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Fun, friendly coaching and all the practice you need totackle maths problems with confidence and ease In his popular Basic Maths For Dummies, professionalmaths tutor Colin Beveridge proved that he could turn anyone –even the most maths-phobic person – into a natural-born numbercruncher. In this book he supplies more of his unique brand... more...
Colin Beveridge ,... more...
Colin Beveridge holds a doctorate in mathematics from the University of St Andrews. He gave up a position as a researcher at Montana State University (working with NASA, among other projects) to become a full-time maths tutor, helping adults, GCSE, A-level and university students overcome their fear of maths – a position he finds 'far more... more...
If you're preparing for the newly revised Numeracy and Literacy Skills Tests, Teacher's Skills Tests For Dummies is your one-stop for both exams, providing you with subject-matter review, revision and practice tests you need to tackle the tests with confidence and succeed. Written by expert authors in Maths, English, and Education (with... more...
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Beecher, Penna, and Bittinger's College Algebra is known for enabling students to "see the math" through its focus on visualization and early introduction to functions. With the Fourth Edition, the authors continue to innovate by incorporating more ongoing review to help students develop their understanding and study effectively. Mid-chapter Review exercise sets have been added to give students practice in synthesizing the concepts, and new Study Summaries provide built-in tools to help them prepare for tests. The MyMathLab course (access kit required) has been expanded so that the online content is even more integrated with the text's approach, with the addition of Vocabulary, Synthesis, and Mid-chapter Review exercises from the text as well as example-based videos created by the authors.
Bob Blitzer has inspired thousands of students with his engaging approach to mathematics, making this beloved series the #1 in the market. Blitzer draws on his unique background in mathematics and behavioral science to present the full scope of mathematics with vivid applications in real-life situations. Students stay engaged because Blitzer often uses pop-culture and up-to-date references to connect math to students' lives, showing that their world is profoundly mathematical.
The Collins College Outline for College Biology is a comprehensive overview of core topics from cell structure to genetic engineering. Chapters on DNA and basic biological chemistry; animal development and major organ systems; plant structure and function; populations and ecosystems; current and controversial issues; and more will provide students with all of the information needed to master a college-level or AP biology course. Fully revised and updated by Dr. Marshall Sundberg, College BiologyAfter hard-fought battles to include African Americans as qualified students within the white American educational system, the opportunity for higher learning still remains a struggle. This is Troy Potter's story. He is an African American young man from inner-city Philadelphia. He grew up with dreams of becoming a basketball player but now that he's eighteen he must learn the rules to a whole new game: college. How will Troy survive at a predominantly white school? Will he be afforded the same quality of education as his fellow students? How will he learn to become a successful black man in a white world? This penetrating novel takes a close look at the world of academia from a youthful African American perspective.
Is it any wonder that college boys are the stuff of fantasies the world over? These dreamy hunks stride across campus, stirring lust in their wake. Whether toweling off after a swim, lurking in the library stacks, or engaging in some male bonding at the frat house, these gorgeous undergrads are good for page-turning, arousing action. An explicit collection of gay erotica, College Boys explores the first feelings of lust for another boy, all-night study sessions with a classmate, and the excitement of a student hot for teacher. This steamy collection relishes the joys of self-discovery and the revelations that happen when a young man has freedom to pursue his interests-in bed and out. From coming out to falling in love, these stories of sexual awakening will evoke trembling, heart-pounding, sweaty-palmed excitement. Featuring the top erotic authors Rob Rosen, Simon Sheppard, Neil Plakcy, Christopher Pierce, Rachel Kramer Bussel, and more. With searing male-on-male action and wickedly inventive writing, these stories are more provocative, authentic, smart, edgy, and hotter than gay erotica published anywhere else.
The Collins College Outline for College Chemistry is a comprehensive guide to the fundamental concepts behind chemical reactions, bonding, equilibria, and thermodynamics, with topics ranging from simple chemical measurements and the basics of atoms and molecules to entropy, electrochemistry, and nuclear chemistry. Fully revised and updated by Dr. Steven Boone, College ChemistryThe Ultimate Guide to Surviving and Thriving in the Dorm Dorm life offers you a great chance to meet new people and try new things. But leaving the comforts of home for the first time to enter the roommate-having, small-room-sharing, possibly-coed-bathroom-using world of the dorms can be overwhelming and intimidating. The College Dorm Survival Guideoffers expert advice and the inside scoop on: * Choosing the right residence hall for you * Getting along with your roommate (and handling conflict) * Bathroom, laundry, and dining hall survival * Dealing with stress, depression, and safety issues From avoiding the dreaded Freshman 15 to decorating your space, this informative and funny guide gives experts' advice on everything you need to know to enjoy dorm living to the fullest.
Substance use among college students can result in serious academic and safety problems and have long-term negative repercussions. This state-of-the-art volume draws on the latest research on students' alcohol and drug use to provide useful suggestions for how to address this critical issue on college campuses. Leading researchers from multiple disciplines examine the prevalence and nature of substance use by students; biological and neuropsychological considerations; psychological and social aspects; prevention; and policy. Exemplary programs are presented including brief interventions, comprehensive prevention programs, and recovery support programs enhancing the utility of the book for campus-based clinicians and administrators
"A raw and resonant debut novel" (Megan McCafferty) and a vivid portrait of life on a modern college campus. College senior Natalie Bloom is beautiful and ambitious, but also painfully insecure. At twenty, she's still a virgin, never even having had a boyfriend. At school, Natalie hides out most weekends in the library--until she meets Patrick, her fantasy (she thinks) of a cultured, intellectual Prince Charming. But the more time they spend together, the more Patrick brings out her worst insecurities. And before Natalie's ready, she winds up losing her virginity-- and her sense of direction, as her emotional responses take a dangerously self-destructive turn. Soon it'll take only the most extreme measures to reclaim her sense of self, her confidence, and her ambition. Insightful, moving, and achingly self-aware, College Girl is an intensely real portrait of a character whose insecurities are recognizable to us all, and of a time of life that changes everything. .
Jessica and Elizabeth Wakefield are about to begin the most exciting year of their lives.... Jessica has everything she's dreamed of: freedom, independence, and all the guys on campus--except the one she wants. Elizabeth hopes college will be just like high school--only better! Her longtime boyfriend, Todd Wilkins, wants their love to go further. Can their relationship survive freshman year? Enid Rollins, Elizabeth's high-school best friend, is glamorous Alexandra now: party girl, sorority pledge and no friend of Elizabeth's. Winston Egbert vows to be taken seriously at college. But he's been registered as "Winnie" and put in an all-female dorm!
The textbook is designed for all creative writing courses. It covers fiction, poetry, and drama, and explores such across-the-genres subjects as theme, setting, characters, plot, point of view, tone, style, description, dialogue, thoughts, time, images, and sounds.
Practical advice on every aspect of campus life for students headed off to college What educators and students have to say about David Schoem'sCollege Knowledge: "David Schoem is a devoted teacher. He recognizes the challenges of preparing to be a responsible, compassionate, successful adult in the twenty-first century. He has written a book that can make a meaningful difference in the lives of its readers. " ---Jeffrey Lehman, President, Cornell University "College Knowledgeis full of wise, straight-to-the-point guidance for success both in and out of the classroom. Every first-year student should read-a--nd heed---David Schoem's advice. Though written for students, parents of first-year students can learn from it, too!" ---Beverly Daniel Tatum, President, Spelman College "College Knowledgeis a deceptively straightforward guide appropriate for any student entering higher education. As both a parent and an educator, I highly recommend this sage, yet easy-to-digest guide as a must for the college-bound young adult. " ---Pamela Horne, Director of Admissions, Michigan State University "Professor Schoem's insights and encouragement helped me to create many of my most satisfying and lasting experiences during college. This book captures his infectious enthusiasm and will inspire readers to take risks in exploring all that college has to offer. " ---Miriam Vogel, former Schoem studentBy assessing their skills, interest, values, goals, personality, preferences, motives, assumptions, learning styles, and long-term career plans, this book helps readers explore their options, evaluate the merits of each, and choose the college program that fits them and their career goals best.
A college of Magics is a 380 page independent fantasy novel first published in 1994 and written by the interesting Minnesota fantasy author Caroline Stevermer. The Tor Books' summary reads as follows:
Stevermer's enchantingly dry, sly wit infuses this wonderful new novel set in a magical Europe where imaginary dukedoms are reached via the Orient Express.
Faris Nallaneen is the heir to the small northern Dukedom of Galazon; but until she reaches her majority, her despotic uncle rules with an iron hand. He has banished her to college, to keep her out of the country and out of his way. But little does he reckon on the specialty that is taught at the College of Greenlaw. That specialty is magic.. .and Faris shall prove to be an apt student indeed!
From the old stone halls of academia to the elegant rooms of Parisian salons, Stevermer spins a tale both swashbuckling and intimate, full of adventure, love, fortunes won and fortunes lost, and the lasting magic of true friendship.
While physics can seem challenging, its true quality is the sheer simplicity of fundamental physical theories--theories and concepts that can enrich your view of the world around you. COLLEGE PHYSICS, Tenth Edition, provides a clear strategy for connecting those theories to a consistent problem-solving approach, carefully reinforcing this methodology throughout the text and connecting it to real-world examples. For students planning to take the MCAT exam, the text includes exclusive test prep and review tools to help you prepare.
A record 21.6 million students attended American colleges and universities in the fall of 2012. Of those students, the U.S. Census Bureau says, more than 4.4 million were in the 15-19 age bracket, the market primed and ready for the advice dispensed by college consultants. The experts at Entrepreneur zero in on this growing marketing and show education enthusiasts how to turn their passion into profits with a college planning and consultant business.
College Planning for Gifted Students: Choosing and Getting into the Right College is a must-have for any gifted or advanced learner planning to attend college. Sandra Berger, a nationally recognized expert on college and career planning for gifted students, provides a hands-on, practical guide to college planning in this updated edition of the best-selling College Planning for Gifted Students book. Berger focuses specifically on helping gifted students discover who they are and how that discovery corresponds to the perfect postsecondary endeavor. The author also provides useful, practical advice for writing college application essays, requesting recommendation letters, visiting colleges, and acing the college entrance interview. Throughout the book, helpful timelines and checklists are provided to give students and their parents, teachers, and counselors assistance in planning for and choosing the right college.
College Reading and Study Skills teaches reading, critical thinking and study skills for today's diverse students, encouraging them to apply these integrated skill sets to their coursework and future academic success. Kathleen McWhorter wrote College Reading and Study Skills, primarily, for courses that are half reading, half study skills. Emphasizing comprehension and metacognition, College Reading and Study Skills approaches reading and study skills as essential skills necessary for college success. The text focuses on reading and learning as a cognitive process, encouraging students to approach reading as an active mental process of selecting, processing, and organizing information to be learned.
And You Thought Getting into College Was Hard... Students who assume they can figure out college on the fly often learn things the hard way--they look back and think, "If only I'd known this from the start!" College Rules! will save you the time and trouble, setting you up for academic success from the get-go. Lesson #1: College is different from high school, and even those who were at the top of their class will need practical advice on how to successfully transition to college life. This updated and expanded third edition of College Rules! reveals strategies that aren't taught in lectures, including how to: Study smarter--not harderPlan a manageable course scheduleMaster e-learning technologiesInteract effectively with profsBecome a research pro--at the library and onlineOrganize killer study groupsFeel engaged--even in "yawn" coursesSurvive the stresses of exam weekSucceed even as an alternative or adult studentSet yourself up for stellar recommendations Saving time, energy, and aggravation by doing everything right the first time will free you up for that pizza break, ultimate frisbee game, or ski trip even quicker. Why? Because College Rules!
College Students in the United States accounts for contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments and a range of outcomes including learning, development, and achievement. Throughout the book, the differing experiences, needs, and outcome of students across the range of "traditional" (18-24 years old, full-time students) and non-traditional (for example, adult and returning learners, veterans, recent immigrants) are highlighted. The book is organized, for use as a stand-alone resource, around Alexander Astin's Inputs-Environment-Outputs (I-E-O) framework.
This handbook answers such questions as:
What is a learning disability?
What technology might help a student with an LD?
How can someone get through college with an LD?
This book provides clear answers to questions which admissions officers often ask. It also includes several appendices listing resources which can help LD students do well in college and other higher education settings.
Although teachers are not mentioned in the title, they may find this book to be a welcome resource, especially when mentoring highschool students
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This learning video presents an introduction to graph theory through two fun, puzzle-like problems: "The Seven Bridges of Königsberg" and "The Chinese Postman Problem". Any high school student in a college-preparatory math class should be able to participate in this lesson. Materials needed include: pen and paper for the students; if possible, printed-out copies of the graphs and image that are used in the module; and a blackboard or equivalent. During this video lesson, students will learn graph theory by finding a route through a city/town/village without crossing the same path twice. They will also learn to determine the length of the shortest route that covers all the roads in a city/town/village. To achieve these two learning objectives, they will use nodes and arcs to create a graph and represent a real problem. This video lesson cannot be completed in one usual class period of approximately 55 minutes. It is suggested that the lesson be presented over two class sessions.
Online Animations: visit our interactive Chinese Postman Flash Simulation to practice using this algorithm with examples from the handout and more! Click here.
When she made this BLOSSOMS video, Karima R. Nigmatulina was a Ph.D. student at the Operations Research Center at MIT and was interested in the applications of mathematics in public policy and social sector issues. Today, she remains interested in these areas as she is a member of the research staff of Intellectual Ventures Lab of Bellevue, Washington, where she works on Epidemiological Modeling.
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Saxon Math 3 Teacher's Manual. Its in GUC. Has slight water damage on some pages, but still very usable and there is no damage to the actual text. $25 PPD (will ship media mail unless you ask and pay for a faster shipping.) ISBN 1-56577-016-1
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Did you know you can learn from our mobile apps? Every minute counts! How many hours per week are you committed to learning? Hours per week We recommend the "access course materials" option, which is best for casual learners and completely free. Our Coaches can pace you to make the most of your limited time. If you don't intend to complete the course, we recommend the "Access course materials" option, which is best for casual learners.
Optional content ratings: 0 - general audience 1 - undergraduate / scientifically interested lay persons 2 - advanced undergrad / graduate 3 - research level Introduction to Quantum Theory A very basic introduction to key concepts in quantum theory from a historical perspective (level 0) What is Quantum Computation? A very basic introduction to quantum computing (level 0) Brief overview of classical cryptography A very basic overview to quantum cryptography QuantumLab: Experiments with single photons Experiments with single photons for education are interactive available with data from the real experiment (level 0-2) Pages in category "Introductory Tutorials" The following 13 pages are in this category, out of 13 total.
LearningSpace - The Open University.
It introduces the you to the graphics calculator, and takes you through a series of exercises from the Calculator Book, Tapping into Mathematics With the TI-83 Graphics Calculator. The unit ends by asking you to reflect on the process of studying mathematics. In order to complete this unit you will need to have obtained a Texas Instruments TI-83 calculator and the book Tapping into Mathematics With the TI-83 Graphics Calculator by Barrie Galpin and Alan Graham (eds), Addison Wesley, 1997 (ISBN 0201175479).
Computer Science 171: Introduction to Artificial Intelligence. Computer Musings by Professor Donald E. Knuth. View Computer Musings, lectures given by Donald E.
Knuth, professor emeritus in computer science at Stanford University.
Learn Science at Nature. Scitable is a free science library and personal learning tool brought to you by Nature Publishing Group, the world's leading publisher of science.
Scitable currently concentrates on genetics and cell biology, which include the topics of evolution, gene expression, and the rich complexity of cellular processes shared by living organisms. Scitable also offers resources for the budding scientist, with advice about effective science communication and career paths.
School of Engineering - Stanford Engineering Everywhere. This course is the largest of the introductory programming courses and is one of the largest courses at Stanford.
Topics focus on the introduction to the engineering of computer applications emphasizing modern software engineering principles: object-oriented design, decomposition, encapsulation, abstraction, and testing. Programming Methodology teaches the widely-used Java programming language along with good software engineering principles. Emphasis is on good programming style and the built-in facilities of the Java language. The course is explicitly designed to appeal to humanists and social scientists as well as hard-core techies. In fact, most Programming Methodology graduates end up majoring outside of the School of Engineering.
Open Yale Courses. Encyclopedia of Human-Computer Interaction. UC Berkeley Webcasts. Free Math Worksheets, Problems and Practice. Web Design & New Media Schools. Academy of Art University's School of Web Design & New Media is the intersection between traditional design and new technologies, where creativity meets innovation.
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Mathematics Course Descriptions
Mathematics Course Descriptions
Mathematics - 100 level courses
Intensive study of the problem solving process. Algebraic, patterning, modeling and geometric strategies are explored. Includes a review of basic algebra skills and concepts necessary for problem solving. Consent of the Department is required. This does not fulfill the College General Education requirements in Mathematics.
MATH 102: Liberal Arts Mathematics (3)
Mathematical modeling through the use of graph theory. Topics include graphs, directed graphs, trees, matchings and network flows. Designed primarily for first year college students.
Brief treatment of the real numbers, sets, functions, polynomials and graphs. Differential and integral calculus with special emphasis on the exponential and logarithmic functions and on ordinary differential equations. The last section of the course is equivalent to a three-credit course in statistics including use of statistical software. Motivating examples and exercises will be taken from the biological applications when possible. Not adequate preparation for MATH 231.
MATH 118: Patterns in Mathematics Elementary Teachers (3)
Problem solving and strategies; properties of whole numbers, integers, rational numbers, and real numbers; algorithms and computation; elementary number theory. The course follows the recommendations of the Mathematical Association of America and the National Council of Teachers of Mathematics for the training of elementary teachers. Prerequisite: One college mathematics course.
MATH 131-132: Calculus I, II (4, 4)
Algebraic and transcendental functions; limits; continuity; derivatives; maxima and minima; concavity; related rates; Taylor polynomials; Mean Value Theorem; anti-differentiaion; Riemann sums; the Fundamental Theorem of Calculus; techniques of integration; sequences and series. The course is based on graphical, numerical and symbolic points of view. Graphics calculators are used throughout the course. Prerequisite: At least four years of high school mathematics.
MATH 133: Theory and Application of Calculus (4)
This course is designed for students who have completed a full year of calculus in high school and have mastered the mechanics of differentiation and integration. The basic concepts of calculus, including limits, derivatives, integrals, sequences and series, will be explored in depth. The emphasis of the course is on understanding the theory of calculus and constructing mathematical models.
An introduction to Operations Research—quantitative models used in management decision-making. The course will focus on the models as tools with computer software used extensively for problem solving and assignments. Case studies are used. Prerequisite: A year of Calculus or MATH 114. (Also listed as BUAD 427)
The life, times and work of the notable women from Hypatia to Noether. Recent history of American women in mathematics. The societal and cultural influences which cause women to leave mathematics at all levels. Students in turn assume leadership of discussion. Prerequisite: two college mathematics courses above MATH 102.
Mathematics - 300 level courses
Review of basic properties of the real number system. Foundations of Euclidean geometry with additional study of transformational geometry. Elementary probability and statistics. The course meets for an additional required one-hour laboratory weekly. Recommendations of MAA and NCTM are continued. Prerequisites: Two MATH courses including MATH 118 with a grade of "C" or higher in MATH 118.
MATH 326: Linear Algebra/Differential Equations (4)
Linear systems; linear independence; matrix algebra; determinants; vector spaces including subspaces, dimension, rank, change of bases; linear transformations; eigenvalues and eigenvectors; inner product; orthogonality; and Gram-Schmidt. An introduction to differential equations, including first order linear, separable, and exact; second order with constant coefficients and variations of parameters, reduction of order, and undetermined coefficients. Applications included. Prerequisites: MATH 225 and 231, or permission.
This course studies methods for solving higher order linear ordinary differential equations, linear first order systems, and boundary value problems for the heat and wave equations. It analyzes nonlinear systems of first order ordinary differential equations using approximation by linear systems, numerical solutions and phase portraits. The course will use mathematical software to solve differential equations and systems of differential equations symbolically, numerically and graphically. Prerequisite: Math 326
Topics include sampling distributions, estimation, theory of estimators, test of hypotheses, analysis of variance, regression and correlation analysis, time series, experimental design, modeling and decision criteria. The use of statistical analysis in decision problems is stressed. Prerequisite: MATH 345 or its equivalent.
The examination, analysis, and preparation of a variety of mathematical models of real-world phenomena from economics, science and industry. Discrete, continuous, and statistical models are included. May be repeated for credit. Only one hour may be used for the mathematics major. Prerequisites: MATH 345 and invitation by the department.
Provides properly qualified students with an opportunity for independent study and careful consideration from an advanced standpoint of selected topics in undergraduate mathematics. Consent of the department chair.
Mathematics - 500 level courses
Workshop in topics of undergraduate mathematics and related pedagogy. Designed for faculty currently teaching or preparing to teach the specified topics. May be repeated for credit. Prerequisite: Appropriate mathematical preparation.
MATH 502: AP Mathematics 2
A survey of the content of the AP Mathematics syllabus. The selection of topics and their applications will be guided by the preparation of the students. Appropriate technology will be used. Instructional technique and design of an AP course will be discussed. Problem-solving sessions are an integral part of the course. May be repeated for up to a maximum of four hours of credit.
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Synopsis
"Mathematics can be as effortless as humming a tune, if you know the tune," writes Gareth Loy. In Musimathics, Loy teaches us the tune, providing a friendly and spirited tour of the mathematics of music--a commonsense, self-contained introduction for the nonspecialist reader.Volume 2 of Musimathics continues the story of music engineering begun in volume 1, focusing on the digital and computational domain. Loy goes deeper into the mathematics of music and sound, beginning with digital audio, sampling, and binary numbers, as well as complex numbers and how they simplify representation of musical signals. Chapters cover the Fourier transform, convolution, filtering, resonance, the wave equation, acoustical systems, sound synthesis, the short time Fourier transform, and the wavelet transform. These subjects provide the theoretical underpinnings of today's music technology. The material in volume 1 is all preparatory to the subjects presented in this volume, although either volume can be read independently. Cross-references to volume 1 are provided for concepts introduced in the earlier volume, and additional mathematical orientation is offered where necessary. The topics are all subjects that contemporary composers, musicians, and music engineers have found to be important. The examples given are all practical problems in music and audio. The level of scholarship and the pedagogical approach also make Musimathics ideal for classroom use. Additional material can be found at a companion web site.
Gareth Loy is a musician and award-winning composer. He has published widely and, during a long and successful career at the cutting edge of multimedia computing, has worked as a researcher, lecturer, programmer, software architect, and digital systems engineer. He is President of Gareth, Inc., a provider of software engineering and consulting services internationally
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Singapore is number one in Mathematics and number two in Science worldwide in the Third International Mathematics And Science Study (TIMSS) 1999. 93% and 80% of our students are in the international top half for Mathematics and Science respectively.
The mathematics and science curriculum in Singapore has been found to be more comprehensive than that of many countries. Singapore's rigorous curriculum is continually reviewed to ensure that it remains relevant for our students.
Editor's picks
This is a comprehensive curriculum that will give your child a solid foundation in mathematics, build up their confidence and give them a head start on their peers.
"Initially I thought of buying just the text and work books as used by the Singapore students, but the recommended workbooks in the respective Singapore Mathematics and Science grade packages are very well selected. They include solutions that are helpful for me to grade my children's work. The Mathematics teacher's Guide is colourful, but sadly the Science Teacher's Guide comes in Black & white. C. H."
This is a comprehensive curriculum that will give your child a solid foundation in mathematics, build up their confidence and give them a head start on their peers.
"Dear SGBox The books arrived last Friday. The parcel arrived in perfect condition and we are very satisfied with the contents. My daughter has started work in the maths books and finds that they are very well laid out with clear examples and instruction. We have had a quick look through the science books and they promise to be as good as the maths! So far we find that these are excellent products and look forward to ordering from you in the future. Best wishes Sandie McDonnell"
This is a comprehensive curriculum that will give your child a solid foundation in mathematics, build up their confidence and give them a head start on their peers.
"While I have used the Singapore Primary Math books for over 10 years (pre-2001 syllabus), I had not realized that there were more contemporary textbooks available for US based customers. As a homeschool parent, these new texts have far exceeded my expectations and are a significant improvement on the Primary Mathematics texts currently available from US based retailers. The graphics are much more engaging and the supporting materials are very thorough and provide a significant amount of extra practice. I will say, making the transition from 5B old text to 6A new text, the 6A (except for algebra) will predominantly be review (3 of the six chapters) of 5B with some additional challenging problems and twists. That said, for the student having previously worked with Singapore Math, the transition in texts should be a confidence booster because the problems build in complexity at a nice pace. I also can not emphasize enough how pleased I am with the supplementary texts, which include answer keys. The explanations are clear and the additional practice problems are excellent for building skill, speed, accuracy, and fundamental understanding. I would highly recommend these products - not just the textbooks and workbooks but also the additional guides. Karen D."
This is a comprehensive curriculum that will give your child a solid foundation in mathematics, build up their confidence and give them a head start on their peers.
"Thank you so much for the very quick delivery - I wasn't expecting it for at least another week! As a mathematician and mathematics teacher who longs for the "good old days" in which pupils were given a thorough grounding in the basics underlying the subject (Algebra and Geometry), your books are a revelation! It is no small wonder that Singapore students maintain their enviable success rate in mathematics at Primary and Senior levels when your curriculum is based around such wonderful books. They are packed full of searching and thought provoking examples and investigations that do not shy away from giving pupils challenging mathematics to deal with. For this the authors are to be fully commended. It's comforting to know that some Departments of Education are willing to entertain the (remote) possibility of some partial failures in a system having high-expectations for the greater good of the discipline, its teachers and of our future mathematicians. The alternative is so often to opt for inflated grades, shallow and lack-lustre syllabi, implemented all too often solely for political favour rather than the benefit of our pupils and their development. Dr Dabbs (UK)."
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Your child will acquire higher-order thinking skills and be able to apply the concepts learnt though tackling these non-routine and challenging questions.
