accessible to students with a wide range of abilities, interests, and motivations; and to create a pedagogical tool, useful to the broad spectrum... more...
This volume provides information on theory and algorithms for the traveling salesman problem (TSP). The book covers all important areas of study on TSP, including polyhedral theory for symmetric and asymmetric TSP, and branch and bound, and branch and cut algorithms. more...
A significantly revised and improved introduction to a critical aspect of scientific computation Matrix computations lie at the heart of most scientific computational tasks. For any scientist or engineer doing large-scale simulations, an understanding of the topic is essential. Fundamentals of Matrix Computations, Second Edition explains matrix computations... more...
This title covers the impact of noise on models that are widely used in science and engineering, and applies perturbed methods which assume noise changes on a faster time or space scale than the system being studied. It develops mathematical methods of studying random perturbations of dynamical systems and presents non-random problems. more... |
Blackline master book designed
to complement a remedial Math program for small groups of students.
Explains
the basic concepts of number, exploring in detail the processes of addition,
subtraction, multiplication and division.
Decimals are investigated in detail as
well as their relationship with percentages. The activities are sequenced in
line... more...
Aims to provide a tutorial for the use of Scilab/Scicos with a special emphasis on modeling and simulation tools. This book includes a tutorial covering the language features, the data structures and specialized functions for doing graphics, importing, exporting data and interfacing external routines. more...
This book is a collection of selected papers presented at the last Scientific Computing in Electrical Engineering (SCEE) Conference, held in Sinaia, Romania, in 2006. The series of SCEE conferences aims at addressing mathematical problems which have a relevance to industry, with an emphasis on modeling and numerical simulation of electronic circuits,... more...
Presents computational issues arising in financial mathematics. This guide to the financial engineering features revisions that concern topics like calibration, Monte Carlo Methods, American options, exotic options and Algorithms for Bermuda Options. It includes various figures, exercises, background material of financial engineering. more...
Emphasizing the connection between mathematical objects and their practical C++ implementation, this book provides a comprehensive introduction to both the theory behind the objects and the C and C++ programming. Object-oriented implementation of three-dimensional meshes facilitates understanding of their mathematical nature. Requiring no prerequisites,... more...
Accessible Mathematics is Steven Leinwand?s latest important book for math teachers. He focuses on the crucial issue of classroom instruction. He scours the research and visits highly effective classrooms for practical examples of small adjustments to teaching that lead to deeper student learning in math. Some of his 10 classroom-tested teaching shifts... more...
This book is a collection of 65 selected papers presented at the 7th International Conference on Scientific Computing in Electrical Engineering (SCEE), held in Espoo, Finland, in 2008. The aim of the SCEE 2008 conference was to bring together scientists from academia and industry, e.g. mathematicians, electrical engineers, computer scientists, and... more...
This book deals with the mathematical analysis and the numerical approximation of eddy current problems in the time-harmonic case. All the most used formulations are taken into account, placing the problem in a rigorous functional framework. Nodal or edge finite elements are used for approximation. A detailed analysis of each formulation is presented,... more...
This cross-disciplinary volume brings together theoretical mathematicians, engineers and numerical analysts and publishes surveys and research articles related to the topics where Georg Heinig had made outstanding achievements. In particular, this includes contributions from the fields of structured matrices, fast algorithms, operator theory, and applications... more... |
...I have been professionally involved in software development since 1980 and have built web applications using JavaScript, PHP, MySQL and platforms such as Elgg and WordPress. Finite math is often taught as mathematical models with applications. In this course, students use algebraic, graphical, |
More About
This Textbook
Overview
The interaction between computers and mathematics is becoming more and more important at all levels as computers become more sophisticated. This book shows how simple programs can be used to do significant mathematics. The purpose of this book is to give those with some mathematical background a wealth of material with which to appreciate both the power of the microcomputer and its relevance to the study of mathematics. The authors cover topics such as number theory, approximate solutions, differential equations and iterative processes, with each chapter self contained. Many exercises and projects are included giving ready-made material for demonstrating mathematical ideas. Only fundamental knowledge of mathematics is assumed and programming is restricted to "basic BASIC" which will be understood by any microcomputer. The book may be used as a textbook for algorithmic mathematics at several levels, since all the topics covered appear in any undergraduate mathematics course.
Editorial Reviews
From the Publisher
"...an excellent reference book for anyone wishing to incorporate computing into the lower-level mathematics curriculum." American Mathematical Monthly
"Even without taking the time to run the computer programs, one learns by reading the book and examining the illustrations therein that visual effects provide a teaching aid that can be very convincing and informative. The authors have presented a marvelous collection of problems, ideas of how they are solved and illustrations to make the solutions understandable." Gerald J. Janusz, Mathematical Reviews
"I heartily recommend this book about exploring mathematics using computers to many people....particularly worthwhile for mathematics teachers at all levels, for school and public libraries, for computer and other professionals to whom mathematics is fundamental, and for any individual interested in mathematics who has access to a computer." Henry Bentrup, Jr., Computing |
More About
This Textbook
Overview
This text is designed for students in a broad range of career programs that require a solid understanding of basic math, elementary algebra, trigonometry, and geometry. The 2009 Update of this popular text continues a tradition of evolving to reflect today's work environment and deliver math instruction using the best print and electronic teaching methods and delivery systems available.
Key Features of this Text:
"Spiral Learning Approach" Topics are introduced and reinforced using a step-by-step spiral learning approach supported by numerous examples and applications.
Six-Step Approach to Problem Solving This tried-and-proven approach provides students with a systematic and logical framework for analyzing, comparing, estimating, and solving workplace applications.
New Online Support:
(Icon) MyMathLab® with MathXL®
Powered by CourseCompassTM (Pearson's online teaching and learning environment) and MathXL® (our online homework, tutorial, and assessment system), MyMathLab provides a rich and flexible set of course materials, featuring free-response exercises that are algorithmically generated for unlimited practice and mastery. Students can use online tools, such as video lectures and a multimedia textbook to independently improve their understanding and performance. MyMathLab also includes student access to the Pearson Math Tutor Center. A MyMathLab access code is packaged with each new copy of this textbook. A new access code can also be purchased |
Algebra adds value to mathematical biology education
Jul 30, 2009
As mathematics continues to become an increasingly important component in undergraduate biology programs, a more comprehensive understanding of the use of algebraic models is needed by the next generation of biologists to facilitate new advances in the life sciences, according to researchers at Sweet Briar College and the Virginia Bioinformatics Institute (VBI) at Virginia Tech.
In the paper, "Mathematical Biology Education: Beyond Calculus," which is featured in the July 31, 2009 issue of Science, VBI Professor Reinhard Laubenbacher and Sweet Briar College Mathematical Sciences Professor Raina Robeva highlight algebraic models as one of the diverse mathematical tools needed in the professional development of up-and-coming life scientists. Despite this critical need, the authors explain, algebraic models have played a less substantial role in undergraduate curricula than other methods.
Future generations of biologists will routinely use mathematical and computational approaches to develop and frame hypotheses, design experiments, and analyze results. Sound mathematical models are essential for this purpose and are currently used in the field of systems biology to understand complex biological networks. Two types of mathematical models, in particular, have been successfully used in biology to reproduce network structure and dynamics: Continuous-time models derived from differential equations (DE models) focus on the kinetics of biochemical reactions, while discrete-time algebraic models built from functions of finite-state variables focus on the logic of the connections of network variables. According to Laubenbacher and Robeva, while DE models have been included more often in undergraduate curricula integrating mathematics and biology, algebraic models should also be viewed as an important training component for students at all education levels.
"Discrete-time algebraic models created from finite-state variables, such as Boolean networks, are increasingly being used to model a variety of biochemical networks, including metabolic, gene regulatory, and signal transduction networks," says Laubenbacher. "Often, researchers do not have enough of the information required to build detailed quantitative models. Algebraic models need less information about the system to be modeled, making them useful for instances where quantitative information may be missing. All the work that goes into building them can then be used to construct detailed kinetic models, when additional information becomes available. In addition, algebraic models are much more intuitive than differential equations models, which makes them more easily accessible to life scientists."
Using algebraic models is a relatively quick, easy and reliable way for students to integrate mathematical modeling into their life sciences coursework. Creating algebraic models of biochemical networks requires only a modest mathematical background, which is usually provided in a college algebra course. Without the complexities involved in teaching students how to construct more complicated models, algebraic models make the introduction of mathematical modeling into life sciences courses more accessible for faculty members as well.
According to Robeva, "The exciting thing about algebraic models from an educational perspective is that they highlight aspects of modern-day biology and can easily fit in both the biology and mathematics curricula. At the introductory level, they provide a quick path for introducing biology students to constructing and using mathematical models in the context of contemporary problems such as gene regulation. At the more advanced level, the general study and analysis of such models often require sophisticated mathematical theories. This makes them perfect for inclusion into mathematics courses, where the biology can provide a meaningful framework for many of the abstract structures. As educators, we should actively be looking for the best ways to seize this opportunity for advancing mathematical biology."
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A problem at the interface of two mathematical areas, topology and algebraic geometry, that was formulated by Friedrich Hirzebruch, had resisted all attempts at a solution for more than 50 years. The problem concerns the ...
Scientists at the Wake Forest University School of Medicine, the University of Manchester in the United Kingdom, and the Virginia Bioinformatics Institute at Virginia Tech have taken the first steps toward constructing a ...
Four researchers at the Virginia Bioinformatics Institute (VBI) at Virginia Tech and their colleagues at the Wake Forest University School of Medicine are advocating the use of systems biology as an innovative clinical approach ...
Timely, accurate prediction or control of complex phenomena – such as predicating the path of a hurricane or controlling a jet -- is the goal of Serkan Gugercin's National Science Foundation Faculty Early Career Development it is necessary to enable Javascript.
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on Finite Groups
Group Theory has wide-ranging uses in the field of mathematics. This book offers a comprehensive account of the finite groups. It begins with the ...Show synopsisGroup Theory has wide-ranging uses in the field of mathematics. This book offers a comprehensive account of the finite groups. It begins with the basic definitions and moves on to develop the theory, using examples to help students with their understanding.Hide synopsis
Description:New. This item is printed on demand. Introduces the richness of...New. This item is printed on demand. Introduces the richness of group theory to advanced undergraduate and graduate students, concentrating on the finite aspects. Provides a wealth of exercises and problems to support self-study. Additional online resources |
Elements of Advanced Engineering Mathematics, 1st Edition
This book is intended to provide students with an efficient introduction and accessibility to ordinary and partial differential equations, linear algebra, vector analysis, Fourier analysis, and special functions and eigenfunction expansions, for their use as tools of inquiry and analysis in modeling and problem solving. It should also serve as preparation for further reading where this suits individual needs and interests.
Although much of this material appears in Advanced Engineering Mathematics, 6th edition, ELEMENTS OF ADVANCED ENGINEERING MATHEMATICS has been completely rewritten to provide a natural flow of the material in this shorter format.
