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Livingston, TX Geometry the integration of material from other programs such as Microsoft Word into PowerPoint. Pre-algebra begins the student's entry into higher math. In many ways it is more important than the upper level math courses |
Math HomeworkGrafEq (pronounced 'graphic') is an intuitive, flexible, precise and robust program for producing graphs of implicit relations. GrafEq is designed to foster a strong visual understanding of mathematics by providing reliable graphing technology.
This is an advanced expression and conversion calculator. Vast array of built-in functions, constants and confersion operations that can be extended with your own user-defined functions. Now with graphs.
Learning 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.
The Dovada student calculator is ideal for use in the school, home, office or engineering and scientific research centers, anywhere scientific calculator or graphic calculator is continually used or required, great for that homework help. |
Synopsis
Canonical methods are a powerful mathematical tool within the field of gravitational research, both theoretical and experimental, and have contributed to a number of recent developments in physics. Providing mathematical foundations as well as physical applications, this is the first systematic explanation of canonical methods in gravity. The book discusses the mathematical and geometrical notions underlying canonical tools, highlighting their applications in all aspects of gravitational research from advanced mathematical foundations to modern applications in cosmology and black hole physics. The main canonical formulations, including the Arnowitt-Deser-Misner (ADM) formalism and Ashtekar variables, are derived and discussed. Ideal for both graduate students and researchers, this book provides a link between standard introductions to general relativity and advanced expositions of black hole physics, theoretical cosmology or quantum gravity.
Found In
eBook Information
ISBN: 9780511985 |
A one-year course in probability theory and the theory of random processes, taught at Princeton University to undergraduate and graduate students, forms the core of this book. It provides a comprehensive and self-contained exposition of classical probability theory and the theory of random processes. The book includes detailed discussion of Lebesgue integration, Markov chains, random walks, laws of large numbers, limit theorems, and their relation to Renormalization Group theory ability to construct proofs is one of the most challenging aspects of the world of mathematics. It is, essentially, the defining moment for those testing the waters in a mathematical career. Instead of being submerged to the point of drowning, readers of Mathematical Thinking and Writing are given guidance and support while learning the language of proof construction and critical analysis.
The Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications collects emerging research and pedagogies related to the convergence of teaching and learning methods. This significant resource provides access to the latest knowledge related to hybrid learning, discovered and written by an international gathering of e-learning experts |
I know, it's been a long time coming, and it's still not perfect, but I am working on making this site the wealth of information you are clearly looking for... stay tuned.
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WEEK OF AUGUST 29, 2011
Monday - Review square roots including simplifying them, evaluating them and doing addition, subtraction, multiplication and division
Assignment - Page 43, problems 2 - 44 evens
Tuesday - Continue working with square roots but expand it to include other indices as well as making sure there is no radical in a denominator by rationalizing. Include a review of conjugates and their use to rationalize problems.
Assignment - Page 43, problems 46 - 108 evens
Wednesday - Begin the review of polynomials beginning with their degree. Review adding, subtracting and multiplying with polynomials. Make sure the word coefficient is reviewed.
Assignment - Page 53, problems 3 - 90 multiples of 3
Thursday - Continue work with polynomials but review factoring of all types. Remind students about the GCF, the difference of 2 squares, the difference or sum of 2 cubes, trinomial factoring, and factoring by grouping. Remind students of the chart on page 63.
Page 65, problems 3 - 102 multiples of 3
Friday - Review of material covered so far with a quiz on Monday
Assignment - Page 67, problems 1 - 37
WEEK OF SEPTEMBER 12
Monday - Review quadratic equations and the options for solving including factoring, completing the square and the quadratic formula. Review use of the discriminate part of the quadratic formula to check which kind of answer to expect.
Emphasize the guidelines in the book on page 96.
Assignment - Page 98, problems 57 - 123 multiples of 3
Tuesday - Solving all kinds of equations and making wise choices and understand what method needs to be used.
Assignment - Page 99, problems 125 - 136
Wednesday - Problem solving with equations.
Assignment - Page 111, problems 2 - 48 evens
Thursday - Review rational expressions and equations to prepare for a quiz
Assignment - worksheet
Friday - Quiz 2, Chapter pre-requisite
Assignment -
WEEK OF SEPTEMBER 19
Monday - Review material to prepare for quiz
Assignment -
Tuesday - Quiz 2, chapter 0
Assignment -
Wednesday - Review solving inequalities including compound inequalities. Review the meaning of "and" and "or". Look at the solutions on a number line, set builder notation, and interval notation. Emphasize the use of open and closed intervals. Review how equations and inequalities are the same unless you multiply or divide with a negative number then you have to flip the inequality symbol.
Assignment - Page 126, problems 28 - 92 multiples of 4
Thursday - Review for the chapter test
Assignment - worksheet
Friday - Chapter 0 test
Assignment -
WEEK OR SEPTEMBER 26
Monday - Review the coordinate system and all of its parts. Review x and y intercepts. Hand out the TI 84 and discuss their use. Look at the window and the viewing rectangle and how to make changes and how to get it back to standard.
Assignment - Page 143, problems 18 - 26 (make a table only) 29 - 46, 55 - 65
Tuesday - Look at relations as functions along with function notation. Be sure all understand the meaning of domain and range as well as the independent variable and the dependent variable.
Assignment - Page 159, problems 2 - 54 evens
Wednesday - Review the vertical line test to tell whether a graph represents a function. Find the domain and the range by looking at a graph. Review interval notation with the domain and range.
Assignment - Page 160, problems 56 - 106 evens
Thursday - Display functions as graphs. Introduce increasing and decreasing intervals along with relative maximum and relative minimum. Discuss the meaning of even and odd functions.
Assignment - Page 172, problems 2 - 36 evens
Friday - Homecoming
Assignment -
WEEK OF OCTOBER 10
Monday - Staff development
Assignment -
Tuesday - Review slopes and compare the slopes of parallel and perpendicular lines. Note how they are the same and how they differ. Write equations in slope-intercept form using the given information.
Assignment - Page 200, problems 1 - 12
Wednesday - Compare slope with rate of change. Note the different notation used to mean the same thing. Introduce the use of a triangle (DELTA) to mean change in. Compare average rate of change with slope. Talk about the change in position which is velocity and the way to find average velocity based on the same idea as finding slope.
Assignment - Page 200, problems 13 - 32
Thursday - Review for quiz
Assignment - Page 203, problems 2 - 44 evens.
Friday - Quiz 2, Chapter 1
WEEK OF OCTOBER 24
Monday - Work with function by adding, subtracting, multiplying, and dividing the function. Review what the domain and the range of various functions are.
Assignment - Page 230, problems 2 - 48 evens
Tuesday - Continue work with functions but now do compositions where one function is put into the other. Review domain and range and look at the domain and the range of the composite function.
Assignment - Page 230, problems 50 - 80 evens
Wednesday - Apply the operations with functions and composition of function in real world.
Assignment - Page 230, problems 82 - 100
Thursday - Look at the inverse of a function, its meaning and their graphs. Learn the horizontal line test to tell whether or not a function has an inverse. Find the inverse of a function algebraically. Discuss one-to-one functions. Verify if functions are inverses.
Assignment - Page 240, 2 - 48 evens
Friday - Continue work with functions and their inverses.
Assignment - Page 241, 54 - 86 evens
WEEK OF OCTOBER 31, 2011
Monday - Review inverse functions and how to varify that 2 functions are inverses algebraically or graphically. Review horizontal and vertical line tests as well as one-to-one functions.
Assignment - Page 241, problems 54 - 86 evens
Tuesday - Quiz 4, Chapter 1
Assignment -
Wednesday - Review the distance formula. If students are not aware that the distance formula comes from the Pythagorean Theorem bte sure that it is known. Review the midpoint formula and emphasize that it is just finding the average of the x and y coordinates.
Assignment - Page 250, problems 2 - 30 evens
Thursday - Review the equation of a circle from Algebra II. Understand which numbers give the center of the circle on a coordinate plane and what the length of the radius is. Practice completing the square to change a quadratic equation to the standard form equation for a circle.
Assignment - Page 250, problems 32 - 64 evens
Friday - Staff Development
Assignment -
WEEK OF NOVEMBER 14, 2011
Monday - Review quadratic functions including their standard form. Find x and y intercepts for quadratic functions along with the maximum and minimum area.
Assignment - Page 298, problems 4 - 76 multiples of 4
Tuesday - Look at the leading coefficient and the degree of the function (odd number of even number) to determine the end behavior of the graph.
Assignment - Page 312, problems 1 - 24
Wednesday - Remind students of the meaning of the zeros of a function (The real number answers). Look at the degree of the function along with the idea of multiplicity to find the number of real zeros in the function.
Assignment - Page 312, problems 25 - 32
Thursday - Discuss the Intermediate Value Theorem which helps to approximate the zeros of a function. Look at the number of turning points in reference to the degree along with symmetry.
Assignment - Page 312, 34 - 72 evens
Friday - Quiz 1, Chapter 2
Assignment -
WEEK OF NOVEMBER 28, 2011
Monday - Introduce the remainder theorem and its use when doing synthetic division. Discuss the factor theorem and how it fits in with synthetic division and the remainder theorem.
Assignment - Page 324, problems 33 - 50
Tuesday - Explain the rational zero theorem and its use in solving equations with a degree greater than 2. Look at the possible zeros based on the factors of the constant divided by the factors of the leading coefficient.
Assignment - Page 335, problems 2 - 24 evens
Wednesday - Explain the Fundamental Theorem of Algebra and make sure it is understood that the word complex does not always mean imaginary. Discuss linear factorization and how quadratic and imaginary solutions always come in pairs (+/-). Write polynomials from given zeros.
Assignment - Page 336, proloems 25 - 32
Thursday - Introduce Descartes Rule of Signs which can help to narrow down the possible zeros for a function.
Assignment - Page 336, problems 34 - 60 evens
Friday - Review the new theorems and rules and put it all together.
Assignment - Page 339, problems 1 - 34
WEEK OF DECEMBER 5, 2011
Monday - Quiz 2, Chapter 2
Assignment -
Tuesday - Discuss rational functions including the domain, arrow notation and limits
Assignment - Page 354, problems 1 - 20
Wednesday - Discuss asymptotes both vertical (denominator equals 0) and horizontal
(if degrees equal is ratio or lead coefficients, if degree numerator is smaller than the degree of the denomiator)
Assignment - Page 355, problems 22 - 70 evens
Thursday - Introduce slant asymptotes that happen when the degree of the numerator is greater than the degree of the denominator. Must do division to find the equation (ignor any remainder)
Assignment - Page 355, problems 71 - 88
Friday - Discuss solving rational inequalities and the use of critical numbers to set up intervals to be tested for the solution. Critical numbers come from having a single rational expression and letting the numerator equal 0 and letting the denominator equal 0 to find the critical numbers
Assignment - Page 366, problems 2 - 42 evens
WEEK OF FEBRUARY 13, 2012
Monday - Put angles in the standard position and use the coordinates on the circle to find the trig value of any angle. Review the signs of the trig function in each quadrant. Review reference angles and how to find their value.
Assignment - Page 513, problems 4 - 104 multiples of 4
Tuesday - Quiz 1, Chapter 4
Assignment -
Wednesday - Discuss the sine and cosine functions and how their values repeat and have a range of 1 to -1. Explain what is meant by periodic. Look at the graphs of the sine and cosine. Look at the standard sine and cosine equation and discuss the meaning for each of the letters and how it affects the basic graph.
Assignment - Page 533, problems 20 - 60 multiples of 4
Thursday - Introduce the graph of the tangent function and discuss how it is different from the sine and cosine and the period is only half as long. Look at the graphs for cosecant, secant, and cotangent which are reciprocals for sine, cosine, and tangent. Look at the standard equation for these trig functions and how the letters have the same meaning.
Assignment - Page 546, problems 1 - 4, 13 - 16, 45 - 48
Friday - Introduce inverse trig functions and explain how it means the same of what we have done in the past. Practice the composition of functions and how they can be evaluated.
Assignment - Page 563, problems 4 - 72 multiples of 4
WEEK OF MARCH 5, 2012
Monday - Apply concepts of trigonometry with any triangle including obtuse and acute by using the Law of Sines. Look at the ambiguous case where they might be no triangle, 1 triangle or 2 triangle.
Assignment - Page 652, problems 10 - 32 evens
Tuesday - Continue work with oblique triangles using the Law of Cosines
Assignment - Page 661, problems 2 - 24 evens
Wednesday - Learn where and when to use the Law of Sines and the Law of Cosines. Review bearings.
Assignment - Page 653, problems 48 - 60 evens and Page 662, problems 40 - 52 evens
Thursday - Review finding the area of a triangle using the base and height. Apply that concept along with the Law of Sines and Law of Cosines to find two other formulas to find the area of any triangle. Heron's Formula.
Assignment - Page 652, problems 33 - 38 and Page 661, problems 25 - 30
Friday - Review chapters 5 and 6
Assignment - Page 641, problems 50 - 66 evens and Page 723, problems 2 - 20 evens
WEEK OF MARCH 19, 2012
Monday - Introduce the concept of sequences and how and when they appear. Learn sequence notation, recursion, meaning of factorial, summation notation, properties of sums and how to write sums. Learn the key strokes to completing the work using the TI84+.
Assignment - Page 960, problems 4 - 60 multiples of 4
Tuesday - Look at arithmetic sequences and learn about the common differences. Find the general term of an arithmetic sequence and how to find the sum of the first n terms.
Assignment - Page 969, problems 4 - 58 evens
Wednesday - Review sequences in general and arithmetic sequences.\
Assignment - Worksheet
Thursday - Quiz 1, Chapter 10
Assignment -
Friday - Look at geometric sequences and their common ratio. Find the general term of a geometric sequence and the sum of the first n terms.
Assignment - Page 983, problems 2 - 36 evens
WEEK OF APRIL 16, 2012
Monday - Review to prepare for a quiz
Assignment - Page 1070, problems 1 - 22
Tuesday - Quiz 1, Chapter 11
Assignment -
Wednesday - Review the meaning of a tangent and a secant to a circle. Review the definition of slope including rate of change. Review the difference quotient. Put it all together to find a derivative which is the slope of a tangent line to a curve at a specific point.
Assignment - Page 1080, problems 1 - 14
Thursday - Review from the day before.
Assignment - Page 1080, problems 15 - 28
Friday - Find the average rate of change and the instant rate of change. Understand the position function. Find the average velocity and the ststant velocity.
Assignment - Page 1081, problems 38 - 96 evens |
EGINNING ALGEBRA
Beginning Algebra
Beginning Algebra
Beginning Algebra
Beginning Algebra
Beginning Algebra plus MyMathLab/MyStatLab -- Access Card Package
Student Solutions Manual for Beginning Algebra
Summary
Suitable for beginning algebra courses including lecture-based classes, discussion oriented classes, self-paced classes, mathematics labs, and computer or audio-visual supported learning centers. This clear, accessible treatment of beginning algebra features an enhanced problem-solving strategy highlighted by A Mathematics Blueprint for Problem Solving that helps students determine where to begin the problem-solving process, as well as how to plan subsequent problem-solving steps. Also includes Step-by-Step Procedure, realistic Applications, and Cooperative Learning Activities in Putting Your Skills to Work Applications.
Table of Contents
Preface to the Student
x
Diagnostic Pretest
xx
A Brief Review of Arithmetic Skills
1
(66)
Pretest Chapter 0
2
(1)
Simplifying and Finding Equivalent Fractions
3
(8)
Addition and Subtraction of Fractions
11
(11)
Putting Your Skills to Work: The High Jump: Raising the Bar
21
(1)
Multiplication and Division of Fractions
22
(8)
Putting Your Skills to Work: The Stock Market
29
(1)
Use of Decimals
30
(11)
Putting Your Skills to Work: The Mathematics of Major World Languages
40
(1)
Use of Percent
41
(8)
Putting Your Skills to Work: Analysis of Car Sales in the United States |
Mathematics Learning Lab Resource Manual
MATHPRO EXPLORER has been developed to accompany
Intermediate Algebra by K. Elayn Martin-Gay.
It corresponds to the objective exercises in the text. Each exercise
has an example and a guided step-by-step solution to help you
learn important algebraic concepts and skills.
Derive is the trusted mathematical assist relied upon by
students, educators, engineers and scientists around the world.
It does for algebra, equations, trigonometry, vectors, matrices
and calculus what the scientific calculator does for high school
mathematics. Derive can easily solve both symbolic and
numeric problems and then plot the results as 2D graphs or 3D
surfaces.
The key features of this software include:
*The software presents problems, evaluates answers and gives
immediate feedback
*Topics are keyed to each text section
*Each problem is accompanied by a complete, step-by-step
solution
*A result summary provides scores for you session... ..
72. Factor by grouping.
73. Factor trinomials with leading coefficient 1.
74. Factor trinomials with leading coefficient other than 1.
75. Factor a perfect square trinomial .
76. Factor the difference of two squares . .
82. Find the domain of a rational expression.
83. Reduce a rational expression.. . . intercepts.
127. Simplify expressions involving rational exponents. . . .. .
72. Factor by grouping.
73. Factor trinomials with leading coefficient 1.
74. Factor trinomials with leading coefficient other than 1.
75. Factor a perfect square trinomial.
76. Factor the difference of two squares..
82. Find the domain of a rational expression .
83. Reduce a rational expression . ... intercepts.
127. Simplify expressions involving rational exponents. |
Why is it that clearing the IIT-JEE considered to be an exceptional feat? Why are the ones who clear it held in such high regard? There are various reasons behind this. However, one most solid reason is that the ones who clear it are really good in the three subjects i.e. Physics, Chemistry and Mathematics [...]
Chemistry is one subject that most students love to hate. The very thought of preparation sparks up nervous reactions of all sorts in their minds. Compounds, names, reactions, equations, periodic table etc. start dancing in front of them and they get terribly overwhelmed. At this point of time "Mugging Up" seems to be the only [...]
The IIT tag attracts students so much so that the worm of preparation starts wiggling inside their minds as soon as they reach class ninth or tenth. It, surely, is an indicator that they are serious about clearing IIT- JEE. However, one cannot judge the sincerity quotient present in the will to start preparation this [...]
The IIT-JEE is test of what you have studied and retained in the two years of your studies at school and coaching. Since the preparation is considered no less than a big project, all kinds of advices keep pouring in. Teachers, friends, relatives, parents; everyone joins the Counsellors bandwagon and the tips range from eating [...]
"Catch them young" seems to be the guiding mantra of coaching institutes. What else can justify the huge number of students taking coaching as soon as they reach class ninth or tenth? The ones studying in lower classes are also not far behind but thankfully the ratio is less. In the present times, coaching institutes [...]
PROS:It is full of good questions and solutions, giving an idea of how to approach diffrently.This is among few books on maths that actually caters to engineering aspirants. Authors(s): PK SHARMA Publisher: G K PUBLISHERS
PROS: A Very good book, especially for calculus having ample theory part along with large no.of questions.Level of questions ranges from CBSE to IIT level.Good source for all JEE aspirants who have no influence of coaching classes. Authors(s): K.C. sinha |
Mathematics for electronics engineer
Mathematics for electronics engineer
Hello all,
I am currently working on modelling organic FETs. I would like to know if there exists any book that can help me in modelling i.e. I have a curve and I need a method or approach as to how this can be represented using an eqn. Also I need some literature recommendation for approximations (Taylor's expansion etc. ) to dilute complex eqns to simpler ones.
You aren't making it clear what "this" refers to. You say that you doing modelling. A model for a physical situation can be a complicated representation that contains many equations and algorithms. Or it could be one equation fit to some empirical data.
Exactly what sort of model are you dealing with? In the math section, there might be a shortage of experts on Field Effect Transistors, so don't assume your readers know about them. As to "organic" FETs, I don't know what those are.
Hello Tashi,
Thank you for your reply. My task is to develop a empirical model that is simple and closely mimics the current (Ids) behaviour of the transistor. Organic field effect transistors (FET) are a kind of MOSFET but with an organic semiconductor. The current output when plotted looks like that of a silicon MOSFET but with more non-linearities. My task is to use the same model eqns of a silicon MOSFET and supplement with appropriate equations to model the non-linearitites present in organic FET. I have read something similar in few semiconductor modeling books, where the author uses a funtion [sqrt(Vds + Const) - sqrt(Vds)] to model the short channel effect (a kind of non-linearity) in the case of silicon MOSFET. I can visualize when the function is a simple sqrt, square, exp etc. But it gets hard, when there is superposition of 2 or more functions.
Moreover, we have come across hundreds of mathematical functions. But only a handful of this is required to model the real world systems emphirically. Is there any book that explains in detail the mathematical (emphirical) modeling of real world systems in a systematic way. |
News
Key Stage 5 Mathematics
Why choose Mathematics A/AS Level?
