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Everyday Mathematics: Student Reference Book
Students use this hardbound reference book to access mathematical information and procedures that support the program. By seeing numerous worked examples and simple explanations of mathematical procedures, students learn to use numbers in context. Calculator usage, project descriptions, game rules, charts and tables, and a glossary of mathematical terms are available for use with lessons and out-of-class explorations.
Spanish version available – Libro de consulta del estudiante
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List price:
$27.00
Edition:
1st 2003
Publisher:
Sra
Binding:
Cloth Text
Pages:
N/A
Size:
8.50" wide x 11.00" long x 1.00 |
INTERMEDIATE ALGEBRA
I. CATALOG DESCRIPTION
Prerequisite: COMPASS Algebra score of at least 42, or ASSET Elementary
Algebra score of at least 40, or ACT Math score of 18 or higher, or MTH002 with
a grade of "C" or better. Intermediate Algebra continues the development of the algebraic skills
introduced in Basic Algebra through in-depth exploration of those topics covered
in Basic Algebra, along with additional topics in algebra. Intermediate Algebra
counts as an elective towards an Associate of Arts degree (F, S, Su)
II. GENERAL COURSE OBJECTIVES
Upon successful completion of this course the student will be able to:
A. Demonstrate proficiency in all objectives covered under Basic Algebra.
B. Solve equations and inequalities involving absolute value.
C. Find the equation of a line given certain information about the line.
D. Solve a linear inequality in two variables.
E. Understand and apply the concept of "function".
F. Evaluate a function given a value for its input.
G. Use appropriate methods to solve a system of two equations in two variables.
H. Use synthetic division to find the quotient and remainder in polynomial
division.
I. Simplify complex rational expressions.
J. Work with algebraic expressions involving rational exponents.
B. Equations and Inequalities and Functions
1. Graph a linear equation
2. Find the slope of a line
3. Determine if two lines are parallel or perpendicular
4. Use the slope-intercept form for the equation of a line
5. Use the point-slope form for the equation of a line
6. Determine the equation of a line given two points on the line
7. Determine the equation of a line given the slope and y-intercept
8. Determine the equation of a line given the slope and a point on the line
9. Graph a linear inequality
10. Determine the domain and range of a relation
11. Determine if a relation is a function
12. Evaluate a function using function notation
13. Graph a function given an equation
14. Graph a function given a table of values
C. Systems of Linear Equations
1. Determine whether an ordered pair is a solution to a system of two
equation in two unknowns.
2. Solve a system of two equations in two variables by the graphing
method.
3. Solve a system of two equations in two variables by the substitution method.
4. Solve a system of two equations in two variables by the elimination method .
5. Identify systems of equations that have zero, one, or an infinite number of
solutions
6. Solve an applied problem requiring the use of a system of two linear
equations in two variables.
D. Polynomials
1. Add, subtract, and multiply two or more polynomials
2. Divide a polynomial by a monomial
3. Use polynomial long division to divide a polynomial by a polynomial
4. Use synthetic division to divide a polynomial by a binomial
5. Factor out the greatest common factor from a polynomial
6. Factor a polynomial by the grouping method
7. Factor a trinomial
8. Factor a binomial that is the difference of twoperfect squares
9. Factor a binomial that is the sum or difference of two perfect cubes
10. Combine the factoring techniques to completely factor any polynomial
11. Recognize polynomials that are prime
12. Solve a quadratic equation by factoring
13. Solve applied problems that involve a factorable quadratic equation
G. Quadratic Equations
1. Solve quadratic equations by the square root property
2. Solve quadratic equations by completing the square
3. Solve quadratic equations using the Quadratic Formula
4. Determine the nature of the roots of a quadratic equation by using the
discriminant
5. Write a quadratic equation given the solutions of the equation
6. Solve an equation that is quadratic in form
7. Solve a quadratic equation containing several variables
8. Solve problems requiring use of the Pythagorean Theorem
9. Solve applied problems requiring the use of a quadratic equation
10. Find the vertex of a quadratic function
11. Graph a quadratic function
12. Use the distance formula (optional)
13. Use the midpoint formula (optional)
14. Use the standard form for the equation of a circle (optional)
VIII. SUPPLEMENTAL REFERENCES
IX. METHOD OF EVALUATION
A. Homework
B. Quizzes
C. Tests
D. Comprehensive final examination
Math 99N Intermediate Algebra
Objective:
Math 99N is a first course in Intermediate Algebra. The purpose of this course
is to prepare you for college level mathematics. A grade of "C" or better
fulfills the prerequisites for the following WSU Math courses : 105, 107, 201,
205, 212, and 251.
This will give you access to the entire book online . The
access code only runs about $55. If you choose this route you will not have a
hard copy of the book.
Procedures for taking the class: 1. Log onto your course
2. Read the announcements.
3. Run through the Installation Wizard
4. Click on Do Homework and follow the directions. You will do all of your
homework online. You will also take quizzes online.
5. Your exams will be taken with pencil and paper in person with a proctor.
Other Materials:
You will need a scientific calculator. If you are planning on taking more math
classes I would recommend the TI 83, TI-83+ or the TI 84+. These are expensive
calculators, but well worth it if you are planning to take Pre-Calculus,
Statistics, or any higher-level math class. Otherwise your basic $15 - $20
scientific calculator will do . Just make sure it has a "log" button. If it has
that button it will have everything else you need.
Virtual Classroom: The Virtual Classroom is a place
we can meet to answer questions , review, or get extra help. There is a white
board in which we can both write and a chat area below the white board. Here's
how to get there.
A window should popup that contains the Virtual Classroom.
To write on the board click on the picture of the pen under tools, click once on
the board and your cursor will turn to a plus sign. Hold down your left mouse
button and move the mouse to write your name. Don't worry about how it
looks...it takes practice.
If you are having trouble getting to the Virtual
Classroom, make sure your popup blocker is disabled. Also you may need to
download the Java Plug-in . There will be a link to this download on the page you
will see after you click on Join.
Assignments: Homework will be posted online and
needs to be completed by the due date. Each day the assignments are late will
result in a 10% penalty for that assignment. Even if the homework is late, make
sure you get it all done. It is very important that you take your time and do a
good job on the assignments and that you are spending time on them just about
everyday. Each chapter's homework is worth 15 points. There will also be a
warm-up assignment worth 10 pts.
Here are the steps for doing homework. Understanding the
homework is an important key to success in any math class.
1. Log onto your course
2. Read the announcements.
3. Click on Do Homework and follow the directions.
Quizzes: You will take your quizzes online and can
use your book to help you out. Your quizzes will give you an idea of what kinds
of questions you will see on your tests. The quizzes must be completed before
the due date. If the quiz is completed late, 5% will be deducted for each day
late. Each quiz is worth 25 points. There will be four quizzes.
Exams: You will be given four chapter exams and one
final exam. Exam #1 will cover Chapters 6 and 7, Exam #2 will cover Chapters 8
and 9, Exam #3 will cover Chapters 10 and 11, Exam #4 will cover Chapters 12 and
13. The Final Exam will cover Chapters 6 – 13. Exams 1, 2, 3, and 4 are worth
100 points. The Final Exam is worth 200 points.
If you are on off-campus/DDP Student you will need to take
your tests under the supervision of an approved proctor.
If you are near the WSU campus you can take your tests in
the testing room in the MLA, but you will still need to go through the DDP
office to order your test .
Grading: Your grade will be based on the following
areas in the following percentages.
Homework = 115 pts
Quizzes = 100 pts
Tests = 400 pts
Final Exam = 200 pts
Total Possible = 815 pts
Having Success: • Do math at least 5 days a week for at least an hour and half each session.
• Read the section and go through the practice problems before you start the
homework.
• Have someone you can contact when you get stuck, a classmate, friend, or
tutor.
• Ask questions and get answers within 24 hours of getting stuck.
• Stay positive! You will get stuck, so expect it, be ready for it, and work
through it!
• In addition to understanding how a problem is solved , work to understand why a
problem is solving a certain way.
• Math is like learning a sport. You have to do it to learn in. Watching someone
do math helps , but ultimately you will learn the most through practice,
practice, practice.
B. Learning Goals
1. To develop an understanding of the concepts and procedures for solving
equations
and inequalities and sampling expressions.
2. To provide a variety of applications of equation solving .
3. To develop the understanding of function and relation.
4. To utilize a scientific calculator for exponential and logarithmic
computations .
5. To develop the habit of completing assignments on time.
6. To develop the skill of graphing a variety of linear and non-linear functions
and
relations.
7. To understand the concept of slope in working with linear relationships.
A. I will use lecture, recitation, problem solving, and class discussion as
appropriate.
B. It's very important that you give me an accurate email address and keep me
informed
if it changes. I frequently send important information regarding homework,
tests, and
grades, so you should check your email regularly. I also add important
information to
the class web site and will notify you of updates to it by email and in class.
C. Assignments will be given from the text. Please attempt all assigned problems
and
bring your questions to class . Homework will be collected with each test and
selected
problems will be graded and used as a portion of that test grade.
D. Calculators or graphing calculators may be used during class and during any
test and
the final exam. You are not required to have one, but you may find it useful
here and
in other classes. Many types are available but examples in the book and by me
are
geared towards Texas Instruments (TI) models 83, 83+, 84, 84+, etc. that are
readily
available at retail stores and online.
1. Read the assigned section of the textbook and go over all class problems.
2. Do assigned homework problems. Check your answers in the back of the book,
online, or in the next class.
3. Do not hesitate to get extra help from me, a friend, or the Tutoring Center.
IV. Withdrawal
A. Withdrawal is allowed up to Tuesday, April 3, 2007, and can be accomplished
by
filling out the appropriate form which you may obtain at the reception desk,
from the
UCC administrative suite, or in the Admissions Office.
B. After Tuesday, April 3, 2007, you may not withdraw from the course.
V. Extra Help
A. My office hours are listed at the top of this sheet. If you cannot be
available during
scheduled hours, we can select a time which is mutually convenient.
B. Tutoring help is available, free of charge, in the Tutoring Center. (Upper
County room
126, across from the Library)
C. Online help is available at the publisher's web site including complete
solutions for all
odd-numbered problems in the book. See my web site or the textbook for the link.
D. I have CD-ROMs with video lectures and problem solutions from each section of
the
book. You may borrow them to play on your computer at home.
E. If you have a disability and wish to discuss academic accommodations, please
see me
as soon as possible. Bring your documentation from Disability Services with you.
F. Student Services has counseling available if you have a personal, family,
work or
similar problem that you would like to discuss.
VI. Please read the statement on cheating and plagiarism on page 159 of the
current
college catalog (2006-2008). College policies will be strongly enforced!
Penalties
for cheating are severe and range from a requirement to redo the work, an
automatic
failing grade for the work, automatic withdrawal or failure of the course, up to
a three
year suspension from the college |
This item is unavailable.
Nelson's leading mathematics series for elementary learners for Years 9-10, New Century Maths Essentials, has now been rewritten and extended back to Years 7-8 for the national Australian curriculum. These concise, streamlined books are written for students who struggle with mathematics and who have limited numeracy and literacy skills. The aim of the series is to help students master the basics in mathematics and achieve success. Each student book includes access to the online NelsonNet portal of multimedia resources and, if the school has adopted the book as a core resource, access to the web-based interactive NelsonNetBook version. |
ides over 175 worked examples and more than 500 practice problems and quiz questions to help students develop and practice their problem solving ...Show synopsisProvides over 175 worked examples and more than 500 practice problems and quiz questions to help students develop and practice their problem solving skills |
The PITA Principle: How to Work With (and Avoid Becoming) a Pain in the Ass
Through entertaining scenarios and real-life situations, The PITA Principle describes the different kinds of PITAs (Pain in the Ass) at work and how to cope with each. Readers are provided with a positive scenario for each type of PITA, showcasing techniques for working with this personality type. Readers then engage in a self-evaluation process, identifying their own PITA tendencies. Finally, the authors identify ways to improve upon various self-identified PITA characteristics through a cognitive-behavioral approach to change.
Give students that extra boost they need to acquire important concepts in specific areas of math. The goal of these "how to" books is to provide the information and practice necessary to master the ... |
'c' Category College Prep Courses
Algebra 1
Algebra 1 serves as an introductory course into the language and fundamental operations of mathematics. Students solidify skills in distinguishing classes of numbers and their properties, simplifying expressions, equation and inequality solving, and function applications. An exploration into linear, quadratic, exponential, rational, and radical equations and functions begins by cementing operational techniques and then developing graphing skills. In addition, methods such as factoring, completing the square, and the quadratic formula are introduced. This course will serve as the key basis of any future math course.
Prerequisites: Completion of Pre-Algebra with a grade of C or higher.
Algebra 1/Geometry
Algebra 1/Geometry is an accelerated course, combining crucial algebraic concepts with a full year analysis of introductory Euclidean geometry. Students first begin by reviewing algebra, with an emphasis on factoring, simplifying radicals, linear and non linear equation solving, graphing, and word problem solving. Students then explore geometrical concepts such as planes, lines, triangles, circles, area, and volume. In addition, students are exposed to introductory trigonometry and coordinate geometry. Students engage heavily in geometrical proofs, which involve both deductive and inductive reasoning using theorems, definitions, and properties.
Prerequisites: Completion of 8th grade Algebra 1 with a grade of B or higher.
Geometry
Geometry is an introductory course of theoretical and analytical Euclidean geometry. Students advance his or her knowledge about geometric concepts such as planes, lines, triangles, circles, area, and volume. In addition, students engage in basic trigonometry as well as coordinate geometry. Students engage heavily in geometrical proofs, which involve both deductive and inductive reasoning using theorems, definitions, and properties. Students also use algebraic techniques in equation solving, simplifying radicals, graphing, and formula based operations.
Prerequisites: Completion of Algebra 1 with a grade of C or higher.
Algebra 2
Algebra 2 is a continuation of concepts introduced in Algebra 1, with the advancement in applications. Great emphasis is placed on analyzing linear and nonlinear functions, equations, and inequalities. Students engage not only in the real number system, but also extend into the complex number system. Students refine their abilities in solving system of equations and inequalities, polynomial, rational, exponential, and radical equations and functions. In addition, the course exposes students to newer concepts such as conic sections and logarithms and takes an in-depth approach to sequences, series, and probability.
Prerequisites: Completion of Algebra 1 and Geometry with a grade of C or higher.
Algebra 2/Trigonometry
Algebra 2/Trigonometry is an accelerated course which advances concepts from Algebra 1 as well as the trigonometric properties initially introduced in Geometry. There is a greater emphasis in analyzing linear and nonlinear functions, equations, and inequalities than in College Prep. Algebra 2. Students engage not only in the real number system, but also examine the complex number system. Students refine their abilities in solving systems of equations and inequalities, polynomial, rational, exponential, and radical equations and functions. In addition, the course exposes students to newer algebraic concepts such as conic sections, matrices, and logarithms as well as a deeper approach into sequences, series, and probability. Students thoroughly investigate trigonometry by first comprehending the significance of the ratios initially gained from the special triangles in Geometry. From there, students engage in applications and graphs of sine, cosine, tangent, secant, cosecant, and cotangent functions in both degree and radian measurements. Students will also work in rectangular, polar, and parametric forms. Trigonometric identities and non-right triangle applications are also introduced.
Prerequisites: Completion of Algebra 1 and Geometry or Algebra 1/Geometry with a grade of B- or higher.
Pre-Calculus
Pre-Calculus is a continuation in exploring concepts introduced in Algebra 2 as well as a formal introduction to trigonometry. Students initially review concepts such as linear and nonlinear applications, solving systems of equations and inequalities, and number properties. Students engage in a deeper analysis of varying functions, emphasizing continuity, critical points, asymptotes, end behavior, domain, range, intervals of increasing and decreasing, and roots. Additionally, students and series are also included. At the end, students begin to handle introductory calculus concepts through initial exposure to limits and basic differentiation.
Prerequisites: Completion of Algebra 1, Geometry, and Algebra 2 with a grade of C or higher or Algebra2/Trigonometry with a grade of C or higher.
Calculus
Calculus introduces basic differential and integral applications, emphasizing more of a computational than theoretical approach. This class is designed to give students a less rigorous exposure to Calculus, in preparation for future encounters of the college level based course. Students are required to have a firm understanding of varying functions and behaviors, with crucial emphasis on domain, range, critical values, and graphing techniques. Furthermore, students learn to evaluate limits, implement differentiation techniques using the power, chain, quotient, and product rules, and integrate definite and indefinite functions. Real world correlations are dominant, requiring students to engage in a greater analysis of word-based problems. Students delve into the differential and integral applications such as optimization, related rates, motion, and area.
Prerequisites: Completion of Pre-Calculus, Trigonometry/Math Analysis with a grade of C or highe.
Linear Algebra
Linear Algebra is a full year, elective course that introduces students to the basic theory of linear equations and matrices, real vector spaces, bases and dimension, rank, nullity, linear transformations as matrices, determinants, eigenvalues and eigenvectors, inner product spaces, and the diagonalization of symmetric matrices. This course enables high-school students to enter college with an advantage, as Linear Algebra is a requirement for mathematics and physics majors, and is highly recommended for majors in other applied sciences, such as computer science.
Prerequisites: AP Calculus BC with a grade of C or higher
'c' Category Honors & AP Courses
Honors Trigonometry/Math Analysis
Honors Trigonometry/Math Analysis is a continuation of concepts first introduced in Algebra 2 as well as a formal introduction to trigonometry. Students initially review concepts such as linear and nonlinear applications, solving systems of equations and inequalities, matrices, and number properties. Students engage in a deeper analysis of varying functions, emphasizing continuity, critical points, asymptotes, end behavior, domain, range, intervals of increasing and decreasing length, and roots. Students further investigate a great range of trigonometric concepts that include At the end, students begin to handle introductory calculus concepts through initial exposure to limits, basic differentiation, and integrals. Students are responsible for the presentation of a project at the end of each semester. Topics vary, but the underlying purpose is to investigate either the history of particular concepts or directly demonstrate the usage of them in real life applications.
Prerequisites: Completion of Algebra 1, Geometry, and Algebra 2 with a grade of C or higher or Algebra2/Trigonometry with a grade of C or higher.
Honors Math Analysis
Honors Math Analysis is an advanced, accelerated course designed to prepare students for Calculus BC. This is the only non-AP mathematics course granted UC-Honors distinction. Students who take this course can earn honors credit towards his or her GPA. This course is a continuation of concepts introduced in Algebra 2 as well as a formal introduction to trigonometry. Students initially review concepts such as linear and nonlinear applications, solving systems of equations and inequalities, matrices, and number properties. Students engage in a deep analysis of varying functions, emphasizing continuity, critical points, asymptotes, end behavior, domain, range, intervals of increasing and decreasing, and roots. Students also In addition, students begin introductory differential calculus by analyzing limits using both theoretical and computational approaches. In conjunction, students learn various differential techniques from the power, chain, quotient, and product rule and then complete a rigorous study in application of derivatives. Students are required to present a project at the end of each semester. Topics vary, but the underlying purpose is to investigate either the history of particular concepts or directly demonstrate the usage of them in real life applications.
