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Directions for solving related rates problems are written. There are three word problems to solve uses the steps given. The Chain Rule and/or implicit differentiation is a key step in solving these problems.
In this radiation and temperature activity, students use 2 methods to derive the Wein Displacement law that shows the relationship between the temperature of a body to the frequency where the Planck curve's value is at its maximum. Students are given data of the temperatures and wavelengths for 12 different bodies and they find a formula that fits the data.
Learners calculate the velocity of object as they land or take off. In this calculus lesson, students are taught how to find the velocity based on the derivative. They graph a picture the represent the scenario and solve for the velocity.
Third graders explore the structural composition of buildings and houses. For this math lesson, 3rd graders explain how architecture is related to mathematics. They create a blueprint of a structure with at least three different spaces.
For this Calculus worksheet, students use a graphing calculator to boost their understanding of functions and their graphs as they examine the properties of curves. The forty-two page worksheet contains one hundred problems. Answers are not provided.
Twelfth graders compare and contrast modern and ancient practices associated with marriage. Using listening, reading, speaking and writing strategies, 12th graders critique original texts to present and support an opinion on the effect of arranged marriage and dowry within a society.
In this calculus worksheet, students solve problems using integration by partial fractions. They add fractions to get a common denominator, then take the derivative. There are 20 questions with an answer key.
Use this packet of resources in your career unit about writing a resume. Filled with instructions, suggestions, and examples, this series of worksheets could be a great addition to a unit about careers and professional writing. Excellent for junior high, high school, college, or an adult ed class.
In this trigonometry worksheet, students use integration to solve for the six different trigonometric identities. They use indefinite integrals to solve problems. There are 27 questions with an answer key.
Seventh graders research the six European "postage stamp" (small) countries and research interesting facts about them. In groups, they are assigned to one of the six countries of Andorra, Liechtenstein, Malta, Monaco, San Marino, or Vatican City. On poster board, 7th graders create a postage stamp for their country.
In this gradient operator and gradient fields learning exercise, students determine if two vectors are gradient fields. They solve for the appropriate scalar functions of a vector variable. Students show that the gravitation al force exerted on the moon is the magnitude of the given vector.
Students find patterns in a sequence. In this sequences and series lesson, students use their calculator to find the sequence of partial sums. They graph functions and explore convergent series. Students approximate alternating series.
Students assess transformations to remove integral symbols as well as to simplify expressions. They explore the Symbolic Math Guide to assist them in solving indefinite integration by parts. This lesson includes partial fractions, sum/difference and scalar product transformations.
In this electrical circuit worksheet, students draw a schematic design and build a circuit board to grasp the understanding of inductive reactance before answering a series of 13 open-ended questions. This worksheet is printable and the answers are revealed online. |
Why Study Math at Cornell?
In the classroom
Mathematics is a language and like all languages is learned best through immersion. Cornell's One Course At A Time schedule gives students the opportunity to focus intently without artificial time constraints, allowing learning to occur quickly and deeply.
OCAAT and Cornell's small class sizes benefit math students of all abilities in several ways:
Exams are not timed.
Group work is often used in class.
Extended contact time with professors enables individualized learning -- nobody is left behind or held back.
Cornell students undertake meaningful research under the guidance of faculty members during summers and through independent study. They also have the opportunity to participate in VIGRE, a summer REU program sponsored by the University of Iowa mathematics department, as part of Cornell's participation in the Heartland Mathematics Partnership.
Our students frequently attend graduate school, often in conjunction with other disciplines. Recent graduates have pursued advanced degrees in physics, chemistry, statistical genetics, sociology/statistics, and actuarial science, among others.
Students have the opportunity to give or receive assistance in math and statistics through the library's Quantitative Reasoning Studio. The studio is directed by a full-time academic consultant who also delivers subject-specific lessons in math and statistics to a wide range of Cornell courses.
Facilities
The Department of Mathematics and Statistics is housed in the recently renovated Law Hall which has become the college's technology center. In addition to making our classrooms technology-ready and adding research areas, we created a modern statistics classroom designed with activities-based statistics in mind.
Each student's desk holds a current-generation computer with data analysis software. Students learn to do data analysis (individually and in groups) and investigate interesting data sets. The classroom is equipped with a permanently mounted multimedia projector that can display computer images, videotapes, DVD and CD images and cable television. Equipment (including computers, laser printer, DataDesk software, video/computer projector and network equipment) was funded in part by the National Science Foundation ILI Grant Computing-enhanced Experiential Learning in the Introductory Statistics Course. |
books.google.ch - This... Geometry
Computational Geometry: Algorithms and Applications
This and techniques from computational geometry are related to particular applications in robotics, graphics, CAD/CAM, and geographic information systems. For students this motivation will be especially welcome. Modern insights in computational geometry are used to provide solutions that are both efficient and easy to understand and implement. All the basic techniques and topics from computational geometry, as well as several more advanced topics, are covered. The book is largely self-contained and can be used for self-study by anyone with a basic background in algorithms. In the second edition, besides revisions to the first edition, a number of new exercises have been added.
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Review: Computational Geometry: Algorithms and Applications
Nutzerbericht - Shawna - Goodreads
It's a great text book, but asking me if I liked reading it is like asking a typical kid if they particularly enjoy eating broccoli. The Algorithms are laid out rather well, though I did need a ...Vollständige Rezension lesen |
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Milpitas Algebra 1Rules of operations are used and when operations are devised for things other than numbers. Addition, subtraction, multiplication, and division can be generalized and their precise definitions lead to structures such as groups, rings and fields. I had a solid background in math for Prealgebra before taking AlgebraI have a strong background in math and computers, including a MS in Computer Science and a MST in Math. I spent 20+ years working as a Software Engineer, and about 12 years teaching. Most of the teaching was secondary math up through second year at the university. |
More About
This Textbook
Overview
Ian Stewart's Galois Theory has been in print for 30 years. Resoundingly popular, it still serves its purpose exceedingly well. Yet mathematics education has changed considerably since 1973, when theory took precedence over examples, and the time has come to bring this presentation in line with more modern approaches.
To this end, the story now begins with polynomials over the complex numbers, and the central quest is to understand when such polynomials have solutions that can be expressed by radicals. Reorganization of the material places the concrete before the abstract, thus motivating the general theory, but the substance of the book remains the same.
Editorial Reviews
Booknews
Beautifully produced text for advanced undergraduates, in which a master expositor takes obvious delight in introducing young mathematicians to the classical aspects of one of the glories of their field. Expanded revision of the edition of 1973. Keeps in nice focus the motivating historical roots of the theory, and treats explicitly its relation to some classic ruler-and-compass construction problems. Nineteen brief chapters, many exercises, with selected solutions and references. A slim treasure. Paper edition unseen, $22.50. NW |
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One of the best ways to succeed in Algebra is to practice taking real test questions. This ebook contains over 1,000 problems on Algebra divided into thirty-two chapters. Try the problems. Check your answers. With a little Practice, Practice, Practice, you'll be Perfect, Perfect, Perfect. Good Luck!
INCLUDES UNLIMITED USER EDUCATIONAL SOFTWARE SITE LICENSE FOR YOUR SCHOOL TO ACCOMPANY THIS EBOOK!
Mathematics Principles Teachers Pack V10. A combined eBook and educational software package at a tiny fraction of the previously published price.
This eBook introduces the related subjects of Pythagoras' theorem, trigonometry and similarity, as Pythagoras' theorem relates to all right-angles triangles, trigonometry as it relates to angles and ratios of sine, cosine and tangent in right-angled triangles, angles of elevation and depression as well as similarity and congruence |
From Calculus to Computers:To date, much of the literature prepared on the topic of integrating mathematics history into undergraduate teaching contains, predominantly, ideas from the 18th century and earlier. This volume focuses on nineteenth- and twentieth-century mathematics, building on the earlier efforts but emphasizing recent history in the teaching of mathematics, computer science, and related disciplines. From Calculus to Computers is a resource for undergraduate teachers that provides ideas and materials for immediate adoption in the classroom and proven examples to motivate innovation by the reader. Contributions to this volume are from historians of mathematics and college mathematics instructors with years of experience and expertise in these subjects. Examples of topics covered are probability in undergraduate statistics courses, logic and programming for computer science, undergraduate geometry to include non-Euclidean geometries, numerical analysis, and abstract algebra.
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Rent From Calculus to Computers 1st edition today, or search our site for Amy textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Cambridge University Press. |
Thoroughly updated, the new Third Edition of Discrete Structures, Logic, and Computability introduces beginning computer science and computer engineering students to the fundamental techniques and ideas used by computer scientists today, focusing on topics from the fields of mathematics, logic, and computer science itself. Dr. Hein provides elementary introductions to those ideas and techniques that are necessary to understand and practice the art and science of computing. The text contains all the topics for discrete structures in the reports of the IEEE/ACM Joint Task Force on Computing Curricula for computer science programs and for computer engineering programs.
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The problems in each section are increadibily higher skilled than the examples and almost impossible to get the right answers. Some problems are even leagues away of what the examples imply and you would have never guessed where the answers on the back of the book came from.
At Portland State, this book is used for beginning DS but it's a very unfortunate book to use, especially since the professor teaching it uses the same examples and notes based on the book to teach the subject in class. I actually went online and found Vladlen Koltun's lecture notes from Stanford University. He goes over the same subject matter, actually explains a good proof structure and the more basic assumptions being made, and frankly made a lot more sense. Only buy it if it's required.
This book can get you more lost than a first grader walking home from school. The exercise problems are terrible. It gives you the answers to all the easy problems and the hard problems which the chapters dont explain anything well will have you frustrated and confused. The chapters give you examples, but are not clear of how to work each example out. It just gives you the solution to the problem without giving an explanation. I have yet to find a solutions manual for this book. The book is not organized very well. If you have to have this book for a class, I suggest doing all the problems in each exercise, and the ones you cant figure out ask your teacher. I'm on my last two semesters in my CS degree and I have good programming skills, I would not recommend this book.
This book is required for two classes at Portland State. I honestly agree with a few reviewers here when they say it is better used as a door stop. The common chapter will briefly explain the subject matter, never in great detail. It includes graphs and pictures that most people won't understand, unless you sit and study it for longer than you should. Finally, the reader is then expected to complete exercises that are far more complex than anything the book has shown, most of which the book hasn't even taught or even mentioned.
Unless you are required to take this book, my opinion is to find a completely different book. One where the subject matter is actually taught, not simply briefly explained.
Also, as to the teacher here calling people average for not understanding this book... You're a douche.
I'm required to use this book as I go to Portland State University where Hein taught for a while. The examples are helpful, but often I find the formal definitions hard to follow. I'm not the only one who has mentioned this about the book in my classes...we use it for 3 quarters.
This book was required for a first class in discrete math, and it is definitely not written at that level. The text is extremely dense, bordering unreadable, and many concepts are given very little explaination and exposure before they give you some questions that are very difficult compared to what was in the chapter. For this class I'm going to find another source to learn from
So this book has 3 editions, each released at years of 1995, 2001, and 2010. As I did some readings, this book is mostly used here at Portland State University because it is the required textbook for any of the beginner Discrete classes. The author, James L. Hein is also a professor at PSU. Coincidence? I don't know, but the book is just terrible. For starters, other reviews talking about this book being completely inappropriate for a beginner are right. Also, it is the third edition and yet the book contains typos and mistakes in the examples to the point that the professors have to go out of their way and remind students about it. Why is this thing published?
This book so far is useful for well made problems and examples to supplement the instruction in class. It's a math book so of course the text itself can be a little heady to read if you are not into that kind of stuff. |
Middle School Mathematics (0069)
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Topics Covered
In each of the content categories, the test will assess an examinee's ability to use appropriate mathematical language
and representations of mathematical concepts, to connect mathematical concepts to one another and to real-world situations,
and to integrate mathematical concepts to solve problems. Because the assessments were designed to measure the ability
to integrate knowledge of mathematics, answering any question may involve more than one competency and may involve competencies
from more than one content category. Representative descriptions of topics covered in each category are provided below.
V. Problem-Solving Exercises
Part B of the test contains three equally weighted constructed-response questions that together comprise 33 percent of the
examinee's score. The primary focus of the three constructed-response questions will be distributed across the four previously
described content categories. Also, the examinee will be expected to integrate knowledge from different areas of mathematics. |
Focuses on problems involving colored objects, and results about the existence of certain exciting and unexpected properties that occur regardless of how these objects are colored. This book also addresses famous and exciting problems of Ramsey Theory, along with the history surrounding the discovery of Ramsey Theory. more...
This Second Edition of a classic algebra text includes updated and comprehensive introductory chapters,. new material on axiom of Choice, p-groups and local rings, discussion of theory and applications, and over 300 exercises. It is an ideal introductory text for all Year 1 and 2 undergraduate students in mathematics. - ;Developed to meet the needs... more...
Synthesizes the implications of research done by the National Center for Research in Mathematical Sciences on integrating two somewhat disparate bodies of scholarly inquiry: the studies of teaching and the study of learning mathematics. more...
Aimed at graduate students and researchers in mathematics, this book takes homological themes, such as Koszul complexes and their generalizations, and shows how these can be used to clarify certain problems in selected parts of algebra, as well as their success in solving a number of them. - ;Threading Homology through Algebra takes homological themes... more...
From Combinatorics to Philosophy: The Legacy of G. -C. Rota provides an assessment of G. -C. Rota's legacy to current international research issues in mathematics, philosophy and computer science. This volume includes chapters by leading researchers, as well as a number of invited research papers. Rota's legacy connects European and Italian... more...
Praise for the first edition "This book is clearly written and presents a large number of examples illustrating the theory . . . there is no other book of comparable content available. Because of its detailed coverage of applications generally neglected in the literature, it is a desirable if not essential addition to undergraduate mathematics and... more...
The purpose of this book is to give background for those who would like to delve into some higher category theory. It is not a primer on higher category theory itself. It begins with a paper by John Baez and Michael Shulman which explores informally, by analogy and direct connection, how cohomology and other tools of algebraic topology are seen through... more... |
Synopses & Reviews
Publisher Comments:
Applied Mathematics for Physical Chemistry is the perfect resource for students who need to refresh themselves on the algebra and calculus required to understand thermodynamics, atomic and molecular structure, spectroscopy, and statistical mechanics. Designed to supplement all textbooks of physical chemistry, this book will help today's physical chemistry students succeed in their course. This book features:
Introductory chapters that deal with coordinate systems, functions and graphs, and the use of logarithms.
Chapters on differential and integral calculus.
A chapter of mathematical methods in the laboratory, including error analysis, propagation of errors, linear regression calculations, and preparing graphs.
An introduction to differential equations.
A chapter illustrating the use of Fourier series and Fourier transforms.
Problems at the end of each chapter, with answers to all problems in an appendix.
New to this edition:
A completely revised chapter on Numerical Methods and the Use of the Computer that illustrates how to complete calculations using Microsoft Excel™.
Synopsis:
General Properties of Logarithms. Common Logarithms. Natural Logarithms.
4. Differential Calculus.
Functions of Single Variables. Functions of Several Variables-Partial Derivatives. The Total Differential. Derivative as a Ratio of Infinitesimally Small Changes. Geometric Properties of Derivatives. Constrained Maxima and Minima.
5. Integral Calculus.
Integral as an Antiderivative. General Methods of Integration. Special Methods of Integration. The Integral as a Summation of Infinitesimally Small Elements. Line Integrals. Double and Triple Integrals.
6. Infinite Series.
Tests for Convergence and Divergence. Power Series Revisited. Maclaurin and Taylor Series. Fourier Series and Fourier Transforms.
"Synopsis"
by Pearson, |
Placement and Testing Program
General Education Courses
Purpose:
The Department of Mathematics' general education courses aim to prepare students to communicate logically, become proficient at quantitative reasoning, and to think critically and analytically. The courses intend to enable students to deal comfortably with the basic notions of number and chance and to acquire mathematical tools to help reach their career objectives.
University Level Courses:
Mat 101, Mathematics for Elementary Teachers, develops students' understanding of the mathematics needed to teach elementary school. Topics include sets, functions, logic, the real number system, number theory, and problem solving. The course is mainly for early childhood, elementary education, and special education majors.
Mat 103, Introduction to Mathematics, is a liberal arts introduction to the nature and beauty of mathematics. Topics include logic, graph theory, probability, and decision theory. An additional topic is chosen from finance, geometry, and statistics.
Mat 105, College Algebra and Trigonometry, is a unified course in algebra and trigonometry. Topics include the study of polynomial, exponential, and logarithmic functions, systems of linear equations, and trigonometry.
Mat 107, College Algebra, is a thorough treatment of college algebra. Topics include polynomial, exponential, and logarithmic functions, systems of linear equations, and an introduction to linear programming.
Developmental Courses:
Many students find that the reasoning required in the above courses is quite different from that of their high school courses and also find that their arithmetical and/or algebraic skills need strengthening. We offer, therefore, two courses, Mat 001 and Mat 000, described below, to help students prepare for university level mathematics courses.
Mat 001, Fundamental Skills in Arithmetic, is designed to strengthen basic arithmetic skills and to introduce the elements of algebra. Students, in general, are placed in Mat 001 if their math SAT is less than 440. A student (other than an Early Childhood, Elementary, and Special Education major) must complete this course and the subsequent course Mat 000 with a grade of C- before enrolling in a 100 level mathematics course. An Early Childhood, Elementary, or Special Education major with an SAT math score less than 480 must complete this course with a grade of at least C- before enrolling in Mat101.
Mat 000, Fundamentals of Algebra, aims at strengthening basic algebraic skills. A student (other than an Early Childhood, Elementary, and Special Education major) with a SAT math score greater than or equal to 440 and less than 480 must successfully complete this course with a grade of at least C- before enrolling in a 100 level mathematics course (see note below).
The Mathematics Placement Exam:
The mathematics placement exam was designed by the Mathematics Department to help determine the most appropriate mathematics course into which you will initially be placed. There are vast differences among mathematics courses taught at different high schools and so, this is a way to put all students on the same playing field as to which skills have been mastered and which still need to be developed. Previously, students were placed into their first mathematics course based solely on their Math SAT score. However, because the SAT score did not provide enough information about the level to which different types of mathematical concepts and skills had been mastered, we found that a number of students were being placed into incorrect mathematics courses. The placement exam we are now using is designed to be much more effective in this regard.
You must complete the Mathematics Placement Exam in order to enroll in your first mathematics course at WCU. This is true even if you have AP credit or credit from a different institution. The specific mathematics course you will take will depend on the requirements for your major.
The Mathematics Placement Exam is held online and requires a West Chester University account. You were automatically issued this account upon payment of your admission deposit. You need to initialize your password for this account before it becomes active. If you have not already setup your West Chester University Network account please visit or call the IT Help Desk at 610-436-3350 ext. 1.
Once your account is set up, go to the WCU homepage and log-in to D2L (the third of three possible log-in entries in the upper-right corner of the screen). Once you have logged in, a description of the mathematics placement exam will be the first thing you see. |
puHave fun learning your 9 times table with Little Genius 9 Times Table, join others around the world who have learnt their 9 times using this amazing fun program. Let you child shine and experience great results. This program uses a unique approach that moves away from the traditional methods and adopts a simpler approach for children to learn and retain their times tables.
If your child is struggling with math, then this book is for you; the short book covers the topic and also contains 30 practice problems to work with.
This subject comes from the book "Fifth Grade Math (For Home School or Extra Practice)"; it more thoroughly covers more fifth grade topics to help your child get a better understanding of fifth grade math. If you purchased that book, or plan to pu
This book, with 200 book, with 100.....
This eBook introduces the trigonometric ratios, the trigonometric ratios of standard triangles, the sine rule, the cosine rule, the formula to calculate the area of a triangle as well as generic trigonometric equations equation of a circle, the graphs of cos x, sin x and tan x, transformed trigonometric graphs as well as the graph and CAST methods of solving trigonometric equations in a given ..
This eBook reviews simultaneous equations and inequalities. We introduce simultaneous equations as systems of equations, and consider some relatively simple pairs of simultaneous equations, one pair involving a pair of linear equations, and another pair involving one linear equation and one quadratic equation. We go on to introduce the two methods of solving simultaneous equations, elimination..
This eBook introduces the subjects of sequences and series, and introduces sequences in general, as well as arithmetic and geometric progressions, series within arithmetic and geometric progressions, the concepts of convergence and divergence as well as the binomial expansion. Suitable questions are asked throughout the discourse to test and develop the students comprehension of the subject.
This eBook reviews quadratics, cubics and other polynomials, in ways from sketching and understanding their graphs, to factorising quadratics, understanding the quadratic formula, solving quadratic 'like' equations, completing the square, factorising cubics, algebraic division and understanding the remainder and factor theorems. Further, we include an extensive selection of questions for the .. |
Computer Science - Dave Rusin; The Mathematical Atlas
A short article designed to provide an introduction to computer science, today more accurately a separate discipline that considers a number of rather
mathematical topics. In addition to computability questions arising from many problems in discrete
...more>>
Computing with the EDSAC - Ivars Peterson (MathLand)
The celebration earlier this year of the fiftieth anniversary of the unveiling of the ENIAC, the first electronic, general-purpose computer, has focused attention on the early history of computing. In the 1940s, there were no computer scientists, no software
...more>>
Condorcet.org - Blake Cretney
Theories on voting and social choice. Learn about an electoral method called "ranked pairs" and download software to tabulate other voting methods. The Election Methods Resource enumerates "single winner" and legislative approaches to running elections.
