text
stringlengths 6
976k
| token_count
float64 677
677
| cluster_id
int64 1
1
|
|---|---|---|
Study guides, exams, quizzes, problem sets, exam review materials, utilities, programs and simulations, syllabi, and other materials for courses such as calculus, sequences and series, graph theory, number theory and cryptography, and probability. The author's home page also links to his selected publications, interactive games, online high school math contests, and discrete comprehensive exams.
| 677.169 | 1 |
A resource written specifically for the Principles of Mathematics 10 (MPM2D) course. Principles of Mathematics 10 will help students learn the mathematics skills and concepts they need to succeed in school and beyond.
{"currencyCode":"CAD","itemData":[{"priceBreaksMAP":null,"buyingPrice":95.78,"ASIN":"0070973326","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":11.82,"ASIN":"0070973601","isPreorder":0}],"shippingId":"0070973326::W1wnAl8qkrknY6AQh%2FdpXs9CCe8XmZkdcXdRSu6LHVKHoizn4IhGzH49Nw8oL%2FOXXGmfWtE3UXgJiJdfz%2BkDa0qsPjjO%2BA0kFgv6EPumpCo%3D,0070973601::CpCfu3FUQf3mzcDSZtQtlHRCmpepaR6Ou0jf2LAG0ln1os%2Bp%2FnQJiAh3KBf4fRuutudh0gfVVhiQ0VH0ikCFl2p0hlr2MqKVEWq4IcUX8
| 677.169 | 1 |
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).
| 677.169 | 1 |
Foundations of Mathematical Analysis [NOOK Book] A self-contained text, it presents the necessary background on the limit ...
More About
This Book
A self-contained text, it presents the necessary background on the limit concept, and the first seven chapters could constitute a one-semester introduction to limits. Subsequent chapters discuss differential calculus of the real line, the Riemann-Stieltjes integral, sequences and series of functions, transcendental functions, inner product spaces and Fourier series, normed linear spaces and the Riesz representation theorem, and the Lebesgue integral. Supplementary materials include an appendix on vector spaces and more than 750 exercises of varying degrees of difficulty. Hints and solutions to selected exercises, indicated by an asterisk, appear at the back of the book.
Editorial Reviews
From The Critics
This advanced calculus textbook reviews the concept of limits, then introduces the theory of Riemann-Stieltjes integration, sequences and series of functions, Fourier series, the Riesz representation theorem, and the Lebesque integral. A slightly corrected reprint of the 1981 edition published by Marcel Dekker
| 677.169 | 1 |
UA preparatory math goes virtual
Apr 26, 2011 By La Monica Everett-Haynes
Is this what flashes across your mental screen when you think about math? The UA's mathematics department is piloting a new course, Math 100, which is designed to help students who struggle with university-level math. The course provides personalized instruction with a heavy emphasis on tutoring, peer support and the use of technology.
The University of Arizona's math department is experimenting with a novel approach to early math instruction – one with a heavy emphasis on technology and peer-to-peer tutoring.
Arguably, few other required college-level courses elicit the same frustration or the intimidation factor as mathematics.
Some commonly talk about holding a hatred for math, believe they are no good at it or think up strategies to avoid it all together.
But one University of Arizona team is working to unravel the enigmatic nature of math for the very students who struggle the most with it – those who do not test into college-level math.
Math 100, now in the second semester of its pilot phase, has a heavy emphasis on both self-paced progress and peer-to-peer support while being offered through Elluminate, a web-conferencing system.
"Students are so used to being online. We thought that if we put the course online we could interact more," said Michelle Woodward, who coordinates the pilot course being offered by the UA mathematics department.
The number of section offerings will be expanded during the fall to accommodate more UA students who do not test into algebra-level mathematics.
Woodward said the course is being emphasized and expanded because it is especially important for new students to grasp college math, especially algebra – a curricular core – early.
Algebraic skills have long been associated with giving students the ability to think in more complex ways. A student's ability to comprehend algebra has long been upheld as an indication of college-readiness, particularly for study in science and engineering-related disciplines.
"It's the foundational material they need to be prepared for college algebra," Woodward said.
"My whole goal in this is to make an online environment that is as close to what students would do in person. I want the environment to be as interactive as possible," Woodward said, adding that another program, the ALEKS Learning Module, provides both structure and flexibility while also offering the course content.
"I have done a lot of work with students who needed individualized plans. ALEKS does that for me," she said. "I could not do that for 300 students, it doesn't replace me – it frees me up to work with students individually, the kind of work I didn't have time to do before."
Over the course of the semester, the 300 students currently enrolled in one dozen Math 100 sections meet three hours weekly, receiving self-paced instruction mediated by Elluminate. Students complete assignments, learning to master algebraic expressions and graphing techniques and, all the while, ALEKS tracks their progress.
"We are able to personalize the lessons much better than we have. It's been wonderful," said Cheryl Ekstrom, a mathematics lecturer who initiated the idea to incorporate Elluminate. "You aren't stuck listening to a lecture on things you already know or breezing by things you don't understand."
This is in direct contrast to more established and traditional ways of teaching math.
"In a traditional class, it doesn't matter if it's hard for you," said Shailendra Simkhada, an electrical engineering senior also studying math.
"Each day in a regular class, you might get a new chapter or deadline to meet but, here, they can work at their own pace," he said.
"It's not that they do less work, but if you don't understand something you get more information and one-on-one help so that they stay on track," he added.
If fact, students designate their goals at the start of the class, deciding what sections they want to master and what math class they hope to test into at the end of the term.
Students also engage in weekly virtual classroom meetings, sharing their computer screens and conversing online with student leads and support staff – UA students who are advanced in math and receive more than 15 hours of training.
Kirandeed Banga, a UA sophomore studying biology, is a member of the student lead and support staff.
Each week, Banga joins the other leads and support staff members in a classroom in the Math Building where they each log online to tutor and monitor student work.
"With it being completely online, it's hard to get their trust. But we try to talk to them as much as possible," said Banga who, like others on the team, also offer office hours.
"And we put them into virtual groups, so they are also able to help one another," she added. "They obviously are used to the technology, so they can adapt to it."
Also built into the design of the course is extensive support to the UA students facilitating the class.
Ivvette Rios, a UA math and French major, observes the virtual sessions and conducts weekly meetings with all of the students offering tutoring and support. Her role is to ensure that the leads and support staff have everything they need to appropriately help the hundreds of students enrolled.
Rios said the time for self-evaluation and self-reflection is critical for those involved, and helps to ensure that the structure is working well for all involved.
"We are always thinking of ways we can do this better; to make it more and more like our everyday experience," Rios said. "It's work out way better than we thought it would."
Leo Shmuylovich knows a lot about how tutoring can take a student from confused to confident. The Washington University graduate student has worked as a tutor for several test preparatory companies over the years, helping ...
(PhysOrg.com) -- New research from the University of Notre Dame suggests that even though adults tend to think in more advanced ways than children do, those advanced ways of thinking don't always override old, incorrectConsidering how many fools can calculate, it is surprising that it should be thought either a difficult or tedious task for any other fool to learn how to master the same tricks. Some calculus-tricks are quite easy. Some are enormously difficult. The fools who write the text-books of advanced mathematics-and they are mostly clever fools-seldom take the trouble to show you how easy the calculations are. On the contrary, they seem to desire to impress you with their tremendous cleverness by going about it in the most difficult way." Calculus Made Easy, Silvanus P. Thompson, Prologue, 1910.
| 677.169 | 1 |
This ebook is available for the following devices:
iPad
Windows
Mac
Sony Reader
Cool-er Reader
Nook
Kobo Reader
iRiver Story
more
Projective geometry, and the Cayley-Klein geometries embedded into it, were originated in the 19th century. It is one of the foundations of algebraic geometry and has many applications to differential geometry. The book presents a systematic introduction to projective geometry as based on the notion of vector space, which is the central topic of the first chapter. The second chapter covers the most important classical geometries which are systematically developed following the principle founded by Cayley and Klein, which rely on distinguishing an absolute and then studying the resulting invariants of geometric objects. An appendix collects brief accounts of some fundamental notions from algebra and topology with corresponding references to the literature. This self-contained introduction is a must for students, lecturers and researchers interested in projective geometry. less
| 677.169 | 1 |
PowerMath CAS
Description
PowerMath is a computer algebra system designed for all science. It has the ability, but not the limitation, to complete advanced or simple science and math problems. It runs from DOS but programmers are needed to program a GUI for the software.
| 677.169 | 1 |
This book discusses differences between African and American culture, to help prevent cultural miscommunications which might poison or ruin relationships between Africans and Americans. I am lucky to... More > have lived in both Africa and America, and I feel priviledged and obliged to share my views and experiences with othersThe J-M Institute Private/Home High School Workbook IIThe J-M Institute Private/Home High School Workbook IIIMath 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 calculusThis laboratory manual is intended to accompany the first semester of a university level course in physics that uses an algebra-based textbook. It begins with a review of the essential mathematics... More > needed for a successful experience in the physics course. Some of the experiments make use of Vernier sensors and software, while others use traditional laboratory equipment, for a variety of interesting learning experiences. The topics covered include vectors, kinematics, mechanics, simple harmonic motion, Archimedes' Principle, pressure, volume, temperature, specific heat and latent heat. Each experiment consists of an explanation, a detailed procedure, data pages, a report form, and homework. The manual contains an extensive appendix explaining the use and calibration of the Vernier equipment, video capture and analysis, statistical error analysis, the use of spreadsheets in data analysis, and the use of the vernier caliper.< Less
This laboratory manual is intended to accompany the second semester of a university level course in physics that uses an algebra-based textbook. A few of the experiments make use of Vernier sensors... More > and software, while the others use traditional laboratory equipment, for a variety of interesting learning experiences. The topics covered include standing waves, sound waves offering a thorough treatment of statistical error analysis and the use of spreadsheets in data analysis.< Less
This laboratory manual is intended to accompany the second semester of a university level course in physics that uses a calculus-based textbook. A few of the experiments make use of Vernier sensors... More > and softward, while the others use traditional laboratory equipment, for a variety
of interesting learning experiences. The topics covered include pressure, volume, temperature, specific and latent heat with sections on statistical error analysis and the use of spreadsheets in data analysis.<This is a book dedicated to young teachers or teachers who are young at heart. This book focuses on ambiance, room structure, room arrangement and colors. It also focuses on interventions which will... More > ameliorate behaviors in the classroom. It is written to be in conjunction with a training from Behavior Doctor Seminars;however, field tests report being useful even without the training. This book includes shopping lists, planning maps, and lists of positive words to help educators being positive energy into the classroom.< Less
This laboratory manual is intended to accompany the first semester of a university level course in physics
that uses a calculus-based textbook. Some of the experiments make use of Vernier sensors... More > and software, while others use traditional laboratory equipment, for a variety of interesting learning experiences. The topics covered include vectors, kinematics, mechanics, friction, gravity, collisions, centripetal force, torque, simple harmonic motion, Archimedes' Principle, standing waves, and sound waves. Each experiment consists of an explanation, a detailed procedure, data pages, a report form, and homework.
The manual contains an extensive appendix explaining the use and calibration of the Vernier equipment, video capture and analysis, statistical error analysis, the use of spreadsheets in data analysis,
and the use of the vernier caliper.< Less
This book gives adults who work with young children a substantial look at some thoughtful, creative, reflective modes of thinking about their work. It has rich resources for the teacher who wants to... More > grow in respect for children's capabilities and lessons for growing one's ability to listen to the intentions of children. It is rich in examples of real teaching in real American classrooms, influenced by work in Reggio Emilia, Italy. For teachers, and also for parents, of children from 2-6. Written by and for teachers of young children, this exhaustive examination of early education is rigorous and thorough.< Less
Over the past two decades, significant advancement has been made in understanding the role the brain plays in human behavior. Along with this new and exciting information emerges a responsibility for... More > therapeutic professionals to have a solid understanding of the "brain basics" needed to support the lives of troubled children and youth. The Hopeful Brain authors provide a common-sense look at modern neuroscience and its application to positive youth development, psychology and educational support. Baker and White-McMahon take on the often daunting world of complex neuroscience and provide readers with practical strategies that are easy to use and apply across a variety of settings.
This book explores the importance of using strength-based interventions and creating structured opportunities to "reimburse" troubled children and youth with positive experiences that teach and transform.< Less
If you have a bank account, it's probably happened to you: The bank charged you a nonsufficient-funds fee—otherwise known as an NSF fee.
Perhaps you mismanaged your account, and... More > you're to blame. Or perhaps you didn't understand what types of fees you could be liable for in the first place.
LaToya D. Cheek, who spent many years as the branch manager in the financial services industry, provides an insider's view of how the banking profession seeks to make money. Along the way, she shares tips about how you can keep more money in your pocket instead of giving it to others.
Beyond understanding how banks work, she explains how to take charge of your financial future, including how to:
communicate with creditors when facing a hardship;
negotiate entry into loan modification programs;
avoid filing bankruptcy even when times are tough;
pay off debt and re-establish good credit.< Less
This book is used with a training from Behavior Doctor Seminars. It is the Sequel to Duct Tape is Not a Behavioral Intervention. It focuses on three strands of behavioral intervention and how to... More > eradicate behavioral issues in the classroom.< Less
Written by Bill Huston and Ryan Krug, two graduates of Stanford University and the founders of mindfish Test Preparation, the mindfish Guide to the SAT and ACT is a comprehensive resource to help you... More > achieve your best scores on college entrance exams.<
| 677.169 | 1 |
Are you a student?
AP Calculus Updates
Updates to AP Calculus AB and AP Calculus BC will take effect in the 2016-17 school year. Learn more.
Exam Content
In 1956, 386 students took what was then known as the AP Mathematics Exam. By 1969, still under the heading of AP Mathematics, it had become Calculus AB and Calculus BC. The Calculus BC exam covers the same differential and integral calculus topics that are included in the Calculus AB exam, plus additional topics in differential and integral calculus, and polynomial approximations and series. This is material that would be included in a two-semester calculus sequence at the college level. Because graphing calculator use is an integral part of the course, the exam contains questions that require students to use a graphing calculator.
If students take the BC exam, they cannot take the AB exam in the same year because the exams share some questions. Students taking the BC exam will receive a Calculus AB sub-score grade in addition to their Calculus BC grade.
Below are free-response questions from past AP Calculus BC Exams. Included with the questions are scoring guidelines, sample student responses, and commentary on those responses, as well as exam statistics and the Chief Reader's Student Performance Q&A for past administrations.
AP Calculus Free-Response Question Collections (official Calculus AB and BC free-response questions and solutions from before 1998) are available for purchase and download at the College Board Store. AP Calculus Free-Response Question Collections
Note about "Form B" Exams
Prior to the May 2012 exam administration, for selected AP subjects, another version of the exam called "Form B" was administered outside of North, Central, and South America.
If you are using assistive technology and need help accessing these PDFs in another format, please contact us at ssd@info.collegeboard.org. Note: versions of these PDFs with enhanced accessibility will be available in the upcoming academic year.
Important Note: PDF Files
The links to exam questions for this course are in Adobe® PDF format, and you will need to use the Adobe® Acrobat® Reader® to view them. If you don't have Acrobat Reader 4.0 or higher installed on your computer, choose the link for the Adobe Web site below for installation instructions. For help downloading and printing PDF files, choose the link "PDF Troubleshooting" below in "See also."
| 677.169 | 1 |
Not certain what level is right for your child? We have a Placement Test to help with the decision making process. You may also call 888-272-3291 and discuss your situation with our friendly and helpful customer service staff.
What is the Complete Elementary Kit?
This package has everything needed to teach RightStart™ Mathematics Level A through Level E first edition. This is perfect for multiple children going through the program.
The Complete Kit includes five Lesson manuals, Worksheets, Transition Lessons and Worksheets, Math Card Games book, along with all the manipulatives used in these five levels. Level G, RightStart™ Mathematics; A Hands-On Geometric Approach, is not included in this kit.
What about a High School curriculum?
We recommend VideoText Interactive for high school algebra, geometry, trigonometry, and pre-calculus. This program uses the same philosophy as RightStart™ Mathematics; students are taught to think mathematically and, consequently, develop an excellent understanding of the material.
VideoText comes in twelve modules, six in Algebra (includes pre-algebra, algebra I, algebra II) and six in Geometry (includes formal geometry, trigonemtry, and pre-calculus). All modules are available via DVD or online
| 677.169 | 1 |
You've learned a few different methods for solving a system of linear equations, probably with just two or three variables and equations. If you want, you can apply the same procedures to solve a larger number of equations. But how large of a system can you handle? Five equations? Ten? Twenty? How about a thousand, or a million? Well, time to bring your laptop out!
Methods That Computers Use
Solving linear systems of equations is a common problem that often arises with a very large number of equations. While systems of three or four equations can be readily solved by hand, computers are usually used to help solve larger systems. Computational algorithms for finding such solutions are an important part of numerical linear algebra.
What you've done by hand so far (eliminating, substituting, etc.) is what the computer does too. The difference is that they store the numbers in array forms, known as matrices, and work based on these. The elimination and substitution method, when applied on matrix representations, is known as the Gaussian elimination method. However, this is not the only method computers use; there are also methods based on matrix inversions or Cramer's rule. Different methods have different speeds and different degrees of precision.
Explore More
The best-known classical computer algorithms require times that are proportional to the number of variables in a linear set of equations. But with rapidly growing data sets, keeping up with the enormous numerical burdens is becoming difficult. A recently proposed quantum algorithm shows that quantum supercomputers could solve linear systems at an exponential speedup over traditional computers.
Learn more about these computers and their capabilities with the links below.
| 677.169 | 1 |
Math
MATHEMATICS DEPARTMENT
All students are required to complete one credit in Algebra I, one credit in Geometry, and one credit in
Algebra 2 or above, for the three credits required for graduation.
Calculators are required for all math classes. However, there will be times when calculators will not be
permitted on certain assessments. In some classes, a graphing calculator will be provided for student use.
ALGEBRA 1 postulates, theorems, and formal proofs;
concepts of congruence, similarity, parallelism,
Open to Grades: 9 – 10 perpendicularity, and proportion; and rules of
Length of Course: 1 Year angle measurement in triangles.
Graduation Requirement: Math
Prerequisite: None GEOMETRY - HONORS
Fee: Scientific calculator
required Open to Grades: 9 – 10 (8th special class)
Pathway Quality: TBD Length of Course: 1 Year
Pathway Research: No Graduation Requirement: Math
Prerequisite: Students must have passed
Homework: Assigned daily 8th grade Algebra 1 with a
'C' or better or teacher
recommendation
Algebra I courses include the study of properties Fee: Scientific calculator
and operations of the real number system; required, graphing
evaluating rational algebraic expressions; calculator highly
solving and graphing first degree equations and recommended
inequalities; translating word problems into Pathway Quality: TBD
Pathway Research: No
equations; operations with and factoring of
polynomials; and solving simple quadratic
equations. Homework: Assigned daily
GEOMETRY The prerequisite course for Geometry honors is
taught at middle school to eighth graders. The
Open to Grades: 10 - 11 breadth of content in Geometry honors is not
Length of Course: 1 Year
markedly different than that of Geometry.
Graduation Requirement: Math
Prerequisite: Students must have passed However, the depth to which it is covered is
Algebra 1 with a 'C' or greater and the difficulty level of the work is
better or teacher higher.
recommendation Geometry courses, emphasizing an abstract,
Fee: Scientific calculator formal approach to the study of geometry,
required
Pathway Quality: TBD
typically include topics such as properties of
Pathway Research: No plane and solid figures; deductive methods of
reasoning and use of logic; geometry as an
Geometry courses, emphasizing an abstract, axiomatic system including the study of
formal approach to the study of geometry, postulates, theorems, and formal proofs;
typically include topics such as properties of concepts of congruence, similarity, parallelism,
plane and solid figures; deductive methods of perpendicularity, and proportion; and rules of
reasoning and use of logic; geometry as an angle measurement in triangles.
axiomatic system including the study of
ALGEBRA 2/TRIGONOMETRY exponential, logarithmic, inverse, and
trigonometric functions, (including non-right
Open to Grades: 10 - 12 triangles). Trigonometry extends to radian
Length of Course: 1 Year measures. Students will also study sequences
Graduation Requirement: Math and series, and polar coordinates. The emphasis
Prerequisite: Students must have passed
Algebra 1 and Geometry of the geometry strand is circles. Topics from
with a 'C' or better or discrete mathematics include algorithms, finite
teacher recommendation graphs, and linear programming. Algebra skills
Fee: Scientific calculator will include advances in factoring and solving
required rational, radical and polynomial equations.
Pathway Quality: TBD
Pathway Research: No
MATH ANALYSIS
Homework: Assigned daily
Open to Grades: 11 – 12
The types of functions discussed include radical, Length of Course: 1 Year
piecewise, exponential, logarithmic, inverse, Graduation Requirement: Math
Prerequisite: Must have passed both
and trigonometric functions (including non-right
semesters of Algebra 2
triangles). Students also study sequences and with a 'C' or better or
series. Topics from discrete mathematics teacher recommendation
include algorithms, finite graphs, and linear Fee: Scientific calculator
programming. Algebra skills will include required
advances in factoring and solving rational, Pathway Quality: TBD
Pathway Research: No
radical and polynomial equations.
Homework: Assigned daily
ALGEBRA 2/TRIGONOMETRY – This course is a college prep class. This course
HONORS includes advance study of the rules of factoring
polynomials, exponents and radicals, absolute
Open to Grades: 10 – 12 (9th special class)
Length of Course: 1 Year values applied to inequalities and equalities,
Graduation Requirement: Math functions and their inverses, zeros of
Prerequisite: Students must have passed polynomials, exponential and logarithmic
Algebra I and Geometry functions. Trigonometric functions as they
Honors with a 'C' or better, apply to right triangles and oblique triangles
or teacher recommendation
will be covered in depth. Graphing of
Fee: Scientific calculator
required, graphing trigonometric function and conic sections will
calculator highly also be studied.
recommended
Pathway Quality: TBD
PRE-CALCULUS - HONORS
Pathway Research: No
Open to Grades: 11 – 12 (10th in special
cases)
Homework: Assigned daily – requires intuitive Length of Course: 1 Year
thought process Graduation Requirement: Math
Prerequisite: Must have passed Algebra
2 -Honors or Math
The breadth of content in Algebra II/Trig – Analysis with a 'C' or
Honors is not markedly different than of better, or teacher
Algebra II/Trig. However, the depth to which it recommendation
is covered is greater and the difficulty level of Fee: Graphing calculator needed
work is higher. The types of functions discussed Pathway Quality: TBD
include polynomial, radical, piecewise, Pathway Research: No
Homework: Assigned daily (requires intuitive ADVANCED PLACEMENT
thought processes) CALCULUS AB
This advanced course includes the study of
college algebra, the algebra and trigonometry of Open to Grades: 12 (lower in special cases)
pre-calculus, and an introduction to limits Length of Class: 1 Year
within calculus. Graduation Requirement: Math
Prerequisite: Students must have passed
The topics of expected mastery are the rules of Pre-Calculus with a 'C+' or
exponents and radicals, sequences and series, better or teacher
absolute values applied to inequalities, functions recommendation
and their inverses, zeros of polynomials, Fee: Graphing calculator
exponential, logarithmic and trigonometric required
Pathway Quality: TBD
functions, and the conic sections of analytic
Pathway Research: No
geometry. Vertical and horizontal asymptotes
will also be introduced for curve sketching. Advanced Placement Calculus is an honors
Limits and their property are introduced, but the calculus class covering limits, differentiation,
depth of study is dependent on the time integration, exponential, logarithmic, and
remaining in the school year. trigonometric functions. The amount of work
CALCULUS covered would typically span the first semester
of a college calculus sequence. At the end of
Open to Grades: 12 (11th in special cases) the course, students have the option of taking
Length of Class: 1 Year the AP exam for Calculus. The fee for the
Graduation Requirement: Math exam is $79.