"Dear SGBox, I received my order promptly and when I enquired about my order, I was surprised by how fast and efficient you were.I found you very customer-friendly and trust your company. As for the books, my children started to immediately use them and in fact they forced me to teach them Maths during their summer holdays. I'm so happy with the books taht I plan to order more of them. Thank you again for looking so promptly and efficiently into the matter. Regards V. S."
Your child will learn new concepts in a straight-forward and interesting way. He will develop creative and critical thinking and master problem-solving strategies through the worked examples in this section.
"Excellent service. We were not expecting the books to arrive for another week so were pleasantly surprised when the package arrived this morning. My 4 year old eagerly started on her New Syllabus Primary Maths 1st Grade book tonight. I will definitely be ordering again from sgbox. Paul C."
This Singapore Math workbook is an invaluable tool for every child who wishes to master math.
"Friends at SGBox, I received my order in perfect condition at the end of last week , 7 days before it was expected. This is the fourth year I have purchased my daughters Science and Maths books from you. Suffice to say, I will continue to support these excellent products and your efficient services in the future. You are welcome to use any of this text as a reference should you wish to do so. Thanks Shaen Dry"
This Singapore Math workbook comprises a wide range of exercises and questions, including drills, short questions, application-type questions and word problems.
"Our order of maths book for levels 2 and 4 arrived today in perfect conditions. We used Primary Mathematics textbooks for Levels 1 and 3 plus several of the other maths books from sgbox in our homeschool last year and I found them far superior to any other primary level maths program on offer. We will be back for more in the future! Barbara G."
This is a comprehensive curriculum that will give your child a solid foundation in mathematics, build up their confidence and give them a head start on their peers.
"Dear Friends ! Great thanks! We received our order yesterday, 24 of June. Great thanks for good service. We have two books (Secondary 2) which we received two years ago from you. That are excellent books! And we recommend these books to all our friends to use in teaching children. Good luck. Sincerely yours Vladimir and Rita Kononenko"
This is a comprehensive curriculum that will give your child a solid foundation in mathematics, build up their confidence and give them a head start on their peers.
"I just wanted to let you know that my order arrived here two days ago. As always, I am very pleased. The 21 (!) books are beautiful and very inviting. I still have to figure out how to use all the books together. You are providing an excellent source of text-and workbooks. We are grateful to have you at our side during our home school years! The colorful textbooks are a feast for the young curious eye! The British spelling (like 'learnt versus learned') is not a big problem. In science we will have to look up a few plants and trees that are common in Singapore, but not in America. But we do not mind... Isn't discovering the world a part of learning... As I did previously, and as I did now, I will continue to use your science and math methods. Thank you so much for you courteous way of doing business! You surely can post my comments on your website. I am a very strong advocate of your materials. I truly love them. As soon as we need more books, I will contact you! Thank you very much again Sincerely, Tiziana ter Haar"
This is a comprehensive curriculum that will give your child a solid foundation in mathematics, build up their confidence and give them a head start on their peers.
"To SGBox staffs: I received the parcel last Friday September 24... the books are great. The kids liked it and so do i. I would surely recommend your books to my friends here... Thank you. Til next order again. V. D. V."
This is a comprehensive curriculum that will give your child a solid foundation in mathematics, build up their confidence and give them a head start on their peers.
"Hello, So sorry for the delay in reply. We did receive our order and we as always are pleased. We are most pleased that we have answer keys which saves me, the parent more time. We have found your products to be a great help with our childrens success in school. Very Best Regards, S. Z."
The questions in this Singapore Mathematics workbook are designed to develop and enhance your child's problem-solving skills, stimulate their creative thinking and build up their interest in Mathematics.
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Abstract Algebra A Geometric Approach
9780133198317
ISBN:
0133198316
Pub Date: 1995 Publisher: Prentice Hall
Summary: Appropriate for a 1 or 2 term course in Abstract Algebra at the Junior level. This book explores the essential theories and techniques of modern algebra, including its problem-solving skills, basic proof techniques, many unusual applications, and the interplay between algebra and geometry. It takes a concrete, example-oriented approach to the subject matter.
Shifrin, Theodore is the author of Abstract Algebr...a A Geometric Approach, published 1995 under ISBN 9780133198317 and 0133198316. Three hundred thirty six Abstract Algebra A Geometric Approach textbooks are available for sale on ValoreBooks.com, fifty three used from the cheapest price of $67.66, or buy new starting at $102.99
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1) Develop the textbook itself. That is happening at Just find a section you have some content for (vocabulary, lesson, example problems,
practice games, practice problems), click "Edit this page", and
put it in! If you make a mistake in something
you
write,
don't
worry. Someone else will click "Edit this page" and fix it. That's
the beauty of communal writing.
Here are some suggestions for making sure your writing is in simple English.
Click here for a website that will check and highlight words
that need to be simplified. There is also a wiki article, How To Write Simple English Articles, or you can check the BE850 Wordlist at Note: Please focus on the first three chapters. We will post
them first,
even
while
we're still working on the rest of the book.
2) Develop the student user-interface (our Moodle). Wikibooks is the perfect
place to develop a book like this, but Wikibooks site wouldn't
work well for students, especially students with no experience
little web experience and limited English. We will use a Moodle
(a free, Open Source Course Management System).The Moodle will
do the following things:
**Give students LOTS of step-by-step examples, since we must assume that they
will not have a qualified math teacher.
**Give student immediate feedback as they work individual problems
**Give students games to play to practice related skills
**Show students their progress through the curriculum
**Give students unlimited opportunities to take and pass chapter tests and a
final exam, so students will know when they have true mastery
of the curriculum. The grading mechanism must give them specific
feedback on what type of problem they still need to practice.
3) Know that we can't do this perfectly, or be all things to all people. We're designing a website to help young people teach themselves algebra. That's
very hard, but not
impossible.
Motivated people have been teaching themselves
ever since the invention of the written word. What we're attempting
to do is to make that easier.
In the majority of countries where
the OLPC laptops will go, students who are lucky enough to
get to go to school, attend only a few hours a day, with teachers
who have minimal education. Recorded tutorials
allow them to get much more instruction than before, and the
website will give them immediate feedback on each individual
problem, and track their progress through the curriculum. That's
not everything that a teacher does for a student, but it's
much better than nothing.
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...Algebra 2 focuses on advanced mathematical operations, such as those pertaining to complex numbers, factorization, linear systems, matrices and elementary functions, which comprise the essential knowledge base for trigonometry and precalculus. Often times, students struggle because they lack the
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Develops and reviews basic mathematical terminology, theory and operations as outlined by the Alaska State Mathematics Standards. Mathematics topics focus on reviewing the six basic "strands" of mathematical content: numeration, measurement, estimation and computation, function and relationship, geometry, and statistics and probability. Approaches to problem solving will emphasize the process of mathematical thinking, communication and reasoning. It is an appropriate course for those preparing for the High School Qualifying Exam in Alaska or those needing a review of basic math skills in preparation for a math placement test at UAF. May be repeated for a total of three credits. (1+0)
A 20-hour intensive review of math concepts offered prior to each semester. Covers prealgebra and elementary050 or DEVM F060. (1+0)
DEVM F060 Elementary Algebra 3 Credits
First year high school algebra. Evaluating and simplifying algebraic expressions, solving first degree equations and inequalities, integer exponents, polynomials, factoring, rational expressions, equations and graphs of lines. Also available via eLearning and Distance Education. Prerequisites: Grade of C- or better in DEVM F050; or ABUS F155, or appropriate placement test scores. Prerequisite courses and/or placement exams must be taken within one calendar year prior to commencement of the course. (3+0)
DEVM F065 Mathematics Skills 1-3 Credits
Designed to assist students in reviewing and reinforcing course concepts covered by DEVM F050, DEVM F060, DEVM F062, DEVM F105 and DEVM F106. Consists of instruction which may include lab instruction, individual student work or group work. May be repeated. Recommended for students who need more time and help to master the material in Developmental Math courses. (1-3+0)
A 20-hour intensive review of math concepts offered prior to each semester. Covers elementary and intermediate060 or DEVM F105 or DEVM F106. (1+0)
DEVM F071 Review of Intermediate Algebra 1 Credits
Course reviews material covered by DEVM F105. Individuals who have not taken an intermediate algebra course on the high-school level are recommended to enroll in DEVM F105. Available via eLearning and Distance Education only. (1+0)
DEVM F105 Intermediate Algebra 3 Credits
Second year high school algebra. Operations with rational expressions, radicals, rational exponents, logarithms, inequalities, quadratic equations, linear systems, functions, Cartesian coordinate system and graphing. To matriculate to MATH F107X from DEVM F105 a grade of B or higher is required. Also available via eLearning and Distance Education. Prerequisites: Grade of C- or better in DEVM F060; or DEVM F062; or appropriate placement test scores. Prerequisite courses and/or placement exams must be taken within one calendar year prior to commencement of the course. (3+0)
DEVM F106 Intensive Intermediate Algebra 4 Credits
Algebraic topics. Includes exponents, radicals, graphing, systems of equations, quadratic equations and inequalities, logarithms and exponentials, and complex numbers using alternative teaching styles. Note: This course satisfies elective credit only. Prerequisites: Grade of C- or better in DEVM F060; or DEVM F062; or DEVM F105; or appropriate placement test scores. Prerequisite courses and/or placement exams must be taken within one calendar year prior to commencement of the courses. (4+0)
This course covers one credit of the DEVM F060 Elementary Algebra course and includes the following topics: simplifying algebraic expressions, solving linear equations in one variable, solving linear and compound inequalities in one variable, applicaitons of linear equations, and solving formulas. A modularized, mastery learning approach is used with computers. Prerequisites: Grade of B or better in DEVM F050; or ABUS F155; or appropriate placement test scores. Prerequisite courses and/or placement exams must be taken within one calendar year; permission of instructor also required. (3+0)
This course covers one credit of the DEVM F060 Elementary Algebra course and includes the following topics: linear equations in two variables, graphing linear equations, finding the slope of linear equations, writing equations of lines, exponent rules, and operations and polynomials. A modularized mastery learning approach is used with computers. Prerequisites: Grade of B or better in DEVM F094D taken within one calendar year; permission of instructor also required. (3+0)
This course covers one credit of the DEVM F060 Elementary Algebra course and includes the following topics: factoring polynomials, solving quadratic equations by factoring, simpliying rational expressions, operations with rational expressions, complex fractions, solving rational equations, and applications of quadratic and rational equations. A modularized, mastery learning approach used with computers. Prerequisites: Grade of B or better in DEVM F094E taken within one calendar year; permission of instructor also required. (3+0)
This course covers one credit of the DEVM F105 Intermediate Algebra course and includes the following topics: solving systems of equations and applications, simplifying radicals and expressions with rational exponents, performing operations on radical expressions, solving radical equations, and performing operations on complex numbers. A modularized, mastery learning approach is used with computers. Prerequisites: Grade of B or better in DEVM F060; or DEVM F094F; or appropriate placement scores. Prerequisite courses or placement exams must be taken within one calendar year; instructor permission is also required. (1+0)
This course covers one credit of the DEVM F105 Intermediate Algebra course and includes the following topics: review of solving quadratic equations by factoring, solving quadratic equations that are not factorable, relations and functions, graphs and transformations of functions, quadratic functions and their graphs, performing operations on functions, composition of functions, and applications of quadratic equations and functions. A modularized, mastery learning approach is used with computers. Prerequisites: Grade of B or better in DEVM F194G taken within one calendar year; and instructor permission. (1+0)
This course covers one credit of the DEVM F105 Intermediate Algebra course and includes the following topics: solving absolute value equations and inequalities, solving linear and compound linear inequalities, solving quadratic and rational inequalities, inverse functions, exponential functions, logarithmic functions, properties of logarithms, and solving exponential and logarithmic equations. A modularized, mastery learning approach is used with computers. Prerequisites: Grade of B or better in DEVM F194H taken within one calendar year; and instructor permission. (1+0)
DEVE Courses
DEVE F060 Preparatory College Writing I 3credits
Intensive work in the process of writing and revising to improve one's writing skills. Prerequisites: Appropriate placement test scores or instructor approval. (3+0)
DEVE F068 English Skills 1 - 3 credits
Individualized instruction in written language skills. Open entry/open exit, one credit modules in spelling/vocabulary, writing paragraphs and essays, and grammar/usage. Enrollment in one or more based on diagnosed need or student decision; may be repeated. Does not fulfill degree requirements in written communications or Humanities. Graded Pass/Fail. (1 - 3+0)
Instruction for students prepare for ENGL F111x, including writing, revising, research, and critical reading. DEVE F109 can fill a gap between DEVE F070 and ENGL F111x for some students. Prerequisites: Appropriate placement test scores or instructor approval. Students who have completed DEVE F070 with less than a B are recommended to take this class before enrolling in ENGL F111x. Students who have tried ENGL F111x and not passed it on their first try are recommended to take this class before attempting ENGL F111x again.
DEVS 104 University Communications 3 credits
Introduces the unique methods of communication required at the college level. May link with selected lecture courses. May be repeated.
Reading Courses
DEVS F052 Reading Enhancement 3 Credits
Intensive instruction in reading designed to increase vocabulary and comprehension skills necessary for successful reading in the content areas of college courses. Focus is on improved reading comprehension and vocabulary development. Prerequisites: Placement or permission of instructor. (3+0)
DEVS F105 Academic Reading for College 3 Credits
Strengthens academic and critical reading and literacy skills required for college-level courses. Emphasizes practice and transfer of reading and study skills that increase comprehension and retention of narrative and expository materials typically encountered in college courses, e.g. textbooks, websites, research articles, etc. Prerequisites: Placement or permission of instructor. (3+0)
Study Skill Courses
DEVS F101 Skills for College and Career Success 3 Credits
A diverse menu of study skills for the student entering the college environment. Skills include active listening, effective reading, taking usable notes, test taking, communication, time and money management. Students learn personal development skills that assist in addressing intrusive issues that impact the learning process, increasing self-esteem, and relating these skills to the classroom and later to a career. Class sessions offer diverse learning experiences. (3+0)
DEVS F110 College Success Skills 1 Credits
An introduction and overview of the diverse skills, strategies and resources available to ensure success in the college experience. Topics include study skills, time management, career planning, stress management, communication skills, test taking and personal development skills. (1+0)
ESLG Courses
ESLG F051 Speaking English as a Second Language 1-3 Credits Offered As Demand Warrants
Engaging in English conversation. For students who do not speak English as their first language, but who can understand and follow simple instructions in English. The emphasis is on large quantities of comprehensible English, and building student confidence in understanding and speaking it. May be repeated up to nine credits. (1-3+0)
ESLG F061 Reading English as a Second Language 1-3 Credits Offered As Demand Warrants
Language experience approach and other methods are used to increase students' abilities and to build their confidence in reading English as it is encountered everyday. For students whose first language is not English, this class provides an opportunity to develop the skills involved in reading simple passages in English. May be repeated up to nine credits. (1-3+0)
ESLG F071 Writing English as a Second Language (1-3 Credits) Offered As Demand Warrants
Developing skills at writing simple English compositions. For students whose first language is not English. The emphasis is on writing large quantities of English which is understandable to native English speakers, and on building students' confidence in communicating through written English. May be repeated up to nine credits. (1-3+0)
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This third volume of PISA 2012 results explores students' engagement with and at school, their drive and motivation to succeed, and the beliefs they hold about themselves as mathematics learners. The volume identifies the students who are at particular risk of having low levels of engagement in, and holding negative dispositions towards, school...The Second International Mathematics Study was conducted in the schools of 20 education systems under the sponsorship of the International Association for the Evaluation of Educational Achievement (IEA). This is the third of three international reports, each of which focus on a major component of the study. This volume describes the main findings from... more...
Drawing primarily from historical examples, this book explains the tremendous role that numbers and, in particular, mathematics play in all aspects of our civilization and culture. The lively style and illustrative examples will engage the reader who wants to understand the many ways in which mathematics enables science, technology, art, music, politics,... more...
Math Education for America? analyzes math education policy through the social network of individuals and private and public organizations that influence it in the United States. The effort to standardize a national mathematics curriculum for public schools in the U.S. culminated in 2010 when over 40 states adopted the Common Core State Standards... more...
It describes each strategy and clarifies its advantages and drawbacks. Also included is a large sample of classroom-tested examples along with sample student responses. These examples can be used "as is" - or you can customize them for your own class. This book will help prepare your students for standardized tests that include items requiring evidence... more...
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Mathematical
communication (Schoenfeld et. al., 1992, Koedinger & Nathan, in
press) is increasingly seen as a goal for students, and in particular,
translating between algebraic (e.g. "m/s+h"), English
(e.g. "the total trip time") and concrete (e.g. "7
hours") representations. So far we have discussed students
translating from the English to algebraic or concrete
representations. The next two strategies explore asking students to
translate in different ways including: 1) translating from the
algebraic to the English and 2) within the English
representation.
Subgoal
Reification Strategy
The subgoal
reification strategy is inspired by Corbett & Anderson's
(1995) lisp tutor that showed learning gains when the students we
asked to post (or reify) their subgoals before attempting to write
lisp code. We have added to our tutor the ability to choose a
similar strategy. At T2 below, the student is asked for the name of
the subgoal. At T3 the student is asked to explain in English how to
achieve that subgoal. At T4 the tutor asks for the subgoal in
algebra. T5 and T6 repeat the pattern from T3 and T4.
T1: Hello. [Again,
doing the "bike-trip" problem] Please write an expression
for the total time the trip took.
S1: help!
T2: In order to find the total time, what do you
first have to find out? [The student is presented with pull-down menu
to select a quantity-noun phrase]
S2: [menu:] The time actually on the bikes
T3: Correct. Can you explain how you would find the
time actually on the bikes)? [Presented with the following sentence to
fill in the blanks: "The time actually on the bikes is equal to
(select quantity) (select operator) (select quantity)." The
student can select the 2 quantities and the operator from
menus. ]
S4: The time actually on the bikes is equal to
[1st menu:] the distance biked [2nd menu:]
divided by [3rd menu:] the speed of the bikes.
T4: Good. Now say what that [note the simple
pronoun substitution] in symbols.
S5: m/s
T5: Correct, Can you explain how you would find the
total time of the trip using the time on the bikes?
S6: The total time of the trip is equal to
[1st menu:] the amount of time for the break
[2nd menu:] added to [3rd menu:] the time
actually on the bikes.
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Maths Term Paper
A Maths Term Paper is based on explaining a certain theory, formula, notation or entities in the realm of mathematics. A maths term paper has to be simple and easy to understand because almost all the data present in a maths term paper is numbers and calculations that need to explained in a simplified form.
The Maths Term Paper simplifies and explains a complex maths problem for audiences to understand easily and comprehend the central idea. Most maths term papers are explanations or justifications of mathematical theories and equations that are explained in detail with emphasis on deriving a conclusion of it.
Maths Term Paper should be linear in structure while explaining the entire scenario. A maths term paper should start and go on step by step as the equation or the problem progresses and each complex line and change in equation should be addresses in numerical form and syntax as well. A maths term paper can be difficult for students to write because it requires comprehensive understanding of mathematics and how to put all that in words.
So the next time you're stuck writing your own maths term paper you can acquire our excellent services to help you draft and conclude a superb maths term paper that would suffice all your needs. Our panel of expert mathematicians and statisticians can easily decipher the most complex maths problems and equations and simplify them to write you an excellent maths term paper.
You can avail online Maths term paper writing services at PureTerm Papers while ensuring that being a student you are provided with features well incorporated in your Maths Term Paper, such as expert writers' services, guaranteed confidentiality, plagiarism-free papers, 24/ 7online support, direct contact with writers and multiple revision options on flexible prices along with special discounts.
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A review of all arithmetic concepts, introductory algebra and related topics, and geometry concepts
Algebra 1 (Mrs. Watts) (MS or HS)Currently full, with waiting list
Algebraic problem solving for first- and second-degree equations covering a variety of applications from geometry to practical word problems
Geometry (Mrs. Teel) (HS)Currently full, with waiting listReview of arithmetic concepts/skills with emphasis on mastering and applying percents.
Algebra 2 (Mrs. Teel) (HS)Currently full, with waiting list
Techniques for solving and graphing any equation or relation--covering logarithmic, exponential, and basic trigonometric relations.
Pre-requisite:Algebra 1
Middle School World History (Mrs. Czarnik) (MS)
Study of world history from a Christian perspective from the Renaissance, to the Reformation, to the Birth of Nations.Students will read several historical novels about this period.
World History (Mrs. Tierney) (HS) Currently full, with waiting list
After a brief review of the course of human history through the Renaissance, the course focuses on the forces, people, and events that have shaped the modern world.Although the course surveys Indian, Asian, and African history, the emphasis is on western civilization.
Physical Science (Mrs. von Dohlen) (MS or HS)
Study of introductory physics of motion, Newton's laws, gravity, and the principles of chemistry.
Algebraic problem solving for first- and second-degree equations covering a variety of applications from geometry to practical word problems.
Pre-requisite:Pre-Algebra
Pre-Calculus (Mrs. Cunningham) (HS)
Topics in algebra ranging from polynomial, rational, and exponential functions to conic sections; trigonometry concepts such as Law of Sines and Cosines; analytic geometry and calculus concepts such as limits, derivatives, and integrals.Important if planning to take college algebra or college pre-calculus class.
Pre-requisites: Algebra 1, Algebra 2, and Geometry
Middle School History (Mrs. Czarnik) (MS)
Study of world history from a Christian perspective from the Renaissance, to the Reformation, to the Birth of Nations.Students will read several historical novels about this period.
Study of the foundations, structures, and functions of the political and governmental system of the United States from a Christian perspective. Introductory principles of microeconomics and macroeconomics, emphasison the American system of free enterprise capitalism and the Biblical principles of work, wealth, and stewardship.
Health (Mrs. Thorsen) (MS)Currently full, with waiting list
Study of fitness involving skeletal, muscular, cardiovascular, and respiratory systems; mental health involving the nervous system; and safety, first aid, drug abuse, and interpersonal relationships.The class period will include classroom instruction in various physical fitness activities.
(High school students may take this class, but this can count as one of the middle school sciences.)
Anatomy and Physiology (Dr. Pagano)
Study of the systems of the body.
Pre-requisite:Biology and students must be 16 years of age or older and in grade 11 or grade 12; no exceptions
Lab fee:$50
Physical Science (Mrs. von Dohlen) (MS or HS)
Study of introductory physics of motion, Newton's laws, gravity, and the principles of chemistry.
Pre-requisite:Space and Earth Science and Pre-AlgebraLab fee:$40
Geometry (Mrs. Teel) (HS)A review of all arithmetic concepts, introductory algebra and related topics, and geometry concepts
Middle School History (Mrs. Czarnik) (MS)
A study of world history from a Christian perspective from the Renaissance, to the Reformation, to the Birth of Nations.Students will read several historical novels about this period.
Geography (Mrs. Tierney) (HS)
Study of various cultural regions for a Biblical understanding of the earth, its people, and its resources; full-year course (This is often considered a 9th grade course; older students may also take this course.)
Basic sight-reading, grammar, vocabulary, and Roman culture using book 1 of the Cambridge Latin Series, humorous antics of Ceacilus's family and friends in Pompeii, and multimedia presentations.
Spanish 1 (To be announced)
For students in grades 9-12 and advanced 8th graders.Study of language development, vocabulary, introductory grammar, and culture; emphasis on conversational Spanish, but reading/ writing included.
Public Speaking (Mrs. Ates) (MS or HS)
Preparation and giving of speeches—extemporaneous, informative, persuasive ceremonial, and testimonial.
World Religions (Mrs. Tierney) (MS or HS)
Study of major non-Christian religions of today—Judaism, Islam, Eastern religions, atheism, and secular humanism.Additional studies in Christian apologetics focused upon the Biblical, historical, scientific, and philosophical proofs for Christianity.
Environmental Science(
Second Period (2:00 PM-3:30 PM)
Latin 2—Middle School (Mrs. Czarnik)
Expanding sight-reading skills, grammar, vocabulary, and Roman culture using book 2 of the Cambridge Latin Series, travels to Britannia and exotic Egypt, and multimedia presentations.
Spanish 2 (To be announced) (HS)
Study of language development, vocabulary, introductory grammar, and culture; emphasis will be on conversational Spanish, but reading and writing will also be included
This course approaches the study of American government from an analytical perspective, preparing students to take the AP US Government and Politics exam for college credit.The course combines classroom and internet instruction for a unique learning experience.
Pre-requisite:HS course in Am. Govt.
Environmental Science (
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Fundamentals of Algebra, Sourcebook
Included in this book are lessons on problem-solving strategies in every chapter. Enrichment features of this book will illuminate the math curriculum and give valuable insight into the special beauty of mathematics. To put it in a nutshell, this book will help students to value math, to develop confidence about their mathematical work, and to learn to reason and communicate more effectively.
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Mathematics A Human Endeavor By Harold Jacobs
It's a liberal arts math course that is used by homeschool students. Some customers use it for junior high students who advanced but don't want to start the typical algebra and geometry track yet. Others use it for an alternate high school math course.
Unfortunately, the publisher is not reprinting these at this time. We have limited stock.
Mathematics A Human Endeavor, Third Edition (1994), was written By Harold R. Jacobs who also wrote Elementary Algebra and Geometry, Seeing, Doing, and Understanding.
The introduction states that it is a high school and college introductory math course. Originally published in 1970, Mathematics A Human Endeavor has exciting topics and a clear, friendly style. Cartoons, comic strips, photos, and drawings help make math interesting and illustrate concepts. It explores many math topics outside those covered in algebra and geometry. Don't let "college level" scare you. Liberal arts math course means that it was written for non-math majors.
Jacobs Mathematics: A Human Endeavor Curriculum
Mathematics: A Human Endeavor Teacher's Guide
By Harold R. Jacobs
ISBN-13: 9780716724223
The Instructor's Guide for Math Human Endeavor includes lesson plans, all the figures in the transparency masters set, and answers to all the problems in the book.