...more>>
Conference Board of Mathematical Sciences (CBMS)
The Conference Board of the Mathematical Sciences is an umbrella organization consisting of sixteen professional societies all of which have as one of their primary objectives the increase or diffusion of knowledge in one or more of the mathematical sciences.
...more>>
Confronting Technology - Lowell Monke
This site provides a variety of resources critically examining the relationship between human beings and technology, with specific resources on the way computers are used in education. They include: an annotated bibliography, a list of documents available
...more>>
CONNECT: Everyone can do Math and Science - Colorado
Colorado's NSF-funded statewide systemic initiative in mathematics and science. CONNECT is charged to provide support and leadership to increase the achievement of all Colorado students in mathematics and science, kindergarten through baccalaureate (K-16).
...more>>
Connexions - Rice University
Connexions is a non-profit start-up launched at Rice University in 1999 that aims to reinvent how we write, edit, publish, and use textbooks and other learning materials. It is a global repository of educational content that can be described in four words
...more>>
Consortium for Mathematics and Its Applications (COMAP)
A non-profit organization offering multidisciplinary and academically rigorous curriculum materials and teacher development programs based on mathematical exploration of real-world problems. Developers of the PBS television series "For All Practical Purposes:
...more>>
The Constants and Equations Pages - Jonathan Stott
A growing reference resource providing alphabetically listed categories of some of the more important and useful aspects of maths and special sections on numbers, algebra, trigonometry, integration, differentiation, and SI units and symbols, with in addition
...more>>
Constructing Semi-Regular Tilings - Kevin Mitchell
A document based on a talk given at the Spring 1995 Meeting of the Seaway Section of the Mathematical Association of America. Contents include: Introduction and Historical Background; Notation and Definitions; General Theorems; Hyperbolic Results; and
...more>>
Constructor - Soda
Constructor animates and edits two-dimensional models made out of masses and springs. The springs can be controlled by a wave to make pulsing muscles, and you can construct models that bounce, roll, walk, etc. Try some of the ready-made models or build
...more>>
Continued Fractions: an Introduction - Adam Van Tuyl
A brief introduction to the field of continued fractions, including some basic theory about the subject; the history of continued fractions, tracing some of the major developments in the field in the past 2500 years; some interactive applications that
...more>> |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for). |
Elementary Linear Algebra - 4th edition
Summary: The text starts off using vectors and the geometric approach, plus, it features a computational emphasis. The combination helps students grasp the concepts. At the same time, it provides a challenge for mathematics majors.
Good VERY little pencil notes thru-out-still VERY USABLE-clean cover-We ship out FAST w/FREE tracking on this item-(Gotta have it fast? ) Expedited shipping AVAILABLE-(Personalized Service~Safe Pack...show moreaging~Expedited moves you to front of the line) ...show less
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Mathematics
UPPER SCHOOL
'Iolani's mathematics curriculum is both traditional and innovative. The basic skills of arithmetic, algebra, geometry, and trigonometry are emphasized and current technologies are integrated throughout grades 7-12.
All students must satisfactorily complete Algebra 2 in order to graduate and must earn credit in mathematics through their junior year. An honors program is available for those exceptionally gifted in mathematics, and Advanced Placement Calculus is usually elected by those who have completed Precalculus as juniors.
Acceleration in the Mathematics department's curriculum is possible through approved summer school courses. Such acceleration is based on the recommendation of a student's current mathematics teacher, counselor, and the Mathematics Department Chair to ensure that the student's best interest is met.
LOWER SCHOOL
The goals of the K-6 mathematics program are to provide each student with a firm foundation of basic skills and to encourage each student to use logical and independent reasoning when applying these skills to solve mathematical problems. Lessons foster intellectual curiosity as teachers strive to encourage an atmosphere of success. The curriculum emphasizes problem-solving and logical thinking skills as well as computation skills. Writing skills are used to create word problems and explain how answers are formulated.
The department's spiraling curriculum addresses the needs, abilities, and interests of the students. Concepts introduced at one grade level are reviewed and reinforced at the next. Classroom lessons often relate to real-life situations. Listening and discussing are important parts of learning. Computer usage enhances the learning process as well as enriches the concepts taught.
Grades K-2 use materials gathered or developed by the teachers to meet the needs of the students. Hands-on activities abound at each grade level. Children work independently and in groups. Learning takes place in and out of the classrooms as children learn basic addition and subtraction facts as well as geometry, measurement, time, and money. Brainteasers encourage critical and creative thinking.
The grades 3-6 curriculum focuses on strengthening problem-solving skills in addition to emphasizing accuracy in computation. Students do well in the Continental Math League, which is administered in schools nationwide. Participation in the Math League maximizes students' opportunities to improve their math skills. In grade 3, students add multiplication and division to their list of concepts learned and apply them to problem-solving experiences. In grades 4-6 concepts that were previously covered are reviewed and further developed, while new concepts are introduced. Math vocabulary, estimation skills, and critical thinking receive greater emphasis.
Math is integrated into the curriculum whenever possible. For example, as second graders learn about immigrants and the Statue of Liberty, they review measurement. Students walk out the length of the statue on the football field to appreciate its dimensions. As fourth grade students learn about ecology in social studies, they take water tallies to better understand their water consumption and how they can conserve this precious resource. Experiences such as these build a lifetime interest in mathematics. |
...Cover properties of, and the relationships between plane geometric figures. Collect, represent, and analyze data to answer questions. I have taught discrete mathematics for several years at the community college level |
Book Description: This book shows how to derive, test and analyze numerical methods for solving differential equations, including both ordinary and partial differential equations. The objective is that students learn to solve differential equations numerically and understand the mathematical and computational issues that arise when this is done. Includes an extensive collection of exercises, which develop both the analytical and computational aspects of the material. In addition to more than 100 illustrations, the book includes a large collection of supplemental material: exercise sets, MATLAB computer codes for both student and instructor, lecture slides and movies |
* Different representations can share dynamically-linked data using the TI-Nspire™ applications: Calculator, Graphs, Geometry, Lists & Spreadsheet, Data & Statistics, Notes, Questions and new Vernier DataQuest™. Users can also split the screen, enabling up to four applications to be viewed simultaneously. * Import colour/black and white images from online sources or from your own digital archive and overlay graphs and other elements. * Explore surfaces by rotating them, investigate intersections...
Modern and ergonomic design. Intuitive icon desktop for easy navigation and organization of Handheld Software Applications (Apps). Built-in clock to keep track of time and date and to use for timing experiments. Full QWERTY keyboard, numeric keypad. 128 x 240 pixel display. About 188K bytes of user-available RAM. About 2.7 MB of user-available FLASH ROM (3x the FLASH ROM memory of the TI-92 Plus).*. Electronic upgradability of software including maintenance and feature upgrades. Advanced...
This handheld device and companion software are designed to generate opportunities for classroom exploration and to promote greater understanding of core concepts in the mathematics and science classroom. TI-Nspire technology has been developed through sound classroom research which shows that "linked multiple representation are crucial in development of conceptual understanding and it is feasible only through use of a technology such as TI-Nspire, which provides simultaneous, dynamically linkedA robust graphing handheld for secondary schools, preloaded with 4 software applications (Apps). Further Apps (up to a maximum of 10) can easily be downloaded from the TI website to suit each individual user's needs. The TI-83 Plus with its advanced scientific, statistical and financial functions is a very useful tool for secondary school teachers and students from 11 to 18 years old. |
The program
is open to public, private and home school students as well as middle school
students. All participants must have a basic knowledge of algebra.
Students
will take a practice test to determine their place in three levels of
instruction. Concept development, test-taking strategies and time management
will be discussed. Participants
may attend one or all sessions. Each session covers different material. No
early registration is required.
Students
should bring their own calculators. Other materials will be supplied. Students
also may bring snacks or purchase them on site.
Co-sponsors of the free sessions include Midwestern State University, Texas A&M University-Commerce, The University of Texas at
Austin, and The University of Texas at Dallas |
This program is approved for inclusion in Google Play for Education! It is design for tablets and phone devises! Math in One graphing calculator can evaluate any mathematical expression of any length and complexity that includes real or complex numbers. It can operate in decimal or common fractions format. It graphs in Cartesian, polar coordinates or parametric equations. Expressions can be entered in editor text box Input Output Display (IOD) and then edited in the middle of the string (text) on any line. The calculation execution can be performed from any line in (IOD). If a user makes an unsupported entry during the operation of this software, the calculator will generate an error message and explanation. The help is built in to the calculator (Alt 0 - cm, help) and available on line. It also includes a uniquely designed Unit Converter, Financial Analysis (savings, loans, bonds) and can save Graphs, Memory, Expressions and IOD in to a File. In Cartesian coordinates, plotted multiple graphs can be moved and resized. Function values may be displayed for a specific independent variable. Tracing the pointers on a screen, one can find zeros, minimums, maximums and intersections of functions. Function's first and second order derivative can be added to the graph display. Draw tangent or perpendicular line to the existing function at select point or line crossing two points on one or two functions. Calculate intersection of two functions and area bounded by one, two or three functions. The Unit Converter has 19 different categories of units of measurement. There are 20 SI prefixes that can be applied to any unit. It supports 170 unique units, 1990 derived units, and when the prefixes are included there is a combination of 43,200 different units that can be converted. Any number in calculator's IOD can be moved to UC, converted and then replaced. In addition, the number to be converted can be edited anytime directly in UC. It recognizes 16 operators, over 60+ basic functions that are calculated in complex numbers, and 85 mathematical and physical constants(e.g. "trigonometric, hyperbolic, logarithmic functions and there invers", "probability functions" "beta function", "gamma function", "error functions", and more special functions, " logical operators like exclusive or (XOR)", "Planck's constant", "atomic mass constant", "Avogadro's number",...). Finds zeros of any function in real or complex domain. Evaluates derivatives up to nine order and calculates integrals. Function's first and second order derivative and Integral can be used in expression. with no limitation on the number of memories. Contains additional memory known as "Expressions" to store mathematical formulas that can be used in applications and graphing functions. Option menu/Settings: - Screen On – Keep screen on when calculator is in use - Text Display – Font Size - Title bar off- Do not display title bar in a main view. (Android v4.2 can use title bar or 'Alt 0' to get to custom menu) - Pull Down Menu – Font Size - Display Calculation error - Fraction display format - Decimal separator selection (dot vs. comma) - Haptic Feedback –vibration Bought this after trying several others that just didn't do what I wanted. The functionality is great, use it all the time.
User reviews
A Google User A Google User April 23, 2012
Great app Bought this after trying several others that just didn't do what I wanted. The functionality is great, use it all the time.
SimilarMathAlly Graphing Calculator + has all the features of the free version plus:
-View Step-by-Step how the answer was calculated by clicking on the result (see screen shot). -Parametric and Polar coordinate graphing. -New All Cartesian graph mode which can graph any equation even if it can't solve for x or y. -Create custom keyboards. -Create custom keys as expressions or functions. -Save graph setups and screenshots. -Create workspaces to organize and permanently save calculations. -Additional matrix operations: reduced row echelon form, LU and QR decomposition, eigenvalues, and eigenvectors -Graph up to 6 equations (free limits you to 3). -No Ads -Since there are no ads, no internet permission is required.
Q. How do I view the Step-by-Step screen for a problem? A. First enter the problem into the calculator and hit enter to see the result. Then click on the result. Make sure you are clicking on the result and not its input, as clicking on its input will paste the input into the current entry field. Also, Step-by-Step must be enabled in the settings when the result is calculated. By default Step-by-Step is enabled.
If you are not completely satisfied with your purchase and you email me at support@mathally.com within 14 days of your purchase, I will give you a refund. Please include your order number in the email. (Google play only gives you 15 minutes to automatically get a refund, I think this is too short). You can only request a refund once.
If you find any bugs or have questions, please email me.
Explanation of permissions:
Storage - Needed for app to be able to read/write to external storage. This allows users to transfer custom keyboards between devices.
It provides a full set of commonly used scientific calculation functions and supports the following unique features:
- Check history results for re-editing purposes; - Draw graphs corresponding to the math equations you input, such as Cartesian y(x) and x(y), parametric x(t), y(t) and polar r(θ)equations; - Allow users to choose from the variable bounds and background color to give a vivid display for a deeper understanding of the equations.
Still hesitate? Try the lite version to verify whether it meets your needs fully.
Kindly take note that the lite version has some restrictions, such as complicated scientific functions like sin, log are not supported.Electronic Scientific calculator with complex numbers and graphing of user-defined functions. It is designed to calculate problems in science, engineering, and mathematics, It is widely used in both education and professional settingsThe VTGraphicCalculator is a powerful calculator. It will satisfy all varieties of user levels from basic to advance. VTGraphicCalculator allows the user to define the equations, functions and to draw their graphs at the same time. Those defined equations are saved and the user can reuse them later for their convenience. With the free version, the user has some limitations but still the user can get VTGraphicCalculator Pro to remove ads and support full controls.
VTGraphicCalculator includes the following features: * Acts As a Normal calculator with many standard functions such as sin, cos, tan, arcsin, arccos, sinh, cosh, and so on . . . * The user can Save history and defined functions. * Supports the drawing of many graphs (only in the Pro version). * Units convertor includes Length, Weight, Volume, Temperature, Time, and more. . .
Scientific Calculator with 2D and 3D graphing and base conversion. ProCalcApp - An original scientific calculator. It is able to calculate complex mathematical equations very accurately. What makes this calculator different is its simplicity. It is much easier to use than its competitors and any input can immediately be converted to 2D or 3D graphs. Product Features: Scientific and engineering calculations Complex numbers can be inserted and stored (e.g.(radians&angle) or (real+imaginary)) 2D and 3D graphing Base Conversion Scientific Constants Easy store and recall
A scientific calculator with result history. Easily scroll through questions to keep track of operations.
Features include: List of previous questions and answers, Long click on result to input question, Swipe through pages, Click on result to input answer, Graphing, Quadratic equation solver, Landscape view for all activities, Keyboard support, Most trigonometric function, Completely Free, No advertisement!!!.
MagicCalc Classic contains the same functions present in MagicCalc, but using compact keyboards, to feel like in real calculator. MagicCalc Classic is a full functions full screen scientific and programmable graphing calculator for Phones and Tablets. - One Input Screen - Product FeaturesTips: -sto() function may be used for infinite series/mathematical induction, Newton's Method, etc.
Notes: -When tracing functions with fractional powers, tangent line is reversed for negative x-values. -Odd-numbered roots with real solutions are evaluated as a real number (e.g.: (-8)^(1/3) = -2), unlike other calculators, and computer algebra systems such as Wolfram.
Essentially, this app takes a sample probability, and then asks for a particular outcome one may want; it then calculates the exact, at most, at least, fewer than, and more than chances of obtaining such an outcome.
Not only does this app calculate the chances of a particular outcomes, but it also shows the probable possibilities on a distribution graph FunctionMore from developer
This program is design for tablets and phone users! It can evaluate any mathematical expression of any length and complexity that has real or complex numbers. Expressions can be entered in editor text box (IOD) and then edited in the middle of the string on any line. The calculation execution can be performed from any line in Input Output Display (IOD). Recognizes 16 operators, over 60 basic functions that are calculated in complex numbers, and 85 mathematical and physical constants (e.g. "trigonometric, hyperbolic, logarithmic functions and there invers", "probability functions", "beta function", "gamma function", "error functions", and more special functions, "logical operators like exclusive or (XOR)", "Planck's constant", "atomic mass constant", "Avogadro's number",...).. There is no limitation on the number of memories that can be stored. If a user makes an unsupported entry during the operation of this software, the calculator will generate an error message and explanation. The help is built in to the calculator and available on line.
The Math in One Version 3.0 Programmable Graphing calculator is one of the most comprehensive calculators on the market and with its many unique features, it will be sure to meet almost all of your needs. To allow users to define their own personalized functions, this calculator has a built in programming language that can perform, recursion, loops, conditional statements, and selections. Users can also define arrays/vectors; and there are over 25 built-in array/vector functions such as eigenvalues eigenvectors, inverses, solving n-linear equations that can be used. This calculator has a brand new face design for your easy use with the ability to warp its dimensions to any size on any device (phone, tablet). For your convenience, every key/button in the calculator has a description (press key for one second) that includes the definitions of functions, examples of how to use an operator/function/technique, and explanations of abbreviations. To help users easily explore this calculator's extensive capabilities, there are many built in "Help Explanations" on the device as well as on our website at For your future reference, Math in One v3.0 can also save arrays, programs, graphs, expressions, and solutions to the calculator's memory in the text files format (graphing in png file). Math in One Version 3.0 contains all features of its predecessors in a new and improved format. It still includes a list of over 85 constants (such as Planck's time and the atomic mass constant) and over 100 functions (from logarithmic and hyperbolic functions to various probability-distribution functions like gamma and beta functions) . In addition to its ability to evaluate a mathematical expression- of any length and complexity that includes real or complex numbers and can incorporate logical operators, it has a Unit Converter with over 19 categories of units of measurements and 20 SI prefixes and the capacity to perform Financial Analyses (savings, loans, bonds). For your many graphing needs, this calculator can display multiple plots at once in Cartesian or polar coordinates for expressions that include parametric equations. You can easily find the zeros, minimums, maximums, tangents, and first/second derivatives of your graphs as well as the intersections of your graphs or the area bounded by up to three functions. Up to 9th order derivatives can be calculated in addition to integrals. This calculator can also display the calculation error of any function or expression in the Significant Figure notation you choose. Examples of its other unique capabilities include its capacity to convert between binary, octal, decimal, and hexadecimal number systems, and it can execute trigonometric function calculations in radians, degrees, or gradients. If a user makes an unsupported entry during the operation of this software, the calculator will generate an error message and explanation. For more details, please visit us at |
Description:
This lesson offers help to students who will eventually write mathematical proofs. The material allows students to put together statements and reasons to build a formal proof. The lesson involves identifying the properties that exist in a given figure, and apply postulates and theorems to a figure to build a formal proof. The material is appropriate for grades 9-12 and should require 1 class period to complete. Worksheets are included. |
An Introduction to MATLAB
Collection Properties
Summary: This course gives a basic introduction to MATLAB. Concepts covered include basic use, graphical representation and tips for improving your MATLAB code. Also included is an introductory computer assignment to test yourself after finishing the course |
Modern Computer ArithmeticModern Computer Arithmetic focuses on arbitrary-precision algorithms for efficiently performing arithmetic operations such as addition, multiplication and division, and their connections to topics such as modular arithmetic, greatest common divisors, the Fast Fourier Transform (FFT), and the computation of elementary and special functions. Brent and Zimmermann present algorithms that are ready to implement in your favourite language, while keeping a high-level description and avoiding too low-level or machine-dependent details. The book is intended for anyone interested in the design and implementation of efficient high-precision algorithms for computer arithmetic, and more generally efficient multiple-precision numerical algorithms. It may also be used in a graduate course in mathematics or computer science, for which exercises are included. These vary considerably in difficulty, from easy to small research projects, and expand on topics discussed in the text. Solutions are available from the authors.
Richard Brent is a Professor of Mathematics and Computer Science at the Australian National University, Canberra. Paul Zimmermann is a Researcher at the Institut National de Recherche en Informatique et en Automatique (INRIA), France. |
Below is a free essay on "Grade 9 Math" from Anti Essays, your source for free research papers, essays, and term paper examples.
The CENTRE for EDUCATION
in MATHEMATICS and COMPUTING
Pascal Contest
(Grade 9)
Thursday, February 23, 2012
(in North America and South AmeriIt is difficult sometimes to be the suspect of doing something bad that you did not do, and trying to prove you are innocent. As a high school student, I was not the best in all classes, but I was good at math. I always get a C on my test except my math test witch I get an A. my friends...
HSAP MATH 1.5 test
1)
Halee set up a lemonade and cookie stand at the end of her street. She is selling lemonade for $0.25 per cup and cookies for $0.25 each. She sells 15 cookies and 35 cups of lemonade. Her total sales can be represented by the expression shown.
0.25(35) + 0.25(15)...
How to Reduce Math Test Anxiety
(Authors Logic)
Author: Ryan Rivera has been a proponent of teaching anti-anxiety strategies to youth and adults, and has additional information about anxiety at calmclinic.com....
School of
Business
practice math test
This booklet contains information about booking your mathematics skills
assessment appointment, tips on taking multiple-choice exam,
mathematics practice exam with answers. When you feel you are ready
to take the mathematics exam, you may make... |
Mathematics Review/Preview
5th grade Pre-Algebra • Pre-Algebra • Algebra • Geometry • Algebra 2
Prepare your child for next year or review last year's mathematics. Strengthen your child's foundation of algebra; it's the base for all future mathematics classes. We review next year's textbook, chapter by chapter, and introduce many new concepts every day. This way when they are in class, they are already familiar with the concept. Private collaborative Groups available. |
When Will I Use Math?
How to Succeed in Math
Step 1: Hard work trumps natural talent.
As in most everything, the people who are most successful in math are the ones who work the hardest--not those with "natural talent." In school, those who work hard get better grades in math than the "smart'' students who just coast. Most aspects of mathematics can only be learned by hard practice. This holds true whether you want to develop your problem solving abilities or your computational skills. No one thinks they can run a marathon by using only their natural talent, but there are lots of people with no talent for running who have worked hard and have successfully completed many marathons.
