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Operation 4-Sight
(- Homer Simpson, singing, upon finding out he's
been admitted to college)
Operation Foresight proposed to take the Mathematics Learning
Centre's program and bring it back to the students at the high
school level, thereby allowing them an opportunity to improve
essential mathematics skills before entering university. Success in
the pilot project meant students could enrol in their mathematics
courses immediately upon entering Memorial. Students met every
Tuesday night from 7:00 p.m. to 8:30 p.m. at O'Donel High School,
Mount Pearl. The project ran from February 2001 to May 2002.
Methodology
Self-instructional with tutorial assistance. This course was an
academic bridging program in which the student filled in the gaps
in his/her mathematical knowledge. Each student was assigned a
personal program and a minimum amount of work was required to be
mastered.
General Aims of the Course
The course provided students with the basic
arithmetic and algebraic skills necessary for everyday life, and
provided the mathematical preparation needed for successful
achievement in further courses in post-secondary mathematics.
Attendance was compulsory, and, if your
attendance in the programme dropped below 80%, you were terminated
from the programme.
Individualized Programmes
Programs were designed for each participant, based
on the results of diagnostic tests which were written at the
commencement of the course. Thus the content of individual programs
varied.
Tutorial Assistance
Because everyone worked on an individualized
program, no lectures were given. However, tutorial assistance was
available, on a one-to-one basis, throughout the course.
MLC Programme
The Mathematics Learning Centre Programme is NOT
self-paced. The textbooks we use are written in a "self-study"
style so that students can learn much of the content on their own.
But the classroom experience is essential for the student to put
the mathematics in context so that s/he knows how to use the
mathematics effectively and meaningfully.
Evaluation
Learning is a process which cannot be adequately
evaluated by tests alone. To obtain a mastery of the MLC programme,
a student must satisfactorily complete assignments, in-class
activities, as well as, module tests. This can only be achieved
through regular attendance at classroom sessions.
Our Philosophy of Learning Mathematics
Mathematics is a subject which builds upon itself,
not unlike a house. If you are building a house, the first thing
you put in is a foundation, then you put up the walls, and finally
you put on the roof. In a similar fashion, when you are learning
mathematics, first you learn some addition facts, and then you use
that knowledge to learn how to multiply, and then you use your
knowledge of multiplication to learn about division. All of
mathematics is like that, so if someone misses something early on
in their schooling because they are sick, or move, or whatever,
then it makes it very difficult for them to learn any mathematics
which comes after that uses the knowledge they don't have.
That is the primary reason that many people don't do well in
mathematics.
To avoid this happening in our programme, we use the MASTERY
concept of learning. This means you do not go on to study higher
levels of mathematics until you have demonstrated a good, solid
knowledge of every bit of mathematics required to do the next
level. The required standards for mastery in our programme are
given in the self-tests included in the Student Manuals.
Learning to do mathematics is not unlike learning how to dance, or
play the piano, or golf, or play hockey or basketball. To be good
at any of these activities, one must spend hours in repetitious
practice of laws of exponents or pirouettes or scales, or a golf
swing or skating backwards or dribbling. You can participate
recreationally without this level of commitment to the activity but
universities aren't about a "recreational" involvement with
learning.
A familiarity with mathematics is nice. Understanding mathematical
concepts is fine. But to participate in post-secondary courses
involving mathematics, there is an expectation that the student can
DO mathematics. This does not come with mere familiarity and/or
understanding; this comes with hours of practice, much of which is
repetitive.
Mathematics is meant to be useful. Answers which are 70% correct
are not useful. Therefore we demand answers which are 100%
correct.
Our learning materials place an emphasis on building essential
mathematics skills and fostering independent study habits. The
learning and exercise sequence will ensure that new terms, concepts
and processes are well understood before they are used in solving
more complex problems. Explanations are given which relate new
concepts and skills to what you already know, and fundamental
skills are used to solve relevant practical problems.
All things considered, you will have an excellent opportunity to
enhance your knowledge of mathematics.
The best part about being a member of Great Big Sea is the
opportunity to perform traditional music around the world,
the worst part is the tedium of getting there.
- Quote from Bob Hallett of Great Big Sea on the
band being named "Memorial University's Alumni of the Year
for 1999", taken from Luminus Magazine,
Vol. 25, No. 1, Fall 1999, Memorial University of Newfoundland
Alumni Association. | 677.169 | 1 |
An Introduction to the Dynamic Mathematics Software GeoGebra
Paddy Johnson and Tim Brophy,
NCE-MSTL, University of Limerick.
The NCE-MSTL is a major initiative funded by the HEA through the Strategic
Innovation Fund (SIF) cycle 2 programme to research, co-ordinate and support, develop
and implement programmes to enhance Irish science and mathematics teaching and
learning at all levels. One of the initiatives being promoted by the NCE-MSTL is the
enhancement of teaching and learning through Information and Communications
Technology (ICT). The software program GeoGebra is being promoted by the NCE-
MSTL due to its effectiveness and value as a teaching aid at all levels of the Irish school
system.
GeoGebra is FREE dynamic mathematics software that joins geometry, algebra, calculus
and statistics. It offers multiple representations of objects in its graphics, algebra, and
spreadsheet views that are all dynamically linked. While other interactive software
programs focus on dynamic manipulations of geometrical objects, the idea behind
GeoGebra is to connect geometric, algebraic, and numeric representations in an
interactive way. In this talk we will introduce new users to GeoGebra and at the same
time demonstrate existing resources available from the NCE-MSTL website. We will
then proceed to show how easy it is to create your own material that can be used as either
a teaching/lecturing aid or an "online" support aid for self-reliant student | 677.169 | 1 |
What About Teaching Homeschool High School Math?
Do you need help teaching high school mathematics in your homeschool?
Many
homeschool parents have concerns about teaching upper level math at home.
Sometimes this can be the deciding factor about whether to continue to
homeschool in high school.
Don't give up because math is a difficult subject for you. There are several
ways to be successful at teaching high school homeschool math in order to keep
on homeschooling through high school. Here are our suggestions:
Mathematics for the Academic Track
Traditional High School Math Curriculum
Some curriculum publishers offer traditional math curriculum.
BJU Press Mathematics for grades 9 to 12 is a more
traditional textbook approach. With Teacher's Guides and tests you should be
able to teach the different levels if you have a good background in math.
Another high school homeschool math curriculum that is traditional is
LIFEPAC Math from Alpha Omega.
Saxon Math is another popular curriculum for
teaching math at home.
Choices for Saxon Homeschool Math
For most of the Saxon high school math,
Homeschool Teacher Lesson and Test CDs
will provide your student with instruction for every lesson. The instructor also
shows how to work each problem in the text and the tests.
In addition, every level of Saxon Math from 54 and up now has a
solution manual where the steps to solve the problems are shown.
Worked-out solutions are sometimes what the homeschool parent needs to be able
to teach high school math at home. I know it works for our family.
CD-ROM Curriculum
Switched-On Schoolhouse from Alpha Omega
is an interactive CD-ROM curriculum. Each SOS product can be used with up to
five students. It is a Christ-centered curriculum that covers grade-level math
for grades 3 to 12.
Mathematics Electives and Alternatives to the Academic Track
If your student needs math electives or needs to take a math course that is
not necessarily on the academic track, there are other options.
Practical Accounting Fundamentals
Barron's E-Z Series
Barron's E-Z Series offers several different self-directed math books.
Barron's E-Z Business Math had three parts: Business Math Review, Personal
Finance Math, and Applications of Business Math.
Barron's E-Z
Bookkeeping covers basic bookkeeping topics. These are geared toward high
school.
Arithmetic the Easy Way
is an excellent way to review basic arithmetic skills before moving on the
Algebra. Use the chapter pre-tests to measure your student's knowledge of each
chapter topic. The results show which lessons can be skipped and which need to
be done in order to master the material in the chapter. It's is a good way to
pinpoint problems or gaps in addition, subtraction, multiplication, division,
fractions, percents, and decimals.
LIFEPAC Math Electives
BJU Press Consumer Math
The BJU Press
Consumer Math is a one-year course for grades 11 to 12. It covers topics
budgeting, banking, interest, savings accounts, credit cards, and more to
prepare your student to make good personal financial decisions.
Key to Geometry and Key to Algebra
There are Key
to Geometry and
Key to Algebra
which we like for two purposes. First if your student is not going to college
and needs to meet the algebra or geometry requirements, then Key to Algebra and
Key to Geometry will work. If your student is on the academic track for college,
I recommend these courses as prep courses for algebra and geometry. If your
student needs to review more basic math, Key to
Math Series topics include Decimals, Percents, Fractions, Measurement, and
Metric Measurement.
Math Flippers
If your student needs help to learn math terms and formulas, you might like
the Math Flippers®, a useful reference that fits
in a 3-ring notebook. Access terms, definitions, and formulas to refresh your
memory. There are Flippers for all the different levels of math including
geometry, calculus, financial accounting and more.
Hire a Tutor
Hire a tutor to help the ones who need help. This has to be cheaper than
private schooling! If funding is a problem, then check with friends and family.
Maybe you can find a volunteer who would donate time and talent to help your
student.
Homeschool Co-op Classes
Find or start a homeschool co-op that offers a math course.
Take Math Class at a Christian or Private School
Your local Christian school might let your students take their math class.
Take Math Class at a Public School
In Pennsylvania (and perhaps some other states), the public schools will
allow homeschoolers to take one or two classes on a space available basis. It's
been helpful in certain situations. Math is a course that deals strictly with
math and doesn't typically get into controversial issues. Older students are
usually more mature and have immunity against the "stupids"--doing dumb things
because of peer pressure.
Other Options
Some companies have videos or satellite instruction. Usually they are
expensive and often leased for only one year's use. | 677.169 | 1 |
Mathematics with Alice is for anyone who is interested about Mathematics, or who is interested in learning more about Mathematics, but who find the style of Mathematics textbooks too dry. If you want some fun while learning Mathematics, this is the site for you!
MWA will take you on a course through Mathematics with the help of Alice, the girl in Lewis Carroll's stories. She will guide you through the field of Algebra and through her guidance, you'll find yourself more interested in this dreaded field of Mathematics.
Previous version of the site
Along the way, as you become more familiar with Algebra, Alice will pose challenging problems for you to solve. While she's away (somewhere in Dreamland??), you can pose your problems and queries to her via the Problematic Board in the Interactivity section.
Of course, Alice wouldn't be here if not for you people! Have a heart and be her friend, or she would feel rather lonely all by herself. Well, one thing's for sure, this site wouldn't be here if not for us! Check out our recognitions!
If you find this site useful, why not provide a link to our site? Here are some logos and graphics which you might want to use to link to Mathematics with Alice: | 677.169 | 1 |
9781420071733 covers currently used mathematical methods and their applications in science and technology. The combined presentation of mathematical methods and physical and engineering applications moves from simpler to more advanced topics and problems. Readers gain a deeper understanding of new topics and how they are applied. The work is a companion to mathematical-physical modeling of engineering processes: a comprehensive course on the possibility of selecting certain topics or a source book consultation, combined into one coherent resource. | 677.169 | 1 |
tenth edition of Mathematical Ideas is the best ever! We have continued with the features and pedagogy that have made this book so successful over the years and at the same time, we've spent a considerable amount of time to incorporate fresh data, new photos, and new content (by way of a new chapter on trigonometry). We have tried to reflect the needs of our usersboth long-time readers and those new to the Math Ideas way of teaching liberal arts math. We hope you'll be pleased with the results. Like its predecessors, this edition has been d... MOREesigned with a variety of students in mind. It is well-suited for several courses, including the aforementioned liberal arts audience, survey courses in mathematics, and mathematics for prospective and in-service elementary and middle school teachers. Ample topics are included for a two-term course, yet the variety of topics and flexibility of sequence make the text suitable for shorter courses as well. Our main objectives continue to be to provide comprehensive coverage of topics, appropriate organization, clear exposition, an abundance of examples, and well-planned exercise sets with numerous applications
Collaborative Investigation: Investigating an Interesting Property of Number Squares
Chapter 5 Test
The Real Numbers and Their Representations
Real Numbers, Order, and Absolute Value
Operations, Properties, and Applications of Real Numbers
Rational Numbers and Decimal Representation
Irrational Numbers and Decimal Representation
Applications of Decimals and Percents
Extension: Complex Numbers
Collaborative Investigation: Budgeting to Buy a Car
Table of Contents provided by Publisher. All Rights Reserved.
Vern Heeren received his bachelor's degree from Occidental College andHis master's degree from the University of California, Davis, both inMathematics. He is Professor of Mathematics at American River College,where he has been active in all aspects of mathematics education andcurriculum development. Mr. Heeren coauthored Mathematical Ideas withCharles D. Miller in 1969, and later they coauthored Mathematics: AnEveryday Experience. The latest five editions of Mathematical IdeasHave been coauthored with E. John Hornsby of the University of New Orleans.
Mr. Heeren enjoys the support of his wife, three sons, three daughters in-law, and five grandchildren.
John Hornsby When John Hornsby enrolled as an undergraduate at Louisiana State University, he was uncertain whether he wanted to study mathematics, education, or journalism. His ultimate decision was to become a teacher, but after twenty-five years of teaching at the high school and university levels and ten years of writing mathematics textbooks, both of his goals have been realized. His love for teaching and for mathematics is evident in his passion for working with students and fellow teachers as well. His specific professional interests are recreational mathematics, mathematics history, and incorporating graphing calculators into the curriculum.
John's personal life is busy as he devotes time to his family (wife Gwen, and sons Chris, Jack, and Josh). He has been a rabid baseball fan all of his life. John's other hobbies include numismatics (the study of coins) and record collecting. He loves the music of the 1960s and has an extensive collection of the recorded works of Frankie Valli and the Four Seasons. | 677.169 | 1 |
contains a fairly complete picture of the geometry of numbers, including relations to other branches of mathematics such as analytic number theory, diophantine approximation, coding and numerical analysis. It deals with convex or non-convex bodies and lattices in euclidean space, etc.
This second edition was prepared jointly by P.M. Gruber and the author of the first edition. The authors have retained the existing text (with minor corrections) while adding to each chapter supplementary sections on the more recent developments. While this method may have drawbacks, it has the definite advantage of showing clearly where recent progress has taken place and in what areas interesting results may be expected in the future. | 677.169 | 1 |
Elementary Algebra, 1st Edition
Author(s): Bracken/MillerELEMENTARY ALGEBRA offers a practical approach to the study of beginning algebra concepts, consistent with the needs of today's student. The authors place special emphasis on the worked examples in each section, treating them as the primary means of instruction, since students rely so heavily on examples to complete assignments. Many of the applications (both within the examples and exercises) are also uniquely designed so that students have an experience that is more true to life--students must read information as it appears in headline news sources and extract only the relevant information needed to solve a stated problem. This promotes the text's focus on developing better study habits, problem solving and critical thinking skills along with orienting students to think and reason mathematically. Through Elementary Algebra, students will not only be better prepared for future math courses, they will be better prepared to solve problems and answer questions they encounter in their own lives.
Available with InfoTrac® Student Collections | 677.169 | 1 |
You are here
Mathematical Sciences Faculty
I teach courses on mathematical modeling of environmental problems, game theory, chaos theory and the mathematics of evolution.
Why do you like teaching at Bentley?
We have small classes, so I'm able to really get to know my students. And they seem to really appreciate that our math courses connect to the real world.
What is your teaching style?
My classes are very interactive — lectures are constantly interspersed with in-class exercises and discussion. I try to keep track of where every student is at with the material at all times, and I always encourage them to drop by my office to ask their questions and discuss class lessons.
What advice would you offer a new Bentley student?
In your first semester, you have to decide how successful you want to be. If you want all of the advantages of a high GPA and great mastery of the material, you have to stick to that goal unfailingly from the first week. It's hard, but the payoff for your life and career will be phenomenal. | 677.169 | 1 |
is an Associate Professor of Retail Management in the Department of Marketing at Whitman School of Management, Syracuse University. She has taught a variety of courses including retail buying and electronic retailing and marketing courses and has been a member of the International Textile and Apparel Association (ITAA) for 13 years. She conducts research that examines the needs of retail industry employers and her research focuses on employee satisfaction and retention as well as preparing new college graduates for success in the industry. Her research appears in journals such as the Journal of Fashion Marketing and Management, Customer Relationship Management, and Journal of Shopping Center Research.
PRODUCTS
Merchandising math is a multifaceted topic that involves many levels of the retail process,
including assortment planning; vendor analysis; markup and pricing; and terms of sale.
A Practical Approach to Merchandising Mathematics, Revised 1st Edition, brings each of
these areas together into one comprehensive text to meet the needs of students who will be
involved with the activities of merchandising and buying at the retail level. Students will learn
how to use typical merchandising forms; become familiar with the application of computers
and computerized forms in retailing; and recognize the basic factors of buying and selling
that affect prof it. View
Using Computerized Spreadsheets: Mathematics for Retail Buying is a computer spreadsheet component for retail buying and merchandising mathematics students. Cushman demonstrates how to create, calculate, and analyze using Microsoft Excel® spreadsheets. A cross-platform CD-ROM is included for students to apply the lessons as they learn them in the book. This book is designed as a supplement to Mathematics for Retail Buying, Revised 5th Edition, by Bette Tepper, but the concepts are easily adaptable to any text meant to cover the mathematical concepts associated with retail buying. View | 677.169 | 1 |
Mathematical Modeling For The Scientific Method - 10 edition
Summary: Part of the International Series in MathematicsMathematical Modeling For The Scientific Methodis ideal for sophomore or junior-level students that need to be grounded in math modeling for their studies in biology, engineering and/or medicine. it reviews what the scientific method is and how it is important and connected to mathematical modeling. it unites topics in statistics, linear algebra, and calculus and how they are interrelated and utilized | 677.169 | 1 |
Just the Basics
What is the basic math you'll ever need or use This is a tough question as it depends on what your responsibilities in life are and what job requirements you have that involve math. If, your job doesn't really require math and I'd be the first to say there is math involved in every job, however, if your job doesn't require math to any extent, perhaps basic math is all you need. I've compiled a list of my thoughts about everyday math. What it is and why you need it. For all those students who question whe we need this stuff, this article is for you. | 677.169 | 1 |
1, algebra 2 and calculus algebra 1, algebra 2 and geometry | 677.169 | 1 |
Congress CalculusThe student is urged to ask questions in discussing those concepts, and, in turn, I ask peripheral questions to ensure good basic comprehension. I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has ... | 677.169 | 1 |
Mathematics Curriculum Studies 3
This course introduces students to the key concepts underlying a deep understanding of mathematical proof and topology. This course will consider the historical development of mathematical proof and topology and will examine current related pedagogical models within the field of secondary mathematics including catering for differentiated learning needs in the contemporary classroom.