'The highest form of pure thought is in mathematics.' (Plato)
Mathematics A Level will help your understanding of mathematics and mathematical processes. It can make sense of 'real world' problems and help develop your ability to analyse and refine a model that describes a real life situation. It can boost your confidence and self-esteem and give you great satisfaction when you crack a problem. Mathematics can help you communicate effectively, both with written work and through discussing concepts with others. You can acquire new IT skills through the use of graphical calculators and graphing computer packages. But perhaps most importantly, you will study an enjoyable and rewarding subject that is both relevant and useful to your life and your future career.
Your modules
Post 16 Mathematics is divided into two parts: Core and Applied.
Core Maths, to some extent, builds on topics covered in GCSE Maths including geometry with co-ordinates, sequences, trigonometry and vectors. It also introduces the new topic of calculus, which involves gradients of curves and areas under curves.
Applied Maths is divided into two areas: Statistics and Mechanics. Statistics is the study of the use of data, how to set up appropriate models for sets of data, estimating values in a population by using a sample and probability. Mechanics is the study of forces and of movement.
On your marks...
Year 12
Raw Score Max Mark
UMS
Examination
Core 1
75
100
1.5hr Non-Calc
Core 2
75
100
1.5hr Calc
Statistics 1
75
100
1.5hr Calc
Year 13
Core 3
75
100
1.5hr Calc
Core 4
75
100
1.5hr Calc
Mechanics 1
75
100
1.5hr Calc
To Put this in Perspective... overall in your A Level if you achieve an A overall and you average 90% in your A2 modules.
We follow the Edexcel ( scheme of learning. Click on the following link to access more information on the scheme of learning, formula booklet and support materials:
Who takes this course?
What skills will I learn?
All sorts of skills, relevant to your life and the other subjects that you study:
Logical reasoning
You will be able to tackle problems mathematically and analyse and refine models that you produce
Communication skills, both through written and oral explanations
IT skills will improve as you use computer software and graphical calculators
Increased responsibility for your own learning and gain a deeper understanding of mathematical problems.
What could this lead to in the future?
Mathematics is one of those subjects that can fit in with many things you may want to do in the future. It is especially vital if you want to study a Mathematics, Physics, Chemistry or Engineering based course at Higher Education.
How will this fit into my life?
Students who take Mathematics often also study from a wide range of subjects such as Geography, Biology and Business Studies and allows you to gain a non-arts/humanities qualification.
What do I do now?
Talk to your Mathematics teacher and get some advice as to whether the course could be right for you. Making an appointment to see your school careers advisor is also a good idea. |
Flash tools for teaching mathematical proof
Dr. Doug Ensley
Department of Mathematics Shippensburg State University
April 23, 2004 213 Madison Hall 10:15-11:15
Abstract
The topic of "mathematical proof" can be a tricky subject to teach in a manner which is student-centered. As part of a larger project to build technology-based tools to supplement a forthcoming discrete math textbook, we have designed exercises, available through any web-browser, for students to complete in order to strengthen their understanding of basic logic as well as reading and writing proofs. This workshop will allow participants to use the tools, discuss the pedagogical implications, and make recommendations for further development this summer. |
treat... read more
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Applied Nonstandard Analysis by Prof. Martin Davis This applications-oriented text assumes no knowledge of mathematical logic in its development of nonstandard analysis techniques and their applications to elementary real analysis and topological and Hilbert space. 1977 edition.
Topics in Number Theory, Volumes I and II by William J. LeVeque Classic 2-part work now available in a single volume. Contents range from chapters on binary quadratic forms to the Thue-Siegel-Roth Theorem and the Prime Number Theorem. Includes problems and solutions. 1956 edition.
Product Description:
treatment an ideal introduction to number systems, particularly in terms of its detailed proofs. Starting with the basic facts and notions of logic and set theory, the text offers an axiomatic presentation of the simplest structure, the system of natural numbers. It proceeds, by set-theoretic methods, to an examination of integers that covers rings and integral domains, ordered integral domains, and natural numbers and integers of an integral domain. A look at rational numbers and ordered fields follows, along with a survey of the real number system that includes considerations of least upper bounds and greatest lower bounds, convergent and Cauchy sequences, and elementary topology. Numerous exercises and several helpful appendixes supplement |
Click below to play a sample Core Video from our Praxis II Mathematics Content Knowledge (0061) Online Prep program. This particular video focuses on finding the determinant of a matrix, a concept that appears frequently on the Praxis II Mathematics test. Here we discuss several techniques for finding determinants, as well as the underlying logic you can use to help deduce the needed formulas in case you forget them.
When you purchase any of our Praxis II Mathematics Content Knowledge Online Prep programs, you'll get Core Videos like this one covering every key Algebra and Number Theory, Measurement, Geometry, Trigonometry, Functions, Calculus, Data Analysis and Statistics, Probability, Matrix Algebra, and Discrete Mathematics Praxis II Mathematics (0061) Online Prep Programs...
Below is a complete list of the Core Videos that are included in all our Praxis II Mathematics Content Knowledge Online Prep programs. These videos have been created by our industry-leading team of Teachers and Subject Matter Experts based on the official Content Specifications published for the Praxis II Mathematics: Content Knowledge (0061/5061) examNumber Systems
Properties of Real and Complex Numbers
Properties of Counting Numbers
Problem Solving
Algebraic Expressions and Equations
Systems of Equations and Inequalities
Geometric Interpretation & Algebraic Representations
Two and Three Dimensions
Standard Units and Scales
Precision, Accuracy, and Error
Approximation and Limits
Points, Lines, and Angles
Triangles
Polygons and Solids
Circles
Transformations
Trigonometric Functions
Solving Triangles
Sum Formulas
Polar Coordinates
Representations
Properties of Functions
Composition
Two Variables
Proofs
Solving Trig Equations
Solving Exponential Equations
Solving Polynomial and Rational Functions
Limits
Continuity
Derivatives
Integrals
Theorems
Sequences & Series
Organization
Data Sets
Models
Normal Distribution
Sampling
Sample Space
Conditional Probability
Simulation
Vectors and Matrices
Determinants
Matrix Arithmetic
Systems of Linear Equations
Transformations
Counting
Models
Relations and Networks
Enroll in Praxis II Mathematics C.K. Online Prep, and you can begin watching all these Core Videos right now! You'll also get instant access to a host of other great features, including Smart-STEM Virtual Tutoring Videos in which an expert tutor will discuss each question from the math section of your full-length, Praxis II Mathematics Content Knowledge |
Course Description: Functions: graphs of functions, algebra of functions, inverse functions, polynomial and rational functions, zeros and asymptotes of functions. Exponential and logarithmic functions. Trigonometry: right-angle trigonometry, trigonometric functions, graphs of trigonometric functions, trigonometric identities, inverse trig functions. Law of Sines, Law of Cosines.
Prerequisite: Acceptable placement score, or two years of high school algebra with a B or higher average grade, or a grade of C or higher in Math 110. Recommended as general education liberal studies elective course (G9).
Attendance: I
Homework: There are two big differences between a high school mathematics course and a college mathematics course: (a) the pace is about 3 times greater in college, and (b) you are expected to do most of your actual learning outside of class. As a general rule, students will need to put in about 2 hours outside of class doing problems for every hour inside the classroom. Not very many students actually do this, and not very many students do as well in their math course as they could. You want to somehow try to structure your life over the next four months so that you can perform to your ability, and this means doing lots of homework problems.
Students will often say they "drew a blank" during a test, or that they understood the problem when the teacher did it in class, but couldn't do it later on their own. Research shows that in fact these students study for an exam by glancing over the ideas but don't actually do problems. You can't say that you know how to do the problems unless you actually test yourself. The "think method" doesn't work in learning to play the piano or trumpet, and it doesn't work in learning mathematics!
As far as the specific problems I have assigned, I have pretty randomly assigned 1, 5, 9, …, i.e. every fourth problem. That way you will attempt problems from all the various categories. I think you should view these assignments as a minimum. Anytime you have trouble doing a problem, you should probably do more of that type of problem. It is human nature to avoid things we aren't good at doing, but that route will not lead to growth. You have to work hardest on your weaknesses.
I will not be collecting these homework assignments – I don't think they should be part of the grade in any formal sense – but this is where the learning actually does take place. College courses cost you money – don't short-change yourself!
Mathematics is not a spectator sport! You can't learn by watching someone else do it.
Active Learning: You should also assess your own learning. If you are having trouble with some material don't just "live with it". You can get tutoring help in the learning center, you can come see me for help, or you can form a study group and learn from each other. If you are doing the homework problems, you will also be in much better position to follow what is happening in class, or to have questions to ask in class. There is a tendency in a math class to just come and listen, figuring that if nothing is to actually be handed in that day, then there is no assignment – but this is all wrong! You only get out of a class what you put into it.
My style in the classroom is what I would call "lecture-discussion". I will entertain questions from students, I will often ask questions if only to make sure you are following as we move through the material. I will work many problems because that's how I think we actually learn the material. If you can't do the problems, then you haven't mastered the material yet.
There are a couple of techniques of "active learning" that I will employ on occasion. The "Think-Pair-Share" method is one where I ask a question, give you a bit of time to think about it, then have you discuss it with a classmate ("pair") and then discuss it in the whole class ("share"). Another thing I will do on occasion is to give a little quiz or brief problem set, just to see if you are on top of thingsGrading: I generally use a scale of 90% for an A, 87% for an AB, 80% for a B, 77% for a BC, 70% for a C, 67% for a CD, and 60% for a D. Over the semester we will probably have about 700 points possible.Disclaimer: I reserve the right to make adjustments to the schedule and the syllabus in general as we move through the course. This is a new edition of the text and it may turn out that some changes may be necessary.
Americans with Disabilities Act: If you are a person with a disability and require any auxiliary aids, services or other accommodations for this class, please see Wayne Wojciechowski in Murphy Center, Room 335 (796-3085) within ten days to discuss your accommodation needs.
I want to include taking exams in the learning center under this category; you will need a written request from Wayne Wojciechowski before I will allow you to take exams there. |
Expressions are all the bits of math you get in problems that are not actually equations on their own. A central skill for Test Day is the ability to evaluate and transform expressions into easier things. |
Search Loci: Resources:
PascGalois Abstract Algebra Classroom Resources
This collection of resources is designed to supplement a modern algebra course. They are designed to help students visualize many of the important concepts from a first semester undergraduate abstract algebra course.
PascGalois Mathematics for Elementary Education Classroom Resources
This collection of pdf files consists of fully developed lesson plans for using Pascal's Triangle and the PascGalois software for a standard course in Mathematics of Elementary Education.
PascGalois Number Theory Classroom Resources
The PascGalois project at consists of applets, stand-alone Java programs, and supporting material for classroom teaching of Abtract Algebra and Number Theory as they occur in undergraduate mathematics courses, undergraduate research projects, and mathematics courses for future teachers. A brief description of the project and representative material to be found on the PascGalois site can be read here: Introduction to the PascGalois JE Applets .
The table of contents below describes the Classroom Resources available on the site for a course in Number Theory. A direct link to an "active version" of this table of contents (i.e., with links to the relevant html or pdf file) is given at the bottom of this page. |
College Algebra : Visualizing and Determining Solutions
by HUBBARD
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This entry text is designed to follow either the combined algebra or individual elementary and intermediate algebra texts. College Algebra follows a logical "see first, then do" progression. To reinforce the concept that graphical approaches are used most effectively along with algebraic approaches, the authors present an example first under the heading Visualizing the Solution. This shows students how to depict the problem using a graphing calculator and then estimate its solution. The text then presents an algebraic solution, called Determining the Solution. |
shows examples of polynomial curves that appear in real life. The video uses animation to build a systematic description of polynomials by degree, including linear, quadratic and cubic curves. |
A full graphic novel adaptation of Lewis Carroll's classic Alice's Adventures in Wonderland. An adventurous girl falls into a rabbit hole and finds herself transformed to a bizarre, zany, and fun worldDesigned for first-year graduate students from a variety of engineering and scientific disciplines, this comprehensive textbook covers the solution of linear systems, least squares problems, eigenvalue problems, and the singular value decomposition. The author, who helped design the widely used LAPACK and ScaLAPACK linear algebra libraries, draws on this experience to present state-of-the-art techniques for these problems, including recommending which algorithms to use in various practical situations. Algorithms are derived in a mathematically illuminating way, including condition numbers and error bounds. Direct and iterative algorithms, suitable for dense and sparse matrices, are discussed. Algorithm design for modern computer architectures, where moving data is often more expensive than arithmetic operations, is discussed in detail, using LAPACK as an illustration. There are many numerical examples throughout the text and in the problems at the ends of chapters, most of which are written in MATLAB and are freely available on the Web. [via]
This textbook is a well-organized treatise on calculus. The author intuitively provides detailed and intensive explanations fulfilling beginners needs. The book is both useful as a reference and a self-taught manual of calculus.
Leonhard Euler was one of the most prolific mathematicians that have ever lived. This book examines the huge scope of mathematical areas explored and developed by Euler, which includes number theory, combinatorics, geometry, complex variables and many more. The information known to Euler over 300 years ago is discussed, and many of his advances are reconstructed. Readers will be left in no doubt about the brilliance and pervasive influence of Euler's workCollected here in one volume are some thirty-six high quality translations into English of the most important foreign-language works in mathematical logic, as well as articles and letters by Whitehead, Russell, Norbert Weiner and PostThis book is, in effect, the record of an important chapter in the history of thought. No serious student of logic or foundations of mathematics will want to be without it.-Review of MetaphysicsAn invaluable work of reference and study. The selection of contents could hardly be bettered; those of the papers which were not originally in English have been admirably translated; and the editing of the book is impeccable in every way.-New ScientistThis is an excellent selection of classical contributions to symbolic logic. The bringing together in English of so many important papers is in itself a major contribution this book will long remain a standard work, essential to the study of symbolic logic.-Library Journal [via]
More editions of From Frege to Godel 1879-1931: A Source Book in Mathematical Logic:
Almost everyoneis acquainted with plane Euclidean geometry as it is usually taught in high school. This book introduces the reader to a completely different way of looking at familiar geometrical facts. It is concerned with transformations of the plane that do not alter the shapes and sizes of geometric figures. Such transformations play a fundamental role in the group theoretic approach to geometry.
The treatment is direct and simple. The reader is introduced to new ideas and then is urged to solve problems using these ideas. The problems form an essential part of this book and the solutions are given in detail in the second half of the book. [via]
[via]
This book is a compilation of the most important and widely applicable methods for evaluating and approximating integrals. It is an indispensable time saver for engineers and scientists needing to evaluate integrals in their work. From the table of contents: - Applications of Integration - Concepts and Definitions - Exact Analytical Methods - Approximate Analytical Methods - Numerical Methods: Concepts - Numerical Methods: Techniques [via]An excellent introduction for electrical, electronics engineers and computer scientists who would like to have a good, basic understanding of the stochastic processes! This clearly written book responds to the increasing interest in the study of systems that vary in time in a random manner. It presents an introductory account of some of the important topics in the theory of the mathematical models of such systems. The selected topics are conceptually interesting and have fruitful application in various branches of science and technology. [via]
As a schoolbook figure, Isaac Newton is most often pictured sitting under an apple tree, about to discover the secrets of gravity. In this short biography, James Gleick reveals the life of a man whose contributions to science and math included far more than the laws of motion for which he is generally famous. Gleick's always-accessible style is hampered somewhat by the need to describe Newton's esoteric thinking processes. After all, the man invented calculus. But readers who stick with the book will discover the amazing story of a scientist obsessively determined to find out how things worked. Working alone, thinking alone, and experimenting alone, Newton often resorted to strange methods, as when he risked his sight to find out how the eye processed images:
.... Newton, experimental philosopher, slid a bodkin into his eye socket between eyeball and bone. He pressed with the tip until he saw 'severall white darke & coloured circles'.... Almost as recklessly, he stared with one eye at the sun, reflected in a looking glass, for as long as he could bear.
From poor beginnings, Newton rose to prominence and wealth, and Gleick uses contemporary accounts and notebooks to track the genius's arc, much as Newton tracked the paths of comets. Without a single padded sentence or useless fact, Gleick portrays a complicated man whose inspirations required no falling apples. --Therese Littleton[How do you move two matches - and only two - to new positions, so that the glass is reformed in a different position, with the cherry outside? This is one of those rare puzzles that can be solved at once if you approach is correctly, but intelligent people have been known to struggle with it for 20 minutes. The author provides the solution. The treats in this book range from Moebius bands to coin and card trickery, from finger arithmetic to the post-Ticktacktoe game of Tri-Hex80534209346 [via]
More editions of Mathematical Statistics and Data Analysis (Cram 101):
This well-respected text gives an introduction to the modern approximation techniques and explains how, why, and when the techniques can be expected to work. The authors focus on building students' intuition to help them understand why the techniques presented work in general, and why, in some situations, they fail. With a wealth of examples and exercises, the text demonstrates the relevance of numerical analysis to a variety of disciplines and provides ample practice for students. The applications chosen demonstrate concisely how numerical methods can be, and often must be, applied in real-life situations. In this edition, the presentation has been fine-tuned to make the book even more useful to the instructor and more interesting to the reader. Overall, students gain a theoretical understanding of, and a firm basis for future study of, numerical analysis and scientific computing. A more applied text with a different menu of topics is the authors' highly regarded NUMERICAL METHODS, Third EditionThe Power of Logic renders balanced coverage of informal and formal logic in concise, accurate, and lively prose, making it the most accessible introductory logic text available. The texts plentiful examples, imaginative exercises, and numerous visual aids help students develop their critical thinking skills as they put the powerful tools of logic to work. [via]
This book is based on notes from a course on set theory and metric spaces taught by Edwin Spanier, and also incorporates with his permission numerous exercises from those notes. The volume includes an Appendix that helps bridge the gap between metric and topological spaces, a Selected Bibliography, and an Index. [via]
Get all you need to know with Super Reviews! Each Super Review is packed with in-depth, student-friendly topic reviews that fully explain everything about the subject. The Statistics Super Review includes frequency distributions, numerical methods of describing data, measures of variability, probability, distributions, sampling theory, statistical inference, general linear model inferences, experimental design, the chi-square test, and time series [via]," the book tells a story of scientific discovery with separate brief entries for technical terms and explicit appendices in a section called "Beyond Plain English." [via]
More editions of The World According to Wavelets: The Story of a Mathematical Technique in the Making: |
Mathematical Application In Agriculture - 04 edition
Summary: This book teaches the many mathematical applications used in crop production, livestock production and financial management in the agriculture business, skills which are essential for success as an agriculture professional. By giving readers a solid foundation in arithmetic, applied geometry and algebra as they relate to agriculture, the material presented will help develop their ability to think through the many mathematical challenges they will face. Case studies, ...show moresample problems, charts, and graphs fully illustrate the important concepts presented.
Product Benefits:
Sample problems contain multiple operations so that students must put information together to get the desired final answer
All are real problems in agriculture, leading students to learn agricultural facts
The flexible presentation of the material lends itself to being taught in any order31.28 +$3.99 s/h
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Current page is 5.3: Euler
News
Euler
Leonhard Euler
The Euler Group is for students in 7th and 8th grades who have facility with basic algebra at a minimum. Having completed a course in pre-algebra is probably not enough preparation since Euler instructors will use basic algebra routinely without explanation. Some knowledge of geometry is helpful, but it is not presumed that students will have completed a formal course in geometry.
Though we provide these guidelines, SDMC does not assign students to classes. Younger students who meet these academic criteria and who possess the maturity to integrate successfully with older students are wecome to participate in the Euler class.
The Euler class schedule interleaves two tracks: One of these tracks offers a potpurri of classes on a variety of mathematical topics, for which there is no textbook and no homework per se. The other track offers SDMC's only longitudinal sequence of classes on a single subject area, for which there is a textbook and homework may be assigned. These two tracks alternate on the Euler class schedule; students may choose to attend one track or the other, but most students will attend both.
This year's special Euler sequence focusses on "Introduction to Counting and Probability" and will be team-taught by select SDMC student leaders. The textbook may be ordered HERE.
A couple of parent volunteers are needed each week to help supervise the Euler class. Much of the time this assistance consists of simply observing the class, monitoring for any disciplinary coaching that may be need. However, adults are sometimes needed to officiate during activites, and to supervise during the mid-morning break, when students may be outside the classroom. Besides supervision, an important responsability of parent volunteers is to police the classroom at the end of each class session, to be sure the facilities are as clean and orderly as at the outset.
The "Euler Coordinator" is a particular parent volunteer who assists SDMC in these matters. |
Hi guys! Are there any online resources to learn about the basics of square root of 65 (radical form)? I didn't really get the chance to cover the entire content as yet. This is probably why I encounter problems while solving equations.
Algebra Buster is a real treasure that can help you with Algebra 2. Since I was imperfect in Algebra 2, one of my class instructors recommended me to try the Algebra Buster and based on his advice, I looked for it online, purchased it and began using it. It was just extra ordinary. If you sincerely follow each and every example offered there on College Algebra, you would surely master the fundamentals of linear inequalities and dividing fractions within hours.
