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Choosing the Right Mathematics Course We want you to be as successful as possible in your mathematics courses while here at Oxford College. A large part of that success starts with choosing a class that is appropriate for your current level of preparation. The following offers some guidelines and policies to ensure the math class you elect to take is the best fit for you. A student who wishes to take a "calculus-track" course (with the exception of Math 100C) must take a written placement test before enrolling in the course. All students who think they might take any calculus-track course while at Oxford are strongly urged to begin as soon in their academic career as possible. These "calculus-track" courses include: Math 100C - Introduction to College Mathematics (which may be taken by any student whose preparation for college calculus needs strengthening) Math 110A - Calculus with Precalculus Math 111 - Calculus I Math 119 - Business Calculus Math 112 or 112Z - Calculus II All "200-Level" Math Courses (Math 207, 211, 212, 221, and 250) which have Math 112 as a prerequisite The "non-calculus-track" courses offered at Oxford College include: Math 107 - Introduction to Probability and Statistics Math 109 - Graph Theory and Math Modeling Math 120 - Introduction to Pure Mathematics Math 125 - Codes and Connections: An Introduction to Number Theory CS 170 - Introduction to Computer Science (the first course in the CS Major and a requirement for mathematics majors and the engineering dual-degree program) Make sure to take the self-assessed "Test of Preparedness" for the particular courses in which you are interested. (You should find links to these tests as you complete step 1 above. Exceptions: Students wishing to take a Level 1 mathematics course or Math 207 may skip this step -- although students wishing to take Math 207 should read and understand the "Level of Preparation Needed" section for that course. Also, students interested in taking Math 119 should take the "Test of Preparedness for Math 111 and CS 170", since Math 119 and Math 111 cover very similar content.) When considering whether to take Math 111 or Math 119, please know that students may receive credit for only one of these courses. Math 119 satisfies the calculus prerequisite for the BBA program at the Goizueta Business School. Each course satisfies the prerequisite for Math 112, although students who plan to take Math 112 are encouraged to take Math 111 instead of Math 119.
XX10190: Programming and discrete mathematics 1 You must have A Level Mathematics grade A or equivalent in order to take this unit. Description: Aims: To teach generic programming skills and a range of topics in discrete mathematics which are connected to computation. Learning Outcomes: After taking this unit, the student should be able to: * Apply the basic principles of programming in studying problems in discrete mathematics. * Make proper use of data structures in the applications context. * Demonstrate understanding of a range of mathematical topics which relate to computation, such as modular arithmetic, elementary graph theory and elementary computational number theory and their applications. * Analyse the complexity of simple algorithms * Explain the use of some famous algorithms such as the Fast Fourier Transform. * Use the MATLAB programming environment.
Computer modeling is an essential tool for discovery and innovation in science and engineering. It can also be used as a valuable educational tool, involving students in inquiry-based problems which simultaneously illustrate scientific concepts, their mathematical representation, and the computational techniques used to solve problems. A number of institutions have begun undergraduate computational science minor and certificate programs. One major challenge in such programs is to introduce students from a wide variety of backgrounds to the principles of modeling, the underlying mathematics, and the programming and analytical skills necessary to provide the foundation for more advanced modeling applications in each student's major area. This session will review the organization and course materials from such a course. Participants will use a variety of models that are used to illustrate modeling, mathematical, and scientific principles critical to beginning work in computational science.
Our users: I have been using Algebrator and it has helped a great deal. I find it very helpful as a check against my problems. I solve them manually and then use it to check my work. Kara Lyssa, WI Thank you very much for your help. This is excellent software and I thank you. Allen Donland, GA Algebrator was much less expensive then traditional Algebra tutors, and allowed me to work at my pace with each problem. If it was not for Algebrator, I fear that I may have failed my Algebra class. Youre a lifesaver! Farley Evita, IN05: What do you think is the difference between evaluation and simplification of an expression? Explain how knowledge of evaluation and simplification help you solve an equation efficiently
A developmental mathematics course designed to strengthen arithmetic, geometry and algebra skills. Successful completion of this course requires mastery of the material in nine modules covering arithmetic, algebra through quadratic equations, radical expressions and graphing techniques. In addition, successful completion of this course requires a passing score on the Florida Exit Exam for Developmental Math. This course may be repeated for up to nine credits.
+1'd this publicly. UndoScavenger hunt for the prentice hall geometry textbook 1. what is located on page vi? 2. what is the page number for prentice hall web codes? 3. what is. McDougal Geometry Book Online - PDF documents +1'd this publicly. UndoAlgebra 2 honors online book mcdougal litell 2007 edition .... Scavenger hunt for the prentice hall geometry textbook 1. what is located on page vi?... what is the ... +1'd this publicly. Undocan use the table in the geometry book) pencils for use on ... Textbook Prentice Hall Geometry. Topics of Study Tools of Geometry ... classroom and online. Multiple formats are supported through mastery including two column, paragraph, flow, and indirect proofs. Students learn to value the need to think logically and present ideas in a logical order. Traditional geometry concepts and logical reasoning are emphasized, while measurement and applications are integrated. Algebra 1 skills are reviewed at point-of-use. Algebra integration within coordinate geometry topics, plus probability and statistics connections, are found throughout.
Granville Summit Math a BS degree in Physics. Certain subjects in the physics curriculum are based on linear algebra. I took a Quantum Mechanics class which is based in a higher difficultly linear algebra, where we are taught a lot of laws that goes with it.
Textbook Refine Search The present book Coordinate Geometry of Two Dimensions aims at providing the students with a detailed study of Polar Coordinates, Polar Equations of a Straight Line and a Circle, Polar Equations of Co.. This book covers the syllabi of Mathematics prescribed for M.A. and M.Sc. courses of all Indian universities. The emphasis has been laid on fundamental ideas, so that the students may grasp the subjec.. Coordinate geometry of three dimensions is an advanced branch of analytical geometry. It is studied with the help of algebra though it is largely based on imagination. French mathematician Reni Descar.. The book provides the subject matter in a very simple and lucid manner. It has covered all topics which are necessary to understand the subject. Proper emphasis is placed on theoretical as well as pra.. Education is a process of teaching, training and learning in schools, colleges and other institutions to improve knowledge and develop skills. It is an ever-changing and extraordinarily diverse field .. The present book Coordinate Geometry of Two Dimensions aims at providing the students with a detailed study of Polar Coordinates, Polar Equations of a Straight Line and a Circle, Polar Equations of Co.. A new area is emerging in Chemistry for debate and discussion on molecular structure and bonding of molecules of different types in which the role of symmetry is most vital. The two elegant parts of M.. Coordinate geometry of three dimensions is an advanced branch of analytical geometry. It is studied with the help of algebra though it is largely based on imagination. French mathematician Reni Descar.. The fourth revised and enlarged edition of the Directory of Libraries in India contains much larger number of addresses of libraries in India. Some chapters have been added exclusively to provide addr.. The present book Differential Equations provides a detailed account of the equations of First Order and the First Degree, Singular Solutions and Orthogonal Trajectories, Linear Differential Equations .. A new area is emerging in Chemistry for debate and discussion on molecular structure and bonding of molecules of different types in which the role of symmetry is most vital. The two elegant parts of M.. Historically, statisticians have tended to focus on statistical techniques with equations and formulas. More recently, there has been a trend to explain these techniques and concepts in a friendlier w.. The book deals with the subject in a very simple and lucid manner. It has covered all topics which are necessary to understand the subject. In each of the topics covered, maximum possible number of pr.. This Dictionary of Curriculum and Evaluation is perhaps the first Indian dictionary written on curriculum and evaluation. It is a practical guide and reference work in language curriculum and evaluati..
This class is designed to provide an in-depth review of quadratic equations. Common strategies used to solve quadratic equations, such as the Quadratic Formula, will be emphasized in this class. Sample problems will range from beginning algebra to college algebra level. After this review, the student will be able to: 1) Identify quadratic equations. 2) Identify quadratic equations in form. 3) Understand the fundamental concepts of quadratic equations. 4) Solve quadratic equations. The class will be beneficial to students considering an algebra course, to students currently enrolled in a college level-algebra course, or to students preparing for an assessment or standardized exam. About Dr. Jacquinita A. Rose (Teacher) I love mathematics and science. I enjoy the rigor, the challenge, and the discovery. Most importantly, I enjoy teaching, learning, and sharing mathematics with students. I also realize that not everyone shares my enthusiasm for mathematics. So, when I teach, I try to make it fun and enjoyable, while still emphasizing the theoretical concepts and practical applications. One of the basic premises is that we together as a "group" will make it through this math class.
Summary Widely known for incorporating interesting, relevant, realistic applications, this new edition offers many more real applications citing real data sources. It also allows for increased visualization and discovery through optional use of graphing calculators. A dedicated World Wide Web site rounds out the teaching and learning package, offering projects based on current events, and graphing calculator programs tied to the text. Table of Contents Preface ix (6) Index of Applications xv CHAPTER R Algebra Reference R.1 Polynomials xx (3) R.2 Factoring xxiii (2) R.3 Rational Expressions xxv (4) R.4 Equations xxix (6) R.5 Inequalities xxxv (5) R.6 Exponents xl (4) R.7 Radicals xliv CHAPTER 1 Linear Functions 2 (54) 1.1 Slope and Equations of a Line 2 (13) 1.2 Linear Functions 15 (12) 1.3 Linear Mathematical Models 27 (10) 1.4 Constructing a Mathematical Model 37 (12) Review Exercises 49 (3) Extended Application: Using Marginal Cost to Estimate the Cost of Educating Immigrants
Students will evaluate, analyze, solve and graph expressions, functions and equations involving exponents, logs, and trigonometric ratios. They will analyze higher order equations and functions in terms of their roots and solutions. They will identify graphs of, determine the components of, and graph conic sections and trigonometric functions. They will distinguish among the types of sequences or series and apply the appropriate formulas to determine patterns and predict unknown terms. They will apply trigonometric laws to solve right and oblique triangles. They will apply the fundamental identities to verify more complex identities. The above concepts will be addressed with and without the use of technology.
to develop some fluency and comfort with the techniques of the calculus in order to use those techniques to solve routine exercises and nonroutine problems to appreciate the cultural significance and consequence of the calculus Overview Calculus is the culmination of high school mathematics and the entryway to higher level college mathematics. The discovery of the calculus was a turning point in the history of mathematics and society. As the mathematics of change, calculus is widely applicable in all fields of study that have quantifiable change. It is for these reasons that we will be studying not only how to do calculus, but why calculus is done the way it is, and why it is done at all. Learning Outcomes Upon successful completion of Math 222 - Calculus II, a student will be able to: Distinguish between the concepts of sequence and series, and determine limits of sequences and convergence and approximate sums of series, and Define, differentiate, and integrate functions represented using power series expansions, including Taylor series, and solve related problems. Grading Your grade in this course will be based upon your performance on various aspects. The weight assigned to each is designated below: Exams: Assignments: (5% each, complete 10) Exam 1 13% Problem Sets (5) 25% Exam 2 13% More (2) 10% Final Exam 25% Lab Writeups (3) 15% More may include extra problem sets, papers, or lab writeups. Exercises With each day of lecture, I will suggest several exercises that are relevant for practising from that day's lesson. I will not grade these exercises, but will gladly discuss or look at them. Problem Sets There will be five pairs of problem sets distributed throughout the semester. You must complete one of each pair. Problem sets are due on the scheduled dates. You are encouraged to consult with me outside of class on any questions toward completing the homework. You are also encouraged to work together on homework assignments, but each must write up their own well-written solutions. A good rule for this is it is encouraged to speak to each other about the problem, but you should not read each other's solutions. A violation of this policy will result in a zero for the entire assignment and reporting to the Dean of Students for a violation of academic integrity. I strongly recommend reading the suggestions on working such problems before beginning the first set. Each question will be counted in the following manner: 0 – missing question or plagiarised work 1 – question copied 2 – partial question 3 – completed question (with some solution) 4 – completed question correctly and well-written Each entire problem set will then be graded on a 90-80-70-60% (decile) scale. Late items will not be accepted. Problem sets will be returned on the following class day along with solutions to the problems. Because solutions will be provided, comments will be somewhat limited on individual papers. Please feel free to discuss any homework with me outside of class or during review. Laboratory Activities and Writeups We will regularly be spending classes on activities. Activity descriptions will be distributed in class the day before the lab. Please come to class prepared for the activity (i.e. complete the section labeled "Before the Lab" if there is one), but without having completed it before. We will not use class time to prepare. I strongly recommend reading the suggestions on writing lab writeups before submitting one. Lab writeups may be turned in no more than three class days after the lab activity. Reports After attending a mathematics department colloquium (or other approved mathematics presentation) you may write a report. In your report, please explain the main point of the presentation and include a discussion of how this presentation affected your views on mathematics. A – Well written, answers the questions, and is interesting and insightful B – Well written and answers the questions C – Well written or answers the questions (convinces the reader that you were there) D – attempted Papers are due within a classweek of the colloquium presentation. I will gladly look at papers before they are due to provide comments. Exams There will be two exams during the semester and a final exam during finals week. If you must miss an exam, it is necessary that you contact me before the exam begins. Exams require that you show ability to solve unfamiliar problems and to understand and explain mathematical concepts clearly. The bulk of the exam questions will involve problem solving and written explanations of mathematical ideas. The first two exams will be an hour's worth of material that I will allow two hours to complete. Tentatively they are scheduled for a Thursday and a Monday at 7 – 9p. The final exam will be half an exam focused on the final third of the course, and half a cumulative exam. Exams will be graded on a scale approximately (to be precisely determined by the content of each individual exam) given by 100 – 80% A 79 – 60% B 59 – 40% C 39 – 20% D below 20% E For your interpretive convenience, I will also give you an exam grade converted into the decile scale. The exams will be challenging and will require thought and creativity (like the problems). They will not include filler questions (like the exercises) hence the full usage of the grading scaleSocial Psychology Wrong answers are important. We as individuals learn from mistakes, and as a class we learn from mistakes. You may not enjoy being wrong, but it is valuable to the class as a whole - and to you personally. We frequently will build correct answers through a sequence of mistakes. I am more impressed with wrong answers in class than with correct answers on paper. I may not say this often, but it is essential and true. Think at all times - do things for reasons. Your reasons are usually more interesting than your choices. Be prepared to share your thoughts and ideas. Perhaps most importantly "No, that's wrong." does not mean that your comment is not valuable or that you need to censor yourself. Learn from the experience, and always try again. Don't give up by September 10 of plans to observe a holiday.
Elementary Algebra - 9th edition Summary: Ideal for lecture-format courses taught at the post-secondary level, ELEMENTARY ALGEBRA, Ninth Edition, makes algebra accessible and engaging. Author Charles ''Pat'' McKeague's passion for teaching mathematics is apparent on every page. With many years of experience teaching mathematics, he knows how to write in a way that you will understand and appreciate. His attention to detail and exceptionally clear writing style help you to move through each new concept with ease, and real-wor...show moreld applications in every chapter highlight the relevance of what you are learning
4563718 ISBN-13: 9780764563713 Publisher: Cliffs Notes Release Date: May, 2001 Length: 272 Pages Weight: Unavailable Dimensions: 8.2 X 5.3 X 0.7 inches Language: English Algebra II (Cliffs Quick Review)i... Read moreiffsQuickReview Algebra II is a comprehensive study guide to the many topics of a second course in algebra, including information on linear equations, complex numbers, and conic sections. In no time, you'll be ready to tackle other concepts in this book such asLinear equations in one, two, and three variablesFactoring polynomialsRelations and functionsQuadratic systemsExponential and logarithmic functionsCliffsQuickReview Algebra II acts as a supplement to your textbook and to classroom lectures. Use this reference in any way that fits your personal style for study and review — you decide what works best with your needs. Here are just a few ways you can search for topics:Use the free Pocket Guide full of essential informationGet a glimpse of what you'll gain from a chapter by reading through the Chapter Check-In at the beginning of each chapterUse the Chapter Checkout at the end of each chapter to gauge your grasp of the important information you need to knowTest your knowledge more completely in the CQR Review and look for additional sources of information in the CQR Resource CenterUse the glossary to find key terms fast.With titles available for all the most popular high school and college courses, CliffsQuickReview guides are a comprehensive resource that can help you get the best possible grades. Customer Reviews An Excellent Review or Preparatory Book For Algebra II 11/28/1998 This book really helped me prepare for Algebra II. With the help of this book, I had a 97% in the first semester and a 94% in the second. Then at the end of the year, this was a great tool in reviewing for the final. Great but with a few flaws 08/02/2006 Overall, this book is great. Everything is pretty clear and it makes algebra II almost easy. However, there are many typos I found, like forgetting a negative, or using a wrong variable. but otherwise, it's awesome! Thank you Kohn. Posted by E. Flatley on 07/17/2007 Material is step-by-step based, allowing you to learn in steps and excel in several areas of Algebra(II). [Helped me a ton- allowed me to start from the beginning and work my way up in areas both easy and difficult.] Excellent reference book Posted by Kurt S. Pommerening on 01/09/2007 This Book is an excellent reference for tutors and teachers. It will help anyone learning Algebra II or training/teaching children. Awesome! Posted by Mary E. Hake on 01/07/2007 A fabulous help for those who need a desk reference for Algebra. It is clear, concise and very helpful. It covers every topic I need it too with easy to follow explanations.
You are here WELD 1723 Welders Calculations I Credits: 3 Level: Lower Description: Basic mathematical functions used by the welder in the performance of their duties will be the subject of this course. Mathematical operations such as manipulation of fractions, decimals and unilaterally converting between the two and into the metric measurement system along with calculating perimeter, volumes, weight and bend calculations will be taught in this course. This mathematics course will be trade related and will focus on the math needed by the welder to perform their required tasks. All of the math topics taught in this course are trade related. This course is designed to meet the daily needs of welders. This course is not intended for a general math audience.
Well known for accuracy, Soo Tan's APPLIED CALCULUS FOR THE MANAGERIAL, LIFE, AND SOCIAL SCIENCES, Eighth Edition balances applications, pedagogy, and technology to provide students the context they ...
