text
stringlengths 6
976k
| token_count
float64 677
677
| cluster_id
int64 1
1
|
|---|---|---|
Mathematics Framework Solution Sets
Solution sets for the sample standards-aligned problems listed in Appendix D of the Mathematics Framework.
Solution sets for the sample standards-aligned problems listed in Appendix D of
the Mathematics Framework for grades five, six, seven, and the disciplines of
Algebra I and Geometry. Solution sets are intended for teacher use, not student
use. They represent one way of solving the problems but are not intended to
represent the only way of solving the problems. | 677.169 | 1 |
Batten is great for the Life Con and Survival Models stuff if you already have some knowledge of the material. He just provides a lot of problems and some useful shortcuts that are not taught in the Bowers text. So if you have no prior knowledge of the material than I would not use Batten. | 677.169 | 1 |
Helping Students Pre-AlgebraFacilitate students transition from arithmetic to algebra! Includes step-by-step instructions with examples, practice problems using the concepts, real-life applications, a list of symbols and terms, tips, and answer keys. Supports NCTM standards. | 677.169 | 1 |
Mathematics at Huntington
The Mathematics Department believes that there is a level of mathematics study available to every student. The mathematics program emphasizes computational skills, problem-solving techniques, and mathematical structure. Students learn skills and concepts, and practice analytical and critical thinking. They study the uses of the computers, statistics and measurement.
Algebraic and geometric structure, logic, and analysis provide a sequential program for the college-bound. The decisions made about the courses taken in high school affect each student for the rest of their lives. The teaching faculty, the school counselor, the school administrators, and parents can all advise in the course selection process, but the student should be fully involved in the final decision and be ready to bear the responsibility for that decision. For this reason it is imperative to read course descriptions with considerable thought and care.
In selecting your courses for next year, several factors should be considered. These factors include graduation requirements and your job or school plans for the future. All students are required to complete successfully three credits of mathematics and demonstrate a minimum level of proficiency on a New York State exam. | 677.169 | 1 |
This paper can be used by students in Mathematics as an introduction to the fundamental ideas of MATHEMATICA PACKAGE and as a foundation for the development of more advanced concepts in MATHEMATICA. Study of this paper promotes the development of Basic Programming skills in Mathematica. | 677.169 | 1 |
(3) . . . gain knowledge and skills to formalize their ideas and express them with a full mathematical rigour.
Content:: (1) Systems of Linear Equations.
(2) Matrices.
(3) Determinants
(4) Vector Spaces
(5) Inner Product Spaces.
(6) Linear Transformations.
(7) Eigenvalues and Eigenvectors.
Course Philosophy and Procedure: Just keep this simple principle in mind:
If you are not enjoying this course, if the work is not fun, then something most be wrong. Talk to me right away! This course involves a lot of concepts that easily translate into fairly straightforward (but sometimes lengthy) calculations. Geometry, i.e., visualization is essential. There are also some topics that involve a greater level of abstraction yet there will be plenty of exercises available to check and enhance your understanding of those concepts.
You will find that the concepts learned in this course can be applied to many problems in Mathematics and Science.
You should plan to reserve a significant amount of time to study for this course. The material is easy, but the nature of the exercises is such that they are going to be time consuming. Being focused is of utmost importance. Don't rush in doing the problems!
Grading will consist of three exams (two during the semester and the
final exam) worth 100 points each. The homework and chapter projects will total to 200 points.
My grading scale is
A=90%, AB=87%, B=80%, BC=77%, C=70%, CD=67%, D=60%.
Final Exam: Thursday, May 11, 3:00 - 5:00.
Americans with Disability Act:: If you are a person with a disability and require any auxiliary aids, services or other accommodations for this class, please see me and Wayne Wojciechowski in Murphy Center Room 320 (796- 3085) within ten days to discuss your accommodation needs. | 677.169 | 1 |
0123747511
9780123747518
0080886256
9780080886251
Elementary Linear Algebra: Elementary Ancillary list: * Maple Algorithmic testing- Maple TA- * Companion Website- * Online Instructors Manual- * Ebook- * Online Student Solutions Manual- a wide variety of applications, technology tips and exercises, organized in chart format for easy referenceMore than 310 numbered examples in the text at least one for each new concept or applicationExercise sets ordered by increasing difficulty, many with multiple parts for a total of more than 2135 questionsProvides an early introduction to eigenvalues/eigenvectorsA Student solutions manual, containing fully worked out solutions and instructors manual available «Show less
Elementary Linear Algebra: Elementary Linear Algebra develops and explains in careful detail the computational techniques and fundamental theoretical results central to a first course in linear algebra. This highly acclaimed text focuses on developing the abstract | 677.169 | 1 |
Algebra And Trigonometry With Analytic Geometry - 13th edition
Summary: Clear explanations, an uncluttered and appealing layout, and examples and exercises featuring a variety of real-life applications have made this book popular among students year after year. This latest edition of Swokowski and Cole's ALGEBRA AND TRIGONOMETRY WITH ANALYTIC GEOMETRY retains these features. The problems have been consistently praised for being at just the right level for precalculus students. The book also provides calculator examples, including specific keystrokes that...show more show how to use various graphing calculators to solve problems more quickly. Perhaps most important--this book effectively prepares readers for further courses in mathematics | 677.169 | 1 |
Foundations of Mathematical & Computational Economics
9780324235838
ISBN:
0324235836
Edition: 1 Pub Date: 2006 Publisher: Thomson Learning
Summary: Economics doesn't have to be a mystery anymore. FOUNDATIONS OF MATHEMATICAL AND COMPUTATION ECONOMICS shows you how mathematics impacts economics and econometrics using easy-to-understand language and plenty of examples. Plus, it goes in-depth into computation and computational economics so you'll know how to handle those situations in your first economics job. Get ready for both the test and the workforce with this ...economics textbook.[read more]
Ships From:Multiple LocationsShipping:Standard, Expedited, Second Day, Next Day | 677.169 | 1 |
Custom Classes for Mathematics in ActionScript 3
In this section we give links to Flash and Math tutorials and the MathDL Flash Forum articles that provide
custom AS3 classes and templates for building math applications. We also list AS2 articles whose AS3 version is coming soon.
All graphing applications listed below use our custom math formula parser, MathParser.
NEW! Sketching Derivatives Applet in AS3 Flash - The Code
We present a math applet for sketching derivatives with complete AS3 source code.
The applet uses a large collection of custom AS3 classes developed by the Flash and Math team
over the past few years. The newest of the classes are related to an interesting drawing
and smoothing techinique. The user draws by dragging and shaping a curve.
Function Grapher with Zooming and Panning
In this tutorial, we present a math function grapher which has a drag and drop panning
and mouse click zooming functionality. Panning has a cool easing
effect, too. All the source code including parsing and graphing
custom AS3 classes available for download.
Contour Map Plotter and 3D Function Grapher in Flash Combined
We use our custom AS3 classes in the package flashandmath.as3.*
to build an applet which combines a contour diagram plotter
and a 3D function grapher. The user's can input formulas for functions and variables ranges. The applet uses our custom classes: MathParser,
GraphingBoard, GraphingBoard3D, and many helper classes. We provide complete, well-commented source code and a pdf guide of custom classes.
Custom AS3 Math Classes, Implicit Plotter in Flash
The implicit equations grapher presented in this tutorial is another example of how
the custom AS3 math classes provided at flashandmath.com can be used to easily create
custom math applets. In this tutorial, we use our custom MathParser and GraphingBoard
classes that do all the work for you. The tutorial contains complete, well-commented source code.
The SimpleGraph class An alternate title for this tutorial could be, "How to make a functional grapher in 30 lines of code." With the custom SimpleGraph class available from flashandmath.com, creating a graph of an expression in one variable is a snap!
Visualizing Regions
for Double Integrals This article in the Sharing Area of the MathDL Flash Forum presents a mathlet for
students learning double integrals in rectangular and polar coordinates.
The mathlet draws regions of integration
corresponding to the limits entered by the user and provides many
practice problems.
We welcome your comments, suggestions, and contributions. Click the Contact Us link below
and email one of us. | 677.169 | 1 |
Mathematical concepts such as probability, statistics, geometric constructions, measurement, ratio and proportion, pre-algebra, and basic tests and measurements concepts including interpretation of data. Use of manipulatives in learning mathematical concepts. Only applicable to graduation requirements of elementary education students. | 677.169 | 1 |
Table of contents
Part I: Arithmetic as an Outgrowth of Learning to Count. From Counting to Addition. Subtraction. Multiplication. Division. Fractions. Area: The Second Dimension. Time: The Fourth Dimension. Part II: Introducing Algebra, Geometry, and Trigonometry as Ways of Thinking in Mathematics. First Notions Leading Into Algebra. Developing "School" Algebra. Quadratics. Finding Short Cuts. Mechanical Mathematics. Ratio in Mathematics. Trigonometry and Geometry Conversions. Part III: Developing Algebra, Geometry, Trigonometry, and Calculus. Systems of Counting. Progressions. Putting Progressions to Work. Developing Calculus Theory. Combining Calculus with Other Tools. Introduction to Coordinate Systems. Part IV: Developing Algebra, Geometry, Trigonometry, Calculus as Anlytical Methods in Mathematics. Complex Quantities. Making Series Do What You Want. The World of Logarithms. Mastering in the Tricks. Development of Calculator Aids. Digital Mathematics. Appendix: Answers to Questions and Problems.
Author comments
Stan Gibilisco is a professional technical writer who specializes in books on electronics and science topics. He is the author of The Encyclopedia of Electronics, The McGraw-Hill Encyclopedia of Personal Computing, and The Illustrated Dictionary of Electronics, as well as over 20 other technical books. His published works have won numerous awards. The Encyclopedia of Electronics was chosen a "Best Reference Book of the 1980s" by the American Library Association, which also named his McGraw-Hill Encyclopedia of Personal Computing a "Best Reference of 1996." Stan Gibilisco's Web sites are and
Back cover copy
The definitive self-teaching guide to learning mathematics--now fully up-to-date. Unlike other math books that make your start at page one and work your way up to the technique you need, this unique guide steers you right to your topic of interest, fully explains it within its own context, and then shows you how to use it with real-world examples.
The unique jump-in-anywhere format and conversational tone of Stan Gibilisco's and Norman Crowhurst's Mastering Technical Mathematics makes this book--now thoroughly updated--a must for just about any technical professional. It's also the perfect instruction manual for independent students who want to structure their own learning.
With this one-of-a-kind, case study-filled guide to all kinds of math used in technical fields, you can--find the technique you need quickly, along with easy-to-understand examples showing how it's used; skip from topic to topic in any order, and learn in your own style at your own pace; master technical math painlessly with this guide's easy-going style and example-packed format; discover new applications in logic, digital systems, and numbering systems; test yourself with quiz questions in each chapter (and complete worked-out solutions). If you work in a field where math comes with the territory, don't miss the guide that puts a multitude of math solutions right at your fingertips: Mastering Technical Mathematics, Second Edition. | 677.169 | 1 |
Appendices
This textbook is designed to teach the university mathematics student the basics of linear algebra and the techniques of formal mathematics. There are no prerequisites other than ordinary algebra, but it is probably best used by a student who has the "mathematical maturity" of a sophomore or junior. The text has two goals: to teach the fundamental concepts and techniques of matrix algebra and abstract vector spaces, and to teach the techniques associated with understanding the definitions and theorems forming a coherent area of mathematics. So there is an emphasis on worked examples of nontrivial size and on proving theorems carefully.
This book is copyrighted. This means that governments have granted the author a monopoly --- the exclusive right to control the making of copies and derivative works for many years (too many years in some cases). It also gives others limited rights, generally referred to as "fair use," such as the right to quote sections in a review without seeking permission. However, the author licenses this book to anyone under the terms of the GNU Free Documentation License (GFDL), which gives you more rights than most copyrights (see appendix GFDL). Loosely speaking, you may make as many copies as you like at no cost, and you may distribute these unmodified copies if you please. You may modify the book for your own use. The catch is that if you make modifications and you distribute the modified version, or make use of portions in excess of fair use in another work, then you must also license the new work with the GFDL. So the book has lots of inherent freedom, and no one is allowed to distribute a derivative work that restricts these freedoms. (See the license itself in the appendix for the exact details of the additional rights you have been given.)
Notice that initially most people are struck by the notion that this book is free (the French would say gratuit, at no cost). And it is. However, it is more important that the book has freedom (the French would say liberté, liberty). It will never go "out of print" nor will there ever be trivial updates designed only to frustrate the used book market. Those considering teaching a course with this book can examine it thoroughly in advance.
Adding new exercises or new sections has been purposely made very easy, and the hope is that others will contribute these modifications back for incorporation into the book, for the benefit of all.
Depending on how you received your copy, you may want to check for the latest version (and other news) at
Topics.
The first half of this text (through Chapter M:Matrices) is basically a course in matrix algebra, though the foundation of some more advanced ideas is also being formed in these early sections. Vectors are presented exclusively as column vectors (since we also have the typographic freedom to avoid writing a column vector inline as the transpose of a row vector), and linear combinations are presented very early. Spans, null spaces, column spaces and row spaces are also presented early, simply as sets, saving most of their vector space properties for later, so they are familiar objects before being scrutinized carefully.
You cannot do everything early, so in particular matrix multiplication comes later than usual. However, with a definition built on linear combinations of column vectors, it should seem more natural than the more frequent definition using dot products of rows with columns. And this delay emphasizes that linear algebra is built upon vector addition and scalar multiplication. Of course, matrix inverses must wait for matrix multiplication, but this does not prevent nonsingular matrices from occurring sooner. Vector space properties are hinted at when vector and matrix operations are first defined, but the notion of a vector space is saved for a more axiomatic treatment later (Chapter VS:Vector Spaces). Once bases and dimension have been explored in the context of vector spaces, linear transformations and their matrix representation follow. The goal of the book is to go as far as Jordan canonical form in the Core (part C), with less central topics collected in the Topics (part T). A third part contains contributed applications (part A), with notation and theorems integrated with the earlier two parts.
Linear algebra is an ideal subject for the novice mathematics student to learn how to develop a topic precisely, with all the rigor mathematics requires. Unfortunately, much of this rigor seems to have escaped the standard calculus curriculum, so for many university students this is their first exposure to careful definitions and theorems, and the expectation that they fully understand them, to say nothing of the expectation that they become proficient in formulating their own proofs. We have tried to make this text as helpful as possible with this transition. Every definition is stated carefully, set apart from the text. Likewise, every theorem is carefully stated, and almost every one has a complete proof. Theorems usually have just one conclusion, so they can be referenced precisely later. Definitions and theorems are cataloged in order of their appearance in the front of the book (\miscref{definition}{Definitions}, \miscref{theorem}{Theorems}), and alphabetical order in the index at the back. Along the way, there are discussions of some more important ideas relating to formulating proofs (\miscref{technique}{Proof Techniques}), which is part advice and part logic.
Origin and History.
This book is the result of the confluence of several related events and trends.
At the University of Puget Sound we teach a one-semester, post-calculus linear algebra course to students majoring in mathematics, computer science, physics, chemistry and economics. Between January 1986 and June 2002, I taught this course seventeen times. For the Spring 2003 semester, I elected to convert my course notes to an electronic form so that it would be easier to incorporate the inevitable and nearly-constant revisions. Central to my new notes was a collection of stock examples that would be used repeatedly to illustrate new concepts. (These would become the Archetypes, appendix A.) It was only a short leap to then decide to distribute copies of these notes and examples to the students in the two sections of this course. As the semester wore on, the notes began to look less like notes and more like a textbook.
I used the notes again in the Fall 2003 semester for a single section of the course. Simultaneously, the textbook I was using came out in a fifth edition. A new chapter was added toward the start of the book, and a few additional exercises were added in other chapters. This demanded the annoyance of reworking my notes and list of suggested exercises to conform with the changed numbering of the chapters and exercises. I had an almost identical experience with the third course I was teaching that semester. I also learned that in the next academic year I would be teaching a course where my textbook of choice had gone out of print. I felt there had to be a better alternative to having the organization of my courses buffeted by the economics of traditional textbook publishing.
I had used TeX and the Internet for many years, so there was little to stand in the way of typesetting, distributing and "marketing" a free book. With recreational and professional interests in software development, I had long been fascinated by the open-source software movement, as exemplified by the success of GNU and Linux, though public-domain TeX might also deserve mention. Obviously, this book is an attempt to carry over that model of creative endeavor to textbook publishing.
As a sabbatical project during the Spring 2004 semester, I embarked on the current project of creating a freely-distributable linear algebra textbook. (Notice the implied financial support of the University of Puget Sound to this project.) Most of the material was written from scratch since changes in notation and approach made much of my notes of little use. By August 2004 I had written half the material necessary for our Math 232 course. The remaining half was written during the Fall 2004 semester as I taught another two sections of Math 232.
While in early 2005 the book was complete enough to build a course around and Version 1.0 was released. Work has continued since, filling out the narrative, exercises and supplements.
However, much of my motivation for writing this book is captured by the sentiments expressed by H.M. Cundy and A.P. Rollet in their Preface to the First Edition of
Mathematical Models (1952), especially the final sentence,
This book was born in the classroom, and arose from the spontaneous
interest of a Mathematical Sixth in the construction of simple
models. A desire to show that even in mathematics one could have
fun led to an exhibition of the results and attracted considerable
attention throughout the school. Since then the Sherborne collection
has grown, ideas have come from many sources, and widespread interest
has been shown. It seems therefore desirable to give permanent
form to the lessons of experience so that others can benefit by
them and be encouraged to undertake similar work.
How To Use This Book.
Chapters, Theorems, etc. are not numbered in this book, but are instead referenced by acronyms. This means that Theorem XYZ will always be Theorem XYZ, no matter if new sections are added, or if an individual decides to remove certain other sections. Within sections, the subsections are acronyms that begin with the acronym of the section. So Subsection XYZ.AB is the subsection AB in Section XYZ. Acronyms are unique within their type, so for example there is just one Definition B, but there is also a Section B:Bases. At first, all the letters flying around may be confusing, but with time, you will begin to recognize the more important ones on sight. Furthermore, there are lists of theorems, examples, etc. in the front of the book, and an index that contains every acronym. If you are reading this in an electronic version (PDF or XML), you will see that all of the cross-references are hyperlinks, allowing you to click to a definition or example, and then use the back button to return. In printed versions, you must rely on the page numbers. However, note that page numbers are not permanent! Different editions, different margins, or different sized paper will affect what content is on each page. And in time, the addition of new material will affect the page numbering.
Chapter divisions are not critical to the organization of the book, as Sections are the main organizational unit. Sections are designed to be the subject of a single lecture or classroom session, though there is frequently more material than can be discussed and illustrated in a fifty-minute session. Consequently, the instructor will need to be selective about which topics to illustrate with other examples and which topics to leave to the student's reading. Many of the examples are meant to be large, such as using five or six variables in a system of equations, so the instructor may just want to "walk" a class through these examples. The book has been written with the idea that some may work through it independently, so the hope is that students can learn some of the more mechanical ideas on their own.
The highest level division of the book is the three Parts: Core, Topics, Applications (part C, part T, part A). The Core is meant to carefully describe the basic ideas required of a first exposure to linear algebra. In the final sections of the Core, one should ask the question: which previous Sections could be removed without destroying the logical development of the subject? Hopefully, the answer is "none." The goal of the book is to finish the Core with a very general representation of a linear transformation (Jordan canonical form, Section JCF:Jordan Canonical Form). Of course, there will not be universal agreement on what should, or should not, constitute the Core, but the main idea is to limit it to about forty sections. Topics (part T) is meant to contain those subjects that are important in linear algebra, and which would make profitable detours from the Core for those interested in pursuing them. Applications (part A) should illustrate the power and widespread applicability of linear algebra to as many fields as possible.
The Archetypes (appendix A) cover many of the computational aspects of systems of linear equations, matrices and linear transformations. The student should consult them often, and this is encouraged by exercises that simply suggest the right properties to examine at the right time. But what is more important, this a repository that contains enough variety to provide abundant examples of key theorems, while also providing counterexamples to hypotheses or converses of theorems. The summary table at the start of this appendix should be especially useful.
I require my students to read each Section prior to the day's discussion on that section. For some students this is a novel idea, but at the end of the semester a few always report on the benefits, both for this course and other courses where they have adopted the habit. To make good on this requirement, each section contains three Reading Questions. These sometimes only require parroting back a key definition or theorem, or they require performing a small example of a key computation, or they ask for musings on key ideas or new relationships between old ideas. Answers are emailed to me the evening before the lecture. Given the flavor and purpose of these questions, including solutions seems foolish.
Every chapter of part C ends with "Annotated Acronyms", a short list of critical theorems or definitions from that chapter. There are a variety of reasons for any one of these to have been chosen, and reading the short paragraphs after some of these might provide insight into the possibilities. An end-of-chapter review might usefully incorporate a close reading of these lists.
Formulating interesting and effective exercises is as difficult, or more so, than building a narrative. But it is the place where a student really learns the material. As such, for the student's benefit, complete solutions should be given. As the list of exercises expands, the amount with solutions should similarly expand. Exercises and their solutions are referenced with a section name, followed by a dot, then a letter (C,M, or T) and a number. The letter `C' indicates a problem that is mostly computational in nature, while the letter `T' indicates a problem that is more theoretical in nature. A problem with a letter `M' is somewhere in between (middle, mid-level, median, middling), probably a mix of computation and applications of theorems. So solution MO.T13 is a solution to an exercise in Section MO:Matrix Operations that is theoretical in nature. The number `13' has no intrinsic meaning.
More on Freedom.
This book is freely-distributable under the terms of the GFDL, along with the underlying TeX code from which the book is built. This arrangement provides many benefits unavailable with traditional texts.
No cost, or low cost, to students. With no physical vessel (i.e. paper, binding), no transportation costs (Internet bandwidth being a negligible cost) and no marketing costs (evaluation and desk copies are free to all), anyone with an Internet connection can obtain it, and a teacher could make available paper copies in sufficient quantities for a class. The cost to print a copy is not insignificant, but is just a fraction of the cost of a traditional textbook when printing is handled by a print-on-demand service over the Internet. Students will not feel the need to sell back their book (nor should there be much of a market for used copies), and in future years can even pick up a newer edition freely.
Electronic versions of the book contain extensive hyperlinks. Specifically, most logical steps in proofs and examples include links back to the previous definitions or theorems that support that step. With whatever viewer you might be using (web browser, PDF reader) the "back" button can then return you to the middle of the proof you were studying. So even if you are reading a physical copy of this book, you can benefit from also working with an electronic version.
A traditional book, which the publisher is unwilling to distribute in an easily-copied electronic form, cannot offer this very intuitive and flexible approach to learning mathematics.
The book will not go out of print. No matter what, a teacher can maintain their own copy and use the book for as many years as they desire. Further, the naming schemes for chapters, sections, theorems, etc. is designed so that the addition of new material will not break any course syllabi or assignment list.
With many eyes reading the book and with frequent postings of updates, the reliability should become very high. Please report any errors you find that persist into the latest version.
For those with a working installation of the popular typesetting program TeX, the book has been designed so that it can be customized. Page layouts, presence of exercises, solutions, sections or chapters can all be easily controlled. Furthermore, many variants of mathematical notation are achieved via TeX macros. So by changing a single macro, one's favorite notation can be reflected throughout the text. For example, every transpose of a matrix is coded in the source as {\tt\verb!\transpose{A}!}, which when printed will yield $\transpose{A}$. However by changing the definition of {\tt\verb!\transpose{ }!}, any desired alternative notation (superscript t, superscript T, superscript prime) will then appear throughout the text instead.
The book has also been designed to make it easy for others to contribute material. Would you like to see a section on symmetric bilinear forms? Consider writing one and contributing it to one of the Topics chapters. Should there be more exercises about the null space of a matrix? Send me some. Historical Notes? Contact me, and we will see about adding those in also.
You have no legal obligation to pay for this book. It has been licensed with no expectation that you pay for it. You do not even have a moral obligation to pay for the book. Thomas Jefferson (1743 -- 1826), the author of the United States Declaration of Independence, wrote,
If nature has made any one thing less susceptible than all others
of exclusive property, it is the action of the thinking power called
an idea, which an individual may exclusively possess as long as he
keeps it to himself; but the moment it is divulged, it forces itself
into the possession of every one, and the receiver cannot dispossess
himself of it. Its peculiar character, too, is that no one possesses
the less, because every other possesses the whole of it. He who
receives an idea from me, receives instruction himself without
lessening mine; as he who lights his taper at mine, receives light
without darkening me. That ideas should freely spread from one to
another over the globe, for the moral and mutual instruction of
man, and improvement of his condition, seems to have been peculiarly
and benevolently designed by nature, when she made them, like fire,
expansible over all space, without lessening their density in any
point, and like the air in which we breathe, move, and have our
physical being, incapable of confinement or exclusive appropriation.
Letter to Isaac McPherson
August 13, 1813
However, if you feel a royalty is due the author, or if you would like to encourage the author, or if you wish to show others that this approach to textbook publishing can also bring financial compensation, then donations are gratefully received. Moreover, non-financial forms of help can often be even more valuable. A simple note of encouragement, submitting a report of an error, or contributing some exercises or perhaps an entire section for the Topics or Applications are all important ways you can acknowledge the freedoms accorded to this work by the copyright holder and other contributors.
Conclusion.
Foremost, I hope that students find their time spent with this book profitable. I hope that instructors find it flexible enough to fit the needs of their course. And I hope that everyone will send me their comments and suggestions, and also consider the myriad ways they can help (as listed on the book's website at | 677.169 | 1 |
While we understand printed pages are helpful to our users, this limitation is necessary
to help protect our publishers' copyrighted material and prevent its unlawful distribution.
We are sorry for any inconvenience.
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. | 677.169 | 1 |
0764144650
9780764144653, graphs, and graphing-calculator-based approached. Major topics covered include: algebraic methods; functions and their graphs; complex numbers; polynomial and rational functions; exponential and logarithmic functions; trigonometry and polar coordinates; counting and probability; binomial theorem; calculus preview; and much more. Exercises at the end of each chapter reinforce key concepts while helping students monitor their progress. Barron's continues its ongoing project of improving, updating, and giving contemporary new designs to its popular Easy Way books, now re-named Barron's E-Z Series. The new cover designs reflect the books' brand-new page layouts, which feature extensive two-color treatment, a fresh, modern typeface, and many more graphics. In addition to charts, graphs, and diagrams, the graphic features include instructive line illustrations, and where appropriate, amusing cartoons. Barron's E-Z books are self-teaching manuals designed to improve students' grades in many academic and practical subjects. In most cases, the skill level ranges between senior high school and college-101 standards. In addition to their self-teaching value, these books are also widely used as textbooks or textbook supplements in classroom settings. E-Z books review their subjects in detail and feature short quizzes and longer tests to help students gauge their learning progress. All exercises and tests come with answers. Subject heads and key phrases are set in a second color as an easy reference aid. «Show less | 677.169 | 1 |
...a free program useful for solving equations, plotting graphs and obtaining an in-depth analysis of a function....especially for students and engineers, the freeware combines graph plotting with advanced numerical calculus, in a very...intuitive approach. Most equations are supported, including algebraic equations, trigonometric equations, exponential...equations, parametric equations.
...are combined the intuitive interface and professional functions.
FlatGraph allows:
- To enter one or several functional...parameters of functions with simultaneous display of new graphs that allows to define influence of parameters of...example, ellisoid, cardioid, Bernoulli lemniscate and other similar graphs (where abscissa and ordinate depend on one parameter...- To solve the equations, system of the equations and inequalities by graphic way;...
...3D Grapher is a feature-rich yet easy-to-use graph plotting and data visualization software suitable for students,...to work with 2D and 3D graphs. 3D Grapher is small, fast, flexible, and reliable. It offers...of the functionality of heavyweight data analysis and graphing software packages for a small fraction of their...it works, but can just play with 3D Grapher for several minutes and start working.
3D Grapher...
...curve fitting.
Fit thousands of data into your equations in seconds:
Curvefitter gives scientists, researchers and engineers...model for even the most complex data, including equations that might never have been considered. You can...data fitting includes the following capabilities:
*Any user-defined equations of up to nine parameters and eight variables....for properly fitting high order polynomials and rationals.
...any function. Math Mechanixs includes the ability to graph data on your computers display. You can save...and export the graph data to other applications as well. You can...create numerous types of beautiful 2D and 3D graphs from functions or data points, including histograms and...
...MadCalc is a full featured graphing calculator application for your PC running Windows. With...MadCalc you can graph rectangular, parametric, and polar equations. Plot multiple equations...at once. Change the colors of graphs and the background. Use the immediate window feature...allows you to zoom in and out on graphs or set the scale in terms of x...explicitly or scroll just by clicking on the graph and dragging it.
...This euqation grapher can draw any 2D or 3D mathematical equation....an equation with y= or z= because the graphing software is programmed to handle any combination of...x y z variables. Equations can be as simple as y=sin(x) or as...slope calculation, x-y-z value tables, zooming, and tracing.