Algebra Buster truly is a masterpiece for us math students. As already said in the post above, not only does it solve questions but it also explains all the intermediary steps involved in reaching that final solution. That way you don't just get to know the final answer but also learn how to go about solving questions right from the first step till the last, and it helps a lot in preparing for exams.
Algebra Buster is a very user friendly software and is certainly worth a try. You will also find many exciting stuff there. I use it as reference software for my math problems and can say that it has made learning math more enjoyable. |
This course is a review of elementary algebra. Topics include real numbers, exponents, polynomials, equation solving and factoring.
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MATH 0099: Intermediate Algebra
4-0-4. Prerequisite: Satisfactory placement scores/MATH 0097
This course is a review of intermediate algebra. Topics include numbers, linear equations and inequalities, quadratic equations, polynomials and rational expressions and roots. Students must pass the class with a C or better and pass the statewide exit examination.
This course places quantitative skills and reasoning in the context of experiences that students will be likely to encounter. It emphasizes processing information in context from a variety of representations, understanding of both the information and the processing and understanding which conclusions can be reasonably determined. Topics covered include sets and set operations, logic, basic probability, data analysis, linear models, quadratic models and exponential and logarithmic models. This course is an alternative in area A of the core curriculum and is not intended to 1071: Mathematics I
3-0-3. Prerequisite: Satisfactory placement scores/MATH 0097
This course in practical mathematics is suitable for students in many career and certificate programs. Topics covered include a review of basic algebra, ratio and proportion, percent, graphing, consumer mathematics and the metric system.
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MATH 1111: College Algebra
3-0-3. Prerequisite: Satisfactory placement scores/MATH 0099
This course is a functional approach to algebra that incorporates the use of appropriate technology. Emphasis will be placed on the study of functions and their graphs, inequalities, and linear, quadratic, piece-wise defined, rational, polynomial, exponential and logarithmic functions. Appropriate applications will be included. This course is an alternative in Area A of the core curriculum and does 1113: Precalculus
3-0-3. Prerequisite: MATH 1111 with a grade of C or better
This course is designed to prepare students for calculus, physics and related technical subjects. Topics include an intensive study of algebraic and trigonometric functions accompanied by analytic geometry as well as DeMoivreís theorem, polar coordinates and conic sections. Appropriate technology is utilized in the instructional process.
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MATH 2008: Foundations of Numbers and Operations
3-0-3. Prerequisite: Math 1001, Math 1101, Math 1111, or Math 1113
This course is an Area F introductory mathematics course for early childhood education majors. This course will emphasize the understanding and use of the major concepts of number and operations. As a general theme, strategies of problem solving will be used and discussed in the context of various topics.
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MATH 2200: Elementary Statistics
3-0-3. Prerequisites: MATH 1001/MATH 1111
This is a basic course in statistics at a level that does not require knowledge of calculus. Statistical techniques needed for research in many different fields are presented. Course content includes descriptive statistics, probability theory, hypothesis testing, ANOVA, Chi-square, regression and correlation.
Conic sections, translation and rotation of axes, polar coordinates, parametric equations, vectors in the plane and in three-space, the cross product, cylindrical and spherical coordinates, surfaces in three-space, vector fields, line and surface integrals, Stokeís theorem, Greenís theorem and differential equations are studied in this course.
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MATH 2280: Discrete Mathematics
3-0-3. Prerequisite: MATH 1113 with a grade of C or better or permission of the instructor or permission of the academic dean. |
Understanding linear algebra?
Understanding linear algebra?
It's almost the end of the semester for my first linear algebra course. The course has been taught from a pure mathematics standpoint and I can safely say I have no intuition for the subject. There have no been no physical interpretations or even geometric extensions given in my textbook or lectures.
Am I alone in being clueless and unsatisfied? Is it always like this for the average student?
I think this is normal. Just like geometrical and physics intuition, an intuitive grasp of abstract mathematical objects is something that needs to be developed with lots of work. The unfortunate part is that most people are never given an opportunity to develop this intuition until they are thrown into their first pure math course, which could be overwhelming and turn them away. Stick with it. You may never be able to relate some things in mathematics to familiar physical or geometric concepts (although in some cases you will), but you can develop a taste for the math itself.
Some linear algebra books are written to give the student a "gentle" introduction to the subject and they concentrate on systems of linear equations, determinants and similar topics that look familiar to students of secondary school algebra. If you have such a text, it isn't unusual to have no intuition about the purpose and nature of eigenvalues, characteristic polynomials, cannonical forms. Even if you understand vectors as used in elementary physics, those topics may be inscrutable.
Linear Algebra is sometimes the first place students encounter the systematic use of mathematical logic and rigorous proofs. Part of the sensation that you feel might be a reaction to that material, which would happen in any course where "real" mathematical reasoning is introduced.
Understanding linear algebra?
My comment may not be helpful at all, but I absolutely LOVED linear algebra. If I could have majored in linear algebra as an undergrad, I would have.
I think, as with most anything, it depends on the student. I'm a very visual person with strong spatial skills...I can see the basis vectors, rotations, etc., floating around me. I'm even more comfortable with geometry than linear algebra.
But there are so many other things that just don't come as naturally to me. So, I'm good at linear algebra, but poor in other areas. You might struggle with linear algebra, but you'd surpass me in other subjects.
I find it interesting that you can kind of develop an "intuition" for linear algebra by really understanding the notion and symbols, and then the "picture" you have in your head might not be a geometric one.. but a "symbolic" one.
well, Russell did once say that the essence of a good notation is the notations ability to convey its meaning/concept (something along these lines, and it's definitely true)It appears the author has concerns about students becoming attached to their intution from two and three dimensions. He wants the students to be as comfortable in high dimensions as they are in low ones. Linear algebra is very general, which is where its power comes from. He wants to demonstrate that.
I can say, however, that I never felt hindered by my attachment to three dimensions. Whenever I tutor a student in linear algebra, I'm constantly throwing my arms around in the air pointing wildly to try and help them visualize what span, independence, etc. mean. It helps, I think.
Abstraction and generality should come later, when you can appreciate it and have a use for it. Having sat through an introductory linear algebra course (and being bored out of my mind), it was a revelation being introduced to operator theory and Hilbert space theory. That's when the theory "clicked" for me, and linear algebra suddenly became the most gorgeous branch of math.
I second the other recommendations for a different text book. One with a heavier emphasis on the geometry. Are you a math major or science major?
I did not understand much of linear algebra the first time I took it but I have since taken a few classes that uses concepts like eigenvalues and linear transformations and these concepts have more meaning when you learn how they are applied. |
ELEMENTARY TECHNICAL MATHEMATICS helps you develop the math skills so essential to your success on the job! Ewen and Nelson show you how technical mathematics is used in such careers as industrial and construction trades, electronics, agriculture, allied health, CAD/drafting, HVAC, welding, auto diesel mechanic, aviation, and others. The authors include plenty of examples and visuals to assist you with problem solving, as well as an introduction to basic algebra and easy-to-follow instructions for using a scientific calculator. Each chapter opens with useful information about a specific technical career and you can learn more about each career by going to the Book Companion Website. You'll also have access to an online tutorial you can use at your own pace to improve your skills. Need more help? A live online tutor with a copy of your textbook is just a click away |
An Introduction to the Mathematical Skills Needed to Understand
Finance and Make Better Financial Decisions
Mathematical Finance enables readers to develop the mathematical skills
needed to better understand and solve financial problems that arise in
business, from small entrepreneurial operations to large corporations,
and to also make better personal financial decisions. Despite the
availability of automated tools to perform financial calculations, the
author demonstrates that a basic grasp of the underlying mathematical
formulas and tables is essential to truly understand finance.
The book begins with an introduction to the most fundamental
mathematical concepts, including numbers, exponents, and logarithms;
mathematical progressions; and statistical measures. Next, the author
explores the mathematics of the time value of money through a discussion
of simple interest, bank discount, compound interest, and annuities.
Subsequent chapters explore the mathematical aspects of various
financial scenarios, including:
- Return and risk, along with a discussion of the Capital Asset Pricing
Model (CAPM)
- Life annuities as well as life, property, and casualty insurance
Throughout the book, numerous examples and exercises present realistic
financial scenarios that aid readers in applying their newfound
mathematical skills to devise solutions. The author does not promote the
use of financial calculators and computers, but rather guides readers
through problem solving using formulas and tables with little emphasis
on derivations and proofs.
Extensively class-tested to ensure an easy-to-follow presentation,
Mathematical Finance is an excellent book for courses in business,
economics, and mathematics of finance at the upper-undergraduate and
graduate levels. The book is also appropriate for consumers and
entrepreneurs who need to build their mathematical skills in order to
better understand financial problems and make better financial choices |
Even though the problems in the homework are oftentimes proofs or deal with theory, Dr. Fan devotes the vast majority of his lectures to concrete examples, leaving the student with the task of determining why he can make the move he just did. Paired with a less than stellar textbook, and you have a truly winning combination.
Dr Fan is a really nice guy, use his office hour times, he helps you out a lot on the test. His class is pretty hard, but if you put the effort and time in to show Dr. Fan your effort, he will greatly reward you.
I take his calculus class MATH 10283. He is a nice, funny, and kind guy. He is really care about his student. He usually delay the deadline for homework when most of student struggle with that. Most of my class get A! Deffitely take his class! Ask him when you need help.
If you have never taken calculus before or are not a math person, DO NOT take Dr. Fan. He does not explain well or know how to teach the material and is hard to understand because of his accent. He is willing to work with you outside of class, but don't expect to be any less confused once you do.
The textbook is only used for one page and all the homework is online. Hard to understand what he is saying and does not explain topics clearly, says to "use your intuition" instead of providing equations. I made straight As in math in high school, struggled and was shocked that I earned a B in this class.
dr. fan is the worst teacher i have ever had. his topics class should've been way less complicated than he made it out to be. not to be rude, but his accent makes it even harder...try to avoid him at all costs. i spent so much money on a tutor, and only to barely pass the class after i chose to take it pass/fail.
Professor Fan is hard to understand and seems to twist everything to a weird dimension that not even friends in higher level math could understand. He also refused to cut any slack on my part when I had a death in the family which resulted in me failing his final and getting a C+ in the class. Take Kathy Coleman instead.
TOPICS IN MATH - not a fun class to go to. hard to understand what he is saying. teaches topics in hard ways to understand, gives homework every class and makes it mandatory so if you dont do it it really affects your grade. tests are SUPER hard and ALL fill in the blank so if you screw up the first step you get minus 10 points on just 1 problem!
PLEASE do NOT take his class!!! He can't comprehend that people don't know math as well as he does. He's very smart, but a BAD teacher. The upside is sometimes he tells cheesy jokes and tries to do in-class activities. So if you are stuck with this teacher, GOOD LUCK.
The class in general is very easy if you like math. All I did was sit and doodle. It was more like a refresher for me. If you're bad at math he's really awful at explaining things. He has a thick accent and only one way of explaining things. He does take attendance and it does effect your grade.
He was very hard to understand and did not know how to teach. He would often yell at students who were taking notes. He would say "Pay attention to me! Use your INTUSION!" (attempt @ saying intuition?) He would refuse to give formulas and insisted that we use our INTUSION to figure it out. I had to teach myself from the book to pass.
Don't take math from Mr.Fan! He is a horrible teacher and his english is very hard to understand. If you want any help out of him you have to stalk his office all the time to actually get some help, and is also impatient when he is trying to help you one on one. I would suggest if you are taking topics of mathematics to take from another teacher.
Quite honestly the worst teacher I've ever taken. His tests are insanely difficult if you follow his reviews (which basically means his reviews are utterly useless). He's difficult to understand and most of the class time is spent trying to figure out how to do the homework from the previous day. Don't take him even if you want a challenge.
Mr. Fan is so funny and very cute! His English kept me entertained through the whole semester. He definitely has a spunky personality. I've never made good grades in math and I got a B. He explained things creatively which I appreciate. I spent a lot of time outside class reteaching myself in ways I'd best remember the subjects. Fun teacher! |
Purchasing Options
Features
Offers an accessible introduction to Fourier analysis designed to give engineers and scientists a practical understanding
Provides a mathematically solid development of the material so readers can fully comprehend the fundamental principles and use the results and formulas with confidence
Presents a new, extended generalized theory based on the author's own research
Supplies a ready reference for the most general results and formulas
Includes numerous illustrations and exercises
Summary
Fourier analysis is one of the most useful and widely employed sets of tools for the engineer, the scientist, and the applied mathematician. As such, students and practitioners in these disciplines need a practical and mathematically solid introduction to its principles. They need straightforward verifications of its results and formulas, and they need clear indications of the limitations of those results and formulas.
Principles of Fourier Analysis furnishes all this and more. It provides a comprehensive overview of the mathematical theory of Fourier analysis, including the development of Fourier series, "classical" Fourier transforms, generalized Fourier transforms and analysis, and the discrete theory. Much of the author's development is strikingly different from typical presentations. His approach to defining the classical Fourier transform results in a much cleaner, more coherent theory that leads naturally to a starting point for the generalized theory. He also introduces a new generalized theory based on the use of Gaussian test functions that yields an even more general -yet simpler -theory than usually presented.
Principles of Fourier Analysis stimulates the appreciation and understanding of the fundamental concepts and serves both beginning students who have seen little or no Fourier analysis as well as the more advanced students who need a deeper understanding. Insightful, non-rigorous derivations motivate much of the material, and thought-provoking examples illustrate what can go wrong when formulas are misused. With clear, engaging exposition, readers develop the ability to intelligently handle the more sophisticated mathematics that Fourier analysis ultimately requires.
Table of Contents
PRELIMINARIES The Starting Point Basic Terminology, Notation, and Conventions Basic Analysis I: Continuity and Smoothness Basic Analysis II: Integration and Infinite Series Symmetry and Periodicity Elementary Complex Analysis Functions of Several Variables FOURIER SERIES Heuristic Derivation of the Fourier Series Formulas The Trigonometric Fourier Series Fourier Series over Finite Intervals (Sine and Cosine Series) Inner Products, Norms, and Orthogonality The Complex Exponential Fourier Series Convergence and Fourier's Conjecture Convergence and Fourier's Conjecture: The Proofs Derivatives and Integrals of Fourier Series Applications CLASSICAL FOURIER TRANSFORMS Heuristic Derivation of the Classical Fourier Transform Integrals on Infinite Intervals The Fourier Integral Transforms Classical Fourier Transforms and Classically Transformable Functions Some Elementary Identities: Translation, Scaling, and Conjugation Differentiation and Fourier Transforms Gaussians and Other Very Rapidly Decreasing Functions Convolution and Transforms of Products Correlation, Square-Integrable Functions, and the Fundamental Identity of Fourier Analysis Identity Sequences Generalizing the Classical Theory: A Naive Approach Fourier Analysis in the Analysis of Systems Gaussians as Test Functions, and Proofs of Some Important Theorems GENERALIZED FUNCTIONS AND FOURIER TRANSFORMS A Starting Point for the Generalized Theory Gaussian Test Functions Generalized Functions Sequences and Series of Generalized Functions Basic Transforms of Generalized Fourier Analysis Generalized Products, Convolutions, and Definite Integrals Periodic Functions and Regular Arrays General Solutions to Simple Equations and the Pole Functions THE DISCRETE THEORY Periodic, Regular Arrays Sampling and the Discrete Fourier Transform APPENDICES |
Introductory Algebra for College Students 3rd Edition
0130328391
9780130328397 experience in algebra and for those who need a review of basic algebraic concepts.The goal of the Blitzer Algebra series is to provide students with a strong foundation in Algebra. Each text is designed to develop students' critical thinking and problem-solving capabilities and prepare students for subsequent Algebra courses as well as "service" math courses. Topics are presented in an interesting and inviting format, incorporating real world sourced data and encouraging modeling and problem-solving. «Show less... Show more»
Rent Introductory Algebra for College Students 3rd Edition today, or search our site for other Blitzer |
Logarithmic functions. - Mathematics
objective:On completion of this lesson the student will be able to define basic logarithmic functions and describe the relationship between logarithms and exponents including graph logarithmic functions. The student will understand the relationship between logarit
getting started:
Step 1 PRACTICE
Assess your current knowledge of the chosen topic!
Step 2 TUTORIAL
Consolidate your current knowledge of the chosen topic with a Teacher presented tutorial.
Step 3 EXAM
Test your retention of the mathematics material with the exam.
ASSIGNMENT SHEETS
Print out and complete the assignment sheet to further your knowledge on the material, it's easy.
Your Score:
Mastery Score:
Topic:
Title:
Questions:
Total:
Correct:
Incorrect answers:
To review your incorrect answers:
Click on any of the question numbers displayed in the incorrect answer box.
All early levels
of mathematics contain printable worksheets which are
an addition to the interactive computer lesson. Printable worksheets
offers your child continuing development of their written
skills as well as formulating answers for exercises related to
the selected topic. Parents have the option to print
out or review the answers for the selected worksheets. |
8th Grade Algebra I - Mrs. Loch
Welcome to my website which is designed to inform you of the procedures, events, and learning activities for the 2012-2013 school year.
My name is Mrs. Loch and I am the Math teacher for the 8th grade Red Team.
This year 8th grade students will gain knowledge in the areas of number sense, geometry, expressions and equations, functions, statistics and probability. This course introduces students to the fundamentals of algebraic concepts. Students will begin to explore patterns, relations, and functions. They will learn to represent and analyze mathematical situations using algebraic symbols and graphing in preparation for high school. The course will emphasize problem-solving strategies and incorporate applications to real world situations while aiding students in becoming 21st century learners.
This year we will be utilizing the "Flipped Classroom" concept. Students will watch instructional videos at home at their own pace. Class time will be spent communicating with peers and the teacher in discussions about the video, completing practice problems related to the topic, and doing interactive activities to illustrate the concept. For more information regarding the "Flipped Classroom," see "What is the Flipped Classroom?" in the document section to the right.
For valuable information regarding algebra class, assignments, or to see what we have coming up in class, please view the content below or the links listed in the "classroom pages" section to the right. |
Discovering Math: Advanced Probability DVD This program introduces and develops concepts of probability, such as discrete and continuous variables, and dependent and independent events. It also discusses various methods of determining probabilities, as well as their applications. |
GOALS
-become acquainted with historical developments in geometry
-explore the many applications of geometry in various areas of mathematics
-provide a variety of geometric concepts and tools for use in other branches of mathematics
-present Euclidean geometry as a mathematical system and as one of several geometries
-present geometry as a rich source of mathematical models
-provide informal expository developments of school geometry
-challenge the prospective teacher to consider what high school geometry could be
There will be no tests. I am asking you to keep a journal and there will be weekly problem sets. There will
also be daily exercises generated from class work or the textbook. A final project is due on final exam day.
JOURNALS
Now a few words about the journals. I have been reading lately about writing, learning, and mathematics
(see bibliography). Many people have reported the advantages of using writing, especially journals, in
their classes. Among the benefits cited were improved ability in problem solving, higher scores on tests,
and improved communication. I truly believe that one can learn better if one has to describe in writing what
one is thinking. It forces one to clarify ideas and identify areas of difficulty. I will read them and write my
comments or answers to your questions. The following scale will be used:
+ : exceptionally good entry
û : satisfactory
_ : less than what I expect
PROJECT
Each student is required to prepare a term project to be presented as a science_fair type exhibit.
Purposes of the project are:
1. to gain experience in researching a mathematics topic;
2. to become familiar with reference sources in mathematics;
3. to become an expert in some topic in geometry;
4. to gain experience in presenting information effectively to others, and
5. to have fun!
Projects will be judged on both mathematical content and quality of presentation. Be prepared to answer
questions when you present your project. Consult your text, pages 383-399, for project ideas. You must
clear your choice of topics with me and have a topic selected by spring break.
NOTES TO THE STUDENTS
I will try to challenge you with interesting and relevant problems. The British philosopher and
mathematician Bertrand Russell once said, "Most people would rather die than think_and most do!"
Thinking is a dynamic process. To be a critical thinker you need to be truthful, open_minded, empathetic,
questioning, active, autonomous, rational, self_critical, and flexible. You should be able to analyze and
solve problems effectively; generate, test, and organize ideas; form, relate and apply concepts; construct
and evaluate arguments; explore issues from multiple perspectives; reason analytically with concepts,
relationships, and abstract properties; develop evidence and reason to support views; exchange ideas
with others in a systematic fashion; apply knowledge to new situations; and become aware of your own
thinking processes in order to monitor and direct it.
Some of you may have had mathematics courses that were based on the transmission, or absorption, view
of teaching and learning. In this view, students passively "absorb" mathematical structures invented by
others and recorded in texts or known by authoritative adults. Teaching consists of transmitting sets of
established facts, skills, and concepts to students. I do not accept this view. I am a constructivist.
Constructivists believe that knowledge is actively created or invented by the person, not passively
received from the environment. No one true reality exists, only individual interpretations of the world.
