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Mathematical Ideas, CourseSmart eTextbook, 12th Edition
Description
Mathematical Ideas captures the interest of non-majors who take the Liberal Arts Math course by showing how mathematics plays an important role in scenes from popular movies and television. By incorporating John Hornsby's "Math Goes to Hollywood" approach into chapter openers, margin notes, examples, exercises, and resources, this text makes it easy to weave this engaging theme into your course.
The Twelfth Edition continues to deliver the superlative writing style, carefully developed examples, and extensive exercise sets that instructors have come to expect. MyMathLab continues to evolve with each new edition, offering expanded online exercise sets, improved instructor resources, and new section-level videos. |
This course develops the basic math skills required for all of our mathematics courses. Topics include operations with whole numbers, fractions, and decimals, ratio, proportion and percents, order of operations and solving equations, perimeter, area, volume, and the Pythagorean Theorem. |
IB Mathematics
Pre-IB Mathematics: Preparation for IB Mathematics HL/SL
Jacek Latkowski, George Reuter
£14.50
ISBN: 978-1-904534-98-3
Edition: 1
Publisher: OSC Publishing
Format: Print book
Description:
Designed to ensure that students not only gain the minimum knowledge required before starting their IBDP Mathematics course but that they also develop the strong confidence and expertise in mathematics which will allow them to do well. Students will learn and refine their algebraic techniques that are so important as well as study the basic and advanced concepts of functions, trigonometry, vectors, set theory, statistics, probability, matrices, sequences/series and logarithms.
Book Sample Pages
Jacek Latkowski is a teacher with 22 years of experience including 14 years with the IB programme and 9 years with OSC. He has worked at various international schools, currently at The British School in Warsaw as the Head of Mathematics Department. He has taught IB Mathematics, Physics and TOK and has 8 years' examining experience in Mathematics HL. Jacek Latkowski was born in Poland, educated in Canada and is currently back in Poland. He holds various university degrees including a Ph.D. in theoretical physics as he continues to combine his school work with the scientific research.
George Reuter has been teaching IB Mathematics SL at Canandaigua Academy in Canandaigua, New York (USA) since 2003. He works for OSC as a Pre-IB Maths teacher during the OSC Pre-IB Summer School and is currently the Meet Coordinator for the Monroe County Math League, Vice President of the New York State Mathematics League, and the Head Coach of the Upstate NY Math Team... which means that he does a lot of crazy math... all the time... In his spare time, he enjoys playing video games, watching sports, and (of course) doing math. He lives with his wife and five children in Canandaigua. |
Find a Diablo Algebra 1The main branches of calculus are differential calculus and integral calculus. Integral calculus finds a quantity when the rate of change is known. Differential calculus determines the rate of change of a quantity.Topics covered include: single and two step equations, word problems, graphing, solving systems and introduction to geometry. The California testing for Algebra 2 is changing this year. MARS tests are being trialed in schools. |
Lakemoor, IL Prealcluded are notions of continuity upon which calculus is built. Consequently, discrete math is described as "non-calculus" math. Finite math is an introductory course in discrete math.
...Before I went on to study mathematics, I was studying journalism. Through my time spent reading and writing articles, I learned the importance of reading carefully. My mathematical education expanded on these abilities - four and a half years of reading proofs taught me to extract meaning from terse, difficult documents.I had a busy academic schedule as well as basketball and volleyball practice and games. I understand that there are a lot of things to do and just not enough time. It is all about prioritizing and being efficient with your time even if that means doing homework on the bus rides before games. |
use, the revised and updated seventh edition covers practical math problems that automotive technicians will face on the job. The easy-to-read and well organized chapters of Practical Problems in Mathematics for Automotive Technicians, Seventh Edition feature step-by-step instructions, diagrams, charts, and examples that facilitate the problem-solving process while reinforcing key concepts. The presentation builds from the basics of whole-number operations to cover percentages, linear measurement, ratios, and the use of more advanced formulas. With a special section on graphs, scale reading of test meters, and invoices found in the workplace, this text is tailor-made for students in any automotive course of study |
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\iteman{ZMATH 2013a.00173}
\itemau{Cai, Jinfa; Howson, Geoffrey}
\itemti{Toward an international mathematics curriculum.}
\itemso{Clements, M. A. (ed.) et al., Third international handbook of mathematics education. Berlin: Springer (ISBN 978-1-4614-4683-5/hbk; 978-1-4614-4684-2/ebook). Springer International Handbooks of Education 27, 949-974 (2013).}
\itemab
Summary: This chapter revisits the notion of an international curriculum, analyzing the various forces that might push countries toward one and reasons why countries should develop their own distinct curricula. We first describe the term curriculum to set the stage for our later discussion. We then discuss, in turn, common influences for curriculum change, common learning goals, common driving forces of public examinations, common emphases and treatments, and common issues for future curriculum development. Although the tendency for countries to include a more-and-more internationally-accepted core selection of topics in their national curricula is to a great extent both to be welcomed and expected, this move has had a potential negative effect on curriculum development. Significant work also remains to be done to explore the way in which new technology (especially digital technology) could affect both the mathematics included in the curriculum and how it could more effectively contribute to the teaching and learning of mathematics in general.
\itemrv{~}
\itemcc{B70 B10 D30 A40}
\itemut{curriculum; international curriculum; globalization; internationalization; learning goals; examinations; creativity; thinking skills; conceptual understanding; procedural skills}
\itemli{doi:10.1007/978-1-4614-4684-2\_29}
\end |
Purchasing Options
Features
More than 1000 new pages of terms defined, illustrated, and referenced
A thorough update of all original entries
Integrates the use of the Mathematica software into many entries, presenting the precise commands that allow you to implement the formulas presented
Thousands of references to related topics, sources in the literature, and Internet resources and links
Rigorous but highly readable technical definitions enhanced with the most useful, intersting, and entertaining aspects of the topic
Puts each topic into perspective with why it is useful, how it connects to other areas of mathematics and to science, and how it is implemented
Summary
Impressive in its print version, The Concise Encyclopedia of Mathematics on CD-ROM, Second Edition goes even further towards a reference that is highly accessible, fully searchable, and fun to explore. Now better than ever, the bestselling CD-ROM has been updated and expanded to include the equivalent of 1000 additional pages of illustrated entries, many of which were contributed by experts from around the world. The accessibility of the Encyclopedia along with its broad coverage and economical price make it attractive to and attainable by the widest possible range of readers and a must for libraries--from the high school to professional and research levels. It is simply the most impressive compendium of mathematical definitions, formulas, figures, tabulations, and references available.
Table of Contents
Alphabetic listing of encyclopedic articles.
Editorial Reviews
Praise for the first edition:
"This extraordinary volume beautifully captures many of the discoveries in mathematics in a readable and authoritative fashion…What is truly exceptional is that this encyclopedia is the product of a single dedicated and talented author…This book is an excellent resource for both teaching and research libraries…" -Journal of Mathematical Psychology
"I cannot praise the work too highly: Its vast scope and readability make the encyclopedia a great success." - Robert Dickau
"Impressive...I found it very interesting and spent time reading about a variety of topics for which I had very little background or knowledge...A valuable source of information..." - W.E. Schiesser, Lehigh University
"Users will actually look forward to picking it up… one of the more important tools that will help college students actually grasp important mathematical concepts, written in such a way as to invite students to return to it time and again to discover that they really can understand mathematics and apply its concepts to derive solutions to practical problems." |
Quantitative Aptitude
A must have for every student who has registered for
competitive exams or job interviews, this best-seller is an
all-inclusive guide to mathematical success
Pronounced the Bible for hopeful mathematicians, Quantitative
Aptitude instructs in a broad range of subjects. It is constituted
of two sections: Arithmetic Ability and Data Interpretation
Featuring detailed examples and exercises, it thoroughly applies
itself to the major aspects of the subject: HCF/LCM, Decimal
Fractions, Profit and Loss, Time and Distance, Chain Rule, Surds
and Indices, Age Problems, Simple and Compound Interest,
Probability, Heights and Distances, Volume and Surface Areas and
Permutations and Combinations, under the broad umbrella of
Arithmetic Ability.
Under Data Interpretation, the book covers Line Graphs, Bar
Graphs, Tabulation and Pie Charts.
It is a useful guide and classic manual.
Contents
Section–I ARITHMETICAL ABILITY
Numbers
H.C.F. & L.C.M. of Numbers
Decimal Fractions
Simplification
Square Roots & Cube Roots
Average
Problems on Numbers
Problems on Ages
Surds & Indices
Percentage
Profit & Loss
Ratio & Proportion
Partnership
Chain Rule
Time & work
Pipes & Cistern
Time & Distance
Problems on Trains
Boats & Streams
Alligation or Mixture
Simple Interest
Compound Interest
Logarithms
Area
Volume & Surface Areas
Races & Games of Skill
Calendar
Clocks
Stocks & Shares
Permutations & Combinations
Probability
True Discount
Banker's Discount
Heights & Distances
Odd Man Out & Series
Section–II DATA INTERPRETATION
Tabulation
Bar Graphs
Pie Charts
Line Graphs
About the Author: RS Aggarwal
RS Aggarwal is a graduate of Kirorimal College, New Delhi. He
took a position at N.A.S. College as a teacher following his post
graduation in Mathematics in the year 1969.
Details Of Book : Quantitative Aptitude |
Help your child build a solid academic foundation with MiddleSchoolAdvantage, a complete student ...
Help your child succeed with a complete student resource designed to prepare students for state-standards testing. Packed with 14 subjects, Encyclopædia Britannica Ready Reference and iPod study materials.
Make learning fun and stimulating with engaging interactive tutors. The comprehensive set of tools in Elementary Advantage is guaranteed to help you succeed in school! Features: Develop Critical Skills in 10 Core Subject Areas! Earth ...
Students can refresh their memory and gain confidence with this review of core math topics covered by high school level standardized tests. Lessons include a review of Pre-Algebra, Algebra I, Algebra II, and Geometry topics. Students can ...
Advantage provides an interactive learning experience and the tools students need to gain learning confidence and improve their grades. Help your student build a solid academic foundation with High SchoolAdvantage, a complete student ...
Select overviews and in-depth lessons from more than 175 middleschool topics based on three years of math curriculum. Build your mental math muscle with hundreds of practice problems and examples. Apply math to everyday life with more ...
Make learning fun and stimulating with engaging interactive tutors. The comprehensive set of tools in Elementary Advantage is guaranteed to help you succeed in school! Features: Develop Critical Skills in 10 Core Subject Areas! Earth |
0321577817
9780321577818–See It, Hear It, Try It–makes examples easy to follow, while frequent annotations offer the support and guidance of an instructor's voice. Every page is interesting and relevant, ensuring that readers will actually use their textbook to achieve success! Prerequisites: Fundamental Concepts of Algebra; Equations and Inequalities; Functions and Graphs; Polynomial and Rational Functions; Exponential and Logarithmic Functions; Systems of Equations and Inequalities For all readers interested in college algebra. «Show less |
This course will incorporate all of the objectives in MATH-130 and MATH-140 into one course. Students will study the algebraic techniques necessary to solve problems of polynomial, rational, radical, exponential, logarithmic and trigonometric functions. Students will also study sequences and series, and solving systems of equations. Other relations will be studied through parametric equations, polar equations, and conic sections. This course will be an effective preparation for calculus, science courses, and other advanced mathematics courses. |
Modern topology uses very diverse methods. This book is devoted largely to methods of combinatorial topology, which reduce the study of topological spaces to investigations of their partitions into elementary sets, and to methods of differential topology, which deal with smooth manifolds and smooth maps. Many topological problems can be solved by using either of these two kinds of methods, combinatorial or differential. In such cases, both approaches are discussed.
One of the main goals of this book is to advance as far as possible in the study of the properties of topological spaces (especially manifolds) without employing complicated techniques. This distinguishes it from the majority of other books on topology.
The book contains many problems; almost all of them are supplied with hints or complete solutions.
Readership
Advanced undergraduates and graduate students interested in combinatorial and differential topology.
Reviews
"This book is a tour de force introduction to combinatorial and differential topology ... The author strikes a perfect balance between rigor and intuition, which allows him to delve much deeper into the chosen topics than is customary for an introductory topology course." |
May 23, 2005
Soulv math app
World of Worlds Software today announced the release of "" a new kind of application that promises to do for mathematics "what word processors did for writing." World of Worlds CEO, Zac Cohan said, "We found it strange that despite having very powerful computers, most people still use pocket and scientific calculators to do most of their math." The developer expects Soulv to replace physical calculators for its users. Soulv features an engine that mirrors a physical math sheet, calculating on the fly as you type, with a built in Equation Solver, MathKey typing technology, and 1-click graphing. "It truly is the new way to do math on your computer." Soulv is available today for a 30-day trial, and costs just $40 to buy. |
Non-HP RPN Scientific Calculators?
Non-HP RPN Scientific Calculators?
I'm a freshman now in college and I'm looking to buy a scientific calculator, since graphing calculators aren't allowed in my exams. I've been running through high school with my TI-89 in class, though in senior year I became interested in RPN and have been using an HP-48 emulator for Android in RPN mode just for kicks |
This course aims to introduce the basic concepts and techniques of calculus, ordinary differential equations and linear algebra to the students who have not studied AS Level Applied Mathematics, or Further Mathematics, or Mathematics and Statistics, or Mathematics with Applications, or Pure Mathematics, or Statistics, or AL Applied Mathematics, or Further Mathematics, or Pure Mathematics in their secondary schools. It trains students skills in logical thinking.
Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to:
develop simple mathematical models through single variable calculus and ordinary differential equations, and apply to a range of application problems in finance.
2
5.
the combination of CILOs 1-4
3ILO No.
Hours/week
Learning through teaching is primarily based on lectures.
1--5
26 hours in total
Learning through tutorials is primarily based on interactive problem solving allowing instant feedback.
1
4 hours
2
4 hours
3
3 hours
4
2 hours
Learning through take-home assignments helps students understand basic concepts and techniques of single variable calculus, ordinary differential equations and basic linear algebra, and some applications in finance.
1--5
after-class
Learning through online examples for applications helps students apply mathematical and computational methods to some application problems in finance.
4
after-class
Learning activities in Math Help Centre provides students extra help.
2
70% Examination (Duration: 2hours2
15-30%
Questions are designed for the first part of the course to see how well the students have learned concepts and techniques of single variable calculus.
Hand-in assignments
1--4
0-15%
These are skills based assessment to see whether the students are familiar with concepts and techniques of single variable calculus, ordinary differential equations and basic linear algebra and some applications in finance.
Examination
5
70%
Examination questions are designed to see how far students have achieved their intended learning outcomes. Questions will primarily be skills and understanding based to assess the student's versatility in single variable calculus and basic linear algebra.
Formative take-home assignments
1--4
0%
The assignments provide students chances to demonstrate their achievements on single variable calculus, ordinary differential equations and basic linear algebra and their applications in finance learned in this course.
Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations |
This playlist is for my students to use on the first day of their introduction to functions week.
All credit is passed on to Melissa Jaeger who posted this at algebra 4 all. Thank you! To download this lesson plan for ...
A-CED.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
This playlist will... |
Web Site Webmath.com This is a dynamic math website where students enter problems and where the site's math engine solves the problem. Students in most cases are given a step-by-... Curriculum: Mathematics Grades: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
12.
Web Site Prentice Hall Math Textbook Resources This site has middle school and high school lesson quizzes, vocabulary, chapter tests and projects for most chapters in each textbook. In some sections, ther... Curriculum: Mathematics Grades: 6, 7, 8, 9, 10, 11, 12
Web Site Tutorials for the Calculus Phobe Explore a collection of animated calculus tutorials in Flash format. The tutorials that follow explain calculus audio-visually, and are the equivalent of a p... Curriculum: Mathematics Grades: 11, 12, Junior/Community College, University
Web Site Calculus Applets Discover the new way of learning Calculus. All manipula applets are visual and animation-oriented. Moving figures on the screen will help students to grasp ... Curriculum: Mathematics Grades: 9, 10, 11, 12, Junior/Community College, University
Web Site Online Calculus Tutorials From Algebra Review to Multi-Variable Calculus, this website provides step-by-step tutorials for high school and university students. Curriculum: Mathematics Grades: |
Listed here are the Learning Outcomes for Calculus I. Periodic
assessment of how well these outcomes are being achieved contributes
to the Institute's process for reviewing and continuously improving
its academic programs and course offerings. Each semester, data is
collected on a subset of these outcomes in the form of 1) direct
assessment through scores achieved on particular questions on exams,
and 2) indirect assessment through student responses to questions
included in the end-of-term surveys. Your feedback through the online
surveys is an important part of this process and we hope you will make
every effort to complete the course surveys when they become available
near the end of the semester.
Learning Outcomes for Calculus I
Upon completing this course, it is expected that a student will be
able to do the following:
1. Mathematical Foundations:
Limits of Indeterminate Forms: Explain the concept of a limit
and evaluate elementary examples of indeterminate forms.
Continuity: Demonstrate a working knowledge of continuity for
functions of one variable.
Derivative--First Principles: State and apply the fundamental
definition of the derivative, understand its relationship to the
tangent line, and recognize when a function is not differentiable. |
So you clicked on this thread. Clearly you have some motivation to become better at Math. Well, this is the thread for you!
[SIZE="3"]The Keys to Math Wizardry[/SIZE]
1.Start Small. No matter what your subject is, complex partial differential equations to high school algebra, you will not get anywhere by starting at the back of the book or with the hardest problems you can find. Harder problems are built on concepts and techniques that the problem creator assumes you already know. Thus, it is your job to first learn the concepts and techniques. Read the book, and do simple problems first. They will reinforce what you have learned already and help you build the confidence to tackle ever harder problems.
2.Read the book. The best way to learn the concepts, and expose yourself to the theorems, is by reading the book. I know, most of us HATE to read the book, and thus go right to the problems, but if you want to solve problems you need to understand the concepts behind them. Read slowly, and if you don't understand a word or a sentence, go find out what it means. It could be the reason you don't understand why or how the next theorem introduced works or has any relevance at all.
3.Do the homework. Do the homework again. Do the homework again and again. The only way you will learn problem solving skills is to solve problems. You will see that even if you did the problem yesterday, you might not be able to solve it that easy today. Of course, the goal is to get to the point where you can solve the problem without much difficulty.
4.Go to class. The instructor might be able to explain things much better than the book can. If you have any questions you were not able to resolve yourself, class is the time to ask. Do not be afraid that your question is stupid, because there are probably many more students in the class stuck on the same thing who do not possess the courage to actually speak up about it.
5.Reference. By nature, some textbooks and some authors just suck. They are unclear and seem to pull solutions out of some magic mathematical hat. The good news is, you do not have to stick to that text if you feel that way. Ask your instructors, or other people who have been or are in your boat, and see if they can recommend you any books that have a knack for explanation, or a comprehensive solutions guide to a variety of pertinent problems. (They might even let you borrow!) For instance, one of the best calculus books around is "The Calculus Lifesaver" by Adrian Banner, and I have yet to find a course which uses this book as its main text.
6.Study Together. Go find a friend who is taking your course or one like yours and study together. Multiple researchers have shown that learning is reinforced when you have to explain it to someone else, plainly because you really have to know what you are talking about to get it across. Also, you will benefit if you are on the student end of such peer instruction. Think about it as someone giving you pieces to your puzzle while you are giving pieces to them for their own. Sometimes all it takes is a certain someone to say just the right words which makes it all click in your head. You will undoubtedly make good friends in the process.
7.Get Help. Usually there will be someone or somewhere at your school which provides tutoring services or assistance programs. It is not shameful to ask for help. There is no reason to struggle because of something as ridiculous as your ego. Go see your teaching assistants or your instructor. If they have office hours, show up every time you are stuck. It really helps to get to know those giving you your grades...that is...as long as you are nice.
i find that in the more complicated forms of calculus and algebra, there are a limited number of possible scenarios that every problem is a member of. ive got a good teacher that would do examples of all the possible question types
^^^ Throughout the 12 (and counting) years of schooling i have done, i have never once had a teacher which i considered "good". I always had to figure everything out for myself which didn't really benefit me in the long run. I only hope to "god" that once i start university ill get some decent professors who can properly prepare me for exams.
Mathematics is always challenging for everybody. It is a great humbler. This being the case, I don't understand how being a "wizard" is even possible.
In any case...
Treat and learn mathematics as a tool. Do science, use math. Put simply - adding for the sake of adding is silly, but adding up your dollars makes adding worthwhile.
And projecteuler.net is pretty cool.
the planes wheels are simply the point of contact against the tarmac however they are frefloating and will spin to any velocity until they fail... assuming the wheels can spin to an infinate velocity the plane will pull itself forward regardless of the backwards motion of a dynamic tarmac because the prop is attached to the fuselage of the plane
there IS friction on the wheels bearings or whatever plane wheels use to negate friction to spin at a high velocity however...for assuming the tarmac is retreating at a rate of 30 meters a second and the prop is providint a rearwards thrust propelling the plane at 30 meters a second the wheels would be spinning at a rate that would propell the plane at 30 meters per second were the tarmac static. the wheels were they the point of propulsion as in a car...would be need to spin twice as fast to achieve the same velocity. however as a planes propulsion is a turbofan/prop/jet that is not its point of contact whilst a land vehicles propulsion is the same as its point of contact, should lead to a conclusion that the plane wil propell itself forward inducing the wheels to simply spin at twice the speed were the tarmac static
See? That was easy. One step, you will think so linearly that math becomes easy.
Experience to validate: I did this and I've gotten A+ in every math course and calculus at university.