Graphs can be printed, saved as BMP picture files...or copied and pasted in other applications. This graphing program is as easy-to-use as typing an equation...
...* x) + c
Quickly Find the Best Equations that Describe Your Data:
DataFitting gives students, teachers,...complex data, by putting a large number of equations at their fingertips. It has built-in library that...of linear and nonlinear models from simple linear equations to high order polynomials.
Graphically Review Curve Fit...fit, DataFitting automatically sorts and plots the fitted equations by the statistical criteria of Standard Error. You...
...:
> >Can store up to three algeriac equations internally
>Programmable
>It can do the operations of...subtract, multiply, and divide of any two algebraic equations algebraically and produce an algebraic result, it can...easy exciting and fast to use
3. Plot graph :
>Can plot up to three graphs simultaneously.... | 677.169 | 1 |
Linear algebra usually deals with vectors, matrices, solving multiple equations with multiple unknowns. These concepts are applied when there are too many variable going around and you have to represent them in a more systematic way, usually through the form of matrices. In Linear Algebra, you will be able to find out that such matrices are very powerful and contain a lot of information which is useful in the analysis and design of anything represented by that matrix.
Discrete Mathematics deals with the math that is not continuous--easy to say... There are many topics under DM such as set theory and topology, boolean algebra, graph theory, trees, algorithm complexity, automata.
II. COURSE DESCRIPTION: An introductory knowledge of Discrete Mathematics can prove very useful, indeed. This syllabus is intended for a one – or two – term introductory course in Discrete Mathematics. Formal Mathematics prerequisites are minimal; calculus is not required. This includes examples, exercises, figures, notes and self – tests to help the students master introductory Discrete Math. In the early 1980's there were almost no books appropriate for an introductory course in Discrete Mathematics. At the same time, there was a need for a course that extends the students' mathematical maturity and ability to deal with abstraction and included useful topics such as combinatorics, algorithms, and graphs. This syllabus addressed these needs. Subsequently, Discrete Mathematics courses were endorsed by many groups for several different audiences, including mathematics and computer science majors. A panel of MAA ( Mathematics Association of America ) endorsed a year – long course in Discrete Mathematics. The Educational Activities Board of IEEE ( Institute of Electrical and Electronics Engineers ) recommended a freshman discrete mathematics course. ACM ( Association of Computing Machinery ) and IEEE accreditation guidelines mandated a discrete mathematics course. This syllabus includes topics such as algorithms, combinatorics, sets, functions, and mathematical induction endorsed by these groups and addressed the goals of those proposals, which expanding mathematical maturity. | 677.169 | 1 |
Functional programming is rooted in lambda calculus, which constitutes the world's smallest programming language. This well-respected text offers an accessible introduction to functional programming concepts and techniques for students of mathematics and computer science. The treatment is as nontechn...
Applied Nonstandard Analysis by Prof. Martin Davis This applications-oriented text assumes no knowledge of mathematical logic in its development of nonstandard analysis techniques and their applications to elementary real analysis and topological and Hilbert space. 1977 edition.What Is Mathematical Logic? by J. N. Crossley, C.J. Ash, C.J. Brickhill, J.C. Stillwell A serious introductory treatment geared toward non-logicians, this survey traces the development of mathematical logic from ancient to modern times and discusses the work of Planck, Einstein, Bohr, Pauli, Heisenberg, Dirac, and others. 1972 edition.
Mathematical Programming by Steven Vajda This classic by a well-known expert explores both theory and applications. It focuses on linear programming, in addition to other programming topics, and features numerous worked-out examples and problems. 1961 edition.A Bridge to Advanced Mathematics by Dennis Sentilles This helpful "bridge" book offers students the foundations they need to understand advanced mathematics. The two-part treatment provides basic tools and covers sets, relations, functions, mathematical proofs and reasoning, more. 1975 edition.How to Solve Applied Mathematics Problems by B. L. Moiseiwitsch This workbook bridges the gap between lectures and practical applications, offering students of mathematics, engineering, and physics the chance to practice solving problems from a wide variety of fields. 2011 edition.
Introduction to Proof in Abstract Mathematics by Andrew Wohlgemuth This undergraduate text teaches students what constitutes an acceptable proof, and it develops their ability to do proofs of routine problems as well as those requiring creative insights. 1990 edition.
Makers of Mathematics by Stuart Hollingdale Each chapter of this accessible portrait of the evolution of mathematics examines the work of an individual — Archimedes, Descartes, Newton, Einstein, others — to explore the mathematics of his era. 1989 editionThe World of Mathematics, Vol. 1 by James R. Newman Vol. 1 of a monumental 4-volume set includes a general survey of mathematics; historical and biographical information on prominent mathematicians throughout history; material on arithmetic, numbers and the art of counting, more.
The World of Mathematics, Vol. 2 by James R. Newman Vol. 2 of a monumental 4-volume set covers mathematics and the physical world, mathematics and social science, and the laws of chance, with non-technical essays by eminent mathematicians, economists, scientists, and others.
The World of Mathematics, Vol. 3 by James R. Newman Vol. 3 of a monumental 4-volume set covers such topics as statistics and the design of experiments, group theory, the mathematics of infinity, the unreasonableness of mathematics, the vocabulary of mathematics, and more.
The World of Mathematics, Vol. 4 by James R. Newman Vol. 4 of a monumental 4-volume set covers such topics as mathematical machines, mathematics in warfare, a mathematical theory of art, mathematics of the good, mathematics in literature, mathematics and music, and amusements.
Product Description:
Functional programming is rooted in lambda calculus, which constitutes the world's smallest programming language. This well-respected text offers an accessible introduction to functional programming concepts and techniques for students of mathematics and computer science. The treatment is as nontechnical as possible, and it assumes no prior knowledge of mathematics or functional programming. Cogent examples illuminate the central ideas, and numerous exercises appear throughout the text, offering reinforcement of key concepts. All problems feature complete solutions | 677.169 | 1 |
Meshoppen AlgebraOnce these rules are learned, the equations become a jigsaw puzzle and can be quite fun to solve. Pre-algebra is the first step on the path to higher mathematics for most students. Pre-algebra courses introduce students to mathematical concepts beyond that of basic arithmetic. | 677.169 | 1 |
Newfields SAT intense love for all things related to the written word and believe that someone who is able to write can not only take greater pleasure in their own thoughts and feelings, but experience more diverse and varied successes in their professional life as well. In this day and age, it is impe...Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Interpret figures of speech (e.g. verbal irony, puns) in context.
- Use the relationship between particular words to better understand each of the words.
- Distinguish among the connotations (...Building on the basics of Algebra 1, Algebra 2 expands and adds to these mathematical concepts. I would want to check your child's skills with Algebra 1 before going to Algebra 2. It's important to relate concepts to 'real world' situations, especially in those areas with which the student has particular difficulty. | 677.169 | 1 |
A+ National Pre-traineeship Maths and Literacy for Retail by Andrew Spencer
Pre-traineeship Maths and Literacy for Retail is a write-in workbook that helps to prepare students seeking to gain a Retail Traineeship. It combines practical, real-world scenarios and terminology specifically relevant to the Retail Industry, and provides students with the mathematical skills they need to confidently pursue a career in the Retail Trade. Mirroring the format of current apprenticeship entry assessments, Pre-traineeship Maths and Literacy for Retail includes hundreds of questions to improve students' potential of gaining a successful assessment outcome of 75-80% and above. This workbook will therefore help to increase students' eligibility to obtain a Retail Traineeship. Pre-traineeship Maths and Literacy for Retail also supports and consolidates concepts that students studying VET (Vocational Educational Training) may use, as a number of VCE VET programs are also approved pre-traineeships. This workbook is also a valuable resource for older students aiming to revisit basic literacy and maths in their preparation to re-enter the workforce at the apprenticeship level.
You might also like...
Walmart, the biggest retailer on earth, has a truly global influence that touches consumers and businesses around the world every day. This title offers an insight into how the retailer emerged from its humble roots in rural Arkansas to become a global retailing phenomenon.
A synthesis of theoretical and practical research on combinatorial auctions from the perspectives of economics, operations research, and computer science.
For Stage 6 Business Studies, this book is a very easy guide through the operations of successful Australian retail company, Harvey Norman, which has operated through a very stagnant housing market, yet has been able to maintain albeit smaller than expected growth in both sales and profit.
Provides instructions for listing products, creating photos and descriptions, offering customer service, and maintaining credibility at EBay. This book describes strategies for finding the products, bidding, negotiating deals, and more.
Books By Author Andrew Spencer
Helps learners' improve their Maths and English skills and help prepare for Level 1 and Level 2 Functional Skills exams. This title enables learners to improve their maths and English skills and real-life questions and scenarios are written with an automotive context to help learners find essential Maths and English theory understandable Hairdressing context beauty therapy context.
Helps learners to improve their Maths and English skills and prepare for Level 1 and Level 2 Functional Skills exams. In this title, the format enables learners to practice and improve their maths and English skills and the real-life questions, exercises and scenarios are written with a Catering and Hospitality context | 677.169 | 1 |
UCD School of Mathematical Sciences
Scoil na nEolaíochtaí
Matamaitice UCD
The UCDMaths Support Centre (MSC) is an informal drop-in centre available as a free service to all UCD students.
The MSC aims to enhance your knowledge of Mathematics. So if you feel totally lost or perhaps you are looking to reach a higher grade then the MSC is the place to come
Most importantly, the MSC is staffed by dedicated experienced tutors who can offer individual support in Pure Mathematics,Statistics, Maths Physics,or any subject such as Economicsor Architecture where problems arise due to a lack of mathematical understanding.
The MSC is especially committed to supporting and guiding first year students who have doubts about their background in maths.
There are millions of reasons why students may worry about being underprepared for university maths. For example; students may have missed a particular topic in school, or it may be many years since they were in school or they may have come through another educational system... whatever the reasons, the MSC is here to help students who want to make the transition to third level mathematics. | 677.169 | 1 |
Mathematics education is ever becoming an ever-increasing barrier to obtaining a post-secondary education and competing in the job market for many students from all socio-economic backgrounds. Far too often, these are students from diverse cultural backgrounds, students from low socio-economic backgrounds, and students for whom English is a second language. Standardized tests scores, including T.A.K.S., the National Assessment of Educational Progress, and U.S.Census data confirm this. In mathematics, algebra has long been called "The Gatekeeper" however, in terms of student preparation for post-secondary education and the 21st Century job market, we must recognize that algebra is "The Emancipator" opening for students' the gateway for higher level mathematics and complex problem-solving.
We live in a country where it has all too frequently been acceptable to be innumerate. Statements like, "I was not good in math", are too frequently the norm. On the contrary, it has never been acceptable to be illiterate. Many students and adults are concrete learners, yet most mathematics instruction is taught in the abstract as a set of rote skills, memorization of disconnected facts and procedures. Students who are concrete learners lose are often left in the dark. The Bill and Melinda Gates Foundation, national political figures, corporate stakeholders, and educational leaders have partnered in an organization called Achieve, acknowledging that high school students with limited access to challenging mathematics instruction are not likely to complete college (see
When I refer to algebra, I do not mean the algebra that many of us learned as symbolic manipulation and memorization of formulas, although these processes are still a fundamental part of learning algebra in today's classroom. Algebraic thinking has taken on a new face, which we refer to a function-based algebra. This approach focuses on patterns and relationships and the representation of concepts in multiple forms, i.e. as number, symbols, graphs, verbal descriptions, concrete objects and pictures, as well as the recognition of numerical patterns in tables. Throughout the United States and internationally, the function-based approach to algebra is introduced to students as early as kindergarten in a grade appropriate manner. Effective instructional strategies must be implemented such that we are reaching and teaching all students to comprehend and apply mathematical concepts. Research-based instructional strategies will direct student towards becoming fluent, competent problem-solvers, who are tenacious, creative, and resourcefulness all of which are necessary life skills. It is not possible to escape mathematics in everyday life.
I serve as an author with McGraw-Hill Education the Glencoe-McGraw/Hill and MacMillan-McGraw/Hill Division and Co-Authored the high school series of What's Math Got to Do With It? Award-winning video series). I served as the lead-consultant to KERA's Math Can Take You Places video series and curriculum . KERA is the PBS affiliate in Dallas – Fort Worth,Texas and surrounding counties.I have worked on staff at the Charles A. Dana Center at The University of Texas at Austin as the Mathematics Director for the Partnership for High Achievement serving teachers throughout Texas stretching from the bordering states of Louisiana, Oklahoma, New Mexico, Arkansas and the Mexican International border in South and far West Texas. I have also had the pleasure of serving as a Senior Mathematics Consultant for ESC Region X, Richardson, Texas, which encompasses over 83 urban, suburban, and rural school districts in eight counties which includes Dallas Independent School District, the second largest district in the state of Texas. Over the years, I have presented sessions incorporating hands-on mathematics instruction, to tens of thousands of students, teachers, administrators, school board members, parents and others; they often ask, "Why wasn't I taught mathematics this way?"Many have stated, "If I had learned mathematics this way, they would have understood it". I have been blessed to be the author of the vast majority of these professional development and student mathematics materials that I have presented over the years.
The Goal: We must work together to improve mathematics instruction for all students through educating and at times, re-educating the public. We must open doors and present choices in mathematics instruction to all students and eliminate the practice of tracking underrepresented student populations into low-level/remedial mathematics courses. We must raise our level of expectation for all student populations, and provide each of them with interesting and challenging instruction.These efforts can be accomplished through ongoing research-based professional development, the establishment of communities of learning, data-driven decision-making and continued commitment to move all students forward. | 677.169 | 1 |
Mathematics
Mathematics majors at Berkeley learn the internal workings of the language of mathematics, its central concepts and their interconnections. Students learn to use mathematical concepts to formulate, analyze, and solve real-world problems. Three options are available: Mathematics, Mathematics with a Teaching Concentration, and Applied Mathematics. The goals are similar for all three, to provide students with an understanding of the basic rules of logic, to develop problem-solving and modeling skills, and to formulate mathematical statements precisely.
Lower Division Requirements
for the Mathematics and Applied Mathematics Majors
Mathematics 1A-1B, 53, 54, 55
Note: Mathematics 1A and 1B must be completed with average grades of C. Mathematics 53, 54, and 55 must be completed with minimum grades of C in each. | 677.169 | 1 |
ELEMENTARY TECHNICAL MATHEMATICS (10TH 10)
by EWEN
List Price: $167.25
Annotated Instructor Edition
Our Price:
$57.99
Rent
Our Price:
$43.76
Term:
Description
Elementary Technical Mathematics Tenth Edition was written to help students with minimal math background prepare for technical, trade, allied health, or Tech Prep programs. The authors have included countless examples and applications surrounding such fields as industrial and construction trades, electronics, agriculture, allied health, CAD/drafting, HVAC, welding, auto diesel mechanic, aviation, natural resources, and others. This edition covers basic arithmetic including the metric system and measurement, algebra, geometry, trigonometry, and statistics, all as they are related to technical and trade fields. The goal of this text is to engage students and provide them with the math background they need to succeed in future courses and careers. | 677.169 | 1 |
Mathematics
'THE POWER TO MULTIPLY YOUR OPTIONS AND ADD VALUE TO LIFE'
Mathematics is an integral part of a general education. It can enhance understanding of our world and the quality of participation in a rapidly changing society. Mathematics pervades so many aspects of our daily life that a sound knowledge is essential for informed citizenship. Through enhanced understanding of mathematics, individuals can become better informed economically, socially and politically in an increasingly mathematically orientated society.
SKILLS
Students will be able to:
Pose questions and formulate propositions
Represent and interpret concepts and relationships
Analyse situations, describe the mathematical concepts, and use efficient procedures to solve problems
Make deductions, generalise and verify solutions
Make logical use of mathematical language
Make predictions, solve problems and reflect on solutions
EXPECTATIONS
Throughout the course, students will be exposed to a variety of learning experiences to help them achieve the general objectives. These include:
Traditional methods of exposition, reinforcement, discussion
Investigations
Individual and group work requiring research, problem solving and modelling either as supervised school activities or as unsupervised out-of-class activities
Computer software integrated into the course where appropriate
ASSESSMENT A variety of assessment techniques will be used and might include:
Two supervised tests per Semester
One extended modelling and problem-solving task or assignment per semester | 677.169 | 1 |
This unit is concerned with two main topics. In Section 1, you will learn about another kind of graphical display, the boxplot. A boxplot is a fairly simple graphic, which displays certain summary statistics of a set of data. Boxplots are particularly useful for assessing quickly the location,...
This...
This unit looks at complex numbers. You will learn how they are defined, examine their geometric representation and then move on to looking at the methods for finding the nth roots of complex numbers and the solutions to simple polynominal equations.
This unit is aimed at teachers who wish to review how they go about the practice of teaching maths, those who are considering becoming maths teachers, or those who are studying maths courses and would like to understand more about the teaching process.
This unit focuses on your initial encounters with research. It invites you to think about how perceptions of mathematics have influenced you in your prior learning, your teaching and the attitudes of learners.
In...
This...
This unit shows how partial differential equations can be used to model phenomena such as waves and heat transfer. The prerequisite requirements to gain full advantage from this unit are an understanding of ordinary differential equations and basic familiarity with partial differential equations.
This...
This | 677.169 | 1 |
Hyperbolic Geometry
You can read this book online in eb20 format without having to download anything.
Although it arose from purely theoretical considerations of the underlying axioms of geometry, the work of Einstein and Dirac has demonstrated that hyperbolic geometry is a fundamental aspect of modern physics. In this book, the rich geometry of the hyperbolic plane is studied in detail, leading to the focal point of the book, Poincare's polygon theorem and the relationship between hyperbolic geometries and discrete groups of isometries. Hyperbolic 3-space is also discussed, and the directions that current research in this field is taking are sketched. This will be an excellent introduction to hyperbolic geometry for students new to the subject, and for experts in other fields. | 677.169 | 1 |
Discrete The first part of this word comes from the Latin
prefix dis-, which means "apart" or "away". The second half
comes from Latin cretus, the past participle of cernere, which means to
distinguish.
In nonmathematical English, discrete mathematics is the study of
numbers, objects, or processes that are distinct, apart or distinguishable. In
mathematical terms, it is the study of structures that are countable (i.e. can be put into
a one-to-one correspondence with the set of natural numbers) or even finite. One example
is the set of graphs with finite number of vertices. Two graphs are either isomorphic or
non-isomorphic and there is nothing in between such as almost isomorphic. Calculus on the
contrary is an example of continuous mathematics in which we can find two numbers on the
number line as close to each other as we want, or we can approximate a given
differentiable function over a compact interval by a polynomial to any degree of accuracy.
Many topics in discrete mathematics have been studied for a long period
of time but they are not prominent until high speed computers become more available in the
recent decades. This is due to the fact that most problems in discrete mathematics require
a large amount of computation that cannot be done by hand in a practical amount of time.
Some typical examples are coding, decoding and cryptography.
Discrete mathematics is a broad subject
and it is impossible to cover even just the introduction of every topic in this field in a
16 week semester. We can only expect to briefly touch on the following basic, typical, and
important topics in this interesting field.
The first three of the above texts are
available in the Limited Loan section of our library, you are strongly encouraged to check
them at least once in the semester and read the examples in the relevant sections.
Course Prerequisite: The
basic requirement is a grade C or better in Math 280, but the concurrent enrollment of
Math 284 will be recommended.
Grades: This course is
offered for a grade of A, B, C, D, or F. The grade distribution is as follows:
A
.........
85 - 100%
B
.........
75 - 84%
C
.........
65 - 74%
D
.........
55 - 64%
F
.........
00 - 54%
Grades are
assigned on an absolute scale, and your work will not be graded on a curve.
You get what you earn,
and other people's performances have no affect on your grade.No
extra credit.
Assignments:
Homework
100
5 short quizzes @25 pts
125
2 one-hour exams @100 pts
200
Final Exam
150
__________________________________
Total
575
Homework will be assigned at the end of
each class meeting, and if you are eager to do the exercises in advance, you can get the
assignment from the next webpage (see top of page). Late Homework will receive 2 point penalty per class day.
Expectation of Students:
Attend all classes and take notes.
Read the text book before and after each lecture. There is
so much material to be covered in this course that it is impossible for the lecturer to
include all the details in class.
Work out the details and fill in the steps at home for the
examples discussed in class. You cannot expect to understand everything instantly during
lecture hours because the lectures will be conducted in a pace much faster than you have
ever encountered. You can only expect to grasp the main ideas first, and then slowly
digest the material through reading, thinking, and practicing later at home.
Form study groups with fellow students, work together in
the library or outside school. This is the best way to learn and check your understanding.
Do all assigned homework problems on a daily basis. Work
out the details and aim for perfection.
Supervised Tutoring Referral
Students requiring additional help or
resources to achieve the stated learning objectives of the courses
taken in a Mathematics course are referred to enroll in Math 198,
Supervised Tutoring. The department will provide Add Codes.
Students are referred to enroll in the
following supervised tutoring courses if the service indicated will
assist them in achieving or reinforcing the learning objectives of
this course:
·IDS 198,
Supervised Tutoring to receive tutoring in general computer applications
in the Tech Mall;
·English 198W,
Supervised Tutoring for assistance in the English Writing Center
(70-119); and/or | 677.169 | 1 |
: A Unit Circle Approach
A proven motivator for readers of diverse mathematical backgrounds, this book explores mathematics within the context of real life using ...Show synopsisA proven motivator for readers of diverse mathematical backgrounds, this book explores mathematics within the context of real life using understandable, realistic applications consistent with the abilities of most readers. Graphing techniques are emphasized, including a thorough discussion of polynomial, rational, exponential, and logarithmic functions and conics. Chapter topics include Functions and Their Graphs; Trigonometric Functions; Analytic Trigonometry; Analytic Geometry; Exponential and Logarithmic Functions; and more. For anyone interested in trigonometry 9780132392792-4-0-3 Orders ship the same or next business day. Expedited shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions. ISBN: 9780132392792.
Description:Very good. Includes factory sealed CD. Clean copy with no...Very good. Includes factory sealed CD. Clean copy with no writing or highlighting on the pages | 677.169 | 1 |
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 | 677.169 | 1 |
Pre-Algebra Solved! 20.10.0009
Bridge the gap between basic math and algebra with Pre-Algebra Solved!®, the smart way to ace your homework and get better grades. Simply enter in your homework problems and Pre-Algebra Solved!
Advertisements
Description:
Bridge the gap between basic math and algebra with Pre-Algebra Solved!®, the smart way to ace your homework and get better grades. Simply enter in your homework problems and Pre-Algebra Solved!® does the rest, providing the solution with step-by-step explanations. With additional powerful features including infinite example problems, practice tests, progress tracking, and a math document designer, Pre-Algebra Solved!® is the only pre-algebra solution you need. As an added bonus, Pre-Algebra Solved!® includes a FREE tutoring session with a live pre-algebra tutor at Tutor.com - the world's #1 online tutoring company
Speedstudy Pre Algebra improve grades and test scores. Multimedia learning system makes even the toughest math concepts come alive. Great for new learners or students studying for college entrance exams Build pre-algebra skills fast!
Algebra Vision is a piece of algebra educational software. About half of students learning algebra have difficulty making the conceptual leap from arithmetic. Algebra Vision helps students by presenting algebra in a more tangible light.
The Personal Algebra Tutor is a comprehensive algebra problem solver for solving algebra problems from basic math through college algebra and preCalculus. The user can enter his/her own problems to get step-by-step solutions. | 677.169 | 1 |
Calculator - We suggest that you
purchase a graphing calculator for this course.You may use a TI-83, TI-83 Plus, TI-84, TI-84
Plus, or TI-Nspire(non-CAS).You
may not use the TI-89, TI-92, or
TI-Voyage.We will have 4 function calculators available
for you to use in class when needed.
Pencils, Paper, Rulers, and Graph
Paper - graded work must be done in pencil.Work in pen will not be graded.
Topics Covered:In this course, students will: analyze
polynomial functions of higher degree; explore logarithmic functions as
inverses of exponential functions; solve a variety of equations and
inequalities numerically, algebraically, and graphically; use matrices and
linear programming to represent and solve problems; use matrices to represent
and solve problems involving vertex-edge graphs; investigate the relationships
between lines and circles; recognize, analyze, and graph the equations of conic
sections; investigate planes and spheres; solve problems by interpreting a
normal distribution as a probability distribution; and design and conduct
experimental and observational studies.
Homework: Homework will be assigned every day and checked
the next day, either for completeness or accuracy.ANSWERS BY MAGIC (no work shown or steps
skipped) WILL NOT RECEIVE CREDIT. You
also WILL NOT RECEIVE CREDIT if your work does not represent the material on
the assignment.
Quizzes, Tests: There will be at least one quiz and one test in each unit. Preparation for these assessments includes
doing your homework assignments and practicing problems from the unit and
previous units.
Final Exam: This is a comprehensive test for this semester
only.It will contain problems similar
to those found on your quizzes and tests.A good recommendation would be to keep all graded papers in your
notebook so you have a good review for the exam.
Make-up work: MAKE-UP WORK IS YOUR RESPONSIBILITY!!!!
Any missed handouts can be found
in the "I was absent!" bin in the front of the room. Any additional missed
assignments or notes can be obtained from a classmate. For an excused absence,
you will have the same amount of time as you missed to complete makeup work. If
a test or quiz is missed, you will need to arrange a time to take the test or
quiz. An unexcused absence will result in a 10% reduction for any work graded
that day.
Tag, Field Trips, TDE, etc.:The student is responsible forwork
missed.Since these are prearranged, you
must have your assignment on the normal due date.
Tardies: Students late to class are required to sign in.The following disciplinary consequences will
result:
Ø1
to 2 tardies – teacher warning
Ø3rd
tardy – teacher detention
ØMore
than 3 tardies – office referral
Recovery:According
to Fulton County's policy, opportunities designed to allow students to recover
from a low or failing cumulative grade (below 74) will be allowed when all work
to date has been completed and the student has shown a legitimate effort to
meet all course requirements (completion of ALL homework, good attendance,
seeking extra help from the teacher, etc.). You should contact the teacher
concerning recovery opportunities and a time for recovery work will be
established.All recovery work will be
directly related to course objectives and must be completed ten school days
prior to the end of the semester.
Honor Code: Please read the Honor Code of RHS in your agenda
book.Academic dishonesty will not be
tolerated in this class.
Extra Help:I
encourage you to come in for extra help! I am available Monday-Thursday from
8:00-8:25am unless I have another scheduled meeting. If necessary, we can set up
another time to meet.
NOTE:If you need help in
this class, please come for extra help! Keeping up with the material is very
important.Don't wait until it is too late to ask for help!
Average:Your grade
will be averaged by the following:
Homework, Daily Classwork = 15%
Quizzes/Tasks = 20%
Chapter Tests/ Projects = 50%
Semester Exam = 15%
Student Expectations:The student is expected to adhere to the following rules:
**We reserve the
right to change these policies as the year progresses, if they do not work out
as expected.
PARENTS:
Please sign and fill out the information below and return this page with your
student. If you prefer, you may send me an email letting me know you received
and understand this syllabus. Thanks!
WISH LIST: If
you are able, the following supplies are needed: AAA batteries, hand sanitizer,
tissues, and colored paper | 677.169 | 1 |
Mora covers the classical theory of finding roots of a univariate polynomial, emphasising computational aspects. He shows that solving a polynomial equation really means finding algorithms that help one manipulate roots rather than simply computing them; to that end he also surveys algorithms for factorizing univariate polynomials. more... | 677.169 | 1 |
Math Materials Notice: Three consumable student workbooks are needed for the math classes: CAMS, STAMS, and SOLVE. Loaner copies are available from the MLC for Levels C,D, and E while you're waiting for your order to arrive. Once ESs receive the students' order, they would need to deliver them to MLC to replace the materials the students took. This will ensure students have instant access to materials for classes. | 677.169 | 1 |
Keith Devlin
Consortium for Mathematics and Its Applications
Topic: math Age Level: advanced | 677.169 | 1 |
Specification
Aims
To introduce students to a subject of convincing practical
relevance that relies heavily on results and techniques from Pure Mathematics.
Brief Description of the unit
Coding theory plays a crucial role in the transmission of
information. Due to the effect of noise and interference, the received message may differ
somewhat from the original message which is transmitted. The main goal of Coding Theory is
the study of techniques which permit the detection of errors and which, if necessary,
provide methods to reconstruct the original message. The subject involves some elegant
algebra and has become an important tool in banking and commerce.