If your student is a math whiz, don't let "non-math major" discourage you. Math Human Endeavor covers useful math topics that are off the beaten track. When I was a science major in college, the required math courses were trigonometry, analytical geometry, calculus 1 and 2. I discovered another world of math when I switched my major to finance and business. Many of the chapters in this textbook cover the "other math" I was required to learn for my new major. Taking Mathematics Human Endeavor during high school would have helped me in the business math courses.
Hardcover
Out of Print Out of Stock
Math Human Endeavor Student Workbook
By Harold R. Jacobs
ISBN-13: 9780716725398
If your student has difficulty copying problems correctly or if copying problems increases the frustration level, I would recommend the Math: A Human Endeavor Student Workbook. It is a well thought out because the publishers listened to suggestions from users of the textbook when they created this workbook.
The consumable student workbook is "designed as a complement to the textbook" and includes the exercises from the book with space to work the problems. The student doesn't have to copy them),
Graph paper for the student (about 40 pages),
Supplemental exercises with answers,
Exercises to reinforce past lessons with answers, and
Exercises for using the graphing calculator with lessons in the book with some of the answers.
Softcover
Out of Print Out of Stock
Transparency Masters for Math: A Human Endeavor
By Harold R. Jacobs
ISBN-10: 0716724235
Use these to make overhead transparencies for classroom use. The Mathematics: A Human Endeavor Transparency Masters contain "over 360 figures from the textbook and other sources, keyed to specific coverage in the book."
Out of Print Out of Stock
Mathematics: A Human Endeavor Test Bank
By Harold R. Jacobs
ISBN-13: 9780716725695
The Test Bank for Human Endeavor Math has 855 questions arranged in the order of the content of each chapter. There are an average of 15 questions per lesson. Some are similar type questions. You don't need to do all of them.
Answers are included. Most are the final answers, but many show some of the work.
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Introduction
This book is a tour de force of right-angled triangles,
efficiently teaching all that a General Certificate of Secondary Education
(GCSE) student needs to know about this subject.
The emphasis is on teaching the subject rather than teaching the exam,
and introducing the student to the idea of proof and formal presentation
(with judicious diagrams). It should be accessible, and at the same time
moderately challenging, to any student of mathematics at this level.
It is particularly suited for students wishing to consolidate their
understanding of trigonometry and geometry of right-angled triangles, and
for teachers looking for alternative approaches to presenting the subject
matter.
Contents
The book comprises of
22 pages (plus front-matter, preface, contents, and index)
13 chapters (plus answers to exercises)
32 figures
23 exercises.
The subjects covered include:
Full explanation of the cosine function
Definition of the sine and tangent functions in
terms of cosine
Use of a calculator (especially of the polish variety) to
obtain approximate values for trigonometric functions
Definition of area of plain figures
Derivation of the area of a right-angled triangle
Proof of the constancy of the sum of internal angles
Similar triangles explained through progressive examples
Elementary algebra of squares and of square roots
Pythagoras' Theorem is described, its application illuminated by
example
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Description:
Prerequisites: Algebra I and MTHM 1A. This course will help students learn about business finance. It focuses on the practical application of information concerning business revenue, costs, profits, controlling expenses, investments, maximizing profits, and financial trends. TAAS review included. Knowledge of algebra is required.
Required Materials: Scanner and PDF Software or Digital Notepad System
You will submit all lessons for this course electronically. Your work for each lesson will need to be saved as a PDF in order to submit the lesson for grading. If you have multiple pages, those pages will need to be saved as one file before uploading.
There are several ways to save your completed lesson work as a PDF. One of the most common ways is to use a scanner to scan your pages into a digital document. Some scanners will allow you to scan your pages and save them as a PDF. If you are not able to scan to a PDF, you will need to convert your scanned pages to PDF files. You can do a Google search for "PDF creator online" to find software to convert your pages to PDF files. One of the most popular sites is PrimoPDF.
If you have several PDF files, you will need to merge those files into one large file before submitting your assignment for grading. Again, do a Google search for "Merging PDF files" to find online software to complete this task. PDFMerge! is a good site for merging files. Another good resource is PDF Binder. You can find any of these tools by doing a Google search for its name.
We have also provided instructions for the ACECAD DigiMemo L2 and the ACECAD DigiMemo 692 for both PC (Windows XP/Vista/7) and Mac (OS X) users. Please note that students are not required to use the ACECAD DigiMemo. This is just one tool that will allow students to create a PDF.
IMPORTANT: TTUISD staff is only able to offer limited technical support for scanners or the digital notepad system. Please refer to the support documentation bundled with your particular device and/or seek direct support from its manufacturer.
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Product Description
Product Description
This well-respected text gives an introduction to the modern approximation techniques and explains how, why, and when the techniques can be expected to work. The authors focus on building students' intuition to help them understand why the techniques presented work in general, and why, in some situations, they fail. With a wealth of examples and exercises, the text demonstrates the relevance of numerical analysis to a variety of disciplines and provides ample practice for students. The applications chosen demonstrate concisely how numerical methods can be, and often must be, applied in real-life situations. In this edition, the presentation has been fine-tuned to make the book even more useful to the instructor and more interesting to the reader. Overall, students gain a theoretical understanding of, and a firm basis for future study of, numerical analysis and scientific computing. A more applied text with a different menu of topics is the authors' highly regarded NUMERICAL METHODS, Third Edition.
About the Author
Richard L. Burden is a Professor of Mathematics at Youngstown State University. His research interests include numerical linear algebra and numerical solution of partial differential equations.
J. Douglas Faires is a Professor of Mathematics at Youngstown State University. His research interests include analysis, numerical analysis, and mathematics history. Dr. Faires has won many awards, including Outstanding College-University Teacher of Mathematics, Ohio Section of MAA (1996) and Youngstown State University, Distinguished Professor for Teaching (1995-1996).
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books.google.com - This... for College Students
Algebra for College Students
This and inviting format that utilizes "real world" data and encourages modeling, critical thinking and problem solving.
About the author (1998)
Bob Blitzer is a native of Manhattan and received a Bachelor of Arts degree with dual majors in mathematics and psychology (minor: English literature) from the City College of New York. His unusual combination of academic interests led him toward a Master of Arts in mathematics from the University of Miami and a doctorate in behavioral sciences from Nova University. Bob is most energized by teaching mathematics and has taught a variety of mathematics courses at Miami-Dade College for nearly 30 years. He has received numerous teaching awards, including Innovator of the Year from the League for Innovations in the Community College, and was among the first group of recipients at Miami-Dade College for an endowed chair based on excellence in the classroom. Bob has written "Intermediate Algebra for College Students, Introductory Algebra for College Students, Essentials of Intermediate Algebra for College Students, Introductory and Intermediate Algebra for College Students, Essentials of Introductory and Intermediate Algebra for College Students, Algebra for College Students, Thinking Mathematically, College Algebra, Algebra and Trigonometry," and "Precalculus," all published by Pearson Prentice Hall.
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Featured Research
from universities, journals, and other organizations
Math goes viral in the classroom
Date:
December 14, 2009
Source:
University of Alberta
Summary:
At least a dozen Alberta high-school calculus classrooms were exposed to the West Nile virus recently. Luckily, it wasn't literally the illness. Educators used the virus as a theoretical tool when they designed materials for use in an advanced high-school math course.
Related Articles
Luckily, however, it wasn't literally the illness. University of Alberta education professor Stephen Norris and mathematics professor Gerda de Vries used the virus as a theoretical tool when they designed materials for use in an advanced high-school math course. The materials allow students to use mathematical concepts learned in their curriculum to determine the disease's reproductive number, which determines the likelihood of a disease spreading.
The approach is a marriage of science and math, subjects the researchers say seem to exist in separate worlds at a secondary-school level, but that when brought together can effectively bring real-world scenarios into the classroom to enhance learning and understanding.
Not to mention answering that ages old high-school student question: "why do I need to know this?"
"This piece was designed to satisfy an optional unit in Math 31 (Calculus), for which there are no materials, so we said, 'let's fill the gap,'" said Norris. "These materials show a real application of mathematics in the biology curriculum for high-school students."
Norris and de Vries chose a published academic math paper on the transmission of the West Nile virus and modified it -keeping the science intact, but making it readable and practical for high-school calculus students.
The information and equations in the original paper dealing with disease transmission were then used as the basis for calculus math problems to be solved by the students. Students were presented with a variety of materials that covered topics and concepts such as rate of change, exponential growth-decay models, and models for the carriers of the virus, including mosquitoes and infectious and susceptible birds. The students' mathematical skills were then put to use in determining the spread of the disease using various parameters, which included variables such as biting rate and the probability of infection.
Norris underlines that the project challenged the students to see and understand science in a different fashion from what they learn inside the science curricula. He points out that high-school classroom scientific experiments are "proven" science and have been around for at least 300 years, in many cases. For the students to discover that real scientists often work with some assumptions that they know to be false in order to reach their conclusions was certainly an eye-opening realization for them, he says.
"There's no way out of the fact that the knowledge you gain from science is imperfect; it's tentative and subject to change," said Norris. "I think that's what struck the students between the eyes."
Both researchers agree that this form of collaborative, interdisciplinary learning can take place across all subject areas. De Vries and Norris are currently working on another project that focuses on population genetics that will fit into Grade 12 biology and math courses.
"It's mathematics in the real world. Kids are always asking, 'why am I learning this,'" she said. "All of a sudden the mathematics that kids have learned comes together in a project likeMar. 6, 2014 — Classroom programs designed to improve elementary school students' social and emotional skills can also increase reading and math achievement, even if academic improvement is not a direct goalOct. 11, 2013 — Writing instruction in US classrooms is "abysmal" and the Common Core State Standards don't go far enough to address glaring gaps for students and teachers, an education scholar
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Mammoth, AZ ACTIt is important to understand the basic concepts of algebra before continuing to Algebra II. Students will learn to solve equations and inequalities. They will become proficient in factoring and simplifying algebraic fractions
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Linear Equations
Linear Equations come up often in financial examples and below we have linked to a handful of problems of the week with financial contexts. Linear models are used to represent potential pricing schemes and really lend themselves to thinking about comparing models at different points in time or different price points.
Students can move the slider on the left to adjust the rate per minute and explore how that changes the graph on the right (total minutes. vs. cost). This is a great tool from NCTM that connects directly to the 6th 8th grade algebra standards.
If you have not already created a free account, you'll need to do so to access the Financial Education Problems of the Week.
Math Forum Links
This program was made possible by a generous grant from the FINRA Investor Education Foundation.
The FINRA Investor Education Foundation, established in 2003 by FINRA, supports innovative research and educational projects that give underserved Americans the knowledge, skills and tools necessary for financial success throughout life. For details about grant programs and other FINRA Foundation initiatives, visit
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The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with growth of the subject and emerging needs of the society. The present revised syllabus has been designed in accordance with National Curriculum Framework 2005 and as per guidelines given in Focus Group on Teaching of Mathematics which is to meet the emerging needs of all categories of students. Motivating the topics from real life problems and other subject areas, greater emphasis has been laid on applications of various concepts.
The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ Mathematics in solving day-to-day life problems and studying the subject as a separate discipline. It is expected that students should acquire the ability to solve problems using algebraic methods and apply the knowledge of simple trigonometry to solve problems of heights and distances. Carrying out experiments with numbers and forms of geometry, framing hypothesis and verifying these with further observations form inherent part of Mathematics learning at this stage. The proposed curriculum includes the study of number system, algebra, geometry, trigonometry, menstruation, statistics, graphs and coordinate geometry etc.
The teaching of Mathematics should be imparted through activities which may involve the use of concrete materials, models, patterns, charts, pictures posters, games, puzzles and experiments.
Objectives The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
acquire knowledge and understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles and symbols and underlying processes and skills.
develop mastery of basic algebraic skills;
develop drawing skills;
feel the flow of reasons while proving a result or solving a problem.
apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method.
to develop positive ability to think, analyze and articulate logically;
to develop awareness of the need for national integration, protection of environment, observance of small family norms, removal of social barriers, elimination of sex biases;
to develop necessary skills to work with modern technological devices such as calculators, computers etc;
to develop interest in Mathematics as a problem-solving tool in various fields for its beautiful structures and patterns, etc;
to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics.
to develop interest in the subject by participating in related competitions.
to acquaint students with different aspects of mathematics used in daily life.
to develop an interest in students to study mathematics as a discipline.
Zeros of a polynomial. Relationship between zeros and coefficients of a polynomial with particular reference to quadratic polynomials. Statement and simple problems on division algorithm for polynomials with real coefficients..
2.
Pair Of Linear Equations In Two Variables
(15 Periods)
Pair of linear equations in two variables. Geometric representation of different possibilities of solutions / inconsistency.
Algebraic conditions for number of solutions. Solution of pair of linear equations in two variables algebraically- by substitution, by elimination and by cross multiplication. Simple situational problems must be included. Simple problems on equations reducible to linear equations may be included.
3.
Quadratic Equations
(15 Periods)
Standard form of a quadratic equation ax2+ bx + c = 0, (a 0). Solution of the quadratic equations (only real roots) by factorization and by completing the square, i.e. by using quadratic formula. Relationship between discriminate and nature of roots.
Problems related to day to day activities to be incorporated..
4.
Arithmetic Progressions
(8 Periods)
Motivation for studying AP. Derivation of standard results of finding the nthterm and sum of first n terms.
Unit III: Trigonometry
1.
Introduction To Trigonometry
(12 Periods)
Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their existence (well defined); motivate the ratios, whichever are defined at 0o& 90o. Values (with proofs) of the trigonometric ratios of 30o, 45o& 60o. Relationships between the ratios.
2.
Trigonometry Identities
(16 Periods)
Proof and applications of the identity sin2A + cos2A = 1. Only simple identities to be given. Trigonometric ratios of complementary angles.
3.
Heights And Distances
(8 Periods)
Simple and believable problems on heights and distances. Problems should not involve more than two right triangles. Angles of elevation / depression should be only 30o, 45o, 60o.
Unit IV: Coordinate Geometry
1.
Lines (In two-dimensions)
(15 Periods)
Review the concepts of coordinate geometry done earlier including graphs of linear equations. Awareness of geometrical representation of quadratic polynomials. Distance between two points and section formula internal). Area of a triangle.
Unit IV: Geometry
1.
Triangles
(15 Periods)
Definitions, examples, counter examples of similar triangles.
1. (Prove) If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points, the other two sides are divided in the same ratio. 2. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel to the third side. 3. (Motivate) If in two triangles, the corresponding angles are equal, their corresponding sides are proportional and the triangles are similar. 4. (Motivate) If the corresponding sides of two triangles are proportional, their corresponding angles are equal and the two triangles are similar. 5. (Motivate) If one angle of a triangle is equal to one angle of another triangle and the sides including these angles are proportional, the two triangles are similar. 6. (Motivate) If a perpendicular is drawn from the vertex of the right angle of a right triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to each other. 7. (Prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares on their corresponding sides. 8. (Prove) In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides. 9. (Prove) In a triangle, if the square on one side is equal to sum of the squares on the other two sides, the angles opposite to the first side is a right triangle.
2.
Circles
(8 Periods)
Tangents to a circle motivated by chords drawn from points coming closer and closer to the point.
1. (Prove) The tangent at any point of a circle is perpendicular to the radius through the point of contact. 2. (Prove) The lengths of tangents drawn from an external point to circle are equal.
3.
Constructions
(8 Periods)
1. Division of a line segment in a given ratio(internally) 2. Tangent to a circle from a point outside it. 3. Construction of a triangle similar to a given triangle.
Unit VI: Mensuration
1.
Areas Related To Circles
(12 Periods)
Motivate the area of a circle; area of sectors and segments of a circle. Problems based on areas and perimeter / circumference of the above said plane figures. (In calculating area of segment of a circle, problems should be restricted to central angle of 60o, 90o& 120oonly. Plane figures involving triangles, simple quadrilaterals and circle should be taken.)
2.
Surface Areas And Volumes
(12 Periods)
(i) Problems on finding surface areas and volumes of combinations of any two of the following: cubes, cuboids, spheres, hemispheres and right circular cylinders/cones. Frustum of a cone. (ii) Problems involving converting one type of metallic solid into another and other mixed problems. (Problems with combination of not more than two different solids be taken.)
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Calculus Help
Calculus is the study of change, it basically analyses things that change and is a significant part of Mathematics. Calculus is a branch of mathematics focused on limits, integrals, derivatives, functions and infinite series. Integral calculus and Differential calculus are the two main branches of this topic. Differential calculus is concerned with the study of rates at which a quantities change whereas Integral calculus gives information about the accumulation of quantities. These branches are connected with each other in respect of fundamental theorem. It is stated that calculus was founded in the 17th century and since then its concepts have been applied in many sectors including engineering, science, economics, computer science, medicine and others. Calculus is referred as the part of modern Mathematics.
Calculus is a widespread topic and it has three parts like ancient, medieval and modern calculus. Limits, derivative applications, solid of revolution are some important sub-topics that students are requested to learn intensely to get a thorough understanding of the topic. Some students find calculus tough, in such cases they are suggested to take online calculus help. TutorVista provides productive and informative sessions for calculus. To avail these online sessions designed for calculus, students need to follow some easy steps. They can choose their sub-topics and can take sessions at any preferred time. Moreover, they can take assistance in solving assessments and homework from our efficient online tutors.
Get personalized attention and solve complicated calculus problems with experienced Math tutors and understand all these topics in a detailed manner. In short, get well-geared learning help online with TutorVista and solve Math in a jiffy. You also have an option to understand the math topic through an audio interaction wherein the tech framework allows you to use VOIP.
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Calculus is the branch of mathematics used to study any phenomena involving change. TutorVista designs suitable online sessions for Math topics. Experienced tutors are available 24/7 and they assist students in solving each calculus problem accurately. The tutors help in understanding each calculus topic and improve your score in exams. Students can choose regular homework help and free question banks are also available online. Get instant online help with experienced tutors and brush up your subject knowledge before exams.
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Get unlimited online calculus tutorials from TutorVista. Our online tutors are well-experienced and they solve each problem fluently. Our virtual tutors are available 24/7 and hence, students can connect with them whenever they need help. Our calculus tutors are well-trained and they guide students comfortably. Solve your homework and assignments by taking adequate help from TutorVista. Understand the step-by-step explanations provided and make all complex calculus problems easy.
TutorVista takes pride in having highly qualified online tutors. Feel free to take their help and meet your goals and expectations. College calculus is not easy to deal with but the expert virtual tutors with TutorVista make it simple and easy at any given time. Your children can get personal attention and tutoring from our tutors who not only provide answers to difficult problems but assist in problem solving, in getting answers.
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We're skimming through pre-algebra in our regular lessons, but she has enjoyed playing around with simple algebra since she was in kindergarten. She has a strong track record of thinking her way through math problems, and earlier this year she invented her own method for solving systems of equations with two unknowns. I would guess her background is approximately equal to an above-average algebra 1 student near the end of the first semester.
After few lessons of Tanton's course, she proved — within the limits of experimental error — that a catenary (the curve formed by a hanging chain) cannot be described by a quadratic equation. Last Friday, she easily solved the following equations:
and:
and (though it took a bit more thought):
We've spent less than half an hour a day on the course, as a supplement to our AoPS Pre-Algebra textbook. We watch each video together, pausing occasionally so she can try her hand at an equation before listening to Tanton's explanation. Then (usually the next day) she reads the lesson and does the exercises on her own. So far, she hasn't needed the answers in the Companion Guide to Quadratics, but she did use the "Dots on a Circle" activity — and knowing that she has the answers available helps her feel more independent.
Introduction to the Quadratics Course
Life Lessons from James Tanton
This is Kitten's favorite James Tanton quote so far, from the video we watched on Friday:
… And I am going to panic, because we got 16, but the problem doesn't want 16. It wants 15. So I have two choices right now: Give up, and cry, and just go home.
Or use my common sense. What would I like this to be?
A good piece of advice: If you want something in life to work out the way you want it to work, just make it happen.
I want that to be 16. How can I make that happen? Just add one. Bingo! It becomes 16. However, if you make changes in your life, you've got to deal with the consequences …
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3 thoughts on "How To Master Quadratic Equations"
This is such a lovely commentary! Thank you so much to you and Kitty for sharing your thoughts about the course I have here. I can't wait to get all my other ideas for more courses up and running.
Cheers, James
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President's Column
by Ken Ross
The past ten years have seen a remarkable amount of progress in
improving mathematics education at all levels. The goal is to enable
all students, including those from all racial and ethnic backgrounds
and both genders, to master and appreciate mathematics. The emphasis
is on understanding mathematics rather than thoughtlessly grinding out
answers. For various reasons, there is now an increasing amount of
resistance to what is usually called "math reform," which reflects
some serious concerns that need to be addressed.
Pre-college math reform, based in large part on the NCTM Standards,
and college math reform, usually labeled "calculus reform," are
compatible in their goals and are now facing similar resistance. I
believe that we are all in this together and that we need to work
together to maintain momentum and establish better mathematics
education for all. Parents, teachers, and the general public need to
realize that the new approaches make sense and will empower the young
people for the next century.
Unfortunately in the past, much of mathematics has been presented as a
bunch of rules - rules for manipulating numbers and symbols.
Underlying principles, general problem solving techniques, and serious
quantitative thinking got lost. Certainly much of the interest,
beauty, and fun vanished. A major thrust of the current reform
movements is to present mathematics in a much broader context. It
encompasses ideas and techniques that aren't even seen in traditional
treatments of mathematics, and they are interconnected. Mathematics
isn't just a sequence of isolated topics that are to be struggled
with, learned (or not), and forgotten.
At the college level the emphasis has been on "calculus reform." An
excellent overview of calculus reform can be obtained by reading the
articles in the January 1995 issue of UME Trends. As a starter I
especially recommend Alan Schoenfeld's article titled "A Brief
Biography of Calculus Reform." A more formal and in-depth report can
be found in the just published MAA report Assessing Calculus Reform
Efforts, edited by J. R. C. Leitzel and Alan Tucker. This is a very
readable and interesting account of the history and current status of
calculus reform. Where there's hard data, these reform efforts have
been largely successful.
Many people within the MAA and other mathematical organizations are
working hard to improve teacher education programs, develop new
curricula, and help collegiate mathematicians get involved in the
schools.
The term "calculus reform" is misleadingly restrictive, because the
changes at the post-secondary level extend far beyond calculus. A
glance through the programs of the past few national mathematics
meetings, especially the minicourses and sessions of contributed
papers, shows that there are parallel changes in the way abstract
algebra, linear algebra, differential equations, and precalculus are
taught. More specialized courses - such as dynamical systems, Fourier
series, and modeling - are also being taught in new, exciting ways that
involve taking advantage of the new technology.
The current push for calculus reform got its jumpstart from the now
famous Tulane Conference in January 1986. During the same period the
NCTM Standards were being created. They were published in 1989 and
have been very widely accepted and used. The current political and
sociological climate has led to some backlash. The NCTM is aware of
this serious threat and has appointed a task force that will seek
appropriate responses. The MAA representative on this task force is
Naomi Fisher; her email address is u37158@ uicvm.uic.edu.
The goals of the NCTM Standards, which address mathematics education
for K-12, are to "Create a coherent vision of what it means to be
mathematically literate both in a world that relies on calculators and
computers...and in a world where mathematics is rapidly growing and is
extensively being applied in diverse fields," and "Create a set of
standards to guide the revision of the school mathematics curriculum
and its associated evaluation toward this vision." The vision calls
for changes in the curriculum, including new content such as
probability, statistics, and discrete mathematics, as well as for
different approaches to some of the topics in the existing curriculum.
It is envisioned that students will (1) learn to value mathematics;
(2) become confident in their own ability; (3) become mathematical
problem solvers; (4) learn to communicate mathematically; and (5)
learn to reason mathematically. Each of these goals is elaborated on.
For example, (3) states that "students need to work on problems that
may take hours, days, and even weeks to solve . . . some may be
relatively simple...others should involve small groups or an entire
class working cooperatively. Some problems also should be open-ended
with no right answer...."
The most vivid changes in teaching have involved technology, but the
real focus has been to improve the learning of students and to make
sure that a wider group of students is able to benefit than has in the
past. Changes in instructional practice include hands-on experiences
using technology, increased focus on conceptual understanding,
cooperative learning, student project activity, extensive writing, and
less reliance on timed tests in assessment.
It's easy to detect flaws in any movement as broad as the reform
movement and to overlook the progress. In February I attended an
NSF/DOE conference on systemic reform in science and mathematics
titled "Joining Forces: Spreading Successful Strategies." It became
clear at this conference that a large number of people across the
country provide excellent education in various creative ways. The
focus of the conference, as its title suggests, was the daunting but
vital task of identifying those programs that really can be duplicated
throughout the country, without losing their effectiveness, and then
implementing them nationwide.
Statistics from the Department of Education (the Condition of
Education, 1994) show that we are making progress. For example,
substantially more high school graduates in 1992 are taking
mathematics courses at the level of algebra I or higher than their
counterparts in 1982. Thus in 1992, 56.1% of the high school graduates
took algebra II and 7O.4% took geometry, while only 36.9% and 48.4%,
respectively, took these courses in 1982. During the same period, the
percentage taking remedial or below-grade-level math dropped from
32.5% to 1 7.4%.Another table shows that these dramatic shifts are
happening for all racial/ethnic groups. We don't hear much about such
statistics hidden in dusty government tomes, even when they are
positive! With such big changes nation-wide in ten years, something
right must be happening.
So what are the concerns that are leading to resistance to these
changes? One is that the laudable focus on understanding has led to
some decline in mathematical skills. Since it is easier to measure and
spot deficiencies in skills than understanding, this problem can
easily be over-emphasized. on the other hand, this is a serious
problem, especially since our future scientists, engineers, and
mathematicians must obtain both substantial understanding and
substantial skills. The reform movements need to address this issue.