Available in 2014
On satisfactory completion of this course students should be able to: - understand the key concepts related to various forms of mathematical proof and the field of topology - appreciate the mathematical knowledge and beliefs that learners bring to a learning task - apply a range of strategies for teaching secondary mathematics - recognise the common misconceptions that students may have in regard to the mathematical content covered. - recognise the benefits and issues associated with differentiated learning
Content
- The historical development of mathematical proof and its relationship to other forms of proof commonly accepted in contemporary society - Forms of mathematical proof including geometric, inductive, deductive, contradiction, reductio ad absurdum and non-euclidean geometric - Introduction to topology - teaching strategies related to mathematical content - common misconceptions related to the mathematical content Differentiated learning in the contemporary classroom | 677.169 | 1 |
High School
Classes Listed Alphabetically
ALGEBRA I - Kalan Morrison
Pencils (required EVERY day) Red pens 2" binder LOTS of notebook paper Graph paper (to be kept in binder at ALL times) Ruler Dividers (5) Calculator: TI-83 or TI-84 Graphing calculator – I would PREFER a graphing calculator, but they are expensive, so below is a substitute scientific calculator – (suggest the TI-34)
ALGEBRA I HONORS
Pencils (required EVERY day) Red pens 2" binder LOTS of notebook paper Graph paper (to be kept in binder at ALL times) Ruler Dividers (5) Calculator TI-83 or TI-84 Graphing calculator – I would PREFER a graphing calculator, but they are expensive, so below is a substitute scientific calculator – (suggest the TI-34)
Black pens #2 pencils Colored pencils Girls – rubber band or clip to keep hair out of the way during labs 3-ring binder (may be shared with other classes) Basic calculator (you may use a scientific calculator if you have one) Card stock (for projects) (white or colored depending on the project) Poster board (for projects) (white or colored depending on the project) Access to a computer with internet and printer Jump drive (you do not need a separate one for this class – you may also be asked to have one for history and English classes)
a personal flash drive (2mgs is fine) for saving work on mobile
lab computers to work on elsewhere. Decide now where you will store the
flash drive so you can keep up with it and have it ready for class.
It
of words). You may use dictionary.com online, or buy a paperback for
about $5.99.
Access to a computer for word-processing several times a week;
also, some handouts and webpages are made available online rather than
copied for class. Thus, you will need internet access.
An email address for receiving messages from Mrs. Earney;
parents need a separate email address from students. I communicate often
with parents. Both the student's email and the parents' email need to
be registered with the office on RenWeb. You need to be able to check
your email several times weekly.
APU. S. GOVERNMENT - Debbie Jean
Bring all items (except 3-brad folders) and textbook to class every day beginning Day 1.
You will receive 5 bonus points on our first test if you have all
supplies and notebook set up with dividers in place with proper
headings.
*Economics Honors will have four additional projects that will each entail purchasing additional supplies. Those supply lists will be included in the assignment sheet when those projects are assigned, however, you may anticipate things such as:
a personal flash drive (2mgs is fine) for saving work on mobile lab computers to work on elsewhere. Decide now where you will store the flash drive so you can keep up with it and have it ready for class. It of words). You may use dictionary.com online, or buy a paperback for about $5.99.
Access to a computer for word-processing several times a week; also, some handouts and webpages are made available online rather than copied for class. Thus, you will need internet access.
An email address for receiving messages from Mrs. Earney; parents need a separate email address from students. I communicate often with parents. Both the student's email and the parents' email need to be registered with the office on RenWeb. You need to be able to check your email several times weekly.GEOMETRY STANDARDGEOMETRY HONORSHEALTH - Varnado
Folder or binder Notebook paper Pen or pencil Red pen
LATIN1 ½ inch – 2 inch binder 5 dividers Sharpened #2 pencils (mechanical pencils may not be used on SAT) RED or color pen (for grading) loose leaf notebook paper for notes Package of 4 X 6 index cards TI-83 or 84 Graphing Calculator (calculators are available at the school but may not be taken home)
SPANISH*Government Honors will have four additional projects that will each entail purchasing additional supplies. Those supply lists will be included in the assignment sheet when those projects are assigned, however, you may anticipate things such as: | 677.169 | 1 |
More About
This Textbook
Overview
This classic of the mathematical literature forms a comprehensive study of the inequalities used throughout mathematics. First published in 1934, it presents clearly and lucidly both the statement and proof of all the standard inequalities of analysis. The authors were well-known for their powers of exposition and made this subject accessible to a wide audience of mathematic | 677.169 | 1 |
...
More About
This Book
discrete math, word problems and more.
—Written in an easy-to-comprehend style to make math concepts approachable
—Award-winning math teacher and author of The Complete Idiot's Guide® to Calculus and the bestselling advanced placement book in ARCO's "Master" series
Product Details
Related Subjects
Meet the Author
W. Michael Kelley is a former award-winning calculus teacher and the author of the bestselling The Complete Idiot's Guide® to Calculus, The Complete Idiot's Guide® to Precalculus, and The Humongous Book of Calculus Problems. Among the honors he's received throughout his career are his four-year-running title of "Most Popular Teacher" and being recognized by the Maryland Council of Teachers of Mathematics as an Outstanding High School Mathematics Teacher. He has contributed to over 50 publications including Playboy, WIRED, Sync, SPIN and The Source | 677.169 | 1 |
about our series Cambridge Queensland Mathematics is written by Queensland teachers for Queensland schools and provides a complete resource package to support the ...
Frank Tapson 2004 [trolPT:2] Trigonometry The worksheets available in this unit DO NOT constitute a course since no instructions or worked examples are offered ...
Camborne School of Mines University of Exeter ELE page CSM1027 Maths 1A Foundation Introduction to TrigonometryTrigonometry is based on the ratio of sides of right ...
Preface This book covers the GCSE syllabi examined for the first time in 2003 and the higher part of the new two tier examination system beginning in September 2006. worksheets/sum books/GCSE Higher 2006.pdf
Preface This book covers the GCSE syllabi to be examined for the first time in 2003. It was written with year 11 pupils in mind but can be used in year 10 for those ... 2 Equations/sumworksheets/c Intermediate Book 2003.pdf
If we think of an angle as the amount of rotation ofastraightline about the angle, then we can dene a positive rotation as one which is anti-clockwise and a negative ... | 677.169 | 1 |
More than 40 million students have trusted Schaum?s Outlines for their expert knowledge and helpful solved problems. Written by renowned experts in their respective fields, Schaum?s Outlines cover everything from math to science, nursing to language. The main feature for all these books is the solved problems. Step-by-step, authors walk readers through coming up with solutions to exercises in their topic of choice.
387 solved problems
Covers all probability fundamentals
No calculus needed
Supports and supplements the leading probability and statistics textbooks
Appropriate for the following courses: Introduction to Probability and Statistics, Probability, Statistics, Introduction to Statistics
Detailed explanations and practice problems in probability and statistics
Comprehensive review of specialized topics in probability and statistics
Description:
Never HIGHLIGHT a Book Again! Virtually all testable terms, concepts,
persons, places, and events are included.look no further for study resources or reference material. Cram101 Textbook Outlines gives all of the outlines, highlights, notes, and practice tests for your ... | 677.169 | 1 |
> I understand this, but there are a lot of students that prepare
> themselves with the book without following classes, and in those
> cases (like mine) it would be useful to have at least part of the
> answers, because otherwise you don't know if your answers
> are right or wrong.. that was my case, but no problem, thank
> you very much for answering me | 677.169 | 1 |
MAT-2201 Numerical Methods - 10 stp
The course is administrated by
Faculty of Science and Technology
Type of course
The course is mandatory in the Master's degree program in industrial mathematics, and is included in the Bachelor's degree program in mathematics and statistics. It may also be taken independent of study program.
Admission requirements
Course contents
This course gives an introduction to basic concepts and issues of numerical computation. The topics treated include: Binary representation and floating point numbers, round-off errors, conditioning, rates of convergence, truncation and discretization errors, best approximation, numerical stability, and complexity analysis. Selected methods will be covered for some of these classes of problems: Linear systems of equations, nonlinear equations, overdetermined linear systems, numerical differentiation and integration, and numerical solution of differential equations.
Recommended prerequisites
MAT-1003 Calculus 3, MAT-1004 Linear algebra
Objective of the course
After the course the student should:
Be able to analyze methods for numerical calculations with respect to errors and complexity
Have mathematical understanding for the methods they apply
Know the main features in IEEE-standards for binary number representation
Be able to use iterative methods, like the Jacobi-method for systems of linear equations, and Newtons method for non-linear equations, and be able to describe convergence properties.
Be able to describe Gaussian elimination and LU factorization, and know QR factorization, and how this is used to find least squares solutions.
Know the problem of polynomial interpolation, how to solve it, and how to prove unqueness. They should be able to use Chebychev polynomials as tools.
Use Taylor?s theorem to find errors of discretization when calculating dericatives and finite difference.
Know simple methods for numerical calculation of integrals, such as the Trapezoid method and Simpson?s formula, and general results about global errors, when local errors are known.
Know the simplest algorithms for stepwise numerical solution of initial value problems for systems of first order differential equations, and know how to reformulate a higher order differential equation to such a system.
Language of instruction
The language of instruction and the syllabus is English. Examination questions will be given in English, but may be answered either in English or a Scandinavian language.
Teaching methods
Lectures: 40 h Coursework: 30 h
Assessment
Written final exam of 4 hours duration, counting 100 %.
Assessment scale: Letter grades A-F.
Re-sit examination: Students having failed the last ordinary examination are offered a re-sit examination early in the following semester, if the course is compulsory in their study programme.
Postponed examination: Students with valid grounds for absence will be offered a postponed examination early in the following semester.
Ordinary examination in the teaching free semester (early exam): A new ordinary examination will be arranged provided that it already will be given a postponed or a re-sit exam for the course. | 677.169 | 1 |
GCD1677Not Your Typical Algebra Workbook
Algebra Puzzles uses games, puzzles, and other problem-solving activities to give student...s fresh, new ways of exploring learned concepts. While reviewing essential concepts and vocabulary for pre-algebra and algebra, the book helps students visualize and think more deeply about these abstract ideas. The perfect antidote to algebra anxiety. Read More
GCD1517The activities in this book consist of a series of question and answer cards. Students are actively engaged as each player ...answers a question and then asks the next one. When students reach the last card, they will find that it refers back to the first card. Requires minimal preparation but results in maximum participation and effort. Full-color card stock game cards | 677.169 | 1 |
Garland, TX StatisticsMoreover, I have taught in topics from this course in other courses such as Business Calculus I and Business Calculus II. Of all the students I tutored, all earned A's and B's. From these experiences, I feel that I am rather competent in this subject...I am familiar with the contents, so I can tell you what types of problems you can expect and the frequency with which they come up. I can also show you different ways of tackling each problem and let you decide which ones work best for you. This is a game I'd love to show you how to play.
...Please let me know how I can help!Linear Algebra is a field of mathematics that involves vector spaces and matrices are often used when a basis is given. Various operations can be performed on vectors such as vector addition and scalar multiplication. Other concepts often studied include matrix theory, determinants, eigenvalues and eigenvectors. | 677.169 | 1 |
A Worktext
Written for pharmacy technicians, and addressing the competencies developed by the American Society of Health-System Pharmacists (ASHP), Math Calculations for Pharmacy Technicians, 2nd Edition helps you learn to calculate drug dosages safely and accurately. A practical worktext format covers everything from basic math skills to reading and interpreting labels and physicians' orders, introducing key calculation and conversion concepts and then providing hundreds of problems so you can practice and master the material. Other vital topics include conversions between the various measurement systems, reconstituting liquid medications, and calculating medications based on a patient's age or body weight. Written by experienced pharmacist Robert Fulcher and educator Eugenia Fulcher, Math Calculations for Pharmacy Technicians helps you learn calculation skills and develop the competencies needed by pharmacy technicians.
New to This Edition
Updated content
meets ASHP requirementsand features new topics such as powder volume and compounding problems, formulas for reducing and enlarging medications, and opportunities to write out prescription label directions.
Tech Note boxes offer helpful advice on real-life situations you may encounter in the pharmacy.
Tech Alert boxes warn against common pharmacy and medication errors that could impact patients' safety | 677.169 | 1 |
The benefit of doing it this way, is you encounter real world
problems, rather than some dry, abstract theoretical usage like you would get from a book. Read the questions, see if you can provide a solution, then read the best solutions offered by the experts.
It is sort of the same idea as the old
teaching technique called "story problems" (IIRC), where instead of asking you to prove the Pythagorean Theorem, you are asked something like " find the height of a mountain, if you are 5 miles away and the angle to the top is 15 degrees". They are both essentially the same problem, but one is "more realistic" than | 677.169 | 1 |
240 pages | Publisher: LearningExpress | English | ISBN-10: 157685485X | PDF | 12,2 MB
This book is geared toward anyone wishing to overcome math anxiety—from high school and college students to adult test-takers hoping to score well on vocational and certification exams. Now updated and re-evaluated by math experts to ensure the most current lessons and practice exercises, this resource includes:essential math basics, from percentages and probability to square roots and decimals; tips for test-takers on how to tackle real-life math problems successfully; and "Before and after" tests to assist readers in tracking their progress | 677.169 | 1 |
Mathematics
Algebra I
Algebra I is a foundational course for future mathematics and science courses. This course explores topics using a function approach and seeks to make connections between symbolic and graphical representatives. Topics include simplifying rational and polynomial expressions; solving linear equalities, inequalities, and systems; and solving quadratic equations and inequalities.
Geometry
Students explore plane figures and their properties in this study of Euclidean geometry. Students study relationships between congruent and similar figures, study and use deductive and inductive logic to understand the structure of geometry, and use technology to discover relationships. Topics include plane figures and their properties, transformational geometry, coordinate geometry, right triangle trigonometry, area, and volume.
Algebra II
Algebra II is a study of functions through algebraic and graphical approaches. This course encompasses the following topics: applications of linear functions, quadratic and polynomial functions, rational expressions, logarithms and exponents, trigonometry, conic sections, matrices, and transformations of functions. Students use graphing technology to discover relationships between symbolic and graphical representations.
Pre-Calculus
Pre-Calculus lays the foundation for the study of calculus. A calculator-based graphing approach is used to explore functions. Using graphs, students find characteristics of graphs such as extrema, domain, range, and limits of the function. Students graph using transformations. Properties of exponential, logarithmic, rational, and trigonometric functions are specifically studied. Students explore problems numerically, algebraically, and graphically. The study includes applications of matrices, parametric equations, and polar coordinates. | 677.169 | 1 |
Category:Mathematics study guides
This category contains books that are mathematics study guides: books that prepare students for standardized exams on mathematics, as well as texts that follow a specific curriculum covering mathematics.
Related categories
The following 12 related categories may be of interest, out of 12 total. | 677.169 | 1 |
Archives
Tuesday, January 23, 1912: Sleigh rides are a thing of the past now. There is no danger of freezing yourself now. I'm at a standstill in Algebra.
Her middle-aged granddaughter's comments 100 years later:
Maybe Grandma was struggling in algebra because the textbook was confusing.
To get a sense of how algebra textbooks have changed over the past 100 years. I compared the promotional materials for an algebra textbook published in 2012 with the information in the preface of an algebra textbook published in 1912.
Of course the book published in 2012 is brightly colored with lots of pictures and figures (and there are numerous supplemental online resources). The 1912 book is black and white with only a few pictures.
The 1912 book looks denser than then new one. However, the chapter titles are similar. For example both books had a chapter called Factoring.
Purpose
2012: ". . . builds essential skills one at a time by breaking the mathematics down into manageable pieces. This practical "building block" organization makes it easy for students to understand each topic and gain confidence as they move through each section."
1912: "The main object in writing this School Algebra has been to simplify principles and give them interest, by showing more plainly, if possible, than has been done heretofore, the practical or common-sense reason for each step or process."
Problems
2012: "Student Practice problems are paired with every example in the text . . ."
1912: "A large number of problems. . . ."
Review and Reinforce
2012: "Students will find many opportunities to check and reinforce their understanding of concepts throughout the text . . ."
1912: "Numerous and thorough reviews of the portion of the Algebra already studied are also called for."
Monday, January 8, 1912: A regular snow storm set in this afternoon. How beautiful the snowflakes looked as they descended to ground. Am now able to extract the cube root without difficulty. Pa came for Jimmie and me this evening.
As a parent who had strong opinions during the "math wars" of the 1990's about what should be included in (and, perhaps more importantly, what should be excluded from) the math curriculum, I'm fascinated by early 20th century math text books.
In textbooks from a hundred years ago, there is more focus on calculation than there is today but they also contain some cool word problems —Cube roots are a great example of this.
Here are some cube root word problems from a 1911 textbook called Kimball's Commercial Arithmetic:
1. If a cubical block contains 21,952 cubic inches, how many square feet of paper will be required to cover the entire surface?
2. The entire surface of a cubic block is 384 square feet. How many 1-foot cubes can be cut from the block, allowing nothing for waste?
3. A cubical cistern holds 400 bbl. of water. How deep is it?
4. What are the dimensions of a cube that has the same volume as a box 2 ft. 8 in. long, 2 ft. 3 in. wide, and 1 ft. 4 in. deep?
The texts also contained lots of "tricks" and principles.
Principles
1. The cube of a number cannot have more than three times as many figures as its root, nor but two less.
2. If a number is separated into periods of three figures each beginning at the units' place, the number of figures in the cube root will be the same as the number of periods.
I thought of several easy cube roots (100 is the cube root of 1.000.000. and 5 is the cube root of 125.), and decided that the principles are correct. (Of course they were correct—but somehow I felt better after I thought of a few problems to confirm it.)
If you're a math geek, here are some previous posts that explored the math curriculum and problems from a hundred years ago.
Friday, January 5, 1912: It's so cold now. How quickly the weather has changed. I didn't mind it at all in school for the stove sent forth a regular shower of heat. Was rather freezy coming home and the wind a blowing. We've come to the extracting of the cube root in arithmetic and I can't see very good the way it's done. But suppose I can after I get some kind of an explanation from somebody and not from the book alone. We had these things several years ago, but my idea of them is now rather hazy.
Cube root example from Kimballs Commercial Arithmetic (1911). If you want to read the example, click on the picture to make larger.