Learning Outcomes
On successful completion of this course unit students will
have a theoretical understanding of how
methods of linear and polynomial algebra are applied in design of
error correcting codes,
and be able to analyse and compare error
detecting/correcting facilities of simple linear and cyclic codes for
the symmetric binary channel; | 677.169 | 1 |
Courses - Numerical Analysis
Lecturer: Sorin Pop
The purpose of this course is to provide introductory material in numerical methods. The course is
split into two parts, part A and part B. Part A is meant for trainees of all orientations, whereas
part B is meant for trainees of the T-orientation. In part A basic numerical methods and algorithms
are introduced and the main elementary techniques are discussed. Part B is dedicated to special
techniques for solving ordinary and partial differential equations which apply to problems from
mathematical physics, their modeling and numerical simulation. At the end of the course, the trainee
should be able to find appropriate numerical techniques for certain problems, and be able to make a
choice by analyzing the advantages and disadvantages of the available methods.
Teaching is organized in weekly sessions of two hours. Students are expected to complete their
knowledge by self-study. Assignments are given every week and have to be handed in the week after.
Every two weeks the students are given a team project. Trainees entering the course are expected
to have basic knowledge of analysis, linear algebra, ordinary and partial differential equations. | 677.169 | 1 |
Mathematical Methods for Physicists
This text is designed for an intermediate-level, two-semester undergraduate course in mathematical physics. It includes details of all important tools required in physics, and contains a large number of worked examples to illustrate the mathematical techniques developed and to show their relevance to physics.
The advancement of observational techniques over the years has led to the discovery of a large number of stars exhibiting complex spectral structures, thus necessitating the search for new techniques ...
Mathematical Tools for Physisists is a unique collection of 18 review articles, each one written by a renowned expert of its field. Their professional style will be beneficial for advanced students ... | 677.169 | 1 |
Algebra for College Students
9780495105107
ISBN:
0495105104
Edition: 8 Pub Date: 2006 Publisher: Thomson Learning
Summary: Kaufmann and Schwitters have built this text's reputation on clear and concise exposition, numerous examples, and plentiful problem sets. This traditional text consistently reinforces the following common thread: learn a skill; use the skill to help solve equations; and then apply what you have learned to solve application problems. This simple, straightforward approach has helped many students grasp and apply fundam...ental problem solving skills necessary for future mathematics courses in an easy-to-read format. The new Eighth Edition of ALGEBRA FOR COLLEGE STUDENTS includes new and updated problems, revised content based on reviewer feedback and a new function in iLrn. This enhanced iLrn homework functionality was designed specifically for Kaufmann/Schwitters' users. Textbook-specific practice problems have been added to iLrn to provide additional, algorithmically-generated practice problems, along with useful support and assistance to solve the problems for students | 677.169 | 1 |
Standards for School Mathematics:
Prekindergarten through Grade 12
What mathematical content and processes should students know and be
able to use as they progress through school? Principles and Standards
for School Mathematics presents NCTM's proposal for what should be
valued in school mathematics education. Ambitious standards are required
to achieve a society that has the capability to think and reason mathematically
and a useful base of mathematical knowledge and skills.
The ten Standards presented in this chapter describe a connected body of mathematical
understandings and competencies—a comprehensive foundation recommended
for all students, rather than a menu from which to make curricular choices.
Standards are descriptions of what mathematics instruction should enable
students to know and do. They specify the understanding, knowledge, and
skills that students should acquire from prekindergarten through grade
12. The Content Standards—Number and Operations, Algebra, Geometry,
Measurement, and Data Analysis and Probability—explicitly describe
the content that students should learn. The Process Standards—Problem
Solving, Reasoning and Proof, Communication, Connections, and Representation—highlight
ways of acquiring and using content knowledge. »
Growth across the
Grades: Aiming for Focus and Coherence
Each of these ten Standards applies across all grades, prekindergarten
through grade 12. The set of Standards, which are discussed in detail
in chapters 4 through 7, proposes the mathematics that all students should
have the opportunity to learn. Each Standard comprises a small number
of goals that apply across all grades—a commonality that promotes
a focus on the growth in students' knowledge and sophistication as they
progress through the curriculum. For each of the Content Standards, chapters
4 through 7 offer an additional set of expectations specific to each grade
band.
The Table of Standards and expectations in the appendix highlights the growth
of expectations across the grades. It is not expected that every topic
will be addressed each year. Rather, students will reach a certain depth
of understanding of the concepts and acquire certain levels of fluency
with the procedures by prescribed points in the curriculum, so further
instruction can assume and build on this understanding and fluency.
Even though each of these ten Standards applies to all grades, emphases will
vary both within and between the grade bands. For instance, the emphasis
on number is greatest in prekindergarten through grade 2, and by grades
9–12, number receives less instructional attention. And the total
time for mathematical instruction will be divided differently according
to particular needs in each grade band—for example, in the middle
grades, the majority of instructional time would address algebra and geometry.
Figure 3.1 shows roughly how the Content Standards might receive different
emphases across the grade bands.
Fig. 3.1. The Content Standards
should receive different emphases across the grade bands.
p.
30
This set of ten Standards does not neatly separate the school mathematics
curriculum into nonintersecting subsets. Because mathematics as a discipline
is highly interconnected, the areas described by the Standards overlap
and are integrated. Processes can be learned within the Content Standards,
and content can be learned within the Process »
Standards. Rich connections and intersections abound. Number, for
example, pervades all areas of mathematics. Some topics in data analysis
could be characterized as part of measurement. Patterns and functions
appear throughout geometry. The processes of reasoning, proving, problem
solving, and representing are used in all content areas.
The arrangement of the curriculum into these Standards is proposed as one coherent
organization of significant mathematical content and processes. Those
who design curriculum frameworks, assessments, instructional materials,
and classroom instruction based on Principles and Standards will
need to make their own decisions about emphasis and order; other labels
and arrangements are certainly possible.
Where Is Discrete
Mathematics?
The 1989 Curriculum and Evaluation Standards for School Mathematics
introduced a Discrete Mathematics Standard in grades 9–12. In
Principles and Standards, the main topics of discrete mathematics
are included, but they are distributed across the Standards, instead of
receiving separate treatment, and they span the years from prekindergarten
through grade 12. As an active branch of contemporary mathematics that
is widely used in business and industry, discrete mathematics should be
an integral part of the school mathematics curriculum, and these topics
naturally occur throughout the other strands of mathematics.
p.
31
Three important areas of discrete mathematics are integrated within
these Standards: combinatorics, iteration and recursion, and vertex-edge
graphs. These ideas can be systematically developed from prekindergarten
through grade 12. In addition, matrices should be addressed in grades
9–12. Combinatorics is the mathematics of systematic counting. Iteration
and recursion are used to model sequential, step-by-step change. Vertex-edge
graphs are used to model and solve problems involving paths, networks,
and relationships among a finite number of objects.
» | 677.169 | 1 |
Differential Equations
Spring 2008
Homework Write-Ups
Problem write-ups are your permanent record of your understanding
of the material covered. This is especially true in a course such as
this where there are no exams.
Solutions should be clearly and logically presented. This means
that:
Your method should always be clear. It should be easy to figure
out what you're doing and why.
Use a lot of space. I recommend skipping some lines if you use
lined paper.
Equations should usually be accompanied by prose. Before plunging
into algebra, state what it is you're solving for. If there are any
non-obvious steps in a calculation, explain them.
Write equations in a logical order.
Most of the problems in this course are not short plug-ins. They
will require you to work through a multiple-step process, often
devising and testing a mathematical model along the way. It is
absolutely essential in such problems that you explain your reasoning
clearly. For these sort of problems, the explanation and narrative
is the solution.
Solutions should stand on their own; they should be understandable
to someone who hasn't read the problem. This means that you should
paraphrase the question before writing your response.
For many problems you will find yourself using Maple. For all but
the simplest Maple calculations you should include a printout of your
Maple worksheet.
I will not give numerical grades on HW assignments. Instead, I
will give a letter grade and try to include as many comments as I
can. I'm mainly interested in seeing that you thoughtfully attacked
the problem and wrote it up in a clear and coherent way.
Finally, a few minor requests:
On the top of the homework, please write the assignment number.
If you don't have a stapler, that's ok. But please don't mangle
and fold over the corner in an attempt to get the pages to stick
together. Just write your name or initials on all pages and I'll
gladly staple them together.
Please don't hand in problems on paper that has been torn out of a
spiral notebook. | 677.169 | 1 |
Buy PDF
List price:
$30.00
Our price:
$27.99
You save: $2.01 (7%)
Standards-Driven Power Algebra I is a textbook and classroom supplement for students, parents, teachers and administrators who need to perform in a standards-based environment. This book is from the official Standards-Driven Series (Standards-Driven and Power Algebra I are trademarks of Nathaniel Max Rock). The book features 412 pages of hands-on standards-driven study guide material on how to understand and retain Algebra I. Standards-Driven means that the book takes a standard-by-standard approach to curriculum. Each of the 25 Algebra I standards are covered one-at-a-time. Full explanations with step-by-step instructions are provided. Worksheets for each standard are provided with explanations. 25-question multiple choice quizzes are provided for each standard. Seven, full-length, 100 problem comprehensive final exams are included with answer keys. Newly revised and classroom tested. Author Nathaniel Max Rock is an engineer by training with a Masters Degree in business. He brings years of life-learning and math-learning experiences to this work which is used as a supplemental text in his high school Algebra I classes. If you are struggling in a "standards-based" Algebra I class, then you need this book! (E-Book ISBN#0-9749392-1-8 (ISBN13#978-0-9749392-1-6)) (Perfect Bound Book ISBN#0-9749392-0-x (ISBN13#978-0-9749392-0-9)) | 677.169 | 1 |
Courses
120. Appreciation of Mathematics An exploration of topics which illustrate the power and beauty of mathematics, with a focus on the role mathematics has played in the development of Western culture. Topics differ by instructor but may include: Fibonacci numbers, mathematical logic, credit card security, or the butterfly effect. This course is designed for students who are not required to take statistics or calculus as part of their studies.
140. Statistics
An introduction to statistical thinking and the analysis of data using such methods as graphical descriptions, correlation and regression, estimation, hypothesis testing, and statistical models. A graphing calculator is required.
160. Calculus for the Social Sciences A graphical, numerical and symbolic introduction to the theory and applications of derivatives and integrals of algebraic, exponential, and logarithmic functions, with an emphasis on applications in the social sciences. A student may not receive credit for both Mathematics 160 and 181.
181. Calculus I
A graphical, numerical, and symbolic study of the theory and application of the derivative of algebraic, trigonometric, exponential, and logarithmic functions, and an introduction to the theory and applications of the integral. Suitable for students of both the natural and the social sciences. A graphing calculator is required. A student may not receive credit for both Mathematics 160 and 181.
182. Calculus II
A graphical, numerical, and symbolic study of the theory, techniques, and applications of integration, and an introduction to infinite series and/or differential equations. A graphing calculator is required. Prerequisite: Mathematics 181 or the equivalent.
201. Modeling and Simulation for the Sciences A course in scientific programming, part of the interdisciplinary field of computational science. Large, open-ended, scientific problems often require the algorithms and techniques of discrete and continuous computational modeling and Monte Carlo simulation. Students learn fundamental concepts and implementation of algorithms in various scientific programming environments. Throughout, applications in the sciences are emphasized. Cross-listed as Computer Science 201. Prerequisite: Mathematics 181.
210. Multivariable Calculus
A study of the geometry of three-dimensional space and the calculus of functions of several variables. Prerequisite: Mathematics 182.
212. Vector Calculus A study of vectors and the calculus of vector fields, highlighting applications relevant to engineering such as fluid dynamics and electrostatics. Prerequisite: MATH 182.
220. Linear Algebra
The theoretical and numerical aspects of finite dimensional vector spaces, linear transformations, and matrices, with applications to such problems as systems of linear equations, difference and differential equations, and linear regression. A graphing calculator is required. Prerequisite: Mathematics 182.
235. Discrete Mathematical Models
An introduction to some of the important models, techniques, and modes of reasoning of non-calculus mathematics. Emphasis on graph theory and combinatorics. Applications to computing, statistics, operations research, and the physical and behavioral sciences.
240. Differential Equations
The theory and application of first- and second-order differential equations including both analytical and numerical techniques. Prerequisite: Mathematics 182.
250. Introduction to Technical Writing An introduction to technical writing in mathematics and the sciences with the markup language LaTeX, which is used to typeset mathematical and scientific papers, especially those with significant symbolic content.
260. Introduction to Mathematical Proof
An introduction to rigorous mathematical argument with an emphasis on the writing of clear, concise mathematical proofs. Topics will include logic, sets, relations, functions, and mathematical induction. Additional topics may be chosen by the instructor. Prerequisite: Math 182
280. Selected Topics in Mathematics
Selected topics in mathematics at the introductory or intermediate level.
310. History of Mathematics A survey of the history and development of mathematics from antiquity to the twentieth century. Prerequisite: Math 260.
410. Geometry
A study of the foundations of Euclidean geometry with emphasis on the role of the parallel postulate. An introduction to non-Euclidean (hyperbolic) geometry and its intellectual implications. Prerequisite: Mathematics 260
421 - 422. Probability and Statistics
A study of probability models, random variables, estimation, hypothesis testing, and linear models, with applications to problems in the physical and social sciences. Prerequisite: Mathematics 210 and 260.
435. Cryptology An introduction to cryptology and modern applications. Students will study various historical and modern ciphers and implement select schemes using mathematical software. Cross-listed with COSC 435. Prerequisites: MATH 220 and either MATH 235 or 260.
439. Elementary Number Theory A study of the oldest branch of mathematics, this course focuses on mathematical properties of the integers and prime numbers. Topics include divisibility, congruences, diophantine equations, arithmetic functions, primitive roots, and quadratic residues. Prerequisite: MATH 260.
441 - 442. Mathematical Analysis
A rigorous study of the fundamental concepts of analysis, including limits, continuity, the derivative, the Riemann integral, and sequences and series. Prerequisites: Mathematics 210 and 260.
445. Advanced Differential Equations This course is a continuation of a first course on differential equations. It will extend previous concepts to higher dimensions and include a geometric perspective. Topics will include linear systems of equations, bifurcations, chaos theory, and partial differential equations. Prerequisite: Math 240.
448. Functions of a Complex Variable An introduction to the analysis of functions of a complex variable. Topics will include differentiation, contour integration, power series, Laurent series, and applications. Prerequisite: MATH 260. | 677.169 | 1 |
Haymarket Algebra getting to know your specific need and to help you achieve your objectives. Respectfully Yours,
John B., BSME, FE(EIT), MBA, PMP, ITILv3, CSSGBEngineers & Scientists use Mathematics to communicate as much as divers use air to breath. As an Engineer myself, I've come to realiz...Most of my family is deaf, including both parents and both step parents. I also have a sister who is deaf along with her husband and her two kids. My other sister who is hearing, is a sign language interpreter.
...Hence, much will depend on student?s standing. The following is a snapshot of what will be covered in the course: algebraic expressions, setting up equations by translating word problems; evaluating expressions by adding and subtracting polynomials; factoring polynomials (trinomials) using FOIL ... | 677.169 | 1 |
For many years, this classroom-tested, best-selling text has guided mathematics students to more advanced studies in topology, abstract algebra, and real analysis. Elements of Advanced Mathematics, Third Edition retains the content and character of previous editions while making the material more …
Starting with the most basic notions, Universal Algebra: Fundamentals and Selected Topics introduces all the key elements needed to read and understand current research in this field. Based on the author's two-semester course, the text prepares students for research work by providing a solid …
Accessible to all students with a sound background in high school mathematics, A Concise Introduction to Pure Mathematics, Third Edition presents some of the most fundamental and beautiful ideas in pure mathematics. It covers not only standard material but also many interesting topics not usually …
Retaining all the key features of the previous editions, Introduction to Mathematical Logic, Fifth Edition explores the principal topics of mathematical logic. It covers propositional logic, first-order logic, first-order number theory, axiomatic set theory, and the theory of computability. The …
Shows How to Read & Write Mathematical ProofsIdeal Foundation for More Advanced Mathematics Courses
Introduction to Mathematical Proofs: A Transition facilitates a smooth transition from courses designed to develop computational skills and problem solving abilities to courses that emphasize …
Introduction to Fuzzy Systems provides students with a self-contained introduction that requires no preliminary knowledge of fuzzy mathematics and fuzzy control systems theory. Simplified and readily accessible, it encourages both classroom and self-directed learners to build a solid foundation in …
A First Course in Fuzzy Logic, Third Edition continues to provide the ideal introduction to the theory and applications of fuzzy logic. This best-selling text provides a firm mathematical basis for the calculus of fuzzy concepts necessary for designing intelligent systems and a solid background for …
This introductory graduate text covers modern mathematical logic from propositional, first-order and infinitary logic and Gödel's Incompleteness Theorems to extensive introductions to set theory, model theory and recursion (computability) theory. Based on the author's more than 35 years of teaching … …
Computability theory originated with the seminal work of Gödel, Church, Turing, Kleene and Post in the 1930s. This theory includes a wide spectrum of topics, such as the theory of reducibilities and their degree structures, computably enumerable sets and their automorphisms, and subrecursive … | 677.169 | 1 |
Sixth Form Maths
AS and A Level Mathematics - Edexcel
This course is suitable for anyone having studied a Higher level GCSE, although students who achieve less than a grade B may find the course very difficult. The course provides an excellent balance of mathematical topics included within the areas of Pure Mathematics (Core), Mechanics and Statistics. The subject is allocated five hours tuition time a week in years 12 and 13. Mathematics is a very popular subject in the sixth form and results are excellent.
A Level Further Mathematics
This course is studied as an additional A level in Mathematics for students who have a real love for the subject, and who have achieved an A* grade at GCSE. It is increasingly being seen as a useful addition for students who are keen to study Mathematics or Engineering at University, as well as other Mathematics related subjects. The course is similar to the A level in Mathematics, with exams in the areas of Pure Mathematics (Core), Mechanics, Decision Maths and Statistics. The subject is allocated four hours tuition time a week in Years 12 and 13.
AS level Further Maths
For students who would like to settle in before taking Further Maths, there is the option of an AS level in the subject in Year 13 if the student achieves a grade A in their AS level Mathematics. This will be studied alongside Maths and will require students to sit three extra modules.
GCSE Re-takes
Students wishing to improve their GCSE grade in Mathematics will be entered for the OCR graduated assessment GCSE. This comprises two modular exams, and a terminal paper.
Facilities
The department is well funded and has a good stock of textbooks. The main textbooks used are written by the syllabus examiners and moderators themselves. We also have a range of software that can be accessed by the students at any time. Graphic programmable calculators are highly recommended. The department prefers students to have their own and sells them at a very reasonable price during the first term.
Staff
Sixth form teachers enjoy their Mathematics and the challenge of helping students achieve their maximum potential.
Some reasons to study Mathematics (and Further Mathematics) at A Level
It is a highly desirable subject
If you want to go to University then A level Mathematics will open more doors than any other subject: Courses and careers in Mathematics, Engineering, Physics, Computing, Accountancy, Economics, Business, Banking, Air Traffic Control, Retail Management, Architecture, Surveying, Cartography, Psychology and, of course, Teaching to name but a few.
In fact, for entry to a Business Studies degree, institutions will generally look for Mathematics as their first choice, and it may seem strange, but if you want to study any area of computing, including games design, at University then they generally ask for Mathematics A Level ahead of Computing A Level. Even subjects such as Psychology favour a qualification in Mathematics.
Mathematics is everywhere
The world we live in simply would not exist as we know it if it was not for Mathematics. Mobile phones, computers, all wireless technologies, computer games, special effects in films, bypasses, CAT scanners, weather forecasts… all of these things have mathematics at the heart of their technology, and the companies who develop these employ many mathematicians. If you were to Google all the creators of The Simpsons, you will find they all have Mathematics based degrees and PhDs. Incidentally, Google itself was created by Mathematicians.
You will earn more if you study Mathematics A level
Students who study Mathematics A Level on average earn 10% more than their non-Mathematics studying counterparts. This percentage increases if you go on to study Mathematics at degree level. | 677.169 | 1 |
New with no dust jacket Key Curriculum Press Paperback 4to 11" - 13" tall; 162 pages; A Key Curriculum book, quality paper, punched for three-hole notebook. This book of engaging blackline masters provides activities for algebra students to use with the graphing calculators and graphing software-technology which is rapidly becoming commonplace in the high school math classroom. Creating graphs is no longer a time consuming task for students, which leaves them more time to use graphs to study the properties of functions. Graphic Algebra helps develop new insights into algebra by providing easy-to-use lessons in which students graph and study functions using any graphing calculator or computer software for graphing.
The book helps students use graphs to solve problems set in real-world contexts; to link different representations in order to move easily between tables of values, algebraic expressions, and graphs; to develop understanding of different types of functions and their properties; to learn concepts and skills needed for graphing on a calculator or a computer; and to explore transformations of functions.
This book grew out of a research project conducted at the University of Melbourne, Australia. Graphic Algebra was designed to be used in a variety of ways to supplement and complement the teaching of algebra. Some problems can be used to introduce new ideas; others offer a novel way to review familiar ideas in a new context. The book is a perfect supplement for any curriculum involving algebra. The materials assume that students have a basic familiarity with algebraic notation and the Cartesian plane. Other prerequisite knowledge is noted for each chapter. Teachers can select short or long sequences of work designed for students at various levels. The book contains reproducible blackline masters, as well as teaching suggestions for using graphing calculators in algebra, extensive teacher notes, and appendices with specific instructions for the Texas Instruments TI-82 and TI-83, Hewlett-PackardŽ HP-38G, and CasioŽ CFX-9850G graphing calculators. For grades 8-11.; ISBN: 1559532793
Seller's Terms of Sale:
If you want to use a coupon or promotion you found on our site at Merchant Circle, Twitter, a blog, barbsbooks.com or a magazine ad, put the promotion or coupon code in the section for "Comments" on the order form. The shopping cart total will not reflect the promotion, but we will apply the savings or free item when we process your order.
We sell through two different store names on this site with two separate shopping carts -- Barb's People Builders and Barb's People Builders Teaching Help. If you order books from both store names, we will automatically consolidate the shipment and the shipping fees, but it won't show on either shopping cart. The total will be less than the two cart totals put together -- usually by at least $2.00 for media mail. We accept MasterCard, Visa, and American Express. We also accept PayPal, personal checks drawn on United States banks, and international postal money orders. We do accept school purchase orders. If you'd like to place one, please press the CONTACT US button.
Be sure and specify with the drop down menu on the order page if you want expedited (Priority or air) shipping (average 2-3 days in USA). Media Mail is our default if you don't specify. Economy shipping within the U.S. is media mail (average 7-28 days). Don't order economy shipping if you must have the book within 30 days. You might get it in 7 days, but it could, in rare cases, take 30 days. I will not send a replacement until 30 days have passed without your order arriving. If you need your order quickly, please order priority shipping. My default rate for media mail is $4.46 for the first book. Sometimes additional books will also be shipped in the order without an increase in postage. It depends upon the weight. The shopping cart default is a few cents higher because it also has to cover the CA tax on shipping. Only California people (or those who order heavier than usual items) will pay the complete default shopping cart rates. My default rate for anything that will fit into a flat rate priority envelope is $6.00.. Sometimes more than one book will fit. Most priority orders of over 2 lbs will be charged $11.75 for as many books as will fit in a medium flat rate box, or $16.00 if your order requires a large flat rate box. If you order too much to fit in either box, I'll contact you with an exact rate and get your permission before I ship. Keep in mind that the shopping cart uses number of items, not weight, in its calculations. This will normally calculate more than I will really charge you. I can always lower a postage rate without having to delay the order by contacting you, but I can't raise the rate unless I get your permission. So the cart is almost always going to calculate too much. I do offer a 50% discount on shipping for additional books in an order after the first book. We will always get your authorization if the amount needs to be increased.
Please ask for quote by email for shipping on orders shipped outside of the United States. Our default rates are best guesses. Where possible, we use global priority flat rate envelopes. If it doesn't fit, I would have to weigh your item and send you a quote if the default rates are too low to cover it. Please keep in mind that the default rates are usually the same for air and surface. The reason for that is because surface rates no longer exist for international mail from the United States. But since tomfolio.com has sellers in other parts of the world whose postal systems still offer surface postage, it's still on our list of shipping choices. All orders must be paid for with United States dollars
We send a notification by email when your order is shipped that includes the exact amount your credit card was charged. If your package qualifies according to postage regulations, you will also receive your delivery confirmation tracking number by email. We cannot get delivery confirmation on orders going outside the United States or to military boxes going overseas. Occasionally, you will get a book before the tracking confirms the book was mailed. This is a glitch that indicates someone did not scan the book when it entered the system. It doesn't mean the book was not shipped. In 17 years I've only had one package that did not arrive at its destination.
We guarantee your satisfaction. If you get a book that is not as described, you may return it at our expense within 10 days of receipt for a full refund. We do ask that you contact us with the reason before you do this.
If the books you order do not meet your needs we will cheerfully refund the purchase price, but not the shipping, if you return the book in the same condition as you got it, within 10 days of receipt. Please contact us first with the reason for your return.
If your shipment was damaged, let us know and we will make arrangements for return or discount, according to your desires. Please email for return authorization within ten days of receiving the book.
If you have questions about any book, we encourage you to contact us by email for further information before ordering. Whenever appropriate, we use recycled boxes and packing materials, if available.
Although we are trying to delete books from our inventory as they are sold, occasionally computer glitches or a rush on a specific title can make it necessary to backorder, if book is still in print, or cancel the order if it is no longer available. . A backorder will normally be shipped about 7 - 14 business days later than if a book is in stock. We will notify you within 24 hours if a title you want is not in stock and give you the approximate time it will take for it to come in. Your credit card is never charged until the book is being processed for shipment within 24 hours. If backorders are unacceptable to you, please indicate this in the space provided for comments when you place your order. Also, if you need more copies of a book than appear to be available, please email me with the number you need. I may have more copies than show up on the shopping cart, or if the book is in print I may be able to order as many as you need. Feel free to email me by clicking the contact dealer button to check availability. | 677.169 | 1 |
... read more
Mathematical Modelling Techniques by Rutherford Aris "Engaging." — Applied Mathematical Modelling. A theoretical chemist and engineer discusses the types of models — finite, statistical, stochastic, and more — as well as how to formulate and manipulate them for best results.
Introduction to Vector and Tensor Analysis by Robert C. Wrede Examines general Cartesian coordinates, the cross product, Einstein's special theory of relativity, bases in general coordinate systems, maxima and minima of functions of two variables, line integrals, integral theorems, and more. 1963 edition.
Vector Analysis by Homer E. Newell, Jr. This text combines the logical approach of a mathematical subject with the intuitive approach of engineering and physical topics. Applications include kinematics, mechanics, and electromagnetic theory. Includes exercises and answers. 1955 edition.
Dimensional Analysis: Examples of the Use of Symmetry by Hans G. Hornung Derived from a course in fluid mechanics, this text for advanced undergraduates and graduate students employs symmetry arguments to illustrate the principles of dimensional analysis. 2006 edition.
Vectors and Their Applications by Anthony J. Pettofrezzo Geared toward undergraduate students, this text illustrates the use of vectors as a mathematical tool in plane synthetic geometry, plane and spherical trigonometry, and analytic geometry of 2- and 3-dimensional space.
Flow-Induced Vibrations: An Engineering Guide by Eduard Naudascher, Donald Rockwell Graduate-level text synthesizes research and experience from disparate fields to form guidelines for dealing with vibration phenomena, particularly in terms of assessing sources of excitation in a flow system. 1994 edition.About Vectors by Banesh Hoffmann No calculus needed, but this is not an elementary book. Introduces vectors, algebraic notation and basic ideas, vector algebra, and scalars. Includes 386 exercises.
Product Description:
Numerous exercises appear throughout the text. 1962 | 677.169 | 1 |
further. In particular, the place-value numeration system used for arithmetic implicitly incorporates some of the basic concepts of algebra, and the algorithms of arithmetic rely heavily on the "laws of algebra." Nevertheless, for many students, learning algebra is an entirely different experience from learning arithmetic, and they find the transition difficult.
The difficulties associated with the transition from the activities typically associated with school arithmetic to those typically associated with school algebra have been extensively studied.1 In this chapter, we review in some detail the research that examines these difficulties and describe new lines of research and development on ways that concepts and symbol use in elementary school mathematics can be made to support the development of algebraic reasoning. These recent efforts have been prompted in part by the difficulties exposed by prior research and in part by widespread dissatisfaction with student learning of mathematics in secondary school and beyond. The efforts attempt to avoid the difficulties many students now experience and to lay the foundation for a deeper set of mathematical experiences in secondary school. Before reviewing the research, we first describe and illustrate the main activities of school algebra.
Previous chapters have shown how the five strands of conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition are interwoven in achieving mathematical proficiency with number and its operations. These components of proficiency are equally important and similarly entwined in successful approaches to school algebra.
