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A History of Mathematics: Brief Version
Victor Katz's goal was to write a book which "concentrates on the history of those topics typically covered in an undergraduate curriculum or in an elementary or high school." Although difficult choices had to be made in downsizing his excellent book, A History of Mathematics: An Introduction, the result is a very fine book that serves its audience well.
The first chapter examines the contributions of the Egyptians and the Babylonians. Each culture is studied separately, allowing an opportunity to compare and contrast their accomplishments. Chinese and Indian mathematics each receive a separate chapter in this book. Together with the chapter on the mathematics of the Islamic world, these three chapters provide a very strong introduction to non-western mathematics.
Three chapters are devoted to Greek mathematics and another three chapters to those topics in high school mathematics that might be classified as precalculus mathematics. Chapter 11 introduces the calculus of the seventeenth century. The remaining nine chapters of the text carry the history of mathematics into the twentieth century. Most of this material would be more appropriate for those who plan to teach on the college level, although selected topics could be incorporated into a course for pre-college teachers.
I integrate problem solving into my course through the use of historical problems. This book contains a large and varied collection of problems. Answers are given to selected problems. The author also includes a short appendix to facilitate the use of the textbook for teachers of mathematics including a list of topics and the relevant sections of the text where they are covered.
I mourn, as I am sure Dr. Katz does, the disappearance of all of those wonderful pictures of stamps with mathematical themes that he used in his previous book. However the final product is a truly useful textbook about the history of mathematics for teachers.
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Mathematics plays a key part in every quantitative and theoretical study, and is taught to all science and engineering students to varying degrees at college. This book spans a large range of topics, from basic arithmetic and algebra to calculus and Fourier transforms and bridges the gap between school and university. Its informal and readable tutorial style should make it accessible to the novice, while its very concise nature will ensure that it's a useful reference for the experienced professional. Although the emphasis may not be on the formal proof of every statement, the conveying of a meaningful understanding of where the results come from is central to aims of this text: it is intended to be much more than just a formula-book.
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Most Helpful Customer Reviews
I got these books recommended from a friend and I have found that they are brilliant. They start from GCSE maths and then works its way to 2nd Year university Maths. I have found it so useful, as i am a Physics Undergraduate, for my course. It covers everything i need and will be useful to look back at maths i have done in the past, for future reference.
I am currently doing two Open University Maths modules (MST121 & MS221 - both excellent) as part of a Natural Sciences degree. This book parallels much of what I have done on my courses but is written in a different but equally understandable way. Recommended.
This book provides problems and solutions for numerous questions covering maths met by physical science students in their first year of university. A variety of topics are covered, abut the solutions can at times be a little brief. This book is intended to be used alond with its sister-title in the same series. All in all, this is a useful, good book to have
A compact and concise presentation of the Maths required for Science or Engineering courses. In fact I don't think there's any other book that covers so much material in less than 100 pages. The conciseness means you have to pay attention to every single sentence, there is absolutely no fluff in this book. I found the later chapters reasonably hard going, but managed to get through by looking up certain new ideas on the web. This book could be the perfect undergrad Maths book - it just needs a new edition where some of the more abstruse concepts in the later chapters are explained in more detail, perhaps with more examples.
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Product Description
This DVD is designed to accompany ACE's Algebra 1 Math PACE 1097. Helping to reinforce students' mathematical skills through individualized, self-instructional and mastery-based education, this DVD introduces basic algebraic concepts such as algebraic expressions, coefficients, exponential notation, radicals, and the order of operations. Students will also learn to write verbal phases using algebraic symbols. 20 lessons on DVD.
DVD Playable in Bermuda, Canada, United States and U.S. territories. Please check if your equipment can play DVDs coded for this region. Learn more about DVDs and Videos
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Mathematical Association of America Mission Statement
The Mathematical Association of America
Mission Statement
November 16, 2001
The Mathematical Association of America is the largest professional society that focuses on mathematics accessible at the undergraduate level. Our members include university, college, and high school teachers; graduate and undergraduate students; pure and applied mathematicians; computer scientists; statisticians; and many others in academia, government, business, and industry. We welcome all who are interested in the mathematical sciences.
The mission of the MAA is "to advance the mathematical sciences, especially at the collegiate level."
This mission guides our core interests:
Education: We support learning in the mathematical sciences by encouraging effective curriculum, teaching, and assessment at all levels.
Research: We support research, scholarship, and its exposition at all appropriate levels and venues, including research by undergraduates.
Professional Development: We provide resources and activities that foster scholarship, professional growth, and cooperation among teachers, other professionals, and students.
Public Policy: We influence institutional and public policy through advocacy for the importance, uses, and needs of the mathematical sciences.
Public Appreciation: We promote the general understanding and appreciation of mathematics. We encourage students of all ages, particularly those from underrepresented groups, to pursue activities and careers in the mathematical sciences.
We pursue these interests through extensive programs, meetings, and publications, well over one hundred national committees, and 29 regional sections.
The national headquarters of the MAA is located at 1529 Eighteenth Street, NW, Washington, DC 20036-1385, USA. The phone numbers are 800-741-9415 and 202-387-5200.
The MAA is a 501(c)(3) non-profit, independent, membership organization. Twenty-eight of the MAA?s 29 Sections have 501(c)(3) status under an MAA group exemption; the Michigan Section has its own 501(c)(3) status under federal law.
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With a combination of unusual foods and a kaleidescope of colors, this concept book shows that not all foods have to look the same way. A banana can be red, broccoli can be purple, and cherries can be yellow and still taste just as delicious. more...
You wear clothes every day, but are you aware of how much math is involved in creating the outfits you put on? How Fashion Designers Use Math colorfully illustrates how designers use math to measure, create, and produce their fashions. more...
The highly acclaimed MEI series of text books, supporting OCR's MEI Structured Mathematics specification, has been updated to match the requirements of the new specifications, for first teaching in 2004. This series, well-known for accessibility and for a student friendly approach, has a wealth of features: worked examples, activities, investigation,... more...
This anthology, consisting of two volumes, is intended to equip background researchers, practitioners and students of international mathematics education with intimate knowledge of mathematics education in Russia. Volume I, entitled "The History and Relevance of Russian Mathematics Education", consists of several chapters written by distinguished... more...
The highly-acclaimed MEI series of text books, supporting OCR's MEI Structured Mathematics specification, has been updated to match the requirements of the new specifications, for first teaching in 2004. more...
The highly-acclaimed MEI series of text books, supporting OCR's MEI Structured Mathematics specification, has been updated to match the requirements of the new specifications, for first teaching in 2004. more...
Foundation Mathematics for Edexcel is the perfect preparation for the two-tier GCSE from Edexcel. This course has been written especially for Edexcel students and their teachers, and comprises student textbooks, teacher's resources, and homework books as well as digital resources. more...
The highly-acclaimed MEI series of text books, supporting OCR's MEI Structured Mathematics specification has been updated to match the requirements of the new specifications, for first teaching in 2004. more...
Discover how maths applies to everything with Johnny Ball
Join Johnny Ball as he shows your child that maths isn't just numbers and sums, it's a fundamental, incredible, magical way to find out how everything works.
From Pi, the amazing number that's vital for so much of everyday life, to perfect proportions - did you know Leonardo... more...
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Beginning Algebra with Applications and Visualization
The Rockswold/Krieger algebra series fosters conceptual understanding by using relevant applications and visualization to show students why math ...Show synopsisThe Rockswold/Krieger algebra series fosters conceptual understanding by using relevant applications and visualization to show students why math matters. It answers the common question ??? When will I ever use this???? Rockswold teaches students the math in context, rather than including the applications at the end of the presentation. By seamlessly integrating meaningful applications that include real data and supporting visuals (graphs, tables, charts, colors, and diagrams), students are able to see how math impacts their lives as they learn the concepts. The authors believe this approach deepens conceptual understanding and better prepares students for future math courses and life7330273302.
Description:Fine. Annotated Edition. All orders ship SAME or NEXT business...Fine 0321773306 -used book-book appears to be recovered-has...Fair. 0321773306 -used book-book appears to be recovered-has some used book stickers-free tracking number with every order. book may have some writing or highlighting, or used book stickers on front or back
Description:Good. 0321773306 -used book-free tracking number with every...Good. 0321773306
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Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for).
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55Synopsis
Practical Business Math Procedures is a comprehensive introduction to the concepts and applications of mathematics to personal and commercial business problems. The text uses basic arithmetic and problem solving techniques and illustrates their use in retailing, interest and loans, banking, payroll, taxes, investments, insurance, and a variety of other business situations. The text is well known for the motivating integration of interesting real world examples and photos from the Wall Street Journal, Kiplinger's, and many other business journals. PBMP's is the most popular and widely used book for this course and is carefully written and developed to support students with little math experience with practice quizzes, thousands of exercises, color coded procedures and diagrams, supporting tutorial videos on DVD, and the highest standards of reliability and cleanliness.
Most Helpful Customer Reviews
The book is helpful (especially for students preparing for the CLEP or DSST), but it seems that the answers were not completely accurate. The information was solid, but at times I had to rely on myself to figure out the proper answer. The process and equations were solid though. If you're using this book in a course, you would be much better off than if you were using it to study on your own.
I'm taking a course for college that requires me to get through this book and I didn't even manage to get through the first chapter before I stumbled across an incorrect example. You will find on page 11 in the Practice Quiz that the solution that the book gives for question number 1 is incorrect and even misses a step in the equation. I will also mention that this is a simple addition problem and a 4th grader could have gotten the correct answer. I'm supposed to be refreshing my math skills on a book with simple errors? I don't think so. Not sure how far I have to go in this book before I find another issue, but I think I'll risk taking the test on my rusty knowledge. The book is good at breaking things down for those who want to refresh, but if you MUST use this book, keep in mind that it does have errors and double/triple check everything. Not recommended for anyone just learning basic math (ie kids)
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More About
This Textbook
Overview
"Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge." From the Principles for School Mathematics of NCTM standards, copyright NCTM 2000-2004.
Yet sometimes when students are learning mathematics, they learn misconceptions and adopt erroneous procedures despite the best efforts of their teacher. This book was written to help teachers to detect the systematic errors many students make–whether using paper and pencil, or calculators or computers. Emphasizing concepts and skills, in accordance with the NCTM standards, this readable and engaging supplementary text will help all teachers of math methods to become more proficient at diagnosing and correcting computational procedures. Teachers will gain skills by actually looking for error patterns, making decisions, and planning instruction.
The book is organized into two parts with appendices. The first part is mainly devoted to instructional issues and considers the place of computation in today's world of technology and then focuses on various aspects of assessment and instruction for both concepts and skills. Part Two presents sample student papers within topical chapters. These papers provide opportunities to identify patterns of error and to reflect on the best course of corrective instruction. Readers can then compare their responses with those of the author. The appendices provide additional papers for even more practice in identifying error patterns.
New To This Edition:
NEW! Gives greater emphasis on diagnosis as a part of formative assessment.
NEW! Includes more material on understanding the meanings of operations to help teachers and students understand the operations of arithmetic so they will know when to use each operation when solving problems.
NEW! Enables teachers to plan varied instruction that involves connections with other mathematics and varied applications.
Related Subjects
Meet the Author
Robert Ashlock began his career in 1957 as a fourth and fifth grade teacher with a bachelor's degree in elementary education. He later received a master's degree in elementary school administration from Butler University and a doctorate in elementary education from Indiana University. He became a graduate assistant and teaching associate at Indiana University in 1964 and went on to teach at several institutions including the University of Maryland, Reformed Theological Seminary, Belhaven College, and finally, Covenant College in Lookout Mountain, Georgia. Ashlock came to Covenant in 1988 to fill the need for a specialist in elementary education who could also teach on the graduate level. He directed the Master of Education Program, taught both undergraduate and graduate education courses, and coordinated the process necessary for the teacher education program to be approved by the Georgia Professional Standards Commission.
He is one of only two professors ever to receive the title Professor Emeritus at Covenant. He is known throughout the education community for his book, Error Patterns in Computation: Using Error Patterns to Improve Instruction , which is currently in its tenth edition. Although retired, Ashlock continues to teach a few classes.
Part II: Diagnosis and Instruction
9. Diagnosing Misconception and Error Patters in Computation and in Other Mathematical Topics
10. Providing Data-Driven Instruction in Computation
11. Enriching Instruction in Computation and Other Mathematical Topics
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you want to learn how to solve algebra problems faster with less effort, then get the "How To Solve Algebra Problems" guide.
In this step-by-step guide, you will discover tips, techniques, and strategies on how to become better at Algebra from an Algebra teacher's perspective.
Practice solving linear equations with these fifty problems in elementary algebra. The student selects a single variable linear equation, solves for the variable, and checks the answer by viewing the step-by-step solution. Problems start with low difficulty and gradually increase to challenging. Most appropriate for 6th to 8th grade students.
Practice solving linear equations with these fifty basic problems in elementary algebra. The student selects a single variable linear equation, solves for the variable, and checks the answer by viewing the step-by-step solution. Problems start with low difficulty and gradually increase to challengingThis book, with over 250 problems, covers the following topics:
Number Theory / System, Addition / Subtraction, Multiplication / Division, Fractions / Decimals, Patterns, Geometry, Algebra, Metric System, and more!
If you are home schooling (or if you are just trying to get extra practice for your child), then you already know that math workbooks and curriculum can be expensive. Home School Bre
This book is exclusively designed for Kids. The book consists of several questions,puzzles,tricky questions exclusively made for Kids. The book both entertains children and also provides knowledge on various topics.The book is real fun for Kids. Knowledge and fun provided in one single book for kids. The book is designed highly keeping in mind about kids and their way of learning.This book, with over 250 problems, covers the following topics:
Whole Numbers, Operations with Whole Numbers, Decimals, Integers, Graphing, Fractions, Measurements, Functions and Probability, Geometry, and more!
If you are home schooling (or if you are just trying to get extra practice for your child), then you already know that math workbooks and curriculum can be expensive. Home School Brew is third grade topics to help your child get a better understanding of fourth Third grade topics to help your child get a better understanding of fourth grade math. If you purchased that book, or plan to p
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Most math and study guides are as dry and difficult as the professors that write them. In The Humongous Book of Basic Math and Pre-Algebra Problems, author W. Michael Kelley enjoys being the exception. It is full of solved problems, but along the margin Kelley makes notes, adding missing steps and simplifying concepts. In this way questions that would normally baffle students suddenly become crystal clear. His unique method fully prepares students to solve those difficult, obscure problems that were never covered in class but always seem to find their way onto exams.
Annotated notes throughout the book to clarify each problem
An expert author on the topic with a great track record for helping students and math enthusiasts
Author's website calculus-help.com reaches thousands of students every month
W. Michael Kelley is an award-winning former math teacher and author of seven math books. His method of making intimidating math topics very approachable, even humorous, has helped students and adults alike conquer their fear of numbers
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Trigonometry for Solving Problems
9/25/2013 By:
Help your students understand the broad uses of trigonometry as a tool in problem solving. With this lesson students will reinforce their understanding of identifying equivalent trigonometric expressions. Included is a downloadable trig puzzle that can be used in small groups to match equivalent expressions. There are also two activity sheets that address applying trigonometric solutions to specific situations. Suggested answers are given, but answers may vary depending on how students interpret the problems.
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There are many simplex method advantages and disadvantages that make the algorithm popular among linear programming experts. In most cases, the advantages outweigh the negatives, while at other times an adapted version is best. Still, the method has remained the most well used linear programming method for half a century and is still used to solve problems with practical interest in the real world.
Advantage: Easily Programmed on a Computer
The simplex method is popular for many reasons, including the ability to easily program the algorithm on a computer. Any function for the method can be quickly adapted in a software program as only the function evaluation needs to be altered. Although the method can be time consuming when done by hand, the ability to program it on calculators and computers makes it popular in advanced mathematics. In fact, in many courses the method is only used by hand when it is taught, after which a calculator is used to speed up problem solving.
Advantage: Easy to Use
The method is very easy to use, even though it can be difficult to notice mistakes. When compared to the graphical method, the simplex method has the advantage of allowing an individual to address problems with more than two decision variables. It also has an advantage over the least-squares method, which is also popular. Unlike the least-squares method, this algorithm does not require a derivative function and the orthogonality condition is not relevant. The simplex method is fairly easy to implement after the vocabulary is familiar.
Disadvantage: Limited Application
There are limited applications to the use of the simplex method to solve programming problems. When used for business purposes, it only applies in situations where a decimal quantity is appropriate. For example, a fifth of an apple doesn't work. The simplex method is also only appropriate when a few variables are at play. In these instances, the method is very efficient. Unfortunately, many problems with a real-life practical interest have hundreds of variables.
Disadvantage: Difficult Requirements
The simplex method can only be used in certain linear programming problems, making it difficult to adapt. Only problems that can be expressed in a standard form with three conditions can be solved with the algorithm. One requirement is that the goal is to maximize the linear expression, and this condition is easy to meet. The constraints of the problem must also use non-negative constraints for all variables, and it must be expressed in the form =, where the number on the right side is positive.
Overall, there are many simplex method advantages and disadvantages that have made the method so popular over the past sixty years. The method is commonly taught in college courses because it is fairly straightforward and easy to learn and can be programmed into calculators easily. Linear programming experts appreciate the advantages it offers over other methods like the graphical method. Although it only works for specific problems in standard form, for these problems it is often the best method available.
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The University of Chicago School Mathematics Project
The University of Chicago
Sponsor
The
University of Chicago
Objectives
1) Develop and maintain K-6 curriculum, 2) develop
and maintain 7-12 curriculum, 3) translate textbooks and other educational
material from other countries, 4) develop training materials for both
elementary and secondary school teachers, and 5) hold an annual conference
to discuss the project's philosophy and curriculum.
Mission
UCSMP believes that, with the information explosion
and advances in technology, society today demands not just basic
computation skills but a more sophisticated understanding of mathematics.
It seeks to raise the expectations for all students, bringing their
performance in mathematics to world-class standards.
Partners
N/A
Guiding Principles
UCSMP has created a curriculum for students from
kindergarten all the way through 12th grade. These educational materials
bring the real world into the classroom. They emphasize reading,
problem-solving, everyday applications, and the use of calculators,
computers, and other technologies. Unnecessary repetition and review are
eliminated, so that by the end of high school, even the average student
can learn higher mathematics once reserved only for advanced placement
classes.
Elementary School
Curriculum
Research with children and teachers led us to a
number of principles for developing the Everyday Mathematics
curriculum:
• From their
own experience children construct an understanding of mathematics and
acquire knowledge and skills. Teachers and other adults are a very
important part of that experience.
• Children
begin school with quite a lot of knowledge and intuition on which to
build. One important task for the K-6 curriculum is to help children make
the gradual transition from intuition and concrete operations to
abstractions and symbol processing skills.
• Excellent
instruction is very important. It should provide rich contexts and
accommodate a variety of learning styles.
• Reforms often
fail because they do not take into consideration the working lives of
teachers. The new curriculum should be practical and manageable and it
should include suggestions and procedures that make teachers' lives
easier, at least in the long run.