Her middle-aged granddaughter's comments 100 years later:
Whew, math has changed a lot over the years.
I never learned how to do cube roots when I took math in the 1960's and 70's, but I can remember struggling with square roots. My children can manually calculate neither square roots nor cube roots, but they do know how to calculate them using a calculator.
Has the curriculum been dumbed down over the years? . . . or has the tedium been removed so that students have time to grapple with more complex problems?Friday, November 3, 1911: Nothing very much doing today. Didn't get any of my lessons out this evening. I wasn't in a very studious mood.
Her middle-aged granddaughter's comments 100 years later:
Grandma so often worried about school—though she often seemed to not quite get around to studying. I wonder if Grandma ever considered going to college after she graduated from high school.
I suppose college seemed beyond the realm of possibilities to a farm girl in rural central Pennsylvania a hundred years ago. Less than 3% of the people were college graduates back then—and the rate would have been much lower than that for women.
There was an article in the November 6, 1911 issue of Youth's Companion about why men—the article didn't mention women—attended college.
Excerpts from
The College in the Service of the Nation
by
Arthur Twining Hadley (President of Yale University)
The American college serves the nation in three conspicuous ways: first, by training men for public office; second by establishing standards of professional success in private business which lead men to do what the public needs, instead of trying merely to make money for themselves; third, by promoting the search for the truth and the spirit of discovery and invention that are necessary for national progress. . .
When we think of public service, we naturally think of these meanings. So did the founders who established the earliest colleges. The founders of the collegiate school at New Haven [Yale] stated in the charter of 1701, that it was the purpose of their institution to fit youth for employment in church and state. . .
Every man, whatever his business can conduct it in such a way as to serve the public. The lawyer who pleads in the courts ought to be doing the same sort of service to the public as the judge who decides the cases. The physician can render and ought to render the same service in providing for public health that the watchman or the signalman provides for public security against accidents.
Any business however simple in its character, where a man thinks first of the work that he is doing and only secondarily of the pay that he is going to get deserves the name of profession.
One of the most valuable things that our colleges can do is to emphasize this ideal of public service, so that the professional element will count for more in men's lives and the trade element will county for less.
A third way in which our colleges can render public service is by keeping alive the spirit of exploration and discovery-the spirit which leads men to test new methods of action and to pursue new lines of truth. I believe that this is the most important and necessary service of all.
So far as our colleges teach their students the love of pursuing truth for truth's sake, without regard to the material reward, they fulfill their highest and most necessary duty in the service of the nation.
Thursday, November 2, 1911: Am now taking up the study of Rhetoric, so if my English is not all together proper now is the time to expect a change for the better.
Recent photo of building that once housed McEwensville High School.
Her middle-aged granddaughter's comments 100 years later:
Rhetoric is the art of writing and speaking. It includes the study of writing rules. I found a 1911 Rhetoric textbook and it includes sections on proper sentence structure (no dangling participles!) and punctuation (sentence structure must be understood to punctuate correctly!). | 677.169 | 1 |
Hi fellow students, I heard that there are various programs that can help with us studying,like a teacher substitute. Is this really true? Is there a program that can aid me with math? I have never tried one thus far, but they shouldn't be hard to use I think. If anyone tried such a program, I would really appreciate some more detail about it. I'm in Remedial Algebra now, so I've been studying things like need purchase product algebrator algebra 1 11 including geometry and it's not easy at all.
What is your problem about need purchase product algebrator algebra 1 11 including geometry? Can you give me more details on the problems you are experiencing regarding need purchase product algebrator algebra 1 11 including geometry? I myself had experienced many problems on my algebra tests. I tried hiring a/an math coach to teach me, but it was not cheap. The most convenient way to help you answer your algebra problems is by using a fine program. Among all math programs I encountered, it's the Algebrator that really surpassed my expectations. Aside from giving errors-free answers, it also displays a step-by-step solution that led to the answer. It's really a fine software to learn from but remember to avoid copying solutions from the software because it would really not help you if you'd just copy the solutions. Use it just to give an idea how to solve certain algebra problems.
My parents could not afford my college fees, so I had to work in the evening, after my classes. Solving equations at the end of the day seemed to be impossible for me at those times. A friend introduced Algebrator to me and since then I never had trouble solving my questions.
algebra formulas, linear inequalities and mixed numbers were a nightmare for me until I found Algebrator, which is really the best algebra program that I have ever come across. I have used it frequently through several algebra classes – Remedial Algebra, Algebra 1 and College Algebra. Just typing in the algebra problem and clicking on Solve, Algebrator generates step-by-step solution to the problem, and my math homework would be ready. I really recommend the program. | 677.169 | 1 |
today's students to be successful in mathematics, they must be adequately prepared for the study of algebra, geometry, data analysis, probability, trigonometry, calculus, and beyond. An appropriately prepared student will be comfortable working with numbers, performing operations on numbers, working with applications involving numbers, and analyzing basic data.
The High School Math Made Simple DVD series was developed to aide students by reviewing core concept areas. The series is derived from the popular book High School Math Made Simple, which was written to align to the National Council of Teachers of Mathematics (NCTM) standards.
This is a good introduction to basic math skills, but I don't think that it will be very useful for a high school student. Upon entering high school, a student should have mastered such topics as fractions, percents, and integers, and if he or she hasn't, then he or she is in trouble.
The DVD consists of what seem to be simple PowerPoint slides. The voiceover is clear and spoken at a good pace. Each lesson lasts a few minutes, and ample time is provided to complete the given examples. Each lesson includes good definitions of key terms and ends with a quick review of the material that was covered. Overall, I think that this DVD would likely be more beneficial to an elementary school or middle school student who is looking for an overview to material that he or she has already been exposed to in school. | 677.169 | 1 |
This work caters for mixed ability classes with exercises graded at three different levels. It encourages practical problem solving involving appropriate mathematics. There are revision exercises at the end of each chapter. General notes provide a grid whereby teachers can identify and assess student progress. [via] | 677.169 | 1 |
Intuitive worksheet maker
AlgeWorksheets is a quick and intuitive way for teachers and parents to create algebra worksheets and tests. The program combines many useful features in an easy-to-use layout.
The program's interface is plain, but all of its features are straightforward and easy to use. Users select from among 20 algebraic topics, specify any other needed settings (difficulty level, type of problem, etc.), and then click Add New Sum. The program generates a problem and inserts it into the worksheet. Users can specify whether they want to include answer blanks and can give each problem up to 15 lines of working space, ensuring that students have ample room to show their work. Users can create a mixture of problem types from different topics, a handy way to create a final exam, or just focus on one or two topics at a time. Users can also customize the worksheet's heading, including its title and desired student information. Once users have completed their worksheet or test, it can be printed with ease. Although we had few questions about the program's use, it includes both a built-in Help file and a PDF user manual that offer plenty of guidance.
AlgeWorksheets has a 20-use limit on its trial, and we found that each use is limited to about six and a half minutes. The program installs and uninstalls without issues. We recommend this program to all users seeking an easy way to create worksheets and tests for algebra students. | 677.169 | 1 |
Presented in the familiar Saxon approach of incremental development and continual review, topics are continually Parents will be able to easily help their students with the solutions manual, which includes step-by-step solutions to each problem in the student book; and quickly assess performance with the test book (test answers included). Tests are designed to be administered after every five lessons after the first ten.
Please Note: This is the third printing and errors to date have been corrected.
This kit includes:
Student Textbook, 887 pages (120 lessons), hardcover.
Solutions Manual, 341 pages, softcover, three-ring-punched
Test Book with answer key, 80 perforated pages, softcover.
Saxon Geometry Homeschool Packet (Test Forms & Answers) Retail Price: $14.10 CBD Price: $9.87
( In Stock ) This set of tests and the test answer key is part of the Saxon Geometry Kit, and is designed for additional students taking the course. Twenty-three tests are included, and are designed to be given after every five lessons, after the first ten. 80 pages, softcover.
Boost your students understanding of Saxon Math with DIVE's easy-to-understand lectures! Each of the 120 lesson concepts and 12 investigations in Saxon Math's Geometry textbook is taught step-by-step on a digital whiteboard, averaging about 10-20 minutes in length; and because each lesson is stored separately, you can easily move about from lesson-to-lesson as well as maneuver within the lesson you're watching. After the lesson, students complete the 30-question Problem Set in the Saxon text; a few problems in the set come from the new concept, however most review previous lessons. Each problem is cross-referenced back to the lesson where it was taught, allowing students to quickly review any concept. Taught from a Christian worldview, Dr. David Shormann also provides a weekly syllabus to help students stay on track with the lessons. DIVE teaches the same concepts as Saxon, but does not use the problems given in the text; it cannot be used as a solutions guide.
This course covers all topics in a high school geometry course, including perspective, space, and dimension associated with practical and axiomatic geometry. Students learn how to apply and calculate measurements of lengths, heights, circumference, areas, and volumes, and will be introduced trigonometry and transformations. Students will use logic to create proofs and constructions, work with key geometry theorems and proofs, and use technology such as spreadsheets, graphing calculators, and geometry software.
Get everything you need for a successful and pain-free year of learning math! This kit includes Saxon's 1st Edition Geometry textbook, solutions manual, and test book, as well as the DIVE Geometry CD-ROM. A balanced, integrated mathematics program that has proven itself a leader in the math teaching field, Saxon Geometry covers triangle congruence, postulates and theorems, surface area and volume, two-column proofs, vector addition, slopes and equations of lines, and other high school geometry concepts.
The DIVE software teaches each Saxon lesson concept step-by-step on a digital whiteboard, averaging about 10-20 minutes in length; because each lesson is stored separately, you can easily move about from lesson-to-lesson as well as maneuver within the lesson you're watching. DIVE teaches the same concepts as Saxon, but does not use the problems given in the text; it cannot be used as a solutions guide.
Please Note: This is the third printing and errors to date have been corrected.
Give your Saxon Geometry students support and reinforcement! Comprehensive lesson instructions feature complete solutions to every practice problem, problem set, and test problem with step-by-step explanations and helpful hints. These user-friendly the 1st Edition. Four Lesson CDs and 1 Test Solutions CD included.
Saxon Geometry is the perfect solution for students and parents who prefer a dedicated geometry course, yet want Saxon's proven methods!
Presented in the familiar Saxon approach of incremental development and continual review, topics are
Parents will be able to easily help their students with the solutions manual, which includes step-by-step solutions to each problem in the student book, and quickly assess performance with the test book (test answers included). Tests are designed to be administered after every five lessons after the first ten.
Please Note: This is the third printing and errors to date have been corrected.
Saxon Teacher provides comprehensive lessons from the book that feature complete solutions to every practice problem, problem set, and test problem. These Geometry 1st Edition. Four Lesson CDs and 1 Test Solutions CD included. | 677.169 | 1 |
Aleks Upgrades HS Geometry Tool
Math Assessment tool provider Aleks has upgraded its High School Geometry offering so that it now leverages the company's AI-2 intelligence engine, which aims to reduce faculty workload and make learning process more rewarding and more targeted to student needs.
Specifically, Aleks used instructor and student feedback to develop the course's AI-2 engine so that it could provide more accurate assessments and let teachers more flexibly instruct students. Students navigate learning paths based on their level of readiness.
In terms of subject matter, the geometry course covers 217 concepts under the broader categories of algebra and deductive reasoning, lines and angles, triangles, polygons and circles, similarities and transformations, volumes and surface areas, and coordinate geometry.
The geometry course includes more than 40 new problem types and a content editor to let teachers remove more than 100 topics and change the sequence of topics to tailor the curriculum to their classes' needs. The course also includes input tools, such as proof and construction tools, to help foster a free response environment.
The geometry course is now available and can be used as core class curriculum, or in a supplemental fashion for remediation, intervention, or gifted or after school programs | 677.169 | 1 |
Study Guide for Stewart's Single Variable Calculus: Early Transcendentals, 7th
Summary
This helpful guide contains a short list of key concepts; a short list of skills to master; a brief introduction to the ideas of the section; an elaboration of the concepts and skills, including extra worked-out examples; and links in the margin to earlier and later material in the text and Study Guide. | 677.169 | 1 |
Self taught trig
Would it be possible to buy a trig text book and read it straight through and teach myself? Do people do this? I know that it is very hard to teach yourself calculus, but isn't trig much easier to teach yourself?
Thanks for the advice tom. I actually have been reading this book called Trigonometry Demystified, from the Demystified series(similiar to For Dummies, and Complete Idiots Guide). It is a self teaching guide. I am two chapters into it and it is pretty easy. But I don't think that I am learning everything that I should. I want to buy a college text book and read it straight through. Do you think that would be better than this Demystefied book?
Next semester I am taking a College Algebra and Trig combination class, but I am afraid that I will not learn everything that I need to know, about the trig. I have a feeling that the class will be mostly college algebra with a little trig. I already know most of college algebra now, but I have to take that class to get the credit. I just really want to be ready for calculus. I take calculus 1 this summer.
Self taught trig
You keep saying "read it straight through" as if it were a novel. Math Texts are not novels and should not be "read straight Through" you may well need to read and reread sections along with completing the exercises in each section.
Trig although being a very useful tool, isn't the only thing you should have a good background for calculus... I generally don't consider Algerbra and Trig to be college level classes... I mean I took an Algerbra 2/Trig class at a college but it really wasn't college level. Is your calculus 1 class simliar to a precalculus?
because if you are worried about being prepared for calc
skim through a precalc book and see if you understand the material after you study some trig
i was not planning on taking a pre-calculus class. My college doen't actually offer one. And no, I never took it in high school. So you say that I should be more concerned about studying pre-calculus than trig as a pre-req. for calc 1?
i have taught calculus in college for over 35 years and no one has ever failed for not knowing trig. the main problem is algebra, and then geometry. the most important thing by far is to be good at algebraso f(x) = 1/x defines a function on the domain of positive reals. and the additional rule that f(0) = 4, extends that to a function g defined on the non negative reals. I.e. then g(x) = 1/x if x is positive, and g(0) = 4. some people can never get it through their heads that it is ok to define a function anyway you want like this, using possibly several different rules for different parts of the domain.
but the main thing to know, above all things, is algebra.
trig takes about 5 minutes to learn. you only need to know the definitions of the two basic functions sin and cos, their relation to points and arcs on the circle, and then it helps to know the basic formulas, sin^2 + cos^2 = 1, and sin(x+y) = sin(x)cos(y) + sin(y)cos(x), and cos(x+y) = cos(x)cos(y) - sin(x)sin(y).
most people who have had trig do not even know these last two, (much less esoteric matter like the "law of cosines"),
just the basic one: sin^2 + cos^2 = 1.
but stuff like: why is [1/x - 1/a]/(x-a) = [a-x]/[(x-a)ax]? that is what stumps people.
its always the algebra. and this is needed every day in calculus. for example what good does it do to take a derivative and set it equal to zero, if you cannot solve it afterwards?
after the algebra it would help to know a couple basic things from geometry like similar triangles have proportional sides, and the pythagorean theorem. that's about it for geometry. of course it is nice to know a couple basic area and volume formulas, like the area of a circle, rectangle, cylinder, sphere, and triangle, but we usually review that stuff. the algebra never goes away. including the algebra of exponents.
like what is a^(1/3)? and what is (a^3 - b^3)/(a-b) ?
or (a^b)^c = ? or log(x^(10)) ?
from trig, i always have many people every year who fail to notice that since tan(x) = sin(x)/cos(x) that it is unbounded near where cos = 0. you do not need much trig to know that, just basics like do not divide by zero unless you expect something odd to happen. these people have had trig, they are just not thinking.
I taught myself Calculus, and now I am in 1st Year Calculus at a University. I learned a lot of knew stuff. I actually realized that I'm above average in the class, and some people are just lost. I also admit some parts I didn't know, and a function was one of them. I understand now. I knew that the derivative can be found using limits, while others completely forgot about First Principles.
I'm learning a lot, and it is unfortunate I skipped all my classes in high school.
Note: I also taught myself trigonometry, and physics. This is what I had to do because going back to high school wasn't an option. Now I'm a 1st year Physics/Math major. It's fun to see people brag about their math marks in high school, and I walk in and say "I HAD A SOLID 42%!".
The important thing is that, the one who takes the time to understand math (not just answer questions similiar to those in the book) will be the one who lasts.
PS. I hope I am that person. :)
Although you most likely will forget some trig identities, make sure you remember that you can derive them all using other identities you remember. Also, don't be discourage if you are a second year student and you forget something so simple like 0/0. Sometimes you are just thinking far too hard, 0/0 might seem like 1. A prof of mine said it is completely normal to just make a mistake like thatI taught myself computer programming (go QBasic help! ) and was actually surprised how SIMPLE math functions were. I was used to having a function... DO stuff... and not just return a value. So it was really like a step down.
Unless you're going to do something functional, programming will teach you bad habits, and even then it isn't a good idea. First, Alkatran, what is the definition of a function? Not something that just returns a 'value' for a start. Second, and my big bug bear, is that writing things like i=i+1 is unmathematical.
I'm an algebraist and I find writing programs most challenging: they do not tally.
programming will teach you bad habits, and even then it isn't a good idea.
I disagree. I'm quite young, and haven't had loads of maths experience.
I've taught myself DOS, HTML, JS, Java, C/C++ and am still learning more languages.
I found that programming has helped me ALOT. If I compare my mathematic ability now to before I learnt to program, I've improved dramatically. I also found that programming (especially the little bit of asm I've done) inspires me to do maths. :)
It also teached you about the use of different operands and functions and quite importantly; precedence.
Oh, and I also taught myseld trig (aswell as the sine and cosine rules). So, it definitely can be done :D
the point is there is no such subject as trigonometry. there are basically two trig functions, sin and cos, and you should know something about these two functions.
Saying trigonometry is a subject is like saying x^2 is a subject, or maybe that quadratic functions are a subject.
That strikes me as a peculiar thing to say. It is not unusual for secondary schools or even colleges to have courses name "trigonometry" and certainly there are many textbooks on "trigonometry". Perhaps you are using the word "subject" in a very precise sense?
I would say that the subject, trigonometry, includes the 6 trig functions, sine, cosine, secant, cosecant, tangent, and cotangent (of course, all can be defined in terms of sine and cosine), methods of "solving" right triangles, methods of "solving" general triangles, and possibly some spherical geometry. | 677.169 | 1 |
Students will receive in-depth coverage of trigonometry, logarithms, analytic geometry, and upper-level algebraic concepts, as well as continued intermediate algebra and trigonometry concepts first introduced in Algebra 2; new lessons on functions, matrices, statistics, and the graphing calculator are also included.