These interpretations are shaped by experience and social interactions. Thus, learning mathematics
should be thought of as a process, of adapting to and organizing one's quantitative world, not discovering
preexisting ideas imposed by others.
Consequently, I have three goals when I teach. The first is to help you develop mathematical structures
that are more complex, abstract, and powerful than the ones you currently possess so that you will be
capable of solving a wide variety of meaningful problems. The second is to help you become autonomous
and self_motivated in your mathematical activities. You will not "get" mathematics from me but from your
own explorations, thinking, reflecting, and participation in discussions. As independent students you will
see your responsibility is to make sense of, and communicate about, mathematics. Hopefully you will see
mathematics as an open-ended, creative activity and not a rigid collection of recipes. And the last is to help
you become a skeptical student who looks for evidence, example, counterexample and proof, not simply
because school exercises demand it, but because of an internalized compulsion to know and to
understand.
This is not to imply that you should work alone. Research has shown that students learn better if they work
cooperatively in small groups to solve problems and learn to argue convincingly for their approach among
conflicting ideas and methods. You will have several opportunities to work together in class on problems.
Another bit of research points to the value of working together on homework. In the 1970s, Uri Treisman,
a mathematician at the University of California at Berkeley began an extensive study to determine why
students did poorly in calculus. Currently about 40_50% of those who start calculus do not finish.
Professor Treisman found that students who did homework in groups were far more likely to do well than
students who worked alone. He observed students who worked in groups of three or more. One student
would get an answer that was wrong; a second student would find the error and correct it. The process
was repeated continually with the result that virtually all the students in the group understood how to
approach the problem under discussion correctly. For students who worked alone, misconceptions went
unchallenged. This led to a downward spiral of frustration and self_doubt. So I encourage you to work
together on homework.
AMERICANS WITH DISABILITIES ACT
If you are a person with a disability and require any auxiliary aids, services or other accommodations for this
class, please see me and Wayne Wojciechowski, The Americans With Disabilities Act Coordinator (MC 320
_ 796_3085) within ten days to discuss your accommodation needs. |
MATLAB is a high-performance, interactive numeric computation and visualization environment that combines the advantages of hundreds of packaged advanced math and graphics functions with high-level language. Because the flexible MATLAB language is matrix-oriented, it is the natural language for technical problem solving, allowing you to customize and extend MATLAB and add new functions as needed. MATLAB handles numerical calculations and high-quality graphics, provides a convenient interface to built-in state-of-the-art subroutine libraries, and incorporates a high-level programming language. MATLAB is the natural environment for analysis, algorithm prototyping, and application development. MATLAB is now the international standard for high level mathematical computing. Industry and academia worldwide are utilizing the powerful features that MATLAB offers in a wide range of application areas.
I have included a PDF file on a brief introduction to MATLAB and SIMULINK. You can view this file on Acrobat. A folder containing M-file examples is also available for download. |
Journal of Online Mathematics and its Applications
Derivative Plotter
by Barbara Kaskosz
Description
This mathlet provides an interactive and visually engaging way for students to explore the geometric relationship between the graph of a function and the graph of its derivative. The mathlet may help students to develop a sense of the shape of the graph of the derivative, given the graph of a function. It also gives students an opportunity to practice graphing derivatives on their own.
In its Demo Examples mode, the mathlet displays a variety of examples of graphs of functions f(x). The user is encouraged to sketch with the mouse the graph of the derivative f '(x) in the same window. The real graph of the derivative f '(x) can then be displayed by dragging a slider, so students can evaluate their own graphs. As the slider is being dragged, a piece of the tangent line to the graph of the function f(x) and the value of its slope are being displayed dynamically to show the relationship between the slope of the tangent line and the corresponding value of the derivative.
The User Defined Function mode allows the user to enter a formula for a function f(x) in simple syntax, basically the same as that used by most graphing calculators. The user can choose the x- and y-ranges as well. After entering the data and clicking a button, the graph of f(x) appears. Again, the user is encouraged to sketch the derivative f '(x), and the actual derivative f '(x) is displayed by dragging the slider.
Suggested Uses
For classroom demonstrations with a computer projector
For discussions with students in smaller groups in a laboratory setting
For independent exploration by students
Software Specifications
The mathlet will run on any machine with a generic browser as long as it has Flash Player 6 or higher. The free and small (668KB) Player can be easily downloaded and installed from the Macromedia site -- click on the button at the right. Netscape 6 or higher usually comes with the Player ready to use. |
Take the Lead with Fast Track Calculus
Important Dates for 2013
What is Fast-Track Calculus?
Fast-Track Calculus is an intensive five-week course intended for outstanding students who have had one year of calculus and analytic geometry in high school. In these five weeks, Fast-Track students review differential and integral calculus, cover all of multivariable calculus, and become familiar with the computer implementation of mathematics. Successful completion of Fast-Track Calculus means that the normal 15 hours of freshman calculus is complete. The student receives 15 hours of academic credit, and is able to enter Sophomore-level mathematics courses as a freshman. |
Series Info
Learning Math: Patterns, Fractions & Algebra
Explores
2.Patterns in Context Explores the processes of finding, describing, explaining, and predicting using patterns.
3.Functions and Algorithms Covers the importance of doing and undoing in mathematics, determining when a process can or cannot be undone, using function machines to picture and undo algorithms, and the unique outputs produced by functions.
4.Proportional Reasoning Covers differentiating between additive and multiplicative processes and their effects on scale and proportionality, and interpreting graphs that represent proportional relationships or direct variation.
5.Linear Functions and Slope Explores linear relationships by looking at lines and slopes. Using computer spreadsheets, examines dynamic dependence and linear relationships and shows how to recognize linear relationships expressed in tables, equations, and graphs.
6.Solving Equations Looks at different strategies for solving equations. Topics include the different meanings attributed to the equal sign and the strengths and limitations of different models for solving equations.
7.Non-Linear Functions Explores functions and relationships with two types of non-linear functions: exponential and quadratic functions. Reveals that exponential functions are expressed in constant ratios between successive outputs and that quadratic functions have constant second differences.
8.More Non-Linear Functions Investigates more non-linear functions, focusing on cyclic and reciprocal functions. Explores situations in which more than one function may fit a particular set of data.
9.Algebraic Structure Looks at "algebraic structure" by examining the properties and processes of functions.
10.Classroom Case Studies, Grades K-2 K-2 grade band.
11.Classroom Case Studies, Grades 3-5 3-5 grade band.
12.Classroom Case Studies, Grades 6-8 6-8 grade band. |
Introduction
Teaching in the new millennium challenges teachers at all grade
levels to engage students in the meaningful learning and deeper understanding.
The fast growing graphing calculator technology with the innovative Mathematics
with Creative Designs, a Graphing Calculator Activities Workbook, is a great
help in all mathematics classes to meet these challenges. The Workbook provides
teachers a unique tool to teach mathematical concepts by creating designs on a
graphing calculator using equations of mathematical functions. The creative
design technique helps students to enhance visual thinking. It helps students to
understand and to apply Algebra and Geometry concepts in a creative and
enjoyable way. The visual illustrations inspire and motivate students in the
learning process. The Workbook encourages students to quickly see and study
graphs of functions encountered in Pre-algebra through Calculus
courses.
You
may like to display the designs created on a graphing calculator in your
classroom, encouraging students to reproduce the designs by discovering the
equations of the functions involved in the design. Get these classroom poster
designs FREE
by clicking the link Mickey below |
Intermediate Algebra : Graphs And Models - 3rd edition
Summary: The Third Edition of the Bittinger Graphs and Models series helps students succeed in algebra by emphasizing a visual understanding of concepts. This latest edition incorporates a new Visualizing the Graph feature that helps students make intuitive connections between graphs and functions without the aid of a graphing calculator.
3.1 Systems of Equations in Two Variables 3.2 Solving by Substitution or Elimination 3.3 Solving Applications: Systems of Two Equations 3.4 Systems of Equations in Three Variables 3.5 Solving Applications: Systems of Three Equations 3.6 Elimination Using Matrices 3.7 Determinants and Cramer's Rule 3.8 Business and Economics Applications
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This text is designed for a three-semester or four-quarter calculus course (math, engineering, and science majors). Calculus hasn't changed, but your students have. Today's students have been raised on immediacy and the desire for relevance, and they come to calculus with varied... |
Costs
Course Cost:
$300.00
Materials Cost:
None
Total Cost:
$300
Special Notes
State Course Code
020 and in SpanishIntroductory Algebra provides a curriculum focused on beginning algebraic concepts that prepare students for success in Algebra I. Through a "Discovery-Confirmation-Practice" based exploration of basic algebraic concepts, students are challenged to work toward a mastery of computational skills, to deepen their conceptual understanding of key ideas and solution strategies, and to extend their knowledge in a variety of problem-solving applications. Course topics include integers; the language of algebra; solving equations with addition, subtraction, multiplication, and division; fractions and decimals; measurement; exponents; solving equations with roots and powers; multi-step equations; and linear equations.
Within each Introductory Algebra lesson, students are supplied with a scaffolded note-taking guide, called a "Study Sheet," as well as a post-study "Checkup" activity, providing them the opportunity to hone their computational skills by working through a low-stakes, 10-question problem set before starting a formal assessment. Unit-level Introductory Algebra assessments include a computer-scored test and a scaffolded, teacher-scored test.
To assist students for whom language presents a barrier to learning or who are not reading at grade level, Introductory Algebra includes audio resources in both Spanish and English.
The content is based on the National Council of Teachers of Mathematics (NCTM) standards and is aligned to state standards. |
Algebra 1A/1B (P)
This two-year course develops a precise mathematical language and understanding of sets, equations, inequalities, the arithmetic of algebraic functions, real-world problems and other related concepts.
Algebra 1 (P)
Grades: 9-12 10 Credits/Year-Long
This two-semester course is the beginning course for the college preparatory sequence. It develops a precise mathematical structure through the study of sets, equations, inequalities, the arithmetic of algebraic functions, real-world problems and other related concepts. |
Newnan GeometryFactoring polynomials will appear in pretty much every chapter in this course. Without the ability to factor polynomials you will be unable to complete this course. Rational Expressions In this section we will define rational expressions and discuss adding, subtracting, multiplying and dividing them |
Advanced Algebra (M Level only)
Aims
The aim of the module is to develop the theory of finite groups up to the Sylow Theorems and to study factorisation in commutative integral domains.
Learning objectives
At the end of the module you should be able to...
Work with group actions;
Use Sylow's Theorems;
Recognise examples of various types of integral domain;
Use Euclid's algorithm in Euclidean domains.
Syllabus
Revision of basic group theory, finite abelian groups. Group actions: orbits, stabilisers. Conjugation and the class equation; conjugacy in Sn and the simplicity of An. p-groups. Orbit counting theorem and examples. Finite direct products. Sylow Theorems with proofs and applications. Non-simplicity tests and techniques for showing that certain numbers cannot be the orders of simple groups. |
Livingston, TX Geometry the integration of material from other programs such as Microsoft Word into PowerPoint. Pre-algebra begins the student's entry into higher math. In many ways it is more important than the upper level math courses |
Number of exercises
Tutoring time
Form of study
Number of places
Schedule
Part of programme
Learning outcomes
TThe overall goal is to give basic knowledge in Discrete mathematics, in particular a good knowledge in elementary combinatorics, knowledge of some abstract algebraic structure and the use of it, and a good knowledge of some selected topics in graph theory. After the course it is expected that the student will have achieved a better ability for learning, treating and applying mathematics in general. As the solution of mathematical problems is a method used to learn mathematics, it is expected that the student also will have got a better ability to solve problems in general. |
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Tips for Success in Math 3113-3118 Come to class prepared. This means with your homework ready to turn in, prepared to discuss or present the assigned problems, and having read the next section of the text. Note that we will collect homework before
Math 3118Name_This exam is open book and open notes. Calculators are allowed, but probably won't be very helpful. Correct answers without justification will receive no credit. When you're using choose notation, please explain what is being picked
Software Engineering ICSci 5801 Summer 2008 Take Home FinalThis is a take home test. You have all the time in the world. It is an open book test and you are free to use the textbook, any material handed out in class, and any other resources. Note,
Homework-5To: CC: From: Date: Re:CSci 5801, All Students All TAs Dr. Heimdahl 7/10/2008 ASW Implementation.The ProblemWe have a design for the ASW, the customer wants it, and we need to build it.The AssignmentImplement the ASW design you han
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CombiMap explanationCombiMap is a transform for mapping input features, L dimensional data space, into one dimension (mapping multi-dimensional data to a scalar value). Mathematical representation of this transform has four terms that are:CombiMap
Answer's to the Tornado QuizDark or greenish skies, wall cloud, large hail, loud roar that sounds like a freight train. 2.) 3-4 days 3.) A tornado watch means there could possibly a tornado. 4.) A tornado warning means a tornado has been spotted by
AnthemClass DiscussionECO 284 Microeconomics Dr. D. Foster Is there scarcity in Anthem? How are choices made? What? How? For whom? What is the moral contrast? What sentiment is collectivism trying to usurp? How is individualism a thre
CVEN 1317: Introduction to Civil Engineering - Homework 1 [25 pts total] On a separate sheet, answer the following based on class web notes or links (http:/ceae.colorado.edu/~silverst/cven1317/). Your assignment should be typed/printed (1 point for f
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AREN 2110: Thermodynamics Midterm 2 Fall 2005_ NameTest is open book and notes. Answer all questions and sign honor code statement: I have neither given nor received unauthorized assistance during this exam. Signed__Remember to show your work
AREN 2110: In class exercises 1st Law 1. 7.2 MJ of work is put into a gas at 1 MPa and 150 C while heat is removed at the rate of 1.5 kw. What is the change in internal energy of the gas after one hour? a. 5.7 MJ b. 1.8 MJ c. 8.7 MJ d. 13 MJ 2. One k
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DPD Portfolio Evaluation Format Includes the necessary components in the following order (12 points): Cover sheet in outer `pocket' of the binder. Title page (same as cover sheet) Table of Contents Current resumeFCS 4150Professional goals within |
Just the facts (and figures) to understanding algebra.
The Complete Idiot's Guide® to Algebra has been updated to include easier-to-read graphs and additional practice problems. It covers variationsof standard problems that will assist students with their algebra courses, along with all the basic concepts, including linear equations and inequalities,... more...
Students no longer have anything to fear: The Complete Idiot's Guide to Calculus, Second Edition is here. Like its predecessor, it was created with an audience of students working toward a non-science related degree in mind. A non-intimidating, easy-to-understand textbook companion, this new edition has more explanatory graphs and illustrations and... more...
Most math and science study guides are a reflection of the college professors who write them-dry, difficult, and pretentious.
The Humongous Book of Trigonometry Problems is the exception. Author Mike Kelley has taken what appears to be a typical t more...
From the author of the highly successful The Complete Idiot's Guide to Calculus comes the perfect book for high school and college students. Following a standard algebra curriculum, it will teach students the basics so that they can make sense of their textbooks and get through algebra class with flying colorsCliffsQuickReview course guides cover the essentials of your toughest classes. You're sure to get a firm grip on core concepts and key material and be ready for the test with this guide at your side. Whether you're new to functions, analytic geometry, and matrices or just brushing up on those topics, CliffsQuickReview Precalculus can help. This guide |
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Introduction to Real AnalysisIntroduction to Real Analysis Book Description
This text provides the fundamental concepts and techniques of real analysis for students in all of these areas. It helps one develop the ability to think deductively, analyse mathematical situations and extend ideas to a new context. Like the first three editions, this edition maintains the same spirit and user-friendly approach with addition examples and expansion on Logical Operations and Set Theory. There is also content revision in the following areas: introducing point-set topology before discussing continuity, including a more thorough discussion of limsup and limimf, covering series directly following sequences, adding coverage of Lebesgue Integral and the construction of the reals, and drawing student attention to possible applications wherever possible.
Popular Searches
The book Introduction to Real Analysis by Robert G Bartle, Donald R Sherbert
(author) is published or distributed by John Wiley & Sons [0471433314, 9780471433316].
This particular edition was published on or around 2011-1-18 date.
Introduction to Real Analysis has Hardcover binding and this format has 402 number of pages of content for use.
The printed edition number of this book is 4.
This book by Robert G Bartle, Donald R Sher |
It is a math tutoring/teaching software program. I currently give away the Windows edition for free on...app for math tutors and homeschoolers, and add a little more functionality to it than it has in the Windows...com/Product/Mathmathematical algorithms and models that establish relevance of terms and documents to each other. The work will...various algorithms related to content analysis and parsing and categorization. It is not a typical project
...split. The prediction of each whole frame is based on the previous frame. Implement a procedure that accepts...block prediction, calculate the error block as the difference between the original block and the predicted |
More About
This Textbook
Overview
Widely acclaimed algebra text. This book is designed to give the reader insight into the power and beauty that accrues from a rich interplay between different areas of mathematics. The book carefully develops the theory of different algebraic structures, beginning from basic definitions to some in-depth results, using numerous examples and exercises to aid the reader's understanding. In this way, readers gain an appreciation for how mathematical structures and their interplay lead to powerful results and insights in a number of different 23, 2013
Excellent book
One of the best Algebra books I have used.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted December 1, 2005
Best General Algebra Book
This is simply the best book to learn abstract algebra from. It has really outstanding chapters on group, ring and field theory, but this is not all: linear algebra, commutative algebra and some graduate topics like representation theory, algebraic geometry and homological algebra are presented in a way that is very well suited for self study: lots of motivation, good examples and good exercises. This book is the unique reference for algebra in the qualifying exam syllabus of the math phd program at Harvard University: check their homepage. I think there is not much left to say!
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged. |
More About
This Textbook
Overview
This book introduces the reader to modern algebraic geometry. It presents Grothendieck's technically demanding language of schemes that is the basis of the most important developments in the last fifty years within this area. A systematic treatment and motivation of the theory is emphasized, using concrete examples to illustrate its usefulness. Several examples from the realm of Hilbert modular surfaces and of determinantal varieties are used methodically to discuss the covered techniques. Thus the reader experiences that the further development of the theory yields an ever better understanding of these fascinating objects. The text is complemented by many exercises that serve to check the comprehension of the text, treat further examples, or give an outlook on further results. The volume at hand is an introduction to schemes. To get startet, it requires only basic knowledge in abstract algebra and topology. Essential facts from commutative algebra are assembled in an appendix. It will be complemented by a second volume on the cohomology of schemes |
Self-learning Trig? calculus?
You can learn pre-calculus math(algebra, trigonometry, etc.) from online sources. Try this site out: , continue through the topics until you understand everything there. I would say you need a good knowledge of the following: Trigonometry(sin, cos, tan, identities, etc.), exponents and exponential functions, logarithms and logarithmic functions, functions(of course), conic sections(ellipse, hyperbola, and parabola), sequences and infinite series, and so on.
Self-learning Trig? calculus?
Don't read the notes, they are short and brief, and are meant to be read after a book or supplement formal teaching. Mostly in calculus you should be good with manipulating equations and knowing the unit circle. You can probably even understand limits and derivatives now. Don't be afraid to jump into something.
Some people were saying to not worry about learning all this now. It is better to approach physics from a calculus perspective and will make you better with physics. The other way can be done too, just not as effective. |
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Algebra in changelogs
Armadillo is a C++ linear algebra library (matrix maths) aiming towards a good balance between speed and ease of use. The syntax is deliberately similar to Matlab. Integer, floating point and complex numbers are supported, as well as ...
Armadillo is an open-source C++ linear algebra library (matrix maths) aiming towards a good balance between speed and ease of use. The syntax is deliberately similar to Matlab. Integer, floating point and complex numbers are supported, ...
Armadillo is an open-source C++ linear algebra library (matrix maths) aiming towards a good balance between speed and ease of use. Integer, floating point and complex numbers are supported, as well as a subset of trigonometric and statisti ... |
Not the item shown! Do not purchase! The calculator they ship under this item number is not the view screen calculator. Depends on what you need a calculator for If you are in grades 4-8 this is a wonderful calculator to explore and formalize your understanding of the m...
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Important Information
Copyright 2005 Texas Instruments Incorporated. Microsoft and Windows are trademarks of their owners.
Contents
Important Information.. ii
TI-Navigator for the TI-73 Explorer..1
TI-Navigator System Components... 1 TI-Navigator System Requirements. 2 Getting started... 3 Setting up your computer.. 3 Setting up the TI-Navigator hardware.. 3 Setting up your calculators.. 3 Determining the operating system version.. 4 Updating the operating system.. 4 Verifying memory space.. 5 Saving applications to your computer.. 6 Deleting applications from the calculator.. 8 Transferring TI-Navigator applications to the calculator.... 8 TI-Navigator 2.2 CD.. 11 Frequently-asked questions... 12 What is different when using TI-Navigator with the TI-73 Explorer?... 12 Activity Center notes... 12 LearningCheck Creator and Class Analysis notes. 13 Texas Instruments Support and Service.. 17 For general information.. 17 For technical support.. 17 For TI-Navigator technical questions.. 17 For product (hardware) service.. 17 Privacy Policy... 17
TI-Navigator for the TI-73 Explorer
Welcome to TI-Navigator for the TI-73 Explorer! The TI-Navigator classroom learning system provides the hardware and software tools you need to set up a wireless classroom network. TI-Navigator lets you: Create and manage classes on the classroom network. Transfer files between your computer or calculator and your students calculators. Monitor your students with screen captures and polling. Perform various interactive activities with your students to enhance your lessons. Use different tools to create, distribute, and analyze educational content. Install TI Graphing Calculator Applications (Apps) on your students calculators.