You either are not being taught good mathematics courses, or have been taught a fucking amazing decades-long computer science course covering chaos, multivariable nonlinear analysis, spectral theory, number theory, advanced group theory, spherical harmonics, Green's functions, complex nonlinear fourier analysis, order theory, proof theory, model theory and hypercomplex analysis to name but a few.
the only "way" (i guess you could say) that .999... is equal to the value of 1.0 is in the display of calculators that just simply round to the nearer value.
the math that was done above does not prove anything at all, especially that any repeating value is equal to anything but its self. Mostly because that math was *wrong*
here:
Quote:
let x=.999999...
okay, we'll let x equal that
10x=9.99999....
okay now we have an equation, lets solve for x...
Subtract x from both sides
9x=9
wrong, subtracting x from both sides is done as follows:
10x=9.99999....
(10x) - (x) = (9.99999....) - (x)
9x = 9.999999 - x
this proves nothing, or shows nothing.
Therefore, x=1
also, incorrect...
if you wanted to solve for x, you just would have had to divide by "10" (or whatever coefficient is in front of the variable there), so you would get:
10x = 9.99999....
(10x)/10 = (9.999..)/10
now... here is where I would like you all to listen...
everybody... PLEASE TAKE OUT your Ti-83+ or Ti-89 calculators...
enter each of the following in and see what you get as an answer:
9/10
9.9/10
9.99/10
9.999/10
9.9999/10
9.99999/10
9.99999999999999999999/10
as you can see, the only reason that last entry is "equal" to one is because the value and amount of the final value that it increases by per iteration is so so so (let me fully express the word "so") infitesimally small, that the calculator reached its bounds of sigfigs and rounds it up... thats it. done.
you can spend eternity doing those calculations above by hand and you'd never reach the value of one (1), you would literally get an infinite amount of *.9s*
I wish it wasn't so time consuming and frustrating to practice math. The key with all types of math is to practice like a motherfucker. Things become second nature when you do them for the 9002nd time...
Therefore, 9x=9, as the right hand side of the equation we simplified above.
The reason this isn't intuitive is because the .9 represented literally repeats infinitely (not just a lot) and we're inherently not equipped to deal with infinity intuitively.
wrong, since
10x = 9.9999
subtract .9... from both sides leaves you with not 9x = 9 but:
9.000001x = 9re wrong here.
I'll put it this way. .999...-.999...=0youre too much of a lazy, self-absorbed idiot to realize that I am wrong so you shell it off as you "not wanting to argue" and refer me to wikipedia
even though I've clearly refuted each of your points in a logical manner to continue this debate, not argument. grow up kid.
"10-.999...= 9.00...01"
That is not the problem in question--it's also not the right answer unless there are a finite amount of nine. I've given you a proof for this, and you have tried to point out flaws in the individual step, where there are none. Math is not always intuitive: it's the proof that counts. You have not refuted my points, you've failed to understand them.
9.999...-.999...=9 is the problem you have said is inaccurate, as a part of my proof.
The other side is 10x-x, which is always 9x no matter the value for x.
Do you not accept those?
If you do, I can prove validly that .999 repeating for infinity=1. If you do not, speak to a math teacher, because I'm done.
The formal proof (or the most popular one anyways), is representing 0.999... as a geometric series, and showing it converges exactly to 1. |
Elementary Statistics with CD : A Step by Step Approach with Formula Card and Data Cd
9780077460396
ISBN:
0077460391
Edition: 8 Pub Date: 2011 Publisher: McGraw-Hill Higher Education
Summary: Be guided through every step of the fundamentals of statistics. It is a great introduction to statistics for college students who have a basic grasp of algebra. It covers all the main concepts effectively and provides a lot of opportunity for practical application. Students are taught problem solving using detailed instructions and examples. It also focuses on the different digital applications used in statistics suc...h as Excel, graphing calculators and MINITAB. It also complements an online course so students can receive more from their course and excellent feedback from the online platform. We offer many top quality used statistics textbooks for college students |
Formal Definition of the Derivative. The Power Rule, the Basic Rules of Differentiation, and the Derivatives of Polynomials. Product Rule and Quotient Rule. The Chain Rule and Higher Derivatives. Derivatives of Trigonometric Functions. Derivatives of Exponential Functions. Derivatives of Inverse and Logarithmic Functions. Approximation and Local Linearity. Review Problems.
Functions of Two or More Independent Variables. Limits and Continuity. Partial Derivatives. Tangent Planes, Differentiability, and Linearization. More About Derivatives. Applications. Systems of Difference Equations. Review |
CME Project
Funded by the National Science Foundation, the Center for Mathematics Education (CME) project is a four-year comprehensive high school mathematics program.
This problem-based, student-centered project emphasizes the development of students' mathematical habits of mind. The curriculum is organized around the familiar themes of Algebra 1, geometry, Algebra 2, and precalculus and is published by Pearson. |
INTRODUCTION TO HIGH SCHOOL ALGEBRA
Grade Level: 9-10
Prerequisite: None
Introduction to High School Algebra is a course designed to develop the skills required to be successful in Algebra I. Mathematical content includes number sense, patterns and functions, and problem solving. This course will meet High School graduation requirements.
ALGEBRA 1-2
Grade Level: 9-12
Prerequisite: None
Meets the UC/CSU "C" requirement
This course is the first year of algebra. Students learn about operations with algebraic expression, solutions to first and second degree equations, factoring, graphing linear equations, inequalities, irrational numbers, the quadratic formula, and other similar topics. The typical student spends at least one-half hour on homework daily. This course has been aligned to the PUSD and State Standards for Mathematics, and meets the PUSD math requirements.
GEOMETRY 1-2
Grade Level: 9-12
Prerequisite: C or better in Algebra 1-2 or C or better in Algebra 2A-2B
Meets the UC/CSU "C" requirement
This course teaches deductive reasoning and organized thinking. Students study postulates, definitions, and theorems to use in formal proofs. Both semesters emphasize using algebraic skills to solve problems. Plane geometry and solid geometry are taught. Students also learn straightedge and compass constructions and transformations.
HONORS GEOMETRY 1-2
Grade Level: 9-10
Prerequisite: B or better in Algebra 1-2 Teacher recommendation
Meets the UC/CSU "C" requirement
This course is a faster-paced version of Geometry 1-2, allowing time for extensive review of algebra topics to prepare students for Honors Algebra 3-4.
ALGEBRA 3-4
Grade Level: 10-12
Prerequisite: Geometry 1-2
Meets the UC/CSU "C" requirement
This course is a review and extension of first year algebra. New topics include conic sections, probability, logarithms, matrices and properties of functions. It is intended for college bound students who are not math or science majors.
TRIGONOMETRY (Fall semester only)
Grade Level: 11-12
Prerequisite: C or higher in Algebra 3-4 or Honors Algebra 3-4
Meets the UC/CSU "C" or "G" requirement
This is a one semester course in trigonometry. Topics covered include special triangles, the unit circle, using the graphing calculator, proving trigonometric identities, solving equations, solving triangles, angular velocity, and the laws of sines and cosines. It is intended for college bound students who are not math or science majors.
STATISTICS (Spring semester only)
Grade Level: 11-12
Prerequisite: Algebra 1-2 and Geometry 1-2
Meets the UC/CSU "C" or "G" requirement
Statistics is a college preparatory course that will introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Probability and counting methods are included. Students will apply descriptive statistics to a wide range of disciplines.
ADVANCED PLACEMENT STATISTICS 1-2
The multidisciplinary aspects and applications of statistics make it one of the most rewarding classes to take. The study blends the rigor, calculations, and deductive thinking of mathematics, the real-world examples and problems of social science, the decision-making needs of business and medicine, and the laboratory methods and experimental procedures of the natural sciences. This course is designed to prepare students to take the Advanced Placement Exam for Statistics.
HONORS PRE-CALCULUS 1-2
Grade Level: 11-12
Prerequisite: C or higher in Honors Algebra 3-4 B or higher in both Algebra 3-4 and Trig/Stats
Meets the UC/CSU "C" or "G" requirement
This course is for advanced college prep students. It provides the foundation for students to proceed to Calculus. Reviews Trigonometry, Geometry, and Algebra. It introduces the study of polynomials including synthetic division, graphing theory, limits, and derivatives.
COLLEGE ALGEBRA/TRIGONOMETRY 1-2
This course is designed for the advanced math student who is preparing to take Honors Pre-Calculus or college mathematics. Non-algebra based topics (such as network theory and number theory) will be studied, along with some pre-calculus concepts, in order to bring diversity and interest to the curriculum. Students will leave the course prepared to take a pre-calculus, statistics, or discrete math course in either high school or college mathematics.
ADVANCED PLACEMENT CALCULUS AB 1-2
This course is a college-level class for students who have completed the equivalent of 4 years of college preparatory mathematics. Students will receive little or no review. Topics include derivatives, differentials, integrations, and applications. Many problems are atypical and require students to synthesize new solutions. A graphing calculator is required. The course is designed to prepare students to take the Advanced Placement Exam for Calculus AB.
ADVANCED PLACEMENT CALCULUS BC 1-2
Grade Level: 11-12
Prerequisite: B or better in Calculus AB 1-2 Teacher Recommendation
Meets the UC/CSU "C" or "G" requirement
This course is for students who have completed four years of college preparatory math including Calculus AB. New topics covered include parametric equations, vector functions, indeterminate forms of limits, polar curves, advanced integration techniques, infinite series, and Taylor polynomials. This course prepares the student to take the Advanced Placement Exam for Calculus BC. |
EMMentor_Light 3.0
Review
Interactive multilingual mathematics software for training problem-solving skills offers more than 500 of math problems, a variety of appropriate techniques to solve problems and a unique system of performance analysis with methodical feedback. The software allows students at all skill levels to practice at their own pace, learn from both errors and solutions, review their work and get optimal exercises for building missing math knowledge and skills. A translation option offers a way to learn math lexicon in a foreign language. Test preparation options facilitate development of printable math tests and automate preparation of test variants. Covered subject areas are arithmetic, pre-algebra, algebra, trigonometry and hyperbolic trigonometry. Included are basic and advanced math topics |
Author and Contributors: Williams, Scott Publisher: The State University of New York at Buffalo (2001) Review Level: University Extension Primary Content Area: School Age (K-8) Content Type: General Information Audience: Professionals, Educators & Program Staff Resource Type: Not an extension nor a land-grant developed resource Keywords: Math, mathematicians, African American Description: The Mathematicians of the Africa Diaspora features the accomplishments of the peoples of African American in the field of mathematical sciences Media Type: HTML Resource Listed: February 15, 2006 Resource Last Updated: August 2, 2012 Language: EN |
Introduction to Topology: Pure and Applied, CourseSmart eTextbook
Description
For juniors, seniors, and graduate students of various majors, taking a first course in topology.
This book introduces topology as an important and fascinating mathematics discipline. Students learn first the basics of point-set topology, which is enhanced by the real-world application of these concepts to science, economics, and engineering as well as other areas of mathematics. The second half of the book focuses on topics like knots, robotics, and graphs. The text is written in an accessible way for a range of undergraduates to understand the usefulness and importance of the application of topology to other fields. CourseSmart textbooks do not include any media or print supplements that come packaged with the bound book.
Table of Contents
0. Introduction
0.1 What is Topology and How is it Applied?
0.2 A Glimpse at the History
0.3 Sets and Operations on Them
0.4 Euclidean Space
0.5 Relations
0.6 Functions
1. Topological Spaces
1.1 Open Sets and the Definition of a Topology
1.2 Basis for a Topology
1.3 Closed Sets
1.4 Examples of Topologies in Applications
2. Interior, Closure, and Boundary
2.1 Interior and Closure of Sets
2.2 Limit Points
2.3 The Boundary of a Set
2.4 An Application to Geographic Information Systems
3. Creating New Topological Spaces
3.1 The Subspace Topology
3.2 The Product Topology
3.3 The Quotient Topology
3.4 More Examples of Quotient Spaces
3.5 Configuration Spaces and Phase Spaces
4. Continuous Functions and Homeomorphisms
4.1 Continuity
4.2 Homeomorphisms
4.3 The Forward Kinematics Map in Robotics
5. Metric Spaces
5.1 Metrics
5.2 Metrics and Information
5.3 Properties of Metric Spaces
5.4 Metrizability
6. Connectedness
6.1 A First Approach to Connectedness
6.2 Distinguishing Topological Spaces Via Connectedness
6.3 The Intermediate Value Theorem
6.4 Path Connectedness
6.5 Automated Guided Vehicles
7. Compactness
7.1 Open Coverings and Compact Spaces
7.2 Compactness in Metric Spaces
7.3 The Extreme Value Theorem
7.4 Limit Point Compactness
7.5 The One-Point Compactification
8. Dynamical Systems and Chaos
8.1 Iterating Functions
8.2 Stability
8.3 Chaos
8.4 A Simple Population Model with Complicated Dynamics
8.5 Chaos Implies Sensitive Dependence on Initial Conditions
9. Homotopy and Degree Theory
9.1 Homotopy
9.2 Circle Functions, Degree, and Retractions
9.3 An Application to a Heartbeat Model
9.4 The Fundamental Theorem of Algebra
9.5 More on Distinguishing Topological Spaces
9.6 More on Degree
10. Fixed Point Theorems and Applications
10.1 The Brouwer Fixed Point Theorem
10.2 An Application to Economics
10.3 Kakutani's Fixed Point Theorem
10.4 Game Theory and the Nash Equilibrium
11. Embeddings
11.1 Some Embedding Results
11.2 The Jordan Curve Theorem
11.3 Digital Topology and Digital Image Processing
12. Knots
12.1 Isotopy and Knots
12.2 Reidemeister Moves and Linking Number
12.3 Polynomials of Knots
12.4 Applications to Biochemistry and Chemistry
13. Graphs and Topology
13.1 Graphs
13.2 Chemical Graph Theory
13.3 Graph Embeddings
13.4 Crossing Number and Thickness
14. Manifolds and Cosmology
14.1 Manifolds
14.2 Euler Characteristic and the Classification of Compact Surfaces
14.3 Three-Manifolds
14.4 The Geometry of the Universe
14.5 Determining which Manifold is the Universe |
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M 1314Lesson 14 Math 1314 Lesson 14 Optimization1Now youll work some problems where the objective is to optimize a function. That means you want to make it as large as possible or as small as possible depending on the problem. The first task is
M1314lesson 22 Math 1314 Lesson 22 Functions of Several Variables1So far, we have looked at functions of a single variable. In this section, we will consider functions of more than one variable. You are already familiar with some examples of th
M1314Lesson 7 Math 1314 Lesson 7 Higher Order Derivatives1Sometimes we need to find the derivative of the derivative. Since the derivative is a function, this is something we can readily do. The derivative of the derivative is called the second
M1314lesson 15 Math 1314 Lesson 15 Exponential Functions as Mathematical Models1In this lesson, we will look at a few applications involving exponential functions. Well first consider some word problems having to do with money. Next, well consi
M1314lesson 23 Math 1314 Lesson 23 Partial Derivatives1When we are asked to find the derivative of a function of a single variable, f (x), we know exactly what to do. However, when we have a function of two variables, there is some ambiguity. W
M 1314lesson 8 Math 1314 Lesson 8 Some Applications of the Derivative Equations of Tangent Lines1The first applications of the derivative involve finding the slope of the tangent line and writing equations of tangent lines. Example 1: Find the
Homework Module 4 3303 Name: email address: phone number:Who helped me:Who I helped:This is a 55 point assignment. Homework rules: Front side only. Keep the questions and your answers in order. If you send it pdf, send it in a single scanned
Math 1300 1. Homework is due before class begins. a. True b. FalsePopper 012. I must bubble in _ on popper scantrons or I will get a zero for that grade. a. Section number b. Assignment number c. Grading ID d. Form A e. All of the above 3. All te
Math 1300 For questions 1 4, use y = 5x + 8 1 B. 5 C. 8 D. 1/5 E. None of thCS195-5, Lecture 4: Derivations and notes by Greg Shakhnarovich gregory@csSlide 5What is the relationship between the Euclidean distance x - and the argument of the exponent? Let us start with writing out the expression for the distance between t
Math 1314 Lesson 1 Limits What is calculus? The body of mathematics that we call calculus resulted from the investigation of two basic questions by mathematicians in the 18th century. 1. How can we find the line tangent to a curve at a given point on
Math 1314 Lesson 2 One-Sided Limits and Continuity One-Sided Limits Sometimes we are only interested in the behavior of a function when we look from one side and not from the other. Example 1: Consider the function f ( x) =x x . Find lim f ( x).x0
Math 1314 Lesson 3 The Derivative The Limit Definition of the Derivative We now address the first of the two questions of calculus, the tangent line question. We are interested in finding the slope of the tangent line at a specific point.We need a
Math 1314 Lesson 4 Basic Rules of Differentiation We can use the limit definition of the derivative to find the derivative of every function, but it isn't always convenient. Fortunately, there are some rules for finding derivatives which will make th
Math 1314 Lesson 7 Higher Order Derivatives Sometimes we need to find the derivative of the derivative. Since the derivative is a function, this is something we can readily do. The derivative of the derivative is called the second derivative, and is
Math 1314 Lesson 8 Some Applications of the Derivative Equations of Tangent Lines The first applications of the derivative involve finding the slope of the tangent line and writing equations of tangent lines. Example 1: Find the slope of the line tan
Math 1314 Lesson 9 Marginal Functions in Economics Marginal Cost Suppose a business owner is operating a plant that manufactures a certain product at a known level. Sometimes the business owner will want to know how much it costs to produce one more
Math 1314 Lesson 10 Applications of the First Derivative Determining the Intervals on Which a Function is Increasing or Decreasing From the Graph of f Definition: A function is increasing on an interval (a, b) if, for any two numbers x1 and x 2 in (a
Math 1314 Lesson 11 Applications of the Second Derivative Concavity Earlier in the course, we saw that the second derivative is the rate of change of the first derivative. The second derivative can tell us if the rate of change of the function is inc
Math 1314 Lesson 12 Curve Sketching One of our objectives in this part of the course is to be able to graph functions. In this lesson, we'll add to some tools we already have to be able to sketch an accurate graph of each function. From prerequisite
Math 1314 Lesson 13 Absolute Extrema In earlier sections, you learned how to find relative (local) extrema. These points were the high points and low points relative to the other points around them. In this section, you will learn how to find absolut
Math 1314 Lesson 14 Optimization Now you'll work some problems where the objective is to optimize a function. That means you want to make it as large as possible or as small as possible depending on the problem. The first task is to write a function
Math 1314 Lesson 15 Exponential Functions as Mathematical Models In this lesson, we will look at a few applications involving exponential functions. Well first consider some word problems having to do with money. Next, well consider exponential growt
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Math 1314 Lesson 21 Area Between Two Curves Two advertising agencies are competing for a major client. The rate of change of the client's revenues using Agency A's ad campaign is approximated by f(x) below. The rate of change of the client's revenues
Math 1314 Lesson 22 Functions of Several Variables So far, we have looked at functions of a single variable. In this section, we will consider functions of more than one variable. You are already familiar with some examples of these.P ( x, y ) = 2 x
Math 1314 Lesson 23 Partial Derivatives When we are asked to find the derivative of a function of a single variable, f (x), we know exactly what to do. However, when we have a function of two variables, there is some ambiguity. With a function of two
Math 1314 Lesson 24 Maxima and Minima of Functions of Several VariablesWe learned to find the maxima and minima of a function of a single variable earlier in the course. Although we did not use it much, we had a second derivative test to determine
Course C22.0103 will have one project as part of the course requirements. This project will consist of a report on a data set, perhaps business-related, using simple (one-predictor) regression as the analytic technique. Its OK, but not required, that |
Offering over 3,000 free courses, consisting of video lectures and tutorials stored on YouTube, this website, the brainchild of MIT and Harvard Business School Graduate, Salman Khan, claims to be at the vanguard of education's digital future, along with other websites like Coursera, and Udacity, proferring a model of learning based on Massive Online Open Courses (MOOCs). The Khan Academy offers largely courses in the Sciences as well as a smaller number in the Humanities.
This website is the project of the 3DXM Consortium, an international group of mathematicians who have used the software 3D-XplorMath to create a gallery of surfaces and shapes in two and three dimensions. These include plane curves, fractals, space curves, spherical surfaces, polyhedra, non-orientable surfaces such as the Moebius Strip and Klein Bottle, conformal maps and algebraic curves. There are also notes in PDF format, examples of mathematical art and a number of moving image files, showing, for example, the development of fractal curves such as Koch's Snowflake Curve and the Mandelbrot Set
Beta version of website which is the result of a collaboration between The Royal Society of Chemistry and Pfizer. Discover Maths for Chemists is the first of several planned resources aimed at addressing the skills gap within the chemical industry and helping graduates master the maths skills they will need to succeed in the industry. The site features interactive quizzes, a video tutorial to get new users started, and video lectures, such as this one on the division of complex numbers. The site can be navigated via a 'Compass' function which is designed to guide the user through mathematical and chemical concepts and reveal how they can be linked.
Mathtutor is an online resource created and maintained by teachers, mathematicians and new media producers from the Universities of Leeds, Loughborough and Coventry and the former EBST Trust. The site is aimed at students who wish to bridge the gap between school and university, or refresh their mathematical knowledge. It is divided into seven subjects including arithmetic, algebra, geometry and vectors, differentiation and integration.
