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Since its first edition published in 1981, Set, Function and Logic has smoothed the road to higher mathematics for legions of undergraduate students. Now in its third edition, the author--a leading popularizer of mathematics -- has fully revised his text to reflect a new generation. The narrative is more lively, less textbook-like. Remarks and asides... more...
This collection of articles from the Independent University of Moscow is derived from the Globus seminars held there. Topics covered range from computational complexity, algebraic geometry, dynamics, through to number theory and quantum groups. The volume as a whole is a fascinating and exciting overview of contemporary mathematics. more...
Arnold's Problems' contains mathematical problems which have been brought up by Vladimir Arnold in his famous seminar at Moscow State University over several decades. In addition, there are problems published in his numerous papers and books. Many of these problems are still at the frontier of research today. more...
It is the responsibility of knowledgeable mathematicians to align the use of mathematics with the physical world, as mathematics cannot prosper in isolation. Comprising the works of experts, who presented at a symposium on Mathematics for Real World Problems held in Sydney, Australia in 2003, each of the sections in this book closes the gap between... more...
The physics of hot plasmas is of great importance for describing many phenomena in the Universe and is fundamental for the prospect of future fusion energy production on Earth. Non-trivial results of nonlinear electromagnetic effects in plasmas include the self-organization an self-formation in the plasma of structures compact in time and space. These... more...
Expanded coverage of essential math, including integral equations, calculus of variations, tensor analysis, and special integrals Math Refresher for Scientists and Engineers, Third Edition is specifically designed as a self-study guide to help busy professionals and students in science and engineering quickly refresh and improve the math skills needed... more... |
Book Description: Covering the ratio and proportion and formula methods, this comprehensive textbook presents a straightforward, real-world approach to the mathematical calculations used in the clinical setting. It features a unique, step-by-step process that teaches you to identify the information needed to perform a calculation, determine if information is missing, set up and perform the calculation, and check the answer to ensure accurracy. This systematic approach is designed to reduce human calculation errors and ensure patient safety. Common medications and methods of administration are used throughout the textbook, with more than 1,200 practice problems to help you master the math needed for clinical practice.All content, examples, problems, and scenarios are clinically based and completely up to date.More than 500 full-color illustrations show drug labels, parenteral and oral syringes, medicine cups, pumps, IV equipment, and more that are used in current clinical practice.Promotes learning with more than 1,200 practice problems and comprehensive math review problems.Safety Alert, Clinical Alert, and Human Error Alert boxes are incorporated throughout to promote safe practice.Clinical Connections begin each chapter and explain how that topic relates to clinical practice.Examples for each new topic are presented in a unique, step-by-step format: the prescription, what you HAVE, what you KNOW, what you WANT, critical thinking, answer for best care, human error check boxes, and does your answer fit the general guideline? Practice problems follow each set of examples to reinforce your understanding.Follows current TJC and ISMP safety recommendations.Answer key is new to this edition and provides immediate feedback for practice problems.Features the latest drug information in practice problems and photographs.Drug Calculations Student Companion, Version 4 will be available on Evolve. It offers practice and application with an interactive tutorial on various topic areas within drug calculations and features over an additional 600 practice problems.
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From simple calculator operations to large-scale programming and interactive-document preparation, Mathematica is the tool of choice at the frontiers of scientific research, engineering analysis and modeling. It is also being increasingly used in high school and university teaching, and has application in a vast array of industries -- even computer game and art design.
Wolfram Demonstrations Project
Choose from thousands of fully functional, interactive videos with full source code ranging from math/science to geography/music.
At a superficial level, Mathematica is an amazing yet easy-to-use calculator. However, Mathematica functions work for any size or precision of number, compute with symbols, are easily represented graphically, automatically switch algorithms to get the best answer, and even check and adjust the accuracy of their own results. This sophistication means trustworthy answers every time, even for those inexperienced with the mechanics of a particular calculation.
While working through calculations, a notebook document keeps a complete report: inputs, outputs, and graphics in an interactive but typeset form. Adding text, headings, formulas from a textbook, or even interface elements is straightforward, making online slide show, web, XML, or printed presentations immediately available from the original material. In fact, with notebook document technology, a fully customised interface can easily be provided so that recipients can interact with the content. The notebook is a fully featured, fully integrated technical document-creation environment.
If you're doing anything technical, think Mathematica--not just for computation but for modeling, simulation, visualization, development, documentation, and deployment.
Why Mathematica? Because this one integrated software system delivers unprecedented workflow, coherence, reliability, and innovation. Rather than requiring different toolkits for different jobs, Mathematica has been built from its inception to deliver one vision: the ultimate technical computing environment.
Top Reasons to Upgrade to Mathematica 9
1. Optimise your workflow with the Wolfram Predictive Interface
The Wolfram Predictive Interface makes it easy to find and use the power of Mathematica 9. The Input Assistant's context-sensitive autocompletion and dynamic highlighting help you discover and enter commands, and the next-computation Suggestions Bar offers optimized suggestions for what to do next. It's the next step in our ongoing Compute-as-You-Think initiative that began with free-form linguistic input.
2. Examine social networks with built-in links to social media
Mathematica 9 introduces a full suite of social network analysis features including community detection, cohesive groups, and centrality measures, plus built-in links to Facebook, LinkedIn, Twitter, and more. It also adds new capabilities for network flows and new graph distributions.
3. Work with systemwide support for units
Mathematica 9 introduces a new unit system containing more than 4,500 different units, all integrated with Wolfram|Alpha's sophisticated unit interpretation system. From unit conversion to dimensional analysis, Mathematica provides you with all the tools you need to work with, and extract properties from, units and quantities.
4. Use survival analysis, random processes, and other expanded capabilities in data science and visualisation
Mathematica offers more statistical distributions than any other system, including specialized coverage of finance, medicine, and engineering. Mathematica 9 adds survival and reliability analysis; full support for random processes including queues, time series, and stochastic differential equations; a complete set of customizable gauges for dashboards and reports; and systemwide support for automatic legends for plots and charts.
5. Integrate R code into your Mathematica workflow
Mathematica 9 offers built-in ways to integrate R code into your Mathematica workflow, allowing data exchange between Mathematica and R and execution of R code from within Mathematica. With RLink, R users can use thousands of functions from across the full Mathematica system.
6. Deploy interactive documents with enhanced capabilities
Instantly create documents in the Computable Document Format (CDF) to present interactive charts of results, show dynamic models, or prototype your next application, and deploy them to the web or desktop. With Mathematica Enterprise Edition, you can deploy CDFs with live data and other enhanced features.
7. Perform powerful 3D volumetric and out-of-core image processing
Mathematica 9 scales up performance to very large 2D- and 3D-volumetric images using out-of-core technology, and builds in a hardware-accelerated rendering engine for 3D images and volumes. Mathematica 9 also adds feature tracking, face detection, image enhancements, and other highly optimized algorithms to perform comprehensive image analysis.
Mathematica 9 adds a complete set of customizable interactive gauges for dashboards and reports, with built-in support for units. Systemwide support for automatic legends for plots and charts means legends with any style or layout can be added to arbitrary content.
Until now, developing with Mathematica almost always meant deploying with Mathematica. The introduction of the Player family dramatically broadens deployment options--making it practical to deliver Mathematica notebook interactivity and applications to virtually anyone.
Enter a new world where every document is interactive and every concept comes with an application. It's a transformation that's already accelerating research, education, technical communication--and progress. And it's possible through two major advances introduced with Mathematica 6 technology: automated interface development and full-featured Mathematica Player deployment engines. Together, these dramatically lower the threshold for building in interactivity and deploying applications--making both practical in a far wider range of cases than ever before.
Until now, developing with Mathematica almost always meant deploying with Mathematica. The introduction of the Player family dramatically broadens deployment options--making it practical to deliver Mathematica notebook interactivity and applications to virtually anyone. If you're making new content, you need Mathematica, but if you're interacting with existing content, check out Player and Player Pro.
Player Pro
Mathematica Player Pro is the professional platform for running interactive Mathematica applications and documents. Used either as a personal tool or as a high-level engine built in by application developers, Player Pro provides the power of Mathematica for a fraction of the cost.
Player Pro as an application delivery system Player Pro is a single runtime yet it supports the functionality of Mathematica, giving users easy and cost-effective access to your Mathematica applications. And you can choose whether you want to bundle Player Pro to make a stand-alone application or deliver tools to an existing Player Pro user.
Player Pro as a personal tool
Interact with reports, applets, and documents from your colleagues without investing in Mathematica. If it's dynamic in Mathematica, it's dynamic in Player Pro.
Comparing the Player Family and Mathematica
Applications and interactive content can be deployed locally in a variety of cost-effective ways with Player, Player Pro, or Mathematica itself. Each solution is optimized for a different balance of capabilities, cost, and licensing model. Find out more below or contact us about which deployment would best suit your project. For server-side deployment options, use webMathematica.
Summary
Description
The free player with a Mathematica engine
The professional application delivery system for Mathematica
The ultimate tool for creating and interacting
Notebook support
View
View
View, edit, and create
Create new applications
Play applications interactively
Mouse-driven interaction for converted notebooks
Mouse and keyboard interactivity for all notebooks
Mouse and keyboard interactivity and content editing for all notebooks
Import/export
Wolfram-curated data only
Licensing
Free download
License fee
License fee
Documents and Display
Read and navigate notebooks
Slideshow mode
Run pre-generated animations
Open and close grouping cells
Notebook dynamic content enabled
.nbp-converted only
Create/edit notebooks
Change stylesheets
Save interface state
Annotate graphics
Print notebooks
Interactivity
Interactive with sliders, popup menus, radio buttons, locators, and checkboxes
gridMathematica combines the power of the world's leading technical computing environment with modern computing clusters and grids to solve the most demanding problems in mathematics, science, engineering, and finance.
Easily control CPUs and GPUs to solve large problems fast.
Extending Mathematica's built-in parallelization capabilities, gridMathematica runs more tasks in parallel, over more CPUs and GPUs, for faster execution. With gridMathematica, process coordination and management is completely automated. Appropriate parallel tasks run faster with no need for code changes.
Providing a network-managed pool of 16 computation kernels, gridMathematica can be shared by a group of Mathematica users locally and can run on remote hardware to combine the power of multiple computers.
Parallel Computation Comes Standard with Mathematica
Every copy of Mathematica includes the capability for instant parallel computing at no additional charge. In single-machine configurations, Mathematica includes the ability to compute across four local processor cores and can be extended to make use of eight or more cores with the purchase of Mathematica Core Extension. Contact us for details »
Premier Service subscribers and gridMathematica users also receive complimentary use of Wolfram Lightweight Grid Manager, a program that makes it easy for users to find and use Mathematica computation kernels on remote machines and to create ad hoc grids powered by unused kernels. This application is also available for purchase.
gridMathematica Features
gridMathematica is an integrated extension system for increasing the power of your Mathematica licenses. Each gridMathematica Server gives Mathematica users a shared pool of 16 additional network-enabled Mathematica computation kernels for running distributed parallel computations over multiple CPUs.
There is no need to change your existing parallel code—just make gridMathematica Server available, and parallel programs can automatically use the additional CPU power. Whether you have a massive parallel task or just want a little boost, you can quickly grab some extra power when you need it.
gridMathematica provides:
Grid deployment of all of Mathematica's functionality, including its state-of-the art, super-fast numerical routines, image processing, statistics, and finance capabilities. It even supports remote access to GPUs and the distributed on-the-fly generation and compilation of parallel C code. If you can do it in Mathematica, you can do it over the grid.
A high-level parallel programming language, which automates much of the communication, synchronization, data transfer, and error recovery that usually makes grid computing so difficult to set up. With automatically serialized data transfer, you can send any structured data and programs to remote machines without needing to configure a common file system.
Key Advantages
gridMathematica provides an affordable, easy-to-use way to take full advantage of grid-computing hardware such as the multiprocessor machines and computing clusters that are now more accessible to many research groups, universities, and companies.
In addition to a price that is much lower than the price of similar solutions, gridMathematica brings other unique advantages to your parallel technical-computing environment.
Computational Ability
gridMathematica gives immediate access to the world's leading collection of algorithms and mathematical knowledge. It offers all of the same features and programmatic capabilities as Mathematica, including thousands of functions covering areas such as numerical computation, symbolic computation, graphics, and general programming. gridMathematica takes advantage of new Mathematica functionality such as high-speed numerical linear algebra, 64-bit platform support, improved communication bandwidth, and reduced latency.
Ease of Development
gridMathematica introduces only a small number of new parallel computing constructs, and users familiar with Mathematica can transition to gridMathematica without difficulty. Furthermore, programs written in Mathematica can be easily modified to run on a grid. Even users who are new to Mathematica can use its high-level programming capabilities and thousands of built-in functions and just a few simple commands to solve grid-computing problems that used to require thousands of lines of code in C or Fortran.
Platform Independence
gridMathematica is platform independent and can be used on dedicated multiprocessor machines as well as on homogeneous and heterogeneous clusters. The only technical requirement, apart from the ability to run Mathematica, is a TCP/IP connection between the individual computing nodes. This connection allows customers to run the same code on any available machines without any porting work. It also makes it easy to build ad hoc clusters out of underutilised computers or to take advantage of low-use periods.
Special Pricing
gridMathematica provides powerful computing capabilities at a price that won't hurt your organisation's pocketbook. gridMathematica is offered at a cost per node that is far less than what users would have to pay for an equivalent Network Mathematica installation.
Lightweight Grid Manager
It immediately makes your idle hardware and software resources available to your whole workgroup, lending more CPU power to parallel Mathematica tasks. Wolfram Lightweight Grid Manager is included with gridMathematica, is available for other Mathematica licenses as a free benefit of Premier Service, and is also available for purchase.
How it works:
Discovery
Using Wolfram Lightweight Grid Client, built into every copy of Mathematica since Version 7, users can immediately see all the computers that have been made available to them on their local network. All they have to do is select which ones they want to use and how many Mathematica computation kernels to run on each.
Acquisition
Once the grid is set up, parallel tasks are automatically distributed over all available kernels. Start-up, communication, failure recovery, shutdown, and queuing of local and remote tasks are all automated. The combined CPU power of all of your hardware is seamlessly utilized from the users' desktop copies of Mathematica.
Management
You are in control of the computers, deciding who has access to each machine and how many Mathematica computation kernels each can run. Logging tools let you monitor use and look for potential problems. All this is managed with a web interface.
A new era of integrated design optimisation
Increasing the fidelity of modeling has come to the forefront of driving design efficiency.
Yet many of today's tools are limiting: block diagrams that poorly represent key components; models just for simulation, not engineering analysis; and computation that's only basic numerics or that's not integrated at all.
webMathematica is the clear choice for adding interactive calculations to the web. This unique technology enables you to create websites that allow users to compute and visualise results directly from a web browser.
webMathematica adds interactive calculations and visualisation to a website by integrating Mathematica with the latest web server technology.
How is webMathematica different from Mathematica?
webMathematica and Mathematica have the same underlying engine, but they provide fundamentally different user interfaces and are aimed at different types of users.
webMathematica offers access to specific Mathematica applications through a web browser or other web clients. The standard interface provided requires little training to use effectively. In most cases, users neither have to be familiar with Mathematica nor need to know they are using Mathematica.
In some sense, one can consider Mathematica a development environment for webMathematica sites. As an example, Mathematica is suitable for working on code that models some physical process--code that can then be placed into a webMathematica site to enable people to run the model and use its results for their regular work.
Advantages
webMathematica solves the problem of how to create and distribute solutions to technical computing problems quickly in today's networked environment.
You can develop new applications rapidly without requiring developers to learn new skills or to write a lot of Java code for mathematical algorithms, graphics, and input and output.
Developers do not have to worry about session management and error recovery. webMathematica takes care of all aspects of development, letting your R&D personnel concentrate on solutions, not the implementation details.
webMathematica lets you build, test,
and deploy specialized web services
for computation and visualization
at a faster pace and a lower cost
than ever before.
Use webMathematica content to draw more visitors to your corporate website or to build an enterprisewide computational services infrastructure that lowers the initial investment and cost of ownership by streamlining deployment and maintenance of technical computing applications. webMathematica even enables you to deliver applications to mobile devices so that your field personnel always have access to the latest tools.
This section gives details on some of the specific benefits that webMathematica offers to your organization and your developers for integration with your IT system.
The three most immediate technical advantages for your organization as a whole are:
Computational Ability
webMathematica provides a large library of Mathematica commands for web development. This allows you to build technical computing web services, including numerical, symbolic, and graphical applications that solve your daily technical computing problems quickly and easily. Also, Mathematica can import and export over 40 data, sound, and image formats, enabling users to process data online. To learn more about the benefits and features of Mathematica, see the Mathematica product pages.
Server-Based Computation
There is no software to buy, install, or maintain in order to use webMathematica sites. All that end users need is a web browser and, for some more-advanced features such as interactive 3D graphics, a Java runtime environment. This leads to significant savings over buying and maintaining user software and also makes sure that every end user always has the most recent version. An additional advantage is that websites enhanced by webMathematica can be accessed from any computer or web-enabled device in your organization.
Ease of Use
All that is needed to take advantage of webMathematica-enhanced sites is a web browser. All user interface elements are standard web GUI elements such as text fields, check boxes, and drop-down lists. This enables you to cut training time because your employees no longer have to learn different software applications. In many cases, no Mathematica experience is required.
Development
Solutions in minutes, not months, of development work
webMathematica makes all of the functionality of Mathematica available for website development. This easy access to the latest high-level computational algorithms as well as to powerful data analysis, graphics, and typesetting functions means that you can concentrate on solving your problems, not on programming solutions yourself. Regardless of the size of the application you are creating, developing it in webMathematica will cut your development time and make your application more robust as well as easier to use and maintain.
Key advantages of webMathematica for developers include:
Integration of Mathematica and HTML webMathematica allows a site to deliver HTML pages that are enhanced by the addition of Mathematica commands. When a request is made for one of these pages, the Mathematica commands are evaluated and the computed result is inserted into the page. This is done with JavaServer Pages (JSP), a standard Java technology, making use of custom tags. After the initial setup, all that you need to write webMathematica applications is a basic knowledge of HTML and Mathematica.
Standard Server Technology
webMathematica is based on two standard Java technologies: Java Servlet and JSP. Servlets are special Java programs that run in a Java-enabled web server, which is typically called a "servlet container" (or sometimes a "servlet engine"). There are many different types of servlet containers that will run on many different operating systems and architectures. They can also be integrated into other web servers, such as the Apache web server.
Connection Technology
Other software can readily be incorporated into webMathematica with MathLink technology. It is particularly easy to connect Java into Mathematica with J/Link, providing many exciting possibilities for webMathematica development.
Mathematica Application Packages
webMathematica works seamlessly with the Mathematica application packages. They allow you to implement additional specialized functionality without months of development time.
Source Code
webMathematica ships with the source code both for J/Link and for the webMathematica technology available to the public. You are able to see exactly how the code works and to do a full security audit if you choose to do so.
Professionally Designed Web Page Templates
Included in webMathematica are professionally designed web page templates that you can modify for your needs, thus saving you design time.
System Integration
webMathematica is built on platform-independent standards such as HTML, Java, and Java Servlet technology.
For example, Java Servlet technology is supported, either natively or through plug-in servlet containers, by all modern web servers--including Apache, Microsoft IIS, and iPlanet--as well as by application servers such as IBM WebSphere.
The main advantages of webMathematica for system integrators include:
Easy Integration with Other Software
Other software can be incorporated readily into webMathematica with MathLink technology. For example, you can call functionality in the server to examine HTTP headers, create and inspect cookies, or use JDBC for database connectivity.
Full Separation of Server Administration and Content Generation
The server setup and content generation are completely separate so that system administrators and webmasters can set up the system once and then have others populate it. Content generators, be they engineers, writers, or instructors, do not have to understand or even have access to the underlying engine.
webMathematica Kernel Manager
An important part of webMathematica is the kernel manager, which calls Mathematica in a robust, efficient, and secure manner. The manager maintains pools of one or more Mathematica kernels; by maintaining more than one kernel, the manager can process more than one request at a time. Each pool takes care of launching and initializing its kernels. When a request is received for a computation, a kernel process is utilized to process the request and, upon completion, is returned to its pool. If any computation exceeds a preset amount of time, the kernel process is shut down and restarted. When the server is shut down, all of the kernel processes are also shut down. These features maximize the performance and stability of the server.
Additionally, Parallel Computing Toolkit offers the ability to run large calculations distributed over several sessions. |
GRE Subject math - combinatorics and discrete math
GRE Subject math - combinatorics and discrete math
Hey,
Apparently combinatorics and discrete math are covered in the subject math gre. I am wondering whether it helps a lot to take these two classes? How much difference would it make if I just study for them on my own? Thank you. |
It is free. You won't get charged at all but you will get charged for the courses and the math checker. You get a free 7 day trial for the math checker so use it at your own risk because it is only for 7 days for the trial. If you want you can buy stuff like the courses. The courses will guide you through learning. |
: Graphs & Models
The Barnett Graphs & Models Series in college algebra and precalculus maximizes student comprehension by emphasizing computational skills, real-world ...Show synopsisThe Barnett Graphs & Models Series in college algebra and precalculus maximizes student comprehension by emphasizing computational skills, real-world data analysis and modeling, and problem solving rather than mathematical theory. A major objective of this book is to develop a library of elementary functions, including their important properties and uses. Employing this library as a basic working tool, students will be able to proceed through this course with greater confidence and understanding as they first learn to recognize the graph of a function and then learn to analyze the graph and use it to solve the problem0072424300-4-0-3 Orders ship the same or next business day. Expedited shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions. ISBN: 9780072424300.
Description:Very good. Used book in good condition. Pages are clean and the...Very good. Used book in good condition. Pages are clean and the binding is tight. Multiple copies available. *NOTE* Stock photo may not represent the actual book for sale |
Mathematics is the body of knowledge centered on concepts such as quantity, structure,
space, and change, and also the academic discipline that studies them. Benjamin Peirce
called it "the science that draws necessary conclusions". Mathematics is the science
of pattern, that mathematicians seek out patterns whether found in numbers, space,
science, computers, imaginary abstractions, or elsewhere.