The TI-Navigator classroom learning system can help you: Assess student understanding. Verify that students are on task. Use classroom results to engage students. Get immediate feedback from your students to promote student achievement.
TI-Navigator System Components
The system is composed of two parts, hardware and software. The hardware creates a wireless communications network so that your computer can communicate with your students TI graphing calculators. The software contains a number of tools to enhance your classroom, including: Activity Center. Lets you run interactive activities with your classes involving lists, graphs, points, and equations. Quick Poll. Lets you send polls to your students, receive the students responses to the polls, and review the poll results with your students. Screen Capture. Lets you capture your students calculator screens.
Class Analysis. Lets you create, distribute, and analyze educational content. App Transfer. Lets you transfer TI Graphing Calculator Applications (Apps) to students calculators. Transfer tools. Multiple tools that let you send, collect, and delete data files on your students calculators.
TI-Navigator software has two main components that make it work: TI-Navigator computer software. The TI-Navigator computer software contains the tools and options you need to run your wireless classroom network. TI-Navigator calculator software. The TI-Navigator calculator software contains the tools you and your students need to exchange information with each other through the TI-Navigator network.
This guide provides basic information about TI-Navigator software, including information on both the computer software and the calculator software. For information about the TI-Navigator hardware, refer to the Installation Guide or the Getting Started poster included in the TI-Navigator packaging.
TI-Navigator System Requirements
Windows XP Professional with Service Pack 1 or Service Pack 2 installed or Windows 2000 with Service Pack 4 installed 700 MHz Pentium-compatible CPU (1.2 GHz recommended) Video adapter set at 1024 x 768 screen resolution 256 MB RAM Approximately 350 MB of available hard-disk space (to install TI Connect, TI- Navigator, Network Manager, Class Analysis, and LearningCheck Creator) CD-ROM drive Available Ethernet or USB port on the computer Internet Explorer version 5.5 or higher (installed and operational)
Getting started
This guide is designed to get you up and running quickly with TI-Navigator for the TI-73 Explorer. You will use the Getting Started poster to install the software on your computer and set up the network. You will use this guide to update the software on your TI-73 Explorer calculators. You should keep this guide as a reference to the exceptions from the other documentation that are unique to the TI-73 Explorer.
There are several other tools available to help you learn to set up and use the TI-Navigator system: The Getting Started postera short version of the setup process with fewer details. The Installation Guide (provided in both printed and PDF formats) complete setup details, troubleshooting, and technical information. Online HelpAfter you install the TI-Navigator software on your computer, you can access Online Help from the Help menu. The TI-Navigator Reference Guide, a printed version of the Help.
The process of unpacking the equipment, setting up the hardware, and installing the software will probably require about two hours of your time.
Setting up your computer
Use the Installation Guide or the Getting Started Poster in the TI-Navigator packaging to install the TI-Navigator software on your computer. You must install the software on your computer before setting up your calculators, as you will need to transfer software from the computer to your calculators.
Setting up the TI-Navigator hardware
Use the Installation Guide or the Getting Started Poster in the TI-Navigator packaging to set up the TI-Navigator hardware.
Setting up your calculators
Use this guide to complete the initial set up of your calculators. You must install the software and hardware on your computer before setting up your calculators.
Before installing TI-Navigator on your TI-73 Explorer, you must verify that you have: Operating System (OS) 1.80 or higher Enough memory to store the required applications.
Determining the operating system version
To determine which version of the operating system is installed on your TI-73 Explorer: 1. On your calculator, press -. The memory menu opens.
Select 1: About. The About screen opens. If the OS version displayed is 1.80 or higher, proceed to the steps for verifying memory space. If the OS version is not 1.80 or higher, follow the steps below to update the OS on your calculator.
Updating the operating system
If the operating system on your calculator is not version 1.80 or higher, you can use TI Connect software to transfer an updated OS file from your computer to your calculator. Both TI Connect and the TI-73 Explorer OS file are included on the TI-Navigator CD. 1. 2. 3. 4. Insert the TI-Navigator CD in your computers CD-ROM drive. The menu to the CD opens automatically. Click the Calculator Software link and navigate to OS software for the TI-73 Explorer. Connect the TI-73 Explorer to your computers USB port using the USB Silver Edition cable. Drag and drop the TI-73 OS.73u file onto the TI Connect icon on your desktop.
The operating system transfers to your calculator.
Note: You can transfer any file, not just the OS, to the calculator using this method.
Verifying memory space
Before installing TI-Navigator applications, you must verify that you have enough free memory space on your TI-73 Explorer. Applications on the device take up blocks of memory called "application slots. The bigger the application, the more slots it will require. The TI-Navigator applications (LearnChk, NavNet, AlgACS, navstk) require a total of five application slots. The TI-73 Explorer has a total of eight application slots. 1. On your calculator, press [-. The memory screen opens.
Select 3: Check APPs.
The calculator displays how many slots are free, and how many slots each of the existing apps require.
If there are five or more free slots, proceed to the steps for transferring applications to your calculator. If there are fewer than five free slots, you must remove applications from your calculator to make space for the required TI-Navigator applications. You can save the applications you remove to your computer, or delete them.
Saving applications to your computer
If you need to remove an application to make space on your calculator, you can save a copy on your computer, for use at a later date. 1. Double-click on the TI Connect icon. The TI Connect software opens.
Click the Device Explorer icon.
If prompted, select the TI-73 device and click Select.
The Device Explorer window opens.
6 TI-Navigator for the TI-73 Explorer
The Device Explorer window displays a tree view of the files on your calculator. 4. 5. Expand the Applications directory to see the applications that are installed on your calculator. Drag the application you want to save from the Device Explorer window, and drop it onto your desktop or open Windows Explorer and drop it into a directory.
When you drop the application file onto a location on your computer, a transfer status screen displays.
When the transfer is complete, the application will be saved with a.73k file extension in the location you selected when dropping the file.
TI-Navigator for the TI-73 Explorer 7
Deleting applications from the calculator
Until you have TI-Navigator installed and configured, you must perform these steps for each calculator on an individual basis. Once TI-Navigator is installed and configured, you can delete applications from all of the calculators in a class set using the network. 1. 2. To remove an application, press [- to open the memory screen. Select 4: Delete. A list of file categories displays on the screen. 3. Select 8: APPs. A list of Apps installed on the calculators opens.
Select the App you want to delete and press b.
Transferring TI-Navigator applications to the calculator
Once you have cleared an adequate number of memory slots for all your calculators, you are ready to transfer the applications to an entire set of calculators at one time using the TI-Navigator software on your computer. 1. Start the TI-Navigator software by double clicking on the TI-Navigator icon on your computers desktop.
When you first open the TI-Navigator software, it asks if you want to create classes.
You do not have to create a class to transfer applications. Refer to the "Creating a Class and Adding Students" video and tour in the Tour and Lesson section of the TI-Navigator CD for more information about setting up your classes. 2. Click No to continue to transfer applications. The TI-Navigator home screen opens. 3. Make sure your network is available and connect the calculators to the hubs (refer to the Getting Started poster or the Installation Guide for detailed information).
Select the Tools Tab and click on the Apps Transfer Tool. The four applications that you need to send to the calculators (LearnCheck, NavNet, qAlgACT and qnavstk) are already loaded and ready to transfer.
If you do not see the four applications listed, they can be added to the list by clicking on the Add Application button and selecting the app files from the C:\Program Files\TI Education\TI-Navigator directory. The four application files to select are: navnet.73k, algact.73k, navstk.73k, LearnChk.73k.
Important: Make sure that TI-73 Explorer Family is the selected
Class Type.
Click Start Transfer. The App Transfer progress window opens.
Once the transfer is complete, youre ready to start using TI-Navigator! Refer to the TI-Navigator Reference Guide and online Help for everything you need to know about using the TI-Navigator classroom learning system.
TI-Navigator 2.2 CD
Keep the TI-Navigator 2.2 CD handy. It contains information to help you be successful with using TI-Navigator. You will find Videos, Tours of the Software, and Sample Lessons (with activity setting files), including: Setting up your Class Transferring Files and Monitoring Status The Activity Center Polling Screen Capture Activity Lessons Upgrading Support
Installers for other applications are located in the section of the CD called Computer Software. You will want to make sure you have the latest version of these applications: LearningCheck Creator Software StudyCards Creator Software TI Connect Software
Frequently-asked questions
What is different when using TI-Navigator with the TI-73 Explorer?
The TI-73 Explorer can perform all of the same TI-Navigator functions as the TI-84 Plus with the following exceptions.
Activity Center notes
In Activity Center, The TI-73 Explorer can submit four equations at a time, not ten. The functions available on the TI-84 Plus versus the TI-73 Explorer differ slightly. Functions that are available in Activity Center on the TI-73 Explorer include: sin( cos( tan( Arcsin( Arccos( sqrt( abs( int( ln( exp( log( rand PI
LearningCheck Creator and Class Analysis notes
Can I use LearningCheck documents created for the TI-83 Plus or TI-84 Plus? You can use any existing LearningCheck Creator.edc files with the TI-Navigator 2.2 software. There are, however, some exceptions when using LearningCheck Creator and Class Analysis with the TI-73 Explorer. These exceptions are noted below: Send to Device does not work in LearningCheck Creator (use Send to Class). To enter text, you must press - t menu on the TI-73 Explorer. The TI-73 Explorer does not support the TI keyboard. Student answers are saved in an answer file. When this answer file is collected directly from the calculator to the computer, it has a.73v extension. However, Class Analysis will only load.8xv files. When you collect an answer file from students, TI-Navigator handles the class type discrepancy by saving two versions of the students answers on the computer. One will have a.73v extension (which can be returned to a device) and one will have a.8xv extension (which can be used in Class Analysis). If you collect an answer file outside of TI-Navigator through other tools such as TI Connect, you collect only a.73v file as expected. However, you will not be able to analyze these files in Class Analysis. All text entered on the TI-73 Explorer is upper case. If you create questions that require a case-sensitive answer, correct answers may be marked incorrect. All characters in LearningCheck Creator's character palette and all characters on a standard computer keyboard will display on TI-73 Explorer in question text, section text and fill-in-the-blanks pull down. Fill-in-the-blank text supports a limited character set. You should be careful not to create a question requiring a correct answer that is impossible to create on the device. From the computer keyboard, the following characters are NOT available on the TI-73 Explorer: | (vertical pipe) ` (accent mark) \ (backward slash) ~ (tilde)
@#$& _ (underscore) ; (semi colon)
On the character palette provided by LearningCheck Creator, these are the ONLY characters also available on the TI-73 Explorer:
Why do I get a Communication Failure sometimes even though I am plugged in? If you get a failure to communicate on the calculator, it probably means that two things were trying to happen at once. For example, if you take a screen capture while someone is logging in, you may have to refresh screenshots. Simply retry on the calculator or computer. Why do some of my students miss a Force to Students? If the teacher forces a transfer and the calculator does not automatically receive the file, the file is still there waiting for the student. From the TINavigator Home screen on the NavNet App, the calculator user simply selects 3. TRANSFERS 1. AUTO SEND/RECV to request any files waiting for them. How do I do things off the network during a class session? If the calculator user is going to disconnect from the network (example: to do a CBR collection), the calculator user will need to exit NavNet before disconnecting. Not doing so will not harm the system but the user may have to login again when accessing NavNet.
Can I use TI-Navigator without the Access Points and Hubs? You can use the system with a calculator connected to the computer through the USB Silver Edition cable. This is great for trying out lessons when you are lesson planning without having the network set up. Why do I get errors in TI Connect when I have TI-Navigator open? You cannot use the USB Silver Edition cable with TI Connect software and TI-Navigator software at the same time. If you want to use TI Connect software to communicate with a calculator, TI-Navigator software must be closed. How many apps slots will TI-Navigator require? The TI-73 Explorer has eight available app slots. The TI-Navigator apps will take three of these, while LearningCheck will take an additional 2. This leaves three app slots for other applications. For example, you can fit NumberLine, Geoboard, and the CBL/CBR app in addition to the TI-Navigator applications. Can you have a mixed classroom of TI-73s and TI-83s or TI-84s? No, you need to assign each class a device type. This can either be the TI-73 Explorer or a mixed classroom of TI-83 Plus and TI-84 Pluses. Can I change the device that my class uses? No. The best way to enable a class to use a different device is to create a new class, and then copy and paste the students from the original class to the new class of a different calculator family. This will result in two identical classes -- one for the TI-73 Explorer Classroom and one for the TI-83 Plus/TI-84 Plus Classroom. Will TI-Navigator require an OS update? The TI-73 Explorer requires an OS update to run TI-Navigator. The new version is 1.80. If you do not have this version, you can download it from the TI-Navigator 2.2 CD to the TI-73 Explorer with the TI Connect software. Will the TI-Navigator functions in TI InterActive! software work with the TI-73 Explorer ? No. TI InterActive! software was not designed to work with the TI-73 Explorer.
For technical support
KnowledgeBase and education.ti.com/support support by e-mail: Phone (not toll-free): (972) 917-8324
For TI-Navigator technical questions
E-mail: Phone: [email protected] (866) TI-NAVIGATOR / (866) 846-2844Privacy Policy
Purchasers of the TI-Navigator system are asked to register with Texas Instruments. Your registration information may be used to: (1) maintain a record so warranty questions can be substantiated; (2) contact you regarding system upgrades and accessories; (3) contact you regarding user group opportunities, such as training or special promotions; (4) contact you regarding classroom use and attitudes for market research. When you supply us with registration information you will be given the option not to receive the information in question. You may unsubscribe
from any part of our information services at any time.We may provide services that allow you to e-mail the URL of a page on our site to a friend. Neither your address nor the recipient's address will be used for any other purpose. This functionality is separate from any information contained in your profile regarding any promotional e-mail you may have elected to receive. TI will not provide your personally identifying information to any third party without your consent. We do keep track of the domains from which people visit us, and we analyze this data to assess trends, statistics and customers' needs. (In the case of nonpublic items that require special TI Extranet access via X.509 certificates, viewers should be aware that personally identifying information may be used in connection with TI information security policies). We also use cookie technology to speed your access to various areas of our web site. Cookies will be used in interactions where you request something from TI: literature, CD-ROMs, technical support, seminar registrations, personalized web pages, etc. Most browsers are initially set to accept cookies. If you prefer, you can set your browser to refuse cookies. If you choose not to accept cookies, you will have to manually input user IDs and passwords to receive certain data. We reserve the right to change this policy at any time.
pendix ap
Transferring DataMate to the TI-73 Explorer
The DataMate software comes already loaded on the CBL 2. Before you use the CBL 2 for the first time, you must transfer the DataMate software to the TI-73 Explorer. To transfer DataMate to a TI-73 Explorer, follow these steps: 1. Connect the TI-73 Explorer to the CBL 2 with the I/O init-to-unit link cable. 2. Put the calculator in RECEIVE mode. a. Press 9. b. Press " to select RECEIVE c. Press b. 3. On the CBL 2, press TRANSFER. The program or App is transferred and appears in the calculators list or application list. 4. When the transfer is complete, press 25 on the calculator. Need Help? Contact Texas Instruments: [email protected] 1-800-TI-CARES
2006 Texas Instruments Incorporated
Adventures in Data Collection with the TI-73 ExplorerTM 84 |
More About
This Textbook
Overview
This new adaptation of Arfken and Weber's bestselling Mathematical Methods for Physicists, Fifth Edition, is the most comprehensive, modern, and accessible text for using mathematics to solve physics problems. Additional explanations and examples make it student-friendly and more adaptable to a course syllabus.
KEY FEATURES:
· This is a more accessible version of Arfken and Weber's blockbuster reference, Mathematical Methods for Physicists, 5th Edition
· Many more detailed, worked-out examples illustrate how to use and apply mathematical techniques to solve physics problems
· More frequent and thorough explanations help readers understand, recall, and apply the theory
· New introductions and review material provide context and extra support for key ideas
· Many more routine problems reinforce basic concepts and computations
Editorial Reviews
From the Publisher
"...achieves a comprehensive coverage of the 'essential' topics in mathematical physics at the undergraduate level...filled with enlightening examples..."
- David Hwang, University of California at Davis
"The book contains many worked out problems some of which are solved in more than one way to accommodate different learning needs and styles..."
- Amit Chakrabati, Kansas |
These web pages are provided to help high school and college/university students learn important algebra facts. In much the same way that you are assumed to know your basic multiplication facts, so also you need to know certain facts in algebra. Without having that knowledge memorized it is difficult to successfully solve many problems that involve algebra, whether that algebra is used in an algebra class, a trigonometry class, or a calculus class (or beyond). My hope is that the flashcards and learning center examples can help you learn these algebra facts, and together with what you learn from your teacher and textbook, help you become more successful in your use of algebra.
If you are a student who makes more algebra mistakes than you would like, use the flashcards to check your knowledge of algebra facts. Use the learning center pages to further explore algebra facts through examples and explanations. If something does not make sense, write to me at the email address below.
If you have suggestions for improving these pages, you may send them to the email address below. I don't guarantee to use any suggestions or material sent to me. Please note: If you send me any material, you agree that I will provide you no compensation or sharing of any revenue generated by the web site in exchange for using that material.
If you notice any serious errors on these web pages, I would appreciate hearing from you so that I may correct the problem. Please realize that reasonable people will disagree about how to explain certain concepts. In certain cases, therefore, I may not act on your advice. I may in certain cases receive or have a conflicting opinion on some aspects of these pages and will choose the approach that makes the most sense to me. Therefore, please resist the temptation to nit-pick the content of these pages. |
Video Organizer for Beginning & Intermediate Algebra, 5th Edition
This title is currently out of stock. Please check back for availability.
Description
The Video Organizer encourages students to take notes and work practice exercises while watching Elayn Martin-Gay's lecture series (available in MyMathLab® and on DVD). All content in the Video Organizer is presented in the same order as it is presented in the videos, making it easy for students to create a course notebook and build good study habits! The Video Organizer provides ample space for students to write down key definitions and rules throughout the lectures, and "Play" and "Pause" button icons prompt students to follow along with Elayn for some exercises while they try others on their own. |
Mathematics
The Library Catalog is a database of books and other resources located in the library's collection. To find resources in the library by subject, you will need a call number which is based on the Dewey Decimal or Library of Congress Classification System and leads you to the specific item on the shelf. To find the call number, use the Library Catalog. (
Basic Search
Use the Basic Search to look for an item using keyword anywhere or in a specific field (eg. title field or subject field).
To find information about a person, use the Subject tab and type the person's name (last name, first). To find information on a topic, you can use your keyword search results to identify library subject headings or you can select the Subject tab and type in a library subject heading.
Subject Headings:
Algebra
Calculus
Differential equations
Geometry
Related subjects (Narrower, Broader and See also):
Algebra Problems, exercises, etc.
Functions
Mathematics
Mathematics Study and teaching
To search for a title you have two options: 1. select title from the drop down menu (to search by title keyword) or 2. select from the drop down menu title browse, to search by exact title wording. (Skip the first word of the title if it is an article, e.g. 'a', 'an' or 'the')
To search by author,
select the Author tab, then type in the author's last name, then first name, e.g. 'Sullivan, Michael'.
Advanced Search
Advanced Search is used to combine topics, select search fields, and use other limitors to narrow a search. You may want to search for an item using part of a title and selecting the title field from the drop down menu. Another option is to search by ISBN.
2. Reference Books
Basically, there are two kinds of reference books: general resources, which are broad in scope and deal with all fields; and specialized resources, which deal with specific disciplines such as Mathematics. The titles cited below are only a representative sample of many specialized reference books that are available in the library.
Specialized Dictionaries
Dictionary of Mathematics REF 510.3 D 2
McGraw-Hill Dictionary of Mathematics REF 510.3 M 2
The Universal Book of Mathematics REF 510.3 D 3
Specialized Encyclopedias and Handbooks
CRC Concise Encyclopedia of Mathematics REF 510.3 W 1
CRC Handbook of Tables for Probability and Statistics REF 519 B 1
CRC Standard Mathematical Tables and Formulae REF 510.8 C 3
Encylopedic Dictionary of Mathematics REF 510.3 E 1 (4 vols.)
Facts on File Geometry Handbook REF 516.003 G 1
Handbook of Mathematical Tables and Formulas REF 510.8 B 3
History of Modern Science and Mathematics REF 509 H 12 (4 vols.)
