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College Algebra - 3rd edition Summary: These authors have created a book to really help students visualize mathematics for better comprehension. By creating algebraic visual side-by-sides to solve various problems in the examples, the authors show students the relationship of the algebraic solution with the visual, often graphical, solution. In addition, the authors have added a variety of new tools to help students better use the book for maximum effectiveness to not only pass the course, but truly understa...show morend the material. ...show less Nearly brand new book that shows only slight signs of wear
Consumer & Career Math Business mathematics, sometimes called commercial math or consumer math, is a group of practical subjects used in commerce and everyday life. In schools, these subjects are often taught to students who are not planning a university education. In the United States, they are typically offered in high schools and in schools that grant associate's degrees. A U.S. business math course might include a review of elementary arithmetic, including fractions, decimals, and percentages. Elementary algebra is often included as well, in the context of solving practical business problems. The practical applications typically include checking accounts, price discounts, markups and markdowns, payroll calculations, simple and compound interest, consumer and business credit, and mortgages. The emphasis in these courses is on computational skills and their practical application, with practical application predominating. For example, while computational formulas are covered in the material on interest and mortgages, the use of prepared tables based on those formulas is also presented and emphasized.
Purchasing Options: eBook Ordering Options Description This book is a supplement to the text Teaching Fractions and Ratios for Understanding. It is not merely an answer key, but a resource that includes in-depth discussions of the problems in the text; develops and extends discussion of the issues, teaching problems, and other considerations raised in the chapters; and contains additional problems--with and without solutions--that instructors may find helpful for assessment purposes. In the second edition, MORE has been reorganized so that supplementary activities immediately follow the discussions of the activities from the text. Solutions to these supplemental activities have been removed to facilitate the use of MORE in courses. Nevertheless, because the number of activities in each chapter of the text has increased and complete discussions of all of them are provided in MORE, there is ample opportunity to learn reasoning methods.
I just finished teaching a freshman calculus course (at an American state university), and one standard topic in the curriculum is related rates. I taught my students to answer questions such as theIn some of my classes (e.g. graph theory, mechanics), the professors encourage the students to visualize solutions to problems; I do well in these classes. In other classes (e.g. linear algebra), weThe Dynkin diagrams of type ADE are ubiquitous in mathematics as solutions of various classification problems. The diagram E6 is usually drawn by five dots in a row with a sixth dot above the third, ... What are really helpful math resources out there on the web? Please don't only post a link but a short description of what it does and why it is helpful. Please only one resource per answer and let ...
Basic Mathematics - 8th edition Summary: For the modern student like you--Pat McKeague's BASIC MATHEMATICS, 8E--offers concise writing, continuous review, and contemporary applications to show you how mathematics connects to your modern world. The new edition continues to reflect the author's passion for teaching mathematics by offering guided practice, review, and reinforcement to help you build skills through hundreds of new examples and applications. Use the examples, practice exercises, tutorials, videos, and e-Book sec...show moretions in Enhanced WebAssign to practice your skills and demonstrate your knowledge181.71 9781133103622 $213.70 +$3.99 s/h New PaperbackshopUS Secaucus, NJ New Book. Shipped from US within 4 to 14 business days. Established seller since 2000 $214.89 +$3.99 s/h New indoo Avenel, NJ BRAND NEW $233.95 +$3.99 s/h New Textbook Barn Woodland Hills, CA PAPERBACK New 1133103626
Abstract Algebra (Hardcover) physicist......more physicists, and chemists. The text includes numerous figures, tables, photographs, charts, biographies, computer exercises, and suggested readings giving the subject a current feel which makes the content interesting and relevant for