The Main Activities of Algebra
What is school algebra? Various authors have given different definitions, including, with "tongue in cheek, the study of the 24th letter of the alphabet [x]."2 To understand more fully the connections between elementary school mathematics and algebra, it is useful to distinguish two aspects of algebra that underlie all others: (a) algebra as a systematic way of expressing generality and abstraction, including algebra as generalized arithmetic; and (b) algebra as syntactically guided transformations of symbols.3 These two main aspects of algebra have led to various activities in school algebra, including representational activities, transformational (rule-based) activities, and generalizing and justifying activities.4
The representational activities of algebra involve translating verbal information into symbolic expressions and equations that often, but not always, involve functions. Typical examples include generating (a) equations that represent quantitative problem situations in which one or more of the quan- | 677.169 | 1 |
Mastering the methods is more important in the long run than simply being able to do the problems sometimes. It's great if you can solve a problem in multiple ways, but most of them don't work in all cases. They might work for that one specific problem, but they might also ONLY work for that one specific problem. It's best to master the method that works in all, or the most, cases. When it's mastered, you're guaranteed to be able to solve a problem of that given form. If you practice instead a bunch of solutions that only work in a few different cases and don't learn to apply the general solution in many ways, you might eventually end up with a problem you can't solve.
tl;dr The goal is to be able to solve any problem of a given type using a general solution that works with all problems of that given type, not to be able to solve specific problems of a given type with solutions that work only for specific problems of that given type. | 677.169 | 1 |
Middle school > Course Description math
Mathematics in grades 6-8 is a sequential, college preparatory program. It emphasizes the development of math concepts, computational skills, problem solving, and critical thinking. Comprehensive and appropriately challenging, this curriculum is designed to provide students with the math background necessary for subsequent math coursework.
Math 6 (Grade 6) is a continuation of the Progress in Mathematics program used in the Lower School. The continuity of the program helps to ease the Middle School transition and allows the students to expand their mathematical ability. Concepts including numeration, operations, computation, algebra, functions, geometry, measurement, and probability are still presented in a variety of formats to develop higher level critical thinking. Many skills directly foreshadow pre-algebra.
Math 7 (Grade 7) integrates applied arithmetic, algebra, and geometry, and connects all these areas to measurement, probability, and statistics. This course provides opportunities for students to visualize and demonstrate concepts with a focus on real-world applications. A strong algebraic influence is included to prepare students for Pre-Algebra. The text for this course is Mathematics: Course 2 by Prentice-Hall.
Pre-Algebra (Grades 7-8) reviews the basic computation of real numbers while integrating skills requiring higher levels of thinking. The use of variables throughout prepares for expanded operations required in Algebra I. Algebra-thinking activity labs provide students with opportunities to dig deeper and explore algebraic concepts to build conceptual understanding. This course, normally taught to eighth graders, is also offered to seventh graders who have demonstrated above average quantitative aptitude and skill. The text for this course is Pre-Algebra by Prentice-Hall.
Algebra ICP (Grades 8-9) is offered to all students who have completed Pre-Algebra. It extends the concept of set theory to include algebraic expressions, algebraic fractions, factoring, and the solution of linear and quadratic equations and inequalities. The interpretation and solution of verbal problems is incorporated within each skill area. Students are encouraged to develop precise and accurate habits of mathematical expression. The text for this course is Beginning Algebra with Applications.
Algebra I Honors (Grades 8-9) is offered primarily to 8th grade students who completed Pre-Algebra in the 7th grade. This is an advanced course; therefore, the pace and rigor of this class will be significantly more challenging than Algebra I CP. Students will study linear, quadratic, absolute value, radical, and rational equations and inequalities, the graphing of linear and quadratic equations and inequalities, solving systems of equations and inequalities, multiplying and factoring polynomials, and simplifying exponential, radical, and rational expressions. Throughout the year, students will work extensively with word problems to develop their critical thinking skills. The text for this course is Algebra. | 677.169 | 1 |
Caroline El-Chaar | LinkedIn Introduction to Calculus and Vectors - taught in french Introduction to Calculus (directed to Arts and Social Sciences students) Mathematical Methods I - taught in french ...
Introduction Calculus on ehow.com
How to Find a Limit in Calculus | eHow Calculus is a mathematical discipline that is based on limits. The first lessons in any introduction to calculus course concerns limits, which is the value of a ...
How to Choose a Calculus Textbook | eHow Other overall texts that are commonly used include: "Introduction to Calculus and Analysis, Volume 1" by Richard Courant and Fritz Joh as well as "Calculus, Vol. 1" by ...
How to Factor in Calculus | eHow The first lessons in any introduction to calculus course concerns limits, which... Solving Calculus Word Problems. When solving calculus word problems, it's important to ... | 677.169 | 1 |
◊Business Technology
Pre-Algebra Mathematics
Prepares students who want to strengthen computational and problem-solving skills before proceeding to an algebra course. Reviews arithmetic and measurements (both metric and American). Teaches the concept of variables, operations involving signed numbers, simplifying algebraic expressions, solving equations and inequalities in one variable, solving simple formulas, ratio and proportion, and solving application problem using equations.
Prereq: MATH 1 or placement at MATH 22, and ENG 19 with grade C or better or placement at least ENG 22; or consent. | 677.169 | 1 |
Catalog of MAA Publications 2011 Annual : Page 8
NEW Lie Groups A Problem-Oriented Introduction via Matrix Groups Harriet Pollatsek ■ MAA Textbooks Can be used as supplementary reading in a linear algebra course or as a primary text in a "bridge" course that helps students make the transition to courses that emphasize definition and proofs, as well as for an upper level elective. The work of the Norwegian mathematician So-phus Lie extends ideas of symmetry and leads to many applications in mathematics and physics. Ordinarily, the study of the "objects" in Lie's theory (Lie groups and Lie algebras) requires exten-sive mathematical prerequisites beyond the reach of the typical undergrad-uate. By restricting to the special case of matrix Lie groups and relying on ideas from multivariable calculus and linear algebra, this lovely and im-portant material becomes accessible even to college sophomores. Working with Lie's ideas fosters an appreciation of the unity of mathematics and the sometimes surprising ways in which mathematics provides a language to describe and understand the physical world. This is the only book in the undergraduate curriculum to bring this material to students so early in their mathematical careers. Geometric Transformations IV Circular Transformations I. M. Yaglom Translated by Abe Shenitzer ■ Anneli Lax NML The familiar plane geometry of high school— figures composed of lines and circles—takes on a new life when viewed as the study of properties that are preserved by special groups of transformations. No longer is there a single, universal geometry: different sets of transformations of the plane correspond to intriguing, disparate geometries. This book is the concluding Part IV of Geometric Transformations , but it can be studied independently of Parts I, II, and III, which appeared in this series as Volumes 8, 21, and 24. Part I treats the geometry of rigid motions of the plane (isometries); Part II treats the geometry of shape-preserving transformations of the plane (similarities); Part III treats the geometry of transformations of the plane that map lines to lines (affine and projective transformations) and introduces the Klein model of non-Euclidean geometry. The present Part IV develops the geometry of transformations of the plane that map circles to circles (conformal or anallagmatic geometry). The notion of inversion, or reflection in a circle, is the key tool employed. Applications include ruler-and-compass constructions and the Poincaré model of hyper-bolic geometry. The straightforward, direct presentation assumes only some background in high school geometry and trigonometry. Numerous exercises lead the reader to a mastery of the methods and concepts. The second half of the book contains detailed solutions of all the problems. 164 pp., 2009 List: $63.95 ISBN: 978-0-88385-759-5 MAA Member: $51.95 Hardbound Catalog Code: LIG/YD11 Visual Group Theory Nathan Carter ■ Classroom Resource Materials Could serve as a text in abstract algebra/ group theory at the undergraduate level, or as supplementary reading at the graduate level. 296 pp., 2009 List: $46.95 ISBN: 978-0-88385-648-2 MAA Member: $36.95 Paperbound Catalog Code: NML-44/YD11 Over 300 illustrations printed in full color. In a New York Times article, Steven Strogatz of Cornell University calls Visual Group Theory a "terrific new book." He describes the book as "one of the best introductions to group theory—or to any branch of higher math—I've ever read." The more than 300 illustrations in Visual Group Theory bring groups, sub-groups, homomorphisms, products, and quotients into clear view. Every topic and theorem is accompanied with a visual demonstration of its mean-ing and import, from the basics of groups and subgroups through advanced structural concepts such as semidirect products and Sylow theory. Although the book stands on its own, the free software Group Explorer makes an excellent companion. It enables the reader to interact visually with groups, including asking questions, creating subgroups, defining homomorphisms, and saving visualizations for use in other media. It is open source software available for Windows, Macintosh, and Unix systems from Flatland Edwin Abbott Notes and commentary by William F. Lindgren & Thomas F. Banchoff ■ Spectrum Flatland , Edwin Abbott's story of a two-dimen-sional universe as told by one of its inhabitants who is introduced to the mysteries of three-dimensional space, has enjoyed an enduring popularity from the time of its publication in 1884. This fully annotated edition enables the modern-day reader to under-stand and appreciate the many "dimensions" of this classic satire. Mathe-matical notes and illustrations enhance the usefulness of Flatland as an elementary introduction to higher-dimensional geometry. Historical notes show connections to late-Victorian England and to classical Greece. Citations from Abbott's other writings, as well as the works of Plato and Aristotle, serve to interpret the text. Commentary on language and literary style in-cludes numerous definitions of obscure words. An appendix gives a compre-hensive account of the life and work of Flatland 's remarkable author. 334 pp., 2009 List: $71.95 ISBN: 978-0-88385-757-1 MAA Member: $57.50 Hardbound Catalog Code: VGT/YD11 296 pp., 2010 List: $14.99 ISBN: 978-0-52175-994-6 Paperbound Catalog Code: FTL/YD11 5 8 To Order : Call 1.800.331.1622 or Online at | 677.169 | 1 |
what is the different between spec math and math?
please anyone explain..
thanks!
spec math is totally different from math(or the full term : mathematical studies)
spec math is totally much more difficult that math studies. cos in math studies you just learn mostly on some algebra, differentiation and intergration.. and questions are mostly on these stuff..
where as for spec math, the questions are normally much more on proving equations like " show that this = that ", then you'll have to apply some theories or laws to prove that this = that. spec math is normally taken by engineering students. though some medic students does take it as well. say in AUSMAT 17, out of 300 students in our batch, about 70 were medic students. and out of this 70 medic students less than 5 did actually take spec mathahhh... okay. okay. looks like calculus is gonna b a tough subject, huh? how bout the other question? the difference between applicable math and discrete math is??ahhh... okay. okay. looks like calculus is gonna b a tough subject, huh? how bout the other question? the difference between applicable math and discrete math is??
yeah.. its quite true alright... what ever you study for your matriculation.. it might seem related to what you study in form 5.. in fact it is related.. but when you really get into it.. its a whole new level for you and definitely not as easy as it seems in form 5 | 677.169 | 1 |
New developments in many applications, such as weather forecasting, airplane design, tomographic problems, analysis of the stability of structures, design of chips and other electrical circuits, etc, rely on numerical simulations. Such simulations require the numerical solution of linear systems or of eigenvalue problems. The matrices involved are sparse and high dimensional (1 billion is not acceptional). The solution of these linear problems are normally by far the most time-consuming part of the whole simulation. Therefore, the development of new solution algorithms is extremely important and forms a very active area of research. The course will give an overview of the modern solution algorithms for linear systems and eigenvalue problems. Modern approaches rely on schemes that improve approximate solutions iteratively. The course will start with a review of basic concepts from linear algebra, after which solution methods for dense systems (LU, QR and Choleski decomposition) will be discussed. Next, the basic ideas for iterative solution methods of sparse systems will be explained, which will lead to the main topic of the course: modern Krylov subspace methods. The main ideas of these methods will be explained and how they lead to efficient solvers. Solution algorithms for linear systems that will be discussed include CG, GMRES, CGS, Bi-CGSTAB, Bi-CGSTAB(l) and IDR(s). Furthermore several preconditioning and deflation techniques will be explained. For large scale eigenvalue problems the Lanczos methods, Arnoldi's method and the Jacobi-Davidson method will be treated.
Organization
Fourteen lectures, each consisting of instruction and theoretical and practical assignments. The practical assignments require programming in MATLAB.
Examination
Quiz, homework assignments and a final project assignment.
Prerequisites
Good knowledge of linear algebra and some experience in programming in MATLAB. | 677.169 | 1 |
The Baldwin Math Department recommends summer practice to maintain math skills. Summer Math Skills Sharpenerbooklets are available through the website The cost per book is $20.
Each booklet contains 30 pages; content is written in accordance with national standards. The overall design of each booklet is to provide 15 – 30 minutes of skills practice per page. Three pages per week is a reasonable pace.
If your daughter is entering 6thgrade in the fall, we recommend the 6thgrade math booklet.
If your daughter is entering 7thgrade in the fall, we recommend the 7thgrade math booklet.
If your daughter is entering 8thgrade in the fall, we recommend the Prealgebra booklet.
If your daughter is entering 9thgrade in the fall but hasn't yet had Algebra 1, we recommend the Prealgebra booklet.
Finally, if your daughter is entering 9thgrade or above and has had Algebra 1, we recommend the Algebra 1 booklet. | 677.169 | 1 |
The new 4th Edition 7th and 8th level math PACEs will strengthen your students' current math skills while preparing for future math studies. Beginning with a comprehensive review of basic math concepts, students will be introduced to prealgebra, pregeometry, and consumer math that will fully equip them for high school math.
Students working in 4th Edition 6th level math should continue with the new 7th level PACEs without being rediagnosed and then proceed into 8th level PACEs. Students working in 7th level Intermediate Math must be rediagnosed. When rediagnosing students, it is important that they complete all gap PACES before proceeding in 8th level PACEs.
Procedures Manual Reminder: Use of calculators should be permitted starting in 7th level and thereafter, unless otherwise noted in the PACE Goal page, but use should be permitted only after the student has successfully demonstrated competence in manual computational skills.
Note: Existing Intermediate (3rd Edition) Math PACEs 1085–1096 (item #6085–#6096) and Keys (#6285, #6288, #6291, and #6294) will only be available until January 2013.
Thank you for training your students to be perseverant in meeting their daily goals. Perseverant—Withstanding stress (the attacks of time and circumstance) to accomplish God's best. And let us not be weary in well doing: for in due season we shall reap, if we faint not. Galatians 6:9 | 677.169 | 1 |
Recently Viewed
Princeton Companion To Mathematics
Synopsis
Includes entries, which introduce basic mathematical tools and vocabulary; trace the development of modern mathematics; define essential terms and concepts and put them in context; explain core ideas in major areas of mathematics; and describe the achievements of scores of famous mathematicians.
Details
Country of Origin : UNITED STATES Editor : Gowers, Timothy Illustrations : Black-And-White Illustrations Throughout | Cross-References, Bibliographies, Index Number Of Pages : 1008 Year of Publication : 2008 | 677.169 | 1 |
Courses
Course Details
MATH 096 Intermediate Algebra and Geometry
5
hours lecture,
5
units
Letter Grade or Pass/No Pass Option
Description: Intermediate algebra and geometry is the second of a two-course integrated sequence in algebra and geometry. This course covers systems of equations and inequalities, radical and quadratic equations, quadratic functions and their graphs, complex numbers, nonlinear inequalities, exponential and logarithmic functions, conic sections, sequences and series, and solid geometry. The course also includes application problems involving these topics. This course is intended for students preparing for transfer-level mathematics courses. | 677.169 | 1 |
The Algebra 2 Tutor DVD Series teaches students the core topics of Algebra 2 and bridges the gap between Algebra 1 and Trigonometry, providing students with essential skills for understanding advanced mathematics.
This lesson teaches students how to add and subtract expressions that contain radicals. Students are taught to simplify each radical expression individually and add the simplified forms according to the rules of algebra. Grades 8-12. 28 minutes on DVD. | 677.169 | 1 |
Re: if using Mathematica to solve an algebraic problem is like copying
To: mathgroup at smc.vnet.net
Subject: [mg108887] Re: if using Mathematica to solve an algebraic problem is like copying
From: "David Park" <djmpark at comcast.net>
Date: Tue, 6 Apr 2010 07:23:27 -0400 (EDT)
Why is using Mathematica similar to copying someone else's homework?
Putting the question of the motivation and economics of student cheating
aside, the question is: how can Mathematica be used to promote learning by
students actually interested in learning?
How about the following as one possible method? Use an Axiom Set - Problems
approach. Give the students the axioms or rules of his subject (with
descriptive names) in an active form and then have them solve problems by
choosing and applying the axioms step by step. If they could do that, would
it satisfy you, even though the computer was doing the dog work?
Would you object if the students didn't actually memorize the axioms but
worked from a table or palette? Would they sort of memorize them just by
repeated use?
Or is it your position that students have only learned what they can recall
from memory and apply using pencil and paper?
More generally, is it your position that Mathematica can't ever be helpful
in learning, or that it hasn't been shown to be useful, or that we just
haven't learned ourselves how to make it useful.
David Park
djmpark at comcast.net
From: Richard Fateman [mailto:fateman at cs.berkeley.edu]
from someone else, then consider this article, which
suggests that students (at MIT, at least) learn significantly
less, in some sense by copying their homework.
Of course this would be similarly true for other computer systems.
While the details of the experimental setup may not match, the
results are startling. | 677.169 | 1 |
Nine PlanetsA Multimedia Tour of the Solar System: one star, eight planets, and more
Search for San MarinoIt goes into the use and calculation of sequences and series, the binomial theorem (expanding a binomial expression that is to an exponent greater than 3), the necessity of vectors, parametric equations (such as x = t, y = f(t)), matrices and determinants. Lastly, Pre-Calculus starts students on...
...I have a unique range of skills from analog to digital methods, and I get excited about learning new things and sharing the knowledge.Digital Photography - Developing the Digital
(Adobe Lightroom Basics)
You've been using a DSLR and capturing loads of images, now what? Making great pictures star | 677.169 | 1 |
Welcome to my home page. Algebra I is one of my favorite courses to teach because I get to work with students new to high school math. I hope throughout the year your student develop to learn the importance of math and maybe even enjoy it too. If you ever need to contact me please email me at [email protected] Attachedis a copy of the syllabus and supply list for Algebra 1.
Algebra I
Algebra I is a Tennessee state tested course focusing on standards and grade-level expectations ranging from graphing one and two-step equations to graphing and solving quadratic formulas.
The website to access your textbook is my.hrw.com Your student has a unique username and password I have given to them. | 677.169 | 1 |
Ok you people out there that want the easy way out in your geometry, algabra, and pre-calc class
i got a math program for you that does most of what you need for these classes.
ne thing from: Area, surface area, volume, cramers rule, Conics, distance formula, end behavior, midpoint, pascals triangle, quadratic formula, reducing radicals, and slope.
It runs right out of the program menu, or if you really want to be secretive, it works under mirage (which can hide it from teachers)
I was hoping to sell it for like 2 bucks....but don't know if it will work that way... but if you want it..email me and i'll give it to you for free
Because I like to help people learn programming and stuff, I have setup a few yahoo groups where people can learn from me/eachother, share files/programs, post messages, etc. - Trust me, I am among the best, so I think it would be very beneficial.
I am very willing to teach people everything I know whenever I have free time (I like to work on a one-to-one basis). Check out my groups if you are at all interested or curious.
Below are the web addresses for my groups (CAREFUL, I had to put a space after each slash, so if you copy and paste, delete the spaces):
You could try searching for one first. For example, you could probably find one or more in 83plus/basic/math (such as baseic.zip or bases.zip) or in 83/basic/math.
I don't want to sound rude or condescending, but you really should look first for what you want before you ask someone to do something for you. This site especially has most math programs a beginner like you or I would need.
Once you've learned enough and need a program that doesn't exist (at least on ticalc), one should hope that you would have the ability and knowledge to write what you need by yourself or at least to search the many resources available to you on the Internet and other places. This goes for most every beginner, not just you.
I'm not trying to be high and mighty by calling you and others a beginner; I still consider myself to be a beginner in many ways.
hi i am taking AP Calculus. please, i am begging you. someone has to create a super program for this class. it isn't a hard class, but it takes time to solve some stuff. also, a calculus program would save me time in contests. well see you and thanks
A lot of programs calculate everything for you in the background, giving you a final answer. What about a program that gives you the formula? I can't remember formula, and I don't trust values of programs, I'd prefer to just see the formula.
Option 1: If it is Mirage compatible (add a ":" to the beginning of the first line), you simply highlight it in Mirage and press "tan(". To the right, the properties should read either "LOCKED:Y" or "L:Y".
Option 2: Send it to your computer (PC or Mac) and open it with 83+ Graph Link. There should be a box next to "Protected". Check the box.
If you don't have either of those two programs, e-mail me at [email protected]
Ok, this is kind of similar.
I'm the only person at my school who knows any bit how to program calculators, so, like anyone would do, I sell them. However, lately, people have been giving each other the programs instead of buying them from me. Is there a way to stop people from being able to send programs????
thats pretty underhanded ... but, back to the point if you aren't sending then mirage its easy to send them a shell that can detect hidden progrsms and run them but not unhide them. You can send them the program from mirage so you dont have to unhide it. they will be able to run the program from the shell but if you dont give anyone mirage then they cant send them. | 677.169 | 1 |
students acquire conceptual understanding of key geometric topics, work toward computational fluency, and expand their problem-solving skills. Course topics include reasoning, proof, and the creation of sound mathematical argumentsExtensive scaffolding aids below-proficient readers in understanding academic math content and in making the leap to higher-order thinking. Mathematical vocabulary is supported with rollover definitions and usage examples that feature audio and graphical representations of terms. Situational interest that promotes a relevant, real-world application of math skills serves to engage and motivate students.
The content is based on the National Council of Teachers of Mathematics (NCTM) standards and is aligned to state standards (available on request). | 677.169 | 1 |
Advanced Instructional Schools (AIS)
Objectives of AIS
After students gain basic knowledge in algebra, analysis and topology in the annual foundation schools, they are ready for studying several subjects in mathematics at research level. In any AIS, lectures are delivered by experts in two closely related areas. The emphasis in these schools will be, in addition to imparting basic knowledge, in understanding connections between various areas of mathematics and problem solving. Towards the end of these schools special expository lectures will be arranged which introduce the audience to major open problems.
Subject areas of advanced instructional schools
Keeping in mind the expertise available in the country, the following subjects have been chosen for these schools at present:
Commutative algebra and algebraic geometry
Algebraic and differential topology
Functional and harmonic analysis
Differential Geometry and Lie groups
Representation theory and its applications
Algebraic and analytic number theory
Partial Differential equations and their applications
Combinatorics and graph theory
Eligibility
Students who perform well in the Annual Foundation Schools will have the option of further training in Advanced Instructional Schools. In addition, Ph. D. students having fellowship, post doctoral fellows and a few university faculty members will be selected for these based on recommendation letters and performance in M. Sc. and/or Ph. D. courses.
Format of Advanced Instructional Schools
09.00-10.30
10.30-11.00
11.00-12.30
12.30-2.00
2.00-4.00
4.00-4.15
4.15-5.15
5.15-5.45
Lecture
Tea
Lecture
Lunch
Tutorial
Tea
Special Lecture
Refreshments
Resource Persons and lecture notes
The lectures will be delivered by course instructors and the tutorials will be conducted by course assistants. The suggested load is a minimum of 8 lectures for each speaker. A typical school will require a total of 6 instructors and 3 course assistants. A few Special expository lectures highlighting current developments andopen problems will be arranged.
The instructors will prepare notes of their lectures and send them to the conveners before the programme starts so that copies can be distributed to the students.
The notes of lectures will contain all the problems sets to be discussed in the tutorials.
The notes will be more comprehensive than the lectures as the students will use them later for self-study.
The guest speakers for special lectures will prepare lecture notes outlining recent developments or work done on an important open problem. Effort will be made to provide comprehensive literature survey so that participants may use the notes for self-study.
After the school is over, the speakers will be encouraged to revise their notes and send them to the secretary of ATM Schools for posting on the web-pages of the schools. | 677.169 | 1 |
focus in ALGEBRA: INTRODUCTORY & INTERMEDIATE is on you, the student. You are encouraged to be active participants both in the classroom and in your own studies as you work through the How To examples and the paired Examples and You Try It problems. The role of "active participant" is crucial to your success. ALGEBRA: INTRODUCTORY & INTERMEDIATE presents worked examples, and then provides you with the opportunity to immediately work similar problems, helping to build your confidence and eventually master the concepts. This simple framework, known as the Aufmann Interactive Method (AIM) is the foundation for your success.
All lessons, exercise sets, tests, and supplements are organized around a carefully-constructed hierarchy of objectives. This "objective-based" approach helps you clearly organize your thoughts around the content making the pages easier for you to follow | 677.169 | 1 |
iv. Differentiation from first Principles for x squared, integral of x and cosine x
v. Implicit differentiation
Brendan GuildeaVideo eLesson(31min)Exam Questions & Answers(19min)(3897 views)Calculus - Differentiation II
View Topic »This RevisionPack guides you through worked solutions to example questions that include:
- Standard derivatives (including exp and ln)
- Using product and quotient rules with the chain rule
- Working with the root of natural logarithms (e)
- Second derivatives
- Parametric equations of a curve
This RevisionPack guides you through worked solutions to example questions that include:
- Standard derivatives (including exp and ln)
- Using product and quotient rules with the chain rule
- Working with the root of natural logarithms (e)
- Second derivatives
- Parametric equations of a curve
Brendan GuildeaVideo eLesson(29min)Exam Questions & Answers(27min)(3378 views)Calculus - Differentiation III
View Topic »Topics dealt with in this pack include:
1. using the Newton-Raphson formula to find approximate roots
2. The addition rule from first principles
3. Finding maximum, minimum and inflection points, plus their applications
4. How to graph a curve with no turning points and find its asympotes
The pack includes solutions to some of the most challenging questions on Math Paper I higherTopics dealt with in this pack include: | 677.169 | 1 |
Buy PDF
List price:
$49.95
Our price:
$45.99
You save: $3.96 (8%)
The essential guide to MATLAB as a problem solving tool This text presents MATLAB both as a mathematical tool and a programming language, giving a concise and easy to master introduction to its potential and power. Stressing the importance of a structured | 677.169 | 1 |
Starting from governing differential equations, a unique and consistently weighted residual approach is used to present advanced topics in finite element analysis of structures, such as mixed and hybrid formulations, material and geometric nonlinearities, and contact problems. This book features a hands-on approach to understanding advanced concepts of the finite element method (FEM) through integrated Mathematica and MATLAB® exercises.
Designing structures using composite materials poses unique challenges due especially to the need for concurrent design of both material and structure. Students are faced with two options: textbooks ... | 677.169 | 1 |
Provides clear, well organized presentation of calculus with applications to engineering and the sciences. Emphasizes the methods and applications of the calculus with some coverage of relevant theory, including functions, limits, continuity, differentiation, integrations in higher dimensions, and line and surface integrals. Pays particular attention to those aspects of calculus that are important in developing effective problem solving methods--often involving estimating errors or constructing numerical approximations. Supplies more thorough treatment of some major topics than most books, such as: comparison tests for improper integrals; use of power series representations for functions; and the relation between linear approximations and differentiation. Also covers elementary transcendental functions, infinite series, Taylor's approximation, polar coordinates, and vectors and three dimensional geometry. [via] | 677.169 | 1 |
Mathematics with Business Applications
Chapter 18:
Business Math in Action
A Virtually Perfect Fit
Fashion designers are in a race against time. Seasons change quickly and so do styles, which means designers must constantly come up with fresh ideas that can be worn each season. If a new trend suddenly explodes, designers have to scramble to keep up. They must design new clothes and get them manufactured-fast. Sometimes as little as two or three weeks' lag time in processing customers' orders can mean the difference between making and losing money.
The most time-consuming part of the clothing industry is manufacturing the garments. It takes about 27 weeks to have garments made in the Far East, and six weeks in the U.S. The finished garments are shipped to distribution centers, and from there they are trucked to retail stores across the nation. When the clothing finally lands at your local store, it must be unpacked, priced, security tagged, and finally folded or placed on hangers.
One way to shortcut the process is to deliver garments directly to consumers, bypassing the store altogether. In the past, companies did this through mail-order catalogues. When the Internet became popular in the 1990s, stores could advertise their clothing online as well as in catalogues. Ideally, shopping for clothes online would be more dynamic and interactive than looking at catalogues. Above all, clothing sites might be able to overcome the biggest problem with mail-order clothes: getting the size right without being able to try on the garment. Enter the virtual dressing room.
Virtual dressing technology allows you to create a virtual self by entering your weight, height, and other dimensions. A model based on these dimensions will then show you how a piece of clothing will look on your body type. You can view how long a jacket might hang or how the neckline of a sweater might look on your body as opposed to that of the skinny catalogue model. On some sites, your virtual model will rotate so you can view the item from the side and back as well as the front. It's a big improvement over traditional sizing charts.