Prerequisites: Completion of Honors Algebra/Trigonometry with a grade A- or higher or completion of Honors Trigonometry/Math Analysis with B+ or higher.
AP Calculus AB
AP Calculus AB is a rigorous, introductory college-level course into single variable differentiation and integral Calculus. Students analyze limits, differentiation, and integrals at a theoretical, conceptual, and computational level. Students investigate the meaning of limits and then proceed into differentiation. Basic techniques such as power, product, quotient, and chain rule are explored. Students then engage in the such as varying substitution methods, integration by parts, and partial fraction decomposition. Applications of integration remain to be the latter half of the course, where students explore area between curves, surface area, and volume generated by revolutions.
Prerequisites: Completion of Pre-Calculus, Trigonometry/Math Analysis with a grade of B or higher.
AP Calculus BC
AP Calculus BC is a rigorous, accelerated, introductory college-level course into single variable differentiation and integral Calculus. Students analyze limits, differentiation, and integrals in both a theoretical, conceptual, and computational level. Students investigate the meaning of limits and then proceed into differentiation. Basic techniques such as power, product, quotient, and chain rule are explored. Students then engage in first for further applications, where exploration of area between curves, surface area, and volume generated by revolutions are interpreted. In addition, students obtain a deep analysis of sequence and series, heavily investigating convergence and divergence. Parametric equations with emphasis in vector and conic sections are also included.
Prerequisites: Completion of Pre-Calculus, Trigonometry/Math Analysis with a grade of B, or higher or completion of Honors Math Analysis with a B or higher.
AP Statistics
AP Statistics is often times considered to be a different branch of mathematics that allows an alternative outlook into calculating and interpreting uncertainty. Students learn introductory probability, distinguishing population versus sample, translating graphical data, random variables, probability distribution functions, Central Limit Theorem, test statistics, confidence intervals, hypothesis testing, paired sampling, analysis of variance, and regression. By the end of the course, students will have a strong basis in deciphering numerical information and comprehending the importance of real-world applications.
Prerequisites: Completion of Pre-Calculus, Trigonometry/Math Analysis with a grade of B or higher.
'g' Category Honors & AP Courses
AP Computer Science
AP Computer Science A is an elective course for potential computer science majors and a foundation course for students interested in mathematics, engineering and the sciences. The purpose of this course is to introduce the student to the object-oriented programming paradigm using the Java programming language. This course emphasizes programming methodology, procedural abstraction, and in-depth study of algorithms and data structures, and a detailed examination of a large case study program. Students have individual hands-on laboratory work that helps to reinforce new concepts. Instruction includes preparation for the AP Computer Science A exam. At the completion of the course, the student should have a clear understanding of Java and have confidence in approaching and solving challenging problems, and recognizing ethical and social implications of using and developing software.
Prerequisites: Completion of Pre-Calculus or Trigonometry/Math Analysis with a grade of C or higher
Additional Recommendation: Completion of a computer science course with a grade of C or higher. |
Description of Edurite CBSE Class 8 Mathematics (1CD Pack)
Edurite's class 8th Mathematics CDs have been designed keeping the latest CBSE curriculum in mind. Our CDs help students understand concepts better and do well in exams. Detailed chapter wise explanations for each Mathematics topic, Step wise solutions for all problems in each topic, Glossary and synopsis for all the chapters. It includes chapters like Rational Numbers, Quadrilaterals, Squares & Roots |
Math Trek
04/01/05
The NECTAR Foundation's new Math Trek suite of products ( uses curriculum-based programs that cover the foundations of math for grades 1-12. These engaging programs feature sound, graphics, animation and music clips through interactive tutorials, problem-solving activities, assessment components and student tracking. The Macintosh- and Windows-compatible learning aids include a comprehensive teacher resource document with print support materials, as well as individual, group and culminating performance tasks that incorporate many skills into a meaningful context. The NECTAR Foundation also offers specialized programs for algebra I, calculus and trigonometry |
Fundamentals of Math DVD with Books
Fundamentals of Math for Distance Learning
Fundamentals of Math (2nd edition) focuses on problem solving and real-life uses of math with special features in each chapter while reinforcing computational skills and building a solid math foundation. Dominion through Math problems regularly illustrates how mathematics can be used to manage God's creation to His glory.
Mr. Harmon teaches this course.
Recommended Viewing Schedule: five 30-minute lessons a week; 164 |
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I just bought this software and after using it for a few days I found it worth the money I paid for it. I love entering my own problems; the software covers all the aspects of algebra questions one can get in an exam. Nobert, TX
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1. You have to simplify radical expressions before adding or subtracting because you can only add or subtract expressions with the same value inside the radical sign. |
BetterCalc is designed to solve complex mathematical expressions, and handles parentheses and scientific functions with ease.
BetterCalc is designed to solve complex mathematical expressions, and handles parentheses and scientific functions with ease. BetterCalc allows expressions to contain comments, and features a panel which allows for the defining and redefining of numerical or expression variables. These variables can then be accessed in the expression through their text-based names. Changes to the variable values will instantly cause the total to update. BetterCalc also features a unique feature called Expression Shortcuts. These are user-defined shortcuts that correspond to numerical values or expressions, or even expressions containing other shortcuts. What's New: New in version 4.2: The application has been rewritten, resulting in greater speed and improved stability. Improved compatibility with Mac OS X version 10.2. Improved interface. The main window correctly remembers the status of the variable and scientific panels Support for Services has been added. Real-time resizing has been disabled to speed up the application on lower-end Macs. Scientific functions, including trigonometric functions and logarithms. The variables field can now be resized. Shortcuts can now have long, descriptive names. Shortcuts can still be bound to special characters, but it is no longer mandatory, as they can also be accessed through the menu bar as well as a pop-up menu in the main window's tool panel. Shortcuts can now be reordered in the Preferences window by Drag-And-Drop. The font size can be set for buttons independently from the text field font setting. Opening and closing the Preferences window no longer causes the main window's fields to reset....
It is one of the most powerful math tools there is. It gathers between the simplicity and ease of use of a simple calculator and the ability to solve complex math procedures. Here is a brief description of the exciting capabilities of...
Stacniac is a 'slightly odd' RPN calculator in that it doesn't have buttons: you enter numbers and then type in commands (sounds odd, but it's quite efficient). Stacniac has a fairly large set of commands which are invoked |
The Algebraic Concepts Unit includes Competencies/Objectives which focus on algebraic equations and operations. This unit includes studying number systems, operations, and forms. Students explore the symbolic nature of algebraic concepts by identifying and extending patterns in algebra, by following algebraic procedures, and by proving theorems with properties.
The Geometry Unit includes Competencies/Objectives which focus on exploring geometric concepts from multiple perspectives. The Geometry Unit includes properties and construction of figures, proofs and theorems, history of geometry, transformations, logic, and problem solving. |
Product Description
About the Author
Eric Lengyel is a veteran of the computer games industry with over 16 years of experience writing game engines. He has a PhD in Computer Science from the University of California at Davis and an MS in Mathematics from Virginia Tech. Eric is the founder of Terathon Software, where he currently leads ongoing development of the C4 EngineThis book explain the mathematics behind a game engine, and it does it pretty well. If you are looking for code to cut and paste into your programs, then this book is not for you. But if you want to really anderstand the theory, it has, in my opinion, a very good balance between explanations, demonstrations and examples. I got this book because my math was a little 'rusty' and it does a perfect job in bringing all this stuff back in memory, and mutch more as I discover a lot of new stuff and how it can be used in a game engine. I really enjoy this book!
5.0 out of 5 starsEssential reference for any 3D graphics work.Jun 30 2004
By Francis J. Kane - Published on Amazon.com
Format:HardcoverI don't forsee this volume leaving my desk anytime soon!
38 of 42 people found the following review helpful
3.0 out of 5 starsMath majors rejoiceMar 1 2007
By GameMaker - Published on Amazon.com
Format:Hardcover|Amazon Verified Purchase
To be honest, while I find this book to be a decent reference, I find it to be pretty inaccessible in terms of sitting down and reading through it in an attempt to learn the concepts. As a non-math major (I'm actually an engineer and software developer) these math concepts are by no means beyond me. But rather than simply being presented with equation after equation, proof after proof, what I find a lot more valuable is more discussion on the usage of these equations. Specifically I'd like to see examples, diagrams, and code, and there is precious little of any of that in this book.
In other words, this book is very much like what you expect to find in a very dry upper devision college math text for the consumption of math majors who are used to such things. But for a non math major just trying to make use of these concepts in order to get the job done and make games? eh, not so much.
Still, I do think this book is useful as a reference when I want to look up an equation as there are a ton of them crammed into this book, but for me, I just don't find this book to be very good as a learning tool.
16 of 17 people found the following review helpful
5.0 out of 5 starsThis book is fantasticAug 3 2004
By Waylon - Published on Amazon.com
Format:Hardcover
This book is great. Its material is well explained, the topics covered are complete (for the most part), and the examples make sense. It is a fantastic reference that should be on the shelf of any professional game programmer or aspiring game programmer. However, this book isn't a hand holding guide to making "cool" games, as some reviewers expected it to be. There is no single book for that. There are so many topics to cover, it would be impossible to put them all into one text. Please don't be fooled by reviews from non-professionals, as this book is a must have. For a list of beginner books to give yourself an introduction to game programming, feel free to send me an email. |
Algebra: A Modern Introduction |
MathDL Partners
Loci. This online publication is presented by the Mathematical Association of America (MAA). It is contained within MathDL. Locicarries on the tradition of three earlier online publications, the Journal of Online Mathematics and its Applications, Digital Classroom Resources and Convergence.
MAA Writing Awards. The MAA Journal Writing Awards site features pdf copies of the articles that have won MAA journal writing awards over the years together with short biographical sketches of the authors. This is a section of MathDL.
MathResources Inc. has created the content management system currently supporting the MathDL site. In addition they are providing content from the mathematical dictionary, The MathResource, in response to appropriate MathDL searches.
The Developmental Mathematics Collectioncontains resources for the community college educator who teaches basic arithmetic through intermediate algebra. Educators will find student activities, topic teaching plans, innovative curricula and course sequences, as well as research syntheses on pedagogy and learning.
PlanetMath is an online mathematics community, featuring an encyclopedia with over 5,500 entries defining approximately 10,000 concepts. There are also forums for asking and answering questions, and collections of free electronic books, papers, and other expositions. The site is maintained entirely by volunteers.
MathWorld is an encyclopedic site with over 12,000 entries. Most entries are a single page; some have animated graphics.
The Connected Curriculum Project (CCP) at Duke is primarily a collection of modules for use in courses from precalculus to linear algebra, differential equations, and engineering mathematics. Most modules use CAS worksheets. Maple and Mathematica versions exist for all, Mathcad and Matlab versions for some.
iLumina Digital Library, based at the University of North Carolina at Wilmington, contains materials for Chemistry, Biology, Computer Science, and Mathematics.
Demos With Positive Impact features short materials that can be used in a classroom presentation. The demos use a range of technology from animated gifs to java applets.
causeweb.org is the web site for the Consortium for the Advancement of Undergraduate Statistics Education (CAUSE). Their resources include lecture examples, laboratories, datasets, analysis tools, multimedia, and more.
The National Curve Bank began as a resource to display representations of two- and three-dimensional curves. It has expanded to include many more types of resources. Materials include animations, historical notes, java applets, Mathematica code, and more.
TheNSDL Middle School Portal was begun by the Eisenhower National Clearinghouse. It contains tracks for science, technology, and mathematics. |
Hotmath and Texas Instruments Work Together
Free Movies
Hotmath.com provides free Getting Started Movies to help Prealgebra, Algebra 1, and Geometry students become familiar with TI graphing calculators.
Free Exercises
Hotmath.com provides free Practice Exercises, to help
students learn TI graphing calculators at their own pace. These are correlated
to the chapter topics in Prealgebra, Algebra 1, and Geometry textbooks.
Math Homework Help
Hotmath.com offers homework support for over 300 math textbooks. We display keystroke solutions to the graphing calculator problems in selected textbooks from Glencoe, Key Curriculum Press, and McDougal Littell. |
Search Mathematical Communication:
Mathematical Communication
MathDL Mathematical Communication is a collection of instructional strategies, materials, and references for having students write and speak about mathematics, whether for the purpose of learning mathematics or learning to communicate as mathematicians. |
real analysis.
...continue to expand their ability to formulate conjectures, design proofs for them if true or counterexamples if false.
...communicate those designs in writing and orally in class.
...gain knowledge and skills to formalize their ideas and express them with a full mathematical rigour.
Content:
Firm foundations: The Set of Real Numbers - Existence of ; Supremum and Infimum.
Sequences; Limits; Infinite Series.
Functions; Continuity.
Differentiation.
Integration.
Sequences and Series of Functions; Metric Spaces (as time permits).
Course Philosophy and Procedure
Since all of you are math majors, I will skip the ``how to study mathematics'' part. However, it might be a good idea to take a look into a syllabus from some of your earlier math courses. I see my role as of one who helps you make your own discoveries. Thus, the class participation and the regular work after class are of vital importance. I encourage you to also look into at least some of the books listed below.
Grading will consist of three exams (two during the semester and the final exam) worth 100 points each. The homework, quizzes, in-class presentations will total to 200 points. My grading scale is A=90%, AB=87%, B=80%, BC=77%, C=70%, CD=67%, D=60%.
Yes, there will be in-class presentations. Our textbook has hints and/or solutions to all exercises. My idea is to have you present in class as many of those exercises as possible. I will also provide a number of supplementary problems as we go along, and am expecting from you to present solutions to some of those problems.
I am looking forward to explore this fascinating subject of real analysis |
This course is for those
students that have successfully (minimum grade D) completed Algebra 1.This course incorporates both plane and solid
geometry. Included in the course are units on parallelism, congruent
figures, similar figures, triangles, quadrilaterals, circles, and constructions.
Algebra skills are reviewed and correlated to geometry problems.
Inductive and deductive reasoning are used throughout the course. Proofs
are in this course, but they are not the major focus. Scientific calculator
required. A TI-83 or TI-84 graphing
calculator is highly recommended.
Course Goals:
Students
will further develop algebra, geometry and problem-solving skills.In class discussions, activities,
assessments and projects will allow for the students to explore in-depth geometry
topics will expand the knowledge of applications to real world situations.
Required Course Materials:
The following is a list of
required materials that is to be brought to class everyday:
Pencil, Textbook, Paper, Calculator, Notebook,
Planner
If additional supplies will be needed students will be informed ahead of
time.
Textbook:
Discovering
Geometry(Key
Curriculum Press)
Your textbook is required
and must be brought EVERYDAY to
class with you.
No one will be released to
go get a textbook out of his or her locker.
Grading Policy:
Your grade for this class
will be determined by how you do on tests, projects quizzes (both announced and
unannounced) 60% , homework 30%, and notes and warm-ups 10%.
100-90% A 89-80%B 79-70% C 69-60%
D
59-0% F
Homework is the most
important method for students to acquire math skill and hence will be a major
facet of this course.Each daily
homework assignment is worth up to 5 points, 4 points for completed work and 1
point for correcting it.Answer
notebooks are available in the back for student to check each assignment.Homework
will be collected on Wednesday each week.Notes and warm-ups will be
graded during tests.You may be allowed to use notes on certain
quizzes.
5 means that each of the assignments (or notes and
warm-ups) are complete and legible with all work shown.
4 means that most of the assignments (or notes
and warm-ups) are complete with work shown, but the assignment was not
corrected.
3 means that most of the assignments (or notes
and warm-ups) are complete with work shown.
Each student must
complete at least 60% of his/her homework to be eligible to pass the class.
This is an entire math department policy.
NO LATE WORK WILL BE ACCEPTED!!
Individual circumstances
could be considered in exceptional homework situations.
State Standards:
H.1G Geometry:Apply properties of two-dimensional figures.
H.2G Geometry:Apply properties of three-dimensional solids.
H.3G Geometry:Transform and analyze figures.
Assessments and Projects:
Students will be assessed
with a variety of different methods to allow for several opportunities to
demonstrate learning.One 3 X 5in. index
card may be allowed on some tests.School makeup policy applies to all missed tests.
Tardies:
Tardiness is unacceptable.Students are expected to come to class on
time prepared to learn.A student is
considered to be tardy if they are not in their seat when the second bell
rings.Students will sign in as being
tardy and school tardy policy will be followed.
Cheating:
A no tolerance cheating
standard will be followed.If cheating
(defined as copying, forging, plagiarizing, etc.) is suspected, a zero grade
will be given to the assignment/test/quiz/project in question until proven otherwise.If a student is caught cheating a zero grade
will be assigned with no possible make-up. Parents will be notified.
Hall Passes
A limited
number of passes will be given for student to leave the room.Abusing the privilege may result in the loss
of said priviledge.Miss Kandle reserves
the right to allow/not allow a student to leave the room.
Rules/Norms of the Class:
1)Students will come to class on-time, ready, and
prepared to learn.
2)Students will not disrupt the learning of others.
3)Respect will be demonstrated to peers, high school staff,
and school property.
4)NO cell phones, MP3 players, headphones, etc. in the
classroom.
5)All students are responsible for their own actions
and will strive to be positive, life long learners.
School discipline policy
will be upheld and followed in necessary situations. |
The Geometry of Vector Calculus
THIS WORKSHOP HAS BEEN CANCELLED
Geometric reasoning is key to bridging the gap between mathematics
and the physical sciences. This workshop will introduce participants to
the art of teaching geometric reasoning, emphasizing the teaching of
multivariable calculus, especially vector calculus. The geometric
content of (single variable) calculus, trigonometry, and linear algebra
will also be addressed.
This workshop is for those college and university teachers who use
multivariable calculus in their courses, as well as a junior college
faculty members looking to expand their course offerings. It is
suitable for mathematics faculty teaching multivariable calculus; for
faculty in related disciplines, such as physicists teaching
electromagnetism; for faculty who have taught this material for years;
and for those who are about to teach it for the first time.
Workshop attendees will participate in, and then lead, open-ended
group activities intended to foster geometric reasoning, which has been
developed as part of the NSF-funded grant. Participants will also
develop a plan for how to implement such activities at their home
institution. |
Many financial problems can be concisely expressed as matrices
(this is the proper plural form of matrix). What is a
matrix? Basically, it's just a rectangular set of numbers.
We classify matrices based on the number of rows and columns. A
matrix with 3 rows and 2 columns, for example, is called a 3 × 2
matrix. Is example is shown below.
It is common to refer to a matrix with a capital letter. For
example, let us call the matrix above A. Then the individual
elements (numbers in the matrix) are referred to with lowercase
letters (usually italicized). The element in row i and
column j is referred to as aij.
For example, the number "6" is in the 3rd
row and the 2nd column, so we say that a32
= 6. You may see this written as a[3][2] or a[3,2] if you read
text about matrices in plain text format, because subscripts are
not supported.
Matrices with the same dimensions can be added simply by
adding elements that are in the same positions. An example is
given below.