• The new
curriculum should include practical routines to help build the arithmetic
skills and quick responses that are so essential for building number
sense, estimation skills, and flexibility in a problem-rich
environment.
Secondary School Curriculum
Several important features distinguish UCSMP
textbooks from standard materials: wider scope, an abundance of
applications to practical problems, a multidimensional approach to
understanding, instructional format, projects, and for in-depth
exploration of topics. The texts are: Transition Mathematics; Geometry;
Algebra; Advanced Algebra; Statistics, Functions and Trigonometry; and
Pre-Calculus and Discrete Mathematics.
Professional Development
• MathTools for
Teachers of K-3 – A year-long sequence of monthly
workshops
• Grades 4-6
Mathematics Specialist Program – A two year course
• MathTools for
Teachers of 4-6 – A year-long workshop
• Daylong workshops
for teachers and supervisors of 7-12
• Annual conferences
for current and perspective users of UCSMP materials
Project Management Plan
Formative Evaluation Plans
Timeline of Project Activities
Comments
The University of Chicago School Mathematics Project
(UCSMP) was founded in 1983 with the aim of upgrading mathematics
education in elementary and secondary schools throughout the United
States.
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Elementary Number Theory and Its Applications accuracy-checked to ensure the quality of the content. A diverse group of exercises are presented to help develop skills. Also included are computer projects. The book contains updated and increased coverage of Cryptography and new sections on Möbius Inversion and solving Polynomial Congruences. Historical content has also been enhanced to show the history for the modern material. For those interested in number theory.
th those interested in further reading. He makes no use of any of the methods that come from the main branches of Mathematics, namely Algebra, Analysis, etc. (though he mentions a few famous results), but he also mentions that he will not be using these methods in the beginning. It starts off a bit easy but gets moderately challenging. This book will never leave my shelf, and has sparked an interest inside of me that shows no signs of burning out. Again, an excellent book....more
appl applications of congruences explains divisibility tests, perpetual calendars, scheduling round-robin tournaments, computer file storage, and error checking. A chapter on cryptology takes one from the simple substitution cipher on to public key ciphers. Another hot topic introduced is the idea of the zero-knowledge proof, where a person can prove that they have a proof, without revealing significant details. Like the "pure" material, this is presented in a clean, easy-to-follow framework. Each section ends with two sets of exercises, one to do by hand and the other a set of programming projects. The exercises are generally routine, but some of the programming problems will be beyond the capability of most. The answers to the odd non-programming exercises are given at the end of the book. With approximately one-eighth devoted to applications, this book is on the crest of the wave of changes taking place in number theory. It is the best text for this material that I have ever seen. Published in Journal of Recreational Mathematics, reprinted with permission....more
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This CGP Study Guide explains everything students need to know for Key Stage Three Maths - all fully up-to-date for the new curriculum from September 2014 onwards. It's ideal for students working at a higher level (it covers what would have been called Levels 5-8 in the pre-2014 curriculum). Every topic is explained with clear, friendly notes and worked examples, and there's a range of practice questions to test the crucial skills. We've also included a digital Online Edition of the whole book to read on a PC, Mac or tablet - just use the unique code printed at the front of the book to access it. For extra practice, a matching KS3 Maths Workbook is also available (9781841460383).
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Somehow CGP manage to produce guides which contain all the hard facts kids need for their exams, but which present them in a friendly, digestible format accessible to both children and adults. This comprehensive guide includes sections on numbers, algebra, shapes and statistics, presented with the usual CGP humour and cartoons. It is useful both as a reference book (when are shapes congruent and similar? What are the 8 simple rules of geometry?) and as a work-your-way through-it revision guide. Conclusion: everything you need for revising (and learning) KS3 maths.
My son was having problems in maths due to lessons missed after illness. I had very little knowledge of modern secondary level maths so this book was perfect to help us both to tackle some tricky new topics.
my 13 year old daughter was falling behind in her maths so i approached her maths teacher who recommended this book. we bought it for her and 4 weeks later she scored a 7C and secured her place in the top maths set for year 8. well worth every penny. i highly recommend this book.
A really good book that is worth reading it helps with your maths and covers all the catagories studied through Key Stage Three. With funny jokes and pictures it really makes Maths come to life, a brilliant read!!!
CGP books are absolutely fantastic for learning KS3 maths; I thoroughly recommend them for your first choice of guidebooks. There are 4 chapters, `Numbers Mostly' `Algebra' `Shapes' & `Statistics and Probability'. These are split into sections which explain all of the different parts - in amazing detail. CGP tell you everything you need to know and then test you at the end of the section; about 40 in-depth questions that will test your revision knowledge as far as it will go, and the answers are at the back of the book. You will find this book covers most topics, so this is a great buy.
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P: M301 or M303, M413 (M413 may be concurrent), and consent of the
instructor.
This course will discuss general methods for attacking problems in
mathematics as well as a wide range of special tricks and methods which have
proven useful. The problems will be drawn from the elementary parts of
algebra, geometry and analysis, but of course, elementary does not always
mean easy. There are no formal prerequisites, but some prior experience in
writing down proofs will be very helpful.
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This volume features a complete set of problems, hints, and solutions based on Stanford University's well-known competitive examination in mathematics. It offers high school and college students an excellent mathematics workbook of rigorous problems that will assist in developing and cultivating their logic and probability skills.These 20 sets of intriguing problems test originality and insight rather than routine competence. They involve theorizing and verifying mathematical facts; examining the results of general statements; discovering that highly plausible conjectures can be incorrect; solving sequences of subproblems to reveal theory construction; and recognizing "red herrings," in which obvious relationships among the data prove irrelevant to solutions. Hints for each problem appear in a separate section, and a final section features solutions that outline the appropriate procedures.Ideal for teachers seeking challenging practice math problems for their gifted students, this book will also help students prepare for mathematics, science, and engineering programs. Mathematics buffs of all ages will also find it a source of captivating challenges.
{"currencyCode":"USD","itemData":[{"priceBreaksMAP":null,"buyingPrice":7.95,"ASIN":"0486469247","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":3.99,"ASIN":"0486270785","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":3.26,"ASIN":"0486281523","isPreorder":0}],"shippingId":"0486469247::ZkQgAbUHxhgcHa4%2FuoLGO%2FsBWXtxA04ag%2Bc4QPgM8WWpyV58u5HoZPm%2Fx4gdBVX57PXJjOHvw3PqNXp2RyTSxdFma5N%2Fy8KSX3bQIx8T7RU%3D,0486270785::6H%2F6SZQNsGavW0HH%2F%2BzmQ1c%2B18iRD%2B2WXMVtbkCyaV%2BTxUVLIiAPX8Z2AeJU9Rk0BJcX8VVlmJOxTQsJUjIlMET57tCveuAAzfVttTH3ODE%3D,0486281523::xZzYstU%2BY%2BXF%2FuCG3mmDMQT2PA1ewdfq0ojc1agXhJ1KiG9TDjmNkK7wAe9GRrCFbKFVBvBY%2FdKkYv5zWHN8McLAVpNQPiZEp1UuAQCQj is an interesting little book for anyone who wants to bend their brain up for a little diversion or just for fun. This book is based on a test that was given to high school students to award the best a chance at a scholarship to college. This is the complete battery of problems that was given (I think minus one or two years that could not be found) to high school students in several schools. Although the problems are "high school level", it is immediately obvious that the level of problems given during this testing was a little more advanced from what is today perceived as high school mathematics.
The collection of problems is complete. The Stanford examination started in 1946 and ended in 1965. All exams are collected in the book; none is missing. The problems appear harder than traditional high school problems for two reasons: First they are based on what a student should be known by the end of his/her high school studies, not what he/she was taught during these years. Second, the problems are written to check the aptitude of students in mathematics, not if they can carry out routine calculations. Therefore, high school students from countries where the curriculum is rigorous and robust will recognize problems based on the material they have been taught although the problems may not be exactly the ones they have solved as homework. (Some of these problems can often be encountered as advanced-level problems in such rigorous curricula.) Students countries where the system is looser regarding the mathematical curriculum can find these problem quite challenging, unless the students have an interest in mathematics and math competitions.
The book is just a collection of problems. It contains hints for those who want to try to solve them on their own. It also contains the solutions for those who do not want to try them or tried and failed to solve them. However, it contains nothing else. No related theory and no methodology. It is a very cheap book and worth having but you should not expect it to serve as a tutorial book that teaches problem-solving techniques.
My 17 year-old son loves this book so much, that when his bookbag was stolen from his locker during gym he asked me to replace this book! He's on a math team, and they work on problems like this all the time. It must be good!
This is a short book of problems presented to college-bound seniors by Stanford. I was looking for a larger book with more problems, but it does have an interest as to the depth of questions presented.
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Voorhees Precalculus want students to question all their answers, learning to check their answers with different methods to gain consistent results instead of taking their immediate answer as accurate. If an answer is incorrect, rather than immediately showing them the correct way, I want them to understand why th
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Product Description
This booklet contains 70 templates specifically designed to target the areas where students seem to struggle the most prior to entering Algebra 1. Topics include order of operations, equations, variables, inequalities, flashcards, absolute value, operations on integers, the tools of algebra, properties in algebra, ratios, proportions, and percents, rational numbers, square roots, the Pythagorean Theorem, and scientific calculator--for the complete list of topics, please see the Table of Contents.
The Notebooking Central series of booklets was designed in response to teacher requests for Notebook Foldables that:
provide graphics to aid memory and comprehension
provide tabs that elicit student responses on the backs of tabs, underneath tabs, and on the notebook page surrounding tabs
provide ideas for the use of Notebook Foldables within different content areas
Notebook Foldables can easily be integrated into any notebooking program. For more in-depth information on Notebook Foldables strategies, please consider Dinah Zike's Notebook Foldables for Spirals, Binders, and Composition Books book and companion CD, a 2011 Teachers' Choice Award winner foldables
Posted by Liz on 9th Aug 2014
I love making foldable notebooks with my class and this resource saved me a lot of time for my pre algebra classes.
excellent product
Posted by Amy Carman on 21st Sep 2013
I've been using the book to guide notebooking with my 8th grade class this year. It is the first time any of us have made math notebooks or used any kind of foldables. The templates in the book have been quite helpful in organizing our information and are a huge time saver.
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but we dont use log books during math exams anyway; those are for physics mainly. as far as trigonometry is concerned we're not required to find out the values of any angle other than 0, 30, 45, 60, 90, their sums/differences and multiples. the questions have more to do with proofs with variable angles though.
03-24-2011, 10:41 AM
trixie
Yeah, that's what I was saying.
Also, people get good at copying stuff when you give them log books- they used to cover the pages we were not allowed to look at and tape them down or something. Or just give us a photocopy of the relevant information.
03-24-2011, 10:43 AM
Rayne
haha thats harsh. they dont do that here. they shouldnt actually; having the constants, periodic table, etc during the exam is really helpful. what pages do they tape down?
03-24-2011, 10:44 AM
Rayne
speaking of math i need to do worksheets on increasing-decreasing functions and tangents and normals asgMAFJWasghHGMAnseg
03-24-2011, 10:47 AM
trixie
Like if we need the log tables, they just give us those sheets. So that people don't look at other pages that might give other helpful formulae, mostly.
03-24-2011, 10:48 AM
Rayne
why would they do that
were you in icse
that explains it
the cruel, heartless bastards
03-24-2011, 10:50 AM
trixie
Yes.
I guess that does explain it. We never really thought about it. It's just one of the things they do.
03-24-2011, 10:58 AM
Rayne
not that cbse is much better. the entire indian education system is in desperate need of an overhaul. and it might be coming, what with kapil sibal making board exams for 10th optional and all and the constant changes in curriculum. baby steps.
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Tucson PrealgebraIn modern Algebra we most frequently use "x" to represent "the thing". Start any word problem with labeling the unknown, "Let x = the number of ...." It is this great art that has so greatly advanced all the modern sciences. Think of it as the art that supports the sciences!
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GEL 120: Physical Geology at Wake Technical Community College
Challenges to using math in introductory geoscience
Quantitative skills are required for all of Wake Tech's introductory geoscience courses. There is a required math pre-requisite for the courses – MAT 070: Introductory Algebra. However, we find that most of our students are not prepared for, and even have a fear of, the math required in our courses. Wake Tech has an enrollment of more than 65,000 students. The college has a highly diverse student body with about 33% of students in the College Transfer Program coming from underrepresented groups. Students span the age spectrum and come from many different education backgrounds and experience levels. Wake Tech is committed to increasing quantitative literacy among our students across the college, and our introductory geoscience courses already include many quantitative skills. I view TMYN as a tool to help students increase their comfort level with quantitative skills, so they can focus on applying these skills to the geological issues we are teaching in these courses.
More about your geoscience course
Wake Tech has a large geology program, teaching over 55 sections and 1200 students per year. The geology program at Wake Tech is part of the Natural Sciences, Health, and PE Department; the Department offers courses in biology, chemistry, geology, health, and physical education primarily for the College Transfer Program. The geology courses transfer as general education science courses for students pursuing an Associate in Arts degree, and who also plan to transfer to a four-year school to earn a Bachelor of Arts degree. A smaller number of students pursuing an Associate in Science degree also take our geology courses, and a few of these students plan to major in geology upon transfer to a four-year college or university.
I personally teach two introductory geoscience courses for which I plan to use TMYN, GEL 120: Physical Geology (definitely plan to use TMYN) and GEL 230: Environmental Geology (will likely use TMYN after implementing in GEL 120). I teach both courses in traditional, seated environments as well as online. The Department also offers a third introductory geoscience course, GEL 113: Historical Geology. All of our geology faculty (currently six full-time and two part-time instructors) teach sections of GEL 120: Physical Geology every semester, it is by far the most popular geology course at the college. All three introductory geoscience courses (including the online sections) require both lecture and laboratory sessions each week and are 4 credit hour courses. Lectures generally contain 40 students, which are then broken into two sections of 20 students each for laboratory. Lectures and labs are tied closely together in our courses, and are usually taught by the same instructor, so TMYN will likely be an important component of both. We do not utilize TAs or other helpers for our geoscience courses.
Inclusion of quantitative content pre-TMYN
Typical quantitative skills required for GEL 120: Physical Geology include calculating rate, isotopic ages, discharge, gradient, recurrence interval and exceedance probability, graphing on linear and logarithmic paper, drawing contour lines and profiles, and converting units. In GEL 230: Environmental Geology, the above skills are required as well as calculating resource development and insurance costs, interpreting graphs, determining groundwater movement and drawing contaminant plumes, and evaluating risks. In using TMYN, I do not plan to add much new quantitative content to my courses. Instead, what I truly hope to accomplish is to dispel the fear of numbers that so many students have. Often, when a student in my class sees a number in a question, they just assume they cannot answer the question and immediately ask for help. They usually say something like "I can't do math." Rather than back away from teaching these quantitative skills, I want to show my students how to embrace these skills and use them to think critically through geological problems. I currently spend a lot of time in both lecture and lab going over quantitative skills. Often, I go over one problem and then give the students more examples to work on in groups. I then move around the room and help each group when they have questions. I also give the students extra outside of class practice assignments for some topics. I hope that TMYN will be another tool to bring the students with the lowest quantitative skills up to the level of the rest of the class, and that all of the students in the class will feel more comfortable with their quantitative skills after taking these courses.
Which Math You Need Modules will/do you use in your course?
These are the modules that I plan to use, as well as the labs for which I plan to use each module:
Strategies for successfully implementing The Math You Need
I plan to use the above modules for the lab portion of this course. By implementing these modules, the students should have the opportunity to learn the skills necessary to more effectively complete their lab exercises. I will give a pre-test on the first day of lab, and a post-test during the last scheduled lab (the week before the Lab Final Exam). Both tests will contain the same questions, and students will be allowed one attempt for each test. The modules will be assigned as homework for seated sections, and will be due in the morning of the day we will cover the lab topic noted above. For online sections, the modules will be due at the same time as the associated lab. I plan to break some of the modules into sections that are most relevant to each lab. For example, Unit Conversions will be covered during three separate lab exercises: Rate Problems will be covered with Plate Tectonics, Density Conversions will be covered with Minerals & Igneous Rocks, and Scaling Problems will be covered with Topographic Maps. I will assign a short quiz (~5 questions) for each module, and the quiz grades will be counted as a portion of the overall lecture grade. Students will be allowed unlimited attempts for the quizzes, as a way to encourage mastery of the modules.
In the Fall 2011 semester, for two of my seated lecture sections a different instructor will be teaching the associated lab sections (20 students each). We will work together closely to make sure the modules match up with the correct lab topics. The pre- and post-tests for these sections will be conducted as homework assignments, rather than within the lab period.
At our pre-semester Geology meeting, I presented a synopsis of what I learned at the workshop. The five other full-time geology instructors were present and are all very interested in learning more about the modules and how to implement them in their classes. I will keep them informed on my own progress this semester and assist them in learning how to set up and use the modules. I will also present this information to other math and science faculty at the college during professional development opportunities.
Reflections and Results (after implementing)
For
Fall 2011, I used 6 of the TMYN modules throughout the semester, as well as a Pre-Test
administered the first week and a Post-Test during the last week of the
semester. The modules were structured
into 5 homework assignments, each with a 5 question quiz that counted in the
students' grades. The homework
assignments were scheduled with due dates the same day as the lab in which the
students would be required to use the quantitative skills learned in the
associated modules. The Pre- and
Post-Tests contained the same 10 questions.
I taught one section completely online (lecture and lab), 2 seated
sections for which I taught the lecture and lab, and 2 seated sections for
which I taught the lecture and a different instructor taught the lab.
In
Spring 2012, I used 5 of the TMYN modules throughout the semester, structured
into 4 homework assignments. I found
that one of the modules (Calculating Density) used in Fall 2011 was not as relevant
to the material covered in lab so I removed it for future semesters. I also administered Pre- and Post-Tests as in
the Fall 2011 semester. I taught one
section completely online (lecture and lab) and 1 seated section for which I
taught the lecture and lab.
I
allowed students unlimited attempts for all post-module tests to help them
master the material. I felt that
allowing them the chance to learn from their mistakes was helpful, and I got
positive feedback from the students about this approach. However, they were only allowed a single
attempt for the Pre- and Post-Tests.
In
both Fall 2011 and Spring 2012 there was more than a 10% increase in average
Pre- to Post-Test scores, with over 70% of students increasing their individual
scores, and therefore quantitative literacy, both semesters. The increases in my classes were observed in
both low and high performing students.
Therefore, I consider implementation of TMYN in my classes a success and
I plan to continue using it during future semesters.
I
made several changes between Fall 2011 and Spring 2012. As mentioned above, I removed one module that
was not very relevant to the topics covered in lab. I also made more of a point of connecting the
homework assignment to the upcoming lab activity, so the students would
understand that completing the modules would make their in-class work easier,
in essence giving them a reason to "buy in" to learning the math skills on
their own. Finally, when we did use a
math skill in lab, I would set up the relevant TMYN module on a computer in the
lab so the students could easily refer back to it if needed.