Prerequisite: Students must have passed
Pre-Calculus with a 'C' or
ACCOUNTING
better or teacher
recommendation
Fee: Graphing calculator Open to Grades: 11– 12
required Length of Course: 1 Year
Pathway Quality: TBD Graduation Requirement: Occupational
Pathway Research: No Prerequisite: None
Fee: None
Homework: Assigned Daily Pathway Quality: 0
Pathway Research No
The first semester includes a review of the
essential pre-calculus concepts necessary for a ACCOUNTING I (first year)
complete understanding of calculus, Cartesian
plane and functions, limits and their properties, Are you interested in a career in business?
and differentiation with emphasis on Accounting is necessary for all businesses
understanding and application. Second semester and a MUST for any business degree.
includes applications of differentiation, understand the accounting process and
integration, logarithmic functions, exponential "theory" necessary to calculate the
functions, and trigonometric functions. The profit/loss for making successful business
emphasis second semester is on understanding decisions
and application. learn and understand the practical aspects of
The overall emphasis of the class is to prepare accounting as a foundation for college
the student for first or second quarter college accounting
Calculus, and continued development of higher acquire the job-related skills for
level thought processes and reasoning skills. bookkeeping, managing personal financial
The use of a graphing calculator is emphasized affairs, and understanding the economic
in both semesters, as they are required for most activities of business
college calculus classes.
ACCOUNTING II (second year) Math, you complete the problems related to your
specific pathway.
continue your accounting education to Math is required on the job! Learn how the math
prepare for a job or additional college concepts you learn apply to the different pathways
classes General
Agriculture/Agribusiness
APPLIED MATH Business & Marketing
Health Occupations
Open to Grades: 10– 12 Home Economics
Length of Course: 1 Year Industrial Technology
Graduation Requirement: Occupational Applied Math focuses on developing your skills in
Prerequisite: None
Fee: None
math by applying the concepts to the different
Pathway Quality: 1 occupational areas.
Pathway Research No
You think you can't do Math? When applying
Math to your specific pathway (interest area), it
makes sense! You will earn more $$$ if you have
the knowledge and skills to do the job. In Applied
TYPICAL MATH SEQUENCES
The math curriculum provides several sequences of study, depending on the student's
middle school background, skills, and future plans. The purpose of this chart is to show
some typical paths students could take through our math curriculum. It is not intended to
limit choices. If you have other ideas, please consult your math teacher and counselor for
advice.
Algebra 1 Geometry Geometry -
Honors
Geometry Algebra 2 Algebra 2 -
Honors
Careers
Math or Math Pre – Calculus
Accounting Analysis
AP AP
Calculus B/C Calculus A/B Calculus
| 677.169 | 1 |
Meeting Details
We have recommended that students deficient in Algebra/Trig sign up for an ALEKS course concurrently with their PSU course. What is ALEKS? Why are we recommending it?
ALEKS is a web-based, artificially intelligent assessment and learning system. ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the student on the topics he or she is most ready to learn. As a student works through a course, ALEKS periodically reassesses the student to ensure that topics learned are also retained. ALEKS courses are very complete in their topic coverage and ALEKS avoids multiple choice questions. A student who shows a high level of mastery of an ALEKS course will be successful in the actual course she is taking. Feel free to review more on ALEKS at
Food will be provided by McGraw-Hill.
| 677.169 | 1 |
The wait is over! With great excitement, Alpha Omega Publications is pleased to announce the upcoming release of its new math course for homeschooling families, Horizons Pre-Algebra!
Available in mid-February of 2011, Horizons Pre-Algebra is the highly anticipated, colorful continuation of the award-winning K-6 math series. Recommended for 7th or 8th grade students, this fun-filled course is packed with diverse, colorful lessons that prepare your child for upper-level math courses with a review of vital basic math concepts and a robust introduction to algebra, trigonometry, and geometry.
What's Inside?
Comprised of three perfect-bound components, the packaged set includes a colorful student workbook, a user-friendly teacher's guide, and handy tests and resources book.
Student Book
Similar in layout to Horizons' popular K-6 math courses, the consumable, full-color Horizons Pre-Algebra Student Book includes 160 daily lessons. Designed for completion in 45-60 minutes, each engaging lesson displays an illustrated teaching box that details the new concept being taught, along with a new class work section which reinforces the information with guided practice. Also part of each lesson's assignment is an activities section that contains problems for reviewing both the current lesson topic and previously taught concepts.
What will your child learn? Horizons Pre-Algebra readies your child for more advanced mathematics by teaching several new areas of math concepts, including the following:
Another new feature of the 360-page student book is a set of college test prep questions. Following each block of ten lessons, these challenging problems are designed to help students prepare for standardized math testing. Also included in the Horizons Pre-Algebra Student Book is a new collection of interviews with ordinary people who use math in their daily vocations. Setting the stage for each group of lessons, these thought-provoking, math-minute interviews bring math concepts to life by adding a human interest touch to word problems.
Teacher's Guide
The 400-page Horizons Pre-Algebra Teacher's Guide makes homeschooling easier with a variety of helpful resources, including daily lesson plans with clearly-defined objectives, practical teaching tips, and suggested materials lists; a math readiness test for evaluation; an in-depth scope and sequence; appearance of concepts charts; and solution keys that making grading a breeze as they mirror a reduced version of student worksheet pages for daily lessons, bi-weekly tests, and quarterly exams.
Tests and Resources Book
The Horizons Pre-Algebra Tests and Resources Book gives peace of mind that your student is comprehending concepts with easy-to-use, tear-out materials that include 80 review worksheets, 16 tests, and 4 exams. Each test conveniently follows every10 lessons, and each exam comes after every group of 40 lessons.
Along with a detailed guide that indicates when and where to use each worksheet, test, and exam, this Horizons Tests and Resources Book also provides hands-on, cut-out supplements that assist both visual and kinesthetic learners in mastering algebraic concepts. Included are formula strips, full-color net diagrams of 3-D shapes, and color-coded algebra squares printed on cardstock.
Always a best-seller, Horizons is well-known for its captivating content, appealing activities, and solid results. Wondering if your child is ready for AOP's new Horizons Pre-Algebra? Find out now by downloading the Horizon Pre-Algebra Readiness Test today!
WE ARE SOOO EXCITED. WE ARE FINISHING UP HORIZONS 6. IT WAS SAD TO THINK THAT WAS IT. NOW WE CAN CONTINUE WITH WHAT MY KIDS SAY IS THE BEST MATH OUT THERE - HORIZONS. THANK YOU!
Posted on: 02.10.11
|
Rating:
0
ELINE P
Please, continue the serie.
dc will never love math, I think, but after a few years in 4th grade she finally liked math. A great job.
And please keep it spiral...
Posted on: 08.19 school
| 677.169 | 1 |
Elementary Algebra
Browse related Subjects
Builds on the author's tradition of guided learning by incorporating a comprehensive range of student success materials to help develop students' proficiency and conceptual understanding of algebra. This text continues coverage and integration of geometry in examples and exercises.Builds on the author's tradition of guided learning by incorporating a comprehensive range of student success materials to help develop students' proficiency and conceptual understanding of algebra. This text continues coverage and integration of geometry in examples and exercises.Read Less
Very good.
| 677.169 | 1 |
This is a high level introduction to abstract algebra which is aimed at readers whose interests lie in mathematics and in the information and physical sciences. In addition to introducing the main concepts of modern algebra, the book contains numerous applications, which are intended to illustrate the concepts and to convince the reader of the utility... more...
Salient Features As per II PUC Basic Mathematics syllabus of Karnataka. Provides an introduction to various basic mathematical techniques and the situations where these could be usefully employed. The language is simple and the material is self-explanatory with a large number of illustrations. Assists the reader in gaining proficiency to solve... more...
The origins of Graph Theory date back to Euler (1736) with the solution of the celebrated 'Koenigsberg Bridges Problem'; and to Hamilton with the famous 'Trip around the World' game (1859), stating for the first time a problem which, in its most recent version a" the 'Traveling Salesman Problem' -, is still the subject... more...
The book contains a selection of 43 scientific papers of the great mathematician, Ennio De Giorgi. All papers are written in English and 17 of them appear also in their original Italian version. The editors provide also a short biography of Ennio De Giorgi and a detailed account of his scientific achievements, ranging from his seminal paper on the... more...
Applications of Group Theory to Combinatorics contains 11 survey papers from international experts in combinatorics, group theory and combinatorial topology. The contributions cover topics from quite a diverse spectrum, such as design theory, Belyi functions, group theory, transitive graphs, regular maps, and Hurwitz problems, and present the state-of-the-art... more...
| 677.169 | 1 |
More About
This Textbook
Overview
Linear algebra is relatively easy for students during the early stages of the course, when the material is presented in a familiar, concrete setting. But when abstract concepts are introduced, students often hit a brick wall. Instructors seem to agree that certain concepts (such as linear independence, spanning, subspace, vector space, and linear transformations), are not easily understood, and require time to assimilate. Since they are fundamental to the study of linear algebra, students' understanding of these concepts is vital to their mastery of the subject. David Lay introduces these concepts early in a familiar, concrete Rn setting, develops them gradually, and returns to them again and again throughout the text so that when discussed in the abstract, these concepts are more accessible.
Editorial Reviews
Booknews
Provides a modern, elementary introduction to linear algebra and some of its interesting applications, suitable for students with two semesters of college-level mathematics experience, usually calculus. Includes the full spectrum of pedagogical features including examples, theorems and proofs, practice problems, exercises, true/false questions, and writing exercises. Updated with a more visual approach to concepts, expanded case studies, and improved technological support for students and instructors in the form of CD-ROM and a new website. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Related Subjects
Meet the Author
David C. Lay holds a B.A. from Aurora University (Illinois), and an M.A. and Ph.D. from the University of California at Los Angeles. David Lay has been an educator and research mathematician since 1966, mostly at the University of Maryland, College Park. He has also served as a visiting professor at the University of Amsterdam, the Free University in Amsterdam, and the University of Kaiserslautern, Germany. He has published more than 30 research articles on functional analysis and linear algebra. As a founding member of the NSF-sponsored Linear Algebra Curriculum Study Group, David Lay has been a leader in the current movement to modernize the linear algebra curriculum. Lay is also a coauthor of several mathematics texts, including Introduction to Functional Analysis with Angus E. Taylor, Calculus and Its Applications, with L. J. Goldstein and D. I. Schneider, and Linear Algebra Gems–Assets for Undergraduate Mathematics, with D. Carlson, C. R. Johnson, and A. D. Porter. David Lay has received four university awards for teaching excellence, including, in 1996, the title of Distinguished Scholar—Teacher of the University of Maryland. In 1994, he was given one of the Mathematical Association of America's Awards for Distinguished College or University Teaching of Mathematics. He has been elected by the university students to membership in Alpha Lambda Delta National Scholastic Honor Society and Golden Key National Honor Society. In 1989, Aurora University conferred on him the Outstanding Alumnus award. David Lay is a member of the American Mathematical Society, the Canadian Mathematical Society, the International Linear Algebra Society, the Mathematical Association of America, Sigma Xi, and the Society for Industrial and Applied Mathematics. Since 1992, he has served several terms on the national board of the Association of Christians in the Mathematical Sciences.
Steven R. Lay began his teaching career at Aurora University (Illinois) in 1971, after earning an M.A. and a Ph.D. in mathematics from the University of California at Los Angeles. His career in mathematics was interrupted for eight years while serving as a missionary in Japan. Upon his return to the States in 1998, he joined the mathematics faculty at Lee University (Tennessee) and has been there ever since. Since then he has supported his brother David in refining and expanding the scope of this popular linear algebra text, including writing most of Chapters 8 and 9. Steven is also the author of three college-level mathematics texts: Convex Sets and Their Applications, Analysis with an Introduction to Proof, and Principles of Algebra. In 1985, Steven received the Excellence in Teaching Award at Aurora University. He and David, and their father, Dr. L. Clark Lay, are all distinguished mathematicians, and in 1989 they jointly received the Outstanding Alumnus award from their alma mater, Aurora University. In 2006, Steven was honored to receive the Excellence in Scholarship Award at Lee University. He is a member of the American Mathematical Society, the Mathematics Association of America, and the Association of Christians in the Mathematical Sciences.
Judi J. McDonald joins the authorship team after working closely with David on the fourth edition. She holds a B.Sc. in Mathematics from the University of Alberta, and an M.A. and Ph.D. from the University of Wisconsin. She is currently a professor at Washington State University. She has been an educator and research mathematician since the early 90s. She has more than 35 publications in linear algebra research journals. Several undergraduate and graduate students have written projects or theses on linear algebra under Judi's supervision. She has also worked with the mathematics outreach project Math Central and continues to be passionate about mathematics education and outreach. Judi has received three teaching awards: two Inspiring Teaching awards at the University of Regina, and the Thomas Lutz College of Arts and Sciences Teaching Award at Washington State University. She has been an active member of the International Linear Algebra Society and the Association for Women in Mathematics throughout her career and has also been a member of the Canadian Mathematical Society, the American Mathematical Society, the Mathematical Association of America, and the Society for Industrial and Applied Mathematics6
Customer Reviews
Mr_Engineer
Posted May 15, 2012
Good Introductory Text
An easy read with good examples, the shortcomings are that the author does not cover many of the important topics early so a second or follow-up course is necessary. In the first few chapters Linear Independence and Basis is repeated at the expense of covering Least-Mean Squares or Gram-Schmidt.
I recommend the text by Gilbert Strang.
1 out of 1 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
| 677.169 | 1 |
The most helpful favourable review
The most helpful critical review
1 of 1 people found the following review helpful
4.0 out of 5 starsAn Interesting Book...
3.0 out of 5 starsEighteen to read...
it developed the ideas and history. While it's an interesting book, it falls short as a teaching device because: 1. Answers are not provided for all exercises and I had trouble confirming my understanding. 2. Important theorems and axioms that should be memorized are hidden in the text and should be marked in bold or marked out by a similar method so the reader can recognize and review them more quickly.
This book was originally written as a textbook (for a math-for-the-non-mathematician type course). It can be used as one (though as a textbook it's a bit dated), read cover-to-cover for edification and pleasure (the style is a bit more instructional than the average popular math book), or dipped into here and there for the topics the reader personally finds interesting. With well over 500 pages of fairly small print, there's a lot here, covering a wide variety of topics, with (it seems to me) particular emphasis on history, geometry (of various kinds), and applications of math to physics. If you leaf through the book, you'll find some pages of nothing but text, some pages full of geometrical diagrams, some of equations and formulas, and even a few Renaissance paintings (in the discussion on mathematical perspective). With so much here, readers will probably find some parts more interesting than others--though which parts are the interesting ones may be a matter of personal opinion.
This book is truly an achievement. While not intended for true practitioners, the book is entertaining while though provoking at the same time. I take it with me to my favorite coffee shop sometimes just to open it randomly and read a few pages at a time. Not only does the author weave great historical moments with the progression of mathematical thought, he covers areas such as physics, art, music, and astronomy. He has also renewed my interest in taking the subject up again after many years. I have enrolled in a course in the Calculus based on this as well as other great math books.
Morris Kline is an excellent author, and he does a wonderful job of explaining how mathematics works and how to use it. The book is an easy read, and at the end you'll be all fired up to go back to college and take calculus all over again! I wish I had had the opportunity to study under Mr. Kline, because if you read his other books, you can see that he was a very thoughtful and insightful man, who simply wanted to share his love of mathematics with other people.
I think the author not only knows mathematics, but also knows a lot about other fields, like physics, music, and painting. He is an expert in the history of mathematics and explains well how each important mathematics concept was developed over time. However, I would like to stress that Kline knows how to teach. The structure and the helpful hits in the books are valuble resources for any instructor who wishes to teach a course using this book as the main textbook.
A must have for the mathmatically curious. The subject seaquence is laid out in a logical order. Beginning with the premises of inductive vs. deductive reasoning, basic algebra, geometry, and the Calculus. This is not a good book for becoming proficient in sepcific areas of mathematics, but offered for me at least, a logical reference point for approaching the core sujects. I highly recommend this book for self-study.
Kline, a noted historian and educator of mathematics, wrote a book that stands the test of time. This isn't of much use to anyone with high-school math who doesn't care to know why math is the way it is. For everyone else, this is a good book. Solutions to problems at the end of the book are very handy. I recommend this book along with Timothy Gowers's "Mathematics: A Very Short Introduction".
5.0 out of 5 starsA look at the enigmatic realm of math for the right brained, Sept. 24 1996
By A Customer
This review is from: Mathematics for the Nonmathematician (Paperback)
A Fantastic piece of literature. It is a guide to an amazing new world for those of us, who will never become the next Fermat or Gauss. Kline writes in such a way that you are drawn into the whole mathematic principle, from history to thought processes all of the time keeping the reader aware of the implication of this new concept on our reality. Brillant!!!!
This book is great but it does get pretty technical at some points. Don't let that discourage you though, just skip the parts that are too technical, they won't distract you from getting the major points.
. Wonder if that's because nobody can see the print? -Dr. William E. Chauncey
| 677.169 | 1 |
Co-sponsored by the Statistical and Applied Mathematical Sciences
Institute (SAMSI)
Registration Fee $250 by March 29,
2005
Mathematical biology is a fascinating and fast-growing area of
mathematics. It is an active research area of great potential using the
power of mathematics to study challenging
biological problems. Students can find many applications of mathematics
in biology accessible even with familiarity only with calculus.
The workshop provides great
opportunities for the participants to learn more about mathematical
biology and to meet with other mathematicians.
The workshop is designed to intrigue and introduce college mathematics
teachers to the world of mathematical biology.
There is no technical background needed. However, a familiarity with
difference and differential equations will make your workshop
experience more productive and memorable. The primary goal of the
workshop is to allow the participants to engage in academic activities
in the area of mathematical biology, including teaching an
undergraduate course and pursuing and directing student research. Each
day of the workshop consists of a morning and an afternoon
session. Lecturers will be given primarily on the first and the third
day of the workshop. The second day is comprised of a problem
session in the morning and an exciting
outdoor activity in the afternoon. During the last day, the
participants will explore interesting research projects with the aid of
computers. For more information, please visit the workshop webpage at
| 677.169 | 1 |
This text provides a unique opportunity for pre-service teachers to develop a clear understanding of the mathematical concepts, procedures, and processes they will be called on to teach. What makes this text unique is its careful balance between what to teach (content and concepts), and how to teach (processes and communication), so that students will not only know the math skills, but understand the concepts deeply enough to teach the material effectively to others.
About the Author:
Phares O'Daffer was born and raised in Weldon, Illinois. He received his B.S.(1955) and M.S.(1956) from Illinois State University, studied at the University of Iowa(1958) and the University of Michigan(1962), and received his PhD in Mathematics Education from the University of Illinois(1968). His teaching experience spans ages from grade 3 to college, and includes early involvement with the University of Illinois Committee on School Mathematics (UICSM) and the Ball State Expermental Program. Phares has taught at Ball State University (1960-64) and was Professor of Mathematics at Illinois State University (1968-1988).
Phares has co-authored six major K-8 Elementary School Mathematics textbook series, used extensively in elementary schools in the United States and other countries. He has authored or co-authored over 140 mathematics books ranging from a kindergarten text to a college text for elementary teachers, and a number of articles in professional journals. He has also served as Chairman of the Editorial Panel for the Arithmetic Teacher, a major journal of the National Council of Teachers of Mathematics.
Phares has had a long time interest in genealogy, and you can get acquainted with his involvement by visiting his genealogy website, His other activities include golf, tennis, and service on the board of directors of a local hospital and on a community college foundation board. He is married to Harriet Gove O'Daffer, and has three children and seven grandchildren.
Thomas Cooney was born and raised in Toledo, Ohio. He received his B.Ed. and M.Ed. Degrees from the University of Toledo with majors in mathematics and mathematics education respectively and his Ph.D. in Mathematics Education from the University of Illinois in 1969. He taught middle and secondary school mathematics in Rossford, Ohio from 1960-1966 while completing his doctorate. Upon completion of his Ph.D., he went to the University of Georgia's Department of Mathematics Education where, after 30 years, he became Professor Emeritus.
His research on teaching and teacher education has been internationally recognized through his publications and his lectures in more than 20 countries. Tom was awarded the Gladys Thomason Award for outstanding service to the Georgia Council of Teachers of Mathematics and has received the Distinguished Alumni Award from the University of Illinois College of Education. He was the initial editor of the international Journal of Mathematics Teacher Education. His most recent work involves developing assessment items for elementary, middle, and secondary school teachers.
Tom is an avid golfer and an experienced traveler.
Randy Charles received his bachelor's degree from Indiana University of Pennsylvania in 1971. He was a high school mathematics teacher in Maryland from 1971 to 1974 during which time he simultaneously attended the University of Maryland. He received his master's degree from the University of Maryland in 1974. He attended Indiana University from 1974 to 1977 where he worked on a federally-funded research and curriculum development project on problem solving. He was a K-12 mathematics supervisor in a school district of about 30,000 students in West Virginia from 1977 to 1982 and then moved on to Illinois State University. He was a Professor in the Department of Mathematics and Computer Science at San Jose State University, California, from 1987 until January 2001 when he decided to pursue writing full time.
Randy started writing textbooks for elementary and secondary school mathematics in 1978. He has written more than 75 textbooks for children and teachers. He has been involved in numerous activities with NCTM and has authored several NCTM publications, mostly in the area of problem solving. Randy has been a speaker at hundreds of state, national, and international mathematics education conferences and was a national speaker for the Learning magazine for many years. He is past vice-president of the National Council of Supervisors of Mathematics.
Jane Faith Schielack discovered her love of mathematics in elementary school in Tulsa, Oklahoma and it continued through high school in Houston, Texas. She received her BS in Education from Texas A&M University in 1975, with certification in Mathematics and English, Grades 1-12. After teaching third grade in Victoria, Texas, Janie earned an MA in Mathematics Education from the University of Texas at Austin in 1979 and became the elementary mathematics consultant at the Texas Education Agency. In 1982, she returned to Texas A&M University and received her Ph.D. in Mathematics Education in 1988 while working as a lecturer in the Department of Mathematics teaching the mathematics courses for elementary and secondary education majors.
Now an Associate Professor in Mathematics and Education at Texas A&M University, Janie has continued her involvement with the Texas Education Agency's development of the state-mandated curriculum in mathematics; made hundreds of presentations at mathematics conferences for teachers; written and presented a variety of professional development institutes for in-service teachers; and authored articles and textbooks focusing on helping children understand mathematics, with special attention to the effective instructional uses of calculators.
For the past 18 years, she has spent her free time enjoying her family as her children grew into young adults while she unabashedly used them as guinea pigs and handy sources of data on learning.
John Dossey grew up in East Peoria, Illinois in the shadow of the Caterpillar Tractor plant where his father worked. Interested in how things work and go and wanting to be able to explain these actions and motions, he gravitated toward mathematics and teaching with B.S. and M.S. degrees from Illinois State University in 1965 and 1968 respectively. Along with the first degree, John began his teaching career at the junior high school level, later moving to the high school level and a position as a K-12 mathematics coordinator.