Many types of computations, such as construction of direction fields, or the manipulation Bessel functions and Legendre polynomials in writing eigenfunction expansions, require the use of software packages. A short MAPLE primer is included as Appendix B. This is designed to enable the student to quickly master the use of MAPLE for such computations. Other software packages can also be used subsequent rights restrictions require it. |
Course Description
This course will provide the learner with a better understanding of the underlying concepts of geometry. Through readings, lessons, quizzes and independent explorations, the learner will leave the course with more complete understanding of geometry and begin to be able to think in a geometrical fashion. Websites are also provided to help the learner further explore the topics on his/her own. At the end of this unit, the learner will be able to describe some of the basic premises behind geometric thinking, reasoning and study. They will also be able to demonstrate the following learning objectives:
Objectives (based on the Van Hiele levels of geometric thought):
Students will be able to demonstrate the ability identify the ways geometry is used by people in their daily lives (i.e. professions, synthetic universe, natural universe, in the home, etc...)
Recommended Books
Student Testimonials
"The instructor was very helpful and reachable in doing this class over the period of time it took for me to complete it." -- Greg K.
"The instructor was very helpful." -- Abigail N.
"I thought the most helpful was the part that explained about the faces, edges, and different shapes." -- Amanda F.
"All of it the course was great. The instructor is great." -- Barry S.
"I found the whole program to be helpful. It gave me a better understanding of geometry and the world of geometry." -- Alexis B.
"All of it was very helpful, it was very well explained." -- Betty G.
"As an introductory course I think the course was above excellent and a very high quality teacher. I liked the methodology used to teach geometry because it clarified a lot of areas for me. The course was structured so that I could learn the concepts and not worry too much about performance. I have to admit that this is the first math/science class that I have thoroughly enjoyed." -- Francisco M. |
Performs useful calculations such as finding the Area, Common Factors of a set of numbers, Distance between two points, Quadratic Roots, Midpoint, Perimeter, Find all the primes up to and including a number, the slope of a line, and the volume of a cube, cone, cylinder, and sphere.Finds the area of a Rectangle, Circle, Triangle, Oval, Cylinder, Cone, and Pyramid.Formula for each function is displayed at the top of the screen for easy reference. Easy to use, convenient and powerful math program. Great for math class and home work!An easy and convenient handwriting recognition system allows numbers to be entered by just writing on the screen with your finger |
Elementary Statistics: A Brief Version
Book Description: "Elementary Statistics: A Brief Version", is a shorter version of the popular text "Elementary Statistics: A Step by Step Approach". This softcover edition includes all the features of the longer book, but it is designed for a course in which the time available limits the number of topics covered. It is for general beginning statistics courses with a basic algebra prerequisite. The book is non-theoretical, explaining concepts intuitively and teaching problem solving through worked examples and step-by-step instructions. This edition places more emphasis on conceptual understanding and understanding results. This edition also features increased emphasis on Excel, MINITAB, and the TI-83 Plus and TI-84 Plus graphing calculators; computing technologies commonly used in such courses |
Mathematical Methods in the Physical Sciences - 3rd edition
Summary: Now in its third edition, Mathematical Concepts in the Physical Sciences provides a comprehensive introduction to the areas of mathematical physics. It combines all the essential math concepts into one compact, clearly written reference.
The Geometric Series. Definitions and Notation. Applications of Series. Convergent and Divergent Series. Convergence Tests. Convergence Tests for Series of Positive Terms. Alternating Series. Conditionally Convergent Series. Useful Facts about Series. Power Series; Interval of Convergence. Theorems about Power Series. Expanding Functions in Power Series. Expansion Techniques. Accuracy of Series Approximations. Some Uses of Series.
Introduction and Notation. Power Series in Two Variables. Total Differentials. Approximations using Differentials. Chain Rule. Implicit Differentiation. More Chain Rule. Maximum and Minimum Problems. Constraints; Lagrange Multipliers. Endpoint or Boundary Point Problems. Change of Variables. Differentiation of Integrals.
Introduction. Applications of Vector Multiplication. Triple Products. Differentiation of Vectors. Fields. Directional Derivative; Gradient. Some Other Expressions Involving V. Line Integrals. Green's Theorems in the Plane. The Divergence and the Divergence Theorem. The Curl and Stokes' Theorem.
Chapter 7: Fourier Series and Transforms.
Introduction. Simple Harmonic Motion and Wave Motion; Periodic Functions. Applications of Fourier Series. Average Value of a Function. Fourier Coefficients. Complex Form of Fourier Series. Other Intervals. Even and Odd Functions. An Application to Sound. Parseval's Theorem. Fourier Transforms |
Program Overview Core-Plus Mathematics
Core-Plus Mathematics is
a four-year curriculum that replaces the traditional Algebra-Geometry-Advanced
Algebra/Trigonometry-Precalculus sequence. Each course features interwoven
strands of algebra and functions, statistics and probability, geometry
and trigonometry, and discrete mathematics. The first three courses
in the series provide a common core of broadly useful mathematics for
all students. They were developed to prepare students for success in
college, in careers, and in daily life in contemporary society. Course 4:
Preparation for Calculus continues the preparation of students interested
in mathematics and science college programs. It formalizes and extends
important mathematical ideas drawn from all four strands, with a focus
on the mathematics needed to be successful in college mathematics and
statistics courses.
"The Core-Plus
Mathematics series offers challenging problems with real-life
contexts that engage students and provide an excellent structure
for connecting key mathematical ideas. The materials are also
supportive in promoting meaningful student discourse that helps
build strong conceptual understandings, especially as students
move from informal to more abstract ideas." |
Calculus Know-It-ALL: Beginner to Advanced, and Everything in Between
Book Description: Master calculus from the comfort of home!Want to "know it ALL" when it comes to calculus? This book gives you the expert, one-on-one instruction you need, whether you're new to calculus or you're looking to ramp up your skills. Providing easy-to-understand concepts and thoroughly explained exercises, math whiz Stan Gibilisco serves as your own private tutor--without the expense! His clear, friendly guidance helps you tackle the concepts and problems that confuse you the most and work through them at your own pace. Train your brain with ease! Calculus Know-It-ALL features: Checkpoints to help you track your knowledge and skill levelProblem/solution pairs and chapter-ending quizzes to reinforce learning Fully explained answers to all practice exercises A multiple-choice exam to prepare you for standardized tests "Extra Credit" and "Challenge" problems to stretch your mindStan's expert guidance gives you the know-how to: Understand mappings, relations, and functionsCalculate limits and determine continuityDifferentiate and integrate functionsAnalyze graphs using first and second derivativesDefine and evaluate inverse functionsUse specialized integration techniquesDetermine arc lengths, surface areas, and solid volumesWork with multivariable functionsTake college entrance examinations with confidence And |
1595047 / ISBN-13: 9780471595045
Applied Combinatorics
This book is designed for use by students with a wide range of ability and maturity. The stronger the students, the harder the exercises that can be ...Show synopsisThis book is designed for use by students with a wide range of ability and maturity. The stronger the students, the harder the exercises that can be assigned. The book can be used for one--quarter, two--quarter, or one--semester course depending on how much material is used. Combinatorical reasoning underlies all analysis of computer systems. It plays a similar role in discrete operations research problems and in finite probability. This book teaches students in the mathematical sciences how to reason and model combinatorically. It seeks to develop proficiency in basic discrete math problem solving in the way that a calculus textbook develops proficiency in basic analysis problem solving. The three principle aspects of combinatorical reasoning emphasized in this book are: the systematic analysis of different possibilities, the exploration of the logical structure of a problem (e.g. finding manageable subpieces or first solving the problem with three objects instead of n), and ingenuity. Although important uses of combinatorics in computer science, operations research, and finite probability are mentioned, these applications are often used solely for motivation. Numerical examples involving the same concepts use more interesting settings such as poker probabilities or logical games.Hide synopsis |
Written especially for students preparing for the University of Cambridge International Examinations IGCSE Maths examination, Extended Curriculum, up to Grade A, this Revision Guide is ideal for student revision.
Written by experienced examiners, the book covers every topic in the syllabus, with brief explanations of each topic followed by worked examples and questions, giving students the confidence to succeed in their examinations. Numerical answers are given at the back of the book, whilse full model answers to the exam questions are available free on our website. There is a handy checklist at the front of the book to aid revision planning, and a main vocabulary list has been included. |
Summary: Contemporary's GED Satellite: Mathematics has been created to provide students with detailed study and practice for the 2002 GED Mathematics exam. This book begins with basic operations and moves through more complex mathematical study that contains activities for both the fx-260 calculator and longhand problems. Real-life examples are included to assist students in the application process. Alternate format responses play a role in GED-style question and in chapter r...show moreeview format. ...show less
Instructor's Edition. Shows some signs of wear, and may have some markings on the inside. 100% Money Back Guarantee. Shipped to over one million happy customers. Your purchase benefits world literacy!
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0809222329 |
Barron's Mathematics Study Dictionary - 98 edition
Summary: Focused especially for use by students on the middle-to-high school level, this quick-reference source is helpful to anybody who needs to know the meaning of math terms in clear, simple language. An opening alphabetized Wordfinder index contains more than 1,000 words, and directs readers to the page where the word is defined. Where needed, the definition is accompanied by examples. The book also features helpful illustrative diagrams--or instance, a full page demonst...show morerating the geometry of the circle, another page showing quadrilateral geometric shapes, and still others showing ways of charting statistics, measuring vectors, and more. Here is an imaginative new approach to mathematics, a great classroom supplement, a useful homework helper for middle school and high school students, and a reference book that belongs in every school library. ...show less
"I recently completed several years' commitment to elementary school and science glossaries...I therefore can view with appreciation, indeed with some amazement, how Tapson and his editors have handled the nearly insurmountable difficulties inherent in such a project...Just about everything in secondary-level mainstream mathematics, pure and applied, is tidily handled in a classroom-friendly way...I find the book easy to use, clear in presentation, adequate for the basics, and splendid in its efforts to support and extend student inquiry."
--H. Don Allen, The Mathematics Teacher, September 1999
Submitted By Publisher, June, 2004 Barron's Mathematics Study Dictionarybarone books ny east moriches, NY
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There's an unspoken weak spot in our society … most adults can't do basic math. A recent U.S. Department of Education study found that 87% of American adults are deemed "non-proficient" at math. This means they can't calculate tips, understand their mortgage payments, or even figure out their weekly salary when told their hourly wage. If this sounds like you, but you'd like to improve your math skills, Singing Turtle has a solution, Math Basics Made Easy.
"These four skill areas are the foundation stones of mathematics," says co-author Steve Slavin. "Because most Americans have never mastered these skills, they haven't gotten very far in math. And that has closed the door to many high-paying careers."
Slavin believes that no matter how far behind a person may be in math, "it's never too late to learn math, even if one must go back to the very first grade."
Math Basics Made Easy presents these early math concepts in a format that works for adults. The book offers brief, easy-to-understand lessons with worked-out sample problems, followed by lots of practice problems. Answers are provided to all practice problems, so readers get instant feedback on how well they are progressing.
In today's challenging economic times, Math Basics Made Easy may give you an important edge as a job seeker. Or if you need to further your education as a way to expand employment opportunities, this book may be an important step for passing any required math courses.
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Welcome!