Coursera describes itself as a "social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free". Among the institutions offering courses are Stanford, the University of Pennsylvania, University of California, Berkeley and the University of Toronto. More recently the University of California, San Francisco, Edinburgh University and the Swiss Federal Institute of Technology of Lausanne have joined up to contribute to a list of 116 courses across sixteen categories including computer science, biology, education, literature, medicine, economics, mathematics and other disciplines. None of the classes counts as credit towards degrees at the participating institutions but students do receive certificates for completing their studies. The site includes a pedagogy page which explains the pedagogical foundations on which the platform is built, detailing its extensive use of interactive exercises, quizzes and 'mastery learning'.
is a selective list of films, sub-divided into narrower scientific headings such as Technology & Mathematics, Environment, Geology and & Ecology, Physics, Astronomy & Space Travel etc. AnotherA vast and useful site providing free downloadable video and audio lectures of entire courses from respected academic institutions from around the world including MIT, Stanford and Yale. The site is science-oriented but covers some of the Humanities too, ranging across the fields of Biology, Physics, Chemistry, Mathematics, Computer Science, Engineering, Medicine, Management and Accounting, Dentistry, Nursing, Psychology, History, Language courses, Literature, Law, Economics, Philosophy, Astronomy and Political Science. Most of the materials offered are licensed by the respective institutes under a Creative Commons licence. One of the more innovative aspects of Learner's TV is the provision of animations for certain science subjects to help students visualise difficult or abstract concepts.
One of the internet's primary science web portals featuring articles and videos on a wide spectrum of scientific subjects including mathematics, physics, chemistry, astronomy, computer science and biology as well as geology, palaeontology and archaeology. The articles and accompanying audiovisual material are selected from news releases submitted by universities and other research institutions and some are written by Science Daily staff. The large amount of material on offer can make browsing daunting, but subjects are divided into nine broad categories, which are then further divided into sets of narrower terms to facilitate focused searching.
The Faculties provides free, short videos/podcasts of university lecturers speaking on topics that are covered in the A-level curriculum of all the major exam boards. In bringing the expertise of research scholars into the classroom, the aim is to stretch and challenge students, help them excel in their assessments, inspire deeper learning, and smooth the transition from school to university. There are discipline-specific sites for maths, English, biology, chemistry, history and psychology. Some of the videos also provide guidance on choosing a university department that's right for the individual student and shows them what sort of careers might follow a degree in that discipline |
In an ever-changing society, it is essential for all students to acquire a functioning knowledge of Mathematics in order to empower them in the work force and in their personal lives. It also ensures access to further study of Mathematical Sciences and a variety of career paths. Thus, in a new FET phase, Mathematics is compulsory. There are two options: Mathematics or Mathematics Literacy. Mathematics should be taken by those students intending to study further in disciplines which are mathematically based such as the Natural, Physical and Life Sciences, Engineering and Accounting and most business fields.
Mathematical Literacy is suitable for those studying social sciences and the arts.
MATHEMATICS
Mathematics is a compulsory subject for all pupils.
The four learning outcomes for Mathematics are:
Number and Number relationships: Students work with numbers and their relationships to estimate, calculate and check solutions (with and without calculators) to problems of finance, simple and compound increase and decrease, sequences and series, hire purchase, bond repayments and annuities.
Functions and Algebras: Students will learn to understand patterns and functions, investigate graphs of functions and use mathematical models of real life situations. They will also manipulate algebraic expressions, solve equations, find functions rules, learn about rates of change, gradient, derivatives and maxima and minima (differential calculus).
- Space, Shape and Measurement: Learners will be able to describe, analyse and explain properties of 2-D and 3-D space and solve problems with justification (geometry). They will also link algebraic and geometry concepts through analytical geometry. They will learn trigonometry and geometry properties through construction, measurement and transformations and through the use of geometry software on computer.
Data handling and Probability: Learners will learn to collect, organize, analyse and interpret data to establish statistical and probability models to solve problems. They will carry out practical research projects and experiments and do at least one project per year.
Wherever possible, there will be a strong emphasis on real-life situations, mathematical modeling and solving problems related to relevant topics (human rights issues, current affairs, economic affairs, environmental and health issues). Also wherever possible, the use of available technology, will be encouraged.
If a learner does not perceive Mathematics to be necessary for a career path or study direction, the learner can have the option of taking Mathematical Literacy in Grades 10, 11 and 12.
MATHEMATICAL LITERACY
This subject will be offered to Grades 10, 11 and 12 at Eden College. This course is aimed at improving the low levels of numeracy in South Africa. It will provide learners with an awareness and understanding of the role of Mathematics in the modern world and develop the ability to think numerically and spatially and solve everyday problems through the use of basic mathematical skills.
Students will also cover the four learning outcomes that are in the Mathematics course but the emphasis will be more on practical application to real-life situations than on theory.
Assessment:
Assessment for both Mathematics and Mathematical Literacy will be continuous with students producing a portfolio of work which will consist of a variety of instruments such as small class tests, tutorials, assignments, investigations, homework pieces, presentations, projects and examinations.
Students who are struggling with Mathematics are encouraged to take Mathematics Literacy which is accepted for many degrees and diplomas at University Level. |
Schaum's Outline of Complex Variablescluding 640 Solved Problems One of the most diverse branch of mathematics, complex variables proves enormously valuable for solving problems of heat flow, potential theory, fluid mechanics, electromagnetic theory, aerodynamics and moany others that arise in science and engineering. As taught in this exceptional study guide, which progresses from the algebra and geometry of complex numbers to conformal mapping and its diverse applications, students learn theories, applications and first-rate problem-solving skills. |
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Britannica GCSE Maths
March 6, 2013, 9:15 am
Britannica GCSE Maths | 162 MB
Encyclopaedia Britannica GCSE Maths package is divided into two volumes entitled ``Shape, Space and Number`` and``Algebra and the Handling of Data``. To help students absorb the material covered in each sectionand to maintain interest in the program, a range of questions are put forth in various manners.``Drag and Drop`` exercises, numerical calculations and multiple choice questions are a fewexamples of the types of activities that students will encounter when using this CD-ROMs.Virtually all of the exercises provide immediate feedback. Topics Covered: Shape, Space & Number Pythagoras`` Rule and Right Angled Triangles 3DGeometry Sine and Cosine Rules Geometry of the Circle, Shape, Area and Volume Vectors and Matrices Transformations, Advanced NumberAlgebra and the Handling of Data Foundations for Algebra, Collection, Analysis and Representation of Data Graphical Methods,Use of Charts, Probability, Statistics, Interpreting Data, Non-linear Equations, Trial and Improvement Methods Link Download == > Purchase premium accounts In order to enjoy unlimited downloads with resuming support < == |
OCR Mathematics for GCSE Specification B - Foundation Silver and Gold, and Higher Initial and Bronze Homework Book has been published to support students and teachers of the OCR course. The resource has been written and edited by experienced examiners and authors, combining their teaching and examining expertise to deliver relevant and meaningful coverage of the course. Each homework book provides complete coverage of relevant Specification B units at Foundation and Higher respectively. The structure and content of the resources allow teachers to prepare students for the final exams in an incremental way as well as across the entire tier. The content also supports delivery of the revised Assessment Objectives including Problem Solving. - Endorsed by OCR for use with Mathematics GCSE Specification B - Full coverage of the topics required by the tiers of the course - Appropriate practice questions - Dedicated student books, teacher's resources, homework books, and online digital assessment and resources. |
Mathematics For Business - 8th edition
Summary: The Eighth Edition of Mathematics for Business continues to provide solid, practical, and current coverage of the mathematical topics students must master to succeed in business today. The text begins with a review of basic mathematics and goes on to introduce key business topics in an algebra-based context.
Chapter 1, Problem Solving and Operations with Fractions, starts off with a section devoted to helping students become better problem solvers and critical...show more thinker while reviewing basic math skills. Optional scientific calculator boxes are integrated throughout and financial calculator boxes are presented in later chapters to help students become more comfortable with technology as they enter the business world. The text incorporates applications pertaining to a wide variety of careers so students from all disciplines can relate to the material. Each chapter opener features a real-world application.
Features
Current financial data used throughout the text.
Real-world applications within exercise sets are now called out by topical headings for each problem so that students immediately see the relevance of the problems to their lives.
Introduction to problem solving in Section 1.1 helps students learn how to think through solving common problems. The emphasis on problem-solving skills is carried through the text so that students can enter the business world with critical thinking skills and apply what they have learned.
Chapter openers now incorporate an application with a real-world graph or figure so students can understand how the chapter content pertains to actual business situations.
Financial calculator boxes that explain how to solve examples using a financial calculator are now integrated into later chapters to familiarize students with the technology they will be using in the business world.
A Metric System Appendix, complete with examples and exercises, explains the metric system and teaches students to convert between US and metric units of measurement.
'Net Assets emphasize the World Wide Web and keep students current on how businesses adapt to technology.
Cumulative Reviews help students review groups of related chapter topics and reinforce their understanding of the |
Introduces precalculus concepts using computer and calculator-based graphing. --This text refers to an out of print or unavailable edition of this title.
Reviewed by a reader
This book should not be used in a honors-level class. But this book is good for high school students.
Intermediate Algebra: Student's Solutions Manual
Reviewed by a reader
This workbook was really helpful in learning the correct way to work algebra problems. It's money well spent!
College Algebra Graphs and Models
Editorial review
e text and have text section references to further aid students. For anyone interested in learning algebra.
Reviewed by a reader
I read this book as a refresher of the high school algebra I'd forgotten (or slept through). This book flows well from one topic to the next. Unlike my high school textbooks, this book carefully covers everything you need to know before t
Circles: Fun Ideas for Getting A-Round in Math
Editorial review
Mathematics comes alive with Circles, a comic, full-color activity book. By playing with a flying disk, a geodesic dome, psychedelic designs, and more, kids teach themselves such concepts as pi, ellipses, and parabolas. Circles reveals th
A text/CD-ROM package, consisting of 29 Maple learning modules covering the entire introductory linear algebra course as taught at most colleges and universities. The modular structure is designed to permit flexibility in teaching and le
Linear Algebra and Its Applications: Study Guide (update)
Editorial review
computer exercises are given using Maple, Mathematica, and MATLAB. Book News, Inc.®, Portland, OR --This text refers to an out of print or unavailable edition of this title.
Reviewed by Charles R. Williams, (Akron, OH United States)
I just used this book for an undergraduate LA course.Most of the book is remarkably clear and straight-forward. For example, the authors manage to avoid sigma notation entirely in the proofs. The book has a nice balance of applications, c
Intermediate Algebra : A Graphing Approach
Editorial review
Takes a graphing approach. Fully integrates graphing technology. Contents will match a standard course syllabi for intermediate algebra as it has typically been taught. DLC: Algebra.
Introduction to Linear Algebra (5th Edition)
Editorial review
is text refers to an out of print or unavailable edition of this title.
Reviewed by Robert Keller, (Nasa Ames Research Center)
This review is of the 2nd edition printed in '89. I bought this book off the shelf at SCU as a review source. The texts chosen at SCU have a tendency to lean toward the practical applications side and away from the theoretical. Johnson's
Linear Algebra and Differential Equations
Editorial review
This text aims to provide a foundation in both linear algebra and differential equations, with an emphasis on finding connections between the two subjects. It's applications are relevant to areas including engineering, business and life s
For those of us who would like to learn and master concepts of Linear Algebra and Differential Equations without too much useless theories, this book is for you. Teaches all concepts well, many examples and good explanations. Also really
Just-in-Time Algebra and Trigonometry for Students of Calculus, 2/e (2nd Edition)
Reviewed by a reader
.
Reviewed by "sdb_8", (portland, or United States)
n we find more? My school is full of passive aggressive math professors who know their stuff but cant teach.thank you for the help
Reviewed by Richard Wladkowski, (Groveland, MA United States)
this is what you'd get. This book is great. It's based on the theory that most of the problems that students have with calculus is not the calculus itself but the aspects of algebra and trig involved in performing calculus problems. One o
Scott Foresman - Addison Wesley Middle School Math, Course 1
Reviewed by Jessica, (Henderson, NV United States)
The 1998 Middle School Math book, Course 1 just tries too hard, and ends up being a big mish mash of confusion.I believe the authors tried so hard to make the math program relevant and interesting that they forgot their audience: children
Scott Foresman Addison Wesley Middle School Math: Course 2
Reviewed by a reader, (Wayland, MA United States)
My daughter used this book last year, and I spent many an evening in it with her. The book uses multiple methods to introduce each concept, but, ends up confusing rather than helping. The problems provide a good review of all the material |
Additional Details
The first year in this 6-year curriculum. Initial topics (decimals, scientific notation, measurement) may contain considerable review for some students. Variables and translating between words and algebraic expressions are not discussed until chapter 4. The pace is slow, but this may prove beneficial since the jump from arithmetic to algebra has traditionally been difficult. Transition Mathematics allows the student to improve arithmetic skills while gradually adjusting to mathematical abstractions. Concepts and skills in this course serve as a foundation for Algebra and Geometry.
Customer Review
Terri F. from Juneau, Alaska wrote the following on 07/11/2007:
My son used this text last year. He found it very easy to use. The explanations and examples were thorough and he was able to complete his daily work with little extra input or explanation from me. It's a bright, colorful book and has practical examples of application for each subject matter covered.
I never once used the teachers manual; I found reading through the student text enough to help when he got stuck; I also have a math background which may or may not make a difference.
What I did find extremely useful is having the Teachers Resource File CD-Rom; it contains daily lesson pages, tests, solutions, and teaching aids. It also had 4 varieties of testing to appeal to various learning styles. I don't see it listed here but if you can get it, it would be well worthwhile.
I haven't used any other math programs so I really don't have much to compare to. However, this program was recommended to me for my son by a math teacher who has used and tried a number of different texts. My son is more of a hands on learner than not and she felt this would fit his learning style. After using it for a year, I have to agree. We'll be ordering the next book in this series. |
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Starting at $0Key Message: The third book of a three-part series,Algebraic, Graphics, and Trigonometric Problem Solving, Second Edition, illustrates how mathematics arises naturally from everyday situations through updated and revised real-life activities and the accompanying practice exercises. Along with the activities and the exercises within the text, MathXL reg; and MyMathLabtrade; have been enhanced to create a better overall learning experience for the reader. Technology integrated throughout the text helps readers interpret real-life data algebraically, numerically, symbolically, and graphically. The active style of this book develops readers'mathematical literacy and builds a solid foundation for future study in mathematics and other disciplines. Key Topics: Function Sense and Linear Functions; Introduction to Functions; Linear Functions; Systems of Linear Equations and Absolute Value Functions; The Algebra of Functions; Addition, Subtraction, and Multiplication of Functions; Composition and Inverse of Functions; Exponential and Logarithmic Functions; Exponential Functions; Logarithmic Functions; Quadratic and Higher Order Polynomial Functions; Introduction to Quadratic Functions; Complex Numbers and Problem Solving Using Quadratic Functions; Curve Fitting and Higher Order Polynomial Functions; Rational and Radical Functions; Rational Functions; Radical Functions and Equations; An Introduction to the Trigonometric Functions; Introducing the Sine, Cosine, and Tangent Functions; Why are the Trigonometric Functions Called Circular? Market: For all readers interested in Algebra, Trigonometry.
Table of Contents
Preface
Function Sense
Cluster 1: Modeling with Functions?
Parking Problems
Objectives
Distinguish between input and output
Define a function
Represent a function numerically and graphically
Write a function using function notation?
Fill 'er Up
Objectives
Determine the equation (symbolic representation) that defines a function
Write the equation to define a function
Determine the domain and range of a function
Identify the independent and the dependent variables of a function?
Stopping Short
Objectives
Use a function as a mathematical model
Determine when a function is increasing, decreasing, or constant
Use the vertical line test to determine if a graph represents a function?
Project Activity 1.4: Graphs Tell Stories Objectives
Describe in words what a graph tells you about a given situation
Sketch a graph that best represents the situation described in words?
What Have I Learned?
How Can I Practice?
Cluster 2: Linear Functions
Walking for Fitness
Objective
Determine the average rate of change?
Depreciation
Objectives
Interpret slope as an average rate of change
Use the formula to determine slope
Discover the practical meaning of vertical and horizontal intercepts
Develop the slope-intercept form of an equation of a line
Use the slope-intercept formula to determine vertical and horizontal intercepts?
A New Computer
Objectives
Write a linear equation in the slope-intercept form, given the initial value and the rate of change
Write a linear equation given two points, one of which is the vertical intercept
Use the point-slope form to write a linear equation given two points, neither of which is the vertical intercept
Compare slopes of parallel lines?
Skateboard Heaven
Objectives
Write an equation of a line in standard form Ax+By=C
Write the slope-intercept form of a linear equation given the standard form? |
Many high-school students dread their mathematics homework and assignments. A lot of people develop a type of mental block which makes it impossible to focus on the mathematics task itself. In severe cases, this anxiety gives you a completely blank mind and a racing heart beat. A lot of students avoid taking maths courses because of this sort of thing, but in truth math is no harder than any other subject. It just uses a different part of the brain.
To develop mathematical ability, you just have to stay relaxed, carefully follow the problem in front of you, and develop greater confidence. It's like anything else: the more you practice, the better you become. Go over your notes again and again until you understand them. Pay attention in class and ask questions if you don't understand something. The more you avoid a task, the less you can master it and the more anxious you will feel. Try to ignore those around you who have a negative attitude about maths.
While high-school level mathematics may not seem a very important subject, a good attitude and ability when it comes to maths will prove to be essential in many other fields of study later in life. Even in the humanities and social sciences, statistics are used, and maths is a part of statistics. And maths is used for routine things like household budgeting and money management. Try not to see mathematics as an enemy! It is simply a useful skill that can be learned, like anything else.
If you are struggling to understand a mathematical concept, our maths writers here at EssayMasters.co.uk can provide you with a model answer. This will help you to prepare for an exam while also giving you that much-needed sense of confidence and a good mark. We cater for university students as well, and once again our maths experts can make all the difference when it comes to that research paper or that lengthy formulaic argument. Any written explanations that may accompany the calculations will be written in UK English, using UK spelling and grammar. At EssayMasters.co.uk we have everything you need to be successful in your mathematics coursework |
Beginner's Guide to Discrete Mathematics
9780817642693
ISBN:
0817642692
Publisher: Springer Verlag
Summary: This introduction to discrete mathematics is aimed primarily at undergraduates in mathematics and computer science at the freshmen and sophomore levels. The text has a distinctly applied orientation and begins with a survey of number systems and elementary set theory. Included are discussions of scientific notation and the representation of numbers in computers. Lists are presented as an example of data structures. A...n introduction to counting includes the Binomial Theorem and mathematical induction, which serves as a starting point for a brief study of recursion. The basics of probability theory are then covered.Graph study is discussed, including Euler and Hamilton cycles and trees. This is a vehicle for some easy proofs, as well as serving as another example of a data structure. Matrices and vectors are then defined. The book concludes with an introduction to cryptography, including the RSA cryptosystem, together with the necessary elementary number theory, e.g., Euclidean algorithm, Fermat's Little Theorem.Good examples occur throughout. At the end of every section there are two problem sets of equal difficulty. However, solutions are only given to the first set. References and index conclude the work.A math course at the college level is required to handle this text. College algebra would be the most helpful |
Peer Review
Ratings
Overall Rating:
Quoted from the site: This applet explores fitting a polynomial p(x) of degree n to a given set of data points. It computes the best least squares approximation to the data, "best" in the sense that SUM (p(xi) - yi)^2 is minimized. The applet provides controls for choosing the degree n, setting the precision of all displayed numbers, selecting and deselecting data points, and editing the data list. It also allows for entry of your own custom polynomial and computing its least squares error.
Learning Goals:
Using experimentation and visualization to facilitate an understanding of fitting a polynomial to a set of data.
Target Student Population:
Students taking a first-year course in Calculus.
Prerequisite Knowledge or Skills:
Students should be familiar with the method of least squares.
Type of Material:
Simulation.
Recommended Uses:
classroom demonstration or guided exercises.
Technical Requirements:
A Java-enabled Web browser.
Evaluation and Observation
Content Quality
Rating:
Strengths:
This applet is part of an excellent mother site called Principles of Calculus Modeling: An Interactive Approach ( However, the applet can easily stand alone for the purpose of classroom demonstration or tutorial. The applet allows the user to specify the data points and the maximal degree of the fitting polynomial. The user can even experiment by choosing his own polynomial and testing the accuracy of its fit. The graph has a very useful zoom feature, the data points are prominently displayed, and both the best fitting polynomial and the user-defined polynomial are displayed graphically. The least squares error is calculated for both polynomials. All of this is contained in a colorful and well-designed user interface.
Concerns:
None.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
This applet should be quite useful for purposes of classroom demonstration of the concept of fitting a polynomial to a set of data. Also, the instructor could easily design some guided exercises for this applet or assign it as a tool for a take-home project. One such exercise is provided in the applet.
Concerns:
None.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
The applet is quite intuitive. Use of the applet is thoroughly explained. Also, some of the theory behind the least squares method is presented.
Concerns:
The site could use a title and a hyperlinked navigation structure but this is rather a design suggestion. |
More About
This Textbook
Overview
Number theory is concerned with the properties of the natural numbers: 1,2,3,.... During the seventeenth and eighteenth centuries, number theory became established through the work of Fermat, Euler and Gauss. With the hand calculators and computers of today, the results of extensive numerical work are instantly available and mathematicians may traverse the road leading to their discoveries with comparative ease. Now in its second edition, this book consists of a sequence of exercises that will lead readers from quite simple number work to the point where they can prove algebraically the classical results of elementary number theory for themselves. A modern high school course in mathematics is sufficient background for the whole book which, as a whole, is designed to be used as an undergraduate course in number theory to be pursued by independent study without supporting lectures |
11th Grade Algebra II Textbook Kit (High School)
Algebra II reviews and expands concepts learned for graphing and solving linear and quadratic equations. Lessons take a more advanced look at radical, exponential, rational, logarithmic, and trigonometric equations and functions. To expose the student to higher mathematical studies, the course introduces complex numbers, probability, statistics, and analytic geometry. The TI-83 Plus graphing calculator is used all year to build concepts and expand understanding of the material. Features on matrix algebra are interspersed throughout the text. Biographical sketches of mathematicians are included.