John completed his Ph.D. in mathematics education at the University of Illinois at Urbana-Champaign in 1971. By this time, he was already teaching mathematics and mathematics education classes in the Department of Mathematics at Illinois State University. At Illinois State he moved through the ranks from Instructor to the position of Distinguished University Professor of Mathematics. Here he became involved in a variety of activities involving state, national (NAEP), and international (SIMS, TIMSS, & PISA) student assessments. These experiences lead to his authoring or co-authoring over 80 books ranging from middle-school through collegiate mathematics to methods texts for prospective teachers of mathematics to professional works on national and international assessments and curriculum.
Along the way, John served as President of the National Council of Teachers of Mathematics, leading them to the development of the initial NCTM Standards; as Chair of the Conference Board for the Mathematical Sciences in Washington, DC; as Visiting Professor of Mathematics at the U.S. Military Academy at West Point, NY; and as a member of many national and international committees and boards dealing with mathematics and mathematics education issues. Away from this professional life, John and his wife, Anne, enjoy living in the country, traveling, and getting together with friends.
| 677.169 | 1 |
In this course we will prove the results in freshman calculus.
This requires a careful study of limits. High school algebra is
the main tool, but it is used in a very sophisticated way.
Prerequisites
MAT 211 (vector calculus) and MAT 271 (introduction to logic
and proofs in higher math) or equivalent with at least a "C"
grade.
Learning outcomes
See the "Objectives" listed in the MAT 401 Sample
Syllabus
on the math department website.
Course requirements, grading, due dates
I base grades on homework, tests, and a final exam, but fuzzy
things like class participation also play a role because I often
give the benefit of the doubt to people who have worked hard and
contributed to class discussions.
Homework
25% of grade
2 Midterms
20% of grade each (40% total)
Final exam
35% of grade
I will announce assignments and tests in class and post them
on the course calendar (see reference above). Assignments are due
on the due date. I won't give make up tests or grade assignments
that come in late.
I rarely take attendance, but class participation is
important. Students who are serious don't skip classes.
Academic Integrity and Plagiarism
The math department
does not tolerate cheating. Students are free to collaborate and
share ideas and methods, but work that you turn in with your name
on it must be your own. The university's official policy is
spelled out in its statement on Academic Integrity and Plagiarism
in the University Catalog.
Students with disabilities
Students with disabilities have a legal right to reasonable
accomodations. For assistance please contact me and our Disabled
Student Services office.
| 677.169 | 1 |
58 text serves as a tour guide to little known corners of the mathematical landscape, not far from the main byways of algebra, geometry, and calculus. It is for the seasoned mathematical traveller who has visited these subjects many times and, familiar with the main attractions, is ready to venture abroad off the beaten track. For the old hand and new devotee alike, this book will surprise, intrigue, and delight readers with unexpected aspects of old and familiar subjects. In the first part of the book all of the topics are related to polynomials: properties and applications of Horner form, reverse and palindromic polynomials and identities linking roots and coefficients, among others. Topics in the second part are all connected in some way with maxima and minima. In the final part calculus is the focus.
Designed to surprise, intrigue, and delight readers by presenting unexpected aspects of the mathematics surrounding the standard curriculum
For anyone who appreciates the intrinsic fascination of mathematics beyond its applicability and utility
Further reading and the history of the topic being discussed is found at the end of every chapter
Resources for
Uncommon Mathematical Excursions
Dan KalmanAuthor
Dan Kalman, American University, Washington DC Dan Kalman has been writing about and teaching mathematics for 30 years. A graduate of Harvey Mudd College (BS, 1974) and the University of Wisconsin (PhD, 1980), he is a Professor of Mathematics at American University, Washington, DC. Kalman's mathematical writing has been recognized with multiple MAA awards: Allendoerfer Awards in 1998 and 2002, Polya Awards in 1994 and 2002, and an Evans Award in 1997. He is the author of one previous book, Elementary Mathematical Models, published by the MAA in 1997.
You are now leaving the Cambridge University Press website, your eBook purchase and download will be completed by our partner Please see the permission section of the catalogue page for details of the print & copy limits on our eBooks.
| 677.169 | 1 |
books.google.com - Comput... Geometry
Computational Geometry: Algorithms and Applications
Comput from the beauty of the problems studied and the solutions obtained, and, on the other hand, by the many application domainsócomputer graphics, geographic information systems (GIS), robotics, and othersóin which geometric algorithms play a fundamental role. For many geometric problems the early algorithmic solutions were either slow or dif?cult to understand and implement. In recent years a number of new algorithmic techniques have been developed that improved and simpli?ed many of the previous approaches. In this textbook we have tried to make these modern algorithmic solutions accessible to a large audience. The book has been written as a textbook for a course in computational geometry, but it can also be used for self-study.
Review: Computational Geometry: Algorithms and Applications
Review: Computational Geometry: Algorithms and Applications
User Review - Shawna - Goodreads
It's a great text book, but asking me if I liked reading it is like asking a typical kid if they particularly enjoy eating broccoli. The Algorithms are laid out rather well, though I did need a ...Read full review
| 677.169 | 1 |
becoming increasingly difficult for students to get quick, direct answers to basic science and math questions. With time for researching and writing tight, students will welcome The Facts On File Science and Math Handbooks, a new reference series covering the subjects of biology, chemistry, Earth science, marine science, physics, space and astronomy, weather and climate, algebra, calculus, and geometry. Supplemented by a helpful index, this and the other volumes in The Facts On File Science and Math Handbooks series will enable students to compare information across subject areas, place each subject in context, and underline the close connections among all the
| 677.169 | 1 |
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).
| 677.169 | 1 |
Fundamentals of Precalculus - 2nd edition and insights required to succeed in calculus. ...show less
Chapter 3 Trigonometric Functions 3.1 Angles and Their Measurements 3.2 The Sine and Cosine Functions 3.3 The Graphs of the Sine and Cosine Functions 3.4 The Other Trigonometric Functions and Their Graphs 3.5 The Inverse Trigonometric Functions 3.6Right Triangle Trigonometry 3.7Identities 3.8Conditional Trigonometric Identities 3.9The Law of Sines and the Law of Cosines
| 677.169 | 1 |
Roadmap to the Regents: Mathematics B
If Students Need to Know It, It' s in This Book This book develops the mathematics skills of high school students. It builds skills that will help ...Show synopsisIf Students Need to Know It, It' s in This Book This book develops the mathematics skills of high school students. It builds skills that will help them succeed in school and on the New York Regents Exams. Why The Princeton Review? We have more than twenty years of experience helping students master the skills needed to excel on standardized tests. Each year we help more than 2 million students score higher and earn better grades. We Know the New York Regents Exams Our experts at The Princeton Review have analyzed the New York Regents Exams, and this book provides the most up-to-date, thoroughly researched practice possible. We break down the test into individual skills to familiarize students with the test' s structure, while increasing their overall skill level. We Get Results We know what it takes to succeed in the classroom and on tests. This book includes strategies that are proven to improve student performance. We provide - content review based on New York standards and objectives - detailed lessons, complete with skill-specific activities - three complete practice New York Regents Exams in Mathematics B
| 677.169 | 1 |
Name the title of the book, author, edition, ISBN number. Also, what bookstore sells used college textbooks for this? And what math should I take after Differential Equations for physics and engineering...
| 677.169 | 1 |
More About
This Textbook
Overview
For All Practical Purposes (FAPP) remains the leading textbook for turning liberal arts students into skilled math users and consumers. The text conveys the power of mathematics by presenting expert coverage of applied math concepts in fields as diverse as manufacturing and distribution, politics, the economy, architecture, technology, and the natural world, accompanied by classic and contemporary examples and exercises. The COMAP approach presented in FAPP makes contemporary mathematical ideas exciting, relevant, and fun. The text motivates students to think about and appreciate how math affects the world around them. Students learn the basics of management science, statistics, finance, game theory, voting, and other topics in a relatable context, developing the knowledge and skills that will benefit them in future courses, their careers, and their lives. The new edition maintains the strengths that have kept this text a best-seller while also including new examples, new exercises, new pedagogy, and enhanced media tools for students and instructors to support the teaching and learning
| 677.169 | 1 |
Career Resources for Students Who Major in Mathematics
Professional Organizations and Associations American Mathematics Society Founded in 1888 to further the interests of mathematical research and scholarship, AMA serves the national and international community through its publications, meetings, advocacy and other programs.
Mathematics Association of America Founded in 1894, the MAA is the largest mathematical society in the world that focuses on mathematics for students, faculty, professional mathematicians, and all who are interested in the mathematical sciences, with a particular focus on advancing mathematics at the undergraduate level.
National Council of Teachers of Mathematics A 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.
American Statistical Association The world's largest community of statisticians, the ASA supports excellence in the development, application, and dissemination of statistical science through meetings, publications, membership services, education, accreditation, and advocacy.
Society for Industrial and Applied Mathematics SIAM works to ensure the strongest interactions between mathematics and other scientific and technological communities through membership activities, publication of journals and books, and conferences.
| 677.169 | 1 |
Mathematics Placement
Because much of collegiate mathematics and computer science is built on high school mathematics, the recommended background for students in these areas is two years of algebra, a year of geometry, and study in analytic geometry, trigonometry, functions and probability. A study of calculus is not required. Even with these courses, the transition from high school mathematics to college mathematics can be difficult. The Department of Mathematics and Computer Science assists in this transition by having a mathematics placement program to help make this transition easier.
General Placement
Since incoming students will have a wide variety of backgrounds and interests, all admitted first-year students take the mathematics placement examination during the summer orientation program, before registering for courses. Both the student's mathematical background and academic interests are used to make a recommendation for an appropriate mathematics course to be taken in the fall. The ACT's Compass Placement Exam is used; sample questions may be found here and here.
| 677.169 | 1 |
Intermediate Algebra V2
by Harrisburg Area Community College
Course Description
This course is designed to augment the knowledge of the student who has limited background in algebra. Topics covered include but are not limited to: fundamental operations, special products and factors, functions, fractional equations, exponents, radicals, and quadratic equations. This course is intended for students who have some prior knowledge of algebra and are wishing to brush up on their algebra skills. This course, taught on campus twice per week for 75 minutes each, was primarily recorded at the Lancaster Campus of Harrisburg Area Community College. The video recordings are predominantly unedited clips from live classes. Harrisburg Area Community College has multiple Intermediate Algebra iTunes U courses. They were created by different instructors. My course was published the second in iTunes U chronologically, thus the label V2.
The prerequisite for this course is Beginning Algebra, which is also in iTunes U: This course requires the use of a scientific calculator (graphing calculator strongly encouraged but not required). After each lesson you will perform a self-assessment to monitor your progress in the course. An estimated time needed to perform each self-assessment is stated in each post. Answer keys for each self-assessment are provided in each post.
Instructor's Expectations: My hope is that by the end of this course you will have built a strong foundation in algebra which will benefit you greatly in future math courses such as college algebra, trigonometry, and calculus. Building a strong foundation in math will also greatly benefit those who are transferring to a large university or college as you will able to remain competitive. Upon successful completion of this course I hope you:
Have lost any fear of math that you currently have
Feel fully prepared to take the next level of mathematics
Attain more proficiency/fluency in the language of algebra
Gain an appreciation for mathematics in the world around us
You will NOT get any credit from taking this course in iTunes U though. You need to enroll as a regular or online student to receive credits. Please visit these web sites for more information.
Apple Editors' Choice on iPad, iPhone, and Mac!
Welcome to Notability, a powerful note-taker to annotate documents, sketch ideas, record lectures, and more, on iPhone, iPad, and Mac.
Notability is the one place to create, share, and manage your notes. It combines handwriting, typing, audio recordings, and photos so you can create notes that fit your needs. And with iCloud support, your notes are always available on iPhone, iPad, and Mac. Anytime. Anywhere.
Take beautiful notes
- Handwrite notes or sketch ideas using gorgeous variable width ink in a variety of colors.
- Craft reports or type outlines with our full featured word processor.
- Audio recordings help you capture every detail during lectures or meetings.
- Snap a photo of a whiteboard in the classroom or while researching in the field to add to your note.
Replay your notes
- Audio recordings automatically link to your notes.
- Review your notes in context as you listen to the audio recordings.
- Simply tap a word, drawing, or a picture to hear exactly what was said when you added it.
- Provide audio and handwritten feedback to students or colleagues.
Mark up documents and forms
- Import and annotate lecture slides, meeting agendas and PDFs.
- Fill-out, sign, and send forms via email from anywhere.
- Use all of Notability's tools to mark up pictures of worksites or projects.
Share your notes
- Create collections of notes to share between study groups and teams with Dropbox or Google Drive.
- Collect and handout assignments between teachers and students.
iCloud
- Turn iCloud on, and your notes will automatically be available on iPhone, iPad, and Mac.
- Create and edit notes on iPhone, iPad, or Mac at anytime.
Notability helps you explore your ideas, store your notes, and improve your memory and organization. We hope you enjoy using it as much as we do.
Quick Graph is the best graphic calculator available on the AppStore!
It is a powerful, high quality, graphic calculator that takes full advantage of the multitouch display and the powerful graphic capabilities of the iPad and iPhone, both in 2D and 3D. A simple, yet intuitive interface that makes it easy to enter and/or edit equations and visualize them in mathematical notation.
It's capable of displaying explicit and implicit (opt) equations as well as inequalities (opt) in both 2D and 3D, in all standard coordinate systems: cartesian, polar, spherical and cylindrical, all with amazing speed and beautiful results, which can be copied, emailed or saved to the photo library.
"It's ok to write yet another graphing app, so long as it is the best one. And this is"
-- Review by RightyC1
Please keep in mind that in this version, you now have to specify y=, x=, z= and so on, whenever you want to plot an equation.
The advanced feature set gives you access to some of the new features, such as implicit graphs and tracing. You need to specify the dependent variable now, since just typing "x^2" without the y=, will assume the expression to be "x^2=0" and will try to plot it as an implicit graph.
Up to 6 equations can be visualized simultaneously, in both 2D and 3D modes, this limitation can be removed by purchasing the advanced feature set. All the features from the original application are present and will remain free.
It also includes an evaluate feature, to evaluate equations at specific points, as well as a library where you can store commonly used equations.
Features:
- VGA Output (available with the advanced features package. iPhone 4, 4th gen iPod, and iPad only)
- 2D - 3D equation plotting.
- Library for commonly used equations.
- Wireframe and solid visualization.
- Support for cartesian, polar, cylindrical and spherical coordinate systems.
- Pinch to zoom.
- Drag to rotate - move.
- Swipe to delete equations from the equation list.
- Shake to reset view to original state, or to clear entry fields.
- Double tap to change visualization modes.
- Enhanced 2D mode for great hi-res graphics.
- Adaptive 2D algorithms.
- Enhanced 3D mode with better graphics.
- In-app email so you can share graphics and equations.
- Save to photo library.
- Copy to clipboard.
- Enhanced equation visualization.
- Hyperbolic and Inverse functions.
- New functions such as Min, Max, if.
- Interactive expression evaluation.
- Optionally you can unlock implicit graphs, inequalities and other advanced features (via in-app purchase).
- Turn graphs on/off
The optional advanced feature set includes:
- VGA Out
- 2D tracing.
- 2D and 3D implicit graphs.
- 2D and 3D inequalities.
- Independent 2D zoom
- Roots and Intersections (2D)
- Value Table
- More features to come!
Please visit the website for more details.
*** NOW OVER 3 MILLION DOWNLOADS -- THANKS USERS! ***
A powerful, flexible graphing calculator . . . and it's free!
Does far more than most of the paid calculators out there . . . let alone the free ones.
Features:
1) Scientific Calculator. Simple to grasp and easy to use, but powerful features are available when you need them. Available functions include the following:
• the usual arithmetic functions and exponentiation.
• square root, cube root, nth root, natural log, log base 10, log of arbitrary base, absolute value, factorial, permutations (nPr), combinations (nCr), modulus, random integer, bell curve, cumulative normal distribution, decimal to fraction.
2) Graphing. Capabilities:
• Graph up to four equations at once.
• Graphs are labeled.
• You can drag the graph or pinch to zoom in or out.
• Calculator can find roots and intersections.
• Graph in polar coordinates.
• Graph parametric equations4) Constants for scientific calculations -- speed of light5) It can make a table of the values of any function you care to enter. You can choose the starting x value of the table, as well as how much x increases for each successive row.
6) Help screens linked directly to many of the available functions and constants. Tap the disclosure arrow to see the definition.
78) Keep track of significant figures [AKA sig figs]
9) Statistics -- enter data and make a histogram, box and whisker plot, or scatter plot with optional regression line.
If you are viewing this in iTunes, you will see five iPhone screenshots and five iPad screenshots. But even ten shots don't come close to showing everything this calculator can do.
I'd love to hear your comments or suggestions. You can write me at mathscixyzgraphcalc@gmail.com -- but without the xyz. Thanks!
| 677.169 | 1 |
Accessible Mathematics is Steven Leinwand?s latest important book for math teachers. He focuses on the crucial issue of classroom instruction. He scours the research and visits highly effective classrooms for practical examples of small adjustments to teaching that lead to deeper student learning in math. Some of his 10 classroom-tested teaching shifts... more...
- Celebrates the contributions which Melvyn B. Nathanson has made to additive number theory
- This book provides a current look at the state-of-the-art in the field of additive number theory
- Volume contains contributions to various areas of number theory by top researchers in the field more...
Markov Chain Monte Carlo (MCMC) methods are now an indispensable tool in scientific computing. This book discusses recent developments of MCMC methods with an emphasis on those making use of past sample information during simulations. The application examples are drawn from diverse fields such as bioinformatics, machine learning, social science, combinatorial... more...
"A very stimulating book ... in a class by itself." ? American Mathematical Monthly Advanced students, mathematicians and number theorists will welcome this stimulating treatment of advanced number theory, which approaches the complex topic of algebraic number theory from a historical standpoint, taking pains to show the reader how concepts, definitions... more...
The selected papers in this volume cover all the most important areas of ring theory and module theory such as classical ring theory, representation theory, the theory of quantum groups, the theory of Hopf algebras, the theory of Lie algebras and Abelian group theory. The review articles, written by specialists, provide an excellent overview of the
| 677.169 | 1 |
both are difficult for their own reasons. if you enjoyed multi-variable calculus then diff eq should be a breeze just more complicated. numerical methods...i believe uses diff eq and other mathematics to analyze different algorithms and theories. forgive me if I am wrong...it's been a LONG time (7+ years) since i took the class and I don't remember since I haven't actually applied that in my day to day activities at work
| 677.169 | 1 |
Share this:
Like this:
Related
Responses
The most comprehensive way to learn maths post-GCSE is to completely ignore advice from any government guided program or curricular. Instead, get into the mind-set of learning for the sake of learning.
This brings me to book [1], which should be a standard textbook imho. In my school, they didn't have many copies of this, and the few that were available were older than me. Maths doesn't change as time goes on, so everything in this book is still relevant. What I liked about this one is that it gives you something extra and isn't limited by what will be on the exam. Thanks to this one, I can inverse 3×3 matricies in less than half a page of A4.
Unlike [1], Book [2] covers just the bits found in the further maths course. This is the model of a good text book that you're looking for. A lot of the content in an FM course comes as self contained ideas* and this book reflects that as it guides the reader through each concept from introduction, to competency.
Book [3] is probably a book to avoid. All of A-level is summarised in chapter 1 since this is a degree level textbook. However, if you can get hold of this one, then it serves as a very good source of revision material before the exam.
This is what real text books start to look like, no fancy gimmicks or jokes like [4], but one that builds upon ideas developed in previous sections. This is something that you don't read, you reference it.
For some light reading, look for the works of Martin Gardner. A fantastic puzzle maker including the classic [5].
Key features of this textbook
-pdf format
-size A5 (you can read well on mobile phone or ebook too)
-free
-principle of gradualism (from easy to difficult)
-embedded videos (they are free in the first chapter only; see: How can you get the videos)
-hints help the solutions
-average time that you need for solving the task is specified
-short solutions after the tasks
-the book supports the non frontal teaching
-it contains more difficult and practical tasks (for example about GPS), and so the book facilitates the realization of the differentiated education
-the author (László Juhász) has an experiance of 22 years in the Hungarian education
-the book for A level Core 2 will be ready in october 2014. The estimated finish of book for Core 3 and Core 4 is august 2015.
| 677.169 | 1 |
ICE-EM Maths Aust Curriculum Ed Year 10 (&10A) Book 2
A complete 5-10A mathematics series for the Australian Curriculum. The ICE-EM Mathematics series was created by the Australian Mathematical Scien...
ICE-EM Mathematics Year 7 Book 1 & 2 Australian Curriculum Editions have been rewritten and developed for the Australian mathematics curriculum, while retaining the structure, depth and approach of th...
Multiple choice and extended response questions
Clear list of outcomes at the end of each chapter linking each outcome to the relevant section of the chapter to enable consolidation of concepts
Cumu...
International Mathematics for the Middle Years has been developed with the international student in mind. This series is particularly beneficial to students studying the International Baccalaureate MY...
The teachers handbook gives a clearer explanation of what is expected of the students and how they are to go about their investigations. Answers are supplied for most of the activities.
Masters for p...
| 677.169 | 1 |
This course is recommended for secondary cerified teachers hoping to gain a deeper understanding of content and pedagogical techniques in algebra and geometry. The National Council of Teachers of Mathemeatics, Principles and Standards for School Mathematics, and the Pennsylvania State Standards for Mathematics are a major focus. The topics covered include Real and Complex numbers, functions, equations, integers, and polynomials, number system structures, congruence, distance, and similarity, trigonometry, area and volume, axiomatics and Euclidean Geometry. The graphing calculator (TI83) and other technology will be used throughout the course of foster discovery and to gain insights into the fundamental concepts.
Prerequisites: MATH2170 and graduate standing. 3 Credits
| 677.169 | 1 |
The Evolution of the Real Numbers - Lawrence Spector
An introduction to real numbers, including such topics as: the ratio of natural numbers; continuous versus discrete; fractions; unit fractions; rational numbers; measurement: geometry and arithmetic; common measure; squares and their sides; incommensurable
...more>>
InterMath Dictionary - The University of Georgia
A searchable dictionary for middle school-level mathematics students, teachers, and parents. The dictionary provides related terms, everyday examples, interactive checkpoints, and challenges. Funded by the National Science Foundation, InterMath is a collaborative
...more>>
InterMath - The University of Georgia
InterMath is a professional development effort designed to support teachers in becoming better mathematics educators. InterMath workshops provide an ongoing support community, a lesson plan database, and a discussion board. The site provides mathematical
...more>>
Math Motivation - Michael Sakowski
Answers to the question "Where will I ever use algebra?" Examples of how "the process of learning higher mathematics provides valuable skills in deductive reasoning and symbolic reasoning, in addition to math skills used directly in science and engineering
...more>>
Philosophy of Science - David Banach
A syllabus and collected resources for a course in the philosophy of science, including excerpts from various books. Topics include ancient Greek science and mathematics: the Golden Section, Pythagoras, infinity and continuity, and Plato and Aristotle,
...more>>
| 677.169 | 1 |
The use of the internet as an educational medium is now rapidly expanding (Liaw, 2004). Sinclair (2000) points that the internet is becoming an intriguing environment for mathematics education by combining a variety of modes that can be applied to learning. Engelbrecht and Harding (2005) say that there are an increasing number of mathematical sites that use applets to enhance their pages with animated figures and interactive illustrations. They point that these sites include good mathematical applets that are visually of great value and that can be fruitfully used as educational tools. Applets are programs that require a WWW browser or other application to run. Usually these tools represent scientific concepts algebraically and visually, so they enable learners to perceive different representations of the same concept. Examples of mathematical applets can be found at many educational sites, for example the National Council of Teachers of Mathematics' (NCTM) site or the Center of Educational Technology' (CET) site, where the first site includes applets that treat different mathematical topics, while the second site includes applets that treat two topics: linear and quadratic functions. Usually an applet treats a specific topic, for example number factors, decimal fractions, the circle area, etc. So to cover a whole subject one needs different applets, for example one needs to work with applets that treat the following topics to cover the linear function subject: input-output, rate of change, transformations, transformations of straight lines which pass through the origin, addition of linear functions, subtraction of linear functions, forms of linear functions, and functions defined on intervals. The CET's site includes an applet for each topic mentioned above, where the topics are presented in a problem solving context. I've been introducing this environment for preservice teachers for almost 8 years now. Some of them find difficulties working with applets to solve mathematical problems, while others don't find such difficulties, some don't consider applets to be needed in solving mathematical problems, while others are attracted to these new tools and find them helpful in solving the problems. I have always asked myself about the factors that make some learners find difficulties while working with applets while others don't do so, and about the factors that make some learners approve working with applets while others think applets are not needed. This research came to answer these questions.