Here at Singing Turtle Press, we believe everyone should succeed at math, no matter how math phobic, no matter how right-brained, no matter what. Our products help students K-12 and beyond, including English language learners, and adults returning to college.
"I'm a returning college adult now in the fourth week of my College Algebra course. The Algebra Survival Guide has FINALLY filled in the gaps in my earlier education. Thank you to the third power. Thirty years of math phobia gone in three hours of reading."
— Mary Ellen Kirian, Lake Oswego, OR |
More About
This Textbook
Overview
Unique in its approach, the Lehmann Algebra Series uses curve fitting to model compelling, authentic situations, while answering the perennial question "But what is this good for?" Lehmann begins with interesting data sets, and then uses the data to find models and derive equations that fit the scenario. This interactive approach to the data helps readers connect concepts and motivates them to learn. The curve-fitting approach encourages readers to understand functions graphically, numerically, and symbolically. Because of the multi-faceted understanding that they gain, readers are able to verbally describe the concepts related to functions.
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Meet the Author
In the words of the author:
Before writing my algebra series, it was painfully apparent that my students couldn't relate to the applications in the course. I was plagued with the question, "What is this good for?" To try to bridge that gap, I wrote some labs, which facilitated my students in collecting data, finding models via curve fitting, and using the models to make estimates and predictions. My students really loved working with the current, compelling, and authentic data and experiencing how mathematics truly is useful.
My students' response was so strong that I decided to write an algebra series. Little did I know that to realize this goal, I would need to embark on a 15-year challenging journey, but the rewards of hearing such excitement from students and faculty across the country has made it all worthwhile! I'm proud to have played even a small role in raising peoples' respect and enthusiasm for mathematics.
I have tried to honor my inspiration: by working with authentic data, students can experience the power of mathematics. A random-sample study at my college suggests that I am achieving this goal. The study concludes that students who used my series were more likely to feel that mathematics would be useful in their lives (P-value 0.0061) as well as their careers (P-value 0.024).
In addition to curve fitting, my approach includes other types of meaningful modeling, directed-discovery explorations, conceptual questions, and of course, a large bank of skill problems. The curve-fitting applications serve as a portal for students to see the usefulness of mathematics so that they become fully engaged in the class. Once involved, they are more receptive to all aspects of the |
Algebra II is Descartes rule of signs, rationalI took algebra in highschool. I never felt like I wasted any class as much. I would think geometry and just basic formula rules would do students much better. If a college requires more than that for a degree, then the student would find that out when he/she applies.
I was in the first class in my county that offered Algebra II to 9th graders. It was a big experiment back in the early '70s; offering higher level classes to promising students early on. IIRC nearly all of us went on to take all the math classes offered by our school (Geometry, Trig, Analytic Geometry, etc) and a large number of us became engineers or other technical careers.
I see the folks who use Algebra every day in the workplace jumped on this first.
Here's some reality guys - it is a slim minority of you cranking equations for paychecks. Several lifestyles and careers - apart from ditch digging - do no algebra after stepping out of that last glorious final.
Please respect our right to not devote a valuable chunk of our brain power to such drivel. We draw the line at Algebra I.
/Standards should be upped for personal accounting and memorization of larger, more relevant multiplication tables.
How many Americans over 30 can solve a quadratic with imaginary roots? 1 in 20 at the very best. And I'm hard pressed to see why more need to be able to.
On the other hand, how many people can answer "How many years of compound 4% interest to double an amount of money" (simple exponent/log stuff, which is often not seen until Algebra II)? Sadly, probably only 1-in-10 can, but a whole lot more should.
This could look bad for a BOE that fights, and wins, to teach Genesis over geology, that Jesus rode a biblesaurus to the Last Supper.
However, we're talking algebra II, not algebra I. Yes, bazillions of Japanese and Chinese kids learn this stuff as infants while changing their own diapers. But here, if you're not already proficient in basic math and algebra I by junior high, it's too damn late to expect all kids to pass algebra II to graduate.
If we ever hope to graduate truly sharp minds able to compete here and abroad, perhaps it's time to begin preparing kids for that goal MUCH earlier before 12th grade.
I think there should be a math elective that teaches maths like Numberphile on Youtube does. It would probably help get more kids into math if someone is explaining all the freaky sh*t you can do with it.
I understand Farkers desperate need to jump on Texas every chance they get, but really? There are only 16 other states that require it, yet you give Texas shiat for dropping it. Algebra is one of those things that few people will ever use, anything more than a basic understanding of it is simply useless to the other 99% of the population.
As someone who has taken a lot of higher level math, no, algebra 2 is not necessary for most vocations. If you're not planning on going to college, whether it be a vocational or trade school, you won't miss it and it's not something you'll ever use outside of Algebra 2.
Hey, here's a wacky idea...how about we mandate classes that teach actual life skills...like Personal Finance.
Personally, I didn't find Algebra II very useful. However, I learned Geometry and Philosophy in 9th grade and they both completely shaped how I discussed ideas after that. I think Geometry, Philosophy and Debate classes should be taught as early in the high school program as possible to help students with their other classes.
I read the article expecting to be pissed (it is Texas, after all). But I agree with this. So many students, especially in rural areas, want to learn a votech trade and get to work. Making them take algebra II is asking for higher failure rates. And, if you want to pursue college, then you can take algebra II, no problem. It's actually a pretty good solution.
Now all Texas needs to do is create a separate school district of just votech schools and funnel students into those, and leave traditional high school for those who are college bound."Eliminating the algebra II mandate for most students was part of a major overhaul of graduation, standardized testing and curriculum requirements unanimously approved by the Texas Legislature in May. The shake-up was meant to give students the flexibility to focus on career and vocational training - not just college prep courses.
Much of the debate over the changes has focused on the algebra II requirement. Many academic experts and school administrators said it's a key prerequisite for success both in college and beyond. But some trade groups argued that plenty of high-paying jobs are available without a college degree or high-level math"
You know what, I'm ok with this. College isn't meant for everybody, and honestly we need more tradesmen then college graduates it seems. Not everybody needs Algebra 2, and most of the stuff they will need to know will be provided by the vocational school and apprenticeships.
The whole focus on college prep has really ruined the school system IMO. Let kids who really want to go to college have access to college prep resources, but don't make it mandatory. Primary education should be about getting kids ready for adulthood, not college. Most people can't balance a check book, fix a healthy meal, or fill out a job application. Too many people are saddled with student loan debt that should have never gone to college.
i took algebra 2 in high school and it was an absolute waste of my time. it was probably the most useless and abstract math i took in school, and i could have skipped it entirely and gone right to trigonometry with no problems. although i did go to college for english and philosophy and only took one math course (stats) through all of college, so maybe i'm just biased against math in general. although i did kind of enjoy trigonometry.
At first I was all WHARGARBLE! But then I RTFA and saw the justification. Quite simply, many high school graduates would be better off skipping college and going to grade school, so why add this requirement?
Algebra II is Descartes rule of signs, rationalOh, shut the hell up. You and your "anecdotal" evidence and "rational" statements and "preparing children for the real world." Quite honestly, who cares if their checkbooks are balanced or if they understand compound interest, as long as they understand rational functions. You make way too much sense for Fark, so if you'd kindly just get the hell out of the thread . . .Approves
/I thought I was one of the few who remember that flick //Fark proves me wrong
A business major required no calculus at all? Wow. Most I seen at least required one course of the stuff. |
Written for students who need a refresher on Plane Euclidean Geometry, Essentials of Geometry for College Students, Second Edition, incorporates the American Mathematical Association of Two-Year Colleges (AMATYC) and National Council of Teachers of Mathematics (NCTM) Standards on geometry, modeling, reasoning, communication, technology, and deductive proof. To make learning interactive and enjoyable, this new edition includes exciting new features such as Technology Connections and Hands-on Activities. Knowledge of beginning algebra and a scientific calculator are required for this text |
9/21Written by Anne D. Henriksen of James Madison University, purpose of this computer laboratory manual is to provide hands-on experience to demonstrate for students that calculus is a valuable tool for solving practical, real-world problems. Through performing the labs, students increase their knowledge of calculus in an experiential format. The labs also help students increase their knowledge of Microsoft Excel, improve their general computer skills, and sharpen their critical thinking and problem-solving skills. |
NOTE: For the Winter 2014 session, the course website will go live at 10:00 AM US-PST on Saturday February 1, two days before the course begins, so you have time to familiarize yourself with the website structure, watch some short introductory videos, and look at some preliminary material.
The goal of the course is to help you develop a valuable mental ability a powerful way of thinking that our ancestors have developed over three thousand years.
Mathematical thinking is not the same as doing mathematics at least not as mathematics is typically presented in our school system. School math typically focuses on learning procedures to solve highly stereotyped problems. Professional mathematicians think a certain way to solve real problems, problems that can arise from the everyday world, or from science, or from within mathematics itself. The key to success in school math is to learn to think inside-the-box. In contrast, a key feature of mathematical thinking is thinking outside-the-box a valuable ability in todays world. This course helps to develop that crucial way of thinking.
The course is offered in two versions. The eight-week-long Basic Course is designed for people who want to develop or improve mathematics-based, analytic thinking for professional or general life purposes. The ten-week-long Extended Course is aimed primarily at first-year students at college or university who are thinking of majoring in mathematics or a mathematically-dependent subject, or high school seniors who have such a college career in mind. The final two weeks are more intensive and require more mathematical background than the Basic Course. There is no need to make a formal election between the two. Simply skip or drop out of the final two weeks if you decide you want to complete only the Basic Course.
Course requirements
High school mathematics. Specific requirements are familiarity with elementary symbolic algebra, the concept of a number system (in particular, the characteristics of, and distinctions between, the natural numbers, the integers, the rational numbers, and the real numbers), and some elementary set theory (including inequalities and intervals of the real line). Students whose familiarity with these topics is somewhat rusty typically find that with a little extra effort they can pick up what is required along the way. The only heavy use of these topics is in the (optional) final two weeks of the Extended Course. A good way to assess if your basic school background is adequate (even if currently rusty) is to glance at the topics in the book Adding It Up: Helping Children Learn Mathematics (free download), published by the US National Academies Press in 2001. Though aimed at K-8 mathematics teachers and teacher educators, it provides an excellent coverage of what constitutes a good basic mathematics education for life in the Twenty-First Century (which was the National Academies' aim in producing it).
30 Reviews for Introduction to Mathematical Thinking
I graduated from 2 of the most prestigious universities in the US and over the years I've watched a few dozens online classes and I have to say Intro to Math Thinking is one of the best classes anywhere, online or off. Devlin is imaginative as a teacher. The way he approaches math is so creative that it's a joy to watch his lectures. This class is more than about math, it's about proper thinking and reasoning. In addition, Devlin cares about teaching (and your learning) and it shows throughout his lectures, and especially when he explains the solutions to the exercises.
The first and still best course I have taken online. Keith Devlin inspires beyond belief. His little companion book was amazingly helpful as well. If you are willing to work and think hard, then this course has a ton to offer. Thank you, Prof. Devlin!