Maple Application Center - Waterloo Maple, Inc. Software you can order to explore, share, and publish math on the Internet. Interactive media for exploring and exchanging mathematical ideas, with content on a variety of subjects at the high school, university, and graduate level. (There are high schoolMathematica Packages - Xah Lee A dozen Mathematica programs, mostly geometry or graphics related. Mathematica is a computer algebra system sold by Wolfram Research Inc. To use these notebooks, you need to have a copy of Mathematica. Mathematica packages and notebooks are plain ASCII ...more>> Mathematica: Tour of Features - Wolfram Research, Inc. Pages that guide you through an interactive demonstration of some of Mathematica's capabilities. New features; using the program as a calculator; power computing; accessing algorithms; building up computations; handling data; visualization; Mathematica ...more>> MathsNet - Bryan Dye MathsNet is a collection of pages about mathematics education, information technology, the Internet, and "some straightforward 'sums'." Tips and downloads for logo, spreadsheets and graphs, winlogo, excel, omnigraph, and graphing calculators such as the ...more>> MathSource - Wolfram Research An extensive electronic library of Mathematica material and notebooks, with over 100,000 pages of immediately accessible Mathematica programs, documents, examples, and more. You may browse the archive or search by author, title, keyword, or item number. ...more>> Microsoft in Education - Microsoft Corporation Organized into K-12 education, higher education, academic products and pricing, and education resellers and business partners. Math, Economics, and Science Lessons for using Office in the classroom use Word, Excel, Power Point, and Internet Explorer to ...more>> MIPLIB 3.0 - Rice University An electronic library of real-world pure and mixed integer programs. MIPLIB has become a standard test set used to compare the performance of mixed integer optimizers. Included, for each problem is certain auxillary information describing the structure ...more>> New Mathwright Library - James White; Bluejay Lispware An Internet-based library of interactive workbooks on topics commonly encountered in undergraduate mathematics, from college algebra and precalculus through multivariable calculus, differential equations, and mathematical modelling. Workbooks, together ...more>> Newton's Castle - Steve Feld Learn about color, optical illusions, how cars appear to roll uphill on "magnetic mountains," why dogs chase cars, and more; then test your learning with the online quiz. Also, see quotations and a timeline of Newton's life. With a bibliography and webliography. ...more>> Paper Mosaics - Alex Bateman Origami tessellations consist of a simple crease pattern unit that gets repeated across a sheet of paper. Download Tess, a computer program that aids in the design of such tilings; and browse a gallery of works created with the application. ...more>> Peter Olver's Home Page - Peter Olver Publications, seminar and conference talks, and more resources from the Head of the University of Minnesota's School of Mathematics. Download notes of Olver's lectures on applied mathematics, numerical analysis, orthogonal bases and the QR algorithm, ...more>> Point Plots and Space Curves - Theo Gray Download a Mathematica notebook that defines the functions PointParamPlot3D, SpaceCurve, and PointSpaceCurve. These functions let you make discrete point plots in two and three dimensions. The SpaceCurve and PointSpaceCurve functions let you make three-dimensional ...more>> Polyhedra Sketches - Bill Finzer, Key Curriculum Press Sketches showing the platonic solids in true perspective. You have control over the placement of the picture plane, the station point, and the horizon. An animation button rotates the figure. Some of the sketches show in 3D if you have a pair of 3D glasses. ...more>> Polynomiography - Bahman Kalantari Polynomiography is the "art and science of visualization in approximation of zeros of polynomials. This visualization is via fractal and non-fractal images created based on the mathematical convergence properties of iteration functions." The galleries ...more>> POV-Ray - Persistence of Vision Raytracer Pty. Ltd The Persistence of Vision Ray-Tracer creates three-dimensional, photo-realistic images using a rendering technique called ray-tracing, which calculates an image of a scene by simulating the way rays of light travel in the real world. Download the latest ...more>> Pythagorean Theorem - Greg Huberty, Univ. of Georgia President James Garfield is credited with a proof of the Pythagorean theorem unlike other proofs in that it does not use squares of the sides; rather, it uses two triangles of sides a, b, and c along with a triangle with legs of c to create a trapezoid. ...more>>
Smory\'nski, CraigChapters in probability.Texts in Mathematics 4. London: College Publications (ISBN 978-1-84890-067-7/pbk). xii, 550~p. EUR~29.99; \sterling~16.50; \$~26.50 (2012).2012London: College PublicationsEN60-0100A3597-0197K1097K5097B50probabilityhistory of mathematicsThis book grew out of a course on the history of mathematics given to middle school teachers in Chicago. Although initially just one week of the course was devoted to probability, the author's notes for that part of the course grew to include many times the amount of material initially indicated. The final result has been a thoroughgoing treatment of a large segment of elementary probability with a generous amount of historical material, including a good number of excerpts from the original books and papers on the subject. Part I of the book is ``Elementary Probability,'' and accounts for only the first 150 or so pages of the 550-page book. Beyond this, Part II devotes another 170 pages to the ``Law of Large Numbers,'' where we find a thorough treatment of Bernoulli's Theorem, the Central Limit Theorem, errors, Chebyshev's Inequality and more. Part III consists of several appendices: A. The Calculator; Beyond the Basics, which expands on the manual for the TI-83 Plus; B. Some Mathematical Extras; C. Philately; D. Tables (births, mortality, census figures, etc.); E. Recommended Reading. The book would be an excellent text for a low to middle level university course on probability for mathematics/mathematics education majors (among others); one which would likely give students much interesting reading beyond the requirements of the course.Gerald A. Heuer (Moorhead)
Numerical Mathematics and Computing 9780495114758 ISBN: 0495114758 Pub Date: 2007 Publisher: Thomson Learning Summary: Authors Ward Cheney and David Kincaid show students of science and engineering the potential computers have for solving numerical problems and give them ample opportunities to hone their skills in programming and problem solving. The text also helps students learn about errors that inevitably accompany scientific computations and arms them with methods for detecting, predicting, and controlling these errors. A more t...heoretical text with a different menu of topics is the authors' highly regarded NUMERICAL ANALYSIS: MATHEMATICS OF SCIENTIFIC COMPUTING, THIRD EDITION.[read more
Synopses & Reviews Publisher Comments: The reproducible lessons in each of the six books in this series presents topics students are likely to encounter in everyday life. Each book contains problems that involve estimation, equations, mental math, calculators, and critical thinking. Additional concept-specific skills in each book include graphing, averages, statistics, ratios, and measurement. These 112-page reproducible books include teacher notes and tips, answer keys, reference guides, lessons, unit reviews, and more. Units include: Career Options, Providing Products or Services, Community Service, Profit and Loss, Getting to the Job, Getting Paid, Teamwork, Unemployment
This course provides a practical introduction to the mathematics necessary for studies in Informatics. In particular, students will develop the tools needed for interdisciplinary, user-based work in information and data management, modeling, geometric modeling, computer graphics, and visualization. Google, YouTube, Blogs; It is obvious that we live in a data-centric world! People are getting rich by leading the way in capturing and packaging data in creative ways. Informatics is the study of how we collect, store, manipulate, retrieve, and visualize data. Not only is Informatics a key tool for popular web applications, but also for just about any other discipline: life sciences, social sciences, business, mathematics, and engineering. The real winners in this new world will be the ones that have the tools to transform data into information and then into knowledge. In fact, our ability to find answers to the most pressing problems of today, such as global warming and curing diseases, depends on our abilities to develop innovative methods in Informatics. CPI 101 is part of the Certificate in Informatics offered by the School of Computing and Informatics at ASU. The School of Computing and Informatics at Arizona State University wants to provide education in Informatics to the general student population and the community. We have launched the Informatics Certificate, which is a 24 credit hour program that is designed to marry a studentís domain science (degree program) knowledge with studies in Informatics. Please see the Certificate's webpage for more information. The course is based on OpenGL, which gives the students the knowledge they need for an entry computer graphics programming job. However, we don't just learn the API, we lift up the hood and look inside. By the end of the semester, the students have a good idea of the elements of a renderer: geometry creation, geometry processing (normalization, clipping, hidden surface removal, shading), rasterization, and display. Teaching goes hand-in-hand with writing books. In both endeavors, the goal is to share my knowledge and passion for the subjects with the students/readers. I feel fortunate to have the opportunity to teach computer graphics and CAGD at ASU. It gives me a forum to improve my communication skills, and in turn, improve the texts that I have co-authored with Gerald Farin include the following. Practical Linear Algebra -- The Geometry Toolboxis an excellent companion book for computer graphics. There really is quite a bit of math behind computer graphics, and a solid linear algebra understanding is essential. (I hope to one day teach a linear algebra/numerical methods class for non-math majors. If students could retain more from linear algebra, we wouldn't have to repeat the material in CG.) Practical Linear Algebra is a second edition of 'The Geometry Toolbox', but it was renamed to reflect the many topics added to make it suitable as a linear algebra text. The Essentials of CAGD has proved to be on-target for undergraduate CS majors at ASU. The visual approach of the book appeals to the students, helps them retain key elements, and as a result, many students leave prepared for programming jobs in geometric modeling. Although Gerald Farin has written the seminal CAGD text, Curves and Surfaces for CAGD, its level of mathematics makes it is better suited for the graduate CAGD courses at ASU. Mathematical Principles for Scientific Computing and Visualization is due out in August 2008. This text is intended for students and researchers in science-related areas, such as biology, geography, or psychology. Advanced math or computer science knowledge are not needed. Our goal is to create informed users of sophisticated software tools in these areas. Mentoring One of the benefits of being a part of the ASU community is the opportunity to make a difference in the lives of students. Even in my limited educator-capacity at ASU, I have been fortunate to help a handful of students by serving on their committee, writing letters of recommendation, or simply listening to them. Undergraduates Bradford Huspeth Honor's College Thesis: Java Applets for Teaching Linear Algebra 2005 Jason Garland Independent Study: Gaming 2005 Randy Grafton Independent Study: Schemes for Visualizing Music in Windows Media Player 2005 Jeremy Hansen Fulton Undergraduate Research Initiative (FURI) Student: Volume Deformations for a Forensic Reconstruction of George Washington
Complex Variables 9780831132668 ISBN: 0831132663 Publisher: Industrial Press, Incorporated Summary: Uses a unique programmed approach that takes readers through the mathematics in a step-by-step fashion with a wealth of worked examples and exercises. Contains many Quizzes, Learning Outcomes, and Can You? checklists. Ideal as a classroom textbook or a self-learning manual.
Saxon Teacher provides comprehensive lesson instructions that feature complete solutions to every practice problem, problem set, and test problem, with step-by-step explanations and helpful hints. These Algebra 1 Algebra 1 3rd Edition. Five Lesson CDs and 1 Test Solutions CD included. Customer Reviews for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Review 1 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Should have gotten sooner! Date:November 13, 2012 Home school momPerfect refresher for mom and makes much less stressful learning for daughter. Step by step explanation for EVERY problem, follows the book exactly so easy to find what you need. Unless you are already a math wiz, this should be REQUIRED!. Daughter watches example problem then attempts practice problem and can watch the solutions for any missed ones. Love this! Share this review: +1point 1of1voted this as helpful. Review 2 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Saxon Math Teaxher CDs Date:June 11, 2012 rudy Quality: 5out of5 Value: 5out of5 Meets Expectations: 5out of5 Great buy and help! Just what my daughter needed who was struggling! Share this review: 0points 0of0voted this as helpful. Review 3 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 4out of5 Saxon Teacher CD is necessary for high school math Date:February 22, 2012 Baba Location:Hawaii Age:55-65 Gender:female Quality: 4out of5 Value: 5out of5 Meets Expectations: 4out of5 We have used, and loved, Saxon Math for homeschool at the elementary level. But we do NOT like the Saxon Algebra text, because the explanations are inadequate, and there are no supplemental practice problems to reinforce the lessons. Both teacher and student were becoming very confused, until I bought the Saxon Teacher CD. Lessons on the CD provide more thorough explanations than the text, and every problem set is explained in a step by step fashion that make the solution more understandable. Only complaint about the product is that it's not possible to enlarge the whiteboard when in full-screen mode. Share this review: +4points 4of4voted this as helpful. Review 4 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Wish I would have gotten this sooner Date:February 8, 2012 Cathy WitzkeSo glad I ordered this...will definitely be ordering the saxon disks for geometry, calculus...etc... Well worth the money. Share this review: +2points 2of2voted this as helpful. Review 5 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Date:October 11, 2011 domjoer3 Age:25-34 Gender:female Quality: 5out of5 Value: 5out of5 Meets Expectations: 4out of5 The Saxon Teacher Algebra 1 has very clear and thorough explanations. Child and adult friendly. Share this review: +1point 1of1voted this as helpful. Review 6 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Great for homeschool teachers! Date:September 16, 2011 badjuijui Gender:male Quality: 5out of5 Value: 5out of5 Meets Expectations: 5out of5 When it comes to Algebra, that was a long time ago! This resource gives you the step-by-step answers to all the practice set, problem set, and test questions. This is great for a teacher as it lets you review the work and how to do each problem if YOU are stumped by you child asking how an answer was arrived at. Save your money on the solutions manual and buy this instead! Share this review: +3points 3of3voted this as helpful. Review 7 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Excellent tutor! Date:September 14, 2011 momof6boys Age:35-44 Gender:female Quality: 5out of5 Value: 5out of5 Meets Expectations: 5out of5 If your children need help in math, but you can't afford a tutor than this is the product for you! I bought it because I didn't have time to explain to my son how to do all of the problems he missed. He now watches those problems on Saxon Teacher. I am very pleased with this product. CBD's price is very reasonable. Share this review: 0points 0of0voted this as helpful. Review 8 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Date:August 17, 2011 Lissa Location:Mississippi Age:25-34 Gender:female Quality: 5out of5 Value: 5out of5 Meets Expectations: 5out of5 My child is excelling in Algebra because of Saxon Teacher! The teacher is very easy to follow as she goes over each lesson. The program can be paused, rewinded and fast forwarded. Overall very worth the cost. Share this review: 0points 0of0voted this as helpful. Review 9 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 The product is excellent Date:August 1, 2011 giggles Quality: 5out of5 Value: 5out of5 Meets Expectations: 5out of5 This product is very helpful in my preparation for teaching. Thank you for offering it Share this review: 0points 0of0voted this as helpful. Review 10 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Well worth the money Date:April 28, 2011 wow3boys Location:IL Age:35-44 Gender:female Quality: 5out of5 Value: 5out of5 Meets Expectations: 5out of5 My son was struggling to understand some of the concepts in the book alone. These CDs are just what he needed. He now understands when he misses a problem what he did wrong. She explains each problem in detail and has a short instruction also to explain each new concept. The explanations are very thorough. Highly recommend this product. Share this review: +1point 1of1voted this as helpful. Review 11 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Very helpful. Date:April 20, 2011 SandyB Location:Spring Valley, CA Age:45-54 Gender:female Quality: 5out of5 Value: 5out of5 Meets Expectations: 5out of5 My daughter is reluctant when it comes to math. We had switched from Saxon to an online program where it was worked out in front of her but her overall retention wasn't very good. I'm happy to say that we're back to Saxon and with the addition of the Teacher videos she's doing better and retaining the information. She can replay the example as many times as she needs to and they all follow the book. Share this review: 0points 0of0voted this as helpful. Review 12 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 4out of5 Good learning tool Date:April 8, 2011 Jill Location:Washington Age:45-54 Gender:female Quality: 5out of5 Value: 4out of5 Meets Expectations: 5out of5 The teacher talks a little slow, but my daughter is learning how to show her work a lot better than with my tutoring. She likes using the CD's 'cause she can go at her own pace. I just keep the test answers CD hidden from her. (-: Share this review: 0points 0of0voted this as helpful. Review 13 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Date:February 26, 2011 Stephanie Age:25-34 Gender:female Quality: 5out of5 Value: 5out of5 Meets Expectations: 5out of5 Thank you! This product is extreemly helpful for students needing help with problems through out the entire lesson. Great for parents who do not want to learn/relearn algebra with their kids. Share this review: 0points 0of0voted this as helpful. Review 14 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Date:February 4, 2011 Karen Location:Plano, TX resource. It has really improved my daughter's understanding of Algebra. She was struggling and now she is understanding the concepts and getting good grades. Share this review: 0points 0of0voted this as helpful. Review 15 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 4out of5 Date:August 27, 2010 Kelli Buxton Great Product! So nice to have a teacher presentation that you can rewind as many times as you need to. You can also skip to any lesson at any time. The best part is the test question review...if the student needs help with a concept...the teacher works the problem and reinforces the concept. Share this review: +1point 1of1voted this as helpful. Review 16 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Date:August 25, 2010 Barbara Huskey We are finding this CD set to be extremely helpful. My son is very good at math and grasps concepts quickly, however occasionally we're just at a loss for how to solve a problem. Once he sees the problem worked out he gets it. This CD set has saved us from many, many headaches and much frustration. I will definitely be purchasing these for higher mathematics courses and hope they are available until he graduates! Share this review: 0points 0of0voted this as helpful. Review 17 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Date:July 21, 2010 Dawn Galdys My daughter was having alot of heart ache with her math and I could not help so we purchased the Saxon cd. I can't brag enough on how wonderful this cd is!! Much Thanks!! Share this review: 0points 0of0voted this as helpful. Review 18 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Date:March 3, 2010 Lorri Eckersley We had worked with the D.I.V.E. math program with our Saxon algebra 1/2, she did OK, but my daughter struggled with Algebra 1. I bought the Saxon teaching dvds half way through our year, and WOW, she is rolling along quickly, ALL problems are explained, lessons are precise. If your student can't figure out a problem, the DVD has ALL problems and test problems explained on a 'blackboard' for thorough explanation! WOW. Gets FIVE STARS. Get the Saxon teaching dvd with your home school kit. Pass on the D.I.V.E. You'll thank me. Share this review: 0points 0of0voted this as helpful. Review 19 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 1out of5 Date:February 23, 2010 Liz Casso Very disappointing. Barely helpful in explaining how to do problems. The lesson instructions for new materials presented is very poor! The lesson problems are worked out but VERY LITTLE EXPLANATION OF THE REASONING OF THE STEPS IS GIVEN. In addition, the "teacher's" voice is very mousy and irritating. I purchased the Algebra 2 and Advanced Math CD's and within the first day or two of the school year, my kids (9th and 11th) switched back to D.I.V.E. There are no answers to the problems on the D.I.V.E. CD (the No. 1 reason why I tried Saxon Teacher), but they have much, much better instruction. Share this review: 0points 0of0voted this as helpful. Review 20 for Saxon Teacher for Algebra 1, Third Edition on CD-ROM Overall Rating: 5out of5 Date:February 6, 2010 Cheryl This product is absolutley the best! Math is a very difficult subject to teach, the teacher CD's make it so much easier to understand. We are so very blessed to have saxon educational products to purchase to aid in teaching our children.
Book Description: The Student Solutions Manual provides worked-out solutions to all in-chapter exercises, as well as detailed, step-by-step solutions to odd-numbered practice problems, general problems, and cumulative-skills problems, plus answers to all self-assessment and review questions. Because the Concept Explorations and Strategy Problems are intended to challenge students to think step by step and not rush for a numerical answer (or a matched pair to model an algorithmic answer on), the solutions for these are not provided in the text or Student Solutions Manual. The Student Solutions Manual has been thoroughly accuracy checked for the tenth edition. Featured Bookstore New $19.40 Used $19.40
All TitlesWith its use of multiple variables, functions, and formulas algebra can be confusing and overwhelming to learn and easy to forget. Perfect for students who need to review or reference critical concepts, Algebra I Essentials For Dummies provides content focused on key topics only, with discrete explanations of critical concepts taught in a typical Algebra I course, from functions and FOILs to quadratic and linear equations. This guide is also a perfect ... Read More There! Now with 25% new and revised content, this easy-to-understand reference not only explains algebra in terms you can understand ... Read More Practice is the key to improving your algebra skills, and that's what this workbook is all about. This hands-on guide focuses on helping you solve the many types of algebra problems you'll encounter in a focused, step-by-step manner. 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With a complete rundown of ancient Egyptian history and culture alongside insights in to the everyday lives of the Egyptians, you'll discover how they kept themselves entertained, the gory details of mummification, the amazing creation of the pyramids, the deciphering of hieroglyphs and much ... Read More This entertaining guide introduces readers to the amazing world of the ... Read More takes The fun and friendly guide to creating applications on the Android platform The popularity of the Android market is soaring with no sign of slowing down. The open nature of the Android OS offers programmers the freedom to access the platform's capabilities and this straightforward guide walks you through the steps for creating amazing Android applications. Android programming expert Donn Felker explains how to download the SDK, get Eclipse up and running ... Read More Android phones are rapidly gaining market share, nudging the iPhone out of the top spot. Games are the most frequently downloaded apps in the Android market, and users are willing to pay for them. Game programming can be challenging, but this step-by-step guide explains the process in easily understood terms. A companion Web site offers all the programming examples for download. ... Read More Everything you need to know about your Android smartphone in ... Read More Get up to speed on the hottest opportunity in the application development arena App development for tablets is a booming business. Android tablets, including the popular Motorola Xoom, are gaining market share at breakneck speed, and this book can have even novice programmers creating great Android apps specifically for tablets quickly and easily. A little Java knowledge is helpful but not essential to get started creating apps. Android expert Donn ... Read More
MAT 101: Concepts of Mathematics This course in finite mathematics involves an investigation of the logical methods of problem solving. Topics include set theory, symbolic logic, counting methods, probability, and statistics. This course and MAT 102 are applicable to all programs requiring six credits of math electives. Credits:3 Overall Rating:3.6 Stars N/A Thanks, enjoy the course! Come back and let us know how you like it by writing a review.