Similarly, matrix subtraction is a simple process. Simply
subtract numbers that are in the same positions.
Scalar multiplication is also rather simple with
matrices. A scalar is just a normal number, like
"5" or "-2.4." To multiply a matrix by a
scalar, simply multiply each element of the matrix by that
scalar.
The zero matrix is a matrix composed of all zeroes.
There is one zero matrix for each size of a matrix (for example,
there is a 3 × 4 zero matrix, a 5 × 5 zero matrix, etc.).
(The more mathematically inclined readers may note that the
above definitions show that the set of all m × n
matrices is a vector space.)
A square matrix is a matrix that has the same number of
rows and columns. The matrix in the first example above is not a
square matrix; the matrices in the second equation are square.
At this point you may be saying, "that's all very
nice, but what good is it?" The answer is that matrices can
be very useful, but first you need to know more about matrix multiplication, systems of
equations, and row operations. Matrix multiplication is not as
simple and intuitive as matrix addition. (For example, you can
multiply matrices that are not the same size!) We'll cover
it in the next section. Eventually we'll cover enough that
you'll be able to learn about the simplex
method, a powerful optimization method that can solve
problems with many variables.
One last note: matrices are always two-dimensional. There is
no "three-dimensional matrix," although the closely
related tensors can have multiple dimensions; they are
used by physicists, not by economists, so we won't cover
them. |
GCSE Modular Maths The Mathematics Department enter all pupils for a modular exam. This entails hard work during the 2-year course. There are three levels of entry: Foundation - Grades available D -... |
Algebra : A Graphing Approach - Text Only - 2nd edition
Summary: The Second Edition of this best-selling text retains the core strengths of its first edition, namely: clear writing, abundant exercises, extensive pedagogy, and a complete support package but features a renewed emphasis on algebra. Graphing technology is now introduced only as part of a discovery learning approach. This important revision targets the progressive mainstream, a growing majority that now uses graphing technology to complement an otherwise traditional approach.
The Second Edition includes more pedagogy for instructors who want to teach within a traditional framework. The pedagogy emphasizes discovery learning, modeling, real data, the rule of three (with more tables for increased numeric emphasis), and optional group work, and includes material on probability, statistics, and data analysis.
In keeping with AMATYC philosophy, the graphing calculator is covered as an instructional tool, not a topic. Used in explorations, examples, and exercises in the Second Edition, technology helps students develop a concrete, visual understanding of mathematical concepts.
With an emphasis on thinking, writing, and application, the Second Edition helps students see themselves as users of mathematics in their chosen fields.
Clear explanations of concepts and procedures are provided in every feature: boxes highlighting procedures, definitions, and properties; numerous step-by-step worked examples with annotations; learning tips; notes providing special explanatory remarks; and Quick Reference sections summarizing major definitions, rules, properties, and procedures by subsection.
"Houghton Mifflin HC no DJ, 1998, second edition. Moderate overall wear but this still has a couple of semesters left in it, corners bumped and frayed, marks on page edge but no highlighting or marki...show morengs on text pages," ...show less |
Sections
Our e-book is also available to buy as individual sections, and include a comprehensive array of Mathematical problems in clearly–explained teaching text with plenty of worked examples. Sections are graduated in order of difficulty and are followed by exercises with fully worked answers
GCE Advanced Subsidiary Section 01
MODULE AS CORE MATHEMATICS 1: ALGEBRA 1
Indices: laws of indices
Surds:incuding simplifying and rationalizing the denominator
The Straight Line Function: theory; linear inequalities
The Quadratic Function: solution of a quadratic equation/inequation by graph |
Peer Review
Ratings
Overall Rating:
This site is a member of a large collection of WebMathematica scripts written by the author. The applet allows the user to compute and plot the Taylor polynomial of a user defined function. A user has an option of choosing the center of expansion as well as the degree of the Taylor polynomial.
Learning Goals:
To illustrate the concept of approximating a function with Taylor Polynomials
Target Student Population:
Calculus students.
Prerequisite Knowledge or Skills:
Differential Calculus
Type of Material:
Simulation
Recommended Uses:
Classroom demonstration or student experimentation
Technical Requirements:
It requires a "Java-enabled" browser.
Evaluation and Observation
Content Quality
Rating:
Strengths:
Taylor polynomials and approximations are topics that require special attention due to their importance and complexity. This applet provides an excellent tool to build a student?s understanding of Taylor polynomials of elementary functions.
The user can input (using Mathematica syntax) many elementary functions, specify the center of expansion, choose the degree of the Taylor polynomial (up to six), and the width of the plotting window. The applet accurately graphs both function and approximating polynomial, displays all Taylor polynomials up to the sixth degree, and graphs the error of approximation.
Concerns:
The applet does not generate an error message if the user accidentally (or intentionally) chooses the center of expansion to be a point where the function is not defined.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
This applet gives users an excellent opportunity to explore how well Taylor polynomials of different degrees approximate common functions.
Instructors can use the graphical and algebraic components of this applet for demonstration purposes as well as part of take-home assignments or projects.
Because the user has the flexibility to choose the functions, it is easy to choose several meaningful examples.
Concerns:
None
Ease of Use for Both Students and Faculty
Rating:
Strengths:
The applet has one button and one input window and is very easy to use. It uses Mathematica function syntax This is slightly different from most graphing calculators but is clearly explained on a separate linked page. The average user can begin using the applet immediately.
Concerns:
A simple way to print polynomials and plots separately might be useful. |
Students and Parents, Use this site to access a wealth of very helpful resources for your Algebra 1 textbook. The students were given the username and password, and once logged in, they can get to an online textbook, practice quizzes and tests, vocabulary reviews and so much more. Just follow these steps: 1. Choose your state-Illinois 2. Choose user-student/parent 3.Choose subject-Mathematics 4. Click on Enter 5. Choose-Algebra under the Math Connections title 6. Click on Algebra 1 @ 2005 Here you will be given a list of great online resources to choose from—have fun!
Algebra 2
Students and Parents, Use this site to access the student textbook. Once at this address, you will need to do the following: 1. Choose Subject-High School Math 2. Choose State-Illinois 3. Choose GO Click on our textbook-Algebra 2, 2007 Click on Online Book Create your own username and password. My suggestion is to use your e-mail account for username and the word lincoln for the password. |
This is a scientific calculator and a replacement for standard calculator. PG Calculator works in algebraic and RPN modes. It recognizes real and complex numbers, and allows vector manipulations. There are up to 120 units of measure that can be converted. PG Calculator enables number inputing in binary, octal, hexadecimal and exponential formats. PG Calculator contains list of commonly used mathematic, physic and chemical constants and supports user-defined variables. Simple financial calculations are possible with built-in Time Value of Money Solver. |
I was wondering if any of you knew some good math curriculum's. They can be from Saxon, Glencoe, Pearson, any other publishing company, the price doesn't matter. I want to find a good math book for my 12th grade year. I'm looking for either a Pre-Calc or Calc. Feedback on any books or math curriculum's are welcome.
I also was wondering what I should study for English/Language Arts. I already took American Lit and British Lit in 10th and 11th, but I'm unsure of what to do for 12th.
Another quick question, I was thinking of trying BJU Press for some of my 12th grade books. Does anyone have feedback on their books for higher levels?
Depends what math level your 12th grade is supposed to cover. Saxon is good up through Alg. II in my opinion, but for Calculus I'd personally just take a community college course and use whatever textbook they're prescribing. Calculus is a lot easier to comprehend for the first time if you have someone to explain it to you |
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Calculators & Geometry Printable Book (9-12)
Page Description:
Ensure that your high-school class has mastered geometry concepts with this printable book. Students will use graphing calculators to practice trigonometry, logarithms, scientific notation, and more.
Grade Levels: 9 |
Module
NUMBER THEORY
Module code: MT444P
Credits: 5
Semester: 2
Department: MATHEMATICS AND STATISTICS
International:
Overview
Module Objective: To introduce students to classical analytic Number Theory.
Topics to include some of the following: The arithmetic functions and identities. Algebraic and transcendental numbers. Continued fractions (including solving congruence equations by continued fractions, periodic continued fractions, Brounkner's Algorithm and Pell's equation). Approximation of irrationals by rationals (Liouville's theorem and construction of transcendental number). Quadratic residues, Euler's criterion and the Quadratic Reciprocity Law (with proof). Jacobi symbol, its reciprocity law and applications. Distribution of primes. Chebyshev's Theorem. |
Who we are:
Mu Alpha Theta is the National High School and Two-Year College Mathematics Honor Society, dedicated to inspiring keen interest in mathematics, developing strong scholarship in the subject ,and promoting the enjoyment of mathematics in high school and two-year college students.
The Edison Chapter convenes program meetings, takes field trips, and participates in competitions. In Fall 2010 we hosted Miss Anne Gambrel, a University of Tulsa TURC Scholar, who gave a presentation on her research in Physics. In recent years we have taken field trips to Norman to meet with Martin Gardner (longtime author of the Scientific American Mathematical Games column and author of over 70 books on many subjects), and to Stillwater for a presentation by Dr. David Wright (OSU Professor, number theorist, visual explorer of symmetries, and co-author of Indra's Pearls). We have participated in the monthly Oklahoma Math League competitions as well as the annual American Mathematics Competition (AMC).
How to join
It's easy — all you need is $5 $10 — price increase effective 2010 — and at least a 3.0 GPA in math subjects through at least Geometry. The fee covers you for life. See Mr. Hammond in Room 51 for details or to sign up! |
2 3 A New Perspective on Math PrenticeHall Algebra 1, Geometry, Algebra 2 2011 is changing the way students see math! By delivering instruction through a blended ...
mathforindiana.com/../MatBroOverview_ph2011.pdf
Summary of Responsibilities of Chem 152 Students (Refer to the Chem 152 Lab Manual for further details) 1. Check and make use of the information on the course ... |
LAKELAND, Fla. (April 13, 2006) — The Florida Southern College Mathematics and Computer Science Department has been chosen as one of eleven such departments at national colleges and universities to participate in a grant funded by the National Science Foundation in conjunction with the Mathematical Association of America (M.A.A.). The grant-funded program will compare two approaches to teaching college algebra in the spring and fall academic terms of 2006.
The first approach will focus on the traditional method of teaching students the concepts and formulas in algebra before teaching students to apply those concepts and formulas to solve problems. The second method will have less of an emphasis on formulas and will focus instead on teaching through modeling and the use of technology to solve algebraic problems. Seven pilot sections and seven control or traditional sections of College Algebra will be offered over the two-term study period
"The department is delighted to participate in a study that will have an immediate impact on our teaching practice," said Ken Henderson, associate professor of mathematics. "College Algebra can be a challenging course to teach, as students who take it often have felt unsuccessful in high school math courses. We continually search for the best methods of instruction for our students, and anticipate learning a great deal from this study. We hope to connect mathematics to the real world and help our students become exploratory learners with an emphasis on writing and critical thinking."
Drs. Susan A. Serrano, Gayle S. Kent, Daniel D. Jelsovsky, and Henderson will participate in the M.A.A. Committee on Curriculum Renewal Across the First Two Years' (CRAFTY) project that will compare the two methods. Dr. Barbara Edwards of Oregon State University, a respected mathematics education researcher, will design and coordinate the research.
After the department won the grant, Henderson and Serrano attended the "Considering the Options Workshop" August 1-3 at the University of New Mexico in Albuquerque, N.M., held in conjunction with MathFest, M.A.A.'s annual summer meeting. The workshop explored study implementation issues and provided participants with materials and approaches to adopt in their courses. In December, Dr. Bruce Cruader of Oklahoma State University led a modeling workshop at FSC. Serrano plans to attend this year's Math Fest in Knoxville, Tenn. to describe the study's progress |
Intermediate Algebra - 7th edition
TheTobey/Slater/Blair/Crawford seriesbuilds 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. Students will find many opportunities to check and reinforce their understanding of concepts throughout the text. With this revision, the author team has added a new Math...show more ...show less61.34 |
You could evaluate Algebra Buster. This software application genuinely assists you with working through exercises in mathematics exceptionallyfast. You will type in the homeworkquestions and then this software program does go over it with you step by step so you shall be able to make better sense of it when you solve them. There are many demos available therefore you should also take a look around and discover first hand how unbelievably accommodating the software | application is. I'm confident your finding scale factor should be figured out faster .
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About The Cartoon Guide to Calculus
Master cartoonist Larry Gonick has already given readers the history of the world in cartoon form. Now, Gonick, a Harvard-trained mathematician, offers a comprehensive and up-to-date illustrated course in first-year calculus that demystifies the world of functions, limits, derivatives, and integrals. Using clear and helpful graphics--and delightful humor to lighten what is frequently a tough subject--he teaches all of the essentials, with numerous examples and problem sets. For the curious and confused alike, The Cartoon Guide to Calculus is the perfect combination of entertainment and education--a valuable supplement for any student, teacher, parent, or professional.
About The Cartoon Guide to Calculus |
The
MDSolids Navigator gives a brief set of instructions for using MDSolids to solve
specific homework problems from the textbooks shown below. The homework problems
that MDSolids can solve and explain are listed for each textbook. |
Pre-Algebra Guide (Android) app for $0.99
This complete PRE-Algebra GUIDE provides more than 325 rules, definitions, and examples, including number lines, integers, rational numbers, scientific notation, median, like terms, equations, the Pythagorean Theorem, and much more. Each of 44 different steps builds upon another, giving you a solid foundation in basic Algebra for further studies and real-world applications. |
Prealgebra, CourseSmart eTextbook
Description
The Rockswold/Krieger algebra series fosters conceptual understanding by using relevant applications and visualization to show students why math matters. It answers the common question "When will I ever use this?" Rockswold teaches the math in context, rather than simply This approach deepens conceptual understanding and better prepares students for future math courses and life
Table of Contents
1. Whole Numbers
1.1 Introduction to Whole Numbers
1.2 Adding and Subtracting Whole Numbers; Perimeter
1.3 Multiplying and Dividing Whole Numbers; Area
1.4 Exponents, Variables, and Algebraic Expressions
1.5 Rounding and Estimating; Square Roots
1.6 Order of Operations
1.7 More with Equations and Problem Solving
Summary - Review Exercises - Test
2. Integers
2.1 Integers and the Number Line
2.2 Adding Integers
2.3 Subtracting Integers
2.4 Multiplying and Dividing Integers
2.5 Order of Operations; Averages
2.6 Solving Equations with Integer Solutions
Summary - Review Exercises - Test
Chapters 1-2 Cumulative Review
3. Algebraic Expressions And Linear Equations
3.1 Simplifying Algebraic Expressions
3.2 Translating Words to Equations
3.3 Properties of Equality
3.4 Solving Linear Equations
3.5 Applications and Problem Solving
Summary - Review Exercises - Test
Chapters 1-3 Cumulative Review
4. Fractions
4.1 Introduction to Fractions and Mixed Numbers
4.2 Prime Factorization and Lowest Terms
4.3 Multiplying and Dividing Fractions
4.4 Adding and Subtracting Fractions-Like Denominators
4.5 Adding and Subtracting Fractions-Unlike Denominators
4.6 Operations on Mixed Numbers
4.7 Complex Fractions and Order of Operations
4.8 Solving Equations Involving Fractions
Summary - Review Exercises - Test
Chapters 1-4 Cumulative Review
5. Decimals
5.1 Introduction to Decimals
5.2 Adding and Subtracting Decimals
5.3 Multiplying and Dividing Decimals
5.4 Real Numbers, Square Roots, and Order of Operations
5.5 Solving Equations Involving Decimals
5.6 Applications from Geometry and Statistics
Summary - Review Exercises - Test
Chapters 1-5 Cumulative Review
6. Ratios, Proportions, And Measurement
6.1 Ratios and Rates
6.2 Proportions and Similar Figures
6.3 The American System of Measurement
6.4 The Metric System of Measurement
6.5 American-Metric Conversions; Temperature
6.6 Time and Speed
Summary - Review Exercises - Test
Chapters 1-6 Cumulative Review
7. Percents
7.1 Introductions to Percents; Circle Graphs
7.2 Using Equations to Solve Percent Problems
7.3 Using Proportions to Solve Percent Problems
7.4 Applications Sales Tax, Discounts, and Net Pay
7.5 Applications Simple and Compound Interest
7.6 Probability and Percent Chance
Summary - Review Exercises - Test
Chapters 1-7 Cumulative Review
8. Exponents And Polynomials
8.1 Rules for Exponents
8.2 Negative Exponents and Scientific Notation
8.3 Adding and Subtracting Polynomials
8.4 Multiplying and Factoring Polynomials
Summary - Review Exercises - Test
Chapters 1-8 Cumulative Review
9. Introduction To Graphing
9.1 The Rectangular Coordinate System
9.2 Graphing Linear Equations in Two Variables
9.3 Graphical Solutions to Linear Equations
9.4 Solving Applications Using Graphs
Summary - Review Exercises - Test
Chapters 1-9 Cumulative Review
10. Geometry
10.1 Plane Geometry; Points, Lines and Angles
10.2 Triangles
10.3 Polygons and Circles
10.4 Perimeter and Circumference
10.5 Area, Volume, and Surface Area
Summary - Review Exercises - Test
Chapters 1-10 Cumulative Review
Appendix Using the Graphing Calculator
Answers to Selected Exercises
Glossary
Photo Credits |
Edurite CBSE Class 11 MathematicsEdurite CBSE Class 11 Mathematics (CD) Price: Rs.464
Mathematics is a subject that requires a through understanding of concepts. Edurites CDs work on building concepts and also give students a lot of practice with questions on each Mathematical topic. Our CDs include chapter wise coverage of each topic with a clear voice over, A glossary of Mathematical terms commonly used and a synopsis of all chapters, Tips and techniques and easy learning techniques for scoring well in exams and online courses on each topic |
Find a Dania CalculusIt includes the study of transformations and right triangle trigonometry. Inductive and deductive thinking skills are used in problem solving situations, and applications to the real world are stressed. It also emphasizes writing proofs to solve (prove) properties of geometric figures. |
Our users:
I have never understood algebra, which caused me to struggle, and ended up making me hate math. Now that I have Algebrator, math no longer seems like a foreign language to me. I enjoy attending my Math class now! Candice Rosenberger, VT
If you dont have the money to pay a home tutor then the Algebrator is what you need and believe me, it does all a tutor would do and probably even more. Simon Charles, CA Bronson Thompson, CA
Excellent software, explains not only which rule to use, but how to use it.01-13:
how to solve asymptotes on a graphing calculator
online vertex finder
How do you determine if a polynomial is the difference of two squares? |
John Wiley & Sons, Inc.