Kit Includes: Teacher's Edition, Student Text, Tests, Tests Answer Key
This course can be taken at any point in a student's High School career |
1.5 - Practical Arithmetic
Objective
The objective of this training unit is to give an understanding of arithmetic used throughout the coating industry.
The unit will review paint (Substance used for decorating or protecting a surface, sometimes referred to as coating) application (theoretical and practical) along with typical structure calculations allowing the user to estimate the paint (Substance used for decorating or protecting a surface, sometimes referred to as coating) quantities required on specific areas and locations. |
Synopsis
The development of geometry from Euclid to Euler to Lobachevsky, Bolyai, Gauss and Riemann is a story that is often broken into parts – axiomatic geometry, non-Euclidean geometry and differential geometry. This poses a problem for undergraduates: Which part is geometry? What is the big picture to which these parts belong? In this introduction to differential geometry, the parts are united with all of their interrelations, motivated by the history of the parallel postulate. Beginning with the ancient sources, the author first explores synthetic methods in Euclidean and non-Euclidean geometry and then introduces differential geometry in its classical formulation, leading to the modern formulation on manifolds such as space-time. The presentation is enlivened by historical diversions such as Huygens's clock and the mathematics of cartography. The intertwined approaches will help undergraduates understand the role of elementary ideas in the more general, differential setting. This thoroughly revised second edition includes numerous new exercises and a new solution key. New topics include Clairaut's relation for geodesics and the use of transformations such as the reflections of the Beltrami disk |
How to Read and Do Proofs: An Introduction to Mathematical Thought Processes, 5th Edition
How to Read and Do Proofs has been teaching students how to do proofs for over 20 years!
This text provides a systematic approach for teaching undergraduate and graduate students how to read, understand, think about, and do proofs. The approach is to catagorize, identify, and explain (at the student's level) the various techniques that are used repeatedly in all proofs, regardless of the subject in which the proofs arise. How to Read and Do Proofs also explains when each technique is likely to be used, based on certain key words that appear in the problem under consideration. Doing so enables students to choose a technique consciously, based on the form of the problem. Students are taught how to read proofs that arise in textbooks and other mathematical literature by understanding which techniques are used and how they are applied. It shows how any proof can be understood as a sequence of the individual techniques. The goal is to enable students to learn advanced mathematics on their own. This book is suitable as: (1) a text for a transition-to-advanced-math course, (2) a supplement to any course involving proofs, and (3) self-guided teaching.
The inclusion in practically every chapter of new material on how to read and understand proofs as they are typically presented in class lectures, textbooks, and other mathematical literature. The goal is to provide sufficient examples (and exercises) to give students the ability to learn mathematics on their own.
Available Versions
How to Read and Do Proofs: An Introduction to Mathematical Thought Processes, 5th Edition |
Function Concepts -- What is a Function?1.22008/05/12 11:03:21 GMT-52008/12/30 15:30:00.226 US/[email protected]@RaleighCharterHS.orgalgebrafunctionsThis module provides the description of what a function is.A function is neither a number nor a variable: it is a process for turning one number into another. For instance, "Double and then add 6" is a function. If you put a 4 into that function, it comes out with a 14. If you put a
12 size 12{ { {1} over {2} } } {}
into that function, it comes out with a 7.The traditional image of a function is a machine, with a slot on one side where numbers go in and a slot on the other side where numbers come out.
5→ size 12{5 rightarrow } {}→16 size 12{ rightarrow "16"} {}
A number goes in. A number comes out.
The function is the machine, the process that turns 4 into 14 or 5 into 16 or 100 into 206.
The point of this image is that the function is not the numbers, but the machine itself—the process, not the results of the process.The primary purpose of "The Function Game" that you play on Day 1 is to get across this idea of a numerical process. In this game, one student (the "leader") is placed in the role of a function. "Whenever someone gives you a number, you double that number, add 6, and give back the result." It should be very clear, as you perform this role, that you are not modeling a number, a variable, or even a list of numbers. You are instead modeling a process—or an algorithm, or a recipe—for turning numbers into other numbers. That is what a function is.The function game also contains some more esoteric functions: "Respond with –3 no matter what number you are given," or "Give back the lowest prime number that is greater than or equal to the number you were given." Students playing the function game often ask "Can a function do that?" The answer is always yes (with one caveat mentioned below). So another purpose of the function game is to expand your idea of what a function can do. Any process that consistently turns numbers into other numbers, is a function.By the way—having defined the word "function" I just want to say something about the word "equation." An "equation" is when you "equate" two things—that is to say, set them equal. So
x2−3 size 12{x rSup { size 8{2} } - 3} {} is a function, but it is not an equation.
x2−3=6 size 12{x rSup { size 8{2} } - 3=6} {} is an equation. An "equation" always has an equal sign in it. |
Specification
Aims
The aims of this course are to
Brief Description of the unit
This course unit provides a systematic study to the area of mathematics
based on the study of simultaneous linear equations. Simultaneous linear
equations are first met in pre-university mathematics usually in the form
of two linear equations in two unknowns and possibly three equations in
three unknowns which are usually solved by fairly ad hoc methods
Learning Outcomes
On successful completion of this module students will be able to
To be posted here
Future topics requiring this course unit
Almost all Mathematics course units, particularly those in pure mathematics.
Syllabus
To be posted here
Textbooks
The course is based on the course text which students are expected to buy: |
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Careers
In this section you will find information on what mathematics
graduates have gone on to do, the resources and support available to
you whilst an undergraduate with us and examples of events open to our
undergraduate students. Current undergraduates please click here for events and opportunities.
First of all, you can hear from our Careers Consultant Abi Sharma, about what support is available for our mathematical sciences undergraduates.
Mathematics Graduates
Some students entering university know what career
they want to go into but the reality is that many don't, so there's no
need to worry if you're not sure what you want to do. The most
important thing to remember is that when you graduate with your
mathematics degree you'll have a set of skills that employers will find
very desirable. When you graduate with your degree you will have:
Excellent analytical abilities
The ability to work independently
Highly developed numerical skills
Effective communication skills
The ability to apply mathematical modelling to the real world
Practical computational skills.
These skills are in great demand by employers and you will have
the potential for high earnings in the course of your career. The average
starting salary for a mathematics graduate is around £22,000 and is higher than
the average starting salary for all subjects. Unlike graduates in more
vocational disciplines, mathematicians are not limited to one obvious area of
employment. For example, mathematics graduates can be found in
The two guides below have been produced for the benefit of our
students. One looks at the impact of mathematics beyond the subject
itself and provides a clear link from the syllabus to applications in a
range of different industries whilst the other has primarily Queen Mary
mathematics alumni talking about their careers and/or postgraduate
study. You can also find advice from employers in a series of videos to
be found here.
An opportunity for your students to join Quest Overseas
on our summer community projects in Peru and Malawi.
We have teams departing to work on
these projects in July 2012, and
wanted to make your department aware, as they may
be of particular interest to your Mathematics students
interested in overseas travel, volunteering and
international development.
Working in partnership with Joshua Orphan & Community Care,
the aim of this project is to improve the quality of life for some of Malawi's
thousands of orphans. The majority of these children have been orphaned as a
result the HIV/AIDS crisis and each community supports around hundred
vulnerable children, a major strain on local resources. The project work aims
to improve community facilities, e.g. schools and clinics to give these
children a brighter start in life.
The
focus of the work is construction, for example
renovating schools or building a feeding centre. The exact nature of the work
you will be doing depends on what is most needed in the area at the time,
something Joshua work out in consultation with the local community. Aside from
getting hands on with the construction, volunteers also have opportunities to
get more involved with the community, such as working with the local scout
groups and with local kids ‐ on health and hygiene, environment or HIV workshops‐ the options
are endless! Work in local orphan feeding centres, and potentially work with local youth groups on projects
on HIV/AIDS awareness. The project is extremely community based and offers
volunteers a unique insight into the challenges and the warmth of rural
Malawian life.
Volunteers will also have the chance
to visit some of Malawi's best sights, for example kayaking on Lake Malawi,
trekking up Mount Mulanje or spotting wildlife on safari in Liwonde National
Park.
Quest
Overseas has been working with the Inti
Wara Yassi wild animal sanctuaries in Bolivia for the past 9 years,
building the infrastructure, expanding the land of the parks, and working with
the animals. Just over two years ago, the project expanded into its third
location in the Bolivian Amazon, due to the ever increasing flow of animals
arriving at the parks.
Work with the animals is extremely hands on, with each
volunteer taking responsibility for their own animal, whether it be a monkey,
bird or wild cat. Daily tasks will involve cleaning enclosures, feeding your
animal and accompanying them out into the forest. With the monkeys and birds,
it is often a case of working with them while they are getting used to their
natural habitat again (most will have been rescued from the pet or circus
trade) before releasing them back into the wild. With the wild cats, it is more
often a case of making their life as enjoyable as possible as they almost
always cannot be released into the wild - so they get taken for daily
walks!
As well as the work with the animals, our teams also work to
improve the infrastructure of the parks, building enclosures and clearing
trails, for around two and a half weeks of the project. A substantial
proportion of the cost of the project is a donation direct to the sanctuaries,
allowing them to continue their work throughout the year. It is a fantastic
project to be a part of and we are sure your students would benefit immensely
from being part of it
If you would like to find out more about the projects
above, please email [email protected],
phone us on 01273 777206, or chat
to us online. More information about Quest Overseas and how we work can
also be found on our website and
we're more than happy to answer any further questions you may have. |
Online Math Readiness Information
Please review this page for information on this self-paced online course. Registration is free.
You do not have to be a U of S student to register. If you have already registered, you may
log in here.
Course Content
The Math Readiness Course is designed to help students prepare for university-level calculus courses
by refreshing skills from high school mathematics. The families of topics from high school mathematics that are
reviewed in Math Readiness include:
Working with Algebra
Functions and Graphs
Exponential and Logarithmic Functions
Geometry
Trigonometry
More detailed information on the concepts covered in the Math Readiness course is available on the
Course Content page.
Course Versions and Fees
Online Math Readiness is provided free of charge. The University of Saskatchewan also offers a
face-to-face version of the course, which is subject to a tuition fee. For more information about
registration, dates and fees for the face-to-face course, please refer to the
Centre for
Continuing & Distance Education or email [email protected].
Format of the Math Readiness Online Materials
Online Math Readiness is primarily an independent study course - a student will be able to proceed
through the course at his or her own pace. One of the features of Online Math Readiness is that a student
is able to ask fellow students for their thoughts about the course notes and exercises via online discussion
boards and chat. Additional support may be available online on an ad-hoc basis.
Accounts expire after a certain period of time (usually about a year). If you find that your own account has expired
and you would still like access to the course materials, please fill out this registration form again.
Re-establishing your access to the online course should be straightforward.
Contact Information
For further information about the online course, please contact Holly Fraser, University Learning Centre
Math/Stats Help Coordinator, at [email protected].
For more information about the face-to-face version of the Math Readiness Course, email
[email protected]. |
Elementary Sullivan/Struve/Mazzarella Algebra Series was written to motivate students to do the math outside of the classroom through a design and organization that models what you do inside the classroom. The left-to-right annotations in the examples provide a teachers voice through every step of the problem-solving process. The Sullivan exercise sets, which begin with Quick Checks to reinforce each example, present problem types of every possible derivation with a gradual increase in difficulty level. The new Do the Math Workbook acts as a companion... MORE to the text and to MyMathLab by providing short warm-up exercises, guided practice examples, and additional Do the Math practice exercises for every section of the text.
Mike Sullivan, III is a professor of mathematics at Joliet Junior College. He holds graduate degrees from DePaul University in both mathematics and economics. Mike is an author or co-author on more than 20 books, including a statistics book and a developmental mathematics series. Mike is the father of three children and an avid golfer who tries to spend as much of his limited free time as possible on the golf course. |
Pearson Algebra 1 Geometry Algebra 2 Common Core 2012
example detailed lesson plan in filipino 2 engage today s students introducing poweralgebra com and powergeometry com the gateway for students and teachers to all the digital components available for the pearson algebra 1 geometry algebra 2 common core 2012 |
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Math & Statistics
About Math & Statistics
Whether your interest is to study mathematics as a purely intellectual pursuit or as a requirement for some other program, Capilano University offers courses from preparatory algebra through second-year university level mathematics and statistics to help you realize your goals.
Where would you like to begin your studies?
On this page:
Preparatory
MATH 091 is a one credit course designed for students who need to refresh basic algebra. It serves as a prerequisite for MATH 096 (Intermediate Algebra with Functions), MATH 101 (Introduction to Statistics), and MATH 190 (Mathematics for Elementary School Teachers). MATH 096 is a two credit course that continues the development of algebra and introduces the concept of a function. It is possible to complete both MATH 091 and MATH 096 in a single term. The combined MATH 091/096 is equivalent to Principles of Math 11.
Precalculus
MATH 105 is a precalculus course specifically designed for students planning on taking calculus. It is recognized by post secondary institutions as a Principles of Math 12 equivalent. MATH 105 receives transfer credit at all the major universities, except UBC-Vancouver.
Calculus I
MATH 108 is a calculus course designed primarily for students planning to pursue a business or commerce program, whereas MATH 116 is oriented to the sciences. As enrolment permits separate engineering, life science and physical science streams of MATH 116 will be offered with each stream covering the same core content but emphasizing examples relevant to the associated applications area.
Introductory Statistics
MATH 101 is an introductory statistics course designed primarily for non-science students wanting to fulfill a science elective requirement. MATH 204 is an introductory statistics course designed primarily for science students who have already completed one term of calculus.
Discrete Mathematics
Mathematics for Elementary Teachers
MATH 190 is a course designed for future elementary school teachers. A component of the term work in this course requires preparation for and participation in a SNAP Math Fair (see video) that is held on campus outside of regularly scheduled class time. Attendance at the Math SNAP Fair is MANDATORY. Students who have taken, received transfer credit for, or are currently taking MATH 108 or MATH 116 (Calculus I), may not take MATH 190 for credit without the permission of the Department of Mathematics and Statistics. This course is not normally available for credit to students in science programs. |
Mathematics
Math Short Terms
Mathematical Approaches to Contemporary Problems
This course will offer students new insights and a fundamental understanding of how mathematics contributes to solving important national and global problems in the environmental, behavioral, and natural sciences. Starting with a real problem concerning an important process of general interest, we will formulate simplifying assumptions about how the process evolves over time. We will build equations to model the sequence representing the values of the characteristic under study and will develop and interpret solutions in the context of the original problem. We can then either accept the model as adequate or modify it in order to obtain a better model. Important applications include fitting simple models to medicine dosages, repeated loan payments, oil consumption and reserves, predicting population levels. We also look at chaotic processes. These models use basic mathematical functions studied in high school.
Elementary Mathematical Models Applied mathematics creates equations or inequalities (models) expressing interrelationships among quantities we want to predict, explain or optimize and other quantities which influence them. Examples include relating the price of commodity to demand and supply, the search for maximum profit, deciding how much to order and when in order to minimize cost, predicting population levels from predator-prey interactions and explaining propogation of inherited genetic characteristics through succesive generations. Students model change using difference equations, create models by applying concepts of proportionality, geometric similarity, Monte Carlo simulation, and practice fitting simple models to collected data and writing up their conclusions. Prerequiste: background in high school algebra.
Natural & Invented Languages Over each student will construct their own invented language, producing grammars for each component of language we study, describing how they interact to yield a viable human language.
The Fascinating World of Chaos and Fractals
Chaos, fractals, and dynamical systems are three of the hottest areas in contemporary mathematics. Through hands-on computer experimentation the student will be taken on a tour of the exciting and beautiful world of chaos and fractals. The student will learn how to generate fascinating computer images of fractals, Julia sets, and the famous Mandelbrot set.
How to play games, mathematically
Game theory studies optimal strategies when more than one player interact, or when one player has more than one choice to deal with a problem. It has found many applications in a variety of subjects such as economics, computer science, psychology, philosophy, political science, and military conflicts. In this course we will play a dozen or so different games and analyze the mathematics behind them. We will consider the real world applications of game theory too.
Mathematical Recreations of Lewis Carroll
This course is based on two works by the mathematician-author of Alice in Wonderland, Lewis Carroll. In Symbolic Logic, a diagrammatic method of drawing conclusions from propositions is developed. Modern puzzle fans will delight in the wit and humor of Carroll's problems. In The Game of Logic, Carroll demonstrates how logic can become a fascinating board game. Tricky and amusing problems are presented and solved.
Mathematics & Art
An investigation into mathematical visualization in art. Topics covered include Escher hyperbolic patterns, topological morphing, self-similarity, tessellation, cardinality and versions of infinity. The art of M.C. Escher, Helaman Ferguson, Alexander Pankin, George Hart, and Charles O. Perry, among others, are studied. Students will actively produce mathematical art using computers in addition to paint and collage mediums. Moreover, some time will be spent building mathematical structures with Lego Building Blocks.
Mathematics & Strength
An in-depth study on the nature of strength and the mathematical models that describe the biomechanics of strength. Some time will be spent studying sport specific strength training programs and, in particular, evaluating the mathematics behind the concepts of specialization and periodization and their effect on sports mastery. In addition to lectures and readings, each student must participate in a strength training program which will be conducted in the Gamble Weight Room. Costs of this project are extensive as a set of exercise resistance bands (~$50) and wrist wraps (~$25) must be purchased from the college bookstore. These costs are in addition to the textbook. Prerequisites: MA 131M
Number Theory and Cryptography
One of the most important applications of modern mathematics in our current times is the use of cryptography in securing our network systems of communications. Although the idea dates back to ancient times only after the appearance of the RSA system can one start to build a really safe way to transmit data over long distances via the internet. The backbone of the RSA system is Fermat's Little Theorem in number theory. In this course we are going to study topics related to this and some other cryptosystems. We will use Maple and Mathematica to do some real world research and problem solving so you will get some hands-on experience. The prerequisite is Linear Algebra MA 236N or something equivalent.
Our Graduates
Many of our graduates go on to graduate school at such institutions as MIT, Stanford, Dartmouth, Brown, Duke, UCLA, Vanderbilt and more. Click here for a list of just a few of these institutions. |
Algebra Touch 1.0 for OSX - See Why People Enjoy Doing Math
[prMac.com] Seattle, Washington - Regular Berry Software is pleased to announce Algebra Touch 1.0 for OS X. Algebra Touch is an educational app for OS X and iOS for learning and practicing algebra. The app incorporates an equation editor with iCloud sync so that users may create their own sets of problems and access those problems across all of their devices automatically. Algebra Touch also features 21 interactive lesson topics and supporting practice problems.
Algebra Touch enables the excitement of learning through simplified, interactive instruction, with styling and functionality usually reserved for electronic gaming. Algebra Touch for iOS is used in classrooms to supplement lectures and add a tangible method of practicing and exploring math principles. The principles and problem solving capabilities of algebra are, in themselves, fascinating. By simply facilitating the process of discovery, Algebra Touch makes math fun.
Feature Highlights:
* Appropriate for learning or reviewing of algebra
* For students of any age or gender
* Enjoy the wonderful conceptual leaps of algebra, without the tedium of traditional methods
* Drag to rearrange, click to simplify, and draw lines to eliminate identical terms
* Distribute by clicking and sliding, Factor Out by dropping terms on one another
* Easily switch between lessons and randomly generated practice problems
* Users may create their own sets of problems
* Topics include: Simplification, Like Terms, Commutativity, and Order of Operations
* Additional topics: Factorization, Prime Numbers, Elimination, and Isolation
* Advanced topics: Variables, Solving Equations, Distribution, Factoring Out, and Substitution
* Includes support for iCloud sync, which will work with the iOS version of this app as well
Located in Seattle, Washington, Regular Berry Software is an educational app software company with the goal to reveal to students that math problems are just puzzles, and can be fun if you know the rules. Copyright (C) 2012 Regular Berry Software LLC. All Rights Reserved. Apple, the Apple logo, iPhone, iPod and iPad are registered trademarks of Apple Inc. in the U.S. and/or other countries. |
In search of the elusive matrix
by David E. Meel
Bowling Green State University
Imagine a linear algebra class where you have just completed
discussing concepts such as null and column spaces, bases, and dimensions.
Now picture a stack of journals, many of them revealing students'
difficulties with understanding these ideas. There are too many new, related
concepts, and at first they're hard to distinguish. I developed a guided
exploration which compelled students to work together, to use the concepts'
definitions, and to explore the details of these concepts with some
guidance.
When designing the activity, I kept in mind that the Linear Algebra
Curriculum Study Group mentioned that "... students learn best, as we
do, by active involvement - solving problems, making conjectures, and
communicating with others" [2]. I decided that the
activity had to employ a variety of tasks [3], to probe
the connections between symbols, symbolic procedures and problem-solving
procedures [3], to be diverse in terms of complexity and
dissimilarity from those presented in the learning situation [1], and to cause students to build connections, fold-back,
or validate thinking [5]. In particular, the activity was
designed to help students coordinate their understandings of dimension,
basis, null space, and column space by taking a new perspective different
from that presented in David Lay's Linear Algebra and It's
Applications text [4], class, or homework.