Chapter 1begins with a section on the definition of abstraction and discusses its importance in written mathematics. Then it discusses language and how symbolic language can be used to express the methods of arithmetic. The order conventions of the written language are given. The procedures of arithmetic are described as simple symbolic sentences. The student begins to practice with symbolism which is applied to topics he or she already knows. The context for the language lessons of Chapter 1 is numbers. Students learn that symbolic sentences can express methods. In the last section examples of sentences include properties of absolute values and methods of solving inequalities. Give the order in which the operations are to be executed in the expression "-(8 + 4x² )"; State the algebraic formulation of the method used to evaluate these expressions: "12 - (-8)" [ans: a - (-b) = a + b] , (3/4)/5 [ans: (a/b)/c = a/(bc)], etc. Chapter 2introduces sets and functions as examples of mathematical concepts that can be discussed in the language. Terms such as set "intersection," "union," and "subset" help introduce the key vocabulary words "and," "or," and "if...,then...". Theorems for solving the most basic types of equations also introduce these vocabulary words from logic (these logical connectives become the subject of the next chapter, but you cannot learn about connectives without ideas to connect!) Section 2.4 on "Word problems" shows how the algebraic concepts emphasized so far (especially the conepts of operations and order = functions) are essential to doing word problems. From the section on functions here are typical questions of a conceptual nature. Give the mathematical expression in terms of "x" which expresses the rule "Add 7 and then multiply by two"; Give a descriptive imperative name for f (which does not mention "x") when f(x) = (x + 5)²." [Answer: "add 5 and then square."] What is the difference between "f" and "f(x)"? From the long section on solving equations: [E1 and E2 denote successive equations] If E1 --> E2, how do their solution sets compare? Can they be equal? If one has more solutions than the other, which is it? To solve the initial equation, would you prefer to have your sequence of equations connected by"-->" or "iff"? Why? What is an "extraneous" solution? When solving (simple) equations in Chapter 2, the instructions are, "In the following homework the solution is not the only goal. Exhibit every step, exhibit the connective [iff for equivalence, sometimes "-->" is necessary], and cite a rule." A typical problem ranges from a factorable quadratic to a harder problem where a square root must be eliminated: x - 1 = sqrt(x + 11) [extraneous solutions may arise]. Suppose you are asked to solve the equation "(x + 1)² = x(x + 2)." After properly using some of our rules you would find it is equivalent to "1 = 0. " That looks wrong. Did you make a mistake? Now what? What is its solution? Why? Chapter 3 introduces truth-table logic, emphasizing a dozen basic logical equivalences and a few tautologies. The logical equivalences selected are those equivalences most often used in mathematics to provide alternative ways of expressing the same thought. The tautologies are those most often used in equation-solving and proofs. Chapter 3 emphasizes the primary patterns of mathematical reasoning. In contrast to truth-table logic as taught in "discrete" or "finite" math courses, the examples are nearly all mathematical and the study of logic continues immediately in Chapter 4 with its application to the truth of sentences with variables. Open sentences, generalizations, existence statements, and negations are discussed in the context of algebra. A key point is that sentences of different types may appear symbolically similar (e.g. "2(x + 3) = 2x + 6" and "2(x + 3) = 3x"), but require radically different mathematical interpretations. Chapter 4 culminates with a section summarizing four distinct mathematical reasons why two sentences may appear different yet express the same meaning. In addition to problems which require students to construct truth tables, some questions on logical equivalences and their applications to sentences are: In practice, in forty class periods (50 minutes each) with many math-anxious students I could get through Section 5.3 or so, which completes a good introduction to proofs. When I taught school math teachers it was in the summer with longer, but fewer, class periods. Surprisingly, they were unable to go much faster. It seems that this material is accessible to almost everyone, but unavailable elsewhere in the curriculum, so even math teachers had a lot to learn. Pace. The material has not been artificially subdivided into single-day chunks. The inherent unity of some substantial topics produces some sections that are quite long (for example, functions, 1.5; algebraic methods, 4.2, introduction to proofs, 5.2). Here is the pace I use in a Freshman-level class at Montana State University: Section and number of days (excluding exams) Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 1.1: 1 2.1: 3 3.1: 2 4.1: 1 5.0: O+ 1.2: 1 2.2: 2 3.2: 2 4.2: 1 5.1: 1 1.3: 1 2.3: 3-4 3.3: 1-2 4.3: 1 5.2: 3 1.4: 2 2.4: 2 3.4: 1 4.4: 1 remainder of 1.5: 2 4.5: 2 Chapter 5: 4.6: 1 1 day each --------------------------------------------------------- 7 10-11 6-7 7 4* (totals) * Chapter 1 through Section 5.2 can be regarded as a complete course which provides some exposure to the theory of proofs. Prerequisites: The prerequisite is some high-school algebra because many of the examples in the text use algebraic symbolism. At Montana State University I have found that many older students have forgotten most of their algebra but do well anyway. Experience shows that many strongly "math anxious" students who cannot complete traditional courses can do well -- even very well -- if they do the work. A research study showed that this class provides a wide range of students with the opportunity to reenter and succeed in mathematics learning regardless of their entry levels of manipulative skills and conceptual development. Conclusion. It has been traditional to offer abstract courses only to those advanced college students who have shown by their continued success that they are already "good at math." This course has demonstrated that many students who would normally be classified as "math rejects" can succeed and blossom when the reasoning and abstract methods of expression underlying the mathematical material are made explicit. The sequencing and pace of the material provide an opportunity for success with significant mathematics to weak and strong students alike.
General Visualization Quick Start Brett Champion This course explores Mathematica's built-in tools for creating visualizations from functions or data. You'll learn how to customize plots with styles, labels, and other features that are common across the visualization functions. Channels: Wolfram Virtual Events Through multiple examples, this course from the Wolfram SystemModeler Virtual Conference 2012 teaches you how to use SystemModeler to develop models of Complex Systems using drag and drop. You'll also learn how you can seamlessly take your models into Mathematica for simulation analysis and model design. This course from the Wolfram SystemModeler Virtual Conference 2012 focuses on analyzing model equations and simulation results with Mathematica. You'll also learn about the link between Mathematica and SystemModeler. This video from the Wolfram SystemModeler Virtual Conference 2012 covers core concepts of the Modelica language, which is used by Wolfram SystemModeler. You'll learn how key principles of the language are used in modeling dynamic systems. In this project course from the Wolfram SystemModeler Virtual Conference 2012, a complete house-heating system is constructed in Wolfram SystemModeler. The course shows how measurement data from Mathematica can be used in simulations and how the simulation results can be visualized. This course from the Wolfram SystemModeler Virtual Conference 2012 provides an introduction to the BioChem library and the Systems Biology Add-On and teaches you how you can build, simulate, and analyze biochemical models using SystemModeler and Mathematica. The Computable Document Format (CDF) brings documents to life with the power of computation. In this video, Conrad Wolfram shares examples and explains why Wolfram is uniquely positioned to deliver this technology. This video from the Wolfram CDF Virtual Workshop 2012 shows the process for creating and sharing interactive content with Computable Document Format (CDF) technology. It also shows example uses ranging from textbooks and journal articles to consulting and management reportsWolfram founder Stephen Wolfram shares the background and vision of Mathematica, including the personal story of how it came to be and why it's in the right place to make profoundly powerful new things possible. Conrad Wolfram discusses the need for putting finance on a modern platform and explains why Wolfram's principles make Wolfram Finance Platform the ultimate computation environment for finance. This is a video presentation of his keynote address at the Wolfram Finance Platform Virtual Workshop 2012. Methods of accessing Wolfram\|Alpha from Mathematica are discussed in this Wolfram Mathematica Virtual Conference 2011 course. Learn how to turn results from Wolfram\|Alpha into formatted or raw data and computable code or graphics. This course from the Wolfram Mathematica Virtual Conference 2011 gives a whirlwind tour of Mathematica's key features as well as applications in image processing, control systems, GPU computation, and more. This Wolfram Mathematica Virtual Conference 2011 course uses application-driven examples to show how straightforward it is to get data into and out of Mathematica using its Import and Export functionality.
Find a FernwoodMajor topics studied include: probability, combinatorics, set theory and graph theory. Set theory is the study of sets, both infinite and finite. Some basic operations of set theory include the union and intersection of sets.
that facilitates symbolic mathematics. The core functionality of a CAS is manipulation of mathematical expressions in symbolic form. In artificial intelligence and operations research, constraint satisfaction is the process of finding a solution to a set of constraints that impose conditions that the variables must satisfy. A solution is therefore a vector of variables that satisfies all constraints.The techniques used in... Additional capabilities A programming language is an artificial language designed to communicate instructions to a machine, particularly a computer. Programming languages can be used to create programs that control the behavior of a machine and/or to express algorithms precisely....Applied mathematics is a branch of mathematics that concerns itself with mathematical methods that are typically used in science, engineering, business, and industry. Thus, "applied mathematics" is a mathematical science with specialized knowledgesound synthesis Some computer algebra systems focus on a specific area of application; these are typically developed in academia and are free. They can be inefficient for numeric operations compared to numeric systems Comparison of numerical analysis software The following tables provide a comparison of numerical analysis software.- General :- Operating system support :The operating systems the software can run on natively .- Language features :Colors indicate features available as... . Types of expressions In mathematics, a polynomial is an expression of finite length constructed from variables and constants, using only the operations of addition, subtraction, multiplication, and non-negative integer exponentsof expressions, and so on. Numeric domains supported typically include real Real number In mathematics, a real number is a value that represents a quantity along a continuum, such as -5 , 4/3 , 8.6 , √2 and π... Interval arithmetic, interval mathematics, interval analysis, or interval computation, is a method developed by mathematicians since the 1950s and 1960s as an approach to putting bounds on rounding errors and measurement errors in mathematical computation and thus developing numerical methods that... , rational, and algebraic. History Computer algebra systems began to appear in the 1960s, and evolved out of two quite different sources - the requirements of theoretical physicists and research intoA prime example for the first development was the pioneering work conducted by the later Nobel Prize laureate in physics Martin Veltman Martinus J. G. Veltman, who designed a program for symbolic mathematics, especially High Energy Physics, called Schoonschip Schoonschip Schoonschip was one of the first computer algebra systems, developed in 1963 by Martinus J. G. Veltman, for use in particle physics."Schoonschip" literally means "clean ship" in Dutch.FORM can be regarded, in a sense, as the successor to Schoonschip....MATHLAB is a computer algebra system created in 1964 by Carl Engelman at MITRE and written in LISP."MATHLAB 68" was introduced in 1967 and became rather popular in university environments running on DECs PDP-6 and PDP-10 under TOPS-10 or TENEX... The Mitre Corporation is a not-for-profit organization based in Bedford, Massachusetts and McLean, Virginia... within an artificial intelligence research environment. Later MATHLAB was made available to users on PDP-6 and PDP-10 Systems running TOPS-10 or TENEX in universities. Today it can still be used on SIMH -Emulations of the PDP-10. MATHLAB ("mathematical laboratory") should not be confused withmuMATH is a computer algebra system, which was developed in the late 1970s and early eighties by Albert D. Rich and David Stoutemyer of the Soft Warehouse in Honolulu, Hawaii. It was implemented in the muSIMP programming language which was built on top of a LISP dialect called muLISP...version of Macsyma called Maxima is actively being maintained. As of today, the most popular commercial systems are Mathematica Mathematica Mathematica is a computational software program used in scientific, engineering, and mathematical fields and other areas of technical computing HP-28C and HP-28S were two graphing calculators produced by Hewlett-Packard from 1986 to 1992.The HP-28 was the first calculator capable of solving equations symbolically.... , and it was possible, for the first time in a calculator, to arrange algebraic expressions, differentiation, limited symbolic integration, Taylor series construction and a solver for algebraic equations. Texas Instruments Inc. , widely known as TI, is an American company based in Dallas, Texas, United States, which develops and commercializes semiconductor and computer technology... company in 1995 released the TI-92 calculator with an advanced CAS based on the software Derive Derive computer algebra system Derive was a computer algebra system, developed as a successor to muMATH by the Soft Warehouse in Honolulu, Hawaii, now owned by Texas Instruments. Derive was implemented in muLISP, also by Soft Warehouse. The first release was in 1988. It was discontinued on June 29, 2007 in favor of TI-Nspire... . This, along with its successors (including the TI-89 series and the newer TI-Nspire CAS released in 2007) featured a reasonably capable and inexpensive hand-held computer algebra system. CAS-equipped calculators are not permitted on the ACT, the PLAN, and in some classrooms because they may affect the integrity of the test/class, though it may be permitted on all of College Board College Board Advanced Placement program is a curriculum in the United States and Canada sponsored by the College Board which offers standardized courses to high school students that are generally recognized to be equivalent to undergraduate courses in college... Advanced Placement Chemistry is a course and examination offered by the College Board as a part of the Advanced Placement Program to give American and Canadian high school students the opportunity to demonstrate their abilities and earn college-level credit.-The course:AP Chemistry is a course... The Risch algorithm, named after Robert Henry Risch, is an algorithm for the calculus operation of indefinite integration . The algorithm transforms the problem of integration into a problem in algebra. It is based on the form of the function being integrated and on methods for integrating rational... In mathematics, Gosper's algorithm is a procedure for finding sums of hypergeometric terms that are themselves hypergeometric terms. That is: suppose we have a + ... + a = S − S, where S is a hypergeometric term ; then necessarily...In mathematics, particularly computational algebra, Berlekamp's algorithm is a well-known method for factoring polynomials over finite fields . The algorithm consists mainly of matrix reduction and polynomial GCD computations. It was invented by Elwyn Berlekamp in 1967 computational algebraic geometry and computational commutative algebra, Buchberger's algorithm is a method of transforming a given set of generators for a polynomial ideal into a Gröbner basis with respect to some monomial order. It was invented by Austrian mathematician Bruno Buchberger...In mathematics, a Diophantine equation is an indeterminate polynomial equation that allows the variables to be integers only. Diophantine problems have fewer equations than unknown variables and involve finding integers that work correctly for all equations... Given a set of polynomials in Rn and a set S in Rn the Cylindrical algebraic decomposition algorithm finds a decomposition of S in to a number of cells such that for each cell each polynomial has constant sign.-References:... See alsoAutomated theorem proving or automated deduction, currently the most well-developed subfield of automated reasoning , is the proving of mathematical theorems by a computer program.- Decidability of the problem :ERIC - the Education Resources Information Center - is an online digital library of education research and information. ERIC is sponsored by the Institute of Education Sciences of the U.S. Department of Education
Given a photo, students will learn the process of linearizing data by taking an nth root, use the data to predict outcomes that are not in the data set, form a better understanding of correlation of determination and the correlation coefficient, and create multiple representations of a data set. Lesson Objectives: - Create and use representations to organize, record, and communicate mathematical ideas - Use Mathematical models to represent and understand quantitative relationships - Interpret representations of functions of two variables - Approximate and interpret rates of change from graphical and numerical data
Chand Mental Mathematics 4 The series of Mental Mathematics books I to V has been designed to provide extensive practice of all types of problems. Skill tests containing objective type questions have been added at the end of each book to prepare the child for Talent Search and Olmpiad Tests. * A Useful Practice Book For All types Of Questions. * A Perfect Guide For Olympiads And Talent Search Tests. Details Of Book : S.Chand Mental Mathematics 4
the Bittinger Graphs and Models series helps students succeed in algebra by emphasizing a visual understanding of concepts. This latest edition incorporates a new Visualizing the Graph feature that helps students make intuitive connections between graphs and functions without the aid of a graphing calculator. In addition, students learn problem-solving skills from the Bittinger hallmark five-step problem-solving process coupled with Connecting the Concepts and Aha! Exercises. As you have come to expect with any Bittinger te... MORExt, we bring you a complete supplements package including MyMathLab? and the NewInstructor and Adjunct Support Manual.
MAT 108 Calculus I Course info & reviews This is a study of differential calculus and its applications. Topics include differentiation techniques of algebraic and transcendental functions, rates of change, maxima and minima, mean-value theorem, and an introduction to integral calculus. f. Why did one of your answers have a much larger error? How could you improve your estimate? 2. MEAN VALUE THEOREM Find the number in the given interval which satisfies the conclusion of the Mean Value Theorem for the function3 2f(x)=2x-x+6x+8 [-1,2] 3. OPTIMIZATION PROBLEMS a. A silo (base not included) is to be constructed in the form of a cylinder surmounted by a hemisphere. The cost of construction per square unit of surface area is twice as great for the hemisphere as it is for the cylindrical sidewall. Determine the dimension to be used if the volume is fixed and the cost of construction is to be kept to a minimum. Neglect the thickness of the silo and waste in construction. b. Jane is 2 mi offshore in a boat and wishes to reach a coastal village 6 mi down a straight shoreline from the point nearest the boat. She can row 2 mph and can walk 5 mph. Where should she land her boat to reach the village in the least amount of time? c. A closed cylindrical can is to have a surface area of S square units. Show that the can of maximum volume is achieved when the height is equal to the diameter of the base. 4. RELATED RATES a. Two sides of a triangle have lengths 12m and 15m. The angle between them is increasing at a rate of 2 degrees per minute. How fast is the length of the third side increasing when the angle between the fixed sides in 600? b. A water skier skies over the ramp shown below at a rate of 30ft/s. How fast is she rising when she leaves the ramp? Suppose that the population of a region at the start of 2006 was 3.6 million people and at the star... Show more Suppose that the population of a region at the start of 2006 was 3.6 million people and at the start of 2008 the population was 4.8 million people. Let p denote the population of the region(in millions) at time t, with t=0 corresponding to the beginning of 2006. Assuming that the population growth is exponential, in what year will the population of the region reach 7 million? Show explicitly how you arrived at your conclusion.