Resources
The following file is the syllabus for an online section of GEL 120: Physical Geology in Fall 2011. I teach both the lectures and labs for this section and it is taught completely online.
The following files are the lecture syllabus and TMYN schedule for a seated section of GEL 120: Physical Geology in Fall 2011. I teach the lectures for this section, but a different instructor teaches the labs. I have scheduled TMYN modules to correspond with the other instructor's lab schedule.
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MATH 100 is a survey of important elementary concepts in algebra, logical structure, numeration systems, and probability, designed to acquaint non-specialists with examples of mathematical reasoning, and to develop an appreciation and understanding of their historical development and of the relationship of mathematics to the modern world.
Note: Although MATH 100 fulfills the UHM BA general education core requirements, it is not acceptable as a prerequisite to QM 252, or MATH 135 or higher level mathematics courses.
Upon successful completion of MATH 100, the student should be able to:
Use basic techniques in symbolic logic to draw deductive conclusions in simple situations.
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12/10Glencoe Secondary Mathematics to the Common Core State Standards, Algebra 2 SE Supplement
Mastering the Achieve ADP Algebra II EOC Exam
Math Triumphs--Foundations for Algebra 2
Reading and Writing in the Mathematics Classroom
Summary
TheStudy Notebookcontains a note-taking guide for every lesson in the Student Edition. This notebook helps students: Preview the lesson, Build their mathematics vocabulary knowledge, Organize and take notes using graphic organizers, Increase their writing skills, and Prepare for chapter tests.
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Elementary Algebra - 5th edition
Summary: Algebra can be like a foreign language, but ELEMENTARY ALGEBRA, 5E, gives you the tools and practice you need to fully understand the language of algebra and the ''why'' behind problem solving. Using Strategy and Why explanations in worked examples and a six-step problem solving strategy, ELEMENTARY ALGEBRA, 5E, will guide you through an integrated learning process that will expand your reasoning abilities as it teaches you how to read, write, and think mathematically. Feel confident...show more about your skills through additional practice in the text and Enhanced WebAssign. With ELEMENTARY ALGEBRA, 5E, algebra will make sense because it is not just about the x...it's also about the WHY cover wear. Inside pages have notes/writing and underlining throughout. Used books have stickers on front and back cover. Ships same day or next business day. Free USPS Tracking Number. Exc...show moreellent
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The following computer-generated description may contain errors and does not represent the quality of the book: It is somewhat remarkable that, whilst almost every department of human knowledge has been simplified and brought down to the level of ordinary capacities, scarcely any attempt has been made to simplify and illustrate by familiar examples one of the most elegant and useful branches of mathematical science. Most of the existing works on the Differential and Integral Calculus are written for the use of Students in the Universities, and require a previous knowledge of almost every branch of Pure Mathematics. It is quite obvious, however, that the great leading principles of this science may be communicated to youth at a much earlier period, and with much less acquaintance with the other branches of mathematics than is generally supposed. The pupil may begin to study the Differential and Integral Calculus after he has acquired the elements of Geometry, and the principles of Algebra as far as the end of quadratic equations. Instead of continuing to prosecute his algebraic studies through the Theory of Equations, Indeterminate Problems, Diophantine Analysis, c.he might advantageously at this period be made acquainted with the A 3 I im.
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Mathematics
The GCSE Mathematics course will be taught and assessed in two tiers. Foundation tier will target grades C-G and Higher tier grades A*-D. There is no coursework in this subject.
The aims of the course encourage students to develop confidence in, and a positive attitude towards, Mathematics and to recognise the importance of Mathematics in their own lives and to society. This qualification prepares students to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices.
The Edexcel GCSE in Mathematics A qualification requires students to
Develop knowledge, skills and understanding of Mathematical methods and concepts, including
a) Number
b) Algebra
c) Geometry
d) Measures
e) Statistics
f) Probability
Use their knowledge and understanding to make connections between mathematical concepts.
Apply the functional elements of Mathematics in everyday and real-life situations.
This qualification gives students the opportunity to develop the ability to
Acquire and use problem-solving strategies.
Select and apply mathematical techniques and methods in mathematical, every day and real-world situations.
Reason mathematically, make deductions and inferences and draw conclusions.
Interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
There are two final examinations, each lasting 1hour 45minutes which will be taken in the Summer of Year 11. Each paper contains 100 marks. Each paper assesses the functional elements of Mathematics the Higher paper offering 30 – 40% of such questions and the Foundation 20 – 30%.
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Summary: Math 303: Fall 2007
Midterm 1: Review Sheet
No calculators, notes, or books will be allowed on the mid-term. The exam
will consist of around 7 questions and last 55 minutes. It is essential that you
clearly and neatly show all work in order to receive full or partial credit on the
problems. Remember that your goal should not just be to arrive at the correct
answer; you should convince the grader that you arrived at your answer by a
correct (and followable) method.
For Midterm 1, you may be asked to:
· Write a differential equation which models a situation in the natural world.
· Solve a first-order differential equation. This includes separable, linear,
homogeneous, and exact equations. You should know how to find a general
solution and solve an initial value problem.
· Reduce certain second-order equations to first-order equations.
· Find equilibrium solutions and their stability. You should understand
their relationship to a physical situation which the equation models.
· Determine the existence and uniqueness of solutions for a first-order equa-
tion.
The best way to study is by working problems, both old and new. Please review
your old homeworks, including any comments, and work out new problems as
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51,"ASIN":"1572225351","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":4.45,"ASIN":"1572225327","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":5.35,"ASIN":"1572229098","isPreorder":0}],"shippingId":"1572225351::AHCWEKnZEVmTZ1H2hFJnOMJDSHEJPd9NiKBFW3ftVHq1KRl3Igzof2As2rvO08RpQZ9tIaBUyKlEp7ARhv3wzMn57rYXK2HkVSai5IyUyWs%3D,1572225327::nKOcSLrw4O6i2Ddeneb5Pmj24s504GWitUdsQiwgLITGKs%2B9yWKYzdI53TJN5szzdrNulrZYvfcQC66HiZIFAa8b5za5U8RZG1C%2FdAAoas8%3D,1572229098::wJfACbGqeXsTahBHOon5kOrI%2BqFgGDXbDLxZN%2Fwp3U4fopMa9VJUJ9lKRuBIsTpRweCYPr2GOT2II6GyJI9SOh6ZJAVeLKqquhzB%2BbME9jUiMjQGOfzrAS I said in review of Part 1 of the Geometry Study Guide, plan on buying both Part 1 and Part 2 when you start out, since the organization of these guides seems somewhat mysterious. There are subjects in Part 2 that were covered very early on in Geometry class, and things in Part 1 that came very late in the year. If you have both sections, you can't go wrong, no matter what order a class takes.
There is a HUGE amount of information in theses guides, and it will take some study to learn where things are in the guide itself. Once that's done, though, you can practically throw away your textbook for the most part -- well, except for needing to know what homework problems to do! ;-) These guides are VERY complete and the information is really good and well presented -- BETTER than many textbooks.
Part 2 is definitely worth the money, especially in conjunction with Part 1. It's made the difference for my kid between a C and an A (really!) because it has really helped him with homework -- not having to page through the book, or search through the online book, has helped immeasurably. For me, there was enough there to re-awaken the nightmares of Geometry class long ago, and I could actually help him when he got stuck. THAT'S a great guide, hmm?
I tutor high school and college math and wanted a straightforward study guide to recommend for my students. I could not recommend this one.
Instead of simple formulas underlying the images, the theorems are written out and proven. I already know that, and so do my students. I just wanted images, say of intersecting chords in a circle and the relation of their intercepted arcs, and one formula to match. I didn't need the language nor the proof.
The double-sided tri-fold could have been a double-sided bifold if done more efficiently.
I ended up making my own study guide with images and formulas for my students, and it was 4 pages.
Bought a set for Algebra, Geometry, and Calculus. They are good to have around the home for your kids but there's nothing spectacular about them. And don't hold your breath for the "free downloads" advertised on them...they include highly sought-after titles like "Keys to High School Success," "Flag Day," & "Email Etiquette."
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Today at Central Library Cooperative of Knowledge
Probability for dummies is no different from a host of other books of its type. These interesting and innovative books are in everyday language for all to understand. It is for all individuals whether they are teachers or students to help enhance the learning process. However, there are sanctioned schoolbooks...
Biology is the study of different forms of life. Biology is very wide field. It covers areas ranging from the minute issues relating to the manner in which chemical machines work inside our body cells to very broad concepts relating to world ecosystems and the causes and effects of climate...
Homeschooled students can take pre algebra online. Online learning is fast becoming one of the most favorite to take a course. For whatever reason, many students are being schooled at home. Students who take online learning at home seem to do better on average than students that...
Some people have talents in singing, dancing, acting and other fields but these talents get wasted away in lack of professional training and proper guidance. Acting is one such talent and hobby that essentially requires formal theatre training in order to make a career in it. These Theatre training...
The reason why geometry online tests are out there for students of all ages is basically for further practice. Teachers and professors always do their best to make time available for the students, but time is always limited. In the world today, student's can make use of the internet to...
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One of the most relaxing places we have found to read a book or study is in wood fired hot tubs. Read about the advantages wood has over plastics for hot tub usage. Especially for those who live in Northern climates, you'll be happy to find out, among other things, that wood is actually a better insulator!
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College Algebra
Providing students who need a solid understanding of algebra with an excellent start, this textbook encourages student understanding of algebra ...Show synopsisProviding students who need a solid understanding of algebra with an excellent start, this textbook encourages student understanding of algebra through the use of modelling techniques and real-data applications669162736 Book is lightly used with little or no...Very Good. 0669162736 Book is lightly used with little or no noticeable damage. Unbeatable customer service, and we usually ship the same or next day. Over one million satisfied customers!
Description:Very Good. 1133271537 Book is lightly used with little or no...Very Good. 1133271537 Book is lightly used with little or no noticeable damage. Unbeatable customer service, and we usually ship the same or next day. Over one million satisfied customers!
Description:Good. 078 Item may show signs of shelf wear. Pages may include...Good. 078 Item may show signs of shelf wear. Pages may include limited notes and highlighting. Includes supplemental or companion materials if applicable. Access codes may or may not work. Connecting readers since 1972. Customer service is our top priority.
Description:NO INTERNATIONAL SHIPPING, GOOD--Some pages are slightly creased...NO INTERNATIONAL SHIPPING, GOOD
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Chapter 18: "Some Important Comparisons between Statistics and Mathematics, and Why Teachers Should Care." From the Council's Sixty-eighth Yearbook (2006), this chapter by Allan Rossman, Beth Chance, and Elsa Medina addresses the critical differences and similarities between the two disciplines of mathematics and statistics, with particular attention to the role of context, issues of measurement, the importance of data collection, the lack of definitive conclusions, and the communication of statistical knowledge.The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research.
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This paper describes a Flash-based OSSLET that we have used at the United States Military Academy with first year calculus students as a vehicle for motivating vectors, matrices, and linear and affine transformations.
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The "area function" is often discussed as part of an introduction to the definite integral. This applet provides an innovative approach to producing functions drawn with a mouse in the context of an exploration/demonstration of the area function.
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0536083584536083584Intended as a bridge from high school Algebra II and trigonometry to college calculus,Warren Esty's Precalculus fills the need for a text that delves deeper into the power of algebra and algebraic notation than the usual texts that emphasize calculation skills. The text includes the usual precalculus material, such as functions, powers, polynomials, logarithms, exponentials, and trigonometry, while placing special emphasis on learning how to read and use mathematical symbolism.
As it is not designed for a terminal course, Precalculus offers students the tools they need to retain what they learn. For example, in addition to the usual calculation problems for practice, the text has problems that ask for an illustration, explanation, or a statement in mathematical notation, rather than just a computation; in fact, some problems ask for the plan and not the answer.
Typically, students do well with algebra if the context is simple and the computation is with numbers; however, they have a harder time at the deeper level required to do word problems and calculus, which ask students to write about operations applied to letters (variables). Thus, texts that duplicate the calculation-oriented algebra of high school without stressing algebraic symbolism–with letters as they appear every day in calculus–fall short in preparing students for higher math. Precalculus does not.
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Warren Esty is a professor of mathematics at Montana State University, Bozeman. He has a PhD in mathematics focused on probability theory from the University of Wisconsin and a BA from Oberlin College. He has won several of Montana State University's major teaching awards, including the Phi Kappa Phi Distinguished Professor award and the "Teacher of the Year" award in the College of Letters and Sciences. Professor Esty's research interests are mathematics education and statistics in numismatic
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Learn Two Popular Programming Languages in a Single Volume
Widely used by scientists and engineers, well-established MATLAB ® and open-source Octave are similar software programs providing excellent capabilities for data analysis, visualization, and more. By means of straightforward explanations and examples from different areas in mathematics,... more...
THE STORIES BEHIND OUR ICONIC NUMBERS Rogerson?s Book of Numbers is based on a numerical array of virtues, spiritual attributes, gods, devils, sacred cities, powers, calendars, heroes, saints, icons, and cultural symbols. It provides a dazzling mass of information for those intrigued by the many roles numbers play in folklore and popular culture,... more...
This thesis is devoted to the study of the Bohman-Frieze-Wormald percolation model, which exhibits a discontinuous transition at the critical threshold, while the phase transitions in random networks are originally considered to be robust continuous phase transitions. The underlying mechanism that leads to the discontinuous transition in this model... more...
This book originates as an essential underlying component of a modern, imaginative three-semester honors program (six undergraduate courses) in Mathematical Studies. In its entirety, it covers Algebra, Geometry and Analysis in One Variable. The book is intended to provide a comprehensive and rigorous account of the concepts on sets, mapping, family,... more...
The mathematics of ancient Egypt was fundamentally different from our math today. Contrary to what people might think, it wasn?t a primitive forerunner of modern mathematics. In fact, it can?t be understood using our current computational methods. Count Like an Egyptian provides a fun, hands-on introduction to the intuitive and often-surprising... more...
Instead of presenting the standard theoretical treatments that underlie the various numerical methods used by scientists and engineers, Using R for Numerical Analysis in Science and Engineering shows how to use R and its add-on packages to obtain numerical solutions to the complex mathematical problems commonly faced by scientists and engineers.... more...
Introduces both the fundamentals of time dependent differential equations and their numerical solutions Introduction to Numerical Methods for Time Dependent Differential Equations delves into the underlying mathematical theory needed to solve time dependent differential equations numerically. Written as a self-contained introduction, the book... more...
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A model for mathematics instruction from primary school to college. The first part describes Pattern Based Reason, its origins, benefits and limitations in many subjects. In mathematics education there are two barriers to comprehension to be lowered or removed. First, the algebraic or symbolic way of writing and thinking is better seen and read silently than read aloud or spoken. This has been an obstacle to the comprehension and communication of mathematical thought. Second, the deductive nature of formal mathematics exposition with its long chains of reason and preparation implies that concepts appearing at the end of a course are not comprehensible to students in the middle of the course nor at its beginning. Mathematics beyond the last concept mastered may seem impenetrable and mysterious.
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Beginning Algebra With Applications - 7th edition
Summary: Intended for developmental math courses in beginning algebra, this text retains the hallmark features that have made the Aufmann texts market leaders: an interactive approach in an objective-based framework: a clear writing style, and an emphasis on problem-solving strategies. The acclaimed Aufmann Interactive Method, allows students to try a skill as it is introduced with matched-pair examples, offering students immediate feedback, reinforcing the concept, identifying ...show moreproblem areas, and, overall, promoting student success.
New! Interactive Exercises appear at the beginning of an objective's exercise set (when appropriate), and provide students with guided practice on some of the objective's underlying principles.
New! Think About It Exercises are conceptual in nature and appear near the end of an objective's exercise set. They ask the students to think about the objective's concepts, make generalizations, and apply them to more abstract problems. The focus is on mental mathematics, not calculation or computation, and help students synthesize concepts.
New! Important Points have been highlighted to capture students' attention. With these signposts, students are able to recognize what is most important and to study more efficiently.
New! A Concepts of Geometry section has been added to Chapter 1.
New! Coverage of operations on fractions has been changed in Section 1.3 so that multiplication and division of rational numbers are presented first, followed by addition and subtraction
New! A Complex Numbers section has been added to Chapter 11, "Quadratic Equations."
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Course Description
MTH 101- FUNDAMENTALS OF MATHEMATICS
This course covers topics starting from basic math topics at high school level and in preparation for college algebra at the intermediate level and beyond. The course focuses on various techniques involving arithmetic operations, algebraic expressions, including the basic operations, exponents and polynomials, solving various types of equations and graphing.
MTH 103- INTERMEDIATE ALGEBRA
Intermediate Algebra is a college level course designed to strengthen your algebraic skills in equation solving, factoring, rational expressions, radicals, graphing and other areas. The skills practiced here are the fundamentals for all the other math courses. Specifically, completing this course will give you a foundation for success in College Algebra and the other courses.
MTH 113- PRE-CALCULUS
This course serves as the required math course for Science Majors whose areas of focus are Biology and Chemistry, as well as Economics Majors. Pre-Calculus seeks to make a direct link between topics in algebra and calculus. This course will cover the following: factoring, radicals, coordinate geometry, quadratic, logarithmic, exponential and trigonometric functions.
MTH 145- CALCULUS I
This course covers topics as prescribed in Module 3, Unit 1 of the Caribbean Advanced Proficiency Examinations syllabus. These topics include limits and functions, differentiation and introductory integration and differential equations. A minimum of C in this course is required to take Calculus II MTH 235.
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"I was like a boy playing in the sea-shore, and diverting myself now and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me."
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Graphing Functions
Middle-School (grades 5 through 9) math program written to provide skills in context. Students find and plot solutions to parabolas, hyperbolas, and absolute value functions using an on-screen Cartesian plane and five moveable points Pie Chart ColumnGraphSight is a feature-rich comprehensive 2D math graphing utility with easy navigation, perfectly suited for use by high-school an college math students. The program is capable of plotting Cartesian, polar, table defined, as well as specialty graphs. Importantly, it features a simple data and formula input format, making it very practical for solving in-class and homework problems. The program comes with customizable Axis options, too.
Graphing software for scientists, engineers, and students. It features multiple scaling types, including linear, logarithmic, and probability scales, as well as several special purpose XY graphs and contour plots of 3D data. DPlot is a general purpose graphing program designed for scientists, engineers, and students. It features multiple scaling types, including linear, logarithmic, and probability scales, as well as several special purpose graphs: tripartite grids...
Arclab FileIO/System Toolbox is a set of easy to use but powerful functions for File, Folder, Shell, Windows API and System operations and for gathering informations. The ActiveX component was specially designed for the VB/VBA programmer and help
Turns your PC into an incredible math machine! Have fun with live interactive graphing tools for linear functions, parabolas, ellipses, circles and more! Use any of 5 parameters simultaneously in graph and function definintions to model real life problems and create working demonstrations! Many interactive tools for tracing around functions, finding integrals, roots, turning points and more. Calculate statistics with full working steps shown!...