Still, the virtual dressing room has not solved all the problems of online shopping. About a third of all clothing bought online is returned, usually because the buyer didn't like the way it fit. Consumers also dislike the hassle of having to ship items back to the retailer, and they're frustrated with not being able to judge the quality of the fabric, how it feels, or what its true color is. When a customer returns an item, the retailer must spend more money to have it packaged again for resale. The worst part for retailers is that more than half of all customers who return a garment will never shop at that site again, according to a study by iMarketing News.
Lands' End is among the most successful of the online clothing retailers. Its virtual dressing technology has improved the company's online sales, and shoppers who use the program tend to make larger purchases than those who don't. Customized garments, such as monogrammed jackets, account for 40 percent of LandsEnd.com's business. Because bricks-and-mortar retailers (that is, stores you can walk into) don't want to bother with customizing garments, LandsEnd.com was able to fill a consumer need. If other retailers can discover similar niches, they too might find that online sales are worth the risks. | 677.169 | 1 |
Main menu
Post navigation
Calculator
Now every gadget – phone, tablet, and even game consoles have a calculator. But what is interesting, in my case, I did when they were not used . In other matters this refers not only to electronic calculators but their notebooks I do not use it, preferring an ordinary paper notebook.
Calculators are very different from each other: there are simple functions of calculators, which only multiplication, division, subtraction and addition. There are more "wired" calculators, which can among other things, to build a power, etc.
There are also online calculators. Online calculator can save you a lot of time to solve various mathematical problems. In computing any non-trivial engineering problems have a good calculator (even online fit calculator) is necessary. Calculator – a tool for automatic computation.
If not at hand or simply engineering mathematics (arithmetic) calculator, you can always use a simple and convenient online calculator. So you can easily calculate the sine (sin), cosine (cos), tangent (tan), the logarithm (log), to build number to a power – all this and more in the online calculator. We know that mathematics (algebra and geometry) as well as other items can not be represented without calculations. | 677.169 | 1 |
At the conclusion of their studies, Mathematics majors will demonstrate the following learning outcomes:
1. Develop mathematical thinking and communication skills: progress from a procedural/computational understanding of mathematics to a broad understanding encompassing logical reasoning, generalization, abstraction and formal proof; gain experience in careful analysis of data; become skilled at conveying their mathematical knowledge in a variety of settings, both orally and in writing.
Particularly, students will be exposed to a number of contrasting but complementary points of view: continuous and discrete, algebraic and geometric, deterministic and stochastic, theoretical and applied. These will be assessed by means of a comprehensive examination in Senior Year. | 677.169 | 1 |
A: Students taking general education or introductory
collegiate courses in the mathematical sciences
General education and introductory courses enroll almost twice as many
students as all other mathematics courses combined [1].
They are especially challenging to teach because they serve students with
varying preparation and abilities, many of whom have had negative experiences
with mathematics. Perhaps most critical is the fact that these courses affect
life-long perceptions of and attitudes toward mathematics for many
students—and hence many future workers and citizens. For all these
reasons these courses should be viewed as an important part of the
instructional program in the mathematical sciences. This section
concerns the student audience for these entry-level courses that carry
college credit. An important resource for discussions about these courses is Crossroads in
Mathematics: Standards for Introductory College Mathematics Before Calculus,
published by the American Mathematical Association of Two-Year Colleges and
available in its entirety on the Internet.
A.1: Offer suitable courses
Mathematical sciences departments should ensure that all students
meeting general education or introductory requirements in the mathematical
sciences are enrolled in courses designed to
Engage students in a meaningful and positive
intellectual experience;
Increase quantitative and logical reasoning
abilities needed for informed citizenship and in the workplace;
Strengthen quantitative and mathematical abilities
that will be useful to students in other disciplines;
Improve every student's ability to communicate
quantitative ideas orally and in writing;
Encourage students to take at least one additional
course in the mathematical sciences.
General Introductory Courses
At Princeton University, the Math Alive course is
designed for those who haven't had college mathematics but would like to
understand some of the mathematical concepts behind important modern
applications. It consists of largely independent 2-week units in
cryptography, error correction and compression; probability and statistics;
birth, growth, death and chaos; geometry and motion control; and voting and
social choice. Each unit is divided into two parts. For each part students
can download lecture notes in pdf or ps format. Each part has a problem set
and a corresponding online lab. Links for the lecture notes, online labs, and
problem sets through corresponding links are on the course website. Each
problem set is posted on the web one week before it is due. Solutions to the
problem are available on the web after the submission deadline. The syllabus describes
class topics, lists due dates and posts problem sets and labs.
A widely-used text for a similar but somewhat less mathematically
demanding course is For
All Practical Purposes by COMAP. The companion website contains
extensive resources for students and teachers.
At The University of Texas at Austin, the mathematics course developed for
the liberal arts honors program is designed to present "culturally
significant and beautiful concepts with concomitant emphasis on potent strategies
of discovery and exploration." The course presents infinity, the fourth
dimension, geometric gems, topology, coincidence, chaos, fractals, and other
topics. Each topic is intended to illustrate the process of starting
with a simple observation and applying techniques of effective thinking that
lead to the creation of new ideas, such as making errors and learning from
them, breaking complicated questions into simple components, understanding
simple things deeply, and finding the essence of an issue. One project
directs students to take a non-mathematical issue they care about and apply
the methods of analysis, not the mathematics itself, to analyze the issue or
produce a creative work about it. The text used is The
Heart of Mathematics: An invitation to effective thinking, by E.
Burger, and M. Starbird.
The
introductory course in Contemporary Mathematics at Virginia
Commonwealth University is taken by more than 2000 students each
year. It uses the text Excursions
in Modern Mathematics Peter Tannenbaum and Robert Arnold and includes
topics such as voting and fair division, applications of graph theory/networks,
population growth, symmetry, and fractal geometry. In the context of
these applications of mathematics, students strengthen their algebraic and
graphing skills. The course serves as a prerequisite for the statistics
course that is required in most humanities and social science degree
programs. Students take three exams and four quizzes; write two papers;
participate in making a group presentation; make a poster session
presentation; turn in a dozen in-class/homework worksheets; and respond to
weekly prompts in a Learning Log. Grades are based on tests (30%),
quizzes (20%), presentations (20%), papers (20%), worksheets etc. (20%).
Students who complete a learning log may drop the lowest 10% of the grades
for their assignments. A detailed instructor's
guide, discusses the use of writing-to-learn, group projects, independent
study projects, poster sessions and other approaches that expect active
student engagement.
Mount Holyoke College offers a variety of
courses to incoming students not enrolling in a calculus sequence. The
introductory "explorations" in algebra, number theory, geometry, and fractals
and chaos offer a way for students to begin their study of mathematics. These
courses emphasize mathematics as an art and as a way of seeing and
understanding. The explorations presuppose neither special talent for nor
prior strong interest in mathematics. They intend to awaken interest by
demonstrating either the pervasiveness of mathematics in nature and its power
as a tool that transcends disciplines or its qualities as an art that brings
aesthetic pleasure to the participant. Another alternative for students is an
interdisciplinary case-study course in quantitative reasoning.
Resources that can be used to introduce students to
contemporary topics in general education courses include the AMS website What's New in Mathematics and PLUS magazine,
an Internet magazine from the United Kingdom, which aims to introduce readers
to the beauty and the practical applications of mathematics. A number of
articles in the MAA journal Math
Horizons are also appropriate for a general undergraduate student
audience.
Precalculus – New Approaches
Based on her workshop program in calculus, Nancy Baxter-Hastings has
developed a workshop program in precalculus, designed to eliminate the
distinction between classroom and laboratory work. Her text is Workshop
Precalculus: Discovery With Graphing Calculators. The method alternates
between three primary components: summary discussions, introductory remarks,
and collaborative activities. Students are expected to learn by working in
groups, discussing problems as a class, and writing individual reports. The
book encourages students to do initial computations and symbolic
manipulations by hand in order to understand how results are produced,
turning to calculators once they understand a concept. The book offers the
following suggestions for workshop instructors: take control of the
course, keep the class roughly together, allow students to discover, promote
collaborative learning among students, encourage students' guessing and
development of intuition, lecture when appropriate, have students do some
work by hand, use technology as a tool, be proactive in approaching students
and give them access to "right" answers, provide plenty of feedback, stress
good writing, implore students to read well, and have fun!
Precalculus with Applications,
based on Functioning
in the Real World: A PreCalculus Experience by Sheldon Gordon et al.,
is taught at Farmingdale State University of New York. It is designed
to prepare students for calculus as well as for quantitative courses in the
natural and social sciences. The course introduces students
to the fundamental families of functions using
contextual, tabular, graphical, and algebraic
representations. A common theme is the notion of fitting functions to
real-world data. Each family of functions is introduced in context and
the emphasis throughout is on realistic applications. Matrices and
their use in solving systems of linear equations are also introduced, as are
the notion of recursion and applications via models involving difference
equations. The course requires three class tests, a series of three
individual investigatory projects (which count as equivalent to two class
tests), and a cumulative final exam.
The Precalculus Weblet
consists of an online textbook, syllabi, homework, and exams developed by the
members of The Washington State Board for Community College Education. It
contains links for exploring precalculus concepts using current information
on the Internet. All the material on the website is freely available for
personal use.
The article "Who Are the Students who take
Precalculus" by Mercedes McGowen, William Rainey Harper College, examines
the numbers of students in precalculus courses, their backgrounds and
motivations for taking the courses, and the subsequent mathematics courses in
which they enroll.
Integrating Precalculus and Calculus
In 1988 Moravian College replaced the traditional 2-term
Precalculus-Calculus I sequence with a one-year course, Calculus I with
Review. The course addressed the problem of making calculus accessible
to students with weak algebra and problem-solving skills. The idea was that
by providing conceptual background and discussing specific algebra techniques
just prior to introducing a calculus topic, the students are motivated to
understand the usefulness of the techniques and immediately apply them to
calculus problems. The developers of the course believed that it is important
to have good supplemental material, and to this end they prepared a text, A
Companion to Calculus, which can be used with scheduled or informal
tutoring sessions or as a supplement for individual study. Chapters are keyed
to primary topics in any first calculus course, and the text approaches all
concepts in four ways: descriptive (verbal and written), symbolic, numeric,
and graphic. With assistance from the Fund for the Improvement of
Post-Secondary Education (FIPSE), the Moravian project team mentored a number
of other
institutions in creating similar courses. In fact the idea of integrating
precalculus material into calculus course became so successful that textbooks
have been written specifically for such a course. Two of these are Calculus
1 With Precalculus: A One Year CoursebyRon Larson, et
al., and
Integrated Calculus: Calculus with Precalculus and Algebra by Laura
Taalman.
An example of a calculus course that integrates calculus and precalculus
and places special emphasis on active learning is the Workshop Calculus Program. The
textbooks Workshop Calculus: Guided Explorations with Review, vol.
1 and vol.
2, and Workshop Calculus with Graphing Calculators Guided
Exploration with Review, vol.
1 and vol.
2, developed by Nancy Baxter-Hastings, Dickinson College, seeks to help
students develop the confidence, understanding, and skills necessary for
using calculus in the natural and social sciences and for continuing their
study of mathematics. Lectures are replaced by an interactive teaching format
that does not distinguish between classroom and laboratory work. Students are
expected to learn by doing and by reflecting on what they have done, and the
instructor is expected to respond to students as they learn.
ARTIST
stands for Assessment Resource Tools for Improving Statistical Thinking.
"This website, with support from the National Science Foundation, provides a
variety of assessment resources for teaching first courses in Statistics:
1. Assessment Builder: a collection of about 1100 items, in a variety
of item formats, according to statistical topic and type of learning outcome
assessed. This database can be used to generate files to be edited and
manipulated by statistics instructors.
2. Resources:
* Information guidelines, and examples of alternative assessments (such as
projects, article critiques, and writing assignments)
* Copies of articles or direct links to articles on assessment in
statistics. References and links for other related assessment resources. 3. Research
Instruments: instruments that may be useful for research and evaluation
projects that involve assessments of outcomes related to teaching and
learning statistics.
4. Implementation issues: questions and answers on practical issues
related to designing, administering, and evaluating assessments.
5. Presentations: copies of conference papers and presentations on the
ARTIST project, and handouts from ARTIST workshops.
6. Events: information on past and upcoming ARTIST events.
7. Participation: ways to participate as a class tester for ARTIST
materials."
The article "An
Activity-Based Statistics Course" by M. Gnanadesikan et al. from the Journal
of Statistics Education includes examples of types of activities that
work well in various classroom settings along with comments from colleagues
and students on their effectiveness. Another source for the activity-based
approach is Teaching
Statistics: A Bag of Tricks, by A. Gelman and D. Nolan. The software Fathom, developed with support
from the National Science Foundation, allows users to
type in their own data, to use the over 300 data files that come with Fathom,
or to import data from text files or directly from the Internet.
Laurie J. Burton, Western Oregon University, reported about a technique used in a general education
mathematics survey course aimed at engaging students and improving their
communication skills. She incorporated weekly projects by dividing the class
into groups of four and requiring the groups to write summaries of their
projects On a rotating basis, one student was responsible for the written
submission, while the others served as editors. Over the semester each
student was responsible for two weekly, typed "write ups," each worth 12.5%
of the course grade. In the written submissions the students were required to
include an introduction, a statement of assumptions, a rewriting of each
problem, a display of all steps the mathematics, and a clear sentence
reporting he answer. Burton reported that "The class started off
slowly to say the least! I wrote an extensive set of directions for them, but
clearly many of them didn't bother to read their packet! The first three
weeks of projects were dismal. Eventually they all sort of clued in and
by the end of the term students were turning in really nice projects. Clearly
they had learned something. I was really impressed and happy as a teacher
that the students were making such clear progress." Information about the
nature and use of current projects for the course, Introduction to
Contemporary Math, is available through a link on her website.
The University of South Carolina Spartanburg (USCS) developed Project-Based
Instruction in Mathematics for the Liberal Arts. The website provides
projects and resources for instructors and students who wish to teach and
learn college mathematics or post-algebra high school mathematics via
project-based instruction. In 1994 a group of
faculty members at USCS began to develop and test an innovative pedagogy
integrating technology and activity- or project-based instruction in
mathematics for liberal arts majors. The group collected, modified, and wrote
items for a packet of activities designed to form the core of material that
would be used to supplement and eventually replace the textbook in the
"College Mathematics" course. Subsequently, M.B. Ulmer wrote a booklet to
lend structure to the use of the activities, which supplanted used of a
regular textbook in many sections. Ulmer reports
that success rates have risen dramatically for students who have gone through
the program and that their subsequent performance in required statistics
courses has also shown improvement.
Quantitative Literacy
Using the recent anthrax crisis as an example, NSF Director Rita Colwell
observed,"When we have little direct control
over our fate, a firm understanding of probability can alleviate some of the
stress." Colwell's remarks were made at a 2001 forum on quantitative literacy
held at the National Research Council and jointly sponsored by the National
Council on Education and the Disciplines, the Mathematical Sciences Education
Board, and the Mathematical Association of America. The forum's white paper
defined quantitative literacy (also called "numeracy") as the
"quantitative reasoning capabilities required of citizens in today's
information age." Relevant documents include Mathematics and Democracy:
The Case for Quantitative Literacy (Steen, 2001) and Quantitative Literacy: Why Numeracy
Matters for Schools and Colleges.
The Mathematical Association of America recently established a Special Interest
Group on Quantitative Literacy (SIGMAA QL). Information about previous work of the
CUPM subcommittee on Quantitative Literacy Requirements is maintained by Rick
Gillman, Valparaiso University. The Quantitative
Literacy webpage of MAA Online contains links for information a reports
concerning quantitative literacy that were formerly located on the website of
the National Council on Education and the Disciplines at the Woodrow Wilson
National Fellowship Foundation.
In "General
Education Mathematics: New Approaches for a New Millennium,"
Jeffrey O. Bennett, University of Colorado at Boulder, and William L.
Briggs, University of Colorado at Denver present some observations
regarding the problems of developing appropriate mathematics curricula
for non-science, engineering, mathematics (SEM) students, along with
recommendations for their solution The authors state that the ways
students need mathematics are for college, for career, and for life.
When a committee at the University of Colorado examined what
mathematics would be appropriate to meet these needs, four content
areas emerged: logic, critical thinking, and problem solving; number
sense and estimation; statistical interpretation and basic probability;
and interpretation of graphs and models. Bennett and Briggs advocate a
context-driven approach for instruction in these areas.
Developing Mathematical and Quantitative Literacy across the Curriculum
The University of Nevada, Reno, established a Mathematics Center with a focus on
integrating mathematics across the curriculum. The main goal of the Center is
to improve the quantitative and mathematical skills of all students, and to
help them better appreciate the importance and utility of mathematics. The
Center does this primarily by working with faculty in various disciplines to
assist them in enhancing the quantitative and mathematical content of their
courses, and then providing them and their students with the necessary
support. The plan calls for influencing courses ranging from the natural and
social sciences to English and the fine arts. It also calls for bringing
applications from other disciplines into the elementary mathematics classes.
The Core Curriculum is a
high priority for the project.
Macalester College has established an interdisciplinary program, Quantitative Methods for Public Policy,
that involves many different departments in teaching quantitative literacy in
the context of public policy analysis. This work is supported by a grant from
the Department of Education's Fund for the Improvement of Post-Secondary
Education.
Offering Choices to Satisfy a General Mathematics Requirement
Stetson University offers students a wide variety of
mathematics courses to complete the mathematics requirement. Courses
meeting the general mathematics requirement include Finite Mathematics,
Mathematical Game Theory, Chaos and Fractals, In Search of Infinity, Great
Ideas in Mathematics, Mathematics and Multiculturalism, Geometry,
Introduction to Mathematical Modeling, and Cryptology, as well as the
calculus courses.
Goucher College also offers a variety
of courses to students completing their general mathematics requirement.
Available courses include Topics in Contemporary Mathematics, Introduction to
Statistics, Problem Solving and Mathematics-Algebra, Problem Solving and
Mathematics-Geometry, Functions and Graphs, Discrete Mathematics, various
levels of calculus courses and Linear Algebra.
The Math Lab
Program at Francis Marion University is designed to give students access
to mathematics across a wide range of entry-level courses and to make it
possible for students to work at their own pace. The Math Lab features an
individualized format that makes it possible for a student to complete the
course in more or less time than the regular semester. However, to succeed in
the Math Lab program students must have motivation and self-discipline.
Francis Marion strongly recommends that students use the available resources
including extra help sessions, extensive mini-lab hours, computer tutorials,
videotapes, and instructor office hours. The Math Lab Program offers the
introductory courses of College Algebra with Analytic Geometry I, College
Algebra with Analytic Geometry II, College Trigonometry with Analytic
Geometry II, and Calculus I. All but the first course satisfy the General
Education Requirement. The first course does, however, earn credit
toward graduation. Syllabi for all courses are located at the site
indicated above.
Faculty teaching developmental mathematics courses at various institutions
can often feel isolated and may have little information on what is new in the
field. A committee of the MAA has started a web page, a
mailing list and other activities to support these instructors. Support is
also available from AMATYC, which focuses considerable attention on
developmental mathematics. See the section on developmental mathematics
on their Electronic
Proceedings pages.
Mathematical sciences departments at institutions with a college
algebra requirement should
Clarify the rationale for the requirement and
consult with colleagues in disciplines requiring college algebra to
determine whether this course—as currently taught— meets the needs of
their students;
Determine the aspirations and subsequent course
registration patterns of students who take college algebra;
Ensure that the course the department offers to
satisfy this requirement is aligned with these findings and meets the
criteria described inA.1.
Refocusing College Algebra
Founded in 1996, the Historically Black College and University (HBCU)
Consortium for College Algebra Reform developed the Contemporary College
Algebra program. Its purpose is to refocus college algebra to address the
quantitative proficiencies that students need for mathematics and other
disciplines, society, and the workplace. Thus emphasis is placed on trying to
empower students as problem solvers in the modeling sense rather than making
them try to master lists of algebraic rules. To support the purpose, the
course emphasizes developing communication skills, engaging students in small
group activities/projects, using technology for doing mathematics, and trying
to build student confidence. Discussions with faculty in different
disciplines and with people in the workplace influenced the development of
the program. In particular, the heavy emphasis placed on data as well as on
graphical and numerical analysis reflects these discussions. Data analysis is
used to generate the need for functions, which in turn leads to modeling situations
in various disciplines using recursive sequences. Creators of the program
believe that the ability to understand elementary data analysis, to extract
functional relationships from data, and to model real-life situations
mathematically is fundamental to the education of every student. The
pedagogical environment is focused on student learning, which includes a
strong emphasis on small-group in-class activities and out-of-class projects.
Technology is used extensively as part of discovery activities. The program
has expanded beyond the HBCU Consortium to include majority schools and
tribal colleges.
A conference on College Algebra was sponsored by the HBCU College
Algebra Reform Consortium in December 2002. Two articles that resulted from a
workshop sponsored by the Consortium are "College Algebra"
by Arnold Packer, Johns Hopkins University, "An Urgent Call to Improve
Traditional College Algebra Programs" by Don Small, U.S. Military
Academy, and "Who Are the
Students Who Take Precalculus?" by Mercedes A. McGowen, William Rainey
Harper College. Conference participants recommended the following as major
characteristics of a college algebra program:
* Real-world problem based: a topic is introduced through a real-world
problem and then the mathematics necessary to solve the problem is developed.
Example problem: Schedule a multi-faceted process.
* Modeling (transforming a real-world problem into mathematics): - using
power and exponential functions, systems of equations, graphing, and
difference equations – primary emphasis is placed on creation of a model and
interpretation of the results. Example: Model the stopping time versus speed
data presented in a driver's manual by plotting the data and fitting a curve
to the plot. Interpret how well the resulting stopping time function models
reality at small speeds. Revise the model, if necessary, to account for zero
stopping time at zero speed. Use the (revised) function to predict stopping
times for speeds not given by the data. Revise the model to account for
different road surfaces.
* Emphasize communication skills: as needed in society as well as in
academia – reading, writing, presenting, and listening. Example: Students
learn how to read, understand, and critique news articles that include
quantitative information and to make informed decisions based on the
articles.
* Small group projects: involving inquiry and inference. Example: Analyze
the soda preference of students by conducting a survey and comparing the
results with data from the school's dining hall or a local fast food
restaurant.
* Appropriate use of technology to enhance conceptual understanding,
visualization, and inquiry, as well as for computation. Example: "What-if" a
model for paying off a credit card debt by changing the monthly payment,
interest rate, size of debt, etc. Plot the results to visually compare the
different scenarios.
* Use of hands-on activities rather than all-lecture format.
The Texas
Southern Consortium for College Algebra Reform, part of Project Intermath, has two goals:
(1) to develop a contemporary college algebra course that educates students
for the future rather than training them for the past; and (2) to change the
culture surrounding the college algebra program. The primary goal of its
contemporary college algebra course is to empower students to become
exploratory learners. Most of the topics in the course begin with the
analysis of data. The course involves the use of small-group projects
developed by interdisciplinary faculty teams, incorporates a strong
technology component, emphasizes the development of students' communication
skills, and attempts to improve students' mathematical self-esteem and
confidence in their problem-solving skills. The specific objectives of
the goal of changing the college algebra culture are to energize faculty to
develop modes of instruction that actively engage students in their learning,
instill in faculty a sense of ownership and pride about teaching college
algebra, encourage faculty in disciplines that require college algebra to
develop a sense of involvement and responsibility for the college algebra
program, and obtain administrative support for a reformed college algebra
program.
Three faculty members at the University of Houston Downtown, William
Waller, Linda Becerra, and Ongard Sirisaengtaksin, wrote a case
study about the process of initiating change in their college algebra
course. They write that the challenges they believed needed addressing in
their previous course were student performance and student preparation, and
that traditional methods were not effective in meeting these challenges.
Their aims were to provide students with numerous opportunities to learn,
lead students to learn fundamental concepts and skills through solving
real-world problems, stimulate student interest and increase motivation
(thereby improving retention), increase mathematical literacy, use diverse
teaching strategies, and offer a technology-dependent curriculum.
"A Research
Evaluation of a Reform College Algebra Course" by Joan Cohen Jones,
Eastern Michigan University and Andrew Balas, University of Wisconsin Eau
Claire, describes how the authors, a mathematics educator and a
mathematician, structured a college algebra course with the aim of empowering
students by having them construct their own understanding through discussing
concepts in small cooperative groups. In the course, students had to apply
traditional algebra skills to problems in real-life situations. Research
conducted by the authors indicated that the students improved in their
attitudes toward mathematics and their confidence in their ability to solve
problems, that students attributed their success less to the instructors and
more to themselves and their peers, that successful groups bonded well, and
that the groups served as a forum to explore and test ideas.
The College
Algebra Reform Papers
website at the State University of New York – Oswego contains articles
by William Fox, Francis Marion University, Scott Herriott, Maharishi
University of Management, and Laurie Hopkins, Columbia College,
discussing the appropriateness of college algebra practices and
offering suggestions for improvement. William Fox addresses the issue
of integrating modeling and problem solving in developing new courses
to replace the traditional college algebra course. Scott Herriott
compares the traditional college algebra curriculum with more recent
reform approaches and also discusses related issues of national and
local educational policy. Laurie Hopkins focuses on the role of
technology, and specifically the use of handheld computer algebra
systems in the college algebra classroom. The website also includes two
"provacateur" responses to the articles.
Hamid Behmard's college
algebra course at Chemeketa Community College uses College
Algebra and Trigonometry with Modeling and Visualization by Gary
Rockswold. It covers polynomial, rational, exponential, logarithmic,
and related piece-wise defined functions. The algebra of functions, complex
numbers, sequential functions, and linear systems are also included. The
course incorporates group activities and writing and the syllabus
states: "Upon successful completion of this course, students shall be able
to:
1. Create mathematical models of abstract and real
world situations using linear, quadratic, polynomial, rational, exponential,
and logarithmic expressions.
2. Use inductive reasoning to develop mathematical conjectures involving
these function models.
3. Use deductive reasoning to verify and apply mathematical arguments
involving these models. (Distinguish between the uses of inductive and
deductive reasoning.)
4. Represent these functions in graphical, tabular, symbolic and narrative
form, and then use mathematical problem solving techniques to solve problems
involving these functions.
5. Make mathematical connections to, and solve problems from other
disciplines involving these functions.
6. Use oral and written skills to individually and collaboratively
communicate about these function models.
7. Apply appropriate technology to enhance mathematical thinking and
understanding, solve mathematical problems, and judge the reasonableness of
their results.
After examining the student population in the college algebra course and
consulting with departments that required that course, the Hiram College
Department of Mathematics eliminated the course and replaced it with Mathematical Modeling in
the Liberal Arts. In this course, students use data together with linear,
quadratic, polynomial, exponential, and logarithmic functions to model
naturally occurring phenomena in medicine, economics, business, ecology, and
other disciplines. The course uses numerical, graphical, verbal, and symbolic
modeling methods.
Bonnie Gold's article "Alternatives
to the One-Size-Fits-All Precalculus/College Algebra Course" describes
Monmouth University's mathematics department's experience replacing a single
college algebra course taken by almost all students by four courses designed
for particular student populations: elementary education majors, biology
majors, social science majors, and students who eventually go on to a
standard calculus course. The three new courses were designed in consultation
with faculty from the relevant departments. In addition, the course that
prepares students for calculus no longer satisfies the general education
mathematics requirement, whereas the other three courses – as well as a
pre-existing quantitative reasoning and problem solving course – do satisfy
the requirement. For an electronic copy of the article, contact Bonnie Gold.
At American University,
Elementary Mathematical Models is a course at the level of college
algebra or precalculus that uses simple discrete growth models to provide a
context for the study of elementary real functions. The mathematical
content has a large degree of overlap with traditional college algebra or
precalculus courses and includes properties and applications of linear,
polynomial, rational, exponential, and logarithmic functions. The course
goals emphasize looking realistically at the methodology of applying
mathematics through models, with consistent use of numerical, graphical, and
symbolic methods over the entire course. The use of simple difference
equation models throughout is intended to provide a unifying theme. The
course begins with arithmetic growth and linear functions, and concludes with
logistic growth models. A qualitative discussion of how chaos can arise in
discrete logistic models is the climax of the course.
At Georgia College and State University a new college algebra course
focuses on integrating technology in the form of graphing calculators and
providing learning support: strategies for test taking, dealing with math
anxieties, mastering mathematical concepts, and developing graphing
calculator skills. The article College
Algebra, Learning Support, and Technology: What is the Connection? by
Margo Alexander briefly describes a study done to compare college algebra
students who concurrently took a learning support course against those who
did not have additional support.
Paul Dirks, Miami-Dade Community College, developed a course entitled Contemporary College Algebra that incorporated
group activities, a heavy use of technology, and outside-of-class group
projects. He reported that he was guided by the description below (from a
2002 AMS-MAA-MER session on education reform):
Contemporary College Algebra, a data-driven
modeling course, is an example of a reformed college algebra course that serves
as a base course for a quantitative literacy program. The course focuses on
problem solving in the modeling sense rather than the exercise sense.