Designed to provide students with a broad liberal arts background of study during
their first and second years of college with an emphasis on math
Math & Other Courses Annual Schedule -- This is not a list of courses currently offered, but instead a list of all courses
which could be offered and when they are typically offered (day/night/online & Fall/Winter/Spring/Summer).
Current Quarter Schedule -- This will give you information about the classes such as: item number, instructor,
time of day, and classroom. This list is updated with every change of schedule, and
will be much more accurate than the printed version of the Quarterly Schedule. |
Authored by Andrew Dorsett, a former high school and university calculus instructor, the seminar provides insights on the benefits of using Mathematica for teaching calculus topics such as squeeze theorem, derivatives, Newton's method, Riemann sums, and solids of revolution.
This seminar is free, and includes example class materials for teaching calculus that you can download and immediately start using in your classes. Highlights include:
Riemann sums example
Solids of revolution example
Squeeze theorem courseware (Mathematica notebook)
Derivatives lab activity (Mathematica notebook)
Newton's method tutorial (Mathematica notebook)
World population lab activity (Mathematica notebook)
Links to resources to help you get Mathematica, find materials, or connect with other users around the world
I am very excited about presenting this new seminar. As a former high school Calculus teacher, I found that there were plenty of "holes" or "gaps" in my teaching where I fell short. Now that I see how Mathematica could have helped me through these tough spots, I kick myself for not exploring Mathematica when I was in the classroom. The seminar is intended to give you a look at Mathematica through the eyes of a math teacher. There are other discipline-specific seminars that are in development, and we are incredibly excited about what teachers will do in the classroom after attending. |
The
following are activities that I have developed for TI-Nspire
and TI-Nspire CAS. There is a brief explanation of
the file(s), the Nspire files to download, and any
accompanying files (like pdf's) for the student or
teacher. Feel free to pass them along and please contact me with any
suggestions.
Completing the
Square Parabolas Algebra 1, Algebra 2, Precalculus
This document is designed to either introduce or review how to use
"completing the square" to rewrite an equation of a parabola from
standard form into vertex form. Four different examples will be illustrated,
step-by-step. The graphs validate the work.
Complex Numbers – An
Introduction to i, Adding, Subtracting, Multiplying,
and Powers of i
Algebra 2, Precalculus
This document assists the student in learning about the Imaginary Numbers
for the first time. Explanations are supplied and 15 examples/exercises are
illustrated for the student to do along with the document. I used this with
great success in Algebra 2.
Given the Roots of a
Quadratic Equation, Find the Equation in Both Forms
Algebra 2
The student is given the solutions (roots, zeros) to a quadratic equation
and is asked to find the quadratic equation that has those solutions. The
equation must be stated in both forms: Standard Form and Vertex Form. Three
examples are illustrated completely followed by four exercises to be completed
by the student.
Thisformula is used to calculate the area of any
triangle if given the lengths of the 3 sides. This very short document presents
both parts of the formula and illustrates how to use it with an example. Each
step is shown clearly. A great introduction to this topic.
This document has 4 examples that clearly illustrate how to use the Law of
Cosines to solve triangles with different sets of data supplied. Each step is
clearly shown and a fifth example is supplied for the student to test his/her
understanding. A great first day assignment. In fact, I used this in place of
teaching the Law of Cosines this year! Two pdf
documents are included as accompanying files.
This document contains two examples. The first example illustrates how to
use the sine function to calculate the area of a triangle given certain
dimensions. The second example illustrates how to use the Law of Sines to solve a triangle given certain dimensions.
This activity asks the student to find the rectangle with maximum area
under a given parabola. To assist the student in generating the correct equation,
there is an interactive graph that illustrates the many possible rectangles.
And the student can check to see if his/her equation is correct by graphing on
top of the data that is generated.
MANUFACTURING A GALLON
CAN -- A MINIMIZATION PROBLEMDesk Top
Demonstration
Calculus, Precalculus
A metal can in the shape of a rectangular solid with a square base (top
and bottom) is to be manufactured at a minimum cost for materials. Your
responsibility is to find the dimensions of the can (to the nearest hundredth
of an inch) that minimizes the cost (to the nearest tenth of a penny). This has
an interactive graph/picture that shows all possible configurations for the can
and its costs.
This interactive activity is designed for the student to investigate how
area bounded by a curve and the x-axis can be approximated with areas of rectangles
using LRAM, RRAM, and MRAM. The student can change the function definition and
see the resulting change in areas. The student can change the x-coordinate of
the either endpoint of the interval. This uses only 4 rectangles.
This program approximates the area bounded by a curve and the x-axis over
a closed interval using LRAM, RRAM, MRAM. The student can decide the function,
the left endpoint, the right endpoint, and the number of subintervals.
A graph of a quadratic equation will be shown. Also shown is the equation
of the parabola in vertex form: y = a*(x - h)^(2) + v. The user is able to
change any/all of the 3 parameters: a, h, v, and the graph will automatically
change to reflect those changes in parameters.
The student is slowly taken through how to solve a quadratic equation using
the Quadratic Equation. Each step is shown and clearly explained. This is good
to use as an introduction or to use as a review.
A graph of a parabola will be shown. You are asked to find the equation of
the parabola in vertex form: y = a*(x - h)^(2) + v.Press enter on the double up arrow in the Ans section to see the answer. There are 19 different
graphs. Great practice to learn about translations.
This is the Nspire version of my all time
favorite applied problem that can be used in Geometry, Trigonometry, or
Calculus. I have 3 different versions of this: Student (handheld), Teacher
(handheld), and a Dynamic Extension that is best used on a desktop.
Interactive activity is designed for students to 'discover' what a fractional
exponent means by using the Calculator APP to explore expressions like25 to the one-half power, or 64 to the
one-third power.
Students are shown how
to factor expressions using several different techniques, each module shows a different
technique. Module 1: GCF;Module
2: Sum and Difference of 2 Squares;Module 3: Trinomials by Trial 'n Success with leading coefficient 1;Module 4: Trinomials by Trial 'n Success
with leading coefficient not 1;Module 5: Sum of 2 Cubes;Module 6: Difference of 2 Cubes;Module 7: By Grouping (4 terms);Module 8: Summary of previous 7 modules.Exercises are given and the correct
answers are supplied using the Q & A feature of Nspire.
This acitivity
is designed for calculus students. Problem: you are given 100 feet of fence and
you are to enclose a figure that looks like a basketball key: consisting of a
rectangle with a semicircle attached to the top of the rectangle. Find the
dimensions of this shape that uses 100 feet of fence to enclose it and also has
the maximum area. Find that maximum area.
This activity is
designed for students to investigate how to calculate the distance from a point
to a line. Multiple representations are used: pencil and graph paper, graphing
calculator, CAS. Eventually the student will generate (derive) the Distance
From a Point to a Line formulas using CAS.
This activity uses the
Notes Q & A feature to simulate electronic flash cards. Right now there are
the trig unit circle values in both radian and degree modes, either from 0 to 2
pi or 0 to 360 degrees. More will be added later.
This activity uses the Notes Q & A feature to simulate
electronic flash cards. This is very similar to BG_1 except that the graphs
have been translated. There are 17 Basic Graphs, each on its own "card". Students
will be asked to state the equation that is graphed. |
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A basic introduction on how to integrate over curves (line integrals). Several examples are discussed involving scalar functions and vector fields. Such ideas find important applications in engineering and physics |
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Applied Linear Algebra
9780131473829
ISBN:
0131473824
Pub Date: 2005 Publisher: Prentice Hall
Summary: For in-depth Linear Algebra courses that focus on applications. This text aims to teach basic methods and algorithms used in modern, real problems that are likely to be encountered by engineering and science students - and to foster understanding of why mathematical techniques work and how they can be derived from first principles. No text goes as far (and wide) in applications. The authors present applications hand ...in hand with theory, leading students through the reasoning that leads to the important results, and provide theorems and proofs where needed. Because no previous exposure to linear algebra is assumed, the text can be used for a motivated entry-level class as well as advanced undergraduate and beginning graduate engineering/applied math students describes basic methods and algorithms used in modern, real problems likely to be encountered by engineers and scientists-and fosters an understanding of why mathem [more]
This book describes basic methods and algorithms used in modern, real problems likely to be encountered by engineers and scientists-and fosters an understanding of why mathematical techniques work and how they can be derived from first prin |
Daily Archive
Learning algebra isn't about acquiring a specific tool; it's about building up a mental muscle that will come in handy elsewhere. You don't go to the gym because you're interested in learning how to operate a StairMaster; you go to a gym because operating a StairMaster does something laudable to your body, the benefits of which you enjoy during the many hours of the week when you're not on a StairMaster. |
GRADES 6-8 Explore and apply algebraic thinking and data analysis in the context of engineering design and adventure. The books will guide students through simulations of climbing Mt. Everest, being stranded on an island in the South Pacific, a..
GRADES 1-2 Being able to calculate accurately isn't enough to prepare students to successfully solve complex problems both inside and outside of the mathematics classroom. This new series builds students' confidence in their ability..
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GRADES 5-6 Being able to calculate accurately isn't enough to prepare students to successfully solve complex problems both inside and outside of the mathematics classroom. This new series builds students' confidence in their ability..
GRADE 6-8 Explore and apply algebraic thinking and data analysis in the context of engineering design and adventure. The book will guide students through a simulation of climbing Mt. Everest. Includes 3 design challenges, each lasting about 3 w..
GRADE 6-8 Explore and apply algebraic thinking and data analysis in the context of engineering design and adventure. The book will guide students through a simulation of being stranded on an island in the South Pacific. Includes 3 design chall..
GRADE 6-8 Explore and apply algebraic thinking and data analysis in the context of engineering design and adventure. The book will guide students through a simulation of navigating a mission in the Amazon. Includes 3 design challenges, each las..
This in-demand collection of lessons explores proportionality, proportional relationships, and proportional reasoning, acknowledging that the ability to reason proportionally is at the forefront of the middle school mathematics curriculum. The lesso..
Experienced teachers understand and appreciate that all students learn and process information according to their individual styles, abilities, and preferences. This book provides teachers with a wealth of critical strategies and teaching ideas for diff..
Written to the NTCM five strands, this book series is made up of challenging problem-solving tasks which will push the boundaries of critical thought and demonstrate to students the importance of math in the real world. The task sheets offer space f..
Prices listed are U.S. Domestic prices only and apply to orders shipped within the United States. Orders from outside the
United States may be charged additional distributor, customs, and shipping charges. |
0321783263
9780321783264 More than 350,000 students have prepared for teaching mathematics with A Problem Solving Approach to Mathematics for Elementary School Teachers since its first edition, and it remains the gold standard today. This book not only helps students learn the material by promoting active learning and developing skills and concepts–it also provides an invaluable reference to future teachers by including professional development features and discussions of today's standards. The Eleventh Edition is streamlined to keep students focused on what is most important. The Common Core State Standards (CCSS) have been integrated into the book to keep current with educational developments. To see available supplements that will enliven your course with activities, classroom videos, and professional development for future teachers, visit This package contains: Books a la Carte for A Problem Solving Approach to Mathematics for Elementary School Teachers, Eleventh Edition «Show less ... Show more»
Rent Problem Solving Approach to Mathematics, A, Books a la Carte Edition 11th Edition today, or search our site for other Billstein |
The Interactive Maths Series (Second Edition) software for Year 7 to 10 students helps improve and speed up the learning of mathematics for students at all levels of mathematical ability. The software's eLearning approach achieves this by:
Providing question by question feedback in response to student answers to alert students to mistakes straight away.
Providing carefully prepared step-by-step solutions to every question from the interactive exercises in G S Rehill's proven writing style, no matter how easy or difficult the question.
A helpful solution is provided so students can identify mistakes in their working and reinforce concepts, reasoning or mathematical laws.
Student performance is tracked against New Zealand curriculum learning outcomes through the Analysis of
Past Performance window with performance highlighted in three bands
that include outstanding, satisfactory and revision required.
Extensive support reading material in the form of mathematical theory and examples that are closely integrated with the relevant exercises is provided.
A simple software interface that uses a fewest clicks approach is used to ensure students focus on the mathematics.
On average, each interactive exercise draws upon 3000+
randomised questions to provide different students with fresh
challenges. However, a student is encouraged to follow the software's default recommended number
of questions for each exercise.
Students of different ability are able to progress at their own pace.
When used in schools or by a mathematics tutor, fresh worksheets, worksheet solutions and
example sheets can be generated to save or print within seconds.
Teachers can also select questions across exercises and chapters to quickly produce worksheets, tests,
solutions and interactive revision exercises using the Create Revision Material feature.
Click Mathematics Software Tutorials
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The Interactive Maths Series (Second Edition) works with Microsoft® Windows 8, 7, Vista™,
XP and 2000 and Apple® Mac® OS X v10.3-10.8. For more
information about the software platform, click Software Requirements. |
For All Practical Purposes: Mathematical Literacy in Today's World (Paper) - 8th edition
Summary: The leading applied text for the liberal arts mathematics course returns, ready to help students develop the mathematical literacy needed to vote smartly, shop wisely, plan finances, and support their opinions. In the new edition you will find a wealth of new and updated content, enhanced pedagogy, and expanded media options, including the new MathPortal. Energize your classroom with real-world problem solving! Get FAPP!
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Applications of Trigonometry Lesson 2: Vector Applications lesson is an extension of Vectors in the Plane for added emphasis toward Common Core Standards and solving real-world applications. The lesson contains an eight-page "Bound Book style Foldable," a Smart Notebook lesson, the *.pdf completed lesson and solutions.
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intro tensors book
intro tensors book
Being educated as a physicist, I understand many people who complain about "bourbaki" style of writing math textbooks, and I would not recommend to read the books by F. Warner and M. Spivak as a first introductory reading in modern geometry. (Spivak is only good to understand the historical line of development, but you have to have some background and being familiar with modern terminology for that.) In my opinion more or less suitable book, written by mathematicians for physicists and engineers, is
Dubrovin, Novikov, Fomenko, Modern Geometry v. 1,2,3.
This is three-volume introduction to modern geometry, with emphasis on applications to other areas of mathematics and theoretical physics.
Topics of 1st volume starts from curves and surfaces and include tensors and their differential calculus, vector fields, differential forms, the calculus of variations in one and several dimensions, and even the foundations of Lie algebra. So, the first volume would be enough for start. I looked in 2 and 3 v. and think its close to the front of modern geometry and definitly prepares for the reading more special books...
The material of books is explained in simple and concrete language that is in terminology acceptable to physicists. There are some exercises, but should be more to get practical skills. If I will find the special problem book on modern geometry to accompanying this textbook, it would be excellent pair for any beginner. |
Natural Science Division
Course Descriptions: Math (MATH)
MATH 99. Intermediate Algebra (4) A study of the algebraic operations related to polynomial, exponential, logarithmic, rational and radical functions, systems of equations, inequalities, and graphs. Designed for students who have had from one to two years of high school algebra, but who are unprepared for MATH 103/104 (College Algebra/Trigonometry). Grades are A, B, C, NC. The course grade is not calculated into the student's GPA and does not count toward fulfilling any requirements for a degree, including total units for the degree.
MATH 103. College Algebra (3) A study of the real number system, equations and inequalities, polynomial and rational functions, exponential and logarithmic functions, complex numbers, systems of linear and nonlinear equations and inequalities, matrices, and introduction to analytic geometry. The emphasis of this course will be on logical implications and the basic concepts rather than on symbol manipulations. Prerequisite: MATH 99 or appropriate score on math placement exam.
MATH 120. The Nature of Mathematics (3) An exploration of the vibrant, evolutionary, creative, practical, historical, and artistic nature of mathematics, while focusing on developing reasoning ability and problem-solving skills. Core material includes logic, probability/statistics, and modeling, with additional topics chosen from other areas of modern mathematics. (GE)
MATH 130. Colloquium in Mathematics (1) Designed to introduce entering math majors to the rich field of study available in mathematics. Required for all math majors during their first year at Pepperdine. One lecture period per week. Cr/NC grading only.
MATH 140. Calculus for Business and Economics (3) Derivatives: definition using limits, interpretations and applications such as optimization. Basic integrals and the fundamental theorem of calculus. Business and economic applications such as marginal cost, revenue and profit, and compound interest are stressed. Prerequisites: Two years of high school algebra and appropriate score on math placement exam, or Math 103. (GE)
Math 270. Foundations of Elementary Mathematics I (4) This course is designed primarily for liberal arts majors, who are multiplesubject classroom teacher candidates, to study the mathematics standards for the Commission on Teacher Credentialing. Taught from a problem-solving perspective, the course content includes sets, set operations, basic concepts of functions, number systems, number theory, and measurement. (GE for liberal arts majors.)
Math 271. Foundations of Elementary Mathematics II (3) This course includes topics on probability, statistics, geometry, and algebra. The course is part of the liberal arts major in continuing study to meet mathematics standards for the Commission on Teacher Credentialing. (Students who have previous approved math courses or who select the math concentration must check with the liberal arts or math advisor for course credit.)
MATH 317. Statistics and Research Methods Laboratory (1) A study of the application of statistics and research methods in the areas of biology, sports medicine, and/or nutrition. The course stresses critical thinking ability, analysis of primary research literature, and application of research methodology and statistics through assignments and course projects. Also emphasized are skills in experimental design, data collection, data reduction, and computer-aided statistical analyses. One two-hour session per week. Corequisite: MATH 316 or consent of instructor. (PS, RM)
MATH 320. Transition to Abstract Mathematics (4) Bridges the gap between the usual topics in elementary algebra, geometry, and calculus and the more advanced topics in upper division mathematics courses. Basic topics covered include logic, divisibility, the Division Algorithm, sets, an introduction to mathematical proof, mathematical induction and properties of functions. In addition, elementary topics from real analysis will be covered including least upper bounds, the Archimedean property, open and closed sets, the interior, exterior and boundary of sets, and the closure of sets. Prerequisite: MATH 151. (PS, RM, WI)
MATH 325. Mathematics for Secondary Education. (4) Covers the development of mathematical topics in the K-12 curriculum from a historical perspective. Begins with ancient history and concludes with the dawn of modern mathematics and the development of calculus. Considers contributions from the Hindu-Arabic, Chinese, Indian, Egyptian, Mayan, Babylonian and Greek people. Topics include number systems, different number bases, the Pythagorean Theorem, algebraic identities, figurate numbers, polygons and polyhedral, geometric constructions, the Division Algorithm, conic sections and number sequences. Course also covers the NCTM standards for K-12 content instruction and how to build mathematical understanding into a K-12 curriculum. Prerequisite: MATH 320 or concurrent enrollment.
MATH 335. Combinatorics (4) Topics include basic counting methods and theorems for combinations, selections, arrangements, and permutations, including the Pigeonhole Principle, standard and exponential generating functions, partitions, writing and solving linear, homogeneous and inhomogeneous recurrence relations and the principle of inclusion-exclusion,. In addition, the course will cover basic graph theory, including basic definitions, Eulerian and Hamiltonian circuits and graph coloring theorems. Throughout the course, learning to write clear and concise combinatorial proofs will be stressed. Prerequisite: MATH 151 and MATH 320 or concurrent enrollment in MATH 320 or consent of the instructor.
MATH 355. Complex Variables (4) An introduction to the theory and applications of complex numbers and complex-valued functions. Topics include the complex number system, Cauchy-Riemann conditions, analytic functions and their properties, complex integration, Cauchy's theorem, Laurent series, conformal mapping and the calculus of residues. Prerequisite: MATH 250 and MATH 320 or concurrent enrollment in MATH 320 or consent of the instructor.
MATH 370. Real Analysis I (4) Rigorous treatment of the foundations of real analysis; metric space topology, including compactness, completeness and connectedness; sequences, limits, and continuity in metric spaces; differentiation, including the main theorems of differential calculus; the Riemann integral and the fundamental theorem of calculus; sequences of functions and uniform convergence. Prerequisites: MATH 250 and MATH 320 or consent of the instructor.
MATH 470. Real Analysis II (4) Convergence and other properties of series of real-valued functions, including power and Fourier series; differential and integral calculus of several variables, including the implicit and inverse function theorems, Fubini's theorem, and Stokes' theorem; Lebesgue measure and integration; special topics (such as Hilbert spaces). Prerequisite: MATH 370.
MATH 490. Research in Mathematics (1-4) Research in the field of mathematics. May be taken with the consent of a selected faculty member. The student will be required to submit a written research paper to the faculty member.
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Pepperdine Named to the 2013 President's Higher Education Community Service Honor Roll: Pepperdine University was recently named to the President's Higher Education Community Service Honor Roll for... more |
Pre-Calculus: Graphs of Rational Functions This is an excellent video detailing how to make graphs of the sine and cosine functions. The tutorial details how to use the coordinate plane to make graphs of the function that are easy to read and understand. This is particularly useful for understanding how to use the sine and cosine function. This is an exerpt. (3:40) Author(s): No creator set
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Introduction to Function Inverses09:05) Author(s): No creator set
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Function Inverse Example 1 Function Inverse Example 1: f(x)= -x+4
This is a continuation of Mr.06:43) Author(s): No creator set
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Function Inverses Example 2 Function Inverse Example 2: f(x)= (x + 2) squared +1
This is a another installment of Mr. Khan's short 4-part series on07:12) Author(s): No creator set
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Function Inverses, Example 3 Function Inverse Example 3: f(x)= (x - 1) squared -2
This is the last segment of Mr. Khan's short 4-part series on Function Inverses. These installments started with l Author(s): No creator set
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Lugosi teaches math - polynomial approximations1 In this video, Béla Lugosi teaches the advanced mathematical concepts of a series of functions and polynomial approximations. This discusses and explains the idea of approximating a function by polynomials and questioning/observing the degree of contact. This is an excellent video for advanced math students to explore and learn this complex concept. Author(s): No creator set
An instructor uses a whiteboard and a discontinuous function to demonstrate the concept of a limit. He uses the point where the function is undefined and a table of values to determine the value of the limit as it approaches that point.
