text
stringlengths 8
1.01M
|
|---|
Addendum to Course Description
This course applies math concepts directly to real life problems encountered in the landscape industry. It works for both student's reviewing or updating skills and for students who have to learn skills in preparation for other classes or employment in the landscape industry.
Intended Outcomes for the course
Students completing this class will be able to:
• recognize, interpret, formulate and apply real world math situations to their professional/technical field.
• prepare for further course work.
Course Content (Themes, Concepts, Issues and Skills)
Themes, Concepts and Issues:
1. Understand irrigation systems by interpreting/interpolating graphs needed for computing pressure losses and working pressure.
2. Apply scaling and trigonometry functions to landscape design and site survey situations.
3. Interpret/calculate pesticide formulations for application within the state licensing laws and for protection of our environment.
4. Estimate materials and costs for landscape construction.
5. Calculate amounts of fertilizers, pre-emergents, etc used in landscape maintenance of private and public real estate.
6. Develop proficiency in essential math skills needed for employment in the landscape industry.
Competencies and skills:
The student will be able to:
1. Locate and use the following functions: square root, cube root, exponents, fractions, mixed numbers, improper fx, pi, degrees/minutes/
seconds, signed numbers, memory in/recall, right triangle trig and inverse functions.
2. Change from one mode to another using the Fix, Scientific, Degrees, Normal and Computations buttons.
3. Make rough estimates, round whole and decimal numbers, and check for reasonable answers.
4. Read a ruler as well as add & subtract feet/inches/fractions of an inch.
5. Convert feet/inches/fx of an inch to decimal feet and back again on a scientific calculator.
6. Read and write decimal numbers accurately to the millionth place.
7. Convert from one metric unit to another by using powers of ten and prefix identification.
8. Identify/write/substitute/solve using formulas for practical geometric problems.
9. Draw perpendicular/parallel lines and line segments using measurable dimensions.
10. Calculate/measure/draw to scale new bearings/azimuths after taking given degree right/left turns using a protractor & architects scale.
11. Solve/label correctly linear equations for circumference, perimeter, length of an arc and diameter breast height as applied to material
take-off and fertilization requirements.
12. Identify/solve/label correctly for the area of squares, rectangles, triangles, trapezoids, parallelograms and circles as applied to turf
grass, fertilization, top soil and water rate applications.
13. Identify/solve/label correctly for the volume of cubes/rectangular solids, triangular solids, trapezoidal solids and cylinders.
14. Convert from inches3 to feet3 to yds3 using applications for sand, gravel, soil, water, cords of wood and barkdust.
15. Calculate % as applied to slope, discounts, increases and decreases, seed count, etc.
16. Understand rates/ratios as applied to NPK fertilizers, tree care, lumber build/maintain nursery and other landscaped environments.
21. Interpolation using and interpretation of graphs and charts.
22. Conceptualize the differences between 1, 2, and 3 dimensional applications.
23. Be able to utilize proportion as a solution method.
24. Use engineer's and/or architects scale for site grading problems.
25. Use right triangle trigonometry to calculate distance and /or degrees in angles as applied to sun angles and site grading.
26. Understand static pressure and other basic hydraulic concepts.
Related Instruction
Computation
Hours: 90
Themes, Concepts and Issues:
1. Understand irrigation systems by interpreting/interpolating graphs
needed for computing pressure losses and working pressure.
2. Apply scaling and trigonometry functions to landscape design and
site survey situations.
3. Interpret/calculate pesticide formulations for application within the
state licensing laws and for protection of our environment.
4. Estimate materials and costs for landscape construction.
5. Calculate amounts of fertilizers, pre-emergents, etc used in
landscape maintenance of private and public real estate.
6. Develop proficiency in essential math skills needed for employment
in the landscape industry.
Competencies and skills:
The student will be able to:
1. Locate and use the following functions: square root, cube root,
exponents, fractions, mixed numbers, improper fx, pi,
degrees/minutes/
seconds, signed numbers, memory in/recall, right triangle trig and
inverse functions.
2. Change from one mode to another using the Fix, Scientific,
Degrees, Normal and Computations buttons.
3. Make rough estimates, round whole and decimal numbers, and
check for reasonable answers.
4. Read a ruler as well as add & subtract feet/inches/fractions of an
inch.
5. Convert feet/inches/fx of an inch to decimal feet and back again on
a scientific calculator.
6. Read and write decimal numbers accurately to the millionth place.
7. Convert from one metric unit to another by using powers of ten and
prefix identification.
8. Identify/write/substitute/solve using formulas for practical geometric
problems.
9. Draw perpendicular/parallel lines and line segments using
measurable dimensions.
10. Calculate/measure/draw to scale new bearings/azimuths after
taking given degree right/left turns using a protractor & architects
scale.
11. Solve/label correctly linear equations for circumference,
perimeter, length of an arc and diameter breast height as applied to
material
take-off and fertilization requirements.
12. Identify/solve/label correctly for the area of squares, rectangles,
triangles, trapezoids, parallelograms and circles as applied to turf
grass, fertilization, top soil and water rate applications.
13. Identify/solve/label correctly for the volume of cubes/rectangular
solids, triangular solids, trapezoidal solids and cylinders.
14. Convert from inches3 to feet3 to yds3 using applications for sand,
gravel, soil, water, cords of wood and barkdust.
15. Calculate % as applied to slope, discounts, increases and
decreases, seed count, etc.
16. Understand rates/ratios as applied to NPK fertilizers, tree care,
lumber
build/maintain nursery and other landscaped environments.
21. Interpolation using and interpretation of graphs and charts.
22. Conceptualize the differences between 1, 2, and 3 dimensional
applications.
23. Be able to utilize proportion as a solution method.
24. Use engineer's and/or architects scale for site grading problems.
25. Use right triangle trigonometry to calculate distance and /or
degrees in angles as applied to sun angles and site grading.
26. Understand static pressure and other basic hydraulic concepts. |
A curve fitting program: Lorentzian, Sine, Exponential & Power series are available models to match your data. A Lorentzian series is recommended for real data especially for multiple peaked data. Another improved productivity example.
Free
Digital Challenge is a set of interactive activities for use in teaching basic digital concepts. The activities give students immediate feedback to reinforce correct responses. All student responses are corrected and graded by the program.
Voltmeter Challenge is designed to help you teach students to analyze wiring and troubleshoot circuits using digital voltmeters. Troubleshooting circuits consists of wiring, resistors, lamps, relays, coils, diodes, switches and PC boards.
Trigonometry Challenge is designed to help students learn to do calculations related to right triangles and sine waves. Solutions to oblique triangles using the Law of Sines and the Law of Cosines are includes.
Solid State Challenge consists of twelve activities to help you teach and learn basic solid-state circuit concepts and troubleshooting. Each use of an activity has new component values and parameters assigned.
This program provides realistic troubleshooting activities of almost unlimited variety on DC Power Supplies. Students practice troubleshooting half-wave, full-wave, and bridge type power supply circuits using a voltmeter or oscilloscope. |
Search form
Main menu
You are here
Modules 2013–14
MTH4110 Mathematical Structures
Description
This module is intended to introduce students to the concerns of mathematics,
namely clear and accurate exposition and convincing proofs. It will attempt
to instil the habit of being "precise but not pedantic". The module covers
an informal account of sets, functions and relations, and a sketch of the
number systems (natural numbers, integers, rational, real and complex numbers),
outlining their construction and main properties.
Natural numbers and induction. Integers and rational numbers with a sketch
of the construction. Real numbers (treated as infinite decimal and binary expansions) including
some completeness properties. Countability of the rationals and uncountability
of the reals.
Complex numbers. The complex plane with cartesian
and polar coordinates; addition and multiplication. Statement of the
Fundamental Theorem of Algebra. |
Description
This access kit will provide you with a code to get into MyMathLab, a personalized interactive learning environment, where you can learn mathematics and statistics at your own pace and measure your progress. In order to use MyMathLab, you will need a CourseID provided by your instructor; MyMathLab... Expand is not a self-study product and does require you to be in an instructor-led course.Collapse
Used items have varying degrees of wear, highlighting, etc. and may not include supplements such as
[...]
Used |
À l'intérieur du livre
Avis des utilisateurs
Review: Euclid's Elements
This is going to be a long term project to get through this. We'll see if I come out on the other side.Consulter l'avis complet
Review: Euclid's Elements
Avis d'utilisateur - Rlotz - Goodreads
Euclid's Elements is one of the oldest surviving works of mathematics, and the very oldest that uses axiomatic deductive treatment. As such, it is a landmark in the history of Western thought, and has ...Consulter l'avis complet |
Search result
Students who use this text are motivated to learn mathematics. They become more confident and are better able to appreciate the beauty and excitement of the mathematical world. the text helpsstudents develop a true understanding of central concepts using solid mathematical [...] |
Vector Calculus (Maths 214). Fall 2005
Lecturer: Dr Theodore Voronov (MSS/P5)
Course Description:
The course develops fundamental geometric tools of mathematical analysis, in particular integration theory, and is a preparation for further geometry/topology courses. The central statement is the famous Stokes theorem, a classical version of which appeared for the first time as an examination problem in Cambridge in 1854. Various manifestations of the general Stokes theorem are associated with the names of Newton, Leibniz, Ostrogradski, Gauss, Green. This theorem, both in its infinitesimal and global forms, relates integral over a boundary of a surface or of a solid domain ("circulation" or "flux") with a natural differential operator, known in particular cases as "divergence" or "curl". The prototype and the simplest case of the Stokes theorem is the Newton-Leibniz formula linking the difference of the values of f on endpoints of a segment with the integral of df . The standard modern language for these topics is differential forms and the exterior derivative. Differential forms are used everywhere from pure mathematics to engineering. We give an introduction to the theory of forms, as well as a simplifying treatment for the traditional technique of operations with vector fields in the Euclidean three-space. |
2013
Course Descriptions
CI 510 Building a System of Tens (3 cr.) Explore the base ten structure of the number system and how that structure is used in multi-digit computation. Investigate how basic concepts of whole numbers reappear when working with decimals. Student thinking is at the center of this course through examination of student work and students at work (written and video cases).
CI 510 Making Meaning for Operations (3 cr.) Examine the actions and situations modeled by the four basic operations. The course begins with a view of young children's counting strategies as they encounter word problems, moves to an examination of the four basic operations on whole numbers, and revisits the operations in the context of rational numbers. Student thinking is at the center of this course through examination of student work and students at work (written and video cases).
CI 510 Reasoning Algebraically About Operations (3 cr.) Examine generalizations at the heart of the study of operations in the elementary grades. Express these generalizations in common language and in algebraic notation, develop arguments based on representations of the operations, study what it means to prove a generalization, and extend their generalizations and arguments when the domain under consideration expands from whole numbers to integers. Student thinking is at the center of this course through examination of student work and students at work (written and video cases).
CI 510 Patterns, Functions, and Change (3 cr.) Discover how the study of repeating patterns and number sequences can lead to ideas of functions, learn how to read tables and graphs to interpret phenomena of change, and use algebraic notation to write function rules. With a particular emphasis on linear functions, explore quadratic and exponential functions and examine how various features of a function are seen in graphs, tables, or rules. Student thinking is at the center of this course through examination of student work and students at work (written and video cases).
CI 510 Examining Features of Shape (3 cr.) Examine aspects of 2D and 3D shapes, develop geometric vocabulary, and explore both definitions and properties of geometric objects. The course includes a study of angle, similarity, congruence, and the relationships between 3D objects and their 2D representations. Student thinking is at the center of this course through examination of student work and students at work (written and video cases).
CI 510 Measuring Space in One, Two and Three Dimensions (3 cr.) Examine different attributes of size, develop facility in composing and decomposing shapes, and apply these skills to make sense of formulas for area and volume. Explore conceptual issues of length, area, and volume, as well as their complex inter-relationships. Student thinking is at the center of this course through examination of student work and students at work (written and video cases).
CI 510 Working with Data (3 cr.) Work with the collection, representation, description, and interpretation of data. Learn what various graphs and statistical measures show about features of the data, study how to summarize data when comparing groups, and consider whether the data provide insight into the questions that led to data collection. Student thinking is at the center of this course through examination of student work and students at work (written and video cases).
CI 510 Leadership and Coaching in Mathematics (3 cr.) This course provides an understanding of research-based, best practices for mathematics learning, teaching, and leading. Engage in activities designed to enhance pedagogical knowledge of mathematics and knowledge of leadership, while modeling the kinds of learning experiences that have been shown to make a difference in mathematical thinking, understanding and achievement. Attention to multiple levels of learning (i.e., classroom and the professional learning community within grade-level, building, district, and beyond) - each focusing on improving mathematics instruction. |
Math Department
The mathematics program at Frisch is designed to meet students needs within the wide range of their math backgrounds. In all courses, students are given the opportunity to work at a comfortable yet challenging level. All students are exposed to all the necessary requirements for success in college math. We are enthused about the beauty and richness of the world of mathematics; it is that grandeur that we wish to convey to all students.
Virtually all ninth graders begin with a full year of geometry and are then placed as is appropriate in several levels of Algebra I or Algebra II in Grade 10. Placement in math classes is more granular than in other disciplines, a reflection of the broad range of mathematical preparation and aptitude of our students. Students who are mathematically precocious and who arrive in high school already having mastered the material in even the most advanced ninth-grade class are placed in higher level math classes or work independently with members of the department. Remedial classes are available for students for whom math is more challenging.
Math curricula across the country have been responding to the demands of a technology driven workplace and the Frisch curricula is no exception. We began including data analysis, probability, statistics and transformations into our courses of study long before these were required by the new version of the SAT and we continue to evaluate and add new topics and technological skills.
Strong math students are given the opportunity to take Advanced Placement Statistics (as an elective in Grade 11 or as their math course in Grade 12) or one of two levels of A.P. Calculus in Grade 12. Students who find math to be more difficult have the opportunity to reinforce basic algebra and geometry skills in the elective math workshop course in Grade 11.
Students who are mathematically inclined are challenged by their participation in state and national contests such as the American High School Mathematics Examination and the New Jersey Math League. Frisch has received international recognition due to one students participation in the International Math Olympiad. Our math team meets on a regular basis throughout the school year. |
Thousands of users are using our software to conquer their algebra homework. Here are some of their experiences:
This is great, finishing homework much faster! Gary Sterns, CAgebra Helper allowed us to go through each step together. Thank you for making a program that allows me to help my son! Alan Cox, TX
The way this tool works, the step-by-step approach it provides to complicated equations it makes learning enjoyable. Great work! R.B., New Mexico
My twins needed help with algebra equations, but I did not have the knowledge to help them. Rather then spending a lot of money on a math tutor, I found a program that does the same thing. My twins are no longer struggling with math. Thank you for creating a product that helps so many people. Mr. Tom Carol, NY
Our algebra helper software helps many people overcome their fear of algebra. Here are a few selected keywords used today to access our site: |
... read more
Calculus: Problems and Solutions by A. Ginzburg Ideal for self-instruction as well as for classroom use, this text improves understanding and problem-solving skills in analysis, analytic geometry, and higher algebra. Over 1,200 problems, with hints and complete solutions. 1963Product Description:
ideas may be applied. Rather than an exhaustive treatment, it represents an introduction that will appeal to a broad spectrum of students. Accordingly, the mathematics is kept as simple as possible. The first of the two-part treatment deals principally with the general properties of differintegral operators. The second half is mainly oriented toward the applications of these properties to mathematical and other problems. Topics include integer order, simple and complex functions, semiderivatives and semi-integrals, and transcendental functions. The text concludes with overviews of applications in the classical calculus and diffusion problems |
Contact us
QUANTITATIVE BIOLOGY AND BIOINFORMATICS
email:
Academic Coordinator Carole Hom
clhom at ucdavis dot edu
FAQ
Why do these modules use Mathcad?
The most important consideration in our choice of software is how well a particular software package can facilitate the goal of teaching students to think quantitatively. We have found that the "look" of Mathcad documents reassures students. Equations written in Mathcad look (more or less) like equations on paper. Even fairly complex operations like solving ordinary differential equations can be accomplished fairly visually, without anything that looks like a program. And problems often can be framed in ways that make the most intuitive sense, rather than in the way that is most efficiently processed. Further, students can purchase a Mathcad license to use indefinitely at a price that is only a fraction of most college textbooks.
What's with the blue and beige boxes in the module?
We use colors to indicate different types of regions. Beige boxes contain explanatory material. Blue indicates instructions for a specific problem. These are followed by white regions where students type text or do calculations in response to the problem.
We use pale red as a warning to avoid common errors.
Why is the first row of an array numbered "0" instead of "1"?
Mathcad's default convention is to begin numbering arrays at 0. You can change this by resetting the ORIGIN. However, this can lead to errors in other parts of these worksheets because we assume ORIGIN=0.
My syllabus orders topics differently than the course modules. Is it OK to assign them in a different order?
Yes, with one exception: all modules depend on completion of Module 1, Introduction to Mathcad. Otherwise, all modules are independent. We do use the convention that higher-numbered modules are conceptually more challenging than lower-numbered modules.
What are "Mini-modules"?
Because all modules are independent, we provide instruction in methods common to multiple modules (e.g., graphing) within short units that we call mini-modules. This allows us to avoid repeating basic instruction within the module and also provides students with a quick reference on these techniques.
I'm having trouble with a particular method. Got suggestions?
If you're running into difficulty with graphing, 3-D graphing, making histograms, writing find-solve blocks, or solving differential equations, consult one of the Mini-modules on these topics. You may be making a common error addressed in the mini-module. For other errors, consult Mathcad's help files.
My students have really benefitted from these modules. Are there others I can download? |
Accessible to students and flexible for instructors, COLLEGE ALGEBRA AND TRIGONOMETRY, Seventh Edition, uses the dynamic link between concepts and applications to bring mathematics to life. By incorporating interactive learning techniques, the Aufmann team helps students to better understand concepts, work independently, and obtain greater mathematical fluency. The text also includes technology features to accommodate courses that allow the option of using graphing calculators. The authors' proven Aufmann Interactive Method allows students to try a skill as it is presented in example form. This interaction between the examples and Try Exercises serves as a checkpoint to students as they read the textbook, do their homework, or study a section. In the Seventh Edition, Review Notes are featured more prominently throughout the text to help students recognize the key prerequisite skills needed to understand new concepts. |
Summary: Math 3B/3C Syllabus
SIMS Program, Grace Kennedy
SIMS Website: programs/sims.html
Course Website:
Email: [email protected]
Expectations :
· After attending lecture, reviewing concepts, applying them to homework
problems and applications with your peers, you will be able to
1. solve integrals using "reverse 3A logic" and a variety of integration
techniques
2. relate these integration techniques to derivation techniques
3. understand what a differential equation is and what it means to be
a solution to a given differential equation
4. determine solutions to differential equations
5. identify and apply integration techniques helpful in solving differen-
tial equations
· Please be on time or a few minutes early. We will spend the first few
minutes working on a problem I'll have on the board.
· Please turn off cell phones. If a cell goes off, you will be expected to
lead us in a round of the quadratic formula song. (Don't worry, we'll sing |
reading advisory level provides the
student with the requisite skills to meet this expectation.
Advisory Writing - 2 Levels Prior
to Transfer
writing advisory level provides the
student with the requisite skills to meet this expectation.
Prerequisite MATH C050
Students entering PHSC C111 are required to solve
problems involving mathematical operations such as ratios, square roots,
surface areas related to radius, and solving for a single variable
(pre-algebra).
Math C050 provides students with the requisite
skills to solve these problems |
Lamont, MI Trigonometry
...Students who are beginning their study of calculus generally must first learn the concept of limits, which must then be applied in the study of derivatives and integrals. In the introduction to calculus, the derivative is presented as the slope of a line tangent to the graph of a continuous function. The integral is initially presented as the area between graphs of continuous functions.
... |
Major Features of the Text
A Balanced Approach: Form, Function, and Fluency
Form follows function. The form of a wing follows from the function of flight. Similarly, the form of an algebraic expression or equation reflects its function. To use algebra in later courses, students need not only manipulative skill, but fluency in the language of algebra, including an ability to recognize algebraic form and an understanding of the purpose of different forms.
Restoring Meaning to Expressions and Equations
After introducing each type of function — linear, power, quadratic, exponential, polynomial — the text encourages students to pause and examine the basic forms of expressions for that function, see how they are constructed, and consider the different properties of the function that the different forms reveal. Students also study the types of equations that arise from each function.
Maintaining Manipulative Skills: Review and Practice
Acquiring the skills to perform basic algebraic manipulations is as important as recognizing algebraic forms. Algebra: Form and Function provides sections reviewing the rules of algebra, and the reasons for them, throughout the book, numerous exercises to reinforce skills in each chapter, and a section of drill problems on solving equations at the end of the chapters on linear, power, and quadratic functions.
Students with Varying Backgrounds
Algebra: Form and Function is thought-provoking for well-prepared students while still accessible to students with weaker backgrounds, making it understandable to students of all ability levels. By emphasizing the basic ideas of algebra, the book provides a conceptual basis to help students master the material. After completing this course, students will be well-prepared for Precalculus, Calculus, and other subsequent courses in mathematics and other disciplines.
Changes Since The Preliminary Edition
NEW — four new chapters on summation notation, sequences and series, matrices, and probability and statistics.
The initial chapter reviewing basic skills is now three shorter chapters on rules and the reasons for them, placed throughout the book.
NEW — Focus on Practice sections at the end of the chapters on linear, power, and quadratic functions. These sections provide practice solving linear, power, and quadratic equations.
NEW material on radical expressions in Chapter 6, the chapter on the exponent rules.
NEW material on solving inequalities, and absolute value equations and inequalities, in Chapter 3, the chapter on rules for equations. |
Visual Linear Algebra
Visual Linear Algebra is a new kind of textbook—a blend of interactive computer tutorials and traditional text. The computer tutorials provide a lively learning environment in which students are introduced to concepts and methods and where they develop their intuition. The traditional sections provide the backbone whose core is the development of theory and where students' understanding is solidified. Although the design of Visual Linear Algebra is novel, the goals for the book are quite traditional. Foremost among these is to provide a rich set of materials that help students achieve a thorough understanding of the core topics of linear algebra and genuine competence in using them.
Tutorials and traditional text. Visual Linear Algebra covers the topics in a standard one-semester introductory linear algebra course in forty-seven sections arranged in eight chapters. In each chapter, some sections are written in a traditional textbook style and some are tutorials designed to be worked through using either Maple or Mathematica.
About the tutorials. Each tutorial is a self-contained treatment of a core topic or application of linear algebra that a student can work through with minimal assistance from an instructor. The thirty tutorials are provided on the accompanying CD both as Maple worksheets and as Mathematica notebooks. They also appear in print as sections of the textbook.
Geometry is used extensively to help students develop their intuition about the concepts of linear algebra.
Applications. Students benefit greatly from working through an application, if the application captures their interest and the materials give them substantial activities that yield worthwhile results. Ten carefully selected applications have been developed and an entire tutorial is devoted to each of them.