Step 2: Keep an open mind.
In math almost everything you learn is useful, even if you can't see it right away. All the formulas, theorems, ideas, proofs, and problems you study in high school and college are connected to lots of real world applications, even if you don't see them now. And more importantly, even if you think you'll never use the specific things you are studying, they help develop your mind and make it easier for you to solve other problems later--the problems you really care about. It's like boxing: training programs for boxers often involve lots of jumping rope. A boxer might complain "When am I ever going to use this? I am never going to jump rope in a match." But jumping rope makes them better boxers, even though the boxers never actually jump rope while fighting. The math you are learning is much more useful than jumping rope; but even if you never use it in your daily life yet, it makes you smarter. That is the most important reason to study it.
Step 3: Find the reasons--don't just memorize.
Mathematics is not just a long list of random formulas that someone invented out of nowhere. Math works because it is true--there is a reason for every step, every rule, and every part of every formula. Don't just memorize the formulas and the rules. Find out where they came from, why they work, and what they mean. It may sound like more work to do this, but if you try it, you will quickly find that understanding the reasons and the meaning actually makes everything easier.
Step 4: Never give up.
Math is hard. Anyone who says otherwise is lying. But you can do it anyway. If you want to be good at anything, you have to stick with it, even when you feel like quitting. You gain the most when you finally figure out a problem after a long struggle. That's how you get smarter. But you'll get nowhere if you give up whenever a problem is confusing or when you can't solve it right away.
Athletes know that working, fighting, against something that is hard makes you stronger. The same goes for your brain--getting the right answer quickly won't make you smarter, but fighting with a hard problem for a long time will.
Step 5: Learn to read the textbook.
Math books are not like other books--they pack a lot of information into a small space. One page might take you an hour to really understand well. That is not because the books are poorly written--it is because it takes time to absorb the information, and you have to think carefully about every line. You even have to think a lot about the pictures.
Most people who try to read math books get frustrated and give up--they expect the math book to be as easy to read as their favorite novel. But if you slow down and really think about what is happening in each step, you will find that your book is like a personal tutor. Most books have lots of examples and explain things in several different ways. Most of them are written by someone who has been teaching for a long time and knows how to help you with the confusing parts. Once you get the hang of reading them, they can make learning math a lot easier.
The one thing a book can't do is answer questions. The great secret is read the book before you go to class. Then you can ask the teacher about all the things that didn't make sense in the book. Most people only try to read the book after class, when they didn't understand some part of what the teacher was saying. But then if you have a question, you're stuck--you can't ask your questions because the teacher is gone.
Step 6: Talk to your teacher.
Professors and teachers want to help you. Get to know them. Go to them for help--they love to talk to students who want to learn. Go to them to get help finding the right classes, to get help with homework (even for a class they are not teaching), and just to discuss life. They can help you with your math, and they can help you avoid the mistakes they made when they were students.
Step 7: Look for the beauty.
Math is extremely useful, but it is also beautiful. It connects lots of different ideas into one. It explains important things that cannot be understood in any other way. When you finally get it, it is exciting to see how things fit together, why things work, how it all makes sense. Enjoy the experience of opening your mind.
Please remember to focus not only on the TREE but the entire FORREST ! If your answer doesn't LOOK right, chances are, its NOT. Learn to estimate a answer by getting close to the solution before working the problem. If your answer is 10,000 times MORE than your guess, then your answer may be wrong. Not always. But about 99% of the time. Such as 50% more than 6 can not be 12. That DOUBLE or 100% more. It can't be 8 because that's a third more (33%). 2/6 = 1/3. 9 is the same a 6 plus half of 6 (50% of 6 = 3).
I know it's just a tiny introduction to how to approach mathematics but I would suggest something that is equally ( if not more ) important than those listed above, I would put it in step three.
When approaching a topic in math try to look for the history of the topic, for example, ask yourself what kind of problems this math was developed to solve, when studying Calculus consider what kind of problem Sir Isaac Newton was trying to solve when he came up with the notion of "tangent line at a point", don't just consider that "deltas" and "epsilon" gibberish notation, this is just how we talk about those concepts, not how we think about them. Thank you guys |
This course introduces the student to the world of programming through MATLAB to develop scientific and engineering models. The student will be able to write beginner level programs that include conditional statements, repetition loops, input/output of files, modular programming including subprograms, and matrix manipulation.
PREREQUISITES: Calculus I and Physics I
TEXTBOOK: Essentials of MATLAB Programming (Paperback) by Stephen J. Chapman (Author): Publisher: Thomson-Engineering; 1 edition (October 6, 2005): ISBN-10: 0495073008
This course is designed for students of the departments of Mechanical Engineering and Biomedical Engineering of the Eindhoven University of Technology to get familiar with the basics of the computer program Matlab.
The contents of the course are as follows:
Chapter 1: Basic elements of MATLAB;
Chapter 2: The numerical toolbox;
Chapter 3: The symbolic toolbox;
Chapter 4: Linear algebra;
Chapter 5: Ordinary differential equations;
Chapter 6: Programming;
Chapter 7: Simulink.
Each chapter ends with a set of exercises with their solutions; detailed solutions are available for odd numbered exercises while for even numbered exercises only the final answers will be given.
The objective of this course is to introduce students to the mathematics and modeling tools necessary to analyze and simulate natural and engineered systems. The course includes three broad areas of modeling and analysis: that of stationary processes, linear dynamic systems and neural networks. Topics include modeling time series with ARIMA models, applications of artificial neural networks, building state space models for dynamic systems, and performing sensitivity and stability analyses.
Course material created by Professor Judith Cardell. |
Class Descriptions
Linear Algebra for Teachers - VCU Math 591 (Special Topics Course); transfers for RU Math 623.
Students use matrices and determinants to solve systems of linear equations. Applications of matrices and matrix inverses are used in solving real world problems, and graphing calculators are used extensively in solving large scale problems using matrix techniques.
Foundations of the Number System; transfers for RU Math 600.
This course provides a mathematical foundation for the number systems used in secondary and post-secondary mathematics courses, with an emphasis on rigorous logical and set-theoretical foundations of the natural numbers, integers, rational numbers, and real numbers. The course also covers the common algebraic extensions of the number system and familiarizes students with the historical development of the number system.
Course Topics
Related Standards
Set Theory
A.4(b), A.5 (a)(c)(d), A.7 (b)(c), AII.2, AII.4(a)
Relations and Functions
A.7(a)(b)(e), A.8, AII.7(a)(g)(h), AFDA.1(c)
Real Number System
A.1, A.2(a), A.5(b)(c)(d), AII.1(a)(b), AII.2
Complex Number System
A.5(b), AII.3
Group, Ring and Field Theory
A.2(b)(c), A.3, A.4(a)(b)(c), AII.1(a)(b)(c)(d), AII.5
Equity and Diversity in Mathematics Education; transfer for RU Math/EDUC 620.
This course emphasizes the NCTM's (2000) Equity Principle of providing high expectations and strong support for all students and familiarizes students with cultural, social, and political issues in the teaching and learning of mathematics. Students explore equity and diversity topics and approaches in mathematics education, including strategies for teaching mathematics to diverse learners. This includes diversity with respect to social class, gender, race/ethnicity, students with disabilities, and ELL. Mathematics pedagogy and assessment strategies will be included and participating teachers will generate applied mathematical unit plans related to Mathematics Performance Expectations for the Capstone Course, with attention to meeting the needs of diverse learners.
Euclidan and Non-Euclidean Geometry; transfers for RU Math 635.
This course addresses a range of Euclidean and Non-Euclidean geometries, as summarized in the table below:
Course Topics
Related Standards
Euclidean and Non-Euclidean geometries, systems of postulates in a comparison of Euclidean and Non-Euclidean geometries. Axiomatic systems and their role in problem-solving in mathematics development of Geometry as an axiomatic system
G1; G6; G7;
Role of geometry in understanding the world and of how this understanding can be developed in their own classrooms
G2; G5; G8; G9; G10
Conceptions of geometry beyond plane figures and their properties
G13; G14
Development of geometric topics addressed in high school and discussion of current SOLs and Career Readiness Expectations
G1; G2; G3; G4; G5; G6; G7; G8; G9; G10; G11; G12
Other topics may include: structures of transformational, fractal, projective geometry with a brief history of the development of axiomatic systems of geometry, trigonometry.
G3; G4; G11; G12
Applied Statistics for Teachers (VCU Stat 591; transfers for RU STAT 644.
This course explores ways to collect, organize, display, and analyze data and make reasoned decisions based on it. Students use statistical methods based on data, develop and evaluate inferences and predictions about data, and apply probability and distribution theory concepts. The course helps prepare teachers to teach statistical concepts and AP statistics and to critically examine and comprehend data analysis in education literature. Graphing calculators and computer software are incorporated.
Educational Technology (EDET 620).
This course emphasizes educational technologies appropriate for use in Algebra I, Algebra II, AFDA, Geometry, and the Mathematics Capstone Course. The course strengthens teachers' understandings of algebra, data analysis, and geometry by integrating instructional technologies in these areas. Content is aligned with Virginia SOLs and national standards for technology and for Algebra I, Algebra II, AFDA, and NCTM Communication Standard for grades 9-12. The course emphasizes research, practice, and policy involving current technologies in education and uses mathematics software such as Fathom, GeoGebra, and Mathematica. Students learn mathematics applications of word processors, databases, spreadsheets, fundamentals of Internet tools, and rudimentary hypermedia tools to create multimedia projects. They discuss what it means to be a responsible and effective technology user in classrooms and how to appropriately assess student learning using technology. Students analyze and synthesize their learning through presentations, group work, reflection papers, computer projects and discussions. |
Elementary Numerical Analysis
9780471433378
ISBN:
0471433373
Edition: 3 Pub Date: 2003 Publisher: Wiley
Summary: Offering a clear, precise, and accessible presentation, complete with MATLAB programs, this new Third Edition of Elementary Numerical Analysis gives students the support they need to master basic numerical analysis and scientific computing. Now updated and revised, this significant revision features reorganized and rewritten content, as well as some new additional examples and problems. The text introduces core areas... of numerical analysis and scientific computing along with basic themes of numerical analysis such as the approximation of problems by simpler methods, the construction of algorithms, iteration methods, error analysis, stability, asymptotic error formulas, and the effects of machine arithmetic.
Kendall Atkinson is the author of Elementary Numerical Analysis, published 2003 under ISBN 9780471433378 and 0471433373. Six hundred ninety seven Elementary Numerical Analysis textbooks are available for sale on ValoreBooks.com, one hundred nineteen used from the cheapest price of $57.02, or buy new starting at $116.270471433373 Brand new book. Hardcover US edition. Ship from multiple locations, including USA, UK, Asia. 3-5 business days Express Delivery to USA/UK/Europe/Asia/Worldwide. Tracking number will be provided. Satisfaction guaranteed. ISBN: 0471433373 |
C. T. Kelley
Fundamentals of Algorithms 1
This brief book on Newton's method is a user-oriented guide to algorithms and implementation. In just over 100 pages, it shows, via algorithms in pseudocode, in MATLAB, and with several examples, how one can choose an appropriate Newton-type method for a given problem, diagnose problems, and write an efficient solver or apply one written by others. Solving Nonlinear Equations with Newton's Method contains trouble-shooting guides to the major algorithms, their most common failure modes, and the likely causes of failure. It also includes many worked-out examples (available on the SIAM website) in pseudocode and a collection of MATLAB codes, allowing readers to experiment with the algorithms easily and implement them in other languages.
This book is intended to complement Kelley's larger book, Iterative Methods for Linear and Nonlinear Equations (SIAM, 1995), which focuses on in-depth treatment of convergence theory, but does not discuss the details of solving particular problems, implementation in any particular language, or evaluating a solver for a given problem.
Audience Computational mathematicians will find this book useful in mastering the state of the art and moving it forward. Any engineer or scientist taking part in a computational project or involved in any computational science and engineering academic program will benefit from this book. The reader is assumed to have a good understanding of elementary numerical analysis and of numerical linear algebra. Because the examples area so closely coupled to the text, this book cannot be understood without a working knowledge of MATLAB.
How to Get the Software This book is tightly coupled to a suite of MATLAB code. The codes are available from SIAM at the URL: |
develop foundational math skills needed for higher education and practical life skills with ACE's Math curriculum. This set includes Math PACEs 1049-1060, which covers: |
Crossing the River With Dogs Problem Solving for College Students
9781931914147
ISBN:
1931914141
Pub Date: 2003 Publisher: Springer Verlag
Summary: Students who often complain when faced with challenging word problems will be engaged as they acquire essential problem solving skills that are applicable beyond the math classroom. The authors of Crossing the River with Dogs: Problem Solving for College Students:- Use the popular approach of explaining strategies through dialogs from fictitious students- Present all the classic and numerous non-traditional problem s...olving strategies (from drawing diagrams to matrix logic, and finite differences) - Provide a text suitable for students in quantitative reasoning, developmental mathematics, mathematics education, and all courses in between - Challenge students with interesting, yet concise problem sets that include classic problems at the end of each chapter With Crossing the River with Dogs, students will enjoy reading their text and will take with them skills they will use for a lifetime.
Johnson, Ken is the author of Crossing the River With Dogs Problem Solving for College Students, published 2003 under ISBN 9781931914147 and 1931914141. Seventeen Crossing the River With Dogs Problem Solving for College Students textbooks are available for sale on ValoreBooks.com, sixteen used from the cheapest price of $1.00, or buy new starting at $70 |
Ms. Anne King/Integrated Algebra
Contact Information
Classroom Rules & Procedures
Be prepared for class (textbook, notebook, pen/pencil, calculator, and assignment – math is not a spectator sport)
Be respectful
Integrated Algebra Year 1 – Grade 9
Students will study Integrated Algebra. We will cover all chapters in the book. Students will take their Integrated Algebra regents in June. Upon successful completion of the class and the regents, students will move onto geometry.
Grading CriteriaIntegrated Algebra Year 2 – Grade 10 +
Students will continue to study algebra. The first ten weeks will be a review of the first year of algebra. We will finish all of the chapters not completed in the first year. The students will have a regents in Intgrated Algebra in JuneINTEGRATED ALGEBRA – YEAR ONE OF TWO – GRADE 9/10
Students will complete 1/2 of the course of Integrated Algebra. Upon successful completetion they will move onto Year 2 of Integrated Algebra. At the end of Year 2, they will take their Regent exam |
Emily Cosby
LRNS 50 Basic Math
In this class, students have the opportunity to learn math in a positive, non-threatening environment using their preferred learning style. Many students who have completed this course have left with a new attitude about math and a more positive feeling about their math abilities. If you are serious about learning math and are willing to work, you will improve your math skills in LRNS 50. This is a variable unit, pass/no pass class that prepares you for future math classes required for an AA/AS degree. Modules range from whole numbers to pre-algebra.
ONE SECTION OF THIS CLASS IS TAUGHT ONLINE. See the Online LRNS 50 link on the left side of this page for more information. |
Geometry is an approachable text, covering both Euclidean and Non-Euclidean geometry. This text is directed at the one semester course at the college level, for both pure mathematics majors and prospective teachers. A primary focus is on student participation, which is promoted in two ways: (1) Each section of the book contains one or two units, called Moments for Discovery, that use drawing, computational, or reasoning experiments to guide students to an often surprising conclusion related to section concepts; and (2) More than 650 problems were carefully designed to maintain student interest. |
Geometric Algebra: An Algebraic System for Computer Games and Animation
This book uses 3D colour drawings and tabulations of algebraic expansions to provide new insights into geometric algebra and its application to computer games and animation. It is filled with many worked examples and full-colour illustrations and tables.
Geometric algebra is still treated as an obscure branch of algebra and most books have been written by competent mathematicians in a very abstract style. This restricts the readership of such books especially by programmers working in computer graphics, who simply want guidance on algorithm design.
Geometric algebra provides a unified algebraic system for solving a wide variety of geometric problems. John Vince reveals the beauty of this algebraic framework and communicates to the reader new and unusual mathematical concepts using colour illustrations, tabulations, and easy-to-follow algebraic proofs.
The book includes many worked examples to show how the algebra works in practice and is essential reading for anyone involved in designing 3D geometric algorithms.
Table of Contents
Table of Contents
Introduction.
Products.
Vector Products.
The Geometric Product.
Geometric Algebra.
Products in 2D.
Products in 3D.
Reflections and Rotations.
Applied Geomteric Algebra.
Conclusion.
Appendices |
MST3 Standard 3 - Mathematics Students will:
•understand the concepts of and become proficient with the skills of mathematics;
•communicate and reason mathematically;
•become problem solvers by using appropriate tools and strategies;
through the integrated study of number sense and operations, algebra, geometry, measurement,
and statistics and probability.
MST3.A CONTENT STRAND 2 - Algebra
MST3.I.A Major Understanding 1 - Students will represent and analyze algebraically a wide variety of problem solving situations.
MST3.I.A.08.01
- Translate verbal sentences into algebraic inequalities
MST3.I.A.08.02
- Write verbal expressions that match given mathematical expressions
MST3.I.A.08.03
- Describe a situation involving relationships that matches a given graph
MST3.I.A.08.04
- Create a graph given a description or an expression for a situation involving a linear or nonlinear relationship
MST3.I.A.08.05
- Use physical models to perform operations with polynomials
MST3.I.A.08.06A
- Multiply monomials
MST3.I.A.08.06B
- Divide monomials
MST3.I.A.08.07
- Add and subtract polynomials (integer coefficients)
MST3.I.A.08.08
- Multiply a binomial by a monomial or a binomial (integer coefficients)
MST3.I.A.08.09
- Divide a polynomial by a monomial (integer coefficients) Note: The degree of the denominator is less than or equal to the degree of the numerator for all variables.
MST3.I.A.08.10
- Factor algebraic expressions using the GCF
MST3.I.A.08.11
- Factor a trinomial in the form ax squared + bx + c; a=1 and c having no more than three sets of factors
MST3.I.A.08.12
- Apply algebra to determine the measure of angles formed by or contained in parallel lines cut by a transversal and by intersecting lines
MST3.I.A.08.13
- Solve multi-step inequalities and graph the solution set on a number line
MST3.I.A.08.14
- Solve linear inequalities by combining like terms, using the distributive property, or moving variables to one side of the inequality (include multiplication or division of inequalities by a negative number)
MST3.I.A Major Understanding 3 - Students will recognize, use, and represent algebraically patterns, relations, and functions.
MST3.I.A.08.15
- Understand that numerical information can be represented in multiple ways: arithmetically, algebraically, and graphically
MST3.I.A.08.16
- Find a set of ordered pairs to satisfy a given linear numerical pattern (expressed algebraically); then plot the ordered pairs and draw the line
MST3.I.A.08.17
- Define and use correct terminology when referring to function (domain and range)
MST3.I.A.08.18
- Determine if a relation is a function
MST3.I.A.08.19
- Interpret multiple representations using equation, table of values, and graph
MST3.CM PROCESS STRAND 3 - Communication
MST3.I.CM Major Understanding 1 - Students will organize and consolidate their mathematical thinking through communication.
MST3.I.CM Major Understanding 2 - Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MST3.I.CM.08.04
- Use both written and verbal form to share organized mathematical ideas through the manipulation of objects, numerical tables, drawings, pictures, charts, graphs, tables, diagrams, models, and symbols
MST3.I.CM.08.05
- Answer clarifying questions from others
MST3.I.CM Major Understanding 3 - Students will analyze and evaluate the mathematical thinking and strategies of others.
MST3.I.CM.08.06
- Analyze mathematical solutions shared by other students
MST3.I.CM.08.07
- Compare strategies used and solutions found by others in relation to their own work
MST3.I.CM.08.08
- Formulate mathematical questions that elicit, extend, or challenge strategies, solutions, and/or conjectures of others
MST3.I.CM Major Understanding 4 - Students will use the language of mathematics to express mathematical ideas precisely.
MST3.I.CM.08.09
- Increase their use of mathematical vocabulary and language when communicating with others
MST3.I.CM.08.10
- Use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale
MST3.I.CM.08.11
- Draw conclusions about mathematical ideas through decoding,
comprehension, and interpretation of mathematical visuals, symbols, and technical writing
MST3.CN PROCESS STRAND 4 - Connections
MST3.I.CN Major Understanding 1 - Students will recognize and use connections among mathematical ideas.
MST3.I.CN.08.01
- Understand and make connections among multiple representations of the same mathematical idea
MST3.I.CN.08.02
- Recognize connections between subsets of mathematical ideas
MST3.I.CN.08.03
- Connect and apply a variety of strategies to solve problems
MST3.I.CN Major Understanding 2 - Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
MST3.I.CN.08.04
- Model situations mathematically, using representations to draw conclusions and formulate new situations
MST3.I.CN.08.05
- Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics
MST3.I.CN Major Understanding 3 - Students will recognize and apply mathematics in contexts outside of mathematics.
MST3.I.CN.08.06
- Recognize and provide examples of the presence of mathematics in their daily lives
MST3.I.CN.08.07
- Apply mathematics to solve problems situations that develop outside of mathematics
MST3.I.CN.08.08
- Investigate the presence of mathematics in careers and areas or interest
MST3.I.CN.08.09
- Recognize and apply mathematics to other disciplines and areas of interest, and societal issues
MST3.G CONTENT STRAND 3 - Geometry
MST3.I.G Major Understanding 1 - Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
MST3.I.G.08.00
- Construct the following using a straight edge and compass:
Segment congruent to a segment
Angle congruent to an angle
Perpendicular bisector
Angle bisector
MST3.I.G Major Understanding 2 - Students will identify and justify geometric relationships, formally and informally.