Submit: Revolution concept 2.1 Submit your site to more than 300 search engines automatically. Unique functions of activity with keywords. OS: Windows 98/XP, Internet Explorer 4 or later. This is a program for submitting your site to the top 300 search engines. You need to go on your site with the help Internet Explorer and to run this program use Tools -> Submit this site. Very simply. The computer will make everything else. The program has...
This program is for drawing graphs of mathematical functions in a coordinate system. Graphs may be added with different color and line styles. The program supports standard, parameter and polar functions. It is possible to evaluate a function at an entered point or tracing the function with the mouse. It is possible to add shadings to functions, and series of points to the coordinate system. Trendlines may be added to point series.
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More About
This Textbook
Overview
This book provides a general introduction to modern mathematical aspects in computing with multivariate polynomials and in solving algebraic systems. It presents the state of the art in several symbolic, numeric, and symbolic-numeric techniques, including effective and algorithmic methods in algebraic geometry and computational algebra, complexity issues, and applications ranging from statistics and geometric modelling to robotics and vision.
Graduate students, as well as researchers in related areas, will find an excellent introduction to currently interesting topics. These cover Groebner and border bases, multivariate resultants, residues, primary decomposition, multivariate polynomial factorization, homotopy continuation, complexity issues, and their applications.
Editorial Reviews
From the Publisher
From the reviews of the first edition:
"[...] The editors of the book — Alicia Dickenstein and Ioannis Emiris — have done a very good job in collecting a set of expository lectures on a very interesting branch of mathematics. I imagine that this book will be of use to anyone working in the area, and would be a good introduction for a graduate student or someone wishing to start working in the field. [...]"
"Although about 15 authors have contributed to this book it constitutes a unified whole. Its subjects are the diverse methods, techniques and algorithms in solving multivariate (non-linear) polynomial equations or systems of them, which mostly have been developed in recent years. … All in all there is presented a detailed account, which often leads to the front of research." (G. Kowol, Monatshefte für Mathematik, Vol. 148 (4), 2006
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Mathematics Discipline
UNIT MISSION/GOAL(S)
To advance the knowledge of mathematics and statistics: by
teaching mathematics/statistics and their processes, by
research in mathematics/statistics and mathematical/statistical
pedagogy, and by dissemination of this knowledge to our students
and the community we serve.
Unit Mission/goal(s) and the Institutional Mission
Relation
Historically, the study of mathematics is central to the liberal
arts education. The mathematics/statistics curriculum serves as an
integral part of students' active pursuit of liberal arts education. The
discipline's mission concentrates on the three main components of the
institutional mission, namely, teaching, research, and outreach. The
mathematics/statistics curriculum is currently serving students who
major/minor in mathematics, seek secondary mathematics teaching
licensure, major/minor in disciplines which requires a mathematical
background, aim to complete pre-professional programs, and the whole
Campus through its general education courses in areas such as abstract
systems. The mathematics discipline also guides students who choose to
design their own major/minor which is in the direction of the
institutional mission which says '...students can shape their own
education'. The discipline's mission also involves dissemination of
mathematical knowledge to the community which supports the institution's
mission '(UMM) is an educational resource and cultural center for
citizens of west central Minnesota (and it has) strong sense of community'.
Students will gain the basic knowledge and skills to
make mathematical contributions to modern society, whether in the form of
pure mathematics or mathematics applied to the other disciplines.
Expected Outcome 1
Demonstrated basic knowledge of calculus, analysis, algebra, probability,
statistics, and ability to describe these areas of mathematics and see
importance of this in their mathematics education. (A detailed learning
objectives and expected outcomes for these topics will be prepared during
the process.)
Some examinations in these courses will be designed to measure
students' pre-determined skills and/or knowledge. The mathematics faculty
will jointly review a sample of these examinations annually and determine
the degree to which these detailed objectives are met. These exams will
be also a part of the 'Mathematics Major Student Portfolio'.
Mathematics and statistics curriculum will enhance students' critical
thinking in domains involving judgments based on data and stimulate
the type of independent thinking requiring research beyond the
confines of the textbook.
Expected Outcome 3
Demonstrated ability on how to deal with theoretical and applied
mathematical problems whose solutions do not fit exactly into any
existing mathematical knowledge. For instance, the student should try to
embellish it or solve some special cases.
Demonstrated ability to interpret results of a
mathematical/statistical analysis.
The curriculum will prepare students to enter graduate school,
pursue careers in applied mathematics or statistical fields, or teach
mathematics and statistics.
Expected Outcome 4
Students should be able to document and prove their
mathematics/statistics background to get a job or admission to graduate
schools. Also, they should be able to meet the requirements for
professions such as teaching and actuarial science.
Method(s), Measure(s), and Instrument(s) for Expected
Outcome 4
Survey of Graduates
Graduate school acceptance rates, GRE exam scores
Success rate on professional exams
Success rate on obtaining teaching licensure
Timeline for the Outcome 4
Starting Date for the Implementation:
Acceptance Rates: In Progress
Success Rates: In Progress
Anticipated Date for the First Results:
Acceptance Rates: In Progress
Success Rates: In Progress
Learning Objective 5
The students will be able to see and communicate
mathematical and statistical ideas effectively.
(The students will be able to see and communicate how the development of
mathematics has been part of the development of several civilizations and
is intimately interwoven with the cultural and scientific development of
these societies.)
Expected Outcome 5
Demonstrated ability to describe and explain a theorem,
mathematical/statistical formula/model, and a solution of a problem in
broad terms to a non-specialist audience.
Method(s), Measure(s), and Instrument(s) for Expected
Outcome 5
Student papers from various courses
Student presentations in some courses with attendance of faculty from
and outside the mathematics discipline (including community
representatives in some cases)
Senior seminar
Student publications, UROP and MAP reports
An essay giving an example of a development of a
mathematical/statistical idea and its impact on the cultural and
scientific development of society
(Most of these materials will become a part of the student portfolio)
B. Learning Development of Students in Mathematics during their Stay
at UMM
Gateway/proficiency tests from basic skills courses
Specially designed examinations from the core courses
Course project reports
An essay on development of mathematical ideas
A self-report of learning by students on each mathematics
course that they have taken (which will include answers to questions
like: What did you learn?, Why do you think that this course is important
in your mathematics education?, How will you be able to use the knowledge
that you have gained in this course after your graduation?)
C. After graduation
Survey of Graduates
After the review of the mathematics faculty, the results of the
assessment and the portfolios prepared by the students will be delivered
to the external consultants/reviewers for input. Mathematics discipline
is planning to continue to have the ties with St. Olaf and Grinell
College from which a group of faculty carried out disciplines 5 year review.
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Numbers, Groups and Codes
9780521540506
ISBN:
052154050X
Edition: 2 Pub Date: 2004 Publisher: Cambridge University Press
Summary: A thoroughly revised and updated version of the popular textbook on abstract algebra. The material is introduced with clarity and reference to problems and concepts that students will easily understand. With many examples and exercises, it will serve as the ideal introduction to this important and ubiquitous subject.
J. F. Humphreys is the author of Numbers, Groups and Codes, published 2004 under ISBN 978052...1540506 and 052154050X. Two hundred fourteen Numbers, Groups and Codes textbooks are available for sale on ValoreBooks.com, fifty five used from the cheapest price of $39.99, or buy new starting at $62.98
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What is math so important?
A:
Math is important because it is used in everyday life. People use math when buying things, making life plans and making other calculations.
Math is vital in so many different areas, and some level of the subject is required for the majority of jobs in the United States. Basic math is also needed for advanced areas of mathematics including algebra and geometry. According to the National Council of Teachers of Mathematics, students that take higher levels of math in high school are more likely to pursue a college education than students who just stick to the basic level. Certain levels of math are also required for admission to many different colleges.
Sources:
Similar Questions
Math is important in everyday life for several reasons, which include preparation for a career, developing problem-solving skills, improving analytical skills and increasing mental acuity. On a daily basis, people are presented with different forms of data that must be organized and absorbed in order to make decisions. Daily activities such as making purchases, saving money, planning for retirement, choosing insurance and calculating expenses require math skills.
Mathematical functions are derived for the purpose of describing a set of unknown values the occur in everyday life. Physics is perhaps the best coursework to illuminate how functions can play an intimate role in even the most unlikely of events. The equation x = vt + 1/2at^2 not only describes motion, but it also covers a wide array of subjects relating to growth.
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When a new extraordinary and outstanding theory is stated, it has to face criticism and skepticism, because it is beyond the usual concept. The fractional calculus though not new, was not discussed or developed for a long time, particularly for lack of its applications to real life problems. It is extraordinary because it does not deal with ???ordinary???... more...
An easy-to-understand primer on advanced calculus topics Calculus II is a prerequisite for many popular college majors, including pre-med, engineering, and physics. Calculus II For Dummies offers expert instruction, advice, and tips to help second semester calculus students get a handle on the subject and ace their exams. It covers intermediate... more...
Silvestre FranAois Lacroix (Paris, 1765 - ibid., 1843) was a most influential mathematical book author. His most famous work is the three-volume TraitA(c) du calcul diffA(c)rentiel et du calcul intA(c)gral (1797-1800; 2nd ed. 1810-1819) a" an encyclopedic appraisal of 18th-century calculus which remained the standard reference on the subject through... more...
Get ready to master the principles and operations of calculus! Master Math: Calculus is a comprehensive reference guide that explains and clarifies the principles of calculus in a simple, easy-to-follow style and format. Beginning with the most basic fundamental topics and progressing through to the more advanced, the book helps clarify calculus using... more...
Many colleges and universities require students to take at least one math course, and Calculus I is often the chosen option. Calculus Essentials For Dummies provides explanations of key concepts for students who may have taken calculus in high school and want to review the most important concepts as they gear up for a faster-paced college course.... more...
In its largest aspect, the calculus functions as a celestial measuring tape, able to order the infinite expanse of the universe. Time and space are given names, points, and limits; seemingly intractable problems of motion, growth, and form are reduced to answerable questions. Calculus was humanity's first attempt to represent the world and perhaps... more...
Features an introduction to advanced calculus and highlights its inherent concepts from linear algebra Advanced Calculus reflects the unifying role of linear algebra in an effort to smooth readers' transition to advanced mathematics. The book fosters the development of complete theorem-proving skills through abundant exercises while also promoting... more...
Advances on Fractional Inequalities use primarily the Caputo fractional derivative, as the most important in applications, and presents the first fractional differentiation inequalities of Opial type which involves the balanced fractional derivatives. The book continues with right and mixed fractional differentiation Ostrowski inequalities in the univariate... more...
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and workers alike the algebra skills they need to succeed. Algebra Success in 20 Minutes a Day also includes: Hundreds of practice exercises, including word problems Application of algebra skills to real-world (and real-work) problems A diagnostic pretest to help pinpoint strengths and weaknesses Targeted lessons with crucial, step-by-step practice in solving algebra problems A helpful posttest to measure progress after the lessons Glossary, additional resources, and tips for preparing for important standardized or certification tests
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Summary: What's the ideal balance? How can you make sure students get both the computational skills they need and a deep understanding of the significance of what they are learning? With your teaching—supported by Rogawski's Calculus Second Edition—the most successful new calculus text in 25 years! Widely adopted in its first edition, Rogawski's Calculus worked for instructors and students by balancing formal precision with a guiding conceptual focus. Rogawski engages students while rein...show moreforcing the relevance of calculus to their lives and future studies. Precise mathematics, vivid examples, colorful graphics, intuitive explanations, and extraordinary problem sets all work together to help students grasp a deeper understanding of calculus. Now Rogawski's Calculus success continues in a meticulously updated new edition. Revised in response to user feedback and classroom experiences, the new edition provides an even smoother teaching and learning experience. ...show less
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Introduction to Scientific, Symbolic, and Graphical Computation
9781568810515
ISBN:
1568810512
Publisher: A K Peters, Limited
Summary: This down-to-earth introduction to computation makes use of the broad array of techniques available in the modern computing environment. A self-contained guide for engineers and other users of computational methods, it has been successfully adopted as a text in teaching the next generation of mathematicians and computer graphics majors.
Fiume, Eugene H. is the author of Introduction to Scientific, Symbolic, ...and Graphical Computation, published under ISBN 9781568810515 and 1568810512. Four Introduction to Scientific, Symbolic, and Graphical Computation textbooks are available for sale on ValoreBooks.com, three used from the cheapest price of $10.75, or buy new starting at $77.10.[read more
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Carnegie Learning, a leading publisher of core and supplemental mathematics programs, was founded by cognitive and computer scientists in conjunction with practicing math teachers, and provides innovative research-based math curricula for middle and high school
| 677.169 | 1 |
ALEX Lesson Plans
Title: Parent Functions and Their Children
Description:
In) Title: Parent Functions and Their Children Description: In
Title: Investigating Parabolas in Standard Form
Description:
Students), or Technology Education (9 - 12) Title: Investigating Parabolas in Standard Form Description: Students
Title: I'm Lovin' It: Finding Areas Between Curves
Description:
StudentsStandard(s):
Subject: Mathematics (9 - 12) Title: I'm Lovin' It: Finding Areas Between Curves Description: Students
Title: We Are Family (Analyze Families of Functions)
Description:
StudentsStandard(s):
Subject: Mathematics (9 - 12) Title: We Are Family (Analyze Families of Functions) Description: Students
Title: "Woody Sine"
Description:
TheStandard(s): [MA2013] PRE (9-12) 30: (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. [F-TF4]
Subject: Mathematics (9 - 12) Title: "Woody Sine" Description: The
Title: Technology for Displaying Trigonometric Graph Behavior: Sine and Cosine
Description:
AfterStandard(s): [MA2013] PRE (9-12) 29: (+) Use special triangles to determine geometrically the values of sine, cosine, and tangent for π/3, π/4, and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π - x,
π + x, and 2π - x in terms of their values for x, where x is any real number. [F-TF3]
Subject: Mathematics (9 - 12), or Technology Education (9 - 12) Title: Technology for Displaying Trigonometric Graph Behavior: Sine and Cosine Description: After
Title: Exponential Growth and Decay
Description:
This and decay works. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] PRE (9-12) 25: Compare effects of parameter changes on graphs of transcendental functions. (Alabama)
Subject: Mathematics (9 - 12) Title: Exponential Growth and Decay Description: This and decay works. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Thinkfinity Lesson Plans
Title: Do You Hear What I Hear?
Description:
In this lesson, from Illuminations, students explore the dynamics of a sound wave. Students use an interactive Java applet to view the effects of changing the initial string displacement and the initial tension Do You Hear What I Hear? Description: In this lesson, from Illuminations, students explore the dynamics of a sound wave. Students use an interactive Java applet to view the effects of changing the initial string displacement and the initial tension. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: What's the Function?
Description:
This
Standard(s): [MA2013] PRE (9-12) 25: Compare effects of parameter changes on graphs of transcendental functions. (Alabama)
Subject: Mathematics Title: What's the Function? Description: This Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Thinkfinity Learning Activities
Title: Sound Wave
Description:
This student interactive, from Illuminations, helps students understand the mathematical models used to represent sound. Students come to understand the origins of the terms pitch, tone, frequency, and intensity, as well as explore the dynamics of a sound wave Sound Wave Description: This student interactive, from Illuminations, helps students understand the mathematical models used to represent sound. Students come to understand the origins of the terms pitch, tone, frequency, and intensity, as well as explore the dynamics of a sound wave. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
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Math Works
Achieve's research with employers and the postsecondary community makes clear that to be college- and career-ready all high school graduates need four years of high school mathematics, including the knowledge and skills typically acquired in Algebra II. And it's not just Achieve's research that shows the importance of a rigorous mathematics education for all high school graduates; there is plenty of evidence from a variety of sources that all high school graduates, no matter what their post-secondary plans are, benefit from a rigorous mathematics curriculum.
While the research is there, it has not been compiled and made accessible to the variety of stakeholders involved in conversations about standards. Given the importance of these issues to the ADP agenda, Achieve has attempted to do just that in a toolkit entitled "Math Works."
The Math Works materials include fact sheets focusing on frequently asked questions and a broader policy paper that synthesizes the current research base on why math is so important to all students as well as the U.S. economy. Power point presentations and resource information are also available as part of the toolkit.
Another notable component of the toolkit is a series of brochures that show how advanced math skills are used in a variety of jobs. The Mathematics at Work Brochures present case studies drawn from leading industries nationwide, such as information technology, advanced manufacturing and healthcare. They provide concrete examples of how advanced math is applied in these jobs and identify the prerequisite mathematical skills needed to successfully enter these jobs. In healthcare, for example, radiographers rely on geometry, spatial relations, measurement, inverse laws and problem solving to produce CT images that will allow radiologists to properly diagnosis injury and illness. Importantly, all of the jobs highlighted in the brochures are accessible to high school graduates without a four-year college degree.
Across the country, skepticism remains about the need for all students to take advanced mathematics in high school. People still fail to understand - and in some cases just don't believe - that advanced mathematics is actually used in the workplace, particularly in jobs that do not require a bachelor's or more advanced degree. In some cases, the skepticism derives from people's limited understanding of how the workplace has changed from when they first entered it. The dramatic changes in manufacturing in the last half-century are a good example of an industry where the infusion of technology has increased the value of "brains" over "brawn." Jobs that didn't require advanced math before frequently do today.
In other cases, the cynicism is rooted in what appears to be a uniquely American phenomenon: it is acceptable not to be "good" at math ("I can't even balance my checkbook") in a way that we would find unacceptable in literacy and writing. Other cultures expect that everyone can succeed at math if they persevere - and international assessments show that this core belief pays dividends in performance of students and later in job creation and innovation. Mathematics is the foundation for higher order thinking, is key to accessing and completing postsecondary education, and leads to better workplace preparation. This is why advanced mathematics is fundamentally important for ALL students.
The Math Works toolkit will help state leaders respond to this skepticism, and we will update the materials regularly to reflect the latest research and examples. You can access the toolkit via Achieve's Web site; hard copies of the materials are also available upon request. More.
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Relies heavily on vocal lessons but has a thick accent. His notes on the chalkboard are disorganized, inconsistent and bears no consideration to students taking notes. Ultimately you can't understand what he's saying and you're left with his confusing notes. At least, write better notes so students can self-study, right? But his exams are easy.
He was a funny guy who kept class interesting but wasn't very clear with his teaching. Go over class examples more so than the textbook questions as the textbook questions he assigned weren't very relevant to the exams.
Once you get past his thick accent, he's easy to understand and tells you everything that will be on the midterms and exams, doesn't really teach you though just kind of gives examples, so I wouldn't recommend him if you haven't taken calculus before
Professor Li is clearly an excellent mathematician; he is not a very good teacher. I was able to do reasonably well in his class by doing all the textbook homework and by attending DGDs. Lectures are an exercise in futility - they are really not necessary.