The pros: Learned a lot about the construction of proofs (especially while taking the final). There were a lot of ungraded sample problems to work from.
the cons: Some video clips were particularly long (40 minutes if not more). In addition, it seemed fast paced at times (good thing they are considering making a 10 weeks version a second time round). it would have been helpful if the Notes that the Instructor had written were provided in pdf form (The Cons are mostly concerned with logistics)
The Instructor: Simply great; Has high charisma and knows how to make the course very engaging.(still would have preferred if the vids were shorter though) |
This is the first major study in any language on J.G. Fichte's philosophy of mathematics and theory of geometry. It investigates both the external formal and internal cognitive parallels between the axioms, intuitions and constructions of geometry and the scientific methodology of the Fichtean system of philosophy. In contrast to "ordinary"... more...
This international bestseller, which foreshadowed a market crash, explains why it could happen again if we don't act now. Fractal geometry is the mathematics of roughness: how to reduce the outline of a jagged leaf or static in a computer connection to a few simple mathematical properties. With his fractal tools, Mandelbrot has got to the bottom of... more...
The treatise on conic sections by the Hellenistic mathematician Apollonius from Perga is regarded as a supreme achievement of Greek mathematics and maintained its authority right up to the 18th century. This new edition is the first to consider all Greek and Arabic sources, with the Arabic texts being presented in the first ever critical edition. Both... more...
21st Century Kinematics focuses on algebraic problems in the analysis and synthesis of mechanisms and robots, compliant mechanisms, cable-driven systems and protein kinematics. The specialist contributors provide the background for a series of presentations at the 2012 NSF Workshop. The text shows how the analysis and design of innovative mechanical... more...
A.D. Alexandrov is considered by many to be the father of intrinsic geometry, second only to Gauss in surface theory. That appraisal stems primarily from this masterpiece--now available in its entirely for the first time since its 1948 publication in Russian. Alexandrov's treatise begins with an outline of the basic concepts, definitions, and results... more...
?A new approach to conveying abstract algebra, the area that studies algebraic structures, such as groups, rings, fields, modules, vector spaces, and algebras, that is essential to various scientific disciplines such as particle physics and cryptology. It provides a well written account of the theoretical foundations; also contains topics that cannot... more... |
Find a Broadview, IL PrecalculusThis course starts out with basic properties of operations such as associative, distributive, and many more. The course evaluates expression using an order of operations known as PEMDAS. Also, it has review of natural numbers, arithmetic operations, integers, fractions, decimals and negative nu |
MA 125 Intermediate Algebra Deck, Raymond You learn mathematics by working problems, not by watching the instructor work problems. Take notes, ask questions, and the work similar problems at home until you really understand the mathematical conceptIt is unfair to other students to allow some individuals to submit assignments after the scheduled due date. Therefore, all assignments are expected to be completed by set deadlines. All medical emergencies and illnesses must be verified by a note on letterhead by an M.D., D.O., P.A., or R.N. I will accept late work from students who can provide evidence of a verified medical emergency involving a child, spouse, parent, sibling, or grandparent. I will also accept late homework for other unavoidable circumstances such as accidents, police emergencies, jury duty, military deployment, or funerals.
Classroom Rules of Conduct: Silence your cell phones during class. Children and visitors are not allowed in class. Show respect to the instructor and peers. Do not beg for extra credit, take-home tests, group tests, or free grades |
Technology and Mathematics Education: A survey of recent developments and important problems
(1989)
Tools
"... In cal ..."
In calculus from centre stage. The forces pressurising this change are potent and complex. They come with bewildering speed, causing a heightened sense of excitement for a few participants at the forefront and a mixture of anxiety or indifference for many who can only stand and wait for the outcome. There may be experts who claim to know what this outcome will be, but the truth is that a huge paradigmatic change is in progress and only a fool, or a prophet, (or both) would claim to see far into the future. Burkhardt 2 pinpoints the dilemma: 'One other unusual factor makes curriculum development involving advanced technology more difficult than usual. It is the mismatch of time-scales between technical change (one year) and curriculum change (ten years).' The factors influencing change in the calculus are mostly of recent vintage. Forby
Peter Galbraith
- Proceedings of the 2nd International Conference on the Teaching of Mathematics. Retrieved November 3, 2007, from .gr/~ictm2/Proceedings/invGal.pdf, 2002
"... The paper commences by reviewing some of the issues currently being raised with respect to the use of technology in undergraduate mathematics teaching and learning. Selected material from three research projects is used to address a series of questions. The questions relate to the use of symbolic ma ..."
The paper commences by reviewing some of the issues currently being raised with respect to the use of technology in undergraduate mathematics teaching and learning. Selected material from three research projects is used to address a series of questions. The questions relate to the use of symbolic manipulators in tertiary mathematics, to undergraduate student attitudes towards the use of computers in learning mathematics, and to outcomes of using technology in collaborative student activity in pre-university classrooms. Results suggest that teaching demands are increased rather than decreased by the use of technology, that attitudes to mathematics and to computers occupy different dimensions, and that students adopt different preferences in the way they utilise available resources. These outcomes are reflected back on the literature, and implications for teaching, learning, and research discussed.
"... Funding was provided by the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. This report and related issue briefs are available at: ..."
Funding was provided by the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. This report and related issue briefs are available at: |
Helping students through their GCSE maths course, this title provides short units to facilitate quick learning. Thoroughly covering the range of Intermediate topics, the explanations are designed to work from the basics up to examination standard.
Synopsis:
Edexcel GCSE Mathematics 16+ helps students through their maths course in a year, whether they are new to GCSE or preparing to retake the exam. It provides coverage of all the key intermediate tier topics. Edexcel GCSE Mathematics 16+ helps students through their maths course in a year, whether they are new to GCSE or preparing to retake the exam. It provides coverage of all the key intermediate tier topics |
Magazine
mission of Plus magazine is elegant and wonderful: "to introduce readers to the beauty and the practical applications of mathematics." The magazine offers up a hearty dose of articles and podcasts on a diverse set of topics including algebra, geometry, mathematics in sports, and so on. The website has a number of fun features, including Dark Energy Say Cheese! and a fun sudoku-esque puzzle, Pandemonion! The sections here include Articles, Packages, Podcasts, and Reviews among others. The Podcasts are a delight and a short list of recent offerings includes "Do infinities exist in nature?" and "How many dimensions are there?" The Articles area is similarly rich and visitors can search through their archive, which includes several hundred items.Thu, 10 Oct 2013 11:00:40 -0500West Texas A&M University Virtual Math Lab
page from West Texas A&M University provides help for students in college algebra, intermediate algebra, beginning algebra, math for the sciences, and GRE mathematics preparation. Each area contains a number of individual tutorials that increase in difficulty. The GRE prep section includes two practice tests. This would be a wonderful resource for people looking to brush up on their math skills or students returning to college after some time away from math classes.Wed, 5 Jun 2013 13:13:34 -0500New Opportunities for Learning
ATETV project delivers web-based videos to connect students to careers in advanced technology. This episode of ATETV looks at non-traditional students returning to college for career training. These students have many useful skills already; returning to school makes them more marketable and ready to re-join the workforce once they complete their schooling.Running time for the episode is 3:00.Wed, 10 Oct 2012 13:26:08 -0500Adult Learning in Focus: National and State-by-state Data
document from the Council for Adult and Experiential learning discusses the status of adult learning in the United States. State policymakers care now, perhaps more than ever before, about the educational attainment of their states' working populations. They also care about the responsiveness of educational systems in their states to the needs of adult learners. But relatively few have the data they need to understand how their states are doing in developing and educating its citizens. In Adult Learning in Focus: National and State-by-State Data, CAEL has teamed with the National Center for Higher Education Management Systems (NCHEMS) to provide states with the information needed to assess state performance on adult learning and identify where to direct future strategies. This comprehensive report contains national and state-by-state data on adult learning. Included are data and comparative charts on adult educational attainment, adult learning participation, affordability, accessibility and aspiration. Also discussed are data gaps that need to be addressed and next steps for state education leaders.Thu, 15 Sep 2011 03:00:04 -0500Division of Career Education
Career Education prepares Missourians for the 21st century to better serve the needs of students, parents, educators, and employers through challenging, relevant, and accountable programs. Career Clusters provide a way for schools to organize instruction and student experiences around 16 broad categories that encompass virtually all occupations from entry through professional levels. These groupings of occupations are used as an organizing tool for curriculum design, a model for guidance and instruction, and a mechanism for seamless transition from secondary education to postsecondary education and/or careers.Thu, 1 Jul 2010 03:00:01 -0500Re-Inventing Classroom And Campus
university may need to reorganize itself quite differently, stressing forms of pedagogy and extracurricular experiences to nurture and teach the art and skill of creativity and innovation. This would probably imply a shift away from highly specialized disciplines and degree programs to programs placing more emphasis on integrating knowledge. To this end, perhaps it is time to integrate the educational mission of the university with the research and service activities of the faculty by ripping instruction out of the classroom- or at least the lecture hall- and placing it instead in the discovery environment of the laboratory or studio or the experiential environment of professional practice.Fri, 11 Jun 2010 03:00:01 -0500States Career Clusters
advances and global competition have transformed the nature of work. Tomorrow's jobs will require more knowledge, better skills, and more flexible workers than ever before. Tomorrow's workers must be prepared to change jobs and careers several times, continually updating their knowledge and skills. To prepare today's students for tomorrow, schools are working to help students achieve in challenging subjects. One key approach to this goal is to provide students with relevant contexts for learning. Career clusters link what students learn in school with the knowledge and skills they need for success in college and careers. Career clusters identify pathways from secondary school to two- and four-year colleges, graduate school, and the workplace, so students can learn in school and what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses.Fri, 11 Jun 2010 03:00:01 -0500Top Ten Challenges for the Academic Technology Community
is a PowerPoint presentation from the EDUCAUSE website. The Advisory Committee for Teaching and Learning (ACTL) identified the key technology-related teaching and learning issues in higher education for 2007. They include: establishing and supporting a culture of evidence; demonstrating improvement of learning; translating learning research into practice; selecting appropriate models and strategies for e-learning; providing tools to meet growing student expectations; providing professional development and support to new audiences; sharing content, applications, and application development; protecting institutional data; addressing emerging ethical challenges; understanding our evolving role.Wed, 1 Jul 2009 03:00:03 -0500Podcasts from the University of Oxford
University of Oxford offers free podcasts of lectures by Oxford professors on this very fine website. Nine different divisions of the University are represented, including the Humanities, Medical Sciences, Continuing Education, and Life Sciences. By clicking on "show media items" under the description of each lecture, you can see all the titles in the lecture series, and choose from there. In "Philosophy" under the Humanities division are the distinguished John Locke Lectures, which include twelve different talks. In the Social Sciences Division, you will find topics such as the "Environmental Change Institute Podcasts from Oxford University" that consist of lectures, seminars, and interviews. "Forced Migration Online Discussions" include exchanges between experts, interviews with refugees, and lectures at the Refugee Studies Centre. Overall, the site is a great educational resource and one that could be used in any number of classroom settings.Wed, 10 Jun 2009 03:00:01 -0500 |
MyStatLab ispart of the MyMathLab and MathXL product family is a text-specific, online course-management tool that integrates interactive multimedia instruction with textbook content. MyStatLab provides students with a personalized interactive learning environment, where they can learn at their own pace and measure their progress.Interactive Tutorial Exercises: A comprehensive set of exercises correlated to your textbook at the objective level are algorithmically generated for unlimited practice and mastery. Most exercises are free-response and provide guided solutions, sample problems, and learning aids for extra help at point-of-use. Personalized Study Plan: When students complete a test or quiz in MyStatLab, the program generates a personalized study plan for each student, indicating which topics have been mastered and/or links to areas that need remediation. Multimedia Learning Aids: Students can use online learning aids, such as video lectures, animations, and a complete multimedia textbook, to help them independently improve their understanding and performance. Statistics Tools: MyStatLab includes built-in tools for Statistics, including statistical software called StatCrunch. Students also have access to statistics animations and applets that illustrate key ideas for the course. For those who use technology in their course, technology manual PDFs are included. StatCrunch: A powerful online tool that provides an interactive environment for doing statistics, StatCrunch can be used for both numerical and graphical data analysis. This software can help students take advantage of interactive graphics so they can easily see the connection between objects selected in a graph and the underlying data. In MyStatLab, the data sets from your textbook are preloaded into StatCrunch. PearsonTutor Center ( Access is automatically included with MyStatLab. The Tutor Center is staffed by qualified mathematics instructors who provide textbook-specific tutoring for students via toll-free phone, fax, email, and interactive Web sessions.Visit for more information.6A4
Book Description:Prentice Hall, 2008. Misc. Supplies. Book Condition: New. This has not been opened, you will not be able to return it if you do open it . Photos: We now have a scanner in-shop and can provide you with a picture of this item if you do not currently see one. Bookseller Inventory # mon00001647 |
More About
This Textbook
Overview
Success in your calculus course starts here!