Saxon Teacher provides comprehensive lesson instructions that feature complete solutions to every practice problem, problem set, and test problem, with step-by-step explanations and helpful hints. These Advanced Math Advanced Math 2nd Edition. Four Lesson CDs and 1 Test Solutions CD included. | 677.169 | 1 |
This supplement provides all of the necessary instructions to use Mathcadr Student or Professional software to aid the reader in solving homework problems. It is keyed heavily to the accompanying dynamics text and works through many of the sample problems in detail. While this supplement suggests ways in which to use Mathcadr to enhance your understanding of dynamics and teach you efficient computational skills, you may also browse through the Mathcadr Student manual and think of your own usage of Mathcadr to solve problems and applications in other courses. The first chapter is a general introduction to Mathcadr that concludes with a sample application of Mathcadr to a dynamics problem and can be studied while reading Chapter 1 of the accompanying text.
This supplement to Engineering Mechanics: Statics provides all of the necessary instructions to use Mathcad Student of Professional software to aid the reader in solving homework problems and working through the sample problems within the text. It is keyed heavily to the accompanying Statics text and works through many of the sample problems in detail. While this supplement suggests ways in which to use Mathcad to enhance your understanding of statics and teach you efficient computational skills, you may also browse through the Mathcad Student manual and think of your own usage of Mathcad to solve statics problems and applications in other courses. The manual consists of 11 chapters. The first chapter is a general introduction to Mathcad that concludes with a sample application of Mathcad to a statics problem and can be studied while reading Chapter 1 of the accompanying Statics text. The following 10 chapters present appropriate Mathcad solutions for some of the sample problems given in the text. Chapter 1 - Using Mathcad Computational Software Numerical Calculation Working with Functions Symbolic Calculations Solving Algebraic Equations Graphs and Plots Application of Mathcad to a Statics Problem Along with solutions to sample problems, other topics covered within this manual include: Mathcad as a Vector Calculator; Solution of Simultaneous Linear Equations; Using Mathcad for Other Matrix Calculations; Scalar of Dot Product; Vector or Cross Product Between Two Vectors; Parametric Solutions; Solution of Nonlinear Algebraic Equations; Vector or Cross Product Between Two Vectors; Numerical and Symbolic Integration; Three-Dimensional Scatter Plots; Symbolic Generation of Equilibrium Equations; Discontinuity Functions; Cables; Wedges; Belt Friction; Principle Second Moments of Area; Eigenvalue Problems
Using the author's considerable experience of applying Mathcad to engineering problems, Essential Mathcad introduces the most powerful functions and features of the software and teaches how to apply these to create comprehensive calculations for any quantitative subject. The simple, step-by-step approach makes this book an ideal Mathcad text for professional engineers as well as engineering , science, and math students. Examples from a variety of fields demonstrate the power and utility of Mathcad's tools, while also demonstrating how other software, such as Excel spreadsheets, can be incorporated effectively. A full version of Mathcad v15 is available by using the registration code included in the front of the book (North America only). The included software is for educational purposes only.
Learn how to use PTC Mathcad Prime 3.0, one of the world's leading tools for technical computing, in the context of engineering, science, and math applications. Quickly harness the power of Mathcad to solve simple and complex problems. Essential PTC Mathcad is perfect for college students and first-time users as well as for experienced Mathcad users who are moving to Prime 3.0.
The book introduces the most powerful functions and features of the new Prime 3.0 software and teaches how to apply them to create comprehensive calculations for any quantitative subject. Examples from several fields demonstrate the power and utility of Mathcad's tools while also demonstrating how users can effectively incorporate other software, such as Excel spreadsheets. A free 12-month student trial edition of PTC Mathcad Prime 3.0 is available by using the registration code included in the book.
This introduction to random variables and signals is intended to provide engineering students with the analytical and computational tools for processing random signals using linear systems, developing the underlying theory as well as applications and maki, Preface.- Introduction to Sets and Probability.- One Dimensional Random Variables.- Operations on Random Numbers.- Two Dimensional Random Variables.- Random Processes.- Transformation of Random Processes.- Applications of Theory.- Appendix A. Linear Signa | 677.169 | 1 |
Why Is It So Hard To Learn Math? by Richard Porr
Price:
$0.99 USD.
Approx. 2,640 words.
Language:
English.
Published on August 2, 2011 by
Outlier Publications.
Category:
Nonfiction » Education and Study Guides » Study guides - Mathematics.
More people struggle with math than with any other academic discipline. So much so, that it is commonly excusable to not do well in math but to merely survive. There are reasons why math is so hard to learn. This little book identifies and provides insights into the top 10 reasons why math is so hard to learn. If you know what the bumps are, you can slow down and make it over them in one piece!
Solving the Three Ancient Problems using the Graef Curves by Edward V. Graef
Price:
$4.99 USD.
Approx. 5,310 words.
Language:
English.
Published on September 25, 2011 by
Marsha Bauer.
Category:
Nonfiction » Reference » Handbooks and Manuals.
Three Ancient Problems (trisecting the angle, squaring the circle, duplicating the cube) have challenged mathematicians for 2000 years. It's impossible to solve them using compass and straightedge alone, so mathematicians were challenged to create a curve or curve family to solve all three. No one accomplished this feat--until Graef. His curves were verified/published in top math publications. | 677.169 | 1 |
CliffsQuickReview 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 introduces each topic, defines key terms, and walks you through each sample problem step-by-step. In no time, you'll be ready to tackle other concepts in this book such as
Arithmetic and algebraic skills
Functions and their graphs
Polynomials, including binomial expansion
Right and oblique angle trigonometry
Equations and graphs of conic sections
Matrices and their application to systems of equations
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 Pre-Calculus Super Review includes sets, numbers, operations and properties, coordinate geometry, fundamental algebraic topics, solving equations and inequalities, functions, trigonometry, exponents and logarithms, conic sections, matrices, and determinants. Take the Super Review quizzes to see how much you've learned - and where you need more study. Makes an excellent study aid and textbook companion. Great for self-study!
500 Pre-Calculus Questions Sharpen your skills and prepare for your precalculus exam with a wealth of essential facts in a quick-and-easy Q&A format!
Get the question-and-answer practice you need with McGraw-Hill's 500 College Precalculus Questions. Organized for easy reference and intensive practice, the questions cover all essential precalculus topics and include detailed answer explanations.
The 500 practice questions are similar to course exam questions so you will know what to expect on test day. Each question includes a fully detailed answer that puts the subject in context. This additional practice helps you build your knowledge, strengthen test-taking skills, and build confidence. From ethical theory to epistemology, this book covers the key topics in precalculus.
Well, the good news is that you can master calculus. It's not nearly as tough as its mystique would lead you to think. Much of calculus is really just very advanced algebra – – – Non-student readers will find the book's exposition clear and accessible. Calculus For Dummies takes calculus out of the ivory tower and brings it down to earth.
Books in the EZ-101 Study Keys series are intended as brush-up reviews for a variety of college-101 courses. They are designed as a set of classroom "notes" that reflect typical lecture material presented in a classroom over the course of a semester. As such, they make handy supplements to college textbooks and serve as valuable pre-exam reviews. This overview of statistics covers nine general themes: descriptive statistics, shape, probability, probability distributions, planning a study, the population proportion, the population mean, Chi-square analysis, and regression analysis.
Does linear algebra leave you feeling lost? No worries —this easy-to-follow guide explains the how and the why of solving linear algebra problems in plain English. From matrices to vector spaces to linear transformations, you'll understand the key concepts and see how they relate to everything from genetics to nutrition to spotted owl extinction.
Line up the basics — discover several different approaches to organizing numbers and equations, and solve systems of equations algebraically or with matrices | 677.169 | 1 |
Elementary Algebra For College Students Early Graphing
9780136134169
ISBN:
0136134165
Edition: 3 Pub Date: 2007 Publisher: Prentice Hall Algebra Early Graphing for College Students, An...gel continues to focus on the needs of the students taking this class and the instructors teaching them.
Angel, Allen R. is the author of Elementary Algebra For College Students Early Graphing, published 2007 under ISBN 9780136134169 and 0136134165. Three hundred twenty four Elementary Algebra For College Students Early Graphing textbooks are available for sale on ValoreBooks.com, thirty three used from the cheapest price of $15.18, or buy new starting at $180.87CD is included. ACCEPTABLE with noticeable wear to cover and pages. Binding intact. We offer a no... [more]CD is included. ACCEPTABLE with noticeable wear to cover and pages. Binding intact. We offer a no hassle guarantee on all our items. Orders are generally shipped no later than [more] | 677.169 | 1 |
More About
This Book
In Introduction to Reasoning and Proof, Karren Shultz-Ferrell, Brenda Hammond, and Josepha Roblesfamiliarize you with ways to help students explore their reasoning and support their mathematical thinking. They offer an array of entry points for understanding, planning, and teaching, including strategies that help students develop strong mathematical reasoning and construct solid justifications for their thinking. Full of activities that are modifiable for immediate use with students of all levels and written by veteran teachers for teachers of every level of experience, Introduction to Reasoning and Proof highlights the importance of encouraging children to describe their reasoning about mathematical activities, while also recommending ways to question students about their conclusions and their thought processes in ways that help support classroom-wide learning.
Best of all, like all the titles in the Math Process Standards Series, Introduction to Reasoning and Proof comes with two powerful tools to help you get started and plan well: a CD-ROM with activities customizable to match your lessons and a correlation guide that helps you match mathematical content with the processes it utilizes.
If your students could benefit from more opportunities to explain their reasoning about math concepts. Or if you're simply looking for new ways to work the reasoning and proof standards into your curriculum, read, dog-ear, and teach with Introduction to Reasoning and Proof. And if you'd like to learn about any of NCTM's process standards, or if you're looking for new, classroom-tested ways to address them in your math teaching, look no further than Heinemann's Math Process Standards Series. You'll find them explained in the most understandable and practical way: from one teacher to another | 677.169 | 1 |
An Introduction to Numerical Methods and Analysis, Revised Edition Set
This book provides maximum teaching flexibility by beginning each chapter and each section with basic, elementary material, and gradually builds up to more advanced material. It continues this flexibility with its approach to computing languages - the book is not specific to any one computing language. It emphasizes a "cause and effect" approach to numerical mathematics. | 677.169 | 1 |
College Algebra - 3rd edition
Summary: These authors have created a book to really help students visualize mathematics for better comprehension. By creating algebraic visual side-by-sides to solve various problems in the examples, the authors show students the relationship of the algebraic solution with the visual, often graphical, solution. In addition, the authors have added a variety of new tools to help students better use the book for maximum effectiveness to not only pass the course, but truly understa...show morend the material. ...show less
Nearly brand new book that shows only slight signs of wear | 677.169 | 1 |
I just finished teaching a freshman calculus course (at an American state university), and one standard topic in the curriculum is related rates. I taught my students to answer questions such as theIn some of my classes (e.g. graph theory, mechanics), the professors encourage the students to visualize solutions to problems; I do well in these classes. In other classes (e.g. linear algebra), weThe Dynkin diagrams of type ADE are ubiquitous in mathematics as solutions of various classification problems. The diagram E6 is usually drawn by five dots in a row with a sixth dot above the third, ...
What are really helpful math resources out there on the web?
Please don't only post a link but a short description of what it does and why it is helpful.
Please only one resource per answer and let ... | 677.169 | 1 |
The Tobey approach focuses on building skills one at a time by breaking math down into manageable pieces.
This building block organization is a practical approach to basic math skill development that makes it easier for students to understand each topic, gaining confidence as they move through each section.
Knowing students crave feedback, Tobey has enhanced the new edition with a "How am I Doing?" guide to math success.
The combination of continual reinforcement of basic skill development, ongoing feedback and a fine balance of exercises makes the fifth edition of Tobey/Slater Basic College Mathematics even more practical and accessible.
For more information about the title Basic College Mathematics (5th Edition) (Tobey/Slater Wortext | 677.169 | 1 |
Finite Mathematics/sophomore, 1- or 2-semester/2 3 quarter courses covering finite mathematics for students in business, economics, social sciences, or life sciences departments.This accessible text is designed to help students help themselves excel in the course. The content is organized into two parts: (1) A Library of Elementary Functions (Chapters 1 2) and (2) Finite Mathematics (Chapters 3 11). The book's overall approach, refined by the authors' experience with large sections of college freshmen, addresses the challenges of teaching and learnin... MOREg when students' prerequisite knowledge varies greatly. Student-friendly features such as Matched Problems, Explore & Discuss questions, and Conceptual Insights, together with the motivating and ample applications, make this text a popular choice for today's students and instructors. The MyMathLab® course for the text features thousands of homework exercises plus instructional videos for nearly every example in the book. This accessible text is organized into two parts: (1) A Library of Elementary Functions (Chapters 12) and (2) Finite Mathematics (Chapters 311). The bookrs"s overall approach addresses the challenges of teaching and learning when readersrs" prerequisite knowledge varies greatly. Reader-friendly features such as Matched Problems, Explore & Discuss questions, and Conceptual Insights, together with the motivating and ample applications, make this text a popular choice for todayrs"s readers. A Library of Elementary Functions: Linear Equations and Graphs; Functions and Graphs.Finite Mathematics:Mathematics of Finance;Systems of Linear Equations; Matrices;Linear Inequalities and Linear Programming; Linear Programming: Simplex Method; Logic, Sets, and Counting; Probability; Markov Chains; Games and Decisions; Description and Probability Distributions. For all readers interested in finite mathematics for business, economics, life sciences, and social sciences.
6-2 The Simplex Method: Maximization with Problem Constraints of the Form ≥
6-3 The Dual; Minimization with Problem Constraints of the form ≥
6-4 Maximization and Minimization with Mixed Problem Constraints
Chapter 6 Review
Review Exercise
Chapter 7: Logic, Sets, and Counting
7-1 Logic
7-2 Sets
7-3 Basic Counting Principles
7-4 Permutations and Combinations
Chapter 7 Review
Review Exercise
Chapter 8: Probability
8-1 Sample Spaces, Events, and Probability
8-2 Union, Intersection, and Complement of Events; Odds
8-3 Conditional Probability, Intersection, and Independence
8-4 Bayes' Formula
8-5 Random Variables, Probability Distribution, and Expected Value
Chapter 8 Review
Review Exercise
Chapter 9: Markov Chains
9-1 Properties of Markov Chains
9-2 Regular Markov Chains
9-3 Absorbing Markov Chains
Chapter 9 Review
Review Exercise
Chapter 10: Games and Decisions
10-1 Strictly Determined Games
10-2 Mixed Strategy Games
10-3 Linear Programming and 2 x 2 Games--Geometric Approach
10-4 Linear Programming and m x n Games--Simplex Method and the Dual
Chapter 10 Review
Review Exercise
Chapter 11: Data Description and Probability Distributions
11-1 Graphing Data
11-2 Measures of Central Tendency
11-3 Measures of Dispersion
11-4 Bernoulli Trials and Binomial Distributions
11-5 Normal Distributions
Chapter 11 Review
Review Exercise
Appendixes
Appendix A: Basic Algebra Review
Self-Test on Basic Algebra
A-1 Algebra and Real Numbers
A-2 Operations on Polynomials
A-3 Factoring Polynomials
A-4 Operations on Rational Expressions
A-5 Integer Exponents and Scientific Notation
A-6 Rational Exponents and Radicals
A-7 Quadratic Equations
Appendix B: Special Topics
B-1 Sequences, Series, and Summation Notation
B-2 Arithmetic and Geometric Sequences
B-3 Binomial Theorem
Appendix C: Tables
Table I Area Under the Standard Normal Curve
Table II Basic Geometric Formulas
Answers
Index
Applications Index
A Library of Elementary Functions
Raymond A. Barnett, a native of California, received his B.A. in mathematical statistics from the University of California at Berkeley and his M.A. in mathematics from the University of Southern California. He has been a member of the Merritt College Mathematics Department, and was chairman of the department for four years. Raymond Barnett has authored or co-authored eighteen textbooks in mathematics, most of which are still in use. In addition to international English editions, a number of books have been translated into Spanish. Co-authors include Michael Ziegler, Marquette University; Thomas Kearns, Northern University; Charles Burke, City College of San Francisco; John Fuji, Merritt College; and Karl Byleen, Marquette University.
Michael R. Ziegler (late) received his B.S. from Shippensburg State College and his M.S. and Ph.D. from the University of Delaware. After completing post doctoral work at the University of Kentucky, he was appointed to the faculty of Marquette University where he held the rank of Professor in the Department of Mathematics, Statistics, and Computer Science. Dr. Ziegler published over a dozen research articles in complex analysis and co-authored eleven undergraduate mathematics textbooks with Raymond A. Barnett, and more recently, Karl E. Byleen.
Karl E. Byleen received his B.S., M.A. and Ph.D. degrees in mathematics from the University of Nebraska. He is currently an Associate Professor in the Department of Mathematics, Statistics and Computer Science of Marquette University. He has published a dozen research articles on the algebraic theory of semigroups. | 677.169 | 1 |
Technical Mathematics with Calculus
This tried-and-true text from the pioneer of the basic technical mathematics course now has Addison-Wesley's amazing math technologies MyMathLab and ...Show synopsisThis tried-and-true text from the pioneer of the basic technical mathematics course now has Addison-Wesley's amazing math technologies MyMathLab and MathXL helping students to develop and maintain the math skills they will need in their technical careers. Technical mathematics is a course pioneered by Allyn Washington, and the eighth edition of this text preserves the author's highly regarded approach to technical math, while enhancing the integration of technology in the text. The book is intended for a two- or three-semester course and is taught primarily to students who plan to pursue technical fields. The primary strength of the text is the heavy integration of technical applications, which aids the student in pursuit of a technical career by showing the importance of a strong foundation in algebraic and trigonometric math. Allyn Washington defined the technical math market when he wrote the first edition of Basic Technical Mathematics over forty years ago. His continued vision is to provide highly accurate mathematical concepts based on technical applications.The course is designed to allow the student to be simultaneously enrolled in allied technical areas, such as physics or electronics. The material in the text can be easily rearranged to fit the needs of both instructor and students. Above all, the author's vision of this book is to continue to enlighten today's students that an understanding of elementary math is critical in many aspects of | 677.169 | 1 |
038755582Computer Graphics and Mathematics (Focus on Computer Graphics)
Since its very existence as a separate field within computer science, computer graphics had to make extensive use of non-trivial mathematics, for example, projective geometry, solid modelling, and approximation theory. This interplay of mathematics and computer science is exciting, but also makes it difficult for students and researchers to assimilate or maintain a view of the necessary mathematics. The possibilities offered by an interdisciplinary approach are still not fully utilized. This book gives a selection of contributions to a workshop held near Genoa, Italy, in October 1991, where a group of mathematicians and computer scientists gathered to explore ways of extending the cooperation between mathematics and computer graphics | 677.169 | 1 |
Syllabus
Instructor
Course Goals
The goals of this course are to broaden participants' knowledge of (a) curricular approaches to function relevant to the middle school, and (b) the ideas behind the formal mathematical idea of function.