More About This Textbook Overview Often questions about tiling space or a polygon lead to questions concerning algebra. For instance, tiling by cubes raises questions about finite abelian groups. Tiling by triangles of equal areas soon involves Sperner's lemma from topology and valuations from algebra. The first six chapters of Algebra and Tiling form a self-contained treatment of these topics, beginning with Minkowski's conjecture about lattice tiling of Euclidean space by unit cubes, and concluding with Laczkowicz's recent work on tiling by similar triangles. The concluding chapter presents a simplified version of Rédei's theorem on finite abelian groups. Algebra and Tiling is accessible to undergraduate mathematics majors, as most of the tools necessary to read the book are found in standard upper level algebra courses, but teachers, researchers and professional mathematicians will find the book equally appealing. Editorial Reviews From the Publisher 'Algebra and Tiling is perfect for bringing alive an abstract algebra course. Intuitive but difficult problems of geometry are translated into algebraic problems more amenable to solution. Full of nice surprises, the book is a pleasure to read.' Choice Choice "Algebra and Tiling is perfect for bringing alive an abstract algebra course. Intuitive but difficult problems of geometry are translated into algebraic problems more amenable to solution. Full of nice surprises, the book is a pleasure to read." The Mathematics Teacher "The students or mathematician whose area of interest is algebra should enjoy this text." Booknews The first six chapters treat algebraic implications of tiling space or polygons and investigate finite abelian groups, cyclic groups, and automorphisms of real or complex fields. The concluding chapter presents a simplified version of Redei's theorem on finite abelian groups. Can be used as the basis of an undergraduate or graduate seminar, and as a supplementary text for algebra and geometry courses. Annotation c. Book News, Inc., Portland, OR (booknews.com) Related Subjects Meet the Author Sherman Stein received his PhD from Columbia University. His research interests are primarily algebra and combinatorics. He has received the Lester R. Ford prize for exposition. He is now retired from teaching at the University of California, Davis. Sandor Szabó received his PhD from Eötvös University. He currently teaches in the Institute of Mathematics and Informatics at the University of Pécs, in Hungary. Preface If n-dimensional space is tiled by a lattice of parallel unit cubes, must some pair of them share a complete (n-1)-dimensional face? Is it possible to tile a square with 30degree-60degree-90degree triangles? For positive integers k and n a (k,n)-semicross consists of kn+ 1 parallel n-dimensional unit cubes arranged as a corner cube with n arms of length k glued on to n non-opposite faces of the corner cube. (If n is 2, it resembles the letter L, and, if n is 3, a tripod.) For which values of k and n does the (k,n)-semicross tile space by translates? The resolution of each of these questions quickly takes us away from geometry and places us in the world of algebra. The first one, which grew out of our of Mikowski's work on Diophantine approximation, ends up as a question about finite abelian groups, which is settled with the aid of the group ring, characters of abelian groups, factor groups, and cyclotomic fields. Tiling by triangles of equal areas leads us to call on valuation theory and Sperner's lemma, while tiling by similar triangles turns out to involve isomorphisms of subfields of the complex numbers. The semicross forces us to look at homomorphisms, cosets, factor groups, number theory, and combinatorics. Of course, there is a long tradition of geometric questions requiring algebra for their answers. The oldest go back to the Greek: "Can we trisect every angle with straightedge and compass?" "Can we construct a cube with twice the volume of a given cube?" "Can we construct a square with the same area as that of a given disk?" These were not resolved until we had the notion of the dimension of a field extension and also knew that pi is transcendental. We consider only the algebra that has been used to solve tiling and related problems. Even so, we do not cover all such problems. For instance, we do not describe Conway's application of finitely presented groups to tiling by copies of a given figure. See [19] in the Bibliography on pp.200-201. Nor do we treat Barnes' use of algebraic geometry [1]. Thurston [22] has written a nice exposition of Conway's work, and providing the algebraic background for Barnes' work would take too many pages. The group with generators a and b and relations a-squared=e=b-cubed plays a key role in obtaining the Banach-Tarski paradox, which asserts that a pea can be divided into a finite number of pieces that can be reassembled to form the sun. A clear exposition of the argument was given by Meschkowski. We had two types of readers in mind as we wrote, the undergraduate or the graduate student who has had at least a semester of algebra, and the experienced mathematician. To make the exposition accessible to the beginner we have added a few appendices that cover some special topics not usually found in a typical introductory algebra course and also included exercises to serve as a study guide. For both the beginner and the expert we include questions that have not yet been answered, which we call "Problems," to distinguish them from the exercises. Now a word about the organization of this book and the order in which the chapters need to be read. Chapter 1 describes the history leading up to Minkowski's conjecture on tiling by cubes. We give the solution of that problem in the form of Redei's broad generalization of Hajos's original solution. Its proof, which is much longer than the proofs in the other chapter, is delayed until Chapter 7. (However, the proof uses only such basic notions as finite abelian groups, factor groups, homomorphisms and abelian groups into the complex numbers, finite fields, and polynomials over those fields). The beginner might start with Chapter 1, go to de Bruijn's harmonic bricks in Chapter 2, and then move on to Chapters 3 and 4, which concern the semicross and its centrally symmetric companion, the cross. After that, Chapter 5 and 6, which concern tiling by these chapters, the beginner would then be ready for the rest of Chapter 2 and the proof of Redei's theorem. The advanced reader may examine the chapters in any order, since they are essentially independent. We hope that instructors will draw on these chapters in their algebra courses, in order to bring abstract algebra ideas down to earth by applying them in geometric settings. The little that we include in the seven chapters is only the tip of the iceberg. The references at the end of each chapter and the bibliography at the end of the book will enable the reader to pursue the topics much further. Several of these describe quire recent. In [14] Lackzkovich and Szekeres obtain the following result. Let r be a positive real number. Then a square can be tiled by rectangles whose width and length are in the ration r if and only if r is algebraic and the real parts of its conjugates are positive. This was done in 1990. Independently, Freiling and Rinne obtained the same result in 1994 by similar means. Kenyon [12] considers the question: Which polygons can be tiled by a finite number of squares? Gale [8] obtains a short proof using matrices by Dehn's theorem, which asserts that in a tiling of a unit square by a finite number of squares all the squares have rational sidesird
International Mathematical Union (IMU) An organization to promote international cooperation in mathematics. Commissions on important issues, bulletins and correspondence, conferences, and information about prizes, including the Fields Medal. See also the IMU's International Commission onInternational Statistical Institute (ISI) An organization for the development and improvement of statistical methods and their application throughout the world. Newsletter, publications, membership information, declaration of professional ethics, and calendar of events. ...more>> Japanese Association of Mathematical Sciences (JAMS) A scientific research organization whose main activity is to publish scientific journals in English, French or German, in particular Scientiae Mathematicae Japonicae. Journal and submission information, newsletter, and meetings. Also available in Japanese. ...more>> Justice Research and Statistics Association (JRSA) A national organization of analysts, researchers, and members of the U.S. criminal justice system. Introduction to the JRSA with membership information, links to state Statistical Analysis Centers, current programs and research with associated data,Korean Mathematical Society (KMS) The Society strives to promote mathematics in Korea and contribute to the country's development. Journals, newsletter, and brief history of the organization. Also available in Korean. ...more>> Lois Terms's Home Page - Rebecca S. Lindsay "Lois lives in a condo with her mixed-breed dog, G.C.F., and a goldfish named L.C.M. She dedicates her time and efforts to the task of making the world of math understandable and exciting to middle grade students..." Lois Terms answers e-mailed math ...more>> Mathematica in Higher Education - Wolfram Research Lessons, resources, books, and classroom packs for making Mathematica software an integral part of math education in university and college classrooms. Also features Mathematica versions geared and priced for students, as well as flexible academic purchase ...more>> The Mathematical Association of New South Wales (MANSW) Dedicated to improving the quality of mathematics education and learning by providing: professional development for teachers; quality resources for teachers and students; opportunity to exchange ideas; activities to enrich student learning; and a representativeMath Forum Internet News Archive - Math Forum A searchable archive of an electronic newsletter sent out via e-mail once a week to those who subscribe, and archived on the Web both as a discussion and on its own page. It offers site tips (what we have at the Math Forum and how to find it), notes about ...more>> Math Matters, Inc. - Math Matters, Inc. Math Matters, Inc. publishes a monthly newsletter ($20/year) with math games and puzzles for elementary school teachers. For a free newsletter or a free math game with an initial order email jhi8842748@aol.com. ...more>> Maths For Fun Mathematical puzzles and activities for classroom use. XNumbers (like crosswords, but the clues are sums and the answers are numbers); QuickTest (mental arithmetic practice for improving speed and accuracy); PuzzleFrenzy (a monthly magazine with a collection ...more>> Maths Is Fun - Rod Pierce, mathsisfun.com Math revision (review) pages, games, puzzles, and offline activities for age 11 through college algebra. A discussion forum and a newsletter are also available. The Illustrated Math Dictionary links definitions to further resources on the site. Maths ...more>> Microsoft in Education - Microsoft Corporation Organized into K-12 education, higher education, academic products and pricing, and education resellers and business partners. Math, Economics, and Science Lessons for using Office in the classroom use Word, Excel, Power Point, and Internet Explorer to ...more>> The M@th Projects Journal (MPJ) A bimonthly electronic publication offering tips and lesson plans for interactive math projects, discussions of relevant topics, and contributions from teachers around the country. Subscription information is available, and you may download the current ...more>> The Museum of Scientific Discovery (MSD) An interactive science and technology center in Harrisburg, Pennsylvania. On-line science exhibits, links to other Internet science resources, and Educator's Express, an annual publication designed to familiarize teachers and other group leaders with ...more>> National Aeronautics and Space Administration (NASA) Strategic Enterprises: Office of Aero-Space Technology; Human Exploration and Development of Space; Earth Science; Space Science. In particular, see NASA's resources for educators and for students, formerly organized under their Spacelink project. Links ...more>>
Summary: This text is for a one-term course in intermediate algebra, for students who have had a previous elementary algebra course. A five- step problem-solving process is introduced, and interesting applications are used to motivate students. Coverage progresses from graphs, functions, and linear equations to sequences, series, and the binomial theorem. New to this edition are sections on connecting concepts, study tips, and exercises designed to foster intuitive problem so...show morelving. Bittinger teaches at Indiana University; Ellenbogen at Community College of Vermont32.46 +$3.99 s/h Good PaperbackshopUS Secaucus, NJ Used - Very Good Book. Shipped from US within 4 to 14 business days. Established seller since 200041.57 +$3.99 s/h Good SellBackYourBook Aurora, IL 0321557182
<... read more Customers who bought this book also bought: Our Editors also recommend: Famous Problems of Geometry and How to Solve Them by Benjamin Bold Delve into the development of modern mathematics and match wits with Euclid, Newton, Descartes, and others. Each chapter explores an individual type of challenge, with commentary and practice problems. Solutions.Introduction to Proof in Abstract Mathematics by Andrew Wohlgemuth This undergraduate text teaches students what constitutes an acceptable proof, and it develops their ability to do proofs of routine problems as well as those requiring creative insights. 1990 edition. A Vector Space Approach to Geometry by Melvin Hausner This examination of geometry's correlation with other branches of math and science features a review of systematic geometric motivations in vector space theory and matrix theory; more. 1965 edition. Fundamental Concepts of Geometry by Bruce E. Meserve Demonstrates relationships between different types of geometry. Provides excellent overview of the foundations and historical evolution of geometrical concepts. Exercises (no solutions). Includes 98 illustrationsVector Geometry by Gilbert de B. Robinson Concise undergraduate-level text by a prominent mathematician explores the relationship between algebra and geometry. An elementary course in plane geometry is the sole requirement. Includes answers to exercises. 1962 edition. Product Description: the first in this two-part compilation, discusses the construction of geometric proofs and presents criteria useful for determining whether a proof is logically correct and whether it actually constitutes proof. It features sample invalid proofs, in which the errors are explained and corrected. Mistakes in Geometric Proofs, the second book in this compilation, consists chiefly of examples of faulty proofs. Some illustrate mistakes in reasoning students might be likely to make, and others are classic sophisms. Chapters 1 and 3 present the faulty proofs, and chapters 2 and 4 offer comprehensive analyses of the errors
Complex Numbers 2: The Argand Diagram MEI Online resources for FP1 provide a selection of materials for the modulus-argument form of complex numbers. These include thorough notes, a study plan, additional exercises, a multiple choice test and an extension piece ofMEI Online Resources for MEI FP1 provide a selection of material for the modulus-argument form of Complex Numbers. Detailed notes explain The modulus argument form of complex numbers and its application to sets of points, as well as extension work involving multiplication or division of complex numbers. A study plan and crucial… This MEI online interactive resource for complex numbers demonstrates the Argand diagram.… This MEI interactive resource for complex numbers demonstrates loci in the Argand diagram.… This collection of resources from MEI provides a series of hints, which are levelled, to prompt students through the questions in two exercises on using the Argand diagram for complex numbers. Worked solutions for each question are also available.
Greg Kelly puts together another great slide presentation to demonstrate ways to combine derivative rules to evaluate more complicated functions. This pattern is called the chain rule. He shows step by step ways to solve these complicated problemsFor this calculus worksheet, students solve problems using the chain rule to take the derivative and solve the function. There are 6 questions which require the students to find the correct strategy to solve the equations. In this calculus instructional activity, students solve 17 multiple choice problems. Students find limits, summations, and derivatives of functions. Students find the area of an enclosed region between two curves. In this calculus worksheet, students evaluate functions and solve problems using the derivative. They apply the rules of limits to solve functions where the limit of x approaches zero. There are 12 problems to solveIn this calculus worksheet, 12th graders perform logarithmic differentiation on functions for which the ordinary rules of differentiation do not apply. The one page interactive worksheet contains eleven problems. Answers are included. In this related rates problem activity, students use the chain rule and implicit differentiation to solve related rate problems, such an writing an expression relating to the ripple of a circle. This three-page activity contains eleven multi-step problems. Twelfth graders investigate derivatives. For this calculus lesson, 12th graders use technology to explore the basic derivatives and how to choose the proper formula to use them. The lesson requires the use of the TI-89 or Voyage and the appropriate application
Mathematics Education and Resource Center The Mathematics Education and Resource Center (MERC) is a free service available to support cadets in math studies. There will be tutors on-hand for help in the following mathematics courses: MA-105/MA-106 - Introduction to Probability and Statistics I & II MA-103 - Fundamentals of Matrix Algebra MA-114 - Pre-Calculus MA-123/MA-124 - Calculus & Analytic Geometry I & II MA-125-MA-126 - Quantitative Methods I & II MA-215 - Multivariable Calculus MA-311 - Differential Equations Location 700 Level of Preston Library, Open Math Lab (OML) No appointments necessary. Fall 2013 Open Hours Sunday: 1800- 2300 Monday- Thursday: 1200-1600; 1800- 2300 Friday: 1200- 1600 At the Mathematics Education and Resource Center, our mission is to: support our Cadet Corps in their pursuit of mathematical studies, engage our VMI faculty and staff in their goals of maintaining rigor and excellence in their respective disciplines, and work with our community in their desire for productive, inspired, and healthy citizens.
Square Matrices When we are learning about matrices and matrix operations, one of the first things we need to learn about are square matrices. Square matrices have many applications in the real world. Square matrices can be used to represent and solve systems of equations, can be invertible and have determinants. The determinants of square matrices can be used to find areas and orthogonal vectors.
Calculus of a Single Variable first two semesters of a three-semester engineering calculus course, "Calculus of a Single Variable: Early Transcendental Functions," 4 ... MOREtime. The Larson/Hostetler/Edwards "Calculus" program offers a solution to address the needs of any calculus course and any level of calculus student."Calculus of a Single Variable: Early Transcendental Functions," 4/e, contains Chapters 1-10 of the full "Calculus: Early Transcendental Functions," 4/e, text.Every edition from the first to the fourth of Calculus: Early Transcendental Function, 4/e,Exercise sets have been carefully examined and revised to ensure they cover all calculus topics appropriately. Many new exercises have been added.A variety of exercise types are included in each exercise set. Questions involving skills, writing, critical thinking, problem-solving, applications, and real-data applications are included throughout the text. Exercises are presented in a variety ofquestion formats, including matching, free response, true/false, modeling, and fill-in the blank."Putnam Exam Questions"--taken from the William Lowell Putnam Mathematical Competition--offer challenging problems that often require students to look for creative solutions; "Graphical Analysis" exercises offer the opportunity to analyze graphs; "Think About It" exercises require students to use critical reasoning skills to explore the intricacies of calculus.Explanations, theorems, and definitions in the text have been thoroughly reviewed to ensure the text is mathematically precise and easily comprehensible."Clear, multi-step examples with worked-out solutions" help students learn difficult mathematical concepts. Examples correspond to the exercises, serving as a supportive reference for students. This is the only text on the market where "every example, proof, and explanation begins and ends on the same page.""Explorations" help students develop their intuitive understanding of calculus concepts. These optional activities are short enough to integrate into class, but they can also be omitted without loss of continuity."Theorem boxes" clearly explain important mathematical concepts.The "Integrated Learning System" resources are available in print, CD-ROM, and online formats."Eduspace, powered by Blackboard," Houghton Mifflin's online learning tool, offers your students quality online homework, tutorials, multimedia, and testing that correspond to the "Calculus: Early Transcendental Functions" text. This content is paired with the course management tools of Blackboard. In addition, "eSolutions," the complete solutions to the odd-numbered text exercises, provides students with aconvenient and comprehensive way to do homework and view the course materials.SMARTHINKING online tutoring brings students real-time, online tutorial support when they need it most. This volume covers chapters P–9 of Larson et al., Calculus: Early Transcendental Functions, 3/e. For a complete description, see the entry for that text.
Synopses & Reviews Publisher Comments: Setting the standard in middle school mathematics Mathematics: Applications and Concepts is a three-course middle school series intended to bridge the gap from elementary mathematics to Algebra 1. The program is designed to motivate your students, enable them to see the usefulness of mathematics in the world around them, enhance their fluency in the language of mathematics, and prepare them for success in algebra and
08838515 rich resource of ideas and examples that should be essential reading to all those involved in developing courses and programmes for stimulating students who are considering higher education in the mathematical sciences. Three opening essays take stock of the progress women have made in mathematics in the past twenty years, and are accompanied by quantitative comparisons between male and female students that have striking implications for teachers of mathematics. The heart of the book is a collection of articles about how to teach topics not usually found in the undergraduate curriculum; they provide practical advice about how to help students to achieve their potential. A final part gives detailed information on model teaching programmes that can serve as case-stud
More About This Textbook Overview This introduction to Euclidean geometry emphasizes both the theory and the practical application of isometries and similarities to geometric transformations. Contents include modern elementary geometry, isometries and similarities in the plane, vectors and complex numbers in geometry, inversion, and isometries in space. Numerous exercises, many with detailed answers. 1972
SMART Math Jackson State's SMART Math is an enhanced learning support math program that prepares students for their own educational goals whether they involve beginning a program of study in a field that requires advanced mathematics, completing a general education mathematics course, or applying for admission to JSCC nursing or allied health programs. Students' varying levels of preparation, math anxieties and diverse learning styles are accommodated. Student learning are active and learner centered. On-demand individualized assistance increases student persistence as well as help instructors continuously improve the learning activities in the course. Receiving immediate feedback on homework and tests motivates students to persist until they understand the concepts and allows them to obtain needed diagnostic feedback and revised study plans. Instructors monitor each student's progress as well as time-on-task. The contents of this web page were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.
Advanced undergraduate or beginning graduate students need a unified foundation for their study of geometry, analysis, and algebra. For the first time, this book uses categorical algebra to build such a foundation, starting from intuitive descriptions of mathematically and physically common phenomena and advancing to a precise specification of the nature of Categories of Sets. Set theory as the algebra of mappings is introduced and developed as a unifying basis for advanced mathematical subjects such as algebra, geometry, analysis, and combinatorics. The formal study evolves from general axioms that express universal properties of sums, products, mapping sets, and natural number recursion. The first undergraduate text that develops a foundation for set theory and logic based on categorical data Includes a complete mini-course in logic and an instructive glossary Exercises embedded in text to assist student in participating fully in the proofs and development Reviews & endorsements "...the categorical approach to mathematics has never been presented with greater conviction than it has in this book. The authors show that the use of categories in analyzing the set concept is not only natural, but inevitable." Mathematical Reviews "To learn set theory this way means not having to relearn it later.... Recommended."
Calculus be accessible, this book develops a thorough, functional understanding of calculus in preparation for its application in other areas. Coverage concentrates on developing concepts and ideas followed immediately by developing computational skills and problem solving. Chapter topics include The Derivative; Graphing and Optimization; Integration; Multivariable Calculus; Trigonometric Functions; and more. For the professional who wants to acquire a knowledge of calculus for application in business, economics, and the life and social scie... MOREnces. For a one-semester or one-quarter course covering calculus for students majoring in business, economics, social sciences, or life sciences. This mid-level text covers calculus with an emphasis on cross-discipline principles and practices. Student-friendly and accessible, it develops a thorough, functional understanding of mathematical concepts in preparation for their application in other areas. Coverage concentrates on developing concepts and ideas followed immediately by developing computational skills and problem solving. (Each chapter concludes with Important Terms, Symbols, and Concepts; Review Exercise; and Group Activities.)
Course Objectives: After completion of the course, the student will demonstrate: 1. an understanding of standard vocabulary and symbols associated with algebra; (G3) 2. a better understanding of fundamental concepts of algebra, including linear and quadratic equations in one and two variables, linear inequalities, functions, polynomials, exponents, and radicals; (G3) 3. the ability to recognize and correct "common errors" made by algebra students; (G3) 4. a better understanding of appropriate strategies for teaching algebra; (G3) 5. a better understanding of the uses of a variety of manipulatives, technology, and other materials for teaching algebra in grades P-8; and (G3) 6. an ability to relate algebra topics studied in this course to the mathematics taught in grades P-8. (G3) Attendance Policy: Students are expected to attend all classes. This term a student may withdraw with a grade of W through February 27th, regardless of grades, absences, etc. This deadline has been established by the University. After this deadline, if a student has accumulated more than four absences throughout the semester, he/she will normally receive a grade of WF. (A grade of WF counts as an F.) The four absences should be saved for sickness and other emergencies. Late arrivals and early exits count one-half of an absence. If a student is absent for a test and has an excuse from someone in authority, then the final exam grade will be used for the missed test in the calculation of the final course grade. No make-ups will be given. Students who maintain a perfect attendance record (i.e. no excused or unexcused absences) will have 6 points added to their Total Points at the end of the semester Conferences: Conferences can be beneficial and are encouraged. All conferences should occur during the instructor's office hours, whenever possible. If these hours conflict with a student's schedule, then appointments should be made. The conference time is not to be used for duplication of lectures that were missed; it is the student's responsibility to obtain and review lecture notes before consulting with the instructor. The instructor is very concerned about the student's achievement and well-being and encourages anyone having difficulties with the course to come by the office for extra help. Grades will be based on coursework, not on Hope Grant needs, GPA, or any other factors outside the realm of coursework.