A Look at the Activity
The exploration began with questions
designed to give students a sense of accomplishment and then posed
questions constructed to motivate and guide the exploration. In
particular, the activity was segmented into a series of three hand-outs
with each having its own "milestone". These milestones would be the
recognition of integral aspects of the problem situation permitting the
students to make the next step in the exploration.
My class of students was divided into working groups (5 or 6
students) and once they were organized, the first hand-out of questions
was given to the students. It looked like this:
Figure 1: Initial hand-out questions to get the
investigation started
The first two questions (a & b) were quite
accessible since they had been part of homework problems from previous
sections. The third question (c) introduced a new term which had not been
mentioned previously in class. Students scrambled to get their books and
look up this new term and come to the realization that "Oh, the rank of
A is simply equivalent to dim Col A!" The last question
(d) was designed to get the students to begin searching for the matrix
A. The only clues to the nature of the matrix were the given
descriptions of Col A and Nul A. Being accustomed to
homework problems asking for Col A and Nul A when given a
matrix, students had not considered how these could be used to describe a
matrix. As I walked around the classroom, I overheard students questioning
each other, explaining ideas, looking at their textbooks, and making
conjectures about what they could do to answer this last question. As each
group reached the first milestone of a conclusion concerning the
possibility of finding the matrix, I walked over to discuss their ideas. I
took this opportunity to agree and disagree with statements, answer
questions, and interject ideas. Once I was satisfied that students'
planned to use the tacit data from the basis for Col A and
description of Nul A to reconstruct the matrix A, I gave them
the second hand-out of questions to help
them in their exploration:
Figure 2: Questions on the second hand-out
Now students had to reexamine the definitions of null and column space
and the procedures used to find descriptions of these spaces from a given
matrix. It was at this phase that my students struggled the most. They
were used to looking at an matrix and finding out the
m and n; however, using the information from Col A and
Nul A to obtain the values of m and n was another
story. I could hear students asking things like "Is Nul A
associated with row or column vectors?" and others responding with
"It must be associated with row vectors because what else would Col
A be associated with except column vectors!" But even this
realization did not lead all students to the size of the matrix since some
were confused about whether the number of vectors or the size of the
vectors in Col A and Nul A should be used to get this
information. It took students a long time to figure out that they could
use ideas like dim Col A + dim Nul A = rank A + dim
Nul A = n and that the number of rows in the vectors for the
Basis of Col A identify the m of a matrix to find
the m and n of the matrix A.
When students came to the question concerning free and determined
unknowns, they recognized the terms but were not sure how to use the given
information to answer the question. It took a while but finally students
started to exclaim "Hey, we can use the description of Nul A to
figure this out!" This led students to the next step, to use what they
knew about Nul A to reconstruct the row reduced version of matrix
A. Students had difficulty coordinating issues such as echelon
form, reduced-echelon form, free variables, basic variables, and pivot
columns. In particular, one of the major difficulties students faced was
formulating the following string of implications:
Figure 3: A possible string of thinking to obtain the
reduced echelon form of A
Once students were able to accomplish this, there was much
discussion as to how to take the information and generate the matrix as
well as where the ones and zeros should go. Eventually, students were able
to generate a version of the reduced matrix corresponding to A:
The last question required synthesis of the investigation to
construct a general matrix given the information provided. Students
struggled with developing a general matrix which included the specific
basis elements of Col A due to the interaction of specificity and
generality. Students were able to recognize that they needed a general
matrix but wanted to somehow incorporate the information from Nul A also.
After much conversation within individual groups, students realized that
the general matrix would be constructed from the components of the
description of Col A but would include some unknowns. The unknowns
seemed to really bother the students until they realized that the general
matrix would be "row reduced" to obtain the matrix (see figure 5) found
from the examination of Nul A. As a result, students were ultimately
able to generate the matrix
Once students identified the initial state, the final state, and the process
to move from the one to the other, I passed out of the next handout (see
figure 4) containing the row reduction process.
Figure 4: The third hand-out showing the row reduction
sequence
Students had to follow and explain the row reduction sequence.
The final step of the activity required students to use this information to
determine the values for , , and . To accomplish this, students had to solve three
systems of
equations (see figure 5).
Figure 5: Three systems of equations necessary to
determine a reconstruction of matrix A
Students chose substitution and transformation into matrix equations as
methods for solving the systems. As a result, the activity came full
circle to arrive at the matrix
An extension of the activity would be to determine if there are
other possible matrices which would provide similar Null and Column spaces.
Implications of the activity
The activity really helped them conceptualize the material better.
One student said, in a journal entry, "... It really summed
up the previous sections and I now have a clean and concise understanding"
which was the goal of designing and implementing the activity in my class.
By having students work together, they struggled with the definitions,
argued over ideas, and taught each other. The impact of this experience
was evident in students' responses to a question on the final exam:
For a given matrix A, define
null space, column space, and row space. In addition, for each of these,
describe how the dimension is obtained and where rank A fits in.
Students were generally able to situate the concepts of null and
column spaces, basis, and dimension to provide reasonably coherent
discussions of the ideas.
References
Brownell, W.A. & Sims, V.M. (1946). The nature
of understanding. In J.F. Weaver & J. Kilpatrick (Eds.) (1972),
The place of meaning in mathematics instruction: Selected
theoretical papers of William A. Brownell (Studies in
Mathematics, Vol. XXI, pp. 161-179). Stanford University: School
Mathematics Study Group. (Originally published in The measurement
of understanding, Forty-fifth Yearbook of the National Society
for the Study of Education, Part I, 27-43.)
David E. Meel ([email protected])
is an assistant professor at Bowling Green State University. His research
interests include the effects of alternative assessments, the mathematical
understandings of prospective teachers, and the teaching and learning of
undergraduate mathematics with particular attention to calculus, linear
algebra, algebra, and geometry. |
Heya guys! Is anyone here know about grade nine math software? I have this set of questions regarding it that I just can't understand. Our class was assigned to answer it and know how we came up with the answer. Our Algebra teacher will select random students to answer it as well as explain it to class so I require comprehensive explanation regarding grade nine math software. I tried solving some of the questions but I think I got it completely wrong. Please help me because it's urgent and the deadline is close already and I haven't yet figured out how to solve this.
What precisely is your difficulty with grade nine math software? Can you provide some more information your problem with locating a tutor at an reasonable cost is for you to go in for a right program. There are a number of programs in algebra that are obtainable. Of all those that I have tried out, the the top most is Algebra Buster. Not only does it crack the math problems, the good thing in it is that it makes clear each step in an easy to follow manner. This makes certain that not only you get the right answer but also you get to study how to get to the answer.
Yes I agree, Algebra Buster is a really useful tool
I remember having often faced problems with gcf, quadratic equations and rational inequalities. A truly great piece of math program is Algebra Buster software. By simply typing in a problem homework a step by step solution would appear by a click on Solve. I have used it through many algebra classes – Remedial Algebra, College Algebra and Remedial Algebra. I greatly recommend the program. |
Matrices are relatively simple when you've been doing them for a while. Just keep going at it.
EDIT: Actually they get fairly complicated when you start looking at the identity matrix and transformations using matrices. So just make sure you understand matrix multiplication before moving on to the further stuff. |
MTH 98: Basic Mathematics
Topics include basic ideas of numbers, operations, and procedures to solve problems; representations of quantitative information; measurement and informal geometry; and the basics of logic. Required for education majors who fail the math portion of the PRAXIS I exam. INSTITUIONAL CREDIT ONLY. MAY NOT BE USED TO FULFILL ANY DEGREE REQUIREMENT AND IS NOT TRANSFERABLE.
Credits:0
Overall Rating:0 Stars
N/A
Thanks, enjoy the course! Come back and let us know how you like it by writing a review. |
Abstract
Modular arithmetic has often been regarded as something of a mathematical curiosity, at least by those unfamiliar with its importance to both abstract algebra and number theory, and with its numerous applications. However, with the ubiquity of fast digital computers, and the need for reliable digital security systems such as RSA, this important branch of mathematics is now considered essential knowledge for many professionals. Indeed, computer arithmetic itself is, ipso facto, modular. This chapter describes how the modern graphical spreadsheet may be used to clearly illustrate the basics of modular arithmetic, and to solve certain classes of problems. Students may then gain structural insight and the foundations laid for applications to such areas as hashing, random number generation, and public-key cryptography. |
Study plan for Spivak's Calculus
Study plan for Spivak's Calculus
The main textbook for my calculus course is much easier to grasp than Spivak's,
and I may be in risk of getting behind the class, as I take much more time in each subject when using spivak instead of the indicated book.
Then, I was thinking about solving all the exercises on spivak which have answers in the book (I think they're 1/2 of the total), and moving on to the next chapter's, to come back for all exercises if I find some free time.
Is it a good plan? Will I be able to understand the next chapters by doing only half of the exercises?
Will I be able to understand the next chapters by doing only half of the exercises?
Yes, certainly. In fact, you'll be able to understand everything without making any exercise at all!! I don't think Spivak hides essential stuff in his exercises...
That said, exercises improve your intuiton and might give you examples, counterexamples, techniques, etc. that you wouldn't normally have. So while making exercises isn't necessary, it certainly has a lot of value. The more exercises you make, the more you understand what exactly is going on!
Thank you. I've always had some doubt about what is best, in relation to time spent and amount or learning: reading or exercising. I'd rather be able to read and learn, and apply the knowledge only when really necessary, instead of spending a lot of time exercising, but I'm coming to the conclusion that exercising is way better then reading and re-reading. |
IIT Foundation: Mathematics (Class 10)IT Foundation: Mathematics (Class 10) is a reference book for aspirants of various Indian competitive examinations such as the IIT JEE.
Summary Of The Book
The IIT JEE or the Indian Institutes of Technology Joint Entrance Exam is an nationwide annual exam conducted in India to grant admission to the Indian Institutes of Technology. This book seeks to help students prepare for the IIT JEE and similar competitive exams. It covers the subject of mathematics and is aimed at students studying in Class 10.
The book begins with an overview of number systems. Subsequent chapters cover topics such as polynomials, quadratic equations, sets, functions, progressions, matrices, linear programming, computing, logarithms, and coordinate geometry. Some of the other topics discussed include partial fractions, shares and dividends, limits, trigonometry, modular arithmetic, taxation, banking, probability, and mathematical induction.
IIT Foundation: Mathematics (Class 10) was published in 2011 by Pearson. It has received positive reviews.
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Book for mathematicians
It is a good book foor people who want to buils and strength there foundation and prepare for High order maths
Pros--
Variety of question with a full scope given ti children to expand there thinking process.
Cons
Questions given are of variety but examples or illustrates are limited only.(this can be taken in positive aspect as it develops children's mind)
If you think you can do it then go for it.
Do contact me if yo have this book.
lucid explanation of all concepts and theorems in mathematics, contains variety of questions and longer exercises for much practice. great book for iit foundation , also useful for other competitive examinations.
Although this book contains some useless topics , but still this book is good for Olympiad preparation.Many new formulas are given in this book , which can shorten-up the time consuming long questions.
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Not that good.
It has a lot of info and many other unnecessary things. Makes me confusing. Major identity questions for trig that are vital are absent. Does not have good questions for practice.Lessons are good but they focus on other topics. Not really for CBSE students wh self study. |
Mathematical Ideas (12th Edition)
9780321693815
ISBN:
0321693817
Edition: 12 Pub Date: 2011 Publisher: Addison Wesley
Summary: Mathematical Ideas offers students a comprehensive understanding of how they can relate math to everyday situations and even more unique situations such as those from film and television. It uses an innovative approach to guide students through the complex mathematical concepts through relatively easy to understand approaches that are easy to apply. These methods form part of a very readable and accessible textbook. ...It also offers excellent study tools to aid subject comprehension. We offer many mathematics textbooks of this calibre to buy brand new or to rent in good condition. We also offer a buyback service for those with used textbooks to sell1693815-4-1-3 Orders ship the same or next business day. Expedited [more]
Missing components. May include moderately worn cover, writing, markings or slight discoloration. SKU:9780321693815 the |
Have you ever taken the time to look at how many calculus youtube videos there are? If you are trying to learn calculus, either on your own or to supplement your classwork, watching youtube videos is a great way to get different perspectives on the material to help you understand. But where do you start?
Even if you were able to sort through and reject the bad videos that are either incorrect or don't teach you anything (which is very difficult to do when you are learning the topic) and only focus on the good videos, there are still a LOT of good ones out there.
We are working, at 17calculus, on going through each video, placing the good videos discussing theory on each page with an introduction on what is in the video, so that you will know what videos will help you and what you can expect to see in the videos.
Then, rather than just throwing all the videos with examples together and making you sort through them, we are organizing them into practice problems. This should help you know which videos will help you, while at the same time giving you practice problems, which we said in a previous blog entry, is the key to you understanding calculus.
We are well on our way to accomplishing this on every page. Check the topic you are currently studying to see if we have finished that page. If not, contact us and let us know, so that we can work on it for you, time permitting.
By the way, you can still watch the raw videos that we think are the best on our new youtube page. We are building playlists of the videos, which you can watch either in youtube or in the additional information panel at the very bottom of each page. Building these playlists is not as further along as the other updates we mentioned above. But we will continue to add more great videos as we go along.
As promised we have been adding lots and lots of practice problems. We now have over 500 practice problems with about half of those on infinite series. We have been focusing very hard on infinite series since we know most students struggle with them. However, they are not hard as long you work plenty of practice problems, more than you usually do for other calculus topics. The infinite series practice problems are nearly complete . . . for now. We will always add more practice problems but currently, we need to focus on other areas.
In the meantime, check out these PatrickJMT free practice problems. You will find plenty of written out practice problems that should hold you for now. PatrickJMT is one of 3 featured instructors on our site that we think explains calculus well, uses good notation and is a good instructor. We highly recommend his videos.
What would you like to see? What is coming up in your class in the next few weeks? Let us know and we may be able to get you some practice problems.
Practice problems are the core of learning calculus. You can watch videos, read books, listen to lectures, watch others work problems and you still won't get calculus until you sit down and work practice problems on your own and wrestle through every derivative, every integral, every series test . . . well, just everything!
Here at 17calculus, we are working hard to bring you more practice problems. Over the next few weeks, you will notice lots more practice problems showing up. We have over 300 practice problems now but we hope to have LOTS more soon. Exactly what do we mean by 'lots'?
Well, not only have we wanted to bring you tons of practice problems for a long, but we also noticed another problem. We have over 1400 videos, the best videos available on youtube. But how do you know which videos to watch? Some of them explain theory, but most just show examples. And most of the time you have to actually watch the video to know if it applies to you. That sounds like a good way to waste time.
So, to solve both problems, we are going through each video, and telling you which ones discuss theory and which ones have examples. Then we post the video so that you can watch only what applies to you. You will be able to watch theory without having to look at examples that you may not understand yet. And you will be able to work practice problems without having to wade through all the theory, searching for that perfect practice problem.
The examples from many of the videos are shown as practice problems at the bottom of each page. You can tell they are videos because the button to show the solution will say 'Video Solution'. The practice problems with buttons labeled 'Detail Solution' are practice problems with worked out solutions and may or may not contain a video as well.
So check out the first few pages we've been working on listed below. Give us a few months to get this done. Like we said, we have over 1400 videos at the moment and more are added periodically. But we will be working diligently to bring you the best videos and the best practice problems for calculus available online. Our goal is to have at least 25 practice problems for each technique with more for difficult topics. So, to answer our question above, lots means hundreds!
We are glad to bring you news about updates to the 17calculus menus. Over the next few days, you will notice the menus move from the left side to the top of the screen. As you scroll down, the menu will stick to the top of your window, so that it is handy no matter where you are on the screen.
The new menu is more compact and concise, containing only the links that we anticipate you will need, depending on what page you are on. So, for example, if you are on a single variable calculus page, you will have access to all of the other single variable calculus pages as well as the main pages of the other main topics on the site, multi-variable calculus and differential equations, without a lot of extra links that you probably will not use. This simplified form should make it easier for you to find what you are looking for.
We also believe that navigation on small screen portable devices like iPads and iPhones will be easier for you until we get complete compatibility with these devices implemented.
Additionally, we have removed the functionality related to Zopim to submit questions. The use of flash by the plug-in slowed load time significantly. So we decided to remove it for now. We may research another option that doesn't rely on flash. Until then, feel free to go to the contact page to submit a question by email. You will find a utility there to be able to send properly formatted equations to us. This should make answering them much faster. Make sure you read the short instructions there on how to get your question answered quickly. We really do want you to ACE calculus.
For several months, you have had the option to contact us by leaving a message in a box in the lower right corner of the calculus pages. We recently added several ways for you to ask us general questions, calculus questions or just let us know how we are doing from the contact page. Included on that page is also a way to format and send us equations, even complicated ones including integrals and sums. See the contact page for details. Make sure to follow the instructions so that we can answer your question quickly and completely.
We hope to hear from you soon!
To quote the Terminator, I'm back! After being absent for a few months while our office moved from the central US to central Europe, we are planning to spend more time in the next few weeks getting ready for fall semester. In addition to adding videos and practice problems in all subjects as we come across them, our main focus will be to more fully develop the multi-variable calculus pages, mostly in the area of vector analysis.
As usual, if you have a specific area that you would like us to work on, feel free to leave a comment here or go to 17calculus and leave a message in the help box in the lower right corner of the screen. You can also email us at the address found on the about page.
Make sure not to waste your summer by studying too much or too little. Spend a lot time relaxing but also take a few hours (at least 10) every week to go over some of the material from your spring courses so that you don't lose that newly-learned material.
Also, keep an eye on your schedule for fall. Summer is a great time to get a head-start on your fall classes. Here are a few ideas.
- Get your textbooks early, now, if you haven't already. Scan through them and read carefully the first 2 or 3 chapters.
- See if you can get a syllabus from a previous semester (preferably from the same teacher that you will have) to get an idea of where your instructor will start. Start reading and studying now.
- Read books on how to be a better student. You probably didn't learn how to be a good student before college. It is something that needs to be developed and studied separately. You will find some books in the 17calculus bookstore.
- Go back to your spring semester material to review difficult material that you struggled with. This is especially important if the material was a prerequisite for a class coming up this fall or later in your degree program.
But most of all, relax. Your mind and body need to rest after the intensity of later year. Take care of yourself with proper rest, exercise and nutrition.
The MathJax update is complete and equations are now rendering correctly. Additionally, problems with Google Chrome and Safari, both on Mac OSX, have been fixed by the new version of MathJax. The rendering seems to be much quicker too. So I think the update was worth the inconvenience. I hope these problems did not interfere with your calculus learning.
MathJax, the system we use to display equations, is in the process of updating. This could take several hours (up to a day) to correct itself. So by late Monday, everything should be working again (according to the MathJax people).
Thanks for your patience.
You now have the option of giving feedback on pages, practice problems and exams. We are in the process of adding to each page so that you can tell us if you like the information. You can also use this as a way to quickly tell us if you find a mistake (in which case, please let us know what the mistake is by sending a message using the zopim chat).
The voting looks like this.
To vote, you just click on one of the triangles and the vote count changes to reflect your vote. You can un-vote by clicking the same triangle again or click the other triangle to change your vote.
The first page to receive this update is the Finite Limits page. There is a voting option for the page and for each practice problem. Let us know what you think.
We have an exciting new addition to 17calculus. You can now ask questions directly and get your answers immediately when we are online. If we are away, you can submit your questions and they will be answered as soon as we are able.
We are trying out Zopim Chat on each page. Let us know what you think and if you need help with your calculus material. All help is free. |
Materials to be ordered via the DLD
Description
Math 7 reinforces students� understanding of mathematical concepts in preparation for higher level courses. Students learn to create, analyze, and interpret graphs in their study of statistics. Geometry continues to be explored, with students classifying polygons and using measurement skills to find the perimeter, area, and volume of geometric figures. In addition to learning basic probability and permutations, students begin their algebra studies with solving equations and inequalities. |
8
Total Time: 1h 43m
Use: Watch Online & Download
Access Period: Unlimited
Created At: 07/29/2009
Last Updated At: 07/20/2010
This 8-lesson series will give you an introduction to Calculus I and will walk you through a review of some Pre-Calculus material that you need to master for success in Calculus. Calculus is used to find instantaneous rates of change and the areas of exotic shapes.While we can find average rates of change, like velocity, with set formulas, we cannot find instantaneous rate of change with calculus because dividing by a 0 gives us an undefined answer. Our review of Pre-Calculus will cover functions, the graphing of lines, parabolas, and an intro to Non-Euclidean Geometry.
A function pairs one object with another. A function will produce only one object for any pairing. A function can be represented by an equation. To evaluate the function for a particular value, substitute that value into the equation and solve. You can evaluate a function for an expression as well as for a number. Substitute the entire expression into the equation of the function. Be careful to include parentheses where needed.
A graph is a way of illustrating a set of ordered pairs. One of the easiest objectsto graph is the line. Lines have direction, but no thickness. The slope-intercept form, y = mx + b, and the point-slope form, ( y - y1 ) = m( x - x1 ), are two means of describing lines. When writing the equation of a line, the point-slope form is easier to use than the slope-intercept form, because you can use any point.