Active Learning. To encourage students to be active learners, the tutorials have been designed to engage and retain their interest. The exercises, demonstrations, explorations, visualizations, and animations are designed to stimulate students' interest, encourage them to think clearly about the mathematics they are working through, and help them check their comprehension.
I like the book a lot and in fact have been watching for it ever since I participated in a visual linear algebra workshop. The geometric material and the computer images are very worthwhile. This text raises the bar extremely high for visual treatments.
You can tell that it has profited from lots of pedagocial thinking and discussion by the way topics are introduced and sequenced--very "clean" and appealing.
Frederick Gass, Miami University
This is indeed a new kind of textbook, and it tackles with the difficult task of naturally incorporating computers into the standard linear algebra course in order to enhance student participation and understanding. This reviewer believes that this job has been done very well. |
Yes, it matters. You will have homework assigned out of the current edition, so unless you somehow get a hold of the 2011 edition's problem sets, you're not going to have the same problems, in the same order, which matters for homework. (sometimes the problem is the same but the numbering is scrambled; other times, the problem is tweaked or entirely altered or removed). |
This course covers algebraic concepts with an emphasis on applications. Topics include linear, quadratic, absolute value, rational and radical equations, sets, real and complex numbers, exponents, graphing, formulas, polynomials, systems of equations, inequalities, and functions. Upon completion, students should be able to apply the above topics in problem solving using appropriate technology. |
Nuffield Advanced Mathematics Teacher's Notes
The teacher's notes for Nuffield Advanced Mathematics were designed to help teachers organise and to support their work with students.
The student materials were designed to support a flexible approach to teaching and learning mathematics. The teacher's notes made suggestions for varying teaching approaches. They encouraged teachers to use the material in ways that suits their own circumstances and the needs of their students.
Contents
Introduction
Part 1: An overview of Nuffield Advanced Mathematics
Part 2: Some details of the course
Part 3: Options
Part 4: Unit-by-unit
Part 5: Answers to check questions |
Mathematics Collection
The mathematical sciences are part of everyday life. Modern communication, transportation, science, engineering, technology, medicine, manufacturing, security, and finance all depend on the mathematical sciences. This collection of books is geared towards general readers who would like to know more about how the mathematical sciences contribute to modern life and advance discovery, biology, code, math learning in the classroom, and more.
The mathematical sciences are part of everyday life. Modern communication, transportation, science, engineering, technology, medicine, manufacturing, security, and finance all depend on the mathematical sciences. Fueling Innovation and Discovery describes recent advances in the mathematical sciences and advances enabled by ...[more]
Advances in computing hardware and algorithms have dramatically improved the ability to simulate complex processes computationally. Today's simulation capabilities offer the prospect of addressing questions that in the past could be addressed only by resource-intensive experimentation, if at all. ...[more]
The exponentially increasing amounts of biological data along with comparable advances in computing power are making possible the construction of quantitative, predictive biological systems models. This development could revolutionize those biology-based fields of science. To assist this transformation, the U.S. ...[more]
Millions have seen the movie and thousands have read the book but few have fully appreciated the mathematics developed by John Nash's beautiful mind. Today Nash's beautiful math has become a universal language for research in the social sciences and ...[more]
Prime Obsession taught us not to be afraid to put the math in a math book. Unknown Quantity heeds the lesson well. So grab your graphing calculators, slip out the slide rules, and buckle up! John Derbyshire is introducing us ...[more][more]
Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent ...[more]
Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially ...[more]
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with ...[more]
How Students Learn: Mathematics in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even ...[more] |
Algebra Vocabulary Word Wall word wall features 24 common Algebra I vocabulary words, their definitions, and examples. Vibrant and colorful, this display can brighten up any Algebra classroom while helping to reinforce the topics covered in class!
There are two words per page. Download the preview file to see a miniature version of all the words.
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
1028.74 |
New and Published Books
Group inverses for singular M-matrices are useful tools not only in matrix analysis, but also in the analysis of stochastic processes, graph theory, electrical networks, and demographic models. Group Inverses of M-Matrices and Their Applications highlights the importance and utility of the group...
For many years, this classroom-tested, best-selling text has guided mathematics students to more advanced studies in topology, abstract algebra, and real analysis. Elements of Advanced Mathematics, Third Edition retains the content and character of previous editions while making the material more...
Fundamentals and Selected Topics
Starting with the most basic notions, Universal Algebra: Fundamentals and Selected Topics introduces all the key elements needed to read and understand current research in this field. Based on the author's two-semester course, the text prepares students for research work by providing a solid...
An Introduction to Combinatorics, Second Edition
Emphasizes a Problem Solving ApproachA first course in combinatorics
Completely revised, How to Count: An Introduction to Combinatorics, Second Edition shows how to solve numerous classic and other interesting combinatorial problems. The authors take an easily accessible approach that introduces...
Advanced Linear Algebra focuses on vector spaces and the maps between them that preserve their structure (linear transformations). It starts with familiar concepts and then slowly builds to deeper results. Along with including many exercises and examples, each section reviews what students need to...
Combinatorics of Spreads and Parallelisms covers all known finite and infinite parallelisms as well as the planes comprising them. It also presents a complete analysis of general spreads and partitions of vector spaces that provide groups enabling the construction of subgeometry partitions of...
Linear algebra forms the basis for much of modern mathematics—theoretical, applied, and computational. Finite-Dimensional Linear Algebra provides a solid foundation for the study of advanced mathematics and discusses applications of linear algebra to such diverse areas as combinatorics,...
Drawing on the authors' use of the Hadamard-related theory in several successful engineering projects, Theory and Applications of Higher-Dimensional Hadamard Matrices, Second Edition explores the applications and dimensions of Hadamard matrices. This edition contains a new section on the...
Useful Concepts and Results at the Heart of Linear AlgebraA one- or two-semester course for a wide variety of students at the sophomore/junior undergraduate level
A Modern Introduction to Linear Algebra provides a rigorous yet accessible matrix-oriented introduction to the essential concepts of...
An Interactive Approach
By integrating the use of GAP and Mathematica®, Abstract Algebra: An Interactive Approach presents a hands-on approach to learning about groups, rings, and fields. Each chapter includes both GAP and Mathematica commands, corresponding Mathematica notebooks, traditional exercises, and several... |
I would recommend trying out Algebra Buster. It not only assists you with your math problems, but also provides all the required steps in detail so that you can enhance the understanding of the subject. |
A Basic Course in Statistics 5e
This new edition includes computing exercises at the end of each chapter to reflect the growing use of computers in teaching statistics. It is designed for students taking introductory courses in statistics in school, technical colleges and universities.
For courses in First-year Russian - Introductory Russian. Golosa is a two-volume, introductory Russian-language program that strikes a balance between communication and structure. It is designed to ... |
Symmetry, Shape, and Space: An Introduction to Mathematics Through Geometry with Geometer's Sketchpad V5 Set
John Wiley and Sons Ltd, May 2010
Symmetry, Shape, and Space uses the visual nature of geometry to involve students in discovering mathematics. The text allows students to study and analyze patterns for themselves, which in turn teaches creativity, as well as analytical and visualization skills. Varied content, activities, and examples lead students into an investigative process and provide the experience of doing and discovering mathematics as mathematicians do. Exercises requiring students to express their ideas in writing and to create drawings or physical models make math a hands-on experience. Assuming no mathematics beyond the high school level, Symmetry, Shape, and Space is the perfect introduction to mathematics in the liberal arts course of study, and it is designed so that each chapter is independent of the others, allowing great flexibility.
Features: - Exercises and activities link students' intuitive and analytical capabilities - Each chapter essentially independent of the others, allowing flexibility in course design - Unique Table of Contents assured to intrigue and delight readers - Available bundled with The Geometer's Sketchpad - Perfect for students in the arts or pre-service education |
For all students who wish to understand current economic and business literature, knowledge of mathematical methods has become a prerequisite. Clear and concise, with precise definitions and theorems, Werner and Sotskov cover all the major topics required to gain a firm grounding in this subject including sequences, series, applications in finance, functions, differentiations, differentials and difference equations, optimizations with and without constraints, integrations and much more.
Containing exercises and worked examples, precise definitions and theorems as well as economic applications, this book provides the reader with a comprehensive understanding of the mathematical models and tools used in both economics and business.
Description:
This book provides a systematic exposition of mathematical economics, presenting
and surveying existing theories and showing ways in which they can be extended. One of its strongest features is that it emphasises the unifying structure of economic theory in ... |
AIEEE 2012 Mathematics Syllabus
Sets, Relations And Functions
Topics: Types of relations, equivalence relations, function, one-one, into and onto function, composition of functions, Sets and their representation, Union, intersection and complement of sets and their algebraic properties, Power set, Relation
Complex Numbers And Quadratic Equations
Topics: Relation between roots and co-efficients, nature of roots, formation of quadratic equations with given roots, Complex numbers as ordered pairs of reals, Representation of complex numbers in the form a+ib and their representation in a plane, algebra of complex numbers, modulus and argument (or amplitude) of a complex number, square root of a complex number, triangle inequality, Quadratic equations in real and complex number system and their solutions
Laws & Theorems: Argand diagram
Matrices And Determinants
Topics: Adjoint and evaluation of inverse of a square matrix using determinants and elementary transformations, Test of consistency and solution of simultaneous linear equations in two or three variables using determinants and matrices, Matrices, algebra of matrices, types of matrices, determinants and matrices of order two and three. Properties of determinants, evaluation of determinants, area of triangles using determinants.
Permutations And Combinations
Topics: Permutation as an arrangement and combination as selection, Meaning of P (n, r) and C (n, r), simple applications.
Mathematical Induction
Binomial Theorem And Its Simple Applications
Topics: Properties of Binomial coefficients and simple applications.
Laws & Theorems: Binomial theorem for a positive integral index, general term and middle term
Sequences And Series
Topics: Relation between A.M. and G.M. Sum up to n terms of special series: Sn, Sn2, Sn3. Arithmetico - Geometric progression, Arithmetic and Geometric progressions, insertion of arithmetic, geometric means between two given numbers.
Limit, Continuity And Differentiability
Topics: Differentiation of the sum, difference, product and quotient of two functions. Differentiation of trigonometric, inverse trigonometric, logarithmic, exponential, composite and implicit functions; derivatives of order up to two. Applications of derivatives: Rate of change of quantities, monotonic - increasing and decreasing functions, Maxima and minima of functions of one variable, tangents and normals. Real - valued functions, algebra of functions, polynomials, rational, trigonometric, logarithmic and exponential functions, inverse functions. Graphs of simple functions. Limits, continuity and differentiability.
Laws & Theorems: Rolle's and Lagrange's Mean Value Theorems.
Integral Calculus
Topics: Integral as limit of a sum. Properties of definite integrals. Evaluation of definite integrals, determining areas of the regions bounded by simple curves in standard form. Integration by substitution, by parts and by partial fractions. Integration using trigonometric identities. Evaluation of simple integrals of the type:
Differential Equations
Ordinary differential equations, their order and degree. Formation of differential equations.
Co-Ordinate Geometry
Topics: Sections of cones, equations of conic sections (parabola, ellipse and hyperbola) in standard forms, condition for y = mx + c to be a tangent and point (s) of tangency. Circles, conic sections Standard translation of axes, slope of a line, parallel and perpendicular lines, intercepts of a line on the coordinate axes, Straight lines,Laws & Theorems: Cartesian system of rectangular co-ordinates in a plane, distance formula, section formula, locus and its equation
Three Dimensional Geometry
Topics: Equations of a line and a plane in different forms, intersection of a line and a plane, coplanar lines, Skew lines, the shortest distance between them and its equation, Coordinates of a point in space, distance between two points, section formula, direction ratios and direction cosines, angle between two intersecting lines
Vector Algebra
Topics: scalar and vector products, scalar and vector triple product, Vectors and scalars, addition of vectors, components of a vector in two dimensions and three dimensional space
Statistics And Probability
Topics: Probability of an event, addition and multiplication theorems of probability, probability distribution of a random variate, Measures of Dispersion: Calculation of mean, median, mode of grouped and ungrouped data. Calculation of standard deviation, variance and mean deviation for grouped and ungrouped data. |
... read moreAnalytical Conics by Barry Spain This concise text introduces analytical geometry, covering basic ideas and methods. An invaluable preparation for more advanced treatments, it features solutions to many of its problems. 1957 edition.
Proof in Geometry: With "Mistakes in Geometric Proofs" by A. I. Fetisov, Ya. S. Dubnov This single-volume compilation of 2 books explores the construction of geometric proofs. It offers useful criteria for determining correctness and presents examples of faulty proofs that illustrate common errors. 1963 editionsThe Geometry of René Descartes by René Descartes The great work that founded analytical geometry. Includes the original French text, Descartes' own diagrams, and the definitive Smith-Latham translation. "The greatest single step ever made in the progress of the exact sciences." — John Stuart Mill.
Product Description:
worked-out solutions, along with hints for additional problems. Each of the eight chapters covers a different aspect of Euclidean geometry: triangles and polygons; areas, squares and rectangles; circles and tangency; ratio and proportion; loci and transversals; geometry of lines and rays; geometry of the circle; and space geometry. The authors list relevant theorems and corollaries, and they state and prove many important propositions. More than 200 figures illustrate the text |
AS Level: Maths
5 or more A*-C grades (GCSE or BTEC equivalent) including English with a B or higher in Maths (Higher Tier)
Objectives:
develop an understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment
develop abilities to reason logically and recognise incorrect reasoning, to generalise and to construct mathematical proofs
extend the range of mathematical skills and techniques and use them in more difficult, unstructured problems
develop an understanding of coherence and progression in mathematics and of how different areas of mathematics can be connected
acquire the skills needed to use technology such as calculators and computers effectively, recognise when such use may be inappropriate and be aware of limitations
develop an awareness of the relevance of mathematics to other fields of study, to the world of work and to society in general
Skills:
Learners gain an AS Mathematics qualification in their first year by taking two core modules which build a strong platform of core skills including algebra, calculus, trigonometry and curve sketching that can then be applied to a variety of challenging problems as well as modelling real life situations. Learners also study one applied module in Statistics (linking data to likely outcomes) Together, these three modules form AS Mathematics.
The course is assessed by 3 examinations – one for each unit. Each unit is worth 33.3% of the AS.
Examinations in the first year are taken in January, for Core 1, and May/June for Core 2 and Statistics 1.
Progression:
In their second year, learners complete two core modules which build upon the foundations laid in the first year and Mechanics (the mathematics of physics). These six modules in total are combined to form A2 Mathematics.
Career Opportunities:
A grade in 'A' level Mathematics has provided access to a very wide range of employment and higher education opportunities, including Mathematics, Engineering, Medicine, Architecture, the Pure Sciences, Business Studies, Economics, Computing and Earth Science. It is hoped that the AS Mathematics Qualification will provide entry qualification into some degree courses which have traditionally required a full A Level. |
Course Detail
Registration
Curriculum & Instruction: Math as a Second Language
EDCI 200 Z3 (CRN: 60994)
3 Credit Hours—Seats Available!
Jump Navigation
About EDCI 200 Z3
This course lays the groundwork for all the Vermont Mathematics Initiative courses that follow. A major theme is understanding algebra and arithmetic through language. The objective is to provide a solid conceptual understanding of the operations of arithmetic, as well as the interrelationships among arithmetic, algebra, and geometry. Topics include arithmetic vs. algebra; solving equations; place value and the history of counting; inverse processes; the geometry of multiplication; the many faces of division; rational vs. irrational numbers and the one-dimensional geometry of numbers. All of the topics in this course are taught in the context of the mathematics curriculum in grades K-6. |
Select new releases include FREE streaming with the purchase of the DVD or audio CD.
Enjoy instantly on your computer, laptop, tablet or smartphone.
COURSE DESCRIPTION
One of the greatest achievements of the human mind is calculus. It justly deserves a place in the pantheon of our accomplishments with Shakespeare's plays, Beethoven's symphonies, and Einstein's theory of relativity. In fact, most of the differences in the way we experience life now and the way we
experienced it at the beginning of the 17th century emerged because of technical advances that rely on calculus. Calculus is a beautiful idea exposing the rational workings of the world; it is part of our intellectual heritage.
The True Genius of Calculus Is Simple
Calculus, separately invented by Newton and Leibniz, is one of the most fruitful strategies for analyzing our world ever devised. Calculus has made it possible to build bridges that span miles of river, travel to the moon, and predict patterns of population change.
Yet for all its computational power, calculus is the exploration of just two ideas—the derivative and the integral—both of which arise from a commonsense analysis of motion. All a 1,300-page calculus textbook holds, Professor Michael Starbird asserts, are those two basic ideas and 1,298 pages of examples, variations, and applications.
Many of us exclude ourselves from the profound insights of calculus because we didn't continue in mathematics. This great achievement remains a closed door. But Professor Starbird can open that door and make calculus accessible to all.
Why You Didn't Get It the First Time
Professor Starbird is committed to correcting the bewildering way that the beauty of calculus was hidden from many of us in school.
He firmly believes that calculus does not require a complicated vocabulary or notation to understand it. Indeed, the purpose of these lectures is to explain clearly the concepts of calculus and to help you see that "calculus is a crowning intellectual achievement of humanity that all intelligent people can appreciate, enjoy, and understand."
He adds: "The deep concepts of calculus can be understood without the technical background traditionally required in calculus courses. Indeed, frequently the technicalities in calculus courses completely submerge the striking, salient insights that compose the true significance of the subject.
"In this course, the concepts and insights at the heart of calculus take center stage. The central ideas are absolutely meaningful and understandable to all intelligent people—regardless of the level or age of their previous mathematical experience. Historical events and everyday action form the foundation for this excursion through calculus."
Two Simple Ideas
After the introduction, the course begins with a discussion of a car driving down a road. As Professor Starbird discusses speed and position, the two foundational concepts of calculus arise naturally, and their relationship to each other becomes clear and convincing.
Professor Starbird presents and explores the fundamental ideas, then shows how they can be understood and applied in many settings.
Expanding the Insight
Calculus originated in our desire to understand motion, which is change in position over time. Professor Starbird then explains how calculus has created powerful insight into everything that changes over time. Thus, the fundamental insight of calculus unites the way we see economics, astronomy, population growth, engineering, and even baseball. Calculus is the mathematical structure that lies at the core of a world of seemingly unrelated issues.
As you follow the intellectual development of calculus, your appreciation of its inner workings will deepen, and your skill in seeing how calculus can solve problems will increase. You will examine the relationships between algebra, geometry, trigonometry, and calculus. You will graduate from considering the linear motion of a car on a straight road to motion on a two-dimensional plane or even the motion of a flying object in three-dimensional space.
Designed for Nonmathematicians
Every step is in English rather than "mathese." Formulas are important, certainly, but the course takes the approach that every equation is in fact also a sentence that can be understood, and solved, in English.
This course is crafted to make the key concepts and triumphs of calculus accessible to nonmathematicians. It requires only a basic acquaintance with beginning high-school level algebra and geometry. This series is not designed as a college calculus course; rather, it will help you see calculus around you in the everyday world.
LECTURES
24Lectures
Calculus is a subject of enormous importance and historical impact. It provides a dynamic view of the world and is an invaluable tool for measuring change. Calculus is applicable in many situations, from the trajectory of a baseball to changes in the Dow Jones average or elephant populations. Yet, at its core, calculus is the study of two ideas about motion and change.
The example of a car moving down a straight road is a simple and effective way to study motion. An everyday scenario that involves running a stop sign and the use of a camera illustrates the first fundamental idea of calculus: the derivative.
You are kidnapped and driven away in a car. You can't see out the window, but you are able to shoot a videotape of the speedometer. The process by which you can use information about speed to compute the exact location of the car at the end of one hour is the second idea of calculus: the integral.
The moving car scenario illustrates the Fundamental Theorem of Calculus. This states that the derivative and the integral are two sides of the same coin. The insight of calculus, the Fundamental Theorem creates a method for finding a value that would otherwise be hard or impossible to get, even with a computer.
Change is so fundamental to our vision of the world that we view it as the driving force in our understanding of physics, biology, economics—virtually anything. Graphs are a way to visualize the derivative's ability to analyze and quantify change.
The derivative lets us understand how a change in one variable affects a dependent quantity. We have studied this relationship with respect to time. But the derivative can be abstracted to many other dependencies, such as that of the area of a circle on the length of its radius, or supply or demand on price.
One of the most useful ways to consider derivatives is to view them algebraically. We can find the derivative of a function expressed algebraically by using a mechanical process, bypassing the infinite process of taking derivatives at each point.
The description of moving objects is one of the most direct applications of calculus. Analyzing the trajectories and speeds of projectiles has an illustrious history. This includes Galileo's famous experiments in Pisa and Newton's theories that allow us to compute the path and speed of projectiles, from baseballs to planets.
Optimization problems—for example, maximizing the area that can be enclosed by a certain amount of fencing—often bring students to tears. But they illustrate questions of enormous importance in the real world. The strategy for solving these problems involves an intriguing application of derivatives.
Archimedes devised an ingenious method that foreshadowed the idea of the integral in that it involved slicing a sphere into thin sections. Integrals provide effective techniques for computing volumes of solids and areas of surfaces. The image of an onion is useful in investigating how a solid ball can be viewed as layers of surfaces.
The integral involves breaking intervals of change into small pieces and then adding them up. We use Leibniz's notation for the integral because the long S shape reminds us that the definition of the integral involves sums.
Calculus is useful in many branches of mathematics. The 18th-century French scientist Georges Louis Leclerc Compte de Buffon used calculus and breadsticks to perform an experiment in probability. His experiment showed how random events can ultimately lead to an exact number.
Zeno's Arrow Paradox concerns itself with the fact that an arrow traveling to a target must cover half the total distance, then half the remaining distance, etc. How does it ever get there? The concept of limit solves the problem.
Zeno's Arrow Paradox shows us that an infinite addition problem (1/2 + 1/4 + 1/8 + . . .) can result in a single number: 1. Similarly, it is possible to approximate values such as π or the square root of 2 by adding up the first few hundred terms of infinite sum. Calculators use this method when we push the "sin" or square root keys.
We have seen how to analyze change and dependency according to one varying quantity. But many processes and things in nature vary according to several features. The steepness of a mountain slope is one example. To describe these real-world situations, we must use planes instead of lines to capture the philosophy of the derivative.
Calculus plays a central role in describing much of physics. It is integral to the description of planetary motion, mechanics, fluid dynamics, waves, thermodynamics, electricity, optics, and more. It can describe the physics of sound, but can't explain why we enjoy Bach.
Many money matters are prime examples of rates of change. The difference between getting rich and going broke is often determined by our ability to predict future trends. The perspective and methods of calculus are helpful tools in attempts to decide such questions as what production levels of a good will maximize profit.
Whether looking at people or pachyderms, the models for predicting future populations all involve the rates of population change. Calculus is well suited to this task. However, the discrete version of the Verhulst Model is an example of chaotic behavior—an application for which calculus may not be appropriate.