He is hard to understand at first but after awhile you get used to it He doesnt understand questions very well and take him awhile to understand what youre asking he makes a lot of mistakes in his examples He writes really fast and you basically have to scribble it down as fast as possible which makes it hard to listen and comprehend whats going on
He is a very nice person, but he isnt very good with explaining the material. Hard to understand. His exams are short and not so hard but confusing. If you miss class u will miss a lot because he covers a lot in each lecture. He gives many examples in class and exams are very similar to those examples. dont miss the DGD's because they help a lot.
If you struggle with math, don't take it with this prof. I know a lot of people complain about Li's accent, but it's really not the problem... He just can't teach. All he does is write problems on the board and expects you to know how it's done. If you can't learn this way please for the love of god, do not take this prof.
He's a nice guy but horrible prof. He is the hardest marker, one mistake will make you lose majority of your marks for that question. He asks complicated questions at times and the class avg was 40% for both midterms(so bad he said the final can be our final mark). Avoid him, switch out.
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Tools
"... Consider ..."
Considertest problem ist to evaluate...
"... From dur ..."
From during the last three decades, high speed computers and sophisticated software packages such as Maple and Mathematica have entered into the domain of pure mathematics, bringing with them a new experimental flavor. They have opened up a new approach in which computer-based tools are used to experiment with the mathematical objects in a dialogue with more traditional methods of formal rigorous proof. At present, a subdiscipline of experimental mathematics is forming with its own research problems, methodology, conferences, and journals. In this paper, I first outline the role of the computer in the mathematical experiment and briefly describe the impact of high speed computing on mathematical research within the emerging sub-discipline of experimental mathematics. I then consider in more detail the epistemological claims put forward within experimental mathematics and comment on some of the discussions that experimental mathematics has provoked within the mathematical community in recent years. In the second part of the paper, I suggest the notion of exploratory experimentation as a possible framework for understanding experimental mathematics. This is illustrated by discussing the so-called PSLQ algorithm.
"... This paper discusses computer-mediated thinking and some of its possible implications for curriculum design in mathematics education. We begin with a discussion of today's context and of ideas related to computermediated thinking. We continue with examples of the use of computermediated thinking in ..."
This paper discusses computer-mediated thinking and some of its possible implications for curriculum design in mathematics education. We begin with a discussion of today's context and of ideas related to computermediated thinking. We continue with examples of the use of computermediated thinking in modern applied mathematics. We then extract some suggestions for a curriculum in mathematics centred at the calculus level. We include specific suggestions for removing material from the current syllabus. We end with a discussion of the unintentional power of the calculus. 1
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Numerical Methods
Numerical methods are now at the heart of applied mathematics. Many significant practical problems cannot be solved by analytical methods - their solutions can only be approximated through numerical methods. Since numerical methods do not give exact solutions to problems it is important to analyse their accuracy. It is also important to understand the stability, efficiency and robustness of a numerical scheme.
This course introduces concepts in numerical analysis emphasising the development of numerical algorithms to provide solutions to common problems formulated in science and engineering. This will develop the basic understanding of numerical algorithms, their computer implementation, applicability and limitations.
Available in 2015
Callaghan Campus
Semester 1
Previously offered in 2014
Objectives
On successful completion of this course, students will be able to:
1. Understand floating point numbers, computer arithmetic and the role of errors in numerical analysis. 2. Understand the applicability and limitations of a range of important numerical schemes and their role in science and mathematics. 3. Develop their own numerical algorithms for real-world problems, implement them in a computer, visualise and interpret their solutions. 4. Understand accuracy, consistency, stability and convergence of a numerical method, and the concepts of well- and ill-conditioned problems.
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Summary
Strong Algebra and Trig skills are crucial to success in calculus. This text is designed to bolster these skills while students study calculus. As students make their way through the calculus course, this supplemental text shows them the relevant algebra or trigonometry topics and points out potential problem spots. The table of contents is organized so that the algebra and trigonometry topics are arranged in the order in which they are needed for calculus.
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Student Solutions Manual is meant to accompany, Calculus: Single Variable, 5th Edition, by Deborah Hughes- Hallett. Calculus teachers recognize Calculus as the leading resource among the "reform" projects that employ the rule of four and streamline the curriculum in order to deepen conceptual understanding. The fifth edition uses all strands of the "Rule of Four" - graphical, numeric, symbolic/algebraic, and verbal/applied presentations - to make concepts easier to understand. The book focuses on exploring fundamental ideas rather than comprehensive coverage of multiple similar cases that are not fundamentally unique.
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Continuing to provide calculus students with an introduction to fundamental mathematical concepts and an understanding of geometric and numerical reasoning, this second edition includes numerous changes. New sections consist of topics on parametric equations, ratio test, limits, differentiability, the definite integral and more. Also included are more easy to medium level problems in each section as well as a summary of the main points at the end of each chapter.
--This text refers to an out of print or unavailable edition of this title.
Most Helpful Customer Reviews
This book is so pathetically minimal that I award it...1/10 of a star. (It may be useful in starting a fire in your fireplace...maybe). DO NOT WASTE YOUR MONEY ON THIS SOLUTION MANUAL! It only includes about every other odd solution, and most of the time, it shows just the (often incorrect) answer. The worst part is, that same answer is usually in the back of the textbook! It is definitely not worth even $5.00, so save your money!
I purchased this book hoping to get more in depth explanations to the answers to the problems in the main text book, but in the end get very little from it. For some, like me, calculus is a difficult subject and any extra help can go a long ways. This student solutions manual only includes answers to EVER OTHER ODD problem. Not every odd, not every other, only every other odd (i.e. 1, 5, 9, etc.) I find the "hard" problems in the main text are frequently NOT the ones the solutions manual shows. The few problems from each section that are actually covered do show most of the intermediate steps between the original problem and the final solution in the scope of the section/chapter. Also, there is no explanation on what is being done in each step; the solution from each major step is shown with no information about how that step (or solution) was achieved. In the end the price simply is not worth paying for only a very small subset of solutions.
This book does an alright just at explaining how to work out solutions however it only just answers for every other odd problem. In hind sight I would have only bought the text book and just googled any problems I had questions on.
Yes, all the reviewers are correct that this book barely contains a fraction of the solutions. It doesn't even give quarter of the odd number solutions. It gets the 1 star because it did contain the random 1 or 2 solutions that really stumped my daughter so far. (She's on chapter 8 in her school at this time.)
It's really disappointing that the authors and publishers would try to make money off of students this way with a book that only gives a fraction of the solutions.
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More About
This Textbook
Overview
In lucid and appealing prose, Polya reveals how the mathematical method of demonstrating a proof on finding an unknown can be of help in attacking any problem that can be "reasoned" out - from building a bridge to winning a game of anagrams.
Editorial Reviews
Mathematical Monthly— E. T. Bell
Mathematical Review— Herman Weyl
Scientific Monthly
I recommend it highly to any person who is seriously interested in finding out methods of solving problems, and who does not object to being entertained while he does it.
American Journal of Psychology
Any young person seeking a career in the sciences would do well to ponder this important contribution to the teacher's art.
— A. C. Schaeffer
Mathematics Magazine
Every mathematics student should experience and live this book
Mathematical Monthly
- E.TMathematical Review
- Herman Weyl
American Journal of Psychology
- A.C. Schaeffer
Any young person seeking a career in the sciences would do well to ponder this important contribution to the teacher's art.
Mathematical Monthly
- E. TAmerican Journal of Psychology
- A. C. Schaeffer
Any young person seeking a career in the sciences would do well to ponder this important contribution to the teacher's art.
From the Publisher "--E. T. Bell, Mathematical Monthly
"[This] elementary textbook on heuristic reasoning, shows anew how keen its author is on questions of method and the formulation of methodological principles. Exposition and illustrative material are of a disarmingly elementary character, but very carefully thought out and selected."--Herman Weyl, Mathematical Review
"I recommend it highly to any person who is seriously interested in finding out methods of solving problems, and who does not object to being entertained while he does it."--Scientific Monthly
"Any young person seeking a career in the sciences would do well to ponder this important contribution to the teacher's art."--A. C. Schaeffer, American Journal of Psychology
"Every mathematics student should experience and live this book"--Mathematics Magazine
Related Subjects
Meet the Author
George Polya (1887-1985) was one of the most influential mathematicians of the twentieth century. His basic research contributions span complex analysis, mathematical physics, probability theory, geometry, and combinatorics. He was a teacher par excellence who maintained a strong interest in pedagogical matters throughout his long career. Even after his retirement from Stanford University in 1953, he continued to lead an active mathematical life. He taught his final course, on combinatorics, at the age of ninety. John H. Conway is professor emeritus of mathematics at Princeton University. He was awarded the London Mathematical Society's Polya Prize in 1987. Like Polya, he is interested in many branches of mathematics, and in particular, has invented a successor to Polya's notation for crystallographic groups
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This is a prealgebra textbook, used by the Department of Mathematics at College of the Redwoods, Eureka, California, in their Math 376 course.
Errata and Individual chapter and solutions are... More > available at:
Less
A practical guide to the college application process. Danny Byun, founder of FLEX College Prep, has helped hundreds of families to find the right college fit and navigate their way through the... More > complex American college admissions process. He now shares over a decade of accumulated wisdom and actual case studies in this informative and insightful book.< Less
If you wanted advice on how to create a website, would you ask someone who has not used a computer in fifteen years? Of course not! So why would you read a 400 page book full of useless information... More > on winning scholarships written by people who haven't filled out a scholarship application in twenty years? The good news is: you don't have to.
MillionDollar$cholar: Winning The Scholarship Race is a fresh and modern guide filled with straightforward information that helped the author win over a million dollars in scholarships and will help put you on the trajectory towards becoming a MillionDollar$cholar.< Less
This is a textbook for integral calculus with explanations, examples, worked solutions, problem sets and answers. It has been reviewed by calculus instructors and class-tested by them and the... More > author.
The definite integral is introduced by Riemann sums as a way to evaluate "signed" areas, and the text contains the usual theorems and techniques of a first course in calculus. Besides technique practice and applications of the techniques, the examples and problem sets are also designed to help students develop a visual and conceptual understanding of the main ideas of integral calculus.
The exposition and problem sets have been highly rated by reviewers.< Less
The process of teaching and learning involves sending and receiving information. Naturally, we are not computers that can just download data. We need to incorporate movement that has been... More > scientifically proven to make the recipient more receptive. This book is a practical guide that shows how to make children more receptive in the classroom.< Less
In this booklet you will find a collection of mathematical tasks for Kindergarten 1 2 3 4 5 7 8 6Math in Society is a survey of contemporary mathematical topics, appropriate for a college-level topics course for liberal arts major, or as a general quantitative reasoning course.
Editable copies... More > of this book are available at Less
This is a free, open textbook covering a two-quarter pre-calculus sequence including trigonometry. The first portion of the book is an investigation of functions, exploring the graphical behavior of,... More > interpretation of, and solutions to problems involving linear, polynomial, rational, exponential, and logarithmic functions. An emphasis is placed on modeling and interpretation, as well as the important characteristics needed in calculus.< Less
The J-M Institute Private/Home High School Workbook IV is the fifth in the series of five workbooks. These study books are designed to complement the fifteen-weeks of face-to-face and/or online study... More > to complete a high school diploma or prepare for the GED.< Less
Rogue Shakespeare was Mary Baldwin College's 2013-14 Shakespeare and Performance MFA class. Twelve students embarked on a one-year journey to put scholarship into practice by collaboratively... More > producing and performing in six early modern or early modern inspired theatrical works in a range of venues and in a variety of styles. Our home venue was the recreated Blackfriars Playhouse, benefiting from the college's partnership with internationally acclaimed American Shakespeare Center and combining academic and applied aspects of Shakespearean theatrical studies. Our diverse interests and backgrounds coalesced into an ambitious "Season of Treason" which roguishly challenged textual authenticity, cultural gender norms, and modern Shakespearean theatrical practice. The twelve essays in this book collectively discuss and debate the processes and results of our one-year MFA theatre company.< Less
The mindfish Guide to the SAT and ACT is a comprehensive preparation tool from an industry leader in standardized test prep. Written by two graduates of Stanford University, the mindfish Guide covers... More > every strategy necessary for success on the SAT and ACT.< Less
In the summer of 2014, Educate for Change hosted writing workshops for children in northern Uganda. The student writers composed a collection of poems about where they're from that will capture your... More > heart and perhaps even give you renewed gratitude for the places and people you're from. Each purchase of this collection ensures that Educate for Change will continue to empower the youth of northern Uganda by providing sustainable educational opportunities. Thank you for your support. Apwoyo matek.< Less
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This educational software allows students to manipulate the data in the models to see how changes can affect the entire system. Students can also explore mathematical concepts such as connectivity, ce... More: lessons, discussions, ratings, reviews,...
This set of problems is similar to the ones on pages 1 and 2, but this time, instead of looking for a particular structure within the graph, the question is whether or not the vertices (nodes) of the ... More: lessons, discussions, ratings, reviews,...
Students are introduced to the shapes of the sine, cosine, and tangent graphs. They will use a unit circle to calculate the x and y lengths of a triangle placed at different values along the circle. T... More: lessons, discussions, ratings, reviews,...
The question of where patrons should stand to enjoy the best view of a painting is one that art gallery curators must consider on a regular basis. For this activity, we will consider a painting that i... More: lessons, discussions, ratings, reviews,...
In this activity, students explore vertical and phase shifts of sine and cosine functions, after a brief review of period and amplitude. Students will manipulate sliders to change the values of parame...The sine, cosine and tangent of an angle are all defined in terms of trigonometry, but they can also be expressed as functions. In this mini-lesson, you'll examine these functions and their graphs, wi... More: lessons, discussions, ratings, reviews,...
We present two versions of a 3D function grapher--one on a white background, one on a black background. The user enters a formula for f(x,y) in terms of x and y and the applet draws its graph in 3D. T... More: lessons, discussions, ratings, reviews,...
Students write what they notice and wonder about a person riding a Ferris wheel, and then use TI-Nspire™ technology to measure quantities and develop a mathematical model describing the situation. More: lessons, discussions, ratings, reviews,...
With this one-variable function grapher applet and function evaluator, users can rotate axis/axes, change scale, and translate by using mouse or by entering data. The web site also contains informatio... More: lessons, discussions, ratings, reviews,...
An applet essentially mimicking a graphing calculator, this is used in a number of activities from the same author. Graph functions, experiment with parameters, distinguish between functions by graphi... More: lessons, discussions, ratings, reviews,...
A very powerful graphing program that is also especially easy to use. You can graph functions in two or more dimensions using different kinds of coordinates. You can make animations and save as movies
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MATLAB Student Version
04/01/03
Students in engineering, math or science have a new technical computing resource designed for their needs. The MathWorks' MATLAB Student Version includes full-featured versions of MATLAB and Simulink, the software products used by engineers, scientists and mathematicians at leading universities, research labs, technology companies and government labs. MATLAB integrates computation, data analysis, visualization and programming in one environment. Simulink is one of the leading interactive environments for modeling, simulating and analyzing dynamic systems. In addition, there is no difference between the student and professional versions of the program, which, according to the company, is important because students are learning skills with the same tools they may use in a professional arena. The program also comes with MATLAB and Simulink books to help students get started. This product has a special student price of $99. The MathWorks, (508) 647-7000,
This article originally appeared in the 04
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More About
This Textbook
Overview
Wallis's book on discrete mathematics is a resource for an introductory course in a subject fundamental to both mathematics and computer science, a course that is expected not only to cover certain specific topics but also to introduce students to important modes of thought specific to each discipline . . . Lower-division undergraduates through graduate students.
—Choice (Review of the First Edition)
Very appropriately entitled as a 'beginner's guide', this textbook presents itself as the first exposure to discrete mathematics and rigorous proof for the mathematics or computer science student.
—Zentralblatt MATH (Review of the First Edition)
This second edition of A Beginner's Guide to Discrete Mathematicspresents a detailedguide to discrete mathematicsand its relationship to other mathematical subjects includingset theory, probability, cryptography, graph theory, and number theory.This textbookhas a distinctly applied orientation and explores a variety of applications.
Key features of the second edition:
* Includesa new chapter on the theory of voting as well asnumerous new examples and exercises throughout the book
* Introduces functions, vectors, matrices, number systems, scientific notations, and the representation of numbers in computers
* Provides examples, which then lead into easy practice problems throughout the text, and full exercises at the end of each chapter
*Full solutions for practice problems are provided at the end of the book
This text is intended for undergraduates in mathematics and computer science, however, featured special topics and applications may also interest graduate
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Find a Worth, IL Algebra 2 TutorThe questions associated with this format measure skills such as graph reading, interpretation of scatter plots, and interpretation of information presented in tables, diagrams and figures. Research Summaries (45%). This format provides descriptions of one or more related experiments. The questions focus on the design of experiments and the interpretation of experimental results.
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Modern Geometries
This comprehensive, best-selling text focuses on the study of many different geometries -- rather than a single geometry -- and is thoroughly modern ...Show synopsisThis comprehensive, best-selling text focuses on the study of many different geometries -- rather than a single geometry -- and is thoroughly modern in its approach. Each chapter is essentially a short course on one aspect of modern geometry, including finite geometries, the geometry of transformations, convexity, advanced Euclidian geometry, inversion, projective geometry, geometric aspects of topology, and non-Euclidean geometries. This edition reflects the recommendations of the COMAP proceedings on Geometry's Future, the NCTM standards, and the Professional Standards for Teaching Mathematics. References to a new companion text, Active Geometry by David A. Thomas encourage students to explore the geometry of motion through the use of computer software. Using Active Geometry at the beginning of various sections allows professors to give students a somewhat more intuitive introduction using current technology before moving on to more abstract concepts and theorems.Hide synopsis
Description:Good. Hardcover. May include moderately worn cover, writing,...Good. Hardcover. May include moderately worn cover, writing, markings or slight discoloration. SKU: 9780534351885-4Fine. Hardcover. Almost new condition. SKU: 9780534351885-2-0-3...Fine. Hardcover. Almost new condition. SKU: 9780534351885-2 5th Edition. Used books are NOT guaranteed to contain...Good. 5th Edition. Used books are NOT guaranteed to contain components and/or supplements such as: Access Codes or working CD's/DVD's! !
Description:New. 0534351883 US STUDENT EDITION-Free Tracking number with...New. 0534351883 US STUDENT EDITION-Free Tracking number with every purchase. Satisfaction guaranteed. Orders ship within 1-2 business days
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Find a Rolling Meadows Statistics simplify the learning of these concepts by showing how easy they can be if students factor the polynomials and look for opportunities to cancel terms before multiplying or dividing. Often times, this requires addressing student weaknesses in factorization. Algebra 2 also covers quadratic functions in detail
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Elementary Algebra W/PAC-Now
9780495389606
ISBN:
0495389609
Edition: 4 Pub Date: 2008 Publisher: Cengage Learning
Summary: This text blends instructional approaches that include vocabulary, practice, and well-defined pedagogy, along with an emphasis on reasoning, modeling, and communication skills. With an emphasis on the 'language of algebra', the author's foster students' ability to translate English into mathematical expressions and equations.