MST3.I.G.08.01
- Identify pairs of vertical angles as congruent
MST3.I.G.08.02
- Identify pairs of supplementary and complementary angles
MST3.I.G.08.03
- Calculate the missing angle in a supplementary or complementary pair
MST3.I.G.08.04
- Determine angle pair relationships when given two parallel lines cut by a transversal
MST3.I.G.08.05
- Calculate the missing angle measurements when given two parallel lines cut by a transversal
MST3.I.G.08.06
- Calculate the missing angle measurements when given two intersecting lines and an angle
MST3.I.G Major Understanding 3 - Students will apply transformations and symmetry to analyze problem solving situations.
MST3.I.G.08.07
- Describe and identify transformations in the plane, using proper function notation (rotations, reflections, translations, and dilations)
MST3.I.G.08.08
- Draw the image of a figure under rotations of 90 and 180 degrees
MST3.I.G.08.09
- Draw the image of a figure under a reflection over a given line
MST3.I.G.08.10
- Draw the image of a figure under a translation
MST3.I.G.08.11
- Draw the image of a figure under a dilation
MST3.I.G.08.12
- Identify the properties preserved and not preserved under a reflection, rotation, translation, and dilation
MST3.I.G.08.13
- Determine the slope of a line from a graph and explain the meaning of slope as a constant rate of change
MST3.I.G.08.14
- Determine the y-intercept of a line from a graph and be able to explain the y-intercept
MST3.I.G.08.15
- Graph a line using a table of values
MST3.I.G.08.16
- Determine the equation of a line given the slope and the y-intercept
MST3.I.G.08.17
- Graph a line from an equation in slope-intercept form (y = mx + b )
MST3.I.G.08.18
- Solve systems of equations graphically (only linear, integral solutions, y = mx + b format, no vertical/horizontal lines)
MST3.I.G.08.19
- Graph the solution set of an inequality on a number line
MST3.I.G.08.20
- Distinguish between linear and nonlinear equations ax² + bx + c; a=1 (only graphically)
MST3.I.G.08.21
- Recognize the characteristics of quadratics in tables, graphs, equations, and situations
MST3.M CONTENT STRAND 4 - Measurement
MST3.I.M Major Understanding 1 - Students will determine what can be measured and how, using appropriate methods and formulas.
MST3.I.N Major Understanding 3 - Students will compute accurately and make reasonable estimates.
MST3.I.N.08.05
- Estimate a percent of quantity, given an application
MST3.I.N.08.06
- Justify the reasonableness of answers using estimation
MST3.PS PROCESS STRAND 1 - Problem Solving
MST3.I.PS Major Understanding 1 - Students will build new mathematical knowledge through problem solving.
MST3.I.PS.08.01
- Use a variety of strategies to understand new mathematical content and to develop more efficient methods
MST3.I.PS.08.02
- Construct appropriate extensions to problem situations
MST3.I.PS.08.03
- Understand and demonstrate how written symbols represent mathematical ideas
MST3.I.PS Major Understanding 2 - Students will solve problems that arise in mathematics and in other contexts.
MST3.I.PS Major Understanding 3 - Students will apply and adapt a variety of appropriate strategies to solve problems.
MST3.I.PS.08.07
- Understand that there is no one right way to solve mathematical problem but that different methods have advantages and disadvantages
MST3.I.PS.08.08
- Understand how to break a complex problem into simpler
parts or use a similar problem type to solve a problem
MST3.I.PS.08.09
- Work backwards from a solution
MST3.I.PS.08.10
- Use proportionality to model problems
MST3.I.PS.08.11
- Work in collaboration with others to solve problems
MST3.I.PS Major Understanding 4 - Students will monitor and reflect on the process of mathematical problem solving.
MST3.I.PS.08.12
- Interpret solutions within the given constraints of a problem
MST3.I.PS.08.13
- Set expectations and limits for possible solutions
MST3.I.PS.08.14
- Determine information required to solve the problem
MST3.I.PS.08.15
- Choose methods for obtaining required information
MST3.I.PS.08.16
- Justify solution methods through logical argument
MST3.I.PS.08.17
- Evaluate the efficiency of different representations of a problem
MST3.R PROCESS STRAND 5 - Representation
MST3.I.R Major Understanding 1 - Students will create and use representations to organize, record, and communicate mathematical ideas.
MST3.I.R.08.01
- Use physical objects, drawings, charts, tables, graphs, symbols, equations or objects created using technology as representations
MST3.I.R.08.02
- Explain, describe, and defend mathematical ideas using representations
MST3.I.R.08.03
- Recognize, compare, and use an array of representational forms
MST3.I.R.08.04
- Explain how different representations express the same relationship
MST3.I.R.08.05
- Use standard and nonstandard representations with accuracy and detail
MST3.I.R Major Understanding 2 - Students will select, apply, translate among mathematical representations to solve problems.
MST3.I.R.08.06
- Use representations to explore problem situations
MST3.I.R.08.07
- Investigate relationships between different representations and their impact on a given problem
MST3.I.R.08.08
- Use representation as a tool for exploring and understanding mathematical ideas
MST3.I.R Major Understanding 3 - Students will use representations to model and interpret physical, social, and mathematical phenomena
MST3.I.R.08.09
- Use mathematics to show and understand physical phenomena
(e.g., make and interpret scale drawings of figures or scale models of objects)
MST3.I.R.08.10
- Use mathematics to show and understand social phenomena (e.g., determine profit from sale of yearbooks)
MST3.I.R.08.11
- Use mathematics to show and understand mathematical phenomena (e.g., use tables graphs, and equations to show a pattern underlying a function)
MST3.RP PROCESS STRAND 2 - Reasoning & Proof
MST3.I.RP Major Understanding 1 - Students will recognize reasoning and proof as fundamental aspects of mathematics.
MST3.I.RP.08.01
- Recognize that mathematical ideas can be supported using a variety of strategies
MST3.I.RP Major Understanding 2 - Students will make and investigate mathematical conjectures.
MST3.I.RP.08.02
- Use mathematical strategies to reach a conclusion
MST3.I.RP.08.03
- Evaluate conjectures by distinguishing relevant from irrelevant information to reach a conclusion or make appropriate estimates
MST3.I.PS Major Understanding 3 - Students will develop and evaluate mathematical arguments and proofs.
MST3.I.RP.08.04
- Provide supportive arguments for conjectures
MST3.I.RP.08.05
- Develop, verify, and explain an argument, using appropriate mathematical ideas and language
MST3.I.RP.08.06
- Support an argument by using a systematic approach to test more than one case
MST3.I.RP.08.07
- Devise ways to verify results or use counterexamples to refute incorrect statements
MST3.I.RP Major Understanding 4 - Students will select and use various types of reasoning and methods of proof. |
CK-12 Algebra I
Table of Contents
This chapter covers evaluating algebraic expressions, order of operations, using verbal models to write equations, solving problems using equations, inequalities, identifying the domain and range of a function, and graphs of functions.
This chapter covers solving one-step equations, solving two-step and multi-step equations, using ratios and proportions, solving problems using scale drawings, using similar figures to measure, and finding the percent of a number.
This chapter covers linear equations in slope-intercept form and point-slope form, standard form for linear equations, equations of parallel and perpendicular lines, and problem solving using linear models.
This chapter covers solving systems of equations graphically, solving systems of equations using substitution or elimination, solving systems of equations using multiplication, and solving systems of inequalities.
This chapter covers graphing quadratic functions, identifying the number of solutions of quadratic equations, solving quadratic equations using the quadratic formula, and finding the discriminant of a quadratic equation.
This chapter covers graphing and comparing square root functions, solving radical equations, using the Pythagorean theorem and its converse, using the distance formula, and making & interpreting stem-and-leaf plots & histograms. |
This lab is intended to give you familiarity with those additional capabilities of
MAPLE that are related to the content of the Calculus II course. More basic material is discussed in earlier tutorials.
Introduction
MAPLE is a powerful computer algebra system that can perform many mathematical calculations.It can also be used as a programming language.This lab is intended to introduce both of these capabilities.The MAPLE program is available to enrolled mathematics students in the computer lab in EAS 136.
Logging into the System
On the log-in screen, you will see a prompt for your username and password.Type in your username first.This will be the first letter of your first name followed by the first seven letters (or less) of your last name.For example, if your name is John Williams, then your username will be JWilliam.
If you have not previously logged in, you will need the initial password.This is, usually the first eight digits of your student ID number.After you log in you will be asked to change this password, make sure you remember it!
**Note
If for some reason either your username or your password does not work, first check that the DOMAIN is set to UFP.If it still doesn't work, ask someone for help.
Starting out with MAPLE
Double click the MAPLE icon on the desktop.This will open a MAPLE worksheet, and you should see a prompt in the upper left corner that looks like this:
>
Area Between Curves
Our first task is to plot the functions
g(x) = x^2 + 2
f(x) = 2*x + 5
on the same axes and find the area of the region enclosed between these curves from x = 0 to x = 3.
Find the area of the region bounded above by y = exp(x), bounded below by y = x, and bounded on the sides by x = 0 and x = 1.
Volumes of Revolution
A simple extension of the ideas and definition of the definite integral permits evaluation of the surface area and the volume of solids of revolution. A solid of revolution is the solid formed when a plane curve is rotated in space around an axis in its plane. The Maple function plot3d does the plotting and it can be found in the plots package. To be able to use this function we have to bring in this package.
> with(plots):with(plottools):
Warning, the name changecoords has been redefined
Warning, the name arrow has been redefined
**Note
Maple gives a warning when this package is called. Ignore it.
Rotate the curve, y(x) = x^2 + x - 1 around the y axis from the point where y=2 to y=4, and then find the volume of the resulting solid.
> f:=x->x^2+x-1;plot(f,2..4);
To rotate this curve use the maple functions seq and rotate. The seq function is used to construct a sequence of values; in this case it builds a sequence of circles around y-axis. The rotate function takes the plot and produces a new one rotated by the specified angle(s).
> a := seq(rotate(cylinder([0,0,f(k/10)],k/10,1),Pi/2,0,0),k=20..40):
Now draw what you created previously using the display function.
> display(a,axes=normal,labels=[x,y,z]);
To find the volume of this solid of revolution about the yaxis, we must express our curve y = x^2 + x- 1 as a function of y. The function solve can be used.
> X:=solve(f(x)=y,x);
The equation has two solutions; specify the first with X[1]. Using slices find the volume of the plotted cylinder.
> Vol:=Pi*int(X[1]^2,y=2..4);
The Menu of plot3d
Do you know how you can improve your graph?Here are some helpful hints.
Put the mouse cursor on the graph and right click. A menu pops up. It contains the following:
Cut
Copy
Paste
Style>
Legend>
Color>
Lightning>
Axes>
Scaling Constrained
Projection
Transparency
Export
Animation
Now, lets see what the most important of those functions do for 3-Dimensional Graphics.
Style - Choose among the following styles:
Point plot of the computed points only.
Patch- colored surface and grid obtained by joining the computedpoints.
Patch w/o grid colored surface without grid.
Hidden line grid obtained by joining the computed points, hidden lines not plotted.
To choose the Symbol being used when the surface is plotted with points, select from Cross, Diamond, Point, Circle.
To choose the Line Style being used to represent the curves, select from continuous Solid, dashes Dash
To choose the Line width, select from thin, medium, thick, default.
Color - Choose the color in Patch style:
XYZ colors varying in function X, Y, Z.
XY colors varying in function of X, Y.
Z colors varying in function of Z.
To chose a lighting of the surface, select from No Lightning, light scheme1
Axes - Choose the kind and the position of the axes: Boxed, Framed, Normal, None
To change the graphs position put the mouse on the picture, left click and move the mouse until the desired position is obtained.
Calculating Integrals
MAPLE can handle integration, often by finding an antiderivative. This program is a very powerful tool you can use to solve difficult integrals, integrals that solving by hand can be very messy.
Topics:
I.Antiderivatives
II.Definite integrals
III. Improper integrals
I. Antiderivatives
Example1
Find the integral of a function f=x*sqrt(x^2+2*x). First define the function.
> f:=x->x*sqrt(x^2+2*x);
Now integrate the function using maple command int.
> g:=int(f(x), x);
Notice that MAPLE omits the constant of integration. It produces a particular antiderivative, not the most general one. Therefore, when making use of machine integration, dont forget to add the constant.
Example2
Now integrate the function h(x) = sin(x)^2/(1+sqrt(x)).
> int(sin(x)^2/(1+sqrt(x)), x);
Notice the fact that MAPLE returns the integral of this function in a symbolic form. The machine doesnt have an elementary antiderivative.
II. Definite integrals
A. Antiderivatives in definite integrals.
Example1
MAPLE has a preference for exact computation. In this example define f(x) = 1/(1 + x^2), compute the integral and evaluate it
1.From x = 0 to x = 1
2.From x = 0 to x = infinity
Notice that the integral of this function is actually arctan(x).
> f:=x->1/(1+x^2);
> g:=int(f(x), x=0..1);
>g:=int(f(x), x=0..infinity);
Do you think this is a numerical answer? Well maybe for you it is, but for MAPLE this is actually a symbolic one. If you want a numerical answer then use evalf(%) to get it.
> evalf(%);
Example2
> int(sin(x)^2/(1+sqrt(x)), x=0..1);
Again, MAPLE doesnt know what the antiderivative of this integral is, so it returns a symbolic answer.
Problem
Now, try to do the same with the following function. f = 2/(3+2*x^3-x^2).
1. First define the function.
2. Integrate the function and evaluate the integral from 0 to 1.
3. Get a decimal representation for your answer.
II. Numerical methods
Weve seen one example of an integral that has a symbolic answer. Here it is another one.
Some functions like f(x)= exp(-x^2) do not have elementary antiderivatives.
> int(exp(-x^2), x=0..2);
In this case MAPLE gives a name erf to the antiderivative. erf is the error function. MAPLE uses numerical techniques to calculate this type of integrals. By using evalf(%) a numerical answer can be obtained.
> evalf(%);
As weve seen, there are two cases:
1.MAPLE has an elementary antiderivative.
2.MAPLE doesnt have any elementary antiderivative.
For the first case a decimal number can be obtain using evalf.
For the second case MAPLE returns a symbolic answer whether in a form like
or using the error function erf,
Again a decimal result can be obtained using evalf.
Problem
Evaluate in decimal int(sin(x)^2/(1+sqrt(x)), x=0..1);
III Improper Integrals
The function int sometimes returns a result in an unevaluated form. As the following example shows, the fact that MAPLE returns such a result doesnt say anything about the convergence of the integral.
Divergent Integrals
Example1
When the integral diverges towards +, MAPLE returns +.
>int(1/x,x=0..1);
Example2
> int(sin(x)^2/(1+x^(1/2)),x=0..infinity);
In this case the integral diverges because the area under the graph is infinite. MAPLE recognizes this fact, as we can see by forcing an evaluation using evalf(%).
> evalf(%);
Example3
MAPLE returns the value undefined when it realizes that the integral diverges without tending towards +.
>int(x*sin(x), x=0..infinity);
Convergent Integrals
Now take a look at some convergent integrals.
Example1
> int(1/x^2, x=2..infinity);
Example2
MAPLE knows sophisticated results that are difficult or impossible to obtain using Calculus.
> int(sin(x)/x, x=0..infinity);
Problem
Suppose f(x) = cos(x)/sqrt(x).
Evaluate the integral from x = 0..infinity.
Does the integral of this function converge or diverge?
Taylor polynomials
MAPLE can be great timesaver when you need Taylor polynomial approximations to a function. To review the nature of the approximation by Taylor polynomials let's look at plots for some of the standard Taylor polynomials for sin(x). Define
> f:=sin(x);
> p:=x;
> q:=x - x^3/6;
> r:=x - x^3/6 + x^5/(5!) -x^7/(7!);
Now look at plots with the original function and the various approximations. |
This workbook was written to support a short course that provides a review of algebra topics designed for students who have had these subjects before. The objective is to save the student's... More > time and money by placing them in the appropriate level math course – neither too high nor too low. If we are successful in doing this, we will provide a better learning environment for students and instructors alike.
The book has 38 separate lessons and two practice tests. Each lesson has an instructional area followed by some exercises. After the exercises there is an answer section that shows how each of the exercises is done. About midway through the book, there is a practice elementary algebra test. Then, near the end of the book, there is a practice Intermediate Algebra test. These tests are similar to the tests you will be given during the course. At the end of the book, there are extra problem sets for each lesson followed by the answers to those problem setsThe intersection of health care, politics, and policy is a controversial one, and this book of lively essays takes on many of today's hot health topics: alternative medicine, health care reform,... More > screening mammograms, taxes to change behavior, gun control, and many more.< Less |
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$9Providing an overview of the partial differential equations of mathematical physics, their classification and their solution, this book demonstrates how Mathematica can be used to perform complex algebraic manipulation, display simple animations and write programs to solve differential equations. Features * illustrates techniques and solutions and provides examples that in many cases would not otherwise be practica * covers the standard methods used for solving linear and nonlinear partial differential equations |
Find a North Lauderdale focus on differences become crucial when dealing with advanced mathematics. Calculus branches into two sections, differential and integral calculus. In integral calculus, the student begins to understand how to find the area under a graph and interpret its meaning in various cases |
★ New Topics and Tests will be added throughout the year, and we welcome suggestions and requests from students.
Exam Boards mapped include: · AQA · OCR · Edexcel · WJEC · CIE
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Welcome to the world's largest free online resource centre for IGCSE, GCSE, A Level, IB, AP Economics, Business Studies, Accounting & ICT revision. Here you will find a variety of resources specifically written for these examination boards. Most of the websites are selling these resources at exorbitant prices....but at dineshbakshi.com you get all these resources FREE of cost. Google knows this and that is why we are listed on the top, when it comes to search engine results for IGCSE Economics, Business studies, Economics, Accounting and ICT. We thank all the teachers and students who have visited us on a regular basis and made us so popular in such a short span of time (launch 2008). Cambridge International Examination website has listed us on their recommended subject resource list for Business studies, economics and accounting. This website is dedicated to IGCSE, GCSE and AS-A-Level, IB Business studies, AP Economics, Accounting and ICT. You will find hundreds of interactive quizzes, crosswords, gap fillers, match up quiz, Multiple choice quizzes, revision notes, Worksheets, Business Case studies, Mind maps, flash games, Business news and videos, Cambridge news and lots of goodies which will make learning more fun. Though this website is focusing on Cambridge International Examination (CIE) curriculum, it will be equally useful for the following examination boards AQA GCSE and AS-A Level Business studies, Economics, ICT OCR GCSE and AS-A Level Business studies, Economics and ICT Advanced Placement - AP Economics IB Diploma Business and Management, Economics Edexcel GCSE, IGCSE, AS-A Level Business studies, Economics and ICT. WJEC GCSE, AS-A Level Business studies, Economics and ICT and other curriculum across the globe. Another USP of this website is it's design and content which has been developed by a team of experienced teachers having indepth knowledge of IGCSE, A Level , IB and AP curriculum, so, you will find really useful stuff here. Just sit back and enjoy!!
Autology is a revolution in digital learning for UK students aged 11-19, ideal for exam revision or use throughout the entire school year. Offering amazing value for only £0.99 a month or £9.95 for one year, Autology gives students access to a vast library of over 450,000 resources including GCSE and A-Level relevant videos, revision guides and online activities, all searchable by topic, subject and key stage.
Free to download, this trial version contains 30 free searches.
Features:
**Huge library from leading education providers** Autology provides a wealth of education resources via partnerships with the UK's leading education providers, including over 500 interactive lessons, 2,800 leading education sites, plus thousands of videos and images.
**Incredible Value** Why spend a fortune on books? Autology gives students unrestricted access to a massive amount of resources for one small monthly payment of £0.99 or £9.95 a year.
**Super Intelligent & Relevant** Intelligent, context sensitive search provides accurate and age appropriate results from within the Autology learning library, all linked to the UK national curriculum.
**Trusted by teachers and parents** Autology are the UK leaders in digital learning with their award winning online service being used in over 500 UK schools. In school trials, Autology has been shown to increase assignment grades by 1-2 grades. Autology is also supported by teachers & is a sponsor of NAACE (UK's main body for ICT in education)
**Safe and Secure** Unlike web search, autology is a completely closed system and only returns results from within its own education library, meaning that children are never shown inappropriate content.
* Visit to sign up for 1600 more questions and solutions from 188 A-Level papers, spanning over 2000 pages and including video demonstrations for over 60 of the subsections. There are 1000+ pages of maths e-text covering Statistics and Pure Mathematics.
This is the second part of A-Level Maths e-notes. It includes several topics included in A-Level maths. (The circle and the parabola, The quadratic equation, The quadratic function, The reciprocal quad. function, Complex numbers, Partial fractions, Proofs by induction, Permutations & Combinations, Series, The binomial theorem, The binomial (series) theorem, Integration by substitution). Select a topic from the list or flip through the pages in portrait or landscape mode. Designed for all-size devices.