Literature review
Bolyard and Moyer (2003) say that students in middle grades sometimes need extra help and scaffolding to make the transition from concrete tasks to abstract concepts. They suggest to use contextualized problems with multiple representations that applets can provide as means to help perform this transition. Young (2006) provided a summary of the current literature on applets in mathematics education and described their benefits as found in various articles: (1) their availability on the internet and thus their free and ease of access (2) their focus on specific concepts (3) applets enable learners to do things that are not possible or easy with physical manipulatives, or pencil and paper (4) applets provide students with instantaneous and corrective feedback, so they fit inquiry-based learning and problem solving (5) applets provide multiple representations of a single concept at the same time; thus they can promote the transfer of knowledge from specific ideas to general knowledge (6) applets may be helpful for students with disabilities (7) applets increase motivation and attention in students as well as teachers.
The ability of applets to represent mathematical phenomena in multiple representations and to motivate students' learning of mathematics make them an appropriate tool for solving mathematical problems, especially word problems which students don't look forward to solve
| 677.169 | 1 |
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).
| 677.169 | 1 |
Standard
3: Mathematics-Students will understand mathematics and become mathematically
confident by communicating and reasoning mathematically, by applying mathematics
in real world settings, and by solving problems through the integrated
study of number systems, geometry, algebra, data analysis, probability,
and trigonometry.
Scientific
Inquiry
Number 1: The central purpose of scientific inquiry is to develop explanations
of natural phenomena in a continuing, creative process.
Number
2: Beyond the use of reasoning and consensus, scientific inquiry involves
the testing of proposed explanations involving the conventional techniques
and procedures and usually requiring considerable ingenuity.
Number
3: The observations made while testing proposed explanations, when analyzed
using conventional and invented methods, provide new insights into phenomena.
Standard
2: Information Systems
Number
1: Information technology is used to retrieve, process, and communicate
information and as a tool to enhance learning.
Number
2: Knowledge of the impacts and limitations of information systems is
essential to its effective and ethical use.
Standard 3: Mathematics
Mathematical
Reasoning- Students will use mathematical reasoning to analyze mathematical
situations, make conjectures, gather evidence, and construct an argument.
Number
and Numeration- Students use number sense and numeration to develop an
understanding of multiple uses of numbers in the real world, use of numbers
to communicate mathematically, and use of numbers in the development of
mathematical ideas.
Operations-
Students will use mathematical operations and relationships among them
to understand mathematics.
Modeling/Multiple
Representation- Students will use mathematical modeling/multiple representation
to provide a means of presenting, interpreting, communicating, and connecting
mathematical information and relationships.
Measurement-
Students use measurement in both metric and English measure to provide
a major link between the abstractions of mathematics and the real world
in order to describe and compare objects and data.
Uncertainty-
Students use ideas of uncertainty to illustrate that mathematics involves
more than exactness when dealing with everyday situations.
Patterns/Functions-
Students use patterns and functions to develop mathematical power, appreciate
the true beauty of mathematics, and construct generalizations that describe
patterns simply and efficiently.
Performance
standards
Students will
ask "why" questions in attempts to seek greater understanding
concerning objects and events they have observed and heard about.
Students will
question the explanations they hear from others and read about, seeking
clarification and comparing them with their own observations and understanding.
Students will
develop relationships among observations to construct descriptions
of objects and events and to form their own tentative explanations
of what they have observed used of what they have observed.
Students will
explore and solve problems generated from school, home, and community
situations, using concrete objects or manipulative materials when
possible.
Students will
carry out their plans for exploring phenomena through direct observation
and through the use of simple instruments that permit measurements
of quantities.
Students will
organize observations and measurements of objects and events through
classification and the preparation of simple charts and tables.
Students will
interpret organized observations and measurements, recognizing simple
patterns, sequences, and relationships.
Students will
share their findings with others and actively seek their interpretations
and ideas.
Students will
adjust their explanations and understandings of objects and events
based on their findings and new ideas.
Students will
understand that computers are used to store personal information.
Students will
demonstrate ability to evaluate information.
Students will
use a variety of equipment and software packages to enter, process,
display, and communicate information in different forms using text,
tables, pictures, and sound.
Students will
use patterns and relationships to analyze mathematical situations.
Students will
justify their answers and solution processes.
Students will
use whole numbers and fractions to identify locations, quantify groups
of objects, and measure distances.
Students will
develop strategies for selecting the appropriate computational and
operational method in problem solving situations.
Students will
construct tables, charts, and graphs to display and analyze real-world
data Students will use variables such as height, weight, and hand
size to predict changes over time.
Students will
understand that measurement is approximate, never exact Students will
select appropriate standard and nonstandard measurement tools in measurement
activities.
Students will
estimate and find measures such as length, perimeter, area, and volume
using both nonstandard and standard units.
Students will
collect and display data
Students will
develop a wide variety of estimation skills and strategies.
Students will
determine the reasonableness of results.
Students will
interpret graphs.
Performance
Measures
Day
1: Concept Web Chart: Students will list at least four things that
they know about apples. There should be four items under each heading:
types, locations, uses, and attributes.
Day
2: Apple Recording Sheet: Students will be able to accurately record
their estimations and draw/write accurate appearances of the apples throughout
the week on their apple recording sheet.
Day
3: Apple Sense Matrix: Students will correctly identify and record
how each type of apple/apple product looks, smells, feels, tastes, and
sounds.
Day
4: Estimation of Apple Circumference and Number of Seeds: Students
will accurately construct a bar graph based on the weight of each students
apple and write a few sentences explaining why they could have overestimated
or underestimated the number of seeds in their apple.
Day
5: Johnny Appleseed: Students will list at least three correct contributions
that Johnny Appleseed made that effect us today.
Day
6 and 7: Timeline: Working in groups, students will create a timeline
that includes the beginning of Johnny Appleseed's life, the middle, and
the end of his life. Students will complete the group reflection sheet.
Day
8: Apple Exemplar This problem allows students to define the task
by allowing different family members to pick different numbers of apples.
Each individual may pick up to 2 apples. The students must give a clear
explanation with a drawing that shows the students reasoning.
Day
9: The Season's Of Arnold's Apple Tree: Students must correctly label,
write, and draw how their apple tree would look throughout the year, in
their Seasons of "Student's Name" Tree book.
Day
10: Line graph: Students will correctly construct a three color line
graph based on the results of the apple recording sheet.
Content
standards or outcomes
Students will
create a concept web showing what they know about apples.
Students will
compare and contrast the outward appearance and weights of a regular
apple, partially peeled apple, and a fully peeled apple over the course
of one week.
Students will
compare varieties of apples/apple products.
Students will
estimate and compare actual measurements of an apple ( circumference,
weight, and number of seeds)
Students will
work in-groups to create a timeline about Johnny Appleseed.
Students will
solve an apple exemplar problem.
Students will
create an apple book that depicts the seasonal changes of an apple
tree.
Begin
the lesson by engaging in a class discussion about apples, specifically
having students share what they know about apples. Have each student work
individually, in pairs, or in small groups to complete a concept web based
on apples. If you have the program The Graph Club available to you, students
can complete the concept web using the graphic organizer provided on the
program. Students will then share what they know about apples and the
teacher can record this information onto a class concept web. The class
concept web can then be typed into the graphic organizer provided on The
Graph Club program.
Time
Frame: Approximately 25 minutes (observations recorded throughout the
week)
Activity:
Begin
the discussion questioning students what makes up an apple. What kinds
of substances are in an apple? For example; seeds, water, meat, and fruit.
Have students estimate how much they think an apple weighs. They should
record their estimation on their recording sheet. Pose the question, do
you think an apple that has some of its skin peeled away would change
the weight of an apple? Have them record their estimation of the partially
peeled apple on their recording sheet. Do the same for the apple that
is fully peeled and has no skin. Once all estimations have been recorded
weigh each apple and students write down the actual weight of all three
apples. Every day throughout the week the weight of each apple should
be estimated and then weighed for the actual weight. In addition, the
students need to observe the outward appearance of each apple and write/draw
the changes that take place. All of these results are recorded on their
observation sheet. A class recording sheet should also be kept and up
in the classroom for consistency. See Day 10 for follow-up activity.
Day 3:
Materials
needed:
Sense Matrix (chart for recording how the apple looks, smells, feels,
tastes, and sounds)
Variety of apples such as; Jonathan, Red Delicious, Macintosh, and Granny
Smith (to be cut into slices)
Apple cider (to be poured into individual cups for students to taste)
Applesauce (to be scooped into individual cups for students to taste)
Chart paper to record Apple Facts
Time
Frame: Approximately 30-40 minutes
Activity:
Open
the lesson by reviewing the class concept web that was created yesterday.
Focus on the various types of apples and apple products. Depending on
the information already on the web you may or may not need to have students
brainstorm additional information, regarding different types of apples
and apple products. Add Jonathan, Red Delicious, Macintosh, and Granny
Smith if need be. Explain to the students that they will be comparing
varieties of apples and apple products. Using their sense matrix they
will be responsible for recording how each type of apple/apple product
looks, smells, feels, tastes, and sounds. You may want to have your students
sit in-groups so that each group has one plate that contains one slice
of each type of apple, cups of apple cider and applesauce. Close the lesson
by having the students share what they learned about each type of apple
and apple product. Record this on a chart titled, Apple Facts.
For instance:
Apple Facts
Jonathan:
Red color speckled with gold and green, juicy, and slightly Red Delicious:
Deep red color. Has an oval shape and 5 points and the bottom. Sweet,
firm, and crisp.
Each
student will use their apple for the following activity (have extras for
those who do not bring in an apple). Discuss with the students that they
will be estimating and measuring various parts of their apple. Review
the term estimation and introduce the term circumference. Using their
recording sheet, have the students write down their estimate for the circumference
of their apple. As they are doing this, circulate around the room with
the yam. Lay the yam on each student's desk and have him/her cut the length
of yam they think is the circumference of their apple. The students test
their estimation by putting one end of the yam in the center of their
apple and placing the string around their apple, remembering to keep it
on the center. If there was left over string their estimation was too
much. If there was not enough string their estimation was too little.
If the string fit perfectly their estimation was just right. Students
then graph their estimation on a class graph using their string.
Next
have students estimate the weight of their apple and record their estimation
on their recording sheet. Students weight their apple on the scale and
record the actual weight on their recording sheet. A class bar graph can
then be created showing the students results.
Lastly,
have students estimate the number of seeds in their apple and record on
their recording sheet. The teacher then cores each apple and the students
count the number of seeds actually in their apple.
In the
students math journal have them write about their estimations and how
it will help them make more accurate estimations in the future. What things
will they take into consideration (size, shape, weight, prior knowledge,
etc.) For example, did they overestimate and why they think they did or
did they underestimate and why they think did.
Read
aloud Johnny Appleseed by Stephen Kellogg, spend time with the illustrations
and help children notice and describe the many details shown. As a class
discuss the events that occurred in Johnny's life. Record these events
on index cards. Discuss the contributions Johnny Appleseed has made and
how they effect us today. Students can write about this in their journal.
Day 6and
Day 7:
Materials:
Timeliner software program if available Index cards from yesterday Time
Frame:
Approximately
80 minutes Activity:
Along
the chalkboard ledge display the index cards. Have students choose which
event occurred first, second, etc. until all the events are in correct
chronological order. Number the cards accordingly. Divide the class into
groups of 3. Each group is responsible for creating a detailed timeline
representing Johnny Appleseed's life. Within each group one student is
responsible for the beginning of Johnny's life, one student is responsible
for the middle of Johnny's life, and one student is responsible for the
end of Johnny's life. Students use the class timeline created plus, additional
books about Johnny Appleseed. The completed timeline can be published
on the software program Timeliner, if available or published using construction
paper.
Students
will be given an apple exemplar problem to solve by drawing and writing
how they got their answer. Read the apple exemplar problem together: Build
3 apple trees. There are at least 6 apples in each tree. A family of four
wants to go apple picking. Each person may pick up to 2 apples. How many
apples did. the family pick? Have the students tell about the problem
in their own words and write this down on the board. Remind students to
draw pictures to help them solve the problem and to use manipulative if
they need to. They must also write how they solve their problem. For instance,
I got my answer by....
Read
aloud, The Seasons of Arnold's Apple Tree and discuss the seasonal changes
of an apple tree. As students are noting the changes that occur in an
apple tree during each season, record these (draw) on the blank tree chart
and label. Students will then create their own apple tree book which can
be titled, The Seasons of "Student's Name" Tree. Each page in
the book would depict what their apple tree would look like during each
of the seasons. For instance page one would depict an apple tree in the
Fall.
Day 10:
Materials
needed:
Apple Recording Sheet from Day 2
Chart for line graph
Chart for three apples
Time
Frame: Approximately 40 minutes
Activity:
Using
the class recording sheet, discuss with students the changes that occurred
throughout the week between the three apples. As students are sharing
their observations with the class record their statements on the apple
chart. The apple chart could have headings such as; Whole Apple, Partially
Peeled Apple, and Fully Peeled Apple. Brainstorm why they think the changes
occurred, guiding the discussion towards water weight and water evaporation.
Using the Apple Recording Sheet, create a line graph depicting the change
in apple weight throughout the week. The whole apple results would be
one color, the partially peeled apple results would be another color,
and the fully peeled apple results would be another color.
Apple Exemplar Problem:
Build
3 apple trees. There are at least 6 apples in each tree. A family of four
wants to go apple picking. Each person may pick up to 2 apples. How many
apples did the family pick?
| 677.169 | 1 |
Algebra I Workbook For Dummies [NOOK Book]...
More About
This Book fractions, exponents, factoring, linear and quadratic equations, inequalities, graphs, and more!
Related Subjects
Meet the Author
Mary Jane Sterling is the author of Algebra I For Dummies, 2nd Edition, Trigonometry For Dummies, Algebra II For Dummies, Math Word Problems For Dummies, Business Math For Dummies, and Linear Algebra For Dummies. She taught junior high and high school math for many years before beginning her current 30-years-and-counting tenure at Bradley University in Peoria, Illinois. Mary Jane especially enjoys working with future teachers and trying out new technology 6, 2011
I love math but...
I love math and if someone asks me a question i know how to solve it in reasonable time. But when someone (like my younger sister who is in 10th grade homeschool math) asks me HOW to do it, i cant really explain. I only know how to do them. So i bought this to try and help her without giving her all the answers, apparently it worked. She went from a C in class to an A. Thanks! Now i can look forward to her having a better future, :) she wants to be a doctor someday.
11 out of 12 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted July 9, 2013
This book is amazing! (: It was shipped to my house quickly.
Al
This book is amazing! (: It was shipped to my house quickly. Also, it's overall a great book! It was in good condition as well. The author is really funny and makes everything really fun and simple!
1 out of 1 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
| 677.169 | 1 |
Pre-algebra
If the student is taking this branch of mathematics, they are expected to show their work because they're expected to solve specific problems in a certain way. Ex, when they're solving for a variable they're supposed to manually find the value of x by isolating it rather than entering the left and right hand of the equal sign in the calculator (in slope-intersect form) and finding the intersection point. If they only get the correct answer without showing work, we give them 2 points. 8 more points if work is shown.
Algebra
Students in algebra are expected to know how to get the correct answer. We don't care how they do it, as long as it's the correct answer. Full credit is given for the correct answer, basically.
Are we being too "harsh" on our pre-algebra students? Should we let them get full credit for the correct answer or should we make sure they're ready for algebra with our current system?
Full credit should be awarded to correct results achieved by correct means.
–
Mark FantiniJul 8 '14 at 3:27
5
Seconding Fantini's sentiment. With the additional remark that "correct" = "logically valid" may mean something other than the method spelled out in textbook examples.
–
Jyrki LahtonenJul 8 '14 at 7:50
While I agree with Fantini's sentiment, I don't really like comments that are aimed at trivializing the question. I think it's a good question.
–
Chris CunninghamJul 8 '14 at 12:36
1
Real mathematicians write proofs. An answer in mathematics is not the result alone; it's the logic of the proof. If a student knows this, it should be more motivating than a simple command that work be shown.
–
CoryJul 8 '14 at 16:02
1
I was told in my courses here that "magical answers" (i.e., just plop down a number/formula) gets the "magical grade" 0...
–
vonbrandJul 8 '14 at 18:14
6 Answers
6
The students who don't write out the steps in their algebra classes appear in calculus thinking that they should be able to write down all the answers without any intermediate steps. I even have some students in Calculus 2 who think that there is some kind of value in not writing down the steps. None of these students can complete any calculus problems without errors.
I'd prefer that in all math classes, student submitted solutions should be solutions: I should be able to read them and be convinced that the final answer is correct. "x = 7" out of nowhere isn't convincing anyone, and I don't see it as a useful submission.
In my opinion, the earlier this standard becomes expected, the better.
I agree, and in fact I think if anything one might relax the issue in pre-algebra, but certainly not in algebra. I thought the main algebraic ideas in pre-algebra were what it means to solve an equation and maybe some very basic English (or other appropriate language) translations to algebraic expressions (i.e. subtract four from three times a certain number can be expressed as $3x-4).$ On the other hand, a main topic in a (purely) algebra course is methods for solving equations, and you want to see students exhibit the methods to judge whether they appear to have learned them.
–
Dave L RenfroJul 8 '14 at 14:41
5
The word 'convince' is the absolute key for promoting cooperation from students who are inclined to produce an answer alone. Give a hypothetical wherein another student provides a one-line answer that's different from theirs, have them defend their own answer against the alternative, and explain that this defense needs to be a part of the answers that they provide.
–
NiloCKJul 8 '14 at 17:07
1
To expand on that, make sure that students understand (and make sure that this is your understanding as well) that they approach all problems as if the asker doesn't already have the answer.
–
NiloCKJul 9 '14 at 12:35
1
I'll add this: one objective of assigning problems to students to see if they can do them, and how they approach them, because this makes it easier to support the student. For a student who shows no work, whether or not they get the final answer correct, it becomes extremely difficult for a teacher to decide how to support this students continued growth.
–
David WeesJul 22 '14 at 10:50
agreed. the answer is not the value of x, but the solution to finding the value of x.
–
rbpSep 28 '14 at 22:25
Showing the work means showing that you've grasped the concept itself. Being able to produce the answer is more often than not the easy part. Often times, the answer is immediately apparent when reading the question, and one might be tempted to "show off" and simply state that I can tell you the answer without doing any work, and hope that the reader will be impressed by this.
It is impressive. It means that you've gained a very intuitive understanding of the concept. But with that, you should be able to tell the reader exactly why it is so intuitive and obvious. That's the really impressive part, and therefore should be the thing that awards full credit.
It depends on the mark allocation but in my opinion I would say no. I've seen before that a learner somehow arrives at the correct answer in homework but none of the work is correct. At the end of the day we are assessing a number of things, not just the answer. A learner must demonstrate the appropriate skills and knowledge when answering questions.
In school, and in math especially the goal is to model systems. Wether the system be large, or complex. Super applicable or abstract. Our goal as educators is to teach students how to think deeply about the concepts, and to apply the skill sets.
For me, mandating showing work allows me a new dimension of teaching. It demonstrates an understanding of the conceptual, and of being able to follow a modeling process. For you as a teacher, it will allow you to differentiate your teaching to meet the needs of students who are lacking understanding or follow through in a particular area.
Showing work is equally helpful for the instructor and student. For the student, it forces them to compartmentalize their work in a framework that they can communicate to others. It also allows them to track mistakes, organize methods for problem solving, and build a framework that is applicable in all areas of life. For the teacher is allows you insight into the needs of the student, and a map for how your students are thinking differently.
And on the practical note, habit building is crucial. And in any field in industry these students will need to be able to document their work in a way that successfully communicates how they've solved the problem.
I'm an Undergraduate researcher, and this is something one of my favorite advisors told me, when I didn't think I needed to be thorough in the way I documented my findings. "If you can tell someone the answer, but you can't explain the process, or teach anyone to get there. More often than not your solution falls on deaf ears" Essentially. Communication is key.
The best Mathematician I've ever met, Dave Prince, always told me, "What works, is Work!". So if you don't show it then it doesn't work. We would give 20% for correct solution, and 80% for process.
Professors worldwide should use the procedure as the basis of grading. Three reasons.
It allows the examiner to catch potential misunderstandings/mistakes, and it gives him/her the opportunity to signal them to the student.
It rewards students in a way such that the work is more valuable than simple fraud (it can be easy to copy a classmate's answer, but it degrades the whole methodology, turning it into something similar to a multiple selection exam).
As mathematics builds up, topics from first courses start getting trivial, and can be forgotten by students. Sometimes, a small error generated by this can ruin the answer, and deprive a student from a good grade, even if the actual course's theory is correct in the solution. Grading by procedure allows the student to receive a good (if not the whole) grade, because he has demonstrated that he/she understands and applies the actual course theory.
My last undergraduate exam (many years ago...) was for the course "Microeconomic Theory II" - not a 4th-year course, but we had freedom to schedule. I was aiming to get an overall "Excellent" grade in my BA (= above 8.5/10 as grades are measured in my country). Moreover, this was my last exam, so I wanted it to be a triumph (vanity is never far away...). We knew that the exam would require drawing diagrams, but also performing basic algebraic calculations (finding the extremum of a function -cost minimization, utility maximization, etc). So I went in with pencil, ruler, eraser, sharpener, millimetre paper to draw the diagrams, and glue-tape to glue them on the exam papers. But no calculator - we were allowed calculators only in Statistics, to perform linear regression.
And indeed, there were the diagrams, and I was excited to draw them in such a high-quality (and flashy) manner, and of course, there was the "find the extremum" part. I did -and the end result was not a nice looking, round number. I got suspicious: we knew the professors were usually giving numerical exercises with nice round solutions - as a gift to the students, and perhaps a little easier (to the eye) to grade afterwards. So I re-checked the whole calculations twice (so in all, I did them three times). I could not find anything wrong, so I thought, "hey, this time, no nice and round solution". Apart from this little worry, I was pretty sure I had answered everything perfectly (i.e. completely and correctly).
After the exam ended I realized what I had done, three times in a row: I had "divided a multiplication": there was in front of my eyes something like "$3 \times 4$" ($=12$) and I have repeatedly calculated it as $3/4$ (=$0.75$). Down goes your triumphant final exam...