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Algebraic Word Problem In this video, Sal Khan demonstrates how to solve an algebra word problem. Mr. Khan uses the Paint Program (with different colors) to illustrate his points. Sal Khan is the recipient of the 2009 Microsoft Tech Award in Education. (08:01) There is a lot of information on the screen--the viewer may want to open the video to 'full screen.' Author(s): No creator set
Giants of Philosophy video. Video continues with Neitzsche's discussion of human life and its separation of nature. He says they are grown together, and man is holy nature. Neitzsche reinterprets our human nature in entirely naturalistic terms. He wants to dispel the idea that we were created by God in his image and to draw attention instead to the conditions in life in which human life was really developed. He does not th Author(s): No creator set
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Algebra Help: Distance, Rate, and Time For high school students. Algebra Word Problem: Distance Rate and Time using two jets 4) For high school students. Algebra Word Problem: Distance Rate and Time involving two people with two different speeds 2) Algebra Word Problem: Distance Rate and Time using a truck and a bus. Seasoned math instructor demonstates on white board. Uses colored markers for clarification. Author(s): No creator set
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Algebra Word Problem: Mixture For high school students. Solving a Mixture problem with algebra. Seasoned math instructor demonstrates on white board. Uses colored markers for clarification. Author(s): No creator set
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A Mixture-Type Word Problem (Coins) Instructor believes that one of the easiest of all algebra word problems to understand is the coin problem since you, as a student, have some understanding of coins. Suitable for high school students. Instructor uses white paper and marker in front of camera. Author(s): No creator set
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Magic School Bus Goes to Seed Join Ms. Frizzle and the class as they get a bugs-eye view of the school garden and how seeds are created. This Magic School Bus video will cover the following concepts: (1) Seeds are the way that most plants make new plants. The seed is created inside the flower of the plant. and (2) A seed can travel long distances and wait for the conditions to be right before sprouting. Run time 22 minutes. Author(s): No creator set
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Juggling with Algebra A fun lesson. Nicholas Hyde, head of science in a school in England teaches Grade 6 maths students how to analyse juggling techniques to introduce number sequences and algebra. (In England people say "maths" instead of "math")Human Anatomy - Vertebral Column This is a computer-animated video (03:16) that describes the structure and function of the vertebral column. This video has English captions at the bottom of the screen. This may be good for big classrooms where sound may not travel well.
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Human Anatomy - HIP This is a computer-animated video (02:14) that describes how the function of hip bones and how they work. This video has English captions at the bottom of the screen. This may be good for big classrooms where sound may not travel well.
Proteins are very important to |
central theme of this book and course is functions as models of change. The authors emphasize that functions can be grouped into families and ...Show synopsisThe central theme of this book and course is functions as models of change. The authors emphasize that functions can be grouped into families and that functions can be used as models for real-world behavior. Because linear, exponential, power, and periodic functions are more frequently used to model physical phenomena, they are introduced before polynomial and rational functions. Once introduced, a family of functions is compared and contrasted with other families of functions |
Flexible learning supported by excellence in teaching
Teaching & assessment
Maths subjects are taught by lectures supported by tutorials, workshops and practical classes. As a mathematics undergraduate at Leeds you will enjoy extensive tutorial support. Our courses offer many modes of learning and assessment. You will have great freedom of choice, both in your workload and, depending on your programme, in the range of topics you can study.
When you choose Leeds you will benefit from the following teaching methods:
Lectures Lectures are a student's staple diet – the main source of information and knowledge, but probably quite different to anything you have encountered at school. Lectures are learning by listening to a lecturer. There are a variety of teaching styles, but perhaps the most common and effective remains the traditional 'chalk and talk'. Here, the lecturer works through the mathematics on the board, explaining what they are doing, and why, as they go along. This gives you a real feeling for the mathematical process.
Lectures are usually 50 minutes long, with audiences ranging from more than 100 down to 5 students. You will be expected to take notes and there may be hand-outs (these are often available on the web for you to download). Typically you will have about 12 hours of lectures a week.
Tutorials and workshops You will get academic support for your modules through small group tutorials or workshops. Tutorials comprise discussions between small groups of students and a lecturer. A workshop takes place with a larger set of students in which you often work in small groups to practice problems associated with the course. Both give an excellent opportunity to ask questions and make sure that you understand the material that is given in lectures.
Timetable Normal weeks are a combination of lectures, tutorials and private study times. This encompasses both individual work and group projects. There is plenty of scope for private study and we're well equipped with computer clusters where you can use the latest computer teaching aids.
Assessment Just as we use a variety of teaching methods we also use a range of assessment types to encourage students to show us their talent.
There are formal exams to test knowledge in particular subject content and develop the ability to think quickly, as well as in-course assessment which can account for 25% of the marks in some cases.
Details on the types of assessment used for each module can be found on the University Module Catalogue
VLE (Virtual Learning Environment) The VLE is an online resource where you can store your personalised study material, access module and course information that is specific to your programme, and also gain access to other online resources such as the Library.
Access is via secured login using your student registration details.
Independent study Lectures introduce you to a topic, but you are never really sure whether you have understood an area of mathematics until you have had chance to work it through for yourself. You will get regular problem sheets to solve; you can have a go at these on your own, or with friends, with help at tutorials. Naturally, we encourage students to talk through problems arising from coursework. Many queries can be resolved by a quick chat with a lecturer.
Part of studying at university is that you will take increasing responsibility for your own learning. There are various facilities to aide you with this including extensive computer clusters and virtually universal wireless connectivity. The Edward Boyle Library is less than two minutes walk from the School of Mathematics and not only has multiple copies of the recommended books but also provides a variety of different studying environments, such as personal and flexible group work areas.
Peer assisted learning (PAL) In our popular 'PAL' sessions, second and third-year students assist first-years to obtain a deeper understanding of their studies. These sessions provide the first-years with the chance to see how their fellow students have learnt to approach problems. It is also a great experience for the students in higher years who find that explaining the theory aids them in further understanding the subject.
Personal tutors Every student is assigned a personal tutor who is there to assist you in your studies and make sure you make the most of your time with us. Your personal tutor is usually an academic member of staff and their role is academic, pastoral, and administrative:
Your tutor will advise you on your course, helping you negotiate the many options. They will advise you about your module choices and opportunities for personal development and discuss your progress with you (e.g. exam results).
Your tutor will be concerned about your personal welfare. If the going gets tough, your tutor will provide encouragement, a sympathetic ear and, if appropriate, impartial advice. For problems your tutor cannot deal with, there are professional advisors on campus.
Once you've completed your degree course, your tutor will be a good point of contact for letters of reference or advice on future careers and postgraduate study options.
Watch a video of students talking about how why their experiences of personal tutors.
The University also runs a scheme called Leeds For Life the aim of which is to ensure that you make the most of your time here with us in Leeds. It is all about developing a range of skills and attributes both within your programme of study and through your additional activities. You will be encouraged to discuss 'Leeds for Life' with your Personal Tutor.
The electives system With some degree programmes you have the option to take elective modules from across the University. Almost any subject taught in the University can be studied, allowing you to fashion your own academic profile as your interests develop. You may opt for 100% mathematics, or choose a strong second subject not unlike a joint degree, or study a broader spread of disciplines.
Joint honours courses Information on the teaching and assessment methods used in other subject areas, linked through joint honours courses, can be found on the equivalent pages of the associated School websites. |
This text is a practical course in complex calculus that covers the applications, but does not assume the full rigour of a real analysis background. Topics covered include algebraic and geometric aspects of complex numbers, differentiation, contour |
Is there evidence whether undergraduate math courses improve problem-solving? - MathOverflow most recent 30 from there evidence whether undergraduate math courses improve problem-solving?Anna Varvak2011-02-08T14:53:43Z2011-02-11T11:47:40Z
<p>The most commonly stated reason for why mathematics should be a required condition for graduating is }to improve problem-solving skills". Usually it's taken for granted that taking a mathematics course does improve one's ability to solve problems. Does anyone know of any studies that either back that up or contradict it?</p>
<p>Edit: I would also be interested in studies backing up claims that taking a math course improves logical reasoning, especially for mathematics courses for non-majors.</p>
by Joel Reyes Noche for Is there evidence whether undergraduate math courses improve problem-solving?Joel Reyes Noche2011-02-11T06:48:21Z2011-02-11T06:48:21Z<p>(I don't think my answer directly answers the question, but I'm hoping it would be useful.)</p>
<p>I assume that when you say "problem solving" you mean mathematical "problem-solving as a skill" ("being able to obtain solutions to the problems other people give you to solve," Schoenfeld, 1992).</p>
<p>I was unable to find any studies that answer the question "Does taking an <em>ordinary</em> undergraduate mathematics course improve one's ability to solve (mathematical) problems?" (where ordinary means the instruction is not explicitly targeted at improving problem solving skills).</p>
<p>But there have been studies that show that undergraduates taking certain "problem-solving courses" experienced "marked shifts in [their] problem solving behavior" (e.g., Schoenfeld, 1987, p. 207).</p>
<p>As I understand it, researchers in mathematics education usually don't consider questions of the type "does the <em>ordinary</em> way of teaching improve this skill/understanding?" important (where "ordinary" is usually referred to as "traditional"). They usually consider it more valuable to ask questions of the type "what way of teaching will improve this skill/understanding?"</p>
<p>A good reference is</p>
<p>Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Ed.), <em>Handbook for Research on Mathematics Teaching and Learning</em> (pp. 334-370). New York: MacMillan.</p>
<p>which uses some material from</p>
<p>Schoenfeld, A. H. (Ed.). (1987). <em>Cognitive Science and Mathematics Education</em>. New Jersey: Erlbaum.</p>
<p>Chapter 2 (Foundations of cognitive theory and research for mathematics problem-solving, by E. A. Silver) and Chapter 8 (What's all the fuss about metacognition? by A. H. Schoenfeld) of the 1987 Schoenfeld book are particularly useful.</p> |
Synopses & Reviews
Publisher Comments:
Geared toward students preparing to teach high school mathematics, this text is also of value to professionals, as well as to students seeking further background in geometry. It explores the principles of Euclidean and non-Euclidean geometry, and it instructs readers in both generalities and specifics of the axiomatic method. 1964 edition.
Synopsis:
Geared toward students preparing to teach high school mathematics, this text explores the principles of Euclidean and non-Euclidean geometry and covers both generalities and specifics of the axiomatic method. 1964 edition.
Geared toward students preparing to teach high school mathematics, this text explores the principles of Euclidean and non-Euclidean geometry and covers both generalities and specifics of the axiomatic method. 1964 |
Math books, math education
Discuss about math education in the U.S or in whatever your country is.
Let me start, my favorite math book is College Algebra by Murray R. Spiegel (from Schaum's outline series). It is the most complete book in terms of exercises and detailed solutions, I just love it.
About math education, I heard there is (or was recently) a crisis in the US, and that Danica Mckellar's books were a response to it, to help it, and also to diminish the gender gap in math. Here's her first book |
Inside the Book:
Preliminaries and Basic Operations
Signed Numbers, Frac-tions, and Percents
Terminology, Sets, and Expressions
Equations, Ratios, and Proportions
Equations with Two Vari-ables
Monomials, Polynomials, and Factoring
Algebraic Fractions
Inequalities, Graphing, and Absolute Value
Coordinate Geometry
Functions and Variations
Roots and Radicals
Quadratic Equations
Word Problems
Review Questions
Resource Center
Glossary
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CliffsNotes Quick Review guides give you a clear, concise, easy-to-use review of the basics. Introducing each topic, defining key terms, and carefully walking you through sample problems, this guide helps you grasp and understand the important concepts needed to succeed. |
I have a difficulty with my math that calls for immediate solution. The difficulty is with algebra examples of polynomial word problems. I have been looking out for someone who can teach me straight away as my exam is coming near. But it's difficult to find somebody fast enough besides it being costly. Can someone direct me? It will be a great help.
You haven't mentioned any details about the problem that is troubling you. I would like to help you with algebra examples of polynomial word problems as it was my favorite topic in math. I also recommend using a really brilliant software called Algebra Buster. This is the best that I have encountered to help math students. But make sure you use it to learn the subject and not just to copy and submit your homework.
1.Hey mate, you are on the mark about Algebra Buster! It is absolutely fab! I downloaded it recently from after a friend recommended it to me. Now, all I do is type in the problem assigned by my teacher and click on Solve. Bingo! I get a step-by-step solution to my math homework. It's almost like a tutor is teaching it to you. I have been using it for four weeks and so far, haven't come across any problem that Algebra Buster can't solve. I have learnt so much from it!
I remember having often faced difficulties with equation properties, solving inequalities and adding functions. A truly great piece of algebra program is Algebra Buster software. By simply typing in a problem homework a step by step solution would appear by a click on Solve. I have used it through many math classes – Algebra 1, Intermediate algebra and Intermediate algebra. I greatly recommend the program.
Hi Friends, Based on your reviews, I purchased the Algebra Buster to get myself educated with the fundamental theory of Remedial Algebra. The explanations on exponent rules and scientific notation were not only graspable but made the whole topic pretty exciting. Thanks a million for all of you who directed me to have a look at the Algebra Buster! |
CMAT - Comprehensive Mathematical Abilities Test
Browse titles:
Products
Based on state and local curriculum guides, and math education tools used in schools, the CMAT is a major advance in the accurate assessment of math taught in today's schools. Contains six core subtests (addition, subtraction, multiplication, division, problem solving, and charts, tables, & graphs) and six supplemental subtests. |
@inbook {MATHEDUC.02364097,
author = {Krishnamani, Vatsala and Kimmins, Dovie},
title = {Using technology as a tool in abstract algebra and calculus courses: The MTSU experience.},
year = {1994},
booktitle = {7. Annual Conference on Technology in Collegiate Mathematics (ICTCM-7)},
pages = {Electronic paper},
publisher = {,},
abstract = {This paper reports how technology was utilized in abstract algebra and calculus courses, modifications that were made along the course of the semester to facilitate integration of technology, and student reactions to the use of the technology. How specific problem areas such as group dynamics, the time factor, and resistance from a few students were handled is emphasized. (authors' abstract) (The article is available under
msc2010 = {D45xx (R25xx H45xx I45xx I55xx)},
identifier = {2005e.02167},
} |
Mathematics
Page Content
To provide students with the mathematical skills they will need in everyday life as well as in the rigors of high school and post-high school mathematics, we have developed a strong mathematics curriculum that emphasizes communicating, computational and procedural skills, making connections, reasoning and proofing, problem solving, and using representations. Students learn to represent and communicate ideas through graphs, mathematical terms, models, signs, symbols, and writing. |
Roses, Origami & Math
4889961844
9784889961843, ORIGAMI & MATH is divided into three sections with increasing degrees of difficulty:The first chapter focuses on blocks and is designed to help the reader understand symmetry. Once mastered, solving the mathematical questions of origami should be easier. From the simple blocks, cherry blossoms, small houses, churches, and even a Greek temple can be created. The second chapter goes on to explain techniques such as twist folding and stereoscopic twist folding that are used for making roses and are the basis for flat folding and crystal folding. Finally, in the third chapter Kawasaki introduces the mathematics of origami. He explains it as an element of geometry that most readers learned in junior high school. Each section has exercises to help the reader better understand the mathematics of origami. Included in ROSES, ORIGAMI & MATH are instructions for creating the author's masterpiece, the Kawasaki Rose Series. Fully illustrated with clear, step-by-step instructions, this book is fun and filled with useful techniques for mathematics education and for the ambitious layman. «Show less,... Show more»
Rent Roses, Origami & Math today, or search our site for other Kawasaki Origami |
Mathematics requires a lot of practice along with a through understanding of core concepts. Edurite's CD's is mapped to the current CBSE syllabus and offers detailed step-by step explanations for each of the various concepts learnt. In fact our CD's are just like having a teacher teaching you in the classroom with the added advantage of interactive features like animations, graphics and voice overs. |
Find a Gladwyne Math Tutor
Subject:
Zip:Some basic operations of set theory include the union and intersection of sets. Combinatorics studies the way in which discrete structures can be combined or arranged. Graph theory deals with the study of graphs and networks and involves terms such as edges and vertices. |
Short description
The Oxford Successful Mathematics series presents a learner-centred approach to the Revised National Curriculum. The books are designed for ease of use, and help learners and teachers to understand the requirements of the Revised National Curriculum. |
$ 6.79
This book provides a pedagogical and comprehensive introduction to graph theory and its applications. It contains all the standard basic material and develops significant topics and applications, such as: colorings...
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Having trouble understanding algebra? Do algebraic concepts, equations, and logic just make your head spin? We have great news: Head First Algebra is designed for you. Full of engaging stories and practical,...
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A theft and a hold-up, an impostor trying to collect an inheritance, the disappearance of a lab mouse worth several hundred thousand dollars, and a number of other cases : these are the investigations led by...
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Although we seldom think of it, our lives are played out in a world of numbers. Such common activities as throwing baseballs, skipping rope, growing flowers, playing football, measuring savings accounts, and...
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This book provides the mathematical foundations for the analysis of a class of degenerate elliptic operators defined on manifolds with corners, which arise in a variety of applications such as population genetics,...
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The P-NP problem is the most important open problem in computer science, if not all of mathematics. The Golden Ticket provides a nontechnical introduction to P-NP, its rich history, and its algorithmic implications... |
Calculus BC (math 1248)
This workshop is designed to familiarize teachers with the curriculum and course objectives of the Advanced Placement* BC Calculus course, and to provide materials and methods that will lead to success in the AP*
examination. Participants will explore the important concepts of calculus, including the proofs of many of the central theorems. A multi-representational approach will be used, exploring concepts numerically, graphically, and analytically. A variety of problems will be assigned that produce interesting solutions and reveal some of the issues involved in teaching calculus effectively. The AP* test will be investigated, specifically pointing out the particular things that every teacher should emphasize to their own students.
All participants will be expected to do a prescribed set of homework problems on a daily basis, and be prepared to share solutions, strategies, and teaching ideas. (There will be opportunity to receive help from the instructor and other participants on a daily basis, also.) Graphing calculators will be used extensively in the solutions of problems, and participants should bring their own, if possible. Instruction will be given using the Texas Instruments TI-84 and/or TI-89, depending on the interest of the class.
In past sessions, participants have indicated that they would be interested in activities that others use that have been found to be effective. Each participant is asked to bring along at least one activity to share with the rest of the group.
Fred Almer is an AP* Calculus and AP* Computer Science teacher at Marshall High School in Marshall, MN. He has served as a reader for AP* Calculus since 2000 and has worked as a College Board* consultant at workshops in various parts of the country for the past 13 years. Fred's hobbies include golf, skiing, choral singing, and cycling |
Mathematics Tools 2.6 Full Screenshot
Mathematics Tools 2.6 Keywords
Mathematics Tools 2.6 Description
Mathematics Tools is a tools that help people in solving Mathematical problems such as quadratic equation and cubic equation, System of equations. Calculate the Greatest Common Divisor or Least Common Multiple and lots of features will be update in the nextMathematics Tools |
This text for undergraduate students provides a foundation for resolving proofs dependent on n-dimensional systems. The author takes a concise approach, setting out that part of the subject with statistical applications and briefly sketching them. The two-part treatment begins with simple figuThis text for undergraduate students provides a foundation for resolving proofs dependent on n-dimensional systems. The author takes a concise approach, setting out that part of the subject with statistical applications and briefly sketching them. The two-part treatment begins with simple figures in n dimensions and advances to examinations of the contents of hyperspheres, hyperellipsoids, hyperprisms, parallelotopes, hyperpyramids, and simplexes. The second part explores the mean in rectangular variation, the correlation coefficient in bivariate normal variation, Wishart's distribution, correlations as angles, regression and multiple correlation, canonical correlations, and component analysis. 1961 edition.
Unabridged republication of the edition published by Hafner, New York, 1961 |
Revised edition of algebra II links all the activities to the NCTM standards
Activities provide students with practice in the skill areas necessary to master the concepts introduced in a course of second-level algebraReviewing concepts presented in beginning algebra plus exercises involving slope, intercepts, graphing linear inequalities, domain and range, graphing exponential functions, matrix operations, quadratic equations and much moreExamples of solution methods are presented at the top of each pageNew puzzles and riddles have been added to gauge the success of skills learned Contains complete answer key
Product Information
Subject :
Algebra
Grade Level(s) :
5-8
Usage Ideas :
Activities were designed to provide students with practice in the skill areas necessary to master the concepts presented in a second-level course in algebra |
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
Course Hero has millions of course specific materials providing students with the best way to expand
their education.