Editorial Reviews
Booknews
A textbook for a course introducing students both to the practical applications and to the beauty of the field. Stewert (McMaster U.) focuses on the basic concepts, and presents the topics geometrically, numerically, and algebraically. No dates are noted for the early editions, but the fourth contains new exercises, updated data, projects for individual or group work, and other pedagogical features. The CD-ROM offers a demonstration version of the Journey Through Calculus program, which is referred to at appropriate places in the text. A full array of auxiliary material, including instructors guide and laboratory manuals, are also available. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Related Subjects
Meet the Author |
If you would
like to see me but cannot come during one of these times, please call
first or make
an appointment.
Prerequisites:None
Hours
Credit:3 hours
Courses
Description: This course is a
functional approach to algebra that incorporates the use of technology.Emphasis will be placed on the study of
functions, and their graphs, inequalities, and linear, quadratic, piece-wise
defined, polynomial, rational, exponential and logarithmic functions.Appropriate applications will be included.
Text:Precalculus
(2nd edition)by Robert
Blitzer, Prentice-Hall
Learning
Outcomes: Students should be able
to demonstrate:
An
understanding of the equations of circles and lines;
An
understanding of functions and how to graph functions;
An
understanding of operations on functions including function composition;
An
understanding of polynomial and rational graphs, including intercepts and
asymptotes;
An
understanding of how to find the zeros of a polynomial and how to factor
polynomials;
An
understanding of inverse functions and how to find them graphically and
algebraically;
An
understanding of the properties of exponential and logarithmic equations;
An
understanding of how to solve exponential and logarithmic equations;
Calculators: You are
not allowed to use "advanced"
calculators such as TI-84 or better in your tests or final exam.
Homework:
After each lesson, I will assign homeworkproblems (from the text) that are not to be returned in and graded but
that are meant to reflect the sort of question you can expect on tests. I
encourage you to use my office hours if you have any questions about them. We
will go over each homework together in the class before each test.
Tests: There will be three tests. Each will be
worth 25%.
Test 1: Tuesday, June 20
Test 2: Tuesday, July
11
Test 3: Thursday,
July 20
If you miss a test and you have a "convincing" reason you must take a
retest before the next test.
Final
exam: The final exam will be
worth 25% toward your final grade.
Tuesday-Thursday 11-1:45pm classes: Exam July 27, 12:30-2:30pm.
Tuesday-Thursday 5-7:45pm
classes: Exam July 27, 5-7pm.
Grading
Scale:
A= 87-100%
B= 76-86%
C= 64-75%
D= 50-63%
F=0-49%
Grading:
Your final grade will be determined as follows:Tests: 75%, Final exam: 25%.
If a student achieves a grade of A (87% or
more) in her/his final exam, her/his grades for the tests will be discarded and
her/his grade for this course will be an A.
ACADEMIC DISHONESTY
Academic dishonesty is NOT tolerated. It will
result in failure on assignment(s) as well as possible disciplinary sanction(s)
as stipulated by university rules. StateUniversity of
Cheating:Using or attempting to use unauthorized
materials, information or study aids;
Fabrication:Falsification or unauthorized
invention of any information or citation;
Plagiarism:Representing the words or ideas
of another as one's own. Direct quotations must be indicated and ideas of
another must be appropriately acknowledged.
Academic dishonesty in any form compromises
your grade and lowers the quality of your diploma. A fellow student who cheats
may actually lower your grade, sometimes causing unfair and inflated grading
scales. I hope each of you values your college education enough to protect
yourself from dishonest classmates. |
Combinatorial Problems and Exercises
9780821842621
ISBN:
0821842625
Pub Date: 2007 Publisher: American Mathematical Society
Summary: The main purpose of this book is to provide help in learning existing techniques in combinatorics. The most effective way of learning such techniques is to solve exercises and problems. This book presents all the material in the form of problems and series of problems.
Lovász, László is the author of Combinatorial Problems and Exercises, published 2007 under ISBN 9780821842621 and 0821842625. Two hundred twe...nty six Combinatorial Problems and Exercises textbooks are available for sale on ValoreBooks.com, one hundred three used from the cheapest price of $73.07, or buy new starting at $86.32.[read more |
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Linear Algebra – A Primer
Story Time
Linear algebra was founded around the same time as Calculus (think Leibniz, circa 1700) solely for the purpose of solving general systems of linear equations. The coefficients of a system were written in a grid form, with rows corresponding to equations and columns to the unknown variables. Using a computational tool called the determinant (an awkward, but computable formula involving only the coefficients of the equations in a system), researchers were able to solve these systems, opening a world of information about the positions of celestial bodies and large-scale measurements (of geodesic arcs) on the surface of the earth.
By the 1850′s, Arthur Cayley was representing matrices as abstract objects. He defined matrix multiplication and nurtured matrix theory as its own field, recognizing a vast wealth of theoretical knowledge underlying the theory of determinants. Around turn of the century, a formal system of vector algebra was invented which relied heavily on interpreting matrices as so-called linear transformations. Linear transformations are intuitively those maps of everyday space () which preserve "linear" things. Specifically, they send lines to lines, planes to planes, etc., and they preserve the origin (one which does not preserve the origin is very similar but has a different name; see Affine Transformation). Soon enough the mathematical focus shifted to the foundations of such an algebra, and later with the advent of computers to rapid calculations in one.
Motivations
Linear algebra sits at the crossroads of many areas of mathematics. Keeping close to its roots, linear algebra is primarily a tool for computation. Unsurprisingly, a huge chunk of mathematical research has been solely to phrase things in terms of matrices and their associated linear transformations. For instance, an undirected graph on vertices can be modeled as a matrix of integer entries, with the entry containing the number of edges from vertex to vertex . This is called the adjacency matrix of a graph. Suddenly, a wealth of information about the graph translates to simple matrix computations. For instance, we can compute the number of paths from one vertex to another of length as the appropriate entry of . (more formally,these are walks, which are allowed to repeat edge traversals and visited vertices)
Even in advanced, purely theoretical mathematics, objects are commonly represented in terms of coordinates in some vector space, and are subsequently studied using all of the great things we know about linear transformations and their matrices. And so, without further ado, we will present the terminology and working concepts necessary for the content elsewhere in this blog.
Vector Spaces
The setting for all of linear algebra is in some vector space. Intuitively this is just a collection of objects, which we call vectors, with some rules on how you can combine vectors to get other vectors. This treatment wouldn't do that idea justice without an axiomatic definition, so here it is.
Definition: A vector space is a quadruple , where is a set of vectors (points in our space), is a scalar field (coefficients), is a commutative, associative operation to combine vectors, and is an operation to "scale" vectors. In addition, we need the following properties to hold:
Addition and multiplication distribute (as we are used to with traditional algebra).
There must be an additive identity, which we call , giving for all .
Every vector must have an additive inverse (every has some with ).
This is a lot to swallow at first, but it is general for a good reason: there are tons of different kinds of vector spaces! Many of these are surprising and counter-intuitive. For our purposes, however, we may stick with the nice, small vector spaces. So here is a simplified definition that will suffice:
Definition: A vector space is a set of vectors which are fixed-length lists of real numbers , where addition between vectors is componentwise, we may scale vectors by any real number, and the following properties hold:
Addition and multiplication distribute (as above).
is the additive identity.
is the unique additive inverse of .
Hopefully this is much more familiar to what we think of as "vectors," and with the understanding that we are viewing it as a vector space, we just call it . The closure of operations gives us a nice way to characterize "any combination" of vectors in a vector space.
Definition: A linear combination of vectors in a vector space is the vector
for some positive integer , scalars , and vectors .
We may speak of the span of a set of vectors as the set of all possible linear combinations of those vectors. Furthermore, we call a set of vectors linearly independent if no vector in the list is in the span of the others. For example, and are linearly independent in . Specifically, cannot be written as for any scalars , and the other two vectors are similarly so.
As usual, we may describe subspaces of a vector space, which are just subsets of which are themselves vector spaces with the inherited operations. The simplest examples of these are lines, planes, and hyperplanes through the origin in . Consequently, we may identify as a subspace of for any .
One of the first things we want to ask about a vector space is "how big is it?" While most instances of vector spaces we will see have uncountably many elements, we can characterize "size" in terms of a different metric: the size of a basis.
Definition: A list of vectors is a basis for if its elements are linearly independent, and their span is . The dimension of a vector space is the length of any basis.
For , and similarly all finite-dimensional vector spaces, it is easy to prove that all bases have the same length, and hence dimension is well-defined. Further, admits a very natural basis, often called the standard basis:
These are best visualized as the coordinate axes in , and it strokes our intuition as to what a basis should be, because any vector in can be broken down uniquely into a sum of scalar multiples of these unit coordinates. Indeed, this is true of any basis (due to linear independence). Given a fixed basis for , every vector may be uniquely written as a linear combination of basis vectors.
Linear Transformations and their Matrix Representations
Moving quickly toward the heart of linear algebra, we may speak of linear transformations (interchangeably, linear maps) between two vector spaces:
Definition: A function is a linear map if it preserves the operations of addition and scalar multiplication. In other words, for all and .
Examples are bountiful; some geometrically inspired ones include rotations about the origin, shears, and scalings. These are functions you'd likely see in an image manipulation program like photoshop. From this we can prove a few basic facts, like that every linear map sends to and additive inverses to additive inverses (try it as an exercise).