There are limits to the realms of applicability of calculus, but it would be difficult to exaggerate its importance and influence in our lives. When considered in all of its aspects, calculus truly has been—and will continue to be—one of the most effective and influential strategies for analyzing our world that has ever been devised and objects for demonstrations, this course is available exclusively on DVD. |
Mathematics Levels:
Find qualifications and resources
Mathematics Entry Pathways
The Entry Pathways qualification in Mathematics has been re-written into units. Centres will be able to choose from this list to create a flexible course of their own. Each unit will have its own learning outcomes, assessment objectives, content guidance, resources, advice and assessment suggestions.
The new suite of qualifications is centre assessed and externally moderated. There is a choice of an 8 credit Award or a 13 credit Certificate at each Entry 2 and Entry 3.
Candidates can study Entry 1 units and achieve an Award and Certificate at Entry 1 in Personal Progress. Further details can be found on the Personal Progress web pages. |
Applied Basic Math Worksheets - 2nd edition
Summary: Worksheets for Classroom or Lab Practice offer extra practice exercises for every section of the text, with ample space for students to show their work. These lab- and classroom-friendly workbooks also list the learning objectives and key vocabulary terms for every text section, along with vocabulary practice problems.
032169774X No writing or highlighting. Fast Shipping!!! Ships NEXT business day. Expedited shipping available. ***United States orders ONLY! No APO/FPO addresses*** For used books, only the ordered b...show moreook is guaranteed. Supplemental materials that may be included if the book is purchased as new are not guaranteed to be included or usable due to the used nature of the ordered book. ...show less
$16 |
Combinatorial Problems and Exercises
9780821842621
ISBN:
0821842625
Pub Date: 2007 Publisher: American Mathematical Society
Summary: The main purpose of this book is to provide help in learning existing techniques in combinatorics. The most effective way of learning such techniques is to solve exercises and problems. This book presents all the material in the form of problems and series of problems.
Ships From:Boonsboro, MDShipping:Standard, ExpeditedComments:Brand new. We distribute directly for the publisher. The main purpose of this book is to provide... [more] [[ allows the reader to practice the techniques by completing the proof. In the third part, a full solution is provided for each problem. This book will be useful to those students who intend to start research in graph theory, combinatorics or their applications, and for those researchers who feel that combinatorial techniques might help them with their work in other branches of mathematics, computer science, management science, electrical engineering and so on. For background, only the elements of linear algebra, group theory, probability and calculus are needed.[less] |
Weatherly StatisticsThe understanding of the importance of the applications of linear algebra to many different fields has grown significantly in recent years. As a result, students in many different majors are now required to complete linear algebra courses. I completed the basic undergraduate linear algebra course (for math majors) while obtaining my Bachelor's degree in math |
Finite Mathematics & Calculus Applied To The Real World - 96 edition
Summary: Designed for a two-semester sequential course in finite mathematics or an elementary/survey of calculus for students in management or the natural or social sciences, this text helps answer the students' question: What is this stuff good for? by focusing on the relevance of the material, which is emphasized through an abundance of applications based on real data from actual companies and products. This approach fosters students' understanding of mathematical concep...show morets and by stressing the "rule of four," which is used where appropriate. The authors review each mathematical concept from the numeric, geometric, and analytic points of view and often ask students to give written responses. Optional use of graphing calculators and graphing software is provided throughout. You're the Expert sections put students in decision-making roles and guide them through the modeling process. ...show less
Coordinates and Graphs Functions and their Graphs Linear Functions Linear Models Quadratic Functions and Models Solving Equations Using Graphing Calculators or Computers You're the Expert--Modeling the Demand for Poultry
Chapter 2: Systems of Linear Equations
Systems of Two Linear Equations in Two Unknowns Using Matrices to Solve Systems with Two Unknowns Using Matrices to Solve Systems with Three or More Unknowns Applications for Systems of Linear Equations You're the Expert--The Impact of Regulating Sulfur Emissions
Exponential Functions and Application Continuous Growth and Decay and the Number e Logarithmic Functions Applications of Logarithms You're the Experts--Epidemics
Chapter 10: Introduction to The Derivative
Rate of Change and the Derivative Geometric Interpretation of the Derivative Limits and Continuity Derivatives of Powers and Polynomials Marginal Analysis More on Limits, Continuity and Differentiability You're the Expert--Reducing Sulfur Emissions
The Indefinite Integral Substitution Applications of the Indefinite Integral Geometric Definition of the Definite Integral Algebraic Definition of the Definite Integral The Fundamental Theorem of Calculus Numerical Integration You're the Expert--The Cost of Issuing a Warranty
Chapter 14: Further Integration Techniques and Applications of the Integral
Integration by Parts Integration Using Tables Area between Two Curves and Applications Averages and Moving Averages Improper Integrals and Applications Differential Equations and Applications You're the Expert--Estimating Tax Revenues
Chapter 15: Functions of Several Variables
Functions of Two or More Variables Three Dimensional Space and the Graph of a Function of Two Variables Partial Derivatives Maxima and Minima Constrained Maxima and Minima and Applications Least-Squares Fit Double Integrals You're the Expert--Constructing a Best Fit Demand Curve765.7688 +$3.99 s/h
Good
HC Outlets Knoxville, TN
0065018168 Some shelf wear. Did not see any writing or highlighting. No dogeared pages. Binding is good |
Appendix A. On Linear Algebra: Vector and Matrix Calculus - Pg. 503
Appendix A On Linear Algebra: Vector and Matrix Calculus · Throughout the book we profit from the convenience of vector and matrix notation and methods. This allows us to carry out the analysis of optimization problems involving two or more variables in a transparent way, without messy computations. A.1 INTRODUCTION The main advantage of linear algebra is conceptual. A collection of objects is viewed as one object, as a vector or as a matrix. This makes it often possible to write down data and formulas and to manipulate these in such a way that the structure is presented in a transparent way. |
Basic Mathematics
Description
Basic Mathematics, by Goetz, Smith, and Tobey, is your students' on-ramp to success in mathematics! The authors provide generous levels of support and interactivity throughout their text, helping students experience many small successes, one concept at a time. Students take an active role while using this text through making decisions, solving exercises, or answering questions as they read. This interactive structure allows students to get up to speed at their own pace, while also developing the skills necessary to succeed in future mathematics courses. To deepen the interactive nature of the book, Twitter® is used throughout the text, with the authors also providing a tweet for every exercise set of every section, giving students timely hints and suggestions to help with specific exercises.
Features
The highly interactive approach combines concise instruction with a clean,innovative design to ensure that students are actively engaged in the material.
Guided Practice exercises are designed to sit alongside the examples in the text. Students navigate through finding a solution to a problem similar to the example they are shown.
Interactive Definitions accompany Examples and Guided Practice as appropriate to help students develop an understanding of a critical or difficult mathematical term.
"Do you Understand?" questions follow the Interactive Definitions, ensuring that students have absorbed the material. Students are then asked to determine if they've "Got it" or need to "Get Help."
The clean design includes a subtle yellow background on all pages to make reading easier on the eyes.
Topic-specificFlow Charts appear as appropriate throughout the book to walk students through the thought process needed to solve a particular type of problem.
Study tips are designed to reach today's students. Twitter® is used throughout the text, with the authors also providing a tweet for every exercise set of every section, giving students timely hints and suggestions to also help with specific exercises.
Vocabulary is heavily integrated in the exposition to reinforce comprehension.
Vocabulary Preview appears at the very beginning of each section. This familiarizes students with the key vocabulary for the section before they encounter it in context.
The second time the vocabulary is introduced is through Interactive Definitions; these appear with Examples and Guided Practice when students need to develop an understanding of a critical or difficult mathematical term. At the end of the feature, students see an additional "Do You Understand" question, followed by "Got It" or "Get Help."
Vocabulary Review appears at the start of every end-of section exercise set.
Students are given many opportunities to practice skills and reinforce concepts at every level of the text.
Objective Practice exercises appear after the examples, Guided Practice, and Concept Checks. Exercises are numbered, so they can easily be used as in-class work or assigned for homework.
End-of-Section Level:
Self Assessments appear at the end of the exercise set of the first section of every chapter after Chapter 1. Students are asked to evaluate how they did on their last test and how well they felt they had prepared for it.
Question Logs appear after the exercise set in each section. Students are provided an organized space to write down questions for their instructor.
Section Exercises are two-fold: they review all basic skills just learned and then incorporate those skills with higher-level thinking questions that include applications, analysis, and synthesis.
End-of-Chapter Level:
The Chapter Organizer appears at the end of the chapter. It serves as an additional review of key concepts, vocabulary, and procedures. Students are able to use this as a study aid for each chapter.
Chapter Review exercises follow the Chapter Organizer. Exercises are organized by section so students can refer back through the text for help.
Chapter Test follows every Chapter Review and covers the key topics within each chapter.
This text is available through the Pearson Custom Library. If your course does not cover all the chapters in this text, we encourage you to build a version that more closely matches your syllabus. Visit the Pearson Custom Library for more information.
Table of Contents
1. Whole Numbers
1.1 Understanding Whole Numbers
1.2 Adding Whole Numbers
1.3 Subtracting Whole numbers
1.4 Multiplying Whole Numbers
1.5 Dividing Whole Numbers
1.6 Exponents, Groupings, and the Order of Operations
1.7 Properties of Whole Numbers
1.8 The Greatest Common Factor and Least Common Multiple
1.9 Applications with Whole Numbers
Chapter 1 Chapter Organizer
Chapter 1 Review Exercises
Chapter 1 Practice Test
2. Fractions
2.1 Visualizing Fractions
2.2 Multiplying Fractions
2.3 Dividing Fractions
2.4 Adding and Subtracting Fractions
2.5 Fractions and the Order of Operations
2.6 Mixed Numbers
Chapter 2 Chapter Organizer
Chapter 2 Review Exercises
Chapter 2 Practice Test
3. Decimals
3.1 Understanding Decimal Numbers
3.2 Adding and Subtracting Decimal Numbers
3.3 Multiplying Decimal Numbers
3.4 Dividing Decimal Numbers
Chapter 3 Chapter Organizer
Chapter 3 Review Exercises
Chapter 3 Practice Test
4. Ratios, Rates, and Proportions
4.1 Ratios and Rates
4.2 Writing and Solving Proportions
4.3 Applications of Ratios, Rates and Proportions
Chapter 4 Chapter Organizer
Chapter 4 Review Exercises
Chapter 4 Practice Test
5. Percents
5.1 Percents, Fractions, and Decimals
5.2 Use Proportions to Solve Percent Exercises
5.3 Use Equations to Solve Percent Exercises
Chapter 5 Chapter Organizer
Chapter 5 Review Exercises
Chapter 5 Practice Test
6. Units of Measure
6.1 U.S. System Units of Measure
6.2 Metric System Units of Measure
6.3 Converting Between the U.S. System and the Metric System
Chapter 6 Chapter Organizer
Chapter 6 Review Exercises
Chapter 6 Practice Test
7. Geometry
7.1 Angles
7.2 Polygons
7.3 Perimeter and Area
7.4 Circles
7.5 Volume
7.6 Square Roots and the Pythagorean Theorem
7.7 Similarity
Chapter 7 Chapter Organizer
Chapter 7 Review Exercises
Chapter 7 Practice Test
8. Statistics
8.1 Reading Graphs
8.2 Mean, Median and Mode
Chapter 8 Chapter Organizer
Chapter 8 Review Exercises
Chapter 8 Practice Test
9. Signed Numbers
9.1 Understanding Signed Numbers
9.2 Adding and Subtracting Signed Numbers
9.3 Multiplying and Dividing Signed Numbers
9.4 The Order of Operations and Signed Numbers
Chapter 9 Chapter Organizer
Chapter 9 Review Exercises
Chapter 9 Practice Test
10. Introduction to Algebra
10.1 Introduction to Variables
10.2 Operations with Variable Expressions
10.3 Solving One-Step Equations
10.4 Solving Multi-Step Equations
Chapter 10 Chapter Organizer
Chapter 10 Review Exercises
Chapter 10 Practice Test
Appendices
A. Additional Practice and Review
Section 1.2 Extra Practice, Addition Facts
Section 1.3 Extra Practice, Subtraction Facts
Section 1.4 Extra Practice, Multiplication Facts
Mid Chapter Review, Chapter 1
Mid Chapter Review, Chapter 2
Mid Chapter Review, Chapter 9
B. Tables
Basic Facts for Addition
Basic Facts for Multiplication
Square Roots
U.S. and Metric Measurements and Conversions
Author
Brian Goetz has helped students of all levels achieve success in mathematics for sixteen years. As a curriculum specialist for the Grand Rapids Area Precollege Engineering Program, he created numerous materials to motivate and inspire underserved populations. Brian also ran a math learning center at Bay de Noc Community College, where he helped students exceed their expectations of success. Brian has been teaching at Kellogg Community College for eight years. A common thread throughout all his teaching experiences is that an active and supportive environment is needed for students to succeed. With this belief close to his heart, Brian finds working with the other authors to be one of the most rewarding experiences of his career. When he isn't working, Brian spends quality time with his family and friends, mountain bikes, and kayaks. He dreams of spending a summer kayaking around Lake Superior.
Graham Smith has spent his life immersed in education. He was raised in a family of six teachers, where dinner conversations often centered on public education. Since then, Graham has gained sixteen years of classroom experience, and spent the last 9 years teaching full-time at Kellogg Community College (KCC). The majority of Graham's professional life has been focused on the education and success of the under-prepared student, which he continues through this work as the Developmental Mathematics Coordinator at KCC. Graham's substantial training and experience in mathematics and education, as well as his training and certification in developmental education through the Kellogg Institute at Appalachian State University and the National Center for Developmental Education, provide a comprehensive understanding of developmental mathematics. This background and experience provide the author team with a well-developed perspective. In his spare time, Graham enjoys spending time with his wife Amy, catching big fish, playing the guitar, and tinkering with his car that runs on recycled vegetable oil.
Dr. John Tobey currently teaches mathematics at North Shore Community College in Danvers, MA where he has taught for thirty-nine years. Previously Dr. Tobey taught calculus at the United States Military Academy at West Point. He has a doctorate from Boston University and a Master's degree from Harvard. He served as the mathematics department chair for his college for five years. He has authored and co-authored eight college mathematics textbooks with Pearson. He is a past president of New England Mathematics Association of Two Year Colleges (NEMATYC) and is an active member of the American Mathematics Association of Two Year Colleges (AMATYC). In 1993 Dr. Tobey received the NISOD award for excellence in teaching. |
Algebra and Trigonometry: Enhanced with Graphing Utilities the graphing utility to enhance the study of mathematics. Technology is used as a tool to solve problems, motivate concepts, and explore mathematical ideas. Sullivan's Series Enhanced with Graphing Utilities provides clear and focused coverage. Many of the problems are solved using both algebra and a graphing utility, and the text illustrates the advantages and benefits of each approach. Technology is used to solve problems when no algebraic solution is available and to help students visualize certain concepts. Topics such as cur... MOREve fitting and data analysis and ClBL projects are incorporated as appropriate. Written by the authors while using graphing utilities in their own classrooms, these texts fully utilize graphing utilities in order for students to explore and discover important precalculus concepts. This series combines the successful writing style of the authors with cutting edge technology. Professors and students alike will find that these texts present the material at the correct pace -- with an appropriate emphasis on the technology as a tool and mathematics as the subject. |
A hiker finds himself overexerted after he reaches the summit of Mount Algebra and radios for help. Two hikers converge and then work together to get down the mountain and meet the paramedics.
This poster accompanies an assessment (available separately) that is an exercise in writing functions from context and using tables, graphs, and equations to provide an extended solution to a problem scenario. It includes both independent and collaborative elements and takes students directly to the heart of drafting meaningful solutions: a solution to a problem illustrates, generalizes, communicates, and verifies the results; an answer is just a number. |
Learning Outcomes: On successful completion of this module, students should be able to: · Distinguish between and use various kinds of numbers: rational, real and complex; · Manipulate and simplify algebraic expressions; · Work with functions and graphs; · Recall and use the general properties of linear, quadratic, trigonometric, exponential and logarithm functions, and solve problems involving these functions; · Solve problems using counting techniques; · Solve problems in geometry and trigonometry, using vectors as necessary; · Use differentiation to solve extremal problems; · Solve problems involving sequences and series.
Assessment: Total Marks 300: End of Year Written Examination 240 marks (120 marks for each of Section A and Section B); Continuous Assessment 60 marks (30 marks each for the continuous assessment associated with Section A and Section B. Format of continuous assessment to be in-class test(s) and/or homework assignment(s): students will be given written notification of the format and breakdown of marks for continuous assessment at the first lecture% Students must obtain not less than 40% neither in the combined mark for Section A (continuous assessment and end of year written examination) nor in the combined mark for Section B (continuous assessment and end of year written examination). For students who do not satisfy this requirement, the lower of the two marks, scaled relative to the total marks available for the module, will be returned.
End of Year Written Examination Profile: 1 x 3 hr(s) paper(s).
Requirements for Supplemental Examination: 1 x 3 hr(s) paper(s) to be taken in Autumn. The mark for Continuous Assessment is carried forward.
Module Objective: To provide an introduction to techniques and applications of differential calculus.
Module Content: Limits, continuity and derivatives of functions of one variable. Applications.
Learning Outcomes: On successful completion of this module, students should be able to: · Solve inequalities involving real numbers and the modulus function, obtain upper and lower estimates for expressions; · Reason with both the intuitive idea and the formal definition of the limit of a real function f of one variable, compute limits using a variety of techniques, apply the concept of divergence towards infinity; · Reason with both the intuitive idea and the formal definition of continuity of a real function f, determine if a given function is continuous and if a discontinuity is removable, apply the Extremal Value Theorem and the Intermediate Value Theorem; · Reason with both the intuitive idea of the derivative of a real function in one variable and its formal definition, calculate the derivative of a wide variety of functions, derive properties of the function from properties of the derivative via the Mean Value Theorem; · Find local extrema of a function f by investigating its first and second derivative, solve extremal problems in one variable.
Assessment: Total Marks 100: End of Year Written Examination 75 marks; Continuous Assessment 25 marks (in-class test(s) and/or homework assignment(s),students introduction to Integral Calculus and ordinary differential equations.
Module Content: Techniques and applications of integration of functions of one variable; solution of ordinary differential equations.
Learning Outcomes: On successful completion of this module, students should be able to: · Reduce simple indefinite integrals to standard form and evaluate them by means of integration by substitution, integration by parts, partial fractions, completion of the square; · Apply the Fundamental Theorem of Calculus to evaluate definite integrals; · Apply methods of integration to evaluate plane areas, volumes of rotation and arc length; · Derive simple properties of the natural logarithm and exponential from properties of definite integrals; · Apply the trapezoidal rule and Simpson's rule to find approximate values of definite integrals; · Use differential equations to set up mathematical models of simple growth and decay problems related to physical, sociological and biological phenomena; · Recognize and solve the following differntial equations: equations of type variables separable, the logistic equation and first-order linear equations Solve systems of linear equations by elimination. · Carry out matrix arithmetic, and invert matrices. · Find determinants. Use them to decide on solvability and invertibility. · Determine if vectors belong to subspaces, and in particular to spans. Use this to find bases of subspaces. · Find eigenvalues, and bases of eigenvectors for eigenspaces. · Diagonalize symmetric matrices by orthogonal matrices. · Give examples of matrices with or without various properties such as invertibility, othogonality, symmetry, nature of eigenvalues, and determine whether matrices have these. distance between two vertices in a weighted graph, and to produce examples of Euler and Hamilton cycles Detail the basic concepts and theorems of the integer number system including Proof by Induction, primes and the Division Algorithm; · Derive elementary properties of rational numbers and Gauss' Theorem; · Apply techniques which have been developed in the lecture to solve problems; · Explain the basic concepts and main theorems of the theory of congruences; · Solve problems concerning the Chinese Remainder Theorem, Fermat's Theorem and Euler's Theorem; · Apply the basic concepts to basic coding theory; · Develop the RSA algorithm Prove elementary theorems of planar and solid Euclidean geometry. · Explain the concepts of axiom and proof. · Carry out intuitive geometric reasoning Correctly use logical implications, negations, equivalences, in proving simple mathematical statements. · Perform operations with sets and display their results in Venn diagrams. · Discriminate when a relation is reflexive, symmetric, or transitive. · Determine when a function is injective, surjective or bijective. · Perform operations with permutations. · Use the axiom system for groups in determining group structures and their Use the chain rule to compute partial derivatives of functions of several variables; · Compute equations of tangent planes to two-dimensional surfaces; · Use partial derivatives to solve problems related to economic concepts such as partial elasticity, production and utility; · Solve unconstrained optimisation problems for functions of two variables and apply this knowledge to optimisation problems in economics; · Use the methods of Elimination of Variables and Lagrange Multipliers to solve constrained optimisation problems, including problems from economics State the basic concepts of the planar geometry; · Solve geometric problems using methods from linear algebra; · Perform computations involving 2x2-systems; · Formulate the basic properties of conic sections; · Apply the theory of various transformations of the plane overview of major developments in Mathematics.
Module Content: The development of Geometry, Algebra and Calculus from ancient times to present day.
Learning Outcomes: On successful completion of this module, students should be able to: · Describe the development of mathematics from ancient times to the present day. · Place mathematical events in chronological order. · Identify at least twenty of the outstanding personalities in the history of mathematics and be able to list their contributions to the subject. · Describe the social and political environments in which mathematics developed. · Describe the scientific,economic and military contexts which stimulated mathematicians to promote their subject. · Explain many mathematical concepts not encountered in undergraduate courses Compute the iterates of a real or complex valued function of a single variable and the orbits of points, · Determine the fixed and periodic points of such functions and the nature of these points, · Investigate the dynamics of families of functions of a real variable, · Determine the bifurcation points of such families of functions, in particular the families of logistic maps and tent maps, · Sketch the Julia sets of elementary quadratic maps of a complex variable whether passed or failed.
Learning Outcomes: On successful completion of this module, students should be able to: · Calculate and interpret descriptive statistics such as the mean, median, standard deviation, quartiles, percentiles, etc. · Draw and interpret graphical summaries of data e.g. histograms, box plots, stem and leaf plots. · Calculate probabilities for discrete probability distributions e.g. Binomial distribution and Poisson distribution using probability mass function or statistical tables · Calculate probabilities for the Normal distribution using the approximation to the Standard Normal distribution. · Carry out hypothesis tests for one mean and one proportion and make conclusions based on the p-value for the test. · Compute descriptive statistics and construct graphs using SPSS. · Model the relationships between variables using Regression Analysis.).
Module Objective: To provide an overview of combinatorics, graphs, trees and applications.