John Wiley & Sons, Inc., develops, publishes, and sells products in print and electronic media for the educational, professional, scientific, technical, medical, and consumer markets worldwide. Search for a title among more than 11,000 listed in Wiley'sJoy of Problem Solving - Deepak Kulkarni
Math olympiad programs for elementary and middle school kids by a Ph. D. in computer science and former NASA researcher. See, in particular, the section of Kulkarni's site entitled "How to Work on Problems," which includes essays such as Problem Solving
...more>>
JRPN: a Pop-Up Scientific Calculator - Bill Giel
A 35-function virtual scientific calculator that uses Reverse Polish Notation for data entry, making it easy to perform chained calculations. It also features continuous (file-based) "memory" and 10 persistent storage registers. Styled to look like a
...more>>
Judy's Applications
Various calculator-type programs, including: Judy's TenKey (calculator program which features an editable tape which automatically recalculates when you make changes among other features, and a free demo version is downloadable here), Judy's Conversions
...more>>
K12ASSESS-L Mailing List
The goal of K12ASSESS-L is to provide educators with a fast, convenient, and topical electronic discussion forum focusing on issues related to educational assessment in grades K-12. It is hoped that K12ASSESS-L will become the place for local assessment
...more>>
K-12 Geometry - Math Forum
Links to some of the best Internet resources for geometry: classroom materials, software, interactive materials, Internet projects, and public forums for discussion.
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K-12 Multimedia Math Education - Sparkle Productions
Software and research: reports and articles are available, with print and web references and resources, in the Motivation and Learning Center, which provides suggestions for parents on increasing their child's intrinsic desire to learn. Their math materials
...more>>
K-12th Grade Mathematics Textbook Analysis - Jim Kelly
An analysis of a number of elementary and secondary school mathematics textbook series, using 1000 commonly used conceptual, operational and notational terms, intended to help education professionals match curriculum needs to existing materials. Also
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K3DSurf - Abderrahman Taha
Download a program for visualizing and manipulating mathematical models in three, four, five and six dimensions. K3DSurf features interactive visualization with mouse events, real time animation and morph, and mesh file generation.
...more>>
Kagan Publishing and Professional Development
Publications and teacher training to provide children with the situations in which they behave most cooperatively. In addition to greater cooperation, Kagan's "structures" aim for greater academic achievement, improved ethnic relations, enhanced self-esteem,
...more>>
KaleidoTile - The Geometry Center
A downloadable program for the Macintosh based on the Geometry Center's tiling program on display at the St. Paul Science Museum. You can use KaleidoTile to create and manipulate tessellations of the sphere, Euclidean plane and hyperbolic plane, and to
...more>>
Kali - Jeff Weeks
Kali lets you draw symmetrical patterns based on any of the 17 tiling groups. It was written for a broad audience. Even the youngest children enjoy Kali. In particular, Kali does not assume the user knows how to read. For older students, Kali lets students
...more>>
Kamanaga - Madhusudhan Nagarajan
Addition, subtraction, multiplication, and division worksheets to print out or to solve online interactively. Choose adding problems with or without "carrying," subtracting questions with or without "borrowing," and practice dividing with or without remainders.
...more>>
KAMASUMA - KamaSuma
In this game, place the numbers so that the sums of each shape's vertices are equal. Often there is more than one correct solution--earn more points for each extra solution.
...more>>
KappAbel - Roald Buvig
Problems from a competition open to pupils in 8th grade in Sweden, Finland (including the Aaland Islands), and Denmark (including Greenland and the Faroe Islands), and ninth graders in Iceland and Norway. See, in particular, the English language weekly |
"The Ontario mathematics curriculum must serve a number of purposes. It must engage all students in mathematics and equip them to thrive in a society where mathematics is increasingly relevant in the workplace. It must engage and motivate as broad a group of students as possible, because early abandonment of the study of mathematics cuts students off from many career paths and post-secondary options.
The development of mathematical knowledge is a gradual process. A coherent and continuous program is necessary to help students see the "big pictures", or underlying principles, of mathematics. The fundamentals of important skills, concepts, processes, and attitudes are initiated in the primary grades and fostered throughout elementary school. The links between Grade 8 and Grade 9 and the transition from elementary school mathematics to secondary school mathematics are very important in developing the student's confidence and competence."
The Mathematics Department at Sandalwood Heights Secondary School is dedicated to helping students achieve their utmost potential by offering a full complement of courses, extra supports, and using various technological methods and tools.
Pathways
The diagram provides an outline of the different pathways that a student can choose while studying Mathematics at secondary school.
It is recommended that students and parents consult their guidance counselor and subject teacher before entering grade 9 and throughout their secondary school studies to choose a pathway that suits the student's ability and interest.
It is recommended that students maintain a minimum mark of 65% in order to proceed to the next step in their chosen pathway to ensure the best opportunity for success.
FAQ
Q: How do I know if I should be in Applied or Academic mathematics?
A: Students who achieve an average of 70% in their grade 8 math strands generally experience success in the Academic pathway.
Q: Do I need to be in Academic Math to go to University?
A: NO! It all depends on which University program you choose.
Q: How do I know if I am in the appropriate level?
A: If you maintain an average of 65% or higher, you are correctly placed in your Applied or Academic Pathway.
Q: I did really well in grade 9 Applied.Can I switch into Academic Math in grade 10?
A: Of course you can! First you will need to complete a full credit of grade 9 Academic math in summer school.
Q: What if I have questions about the topics being taught?
A:See your teacher during class or outside of class, or check out the list of resources below.
Resources Outside of the Classroom
A variety of resources and free programs in the school are available to provide extra support to students at Sandalwood Heights.
Study Hall
A drop-in program offered during the second half of both lunches in the library seminar room. With teacher supervision, senior students provide homework assistance and tutoring to students in grades 9 and 10.
Counting On You
An after school extra-help program held twice a week (3:00 pm to 4:30 pm). Qualified math teachers provide individual instruction and tutoring to students who need the extra support.Small class sizes are maintained to maximize instructional time.
MyClass Website
An online resource page maintained by many of the mathematics teachers at Sandalwood Heights offering course information, homework, test dates, electronic versions of lessons, and links to other resources.Students can access this resource to catch up on missed work and prepare for upcoming assessments.
Other Important Information
Grade 9 EQAO
All grade 9 Academic and Applied Mathematics classes are required to write the EQAO test at the end of the semester in which they are taking their math course (January or June).For more information, or to view sample tests, go to
2011 – 2012 Dates Semester 1:January 18, 2012 (Booklet One)
January 19, 2012 (Booklet Two)
Semester 2:June 14, 2012 (Booklet One) June 15, 2012 (Booklet Two)
Mathematics Contests
A variety of contests are offered throughout the school year to help students demonstrate their mathematics abilities in a competitive setting.Some post-secondary institutions may use the results from these contests as part of their entrance requirements. |
0139488456
9780139488450
Thinking Mathematically: This highly anticipated first edition achieves the difficult balance between coverage and motivation while helping students develop strong problem-solving skills. Blitzer's examples, problems and applications foster both an appreciation and understanding of mathematics encouraging students to take the math a step further into their everyday lives. Blitzer's use of current data and examples drawn from real life are used to develop key mathematical concepts, as well as reduce math anxiety in students. «Show less
Thinking Mathematically: This highly anticipated first edition achieves the difficult balance between coverage and motivation while helping students develop strong problem-solving skills. Blitzer's examples, problems and applications foster both an appreciation... Show more»
Rent Thinking Mathematically today, or search our site for other Blitzer |
A fine book!Dec 01, 2003
By Patrick Thompson Morris Kline has written a really excellent book here. It is somewhat different from the typical calculus books one reads: there is less formalism and greater apeal to your intuition (hence the title). Kline works hard to ground the book to reality, so is it useful and applicable, rather than just an exercise in superficial algebraic regurgitation as so many others teach calculus to be. This is a work that wants you to understand not only how...but why! This is a truly important approach: because if you understand why, then you understand how and you have the flexibility to really use the calculus. Just knowing how means you loose some of the connection and treat it as a process rather than a tool. This books at times feels deep, like the philosophy of calculus in addition to a howto, not just a perfunctry, dry how-to.
Kline provides realistic examples and focus attention on scientific and practical uses of calculus: eg motion down a inclined plain, projectiles, etc. There are lots of problems in each section. ONly complaint: the answers are a little sparse at times. Generally the problems are robust and a little tricky know and then (this is good! Makes you interpret and apply...not just apply). The literacy components are quite strong in questions. Kline has an excellent teaching pedagogy!
The style of writing is excellent, familiar and warm. Kline write like he is like that smart, cool, friendly lecturer we found once at university and longed for the rest of the time we were there. He clearly loves what he is teaching and wants you to succeed and tries to help you to do so. His language is not so stilted as most mathematics books seem to be; humor creeps in here and there which is cool because it makes you feel welcome inside the book, not just a nobody to whom the author is indifferent.
The book is arranged in a typical sequence (you can look inside the book and see that). And is the best value for money calculus book I have EVER seen: it is VERY good. 960 pages of quality. If you want a book of calculus problems buy Schaum's...but if you want to understand calculus...buy this! of course this an introductory calculus book so there is no vector calculus, but it does get multivariate!
In all: well worth the 5 stars and the cool price! SHame more books are not like this one.
136 of 137 found the following review helpful:
Answer Key is AvailableOct 06, 2005
By Kevin Arthur Wong
"pheriwinkle"
Note: if you write to the publisher (Dover Publications, on the web), they will kindly email you a copy of a PDF file containing the full text of the answer key. I was grateful because without it I would be lost!
I'm only on page fifty or so of the book, and it is very good so far. It's rather challenging (read: hard). However, considering that it is actually making you apply what you're learning to actual concerns of real life, the sweat on the brow is a good thing. (I'm just doing this for fun--it's been 14 years since I've had a math class, so hard for me might be easy for the young laddies and lassies coming straight out of trig.)
If you've had physics, you probably remember having had to memorize lots of kinematic equations. In this book, Kline actually walks you through the process of _making_ the equations by using Calculus--pretty nifty, and something that is lacking in most high schools: math and physics hand in hand.
UPDATE - SOLUTIONS MANUAL ========================= A number of people have contacted me trying to obtain the Solutions Manual to this book. I've posted a copy on my website because it is freely distributable to users of the textbook. However, Google web search has not picked it up for some reason. However, if you go to Google Books, in my review of the Solutions Manual, you will find a link to my website so you can download it. In Google Books, search on the ISBN of the Solutions Manual, ISBN-10: 0471023965 or ISBN-13: 9780471023968, in order to find it.
You can download it here, if Amazon lets the URL stand in this review: [...]
74 of 74 found the following review helpful:
Top rate introduction to the CalculusFeb 10, 2005
By James D. Nickel As a high school teacher of mathematics and one who truly loves the subject, this is one of the better introductions to the Calculus (others include "Calculus Made Easy" by Silvanus Thompson and "Calculus: A Liberal Art" by W. M. Priestley). Kline, one of those rare teachers who can really communicate the subject, is at home in explaining the "hows and whys" of this most fascinating and beautiful mathematical tool and he even includes review for those still weak in some aspects of algebra and coordinate geometry. Some of the reviewers of this book have complained about the lack of a solutions manual. It is available. Contact Dover Publications ([...]) and they will send you a PDF version free of charge! Because of the availability of these solutions, this book will serve as an excellent and inexpensive source of study (for upper level high school, first year college, independent study, or as calculus refresher) for mathophiles for many years to come.
26 of 26 found the following review helpful:
Where do I start?Jul 07, 2006
By Joshua Hart I wish I could give this book 10 stars. I made a "D" in my college Calculus class. It wasn't that I didn't understand how to do problems or didn't try, it was that I didn't know WHEN to apply what I knew to certain problem sets. This is your answer. Kline explains in detail (without getting too deep) WHY, WHY we use limits, WHY we differentiate, answers my Peruvian Calculus teacher never answered. I can't even begin to tell you how excellent this book is! The problem sets are intuitive, based in reality, and are applicable to me! After doing problems in this book and making it to where we left off in Calc I, I bought my old Calc book that we used in class. No wonder! I wish that more textbook authors took the time and made the effort to make sure that their materials is as clear and concise as Kline has. His explanations are obvious, he doesn't skip steps, and he works with simple numbers (base 10s) so that you understand WHY and HOW. His problems get progressively more difficult, which is awesome, because it gives you the confidence that you know what you are doing once you have finished the problem. If you have a hard time with Calculus or you just want something to do, BUY THIS BOOK. It is an excellent resource and an excellent textbook.
24 of 25 found the following review helpful:
An Excellent Calculus BookMay 18, 2003
By Brian Ferris This is by far my favorite calculus text. The selection out there ranges from cookbook (Stewart and Anton), to elementary (Adams), to quite advanced (Apostol and Spivak). This book really doesn't fall into any of those categories. Proofs are based on heuristic arguments rather than strict adherence to rigor, but this doesn't mean that the book is "dumbed down." Most people go through proofs in Apostol and wonder what they just read, whereas those in Kline greatly enhance the reader's ability to learn the material. Kline may sacrifice rigorous formalism for increased understanding, but most students of calculus will consider this a very good trade off. If you are looking for a theorem-proof, theorem-proof, ad infinitum treatment of calculus, this is probably not your book. If you are looking for a way to really learn the subject from a very gifted teacher, developing your mathematical and physical intuition in the process, then Kline is the best text you can get. |
books.google.co.uk - Er p... for the nonmathematician
Mathematics for the nonmathematician
Er problems.
User ratings
What I read is just awesome. I'm loving the history and science and how you can use it in everyday life. I'll continue to read in bits and spurts, but it's a huge book so...sometimes I just need to take a break. When I finish one day, I'll give a proper review.Read full review |
Question about linear algebra as applied to physics
Question about linear algebra as applied to physicsLinear algebra is a requirement for both Physics and Engineering majors at my school. What most people found hard about it was that it tends to be quite different from the high school math and calculus that you're used to, so personally I'd recommend taking a course on it rather than trying to teach yourself.
Question about linear algebra as applied to physics
However, it is required for the honours degree and it is very strongly recommended by all the profs if you're planning on grad school.
I've also heard of schools that didn't require a specific course in LA, or any advanced math classes, because their physics students were required to take a progression of mathematical physics courses to get the math they needed. Maybe this is the course with your institution?LA isn't required by the physics or the engineering department at my school though it's taught in the classes specific to where it's needed; however I would recommend you take it at least before you take quantum mechanics. On top of partial differential equations, QM is lots of transformations.
The first class sounds exactly like the linear algebra course I just took, and I am a physics major. I have yet to really use much of it in my physics courses, but I havent taken classical mechanics 2 or quantum, which I hear use it quite often. I think you should be fine with the first course. |
In this class, students will get a chance to review areas of math in which they may have previously struggled. Some of the topics reviewed are: addition, subtraction, multiplication, and division of whole numbers, fractions, decimals, and integers; solving simple equations; ratios and percents; and geometry. Students will also expand their mathematical knowledge by learning to solve more complex equations, by working with polynomials, by graphing linear functions, and by studying square roots and the Pythagorean Theorem.
As an introduction to algebraic functions, this course will have students work with rational numbers, solve equations and inequalities, and understand graphs, least common multiples, order of operations, reciprocals and multiplication rules. They will also explore ratio and percent, scientific notation, surface area and proportions.
This is a beginning course in Algebra based on the standards set by the State of California. At this college prep level math, students will solve systems of equations, work with and apply rational numbers, explore inequalities and polynomials, factor polynomials, graph linear equations, and simplify radical expressions.
In this class, students will perform basic constructions and will explore perimeter, area and volume of two and three dimensional objects. They will also compare deductive and inductive logical arguments and create geometric proofs. In addition, students will investigate size transformations, the Pythagorean theorem, trigonometric functions, and special triangles.
This course expands the basic algebraic concepts involved in solving equations and inequalities, factoring polynomials, graphs, exponents, solving quadratic equations, and solving systems of equations using several methods including matrices. In addition, it examines quadratic, logarithmic, and exponential functions, the application of functions to real world problems, trigonometric functions, and complex numbers.
This advanced level will expand on solving systems of equations and inequalities, the nature of graphs, polynomial and rational functions, graphs and inverses of the trigonometric functions, vectors and parametric equations, polar coordinates, exponential and logarithmic functions, and probability and combinatorics.
Calculus AB and BC
(Pre-requisite of "C" or better in Pre-calculus) Text: Calculus I with Pre-Calculus, Houghton Mifflin Company, 2002.
This course covers the study of mathematical change, limits, and area through derivatives and integrals. Students will integrate these calculus concepts with polynomial, rational, trigonometric, logarithmic, and exponential functions and apply them to analysis of graphs and real-world situations.
Math Lab
This course is a support for high school mathematics. It will provide time for independent practice in algebra or geometry. Algebra 1 students will solve systems of equations, work with and apply rational numbers, explore inequalities and polynomials, factor polynomials, graph linear equations, and simplify radical expressions. Geometry students will perform basic constructions, explore perimeter, area and volume of two and three dimensional objects, compare deductive and inductive logical arguments, create geometric proofs, and will investigate size transformations, the Pythagorean theorem, trigonometric functions and special triangles. |
Math Principles for Food Service Occupations Principals for Food Service Occupations teaches readers that the understanding and application of mathematics is critical for all food service jobs, from entry level to executive chef or food service manager. All the mathematical problems and concepts presented are explained in a simplified, logical, step by step manner. It is a book that guides food service students and professionals in the use of mathematical skills to successfully perform their duties as a culinary professional or as a manager of a food service business. Now out in the ... MORE5th edition, this book is unique because it follows a logical step-by-step process to illustrate and demonstrate the importance of understanding and using math concepts to effectively make money in this demanding business. Part 1 trains the reader to use the calculator, while Part 2 reviews basic math fundamentals. Subsequent parts address math essentials in food preparation and math essentials in food service record keeping while the last part of the book concentrates on managerial math. New to this 5th edition, "Chef Sez," quotes from chefs, managers and presidents of companies, are used to show readers how applicable math skills are to food service professionals."TIPS" (To Insure Perfect Solutions) are included to provide hints on how to make problem solving simple. Learning objectives and key words have also been expanded and added at the beginning of each chapter to identify key information, and case studies have been added to help readers understand why knowledge of math can solve problems in the food service industry. The content meets the required knowledge and competencies for business and math skills as required by the American CulinaryFederation. Math Principles for Food Service Occupations, Fifth Edition covers the importance and relevance of math to food service. It identifies the basic math problems and concepts all food service professionals must master. Presented in a logical step-by-step manner, the material is separated into manageable learning segments relevant to the food service industry. Math Principles for Food Service Occupations, Fifth Edition provides sufficient math knowledge to build a successful career in food service and is revised to include current and relevant information that is needed for the modern day culinary professional. Essential to meeting industry standards, the content meets the required knowledge and competencies for business and math skills as required by the American Culinary Federation. |
Newell-Fonda School District
you can find my blog at: math and science blog
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Algebra 2
prerequisite: Algebra 1
Algebra II completes the automation of the fundamental skills of algebra including field properties and theorems, set theory, operations with rational and irrational expressions, factoring of rational expressions, graphing and solving linear and quadratic equations, inequalities, properties of higher degree equations, and operations with rational and irrational exponents. Uniform motion problems, boat-in-the-river problems and chemical mixture problems appear in problem sets. Simultaneous equations in two and three variables, nonlinear equations,right triangle trigonometry, conversion from rectangular to polar and polar to rectangular coordinates, addition of vectors are also emphasized. Also studied are similar triangles, complex numbers, completing the square and the quadratic formula.