MA/PH 607Howell11/7/2011Homework Handout IXA. For the following problems, we will use Cartesiancoordinates to describe points in the plane, and willlet V" , V# , V$ and V% be the four curves from! ! to # % indicated in the figure. Note that:+ V" a
1Intro1.1Some of What We Will CoverHere is a very rough idea of what the rst part of the Math Physics course will cover:1.Linear Algebra(a) We will start with a fundamental development of the theory for traditional vectors(developed in a manner th
8Multidimensional Calculus: BasicsWeve nished the basic linear algebra part of the course; now we start a major part onmultidimensional calculus This will included discussions of eld theory, differential geometry.and a little tensor analysis. Here isMultidimensional Calculus: Differential Theory9.5Chapter & Page: 919General Formulas for the Divergence and CurlLater, we will discover the geometric signicance of the divergence and the curl of a vector eld.Then, using those, we can both redene dive
Note on Example 1.8.3(page 46 of A&W)I've done enough partial derivation of equation 1.80 to believe it is true. However,their derivation is garbage. In using the BACCAB rule they seem to ignore the fact thatf is an operator, not a vector subject to t
The Sheet That Should Be Handed OutThe First Day Of ClassMathematical Methods for Physicists ~ Fall 2011(revised 8/18/2011)General StuffCourse: Mathematical Methods (for Physicists), MA 607 and PH 607Partial Prerequisites: A basic course in linear a
Preparing for the First ExamThe test covers everything done up through change of bases" and volumes of hyperparallelepipeds" (Chapter 5 in the online notes). The problems will be morecomputational than theoretical, but calculators will be unnecessary.12Traditional Vector TheoryThe earliest denition of a vector usually encountered is that a vector is a thing possessinglength and direction This is the arrow in space view with length naturally being the.length of the arrow and direction being the dir
Chapter 2: Economic developmentChapter 2: Economic developmentAims of the chapterMany economics concepts are widely used but usually imprecisely defined.Economic development is one of these. This chapter will: cover the concept of development and how
Chapter 3: Models of growth and developmentChapter 3: Models of growth anddevelopmentAims of the chapterThis chapter covers economic models that explain growth anddevelopment. It starts with the popular HarrodDomar growth model,discusses the Neoclas
Chapter 4: Domestic resources and inflationChapter 4: Domestic resources andinflationAims of the chapterFinancing development requires resources. These resources can beaccumulated or acquired from abroad. This chapter addresses the role offinance in
FINC3018BANK FINANCIAL MANAGEMENTSemester 2, 2011Unit Coordinator Paul MartinBUSINESSSCHOOLObjectives of Todays SessionAn overview of the CourseAppreciate why banks are specialExamine the role of banks and FIs and the resultant risks that this ro
FINC3018BANK FINANCIAL MANAGEMENTWeek 2BUSINESSSCHOOLObjectives of this Weeks Session To obtain an overview of the risks that banks areexposed to:- Market Risk- Interest Rate Risk (as a subset of market risk)- Identify the significance of these
MAT 203. Advanced Multivariable CalculusCourse Syllabus and Information, Fall 2009This course will cover most of the material contained in the book Vector Calculus5th edition, by J. Marsden and A. Tromba. We will begin by studying propertiesof vectors
Checklist for MidtermAndrei JorzaOctober 26, 2009The purpose of this checklist is to give you a brief overview of what happened in class until now andwhat kinds of things you might expect for the midterm.1Up to Quiz 11.1Vectors1. Representation a
Checklist for Quiz 1Andrei JorzaOctober 2, 2009The purpose of this checklist is to give you a brief overview of what happenedin class until now and what kinds of things you might expect for the rst takehome quiz.1Vectors1. Representation as (x1 , .
Checklist for Quiz 2Andrei JorzaOctober 15, 2009The purpose of this checklist is to give you a brief overview of what happened in class since the rst quizand what kinds of things you might expect for the second take-home quiz.1Derivatives1. Make su
Checklist for Quiz 3Andrei JorzaNovember 20, 2009The purpose of this checklist is to give you a brief overview of what happened in class since the midtermand what kinds of things you might expect for the third take-home quiz.1Integrals1.1Double In
Checklist for Quiz 4Andrei JorzaDecember 11, 2009The purpose of this checklist is to give you a brief overview of what happened in class since the thirdquiz and what kinds of things you might expect for the fourth take-home quiz.1Integrals1.1Impro
Physics 105 Problem Set 1Due: Thursday, September 24, 2009, 3 PMReading: K&K, chapter 1.Students who are interested in enrolling in Physics 105 will solve and hand in Problems1-5. These will be graded and (except for Problem 6) will count towards your
FPhysics 105 Problem Set 2Due: Thursday, October 1, 2009, 3 PMReading: K&K, chapters 2 and 3.Students who are interested in enrolling in Physics 105 should solve and hand in Problems1-6. They will count towards your 105 grade. Students who are uncert
Physics 105 Problem Set 3Due: Thursday, October 8, 2009, 3 PM to 208 Jadwin.Reading: K&K, chapters 3 and 4.Turn this in to the Undergraduate Physics Oce in Jadwin 208 by 3:00 PM on Thursday.Please NEATLY write your name, the time (9 or 10 AM) and the
Physics 105 Problem Set 5Due: Thursday, October 29, 2009, 3 PM to 208 Jadwin.Reading: K&K, sections 7.1-7.6, chapter 9. Chapter 9 has more than the usual density oftypos, some of which are listed on the website under Course Materials/Chapters.Although
Physics 105 Problem Set 7Due: Thursday, November 12, 2009, 3 PM to 208 Jadwin.Reading: Chapter 9. Chapter 9 has more than the usual density of typos, some of whichare listed on the website under Course Materials/Chapters of K&K. We will cover chapter1
Physics 105, Problem Set 9Due: Thursday, December 3, 2009, 3 PM.Reading: For waves, chapters 20-21 of Knights Physics for scientists and engineerstextbook (the PHY103 book), which are posted in E-reserves on the 105 Blackboard site.(This does not seem
Physics 105, Problem Set 12. Due on Deans date: Tuesday, January 12, 2010, 3 PM.The following problems must be turned in by students enrolled in PHY 105 and thosewho plan on enrolling in PHY 106 next semester. (For those not in PHY 105, the grade willn
Physics 103H/105 Problem Set 1 SolutionsProblem 1 (3pts)Let a and b are unit vectors in the x-y plane making angles and with the x-axis respectively. is theiyaj()bixunit vector in the x direction and is the unit vector in the y direction.j(a)
Physics 105 Problem Set 2 SolutionsProblem 1. (3 Points)We are asked to consider the situation where there is a block of mass M1on top of a block of mass M2 resting on a table; the coecient of frictionbetween the table and block 1 is k .a) If block 1
Physics 105 Problem Set 3 SolutionsProblem 1 (3 pts)a) We are asked to nd the center of mass of a solid cone of mass M , height L and radius R. Namely, wehave to compute the following integral: dm1x ()dV=xxdmM coneconeIn our case the cone has
Physics 103H/105 Problem Set 4 SolutionsProblem 1 (3 pts)(a) A strong human cyclist, weighing about 110 kg (including bicycle), can bicycle up a 3.1 percent gradeat about 30 km/h. What is her or his power output in watts? in horsepower?If is the angle |
Information and Requirements for Free Math Classes Online
Free online math classes can be found at traditional colleges, Education Portal and at universities participating in the OpenCourseWare (OCW) Consortium. Education Portal courses prepare individuals to take the College-Level Examination Program (CLEP) tests in a mathematics discipline so they can earn transferrable college credits. Students are advised to check with their school to ensure that it accepts CLEP credits.
Free Introductory Math Courses
This course offers students over 40 video lessons they can view at their own pace. When they feel they've mastered the lessons, students can take an exam and advance to the next lesson. Topics covered in this math course include math foundations, linear equations, graphing, expressions with exponents and logarithms.
The UK's Open University offers a wide variety of mathematics and statistics courses online. The courses are free to everyone regardless of location. Maths Everywhere is an introductory math course that's divided into three segments with various tasks, illustrations and assignments. The course follows content in the Tapping into Mathematics textbook and practices math using a Texas Instruments TI-83 graphics calculator.
Free Algebra Courses
The college algebra course at Education Portal offers around 60 free video lessons. Each video lesson is about 5-10 minutes long and includes multiple choice quiz questions and a transcript. The free courses prepare students to take the CLEP's algebra exam to earn college credit and are useful for students who want to brush up on particular math topics.
There are nearly 100 free general mathematics courses available through MIT's OpenCourseWare (OCW) project. Most of the courses consist of lectures, slides, problem sets, assignments and other resources to assist in self-study. Registration is not required. This OCW course covers basic topics in algebra such as groups (including linear and symmetry groups) vector spaces, linear transformations and bilinear forms.
John Miller, a professor emeritus of the City College of New York (which is part of the City University of New York, or CUNY) is the creator of xyAlgebra software. The copyrighted software, which allows students to practice and learn algebra, can be downloaded for free. Features include interactive instruction and practice problems. This software is ideal for students who'd like to improve their algebra knowledge and for math teachers looking for additional resources to help their students.
Free Calculus Courses
This free course consists of online video lessons lasting less than 10 minutes each, with no login required. It also includes multiple choice quiz questions students can take to determine if they're ready to advance. After reviewing the materials and taking a free online exam, students may earn college credit by taking a related CLEP exam. A precalculus course is also offered for individuals who would like to enhance their calculus skills.
Through the OpenCourseWare project, UMass offers a series of three calculus courses, each providing comprehensive instruction in the subject. The downloadable courses include multiple lessons, suggested problems, reading assignments and much more. Registration is not required.
Members of the mathematics department at Temple University designed a library system that they coined Calculus on the Web (or COW) to help students learn and practice calculus. The COW system is composed of interactive modules that students can use to learn about calculus and related math topics, such as precalculus, calculus, linear and abstract algebra, and number theory. The modules include assignments that are graded automatically so students can check to see if they solved problems correctly.
Free Trigonometry Courses
Whatcom Community College offers a PDF version of their Trigonometry Unit lesson online. The 20-page PDF aimed at beginners includes an introduction to trigonometry, explanatory text and problem sets with answers. A free version of Acrobat Reader is required to view the document.
This 45-minute video lecture from Harvard professors Benedict H. Gross and William A. Stein explores various mathematical theorems and cubic equations. The seven segments include slides, illustrative equations and a glossary of terms. The videos can be viewed using free versions of Real Player, QuickTime or Windows Media. Registration is not required |
Fundamentals Of Algorithmics - 96 edition
Summary: This is an introductory-level algorithm text. It includes worked-out examples and detailed proofs. Presents Algorithms by type rather than application.
Structures material by techniques employed, not by the application area, so students can progress from the underlying abstract concepts to the concrete application essentials.
Begins with a compact, but complete introduction to some necessary math, and also includes a long introduction to proofs...show more by contradiction and mathematical induction. This serves to fill the gaps that many undergraduates have in their mathematical knowledge.
Gives a paced, thorough introduction to the analysis of algorithms, and uses coherent notation and unusually detailed treatment of solving recurrences.
Includes a chapter on probabilistic algorithms, and an introduction to parallel algorithms, both of which are becoming increasingly important.
Approaches the analysis and design of algorithms by type rather than by application |
GraspMath Learning Systems Calculus (14 ) VHS Series
Please Note: Pricing and availability are subject to change without notice.
This Calculus video tutor series consists of 14 videos containing 56 video segments covering the material in a standard college freshman year calculus course, and suitable for science and engineering majors. Topics covered include limits, continuity, differentiation, applications of differential calculus to graphing and optimizing functions, transcendental functions and their derivatives, integral calculus and applications to areas and volumes, L'H˘pital's Rule, sequences and series, elementary vector algebra with dot products and cross-products.
Video 1
Rectangular Coordinates and Graphing.
This segment covers the rectangular coordinate system and representation of ordered pairs of real numbers as points in the plane as well as the representation of points in the plane by ordered pairs of real numbers.
Functions and Their Graphs.
This segment covers the mathematical definition of the word "function", the function notation, graphing of functions, and some simple examples of functions and their graphs.
Average Rate of Change and Slope of Lines.
This segment covers average rate of change for a function between two points, slope of lines, the relation between slope, average rate of change, and velocity.
Formulas for Lines.
This segment covers the point-slope and slope-intercept forms for equations of lines as well as problems involving equations for parallel and perpendicular lines.
Video 2
Limits and Continuity.
This segment covers computations of limits using limit rules, the definition of continuity, and the use of continuity in computations of limits.
The Delta-Process and Instantaneous Rates of Change.
This segment covers the computation of derivatives or instantaneous rates of change as limits of difference quotients or limits of average rates of change.
Tangent Lines.
This segment covers the computation of equations of tangent lines to graphs of functions using the differentiation rules and point-slope form for equations of lines.
Differentiation Rules (Powers and Sums).
This segment covers the power, sum, difference, and scalar multiplication rules for differentiation.
Video 3
The Product and Quotient Rules.
This segment covers the product and quotient rules for differentiation including examples showing the power rule for positive integer powers as a consequence of the product rule.
Composite Functions and the Chain Rule.
This segment covers the definition of the composition operation for functions as well as examples of computations with composite functions. The chain rule for differentiation of composite functions is covered and examples are covered illustrating how and when to apply the chain rule.
Optimization Using Differentiation: Critical Points.
This segment covers the technique of optimization of a function by finding all zeroes of the derivative.
Second Derivative, Inflection Points and Concavity.
This segment covers higher derivatives, inflection points, concavity, and examples illustrating the use of these concepts in graphing and in optimization.
Video 4
Implicit Differentiation.
This segment covers implicit differentiation and its use in finding slopes of tangent lines to curves at specific points when the curves are defined implicitly by equations.
Inverse Functions and Their Derivatives.
This segment covers inverse functions and their graphical relationships as well as methods for finding inverses of invertible functions and for finding derivatives of the inverses.
EXP, Log and Differentiation.
This segment covers the exponential and logarithmic functions as well as their derivatives, and techniques for differentiation of functions involving the exponential and logarithmic functions using differentiation rules.
Logarithmic Differentiation.
This segment covers logarithmic differentiation and its use in differentiating products with many factors as well as complicated exponential expressions.
Video 5
Applications to Growth and Decay.
This segment covers the use of exponential and logarithmic functions in solving problems where rate of change of a quantity is proportional to the amount of that quantity. Applications include population growth, radioactive decay, and continuously compounded interest.
Trig Functions.
This segment reviews the trig functions and covers their derivatives and the use of differentiation rules to differentiate functions involving trig functions.
This segment covers the use of differentiation to obtain linear approximations to function values at points near points where values and derivatives are computable.
Video 6
Taylor's Formula.
This segment covers Taylor's formula and its use in approximating function values as well as problems of finding Taylor polynomials for functions.
Areas, Antidifferentiation and the Fundamental Theorem of Calculus.
This segment is an introduction to the ideas of integral calculus and the use of antidifferentiation and the fundamental theorem of calculus in the computation of area.
Integration Formulas.
This segment covers the power, sum, difference, and scalar multiplication rules for integration and techniques for reducing antidifferentiation of certain types of functions to application of these rules.
Substitution.
This segment covers the power, sum, difference, and scalar multiplication rules for integration and techniques for reducing antidifferentiation of certain types of functions to application of these rules.
Video 7
Integration by Parts.
This segment covers integration by parts and techniques for using integration by parts to antidifferentiate certain classes of functions.
Definite Integrals and Areas.
This segment covers the computation of areas for regions bounded by curves using the definite integral.
Definite Integrals, Substitution, and Integration by Parts.
This segment covers definite integrals which can be computed by substitution and/or integration by parts.
Advanced Area Problems.
This segment covers more difficult examples of area where boundaries may involve several curves and computations involve more than one definite integral.
Video 8
Volume Problems.
This segment covers volumes for solids of revolution as well as Cavallieri's principle for finding volumes from cross-sectional area functions by integration.
Advanced Volume Problems.
This segment covers problems of finding volumes of more complicated geometric solids including the torus, the ball with a hole drilling through, and the intersection of two solid cylinders.
Applications to Physics.
This segment covers applications to calculus to Newtonian mechanics, the laws of motion for an object with one degree of freedom of movement, the concepts of potential and kinetic energy, conservation of energy and gravitation.
Applications to Business.
This segment covers applications of calculus to business problems, the calculus interpretation of the word "marginal" as used in business, marginal cost, marginal profit, marginal revenue, and optimization problems arising in business.
Video 9
Special Trigonometric Limits.
The special trigonometric limits of sin(x) over x and (1-cos(x)) over x as x approaches zero are reviewed and examples are worked involving limits of algebraic expressions involving trigonometric functions which can be evaluated by reduction to one of the former cases.
General Limits.
The basic theorems on limits are reviewed including the composition or substitution theorem, the squeeze theorem, and its corollary, the fact that a product of a bounded function by a function with limit zero must also have limit zero. Examples of limits of a more advanced nature are worked which illustrate the use of these theorems.
One-Sided Limits.
The definition of one-sided limit is given and visually illustrated. The theorem on the relation between one-sided limits and two-sided (ordinary) limits is reviewed, and examples worked both for the computation of one-sided limits and the use of one-sided limits to show non-existence of certain two-sided limits.
Limits Using Continuity.
The elementary examples of limits are worked out using the idea of extending a continuous function to include the limit point in the domain as in the removal of a singularity.
Video 10
Hyperbolic Functions.
The hyperbolic trigonometric functions are defined, their basic identities are reviewed as well as their derivatives. Examples of differentiation involving hyperbolic functions are worked.
L'H˘pital's rule.
L'H˘pital's rule for computation of limits of indeterminate form is reviewed and examples of limit problems requiring L'H˘pital's rule are worked.
Trigonometric Integrals.
Techniques and reduction formulas for integrating products of trigonometric functions are reviewed. Examples are worked illustrating the various cases.
Trigonometric Substitutions.
Techniques of using trigonometric substitution to simplify integrands are reviewed and examples are worked showing how to integrate functions containing quadratic expressions by trigonometric substitution.
Video 11
Partial Fractions.
The technique of integrating a rational function by expressing it as a sum of partial fractions is reviewed and illustrated in worked examples.
Improper Integrals.
The definition of an improper integral as a limit of proper integrals is reviewed and examples of improper integrals are worked.
Area in Polar Coordinates.
The technique and formula for area in polar coordinates is reviewed. Examples are worked using the integration formula for area in polar coordinates to compute areas of regions bounded by curves expressed in polar coordinates.
Sequences and Convergence.
The basic definitions of sequences, convergence, and divergence are reviewed. The theorem on use of computing limits of sequences in terms of limits of continuous functions is discussed, and examples are worked for illustration.
Video 12
Summation Notation.
The sigma notation for summation is reviewed, examples are worked showing how to compute sums expressed in sigma notation. The concept of dummy index is discussed and examples are worked showing how to change indices in the sigma notation via substitution.
Infinite Series.
The basic definitions of infinite series and partial sums are reviewed, the definitions of convergence and divergence for infinite series are reviewed and the nth term test for divergence of an infinite series is reviewed. Examples of telescoping series and geometric series are worked as well as examples showing the use of the nth term test to prove divergence of certain series.
Comparison Test.
The comparison test and limit comparison tests are reviewed and discussed for infinite series and examples are worked illustrating their use in determining convergence or divergence of certain infinite series.
Integral Test.
The comparison test and limit comparison tests are reviewed and discussed for infinite series and examples are worked illustrating their use in determining convergence or divergence of certain infinite series.
Video 13
Absolute Convergence and Alternating Series.
Absolute convergence is reviewed as well as forms of the comparison test and limit comparison for series with negative as well as positive terms in the determination of absolute convergence. Conditional convergence is reviewed. Alternating series are defined and the nth term test for convergence of an alternating series is reviewed. Examples illustrating the concepts are worked as well as examples using the nth term to estimate the error in a partial sum and examples of finding the proper partial sum for estimating an alternating series sum to within predetermined error tolerance.
Ratio Test and Root Test.
The ratio test and the root test for determining convergence or divergence of infinite series are reviewed and discussed. Examples are worked illustrating both tests as well as how to choose between the two n tests from the form of the nth term.
Power Series.
Power series, radius of convergence, and interval of convergence are defined and discussed as well as the theorems on termwise differentiation and integration of power series. The ratio and root test forms for determining radius of convergence are reviewed and examples are worked illustrating their use.
Taylor Series.
The Taylor series of a function is defined and the Lagrange form of the Taylor remainder is reviewed and used to show certain functions equal their Taylor series. Examples are also worked illustrating techniques of algebra combined with termwise differentiation and integration to obtain Taylor series of certain functions from the formula for the sum of the geometric series.
Video 14
Vectors.
Vectors are defined as arrows in space and the basic rules of vector addition and scalar multiplication are discussed visually. The commutative and associative laws are visually demonstrated for vector addition and the distributive law for scalar multiplication is demonstrated visually. The notion of a space of vectors is discussed and the definition of a frame of vectors is given in cases of all vectors in a line, a plane, or 3-dimensional space. The formulas for computing the addition and scalar multiplication in coordinates relative to a frame are demonstrated in one and two dimensions and reviewed for three dimensions.
Dot Product and Length.
The geometric definition of dot product for vectors as arrows in space is given and the commutative and distributive laws are demonstrated visually. The formulas for computing the dot product in coordinates relative to a frame are demonstrated as well as the utility of an orthonormal frame for simplifying the formulas. The relation of dot product to length is reviewed and demonstrated. The importance of understanding the geometry of the vector operations is emphasized throughout in order to facilitate the use of vector techniques in applications.
Vector Component Computations.
The formulas for computing vector addition, scalar multiplication, and dot product are reviewed and used together with their geometric properties to derive geometric formulas and equations. The coordinate formulas for the distance between a pair of points in space, the normalization of a vector, the equation of a sphere, and the distance from a point to a plane are demonstrated using vectors.
Vector Cross Product.
The geometric definition of the cross product and the right hand rule are given and demonstrated visually. the relation between lengths of the cross product are reviewed. The anticommutative and distributive laws for the cross product are geometrically and visually demonstrated and consequences examined. The coordinate formula for the cross product using coordinates relative to the standard right hand coordinate system is derived and the technique for each calculation using two by two determinants are demonstrated and illustrated by example. |
Saxon Algebra I textbook is designed to differ from a
traditional textbook in three areas: (1) the text is organized into
lessons to avoid the uneven or abrupt flow of material that can result
when topics are organized into chapters, (2) Saxon uses an extensive
conversational presentation of the material rather than charts and
diagrams, and (3) only a small number of the exercises in each lesson are
on the new material, the majority are practice and drill of previously
presented concepts and skills.
Strategy: Graphing
calculator Subjects: 294 pre-university Dutch
students, 16-17 years old. Results: Students in the
treatment group made significantly more use of graphical solutions than
the students in the control group. Males used the graphing calculator
significantly more than females. The graphing calculator had a positive
effect on the weaker math students.