Module Content: Induction, recurrence relations. Combinatorics: permutations, combinations, the pigeonhole principle. Discrete probability on finite sample spaces; conditioning and independence. Graph theory: Euler and Hamiltonian paths and cycles, weighted graphs, applications distance between two vertices in a weighted graph |
Algebra 2 covers factoring, rational exponents, quadratic equations, functions, imaginary and complex numbers, and exponential and logarithmic functions and equations. We would always endeavor to tie into the world around us, the subject matter in Algebra 2. The student and I would work through... |
Learning through guided discovery - MathOverflow most recent 30 from through guided discoveryThéophile Cantelobre2013-01-23T05:09:18Z2013-05-05T11:18:37Z
<p>I have been working through Kenneth P. Bogart's "Combinatorics Through Guided Discovery". You can download it from this page: <a href=" rel="nofollow">
<p>I've found that it is a great way to learn and makes me think about the concepts as if I were discovering them. I think that a lot of people will find benefit in working through such a book.</p>
<p>I've looked for books in the same spirit as this one: learning through guided discovery, but my searches haven't been fruitful.</p>
<p>Does anyone know of any such books? </p>
by Rodrigo A. Pérez for Learning through guided discoveryRodrigo A. Pérez2013-01-23T05:54:09Z2013-01-23T05:54:09Z<p>You may be interested in learning about the Moore Method. The idea is to "encourages students to solve problems using their own skills of critical analysis and creativity" without relying on textbooks. <a href=" rel="nofollow">HERE</a> you can find some references.</p>
by Daniel Moskovich for Learning through guided discoveryDaniel Moskovich2013-01-23T06:27:58Z2013-01-23T06:27:58Z<p><a href=" rel="nofollow">Linear Algebra Problem Book</a> by P.R. Halmos is written very much in this spirit: learning through guided discovery. I use it for my "Advanced Investigations in Linear Algebra" course.</p>
by Aakumadula for Learning through guided discoveryAakumadula2013-01-23T06:28:46Z2013-01-23T06:28:46Z<p>My favourite is Alexandre Kirillov's "Elements of the Theory of Representations" Grundlehren der Mathematischen Wissenschaften, Springer, vol 220. A lot of representation theory is worked out through examples and exercises. </p>
by Carl Najafi for Learning through guided discoveryCarl Najafi2013-01-23T07:47:07Z2013-01-23T07:47:07Z<p>Similar to his "Linear Algebra Problem Book", Halmos also wrote "A Hilbert Space Problem Book". I have only skimmed it but it seems as good as LAPB which I remember liking a lot.</p>
by Thomas Sauvaget for Learning through guided discoveryThomas Sauvaget2013-01-26T15:03:15Z2013-01-26T15:03:15Z<p>The book <em>Abel's Theorem in Problems and Solutions</em> by Alekseev & Arnold is a great one to learn about group theory and complex analysis (see excerpts <a href=" rel="nofollow">here</a>)</p>
<p>Also, have a look at the following related MO questions: <a href=" rel="nofollow">12709</a>, <a href=" rel="nofollow">28158</a> and <a href=" rel="nofollow">56314</a>.</p>
by Jon Bannon for Learning through guided discoveryJon Bannon2013-01-26T18:51:12Z2013-01-26T18:51:12Z<p>This guided discovery approach goes by other names, as well. One such name is "Inquiry Based Learning" or IBL. A list of guided discovery problems is often referred to as an "IBL script". Many such scripts are available from the Journal of Inquiry Based Learning in Mathematics (JIBLM): <a href=" rel="nofollow">
by Elden Elmanto for Learning through guided discoveryElden Elmanto2013-01-26T21:37:29Z2013-01-26T21:37:29Z<p>I have not read (or, in this case, worked) through the book, but Jeffrey Strom's ``Modern Classical Homotopy Theory" guides the reader through the proofs of all the theorems stated in the book (as opposed to proving them himself). To my very limited knowledge, this is the first "IBL-type" book in algebraic topology.</p>
<p>This is the book:</p>
<p><a href=" rel="nofollow">
by cams for Learning through guided discoverycams2013-02-08T05:57:21Z2013-02-08T05:57:21Z<p>I'm impressed with two books by Dr R. P. Burn that seem to be in the spirit of your question:- </p>
<ol>
<li>Groups: a path to geometry, CUP, 1985, 0-521-30037-1</li>
<li>A pathway to number theory, CUP, 2nd ed., 1997, 978-0-521-57540-9</li>
</ol>
<p>Each consists of an ordered sequence of problems (answers provided):- </p>
<blockquote>
<p>... to enable students to participate in the formulation of central mathematical ideas <em>before</em> a formal treatment (which, suitably introduced, they may well be able to provide themselves) </p>
</blockquote>
<p><em>Source:</em> a preface to <em>A pathway to number theory)</em></p>
<p>They are aimed at advanced high school, or early undergraduate level students. The sequence starts by getting the reader to initially explore special cases and then work towards a generalisation, usually a theorem. The books include references to selected standard texts that are recommended to be read concurrently.</p>
by Amir Asghari for Learning through guided discoveryAmir Asghari2013-05-04T21:27:10Z2013-05-04T21:27:10Z<p>You may find this one interesting: Number Theory Through Inquiry (MAA textbooks). I have used it three times. First time, which I strictly followed the method, we just coverd the first four chapters. Second time, I have relaxed myself a bit and we covered the first six chapters. Last time (current term), I have used all the teaching methods I know (including modified Moore method), we are nearly covering all chapters! </p>
<p>You may also find this paper interesting: "Moore and Less" (PRIMUS,22(7):509-524, 2012) where I told the story of using a very modified Moore method in a Multivariable Calculus Course. </p>
by jim-hefferon for Learning through guided discoveryjim-hefferon2013-05-05T11:18:37Z2013-05-05T11:18:37Z<p>I've just put up such a text for an Introduction to Proofs course, <a href=" rel="nofollow">here</a>. It is Free, including LaTeX source. (I've only taught out of it one time so no doubt there are typos, places that could use refinement, etc.)</p> |
Pompano Beach MathI
...Advanced functions such as Ln and Exponential functions are also explained in the subject. The focus on differences become crucial when dealing with advanced mathematics. Calculus branches into two sections, differential and integral calculus. |
Linear Algebra
Math 265 is a first course in Linear Algebra (Math 365 is
a second course). Over
75% of all mathematical problems encountered in scientific or industrial
applications
involve solving asystem of linear equations. Linear systems arise in
applications
to areas such as business, demo graphy , ecology, electronics, economics,
engineering,
genetics, mathematics, physics, and sociology. Linear algebra involves much more
than solving systems of linear equations, it also involves abstract and
geometric
thinking. You will have to use analogies, and learn to think geometrically in
more than
3 dimensions. Linear algebra is commonly the first course that a student
encounters
that requires abstract thought. For this reason, students all over the world
struggle
when they first meet linear algebra. If you can not devote at least 8 productive
hours
of work per week to this course, then I recommend you take this course later
when
you can devote the necessary time and effort.
Calculators and computers can be very useful as an aid to computation, for
checking
hand computations, and as a laboratory for quickly exploring new ideas. I
encourage
the intelligent use of calculators and computers. My discussions about
calculator
usage will be confined to the TI83 Plus. You will likely need to improve the
accuracy
and speed of your arithmetic : calculators are not allowed on tests and the final
exam.
In particular, there exist links for practising arithmetic
and testing algebraic skills.
We shall cover chapters 1, 2, 3 (chapters 5, 6, 7 are covered in Math 365). I
should
stress though that the lecture notes, not the textbook, form the body of
examinable
material. I strongly encourage you to read the relevant parts of the textbook
before
attending lectures, review your lecture notes after each lecture, and do all the
assigned
problems! The way to become a good violin player is to practice. To become good
at
this course (and hence pass) you must practice. You will learn much more doing
the
exercises yourself than watching an expert solve them for you!
If you are unable to attend a lecture, you should get a copy of the notes from a
classmate who takes good notes. Consider forming your own study groups : you can
learn a lot by explaining solutions to a friend , and by hearing solutions.
After each test I will post adjacent to my office a list of scores and
approximate
grades, so you can determine your relative position in the class. You should
double-
check the time of the final exam by using Safari. The exam will be in our
assigned
classroom.
Students requiring special accommodation, because of a physical or mental
disabil-
ity, should see me in the first week of the course. Also, if you are quite sick
or suffer
a notable hardship, then please let me know promptly. Claims of lengthy hardship
that are disclosed the day before the final exam receive less sympathy. Although
the
Registrar will notify you of your final grades, you can find out your
(unofficial) grades
earlier by using Safari.
I plan to make each Tuesday a problem-solving class. Please bring your
textbook
on these days. A brief description of the course content, and the approximate
number
of lectures spent on each topic is: solving systems of linear equations (4),
matrix
algebra and elementary matrices (4), determinants with applications to
areas/volumes
and computing inverses (5), vector spaces, subspaces, and dimension (7), the
matrix
of a linear transformation and change of basis (3). The course outcomes are: (i)
that
students learn to think abstractly, laterally, logically and critically, and
(ii) that
(passing) students have a reasonable mastery of the concepts underlying the
above
topics.
Math 265 Homework Problems
Below is a list of homework problems from the textbook, S. J. Leon, Linear
algebra
with applications, 7th ed., 2006. You should solve all homework problems before
Tuesday, and importantly you should write out your solutions neatly using
correct
notation, correct spelling, and grammatically correct English sentences. I shall
deduct
points on exams for poor setting out, especially for omitting brackets andequal
signs .
On problem-solving days you should bring your textbook, your worked solutions,
and
your questions. The chapter tests, abbreviated CT below, are helpful to test
your
knowledge before an exam |
Mathematics and Computer Science core 2
From Computer Science at Oxford
In their second year, students in the Mathematics and Computer Science
degree study four of five core Computer Science papers: Concurrency, Logic and Proof, Models of Computation, Numerical Analysis, and Object Oriented Programming; and two core Mathematics courses from Algebra, Analysis and Differential Equations.
Computer Science courses
Object-Oriented Programming
On this course you will focus on the construction and maintenance of
larger programs. Building on the course in Imperative
Programming, the course uses a sequence of graduated case studies
to illustrate the principles of abstraction and modularity that
underlie the design of successful software systems. The course is
structured around a large case-study, the design of an editing and production
system for magazine publishing.
Models of Computation
On this course you will gain a basic understanding of the classical mathematical models used to analyse
computing processes, including finite automata, grammars, and Turing machines. These mathematical models can be used to answer questions such as what
problems can be solved by computer, and whether there some problems that are
intrinsically harder to solve than others.
Concurrent Programming
Further information to follow.
Introduction to Logic and Proof
This course is an introduction for Computer Scientists to the ideas of formal logic. IT begins with the basic examples of the finite mathematical structures used in computing, and builds up a formal, logical language for making statements about these structures that can be proved in a system of symbolic rules of inference. You will develop the skills of using formal logic to express and prove useful properties of mathematical structures and more generally in constructing rigorous proofs and manipulating formal notation. You will end the course with a brief survey of other uses of formalisms in Computer Science.
Numerical analysis
Scientific computing pervades our lives: modern buildings and structures are designed using it, medical images are reconstructed for doctors using it, the cars and planes we travel on are designed with it, the pricing of "instruments" in the financial market is done using it, tomorrows weather is predicted with it.
The derivation and study of the core, underpinning algorithms for this vast range of applications defines the subject of Numerical Analysis. This course gives an introduction to that subject.
The emphasis in the course is on applying algorithms to numerical problems, but this
demonstration shows how the same algorithms can be applied to solving a combinatorial puzzle.
Mathematics courses
Algebra
Further Linear Algebra: The core of linear algebra comprises the
theory of linear equations in many variables, the theory of matrices and
determinants, and the theory of vector spaces and linear transformations. All
these topics were introduced in the Moderations course. Here they are developed
further to provide the tools for applications in geometry, modern mechanics and
theoretical physics, probability and statistics, functional analysis and, of
course, algebra and number theory. Our aim is to provide a thorough treatment of
some classical theorems that describe the behaviour of linear transformations on
a finite-dimensional vector space to itself, both in the purely algebraic
setting and in the situation where the vector space carries a metric deriving
from an inner product.
Rings and Arithmetic: This half-course introduces the student to some
basic ring theory with a number-theoretic slant. The first year algebra course
contains a treatment of the Euclidean Algorithm in its classical manifestations
for integers and for polynomial rings over a field. Here the idea is developed in
abstracto. The Gaussian integers, which have applications to some classical
questions of number theory, give an important and interesting (and entertaining)
illustration of the theory.
Analysis
The theory of functions of a complex variable is a rewarding branch of
mathematics to study at the undergraduate level with a good balance between
general theory and examples. It occupies a central position in mathematics with
links to analysis, algebra, number theory, potential theory, geometry, topology,
and generates a number of powerful techniques (for example, evaluation of
integrals, solution of ordinary and partial differential equations) with
applications in many aspects of both pure and applied mathematics, and other
disciplines, particularly the physical sciences.
In these lectures we begin by introducing students to the language of
topology before using it in the exposition of the theory of (holomorphic)
functions of a complex variable. The central aim of the lectures is to present
Cauchy's theorem and its consequences, particularly series expansions of
holomorphic functions, the calculus of residues and its applications.
The course includes an introduction to series solutions of second order
ordinary differential equations in the complex plane and concludes with an
account of the conformal properties of holomorphic functions and applications to
mapping regions.
Differential Equations
The aim of this course is to introduce all students reading mathematics to
the basic theory of ordinary and partial differential equations. On completion
of the course, students will understand the importance of existence and
uniqueness and will be aware that explicit analytic solutions are the exception
rather than the rule. They will acquire a toolbox of methods for solving linear
equations and for understanding the solutions of nonlinear equations.
The course will be example-led and will concentrate on equations that arise
in practice rather than those constructed to illustrate a mathematical theory.
The emphasis will be on solving equations and understanding the possible
behaviours of solutions, and the analysis will be developed as a means to this
end.
The course will furnish undergraduates with the necessary skills to pursue
any of the applied options in the third year and will also form the foundation
for a deeper and more rigorous course in partial differential equations. |
Calculus
9780072937299
ISBN:
0072937297
Publisher: McGraw-Hill Higher Education
Summary: The wide-ranging debate brought about by the calculus reform movement has had a significant impact on calculus textbooks. In response to many of the questions and concerns surrounding this debate, the authors have written a modern calculus textbook, intended for students majoring in mathematics, physics, chemistry, engineering and related fields. The text is written for the average student -- one who does not already... know the subject, whose background is somewhat weak in spots, and who requires a significant motivation to study calculus.The authors follow a relatively standard order of presentation, while integrating technology and thought-provoking exercises throughout the text. Some minor changes have been made in the order of topics to reflect shifts in the importance of certain applications in engineering and science. This text also gives an early introduction to logarithms, exponentials and the trigonometric functions. Wherever practical, concepts are developed from graphical, numerical, and algebraic perspectives (the "Rule of Three") to give students a full understanding of calculus. This text places a significant emphasis on problem solving and presents realistic applications, as well as open-ended |
What To Know About The Math Section Of The ACT
The ACT Mathematics section is designed to assess the mathematical proficiency students have typically acquired in courses taken by the end of the 11th grade. Students receive an hour to finish the 60-question math section – which boils down to roughly a minute per question. The multiple-choice problems cover content areas such as pre-algebra, elementaryalgebra, intermediate algebra, coordinate geometry, plane geometry, and trigonometry. Students must be comfortable using computational skills and basic formulas, but a knowledge of complex formulas or the ability to perform extensive computations is not required.
The Pre-Algebra questions make up 23% of the ACT math section. These problems are based on basic operations that use whole numbers, decimals, fractions, integers, place value, square roots and approximations the concept of exponents, scientific notation, factors, ratio, proportion, and percent. Content will also cover linear equations in one variable, absolute value and ordering numbers by value, elementary counting techniques and simple probability, data collection, representation and interpretation, and assessing how well students understand descriptive statistics.
Elementary Algebra questions cover the properties of exponents and square roots, evaluation of algebraic expressions through substitution, using variables to express functional relationships, understanding algebraic operations, and the solution of quadratic equations by factoring. They are 17% of the ACT math.
Intermediate Algebra problems make up 15% of the math portion. They assess how well students understand the quadratic formula, absolute value inequalities and equations, radical and rational expressions, patterns and sequences, and systems of equations, quadratic inequalities, modeling, matrices, functions, roots of polynomials, and complex numbers.
Coordinate Geometry questions involve graphing and the relations between graphs and equations. This includes points, lines, polynomials, circles and other curves, graphing inequalities, slope, parallel and perpendicular lines, distance, midpoints, and conics. Coordinate Geometry questions are 15% of the ACT math exam.
Plane Geometry questions are designed to measure your understanding of the properties and relations of plane figures. Angles and relations among perpendicular and parallel lines, properties of circles, triangles, rectangles, parallelograms, and trapezoids, transformations, the concept of proof and proof techniques, volume, and applications of geometry to three dimensions are all covered. Plane Geometry problems are 23% of the math test.
Lastly, Trigonometry problems are 7% of the ACT math section. These questions cover trigonometric relations in right triangles, values and properties of trigonometric functions, graphing trigonometric functions, modeling using trigonometric functions, the usage of trigonometric identities, and solving for trigonometric equations.
Can you use a calculator? You may on this part of the exam, but you'll have to put it away when it's time for the next section on the ACT. Make sure that your calculator is ACT-approved! All TI-89 or TI-92 calculators are permitted – as is any four-function, graphing, or scientific calculator. Any calculators with a QWERTY keyboard are prohibited.
The ACT Math test is difficult because it assess knowledge that you've learned, not just intuited from the problem at hand. It includes a wide range of material from your middle and high school math courses – and since so many topics are covered, it's important that you have a strong understanding of all these areas.
In order to do your best, you can follow some simple tips. These will help you approach the ACT math and the structure of the exam so test day will be a success. However, these tips can't replace a good, old fashioned knowledge. Understanding these strategies and applying them with your math skills will help you reach the score you want. That said….
Review, Review, Review. Give yourself plenty of time to go back and revisit areas you haven't spent time with in a while, or ones that were tricky in the past. It doesn't matter if you've gotten straight A's in pre-algebra through trig – you can still benefit from a full review of material from years past. The ACT math covers a broad, broad area, and goes into tiny details you've probably forgotten, and will be important on the exam.
Stay in your time frame. As we said earlier, the ACT math exam is designed to allot you a minute per question. Spend too long figuring out that trigonometry problem, and you'll be rushing through the rest of the test.
Know the simple rules. The writers of the ACT are trying to trick you, so you have to outwit them. They want you to forget the basics, so make sure you have those down before test day arrives. Don't forget the little things – like what you do to one side of an equation must be done to the other side.
Memorize your formulas. Sure, there's a lot. But having these down pat saves you from having to plug in answer choices, so make sure you can solve for X all by yourself. You should be comfortable figuring out everything from the angles of intersecting lines to using the quadratic formula and solving for the area of a rhombus.
The ACT math section is tough. But whether you work with a tutor or by yourself to improve your reading speed, your dexterity with tricky problems, it's important to make sure you have your math knowledge down. Spend time studying and reviewing for the ACT math portion, and you should be able to achieve your target score on test day. |
We recently had a chance to speak to Bruce Torrence, a fellow Faculty Program member, about his use of Mathematica in his courses at Randolph-Macon College. Professor Torrence calls the ability to create instant dynamic interfaces a "real game changer" for helping students understand mathematics. He says, "Once you play with a Manipulate and interact with the sliders and buttons, you really develop your intuition as to how the underlying mechanisms are interacting and working."
In this video, Professor Torrence shares an example of how he used Mathematica to turn a previously tedious lesson into a highly compelling, interactive classroom activity for a freshman seminar in mathematical biology. I thought others might find his "Fitness Model for Gene Frequency in Populations" Demonstration useful, so I've included a direct link below: ... pulations/ |
This is a serious book. Stewart explains clearly and concisely for a non-mathematician some of the central ideas of mathematics. Perfect for those willing to put in some thought. I'd also recommend it to anyone in first year pure math. And especially to anyone who teaches math.
The problems range from easy to incredibly hard. They are chosen to illustrate points or techniques. Many also have a touch of humour. You will learn a lot from this book. Few theorems are mentioned! Fun, cheap, instructive, amusing.
This book introduces group theory and all the math needed to prove one of the central results of Galois theory, the insolubility of the quintic. This includes prioving many ruler&compass constructions in geometry are impossible.
That sounds heavy but the remarkable thing is anyone who has taken grade 12 math should be able to follow it (with a bit of work) and anyone who has done first year algebra or calculus should be able to follow it all.
Very discursive, with a lot of sentences not just symbols to explain the ideas, and a lot of examples. Nice physical layout too.
A hard core math text written for non-mathematicians, and it succeeds. I also highly recommend it to anyone encountering groups or Galois theory for the first time.
No Title Available
5.0 out of 5 starsinjecting responsibility into feminism, May 31 2001
An excellent book blending anecdote and evidence into a strong argument. An attempt by a feminist to tinject responsibility and morality into a movement that has often turned its back on both.
This covers the basics of algebraic topology with simplexes, covering in essence the fundamental ideas behind of the work of Poincare, Brouwer, and Alexander. He proves the Jordan curve theorem, classifies all compact surfaces, and the relationship with vector fields. The homology groups are defined and used.
There are excellent examples, clear writing, and humour. An outstanding introduction.
One nice feature is that he bases his notions of continuity on "nearness" not epsilon-delta.
This book is based on an intersting idea -- a direct path to the duality theorem. But it has so many flaws. Definitions are often loose, there are no significant examples, proofs are often unclear. Some proofs used symbols never explicitly defined.
This book examines the consequences of numerous social programs -- often overlapping ones -- which have had the side effect of corroding responsibility and and social and family cohesion. Very impressive research and interesting anecdotes.
The only problem is that it is a series of articles. Thus it is sometimes repetitive and she misses the opportunity for comparing these stories side by side. |
More Resources for Math and Decision Making
Materials designed to be helpful in teaching a CHANCE case study course based on current
chance events as reported in daily newspapers and current journals and to supplement work
in a more traditional probability or statistics course that introduces current events.
Of particular note on this database is the biweekly newsletter,
CHANCE News.
Are you thinking about getting a visiting lecturer for Math Awareness Week?
For advice on this matter, please see our page of excerpts from the MAA Program of Visiting Lecturers for
1995-96. Included is a list of lecture topics which relate to
the theme of MAW '96, Mathematics and Decision Making.
A package for high school students and
teachers that demonstrates the relevance and excitement of operations research and mathematics in
general. Using a combination of videotape, computer software, exercises, and text, this package is an invaluable teaching aid for
introducing operations research concepts.
Mathematics Awareness Month is sponsored each year by the Joint Policy Board for Mathematics to recognize the importance of mathematics through written materials and an accompanying poster that highlight mathematical developments and applications in a particular area. |
Math 112 A&B Winter 2013 FAQ
LECTURES
Q: Is attendance at lectures required?
A: No. But attendance is strongly recommended.
Doing math is kind of like dancing: some
people can learn to do it on their own, but it really is much easier if you see
and hear somebody walk you through the steps first. (Later, I'll argue
that math is like tennis.) Your chances for
success in this course will be much greater if you attend all class
sessions (including lectures and quiz sections) ready to participate
fully. You are responsible for knowing about what goes on in class,
whether or not you attend.