Exam shell is an educational application that allows you to take tests. It is specially designed to help students to practice past O-levels and A-levels papers on their Android devices. Acrologix, has developed this application, keeping in mind the growing need of the students and making learning fun and mobile. Exam shell is also a learning tool that can improve your memory and your ability to study effectively.
This application comprises of last ten years of the multiple choice questions from O-Level and A-Level, all organized subject wise, year wise and subject wise. Exam Shell facilitates learning, and improves your actual test scores. It also enables you to take the tests over and over again anywhere at your convenience. This process promotes understanding over rote memorization, which will help you attain better scores.
Features of exam shell:
• User friendly Interface • You can know your score immediately after you finish the exam • Re test, to infinite times • Re-test yourself on your favorite paper • Displays the correct answer instantly • Option to skip the question • Revision of Wrong and Skipped Questions • Has more than 10 years papers complied • Through this APP a better chance for students to get all A's in GCE O'Level and A'Level exam • The contents comprises of Cambridge International Examinations (CIE) OLevel & ALevel past papers • Best mobile app for O-levels & A-levels & students
If you like this app, please support us with a positive rating. Thank you!
NOTE: MAKE SURE YOU ARE CONNECTED WITH INTERNET IN ORDER TO DOWNLOAD THE EXAM PAPER AFTER DOWNLOADING YOU CAN PRACTICE THE EXAM OFFLINE AS WELL.
Advanced Level Physics made easy and fun, as it is displayed on a pack of cards, with each card teaching a fact or a skill.
Too busy to revise? Need Memory Cards? Read an A-Level Physics revision card in odd moments during the day, so you are ready for exams and homework, but can still party at night.
For use in all countries, as essential subjects, like Electronics and Ideal Gases, are in almost all relevant, pre-university Physics exams.
This app is also suitable if you work, as it gives you the facts you need at your fingertips. Or it can be used as a Physics text book that fits in your pocket.
It is part of an established range, as it is based on the course notes of the best-selling LCL Mega Physics educational software course. This range includes the app 'A Level Maths Pack' and its PC CD, LCL Mega Maths. Its features are:
* It covers all the essential areas e.g. Electricity, Waves and Mechanics. Some of the Mechanics is also in the Mathematics specifications (syllabus).
* There are around 90 cards, as each subject has up to 8 cards. All the essentials that you must know, explained simply.
* This app includes 2 versions, one for phones and another for tablets. The tablet version has double-size cards.
* Instant access to every card with one finger movement.
* You can also make optional adjustments, like changing print size.
* Easy to use.
* New Features include: Special Scroll that keeps cards card-shaped; Restore the card with a tap on the screen; Even a version for screens that are not touch-sensitive; Instant adjustments reaction; Suitable for all Android phones and tablets.
Advanced Level Mathematics made easy and fun, as it is displayed on a pack of cards, with each card teaching a fact or a skill.
Overwhelmed by tomes of waffle? Too busy to revise? Read an A-Level Maths revision card in odd moments during the day, so you are ready for exams and homework, but can still party at night.
For use in all countries, as essential subjects, like Algebra and Calculus, are in almost all relevant, pre-university Math exams.
This app is also suitable if you work, as it gives you the facts you need at your fingertips. Particularly as it includes Critical Path Analysis and other business Mathematics, which are now part of the A Level syllabus.
It is part of an established range, as it is based on the course notes of the best-selling LCL Mega Maths educational software course. Its features are:
More from developer** This version of the app is intended for use by subscribers to examstutor.com, and is initially set to demonstration mode, and can be fully unlocked by entering your examstutor login details.
** studiesNEW - access to the Psychology Study Room on examstutor.com now included, an online pocket textbook★ This version of the app is intended for use by subscribers to examstutor.com, and is initially set to demonstration mode, it can be fully unlocked by entering your examstutor login details, giving access to further Driving Test support through examstutor.com including a fully illustrated Audio Podcast of the complete Highway Code.
★ A paid version of this app is available separately in the Android Market it can then 290 unique multiple-choice test questions, English Examstutor is a new A Level English Literature question bank.
A level English Literature is an advanced qualification studied by UK and international students prior to attending University. This app can be used by anyone wishing to develop their understanding of English Literature.
Features include: · Topic Tests: Covering a growing range of examined |
Parts of the web page to be completed or determined by the instructor are in green.
Catalogue Description and Prerequisites
MA 212 (starting Fall 2010) Matrix Algebra and Systems of Differential Equations 4R-0L-4C F,W,S Pre: MA 113
Basic matrix algebra with emphasis on understanding systems of linear equations from algebraic and geometric viewpoints, and eigenvalues and eigenvectors. Solution of systems of first order linear differential equations by eigensystems and investigation of their solution structure determined by eigensystems. Phase portrait analysis and classification of the nature of the stability of critical points for linear and nonlinear systems. Fourier series. Introduction to complex arithmetic, as needed. Applications to problems in science and engineering.
Prerequisite: All of the topics in MA112, as well some topics
in MA113, will be assumed. In addition, familiarity with some Maple commands
from Calculus is assumed. The Maple files MapleIntRGL.mws (introduction)
and calcrev.mws (review for DE) may be helpful. These files are available on
Angel in the
(Rose-Only) Mathematics
Course Information Repository.
Course Goals
Develop a deeper understanding of systems of equations and their solutions, especially linear algebraic and differential equations.
Provide an introduction to Fourier series.
Develop a deeper understanding and appreciation of transformation and
approximation methods by studying Fourier methods.
Improve mathematical modeling and analytical problem solving skills.
Develop ability to communicate mathematically.
Improve skill using the computer as a tool for mathematical analysis and
problem solving.
Introduce applications of mathematics, especially to science and engineering.
Textbook and other required materials
Textbook: Text: Advanced Engineering Mathematics, 4th edition by Zill and Wright Computer Usage: Maple14 must be available on your laptop.
Applications as appropriate - e.g., predator/prey and competing species for phase portraits,
tanks for eigenvalue methods
Orthogonal Functions and Fourier Series
Orthogonal functions
Fourier Series
Sine and cosine series
Course Requirements and Policies
The following policies and requirements will apply to all sections and classes:
Computer Policy
A summary of the computer policy page: Students will
be expected to demonstrate a minimal level of competency with a relevant computer algebra system. The
computer algebra system will be an integral part of the course and will be used regularly in class work,
in homework assignments and during quizzes/exams. Students will also be expected to demonstrate the ability
to perform certain elementary computations by hand. (See Performance Standards below.)
Final Exam Policy
The following is an extract from the final exam policy page. Consult the policy page for complete details. The final exam will consist of two parts. The first part will be "by hands" (paper, pencil). No computing devices (calculators/computers) will be allowed during the first part of the final exam. This part of the exam will cover both computational fundamentals as well as some conceptual interpretation, though the level of difficulty and depth of conceptual interpretation must take into account that this part of the exam will be shorter than the second part of the exam. The laptop, starting with a blank Maple work sheet, and a calculator, may be used during the second part of the exam. No "cheat sheets", prepared Maple worksheets or prepared program on the calculator may be used. The second part of the exams will cover all skills: concepts, calculation, modeling, problem solving, and interpretation.
Individual Instructor Policies
Your instructor will determine the following for your class:
the grading scheme, based on the various course components.
the number and format of hour exams, quizzes, homework assignments, in class assignments, and projects,
the policies governing the work items above, e.g., whether the computer will be used, what collaboration is allowed, and the format of assignments.
all policies for classroom procedure, including group work, class participation, laptop use and attendance*.
*Note that most instructors will enforce some type of grade penalty for students with more than four unexcused absences. |
Trigonometry
Book Description: Trigonometry, a work in the collection of the Gelfand School Program, is the result of a collaboration between two experienced pre-college teachers, one of whom, I.M. Gelfand, is considered to be among our most distinguished living mathematicians. His impact on generations of young people, some now mathematicians of renown, continues to be remarkable. Trigonometry covers all the basics of the subject through beautiful illustrations and examples. The definitions of the trigonometric functions are geometrically motivated. Geometric relationships are rewritten in trigonometric form and extended. The text then makes a transition to the study of algebraic and analytic properties of trigonometric functions, in a way that provides a solid foundation for more advanced mathematical discussions. Throughout, the treatment stimulates the reader to think of mathematics as a unified subject. Like other I.M. Gelfand treasures in the program—Algebra, Functions and Graphs, and The Method of Coordinates—Trigonometry is written in an engaging style, and approaches the material in a unique fashion that will motivate students and teachers alike. From a review of Algebra, I.M. Gelfand and A. Shen, ISBN 0-8176-3677-3: "The idea behind teaching is to expect students to learn why things are true, rather than have them memorize ways of solving a few problems, as most of our books have done. [This] same philosophy lies behind the current text by Gel'fand and Shen. There are specific 'practical' problems but there is much more development of the ideas.... [The authors] have shown how to write a serious yet lively book on algebra." —R. Askey, The American Mathematics Monthly |
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Differential Equations: A Primer for Scientists and Engineers
Publisher:
Springer
Number of Pages:
263
Price:
49.99
ISBN:
9781461472964
This book caught my attention immediately, right from the preface. The author took the unusual step of polling students to find what they wanted in a textbook, and then writing an introduction to differential equations that met all those requirements. The students said they wanted a book that:
Was easy to follow and not excessively verbose;
Did not talk down to readers;
Kept theory to a minimum;
Did not embed computational devices in the instructional process;
Was "slim".
Of these I only found the one about computation a little surprising. The students agreed that they did not learn much using any of the standard software. (I also note in passing that being verbose is apparently OK, but not excessively so.)
The last time I taught an introductory differential equations course — several years ago — I used an early edition of Simmons' Differential Equations with Applications and Historical Notes. (There is now a thoroughly revised edition called Differential Equations: Theory, Technique, and Practice.) I am still very fond of the book, but the students hated it. I think they had expected a book much like the current one.
One could debate the question of the value of "give them what they want" versus "give them what you think they need", but I expect the answer is not clear-cut and probably very much situation-dependent. Having chosen one path, the author of this book does a does a very creditable job of providing the basic material of ordinary differential equations. He assumes only basic courses in differential and integral calculus with reasonable skill in algebraic manipulation.
The book is largely aimed at average students in mathematics, science or engineering. The author suggests that stronger students can use the text as a bridge to more specialized books or more advanced courses. The topics are quite standard: first order equations, linear second order equations, higher order linear equations, and systems of differential equations. There are two separate chapters on mathematical models — one with first order equations, and another with second order equations. The final two chapters discuss the Laplace transform and series solutions of differential equations. Only the treatment of series solutions near singular points is a departure from the basics.
There are many exercises. The majority are computational and routine. Solutions to odd-numbered exercises are provided. The author uses Mathematica in some of his examples to verify solutions. A few exercises ask the students to do the same.
Bill Satzer (wjsatzer@mmm.com) is a senior intellectual property scientist at 3M Company, having previously been a lab manager at 3M for composites and electromagnetic materials. His training is in dynamical systems and particularly celestial mechanics; his current interests are broadly in applied mathematics and the teaching of mathematics. |
4. Equations and Graphs: Learning the lingo
Chapter 4. Equations and Graphs: Learning the lingo
Communication is vital. You're already off to a good start in your journey to truly think like a physicist, but now you need to communicate your thoughts. In this chapter, you're going to take your first steps in two universal languages - graphs and equations - pictures you can use to speak a thousand words about experiments you do and the physics concepts you're learning. Seeing is believing. |
Vision & Mission
Vision:Every student is a mathematically literate problem solver.
Mission: The mission of the Mathematics Department is to develop in our students the mathematical abilities they will need to become productive citizens. We are committed to providing curriculum, instruction, and assessment that will actively involve students in constructing and applying mathematical ideas to solve problems and enable students to express the mathematical connections in the world around us with algebraic, geometric, or numeric representations. |
MAT-300 - Math Tune-Up
Math Tune-Up is an individualized, emporium-style course that offers recently graduated students the opportunity to work at their level to refresh their math skills in preparation for re-taking the college?s math placement exam. The class will include a diagnostic exam to determine an individual plan, classroom work, tutoring support, an advising component, and the opportunity to re-take the math placement exam. Students will participate in classroom activities and independent work designed to re-activate math skills and connections. Based on the results of the post-course placement exam, students may be able to improve their math placement when they begin their college careers. |
Beginning and Intermediate Algebra - 5th edition
Is there anything more beautiful than an A in Algebra?Not to the Lial team! Marge Lial, John Hornsby, and Terry McGinnis write their textbooks and accompanying resources with one goal in mind: giving students all the tools they need to achieve success.
With this revision, the Lial team has further refined the presentation and exercises throughout the text. They offer several exciting new resources for...show more students that will provide extra help when needed, regardless of the learning environment (classroom, lab, hybrid, online, etc) new study skills activities in the text, an expanded video program available in MyMathLab and on the Video Resources on DVD, and more!58.94 +$3.99 s/h
New
JUGGERNAUTZ Troy, MI166.46 +$3.99 s/h
New
Campus_Bookstore Fayetteville, AR
New Hardcover. TEXTBOOK ONLY 5th Edition Ships same or next day. Expedited shipping takes 2-3 business days; standard shipping takes 4-14 business days.
$171.24 |
algebra'scool Lives Up to It's Name by Diane S. Kendall,October 24, 2003
I am almost embarrassed to say that my fondest memory of high school algebra is the test I once got back with a 25/100 at the top. Luckily the teacher had reversed the numbers and the grade actually was a 75. Either way a math student like me could have used a bit of the kind of help offered by the DVD series algebra'scool from BestQuest.
Imagine for a moment that some of the characters of Nickelodeon, Sesame Street, and other television series favorites have grown up a bit, are all now in high school, and have discovered the best way to learn something is to teach it to others. Form a mental image of the implications of that composite and you'll at least have an inkling of the upbeat pace, sense of humor, relevant wisdom, and graphic quality of the group of characters - Mr. Frogan and his diverse students - that bring algebra'scool to life. The characters aren't puppets nor are they cartoons (take a gander at the included screen shots to see what they look like), but the cast of algebra'scool has just the right degree of sophistication and always keeps one goal in mind. They want to enliven and enrich the teaching of beginning algebra. And they do a remarkably good job of it for the seventh to tenth grade audiences they aim at.
All the basics of algebra are here interspersed with graphics, manipulatives, calculator activities and animated sequences that focus on making math relevant by relating it to the characters lives -like figuring out what the best angle is for a homemade skateboard ramp. The course is broken up into Units A - F (which can be purchased as a set or individually), and all arrive on DVD so they can be used on a properly equipped computer or with a DVD player and TV. That also means that the units (which have all been aligned to the NCTM Standards, all 50 states' frameworks, benchmarks, and/or standards and multiple textbooks) can be used by individual students to review or catch up, or by a whole class to introduce a new concept or two. It can also be used as the whole course. Instructor's materials include teaching suggestions and blackline masters for guided notes, guided practice, independent practice, additional review and tests.
But besides using DVD, a cool technology that is accessible to most any classroom, the other thing that differentiates this math series is that Mr. Frogan and his class introduce kids to 25 Frogan's Heroes. These "heroes" are people from all walks of life and varying professions, seen through the use of actual footage, who help kids recognize how algebra is used in the real world. This has been done before, but the easy-to-access footage makes it simple to add this important message to a math lesson with little or no fuss.
This series is not just another math textbook enhanced by technology. In fact, I think it was conceived and created just the way it should have been. In other words, the creators knew what technology could do and carefully helped their math educator counterparts come to see how adding a visual and interactive plot and onscreen maniplatives could help all kinds of learners conceive math concepts more concretely and move ahead at their own pace. It's great when the marriage of technology and education turns out to be a love match.
Oh, and by the way, I am getting a second chance at algebra with my seventh grader son. You'll be glad to know I am doing much better this second time around. |
MATH1004 is designed to provide a thorough preparation for further study in Mathematics. It is a core unit of study providing three of the twelve credit points required by the Faculty of Science.
This unit provides an introduction to fundamental aspects of discrete mathematics, which deals with 'things that come in chunks that can be counted'. It focuses on the enumeration of a set of numbers, viz. Catalan numbers. Topics include sets and functions, counting principles, Boolean expressions, mathematical induction, generating functions and linear recurrence relations, graphs and trees. |
Elements of Mathematics Comprehending Geometry Conic Sections Mensuration Spherics Illustrated with 30 Copper-Plates for the Use of Schools By 1st edition
1170020860
9781170020869
Elements of Mathematics Comprehending Geometry Conic Sections Mensuration Spherics Illustrated with 30 Copper-Plates for the Use of Schools By ++++Harvard University Graduate School of Education GutmanN003455Edinburgh: printed for William Creech; and sold in London by T. Longman and T. Cadell, 1784. x,417, [1]p., plates; 8
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Rent Elements of Mathematics Comprehending Geometry Conic Sections Mensuration Spherics Illustrated with 30 Copper-Plates for the Use of Schools By 1st edition today, or search our site for John textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by BiblioBazaar. |
Secondary Curricula
Intelligent mathematics software that adapts to meet the needs of ALL students.
Our adaptive curricula, Cognitive Tutor software, is based on over 20 years of research into how students think and learn. The software was developed around an artificial intelligence model that identifies weaknesses in each individual student's mastery of mathematical concepts. It then customizes prompts to focus on areas where the student is struggling, and sends the student to new problems that address those specific concepts. The result is a powerful learning tool with the most precise method of differentiating instruction available.
Cognitive Tutor Software
Documents & Brochures
2014 Program Guide (Middle & High School)Explore our Middle School and High School Math Series featuring our innovative, research-based software and textbooks for students in grades 6-12, and Professional Development for educators of Grades K-12.
Students' attitudes about math have improved tremendously. Now, they look forward to math class, and some students even stay after school to work on the program. Teachers are passionate about its implementation as they continue seeing students make gains on testing. Cognitive Tutor has helped transform the way math is taught and learned at Rigby. |
9780534495015
ISBN:
053449501X
Pub Date: 2005 Publisher: Brooks/Cole
Summary: An increasing number of computer scientists from diverse areas are using discrete mathematical structures to explain concepts and problems. Based on their teaching experiences, the authors offer an accessible text that emphasizes the fundamentals of discrete mathematics and its advanced topics. This text shows how to express precise ideas in clear mathematical language. Students discover the importance of discrete ma...thematics in describing computer science structures and problem solving. They also learn how mastering discrete mathematics will help them develop important reasoning skills that will continue to be useful throughout their careers.
Schlipf, John is the author of Discrete Mathematics For Computer Science With Student Solutions Manual on CDROM, published 2005 under ISBN 9780534495015 and 053449501X. Three hundred sixty four Discrete Mathematics For Computer Science With Student Solutions Manual on CDROM textbooks are available for sale on ValoreBooks.com, one hundred fourteen used from the cheapest price of $4.90, or buy new starting at $40.49.[read more |
This is a complete curriculum for the full year of geometry. It is designed to be used with the student workbook and teacher workbook. All these books are available from Simplified Solutions for Math... More > on LULU. Contact Simplified at ss4math@gmail.com for more information and a complete set of PowerPoint presentations for each lesson, free with curriculum purchase. Completely self-contained, ideal for home schooling as well as traditional classrooms.< Less
This workbook has the entire practice set for the Algebra I curriculum, Sem 1 and Sem 2 books, followed by the answer keys. This is a valuable learning aid for teachers and parents who want to... More > supplement classroom algebra. It is designed to be used with the first algebra. It is designed to be used with the second |
1428324011
9781428324015
Practical Problems in Mathematics for Electricians:Gain the math skills you need to succeed in the electrical trade with this new edition of Practical Problems in Mathematics for Electricians. Using the same straightforward writing style and simple, step-by-step explanations that made previous editions so reader-friendly, the eighth edition includes updated illustrations and information for a better learning experience than ever before! The book begins with basic arithmetic and then, once these basic topics have been mastered, progresses to algebra and then trigonometry. Practical problems with real-world scenarios from the electrical field are used throughout, allowing readers to apply key mathematical concepts at the same time as they are developing an awareness of basic electrical terms and practices. This is the perfect resource for anyone entering the electrical industry, or simply looking to brush up on the necessary math.
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Rent Practical Problems in Mathematics for Electricians 8th edition today, or search our site for Stephen L. textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Delmar Cengage Learning. |
According to OER Commons, 'These are the lecture notes of a one-semester undergraduate course which we taught at SUNY...
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According to OER Commons, 'These are the lecture notes of a one-semester undergraduate course which we taught at SUNY Binghamton. For many of our students, Complex Analysis is their first rigorous analysis (if not mathematics) class they take, and these notes reflect this very much. We tried to rely on as few concepts from real analysis as possible. In particular, series and sequences are treated "from scratch." This also has the (maybe disadvantageous) consequence that power series are introduced very late in the course.'
Talking about quality it is producing better with less waste of money and time. Applying the six sigma can help to reduce...
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Talking about quality it is producing better with less waste of money and time. Applying the six sigma can help to reduce cost of production. Through this web anybody can apply to become menber of ASQ, for training and take online courses about quality and the updating of ISO 9000.
This is a free, online textbook for an introductory course in complex analysis. General topics include Complex Numbers,...
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This is a free, online textbook for an introductory course in complex analysis. General topics include Complex Numbers, Complex Functions, Elementary Functions, Integration, Cauchy's Theorem, More Integration, Harmonic Functions, Series, Taylor and Laurent Series, Poles, Residues, and All That, and Argument Principle. Each chapter from the book can be downloaded as a free pdf file.