Description: This study utilized two experimental
conditions and one control condition in a senior high mathematics
classroom. Three classrooms used the graphing calculator throughout the
year with all topics in their textbook. Five classrooms used the graphing
calculator for only one topic for a two-month long implementation and four
classrooms (control group) covered the topics in the textbook without
using the graphing calculator Skills and concepts learned and applied
using the University of Chicago School Mathematics Project (UCSMP)
Advanced Algebra textbook Subjects: 306
students in heterogeneous classes studying second-year algebra in four
high schools. The high schools selected were in a White middle-class
suburb of Atlanta, a rural area that is becoming a suburb of Chicago, a
small semi-rural community in Mississippi, and an affluent suburb of
Philadelphia. Of the students, 19% were in Grade 10, 76% in Grade 11, and
5% in Grade 12. Additionally, 84% were Caucasian, 3% African American, 1%
Hispanic, while the remainder were classified as other or
unknown. Results: Students using the UCSMP curriculum
significantly outperformed students in the comparison curriculum
(p=0.0014) on all items of the post-test. However, analysis of
the items all students in the study had the opportunity to learn did not
indicate a significant difference (p=0.108). Performance on the
eight skill items in this last analysis was comparable for the two
curricula.
Description: UCSMP is a curriculum that uses
reading and problem solving, realistic applications, technology (graphing
calculators and/or computers), a multidimensional approach understanding,
and an instructional format featuring continual review combined with a
modified mastery-learning strategy. It emphasizes
understanding of concepts through multiple representations, realistic
contexts, and the use of technology. There is less emphasis on skills than
in a traditional curriculum. The instructional method often uses
small-group explorations and extended projects, both involving writing
about mathematics Webb.
The impact of the
Interactive Mathematics Program on student learning teachSubjects: Eighty volunteer students with
lower-middle to middle SES status enrolled in a college algebra
course.
Results: Treatment subjects achieved gains in
the concepts of modeling, translating, and interpreting as they relate to
functions. There was no significant difference in groups in regard to the
concept of reification.
Description: CIA teaches college algebra using
computer technology and with a focus on real-world
situations.
Results:
No attempt was made to verify the comparability of the
treatment and control groups prior to performing the experiment,
therefore, although students in the treatment group outscored the control
group, it is not possible to meaningfully attribute these gains to the
intervention.
Description: This strategy employs an algebra
text written to provide continuous review of four or five problem sets for
each fundamental part of a skill. Each problem set has only four or five
problems on the new facet of the skill and approximately twenty review
problems of prior facts or skills. This method provides the student a
longer period of time in which to learn a skill or develop a
concept • Number
& Operations
Math Topic(s): Computation and
concepts/application skills.
9th to 12th grade.
(Also in
Diverse Learners)
Study: Austin.
An experimental study
of the effects of three instructional methods in basic probability and
statistics.
Strategy:
The use of manipulatives and pictorial
modes. Subjects: Freshman and sophomore students
(n=71) at Purdue University who did not major in science or
mathematics. Results: Computational achievement did
not differ among the three different methods. Using pictorial figures
improved students' achievement, but there was no significant difference as
a result of using manipulatives.
Description: Students were divided into three
different treatment groups; manipulative-pictorial (MP); pictorial (P);
and symbolic (S). The MP group manipulated such things as coins, dice,
random-number tables, and marble-selection devices and used graphs,
diagrams, and figures for the pictorial portion of the experiment. The P
group looked at the data from the experiments and the same pictorial
elements of the MP group. The S group used no pictorial aids; only
mathematical symbols and words were used confront
Math Topic(s): Computation and
concepts/application skills.
9th to
12th grade.
(Also in
Diverse Learners)
Study:
R. Wertheimer.
Title: The Geometry Proof Tutor: An "Intelligent"
Computer-Based Tutor in the Classroom.
Strategy: Individualized instruction with the
Geometry Proof Tutor (GPTutor) Subjects:
Geometry students from a public high school: 10 students from one gifted
class, 18 students from one scholars class, and 9 students from each of
three regular classes. Racially mixed and with a wide range of
socioeconomic statuses. Results: All
experimental groups outperformed the control group on the
posttest:
Description:
The Geometry Proof Tutor is a computer-based tutoring software
for proof construction that provides individualized instruction. It is
composed of the following three components: 1. Expert: embodies the
knowledge (i.e. theorems, axioms, and definitions) necessary for
successfully solving problems. 2. Tutor: contains information
that is used to tutor students with messages about students' errors and
strategies to attack problems; and 3. Interface:
presents students with problems and handles students' input tutorsStrategy: Conceptually Oriented Instruction Subjects:
Two ninth grade general math classes from a Midwest suburban high
school with a population of 700 students. Subject students ranged from
14-17 years old. The average age was 15 years old. First semester: the
"conceptually oriented" class had 28 students and the "computational"
class had 19 students. Second semester: the "conceptually oriented"
class had 23 students and the "computational" class had 21
students. Results: Students in the conceptually oriented class
outperformed students in the drill and practice class on a test of
computation. Effect Size = +0.96.
Description: Conceptually oriented instruction
focuses on estimation, mental arithmetic, whole number concepts and
relationships, and arithmetic word problems. It examines set, region, and
linear models for fractions (as a part of a whole), and the connections
between fractions, decimals, and percents. The intervention uses
calculators, manipulatives, models, and illustrations. It employs
questioning strategies and encourages student communication |
Students narrow their choice of college by following a process used to determine locations of airports, power plants, and medical facilities. Multi-Attribute Utility Theory is a structured methodology that handles tradeoffs among multiple and often competing objectives. Students identify key variables, create measures of the variables, collect data on the measures, scale the data, estimate weights for the variables, and compute a weighted sum. Activity sheets guide students step by step through the process. Also included are extension activities, homework problems, complete solutions to activities and problems, and a video discussing the value of the mathematical ideas. Teacher materials are available only through Key Curriculum Press, but the essence of the lesson is incorporated in the student activity sheets. (sw/js4
Model with mathematics.
High School - Number and Quantity
Quantities
Reason quantitatively and use units to solve problems.
HSN-Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.2
Define appropriate quantities for the purpose of descriptive modeling.
Ohio Mathematics Academic Content Standards (2001)
Number, Number Sense and Operations Standard
Benchmarks (11–12)
D.
Demonstrate fluency in operations with real numbers, vectors and matrices, using mental computation or paper and pencil calculations for simple cases and technology for more complicated cases.
Grade Level Indicators (Grade 11)
9.
Use vector addition and scalar multiplication to solve problems.
Measurement Standard
Benchmarks (11–12)
B.
Apply various measurement scales to describe phenomena and solve problems.
Data Analysis and Probability Standard
Benchmarks (11–12)
A.
Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators.
D.
Connect statistical techniques to applications in workplace and consumer situations.
Transform bivariate data so it can be modeled by a function; e.g., use logarithms to allow nonlinear relationship to be modeled by linear function.
Mathematical Processes Standard
Benchmarks (11–12)
C.
Assess the adequacy and reliability of information available to solve a problem.
J.
Apply mathematical modeling to workplace and consumer situations, including problem formulation, identification of a mathematical model, interpretation of solution within the model, and validation to original problem situation.
Principles and Standards for School Mathematics
Number and Operations Standard
Compute fluently and make reasonable estimates
Expectations (9–12)
develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more-complicated cases.
Measurement Standard
Understand measurable attributes of objects and the units, systems, and processes of measurement
Expectations (9–12)
make decisions about units and scales that are appropriate for problem situations involving measurement.
Data Analysis and Probability Standard
Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
Expectations (9–12)
understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable; |
FOLLOWING ARE SOME IMPORTANT QUESTIONS TO CONSIDER WHEN REVIEWING
INTEGRATED MATHEMATICS CURRICULUM/TEXTBOOKS
Program Organization and Structure
How is this curriculum based on the NCTM Standards, state standards, and
local standards?
Is it intended to be a core curriculum for all high school students?
Is there a coherence to the curriculum or is it a series of isolated topics?
Content
Are all the strands of mathematics (algebra, geometry, functions, trigonometry,
statistics, probability, discrete mathematics) represented in each year
of the curriculum?
How is the mathematics in each of the strands developed and deepened within
a unit, across the units, and over the years?
How are the various strands connected and interrelated to each other?
How are concepts, skills, and problem solving balanced within the development
of the mathematical ideas?
Instructional Strategies
What is the balance between cooperative learning, direct instruction, inquiry-based
learning, investigations, etc. and is each strategy being used appropriately?
Are there indicators that the classroom environment is primarily a student-centered
classroom?
Assessment
Is assessment integrated in the instructional program?
Are students encouraged to use the tools, such as graphing calculators
and manipulatives while carrying out assessment tasks?
Do students have ample time to work on assessment tasks?
Are the assessment tasks varied; short response, performance-based, self-assessment,
take-home, long term problems or projects, etc.?
Are the assessment tasks embedded, ongoing and reflect the knowledge of
the students?
The Work Students Do
Are students asked to think and communicate, to draw on mathematical ideas,
and to use mathematical tools and techniques?
Do students encounter a varied program, including all the strands, and
a balance between exercises, problems, and investigations?
Are a large portion of assignments open-ended and encourage multiple approaches?
Do some tasks require time and deliberation which is continued over several
days or weeks?
Are students asked to formulate mathematical questions and assess what
is known and what must be determined?
Are students asked to interact with one another and often work in small
heterogeneous groups? Are they expected to share approaches, conjectures,
difficulties, results, and evidence with their group and with other groups?
Are students asked to formulate and test generalizations as they become
apparent and make connections among the mathematical ideas within a lesson
or among lessons?
Do students have access to a graphing calculator at all times for use in
class?
Are students consistently asked to communicate their findings orally and
in writing?
Are students asked to explore a situation, gather data, or interact with
members of their families for homework assignments?
Are students asked to develop problems or projects to apply what they have
learned?
Student Diversity
How does the curriculum address a classroom of students with diverse mathematical
backgrounds? Are there problems and exercises for students who need reinforcement?
Are there problems and exercises for students who would like to explore
a concept in greater depth?
Does the curriculum account for different learning styles?
Are the tasks and problems students work on accessible to all students?
Are they rich and open and can be investigated at many different levels?
Will all students be able to see their cultural background reflected in
the curriculum or be able to bring their own cultural experience to the
mathematical situation?
Teacher Materials
How are the teacher materials structured? What are the components of the
teacher materials?
What kind of background information is provided for each lesson? Is there
a description of the important mathematical ideas in the units of instruction?
Are there suggestions on questions to ask and ways to respond that keep
students' thinking open and help students reflect on what they have done?
Are there suggestions on helping students work together productively; improve
their writing; make quality presentations?
Are the teaching materials detailed enough to help teachers present material?
Support for the Teacher
Is there an ongoing professional development program for teachers?
What is essential for professional development? What do teachers need that
they don't have?
Is there a way for teachers new to the program to gain from the experienced
teachers?
Evaluation
What is the evidence that students are learning mathematics?
Is there evidence that colleges and universities will accept the curriculum
as satisfying their mathematics entrance requirement?
Is there evidence that states will accept the program?
Technology
Do students use technology in meaningful ways to deepen their understanding
of mathematical content and processes?
Do teachers use technology in meaningful ways to deepen their understanding
of mathematical content and processes?
Does the curriculum employ technology that is accessible to students?
Do students have access to a graphing calculator at all times for use in
class?
Is care taken to ensure that technology does not replace basic mathematical
understanding and intuition for students?
Does the curriculum clarify limitations as well as benefits of technology
as a mathematical tool? |
Matlab
MATLAB (matrix laboratory), created in the late 1970s by Cleve Moler at the University of New Mexico and later developed by MathWorks, is a numerical computing system and programming language that facilitates matrix operations, graphing, algorithm execution, user interface development, integration with other programming languages, symbolic computing, graphical multi-domain simulation, and model-based design for dynamic and embedded systems.
An introductory course in MATLAB will cover the following skills and topics:
introduction to MATLAB
numeric, cell, and structure arrays
functions and files
decision-making programs
advanced plotting
model building and regression
linear algebraic equations
probability, statistics, and interpolation
numerical methods for calculus and differential equations
simulink
mupad
animation and sound in MATLAB
formatted output in MATLAB
To fulfill our mission of educating students, our online tutoring centers are standing by 24/7, ready to assist students who need assistance with MATLAB. |
Summary: Featuring updated content, vivid applications, and integrated coverage of graphing utilities, the ninth edition of this hands-on trigonometry text guides readers step by step, from the right triangle to the unit-circle definitions of the trigonometric functions. Examples with matched problems illustrate almost every concept and encourage readers to be actively involved in the learning process. Key pedagogical elements, such as annotated examples, think boxes, cautio...show moren warnings, and reviews, help readers comprehend and retain the material |
More About
This Textbook
Overview
This market-leading introduction to probability features exceptionally clear explanations of the mathematics of probability theory and explores its many diverse applications through numerous interesting and motivational examples. The outstanding problem sets are a hallmark feature of this book. Provides clear, complete explanations to fully explain mathematical concepts. Features subsections on the probabilistic method and the maximum-minimums identity. Includes many new examples relating to DNA matching, utility, finance, and applications of the probabilistic method. Features an intuitive treatment of probability—intuitive explanations follow many examples. The Probability Models Disk included with each copy of the book, contains six probability models that are referenced in the book and allow readers to quickly and easily perform calculations and simulations.
Editorial Reviews
Booknews
A book/disk introduction to probability for students in mathematics, engineering, and the sciences (including the social sciences and management science) who understand elementary calculus. Presents the mathematics of probability theory as well as many examples of applications, covering combinatorial analysis, axioms of probability theory, conditional probability, random variables, expected value, and major theoretical results of probability. Other subjects include Markov chains, information and coding theory, and simulation. Includes chapter summaries, exercises, and answers. This fifth edition notes optional material, and updates examples to be more accessible to students. Chapter exercises are reorganized to present mechanical problems before theoretical exercises. The disk, new to this edition, allows students to perform calculations and simulations. Annotation c. by Book News, Inc., Portland, Or.
Preface
"We see that the theory of probability is at bottom only common sense reduced to calculation; it makes us appreciate with exactitude what reasonable minds feel by a sort of instinct, often without being able to account for it .... It is remarkable that this science, which originated in the consideration of games of chance, should have become the most important object of human knowledge .... The most important questions of life are, for the most part, really only problems of probability." So said the famous French mathematician and astronomer (the "Newton of France") Pierre Simon, Marquis de Laplace. Although many people might feel that the famous marquis, who was also one of the great contributors to the development of probability, might have exaggerated somewhat, it is nevertheless true that probability theory has become a tool of fundamental importance to nearly all scientists, engineers, medical practitioners, jurists, and industrialists. In fact, the enlightened individual had learned to ask not "Is it so?" but rather "What is the probability that it is so?"
This book is intended as an elementary introduction to the theory of probability for students in mathematics, statistics, engineering, and the sciences (including computer science, the social sciences and management science) who possess the prerequisite knowledge of elementary calculus. It attempts to present not only the mathematics of probability theory, but also, through numerous examples, the many diverse possible applications of this subject.
In Chapter 1 we present the basic principles of combinatorial analysis, which are most useful in computing probabilities.
In Chapter 2 we consider theaxioms of probability theory and show how they can be applied to compute various probabilities of interest.
Chapter 3 deals with the extremely important subjects of conditional probability and independence of events. By a series of examples we illustrate how conditional probabilities come into play not only when some partial information is available, but also as a tool to enable us to compute probabilities more easily, even when no partial information is present. This extremely important technique of obtaining probabilities by "conditioning" reappears in Chapter 7, where we use it to obtain expectations.
In Chapters 4, 5, and 6 we introduce the concept of random variables. Discrete random variables are dealt with in Chapter 4, continuous random variables in Chapter 5, and jointly distributed random variables in Chapter 6. The important concepts of the expected value and the variance of a random variable are introduced in Chapters 4 and 5: These quantities are then determined for many of the common types of random variables.
Additional properties of the expected value are considered in Chapter 7. Many examples illustrating the usefulness of the result that the expected value of a sum of random variables is equal to the sum of their expected values are presented. Sections on conditional expectation, including its use in prediction, and moment generating functions are contained in this chapter. In addition, the final section introduces the multi-variate normal distribution and presents a simple proof concerning the joint distribution of the sample mean and sample variance of a sample from a normal distribution.
In Chapter 8 we present the major theoretical results of probability theory. In particular, we prove the strong law of large numbers and the central limit theorem. Our proof of the strong law is a relatively simple one which assumes that the random variables have a finite fourth moment, and our proof of the central limit theorem assumes Levy's continuity theorem. Also in this chapter we present such probability inequalities as Markov's inequality, Chebyshev's inequality, and Chernoff bounds. The final section of Chapter 8 gives a bound on the error involved when a probability concerning a sum of independent Bernoulli random variables is approximated by the corresponding probability for a Poisson random variable having the same expected value.
Chapter 9 presents some additional topics, such as Markov chains, the Poisson process, and an introduction to information and coding theory, and Chapter 10 considers simulation.
The sixth edition continues the evolution and fine tuning of the text. There are many new exercises and examples. Among the latter are examples on utility (Example 4c of Chapter 4), on normal approximations (Example 4i of Chapter 5), on applying the lognormal distribution to finance (Example 3d of Chapter 6), and on coupon collecting with general collection probabilities (Example 2v of Chapter 7). There are also new optional subsections in Chapter 7 dealing with the probabilistic method (Subsection 7.2.1), and with the maximum-minimums identity (Subsection 7.2.2).
As in the previous edition, three sets of exercises are given at the end of each chapter. They are designated as Problems, Theoretical Exercises, and Self-Test Problems and Exercises. This last set of exercises, for which complete solutions appear in Appendix B, is designed to help students test their comprehension and study for exams.
Using the website students will be able to perform calculations and simulations quickly and easily in six key areas:
Another module illustrates the central limit theorem. It considers random variables that take on one of the values 0,1, 2, 3, 4 and allows the user to enter the probabilities for these values along with a number n. The module then plots the probability mass function of the sum of n independent random variables of this type. By increasing n one can "see" the mass function converge to the shape of a normal density function.
The other two modules illustrate the strong law of large numbers. Again the user enters probabilities for the five possible values of the random variable along with an integer n. The program then uses random numbers to simulate n random variables having the prescribed distribution. The modules graph the number of times each outcome occurs along with the average of all outcomes. The modules differ in how they graph the results of the trials.
Your Rating:
Your Recommendations:
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Our reader reviews allow you to share your comments on titles you liked,
or didn't, with others. By February 20, 2006
Beginners Beware
This book should definitely not be titled, 'A First Course in Probability.' In 1999, I graduated from the University of Pennsylvania with a bachelor of science degree in electrical engineering. As part of my curriculum, I took a course in probability theory and earned a grade of A+. I am presently at Rutgers working towards my graduate degree in Mathematics, but they would not accept my transfer credit for the probability course, and so I am taking a probability class for the second time. We happen to be using the book by Ross, and I must say, good luck if you are not an expert in the field of probability. Even with my previous mastery of the subject, I can barely follow some of the examples in the book. This has got to be one of the worst introductory texts that I have ever seen.
1 out of 1 people found this review helpful.
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Anonymous
Posted December 23, 2008
Well Done!
I just finished taking a probability course that used Sheldon Ross' book, and I was very appreciative of the detailed examples and explanations. No short changing on ink and space in this textbook - and this was very good! Also, his solid blend of basic example problems leading to the more complex was helpful in building one's foundation as well as leading to the bigger picture. I must say that I also found having most answers in the back of the book, as well as a self-test section for each chapter with detailed answers very useful in practicing, gaining insight and understanding the topic of probability. I have since bought other Sheldon Ross books for my bookshelf.
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Anonymous
Posted January 3, 2007
Solid Book
I used this book in Intro to Probability at South Florida. The book covers all the necessary material, and provides good examples and good problems.
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Anonymous
Posted November 29, 2004
An intro for the mathematically inclined
I found this book very useful in my probability course but the title is misleading if you expect it to supply details or spoon fed answers. It is written as an intro to the subject for math students, not for those who need these skills for another field and thus the theory, although relatively simple, is presented in a manner that assumes the reader has prior experience with proofs. The examples are extremely important and instructional so do not overlook them!
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Anonymous
Posted December 5, 2003
HORRIBLE HORRIBLE HORRIBLE
I bought this book as a supplement to the book I was using in my probability class. Although this book did provide SOME, NOT MUCH, but SOME further insight it still lacked proper structure. The book spends much time on theoretical proofs with too little time on applications of the theory. To title the book a 'First Course in Probability' is a fallacy. There are a plethora of assumptions. For example, the book will say...given function xyz, we conclude 123, with out going through the hundreds of steps in between. This is not a book for beginners, nor does it seem like a book for a first course in probability. With the lack for better words, I think the book is grotesquely confusing and absolutely HORRIBLE!! The 1 Star rating doesn't even do the book justice. I would give it 0 Stars, in fact, if there were negative stars, I would provide appropriate deductions.
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Anonymous
Posted May 20, 2003
A Comprehensive, Advanced Course in Probability.
I had this as a college text book at the senior level in Industrial Engineering. If you have a strong math background it's great. Not recommended for math neophytes. Excellent, if you're ready for it.
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Anonymous
Posted December 13, 2002
NOT a first course in probability
The book is very difficult to learn from. The text is very dense and the concepts are presented almost exclusively using mathematical proofs with almost no attempt to also provide intuitive explanations. The worst feature is that the proofs and examples, which are the main tools the book uses to teach, skip many steps that the book claims are trivial or obvious. Those steps may be obvious to people who know the subject well, but they weren't obvious to me. In fact, I spent more time tracking down the skipped steps than I did learning the basic material. Another bad feature is that some very important concepts are only discussed in the examples, with no indication in the general text that they're buried close by! In conclusion, read the book as a concise review only after you've already mastered probablility using other sources.