Q: What should I do if I have to miss a lecture?
A: Check
the course discussion board for any announcements and get the lecture
notes from the course website. Copy the notes by hand (I'm not kidding) into your
Math 112 notebook and ask your TA or
instructor or another student about anything that you don't understand.
Q: What is acceptable behavior in lecture?
A: Ideally, you are actively engaged with the lecture material, following along with examples, and asking any questions that arise.
If this is too much to ask, at the very least, do not do anything during lecture that is distracting to your instructor or other students. While sleeping, texting, and reading the newspaper clearly aren't ideal, they usually aren't too much of a distraction. But you should be aware that I can see and hear what you're doing, even in a crowd of 150 students, and you might consider the impression
you're making.
Engaging in extensive conversations with a friend, however, is quite bothersome---I've been known to ask talkers to leave class.
Q: Is it OK if I leave lecture early?
A: I understand that every once in a while, you might need to take off
early. One or two people leaving class quietly doesn't bother me at
all. However, when more than a handful of people leave during the last
five minutes of class, it distracts me and the rest of the class. If
too many people start leaving, I will ask that the exodus cease.
QUIZ SECTION
Q: What happens in quiz section?
A: You'll meet in smaller groups (40 students) with your TA. There will almost always be some time for you to ask questions about the homework due that night. You may also work on a short group activity or an old exam problem to help you practice doing problems in a test-like environment.
Q: Is attendance in quiz section required?
A: A portion of your grade is determined by your participation in quiz section. Your TA will take attendance and you are expected to participate in all group activities and test preparation exercises (i.e., you will not be given credit for participation if you read the paper during these activities). You may miss two quiz sections without penalty to your grade.
Q: Can you excuse my absence for missing a quiz section?
A: Only in the case of religious holidays or for UW athletes. If you plan to miss a quiz section for one of these reasons, you must make arrangements with me a week in advance. (Contact me via e-mail, please.) I will not make arrangements in any other circumstances. You may miss two quiz sections without penalty to your grade.
HOMEWORK
Q: What is this week's homework assignment and when is it due?
A: All homework assignments are on Webassign. Assignments are generally due on Tuesday and Thursday evenings at 11 p.m.
Q: Do you grant extensions on homework?
A: Never. Not for any reason. Do not ask. You may, however, miss 10% of all possible homework points without penalty to your grade.
Q: What happens if I use a note sheet that is not hand-written?
A: Using a typed note sheet is an instance of academic misconduct. If
you use any source on the exam other than what is described above, I
will give you a zero on the exam (and offer you a hearing before the
Committee on Academic Conduct).
Q: I understand everything we do in class. Why do I get low grades on
exams?
A: During exams, you have to demonstrate your ability to solve
problems, not simply your understanding of the material. (Doing math
is like playing tennis: I've watched
tennis for years and I understand how to play. That doesn't mean that I
am able to play tennis. If I had to take a tennis test, I'd have to
practice playing tennis myself...not just watch other people playing.)
You must practice solving a lot of problems on your own before
you get to the exam.
CALCULATORS
Q: Are graphing calculators allowed?
A: No. A plain scientific calculator with no graphing/programmable capabilities is required. Some cheap options available at the bookstore are the TI-30XIIs, TI-30Xa, and Sharp EL500.
Q: What's a scientific calculator?
A: A scientific calculator does computations a bit beyond the basic
four operations of addition, subtraction, multiplication, and division.
You'll need a calculator that can compute powers, square roots, and
natural logs (look for a button with an "ln" on it).
ACADEMIC CONDUCT
Q: What constitutes cheating in this class?
A: All work is expected to be your own. Submitting another person's
work as your own or copying work from another student on
homework or an exam constitutes cheating.
Further, allowing someone to
copy your work is also considered cheating. The consequences for
allowing another student to copy your work on homework or an
exam are the same as for the student doing the copying.
Q: What happens if I am accused of cheating?
A: If you are accused of cheating, you have the right to a hearing
before the university's Committee on Academic Conduct. Information on
the hearing process and possible university sanctions can be found here. If
you are found guilty of academic misconduct, then in addition to any
sanctions imposed by the Committee, you will receive a 0 on the
assignment in question.
MATH STUDY CENTER
Q: Where is the Math Study Center?
A: The Math 111/112 Study Center is in the basement of the
Communications building: CMU B-006.
Q: What really goes on at the Math Study Center?
A: Math 111/112 students come to the MSC and work on their homework or
study for exams. Some students work alone, some in groups. TAs and
instructors for the course are in the room, available to answer
questions. If you need help and the tutors are all busy, put your name
on the waiting list on the board at the front of the room.
Q: I went to the MSC and waited an hour for the TA to answer one
question. What good is the MSC?
A: There may be times when the wait for help at the MSC is long,
especially the day before a homework assignment is due or around exam
time. We suggest that you start your studying early and go to the MSC
early in the week when the wait will be shorter.
Q: I need a lot of intensive help with this course. Can I get that
kind of help at the MSC?
A: Not really. There will only be one or two tutors in the MSC at any
given time. Most of the time, this means that the tutors will only be
able to help each student or group of students for a few minutes at a
time. If you need a personal tutor, you may want to try the tutor list
available here or outside the Math Student Services Office (PDL C-036). |
The International Mathematical Olympiad (IMO) is an annual international mathematics competition held for pre-collegiate students. This book is an amalgamation of the booklets originally produced to guide students intending to contend for placement on their country's IMO team.
Foreword
Combinatorics
A Quick Reminder
Partial Fraction
Geometric Progressions
Extending the Binomial Theorem
Recurrence Relations
Generating Functions
Of Rabbits and Postmen
Solutions
Geometry
The Circumcircle
Incircles
Exercises
The 6-Point Circle?
The Euler Line and the Nine Point Circle
Some More Examples
Hints
Solutions
Glossary
Solving Problems
Introduction
A Problem to Solve
Mathematics: What is it?
Back to Six Circles
More on Research Methods
Georg P�lya
Asking Questions
Solutions
Number Theory 2
A Problem
Euler's �-function
Back to Section 4.2
Wilson
Some More Problems
Solutions
Means and Inequalities
Introduction
Rules to Order the Reals By
Means Arithmetic and Geometric
More Means
More Inequalities
A Collection of Problems
Solutions
Combinatorics 3
Introduction
Inclusion-Exclusion
Derangements (Revisited)
Linear Diophantine Equations Again
Non-taking Rooks
The Board of Forbidden Positions
Stirling Numbers
Some Other Numbers
Solutions
Creating Problems
Introduction
Counting
Packing
Intersecting
Chessboards
Squigonometry
The Equations of Squares
Solutions
IMO Problems 2
Introduction
Aus 3
Hel 2
Tur 4
Rom 4
Uss 1
Revue
Hints Aus 3
Hints �Hel 2
Hints �Tur 4
Hints � Rom 4
Hints � Uss 1
Some More Olympiad Problems
Solutions
Index
List price:
$38.00
Edition:
2011
Publisher:
World Scientific Publishing Company, Incorporated
Binding:
Trade Paper
Pages:
299
Size:
6.00 Second Step to Mathematical Olympiad Problems - 9789814327879 at TextbooksRus.com. |
Maths Gcse Course : Paper Based
Distance Learning Centre's GCSE Mathematics course is a key requirement for many job roles as it demonstrates an understanding of numbers and an ability to work with them.
The GCSE places great emphasis on "doing mathematics" and relating this wherever possible, to everyday life. Certain techniques and formulae need to be learnt, but the emphasis on "doing" means that you should work carefully through all the examples and exercises in order to be able to solve problems effectively.
The Maths GCSE distance learning course gently guides the student through basic mathematical skills, progressing onto more advanced material as the student's skills and abilities develop. A reasonable level of proficiency in arithmetical skills is assumed.
Each lesson of this course begins with a set of clearly stated objectives and an explanation of its place in the overall programme of study. Effective learning is encouraged through frequent activities and self-assessment questions. There are thirteen tutor-marked assignments and a practice exam paper. |
AMC Archives
Your browser does not appear to support JavaScript, or you have turned JavaScript off. You may use unl.edu without enabling JavaScript, but certain functions may not be available.
The goal of the Mathematical Olympiad Summer Program (MOSP) is:
To provide a mathematics program for a select group of very promising students who have risen to the top on the American Mathematics Competitions.
To broaden students' view of mathematics, and better prepare them for possible participation on our International Mathematical Olympiad (IMO) team.
To provide in depth enrichment in important mathematical topics to stimulate their continuing interest in mathematics and help prepare them for future study of mathematics.
To coach the IMO team, selected on the basis of the USA Mathematical Olympiad and further IMO type testing, to its highest level of performance in the IMO, and to achieve an atmosphere of comradeship and cooperation among the team and other participants which brings about feelings of cooperation and pride.
The rigorous curriculum and daily schedule of the MOSP is designed to achieve the goals of the program. The MOSP will give all participants, including the six IMO team members and two alternates, extensive practice in solving mathematical problems which require deeper analysis than those solved by students in even the best American high schools. Full days of classes and extensive problem sets give students thorough preparation in several important areas of mathematics which are traditionally emphasized more in other countries than in the United States. These topics include combinatorics arguments and identities, graph theory, probability, number theory, polynomials, complex numbers in geometry, combinatorial and advanced geometry, functional equations and classical inequalities. Understanding these topics is important for strong performance in an IMO. The MOSP ensures that the IMO record of the United States properly reflects the energy and creativity of its brightest students.
Following the MOSP, the six member USA team travels to the IMO site. Sponsorship provides travel funds for the participants travel, and the University of Nebraska Lincoln provides its campus facilities.> |
More About
This Textbook
Editorial Reviews
Booknews
A textbook for junior level students in a computer science program who have a minimum of two semesters of programming (through data structures) and a knowledge of precalculus or discrete mathematics. It combines theory and applications in its coverage of all the standard topics found in a typical introductory course in data communications and computer networks. Includes numerous review questions, exercises, and selected case studies |
Matlab Programming
< 5th SEM
< Academics
< avishek1527
Abstract This report is an introduction to Artificial Neural Networks. The various types of neural networks are explained and demonstrated, applications of neural networks like ANNs in medicine are described, and a detailed historical background is provided.
Polynomials are one of the most commonly used types of curves in regression. The applications of the method of least squares curve fitting using polynomials are briefly discussed as follows. To obtain further information on a particular curve fitting, please click on the link at the end of each item. Or try the calculator on the right The Least-Squares Line : The least-squares line method uses a straight line to approximate the given set of data, , where |
Singapore Math
Singapore Math is the collection of math syllabi which were initially developed the Ministry of Education in Singapore as well as private publishers of textbooks to be used in the schools in Singapore. The math syllabi were developed under a national framework which focuses on problem solving, computational skills, and strategic and conceptual thinking processes. Singapore math textbooks, particularly those meant for the earlier grades, try to provide in-depth knowledge on a few topics. Singapore Math textbooks make use of illustrations in order to show the students how to solve multi-step problems.
Story of Singapore Math
Singapore Math, as used in Canada and the US, denotes the Primary Mathematics series. The Primary Mathematics series was published for the first time in the year 1982. The Primary Mathematics was written by members belonging to a project team who were put together by Singapore's Ministry of Education. Have a look at the changes that have taken place in Singapore Math curriculum over the years.
Year 1981:
The Primary Mathematics syllabus was developed for the first time in the year 1981 by Curriculum Development Institute of Singapore (CDI), presently known as Curriculum Planning & Development Institute of Singapore (CPDD). The syllabus developed in 1981 laid more emphasis on content and not much on problem solving.
Year 1992:
The Singapore Math curriculum which was developed in the year 1981 was revised in the year 1992 to make it a more problem solving oriented curriculum. The Primary Mathematics (Second Edition) was based on the revised 1992 Singapore Math curriculum.
The Primary Mathematics (Second Edition) was published for Primary 1 in the year 1991, for Primary 2, Primary 3 and Primary 4 in the year 1992, and for Primary 5 and 6 in the year 1995.
Year 1994:
Since the year 1992, no significant changes have taken place in the curriculum. However, the contents were further reduced in the year 1994. The Primary Mathematics (Third Edition) for Primary 1 as well as Primary 2 was developed on the basis of the 1994 reduced curriculum.
Year 1999
In the year 1999, it was decided by the Ministry of Education in Singapore to bring down the content so as to provide space for the teachers to undertake new initiatives like inculcate thinking skills, incorporating the usage of Information Technology in lessons, and delivery of National Education messages.
The Primary Education (Third Education) for Primary 3 and Primary 5 were published in the year 1999, and for Primary 4 and Primary 6 in the year 2000. One of the main chapters which have been removed from Primary Mathematics (Second Edition) was "Division of Fractions."
Year 2001
The second phase of 1999 content reduction work was implemented from 2001. This stage featured changes in teaching techniques, modes of assessment, and learning approaches. The three initiatives which were introduced for the first time include:
National Education for developing citizenship values and skills in the context of Singapore
Information Technology (IT) for the purpose of bringing software as well as hardware technologies in schools; however, the IT content is available only in the teacher's CD ROMs.
Critical and Creative Thinking in order to inculcate thinking skills
Since 2005
The textbooks which were published in the year 2001 were revised in 2007. Changes that have been incorporated in 2007 for the textbooks include reduction of mental math, use of calculators in Level 5 and exclusion of operations on compound units in measurement |
Find great deals on eBay for elementarystatisticsbluman and elementarystatisticsbluman8thedition. Shop with confidence. Continue Reading . 8. Welcome You have reached the Student Area of this Web site. Here you will find resources that
ElementaryStatistics, A Step by Step Approach, 8thEdition, by Allan G. Bluman Graphing calculators are required in this course; I strongly recommend a TI-83 or 84. Microsoft Excel may be used to do several homework assignments. 1.
Rounding Rules for Statistics1 The General Rounding Rule In statistics the basic rounding rule is that when computations are done in the calculation, rounding ... 1 From Elementary Statistics 7th edition by Bluman, McGraw-Hill 2009. Title: rounding
The text for this semester is ElementaryStatistics8thedition by Bluman, McGraw-Hill, 2012. I expect you to read the appropriate sections before they are discussed in class. Calculators: You will need a basic scientific calculator for this course. |
MATD 0390 Online Intermediate Algebra: Is This Online Math Class Right for You?
Pretest and review
All students enrolled in this course must complete the pretest in Blackboard. If you can get 70% or more correct on the Blackboard pretest, then you are in the right class. If you do not score a 70% or better, send me an email immediately to discuss the result. Each case is different, and many students are still able to remain in the course. In some cases, a level change to a lower course is the best option.
To prepare for the pretest, work through the problems on the pretest review. The review is only for the benefit of your preparation for the pretest in Blackboard, and you do not need to turn it in to me.
Prerequisite
The prerequisite for this course is the completion of MATD 0370 Elementary Algebra with a grade of C or better, or its equivalent knowledge, or a passing score on the placement test.
Alternatives to Intermediate Algebra
A newly created developmental math course called Developing Mathematical Thinking (MATD 0385) is also an exit course for TSI purposes. It is NOT a prerequisite for College Algebra, but it is a prerequisite for these other college credit math courses:
If you are uncertain whether College Algebra is required for your program, see an advisor. Feel free to contact me if you would like to know more about the differences between these courses. The links above take you to the Catalog descriptions.
Distance Learning
Distance learning courses provide students the ability to plan their school schedules around their lives rather than planning their lives around their school schedules. But not all students do well in a distance learning course, let alone a distance math course. Everyone has different learning styles and different personalities; therefore, it is important to for you to assess your own style and your own characteristics before enrolling in this course. In order to succeed in this 12 week class, you should plan to spend about 16 to 20 hours each week (or more, if necessary) working on the material, depending on how much of the material is review for you.
The following text and survey may help you decide whether this course is right for you.
Questions to Consider
Before you enroll in a distance learning course, ask yourself the following questions:
Is the course a subject that you are strong in? If the subject is one that you dislike or are not proficient in, you will probably not enjoy working on it alone.
Do you have a sufficient amount of time to succeed and complete the course? If you are trying to squeeze this course into an already hectic schedule, then you might have a tendency to give your distance course last priority. There is no one to remind you otherwise except yourself.
Will you miss the interaction with a teacher and peers? Students in telecourses sometimes feel isolated. Although students in Internet courses are usually in regular communication with teachers and peers, they sometimes miss the real-time, face-to-face interaction.
Do you ask questions immediately when you don't understand something? Or, is it often the case that you find yourself frustrated before asking for help? Feelings of isolation can amplify feelings of frustration or discouragement. Do you know how to head off and/or deal with those feelings? The usual answer is to get help before you are overwhelmed, but you have to know when to ask.
Sticking to a Schedule
Plan your schedule carefully and stick to it. Look at your work schedule, school schedule, and family obligations. Write down the days and hours that you will work on your class. If you find yourself falling behind in your studies, look back at your calendar. Are you working on your course during those allocated hours? If not, what kinds of adjustments can you make to the calendar to get back on schedule?
Keeping a homework log is also a way of tracking your progress. Your calendar maps out the hours you intend to study; the homework log lets you know how well you are sticking to your original schedule. If you are falling behind, check to be sure that you are putting in the requisite hours. If you are putting in an inordinate number of hours for the course and you are not mastering the material, be sure to contact your instructor for help or seek tutorial help. It is essential that you seek help before you get too far behind or too frustrated.
Communicating with Your Instructor
In a traditional class, your instructor can read the body language of the class and discern whether or not the majority of the students understand the material. In addition, you can ask questions as they come up in class and get an immediate answer. A distance learning class is different. You will have to take the initiative and ask your instructor questions if you do not understand the material. In an Internet class, asking a question is as easy as writing an email. Or, you might have to call in and leave a message on your professor's voice mail. Either way, the response is usually not instantaneous. Move on to other material if you can as you wait for your instructor's response.
Computer Math Class Format
This special section of the course uses a textbook in combination with MyMathLab, which is a computer program designed to take the place of classroom learning. It includes video lectures, homework assignments, and quizzes as required components of the course. It also offers some optional features such as study guides and an online solutions manual.
In this class, you will be in charge of your learning in a different way from a traditional lecture class. You may work ahead of schedule and complete the course before the end of the semester. You also may spend less time on familiar topics and more time on troublesome topics. In order to complete the course this semester, you must generally keep up with the weekly schedule and test schedule provided. The program is available all day every day.
If you receive an error message while working outside of ACC, visit the technical support page for MyMathLab. This page includes a list of frequently asked questions, as well as contact information for live chat or telephone. If they are unable to help you, please ask your instructor for help.
Minimum Computer Requirements
Most MyMathLab courses support either Windows® or Macintosh® operating systems and a supported version of Microsoft Internet Explorer®, Firefox®, or Safari®. System requirements may vary depending on your course. To check the requirements for your specific course:
Go to the MyMathLab Browser Check (some courses have the Installation Wizard instead).
Select your textbook from the drop-down menu and click Submit.
Click the System Requirements link on the first page of the Browser Check (or Installation Wizard) to review what you need. |
Turners Falls Algebra can help you learn basic arithmetic, order of operations, math terminology, isolating variables in an equation, figuring out word problems by constructing equations, as well as unit conversions, and any other elementary math concepts. I took one semester of Principles of Genetics (Honors) for ... |
Story Tools
In its first year in 2007, this column appeared in VCE Express, a section of The Age devoted to helping VCE students and teachers. However, we never actually wrote about VCE mathematics. We had decided that there was no point.
At the time, we simply couldn't see any interesting way to write about VCE maths. That judgment was possibly too dismissive of the subject Specialist Mathematics. Unfortunately, in regard to Mathematical Methods, we are more convinced than ever.
As an example of the problem, consider the number e, which we wrote about last year. We hope what we wrote was interesting and we plan to write more. However, interesting or not, we don't believe that anything we might write on e could help a VCE student do well in their assessment.
The number e is introduced in the year 12 subject Mathematical Methods 3 & 4, but is simply treated as a mystery number. A Methods student need know nothing more than that e has magical calculus properties, and that there's a button for it somewhere on the calculator. Actually knowing what e is, or why it has the properties that it does, seems to be of no consequence.
How did Methods get this way? As exemplified by the treatment of e, those who have mandated the huge emphasis on calculators have plenty to answer for. However, the current technology fetishism is merely a symptom of a much more general problem.
Once upon a time, Victorian year 12 students could take Pure Mathematics and Applied Mathematics. They were strong subjects, and the natural division of topics meant that both subjects were well structured and had a clear purpose.
At some point, someone made the very regrettable decision to alter this natural structure. As a consequence, we are now burdened with Methods, a fish-fowl subject devoted to nothing in particular.
True, there are the "methods". However, these methods are often contrived or have little purpose. Moreover, as we'll see, they're sometimes plain wrong.
The technical nature of Methods makes it difficult to indicate the subject's deep and systemic problems. Those familiar with the subject may be interested in a textbook review we have written in collaboration with our colleague David Treeby. Here, we'll attempt to give some sense of the problems by considering aspects of Methods' treatment of the topic of functions.
Functions are fundamental to mathematics and its applications. They offer a natural way of describing physical processes, of obtaining outputs from inputs. For example, if we have a cooling cup of coffee, we can describe the temperature (output) of the coffee as a function of the time (input) it has been standing.
Functions can also be purely abstract. The cubing function, for example, spits out the cube of whatever number we put in: an input of 2 results in an output of 23 = 8, and so on. Using the standard notation of x for the input and y for the output, we can write the cubing function as y =x3. We can also graph the function using the familiar Cartesian coordinates.
Though functions are very natural, there are some subtle notions in the precise mathematical definitions. A solid pure mathematics subject would deal with these subtleties, though one can often get by with intuition alone. What should be avoided is a meaningless middle ground, and engaging in sporadic pedantry, without regard for purpose or clarity: that is the approach taken in Methods.
Methods introduces confusing and pointless technicalities into determining when the composition of functions makes sense (Composition is the operation of following one process by another). If we take the subject guidelines (page 130) literally, then Question 4 on last year's first Methods examis actually concerned with a function that does not exist. This is absurd, but there is worse to come.
A fundamental method of attempting to understand functions is through the concept of the inverse. The idea is to reverse the process of a function, interchanging the roles of input and output. For our cooling cup of coffee, the inverse function would amount to considering the time as a function of the temperature. Similarly, we can consider our cubing function; its inverse is the cube root function, y = 3√x. So, putting in 8 gives an output of 3√8 = 2, and so on.
Actually, there's a hidden trickiness to inverses, a very important trickiness that is never even addressed in Methods. However, we'll leave that discussion for another day, and for now we'll accept such inverse functions at face value.
We now consider two questions that a Methods student might be asked about a function.
The first question: when are the input and the output of a function equal? Notice that this can be a very artificial question: for our coffee cup example, it would amount to asking when the time and the temperature are the same, which is meaningless.