This is a free online course offered by the Saylor Foundation.'This course is an introduction to complex analysis, or the...
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This is a free online course offered by the Saylor Foundation.'This course is an introduction to complex analysis, or the theory of the analytic functions of a complex variable. Put differently, complex analysis is the theory of the differentiation and integration of functions that depend on one complex variable. Such functions, beautiful on their own, are immediately useful in Physics, Engineering, and Signal Processing. Because of the algebraic properties of the complex numbers and the inherently geometric flavor of complex analysis, this course will feel quite different from Real Analysis, although many of the same concepts, such as open sets, metrics, and limits will reappear. Simply put, you will be working with lines and sets and very specific functions on the complex plane—drawing pictures of them and teasing out all of their idiosyncrasies. You will again find yourself calculating line integrals, just as in multivariable calculus. However, the techniques you learn in this course will help you get past many of the seeming dead-ends you ran up against in calculus. Indeed, most of the definite integrals you will learn to evaluate in Unit 7 come directly from problems in physics and cannot be solved except through techniques from complex variables.We will begin by studying the minimal algebraically closed extension of real numbers: the complex numbers. The Fundamental Theorem of Algebra states that any non-constant polynomial with complex coefficients has a zero in the complex numbers. This makes life in the complex plane very interesting. We will also review a bit of the geometry of the complex plane and relevant topological concepts, such as connectedness.In Unit 2, we will study differential calculus in the complex domain. The concept of analytic or holomorphic function will be introduced as complex differentiability in an open subset of the complex numbers. The Cauchy-Riemann equations will establish a connection between analytic functions and differentiable functions depending on two real variables. In Unit 3, we will review power series, which will be the link between holomorphic and analytic functions. In Unit 4, we will introduce certain special functions, including exponentials and trigonometric and logarithmic functions. We will consider the Möbius Transformation in some detail.In Units 5, 6, and 7 we will study Cauchy Theory, as well as its most important applications, including the Residue Theorem. We will compute Laurent series, and we will use the Residue Theorem to evaluate certain integrals on the real line which cannot be dealt with through methods from real variables alone. Our final unit, Unit 8, will discuss harmonic functions of two real variables, which are functions with continuous second partial derivatives that satisfy the Laplace equation, conformal mappings, and the Open Mapping Theorem.' |
Beginner's Guide to Mathematica, Version 2: Version 2
Teaches new Mathematica users some of the important basics of this powerful software tool: defining functions, creating graphs and Notebooks, and ...Show synopsisTeaches new Mathematica users some of the important basics of this powerful software tool: defining functions, creating graphs and Notebooks, and applying useful problem-solving techniques. The authors cover 40 functions and use clear language and concise instructions to help readers master the basics |
Lessons for Algebraic Thinking, Grades 3-5
The lessons in this book build the foundation that prepares students for studying algebra in middle and high school. Incorporating manipulative materials, children's books, and problem-solving investigations, these lessons actively engage students in creating, recognizing, describing, and extending patterns, and representing patterns with words, tables, variables, and graphs. The lessons also introduce students to solving equations and plotting points.
Lessons for Algebraic Thinking, Grades K-2
The lessons in this book introduce basic algebraic concepts to students in the primary grades. Manipulative materials, problem-solving investigations, games, and real-world and imaginary contexts support arithmetic learning while introducing ideas basic to algebra, including patterns, equivalence, and graphing. |
Maths I
Foundation Mathematics
Maths I is a learning and revision software designed to help
you build a good foundation in secondary level mathematics
and develop your knowledge of a broad range of core topics. Each section presents
a concise, illustrated explanation of a particular mathematical concept,
followed by fully worked examples and a set of related questions with step-by-step solutions.
Built-in calculation features enable you to practise a particular style of question
with values automatically suggested by the software or typed into the question text.
The Maths I learning style encourages you to review the topics to further your understanding of the theory,
before proceeding to practical activities that enhance your problem-solving skills. For exam preparation and good practice,
it is recommended to try each question on paper and compare your answer with the solution provided by the software.
Variable-Input Questions
Each topic contains one or more variable-input questions that change each
time they are displayed, which means you can repeat the same style of question
with a different calculation each time. Specific values can also be typed
into the changing parts of the question and Maths I will calculate a new
step-by-step solution based on the input, complete with graphs and diagrams. |
In this lesson, students compare different costs associated with two cell phone plans. They write equations with 2 variables...
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In this lesson, students compare different costs associated with two cell phone plans. They write equations with 2 variables and graph to find the solution of the system of equations. They then analyze the meaning of the graph and discuss other factors involved in choosing a cell phone plan.
This fall I will be teaching a new course entitled "Applied Mathematics" which is intended for students who demonstrate a...
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This fall I will be teaching a new course entitled "Applied Mathematics" which is intended for students who demonstrate a need to reduce the Algebra II requirement in the Michigan Merit Curriculum due to academic difficulty in Algebra I and/or Geometry. The course features interwoven strands of algebra and functions, statistics, and probability, with a focus on applications of mathematics. Students will learn to recognize and describe important patterns that relate quantitative variables and develop strategies to make sense of real-world data. The course will develop students' abilities to solve problems involving chance and to approximate solutions to more complex probability problems by using simulation. The goal that will be addressed in this lesson is to review Algebra I fundamentals, more specifically mathematical models (price-demand model, formulas as models, and operations with real numbers) to lay the foundation for the semester.
The students will use their knowledge of writing a system of linear equations and graphing linear equations to determine the...
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The students will use their knowledge of writing a system of linear equations and graphing linear equations to determine the best option when deciding to purchase a season ski pass or a day ski pass. The students will need to have prior knowledge of what the solution to a system of equations means in order to interpret their findings.
The goal for this lesson is to provide students with an understanding of how to find the area of any regular polygon. This is...
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The goal for this lesson is to provide students with an understanding of how to find the area of any regular polygon. This is a discovery-based lesson in which students collaborate with their peers and test ideas using technology.
In this lesson students will create and solve decimal operation story problems. Students will use the Internet to research...
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In this lesson students will create and solve decimal operation story problems. Students will use the Internet to research decimals in real-world situations in order to create their own story problems. This lesson encourages a great amount of collaboration among students and also provides opportunities for students to practice the concepts within the lesson plan. |
RESOURCES
About
Absorb Mathematics Absorb Mathematics is an interactive course written by Kadie Armstrong, a mathematician and an expert in developing interactive online content. It offers a huge amount of interactivity - ranging from simple animations that show hidden concepts, to powerful models that allow flexible experimentation. Absorb Mathematics is divided into units – roughly corresponding to a lesson – so you can follow the structure of the course all the way through or use the units individually when covering a particular topic or concept. Each unit provides an engaging narrative supported by interactive animations, our unique simulations and exercises to ensure concepts have been understood. Try the free sample units in your class.
Magnitude and Direction of a Vector - Calculator
An online calculator to calculate the magitude and direction of a vector. Let v be a vectors given in component form by v = <a , b> The magnitude || v || of vector v is given by
Throughout the years as an engineer, I have needed to research topics on engineering, physics, chemistry, mechanics, mathematics, etc. The Internet has made the job infinitely simpler, with the caveat that you have to be careful of your sources. Anyone can post anything on the Internet without peer review, and errors are rampant. The topics listed below are primarily ones that I have researched and generated custom pages for the content. I welcome visitor review and comments on my material to help ensure accuracy. Click here for an incredible resource from the the U.S.
Chronology of Pure and Applied Mathematics
SpeQ Mathematics
What is it SpeQ is a small, extensive mathematics program with a simple, intuitive interface. All calculations are entered in a sheet. In there you can freely add, edit and execute calculations. SpeQ supports all common functions, constants, and units. Furthermore, you can define custom variables and functions, and plot graphs of your functions.
MathCast Home
MathCast is an equation editor, an application that allows you to input mathematical equations. These equations can be used in documents, emails, and webpages. The equations can be rendered graphically to the screen, to picture files, or to MathML. MathCast is a free and open source application.
Picture perfect In 2004 three physicists decided to dabble in a field they knew little about. Within weeks they had developed a new technique that transforms weeks' worth of computer calculations into something that could be done on a single page in an hour. It's used in particle accelerators such as the LHC at CERN. |
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The aim of this 200 page book is to enable talented students to tackle the sort of problems on number theory which are set in mathematics competitions. Topics include primes and divisibility, congruence arithmetic and the representation of real numbers by decimals. A useful summary of techniques and hints is included. This is a fully revised and extended edition of a book which was initially published as part of the composite volume 'Introductions to Number Theory and Inequalities'.
The author is a former Oxford University lecturer and teacher at Clifton College, Bristol.
For ages 16+ competition preparation.
For delivery addresses outside the UK please remember to add extra postage.
See 'Non-UK postage charges' at the top of this page.
Latest News
The JMC takes place on 1 May 2014. If you have ordered papers your pack should arrive by Thu 24 April. Click here for information and practice questions.
There are a few places left at the following TMC regional finals after the Easter holidays: Middlesbrough, Cornwall, Bath, York and East Sussex. Click here for entry form and here for dates and venues.
About the Trust
The UK Mathematics Trust (UKMT) is a registered charity whose aim is to advance the education of children and young people in mathematics. The UKMT organises national mathematics competitions and other mathematical enrichment activities for 11-18 year old UK school pupils. We were established in 1996 and last academic year over 600,000 pupils from 4,000 schools took part in the three individual challenges, the UK's biggest national maths competitions. Each challenge leads into a follow-on Olympiad round and we run mentoring schemes and summer schools for high performing students as well as training the team of six to represent the UK in the International Mathematical Olympiad. We also run team maths competitions for two age ranges, publish books and organise enrichment seminars for teachers. |
Algebra City Focuses on the 28 Most Common Misconceptions about Algebra as Part of Assessment-Driven Intervention
SAN ANTONIO, Feb. 2, 2012 /PRNewswire/ -- With many states requiring Algebra I to graduate from high school, algebra has become one of the gateway courses to school and career success. Yet upwards of 60 to 70 percent of students struggle with algebra or fail to pass state-mandated proficiency exams. PCI Education, the premier provider of resources for students with specialized instructional needs, introduces Algebra City™,a blended intervention program focusing on the 28 most common algebraic misconceptions.
Research shows that many students misunderstand the concepts, procedures and representations needed to master and pass Algebra I. Algebra City aims to keep students on track by using pinpoint assessment to identify where a student is struggling conceptually, and providing thorough and multiple approaches to correcting the misconception. Algebra City may be used for intervention with any core Algebra I curriculum.
According to Algebra City author Dr. Donna Craighead, the program's four Student Editions differ from traditional algebra textbooks. Whereas textbooks use a linear model, as an intervention program Algebra City uses assessment data to target instruction only where needed. The graphic novel-style Student Editions use avatar-like characters to encourage students to re-engage with algebra in new and exciting ways, including an online adventure island where students can solve practice problems.
Aligned to the Common Core State Standards, Algebra City is a four-part series, with each book covering seven misconceptions. The series is divided into Algebra Essentials, Equations & Inequalities, Graphing, and Polynomials & Factoring. The ExamView Assessment Suite for Algebra City includes readymade pre- and post-tests at the program, book and unit levels, an item bank and test generator, and robust reporting.
"Too often, students struggle to learn critical algebra skills they need both inside and outside the classroom," said Lee Wilson, president and CEO of PCI Education. "Algebra City is targeted intervention that encourages students to reconnect to algebra in one or more areas of misunderstanding, while allowing teachers to leverage the investment in their core algebra curriculum."
Algebra City is one of five new offerings from PCI Education that provide intensive intervention and remediation in reading, writing, and math for students in grades 6-12.
About PCI Education
PCI Education offers more than 7,500 educational materials for a wide range of students with specialized instructional needs. The company's products are used to help students performing below grade level, students with learning differences, and students with significant or developmental disabilities such as autism. In addition, PCI programs are used in English language learner and adult literacy classes. Based in San Antonio, PCI Education has been helping educators lead students to success in school, at home and in the community since 1991 |
Mission
Mathematical skills, knowledge, and abilities learned in mathematics courses are applied in a variety of vocations to resolve challenging problems. A broad foundation in basic mathematics courses, emphasizing concepts and problem solving skills with in-depth knowledge in chosen areas from higher mathematics prepares students to function successfully in their career fields. The department firmly believes that a competent user of mathematics must first be a good student of mathematics.
The Mathematics Department goals are:
To provide the basic skills and Knowledge needed by all students who are preparing for a productive life in a rapidly changing technological world
To strengthen and enrich the general education program
To train quality mathematics teachers for the public schools
To provide a solid foundation for students who will continue mathematics studies at the graduate level
To prepare mathematics students for a wide variety of vocations in business, industry, and government service
To provide a supportive second field of knowledge for students in other areas of study |
User reviews
Its a rather complex application that's aimed strictly at those comfortable with complex maths but the advantage GeoGebra offers over similar apps is that it provides multiple representations of objects that are all dynamically linked. The idea behind GeoGebra is to connect geometric, algebraic, and numeric representations in an interactive way. |
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My fiance cooked up a ridiculous off-the-cuff equation to simply illustrate the difference in complexity between a high school algebra I textbook (which I've seen) and a college level algebra textbook that covers the same material (which he's found through experience is much more complex than the hi... |
8.F.4
8.F.4 - Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Math Nspired: Lines of Fit
This lesson involves informally fitting a straight line for a given data set that represents mean verbal and mathematics scores on SAT in 2004 across all 50 states and Washington, D.C.
Math Nspired: Recipe: Rate of Change
Students look at unit rate in a real-world context. They will use ratios to create points, plot them, and determine the mathematical relationship for the plotted points. Then, they will predict other points based on the relationship determined. Product: TI-Nspire(TM), TI-Nspire(TM) CAS
Math Nspired: Words for Algebra
This lesson involves starting with the context of a word problem and then examining it from several different perspectives in an effort to build expressions and equations that model the problem. Product: TI-Nspire(TM), TI-Nspire(TM) CAS |
For students in college-level math courses, revisiting algebra can be a challenge, and learning for it the first time can prove to be tricky as well. This website, created by Professor John Miller of the City College of...
Math Power is a site created by Professor Freedman, a highly acclaimed teacher of basic mathematics. She has several resources to help students of all ages learn pre-algebra and elementary algebra skills. Many sample...
The Annenberg Foundation has been an active part of creating educational and professional development tools and instructional aids for teachers for many years. To reach the broadest audience possible, their Annenberg...
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... |
Modify Your Results
Integrated Arithmetic and Basic Algebra, Fifth Edition, integrates arithmetic and algebra to allow students to see the big picture of math. Rather than separating these two subjects, this text helps students recognize algebra as a natural extension of arithmetic. As a result, students see how concepts are interrelated and are better prepared for future courses |
Channels: Additional Languages
One of the most powerful aspects of graphics in Mathematica is interactivity. Rotating, zooming, and panning your graphics allows for a more complete visualization experience by letting you understand images from every angle and present them from the very best viewpoint. Learn more in this "How to" screencast. Includes Japanese audio.
This tutorial screencast encourages users to work along in Mathematica 7 as they learn the basics to create their first notebook, calculations, visualizations, and interactive examples. Includes Japanese audio.
This tutorial screencast encourages users to work along in Mathematica 7 as they learn the basics to create their first notebook, calculations, visualizations, and interactive examples. Includes Portuguese audio.
This tutorial screencast encourages users to work along in Mathematica 7 as they learn the basics to create their first notebook, calculations, visualizations, and interactive examples. Includes Spanish audio.
There are many convenient ways to get an image into Mathematica, including drag-and-drop. You can also import images by evaluating commands in a notebook. Learn more in this "How to" screencast. Includes Japanese audio.
Creating interactive models in Mathematica allows students to explore hard-to-understand concepts, test theories, and quickly gain a deeper understanding of the materials being taught firsthand. This screencast shows you how get started creating interactive models in Mathematica. Includes Chinese audio.
When working in Mathematica, you will often find it useful to view groups of functions that relate to a specific subject area or set of tasks. The Documentation Center includes guide pages and the function navigator for this purpose. Learn more in this "How to" screencast. Includes Japanese audio.
Mathematica provides several convenient ways to find information about functions. In addition to searching the documentation or navigating the guide pages, you can access documentation on functions directly from within your notebook. Learn more in this "How to" screencast. Includes Japanese audio.
Mathematica can run its calculations on other computers that have Mathematica installed. Passing computations to other, potentially more powerful, machines can increase the efficiency of your work. Learn more in this "How to" screencast. Includes Japanese audio.
Mathematica offers great flexibility for adding text to graphics; you can add text interactively using the Drawing Tools palette or programmatically using various graphics primitives. Learn more in this "How to" screencast. Includes Japanese audio.
Palettes give you immediate access to many features built into Mathematica, from creating syntactically complete expressions and inserting special characters to building up charts and slide shows, all through a convenient point-and-click interface. Learn more in this "How to" screencast. Includes Japanese audio.
Mathematica allows Greek letters to be integrated into symbol names, strings, graphics, and text. You can input Greek letters by using palettes or keyboard shortcuts. Learn more in this "How to" screencast. Includes Japanese audio.
You may want to export data from Mathematica to a spreadsheet. Excel is one example of a common spreadsheet format that Mathematica supports. Learn more in this "How to" screencast. Includes Japanese audio.
Geophysics professor Frank Scherbaum walks through an example of how he used Mathematica to develop an integrated system for students, teachers, and researchers to use in their probabilistic seismic hazard analysis work. Includes Spanish audio.
Geophysics professor Frank Scherbaum walks through an example of how he used Mathematica to develop an integrated system for students, teachers, and researchers to use in their probabilistic seismic hazard analysis work. Includes Japanese audio.
This screencast helps you get started using Mathematica by introducing some of the most basic concepts, including entering input, understanding the anatomy of functions, working with data and matrix operations, and finding functions. Includes Spanish audio.
Mathematica gives students the power to manipulate interactive graphics and develop complex data models. High-school teacher Abby Brown shares the success she experiences by using Mathematica in her classroom. Includes Spanish audio.
William Meyer, the vice president of technology at Scattering Solutions, LLC, describes an example of using Mathematica's data-analysis capabilities to save time and money on drug screening. Includes Japanese audio. |
More About
This Textbook
Overview
This updated and revised edition of David Joyner's entertaining "hands-on" tour of group theory and abstract algebra brings life, levity, and practicality to the topics through mathematical toys.
Joyner uses permutation puzzles such as the Rubik's Cube and its variants, the 15 puzzle, the Rainbow Masterball, Merlin's Machine, the Pyraminx, and the Skewb to explain the basics of introductory algebra and group theory. Subjects covered include the Cayley graphs, symmetries, isomorphisms, wreath products, free groups, and finite fields of group theory, as well as algebraic matrices, combinatorics, and permutations.
Featuring strategies for solving the puzzles and computations illustrated using the SAGE open-source computer algebra system, the second edition of Adventures in Group Theory is perfect for mathematics enthusiasts and for use as a supplementary textbook.
Editorial Reviews
American Scientist
Joyner does convey some of the excitement and adventure in picking up knowledge of group theory by trying to understand Rubik's Cube. Enthusiastic students will learn a lot of mathematics from this book.
Choice
Joyner has collated all the Rubik lore and integrated it with a self-contained introduction to group theory that equals or, more likely, exceeds what is available in typical dedicated elementary texts.
MAA Online
Adventures in Group Theory is a tour through the algebra of several 'permutation puzzles'... If you like puzzles, this is a somewhat fun book. If you like algebra, this is a fun book. If you like puzzles and algebra, this is a really fun book.
Zentralblatt Math
The book begins with some lecture notes of discrete mathematics and group theory. These theoretical notions are very nicely applied to some practical problems, e.g.: Rubik's cube, Rubik-like puzzle groups, crossing the rubicon, God's algorithm and graphs. The work ends with a rich bibliography and index.
Ian W. Knowles
This is a book on group theory that lives outside the usual rather dry regime of typical mathematics texts. In setting the book squarely among these puzzles,the underlying mathematics comes alive in quite spectacular fashion. The author achieves this goal admirably here. The text is well organized and written in an interesting and very readable manner.
From The Critics
Joyner's text grew out of lecture notes designed to teach discrete mathematics and group theory to university students in an engaging, creative way. The text develops the basics of group theory and creates group-theoretical models of Rubik's Cube-like puzzles. The solution strategy for the Rubik's Cube is covered in some detail; solution strategies for similar puzzles (the 15 Puzzle, the Rubik Tetrahedron, the Rubik Dodecahedron, the Skewb, the Hockeypuck, and the Masterball) are discussed in less detail. Earlier chapters will be accessible to high school students with a strong mathematics background; later chapters are more advanced. The author's specific credentials are not given. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Related Subjects
Meet the Author
David Joyner is a professor of mathematics at the U.S. Naval Academy. He is coauthor of Applied Abstract Algebra, also published by Johns Hopkins, and editor of Coding Theory and Cryptography: From Enigma and Geheimschreiber to Quantum |
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Beginning and Intermediate Algebra:Get the grade you want in algebra with Gustafson and Frisk's BEGINNING AND INTERMEDIATE ALGEBRA! Written with you in mind, the authors provide clear, no-nonsense explanations that will help you learn difficult concepts with ease. Prepare for exams with numerous resources located online and throughout the text such as online tutoring, Chapter Summaries, Self-Checks, Getting Ready exercises, and Vocabulary and Concept problems. Use this text, and you'll learn solid mathematical skills that will help you both in future mathematical courses and in real life!