For teachers who are following the NCTM Standards, there's no doubt
that it is more difficult to determine (or at least quantify)
students' knowledge, understanding, and skills. This is now leading to
serious challenges as the mathematics community faces assessment
issues. Similar challenges are faced by post-secondary faculty as they
change their instructional practices. I have no wisdom here except to
acknowledge the difficulties tempered with the belief that they can be
overcome, though it won't be easy. To steal a quote, "Tests should
measure what's worth learning, not just what's easy to measure."
Another concern is largely political. There is a natural American
resistance to centralized control. Some fear that the NCTM Standards
are subverting local control. Wide-spread reform is hard to accomplish
in such an atmosphere. We are still suffering from the bad taste that
so-called "New Math" left in America's mouth thirty years ago. That
was an effort that focused entirely on the curriculum. An equally
serious problem all along has been in the pedagogy. Finally, in the
United States, we are suffering from a widespread case of
anti-intellectualism wherein all of us are experts on the schools
because we once attended schools. We need to continue to learn from
the successes and failures of other countries where many of the same
problems are being faced.
In the long term, the college and pre-college reform efforts are
intimately linked. Students and parents expect pre-college mathematics
education to be a preparation for college-level mathematics. This is
an important endeavor and everyone needs to be involved . A future
column will discuss the role of post-secondary faculty and the MAA in
addressing this interface. Students' mathematics learning should be
seen as seamless as they progress K-16. We've come a long way in ten
years. We have a long way to go.
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Complex Variables [NOOK Book] ...
More About
This Book for an advanced undergraduate or first-year graduate course is covered, discussion of complex algebra is delayed for 100 pages, until harmonic functions have been analyzed from a real variable viewpoint. Students who have forgotten or never dealt with this material will find it useful for the subsequent functions. In addition, analytic functions are defined in a way which simplifies the subsequent theory. Contents include: Calculus in the Plane, Harmonic Functions in the Plane, Complex Numbers and Complex Functions, Integrals of Analytic Functions, Analytic Functions and Power Series, Singular Points and Laurent Series, The Residue Theorem and the Argument Principle, and Analytic Functions as Conformal Mappings.
Those familiar with mathematics texts will note the fine illustrations throughout and large number of problems offered at the chapter ends. An answer section is provided. Students weary of plodding mathematical prose will find Professor Flanigan's style as refreshing and stimulating as his
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This book is intended for a graduate course in complex analysis, where the main focus is the theory of complex-valued functions of a single complex variable. This theory is a prerequisite for the study of many areas of mathematics, including the theory of several finitely and infinitely many complex variables, hyperbolic geometry, two- and three-manifolds,... more...
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Shipping prices may be approximate. Please verify cost before checkout.
About the book:
This text is appropriate for any one-semester junior/senior level course in Modern Algebra, Abstract Algebra, Algebraic Structures, or Groups, Rings and Fields. Durbin has two main goals: to introduce the most important kinds of algebraic structures, and to help students improve their ability to understand and work with abstract ideas. The first six chapters present the core of the subject; the remainder are designed to be as flexible as possible. Durbin covers groups before rings, which is a matter of personal preference for instructors. The course is mostly comprised of mathematics majors, but you will find engineering and computer science majors as well.UK Bukstore via United Kingdom
Hardcover, ISBN 0471433357 Publisher: Wiley, 2004 0471433357 Brand New SoftCover Book. This is an Premium International Edition with Same Contents as US Edition. ISBN & Cover of the book could be different. Buy with Confidence.
Hardcover, ISBN 0471433357 Publisher: Wiley, 2004 Wiley. Hardcover. 0471433357 Brand New SoftCover Book. This is an Premium International Edition with Same Contents as US Edition. ISBN & Cover of the book could be different. Buy with Confidence. . New.
Hardcover, ISBN 0471433357 Publisher: John Wiley & Sons Inc, 20041433357 Publisher: John Wiley & Sons Inc, 20041433357 Publisher: John Wiley & Sons Inc, 2004Hardcover, ISBN 0471433357 Publisher: John Wiley & Sons Inc, 20041433357 Publisher: John Wiley & Sons Inc, 2004 51433357 Publisher: John Wiley & Sons Inc, 2004 Brand New. Softcover International Edition. Same contents as US edition. Ships SAME or NEXT business day. We Ship to PO BOX Address also. EXPEDITED shipping option also available for faster delivery.
Hardcover, ISBN 0471433357 Publisher: John Wiley & Sons Inc, 2004 Softcover, International. Brand New Softcover International Edition, Printed in Black and White, Have same content as US Edition. ISBN is different. Never Used, in English Language. Excellent customer service..
Hardcover, ISBN 0471433357 Publisher: Wiley, 2004 Usually ships in 1-2 business days, Brand NEW,Hardcover, ISBN 0471433357 Publisher: John Wiley & Sons Inc, 2004 Inc, 2004Hardcover, ISBN 0471433357 Publisher: John Wiley & Sons Inc, 2004, 2004 Usually dispatched within 1-2 business days, NEW Book, unused. Sent Airmail from New York. Please allow 7-15 Business days for delivery. Excellent Customer Service.
Hardcover, ISBN 0471433357 Publisher: Wiley, 2004 Used - Good, Usually ships in 1-2 business days, This book appears to be in good condition. May include writing and/or highlighting on some pages. The exterior cover does have signs of use, surface scratches, worn corners, etc. Overall this book is in good condition. Hardcover Used - Good
Hardcover, ISBN 0471433357 Publisher: Wiley, 2004 Used - Acceptable, Usually ships in 1-2 business days, No guarantee on products that contain supplements and some products may include highlighting and writing.
Hardcover, ISBN 0471433357 Publisher: John Wiley & Sons Inc, 2004 Very Good. Some writings/highlighting in the book. Will ship out the next day after receiving payment!. Some writings/highlighting in the book. Will ship out the next day after receiving
| 677.169 | 1 |
Product Description
Give students the mathematical foundation they'll need to succeed in high school, college and beyond with Pre-Algebra. As students transition into increasingly difficult math, the number of practice exercises also increases, with many word problems illustrating the practical benefits of math. This pre-algebra text reviews all arithmetic topics, broadening students' abilities as they solve problems that require more than one approach to the correct solution. Concepts are explained through clear examples with step-by-step instructions and multiple practice opportunities.
| 677.169 | 1 |
2/21Alice Kaseberg's respected Intermediate Algebra: Everyday Explorations, Fourth Edition, helps students build confidence in algebra. This text's popularity is attributable to the author's use of guided discovery, explorations, and problem solving, all of which help students learn new concepts and strengthen their skill retention. Known for an informal, interactive style that makes algebra more accessible to students while maintaining a high level of mathematical accuracy, Intermediate Algebra includes a host of teaching and learning tools that work together for maximum flexibility and a high student success rate. With the Fourth Edition, instructors have access to an Instructor's Annotated Edition that provides additional examples, as well as a robust Instructor's Resource Manual, algorithmic computerized testing, and an extensive online homework system.
Table of Contents
Problem Solving, Expressions, and Equations
Mathematical Thinking: Problem Solving
Number Sense
Numeric and Symbolic Representations
Problem Solving and Verbal Representations
Visual Representations: Rectangular Coordinate Graphs
Solving Equations with a Table and Graph
Solving Equations and Formulas
Inequalities, Functions, and Linear Functions
Inequalities, Line Graphs, and Intervals
Functions
Linear Functions
Modeling with a Linear Function
Special Lines
Special Functions
Systems of Equations and Inequalities
Solving Systems of Two Linear Equations by Substitution or Elimination
Solving Systems of Two Linear Equations by Graphing
Solving Equations Involving Quantity and Rate
Solving Systems of Three or More Linear Equations
Solving Linear and Absolute Value Inequalities
Quadratic and Polynomial Functions
Quadratic Functions
Modeling Quadratic Functions
Polynomial Functions and Operations
Special Products and Completing the Square
Solving Quadratic Equations with Tables, Graphs, and Factors
The Role of a, b, c, and Binomial Squares in Graphing Quadratic Functions
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02Bought this to work with my son who was struggling in math, and this was the text used at his private school, and he often failed to bring it home. Saxon keeps reviewing old concepts and then adds a few problems of new concept each day. It is good for preventing the student to not forget the earlier concepts, but it moves forward before they are proficient at solving the previous concepts. While this style of learning worked for my other children, it made math frustrating and agonizing for my youngest who struggled for hours each night grinding through multiple concepts he never really learned well as the constant mix kept him confused. We have since pulled him out of that school and he is doing better in a suburban public school where they use a curriculum that has the student learn and practice a single concept well before moving to the next. Also, at times, Saxon would fail to fully explain a concept before throwing a "curve ball". Perhaps it was to get the student to think, but it was so often, it just frustrated my son. I don't think much of many modern text books as they want you to explain your answer. My son felt this was a waste of time and so do I. Teachers just have time to grade right or wrong though perhaps knowing why a mistake was made could be valuable if the student knows how to describe the process he used (something I'd have trouble to do!) and often there is no explanation why 2+2=4, it is just a law of math. Probably government influence on the curriculum there. No wonder we are falling behind the rest of the world! (sorry, personal commentary).This book is no worse than many others in that respect, but I'd recommend seeking a curriculum that suits your child's learning style if you are choosing a curriculum.Read more ›
Exactly as described. I purchased the same text book my daughter has in her classroom so she doesn't have to haul this heavy book to and from school everyday. This has really paid off. Worth every penny!
This book is used by my daughter's 4th grade and I am impressed with the chapters and the exercises. The exercises are the one that kindles student's desire and motivate them to think. The Early Finisher part of exercises are in fact more stimulating, but often overlooked by the students as they are 'bonus' materials. I am quoting few problems below from SAXON MATH Vol 2:
Initially I was skeptical about buying a used book as I was unsure what the real condition would be. However, I was pleasantly surprised and very pleased with the purchase. The book was half the price other online venues were selling the same used book and it was in very good condition. I would recommend purchasing from this company again. Great buy!
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...Solving polynomials, matrices, linear functions, and geometric relationships are involved in Algebra 1. Having these type of skills lead one to solve any equation or problem. Having the right arithmetic skills is the key for success in any mathematics class
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Article excerpt
I was sent three review sets (Years 8, 9 and 10) of the new Maths Zone series of text-books from Heinemann and their companion eMaths Zone CD-ROMs which are available in student and teacher versions. Mingled with the excitement of testing good quality, new software has been a regret that we did not have resources as good as this years ago.
The zone concept allows the publisher to cope with differences in curricular between states. My sets are designed to match the South Australian Curriculum Frameworks. Unlike other states, only Windows versions are available for the SA zone. In this article I will describe aspects of the student CD and we will explore the teacher CD next time.
Books and CDs can be purchased separately. The student CDs are the same price (about $40) as the text-book (the complete text-book is included as a PDF file). The text-book with CD included is about $9 more than the student CD.
Multi-user licences are available and students are allowed to copy each year's CD to their hard disk--a most attractive option for 'laptop schools'. With careful management, CDs could be issued long enough to copy to home hard disks and then stored at school. Books would then not be needed at home thereby avoiding back injuries caused by carrying heavy bags (have you noticed that they usually blame the weight of the mathematics text?). Both books and CDs would last longer if they did not have to survive the football boots, spilt drinks or mould found in some student bags.
I was impressed with the effort that has been made to match the electronic media to the textbook. There are computer-assisted instruction and assessment alternatives for each section of the curriculum. When we consider the complexity of repeating this development across five zones we begin to understand the savings which could be made if we adopted a national curriculum. Even if a few more states agreed to cooperate, a reduction in the number of zones would make the provision of quality resources much more cost effective.
The first menu item provides access to a PDF file of the text-book. Unlike PDF files on similar CDs, this file is not locked. Pages can be printed and teachers can use a PDF writer to edit exercises so that assessment sheets can be prepared which exactly match the pages used for desk work and homework. Access to the text file also helps students set out their homework using their computer because they will not need to copy the questions. Parents will no longer be able to complain that they 'bought a computer for their children to do homework and all they do is play games'.
The screen dumps used to illustrate this article are taken from the 3-D Trigonometry section of the SA Zone, Year 10 student CD-ROM.
The eTutorials access Macromedia files which make excellent use of animation and sound to carefully explain each process step-by-step as they have been explained in the text-book. This feature will be particularly useful to those parents who like to help their child with homework. The availability of professional resources within each home will assist teachers to strengthen a close teacher-parent working relationship. They will also prove invaluable to home-schoolers.
The eQuestions (above) match the tutorials and provide further practice in the skills which have been explained. Harder examples include a hint button which usually leads to some reminders about the steps which could be taken. However, the hint buttons for questions 9 and 10 of this section did not seem to work. …
Technology, Innovation, and Educational Change: A Global Perspective : A Report of the Second Information Technology in Education Study, Module 2 Robert B. Kozma.
International Society for Technology in Education, 2003
Do They Look at Educational Multimedia Differently Than We Do? a Study of SoftwareEvaluation in Taiwan and the United States Mei-Yan, Lu Walker, Decker F. Huang, James.
International Journal of Instructional Media, Vol. 26End of the Line for the PC?; Tony McDonough Reports on How Merseyside Is Playing a Leading Role in the Drive to Use Games Consoles for Global Educational Purposes McDonough, Tony.
Daily Post (Liverpool, England), September 24, 2003
Intelligent Software Could Give Students a Real Push; EDUCATION an 'Intelligent"' Research Tool Used by Security Services, News Agencies and Bluechip Companies Is Being Tested on Pupils in Birmingham. Called Autology, It Could Radically Transform the Way Children Learn, Virtually Making Text Books a Thing of the Past. Education Correspondent Shahid Naqvi Reports Naqvi, Shahid.
The Birmingham Post (England), February 25, 2008
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The TI-34 MultiView scientific calculator comes with the same features that made the TI-34 II Explorer Plus so helpful at exploring fraction simplification, integer division and constant operators. Enter statistical data for 1- and 2-var analysis as well as for exploring patterns via list conversions to see different number formats like decimal, fraction and percent side-by-side. Quickly view fractions, decimals and terms including Pi in alternate forms, exploring more advanced topics.
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Donald Duck in Mathmagic Land This is the classic cartoon of Donald in Mathemagic Land. It is a nice introduction to basic math concepts, including geometry, Pythagorean Theorem, fractions, and music. Run time 09:12.
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Simplifying Exponents (Multiplication and Division) Ms. Rebecca Newburn instructs students about how to properly address exponents when multiplying and dividing monomials. Ms. Newman also reminds viewers which errors to avoid and explains why the answers she gets are correct. Visual quality not in high definition, but sufficient enough to see examples.
9.322J Genetic Neurobiology (MIT) This course deals with the specific functions of neurons, the interactions of neurons in development, and the organization of neuronal ensembles to produce behavior. Topics covered include the analysis of mutations, and molecular analysis of the genes required for nervous system function. In particular, this course focuses on research work done with nematodes, fruit flies, mice, and humans. Author(s): Littleton, Troy,Quinn, William17.869 Political Science Scope and Methods (MIT) ThisThis course is not intended to replace the professional financial planner, but to help to make the general public better consumers of financial planning advice. The course was created to help those who cannot afford extensive planning assistance better unders Author(s): (Authors Various)
In addition to revisiting your notes at different times throughout the year, you might also look for opportunities to discuss key ideas with someone else - either a fellow student or someone outside of The Open University who is interested in contemporary social science debates. This can provide a helpful stimulus to internalizing them. Debating issues with someone else may well help you to generate further questions and critical observations, all part of processing and interrogating m
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see - Original copyright The Open University
iSchool 2014 Graduation iSchool Class of 2014 Graduation live from Meany Hall at the University of Washington Author(s): No creator set
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14.147 Topics in Game Theory (MIT) This course/workshop aims to provide an invigorating intellectual environment for graduate students and junior faculty who are interested in economic theory. We will discuss research ideas and explore topics in game theory and more broadly in economic theory. Author(s): Yildiz, Muhamet
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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C
FPCLW: Session 11 With one-third of Aotearoa New Zealand in public conservation, what visions and challenges exist for its future development and management? On Friday 10th July, the University of Otago Research Cluster for Natural Resources Law tackled these issues head-on at a significant symposium entitled The Future of Public Conservation Lands and Waters.
Three into two won't go (Iwi, DoC and Fish and Game): can the spirit of the Ngai Tahu settlement be maintained? Dr Jim Williams, School of Maori, Pacifi Author(s): No creator set
As DA comments, this family is such an odd and varied collection that it doesn't have a common name [p. 170]. Its most familiar member (after which the family is named) is the raccoon, but the 19 species that comprise the family include mammals as diverse in habits and feeding preferences as the raccoon dog, the kinkajou and the red panda.
There is considerable taxonomic controversy about the members of the raccoon family – including the status of the red panda. With the kinkajou, ear
Pro-Russia militia attack Ukraine border post June.2 - Shooting erupts between pro-Russian separatists and Ukrainian border guards at a border post on the outskirts of the eastern Ukrainian city of Luhansk. Rough Cut. (No Reporter Narration).
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More Breaking NewsCambridge Ideas - Seven Ages of the Body Dr John Robb is an archaeologist and has been studying how people have understood the human body over the last 10,000 years.
"It may seem surprising to think the human body has a history. We take it for granted it's a material thing, it's just there"
Over time his research shows the body has been seen and portrayed in different ways: the body as an animal, the body politicised, God's body, the body as a machine and as a simultaneous mixture of the above. Author(s): No creator set
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Priest's blessings, warlock magic ahead of World Cup opener As a priest blesses a World Cup decorated Christ the Redeemer statue in Brazil, a warlock casts a spell on the home side in a bid to boost its World Cup hopes7
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Created by Lewis Blake and David Smith for the Connected Curriculum Project, the purposes of this module are to introduce the concept of using matrix multiplication to rotate vectors in two-dimensional space; to provide...
Created by Lang Moore, Bill Mueller and David Smith for the Connected Curriculum Project, the purpose of this module is to illustrate the use of vectors to develop parametric descriptions of curves. This is one within...
Created by Eddie Fuller, Lang Moore and David Smith for the Connected Curriculum Project, the purpose of this module is to introduce the concept of vectors in space and explore their algebraic and geometric properties. ...
Exercises posted on this web site offer an opportunity for students to evaluate how much they have retained in various subjects of Algebra. Topics covered include geometry, functions, vectors, and statistics. There are...
This lesson was created by Larry Friesen and Anne Gillis for Butler Community College. It will help physics and calculus students differentiate between the uses of vectors in mathematics vs. physics. This website...
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An application for math plot.Can be used arithmetic operations, trigonometric functions (angles measured in radians), decimal, natural logarithms, the logarithm to an arbitrary ground, whole and fractional parts of
| 677.169 | 1 |
Pre-Algebra Online with Books (2nd. ed.)
Pre-Algebra for Distance Learning
Pre-Algebra (2nd edition) eases the transition from arithmetic to algebra. Algebraic expressions and linear equations are applied throughout a thorough review of operations on integers, fractions, decimals, percentages, and radicals. Students explore relations and functions using equations, tables, and graphs. Chapters on statistics and geometry extend foundational concepts in preparation for high school courses. Problem solving and real-life uses of math are featured in each chapter. Dominion through Math exercises regularly illustrate how mathematics can be used to manage God's creation to His glory.
Teacher Information: Mr. Harmon teaches this course. Read more about him by clicking on the Instructor tab.
What's Included: Click on the Contents tab to learn more about what is included with this product.
Scheduling Information: 180 days; lessons are 30 minutes in length.
Register now! Your textbooks will be shipped right away. You will receive an email from BJU Press Distance Learning Online regarding login information for the online courses which will be available June 1, 2015. You will have through December 2016 to complete your online learning program.
* Unless otherwise noted, kits may not have any partial returns or substitutions Bill Harmon, BS
Bill Harmon has loved science for as long as he can remember. After completing his B.S. in Chemistry, he returned to Florida where he gained experience teaching a variety of subjects: science, math, Latin, and computer courses. Now he works as a chemist in the Safety Services Office at BJU, teaches Distance Learning Physics and Algebra, and teaches Chemistry at Bob Jones Academy. He is currently pursuing an M.Ed. in Secondary Education. He and his wife Mary Ann have two children, Brian and Janette. His favorite Bible verse is II Timothy 3:14.
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SOS Trigonometry
SKU# 15SOSTG
Retail Price: $56.95
Product ID - 15SOSTG | Availability - Now Shipping
Want to get your teen ready for college math? Then, you need Switched-On Schoolhouse Trigonometry for grades 9-12! As a great prep course for advanced math courses, this one-semester, computer-based Alpha Omega curriculum covers topics like right angle trigonometry, trigonometric identities, graphing, the laws of sines and cosines, and polar coordinates. Pre-requisite is Algebra II. Includes quizzes and tests. Order today!
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Prepare your homeschool high schooler for future math courses and get him the Switched-On Schoolhouse Trigonometry elective for grades 9-12! Practical and informative, this one-semester, computer-based course covers trigonometry in clear, step-by-step lessons that will build your child's confidence in performing advanced math. Made for students who have completed Algebra II, this knowledge-building math course will show your teen how to develop trigonometric formulas and use them in "real world" applications! Plus, to make math lessons more fun, SOS has interactive, exciting multimedia tools like video clips, learning games, and animation to engage your high schooler in learning!
An innovative time-saver, Switched-On Schoolhouse offers homeschool parents a feature no textbook can—automatic grading and lesson planning! Now, you won't have to spend nights pouring over papers trying to check advanced math problems. In addition, this Christian-based SOS course has customizable curriculum, so you can always adjust math lessons to your student's learning pace. A built-in calendar and message center in this Alpha Omega curriculum also make organization a breeze. As an alternative to calculus, this trigonometry course will give your student a clear "big picture" of advanced math, as well as an understanding of how numeric, algebraic, and geometric concepts are used together to build a foundation of higher mathematical thinking. Don't wait to get your teen's mind in shape for college math! Give him a solid head start and order Switched-On Schoolhouse Trigonometry for grades 9-12 from Alpha Omega Publications today! Order now!
Resources
Scope & Sequence
Electives Scope and Sequence
Download the Electives Scope and Sequence in PDF format.
Note: These requirements are minimal. Depending on the configuration of your computer, you may find that you need to run SOS on a computer that exceeds these requirements, giving you more memory and a faster processing speed. Windows® Vista® and Windows® 7 Aero users are strongly recommended to use a computer meeting the requirements for optimal performance
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applications of maths in real life ppt
with your need/request , We will collect and show specific information of applications of maths in real life ppt's within short time.......So hurry to Ask now (No Registration , No fees ...its a free service from our side).....Our experts are ready to help you...
In this page you may see applications of maths in real life ppt related pages link And You're currently viewing a stripped down version of content. open "Show Contents" to see content in proper format with attachments
echelon form
In our case " polynomial equations
Groebner basis " the equivalent
(used to present the solutions of the equations in a reduced way)
The forward kinematic problem
Problem: We have 3 dimensions:
Looking for a point with coordinates (u, v, w)
But we have 6 variables! (x, y, z, u, v, w)
We need to get rid of (x, y, z)
Solution:
Elimination
The forward kinematic problem
The Groebner basis " one of the polynomials looks like this:
u2 + v2 + w2= 5 " equation of a sphere
Problem:
Number of points presented by (x, y, z, u, v, w) is not equa..................[:=> Show Contents <=:]
e theory can be explained in 5 minutes (if one knows operations addition and multiplication of
polynomials).
The algorithm that solves the problem can be learned in 15 minutes
The theorem on which the algorithm is based is nontrivial to invent and to prove.
Many problems in seemingly quite different areas of mathematics can be reduced to the problem of
computing Gröbner bases.
How Can Gröbner Bases Theory is Applied
Given a set F of polynomials in k
We transform F into another set G of polynomials with certain nice properties (called a
Gröbn..................[:=> Show Contents <=:]
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9780201748826 11/17Essentials of Geometry for College Students
Essent Geometry F/College Students
Summary
Written for students who need a refresher on Plane Euclidean Geometry, Essentials of Geometry for College Students, Second Edition, incorporates the American Mathematical Association of Two-Year Colleges (AMATYC) and National Council of Teachers of Mathematics (NCTM) Standards on geometry, modeling, reasoning, communication, technology, and deductive proof. to make learning interactive and enjoyable, this new edition includes exciting new features such as Technology Connections and Hands-on Activities. Knowledge of beginning algebra and a scientific calculator are required for this text.
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I found Mathematical Visualization Tool very helpful for many different problems and applications. It would be an effective...
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I found Mathematical Visualization Tool very helpful for many different problems and applications. It would be an effective teaching tool for all math levels. It makes the student understand the different between 1D, 2D and 3D.
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Solving linear equations is a cornerstone of Algebra and other higher level math classes. The skills involved are critically...
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Solving linear equations is a cornerstone of Algebra and other higher level math classes. The skills involved are critically important to the students' confidence and success within high school mathematics. In this project, students develop a board game that help their peers review solving linear equations. This project requires internet access as the students will use various websites to collect sample problems of varying degrees of difficulty. The entire project should use about 230 minutes of instruction time. Adjust as needed Linear Equations Review Game to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Solving Linear Equations Review Game
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Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Trigonometry
Select this link to open drop down to add material Trigonometry to your Bookmark Collection or Course ePortfolio
This lesson offers a pair of puzzles to enforce the skills of identifying equivalent trigonometric expressons. Addtional...
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This lesson offers a pair of puzzles to enforce the skills of identifying equivalent trigonometric expressons. Addtional worksheets enhance students' abilities to appreciate and use trigonometry as a tool in problem solving. This lesson is adapted from an article by Mally Moody, which appeared in the March 1992 edition of Mathematics Teacher for Solving Problems to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Trigonometry for Solving Problems
Select this link to open drop down to add material Trigonometry for Solving Problems Enhance Mathematical Reasoning: Effects of Feedback and Self-Regulation Learning to your Bookmark Collection or Course ePortfolio
Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Using Technology to Enhance Mathematical Reasoning: Effects of Feedback and Self-Regulation Learning
Select this link to open drop down to add material Using Technology to Enhance Mathematical Reasoning: Effects of Feedback and Self-Regulation Learning to your Bookmark Collection or Course ePortfolio
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A graphing calculator ranking between the ti-83 and the ti-89. It can solve first degree equations, find zeros of polynomials, find solutions sets to simultaneous equations, and a lot of other spiffy things. Unlike the ti-89, however, it doesn't have a Computer Algebra System (CAS) and can't graph in three dimensions.