However, though Methods gives no hint of it, there are natural contexts for this question. In any case, purely as an abstract question, it can help us understand the way functions work.
For the cubing function, this question amounts to asking when x3 equals x: it is not difficult to check that these values of x are exactly -1, 0 and 1. Note that the corresponding points on the graph occur on the straight line y = x, and it is easy to see that the same is true for any function.
Now for the second question: when are the outputs of a function and its inverse the same?
This appears to be a more difficult question: for our cubic function it amounts to asking when x3 equals 3√x. However, we can check that the solutions are again -1, 0 and 1. Moreover, it is not difficult to see that for any function, a solution to the first question will always be a solution to the second question as well.
So, maybe the two questions amount to the same problem? If one believes the 2011 Exam 2 Reporton Question 2.3 (where the function 3 – 2x3 is considered), this is indeed the case.
Unfortunately, what is written in the 2011 Report (and similarly in the Report on Question 2.1 of the 2010 Exam) is utter nonsense.
It is simply not the case that that the two questions are interchangeable: the solutions to the first question give no insight into whether there are further solutions to the second question, or what they might be. Moreover, the second question is in general much harder to solve than the first.
To give one example out of zillions, consider the function –x3. For this function the only solution to the first question is 0. However, the second question has additional solutions -1 and 1.
So, what about 2012? If such a question appears again, should a student go to the trouble of solving it in a mathematically valid manner? Or, should they simply do the quicker nonsense that is expected? We have no idea. Except, that to even have to ask such a question is indicative of a culture of mathematical madness.
Puzzle to Ponder: Consider the function y = (x - 2)/(x - 1). When are the input and the output of this function the same? When are the outputs of this function and its inverse the same?
Marty Ross is a mathematical nomad. His hobby is smashing calculators with a hammer.
Re: There's madness in the Methods
I knew you'd have an interesting function.
For the second, I agree, always, but for the first i + 1 and 1- i?
Roger
Roger, 16 July 2012, - Geelong College
Re: There's madness in the Methods
Question 1: Never
Question 2: Always
Keep up the great and true columns.
Ang, 28 April 2012, - Geelong
Re: There's madness in the Methods
Thanks very much Ang. And you are correct and correct (with the arguable exception of x =1).
Marty, 30 April 2012, - Maths Masters
Re: There's madness in the Methods
"One mustn't criticize other people on grounds where he can't stand perpendicular himself" (Twain) There are many problems with the mathematics curriculum. It is a difficult balancing act between what is practical, possible and realistic given the constraints that include the experiences of the teachers and the students. I would welcome Marty or Burkard into any mathematics classroom... not just of a single lesson, but for an extended period of time to appreciate the challenges faced by teachers and being part of the solution rather than the problem.
Peter, 23 April 2012, - Elisabeth Murdoch College
Re: There's madness in the Methods
Having been taught by Burkard, and know that he's been teaching at a university level for a while, I get the feeling that he would be able to teach people in a high school context better than most. However, this article is not about teacher quality (that's another important issue), but about the curriculum. There are more important things badly underplayed (his example of e) or even totally missing (like any geometry past linear stuff), emphasis on the wrong stuff or even just emphasising it in the wrong way (like the probability chapters, which are basically just plug-and-chug).
He wants curricula that include what professional mathematicians (most of whom are lecturers at unis) would want to include. I think that's a reasonable thing.
Jake, 24 April 2012, - Mckinnon Secondary College
Re: There's madness in the Methods
"Whenever you find yourself on the side of the majority, it is time to pause and reflect." (Twain)
Dear Peter, what on Earth makes you think we're unaware of the challenges faced by teachers? How is anything we've written in this column, or ever, unrespectful of that? Indeed, the very purpose of our current column was to point out two such challenges: (1) teaching material that is so pointlessly pendantic that it even trips up the examiners; (2) teaching "methods" that are purely and simply wrong.
We don't know why you regard us as part of the problem, but we're sorry you do so. And, we would love to be part of the solution. But, honestly, we don't know how: we simply don't have the ear or the respect of those in charge. So, failing other suggestions, we shall continue to do the only thing we know: describing beautiful mathematics with which to engage, and flagging ugly absurdities to avoid. We think Mark Twain would have approved of both. |
Class Descriptions
Class Descriptions
MAT103 - Introduction to Algebra / Geometry
30 hours - 2.00 semester credit hours
Introduction to Algebra and Geometry (MAT103) covers elementary algebraic and geometric concepts, which include: fractions, decimals, the solving and graphing of linear equations in one and two variables, polynomial expressions, and geometric properties of lines, angles, and triangles. |
Physics and Math Help Online - Bryan Gmyrek
Tutoring available through e-mail. Previously answered questions are archived on the site, and a tutorial on The Plank Radiation Law - Blackbody Spectrum is available. The author also provides a physics help newsletter and a list of sites for further
...more>>
The Precalculus Algebra TI-83 Tutorial - Mark Turner
An online tutorial for using the TI-83 graphing calculator to solve the
kinds of problems typically encountered in a college algebra or
precalculus algebra course. Step-by-step instructions with full key
sequences and animated screen images. IncludesRichard E. Borcherds
Preprints, papers, and the author's thesis, in HTML, plain TeX, dvi, and pdf formats; problem sheets for Lie algebras or Modular forms, and solutions to some problems in Hartshorne's book; tables of positive definite lattices and coefficients of some
...more>>
Science and More - PublicLiterature.org
This site has a section on applied mathematics educational resources. Topics include projectile motion, differential equation solving, collisions, unit conversion, and prime number generation. Most software is
open source.
...more>>
SIMATH - Marc Conrad
A computer algebra system, especially for number theory. Try out the online version of the SIMATH calculator simcalc; a more detailed overview is available as a .dvi file or you can download the TeX-Source of this fileSymbolic Solutions Group - Erich Kaltofen
The Symbolic Solutions Group is a group of researchers in computer algebra and related subjects at North Carolina State University. Their articles are available for download, usually in PostScript format, via FTP.
...more>>
System Dynamics in Education Project (SDEP)
System dynamics is a method for studying the world around us. It deals with understanding how complex systems change over time. Internal feedback loops within the structure of the system influence the entire system behavior. Math materials are available
...more>> |
Graphing and analysis of functions using graphing calculators, structured programming, use of software packages such as Maple and Geometer's
Sketchpad.
Typically Offered:
Spring Term Only
MTHED 189
Mathematics Education Elective
0.00 - 9.00
Transfer credits ONLY from another accredited institution not equivalent to a UW-Superior course.
Typically Offered:
MTHED 230
Foundations of Mathematics for Elementary Education
3.00
A course in mathematical concepts designed to meet the mathematical needs of students in the Elementary Education program. Topics include: sets and set operations; numeration systems; number systems and their arithmetic; concepts of algebra; fundamentals of two- and three-dimensional geometry; and an introduction to probability and statistics.
General Education Attributes:
MC Math/Computer Science
Prerequisites:
Prerequisite for taking this course is completion of MATH 102 with a grade of C or better.
Prerequisite for taking this course is having completed MATH 240 with a grade of C- or better.
Typically Offered:
Fall and Spring Terms
MTHED 322
Using Mathematical Learning Processes in the Elementary /Middle School Content Areas
3.00
A learner-center approach methods course focusing on the theories, models, and strategies for effectively understanding and teaching mathematics concepts and skills in the five content areas to elementary/middle school children (ages 6-12/13; grades 1-7/8). National and state standards guide the conceptual framework for this course. Topics include Numbers and Operations; Measurement; Geometry; Data Analysis and Probability; and Algebra.
Prerequisites:
MTHED 230 with a grade of C or better.
Typically Offered:
Fall and Spring Terms
MTHED 323
Teaching Elementary/Middle School Mathematics
3.00
Study of the theories, models and strategies for teaching mathematics concepts and skills to elementary/middle school children (ages 6-12/13; grade 1-7/8). National and state standards guide the conceptual framework for this course.
Prerequisites:
Prerequisite for taking this course is completion of MTHED 322, or instructor permission, and admission to the Teacher Education Program.
Typically Offered:
Other, Refer to Catalog
MTHED 339
Teaching Mathematics and Computer Science in the Secondary School
3.00
General principles and problems of teaching mathematics in grades 5-12. Topics include: organizing teaching activities; teaching materials and resources; and current methodology. Student activities include classroom presentations, a formal paper, and 20-25 hours of laboratory experience.
Prerequisites:
Prerequisite for taking this course is Junior Status, admission to the Teacher Education Program, and cumulative GPA of 3.0 or better. |
MAT
360
- Statistics and Probability for Teachers
In this course students will study topics in data analysis including:descriptive statistics, probability, odds and fair games, probability distributions, normal distributions, estimation, and hypothesis testing. The course format will include: hands-on activities; computer-based simulations; creating and implementing student developed investigations; and actual middle school mathematics classroom activities. Throughout the course students will be given opportunities to relate the mathematical concepts studied in this course to the mathematical concepts they will be teaching. This course is not appropriate for students who have completed MAT-240, MAT-245 or MAT-250. |
K-12 Foundation's Probability and Statistics (Advanced Placement) FlexBook introduces students to basic topics in statistics and probability but finishes with the rigorous topics an advanced placement course requires.
CK-12 Earth Science covers the study of Earth - its minerals and energy resources, processes inside and on its surface, its past, water, weather and climate, the environment and human actions, and astronomy.
CK-12 Foundation's Geometry FlexBook is a clear presentation of the essentials of geometry for the high school student. Topics include: Proof, Congruent Triangles, Quadrilaterals, Similarity, Perimeter & Area, Volume, and Transformations.
CK-12 Life Science covers seven units: Understanding Living Things; Cells: The Building Blocks of Life; Genetics and Evolution; Prokaryotes, Protists, Fungi, and Plants; The Animal Kingdom; The Human Body; and Ecology.
CK-12 Foundation's Basic Algebra, Volume 1 Of 2 FlexBook covers the following six chapters:Expressions, Equations, and Functions - covers the relationships among expressions, equations, and functions when variables are present. Also explore… more
CK-12's Basic Geometry FlexBook, Volumes 1 through 2, is designed to present students with geometric principles in a more graphics-oriented course. Volume 2 includes 6 chapters: Similarity, Right Triangle Trigonometry, Circles, Perimeter a… more
CK-12's Advanced Probability and Statistics-Second Edition is a clear presentation of the basic topics in statistics and probability, but finishes with the rigorous topics an advanced placement course requires. Volume 2 includes the last 7 … more
CK-12's Geometry - Second Edition is a clear presentation of the essentials of geometry for the high school student. Topics include: Proofs, Triangles, Quadrilaterals, Similarity, Perimeter & Area, Volume, and Transformations. Volume 1 incl… more
CK-12 Earth Science For High School covers the study of Earth - its minerals and energy resources, processes inside and on its surface, its past, water, weather and climate, the environment and human actions, and astronomy. |
0764137018
9780764137013
Barron's SAT Subject Test Math Level 1: The SAT Subject Test in Math Level 1 tests students' proficiency in arithmetic, algebra, plane geometry, solid and coordinate geometry, trigonometry, functions and their graphs, and statistics, counting and probability. This manual reviews each of these topics in a separate chapter that includes exercises with answers. It also has are three full-length model tests with answer keys and solutions, test-taking advice, and tips on using a calculator on the test |
New MAA Book: Hands On History
Hands-on activities are sometimes hard to come by in a mathematics classroom, and when they are available, it's usually only in the form of simple manipulatives. Hands On History: A Resource for Teaching Mathematics uses the history of mathematics as a vehicle for incorporating hands-on learning into a math student's educational experience.
Before computer modeling, mechanical models played important roles in elucidating mathematical concepts and their applications. Devices and instruments such as Napier's bones, rectangular protractors, geometric string models, French curves, sundials, and pendulum clocks allowed users to explore mathematical ideas and test concepts. By bringing such models back into the classroom, teachers can help students experience math by actively participating in its processes. Hands On History allows three important areas of a student's education to interact: mathematics and mathematical reasoning; mechanical and spatial reasoning and manipulations; and evaluation of historical versus contemporary mathematical techniques.
Edited by History of Mathematics SIGMAA Program Coordinator Amy Shell-Gellasch, Hands On History is a collection of articles written by practitioners who use the history of mathematics to promote active learning in their classrooms. The projects outlined in the book range from simple to advanced, and can be used in any high school or college mathematics course.—R. Miller |
Related Documents
Abstract Algebra
Providing a concise introduction to abstract algebra, this work unfolds some of the fundamental systems with the aim of reaching applicable, significant results.
Customer Reviews:
good book for 1st semester course
By R. John - July 22, 2001
Abstract algebra (AKA "algebraic structures", "modern algebra", or simply "algebra") can be a difficult topic depending on its presentation. The difficulty comes in the abstractness of the topic (generalizations that give us useful properties), not the complexity of the area (though, further study can provide some of this). Although the several texts I have seen are useful in their own right, I don't believe there's a better text for beginners (or, perhaps, to strengthen shady concepts for further courses) on the subject. Herstein presents concrete examples before proving abstract concepts (something students who have only had courses on the several calculus, discrete math, probability, and matrix theory will find invaluable).The text is clear and concise. The length is short without omitting any pertinent ideas (other books tend to spend a wealth of pages on anomalies -- which can be good...but then we could really make volumes on the subject). The book starts with a basic... read more
Best at what it is
By Cletus Bojangles "Cletus" - September 23, 2002
(I am writing about the 2nd edition, which I used as an undergraduate.)This book is intended for a one semester senior-level honors course at a reasonably good undergraduate institution, for which it is perfect. Students who are less interested in pure mathematics or are somewhat weaker should go to Gallian's book, which is also excellent. Students who are weaker still maybe should seek out Fraleigh.Other reviewers are correct about the group theory being the strength of this book; ring and field theory are OK but short, but remember that this book is intended for a one semester undergraduate course. (Herstein was a ring theorist. It is natural to speculate that he chose the topics he did because of the course, not because of personal interest...) The optional topics (simplicity of A_n, Liouville's Criterion, etc.) are excellent."Topics in algebra" is supposed to be a year-long version of this book. That one is sometimes called "Herstein" and this... read more
Not a bad book but I am sure it could be better.
By Khalifa Alhazaa "a_mathematician" - February 26, 2001
I want you first to know that I have only read about 3/4 of the book and I have stopped after field extentions. I am trying here to comment on the book from a relatively more advanced point of view because I have had all the subjects in depth in some other classes. I think Hersteins treatment of groups is more than excellent I would not recommend any other book for group theory at the undergraduate level. But he starts loosing this track in his treatment of rings, and I feel he starts getting faster and faster in explaing ideals and I do not think he did it very well. Field extension and Galois theory go even faster. I think you should stop reading the book after group theory and try some other book in the subject of ring theory something like Jacobson's "Basic Algebra I" for advanced students. But the book is not that bad if you can absorb things fast enough. It even has a chapter about straight edge and compass constructions which is a remarkable subject for me. It even... read more
Widely acclaimed algebra text. This book is designed to give the reader insight into the power and beauty that accrues from a rich interplay between different areas of mathematics. The book carefully ...
Concrete Abstract Algebra develops the theory of abstract algebra from numbers to Gr"obner bases, while takin in all the usual material of a traditional introductory course. In addition, there is a ... |
Special Technology Requirements
Note:
These are course-specific requirements that go above and beyond the Provider Baseline Technical Requirements.
The school or student is responsible for providing:
This class uses Apex Learning online curriculum. Each student will run a system checkup during the Getting Started activity to insure their computer has all the required features and settings; Refer to the Apex Learning System check-up: paper and pencil.
A printer, paper, envelopes and stamps to take and mail the Topic Tests
Description
This first semester of algebra 1 credit retrieval course covers these Washington state standards: solving problems, numbers, expressions, and operations, and characteristics and behaviors of functions. Students begin with a diagnostic assessment on a Washington state standard within the Compass Learning program (CLO) and then based upon those results an individual learning plan is set up for the student. The student works the lessons and then demonstrates mastery of the skills in an assessment that must be passed before moving on to the next standard. Because high school students have unique needs and experiences, CompassLearning ensures that students know where they are while challenging them to grow. Odyssey High School Math focuses on foundational skills to support learners, emphasizes repetition and practice of key skills, reinforces study habits, including note-taking, to sharpen students� comprehension, and covers National Mathematics Advisory Panel�s concepts for success in algebra. |
This lesson consists of providing you with a Self-Tutorial on what is algebra, what are variables, constants, coefficients, terms, and expressions. I explain the use of proper notation, how to... More...
This lesson consists of providing you with a Self-Tutorial on what is algebra, what are variables, constants, coefficients, terms, and expressions. I explain NOTE: This is only the first 11 minutes of the video. Complete movie is on my web site |
Paul C Emekwulu
Title:
Mathematical Encounters for the Inquisitive Mind
Genre:
Teaching / Educational
ISBN:
9784535510
Synopsis :
Some school books are not written strictly in line with any traditional curriculum. They
fall into the category of supplemental materials. The right supplemental materials in
mathematics are analogous to novels and other reading materials. Novels, the language
of expression notwithstanding, build language skills in the areas of vocabulary, reading
and comprehension, spelling, grammar etc. Similarly, the right supplemental materials
in mathematics build vocabulary, computational, language, reasoning and logical
thinking skills. Mathematical Encounters for the Inquisitive Mind is a unique collection
of articles written by the author over the years under different circumstances and each
has some dose of mathematical insights for the inquisitive mind. The book can help
students and the general reader to be logical in their approach to mathematics and life
situations.
Full Table of Contents is available @: |
Fluid Dynamics (Advanced)
MATH3974
This unit of study provides an introduction to fluid dynamics, starting with a description of the governing equations and the simplifications gained by using stream functions or potentials. It develops elementary theorems and tools, including Bernoulli's equation, the role of vorticity, the vorticity equation, Kelvin's circulation theorem, Helmholtz's theorem, and an introduction to the use of tensors. Topics covered include viscous flows, lubrication theory, boundary layers, potential theory, and complex variable methods for 2-D airfoils. The unit concludes with an introduction to hydrodynamic stability theory and the transition to turbulent flow |
Alert Moderator
Note: This is not for general comments or questions about the message board. Please use the contact us form for that.
Reason
Message Details
I'm astonished at the adverse reactions to this article. It probably indicates how badly calculus is taught rather than anything bad about calculus.
A understanding of calculus allows insights to processes even when not used directly. Differentiation gives us insights into where a function or porcess is heading. Integration (area under a graph) gives insights into how a process is accumulating in its effect.
These two calculus operations can be applied in a day to day way outside of a purely mathematical context. This is what needs to be taught, understood and appreciated. |
algebra formulas or if there is a good site which can assist me.
Algebra Buster is a simple software and is definitely worth a try. You will also find lot of exciting stuff there. I use it as reference software for my math problems and can swear that it has made learning math much more fun. |
Examples of the Maths Past Papers and our Model Answers
To see examples of the past papers we offer and our model answers
click here.
The Past Papers
You will notice that our questions are slightly different from the
official papers from the exam boards. This is because copyright law does not allow
us to use their papers word-for-word. So we create replica questions. Our questions are as close as we can make them to the originals in
terms of:
Because the topic, the nature of the question and the level of difficulty
are exactly the same, if you understand our model answers you should have no trouble with
the actual exam questions.
Our Model Answers
We have a unique and much-loved approach to producing model answers -
see the selection of customer comments below.
We don't just provide the
answers. In a clear and simple way, we also show all the working out as
well so that you really understand the aspect of Maths or Science that
is being tested.
Customer comments about our model answers ...
"At first I found your hand-written explanations a bit
odd, but once I'd got used to them I always found them so simple and
clear and I'd like to order another CD for my boyfriend - hope I've done
the right thing!'" - Rachel, Newcastle
"I went through your model answers with my son and I
learnt things that had mystified me for years - but he picked them up no
bother. Your explanations were so clear and simple. Thank you." - Mr
Patel, Harrow
"How do you make it sound so simple?" - Jane, Reading
"I am very impressed. I particularly like the answers
in hand writing and the colourful identification of keywords. I think
that sometimes computer text can lose impact. The hand written answers
engage the brain whereas people tend to lose attention when they see
computer text." - Mr Ellsmore, West Yorkshire |
S.Chand's Mathematics For Class Ix Term -Ii
A Complete Textbook of Mathematics for Term -II absolutely based on new pattern of examination CCE for both Formative and Summative Assessments with following key features and worksheets at the end of each chapter for practising the problems based on : True / False | Fill in the blanks | Match the Columns | MCQ's | Asserstion Reasoning | Comprehension | Riddles | Special Worksheets | Activities for Lab Manual | Important Facts | Ten CBSE Model Papers |
Beginning Algebra : Early Graphing - With CD - 2nd edition
Summary: This clear, accessible treatment of beginning algebra features an enhanced problem-solving strand highlighted by A Mathematics Blueprint for Problem Solving that helps students determine where to begin the problem-solving process, as well as how to plan subsequent problem-solving steps. Also includes Step-by-Step Procedure, realistic Applications, and Cooperative Learning Activities in Putting Your Skills to Work.
0321577965 Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc... All day low prices, buy from us sell to us we do it all!!
$2538 +$3.99 s/h
Good
recycleabook CENTERVILLE, OH
used book - free tracking number with every order. book may have some writing or highlighting, or used book stickers on front or back
$4344.95 +$3.99 s/h
Good
Whattaplace Pueblo West, CO
Upper Saddle River, NJ 2009 Other 2nd ed. Good.
$53321577962 |
Change
Educated citizens need to grasp the meaning of growth in order to understand financial contracts (e.g. credit card payments) and make sense of statements such as "the jobless rate is increasing at a lower pace than last year." Scientists and technicians need to understand and model growth to represent processes in physical, social, and biological domains. Doubling the width of a shoebox has a very different effect on volume or surface area from doubling the radius of a ball. If we compare two populations, one twice as large as the first but both with same birth rate, or two populations of the same size but one of them with twice the birth rate of the other, the difference in the populations' sizes over a number of years is even more dramatic. Course 3 will deal with various aspects of change, from the effects of positive or negative change on equations and inequalities, comparison of different types of functions for representing change, (e.g., things that go around in circles) to the meaning of rate of change. Studies of students' understanding of various kinds of change over time (e.g. change in displacement, height, wages) and their interpretation of graphs are considered. |
firSystems of equations and methods of analyzing data may also be explored. The actual curriculum may vary slightly, with one institution or the next having more or less than what is described here. Nevertheless, it generally involves determining the symbolic relationships that describe certain real world phenomena, and using such relationships to solve certain real world problems. |
Coach Balkcom
Parents and students, welcome to my Algebra I website. The school year is going to be great. My 9th grade students will be involved in an in-depth study of Algebra I. This class will prepare the students for Geometry and Algebra II, along with courses in college.
The students will begin the year with a review of the concepts they were introduced to last school year. This will be the foundation for success in Algebra I. I will update this website periodically to inform you on the activities of the class.