I got a 10/10. I am not saying that this was a fair grade (because there were maybe other students that performed at the same level as me without making the silly mistake), but obviously the professor saw that it was a silly mistake, and decided to ignore it, (impressed, perhaps, by the unexpectedly executed diagrams). But, my point is, that the only reason he could see it as a silly mistake, was because I had written down all the steps leading to the solution.
So while the correctness of the end-result is important, it does not really convey anything about what the student knows, if it is presented alone (and leaving also aside issues of cheating, etc). It is the arrival method that gives the instructor something to evaluate (the journey and not the destination, as it is said in other contexts...). So I would agree that "answers out of nowhere" should get a "nowhere" grade.
| 677.169 | 1 |
contains 24 illustrated math problem sets based on a weekly series of space science problems. Each set of problems is contained on one page. The problems were created to be authentic glimpses of modern science and engineering issues, often...(View More) involving actual research data. Learners will use mathematics to explore problems that include basic scales and proportions, fractions, scientific notation, algebra, and geometry.(View Less)
This is a book containing over 200 problems spanning over 70 specific topic areas covered in a typical Algebra II course. Learners can encounter a selection of application problems featuring astronomy, earth science and space exploration, often with...(View More) more than one example in a specific category. Learners will use mathematics to explore science topics related to a wide variety of NASA science and space exploration endeavors. Each problem or problem set is introduced with a brief paragraph about the underlying science, written in a simplified, non-technical jargon where possible. Problems are often presented as a multi-step or multi-part activities. This book can be found on the Space Math@NASA website.(View Less)
This is a booklet containing 37 space science mathematical problems, several of which use authentic science data. The problems involve math skills such as unit conversions, geometry, trigonometry, algebra, graph analysis, vectors, scientific...(View More) notation, and many others. Learners will use mathematics to explore science topics related to Earth's magnetic field, space weather, the Sun, and other related concepts. This booklet can be found on the Space Math@NASA website.(View Less)
In this problem set, learners will analyze an altitude graph of the International Space Station to understand its rate of altitude loss as a result of atmospheric drag and solar activity. Answer key is provided. This is part of Earth Math: A Brief...(View More) Mathematical Guide to Earth Science and Climate Change.(View Less)
This is a booklet containing 96 mathematics problems involving skills relating to algebra, fractions, graph analysis, geometry, measurement, scale, calculus, and other topics. Learners will use mathematics to explore NASA science and space...(View More) exploration content relating to space weather, the study of the Sun and its interactions with Earth. Each problem or problem set is introduced with a brief paragraph about the underlying science, written in a simplified, non-technical jargon where possible. Problems are often presented as a multi-step or multi-part activities, and there are problem sets for learners in grades 3-5, 6-8 and 9-12. This booklet can be found on the Space Math@NASA website.(View Less)
This is a mathematical lesson utilizing algebra to investigate Earth's magnetosphere. Learners will solve algebraic distance equations that will show how the distance to the Earth's magnetopause depends on the incoming solar wind pressure. This is...(View More) the twentieth and final activity in the Exploring the Earth's Magnetic Field: An IMAGE Satellite Guide to the Magnetosphere educators guide.(View Less)
| 677.169 | 1 |
Low-Power High-Level Synthesis for Nanoscale CMOS Circuits addresses the need for analysis, characterization, estimation, and optimization of the various forms of power dissipation in the presence of process variations of nano-CMOS technologies. The authors show very large-scale integration (VLSI) researchers and engineers how to minimize the different types of power consumption of digital circuits. The material deals primarily with high-level (architectural or behavioral) energy dissipation because the behavioral level is not as highly abstracted as the system level nor is it as complex as the gate/transistor level.
Many students struggle in high school chemistry. Even if they succeed in earning a good grade, they often still feel confused and unconfident. Why is this? And what can be done to help every student succeed in this vitally important course?...
Fly High Fun Grammar complements the Fly High series and can be used in class or for homework. It includes: • clear and simple explanations for all the grammar points in the Pupil's Book • a variety of practice activities, with constant recycling • further exploitation of songs from the Pupil's Book • games and role play activities • regular Reviews
This course introduces the student to the basic concepts of mathematics as well as the fundamentals of more complicated areas. Basic Math is designed to provide students with an understanding of arithmetic and to prepare them for Algebra I and beyond.
| 677.169 | 1 |
More About
This Textbook
Overview
This antiquarian volume contains a concise exposition of elementary calculus, being a very simple introduction to differential and integral calculus. In writing this text the author has aimed to furnish in the most practical and understandable manner, the fundamentals of calculus, specially designed for those with an interest in the topic but with limited previous knowledge and an understandable reticence about beginning their calculus adventure. Written in clear, simple language and full of useful information and clear explanations, this text is ideal for the student and anyone with a desire to advance their mathematical knowledge. The chapters of this volume include: 'To Deliver You From the Preliminary Terrors', 'On Different Degrees of Smallness', 'On Relative Growings', 'Simplest Cases', 'What to do with Constants', 'Successive Differentiation', 'When Time Varies', 'Introducing a Useful Dodge', 'Geometrical Meaning of Differentiation', et cetera. We are republishing this vintage work nowMJHCo
Posted September 29, 2011
Paperback Version Only
As the publisher of this text I can assure you that there are no Ebook/ Nook versions of this book available from the publisher. Negative reviews appear to be based upon a third party offering this up as an ebook. I'm not sure how they are pulling that off because the nature of this text makes it virtually impossible to translate into ebook format. I suspect that there is a third party vendor automatically converting (clearly without reading the converted version first) and then offering it up for sale. If you see it listed as an ebook/ nook, please avoid that offering.
The print copy of this book is a reprint of the classic calculus text by Silvanus Thompson that was printed for a specific course requirement and offered up to the public here. It offers up a helpful quick course in calculus that many students find useful. It was my first introduction to the subject and I still refer back to it regularly.
Again, I apologize for someone offering up an ebook/ nook version of this in my name. I can assure you they do not have an affiliation with my company. I am trying to get to the bottom of it but not having much luck.
11 out of 11 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
sayno-bookvika
Posted July 16, 2011
Fraud book
There is no text, always try the sample. Wish could refund 10 seconds, from first opened. Nook says no refund allowed. Wtv
6 out of 6 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted August 3, 2013
I think this is called fraud. The picture is of the third editio
I think this is called fraud. The picture is of the third edition. You get the second edition. In an unreadable form. I will never buy an ebook from barnes and noble againDo not Purchase
Formating makes reading impracticale Zero starscalculus made hard
This is a optical conversion of a 100 year old text. The conversion is poorly formatted making the material hard to physically read. AvoidTerrible
Formatting is a disasterthe book is a knockoff! it is not put out by thompson
this book is a rip off. none of the equations show up. the author and the publishing company have repeatedly filed complaints with B&N to get this off their site however noone has done anything about the fact that it is a bad scan someone is selling under their name. do not buy itPoor type,
Lots of typos, very hard to readWorse book ever
Lot of mistake and mistype. Special characters just represented by a scare. Don't waste your money.
1 out of 1 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Brently
Posted October 22, 2014
Thompson is an extraordinary teacher. Get this book--paper or eb
Thompson is an extraordinary teacher. Get this book--paper or ebook.
When I'm away from my working copy I find this ebook version of Thompson's "Calculus Made Easy" to be useful--I use my Nook Simple Touch to view it. The size of the primary text is adjustable. The formulas and graphs however, are the same size regardless of the primary text size. Some formulas can be hard to read because of this.
I am currently working through every problem in the book, and I find it remarkable how free of errata this book is. I've found one problem so far--which is corrected in my Nook version--and it appears that it was an error by the original publisher, and not by Mr. Thompson. While I have worked primarily from another copy of this book, I frequently use the Nook ebook when I'm away from my other copy. I have yet (I'm in chapter 12) to find a problem with the ebook.
Those who say this is a simple scan of the orginal are talking nonsense. References to previous figures referenced by Thompson--formulas and graphs--are clickable links in the ebook (very handy). Scans don't have clickable links. End of story.
A couple of dozen times, or more, I've thought for sure that Thompson had made a mistake, or that I was looking at a typo. I was wrong every time except for the mistake mentioned above. I wish every math author took Thompson's pains with accuracy.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted August 19, 2013
Horrible ebook!
Impossible to read...format is bad! Maybe the hard copy makes more sense? Very dissapointed!
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
ER80
Posted January 25, 2012
Required for class but a good read
Our professor required this book (the MJ Hollis & Co version, although I suspect they're all the same). It is better than some of the dense textbooks that I'm used to but it is still difficult material to grasp. It is rather brief and too the point though. Sometimes a bit too brief. I often found myself going back to review previous chapters to remind myself of how the author got to a certain point and so on.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
| 677.169 | 1 |
Del Monte Park, CA SAT teach linear systems courses for circuits and systems. Calculus and Laplace transforms are used to simplify complex circuits to root solvers to determine the transfer functions of these circuits. Logic gate ircuits arr used to builda hierarchy to finite state machines and floating point and integer arithmetic logic units (ALU) which are the core of microprocessors believe that all learning is similar to language learning in that we learn words and symbols that stand for operations. For example, we know when we hear "adios" that a person is saying goodbye. When we hear "let's shake on that", we know what to do.
| 677.169 | 1 |
How taking a course works
Discover
Learn
Take your courses with you and learn anywhere, anytime.
Master
Learn and practice real-world skills and achieve your goals.
Course Description
A Faculty Project Course - Best Professors Teaching the World
Every year, people across the United States predict how the field of 65 teams will play in the Division I NCAA Men's Basketball Tournament by filling out a tournament bracket for the postseason play. Not sure who to pick? Let math help you out!
In this course, you will learn three popular rating methods two of which are also used by the Bowl Championship Series, the organization that determines which college football teams are invited to which bowl games. The first method is simple winning percentage. The other two methods are the Colley Method and the Massey Method, each of which computes a ranking by solving a system of linear equations. We also learn how to adapt the methods to take late season momentum into account. This allows you to create your very own mathematically-produced brackets for March Madness by writing your own code or using the software provided with this course.
From this course, you will learn math driven methods that have led Dr. Chartier and his students to place in the top 97% of 4.6 million brackets submitted to ESPN! See more:
What are the requirements?
The software supplied with the course uses Java applets available on the Internet and Java applications that can be run on one's won computer. Your browser or computer must be set up to run such programs.
What am I going to get from this course?
Over 20 lectures and 2 hours of content!
By the end of the course, you will be able to rank sports teams using 3 popular sports ranking methods and create brackets for March Madness.
In this course, you will learn how to rank using winning percentage, the Colley method, and the Massey method, and how to adapt each ranking method to integrate momentum.
What is the target audience?
This course starts with fractions and moves on into linear systems (linear algebra). If you are new to linear algebra, you may or may not find the "more math" lectures helpful on the Colley and Massey methods.
The activities are designed to deepen everyone's knowledge. The software that is supplied does not rely on any knowledge of linear algebra. Put in your numbers for modeling momentum and you are ready to create your sports ranking!
Curriculum
Inside Science TV highlights Dr. Chartier's math driven methods that help predict the winners in the NCAA men's basketball tournament. In this course, he shows you the exact math formulas and software you need to create your own winning brackets!
Also, in the news:
Braketology 101 : Students at Davidson College are using linear equations to predict NCAA Tournament winners.
In this course, we will learn to use sports ranking to create math-generated brackets. Our final ranking will inform us as to who is predicted to beat who. This lecture discusses issues in sports ranking such as ranking the entire list and all Division 1 games for a March Madness bracket – not just ranking how the teams in the tournament played each other.
NOTE: Download the slides from the lecture so you can follow and practice alongside the video.
In this lecture, we discuss how to incorporate a model of momentum into the standard winning percentage calculation. In this way, a team on a winning streak going into the tournament can be rewarded in a ranking.
NOTE: Download the slides from the lecture so you can follow and practice alongside the video.
In this activity, you learn to use software to rank NCAA Division I men's basketball teams from different years. You'll use winning percentage and be able to weight the games to create a ranking based on your math model of momentum.
In this lecture, we learn how to form a linear system according to the Massey method, another of the ranking methods of the Bowl Championship Series. This sports ranking method can also be adapted to basketball to create your March Madness bracket.
In this activity, you learn to use software to rank NCAA Division I men's basketball teams from different years. You'll use a method, called the Massey Method, used by the Bowl Championship Series (BCS) to rank college football teams.
In this lecture, we learn to incorporate a model of momentum into the Colley and Massey methods. Such models can produce more robust rankings and allow you to create your own personalized bracket with techniques utilized but the Bowl Championship Series.
In this final activity, you learn to use software to rank NCAA Division I men's basketball teams from different years. You can use winning percentage, the Colley Method or Massey Method. The ability to weight games will enable you to create your own personal bracket.
Instructor Biography
Tim Chartier is an Associate Professor of Mathematics at Davidson College. He is a recipient of a national teaching award from the Mathematical Association of America. Published by Princeton University Press, Tim coauthored Numerical Methods: Design, Analysis, and Computer Implementation of Algorithms with Anne Greenbaum. As a researcher, Tim has worked with both Lawrence Livermore and Los Alamos National Laboratories on the development and analysis of computational methods targeted to increase efficiency and robustness of numerical simulation on the lab's supercomputers, which are among the fastest in the world. Tim's research with and beyond the labs was recognized with an Alfred P. Sloan Research Fellowship.
Tim serves on the Editorial Board for Math Horizons, a mathematics magazine of the Mathematical Association of America. He also on the Advisory Board of YourMusicOn (YMO), a mobile music startup company and the Advisory Council for the Museum of Mathematics, which will be the first museum of mathematics in the United States and opens in December 2012. Tim has been a resource for a variety of media inquiries which includes fielding mathematical questions for the Sports Science program on ESPN. He also writes for the Science blog of the Huffington Post.
As an artist, Tim has trained at Le Centre du Silence mime school and Dell'Arte School of International Physical Theater. He also studied in master classes with Marcel Marceau. Tim has taught and performed mime throughout the United States and in national and international settings.
In his time apart from academia, Tim enjoys the performing arts, mountain biking, nature walks and hikes, and spending time with his family.
Learn more about Prof. Chartier's teaching, research and presentations with mime and math on his blog.
Reviews
March MATHness
Average Rating
4.6
23 ratings
Details
5 Stars
18
4 Stars
2
3 Stars
2
2 Stars
0
1 Stars
1
John E Miller
10 days ago
Don't waste time here for March Madness
Really confusing; not useful for my purpose which was insider statistics for March Madness. The final link to take you to that information didn't work so it was wasted effort with no payoff
Arkadiy Deliev
18 days ago
Simply Great
A really great course with understandable material and a good instructor. Worth learning from!
George LILLEY
a year ago
Brilliant Course
The Prof has created a practical and relevant Maths course. The course is easy to follow with plenty of activities to consolidate ideas. Great to see even Australian Football in the Masseyratings. I will use this course for my senior maths students.
Abram Towle
a year ago
Great foundation of knowledge!
This course provides a solid foundation to developing your brackets, but the applications go beyond an office pool. These methods can be applied to many different scenarios, which are discussed by Dr. Chartier, and aren't only restricted to the sports realm. As a mathematician, it was also refreshing to see the mathematical reasoning/proof behind these methods as well. Highly recommended for sheer interest value, even if you aren't particularly interested in mathematics. Definitely provides some insight into how teams are perceived, and gives a framework on how to develop your own thoughts on what is most important in determining a ranking system.
Carlos Peña-Lobel
a year ago
Very Informative but links are dead
It was informative, and with some simple coding, someone could do everything mentioned because the links to the Davidson pages are dead.
| 677.169 | 1 |
...
More About
This Book
need to build confidence, skills, and knowledge for the highest score possible.
More1,105 fully solved problems
Concise explanations of all calculus concepts
Expert tips on using the graphing calculator
Fully compatible with your classroom text, Schaum's highlights all the important facts you need to know. Use Schaum's to shorten your study time—and get your best test scoresMidMom
Posted August 23, 2013
Typical Schaum Notes Product
Looks like classic Schaum product. Brief explanations and outlines of complex material. Hasn't changed that much since I looked at years ago. This was required for my son's high school class as basic reference. The rest of the class is all notes, I expect he will need something like this to fill in the gaps. You can find all this stuff online, but less coherently presented or hard to locate. It is just more convenient to have this reference which is well organized and where it is easy to find topics and examples. It makes it simple to go back and refresh your mind when part of a problem requires you to look up an earlier concept. Most calculus books are hundreds of pages long if not a thousand or more. This is a very condensed but useful review text, especially if you have already sold off your book from earlier classes.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
| 677.169 | 1 |
tw...
Details
ITEM#: 14166351
twist it in various ways. Both the water and the tafy are fluids, and their motions are governed by the laws of nature. Our goal is to introduce the reader to the analysis of flows using the laws of physics and the language of mathematics. On mastering this material, the reader becomes able to harness flow to practical ends or to create beauty through fluid design. In this text we delve deeply into the mathematical analysis of flows, but before beginning, it is reasonable to ask if it is necessary to make this significant mathematical effort. After all, we can appreciate a flowing stream without understanding why it behaves as it does. We can also operate machines that rely on fluid behavior - drive a car for exam- 15 behavior? mathematical analysis. ple - without understanding the fluid dynamics of the engine, and we can even repair and maintain engines, piping networks, and other complex systems without having studied the mathematics of flow What is the purpose, then, of learning to mathematically describe fluid The answer to this question is quite practical: knowing the patterns fluids form and why they are formed, and knowing the stresses fluids generate and why they are generated is essential to designing and optimizing modern systems and devices. While the ancients designed wells and irrigation systems without calculations, we can avoid the wastefulness and tediousness of the trial-and-error process by using mathematical models"
| 677.169 | 1 |
... include numerical and analytical calculations, linear algebra operations, equation solving algorithms. Many libraries are based on the JAIDA classes for data manipulation, construction of histograms and functions. jHepWork includes high-level ...
#Calculation component is a powerful calculation engine for your applications. This ActiveX component integrates expression parsing and evaluation. Generally speaking, #Calculation is very useful in two main areas: first, when a ...
Solving equations may look like a piece of cake to ... twist! Your goal is to solve the given equations one by one, then locate the answers in ... the right of the screen. After solving the equation, you need to click and drag the corresponding ...
... search for the numeric components and complete the equations in this game! You will be given a ... correct numbers on the grid to complete the equation, then click the Submit button to check if ...
... very few researchers using multiple regression or structural equation modeling techniques do investigate for the presence of ... the interaction simply by examining the resulting regression equation, a common way to get an intuitive feel ...
... eigenenergies and eigenfunctions for the time independent Schrödinger equation in one dimension. The application uses REALbasic's RbScript, so almost any potential energy function can be entered by the user. This ...
... in this game is to solve the given equations as quickly as possible. You will be given an equation at each level of the game. You need ... the answer, then click the numbers below the equation or press the corresponding keys on your keyboard ...
| 677.169 | 1 |
LINEAR ALGEBRA-W/APPLICATIONS>
Description: Nicholson Linear Algebra 6e introduces the general idea of Linear Algebra much earlier than the competition keeping with the same rigorous and concise approach to linear algebra. Along with the many diagrams and examples that help studentsNicholson Linear Algebra 6e introduces the general idea of Linear Algebra much earlier than the competition keeping with the same rigorous and concise approach to linear algebra. Along with the many diagrams and examples that help students visualize, the 6e also keeps with the continuous introduction of concepts. #1 advantage is in Chap 5 known as the "bridging chapter" helps stop students from "hitting the wall" when abstract vector spaces are introduced in chap 6
| 677.169 | 1 |
The mission of the undergraduate program in mathematics is to equip students with analytical, logical, and problem solving skills necessary to effectively solve and communicate mathematics. We prepare majors to apply their knowledge in advance degree programs and careers requiring expertise in mathematics.
Outcome 1
Students will be able to solve multi-step mathematical problems.
Outcome 2
Students will be able to use computer algebra systems for simulation and visualization of complex mathematical ideas and processes.
Outcome 3
Students will be able to evaluate and construct proofs in a well-organized and logical manner.
Outcome 4
Students will be able to clearly and precisely present mathematical ideas in oral and written form.
Outcome 5
Students will be able to identify, formulate, and analyze real world problems with statistical or mathematical techniques.
Outcome 6
Students will be able to analyze and solve problems in core mathematical areas which include; calculus, linear algebra, abstract algebra, real analysis, differential equations and statistics.
| 677.169 | 1 |
The benefit of doing it this way, is you encounter real world
problems, rather than some dry, abstract theoretical usage like you would get from a book. Read the questions, see if you can provide a solution, then read the best solutions offered by the experts.
It is sort of the same idea as the old
teaching technique called "story problems" (IIRC), where instead of asking you to prove the Pythagorean Theorem, you are asked something like " find the height of a mountain, if you are 5 miles away and the angle to the top is 15 degrees". They are both essentially the same problem, but one is "more realistic" than
| 677.169 | 1 |
Euclidean and Non-Euclidean Geometries : ... - 4th edition a
ppendices contain more advanced material, such as the classification of motions, hyperbolic trigonometry, hyperbolic constructions, classification of Hilbert planes and an introduction to Riemannian geometry. appendices contain more advanced material, such as the classification of motions, hyperbolic trigonometry, hyperbolic constructions, classification of Hilbert planes and an introduction to Riemannian geometry. ...show less
0716799480
| 677.169 | 1 |
computers. This is partly because matricesallow themselves to be readily manipulated through skilful computer programming, and partlybecause many physical laws lend themselves to be readily represented by matrices.The present chapter will describe the laws
of
matrix algebra by a methodological approach,rather than by rigorous mathematical theories. This is believed to be the most suitable approachfor engineers, who will use matrix algebra as a tool.
22.2Definitions
A
rectangular matrix can be described as a table or array
of
quantities, where the quantities usuallytake the
form
of
numbers, as shown be equations (22.1) and (22.2):
[AI
=
(22.1)(22.2)
Definitions
55
1
m
=
numberofrows
n
=
numberofcolumns
A
row can be described as a horizontal line of quantities, and a column can be described as avertical line
of
quantities,
so
that the matrix
[B]
of equation
(22.2)
is
of
order
4
x
3.
The quantities contained in the third row of
[B]
are
-3,
5
and
6,
and the quantities contained
in
the second column of
[B]
are
-
1,4,5
and
-
5.
A
square matrix ha5 the same number of rows as columns, as shown by equation
(22.3),
whichis said to be
of
order
n:
[AI
'13'23a33
an3
.
.
.
a,,,
.
.
.
a2,,
. .
.
a3n
.
.