Tussy, Alan S. is the author of Elementary Algebra W/PAC-Now, published 2008 under ...ISBN 9780495389606 and 0495389609. Sixty Elementary Algebra W/PAC-Now textbooks are available for sale on ValoreBooks.com, fifty five used from the cheapest price of $0.01, or buy new starting at $80495389620edited shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions.[less]
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Algebra and Trigonometry
2nd
Algebra and Trigonometry by James Stewart
Book Description
Choose the algebra textbook that's written so you can understand it. ALGEBRA AND TRIGONOMETRY reads simply and clearly so you can grasp the math you need to ace the test. And with Video Skillbuilder CD-ROM, you'll follow video presentations that show you step-by-step how it all works. Plus, this edition comes with iLrn, the online tool that lets you sign on, save time, and get the grade you want. With iLrn, you'll get customized explanations of the material you need to know through explanations you can understand, as well as tons of practice and step-by-step problem-solving help. Make ALGEBRA AND TRIGONOMETRY your choice today.
Buy Algebra and Trigonometry book by James Stewart from Australia's Online Bookstore, Boomerang Books.
Get the confidence and math skills you need to get started with calculus Are you preparing for calculus? This hands-on workbook helps you master basic pre-calculus concepts and practice the types of problems you'll encounter in the course.
This manual contains solutions to odd-numbered Section Exercises, selected Chapter Review Exercises, odd-numbered Discussion Exercises, and all Chapter Test Exercises, giving students a way to check their answers and ensure that they took the correct steps to arrive at an answer.
Now in a new edition, this book stands out with its concise coverage, focused preparation for calculus approach, clarity of exposition, integrated SSM, precise mathematics, and rigor of proofs as the key drivers for change.
Books By Author James Stewart
Whether you want to trek the Pembrokeshire Coast Path or let loose at Green Man festival, have a slap-up meal in foodie Abergavenny or chug through the Snowdonia mountains on the Ffestiniog Railway, this book features all the practical details and inspiring ideasShows you how to think mathematically and develop genuine problem-solving skills. This book features new tools to help you succeed, such as learning objectives before each section to prepare you for what you're about to learn, and a list of formulas and key concepts after each section that help reinforce what you've learned
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Comment: 100% guaranteed delivery with Fulfillment By Amazon. There is slight highlighting or marking on the pages. Pages of this book show slight discoloration. Outside page edges show slight discoloration. This cover has a visible crease or bend. The spine of this book shows considerable wear. This paperback book shows standard shelf wear associated with HEAVY use. This cover has light scratches and/or indentations on its surfaceContemporary's popular Pre-GED Satellite Series targets students with reading levels of 5-8 and delivers instruction in the GED content areas to prepare learners to move up into GED preparation. The pre- and post-tests in each satellite book help students decide which skills need the most work and allow them to assess mastery of each subject area. Complete answer keys supply answers and explanations for all the exercises and activities within the text and lots of visual aids provide detailed practice and instruction.
Pre-GED Mathematics will give your students the basic skills needed to succeed in their study toward a GED. The book begins with adding whole numbers and other simple operations. Problem solving is a skill students will spend extra time on through activities and exercises. Pre-GED Mathematics provides many real-life problems with easy application to everyday usage. Alternative format responses are also included in this text as well as activities for the Casio fx-260, the only calculator that can be used on the GED exam.
Most Helpful Customer Reviews
My ESL literacy student and I have tried several math workbooks, but this is by far the best for preparing-to-prepare for the GED. It doesn't require the 6th grade reading skills of actual GED-level workbooks. It clearly, logically explains basic concepts underlying numbers that many of us take for granted, and gives students plenty of opportunity to practice and test their understanding of them. It also gives students practice putting answers into the GED answer grid. Many low literacy students are better at math than language skills, and this book helps them progress in math without being held back if they're still reading at a 3rd grade level. Each page is clearly laid out, with clear type and lots of white space--easy for low literacy adults to follow. The tips highlighted in blue are also helpful.
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How Math Can Save Your Life [NOOK Book]More About
This BookSherrySkipperSpurgeon
Posted April 11, 2010
USEful Math Book for ALL!
FINALLY a MATH book that is USEful for EVERYONE! Yes, Jim has done it with this one. You will get back every penny just from reading the first few chapters.and, you won't have to solve a single word problem either. This is a no-nonsense, practical, arithmetic approach to the WHY you need to have learned math in school (I know, you can't imagine what could possibly be good about this, right?). Simple, yet, intuitive and REASONABLE explanations for things that each and every single one of us has ever encountered in our lives.from being tempted by a sales person to purchase an extended service contract to whether or not a QB should throw a pass (what?! football references?). Trust me on this one, this is a book that you won't feel is a math book. Teachers should read it, too! Most definitely! A++++++
1 out of 1 people found this review helpful.
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books.google.com - Written... of Mathematics
Nature of Mathematics
Written in their own lives. Through the emphasis on problem solving and estimation, along with numerous in-text study aids, students are assisted in understanding the concepts and mastering the techniques. In addition to the problem-solving emphasis, THE NATURE OF MATHEMATICS is renowned for its clear writing, coverage of historical topics, selection of topics, level, and excellent applications problems. Smith includes material on such practical real-world topics as finances (e.g. amortization, installment buying, annuities) and voting and apportionment. With the help of this text, thousands of students have experienced mathematics rather than just do problems--and benefited from a writing style that boosts their confidence and fosters their ability to use mathematics effectively in their everyday lives. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
About the author (2011)
Karl Smith is professor emeritus at Santa Rosa Junior College in Santa Rosa, California. He has written over 36 mathematics textbooks and believes that students can learn mathematics if it is presented to them through the use of concrete examples designed to develop original thinking, abstraction, and problem-solving skills. Over one million students have learned mathematics from Karl Smith's textbooks.
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Algebra Bee The math club will be hosting the Algebra Bee on Tuesday, November 18th, 2014, at 5:30pm. There are divisions for 1010/1050 students as well as upper division students. There will be root beer floats and prizes for the winners!
Math Club
Students interested in being part of the SUU Math Club please contact Dr. Rimmasch.
When Will I Use Math?
Ever asked yourself that question? Check out the math website full of answers. Find careers, salaries, tips for success, and more. This site is supported by AMS, MAA, and BYU Math.
See News & Events for a more complete list of happenings, photos, and archives.
The Department of Mathematics is committed to offering a well-rounded academic program that will enhance the lives of those who take our courses. The demand for knowledge we offer is enormous in both industry and education. In secondary schools the two greatest shortages of qualified teachers across the nation are in mathematics and technology, and jobs outlooks rate mathematics as one of the highest needs of college graduates.
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Saturday, July 23, 2005
Algebra Unplugged
Math quote for this weekend:
"Sometimes, the simple way to say something isn't perfectly accurate in all situations. Rather than be perfectly clear, books tend to be perfectly accurate, which is great, if you can just figure out what in the world their author is trying to say."--Algebra Unplugged, by Kenn Amdahl & Jim Loats, Ph.D.
Quick recommendation: buy this and read it BEFORE you start working through a big fat algebra I text. Mama Squirrel wishes this book had been around when she started high school math; it would have saved many hours of puzzlement. Amdahl and Loats give explanations like "In arithmetic, usually we started out with ingredients and tried to make cookies. In algebra, sometimes we start with the cookie and try to deduce the recipe. When we begin with the "product" and try to figure out the multiplication problem that led to it, we are engaging in "factoring."" Oh, so that's what it was about!
Buy or borrow this book. Trust Mama Squirrel, it will make life much easier for your math students--and their homesquirreling parents
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9780121027407Topics in Geometry
This volume presents an accessible, self-contained survey of topics in Euclidean and non-Euclidean geometry. It includes plentiful illustrations and exercises in support of the thoroughly worked-out proofs. The author's emphasis on the connections between Euclidean and non-Euclidean geometry unifies the range of topics covered. The text opens with a brief review of elementary geometry before proceeding to advanced material. Topics covered include advanced Euclidean and non-Euclidean geometry, division ratios and triangles, transformation geometry, projective geometry, conic sections, and hyperbolic and absolute geometry. Topics in Geometry includes over 800 illustrations and extensive exercises of varying difficulty
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You are here
Elementary Number Theory, Group Theory and Ramanujan Graphs
Publisher:
Cambridge University Press
Number of Pages:
154
Price:
25.00
ISBN:
0521531438
Loosely speaking, a family of k-regular graphs is called a family of expanders if the size of the vertex sets goes to infinity, while the graphs maintain good connectedness. Such graphs are important in engineering applications such as network designs, complexity theory, derandomization, coding theory and cryptography. Elementary Number Theory, Group Theory, and Ramanujan Graphs is devoted to constructing the Ramanujan graphs which are a family of expanders. Moreover, these graphs provide an explicit example of an infinite family of graphs with large girth and large chromatic number. The large girth and chromatic number problem was originally solved by Erdös using the probabilistic method, but this does not provide a construction of such graphs.
The book covers a considerable amount of mathematical ground in order to construct and prove the results about the Ramanujan graphs: linear algebra (eigenvalues and spectral gaps), number theory (sums of two and four squares and quadratic reciprocity), and group theory (general linear groups and representation theory of finite groups). Along the way the reader will also see operators between L2 spaces, Chebyshev polynomials, the ring of quaternions, metabelian groups, and Cayley graphs. The fact that all these topics are used to prove graph theory results is what makes this book so interesting. The book is broken up into four chapters covering graph theory, number theory, group theory, and the Ramanujan graphs. In fact, the first three chapters can be read independently and each one is interesting.
The preface of the book claims that this book could be used for an undergraduate course. Based on the topics above I will let you decide if it is appropriate for an undergraduate course at your institution. I think that it would be difficult to use at most undergraduate colleges even as a senior capstone type course. On the other hand, any of the first three chapters could be used for an independent study course with undergraduates. The book would make a nice elective course for graduate students since it pulls so many topics together. If you are looking for a book for a faculty seminar that isn't too discipline-specific, this would be a good choice.
Overall, the book is a well written and stimulating book. My only complaint is that the book doesn't actually give any examples of the applications. It does give references for the applications, but a couple of pages devoted to enlightening the reader about the applications would have been worthwhile.
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Simplex Method Paper And Presentation Essays and Term Papers
The SimplexMethod: Learning Team A
Mike Smith, Todd Jones
Math212/Introduction to Finite Mathematics
February 1, 2011
The SimplexMethod: Learning Team A
Sam's Hairbows and Accessories is a small company preparing for the next scheduled craft fair. The owners, Sam and Todd, both have full-time...
The simplexmethod is used regularly on applied problem involving thousands of variables and problem constrains (Barnett, Ziegler, & Byleen, 2011). This was the method chosen when Wintel Technologies needed to figure out the best way to utilize time and schedule for their field engineers. With a busy...
SimplexMethodPaperSimplexMethodPaper
Many people may be wondering exactly what the simplexmethod is. The simplexmethod definition is a method for solving linear programming problems. According to Barnett, Byleen, and Karl (2011) the simplexmethod is used routinely on applied problems involving...
Chapter 3
SIMPLEXMETHOD
In this chapter, we put the theory developed in the last to practice. We develop the simplexmethod algorithm for LP problems given in feasible canonical form and standard form. We also discuss two methods, the M -Method and the Two-Phase Method, that deal with the situation...
special cases such as infeasibility, unboundedness and degeneracy. 5. Use the simplex tables to conduct sensitivity analysis. 6. Construct the dual problem from the primal problem.
Linear Programming: The SimplexMethod
LEARNING OBJECTIVES
After completing this chapter, students will be able to:...
Dantzig's simplex algorithm (or simplexmethod) is a popular algorithm for linear programming.[1] [2][3][4][5] The journal Computing in Science and Engineering listed it as one of the top 10 algorithms of the twentieth century.[6]
The name of the algorithm is derived from the concept of a simplex and was...
with segments of its third chapter.
Key words: linear programming; simplexmethod.
I. Fundamentals and scope
Based on a prototype example, Linear Programming is presented, as well as the simplexmethod of resolution. This method was first presented by G. B. Dantzig in 1947 [MacTutor, 2007]. The text...
The simplexmethod is a general mathematical solution technique for solving linear programming
problems. In the simplexmethod, the model is put into the form of a table,
and then a number of mathematical steps are performed on the table. These mathematical
steps in effect replicate the process in...
Big-M method
The Big-M method of handling instances with artificial variables is the "common sense approach". Essentially, the notion is to make the artificial variables, through their coefficients in the objective function, so costly or unprofitable that any feasible solution to the real problem would...
choose an appropriate method? This article defines some of the most common training methods and reviews pros and cons for each one. The method by which training is delivered often varies based on the needs of the company, the trainee, and on the task being performed. The method should suit the audience...
Graphical and SimplexMethods of Linear Programming
The graphical method is the more popular method to use because they are easy to use and understand. Working with only a few variables at a time they allow operations managers to compare projected demand to existing capacity. The graphical method is a trial...
question which gave an idea about the brand personality of the brands under study. The second primary data was collected through a questionnaire based method which gave the individual personality and their preference of mobile.
Secondary data mainly consisted of researches, journals and other data that...
generated from reduction of sugars or their oxidation products
with lysine residues of proteins.
The oxidative insult results in the alterations of primary
structure of protein, leading to distortions in the secondary and
tertiary structure. The structural changes are initiated by
oxidation of amino...
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Fox Valley SAT completed the class discrete mathematics for computer science while in college. The topics covered were logic, proofs, mathematical induction, sets, relations, graph theory etc. I apply this knowledge almost daily when I program in excel.
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Group Visualization with Group Explorer - Summary
Computer teaching aids have been making inroads into abstract algebra classrooms for several years, yet their visualization capabilities have not nearly reached their full potential. Group Explorer specifically targets graphical representation of groups for building intuitions and offers a number of features not yet found in any other package. We review its features and give an example of how it can be brought into the classroom for an intuition-building lesson.
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Find a Rancho DominguezIn introductory linear algebra, this is done using the technique of elimination which works for systems of two or three equations. However, when more than three equations need to be solved simultaneously, one needs to begin using arrays and matrices. Thus, central to linear algebra is the study of matrices and how to perform basic operation such as matrix multiplication
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IMO the math books are not user friendly. A lot of time, I have to guess what the questions really ask? What answer the book expect? Even the teacher don't like it. Canada Education board should set up a fund to compile their own math book. Financially it will pay back after few years instead of buying from some "source".
I love how they blame the students and say additional help is available. How about better curriculum and start teaching the basic math we all learned as kids. I cant believe the difference from 20 years ago! Math has not changed in that time!
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The University of London Mathematics Department presents a brief introduction to scientific notation. The site aims to provide students with mathematics self-study material which is embedded within the context of the students' own discipline, namely Geological Sciences.
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This ebook is available for the following devices:
iPad
Windows
Mac
Sony Reader
Cool-er Reader
Nook
Kobo Reader
iRiver Story
Variational methods give an efficient and elegant way to formulate and solve mathematical problems that are of interest to scientists and engineers. In this book three fundamental aspects of the variational formulation of mechanics will be presented: physical, mathematical and applicative ones. The first aspect concerns the investigation of the nature of real physical problems with the aim of finding the best variational formulation suitable to those problems. The second aspect is the study of the well-posedeness of those mathematical problems which need to be solved in order to draw previsions from the formulated models. And the third aspect is related to the direct application of variational analysis to solve real engineering problems.
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This classroom activity presents College Algebra students with a ConcepTest, a Question of the Day, and a Write-pair-share...
see more
This arbitrarily fixed values in f(x)=ax^2+bx+c.
In this cooperative learning activity, students are presented with a real-world problem: Given a mirror and laser pointer,...
see more
In this cooperative learning activity, students are presented with a real-world problem: Given a mirror and laser pointer, determine the position where one should stand so that a reflected light image will hit a designated target.This investigation allows students to develop several rational functions that models three specific forms of a rational function. Students explore the relationship between the graph, the equation, and problem context.
Using old batteries and a voltage sensor, students get a real feel of the meaning of negative and positive numbers. Students...
see more
Using old batteries and a voltage sensor, students get a real feel of the meaning of negative and positive numbers. Students explore addition of signed numbers by placing batteries end to end (in the same direction or opposite directions) and observe the sum of the batteries' voltages.
In this lesson, students compare different costs associated with two cell phone plans. They write equations with 2 variables...
see more
In this lesson, students compare different costs associated with two cell phone plans. They write equations with 2 variables and graph to find the solution of the system of equations. They then analyze the meaning of the graph and discuss other factors involved in choosing a cell phone plan.
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In implementing the Algebra process and content performance indicators,
it is expected that students will identify and justify mathematical
relationships. The intent of both the process and content performance
indicators is to provide a variety of ways for students to acquire and
demonstrate mathematical reasoning ability when solving problems. Local
curriculum and local/state assessments must support and allow students to use
any mathematically correct method when solving a problem.
Throughout this document the performance indicators use the words
investigate, explore, discover, conjecture, reasoning, argument, justify,
explain, proof, and apply. Each of these terms is an important
component in developing a studentís mathematical reasoning ability. It is
therefore important that a clear and common definition of these terms be
understood. The order of these terms reflects different stages of the reasoning
process.
Investigate/Explore
- Students will be given situations in which they will be asked to look for
patterns or relationships between elements within the setting.
Discover
- Students will make note of possible patterns and generalizations that result
from investigation/exploration.
Conjecture
- Students will make an overall statement, thought to be true, about the new
discovery.
Reasoning
- Students will engage in a process that leads to knowing something to be true
or false.
Argument
- Students will communicate, in verbal or written form, the reasoning process
that leads to a conclusion. A valid argument is the end result of the
conjecture/reasoning process.
Justify/Explain- Students will provide an argument for
a mathematical conjecture. It may be an intuitive argument or a set of examples
that support the conjecture. The argument may include, but is not limited to, a
written paragraph, measurement using appropriate tools, the use of dynamic
software, or a written proof.
Proof
- Students will present a valid argument, expressed in written form, justified
by axioms, definitions, and theorems.
Apply
- Students will use a theorem or concept to solve an algebraic or numerical
problem.
Students will understand
numbers, multiple ways of representing numbers, relationships among numbers, and
number systems.
Number
Theory
A.N.1
Identify and
apply the properties of real numbers (closure, commutative,
associative, distributive, identity, inverse) Note:
Students do not need to identify groups and fields, but
students should be engaged in the ideas.
Students will understand meanings of operations and procedures, and how they
relate to one another.
Operations
A.N.2
Simplify radical terms (no variable
in the radicand)
A.N.3
Perform the four
arithmetic operations using like and unlike radical terms
and express the result in simplest form
A.N.4
Understand and
use scientific notation to compute products and quotients of
numbers greater than
100%
Solve systems of
two linear equations in two variables algebraically (See
A.G.7)
A.A.11
Solve a
system of one linear and one quadratic equation in two
variables, where only factoring is required Note: The
quadratic equation should represent a parabola and the
solution(s) should be integers.
Students will perform algebraic procedures accurately.
Variables and Expressions
A.A.12
Multiply and divide monomial
expressions with a common
base, using the properties of
exponents Note: Use integral
exponents only.