The first six weeks is already over. In Algebra I, we have worked mainly on solving a wide variety of equations. This is a main foundation for the rest of Algebra I and other mathematics courses. In the near future, we will be working with percents to finish up chapter two. Starting around October 11th, we will begin chapter three which is dealing with inequalities.
If you have any questions or concerns, please feel free to contact me. I'm here for you and your child. Have a great day. |
McGraw-Hill's Math Grade 8
Synopsis
Now students can bring home the classroom expertise of McGraw-Hill to help them sharpen their math skills!
McGraw-Hill's Math Grade 8 helps your middle-school student learn and practice basic math skills he or she will need in the classroom and on standardized NCLB tests. Its attractive four-color page design creates a student-friendly learning experience, and all pages are filled to the brim with activities for maximum educational value. All content aligned to state and national standards
"You Know It!" features reinforce mastery of learned skills before introducing new material
"Reality Check" features link skills to real-world applications
"Find Out About It" features lead students to explore other media
"World of Words" features promote language acquisition
Discover more inside:
A week-by-week summer study plan to be used as a "summer bridge" learning and reinforcement program
Each lesson ends with self-assessment that includes items reviewing concepts taught in previous lessons
McGraw-Hill's Math Grade 8
Found In
eBook Information
ISBN: 97800717486 |
Saxon Geometry Homeschool Kit
A welcome addition to Saxon's curriculum line, Saxon Geometry is the
perfect solution for students and parents who prefer a dedicated
geometry course...yet want Saxon's proven methods!
Presented in the
familiar Saxon approach of incremental development and continual
review, topics are continually kept fresh in students' minds. Covering
triangle congruence, postulates and theorems, surface area and volume,
two-column proofs, vector addition, and slopes and equations of lines,
Saxon features all the topics covered in a standard high school
geometry course. Two-tone illustrations help students really "see" the
geometric concepts, while sidebars provide additional notes, hints, and
topics to think about. Parents will be able to easily help their
students with the solutions manual, which includes step-by-step
solutions to each problem in the student book; and quickly assess
performance with the test book (test answers included). Tests are
designed to be administered after every five lessons after the first
ten.
Key To Geometry Books 1-8
Key to Geometry offers a non-intimidating way to prepare students for
formal geometry as they do step-by-step constructions. Using only a
pencil, compass, and straightedge, students begin by drawing lines,
bisecting angles. Books are also sold separately.
Key To Geometry (KTG) Answers Notes, Books #1-3
The series of workbooks, Key to Geometry To Geometry (KTG) Answers Notes, Books #4-6
Key to
Geometry offers a non-intimidating way to prepare students for formal
geometry as they do step-by-step constructions. Using only a pencil,
compass, and straightedge, students begin by drawing lines, bisecting
angles
Book 4: Perpendiculars, Book 5: Squares and Rectangles, Book 6: Angles.
These are the answers and notes for Books 4-6 of the Key to Geometry
Series.
Key to Geometry (KTG) Answers Notes, Book #7
The series of workbooks, Key to Geometry, to Geometry (KTG) Answers Notes, Book #8
Key to Geometry
offers a non-intimidating way to prepare students for formal geometry
as they do step-by-step constructions. Using only a pencil, compass,
and straightedge, students begin by drawing lines, bisecting angles,
and reproducing segments. Later they do sophisticated constructions
involving over a dozen steps and are prompted to form their own
generalizations. When they finish, students have been introduced to 134
geometric terms and are ready to tackle formal proofs. Book 8:
Triangles, Parallel Lines, Similar Polygons This book contains the
answers and notes for Book 8 of the Key to Geometry Series.
The Complete Idiot's Guide to Geometry 2nd Ed.
See geometry from all the right angles.
Here is a
non-intimidating, easy-to-understand, and fun companion to the
textbooks required for high school and college geometry courses. Written
by a math professor who developed a geometry class for liberal arts
students, this book covers all standard curriculum concepts—from angles
and lines to tangents and topology.
Geometry, Level 2
Never waste a single minute, when you fill in down time with Daily
Warm-Ups. Give your students the skill to become confident at solving
problems, and helps prepare them for standardized tests. Contains 180
warm-ups, from converting distance to tesselations and everything in
between. Spice up your geometry class with this book and your kids will
thank you for it!
Geometry the Easy Way
This third edition of "Geometry the Easy Way" covers the "how" and
"why" of geometry with hundreds of examples and exercises with
solutions. More than 700 drawings, graphs, and tables help to
illustrate angles, parallel lines, proving triangles congruent, formal
and informal proofs, special quadrilaterals, inequalities, the right
triangle, ratio and proportion, circles, area and volume, locus,
coordinate geometry, and constructions.
Proofs Workbook
The concepts that are studied and applied in a geometry course fall
into two categories: theorems and postulates. This workbook will
provide an opportunity to develop specific skills used in proof
writing. Each strategy develops a particular technique that can be used
when writing a proof. Includes:
Informal presentations of theorems, postulates and definitions.
Perfect complement to any textbook.
Applications of ideas developed in clear explanations and practice exercises. |
In GAMM-Mitteilungen original scientific contributions to the fields of applied mathematics and mechanics are published. In regular intervals the editor will solicit surveys on topics of current interests. |
Elementary And Mid. School Mathematics -texas Edition - 7th edition
Summary: It is fun to figure out the puzzle of how children go about making sense of mathematics and then how to help teachers help kids. John A. Van de Walle, Late of Virginia Commonwealth UniversityThis is the philosophy behind Elementary and Middle School Mathematics: Teaching Developmentally. John A. Van de Walle wrote this book to help students understand mathematics and become confident in their ability to teach the subject to children in kindergarten through eighth grade. Although he c...show moreouldLearningThe Asse ...show less
Used book with some highlighting/writing, some shelf-wear... (WE-A)1.28.
$55.78 +$3.99 s/h
Good
BookSleuth Danville, CA
Fast Shipping ! Used books may not include access codes, CDs or other supplements.
$59.48 +$3.99 s/h
Acceptable
Campus_Bookstore Fayetteville, AR
Used - Acceptable Water damage. 7th Edition Not perfect, but still usable for class. Ships same or next day. Expedited shipping takes 2-3 business days; standard shipping takes 4-14 business days.
$59.4878.66 |
Pre-Algebra Guide
A Top Seller! Well paying careers demand skills like problem solving, reasoning, decision making, and applying solid strategies etc. and Algebra provides you with a wonderful grounding in those skills – not to mention that it can prepare you for a wide range of opportunities. This is a COMPLETE Pre-Algebra guide to well over 325 [...]
Disaster Readiness Guide
Recommended on CNN and in USA Today ** INCLUDES NEW HOMELAND SECURITY ADVISORY SYSTEM ** A must-have app that will help you and loved ones rebound from almost any DISASTER quickly and safely. Topics cover everything you'd expect from a Disaster Readiness guide and includes sections on how to make your own Disaster Supplies Kit,
Pre-Geometry Guide
Every day we use principles of geometry to help guide decision making and now the keys to this important subject can be at your fingertips! Geometry sharpens our reasoning, logic and problem solving skills and is one of those subjects we need to know not only to keep up, but to get ahead in the [...]
Science Terms
A mobile reference of over 275 definitions and terms! Science is a key focus area in school and needed for many of today's top-paying careers. Mastering the many areas, let alone understanding the basics of each area, can be very difficult, confusing and even mind boggling! The good news is this app will help make it easier [...]
Pre-Calculus Guide
Calculus may not seem very important to you but the lessons and skills you learn will be with for your whole lifetime! Calculus is the mathematical study of continuous change. It helps you practice and develop your logic/reasoning skills. It throws challenging problems your way which make you think. Although you may never use calculus [...]
Punctuation Guide +
Over 400 examples! Mistakes in grammar or punctuation can be annoying to a reader and quickly draws attention away from what is being written. These types of mistakes cause the reader to focus on the grammar instead of what is being communicated, leads them to question on how well educated the person is, and significantly [...]
New Mom Guide
A mobile reference guide for NEW moms! Now with even More Content! Becoming a new mom is truly an amazing time but it can also be extremely lonely when you don't have people around that can answer the many questions you have, or relate to all the new things you're going through! Our New Mom reference [...]
Pre-College Math
Math helps the mind to reason and organize complicated situations and problems into clear, simple, and logical steps. In our society, high paying jobs often demand someone who can take complicated situations and simplify them to a level that everyone can understand. Therefore, by knowing more math, you give yourself the competitive edge needed to [...]
The Baby Guide
** Two apps for the price of One! ** This app runs in two native modes – phone or tablet. The phone version is concise with quick navigation while the tablet version gives you everything the phone version does, but is laid out so its easier to use, read and navigate through. The Baby guide [...] |
Mathematics refers to the study of change, quantity, structure etc. It consists no definition, as human doesn't has discovered it. Human has discovered logistic definitions related with mathematics. It is the term which is related to the mental activity. It is the best way to check the mental power of anybody through math, as it contains a calculation which shows how much sharp is anybody's mind. Students who are weak in mathematics found themselves weak to solve the algebraic expressions due to their weakness of mental power they used to do coaching classes for the same.
Teachers provide extra classes to weak students who needs help to understand the mathematical equations. Many more websites has been also launched to help the needy students. My Math Lab Plus is a site offering online the categories of mathematical courses to the student's having the editions Beginning Algebra, Mathematics in action in which the introduction to Algebraic, Numerical as well as Graphical solution has been dictated, Elementary Algebra, Introductory Algebra, Integrated Arithmetic and Basic Algebra and many more additions of different levels for the students are available.
The only thing which scared some students is long mathematical sums, instead of solving those solutions they got scared of getting failed. Teachers provides study materials and notes to the students so that they could learn and able to solve their problems. There were many kinds of students, the students who were scared from asking questions to the teachers, they have fear of being noticeable and they hesitate. These sites have launching all the solutions of the problems in easiest way so that it could be easily understood by the students.
This site is not only helpful for weak students but also for bright students as they got easiest solutions as well as sample papers containing more new questions to solve. My Math Lab Plus has provided various categories to the students for Higher Educations, Academic Executives who does Institutional Solutions, Online solutions, Workforce Education and Learning Environments etc.
They provide the best solutions to the students and let them understand the easiest way to understand the mathematical sums starting from the introduction of mathematics. This Lab Plus has Educators Category, through which the students could able to find their Representatives, Custom Solutions, Catalog and Instructor Resources etc. They provide study materials to the students which could be purchased online. This site proved as a hope for the students who were very weak in mathematics. They could find their every solution related with mathematical sums through it |
Math News
8th Grade Math Update
Tuesday, 11 September 2012 13:32
Mr. Smoot
Hello all, and welcome to Chapter 2! By now, students are grasping the basic concepts of numbers and how they are starting to fit into the realm of Algebra. Both Algebra and Pre-Algebra are focusing on the basics of solving equations. Pre-Algebra is working on basic equations with whole numbers, while Algebra is bravely taking on Multi-step equations which include various forms of rational numbers. Every topic we cover in these two classes will build on the foundation laid in Chapter 2.
REMINDER: Tests are about every two weeks, so constant review is not only suggested, but needed. |
Welcome to Cemetech's Back-to-School guide to graphing calculators. This article is Part 1 of 3; in Part 2, I'll discuss putting games and educational programs on your calculator, while in Part 3, we'll look at how you can use your calculator to learn to program. It's been nearly a year since Cemetech's 2011 Back-to-School guide, in which I recommended the TI-84+ Silver Edition for high school students and a TI-84+SE, Casio Prizm, or TI-89 for college students, depending on their field and personal interests. What about this year? What calculator should you get, and what accessories will you need to help you get the most from your purchase? Don't worry, as Cemetech has you covered. I'll help you pick the best calculator for yourself, your child, or your students.
As you may know, Texas Instruments currently holds the lion's share of the graphing calculator market, and has the most widely-recognized lines of graphing calculators. Casio fills in as the second-place contender, with HP a distant third. I'll take you through four majority categories of calculators that you might be interested in getting: the TI-84 Plus Silver Edition, the TI-89, the Casio Prizm, and the TI-Nspire CX. All four of these calculators are accepted on standardized tests like the SAT and the ACT (with one exception). All four are powerful, (relatively) modern graphing calculators, and with a few small caveats, all would be appropriate for the average student. However, even among these top contenders, the playing field is hardly level.
:: The erstwhile TI-84 Plus Silver Edition, often written TI-84+SE, is the direct successor to the TI-83, TI-83+, TI-83+SE, and TI-84+ graphing calculators. It is the top of that particular line, with a 15MHz processor, 24KB of RAM, and 2MB of Flash ROM (1.5MB of which is available to you). The TI-83+ / TI-84+ series (or TI-83 Plus / TI-84 Plus series, if you prefer) is inarguably the most-used set of graphing calculators around. Most high school teachers recommend it, and even many college professors prefer it over alternatives. It has a large body of math textbooks, tutorials, and programming guides backing it, not to mention that teachers and many students are already very familiar with the calculator. When in doubt, especially if you or your child is a high school student (or even younger), the TI-84 Plus Silver Edition is the way to go. If its roughly $120 price tag is too dear for you, you can find the TI-83 Plus for as little as $80 or $90 with sales, and it omits very few of the TI-84 Plus Silver Edition's features. The main exception is the ability to run Texas Instruments' new MathPrint (MP) operating systems, which though useful for visualizing math have been roundly criticized for being rushed and buggy. The quintessential calculator for high school math and science, still applicable in many college courses.
:: For more advanced math, the TI-89 Titanium is a good choice. If you or your student is interested in math, science, or engineering, or is entering a math-heavy college major, this is probably the right calculator for him or her. While the TI-83 Plus / TI-84 Plus series can solve numerical expressions and do 2D graphing, the TI-89 can solve symbolic expressions and do 3D graphing. It can do symbolic differentiation and integration, both important features for many higher math and engineering courses where the ability to memorize differentials and integrals is no longer the focus. While its features are applicable to any level of math, its power and sophistication are likely to make high school teachers hesitant to accept it in classes and exams. Caveat: The ACT exam inexplicably does not allow the TI-89 series. The SAT allows it. The TI-89 Titanium runs between $120 and $140. Perfect for higher-level college math, science, and engineering courses.
:: The first semi-modern, color screen graphing calculator was the Casio Prizm, now about a year and a half old. The Prizm, also known as the Casio fxCG-10 (in North America) or fxCG-20 (in Europe), has a powerful processor, lots of RAM, and a widescreen 384 x 216-pixel LCD. It is good for high school and some college math. The Prizm has a feature similar to the TI-84 Plus's MathPrint to display equations closer to how a textbook might print them. It can solve equations, do trig and algebra, graph 2D and 3D equations, manipulate spreadsheets, and investigate geometric relationships. Casio is particularly proud of its Picture Plot function, which lets you plot a series of points over a photograph and fit a line to the points, revealing the math of the real world. The Prizm is particularly excellent for students looking to learn programming, offering BASIC, open C programming, and soon, a Lua interpreter. It runs about $120 to $130, and is a great choice for high school students, some college students, and especially programmers. A simple, modern color-screen graphing calculator for high school students and programmers.
:: Last of all, the TI-Nspire CX is the latest in TI's Nspire product line. The TI-Nspire and TI-Nspire CAS had 4-bit grayscale screens, while the TI-Nspire CX and the TI-Nspire CX CAS have color screens, like their predecessor the Casio Prizm. The CAS varieties have symbolic Computer Algebra Systems, like the TI-89, while the non-CAS versions are more like the TI-84+SE in terms of features and target audience. The TI-Nspire's operating system is based around the idea of Documents, in which you type calculations, enter equations, and draw graphs. It has templates for linear, parabolic, circular, elliptical, and hyperbolic equations in which you can enter coefficients and graph the result. The OS has a "Scratchpad" for quick calculations, and like the TI-84 Plus series, variables shared between the calculation and graph modes. It can perform all of the trig functions you need for math classes. You can name your own variables, and are thus not limited to the A-Z variables of the TI-84 Plus, and variables are "linked" with graphs so that when you change a variable, a graph that uses the variable will be updated as well. The Nspire tries to emulate computer interfaces in that, for example, ctrl-C copies text. The TI-Nspire originally had almost no programming features, though at least partly due to widespread outcry, they relented. The TI-Nspire CX has a primitive BASIC language and a slightly more advanced Lua implementation. On the downside, anecdotal evidence suggests that the latest operating system version is rife with bugs, and noticeably slower than previous versions. You cannot run native C programs, and Texas Instruments works to actively block any loopholes that allow native programs to run. The TI-Nspire is between $160 and $180, depending on whether you get the CAS or non-CAS model. A late entry to the graphing calculator race, a color screen calculator centered around the idea of "Documents". Good for some high school students.
The Final Verdict:
Picking a graphing calculator was for a long time a no-brainer; you simply chose the latest in the TI-83 Plus / TI-84 Plus series. With more choices appearing and more options available to consumers, a better but more confusing selection now confronts students, parents, and even teachers. The bottom line is that if you already have a TI-83 Plus or TI-84 Plus (or Silver Edition), there are very few reasons to trade up to a more expensive calculator. It's still sufficiently feature-filled for all but the highest math classes, for which you might want a TI-89 Titanium. If you are looking to get a new calculator, your or your child's teachers may recommend a TI-84 Plus or a TI-Nspire CX, in which case you should follow their advice. Remember, all four models mentioned herein are accepted on the SAT and ACT tests, so none win or lose on that count. For high school students getting a new calculator, the TI-84 Plus Silver Edition is the best choice, while the Casio Prizm and the TI-Nspire CX are secondary options. The Casio Prizm is a modern color screen calculator with the simplicity of the TI-84 Plus, while the TI-Nspire goes off in a new direction with its interface. As it has locked-down programming features, we in the programming community often criticize it, but it is a powerful math tool. Both the Nspire and the Prizm have color 2D and 3D graphs, algebra, trig, and geometry features.
If you're looking to take college higher math, science, or engineering classes, the TI-89 Titanium or the TI-Nspire CX CAS are the calculator for you. The Casio Prizm may also be useful, as the community is working on building symbolic CAS features, but such features are currently imcomplete. Finally, if you're a programmer, or you want to encourage your student to be a programmer, the Casio Prizm or the TI-84 Plus Silver Edition are the best options. Both allow BASIC and assembly programming, while the Prizm also allows open native C programs and Lua programs.
Good luck with the hectic rush that is Back to School, and I hope this guide helped make at least one decision easier. Be sure to join us in Part 2 of this guide, where I will be discussing getting programs and games for your graphing calculator and how to load said programs and games onto the TI-83 Plus/84 Plus or Casio Prizm. _________________
Last edited by KermMartian on 04 Sep 2012 04:22:00 pm; edited 1 time in total _________________ Shaun
Erstwhile in that it has been around for a (relatively) long time, longer than any of the other calculators on this list, and is a dependable choice. I see that the dictionary definition is slightly different than what I had in my head, so I will probably modify that word. Thanks, Merth. _________________
By the way, aren't the CAS models such as the TI-89 and TI-Nspire CAS banned from certain tests due to having a CAS or does that only apply to calcs with a Qwerty keyboard? _________________ Shaun
My daughter is entering 10th grade and asked me to purchase a graphing calculator (she does not recall any specific recommendation from the teacher)
I wholeheartedly agree with
Quote:
With more choices appearing and more options available to consumers, a better but more confusing selection now confronts students, parents, and even teachers.
I thought that this would be a simple task, just get the most powerful and sophisticated calculator which will make her schooling the best and most importantly the easiest.
But it seems that some of the more sophisticated calculators are not allowed (or features must be disabled) on some exams, which make the purchasing task a bit more challenging :-)
So after doing quite a bit of research but before stumbling on this article, I was going to get the Casio Prizm fx-CG10, about $80 from Amazon. (compared to $120 for either the TI-Nspire w/Touchpad or the TI-84)
She is planning to take IB ( which means that any calculator with CAS (and the TI-89) is not allowed, and that even the non-CAS TI-Nspire have to be neutered by putting them into test mode
So it seems that the Casio Prizm which is allowed on all (SAT/AP/ACT/IB) exams, without disabling of features was going to be the best. Mostly for its hi res color and its apparent easy of use. (not as much for its programming ability, even though I am software engineer...), and also considering the cheaper price.
I might end up getting the Casio for now, and a CAS enabled calculator when she enters 12 grade, as CAS is allowed on SAT and AP (on the other hand, just the fact that CAS is allowed, does not mean that a CAS calculator is actually going to be useful in the SAT/AP tests...)
Avi, welcome to Cemetech! My top recommendation is the TI-84+ only because many teachers are familiar with it. The Casio Prizm is a very powerful calculator, far moreso than the TI-84+ series despite it's lower price. Keep in mind that if you get a TI-Nspire CX, you cannot use the TI-84+ keypad; only the older non-color TI-Nspire calculators (like the one you linked) can use the keypad. If your debate is between the Prizm and the grayscale Nspire, I would absolutely steer you towards the Prizm. Hope this helps, and feel free to ask us any follow-up questions. _________________
Well, I should preface my answer by saying that I'm somewhat biased against TI's stance with the Nspire, even though they have relented somewhat in recent months. This article explains my position on the Nspire more fully. I would tend to advise you to get the TI-84 Plus Silver Edition, as I don't find the Nspire's pedagogical features to be outstanding, but the fact remains that if you are able to get the touchpad with the TI-84+ keypad, you're essentially getting two calculators. Feature-wise, there's not too much the real TI-84+SE can do that the emulated one cannot (and the things it can't do are too technical to bear mentioning), so you can't lose much by getting the Nspire over the TI-84+, as much as it pains me to say so. Oh, and if you want to nudge your daughter in the career direction you followed, perhaps my book hitting stores in two weeks or so might be relevant? _________________
Not a chance... so far she expressed no interest at all what so ever in programming. I tried to introduce her to several programming environments for kids (scratch, alice, squeak). she will probably never look at programming because it is my profession : -(
on the other hand, she has absolutely no free time, she is swamped with homework (she considers anything less than an A+ an absolute failure), and barely have time to practice the piano. so there might still be hope...
I like the guide, it's detailed and has arguments for and against, but unfortunately, I have no real choice in the matter.
My school requires me(or my parents) to buy a nspire CAS(can be non-CX, though), so I'm going to have to get one. However, a question: Wouldn't it be viable to save money by buying a non-cas and using OSlauncher? _________________ This signature is completely empty
I suppose so, but is the OSlauncher still available? I worry that that might not be a tenable long-term course of action, depending on whether current OSes are still susceptible. Not to mention, is there anything illegal about that?Teachers just have different priorities than students and programmers, and as you know, TI is heavily favoring the teacher point of view these days.
merthsoft wrote:
Thanks for pointing out that I missed this the first time around, Merthsoft. I think it's a recent change too, although I'm having difficulty finding any proof on the internet. I can think of no good reason it would be banned; I didn't think the CAS would help for any ACT or SAT questions (hence why it's allowed on the SAT). _________________
Fascinating stuff; I guess I have long been misinformed, then. Living in the Northeast, where the SAT is the norm rather than the ACT, I've never really had a chance to test my (mistaken) belief on that subject. That stance seems quite shortsighted to me, I must say.From the little that I've seen about it, they've always mentioned a 95% failure rate at launching the CAS OS, although I did see another article where it mentioned putting particular files in particular locations "improved" the success rate although they failed to quantify that.