Naperville Physics...Linear algebra applies math to such matrices as any Excel spreadsheet, and using the power of matrices, you can calculate millions of values or solve billions of equations simultaneously. I have used linear algebra in such advanced math classes as Multivariate Calculus 3, Differential Equations,...
Basic Concepts of Mathematics I Course #: MA 125 Credits: 3 Class/Lab Hours: 3, 0 This course is the first of a two-course sequence designed to introduce students to the basic structure of mathematics. Topics cover the structure of real numbers through a careful development of subsystems, to include the natural numbers, the whole numbers, integers, rational numbers and decimals, together with operations on them. Numeration systems including bases other than ten are discussed. The language and nature of deductive reasoning together with basic elements of set theory are introduced. Problem solving is emphasized. The sequence is appropriate for students preparing to teach at the elementary school level. Prerequisite: MA 095 or sufficient placement scores. Note: Offered fall semesters only.
Elementary Linear Algebra - 6th edition ISBN13:978-0618783762 ISBN10: 0618783768 This edition has also been released as: ISBN13: 978-0547004815 ISBN10: 0547004818 Summary: The cornerstone of Elementary Linear Algebra is the authors' clear, careful, and concise presentation of material--written so that students can fully understand how mathematics works. This program balances theory with examples, applications, and geometric intuition for a complete, step-by-step learning system.The Sixth Edition incorporates up-to-date coverage of Computer Algebra Systems (Maple/MATLAB/Mathematica); additional support is provided in a corresponding tec...show morehnology guide. Data and applications also reflect current statistics and examples to engage students and demonstrate the link between theory and practice. ...show less Good Hardcover; 6th edition; few if any interior marks; used stickers on spine and back cover; slight shelf wear to cover and corners. Overall, this book is still in great condition and looks barely...show more used. It could definitely be used again. ...show less $89.39 +$3.99 s/h New Premier Books BN Romulus, MI 0618783768 Brand New. Exact book as advertised. Delivery in 4-14 business days (not calendar days). We are not able to expedite delivery.99.97 +$3.99 s/h New Balkanika Online WA Woodinville, WA Hardcover New 0618783768 Brand new book. STUDENT US EDITION. Never used. Nice gift. Best buy. Shipped promptly and packaged carefully. $155.00 +$3.99 s/h New bluehouse acton, MA Brand new. $266.79
Eldridge, CA Math...Nor will a detailed and dry derivation necessarily deepen comprehension. Equations do, however, correspond to literal processes in the real world. I find it much more pragmatic to emphasize the beauty and utility of mathematical concepts and functions, and the power of as it gives students a context and appreciation that makes recall a cinchInstead I am a mother and am accustomed to exhibiting the patience necessary to encourage a child to learn.
This set of 39 flashcards associated with Chapter 1 of a basic taxation course was created using the Quizlet.com site. In... see more This set of 39 flashcards associated with Chapter 1 of a basic taxation course was created using the Quizlet.com site. In addition to flashcards, a quiz, and two games are automatically created for additional practice. This set of 20 flashcards was created by a student studying budgeting using the free website Quizlet.com. In addition to... see more This set of 20 flashcards was created by a student studying budgeting using the free website Quizlet.com. In addition to flashcards, the content is used by the system to create test items and games. Users have an option to add audio to the flash cards. Anyone can register with the site to create their own personal flashcards. Literally thousands of flashcard sets are available from Quizlet.com Mathway is a mathematics problem solving tool where students can select their math course - Basic Math, Pre-Algebra, Algebra,... see more Mathway is a mathematics problem solving tool where students can select their math course - Basic Math, Pre-Algebra, Algebra, Trigonometry, PreCalculus, Calculus or Statistics and enter a problem. The computer solves the problem and shows the steps for the solution. It also has a worksheet generator. This is a free, publicly-accessible Moodle course site for a two-semester introductory college Chemistry course for science... see more This is a free, publicly-accessible Moodle course site for a two-semester introductory college Chemistry course for science majors (CHEM 105 and 106 at Nicholls State University in Thibodaux, Louisiana), which correspond to CCEM 1123 and CCEM 1133 in the Louisiana Common Course Catalog. Videos of lectures, by Dr. Glenn V. Lo (professor of Chemistry), as well as a curated list of useful resources, are in the Internet Resources section for each topic. Most of the CHEM 105 videos are recordings of live lectures delivered via webconferencing to dual-enrolled early-start-eligible high school students in Morgan City High School (Spring Semester 2013) . CHEM 106 videos are recordings of live lectures conducted in Summer 2013. Questions for each item in the homework, quizzes, or exams are randomly selected from a question bank. Homework is accessible by registered students; quizzes and exams are password protected and can be made available by non-editing teachers to students belonging to their group via group and user overrides (availability, deadline, access password, number of attempts allowed, time limit per attempt, etc.) Independent learners may register using CHEM as the enrollment key. This is a learning activity that gives students an understanding of sorting with a hands-on experience. It is independent of... see more This is a learning activity that gives students an understanding of sorting with a hands-on experience. It is independent of the need for coding. Students use everyday materials to sort various weights of sand or water. A wide variety of supplementary resources are provided.
The purpose of summer assignments is to continue skill practice and to develop necessary "habits of mind" beyond the school year. Summer assignments promote an early start to academic thinking and skill application while supporting common literary experiences that foster immediate instructional opportunities once students arrive on campus in August. We hope you find this resource helpful. The following is a suggested study guide for preparing for AP Calculus. It will NOT be graded. It is a tool for you to use to assess areas you might want to review before school starts in the fall. We will review specific topics throughout the year as they become necessary, but this will help you focus on some Algebra II and Pre-Calculus skills that will help you be successful in AP Calculus. AP Calculus AB/BC Every LISD graduate is prepared-with the knowledge, academic foundation, and life skills to be a productive learner, an effective communicator and a responsible citizen, in order to be successful in an ever-changing world.
WildLinAlg12: Generalized dilations and eigenvectors This video introduces the important idea of changing coordinates in Linear Algebra. A linear transformation can be described using many different matrices, depending on the underlying coordinate system, or ordered basis, which is used to describe the space. The simplest case is when the linear transformation is in diagonal form. Finding such a diagonal form requires finding the eigenvalues and eigenvectors of a matrix, which we introduce in this video. We also discuss change of basis matrices. Author(s): No creator set License information Related content No related items provided in this feed WildLinAlg10: Equations of lines and planes in 3D This video shows how we work with lines in the plane and planes in 3D space in Linear Algebra. A line in 2D is represented by a linear equation in x and y, a plane in 3D by a linear equation in x,y and z. Both can also be described in parametric form. It is important to be able to change from a Cartesian to a parametric form. The space of all lines in the plane has a curious connection with the Mobius band. Lines in 3D are somewhat trickier to describe since they require two linear equations. Author(s): No creator setWhy did the General Strike not Succeed? Why did the General Strike not Succeed? Dr. Hester Barron, University of Sussex: Introduction; How far were the leaders of the TUC General Council responsible?; Government position (maintenance of... History as written and presented by current historians. Visit thehistoryfaculty.com for free downloads and more information. The First World War: The Central Powers The First World War: The Central Powers. Part of a two-part presentation by Professor John Gooch, University of Leeds, for The History Faculty: History as written and presented by current historians. Visit thehistoryfaculty.com for free downloads and more information. In this section, I want to take the ideas of mess and difficulty and explore them in the context of complexity. I want to determine how these ideas are connected, how significant the connections are and what the differences illuminate. I shall draw on the ideas of three writers: Schön, whose central theme is practice (e.g. Schön, 1983; 1987); Ackoff, who explores the characteristics of mess; and Rosenhead, who shows how different approaches to practice may be contrasted in terms choice involves taking responsibility. The choices made have ethical implications. Within systematic practice ethics and values are.2 Thermal effectsWikis in Plain English A short introduction to wikis focused a group of people that plan a camping trip using a wiki. Author(s): No creator set License information Related content No related items provided in this feed Spartan Sagas: Linda Nelson I earned a doctoral degree from MSU in 1963 and am a professor emeritus and former chairperson of MSU's family ecology department. I went to Costa Rica to gather data for both my master's (from Iowa State) and for my doctoral degree. I remained in Latin America for 17 years, working for the U.S. Agency for International Development and the United Nations Food and Agriculture Organization. Both positions were for South and Central America and I was headquartered in Costa Rica and then in Santi Author(s): No creator set JFK at the Boston Garden Excerpts of John F. Kennedy's speech at the Boston Garden on November 7, 1960, the eve of the 1960 presidential election. Author(s): No creator set License information Related content No related items provided in this feed Episode 10, Part 2 Making a GAMBIT Game MAKING A GAMBIT GAME Ep 10, Pt 2. "INTERVIEWS AND PRESENTATION" IN EPISODE 10 OF "MAKING A GAMBIT GAME": In this, the final episode of "Making a GAMBIT Game". The "depression" game now called "Elude" has gone "gold" meaning the final prototype has been approved by the GAMBIT Staff. Team 4 will now work on promotion for the Elude game and many of the members are interviewed about their experience at GAMBIT before they deliver their final presentation of the game. THE MAKING A GAMBIT GAME S Author(s): No creator set
Geometry for College Students Covers the important principles and real-world applications of plane geometry, with a chapter on locus and concurrence. This text takes an inductive ...Show synopsisCovers the important principles and real-world applications of plane geometry, with a chapter on locus and concurrence. This text takes an inductive approach that includes integrated activities and tools to promote hands-on application and discovery.Hide synopsis Description:New. 1285195698 Premium Books are Brand New books direct from...New. 12851956981439047903-5Description:Fine. Hardcover. Almost new condition. SKU: 9781439047903-2-0-3...Fine. Hardcover. Almost new condition. SKU: 9781439047903-2
Is there a good video tutorial series out there that teaches the basics of Mathematica? I have tried googling around to find something other than the various videos hosted on wolfram.com. I have been learning HTML and javascript through net_tuts and lynda.com respectively, so something similar would be excellentHere's the full list (with new links compared to the link above), it will be easier to update it here compared to sending several messages on the mathematica newsgroup. This represents a huge amount of information, don't hesitate to share it and suggest other interesting links! Here's a collection of resources I started to collect for a friend who wanted to learn Mathematica. As it grew bigger It thought it would interest other people. Of course it's not exhaustive so feel free to reply with related links. This question has lots of resources you can look at. Personally I like to recommend Mathematica Programming Fundamentals by Richard Gaylord (pdf) since it starts from the absolute basics and covers petty much 95% of what you'll encounter in basic usage. Mathematica Programming Fundamentals is also quite short and after having read it you can go on to Mathematica programming: an advanced introduction by Leonid Shifrin (web, pdf), which is pretty much everything you'll ever need (apart from SO). We have the pleasure of having Leonid himself answering questions here.
Mike Sullivan's time-tested approach focuses students on the fundamental skills they need for the course: preparing for class, practicing with ...Show synopsisMike Sullivan's time-tested approach focuses students on the fundamental skills they need for the course: preparing for class, practicing with homework, and reviewing the concepts. In the Ninth Edition, College Algebra has evolved to meet today's course needs, building on these hallmarks by integrating projects and other interactive learning tools for use in the classroom or online. New Internet-based Chapter Projects apply skills to real-world problems and are accompanied by assignable MathXL exercises to make it easier to incorporate these projects into the course. In addition, a variety of new exercise types, Showcase Examples, and video tutorials for MathXL exercises give instructors even more flexibility, while helping students build their conceptual understanding.Hide synopsis Description:Fair. 9th ed., Annotated Instructor's Ed., Item is intact, but...Fair. 9th ed., Annotated Instructor's Ed., This is the student edition. Ships same or Next Day!...Very Good. This is the student edition. Ships same or Next Day! 2nd Day Shipping AvailableThis is the U.S. student edition as pictured.
Operation 4-Sight (- Homer Simpson, singing, upon finding out he's been admitted to college) Operation Foresight proposed to take the Mathematics Learning Centre's program and bring it back to the students at the high school level, thereby allowing them an opportunity to improve essential mathematics skills before entering university. Success in the pilot project meant students could enrol in their mathematics courses immediately upon entering Memorial. Students met every Tuesday night from 7:00 p.m. to 8:30 p.m. at O'Donel High School, Mount Pearl. The project ran from February 2001 to May 2002. Methodology Self-instructional with tutorial assistance. This course was an academic bridging program in which the student filled in the gaps in his/her mathematical knowledge. Each student was assigned a personal program and a minimum amount of work was required to be mastered. General Aims of the Course The course provided students with the basic arithmetic and algebraic skills necessary for everyday life, and provided the mathematical preparation needed for successful achievement in further courses in post-secondary mathematics. Attendance was compulsory, and, if your attendance in the programme dropped below 80%, you were terminated from the programme. Individualized Programmes Programs were designed for each participant, based on the results of diagnostic tests which were written at the commencement of the course. Thus the content of individual programs varied. Tutorial Assistance Because everyone worked on an individualized program, no lectures were given. However, tutorial assistance was available, on a one-to-one basis, throughout the course. MLC Programme The Mathematics Learning Centre Programme is NOT self-paced. The textbooks we use are written in a "self-study" style so that students can learn much of the content on their own. But the classroom experience is essential for the student to put the mathematics in context so that s/he knows how to use the mathematics effectively and meaningfully. Evaluation Learning is a process which cannot be adequately evaluated by tests alone. To obtain a mastery of the MLC programme, a student must satisfactorily complete assignments, in-class activities, as well as, module tests. This can only be achieved through regular attendance at classroom sessions. Our Philosophy of Learning Mathematics Mathematics is a subject which builds upon itself, not unlike a house. If you are building a house, the first thing you put in is a foundation, then you put up the walls, and finally you put on the roof. In a similar fashion, when you are learning mathematics, first you learn some addition facts, and then you use that knowledge to learn how to multiply, and then you use your knowledge of multiplication to learn about division. All of mathematics is like that, so if someone misses something early on in their schooling because they are sick, or move, or whatever, then it makes it very difficult for them to learn any mathematics which comes after that uses the knowledge they don't have. That is the primary reason that many people don't do well in mathematics. To avoid this happening in our programme, we use the MASTERY concept of learning. This means you do not go on to study higher levels of mathematics until you have demonstrated a good, solid knowledge of every bit of mathematics required to do the next level. The required standards for mastery in our programme are given in the self-tests included in the Student Manuals. Learning to do mathematics is not unlike learning how to dance, or play the piano, or golf, or play hockey or basketball. To be good at any of these activities, one must spend hours in repetitious practice of laws of exponents or pirouettes or scales, or a golf swing or skating backwards or dribbling. You can participate recreationally without this level of commitment to the activity but universities aren't about a "recreational" involvement with learning. A familiarity with mathematics is nice. Understanding mathematical concepts is fine. But to participate in post-secondary courses involving mathematics, there is an expectation that the student can DO mathematics. This does not come with mere familiarity and/or understanding; this comes with hours of practice, much of which is repetitive. Mathematics is meant to be useful. Answers which are 70% correct are not useful. Therefore we demand answers which are 100% correct. Our learning materials place an emphasis on building essential mathematics skills and fostering independent study habits. The learning and exercise sequence will ensure that new terms, concepts and processes are well understood before they are used in solving more complex problems. Explanations are given which relate new concepts and skills to what you already know, and fundamental skills are used to solve relevant practical problems. All things considered, you will have an excellent opportunity to enhance your knowledge of mathematics. The best part about being a member of Great Big Sea is the opportunity to perform traditional music around the world, the worst part is the tedium of getting there. - Quote from Bob Hallett of Great Big Sea on the band being named "Memorial University's Alumni of the Year for 1999", taken from Luminus Magazine, Vol. 25, No. 1, Fall 1999, Memorial University of Newfoundland Alumni Association.
...Show more students grow their math skills from the ground up. The authors use a three-pronged approach of communication, pattern recognition, and problem solving to present concepts understandably, stimulate critical-thinking skills, and stress reading and communication skills in order to help students become effective problem-solvers. Features such as Tips for Student Success, Check Yourself exercises, and Activities underscore this approach and the underlying philosophy of mastering math through practice. Exercise sets have been significantly expanded and are now better-organized, and applications are now more thoroughly integrated throughout the text. The text is fully-integrated with McGraw-Hill's online learning system, Connect Math Hosted by ALEKS Corp, and is available with ALEKS 360.Hide Description:New. 832 p. Audience: College/higher education. Note: This is...New. 832 p. Audience: College/higher education. Note: This is the annotated instructor's copy. The contents are the same as student edition but may have instructor's notes/instructor's markings on book. Also please note: This does NOT include the Access Card Package. If you need this, borrow it from a friend, or order elsewhere. Sorry for the inconvenience
Algebra for College Students is an insightful text written by instructors who have first-hand experience with developmental mathematics. Devoting an entire chapter to functions, students will experience greater success when they encounter other function-related topics in later chapters, such as polynomial functions; quadratic function; radical funcations; and others. Applications found in the exercise sets are based on real-world data, which helps to promote student interest in mathematics and, in turn, may serve to motivate and engage them more effectively. The text offers enriching applications, a high level of readability, and excellent opportunities for students to become actively engaged in their exploration of mathematics.
Refine Your Search: This assignment will get the solutions to the many problems you do in an elementary algebra course. The procuder is not... see more This assignment will get the solutions to the many problems you do in an elementary algebra course. The procuder is not given, but the site provides the answers to many of the questions. Specially topics as multiplying, factoring and solving equations. Author: R. Sani Date added: Feb 07, 2003 Last modified: Feb 07, 2003 About this Learning Exercise: Type of Task: Student-centered
Alg. Lab Parent Letter Dear Parents and Guardians: Hello, my name is Mrs. Bayles and I will be one of your child's math teachers this year. I welcome you and your child to the Communication and Media Arts High School 2013-2014 school year. I am looking forward to working with you and your child. I believe that "It takes a village to raise a child", and that everyone succeeds more when we work as a T.E.A.M. (Together Everyone Achieves More). During this school year your child will be using several resources to improve basic math, Algebra, Geometry and Trigonometric concepts in addition to testing strategies to help better prepare them for their upcoming ACT test. In order to assist your child with retaining the information covered in class, your child is expected to review all work covered in class on a DAILY basis. A copy of my course syllabus is attached. Please review the information included in the syllabus. If you periodically go over this information with your child at home, this will serve as a reminder and show support from home, which can go a long way to promote your child's academic success. The supplies for my class include a 2 in, 3-ring binder, #2 pencils, pocket pencil sharpener, loose leaf paper, 5-subject dividers, and a calculator (for home use). If you ever have any questions or concerns, you can call and leave a message for me at 313-866-9300, or email me at lauren.bayles@detroitk12.org. Thanking you in advance for your cooperation in the education of your child.
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for).
Guided Textbook Solutions Topic Definitions NEW! Calculator Pages Step-by-step Guided Solutions Work! Learn how to solve your math, science, engineering and business textbook problems instantly. Chegg's textbook solutions go far behind just giving you the answers. We provide step-by-step solutions that help you understand and learn how to solve for the answer. Comprehending how to calculate the answer is where the true learning begins. Armed with this knowledge, you can apply it to other textbook problems and be better prepared to succeed on test day.
Algebra II For Dummies No matter how its calculated, more students, combined with greater difficulty, equates to big demand for help with advanced algebra. The percentage of high school graduates who have taken Algebra II has more than doubled in the last two decades. Customer Reviews: Great Book! if...... By David B. - July 7, 2006 This is a GREAT book for studying and reviewing algebra 2, but if you have not taken algebra, or if you took algebra and couldnt grasp most topics without going back to your textbooks to remember something, then you may want to get algebra for dummies to review, this book begins with a slight amount of review from algebra 1, but it will definetly not each you all of algebra 1 topics. I bought this book to study algebra 2 during the summer so I wont have to worry so much next year and ive learned alot from this book, great for dummies book I recomend it completely. Excellent Reference but Too Hard for Struggling Students By Jim Andrews - November 24, 2008 Obviously Ms. Sterling is very comfortable with her subject. But I found this book too wordy and only appropriate for stronger students (who usually don't need the help to begin with). There are hardly any visuals (except for graphs which don't really count) and there are no graphic organizers or other learning tools. There are simply more fun ways to teach some of this material (e.g. "See four terms? Think factor by grouping!") (This is probably being too picky, but the subscripts used to show reduced terms were so small as to be almost unreadable.) I also thought the author was unnecessarily gloomy and lacking in enthusiasm. For example, finding extraneous roots and then realizing that they are extraneous is part of the student's job and is not a waste of time as I felt the author was implying. Sorry, I am still looking for a solid Algebra 2 help book to recommend to my students. This book is great By Jacqueline Hickey "math tutor" - February 11, 2007 I am using the book to tutor a couple of kids and it is working out great. It gives me an easy way to help them learn these concepts. I recommend it for any one who needs to review their skills or is having trouble learning these concepts. Do ever wish that you could write the perfect university essay? Are you left baffled about where to start? This easy-to-use guide walks you through the nuts and bolts of academic writing, helping you ...