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Anonymous
Posted January 13, 2002
horrible, for beginners
This book is the worst introductory book I have ever read. I am a student studying for Course 1 in the actuary field. This is one of the books on the approved study list of the SOA/CAS and we used it in my Introduction to Probability Class. The majority of people in the class never took a class in probability and this book was over everyone's head. The book gave few examples and the study questions at the end of each chapter were so difficult that the teacher stopped assigning the class homework. The book is just not for beginners. It is for those that have a good background in probability and want to go deeper into the field.
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Undergraduate Math Contests
This is the premier U.S. / Canada undergraduate math exam, held annually on campus on the first Saturday of December. There is no limit on the number of students who may participate. The contest lasts 6 hours with a lunch break, and Princeton has historically performed very well.
This is the warm-up to the Putnam exam, easier in nature and lighter in time, held annually on campus in late October. The number of problems varies; it is typically 7. Many institutions use the Virginia Tech contest to pick the Putnam team. Princeton will participate in this contest starting in 2007.
The MCM is the premier international math modeling contest, with over 1200 teams participating. The contest is held on campus in early February. Teams of three spend 5 days working on a given math modeling problem, and present their solution in paper format. Past problems have included modeling earthquake flood damage in South Carolina, minimizing toll booth traffic, and designing fair congressional districts in New York State.
The IMC is an international proof-based math competition held during the summer in various Eastern European universities. Traditionally, Princeton has been the only American university to participate. Universities compete as a team, and individuals are awarded in an IMO-like Medal structure. The team score is scored as the top three individual scores plus the average for the entire team.
SEEMOUS is a top-level IMO-style international math competition for current freshmen and sophomores where there are both university-level awards like the IMC and country-level awards like the IMO. Universities may send a team of 6, and in the case that a national team isn't announced, the top 6 scores from a given country will be used as the country score. In the contest's first year (2007), the Russian National team dominated the competition.
The Garden State Undergraduate Mathematics Competition is held concurrently with the annual NJ state MAA conference, which alternates among various New Jersey universities. The contest is regional in nature, with a team round and individual round. The problems are on the easy side, and Princeton has had performed well in its years of competing. |
The Math Content team has correlated nearly 2,000 more questions using Webb's Depth of Knowledge and Bloom's Revised Taxonomy. We anticipate having our entire math database correlated to these two taxonomies by the end of the year.
With the introduction of the Common Core, we are developing new questions using different formats. One such question format is "Select All that Apply". The second question format is "Multi-Option". Below are examples of each new format:
Questions in math courses for Castle Learning may require the use of a calculator. In most instances, we have the "Key Stroke" sequence or "screen grabs" available in the hint and/or reason section of our answers for your students' benefit. These calculator based questions can be found in most levels, but are generally found in the more advanced topics. Below are some examples:
Various questions in Castle Learning's math courses may require the use of a calculator. In most instances, we have provided the "Key Stroke" sequence or a variety of "screen grabs" in the hint and/or reason sections. Students will benefit from this, reviewing the sequence of steps in the calculation process. These calculator-based questions can be found in most levels, but are generally found in the higher-end topics. Below are some examples:
The January 2012 NYS Regents exam questions are now available in Algebra II & Trigonometry and Geometry. Also available in Geometry are the June 2012 NYS Regents exam questions. In addition, the August 2012 NYS Regents exam questions are also now available in Integrated Algebra. These questions have been aligned to the new attributes, Webb's Depth of Knowledge and Bloom's Revised Taxonomy. Where applicable, they have also been aligned to the Common Core standards.
The Castle Learning Math Team has added over 100 Constructed Response questions at the elementary mathematics level. These questions fall in line with the Common Core standards and incorporate Webb's Depth of Knowledge and Bloom's Revised Taxonomy.
The Math Team added extended response questions to Castle Learning's database over the summer and they are ready for the beginning of the 2012-13 school year! To access these questions, choose the constructed response tab from the "Create New Assignment Page".
Questions are available at all levels, and updates will continue so that all sections have questions as well. The project will be finished early in the 2012-13 school year.
Extended response questions meet the more rigorous demands of the Common Core standards, and meet higher critical thinking skills of Norman Webb Depth of Knowledge levels 3 and 4. Look for these new questions in the Constructed Response activity.
Questions can be projected on whiteboards or printed out for use as homework or in-class projects
Sample responses show complete solutions
Notes for Teachers give guidance on key ideas to look for in student responses
Numerous high school level Common Core short answer assignments have been published under the various Math concept strands, including:
Number & Quantity
Algebra
Geometry
Statistics & Probability
Functions
To locate these Common Core Math assignments: On the Assignments page, select your math course and make sure you are on the Short-Answer tab. Then click Create from Public Assignment. On the Import page, click the plus signs (+) to next to Common Core, then Math, then the concept strand. Assignments are clearly named with the Common Core standard notation. Click on an assignment name to view its contents. Place a check mark in the box to the left of the name to select the assignment, and click the Import button to create an assignment with its contents. |
Medication Math
 
Do you struggle with math, but need to understand it to safely prescribe or administer medication? This course is for you!
Concepts include conversion between systems of measurement, dimensional analysis, working with decimals and percentages, and practice taking the math to real-world scenarios. Great course for students entering nursing, medical assistant, or physician assistant programs!
*This online course is self-paced. After successful registration, the student will have 14 days to access and review the course.
A certificate will be mailed upon completion and successful submission of course work. |
The author supports a spiral method of learning by introducing the basics (more).(less)
Advance discrete structure is a compulsory paper in most of computing programs (M.Tech, MCA, M.
Sc, B.Tech, BCA, B.
Sc etc.).
This book has been written to fulfill the requirements of graduate and post-graduate students pursuing courses in mathematics as well as in computer engineering. This book covers the topics from Sets, Relations, Functions, Propositional logic, Techniques of proof, Lattice, Algebraic structures, Boolean algebra Combinatorics, Discrete numeric function, generating function and recurrence relation and Graph theory.
In this book each chapter starts with a clear statement of pertinent definitions, principles and theorems with illustrative and descriptive material. A large number of solved
"This book explains the basic principles of discrete Mathematics and structures in a clear systematic manner. A contemporary approach is adopted throughout the book.
The book is divided in five sections. First section discusses set theory, relations and functions, probability and counting techniques; second section is about recurrence relations and prepositional logic; third section is related to Lattices and Boolean algebra; fourth section includes study of graph and trees and the last section is about algebraic structures and finite state machines.
Suitable examples, illustrations and exercises are included throughout the book to facilitate an easier understanding of the subject. The book would serve as a comprehensive text for |
This calculator supports mathematical, arithmetical, trigonometric, statistical, and other functions including sin, cos, log and standard deviation. It also supports physical and mathematical constants like pi number or electron mass. |
5 comments:
Algebra is a major component of math that is used to unify mathematic concepts. Algebra is built on experiences with numbers and operations, along with geometry and data analysis. Some students think that algebra is like learning another language. This is true to a small extent, algebra is a simple language used to solve problems that can not be solved by numbers alone. It models real-world situations by using symbols, such as the letters x, y, and z to represent numbers. Rolle's Theorem |
Beginning Algebra-stud. Solution Manual - 7th edition
Summary: When the answer at the back of the book is simply not enough, then you need the Student Solutions Manual. With fully worked-out solutions to all odd-numbered text problems, the Student Solutions Manual lets you ''learn by example'' and see the mathematical steps required to reach a solution. Worked-out problems included in the Solutions Manual are carefully selected from the textbook as representative of each section's exercise sets so you can follow-along and study more effectivel...show morey. The Student Solutions Manual is simply the fastest way to see your mistakes, improve learning, and get better grades. ...show less
03215737652.17 +$3.99 s/h
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7th2.50 +$3.99 s/h
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Solutions Manual. All text is legible, may contain markings, cover wear, loose/torn pages or staining and much writing. SKU:9780321573766-5-0 |
Scientific Calculator Precision 90 90 digits. Trigonometric, hyperbolic and inverse functions. Gamma and Beta functions.
1. You may install a copy of the Software on your personal computers. For each paid license you are given five available hardware profiles. One profile is considered as main and four as alternative. Each hardware profile is based on processor. You may install Software either on five computers at once, or install on one computer and keep four available profiles for future use, or in any other combination. Once activated a profiles becomes a used profile and number of available profiles decreases. A used profile cannot be replaced. For example, if a processor on your computer breaks down, you will have one main profile and three alternative profiles. If you have multiple operating systems on your computer, then you may install and activate the Software on each operating system under one profile. You may install and activate the Software on any virtual machine, but it can take an available profile, since virtual machines usually have different information for processor. If you have paid for a license, you may install and activate any past and future version of the Software. A paid license has no time limit. Activation of the Software requires internet connection. Once activated the Software does not require internet connection.
2. You may not reverse engineer, decompile, disassemble or otherwise attempt to discover the source code of the Software.
3. You may not alter or modify the Software or create a new installer for the SoftwareLearning mathematics can be a challenge for anyone. Math Flight can help you master it with three fun activities to choose from! With lots of graphics and sound effects, your interest in learning math should never decline |
Heart Of Mathematics - 4th edition
ISBN13:978-1118156599 ISBN10: 1118156595 This edition has also been released as: ISBN13: 978-1118371046 ISBN10: 1118371046
Summary: Burger's 4thedition of Heart of Mathematics builds on previous editions based on math appreciation and an emphasis on critical thinking. The text is noted for itsreadable writing style, broad range of topics, and presentatio...show moren of the classic mathematical ideas in a fun and interesting way. Topic coverage of the text is more traditional ''skill-drill topics'' such as graph theory and algebra with an entirely new graph theory section and additional computational exercises to the end of each section.Furthermore, this edition offers an engaging and mind-opening experience for even your most math-phobic users. It's written for non-math, non-science-oriented majors and encouraging them to discover the mathematics inherent in the world around them. Infused throughout with the authors' humor and enthusiasm, The Heart of Mathematics introduces students to the most important and interesting ideas in mathematics while inspiring them to actively engage in mathematical thinking....show less
With 3-D Glasses!!! 4th Edition. Used - Good. Used books do not include online codes or other supplements unless noted. Choose EXPEDITED shipping for faster delivery! g
$128.38 |
Fantastic Math Instructor. If you learn by example this is your man. Semi-retired so he only has 1-2 classes a semester. Always at office hours and willing to work with students. Old guy jokes never get old. Easy going and friendly
In class you're given a formula or equation shown an example and expected to know it inside an out. He uses as Maple and a homework you print out yourself as "practice." The tests usually only mimic the homeworks, i.e. they only have about four or five problems. It's really easy to start making low grades and not be able to pull it up. He rambles about his marathons frequently in the middle of his lectures. It's a real bore. He's a nice guy. He just can't teach. |
The Mathematics Curriculum: Mathematics Across the Curriculum of what will be needed for students studying other subjects, and where differences of approach in mathematics and science are identified the reasons behind the differences are elucidated. However, it emphasises that this book may help teachers, but cannot necessarily solve the problems, the best solution is communication between teachers.
Subjects surveyed include all the sciences, geography, economics and social studies, technical subjects, domestic subjects, physical education and Art |
Goal
Introduction to advanced topics in optimization theory and algorithms. The course "Mathematical Optimization" gives the background knowledge to attend various special state-of-the-art lectures at IFOR like "Geometric Integer Programming".
Target Audience
Students with a mathematical interest in optimization. This course assumes the basic knowledge of linear programming, which is taught in courses such as "Introduction to Optimization |
I have a number of problems based on free pre-algebra worksheet word problems I have tried a lot to solve them myself but in vain. Our professor has asked us to figure them out ourselves and then present them to the whole class. I fear that I will be chosen to do so. Please guide me!
I have been in your place some time agowhen I was studying free pre-algebra worksheet word problems. What part of graphing function and reducing fractions poses more difficulties? Because I am sure that what you really need is a good software to help you figure out the basic concepts and methods of solving the exercises. Did you ever use a software like that? I have tried a few but I have to say that Algebra Buster is the best and the easiest to use. It's not like those other programs because it teaches you how to think, it doesn't just give you the answers.
I couldn't agree more with what was just said. Algebra Buster has always come to my rescue, be it an assignment or be it my preparation for the final exams, Algebra Buster has always helped me do well in algebra. It particularly helped me on topics like graphing circles, linear equations and like denominators. I would highly recommend this software.
Algebra Buster is the program that I have used through several algebra classes - Algebra 1, Pre Algebra and College Algebra. It is a really a great piece of algebra software. I remember of going through difficulties with point-slope, binomial formula and conversion of units. I would simply type in a problem from the workbook, click on Solve – and step by step solution to my math homework. I highly recommend the program. |
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Math ActiveX 1.1 Description: The element calculates determinants, linear equation systems and generates matrices. It provides additional basic functionality like faculty, subdeterminant and matrix reduction calculations. The of the superordinate function and so on, is possible |
GRADES 5-8 Reteach foundational math concepts using the models found in this book. Easy-to-follow format guides teachers in using manipulatives, visual models, and mental math to reinforce algorithm learning. Each chapter covers a speciGrades K-12. Written specifically for K-12 mathematics teachers, this resource provides the "nuts and bolts" of differentiation. Presented in an easy-to-implement format, this handy notebook is designed to facilit..
Grades 1-8. Help students become better problem solvers! This book/CD combo acts as a tool that helps teachers prepare students for meeting state performance benchmarks and standards through math problem solving. Students learn how to re..
Prices listed are U.S. Domestic prices only and apply to orders shipped within the United States. Orders from outside the
United States may be charged additional distributor, customs, and shipping charges. |
1428324011
9781428324015 editions so reader-friendly, the eighth edition includes updated illustrations and information for a better learning experience than ever before! The book begins with basic arithmetic and then, once these basic topics have been mastered, progresses to algebra and then trigonometry. Practical problems with real-world scenarios from the electrical field are used throughout, allowing readers to apply key mathematical concepts at the same time as they are developing an awareness of basic electrical terms and practices. This is the perfect resource for anyone entering the electrical industry, or simply looking to brush up on the necessary math. «Show less... Show more»
Rent Practical Problems in Mathematics for Electricians 8th Edition today, or search our site for other Herman |
Maths Quest General Mathematics Preliminary Course
2nd edition
Maths Quest General Mathematics Preliminary Course by Rowland
Maths Quest General Mathematics Preliminary Course Second edition is specifically designed for the General Mathematics Stage 6 Syllabus. This text provides comprehensive coverage of the five areas of study: Financial mathematics, Data analysis, Measurement, Probability and Algebraic modelling. This student textbook offers these new features: * graphics calculator tips throughout the text * a quick and easy way for students to identify formulae that will appear on the HSC examination formula sheet * A CD-ROM that contains the entire student textbook with links to: * interactive technology files; * SkillSHEETS, which assist students to revise and consolidate essential skills and concepts; *2 WorkSHEETS for each chapter, which assist students to further consolidate their understanding * Test Yourself multiple-choice questions.
The following award winning features continue to be offered in this edition: * full colour with photographs and graphics to support real-life applications * carefully graded exercises with many skill and application problems, including multiple-choice questions * cross-references to relevant worked examples matched to questions throughout the exercises * comprehensive chapter summaries and chapter review exercises with practice examination questions * a glossary of mathematical terms, simply defined * investigations, spreadsheet applications and more. The teacher edition contains everything in the student edition package and more: * answers printed in red next to most questions in each exercise * annotated syllabus information * detailed work programs The teacher edition CD-ROM contains 2 tests per chapter, complete with fully worked solutions, WorkSHEETS and their solutions, and syllabus advice - all in editable World format.
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A large number of fully worked examples demonstrate mathematical processes and encourage independent learning. Exercises are carefully graded to suit the range of students undertaking each mathematics course.
Featuring hundreds of exercises, this book offers plenty of opportunities for practice on the math found in sixth, seventh, eighth, and ninth grade curriculums. It gives your child the tools to master: integers rational numbers; patterns equations; graphing functions and more.
Contains the worked solutions to the various questions in the "Maths Quest General Mathematics HSC Course, 3/e" student textbook.
Further FP3 is a new title in Oxford A Level Mathematics for Edexcel, a new series that covers the latest curriculum changes and takes a completely fresh look at presenting the challenges of A Level. The author, Mark Rowland, is an experienced teacher who also wrote the other two Further Pure books in this series, FP1 and FP2 |
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- How to Learn a Math or Science Subject Visually in 24 Hours. This visual guide illustrates how this 24-hour Rapid Learning System works and how to accomplish the rapid learning in an 24-chapter course.
As a non-trad undergrad ten years out of high school (where I nearly failed precalculus), I tested into college algebra at university. Dissatisfied with this, I taught myself algebra, trigonometry, and single-variable calculus in a very short time. It takes dedicating hours every day to reading books, watching lectures, and working problems...but seriously...most people are capable of doing this. Just CHOOSE to devote your time to learning it! |
The Math Forum, now part of Drexel University in Philadelphia, is an online community of teachers, students, researchers, parents, educators, and citizens at all levels who have an interest in mathematics and math education. The Math Forum has been consistently recognized as a leader in its field, and continues to provide high quality content and useful features, attracting about 8 million pageviews each month.
The Problems of the Week are designed to challenge students with non-routine problems, and to encourage them to explain their solutions. Anyone with access to the Internet can view and print the problems, and anyone with an active e-mail account can submit a solution.
To get a clearer idea of what these problems are like, let's actually DO a few:
Many schools and home-schoolers are now using the PoWs as part of their math programs. To better meet the needs of our students and teachers, there are two main changes to the Problems of the Week this year.
First, we will be scoring submissions using a scoring rubric so that students can learn more about how they are doing. You are invited to read about the rubric in detail.
Second, we have reorganized and renamed some of the problems to better reflect the math content included. There are now five PoW services, each of which provides problems that are "live" (i.e., open for the submission of solutions) for a two-week long period.
The current PoWs are:
Math Fundamentals PoW, offering problems in numbers, operations and measurement, as well as introductory geometry, and data & probability;
Pre-Calculus PoW, designed for students who have completed at least first year algebra and geometry courses; topics might also involve probability, statistics, discrete math, and trigonometry.
In the past there were six Math Forum Problems of the Week (PoWs): Elementary, Middle School, Algebra, Geometry, Trigonometry & Calculus, and Discrete Mathematics, and the archives of the problems and their solutions remain intact.
A number of teacher-friendly features are noteworthy.
A Library of Problems of the Week organizes the problem archives for browsing by mathematics or story topic, rates problems for difficulty level, and provides for keyword searches; the archive of each problem includes notes from the administrator about different approaches to a solution and common errors, as well as actual student work.
A "Print This Problem" link is provided to allow problems to be printed with a simple "Math Forum Problem of the Week" header, so they may be used without indicating a course or grade level.
A page of Teacher Support is being developed for most problems, and each include connections with math topics, related notes from the Ask Dr. Math and Teacher-2-Teacher archives, and an alignment with NCTM Standards. Here's an example Teacher Support page from a Congruent Rectangles problem.
A teacher can establish her own Teacher Account that will track her students' activity, including the number of submissions, when each student last submitted, and allow the teacher to see the entire "threads" of students' responses, including exchanges with a mentor, specific revisions, etc.
The Problem of the Week Discussion Group at was established to facilitate conversation around the Math Forum's Problems of the Week, including discussion about a specific problem, or ways to best use the PoWs within an instructional program.
Please note that we are always seeking teachers who would like to contribute problems, as "seed" ideas or fully developed PoW items to be posted (with attribution noted, of course). Please feel free to contact the PoW Administrator, Annie Fetter at [email protected].
Also note that the Math Forum is capable of partnering with schools or districts who are interested in ceating their own "customized" version of a Problem of the Week environment, to support local standards, students, teacher professional development, and more. Please contact Kristina Lasher at [email protected] for more information.
The Math Forum continues to collect, organize, catalog and annotate math-related web sites from diverse sources in the Internet Mathematics Library. You can search or browse through well over 7,000 items in the collection, organized under the headings of Mathematics Topics, Resource Types, Mathematics Education Topics or Educational Level. "Drilling down" from a heading takes you to a set of subcategories, selected sites, and all sites in the category.
Ask Dr. Math is an ask-an-expert service in which anyone can pose a math question at any level. A cadre of volunteer 'doctors' select and respond to problems of interest. In addition to a searchable archive of over 5,000 questions and answers, there is:
a set of nearly 50 Frequently Asked Questions, including items about multiplying a negative by a negative, permutations and combinations, the Fibonacci sequence, Pascal's Triangle, and more;
a Classic Problems page, including such favorites as the Tower of Hanoi, or "two trains leave from different cities at the same time ...", or "how large must a group be so the probability of at least two people having the same birthday is ...", etc.;
a Formulas page, which shows formulas for area, perimeter, and volume of a variety of figures, the connections between coordinate systems, trigonometric relationships, and more.
Teacher2Teacher, like a virtual teacher's lounge, is an environment in which questions are asked and opinions are shared about topics across the broad spectrum of interest to teachers, including classroom techniques, activities, resources, etc. The archive contains over 500 questions and their related discussion threads, including public discussions as issues are explored and opinions expressed.
You are encouraged to
join T2T to receive the Teacher2Teacher
Community Update, which contains community news and related items
of interest from the Math Forum. The application form is at
We have over 300,000 pages of content, so this is quite an extensive search field. Given that ours is a full text searcher, you may want to focus a search in a specific area, or use the "that exact phase" and "complete words only" options.
Efficient searching is an art. You will find our Searching Tips and Tricks page helpful, and our Search Features page offers even more detail about such items as the "Starting Points" that are generated for many keywords and topics, and the automatic spell correction. These features are the result of the on-going design efforts to make the search environment more user-friendly. We invite you to contact the [email protected] to clarify any unresolved confusion or questions.
The Math Forum is committed to building upon the activity of the teachers,
students, and researchers who use it. The Forum provides a platform and the opportunity to share excellent resources and materials with colleagues world wide.
Our electronic newsletter is sent out via e-mail once a week to those who subscribe, and is archived on our site. It offers tips about what we have at the Math Forum and how to find it, notes about new items on the site or on the Internet, questions and answers from services like Ask Dr. Math or the Problems of the Week, suggestions for K-12 teachers and students, and pointers to key issues in mathematics and math education.