This is a college credit course, so see me for the prerequisites. (4 credits)
Calculus I is the first course in integrated calculus and analytic geometry. The concepts of analytic geometry are studied as they apply to calculus. The calculus concepts covered include the rate of change of a function, limits, derivatives of algebraic, logarithmic, trigonometric and inverse trigonometric functions, applications of the derivative and an introduction to integration.
Calculus II is the second course of the calculus sequence. It includes the study of techniques and applications of integration, infinite series, conics and parametric equations, polar equations and graphs, and vectors in two and three dimension.
Chemistry describes the nature of the world around us. The student will learn how atomic theory and chemical laws can explain why things act and have the properties they do. chemistry involves the study of composition, properties, and reactions of substances. This course explores such concepts as the behaviors of solids, liquids, and gases, solutions, and the nature of atoms and molecules, acid/base and oxidation/reduction reactions and atomic structure. Chemical formulas and equations are also studied.
Geometry is a thorough and comprehensive treatment of pre-calculus mathematics. Specific topics covered in this text include permutations and combinations; trigonometric identities; inverse trigonometric functions; conic sections; graphs of sinusoids; rectangular and polar representation of complex numbers; matrices and determinants; sequences and series; polynomial, logarithmic, exponential, and rational functions and their graphs; vectors; the binomial theorem and the rational root theorem. Additionally, a rigorous treatment of Euclidian geometry is presented. Students are afforded extensive practice formulating and writing proofs of various geometric theorems throughout the text.
Physics courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy. Included are the study of waves, light, electricity and thermodynamics. Problem solving skills are taught to help analyze and evaluate data so that logical decisions will be employed. Labs and other activities are provided to obtain experience with the concepts discussed.
This is a college credit course, so see me for the prerequisites. (3 credits)
Statistics I is the first course in basic probability and statistics which includes the study of frequency distributions measures of central tendency and dispersion, elements of statistical inference, regression and correlation.
Statistics II is the second course in the statistics sequence. It includes the study of additional topics in probability, correlation, regression and statistical inference. The course also includes the topics of Chi-square procedures, analysis of variance, non-parametric methods and statistical quality control. |
Introduction to the History of Mathematics
9780030295584
ISBN:
0030295580
Edition: 6 Pub Date: 1990 Publisher: Thomson Learning
Summary: This classic best-seller by a well-known author introduces mathematics history to math and math education majors. Suggested essay topics and problem studies challenge students. CULTURAL CONNECTIONS sections explain the time and culture in which mathematics developed and evolved. Portraits of mathematicians and material on women in mathematics are of special interest |
Topic:Coordinate Geometry for Olympiads
"Geometry is the only science that it hath pleased God hitherto to bestow on mankind."–Thomas Hobbes
This department of the Olympiad Mathematics course focuses on problem-solving based on circles and vectors, thus generalizing to Coordinate Geometry.
Our major focus is on Rectangular (Cartesian) Coordinates, although the course does touch upon Polar coordinates.
The first section is based on the geometric study of circles. Although not based on pure analytical geometry, it uses Appolonius-style reference lines in addition to Theorems on Tangents, Areas, etc.
The second section is devoted to Vector Analysis, covering problem-solving from Lattices and Affine Geometry to Linear Algebra of Vectors
Third section, focusing on locus problems, is all about conic sections and other curves in the Cartesian plane |
A student should take MATH 090 or MATH 091 to prepare for Intermediate Algebra. Topics investigated in both MATH 090 and MATH 091 include properties and operations of the real number system, algebraic expressions, solving equalities and inequalities, graphical representation of equations, data analysis, graphs, and properties and operations of polynomials. This course does not meet the General Studies requirement in Skills and University Requirements and does not count toward total units needed for graduation. Prerequisite: appropriate score on APU mathematics placement test or SAT 430/ACT 18 math score |
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In this limits and continuity test, learners solve 8 multiple choice questions. They define the words limits and continuity. Students determine the limits of 8 functions. Learners find the value for a constant in one function, and prove one function is continuous at x=0. 4 questions require students to graph functions. There are 25 questions in all (plus one extra credit question).
In this calculus worksheet, students complete a chart of values using limits and continuity. They use the test of continuity to solve most of the problems and match their answers to the correct answers. There are 18 matching questions with an answer key.
Students read a description of how to evaluate limits then solve problems both with and without their graphing calculators. In this evaluating limits lesson, students evaluate 9 limits problems without their graphing calculators. Answers are checked using the calculator.
In this calculus instructional activity, students work problems containing functions, limits and dealing with continuity. They evaluate functions and use the limits theorem to help find the correct answer. There are 26 questions.
Students investigate limits and continuity of functions. In this limits and continuity of functions lesson, students find the limit as a function approaches a given value. Students find the domain of functions.
Twelfth graders examine limits. In this Calculus lesson plan students use the symbolic capacity of the TI-89 calculator to explore limits. Students examine the tables and graphs and use the information to support their answers.
Twelfth graders investigate limits. In this Calculus activity, 12th graders use the Ti-89 calculator to explore limits. Students examine the tables and graphs to approach limits from a numerical point of view.
In this continuity activity, students examine six functions for continuity. Students find values to make a peice-wise function continuous, state domains, use limits, and the Intermediate Value Theorem. |
2. Objectives (expected learning outcomes) In this first term course you obtain the skills and knowledge that is necessary to understand and master the mathematics lessons, in the second term. This course is optional. It is however in particular recommended to take it if you have a poor background in mathematics or if you feel insecure about the subject.
3. Course content The course consists of five chapters:
1 Set theory (elementary notions) 2 Numbers (the 5 number fields, and the reason why we need them) 3 Plane geometry (stress on the algebraic treatment, as opposed the the Euclidean axiomatics) 4 trigonometry (learn to work with formulae) 5 real functions (elementary functions and working with polynomials). |
In this course, students will explore geometry through inductive and deductive processes, technology, constructions, manipulatives and algebraic connections. Students will develop the structure of Euclidean geometry logically and apply the resulting theorems, proofs and formulas to address meaningful problems. Students will use experimentation and inductive reasoning to construct geometric concepts, discover geometric relationships and formulate conjectures. Students will employ deductive logic to construct formal logical arguments and proofs.
Graduation Requirements:
This course can be applied toward the Mathematics requirement for diploma-seeking students.
Course Materials:
Format
ISBN
Author
Title
Edition
Publisher
Notes
Textbook
9780618595402
Larson, Boswell, Stiff
Geometry Materials
1st
Houghton Mifflin Company
**Materials will be sent automatically if you have not previously received them from us. |
Survey of Mathematics with Applications, A (9th Edition)
9780321759665
ISBN:
0321759664
Edition: 9 Pub Date: 2012 Publisher: Addison Wesley
Summary: This textbook serves as a broad introduction to students who are looking for an overview of mathematics. It is designed in such a way that students will actually find the text accessible and be able to easily understand and most importantly enjoy the subject matter. Students will learn what purpose math has in our lives and how it affects how we live and how we relate to it. It is not heavy on pure math; its purpose ...is as an overview of mathematics that will enlighten students without an intense background in math. If you want to obtain this and other cheap math textbooks we have many available to buy or rent in great condition ***Warning***Text Only. Still in Shrink Wrap Annotated Instructor's Copy, 9th edition but No Supplementary Materials otherwise same as student with help added tips,and answers.Shipping from California.[less] |
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CITS2200: Data Structures and Algorithms Exercise Sheet 0: Up Close and Personal with MacOSX AimThis exercise sheet introduces the MacOSX environment we will be using for this unit, including both the GUI environment and the underlying Unix operatin
Optical Methods of Analysis in Biochemistry Both quantitative and qualitative analysis of the interaction of electromagnetic radiation (light) with bio molecules In general the methods can be divided into three categories: I. Absorption (light) UV VI
PARTICLE ACCELERATION IN IMPULSIVE SOLAR FLARESJAMES A. MILLERDepartment of Physics, The University of Alabama in Huntsville, Huntsville, AL 35899, U.S.A.Abstract. We present the major observationally-derived requirements for a solar are particle
Variables, Functions, Equations and Graphs Questions and Answers on the Background and Objectives in Calculus I by Eric Carlen Professor of Mathematics at Georgia Tech Q1: What does calculus mean? The word calculus has the same root as calcium this
Conditional Probability, Hypothesis Testing, and the Monty Hall ProblemErnie Croot September 17, 2008On more than one occasion I have heard the comment "Probability does not exist in the real world", and most recently I heard this in the context of |
WEB PAGE EVALUATION Locate a web page
from the World Wide Web on a topic that pertains to Math 107.
Answer the questions below to help you evaluate your selected
web page.
SOURCE 1. Is the web
page from an organization, government, educational or personal
page?
2. List the author of the content on the web page. (If the author
is not clearly identified, so state.)
3. What credentials are given to indicate that the author has
expertise in this area?
4. List the information that is given to enable you to contact
the author or producer of this page. (e.g. e-mail, mailing address,
phone number, etc.)
STYLE 5. Is the layout
of the page clear and logical? Explain your answer.
6. How easy is it to navigate the site? (e.g. Are there buttons
for Back, Home, other links?)
ACCURACY 7. Is the information
free of spelling and grammar errors?
8. What documentation is given for factual information?
9. How could you check the accuracy of this information with another
source?
OBJECTIVITY 10. Who is the
intended audience for this page?
11. Are the goals of the person(s) or organization(s) presenting
the material clearly stated? If so, what are those goals?
12. Does the information presented try to persuade or sway your
opinion in some way? If so, how?
13. List any advertising you found on this web page.
CURRENCY 14. When was the
page written/revised?
15. How do you know how current the material is?
16. Are there links to other web pages? If so, do they work and
are they relevant and appropriate?
EVALUATION Based on your
answers to the questions above and the information you found on
this site, how would you rate this web page on a scale of 1(low)
to 5(high) as a valid source on this topic?
Explain your answer.
Do you get the same references using different search engines?
Explain.
Some search engine locations: |
Mathematics By Rd Sharma For Class 9th
On this page you can read or download Mathematics By Rd Sharma For Class 9th in PDF format. We also recommend you to learn related results, that can be interesting for you. If you didn't find any matches, try to search the book, using another keywords.
. two eighth-grade mathematics classes using different curricular materials in each of the classes. Lloyd (in press) studied a high school mathematics teacher's. PROBABILITY SYLLABUS IN CLASSES OF DIFFERENT LEVELS1 Mathematics teaching that aims to develop understanding is frequently associated with devoting considerable class time to.- and in low-achieving classes. This study examines actual practices of teaching mathematics and of classroom interactions in classes having different levels taught. |
Book Description: Transform your mathematics course into an engaging and mind-opening experience for even your most math-phobic students. The Heart of Mathematics: An invitation to effective thinking --now in its third edition--succeeds at reaching non-math, non-science-oriented majors and encouraging them to discover the mathematics inherent in the world around them. Infused throughout with the authors' humor and enthusiasm, The Heart of Mathematics introduces students to the most important and interesting ideas in mathematics while inspiring them to actively engage in mathematical thinking. |
Book Description: Two-part treatment begins with discussions of coordinates of points on a line, coordinates of points in a plane, and coordinates of points in space. Part two examines geometry as an aid to calculation and peculiarities of four-dimensional space. Abundance of ingenious problems — includes solutions, answers, and hints. 1967 edition. |
Additional Resources
In this workshop you will see how the visual and kinesthetic approach of Hands-On Equations demystifies the learning of algrbra, thereby providing students with a foundation for algebraic thinking and for a traditional Algebra 1 course. Since algebra is the language of mathematics, success with algebra is essential to the further study of mathematics and science. |
Math
The goal of Alabama's K-12 mathematics program is to empower all students to live and work in the twenty-first century with the mathematical skills, understandings, and attitudes they will need to be successful in their careers and daily lives. Mathematically empowered students are flexible and resourceful problem solvers who understand and value mathematics and communicate ideas effectively. Educators, using the Alabama Course of Study: Mathematics as a basis for curriculum development and instructional decision-making, provide opportunities that enable all students to use mathematics in everyday life and in the workplace.
This course of study specifies a minimum foundation of mathematics to be learned by all students, including students with disabilities. Content standards are included for each grade level and course. These standards are aligned to build upon each other across the grades without repetition. School systems are encouraged to expand the content standards when appropriate to address the needs of their students.
The recommendations of the Principles and Standards for School Mathematics (PSSM) from the National Council of Teachers of Mathematics (NCTM) are incorporated into the conceptual framework, position statements, and content standards of this course of study. The content in each grade level and course is organized using the five PSSM content standards. These five content standards that serve as strands in this document are Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. The PSSM process standards of Problem Solving, Reasoning and Proof, Communication, Connections, and Representation should be integrated into instruction as outlined in PSSM.
In order to effectively implement this document, local educators must use this course of study to develop local curriculum guides or local courses of study. Implementation of the Alabama Course of Study: Mathematics is an important step in providing students with a solid foundation of knowledge, skills, and understanding in mathematics. This foundation is an essential element in leading students toward mathematical empowerment, thereby enhancing their opportunities and options for the future.
Think Central
Student eBooks are fun and interactive digital versions of the student's traditional print textbook used in the classroom. Every day, at home or at school, students will be able to log into ThinkCentral and immediately be able to view and explore the reading & math materials. |
Conversation Between I am Ace and lizz-ie
In maths A Level, you have 4 core modules (C1, C2, C3, C4) and 2 applied modules (S, D, and M).
In further maths A Level, you have 2 or 3 further pure modules (FP1 and FP2 and/or FP3), and then either 3 or 4 applied modules, depending on how many further pure units you took.
There shouldn't be any mechanics in the other modules, so if you just want mechanics, I'd just stick to M1, M2 and M3. |
Maths The Basic Skills is part of a suite of resources accompanied by 3 workbooks and 3 worksheet packs - available to buy separately. These resources have been designed specifically for the Adult Numeracy Curriculum, covering Entry Levels 1, 2 and 3 and Levels 1 and 2.
All topics within the resources are clearly labelled with a curriculum reference to assist with planning.
The student book targets the higher levels of the Adult Numeracy Curriculum, Entry Level 3, Level 1 and Level 2. Covering all of the three subject areas of the curriculum in one book, with revision of Entry Level 1 and 2 topics where appropriate. |
Learn More
Just for Teachers
This page is to help you make the most of Pearson Algebra 1, Geometry, and Algebra 2 in your classroom.
Support for Common Core
"I need Common Core resources for my school's transition to the Common Core State Standards."
Pearson is committed to helping schools and teachers transition to the Common Core. We offer Common Core implementation guides and next-generation test prep, plus many other resources designed to ensure your students master the Standards for Mathematical Practice and the Standards for Mathematical Content.
Our new Virtual Nerd™ tutorial videos put your students in the driver's seat. Students can review concepts they missed before, rewind to review pieces of content that they find challenging, and select among three different viewing options to watch the video. |
Standards in this domain:
Reason quantitatively and use units to solve problems.
N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(IA) Understand and apply the mathematics of voting.
IA.3.Understand, analyze, apply, and evaluate some common voting and analysis methods in addition to majority and plurality, such as runoff, approval, the so-called instant-runoff voting (IRV) method, the Borda method and the Condorcet method.
(IA) Understand and apply some basic mathematics of information processing and the Internet.
IA.4.(+) Describe the role of mathematics in information processing, particularly with respect to the Internet.
IA.5.(+) Understand and apply elementary set theory and logic as used in simple Internet searches.
IA. 6.(+) Understand and apply basic number theory, including modular arithmetic, for example, as used in keeping information secure through public-key cryptography. |
There
are many kinds of online and hand-held calculators. Some are dedicated to
specific professional fields; others have features beyond the capabilities of
learners to use those, or features that learners might not be able to use on
state standardized testing. Some displays of online calculator input or
output are easier to work with than others. Therefore, educators should
help learners choose those appropriate for the level of math they are learning,
thus avoiding the potential problem of "teaching one way, but testing another
way."
Consider the following. A graphing
calculator is an essential tool for learners in mathematics courses such as
algebra, trigonometry, advanced math, and calculus. The visual display
becomes a powerful tool for teaching and learning to show the link among
conceptual, procedural, analytic, and investigative dimensions of learning
mathematics. When it comes to using a graphing calculator (or
some scientific calculators with certain non-graphing features) on state
standardized testing, there may be restrictions on use that educators should be
aware of depending on grade level of the learner taking the exam. For
example, the Ohio Achievement Assessment (2011) policy on calculator use for
standardized testing in grades 6-8 permits learners to use "most four-function
and scientific calculators, including those with fraction capabilities" (para.
1). However, the policy prohibits graphing calculators and calculators
with equation solving functions and geometric capabilities.
Tutorials, Activities, and Software Enhancements
Atomic Learning has a series of
step-by-step technology tutorials, including for Texas Instruments
calculators (e.g., TI-30XS, TI-84, and TI-Nspire handhelds). Under the option for types, select
calculators. Readers might be particularly interested in TI-Nspire, which
combines graphing capabilities with computer features (e.g., save and review
work). You can see multiple representations of a problem on one screen,
use "grab and "move" to observe patterns and relations, and much more. Texas
Instruments teamed with Atomic Learning to provide online
tutorials on the TI-Nspire handhelds.
Casio Education
training webinars for Casio calculators. Note:
Casio's PRIZM graphing
calculator offers picture plot technology in which users can upload their own
images or photos to the calculator and then perform math equations on top of
those, thus adding real-life meaning to mathematics. Lessons are also
included.
Handheld Geometry "is for anyone who wants to use dynamic geometry to do mathematics on a handheld device, a graphic
calculator, or the related computer software," according to site developer Nevil
Hopley who is a math educator in Scotland. Content is geared toward math
typically taught to students ages 11 to 18: straight lines, circles, triangles,
quadrilaterals, optimizing, loci, percentages, ratio, connections, statistics,
spatial, sequences. Video how-to's and notes accompany numerous graphic
illustrations.
SimCalc
MathWorlds software for TI-graphing calculators, computer, and TI-Navigator
was developed by the University of Massachusetts-Dartmouth's James J. Kaput Center
for Research and Innovation in Mathematics Education. Animations, real life
examples, narrative stories, and more are used to explain math concepts.
You'll find video tutorials at the site.
TI Math Activities
are for use with Texas Instrument graphing calculators (e.g., TI-Nspire, TI-Nspire
CAS, TI-84 Plus Silver Edition and TI-89 Titanium) in various subjects such as algebra 1,
algebra 2, geometry, precalculus, calculus, and statistics.
MathNspired is a
collection of online lessons and tools for using the TI-Nspire handhelds for
algebra 1, algebra 2, geometry, and calculus.
TI-SmartView emulator software allows educators to project interactive
representations of TI graphing and scientific calculators on their existing
projection systems or interactive whiteboards. Note: Texas Instruments also has apps for using TI-Nspire and
TI-Nspire CAS on an iPad.