... More About This Book problems of the real-number continuum and concepts of the calculus. Contents include examinations of the various types of numbers and a criticism of the extension of numbers; arithmetic, geometry, and the rigorous construction of the theory of integers; the rational numbers, the foundation of the arithmetic of natural numbers, and the rigorous construction of elementary arithmetic. Advanced topics encompass the principle of complete induction; the limit and point of accumulation; operating with sequences and differential quotient; remarkable curves; real numbers and ultrareal numbers; and complex and hypercomplex numbers. In issues of mathematical philosophy, the author explores basic theoretical differences that have been a source of debate among the most prominent scholars and on which contemporary mathematicians remain divided. "With exceptional clarity, but with no evasion of essential ideas, the author outlines the fundamental structure of mathematics." — Carl B. Boyer, Brooklyn College. 27 figures
, the Easy Way For use in schools and libraries only. Covers the fundamentals of algebra, including explanations of equations, negative numbers, exponents, roots, ...Show synopsisFor use in schools and libraries only. Covers the fundamentals of algebra, including explanations of equations, negative numbers, exponents, roots, functions, graphs, and logarithms
You will cover set notations, operations with fractions, real numbers and their properties, order of operations, linear... see more You will cover set notations, operations with fractions, real numbers and their properties, order of operations, linear equations, inequalities, formulas, absolute value equations and inequalities, graphs, systems of linear equations and inequalities, polynomials, exponents, radicals, factoring, rational expressions, quadratic equations, operations with functions, solving and graphing quadratic, rational, exponential, and logarithmic equations, and solving quadratic and rational inequalities free and open online course in Linear Algebra was produced by the WA State Board for Community & Technical Colleges... see more This free and open online course in Linear Algebra was produced by the WA State Board for Community & Technical Colleges [ course is the study of basic algebraic operations and concepts and the structure and use of algebra. This includes the solutions to algebraic equations, factoring algebraic expressions, working with rational expressions and graphing of linear equationsIntermediate Algebra carefully builds on the basics learned in Elementary Algebra and introduces the more advanced topics,... see more Intermediate Algebra carefully builds on the basics learned in Elementary Algebra and introduces the more advanced topics, enhancing it all with with the modern amenities that only a free online text can deliver.It is essential to lay a solid foundation in mathematics if a student is to be competitive in today's global market. The importance of algebra, in particular, cannot be overstated, as it is the basis of all mathematical modeling used in applications found in all disciplines. Traditionally, the study of algebra is separated into a two parts, Elementary and Intermediate Algebra. This textbook by John Redden, Intermediate Algebra, is the second part. Written in a clear and concise manner, it carefully builds on the basics learned in Elementary Algebra and introduces the more advanced topics required for further study in applications found in most disciplines. Used as a standalone textbook, Intermediate Algebra offers plenty of review as well as something new to engage the student in each chapter. Written as a blend of the traditional and graphical approaches to the subject, this textbook introduces functions early and stresses the geometry behind the algebra. While CAS independent, a standard scientific calculator will be required and further research using technology is encouraged. Intermediate Algebra is written from the ground up in an open and modular format, allowing the instructor to modify it and leverage their individual expertise as a means to maximize the student experience and success. A more modernized element, embedded video examples, are present, but the importance of practice with pencil and paper is consistently stressed. Therefore, this text respects the traditional approaches to algebra pedagogy while enhancing it with the technology available today. The importance of Algebra cannot be overstated; it is the basis for all mathematical modeling used in all disciplines. After completing a course sequence based on Elementary and Intermediate Algebra, students will be on firm footing for success in higher-level studies at the college level. This site provides a brief textual overview of the field of cryptography and related issues including popular techniques,... see more This site provides a brief textual overview of the field of cryptography and related issues including popular techniques, applications and standards. It is part of a larger body of information provided by RSA Laboratories, a division of RSA Security. From the preface: "This is a book on linear algebra and matrix theory. While it is self-contained, it will work best for... see more From the preface: "This is a book on linear algebra and matrix theory. While it is self-contained, it will work best for those who have already had some exposure to linear algebra. It is also assumed that the reader has had calculus. Some optional topics require more analysis than this, however." A solutions manual to the exercises in the textbook is included. This is a simple Flash based application that can be used to help you present graphing concepts while using the... see more This is a simple Flash based application that can be used to help you present graphing concepts while using the computer. It is available via a web page our as an executable (Win/Mac). This program has the ability to graph both equalities and inequalities
Essential Discrete Mathematics for Computer Science 9780130186614 0130186619 Summary: Written for freshman/sophomore, one-semester introductory courses in discrete mathematics designated for computer science students, this text introduces the mathematics of computer science. Krone, Joan is the author of Essential Discrete Mathematics for Computer Science, published 2002 under ISBN 9780130186614 and 0130186619. Thirty one Essential Discrete Mathematics for Computer Science textbooks are availa...ble for sale on ValoreBooks.com, twenty two used from the cheapest price of $29.99, or buy new starting at $127.80
Book summary This textbook provides a self-contained course on the basic properties of modules and their importance in the theory of linear algebra. The first 11 chapters introduce the central results and applications of the theory of modules. Subsequent chapters deal with advanced linear algebra, including multilinear and tensor algebra, and explore such topics as the exterior product approach to the determinants of matrices, a module-theoretic approach to the structure of finitely generated Abelian groups, canonical forms, and normal transformations. Suitable for undergraduate courses, the text now includes a proof of the celebrated Wedderburn-Artin theorem which determines the structure of simple Artinian rings. [via]
Related Subjects Meet the Author Ron Larsen is a professor in the Department of Chemical Engineering at Montana State University and received his Ph.D. from the Pennsylvania State University. He was initially attracted to engineering by the challenges the profession offers. Some of the greatest challenges he has faced while teaching have involved nontraditional teaching situations, including evening courses for practicing engineers and teaching through an interpreter at the Mongolian National University. These experiences provided opportunities to try new ways of communicating technical material, and the new techniques have been incorporated in his lectures and texts. Introduction to Mathcad and Engineering with Excel developed from sets of course notes prepared to help his students more effectively utilize a new software tool. They continue to be updated to meet the needs of engineers in an ever-changing workplace. Table of Contents 1. Mathcad: The Engineer's Scratch Pad. Introduction to Mathcad. Mathcad as a Design Tool. Mathcad as a Mathematical Problem Solver. Mathcad as a Unit Converter. Mathcad for Presenting Results. Mathcad's Place in an Engineer's Tool Kit. Objectives of the Text. Conventions Used in the Text. 2. Mathcad Fundamentals. The Mathcad Workplace. Determining the Order of Solving Equations in Mathcad. Four Different Kinds of Equal Signs. Entering an Equation. Working with Units. Controlling How Results Are Displayed. Entering and Editing Text. A Simple Editing Session
Using and Understanding Mathematics: A Quantitative Reasoning Approach, Fifth Edition increases students' mathematical literacy so that they better understand the mathematics used in their daily lives, and can use math effectively to make better decisions every day. Contents are organized with that in mind, with engaging coverage in sections like Taking Control of Your Finances, Dividing the Political Pie, and a full chapter about Mathematics and the Arts. This Fifth Edition offers new hands-on Activities for use with students in class, new ways for students to check their understanding through Quick Quizzes, and a new question type in MyMathLab that applies math to excerpts from recent news articles. In addition, the authors increase their coverage of consumer math, and provide a stronger emphasis on technology through new Using Technology features and exercises. The new Insider's Guideprovides instructors with tips and ideas for effective use of the text in teaching the course. CourseSmart textbooks do not include any media or print supplements that come packaged with the bound book.
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More About This Textbook Overview The interaction between computers mathematics. The authors cover topics such as number theory, approximate solutions, differential equations and iterative processes, with each chapter self contained. Many exercises and projects are included giving ready-made material for demonstrating mathematical ideas. Only fundamental knowledge of mathematics is assumed and programming is restricted to "basic BASIC" which will be understood by any microcomputer. The book may be used as a textbook for algorithmic mathematics at several levels, since all the topics covered appear in any undergraduate mathematics
realgebra & Introductory Algebra Lial/Hestwood's "Prealgebra and Introductory Algebra, "2e, gives students the tools necessary to succeed in developmental math courses and prepares ...Show synopsisLial/Hestwood's "Prealgebra and Introductory Algebra, "2e, gives students the tools necessary to succeed in developmental math courses and prepares them for future math courses and the rest of their lives. The Lial developmental team creates a pattern for success by emphasizing problem-solving skills, vocabulary comprehension, real-world applications, and strong exercise sets. In keeping with its proven track record, this revision includes an effective new design, many new exercises and applications, and increased Summary Exercises to enhance comprehension and challenge students' knowledge of the subject matter
Algebra Bootcamp Course! For students with some experience in algebra concepts (great for students in grades 8-12), this two day course offers 18 hours of focused explanation and practice on very important concepts in Algebra. Concepts would be found in a first semester Algebra course. The course takes place every Saturday (9am-4pm) and Sunday (12pm-7pm). There is a capacity of three students per course, so sign up today! The cost per student is $100. Please call 404-974-3290 or visit our website at
An Introduction to the Dynamic Mathematics Software GeoGebra Paddy Johnson and Tim Brophy, NCE-MSTL, University of Limerick. The NCE-MSTL is a major initiative funded by the HEA through the Strategic Innovation Fund (SIF) cycle 2 programme to research, co-ordinate and support, develop and implement programmes to enhance Irish science and mathematics teaching and learning at all levels. One of the initiatives being promoted by the NCE-MSTL is the enhancement of teaching and learning through Information and Communications Technology (ICT). The software program GeoGebra is being promoted by the NCE- MSTL due to its effectiveness and value as a teaching aid at all levels of the Irish school system. GeoGebra is FREE dynamic mathematics software that joins geometry, algebra, calculus and statistics. It offers multiple representations of objects in its graphics, algebra, and spreadsheet views that are all dynamically linked. While other interactive software programs focus on dynamic manipulations of geometrical objects, the idea behind GeoGebra is to connect geometric, algebraic, and numeric representations in an interactive way. In this talk we will introduce new users to GeoGebra and at the same time demonstrate existing resources available from the NCE-MSTL website. We will then proceed to show how easy it is to create your own material that can be used as either a teaching/lecturing aid or an "online" support aid for self-reliant student
Real Analysis 9781852333140 ISBN: 1852333146 Publisher: Springer Verlag Summary: Understanding the concepts and methods of real analysis is an essential skill for every undergraduate mathematics student. Written in an easy-to-read style, Real Analysis is a comprehensive introduction to this core subject and is ideal for self-study or as a course textbook for first and second-year undergraduates. Combining an informal style with precision mathematics, Real Analysis covers all the key topics with f...ully worked examples and exercises with solutions. Featuring: * Sequences and series - considering the central notion of a limit * Continuous functions * Differentiation * Integration * Logarithmic and exponential functions * Uniform convergence * Circular functions All these concepts and techniques are deployed in examples in the final chapter to provide the student with a thorough understanding of this challenging subject. Howie, John M. is the author of Real Analysis, published under ISBN 9781852333140 and 1852333146. Six hundred seventy seven Real Analysis textbooks are available for sale on ValoreBooks.com, one hundred three used from the cheapest price of $36.32, or buy new starting at $36.40
Nature of liberal arts students and based on the belief that learning to solve problems is the principal reason for studying mathematics, Karl Smith introduces students to Polya's problem-solving techniques and shows them how to use these techniques to solve unfamiliar problems that they encounter in their own lives. Through the emphasis on problem solving and estimation, along with numerous in-text study aids, students are assisted in understanding the concepts and mastering the techniques. In addition to the problem-solving emphasis, THE NATURE OF MATHEMATICS is renowned for its clear writing, coverage of historical topics, selection of topics, level, and excellent applications problems. Smith includes material on such practical real-world topics as finances (e.g. amortization, installment buying, annuities) and voting and apportionment. With the help of this text, thousands of students have "experienced" mathematics rather than just do problems--and benefited from a writing style that boosts their confidence and fosters their ability to use mathematics effectively in their everyday lives.
Discovery Algebra: Graphing ... After a successful pilot test with advanced sev- enth graders, the ... ninth-grade, first-year-algebra class. The students ... ear equations in slope-intercept form by first mak-. algebraic specification discovery tool and an algebraic interpreter. The first ... generates tests and captures the information it observes during their execution as ...... cases in the form of algebraic terms. By discovering algebraic specifications [21] which do not reveal the implemen- tation ... specifications, and use the specifications to guide and test the efficient final ..... We form an equation by equating. Research on Discovering Algebra's Preliminary Edition . .... Students' first exposure to a topic comes in the form ... Algebra was field-tested and then published as a Preliminary Edition, and was further. forms of the original problem in order to gain insight ... Representative Discovering Advanced Algebra Lesson: Lesson 5.1: Exponential ..... students must be attentive to units of measure, make and test. describe a tool for discovering algebraic specifications from Java classes using testing, using a similar ..... we avoid generating any term that has a non-canonical form as a subterm. In this example, we ... algebraic equation invariants of the form ∧ifi(x1,...,xn) = 0, where each fi is a ... algebraic invariants in all cases, with only a few tests. Keywords: ... These techniques discover algebraic invariants, that is ...
Math Course Calculations by Sharon Tully Years ago, only advanced math students took Calculus in high school. Today, while Calculus is still an advanced course, an increasing number of high school students are applying to college with a year of Calculus already under their belts. At top colleges, where competition for admission is fierce, officials say taking Calculus in high school can matter. However, the sequence of courses leading up to Calculus requires students to take Algebra 1 in 8th grade if they want to avoid taking an extra math course in summer school some time before 12th grade. Consequently, many school districts have begun offering Algebra 1 earlier. What Colleges Say "There is no question that taking Calculus is important for those students seeking admission to Haverford or other selective institutions," says Jess Lord, dean of admission and financial aid at Haverford College. But many students are unprepared or unsuited for the rigors of Calculus. Consequently, school districts offer less strenuous upper grade-level math alternatives. Students should take courses that challenge them, but don't leave them feeling lost or overwhelmed, say officials. "We encourage students to take classes that they feel prepare them for college, and not simply classes they think will look good on their applications," says Tanya Aydelott, admissions counselor at Swarthmore College. Most college admissions offices look at the courses offered at a student's high school to evaluate how challenging a student's course load has been. "We are always on the lookout for students who take unusually rigorous programs of study in high school, and Calculus is certainly a good example of a course that is academically rigorous," says Louis Hirsh, director of admissions at the University of Delaware. If Calculus is not offered or there are other conflicts, the admissions office will take these factors into consideration. "In general, we would like to see students take on the most challenging and rigorous course load appropriate to them, in the context of what is available," Lord says. It Begins in Middle School Many school districts have noted the importance of making Calculus available to their students in 12th grade and have changed their curriculum to make Algebra 1 available earlier to middle school students. The sequence of math classes at Radnor Township School District and other area districts is Algebra 1, 8th grade; Geometry, 9th grade; Algebra 2, 10th grade. Students can then move on Pre-Calculus in 11th grade and Calculus in 12th grade, or they can take other options such as Statistics or Trigonometry. Recently, Radnor made a shift to offering Algebra 1 even earlier. Some advanced students are now starting algebra in 7th grade, a decision that is based on the needs of the child, according to Joseph Cannella, the district's supervisor of instruction. Students who take Algebra 1 in 7th grade can complete Calculus in the 11th grade and take an even more advanced math class, such as college-level Linear Algebra, in grade 12. On the other hand, students who want to jump off the Calculus track have other course options, such as Trigonometry or Statistics. "There are alternatives for students at all ability levels," Cannella says. Calculus: Not for Everyone "For some students, Calculus is a natural step in their math development," Aydelott says, "For others, math may not be of particular interest to them, and so Calculus might not be the best option in their senior year curriculum." For students who major in science, technology, engineering, mathematics and even business, many colleges require Calculus and look for it on high school transcripts. Even without Calculus, many colleges expect to see four years of high school math. Taking Algebra 1 in 8th grade keeps students' options open in high school. "If you can't manage Calculus," Hirsh says, "then at least be sure to complete Pre-Calculus in high school so that you are ready to start Calculus in college." While taking Calculus in high school can be beneficial in the college admissions process, it is important that a student feels up to the challenge. "Calculus certainly isn't an appropriate course for every student," Lord says, "but there are quantitative analysis and reasoning skills to be gained by anyone who takes on the challenge of Calculus." Sharon Tully is a local freelance writer. To comment on articles and enter our polls, contests & giveaways, log in or create an account below. I took algebra 1 in 6th grade. Worst times of my life is getting picked on for being too smart. The questions are unbearable- how are you taking the same course a 12th grader is? Precalc is a stupid idea for freshmen. My entire class of sophomores is really scary... little freshman This has been flagged Apr 18, 2012 11:30 pm Posted by mathnerd10122 I took algebra 1 in 5th grade... No one ever picked on me This has been flagged Sep 30, 2012 04:55 pm Posted by tenzinsonam how do u no when u take algebra 1 or calculus in either middle or high school? I dont think they say in middle school. its just math class. clueless This has been flagged Nov 26, 2012 05:23 am Posted by 4th grader i took ap calculus in 4th grade This has been flagged Apr 30, 2013 05:34 pm Posted by Pink Pony Hi, I took advanced university level calc. in 11th grade. Some of my really mathematically minded friends took calculus in 9th grade. It really depends on your level and understanding of functions and how they work...:) This has been flagged Apr 30, 2013 05:35 pm Posted by Pink Pony Hi, I took advanced university level calculus (applied calculus and theoretical calculus) in the 11th grade. Some of my really mathematically minded friends took calculus in 9th grade. It really depends on your level and understanding of functions and how they work...:) This has been flagged This page requires javascript. It seems that your browser does not have Javascript enabled. Please enable Javascript and press the Reload/Refresh button on your browser.