Communications (reading, writing, presenting), use of technology, small group
interdisciplinary projects, analysis of real data sets, graphical analysis,
and recursive sequence models are all strongly emphasized. The course is
designed to prepare students to be mathematically literate in today's
information society. The focus is on preparing students for the future rather
than training them for the past.
Dirks stated that he was at first
unsure about whether his students had the mathematical and communication
skills required to succeed in this course, but after three semesters of
teaching it, he reported that they have exceeded his expectations. He said
that he has observed improved student engagement in critical thinking
(outlining issues clearly, posing non-trivial questions, organizing their
discoveries, and presenting results in a variety of forms), increased
exercise of creativity and autodidactic activity (learning new mathematics
and adapting old, learning and using new technologies, creatively presenting
results); and a phenomenon best expressed by the statement, "The whole is
more than the sum of its parts" (group work pushing toward a better
solution). Dirks stated that he has forever changed the way he teaches as a
result of this experience, that even if this is not the "final answer," he
feels his teaching is moving in the right direction.
All of the content of Suzanne Dorée's
Applied Algebra course at Augsburg College is presented in applied contexts:
the examples, exercises, and the text narrative itself, and the topics were
chosen in consultation with client disciplines. They are organized into three
groups: linear models, exponential models, and polynomial
models. The course is equivalent to intermediate algebra but does not
presume that students have mastered introductory material. Concepts and
skills are included only if needed in subsequent study or for everyday life.
The applications are intended to be relevant and meaningful for both
traditionally aged and adult learners and for students from a diversity of
cultures, life experiences, and areas of interest. The locally produced text
materials, sections of which are available on Dorée's website, have been used
since 1997 by instructors who have employed a variety of pedagogical
approaches. Slides
from a talk about the course are also on her website.
At the University of Arkansas students can enroll in a special section of College Algebra taught in conjunction
with the Mathematics Resource and Tutoring Center (MRTC). The course consists
of in-class and MRTC activities plus computer work. The computer work
consists of eight interactive modules where the student must demonstrate
understanding of the concepts and techniques from the text by scoring 90% or
above in order to move to the practice problems for the module. Once students
complete all module practice problems correctly, they may take the associated
test. This purpose of the course is to prepare students for higher-level
mathematics courses. As a consequence, the course offers every student as
many different opportunities to learn or re-learn fundamental algebraic
material as possible.
In designing general education and introductory courses,
mathematical sciences departments should ensure that students taking
subsequent courses, such as calculus, statistics, discrete mathematics, or mathematics
for elementary school teachers, are appropriately prepared. In particular,
departments should
Determine whether students that enroll in
subsequent mathematics courses succeed in those courses and, if success
rates are low, revise introductory courses to articulate more
effectively with subsequent courses;
Use advising, placement tests, or changes in
general education requirements to encourage students to choose a course
appropriate to their academic and career goals.
College Algebra – New Approaches
Tim Warkentin and Mark Whisler, Cloud County Community College, wrote "Questions
about College Algebra" to describe their experience assessing alternative
formats for their college algebra course. They conclude that "The change with
the greatest impact is likely to be the change in format that we instituted
in the fall of 2002 in College Algebra. We are offering all of our
daytime sections of College Algebra as classes that, along with its companion
class, College Algebra Explorations, meet every day."
"A Research
Evaluation of a Reform College Algebra Course"
was conducted by Joan Cohen Jones, Eastern Michigan University, and
Andrew Balas, University of Wisconsin Eau Claire. The research
indicated that "that the students improved in their attitudes toward
mathematics and their confidence in their ability to solve
problems. They attributed their success less to the instructors
and more to themselves and their peers. Successful groups bonded
well, and the group served as a forum to explore and test ideas."
In "Analysis
of Effectiveness of Supplemental Instruction (SI) Sessions for College
Algebra, Calculus, and Statistics," Sandra Burmeister, Patricia Ann
Kenney, and Doris L. Nice explore data from 177 courses in mathematics for
which SI support was given (1996). The SI sessions are based on
theoretical notions of "metacognition" and aim to help students develop a
cognitive monitoring system and make effective use of learning strategies.
The data indicate that SI sessions promote student success. There were
positive differences in grades for students who participated in SI sessions
in college algebra, calculus, and statistics when compared with students who
did not participate. Additionally, in 1994 Kenney and James Kallison reported
on research studies on the effectiveness of SI in mathematics classes.
In "Precalculus
in Transition: A Preliminary Report" by Trisha Bergthold and Ho Kuen Ng, San Jose State University, the authors discuss their initial investigation of low student
achievement in our five-unit precalculus course. We investigated issues
related to course content, student placement, and student success. As a
result, we have streamlined the course content, we are planning to implement
a required placement test, and we are planning a 1–2 week preparatory
workshop for students whose knowledge and skills appear to be weak.
Further study is ongoing.
Integrating Precalculus and Calculus
An evaluation
of the Moravian College integrated calculus and precalculus course by the
Fund for the Improvement of Post-Secondary Education examined student
persistence rates, the performance of integrated-course students compared to
students in the traditional sequence on a set of problems included in the
final examinations of both courses, instructor attitudes, and student
attitudes. It concluded: "Uniformly, student persistence through the sequence
was higher for the integrated course than for calculus preceded by
precalculus. Integrated-sequence students performed at least as well on a set
of common problems as the traditional-course students, and sometimes better.
In general, both faculty and students liked the integrated sequence better."
[1] According to the CBMS study
in the Fall of 2000, a total of 1,979,000 students were enrolled in courses
it classified as "remedial" or "introductory" with course titles such as
elementary algebra, college algebra, Pre-calculus, algebra and trigonometry,
finite mathematics, contemporary mathematics, quantitative reasoning.
The number of students enrolled in these courses is much greater than the
676,000 enrolled in calculus I, II or III, the 264,000 enrolled in elementary
statistics, or the 287,000 enrolled in all other undergraduate courses in
mathematics or statistics. At some institutions, calculus courses satisfy
general education requirements. Although calculus courses can and
should meet the goals of Recommendation A.1, such courses are not the focus
of this section. | 677.169 | 1 |
Promethean Flipchart Libraries
Sign up for a Webinar to get an Overview of Media4Math+!
Do you use Promethean Whiteboards in your classroom? Are you looking for Active Isnpire resources for Algebra, Geometry, and Graphing Calculators? Media4Math has three extensive flipchart libraries in these areas that will bring your Promethean-based lessons to life. Each of our Promethean Flipcharts includes the following features:
Video
Hands-on activities using technology (the TI-Nspire or Geogebra)
Teaching notes
Applications of key concepts from Algebra and Geometry
Download free samples from our Promethean Flipchart Libraries for Algebra, Geometry, or the TI-Nspire CX. Click on one of the links below to download your sample Flipchart.
If you have installed the Active Inspire software, then you can display Promethean Flipcharts running on your computer that is connected to the overhead device.
What kind of computer do I need to play the Promethean Flipcharts?
Our Promethean Flipcharts will run on either a Mac or a PC.
How do I get your Promethean Flipcharts?
You can purchase the Algebra, Geometry, and TI-Nspire CX Flipcharts as individual downloads, which you can download directly to your computer. You can also purchase the entire Flipchart library on DVDR.
This collection of 23 Flipcharts includes all key topics from a full-year Geometry course.
Nearly 20 minutes of video per Flipchart
Geogebra (Geometry software) activities
Below you will find a summary of each of the 23 Flipcharts in the Geometry Library.
Promethean Flipcharts for Geometry: Points
Lean about the geometry of points in the context of physics. What is the relationship between subatomic particles and geometric points? How can geometry help us understand subatomic physics?
Geometry concepts: points, collinear points
Promethean Flipchart for Geometry: Points
Promethean Flipcharts for Geometry: Lines
Visit Houston, Texas, and learn why city grids are laid in a rectangular pattern. Why do such grids rely on parallel and perpendicular lines? Why is this the most efficient way of organizing a city? Why is it the most fuel efficient? How can the geometry of lines help with city planning?
Geometry concepts: lines, parallel lines, perpendicular lines
Promethean Flipchart for Geometry: Lines
Promethean Flipcharts for Geometry: Angles
Visit Himeji Castle in Japan and learn why castles and other fortifications are built the way they are and how they take advantage of the properties of angles. When constructing a building for defensive purposes, knowing the properties of angles is important.
Investigate fossils and the geology of sedimentary rocks. In the process you will learn a great deal about parallel and intersecting planes. The Burgess Shale fossils in Canada provide a real-world application.
Geometry concepts: Planes, parallel planes, perpendicular planes
Promethean Flipchart for Geometry: Planes
Promethean Flipcharts for Geometry: Triangles
Why does the Eiffel Tower have so many triangular shapes? In this Flipchart, use the properties of triangles to better understand the architecture of one of the world's most famous landmarks.
Geometry concepts: triangles, properties of triangles
Promethean Flipchart for Geometry: Triangles
Promethean Flipcharts for Geometry: Right Triangles
Learn about sailing at the same time that you apply your knowledge of right triangles. In this Flipchart students will also learn about the area of a triangle and right triangle trig ratios.
Geometry concepts: right triangles, properties of right triangles
Promethean Flipchart for Geometry: Right Triangles
Promethean Flipcharts for Geometry: Squares and Rectangles
Learn about Frank Lloyd Wright's architecture and apply the concepts of squares and rectangles.
Geometry concepts: properties of quadrilaterals, squares, rectangles
Promethean Flipchart for Geometry: Squares and Rectangles
Promethean Flipcharts for Geometry: Parallelograms and Trapezoids
Visit Madrid, Spain, and explore the Puerta de Europa Towers, two slanted, paralleogram-shaped towers. Learn how center of gravity and its relationship to its parallelogram design play a role in the architecture of this building.
Visit the ancient city of Marrakesh and learn how Islamic artesans created elaborate tile patterns using the properties of polygons.
Geometry concepts: polygons, regular hexagons
Promethean Flipchart for Geometry: Regular Polygons
Promethean Flipcharts for Geometry: Composite Figures
The Petronas Towers in Kuala Lumpur provide an ideal application of composite figures. Students analyze the composite shapes in the building's design.
Geometry concepts: properties of composite figures
Promethean Flipchart for Geometry: Composite Figures
Promethean Flipcharts for Geometry: Circles 1
Visit the Roman Coliseum to see circles at work. Even though the Coliseum itself is in the shape of an oval, the properties of circles are crucial to understanding how it was built.
Geometry concepts: circles, arcs
Promethean Flipchart for Geometry: Circles 1
Promethean Flipcharts for Geometry: Circles 2
Domed buildings have often been a way to study the stars. The Roman Pantheon was built to align with the sun in such a way that on key times of the year, a stunning solar display within the Pantheon could be seen. The properties of inscribed angles and intercepted arcs are key to understanding how the Pantheon was built.
Geometry concepts: arc lengths, inscribed angles
Promethean Flipchart for Geometry: Circles 2
Promethean Flipcharts for Geometry: Rectangular Prisms
Mayan pyramids can be studied as stacks of rectangular prisms. In fact, the change in volume from the first tier to the last can be summarized with a geometric sequence. Students analyze this sequence and calculate the series.
Geometry concepts: three-dimensional figures, rectangular prisms
Promethean Flipchart for Geometry: Rectangular Prisms
Promethean Flipcharts for Geometry: Cylinders
The Shanghai Tower in China provides an opportunity to study cylinders in depth. Not only is the interior of the tower a stack of cylinders, the change in surface area from the first tier to the last can be generated by a geometric sequence. Students analyze the sequence and calculate the series.
Geometry concepts: properties of three-dimensional figures, cylinders
Promethean Flipchart for Geometry: Cylinders
Promethean Flipcharts for Geometry: Volume and Density
Why did the Titanic sink? How does this relate to volume and density? In this video-based Flipchart, students construct a mathematical model for the Titanic's ability to stay afloat. Through their analysis students see why the Titanic sank and how close it came to surviving the disaster.
Geometry concepts: volume, density
Promethean Flipchart for Geometry: Volume and Density
Promethean Flipcharts for Geometry: Surface Area
The glass pyramid at the Louvre Museum provides an opportunity to explore surface area, similar figures, tessellations, rhombuses, and triangles. Students calculate the number of quadrilateral-shaped glass panels to cover the pyramid shape.
Geometry concepts: surface area, pyramids
Promethean Flipchart for Geometry: Surface Area
Promethean Flipcharts for Geometry: Surface Area and Volume
The Citibank Tower in New York City has to content with heat loss, due to its large surface area. However, by analyzing the ratio of its surface area to volume, it is possible to come up with an energy-efficient building.
Geometry concepts: the ratio of surface area to volume
Promethean Flipchart for Geometry: Surface Area and Volume
Promethean Flipcharts for Geometry: Longitude and Latitude
Learn the history of the development of the longitude and lattitude scale and how this coordinate system still is an important system.
Geometry concepts: Longitude, latitude, coordinate systems
Promethean Flipchart for Geometry: Latitude
Promethean Flipcharts for Geometry: Rectangular Coordinates
Among treasure hunters off the coast of Florida, the quest for the gold from the Atocha remained long elusive. Learn how rectangular coordinates were a key part of isolating and locating the treasure.
Geometry concepts: Coordinate systems, rectangular coordinate system
Promethean Flipchart for Geometry: Rectangular Coordinates
Promethean Flipcharts for Geometry: Polar Coordinates
The Guggenheim Museum in New York City is itself an artistic treasure. Its innovative design is best understood as an application of polar coordinates.
Geometry concepts: Coordinate systems, polar coordinates
Promethean Flipchart for Geometry: Polar Coordinates
Promethean Flipcharts for Geometry: Transformations
Roller coasters are ideal examples of geometric translations and rotations. See how a roller coaster ride can be a great application of geometry!
Geometry concepts: transformations, translations, rotations
Promethean Flipchart for Geometry: Transformations
Promethean Flipcharts for Geometry: 3D Translations
The use of logistics in the field of shipping involves managing a great deal of data. This is also an application of translations in three dimensions.
This collection of 27 Flipcharts includes all key topics from a full-year Algebra course.
Nearly 10 minutes of video
adapted from our Applications video series
Geogebra activities.
Below you will find a summary of each of the 27 Flipcharts in the Algebra Library.
Promethean Flipchart Library for Algebra: Cycling
The relationship between slope and grade in cycling is explored. Go on a tour of Italy through the mountains of Tuscany and apply students' understanding of slope.
Algebra concepts: slope, slope formula, slope-intercept form
Promethean Flipchart for Algebra: Cycling
Promethean Flipchart Library for Algebra: Drilling for Oil
The potential for oil exploration in the controversial Alaska National Wildlife Refuge (ANWR) sets the scene for this problem. A linear regression of oil consumption data over the past 25 years reveals an interesting pattern. How could new oil fields like ANWR help in breaking our dependence on foreign oil?
Algebra concepts: linear functions, linear regression
Promethean Flipchart for Algebra: Drilling for Oil
Promethean Flipchart Library for Algebra: Health and Fitness
Exercise needs to become a consistent part of everyone's lifestyle. In particular, aerobic exercises, which vigorously exerts the heart, is an important form of exercise. The maximum heart rate from aerobic exercise is a linear function dependent on age. Students are asked to develop a data table based on the function.
Algebra concepts: linear functions
Promethean Flipchart for Algebra: Health and Fitness
Promethean Flipchart Library for Algebra: Fireworks Displays
Fireworks displays are elegant examples of quadratic function. In this segment the basics of quadratic functions in standard form are developed visually and students are guided through the planning of a fireworks display.
Algebra concepts: quadratic functions
Promethean Flipchart for Algebra: Fireworks Displays
Promethean Flipchart Library for Algebra: Accident Investigation
The distance a car travels even after the brakes are applied can be described through a quadratic function. But there is also the reaction time, the split second before the brakes are applied. The total distance is known as the stopping distance and this segment analyzes the quadratic equation that can be used by accident investigators.
Algebra concepts: quadratic equations
Promethean Flipchart for Algebra: Accident Investigation
Promethean Flipchart Library for Algebra: Childhood Growth and Development
From the time a baby is born to the time it reaches 36 months of age, there is dramatic growth in height and weight. An analysis of CDC data reveals a number of quadratic models that doctors can use to monitor and growth and development of children.
Algebra concepts: Quadratic regression
Promethean Flipchart for Algebra: Childhood Growth and Development
Promethean Flipchart Library for Algebra: Honey Production
Honey bees not only produce a tasty treat, they also help pollinate flowering plants that provide much of the food throughout the world. So, when in 2006 bee colonies started dying out, scientists recognized a serious problem. Analyzing statistics from honey bee production allows for a mathematical analysis of the so-called Colony Collapse Disorder.
Algebra concepts: Variables, data analysis
Promethean Flipchart for Algebra: Honey Production
Promethean Flipchart Library for Algebra: River Ratios
Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to π.
Algebra concepts: Ratios and proportions
Promethean Flipchart for Algebra: River Ratios
Promethean Flipchart Library for Algebra: Hybrid Cars
With the increasing demand worldwide for cars, the cost of gasoline continues to rise. The need for fuel-efficient cars makes hybrids a current favorite. An examination of the equations and inequalities that involve miles per gallon (mpg) for city and highway traffic reveals important information about hybrid cars and those with gasoline-powered engines.
The city of Venice is slowly sinking into the Adriatic Sea. So what does a city whose streets are full of water do about flooding? Venice experiences a great deal of flooding, and with the expected rise of sea levels over the next century, this ancient city is in peril. Through a series of inequalities, students analyze the impact of flooding, rising sea levels, and sinking have on this grand, ancient city. Students use the Lists and Spreadsheets and the Program Editor features of the TI-Nspire.
Algebra concepts: inequalities in one variable
Promethean Flipchart for Algebra: Floods in Venice
Promethean Flipchart Library for Algebra: What Is a Mortgage?
Students explore the dramatic events of 2008 related to the mortgage crisis. Brought about principally through mortgage defaults, the effect on the overall economy was severe. Yet, this situation offers an ideal case study for the exploration of Algebra concepts in data analysis and probability. By exploring these questions students get a front row seat to the historical events of the world's largest economy.
The time value of money is at the basis of all loans. Students learn about the key factors that determine monthly mortgage payments and use the TI-Nspire to create an amortization table. This table is used throughout the rest of the program to explore different scenarios.
Algebra concepts: business math
Promethean Flipchart for Algebra: What Is a Mortgage?
Promethean Flipchart Library for Algebra: What Is a Subprime Mortgage?
Having learned the general features of a mortgage, students learn the specifics of a subprime mortgage. With this comes the notion of a credit score, and with credit scores come the probabilities for a loan default. Students use the amortization table to run probability simulations to determine possible loan defaults on subprime mortgages.
Algebra concepts: business math
Promethean Flipchart for Algebra: What Is a Subprime Mortgage?
Promethean Flipchart Library for Algebra: What Is an Adjustable Mortgage?
Another factor in the mortgage crisis was the use of adjustable rate mortgages Students run a number of scenarios to test adjustable rate mortgages, while also taking into account the state of the housing market during the time of the mortgage crisis.
Algebra concepts: business math
Promethean Flipchart for Algebra: What is an Adjustable Rate Mortgage?
The path of a rocket lifting offcan be modeled with the equation of a parabola. Students explore the quadratic function and the parametric equations that can be used to model the path of a spacecraft lifting off.
Algebra concepts: conic sections, parabolas
Promethean Flipchart for Algebra: Space Travel—Parabolic Paths
Promethean Flipchart Library for Algebra: Space Travel—Circular Paths
The path of a rocket orbiting the Earth can be modeled with the equation of a circle. Students explore the quadratic relation and the parametric equations that can be used to model the path of a spacecraft orbiting Earth.
The planets orbiting the sun follow elliptical paths. In fact, the trajectory of a spacecraft traveling to Mars would also be elliptical. Students explore these various ellipses.
Algebra concepts: conic sections, ellipses
Promethean Flipchart for Algebra: Space Travel—Elliptical Paths
Promethean Flipchart Library for Algebra: What Is an Earthquake?
This Flipchart focuses on the Sichuan earthquake in China in 2008. The basic definition of an exponential function is shown in the intensity function for an earthquake. Students analyze data and perform an exponential regression based on data from the Sichuan earthquake.
Algebra concepts: exponential functions
Promethean Flipchart for Algebra: What Is an Earthquake?
Promethean Flipchart Library for Algebra: What Is Earthquake Intensity?
An exponential model describes the intensity of an earthquake, while a logarithmic model describes the magnitude of an earthquake. In the process students learn about the inverse of an exponential function.
Algebra concepts: exponential functions
Promethean Flipchart for Algebra: What Is Earthquake Intensity?
Promethean Flipchart Library for Algebra: How Is Earthquake Magnitude Measured?
An earthquake is an example of a seismic wave. A wave can be modeled with a trigonometric function. Using the TI-Nspire, students link the amplitude to an exponential function to analyze the dramatic increase in intensity resulting from minor changes to magnitude.
Algebra concepts: exponential functions, trigonometric functions
Promethean Flipchart for Algebra: How Is Earthquake Intensity Measured?
Promethean Flipchart Library for Algebra: Hearing Loss
We live in a noisy world. In fact, prolonged exposure to noise can cause hearing loss. Students analyze the noise level at a rock concert and determine the ideal distance where the noise level is out of the harmful range. Using the TI-Nspire's Geometry tools, student create a mathematical simulation of the decibel level as a function of distance.
Algebra concepts: logarithmic functions, decibel scale
Promethean Flipchart for Algebra: Hearing Loss
Promethean Flipchart Library for Algebra: Tsunamis
In 1998 a devastating tsunami was triggered by a 7.0 magnitude earthquake off the coast of New Guinea. The amount of energy from this earthquake was equivalent to a thermonuclear explosion. Students analyze the energy outputs for different magnitude earthquakes. Using the Graphing tools, students explore the use of a logarithmic scale to better analyze exponential data.
Algebra concepts: logarithmic functions
Promethean Flipchart for Algebra: Tsunamis
Promethean Flipchart Library for Algebra: Submarines
In spite of their massive size, submarines are precision instruments. A submarine must withstand large amounts of water pressure; otherwise, a serious breach can occur. Rational functions are used to study the relationship between water pressure and volume. Students graph rational functions to study the forces at work with a submarine.
Algebra concepts: rational functions
Promethean Flipchart for Algebra: Submarines
Promethean Flipchart Library for Algebra: Submarines
All living things take up a certain amount of space, and therefore have volume. They also have a certain amount of surface area. The ratio of surface area to volume, which is a rational function, reveals important information about the organism. Students look at different graphs of these functions for different organisms.
Algebra concepts: rational functions, ratio of surface area to volume
Promethean Flipchart for Algebra: Animal Evolution
Promethean Flipchart Library for Algebra: The Hubble Space Telescope
The Hubble Telescope, like all telescopes, relies on the lens formula to focus an image. The lens formula results in a rational equation that can be solved for determining the settings on the lens.
Algebra concepts: rational functions, the lens formula
Promethean Flipchart for Algebra: The Hubble Space Telescope
Promethean Flipchart Library for Algebra: Profit and Loss
Profit and loss are the key measures in a business. A system of equations that includes an equation for income and one for expenses can be used to determine profit and loss. Students solve a system graphically.
Algebra concepts: linear systems
Promethean Flipchart for Algebra: Profit and Loss
Promethean Flipchart Library for Algebra: Encryption
Secret codes and encryption are ideal examples of a system of equations. In this activity, students encrypt and decrypt a message.
Algebra concepts: linear systems, matrices
Promethean Flipchart for Algebra: Encryption
Promethean Flipchart Library for Algebra: Ballistic Missiles
A ballistic missile shield allows you to shoot incoming missiles out of the sky. Mathematically, this is an example of a quadratic system. Students graph such a system and find the points of intersection between two parabolas.
Over 20 minutes of video
Hosted by internationally recognized educator Monica Neagoy.
Below you will find a summary of each of the 10 Flipcharts in the TI-Nspire CXLibrary.
Promethean Flipchart Library for the TI-Nspire CX: Linear Functions
In this program, internationally acclaimed mathematics educator Dr. Monica Neagoy, explores the nature of linear functions through the use of the TI-Nspire CX. Examples ranging from air travel, construction, engineering, and space travel provide real-world examples for discovering algebraic concepts.
All examples are solved algebraically and then reinforced through the use of the TI-Nspire. Algebra teachers looking to integrate hand-held technology and visual media into their instruction will benefit greatly from this series.
In this program, the TI-Nspire is used to explore the nature of quadratic functions. Examples ranging from space travel and projectile motion provide real-world examples for discovering algebraic concepts.
All examples are solved graphically. Algebra teachers looking to integrate hand-held technology and visual media into their instruction will benefit greatly from this series.
Ever since the mathematics of the Babylonians, equations have played a central role in the development of algebra. Written and hosted by internationally acclaimed mathematics educator Dr. Monica Neagoy, this video traces the history and evolution of equations. It explores the two principal equations encountered in an introductory algebra course – linear and quadratic – in an engaging way. The foundations of algebra are explored and fundamental questions about the nature of algebra are answered. In addition, problems involving linear and quadratic equations are solved using the TI-Nspire graphing calculator.
Algebra teachers looking to integrate hand-held technology and visual media into their instruction will benefit greatly from this series.
Used in just about any industry, inequalities, like equations, are fundamental building blocks of algebra. Written and hosted by internationally acclaimed mathematics educator Dr. Monica Neagoy, this video explores inequalities—concepts, properties, solutions, and notations— connects them to real-world contexts, and uses the TI-Nspire to make the algebra meaningful. The focus of this program is on linear inequalities in one and two variables.
Algebra concepts: Equations, inequalities
Promethean Flipchart Library for the TI-Nspire CX: Relations and Functions
Functions are relationships between quantities that change. Written and hosted by internationally acclaimed math educator Dr. Monica Neagoy, this video explores the definition of a function, its vocabulary and notations, and distinguishes the concept of function from a general relation. Multiple representations of functions are provided using the TI-Nspire, while dynamic visuals and scenarios put them into real-world contexts.
Almost everyone has an intuitive understanding that exponential growth means rapid growth. Written and hosted by internationally acclaimed math educator Dr. Monica Neagoy, this video builds on students' intuitive notions, explores exponential notation, and analyzes properties of exponential function graphs, with the help of TI-Nspire features such as sliders and graph transformations. Using exponential functions to model finance applications and a Newton's law of cooling problem further help students build a solid foundation for these fundamental algebraic concepts.
What are the two meanings of statistics? What does it really mean that an event has a 50% probability of occurring? Why are data analysis and probability always taught together? Written and hosted by internationally acclaimed math educator Dr. Monica Neagoy, this video answers these questions and addresses fundamental concepts such as the law of large numbers and the notion of regression analysis. Both engaging investigations are based on true stories and real data, utilize different Nspire applications, and model the seamless connection among various problem representations.
Written and hosted by internationally acclaimed math educator Dr. Monica Neagoy, this video introduces students to systems of linear equations in two or three unknowns. To solve these systems, the host illustrates a variety of methods: four involve the TI-Nspire (spreadsheet, graphs and geometry, matrices and nSolve) and two are the classic algebraic methods known as substitution and elimination, also called the linear combinations method. The video ends with a summary of the three possible types of solutions.
Algebra concepts: equations, linear equations, linear systems
Promethean Flipchart Library for the TI-Nspire CX: Rational Functions
After briefly reviewing the concept of inverse variation, this video explores Boyle's law, a real world example of an inversely proportional relationship between pressure and volume of a gas. Written and hosted by internationally acclaimed math educator Dr. Monica Neagoy, it goes on to examine similarities and differences among rational functions and numbers. Finally, it takes a look at rational functions graphs and ends with a delightful example merging Euclidean and analytic geometry, thanks to the TI-Nspire technology.
This video begins with the historical invention of logarithms that forever changed the world of computation—until the advent of calculators more than 300 years later. Written and hosted by internationally acclaimed math educator Dr. Monica Neagoy, it proceeds to derive the properties of logs, examine logarithmic functions and graphs, and finally explore the well-known Richter logarithmic scale.
Algebra Jeopardy: Our most popular Flipchart. This Jeopardy-style Algebra game provides enough questions for a review of key concepts from linear and quadratic functions. FREE
Square Numbers: This video-based Algebra and Geometry Flipchart provides a compelling introduction to square numbers. Included are two hands-on activities, one that can be done on an interactive whiteboard by the students, and one using the TI-Nspire CAS graphing calculator. FREE
Functions, Relations, and...Star Trek: This video-based Algebra Flipchart uses the idea of the transporter in Star Trek as a way to explore the concepts of functions and relations. Using the idea of a transport as a mapping, we look at a "functional" transport and a "relational" transport. FREE.