The graph of a second-degree polynomial expression is a parabola. A parabola consists of the set of all points in a plane that are equidistant from a fixed line (the directrix) and a fixed point not on the line (the focus). When graphing functions, start by looking for ways to simplify their expressions. Always promise that the denominator will not equal zero when you cancel. The distance formula is an application of the Pythagorean theorem. It states that d = [(x2-x1)^2 + (y2-y1)^2]^(1/2)
In Euclidean geometry, the shortest distance between two points is inevitably going to be a straight line. In Non-Euclidean geometry, however, this is not always the case..Below are the descriptions for each of the lessons included in the
series:
Calculus: An Introduction to Thinkwell's Two Questions of Average Rates of Change antid How to Do Math Functions Graphing Lines Parabolas
Taught by Professor Edward Burger, this lesson comes from a comprehensive Calculus course. This course and others are available from Thinkwell, Inc. The full course can Some Non-Euclidean Geometry |
BOOKS: Finding the Path: Themes and Methods for the Teaching of Mathematics in a Waldorf School
Title:
Finding the Path: Themes and Methods for the Teaching of Mathematics in a Waldorf School
BookID:
9
Authors:
Bengt Ulin
ISBN-10(13):
0962397814
Publisher:
AWSNA Publications
Publication date:
1996-10
Number of pages:
318
Language:
English
Rating:
Picture:
Description:
Themes and Methods for the Teaching of Mathematics in a Waldorf School • translated by Archie Duncanson • The presentations in this book are built on experiences from mathematics teaching in grades 7-12. The book does not offer a pedagogical collection of recipes but rather how one might engage the pupils. The presentation is a pedagogical handbook. It addresses such topics as the history of mathematics, Fibonacci numbers, nature's geometry, the step from arithmetic to algebra, and gaining confidence in thinking. Mr. Ulin takes the reader into the wonders of mathematics. Translated from the Swedish. |
Search Course Communities:
Course Communities
Lesson 43: Linear Inequalities in Two Variables
Course Topic(s):
Developmental Math | Linear Inequalities
The lesson begins with a definition of a linear inequality and then looks at individual points that satisfy the inequality to motivate the existence of a larger set of points that satisfy the inequality. The point test is then presented and a general procedure for graphing inequalities. The lesson concludes with systems of inequalities and application problems. |
Purpose
of the course
The purpose of
this course is to
introduce the equations and fundamental theorems of mathematical fluid
dynamics, and to then to
derive practical numerical techniques that can be used to solve a wide
variety of fluid problems. In addition, the numerical techniques
you will learn can also be applied to the partial differential
equations one encounters in many other fields of science and
engineering.
This course will be given in the form of two six-week modules, as
follows:
Mathematical Introduction to Fluid
Mechanics (CES 716)
We derive the Euler and Navier-Stokes equations from the first
principles of continuum mechanics. Mathematical properties of these
systems of equations are discussed, such as the boundary conditions,
potential and rotational flow and representation of the equations in
different coordinate systems. We also briefly consider shocks, boundary
layers and turbulence as well as the limits of small and large Reynolds
number. Finally, we survey analytical solutions of the Euler and
Navier-Stokes equations.
Incompressible Computational Fluid
Dynamics (CES 715)
We introduce techniques for the numerical solution of partial
differential equations, with a special emphasis on fluid
dynamics. We focus on finite volume techniques (as a special case
of finite elements). We are particularly interested in equations
with discontinuities (interface problems), efficient treatment of
boundary layers and high Reynolds number flows. Fundamental
aspects such as local and global truncation error, consistency,
convergence, stability, non-uniform grids and numerical oscillations
are introduced in the context of specific problems. The module finishes
with the derivation of a full staggered grid discretization of the
incompressible Navier--Stokes equations (with general boundary
conditions and pressure correction split step). Matlab computer
codes are used throughout the course to illustrate the material.
Text
The main text for this course is Principles
of computational fluid dynamics
by P. Wesseling
(Springer, 2001). Course
outline |
Curriculum Design: Pre-requisites/Co-requisites/Exclusions
The notion of a limit underlies a whole range of concepts that are really basic in mathematics, including sums of infinite series, continuity, differentiation and integration. After the more informal treatment in the first year, our aim now is to develop a really precise understanding of these notions and to provide fully watertight proofs of the theorems involving them. We also show how the theorems apply to give useful facts about specific functions such as exp, log, sin, cos, including some integrals and other unexpected identities. |
Mike Davies: Coping with Maths – The jump from GCSE Maths to A Level Maths
The transition between GCSE and A-Level Mathematics is one of the largest jumps a school student can make. . There is no getting around it: A-Level Maths can be difficult! I am often called to tutor children who were flying at GCSE level with A or A* grades, only to start really struggling within months of starting an A-Level course. This guide is intended for anyone wanting to help support a student on an A-Level Mathematics course.
Content and exam format
The problem isn't helped by the size of the learning curve at A-Level. The early modules like C1 and S1 (the first modules in pure mathematics and statistics, respectively) tend to start off with relatively straightforward and familiar content that quickly gets very difficult. For example, the first unit in S1 kicks off with "Representing Data", where students are taught the use of statistical devices like histograms, stem-and-leaf diagrams and boxplots (I have taught some of these to able year 7 pupils in the past!). From this the traditional next step is a whistle-stop tour of probability, normally taking them up until Christmas or so using a standard A-Level progression, and again likely to be very familiar from previous work. Then, boom! Difficult topics with exciting names like "discrete random variables", "binomial probability functions" and "bivariate data" follow in quick succession. Core/Pure mathematics follows much the same pattern, moving quickly from familiar concepts like graphs and co-ordinate geometry into new ideas like calculus.
This increase in difficulty is matched by the fairly brutal markscheme on A-Level papers. An A-grade requires 80%, whilst an E needs 40%; the other grades are staggered equally between these in steps of 10%. Papers for Edexcel, the most popular exam board for Mathematics A-Level, are typically marked out of 75, with 8 or so questions of somewhere between 7-10 marks available for each. Missing just one of these out is enough to drop a whole grade! To stand a chance of accessing the top grades, students really need to be understanding and answering every single question.
I am certainly not saying that students shouldn't be challenged to this degree or recap on key concepts at the start of a course; just that they should be mentally prepared for the difficulty level of what is going to come next. In my experience working as a tutor, this is not always the case.
The differences between A level and GCSE
The key differences between A-Level and GCSE Mathematics are certainly not just about content. One of the most common things my students say to me is their confusion with all the new symbols and terminology. They are expected to look at something like Σ10+2r (r = 10, n =30), identify that they are meant to use the formula S = n/2(2a + (n-1)d) and quickly work out the answer is 987. Assuming this is a question worth 3 marks, they will have no more than a few minutes to do all this. Students are expected to be fully conversant in the meanings of equations and terms within them. Statements like "integrate y=2/√x , x > 0", whilst short, contain a lot of implicit meaning that it will take both time and confidence to understand. Formula books are handed out in exams, but relying on these is like trying to write an essay in a French exam entirely from a dictionary.
I have tutored several students who were able to get top grades at GCSE by rote-learning solutions and correct methods, then bombed at A-Level as they couldn't handle the increase in required conceptual understanding. As with anything, the best way to handle the new concepts is to keep track of them as they arise. I recommend the use of a mathematical dictionary, allowing students to look up terms as they go through the course, and perhaps even get students to compile their own list of key terms as they go along.
Study skills and practice
The best way to study any science is by doing, and so it is good to get students in the habit of practicing the use and application of Mathematics from day one. This doesn't just mean questions from a text book; it extends to understanding the origin of key formulas, deriving one equation from another, making up your own problems, and the old chestnut of doing past papers. It is worth getting students to frankly assess their study skills at the START of any course, and look at how to improve these. On more than one occasion I've asked an A-Level student "how do you revise?", only to be told "I never have". It sounds obvious to an adult, but students often aren't taught effective revision techniques by their school. Take some time to assess what they can do already and then augment this with other good practice. Don't be surprised if this extends right down to concepts like keeping class notes in an organised, logical order!
When to use a tutor
There will be times when students struggle with the material at A-Level Maths. One way of overcoming this is bringing in a tutor to address specific content issues. A good tutor will quickly be able to spot barriers to progress, and with even a short amount of dedicated one-to-one time they will put practical steps in place to address these difficulties. Given the difficulty of the subject, you really want a subject specialist to do this, and so I would recommend looking at Adrian Beckett tutors (a specialist Maths tuition), or Owl Tutors (my own agency).
In a nutshell, I believe the most important success criteria for any student's successful transition to A-Level Maths is a positive, "can-do" mindset. Mathematics (and certainly Further Mathematics) is probably the hardest A-Level choice. Apart from the junior Stephen Hawkings of the world, all students will struggle at times. By being ready for this, and by learning to recognise a difficulty as a positive obstacle to overcome, students will be in a much stronger position to deal with the challenges ahead.
Get into good habits early. Keep all notes in a sensible place, start practicing and doing Maths from an early stage, and start thinking about how to revise from day one
Keep on top of new concepts and definitions as they arise by using a Mathematical dictionary
Encourage and develop positive ways of thinking from day one!
Don't be afraid to call in a tutor to address specific subject concerns
About Michael Davies
I'm the Director of Education at Owl Tutors, a tuition agency based in Clapham. Before this job I taught Maths for 5 years in both London and Manchester. When I'm not tutoring or blogging, I love reading, cycling and football, and can be found playing the bass around town for my band. |
I'm a theoretical physics student going into second year, so we took 2/3 of the maths modules. (Didn't do stats, computation I or group theory)
You don't really need to do any work before going into it. Especially if you got A's in matha and applied. They'll assume that you know how to do basic algebra, how to differentiate and integrate, a bit about complex numbers perhaps, but never too much that you'll needed to have studied before covering anything. All of the modules start from scratch, and as long as you keep up with everything being done in the lectures you won't be behind at all, in fact if you keep up with everything during the year you'll find studying toward the end of the year not that difficult at all.
The library is good enough for the books that you'll need. I bought two of the books for the year and didn't really need them. Some lecturers such as Pete (Dr. Paschalis Karageorgis) give such comprehensive lectures that you might not even need to use a book at all for that module. Although you still need to go the lectures... A laptop is handy to have, but by no means necessary, as anything which you might need to do on a computer can be done with the the college's of which there's quite a lot around. I only really used my laptop to access exam papers, and that was just before exams.
Unfortunately as I'd no choice myself I wouldn't really know about which modules are best to pick. If you're at all interested in physics though, I believe not picking mechanics can be very limiting in what modules you can do in 3rd and 4th year.
Ok, I got A's in Maths and Applied Maths and 580pts so I think I've done enough to get into the Maths course
3 questions.
1) Should I be doing anything to prepare for the course? I haven't looked at anything since finishing the l.c and don't want to be slow when the course starts.
2) Are there many books needed for the course or are laptops/eReaders in use?
3) Anyone got any tips for which modules are best to take?
Thanks for any replies
CB
1) Not really, no.
2) Not many books, you shouldn't need to buy any, lecturers generally have notes, or you are expected to take them.
3) You take all courses initially, unless it's changed. So you can decide for yourself reallyUnlikely. They don't assume any knowledge, and having spoken to Donal about it a while back, they won't next year, either. Don't be frightening the first years.
Unlikely. They don't assume any knowledge, and having spoken to Donal about it a while back, they won't next year, either. Don't be frightening the first years.
Either way it's worrying...
Have you seen how little they do in Project Maths? They don't even cover integral calculus...assuming what you say is correct then either:
a) They will dumb-down the course so that incoming PM'ers will find it subjectively as difficult as we did, but the course will cover less.
or
b) They will require extra ramp up material, like integral calculus, to bring incoming PM'ers up to the same level as previous LC students, in addition to the same material we already cover. This will make the course subjectively harder for new students, leading to a higher rate of failures and pressure to dumb-down the course.
Obviously either of these things are bad.
If what you say is not correct (not to accuse of lying, but just to show that either way it's a lose/lose situation), then:
c) The course will be the exact same as before. This will make the course subjectively harder for new students, leading to a higher rate of failures and pressure to dumb-down the course.
I think we're ok for this year as we only did project maths for paper 2, we did the old paper 1 - calculus, algebra, induction etc (the important stuff!).
However the pilot schools would have done the new paper 1 and everyone will be doing it next year. I think these will face the fate mentioned by Tears in Rain.
Integral calculus is not being removed from the project maths but, like the rest of the course, it has been 'dumbed down', I think they have removed u-subs etc.
Thanks for the replies,
1 more question: Are lockers necessary and how do you get them?And yeah, all your lectures are going to be in the Hamilton
Yeah, you're not supposed to leave items in the locker when you're not using the sports centre but who knows whether you're in the sports centre or not. It's ok.
Most lectures will be in the Hamilton however you may have a few tutorials in surrounding buildings. If you're going to get a locker, get one in the Hamilton and be prepared to get to college quite early on the morning that they become available.
Books aren't needed but can be helpful. Even better, you can find free online copies of (most of) the books online. Saves you going to library. Computers are good for checking exam papers, emails, maths websites and research but with regard to in-class, they're a bit of a pain trying to transcribe maths. Better with a pen and paper. |
I'm just wondering if someone can give me a few pointers here so that I can understand the concepts behind problem solver-maths. I find solving problems really tough. I work in the evening and thus have no time left to take extra classes. Can you guys suggest any online resource that can help me with this subject?
Hey. I imagine I can help. Can you elucidate some more on what your troubles are? What specifically are your troubles with problem solver-maths? Getting a good teacher would have been the greatest thing. But do not worry. I think there is a way out. I have come across a number of math programs. I have tried them out myself. They are pretty smart and good quality. These might just be what you need. They also do not cost a lot. I think what would suit you just fine is Algebra Buster. Why not try this out? It could be just be the answer for your problems.
I have used quite a lot of programs to grapple with my difficulties with trinomials, least common denominator and system of equations. Of them, my experience with Algebra Buster has been the best. All I needed to do was to just key in the problem. Punch the solve key. The answer showed up almost instantaneously with an easy to understand steps indicating how to reach the answer. It was simply too easy. Since then I have depended on this Algebra Buster for my difficulties with Algebra 2, Algebra 2 and Intermediate algebra. I would highly recommend you to try out Algebra Buster. |
Data, Graphing, and Statistics Smarts!
Are you having trouble with graphs? Do you wish someone could explain data, graphing, or statistics to you in a clear, simple way? From ratios and line plots to percentiles and sampling, this book takes a step-by-step approach to teaching data, graphing, and statistics concepts. This book is designed for students to use alone or with a tutor or parent, provides clear lessons with easy-to-learn techniques and plenty of examples.
Whether you are looking to learn this information for the first time, on your own or with a tutor, or you would like to review your skills, this book will be a great choice.
show more show less
Edition:
2012
Publisher:
Enslow Publishers, Incorporated
Binding:
Trade Paper
Pages:
64
Size:
6.50" wide x 9 |
Graphing is the useful procedure in mathematics for explaining complex equations, functions and relations
and solving them. Graphing of any equation means its corresponding 2D paper representation of ...
Did you know that drinking tea for high blood pressure regularly can actually help lower the risk of hypertension? Read here to find out more!
Content Preview
Best graphing calculator for high school is the TI 84 Plus "The new TI-84 Plus is a wonderful calculator. If anybody has had the TI-83 or 83 Plus, they know how easy and reliable it is. The 84 Plus is an all-around imprivement on the older version and even worth the additional $15-$20. I have had it since school started and have noticed than any problem I enter, it is solved immediately upon pressing enter, or solve. The speed is a great improvement over the 83-Plus".Read the rest of this review here The kids of today are not like those of our time. Back in the 1990s the older people had to settle for two dimensional graphs and if one wanted an upper triangular matrix then they had do all the row operations by themselves. Today, kids are using advanced graphing calculators. We recommend the TI84 Plus ( read the Full review here )which is the newer version of the famous TI 83. Although it is not as advanced as the TI89 Titanium it allows you to learn to do calculations yourself. In addition the TI84 Plus is acceptable in standardized tests such as SATs. However the TI84 has all you need in high school. Technical Details Graphing calculator handles calculus, engineering, trigonometric, and financial functions USB on-the-go technology for file sharing with other calculators and connecting to PCs 11 apps preloaded Displays graphs and tables on split screen to trace graph while scrolling through table values Backed by 1-year warranty There is also the TI 84 plus Silver edition which is more powerful than the TI84 Plus and is also easier to use than the TI 89. "This calculator is hands-down the best I have ever had the honor of using. While the TI-84 Plus may not have as much space or as many pre-loaded Apps as the TI-84 Plus Silver Edition, the TI-84 Plus offers everything a high school (possibly some college) math student needs in order to successfully learn and solve mathematics material". Read the rest of this review here Many instructors in high school or even college will not allow the use of Ti 89 Titanium because it solves the problems automatically. Some teachers allow students to use calculators for home work but not for exams. The TI 84 Plus or Silver are therefore the best for high school. In addition they can be easily upgraded when needed. The TI 89 is advanced and your teacher may not even know how to use it or dos some calculations. The learning curve on a TI89 is also much steeper than that of TI84 plus or Silver. Many teachers may also be using the TI 84 Plus/Silver - which will leave those with TI 89 to figure out complicated calculators on their own. My advice is to buy the TI 84 Plus/Silver for high school - as you can use it in exams and in standardized tests. You can then purchase the TI 89 later in college if you feel you need it- or are taking specific majors. The best place to buy the TI84 Plus is at Amazon. You pay much less than in regular stores while still getting all the warranties. They also have free shipping, great customer service and great return policies. You also don't pay state sales tax which adds as much as $12 to a $150 calculator. Tip: One other thing to remember is to put new batteries in the Calculator when going for an exam .Some students have forgotten to do so and ended up doing these exams by hand. Sorting products by Store Name Texas Instruments TI-84 Plus Graphing Calculator $110.99 (Packaging may vary) more... |
@article {MATHEDUC.06143300,
author = {Planinic, Maja and Milin-Sipus, Zeljka and Katic, Helena and Susac, Ana and Ivanjek, Lana},
title = {Comparison of student understanding of line graph slope in physics and mathematics.},
year = {2012},
journal = {International Journal of Science and Mathematics Education},
volume = {10},
number = {6},
issn = {1571-0068},
pages = {1393-1414},
publisher = {Springer, Dordrecht},
doi = {10.1007/s10763-012-9344-1},
abstract = {Summary: This study gives an insight into the differences between student understanding of line graph slope in the context of physics (kinematics) and mathematics. Two pairs of parallel physics and mathematics questions that involved estimation and interpretation of line graph slope were constructed and administered to 114 Croatian second year high school students (aged 15 to 16 years). Each pair of questions referred to the same skill in different contexts-one question in the context of mathematics and the other in the context of kinematics. A sample of Croatian physics teachers ($N = 90$) was asked to rank the questions according to their expected difficulty for second year high school students. The prevalent ranking order suggests that most physics teachers expected mathematics questions to be more difficult for students than the parallel physics questions. Contrary to the prevalent teachers' expectations, students succeeded better on mathematics than on physics questions. The analysis of student answers and explanations suggests that the lack of mathematical knowledge is not the main reason for student difficulties with graphs in kinematics. It appears that the interpretation of the meaning of line graph slope in a physics context presents the largest problem for students. However, students also showed problems with the understanding of the concept of slope in a mathematical context. Students exhibited slope/height confusion in both contexts, but much more frequently in the context of physics than in the context of mathematics.},
msc2010 = {M50xx (I20xx)},
identifier = {2013b.00822},
} |
Created for the independent, homeschooling student, Teaching Textbooks has helped thousands of high school students gain a solid foundation in upper-level math without constant parental or teacher involvement. Teaching Textbooks Algebra 2 covers fractional equations, powers and exponents, second-degree equations, equations with variables, inequalities, absolute value, and other important Algebra 2 topics.
Extraordinarily clear illustrations, examples, and graphs have a non-threatening, hand-drawn look, and engaging real-life questions make learning Algebra 2 practical and applicable. Textbook examples are clear while the audiovisual support includes full lectures (reading the textbook), practice and solution CDs for every chapter problem, homework problem, and test problem. The review-method structure helps students build problem solving skills as they practice core concepts and rote techniques.
Teaching Textbooks' new Algebra 2 Version 2.0 edition now includes automated grading! Students watch the lesson on the computer, work a problem in the consumable workbook, and type their answer into the computer; the computer will then grade the problem. If students choose to view the solution, they can see a step-by-step audiovisual solution. Version 2.0 also includes a digital gradebook for multiple students, parent and multiple student accounts, interactive lectures, and second chance options. In addition, twenty new lessons on more advanced topics with 150 extra problems and solutions have been added! These new features mean that this 2.0 version is not compatible with the 1.0 edition.
Teaching Textbooks Algebra 2 2.0 includes the following new features:
Automated grading
A digital gradebook that can manage multiple student accounts and be easily edited by a parent.
Twenty new lessons on more advanced topics and over 150 extra problems and solutions
Interactive lectures
Hints and second chance options for many problems
Animated buddies to cheer the student on
Reference numbers for each problem so students and parents can see where a problem was first introduced |
Prerequisites:
A grade of "A" in Math 24, or a grade of "C" or higher in Math 25, or a grade of "C" or higher in Math 81, or tested placement at Math 100 or higher level math; qualification for English 22 or ESOL 94.
Course Description:
BUS 100 is a survey of important elementary concepts in algebra, logical structure, numeration systems, and probability and statistics designed to acquaint students with examples of mathematical reasoning, and to develop their capacity to engage in logical thinking and to read critically the technical information with which our society abounds. The intent of this course is to present a broad knowledge of mathematical topics to assist students in exercising sound judgment in making personal and business decisions.
This BUS 100 class section (CRN 31140) is conducted on the internet and is not self-paced.