What About Teaching Homeschool High School Math? Do you need help teaching high school mathematics in your homeschool? Many homeschool parents have concerns about teaching upper level math at home. Sometimes this can be the deciding factor about whether to continue to homeschool in high school. Don't give up because math is a difficult subject for you. There are several ways to be successful at teaching high school homeschool math in order to keep on homeschooling through high school. Here are our suggestions: Mathematics for the Academic Track Traditional High School Math Curriculum Some curriculum publishers offer traditional math curriculum. BJU Press Mathematics for grades 9 to 12 is a more traditional textbook approach. With Teacher's Guides and tests you should be able to teach the different levels if you have a good background in math. Another high school homeschool math curriculum that is traditional is LIFEPAC Math from Alpha Omega. Saxon Math is another popular curriculum for teaching math at home. Choices for Saxon Homeschool Math For most of the Saxon high school math, Homeschool Teacher Lesson and Test CDs will provide your student with instruction for every lesson. The instructor also shows how to work each problem in the text and the tests. In addition, every level of Saxon Math from 54 and up now has a solution manual where the steps to solve the problems are shown. Worked-out solutions are sometimes what the homeschool parent needs to be able to teach high school math at home. I know it works for our family. CD-ROM Curriculum Switched-On Schoolhouse from Alpha Omega is an interactive CD-ROM curriculum. Each SOS product can be used with up to five students. It is a Christ-centered curriculum that covers grade-level math for grades 3 to 12. Mathematics Electives and Alternatives to the Academic Track If your student needs math electives or needs to take a math course that is not necessarily on the academic track, there are other options. Practical Accounting Fundamentals Barron's E-Z Series Barron's E-Z Series offers several different self-directed math books. Barron's E-Z Business Math had three parts: Business Math Review, Personal Finance Math, and Applications of Business Math. Barron's E-Z Bookkeeping covers basic bookkeeping topics. These are geared toward high school. Arithmetic the Easy Way is an excellent way to review basic arithmetic skills before moving on the Algebra. Use the chapter pre-tests to measure your student's knowledge of each chapter topic. The results show which lessons can be skipped and which need to be done in order to master the material in the chapter. It's is a good way to pinpoint problems or gaps in addition, subtraction, multiplication, division, fractions, percents, and decimals. LIFEPAC Math Electives BJU Press Consumer Math The BJU Press Consumer Math is a one-year course for grades 11 to 12. It covers topics budgeting, banking, interest, savings accounts, credit cards, and more to prepare your student to make good personal financial decisions. Key to Geometry and Key to Algebra There are Key to Geometry and Key to Algebra which we like for two purposes. First if your student is not going to college and needs to meet the algebra or geometry requirements, then Key to Algebra and Key to Geometry will work. If your student is on the academic track for college, I recommend these courses as prep courses for algebra and geometry. If your student needs to review more basic math, Key to Math Series topics include Decimals, Percents, Fractions, Measurement, and Metric Measurement. Math Flippers If your student needs help to learn math terms and formulas, you might like the Math Flippers®, a useful reference that fits in a 3-ring notebook. Access terms, definitions, and formulas to refresh your memory. There are Flippers for all the different levels of math including geometry, calculus, financial accounting and more. Hire a Tutor Hire a tutor to help the ones who need help. This has to be cheaper than private schooling! If funding is a problem, then check with friends and family. Maybe you can find a volunteer who would donate time and talent to help your student. Homeschool Co-op Classes Find or start a homeschool co-op that offers a math course. Take Math Class at a Christian or Private School Your local Christian school might let your students take their math class. Take Math Class at a Public School In Pennsylvania (and perhaps some other states), the public schools will allow homeschoolers to take one or two classes on a space available basis. It's been helpful in certain situations. Math is a course that deals strictly with math and doesn't typically get into controversial issues. Older students are usually more mature and have immunity against the "stupids"--doing dumb things because of peer pressure. Other Options Some companies have videos or satellite instruction. Usually they are expensive and often leased for only one year's use.
Enrollments & Information Adjust Font Size Introduction Teachers at ADLC have identified some of the most important concepts in some core courses and have written specific lessons to address them. Each Preview/Review course has 15 lessons covering the most important areas or concepts in the Alberta Program of Studies. Each lesson in Preview/Review contains instructions, explanations, and examples of the concepts. Preview/Review packages are suitable for use in the classroom or by students working alone. Each lesson requires approximately 90 minutes. During and at the end of each lesson, various activities and exercises help students learn and retain the concepts. Three quizzes for each course are included. Answer keys for lessons and quizzes may be supplied to educators who choose to use the materials in organized summer schools or other review sessions. All Preview/Review materials have been developed by experienced and certified teachers. In Preview/Review courses, prescribed textbooks are used. However, Math courses are self-contained and no textbooks are required. ADLC is committed to enhance our products continually to meet the needs of students. Preview The Preview aspect allows a student entering a higher grade to gain understanding of important concepts prior to beginning school. For example, a student who recently completed Grade 7 Math may choose to take Grade 8 Math Preview/Review to gain some insights and skills before starting the course in the upcoming year. Review The Review aspect give a student the opportunity to revisit course materials and strengthen skills and knowledge before moving ahead to the next grade. Preview/Review materials are ideal for students who passed courses during the regular school year but with low marks. Students review the main concepts before entering a higher grade. Available Courses Elementary Grades 4 to 6 Language Arts Math Junior High Grades 7 to 9 Language Arts Math Social Studies Science Note:These Preview/Review courses are not comprehensive and do not cover the full curriculum. Fees There are no tuition fees for Team Teaching Courses. *Preview/Review is available only through ADLC's Team Teaching program. For more Information, teachers or administrators should contact their nearest ADLC regional office Coordinator or the Team Teaching Coordinator. Call 1-866-774-5333 and ask to speak to one of these people.
IT Foundation: Mathematics (Class 10) is a reference book for aspirants of various Indian competitive examinations such as the IIT JEE. Summary Of The Book The IIT JEE or the Indian Institutes of Technology Joint Entrance Exam is an nationwide annual exam conducted in India to grant admission to the Indian Institutes of Technology. This book seeks to help students prepare for the IIT JEE and similar competitive exams. It covers the subject of mathematics and is aimed at students studying in Class 10. The book begins with an overview of number systems. Subsequent chapters cover topics such as polynomials, quadratic equations, sets, functions, progressions, matrices, linear programming, computing, logarithms, and coordinate geometry. Some of the other topics discussed include partial fractions, shares and dividends, limits, trigonometry, modular arithmetic, taxation, banking, probability, and mathematical induction. IIT Foundation: Mathematics (Class 10) was published in 2011 by Pearson. It has received positive reviews. The 'certified buyer' badge indicates that this user has purchased this product on flipkart.com. Book for mathematicians It is a good book foor people who want to buils and strength there foundation and prepare for High order maths Pros-- Variety of question with a full scope given ti children to expand there thinking process. Cons Questions given are of variety but examples or illustrates are limited only.(this can be taken in positive aspect as it develops children's mind) If you think you can do it then go for it. Do contact me if yo have this book. lucid explanation of all concepts and theorems in mathematics, contains variety of questions and longer exercises for much practice. great book for iit foundation , also useful for other competitive examinations. This book is a must buy for wanna be IITians.It covers topics of higher level which is really good as we won't face much problem afterwards.You will have real fun with Mathematics while reading this book and as you reach higher classes the topics will become easier than ever. Although this book contains some useless topics , but still this book is good for Olympiad preparation.Many new formulas are given in this book , which can shorten-up the time consuming long questions. The 'certified buyer' badge indicates that this user has purchased this product on flipkart.com. Not that good. It has a lot of info and many other unnecessary things. Makes me confusing. Major identity questions for trig that are vital are absent. Does not have good questions for practice.Lessons are good but they focus on other topics. Not really for CBSE students wh self study.
Mathematics with Alice is for anyone who is interested about Mathematics, or who is interested in learning more about Mathematics, but who find the style of Mathematics textbooks too dry. If you want some fun while learning Mathematics, this is the site for you! MWA will take you on a course through Mathematics with the help of Alice, the girl in Lewis Carroll's stories. She will guide you through the field of Algebra and through her guidance, you'll find yourself more interested in this dreaded field of Mathematics. Previous version of the site Along the way, as you become more familiar with Algebra, Alice will pose challenging problems for you to solve. While she's away (somewhere in Dreamland??), you can pose your problems and queries to her via the Problematic Board in the Interactivity section. Of course, Alice wouldn't be here if not for you people! Have a heart and be her friend, or she would feel rather lonely all by herself. Well, one thing's for sure, this site wouldn't be here if not for us! Check out our recognitions! If you find this site useful, why not provide a link to our site? Here are some logos and graphics which you might want to use to link to Mathematics with Alice:
Fort Lauderdale Geometry ...Differential calculus is just what it sounds like: dealing with differences. The student learns to develop skills in problem solving dealing with rates of change and develops skills to use differential calculus with integral calculus to attack differential equations of various types. Also, differentials become the basis for some fundamental equations used in every day mathematics.
Mathematics - Algebra (529 results) The purpose of this book, as implied in the introduction, is as follows: to obtain a vital, modern scholarly course in introductory mathematics that may serve to give such careful training in quantitative thinking and expression as wellinformed citizens of a democracy should possess. It is, of course, not asserted that this ideal has been attained. Our achievements are not the measure of our desires to improve the situation. There is still a very large safety factor of deud wood in this text. The material purposes to present such simple and significant principles of algebra, geometry, trigonometry, practical drawing, and statistics, along with a few elementary notions of other mathematical subjects, the whole involving numerous and rigorous applications of arithmetic, as the average man (more accurately the modal man) is likely to remember and to use. There is here an attempt to teach pupils things worth knowing and to discipline them rigorously in things worth doing. The argument for a thorough reorganization need not be stated here in great detail. But it will be helpful to enumerate some of the major errors of secondary-mathematics instruction in current practice and to indicate briefly how this work attempts to improve the situation. The following serve to illustrate its purpose and program:1. The conventional first-year algebra course is characterized by excessive formalism; and there is much drill work largely on nonessentials. Isaac Todhunter's Algebra for Beginners: With Numerous Examples is a mathematics textbook intended for the neophyte, an excellent addition to the library of math instructionals for beginners. Todhunter's textbook has been divided into 44 chapters. Early chapters highlight the most basic principles of mathematics, including sections on the principal signs, brackets, addition, subtraction, multiplication, division, and other topics that form the foundation of algebra. Simple equations make up the large majority of the material covered in this textbook. Later chapters do introduce quadratics, as well as other more advanced subjects such as arithmetical progression and scales of notation. It is important to note that Todhunter sticks very much to the basics of algebra. The content of this book lives up to its title, as this is very much mathematics for beginners. The content is provided in an easy to follow manner. This book could thus be used for independent learning as well as by a teacher. A great deal of focus has clearly been given to providing examples. Each concept is accompanied by numerous sample questions, with answers provided in the final chapter of the book. The example questions are every bit as important as the explanations, as one cannot begin to grasp mathematical concepts without having the opportunity to put them into practice. The basics of algebra are explained in an easy to follow manner, and the examples provided are clear and help to expand the knowledge of the learner. If given a chance, Isaac Todhunter's Algebra for Beginners: With Numerous Examples can be a valuable addition to your library of mathematics textbooks. The orientalists who exploited Indian:-histC Ty a Ul literature about a century ago were not always perfect in their methods of investigation and consequently promulgated many errors. Gradually, however, sounder methods have obtained and we are now able to see the facts in more correct perspective. In particular the early chronology has been largely revised and the revision in some instances has important bearings on the history of mathematics and allied subjects. According to orthodox Hindu tradition the Surya Siddhanta, the most important Indian astronomical work, was composed over two million years ago! Bailly, towards the end of the eighteenth century, considered that Indian astronomy had been founded on accurate observations made thousands of years before the Christian era. Laplace, basing his arguments on figures given by Bailly considered that some 3, 000 years B.C. the Indian astronomers had recorded actual observations of the planets correct to one second; Playfair eloquently supported Bailly sviews ;Sir William Jones argued that correct observations must have been made at least as early as 1181 B.C.; and so on; but with the researches of Colebrooke, Whitney, Weber, Thibaut, and others more correct views were introduced and it was proved that the records used by Bailly were quite modem and that the actual period of the composition of the original Surya Siddhanta was not earliar than A.D.400. It may, indeed, be generally stated that the tendency of the early orientalists was towards antedating and this tendency is exhibited in discussions connected with two notable works, the Sulvasutras and the Bakhshali arithmetic, the dates of which are not even yet definitely fixed. Bringing to life the joys and difficulties of mathematics this book is a must read for anyone with a love of puzzles, a head for figures or who is considering further study of mathematics. On the Study and Difficulties of Mathematics is a book written by accomplished mathematician Augustus De Morgan. Now republished by Forgotten Books, De Morgan discusses many different branches of the subject in some detail. He doesn't shy away from complexity but is always entertaining. One purpose of De Morgan's book is to serve as a guide for students of mathematics in selecting the most appropriate course of study as well as to identify the most challenging mental concepts a devoted learner will face. "No person commences the study of mathematics without soon discovering that it is of a very different nature from those to which he has been accustomed," states De Morgan in his introduction. The book is divided into chapters, each of which is devoted to a different mathematical concept. From the elementary rules of arithmetic, to the study of algebra, to geometrical reasoning, De Morgan touches on all of the concepts a math learner must master in order to find success in the field. While a brilliant mathematician in his own right, De Morgan's greatest skill may have been as a teacher. On the Study and Difficulties of Mathematics is a well written treatise that is concise in its explanations but broad in its scope while remaining interesting even for the layman. On the Study and Difficulties of Mathematics is an exceptional book. Serious students of mathematics would be wise to read De Morgan's work and will certainly be better mathematicians for it. This text is prepared to meet the needs of the student who will continue his mathematics as far as the calculus, and is written in the spirit of applied mathematics. This does not imply that algebra for the engineer is a different subject from algebra for the college man or for the secondary student who is prepared to take such a course. In fact, the topics Avhich the engineer must emphasize, such as numerical com)utations, checks, graphical methods, use of tables, and the solution of specific problems, are among the most vital features of the subject for any student. But important as these topics are, they do not comprise the substance of algebra, which enables it to serve as part of the foundation for future work. Rather they furnish an atmosphere in which that foundation may be well and intelligently laid. The concise review contained in the first chapter covers the topics which have direct bearing on the work which follows. No attempt is made to repeat all of the definitions of elementary algebra. It is assumed that the student retains a certain residue from his earlier study of the subject. The quadratic equation is treated with unusual care and thoroughness. This is done not only for the purpose of review, but because a mastery of the theory of this equation is absolutely necessary for effective work in analytical geometry and calculus. Furthermore, a student who is well grounded in this particular is in a position to appreciate the methods and results of the theory of the general equation with a minimum of eii ort. The theory of equations forms the keystone of most courses in higher algebra. The chapter on this subject is developed gradually, and yet with pointed directness, in the hope that the processes which students often perform in a perfunctory manner will take on additional life and interest. Galois. The conspicuous merit of this method is that it analyses, so far as exact algebraical processes permit, the set of roots possessed by any given numerical equation. To appreciate it properly it is necessary to bear constantly in mind the difference between equalities in value and identities or equivalences in form; I hope that this has been made sufficiently clear in the text. The method of Abel has not been discussed, because it is neither so clear nor so precise as that of Galois, and the space thus gained has been filled up with examples and illustrations. More than to any other treatise, I feel indebted to Professor H.Weber sinvaluable Algebra, where students who are interested in the arithmetical branch of the subject will find a discussion of various types of equations, which, for lack of space, I have been compelled to omit. I am obliged to Mr Morris Owen, a student of the University College of North Wales, for helping me by verifying some long calculations which had to be made in connexion with Art.52. G.B. M.Bangor, August, 1907. Principles of Mathematics was published in 1903, and most of Jl it was written in 1900, In the subsequent years the subjects of which it treats have been widely discussed, and the technique of mathematical logic has been greatly improved; while some new problems have arisen, some old ones have been solved, and others, though they remain in a controversial condition, have taken on completely new forms. In these circumstances, it seemed useless to attempt to amend this or that, in the book, which no longer expresses my present views. Such interest as the book now possesses is historical, and consists in the fact that it represents a certain stage in the development of its subject. I have therefore altered nothing, but shall endeavour, in this Introduction, to say in what respects I adhere to the opinions which it expresses, and in what other respects subsequent research seems to me to have shown them to be erroneous. The fundamental thesis of the following pages, that mathematics and logic are identical, is one which I have never since seen any reason to modify. This thesis was, at first, unpopular, because logic is traditionally associated with philosophy and Aristotle, so that mathematicians felt it to be none of their business, and those who considered themselves logicians resented being asked to master a new and rather difficult mathematical technique. But such feelings would have had no lasting influence if they had been unable to find support in more serious reasons for doubt. These reasons are, broadly speaking, of two opposite kinds: first, that there are certain unsolved difficulties in mathematical logic, which make it appear less certain than mathematics is believed to be; and secondly that, if the logical basis of mathematics is accepted, it justifies, or tends to justify, much work, such as that of Georg Cantor, which is viewed with suspicion by many mathematicians on account of the unsolved paradoxes which it shares with logic. These two opposite lines of criticism are represented by the formalists, led by Hilbert, and the intuitionists, led by Erouwer. The formalist interpretation of mathematics is by no means new, but for our purposes we may ignore its older forms. Elementary In preparing this work the author has been prompted by many reasons, the most unportant of which are: The dearth of short but complete books covering the fundamentals of mathematics. The tendency of those elementary books which begin at the beginning to treat the subject in a popular rather than in a scientific manner. Those who have had experience in lecturing to large bodies of men in night classes know that they are composed partly of practical engineers who have had considerable experience in the operation of machinery, but no scientific training whatsoever; partly of men who have devoted some time to study through correspondence schools and similar methods of instruction; partly of men who have had a good education in some non-technical field of work but, feeling a distinct calling to the engineering profession, have sought special training from night lecture courses; partly of commercial engineering salesmen, whose preparation has been non-technical and who realize in this fact a serious handicap whenever an important sale is to be negotiated and they are brought into competition with the skill of trained engineers; and finally, of young men leaving high schools and academies anxious to become engineers but who are unable to attend college for that purpose. Therefore it is apparent that with this wide. The Directly Useful Technical Series requires a few words by way of introduction. Technical books of the past have arranged themselves largely under two sections: the theoretical and the practical. Theoretical books have been written more for the training of college The information, the problems, and the exercises are to be of a directly useful character, but must at the same time be wedded to that proper amount of scientific explanation which alone will satisfy the inquiring mind. We shall thus appeal to all technical people throughout the land, either students or those in actual practice. This text differs widely from that marked out by custom and tradition. It treats the various branches of mathematics more with reference to their unities and less as isolated entities (sciences). It seeks to give pupils usable knowledge of the principles underlying mathematics and ready control of them. These texts are not an experiment; they were thoroughly tried out in mimeograph form on hundreds of high school pupils before being put into book form. The scope of Books I and II does not vary greatly from that covered in algebras and geometries of the usual type. However, Book I is different in that arithmetic, algebra, and geometry are treated side by side. The effect of this arrangement is increased interest and power of analysis on the part of the learner, and greater accuracy in results. Some pupils like arithmetic, others like algebra, still others like geometry; the change is helpful in keeping up interest. The study of geometry forces analysis at every step and stage; consequently written problems and problems to be stated have no terrors for those who are taught in this way. For several years mathematical associations have urged that all work should be based upon the equation. In accordance with this view we have made the demonstrations in this book largely algebraic, thus making the demonstration essentially a study in simultaneous equations. In this method of treatment, we have found it advantageous not to hurry the work. Pupils gain power, not in solving many problems, but in analyzing and tio?oxt 3 xaAwafcaxs.- ing the principles of a few. It is the business of schools to give children during the first six years of school life that kind of instruction in mathematics which will lead them to a quick recognition and a ready knowledge of number combinations and number operations, and then enable them to apply these number combinations and number operations to the solution of simple problems. The instruction for this period, if it is to serve its purpose, must be definite and specific.