.
a,,,,
(22.3)
A
column matrix contains a single column of quantities, as shown by equation
(22.4),
where it canbe seen that the matix is represented by braces:
(22.4)
A
row matrix contains a single row of quantities, as shown by equation
(22.5),
where it can be seenthat the matrix is represented by the special brackets:
(22.5)
The transpose of a matrix is obtained by exchanging its columns with its rows,
| 677.169 | 1 |
Includes following Quizzes: Quiz on Numbers Quiz on Sets Quiz on Simultaneous Linear Equations Quiz on Sequences and series Quiz on Probability Quiz on Line and Circle Graphs Quiz on Triangles Quiz on Circles Quiz on Area and Perimeter Quiz on Volume and Surface Area Quiz on Profit, Loss and Average Quiz on Simple Interest Quiz on Compound Interest Quiz on Time and Distance Quiz on Data Sufficiency
Quiz on Numbers, Quiz on Integer, Quiz on Fractions and Decimals, Quiz on Rounding and Percentage, Quiz on Absolute value, Quiz on Sets, Quiz on Roots and Radicals, Quiz on Exponents and Powers, Quiz on Function and Their Graphs, Quiz on Polynomials, Quiz on Simultaneous Linear Equations, Quiz on Quadratic Equations, Quiz on Ratio and Proportion, Quiz on Sequences and Series, Quiz on Inequalities, Quiz on Probability, Quiz on Statistics, Quiz on Permutation and Combination, Quiz on Line and Circle Graphs, Quiz on Bar Graph, Quiz on Lines and Angles, Quiz on Triangles, Quiz on Quadrilaterals and Polygons, Quiz on Conic Sections, Quiz on Parabola, Quiz on Ellipse and Hyperbola, Quiz on Circles, Quiz on Area and Perimeter, Quiz on Volume and Surface Area, Quiz on Coordinate Geometry, Quiz on Trigonometry, Quiz on Measurement and Conversions, Quiz on Profit, Loss and Average, Quiz on Simple Interest, Quiz on Compound Interest, Quiz on Word Problems, Quiz on Time and Distance, Quiz on Time and Work, Quiz on Data SufficiencyThis app provides a quick summary of essential concepts in US Law by following snack sized chapters:
(Each chapter has corresponding flashcards and quizzes)
Introduction to the American Law, History of the American Law, The US Constitution, Articles of the Constitution, Constitutional Amendments, Criminal and Civil Law, Criminal Justice System, The Police, US Courts, Corrections.
About WAGmob apps:
1) A companion app for on-the-go, bite-sized learning. 2) Over One million paying customers from 175+ countries
| 677.169 | 1 |
Pride goeth before the fall, but what comes after that? Heroism, a fact Christian Phillips unwittingly discovers with an unlikely ward. Traumatized to the point of suicide and unable to remember why, Christian must force Maddie to rediscover her past before IT finds HER. But with unfavorable odds mounted against them and a predator closing in, his mission becomes a race against both time and a ter
Five students from Westshade High compete in an interschool competition. The five very different students stumble upon an ancient relic, which when they accidently unleash it's secret cause an avalanche of events. The students are forced to work together to outrun and outsmart a mysterious group of people who wish to get their hands on the relic and the power hidden with in it.
This eBook introduces the topic of straight line graphs, the linear equation of the form y = mx + c, the gradient of a straight line equation, horizontal and vertical lines, lines of the form y = mx, the main diagonals, how to calculate the length of a straight line segment (using Pythagoras' Theorem), lines and line segments, parallel straight lines and perpendicular straight lines.
This eBook introduces the topics of areas triangles, parallelograms, trapeziums and circles as well as sectors of circles, nets of regular shapes, the surface area of spheres, cones and cylinders, plan and elevation projections as well as isometric projections and volumes of regular solids.
This eBook introduces the topic of polygons, tessellations and symmetry, through a review of what polygons are, a review of angles within polygons, a review of what tessellation of 2D planar shapes is, and the various forms of symmetry that exist with regard to 2D planar shapes and 3D solids.
This eBook introduces quadratic graphs and equations, from exploring the characteristics of quadratic graphs, to considering the standard form of the quadratic equation, factorising the quadratic and completing the square.
This eBook introduces the topic of inequalities, the meaning of the inequality symbols, how to rearrange and solve inequalities as well as the use of inequalities and number lines and the use of inequalities in graphs.
This eBook introduces the process of solving equations and rearranging formulas using elementary algebraic manipulation. We use examples that illustrate the process of solving an equation as well as the process of rearranging an equation, as well as set a number of challenging questions.
This eBook introduces the subjects of rounding numbers, accuracy and bounds as well as estimation and checking as they are closely linked. In this eBook we describe each of these concepts using knowledge of the suitability of our approach and a descriptive narrative.
| 677.169 | 1 |
Numerical Methods for Engineers seventh edition of Chapra and Canale's Numerical Methods for Engineers retains the instructional techniques that have made the text so successful. Chapra and Canale's unique approach opens each part of the text with sections called "Motivation," "Mathematical Background," and "Orientation" Each part closes with an "Epilogue" containing "Trade-Offs," "Important Relationships and Formulas," and "Advanced Methods and Additional References." Much more than a summary, the Epilogue deepens understanding of what has been learned and provides a peek into more advanced methods. Helpful separate Appendices. "Getting Started with MATLAB" and "Getting Started with Mathcad" which make excellent references.
Numerous new or revised problems are drawn from actual engineering practice. The expanded breadth of engineering disciplines covered is especially evident in these exercises, which now cover such areas as biotechnology and biomedical engineering. Excellent new examples and case studies span all areas of engineering giving students a broad exposure to various fields in engineering.
Users will find use of files for many popular software packages, specifically MATLAB®, Excel® with VBA, and Mathcad®. There is also material on developing MATLAB® m-files and VBA macros.
| 677.169 | 1 |
CALCULUS.ORG to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material CALCULUS.ORG
Select this link to open drop down to add material CALCULUS.ORG Circles of Light: The Mathematics of Rainbows to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Circles of Light: The Mathematics of Rainbows
Select this link to open drop down to add material Circles of Light: The Mathematics of Rainbows Decalogo to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Decalogo
Select this link to open drop down to add material Decalogo to your Bookmark Collection or Course ePortfolio
An introduction to the language of kinematics. The focus is on kinematics terms/words (vector, scalar, distance,...
see more
An introduction to the language of kinematics. The focus is on kinematics terms/words (vector, scalar, distance, displacement, speed, velocity, acceleration) and not on mathematical equations. Includes diagrams, definitions, interactive exercises, and links to animatons Describing Motion with Words to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Describing Motion with Words
Select this link to open drop down to add material Describing Motion with Words to your Bookmark Collection or Course ePortfolio
At this web site you will find diagnostic instructional tools for middle and high school teachers and students. These tools,...
see more
At this web site you will find diagnostic instructional tools for middle and high school teachers and students. These tools, which include web-served assessments, are aligned with National Standards and Benchmarks in science and mathematics. Resources in this project have been developed and tested by teachers and are based on research into the teaching and learning of math and science.DIAGNOSER: In this web-based assessment program, we have designed sets of questions as formative assessments (e.g., assessments of misconceptions and other typical misunderstandings to inform learning and instruction rather than assign scores.) Students receive feedback on their thinking as they work through their assignment. Teachers can access reports on students' thinking related to the assignedoser Tools to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Diagnoser Tools
Select this link to open drop down to add material Diagnoser Tools to your Bookmark Collection or Course ePortfolio
This is a ten minute video presentation with interactive quizzes and a group porject at the end. The entire lesson, including...
see more
This is a ten minute video presentation with interactive quizzes and a group porject at the end. The entire lesson, including the project will take one to two class periods. Can easily be adapted to go for deeper learning. Math can also be integrated into this lesson.Students will work in teams to create a food web associated with Michigan Wildlife (or anotherspecific ecosystem) and a corresponding trophic level energy pyramid. The pyramid will need toinclude mathematical percentages representing the biomass Transfer and Trophic Levels to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Energy Transfer and Trophic Levels
Select this link to open drop down to add material Energy Transfer and Trophic Levels Math Videos Online to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Free Math Videos Online
Select this link to open drop down to add material Free Math Videos Online to your Bookmark Collection or Course ePortfolio
Tutorials to get you started using the symbolic mathematical software Maple ( included in a single...
see more
Tutorials to get you started using the symbolic mathematical software Maple ( included in a single pdf file. The tutorials were developed for Maple 10, but they apply to subsequent versions of Maple Started with Maple to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Getting Started with Maple
Select this link to open drop down to add material Getting Started with Maple Harvey Mudd College Math Tutorial to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Harvey Mudd College Math Tutorial
Select this link to open drop down to add material Harvey Mudd College Math Tutorial to your Bookmark Collection or Course ePortfolio
This is a collection of over 70 interactive videos that present the topics of second semester calculus. After the student is...
see more
This is a collection of over 70 interactive videos that present the topics of second semester calculus. After the student is given a short explanation, the student is asked to work out problems or steps to a problem. The site is a subsite (see Hippocampus) of a collection of courses in mathematics and other Hippocampus Calculus II to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Hippocampus Calculus II
Select this link to open drop down to add material Hippocampus Calculus II to your Bookmark Collection or Course ePortfolio
| 677.169 | 1 |
High School Pre-Calculus Tutor
9780878919109
ISBN:
0878919104
Publisher: Research & Education Assn
Summary: Algebra * Biology * Chemistry * Earth Science Geometry * Physics * Pre-Algebra * Pre-Calculus * Probability Trigonometry * Math Skills for SAT * Verbal Skills for SAT "With the Tutor Books, it's Easy to learn difficult subjects." The best help in preparing for homework and exams Includes every type of problem that may be assigned by your teacher or given on a test Guides you by working out problems in step-by-step de...tail Each "Tutor" helps you understand the subject fully, no matter which textbook you use.
Fogiel, M. is the author of High School Pre-Calculus Tutor, published under ISBN 9780878919109 and 0878919104. One hundred eleven High School Pre-Calculus Tutor textbooks are available for sale on ValoreBooks.com, fifty seven used from the cheapest price of $0.01, or buy new starting at $5.94
| 677.169 | 1 |
9780131879690 Solutions Manual for College Geometry A Problem Solving Approach with Applications
Summary
For courses in Geometry or Geometry for Future Teachers. This popular book has four main goals: 1. to help students become better problem solvers, especially in solving common application problems involving geometry; 2. to help students learn many properties of geometric figures, to verify them using proofs, and to use them to solve applied problems; 3. to expose students to the axiomatic method of synthetic Euclidean geometry at an appropriate level of sophistication; and 4. to provide students with other methods for solving problems in geometry, namely using coordinate geometry and transformation geometry. Beginning with informal experiences, the book gradually moves toward more formal proofs, and includes special topics sections.
Author Biography
Gary Musser is Professor Emeritus from OregonStateUniversity where he taught for 24 years. He is coauthor of Mathematics for Elementary Teachers, now in its 7th edition, and A Mathematical View of our World. In addition, he has published over 40 papers, has given more than 65 invited lectures/workshops, was awarded 15 grants, and coauthored the K-8 series Mathematics in Action. While teaching at OSU, he was awarded the university's prestigious College of Science Carter Award for Teaching.
Lynn Trimpe has taught mathematics at Linn-BentonCommunity College for 28 years. She is a coauthor of College Geometry, 1st edition, and A Mathematical View of our World, as well as a coauthor of the Student Hints and Solutions Manual to accompany Mathematics for Elementary Teachers. She has presented at regional and national mathematics conferences, has served as president of the Oregon Mathematical Association of Two-Year Colleges (ORMATYC), and was awarded the 1999 Teaching Excellence Award for the Northwest Region by the American Mathematical Association for Two-Year Colleges (AMATYC).
Vikki Maurer is an instructor at Linn-BentonCommunity College and has been teaching for 16 years. She is a coauthor of A Mathematical View of Our World and is a coauthor of the Student Hints and Solutions Manual to accompany Mathematics for Elementary Teachers, now in its 7th edition. She is the author of the Student Solutions Manual and the Instructor Solution Manual for A Mathematical View of Our World. In 2001, she received a Teaching Excellence award from Linn-BentonCommunity College. She also co-created and presented math workshops for talented and gifted elementary school students.
| 677.169 | 1 |
Find a Miami ScienceDiscrete math is the study of mathematical structures and functions that are "discrete" instead of continuous. My University B.A degree from the University of California is Computational Mathematics, and I had to take several courses in differential equations, which are several forms of derivati...
| 677.169 | 1 |
This activity builds on the previous activity, Limits with Tables. Students investigate limits using tools for controlling delta and epsilon, giving them a concrete, hands-on understanding of the form... More: lessons, discussions, ratings, reviews,...
Download this Sketchpad file to investigate the concept of a limit numerically using tables. Students encounter a function that's undefined at a particular value of x, but whose limit exists at that v... More: lessons, discussions, ratings, reviews,...
Sketchpad Activities for Introducing Calculus Topics is a series of five activities designed to introduce students to the basic concepts of calculus. Use these activities near the end of Precalculus c
| 677.169 | 1 |
Course description: This course is a rigorous analysis of the real numbers, as well as an introduction to writing and communicating mathematics well. Topics will include: construction of the real numbers, fields, complex numbers, topology of the reals, metric spaces, careful treatment of sequences and series, functions of real numbers, continuity, compactness, connectedness, differentiation, and the mean value theorem, with an introduction to sequences of functions. It is the first course in the analysis sequence, which continues in Real Analysis II. Taught through Rudin's Principles of Mathematical Analysis. So it's awesome.
| 677.169 | 1 |
COURSE DESCRIPTION: A selection of mathematical principles to better
understand issues in a contemporary society. The focus is on mathematical reasoning and
the solving of real-life problems rather than routine skills and appreciation.
Topics include mathematical modeling, probability and statistics, graph theory, and
linear programming.
TEXTBOOK: For All Practical Purposes, by Comap (6th edition, 2003)
EVALUATION: Five 50-minute exams will be given during the semester. 100 pts.
Each.
CHEATING POLICY: If caught cheating in any way, the student will
receive an F for the final grade.
ATTENDANCE POLICY: To be successful in a math course, attendance would be
very important, almost critical. If more than two weeks of classes are missed without a
valid excuse ( death in family, hospitalization, nuclear blast, etc.) I reserve the right
to withdraw you from class with an F. If you know in advance that you cannot attend class
on a certain day, you may possibly get my prior approval. There are no make-up exams or
quizzes. If you come to class late, you will not receive extra time for exams
or quizzes. You must take the Final Exam (test 5) to have your lowest test score dropped.
Math 130 Contemporary Mathematics Outcomes
After successful completion of Math 130 a student should be able
to perform the following at a 70% success rate. (C or better)
Determined whether a graph contains for Euler circuit.
Find an approximate solution to the traveling salesman problem by applying the
nearest-neighbor algorithm.
Find an approximate solution to the traveling salesman problem by applying the
sorted-edges algorithm.
Given a graph with edge weights, determine a minimum-cost-spanning tree.
Find the earliest possible completion time for a collection of tasks by finding the
critical path in their order requirement digraph.
| 677.169 | 1 |
97801301209Fundamentals of Math with Career Applications
Designed to give users an extensive review of the basics of arithmetic and help them apply those skills to real-life problems, this conceptually based volume emphasizes the importance of gaining a thorough understanding of mathematical principles. The format is easy to follow and understand, and provides many step-by-step examples, self-check exercises, and section end exercises that provide users with sufficient practice to solidify the skills they need. This comprehensive review examines concepts and the applications of whole numbers, fractions, mixed numbers, decimals, percents, systems of measurement and unit analysis, signed numbers, exponents and square roots, and basic algebra. For anyone needing a comprehensive review of basic mathematical concepts.
| 677.169 | 1 |
Find a San Ysidro
...Discrete mathematics topics are typically scattered throughout other math courses. Each of my three calculus courses had discrete math sections. I also made use of discrete math skills in higher level engineering courses, especially for chemical reaction modeling.
| 677.169 | 1 |
Friendly Introduction to Number Theory
9780131861374
ISBN:
0131861379
Edition: 3 Pub Date: 2005 Publisher: Prentice Hall
Summary: Starting with nothing more than basic high school algebra, this volume leads readers gradually from basic algebra to the point of actively performing mathematical research while getting a glimpse of current mathematical frontiers. Features an informal writing style and includes many numerical examples. Emphasizes the methods used for proving theorems rather than specific results. Includes a new chapter on big-Oh nota...tion and how it is used to describe the growth rate of number theoretic functions and to describe the complexity of algorithms. Provides a new chapter that introduces the theory of continued fractions. Includes a new chapter on "Continued Fractions, Square Roots and Pell's Equation." Contains additional historical material, including material on Pell's equation and the Chinese Remainder Theorem. A useful reference for mathematics teachers.
Silverman, Joseph is the author of Friendly Introduction to Number Theory, published 2005 under ISBN 9780131861374 and 0131861379. Two hundred eleven Friendly Introduction to Number Theory textbooks are available for sale on ValoreBooks.com, two used from the cheapest price of $34.25, or buy new starting at $83.61
| 677.169 | 1 |
A Teacher's Guide to Using the Common Core State Standards With Mathematically Gifted and Advanced Learners provides teachers and administrators with practical examples of ways to build a comprehensive, coherent, and continuous set of learning experiences for gifted and advanced students. It describes informal, traditional, off-level, and 21st century... more...
Galileo Galilei said he was ?reading the book of nature? as he observed pendulums swinging, but he might also simply have tried to draw the numbers themselves as they fall into networks of permutations or form loops that synchronize at different speeds, or attach themselves to balls passing in and out of the hands of good jugglers. Numbers are, afterThis book continues the ICTMA tradition of influencing teaching and learning in the application of mathematical modelling. Each chapter shows how real life problems can be discussed during university lectures, in school classrooms and industrial research. International experts contribute their knowledge and experience by providing analysis, insight... more...
| 677.169 | 1 |
MATH 0097
This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at Credit Hours 4 Course Title Beginning Algebra Prerequisite(s) Placement by examination. Corequisite(s)None Specified Catalog Description
This course is designed to help students learn the basic algebra necessary for college level mathematics. Topics include real-number concepts, selected geometry concepts, linear equations and inequalities in one variable, problem solving involving linear or factorable quadratic equations as models, operations on polynomials, factoring polynomials, integral exponents, and graphing linear equations in two variables. Additional topics include the study of rational expressions and the use of the scientific calculator.
Expected Educational Results
As a result of completing this course, the student will be able to do the following:
1. Apply or recognize properties of real numbers (commutative, associative, and distributive) 2. Classify real numbers as integers, rational, or irrational 3. Perform the four arithmetic operations with signed numbers 4. Determine the absolute value of a numerical expression 5. Construct correct expressions using algebraic symbols and notations from statements 6. Solve applications whose mathematical models are linear or factorable quadratic 7. Add, subtract, multiply and factor polynomials. Divide a polynomial by a monomial. 8. Solve the following types of equations: a. Linear b. Factorable quadratic c. Rational leading to a linear or a factorable quadratic d. Linear literal 9. Solve linear inequalities and write the solution set in interval notation. Graph the solution set on a number line. 10. Graph linear equations in two variables 11. Add, subtract, multiply, and divide rational expressions 12. Solve problems involving square roots, order of operations, and scientific notation with the aid of a calculator. 13. Apply laws of exponents for integral exponents 14. Solve geometric problems including are and perimeter of triangles, rectangles and circles. Find the volume of a box. Use the Pythagorean Theorem. 15. Recognize and apply angle relationships including vertical angles, supplementary and complementary angles, and those in triangles.
General Education Outcomes
1. This course addresses the general education outcome related to effective individual and group problem-solving and critical-thinking skills as follows:
a. Students develop their problem-solving skills individually in homework assignments, assigned group problem-solving activities, and group quizzes or project assignments.
b. Students develop their critical-thinking skills by solving application problems throughout the course.
2. This course addresses the general education outcome related to use of mathematical concepts to interpret, understand, and communicate quantitative data.
Evaluation methods vary with instructors but frequent assessment is desirable through such means as in-class quizzes, lab work, projects, and homework. A comprehensive departmental final exam is required. The final exam must count at least one-fourth (1/4) and no more than one-third (1/3) of the course grade. A committee of faculty will develop the departmental final exam.
2. DEPARTMENTAL ASSESSMENT
This course will be assessed in the Fall semester every three years. The assessment instrument will become the final exam. The assessment instrument will be designed by the college-wide Learning Support committee. Multiple-choice questions will be written to test the expected educational results of the course.
3. USE OF ASSESSMENT FINDINGS
a. The Learning Support committee will analyze the results of the final exam/assessment instrument and submit a report to the Mathematics, Computer Science, and Engineering Discipline Group by Spring semester.
b. The Learning Support committee will recommend to the Mathematics, Computer Science, and Engineering Discipline Group curriculum changes or instructional modifications to enhance student achievement of the desired education outcomes. The assessment summary along with a time line for implementation of approved curriculum changes will be sent to the Director of Institutional Research and Planning and the Mathematics, Computer Science, and Engineering Group chairperson.
| 677.169 | 1 |
Related Products
Product Overview
Featuring humor, easy-to-understand explanations, and silly illustrations, Life of Fred is guaranteed to make your math studies come alive! Each text is written as a novel, including a hilarious story line based on the life of Fred Gauss. As Fred encounters the need for math during his daily exploits, he learns the methods necessary to solve his predicaments – plus loads of other interesting facts! Filled with plenty of solved examples, each book is self-teaching and reusable – perfect for families full of learners.
Introduce your students to Fred today and see how his fun, lighthearted approach to learning is revolutionizing mathematics!
City Answers: Linear Algebra is the answer key for Life of Fred: Linear Algebra Student Book.
Product Details
Weight (lb)
0.29
Width (in)
8.5
Length (in)
11
Height (in)
0.2
Grade
11th Grade 12th Grade College Freshman College Sophomore College Junior College Senior
| 677.169 | 1 |
Your Teacher Was Right [Infographic]
Think you don't use algebra in your everyday life? Then you must never have to decide how much gasoline to put in your car's tank. And that frog you dissected in biology? You probably don't work as a professional frog dissector, but you should have picked up a basic understanding of bodily systems that applies directly to your own physiology.
| 677.169 | 1 |
A First Course in Mathematical Modeling, 4th Edition
A First Course in Mathematical Modeling
A First Course in Mathematical Modeling
Summary
Offering a solid introduction to the entire modeling process, A FIRST COURSE IN MATHEMATICAL MODELING, 4th Edition delivers an excellent balance of theory and practice, and gives you relevant, hands-on experience developing and sharpening your modeling skills. Throughout, the book emphasizes key facets of modeling, including creative and empirical model construction, model analysis, and model research, and provides myriad opportunities for practice. The authors apply a proven six-step problem-solving process to enhance your problem-solving capabilities -- whatever your level. In addition, rather than simply emphasizing the calculation step, the authors first help you learn how to identify problems, construct or select models, and figure out what data needs to be collected. By involving you in the mathematical process as early as possible -- beginning with short projects -- this text facilitates your progressive development and confidence in mathematics and modeling.
| 677.169 | 1 |
- By Judith A. Penna - Contains keystroke level instruction for the Texas Instruments TI-83 Plus, TI-84 Plus, and TI-89 - Teaches students how to use a graphing calculator using actual examples and exercises from the main text - Mirrors the topic order to the main text to provide a just-in-time mode of instruction - Automatically ships with each new copy of the text03215290811upbooks Columbia, MO
"Fast shipping! Book is worn, but still gets the job done."
| 677.169 | 1 |
Sketchpad® Dynamic Geometry® software gives students a tangible, visual way to learn mathematics that increases their engagement, understanding, and achievement. And it's not just for geometry. Use it for elementary and middle school math, algebra, precalculus, and calculus. More Info »
Gnuplot is a portable command-line driven interactive data and function plotting utility. It was originally intended as to allow scientists and students to visualize mathematical functions and data. It does...
Graph is an open source application used to draw mathematical graphs in a coordinate system. Anyone who wants to draw graphs of functions will find this program useful. The program makes it very easy to...
Geometry Pad is a dynamic geometry application for iPad and Android tablets. Geometry Pad is your personal assistant in teaching and learning geometry through practice. With the Geometry Pad you can create...