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Rent Beginning and Intermediate Algebra 5th edition today, or search our site for Peter D textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Brooks Cole. |
Mathematics
Overview
Mathematics is a discipline that is both broad in its many areas of study and its applications as well as fascinating in the types of questions that are asked about these areas. (See the Mathematical Moments page of the American Mathematical Society for a number of recent applications.) As our society becomes more quantitative, more and more disciplines are using mathematics more intensively. For example, the National Academy of Sciences now considers even biology a mathematically intensive discipline. As such, the demand for people trained in mathematically intensive disciplines is expected to continue to increase for the foreseeable future.
Many high school students are only exposed to a small portion of the world of mathematics, with the most advanced mathematics they see being the calculus. (For other areas of mathematics, see for example The Mathematical Atlas Introduction.) The calculus is indeed where the study of mathematics begins for most mathematics majors at ISU as well as in most colleges and universities. Yet the calculus, which is foundational to a lot of mathematics, can also give a misleading picture of what mathematics is about and the developments in mathematics after the 18th century. (For a history of mathematics, see MacTutor History of Mathematics Overview.)
Relationships and Patterns
Mathematics has developed into the study of relationships and patterns that appear in real world applications as well as in the mathematics developed from these applications.
One can use mathematics to solve real world problems or one could use mathematics to study mathematical constructs that don't appear to have any applications, but are rather interesting puzzles to be studied or solved.
Even these areas of mathematics that don't appear to have areas of applications will later find uses that many mathematicians had not thought of while studying these areas. For example, the "unbreakable codes" that are now being used as a form of encryption for the internet or on cell phones are just applications of algebraic number theory. These codes are "unbreakable" due to our inability to quickly factor an integer into its prime factors, especially when the prime factors involved have around twenty digits or more.
Foundation and Flexibility
At ISU, the mathematics sequence in the mathematics major first provides students with a strong foundation in mathematics and then gives students the flexibility to explore various aspects of the discipline.
There is also the flexibility within the mathematics major for a student to pursue a minor in a related field of study. Such a program can prepare students for jobs in industry and government as well as prepare students for graduate study in mathematics.
Our Faculty
Our faculty are not only concerned and knowledgeable teachers, but they are also active researchers who have the ability to bring their experiences into the classroom and open the doors of their discipline to their students. Although our faculty have a wide variety of interests, our faculty have particular interests in graph theory (which is considered a branch of combinatorics) and in functional analysis and differential topology (which is a subfield of manifolds (generalized differentiable surfaces)) as it relates to quantum field theories, in addition to our faculty with interests in statistics, mathematics education, and actuarial science.
The ISU Mathematics Department also offers a masters degree in mathematics for those who wish to pursue further study in these areas. |
Synopses & Reviews
Publisher Comments:
Mathematics is often regarded as the study of calculation, but in fact, mathematics is much more. It combines creativity and logic in order to arrive at abstract truths. This book is intended to illustrate how calculation, creativity, and logic can be combined to solve a range of problems in algebra. Originally conceived as a text for a course for future secondary-school mathematics teachers, this book has developed into one that could serve well in an undergraduate course in abstract algebra or a course designed as an introduction to higher mathematics. Not all topics in a traditional algebra course are covered. Rather, the author focuses on integers, polynomials, their ring structure, and fields, with the aim that students master a small number of serious mathematical ideas. The topics studied should be of interest to all mathematics students and are especially appropriate for future teachers. One nonstandard feature of the book is the small number of theorems for which full proofs are given. Many proofs are left as exercises, and for almost every such exercise a detailed hint or outline of the proof is provided. These exercises form the heart of the text. Unwinding the meaning of the hint or outline can be a significant challenge, and the unwinding process serves as the catalyst for learning. Ron Irving is the Divisional Dean of Natural Sciences at the University of Washington. Prior to assuming this position, he served as Chair of the Department of Mathematics. He has published research articles in several areas of algebra, including ring theory and the representation theory of Lie groups and Lie algebras. In 2001, he received the University of Washington's Distinguished Teaching Award for the course on which this book is based.
Synopsis:
"Synopsis"
by Libri, |
Calculus students are presented with a write-pair-share activity that initially involves the construction of a model based on...
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Calculus students are presented with a write-pair-share activity that initially involves the construction of a model based on direct variation and later involves the use of calculus as a means by which to analyze the model. Suitable for either Calculus I or Calculus II students. Note: This project has a sequel entitled Fundamental Theorem of Calculus: An Investigation (listed under Interactive Lectures) in which the Fundamental Theorem of Calculus is investigated via the constructed model.
Calculus students are presented with a write-pair-share activity that leads them to a practical understanding of the...
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Calculus students are presented with a write-pair-share activity that leads them to a practical understanding of the Fundamental Theorem of Calculus. The activity involves analyzing a function that describes eating speed in a hypothetical dinner table experience. Suitable for either Calculus I or Calculus II students.Note: This project has a prequel entitled Calculus of the Dinner Table: Mathematical Modeling (listed under Interactive Lectures) in which students construct the mathematical model for the king's eating speed. This prequel provides an excellent and engaging prelude to this activity.
College Algebra or Liberal Arts math students are presented with a ConcepTest and a write-pair-share activity involving...
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College Algebra or Liberal Arts math students are presented with a ConcepTest and a write-pair-share activity involving Florida's population growth. The activity asks students to decide whether a ten-year growth rate can be divided by 10 to produce the corresponding annual growth rate for each of the ten years. The results show that, while students may have learned that exponential growth is a multiplicative process, their conceptual understanding concerning exponential growth is often a bit fuzzy.
College Algebra or Liberal Arts math students are presented with a Question of the Day and a write-pair-share activity...
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College Algebra or Liberal Arts math students are presented with a Question of the Day and a write-pair-share activity involving U.S. state population growth. Student knowledge (or lack thereof) of the annual growth rates of individual states may be surprising.
College Algebra or Liberal Arts math students are presented with two Questions of the Day and a write-pair-share activity...
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College Algebra or Liberal Arts math students are presented with two Questions of the Day and a write-pair-share activity involving U.S. state population growth. Student knowledge (or lack thereof) of the annual growth rates of individual states may be surprising. In addition, the long-term effects of high growth rates always shocks and surprises students; most have never calculated the mathematical results.
This classroom activity presents Calculus II students with some Flash tutorials involving work and pumping liquids along with...
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This classroom activity presents Calculus II students with some Flash tutorials involving work and pumping liquids along with some simple questions concerning the amount of work involved in pumping water out of two full containers having the same shape and size but different spatial orientations.Students are given opportunities to address this question by means of a ConcepTest and a write-pair-share activity. The results are quite revealing and show that while students may have learned how to perform the necessary calculations, their conceptual understanding concerning work may remain faulty.
This classroom activity presents Calculus II students with some Flash tutorials involving work and pumping liquids along with...
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This classroom activity presents Calculus II students with some Flash tutorials involving work and pumping liquids along with some questions concerning the amount of work involved in pumping water out of two full containers having the same shape and size but different spatial orientations. Students are given opportunities to address this question by means of a write-pair-share activity in which they construct an integral equation and solve for an upper limit of integration.
After covering the standard course material on infinite series and their sums and the Integral Test for series convergence,...
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After covering the standard course material on infinite series and their sums and the Integral Test for series convergence, Calculus II students are given a write-pair-share activity that directs them to clearly explain the difference between a series and its related integral and explain why the sum of the series is greater than the value of the corresponding integral. Afterwards, the instructor employs a Web-based applet that visually displays graphs of both the series and the integral so that students can see the relationship between them. |
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$273.86 9th edition with a publication date of 5Student Solutions Manual College Algebra with Trigonometry
Summary
Barnett, Ziegler, Byleen, and Sobecki's College Algebra with Trigonometry text is designed to be user friendly and to maximize student comprehension by emphasizing computational skills, ideas, and problem solving as opposed to mathematical theory. The large number of pedagogical devices employed in this text will guide a student through the course. Integrated throughout the text, students and instructors will find Explore-Discuss boxes which encourage students to think critically about mathematical concepts. In each section, the worked examples are followed by matched problems that reinforce the concept being taught. In addition, the text contains an abundance of exercises and applications that will convince students that math is useful. A MathZone site featuring algorithmic exercises, videos, and other resources accompanies the text. |
Listed below are all of the mathematics classes available to high school students:
Algebra 1
Algebra 1 develops an appreciation for the usefulness of algebra in solving applied problems, and for algebra as a logical extension of earlier mathematical learnings. Students are encouraged to develop disciplined patterns of thought and to perceive the relationship of algebra to other branches of mathematics.
Geometry
Geometry is the study of all types of plane and solid figures and their relationship to each other and to other branches of mathematics. This course aims to develop logical and deductive thinking. It emphasizes problem solving by accepted or proved algebraic and geometric postulates or theorems. The course is designed to prepare the student for more advanced courses in the college preparatory track of mathematics.
Algebra 2
The Algebra 2 course includes a thorough review of the fundamentals of Algebra 1 and the mastery of advanced algebra techniques. It emphasizes 1) the simplifying of algebraic expressions, 2) the solving of more complex equations, and 3) problem solving applications. Algebra 2 is a foundation course for our more advanced math courses. (PREREQUISITE: Successful completion of Algebra 1)
Geometry Foundations/Transition To Advanced Geometry
This is a full-year, two-period course designed to develop foundational components of geometry, such as concepts, skills, applications and reasoning related to the different properties of objects, measurement and important terminology. Upon completion of the instructional strategies, students will be presented with the regular Geometry mathematics course. Geometry Foundations/Transition to Advanced Geometry focuses on creating a solid understanding for student growth into post-algebra experiences.
Statistics
This introductory statistics course emphasizes analytical thinking rather than mathematical derivations. Topics include exploratory data analysis, designing experiments, collecting data, using probability and statistical inference. The course uses a workshop approach in which students utilize different technologies while engaging in discovery learning. (PREREQUISITE: Algebra 2)
Advanced Placement Statistics (weighted 0.1 - Student must take the AP Exam and score at least a "3" to recieve the 0.1 weight value)
Advanced Placement Statistics is a college level introductory statistics course. Topics include exploratory data analysis, designing experiments, collecting data, using probability models, and various methods of statistical inference. The course uses a workshop approach in which students utilizes different technologies while engaging in discovery learning. (PREREQUISITE: Successful completion of Pre-Calculus or currently enrolled in Pre-Calculus)
Pre-Calculus
Pre-calculus is a course in which students gain a thorough understanding of trigonometry, as well as theory of equations, advanced algebra topics and introductory probability and statistics. Emphasis is placed on logical thinking and applying knowledge to different types of problems. Students learn traditional ways to solve problems as well as use appropriate technology. (PREREQUISITE: C+ in Algebra 2)
Advanced Placement Mathematics (weighted 0.1 - Students must take the AP Exam and score at least a "3" to receive the 0.1 weight value)
Advanced Placement Mathematics is a two-credit course offered to juniors or seniors who are interested in teaching mathematics or planning a career in engineering, pure mathematics or other scientific fields. The course prepares the student for the AB Calculus Advanced Placement test. It includes analytic geometry, trigonometry, pre-calculus topics, and techniques and applications of differential and integral calculus. It is a two-credit course. (PREREQUISITES: A- in Algebra 2 and department approval)
Calculus 1
This course presents the basic theorems, techniques and applications of differential and integral calculus. (PREREQUISITES: B in Pre-Calculus and department approval)
Advanced Placement Calculus 2 (weighted 0.1 - Students must take the AP Exam and score at least a "3" to receive the 0.1 weight value)
Advanced Placement Calculus 2 is a more rigorous calculus course than Calculus 1, designed to prepare the student for the BC Advanced Placement test. Proofs of theorems, as well as techniques and applications, are stressed. (PREREQUISITES: B in Advanced Placement Math or Calculus 1 and department approval)
Transition to Advanced Math/Algebra I
This is a full year, two-period course designed to encourage conceptual understanding of key mathematical ideas. Upon completion of the instructional strategies, students will then be presented with the regular Algebra 1 Mathematics course. Thus, the course will follow a transition from concrete mathematical skills to abstract algebraic concepts. |
The Interactive Mathematics Program (IMP) is a four-year, problem-based mathematics curriculum for high schools, designed to meet the needs of both college-bound and non-college-bound students.There are currently a number of Interactive Mathematics Project (IMP) pages on the Web: |
More About
This Textbook
Overview
Discrete Mathematics Using a Computer offers a new, "hands-on" approach to teaching Discrete Mathematics. Using software that is freely available on Mac, PC and Unix platforms, the functional language Haskell allows students to experiment with mathematical notations and concepts — a practical approach that provides students with instant feedback and allows lecturers to monitor progress easily.
This second edition of the successful textbook contains significant additional material on the applications of formal methods to practical programming problems. There are more examples of induction proofs on small programs, as well as a new chapter showing how a mathematical approach can be used to motivate AVL trees, an important and complex data structure.
Designed for 1st and 2nd year undergraduate students, the book is also well suited for self-study. No prior knowledge of functional programming is required; everything the student needs is either provided or can be picked up easily as they go along.
Key features include:
• Numerous exercises and examples
• A web page with software tools and additional practice problems, solutions, and explanations, as well as course slides
• Suggestions for further reading
Complete with an accompanying instructor's guide, available via the web, this volume is intended as the primary teaching text for Discrete Mathematics courses, but will also provide useful reading for Conversion Masters and Formal Methods |
More About
This Textbook
Overview
As a best-selling text for developmental first-year algebra courses, Introductory Algebra: An Applied Approach, Sixth Edition continues to provide mathematically sound and comprehensive coverage of the topics considered essential in a basic college math course. The Aufmann Interactive Method incorporated throughout the text ensures that students master the concepts presented by actively practicing them as they are introduced. This approach is ideal for traditional and returning students in both classroom and distance-learning environments.
The Sixth Edition features new discussion of parallel lines in Chapter 7. Discussion of solutions of systems of equations in Chapter 8 has been expanded and enhanced to promote greater understanding of dependent, inconsistent, and independent systems of equations. Simplification of square roots in Chapter 10 is now presented using perfect squares. New concept-based writing exercises encourage students to verbalize and understand concepts and new developmental exercises in many exercise sets further reinforce concepts and skills.
The Aufmann Interactive Method helps students learn and understand math concepts by doing the math. Every objective contains one or more sets of matched-pair examples that encourage interaction with the concepts. Students first walk through a worked-out example and then solve a similar You Try It example. Complete solutions to these examples are available in an appendix.
An Integrated Learning System organized by objectives helps students understand what they're learning and why as they apply new concepts throughout the chapter.Each chapter begins with a list of goals that formthe framework for a complete learning system. These objectives are woven throughout the text, in Exercises, Chapter Tests, Cumulative Reviews, as well as through the print and multimedia ancillaries.
New! An Instructor's Annotated Edition, rich with support material, provides reduced pages from the Student Edition to leave space for the following features: Instructor Notes; In-Class Examples; Concept Checks; Discuss the Concepts; Special presentation of new Vocabulary/ Symbols/Formulas/Rules/Properties/Equations; Special review of these same features; Optional Student Activities; Quick Quizzes; Answers to Writing Exercises; Suggested Assignments; and Answers to all exercises.
New!AIM for Success, a special student preface, offers techniques and support for student success.
New!Prep Tests at the beginning of each chapter assess students' prerequisite skills. Students may check answers in an appendix, which refers them back to aprevious objective for review, if necessary.
New! Updated data problems, designed to show students the relevance of mathematics across the disciplines and in daily life, reflect current data and trends. Instructors will find these problems useful springboards for interesting class discussions.
New! Additional and revised Projects and Group Activities enable students to see the connections between abstract concepts and real-life situations. Applications represent a variety of fields such as music, the consumer price index, buying a car, and symmetry.
Strong emphasis on applications demonstrates the value of mathematics as a real-life tool. Contemporary application problems employ real source data. Chapter openers have been updated with new photos and captions illustrating a specific application from the chapter.
Focus on Problem Solving and active learning strengthen problem-solving skills. This chapter-ending feature introduces students to various problem-solving strategies.
Verbal/Mathematical Connection ensures thorough understanding of concepts. Unlike most textbooks, this series simultaneously introduces verbal phrases for mathematical operations and the operations themselves. Exercises then prompt students to make a connection between a phrase and a mathematical process.
Related Subjects
Meet the Author
Richard Aufmann is the lead author of two bestselling developmental math series and a bestselling college algebra and trigonometry series, as well as several derivative math texts. He received a BA in mathematics from the University of California, Irvine, and an MA in mathematics from California State University, Long Beach. Mr. Aufmann taught math, computer science, and physics at Palomar College in California, where he was on the faculty for 28 years. His textbooks are highly recognized and respected among college mathematics professors. Today, Mr. Aufmann's professional interests include quantitative literacy, the developmental math curriculum, and the impact of technology on curriculum development.
Joanne Lockwood received a BA in English Literature from St. Lawrence University and both an MBA and a BA in mathematics from Plymouth State University. Ms. Lockwood taught at Plymouth State University and Nashua Community College in New Hampshire, and has over 20 years' experience teaching mathematics at the high school and college level. Ms. Lockwood has co-authored two bestselling developmental math series, as well as numerous derivative math texts and ancillaries. Ms. Lockwood's primary interest today is helping developmental math students overcome their challenges in learning math |
books.google.com - By...
Analysis: with an introduction to proof
By selected hints/answers. Offers a new boxed review of key terms after each section. Rewrites many exercises. Features more than 250 true/false questions. Includes more than 100 practice problems. Provides exceptionally high-quality drawings to illustrate key ideas. Provides numerous examples and more than 1,000 exercises.A thorough reference for readers who need to increase or brush up on their advanced mathematics skills.
From inside the book
Review: Analysis: With an Introduction to Proof (4th Edition)
User Review - Cristina - Goodreads
I was scared of this class but I had a good professor and this book was pretty good. I found the proofs to be detailed enough (in general) that I feel like I learned how to construct them pretty well ...Read full review |
I think some of the previous responses may have missed the part where the OP said he/she was a high school student. There are many different mathematical levels at which one can study GR. IMO what is most difficult about GR is not the math. GR requires a highly developed level of *physical* understanding.
In direct reply to the subject line of the OP ("list of required branches of mathematics to study GR"), my list is:
-high school geometry
-high school algebra
I would suggest starting with nonmathematical treatments of relativity. One good one is the one in Hewitt, Conceptual Physics. There is very little math in that book, but anyone who really deeply understands the relativity presented in it knows a lot of relativity. For example, it has a very good treatment of a twin paradox, which gets posted about endlessly here on PF. Another good nonmathematical book is Gardner, Relativity Simply Explained. (It's a little out of date, though.) Also: The First Three Minutes.
With nothing more than calculus, one can do the treatment of GR in the Feynman Lectures, and also Exploring Black Holes by Taylor and Wheeler, and Spacetime Physics. |
Book summary
Students and teachers of mathematics and related fields will find this book a comprehensive and modern approach to probability theory, providing the background and techniques to go from the beginning graduate level to the point of specialization in research areas of current interest. The book is designed for a two- or three-semester course, assuming only courses in undergraduate real analysis or rigorous advanced calculus, and some elementary linear algebra. A variety of applicationsBayesian statistics, financial mathematics, information theory, tomography, and signal processingappear as threads to both enhance the understanding of the relevant mathematics and motivate students whose main interests are outside of pure areas. |
The inspiration for the handbook came from Moody's Mega Math (M3) Challenge, a high school applied math contest organized by SIAM. Despite the tremendous success of the nine-year-old Challenge, which is currently available to 45 U.S. states and Washington, D.C., organizers found that many participating students—high school juniors and seniors—were having trouble coming up with approaches and solutions to the open-ended realistic problems posed by the contest. Participants expressed their frustration in post-contest surveys and emails.
"We have been enthusiastic about the high level of insight and analysis demonstrated by participants in the Challenge, especially the winning teams," says M3 Challenge Project Director Michelle Montgomery. "However, it became clear to us that, given the lack of modeling courses in most high school curricula, many of the participants did not have access to basic resources necessary to create a successful model. We came up with the handbook to give every participant these tools."
This type of thinking created an "aha" moment, so to speak, for handbook authors Karen Bliss, Katie Fowler, and Ben Galluzzo, long-time Challenge judges who have been part of the contest's problem development team for the past two years.
"All students, especially those interested in STEM disciplines, need as much practice in solving open-ended problems as possible, but they often do not get many chances to do that in school,"says Fowler, who is an associate professor of mathematics at Clarkson University. "Math modeling skills allow students to approach problems they initially may feel are outside of their comfort zone, and we want to give them the confidence to tackle them."
Further motivated by a series of SIAM-National Science Foundation (NSF) workshops on the topic of math modeling across the curriculum, the trio began work on a modeling guide. What started as a pamphlet with step-by-step guidance about the modeling process grew into a 70-page, full color handbook, with a companion document that makes connections to the Common Core State Standards as well as easy-to-use reference cards for those who want to get straight to the crux of modeling. The guide is suitable for teachers as well as high school and undergraduate students interested in learning how to model.