The Amazon widget below shows electronics using the search phrase:
calculators math. You can also use the widget to search with
other key words or to search for specific electronic products or virtual
manipulatives. Suggestions include:
Online Calculators and PDA Resources
Accessible Calculators --this list provides information on the types of
accessible calculators and potential sources. It was developed at the
Georgia Tech Research Corporation Center for Assistive Technology and
Environmental Access.
Algebrahelp.com
Calculator Index lists the online calculators provided at the site for
solving and working with algebra equations, simplifying expressions, graphing functions,
prime factoring numbers, operations with fractions, solving proportions,
and so on.
CalculateWhat.com features a variety of free online calculators for
just about anything, with a large emphasis on math calculators for
algebra, geometry, statistics, and general math. Each page also offers
formula information and a brief background on each particular subject. New
calculators are added regularly.
Calculators
On-Line Center features over 19,000 calculators for mathematics, statistics,
science, and engineering. Calculators for mathematics range from those
suitable for basic mathematics through calculus and higher level mathematics.
Don't miss this vast collection of specialized calculators by topic from J.
Martindale.
Coolmath Online Graphing
Calculator is free and has all the common operators and functions expected
in scientific calculators and graphing calculators for graphing functions.
Great alternative for students who forget their own handheld graphing
calculator, such as the TI-83.
EasyCalculation has a
series of free online calculators set up as they relate to specific math
concepts for number, algebra, statistics, geometry, trigonometry,
calculus, and more. There are also some tutorials on the math
concepts related to those calculations.
eCalc is "a free online calculator
that supports many advanced features including unit conversion, equation
solving, and even complex-number math. The calculator is designed to work
directly in your browser and requires no special plug-ins." There is a
basic calculator and a scientific calculator, the latter of which includes trig,
log, and exponential functions, and decimals to fractions. Both have large
keys for easy input. eCalc is not a graphing
calculator. However, it's definitely worth investigation. You
can also download the calculator.
Fraction Calculator at Home School Math is free. Enter two
fractions (including mixed numbers) to add, subtract, multiply, or
divide. The answer is presented in reduced form and in mixed
number form, as appropriate.
GCalc is a free online graphing calculator.
"GCalc is designed to provide a basic, easy-to-use, well-balanced set of
graphing functionality for algebra, pre-calculus, calculus and beyond."
GraphCalc is a Windows 2D/3D graphing
calculator. Download it for free. The developers call it "an
all-in-one solution to everything from everyday arithmetic to statistical
analysis, from betas to Booleans, from cubes to calculus, from decimals to
derivatives. GraphCalc combines all the features of a professional mathematics
package with the simplicity of an easy to learn windows interface. It provides
user-friendly help and tutorials to guide you through the easy and fun process
of mastering GraphCalc." A Linux version is also available.
HOT!:
Graphing Calculator is free from Desmos.com and compatible with
any computer or tablet. Examples of graphs possible are also at
Chrome.Google, where you can also launch the app. It is full featured,
and comes with support for using features. Multiple graphs can be
placed on top of one another. You can show Cartesian and polar coordinates
and zoom in and out of plots. Graphs can be saved or printed and axes
labeled in terms of "pi" for typical trig graphs. There are options
for displays in radians and degrees. Points can be plotted at users choice and
tables of values shown on a graph can be displayed.
Set notation can be used; inequalities can be graphed. 3D graphing is an
option. There is a projector mode for class use. This is a winner for math educators!
InstaCalc is a free online
calculator that can interpret natural language expressions and
equations. It also includes instructions for getting started.
Results are displayed instantly, and can be shared. Perform basic
math, convert units of measure and currency, use variables and rows,
create charts similar to what you'd do with spreadsheets, work with
trigonometry, logarithms, programming tools, and more. You can add
notes and embed your calculations in your own web pages, too. It's
amazing.
Microsoft Mathematics
4.0 is a FREE download! It includes a full-featured graphing calculator that's designed to work
just like a handheld calculator. You can plot in 2D and 3D; there's
step-by-step equation solving, and additional math tools to help you
solve triangles, convert from one system of units to another, and
solve systems of equations. There's a library of equations and formulas
and ink handwriting support. This is a great teaching and learning tool,
which also comes with a teaching guide.
Online
Statistics Calculators: There are five statistics calculators available
from Alcula.com: measures of central tendency and dispersion, box and whisker plots,
linear regression, correlation coefficients, and scatter-plots. Other
online calculators for math are also available.
Smart
Math Calculator computes the result of any math expression as
you type. There are over 20 math functions and scientific constants.
A free version of this calculator is available for use online or as
a download to your computer.
Graphing Calculator 3D is a tool for plotting 2D and 3D
functions. It comes with several features. Among those are
plotting regular and parametric equations and coordinates tables.
Use Cartesian/Polar coordinates in 2D; 3D features
Cartesian/Cylindrical/Spherical coordinates. You can plot
inequalities in 2D and 3D. 2D and 3D have an animation and variable
slider. Rotate, translate, and zoom graphs; 3D graphs can be
shaded. A free version of this calculator is also available
for use online or as a download to your computer.
Runiter Company (Canada) also produces problem solver
calculators for statistics and calculus, and a more advanced
graphing calculator for 2D and 3D.
Talking Calculator from Premier Assistive Technology is an onscreen full-function talking
calculator that can be used with or without a screen reader. "Every button
and edit area talks. It is easy to use with large keys and contrasting colors.
It has three display areas, so when the user adds a series of numbers, the total
is always displayed, even as you are entering a new number, while always
displaying any numbers in memory." Further, "it displays your entries and
results as you work. It actually displays the equation so that you can easily
see or hear your last process. When students are required to show their work,
they can simply cut and paste the steps into a document." A free download is
available.
Unit Conversion
from PDFConverter.com is a free series of unit converters with multiple
options for converting mass, time zones, area, angle, length, volume,
pressure, temperature, and data storage. Quick and easy to use.
WebGraphing.com provides online
graphing (1D, 2D, & Interactive 3D) of functions, equations, systems of
equations, inequalities in one and two variables, and piecewise functions, with
tutorial analyses appropriate for students of algebra, precalculus, and
calculus. There is also a forum for the different math levels. What sets
the function graphing calculators apart from other graphing calculators is the
automatic display of asymptotes and discontinuities in standard mathematical
notation, and the automatic determination of an optimal graphing window--one
that includes all mathematical features of interest.
Easy
Geometry for the iPad is available in iTunes for a couple of dollars.
With this app developed by JMS Soltutions, you can "explore the basic family of
geometry shapes from the closed plane curves, quadrilaterals, triangles,
polygons and geometric volumes. Learn the basic equations that describe each
geometric shape as well as each shapes properties and interesting facts."
The "Interactive Geometry Calculator allows you to choose the parameters used to
solve the basic geometric shape" and explore the boundaries of each (Description
section).
Graphing Calculator --software compatible for use with iPhone, iPod
touch, and iPAD developed by Gabor Nagy. Available at iTunes for
just a couple of dollars.
MyCalculator,
designed for iPad, iPhone, and iPod Touch,
is a scientific calculator that solves as you type. It "supports scientific and engineering
notation, trig and hyperbolic trig functions, and complex numbers" and has a memory system to store and recall answers.
MyCalculator Pro,
designed for iPad, iPhone, and iPod Touch, is a
"one touch" graphing calculator, which enables you to "move,
rotate, and pinch 2D and 3D graphs in real-time" and
create time plots using the T variable that lets you plot
functions in time." MyCalculator also "supports complex numbers,
scientific and engineering notation, trig and hyperbolic trig
functions" and has a memory system to store and recall answers.
SpaceTime is cross-platform math software for Microsoft Windows computers
and mobile devices and Apple Mac computers, iPhones, iPod Touch, and iPad.
There is real-time graphing and MobileCAS® (solve limits,
derivatives, and integrals) for computer algebra and
calculus. The Windows version is a free download. You can "move,
zoom and rotate 2D, 3D and time graphs in real-time." Use it to
explore math concepts; you can also write your own scripts.
Protractor
by Silverview Consulting is compatible with iPhone, iPad, and iPod Touch.
For a small fee ($.99), you can then find the number of degrees in angles using
images on the Web or photos you've captured. Think of taking a picture of
a roof, for example, and finding angles on it, or measuring the lean of an
object.
TouchCalc
by Alexander Clauss is a free calculator app for iPhone and iPad. It comes
with several modes. The scientific mode includes the usual functions and
operations such as basic arithmetic, powers, roots, logarithms, trigonometry,
and so on. A bit/integer mode offers logic operations and calculations in
8, 16, 32, or 64 bits. The statistics mode enables calculations of mean,
median, mode, quartile values, variance, standard deviation, range, and so on.
Does anyone remember the slide rule? "Throughout American
history, teachers and parents have used objects--from colonial--era slates
to modern electronic calculators--to help students master abstract
mathematical concepts," according to The Smithsonian Institute, which has
posted a highly informative display called Slates, Slide Rules, and
Software: Teaching Math in America. Read developments in math
education and teaching with manipulatives from the Early Republic, to the
Cold War, and Information Age. Additional resources are provided.
Did you know?
"The
slide rule has a long and distinguished ancestry … from William Oughtred
in 1622 to the Apollo missions to the moon ... a span of three and a half
centuries … it was used to perform design calculations for virtually all
the major structures built on this earth during that long period of our
history … an amazing legacy for something so mechanically simple" (Source:
The Oughtred Society,
History of the Slide Rule). Read more about it and other
calculating instruments at the Oughtred Society.
The
irrational number is the ratio
of the circumference of a circle to its diameter. It is often used
in mathematics approximated as 3.14, but a computer has calculated its
value to over 6 billion decimal places! Learn more about the
history of pi.
Also visit the Joy of Pi.
See the interactive demonstrations
Approximating Pi at PBS Nova or
Computing
Pi at NCTM's Illuminations. You will experience how the Greek mathematician
Archimedes determined a theoretical approach to the calculation of pi using
a circle and finding perimeters of inscribed and circumscribed polygons.
This took place around 250 BC and the demonstration is still useful.
Φ The golden number, Phi (Φ)
1.618..., is an irrational number, like .
It is found in many places, as in properties of the human body, in
plants, DNA, the solar system, art and architecture (its uses date back
to the ancient Egyptians and Greeks), the stock market, the Bible and
theology (think of the book Da Vinci Code), population growth, and so
on. Learn more about it at
GoldenNumber.net.
Get the scoop on the history of the internet, a timeline of computer
history, and learn about the people involved in making computers what
they are today. Visit the
Computer History Museum.
Help your students to understand the beauty of mathematics found in
nature.
View the short video, Nature by
Numbers, created by Cristóbal Vila, which was inspired by
numbers (e.g., Fibonacci and Golden Ratio), geometry, and nature.
This is truly beautiful and eye-opening. Then visit Dr. Ron
Knott's web site for more on
Fibonacci numbers and the Golden Section in nature. You
will also find activities to do with your learners. Note: The Fibonacci numbers are 0, 1, 1, 2, 3, 5, 8, 13, ... (add
the last two to get the next).
The Exploratorium in San Francisco features the
Geometry
Playground, which will change how you view geometry in nature.
It contains three sections: The Geometry of Seeing with a photo
exhibition of the invisible geometry of light; The Geometry of Moving on
the arcs, angles, and shapes created when people and things are in
motion; and the Geometry of Fitting Things Together. Each includes
hands-on activities for grades K-8. The Geometry Garden features
curiosities found in nature from crystals to seashells to sculptures.
The site was made possible by the National Science Foundation and the
Gordon and Betty Moore Foundation.
Learn about fractals.
The
PBS television series , NOVA, has a one-hour program about fractals called
Hunting the Hidden
Dimension. There are five chapters, which can be viewed separately.
Learn about fractals in nature, including those in the human body.
There are links and books, a teacher's guide, and an email newsletter for
learning more. You can also design your own fractal using NOVA's
interactive generator.
Fractal Keys: A Pattern
Paradise from the MathScience Innovation Center is a must see site
for an adventure into learning all about fractals and where you can find
them--everywhere, including music! Learners in grades 5-12 will
benefit. Begin by clicking on the Welcome Center and
viewing What are fractals?
Explore fractals with
this unit by Cynthia Lanius, which is appropriate for elementary and
middle schools learners and even adults. You will learn about
the importance of fractals, properties of fractals, create a few, and get
a series of links to other sites on the Web that address this topic.
NCTM Illuminations Fractal Tool applet, designed mainly for middle
school learners, is a virtual manipulative to see how various
shapes are fractals. Users can play with shapes that grow,
shrink, and change over several stages and explore
self-similarity and patterns in fractal measurements.
Amazing Seattle Fractals! will benefit high school learners and above.
The developer provides tutorials to learn more about fractals and how to
create fractal art. Users can download free fractal software
programs and view some fractal art galleries.
If you wish to generate 2D or 3D fractals and those with animation,
consider ChaosPro, which is
freeware for MS Windows. It includes tutorials and a gallery of
examples.
Pomegranate Software offers the program called
Fractals, which is designed for use on iPad,
iPhone, and iPod Touch. It "renders as you move and
pinch to explore Mandelbrot and Julia set fractals
in real-time." See the exciting displays and learn more
about fractals at this site. |
Bringing a new vitality to college mathematics
One of my concerns with a traditional curriculum is that we put the content in 'boxes' — this week, we combine like terms … next week, we work with graphs … the following week we work with exponents & polynomials. An average student proceeds through the course with very few opportunities to mis-apply concepts.
Our Math Lit class had a quiz today. The first two problems are shown below:
1. Simplify the expression -8x+2y-5x²-6y+2x
2. Simplify the expression (-8x)(2y)(-5x²)(-6y)(2x)
Most students did fine on the first problem, with combining like terms; a couple changed the exponent when adding. The second problem caused the class to have a 15-minute discussion about what our options are.
To back up a bit, the prior class had worked on like terms (as a counting activity) and some very basic exponent patterns (multiplying with the same base, for example). We had not formally covered the commutative property (did that today!), nor the distributive property (a start on that today).
The most common misconceptions that students brought to problem 2:
We can only operate on like things.
The numbers are connected only to the variable.
These were often presented as a package of 'wrongness', to create a common wrong answer: -16x(-12y)(-5x²). That is not a typo — students multiplied coefficients but did not change the variable (did not multiply those). There was a general resistance to a suggestion that the constant factors could be separated from the variable factors — essentially, an over-generalization of the adding rule that we can only combine like things and the variable part stays the same.
A good outcome of this quiz is that students are more aware of some problems with their algebraic reasoning; every day, we talk about the reasoning being the important goal of this class, more important than 'correct' answers by themselves. Students partially buy in to this goal of reasoning; we did have a tense period in class when several students said 'why do you have to make this so complicated!'. I was honest with them that the second problem is overly complex compared to what we will need in our course. And honest with them that the goal is knowing what our options are.
In our typical algebra course, these two problems are not addressed on the same day (except on one test day — even then, the problems are separated by space … one early on the test, one later on the test). In our intermediate algebra course, I see the alumna of our algebra course struggle with basics — adding, multiplying, properties; the Math Lit experience sheds some light on how this might happen. Students can pass a beginning algebra course and not understand the difference between processes for adding and multiplying.
We are early enough in the semester that I have to be cautious; just because an issue was raised does not mean that the students resolved the problem to get better understanding. We will continue working on algebraic reasoning, so I will be looking for progress.
One thing I can say: If an issue is not raised for students, there is a very low probability that they will address the underlying problem.
4 Comments
Sue:
I'm not sure what you meant … we explore the reasoning of problems to figure out the right thing and to show what is wrong; in this case, we compared the adding and multiplying processes and talked about what is required and what is optional. The context here involved variables, so letters were used in all work.
Jack
Sometimes I've found it helpful to show students that when I plug in numbers for the variables that the thing they said it "equaled" … doesn't. Helps with the student who is sure taht the rules are different for adding and multiplying because… well, because your math teacher said so.
I find that students tend to confuse multiplication and addition even in their math facts. A common mistake even among my Algebra 2 students is to multiply, say, 6 and 3, and get 9.
I have signs up around my room: "Multiplication is repeated addition."
"Powers are repeated multiplication."
"Subtraction is addition of the opposite."
"Division is multiplication by the reciprocal."
I also have a graphic organizer with columns where the same number combinations are added, multiplied, and used as base and exponent, so students can see how radically different the results of these operations are. |
Held annually in Moscow since 1990, the Mathematical Festival is a brilliant and fascinating math competition attended by hundreds of middle school students. Participants of the Festival solve interesting mathematical problems and partake in other engaging activities, while cultivating key skills such as intuitive reasoning and quick thinking. This book contains problems presented at the Festival during the years 1990-2011, along with hints and solutions for many of them. Most of the problems are accessible to students with no additional training in mathematics and may be used as supplementary material at school or at home. Other problems, however, are more advanced and will be enjoyed by students with a deeper interest in mathematics.
Most of the problems in this book are specially created for Mathematical Festival competitions by leading Russian experts in school and extracurricular math education and have never been published before.
In the interest of fostering a greater awareness and appreciation of mathematics and its connections to other disciplines and everyday life, MSRI and the AMS are publishing books in the Mathematical Circles Library series as a service to young people, their parents and teachers, and the mathematics profession.
Titles in this series are co-published with the Mathematical Sciences Research Institute (MSRI). |
The Nuffield Mathematics Teaching Project produced a series of twenty modules aimed at supporting the teaching of topics in mathematics which in the project team's view students found difficult. The modules were aimed at students aged 11 and 12 in the first two years of secondary education. Some of the ideas and content would…
The Schools Council Project in Secondary School Mathematics (renamed Mathematics for the Majority) was set up to help teachers construct courses for students of average and below-average ability that related mathematics to their experience and provided them with some insight into the processes that lie behind the use of mathematics…
This collection was produced by the Schools Council Project: The Mathematics Curriculum - A Critical Review. The Project was initiated by the Mathematics Committee of the Schools Council as a result of letters having been received from teachers asking for guidance on the vast amount of new mathematical literature which had been produced…
Network is a series of books from Leapfrogs which were intended for middle and secondary schools. In content they are less restricting than a simple workcard and may be seen as a source of additional interesting material for class use.
There are three groups of books available:
Action books are each based on a theme and encourage…
Alpha Mathematics and Beta Mathematics, first published by Schofield & Sims in the 1970s, were developed to provide a cohesive, progressively planned course which, when completed, would give students of junior and middle school age a broadly-based foundation in mathematics, deemed essential for future progress.
Alpha Mathematics… |
Besides being an important area of math for everyday use, algebra is a passport to studying subjects like calculus, trigonometry, number theory, and geometry, just to name a few. To understand algebra is to possess the power to grow your skills and knowledge so you can ace your courses and possibly pursue further study in math.
Algebra II For Dummies is the fun and easy way to get a handle on this subject and solve even the trickiest algebra problems. This friendly guide shows you how to get up to speed on exponential functions, laws of logarithms, conic sections, matrices, and other advanced algebra concepts. In no time you'll have the tools you need to: |
Linear Algebra Decoded is a program designed to assist students in the subject of Linear Algebra, although it has features for professors, including the ability to generate tests where problems are customized and solutions are in the field of integers....