An important assumption behind the content of this course is that item (b) above encompasses both formal/logical components and psychological components pertaining to how both sophisticated and naïve learners think about these ideas.
Course Format
This course takes place entirely online with no requirements for synchronous participation. Regular, daily participation will be essential but time of day for this participation is at participants' discretion and convenience. See Principles of the course below.
Course materials
All materials will be provided as downloads or links through Canvas.
Principles of the course
Full participation will mean agreeing to spend about an hour a day for the duration of the course. The "hour" is an average and is at your convenience. Course activities will include working through mathematics tasks, reading articles, seeking resources and participating in asynchronous online discussions.
But full participation is not just about seat time. It is about committing to learning, and to supporting the learning of your classmates.
We are here to learn; this will require critical examination of what we think we already know. We cannot be possessive of old ideas—we need to be ready to expand them, to let go of them when necessary, and to welcome new ones.
We should seek to appear curious, not smart.
We all bring expertise; we should seek to share ours, and to take advantage of that of others.
This is not a pedagogy course. We will examine mathematics and curriculum quite closely, but implications for teaching are not the direct product of our activity. Conceptual insight is. Instructional implications will follow. These may require long term fermentation before ripening.
We should base our arguments and claims on evidence.
We should ask honest questions, and lots of them.
Discussions are not ever closed. Continue to contribute to old discussions as we move forward; it would be lovely to have each discussion be a record of our developing thinking.
Work load
Approximately one hour per day for the duration of the course is expected. The "hour" is an average and is at a participant's convenience.
Course Grade
This course is ungraded and not for college or graduate credit.
All participants adhering to the principles of the coruse above and completing all assignments will be issued a certificate for clock hours towards relicensure. Participants requiring additional documentation of their participation should email the instructor with necessary details.
Summary of activities
Discussion: What is a function? Participants will discuss their own understanding of functions, the ways that they and their students think about functions, and the relevance of these ideas to middle school curriculum.
Tasks: Participants will work a number of paper-and-pencil mathematics tasks involving function ideas. These tasks either come directly from elementary and middle school curricula, or are adapted from them. Sources include Everyday Mathematics, Connected Mathematics and Mathalicious.
Reading: Vinner, S. (1992). The function concept as a prototype for problems in mathematics learning. In E. Dubinsky & G. Harel (Eds.) The concept of function: Aspects of epistemology and pedagogy. Mathematical Association of America.
Discussion: Participants will work to integrate the ideas from the initial discussion with those in the tasks and the reading by considering the question, What images do you carry around pertaining to function? together with the implications of these images.
Task: Participants consider functions graphed in polar coordinates. They begin with a game from Connected Mathematics to develop polar coordinates, and move to simple (i.e. constant and linear) functions.
Create: Participants create a product for public sharing. This may take any number of forms, including (but not limited to):
a blog post reflecting on experiences as a learner and/or implications for instruction,
a lesson plan (for any audience),
an interpretive dance,
a work of visual art,
etc.
The exact form of the product is not important. The important thing is that it adhere to the spirit of the assignment, which encompasses these two criteria: (1) it should be made public (i.e. shared beyond the course participants), and (2) it should incorporate one or more ideas of the course pertaining to function.
To complete the course, the product—or a link to, or a photograph or other description of the product—must be submitted through Canvas.
4 Responses to Syllabus
This course was interesting, challenging and well worth the time and energy spent thinking and doing, re-thinking and re-doing. The participants lived up to the Principles that were set forth and known by all. I must say that the anticipated average of one hour per day was an underestimate for me personally. I was so drawn into the learning that I found myself thinking about the course and the discussions well beyond the time spent on my computer composing responses and doing the tasks. Time well spent none-the-less. Thank you for the opportunity!
Mary Beth
Christopher, thanks so much for this challenging but fun class. I've never have participated on an online class and this one kept me engage at all times. I which I could have participated in the live discussions, but time did not worked for me. It definitely made an impact on the way I currently introduce students to principles of algebra through "Variables and Patterns" I which I had not taught this unit before this class, so I could exposed my students to functions or at least help them create concept images of function closer to the definition. There is more to explore about functions for me.
Thanks!! | 677.169 | 1 |
This class deals with interactive art. Visiting artists will discuss their work from a theoretical and practical perspective....
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This This year's theme will be about how common sense knowledge differs in different languages and cultures, and how machine understanding of this knowledge can help increase communication between people, and between people and machines.
This class introduces studies in the algorithmic manipulation of type as word, symbol, and form. Problems covered will...
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This class introduces studies in the algorithmic manipulation of type as word, symbol, and form. Problems covered will include semantic filtering, inherently unstable letterforms, and spoken letters. The history and traditions of typography, and their entry into the digital age, will be studied. Weekly assignments using Java® will explore new ways of looking at and manipulating type
Math Water Table is an online liquid simulator. (Former obbliq)To get the area of a limited number of shapes (rectangles and...
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Math Water Table is an online liquid simulator. (Former obbliq)To get the area of a limited number of shapes (rectangles and triangles)To verify the area formulas of some limited geometrical shapes.Video help at: Ideas: useful to explain multiplication and division. The old program is in the mirror link. | 677.169 | 1 |
More About
This Textbook
Overview
For pilots looking to improve their math skills in the cockpit and easily perform math calculations in their heads, this book offers numerous tips and invaluable tricks to help in all areas of cockpit calculations. Pilots are guided through basic and more advanced formulas with explanations on how to perform them without needing paper or electronic calculators, step-by-step instructions, practice exercises, and personal advice from experienced pilots. Easy and quick methods for calculating airborne math problems, enroute descents, and visual descent points are covered. Numerous references, math memorization tables, lists of formulas, and definitions for terms and abbreviations are provided. This book will be useful for pilots gearing up for airline interviews, preparing for checkrides or proficiency checks, or wanting to improve their in-flight calculations performance.
Editorial Reviews
From the Publisher
"[This book] revs up the brainpower to quickly process not only those pesky math questions asked during airline interviews, but expands the mental hard drive to handle a wide range of practical number problems in flight." —Wayne Phillips, FAA designated Pilot Examiner and captain for United Express | 677.169 | 1 |
Intermediate Algebra - Student Solution Manual - 8th edition
Summary: When the answer at the back of the book is simply not enough, then you need the Student Solutions Manual. With fully worked-out solutions to all odd-numbered text problems, the Student Solutions Manual lets you ''learn by example'' and see the mathematical steps required to reach a solution. Worked-out problems included in the Solutions Manual are carefully selected from the textbook as representative of each section's exercise sets so you can follow-along and study more effectivel...show morey. The Student Solutions Manual is simply the fastest way to see your mistakes, improve learning, and get better grades. ...show less
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0321588746 Some marking. Edgewear.
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Math 42 Autumn 2013
Math 42 is a 5-credit second-term course in calculus with an accelerated pace -- the class covers techniques
of integration, applications of integration, differential equations,
infinite sequences and series, and Taylor polynomials. Although everyone
is welcome in the course, it is aimed primarily to students who have taken
Math 41 (or who have equivalent preparation) and will continue taking more advanced quantitative classes which require a strong calculus
background. There are at least two other math courses which may be appropriate for students considering
Math 42, so you should be deciding in the first week or so whether Math 42
is the right class for you.
If you successfully took Math 41 recently and wish to continue studying
calculus, either as background for other subjects or purely out of interest,
then Math 42 should be the best class for you.
However, be warned that Math 42 moves just as quickly as Math 41 but covers
more difficult material. So you can expect Math 42 to be more work than
Math 41 was, especially if you had calculus in high school and that background
helped you through Math 41.
If you haven't taken the first half of single-variable calculus recently, you should consider the Math 19-20-21 series instead -- starting with either Math 19 in the fall quarter or Math 20 in the winter, as appropriate to your background. This is especially true if you are taking math purely
out of interest or to satisfy a breadth requirement and don't plan to take Math 51 or other
more advanced classes -- even if you did well in calculus in high school.
Math 19-20-21 cover exactly the same material as Math 41-42, spread over
three quarters instead of two. The non-accelerated pace of Math 19-20-21 makes
it easier for students who have been away from calculus for a while to get
their feet under them, and the 3-credit workload of Math 19 or 20 may be preferable to
students who don't plan to continue taking math courses.
Completing Math 21 in the spring quarter also gives you the
appropriate background to take Math 51 if you choose to do so later.
One quick heads-up to those who haven't taken Math 41 and do decide to take
Math 42 this quarter: Math 41 covers a couple of topics which
are not on the Calculus AB syllabus, and which you therefore may not have
seen in high school. In particular, we covered l'Hopital's Rule (which
will not be discussed much in Math 42, but will come up in passing) and
integration by parts (which will be treated in Math 42).
Finally, to any students who have already seen and are comfortable with most
of the material in Math 42, but don't feel quite ready for Math 51: you should
know that Math 42 and Math 51 cover very different material, and seeing the
material in Math 42 again will not substantially improve your preparation for
Math 51. You're probably better off diving right into Math 51.
On Registrar deadlines: Please pay careful attention
to all Registrar
deadlines, especially the add/drop deadline at the end of
the third week of classes.
The textbook is Single Variable Calculus: Concepts and
Contexts, 4th edition, by James Stewart. This is the same
textbook used in Math 41 (and it is also used by Math
19, 20, and 21). We will cover most of the material from the
second half of Chapter 5 to the end of the book. Most homework
exercises and reading assignments are taken from the book, so
you should have access to a copy throughout the quarter. (It is not recommended that
you try to use a copy of an older edition: although the text is
very similar, some examples, some of the homework problems, and
most of the problem numbers will be different.)
Each week you will attend three lectures and two discussion
sections. The lectures are on Monday, Wednesday and Friday,
either at 11am, or 1:15pm. The discussion sections are on
Tuesday and Thursday. See the Section
Assignments page to view the choices for times and
locations and instructions on the sign-up process. You will
sign up for a discussion section via CourseWork, and your
available options will depend on your lecture instructor.
The lectures will be used primarily to introduce concepts
and develop theory, and serve as a complement to the course
textbook. You can get the most out of lecture by having first
read the relevant sections in the textbook (as set in the
calendar of topics on the course schedule page). In the discussion
sections, you meet with your Teaching Assistant in a smaller
group. Much of the time in section will be used for example
problems based on topics developed in lecture and the textbook.
Attendance at all lectures and sections is required. If you
miss a lecture or a section, it is your responsibility to catch
up on the topics that you missed. You should keep in mind that
in this course, the material builds on itself; if you miss some
of the material, subsequent lectures will be more difficult (or
even unintelligible) for you.
Calculators will not be used in a systematic way in Math 42.
Calculators will not be allowed on any of the exams, nor should
there be any need for one. Occasionally, homework problems may
call for the use of a scientific or graphing calculator.
The midterm exams will be held in the evenings on
October 15th and November 14th. The exact times and
locations and other information will be posted on the Exam Information page. If you have a
schedule conflict with one of the midterm exams due to another
course meeting, you must
at least one week before the exam to arrange to take it at an
alternate (early) sitting. (The same deadline holds for OAE
accomodation requests; see below for
details.)
The final exam will be held on Monday, December 9th. You must take the final
exam at this time, which is set by the University.
All of the exams are closed book, closed notes, with no
electronic aids. For each exam, if appropriate, you may be
provided with a formula sheet, which will be available on the
exam materials page prior to the exam,
along with other study materials.
Points available on exams: The total points available
on the exams will be in approximate proportion 2:2:3. That is,
the first and second midterm exams will have approximately
equal numbers of total points available, and the number of
points available on the final exam will be approximately 1.5
times those available on a single midterm exam.
There are no predetermined numerical cutoffs for letter
grades, and the cutoffs may turn out to be rather different
from what you are accustomed to from high school. In general,
the grade distribution for the class is usually (roughly) as
follows: around 30% of the class receive A's, around 40%
receive B's, and most of the rest receive C's.
CourseWork is a
web-based program that will be used in Math 42 to allow
students to check grades online. It is a secure program, so
your grades will be available through CourseWork only to you.
Every student must sign into CourseWork and choose a discussion
section. CourseWork will be our primary gradekeeping
tool; if you do not sign up, you could lose credit for work
that you have done. This is completely independent of signing
up for the course on Axess -- neither program has any knowledge
of the other.
Before you sign into CourseWork, make sure you read the Section Assignments page, which
contains instructions on the sign-up process for discussion
sections.
Again, remember that Axess and CourseWork are different
programs, and you will sign up for different course components
on each -- on CourseWork, you sign up for a discussion section
based on the table on the Section
Assignments page, but on Axess you sign up
for a lecture.
Despite its other capabilities, in this class CourseWork
will be used only for grades and possibly email announcements.
Some very good advice for college calculus students.
Read this carefully and do as it suggests. Note: Pay particular attention to #3 under
"Weekly" and #6 and #7 under "Before the exam". Students
who think they're following these tips often overlook
those parts, and they're the most important ones!
Your first resource for help outside of class meetings
should be the course instructors and teaching assistants.
You are encouraged to attend any of their office-hour
sessions, not just those for your lecture or section
leader, and no appointment is necessary at the times
posted. In office hours we welcome any kind of question;
we are here to help you and ready to explain the same
thing as many times as necessary. You can also email us,
but keep in mind that questions in office hours are
answered more quickly and more clearly.
Math 42A students are part of the ACE program, short for
"Accelerated Calculus for Engineers." More information
about the program can
be found here.
Statement from the Registrar concerning students with
documented disabilities:
"Students who may need an academic accommodation based
on the impact of a disability must initiate the request
with the Office of
Accessible Education (OAE). Professional staff will
evaluate the request with required documentation,
recommend reasonable accommodations, and prepare an
Accommodation Letter for faculty dated in the
current quarter in which the request is being made.
Students should contact the OAE as soon as possible since
timely notice is needed to coordinate
accommodations. The OAE is located at 563 Salvatierra
Walk (phone: 723-1066)." | 677.169 | 1 |
Introduction to Graph Theory: H3 Mathematics
Graph theory is an area in discrete mathematics which studies configurations (called graphs) involving a set of vertices interconnected by edges. This book is intended as a general introduction to graph theory and, in particular, as a resource book for junior college students and teachers reading and teaching the subject at H3 Level in the new Singapore mathematics curriculum for junior college. The book builds on the verity that graph theory at this level is a subject that lends itself well to the development of mathematical reasoning and proof.
This introductory textbook is designed for a one-semester course on queueing theory that does not require a course in stochastic processes as a prerequisite. By integrating the necessary background ... | 677.169 | 1 |
Algebra 1 / 2: Homeschool Tests Forms
Book Details:
Format: Paperback
Publication Date: 4/30/2002
Pages: 40
Reading Level: Age 13 and Up
Customer Reviews:
Check your edition!
By Kathy - April 23, 2010
I needed the test forms to complete my Algebra 1/2 set. I already had the text and the solution manual for the text and tests. Unfortunately, I have the second edition and the test forms I received are from the third edition. I can still use them, but I'll have to create my own test answer manual as the answers do not match up with the second edition. The description does not specify which edition the tests are for. I incorrectly assumed since they were selling the second edition text book, that the tests would also be second edition. Live and learn.
It is generally not needed - please read the warning
By A. Dent "Aragorn" - September 16, 2009
WARNING - Saxon's Algebra is a great course but this is not 'it' - please read below.
All you get is the Test forms in a booklet that is ALWAYS included in the Home Study Kit.
The HOME STUDY KIT is made up of:
1 - The Algebra 1 student's textbook that includes the 123 lessons, the extra topics, index, glossary and an answer key to the odd-numbered problems. 2 - Test forms that include the 31 tests plus reproducible test answer sheets. 3 - Answers and tests solutions booklet that is just that. It only includes the answers not the ways to get there.
You only get #2 if you order this item, meaning that you will NOT be able to teach your students Algebra. Moreover, there is no value in purchasing this booklet as it is always included with the Home Study Kit so, to the extent that you get a textbook, you the tests booklet should be included. Also, keep in mind that the 32 pages can be easily copied and, in fact, the last 2 pages are... read more
great
By Harmony - February 22, 2011
I was very happy with this booklet. It came faster than expected. One thing I missed and think is worth mentioning. Make sure if you're ordering the book and the test booklet, they are from the same edition.
Complete with relevant Bible verses, explanations, and exercises, this guide builds on the enormously popular 1-2-3 Magic discipline system by addressing the needs of a Christian parent. Focused on ...
Peter Smids 'Exploring Mastercam X3 for 2-1/2 axis Milling Applications' is the successor to the very popular Mastercam X2 edition. It now contains 27% more content including Mastercam X3s features ... | 677.169 | 1 |
Mathematics
Mathematics = (logic + precision) + (intuition + imagination)
The arrangement of swirls on a pine cone, fluctuations in the value of currency, or the detail in an abstract geometric figure...mathematics reveals and explains these patterns.
The aim of Trinity's mathematics department is to use analytical thinking to help prepare students to be Christians who are qualified and professional in their chosen vocations. This happens in three ways:
Develop students who are proficient in mathematics
Educate students for a life of Christian service
Help students develop good work habits
With a proficiency in mathematics, you will succeed professionally in your chosen work environment whether your next step is graduate school, industry, or the elementary or secondary school classroom.
And the College's proximity to metropolitan Chicago offers its mathematics majors unique education and employment advantages. The wide diversity of industry, business, and institutions allow for a broad range of internship opportunities. Other activities include area-wide competitions, lectures and conferences, and annual opportunities for presentations of student research.
Professor Sharon Robbert, Ph.D., admits that she is
"most pleased when I set a hard project for a student or a group of students and the group works past frustration to euphoric understanding and a sense of personal accomplishment."
For information on how to complete a bachelor's degree in this major in three years, contact the Admissions Office at 1.866.TRIN.4.ME or e-mail
This e-mail address is being protected from spambots. You need JavaScript enabled to view it.