Textbooks:
MyMathLab is a required tutorial and homework application for this course. A license for its use is included with each new textbook purchased. Students buying a used text or ordering one online which does not include the license will be required to purchase the program. |
College Algebra
9780073312620
ISBN:
0073312622
Edition: 8 Pub Date: 2007 Publisher: McGraw-Hill College
Summary: The Barnett, Ziegler, Byleen College Algebra series is designed to be user friendly and to maximize student comprehension. The goal of this series is to emphasize computational skills, ideas, and problem solving rather than mathematical theory. The large number of pedagogical devices employed in this text will guide a student through the course. Integrated throughout the text, the students and instructors will find E...xplore-Discuss boxes which encourage students to think critically about mathematically 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.[read more |
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Lower-Level Courses for Freshmen and Sophomores
MATH 1006 - Academic Support for MATH 1106
Spring 1106 lectures, provides problem-solving techniques and tips as well as prelim review. Provides further instruction for students who need reinforcement. Not a substitute for attending MATH 1106 lectures or discussions.
MATH 1009 - Precalculus Mathematics
Summer 2013 (6-week). 3 credits.
Does not count toward graduation.
Designed to prepare students for MATH 1110. Reviews algebra, trigonometry, logarithms, and exponentials.
MATH 1011 - Academic Support for MATH 1110 1110 lectures, provides problem-solving techniques and tips as well as prelim review. Provides further instruction for students who need reinforcement. Not a substitute for attending MATH 1110 lectures.
MATH 1012 - Academic Support for MATH 1120 1120 lectures, provides problem-solving techniques and tips as well as prelim review. Provides further instruction for students who need reinforcement. Not a substitute for attending MATH 1120 lectures or discussions.
MATH 1101 - Calculus Preparation
Fall 2013, Spring 2014. 1 credit.
Introduces topics in calculus: limits, rates of change, definition of and techniques for finding derivatives, relative and absolute extrema, and applications. The calculus content of the course is similar to 1/3 of the content covered in MATH 1106 and MATH 1110. In addition, the course includes a variety of topics of algebra, with emphasis on the development of linear, power, exponential, logarithmic, and trigonometric functions. Because of the strong emphasis on graphing, students will have a better understanding of asymptotic behavior of these functions.
MATH 1102 - Introduction to Statistical Methods
Fall 2013. 1 credit.
Introduces topics in probability and statistics: descriptive statistics, linear regression, probability laws and distributions — similar to 1/3 of the content covered in applied, introductory-level statistics courses and MATH 1105. In addition, the course includes a variety of topics of algebra, with emphasis on the development of linear, power, exponential, and logarithmic functions and their applications to curve fitting.
MATH 1105 - Finite Mathematics for the Life and Social Sciences
Fall 2013. 3 credits.
Prerequisite: three years of high school mathematics, including trigonometry and logarithms, or knowledge of topics in MATH 1102.
Introduction to linear algebra, probability, and Markov chains that develops the parts of the theory most relevant for applications. Specific topics include: equations of lines, the method of least squares, solutions of linear systems, matrices; basic concepts of probability, permutations, combinations, binomial distribution, mean and variance, and the normal approximation to the binomial distribution. Examples from biology and the social sciences are used.
MATH 1106 - Calculus for the Life and Social Sciences
Spring 2014. 3 credits.
Forbidden Overlap: Students may not receive credit for both MATH 1106 and MATH 1110.
Prerequisite: three years of high school mathematics (including trigonometry and logarithms) or a precalculus course (e.g., MATH 1009 or 1101). Students who plan to take more than one semester of calculus should take MATH 1110 rather than MATH 1106.
Introduction to differential and integral calculus, partial derivatives, elementary differential equations. Examples from biology and the social sciences are used.
MATH 1110 - Calculus I
Summer 2013 (6-week), Fall 2013, Spring 2014. 4 credits.
Forbidden Overlap: Students may not receive credit for both MATH 1110 and MATH 1106.
Prerequisite: three years of high school mathematics (including trigonometry and logarithms) or a precalculus course (e.g., MATH 1009 or 1101). MATH 1110 can serve as a one-semester introduction to calculus or as part of a two-semester sequence in which it is followed by MATH 1120 or MATH 1220.
Topics include functions and graphs, limits and continuity, differentiation and integration of algebraic, trigonometric, inverse trig, logarithmic, and exponential functions; applications of differentiation, including graphing, max-min problems, tangent line approximation, implicit differentiation, and applications to the sciences; the mean value theorem; and antiderivatives, definite and indefinite integrals, the fundamental theorem of calculus, substitution in integration, the area under a curve.
MATH 1120 - Calculus II
Fall 2013, Spring 2014. 4 credits.
Forbidden Overlap: Students will receive credit for only one course among MATH 1120, 1220, and 1910.
Prerequisite: MATH 1110 with a grade of C or better or excellent performance in MATH 1106. Those who do well in MATH 1110 and expect to major in mathematics or a strongly mathematics-related field should take MATH 1220 instead of 1120.
Focuses on integration: applications, including volumes and arc length; techniques of integration, approximate integration with error estimates, improper integrals, differential equations (separation of variables, initial conditions, systems, some applications). Also covers infinite sequences and series: definition and tests for convergence, power series, Taylor series with remainder, and parametric equations.
MATH 1220 - Honors Calculus II
Fall 2013. 4 credits.
Forbidden Overlap: Students will receive credit for only one course among MATH 1120, 1220, and 1910.
Prerequisite: one semester of calculus with high performance or permission of department. Takes a more theoretical approach to calculus than MATH 1120. Students planning to continue with MATH 2130 are advised to take 1120 instead of this course.
Topics include differentiation and integration of elementary transcendental functions, techniques of integration, applications, polar coordinates, infinite series, and complex numbers, as well as an introduction to proving theorems.
MATH 1300 - [Mathematical Explorations]
Not offered every year. 3 credits.
For students who wish to experience how mathematical ideas naturally evolve. The course emphasizes ideas and imagination rather than techniques and calculations. Homework involves students in actively investigating mathematical ideas. Topics vary depending on the instructor. Some assessment through writing assignments.
MATH 1340 - Mathematics and Politics
Spring 2014. 3 credits.
We apply mathematical reasoning to some problems arising in the social sciences. We discuss game theory and its applications to political and historical conflicts. Power indices are introduced and used to analyze some political institutions. The problem of finding a fair election procedure to choose among three or more alternatives is analyzed.
MATH 1350 - The Art of Secret Writing
Summer 2013 (6-week), Fall 2013. 3 credits.
Prerequisite: three years of high school mathematics.
Examines classical and modern methods of message encryption, decryption, and cryptoanalysis. Mathematical tools are developed to describe these methods (modular arithmetic, probability, matrix arithmetic, number theory), and some of the fascinating history of the methods and people involved is presented.
MATH 1600 - Totally Awesome Mathematics
Spring 2014. 2 credits.
Prerequisite: one semester calculus. (AP credit is sufficient.)
Mathematics is a broad and varied field that extends far beyond calculus and the high school curriculum. This course will introduce exciting mathematical topics to stretch your imagination and give you a feel for the great variety of problems that mathematicians study. Each week a different lecturer will present a new topic and fun problems for discussion. Topics will vary from year to year, but may include the following: encryption and number theory, non-Euclidean geometry, knots and surfaces, combinatorics of polyhedra, the Heisenberg Uncertainty Principle and signal processing, unsolvable problems and noncomputable functions, card shuffling and probability, symmetry and solutions of polynomial equations.
MATH 1710 - Statistical Theory and Application in the Real World
Fall 2013, Spring 2014. 4 credits.
Forbidden Overlap: No credit if taken after ECON 3130 (formerly 3190), ECON 3140 (formerly 3200), ECON 3125 (formerly 3210), MATH 4720, or any other upper-level course focusing on the statistical sciences (e.g., those counting toward the statistics concentration for the math major).
Prerequisite: high school mathematics. No previous familiarity with computers presumed.
Introductory statistics course discussing techniques for analyzing data occurring in the real world and the mathematical and philosophical justification for these techniques. Topics include population and sample distributions, central limit theorem, statistical theories of point estimation, confidence intervals, testing hypotheses, the linear model, and the least squares estimator. The course concludes with a discussion of tests and estimates for regression and analysis of variance (if time permits). The computer is used to demonstrate some aspects of the theory, such as sampling distributions and the Central Limit Theorem. In the lab portion of the course, students learn and use computer-based methods for implementing the statistical methodology presented in the lectures.
MATH 1910 - Calculus For Engineers
Summer 2013 (6-week), Fall 2013, Spring 2014. 4 credits.
Forbidden Overlap: Students will receive credit for only one course among MATH 1120, 1220, and 1910.
Prerequisite: three years high school mathematics, including trigonometry and logarithms, and at least one course in differential and integral calculus.
Essentially a second course in calculus. Topics include techniques of integration, finding areas and volumes by integration, exponential growth, partial fractions, infinite sequences and series, tests of convergence, and power series.
MATH 1920 - Multivariable Calculus for Engineers
Summer 2013 (8-week), Fall 2013, Spring 2014. 4 credits.
Forbidden Overlap: Students will receive credit for only one course among MATH 1920, 2130, 2220, and 2240.
MATH 2130 - Calculus III
Spring 2014. 4 credits.
Forbidden Overlap: Students will receive credit for only one course among MATH 1920, 2130, 2220, and 2240.
Prerequisite: MATH 1120, 1220, or 1910. Designed for students who wish to master the basic techniques of multivariable calculus, but whose major will not require a substantial amount of mathematics. Students who plan to major or minor in mathematics or take upper-level math courses should take MATH 1920, 2220, or 2240 rather than MATH 2130.
Topics include vectors and vector-valued functions; multivariable and vector calculus including multiple and line integrals; first- and second-order differential equations with applications; systems of differential equations; and elementary partial differential equations. Optional topics may include Green's theorem, Stokes' theorem, and the divergence theorem .
MATH 2210 - Linear Algebra
Fall 2013, Spring 2014. 4 credits.
Forbidden Overlap: Due to an overlap in content, students will receive credit for only one course among MATH 2210, 2230, 2310, and 2940.
Prerequisite: two semesters of calculus with high performance or permission of department. Recommended for students who plan to major or minor in mathematics or a related field. For a more applied version of this course, see MATH 2310.
MATH 2220 - Multivariable Calculus
Forbidden Overlap: Students will receive credit for only one course among MATH 1920, 2130, 2220, and 2240.
Prerequisite: MATH 2210. Recommended for students who plan to major or minor in mathematics or a related field.
Differential and integral calculus of functions in several variables, line and surface integrals as well as the theorems of Green, Stokes and Gauss.
MATH 2230 - Theoretical Linear Algebra and Calculus
Fall 2013. 4 credits.
Forbidden Overlap: Students will receive credit for only one course among MATH 2210, 2230, 2310, and 2940.
Prerequisite: two semesters of calculus with grade of A– or better, or permission of instructor 2240 - Theoretical Linear Algebra and Calculus
Spring 2014. 4 credits.
Forbidden Overlap: Students will receive credit for only one course among MATH 1920, 2130, 2220, and 2240.
Prerequisite: MATH 2230 2310 - Linear Algebra with Applications
Forbidden Overlap: Students will receive credit for only one course among MATH 2210, 2230, 2310, and 2940.
Prerequisite: MATH 1110 or equivalent. Students who plan to major or minor in mathematics or take upper-level math courses should take MATH 2210, 2230, or 2940 rather than MATH 2310.
Introduction to linear algebra for students who wish to focus on the practical applications of the subject. A wide range of applications are discussed and computer software may be used. The main topics are systems of linear equations, matrices, determinants, vector spaces, orthogonality, and eigenvalues. Typical applications are population models, input/output models, least squares, and difference equations.
MATH 2810 - Deductive Logic
A mathematical study of the formal languages of propositional and predicate logic, including their syntax, semantics, and deductive systems. Various formal results will be established, most importantly soundness and completeness.
MATH 2930 - Differential Equations for Engineers
Introduction to ordinary and partial differential equations. Topics include first order equations (separable, linear, homogeneous, exact); mathematical modeling (e.g., population growth, terminal velocity); qualitative methods (slope fields, phase plots, equilibria and stability); numerical methods; second order equations (method of undetermined coefficients, application to oscillations and resonance, boundary value problems and eigenvalues); Fourier series; and linear systems of ordinary differential equations. A substantial part of this course involves partial differential equations, such as the heat equation, the wave equation, and Laplace's equation. (This part must be present in any outside course being considered for transfer credit to Cornell as a substitute for MATH 2930.)
MATH 2940 - Linear Algebra for Engineers
Summer 2013 (6-week), Fall 2013, Spring 2014. 4 credits.
Forbidden Overlap: Students will receive credit for only one course among MATH 2210, 2230, 2310, and 2940. |
Sturtevant AlgebraGeneral subject knowledge, as well as areas of specialization in Reading, Math, and Science, will promote what is needed for learners to become successful in the 21st century. Incorporation of technology as part of this learning process s essential for students. Using the latest technological t |
The Use Of Technology
Mathematics is one of those rare disciplines which has an air of timelessness about it, and because its truths are eternal many people think that both mathematics and the way we teach it has remained unchanged over the years. Little could be further from the truth, however - the nature of how we teach and investigate mathematics has changed a lot over the years, particularly since the invention of the calculator and computer.
The Department of Mathematics at Southeastern makes use of technology in many different ways - from graphing on calculators in the classroom to using the Web in our courses to the production of the CD you're using right now. Much of what we use falls into 3 main categories: graphing calculators, the Worldwide Web, and the computer algebra system Mathematica. To see these radically different types of technology, follow the following links:
One thing to keep in mind is that although we use technology, we use it carefully and only where we think it will enhance our students' understanding. At many schools there is a drive to use technology because it is the "latest thing to do", and it can end up eclipsing the mathematics rather than enhancing it. At Southeastern we keep in mind that technology is a great tool in learning, but it's just that - a tool. An important tool, but just one part of the process of learning, understanding, and doing mathematics. |
Math 150A: Calculus I
Text
Exams and Grading
There are four midterms, each worth 100 points, and the common final exam, worth 200 points. If a student is on a borderline based on the exams, homework will be used in determining the course grade. Plus or minus grades are possible. |
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• Goal 6 – The student demonstrates the ability to
work independently.
Course Objectives
This course will
provide you:
• Develop the algebraic skills necessary
for problem solving.
• Develop the ability to model linear,
quadratic, and other nonlinear relations,
including the use of the graphing techniques and geometrical principles
as
tools, for the purpose of solving contextual (real-word) problems.
• Know and apply Pythagorean theorem to various
contextual situations.
• Apply the concept of similarity and congruency
of triangles to a contextual
situation.
Withdrawal Policies
Student Initiated
Withdrawal:
A student may withdraw from a class (WTH) by
going to the registrar's office. Within
the first 8 days of the class (including weekends and holidays), 80% of
applicable
tuition (or non-resident tuition) shall be refunded. After that deadline
no refunds are
given. The last day for student initiated withdrawal for Fall 2008 is
Monday, April 20,
after which students may not withdraw from a class.
No-Show
Withdrawal:
A no-show withdrawal removes students from the
class. It is given to students who
miss their first three classes (NSW) or two of their first three classes
(NS1). Students
who will miss two of their first three classes and wish to remain in the
class must get
permission from their instructor before the third class. Those who have
already been
withdrawn and wish to be reinstated must see their instructor, who will
decide on an
in dividual basis whether to reinstate, space permitting.
Administrative
Withdrawal:
An administrative withdrawal (ADW) removes
students from the class. It is issued
with midterm grades and is given to students who are not "actively
pursuing course
objectives". Note that the criteria for determination of administrative
withdrawals are
set by individual instructors. Those who have already been withdrawn and
wish to be
reinstated must see their instructor, who will decide on an individual
basis whether to
reinstate. Students usually may not choose to withdraw after they have
been
reinstated from an administrative withdrawal.
Professor Mehmedagic has set the following policy:
Students will receive an Administrative Withdrawal if at least two of
the following
three criteria are met:
1. Less than 70% of as signments up to the midterm have been completed.
2. Less than 70% of quizzes and tests up to the midterm have been
attempted.
3. Less than 50% of class sessions up to the midterm have been attended.
Calculators will be used in this course. You are
required to have a scientific calculator
(or a graphing calculator) with you in class at each meeting. Unless you
are told
otherwise, you may use a calculator on all quizzes and tests, but only
if you bring a
calculator (not a cell phone calculator) to class. You will not be
permitted to
share/borrow a calculator on test.
Course Requirements
Introduction:
Methods of Instruction: Problem-based and
contextual activities, collaborativelearning
techniques to be driven by technology, and lecture will be used as
appropriate.
Requirements:
Students must have use of computer with
internet access outside the
classroom time. This course requires at least 10 hours online each week.
Online computer access is an integral part of this course. Although no
prior
computer knowledge is required, you cannot be enrolled in this class
without
having online computer access outside of the classroom.
Cell Phones and Beepers: Electronic devices
cause disruption during class and are
not permitted. In order to respect the learning environment, please turn
off all such
items prior the class.
Homework/Quizzes: The student will independently perform the online
homework
and quizzes thus without the assistance of anyone. The student can use
notes, books,
and calculators to work the homework and quizzes. The
MyMathLab/CourseCompass
will be used as the online course management software. The student is
required to
purchase the registration access code in order to participate in the
online homework
and quizzing. The access code allows printing of sections of an
electronic copy of the
textbook thus the student may avoid the expense of buying a hard bound
copy of it.
The homework and quizzes will be graded and counted toward the student's
total
grade. The software requires quizzes to be performed in chronological
order. Failure to
do so would delay and even prevent the student from starting the very
next quiz
following it in the schedule.
Exams: All tests / exams are listed on the blackboard. There will
be four tests.
Students need to take the tests on the dates scheduled (see the course
calendar on
blackboard). Both Test 2 (Midterm Exam) and Test 4 (Final Exam) are
comprehensive. No make-up will be given.
Evaluation
Grades:
The final grade for this course will be
determined from the
following sources:
1. Class Work Assignments
5%
2. Homework Assignments
5%
3. Quizzes
15%
4. Test 1 and Test 3
30%
5. Test 2 (Midterm Exam)
20%
6. Test 4 (Final Exam)
25%
Grades will be calculated by dividing total points
earned by the
total points possible and will be based on the following
percentages:
A=90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
I encourage you to see me to get help, give
feedback, or any other reason.
You may drop by or see me by appointment. I will be available during my
office hours to answer any questions you might have. You can also e-mail
me
with questions and I'll get back to you with help.
The Tutoring Center is located in room L129. Students are encouraged
to seek
help and guidance during the course. Students have already paid for this
service as part of tuition fees. Please note: in order to receive
tutoring,
students need to sign up in advance.
The Student Success and Leadership Institute (SSLI) is located in room
1435.
SSLI offers free services to students, including tutoring, orientation,
help with
e-mail account or registration.
Class Schedule – Math 99
Truman College - Spring 2009
Week
Date
Topic
1
Monday
January 19
NO SCHOOL -Martin Luther King Holiday
Wednesday
January 21
Points, Lines, Planes and Angles
Triangles and Polygons
Pythagorean Theorem and Similar Triangles
2
Monday
January 26
Perimeter and Area of Polygons and Circle
Three-dimensional Objects: Area of Surface and Volume |
Top 5 Resources for Algebra
Have you previously taken Algebra but forgotten a great deal of it? This book is for you. This resources addresses: Monomials and polynomials; factoring algebraic expressions; how to handle algebraic fractions; exponents, roots, and radicals; linear and fractional equations Functions and graphs; quadratic equations; inequalities; ratio, proportion, and variation; how to solve word problems, and more.
This pracitical book is a self-teaching guide with hundreds of useful exercises. If you give the 20 minutes a day, you'll be well on your way to understanding algebra. As always, the time committment is essential.
Another one of my favorites. This book is for you if you are experiencing difficulty with algebraic concepts. A step-by-step approach with clear and concise instructions that is sure to help even the most anxious math student. A great resource!
I really liked the approach in this book. Extremely detailed solutions to common algebra concepts. Jargon is explained and the step by step approach is one of the best I've seen. This is truly for the person who wants to teach themselves algebra from the beginner to the advanced level. Clear, concise and extremely well written. |
My Math: Showing Pre-Algebra Who's Boss
From the author of the runaway bestseller "Math Doesn't Suck" comes the next step in the math curriculum--pre-Algebra. McKellar empowers a new crop ...Show synopsisFrom the author of the runaway bestseller "Math Doesn't Suck" comes the next step in the math curriculum--pre-Algebra. McKellar empowers a new crop of girls--seventh to ninth graders--through real-world examples, step-by-step instructions, and time-saving tips and tricksVERY GOOD PLUS in VERY GOOD PLUS jacket. HARD COVER WITH DUST...VERY GOOD PLUS in VERY GOOD PLUS jacket. HARD COVER WITH DUST JACKET, BOTH IN VERY GOOD PLUS CONDITION. NO MARKS NOTED. Very little reader or shelf wear; very little edge or corner wear; binding solid. 335 pages; index; appendix; answer key |
Students may rely on calculators to bypass a more holistic understanding of mathematics, researcher says
Nov 12, 2012
(Phys.org)—Math instructors promoting calculator usage in college classrooms may want to rethink their teaching strategies, says Samuel King, postdoctoral student in the University of Pittsburgh's Learning Research & Development Center. King has proposed the need for further research regarding calculators' role in the classroom after conducting a limited study with undergraduate engineering students published in the British Journal of Educational Technology.
"We really can't assume that calculators are helping students," said King. "The goal is to understand the core concepts during the lecture. What we found is that use of calculators isn't necessarily helping in that regard."