TI-Nspire Mini-Tutorial: Exploring Slope-Intercept Form: In this video-based Algebra tutorial, students are shown how to use the TI-Nspire graphing calculator to explore the slope-intercept form of a linear function. The use of sliders is explored so that values of m and b can be modified easily. FREE
TI-Nspire Mini-Tutorial: Exploring Quadratics: In this video-based Algebra tutorial, students explore the standard form of a quadratic function using sliders. FREE
Solving Equations in One Variable: This Algebra Flipchart goes through a comprehensive review of solving equations in one variable, as well as multiple examples. FREE | 677.169 | 1 |
Download "Travel to Geneva" by Stig Albeck for FREE. Read/write reviews, email this book to a friend and more...
Travel to GenevaComments for "Travel to Geneva"i...
Algebra is one of the main branches in mathematics. The book series of elementary algebra exercises includes useful problems in most topics in basic algebra. The problems have a wide variation in difficulty, which is indicated by the number of stars.
This is an HTML version of the ebook and may not be properly formatted. Please view the PDF version for the original work.
An excerpt is a selected passage of a larger piece, hence this is not the complete book. | 677.169 | 1 |
Welcome to Basic Math For Adults. Basic Math For Adults is a 17 chapter program to help review and polish basic math skills. The student who successfully completes the entire program, should be ready for pre–algebra or algebra. The program lends itself either to individualized work or to group instruction. Beginning chapters include very basic reviews in working with whole numbers and basic operations, and moves through chapters on integers, basic geometry, consumer math, and statistics and proportions.
Grade is based on:
Homework 40%
Quizzes 30%
Final Exam 30%
Grading Scale
A
93-100%
C
73-76%
A-
90-92%
C-
70-72%
B+
87-89%
D+
67-69%
B
83-86%
D
63-66%
B-
80-82%
D-
60-62%
C+
77-79%
F
< 59%
Basic Math For Adults includes a number of features.For nearly every lesson, there is a five question Daily Quiz. Each chapter also includes a pre-assessment test, a final chapter test, and a "Maintaining Your Skills" section. Also included in the program are a set of basic facts drill sheets.
Pre-assessment Tests – – For each of the 17 units, there is a prepared pre-assessment test. The design of this pre-assessment is to let you, as the teacher, know the needs of each individual student. If a student has strength in an area, he/she just as well move past certain lessons, or even an entire unit. The tests are designed so that the instructor can make a quick diagnosis of strengths and weakness for the upcoming unit. There are four questions from each lesson. (Unit 14 – Geometry, is the one exception to this.) If the student answers all four of the questions pertaining to a particular lesson correctly, that would normally indicate the student has a good understanding of that concept, and need not spend much additional time with the lesson. If the student does not demonstrate proficiency on the pre-assessment, it would make sense to do the lessons where the student is weak. Calculators should not be used on a pre-assessment test. (Calculators may be used on Unit 14 – Geometry, Unit 16 – Consumer Math, and/or Unit 17 – Proportions, Statistics, and Square Roots. This is left up to the discretion of the instructor.)
Basic Facts – One of the biggest frustrations students have in basic math is their inability to do the basic facts of addition, subtraction, multiplication, and division. Failure to have a good grasp on basic facts slows a student down, decreases accuracy, and makes the math experience drudgery. Basic facts constitute the very foundation of everything a student does as he advances in math.
Basic Math For Adults includes- Drill sheets for the four basic operations (the sheets for multiplication and addition are interchangeable). There are 100 facts on each sheet (90 on the division sheets). It is suggested that the student work each day on the drill sheets in the beginning stages of the program. A realistic goal for the student is to complete the facts sheets in two minutes with 100% accuracy.
Drilling basic facts can be pretty dull. It is important for the student to know that he is progressing. Goal setting and charting progress are two valuable tools in keeping students motivated.
Daily Quizzes – There is a quiz to follow nearly every lesson in the program. There are five questions on each quiz. The first four questions deal with the lesson that has just been completed. The fifth question is normally a review question from an earlier lesson or unit. It is suggested that these quizzes be done independently after the lesson has been corrected and any problems answered for the student. This is an excellent means for the instructor to evaluate progress. If the student does not do well on the quiz, it will be obvious that more time needs to be spent working on that particular concept. Answer Keys for each quiz are included on the final page of each unit's set of quizzes.
Answer Keys – The answers for each lesson are included in a special section called Answer Keys. These include the keys for the tests and the Maintaining Your Skills sections.
Post tests – There is a post test for each unit to be given at the conclusion of the unit. This should be completed independently and is intended as a means to allow the instructor to evaluate the students' mastery of the concepts presented in the unit. Similar problems are generally grouped together, so it is easy to determine weak areas that the student may need to review.
Maintaining Your Skills – The last lesson in each unit (with the exception of Unit 1) is a Maintaining Your Skills lesson. These should be completed after the unit test has been taken. There are a variety of formats used in these review exercises; occasionally they may be in a multiple choice format or they may all be word problems. The final lesson in Unit 17, for example, is patterned after a GED test. It is often easy to skip over the review lessons. It is suggested that these review lessons be treated with the same importance as any other lesson.
Using Calculators – Each instructor may have different feelings about the use of calculators. My suggestion is that calculators not be used, especially in the units on basic operations, decimals, fractions, and percents. It may be appropriate to use calculators on the chapters on geometry, consumer math, and statistics. Again, this is left up to the individual teacher. | 677.169 | 1 |
Hi Friends. Ever since I have encountered square root exercises for 7th grade at college I never seem to be able to cope with it well. I am well versed at all the other sections, but this particular section seems to be my weak point. Can some one aid me in learning it properly?
Hi, I believe that I can to help you out. Have you ever tried out a program to help you with your algebra assignments? a while ago I was also stuck on a similar problems like you, and then I found Algebrator. It helped me a great deal with square root exercises for 7th grade and other algebra problems, so since then I always rely on its help! My algebra grades got better since I found Algebrator.
Welcome aboard friend. This subject is very appealing, but you need to know your basics and techniques first. Algebrator has helped me a lot in my course. Do give it a try and it will work for you as well.
A great piece of math software is Algebrator. Even I faced similar difficulties while solving adding exponents, evaluating formulas and angle-angle similarity. Just by typing in the problem from homeworkand clicking on Solve – and step by step solution to my algebra homework would be ready. I have used it through several algebra classes - College Algebra, College Algebra and Algebra 1. I highly recommend the program. | 677.169 | 1 |
Sets and their representation; Union, intersection and complement of sets and their algebraic properties; Power set; Relation, Types of relations, equivalence relations, functions;. one-one, into and onto functions, composition of functions.
UNIT 2 : COMPLEX NUMBERS AND QUADRATIC EQUATIONS:
Complex numbers as ordered pairs of reals, Representation of complex numbers in the form a+ib and their representation in a plane, Argand diagram, algebra of complex numbers, modulus and argument (or amplitude) of a
complex number, square root of a complex number, triangle inequality, Quadratic equations in real and complex number system and their solutions. Relation between roots and co-efficients, nature of roots, formation of quadratic equations with given roots.
UNIT 3 : MATRICES AND DETERMINANTS:
Matrices, algebra of matrices, types of matrices, determinants and matrices of order two and three. Properties of determinants, evaluation of determinants, area of triangles using determinants. Adjoint and evaluation of inverse of a square matrix using determinants and elementary transformations, Test of consistency and solution of simultaneous linear equations in two or three variables using determinants and matrices.
UNIT 4 : PERMUTATIONS AND COMBINATIONS:
Fundamental principle of counting, permutation as an arrangement and combination as selection, Meaning of P (n,r) and C (n,r), simple applications.
UNIT 5 : MATHEMATICAL INDUCTION:
Principle of Mathematical Induction and its simple applications.
UNIT 6 : BINOMIAL THEOREM AND ITS SIMPLE APPLICATIONS:
Binomial theorem for a positive integral index, general term and middle term, properties of Binomial coefficients and simple applications.
Evaluation of simple integrals of the type Integral as limit of a sum. Fundamental Theorem of Calculus. Properties of definite integrals. Evaluation of definite integrals, determining areas of the regions bounded by simple curves in standard form.
UNIT 10: DIFFERENTIAL EQUATIONS:
Ordinary differential equations, their order and degree. Formation of differential equations. Solution of differential equations by the method of separation of variables, solution of homogeneous and linear differential equations of the type: dy+ p (x) y = q (x) dx
UNIT 11: CO-ORDINATE GEOMETRY:
Cartesian system of rectangular co-ordinates 10 in a plane, distance formula, section formula, locus and its equation, translation of axes, slope of a line, parallel and perpendicular lines, intercepts of a line on the coordinate axes. Straight lines Various forms of equations of a line, intersection of lines, angles between two lines, conditions for concurrence of three lines, distance of a point from a line, equations of internal and external bisectors of angles between two lines, coordinates of centroid, orthocentre and circumcentre of a triangle, equation of family of lines passing through the point of intersection of two lines. Circles, conic sections
Standard form of equation of a circle, general form of the equation of a circle, its radius and centre, equation of a circle when the end points of a diameter are given, points of intersection of a line and a circle with the centre at the origin and condition for a line to be tangent to a circle, equation of the tangent. Sections of cones, equations of conic sections (parabola, ellipse and hyperbola) in standard forms, condition for y = mx + c to be a tangent and point (s) of tangency.
UNIT 12: THREE DIMENSIONAL GEOMETRY:
Coordinates of a point in space, distance between two points, section formula, direction ratios and direction cosines, angle between two intersecting lines.Skew lines, the shortest distance between them and its equation. Equations of a line and a plane in different forms, intersection of a line and a plane, coplanar lines.
UNIT 13: VECTOR ALGEBRA:
Vectors and scalars, addition of vectors, components of a vector in two dimensions and three dimensional space, scalar and vector products, scalar and vector triple product.
UNIT 14: STATISTICS AND PROBABILITY:
Measures of Dispersion: Calculation of mean, median, mode of grouped and ungrouped data calculation of standard deviation, variance and mean deviation for grouped and ungrouped data. Probability: Probability of an event, addition and multiplication theorems of probability, Baye's theorem, probability distribution of a random variate, Bernoulli trials and Binomial distribution.
Force and Inertia, Newton's First Law of motion; Momentum, Newton's Second Law of motion; Impulse; Newton's Third Law of motion. Law of conservation of linear momentum and its applications, Equilibrium of concurrent forces. Static and Kinetic friction, laws of friction, rolling friction. Dynamics of uniform circular motion: Centripetal force and its applications.
UNIT 4: WORK, ENERGY AND POWER
Work done by a constant force and a variable force; kinetic and potential energies, workenergy theorem, power. Potential energy of a spring, conservation of mechanical energy, conservative and nonconservative forces; Elastic and inelastic collisions in one and two dimensions.
UNIT 5: ROTATIONAL MOTION
Centre of mass of a two-particle system, Centre of mass of a rigid body; Basic concepts of rotational motion; moment of a force, torque, angular momentum, conservation of angular momentum and its applications; moment of inertia, radius of gyration. Values of moments of inertia for simple geometrical objects, parallel and perpendicular axes theorems and their applications. Rigid body rotation, equations of rotational motion.
UNIT 6: GRAVITATION
The universal law of gravitation. Acceleration due to gravity and its variation with altitude and depth. Kepler's laws of planetary motion. Gravitational potential energy; gravitational potential. Escape velocity. Orbital velocity of a
Thermal equilibrium, zeroth law of thermodynamics, concept of temperature. Heat, work and internal energy. First law of thermodynamics. Second law of thermodynamics: reversible and irreversible processes. Carnot engine and its efficiency.
UNIT 9: KINETIC THEORY OF GASES
Equation of state of a perfect gas, work doneon compressing a gas.Kinetic theory of gases - assumptions, concept of pressure. Kinetic energy and temperature: rms speed of gas molecules; Degrees of freedom, Law of
Electric charges: Conservation of charge, Coulomb's law-forces between two point charges, forces between multiple charges; superposition principle and continuous charge distribution. Electric field: Electric field due to a point charge, Electric field lines, Electric dipole, Electric field due to a dipole, Torque on a dipole in a uniform electric field. Electric flux, Gauss's law and its applications to find field due to infinitely long uniformly charged straight wire, uniformly charged infinite plane sheet and uniformly charged thin spherical shell. Electric potential and its calculation for a point charge, electric dipole and system of charges; Equipotential surfaces,
Electrical potential energy of a system of two point charges in an electrostatic field. Conductors and insulators, Dielectrics and electric polarization, capacitor, combination of capacitors in series and in parallel, capacitance of a parallel plate capacitor with and without dielectric medium between the plates, Energy stored in a capacitor.
UNIT 12: CURRRENT ELECTRICITY
Electric current, Drift velocity, Ohm's law, Electrical resistance, Resistances of different materials, V-I characteristics of Ohmic and nonohmic conductors, Electrical energy and power, Electrical resistivity, Colour code for resistors; Series and parallel combinations of resistors; Temperature dependence of resistance. Electric Cell and its Internal resistance, potential difference and emf of a cel l, combination of cells in series and in paral lel. Kirchhoff's laws and their applications. Wheatstone bridge, Metre bridge. Potentiometer - principle and its applicat ions.
UNIT 13: MAGNETIC EFFECTS OF CURRENT AND MAGNETISM
Biot - Savart law and its application to current carrying circular loop. Ampere's law and its applications to infinitely long current carrying straight wire and solenoid. Force on a moving charge in uniform magnetic and electric fields.Cyclotron. Force on a current-carrying conductor in a uniform magnetic field. Force between two parallel current-carrying conductors-definition of ampere. Torque experienced by a current loop in uniform magnetic field; Moving coil galvanometer, its current sensitivity and conversion to ammeter and voltmeter. Current loop as a magnetic dipole and its magnetic dipole moment. Bar magnet as an equivalent solenoid, magnetic field lines; Earth's magnetic field and magnetic elements. Para-, dia- and ferro- magnetic substances. Magnetic susceptibility and permeability, Hysteresis, Electromagnets and permanent magnets.
Reflection and refraction of light at plane and spherical surfaces, mirror formula, Total internal reflection and its applications, Deviation and Dispersion of light by a prism, Lens Formula, Magnification, Power of a Lens, Combination of thin lenses in contact, Microscope and Astronomical Telescope (reflecting and refracting) and their magnifyingpowers. Wave optics: wavefront and Huygens' principle, Laws of reflection and refraction using Huygen's principle. Interference, Young's double slit experiment and expression for fringe width. Diffraction due to a single slit, width of central maximum. Resolving power of microscopes and astronomical telescopes, Polarisation, plane polarized light; Brewster's law, uses of plane polarized light and Polaroids.
Propagation of electromagnetic waves in the atmosphere; Sky and space wave propagation, Need for modulation, Amplitude and Frequency Modulation,Bandwidth of signals, Bandwidth of Transmission medium, Basic Elements of a Communication System (Block Diagram only).
SECTION –B
UNIT 21: EXPERIMENTAL SKILLS
Familiarity with the basic approach and observations of the experiments and activities: and time.
4. Metre Scale - mass of a given object by principle of moments.
5. Young's body liquid by method of mixtures.
11. Resistivity of the material of a given wire using metre bridge.
12. Resistance of a given wire using Ohm's law.
13. Potentiometer –
(i) Comparison of emf of two primary cells.
(ii) Determination of internal resistance of a cell.
14. Resistance and figure of merit of a galvanometer by half deflection method.
15. Focal length of:
(i) Convex mirror
(ii) Concave mirror, and
(iii) Convex lens
using parallax method.
16. Plot of angle of deviation vs angle of incidence for a triangular prism.
17. Refractive index of a glass slab using a travelling microscope.
18. Characteristic curves of a p-n junction diode in forward and reverse bias.
19. Characteristic curves of a Zener diode and finding reverse break down voltage.
20. Characteristic curves of a transistor and finding current gain and voltage gain.
Fundamentals of thermodynamics: System and surroundings, extensive andintensivesublimation, phase transition, hydration, ionization and solution.Second law ofthermodynamics; Spontaneity of processes; DS of the universe and DG of the system as criteria for spontaneity, Dgo (Standard Gibbs energychange) and equilibrium constant.
specific.
UNIT 9 : CHEMICAL KINETICS
Rate of a chemical reaction, factors affecting the rate of reactions:concentration, temperature, pressure and catalyst; elementary and complex reactions, order and molecularity of reactions, rate law, rate constant and its
units, differential and integral forms of zero and first order reactions, their characteristics and half - lives, effect of temperature on rate of reactions – Arrhenius theory, activation energy and its calculation, collision theory of
Modes of occurrence of elements in nature, minerals, ores; Steps involved in the extraction of metals - concentration, reduction (chemical and electrolytic methods) and refining with special reference to the extraction of Al, Cu, Zn and Fe; Thermodynamic and electrochemical principles involved in the extraction of metals.
UNIT 13: HYDROGEN
Position of hydrogen in periodic table, isotopes, preparation, properties and uses of hydrogen; Physical and chemical properties of water and heavy water; Structure, preparation, reactions and uses of hydrogen peroxide; Hydrogen as a fuel.
UNIT 14: S - BLOCK ELEMENTS (ALKALI AND ALKALINE EARTH METALS)
Group - 1 and 2 Elements
General introduction, electronic configuration and general trends in physical and chemical properties of elements, anomalous properties of the first element of each group, diagonal relationships. Preparation and properties of some important compounds - sodium carbonate and sodium hydroxide; Industrial uses of lime, limestone, Plaster of Paris and cement; Biological significance of Na, K, Mg and Ca.
UNIT 15: P - BLOCK ELEMENTS
Group - 13 to Group 18 Elements
General Introduction: Electronic configuration and general trends in physical andchemical properties of elements across the periods and down the groups; unique behaviour of the first element in each group. Groupwise study of the p – block elements
General methods of preparation, properties, reactions and uses. Amines: Nomenclature, classification, structure, basic character and identification of primary, secondary and tertiary amines and their basic character.
Diazonium Salts: Importance in synthetic organic chemistry.
UNIT 25: POLYMERS
General introduction and classification of polymers, general methods of polymerization-addition and condensation, copolymerization; Natural and synthetic rubber and vulcanization; some important polymers with emphasis on their monomers and uses - polythene, nylon, polyester and bakelite.
Part - I Awareness of persons, places, Buildings, Materials.) Objects, Texture related to Architecture and build~environment. Visualising three dimensional objects from two dimensional drawings. Visualising. different sides of three dimensional objects. Analytical Reasoning Mental Ability (Visual, Numerical and Verbal).
Part - tre es, plants etc.) and rural life.
Note: Candidates are advised to bring pencils, own geometry box set, erasers and colour pencils and crayons for the Aptitude Test.
Haryana Public Service Commission invites applications from eligible candidates for to the following 151 Administrative and Executive posts :
1. HCS (Executive Branch) : 30 posts
2. Dy. S.P. : 09 posts
3. E.T.O. : 38 posts
4. District Food and Supplies Controller: 01 post
5. Tehsildar 'A' Class :16 posts
6. Assistant Registrar Co-Operative Society:08 posts
7. Assistant Excise & Taxation Officer : 05 posts
8. Block Development and Panchayat Officer : 17 posts
9. Traffic Manager: 03 posts
10. District Food & Supplies Officer :03 posts
11. Assistant Employment Officer: 21 posts
How 27/12/2011. (Last date is 03/01/2011 for the candidates of far-flung areas)
Monday, 28 November 2011
Online/ Offline application are invitedfor Himachal Pradesh, whose applications are received by post from these areas is 10/01/2011 :
How to Apply : Apply Online at HPPSC website on or before 26/12/2011 or Application in the prescribedOMR application form should be sendto the Controller of Examinations, Himachal PradeshPublic Service Commission, Nigam Vihar, Shimla-2, on or before26/12/2011.
How to Apply : Application in prescribed format should be sent in an envelope superscribed with bold letters as "Application for the posts of .................... " on or before 16/12/2011 (23/12/2011 for candidates from far-flung areas) toOffice of the Regional Director, Staff Selection Commission, (Western Region) 1ST Floor, Pratishtha Bhavan, 101, MK Road, Mumbai - 400020.
Application Fee: Rs.500/- (Rs.50/- for SC/ST/PWD), should be paid at any branch of the Syndicate Bank in the prescribed payment challan. Keep original counterfoil of the challan with you as it is to be produced at the time of written test along with call letter.
How to Apply: Apply online at Syndicate Bank website only from 25/11/2011 to 15/12/2011.Take a printout for future references as this is to be submitted at the later stage | 677.169 | 1 |
MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications 4th Edition walks readers through the ins and outs of this powerful software for technical computing. The first chapter describes basic features of the program and shows how to use it in simple arithmetic operations with scalars. The next two chapters focus on the topic of arrays (the basis of MATLAB), while the remaining text covers a wide range of other applications. MATLAB: An Introduction with Applications 4th Edition is presented gradually and in great detail, generously illustrated through computer screen shots and step-by-step tutorials, and applied in problems in mathematics, science, and engineering.
This training guide introduces development practitioners, policy analysts, and students to social accounting matrices (SAMs) and their use in policy analysis. There are already a number of books that ... | 677.169 | 1 |
Algebra
Age 15+ Time 2h. Students find transforming functions one of the most demanding topics in mathematicsat this level. In particular, the effect a has on the function, f(x) for y=af(x) and y=f(ax) and understanding just what a stretch is. This activity documents the most succesful approach I've had with this topic. It approaches the idea from the angle of transforming shapes, looking at the effect on the coordinates, then applying the same transformations to graphs. [Show][Hide]
This is a very complete activity that makes use of Geogebra and includes ready made applets and help videos for teachers who may have little experience or confidence in using technology in the classroom. Watch the following video (no sound) to get an overview of the activity:
Age: 14+ Time: 2h. This is a perfect activity to discover the properties of quadratic graphs. An investigation to 1) describe the axis of symmetry, 2) find the vertex form and 3) describe the zeros of a quadratic function. It includes fun quizzes and is concluded with a firefighter game where Sam must aim the water jet correctly to put out the fire. Great fun! Click show to see short video overview of activity [Show][Hide]
Age: 14+ Time: 1h Questions start off easy (one or two vert/horiz inequalities) to ensure all students can be engaged - will they save the eggs from the Pterodactyls? The aim of the activity is to focus student attention on how coordinates relate to the inequality and hence facilitate a better understanding of which side of an inequality students should shade. Playable on ipad etc. also.
Age: 14+ Time: 1h Students have to modify the inequalities to trap each ghost in turn within their "laser fields" (no software required). Care is required because if their inequalities aren't precise they could easily burn the baby! Levels increase in difficulty, from one to three ghosts, but only using linear inequalities. Playable on ipad also.
Age: 15+ Time: 1hr + This activity introduces students to the concept of even and odd functions, i.e. functions with properties f(x) = f(-x) and f(x) = -f(-x). There follows an investigation into the properties of adding, multiplying and finding composites of these functions e.g. even function + even function =?
Age 11+ Time: 1h Students take the orders at Luigi's or Taj's Waiter of the Year competition using a single letter to abbreviate each starter, main etc. Simplify the algebra and substitute in the prices to finalise the bill. This leads into letters as variables: Spin the fruit machine to select a number target before rolling a die to substitute in. Self-checking exercise to finish or for use as a homework. Lots of human interaction!
Age 13+ Time: 2h This is a very complete activity to get students factorising quadratic expressions for the first time. It includes 2 arcade games to practise expanding brackets, a product and sum puzzle and a self-checking spreadsheet for factorising. Watch the following video for an overview[Show][Hide]
Age: 14+ Time: 1h+ This activity will challenge high achieving students to learn about the properties of exponential functions and their transformations. Interactive applets and quizzes get the students to discover the properties for themselves then there are a couple of games to challenge them to 'copy the function'. Watch the short video below for a quick overview.[Show][Hide]
Age: 14+ Time: 1-2h+. Students use Geogebra to plot, then try and find a function to fit Olympic winning data for the men and women's 100m, High Jump, Show jumping and men's weightlifting from 1896 to the present. What are the limits of human physical abilities? This is a great activity to develop students' mathematical modelling: who will predict most accurately the winning times for the forthcoming Olympics?
Age: 12+ Time: 1h What changed during the Renaissance? This activity looks at the revolution in using algebra to describe geometries, graphs, 3D perspective and the introduction of decimal notation. It can be used as part of a Renaissance School Day where students make links between subjects and then present their findings in a whole school assembly. Overview of this day, lead by History department, available here.
Age: 15+ Time 1.5 hr + This activity gets students to produce families of trigonometric functions (like the one on the right) using dynamic geometry software. By exploring the effect of changing parameters they really get a deep understanding of the properties of the main transformations: translations and stretches. Get ready for "Oos and Ahhs"!
Age: 12+ Time 1 hr + A computer with internet access is required for this set of five interlinked activities where students are introduced to the equation of a straight line. A structured investigation is followed by a bowling game where students are required to enter the correct equation in order to be able to bowl over the pins and get a strike. A really entertaining way to learn about gradient and y intercept.
Age: 13+ Time: 1-2h. Estimation is a key skill in all areas of maths, but perhaps particularly so in Trial and Improvement. Using mini-whiteboards, paper, in pairs or teams students use what they know to estimate square and cube roots of numbers they don't know. They then use Excel to try and hone their answers to 1, 2 or 3 d.p. accuracy. Students can also create their own Excel questions and solutions.
Age: 15+ Time 1 hr. This
Age: 15+ Time: 30mins-1h. Students use geometry software to model wave pictures from real-life objects and situations. In doing so, students will investigate the effects of the coefficients for sine and cosine waves e.g. y = a cos[b(x-c)]+d asking themselves: "What Changes?", "What Stays the Same?". No software is required
Age: 15+ Time 1-2 hrs Using Autograph or the free Geogebra or Microsoft Maths 4.0, students investigate the functions of the sine and cosine graph. Students record the key, defining points in a pre-prepared table: coordinates of the maximum and minimum and x-intercepts, as they change different parameters using the constant controller or sliders. Without technology, students then have to predict [Show][Hide]
Age: 15+ Time 1h This activity introduces sine and cosine graphs using the video of the construction of a Ferris wheel that demonstrates the link with triangles. Students then sketch the graph of their movement on the Big Wheel. The aim is to link the sine and cosine ratios to a circle. Students use calculators to plot the graphs exactly (spotting symmetries to save them calculation time!). VM also available.
Age: 11+ Time: 1hr+ This activity gets students to explore the ideas of factorising simple linear expressions. However, it does it in a way that never mentions factorising! Students will need to think critically to solve some puzzles about multiplying out number grids. By turning the questions around, students will then discover the rules for factorising. Students should be able to [Show][Hide]
multiply simple algebraic expressions before they attempt this activity.
Age: 11+ Time: up to 1hr. Practise programming spreadsheets with simple formulae. Use the spreadsheet to examine the relationships and patterns between the numbers in magic squares. Do all of this while you get lost in this fantastic challenge! Create a 7 x 7 magic square with a 5 x 5 magic square inside it and a 3 x 3 one inside that!
Age: 12+ Time: 1h. In this activity, students are given a target and have to choose expessions that correspond to the target e.g. even number: 2n-2. They then make up their own targets and/or cards to match. In the second activity students match a series of formulae to their symbolic meaning, word meaning and physical world context. All activities focus on the concept of letter as "variable". The last activity [Show][Hide]
develops students effective internet and textbook etc. research skills.
Age: 12+ Time: 2 hours. In this investigation, students explore the sums of consecutive numbers and their divisors with the hope of discovering and proving that the sum of n consecutive numbers is divisible by n when n is odd. This is a gentle introduction for young students to the idea of proof! Using algebraic terms to represent unknown numbers and very simple algebraic manipulation, [Show][Hide]
students see the power of algebra. It therefore provides them with a reason and motivation to learn more about this often elusive topic. Before attempting this activity, I would expect students to have had a little exposure to adding simple algebraic expressions together.
Use card games to get students practising and revising solving equations. Playing in pairs, threes or fours students roll a die, in combination with the cards, to win their partner's cards. There are many possible games using these cards, as well as a range of levels from Apprentice to Mathmagician. Age: 12+ Time: 30mins to 1h
Age 14+ Time 30-40 minutes. Match the waves with their functions! The discussions and reasoning that take place during this type of activity can be incredibly valuable and effective. It is a simple idea, but so often the simple ideas can be the most effective. It is also a nice alternative to a traditional exercise. When well practised, this is not a desperately difficult concept and it can be very satisfying [Show][Hide]
to be able to quickly make the link and either deduce a function from the graph or the other way round. This simple activity lends itself to group work and presents the kind of challenge that usually engages students
This group activity gets students to match a physical world scenario e.g. pressure exerted by an elephant of 400kg mass, with its associated data (a number relation), the equation that defines this relationship, a graph and the nth term rule. This provokes student discussion to air and refine students' conceptions of the relationship between these topics. Age: 14+ Time 1 hr.
Age: 15+ Time 1 hr. Challenge students to really understand the concept of a function. Match a set of input values with a function and a corresponding set of output values. There are eight sets of three to make and only one correct solution. This activity is 'old meets new'. Students work with cut out bits of paper but can use calculators/computers to help them solve the puzzle!