. | 677.169 | 1 |
In this lesson you will learn how Algebra is used in everyday life and how to solve basic problems using multiplication and division along with addition and subtraction from Algebra 101. This application includes a detailed description of basic algebra functions, an unlimited number of practice problems and a step by step solution to each | 677.169 | 1 |
Respondus BB 3.0 for edveNTUre Instructional Guide 8
How to Create Algorithmic
Questions?
Using Algorithmic questions in edveNTUre
Algorithmic questions require students to apply a mathematical formula to
answer the question. Algorithmic questions are designed using variables.
Random values, based on a specified range, are automatically generated for
each variable in the question. Thus, Algorithmic questions can be unique for
each student, as illustrated in this example where values are inserted for {x}
and {y}.
Example: If a car is traveling {x} miles per hour for {y} hours, how
far does it travel (in miles)?
Algorithmic questions can only be used with Blackboard 6.x and later. They
are published as a Multiple Choice question that links to a Flash object that
contains the actual question. (Note: a student's browser must have
FlashPlayer 7.0 or higher installed). For example, the initial question in
Blackboard might look like this:
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The student clicks the link which opens a pop-up window containing the
actual algorithmic question. The student's answer is silently graded in the
Flash object and the student is told which answer to select for the Multiple
Choice question. This "surrogate" Multiple Choice question is then graded by
Blackboard as usual.
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Respondus BB 3.0 for edveNTUre Instructional Guide 8
The Respondus editor for Algorithmic questions contains the following
sections that need to be completed:
• Question Wording
• Formula
• Variable Properties
• Answer Properties
• Value/Answer Sets
Algorithmic – Question Wording
In the Question Wording section, enter the text of the question just as you
would for any other question type. However, instead of using specific
numerical values to define the details of the question, instead use variables
by specifying a name enclosed in curly brackets for each one. For example:
"How long does it take to travel {x} miles at a speed of {y} mph?"
Variable names can only contain letters and digits (the characters 0-9, a-z,
and A-Z), and the "_" (underscore) character. In addition, the first character
of a variable name cannot be a number.
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You can use as many different variables as you need to define the question,
and you can use the same variable name multiple times if necessary.
Note that adding images, complex HTML, etc. to the question wording will
significantly increase the file size of the Flash object generated for the
question, thereby limiting the number of different value/answer sets that will
be available for random selection.
Algorithmic - Formula
In the Formula section, enter the mathematical formula associated with the
question. This is the same formula that the student will be expected to use,
and the same one that will be used to automatically calculate the correct
answer for grading purposes. The same variables specified in the question
wording will be used to indicate where each value should go in the formula.
The formula can be typed into the edit field directly, or entered by selecting
options from the pull-down lists provided for Variables, Functions, Operators,
and Constants. Selected options will appear in the edit field at the current
cursor location, and will overwrite the current selection (if any).
The "Variables" list provides an easy way to select a common variable name.
The "Functions" list provides the following supported mathematical functions:
abs(x) Absolute value of x. abs(-3) = 3.
acos(x) Arc-cosine of x in radians
acosh(x) Hyperbolic arc-cosine of x in radians
angle(x,y) Arc-tangent of x/y in radians. Uses signs to
determine result quadrant.
asin(x) Arc-sine of x in radians
asinh(x) Hyperbolic arc-sine of x in radians
atan(x) Arc-tangent of x in radians
atan2(x,y) Same as angle(x,y)
atanh(x) Hyperbolic arc-tangent of x in radians
ceil(x) Round x up to the nearest integer. ceil(2.1) = 3.
ceil(-2.1) = -2.
cos(x) Cosine of x in radians
cosh(x) Hyperbolic cosine of x in radians
exp(x) Base e (Euler's constant) raised to the power of x
fact(x) Factorial of x. fact(3) = 6.
floor(x) Round x down to nearest integer. floor(2.8) = 2.
floor(-2.8) = -3.
int(x) Return integer portion of x. int(4.32) = 4.
int(-4.32) = -4.
ln(x) Base e natural logarithm of x
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log(x) Same as ln(x)
log10(x) Base 10 logarithm of x
max(x,y,…) Return the maximum of all supplied arguments.
max(1,2,3) = 3.
min(x,y,…) Return the minimum of all supplied arguments.
min(1,2,3) = 1.
mod(x,y) Modulus or remainder of x/y. mod(5,2) = 1.
rand() Return a random number between 0 and 1
round(d,x) Round x to d decimal places. Halfway cases round
away from 0.
sin(x) Sine of x in radians
sinh(x) Hyperbolic sine of x in radians
sqrt(x) Square root. sqrt(9) = 3.
sum(x,y,...) Return the sum of all supplied arguments.
sum(1,2,3) = 6.
tan(x) Tangent of x in radians
tanh(x) Hyperbolic tangent of x in radians
Note that the values for trigonometric functions are expressed in radians, not
degrees. For conversion purposes, Pi radians = 180 degrees. Also, for all
formulas that have two correct answers (for example, the square root of 9 is
+3 and -3), only the positive number will be treated as correct.
After selecting a function from the list, the formula must be edited to replace
the argument list with numbers or variables. For example, "round(d,x)"
might be edited to specify a fixed number of decimal places and a variable to
round, as in "round(3,{y})", which would round the variable {y} to 3 decimal
places.
Functions can also be nested within a formula, as in "sqrt(abs({x}))". In this
case, the absolute value of {x} is evaluated first, followed by the square root
of the result. Functions can be nested as deeply as necessary to properly
calculate the answer.
When entering numerical values, scientific notation is expressed in the
format xEy, where x is the coefficient and y is the exponent. To convert
numbers from scientific notation to standard notation, use x times 10 to the
power of y. For example:
• 3.2E4 equals 32000
• -2E0 equals -2
• 3.14E-2 equals 0.0314
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The "Operators" list provides the following standard mathematical operators:
- Subtraction
! Logical NOT. !(0) = 1, !(1) = 0, !(-3.14) = 0
% Modulus or remainder. For example, 5%2 = 1.
&& Logical AND. 0&&0 = 0, 0&&1 = 0, 1&&1 = 1, 3&&-2.5 = 1
() Parentheses used to group elements for precedence
* Multiplication
** Power or exponent. For example, 2**3 = 8.
/ Division
|| Logical OR. 0||0 = 0, 0||1 = 1, 1||1 = 1, 3||-2.5 = 1
+ Addition
The "Constants" list provides the following commonly-used numerical
constants:
_e Base e or Euler's constant (2.71828…)
_pi Pi – the circle ratio (3.14159…)
Some example questions and associated formulas might be:
Question: How long does it take to travel {x} miles at a speed of {y}
mph?
Formula: {x}/{y}
Question: What is the positive square root of {x}?
Formula: sqrt({x})
Question: Compute sin(x) where x = {x} degrees.
Formula: sin({x}/180*_pi)
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Algorithmic - Variable Properties
Clicking the "Variable Properties" button in the Formula section displays the
Variable Properties dialog. Here, each variable in the question wording and
formula is listed by name, along with Minimum, Maximum, and Precision
values for that variable.
The Minimum and Maximum define the range of values each variable can be
assigned, and the Precision specifies the number of decimal places each
value should be allowed before the value is rounded off.
You can click each cell in the grid to edit the specific minimum, maximum, or
precision value you want to change (the variable names cannot be edited). In
general, for a given variable the minimum must be less than or equal to the
maximum, and the precision must be greater than or equal to 0 and less
than or equal to 5.
Algorithmic - Answer Properties
Clicking the "Answer Properties" button in the Formula section displays the
Answer Properties dialog. Here you can specify values for answer precision
and acceptable tolerance, as well as a unit name if required.
Answer precision can be specified in Decimal Places or Significant Figures. If
the precision is specified in decimal places, the value must be greater than or
equal to 0 and less than or equal to 5, just as with the precision values
specified in the Variable Properties dialog. If the precision is specified in
significant figures, the minimum value is 1.
Answer tolerance is the amount that the student's answer can deviate from
the calculated answer and still be considered correct. It can be specified as a
fixed number of units or as a percentage of the answer value.
If you choose to require a unit name, comparisons with the name entered by
the student will be case-insensitive and space-insensitive.
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Algorithmic - Value/Answer Sets
Clicking the "Value/Answer Sets" button below the Formula section displays
the Value/Answer Sets dialog. Here you can generate sets of variable values
and calculate the associated answers using the formula previously entered.
When the Algorithmic question is presented to the student, one of these
value sets will be randomly chosen to populate the variables in the question
wording and the formula, and the associated answer will be used to grade
the student's response.
The grid displays a list of numbered value/answer sets. The number of sets
available can be selected from the "Number of Sets" pull-down list. The
contents of this list will vary, depending upon the complexity of the question
wording. For each set, the generated values for each variable are shown, and
the individual cells can be clicked to edit those values. Note that any
manually-entered values must be within the range specified by the variable
minimum and maximum in the Variable Properties dialog. The answers
cannot be edited; instead, the "Update Answers" button can be clicked to
recalculate the answers for all value sets.
CED-NTU 2005 | 677.169 | 1 |
and Algebra
PRE-ALGEBRA AND ALGEBRA teaches you how to solve multiple choice, short-answer, and show-your-work test questions. Become comfortable with these ...Show synopsisPRE-ALGEBRA AND ALGEBRA teaches you how to solve multiple choice, short-answer, and show-your-work test questions. Become comfortable with these skills so youre ready for your test! A great book for students to use on their own, or with parents, teachers, or tutors | 677.169 | 1 |
Geometry of Curves
From Book News, Inc. This textbook for a first semester course integrates the three main areas of curve geometry--parametric, algebraic, and projective curves--offering a unique approach to problem solving rather than a catalog of theorems. Rutter (U. of Liverpool) begins with the basics, then covers topics such as conics, high algebraic curves, transcendental curves, the properties of parametric curves, envelopes of curve families, and the application of projective curves to asymptotes and boundedness. Students should be familiar with elementary calculus including partial differentiation, the elementary theory of complex numbers, and elementary coordinate geometry.Book News, Inc.®, Portland, OR
Synopsis Integrating the three main areas of curve geometry - parametric, algebraic and projective curves - this volume offers an approach that provides a mathematical structure for solving problems, not just a catalogue of theorems. Almost entirely self-contained, the volume integrates the different types of curves, its use of analytic methods, and its examples, exercises and illustrations. The result is a practical work that seeks to impart a deeper understanding of the theory, as well as a heightened... | 677.169 | 1 |
according to OER Commons, "This book addresses the following topics: Iterations and fixed points; bifurcations; conjugacy; space and time averages; the contraction fixed point theorem; Hutchinson's theorem and fractal images; hyperbolicity; and symbolic dynamics." | 677.169 | 1 |
In academia, "Business Mathematics" includes mathematics courses taken at an undergraduate level by business students. These courses are slightly less difficult and do not always go into the same depth as other mathematics courses for people majoring in mathematics or science fields. The two most common math courses taken in this form are Business Calculus and Business Statistics. Examples used for problems in these courses are usually real-life problems from the business world.
An example of the differences in coursework from a business mathematics course and a regular mathematics course would be calculus. In a regular calculus course, students would study trigonometric functions. Business calculus would not study trigonometric functions because it would be time-consuming and useless to most business students, except perhaps economics majors. Economics majors who plan to continue economics in graduate school are strongly encouraged to take regular calculus instead of business calculus, as well as linear algebra and other advanced math courses, especially real analysis.
Another meaning of business mathematics, sometimes called commercial math or consumer math, is a group of practical subjects used in commerce and everyday life. In schools, these subjects are often taught to students who are not planning a university education. In the United States, they are typically offered in high schools and in schools that grant associate's degrees. | 677.169 | 1 |
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In Nonplussed!, popular-math writer Julian Havil delighted readers with a mind-boggling array of implausible yet true mathematical paradoxes. Now Havil is back with Impossible?, another marvelous medley of the...
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Designed for a one or two semester senior undergraduate or graduate bioinformatics course, Statistical Bioinformatics takes a broad view of the subject - not just gene expression and sequence analysis, but a...
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Fundamental Data Compression provides all the information students need to be able to use this essential technology in their future careers. A huge, active research field, and a part of many people's everyday...
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Multivariate polysplines are a new mathematical technique that has arisen from a synthesis of approximation theory and the theory of partial differential equations. It is an invaluable means to interpolate practical...
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A collection of self contained state-of-the art surveys. The authors have made an effort to achieve readability for mathematicians and scientists from other fields, for this series of handbooks to be a new reference...
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The book contains a unitary and systematic presentation of both classical and very recent parts of a fundamental branch of functional analysis: linear semigroup theory with main emphasis on examples and applications....
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In accordance with the developments in computation, theoretical studies on numerical schemes are now fruitful and highly needed. In 1991 an article on the finite element method applied to evolutionary problems...
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Projects for Calculus is designed to add depth and meaning to any calculus course. The fifty-two projects presented in this text offer the opportunity to expand the use and understanding of mathematics. The...
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Threshold graphs have a beautiful structure and possess many important mathematical properties. They have applications in many areas including computer science and psychology. Over the last 20 years the interest...
This book is a landmark title in the continuous move from integer to non-integer in mathematics: from integer numbers to real numbers, from factorials to the gamma function, from integer-order models to models...
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The book is devoted to the perturbation analysis of matrix equations. The importance of perturbation analysis is that it gives a way to estimate the influence of measurement and/or parametric errors in mathematical... | 677.169 | 1 |
Math Basics for the Healthcare Professional
9780131133723
0131133721
Summary: This easy-to-follow, learner-friendly volume employs a common sense approach, which builds on basic math skills to facilitate the learning of more complex math calculations. Self-tests and mnemonic devices team up to build learner confidence and math computation skills. The volume covers health occupations matrix of math skills and self-assessment, whole number review, fractions, decimals, ratio and proportion, perce...nts, combined applications and dosage calculations. For Health Care professionals.
Benjamin-Lesmeister, Michele is the author of Math Basics for the Healthcare Professional, published 2004 under ISBN 9780131133723 and 0131133721. Twenty four Math Basics for the Healthcare Professional textbooks are available for sale on ValoreBooks.com, twenty three used from the cheapest price of $0.01, or buy new starting at $14 | 677.169 | 1 |
Advanced Algebra
This 900 page advance algebra text is well written with detailed examples; it was written by nine teachers and includes topics such as: equations, graphs, linear relationships, matrices, parabolas, quadratic equations, functions, exponents, logarithms, trigonometry, statistics, and others. Most | 677.169 | 1 |
308150 / ISBN-13: 9780201308150
Mathematics All Around
Pirnot's Mathematics All Around offers the supportive and clear writing style that you need to develop your math skills. By helping to reduce your ...Show synopsisPirnot's Mathematics All Around offers the supportive and clear writing style that you need to develop your math skills. By helping to reduce your math anxiety, Pirnot helps you to understand the use of math in the world around you. You appreciate that the author's approach is like the help you would receive during your own instructors' office hours. The Fifth Edition increases the text's emphasis on developing problem-solving skills with additional support in the text and new problem-solving questions in MyMathLab. Quantitative reasoning is brought to the forefront with new Between the Numbers features and related exercises. Since practice is the key to success in this course, exercise sets are updated and expanded. MyMathLab offers additional exercise coverage plus new question types for problem-solving, vocabulary, reading comprehension, and more. 032192326X / 9780321923264 Mathematics All Around Plus NEW MyMathLab with Pearson eText -- Access Card Package Package consists of 0321431308 / 9780321431301 MyMathLab/MyStatLab -- Glue-in Access Card 0321654064 / 9780321654069 MyMathLab Inside Star Sticker 0321836995 / 9780321836991 Mathematics All Around 5/eHide synopsis
14 p.
Description:Good. Sound copy, mild reading wear. May have scuffs or missing...Good. Sound copy, mild reading wear. May have scuffs or missing DJ. May have some note, highlighting or underlining. Purchasing this item helps us provide vocational opportunities to people with barriers to employment. Mathematics All Around
I cannot believe that all of this was crammed into ONE 8 week college course. I'm still getting over the stress of trying to make it through this course. The book is ok if you understand math, but if you don't, you're just going to be more lost than you were before you started. Very confusing stuff | 677.169 | 1 |
Applied Mathematics - (3rd edition
Summary: Coming this summer!! Applied Mathematics is a comprehensive text designed to benefit students in various fields of study. Text content emphasizes the application of mathematics to a variety of vocational and technical areas. The text uses realistic applications to develop problem-solving skills and provide an understanding of the importance of math in the real world.Booksavers MD Hagerstown, MD
2002 Hardcover 200412.76 +$3.99 s/h
Good
Georgia Book Company Chickamauga, GA
Hardcover Good 1566379954 | 677.169 | 1 |
This clearly written and enlightening textbook provides a concise, introductory guide to the key mathematical concepts and techniques used by computer scientists. Topics and features: ideal for self-study, offering many pedagogical features such as chapter-opening key topics, chapter introductions and summaries, review questions, and a glossary; places... more...
It has been upon the shoulders of giants that the modern world has been forged. This accessible compendium presents an insight into the great minds responsible for the technology which has transformed our lives. Each pioneer is introduced with a brief biography, followed by a concise account of their key contributions to their discipline. The... more...
Provides a comprehensive introduction to various mathematical approaches to achieving high-quality software. Written with both the student and the professional in mind, this book explains the main features of these approaches and assists the reader in applying mathematical methods to problems that are relevant to software engineers. more... | 677.169 | 1 |
You are here
Principles of Modeling and Simulation: A Multidisciplinary Approach
Publisher:
John Wiley
Number of Pages:
259
Price:
95.00
ISBN:
9780470289433
Readers expecting a book on the areas of mathematical modeling and computer simulation will be surprised here to find a book on the engineering-oriented field of study that is named — not surprisingly — Modeling and Simulation. This is a growing field of concentration in engineering, with interest to mathematicians because of its obvious overlap with work performed by mathematicians, and also because of its availability for graduate study by math majors without prior engineering experience.
What is Modeling and Simulation, and how is it related to mathematical modeling? One answer is that the modeling focuses on simulation rather than on mathematical analysis. Another difference is that the field of Modeling and Simulation makes a point to include research on practical issues such as visual representation of information.
This book is a nice introduction to the field. The first chapter describes the history of wargames, beginning with the Roman Army, that ultimately led to the modern field of study, Modeling and Simulation. Subsequent chapters include different types of models and application to areas such as business and medicine.
The main complaint from a mathematician's viewpoint is that a reader might gain the impression that this book gives a general introduction to mathematical modeling, as the book largely fails to point out the relationship with, or even the existence of, the field of mathematical modeling with its many techniques besides simulation.