While my teacher thinks that I am doing math, I am actually playing games on my TI-86.
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Ruskeepaa gives a general introduction to the most recent versions of Mathematica, the symbolic computation software from Wolfram. The book emphasizes graphics, methods of applied mathematics and statistics, and programming.
Mathematica Navigator can be used both as a tutorial and as a handbook. While no previous experience with Mathematica is required, most chapters also include advanced material, so that the book will be a valuable resource for both beginners and experienced users.
- Covers both Mathematica 6 and Mathematica 7 - The book, fully revised and updated, is based on Mathematica 6 - The CD-ROM contains material about the new properties of Mathematica 7 - With the CD-ROM, the entire book and the material about Mathematica 7 can be installed into the help system of Mathematica - Comprehensive coverage from basic, introductory information through to more advanced topics - Studies several real data sets (included in the CD-ROM) and many classical mathematical models
Trade in Mathematica Navigator: Mathematics, Statistics, and Graphics, Third Edition for an Amazon Gift Card of up to £11.00, which you can then spend on millions of items across the site. Trade-in values may vary (terms apply). Learn more
More About the Author
Product Description
Review
Praise for the 2nd Edition: "Each [chapter] is a gem of clarity and concise application, but space limits the praise. If the book has any failings, it is in leaving the reader begging for more." - John A. Wass, Scientific Computing " " "The book is a must for all beginners in Mathematica, and a great help as a reference for those who already know Mathematica." - K. Waldhor, Computing Reviews "... " "There is a great need for this book. The outstanding feature of Mathematica Navigator is the great variety of Mathematica programs." - Mike Mesterton-Gibbons, Florida State University "Mathematica Navigator is packed with excellent examples ... an invaluable companion to any textbook for most Mathematica-enriched courses." - Fred Szabo, Concordia University --Matti Vuorinen, Zentralblatt MATH
Praise for the 2nd Edition:
"Each [chapter] is a gem of clarity and concise application, but space limits the praise. If the book has any failings, it is in leaving the reader begging for more." - John A. Wass, Scientific Computing
"
"
"The book is a must for all beginners in Mathematica, and a great help as a reference for those who already know Mathematica." - K. Waldhör, Computing Reviews
"...
"
"There is a great need for this book. The outstanding feature of Mathematica Navigator is the great variety of Mathematica programs." - Mike Mesterton-Gibbons, Florida State University
About the Author
Heikki Ruskeepää teaches applied mathematics at the University of Turku. He has published guides on mathematical software such as Macsyma, Mathematica, and SAS/OR. Ruskeepää received his Ph.D. from the Department of Applied Mathematics of the University of Turku, Finland. He has also published several books in Finnish.
Most Helpful Customer Reviews Hence Mathematica users will need one or more good books - more so than with other similar programs where there are popular online community resources.
In addition to the Mathematica Navigator by Ruskeepaa, I own several other books on Mathematica, including: * The Mathematica GuideBook for Symbolics by Michael Trott * The Mathematica GuideBook: Programming by Michael Trott * Stephen Wolfram's official Mathematica book (5th edition). * The inexpensive Schaum's Outline of Mathematica by Eugene Don. * An Introduction to Programming with Mathematica, 3rd edition by Paul Wellin * The 1st and 3rd editions of Programming in Mathematica by Roman Maeder. plus a few more old books I've either had a very long time or bought very cheaply on Amazon.
Given the choice of only one book, I wouldRead more ›
As others have commented, this book is an ideal guide to Mathematica, which is so different from most other programming environmetnts. It is comprehensive and up to date and explains very well how to make use of the myriad of capabilities of Mathematica with genuinely useful examples. It could be described as the "missing manual" in the way it provides the essential guidance and explanations that are needed to use the on-line help and references. It is a better introduction than Steven Wolfram's "Mathematica Book" and provides the basic information needed to exploit that book and the whole world of Mathematica.
Most Helpful Customer Reviews on Amazon.com (beta)
Amazon.com:
25 reviews
42 of 42 people found the following review helpful
Best Mathematica Book I've read10 Jun. 1999
By
jill hellberg hellberg@unr.edu
- Published on Amazon.com
Format: Hardcover
This comprehensive volume covers many topics. Indeed, I would probably call it the most COMPREHENSIVE yet GENERAL text on the inner workings of the Mathematica program. For instance, Dr. Ruskeepaa treats the topic of 4 dimensional graphics, and I have not found that topis highlighted in any text. Furthermore, when it comes to specific mathematical models, such as difference equations, more information is located in this volume that anywhere else [except perhaps the on-line MathSource Mathematica Library]. Dr. Ruskeepaa's book not only demonstrates the basics in each category, but goes beyond what other resources have taught me. I highly recommend this book! Additionally, the CD-ROM which accompanies the book is quite handy. Lastly, I have had occaision to ask Dr. Ruskeepaa specific questions, and he has been MORE THAN HELPFUL and PUNCTUAL in providing me with solutions from his vast Mathematica knowledge. FIVE STARS -- better than any Mathematica book [I've seen most Mathematica books about graphics, physics and science; and programming].
26 of 26 people found the following review helpful
Got Mathematica? Buy This Book NOW!14 July 2004
By
Buck Field
- Published on Amazon.com
Format: Paperback
Verified Purchase
The positive reviews were right on the money, this book is the best! It allowed me to start using Mathematica with ease, compared to the many hours of past frustration while working on optimizations. I fought endlessly, struggling to decipher the software's baroque navigation, cryptic errors, hostility to the user which borders on abuse - but now Mathematica and I are becoming great friends thanks to Heikki Ruskeepaa's wonderful tome. THANK YOU FOR WRITING THIS BOOK!!! Of particular benefit is the guidance s/he provides for best practices in formatting cells to avoid common, productivity-killing pitfalls.
28 of 30 people found the following review helpful
The best book on Mathematica and Applied Mathematics3 Dec. 2000
By
Artan Qerushi
- Published on Amazon.com
Format: Hardcover
I have many books on Mathematica and use Mathematica a lot to do both symbolic and numerical calcualtions. This book is the best I have seen. I would recommend it to anyone using Mathematica for serious symbolic or computational work. If you are looking for a book about applied mathematics and numerical methods with Mathematica this is the one. The treatment of the graphical capabilities of Mathematica is complete and very useful. The only minor criticism I would have for this book is that it has no unsolved exercises and problems. However the examples presented are excellent. I have the highest regard for the author of this book. He has produced a superb piece of work!
17 of 18 people found the following review helpful
Excellent book, but it needs an update for version 6 of Mathematica14 Dec. 2007
By
D. R. Kirkby
- Published on Amazon.com
Format: Paperback (The newsgroup sci.math.symbolic is sometimes helpful and since its not controlled by Wolfram Research, posts appear immediately). Hence Mathematica users will need one or more good books - more so than with other similar programs such as Maple or Matlab.
In addition to the book Mathematica Navigator by Ruskeepaa, I own several other books on Mathematica, including: * The Mathematica Book, Fifth Edition by Stephen Wolfram * The Mathematica Guidebook: Programming by Michael Trott. * The Mathematica GuideBook for Symbolics (w/ DVD) by Michael Trott. * Schaum's Outline of Mathematica by Eugene Don * An Introduction to Programming with Mathematica, Third Edition by Paul Wellin * Programming in Mathematica (3rd Edition) by Roman Maeder - I also own the first edition. * The Beginners Guide to MathematicaRG, Version 4 by Jerry Glynn and Theordore Gray
plus a few more old books I've either had a very long time or bought very cheaply on Amazon.
Given the choice of only one book, I would The book covers a wide range of topics. Sometimes I wish in more depth, but the book offers a good compromise between width and depth. In particular, the information on writing Mathematica programs is far too short, so its unlikely to satisfy someone wanting to write a major Mathematica package. For writing packages, Programming in Mathematica (3rd Edition) by Roman Maeder based on Mathematica 3 is arguably still the best, although Maeder's 1997 book is very old.
The only significant fault I can find of Ruskeepaa's book is its age. Mathematica 6 is a really major upgrade from 5 with many functions now built into the kernel which previously needed to be loaded from packages. Many functions or options have been deprecated. As such, some of the information is no longer accurate. But given at the time of writing (December 2007) there is no book on Mathematica 6 published, I think Ruskeepaa's book, which is based on version 5, is the best Mathematica users can get. However, if by the time you read this, someone has published a book on Mathematica 6, then it might be worth buying that instead.
I would have given this 5 stars, but it is getting a bit dated now.
11 of 12 people found the following review helpful
Great introduction, great reference25 Oct. 1999
By
A Customer
- Published on Amazon.com
Format: Hardcover
I started learning Mathematica with this book, and it got me up and running quickly. Concepts are presented in order (if a technique is used that hasn't been introduced yet, the reference to later in the book is always included). Explanations are clear. Multiple examples are included for more difficult concepts. What's more, it's a great reference... A good index and appropriate references are provided. I really couldn't fault this book in any way.
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My cousin is getting ready to start college later this year and was asking me which subject might be the best one to take to fulfill his general education requirements. Finite Math or College Algebra.
He is not going to be a math or science major.
When I was in college, I took algebra (I also didn't major in math or science). Can't say I really investigated Finite Math as an option back then. My friends took Algebra to meet the req. so I just did the same.
He is a "c" student in math so he's looking for the easier subject of the two.
I took college algebra. I was a science major and ran into my nemesis in differential equations I am not a math person and have no recommendations other than doing what's easier. Look at the texts and see what's more intuitive.
I don't know what college algebra entails. I assume that that is the same as highschool algebra, only with two years compressed into one quarter, plus some emphasis on preparing people to take calculus.
I don't know what finite math means either, but it sounds similar to the CS specific discrete math course that I had to take plus a little bit of matrix algebra. Overall, a very different kind of math from what most people are used to.
Based on the above, I suggest finite math. College algebra is probably just a continuation of things that he found boring in highschool. Finite math is probably something different, and could potentially be cool enough to give him a little more respect for math and logic and critical thinking.
Actually, my real suggestion is to take both, plus three quarters of calculus. Also, be sure not to miss the introductory courses in physics. A well taught three quarter introduction to physics can change your life.
A good strategy is to look at all the upper level classes that you might want to take and see what their prerequisites are.
A quick look through the course requirements at my old school reveal that Marketing can require algebra and statistics, and if you want to get into the market research type stuff you have to take calculus. They do offer a "calculus for business majors" type class. You also take some economics, which involves math.
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I like the poem, maths, but I noticed that eye and symmetry don't rhyme...
I think calculus sounds fun! A lot of the stuff we do in my math class is just plugging things into formulas we learned two years ago. I'm ready to learn something new. Bwahahaa. I want to get through AP Calculus III/IV before graduating highschool. WOOH! That class will be AWESOME!
So you're saying that a lot of the junk we're learning that I don't think has anything to do with anything will become useful? I think we could've skipped the unit about "How to determine if a question is biased." That seemed like a journalism thing to do...
Heya! I'm Andrea, ninth grader, taking Algebra III/IV. I came to this website looking for a way to solve an equation that actually couldn't be solved manually... drove me crazy. At least I found out it didn't need to be solved. I'm usually not very active on forums I used to sign up at, but that was a year ago, and maybe now I'll be a bit better at keeping up with everything going on here. Looks like I could have lots of fun on this website learning the stuff my teachers won't teach me. See you soon.
I'm curious, what exactly does one learn in algebra 3 and 4 that you don't learn in calculus? I thought algebra only went as high as 2, then precalc (Aglebra 3?) then calculus and beyond. Didn't know there was algebra 3 and 4. Interesting.
Haha, .75. Wooh, I must be in the CT class. I think it's different with different schools. At my school, the first year of algebra is algebra I/II, semesters one and two. Then you take Geometry. Then you go back and take algebra III/IV. I'll be taking pre-calc next year. I don't understand why we have to split up the algebra classes. I think we could be in precalc already, as a lot of the stuff we've done in algebra this year was just re-learning what we already knew in Algebra 1. I don't think many people in my class noticed that, though... Many people didn't understand much.
There is no way to (mathematically) explicitly solve for x. This is the case for many equations. You can, however, use computer algorithms to approximate a solution. This is what graphing calculators do.
Oh, and if you didn't know, explicitly solving for x means:
x = ____________
Where that blank does not contain x. If an equation is not explicit, it is called implicit.
Oh, thank you! That must be why the book had nothing about it. Unsolvable, gotcha. Thanks muchly.
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MERLOT Search - materialType=Online%20Course&category=2267&keywords=mathematics
A search of MERLOT materialsCopyright 1997-2015 MERLOT. All rights reserved.Wed, 1 Apr 2015 14:33:01 PDTWed, 1 Apr 2015 14:33:01 PDTMERLOT Search - materialType=Online%20Course&category=2267&keywords=mathematics
443411.124 Introduction to Education: Looking Forward and Looking Back on Education (MIT)
An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide.CSET Online Preparation - Mathematics Subtest IThe courses address the urgent need to help teachers prepare for and pass the CSET exams necessary to teach science and mathematics in California Schools.UC Irvine Extension's online test-preparation courses correspond with the 10 CSET science subtests and three CSET mathematics subtests.CSET Science Subtest I: Astronomy fifteen (15) topics in Astronomy: 1. The Stars 2. Phases of the Moon 3. The Solar System 4. Formation of the Solar System 5. Astronomical Distance Measurement 6. Evidence for Planets Around Other Stars 7. Characteristics of Galaxies 8. Our Place in the Milky Way 9. Star Color, Temperature, Size, and Luminosity 10. Fusion in Stars 11. Stellar Balance and Evolution 12. Distinguishing Stars from Planets 13. Accelerators in Astronomical Research 14. Astronomical Instruments 15. Additional MaterialSciTrain U
The SciTrain U Accessible Classroom Course provides techniques that will assist you in creating universally accessible classrooms and laboratories for students with diverse abilities and learning skills. The philosophy behind "accessibility" and the related concept of "universal design" originated with the idea of adapting the environment to accommodate the user. Within the context of education, it has evolved to encompass the idea that accommodations for students with disabilities can benefit non-disabled students as well. We will provide numerous examples of how this works in the real world. This course provides quick access to practical information on ways of teaching that will increase your students' knowledge retention, in-class participation, and understanding of class material the first time they encounter it. SciTrain U focuses on classrooms and labs for science, mathematics, engineering, and computer science, but many of these techniques and technologies are applicable elsewhere.
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Why You Are in this Course: Like many students at UHD, your placement test results indicate that your arithmetic and algebra skills are not sufficiently developed for you to pass one of the core college level mathematics courses required of all students at UHD (these core courses are MATH 1301 or MATH 1310). MATH 0300 is a developmental course intended to strengthen and build your mathematical skills up to the college level. Upon completion of this course, you will also need to complete or test out of MATH 1300 before enrolling in a college level math course.
Where to Find Course Resources: The first place to seek assistance and resources is from your instructor, both inside and outside of class. Your instructor will provide the times and locations where he or she is available for office hours to work with you outside of class. Next, students enrolled in MATH 0300 at UHD have access to the Math Lab in the Academic Support Center (925-N) where they may obtain additional tutoring with understanding concepts or improving their skills. The Center is staffed with mathematics faculty and student assistants, and offers tutorial help, videotapes, calculators, and computer access on a walk-in basis. The Math Lab maintains extensive hours which are published each semester. You are encouraged to visit the Math Lab throughout the semester whenever you feel you have time to work there, no appointment required. It is also an excellent place to study the textbook and work on homework problems, so that you can receive immediate answers to your questions as necessary. The CD that comes with text also contains video instruction corresponding to examples in the text, as well as practice quizzes and chapter tests. A copy of this CD is available in the Math Lab for use in the lab or for check out.
Goals/Objectives: At the completion of this course, a student should be able to: (1) identify different types of real numbers, including integer, rational, and irrational; (2) identify the basic properties of real numbers; (3) plot numbers on the real number line; (4) execute the correct order of operations to simplify real-valued expressions; (5) determine the absolute value of a real number and interpret its geometric meaning; (6) simplify algebraic expressions (combine like terms, multiply with the distributive law, combine like powers for integer exponents); (7) factor the greatest common factor from a polynomial, particularly in the context of reducing fractions or solving equations; (8) solve linear equations; (9) solve linear inequalities and graph their solutions on the real number line; (10) plot points and determine the coordinates of points in the cartesian coordinate system; (11) translate a relationship between quantities stated in words to an algebraic expression; (12) solve various meaningful application problems.
Department Grading Policy: The final exam for this course is comprehensive and counts 1/3 of your course average. Your instructor will provide complete information as to how your course average will be computed. Your final course average will be used assign your final course grade according to the formula shown here. Since MATH 0300 is considered a pre-college course, this grade will appear on your transcript but will not be calculated into your GPA.
90-100
"A"
80-89
"B"
70-79
"C"
0-69
"IP" [not a passing grade]
The following cases are exceptions:
1. If your final exam score is less than 50, you will receive an "F" or "IP" for the course regardless of your average.
2. If you violate the MATH 0300 Attendance Policy (see item below), you will receive an "F" for the course regardless of your average.
3. If you are attending class but are not making a genuine effort to pass (as evidenced by not handing in assignments, not participating in class, not seeking help outside of class, etc.), you will receive an "F" for the course regardless of your average.
You cannot receive the grade "I"-Incomplete unless you have a documented personal emergency that prevents you from completing the last fraction of the course, such as the last test and/or the final exam. You must have a passing average based on the work you have already completed to receive an "I."
Calculator Policy: Students are not required to purchase calculators and will not be allowed to use them on the final exam. Your instructor will give you more information about the use of calculators in your class.
Excess Course Attempts: In accordance with state law, effective Fall 2004 the University of Houston-Downtown is charging an additional fee for each credit hour for enrollment in a developmental course after 18 hours of developmental work has already been attempted. Once 18 attempted hours of developmental course work has been accumulated, registration in a developmental course will result in the additional charge. An attempt is defined as an enrollment that results in a letter grade (including "S", "U", "IP", and "W"). A developmental course is defined as MATH 0300, MATH 1300, ENG 1300, ENG 130A, and RDG 1300.
Statement on Reasonable Accommodations: UHD adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for students with disabilities. Students with disabilities should register with Disabled Student Services (409-S) and contact the instructor in a timely manner to arrange for appropriate accommodations.
MATH 0300 Attendance Policy: An attendance policy is enforced for this course. See the separate sheet MATH 0300 Attendance Policy for details.
General University Policy: All students are subject to UHD Academic Honesty Policy and to all other university-wide policies and procedures as they are set forth in the UHD University Catalog and Student Handbook.
Course Content: The course covers the following sections of the textbook. In some cases, not all pages from a section are covered.
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Find a Tavistock, NJEquations and inequalities with absolute value-terms, imaginary numbers, and logarithms are often confusing for many students and require careful explanations and examples. The subject of calculus covers a lot of material and usually requires multiple semesters. The topics include all of those in precalculus but in much greater depth
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Mathematics A Discrete Introduction
9780534356385
ISBN:
0534356389
Pub Date: 2000 Publisher: Brooks/Cole
Summary: This book is an introduction to mathematics--in particular, it is an introduction to discrete mathematics. There are two primary goals for this book: students will learn to reading and writing proofs, and students will learn the fundamental concepts of discrete mathematics.
Scheinerman, Edward A. is the author of Mathematics A Discrete Introduction, published 2000 under ISBN 9780534356385 and 0534356389. Fou...r Mathematics A Discrete Introduction textbooks are available for sale on ValoreBooks.com, two used from the cheapest price of $8.83, or buy new starting at $13.57.[read more]
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Contents
What is GeoGebra
GeoGebra is open source dynamic mathematics software for learning and teaching at all levels. This manual covers the commands and tools of GeoGebra 5.0.
Depending on your hardware and preferences, you can currently choose between 5.0 Desktop and the 5.0 Web and Tablet App, which feature minor differences in terms of use and interface design.
Depending on the mathematics you want to use GeoGebra for, you can select one of the default Perspectives (e.g., Algebra Perspective, Geometry Perspective). Each Perspective displays those Views and other interface components most relevant for the corresponding field of mathematics.
Other Components of the User Interface
You may also customize GeoGebra's user interface to match your personal needs by changing the default Perspectives and adding other components:
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Exercises
I've
discovered that simple exercises are exceptionally useful during a seminar to
complete a student's understanding, so you'll find a set at the end
of each chapter.
Most
exercises are designed to be easy enough that they can be finished in a
reasonable amount of time in a classroom situation while the instructor
observes, making sure that all the students are absorbing the material. Some
exercises are more advanced to prevent boredom for experienced students. The
majority are designed to be solved in a short time and test and polish your
knowledge. Some are more challenging, but none present major challenges.
(Presumably, you'll find those on your own – or more likely
they'll find you).
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Intermediate Algebra-Text Only - 3rd edition
The Sullivan/Struve/Mazzarella Algebra program is designed to motivate students to ''do the math''- at home or in the lab-and supports a variety of learning environments. The text is known for its two-column example format that provides annotations to the left of the algebra. These annotations explain what the authors are about to do in each step (instead of what was just done), just as an instructor would do11563
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Why is WebGraphing.com easier to use than a standard graphing
calculator?
To graph a function using a standard graphing calculator,
you need to select a viewing window—the plotting
interval and range—guessing
at values you hope will include all the important mathematical
features. This may require several tries, and there is
no guarantee that your
final graph includes everything. WebGraphing.com does
not require trial and error. It uses behind-the-scenes mathematical
analyses to automatically select a viewing window that includes
all the important mathematical features. After seeing the "complete
graph," you can graph again with a viewing window of
your own choosing or use Smart Zooming to focus on a
particular interval and minimize the guesswork..
How do I become a
Member?
Becoming a Member is free and easy: just fill out the registration
form and respond to the confirming email that WebGraphing.com sends
to you. Membership is open to students, teachers, and parents of
math students.
A+ membership is by
subscription, but you must first become a Member. There are several
ways to become an A+ Member. Whether you just want to study for
an upcoming test, get material for a math project, or use it for
a whole semester or year, there are subscription periods as short
as 2 days and as long as a year.
What are the
benefits of membership?
Membership entitles you to: (1) complete graphs of all polynomials
of degree less than 4, (2) detailed analyses explaining the mathematics
that produces the complete graphs, (3) access to post and respond
to questions on the forum, and (4) our Tricks of the Trade for
graphing polynomials. In addition, you can sample premium content: complete graphs with analyses for any functions.
A+ membership entitles
you all the benefits of membership plus: (1) complete
graphs of all mathematical functions studied in algebra, precalculus,
and first year calculus, (2) detailed analyses explaining the mathematics
that produces the complete graphs, (3) priority in getting homework
questions answered on the forum by a WebGraphing.com moderator
(mathematician, math teacher, or math professor), and (4) our Tricks
of the Trade for
graphing rational, algebraic, and transcendental (nonalgebraic)
functions.
What is the
difference between the basic, intermediate and advanced graphing
calculators?
The Basic Calculator keypad is designed for algebra and beginning
precalculus students so as not to intimidate budding "apprentice
mathematicians" with unnecessary jargon. It can be used to
enter any arithmetic combination of expressions in x as well
as powers of x, using the power symbol ^ (as in x^2,
read x squared). Each of the basic, intermediate and advanced
keypads can be used interchangeably with your computer keypad to
enter any function, including functions on one of the other keypads.
Note that when you click the π key, the letters "pi" are
entered; alternatively you can type "pi" to enter the
symbol π.
The Intermediate Calculator
keypad additionally has 5 function keys for convenience in entering "named" functions
that students first meet: square root, absolute value, natural
logarithms, logarithms to any base, and exponential functions.
Note that when you click any of these function keys, say log,
the letters with opening left parenthesis "log(" are
automatically entered for your convenience. After entering the
argument, say 2x+1, you must also enter the closing right parenthesis, ")",
to keep parentheses paired off, so the final entry reads: log(2x+1).
The Advanced Calculator
keypad additionally has all six trig functions and their inverses
as well as all six hyperbolic trig functions and their inverses.
Note that when you click, say, the inverse sine key, sin-1,
the letters with left parenthesis "arcsin(" are entered.
Inserting the letters "arc" in front of any trig or
hyperbolic trig function is the traditional way of referring to
the corresponding inverse function.
Are there any
special syntax requirements?
When you click, say, the sqrt key, the letters entered are "sqrt(";
that is, the function name is entered together with the left parentheses. You
need to enter the argument, say, x+1, followed by the right parentheses, "x+1)" so
it finally reads: sqrt(x+1). Entering "sqrtx+1" would
produce the response: "Oops! Syntax Error." Even if
the argument is simply "x", our syntax requires that
parentheses be used: sqrt(x).
To enter a root function,
say the cube root of x, you need to write it using the power operator,
^, with a fractional exponent enclosed in parentheses: x^(1/3). As
a consequence, there are two way to enter the square root of x:
sqrt(x) or x^(1/2).
Note that the log key
refers to the logarithm of x to the base e. If you want to refer
to another base, say 5, you would type "log(5,x)". It
is for this reason that, log(x) can be used interchangeably with
log(e,x) and ln(x).
To minimize syntax errors,
you can use any of the onscreen keypads . For example, to graph
the inverse tangent of x, if you click the inverse tangent
key, tan-1, you will see "arctan(" entered
for you in the entry field after "y=". You can complete
the entry by typing "x)" so the final entry reads:
arctan(x). Also, when you click the key for the exponential function, ex,
you will see "e^(" in the entry field. Again, you
need to enter the argument, say x, followed by the closing right
parenthesis so it reads: e^(x).
Why would I generate
a random graph?