Notable Twentieth-Century Scientists REF 925 N 2 (4 vols.) Use the field of specialization index in the back of volume 4 to identify mathematicians.
3. Databases and Indexes - Find Articles
To access databases from the main library page, look under "Find Articles" for Browse Databases by Name | by Subject (
Proquest Search this database of periodical articles, to find magazines, scholarly journals and other types of articles. As with the catalog, search under a variety of terms. Use specific words to narrow your search. To search for a specific phrase use quotation marks (examples: "secondary school students", "children's mathematics puzzles", "quality of education".
Science Full Text Select Full text science database of over 300 journals in a broad range of science (and math) topics. Use Advanced Search or click Browse to search by subject.
4. Resources on the World Wide Web
Math on the Web
A directory of mathematics resources from the American Mathematical Society. The selection of sites by topic is particularly useful.
Biographies of Women Mathematicians
An extensive collection of biographical information about the contributions of women to mathematics. The site can be searched or browsed alphabetically or chronologically. Profiles are compiled by students and faculty at Agnes Scott College.
MacTutor History of Mathematics Archive
Provides biographies, historical overviews of topics, the history of mathematics in different cultures, and a "famous curves" page with illustrations, formulas, and other information. Maintained by staff at the St. Andrews University (Scotland) School of Mathematics and Statistics.
The Geometry Center
The Geometry Center is a mathematics research and education center at the University of Minnesota. The site includes geometry formulas and facts, a graphics archive, and links to other geometry sites. |
Mathematics' curriculum is comprised of three tracks to meet the needs of different levels of previous preparation and achievement. The CCs are prepared for the curriculum at USMA through the use of the mathematic's program Mathematica, which is an integral part of the higher calculus prospectus.
Placement in a particular track is based on performance which is assessed from the diagnostic tests administered prior to the school year beginning, the SAT (Scholastic Aptitude Test) and ACT (American College Test), previous mathematics experience, and academic performance during the first half of the first quarter.
Math 103 - Advanced Placement (AP) Calculus
This course follows the syllabus of the College Entrance Examination Board (CEEB) as administered by the Educational Testing Services (ETS). The AP course in mathematics consists of a full academic year of work in calculus and related topics comparable to courses in colleges and universities. The AP program will follow the curriculum for AB Calculus. Prerequisites for this track are 70% or better on the initial Basic Skills Entrance Examination, exceptional previous preparation and above-average results on standardized tests. Students in this course are required to take the national Advanced Placement AB Calculus Exam. Cadet Candidates attaining a score of 4 or 5 will then have the opportunity to validate a Plebe Calculus course.
Math 102 – Pre-calculus
This course is for Cadet Candidates with an average mathematics background and diagnostic scores who need to solidify their mathematics fundamentals before they begin to study calculus. This is the course that the majority of the Cadet Candidates will take. It is a thorough review and extension of the fundamentals and applications of algebra, trigonometry, exponential and logarithmic functions as well as other pre-calculus topics. The use of technology is an integral part of the entire mathematics program. Excel and Mathematica are the software packages used for projects throughout the year and Mathematica is used extensively in the classroom.
Math 101 – Algebra/Trigonometry
This course is for Cadet Candidates with a weak mathematics background and below average diagnostic scores. It is designed so that students have more time to work on learning the fundamental algebra skills needed to be successful in higher level math courses. These skills are reviewed and practiced throughout the year as the program moves into the trigonometry section of the course. Class size is kept to a minimum to ensure that students receive as much individual attention as possible. Students are highly encouraged to take advantage of the opportunities available to obtain extra help. Technology is used throughout the year but becomes a more integral part of the course during the second semester |
On Term Exam 1. It will take place, as
scheduled, during the tutorials on Monday October 18th. You will have
an hour and 50 minutes to solve around 5 questions, with no choice
questions. The material is everything covered in class until Tuesday
October 12th (though not including Thursday October 14th), including
everything in the relevant chapters (1-5) of Spivak's book (though not
including the appendices to these chapters). Some questions will be
taken straight from class, some straight from homework, and some will
be fresh. Calculators will be allowed but will not be useful beyond
emotional support; no devices that can display text will be allowed.
Good luck!
Preparing for Term Exam 1.
Re-read your notes and make sure that you understand everything.
Re-read Spivak's chapters 1-5 and make sure that you understand everything (excluding appendices).
Make sure that you can solve every homework problem assigned or
recommended.
Take a good look at exams, sample exams and exam solutions from
previous years. (Scroll down to the bottom of this class' web site and
find the relevant links).
Read the Math 137 page on ``How to Solve
Problems'' (though remember that if there really was a problem
solving methodology that always works, mathematicians would
have been a mere technique rather than an art or a science).
Come to Derek's office hours Thursday 6-8, or to Shay's Friday
10-12, or to mine Friday 3-5, all at the
Math Aid
Centre, SS 1071.
It is much more fun to work in a group!
An often-asked question is ``Do we need to know proofs?''. The answer is
Absolutely. Proofs are often the deepest form of understanding,
and hence they are largely what this class is about. The ones I show in
class are precisely those that I think are the most important ones,
thus they are the ones you definitely need to know.
Just for fun. Stare at the expression
and prove that there are
irrational numbers and so that is rational. Can you find
specific irrational numbers and so that is
rational?
Notice that these are two questions and not one. There is some
interesting tale on the philosophy of mathematics for which this is a
prime example; have your professor tell you about it some day between
XX:00AM and XX:10AM. |
In this course, students will compare and contrast the properties of numbers and number systems, including rational and real numbers, and understand complex numbers as solutions to quadratic equations that do not have real solutions. An instructor with infectious energy and enthusiasm, Professor Terry Caliste will teach students to understand the meaning and effects of arithmetic operations with fractions, decimals, and integers. Students can actively work out problems to sharpen their own skills with the included worksheets. |
Description
From ancient to modern times, mathematics has been fundamental to the development of science, engineering, and philosophy. In this math course, students consider the questions and problems that have fascinated humans across cultures since the beginning of recorded history |
book is to provide a comprehensive introduction to the theory of distributions, by the use of solved problems. Although written for mathematicians, it can also be used by a wider audience, including engineers and physicists.
The first six chapters deal with the classical theory, with special emphasis on the concrete aspects. The reader will find many examples of distributions and learn how to work with them. At the beginning of each chapter the relevant theoretical material is briefly recalled.
The last chapter is a short introduction to a very wide and important field in analysis which can be considered as the most natural application of distributions, namely the theory of partial differential equations. It includes exercises on the classical differential operators and on fundamental solutions, hypoellipticity, analytic hypoellipticity, Sobolev spaces, local solvability, the Cauchy problem, etc. |
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The 'algebra as object' analogy: a view from school
Colloff, K. and Tennant, G.
(2011)
The 'algebra as object' analogy: a view from school.
Proceedings of the British Society for Research into the Learning of Mathematics, 31 (3).
4.
ISSN 1463-6840
Text
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Abstract/Summary
Treating algebraic symbols as objects (eg. "'a' means 'apple'") is a means of introducing elementary simplification of algebra, but causes problems further on. This current school-based research included an examination of texts still in use in the mathematics department, and interviews with mathematics teachers, year 7 pupils and then year 10 pupils asking them how they would explain, "3a + 2a = 5a" to year 7 pupils. Results included the notion that the 'algebra as object' analogy can be found in textbooks in current usage, including those recently published. Teachers knew that they were not 'supposed' to use the analogy but not always clear why, nevertheless stating methods of teaching consistent with an'algebra as object' approach. Year 7 pupils did not explicitly refer to 'algebra as object', although some of their responses could be so interpreted. In the main, year 10 pupils used 'algebra as object' to explain simplification of algebra, with some complicated attempts to get round the limitations. Further research would look to establish whether the appearance of 'algebra as object' in pupils' thinking between year 7 and 10 is consistent and, if so, where it arises. Implications also are for on-going teacher training with alternatives to introducing such simplification. |
MAT
310
- Number Theory
This is an introductory course in Number Theory. The course will explore the properties of, and the relationship between, the natural numbers, integers, rational numbers, and irrational numbers. This course will explore and prove theorems related to topics in number theory such as: Pythagorean Triples, Divisibly, The Fundamental Theorem of Arithmetic, Congruences, the Chinese Remainder Theorem, Prime numbers, Modulo arithmetic, Pell?s Equation, Diophantine's Approximation, and the Gaussian Integers. |
This well-respected text gives an introduction to the theory and application of modern numerical approximation techniques for students taking a one- or two-semester course in numerical analysis. With ...
This book presents a rigorous account of the fundamentals of numerical analysis of both ordinary and partial differential equations. The point of departure is mathematical but the exposition strives ...
* This book is an introduction to numerical analysis and intends to strike a balance between analytical rigor and the treatment of particular methods for engineering problems* Emphasizes the earlier ... |
Math 7/6 introduces new concepts your child will need for upper-level algebra and geometry. After every tenth Lesson is an Investigation -- an extensive examination of a specific math topic, discussed at length to ensure solid understanding. Math 7/6 helps improve preparation for high school math. |
This first volume, a three-part introduction to the subject, is intended for students with a beginning knowledge of mathematical analysis who are motivated to discover the ideas that shape Fourier analysis.... |
You're bundled against the Arctic chill. You're loaded with equipment. And that big white bear who's just slashed your tires has a toothache. Where is that helicopter? Norbert Rosing leads young readers into the wintry world of the dangerous polar bear, who has good reason to be angry at man's intrusions. Let this National Geographic expert show you the bears' playful side; learn how they make nests for hibernation, why their coats are so white, and how you can help to protect their environment from the effects of global warming.
If you have a TI-84 Plus Graphing Calculator, you have a powerful, sophisticated tool for advanced math. In fact, it's so sophisticated that you may not know how to take advantage of many of its features and functions. That's a good problem to have, and TI-84 Plus Graphing Calculator For Dummies is the right solution! It takes the TI-84 Plus to the next power, showing you how to:
Display numbers in normal, scientific, or engineering notations
Perform basic calculations, deal with angles, and solve equations
Create and investigate geometric figures
Graph functions, inequalities, or transformations of functions
Create stat plots and analyze statistical data
Create probability experiments like tossing coins, rolling dice, and so on
Save calculator files on your computer
Add applications to your calculator so that it can do even more
TI-84 Plus Graphing Calculator For Dummies was written by C.C. Edwards, author of TI-83 Plus Graphing Calculator For Dummies, who has a Ph.D. in mathematics and teaches on the undergraduate and graduate levels. The book doesn't delve into high math, but it does use appropriate math examples to help you delve into:
Using the Equation Solver
Using GeoMaster and its menu bar to construct lines, segments, rays, vectors, circles, polygons, perpendicular and parallel lines, and more
Creating a slide show of transformations of a graph
Using the Inequality Graphing application to enter and graph inequalities and solve linear programming problems
There's even a handy tear-out cheat sheet to remind you of important keystrokes and special menus, And since you'll quickly get comfortable with the built-in applications, there's a list of ten more you can download and install on your calculator so it can do even more! TI-84 Plus Graphing Calculator For Dummies is full of ways to increase the value of your TI–84 Plus exponentially.
Math textbooks can be as baffling as the subject they're teaching. Not anymore. The best-selling author of The Complete Idiot's Guide to Calculus has taken what appears to be a typical calculus workbook, chock full of solved calculus problems, and made legible notes in the margins, adding missing steps and simplifying solutions. Finally, everything is made perfectly clear. Students will be prepared to solve those obscure problems that were never discussed in class but always seem to find their way onto exams. --Includes 1,000 problems with comprehensive solutions --Annotated notes throughout the text clarify what's being asked in each problem and fill in missing steps --Kelley is a former award-winning calculus teacher
The updated guide to the newest graphing calculator from Texas Instruments
The TI-Nspire graphing calculator is popular among high school and college students as a valuable tool for calculus, AP calculus, and college-level algebra courses. Its use is allowed on the major college entrance exams. This book is a nuts-and-bolts guide to working with the TI-Nspire, providing everything you need to get up and running and helping you get the most out of this high-powered math tool.
Texas Instruments' TI-Nspire graphing calculator is perfect for high school and college students in advanced algebra and calculus classes as well as students taking the SAT, PSAT, and ACT exams
This fully updated guide covers all enhancements to the TI-Nspire, including the touchpad and the updated software that can be purchased along with the device
Shows how to get maximum value from this versatile math tool
With updated screenshots and examples, TI-Nspire For Dummies provides practical, hands-on instruction to help students make the most of this revolutionary graphing calculator.
TI-83 Plus Graphing Calculator For Dummies shows you how to:
Perform basic arithmetic operations
Use Zoom and panning to get the best screen display
Use all the functions in the Math menu, including the four submenus: MATH, NUM, CPS, and PRB
Use the fantastic Finance application to decide whether to lease or get a loan and buy, calculate the best interest, and more
Graph and analyze functions by tracing the graph or by creating a table of functional values, including graphing piecewise-defined and trigonometric functions
Explore and evaluate functions, including how to find the value, the zeros, the point of intersection of two functions, and more
Draw on a graph, including line segments, circles, and functions, write text on a graph, and do freehand drawing
Work with sequences, parametric equations, and polar equations
Use the Math Probability menu to evaluate permutations and combinations
Enter statistical data and graph it as a scatter plot, histogram, or box plot, calculate the median and quartiles, and more
Deal with matrices, including finding the inverse, transpose, and determinant and using matrices to solve a system of linear equations
applications you can download from the TI Web site, and most of them are free. You can choose from Advanced Finance, CellSheet, that turns your calculator into a spread sheet, NoteFolio that turns it into a word processor, Organizer that lets you schedule events, create to-do lists, save phone numbers and e-mail addresses, and more.
Get this book and discover how your TI-83 Plus Graphing Calculator can solve all kinds of problems for you.
TI-89 For Dummies is the plain-English nuts-and-bolts guide that gets you up and running on all the things your TI-89 can do, quickly and easily. This hands-on reference guides you step by step through various tasks and even shows you how to add applications to your calculator. Soon you'll have the tools you need to:
Solve equations and systems of equations
Factor polynomials
Evaluate derivatives and integrals
Graph functions, parametric equations, polar equations, and sequences
Create Stat Plots and analyze statistical data
Multiply matrices
Solve differential equations and systems of differential equations
Transfer files between two or more calculators
Save calculator files on your computer
Packed with exciting and valuable applications that you can download from the Internet and install through your computer, as well as common errors and messages with explanations and solutions, TI-89 For Dummies is the one-stop reference for all your graphing calculator questions!Most math and science study guides are a reflection of the college professors who write them-dry, difficult, and pretentious.
The Humongous Book of Trigonometry Problems is the exception. Author Mike Kelley has taken what appears to be a typical trigonometry workbook, chock full of solved problems — more than 750! — and made notes in the margins adding missing steps and simplifying concepts and solutions, so what would be baffling to students is made perfectly clear. No longer will befuddled students wonder where a particular answer came from or have to rely on trial and error to solve problems. And by learning how to interpret and solve problems as they are presented in a standard trigonometry course, students become fully prepared to solve those difficult, obscure problems that were never discussed in class but always seem to find their way onto exams.
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USING TI-83 GRAPHING CALCULATOR IN PRECALCULUS
1.0 General Information 2.0 Calculator Basics 2.1. Turning the Calculator ON/OFF 2.2. The Keyboard 2.3. Predefined Functions and Constants 2.4. The Home Screen 2.5. Adjusting the Contrast on the Screen 2.6. Selecting Items from a List or a Menu 2.7. The CATALOG Feature 2.8. Inserting and Deleting Characters 2.9. Editing and Re-executing Lines of Code 2.10. Interpreting Error Messages 2.11. Transferring Programs Between TI-83s 2.12. Executing a Program 3.0 Using the CBL System 3.1. Creating a Graph Using a Motion Detector 3.2. Matching a Graph Using a Motion Detector
4.0 Analyzing Data Collected by the CBL System 4.1. Examining the Table of Data 4.2. Viewing the Graphs 4.3. Tracing the Graphs 4.4. Zooming In 5.0 Arithmetic Operations and Expressions 5.1. Order of Operations 5.2. Entering and Evaluating an Expression 5.3. Subtraction and Negation 5.4. Implied Multiplication 5.5. Exponentiation 6.0 The MODE Key 6.1. Float/0123456789 6.2. Radian/Degree 6.3. Connected/Dot 6.4. Full/HorizontaVGraph-Table Screens 7.0 Using Variables 7.1. Real Variable Names 7.2. Assigning a Value to a Variable 7.3. Clearing a Variable 8.0 The TEST Menu 8.1. Relational Operations 8.2. Boolean Operators 9.0 The MATH Menu 9.1. Representing a Value as a Fraction 9.2. Approximating the Minimum or Maximum Value of a Function 9.3. The Absolute Value Function 9.4. The Round Function
9.5. The Greatest Integer Function 9.6. Finding the Smallest or Largest Item in a List 10.0 Representing a Function Symbolically 10.1. Storing a Function in the Y= Editor 10.2. Specifying the of Domain a Function 10.3. Selecting a Function Using the VARS Key 10.4. Evaluating a Function Stored in the Y= Editor 10.5. Creating New Functions from Old 10.6. Selecting and De-selecting Functions in the Y = Editor 11. Representing a Piecewise-Defined Function
12.0 Representing a Function Graphically 12.1. Choosing the Display Styles 12.2. Adjusting the Viewing Window 12.3. Viewing the Graph
13.0 The FORMAT Menu 13.1. GridOff/GridOn 13.2. LabeIOff/LabeIOn 14.0 The TRACE Feature 14.1. Tracing a Curve 14.2. Moving Among Curves 14.3. Evaluating a Function Using the TRACE Feature 15.0 The ZOOM Feature 15.1. ZBox 15.2. Zoom In and Zoom Out 15.3. ZStandard and ZDecimal 15.4. ZTrig 15.5. ZoomStat 15.6. ZoomFit 15.7. ZPrevious 16.0 Representing a Function as a Table 16.1. Displaying Values of a Function in a Table 16.2. Evaluating a Function Using a Table 16.3. Viewing a Table and a Graph Together 16.4. Clearing a Table 17.0 Representing a Discrete Functioniz Brondos The Adventures of Super Class Man, Yet Another Superhero DoME programmer: Help, I'm going crazy trying to keep track of our inventory! Back in the old days, it was easy because all we had to keep track of were books and CDs. Now we have v
Liz Brondos 10/28/03 Discussion Between an Angry Maintenance Programmer and his Nave Assistant Maintenance Programmer: I've been looking at this code you wrote for the application we're both working on, and, frankly. Nave Assistant: Yes? Maintenance
CSCI 250 Spring 08GOLDWEBER 3/28/08Homework 7Due Date: Wednesday, April 4, 2008. There is a possible 38 points for this homework assignment. Problem 1. (20 pts.) Draw a transition diagram for a Turing machine accepting each of the following lang
CSCI 250 Spring 08GOLDWEBER 3/10/08Study Guide #2Chapter 3 of the text in addition to all Web pages associated with the course. Push-Down Automata: Overall definition, general idea of, and how they operate: final state vs empty stack. The eq
CSCI 250 Spring 05GOLDWEBER 2/21/05Homework 4Due Date: Monday February 28, 2005. There is a possible 71 points for this homework assignment. Problem 1. (16 pts.) In each case, say what language is generated by the context-free grammar with the i
The Power Set of a Countably Infinite Set is UncountableTheorem 1 If S is a countably infinite set, 2S (the power set) is uncountably infinite. Proof: We show 2S is uncountably infinite by showing that 2N is uncountably infinite. (Given the natural
CSCI 250 Spring 06GOLDWEBER 3/13/06Homework 7Due Date: Monday, March 20, 2006. There is a possible 46 points for this homework assignment. Problem 1. (20 pts.) In each case, show using the pumping lemma that the given language is not a CFL. a) L
CSCI 250 Spring 06GOLDWEBER 3/27/06Homework 8Due Date: Friday March 31, 2006. There is a possible 38 points for this homework assignment. Problem 1. (20 pts.) Draw a transition diagram for a Turing machine accepting each of the following languag
CSCI 250 Spring 05GOLDWEBER 3/9/05Homework 6Due Date: Monday March 14, 2005. There is a possible 46 points for this homework assignment. Problem 1. (20 pts.) In each case, show using the pumping lemma that the given language is not a CFL. a) L =
CSCI 250 Spring 05GOLDWEBER 1/12/05Homework 1Due Date: Friday January 21, 2005. There is a total of 44 points for this homework assignment. Problem 1. (3 pts.) Let L be a language. It is clear from the definitions that L+ L . Under what circums
CSCI 300 Programming Languages, Fall 2005 Gary Lewandowski Exam Review Notions These questions are taken without modification from previous exams I have given. You may not be familiar with some of the languages mentioned, but you can expect the type
Presentation HW #1: Prolog1) The nature of Prolog sometimes allows for predicates to be useful in ways other than what was originally intended - by changing the order of the arguments or by replacing an explicit argument with a variable and vice ver
PROgramming in LOGicPart IIBy Forrest Pepper 12/7/07Anatomy of a Program We discussed the three main constructs of a Prolog program Facts contain a property or state a relationship between two or more objects. These are considered always true
1. What are the primary differences between certification of a company's management practices and its management systems? What is your opinion about which system would be more likely to advance the objective of sustainable forest management? Why? 2.