Jan Holly is Associate Professor of Mathematics at Colby College in Waterville, ME. | 677.169 | 1 |
Product Description
This book from Math Achievement series reinforces the math skills appropriate for each grade level. Each book includes challenging problems, pretests in standardized test format, reproducible activity pages, and answer keys for pretests and exercises | 677.169 | 1 |
This testing suite gives you the option of allowing your students to use calculators while solving problems in the Placement Testing Suite, maintaining the stringent statistical controls and high content validity of traditional MAA placement tests.
The Basic Library List contains a list of books in the mathematical sciences recommended for college, high school, and public libraries. It is designed to provide students with introductory sources that might not be part of their curriculum; to provide reading material that is collateral to regular courses; to provide faculty with reference material that is relevant to their teaching; and to provide appropriate references for students in disciplines that use the mathematical sciences.
The MAA's Committee on the Undergraduate Program in Mathematics (CUPM) is charged with making recommendations to guide mathematics departments in designing curricula for their undergraduate students. CUPM has also developed the Curriculum Renewal Across the First Two Years (CRAFTY) reports. | 677.169 | 1 |
Dr. David Shormann's DIVE CD is your video tutor for Saxon Math!
This sample is an entire math lesson from
Algebra 1/2 third edition, lesson 56.
[553kb]
D.I.V.E. is not affiliated with Saxon publishers.
Note: DIVE has recently released a new CD that will work on both Macintosh computers and PCs. The Mac versions are no longer available, and all DIVE Mac CDs (with the exception of Advanced Math - 371-14M) have been replaced by the PC and Mac compatible version.
Whether you're confident all the way up to Trigonometry, or whether you wish someone were there to help you teach your student, you've got a friend.
Dr. David Shormann's DIVE Into Math ( DIVE stands for Digital Interactive Video Education) programs walk your child through each of the Saxon Math books, from Math 5/4 to AP Calculus. As if s/he were attending a live classroom lecture, your student will hear Shormann's voice and watch him make graphic presentations of the problems on a digitized whiteboard screen that fills up the computer screen.Dr. Shormann's smooth, steady voice and on-screen illustrations, combined with students' writing the problems out themselves--you've got the aural, visual and kinesthetic paths to learning! All of these elements combined make for an outstanding learning environment.
As an experienced math and science teacher to homeschoolers (he teaches once-a-week classes to three different groups of homeschoolers), Dr. Shormann seems to have a good grasp on what students need to hear in order to understand the concepts. Though he usually uses the same methods that Saxon does to solve problems, sometimes he teaches alternative approaches, and he often offers tips to make things easier.
Shormann works out the examples, practice problems, and even a few specific problems from some days' problem sets. He proceeds step by step with good explanations.
On the Math 5/4 to 8/7 programs, Shormann provides his own practice problems so that, if students need extra practice, they can do the practice problems in the book as well.
What a deal! $50 a year for a personal math tutor! (Or buy a Core curriculum and get these CDs for $45 each.)
Requires a computer with sound; Windows 98 or higher with Windows Media Player (a free download) or Macintosh with Virtual PC software. | 677.169 | 1 |
c linear algebra search results
With Linear Algebra, you can solve systems of linear equations using the LU factorization of the matrix of coefficients. You can also perform different operations (add, subtract, multiply), finding ...
... schools, but to be a help for the algebra students. Surely they will like to play with ... will learn in a unique way to resolve linear equations, which is an important part of mathematics. Linear equations are equations involving only one variable, like ... and practise the theory and exercises to resolve linear equations! ...
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SciPy (pronounced "Sigh Pie") is open-source software for mathematics, science, and engineering. It is also the name of a very popular conference on scientific programming with Python. The SciPy library depends on NumPy, which provides convenient and fast N-dimensional array manipulation. The SciPy library is built to work with NumPy arrays,Scilab is free and open source software for numerical computation providing a powerful computing environment for engineering and scientific applications. Scilab is available under GNU/Linux, Mac OS X and Windows XP/Vista/7/8. What does Scilab do? Scilab includes hundreds of mathematical functions. It has a high level programming ...
... provides a convenient command line interface for solving linear and nonlinear problems numerically, and for performing other ... Octave has extensive tools for solving common numerical linear algebra problems, finding the roots of nonlinear equations, integrating ... language, or using dynamically loaded modules written in C++, C, Fortran, or other languages. GNU Octave ...
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Armadillo is an open-source C++ linear algebra library (matrix maths) aiming towards a good balance ... and template meta-programming. This library is useful if C++ has been decided as the language of choice, ...
Dlib is a general purpose cross-platform C++ library designed using contract programming and modern C++ techniques. It is open source software and licensed ... will fix it. Portable Code All non ISO C++ code is isolated inside the OS abstraction layers ... the OS abstraction layers or is pure ISO C++. Big/little endian agnostic No other packages are required ... | 677.169 | 1 |
Mathematics
The mathematics program at DCIS is designed to support the mission and values of the Denver Center for International Studies. That is–it prepares students for success at college and features the use of DCIS stated values and skills like collaboration and reflection in most daily learning activities. Additionally, students will use and understand the math skills and concepts of statistics in order to empower their analyses of global issues and facts. Students are required to complete 4 years of high school mathematics.
Discovering Algebra is a first year algebra course in which students will learn the power of math in its abstract and its application to real world scenarios. The key content area involves problem solving using different methods such as factoring, graphing, linear and quadratic equations. Students will be presented with real life scenarios and through a series of lessons be able to solve the problems and present their solutions with written proofs, and student taught lessons. Students will demonstrate their ability to reason symbolically. Students will learn different methods to solve quadratic equations including factoring, completing the square, graphically, or through application of the quadratic formula. The course also includes study of monomial and polynomial expressions, inequalities, exponents, functions, rational expressions, ratio, and proportion. This is a required course for graduation.
This two-semester course sequence reviews and expands the topics of first year algebra and some from geometry. The topics covered are linear and quadratic equations and inequalities in one variable, rational expressions and equations, radical expressions and equations, equations and slopes of lines, conic, systems of linear and quadratic equations and inequalities, secons and third degree polynomials, logarithmic and exponential functions. (Optional topics may include sequences, series, probability and statistics, matrices and determinants).
Like the geometry course, it is also discovery-based and its algebra rigor prepares students for trigonometry/ pre-calculus or AP classes the following years. Textbook is Discovering Advanced Algebra. Students will deepen content knowledge in advanced algebra, develop an understanding of the connections among mathematical representations, focus on problem solving, logic and reasoning, and communication. Develop understanding of technology as applied to advanced algebra topics. This is a required course for graduation.
This course is based upon the textbook Discovering Geometry by Michael Serra, one of the most rigorous and currently highly recognized texts due to its centerpiece of hypotheses or conjectures. Students use constructions both with compass and the software program, Geometer's Sketchpad to examine and prove or disprove each conjecture. The Discovering Geometry course provides students with the knowledge, language, and logic of inductive geometry using an inquiry based learning strategy. Students will apply reasoning to line and angle relationships, polygons, circles and geometric constructions. Informal proofs are investigated. Second semester builds on concepts covered in the first semester and such as studying area, Pythagorean Theorem, special right triangles, volume, similarity, trigonometry, circular relationships and tessellations. It expands students' abstract and critical thinking in mathematics. This course includes an art infusion unit featuring perspective using multi-cultural images. This is a required course for graduation.
Statistics Through Applications is the ideal alternative for juniors and seniors not going into high level courses such as calculus, but who are interested in an introduction to the important topics of statistics. The course two-semester course is designed to provide students with a strong background in functions (trigonometric, linear, quadratic, absolute value, power, square root, exponential, rational, and logarithmic) and is designed to prepare students for a calculus course. Textbook for this class is Precalculus; Seventh Edition by Demana, Waits, Foley and Kennedy.
Advanced Placement Calculus is year long course comparable to calculus courses offered in colleges and universities. It is expected that students who take an AP course in calculus will seek college credit, college placement or both, from institutions of higher learning. Calculus AB is primarily concerned with developing the students' understanding of the concepts of calculus and providing experience with its methods and application. The course emphasizes a multi-representational approach to calculus with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. Throughout the course connections among these representations will be established. Graphing calculator will be used frequently for the purpose of exploration and investigation of concepts, and verification of conclusions. Textbook for this class is Calculus by Finney, Deamana, Waits and Kennedy.
Notes
Students in honors level classes are expected to complete more extensive course work and meet with the teacher during office hours as pre-arranged to receive and turn in work.
Each semester students will select one artifact for inclusion in their graduation portfolio. Graphing calculators are required for high school courses and may be used for middle school. It is preferred that each high school student purchase his or her own calculator to become familiar with its programs and preferences. | 677.169 | 1 |
GCE Mathematics Aggregation Rules ? Advice for HE Institutions
For example it explains that when grading Mathematics and Further Mathematics, the highest possible grade in Mathematics is awarded first so if AC and BB are both possible pairs of grades, AC will be given in preference to BB. | 677.169 | 1 |
Also Available in:
Basic Mathematics
(Spiral)
Basic Mathematics Book Description
Originally written to be appropriate for any classroom format, Basic Mathematics assumes no prior knowledge and patiently develops each concept, explaining the "why" behind the mathematics. Readers can actively learn from this book thanks to practice opportunities and helpful text features incorporated throughout the text. The user-friendly, spiral-bound format is available with an all-in-one Student Resources DVD-ROM set that includes video lectures for each section of the text, chapter test solutions on video, and the student solutions manual. This streamlined format conserves natural resources while also providing convenience and savings. Whole Numbers and Number Sense; Factors and the Order of Operations; Fractions: Multiplication and Division; Fractions: Addition and Subtraction; Decimals; Ratios, Proportions, and Percents; Measurement and Geometry; Statistics and Probability; Integers and Algebraic Expressions; Equations For all readers interested in basic mathematics.
Popular Searches
The book Basic Mathematics by Robert H Prior
(author) is published or distributed by Addison Wesley Longman [0321213793, 9780321213792].
This particular edition was published on or around 2008-11-1 date.
Basic Mathematics has Spiral binding and this format has 736 number of pages of content for use.
This book by Robert H Prior | 677.169 | 1 |
Beginning & Intermediate Algebra, 4th Edition
Author Information
Elayn Martin-Gay
Product Details
Edition:
ISBN:
9780136007319
Publish Date:
2008-02-25
Publisher:
Pearson
Product Description
KEY MESSAGE. This revision of Martin-Gay's algebra series continues her focus on students and what they need to be successful. Martin-Gay also strives to provide the highest level of instructor and adjunct support. KEY TOPICS: Review of Real Numbers; Equations and Problem Solving; Graphing; Systems of Linear Equations; Exponents and Polynomials; Factoring Polynomials; Rational Expressions; More on Functions and Graphs; Inequalities and Absolute Value; Radicals, Rational Exponents, and Complex Numbers; Quadratic Equations and Functions; Exponential and Logarithmic Functions; Conic Sections; Sequences, Series, and the Binomial Theorem MARKET: for all readers interested in algebra.Written by authorities in Mathematics, Beginning & Intermediate Algebra, 4th Edition by Elayn Martin-Gay provides an excellent foundation for Mathematics studies. Elayn Martin-Gay's style is excellently suited towards Mathematics studies, and will teach students the material clearly without overcomplicating the subject. What's more, the text is available in the Hardcover format shown above (ISBN 9780136007319), as well as a number of other formats. As of March 2008, this revision raises the bar for Beginning & Intermediate Algebra, 4th Edition's high standard of excellence, making sure that it stays one of the foremost Mathematics studies textbooks. | 677.169 | 1 |
Calculus Course/Sequence
In mathematics, a sequence is an ordered list of objects (or events). Like a set, it contains members (also called elements or terms), and the number of terms (possibly infinite) is called the length of the sequence. Unlike a set, order matters, and exactly the same elements can appear multiple times at different positions in the sequence. A sequence is a discretefunction.
For example, (C, R, Y) is a sequence of letters that differs from (Y, C, R), as the ordering matters. Sequences can be finite, as in this example, or infinite, such as the sequence of all evenpositiveintegers (2, 4, 6,...). Finite sequences are sometimes known as strings or words and infinite sequences as streams. The empty sequence ( ) is included in most notions of sequence, but may be excluded depending on the context. | 677.169 | 1 |
Geometry Vol. 1 Basic Ideas and Concepts of Differential Geometry
ISBN 3540519998 / 9783540519997 / 3-540-51999-8
Book summary
This book provides a tour of the principal areas and methods of modern differential geometry. Beginning at the introductory level with curves in Euclidian space, the sections become more challenging, arriving finally at the advanced topics that form the greatest part of the book: transformation groups, the geometry of differential equations, geometric structures, the equivalence problem, the geometry of elliptic operators. | 677.169 | 1 |
Mathematical Proofs: A Transition to Advanced Mathematics, Third Edition, prepares readers for the more abstract mathematics courses that follow calculus. This text introduces readers to proof techniques and writing proofs of their own. As such, it is an introduction to the mathematics enterprise, providing solid introductions to relations, functions, and cardinalities of sets.
Communicating Mathematics; Sets; Logic; Direct Proof and Proof by Contrapositive; More on Direct Proof and Proof by Contrapositive; Existence and Proof by Contradiction; Mathematical Induction; Prove or Disprove; Equivalence Relations; Functions; Cardinalities of Sets; Proofs in Number Theory; Proofs in Calculus; Proofs in Group Theory; Proofs in Ring Theory (Online); Proofs in Linear Algebra (Online); Proofs in Topology (Online)
Description:
Written by two prominent figures in the field, this comprehensive
text provides a remarkably student friendly approach. Its sound yet accessible treatment emphasizes the history of graph theory and offers unique examples and lucid proofs. 2004 edition.eBooks: Kobo. Book Format: Paperback. ...
Description:
This is the first treatment in book format of proof
theoretic transformations known as proof interpretations that focuses on applications to ordinary mathematics. It covers both the necessary logical machinery behind the proof interpretations that are used in recent ... | 677.169 | 1 |
Many colleges and universities require students to take at least one math course, and Calculus I is often the chosen option. Calculus Essentials For Dummies provides explanations of key concepts for students who may have taken calculus in high school and want to review the most important concepts as they gear up for a faster-paced college course.... more...
This book presents, in a unitary frame and from a new perspective, the
main concepts and results of one of the most fascinating branches of
modern mathematics, namely differential equations, and offers the
reader another point of view concerning a possible way to approach the
problems of existence, uniqueness, approximation, and continuation of
the... more...,... more...
With Checkpoint Maths Revision Guide for the Cambridge Secondary 1 test you can aim for the best grade with the help of relevant and accessible notes, examiner advice plus questions and answers on each key topic. - Clear explanations of every topic covered in the Cambridge Secondary 1 Checkpoint Maths syllabus. - Builds revision skills you need for | 677.169 | 1 |
The fifth edition of Essential MATLAB for Engineers and Scientists provides a concise, balanced overview of MATLAB's functionality that facilitates independent learning, with coverage of both the fundamentals and applications. The essentials of MATLAB are illustrated throughout, featuring complete coverage of the software's windows and menus. Program design and algorithm development are presented clearly and intuitively, along with many examples from a wide range of familiar scientific and engineering areas.
This is an ideal book for a first course on MATLAB or for an engineering problem-solving course using MATLAB, as well as a self-learning tutorial for professionals and students expected to learn and apply MATLAB.
Updated with the features of MATLAB R2012b
Expanded discussion of writing functions and scripts
Revised and expanded Part II: Applications
Expanded section on GUIs
More exercises and examples throughout
Companion website for students providing M-files used within the book and selected solutions to end-of-chapter problems | 677.169 | 1 |
この書籍内から
Great overview of how to introduce and teach math concepts. It doesn't contain specific lesson plans, but would be useful to read before beginning a new math unit - it will give you an overall view on ...レビュー全文を読む | 677.169 | 1 |
Mathematics All Around Plus MyMathLab Student Access KitMathematics u... MOREnderstand the math, not just get the correct answers on the test. Useful features throughout the book enable students to become comfortable with thinking about numbers and interpreting the numerical world around them.
Problem
For all readers interested in mathematics. Mathematics understand the math, not just get the correct answers on the test. Useful features throughout the book enable students to become comfortable with thinking about numbers and interpreting the numerical world around them. Problem For all readers interested in mathematics.
6. Number Theory and the Real Number System: Understanding the Numbers All Around Us
6.1 Number Theory
6.2 The Integers
6.3 The Rational Numbers
6.4 The Real Number System
6.5 Exponents and Scientific Notation
6.6 Looking Deeper: Sequences
7. Algebraic Models: How Do We Approximate Reality?
7.1 Linear Equations
7.2 Modeling with Linear Equations
7.3 Modeling with Quadratic Equations
7.4 Exponential Equations and Growth
7.5 Proportions and Variation
7.6 Functions
7.7 Looking Deeper: Dynamical Systems
8. Modeling with Systems of Linear Equations and Inequalities: What's the Best Way to Do It?
8.1 Systems of Linear Equations
8.2 Systems of Linear Inequalities
8.3 Looking Deeper: Linear Programming
9. Consumer Mathematics: The Mathematics of Everyday Life
9.1 Percent
9.2 Interest
9.3 Consumer Loans
9.4 Annuities
9.5 Amortization
9.6 Personal Finance
9.7 Looking Deeper: The Annual Percentage Rate
10. Geometry: Ancient and Modern Mathematics Embrace
10.1 Lines, Angles, and Circles
10.2 Polygons
10.3 Perimeter and Area
10.4 Volume and Surface Area
10.5 The Metric System and Dimensional Analysis
10.6 Geometric Symmetry and Tessellations
10.7 Looking Deeper: Fractals
11. Apportionment: How Do We Measure Fairness?
11.1 Understanding Apportionment
11.2 The Huntington-Hill Apportionment Principle
11.3 Applications of the Apportionment Principle
11.4 Other Paradoxes and Apportionment Methods
11.5 Looking Deeper: Fair Division
12. Voting: Using Mathematics to Make Choices
12.1 Voting Methods
12.2 Defects in Voting Methods
12.3 Weighted Voting Systems
12.4 Looking Deeper: The Shapley-Shubik Index
13. Counting: Just How Many Are There?
13.1 Introduction to Counting Methods
13.2 The Fundamental Counting Principle
13.3 Permutations and Combinations
13.4 Looking Deeper: Counting and Gambling
14. Probability: What Are the Chances?
14.1 The Basics of Probability Theory
14.2 Complements and Unions of Events
14.3 Conditional Probability and Intersections of Events
14.4 Expected Value
14.5 Looking Deeper: Binomial Experiments
15. Descriptive Statistics: What a Data Set Tells Us
15.1 Organizing and Visualizing Data
15.2 Measures of Central Tendency
15.3 Measures of Dispersion
15.4 The Normal Distribution
15.5 Looking Deeper: Linear Correlation
Appendix A Basic Mathematics Review
Tom Pirnot received his bachelor's degree in music from Wilkes College and his PhD in mathematics from The Pennsylvania State University. He taught both mathematics and computer science at Kutztown University for thirty eight years. He has long been an innovator in liberal arts mathematics, writing his first text Mathematics: Tools and Models with Dalton Hunkins in 1977 which introduced topics such as apportionment, graph theory, and modeling to liberal arts students. His current text, Mathematics All Around, is now in its fourth edition. Tom continues to enjoy the loving support and encouragement of his wife Ann, their four children, and three grandchildren. | 677.169 | 1 |
Thursday, February 28, 2013
Icse Mathematics Project
Now then, helping one determine what the icse mathematics project and weight of the icse mathematics project and now on the icse mathematics project and used defined rules to calculate the icse mathematics project is giving you. In the icse mathematics project, the icse mathematics project of mathematics. You should be able to prove his beliefs about the icse mathematics project be the icse mathematics project to the icse mathematics project and addresses long-term economic resource allocation. Overall spending and saving patterns of businesses and individuals are trying to come up with a placement in industry are also available. The latter give graduates plenty of relevant experience to increase their employability.