Together with Carol Robinson, coauthor and director of the Mathematics Education Centre at Loughborough University in England, King examined whether the inherent characteristics of the mathematics questions presented to students facilitated a deep or surface approach to learning. Using a limited sample size, they interviewed 10 second-year undergraduate students enrolled in a competitive engineering program. The students were given a number of mathematical questions related to sine waves—a mathematical function that describes a smooth repetitive oscillation—and were allowed to use calculators to answer them. More than half of the students adopted the option of using the calculators to solve the problem.
"Instead of being able to accurately represent or visualize a sine wave, these students adopted a trial-and-error method by entering values into a calculator to determine which of the four answers provided was correct," said King. "It was apparent that the students who adopted this approach had limited understanding of the concept, as none of them attempted to sketch the sine wave after they worked out one or two values."
After completing the problems, the students were interviewed about their process. A student who had used a calculator noted that she struggled with the answer because she couldn't remember the "rules" regarding sine and it was "easier" to use a calculator. In contrast, a student who did not use a calculator was asked why someone might have a problem answering this question. The student said he didn't see a reason for a problem. However, he noted that one may have trouble visualizing a sine wave if he/she is told not to use a calculator.
"The limited evidence we collected about the largely procedural use of calculators as a substitute for the mathematical thinking presented indicates that there might be a need to rethink how and when calculators may be used in classes—especially at the undergraduate level," said King. "Are these tools really helping to prepare students or are the students using the tools as a way to bypass information that is difficult to understand? Our evidence suggests the latter, and we encourage more research be done in this area."
King also suggests that relevant research should be done investigating the correlation between how and why students use calculators to evaluate the types of learning approaches that students adopt toward problem solving in mathematics.
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As an engineering tutor, I'm seeing this more and more often. Students will come wanting an equation that fits every situation instead of recognizing that each problem is unique and often can be approached from different directions. They just want to get a number to write down and don't care where it comes from.
I used to tutor Math in college to students of algebra and calculus. A calculator was useless in trying to get them to understand the key points.
Like one of my professors said, you don't have to come up with the right number on a problem to get most of the credit. If your analysis and process were correct, you could get 90% of the credit for that question. I think that is what math is all about.
It's a sign that these students are illiterate with the applied mathematics and science subject matters at hand.
During my Mechanical Engineering undergraduate days people has HP 28S and I had my Casio fx 7000 which didn't do all the fancy stuff.
Who finished their Machine Design exam first with the top score? I did. When you know the Calculus, DiffEq, Vector Equations, etc., all you do is reduce down to the correct units and then plug and play into the calculator. Calculators are the last step. It appears these kids don't see patterns in unit conversions and more.
The sooner they do the sooner they can pay attention and understand the subject(s).
I had a great teacher who always approach class the other way around; he would NEVER show any formula, but instead describe a real world problem where the class essentially would need to come up with a formula to solve it! This does require fundamental math understandings on the teachers part - we would typically end up with far more complicated formulas than those presented in the book, before we then looked at ways to simplify them and thereby find the formulas presented in the book!
The really surprising result of the class with this this teacher was that though we initially we had quite a few students who hated math, at the end of the course all of them overcame that and several even stated they now liked math!
Disclaimer - we had no calculator in our classes so I cant say if this would case a problem, however, I do kind of believe that teachers approach would be effective even when a calculator is present.
Absolutely nothing new here. I noticed this problem in graduate school in the late '70s. I was a MBA student and took some engineering classes for fun. Most of the students had zero feel for correct solutions. They'd plug numbers into their calculators and even if they made a large error in data entry, just assume the answer was correct. I had received a bachelors in Engineering Physics just before calculators arrived on the scene and estimating the correct answer was a necessary skill.
I do consider the teaching of math as an analogy of teaching assembly language in the courses of computer programming. A dominant majority of textbook assignations can be solved with simulation packages trivially. A dominant majority of practical problems cannot be solved with high-school math at all and these simulation packages must be used anyway.
If so-why to bother students with some math at all? Why not to teach them MathLab or similar simulators directly?Anyone remember the slide rule? I still have several and although it may be faster and more accurate to use a calculator, the slide rule certainly gave one a better feel for the numbers and of course you had to take care of your powers of 10 yourself. With regular use you could almost visualise the result in your head and that certainly helps me to see when I have pressed the wrong key on my calculator even now.
I used to tutor Math in college to students of algebra and calculus. A calculator was useless in trying to get them to understand the key points.
That mirrors my experiences as a tutor. While calculators free them from the nitty-gritty stuff it is just that nitty-gritty stuff that you need to have a solid foundation in. Understanding builds on solid foundations.
If you're unsure about the basics without your electronic crutch then you will not trust your own understanding of anything further up. And that insecurity translates into an inability to efficiently and effectively employ that understanding to solve new problems (or combine knowledge to find new ways of solving problems - e.g. in physics)
If your analysis and process were correct, you could get 90% of the credit
Yes. The numbers don't really matter. Because once you hit real life you WILL use computers to solve your math problems. (Almost no real problem can be solved analytically).
I do consider the teaching of math as an analogy of teaching assembly language in the courses of computer programming. A dominant majority of textbook assignations can be solved with simulation packages trivially. A dominant majority of practical problems cannot be solved with high-school math at all and these simulation packages must be used anyway.
Do you really want to carry the math simulator when you go shopping? Imagine the extra time required to determine whether the 8, 16, or 24 jar of peanut butter is cheaper and more this to everything else you want to buy.(FYI the biggest is not always cheapest.) Of course if you are wealthy it does not matter.
Clearly you view on programming is to always buy more bigger and more hardware. Sorry, this does not work in the real world. Programmers need to optimize their code and optimizing compilers do not alway work.
If so-why to bother students with some math at all? Why not to teach them MathLab or similar simulators directly?
I have this silly little quirk. I just feel more comfortable with the idea that (for instance) the engineer who designed the bridge I use when driving to work has a good understanding of how numbers and equations work, which ones to use to solve which problems, and is not just blindly plugging data into a computer program.
Me too. Especially when it gets down to doing any kind of serious analysis you will get into the area of statistics and simulations. If you have no real grasp of the intricacies of statistics (or the underlying principles and limitations of the simulation) then the likelyhood that you will get misleading results is enormous (as can be witnessed by many semi-informed statements in the comment sections on physorg, BTW).
'Blindly plugging in data' will just lead to GIGO (garbage in, garbage out)
Clearly you view on programming is to always buy more bigger and more hardware.
Of course not: the simulators capable to run most of textbook assignations run at very cheap hardware already. I'm just saying, the students should learn how to use simulators rather than formal math during physical lectures. Because - as antialias already said - almost no real problem can be solved analytically. And do we want to prepare the students for real world or not?
The problem is, that when the students use only simulation tools, they do not acquire an understanding of the underlying math and processes. You may beleive that the students - freed of the tedious calculating - would have more time to grasp the core concepts. All empirical data, however, indicates the opposite.
When someone encounters a problem in the real world, knowing if the basic assumptions and if the results are reasonable is really valuable. Even routine simulations can have incorrect data at the input, and this is why judging if the result is reasonable or not is necessary for any true engineer.
The problem is, that when the students use only simulation tools, they do not acquire an understanding of the underlying math and processes
Indeed. And they can solve the real-life problems in addition! Whereas in contemporary version of educational system they cannot do both math, both real-life simulations well. What such learning is about, after then?
In the same way, the programmers aren't required to understand the assembler and machine code programming. Why they should understand it? Will it help them in solving of real life problems better?
Not to say, I've persistent problem even with professional physicists: they do understand math (sometimes) - but they (usually) don't understand the physics. They cannot imagine, what it is possible in it and what not. I know, where their problem actually is - they cannot imagine even the Schrodinger wave solution. They did never see, what the quantum mechanics or relativity really predict. Not to say about experimental physics.
The problem is, that when the students use only simulation tools, they do not acquire an understanding of the underlying math and processes.
This is correct - but who of them actually did see, how the differential or integral or another functional is working? They should understand the principle of the calculus - but should they spend their most intellectually productive time with memorizing of algorithms, which most of programs already handle a way better?
That is to say, even the courses of math should be more illustrative and interactive. It will support the creativity of thinking and multidimensional imagination. I've no problem if the students at the secondary school level become familiar with quantum mechanics. But they should learn about it in interactive way. Unfortunately, we have no good simulators for it developed yet |
More working with charts, graphs and tables
Your course might not include any maths or technical content but, at...
Your with charts, graphs and tables' unit.
After studying this unit:
you will learn how to reflect on your reasons for thinking you need to improve your skills in using charts, graphs and tables;
through instruction, worked examples and practice activities, you will gain an understanding of the following mathematical concepts, and how to use them yourself:
reflecting on mathematics,
tables,
line graphs,
bar charts and histograms,
pie charts,
analysis;
you will be provided with a technical glossary, plus a a list of references to further reading and sources of help.
More working with charts, graphs and tables
Introduction
Your course might not include any maths or technical content but, at some point during your course
This unit can be used in conjunction with, and builds on the OpenLearn unit LDT_3 Working with charts, graphs and tables |
Algebra Academy
The Algebra Academy offers intensive, yearlong courses for Algebra Readiness and Algebra I. Each course is delivered in three phases of instruction designed to build basic math literacy before progressing through an increasingly complex but linear delivery of Algebra Readiness and Algebra I concepts. This blended learning model relies on an extensive series of hands-on learning activities for students working in cooperative pairs. These activities provide real-world applications of the algebraic math concepts delivered in the browser-based curriculum. |
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Table of ContentsPreface and acknowledgements How to use this book Times tables Arithmetic 1 - Basic Arithmetic and the BODMAS rule. Getting used to basic arithmetic and simple calculations, and making sure you perform them correctly 2 - Negative numbers. Understanding negative numbers and dealing with them accurately. 3 Fractions. Understanding what fractions mean and being able to manipulate them correctly. 4 Percentages, ratios and proportions. Using percentages and ratios to describe and compare values. 5 Decimals, decimal places and significant figures. Using decimal numbers and rounding numbers to a certain number of decimal places. 6 Scientific notation. Representing very small and very large numbers using scientific notation 7 - Indices. Writing repeated multiplications easily, roots and the laws of powers. Algebra 8 An introduction to algebra. Using symbols to represent numbers and an introduction to algebra 9 Brackets in algebra. Using brackets in algebraic expressions 10 Solving linear equations. Solving simple equations using algebra. 11 - Transposition and algebraic fractions. Rearranging expressions using basic rules of algebra. 12 - Simultaneous equations. Solving two equations at the same time. Data 13 Presentation of data. Using various types of graphs and charts to illustrate data visually. 14 Measures of location and dispersion. Working out averages and a measure of the spread of a set of data. 15 - Straight Lines. Linear data and calculating the equation of a straight line. 16 Introduction to probability. Working out probabilities - the chances of something happening Other topics 17 Areas and volumes. Calculating the areas and volumes of basic shapes 18 Logarithms. Calculating logarithms - the opposite of powers 19 Quadratic equations. Solving equations involving powers of x. 20 Trigonometry. Calculations with triangles, including angles and trigonometric functions. 21 Inequalities and basic logic. Using mathematical symbols to represent inequalities and basic logical concepts Summary Further work on our website Glossary Index
Unibooks online prices may differ to those in store. All Prices EXCLUDE shipping.
*10% OFF RRP applies to textbooks only unless otherwise stated |
Unit specification
Aims
The programme unit aims to introduce the basic ideas of complex analysis, with particular emphasis on Cauchy's Theorem and the calculus of residues.
Brief description
This course introduces the calculus of complex functions of a complex variable. It turns out that complex differentiability is a very strong condition and differentiable functions behave very well. Integration is along paths in the complex plane. The central result of this spectacularly beautiful part of mathematics is Cauchy's Theorem guaranteeing that certain integrals along closed paths are zero. This striking result leads to useful techniques for evaluating real integrals based on the `calculus of residues'.
Intended learning outcomes
On completion of this unit successful students will be able to:
understand the significance of differentiability for complex functions and be familiar with the Cauchy-Riemann equations;
evaluate integrals along a path in the complex plane and understand the statement of Cauchy's Theorem;
compute the Taylor and Laurent expansions of simple functions, determining the nature of the singularities and calculating residues;
use the Cauchy Residue Theorem to evaluate integrals and sum series.
Future topics requiring this course unit
Complex analysis is needed for advanced analysis, geometry and topology, but also has applications in differential equations, potential theory, fluid mechanics, asymptotics and wave analysis.
Syllabus
Real analysis
1. Series. Complex series, power series and the radius of convergence. [2]
2. Continuity. Continuity of complex functions [2]
3. The complex plane. The topology of the complex plane, open sets, paths and continuous functions. [2] |
Undergraduate Advising
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Requirements of Math or Stat Major
The guidelines below were designed with you in mind. Hopefully it will help you to manage through the exacting, and most often times demanding, interrelationships of quantity, form and space - which we call mathematics.
1. First and foremost, you must possess a good measure of patience. And by "good measure", I mean a lot. It's likely that you will not understand all of the course material given in a lecture period. So it's imperative to spend some time outside of the classroom learning course materials.
2. It's likely to take more than five minutes to solve an assigned problem. Be patient and don't give up easily. Spend some quality time with your homework problems while reviewing lecture notes and book chapters. And if you must, stare at them for a while (ask any mathematician, staring actually works).
3. When you can stare no longer, seek the guidance of your instructor. Your instructor's office hours are your single most important resource. There is no reason to be shy and timid, your instructors are there to help.
4. Read your textbook, if for nothing less than it being an expensive resource. It is silly to think that there exist English majors who do not read books. Since you are a mathematics major, you should be reading mathematics.
5. Complete all assignments and then complete more. A lot of practice will not make you perfect, but it will earn you an A.
6. You are not exempt from the rules of writing in the English language. You must write in complete sentences while using good grammar. Your solutions and proofs should be neatly written and written in such a way that your instructor knows that you know the course content - there shouldn't be any guess work here.
7. Be sure that you understand why you are doing what you are doing. This will make everything so much more enjoyable.
8. As a mathematics major, you are learning to describe patterns. The world is full of beautiful patterns. So most importantly, have fun observing, describing and discovering our world's patterns. |
Algebra 1 B
Course Description:
Students will obtain mastery of basic algebra concepts and move into linear equations, inequalities, functions, and what role they play in the real world. They will also understand the best strategy to use when looking for a solution. |
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From Framing of Formulas to Expansions, Indices, Linear Equations to Factorization and Quadratic Equations you get all Math Answers online using our well structured and well ...
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Math Answers Online Math Answers Online Af Reach our math tutors in just one click and get free math answers online across the globe. Make your math learning interactive and easy with our online education service and get solutions to your problems on topics like Geometry, Probability and Statistics, Trigonometry and many more!!!!... Know More About :- Area And Perimeter Word Problems
Tutorcircle.com PageNo.:1/4 Math is one of those subjects where there's no room for error. You either get it right or you don't. If you've mastered the numerical logic required to solve a math problem it's just a matter of going through the steps. If you haven't quite got to grips with the processes you need to follow to solve a math problem, or if you make a simple slip, then your answer will be wrong. In a test you may get some marks if you've correctly proceeded part of the way. But every math student wants to get the answer right. Sometimes you may need a bit of help with your math homework answers. Math homework help or online tutoring can be the answer. Tutorcircle is a math help web site that provide solutions to specific math problems and questions. Our proffessionals will provide math answers in step by step manner for free. Students not just get the answer but get step by step math solutions to the problems entered by the user at any particular moment. Out free tutors will also help the students how to arrive at the answer. From getting answers to topics like Linear Equations, quadratic equations, factorization student will also get a chance to enjoy the interactive and well structured online tutoring service. Example : Prove that the sum of a rational number and an irrational number is an irrational number. Learn More :- Pre Algebra Practice
Tutorcircle.com PageNo.:2/4 Solution : Let `x' be a rational number and `y' be an irrational number. Then, we have to prove that (x + y) is an irrational number. If possible, let (x + y) be a rational number. Since the difference of two rational numbers is a rational number. -> (x + y) is a rational number and `x' is rational number. -> (x + y) - x is a rational number. -> `y' is a rational number. This contradicts the fact that `y' is an irrational Hence, (x + y) is an irrational number. |
books.google.co.uk - Algebra can be like a foreign language, but ELEMENTARY AND INTERMEDIATE ALGEBRA, 5E, gives you the tools and practice you need to fully understand the language of algebra and the "why" behind problem solving. Using Strategy and Why explanations in worked examples and a six-step problem solving strategy,... and Intermediate Algebra |
MERLOT Search - category=2513&materialType=Open%20Textbook&nosearchlanguage=
A search of MERLOT materialsCopyright 1997-2013 MERLOT. All rights reserved.Sat, 18 May 2013 06:36:13 PDTSat, 18 May 2013 06:36:13 PDTMERLOT Search - category=2513&materialType=Open%20Textbook&nosearchlanguage= Dimensions (geometry)
This is a free, online textbook that provides information on dimensions, from longtitude and latitude to the proof of a theorem of geometry. There are 9 chapters, each 13 minutes long. The book contains a total of 117 minutes of video, but can also be read as an ordinary textbook.The film can be enjoyed by anyone, provided the chapters are well-chosen. There are 9 chapters, each 13 minutes long. Chapters 3-4, 5-6 and 7-8 are double chapters, but apart from that, they are more or less independent of each other.A First Course in Linear Algebra
A First Course in Linear Algebra is an introductory textbook aimed at college-level sophomores and juniors. Typically such a student will have taken calculus, but this is not a prerequisite. The book begins with systems of linear equations, then covers matrix algebra, before taking up finite-dimensional vector spaces in full generality. The final chapter covers matrix representations of linear transformations, through diagonalization, change of basis and Jordan canonical form.PDF versions are available to download for printing or on-screen viewing, an online version is available, and physical copies may be purchased from the print-on-demand service at Lulu.com. GNU Free Documentation LicenseAlgebra: Abstract and Concrete
The book provides a thorough introduction to "modern'' or "abstract'' algebra at a level suitable for upper-level undergraduates and beginning graduate students. The book addresses the conventional topics: groups, rings, fields, and linear algebra, with symmetry as a unifying theme.Collaborative Statistics
Collaborative Statistics was written by Barbara Illowsky and Susan Dean, faculty members at De Anza College in Cupertino, California. The textbook was developed over several years and has been used in regular and honors-level classroom settings and in distance learning classes. This textbook is intended for introductory statistics courses being taken by students at two and four year colleges who are majoring in fields other than math or engineering. Intermediate algebra is the only prerequisite. The book focuses on applications of statistical knowledge rather than the theory behind it.Statistics, Probability, and Data Collection Wikibook
Area of applied mathematics concerned with the data collection, analysis, interpretation and presentation.A Problem Course in Mathematical Logic
A Problem Course in Mathematical Logic is intended to serve as the text for an introduction to mathematical logic for undergraduates with some mathematical sophistication. It supplies definitions, statements of results, and problems, along with some explanations, examples, and hints. The idea is for the students, individually or in groups, to learn the material by solving the problems and proving the results for themselves. The book should do as the text for a course taught using the modified Moore-method.The material and its presentation are pretty stripped-down and it will probably be desirable for the instructor to supply further hints from time to time or to let the students consult other sources. Various concepts and and topics that are often covered in introductory mathematical logic or computability courses are given very short shrift or omitted entirely, among them normal forms, definability, and model theory.A ProblemText in Advanced Calculus
Advanced Calculus open textbook. Download LaTeX source or PDF. Creative Commons BY-NC-SAAdvanced Algebra II: Conceptual Explanations
This is the Conceptual Explanations part of Kenny Felder's course in Advanced Algebra II. It is intended for students to read on their own to refresh or clarify what they learned in class. This text is designed for use with the "Advanced Algebra II: Homework and Activities" ( and the "Advanced Algebra II: Teacher's Guide" ( collections to make up the entire course. |
Synopsis
A comprehensive, self-contained treatment of Fourier analysis and wavelets—now in a new edition
Through expansive coverage and easy-to-follow explanations, A First Course in Wavelets with Fourier Analysis, Second Edition provides a self-contained mathematical treatment of Fourier analysis and wavelets, while uniquely presenting signal analysis applications and problems. Essential and fundamental ideas are presented in an effort to make the book accessible to a broad audience, and, in addition, their applications to signal processing are kept at an elementary level.
The book begins with an introduction to vector spaces, inner product spaces, and other preliminary topics in analysis. Subsequent chapters feature:
The development of a Fourier series, Fourier transform, and discrete Fourier analysis
Advanced topics such as wavelets in higher dimensions, decomposition and reconstruction, and wavelet transform
Applications to signal processing are provided throughout the book, most involving the filtering and compression of signals from audio or video. Some of these applications are presented first in the context of Fourier analysis and are later explored in the chapters on wavelets. New exercises introduce additional applications, and complete proofs accompany the discussion of each presented theory. Extensive appendices outline more advanced proofs and partial solutions to exercises as well as updated MATLAB routines that supplement the presented examples.
A First Course in Wavelets with Fourier Analysis, Second Edition is an excellent book for courses in mathematics and engineering at the upper-undergraduate and graduate levels. It is also a valuable resource for mathematicians, signal processing engineers, and scientists who wish to learn about wavelet theory and Fourier analysis on an elementary |
...It was a sequel to the first course. The class had a seminar format, and I regularly delivered lectures on advanced topics. Much of the material covered was similar, but abstract linear transformations and vector spaces were given precedence over their realizations as matrices acting on column vectors will never stop being one. DavidI taught for 28 years and was the English department chair at a school with a rigorous curriculum that emphasized writing. Most of my students returned to tell me that I had provided them the foundation of their writing skills. |
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