Quadratic Functions Revisited When we first studied quadratic functions, we saw that their graphs are always parabolas and their formulas can be expressed in standard form as y = f (x) = ax 2 + bx + c , and (sometimes) in factored form as y = f (x) =
Power Functions Two quantities are in direct proportion if one is a constant multiple of the other; alternatively, one can say that the one quantity varies directly with the other. So for instance, the volume V of a sphere is in direct proportion to
Logarithms It is not too hard to see that the inverse function of any linear function (with nonzero slope) is another linear function. Things are not as straightforward for exponential functions: the inverse of an exponential function cannot be anoth
Functions The idea of a mathematical function was only developed about 150 years ago. It has become the central concept in applied mathematics, used widely in mathematical modeling as a way to represent quantifiable phenomena. A function is a rule (o
Linear regression Data collected from measurements of real phenomena are often well-described by linear functions. However, such data is generally subject to errors or other "noise" that corrupts the measurements, so a graph of the points in the data
Arithmetic of Functions Functions with the same domain set and outputs that are measured in the same units can be added or subtracted to build new functions. [Example: p. 379, #26(a), 7] Functions with the same domain can also be combined by multiply
MATH 120 Elementary Functionse and continuous compoundingWe have seen how compound interest works; as an investment method, it is far preferable to simple interest. Simple interest investments grow linearly, since the interest payment is a certai
MATH 120 Elementary FunctionsDomain and RangeThe domain and range of a function are sometimes inferable directly from its presentation. This is particularly easy when the function is given as a table of values, or in graphical form. 1. Recall the
MATH 120 Elementary FunctionsFunctions and their representations1.Theophylline is a common asthma drug. The table below shows the drug's concentration in the bloodstream (in units of mg/L, or milligrams per liter) measured periodically after a
Answer Key1. How did the slave trade start in the first place? a. The Portuguese were the first Europeans to go to Africa for slaves, and they went there in the first place for Gold. b. They were captured during war or kidnapped during raiding parti
3. Where did most slaves come from?There are a bunch of puzzle pieces below. The red represents major areas of slave trade, the yellow, not so much slave trade. To put the pieces on the map, click, hold, and drag the pieces to about where they need
2. Why did the New World want slaves?You need to fill in the map below using information from the Slavery in America Website. To fill in the legend, just click next to the symbols and type. To fill in the map, click on the symbols next to the words
Math 391: Homework 8 (due M November 26)This is the last GRADED homework. Note it is not due until MONDAY of dead week. There will be some more reading next week and some review questions to come too. Part I: reading. Read section 4.1 again (especia
CSCI 201: Fundamentals of Computer Science (Spring 2009) Instructor: Pranava K. Jha Solution to Quiz 1Which of the following are valid/not valid as user-defined identifiers in C+? Give a reason for those that are not valid identifiers. DOUBLE _anth
CSCI 201: Fundamentals of Computer Science Instructor: Pranava K. Jha Building and Maintaining a Singly Linked List A linked list is a sequence of nodes where a node consists of some data value and a link to the next node on the list. (The link field
Name _ Lecture Time:_The space on this sheet (both sides) may be used for your notes. These notes must be hand written no photocopies and/or pasted/typed sheets. This sheet must be turned in with your exam.Functions - Optional arguments are shown
CSCI 201: Fundamentals of Computer Science (Instructor: Pranava K. Jha)Design and implement a class dayType that implements the day of a week in a program. The class dayType should store the day, such as Sun for Sunday. The program should be able t
CSCI 201: Test file for the class IntNode (Instructor: Pranava K. Jha)/* St. Cloud State University CSCI 201: Fundamentals of Computer Science Instructor: Pranava K. Jha This is the test file: ListTest.cpp. It is designed to test most functions of
CSCI 201: Test file for a queue of integers (Instructor: Pranava K. Jha)/* St. Cloud State University CSCI 201 Instructor: Pranava K. Jha */ / This is the test file qTest.cpp for a stack of integers. / Header file is q.h and implementation file is
CSCI 201: Fundamentals of Computer Science (Spring 2009) Instructor: Pranava K. Jha Quiz 5 (Wednesday, March 4) Determine the output in its content and form corresponding to execution of the following program. #include <iostream> using namespace std; |
Comment
I only had a chance to look through it briefly, going through the main menu (the links), probably for about 10 minutes or so, and so far it looks pretty useful for a student taking an Algebra course. I looked at the links provided, and it's pretty useful for both student and teachers who want to review the algebraic concepts.
The content is pretty simple to use. Under the main menu, there are links that takes you to the different concepts, which provides an brief explanation about what it is, and then continues on to show examples of how it is used in the math. It takes you from angles and circles all the way to vectors, and although it is not as thorough and detailed like it would be in a textbook, it does provide to be a good reference. They even have math games and riddles for the student to ponder and try out as well.
It's effective as a reference, and maybe a brief study on the concepts before taking it head on in a math course or text. A student can prepare him/herself using this site.
The layout of the site isn't as intuitive as other sights, so it might be a little harder on the eyes to navigate around. But once you've learn to navigate around, it makes it a lot easier for you to bookmark and figure out where to go. |
GIS offers its students a rigorous and challenging mathematics curriculum that is reviewed and updated on a regular basis to keep up with the latest developments in math education.The mathematics curriculum at GIS is aligned with California Mathematics Academic Content Standards. During their years at GIS, students learn skills in the following strands of mathematics: number sense, geometry, measurement, statistics, algebra, probability and problem solving.
Grades K-2
Students in K-2 use Saxon Math, a research-based program that encourages students to develop a deeper understanding of concepts and the ways in which they may be applied. Newly taught concepts are further reviewed through hands-on activities that enable students to make connections, justify answers and communicate their understanding of the material. Students are introduced to new concepts daily, while old concepts are consistently reviewed and practiced throughout the duration of the term. This approach ensures that students develop and retain their understanding of these concepts and are able to apply them in real-world situations.
Grades 3-6
Students in 3rd to 6th grades make use of the Scott Foresman-Addison Wesley mathematics textbook set. This program focuses on developing a clear understanding of concepts and math skills. It also works to enhance questioning strategies, problem-solving skills, and provides students with opportunities to extend their understanding through reading and writing connections. Students are also able to access their textbook online and benefit from additional examples, practice problems, and sample tests. Scott Foresman-Addison Wesley textbooks follow National Council of Teachers of Mathematics (NCTM) standards.
Grade 7-8
7th and 8th graders follow the Prentice Hall Mathematics textbooks for Pre-Algebra and Algebra 1, respectively. This curriculum aims to develop conceptual understanding of key algebraic ideas and skills. Regular and varied skill practice allows students to increase their proficiency and success. Students are also able to make use of online resources that supplement the course, including the homework video tutor, lesson quizzes and chapter tests.
In 8th grade, students are grouped into two levels based on their readiness for Algebra 1. The same material is covered in the two groups, but the pacing, level of support and difficulty are different among the two. Students in Level 1, who complete a review of all Algebra 1 concepts, are ready to take higher-level math courses in high school (i.e. Algebra 2 or Geometry). |
CliffsQuickReview course guides cover the essentials of your toughest classes. Get a firm grip on core concepts and key material, and test your newfound knowledge with review questions. From planes, points, and postulates to squares, spheres, and slopes — and everything in between — CliffsQuickReview Geometry can helpThis is an essentially self-contained book on the theory of convex functions and convex optimization in Banach spaces, with a special interest in Orlicz spaces. Approximate algorithms based on the stability principles and the solution of the corresponding nonlinear equationsaredeveloped in this text.A synopsis of the geometry of Banach spaces, aspects... more...
This is the perfect introduction for those who have a lingering fear of maths. If you think that maths is difficult, confusing, dull or just plain scary, then The Maths Handbook is your ideal companion.
Covering all the basics including fractions, equations, primes, squares and square roots, geometry and fractals, Dr Richard Elwes will lead you gently...
From the author of the highly successful The Complete Idiot's Guide to Calculus comes the perfect book for high school and college students. Following a standard algebra curriculum, it will teach students the basics so that they can make sense of their textbooks and get through algebra class with flying colors. more...
Tips for simplifying tricky operations Get the skills you need to solve problems and equations and be ready for algebra class Whether you're a student preparing to take algebra or a parent who wants to brush up on basic math, this fun, friendly guide has the tools you need to get in gear. From positive, negative, and whole numbers to fractions, decimals,... more... |
Students will explore the richness of conic sections by building their own physical models and then constructing more flexible models with Sketchpad. Students retain a solid connection with th... More: lessons, discussions, ratings, reviews,...
Step-by-step directions on how to use the Conic Graphing App to help students learn about circles, ellipses, hyperbolas, and parabolas, and solve for the conic's characteristics. Equations are presentA parabola is the set of points that are equally distant from the focus point and the directrix. This Tab Tutor program will help you learn about the equation of a parabola and how to use it to derive... More: lessons, discussions, ratings, reviews,...
The CabriJava applet shows a conic with focus F, directrix L passing through a point P. The choice of P determines the eccentricity - as the ratio |PQ|/|PF|. You can move F and P to see what shapes ar... More: lessons, discussions, ratings, reviews,...
This App will present equations in function, parametric, or polar form and provides a simple way to graph the four conic shapes: circle, ellipse, hyperbola, and parabola. The required parameters can b... More: lessons, discussions, ratings, reviews,...
For systems of three linear equations in three variables, this Formula Solver program walk you through the steps for finding the solution using Cramer's Rule (also known as the Third Order Determinant packet contains a copy of the original problem used to create the activity, rationale and explanation behind the "Change the Representation" focal activity, and some thoughts on why this activity |
College Algebra -Text Only - 7th edition College Algebra a complete solution for both students and instructors: interesting applications, pedagogically effective design, and innovative technology combined wi...show moreth an abundance of carefully developed examples and problems in the Section Exercises, giving students the opportunity to practice and reinforce the concepts they just learned. Answers to Checkpoint exercises grading of problems from basic skill-building to challenging;For copyright 2007, two titles have been added to the Larson/Hostetler Precalculus Series: Precalculus with Limits and Precalculus: A Concise Course. These textbooks enhance the scope of the series, making it even more flexible and adaptable to a variety of learning and teaching styles.
P.1 Review of Real Numbers and Their Properties P.2 Exponents and Radicals P.3 Polynomials and Special Products P.4 Factoring Polynomials P.5 Rational Expressions P.6 Errors and the Algebra of Calculus P.7 The Rectangular Coordinate System and Graphs
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Course Outline for Intermediate Algebra
Course Description: A study of basic algebra for
the student who has not successfully
completed two years of high school algebra . MATH 050 is a non-degree credit
course
and will not count toward meeting minimum total credit requirements for
graduation. It
does provide the student with a foundation for success in college level
mathematics.
III. College Learning Outcomes and Objectives:
While this course does not address Learning Outcome 9, Quantitative Competence,
at the college level, it does address mathematical skills needed to acquire such
competence. (L.O. #9: Students can solve quantitative problems by using
mathematical skills and current technology.) |
Help:Math
From Thinkmath
To use mathematical typesetting, begin mathematical expressions with <math> and end with </math>.
Superscripts (exponents) and subscripts are indicated just using the caret (shift 6, ^) or underscore, followed by the super/subscript. Curly-braces {} indicate "scope," so if one needs more than a single character (e.g., for a two-digit number or an expression as exponent or subscript), use {}. Most other mathematical symbols all begin with the "backslash" character (\) and most have relatively memorable names, like \frac \times \div \sum \geq \leq .
Leaving extra space between lines containing mathematical expressions
Mathematical expressions usually use a different font and size from the normal font of your browser. Sometimes extra lines between expressions are important for clarity. In the following examples, note the use of "breakline" (<br>) followed by space and
another <br> to leave an extra line between expressions.
Wiki markup
<math> \sum_{k=1}^{n}{k} = \frac {n(n+1)} 2 </math>
Note the use of {} to show that n(n+1) is ''all'' in the numerator. <br> <br>
<math> \int_{\theta=0}^{\pi}{\sin \theta} </math>
All Greek letters are just named. Note use of underscore. |
Burnham, IL Calculus all about understanding space, shapes, and structures using different math concepts to measure and problem solve. Precalculus is a course that prepares students for Calculus by expanding on topics such as Advanced Algebra, Trigonometry, and Analysis. Since it is a preparatory course... |
Description
Teaching Secondary and Middle School Mathematics is designed for pre-service or in-service teachers. It combines up-to-date technology and research with a vibrant writing style to help teachers grasp curriculum, teaching, and assessment issues as they relate to secondary and middle school mathematics. The fourth edition offers a balance of theory and practice, including a wealth of examples and descriptions of student work, classroom situations, and technology usage to assist any teacher in visualizing high-quality mathematics instruction in the middle and secondary classroom.
Features
Authentic Examples from the Classroom.Classroom Dialoguesfeature boxes in every chapter include examples of student work or quotes from a class that allow the reader to reflect on common mathematical misconceptions and how to address them in the classroom.
Review the Six NCTM Principles for Mathematics Education. Readers will be acquainted with the guiding principles of: equity, curriculum, teaching, learning, assessment, and technology.
Current Research and Trends in Mathematics Education. Every chapter contains additional resources and reports that deal with the most recent research and trends in mathematics education, such as current technologies, recent TIMSS data, and curriculum recommendations made by NCTM, the College Board, and Achieve.
High School Mathematics Prep.Coverage of Pre-Calculus and Calculus provides a general overview for future high school teachers who may be called up to teach these classes.
Meet the Needs of All Students in the Math Classroom. Coverage of differentiated instruction enables math teachers to design instruction to meet the needs of all students.
Envision Yourself as a Mathematics Teacher. How Would You React?case studies in each chapter allow readers to place themselves in the role of a mathematics teacher and reflect on how they would handle a given situation.
Utilize Technology to Enhance and Support Teaching of Mathematics. Discussion of the use of technology in the teaching and learning of mathematics appears throughout the text, especially prominent in the Spotlight on Technology feature box in each chapter.
Author
Daniel Brahier is a Professor of Mathematics at Bowling Green State University in Ohio. In addition, he teaches an eighth grade mathematics class at St. Rose School in Perrysburg, Ohio. In his more than 30 years in education, he has been middle and high school mathematics and science teacher, a principal, a guidance counselor, a curriculum consultant, and a university professor. He is co-author of Today's Mathematics, Twelfth Edition, a methods and content book for elementary teachers published by Wiley (2009), as well as the author of three other books on mathematics education. He is a Past-President of the Ohio Council of Teachers of Mathematics and has served in numerous capacities for the National Council of Teachers of Mathematics, such as the editorial panel of the journal of Mathematics Teaching in the Middle School. He has presented mini-courses and lectures throughout the United States as well as in Canada, Mexico, Australia, Singapore, and Germany. |
Topic:Combinatorics for Olympiads
"There is no problem in all mathematics that cannot be solved by direct counting."-Ernst Mach
Combinatorics is a branch of pure mathematics concerning the study of discrete (and usually finite) objects. It is related to many other areas of mathematics, such as algebra, probability theory, ergodic theory and geometry, as well as to applied subjects in computer science and statistical physics. Aspects of combinatorics include "counting" the objects satisfying certain criteria (enumerative combinatorics), deciding when the criteria can be met, and constructing and analyzing objects meeting the criteria, finding "largest", "smallest", or "optimal" objects (as in combinatorial designs, extremal combinatorics and combinatorial optimization), and finding algebraic structures these objects may have (algebraic combinatorics).
Combinatorics is as much about problem solving as theory building, though it has developed powerful theoretical methods, especially since the later twentieth century. One of the oldest and most accessible parts of combinatorics is graph theory, which also has numerous natural connections to other areas. Combinatorics is used frequently in computer science to obtain estimates on the number of elements of certain sets.
The first chapterCounting Principles is based completely on Enumerative Combinatorics, and includes topics such as Permutations & Combinations, Recursive Counting, Integer Partitions, Probability Theory.It also includes concepts such as Binomial Theorem and its applications to Generating Functions as well as Combinatorial Identities. Many techniques of Enumerative Combinatorics such as 'Stars and Bars' and 'Fibonacci Sequences' are deeply studied.
The second chapterGraph & Ramsey Theory discusses problems of Design Theory, Extremal Combinatorics, Configurations and Network Theory, and their solutions through the method of graphs, or systems of vertices and edges. Ramsey theory is a branch of mathematics that studies the conditions under which order must appear. Some important aspects include Paths, Colouring Problems, Adjacency Matrices, and Optimal Covers.
The third chapterStructural Algebra is about Group Theory and other Abstract Algebra topics with a combinatorial flavor. The main focus of chapter is on Permutation and Dihedral Groups, Groups as Cyclic or Dense, Infitude of Group Elements, Invariants on Group Elements, and Binary Operations on Sets. Some well known problems of this field include finding the minimum number of steps to solve any permutation of Rubik's Cube |
Related Subjects
9th Grade Math: Regents
Regents High School examinations, or simply The Regents, are exams given to students seeking high school Regents credit through the New York State Education Department, designed and administered under the authority of the Board of Regents of the University of the State of New York. Regents exams are prepared by a conference of selected New York teachers of each test's specific discipline who assemble a "test map" that highlights the skills and knowledge required from the specific discipline's learning standards.
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9th Grade: Regents Word Problems
Tom drove 290 miles from his college
Tom drove 290 miles from his college to home and used 23.2 gallons of gasoline. His sister, Ann, drove 225 miles from her college to home and used 15 gallons of gasoline. Whose vehicle had better gas ...
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Undergraduate research in mathematics has become a fundamental part of the mathematics program at many colleges and universities. Number theory is a subject rich with easily stated yet nontrivial problems. This makes it a great source for undergraduate research projects. In this session, we invite presentations about open problems in number theory that are suitable for undergraduate research and/or for joint faculty/student research. We also invite talks that present results concerning these problems. Presentations from elementary, algebraic, analytic, combinatorial, transcendental, and any other branch of number theory are welcome.
Undergraduate research is more popular than ever, and there remains a high demand for open and accessible problems for students to tackle. Combinatorics and graph theory provide an ideal combination of easily stated, but more difficult to solve, problems. We invite presentations about open problems in combinatorics and graph theory suitable for undergraduate research or joint faculty and undergraduate research. Presentations giving results about these types of problems are also welcome.
There are a variety of geometry courses: some take an intuitive, coordinate, vector, and/or synthetic approach; others focus on Euclidean geometry and include metric and synthetic approaches as axiomatic systems; and still others include topics in Euclidean and non-Euclidean geometries and provide opportunities for comparisons and contrasts between the two.
In this session, we invite presentations that address the following questions:
What approaches and pedagogical tools are best?
What are particularly good topics with which to begin geometry courses?
What are some of the most enjoyable proofs to share with students?
What are the best ways in which to explore polyhedra, tessellations, symmetry groups and coordinate geometry?
How can we help students to develop the visualization skills for two and three dimensions as well as to help them to develop the mathematical reasoning skills that are important for studying/exploring/applying geometry at any level?
What are the best ways in which to compare and contrast Euclidean and non-Euclidean geometry?
How can we best convey the beauty of geometry to students?
Presenters are welcome to share interesting applications, favorite proofs, activities, demonstrations, projects, and ways in which to guide students to explore and to learn geometry. Presentations providing resources and suggestions for those teaching geometry courses for the first time or for those wishing to improve/redesign their geometry courses are encouraged.
Undergraduate students in mathematics and statistics departments can assume numerous innovative instructional support roles in addition to the traditional role of grader. They can serve as undergraduate teaching assistants, peer tutors, study session leaders, and statistics lab assistants, to name a few. Assigning undergraduates to these instructional support roles benefits all those involved: undergraduate assistants develop important life and career skills; students receiving the instructional support get additional attention, and have the opportunity to communicate with a peer; and the instructor and the department benefit from the additional help they receive and are able to give students enrolled in their classes more individualized attention.
This session is open to talks aimed to introduce the different ways undergraduates participate in the instructional activities at various institutions. We encourage speakers to include a discussion of the benefits and challenges of their programs and the training/support that students receive while participating in the program. Talks focused on programs based in individual classrooms, as well as those that are department-wide and university-wide are all welcome. We also invite talks focused on improving the efficiency of the more traditional support roles such as grading and common math tutoring.