This is a quick way for a visitor to get a live sample of what the
web site has to offer. When a visitor clicks the generate a random
graph button, WebGraphing.com returns a complete
graph of a randomly generated polynomial function up to degree 3
along with descriptive answers in The Analyzer that
explain the mathematics needed to produce the graph by hand. A visitor
will see that by rolling over the graph, it turns from red and blue,
which highlight segments where the graph is increasing or decreasing,
to green and purple, which highlight segments where the graph is
concave up or concave down. In addition, a visitor can explore the
breadth of mathematical coverage and the details that the descriptive
answers provide in The Analyzer.
When a Member clicks
the generate a random graph button, WebGraphing.com returns
a complete graph of a randomly generated polynomial function up
to degree 5 along with descriptive answers in The Analyzer that
explain the mathematics needed to produce the graph by hand. This
is a quick way to explore a number of live higher degree polynomials—what
they look like and their various properties.
When an A+ Member clicks
the generate a random graph button, depending on the level
of graphing calculator selected, WebGraphing.com returns
a complete graph of a randomly generated elementary, intermediate
or advanced function with descriptive answers in The Analyzer that
explain the mathematics needed to produce the graph by hand. This
is a convenient way to explore various live intermediate-level
and advanced mathematical functions—what they look like and
their various properties.
Why does the graph
change color when I roll over it?
To aide visualization, when you move your cursor over your graph,
it changes from red and blue to purple and green, where purple highlights
the concave up curve segments and green highlights the concave down
curve segments.
What are
the benefits of seeing color-coded graphs?
In addition to aiding your visualization of the increasing/decreasing
segments and concave up/concave down segments, the color coding serves
the purpose of identifying turning points and points of inflection
even when a curve appears flat in a certain region. You can be sure
that if a curve is flat but has both red and blue meeting at a juncture,
there is a turning point at the juncture. In our Rational Examples,
see the case of the "hidden" turning point. This "hidden" turning
point can be revealed on resizing in the vicinity of the juncture
of the two colors, most conveniently by using Smart Zooming. The
same can be said for "hidden" changes in concavity. If
a curve appears flat in a certain region that includes the juncture
of green and purple colors, despite the appearance of being flat,
the shape of that curve is changing concavity at the juncture and
it may be possible to confirm this visually by resizing the graph
in the vicinity of the juncture.
What happens to the color coding for straight
lines?
Straight lines are colored red when they are increasing, blue when they are decreasing,
and black when they are horizontal since a horizontal line is neither increasing
nor decreasing. Also, since straight lines are neither concave up nor concave
down, when you move your cursor over the graph, the line is colored black to
signify the absence of concavity.
Aside from color-coding, what other "important
mathematical features" are included in the graph?
Certain functions have breaks, discontinuities, and asymptotic behaviors, which
all good math textbooks illustrate by using dashed lines and small empty or filled
circles. The illumination of these important mathematical features is an invaluable
addition to a graph, required to visually identify the special attributes of
a function. WebGraphing.com automatically includes these features in its
graphs, while standard graphing calculators do not.
What is Smart
Zooming?
After seeing the complete graph, if you enter only the lower (Xmin)
and upper (Xmax) bounds on the x-values and click the Graph
Again button, Smart Zooming takes over
and WebGraphing.com automatically determines
optimal lower (Ymin) and upper (Ymax) bounds for the y-values;
the resulting viewing window includes all the important mathematical
features on your selected interval (Xmin,Xmax). This is convenient
and more powerful than ordinary proportional zooming since you don't
have to go through trial and error to get an optimal graph. Of course,
you can enter your own lower (Ymin) and upper (Ymax) bounds on the y-values
and click the Graph Again button to resize
the graph to your own liking. In fact, you can do this repeatedly.
Are there
any other unique features on WebGraphing.com?
Whenever feasible, in our descriptive answers we give exact numbers,
like the ones you get solving equations longhand when you are not
using a calculator. For example, if we have an equation to solve,
say x2 = 2, we give the exact ("symbolic" is
the technical jargon) answer x = ± . We also give the approximate value x = ±1.41 to
two decimal places. When the exact value is not too lengthy, you
can expect to see the exact value. This feature—giving both
exact and approximate answers—helps to make connections between
symbolic values and their magnitude.
Can I
graph any function?
WebGraphing.com is
designed to analyze and graph functions typically found in math
textbooks, from algebra through precalculus
and first-year calculus. We tested our comprehensive graphing system
with graphing problems from eight calculus textbooks and it handled
all these problems successfully. Of course, some advanced functions
can take longer to analyze and graph and WebGraphing.com is
not designed to spend an inordinate amount of time with any particular
function. For such advanced functions, when analysis takes too
long, we deliver one or both graphs in black with whatever analyses
were
possible within the time constraints. If you come across a function
for graphing in your math textbook that you believe was not handled
properly, please put it out on our forum (mention the title, author,
edition, and page number for reference) so we can investigate it. We
aim to improve.
Can I
print out the graphs and solutions?
Yes, you can use your browser's print
button to print out any information on the web site. Also, you
can right click on any graph
and save the graph to your computer as a picture that can subsequently
be inserted into your document. Teachers can use this feature for
inserting graphs into their test questions. Students can use this
feature for inserting graphs into their math projects.
How do I use The
Analyzer?
In general, algebra and precalculus students will be most interested
in the analyses on the left side of The Analyzer pad
while calculus students will be most interested in the analyses on
the right side of The Analyzer pad. Clicking on, say,
the Intercepts button will give details about x- and y-intercepts
and how to find them. Clicking the Show All Analyzer Solutions button
will enable you to see all the details at once. The latter can also
be printed, together with the graph, for offline reference and study.
What are Tricks of the Trade?
The Tricks of the Trade web page offers practical
advice for graphing functions by specific category: polynomial functions,
rational functions, algebraic functions, and transcendental (nonalgebraics)
functions. It provides useful information for developing both an
overview of properites specific to each type plus pinpointed advice
on what to look for.
How do I post to the forum?
Once you become a member, you are entitled to post questions on the forum and
answer other members' questions. The forum is moderated, so moderators may,
at
their discretion, edit questions to improve clarity or exclude questions that
are off topic. Along with other members, moderators may also answer questions.
What is Guess
the Graph?
Guess the Graph is a game you can play to see how well
you can spot differences between the four specific categories of
graphs: polynomial, rational, algebraic, and transcendental (nonalgebraic). Strictly
speaking, polynomial functions are also rational functions and
rational functions are also algebraic functions, so being specific
requires
careful consideration. There are over 200 graphs that are selected
randomly while you play.
Just like a math textbook, every once in a while we publish an error. If you think you've come across an error, please let us know. We'll get back to you with the correct solution.
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The Humongous Book of Basic Math & Pre-Algebra Problems: Translated for People Who Don't SpeakSoon math problems will be no problem at all... Most math and study guides are as dry and difficult as the professors that write them. In The Humongous Book of Basic Math and Pre-Algebra Problems, author W. Michael Kelley enjoys being the exception. It is full of solved problems, but along the margin Kelley makes notes, adding missing steps and simplifying concepts. In this way questions that would normally baffle students suddenly become crystal clear. His unique method fully prepares students to solve those difficult, obscure problems that were never covered in class but always seem to find their way onto exams. " Annotated notes throughout the book to clarify each problem " An expert author on the topic with a great track record for helping students and math enthusiasts " Author's website calculus-help.com reaches thousands of students every month
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Resources for 7.EE.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
Resources for 7.SP.6 - Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
Resources for 8.F.1 - Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Resources for 8.F.4 - Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Resources for 8.F.5 - Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Resources for A.REI.11 - Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations.
Resources for A.CED.3 - Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
Resources for A.REI.5 - Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
Resources for A.REI.12 - Graph the solutions to a linear inequality in two variables as a half-plane, and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
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This text explores the methods of the projective geometry of the plane. Some knowledge of the elements of metrical and analytical geometry is assumed; a rigorous first chapter serves to prepare readers. Following an introduction to the methods of the symbolic notation, the text advances to a consideration of the theory of one-to-one correspondence.... more...
This accessible approach features two varieties of proofs: stereometric and planimetric, as well as elementary proofs that employ only the simplest properties of the plane. A short history of geometry precedes a systematic exposition of the principles of non-Euclidean geometry. Starting with fundamental assumptions, the author examines the theorems... more...
Brief but rigorous, this text is geared toward advanced undergraduates and graduate students. It covers the coordinate system, planes and lines, spheres, homogeneous coordinates, general equations of the second degree, quadric in Cartesian coordinates, and intersection of quadrics. Mathematician, physicist, and astronomer, William H. McCrea conducted... more...
This single-volume compilation of two books explores the construction of geometric proofs. In addition to offering useful criteria for determining correctness, it presents examples of faulty proofs that illustrate common errors. High-school geometry is the sole prerequisite. Proof in Geometry, the first in this two-part compilation, discusses the... more...
This text for advanced undergraduate students is both an introduction to algebraic geometry and a bridge between its two parts--the analytical-topological and the algebraic. Because of its extensive use of formal power series (power series without convergency), the treatment will appeal to readers conversant with analysis but less familiar with the... more...
Gauss's theory of surfaces is among the purely mathematical achievements inspired by ideas that arose in connection with surveys of the surface of the earth. Long regarded as a masterpiece in content and form, this work features one of the author's most original contributions to mathematics--the discovery that Gauss termed the "Theorema Egregium."... more...
An ideal text for undergraduate courses in projective geometry, this volume begins on familiar ground. It starts by employing the leading methods of projective geometry as an extension of high school-level studies of geometry and algebra, and proceeds to more advanced topics with an axiomatic approach. An introductory chapter leads to discussions
Specifically designed as an integrated survey of the development of analytic geometry, this classic study takes a unique approach to the history of ideas. The author, a distinguished historian of mathematics, presents a detailed view of not only the concepts themselves, but also the ways in which they extended the work of each generation, from before... more...
Non-Riemannian Geometry deals basically with manifolds dominated by the geometry of paths developed by the author, Luther Pfahler Eisenhart, and Oswald Veblen, who were faculty colleagues at Princeton University during the early twentieth century. Eisenhart played an active role in developing Princeton's preeminence among the world's centers for... more...
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More About
This Book
the instructional "shifts" and the standards for mathematical practice demanded by the CCSS. -Each map contains a sequence of lessons that combine conceptual understanding, fluency, and application to meet the demands of the topic. -Formative assessments are included to support data-driven instruction.
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Meet the Author
Common Core ( is a non-profit organization formed in 2007 to advocate for a content-rich liberal arts education in America's K-12 schools. To improve education in America, Common Core creates curriculum materials and also promotes programs, policies, and initiatives at the local, state, and federal levels that provide students with challenging, rigorous instruction in the full range of liberal arts and sciences. Common Core is not affiliated with the Common Core State Standards
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Mathematics for Economists
9780393957334
ISBN:
0393957330
Pub Date: 1994 Publisher: Norton, W. W. & Company, Inc.
Summary: An abundance of applications to current economic analysis, illustrativediagrams, thought-provoking exercises, careful proofs, and a flexibleorganization-these are the advantages that Mathematics for Economists brings to today's classroom.
Simon, Carl P. is the author of Mathematics for Economists, published 1994 under ISBN 9780393957334 and 0393957330. Four hundred five Mathematics for Economists textbooks a...re available for sale on ValoreBooks.com, sixty four used from the cheapest price of $62.38, or buy new starting at $155.15.[read more]
Ships From:Multiple LocationsShipping:Standard, ExpeditedComments:RENTAL: Supplemental materials are not guaranteed (access codes, DVDs, workbooks). Book has signs of cover wear. Inside pages are clean. Ships same day or next business day. Free ... [more]RENTAL: Supplemental materials are not guaranteed (access codes, DVDs, workbooks). Book has signs of cover wear. Inside pages are clean. Ships same day or next business day. Free USPS Tracking Number. Excellent Customer Service. Ships from TN
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Comment: Shipped from the UK. Paperback which reflects used condition. Friendly customer service. We are a not-for-profit Social Enterprise trading in used books to help people, charities and the environment.
Linear algebra is a branch of mathematics that uses matrices tosolve systems of linear equations; it has applications in manydisciplines, from sociology and game theory to computerprogramming, engineering, and business. Linear Algebra For Dummiesmaps to a typical, college–level linear algebra course, in whichstudents first study matrices and matrix operations, then applythose fundamentals to abstract topics such as vector spaces, lineartransformations, determinants, and, finally, eigenvalues andeigenvectors. It gives students theoretical and practical ways ofapproaching various types of problems, presenting the informationin a way that allows readers to fully digest not just the how ofsolving linear algebraic problems, but also the why.
Mary Jane Sterling (Peoria, IL) is the author of Algebra ForDummies (978–0–7645–5325–7), Business Math for Dummies(978–0–470–23331–3), and several other books. She has been teachingat Bradley University for almost 30 years.
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Line up the basics discover several different approaches to organizing numbers and equations, and solve systems of equations algebraically or with matrices
About the Author
Mary Jane Sterling is the author of numerous For Dummies books. She is a lecturer at Bradley University in Peoria, Illinois, where she has taught courses in algebra, calculus, and other mathematics topics for almost 30 years.
Most Helpful Customer Reviews
I enjoyed this book which is very well-explained and also manages to transmit enthusiasm about the subject. If it is meant to be understandable to newcomers to math/s then I think it succeeds. There are lots of great worked examples (but no actual exercises). I am considering some other of the authors' books. However, I did find that I had to wade through quite a lot of material in order to find the parts that I am interested in (specifically material providing a background to graphics and geographical programming). A second 'but' (no criticism of this book) is that some of the 'real' mathematical constructions (e.g. vector spaces) is arguably quite daunting and abstract. If the book had been limited to just the mathematical discoveries/formulae/techniques (such as uses of determinants) that I can use in practice, I would have been even happier.
Overall this is a good book and it should be a good introduction to the linear algebra, especially if you have little or no background in high math, but I would like to see more proofs. Also it lacks exercises that would help to learn the concepts described in this book.
A very good introduction to Linear Algebra. This is a serious and compentent mathematical text book. Its great advantage is that it is self contained. I would recommend it to anyone starting this subject.
The pure maths of linear algebra are, let's face it, quite distant from the real world applications. It would take an eloquent teacher to relate the real world problem to the matrix description of the real world concept, show the maths operations and relate these, or at least the result back to the real world. It's clear enough that bridging this conceptual gulf was in the mind of the author and a valiant attempt was made, but somehow I was left on one side of the abyss or the other without finding the bridge. Maybe I was looking for the wrong analogy.
I purchased this book to understand the basics of linear and matrix algebra before taking my multivariate analysis postgraduate course. I have never studied linear and matrix algebra before and this book definitely provides the basics needed in a very interesting and clear way and offers real-world applications so that the reader can understand the relevance of this topic.
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Elementary Geometry for College Students
9781439047903
ISBN:
1439047901
Edition: 5 Pub Date: 2010 Publisher: Brooks Cole
Summary: If you want to rent Elementary Geometry for College Students online, we can help you. This text book, written by Daniel C Alexander and Geralyn M Koeberlein, was published by Brooks Cole in 2010. Now you can get cheap Elementary Geometry for College Students here in its 5th edition for an affordable price. We specialize in providing great deals that are heavily discounted for previously owned copies. You can buy Elem...entary Geometry for College Students online here for a price far lower than you might think, and sell back later on too. We provide the whole deal for every college student.
Alexander, Daniel C. is the author of Elementary Geometry for College Students, published 2010 under ISBN 9781439047903 and 1439047901. Three hundred ninety six Elementary Geometry for College Students textbooks are available for sale on ValoreBooks.com, one hundred eleven used from the cheapest price of $23.88, or buy new starting at $55.94.[read more]
Ships From:Montgomery, ILShipping:Standard, ExpeditedComments:ALTERNATE EDITION: International Edition! Item has some cover wear but otherwise in good condition!!Used texts may n... [more]ALTERNATE EDITION: International Edition! Item has some cover wear but otherwise in good condition!!Used texts may not include supplemental material primary subject of this book was getting across the basics of geometry. I found this book very effective because it gave you review and test questions/answers which was very helpful when preparing for a test. Most of the time teachers will use problems from here for quizzes or test so practicing these problems is crucial. The examples in each chapter are very helpful as well because they give a break down of each problem.
If I could change one thing about this book it would be to provide all the answers for every other problem. Sometimes in certain chapters, answers to the odd problems would be missing. But other than that this book was very helpful in helping me pass with an A this semester!
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"25 Walks" books are practical guides of Scotland. Written by experienced authors, the carefully selected local walks are accompanied by easy to use maps and colour photographs. "In and around Aberdeen" describes 25 walks in the city and countryside. It takes you to the little-known corners of Aberdeen and to the hills in it and near it. It visits the Sands of Forvie, teeming with bird life, heads for Benachie and the eerie ruins of Gight Castle, goes up the Deeside Line to Crathes Castle, and wanders around the Big Hole - Rubislaw Quarry - from which they dug the Granite City. History, scenery, good walking - they all come together in this book.
Smith/Minton: Mathematically Precise. Student-Friendly. Superior Technology. Students who have used Smith/Minton's Calculus say it was easier to read than any other math book they've used. That testimony underscores the success of the authors approach which combines the most reliable aspects of mainstream Calculus teaching with the best elements of reform, resulting in a motivating, challenging book. Smith/Minton wrote the book for the students who will use it, in a language that they understand, and with the expectation that their backgrounds may have some gaps. Smith/Minton provide exceptional, reality-based applications that appeal to students interests and demonstrate the elegance of math in the world around us. New features include: " Many new exercises and examples (for a total of 7,000 exercises and 1000 examples throughout the book) provide a careful balance of routine, intermediate and challenging exercises " New exploratory exercises in every section that challenge students to make connections to previous introduced material. " New commentaries (Beyond Formulas) that encourage students to think mathematically beyond the procedures they learn. " New counterpoints to the historical notes, Today in Mathematics, stress the contemporary dynamism of mathematical research and applications, connecting past contributions to the present. " An enhanced discussion of differential equations and additional applications of vector calculus. " Exceptional Media Resources: Within MathZone, instructors and students have access to a series of unique Conceptual Videos that help students understand key Calculus concepts proven to be most difficult to comprehend, 248 Interactive Applets that help students master concepts and procedures and functions, 1600 algorithms , and 113 e-Professors.
Students who have used Smith/Minton's "Calculus" say it is easier to read than any other math book they've used. Smith/Minton wrote the book for the students who will use it, in a language that they understand, and with the expectation that their backgrounds may have gaps. Smith/Minton provide exceptional, reality-based applications that appeal to students' interests and demonstrate the elegance of math in the world around us.Features new to the third edition include: many new exercises and examples (for a total of 7,000 exercises and 1000 examples throughout the book) provide a careful balance of routine, intermediate and challenging exercises; new exploratory exercises in every section that challenge students to make connections to previous introduced material; new commentaries ("Beyond Formulas") that encourage students to think mathematically beyond the procedures they learn; new counterpoints to the historical notes, "Today in Mathematics," stress the contemporary dynamism of mathematical research and applications, connecting past contributions to the present; and, an enhanced discussion of differential equations and additional applications of vector calculus.It also includes exceptional media resources: Within MathZone, instructors and students have access to a series of unique Conceptual Videos that help students understand key Calculus concepts that are among the most difficult to comprehend, Interactive Applets that help students master concepts and procedures, algorithmically generated exercises, and, "e-Professor" animations.
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Show More final-year courses and beyond. The level of the book will also be useful for those embarking on the first year of their graduate studies in Business, Economics or Finance. The book also serves as an introduction to quantitative economics and finance for mathematics students at undergraduate level and above. In recent years, mathematics graduates have been increasingly expected to have skills in practical subjects such as economics and finance, just as economics graduates have been expected to have an increasingly strong grounding in mathematics. The authors avoid the pitfalls of many texts that become too theoretical. The use of mathematical methods in the real world is never lost sight of and quantitative analysis is brought to bear on a variety of topics including foreign exchange rates and other macro level issues
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Illustrating the relevance of linear approximation in a variety of fields, Numerical Linear Approximation in C presents a unique collection of linear approximation algorithms that can be used to analyze, model, and compress discrete data. Developed by the lead author, the algorithms have been successfully applied to several engineering projects at...This book is revised and expanded version of the original German text. The arrangement of the material and the structure are essentially unchanged. All remarks in the Preface to the German Edition regarding naming conventions for formulas, theorems, lemmas, and definitions are still valid as are those concerning the arrangement and choice of material. more...
This text, based on the author's teaching at --Eacute--;cole Polytechnique, introduces the reader to the world of mathematical modelling and numerical simulation. Including numerous exercises and examples, this is an ideal text for advanced students in Applied Mathematics, Engineering, Physical Science and Computer Science. - ;This text, based... more...
Written for graduate students in applied mathematics, engineering and science courses, the purpose of this book is to present topics in "Numerical Analysis" and "Numerical Methods." It will combine the material of both these areas as well as special topics in modern applications. Included at the end of each chapter are a variety of theoretical and... more...
For a variety of reasons, the MATLAB ® -Java interface was never fully documented. This is really quite unfortunate: Java is one of the most widely used programming languages, having many times the number of programmers and programming resources as MATLAB. Also unfortunate is the popular claim that while MATLAB is a fine programming platform for prototyping,... more...
The 8 th edition of the successful textbook provides a compact introduction to MATLAB and its graphic extensions Simulink and Stateflow. The book also examines the most important expansion packages. Explanations are illustrated with incisive examples drawn from mathematics, physics, electrical engineering, and mechanical engineering.... more...
This book presents revised versions of the best papers selected from the symposium "Mathematical Progress in Expressive Image Synthesis" (MEIS2013) held in Fukuoka, Japan, in 2013. The topics cover various areas of computer graphics (CG), such as surface deformation/editing, character animation, visual simulation of fluids, texture and sound synthesis... more...
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0321331796
9780321331793
Details about A Problem Solving Approach to Mathematics for Elementary School Teachers:
Setting the Standard for Tomorrow's Teachers: This best-selling text continues as a comprehensive, skills-based resource for future teachers. In this edition, readers will benefit from additional emphasis on active and collaborative learning. Revised and updated content will better prepare readers for the day when they will be teachers with students of their own. An Introduction to Problem Solving. Sets, Whole Numbers, and Functions. Numeration Systems and Whole-Number Computation. Integers and Number Theory. Rational Numbers as Fractions. Decimals, Percents, and Real Numbers. Probability. Data Analysis/ Statistics: An Introduction. Introductory Geometry. Constructions, Congruence, and Similarity. Concepts of Measurement. Motion Geometry and Tessellations. For all readers interested in mathematics for elementary school teachers.
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Variational methods give an efficient and elegant way to formulate and solve mathematical problems that are of interest to scientists and engineers. In this book three fundamental aspects of the variational formulation of mechanics will be presented: physical, mathematical and applicative ones. The first aspect concerns the investigation of the nature... more...
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This elementary text introduces basic quantum mechanics to undergraduates with no background in mathematics beyond algebra. Containing more than 100 problems, it provides an easy way to learn part of the quantum language and apply it to problems. Emphasizing the matrices representing physical quantities, it describes states simply by mean values of physical quantities or by probabilities for possible values. This approach requires using the algebra of matrices and complex numbers together with probabilities and mean values, a technique introduced at the outset and used repeatedly. Students discover the essential simplicity of quantum mechanics by focusing on basics and working only with key elements of the mathematical structure--an original point of view that offers a refreshing alternative for students new to quantum mechanics23,"ASIN":"0486445305","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":11.64,"ASIN":"0486453294","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":9.05,"ASIN":"0486453081","isPreorder":0}],"shippingId":"0486445305::I8et7soS%2FZZXhRY9sclsp1Tnq5udOa84EdrACKutRQacaA6omCeHyJcey%2F%2B%2FEKtxxV34ixlVkn8cUy96Kd21podfNkvD4uZ9y2rd%2FTy3J%2F4LZJ9Xc746Bw%3D%3D,0486453294::06ashThl6n9AwzCviGP9Ljw4y0KYnnFXe7zgKPGo%2BOpFmeTlGIRWIQGIA%2B9%2FvusEOvopGnOr91Ck6dH94VnGyvyn7vcEjsq8d%2BKZ27muNog%3D,0486453081::%2Btr7k0M2L%2FCp%2FxNNSeog5d2zG69ZoAqZ61zOoSyrb5SN0u0%2BcbL9zkd8IB0ZGnOewaMmS4rIS0i9rVV7xUujJ43OLflAfVS49%2BMmIgvmWThis simple text makes basic quantum mechanics accessible with a minimum of mathematics. The focus is on the matrices representing physical quanitities. States are described simply by mean values of physical quantities or by probabilities for possible values. This approach reveals the essential simplicity of quantum mechanics by focusing on basics and working only with key elements of mathematical structure. Introduces all mathematics involved with using algebra of matrices, complex numbers, probabilities, and mean values. Offers over l00 problems.
--This text refers to an out of print or unavailable edition of this title.
Most Helpful Customer Reviews
This review is written from the point of view of a philospher, poorly trained in mathematics, but still wanting to get to the meat of quantum mechanics from a methematical point of view. Wow. In this book I found what I thought I never would. It describes the mathematical world of quantum physics using the majestic simplicity of matrices and the algebra of complex numbers. As the author states in the preface, no calculus or trigonometry is required. While the math isn't downright simple, neither is beyond the grasp of someone who is bright, but hasn't taken claculus or even precalc. For those who want to journey past this book another excellent intro level quantum mechanics text that introduces wave mechanics and does assume a knowledge of basic calculus is "Fundamentals of Quantum Mechanics" by J.E. House. Both are excellent!
There are few books which explain quantum mechanics with such grace and simplicity. Starting with the basics the author sets out to explain the ideas and mathematics behind qunatum mechanics. The author also provides the historical references leading to the birth of quantum mechanics. The layout and presentation of the material is pure mathematical poetry. Whilst the material would never make light bedtime reading, I would seriously recommend this book for both phyisicists and electronic engineering at the undergraduate and graduate level. The book has been a great source of information for my own research into the mysteries of quantum mechanics.