One remarkable fact that helps us characterize linear maps is that every linear map is determined completely by what it does to a basis. Since every vector is a linear combination of basis elements, say , we see that a linear map plays nicely:
In other words, if we know what does to a basis, then we know everything about . In order to aid our computations, we write what does to each basis vector in a tabular form. To elaborate on the vague word "does," we need to also fix a basis of our target vector space , say , and describe each in terms of this basis. We write it in tabular form, as follows:
The th column corresponds to , and the th row corresponds to the th coefficient in the expansion of in terms of the basis for . Here the vertical bars indicate that each element is a column of scalars. We will do an extended example to make this clear.
Consider the map on defined as . It is easy to check this map is linear, and using the standard basis we see that
, , and .
or,
, , and .
Hence, the matrix representation of with respect to the standard basis is
Now we see that if we take a (column) vector , and multiply it on the left by our matrix , the resulting vector is precisely the coordinate representation of with respect to the basis for . In fact, the rules for matrix multiplication were constructed very particularly so that this would be the case. In this way, we may arbitrarily switch between viewing as a transformation and a vector computation. Compositions of linear maps translate to multiplication of two matrices, and matrix inversion (if it exists) is precisely function inversion.
Of course, there are many different bases we could have chosen. Even though we are going from , the column basis could be different from the row basis. Fortunately for our purposes, we are not going to consider what basis is appropriate to choose. All that matters is that fixing a basis, the matrix representation of a linear map is unique, and so we may interchange the notation freely. Even so, the truly interesting things about matrices are those properties which are true no matter which basis we prefer to use.
Eigenvectors and Eigenvalues
Definition: A scalar is an eigenvalue for the linear map if there exists a non-zero vector with . Any such vector which satisfies this equation is said to be an eigenvector of corresponding to .
Eigenvectors and eigenvalues have a huge number of applications, including facial recognition software, geology, quantum mechanics, and web search. So being able to find them quickly is of great significance to researchers and engineers. What's interesting is that while eigenvectors depend on a choice of basis, eigenvalues do not. We prove this now:
Proposition: If and are different representations of the same linear map, then any eigenvalue of is an eigenvalue of .
Proof. It turns out that the process of "changing a basis" can be boiled down to matrix multiplication. Specifically, if and are two different matrix representations of the same linear map, we have the existence of some invertible matrix such that , or . As a result, if is an eigenvector for corresponding to the eigenvalue , then for some and so , and is an eigenvector for corresponding to as well. This proves that eigenvalues are invariant with respect to a change of basis, as desired.
The point of this is that we can choose whatever basis we want to work with, and compute the eigenvalues where we're most comfortable. For instance, if we choose a basis that gives the following diagonal representation,
then we can just eyeball that the eigenvalues are 1, 2, and 3. In fact, there are some very deep theorems in linear algebra that concern the existence and uniqueness of certain matrix representations. For a more in-depth treatment, see Axler, Linear Algebra Done Right. We will cover all the necessary information in the relevant posts, but until then, we are absolutely pooped from typing. Until next time! |
Mathematics
Grade 9: content well emphasize on linear relationships. Students will have a chance to utilize the graphing calculator.
Grade 10: content will emphasize on the quadratic relationships, further analysis of these relationships can be explored using graphing calculators or computer softwares.
Grade 11: students begin to explore more specialized functions such as trigonometic and exponential. This will prepare them to further their Math study in their final year.
Math, Science & Technology departments are working together to create the M2ScT (Masters) Program. This program is for high achievers in the 3 areas.
Course Content
Grade 9
MFM1P Foundations of Mathematics, Applied
This course enables students to develop mathematical ideas and methods through exploration of applications, the effective use of technology, and extended experiences with hands-on activities. Students will investigate relationships of straight lines in analytic geometry, solve problems involving the measurement of 3-dimensional objects and 2-dimensional figures, and apply key numeric and algebraic skills in problem solving. Students will also have opportunities to consolidate core skills and deepen their understanding of key mathematical concepts.
MPM1D Principles of Mathematics, Academic
This course enables students to develop generalizations of mathematical ideas and methods through the exploration of applications, the effective use of technology, and abstract reasoning. Students will investigate relationships to develop equations of straight lines in analytic geometry, explore relationships between volume and surface area of objects in measurement, and apply extended algebraic skills in problem solving. Students will engage in abstract extensions of core learning that will deepen their mathematical knowledge and enrich their understanding.
Grade 10
MFM2P Foundations of Mathematics, Applied
This course enables students to consolidate their understanding of key mathematical concepts through hands-on activities and to extend their problem-solving experiences in a variety of applications. Students will solve problems involving proportional reasoning and the trigonometry of right triangles; investigate applications of piecewise linear functions; solve and apply systems of linear equations; and solve problems involving quadratic functions. The effective use of technology in learning and solving problems will be a focus of the course. Recommended Preparation: Foundations of Math, Grade 9, Applied
MPM2D Principles of Mathematics, Academic
This course enables students to broaden their understanding of relations, extend their skills in multi-step problem solving, and continue to develop their abilities in abstract reasoning. Students will pursue investigations of quadratic functions and their applications; solve and apply linear systems; solve multi-step problems in analytic geometry to verify properties of geometric figures; investigate the trigonometry of right and acute triangles; and develop supporting algebraic skills. Recommended Preparation: Principle Mathematics, Grade 9, Academic
Grade 11
MCF3M Functions, University / College Preparation
This course introduces some financial applications of mathematics and extends students' experiences with functions. Students will solve problems in personal finance involving applications of sequences and series; investigate properties and applications of trigonometric functions; develop facility in operating with polynomial, rational, and exponential expressions; develop an understanding of inverse and transformations of functions; and develop facility in using function notation and in communicating mathematical reasoning. Prerequisite: Principles of Mathematics, Grade 10, Academic
MCR3U Functions and Relations, University Preparation
This course introduces some financial applications of mathematics, extends students' experiences with functions, and introduces second-degree relations. Students will solve problems in personal finance involving applications of sequences and series; investigate properties and applications of trigonometric functions; develop facility in operating with polynomial, rational, and exponential expressions; develop an understanding of inverses and transformations of functions; and develop facility in using notation and in communicating mathematical reasoning. Students will also investigate loci and the properties and applications of conics. Prerequisite: Principles of Mathematics, Grade 10, Academic
MBF3C Mathematics of Personal Finance, College Preparation
This course enables students to broaden their understanding of exponential growth and of important areas of personal finance. Students will investigate properties of exponential functions and develop skills in manipulating. Prerequisite: Principles of Mathematics, Grade 10, Academic
MEL3E Mathematics for Everyday Life, Workplace Preparation
This course enables students to broaden their understanding of mathematics as it is applied in important areas of day-to-day living. Students will solve problems associated with earning money, paying taxes, and making purchases; apply calculations of simple and compound interest in saving, investing, and borrowing; and calculate the costs of transportation and travel in a variety of situations. Prerequisite: Mathematics, Grade 9, Academic, Applied, or Essential Recommended Preparation: Mathematics, Grade 10, Essential
Grade 12
MCV4U Calculus and Vectors, University Preparation
The Grade 12 university preparation course Calculus and Vectors is designed to prepare students for university programs, such as science, engineering, and economics that include a calculus or linear algebra course in the first year. Calculus is introduced in the Rate of Change strand by extending the numeric and graphical representation of rates of change introduced in the Advanced Functions course to include more abstract algebraic representations. The Derivatives and Their Applications strand provides students with the opportunity to develop the algebraic and problem-solving skills needed to solve problems associated with rates of change. Prior knowledge of geometry and trigonometry is used in the Geometry and Algebra of Vectors strand to develop vector concepts that can be used to solve interesting problems, including those arising from real-world applications. MHF4U must be taken prior to MCV4U. Prerequisite: MHF4U, Grade 12, Advanced Functions, University Preparation
MHF4U Advanced Functions, University Preparation The Grade 12 university preparation course Advanced Functions satisfies the mathematical prerequisite for some universities in areas that include business, social science, and health science programs. The strands in this course help students deepen their understanding of functions by revisiting the exponential and trigonometric functions introduced in Grade 11 to address related concepts such as radian measure and logarithmic functions and by extending prior knowledge of quadratic functions to explore polynomial and rational functions. The Characteristics of Functions strand addresses some of the general features of functions through the examination of rates of change and methods of combining functions.
MAP4C Foundations for College Math, College Preparation
The Grade 12 college preparation course Foundations for College Mathematics satisfies the mathematical prerequisites for many college programs, including programs in business, human services, hospitality and tourism, and some of the health sciences. The four strands of this course focus on the same areas of mathematics addressed in the Grade 11 college preparation course, Foundations for College Mathematics. The Mathematical Models strand extends the concepts and skills that related to exponential relations introduced in Grade 11 and provides students with an opportunity to revisit all of the relations they have studied in the secondary mathematics program by using a graphical and algebraic approach. The Personal Finance strand focuses on annuities and mortgages, renting or owning accommodation, and designing budgets. Problem solving in the Geometry and Trigonometry strand reinforces the application of relationships associated with a variety of shapes and figures. The fourth strand, Data Management, addresses practical applications of two-variable statistics and examines applications of data management.
MDM4U Mathematics of Data Management, University Preparation The Grade 12 university preparation course Mathematics of Data Management is designed to satisfy the prerequisites for a number of university programs that may include statistics courses, such as those found in the social sciences and the humanities. The expectations in the strands of this course require students to apply mathematical process skills developed in prerequisite courses, such as problem solving, reasoning, and communication, to the study of probability and statistics. The Counting and Probability strand extends the basic probability concepts learned in the elementary school program and introduces counting techniques such as the use of permutations and combinations; these techniques are applied to both counting and probability problems. The Probability Distributions strand introduces the concept of probability distributions; these include the normal distribution, which is important in the study of statistics. In the Organization of Data for Analysis strand, students examine, use, and develop methods for organizing large amounts of data, while in the Statistical Analysis strand, students investigate and develop an understanding of powerful concepts used to analyse and interpret large amounts of data. These concepts are developed with the use of technological tools such as spreadsheets and Fathom, a ministry-licensed dynamic statistical program. The Culminating Data Management Investigation strand requires students to undertake a culminating investigation dealing with a significant issue that will require the application of the skills from the other strands of the course.
MCT4C Mathematics for College Technology, College Preparation
The Grade 12 college preparation course Mathematics for College Technology provides excellent preparation for success in technology-related programs at the college level. It extends the understanding of functions developed in the Grade 11 university/college preparation course, Functions and Applications, using a more applied approach, and may help students who decide to pursue certain university programs to prepare for the Grade 12 university preparation course Advanced Functions. Exponential and trigonometric functions are revisited, developing algebraic skills needed to solve problems involving exponential equations and extending the skills associated with graphical representations of trigonometric functions. The Polynomial Functions strand extends to polynomial functions concepts that connect graphs and equations of quadratic functions. Finally, students apply geometric relationships to solve problems involving composite shapes and figures and investigate the properties of circles and their applications.