...and since AFAICT it needs ndless, and OS3.2 blocks ndless it's a GAMBLE about whether you're getting a calc shipping with 3.2 or you get lucky and it's 3.1 or less...
I was all set to try out a TI calc until I happened across ndless being SPECIFICALLY blocked by TI in their OS3.2 release.
I'm not a student, so I don't care about tests, standardized or not and all the other rot. I'm just interested in a TOOL for q&d cas & graphing when necessary, and so TI just pushed me to ordering a HP-50G(which I would've ordered anyways as it's the best calc lineup ever, and best cas so far -- little slower but that because it's done algorithmically rather than by simplistic table lookups which often fail on TIs or so I have heard(TI89 era/Derive IIRC -- I had heard the cx used a different and maybe more intelligent cas as in hoping for table lookup -> fail -> algorithm).
BTW price diff btwn cx cas and plain cx is $10. When you're already talking $150(cas) v. $140(plain) do you really need to save the $10. (I think that these calcs are all grossly overpriced anyways, HP-50G is c. $95 from amazon, and I got a chuckle seeing the paleolithic ti-84+ at something like $100(wonder where they're sourcing the z80s nowadays, or maybe they're emulating them on an ARM9 which would just kill me.)
[EDIT]
I'm pretty sure that the HP-49/+/50g are all banned on SAT/ACT as well... not sure about Europe, etc. but a post that I'd seen by a french user on an hp forum implies that they're usable on French tests at least...
I suspect that the 38GII(a neutered 49g+, less RAM/no SD) is probably also banned.
[/EDIT]
Last edited by cutterjohn on 15 Sep 2012 11:32:29 am; edited 1 time in total
Cutterjohn, I love what you're saying in the middle of that post, as I continue to be intrigued by the market of professionals, engineers, and college students who want a powerful, full-function graphing calculator, might want to use it for other things like data logging and programming, and don't care about standardized tests they've already completed. I continue to believe that a rather nifty prototype of mine and I have a bright future once I finish my PhD.
You just about hit the nail on the head about the z80, but missed slightly. The latest TI-84+/84+SE calculators have the z80, TI's bus ASIC, and the calculator's RAM integrated into a single TI-made ASIC. It's emulation in hardware rather than software, but it is indeed a monolithic SoC-type package, joined only by an external Flash chip. It's been quite a few years since the TI-84 Plus series calculators had discrete processors or RAM, although a few of the oldest ones in my collection do indeed have all four discrete chips |
For computer science students taking the discrete math course. Written specifically for computer science students, this unique textbook directly addresses their needs by providing a foundation in discrete math while using motivating, relevant CS applications. This text takes an active-learning appr...
This text is intended for one semester courses in Logic, it can also be applied to a two semester course, in either Computer Science or Mathematics Departments. Unlike other texts on mathematical logic that are either too advanced, too sparse in examples or exercises, too traditional in coverag... |
MATH 154 The Nature of
Mathematics, 3 credit hours. Basic concepts
from set theory, logic, geometry, statistics;
the fundamental ideas of calculus, and a survey
of the development and application of modern
mathematics. This course is designed to satisfy
the general education requirements in
mathematics while providing an overview of the
discipline. Prerequisite: MATH 131 or
equivalent.
MATH
160
Basic Mathematics for Elementary Teachers I, 3 credit hours. An
overview of induction and deduction, sets,
numbers and numeration. Topics include
patterns and sequences, counting techniques,
sets, relations and functions, logic
(implication and validity), numeration (base and
place syntax and algorithms), number systems
(axioms, rational operations, and modular
arithmetic), and measurement. Where
appropriate, these topics are applied to
problem-solving strategies. This course is
intended for Elementary Education majors and is
aligned with the Alabama Course of Study-- MATHEMATICS,
but is open to any student meeting the
prerequisite. (Note: Students who
have completed MATH 164 with a "C"
or better will not get credit for MATH 160.)
Prerequisite: A grade of C or better in MATH 144 and MATH 147.
MATH
162
Basic Mathematics for Elementary Teachers Il, 3 credit hours. A
continuation of MATH 160. Topics include
the real number system (irrational numbers),
geometry (geometric shapes, angles,
constructions, and measures of length, area, and
volume), the metric system, symmetries,
descriptive statistics (frequency distributions,
measures of central tendency and variation, and
normal distributions), and elementary
inferential statistics. This course is
intended for Elementary Education majors and is
aligned with the Alabama Course of Study-- MATHEMATICS,
but is open to any student meeting the
prerequisite. Prerequisite: A grade of C
or better in MATH 160.
MATH 170
Calculus I, 4 credit hours. The study of the limit of a
function; the derivative of algebraic, trigonometric, exponential, and
logarithmic functions; and the definite integral and its basic
applications to area problems. Applications of the derivative are
covered in detail, including approximations of error using
differentials, maximum and minimum problems, and curve sketching using
calculus. Prerequisite: MATH 149 or MATH 150 or equivalent.
MATH 171
Calculus II, 4 credit hours. The study of vectors in the
plane and in space, lines and planes in space, applications of integration (such as volume, arc
length, work, and average value), techniques of integration, infinite
series, polar coordinates, and parametric equations. Prerequisite:
MATH 170 or equivalent.
MATH 185 Survey of Mathematics,
1 credit hour. This course provides an overview of the nature of
mathematics, in both a historical and modern context, and its
relationship to other disciplines. Students will learn about what
mathematicians do and why, and will hear a variety of speakers discuss
career opportunities in mathematics and related disciplines. The course
is graded Pass/Fail and is open to all majors. Prerequisite: MATH
144 or higher.
MATH
202 Mathematics of Games,
3 credit hours. Introduction to
various mathematics concepts as they apply to
games. This will include counting techniques,
probability, decision trees, and an introduction
to game theory. Prerequisite: MATH 144 or
higher.
MATH 205 Introduction to the
History of Mathematics, 3 credit hours. Introduction to the
history of mathematics, from early numerations systems through the
beginnings of calculus. Prerequisite: MATH 170.
MATH 222
Algorithm Development, 3 credit hours. Introduction to
programming and algorithm development. Includes basic I/O and file
operations, data types, loops and decisions, functions and procedures,
and the use of these topics in developing algorithms applicable to
various mathematical problems. Prerequisites: MATH 144 and CIS 161 or
consent of instructor.
MATH
287 Introduction to Graph Theory, 3 credit hours. An introduction to
the basic concepts of graph theory, including the properties and
applications of carious types of graphs. Although some material will
be presented in the standard theorem-proof format, most of the classwork will be computational
in nature.Prerequisite: MATH 170 or consent of instructor.
MATH 295 Special Topics,
3 credit hours. Topic will be
announced prior to registration. Topics vary.
Course may be repeated for credit as topic
changes. Prerequisite: A grade of C or better in
MATH 170.
MATH 299 320
College Geometry, 3 credit hours. Concepts and methods of
geometry for advanced study and for teaching geometry at the
secondary-school level. Includes Euclidean, solid, and spherical
geometry. Prerequisite: MATH 170 or consent of instructor.
MATH
385 Mathematics Colloquium, 1 credit hour.
Topics will be announced prior to registration.
This course provides students with the
opportunity to explore areas of mathematics not
normally found in the undergraduate curriculum,
in an informal, lecture/discussion format.
The course is graded pass/fail, and may not be
used as an upper-level mathematics elective. Topics vary. Course
may be repeated for credit as topic changes.
Prerequisite: MATH 310.
MATH 387 Graph Theory, 3 credit hours.
Advanced topics in graph theory, including
graphs and diagraphs, vertex and edge colorings,
planar graphs, and Ramsey numbers. Although some
of the class will be computational, much of it
will be presented in theorem-proof format.
Prerequisite: MATH 310 or consent of instructor.
MATH 395
Special Topics, 3 credit hours.
Topics will be announced prior to registration.
Topics vary. Course may be repeated for credit
as topic changes.
MATH 399 484 Directed Reading in
Mathematics, 1 credit hour. In this course, students will
explore areas of interest in mathematics and propose a topic for their
senior seminar projects. The course is graded Pass/Fail. Prerequisite: MATH 310
or permission of department chair.
MATH 485
Senior Seminar, 1 credit hour. This course provides students
with the opportunity to synthesize previous work
through the preparation and presentation of a
research paper. Prerequisite: MATH 484.
MATH
495
Special Topics, 3 credit hours.
Topics will be announced prior to registration.
Topics vary. Course may be repeated for credit
as topic changes.
MATH 498 Mathematics Colloquium, 1 credit hour.
Opportunity to engage in mathematics at the professional level,
through weekly talks given by UM mathematicians
and invited speakers. Graded pass/fail. Topics
vary. Course may be repeated for credit as topic
changes. Corequisite: MATH 310 and junior
standing.
MATH 499 Independent Study,
1-3 credit hours. Independent study in a selected mathematics area to further a
student's knowledge and competence |
More About
This Textbook
Overview takes a starting point below GCSE level. Basic Engineering Mathematics is therefore ideal for students of a wide range of abilities, and especially for those who find the theoretical side of mathematics difficult.
All students taking vocational engineering courses who require fundamental knowledge of mathematics for engineering and do not have prior knowledge beyond basic school mathematics, will find this book essential reading. The content has been designed primarily to meet the needs of students studying Level 2 courses, including GCSE Engineering and Intermediate GNVQ, and is matched to BTEC First specifications. However, Level 3 students will also find this text to be a useful resource for getting to grips with the essential mathematics concepts needed for their study, as the compulsory topics required in BTEC National and AVCE / A Level courses are also addressed.
John Bird's approach is based on numerous worked examples, supported by 600 worked problems, followed by 1050 further problems within exercises included throughout the text. In addition, 15 Assignments are included at regular intervals. Ideal for use as tests or homework, full solutions to the Assignments are supplied in the accompanying Instructor's Manual, available as a free download for lecturers (please refer to the preface for URL and download instructions).
Related Subjects
Meet the Author
John Bird, the author of over 100 textbooks on engineering and mathematical subjects, is the former Head of Applied Electronics in the Faculty of Technology at Highbury College, Portsmouth, U.K. More recently, he has combined freelance lecturing at Portsmouth University, with technical writing and Chief Examiner responsibilities for City and Guilds Telecommunication Principles and Mathematics, and examining for the International Baccalaureate Organisation. John Bird is currently a Senior Training Provider at the Royal Naval School of Marine Engineering in the Defence College of Marine and Air Engineering at H.M.S. Sultan, Gosport, Hampshire, U.K. The school, which serves the Royal Navy, is one of Europe's largest engineering training establishments |
An excellent introduction to Mathematical Finance. Equipped with a knowledge of basic calculus and probability.It helps a student to learn about derivatives, interest rates and their term structure and portfolio management. It serves as an easily understood introduction to the economic concepts, it also covers the topics in a mathematically rigorous manner.
Designed to form the basis of an undergraduate course in mathematical finance, this book builds on mathematical models of bond and stock prices and covers three major areas of mathematical finance that all have an enormous impact on the way modern financial markets operate, namely: Black-Scholes arbitrage pricing of options and other derivative securities; Markowitz portfolio optimization theory and the Capital Asset Pricing Model; and interest rates and their term structure. Assuming only a basic knowledge of probability and calculus, it covers the material in a mathematically rigorous and complete way at a level accessible to second or third year undergraduate students. The text is interspersed with a multitude of worked examples and exercises, so it is ideal for self-study and suitable not only for students of mathematics, but also students of business management, finance and economics, and anyone with an interest in finance who needs to understand the underlying theory.
From the reviews:
"This text is an excellent introduction to Mathematical Finance. Armed with a knowledge of basic calculus and probability a student can use this book to learn about derivatives, interest rates and their term structure and portfolio management. The text serves as an easily understood introduction to the economic concepts but also manages to cover the topics in a mathematically rigorous manner."
Zentralblatt MATH
"For the most part, the authors employ just pre-calculus and basic probability theory. Almost all concepts are presented in discrete time. Only later in the book is a small account of calculus and linear algebra used. Given these basic tools, it is surprising how high a level of sophistication the authors achieve, covering such topics as arbitrage-free valuation, binomial trees, and risk-neutral valuation… Despite its elementary nature, the book is mathematically VERY formal. This is excellent for clarifying definitions. Notions such as arbitrage or admissible portfolio are indicated with mathematical precision. The result is mathematically elegant and will appeal to students who have a degree of mathematical sophistication."
"As the authors modestly announce … the book 'is an excellent financial investment. … The level of exposition is pretty basic … . That makes the book accessible to second year undergraduate students (not only for students of mathematics, but hopefully also for students of business management, finance and economics). … the overall impression of the book is quite positive. The reviewer can only congratulate the authors with successful completion of a difficult task of writing a useful textbook on a traditionally hard topic." (K. Borovkov, The Australian Mathematical Society Gazette, Vol. 31 (4), 2004)
"This text is an excellent introduction to Mathematical Finance. … The text serves as an easily understood introduction to the economic concepts … . The book contains many worked examples and exercises and would make a useful textbook for a first course in Financial Mathematics." (Julann O'Shea, Zentralblatt MATH, Vol. 1035, 2004)
"Designed to form the basis of an undergraduate course in mathematical finance, the text builds on mathematical models of bond and stock prices … . It covers the material … at a level accessible to second or third year undergraduate students. … provides ample material for tutorials, and makes the book ideal for self-study. It is suitable not only for students of mathematics, but also students of business management, finance and economics, and anyone with an interest in finance … ." (Zentralblatt für Didaktik der Mathematik, August, 2004)
"The book … is designed as a textbook for an undergraduate course aimed at 2nd or 3rd year mathematics students and also of business management or economics. … the authors have tried to aim their book at too wide a potential readership. … the authors have written a very useful book. … are to be applauded for the broad scope of this book. … The book contains a number of exercises … . Worked solutions are given at the back … . " (David Applebaum, The Mathematical Gazette, Vol. 88 (512), 2004)
Product Description
This textbook contains the fundamentals for an undergraduate course in mathematical finance aimed primarily at students of mathematics. Assuming only a basic knowledge of probability and calculus, the material is presented in a mathematically rigorous and complete way. The book covers the time value of money, including the time structure of interest rates, bonds and stock valuation; derivative securities (futures, options), modelling in discrete time, pricing and hedging, and many other core topics. With numerous examples, problems and exercises, this book is ideally suited for independent study.
Welcome to Cnwikis.com.Cnwikis is a Professional Digital Products Website for Mathematics for Finance: An Introduction to Financial Engineering Free Download Reviews. Many Consumers could make decision Before they buy a product on Amazon. Cnwikis Could help you make the best Decision.You could Get detial introduction of Mathematics for Finance: An Introduction to Financial Engineering Free Download.With the help of Cnwikis, You are sure to buy the best Choice for your products purchasing. |
InteGreat! allows the user to visually explore the idea of integration through approximating the integral value with partitions. The activity integrates a function and displays the value of the defini... More: lessons, discussions, ratings, reviews,...
InteGreat! allows the user to visually explore the idea of integration through approximating the integral value with partitions. The activity integrates a function and displays the value of the defini... More: lessons, discussions, ratings, reviews,...
This simple applet uses many examples to dynamically illustrate the Fundamental Theorem of Calculus and the meaning of the definte integral in terms of areas. The areas are shaded and the value of the... More: lessons, discussions, ratings, reviews,...
This applet give the user an opportunity to practice finding limits of integration in double integrals. The user can enter the limits and the resulting region on the plane is displayed. In many practi... More: lessons, discussions, ratings, reviews,...
Students are introduced to the shapes of the sine, cosine, and tangent graphs. They will use a unit circle to calculate the x and y lengths of a triangle placed at different values along the circle. T... More: lessons, discussions, ratings, reviews,...
Students learn about radian measure and investigate a Sketchpad simulation that approximates pi to two decimal places. The link to the activity itself is to a zip file that contains both the activi... More: lessons, discussions, ratings, reviews,...
Students learn about radian measure and investigate a Sketchpad simulation that approximates pi to two decimal places. The link to the tool itself is to a zip file that contains both the sketch and |
This eBook introduces the significant scientific notation of the very large, the intermediate and the very small in terms of numbers and algebra through an exploration of indices, the rules of indices… |
Syllabus
Summary:This three quarter topics course on Combinatorics includes
Enumeration, Graph Theory, and Algebraic Combinatorics.
Combinatorics has connections to all areas of mathematics and many
other sciences including biology, physics, computer science, and
chemistry. We have chosen core areas of study which should be
relevant to a wide audience. The main distinction between this course
and its undergraduate counterpart will be the pace and depth of
coverage. In addition we will assume students have a basic knowledge
of linear and abstract algebra. We will include many unsolved
problems and directions for future research. The outline for each
quarter is the following:
Enumeration: Every discrete process leads to questions of
existence, enumeration and optimization. This is the foundation of
Combinatorics. In this quarter we will present the basic
combinatorial objects and methods for counting various arrangements of
these objects.
Basic counting methods.
Sets, multisets, permutations, and graphs.
Inclusion-exclusion.
Recurrence relations and integer sequences.
Generating functions.
Partially ordered sets.
Complexity Theory
Graph Theory: Graphs are among the most important structures in
Combinatorics. They are universally applicable for modeling discrete
processes. We will introduce the fundamental concepts and some of the
major theorems. The existence questions of Combinatorics are very
common in graph theory.
Basic graph structures
Matchings
Planar graphs
Colorings
Ramsey Theory
Graph minor theorem
Algebraic Combinatorics: The symmetric group $S_{n}$
acts on polynomials in $n$ variables simply by permuting the
variables. Polynomials which are fixed under this action are called
symmetric polynomials. If we consider the limit as $n$ approaches
infinity we get symmetric functions. The symmetric functions appear
in many aspects of mathematics including algebra, topology,
combinatorics, and geometry. The Schur functions are an important
basis for symmetric functions. One key application of symmetric
function theory using Schur functions is to the representation theory
of $S_{n}$. Another key application of Schur functions is to the
study of the cohomology ring of the Grassmannian Manifold. A third
key application of Schur functions is to the representation theory of
$GL_{n}$. We will survey the algebraic side of combinatorics while
exploring these connections. Topics include:
Student presentations: A graduate level Combinatorics course is
surprisingly close to the frontier of research in this area.
Each student will present a recent journal article to be chosen with
the instructor. Presentations will occur during the last 2 weeks
of the quarter. The presentation will count toward 50% of the grade.
Exercises: The single most important thing a student can do to learn
combinatorics is to work out problems. This is more true in this
subject than almost any other area of mathematics. Exercises will be
assigned each week but many more good problems are to be found,
within, in your textbooks. Do as many of them as you can.
Problem sets: The other 50% of the grade will be based on weekly
problem sets due on Wednesdays. The problems be assigned during the
course of each lecture. Collaboration is encouraged among students.
Of course, don't cheat yourself by copying. We will have a problem
session on Monday or Tuesday afternoons to discuss the harder
problems. The time will be determined in the first week of class.
Computing: Use of computers to verify solutions, produce examples, and
prove theorems is highly valuable in this subject. Please turn in
documented code if your proof relies on it. If you don't already know
a computer language, then try SAGE, Maple or GAP. All three are
installed on abel and theano.
Schedule:
(T) indicates tentative.
* Lecture 1: Historical approach to Schur functions. The first
of 4 definitions to be given. |
We will
cover chapters 7, 8, 9, 10, 11, and 12 of the above text. Calculus
II consists of a study of the trigonometric functions, techniques
of integration, vector calculus, the differentiation and integration
of functions of several variables, infinite series, and differential
equations. Applications are presented from biology and the social
sciences. The computer will be used to study various concepts of Calculus.
OBJECTIVES:
Students
are expected to know the basic concepts and the fundamental theorems
of the course, to develop proficiency in applying the problem solving
techniques in the course, and to make connections between Calculus
and other areas of mathematics. Quizzes and exams will be used to
assess the level to which these objectives are being attained.
EARLY PERFORMANCE GRADES:
You will be assigned an early performance (near mid-term) grade around the end of February which will be based on your performance on the first exam.
EXAMS:
There will be 3 exams and a final and you will be given a week's notice for each exam. In addition there will be a quiz at the beginning of each class consisting of one problem from the assignment due that day. At the end of the semester your 4 lowest quizzes will be dropped. The quizzes will then be averaged and that average will count as 1 test grade. No quizzes can be made up for any reason. If you miss an exam, you must have a legitimate excuse to make up that exam.
GRADING
POLICY:
The
final will count as 1/5 of your grade as will each of your exams.
The grading system will be according to the current SVC bulletin.
CLASS
ATTENDANCE:
Please
make every effort to keep up with assignments and to attend all classes.
Since you are not permitted to make up quizzes, it is vital that you
be present for each and every class. Students who are planning to
participate in official sports activities must, at the beginning of
the semester, provide the instructor with a schedule of events which
may conflict with class attendance. Do remember, however, that no
more than 4 of your daily quizzes can be dropped.If for some reason class is cancelled, an announcement will be posted on the Blackboard site for this course.
CALCULATORS:
We will
be using the TI-86 or TI-84 Plus graphing calculator throughout the course.
You will be permitted to use this calculator both for homework and
for the quizzes and exams. This calculator will produce the graph
of a function within an arbitrary viewing window, differentiate and
integrate numerically, and solve equations.
MATHEMATICA:
In
addition to using graphing calculators, we will also use the powerful
computer algebra system known as Mathematica to study Calculus
and to solve difficult problems. There will be fourMathematica
assignments this semester. Each Mathematica assignment is equivalent
to two daily quizzes.
ACADEMIC
HONESTY:
"Saint Vincent College assumes that all students come for a serious
purpose and expects them to be responsible individuals who demand
of themselves high standards of honesty and personal conduct. Therefore,
it is college policy to have as few rules and regulations as are consistent
with efficient administration and general welfare.
Fundamental to the principle of independent learning and professional
growth is the requirement of honesty and integrity in the performance
of academic assignments, both in the classroom and outside, and in
the conduct of personal life. Accordingly, Saint Vincent College holds
its students to the highest standards of intellectual integrity and
thus the attempt of any student to present as his or her own any work
which he distractingand
FOR THE COURSE:
I will
be in my office (W-204, Science Center) at the following times during
the week. Do feel free to stop in when you are having any difficulty
with the material.
Office
Hours:
Monday: 9:30 to 10:30 and
3 to 4
Tuesday: 10:30 to 11:30
Wednesday: 9:30 to 10:30
and 3 to 4
Friday: 9:30 to 10:30
In addition
to my office hours, student tutors will be assigned by the Mathematics
Department and their hours will be given to you during the first week
of class. You are also free to come to them for help in the course.
If you would like to preview our mathematica assignments,
simply click here .
If
you would like to see an informal discussion of various areas of mathematics,
simply click on the following link. If you are interested in some
famous curves, click on the second link. |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.