Related Comments
Advertisments
Contribute
Did you find any errors in the info about The Geometer's Sketchpad? Maybe you know an awesome alternative that's not already listed? You can edit the info about The Geometer's Sketchpad and suggest new alternatives to it below.
| 677.169 | 1 |
Algebra 1 is a branch of 9th grade mathematics concerned with the study of vectors, with families of vectors called vector spaces or linear spaces, and with functions that input one vector and
output another, according to certain rules. These functions are linear maps or linear transformations and are often represented by matrices. Algebra 1 is a central to modern mathematics and its
applications. An elementary application of linear algebra 1 is to the solution of systems of linear equations in several unknowns. now we going to study about the 9th grade algebra.-source
(wikipedia)
| 677.169 | 1 |
ectors and tensors are among the most powerful problem-solving tools available, with applications ranging from mechanics and electromagnetics to general relativity. Understanding the nature and application of vectors and tensors is critically important to students of physics and engineering. Adopting the same approach used in his highly popular A Student's Guide to Maxwell's Equations, Fleisch explains vectors and tensors in plain language. Written for undergraduate and beginning graduate students, the book provides a thorough grounding in vectors and vector calculus before transitioning through contra and covariant components to tensors and their applications. Matrices and their algebra are reviewed on the book's supporting website, which also features interactive solutions to every problem in the text where students can work through a series of hints or choose to see the entire solution at once. Audio podcasts give students the opportunity to hear important concepts in the book explained by the author.
Uses plain language to explain vectors and tensors " some of the most powerful problem-solving tools available
Supported by a host of online materials, including interactive solutions to the problems and audio podcasts
Written by Daniel Fleisch, author of the highly popular A Student's Guide to Maxwell's Equations
Reviews & endorsements
"This book is an excellent resource for science and engineering students who can use it as a quick reference while studying topics such as physics, statics, dynamics, electromagnetism, and fluid mechanics. The author is commended for his effective and elucidating style, with graphical explanations and without mathematical long-windedness. Reading specific sections in this book a priori not only serves as a just-in-time preparation, but also empowers students to tackle subjects that require a good grasp of vector algebra, vector differential operators, vector transformation, and tensors. Highly recommended."
R.N. Laoulache, University of Massachusetts, Dartmouth for Choice Magazine
"This book is a short, concise teaching aid devoted to vector analysis and tensors. Each chapter ends with a set of problems whose interactive solutions can be found on a website. This is both helpful and innovative. One of the author's goals for this book is to provide in-depth coverage of covariant and contravariant tensors. This is timely, since some undergraduate physics textbooks are now using both types of tensors. Fleisch's book is an excellent and challenging resource for students in this subject area."
Albert C. Claus, physics department at Loyola University, Chicago for Optics and Photonics News
"This highly readable introductory book will be of great assistance to those taking undergraduate or graduate courses and meeting tensors for the first time"
George Matthews, AMIMA, IMA Book Reviews
Resources for
A Student's Guide to Vectors and Tensors
Daniel A. FleischAuthor
Daniel A. Fleisch, Wittenberg University, Ohio Daniel Fleisch is an Associate Professor in the Department of Physics at Wittenberg University, where he specializes in electromagnetics and space physics. He is the author of A Student's Guide to Maxwell's Equations (Cambridge University Press, 2008).
You are now leaving the Cambridge University Press website, your eBook purchase and download will be completed by our partner Please see the permission section of the catalogue page for details of the print & copy limits on our eBooks.
| 677.169 | 1 |
books.google.com - The book carefully develops the theory of different algebraic structures, beginning from basic definitions to some in-depth results, using numerous examples and exercises throughout to aid the reader's understanding.This edition includes substantial new material in areas that include: tensor products,... algebra
Abstract algebra
The book carefully develops the theory of different algebraic structures, beginning from basic definitions to some in-depth results, using numerous examples and exercises throughout to aid the reader's understanding.
This edition includes substantial new material in areas that include: tensor products, commutative rings, algebraic number theory and introductory algebraic geometry. Also, includes rings of algebraic integers, semidirect products and splitting of extensions, criteria for the solvability. of a quintic, and Dedekind Domains.
User ratings
Review: Abstract Algebra
It's a math text, so I didn't enjoy reading it, but it is a good comprehensive overview of algebra. I'm glad this was the text for my algebra sequence.Read full review
Review: Abstract Algebra
User Review - Dan - Goodreads
This book is dense and huge. So you know it has a ton of information. I don't know if it is the best treatment of the material, but it is thorough (maybe even TOO thorough.) But all in all it was the ...Read full review
| 677.169 | 1 |
What type of math and grade level can someone learn, what some of the following terms listed mean, simplified ?
Can anyone recommend any books ?
Transpose
Maximum in Set
Set Or
Dot Product
Are Parallel
Cross Product
Array Product
Array Sub Indices
etc
etc
Any book on introductory linear algebra should cover all of these. The Schaum's outline series are usually quite good, while a lot of my friends used this one (E F Robertson is a Scottish chap, so naturally the book is recommended in most Scottish uni's). There is also a more advanced version of the second book.
| 677.169 | 1 |
Work with advanced mathematical techniques and applications of those techiques to engineering problems. If you want a clear and concise explanation of various discrete mathematics topics and applications, I am your tutor. Selected areas of discrete mathematics:
Set Theory
...
| 677.169 | 1 |
31.Genes Determine Appearance and Functionality Lesson Plan for 'Genes Determine Appearance and Functionality' A Brief Synopsis * Introduction [15 minutes] o Brief talk introducing pertinent issues. o Question and answer session, the purpose of which is to encourage pupils to think about how an individual's appearance and functionality is determined by his/her genetic coding. * Main [25 minutes] Pupils will use...
User Rating:
Grade Level: 9-12
32.Patterns, Relations, and Functions: Lesson 1 Grade 8 Mathematics Patterns, Relations, and Functions: Lesson 1 6-8
33.Patterns, Relations, and Functions: Lesson 7 Grade 4 Mathematics Patterns, Relations, and Functions: Lesson 734.Patterns, Relations and Functions: Lesson 5 Grade 4 Mathematics Patterns, Relations and Functions: Lesson 535.Patterns, Relations, and Functions: Lesson 3 Grade 4 Mathematics Patterns, Relations, and Functions: Lesson 337.Function Machines Math Institute Summer 2006 Monica Reece Grenada Middle School, Grenada, MS Grade: 6 Function Machines Objectives: 2a. The student will complete a function table. 2b. The student will determine the rule of a function table. 2c. The student will graph functions from function tables. Procedures: What is a function? One of the simplest ways to think about functions is as a machine: you put something into...
40.Number Patterns, Relations and Functions and Applications Algebra/Geometry Institute Summer 2003 Lesson 1 Faculty Name: GLORIA MCCULLUM School: GREENVILLE WESTON City: GREENVILLE Grade Level: 9 THRU 12 ALGEBRA 1 1. Teaching objective(s) based on MS Framework RECOGNIZE, CREATE, EXTEND, AND APPLY PATTERNS, RELATIONS, AND FUNCTIONS AND THEIR APPLICATIONS A. Recognize and continue a number pattern. B. State a rule to explain a number pattern. C. Complete a function based on a given rule using the input and output data given in a table. D. Given a real life situation, write a real-life story formula from the data; make a table, and sketc...
| 677.169 | 1 |
Maths Quest Manual for the TI-Nspire CAS Calculator 4E & eBookPLUS
Maths Quest Manual for the TI-Nspire CAS calculator and eBookPLUS 4E (Operating System v3) is a comprehensive step-by-step guide using the TI-Nspire CAS calculator. It is designed to help students and teachers to integrate Computer Algebra Systems (CAS) into their learning and teaching of Mathematics.
Includes eBookPLUS: An electronic version of the manual that contains a complementary set of digital resources, available online at the jacarandaPLUS website (
eBookPLUS Features: • Calculator screen shots are now in full colour • New calculator functions, such as Vernier Dataquest, are explained • Each chapter is divided into 'How to' sections that provide clear, step-by-step instructions to the user • Easy-to-follow keystrokes and screen shots are accompanied by explicit explanations • Worksheets for almost every section are provided for further practice • A chapter of problem-solving questions with fully worked solutions
Latest News and Events
25 February 2015 VCAA update:
"The curriculum for Foundation (Prep) to Year 10 in Victoria is known as AusVELS®. This represents the integration of
the new Australian Curriculum subjects into the Victorian ...
03 December 2014
THE 2014-2015 PRICELIST IS NOW AVAILABLE
Jacaranda's Pricelist is effective from May 1, 2014 - April 30, 2015 and is distributed to educational booksellers nationally.
The pricelist ...
| 677.169 | 1 |
This title has been withdrawn from sale on Cambridge Books Online. Institutions who purchased this title previous to removal will continue to have access via Cambridge Books Online but this title can no longer be purchased.
The role of geometry in the study of mathematics has been a special interest of mine for several years. During the past year I have enjoyed a sabbatical from my university teaching and made a special effort to discover what is happening to the role of geometry. I have found two papers particularly enlightening and would like to quote from them as background for our considerations of geometry as a gateway to mathematics. I believe that geometry serves this role at all levels – in elementary schools, in secondary schools, and in colleges and universities.
Professor E. Spanier wrote in 1970, in an article entitled 'The Undergraduate Program in Mathematics', that:
Broadly speaking, the goal of undergraduate mathematics education should be to help the student to understand something about mathematics both in its internal structure and in its relations with other disciplines. He should get a feeling of the vitality of the subject and enough history to appreciate current trends and progress. He should have studied some areas of mathematics, possibly only small parts, in depth, but he should also obtain some sort of global view of mathematics by the time he graduates. These objectives are important for all mathematics majors
| 677.169 | 1 |
13 recorded video sessions featuring comprehensive instruction on every aspect of the GMAT 160+ total hours of instruction and practice Comes with the following book: GMAT Premier: Course Book Edition GMAT Math Refresher On Demand ($299 value) - A collection of online videos and practice questions designed to build a strong foundation in the basic math skills essential for success on the GMAT
| 677.169 | 1 |
...
Show More This book features: Large step-by-step charts breaking down each step within a process and showing clear connections between topics and annotations to clarify difficulties Stay-in-step panels show how to cope with variations to the core steps Step-it-up exercises link practice to the core steps already presented Missteps and stumbles highlight common errors to avoid You can master pre-calculus as long as you take it Step-by-Step
| 677.169 | 1 |
Helping You Revise For Your Exams
GCSE
Welcome to Wyvern College's Maths Revision Website. Here you will find out about all the resources available to you to help you revise for your exams. This page is for people in years 9, 10 and 11 to help them revise for their maths GCSE. If you are in years 7 or 8 click here.
What can I use to help me revise?
.
Revision Books
There are two revision books you can buy, the revision guide and the revision workbook. Definitely get a revision guide. The workbook is a nice optional extra if you want questions to practise. Both books are available for order via the Wyvern online payment system and for collection from the Finance Office.
.
MyMaths
MyMaths is a brilliant revision tool that you should be using regularly. Use the online lessons and online homeworks to revise individual topics. Use the booster packs to revise a variety of topics at a certain grade. Choose the right booster pack for you.
.
BBC Bitesize
BBC Bitesize GCSE Maths is a superb website specifically designed for revision. You will find short explanations and videos about topics and also test questions. Make the most of this superb website.
.
MathsWatch
Every student at Wyvern has a free login for MathsWatch. It features a video lesson and practice questions for every topic on the maths GCSE. There is also a free iOS app you can download if you have a iPhone/iPad. Speak to your teacher if you've lost your login.
.
The Maths eBook of Notes and Examples
A complete set of notes and worked examples all in one pdf file that you can download and view on you smartphone, tablet, laptop or desktop computer. Go to the contents page then click on the topics to go to the page of notes that you are after. Click here to download.
Teacher Extra Help
Speak to your maths teacher and they will be more than happy to arrange some extra help for you at a lunchtime or after school. We want the very best for you and will always help you out whenever we can. Come and see us to make an appointment.
.
What do I need to revise?
.
Your teacher will be giving you quality feedback in your lessons about topics that you personally need to revise. Make sure you make a note of these in lessons so you can target your revision on the topics you need to work on. Don't fall into the trap of revising things you can already do!
.
Progression Maps
.
.
Here are some progression maps that you can download. These tell you exactly what you need to be able to do to move up from one grade to the next. Use these to guide your revision so you can meet and even exceed your target grade:
| 677.169 | 1 |
Pre/Post MAT Math Workshops (July 15, 2013 Session)
Monday, July 15, 2013 at 12:30 PMLocation: Academic Sciences Building, Room 160
Time: M-TH 12:30p.m.-2:30p.m.
Material Needed: Students will need a calculator and notebook for the Pre/Post MAT workshop
Workshop Description: Pre/Post-MAT provides a review of Math topics to prepare students for the COMPASS Test. These topics include, but are not limited to: (1) Solving Equations (2) Operations of and solving Polynomials, (3) Operations of Radicals and Radical Equations, (4) Linear Graphing, and more... Computer-assisted instruction is combined with traditional lectures to provide students a variety of teaching methods that fit their individual learning style.
| 677.169 | 1 |
The need for a background in the mathematical sciences, mathematics, statistics and computer science is greater now than ever before. Indications are that future generations will be living in a more mathematics- and science-oriented society than we are today. How do we prepare individuals to live productive lives in such a society, and how do we prepare individuals to be our scientific leaders? Due to rapid changes in technology, we cannot learn all the mathematics that needed for the rest of one's life. Yet one can learn enough mathematics to develop an attitude and build a foundation so new and different mathematics can be learned.
Through good teaching and course selection one can develop both attitudes and foundations for future learning. The foundation for algebra is gained by a thorough understanding of arithmetic, a good understanding of algebra builds a major portion of a foundation for trigonometry, and understanding geometry and calculus established a foundation for many areas of more advanced mathematics and science.
The school must decide for whom, where and at what level this foundation should be established. Many times, schools omit steps in the mathematical process as not essential to building sound mathematical foundation.
All students should possess a good background in arithmetic and simple geometry by the time they reach the eighth or ninth grade. All high school students should acquire the knowledge and skills to be an intelligent consumer. Course work in business mathematics, simple probability and statistics should enable one to read and interpret a vast amount of statistical type of literature and to cope with the daily business world. Everyone should be exposed to computers and gain some understanding of their role and usage. Preferably, one should know at least one programming language and how to use computer software.
The next emphasis should be on algebra. The understanding of algebra and algebraic manipulation skills should be developed to the fullest extent possible. If one decides not to study algebra, one has at that time decided not to pursue college careers in most areas. A student taking only one year of high school algebra will have difficulty pursuing a career in all the sciences, medical sciences, agriculture, engineering, business and some areas of social sciences. If one has a good understanding of algebra, which one should be able to acquire with two years of high school algebra, one has kept the door open to most careers.
There are remedial mathematics courses at the college level but even if the students take these courses and pass them, the course cannot be used towards the baccalaureate degree. Passing these courses only allows entrance into the baccalaureate program. Students, their parents, teacher and guidance counselors need to know this and need to know that decisions made at the eighth or ninth grade level may affect their entire life. The easy way is not always the best way. Students may close the door to many career opportunities by not getting a sufficient mathematics background.
Throughout the K-12 mathematics program, emphasis should be on problem solving techniques, applications to real life problems, verbal problems, estimation, critical thinking and developing good thought processes. These areas should not be given just lip service, but very seriously taught.
Most students take two years of algebra and one year of geometry. Although other configurations of courses are possible, it is highly recommended, and my belief, that mathematics also be required during senior year.
| 677.169 | 1 |
Animations can be used to demonstrate many mathematical concepts that are difficult to explain verbally or to show with static pictures. This paper is the result of a preliminary investigation into the feasibility of teachers constructing their own animations for the mathematics classroom using readily available computer animation tools. The subject is related via an account of the author's explorations into the construction of a variety of educational animations using two sample programs, AniST and Mathematica. Availability and price of animation software, the equipment needed to run such programs, and the difficulty of learning both sample programs are discussed. From this investigation, it is concluded that computer animations have the potential to become a practical and powerful tool in the teaching of mathematics. The realization of this potential appears to be dependent on the educational benefit to the student compared with other modes of instruction.
| 677.169 | 1 |
Math Readers Grade 5: CSI (Enhanced eBook) (Resource Book Only) eBook
Grade 4|Grade 5
Ships Free!
Price:$11.89Experience the mystery and intrigue of crime scene investigation through different types of data that investigators collect to solve a case. CSI's examination of fingerprints, blood type, DNA, and lie detectors as well as the five Ws (who, what, when, where, and why) reveal important concepts of data analysis
| 677.169 | 1 |
There are many introductory books out there on optimization. However, when one needs to decide which one to use, lots of questions and problems arise. Many of these books are very narrow minded, i.e. they only present some theory and expect the reader to fill in the rest, leaving lots of gaps. This book is different. It falls into a smaller group of introductory books on optimization that is actually useful to the reader. It guides and leads the reader through the learning path.
An Introduction to Optimizationstarts out with a mathematical overview of the topics such as vector spaces, transformations, geometry and calculus. All of the main concepts are presented in a lucid style. Theorems are accompanied with full proofs. There are also some examples scattered throughout the text. Reading Part I takes us back to those school days when we took the first/second year courses. It allows the reader to slowly recollect the memories of the theorems and methods. Further understanding should come easily by completing the exercises. Part I serves as an adequate introduction and a refresher for the rest of the book.
The main part of the book is divided into three main sections covering methods of unconstrained optimization, linear programming and nonlinear constrained optimization. Even though the style of presentation is formal, there is no loss of clarity as the authors continue to discuss the methods in a narrative way with numerous illustrations and detailed examples. The proofs are quite detailed and easy to follow.
This is indeed an introductory book as the authors concentrate to explain the methods in the most accessible way. You will not find too much hand waiving in this book. As such it could easily be used for self study.
The style of the book can be described as user friendly. Examples are stated very clearly and the results are presented with attention to detail. The examples do a good job of illustrating the theory presented. Even some trivial computations are presented, which should be a big plus for the students.
Numerous exercises are given at the end of each chapter and are divided into theoretical and applied ones. They start out as easy calculations, to get the reader going, followed by harder problems. The applied ones require the use of the MATLAB computing software. Overall, the book has a good ratio of examples and theory.
Given that students would benefit the most from this book, one of the negative aspects is that there is no MATLAB (or any other) code presented. Given the detailed presentation, however, readers should find it easy to write their own MATLAB code using the algorithms presented.
Ita Cirovic Donev holds a Masters degree in statistics from Rice University. Her main research areas are in mathematical finance; more precisely, statistical methods for credit and market risk. Apart from the academic work she does statistical consulting work for financial institutions in the area of risk management.
| 677.169 | 1 |
The theory of dynamical systems is a broad and active research subject with connections to most parts of mathematics. Dynamical Systems: An Introduction undertakes the difficult task to provide a self-contained and compact introduction. Topics covered include topological, low-dimensional, hyperbolic and symbolic dynamics, as well as a brief introduction... more...
| 677.169 | 1 |
You are here
Calculus: Concepts & Connections
Publisher:
McGraw-Hill
Number of Pages:
1104
Price:
132.81
ISBN:
0-07-282623-1
Calculus: Concepts and Connections is a readable introduction to the basic topics of single and multivariable calculus from the basic idea of limits up through Stokes' Theorem. It is a textbook clearly aimed at the "average" student. The main difference between this and other comparable textbooks such as Stewart's Calculus is that explanations of concepts and examples are more extensive and more explicit attempts are made to establish the connections between concepts. The standard topics are treated in more or less the usual order.
The authors have obviously taken pains to develop good exercise sets. Typically, each chapter has writing exercises, a collection of fairly routine problems, exercises designed to use a graphing calculator or computer algebra system, and exploratory problems. The latter are intended to be more challenging and to provoke a deeper level of understanding. A nice feature in the text is the use of an icon to identify pitfalls arising from injudicious use of calculators or computer algebra systems.
There are well over two hundred explicit examples of applications in the text or in exercises; these fall into the general categories of biology, chemistry, economics, physiology, engineering, physics and sports. While these are not especially deep applications, they generally have enough meat on them to be interesting.
Intuitive explanations and arguments of plausibility are usually favored over proofs, though there are a variety of proofs of varying levels of generality and rigor. In addition, there is an appendix with more rigorous proofs of some results.
This would be an appealing self-study text as well as a good choice for a class of average ability. It would probably seem too slow moving for strong students.
| 677.169 | 1 |
books.google.com - This is the first comprehensive text on African Mathematics that can be used to address some of the problematic issues in this area. These issues include attitudes, curriculum development, educational change, academic achievement, standardized and other tests, performance factors, student characteristics,... Mathematics
| 677.169 | 1 |
They also study equations and inequalities containing two variables, learn to calculate geometric values, such as the slope of a line, and are exposed to the existence of matrices as a tool for solving two-variable equations. Algebra 2 is a high school mathematics class often required for gradua...
| 677.169 | 1 |
Mathematics
Recommended for You
Mathematics
Mathematics is the study and application of arithmetic, algebra, geometry, and analysis. Mathematical methods and tools, such as MATLAB® and Mathematica®, are used to model, analyze, and solve diverse problems in a range of fields, including biology, computer science, engineering, finance, medicine, physics, and the social sciences. Important subareas of mathematics include combinatorics, differential equations, game theory, operations research, probability, and set theory and logic.
An Illustrated Introduction to Topology and Homotopy explores the beauty of topology and homotopy theory in a direct and engaging manner while illustrating the power of the theory through many, often surprising, applications. This self-contained book takes a visual and rigorous approach that...
Presenting the state of the art, the Handbook of Enumerative Combinatorics brings together the work of today's most prominent researchers. The contributors survey the methods of combinatorial enumeration along with the most frequent applications of these methods.This important new work is edited by...
Difference Equations: Theory, Applications and Advanced Topics, Third Edition provides a broad introduction to the mathematics of difference equations and some of their applications. Many worked examples illustrate how to calculate both exact and approximate solutions to special classes of...
Pocket Book of Integrals and Mathematical Formulas, 5th Edition covers topics ranging from precalculus to vector analysis and from Fourier series to statistics, presenting numerous worked examples to demonstrate the application of the formulas and methods. This popular pocket book is an essential...
Electric Field Analysis is both a student-friendly textbook and a valuable tool for engineers and physicists engaged in the design work of high-voltage insulation systems. The text begins by introducing the physical and mathematical fundamentals of electric fields, presenting problems from power...
Since publication of the first edition over a decade ago, Green's Functions with Applications has provided applied scientists and engineers with a systematic approach to the various methods available for deriving a Green's function. This fully revised Second Edition retains the same purpose, but...
Since 1973, Galois Theory has been educating undergraduate students on Galois groups and classical Galois theory. In Galois Theory, Fourth Edition, mathematician and popular science author Ian Stewart updates this well-established textbook for today's algebra students.
New to the Fourth Edition...
High temperature, high oil pressure, oil and gas well completion testing have always been a technical challenge and basic theoretical research is one of the key factors needed to ensure a successful completion test. The completion test basic theory includes: a stress analysis of the completion...
Introduction to Theory of Control in Organizations explains how methodologies from systems analysis and control theory, including game and graph theory, can be applied to improve organizational management. The theory presented extends the traditional approach to management science by introducing
| 677.169 | 1 |
For the composition of functions I like the applet
>
(Jon, is this like the BBN
> "function machine" you allude to on 5/24?) This takes a little bit
> of effort to get oriented, but after you do you can put in any
> functions you wish and see how a change in the inside function
> effects the whole thing. It gives pretty good graphs, although a bit
> small so everything fits in together.