Instructors
Ms. Bengo
Mr. Bhairo
Ms. Copeman
Mr. Graham
Ms. Preda
Ms. Skorupski
Ms. Thackray
Contests & Winners
Contest
MedalWinner
The Canadian Serior & Intermediate Mathematics Contest (CSIMC), University of Waterloo
S. Dietrich
Flowchart
Flowchart of possible paths in math. Click image to enlarge the picture. |
Courses
MAC 1105 Section 7293 - College Algebra
This course is a study of the fundamental topics in advanced algebra with emphasis on applications, the understanding of the function concept and manipulative skills. Major topics include operations on algebraic expressions and complex numbers; solving polynomial equations and inequalities, absolute value equations and inequalities and rational equations and inequalities; applications; functions; exponents and logarithms; graphs of polynomial, exponential and logarithmic functions and systems of equations and inequalities. The use of graphing calculators will be incorporated throughout the course. This course partially satisfies the mathematics requirement of S.B.E. 6A-10.030.
Graphing calculator required – Texas Instruments recommended. Online course using ALEKS course management system, computer & Internet access required. DO NOT PURCHASE ANY PEARSON MY LAB PRODUCT – THIS IS AN ALEKS COURSE. Students not familiar with the ALEKS program will be able to access an online orientation after the course begins, or can meet with instructor on campus by appointment. The ALEKS program can be sampled by going to and utilizing the free trial.
EXAMS ARE TO BE PROCTORED ON CAMPUS IN TESTING CENTERS OR VIA AN APPROVED OFF CAMPUS PROCTOR. Students may also have the option to use the ProctorU online proctoring service for a fee of $25 per test. Professor will provide schedule. Log into Sakai as soon as the term begins to access your course:
THE INITIAL ASSESSMENT MUST BE COMPLETED by 1/17/14. E-mail the instructor for the syllabus: agocsa@seminolestate.edu. In order to be considered in Academic Attendance you must master at least 10 topics and are expected to put in at least 5 hours weekly |
Nahant Chemistry The typical high sc typical class is trying to deal with the applications to real-world problems where the results of using mathematics are emphasized over the reasons why they work, but understanding the underlying principles can help a lot in doing well in such a course. People studying finite mathematics are... |
Pre-Algebra—Semester B
The shape of Shmoop's heart.
Course Description
Pre-Algebra can be a little, well...scary. Working with equations, graphs, and not one, not two—but an infinite amount of numbers? Sounds pretty terrifying if you ask us. Maybe not as terrifying as a tarantula the size of your face, but not too far off.
Good thing we've got all the tools you need to conquer even the worst obstacles Pre-Algebra can throw your way. From rational numbers and equations to statistics and probability, we'll be cheering you and leading you on. Plus, you'll need someone there just in case you get tangled in a giant spiderweb or something.
In this course, we'll throw readings, activities, and problem sets your way as you cover concepts that we'll see again and again.
Can't get enough equations? We've got oodles of systems of equations with your name on 'em.
We'll learn the basics of geometry develop a strong connection with congruence, similarity, and volume.
Tackling statistics and probability has never been easier. Well, probably.
Equations and other concepts tend to rear their beautiful heads in all math classes at some point. Luckily, Shmoop makes these concepts easier to learn and remember.
P.S. Pre-Algebra is a two-semester course. You're
looking at Semester B, but you can check out Semester A here.
Technology Requirements
Microsoft Office, Google Docs, or another word processing program
A scanner (or access to one)
A camera (a camera phone is sufficient)
All other work can be done via the Shmoop website
Supported browsers:
IE 7+
Firefox 4+
Chrome 10+
Safari 4+
Opera 11+
Required Skills
This course is an accelerated course meant to be taken after 6th grade math and before algebra I. If you are looking for pre-algebra to be split into two years, check out our 7th and 8th grade math courses (coming soon).
No special technological skills are necessary for this course other than very basic computer literacy.
Course Breakdown
Unit 9. Systems of Linear Equations and Inequalities
On occasion, lonely linear equations and inequalities are known mix and mingle together. Equations that don't know each other very well will try to find similarities between them. Hopefully they'll be able to find a point in common and connect in some way before the evening ends.
$14.92add to cartremove
Unit 10. Basics of Geometry
Geometry is all about seeing the world around you in a totally different way. (No, not upside down. Now get off of there.) We'll describe shapes, calculate side lengths, find congruent angles, and manipulate formulas for our own personal gain. And let's be real: who doesn't love using just about anything for their own personal gain?
$14.92add to cartremove
Unit 11. Transformations in Geometry
Prepare for more reflections than a fun house full of mirrors, more rotations than a pirouetting ballerina, and more translations than a U.N. conference. As long as we get our shrink ray working, don't blow things out of proportion, and hold on to our congruent angles, we'll be just fine.
$14.92add to cartremove
Unit 12. 3D Geometry
The third dimension involves a lot more algebra than you might think. Dust off those area formulas, one-variable equations, and proportions, because we'll be putting them to good use. Get ready to fold some nets, calculate volumes and surface areas, and identify similar solids. Thrilling, we know.
$14.92add to cartremove
Unit 13. Statistics
Statistics allow us to sample populations, gather data, calculate means, and create colorful graphs that report our findings. It's all about making a lot of information more easily understandable. That, and proving once and for all that Michael Keaton is the best Batman of all time.
$14.92add to cartremove
Unit 14. Probability
This unit will focus primarily on being able to predict the future. (Think less divination and more blackjack.) We'll draw tables and diagrams to represent probabilities of different events, calculate the chance of winning a poker hand and the lottery, and dabble in the art of simulations, all to bring probability to life. Probably. |
You "imagine"? Clearly you've never tried this, then. Moreover, it's not like professors simply wing their lectures all the time either; most actually prepare a set of notes beforehand. And have you tried to TeX anything? It's not exactly a pleasurable experience. So if a professor chooses not to waste his/her time typing up lecture notes, I will not hold that against him/her. These people have better things to do.
So scan what you write and compile it into a notebook students can buy. I've used math symbols, and I agree they are time consuming. Still, if I can do 4 page lab reports every week full of them, a book should not be that much of a problem. My point is math classes should focus more on learning instead of writing out the textbook, a view that many students share. This can be done by preparing lectures in advance, the way science courses do.
How do my posts show a level of ignorance? I am sharing my own views that are shared by many undergrad students. I don't pretend to know the master plan behind undergrad work or deny professors know what is best for me. I am just saying that math lectures at their current state are not very useful.
[And I still hold my view on PhDs, despite the fact that it is completely off topic. People persue them for fame, fun, or money; not for the 'betterment of humanity'.] |
1. Introduction Sect 1: Overview of the User Interface - Part 1 Sect 2: Overview of the User Interface - Part 2 Sect 3: Overview of the User Interface - Part 3 Sect 4: Using the Help Menus
2. Basic Calculations Sect 5: Basic Arithmetic and Order of Operations Sect 6: Exponents and Scientific Notation Sect 7: Working with Fractions and the Symbolic Math Toolbox - Part 1 Sect 8: Working with Fractions and the Symbolic Math Toolbox - Part 2 |
Business $17.95 A complete guide to understanding and using numerical techniques for business professionals… The Economist Guide to Business Numeracy This invaluable reference explains the importance of numeracy skills in a variety of business environments as it points out common errors and explains the recognized techniques for solving financial problems, analyzing information, and making effective decisions. From the simplest calculations—like calculating percentages and interest—to more complex routines—such as evaluating competing investment opportunities—The Economist Guide to Business Numeracy brings together all the information you need to use numerics to maximize your business potential, investment opportunities, and more. In addition, The Economist Guide to Business Numeracy also offers:Over 100 charts, graphs, tables, and feature boxes that highlight key pointsAn A–Z dictionary of numeracy terms covering everything from amortization to zero-sum gameStep-by-step instructions that simplify dozens of numerical methodsSpecial chapters on the use of numeracy skills in a variety of applicationsAnd much more!The Economist was launched 150 years ago in Great Britain. It is now the world's most authoritative weekly magazine on financial affairs. Its worldwide circulation is over 500,000, nearly half of which is in the United States. The Economist Group's specialist book publishing arm publishes a wide range of business, current affairs, and general reference works, including The Economist Guide to Global Economic Indicators. |
How do you see color? Which colors work best together? How are colors mixed? Why do colors clash or harmonize? How are convincing skin tones made? What is the secret of warm and cool colors? Of advancing and receding tones? These questions and more will be answered through this instructional DVD. Daniel Greenes unique color techniques can be applied to a wide range of artistic and practical uses. Whether you paint or design, do portraits, landscapes, abstractions or still lifes, whether you work in oil, pastel, acrylic, alkyds, or watercolors, this new approach to understanding color may be helpful to you. Throughtout this DVD, Daniel Greene illustrates his points using examples of not only his works, but of art from the Old Masters to the Impressionists.
Hodge theory originated as an application of harmonic theory to the study of the geometry of compact complex manifolds. The ideas have proved to be quite powerful, leading to fundamentally important results throughout algebraic geometry. This book consists of expositions of various aspects of modern Hodge theory. Its purpose is to provide the nonexpert reader with a precise idea of the current status of the subject. The three chapters develop distinct but closely related subjects: $L^2$ Hodge theory and vanishing theorems; Frobenius and Hodge degeneration; variations of Hodge structures and mirror symmetry. The techniques employed cover a wide range of methods borrowed from the heart of mathematics: elliptic PDE theory, complex differential geometry, algebraic geometry in characteristic $p$, cohomological and sheaf-theoretic methods, deformation theory of complex varieties, Calabi-Yau manifolds, singularity theory, etc. A special effort has been made to approach the various themes from their most natural starting points. Each of the three chapters is supplemented with a detailed introduction and numerous references. The reader will find precise statements of quite a number of open problems that have been the subject of active research in recent years. ...
Selected Works of A.N. Kolmogorov: Volume III: Information Theory and the Theory of Algorithms
1992 | 304 | ISBN: 9027727988 | DJVU | 3 Mb
This volume is the last of three volumes devoted to the work of one of the most prominent 20th century mathematicians. Throughout his mathematical work, A.N. Kolmogorov (1903-1987) showed great creativity and versatility and his wide-ranging studies in many different areas, led to the solution of conceptual and fundamental problems and the posing of new, important questions. His lasting contributions embrace probability theory and statistics, the theory of dynamical systems, mathematical logic, geometry and topology, the theory of functions and functional analysis, classical mechanics, the theory of turbulence, and information theory. This third volume contains original papers dealing with information theory and the theory of algorithms. Comments on these papers are included. The material appearing in each volume was selected by A.N. Kolmogorov himself and is accompanied by short introductory notes and commentaries which reflect upon the influence of this work on the development of modern mathematics. All papers appear in English - some for the first time - and in chronological order. This volume contains a significant legacy which will find many grateful beneficiaries amongst researchers and students of mathematics and mechanics, as well as historians of mathematics. ...