A.A.13
Add, subtract,
and multiply monomials and polynomials
A.A.14
Divide a
polynomial by a monomial or binomial, where the quotient has
no remainder
A.A.15
Find values of a
variable for which an algebraic fraction is undefined.
A.A.16
Simplify
fractions with polynomials in the numerator and denominator
by factoring both and renaming them to lowest terms
A.A.17
Add or subtract fractional expressions
with monomial or like binomial
denominators
A.A.18
Multiply and divide algebraic fractions
and express the product or quotient in
simplest form
A.A.19
Identify and factor the difference of
two perfect squares
A.A.20
Factor algebraic expressions completely,
including trinomials with a lead
coefficient of one (after factoring a
GCF)
Equations and Inequalities
A.A.21
Determine whether a given value is
a solution to a given
linear equation in one variable or
linear inequality in one variable
A.A.22
Solve all types
of linear equations in one variable
A.A.23
Solve literal
equations for a given variable
A.A.24
Solve linear
inequalities in one variable
A.A.25
Solve equations
involving fractional expressions Note: Expressions which
result in linear equations in one variable.
A.A.26
Solve algebraic
proportions in one variable which result in linear or
quadratic equations
A.A.27
Understand and
apply the multiplication property of zero to solve quadratic
equations with integral coefficients and integral roots
A.A.28
Understand the
difference and connection between roots of a quadratic
equation and factors of a quadratic expression
Students will recognize, use, and represent algebraically patterns,
relations, and functions.
Patterns, Relations, and Functions
A.A.29
Use set-builder notation
and/or interval notation to illustrate the elements of a set, given
the elements in roster form
A.A.30
Find the complement of a
subset of a given set, within a given universe
A.A.31
Find the intersection of
sets (no more than three sets) and/or union of sets (no more than
three sets)
Coordinate Geometry
A.A.32
Graph the
Explain slope as
a rate of change between dependent and
independent variables
A.A.33
Determine the slope of a
line, given the coordinates of two points on the line
A.A.34
Write the equation of a
line, given its slope and the coordinates of a point on the line
A.A.35
Write the equation of a
line, given the coordinates of two points on the line
A.A.36
Write the equation of a
line parallel to the x- or y-axis
A.A.37
Determine the slope of a
line, given its equation in any form
A.A.38
Determine if two lines are
parallel, given their equations in any form
A.A.39
Determine whether a given
point is on a line, given the equation of the line
A.A.40
Determine whether a given
point is in the solution set of a system of linear inequalities
A.A.41
Determine the vertex and
axis of symmetry of a parabola, given its equation (See A.G.10 )
Trigonometric Functions
A.A.42
Find the sine, cosine, and tangent ratios of an
angle of a righttriangle, given the lengths of the sides
A.A.43
Determine the measure of an angle of a right triangle, given the
length of any two sides of the triangle
A.A.44
Find the
measure of a side of a right triangle, given an acute angle and the
length of another side
A.A.45
Determine the measure of a third side of a right triangle using the
Pythagorean theorem, given the lengths of any two sides
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A typical American school day finds some six million high school students and two million college freshmen struggling with algebra. In both high school and college, all too many students are expected to fail. Why do we subject American students to this ordeal? I've found myself moving toward the strong view that we shouldn't.
My question extends beyond algebra and applies more broadly to the usual mathematics sequence, from geometry through calculus. …There are many defenses of algebra and the virtue of learning it. Most of them sound reasonable on first hearing; many of them I once accepted. But the more I examine them, the clearer it seems that they are largely or wholly wrong—unsupported by research or evidence, or based on wishful logic. (I'm not talking about quantitative skills, critical for informed citizenship and personal finance, but a very different ballgame.)
Hacker argues that the math used in the typical American workplace—even a technical, highly quantitative workplace—does not much resemble math as it is taught in the American classroom. Engineers, doctors, and bankers rarely use algebra as such. What we probably should be doing, Hacker thinks, is to foster mathematical intuition amongst students who can't master higher levels of abstraction.
Instead of investing so much of our academic energy in a subject that blocks further attainment for much of our population, I propose that we start thinking about alternatives. Thus mathematics teachers at every level could create exciting courses in what I call "citizen statistics." This would not be a backdoor version of algebra, as in the Advanced Placement syllabus. Nor would it focus on equations used by scholars when they write for one another. Instead, it would familiarize students with the kinds of numbers that describe and delineate our personal and public lives.
It could, for example, teach students how the Consumer Price Index is computed, what is included and how each item in the index is weighted—and include discussion about which items should be included and what weights they should be given.
I've had some Canadians point out Hacker's editorial to me in the spirit of "This guy's crazy, right?" But his remarks have to be understood in an American context. There has been a strong push in the U.S. for pretty high universal national standards in mathematics, standards which have seen many states run afoul of what's called "Algebra II" in curriculum circles.
In September, Tom Luce, former CEO of the National Math and Science Initiative, said that the United States needs a "STEM-literate population" that starts by "convinc[ing] the entire country that every child must conquer Algebra II." America has made steady progress toward that goal—in 1982, just 40 percent of high school graduates took Algebra II; in 2009, more than 75 percent did.
Keeping those figures in mind, here's a short sample from an Algebra II exam: I note with some alarm that it features a question about complex numbers, which I don't think I ever learned in the classroom despite having fought through Alberta's Math 31 high-school course and a year of university calculus and statistics. This is pretty esoteric stuff to be expecting "every child" in a large, diverse country to conquer. (I think only physicists would ever actually use complex numbers at work, though I know electrical engineers are expected to master them as part of their theoretical education.) Insofar as Hacker is just pointing that out, his op-ed falls into the category of "man identifies patent, unaddressed insanity swirling around him" rather than "man quarrels with high educational expectations."
Math has a special, awkward place in education. It is no wonder that it stirs passions and raises fears, for it is pure concentrated abstraction, and everybody senses on some level that how far you can go in math (speaking as someone who got the equivalent of a B in first-year calc) is a very precise, cruel measure of one's cognitive separation from the cleverer beasts. America is pushing Algebra II because, of all high-school courses, it is "the leading predictor of college and work success". But you don't need Riemann curvature tensors to understand the logical flaw in the proposition "If Algebra II predicts success, making everyone pass Algebra II will make everyone successful." Understanding the square root of minus one is no use to most of us, in itself; yet it is true that those who can be taught to understand it will, over time and as a group, earn and accomplish much more than those who don't. This is true of any reasonably abstract concept, which is why there is always confusion over the actual value of learning to read a musical score or figure out a left fielder's on-base percentage.
Andrew Hacker's "algebra problem" is an interesting symbol of how rampant egalitarianism is in the American academy. Primordial America possessed an intellectual counterweight to the Jeffersonian faith in education; the minor Founding Father Fisher Ames is said to have responded to the notion that "All men are created equal" with the retort "…but differ greatly in the sequel". Today's American right, however, takes the tactical ground that no child must be "left behind"—that all can be educated for a STEM future, just as any goose can make foie gras in his liver if he is stuffed full enough. This happened because American public education became compromised by the teacher trust and its slovenly "easier-for-us" ideology: it became too tempting to whack the education industry over the head with standardized testing and with the excellent results of other countries' education systems, as President Bush 2.0 did. It is probably not really realistic to expect the U.S. to compete in mass mathematics education with a small, homogenous Nordic country like Finland—but what American will admit to that? We built the Bomb and went to the Moon, man! (One supposes it would be unkind to note that the "we" in that sentence denotes, respectively, "a bunch of Europeans who fled the Nazis" and "a bunch of Nazis who fled the Russians".)
Even Hacker, whose essential complaint seems to be that 25% would be a much better estimate of the number of American children capable of mastering Algebra II than 100%, won't put it in such a direct, offensive way. But it doesn't help that he conflates "algebra as taught in American schools" with algebra as such. Algebra is, above all, a single step up in abstraction. It's a step that most children can take: once you give them the core idea of performing operations on "x" rather than on a particular number, the royal road is open.
And that much—the whole notion of a variable—is something ordinary people do require, if they hope to have the instincts, training, and mental safeguards Hacker agrees that they need. How the hell are you going to teach even the crudest statistics or concepts of probability to a student who doesn't get what a variable is? How could an ordinary Cartesian graph be comprehensible? How, indeed, would one teach the difference between arithmetic and geometric growth—and hence the power of compound interest?
I suppose you do it, though Hacker specifically denies it, by sneaking the abstraction in through the back door: you give eleventy real-life examples of compound interest at work, until the student eventually realizes that the principle's the same no matter what the actual principal and the particular interest rate are. He learns to identify a "variable" without being intimidated up front by xs and ys. There might be some merit in such an approach, for it is in fact the symbology that seems to frighten the math-averse. In this article about the rigours of Algebra II, a person claiming to be an accountant says "Most people I know who are lower income couldn't solve 2x = 14 if their life depended on it." And maybe he's right. Yet there can't literally be many people who couldn't stumble into an answer to "Two times what is fourteen?" if it were presented that way and they were given a few minutes to wrestle with it.
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Xs of evil: America's algebra crisis
There's probably something to the argument that high school math is disproportionately advanced as compared to other subjects. That said, I wonder if there isn't something of a cliquish culture among mathematicians. I know a few, and while they're nice folks, they don't seem all that interested in explaining their particular research or consultancy work to the uninitiated. Vonnegut's remark about scientists who cannot explain their work to eight year olds comes to mind.
Also, the way in which we teach math could easily be revamped. As it stands, teachers (who, let's be honest, are rarely as comfortable with the material as their peers in other subjects) tend to toss the material out at a level that the math-gifted kids can easily digest, and seem to hope the rest of the class somehow follows along enough to pass – which ain't really "teaching". The texts are dense, and do less explanation than illustration, followed by rote practice (again, this works for the math-gifted quite well, but poorly for the rest of the class).
As Cosh rightly points out, abstract thinking matters. And Hacker runs dangerously close to judging math by its ultimate pragmatic use (outside of French, writing, and typing classes, I'm hard pressed to say how most of my high school education proved directly useful). I'd argue that a rethought curriculum, more gifted teachers in the subject (and perhaps smaller class sizes), and maybe critically considering the entire culture of academic math, would make it less of a "huge boulder" as Hacker characterizes it, and more something every kid has a right to experience in a positive way.
Advanced math was created by nerds, is only understood by nerds, and so those of us who aren't nerds don't do well.
I graduated from university – with a degree in Arts obviously – but I would have been a high school dropout if forced to study algebra all the way through school. Math was my best subject in school until Grade 9 when we had to take courses in algebra or calc or trig and then it went all wrong for me. I remember arguing with my calc teacher about how you can't have numbers less than zero, two negs make positive is nonsense – I thought mathematicians were pulling random numbers and symbols out of their arses.
Grade 9 calc teacher kicked me out of class after two weeks – refused to teach me – and I was sent to general math class. My first class in general math I will always remember – we spent entire 80 min class studying probability by flipping one coin and there were students who still didn't understand 50/50 after more than an hour of instruction and it wasn't a special needs class.
I went from one extreme to another when I just needed someone to explain math and science concepts in a different way. Luckily for me, my paternal grandfather saw that public school system was turning me into a simpleton and started teaching me maths and sciences in a way that made sense.
I believe our public school system is not nearly demanding enough when children are young – kids understand advanced concepts if explained to them in sensible way. I have niece and nephew both under 10 and I am helping my sister educate them outside school system because of our experiences in public school.
We are teaching them math and science using real world examples instead of learning abstract equations in classroom. We had my niece addicted to bill nye science guy videos when she was 4 – I was so proud of her when she explained Newton's 3 laws to me. About a year ago I came across Khan Academy videos online and it is wonderful site for teaching young people advanced concepts in a way they can understand.
If I could design public school system I would make kids start school at age of 4 and there would be heavy focus on three R's – it is appalling how many intelligent Canadians are functionally innumerate and illiterate – and this would last 5 or 6 years. When kids graduate from elementary school parents would be allowed to choose from a wide variety of schools that would specialize in maths, sciences, music, athletics, fine arts … etc. School system should be varied as possible to encourage kids to continue studying but we force everyone into one way of learning which benefits teachers/bureaucrats but no one else.
In Calgary where I live there are "science schools" and schools which cater to kids who are in high-level athletes and need a very flexible study schedule. There are also various "immersion" options such as Arabic, Spanish, Mandarin, German and of course, French as well as a Franchophone option. Parents of children in Alberta also have the option to use the money alloted to the education of their kids by the government to send them to ANY educational option they want whether it be private school or home-schooling should it better fit their criteria. Therefore, there is no "one way of learning" imposed on anyone.
I should have been more precise – I was ranting about Ontario, not Canada. I wasn't aware Alberta top performer in education until a couple years ago when I heard UK MP Gove talking about what he wanted to do in Britain. You would think other Canadian provs would try some reforms that Alberta has done but they haven't. Alberta is success story while many other provs are woeful.
The Guardian ~ January 2011:
Britain's recent further slide down the international education league tables of the Organisation for Economic Co-operation and Development has provided Michael Gove with an opportunity for political capital. This follows on from comments he made almost as soon as taking office, in which he highlighted the achievements of Alberta, Canada, which regularly scores more highly than any other English-speaking region in the Programme for International Student Assessment (Pisa) rankings.
Standard product, efficiency, time clocks and bells ringing……schools became big, stern places with almost a prison atmosphere where people were 'punished'. Students were never told where algebra came from, what it was used for….why it might be important….it was just one more boring punishment they were subjected to for the crime of being born. And we had to know math for the new age of machines.
But there is no reason for everyone to learn algebra or any other math at the current high school level anymore. Tell students who invented it and why, what we've done with it, and give them the general idea of how it works. Then move on. Lots of people find it fascinating, and will follow it up as an interest.
Math isn't the only subject school has managed to ruin. Another one is Shakespeare. Anyone forced into learning endless plays in school is unlikely to touch it ever again. Teach one comedy and one tragedy…..tell them this was hot stuff 4 centuries ago…the Steven Spielberg of his time, etc …..and move on. Anyone intrigued by Shakespeare, or literature in general, has thousands of libraries to choose from.
The difference is that once you left school in the old days….that's all the education you got for life. If you couldn't get much education when you were young……you were sunk ….permanently. School was solely for kids. We still have fall-out from that attitude, especially with boys….'school isn't cool', 'school is for fools'….and they drop out ….to get a nice manly job in a factory, only to find the jobs aren't there anymore….so they're hanging out on streetcorners.
It was only in later years that adults could go back to high school to pick up something they'd missed But it had to be in class with teenagers, which discouraged most people. Then we got night school.
Anyway…..they taught you everything in school you MIGHT need to know for a lifetime because of this. The method is known as JUST IN CASE.
Now….people can get an entire education….from grade 1 to a doctorate….online. At any time in their lives. And they can mix and match subjects to suit themselves. It's DIY education, and has become extremely popular. And since you can pop in and pop out at various times you can choose to take a subject only when you need it. It's called JUST IN TIME.
It's genuine Lifelong Learning. And you learn the latest…you don't have half-remembered obsolete knowledge from grade 5 or grade 10.
So the entire educational system is changing….and tossing algebra as a general subject is just one of those changes.
Lifelong learning is great. But those who've done more learning at an earlier age are likely to be better at it as their life goes on, so early training in things like algebra, other languages, the sciences, and making a historical/philosophical/literary argument is likely to pay off in the long run, and to pay off even more in the future than it does in the present.
An online course is, in most respects, something like a high-tech version of a textbook — perhaps slightly more interactive, but still focused much more on content delivery than on analytic skills. Now anyone can take, say, an intro to microeconomics course online, and yes, that probably offers greater value than simply reading a micro textbook would. To the extent that learning is about amassing data, and about learning how to perform simple and repetitive processes, online courses are probably going to revolutionize things, but to the extent that learning is about mastering a particular set of critical and analytical approaches, facetime with an instructor and with fellow students will still pay off.
Have you heard of Khan Academy? Free, low tech videos that explain math and science concepts. For past year, my sister has my niece/nephew watch videos and practice basic equations. They are not learning this kind of math and science in school yet but they enjoy doing them on their own time – videos are great because kids can work at their own pace without peer pressure.
Before I returned as an adult student to university I had to upgrade my mathematics. I took the course from the head of the math department at one of the universities. She told me that most highschool math teachers don't know enough about math to teach it. She believed they should have a degree in math and then an education degree. I tend to agree. A math teacher should be able to teach a student many ways to tackle and solve a math problem. Failure causes a student to lose all of their confidence. We know that people learn differently…some orally, some through pictures….a teacher needs creative skills and needs to know their subject inside out. More than anything, a teacher needs to give a student the gift of confidence….that they are smart enough to grasp the concepts if the concepts are presented in a manner that they can understand. Tony talked about Khan Academy. Mr. Khan and Bill Gates have opened up a school and are bringing his special teaching talents to thousands and thousands of students kindergarten to advanced degree level. If we have good teachers there is no limit to what students can achieve, even in Algebra.
Mr. Hacker appears to have a view of higher mathematics that can make learning it very frustrating — i.e. that higher mathematics is about pushing around symbols. If this is his view of mathematics then I can understand why it seems like a useless and meaningless activity to him. What if he had this same view of reading and writing? Would he argue that we should all just send smily faces and sad faces back and forth since words, sentences and paragraphs are too hard to deal with? Reee-dik-you-luss. Mathematics should be taught much more like reading and writing — as a way of expressing quantitative and logical ideas (many of them common sense, even to people who call themselves non-math types) using symbology in a particular way. I like his idea of working with more exciting examples like the consumer price index. I've seen too many current math examples that are uninspiring and contrived. If Mr. Hacker had been taught mathematics using a deeper and more holistic approach by teachers who had that too, then he might have found himself happily differentiating functions to get rates of change instead of complaining. Hacker's frustration is his motivation for putting forward a position of quashing higher math for many others. He should seek a deeper understanding of mathematics to deal with his frustration, not try to stomp mathematics out by denying it to future generations. In a broader sense we need to deal with this frustrating view of mathematics by developing more successful ways of teaching mathematics to young people. This will not be an easy task since it involves communication between math-types and education-types (yes they do appear to be in separate camps). Yoiks!
Good column, especially the last two paragraphs. If a sizable chunk of students are failing to grasp that the abstract subject of mathematics is in fact a part of everyday, concrete life, then it's not being taught correctly, period. This is a fixable problem, but only if their teachers have a broader understanding of mathematics than most high school math teachers do.
Much has been made in the original article about the fact that algebra filters out smart people, but as a post-secondary math/stats instructor at a (Canadian) polytechnic, I've found the converse to be true as well: that is, success in high school doesn't even reliably indicate an ability to think quantitatively. Plenty of students who are more than proficient at pushing symbols around a page enter my classroom without a real understanding of what any of it actually means. They CAN solve a quadratic equation for x, but are lost when called on to model even a simple real-life situation that they haven't encountered before word for word. If I had a dollar for every student who got an A in high school math who expressed shock when I explained to them, one-on-one during office hours, that the equals sign in an equation means "has the same value as", I'd be that much closer to retirement. Far from being prepared to use math in real life, many top students seem to have learned in high school that if they shut off the non-math (ie, the "real life") part of their brains in math class, they can still get A's. I see this each term in my intro stats class, where in the middle of a lesson on discrete probability distributions, I ask: "Suppose I roll a die 60 times. How many 3′s do you expect me to get?" I tend to wait a minute or so while many students stare bewildered at me, and the bolder ones get out a pencil and paper and start plugging piles of numbers into equations. At this point I say, "This isn't a difficult question. Pretend you don't know anything about probability: don't think too hard about this." Freed from the notion that this is an abstract mathematical problem, they confront the question as-is, and most come up with the correct answer at once.