This script defines the Matrix class, an implementation of a linear algebra matrix. Arithmetic operations, trace, determinant, and minors are defined for it. This is a lightweight alternative to a numerical Python package for people who need to do...
The GNU Scientific Library (GSL) is a numerical library for C and C programmers. It is free software under the GNU General Public License.
The library provides a wide range of mathematical routines such as random number generators, special functions...
C++ Library of Abstract Algebra concepts and arithmetic algorithms defined in terms of these concepts, using Instigate Generic Programming Methodology. Based on this library we plan to develop Linear Algebra and Optimization concepts and algorithms. |
Linear Algebra/Topic: Computer Algebra Systems
The linear systems in this chapter are small enough that their solution by hand is easy. But large systems are easiest, and safest, to do on a computer. There are special purpose programs such as LINPACK for this job. Another popular tool is a general purpose computer algebra system, including both commercial packages such as Maple, Mathematica, or MATLAB, or free packages such as SciLab, Sage, or Octave.
For example, in the Topic on Networks, we need to solve this.
It can be done by hand, but it would take a while and be error-prone. Using a computer is better.
We illustrate by solving that system under Maple (for another system, a user's manual would obviously detail the exact syntax needed). The array of coefficients can be entered in this way
(putting the rows on separate lines is not necessary, but is done for clarity). The vector of constants is entered similarly.
> u:=array( [0,0,0,0,10,10,0] );
Then the system is solved, like magic.
> linsolve(A,u);
7 2 5 2 5 7
[ -, -, -, -, -, 0, - ]
3 3 3 3 3 3
Systems with infinitely many solutions are solved in the same way— the computer simply returns a parametrization.
Exercises
Answers for this Topic use Maple as the computer algebra system. In particular, all of these were tested on Maple V running under MS-DOS NT version 4.0. (On all of them, the preliminary command to load the linear algebra package along with Maple's responses to the Enter key, have been omitted.) Other systems have similar commands.
Problem 1
Use the computer to solve the two problems that opened this chapter.
This is the Statics problem.
This is the Chemistry problem.
Problem 2
Use the computer to solve these systems from the first subsection, or conclude "many solutions" or "no solutions". |
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Generally speaking, humans develop skills as they mature. They will employ skills when they are competent and comfortable with them and using them will lead to an improvement in their quality of life. Children develop speech and then they can more easily tell their parents what they want; they develop dexterity and then they can more readily enjoy their toys. In this chapter we are concerned with developing certain key skills in mathematics students, skills that we describe as transferable and that will enable students to improve their quality of life.
Professional mathematicians require good transferable skills, such as reading, writing, speaking and working with others, as well as subject-specific knowledge. They may be applied mathematicians, in one or more of a variety of guises such as scientists, engineers, economists or actuaries, and will be working with others, using mathematics and mathematical modelling to solve problems and answer questions that may arise in industry, commerce or a social context. If they are pure mathematicians, they will almost certainly be employed by a university with some requirement to conduct research and to teach. Those mathematics graduates who become schoolteachers will certainly need good interpersonal and leadership skills, along with several other attributes that they may not get through an undergraduate mathematics education! Some mathematics graduates will go into general employment, and they, like their peers will need all of the aforementioned transferable skills. |
Mathematics/Applied Mathematics
The Basis of Exact Science
Mathematics is the language in which our era's technical and scientific knowledge is formulated. It is also an indispensable tool in computer science, insurance and the economy. However, its actual core is pure mathematics: the intensive study of abstract structures and geometrical objects, and the discovery and description of the laws that govern them.
Educational objective:
The principal aim of a degree in Mathematics is a broad education in the fundamentals of mathematics that allows graduates to independently acquire further knowledge for their future professional work.
Career profile:
Mathematicians work in many different fields. They conduct research and teach at universities, technical colleges and Gymnasien. They work for insurance companies and, increasingly, in banks, industry, software development, planning and business optimisation, or as statisticians in the public sector. A distinct talent for abstract thought is always essential for studying and working with Mathematics |
Stremple, William (BJ)
We begin the year with a review of the properties of algebra and the arithmetic of real numbers which include integers and fractions. We will discover how to solve one and two step equations. LInear functions will be explored and graphed on the coordinate plane. The course also includes introductory probability and geometry. This course does have an SOL test as well as a midterm and final. |
Hailed by the Bulletin of the American Mathematical Society as "a very welcome addition to the mathematical literature," this text is appropriate for advanced undergraduates and graduate students. Written by two internationally renowned mathematicians, its accessible treatment requires no prev... read more
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Formal Knot Theory by Louis H. Kauffman The author draws upon his work as a topologist to illustrate the relationships between knot theory and statistical mechanics, quantum theory, and algebra, as well as the role of knot theory in combinatorics. 51 illustrations. 1983 edition.Experiments in Topology by Stephen Barr Classic, lively explanation of one of the byways of mathematics. Klein bottles, Moebius strips, projective planes, map coloring, problem of the Koenigsberg bridges, much more, described with clarity and wit.
Elementary Concepts of Topology by Paul Alexandroff Concise work presents topological concepts in clear, elementary fashion, from basics of set-theoretic topology, through topological theorems and questions based on concept of the algebraic complex, to the concept of Betti groups. Includes 25 figures.
General Topology by Waclaw Sierpinski Detailed theory of Fréchet (V) spaces and a comprehensive examination of their relevance to topological spaces, plus in-depth discussions of metric and complete spaces. For beginning students and mature mathematicians. Second edition.
Product Description:
Hailed by the Bulletin of the American Mathematical Society as "a very welcome addition to the mathematical literature," this text is appropriate for advanced undergraduates and graduate students. Written by two internationally renowned mathematicians, its accessible treatment requires no previous knowledge of algebraic topology. Starting with basic definitions of knots and knot types, the text proceeds to examinations of fundamental and free groups. A survey of the historic foundation for the notion of group presentation is followed by a careful proof of the theorem of Tietze and several examples of its use. Subsequent chapters explore the calculation of fundamental groups, the presentation of a knot group, the free calculus and the elementary ideals, and the knot polynomials and their characteristic properties. The text concludes with three helpful appendixes and a guide to the literature |
Description
A Concrete Approach to Abstract Algebra begins with a concrete and thorough examination of familiar objects like integers, rational numbers, real numbers, complex numbers, complex conjugation and polynomials, in this unique approach, the author builds upon these familar objects and then uses them to introduce and motivate advanced concepts in algebra in a manner that is easier to understand for most students. The text will be of particular interest to teachers and future teachers as it links abstract algebra to many topics wich arise in courses in algebra, geometry, trigonometry, precalculus and calculus. The final four chapters present the more theoretical material needed for graduate study.
Presents a more natural 'rings first' approach to effectively leading the student into the the abstract material of the course by the use of motivating concepts from previous math courses to guide the discussion of abstract algebra
Bridges the gap for students by showing how most of the concepts within an abstract algebra course are actually tools used to solve difficult, but well-known problems
Builds on relatively familiar material (Integers, polynomials) and moves onto more abstract topics, while providing a historical approach of introducing groups first as automorphisms
Exercises provide a balanced blend of difficulty levels, while the quantity allows the instructor a latitude of choices
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Mathematics
In Years 8 and 9, there are three different syllabuses, Course 1, Course 2 and Course 3. Course 1 is studied by the top 40% of Maths students, Course 2 by the next 40% of students and Course 3 by the next 20%. Course 3 is designed for students who experience difficulties with mathematical concepts and places emphasis on practical, life skill topics.
In Year 10 there are four courses. Course 1 in Year 9 is split into two courses in Year 10, Course 1A and Course 1B. The extra course is designed to give students greater opportunity in studying a course that meets their needs and abilities. Course 1A is designed for students who wish to study at the highest level in Years 11 and 12.
In Years 11 and 12, there are four courses, Specialist Maths, Mathematical Methods, Mathematical Applications and Maths General. The first three are tertiary type 2 courses. Specialist Maths is designed for the top 10% of our Maths students and can be studied as a double major, major minor or major. Mathematical Methods is a theoretical tertiary course while Mathematical Applications is an applied tertiary course. Both these courses can be studied as majors and are considered to be of equal academic rigour. Maths General is an accredited course which can be studied as a major.
Student assessment is varied. Besides the more traditional tests and assignments, students attempt open ended assignments, oral presentations and group work tasks.
Students in tertiary Maths courses in Years 11 and 12 must sit moderating tests so that marks from the three different courses can be equated on a common scale. |
Precalculus Modeling Our World
In the COMAP tradition, contemporary applications and mathematical modeling are presented in novel ways to help teach and motivate students. Throughout the text, students explore a number of essential concepts and develop important modeling, data analysis, and problem-solving skills necessary to prepare them for the future.
College and high-school versions have different covers but the same content."Precalculus: Modeling Our World uses contemporary applications and mathematical modeling to teach and motivate students. Students learn to build, test, and present models that describe a variety of real-world situations, while activities throughout the text engage them in everyday problems that help illuminate mathematical principles. For example, the error correction capability of compact disk players demonstrates the importance of polynomials. Optional graphing calculator technology is integrated throughout the text and provides students with more opportunities to explore data graphically."
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List price:
$70.99
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N/A
Publisher:
W. H. Freeman & Company
Binding:
Trade Cloth
Pages:
464
Size:
8.00" wide x 10.00" long x 1.25 |
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Comment: A few small marks to the page edgesThis Workbook (including answers and a free Online Edition) contains a huge range of practice questions for Higher Level GCSE Maths - it's ideal for building up the vital skills throughout the course. Complete answers are at the back of the book, so it's easy to check your progress. A free digital Online Edition is also included, accessed using the unique code printed in the book. Study notes for every topic are available in the matching CGP Revision Guide (9781841465364 |
To support high school teachers and undergraduate instructors of mathematics, the MAA has published this extensive collection of expository writing that deals with calculus. Especially noteworthy is the fact that its nearly 125 articles, which first appeared in MAA periodicals and journals, were selected by, and chosen for, those who teach Advanced Placement courses in calculus.
The material encompasses nine general and historical articles; six on functions, graphs, and limits; nearly 50 on derivatives; another 50 on integrals; and a dozen on polynomial approximations and series.
Excerpt (p. 133): "Do Dogs Know Bifurcations?" by Roland Minton and Timothy J. Pennings
Elvis burst upon the mathematical scene in May, 2003. The second author's article "Do Dogs Know Calculus?" (pdf) introduced his dog Elvis and Elvis's ability to solve a classic optimization problem. Peruchet and Gallego's article "Do Dogs Know Related Rates Rather than Optimization?" gave an alternative explanation of how dogs (including their own) might solve the problem. Elvis's surprising repudiation of that explanation . . . inspired this article. Here, we explore Elvis's problem-solving ability when he must choose between two qualitatively different options. Such a situation induces a bifurcation in his optimal strategy. As a bonus, our analysis reveals a neat geometric proof of the arithmetic mean-geometric mean inequality.
About the Editors:
Caren L. Diefenderfer (Hollins University), who received a Ph.D. from the University of California, Santa Barbara, has been involved with AP calculus programs for 20 years. She chairs the SIGMAA on High School Mathematics.
Roger B. Nelsen (Lewis & Clark College), who received his Ph.D. from Duke University, has written several books published by the MAA. Nelsen is an active AP calculus reader. |
Algebra and Trigonometry-Stud. Solution Manual - 2nd edition
Summary: Anyone trying to learn algebra and trigonometry may think they understand a concept but then are unable to apply that understanding when they attempt to complete exercises. This innovative book helps them overcome common barriers to learning the concepts and builds confidence in their ability to do mathematics. The second edition presents new sections on modeling at the end of each chapter as well as new material on Limits and Early Functions. Numerous examples are a...show morelso included that provide more detailed annotations using everyday language. This approach gives them the skills to understand and apply algebra and trigonometry. ...show less
04704337 |
Have you heard of Algebra Buster? This is an exceptional application | assistive tool plus I have used it many times to guide me with my math tutor software exercises. It is exceptionally simple - you simply enter the question and it will present to you a detailed answer that will help solve your assignment. Test it to see if it helps.
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PDEs - Mathematical Modeling and Numerical Simulation
Many phenomena occurring in real life applications (i.e. physics, finance, biology…) are modeled by means of ordinary (ODE) and partial (PDE) differential equations. These mathematical models are usually sets of equations and relations, which describe the essential behavior of a natural or artificial system, in order to forecast and control its evolution [1].
Objectives
The aim of the course is twofold. Firstly, we will give the students an overview on the construction of differential mathematical models for some basic physical applications; these examples of models will turn out to be particular cases of the more generic class of so called conservation laws. Then, focusing on the arising PDEs, their theoretical mathematical background will be discussed. As a matter of fact, the understanding of PDEs is closely connected to understand their physical meaning and the qualitative and quantitative behaviour of their solutions. This, whenever dealing with a certain PDE, we will directly introduce a numerical solution method, which will allow for studying the behaviour of the PDE under consideration numerically. In this way, theoretical and practical aspects of deriving and solving PDEs will be carefully intertwined. For example, we will deal with the weak formulation of the PDEs, which form the mathematical framework of state of the art simulation methods – such as the finite element method – employed for numerical solution. Theoretical findings will thus be accompanied by doing numerical experiments and by learning about modern solution algorithms. Particular attention will be paid to the applied aspects and implementation activities: to this purpose, whenever possible, the mathematical subjects will be presented in a more practical and intuitive manner (rather than a purely formal one).
Contents
Fourier law of heat conduction
Introduction to Fluid Dynamics
Introduction to Finite Difference method
Hilbert spaces
Weak formulation of elliptic problems
Introduction to Finite Element method
Weak formulation of evolution problems
Heat Equation
Numerical Simulation of the heat equation
Advection and reaction dominated problems
Teaching mode
The course will be based on lectures and exercise sessions, in which students are asked to participate actively. The students will also implement the discussed methods and will exploit their behaviour in numerical experiments. Moreover, on the basis of numerical experiments, a quantitative understanding of the treated PDEs will be achieved.
Other important and required activities are private study and readings. |
Spring,
2011 Teaching : MATH 236 CALCULUS 2
How can it be that mathematics, being after all a product of human
thought independent of experience, is so admirably adapted to the
objects of reality? --Albert Einstein Syllabus |
Find an Annandale, VA MathKnowledge of numbers is extended to include not only integers and rational numbers, but irrational, real, transcendental and complex numbers and operations involving them. Knowledge of functions is extended to include solving linear functions using matrices; exploring not only quadratic function... |
Description
Bringing geometric algebra to the mainstream of physics pedagogy, Geometric Algebra and Applications to Physics not only presents geometric algebra as a discipline within mathematical physics, but the book also shows how geometric algebra can be applied to numerous fundamental problems in physics, especially in experimental situations. This reference begins with several chapters that present the mathematical fundamentals of geometric algebra. It introduces the essential features of postulates and their underlying framework; bivectors, multivectors, and their operators; spinor and Lorentz rotations; and Clifford algebra. The book also extends some of these topics into three dimensions. Subsequent chapters apply these fundamentals to various common physical scenarios. The authors show how Maxwell's equations can be expressed and manipulated via space-time algebra and how geometric algebra reveals electromagnetic waves' states of polarization. In addition, they connect geometric algebra and quantum theory, discussing the Dirac equation, wave functions, and fiber bundles. The final chapter focuses on the application of geometric algebra to problems of the quantization of gravity. By covering the powerful methodology of applying geometric algebra to all branches of physics, this book provides a pioneering text for undergraduate and graduate students as well as a useful reference for researchers inGeometric Algebra and Applications to Physics ( Taylor and Francis ) |
Table of Contents
Part 1. Refresher Course in Business Mathematics and Statistics 1. Refresher Course in Key Numerical Skills 2. Descriptive Statistics and Basic Survey Processing Part 2. Decision Making in Marketing, Sales, and Business Development 3. Fundamentals of Statistical Decision Making 4. Prediction and Forecasting Part 3. Decision Making in Manufacturing and Quality 5. Optimization 6. Inventory and Stock Control 7. Statistical Quality Control 8. Project Planning and Control Part 4. Decision Making in Finance 9. Decision Making in Business 10. Decision Making in Finance 11. Simulation |
Math Explained
The Britannica Guide to Algebra and Trigonometry
Published by Encyclopedia Britannica
Calculating and manipulating the unknown has been the enterprise of the field of algebra since its earliest inception in Babylon and ancient Egypt. Trigonometry draws on principles presented in algebra and uses angle measurements to elaborate on geometric calculations. Essential to further mathematical and scientific study, both algebra and trigonometry provide crucial tools in managing variables and understanding the relationships between them. This volume presents the fundamentals of these fascinating areas of mathematics while chronicling their respective histories |
The first edition of this book was very well received and is considered to be one of the classical introductions to the subject of discrete mathematics - a field that is still growing in importance as the need for mathematicians and computer scientists in industry continues to grow. The opening chapter is a memory-refresher reviewing the prerequisite mathematical knowledge. The body of the book contains two parts (five chapters each): a rigorous mathematically oriented first course in coding theory, followed by introductions to special topics; these can be used as a second semester, as supplementary reading, or as preparation for studying the literature. Among the special features are chapters on arithmetic codes and convolutional codes, and exercises with complete solutions. (source: Nielsen Book Data) |
Student Learning Profile
Within a well-balanced mathematics curriculum, the primary focal points for Algebra I are to continue to build and apply basic understandings developed in K-8, develop symbolic reasoning, understand functions and their relationships with equations, and be able to use a variety of tools and technology to represent functions with multiple representations.
The student will:
·Understand that a function represents a dependence of one quantity on another.
·Understand that a function can be described in a variety of ways.