The Math Forum's discussion archive include many mathematics and math education-related newsgroups, mailing lists, and Web-based discussions, such as the pow-teach discussion mentioned above, as well as math-teach, numeracy, geometry-pre-college, k12.ed.math, sci.math, etc.
There are many ways to contribute to the Math Forum community. Beyond using the various services we provide, many people subscribe to the newsletter, participate in T2T and other discussions, and make suggestions, such as alerting us to other good materials and websites they have discovered. Others find satisfaction in sharing their content as web units or lessons, or showcasing their students' work. Many people volunteer their time and efforts to respond to T2T or Ask Dr. Math questions, while others act as mentors for one of the Problems of the Week.
In whatever ways this might work best for you, please know that you are always welcomed and invited to interact with us in our on-line math ed community center. |
User has not rated this course 0 of 0 people found this review helpful.
not too hard, basically just builds on 102. take Sherry Biggers. She wrote the lecture guide, and although sometimes she doesn't explain stuff very well, she's a good teacher and very helpful. Just do webassigns and learning activities in class and you'll be fine.
don't bother asking questions. lavare will make you feel stupid like you should already know the answer. and she never really helps you get the answer anyway. ask your si leader for help, they are a lot more understanding and helpful.
Don't let the name scare. His accent is very understandable. Calculus is hard period, point blank, but he is the best professor to take. He knows exactly what he is doing and makes the material manageable.
Only buy the lecture guide, you will take notes in that and work the examples in it. You get group assignments everyday to be complete with your table and they are ten points each. Have 20 web assign homework assignments throughout the semester which can be frustrating but do not take long. Put in the work and you can get a solid B and do a little extra to earn an A.
This class was easy enough if you had a background in calculus and you paid attention in class. The tests were not bad if you studied and kept up with the schedule. WebAssign really helped me to understand the concepts and gave me some good practice.
This class wasn't too particularly hard, depending on your teacher. However, it is vital you attend class and PAY ATTENTION. i also got a lot of good help from SI, so if you have a crappy teacher (like I did) then be sure to go to SI. |
Symbolic Computation
Optimization
An important class of engineering problems involves the concept of optimization.
In optimization problems you are given a process or set of processes that have offsetting features
so that the best solution is some specific combination of variables that describe the process.
Entire courses are taught about the concepts of optimization.
For our purposes we will consider the simplest case where a process can be described by an expression with a single variable.
The steps necessary to solve optimization problems are:
Define a mathematical expression that governs the process that you are studying. This is called modeling.
Plot the expression to see if and where it has minima and maxima.
Take the derivative of the expression with respect to the independent variable.
Form an equation by setting the expression for the derivative equal to zero.
Solve for the roots of the equation formed in previous step.
Recall from calculus that the derivative of an expression equals zero where it has a relative or absolute minimum or maximum
because the slope is zero at those points and slope is the derivative.
Examine the roots found in previous step.
Evaluate the original expression at any root(s) of interest to find the maximum or minimum value of the expression at that root.
Notice, there are no new commands to learn.
The steps necessary to solve an optimization problem use the Maple commands that you have learned in previous lessons.
The important part is remembering each step and the order to perform them to obtain a minima or maxima. This is also
known as an algorithm. Algorithms will be discussed in more detail in a later module. |
9780534211981 Geometries (Mathematics)
This comprehensive, best-selling text focuses on the study of many different geometries -- rather than a single geometry -- and is thoroughly modern in its approach. Each chapter is essentially a short course on one aspect of modern geometry, including finite geometries, the geometry of transformations, convexity, advanced Euclidian geometry, inversion, projective geometry, geometric aspects of topology, and non-Euclidean geometries. This edition reflects the recommendations of the COMAP proceedings on Geometry's Future, the NCTM standards, and the Professional Standards for Teaching Mathematics. References to a new companion text, Active Geometry by David A. Thomas encourage students to explore the geometry of motion through the use of computer software. Using Active Geometry at the beginning of various sections allows professors to give students a somewhat more intuitive introduction using current technology before moving on to more abstract concepts and theorems |
Selection of material from the following topics: calculus of variations (the first variation and the second variation); integral equations (Volterra equations; Fredholm equations, the Hilbert-Schmidt theorem); the Hilbert Problem and singular integral equations of Cauchy type; Wiener-Hopf Method and partial differential equations; Wiener-Hopf Method and integral equations; group theory. |
Algebra - The learner will demonstrate an understanding of mathematical |
Fifty Challenging Problems in Probability with Solutions by Frederick Mosteller Remarkable puzzlers, graded in difficulty, illustrate elementary and advanced aspects of probability. These problems were selected for originality, general interest, or because they demonstrate valuable techniques. Also includes detailed solutions.
Mathematical Modelling Techniques by Rutherford Aris "Engaging." — Applied Mathematical Modelling. A theoretical chemist and engineer discusses the types of models — finite, statistical, stochastic, and more — as well as how to formulate and manipulate them for best results.
Finite Markov Processes and Their Applications by Marius Iosifescu Self-contained treatment covers both theory and applications. Topics include the fundamental role of homogeneous infinite Markov chains in the mathematical modeling of psychology and genetics. 1980 editionGood Thinking: The Foundations of Probability and Its Applications by Irving John Good This in-depth treatment of probability theory by a famous British statistician explores Keynesian principles and surveys such topics as Bayesian rationality, corroboration, hypothesis testing, and mathematical tools for induction and simplicity. 1983An Introduction to Identification by J. P. Norton Suitable for advanced undergraduates and graduate students, this text covers the theoretical basis for mathematical modeling as well as a variety of identification algorithms and their applications. 1986 edition.
Analytical Methods of Optimization by D. F. Lawden Suitable for advanced undergraduates and graduate students, this text surveys the classical theory of the calculus of variations. Topics include static systems, control systems, additional constraints, the Hamilton-Jacobi equation, and the accessory optimization problem. 1975 edition.
Introduction to Stochastic Models: Second Edition by Roe Goodman Newly revised by the author, this undergraduate-level text introduces the mathematical theory of probability and stochastic processes. Features worked examples as well as exercises and solutions.
Introduction to Probability by John E. Freund Featured topics include permutations and factorials, probabilities and odds, frequency interpretation, mathematical expectation, decision making, postulates of probability, rule of elimination, much more. Exercises with some solutions. Summary. 1973 |
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Illustrating the Shell Method
Course Topic(s):
One-Variable Calculus | Integration, Applications
Java applet allows the user to visualize the method of cylindrical shells for finding the volume of a solid formed by revolving a specific region about the \(y\)-axis. The region is formed by two fixed curves of functions in terms of the \(x\) variable. The applet allows the user to dynamically interact with the total volume, a specific shell, or a discrete number of shells. The user interacts with the 3D rendering with fluid mouse motions. |
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Terminator Game
Course Topic(s):
One-Variable Calculus | Background
Fun and easy-to-use interactive game to help students learn or review polar coordinates and, in particular, radian measure of angles as a decimal number (rather than a multiple of \(\pi\)). Game accepts negative values of both polar coordinates. |
Aims and objectives
This unit of study aims to provide students with mathematical knowledge and skills needed to support their concurrent and subsequent engineering and science studies.
At the completion of this subject, students should be able to: 1. Draw the surface for a given equation and find the gradient and second derivative at any point on the surface. (K2, S1) 2. Calculate small changes in a function of several variables. (K2, S1) 3. Estimate errors of measurement for a function of several variables. (K2, S1) 4. Find derivatives of a function of several variables using relevant chain rules. (K2, S1) 5. Find the directional derivatives at a point on a surface. (K2) 6. Find stationary points on a surface. (K2, S1) 7. Solve first order separable differential equations. (K2, S1) 8. Solve first order linear differential equations using an integrating factor. (K2, S1) 9. Find the orthogonal family to a given family of curves. (K2, S1) 10. Solve second order homogeneous linear differential equations with constant coefficients. (K2, S1) 11. Solve second order nonhomogeneous linear differential equations with constant coefficients. (K2, S1) 12. Do calculations involving binary, octal and hexadecimal numbers. (K2, S1) 13. Design simple switching and logic circuits using Boolean algebra and Karnaugh maps. (K2, S1) 14. Perform simple operations involving matrices and determinants by hand. (K2, S1) 15. Solve simultaneous equations using Cramer's rule, inverse matrices and Gaussian elimination. (K2, S1) 16. Calculate the paths of projectiles in 2D. (K2, S1) 17. Find the curvature and radius of curvature of a given curve. (K2, S1) 18. Do calculations involving complex numbers. (K2, S1)
Swinburne Engineering Competencies for this Unit of Study This Unit of Study will contribute to you attaining the following Swinburne Engineering Competencies: K2 Maths and IT as Tools: Proficiently uses relevant mathematics and computer and information science concepts as tools. S1 Engineering Methods: Applies engineering methods in practical applications.
Differential equations: First order separable differential equations, first order linear differential equations, orthogonal trajectories, second order linear differential equations with constant coefficients and simple right hand sides. |
Edwards Calculus program offers a solution to address the needs of any calculu
Calculus is a required, 3-semester course for all hard science majors such as mathematics, engineering, physics, statistics, computer science, and chemistry. One or more semesters of calculus are required for a number of other majors. The course can take many forms, but the following are the most common: Single Variable Calculus: This is usually a two-semester course that does not cover multivariable material. Calculus of a Single Variable 8e covers all the material usually taught in this 2-semester course. Multivariable Calculus - Calculus III. This may be taught as a separate course in which |
Synopsis Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity.
Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: 'Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.'
We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years.
Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools.
Praise
Praise
"Before anyone in Congress or the White House says another word about education reform, they owe themselves a few hours with Moses' new book. Moses cuts through cant and phony debates with the serene urgency of someone who risked his life in the civil-rights revolution." --E. J. Dionne, The Washington Post
"If Chapter One of Moses's Mississippi odyssey was about voting, Chapter 2 is about algebra. They merge in . . . Radical Equations. The themes-equality, empowerment, citizenship-ripple through like ribbons, tying the two experiences in the same long-term struggle." --Jodi Wilgoren, The New York Times
"Bob Moses, one of the most important voices in the civil rights movement, is now on the creative edge of leadership again. He shows us why math literacy for all children is a key next step in the ongoing fight for equal citizenship." --Marian Wright Edelman, president, Children's Defense Fund
"Moses' main argument should resonate with concerned parents and community leaders as well as educators. An important step forward in math pedagogy and a provocative field manual, this book is a radical equation indeed." --Publishers Weekly, starred review |
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Most of the "proofs" in this book will be of more use and interest to math teachers -- how many people want to see 10 different diagrams showing trigonometric identities? Still, much is of great use to teachers; the standard textbooks are often redundant in their figures and thus bore students in their predictability. As well, students are in need of stretching their mathematical intuitions and understanding -- when all right triangles are shown with the legs parallel to the pages' sides, when all variables are either x or y, people think that math is a matter of grinding through standard procedures. PROOFS WITHOUT WORDS II links subjects that are usually treated disparately: geometry is connected to combinatorics (a fancy name for counting), calculus, and linear algebra. Many of the most technical figures are accompanied by equations and words explaining the use. The back cover blurb does admit that many of the proofs aren't actually wordless, but I'm sure no one will sue them for false advertising -- these problems would be difficult to interpret otherwise.
However, the math enthusiast will be most rewarded by the figures with the least amount of words, for they provide mini-mysteries to be solved. The book starts with six different figures proving the Pythagorean Theorem -- and only one has any kind of "language" on it (a few variables and their products). These examples' author range from a 10th century Arab mathematician, a 3rd century Chinese mathematician, and Leonardo da Vinci to current contributors to the journals from the Mathematical Association of America. A few of these proofs are easier to interpret, as they involve cutting up squares into various pieces and rearranging them (but how to prove these various pieces are congruent?), one uses similar triangles, and the da Vinci one still has me in a fog. The Arabic proof was very elegant and involves a tiling pattern that looks like it would work well on a modern kitchen floor. The most elegant of all the proofs in the book is the one on the front cover: a geometric series represented by stacked equilateral triangles, fitting inside a larger triangle. The combinatorics proofs are also very elegant ways to visualize special sums and numbers.
None of these figures would be considered proofs by most people because one needs to have various parts explained; however, all crucial parts of the proofs are in the figures. As the editor writes, what makes these proofs good is that they show =why= a statement is true. Many mathematicians discover new theorems by playing around with figures representing already known objects -- some of these figures can show how certain relations were discovered. Unfortunately, we are usually shown a cleaned-up, perfectly deductive version of theorems in school, making it difficult for us to make the leap to new mathematical discoveries and understandings. The figures in this book make for a good course of mental calisthenics, and they provide inspiration to one to find one's own visualizations.
I recommend this book for high school and college math teachers, particularly those who teach trigonometry, calculus, and discrete math. If you know a student gifted in math, this book is appropriate for any student who is familiar with some basic geometry (Pythagorean Theorem, area of triangles and rectangles, similar triangles); they will be able to figure out a few of the counting and geometry proofs, and will grow into the other figures in time. For the intelligent child who enjoys math, this provides an extra challenge, and as they learn the math various proofs refer to, the pieces will fall into place.
While the entries in this book are not proofs in the classical sense, they are so in the effective sense. The simple diagrams show the way to the solution and in most cases, all that is needed is to include the words that justify the inclusion of the various features of the diagram. Humans are visual creatures, there is no better way to teach and understand than by the presentation of an effective diagram. Teaching mathematics is largely an exercise in giving the students an explanation as to why something is true, initially rigor is beyond them. In fact, maintaining formal mathematical rigor early in the introduction is generally counterproductive. The sensible and understandable diagram is the best approach and this book contains diagrams that will allow the student (and teacher) to make sense of many mathematical topics. |
Department of Mathematics
College of the Redwoods
Math 25: College Trigonometry
The Adobe Reader
To use the textbook and Optimath system in this course, you must have properly installed and configured the Adobe Reader on your computer. You will need to download a free copy of the Acrobat Reader to read them. Click the following icon to obtain a free copy of the Acrobat Reader.
It is important that you have the most current version of the Acrobat Reader that your system will allow. The above links will take you to the Adobe site. The Adobe site will analyze your system, but you may be asked to choose the appropriate version of the reader for your system. If this happens, carefully select the appropriate version of the reader for your system.
Installation Instructions:
If you use a Windows PC, download the Adobe Reader software using the link above. Then run the Adobe Reader installer. When you are asked if you want Adobe Reader to be the default pdf reader, answer "YES".
Course Description
At College of the Redwoods, Math 25 is the course number for our College Trigonometry course. College Trigonometry is a transfer-level math course needed for preparation for the calculus series (Math 50A-B-C). Math 30 (College Algebra) and Math 25 together constitute what is often referred to as "Precalculus". Most students take Math 30 before Math 25, but these two courses may be taken in either order or at the same time.
Prerequisites: Grade of C or better in Math 120 (Intermediate Algebra) or equivalent, or an appropriate score on the math placement exam.
Student Information and Help Resources
Textbook: The current textbook for the course is Algebra and Trigonometry (7th edition), by Sullivan, published by Prentice Hall, ISBN #0131430734.
This book can be used for both Math 30 and Math 25.
A limited number of textbooks are available on loan from the library. The textbook can also be purchased very inexpensively from various online book sellers.
Recommended Ancillaries:
• Student Solutions Manual for the 7th edition, ISBN #0131430793
• Alternatively, you can purchase the Student Study Pack for the 7th edition (ISBN #0131631837), which contains both the Student Solutions Manual and the CD Lecture Series
Alternate version: If you have trouble finding the 7th edition of the textbook, then you can purchase the 8th edition instead. The 8th edition and its corresponding ancillaries can also be purchased very inexpensively from various online book sellers.
Note: The 8th edition textbook combined with the Student Study Pack for the 8th edition (which contains the Student Solutions Manual) is also available at the CR bookstore (ISBN #0136150667). However, it will cost much more than a copy purchased online.
Graphing Calculator: Students are required to use a graphing calculator in the Math 25 course. Students can rent a calculator for the semester for $20. Instructions are available at the following link:
OPTIMATH is our locally-developed online practice and testing system. The portal for OPTIMATH is
For information on how to get started, see the Introduction to OPTIMATH.
Even if your instructor does not use OPTIMATH as a formal part of the course, your can still access the following online practice exercises: |
Derivatives Derivatives is spent with a lot of effort throughout the book explaining what lies behind the formal mathematics of pricing and hedging. Questions ranging from 'how are forward prices determined?' to 'why does the Black-Scholes formula have the form it does?' are answered throughout the text. The authors of this first edition use verbal and pictorial expositions, and sometimes simple mathematical models, to explain the underlying principles before proceeding to a formal analysis. Extensive uses of numerical examples for ill... MOREustrative purposes are used throughout to supplement the intuitive and formal presentations.
It has been the authors' experience that the overwhelming majority of students in MBA derivatives courses go on to careers where a deep conceptual, rather than solely mathematical, understanding of products and models is required. The first edition of Derivatives looks to create precisely such a blended approach, one that is formal and rigorous, yet intuitive and accessible. |
1990
Florida Department of Education
CURRICULUM FRAMEWORK - GRADES 9-12, ADULT
Subject Area: Mathematics
Course Number: 1202800
Course Title: Calculus - International Baccalaureate
Credit: 1.0
Will meet graduation requirement for Mathematics
A. Major concepts/content. The purpose of this course is to
provide a foundation for the study of advanced mathematics.
The content should include, but not be limited to, the
following:
- elementary functions
- limits and continuity
- derivatives
- differentiation
- application of the derivative
- antiderivatives
- definite integral
- applications of the integral
B. Special note. This course will include periodic
comprehensive reviews of the International Baccalaureate
mathematics courses in preparation for the International
Baccalaureate examination.
Students in this course may be preparing for the subsidiary-
level International Baccalaureate examination.
C. Intended outcomes. After successfully completing this
course, the student will:
1. Identify and apply properties of algebraic,
trigonometric, exponential, and logarithmic functions.
2. Understand sequences and series.
3. Apply the concept of limits to functions.
4. Find derivatives of algebraic, trigonometric,
exponential, and logarithmic functions.
5. Find derivatives of the inverse of a function.
6. Define relations between differentiability and
continuity.
7. Apply the idea of derivatives to find the slope of a
curve and tangent and normal lines to a curve.
8. Identify increasing and decreasing functions, relative
and absolute maximum and minimum points, concavity, and
points of inflection.
9. Find antiderivatives.
10. Apply antiderivatives to solve problems related to
motion of bodies.
11 Use techniques of integration.
12. Find approximation to the definite integrals using
rectangles.
13. Apply knowledge of integral calculus to find areas
between curves and volumes of solids of revolution.
14. Understand sequences of real numbers and of convergence.
15. Solve elementary differential equations. |
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Algebra Review
Virtual Nerd teaches you how to answer your Algebra questions.
Get help with algebra review from Virtual Nerd. Virtual Nerd is the online video tutorial site that helps you master algebra and other subjects by supplementing what you learn in the classroom. The site was created by teachers and tutors to make reviewing algebra problems easier and more engaging.
If you're in grades 7-12, Virtual Nerd is ideal for you. Here's why:
You can access hundreds of online math and science lessons.
Each lesson is presented as an engaging video tutorial that features an interactive whiteboard, allowing you to drill-down as deeply into any concept or problem as you want.
You can take things step by step, focusing on the parts of each problem that you have the most difficulty with, and skipping those that you've mastered.
From Algebra functions and solving inequalities to more complex subjects in Physics, Virtual Nerd's vast library of interactive lessons is your best source when it comes to algebra review and much more. |
WINNER: Parents' Choice Recommendation, 2009
Bill Nye The Science Guy is back with a new passion - math! In this original, all-new series, Bill teaches algebraic principles such as fractions, exponents, and proportions in colorful and unexpected ways. By using Bill Nye's exciting conceptual approach to learning key mathematic principles, kids everywhere can discover how algebra relates to the world around us. Solving For X has never been easier!
Concepts addressed in Solving for X: Algebra I, Volume 1:
Variables - She called herself "Y." Teary-eyed, one evening she appeared unannounced at his office, asking Detective Nye to uncover the true identity of "X" – who like her, was clearly another unknown. One thing was for sure: X and Y were variables.
Balancing Equations - Bill ponders the sweetness of balancing equations. But no matter how many cupcakes are actually hiding in each of those boxes, you know he's still gonna want . . . just . . . one . . . more.
Dimensional Analysis - Bill hits the road to show us how we can zip through algebraic questions involving things like speed, distance and time, just by putting those units of measurement to work. How far is it to Grandma's house anyway? I'm ready for lunch.
Linear Equations - Bill takes us on a Bowling field trip to fire some linear functions down the alley. Constant rates of change and fun for the whole family! |
WALKINGAME, Francis. The tutor's assistant; being a compendium of arithmetic, and a complete question-book. Containing, I. Arithmetic in whole numbers; being a brief Explanation of all its Rules, in a New and more concise Method than any hitherto published; with an Application to each Rule, consisting of a large Variety of Questions in real Business, with their Answers annexed. II. Vulgar Fractions, which are treated with a great deal of Plainness and Perspicuity, III. Decimals, with the Extraction of the Square, Cube, and Biquadrate Roots, after a very plain and familiar Manner; in which are set down Rules for the easy Calculation of Interest, Annuities, and Pensions in Arrear, the present Worth of Annuities, &c. either by Simple or Compound Interest. IV. Duodecimals, or Multiplication of Feet and Inches, with Examples applied to measuring and working by Multiplication, Practice, and Decimals. V. The Mensuration of Circles. VI. A collection of questions set down promiscuously, for the greater Trial of the foregoing Rules. To which are added, a new and very short method of extracting the cube-root, and a General Table for the ready calculating the Interest of any Sum of Money, at any Rate per Cent. likewise Rents, Salaries, &c. The whole being adapted either as a Question-Book for the Use of Schools, or as a Remembrancer and Instructor to such as have some Knowledge therein. This Work having been perused by several eminent Mathematicians and Accomptants, is recommended as the best Compendium hitherto published for the Use of Schools, or for private Persons... A new edition. Corrected, and every question worked anew, by T. Crosby, Head-Master of the Charity-School, York. York: printed by and for T. Wilson and R. Spence, 1800.