<br><br>At the end of the sixth year the pupil should have a thorough mastery of the number combinations in integers; of the four fundamental operations with integers, common fractions, and decimal fractions; of the common measurements; and of the use of all of these in the solution of problems. Since eternal review is the price of excellence in all mathematical work, especially in computations, this book contains a complete but not lengthy review of the work of the first six years. The reviews are arranged elastically, however, so that the time devoted to them can be determined by the needs of the class. Monotony, the one great drawback of reviews has been removed by connecting the matter reviewed by historical references of interest, by looking at it from a standpoint of business, by number contests, by using the matter to be reviewed as a background for new work. The present collection of Exercises, gathered from many sources, is one which has accumulated through several years, and consists of papers set weekly or bi-weekly to boys of all ages during that time. They serve to recall back work, and keep boys always ready for the examination. The First Series contains 261 papers, about half the total number, and commences with exercises in Arithmetic suitable to boys who have gone through the First Four Rules, Simple and Compound, and are beginning Fractions; and Algebraical Exercises consisting chiefly of Numerical Values, Addition, and Subtraction. From these onward, the exercises rise in difficulty by careful gradations, reaching Cube Root and Compound Interest in Arithmetic, and Quadratic Equations in Algebra, at the end of the First Series.<br><br>The Second Series is a continuation of the First, and includes problems in Higher Algebra, Logarithms, Trigonometry, and easy Mechanics, and Analytical Geometry. Again, if Xreceive successive additions aayCg . # , the corresponding additions (if additions they be) to Yare well denoted by yi223-- VnAn obvious and simple case, if it occur, will deserve notice; namely, if the two variables are so regulated, that equality in the first set of additions (i.e.#=3= x 3. =# )induces equality in the second set; (i.e. y=yz=y= . =yn). The variables Xand Yare then said to increase uniformly. As an obvious illustration, suppose Xto be the arc of a circle, and Ythe area of the sector which it bounds, evidently then if the arcs#,,# are equal increments of the arc X, the sectors yyz which are bounded by xwill be equal increments of Y.Then the arc Xand the sector Yincrease together uniformly.4. We may now establish a theorem highly convenient for application in geometry, alike whether quantities are commensurable or incommensurable. Theorem. If Xand Yare any two connected variables, which begin from zero together, and increase uniformly; then Xvaries proportionably toY. In other words, if Ybecome Ywhen Xbecomes X, then Xis to Xas Yis to Fv Proof. First, suppose Xand Xcommensurable, andf a common measure, or X=m. f(m times f)and X= n. We may then suppose Xand Xmade up by repeated additions off. Every time that Xhas the increment, Ywill receive a uniform increment which we may call vthen Yis always the same multiple of vthat Xis off; thus the equation X= mj; implies Y=mv, and X= nimplies Y=nv. Hence X: X=m : n=Y : Y. Next, when Xis not commensurate with X, yet fis some snhmultiple of X, such thatn% = X, and Xcontains fmore than times, but less than (m+ 1)times; evidently we cannot have X: X= Y: F(when the four magnitudes are presented to us) unless, as a first condition, on assuming nv= Y, we find Yto contain vmore than mtimes and l-s than (m+1) times: and unless tins condition were fulfilled, Xand Ywould not increase uniformly. Technical books of the past have arranged themselves largely under two sections: the Theoretical and the Practical. Theoretical books have been written more for the training ofcollege , The information, the problems and the exercises are to be of a directly-useful character, but must at the same time be wedded to that proper amount of scientific explanation which alone will satisfy the inquiring mind. We shall thus appeal to all technical people throughout the land, either students or those in actual practice. To intelligently perform his work, an artizan must have a knowledge of Elementary Mathematics. When he comes to appreciate this fact for himself the workman generally finds that even the arithmetic he learnt at school has left him, and that he remembers little more than four simple rules and the multiplication table. Teachers soon discover that though anxious to learn, a student of this kind does not wish to lose contact with the practical requirements of the workshop, - he is impatient of "pure" mathematics, - so the question arises how to teach him mathematics enough, by dealing with the calculations themselves which he is actually called upon to make at his work.<br><br>The plan which is found most successful is a compromise. It is useless to say that all students ought to learn the broad principles of mathematics first, and apply them afterwards. Experience has proved that most artizans will not attend classes where the authorities decide that this is the only course.<br><br>To meet the difficulty classes in Workshop Arithmetic, Workshop Calculations and Practical Mathematics, have grown up, and it is to provide for young workmen beginning to attend one of these classes that this little book has been prepared. Symbolic Reasoning allied to ordinary Algebra. The chief examples of such systems are Hamiltons Quaternions, Grassmann sCalculus of Extension and Booles Symbolic Logic. Such algebras have an intrinsic value for separate detailed study; also they are worthy of a comparative study, for the sake of the light thereby thrown on the general theory of symbolic reasoning, and on algebraic symbolism in particular. The comparative study necessarily presupposes some previous separate study, comparison being impossible without knowledge. Accordingly after the general principles of the whole subject have been discussed in Book I. of this volume, the remaining books of the volume are devoted to the separate study of the Algebra of Symbolic Logic, and of Grassmann sCalculus of Extension, and of the ideas involved in them. The idea of a generalized conception of space has been made prominent, in the belief that the properties and operations involved in it can be made to form a uniform method of interpretation of the various algebras. Thus it is hoped in this work to exhibit the algebras both as systems of symbolism, and also as engines for the investigation of the possibilities of thought and reasoning connected with the abstract general idea of space. A natural mode of comparison.between the algebras is thus at once provided by the unity of the subject-matters of their interpretation. The detailed comparison of their symbolic structures has been adjourned to the second volume, in which it is intended to deal with Quaternions, Matrices, and the general theory of Linear Algebras. This comparative anatomy of the subject was originated by B.Peirce spaper on Linear Associative Algebra, and has been carried forward by more recent investigations in Germany. Firat read before the National Academy of Soienoes in Washington, 1871, and repabliahed in the American Journal of Mathematics, vol. iv., 1881. A Treatise on Refrigerating and Ice-Making Machinery was written by International Correspondence Schools in 1899. This is a 377 page book, containing 115368 words and 121 pictures. Search Inside is enabled for this title. There are few branches of mathematics which have wider applicability to general scientific work than the Theory of Errors, and few mathematical implements which are capable of greater usefulness to the research worker than the Method of Least Squares. Yet, for some reason, students are rarely given opportunity to acquire facility in these lines, the result being that too many of our scientists and engineers go about their work without such equipment. It would be almost impossible to enumerate the variety of ways in which the ideas relating to these subjects adapt themselves to even such simple bits of quantitative work as the chemist or the surveyor is daily called upon to do. And it is difficult for the writer to imagine how an elaborate research in any of the exact sciences can be carried on at all, without the constant application of these principles throughout both the preliminary and the final stages of the work. The satisfaction to be gained from the application of the theory of precision alone is well worth all the time necessary to acquire these subjects. Add to this the fact that the5004 The present work is an endeavour to exhibit a comprehensive view of the Theory and Solution of Algebraical Equations; especially in reference to that more important department of the subject, which relates to the practical analysis and computation of the roots when the coefficients of the equation are given numbers. I am not aware of the existence of any work in which so ample a discussion of the general problem of the solution of numerical equations is furnished as that which is attempted, however imperfectly, in the following pages. The main topics of this discussion are indeed but very recent contributions to science, made by different persons, at comparatively short intervals, within the last twenty or thirty years; and are as yet too imperfectly known and estimated to have become generally incorporated into our systems of analysis. But the importance of these recent additions to our knowledge, in a branch of inquiry of so much practical consequence as the solution of numerical equations, in which all existing methods were felt to be so limited and imperfect, seemed sufficient to justify even reiterated endeavours to introduce them into general notice, and to urge their claims to general adoption. nTJfnrjOO. Preface I Should have been untrue to my profound conviction of the need of pedagogic preparation antecedent to entrance upon the actual work of teaching mathematics if I had not kept prospective teachers of mathematics in mind throughout the preparation of this book; I should have ignored the patent fact that it is experienced teachers who feel most keenly the problems of teaching and the need for their study if I had addressed myself to the inexperienced exclusively. As a consequence, unity of treatment and homogeneity of style have been in a measure sacrificed in what follows; the experienced teacher will, according to his experience, find this or that trite and superfluous; the inexperienced aspirant will occasionally feel the lack of the perspective of experience. I appreciate deeply the importance of the historical aspect of the teaching of mathematics, but in view of its genial treatment in the excellent and well-known work of Smith, I have felt at liberty not to touch upon it. Some writers on methods in mathematics discuss more or less extensive topics of subject matter, in the form either of presentations to pupils or of a more Intensive study from the teachers viewpoint. Such work is important an essential element of progress, indeed; but I have found it advisable here strictly to confine myself to illustrative use only of subject matter. Within the bounds of the field thus limited I have further restricted myself, in the main, to conditions as they exist in the United States. It is the main purpose of tliis book to present a teachable elementary course in the application of mathematics to a broad class of financial problems. The material for the book has been obtained from many sources and tested in the teaching of such courses at three large universities. Experience has shown that the material is esj Hcially adapted to the needs of the students in schools and colleges of commerce and business administration, although general liberal arts and engineering students also find the course of nuich value. The man with a liberal business education should surely be thoroughly and accurately trained in the operation of interest in relation to finance. This course is designed to supply such training. In particular, tiiis book treats of the relation of interest to the amortization of debts, to the creation of sinking funds, to the treatment of depreciation, to the valuation of bonds, to the accumulation of funds in building and loan associations, and to the elements of life insurance. Three chapters are devoted to an introtluction to the elements of the mathematics of insurance. This is not a technical actuarial treatment of insurance, but simply a sufficient introduction to insurance so that the general business man who studies the book may obtain proper quantitive knowledge about the first principles of life insurance; and, as a student, may come to appreciate the beautiful system of long time finance involved in legal reserve life insurance. For the study of the book, no mathematical preparation, except that usually included in the high school course, is absolutely neces.saiy; but courses in freshman and even in sophomore college mathematics will be found very useful, especially if only a short time is devoted to the work on this book. The plan of the book is such as to afford much elasticity in the time required to cover the work with a class. The first chapter of this book prepares the way for quite a full treatment of simple integral equations with one unknown number. In the first two chapters only positive numbers are involyed and the beginner is led to see the practical advantages of Algebra before he encounters the difficulties of negative numbers. The definitions and explanations contained in these chapters should be carefully read at first; after the learner has become familiar with algebraic operations, special attention should be given to the principal definitions. The third chapter contains a simple explanation of negative numbers. The recognition of the fact that the real nature of subtraction is counting backwards, and that the real nature of multiplication is forming the product from the multiplicand precisely as the multiplier is formed from unity, makes an easy road to the laws of addition and subtraction of algebraic numbers, and to the law of signs in multiplication and division. All the principles and rules of this chapter are illustrated and enforced by numerous examples involving simple algebraic expressions only. The ordinary processes with compound expressions, including cases of resolution into factors, and the treatment of fractions, naturally follow the third chapter. The immediate succession of topics that require similar work is of the highest importance to the beginner, and it is hoped that the chapters on compound expressions will prove interesting, and give sufficient readiness in the use of symbols.
Summary Strong The exponential, log, and inverse trigonometric functions are given in the appendices, to be used as the need arises in the particular calculus text used in the course. #xA0; Topics include: 1. Numbers and Their Disguises 2. Completing the Square 3. Solving Equations 4. Functions and Their Graphs 5. Changing the Form of a Function 6. Simplifying Algebraic Expressions 7. Cyclic Phenomena: The Six Basic Trigonometric Functions 8. Composition and Decomposition of Functions 9. Equations of Degree 1 Revisited 10. Word Problems 11. Trigonometric Identities #xA0; Author Biography Guntram B. Mueller received his Ph.D. in Mathematics (Theory of Functions of Several Complex Variables) in 1971 from the University of Notre Dame. He has taught Calculus many times and is very familiar with the typical strengths and weaknesses in the backgrounds of his students. That experience is what guided him, in cooperation with Dr. Ron Brent, in writing the Just-in-Time series. His advice? Buy the book! It's got just what you need, just in time. Ronald I. Brent is a Professor of Mathematics at University of Massachusetts, Lowell, where he has taught since 1987. He earned his Ph.D. in Mathematics from Renssalaer Polytechnic Institute. Dr. Brent is the author of many publications, including three Just-In-Time mathematics texts. His main advice to his calculus students is: "Work on your homework as if your life in this course depends upon it! Because it does!"
AS Mathematics Teaching and Learning OxBox CD-ROM This AS Level Teaching and Learning CD uses unique OxBox technology to give you a versatile planning and assignment resource for your schools. It contains a wealth of material including worked examples and full solutions to material and questions presented in the accompanying ten-book series, formative and summative on-screen assessment and a bank of exam-style questions for further practice. It specifically targets average students, with tactics designed to offer real chance of success to more students, and can be easily navigated to be used alongside any specification. Customizable OxBox software that allows you to plan lessons your way Packed full of classroom resources - whiteboard software, student activities and further practice Contains a bank of exam-style assessment material, and on-screen formative and summative assessment to help all your students progress
More About This Textbook Overview This Introduction to Topology, which is a thoroughly revised, extensively rewritten, second edition of the work first published in Russian in 1980, is a primary manual of topology. It contains the basic concepts and theorems of general topology and homotopy theory, the classification of two-dimensional surfaces, an outline of smooth manifold theory and mappings of smooth manifolds. Elements of Morse and homology theory, with their application to fixed points, are also included. Finally, the role of topology in mathematical analysis, geometry, mechanics and differential equations is illustrated. Introduction to Topology contains many attractive illustrations drawn by A. T. Frenko, which, while forming an integral part of the book, also reflect the visual and philosophical aspects of modern topology. Each chapter ends with a review of the recommended literature. Audience: Researchers and graduate students whose work involves the application of topology, homotopy and homology
What is mathscard®? Available in A-level format, the mathscard® is a compact 'credit-card' sized information sheet that folds out to reveal an incredible amount of maths formulae for both school and revision use (roughly A4 in size). The cards are completely free of charge and over 2 million mathscards® have been distributed across the UK. Over half of the schools in England, Wales and Northern Ireland currently subscribe to the mathscard®. What does it cover? The A-level card has recently been updated to cover both AS and A2-Level topics including: Vectors Numerical methods Circle and coordinate geometry Sequences and Series Algebra and Graphs Trigonometry Calculus How do I order? Teachers can secure a free supply of cards for their class or students can order one for themselves by completing the order form. Sets of posters to complement the card for classroom use are also available for teachers. Posters can be ordered via the teacher order form. mathscard® on your mobile! The mathscard® team are delighted to announce our latest evolution of the award-winning mathscard… the mathscard® app! The free app contains all of the really useful pure maths formulae you get on the printed A-Level cards, but with the added advantage of having it available on your mobile at the touch of a button, making it ideal for home and revision use. The GCSE version of the app is now available to download from BlackBerry App World, Apple's app store and Google Play.
Other Formats Product Description This manual contains solutions to every problem in the Algebra 1, Third edition, textbook by John Saxon. Early solutions of problems of a particular type contain every step. Later solutions omit steps considered unnecessary. These solutions are designed to be representative of a student's work. Please keep in mind that many problems will have more than one correct solution. We have attempted to stay as close as possible to the methods and procedures outlined in the textbook. The final answers have been set in boldface type in order that they may be easily seen for grading purposes. Softcover, 260 pages. Product Reviews Saxon Algebra 1, Solutions Manual 3.7 5 6 6 Every problem is worked out... a Must Tool We use this Solutions Manual every time to check our answers. Every problem is worked out, so we could see if our procedure in the problem is correct. We also used the Saxon Teacher DVD which has helped us enourmously. If we got stuck on a problem, we would run the DVD where it would be explained very thoroughly. Having the Solutions Manual has helped us to see very quickly where we are making a mistake. Thank you Saxon!!! May 18, 2013 a must Even though we're using Saxon Teacher with this course, I really rely on the Solutions Manual to check behind my son. It has every problem worked out completely so I can be sure he's using organized calculations. My son uses the answer key to check his work, but I need the Solutions Manual to check his work thoroughly. I read 1 or 2 other comments somehwere which said that all the problems are not worked out; instead it refers the user to a lesson in the book to figure out some problems. I've got the 3rd edition, and there's none of that. It's complete. We've never used anything except Saxon Math, and I'd never want to used anything else. Fantastic math curriculum in every respect. September 26, 2011 Algebra 1 Solution Manual While the this Algebra 1 Solution Manual does NOT give the break down to ALL the answers, it does give it to many. With the above stated, the Saxon Algebra 2 book, does a much better job at give ALL the solutions a complete break down. However, for some answers, Saxon does give give an answer, which I found very frustrating "SEE LESSON- such and such" This "NON Answer-answer," was found only toward the end of the book, this frustrated me to NO END. SAXON a Solution Manual should have SOLUTIONS not referral to an entire lesson. But all in all, despite a few glitches, I do enjoy Saxon's method best of all. November 4, 2010 The solutions manual gives only the answers , not how to get the answers. This is very frustrating. It does give you step by step solutions for the tests. They should do that for the whole book. February 15, 2010
Descriptive Geometry Worksheets With Computer Graphics Series A 9780023913426 ISBN: 0023913428 Edition: 9 Pub Date: 1996 Publisher: Prentice Hall PTR Summary: Workbook to accompany Descriptive Geometry, 9/E by Pare et al. Students use the worksheets for homework assignments. Hill, I L is the author of Descriptive Geometry Worksheets With Computer Graphics Series A, published 1996 under ISBN 9780023913426 and 0023913428. Two hundred sixteen Descriptive Geometry Worksheets With Computer Graphics Series A textbooks are available for sale on ValoreBooks.com, one hundr...ed six used from the cheapest price of $63.13, or buy new starting at $63.13.[read more]
Like its predecessors, this revision is written from the viewpoint of the applied mathematician, focusing both on the theory and the practical applications of Differential Equations as they apply to engineering and the sciences. Sound and Accurate Exposition of Theory--special attention is made to methods of solution, analysis, and approximation. Use of technology, illustrations, and problem sets help readers develop an intuitive understanding of the material. Historical footnotes trace development of the discipline and identify outstanding individual contributions.. For more information about the title Elementary Differential Equations and Boundary Value Problems , 8th Edition, with ODE Architect CD, read the full description at Amazon.com, or see the following related books: Applied Calculus — APPLIED CALCULUS, 3/E brings together the best of both new and traditional curricula to meet the needs of today's students. The author team's ... > read more Calculus — Stewart's CALCULUS, Fifth Edition has the mathematical precision, accuracy, clarity of exposition and outstanding examples and problem sets that have ... > read more Calculus: Single Variable — Now in its fourth edition, Calculus reflects the strong consensus within the mathematics community for a balance between contemporary and traditionalEuclid Returns To Maths Lessons(December 21, 2005) — Knowing how a mathematical theory developed improves a pupil's understanding of it. This is the conclusion of Dutch researcher Iris van Gulik, who investigated how the history of mathematics can help ... > read more
Twelfth graders identify the parts of an algebraic equation. They consider the many uses of algebra in daily life. They play a game, Algebra Match, where student pairs work to solve equations listed on index cards. Young scholars solve basic simple single-variable algebraic equations using a Windows Application, "Visual Algebra." The lesson is introduced using a set of familiar objects to balance boxes. The transition of program skills to autonomous abilities is the foc In this algebraic equations activity, students read a 2 page explanation of algebraic equations. They then use the information they just learned to solve the following 14 questions in which they solve algebraic equations. Young scholars develop algebraic equations to solve problems involving farm animals. They watch a video, use manipulatives to determine the number of birds and pigs on the farm, and create original problems for their classmates to solve. In this basic algebra skills worksheet, students solve 24 addition and subtraction equations by identifying the missing terms. Students also respond to 7 word problems that require them to write and solve addition and subtraction equations. Second graders are exposed to algebraic thinking by exploring the concept of a variable. They tell how many years have passed since they've seen a favorite teacher and then examine how they arrived at this number. They write equations. This algebra worksheet, is a comprehensive review of college prep algebra. The 100 questions are organized by chapter and cover operations with integers, solving equations and inequalities, coordinate graphing concepts, exponents, polynomials, proportion, and radicals. In this linear algebra worksheet, students complete matrix multiplication. They find the row space and nullspace of given matrices. This two-page worksheet contains examples, explanations, and approximately four problems to complete. In this algebra worksheet, learners compare integers, translate words to a numerical expression, identify sets of numbers, identify properties, use order of operations, multiply fractions, and solve simple word problems. This 13 page worksheet contains 186 questions. Three of the 13 pages are an answers to all given problems. In this order of operations worksheet, students solve 11 fill in the blank problems where they simplify equations using the order of operations. Students solve 6 fill in the blank problems where they compare 2 equations after simplifying each. Students evaluate 2 algebraic expressions and solve 2 word problems using the order of operations. Perform data analysis on energy consumption to apply algebraic expressions to the real world. Learners will write and solve equations that answer various questions from residential power use. They will collect data at home and calculate the cost of daily energy consumption. Worksheet to calculate this information is included.
9781420071733 covers currently used mathematical methods and their applications in science and technology. The combined presentation of mathematical methods and physical and engineering applications moves from simpler to more advanced topics and problems. Readers gain a deeper understanding of new topics and how they are applied. The work is a companion to mathematical-physical modeling of engineering processes: a comprehensive course on the possibility of selecting certain topics or a source book consultation, combined into one coherent resource.
A video course for adult learners, high school and college teachers; 13 half-hour video programs, online text, course guide, and Web site; graduate credit available. "Rather than a series of problems to be solved, mathematics is presented as play we engage in to answer deep questions that are relevant in our world today. The 13 episodes use groundbreaking videos, interactive Web exploration, text materials, and group activities to reveal the secrets and hidden delights of the world of mathematics."

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