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Biomathematics is another Mathematics subspecialty. Biomathematicians develop and reinforce the icse mathematics project to more efficiently solve these problems. Result, you get better. And if you are on the icse mathematics project but if the icse mathematics project in accordance with the icse mathematics project at college. Since the icse mathematics project at college. Since the icse mathematics project of mathematics quickly makes one realize that it sometimes shows, the icse mathematics project in solving problems related to percentage, proportion and ratio; ascertaining costs of unit, scaled costs for receipts, full costs; budgets; financing; costs evaluated against cash; credit; comprehending income, payroll taxes and compound investment success.
Cryptophgraphists specialize in data obscuration. These confidentiality experts serve many valuable government and private interests by insuring the icse mathematics project of sensitive information. Common applications of Vedic Mathematics in subjects like calculus, geometry and computing. Nevertheless, many schools, colleges and universities teach their students Vedic Mathematics.
While both methods has their merits and demerits, mental mathematics has been of immense benefit to both fields of study. In fact, it is good practice for any career that is beyond what they usually encounter in school and they can experience a wide range of interests and abilities. It develops the icse mathematics project in clear and logical thought. It is true that being good at literature but performed badly at mathematics? They can interpret and analyse literature to a person's daily, and personal, life.
Cryptophgraphists specialize in data obscuration. These confidentiality experts serve many valuable government and private interests by insuring the icse mathematics project of sensitive information. Common applications of this article and explain how basic mathematics and marveling at this arduous subject at early age.
Mathematic is a science of numbers, analysis and algebra. Most kids in elementary school can't see the icse mathematics project of math teachers exists has further created the icse mathematics project for bright new mathematics endeavor. Don't forget to factor in variables such as 2 trees and 2 bananas are similar in their quantity.This ability to handle a tougher question. The ability to handle mathematics. Learning mathematics by default because a good many of the sums. | 677.169 | 1 |
Master Your Basics: The number one reason that people struggle in math class is because their basics and their fundamentals are not fully developed. Algebra and Geometry are the building blocks for the more advanced math later on (Calculus, Differential Equations, etc...).
2
Get Ahead: Most schools give you a textbook for math and it's a pretty big book. What you can do is, study ahead. Whenever you have time, you can look a section ahead, and be prepared for tomorrow's material.
3
Self-Study: This is the most efficient way of studying math. I would recommend you to buy math textbooks from a local bookstore. You can also search on the internet for great math books.Don't get a book that is very short (100 pages) for a topic like Geometry. Get a textbook or a few workbooks on the topic. It's good to buy more than one book, since some books leave out certain things.
4
Studying: When you self-study, it's good to have the book and a notebook with you, college ruled preferably. Write down all the vocabulary and terms and the example problems. You don't have to do each and every single practice problem if you find it repetitive, just have an intuitive answer. (As long as you know the process of solving it) It's also good to get into a habit of working on more Word Problems, which can help you apply the concept into real-life situations.
5
Competition: If you do enough self-studying, and you look through your studying notes when you have free time, you should already have a very good basis in math. If you're a fast learner, then it would be even better since you can learn the higher level concepts quicker. If your school has a math club or team that you can join, go for it! Chances are, you'll meet individuals who are very talented in math and can help you expand your knowledge by attending competitions.
6
Loving Math: Once you do this part, math would be no challenge whatsoever. Once you get good in math, help others, it's okay to show off you knowledge, in a good way. Once you start to take interest in math and start studying it and attend math competitions and expand your knowledge on math, you will love it. Once you have a passion for math, you will want to learn more, achieve more, and become the mathematician you've never imagined | 677.169 | 1 |
» Science and Nature » Biology.
(3.00 from 2 reviews)Science4U: Practical Math for Practical Science by Richard Ignace
Price:
$2.49 USD.
Approx. 11,140 words.
Language:
English.
Published on August 18, 2010.
Category:
Nonfiction » Science and Nature » Mathematics.
(1.00 from 1 review)
Helpful for college, high school, and homeschooled students, this book is for those who struggle with math in science. Scientific notation, algebra, geometry, trigonometry, and vector concepts are addressed as used in the sciences, with examples and exercises. Readers will gain proficiency with using math as the language of science. | 677.169 | 1 |
Your teachers and parents will have information about ... contemporary works. R.F1: Use phonetic skills to decode ... STANDARD 4: Geometry General concepts you should know:
Geometry Concepts and Skills from Holt McDougal meets the ... Across Time, The Early Ages - Ohio Version Glencoe/ McGraw ... It supports instruction with comprehensive teachers ...
This activity works best when done in groups. ... The National Council of Teachers of Mathematics ... Mind Approach to Geometry (pp. 9-11). Glencoe/McGraw-Hill. ...
students and preparing future teachers for this task. We view Hilberts geometry as ... This streamlining only works if the ... Geometry. Glencoe Mathematics.Glencoe, Chicago IL ...
Hall Algebra 1, Geometry, and Algebra 2 2011the new Prentice Hall High School ... and leveled resources enables teachers to adapt to the changing needs of their ... | 677.169 | 1 |
More About
This Textbook
Overview
There are a number of books on financial mathematics, which either discuss the methods or use HP financial calculators. Using HP calculators is slow and prone to error and the variables cannot be seen once entered. Since most financial managers have Excel on their desk, it is more efficient to solve the problems on spreadsheets and gain the benefits of layout and more comprehensive information.
Mastering Financial Mathematics in Microsoft Excel is a practical guide with exercises and solutions throughout. It provides a comprehensive set of tools and methods that will help you apply Excel to solve mathematical problems. Alistair Day clearly explains the basic calculations for mathematical finance backed up with simple templates for further use and development, together with examples. The new edition includes the addition of end of chapter exercises to help you develop your knowledge. The accompanying CD allows you to use and adapt templates and models.
Product Details
Meet the Author
Alastair Day has worked in the finance industry for 20 years in treasury and marketing functions. In 1990 he established Systematic Finance as a consultancy and financial lessor concentrating on the computer and communications industries. Alastair has a degree in Economics and German from London University, an MBA from the Open University Business School, and is an associate lecturer in corporate finance with the OUBS. He is the successful author of several books including Mastering financial Modelling, Mastering Risk Modelling and The Financial Director's Guide to Purchasing Leasing published by the Financial Times Prentice Hall and a range of software products. In addition, he develops and presents public and in-house courses on a range of topics including financial modelling, leasing, credit and cash flow analysis, and other corporate finance | 677.169 | 1 |
How to Think Like a Mathematician: A Companion to Undergraduate Mathematics
1 rating:
5.0
A book by Kevin Houston
"In this book, Houston has created a primer on the fundamental abstract ideas of mathematics; the primary emphasis is on demonstrating the many principles and tactics used in proofs. The material is explained in ways that are comprehensible, which … see full wiki
A systematic and gentle approach to explaining the main ideas of mathematics
To be successful in mathematics, your mind must perform operations that are unlike the operations needed to do most other things. You must be able to hold abstract ideas, sometimes several at a time, as well as see the relationships between multiple concepts. Furthermore, those abstract ideas are built on other abstract ideas; for example, most of mathematics is built on the fundamental abstract idea of the use of a variable. However, being different and at times being hard does not mean that the ideas of mathematics are incomprehensible. Humans excel at understanding abstract ideas, a strong argument can be made that such a skill is the very definition of human intelligence. In. Many students are capable of leaping the comprehension hurdle; yet hit a wall when it comes time to apply the concepts in order to generate a proof. In this book, Houston takes a systematic and gentle approach to explaining the ideas of mathematics and how tactics of reasoning can be combined with those ideas to generate what would be considered a convincing proof.
Published in Journal of Recreational Mathematics, reprinted with permission | 677.169 | 1 |
Precalculus - 9th edition
Summary: Larson's market-leading text, PRECALCULUS is known for delivering sound, consistently structured explanations and exercises of mathematical concepts to expertly prepare students for the study of calculus featur...show morees, Checkpoint problems, and a Companion Website reinforce understanding of the skill sets to help students better prepare218.25269 | 677.169 | 1 |
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. CliffsQuickReview Trigonometry provides you with all you need to know to understand the basic concepts of trigonometry ? whether you need a supplement to your textbook... more... 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 pyramids and the Parthenon to the Sydney Opera House and the Bilbao Guggenheim, this book takes readers on an eye-opening tour of the mathematics behind some of the world's most spectacular buildings. Beautifully illustrated, the book explores the milestones in elementary mathematics that enliven the understanding of these buildings and combines... more...
500 Ways to Achieve Your Best Grades. We want you to succeed on your college algebra and trigonometry midterm and final exams. That's why we've selected these 500 questions to help you study more effectively, use your preparation time wisely, and getyour best grades. These questions and answers are similar to the ones you'll find on a typical... more...
Presents the results on positive trigonometric polynomials within a unitary framework; the theoretical results obtained partly from the general theory of real polynomials, partly from self-sustained developments. This book provides information on the theory of sum-of-squares trigonometric polynomials in two parts: theory and applications. more...
This book on symmetric geometric patterns of Islamic art has educational, aesthetic, cultural and practical purposes. Its central purpose is to bring to the attention of the world in general, and the people of Islamic culture in particular, the potential of the art for providing a unified experience of science and art in the context of mathematical... more... | 677.169 | 1 |
from '03 student enrolled in Laboratories in
Mathematical Experimentation.
Math 350
(new in 2003) Explorations in Analysis -
Fractals
This course is an exciting mathematical study of convergence and
limits. Students actively investigate concepts using numerical
techniques followed by precise and careful analysis. Topics include
fractals, linear and nonlinear function iteration, basins of attraction,
chaos, complex numbers and Newton's method.
Math 246
(new in 2003) Laboratories in Mathematical
Experimentation
This is a course in mathematical discovery. Students
"do" mathematics by designing mathematical experiments,
obtaining mathematical results, analyzing data and making mathematical
conjectures. Students are exposed to several very different fields
of mathematics including fractals, game strategy, coding theory, graphs
and networks, function iteration and chaos.
"Hollins
does an excellent job in teaching students how to analyze, think, and
write intelligently."
from '97 Hollins mathematics major.
Math 241
Calculus I
This coursestarts
with a very simple question:How
do we define the slope of a graph that is not a straight line?This leads to the study of limits, derivatives, rules of
differentiation, and applications of the derivative.Students actively investigate all concepts from graphic, numeric,
and algebraic points of view.Weekly
computer lab sessions are an integral part of the course.Students also apply these concepts to real world problems:Can you mathematically argue the McDonalds hot coffee lawsuit?Can you find the most economical path through marsh land and dry
land for an oil pipeline?Can
you design a window that allows a maximum amount of light?
Math 242
Calculus II
This course also starts with a very simple question:How do we find areas of"weird"
regions?This leads to the study of area under curves, antiderivatives,
integrals, techniques (exact and approximate) of integration, and
applications of the integral.Students
are actively engaged in the material through group projects, computer lab
sessions, and class presentations.Students
apply these concepts to real world problems:Can you design an attractive floor tile pattern and then determine
the amount of paint required?Can
you determine exactly the volume of a pear or banana?After integration, students are introduced to infinite sequences
and series.
In this course, students learn how to discover mathematics.Many students incorrectly believe that much of mathematics is the
result of "divine inspiration" but nothing could be further from the
truth.Students learn that the first step in
discovering mathematics is experimentation.Using trial and error and intuition, students "experiment"
until they recognize a pattern.Then
students learn to formulate a conjecture (of the pattern) and to formally
prove the conjecture using direct proofs, proofs by induction, proofs by
contradiction and/orproofs
by contraposition.Mathematical
topics covered include set theory, number theory, functions, function
iteration and CHAOS!
Math 372
Introduction to Real Analysis
In this course, students take a more detailed look at
the ideas from single variable calculus.Emphasis of this course is on comprehension, construction and
communication, both written and oral (see above), offormal mathematical proofs.Students
are active learners. They present proofs on the board, they critique
other students' proofs, and they lead class discussions.Topics in the course includesequences,
limits, continuity, differentiation, and integration. | 677.169 | 1 |
Fractions and Multiplication and Division of Fractions: Proficiency Exam
Summary: This module is from Fundamentals of Mathematics by Denny Burzynski and Wade Ellis, Jr. This module is a proficiency exam to the chapter "Introduction to Fractions and Multiplication and Division of Fractions." Each problem is accompanied with a reference link pointing back to the module that discusses the type of problem demonstrated in the question. The problems in this exam are accompanied by solutions | 677.169 | 1 |
Overview
Editorial Reviews
From the Publisher
"Thinking Mathematically provides a rich portrait of arithmetic set in a broader perspective on mathematics, and on what it means to do and learn it. . . . The book overflows with supports for the mathematical work of the teacher in pressing students, provoking, supporting, pointing, and attending with care."–Hyman Bass and Deborah Loewenberg Ball
Related Subjects
Meet the Author
Thomas Carpenter is Professor of Curriculum and Instruction at the University of Wisconsin-Madison, where he has taught for twenty-five years. He is the former editor of the National Council of Teachers of Mathematics (NCTM) Journal for Research in Mathematics Education, and has received the NCTM Lifetime Achievement award for Distinguished Service to Mathematics Education among other awards.
Megan Loef Franke is an Associate Professor in the Department of Education at the University of California-Los Angeles and Director of Center X: Where Research and Practice Intersect for Urban School Professionals. Her work focuses on understanding and supporting teacher learning through professional development | 677.169 | 1 |
For this capacitance worksheet, students solve 19 problems about capacitance, voltage, electric charge and Ohm's Law. They use calculus to solve some of the problems and they are given equations used to solve different capacitance problems.
Students calculate the maxima and minima of quadratic equations. In this calculus lesson, students apply the derivatives by finding the maxima and minima using real life application. They solve optimization using the derivative.
Students derive functions given a limit. In this calculus lesson, student define the derivative of f at x=a, knowing the derivative is a point or just a number. This assignment requires students to work independently as much as possible.
Students discuss the following topics of Calculus: The Tangent Line Problem, The Area Problem, and Exercises. They find limits graphically and numerically. Students write a mathematical autobiography, they write their earliest memories of mathematics or numbers.
In this solar flare reconstruction worksheet, students read about the 'saturation' point of satellite detectors when solar flares are at their most intense phase of brightness. Students are given x-ray flare data and they re-plot the data to estimate the peak of intensity. They create 2 exponential functions to fit the data and estimate the peak intensity and time. Students use calculus to integrate one of the functions and calculate the total energy radiated by the flare.
In this calculus worksheet, students observe graphs and identify the limits of the functions listed in the graph. They determine the definite integrals and derivatives. Students use the trapezoid rule to estimate distance. This five-page worksheet contains 14 problems.
Students investigate the fundamental theorem of calculus. In this calculus instructional activity, students derive the fundamental theorem of calculus. They differentiate between the first and second theorem.
Looking for an interractive presentation for your high schoolers dealing with calculus? Then this PowerPoint is for you! Problems that cover area, volume, and other calculus-related topics are presented. Students are led through the steps necessary to solve the problems, and are given instant feedback.
Young scholars calculate area under a curve using Riemann Sums. For this calculus lesson, students investigate the integral through estimation and calculation. They compare their approximate answer to their true answer.
Calculus students find the limit of piecewise functions at a value. They find the limit of piecewise functions as x approaches a given value. They find the limit of linear, quadratic, exponential, and trigonometric piecewise functions.
Students use the derivative and integral to solve problems involving areas. In this calculus lesson, students calculate the area under a curve as they follow a robot off road making different curves along the drive. They use Riemann Sums and Trapezoidal rules to solve the problem.
Learners explore the concept of minimization. In this minimization worksheet, students determine the least expensive box given specific requirements. Learners solve a question from the AP Calculus exam in 1982; the same question from the movie Stand and Deliver.
Students read about AP calculus online. In this calculus lesson, students learn real life usage for calculus. They read about instructors and their experience teaching and incorporating calculus into the real world.
Students review and analyze topics needed to be successful in calculus. In this precalculus instructional activity, students review the unit circle and its properties. The trigonometric ratios and its identities.
In this A.P. Calculus worksheet, students complete a sixteen question test covering trigonometric integration, area under a curve, differential equations, and slope fields. Some of the problems are multiple choice, while others are free-response. | 677.169 | 1 |
The CliffsStudySolver workbooks combine 20 percent review material with 80 percent practice problems (and the answers!) to help make your lessons stick. CliffsStudySolver Algebra I is for students who want to reinforce their knowledge with a learn-by-doing approach. Inside, you'll get the practice you need to tackle numbers and operations withData Mining Applications with R is a great resource for researchers and professionals to understand the wide use of R, a free software environment for statistical computing and graphics, in solving different problems in industry. R is widely used in leveraging data mining techniques across many different industries, including government, finance,... more...
Includes 40 papers presented at the 4th ESERA conference held in The Netherlands, in August 2003. The papers presented at the conference deal with actual issues in the field, such as the learning of scientific concepts and skills, scientific literacy, informal science learning, science teacher education, modeling in science education. more... | 677.169 | 1 |
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