I have quite a few books on Quantum Mechanics. This book does what the others do not. The first half is about simple math. Understanding that QP - PQ = ih/2pi is the matrix form of an equation and the QP - PQ is not zero because the matrices do not commute is critical. This is basic stuff that a lot of books just skip. The second half uses the math to explain some of the features of Quantum Mechanics. For me I needed the detailed first half even though the math was not too hard. Now I can read my other books with a new understanding and finally I am starting to understand Quantum Mechanics.
The one star is not for the text, but for the quality of the paper and printing. Dover used to dependably print their technical books on good quality paper, but this book had astonishingly bad paper, and the ink bleeds into it. At least, I won't feel bad marking it up... They seem to have used the paper they use on their one dollar classic novel reprints, or worse.
I liked this book and learned a good deal from it. It is intended as a look at only some aspects of QM -- a slice -- not the subject as a whole. It has some problems: he never defines quite why or how the given matrices are chosen for ecample. It seems like a good "add on" to whatever other introduction to QM you are reading.
This book is intended to introduce quantum mechanics to beginners at the level of a Scientific American article. No knowledge of calculus is assumed; the reader can probably get by with nothing more than high school Algebra II. Due to these constraints, a great deal of material must necessarily be left out. As calculus is not used in this book, there is no mention of the Schrodinger equation or differential operators.
When I was a college physics major first learning modern physics 40 years ago, it was not until I encountered the solution to the hydrogen atom using the Schrodinger equation that I began to feel comfortable with quantum mechanics. Schrodinger's solution to the hydrogen atom was sufficiently specific and detailed to show the power of quantum theory, and in historical terms provided the theory with much needed credibility. I would therefore suggest that the reader with knowledge of calculus read an introductory book that includes the Schrodinger equation, such as Cropper's The Quantum Physicists: And an Introduction to Their Physics.
It's true that this book requires absolutely no calculus. Or linear algebra for that matter. This book doesn't even assume you've ever seen a complex number or a matrix before. All that is necessary is introduced in the first few chapters.
However, as this book progresses it slowly reveals itself for what it truly is: a first book on the operator formalism in quantum mechanics, where commutation relations for observable quantities are promoted to central importance.
While I'm certain that students with only a very modest background in physics and mathematics will be able to get something out of this book at least in the early chapters, the last third of this book is more suitable for fairly advanced students of quantum mechanics looking to make their way from state vectors to operators as required by quantum field theory. To such students I would recommend already having The Principles of Quantum Mechanics (International Series of Monographs on Physics) under your belt.
This is ultimately a challenging book masquerading as an elementary one.
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978007722479010DVD Video Series to accompany Elementary Algebra
Student's Solutions Manual for use with Elementary Algebra
Elementary Algebra Math Zone Student Access Card
Elementary Algebra
Elementary Algebra w/MathZone
Elementary Algebra w/ Mathzone
Summary
Elementary Algebra, 6eis part of the latest offerings in the successful Dugopolski series in mathematics. The author's goal is to explain mathematical concepts to students in a language they can understand. In this book, students and faculty will find short, precise explanations of terms and concepts written in understandable language. The author uses concrete analogies to relate math to everyday experiences. For example, when the author introduces the Commutative Property of Addition, he uses a concrete analogy that "the price of a hamburger plus a Coke is the same as a Coke plus a hamburger". Given the importance of examples within a math book, the author has paid close attention to the most important details for solving the given topic. Dugopolski includes a double cross-referencing system between the examples and exercise sets, so no matter which one the students start with, they will see the connection to the other. Finally, the author finds it important to not only provide quality, but also a good quantity of exercises and applications. The Dugopolski series is known for providing students and faculty with the most quantity and quality of exercises as compared to any other developmental math series on the market. In completing this revision, Dugopolski feels he has developed the clearest and most concise developmental math series on the market, and he has done so without comprising the essential information every student needs to become successful in future mathematics courses. The book is accompanied by numerous useful supplements, including McGraw-Hill's online homework management system, MathZone.
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Description
An easy-to-understand primer on advanced calculus topics
Calculus II is a prerequisite for many popular college majors, including pre-med, engineering, and physics. Calculus II For Dummies offers expert instruction, advice, and tips to help second semester calculus students get a handle on the subject and ace their exams.
It covers intermediate calculus topics in plain English, featuring in-depth coverage of integration, including substitution, integration techniques and when to use them, approximate integration, and improper integrals. This hands-on guide also covers sequences and series, with introductions to multivariable calculus, differential equations, and numerical analysis. Best of all, it includes practical exercises designed to simplify and enhance understanding of this complex subject.
Introduction to integration
Indefinite integrals
Intermediate Integration topics
Infinite series
Advanced topics
Practice exercises
Confounded by curves? Perplexed by polynomials? This plain-English guide to Calculus II will set you straight!
About the author
Mark Zegarelli, a math tutor and writer with 25 years of professional experience, delights in making technical information crystal clear — and fun — for average readers. He is the author of Logic For Dummies and Basic Math & Pre-Algebra8 total
plaws595User reviews
plaws595
LibraryThingSimilarCalculus For Dummies, 2nd Edition makes calculus manageable—even if you're one of the many students who sweat at the thought of it. By breaking down differentiation and integration into digestible concepts, this guide helps you build a stronger foundation with a solid understanding of the big ideas at work. This user-friendly math book leads you step-by-step through each concept, operation, and solution, explaining the "how" and "why" in plain English instead of math-speak. Through relevant instruction and practical examples, you'll soon learn that real-life calculus isn't nearly the monster it's made out to be.
Calculus is a required course for many college majors, and for students without a strong math foundation, it can be a real barrier to graduation. Breaking that barrier down means recognizing calculus for what it is—simply a tool for studying the ways in which variables interact. It's the logical extension of the algebra, geometry, and trigonometry you've already taken, and Calculus For Dummies, 2nd Edition proves that if you can master those classes, you can tackle calculus and win.
Includes foundations in algebra, trigonometry, and pre-calculus concepts Explores sequences, series, and graphing common functions Instructs you how to approximate area with integration Features things to remember, things to forget, and things you can't get away with
Stop fearing calculus, and learn to embrace the challenge. With this comprehensive study guide, you'll gain the skills and confidence that make all the difference. Calculus For Dummies, 2nd Edition provides a roadmap for success, and the backup you need to get there 10011001 Calculus Practice Problems For Dummies takes you beyond the instruction and guidance offered in Calculus For Dummies, giving you 1001 opportunities to practice solving problems from the major topics in your calculus course. Plus, an online component provides you with a collection of calculus problems presented in multiple-choice format to further help you test your skills as you go.
Gives you a chance to practice and reinforce the skills you learn in your calculus course Helps you refine your understanding of calculus Practice problems with answer explanations that detail every step of every problem
The practice problems in 1001 Calculus Practice Problems For Dummies range in areas of difficulty and style, providing you with the practice help you need to score high at exam time.
An accessible introduction to the fundamentals of calculus needed to solve current problems in engineering and the physical sciences
I ntegration is an important function of calculus, and Introduction to Integral Calculus combines fundamental concepts with scientific problems to develop intuition and skills for solving mathematical problems related to engineering and the physical sciences. The authors provide a solid introduction to integral calculus and feature applications of integration, solutions of differential equations, and evaluation methods. With logical organization coupled with clear, simple explanations, the authors reinforce new concepts to progressively build skills and knowledge, and numerous real-world examples as well as intriguing applications help readers to better understand the connections between the theory of calculus and practical problem solving.
The first six chapters address the prerequisites needed to understand the principles of integral calculus and explore such topics as anti-derivatives, methods of converting integrals into standard form, and the concept of area. Next, the authors review numerous methods and applications of integral calculus, including:
Mastering and applying the first and second fundamental theorems of calculus to compute definite integrals
With this book as their guide, readers quickly learn to solve a broad range of current problems throughout the physical sciences and engineering that can only be solved with calculus. Examples throughout provide practical guidance, and practice problems and exercises allow for further development and fine-tuning of various calculus skills. Introduction to Integral Calculus is an excellent book for upper-undergraduate calculus courses and is also an ideal reference for students and professionals who would like to gain a further understanding of the use of calculus to solve problems in a simplified manner. o
Calculus with Vectors grew out of a strong need for a beginning calculus textbook for undergraduates who intend to pursue careers in STEM fields. The approach introduces vector-valued functions from the start, emphasizing the connections between one-variable and multi-variable calculus. The text includes early vectors and early transcendentals and includes a rigorous but informal approach to vectors. Examples and focused applications are well presented along with an abundance of motivating exercises.
The approaches taken to topics such as the derivation of the derivatives of sine and cosine, the approach to limits and the use of "tables" of integration have been modified from the standards seen in other textbooks in order to maximize the ease with which students may comprehend the material. Additionally, the material presented is intentionally non-specific to any software or hardware platform in order to accommodate the wide variety and rapid evolution of tools used. Technology is referenced in the text and is required for a good number of problems.
The fun and easy way® to understand the basic concepts and problems of pre-algebra
Whether you're a student preparing to take algebra or a parent who needs a handy reference to help kids study, this easy-to-understand guide has the tools you need to get in gear. From exponents, square roots, and absolute value to fractions, decimals, and percents, you'll build the skills needed to tackle more advanced topics, such as order of operations, variables, and algebraic equations.Basic Math and Pre-Algebra Workbook For Dummies, 2nd Edition helps take the guesswork out of solving math equations and will have you unraveling the mystery of FOIL in no time. Whether you need to brush up on the basics of addition, subtraction, multiplication, and division or you're ready to tackle algebraic expressions and equations, this handy workbook will demystify math so you can get back to having fun in math class.
Logic concepts are more mainstream than you may realize. There's logic every place you look and in almost everything you do, from deciding which shirt to buy to asking your boss for a raise, and even to watching television, where themes of such shows as CSI and Numbers incorporate a variety of logistical studies. Logic For Dummies explains a vast array of logical concepts and processes in easy-to-understand language that make everything clear to you, whether you're a college student of a student of life. You'll find out about:Formal LogicSyllogismsConstructing proofs and refutationsPropositional and predicate logicModal and fuzzy logicSymbolic logicDeductive and inductive reasoning
Logic For Dummies tracks an introductory logic course at the college level. Concrete, real-world examples help you understand each concept you encounter, while fully worked out proofs and fun logic problems encourage you students to apply what you've learned 1001If you're like most test-takers, you find the infamous Analytical Reasoning or "Logic Games" section of the LSAT to be the most elusive and troublesome. Now there's help! LSAT Logic Games For Dummies takes the puzzlement out of the Analytical Reasoning section of the exam and shows you that it's not so problematic after all!
This easy-to-follow guide examines the types of logic puzzles presented on the LSAT and offers step-by-step instructions for how best to correctly identify and solve each problem within the allocated time.
Coverage of all six question types Detailed strategies for quickly and correctly recognizing and solving each question type Complete with loads of practice problems
Whether you're preparing to take the LSAT for the first time or looking to improve a previous score, LSAT Logic Games For Dummies is the logical study companion for anyone looking to score high on the LSAT!
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Precalculus: Mathematics for Calculus, 6th Edition
9780840068071
ISBN:
0840068077
Edition: 6 Pub Date: 2011 Publisher: Cengage Learning
Summary: Designed to give students a background in mathematics theory and introduce them to mathematics concepts this textbook is comprehensive without being daunting. Students are introduced to modelling and problem solving and they are given a rigorous workout on what they have learned as they work through the book. It has many graphs that chart mathematical ideas that students can assimilate with ease. It is written in a c...lear and readable style that will aid comprehension and enjoyment. This is just one of the many cheap math textbooks we have available for students to acquire in great condition.
James Stewart is the author of Precalculus: Mathematics for Calculus, 6th Edition, published 2011 under ISBN 9780840068071 and 0840068077. One hundred eighty seven Precalculus: Mathematics for Calculus, 6th Edition textbooks are available for sale on ValoreBooks.com, fifty five used from the cheapest price of $133.93, or buy new starting at $248840068071What would make this book better is if the examples given in the chapter corresponded better with the homework problems. I understand that answers can't just be given away, but sometimes they throw a curveball and it's tough to figure out how to go about solving the problem.
The primary subject of this book is precalculus. It was very effective, there are plenty of examples and the explanations are simple.
The book itself was least useful to me the only reason I had to buy the book was to do online tests with the access code. These codes are unfair to the student, because they make getting your money back on books that are not even used except for one code nearly impossible.
Precalculus, required that I "use" this book even though the book was never actually used only one page was ever opened in this book, and that page was to get the UNFAIR online code.
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Linear Equations Identifying and solving linear first order differential equations.
Separable Equations Identifying and solving separable first order differential equations. We'll also start looking at finding the interval of validity from the solution to a differential equation.
Exact Equations Identifying and solving exact differential equations. We'll do a few more interval of validity problems here as well.
Intervals of Validity Here we will give an in-depth look at intervals of validity as well as an answer to the existence and uniqueness question for first order differential equations.
Modeling with First Order Differential Equations Using first order differential equations to model physical situations. The section will show some very real applications of first order differential equations. Equilibrium Solutions We will look at the behavior of equilibrium solutions and autonomous differential equations.
Euler's Method In this section we'll take a brief look at a method for approximating solutions to differential
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Synopsis
Peterson's Master the SAT: Basic Algebra Review gives you the review and expert tips you need to help improve your score on the Math part of the SAT. Here you can review signed numbers, linear equations, exponents, quadratic equations, literal expressions, roots and radicals, monomials and polynomials, inequalities, problem solving, and more. In addition, the feature "Top 10 Strategies to Raise Your Score" offers expert tips to help you score high on rest of this important test. Master the SAT: Basic Algebra Review is part of Master the SAT 2011, which offers readers 6 full-length practice tests and in-depth review of the Critical Reading; Writing, and Math sections, as well as top test-taking tips to score high on the SAT.
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Find a Rosemont, PABoth Discrete and Finite math are covered by a standard higher level mathematics education. The topics are covered in many courses, including graph theory, topology, and combinatorics. I aced my math courses at Arcadia University and took a variety of math courses that cover thisKnowing how a word is used in a sentence is crucial to retention. Students
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Aims and Objectives
Syllabus
Laplace Transform Theory
The (one-sided) Laplace transform and its existence. Use of Laplace transforms in solving simple ODEs with constant coefficients and given boundary conditions. Step functions and their transforms. Laplace transforms of standard functions. Uniqueness of the inverse. Elementary properties - linearity, first and second shifting theorems, change of scale. Transforms of derivatives and integrals and of products with powers of t. Transforms of periodic functions.The limit of F(s) as s->infinity. The initial and final value theorems and their uses. Laplace transforms of some further special functions - the saw-tooth function, the dirac delta function. Theorems relating to inversion. The solution of slightly more complicated ordinary differential equations with given initial or boundary conditions - constant coefficient equations, simultaneous equations, some equations with non-constant coefficients, equations with discontinuous forcing terms. (About 8 lectures)
Fourier series:
Definition of Fourier series. Calculation of coefficients in easy cases. Examples of whole and half range series over various ranges. Elementary properties. (About 5 lectures)
Eigenvalues, eigenvectors and eigenfunctions:
Eigenvalues and eigenvectors of matrices. Simple harmonic equation. Eigenvalues and eigenfunctions of the simple-harmonic equation with various boundary conditions. Applications of eigenvalues, eigenvectors and eigenfunctions. (About 5 lectures)
Complex Variable Theory
Revision of complex numbers including the polar form, de Moivre's theorem, simple complex functions, loci in the argand diagram, differentiability and the Cauchy-Riemann equations. (About 4 lectures)
Vector Calculus
A survey of div, grad and curl and associated theorems - geometric interpretation.Divergence theorem and Stokes' theorem. The Laplacian in polar co-ordinates. (About 10 lectures)
Learning and Teaching
Lecture - 36 hours per semester
Tutorial - 12 hours per semester
Assessment
20% - Coursework assignaments. Frequency: 3
80% - Exam, 0 hour(s)
Referral policy: By examination
Resources
Other resource requirements:
Resource type: Background textbook
Stephenson and Radmore Advanced Mathematical Methods for Engineering and Science Students Cambridge
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More About
This Textbook
Overview
The Barnett Graphs & Models series in college algebra and precalculus maximizes student comprehension by emphasizing computational skills, real-world data analysis and modeling, and problem solving rather than mathematical theory. Many examples feature side-by-side algebraic and graphical solutions, and each is followed by a matched problem for the student to work. This active involvement in the learning process helps students develop a more thorough understanding of concepts and processes.
A hallmark of the Barnett series, the function concept serves as a unifying theme. A major objective of this book is to develop a library of elementary functions, including their important properties and uses. Employing this library as a basic working tool, students will be able to proceed through this course with greater confidence and understanding as they first learn to recognize the graph of a function and then learn to analyze the graph and use it to solve the problem. Applications included throughout the text give the student substantial experience in solving and modeling real world problems in an effort to convince even the most skeptical student that mathematics is really useful.
Related Subjects
Meet the Author
I was born and raised in Cleveland, and started college at Bowling Green State University in 1984 majoring in creative writing. Eleven years later, I walked across the graduation stage to receive a PhD in math, a strange journey indeed. After two years at Franklin and Marshall College in Pennsylvania, I came home to Ohio, accepting a tenure-track job at the Hamilton campus of Miami University. I've won a number of teaching awards in my career, and while maintaining an active teaching schedule, I now spend an inordinate amount of time writing textbooks and course materials. I've written or co-authored either seven or twelve textbooks, depending on how you count them, as well as several solutions manuals and interactive CD-ROMS.
After many years as developmental math coordinator at Miami Hamilton, I share the frustration that goes along with low pass rates in the developmental math curriculum. Far too many students end up on the classic Jetson's-style treadmill, with the abstract nature of the traditional algebra curriculum keeping them from reaching their goals. Like so many instructors across the country, I believe the time is right to move beyond the one-size-fits-all curriculum that treats students the same whether they hope to be an engineer or a pastry chef. "Because we've always done it that way" is NOT a good reason to maintain the status quo in our curriculum. Let's work together to devise alternate pathways that help students to learn more and learn better while hastening their trip into credit-bearing math courses. Since my book (Math in Our World) is written for the Liberal Arts Math and Quantitative Literacy market, I think I'm in the right place at the right time to make a difference in the new and exciting pathways course.
I'm in a very happy place right now: my love of teaching meshes perfectly with my childhood dream of writing. (Don't tell my publisher this – they think I spend 20 hours a day working on textbooks – but I'm working on my first novel in the limited spare time that I have.) I'm also a former coordinator of Ohio Project NExT, as I believe very strongly in helping young college instructors focus on high-quality teaching as a primary career goal. I live in Fairfield, Ohio with my lovely wife Cat and fuzzy dogs Macleod and Tessa. When not teaching or writing, my passions include Ohio State football, Cleveland Indians baseball, heavy metal music, travel, golf, and home
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question is, does it do away with the unit cirle and being required to no how many radians is in say 30 degrees (I believe that was PI/6 Rads). That thing was a pain in the ass to memorize. However it was neccesary to use radians. I wonder how his book will confront the use of radians with just simple algebra.
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GCSE Maths Surds
This is a PowerPoint presentation on Surds for Higher Tier GCSE Maths candidates. The exercises within the presentation relate to the new AQA GCSE Maths text (Book 1) published by Collins. This is an update of an earlier presenatation I had uploaded on the same subject matter. It contains many of the same examples.
Categories
1 Review
A useful powerpoint based on the topic of surds. I would use this as a revision resource for pupils about to take a GCSE. Has some clear and concise examples, some practice questions for pupils to attempt as well as some good notes for pupils to note down
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Trig without Tears
Summary:
Faced with the large number of trigonometric identities, students
tend to try to memorize them all. That way lies disaster. When
you memorize a formula by rote, you have no way to know whether you're
remembering it correctly. I believe it is much more effective (and, in
the long run, much easier) to understand thoroughly how the trig
functions work, memorize half a dozen formulas, and work out
the rest as needed. That's what these pages show you how to do.
Copying:
You're welcome to print copies
of this page for your own use, and to link from your own Web pages to
this page. But please don't make any electronic copies and publish
them on your Web page or elsewhere.
A. They would look better in a browser that can handle stylesheets
reasonably well, but there is no need to change browsers. All the
content on this site is accessible to you no matter which browser you
use.
If you nonetheless have trouble reading the site, or something just
looks strange, please let me know which
browser you are using and what the problem is.
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Marina Del Rey MathUsing systems like these, require skills in HTML and CSS. WordPress is a great system which lowers the initial learning curve, and yet allows for unlimited customization. This is a wonderful tool for beginning Web Design students.
...I cover arithmetic and then the basics of algebra, along with a sense of how the number system behaves. If necessary, I cover the format of the GMAT and the question types of the Integrated Reasoning and Quantitative Sections. Then I explain specific strategies for the different question types, which we return to as we cover both the math fundamentals and specific questions
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Find a Southeastern TrigonometryIt also emphasizes writing proofs to solve (prove) properties of geometric figures. Microsoft Word is a full-featured word processing program. Word contains rudimentary desktop publishing capabilities and is the most widely used word processing program on the market
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978155953499450 Mathematical Puzzles and Problems: Orange Collection (Grades 9-12)
An Engaging Series of Problems More than a decade's worth of puzzles and problems from the International Championship of Mathematics are found in this three-volume set. The problems are organized by mathematical themes-geometry and symmetry, arithmetic and number theory, logic and algorithmic process-for easy adaptation to your mathematics curriculum. Orange Collection The Orange Collection (Grades 9-12) is the intermediate set and will challenge most high school students. Students divide polygons into tilings of congruent shapes; they encounter knots, chains, and networks; they decipher messages and break codes. A few solutions are facilitated with algebra and trigonometry
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...
Show More need for the course, this text focuses on the fundamentals: preparing for class, practicing their homework, and reviewing the concepts. After using this book, students will have a solid understanding of algebra and functions so that they are prepared for subsequent courses, such as finite mathematics, business mathematics, and engineering calculus
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The Parish is conducting a survey
of new math textbooks that are up
for adoption consideration. If you
would like to preview these books,
they are on display in the library.
You are welcome to come in, sign
in, preview them, and leave a note
giving your opinion.
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Elementary Differential Geometry
9781852331528
ISBN:
1852331526
Pub Date: 2000 Publisher: Springer Verlag
Summary: Curves and surfaces are objects that everyone can see, and many of the questions that can be asked about them are natural and easily understood. Differential geometry is concerned with the precise mathematical formulation of some of these questions, and with trying to answer them using calculus techniques. It is a subject that contains some of the most beautiful and profound results in mathematics, yet many of them a...re accessible to higher level undergraduates.Elementary Differential Geometry presents the main results in the differential geometry of curves and surfaces while keeping the prerequisites to an absolute minimum. Nothing more than first courses in linear algebra and multivariate calculus are required, and the most direct and straightforward approach is used at all times. Numerous diagrams illustrate both the ideas in the text and the examples of curves and surfaces discussed there.
Pressley, Andrew is the author of Elementary Differential Geometry, published 2000 under ISBN 9781852331528 and 1852331526. Ninety five Elementary Differential Geometry textbooks are available for sale on ValoreBooks.com, two used from the cheapest price of $28.00, or buy new starting at $49.95
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Wheat Ridge ACT Math...Analyzing the problems given is the key to answer of the questions. I always use real life example to explain what the problems mean and why the certain motion happens. I always give some similar practice to make students' understanding solid.
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We are all familiar with our real number system. It's one thing to be handed a system and to learn how to work in it; it's another to see how a system evolves and then work in it. In this session, we'll develop an algebraic system and work in it.
Suppose you're interested in looking at units digits of whole numbers. Think about this problem:
Find the units digit of 364 * 123 + 48 * 135.
Groups: Take five minutes or so to come up with a solution. (You may have to review order of operations.) Share solutions, along with how you thought about the problem. In particular, discuss whether there is some way to do this problem without doing all the actual calculations. Have the whole group suggest possibilities. Be sure to discuss why you can just look at units digits.
What you have developed in Problems C1-C5 is a "units digit arithmetic," an arithmetic whose objects are the digits 0 through 9, and whose operations are "add and take the units digit" and "multiply and take the units digit." The whole system can be captured in the two tables provided. These tables define an algebraic structure on the set of numbers {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}.
This part introduces some key mathematical terms involved in current work in algebraic structures.
All groups share these properties, and all groups share certain methods for solving equations (specifically, solutions involving inverting operations). It is as important to show examples of algebraic structures which are not groups in order to understand the relationship between structures which are groups.
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20 Questions
Twenty Questions About Precalculus
Lynn Arthur Steen
St. Olaf College,
steen@stolaf.edu
Approximately fifteen years ago a workshop similar to this one took place at Tulane
University where a merry band of reformers sought to make calculus lean and lively. I had the
opportunity to address that workshop with a list of twenty questions for calculus reformers. Thus
I thought it appropriate to take a similar approach to this current workshop, to help launch your
work by asking twenty questions about precalculus. (For comparison, I reproduce in Appendix
A the questions that I put before the calculus reformers at Tulane. There you will find not 20 but
28 questions, the extra eight being added to the manuscript as a result of issues raised during the
workshop. The full text with elaborations on each question can be found in [3].)
At the time of the Tulane workshop I was President of the Mathematical Association of
America, and in that capacity had some degree of oversight responsibility for MAA's many
committees. Even as the Tulane rebels were training their sights on calculus, I was well aware
that then, as now, more college students study precalculus than calculus. On several occasions I
asked the CUPM subcommittee on the First Two Years (later to be renamed CRAFTY—
Calculus Reform and the First Two Years) whether in order to fulfill the mission implied by their
title they might be interested in looking at the mathematics course that is the most common of all
taken during students' first two years in college, namely precalculus. Their answer was
consistently negative: precalculus, in their judgement, was an unfortunate leftover from high
school mathematics. Despite enrollment evidence, they said, college mathematics begins with
calculus.
With this fifteen-year-old experience as backdrop, I checked current data to see what
enrollments look like now. Figure I offers a sobering portrait of undergraduate mathematics
prepared by combining recent data from two sources—the forthcoming quinquennial CBMS
2000 survey [2] and the annual AMS survey [1]. (Enrollments included in this figure are
predominantly in departments of mathematical and statistical science. They do not count the
many statistics, computer science, and applied mathematics courses found outside departments
of mathematics or statistics.) Clearly precalculus (and its alter ego college algebra) is the single
most common mathematics course in undergraduate education. Data aside, it also appears to be
the rock on which college students' mathematics education most often founders. That dark secret
is why we are all here.