First published in 1751, The tutor's assistant became one of the best-selling mathematical books for over a century. 'An incomplete listing comprises 276 editions, the last in 1885... The York editions, starting in 1797, were corrected by Thomas Crosby of that city' (Wallis in Oxford DNB).' Crosby also published a popular Key to the book, which itself ran to many editions.
'This book is by far the most used of all school-books, and deserves to stand high among them' (De Morgan, Arithmetical Books, 1847, 80, cited by Wallis).
Of the numerous provincial editions ESTC often records only a handful of copies. Of this issue it lists copies at BL and National Library of Scotland and another in a private collection. Another York issue of the same year (with imprint 'by T. Wilson and R. Spence') is held by the BL only. |
GREEN SHEET
SPRING 2010
SECTION:
87146
TIME:
Monday & Wednesday: 4:20 pm - 6:50 pm
UNITS:
5
ROOM:
N2-401
PREREQUISITES:
Math 903 (grade C or above) or equivalent
Math C is the second part of a two-course sequence. You require proficiency with the definitions, processes, procedures and problem-solving skills from Chapters 1 -7 of your textbook, as covered in Math 903.
TEXTBOOK:
Beginning and Intermediate Algebra Algebra by Elayn Martin-Gay
4th edition
OR
Custom edition for Mission College (Volume 2)
Both editions of the textbook contain the same material. The advantage of the 4th edition is that it possibly can be purchased online at a lower price than in the bookstore. The advantage of the Custom edition is that it is packaged with MyMathLab, a useful program that contains tutorials, unlimited practice exercises and an electronic version of the textbook. Click on a photo for a link
SUPPLEMENTS: (OPTIONAL)
Student Solutions Manual : more explanations, examples and exercises
MyMathLab : Online source for practice and tutorial. Includes textbook and solution manuals online, as well as tutorial videos and practice exercises. The course code for this class is
Demonstrate critical thinking in the problem-solving process that involves both symbolic and real-world application problems.
Demonstrate the skills to communicate mathematics clearly and confidently.
HOMEWORK:
Will be assigned daily. Any skill you want to learn or improve needs practice. The more you practice, the greater your ability and understanding. When doing homework, compare your answer to the book's answer; if the answers differ, then find the error and rework the problem. Homework will normally be collected on test days. Late homework will not be accepted. Your grade will be based on format and quality of solutions to selected problems. See homework guidelines for required format. Also, keep up with the homework so that you can ask questions relevant to the topics under discussion in class. Read the book carefully and study the example problems. Come to class with a list of any questions you may have on the readings or exercises. This is essential.
ATTENDANCE:
If you want to learn, you need to attend class and participate. Ask questions! Please be on time; walking in late is disruptive to the rest of the class. Continual tardiness will result in being dropped. You are responsible for any information given in class during your absence.
QUIZZES:
There will be short quizzes throughout the semester and three comprehensive tests. There will be no make-up quizzes. You may not take a quiz if you arrive after it has started. Your lowest two quiz scores will be dropped in the computation of your final grade. There will be no make-up tests unless you notify me in advance of your absence. Most quizzes will be unannounced. Occasional projects may be assigned.
FINAL EXAM:
Will happen on Thursday May 27, 2010: 4:20 PM - 6:50 PM
GRADING:
Quizzes
15%
Tests (3 @ 21%)
63%
Final Exam
22%
FINAL GRADE:
90 - 100%
=
A
80 - 89%
=
B
70 - 79%
=
C
60 - 69%
=
D
70 - 100%
=
Credit
If you want a Credit/No Credit grade, let me know by the end of the sixth week or you will receive a letter grade.
CHEATING:
Cheating is defined as the providing or using of unauthorized resources (people, notes, cell phones, iPods, etc.) on quizzes and tests. Examples of cheating are: talking during a test, letting someone else see your quiz, looking at someone else's quiz, asking for someone's help on a quiz, using notes, collaborating with other people on a quiz, accessing a cell phone. If you are caught cheating, you will receive a zero grade for that quiz or test. If cheating occurs a second time, you will need to see the college Dean and possibly be removed from the course. Cheating is a serious offense in the academic world. Don't do it!
CLASSROOM BEHAVIOR:
Come to class prepared and ready to learn. Kindly conduct yourself in a mature manner in accordance with rules specified in the college catalog. Please be polite, thoughtful of others, and non-disruptive. All cell phones must be turned off and put away while in the classroom. Neither eating nor texting are allowed in the classroom.
DROPS:
Students are responsible for dropping themselves from the course. However, the instructor may drop students for missing more than ten percent of class time (7.25 hours) during the semester. (See college catalog for details).
RESOURCES:
If you have any questions, problems or conflicts, see me and I will be glad to help you. You should plan to visit me in my office at least once during the semester in order to review your progress.
Tutors are available every day in the Math Learning Center in S2-301. Tutors can help you develop good study skills as well as assist you with your math. The Math Learning Center is a unique and valuable service at Mission College: take advantage of it! The Math Learning Center has many audio-visual materials, including a series of algebra video tapes and tutorial software that match our textbook.
There are a number of websites that you may find useful in this course. Check them out!
Mission College makes reasonable accommodations for persons with documented disabilities. You may contact the Disability Instructional Support Center (DISC) in S2-201 (408-855-5085 or 408-727-9243 TTY) if you would like to be tested for a learning disability or have other special needs.
Not-so-new smoke-free policy:In accordance with the Statutes of the State of California (AB 846, Chapter 342), Mission College has established a smoke-free campus. Effective July 1, 2006, smoking is prohibited in all campus areas with the exception of the college parking lots. All smoking materials must be extinguished and properly disposed of in ash urns distributed along the boundary of the parking lot and main campus. |
Summary: Giving students more detailed explanations, this resource supplements the brief answers found at the back of the book for selected exercises by providing fully worked-out solutions. It also contains problem-solving strategies, additional algebra steps, and review for selected problems.
Shows some signs of wear, and may have some markings on the inside. 100% Money Back Guarantee. Shipped to over one million happy customers. Your purchase benefits world literacy!
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2012 summer MATH boot CAMP PRograms- pre-cALCULUS.
Purpose: •All science, technology, engineering and mathematics (STEM)academic programs require Calculus I to be taken during the student's freshmen year for timely graduation •In order to access Calculus I a student must pass Pre-Calculus with a grade of C or better as a prerequisite •The Department of Mathematics offers an alternative path to Calculus I via a test •This session prepares students to be successful in this test and provides students with the skills necessary for Calculus I readiness
The candidates for this workshop should be students that satisfy the following criteria: •must be college ready- defined as being successful in an assessment exam sanctioned by Texas Success Initiative (THEA, ASSET, ACCUPLACER, and COMPASS) •interested in pursuing a STEM degree •have taken Algebra I & II and Geometry at a high school level •have taken high school level Pre-Calculus and/or Calculus course
Note: students that have taken dual enrollment and/or advanced placement courses are encouraged to participate in this session
The University of Texas at Brownsville website uses Javascript. Your browser either doesn't support Javascript or you have it turned off.
To access this page as it is meant to fuinction please use a Javascript enabled browser. |
Standards for Grades 6–8
Middle-grades students should see mathematics as an exciting, useful, and creative
field of study. As they enter adolescence, students experience physical,
emotional, and intellectual changes that mark the middle grades as a significant
transition point in their lives. During this time, many students will
solidify conceptions about themselves as learners of mathematics—about
their competence, their attitude, and their interest and motivation. These
conceptions will influence how they approach the study of mathematics
in later years, which will in turn influence their life opportunities.
Middle-grades students are drawn toward mathematics if they find both
challenge and support in the mathematics classroom. Students acquire an
appreciation for, and develop an understanding of, mathematical ideas
if they have frequent encounters with interesting, challenging problems.
In the middle-grades mathematics classroom, young adolescents should regularly
engage in thoughtful activity tied to their emerging capabilities of finding
and imposing structure, conjecturing and verifying, thinking hypothetically,
comprehending cause and effect, and abstracting and generalizing. In these
grades, each student follows his or her own developmental timetable. Some
mature early, and others late. Some progress rapidly, others more slowly.
Thus, every middle-grades teacher faces the challenge of dealing with
many aspects of diversity. Yet students also display some commonalities.
For example, young adolescents are almost universally sensitive to the
influence of their peers. The differences in intellectual development
and emotional maturity and the sensitivity of individuals to peer-group
perceptions make it especially important for teachers to create classroom
environments in which clearly established norms support the learning of
mathematics by everyone.
p.
211
An ambitious, focused mathematics program for all students in the middle
grades is proposed in these Standards. Ambitious expectations are identified
in algebra and geometry that would stretch the middle-grades program beyond
a preoccupation with number. In recent years, the possibility and necessity
of students' gaining facility in algebraic thinking have been widely
» recognized. Accordingly, these Standards propose a significant
amount of algebra for the middle grades. In addition, there is a need
for increased attention to geometry in these grades. Facility in geometric
thinking is essential to success in the later study of mathematics and
also in many situations that arise outside the mathematics classroom.
Moreover, geometry is typically the area in which U.S. students perform
most poorly on domestic and international assessments of mathematics proficiency.
Therefore, significantly more geometry is recommended in these Standards
for the middle grades than has been the norm. The recommendations are
ambitious—they call for students to learn many topics in algebra
and geometry and also in other content areas. To guard against fragmentation
of the curriculum, therefore, middle-grades mathematics curriculum and
instruction must also be focused and integrated.
Specific foci are identified in several content areas. For example, in number
and operations, these Standards propose that students develop a deep understanding
of rational-number concepts, become proficient in rational-number computation
and estimation, and learn to think flexibly about relationships among
fractions, decimals, and percents. This facility with rational numbers
should be developed through experience with many problems involving a
range of topics, such as area, volume, relative frequency, and probability.
In algebra, the focus is on proficiency in recognizing and working effectively
with linear relationships and their corresponding representations in tables,
graphs, and equations; such proficiency includes competence in solving
linear equations. Students can develop the desired algebraic facility
through problems and contexts that involve linear and nonlinear relationships.
Appropriate problem contexts can be found in many areas of the curriculum,
such as using scatterplots and approximate lines of fit to give meaning
to the concept of slope or noting that the relationship between the side
lengths and the perimeters of similar figures is linear, whereas the relationship
between the side lengths and the areas of similar figures is nonlinear.
Curricular focus and integration are also evident in the proposed emphasis on
proportionality as an integrative theme in the middle-grades mathematics
program. Facility with proportionality develops through work in many areas
of the curriculum, including ratio and proportion, percent, similarity,
scaling, linear equations, slope, relative-frequency histograms, and probability.
The understanding of proportionality should also emerge through problem
solving and reasoning, and it is important in connecting mathematical
topics and in connecting mathematics and other domains such as science
and art.
p.
212
In the recommendations for middle-grades mathematics outlined here, students
will learn significant amounts of algebra and geometry throughout grades
6, 7, and 8. Moreover, they will see algebra and geometry as interconnected
with each other and with other content areas in the curriculum. They will
have experience with both the geometric representation of algebraic ideas,
such as visual models of algebraic identities, and the algebraic representation
of geometric ideas, such as equations for lines represented on coordinate
grids. They will see the value of interpreting both algebraically and
geometrically such important mathematical ideas as the slope of a line
and the Pythagorean relationship. They also will relate algebraic and
geometric ideas to other topics—for example, when they reason about
percents using visual models or equations or when they represent an approximate
line of fit for a scatterplot both geometrically and
» algebraically. Students can gain a deeper understanding
of proportionality if it develops along with foundational algebraic ideas
such as linear relationships and geometric ideas such as similarity.
Students' understanding of foundational algebraic and geometric ideas should
be developed through extended experience over all three years in the middle
grades and across a broad range of mathematics content, including statistics,
number, and measurement. How these ideas are packaged into courses and
what names are given to the resulting arrangement are far less important
than ensuring that students have opportunities to see and understand the
connections among related ideas. This approach is a challenging alternative
to the practice of offering a select group of middle-grades students a
one-year course that focuses narrowly on algebra or geometry. All middle-grades
students will benefit from a rich and integrated treatment of mathematics
content. Instruction that segregates the content of algebra or geometry
from that of other areas is educationally unwise and mathematically counterproductive.
Principles and Standards for School Mathematics proposes an ambitious
and rich experience for middle-grades students that both prepares them
to use mathematics effectively to deal with quantitative situations in
their lives outside school and lays a solid foundation for their study
of mathematics in high school. Students are expected to learn serious,
substantive mathematics in classrooms in which the emphasis is on thoughtful
engagement and meaningful learning.
For those who make decisions about the design and organization of middle-grades
mathematics education, it would be insufficient simply to announce new
and more-ambitious goals like those suggested here. School system leaders
need to commit to and support steady, long-term improvement and capacity
building to accomplish such goals. The capacity of schools and middle-grades
teachers to provide the kind of mathematics education envisioned needs
to be built. Special attention must be given to the preparation and ongoing
professional support of teachers in the middle grades. Teachers need to
develop a sound knowledge of mathematical ideas and excellent pedagogical
practices and become aware of current research on students' mathematics
learning. Professional development is especially important in the middle
grades because so little attention has been given in most states and provinces
to the special preparation that may be required for mathematics teachers
at these grade levels. Many such teachers hold elementary school generalist
certification, which typically involves little specific preparation in
mathematics. Yet teachers in the middle grades need to know much more
mathematics than is required in most elementary school teacher-certification
programs. Some middle-grades mathematics teachers hold secondary school
mathematics-specialist certification. But middle-grades teachers need
to know much more about adolescent development, pedagogical alternatives,
and interdisciplinary approaches to teaching than most secondary school
teacher-certification programs require. In order to accomplish the ambitious
goals for the middle grades that are presented here, special teacher-preparation
programs must be developed. |
Product Description
The Matrix Algebra Tutor: Learning by Example DVD Series teaches students about matrices and explains why they're useful in mathematics. This episode teaches students how to calculate matrix determinants, including what a matrix determinant is and why it is useful. Grades 9-College. 24 |
What can you do to help students learn the advanced math that is required in so much of today's industries and technologies? What helpful insights come from cognitive science, comparative anthropology, and educational psychology? |
MAT10706 - Quantitative Methods with EconomicsInformation for students studying in 2013
Please contact the SCU College to confirm details prior to acting on this information.
Unit Description
Introduces students to and develops their skills in the quantitative tools, concepts and skills required in a business degree. The unit emphasises the application of these concepts and skills to economics and a business environment, including the use of a spreadsheet package to solve problems from economics and business |
Measuring inequality: Using the Lorenz Curve and Gini Coefficient Andrew Cooke S Spigarelli, University of Ancona,TALAT ROM based sine wave generator : presentation transcript This is a Mini Project presentation introducing a ROM-Based Sine Wave GeneratorThis project requires the establishment of a communication protocol between two 68000-based microcomputer systems. Using 'C', students will write software to control all aspects of comp Author(s): University of Hertfordshire, School of Electronic
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969 Topics in Geometry: Mirror Symmetry (MIT) This course will focus on various aspects of mirror symmetry. It is aimed at students who already have some basic knowledge in symplectic and complex geometry (18.966, or equivalent). The geometric concepts needed to formulate various mathematical versions of mirror symmetry will be introduced along the way, in variable levels of detail and rigorWorkshop 3: Learning to Share Perspectives With Dr. Carne Barnett. Often teachers complain that they do not have ample opportunity to talk with colleagues about their students' mathematical reasoning. In this workshop, you will learn about professional development based on the discussion of cases in mathematics teaching. Dr. Barnett describes this case approach, and a long-term teacher group is shown Author(s): No creator set
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Algebra InterMath is a professional development effort designed to support teachers in becoming better mathematics educators. It focuses on building teachers' mathematical content knowledge through mathematical investigations that are supported by technology. InterMath includes a workshop component and materials to support instructors. For each of the following problems, consider how you would pose the same problem to your students. Would the wording need to change? Would you need to include more pictur Author(s): No creator set
Risk and Expected UtilityTaxes, Subsidies, Price Supports, and QuotasTying and Bundling; AdvertisingWildland Fire Management and Planning You will be introduced to the most important variables that affect fire behavior. You will see how the interactions of fire with its environment must influence our assessments of fire behavior. This course will also introduce you to mathematical fire models available to help us predict fire behavior. Author(s): No creator set
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Data Analysis InterMath is a professional development effort designed to support teachers in becoming better mathematics educators. It focuses on building teachers' mathematical content knowledge through mathematical investigations that are supported by technology. InterMath includes a workshop component and materials to support instructors.
For each of the following problems, consider how you would pose the same problem to your students. Would the wording need to change? Would you need to include more pictur Author(s): No creator set
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Wind Chimes Using their knowledge of physics, students will build a wind chime. Mathematical computations will be done to determine the length of the pipes. Author(s): Creator not set
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Famous Mathematicians Pythagoras and Newton Explained Two famous mathematicians are Pythagoras, famous for the Pythagorean theorem, and Isaac Newton, famous for his theoretical mathematical development. He describes both men stating their origins, when they lived, and their contributions to math |
A Guide to Evaluating Maple 16
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Description
This webinar, presented by Dr. Robert Lopez, Maple Fellow and Emeritus Professor from the Rose-Hulman Institute of Technology, will provide you with tips and techniques that will help you get started with Maple 16.
Dr. Lopez is an award winning educator in mathematics and is the author of several books. For over two decades, Dr. Lopez has also been a visionary figure in the introduction of math technology into undergraduate education.
Dr. Lopez will show you how to begin using your evaluation copy of Maple 16, a powerful general purpose math tool designed to provide an environment for educators and students to explore and 'do' math. Used creatively, Maple 16 can help students learn better and faster. It can illuminate theory, clarify the abstract and give form and substance to general principles. |
Summary: From the Core-Plus Mathematics ProjectMathematics That Makes Sense to More StudentsThis innovative program engages students in investigation-based, multi-day lessons organized around big ideas. Important mathematical concepts are developed in relevant contexts by students in ways that make sense to them. Students in ''Contemporary Mathematics in Context work collaboratively, often using graphing calculators, so more students than ever before are able to learn important and broadly us...show moreeful mathematics. Courses 1, 2, and 3 comprise a core curriculum that will upgrade the mathematics experience for all your students. Course 4 is designed for all college-bound students.Research-Based and Classroom-TestedDeveloped with funding from the National Science Foundation, each course in ''Contemporary Mathematics in Context is the product of a four-year research, development, and evaluation process involving thousands of students in schools across the country. The result is a program rich in modern content organized to make active student learning a daily occurrence in your classroom. ...show less
00782754582002-08-21 Hardcover Very Good Names on inside cover and numbers on bookedge; no other internal marking/highlighting.
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Sandman Book Company Punta Gorda, FL
0078275458Hardcover Good 0078275458 Support Indy Bookshops! Used, in good condition. Book only. May have interior marginalia or previous owner's name.
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Good Excellent Used Condition. Multiple Copies Available for immediate shipment. Cover may have minor imperfections. Binding tight Contents clean and intact. May contain minimal highlighting or writ...show more |
Modern Algebra 6th Edition
0470384433
9780470384435
Modern Algebra: Engineers and computer scientists who need a basic understanding of algebra will benefit from this accessible book. The sixth edition includes many carefully worked examples and proofs to guide them through abstract algebra successfully. It introduces the most important kinds of algebraic structures, and helps them improve their ability to understand and work with abstract ideas. New and revised exercise sets are integrated throughout the first four chapters. A more in-depth discussion is also included on Galois Theory. The first six chapters provide engineers and computer scientists with the core of the subject and then the book explores the concepts in more detail. «Show less
Modern Algebra: Engineers and computer scientists who need a basic understanding of algebra will benefit from this accessible book. The sixth edition includes many carefully worked examples and proofs to guide them through abstract algebra successfully. It... Show more»
Rent Modern Algebra 6th Edition today, or search our site for other Durbin |
Professional Commentary: Commercial fireworks must be carefully timed to ignite as intended. The process involves projectile motion that can be modeled with the quadratic function (ignoring air resistance), as found in the study of dynamics in physics: h = –16t2 + v0t + h0....
Professional Commentary: Students begin by graphing data points presented in unusual formats. They then construct the graph that fits those points. Using a creative technique, they are able to find the function rule that relates the data points even when the function is not a simple linear relationship....
Professional Commentary: In this problem, students develop a mathematical model that enables them to determine the fraction of the population that is using performing-enhancing substances based upon the parameters of the testing, parameters of the population, and the fraction of the tests that have positive results. From this, they can help determine whether or not authorities should test...
Professional Commentary: Students explore the use of exponential decay models in the context of eliminating caffeine and lead from the body. The problem starts with generalizing the relationship between time and the amount of chemical left in the body to writing an explicit rule and connecting it to the graphical representation....
Professional Commentary: Land has been donated to River City. Students must decide how to split the land use between development and recreation in a way that will minimize the cost to the city of the necessary improvements, while adhering to restrictions agreed on by the River City Council....
Professional Commentary: This problem relates the circular motion of a point on a Ferris wheel to its up-and-down motion relative to the ground. Students can measure the height of a particular point as the Ferris wheel rotates, plot the height versus time, and observe that the graph resembles that of a sine function....
Professional Commentary: Students investigate the trajectories of comets, which in almost all cases are elliptical. They study what they would need to know to determine the equation of a comet's orbit or trajectory....
Professional Commentary: Students create a physical model of vector forces using ring stands, spring scales, string, and a weight. They apply the actual forces using the vectors and angles given in the problem....
Professional Commentary: Using the computational power of your calculator or computer, how might you convince yourself that the sum of the reciprocals of perfect squares, 1/1 + 1/4 + 1/9 + 1/16 + ... is equal to (pi)2/6?... |
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