"Math modeling is challenging, but it's also surprisingly accessible. The guidebook is designed to remove perceived roadblocks by presenting modeling as a highly-creative iterative process in which multiple approaches—to the same problem—can lead to meaningful results," says Galluzzo, an assistant professor of mathematics at Shippensburg University.
The handbook, as well as the Challenge itself, has another, more pressing goal: motivating our younger generation to pursue higher education and careers in science and math. "SIAM does a big service to the math community at large by giving high school students the opportunity to see how math is more than just a series of formulas and rote memorization," says Bliss, an assistant professor of mathematics at Quinnipiac University. "Students at all levels have the means to produce highly creative solutions to interesting problems. Seeing that math can be a powerful tool for solving truly important problems through M3 Challenge participation might be just enough to encourage a student to study math or another STEM discipline in college."
Over 5,000 copies of the handbook are mailing this week to high school teachers who served as coaches for M3 Challenge teams, as well as to college faculty in relevant programs across the US. PDFs of the book are available for free download at
Print copies are available upon request for $15 per copy to cover the cost of printing and mailing.
Please contact SIAM Customer Service at +1-215-382-9800 or toll-free 800-447-SIAM (US and Canada) to order a print copy of the handbook.
The book was published by SIAM with funding support from The Moody's Foundation in conjunction with the M3Challenge, and from the NSF.
About the publisher
The Society for Industrial and Applied Mathematics (SIAM), headquartered in Philadelphia, Pennsylvania, is an international society of more thanAlso, a reminder to all members (and especially students at this time of year) that if you are moving or intend to move, please update your records at my.siam.org.
2014 Class of Fellows named
Each year, SIAM names as Fellows of the Society members who have made outstanding contributions to fields served by SIAM, be it excellence in research and/or industrial work, noteworthy educational and community activities, or other forms of achievements related to the goals of SIAM. This year, SIAM is pleased to recognize 32 distinguished members as Fellows. Please view the full list here:
Top teams to split $125,000 in M3 Challenge
Students from Delaware, Indiana, New Jersey, and North Carolina are contenders for the top prize in Moody's Mega Math (M3) Challenge, which this year required participants to provide viable solutions to the issues U.S. schools face in implementing new lunch guidelines mandated by the U.S. Department of Agriculture. More than 5,000 participants created math models to study students' caloric requirements based on individual attributes and examined the effectiveness of the new school lunch mandates. 200 professional applied mathematician judges reviewed and pared down the nearly 1,200 solution papers—submitted by teams of 3-5 students working together over a 14-hour period—to reach a consensus on the six top teams. These finalists will compete live for the Champion prize at the Manhattan headquarters of The Moody's Foundation, which will award a total of $125,000 in scholarship prizes. Want to watch? It will be streamed live at the URL below:
Read more about this year's contest and view the full list of winning teams here. back to top
Latest SIAM Nugget analyzes uncertainty in computer models
The latest Nugget, based on a paper published in the SIAM/ASA Journal on Uncertainty Quantification, describes methods to mitigate error in computer models by quantifying uncertainty. As author Mark Strong says "Given that 'all models are wrong,' it is important that we develop methods for quantifying our uncertainty in model structure such that we can know when our model is 'good enough'. Better models mean better decisions." The paper focuses specifically on health economics decision making, where models are used to predict future costs as well as the health consequences of various options regarding resource allocation. Read the complete Nugget:
Visit SIAM Blogs
Whether you're looking for professional development tips, science policy updates, broad questions about a field of applied math, a specific overview of a sub-discipline, or just some interesting leisure reading, such as how math relates to sports technology or electronic music, SIAM Blogs is a great place to go:
Want to write about similar (or other) topics relevant to the mathematical sciences? E-mail us at blogs@siam.org! back to top
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::: UPDATES ON CONFERENCES & PRIZES :::
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Additional posters being accepted for AN14
The2014 SIAM Annual Meetingis accepting a limited number of additional poster presentations with new results only. Submissions are being accepted through May 21 and should be consistent with the conference themes. Accepted submissions will appear online only. Interested parties should submit using this online submission site.
Presentations from PP14 now available to view
Presentations from select sessions at the 2014 SIAM Conference on Parallel Processing for Scientific Computing are now available on SIAM Presents…Featured Lectures from Our Archives:
You do not need to login to view presentations, though registering will allow you to track the presentations you access. Audio/slides can be viewed by selecting "Invited Speakers", "Prize Speaker", or "Minisymposia" from the left sidebar and then connecting to a specific session. back to top
Child Care Grants for AN14
SIAM is offering grants of up to $250 per family for attendees who bring children to the Annual Meeting being held in Chicago in July. For more information and a link to the application form, please visit Deadline for applications is May 7, 2014. back to top
Students: Need travel funds for SIAM meetings?
SIAM will award several hundred travel awards for graduate students wishing to attend SIAM conferences in 2014. Check out the criteria to qualify on the student travel awards page:
When making predictions using computer models, we encounter two sources of uncertainty: uncertainty in model inputs and uncertainty in model structure. Input uncertainty arises when we are not certain about input parameters in model simulations. If we are uncertain about true structural relationships within a model—that is, the relationship between the set of quantities that form the model input and the set that represents the output—the model is said to display structural uncertainty. Such uncertainty exists even if the model is run using input values as estimated in a perfect study with infinite sample size.
"Perhaps the hardest problem in assessing uncertainty in a computer model prediction is to quantify uncertainty about the model structure, particularly when models are used to predict in the absence of data," says author Jeremy Oakley. "The methodology in this paper can help model users prioritize where improvements are needed in a model to provide more robust support to decision making."
While methods for managing input uncertainty are well described in the literature, methods for quantifying structural uncertainty are not as well developed. This is especially true in the context of health economic decision making, which is the focus of this paper. Here, models are used to predict future costs and health consequences of options to make decisions for resource allocation.
Left: Hypothetical model with ten inputs and one output, decomposed to reveal six intermediate parameters. Right: Possible structural error in the subfunctions that result in Y1, Y5, and Y6 are corrected with discrepancy terms δ1, δ2 and δ3. Figure credit: Mark Strong and Jeremy E. Oakley
"In health economics decision analysis, the use of "law-based" computer models is common. Such models are used to support national health resource allocation decisions, and the stakes are therefore high," says Strong. "While it is usual in this setting to consider the uncertainty in model inputs, uncertainty in model structure is almost never formally assessed."
There are several approaches to managing model structural uncertainty. A primary approach is 'model averaging' in which predictions of a number of plausible models are averaged with weights based on each model's likelihood or predictive ability. Another approach is 'model calibration', which assesses a model based on its external discrepancies, that is, output quantities and how they relate to real, observed values. In the context of healthcare decisions, however, neither of these approaches is feasible since typically more than one model is not available for averaging, and observations on model outputs are not available for calibration.
Hence, the authors use a novel approach based on discrepancies within the model or "internal discrepancies" (as opposed to external discrepancies which are the focus of model calibration). Internal discrepancies are analyzed by first decomposing the model into a series of subunits or subfunctions, the outputs of which are intermediate model parameters that are potentially observable in the real world. Next, each sub-function is judged for certainty based on whether its output would equal the true value of the parameter from real-world observations. If a potential structural error is anticipated, a discrepancy term is introduced. Subsequently, beliefs about the size and direction of errors are expressed. Since judgments for internal discrepancies are expected to be crude at best, the expression of uncertainty should be generous, that is, allowed to cover a wide distribution of possible values. Finally, the authors determine the sensitivity of the model output to internal discrepancies. This gives an indication of the relative importance of structural uncertainty within each model subunit.
"Traditional statistical approaches to handling uncertainty in computer models have tended to treat the models as 'black boxes'. Our framework is based on 'opening' the black box and investigating the model's internal workings," says Oakley. "Developing and implementing this framework, particularly in more complex models, will need closer collaboration between statisticians and mathematical modelers."
SIAM/ASA Journal on Uncertainty Quantification, 2(1), 106–125 (Online publish date: February 6, 2014). The paper is available for free download at the link above through December 31, 2014.
About the authors:
Mark Strong is a clinical senior lecturer in public health and the Deputy Director of Public Health Section at the School of Health and Related Research at the University of Sheffield, and Jeremy Oakley is a professor of statistics in the School of Mathematics and Statistics at the University of Sheffield.About SIAM The Society for Industrial and Applied Mathematics (SIAM), headquartered in Philadelphia, Pennsylvania, is an international society of over[Reporters are free to use this text as long as they acknowledge SIAM] |
volume collects six articles on selected topics at the frontier between partial differential equations and spectral theory, written by leading specialists in their respective field. The articles focus on topics that are in the center of attention of current research, with original contributions from the authors. They are written in a clear expository style that makes them accessible to a broader audience. The articles contain a detailed introduction and discuss recent progress, provide additional motivation, and develop the necessary tools. Moreover, the authors share their views on future developments, hypotheses, and unsolved problems. |
Mathematics Of Voting And Elections A Hands-on Approach
9780821837986
ISBN:
0821837982
Pub Date: 2005 Publisher: American Mathematical Society
Summary: The results of an election depend not just upon the wishes of the electorate, but also upon the mathematics used to calculate the result. Using numerous case studies & featuring discussions of actual elections from the perspectives of both politics & popular culture, this text explores vote counting systems.
Hodge, Jonathan K. is the author of Mathematics Of Voting And Elections A Hands-on Approach, publishe...d 2005 under ISBN 9780821837986 and 0821837982. Three hundred twenty four Mathematics Of Voting And Elections A Hands-on Approach textbooks are available for sale on ValoreBooks.com, one hundred sixteen used from the cheapest price of $6.77, or buy new starting at $40 |
Thanks for visiting ARIS or MathZone. We have retired ARIS and MathZone, but no worries! We've replaced them with Connect and ConnectPlus, our new generation of digital learning products with improved user experience and enhanced functionality.
Three components contribute to a theme sustained throughout the Coburn Series: that of laying a firm foundation, building a solid framework, and providing strong connections. Not only does Coburn present a sound problem-solving process to teach students to recognize a problem, organize a procedure, and formulate a solution, the text encourages students to see beyond procedures in an effort to gain a greater understanding of the big ideas behind mathematical concepts.
Written in a readable, yet mathematically mature manner appropriate for college algebra level students, Coburn's College Algebra Essentials uses narrative, extensive examples, and a range of exercises to connect seemingly disparate mathematical topics into a cohesive whole. Coburn's hallmark applications are born out of the author's extensive experiences in and outside the classroom, and appeal to the vast diversity of students and teaching methods in this course area.
Benefiting from the feedback of hundreds of instructors and students across the country, College Algebra Essentials second edition, continues to emphasize connections in order to improve the level of student engagement in mathematics and increase their chances of success in college algebra. |
Calculus Early Vectors
Once again keeping a keen ear to the needs of the evolving calculus community, Stewart created this text at the suggestion and with the collaboration ...Show synopsisOnce again keeping a keen ear to the needs of the evolving calculus community, Stewart created this text at the suggestion and with the collaboration of professors in the mathematics department at Texas A&M University. With an early introduction to vectors and vector functions, the approach is ideal for engineering students who use vectors early in their curriculum. Stewart begins by introducing vectors in Chapter 1, along with their basic operations, such as addition, scalar multiplication, and dot product. The definition of vector functions and parametric curves is given at the end of Chapter 1 using a two-dimensional trajectory of a projectile as motivation. Limits, derivatives, and integrals of vector functions are interwoven throughout the subsequent chapters. As with the other texts in his Calculus series, in Early Vectors Stewart makes us of heuristic examples to reveal calculus to students. His examples stand out because they are not just models for problem solving or a means of demonstrating techniques - they also encourage students to develop an analytic view of the subject. This heuristic or discovery approach in the examples give students an intuitive feeling for analysis |
Mathematical Analysis
Grades Eight Through Twelve - Mathematics Content Standards
This discipline combines many of the trigonometric, geometric, and algebraic techniques
needed to prepare students for the study of calculus and strengthens their conceptual
understanding of problems and mathematical reasoning in solving problems. These
standards take a functional point of view toward those topics. The most significant new
concept is that of limits. Mathematical analysis is often combined with a course in
trigonometry or perhaps with one in linear algebra to make a year-long precalculus
course.
1.0 Students are familiar with, and can apply, polar coordinates and vectors in the plane. In
particular, they can translate between polar and rectangular coordinates and can interpret polar
coordinates and vectors graphically.
2.0 Students are adept at the arithmetic of complex numbers. They can use the trigonometric
form of complex numbers and understand that a function of a complex variable can be viewed as
a function of two real variables. They know the proof of DeMoivre's theorem.
3.0 Students can give proofs of various formulas by using the technique of mathematical
induction.
4.0 Students know the statement of, and can apply, the fundamental theorem of algebra.
5.0 Students are familiar with conic sections, both analytically and geometrically:
5.1 Students can take a quadratic equation in two variables; put it in standard form
by completing the square and using rotations and translations, if necessary;
determine what type of conic section the equation represents; and determine its
geometric components (foci, asymptotes, and so forth).
5.2 Students can take a geometric description of a conic section - for example, the
locus of points whose sum of its distances from (1, 0) and (-1, 0) is 6 - and derive a
quadratic equation representing it.
6.0 Students find the roots and poles of a rational function and can graph the function and locate
its asymptotes.
7.0 Students demonstrate an understanding of functions and equations defined parametrically
and can graph them.
8.0 Students are familiar with the notion of the limit of a sequence and the limit of a function as
the independent variable approaches a number or infinity. They determine whether certain
sequences converge or diver |
EDUC 552 The Teaching of Algebra
This course examines current research and accepted practices in teaching algebra in the
secondary school, based on national and state standards. The focus is on problem solving
and mathematical reasoning, communication, and integrating algebra with other disciplines.
Students will learn to use appropriate instructional materials, including technology, to support
the teaching and learning of algebra |
to the Saxonmath program. ... Math 65, Math 76, Math 87, and Algebra 1/2. Please note that this placement test is not infallible. It is simply one indicator that teachers may use to place new students. The best placement for most new students is to
SaxonMath Homeschool 2 Saxon Homeschool Placement Guide Saxon books are skill level books, not grade level books. It is essential that each student is placed in the text that meets the skill level of the individual
SaxonMath 5/4, Third Edition, Student Edition may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.
algebra and geometry, including circumference and pi, angles, coordinate graphing, and prime factorization. ... Particularly useful to students who are new to SaxonMath or who need ongoing practice with addition, subtraction, multiplication, and division.
SaxonMath Course 1 Standards Success is a companion to SaxonMath Course 1 (Intermediate 6). The first section, the Table of Contents, lists the Common Core focus of each lesson. The second section, Correlation of SaxonMath Course 1 to the Common
Algebra 1, like all SaxonMath courses, includes five instructional components; introduction of the new incre-ment; examples with complete solutions, practice of the increment, daily problem sets, and cumulative assessments. Algebra 1 covers all
SAXONMATH , a mathematics program designed for use in kindergarten through grade 12. ... with algebra and other advanced math courses (National Association for the Education of Young Children and National Council of Teachers of Mathematics,
Saxon program should start in Saxon's Math 54, Math 65, Math 76, Math 87, Algebra 1/2, or Algebra 1 textbook. Please note that this placement test is not a fool-proof placement ... in the Saxonmath program should skip a textbook. The Rules 1. Allow the student up to one hour to take
SaxonMath 4 Patterns, Algebra, and Functions, continued Readiness for Algebraic Reasoning, continued Graphs large numbers on a number line 55-2 33 Shows addition, subtraction, and/or multiplication on a number line 126 93 Locates and graphs points (ordered
Teachers using SaxonMath 5/4 - Algebra I can now use Accelerated Math to generate individualized daily assignments for all students, automatically score the assignments, and create new assignments based on which skills the student has mastered and which ones he or she needs
ALGEBRA 1 (3RD EDITION) The Saxonmath program has two important aspects. It uses incremental development and continuous practice. Incremental development refers to the division of concepts into small, easy to understand pieces that are taught over several lessons. |
Quick Look: How to Fix Our Math Education
Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering. In the finance course, students would learn the exponential function, use formulas in spreadsheets and study the budgets of people, companies and governments. In the data course, students would gather their own data sets and learn how, in fields as diverse as sports and medicine, larger samples give better estimates of averages. In the basic engineering course, students would learn the workings of engines, sound waves, TV signals and computers. Science and math were originally discovered together, and they are best learned together |
Modern Calculus texts emphasize that a function can be expressed in four different ways.
Verbal - This is the first way functions are presented in the function game: "Double and add six."
Algebraic - This is the most common, most concise, and most powerful representation:
2x+62x+6
. Note that in an algebraic representation, the input number is represented as a variable (in this case, an xx).
Numerical - This can be done as a list of value pairs, as (4,14)(4,14)
— meaning that if a 4 goes in, a 14 comes out. (You may recognize this as (x,y)(x,y) points used in graphing.)
Graphical - This is discussed in detail in the section on graphing.
These are not four different types of functions: they are four different views of the same function. One of the most important skills in Algebra is converting a function between these different forms, and this theme will recur in different forms throughout the text |
Computer-Aided Teaching of All Mathematics (CATAM)
Introduction
The CATAM Computational
Projects courses provide an education in solving mathematical
problems using a computing environment. The emphasis is on
developing mathematical skills rather than programming abilities.
The aim is for students to learn to use basic computational
techniques and software packages to solve interesting problems,
many of which are analytically intractable (or at least
algebraically messy!).
News and Help
CATAM News
Read CATAM news for announcements of
misprints and other important information about the projects.
Urgent messages are also sent out by email.
Access to MATLAB and Questions about
Software
For access to MATLAB, including obtaining your own copy,
see the Recommended Software section below.
Some questions and answers about software can be found on the MATLAB Q&A page.
Other Queries
If you have difficulties with the software, programming or
understanding the manual (that are not answered in the above pages),
please contact the CATAM helpline by sending an email message to: catam@maths.cam.ac.uk.
Answers to some general questions which have arisen can be found
here for Part IB and
here for Part II.
Practicals and Lectures
Practicals
There are introductory MATLAB practicals for Part IA students
prior to the start of CATAM. Students can sign up for a session either
at the end of their Part IA Lent Term, or for a session during their Part
IA Easter Term. Sign-up sheets are provided towards the end of the
Lent Term.
Lectures
There are introductory lectures in the Easter Term of the Part IA
year; these are announced in the Lecture
Timetable.
There is a single lecture for Part II students in the Michaelmas
Term; this is announced in the Lecture
Timetable.
If you are a Mathematical Tripos student and you have trouble
accessing this information from locations outside Cambridge, then
as an alternative to downloading the files you can collect a paper
copy in person from the CMS reception. In the vacations you may ask
for a copy to be posted to you (telephone 01223 765000, or email
CMS reception);
please specify whether you require a Part IB blue CATAM manual or a
Part II red CATAM manual.
Data files
A few of the projects need data or other files; these can be
downloaded from the Data Files page.
Recommended Software
We recommend that programs are written in MATLAB.
All undergraduate students at the University are
entitled to download and install MATLAB on their own computer, running
Windows, Linux, or MacOS. for non-commercial University use only.
The files for download are
available here, with full installation instructions.
MATLAB is also available on the CATAM
Managed Cluster Services (MCS)
in room GL.04 of CMS, and also on
the Computing Service public MCS
computers, and the MCS computers at a number of Colleges.
You may, if you prefer, use any other appropriate software on any
computer system to which you have access (such as your own
computer). If you do this, however, please remember that we cannot
promise to help you with programming problems or to provide supporting
software.
A draftBrief LaTeX Guide for CATAM is
available for download. It is emphasised that this is
a draft, so may contain mistakes.
The LaTeX source file, and supporting files, are
also available
for download as a zip file. Mac and Unix users should
already have an unzip utility, while Windows users can
download 7-Zip if they have not.
The
main brief-guide.tex
file may be helpful as a template.
Computing Facilities
CATAM Managed Cluster Services
To access the CATAM MCS, which is located in room GL.04 in the
basement of pavilion G, descend the stairs immediately in front of
you after entering the main entrance to the CMS and turn right at
the bottom, the basement entrance to pavilion G will be in front of
you. Go through entrance, turn left (in front of the next set of
doors) and the CATAM MCS will be in the room to your right,
labelled 'Computer Teaching Room'.
The CMS buildings are generally open from 8.30am-5.30pm,
Monday-Friday; they are also open 8.30am-1pm on Saturdays during
the Michaelmas and Lent Terms. They are closed on Sundays. The
CATAM MCS is available most of the time that the CMS buildings are
open, although it is sometimes booked for other purposes. |
Summary: This best-selling text balances solid mathematical coverage with a comprehensive overview of mathematical concepts as they relate to varied disciplines. The text provides an appreciation of mathematics, highlighting mathematical history, and applications of math to the arts and sciences. It is an ideal book for students who require a general overview of mathematics, especially those majoring in liberal arts, the social sciences, business, nursing and allied health fi...show moreelds. Let us introduce you to the practical, interesting, accessible, and powerful world of mathematics today-the world of A Survey of Mathematics with Applications, Expanded. ...show less
8th edition hardcover, no marks noted in text, All of our products are cleaned with an disinfectant for your protection before shipping AND AS ALWAYS SHIPPED IN 24 HOURS
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VeryGood
Follett School Solutions, Inc. Woodridge, IL
032150108X No excessive markings and minimal highlighting. CD Roms, access cards/codes, and other supplemental materials may or may not be included based on availability.
$152 |
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