Steen: Twenty Questions about Precalculus 2
Advanced Mathematics
Statistics, Computer Science
Calculus
Other Elementary Courses
Elementary Statistics
& Computer Science
College Algebra
and Pre-calculus
Intermediate Algebra
Arithmetic and
Elementary Algebra
Fall 2000 Undergraduate Mathematics Enrollments (in 1000s). (Sources: [1, 2])
Figure 1.
One can approach the challenges of precalculus from several perspectives. For example, a
managerial perspective would suggest a cycle of setting goals, developing strategies,
implementing changes, assessing outcomes, reflecting on results, and making adaptations. A
journalist's paradigm, in contrast, seeks insight by asking questions: what, who, why, when,
where, and how? To actually make changes that improve student learning, the managerial
paradigm is really the only effective option: set a goal, make some changes, look at the results,
and then regroup. But to reflect on the issues, to "rethink precalculus" as this workshop intends,
nothing can beat the journalist's simple questions.
What?
What exactly is precalculus? Is it the same as college algebra? (In this analysis, I ignore
whatever differences there may be between them.) Does precalculus have an intellectual core
like geometry or calculus? Does it have a center or a town square? Or is it more like a
mathematical strip mall that just fills space between high school and college?
3
What is the real goal of precalculus? Is it really to prepare students for calculus, or does it have
other purposes, either benign or sinister? Isn't it also, de facto, a ubiquitous prerequisite for a
wide range of quantitatively-oriented college courses, a steady source of tuition revenue that
reliably exceeds marginal costs, and an accepted means of screening students for access to the
economic rewards of higher education?
What effect does calculus have on the nature of the precalculus course? What differences are
there in preparation for reformed calculus, for traditional calculus, for mainstream calculus, or
for non-mainstream (business) calculus? Can a single course provide suitable preparation for all
flavors of calculus? Can precalculus possibly be made lean and lively?
Who?
Who takes precalculus? Are its clientele students who are reviewing (or relearning) what they
once learned, students who did not learn what they once studied, students who never had the
opportunity to learn precalculus topics, or students who declined the opportunity? In most
courses, the answer is "all of the above." Can a single course really serve all these different
students?
Who should take precalculus? Does precalculus serve well the quantitative needs of students
preparing for fields that do not require calculus? Does it offer any lasting benefit for students
who never take any further mathematical or quantitative course? For that matter, does
precalculus really benefit the students it was created to serve—those who need calculus but are
not ready for it?
Who should teach precalculus? University mathematicians? Teaching assistants or adjuncts?
Experienced secondary school teachers (who perhaps teach the very same course during the day
to high school students)? What about on-line tutorials? Is a Ph.D. in mathematics an appropriate
credential for teaching precalculus? Might mathematicians' uncommon facility with elementary
mathematics make them peculiarly inappropriate as empathetic teachers of precalculus?
Who benefits from precalculus? Who loses? Does precalculus have disparate impact on at-risk
populations? For whom, if anyone, does precalculus serve as a pump? For whom is it a filter?
Some believe its primary beneficiary is the budgets of mathematics departments for whom it
serves as a cash cow. Maybe it is just a means of shifting tuition income from a required large
4
enrollment course to low enrollment advanced electives—that is, from the mathematically weak
to the mathematically strong.
Why?
Why is calculus so important for under-prepared undergraduates? Is preparing for calculus
really a wise use of college students' time and energy? Might the siren call of calculus replace
more important goals for students who enter college unprepared for calculus? Shouldn't more
under-prepared undergraduates be steered in other quantitative directions?
Why do students take precalculus? Is it to prepare for calculus, to meet the prerequisite of a
particular course or program of study, to fulfill a general education option, or to fulfill a
graduation requirement? Are any of these reasons defensible, or are they simply traditional?
Why is precalculus so often part of general education? Does precalculus advance students'
mathematical or quantitative literacy? Does anyone believe that precalculus is the right
mathematics course to prepare students well for lives in the 21st century? Does it reveal
important insights into the nature, power, and beauty of mathematics? Can precalculus possibly
serve two masters—calculus and culture?
Why should students take precalculus? Does precalculus have value for the majority of students
who take the course? Are its concepts and skills independently useful apart from their role in
calculus? How many ever use the skills they learn in precalculus? Is precalculus a sensible
choice for the last mathematics course a student ever takes?
Why do so many prospective elementary school teachers take precalculus? In the majority of
departments, precalculus (or college algebra) is the second most common course taken by
students preparing for K-3 certification [2]. Does this make any sense? Does precalculus really
provide teachers with deep understanding of the mathematics they will be teaching?
When?
When should students take precalculus? Is there an optimal window for learning precalculus?
Isn't precalculus taught and learned better in high school? Currently only about 25% of high
5
school graduates take precalculus in high school, even though over 60% enroll in some form of
postsecondary education. Shouldn't higher education tell students and schools that it is more
important for more students to finish precalculus in high school than for more students to finish
calculus?
Where?
Where do precalculus students come from? What have been their mathematical backgrounds?
What are their major programs of study or career interests? How many are returning after having
interrupted their study of mathematics? How do students' prior mathematical experiences
influence their views of mathematics, their confidence in their own abilities, and their likelihood
of success with precalculus?
Where do precalculus students go? How many precalculus students eventually take calculus?
(Answer: Relatively few.) How many take other courses that utilize ideas from precalculus?
(Answer: A few more.) How many complete a year of calculus with good grades and incentive
to continue their study of mathematics? (Answer: Embarrassingly few.) For how many is
precalculus the end of their study of and interest in mathematics? (Answer: Far too many.)
How?
How should the changing role of mathematics influence the nature of precalculus? In the last
two decades mathematical practice has become increasingly algorithmic and digital. New
applications range from genomic to cinema, from manufacturing to Wall Street. How, if at all,
should the content of precalculus reflect this expanded interface of mathematics with the rest of
the world?
How do articulation agreements constrain precalculus? Are inter-institutional agreements on
syllabi and standards essential instruments of quality control? Or do tight curriculum
specifications lead to curricular sclerosis? Are the transparency benefits of articulation
agreements worth the cost of inflexibility and stifled innovation? On balance, do students gain
or lose from these protocols?
6
How well aligned is precalculus with common placement tests? Do commercial or homegrown
placement tests reflect the same level and type of performance expectations as a precalculus
course? Do they accurately place students into or out of precalculus? Are they fair to students?
How should technology influence precalculus? Is technology a means or an end? Is its role to
help students learn traditional mathematics, or is technology now so much part of the way
mathematics is practiced that it has itself become an important goal of instruction? Is the use of
numerical, graphing, and CAS systems a prerequisite to learning calculus?
How do you measure success? This may be is the toughest question of all. Fewer than one in
four students, perhaps as few as one in ten, achieve the prima facie goal of precalculus: to
succeed in calculus. Without clarity about goals, it is impossible to gauge success. Without data
on students' future academic careers, success is unknowable. And without external validation,
precalculus may never improve.
These questions suggest an overwhelming agenda for a course of enormous importance, but a
course that is all but invisible to the mathematical community. I wonder how much has really
changed in the last fifteen years since CRAFTY's predecessor declined to take up the challenge?
Neither enrollment patterns, course prerequisites, nor general education requirements have
changed very much. Nor, I suspect, have mathematicians' attitudes about what constitutes
appropriate college mathematics. Does the mathematical profession now consider precalculus a
challenge worth working on, or do they still see it as a peripheral problem best ignored? Can any
mathematician earn tenure by teaching or improving precalculus? (That's a rhetorical question.)
In addition to seeking answers to the twenty questions I have suggested, the merry band of
reformers assembled for this workshop will need to think hard about where precalculus fits into
the agenda of mathematics, or science, and of our nation. Rethinking precalculus may lead to
some surprising conclusions.
7
References
1. Loftsgaarden, Don O., James W. Maxwell, and Kinda Remick Priestley. "2000 Annual
Survey of the Mathematical Sciences (Third Report)." Notices of the American
Mathematical Society, 48:8 (September 2001) 819-828.
2. Lutzer, David, et al. Statistical Abstract of Undergraduate Programs in the Mathematical
Sciences in the United States: Fall 2000 CBMS Survey. Washington, DC: The
Mathematical Association of America, (forthcoming).
3. Steen, Lynn A. "Twenty Questions for Calculus Reformers." In Toward a Lean and Lively
Calculus: Report of the Tulane Calculus Conference. Ronald G. Douglas, Editor.
Washington, DC: Mathematical Association of America, 1986, pp. 157-165.
8
Appendix A
Twenty Questions for Calculus Reformers
Lynn Arthur Steen, January, 1986 (From [3])
1. Should fewer students study calculus?
2. Is calculus an appropriate filter for the professions?
3. Will computer science dethrone calculus?
4. Do students really learn the major ideas of calculus?
5. Has calculus become a cookbook course?
6. Does calculus focus excessively on closed-form formulas?
7. Should calculus students learn to use or to imitate computers?
8. What new topics are essential for calculus in a computer age?
9. Which topics in calculus are no longer essential?
10. Do engineers still need the traditional calculus?
11. Should calculus be a laboratory course?
12. Is there any reason to teach high school calculus?
13. Why do U.S. students perform so poorly on international tests?
14. Is there any value to precalculus remedial programs?
15. Why do calculus books weigh so much?
16. Can one design a good calculus course from a survey?
17. Is calculus a good course to train the mind?
18. Can calculus courses convey cultural literacy?
19. Does calculus contribute to scientific literacy?
20. What will calculus be like in the year 2000?
Added after workshop discussion:
21. Do students ever read their calculus books?
22. Should precalculus be a prerequisite for calculus?
23. Is teaching calculus most like teaching a foreign language?
24. Should the student-faculty ratio for calculus be limited?
25. Do student evaluations favor calculation-based courses?
26. Are there enough qualified calculus teachers?
27. Who will be the calculus teachers in the year 2000?
28. Should calculus be taught only by experienced teachers?
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An Introduction to the History of Mathematics (Saunders Series)
9780030295584
ISBN:
0030295580
Edition: 6 Pub Date: 1990 Publisher: Cengage Learning
Summary: This classic best-seller by a well-known author introduces mathematics history to math and math education majors. Suggested essay topics and problem studies challenge students. CULTURAL CONNECTIONS sections explain the time and culture in which mathematics developed and evolved. Portraits of mathematicians and material on women in mathematics are of special interest.
Howard Eves is the author of An Introduct...ion to the History of Mathematics (Saunders Series), published 1990 under ISBN 9780030295584 and 0030295580. One hundred fifteen An Introduction to the History of Mathematics (Saunders Series) textbooks are available for sale on ValoreBooks.com, five used from the cheapest price of $8.78, or buy new starting at $59.39
| 677.169 | 1 |
ChiliMATH is here! This site contains free online math tutorials created to supplement class lectures and to guide students in solving math problems in a straightforward way. My goal is for students to build confidence as they develop their own mathematical skills and knowledge in the process. One secret to succeed in Math is doing a lot of practice. ChiliMATH offers many worked examples which can be printed easily for offline use. I hope that you find these resources helpful in your studies.
WebMath (Popularity: ): A set of tutorials on various topics in introductory mathematics, as well as free software. Purplemath (Popularity: ): Includes illustrated tutorials, categorized links, homework guidelines, and a study skills survey. Algebra Wizard (Popularity: ): Free e-zine, Algebra Times, helps students, teachers and homeschoolers with algebra. MathDork - Math, Algebra interactive turtorials (Popularity: ): Unique learning experience using animation to make math more intuitive and fun. Animated images, sounds create a visually appealing experience that draws the student into the material. Algebra Online Learning Sites (Popularity: ): Algebra and math site links in a table to help you find various math subjects from algebra to calculus, algebra games to quizzes. Algebra Homework Help, Online Solvers (Popularity: ): Interactive homework problems. Topics include Pre-Algebra, linear Algebra and other college Algebra. Quadratic Equation Solver (Popularity: ): Solves a quadratic equation in standard form to obtain real and complex roots. Pet-Abuse.Com (Popularity: ): If you had asked us before October 16 of 2001 if we thought for one second that our cats were in danger in the peaceful town of Del Mar, California, ... The Animal Welfare Information Center (Popularity: ): Provides information for improved animal care and use in research, teaching, and testing. The Animal Welfare Information Center (AWIC) is mandated by the Animal Welfare Act (AWA) to provide information ...
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Publisher Comments:
This Super Review can be used as a supplement to your high school or college textbook, or as a handy guide for anyone who needs a fast review of the subject.
• Comprehensive, yet concise coverage - review covers the material that is typically taught in a beginning-level math and pre-algebra course. Each topic is presented in a clear and easy-to-understand format that makes learning easier.
• Packed with practice - each review lesson is packed with practice questions and answers for each topic. Practice what youve learned and build your basic math and pre-algebra skills, so youll be ready for any problem you encounter on your next quiz or test.
What Our Readers Are Saying
Average customer rating based on 1 comment:
jbeard, April 30, 2007 (view all comments by jbeard)
I have not seen this product; I am very interesting in previewing a copy for possible purchase of classroom sets for use in the 2007-08 school year.
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60 - Differential Equations
Study of first order differential equations, higher order linear equations, and systems of differential equations and their applications. Solution techniques include various analytical methods, Laplace transforms, and numerical methods. The use of mathematical software is an integral part of the course.
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Applying differentiation in different fields
3 videos
1 skill
The idea of a derivative being the instantaneous rate of change is useful when studying or thinking about phenomena in a whole range of fields. In this tutorial, we begin to just scratch the surface as we apply derivatives in fields as disperse as biology and economics.
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Workshop Physics Software
Using Excel Spreadsheets and WPTools
Currently the most frequent use of the computer involves the entry of data directly
into a spreadsheet for further analysis. Spreadsheet calculations are used
for data analysis, graphing, and mathematical modeling. Analytic mathematical modeling
is introduced early in Workshop Physics courses as a way to match observational data
with appropriate analytic equations (linear, quadratic, inverse, etc). Modeling is useful
in exploring constant acceleration and other simple relationships. It is also used for the study
of more complex subjects, such as the study of simple, damped, and driven harmonic oscillations or the
behavior of the chaotic physical pendulum studied in Unit 15 of the Workshop Physics Activity Guide.
Dickinson College Workshop Physics students make substantial gains on the Mathematical Modeling
Conceptual Evaluation (MMCE) when compared to students who take more conventional physics courses.
Although we use Microsoft Excel Spreadsheets, other spreadsheets such as Claris Works or Vernier Software's
Logger Pro 3 (Graphical Analysis) will work as well and will perform better on computers with limited memory and speed.
WPTools is a set of Workshop Physics Excel tools that have been developed to allow students to
select icons placed on a custom toolbar for creating scatter plots from selected data and for
performing linear or polynomial fits on the data. These tools are distributed with the instructor
materials for Workshop Physics and are also available for
download on this site.
Vernier Software & Technology
distributes Logger Pro 3, which combines
the mathematical features of Graphical Analysis with the real-time graphing features of the previous
versions of Logger Pro. Logger Pro 3 is designed to work with Vernier's LabPro interface, which can support
the more than 40 Vernier auto-ID sensors and a number of other sensors.
Workshop Physics Students often acquire and analyze data from short Quicktime movies in class as well as
for homework and projects. Students can use either LoggerPro 3.3 or VideoPoint Software to perform their
video analyses.
Needed for advanced homework assignments and student projects where the Quicktime Movie was filmed with a camera that was
zooming and/or panning. VideoPoint also has very flexible tools for finding the center of mass of a complex system of masses or the human body.
The VideoPoint Software was originally developed at Dickinson College to allow Workshop
Physics Students to analyze motion. It is used for in-class activities, homework, and
projects. VideoPoint is published by Lenox Software and distributed by
PASCO Scientific.
It is bundled with capture software to allow instructors and students to create their own
QuickTime movies by digitizing images and video from video cameras, VCRs, DVD
players, and VideoDisk Players.
If you are interested in learning more about using VideoPoint Capture and Analysis for
student projects, see Teaching With VideoPoint or
visit the NSF funded Live Photo Project Website
Other Software
Other Software developed for Workshop Physics includes physics-based games intended to
reinforce the concepts learned in class. These games help students to apply the
material in different situations than they see in class. For many students, they make it more
interesting. These games include:
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Brand new. We distribute directly for the publisher. This book will help prepare the reader to cope with abstract mathematics, specifically abstract algebra. The intended ...audience consists of prospective math majors, those taking or intending to take a first course in abstract algebra who feel the need to strengthen their background, and students in applied fields who need some experience in dealing with abstract mathematical ideas.Learning any area of abstract mathematics will involve writing formal proofs, but it is at least as important to learn to think intuitively about the subject and to express ideas clearly and cogently using ordinary English. The author aids intuition by keeping proofs short and as informal as possible, using concrete examples which illustrate all the features of the general case, and by giving heuristic arguments when a formal development would take too long. The text can serve as a possible model on how to write mathematics for an audience with limited experience in formalism and abstraction.Ash presents several expository innovations. He presents an entirely informal development of set theory that gives students the basic results that they will need in algebra. One of the chapters which presents the theory of linear operators, introduces the Jordan Canonical Form right at the beginning, with a proof of existence at the end of the chapter. Read moreShow Less
More About
This Textbook
Overview
A Primer of Abstract Mathematics prepares the reader to cope with abstract mathematics, specifically abstract algebra. It can serve as a text for prospective mathematics majors, as well as for those students taking or preparing to take a first course in abstract algebra, or those in applied fields who need experience in dealing with abstract mathematical ideas.
Learning any area of abstract mathematics involves writing formal proofs, but it is equally important to think intuitively about the subject and to express ideas clearly and cogently. The author aids intuition by keeping proofs short and as informal as possible, using concrete examples which illustrate all the features of the general case, and by giving heuristic arguments when a formal development would take too long. The text can serce as a model on how to write mathematics for an audience with limited experience in formalism and abstraction.
Ash introduces several expository innovations in A Primer of Abstract Mathematics. He presents an entirely informal development of set theory that gives students the basic results that they will need in algebra. The chapter which presents the theory of linear operators introduces the Jordan canonical Form right at the beginning, with a proof of existence at the end of the chapter.
What People Are Saying
Haskia Hasson
"The book is meant to prepare the reader to cope with abstract mathematics in general, but it is most suitably used in preparation for a course in abstract algebra. It is an excellent supplement for both the student and teacher who need an alternative approach to promote better understanding of these fundamental topics in advanced mathematics."
—Husk, Manhattan Beach, CA: SB&F
Editorial Reviews
Booknews
The author focuses on intuitive development of the subject and provides simple, informal, or heuristic proofs and uses concrete examples. He informally develops the set theory needed, and presents other subjects such as logic, counting, elementary number theory, linear algebra, ant linear operators. Entire solutions to the many problems in each chapter section are included. Annotation c. by Book News, Inc., Portland, Or.
Related Subjects
Read an Excerpt
Preface
The purpose of this book is to prepare you to cope with abstract mathematics. The intended audience consists of: prospective math majors; those taking or intending to take a first course in abstract algebra who feel the need to strengthen their background; and graduate students (and possibly some undergraduates) in applied fields who need some experience in dealing with abstract mathematical ideas. If you have studied calculus, you have had some practice working with common functions and doing computations. If you have taken further courses with an applied flavor, such as differential equations and matrix algebra, you have probably begun to appreciate mathematical structure and reasoning. If you have taken a course in discrete mathematics, you may have some experience in writing proofs. How much of this is sufficient background for the present text? I don't know; it will depend on the individual student. My suggestion would be that if you have taken some math courses, enjoyed them and done well, give it a try.
Upon completing this book, you should be ready to handle a first course in abstract algebra. (It is also useful to prepare for a first course in abstract analysis, and one possible sources is Real Variables With basic Metric Space Topology by Robert B. Ash, IEEE Press, 1993. This basic analysis text covers the course itself as well as the preparation.)
In studying any area of mathematics, there are, in my view, three essential factors, in order of importance:
1. Learning to think intuitively about the subject;
2. Expressing ideas clearly and cogently using ordinary English;
3. Writing formal proofs
Abstract language is used by mathematicians for precision and economy in statements and proofs, so it is certainly involved in item 3 above. But abstraction can interfere with the learning process, at all levels, so for best results in items 1 and 2, we should use abstract language sparingly. We are pulled in opposite directions and must compromise. I will try to be as informal as I can, but at some point we must confront the beast (i.e., an abstract theorem and its proof). I think you'll find that if you understand the intuition behind a mathematical statement or argument, you will have a much easier time finding your way through it.
I've attempted to come up with a selection of topics that will help make you very comfortable when you begin to study abstract algebra. Here is a summary:
1. Logic and Foundations. Basic logic and standard methods of proof; sets, functions and relations, especially partial ordering and equivalence relations.
2. Counting. Finite sets and standard methods of counting (permutations and combinations); countable and uncountable sets; proof that the rational numbers are countable but the real numbers are uncountable.
3. Elementary Number Theory. Some basic properties of the integers, including the Euclidean algorithm, congruence modulo m, simple diophantine equations, the Euler ? function, and the Möbius Inversion Formula.
4. Some Highly Informal Set Theory. Cardinal numbers and their arithmetic; well-ordering and its applications, including Zorn's Lemma.
5. Linear Algebra. Finite-dimensional vector spaces, along with linear transformations and their representation by matrices.
6. Theory of Linear Operators. Jordan Canonical form; minimal and characteristic polynomials; adjoints; normal operators.
A single chapter on a subject such as number theory does not replace a full course, and if you find a particular subject interesting, I would urge you to pursue the area further. The more mathematics you study, the more skillful you will become at it.
Another purpose of the book is to provide one possible model for how to write mathematics for an audience with limited experience in formalism and abstraction. I try to keep proofs short and as informal as possible, and to use concrete examples which illustrate all the features of the general case. When a formal development would take too long (notable in set theory), I try to replace the sequence of abstract definitions and theorems by a consistent thought process. This makes it possible to give an intuitive development of some major results. In the last chapter on linear operators, you are given a powerful engine, the Jordan Canonical Form. The proof of existence is difficult and should probably be skipped on first reading. But using the Jordan form right from the start simplifies the development considerably, and this should contribute to your understanding of linear algebra.
Each section has a moderate number of exercises, with solutions given at the end of the book. Doing most of them will help you master the material, without (I hope) consuming too much time.
The book may be used as a text for a course in learning how to think mathematically. The duration of the course (one semester, one quarter, two quarters) will depend on the background of the students. Chapter 3, Chapter 4, and Chapters 5-6 are almost independent. (Before studying Chapter 5, it is probably useful to look at the description of various algebraic structures at the beginning of Section 3.3 and the definition of a vector space at the end of Section 4.2.) A shorter course can be constructed by choosing one or two of these options after covering Chapters 1 and 2.
We are doing theoretical, abstract mathematics, and students in applied fields may wonder where the applications are. But a computer scientist needs to know some elementary number theory in order to understand public key cryptography. An electrical engineer might want to study basic set theory in order to cope with abstract algebra and thereby learn about error-correcting codes. A statistician needs to know some theoretical linear algebra (projections, diagonalization of symmetric matrices, quadratic forms) in order to work with the multivariate normal distribution. There is potentially a large audience for abstract mathematics, and to reach this audience it is not necessary for us to teach detailed physical and engineering applications. The physics and engineering departments are quite capable of doing this. It is certainly useful to suggest possible applications, and as an illustration, I have included an appendix giving a typical application of linear algebra. But it is essential that we written in an accessible and congenial style, and give informal or heuristic arguments when appropriate
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Encyclopedia of Mathematics is a comprehensive one-volume encyclopedia designed for high school through early college students. More than 1,000 entries, more than 125 photographs and illustrations, and numerous essays cover the principal areas and issues that characterize this "new" area of science. This valuable resource unites disparate ideas and provides the meaning, history, context, and relevance behind each one. The easy-to-use format makes finding straightforward and natural answers to questions within arithmetic - such as algebra, trigonometry, geometry, probability, combinatorics, numbers, logic, calculus, and statistics - simple. Encyclopedia of Mathematics also gives historical context to mathematical concepts, with entries discussing ancient Arabic, Babylonian, Chinese, Egyptian, Greek, Hindu, and Mayan mathematics, as well as entries providing biographical descriptions of important people in the development of mathematics.
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Each entry varies in length depending on the term, concept, or person being described. Six longer essays describe the history of the branches of mathematics. The writing style is straightforward and readable and sometimes contains parenthetical notes that add background or context. If an entry contains a word or words in capital letters, that term or person is also an entry in the encyclopedia.
Most Helpful Customer Reviews
This remarkable book is not just a collection of facts about mathematics, but is a fairly detailed treatment (within the limits imposed by space considerations) of various mathematical terms and topics. It does not restrict itself to simple mathematics and devotes full attention to several advanced concepts, but is always clearly written. I really commend the author for including proofs for some of the more important theorems and results (e.g. proof of the fundamemtal theorem of algebra, derivation of the least-squares method, and many more).
And yes, you *will* learn tons and tons of things from this excellent book. It is a must read for anybody interested in mathematics!
Given these four, there is hardly a topic from among the current 495 math fields of study that isn't at least explained in enough detail to save LOTS of time on link expeditions. At minimum, these give head starts on alphabetized keywords that will quickly fill holes in any research project, class, or syllabus.
Looking for divisibility rules for numbers that you didn't think had divisibility rules? Looking for names of symbols you didn't think had names? Dr. Tanton provides the facts and the explanations along with the stories behind the topics.
This is the definitive resource for those of you who love to be able to pick up a book and look up mathematics information. I took four graduate courses with James Tanton; he has an amazing mind, but he is SO humble and makes mathematics accessible for anyone and everyone. The book is an extension of the way he teaches. This is a must have for any mathematician; I bought it as a gift for my son when he received his BS in math.
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