Age: 12+ Time: 1-2 hours. This activity is another great example of a puzzle whose solutions can be modeled by an algebraic sequence (linear). The puzzle provides an engaging introduction and an incentive to generalise, which helps students with this traditionally difficult idea. The puzzle can be modeled by a linear sequence and broken down into a series of different linear sequences that combine to form the overall model. [Show][Hide]
As such this activity has lots of scope for relating sequences to physical situations, breaking them down in to parts and seeing how algebraic manipulation links the different solutions together. This is a good deep problem that only involves linear sequences.
Age: 12+ Time: 1-2 hours Bring life to this classic sequences problem by getting students out of their chairs and jumping around to solve the problem. This is a terrific problem for generating and investigating a quadratic sequence. It can be looked at from a number of angles and demonstrating the way they link together gives a very satisfying result. This problem has been around for a while and this activity is really about [Show][Hide]
A card game to introduce students to quadratic equations. Playing in pairs, threes or fours students roll a die, in combination with the cards, to win their partner's cards. There are many games possible using these cards. Age: 12+ Time: 10-30 minutes
This immediately absorbing and engaging activity requires students to use graphing software. The aim is to explore the basic transformations of a function, e.g. y=f(x-a), y=f(ax) for the quadratic function. However, the questions are disguised in videos of moving graphs that students are asked to reproduce. This challenge provides a great incentive to explore, experiment and share ideas. Age: 15+ Time: 1h
This activity is about linking the graphing of quadratics with the equations themselves by looking at their key features. Students match pieces of information with different graphs using logical deduction. This practical group activity leads to being able to sketch graphs from their equations. Age: 15+ Time: 1h
In one hour students should have worked out how to "factorise quadratics" for themselves using patterns in the factorisations given by CAS software, such as TiNspire, Geogebra, WolframAlpha or Derive. "How to" videos are included for those inexperienced in using these programmes. A second activity relates factorising to the "Grid Method" of multiplication including the use of an online virtual manipulative. Age: 13+ Time: 1-2h
This is a great introductory lesson to linear graphs. Students will act as coordinates on a huge grid. Holding A3 sheets of white paper up when a rule requires it, they will plot coordinate pictures and straight line graphs following instructions such as, "Hold up your sheet is your x and y coordinates add together to make 9!" A webcam and a projector can add an extra dimension to this practical activity. Age: 9+ Time: 30m to 1hr
A real game that is fun to play and, when investigated, generates a great example of an exponential sequence. Ideal activity for exploring sequences in general and for introducing these functions. It is a practical activity that can be enhanced with access to computers. Age: 13+ Time: 1 hour
In this activity students will use a graphing package to explore the link between geometrical patterns, sequences and their graphical representations. There are 3 levels of difficulty starting with linear sequences moving on to quadratic, then other more challenging sequences. Age: 12+ Time: 1-2 hours
Use Excel or any other spreadsheet to explore the patterns in linear or arithmetic sequences. Students are quickly drawn to striking patterns and the teacher's role is careful questioning aimed at asking students to articulate the whats? and whys? Age: 11+ Time: 1h
Use dynamic geometry software to find the quadratic equations that model some photographs of real-life objects. This activity will get students to understand the effect of changing the parameters in the general equation y = a(x - b)² + c. Three Geogebra files are provided and are ready to use. No software is needed. Age: 14+ Time: 1h
By the end of the hour students should have worked out how to "factorise" for themselves by looking for patterns in the factorisations given by CAS software such as TiNspire and Derive. "How to" videos are included, for those inexperienced with the technology, to help ensure teacher and student time is focused on the mathematics. Age: 12+ Time: 1h
Re-arrange simple formulae with this matching pair activity. 32 cards are cut out and matched up to give 16 pairs of equivalent formulae with different subjects. This activity promotes much discussion and helps iron out fallacies. Age : 14+ Time : 1 hr
Students get practice in finding the nth term of arithmetic and geometric sequences. Sequences are presented in a graphical form and students are required to find their nth terms. Ti Nspire calculators are recommended to get the most out of this activity and allow students to play with and test their own conjectures. Age: 15+Time: 1hr
How many ways to win a 3D game of three in a row? A real physical game situation that leads to algebraic sequences. There are many ways to investigate this problem and this makes a great project for Algebraic Investigation. Age: 14+Time: 1hr to a whole week.
Who's the fastest in your class? How do you know they are "fast"? What does "fast" mean exactly? Student's discuss the above, then race 100m and use the distance, speed, time formulae to work out: If they maintained this speed, could they set a new marathon record?! Age : 12+ Time: 2hrs
Formulae often seem so abstract to students, expressed as they are using algebra, yet they are one of the most applied area of mathematics! Students are asked to search Google images and find one or two images to go with each formula. Students then share their pictures with the rest of the class and discuss what each letter represents and how it describes a relationship. Age: 12+ Time: 1-2hrs
Students all too often do not realise that functions are all around them: on the dance floor, in the swaying of the branches of a tree . . . . and in people holding their hands in the air in joy! This activity gets them to use their body to feel the transformation! Age: 15+ Time: 5mins to 1h (use sections as starters/plenaries or full resource in a single lesson).
Bend a wire to "feel" the shape of the different functions such as sinx, cosx, x3 etc. and their transformations e.g. sin(x-90), Cos3x, etc. Given an equation/function, can you draw the graph on a mini-whiteboard? Age: 15+ Time: 20mins to 1h (starter/plenary or full lesson)
Many marks can be lost in exams because of a lack of precision in the exact coordinates of a transformation. Students are taken outside the classroom to give them a physical experience of how functions define coordinates. The discussion between students is useful for drawing out student misconceptions. Careful questioning can challenge these misconceptions. Age:15+ Time: 20mins to 1h (starter or full lesson)
Many students find the symbols and meanings used in equations difficult to understand. This activity uses the excellent "balancing scales" manipulative to give students an intuitive understanding of how to solve equations - through experiment and discovery. Age: 11+ Time: 1h | 677.169 | 1 |
MATH 772 Applied Math
COURSE DESCRIPTION:
A course in elementary mathematical skills for
technicians. Topics covered include fundamental operations with whole numbers,
fractions, decimals, and signed numbers ; percents; geometric figures and basic
constructions; area and volume formulas; English/Metric systems; measurements;
and the interpretation of graphs and charts.
COURSE COMPETENCIES: During this course, the student will be
expected to:
2. Compute with whole numbers, fractions, decimals, and
integers in real world and mathematical solving.
2.1 Apply the four arithmetic operations ( add , subtract ,
multiply , and divide ) to whole numbers.
2.2 Apply the four arithmetic operations to fractions.
2.3 Apply the four arithmetic operations to decimals.
2.4 Apply the four arithmetic operations to integers.
2.5 Apply the four arithmetic operations to complex fractions .
2.6 Demonstrate the use of exponential notation in computation.
2.7 Demonstrate the use of scientific notation in computation.
6.1 Construct:
a. an angle bisector
b. congruent angles
c. line segment bisectors
d. perpendicular bisector of a line
e. parallel lines
f. perpendicular to a line from a point on the line
g. perpendicular to a line from a point off the line
h. inscribed regular triangle
i. inscribed regular square
j. inscribed regular hexagon
k. inscribed regular pentagon
l. congruent triangles
m. a triangle given three sides
n. altitude of a triangle
o. center of balance of a triangle
p. inscribed circle in a triangle
q. a circumscribed circle about a triangle
8.1 Calculate the measure of an angle in both degrees and
radians.
8.2 Calculate the area and volume of plane figures.
8.3 Calculate lateral surface area, total surface area and volume of geometric
solids (prisms, cylinders, pyramids, cones, and spheres).
9.1 Identify the units in the English and Metric systems.
9.2 Convert within the English System.
9.3 Convert within the Metric System.
9.4 Convert between Metric and English Systems.
9.5 Model dimensional figures.
9.6 Calculate answers to dimensional figures.
10. Use appropriate units and tools to measure to the
degree of accuracy required in a particular situation | 677.169 | 1 |
UCD Mat 67: Linear Algebra
Table of contents
No headers
1.1 Introduction to MAT 67 This class may well be one of your first mathematics classes that bridges the gap between the mainly computation-oriented lower division classes and the abstract mathematics encountered in more advanced mathematics courses. The goal of this class is threefold:
You will learn Linear Algebra, which is one of the most widely used mathematical theories around. Linear Algebra finds applications in virtually every area of mathematics, including Multivariate Calculus, Differential Equations, and Probability Theory. It is also widely applied in fields like physics, chemistry, economics, psychology, and engineering. You are even relying on methods from Linear Algebra every time you use an Internet search like Google, the Global Positioning System (GPS), or a cellphone.
You will acquire computational skills to solve linear systems of equations, perform operations on matrices, calculate eigenvalues, and find determinants of matrices.
In the setting of Linear Algebra, you will be introduced to abstraction. We will develop the theory of Linear Algebra together, and you will learn to write proofs.
The lectures will mainly develop the theory of Linear Algebra, and the discussion sessions will focus on the computational aspects. The lectures and the discussion sections go hand in hand, and it is important that you attend both. The exercises for each Chapter are divided into more computation-oriented exercises and exercises that focus on proof-writing. | 677.169 | 1 |
.
Algebra I is a course of study primarily designed to prepare students for Algebra II. The 2007 Saxon Textbook Series is used and emphasizes constant review of topics that have been covered in the past. These topics include solving equations, graphing, various word problems, factoring, area and volume problems, fractions, solving systems, radicals, exponents and scientific notation. The course is structured to introduce a new topic each day. Assignments generally include 4-5 new problems and 25 review problems from past lessons. (Students who fail to maintain a "C" or higher average in Algebra I will have great difficulty passing Algebra II.)
This is a study of traditional algebra concepts integrated with the study of geometry. First and second degree equations, conic sections, trigonometry, logarithms, and problem solving are some of the concepts taught. The correct use of the calculator is emphasized. Prerequisite: This course is offered to ninth grade students who have had Algebra I in middle school, and are recommended by the middle school faculty.
This is a study of traditional algebra concepts integrated with the study of geometry. First and second degree equations are studied in depth and there is a heavy emphasis on problem solving. Trigonometry is introduced and the correct use of the calculator is taught. Of the thirty problems assigned nightly, only three or four are of the newly introduced lesson. The remaining problems are review problems. Half of the instructional period is spent in teacher assisted work on these problems. Tests are given following each fourth lesson.
This course is an advanced study of Euclidean Geometry. In addition to the topics covered in the regular geometry course, this course will emphasize proof and deductive reasoning. The class will move at a more rapid pace and will provide an in-depth study of each concept. Prerequisite: This course is offered to tenth grade students who desire to study four years of math in high school and who have been recommended for Honors Mathematics classes.
The students in Pre-Calculus Honors should be juniors who are on tract to take AP Calculus during their senior year. The content of the curriculum will be much the same as the other Pre-Calculus courses offered at DLHS. The main difference in the honor's course is that all students will be assumed to take AP Calculus. Effectively, this class will be the first year of a two year sequence. More emphasis will be given to interpreting problems verbally, numerically, graphically, as well as analytically. The students will be expected to transfer knowledge to various situations in an effort to prepare them for AP Calculus and the AP Calculus exam.
This course is designed primarily for seniors, or for juniors who plan to take Statistics in their senior year. Early in the year, much emphasis will be given to analytical geometry and the study of functions. The TI83+ or TI89 will be used extensively by the students and teacher via computer projection equipment to study the relationships between functions and graphs. The "reform" movement in mathematics gives much more emphasis in studying functions analytically as well as through tables and graphs. Technology improvements have dramatically changed the way Pre-Calculus is taught. Nearly a third of the year will then be given to the study of trigonometry. Circle trigonometry goes beyond the geometric concept of an angle. Circular representations of angles allow us to study many real world phenomena that are periodic in nature. Triangle trigonometry uses the geometric concepts to find distances and areas given any polygonal region. Logarithms will be studied to be able to solve problems with exponential variables as is often the case in Chemistry as well as Economics. Conics and their interesting reflective properties will be studied. As time allows, some topics of discrete mathematics including sequences will be studied. Elementary probability will give students a concept of the likelihood of an event. These ideas would be very important as a beginning point for those taking Statistics.
Advanced Placement Calculus consists of a full high school academic year of work that is comparable to calculus courses in colleges and universities. It is required that students who take AP Calculus will seek college credit by taking the AP Exam. Most of the year will be devoted to topics in differential and integral calculus. The course emphasizes a multi-representational approach of calculus, with concepts, results, and problems being expressed graphically, numerically, analytically and verbally. Also note that a detailed course description including philosophy, goals, prerequisites, and topical outline are given at: Prerequisite – teacher approval and summer review on teacher wiki located at
This class is designed for students with grades below B- (85) in Algebra II who need to develop better math skills to prepare for college math and for students who will not require a high level of mathematics in their chosen careers. Students with grades of B-(85) or above in Algebra II should take Pre-Calculus or Statistics. Teacher recommendation will be necessary to take this class.
Statistics is the science of gaining information from numerical data. Although statistics can be extremely complicated in theory, this course will be concerned with the practice of statistics. There are three basic parts to the practice of statistics, which will be incorporated in this course. Data analysis concerns methods and ideas for organizing and describing data using graphs, numerical summaries, and more elaborate mathematical descriptions. Data production includes some basic concepts about how to select samples and design experiments. Finally, statistical inference moves beyond data in order to draw conclusions about a wide universe. In other words, we will attempt to put data in context.
This University level course will involve a quick review of equations and inequalities; functions and graphs; polynomial and rational functions; exponential and logarithmic functions; systems of equations and inequalities; sequences, series, and probability. Prerequisite: two years of high school Algebra and at least a 21 ACT or 590 SAT math score.
This University level course will involve trigonometric and circular functions; trigonometric analysis; analytical geometry of the plane and three space including the conic sections, rotation of axes, polar coordinates, polar equations of conics, plane curves and parametric equations. Prerequisite: two years of high school Algebra and at least a 26 ACT or 590 SAT math score or College Algebra. | 677.169 | 1 |
Math Assessment Levels
Use this table to find which math course you should take, based on
your level on the self-assessment or the proctored placement exam.
Notice that some scores allow you to choose
among several courses. Also, you can always take a course at a lower
lever, unless you already have credit for that course.
For example, a student who got a level 5 with a major that doesn't
require calculus might prefer to take MAT118 instead of MAT131.
You can find out more about the various courses by following the links.
If you place at level 2+ and plan to take calculus, you should retake
the proctored mathematics placement exam after doing a thorough review of
the appropriate material. If your placement level is still 2+ after
having retaken the exam, and you want to study calculus, you should
take MAP103,
which will provide you with the best
possible preparation for future calculus courses.
If you place at level 3 and want a single semester overview of
calculus, you should take MAT122. If you do not need to take calculus,
and wish to do only a single semester of mathematics, you should
strongly consider MAT118, which will provide you
with a more general overview of mathematics. If you place at this
level and plan to take more than a single semester of calculus, you
should take MAT123. | 677.169 | 1 |
books.google.com - Iintroductory treatment emphasizes graph imbedding but also covers connections between topological graph theory and other areas of mathematics. Authors explore the role of voltage graphs in the derivation of genus formulas, explain the Ringel-Youngs theorem, and examine the genus of a group, including... graph theory | 677.169 | 1 |
\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2013a.00933}
\itemau{Heid, M. Kathleen; Thomas, Michael O. J.; Zbiek, Rose Mary}
\itemti{How might computer algebra systems change the role of algebra in the school curriculum?}
\itemso{Clements, M. A. (ed.) et al., Third international handbook of mathematics education. Berlin: Springer (ISBN 978-1-4614-4683-5/hbk; 978-1-4614-4684-2/ebook). Springer International Handbooks of Education 27, 597-641 (2013).}
\itemab
Summary: Computer algebra systems (CAS) are software systems with the capability of symbolic manipulation linked with graphical, numerical, and tabular utilities, and increasingly include interactive symbolic links to spreadsheets and dynamical geometry programs. School classrooms that incorporate CAS allow for new explorations of mathematical invariants, active linking of dynamic representations, engagement with real data, and simulations of real and mathematical relationships. Changes can occur not only in the tasks but also in the modes of interaction among teachers and students, shifting the source of mathematical authority toward the students themselves, and students' and teachers' attention toward more global mathematical perspectives. With CAS a welcome partner in school algebra, different concepts can be emphasized, concepts that are taught can be done so more deeply and in ways clearly connected to technical skills, investigations of procedures can be extended, new attention can be placed on structure, and thinking and reasoning can be inspired. CAS can also create the opportunity to extend some algebraic procedures and introduce and assist exploration of new structures. A result is the enrichment of multiple views of algebra and changing classroom dynamics. Suggestions are offered for future research centred on the use of CAS in school algebra.
\itemrv{~}
\itemcc{U50 U70 H10 I20}
\itemut{computer algebra systems; technology in mathematics education; algebra instruction; curriculum}
\itemli{doi:10.1007/978-1-4614-4684-2\_20}
\end | 677.169 | 1 |
320 SAT Math Problems arranged by Topic and Difficulty Level
Book Description: student can immediately find the problems he or she needs to improve in a quick and efficient manner. Using this book you will learn to solve SAT math problems in clever and efficient ways that will have you spending less time on each problem, and answering difficult questions with ease. You will feel confident that you are applying a trusted system to one of the most important tests you will ever take. Also take a look at "28 SAT Math Lessons to Improve Your Score in One Month" also written by Dr. Steve Warner. There is a Beginner course for students currently scoring below 500 in SAT math, an Intermediate Course for students currently scoring between 500 and 600 in SAT math, and an Advanced Course for students currently scoring above 600. Dr. Steve Warner has also just released "The Complete Official SAT Study Guide Companion" which contains solutions to all questions in the 10 SAT's given in the 2nd Edition of the College Board's Official Study Guide.
Buyback (Sell directly to one of these merchants and get cash immediately)
Currently there are no buyers interested in purchasing this book. While the book has no cash or trade value, you may consider donating it | 677.169 | 1 |
Title
Patterns and Relationships
Body
Things are getting pretty exciting in mathematics! In addition to one step and two step equations. We are discovering the meaning of a function. This describes the relationship between to numbers and can be displayed in a chart, graph, and an equation. Please utilize the web links for math to practice these hot topics. | 677.169 | 1 |
Upcoming News
» Education
This article discusses about the latest version of openSIS, one of the most popular student information system round the globe. Recently OS4ED launched openSIS ver5.2, the developers of the product demands that this will be better, faster and more secured compared to previous versions.
A System of equations is basically a collection of Linear Equations and includes the same Set of the variables in each and every equation of the system. This system of equations is also known as the Linear System.
A number which is divided by itself and by 1 is called a prime number. Prime number can also be defined as the Odd Numbers which are not divided by any odd number except 1 and itself. Prime numbers are mainly 1, 2, 3, 5, 7, and 11 and so on.
Numbers starting with 1, 2, 3, 4.…… are called Natural Numbers. Natural numbers are denoted by 'N'. These numbers are put into different groups. The group may be of Even Numbers, odd numbers, prime numbers or even composite numbers.
When we deal with algebra, we mainly focus on equations and expression. These two terms can be defined as the heart of the algebra, as whenever we solve any problem we have to solve different equations.
The elements are subdivided into molecules which further divided into atoms. The atoms for long considered to be indivisible but with the discovery of the sub atomic particle, like electrons and protons, it was understood that there were more smallest and fundamental particles then the atom. | 677.169 | 1 |
First-order differential equations
This unit introduces the topic of differential equations. The subject is developed...During this unit you will:
learn some basic definitions and terminology associated with differential equations and their solutions;
be able to visualize the direction field associated with a first-order differential equation and be able to use a numerical method of solution known as Euler's method;
be able to use analytical methods of solution by direct integration; separation of variables; and the integrating factor method.
Contents
First-order differential equations | 677.169 | 1 |
CHOOSE YOUR PATH:
Mathematics
Calculus at Augustana
High school students who have already completed Calculus I and wish to continue their mathematical education by taking Calculus II can enroll at Augustana. Interested students can see additional details and contact Adam Heinitz to register.Click here to learn more.
Sioux Falls Area Math Teachers' Circle
Learn more about this teacher-led mathematical problem-solving experience for Sioux Falls area middle school teachers.
Wherever you are in your journey with mathematics, we have a place for you in the math department. We have courses to develop basic competence in mathematical reasoning and intermediate courses that provide the necessary support for a variety of majors. We also have a full course of study for students intending to become teachers, actuaries, researchers, or engineers — and for those who are preparing for graduate study in mathematics or related areas.
For those who elect to major in mathematics, you'll be welcomed to a department that works hard to tailor your course of study to your goals.
Math majors choose from various upper-division courses in topics as diverse as abstract algebra, topology, real analysis, and complex analysis. Courses in computer science and physics are required, and students can select other advanced courses based upon your interests, choosing from courses such as probability and statistics, discrete structures, and the history of mathematics. We can also help you design a faculty-guided independent study for a unique learning experience. | 677.169 | 1 |
This is a transition course between lower divison mathematics and upper division mathematics. It involves critical thinking, creativity, and analytical reasoning. Lower divison mathematics consists mainly of repletion and memorization. Upper division mathematics is more abstract and involves proving theorems. This class serves as an introduction to various advanced topics in mathematics such as Geometery, Trigonometry, and Statistical Analysis.
Course:
Number:
Grade Level:
Prerequisites:
Credit:
Algebra 1, Part 1
3131
8, 9, 10, 11, 12
Math 8
1
Algebra 1, Part 1 provides students with the basic algebra skills necessary to move to a higher level mathematics course. This course was designed to eliminate or reduce math anxiety by teaching Algebra at a slower pace. Thus, it makes mathematics understandable and applicable to everyday life. The student will learn computation with rational numbers such as intergers, fractions, and decimals and solve application problems. The student will use applications with polynomials, equations, and inequalities.
Course:
Number:
Grade Level:
Prerequisites:
Credit:
Algebra I
3130
8, 9, 10, 11, 12
None
1
This course includes types of numbers, algebraic vocabulary, properties and operations of numbers, simplifying expressions, solving equations and inequalities, and graphing. Finding and using prime factors, square roots, repeating decimals, as well as using polynomials, rational expressions, and radicals are also part of this course. Mastery of graphing, solving equations with two variables, and solving quadratics is required.
Course:
Number:
Grade Level:
Prerequisites:
Credit:
Geometry
3143
9, 10, 11, 12
Algebra I
1
The geometry course is a one year mathematics course that includes both plan geometry and three-dimensional geometry. The course is considered necessary to demonstrate a reasonable knowledge of mathematics for students who plan to pursue a college education. Simple algebraic equations are integrated into the course and presented as a means of solving some geometry problems. Geometric proofs and problem solving develop analytical reasoning skills and improve the ability to apply logic to analysis of problems.
Course:
Number:
Grade Level:
Prerequisites:
Credit:
Algebra II
3135
10, 11, 12
Algebra I
1
Algebra II is mandatory for students seeking the Advanced Studies Diploma and for those students planning a higher education in math or science. Concepts of Algebra I are reviewed and strengthened. Emphasis will be placed on the study of complex numbers, coordinate geometry, linear systems, functions, conic sections, logarithms, and an indirection to progressions and series.
Course:
Number:
Grade Level:
Prerequisites:
Credit:
Advanced Algebra and Trigonometry
3161
11, 12
Algebra II
1
Advanced Algebra and Trigonometry is a course that includes an extensive and comprehensive treatment of trigonometry. The course includes algebra topics not covered in previous courses, such as analytical geometry; exponential and logarithmic functions; sequences and series; matrix algebra and determinants. The course is designed as preparation for math analysis or for freshman mathematics in college. | 677.169 | 1 |
Mathematics Department
Note: Loyola requires all students to take Algebra I, Geometry, and Algebra II and strongly encourages all students to take a fourth year of math.
Algebra I and Honors Algebra I are comprehensive courses that prepare students to use algebraic skills and concepts confidently in mathematics, in related disciplines, and in real world situations. Examples of topics covered are integers and rational numbers, equations, inequalities, exponents and polynomials, factoring, graphing linear equations, systems of equations, rational expressions, and radical expressions. Problem solving is emphasized throughout all of these topics. Graphing calculators are used as teaching and learning tools throughout the course.
Geometry and Honors Geometry use investigative and inductive introductory methods and then follow with programs based on traditional theorems and postulates. Computers are used as an aid in the development of the theorems and postulates. Students first learn the language of geometry and then apply this language to such topics as congruency, similar triangles, parallelism, circles, polygons, area, volume, constructions and basic trigonometry.
Algebra II and Honors Algebra II prepare students to use advanced algebra skills and concepts. Through classroom lectures, applications, assignments, and assessment, students will develop critical thinking skills and strategies necessary for problem solving. Also, students will learn to use the TI-83/TI 84 graphing calculator.
Since no student should take a year off from math, especially the year prior to college, Loyola offers several electives with varying levels of difficulty for the fourth year of math.
Pre-Calculus is an alternative to the Honors Pre-Calculus course. The course content mirrors the topics of the Honors Pre-Calculus course; however, the students set the contents' pace and depth. This course prepares students for college math courses that most non-science/math majors must take and is a prerequisite to Calculus.
Calculus is offered for those students who do not wish to deal with the rigors of the AP Calculus courses, described below.
Advanced Placement (AP) Calculus (AB) and (BC) are first and second semester college calculus courses. The College Board dictates the curriculum for each course. Students may receive college credit depending on the AP exam score and policies of the student's college choice. AP Calculus students must be mathematically able - good math scores on the PSAT, high grades in previous math courses, and the recommendation of the student's math teachers. All students are required to take the national exam in the spring | 677.169 | 1 |
Introduction Math Mammoth Algebra 1-A Worksheets Collection was originally created for and in collaboration with SpiderSmart, Inc. tutoring company.
HCPS Algebra 1 Curriculum Guide Introduction Mathematics content develops sequentially in concert with a set of processes that are common to different bodies of mathematics ...
Acknowledgements We would like to thank the following Roanoke County educators for their work in developing the curriculum guide. Jennifer Dunford, William Byrd High ... I/CurriculumGuide.pdf
Description and Objective Create an advertisement for one of the methods for solvingsystems of linear equations. These methods are described in detail at www. mathwarehouse ...
1) Students will be able to use readily available technology to solve systems of linear equations. 2) Understand the meaning of u0022system of linear equationsu0022 and be ...
APPLICATIONS OF MATH 11 HOMEWORK OUTLINE Record the date when each section is assigned Record a check mark ( ) when the homework is complete you must SHOW YOUR ... documents/11 apps Hmwk Outline.pdf | 677.169 | 1 |
Selectsoft Publishing Speedstudy: Geometry
THIS ITEM IS DISCONTINUED
Limited Stock May Be Available, Call Us For Availability (800) 527-7638
Please Note: Pricing and availability are subject to change without notice.
Improve grades and test scores! Multimedia learning system makes even the toughest math concepts come alive. Build geometry skills fast! Speedstudy: Geometry provides a solid educational foundation that will raise grades and test scores and improve math skills in the classroom and beyond. Boost grades and test scores! Using step-by-step animations, real-time quizzes and a fun 3-D interface, Speedstudy Geometry gives students the tools they need to master key geometry concepts. Take the stress out of high school math! The curriculum-based lessons are designed by educators to help students understand and practice critical thinking and problem-solving skills in an engaging, interactive learning environment.
Topics include: Equality and Similarity, Circles, Polygons, Points, Area Angles, Vectors, Circumference, Coordinate and Space Geometry, Non-Euclidean Geometry, Planes Reasoning.
Features: Includes search, bookmark, and print functions. Features animation, sound and narration. Review quizzes and tests provided for each chapter. | 677.169 | 1 |
Dover's impressive mathematics and science list grows all the time. You won't want to miss any of our latest additions — make sure you visit this page on a regular basis.
To visit our main Math and Science Shop, please click here. And be sure to join our Math and Science Club for a 20% everyday discount, free newsletter, and other exclusive benefits.
Recommendations...
Modern Calculus and Analytic Geometry by Richard A. Silverman Highly readable, self-contained text provides clear explanations for students at all levels of mathematical proficiency. Over 1,600 problems, many with detailed answers. Corrected 1969 edition. Includes 394 figures. Index.
Fourier Series by G. H. Hardy, W. W. Rogosinski Classic graduate-level text discusses the Fourier series in Hilbert space, examines further properties of trigonometrical Fourier series, and concludes with a detailed look at the applications of previously outlined theorems. 1956 edition.
The Green Book of Mathematical Problems by Kenneth Hardy, Kenneth S. Williams Popular selection of 100 practice problems — with hints and solutions — for students preparing for undergraduate-level math competitions. Includes questions drawn from geometry, group theory, linear algebra, and other fields.
Mathematical Methods in the Theory of Queuing by A. Y. Khinchin, D. M. Andrews, M. H. Quenouille Written by a prominent Russian mathematician, this concise monograph examines aspects of queuing theory as an application of probability. Prerequisites include a familiarity with the theory of probability and mathematical analysis. 1960 edition. | 677.169 | 1 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.