Introduction to Programming Using Python is intended for use in the introduction to programming course. Daniel Liang is known for his "fundamentals-first" approach to teaching programming concepts and techniques. "Fundamentals-first" means that students learn fundamental programming concepts like selection statements, loops, and functions, before moving into defining classes. Students learn basic logic and programming concepts before moving into object-oriented programming, and GUI programmingA HIGHLY recommended set with over 7 hours of easy to follow step-by-step instruction from Daniel Power. An airbrush DVD set that has been acclaimed by Professionals and novices alike. Daniel is an internationally acclaimed Airbrush Master, Daniel owns and operates a highly successful commercial air brush studio in Melbourne, Australia which includes several large international clients. Daniel has exhibited and worked extensively overseas and conducts air brush classes in Europe, America and AsiaAn exciting new edition of the popular introduction to game theory and its applications The thoroughly expanded Second Edition presents a unique, hands-on approach to game theory. While most books on the subject are too abstract or too basic for mathematicians, Game Theory: An Introduction, Second Edition offers a blend of theory and applications, allowing readers to use theory and software to create and analyze real-world decision-making models. |
This section provides you with video self-tutorials in the areas of algebra. I include what is known as elementary algebra, slowly move up to intermediate algebra and finally to what is considered college algebra. It is equivalent to what is taught in high schools and colleges.
Newer releases are at the bottom of this page.
To get the most out of these Lessons, you are HIGHLY recommended to first review the FREEBasic Math lessons also provided on this web site. Doing well in algebra depends on knowing what I teach in those Lessons.
Both sample and a couple free complete video lessons and printable notes are featured here so you can have a good idea of what is being done in each Lesson.
YouTube Video Rentals are for 72 hours.
*Special Note to Teachers, Parents and Tutors: If you plan to use my videos for teaching/tutoring purposes, you need to buy the DVDs (not just watch the free videos on this page with your students). The good news is no additional school licenses are needed!
Students: Although not required, it is appreciated if you could buy at least one DVD lesson from me.
Your purchases allow me to dedicate more time in creating even MORE and BETTER videos for you! Thank you in advance!
NOTE: You would need to order Video On Demand files separately from DVDs or PDF files. They are handled by a separate ecommerce company.
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[NOTE: This video is only the first 11 minutes of the full lesson]
Algebra: Introduction To Algebra
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.
This lesson consists of providing you with a basic review of the formulas from geometry you will most likely encounter in algebra (and other math classes like trigonometry and calculus). This is NOT a detailed, formal lesson.
This video is to help students in math and science classes learn the Greek alphabet. The pronunciation is the English way of saying the letters in an American accent. It is NOT meant for those actually trying to learn Greek as a foreign language. Part of the "Formulas From Geometry" DVD [see above].
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.
[NOTE: This video is only the first 20 minutes of the full 3 hour lesson]
Sample 2
[NOTE: This video is a 12 minute sample of the full lesson]
Algebra: Solving Linear Equations - Part 2: Applications
This lesson consists of providing you with a Self-Tutorial on how to solve typical linear word problems (story problems or applied problems). The tutor shows you how to solve for a specific variable in formulas. He also discusses how to covert a repeating decimal into a fraction (which was skipped in Basic Math: Lesson 6 -"Fractions") and will teach you how to convert units of measurement.
This lesson consists of providing you with a Self-Tutorial on how to solve typical linear inequalities of the form: ax + b > c (any of these symbols: <, >, ≤, ≥ can be used). The tutor goes over how to draw number line graphs. Also covered is the Double Inequality (a < x < b). Properties of Inequalities are reviewed. Answers are presented in Inequality Notation, Interval Notation, and Set Notation. Compound Linear Inequalities are solved and graphed. Finally, English Phrases are translated into inequalities and some Word Problems are solved.
DVD: The DVDs contains higher quality versions and are complete lessons of the FREE videos on this website. They contain NO advertising. You may download purchased videos to your iPod/iPhone/AppleTV or other video device that can play .M4V videos. If you are a teacher, you are allowed to use the purchased videos in your classroom, but may not place them onto your website.
VOD (Video On Demand): They are a bit cheaper, and you don't have to pay for postage or wait several days for the disc to arrive. The quality of the video is a bit inferior to the DVD, but not by much.
The DVD-R discs should be compatible with most DVD players. The DVD-ROM folders/discs of the Math Lessons contain: videos in .M4V and possibly other formats, additional images, and PDF Math Notes.
Videos are in widescreen (16:9 aspect ratio) NOT standard (4:3 aspect ratio). DVDs are all in NTSC format (what TVs in North America and Japan use). They should all work well, if watched using a computer with DVD playing capability, so International Orders are welcome.
Privacy Policy: Any and all information you provide here will be kept private and will only be used to send you the items you purchased. I will not sell or use your private information in any other way.
Shipping Information: DVDs are sent via U.S. Postal Service. Please allow 2 days to 1 week for delivery in the U.S. and up to 2 weeks for International Orders. NOTE: Domestic orders are sent by First Class Mail. International orders are sent either by First Class Air Mail. When I get your order, I will send you an acknowledgment email within a day (usually within a few minutes!) and another email message when the order is shipped.
Terms & Conditions: Defective DVD-R discs will be replaced at no charge within 10 days after you received item. I describe in detail what is covered in video, therefore, there are NO REFUNDS for DVDs purchased. You are responsible in deciding what you want. |
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Welcome to Algebra Support!
This class is designed to help you through the Algebra I course. Like Algebra, you will earn credit through mastering the competencies listed throughout the course. The Algebra Support competencies work on basic Mathematic Principles that everyone should practice. During the year you will have extra time to work on Algebra assessments, review Algebraic concepts, and get personalized attention for the areas you need the most help with.
Use this site for homework and assignment updates, get copies of notes, preview and review lesson units, and get project details and rubrics.
If you should need assistance, at any time, feel free to email me at abanks@pittsfieldnhschools.org |
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). |
Questions About This Book?
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
Summary
Exceptionally clear and accessible, Pat McKeague's best-selling texts offer all the review, drill, and practice students need to develop solid mathematical proficiency and confidence. McKeague's attention to detail, exceptional writing style, and organization of mathematical concepts make teaching enjoyable and learning accessible. The seventh edition of this popular series gives the book a greater emphasis on the connections between equations, tables, and graphs and by incorporating pedagogy that addresses collaborative learning and terminology. |
Text: Intermediate Algebra, Graphs and Models, Third
Edition, by Bittenger, Ellenbogen and Johnson
A graphing calculator
is required for this course. The recommended model is the TI-83,
TI83plus, or TI84.
We will also be using MathXL,
an online Math tutorial program. We will spend a day or two in a computer
classroom learning how to use Math XL. You must either purchase a new book
(which comes with an access code) or with an old book, you will have to
purchase the access code.
This course is to provide the
mathematical background for the two year degree programs. Credit from
this course would not be transferable to a four year school. The topics
covered in this course will include solving linear and quadratic equations,
operations with algebraic fractions, use of fractional and negative exponential
expressions, logarithms, graphing linear and quadratic equations and
inequalities, geometry, and solving word problems.
Homework All homework will be done online with MathXL. You
may redo homework problems for a higher grade if you miss a question. Be sure
that you understand all of the homework, since that is the basis for test and
quiz questions.
Quizzes: Quizzes will frequently be given in class or
on MathXL. They will be based on the homework.
Tests: There will be four tests and a
final exam. IF YOU DO NOT SHOW UP FOR A TEST, A GRADE OF ZERO WILL BE
GIVEN. The only exceptions to this rule will be by PRIOR approval of the
instructor.
Attendance: There is no specific attendance requirement other
than missed tests are recorded as zero grades. If you are aware of an
upcoming necessary absence, please notify me in advance so we can make
arrangements for missed work. Absences due to extenuating circumstances
will be handled on an individual basis. |
Math 2413 Calculus I Information
LSC-CyFair Math Department
Course Description Limits and continuity; the Fundamental Theorem of Calculus; definition of the derivative of a function and techniques of differentiation; applications of the derivative to maximizing or minimizing a function; the chain rule; mean value theorem, and rate of change problems; curve sketching; definite and indefinite integration of of algebraic, trigonometric and transcendental functions, with an application to the calculation of areas.
Course Learning Outcomes The student will: • Develop solutions for tangent and area problems using the concepts of limits, derivatives, and integrals. • Draw graphs of algebraic and transcendental functions considering limits, continuity, and differentiability at a point. • Determine whether a function is continuous and/or differentiable at a point using limits. • Use differentiation rules to differentiate algebraic and transcendental functions. • Identify appropriate calculus concepts and techniques to provide mathematical models of real-world situations and determine solutions to applied problems. • Evaluate definite integrals using the Fundamental Theorem of Calculus. • Articulate the relationship between derivatives and integrals using the Fundamental Theorem of Calculus. • Use implicit differentiation to solve related rates problems. |
Calc98 5.6 description
Scientific calculator with extensive scientific engineering, statistics and financial functions. In addition it has a very comprehensive range of units conversions and physical constants and properties. The new version introduces greatly improved use...read more |
MTHS 620
Mathematical Problem Solving
Fieldsteel,Adam
01/25/2010 - 05/07/2010
Wednesday 06:00 PM - 08:30 PM
Science Tower 137
The notion of "problem solving" as a subject in and of itself is not new. It has attracted attention from various points of view. The distinguished mathematician George Polya wrote several well-known books on the subject. His most famous is probably How to Solve It, which discusses general strategies for solving mathematical problems. The aim of the book is to make the student (or mathematician) conscious of systematic approaches to various types of problems. The analysis of problem solving applies not only to mathematics, but to any field where logical analysis and ingenuity is called for.
Polya wrote several other books on the same subject, which contain more mathematics, and which are a source of many problems that illustrate his ideas. These are the two-volume Mathematical Discovery and the two-volume Mathematics and Plausible Reasoning, especially the first volume of the latter, entitled Induction and Analogy of Mathematics. These books consider issues that extend beyond mathematics, but my intention is to focus on mathematical problem solving, and to use particular types of problems as motivation to introduce ideas from specific mathematical subjects, such as combinatorics, number theory, probability, difference equations, and geometry.
While the mathematical work of all students and mathematicians inevitably involves problem solving, there is a form of this activity that is particularly entertaining. This is the problem solving that is called for in competitive exams and puzzles. There are two very good new books that discuss such problems in a systematic way. Each is more than a compendium of problems or a training plan, but is informed by the same general desire to think about problem solving itself as an intellectual activity that is worthy of study.
Class time will be divided between lecture and discussion, with actual problem solving done individually and in groups. Students will be expected to give correct and carefully written solutions to problems and participate in class discussions.
No mathematical prerequisite is needed beyond a solid foundation of high-school level mathematics.
Course tuition: $2022.
Enrollment is limited to 18. This course is open to auditors.
Adam Fieldsteel (A.B. Brown University; Ph.D. University of California, Berkeley) is professor of mathematics. His research focuses on ergodic theory and topological dynamics, and his recent publications include: (with A. Blokh), "Sets that force recurrence," Proceedings of the American Mathematical Society (2002); (with K. Dajani), "Equipartition of interval partitions and an application to number theory," Proceedings of the American Mathematical Society (2001); (with R. Hasfura), "Dyadic equivalence to completely positive entropy," Transactions of the American Mathematical Society (1998). Click here for more information about Adam Fieldsteel |
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