Meanwhile, when a baker acquaintance told me, as so many people do, that she had never been any good at math, she was quick to assure me that OF COURSE she'd know how to adjust ingredients to bake 50 cookies if the recipe she had on hand only yielded 36.
It's interesting that a political scientist chose to take aim at algebra by noting that it's rarely used in its pure form by professionals. By that logic, what justifies the study of much of English literature, history, or the physical sciences? Beowulf doesn't usually figure into the day-to-day work of journalists or lawyers; doctors rarely have cause to reflect on the unification of Italy; accountants don't often reflect on the Michelson-Morley experiment. For that matter, I don't think political science plays much role in the day to day work of politicians.
I don't see the contradiction you point out. High schools typically teach civics (aka. an applied dumbed down abstraction of political science relevant for citizens), not political science. You really only see a full complement of political science classes at the university level (and with good reason – understanding political science probably makes people worse citizens). Alternately, journalists and lawyers do use critical reading skills, even if they don't gain from the specific knowledge of Beowulf (and I think a strong case could be made for teaching high school students books other than Beowulf).
The purpose of high school is to give students the breadth they need to be productive/engaged citizens, and where possible, to identify strengths and weaknesses which may inform the next step in their development. Because there are many things people would gain from learning, and limited time, it makes sense to focus on those items which accomplish the modest objectives listed above.
All that time spent on critical reading skills, and you still answer a rhetorical question.
Okay – my point is that those basic algebra skills are directly analogous to the benefit obtained from taking English, history, and the physical sciences in high school. Innumeracy is as serious a shortcoming as illiteracy in today's world. How can one critically evaluate a news article citing statistics or financial trends without a functional understanding of algebra?
I'm a high school math teacher in Ontario. After reading Hacker's article I looked at the grade 10 curriculums in math, English and history. I make frequent use outside my classroom of most of the curriculum expectations in English and history. I never use the majority of math curriculum expectations, other than to teach them to my students.
A lot of responses to Hacker's article conflate the definition of algebra –the use of variables to represent unknown quantities– with algebra as it's taught in high school, which includes the quadratic formula, completing the square and factoring polynomials. Harder isn't complaining about an expectation that all students know how to use variables. He's complaining that all students are expected to be able to carry out more advanced, and far less useful, processes.
This is the most American idea i've ever heard of. " Seeing as nobody can teally grasp the higher forms of math, we have decided to just scrap it all together." This has to be a hoax, for real. Who really actually uses algebra in the same form they learned it in? If you thought Americans were stupid enough before your in for a treat. Makes you feel hopefull knowing that there are so many idiots out there who cant understand highschool level education doesnt it. No wonder china is cleaning up at the games.
Try to not mess up basic grammar when you're insulting someone's intelligence. Also, I'm pretty sure that the algebra skills of Chinese athletes have little to do with their performance at the Olympics.
I've personally benefited from being forced to take math classes I would have otherwise run away from. Later in life, I realized that I needed a stronger understanding of mathematics to answer the questions that interested me, and thankfully I had a base of knowledge to draw on. However, I was lucky – I had excellent high school teachers that either had mathematics degrees themselves, or higher degrees in the physical sciences. Despite lacking any native ability, I learned.
That is often not the case, which is a serious problem. Teachers that don't truly understand the material can copy what is in their lesson plan and grade assignments, but that can't provide students with the intuition behind what they are teaching.
Worse, there is a bizarre tendency to concentrate most of the math students learn late in their development. My memory is a bit rusty, but I recall learning addition and subtraction in grade 1, multiplication in grade 2, division in grade 3, long division/fractions/decimals in grade 4-5, some basic algebra in grade 6-8. Then all of a sudden we jumped into fuctions, geometry, etc. I suspect that those initial 8 years could have been used far more productively. My parents claim to have learned multiplication in kindergarten, and I've seen an old grade 8 math exam that I would have undoubtedly failed were I that age. Given that we teach math so late in a student's career, we shouldnt be surprised that math is a second language to many.
Without reading the NYT article, I agree with his assertion that we should try to put more practical math (like statistics, probabilities and logic) in our curriculum. I disagree that this is to make it easier. Math is a great subject because it forces students to think logically, creatively and to switch to a different perspective. Liberal arts are always talking about how they teach these, especially the last two. The difference with math is that it offers strong evidence at the end of whether your thinking was valid or not. In History and English, the ultimate arbiter is the teacher's opinion.
(BTW, the new western Canadian curriculum does push the majority of students in this direction. If "Foundations" is difficult, trades math teaches Cartesian graphs, statistics and compound interest with a minimum of variables. The process is slower. Higher algebra is reserved for 'Pre-calculus', intended only for future math and science majors.)
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What do you mean by math book study links? Could you please provide more details? Depends on what kind and which textbook you are talking about, there are some sites available for specific textbooks. Or unless you just want a general guide? Here are a few possible sites that you might want to look ...
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More About
This Textbook
Overview
A must-have for engineers and engineering students; mathematics that captures the eye and the imagination! Partial Differential Equations and Boundary Value Problems with Maple V presents all of the material normally covered in a standard course on partial differential equations, while focusing on the natural union between this material and the powerful computational software, Maple V. The Maple V commands are so intuitive and easy to learn, that students can pick up what they need to know about the software in a matter of hours-an investment that provides substantial returns. Maple's animation capabilities allow students and practitioners to see real-time displays of the solutions of partial differential equations; the enclosed CD-ROM is filled with such animations.
Key Features:
• Assumes no previous experience with Maple V; provides a quick review of the language with some simple commands needed to get started and a quick review of linear algebra
• Includes a review material in linear algebra and ordinary differential equations, and their contribution in solving partial differential equations
• Includes an early introduction to Sturm-Liouille boundary problems and generalized eigenfuction expansions
• Numerous example problems in both one and two spatial dimensions, in both the rectangular and cylindrical coordinate systems; an abundant array of exercises problems at the end of each chapter
• CD-ROM enclosed allows for rapid reader involvement, through interaction with real-time animation's of solutions of partial differential equations.
Editorial Reviews
From the Publisher
From Book News, Inc. Book News, Inc.®, Portland, OR
Booknews
Annotation c. by Book News, Inc., Portland, Or.
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Meet the Author
Dr. George A. Articolo has 35 years of teaching experience in physics and applied mathematics at Rutgers University, and has been a consultant for several government research laboratories and aerospace corporations. He has a Ph.D. in mathematical physics with degrees from Temple University and Rensselaer Polytechnic
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The most helpful favourable review
The most helpful critical review
2 of 2 people found the following review helpful
5.0 out of 5 starsSelf-teachingPublished 18 months ago by Andrew
4 of 6 people found the following review helpful
3.0 out of 5 starsSome Advice
This series of books for the EDEXCEL course are, in general, very good. I have taught myself a lot of modules purely from these text books. How ever, some advice for anyone planning to do it with Decision 1: 1. This book has a LOT of waffle, you will waste so much time if you try and finish all of this book because it's not necessary at all. Skip most of the...
This review is from: Edexcel AS and A Level Modular Mathematics Decision Mathematics 1 D1 (Paperback)
This review is from: Edexcel AS and A Level Modular Mathematics Decision Mathematics 1 D1 (Paperback)
My college didn't offer this version of the book and only the older versions. I have all the other most recent module books so I wanted to purchase the D1 version. I find this an essential textbook if you're taking the Decision 1 exam because it has worked examples of the different algorithms and it helped me understand certain topics that my teacher struggled to teach us! And for me I do work better with textbooks in colour which is one reason why I bought this version instead of using the old black and white edition. The only reason it doesn't get 5 stars is because this textbook and the other module versions have typos in certain parts, like in the answers or in questions. But I must admit it isn't as bad as the FP1 book for typos! Would recommend for anyone taking the Edexcel D1 exam.
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San Geronimo Algebra explain each of these smaller parts by teaching a lesson of a particular problem. I will check for understanding as I explain these smaller parts. I will then ask students to explain back the lesson to me
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Contents
Mathomatic excels at solving, differentiating, simplifying, calculating, and visualizing elementary algebra.[2] It also does summations, products, and automated display of calculations of any length by plugging sequential or test values into any formula, then approximating and simplifying before display.
Intermediate results (showing the work) may be displayed by previously typing "set debug 1" (see the session example); this works for solving and almost every command in Mathomatic. "set debug 2" reveals even more details about the work done.
The software does not include a GUI except with the Mathomatic trademark authorized, versions for smartphones and tablets running iOS[3] or Android.[4] The free Mathomatic software, available on the official Mathomatic website,[5] is authorized for use in any other type of software, due to its permissive free software license (GNU LGPL). It is available as a free software library, and as a free console mode application that uses a color command-line interface with pretty-print output that runs in a terminal emulator under any operating system.[2] The console interface is very simple and requires little more than learning the basic algebra notation to get started. All input and output is line-at-a-time ASCII text. By default, input is standard input and output is standard output. Mathomatic is typically compiled with editline or GNU readline for easier input.
There is no programming capability; the interpreter works like an algebraic calculator. Expressions and equations are entered in standard algebraic infix notation. Operations are performed on them by entering simple English commands.
Because all numeric arithmetic is double precisionfloating point, and round-off error is not tracked, Mathomatic is not suitable for applications requiring high precision, such as astronomical calculations. It is useful for symbolic-numeric calculations of about 14 decimal digits accuracy, although many results will be exact, if possible.
Mathomatic can be used as a floating point or integer arithmetic code generating tool, simplifying and converting equations into optimizedassignment statements in the Python, C, and Java programming languages. The output can be made compatible with most other mathematics programs, except TeX and MathML format input/output are currently not available. The ASCII characters that are allowed in Mathomatic variable names is configurable, allowing TeX format variable names.
The Mathomatic source code can be compiled as a symbolic math library with a very simple API, which can be linked to C compatible programs that need to use the Mathomatic symbolic math engine.
Development of Mathomatic was started in the year 1986 by George Gesslein II, as an experiment in computerized mathematics.[6] It was originally written in Microsoft C for MS-DOS. Versions 1 and 2 were published by Dynacomp of Rochester, New York in 1987[1] and 1988[7] as a scientific software product for DOS. Afterwards it was released as shareware and then emailware, with a 2D equation graphing program. At the turn of the century, Mathomatic was ported to the GNU C Compiler under Linux and became free software. The graphing program was discontinued; 2D/3D graphing of equations is now accomplished with gnuplot.
Building from source requires a C compiler with the standard C libraries. If Mathomatic is compiled with the GCC C compiler or the Tiny C Compiler for a Unix-like operating system, no changes need to be made to the source code. Mathomatic uses no special GCC only code, so it will usually compile easily with any C compiler. Use of the Mathomatic Symbolic Math Library allows mixing programming languages and is operating system independent.[21]
Mathomatic can be ported to any computer with at least 1 megabyte of free RAM. The Mathomatic standard distribution[5] memory requirement defaults to a maximum of 400 megabytes, depending on the size of the equation spaces and how many expressions have been entered. Equation spaces are fixed size arrays that are allocated as needed, the size of which is set during compilation or startup. Each algebraic expression or equation entered at the main prompt is stored in an equation space.
Mathomatic is written to do most symbolic manipulations with memory moves, like an assembly language program. This causes Mathomatic to crash when used with the new LLVM backend, which doesn't seem to like the standard C library function memmove(3). To use Mathomatic with a C compiler that uses an LLVM backend, disable all optimizations with "-O0" on the C compiler command line. Otherwise the regression tests will loop endlessly. This is most certainly an optimization bug in LLVM. To help those trying to debug this optimization error, Mathomatic will fail when LLVM optimizes the simplification of (32^.5) to 4*(2^.5), and the like, going into an endless loop every time.
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Bethesda, MD Algebra 1Having command of basic elementary mathematics - addition, subtraction, multiplication, division, fractions, decimals, exponents, roots, etc. - is essential to mastering the higher-level math disciplines that a student will encounter in high school and college. But 40 years as a working engineer
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Test with success using the Spectrum Math workbook! This book helps students in grade 6 apply essential math skills to everyday life. The lessons focus on fractions, decimals, percents, algebra, introductory geometry, probability, and statistics, and the activities help extend problem-solving and analytical abilities. The book features easy-to-understand directions,69636969","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":8.64,"ASIN":"0769663060","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":6.3,"ASIN":"0769636977","isPreorder":0}],"shippingId":"0769636969::IEqz3vdEA0Fki%2FEpMOVkuuh84tZGKceIKmOduihtBKItCrjg4x5LkV1J836QNvggS7P0RqLuEft19mkAegzt9rkysxHCiGr0xDRc04zAnwE%3D,0769663060::UszVSZU3rjQWnTtk2MEjIYLH7WBP9dvGkK8HdbjJkUPiwwCyEgFIWMAsxqGBcaKBz2fREL7Woq8YSVsC%2BXfsziG8lPVTLvJ8z3tQcwRXbQluiJQJSWR6kA%3D%3D,0769636977::ulPXuOIVdvIgYOaHqWNzCpOn1d1gU3fzHAjtWFDDOrSn0vm0%2F7YUOU8B%2BcA1%2F67ZyiUiEGXSWenKv4%2BjVDK17nwbuT1al5tUOyr359cX7Recently I bought several of Spectrum Math, Language Art, and Writing books for my son, so I will write one review and post it for all of them. My son has ADHD and had a very hard time in school. I decided to homeschool him for one year so that he can get a better foundation and then go back to public school. I bought these books with the suggestion of an experienced homeschool mom. They have been great! I am very pleased with how organized and easy to follow these books are. I pretty much let my son read the instructions and answer the questions himself. He is learning how to learn and his self-confidence is going up. Of course I am there to help him if he needs help, but the books are so well written and organized that he rarely has a question about the instructions or solving the problems in the book. I highly recommend these books for kids that dislike learning, have learning disability, or like my son have ADD or ADHD. Also, I bought couple of books (level 1 and level 2) titled "Building Thinking Skills" author Sandra Parks and Howard Black. These books are great tools for my son to help him to learn how to think logically to solve problem. I highly recommend them.
I purchased Spectrum Math, Grade 6 and McGraw'Hill's Math Grade 6 at the same time and the McGraw-Hill's is better, but they both give a math student the extra practice to get comfortable with how to solve Math problems.
I bought this book for my son who just finished 4th grade. We like it. It's challenging enough for him as entering 5th grade, but I'm not sure about 6-graders. It has 13 chapters and covers addition and subtraction through 6 digits, fractions and decimals, multiplication and division of whole numbers and decimals, finding percentage, customary and metric measurement, probability and statistics, geometry, and preparing for algebra. Concludes with final test. Answers are at the end, so it's easy to tear them out and check his answers when he's done. We also bought Spectrum Grade 7, but will start it after this one.
After searching all over for the best math book to use for my daughter's homeschooling I'm surprised to find that this is it. I thought it would be something we'd just use as an add-on for extra practice but I am happier with the Spectrum math workbook than I am with any of the other homeschool resources I've purchased for her. The Spectrum Geography and Science books are lacking but you can't go wrong with the math, reading, writing, and language arts books in this series. I have always been horrible at math but even I can follow the instructions given in this book and help my daughter with her work. I love it.
I was very disappointed with this book. They mention terms but the definition of the terms are in the pages ahead, so you have to look ahead for the definition then go back to where you were to know what they were talking about. If you don't know that the definitions are in the pages ahead, you're lost. Also, the numerical samples they give in the definition assumes you're a mind reader. They show a bunch of numbers and you have to infer how they relate to the definition. Good luck!
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Two-line 249-function scientific calculator offers a two line editable natural textbook display that shows how a problem is solved, not just the answer. Editable feature means that a few keystrokes are all that are usually needed to correct an error, rather than re-keying the entire expression. Calculator includes a full slate of functions including stats, fractions, trigonometry, combination and factorial. Provides one independent memory and six constant memories. Solar plus feature protects memory no matter what the lighting conditions. When you are done, a hard case protects the screen
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Finance, Human Resources and Administration Programs
Overview/Description
Basic Business Math
Fee: $199.00 Program #: SS07554
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The Basic Business Math Skills course is designed for anyone who needs to apply basic math skills to business. Learners will review crucial math terms, basic mathematical concepts, and how to apply math concepts to the business environment. This course also instructs the learner in the following: how to use decimals, including addition, subtraction, multiplication, and division; how to solve problems involving percentages to determine portions, a rate, a whole unit, and increases and decreases—and how to apply these operations in business settings. Finally, using real-world scenarios, this course explains the concepts of ratio, proportion, and how to compare different kinds of numbers; and discusses simple, weighted, and moving averages.
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What is Chegg Study?
With Chegg Study, you get step-by-step solutions for odd and even answers at the back of the book Student Solutions Manual for Larson/Falvo's Elementary Linear Algebra, 7th - 7th editionand 2,500 others.
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Find a Hillandale, MDHaving a firm grasp of polynomial operations, graphs, complex numbers, systems of equations and inequalities, logs and exponents, conic sections, and complex numbers is essential for succeeding at linear algebra, calculus, and advanced statistics. It is also essential to fields like science, eng...
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MATH 105 - Business Math
Course Description
This course stresses practical applications of arithmetic and mathematical concepts appropriate to the various occupational programs in business.
Upon successful completion of this course, students should be able to:
Balance a checkbook and reconcile a bank statement.
Apply the base, rate, portion formula in solving business problems.
Calculate trade and cash discounts on a bill or invoice.
Re-price merchandise by markup and markdown formulas.
Calculate gross and net payroll figures.
Use the simple and compound interest formulas in banking decisions.
Read and interpret a simplified balance sheet and income statement.
Create four types of depreciation schedules.
Calculate two methods for valuing inventory control.
Compute local sales and property taxes for an individual.
Use a monthly payments, annuity and sinking-fund table.
Calculate the yield in percents on stocks and bonds.
Calculate reimbursement amount on a fire insurance claim.
Convert metric and U. S. measurements.
Determine three types of "averages" (or determine mean, median and mode).
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Master Math: Probability, 1st Edition
Master Math: Probability is a comprehensive reference guide that explains and clarifies the principles of probability in a simple, easy-to-follow style and format. Beginning with the most basic fundamental topics and progressing through to the more advanced, the book helps clarify probability using step-by-step procedures and solutions, along with examples and applications. A complete table of contents and a comprehensive index enable readers to quickly find specific topics, and the approachable style and format facilitate an understanding of what can be intimidating and tricky skills. Perfect for students studying probability and those who want to brush up on their probability19.00
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