- gene
Gene,
I really liked the applet, especially the fact that you could grab points with
your mouse and reshape the graph....definitely cool, and seeing the composition
change was wonderful. Now how do we help kids see how it all fits together. We
can find good analogies for compostions,like the one on this powerpoint
and good graphs, but I'm wondering if the students ever make the connection
between the analogy and the graph. Maybe the thing to do is start out with
something that makes sense...like f(x) = x-2 and
g(x) = sqrt x. Seeing the square root function shift 2 to the right should make
sense, and the composition would hopefully be clearer. I couldn't get the applet
to take parenthesis for some reason. Gene, can you help? Any other ideas about
how to connect function anologies to the algebraic processes
| 677.169 | 1 |
{"currencyCode":"USD","itemData":[{"priceBreaksMAP":null,"buyingPrice":148.33,"ASIN":"0130144002","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":101.36,"ASIN":"0471433349","isPreorder":0}],"shippingId":"0130144002::Wcd2LtFf0HR360XNupP0r1M7ccDbwzaiJeEI3t4FpHq%2BkByq6A9dYRCPhKRov%2FYaApDOAsL2psk1CcRAS57MMQmuIK5pTpOaRO9KzsvFEXQ%3D,0471433349::oWdFIXYbO1PUilnrPxx4TmmValMpPHH0mOf2yPhqCfZuHcybFbNW%2BPXHxwT1ZqyzgPHct0nAnTmWkbLbS1m082yGoOOoyHP4arjn0RGRpPreface
Graph theory is a delightful playground for the exploration of proof techniques in discrete mathematics, and its results have applications in many areas of the computing, social, and natural sciences. The design of this book permits usage in a one-semester introduction at the undergraduate or beginning graduate level, or in a patient two-semester introduction. No previous knowledge of graph theory is assumed. Many algorithms and applications are included, but the focus is on understanding the structure of graphs and the techniques used to analyze problems in graph theory.
Many textbooks have been written about graph theory. Due to its emphasis on both proofs and applications, the initial model for this book was the elegant text by J.A. Bondy and US.R. Murty, Graph Theory with Applications (Macmillan/NorthHolland 1976). Graph theory is still young, and no consensus has emerged on how the introductory material should be presented. Selection and order of topics, choice of proofs, objectives, and underlying themes are matters of lively debate. Revising this book dozens of times has taught me the difficulty of these decisions. This book is my contribution to the debate.
The Second Edition
The revision for the second edition emphasizes making the text easier for the students to learn from and easier for the instructor to teach from. There have not been great changes in the overall content of the book, but the presentation has been modified to make the material more accessible, especially in the early parts of the book. Some of the changes are discussed in more detail later in this preface; here I provide a brief summary.
Optional material within non-optional sections is now designated by (*); such material is not used later and can be skipped. Most of it is intended to be skipped in a one-semester course. When a subsection is marked "optional", the entire subsection is optional, and hence no individual items are starred.
For less-experienced students, Appendix A has been added as a reference summary of helpful material on sets, logical statements, induction, counting arguments, binomial coefficients, relations, and the pigeonhole principle.
Many proofs have been reworded in more patient language with additional details, and more examples have been added.
More than 350 exercises have been added, mostly easier exercises in Chapters 1-7. There are now more than 1200 exercises.
More than 100 illustrations have been added; there are now more than 400. In illustrations showing several types of edges, the switch to bold and solid edges instead of solid and dashed edges has increased clarity.
Easier.problems are now grouped at the beginning of each exercise section, usable as warm-ups. Statements of some exercises have been clarified.
In addition to hints accompanying the exercise statements, there is now an appendix of supplemental hints.
For easier access, terms being defined are in bold type, and the vast majority of them appear in Definition items.
For easier access, the glossary of notation has been placed on the inside covers.
Material involving Eulerian circuits, digraphs, and Turÿn's Theorem has been relocated to facilitate more efficient learning.
Chapters 6 and 7 have been switched to introduce the idea of planarity earlier, and the section on complexity has become an appendix.
The glossary has been improved to eliminate errors and to emphasize items more directly related to the text.
Features
Various features of this book facilitate students' efforts to understand the material. There is discussion of proof techniques, more than 1200 exercises of varying difficulty, more than 400 illustrations, and many examples. Proofs are presented in full in the text.
Many undergraduates begin a course in graph theory with little exposure to proof techniques. Appendix A provides background reading that will help them get started. Students who have difficulty understanding or writing proofs in the early material should be encouraged to read this appendix in conjunction with Chapter 1. Some discussion of proof techniques still appears in the early sections of the text (especially concerning induction), but an expanded treatment of the basic background (especially concerning sets, functions, relations, and elementary counting) is now in Appendix A.
Most of the exercises require proofs. Many undergraduates have had little practice at presenting explanations, and this hinders their appreciation of graph theory and other mathematics. The intellectual discipline of justifying an argument is valuable independently of mathematics; I hope that students will appreciate this. In writing solutions to exercises, students should be careful in their use of language ("say what you mean"), and they should be intellectually honest ("mean what you say").
Although many terms in graph theory suggest their definitions, the quantity of terminology remains an obstacle to fluency. Mathematicians like to gather definitions at the start, but most students succeed better if they use a concept before receiving the next. This, plus experience and requests from reviewers, has led me to postpone many definitions until they are needed. For example, the definition of cartesian product appears in Section 5.1 with coloring problems. Line graphs are defined in Section 4.2 with Menger's Theorem and in Section 7.1 with edge-coloring. The definitions of induced subgraph and join have now been postponed to Section 1.2 and Section 3.1, respectively.
I have changed the treatment of digraphs substantially by postponing their introduction to Section 1.4. Introducing digraphs at the same time as graphs tends to confuse or overwhelm 'students. Waiting to the end of Chapter 1 allows them to become comfortable with basic concepts in the context of a single model. The discussion of digraphs then reinforces some of those concepts while clarifying the distinctions. The two models are still discussed together in the material on connectivity.
This book contains more material than most introductory texts in graph theory. Collecting the advanced material as a final optional chapter of "additional topics" permits usage at different levels. The undergraduate introduction consists of the first seven chapters (omitting most optional material), leaving Chapter 8 as topical reading for interested students. A graduate course can treat most of Chapters 1 and 2 as recommended reading, moving rapidly to Chapter 3 in class and reaching some topics in Chapter 8. Chapter 8 can also be used as the basis for a second course in graph theory, along with material that was optional in earlier chapters.
Many results in graph theory have several proofs; illustrating this can increase students' flexibility in trying multiple approaches to a problem. I include some alternative proofs as remarks and others as exercises.
Many exercises have hints, some given with the exercise statement and others in Appendix C. Exercises marked "(-)" or "(+)" are easier or more difficult, respectively, than unmarked problems. Those marked "(+)" should not be assigned as homework in a typical undergraduate course. Exercises marked "(!)" are especially valuable, instructive, or entertaining. Those marked "(*)" use material labeled optional in the text.
Each exercise section begins with a set of "(-)" exercises, ordered according to the material in the section and ending with a line of bullets. These exercises either check understanding of concepts or are immediate applications of results in the section. I recommend some of these to my class as "warmup" exercises to check their understanding before working the main homework problems, most of which are marked "(!)". Most problems marked "(-)" are good exam questions. When using other exercises on exams, it may be a good idea to provide hints from Appendix C.
Exercises that relate several concepts appear when the last is introduced. Many pointers to exercises appear in the text where relevant concepts are discussed. An exercise in the current section is cited by giving only its item number among the exercises of that section. Other cross-references are by Chapter. Section. Item.
Organization and Modification
In the first edition, I sought a development that was intellectually coherent and displayed a gradual (not monotonic) increase in difficulty of proofs and in algorithmic complexity.
Carrying this further in the second edition, Eulerian circuits and Hamiltonian cycles are now even farther apart. The simple characterization of Eulerian circuits is now in Section 1.2 with material closely related to it. The remainder of the former Section 2.4 has been dispersed to relevant locations in other sections, with Fleury's Algorithm dropped.
Chapter 1 has been substantially rewritten. I continue to avoid the term "multigraph"; it causes more trouble than it resolves, because many students assume that a multigraph must have multiple edges. It is less distracting to append the word "simple" where needed and keep "graph" as the general object, with occasional statements that in particular contexts it makes sense to consider only simple graphs.
The treatment of definitions in Chapter 1 has been made more friendly and precise, particularly those involving paths, trails, and walks. The informal groupings of basic definitions in Section 1.1 have been replaced by Definition items that help students find definitions more easily.
In addition to the material on isomorphism, Section 1.1 now has a more precise treatment of the Petersen graph and an explicit introduction of the notions of decomposition and girth. This provides language that facilitates later discussion in various places, and it permits interesting explicit questions other than isomorphism.
Sections 1.2-1.4 have become more coherent. The treatment of Eulerian circuits motivates and completes Section 1.2. Some material has been removed from Section 1.3 to narrow its focus to degrees and counting, and this section has acquired the material on vertex degrees that had been in Section 1.4. Section 1.4 now provides the introduction to digraphs and can be treated lightly.
Trees and distance appear together in Chapter 2 due to the many relations between these topics. Many exercises combine these notions, and algorithms to compute distances produce or use trees.
Most graph theorists agree that the König-Egerváry Theorem deserves an independent proof without network flow. Also, students have trouble distinguishing "k-connected" from "connectivity k", which have the same relationship as "k-colorable" and "chromatic number k". I therefore treat matching first and later use matching to prove Menger's Theorem. Both matching and connectivity are used in the coloring material.
In response to requests from a number of users, I have added a short optional subsection on dominating sets at the end of Section 3.1. The material on weighted bipartite matching has been clarified by emphasis on vertex cover instead of augmenting path and by better use of examples.
Turán's Theorem uses only elementary ideas about vertex degrees and induction and hence appeared in Chapter 1 in the first edition. This caused some difficulties, because it was the most abstract item up to that point and students felt somewhat overwhelmed by it. Thus I have kept the simple triangle-free case (Mantel's Theorem) in Section 1.3 and have moved the full theorem to Section 5.2 under the viewpoint of extremal problems related to coloring.
The chapter on planarity now comes before that on "Edges and Cycles". When an instructor is short of time, planarity is more important to reach than the material on edge-coloring and Hamiltonian cycles. The questions involved in planarity appeal intuitively to students due to their visual aspects, and many students have encountered these questions before. Also, the ideas involved in discussing planar graphs seem more intellectually broadening in relation to the earlier material of the course than the ideas used to prove the basic results on edge-coloring and Hamiltonian cycles.
Finally, discussing planarity first makes the material of Chapter 7 more coherent. The new arrangement permits a more thorough discussion of the relationships among planarity, edge-coloring, and Hamiltonian cycles, leading naturally beyond the Four Color Theorem to the optional new material on nowhere-zero flows as a dual concept to coloring.
When students discover that the coloring and Hamiltonian cycle problems lack good algorithms, many become curious about NP-completeness. Appendix B satisfies this curiosity. Presentation of NP-completeness via formal languages can be technically abstract, so some students appreciate a presentation in the context of graph problems. NP-completeness proofs also illustrate the variety and usefulness of "graph transformation" arguments.
The text explores relationships among fundamental results. Petersen's Theorem on 2-factors (Chapter 3) uses Eulerian circuits and bipartite matching. The equivalence between Menger's Theorem and the Max Flow-Min Cut Theorem is explored more fully than in the first edition, and the "Baseball Elimination" application is now treated in more depth. The k — 1-connectedness of k-color-critical graphs (Chapter 5) uses bipartite matching. Section 5.3 offers a brief introduction to perfect graphs, emphasizing chordal graphs. Additional features of this text in comparison to some others include the algorithmic proof of Vizing's Theorem and the proof of Kuratowski's Theorem by Thomassen's methods.
There are various other additions and improvements in the first seven chapters. There is now a brief discussion of Heawood's Formula and the Robertson-Seymour Theorem at the end of Chapter 6. In Section 7.1, a proof of Shannon's bound on the edge-chromatic number has been added. In Section 5.3, the characterization of chordal graphs is somewhat simpler than before by proving a stronger result about simplicial vertices. In Section 6.3, the proof of the reducibility of the Birkhoff diamond has been eliminated, but a brief discussion of discharging has been added. The material discussing issues in the proof of the theorem is optional, and the aim is to give the flavor of the approach without getting into detailed arguments. From this viewpoint the reducibility proof seemed out of focus.
Chapter 8 contains highlights of advanced material and is not intended for an undergraduate course. It assumes more sophistication than earlier chapters and is written more tersely. Its sections are independent; each selects appealing results from a large topic that merits a chapter of its own. Some of these sections become more difficult near the end; an instructor may prefer to sample early material in several sections rather than present one completely.
There may be occasional relationships between items in Chapter 8 and items marked optional in the first seven chapters, but generally cross-references indicate the connections. The material of Chapter 8 has not changed substantially since the first edition, although many corrections have been made and the presentation has been clarified in many places.
I will treat advanced graph theory more thoroughly in The Art of Combinatoracs. Volume I is devoted to extremal graph theory and Volume II to structure of graphs. Volume III has chapters on matroids and integer programming (including network flow). Volume IV emphasizes methods in combinatorics and discusses various aspects of graphs, especially random graphs.
Design of Courses
I intend the 22 sections in Chapters 1-7 for a pace of slightly under two lectures per section when most optional material (starred items and optional subsections) is skipped. When I teach the course I spend eight lectures on Chapter 1, six lectures each on Chapters 4 and 5, and five lectures on each of Chapters 2, 3, 6, and 7. This presents the fundamental material in about 40 lectures. Some instructors may want to spend more time on Chapter 1 and omit more material from later chapters.
In chapters after the first, the most fundamental material is concentrated in the first section. Emphasizing these sections (while skipping the optional items) still illustrates the scope of graph theory in a slower-paced one-semester course. From the second sections of Chapters 2, 4, 5, 6, and 7, it would be beneficial to include Cayley's Formula, Menger's Theorem, Mycielski's construction, Kuratowski's Theorem, and Dirac's Theorem (spanning cycles), respectively.
Some optional material is particularly appealing to present in class. For example, I always present the optional subsections on Disjoint Spanning Trees (in Section 2.1) and Stable Matchings (in Section 3.2), and I usually present the optional subsection on f-factors (in Section 3.3). Subsections are marked optional when no later material in the first seven chapters requires them and they are not part of the central development of elementary graph theory, but these are nice applications that engage students' interest. In one sense, the "optional" marking indicates to students that the final examination is unlikely to have questions on these topics.
Graduate courses skimming the first two chapters might include from them such topics as graphic sequences, kernels of digraphs, Cayley's Formula, the Matrix Tree Theorem, and Kruskal's algorithm.
Further Pedagogical Aspects
In the revision I have emphasized some themes that arise naturally from the material; underscoring these in lecture helps provide continuity.
More emphasis has been given to the theme of TONCAS—"The obvious necessary condition is also sufficient." Explicit mention has been added that many of the fundamental results can be viewed in this way. This both provides a theme for the course and clarifies the distinction between the easy direction and the hard direction in an equivalence.
Another theme that underlies much of Chapters 3-5 and Section 7.1 is that of dual maximization and minimization problems. In a graph theory course one does not want to delve deeply into the nature of duality in linear optimization. It suffices to say that two optimization problems form a dual pair when every feasible solution to the maximization problem has value at most the value of every feasible solution to the minimization problem. When feasible solutions with the same value are given for the two problems, this duality implies that both solutions are optimal. A discussion of the linear programming context appears in Section 8.1.
Other themes can be identified among the proof techniques. One is the use of extremality to give short proofs and avoid the use of induction. Another is the paradigm for proving conditional statements by induction, as described explicitly in Remark 1.3.25.
The development leading to Kuratowski's Theorem is somewhat long. Nevertheless, it is preferable to present the proof in a single lecture. The preliminary lemmas reducing the problem to the 3-connected case can be treated lightly to save time. Note that the induction paradigm leads naturally to the two lemmas proved for the 3-connected case. Note also that the proof uses the notion of S-lobe defined in Section 5.2.
The first lecture in Chapter 6 should not belabor technical definitions of drawings and regions. These are better left as intuitive notions unless students ask for details; the precise statements appear in the text.
The motivating applications of digraphs in Section 1.4 have been marked optional because they are not needed in the rest of the text, but they help clarify that the appropriate model (graph or digraph) depends on the application.
Due to its reduced emphasis on numerical computation and increased emphasize op techniques of proof and clarity of explanations, graph theory is an excellent subject in which to encourage students to improve their habits of communication, both written and oral. In addition to assigning written homework that requires carefully presented arguments, I have found it productive to organize optional "collaborative study" sessions in which students can work together on problems while I circulate, listen, and answer questions. It should not be forgotten that one of the best ways to discover whether one understands a proof is to try to explain it to someone else. The students who participate find these sessions very beneficial.
Several students found numerous typographical errors in the pre-publication version of the second edition (thereby earning extra credit!): Jaspreet Bagga, Brandon Bowersox, Mark Chabura, John Chuang, Greg Harfst, Shalene Melo, Charlie Pikscher, and Josh Reed.
The cover drawing for the first edition was produced by Ed Scheinerman using BRLCAD, a product of the U.S. Army Ballistic Research Laboratory. For the second edition, the drawing was produced by Maria Muyot using CorelDraw.
Chris Hartman contributed vital assistance in preparing the bibliography for the first edition; additional references have now been added. Ted Harding helped resolve typesetting difficulties in other parts of the first edition.
Students who helped gather data for the index of the first edition included Maria Axenovich, Nicole Henley, Andre Kundgen, Peter Kwok, Kevin Leuthold, John Jozwiak, Radhika Ramamurthi, and Karl Schmidt. Raw data for the index of the second edition was gathered using scripts I wrote in perl; Maria Muyot and Radhika Ramamurthi assisted with processing of the index and the bibliography.
I prepared the second edition in the TEX typesetting system for which the scientific world owes Donald E. Knuth eternal gratitude. The figures were generated using gpic, a product of the Free Software Foundation.
Feedback
I welcome corrections and suggestions, including comments on topics, attributions of results, updates, suggestions for exercises, typographical errors, omissions from the glossary or index, etc. Please send these to me at west@math.uiuc.edu
In particular, I apologize in advance for missing references; please inform me of the proper citations! Also, no changes other than corrections of errors will be made between printings of this edition.
I maintain a web site containing a syllabus, errata, updates, and other material. Please visit! (
I have corrected all typographical and mathematical errors known to me before the time of printing. Nevertheless, the robustness of the set of errors and the substantial rewriting and additions make me confident that some error remains. Please find it and tell me so I can correct it!
Most Helpful Customer Reviews
Level of the book: 3rd-4th year undergrad or 1st-2nd year grad (pretty big range). Don't let other reviews fool you. This book does an excellent job covering the material at hand, especially given the task West set out to achieve. The book basically stands alone thanks to thorough appendices and a fair amount of examples, plus lots of problems (mostly proofs). Because this material is proof-based, I cannot suggest that this book could stand alone, but that someone else should review problems and such. When I first was reading this book, I ignored the appendices, and that was my downfall. Once I started using all the tools in this book, things started coming together. Because of the intricate design, I would recommend this book only to people who are serious about a thorough introduction to graph theory. That is, actually proving many of the theorems that play a central role in this introduction. For a simple introduction to concepts, I would recommend Trudeau's book, "Introduction to Graph Theory," which is a good read and introduces a few of the ideas and definitions of graph theory, but does not focus on proofs. My only major quarrel with this book is that it is completely void of color! This would be EXTREMELY useful in this book because many of the diagrams are complicated and different color labels would make things much clearer (instead of bolding lines and such). The increased price of the book would certainly be worth the clarity from color. There are also some typos throughout the book, but none too major (that have been noticed). Overall, I would highly recommend this book over any other, but consider waiting until an edition with color comes out.
West is enthusiastic about graph theory. I do not recommend this book for independent study, nor would I recommend it for a first-time student of graph theory. It is called "Introduction to Graph Theory", not because it is an appropriate introductory text for new students, but because it covers a broad area of the subject. I recommend it for a student who has read at least one lower-level introductory text and would like to round out their knowledge of graph theory in a more in-depth way.
I have two problems with this book. They both stem from the fact that it reads more like a collection of journal articles than like a cohesive text book. One is that his notation is very specific--he does not always use the most common form of notation, and this means that dipping into the book is difficult. The second problem for me is that West defines many things that I do not feel need defining. Rather than using a short description of a certain type of graph whenever he refers to it, he will give it a label. Again, this makes dipping into his text rather difficult, especially since many of the things he defines are not generally given a definition. Both of these would be perfectly reasonable for a journal article, but seem rather out of place in a large textbook--his definitions particularly clutter up his work. Perhaps West is more used to writing papers than textbooks.
Having said that, West is very knowledgeable and enthusiastic. His exercises are wonderful, marked with a (-) for easy, a (+) for difficult, a (!) for particularly instructive, and a (*) for problems based on optional material. Several of the (!) problems I have worked required me to actually look up the paper that they are based on for the final solution--which is possible due to his excellent citations.Read more ›
The treatment is logically rigorous and impeccably arranged, yet, ironically, this book suffers from its best feature: it is comprehensive. As a book becomes more encyclopedic, it becomes less useful for pedagogy. Introduction to Graph Theory is somewhere in the middle. It is an adequate reference work and an adequate textbook. Steering a middle course, the book is bound to dissatisfy people with specific needs, but readers needing both a reference and a text will find the book satisfying.
If you buy it for pedagogical purposes, be prepared to consult other works for a more intuitive approach. Introduction to Graph Theory presents few models, relying instead on logically rigorous development. Personally, I'm for both, but that takes up space, meaning less material can be covered.
I'm glad I bought the book, and I will keep it for a future reference.
Some of the criticisms leveled at West's book by other reviewers focus on either the errors that appear in the book or the choice of material. To the former concern, I would certainly add my own lamentations about the errors in the book, but note that in learning from this text I did not find the errors grevious at all and West's web page is a good guide to reading around them if you find something that cannot easily be interpreted from context (which I could not). However, the later concern I see as too nitpicking, as the book does a good job of familiarizing the reader with a large breadth of topics, to be chosen at the instructor's disscression. Just covering some subset of the book proved to be more than enough material for a challenging and well-paced one semester class, as the book was intended. I found West's literary style eminently readible, and more to the point I have been able to go on in Graph Theory with an excellent preperation thanks to West's book, which I see as the real measure of an introductory text. The only real negative to the book is the short shrift given to more modern topics such as spectral methods and more extremal questions. The author feels a need to cram in this material, but at the cost of readability and scope. However, these topics are really not within the purvue of an undergraduate graph theory text, so I don't feel that this seriously detracts from the quality of the book. For a wonderful text on modern graph theory appropriate for a graduate student, however, let me cast my vote for Bollobas' aptly named "Modern Graph Theory".
I can't recommend West's text enough. It is modern and well written, and it serves as a great introduction to a wonderful field of mathematics.
| 677.169 | 1 |
Web Resources
Other Links
MAT 100 - Intermediate Algebra
Course Description
This course is designed primarily as a preparatory course for students intending to take the College Algebra or Business Precalculus. Topics covered in this course include linear equations and inequalities; quadratic equations; introduction to functions and their graphs; 2x2 linear systems; polynomials; rational expressions and equations; and radical expressions and equations.
Upon successful completion of this course, students should be able to:
Solve linear equations, inequalities, and formulas.
Solve problems involving functions and their graphs.
Graph linear functions and determine equations of lines.
Solve 2x2 linear systems.
Factor polynomials.
Simplify and perform basic operations on polynomials, rational expressions and radical expressions.
Solve quadratic, rational and radical equations.
| 677.169 | 1 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.