·Gather and record data, or use data sets, to determine functional relationships between quantities. |
Maths Syllabus-2
Engineering Entrance
,
MANIPAL UGET (Engg)
Mathematics Syllabus Part 2 Manipal University Under Graduate Entrance Test:
Mathematics-II
ALGEBRA:
ELEMENTS OF NUMBER THEORY
(i) Divisibility - Definition and properties of divisibility; statement of division algorithm. (ii) Greatest common divisor (GCD) of any two integers using Eucli's algorithm to find the GCD of any two integers. To express the GCD of two integers a and b as ax + by for integers x and y. Problems. (iii) Relatively prime numbers, prime numbers and composite numbers, the number of positive divisors of a number and sum of all positive division of a number - statements of the formulae without proofs. Problems. (iv) Proofs of the following properties:
(1) the smallest divisor (>1) of an integer (>1) is a prime number (2) there are infinitely many primes (3) if c and a are relatively prime and c| ab then c|b (4) if p is prime and p|ab then p|a or p|b (5) if there exist integers x and y such that ax+by=1 then (a,b)=1 (6) if (a,b)=1, (a,c)=1 then (a,bc)=1 (7) if p is prime and a is any ineger then either (p,a)=1 or p|a (8) the smallest positive divisor of a composite number a does not exceed va
(i) Identity of a group is unique (ii) The inverse of an element of a group is unique
VECTORS:
(i) Definition of vector as a directed line segment, magnitude and direction of a vector, equal vectors, unit vector, position vector of point, problems. (ii) Two-and three-dimensional vectors as ordered pairs and ordered triplets respectively of real numbers, components of a vector, addition, substraction, multiplication of a vector by a scalar, problems. (iii) Position vector of the point dividing a given line segment in a given ratio. (iv) Scalar (dot) product and vector (cross) product of two vectors. (v) Section formula, Mid-point formula and centroid. (vii) Application of dot and cross products to the area of a parallelogram, area of a triangle, orthogonal vectors and projection of one vector on another vector, problems. (viii) Scalar triple product, vector triple product, volume of a parallelepiped; conditions for the coplanarity of 3 vectors and coplanarity of 4 points. (ix) Proofs of the following results by the vector method: (a) diagonals of parallelogram bisect each other (b) angle in a semicircle is a right angle (c) medians of a triangle are concurrent; problems (d) sine, cosine and projection rules
MATRICES AND DETERMINANTS:
ANALYTICAL GEOMETRY
CIRCLES
(i) Definition, equation of a circle with centre (0,0) and radius r and with centre (h,k) and radius r. Equation of a circle with (x1,y1) and (x2,y2) as the ends of a diameter, general equation of a circle, its centre and radius - derivations of all these, problems. (ii) Equation of the tangent to a circle - derivation; problems. Condition for a line y=mx+c to be the tangent to the circle x2+y2 = r2 - derivation, point of contact and problems. (iii) Length of the tangent from an external point to a circle - derivation, problems (iv) Power of a point, radical axis of two circles, Condition for a point to be inside or outside or on a circle - derivation and problems. Poof of the result "the radical axis of two circles is straight line perpendicular to the line joining their centres". Problems. (v) Radical centre of a system of three circles - derivation, Problems. (vi) Orthogonal circles - derivation of the condition. Problems
CONIC SECTIONS (ANANLYTICAL GEOMETRY):
Definition of a conic
1. Parabola
Equation of parabola using the focus directrix property (standard equation of parabola) in the form y2 = 4ax ; other forms of parabola (without derivation), equation of parabola in the parametric form; the latus rectum, ends and length of latus rectum. Equation of the tangent and normal to the parabola y2 = 4 ax at a point (both in the Cartesian form and the parametric form) (1) derivation of the condition for the line y = mx+c to be a tangent to the parabola, y2=4ax and the point of contact. (2) The tangents drawn at the ends of a focal chord of a parabola intersect at right angles on the directix - derivation, problems.
2. Ellipse
Equation of ellipse using focus, directrix and eccentricity - standard equation of ellipse in the form x2/a2 + y2/b2 = 1(a>b) and other forms of ellipse (without derivations). Equation of ellips in the parametric form and auxillary circle. Latus rectum: ends and the length of latus rectum. Equation of the tangent and the normal to the ellipse at a point (both in the cartesian form and the parametric form)
Derivations of the following:
(1) Condition for the line y = mx+c to be a tangrent to the ellipse x2/a2 + y2/b2 = 1 at (x1,y1) and finding the point of contact (2) Sum of the focal distances of any point on the ellipse is equal to the major axis (3) The locus of the point of intersection of perpendicular tangents to an ellipse is a circle (director circle)
3. Hyperbola
Equation of hyperbola using focus, directrix and eccentricity - standard equation hyperbola in the form
x2/a2 - y2/b2 = 1. Conjugate hyperbola x2/a2 - y2/b2 = -1 and other forms of hyperbola (without derivations). Equation of hyperbola in the parametric form and auxiliary circle. The latus rectum; ends and the length of latus rectum. Equations of the tangent and the normal to the hyperbola x2/a2 - y2/b2 = 1 at a point (both in the Cartesian from and the parametric form). Derivations of the following results:
(1) Condition for the line y=mx+c to be tangent to the hyperbola x2/a2 - y2/b2 = 1 and the point of contact. (2) Differnce of the focal distances of any point on a hyperbola is equal to its transverse axis. (3) The locus of the point of intersection of perpendicular tangents to a hyperbola is a circle (director circle) (4) Asymptotes of the hyperbola x2/a2 - y2/b2 = 1 (5) Rectangular hyperbola (6) If e1 and e2 are eccentricities of a hyperbola and its conjugate then 1/e12 +1/e22 =1
TRIGONOMETRY:
COMPLEX NUMBERS
(i) Definition of a complex number as an ordered pair, real and imaginary parts, modulus and amplitude of a complex number, equality of complex numbers, algebra of complex numbers, polar form of a complex number. Argand diagram, Exponential form of a complex number. Problems. (ii) De Moivre's theorem - statement and proof, method of finding square roots, cube roots and fourth roots of a complex number and their representation in the Argand diagram. Problems.
DIFFERENTIATION :
(i) Differentiability, derivative of function from first principles, Derivatives of sum and difference of functions, product of a constant and a function, constant, product of two functions, quotient of two functions from first principles. Derivatives of Xn , e x, a x, sinx, cosx, tanx, cosecx, secx, cotx, logx from first principles, problems.
(i) Geometrical meaning of dy/dx, equations of tangent and normal, angle between two curves. Problems. (ii) Subtangent and subnormal. Problems. (iii) Derivative as the rate measurer. Problems. (iv) Maxima and minima of a function of a single variable - second derivative test. Problems.
(i) Evaluation of definite integrals, properties of definite integrals, problems. (ii) Application of definite integrals - Area under a curve, area enclosed between two curves using definite integrals, standard areas like those of circle, ellipse. Problems.
DIFFERENTIAL EQUATIONS:
Definitions of order and degree of a differential equation, Formation of a first order differential equation, Problems. Solution of first order differential equations by the method of separation of variables, equations reducible to the variable separable form. General solution and particular solution. Problems. |
Sample chapters for download
About the book
This sixth edition is a thorough revision of our established course in
mathematics for Year 11. The main difference is a complete revision of Chapter
4 Statistics and some revision of Chapter 2 Models of Growth.
Other features:
Gradual development of concepts
Clear worked examples
Plenty of well-graded exercises from basic to advanced
Investigations and extension material
Table of contents
1
QUADRATIC AND OTHER POLYNOMIALS
9
A
Sketching quadratic functions
14
B
Product expansion
17
C
Factorisation
19
D
Completing the square
23
E
Quadratic equations
25
F
Problem solving with quadratics
36
G
Intersecting graphs
39
H
Surds
40
I
Complex numbers
47
J
Finding quadratic equations
50
K
Quadratic graphs (Review)
53
L
Determining the quadratic from a graph
58
M
Quadratic optimisation
62
N
Cubic polynomials
65
O
Quartic polynomials
79
P
Review
87
2
MODELS OF GROWTH
93
A
Number sequences
96
B
Series
111
C
Linear functions
115
D
Exponential functions
119
E
Logarithms
136
F
Applications to finance
150
G
Modelling from data
162
H
Review
179
3
FUNCTIONS AND GRAPHS
185
A
Segmented line graphs
188
B
Relations and functions
191
C
Function notation
197
D
Interpreting slope
203
E
Increasing and decreasing functions
206
F
Algebraic functions
210
G
Unfamiliar functions
216
H
Function fitting
219
I
Using graphs in problem solving
223
J
The modulus function
227
K
Review
234
4
STATISTICS
239
A
Sampling from populations
242
B
Describing data
246
C
Presenting and interpreting data
248
D
Grouped discrete data
254
E
Continuous (interval) data
256
F
Measures of centres of distributions
258
G
Measuring the spread of data
265
H
Comparing data
275
I
Sample statistics and population parameters
287
J
Data based investigation
294
K
Review
294
L
Normal distributions
299
M
The standard normal distribution
306
N
Technology and normal distributions
311
O
Pascal's triangle
313
P
Binomial distribution
316
Q
The mean and standard deviation of a discrete variable
320
R
Mean and standard deviation of a binomial variable
322
S
Review
328
5
SIMULATING RANDOM PROCESSES
331
A
Electronic simulations
332
B
Problem solving using simulations
334
C
Randomising devices
336
D
Probability calculations
343
E
Queuing
362
F
Major project
367
G
Review
367
ANSWERS
373
INDEX
423
Foreword
This 6th edition is a thorough revision of our established course in
mathematics for Year 11 students, written to embrace the concepts outlined in
the Stage 1 Mathematics Curriculum Statement.
The main difference in this new edition is the complete revision of Chapter
4 Statistics which we have undertaken in response to comments and suggestions
from teachers. There has also been some revision of other chapters, notably
Chapter 2 Models of Growth. The book is printed in full colour and is
accompanied by range
of student abilities and interests. While some of the exercises are designed
simply to build skills, every effort has been made to contextualise problems so
that students can see everyday uses and practical applications of the
mathematics they are studying.
Emphasis has been placed on the gradual development of concepts with
appropriate worked examples. However, we have also provided extension material
for those who wish to go beyond Stage 1 and look towards further studies or
applications of mathematics for their career choices. It is not our intention
that each chapter be worked through in full. Time constraints will not allow
for this. Consequently, teachers much select exercises carefully, according to
the abilities and prior knowledge of their students, in order to make the most
efficient use of time and give as thorough coverage of work as possible.
The extensive use of graphics calculators and computer packages throughout
the book enables students to realise the importance, application and
appropriate use of technology. No single aspect of technology has been
favoured. It is as important that students work with a pen and paper as it is
that they use their calculator or graphics calculator, or use a spreadsheet or
graphing package on computer. Instructions appropriate to each graphics
calculator problem are on the CD. They are written for Texas Instruments and
Casio calculators, and can be printed from the CD.
It is not our intention to define the course, but we hope that this book,
with the associated use of technology, will enhance the students'
understanding, knowledge and appreciation of mathematics. |
I approach the daunting but
enjoyable prospect of reviewing this book as someone who is a passionate
follower of mathematics, and who relishes any challenge or interesting problem
that may crop up. On the other hand, I am only a year into the A-Level
course. As such, I will probably not be able to give this book the
constructive analysis it deserves, but I shall do my best to deliver a thorough
and fair description of what I consider to be a captivating read.
The opening chapter on
geometry has both a clever and imaginative blend of familiar formulae and new,
exciting little rules that can be applied to an interesting variety of
problems. The first half of this chapter is very fluent and easy to follow. The
second half is somewhat more complex! This is an effective start to the book,
providing a hook to encourage the 'must read on' mania. The following chapter
on inequalities and induction introduces interesting and extremely powerful
ways of making algebraic proofs that can be applied to anything, simply from a
few
basic axioms and seemingly 'elementary facts'. However, I remain rather baffled
by Section 2.3 on harder inequalities.
Chapter Three, on
Diophantine Equations, is the most difficult chapter of the book, and yet the
most gripping. It is extremely well-constructed; refreshing alongside the more 'traditional' mathematical topics such as
Geometry, Algebra and Number Theory.
Chapter Four covers Number
Theory. This particular aspect of mathematics is the reason why I fell in love
with the subject. It was exciting to see the wide
extent of theorems here – particularly the
elegant Chinese Remainder Theorem
– and to sample the wide range of problems given at the end.
I have used trigonometry a
great deal during
my mathematical journey. I was, therefore, pleasantly surprised to find myself
ignorant of many of the new trigonometric identities in the fifth chapter. At
around page 199, the chapter quickly becomes more difficult, with quite a few
identities to try and memorise! (I don't think I will make it to paradise! –
see page 203.) The next chapter, on sequences and series, is quite brilliant.
It is well structured,
has great depth and is one of the easiest chapters to understand. It is packed
with a wide variety of juicy problems which one felt almost 'compelled' to
solve.
Chapter Seven, on the
Binomial Theorem takes a rather difficult topic and makes it easy to interpret.
My only struggle was in understanding the proof of the Binomial Theorem;
however,
I had no trouble applying it afterwards to the problems offered. The chapter
has left me 'wanting more'! The next chapter, on combinatorics, is one of the
most interesting chapters of the whole book. The depth to which the reader is
plunged in this chapter is not only justified, but welcome. The way in which it
is presented and employed here has given me an entirely new look on the subject
helping me to solve problems which have been irking my mind for some time. The
most interesting part of the chapter concerned the pigeon-hole principle which
was presented as a fun and dynamic concept.
The final chapter is
entitled 'Miscellaneous
Problems'. Why isn't every mathematical
examination paper like this? The huge range of subjects covered in this last
section did not perturb me in the slightest; on the contrary,
I found it to be a nice touch after going into so much depth on a variety of
subjects, although Problem 7 did catch me out!
This book is brilliant. I
enjoyed its structure, and how it all seems to fit together, so that readers
can make their own interpretation of it, even if the mathematics is unfamiliar
to them in certain places. The cartoons are a welcome interlude from the
hard-core
mathematics, giving the reader a funny take on an aspect of mathematical
history or culture. Speaking of mathematical culture, one of the key authors of
this book is Zimbabwean,
showing that mathematical education there is still strong despite the political
turmoil. Finally this book will prepare Olympiad hopefuls for 'The
Intermediate Challenge of Mathematical Olympiads'. The reader will certainly be
ready. But, most importantly, primed!
This is an intricate and absorbing novel, set mainly in Cumbria, about time, memory and prejudice. It is being mentioned here because
I felt it worth drawing attention to this sympathetic and convincing portrayal
of one of the main characters, Lisa Wallace, a mathematician
(she is also achondroplasic). The author acknowledges guidance from
mathematicians including Ian Stewart, Uwe Grimm and Ian Porteous: Lisa as
mathematician rings true, as does the mathematics in the novel (which
includes a conference on mathematics and art), and it is refreshing to read a
novel which integrates mathematics seamlessly into its themes. The story is not
always comfortable but I found
it rewarding and Lisa has become one of my favourite fictional mathematicians.
The author runs SciTalk – a web resource for connecting writers and scientists
– and this novel, very much the author's own but influenced by fruitful
conversations with practitioners, exemplifies the value of such a resource.
Background information on the novel can be found at
The cover for this book
holds a Venn diagram containing three intersecting sets: Males, My Siblings and
Things That Are Heavy, with the appropriate intersection marked. That is,
Males ∩ My Siblings ∩
(Things That Are Heavy)c
If that raised a chuckle
then this book is for you.
The book is a collection of
112 charts and diagrams, featuring Venn diagrams and
several other types, each of which can be interpreted as the title of a pop
song. In this book 'pop song' means a song that has
featured in the UK Top 40 chart and this provides a broad mix of songs ranging
from the 1950s to today. The solutions to the puzzles are, as tradition
dictates, in the back of the book. As well as the answer, each solution gives
the artist and date that the song was in the charts, often more than one artist
and date. Several also give some explanation of the mathematics behind the
diagram.
The result is a collection
of light logic puzzles using gentle lateral thinking which are mostly witty and
amusing. This is not a book for reading from cover to cover, although I
diligently did so for the purposes of this review (I was the annoying person in
the train carriage with the giggles). Rather, this is an excellent book to dip
into. I have showed this book to a few friends and most have responded very
positively to it. One friend, who I know to dislike 'pointless logic puzzles'
(and a physicist, to boot), responded very badly to the book, regarding it as
silly and pointless, so I would not advise it for people who don't like a bit
of lateral thinking. Most people (mathematicians and non-mathematicians alike)
who have seen my copy of the book responded very well.
In many cases, a song I
remember from childhood was revealed to be a cover version of an older song.
Featuring songs that have charted in multiple decades is a good option for
increasing the range of potential audience for the book. Additionally, some of
the songs either have been subsequently formed into or are drawn from a popular
saying and so I found I was able to answer some of the problems without knowing
the songs themselves. Nevertheless, I found there were a number of song titles
for which I did not know the song, so no amount of puzzling revealed the
answer. A couple of people I showed the book to exhibited an almost complete
lack of awareness of popular music and so found the book very unexciting and
I relate this as a warning. You do not need an intimate knowledge of music to
appreciate this book but if you do not know some of the most well-known songs
of the latter half of the 20th Century you may struggle to gain a full
appreciation.
Physically, this is small
and portable for a hardback book with 128 pages of slightly smaller dimensions
than the LMS Newsletter.
Well-formatted, clean diagrams give the book an attractive visual appeal.
The author Andrew Viner is
a comedy, animation and children's writer for television and radio and has a
degree in electronic engineering. Mathematical consultancy for the book is
credited to Dr Nick Gilbert of Heriot-Watt University. At the end of the book
the author encourages the reader to draw their own
diagrams and indeed people have been doing just that. Seemingly separately from
this book there is a phenomenon called Song Charts which also involves charts
and diagrams to illustrate songs. There is a Flickr group dedicated to this
( and you may have received an email circular
featuring these. As for Venn That Tune, there is a website
( and audience participation is encouraged via a
Facebook page (search for Venn That Tune). The idea for the book originated on
the author's blog, which is an amusing read (smaller-than-life.blogspot.com).
The website for the book
proposes two sets –
People Who Like Music and People Who Like Venn Diagrams – and suggests that
people who find themselves in the intersection of these sets will like this
book. I suggest the second set is a little restrictive; I would suggest that if
you like logic puzzles, have a sense of humour and a passing familiarity with
some popular music then you should find this book amusing. I certainly enjoyed
it thoroughly.
Peter Rowlett
School of Mathematical Sciences
University of Nottingham |
Journey Into Partial Differential Equations - 12 edition
Summary: Part of the International Series in Mathematics Ideal for the 1-term course, A Journey into Partial Differential Equations provides a solid introduction to PDEs for the undergraduate math, engineering, or physics student. Discussing underlying physics, concepts and methodologies, the text focuses on the classical trinity of equations: the wave equation, heat/diffusion equation, and Laplace's equation. Bray provides careful treatment of the separation of variables and the Fourier meth...show moreod, motivated by the geometrical notion of symmetries and places emphasis on both the qualitative and quantitative methods, as well as geometrical perspectives. With hundred of exercises and a wealth of figures, A Journey into Partial Differential Equations proves to be the model book for the PDE course. ...show less
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History In Mathematics Education - 1 edition
Summary: This book investigates how the learning and teaching of mathematics can be improved through integrating the history of mathematics into all aspects of mathematics education: lessons, homework, texts, lectures, projects, assessment, and curricula. Most of the leading specialists in the field have contributed to this ground-breaking book, whose topics include the integration of history in the classroom, its value in the training of teachers, historical support for particular subjects and for stude...show morents with diverse educational requirements, the use of original texts written by great mathematicians of the past, the epistemological backgrounds to choose for history, and non-standard media and other resources, from drama to the internet. Resulting from an international study on behalf of ICMI (the International Commission of Mathematics Instruction), the book draws upon evidence from the experience of teachers as well as national curricula, textbooks, teacher education practices, and research perspectives across the world. Together with its 300-item annotated bibliography of recent work in the field in eight languages, the book provides firm foundations for future developments. Focusing on such issues as the many different ways in which the history of mathematics might be useful, on scientific studies of its effectiveness as a classroom resource, and on the political process of spreading awareness of these benefits through curriculum design, the book will be of particular interest to teachers, mathematics educators, decision-makers, and concerned parents across |
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