How does assessment inform the instructor about what students have learned? How can assessment results lead to changes in what content is covered or how it is covered? How can assessment impact what is included in STEM-related degree programs? This session invites presenters to share effective methods for both formative and summative assessment of courses that are part of math-intensive degree programs. Aside from mathematics majors, degree programs of this nature include those in which students take two or more mathematics courses (i.e. economics, business, chemistry,biology, etc.) Talks should include the results of the assessments as well as how those results have been used to make meaningful changes to courses and/or degree programs. The focus of reports should include, but are not necessarily limited to innovative assessment models, ways to analyze assessment results, and course or program improvements based on an implemented assessment program.
This session is dedicated to aspects of undergraduate research in mathematical and computational biology. First and foremost, this session would like to highlight research results of projects that either were conducted by undergraduates or were collaborations between undergraduates and their faculty mentors. Of particular interest are those collaborations that involve students and faculty from both mathematics and biology. Secondly, as many institutions have started undergraduate research programs in this area frequently with the help of initial external funding, the session is interested in the process and logistics of starting a program and maintaining a program even after the initial funding expires. Important issues include faculty development and interdisciplinary collaboration, student preparation and selection, the structure of research programs, the acquisition of resources to support the program, and the subsequent achievements of students who participate in undergraduate research in mathematical and computational biology. The session is also interested in undergraduate research projects in mathematical and computational biology, which are mentored by a single faculty mentor without the support of a larger program.
We seek scholarly papers that present results from undergraduate research projects in mathematical or computational biology, discuss the creation, maintenance, or achievements of an undergraduate research program, or describe the establishment or maintenance of collaborations between faculty and students in mathematics and biology.
In many mathematics classrooms, doing mathematics means following the rules dictated by the teacher and knowing mathematics means remembering and applying these rules. However, an inquiry-based learning (IBL) approach challenges students to create/discover mathematics.
Boiled down to its essence, IBL is a method of teaching that engages students in sense-making activities. Students are given tasks requiring them to conjecture, experiment, explore, and solve problems. Rather than showing facts or a clear, smooth path to a solution, the instructor guides students via well-crafted problems through an adventure in mathematical discovery.
The talks in this session will focus on IBL best practices. We seek both novel ideas and effective approaches to IBL. Claims made should be supported by data (test scores, survey results, etc.) or anecdotal evidence. This session will be of interest to instructors new to IBL, as well as seasoned practitioners looking for new ideas.
Many students earn degrees in mathematics with little practice in writing and editing. Recognizing the lifelong need of graduates to be able to clearly articulate ideas, institutions are placing a greater emphasis on writing throughout the mathematics curriculum. This session invites presentations describing approaches to incorporating writing and editing into mathematics courses. Presenters are asked to discuss any innovative and original projects, papers and problems that involve both writing and editing in their courses. While contributions detailing any form of mathematical writing are welcome, we are particularly seeking examples and approaches where editing is an essential component. The main goal of this session is to highlight various ways writing and editing have been infused into mathematics curricula and inspire instructors to introduce writing and editing into their courses.
As with all mathematics, recreational mathematics continues to expand through the solution of new problems and the development of novel solutions to old problems. For the purposes of this session, the definition of recreational mathematics will be a broad one. The primary guideline used to determine the suitability of a paper will be the understandability of the mathematics. Papers submitted to this session should be accessible to undergraduate students. Novel applications as well as new approaches to old problems are welcome. Examples of use of the material in the undergraduate classroom are encouraged.
Mathematicians, historians, educators, independent scholars and science writers use the increasingly available corpus of historical mathematical literature to study, understand and elucidate topics mathematical, scientific, historical, intellectual, literary and otherwise. Contributions to this session are case studies in the use of material drawn from the history of mathematics. Speakers describe 1) how they were led to consider this material for their project, 2) how they went about finding, exploring and mining the material, and 3) the impact that the material had on the success or failure of their project.
A math circle is broadly defined as a sustained enrichment experience that brings mathematics professionals in direct contact with pre-college students and/or their teachers. Circles foster passion and excitement for deep mathematics. The SIGMAA on Math Circles for Students and Teachers (SIGMAA MCST) supports MAA members who share an interest in initiating and coordinating math circles.
SIGMAA MCST invites speakers to report on best practices in math circles with which they are or have been associated. Talks could address effective organizational strategies, successful math circle presentations, or innovative activities for students, for instance. Ideally, talks in this session will equip individuals currently involved in a math circle with ideas for improving some aspect of their circle, while also inspiring listeners who have only begun to consider math circles.
The deadline for student papers at MathFest was June 8, 2012 . Every student paper session room will be equipped with a computer projector and a screen. Presenters must provide their own laptops or have access to one. Each student talk is fifteen minutes in length.
MAA Sessions
Students who wish to present at the MAA Student Paper Sessions at MathFest 2012 in Madison must be sponsored by a faculty advisor familiar with the work to be presented. Some funding to cover costs (up to $750) for student presenters is available. At most one student from each institution or REU can receive full funding; additional such students may be funded at a lower rate. All presenters are expected to take full part in the meeting and attend indicated activities sponsored for students on all three days of the conference. Abstracts and student travel grant applications should be submitted at For additional information visit
Pi Mu Epsilon Sessions
Pi Mu Epsilon student speakers must be nominated by their chapter advisors. Application forms for PME student speakers will be available by March 1, 2012 on the PME web site A PME student speaker who attends all the PME activities is eligible for transportation reimbursement up to $600, and additional speakers may be eligible with a maximum $1200 reimbursement per chapter. PME speakers receive a free ticket to the PME Banquet with their conference registration fee. See the PME web site for more details. |
! Lucy, GA
The best part of The Algebra Buster is its approach to mathematics. Not only it guides you on the solution but also tells you how to reach that solution. D.H., Tennessee
The Algebra Buster could replace teachers, sometime in the future. It is more detailed and more patient than my current math teacher. I, personally, understand algebra better. Thank you for creating it! Troy Nelson, CA
Students struggling with all kinds of algebra problems find out that our software is a life-saver. Here are the search phrases that today's searchers used to find our site. Can you find yours among them? |
Alge-Blaster Plus!
Macintosh
Alge-Blaster Plus! covers a year's worth of algebra curriculum with five different challenging activities including hundreds of problems, an on-screen tutorial, and an editor and record keeper for adding new problems and tracking progress.
The order of activities follows a typical one-year algebra course. The first activity, Learn, presents step-by-step ways of solving algebra problems and introduces important terms and properties. The second activity, Solve, reinforces the concepts and skills already learned and allows students to practice applying the steps with problems that include hints for when they're stuck.
The third activity, Translate, uses multiple-choice questions to translate words into algebraic equations and vice versa. The fourth activity, Graph, introduces coordinates and slopes of lines as students learn how to visualize mathematical relationships.
The final activity is the Alge-Blaster Game, in which students must solve algebra problems to protect their space station from asteroids. Points are earned based on the number of asteroids destroyed as well as the remaining lasers at the end of each level. ~ Brad Cook, All Game Guide |
CBSE chapter-wise solved test papers for class 9 Mathematics Summative Assessment-2 (Second Term). These papers are meant for SA-2 for October to March session. The Solved Test Papers as per latest CCE syllabus includes following chapters : Linear Equations in Two Variables, Quadrilaterals, Areas of Parallelograms and Triangles, Circles, Constructions, Surface Areas and Volumes, Statistics, Probability
CBSE Test Papers for class 09 Mathematics for more than one topic are given here. The Units Test and Half Yearly Test Papers of various schools also given here for downloads. Number Systems, Polynomials, Coordinate Geometry, Linear Equations in Two Variables, Introduction to Euclids Geometry, Lines and Angles, Triangles, Quadrilaterals, Areas of Parallelograms and Triangles, Circles, Constructions, Herons Formula, Surface Areas and Volumes, Statistics, Probability are included here. |
MATH 100: Intermediate Algebra -- Basic Info
The purpose of MATH 100 is to give students the prerequisite abilities they
need for most of our
college level courses, such as MATH104 (Finite), MATH105 (College Algebra),
and MATH 110 (Mathematical Reasoning, for El Ed majors). |
Fresno, TX Precalculus've been there and I understand how you feel. This is why I am here to help you - to break things down to the way that you can understand. My goal is to have you being able to solve all your questions independently and correctlyCollege Algebra, Cost Accounting, Operations Management, Calculus, Statistics, and Vectors and Matrices. Linear Algebra encompasses the various methodologies for using multiple equations to solve for multiple unknowns. Below is how I set up the problem on a sheet of paper and subsequently showe |
MTH280: Introduction to Numerical Analysis
This course provides (some of) the mathematical background which
justifies the numerical techniques used to solve ordinary
differential equations and integration problems which cannot be
solved by analytic methods.
ME211 (Computational methods in mechanical engineering) teaches the
techniques of programming a computer (in FORTRAN) to solve numerical
problems. The emphasis is on applying numerical techniques rather
than analyzing them. |
1.4 Positive and Negative Real Numbers
• Definitions of integers, rational numbers, and real numbers. The students
should be able to put real numbers in order on a number line.
• We discuss what absolute value is in terms of distance and how to find the
absolute value.
1.6 Subtraction of Real Numbers
• Opposites and Additive Inverses – we talk about these being the same
• Subtraction of positive and negative numbers
• Problem solving – Basic applications again
• Combining like terms
1.7 Multiplication and Division of Real Numbers
• Multiplication and division of positive and negative numbers
1.8Exponential Notation and Order of Operations
• Exponential Notation – the basic idea that 2*2*2 = 2^3 along with simplifying
these
• Order of Operations
• Simplifying and the distributive law – combining like terms with the
distributive property
• The opposite of a sum – basically remembering to distribute the negative
through a parenthesis
Chapter 2 – Equations, Inequalities, and Problem
Solving
2.1 Solving Equations
• Solution of an equation
• Solving by adding or subtracting
• Solving by multiplying or dividing
2.2 Using the Principles Together
• Solving multi-step equations
• Solving by combining like terms
• Solving equation by clearing fractions and decimals first
3.6 Slope-Intercept Form
• Using the y-intercept and the slope to graph a line
• Equations in slope-intercept form
• Graphing and slope-intercept form
3.7 Point-Slope Form
• Writing equations in point-slope form
• Graphing and point-slope form
Chapter 4 – Polynomials
4.1 Exponents and Their Properties
• Multiplying powers with like bases
• Dividing powers with like bases
• Zero as an exponent
• Raising a power to a power
• Raising a product or a quotient to a power
5.6 Solving Quadratic Equations by Factoring
• The principle of zero products
• Factoring to solve equations
• Graphing and quadratic equations – These are very basic. Being able to plot
the zeros and determine if it opens up or down |
Applets
Applets enable students to explore and discover various concepts from differential equations. By varying parameters and observing the resulting changes, students better understand the behavior of equations and systems. Each applet is based on an example or illustrations from the book, and each is accompanied by an assignment with exercises.
Outstanding applications in the examples, in the exercises and in the projects. |
Globalshiksha is providing LearnNext RajasthanBoard Class 8 CDs for Maths and Science. This package contains the entire syllabus for RajasthanBoard class 8 Mathematics and Science for the academic year. Included lessons are in audio and visual format, solved examples, practice workout, experiments, tests and many more related to class 8 Maths and Science. It also include a various set of visual tools and activities on each Lesson with Examples, Experiments, Summary and workout. With the help of this CD students can understand the concepts effectively, clear the doubts with ease and can get good score in the exams.
This multimedia comes with a useful Exam Preparation like Lesson tests usually 20-30 minutes in duration, which is help you evaluate the understanding of each lesson and Model tests usually 150-180 minutes in duration, that cover the whole subject on the lines of final exam pattern and package that can help you to sharpen your preparation for final exams, identify your strengths and weaknesses and know answers to all tests with a thorough explanation, overcome exam fear and get well scores in final exams. |
This is a 6 hours video containing 75 solved
problems from 5 different exams (PDF file will be emailed to you). These videos prepare students to
succeed in the algebra exam required in some colleges for placement
of students. Most students do not prepare for their placement tests and
therefore are placed in the wrong math courses and end up taking longer to
graduate than anticipated, not mentioning that some get bored because they
get placed below their ability. This video has step by step solutions, with
clear explanations and easy to follow logic. A student using any of these videos
will be prepared to succeed in the placement exam.
You have 3 options in purchasing your video
1. Purchase a
link to instantly view the video on our website or download it to your
computer.
2.
Purchase a CD to play on your computer
3.
Purchase a DVD set to play on your TV or on your computer's DVD player
MAC
users require the DVD version only!
You can choose any topic to watch
on the video and then you can fast forward, rewind or pause. You can play the
CDs on any computer and the DVDs on any DVD player.
WHEN
CHECKING OUT AT PAYPAL, IN THE
COMMENT SECTION, TYPE IN OPTION 1, 2 OR 3 (THE DEFAULT OPTION IS
"1" THE WEBSITE LINK)
Math
Videos and Online Tutoring
- Instructional videos and tutoring for all levels through graduate school. All
tutoring by college math professor. After a tutoring session you receive a
recording of the entire tutoring session which you can view whenever you as
often as you like. |
Mathematics
Originally, algebra dealt with solving algebraic equations such as . Formulas for solving equations with a degree of at most four were developed over the years, and finally it was proved that equations of a higher degree cannot be solved with the help of radicals (i.e. with the help of terms consisting of roots of the coefficients).
In the beginning of the 19th century, the development of modern algebra began: Thenceforward, the analysis of algebraic structures – which are sets of elements for which at least one algebraic operator is defined – became more and more important. Some examples for such algebraic structures are:
groups
rings
integral domains
unique factoriation domains
principal ideal domains
euclidean rings
fields
vector spaces
lattices
etc.
The course "Algebra", which is usually attended in the third semester, offers a closer look at these algebraic structures.
Before that, one generally attends two introductory courses treating the subjects of linear algebra and analytic geometry which cover (of course) some aspects of algebra as well as of geometry:
The course "Linear Algebra and Analytic Geometry I" deals with vector spaces, matrices and determinants, linear mappings and the basics of affine and projetive geometry. |
I'm taking first year calc this coming fall and I'm trying to learn as much as i can now so I'm more prepared this coming fall. Does anyone know of a book that puts topics in plain english (not in math mubojumbo) but is comprehensive at the same time . Thanks in advance for any help you can provide.
If you know your section, you might try contacting your university bookstore to see which textbook your class is using and pick up a copy early. Then you could start reading through it while doing the exercises.
If you'd like something good that's free and online, MIT has one from 1991 that's good:
If you think that math is mumbo-jumbo, then you might consider a review of pre-calculus. Identify the areas where you are having trouble and then study it so that you understand it. My son tutored calculus for over four years and he said that the biggest problem that calculus students had as algebra preparation (trig and logs were a problem too but to a lesser extent). If you don't have the prerequisites down, then you'll get killed unless you're taking a really watered-down course.
YES!!! Calculus the Easy Way, published by Barrons. It is in the study guides section of the bookstore. It's SOO COOL! It's a cross between an adventure story (fairly lame) and a calculus book, where the king's entourage wanders around the kingdom inventing the calculus they need to solve the problems they find. Algebra the Easy Way and Trigonometry the Easy Way are also in this series.
It's also possible to read it for concepts and reasons before you do the math, so you'll understand the point of it all.
MUS also has calculus and I believe Chalkdust does too. I noticed Teach12 also has a calculus dvd set. I have not tried any of these. I did purchase the MUS calculus but had to return it when it was decided that the older kids will remain in public school this next year. (my youngers home school still though).
As someone who just recently went through the lower-division curriculum of math, I find that Calculus by Ron Larson & Bruce Edwards is the best by far for HS to college sophomore level. I'd especially recommend it to someone who is going to try and teach themselves the material. It's not full of proofs but there are proofs you can do if you want. And there are many "applied" problems.
Someone already mentioned it but supplementing with either Khan Academy or MIT is a great way to learn. However, there is a Calculus lecture series done by UCLA that I've used to review this past summer. As for someone seeing the material for the first time, I'd say it's pretty great. Not really otherwise 'cause after two more semesters of Calculus you're like "Yadda yadda yadda. I know, guess I didn't need to review".
It is easy to understand and has the right amount of examples.
I bought the Dummies books before I ever took Calculus and I'd say they were more confusing than anything else I've read. I didn't really like the Calculus the Easy Way when I was in high school just trying to get an idea of what "Calculus" was about. Idk, different strokes for different folks. |
The d'Arbeloff Interactive Mathematics Project
Mathematics is the language of science and engineering. Our goal is to
help our students become fluent in it. We want them to know how to frame
questions mathematically and to recognize when and how to apply
mathematical skills and techniques to the problems they face at MIT
and in their subsequent careers.
The d'Arbeloff Interactive Mathematics Project aims to reach
its goal using several mechanisms, each of which represents
a form of interactivity.
-- We are initiating a change in the culture of classroom education
in the Mathematics Department, introducing a variety of active learning
and just-in-time teaching methods into freshman and sophomore level
lectures, as well as computer based lecture demonstrations.
-- We are tightening the connection between lecture and recitation
by moving towards a system of explicitly given problems designed to
foster group work. We are developing protocols and training procedures
to help recitation leaders use these new methods.
-- We are constructing a wide variety of computer manipulatives,
often simulating instances of general concepts in applications and
inviting active involvement by the student in controlling parameters.
These simulations will form the basis for homework assignments,
enforcing students' interaction with this material.
-- We are creating a variety of computer based courses and tutorials, incorporating
text, video, manipulatives, and corrected problems. These tutorials will
serve a number of distinct purposes, providing support for students
in mathematics classes, remediation for students in need, and reference
material to which faculty from across MIT can refer students for
re-learning mathematics material as needed.
-- We are increasing the transparency of basic Mathematics Department
courses. Transfer is a two-step process, and these measures will
make it much easier for down-stream courses to bring students back to
fluency with this material.
All the components of this project are under development.
Much of this material has been used in courses over the past two years.
We are actively engaged in a program of formative assessment of various
components of this project. |
ATH 100 (SURVEY OF MATHEMATICS) includes a variety of selected mathematical topics designed to acquaint students with examples of mathematical reasoning. The topics included in a given section or academic term are chosen by the instructor to demonstrate the beauty and power of mathematics from applied, symbolic, and abstract standpoints. MATH 100 is not intended as, and does not qualify as, a prerequisite for advanced mathematics courses.
Prerequisite: C or better (or CR) in MATH 82, MATH 83 or equivalent non-Leeward CC course, within the past two years. Equivalent courses include MATH 25 and 26 (but NOT 22, 23, 24, or 81). Other equivalencies include qualifying COMPASS placement scores (50 or greater in the algebra placement domain) and qualifying SAT scores (530 or greater in the quantitative section).
The lectures were taped in advance and will be broadcast on Oceanic cable digital channel 355. Students are expected to subscribe to cable and record each lecture. There are also internet components.
This course is NOT self-paced and CANNOT be completed entirely from home. Four proctored, on-campus chapter exams are required and must be taken during specified testing windows.
TEXTBOOK: Mathematics: Reasons, Results, and Applications, Second Preliminary Edition, by Eric Matsuoka. This book is available for purchase from the Leeward CC bookstore or can be download from this group.
CALCULATOR: A scientific calculator capable of two-variable statistical functions is REQUIRED. The following Texas Instruments models are supported (meaning help will be available): TI-30xIIB, TI-30xIIS, TI-82, TI-83, and TI-84.
Joining this course group will allow you to view the course materials (in the files sections) for the current and prior academic terms. Materials to be used in upcoming semesters may not yet be available. |
Matrices as a rectangular array of real numbers, equality of matrices, addition, multiplication by a scalar and product of matrices, transpose of a matrix, determinant of a square matrix of order up to three, inverse of a square matrix of order up to three, properties of these matrix operations, diagonal, symmetric and skew-symmetric matrices and their properties, solutions of simultaneous linear equations in two or three variables.
Addition and multiplication rules of probability, conditional probability, Bayes Theorem, independence of events, computation of probability of events using permutations and combinations.
Relations between sides and angles of a triangle, sine rule, cosine rule, half-angle formula and the area of a triangle, inverse trigonometric functions (principal value only).
Analytical geometry:
Two dimensions: Cartesian coordinates, distance between two points, section formulae, shift of origin.
Equation of a straight line in various forms, angle between two lines, distance of a point from a line; Lines through the point of intersection of two given lines, equation of the bisector of the angle between two lines, concurrency of lines; Centroid, orthocentre, incentre and circumcentre of a triangle.
Equation of a circle in various forms, equations of tangent, normal and chord.
Parametric equations of a circle, intersection of a circle with a straight line or a circle, equation of a circle through the points of intersection of two circles and those of a circle and a straight line.
Equations of a parabola, ellipse and hyperbola in standard form, their foci, directrices and eccentricity, parametric equations, equations of tangent and normal.
Locus Problems.
Three dimensions: Direction cosines and direction ratios, equation of a straight line in space, equation of a plane, distance of a point from a plane.
Derivatives of implicit functions, derivatives up to order two, geometrical interpretation of the derivative, tangents and normals, increasing and decreasing functions, maximum and minimum values of a function, Rolle's Theorem and Lagrange's Mean Value Theorem |
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