Mathematics Philosophy and Goals The mathematics curriculum is designed to develop mathematical power in each and every student, and to help students understand and appreciate the importance of mathematics in our rapidly changing world. Mathematically powerful students are able to think and communicate, drawing on mathematical ideas and using mathematical tools and techniques (Mathematics Framework for California). Mathematical thinking refers to: logical reasoning, by which students can make and test conjectures, develop counter-examples, understand logical arguments, determine the validity of arguments, and devise logical arguments of their own; problem solving, through which students can attack mathematical situations with a variety of approaches and techniques, and through which they can formulate and test mathematical models of real-world situations; making connections among mathematical topics, and between mathematics and other disciplines Mathematical communication refers to: expressing one's mathematical ideas with precision and clarity, both orally and in writing, which involve either the use of mathematical language and symbolism, the English language, or both. Mathematical tools and techniques refer to: Methods of Instruction A combination of lecture, group and individual classroom work will be used, with extensive use of discovery and inquiry which places responsibility on the students to be active in the learning process. Reinforcement and review of previously studied concepts will be emphasized in order to allow students time to gain mastery of the material. Requirements and Guidelines All students are required to take and pass three years of math. This requirement can be met in one of several ways: Algebra 1, Geometry, and Algebra 2 (if Algebra 1 is taken as a freshman), or Geometry, Algebra 2, and Precalculus (if Geometry is taken as a freshman), or Algebra 2, Precalculus, and a calculus or statistics course (if Algebra 2 is taken as a freshman). Note: While it is sometimes permissible to take a math course during summer school, a math course taken during summer school does not count as one of the three required years of math. For example, if a student took Algebra 1 as a freshman, Geometry in summer school, and Algebra 2 as a sophomore, the student would still need to take one more year of math to meet the graduation requirement. Honors courses are offered at each level except for Algebra 1. Admission into Geometry, Geometry Honors, Algebra 2, or Algebra 2 with Trigonometry Honors as a freshman is dependent upon a satisfactory placement test score. Specific prerequisites for subsequent honors courses are indicated in the course description for that particular course. SAT Strategies The Math Department provides instruction on test-taking techniques, the various types of question and formats, and experience with SAT questions within some of its courses.
Book summary This text breaks new ground in presenting and applying sophisticated mathematics in an elementary setting. Aimed at physics students, it covers the theory and physical applications of linear algebra and of the calculus of several variables, particularly the exterior calculus. The exterior differential calculus is now being recognized by mathematicians and physicists as the best method of formulating the geometrical laws of physics, and the frontiers of physics have already begun to reopen fundamental questions about the geometry of space and time. Covering the basics of differential and integral calculus, the authors then apply the theory to interesting problems in optics, electronics (networks), electrostatics, wave dynamics, and finally to classical thermodynamics. The authors adopt the "spiral method" of teaching (rather than rectilinear), covering the same topic several times at increasing levels of sophistication and range of application. [via]
New York, NY -- (SBWIRE) -- 10/14/2013 -- Physics is considered the highest form of math, it is math applied to science and gives us our understanding of the most fundamental forces governing our universe. It should come as no surprise then that formulas quickly become increasingly complex and difficult for physics students to recall. To help, Free Math Calculator has created a free to download physics formula sheet that acts as a study guide for teachers and students alike. The interactive sheet has symbols and headings for units, prefixes, physical constants, trigonometry, geometry and thermodynamics which can then be expanded upon to reveal the formulas pertaining to each discipline, narrowing the field and making it easier than ever to identify the correct application of different formulas to specific problems. The physics formulas are laid out in such a way that they can easily be used with Free Math Calculator's other freeware download, the free physics calculator, which includes a lot of the appropriate symbols, units and prefixes to shortcut having to manually define every aspect of a formula. Because both are freeware applications, students and teachers can download them for school and personal use to ensure they are using the same tools for their homework and classwork. A spokesperson for Free Math Calculator explained, "Everyone has heard the phrase, 'a question is always easy if you know the answer'. With science that's a little more complicated- a question can be easy if individuals know the process by which to attain the answer, and that's what our Physics formula sheet software is about. It gives individuals a reference guide for how to calculate values in physics problems. The students still have to do the work themselves, so it is not cheating- it simply saves them time researching formulas to better spend applying them." About Free Math Calculator Free Math Calculator offers a wide range of calculation software and devices freely for use by everyone. Designed specifically to meet the needs of teachers and student alike, it introduces a convenient and efficient way to solve physics problems. The Free Physics formula contains almost all the categories of physics formulas used in school. These categories have furthermore has their own sub-categories which contain specific spreadsheets for each sub-category. For more information, please visit:
Whether you're looking to qualify for a government job, a career with a private company, or demonstrate your literacy and math abilities for school placement, a high score on the TABE will help you work towards your career goals and the life you want. Written by a leader in adult education, this book is designed to help you identify your goals and discover more about your learning preferences and study habits. You'll discover the strategies that make learning and test taking easier for you. And you'll learn essential math by using familiar, everyday items, including work documents, graphs and charts, and Internet based materials. McGraw-Hill's TABE Level A Math Workbook helps you with: Practice problems just like the ones on the test-with complete solutions Real-life materials and examples that help you to build the skills you need Total coverage of all the math test sections, including scientific notation, fractions, word problems, percentages, algebra, geometry and more Strategies that show you how to work smarter, not harder-and get the most out of your study timeTABE (Test of Adult Basic Education) Level A Math Workbook: The First Step to Lifelong Success Can't Download? Please search mirrors if you can't find download links for "TABE (Test of Adult Basic Education) Level A Math Workbook: The First Step to Lifelong SuccessTABE (Test of Adult Basic Education) Level A Math Workbook: The First Step to Lifelong Success
Math Mammoth Geometry 2 continues the study of geometry after Math Mammoth Geometry 1, and is suitable for grades 6-7. The PDF version of this book is enabled for annotation. This means that if you prefer, your student can fill it in on the computer, using the typewriter and drawing tools in Adobe Reader version 9 or greater. The main topics in the book include: angle relationships classifying triangles and quadrilaterals angle sum of triangles and quadrilaterals congruent transformations, including some in the coordinate grid similar figures, including using ratios and proportions review of the area of all common polygons circumference of a circle (Pi) area of a circle conversions between units of area (both metric and customary) volume and surface area of common solids conversions between units of volume (both metric and customary) some common compass-and-ruler constructions. This is a lot of topics, and includes most geometry topics taught commonly in middle school, though not all. For example, Pythagorean Theorem is not covered, nor is the area of a sector of a circle. Some topics are not covered to the same depth as in 8th grade (for example congruent transformations or angle relationships). After this book, most students should be fine studying the geometry sections included in pre-algebra books. I have striven to make connections between geometry and other areas of mathematics, such as using proportions and ratios with similar figures, including problems that involve use of percent, coordinate grid, and even equations. Student will also use calculator in some problems (those are marked with a small calculator symbol). There are still lots of drawing problems, though calculations are becoming more important than in Math Mammoth Geometry 1. I hope the book can fit your needs
Project InterMath Curriculum Workshop Carroll College Department of Mathematics, Engineering, and Computer Science CARROLL COLLEGE  In Helena, Montana  Founded in 1909  4-Year College -> Grants Bachelor and Associate of Arts Degrees  A Diocesan Catholic Liberal Arts College  With 1300 Students THE SITUATION BEFORE At the research frontiers of mathematics, progress is satisfying and often breathtaking. But at the undergraduate level, we seem unable to convey the excitement, the power, and the integrity of our subject. Most students see little or no mathematics more modern than the 18th century. Curriculum Goals Create a curriculum that is:  Integrated  Present mathematics as a unified topic.  Preserve the beauty and integrity of mathematics.  Interdisciplinary  Show the role of mathematics in solving a wide variety of problems.  Focus on applications.  Technology-Enriched  Extend understanding of topics.  Solve advanced problems. Student Goals  Make courses appealing to students.  Enable students to apply the mathematics they learn.  Develop skills for the workplace by promoting team work and requiring written and oral reports.  Promote discussion of ethical, social, and aesthetic issues related to technical decisions. Course Content in Math 2-Year Sequence  Mathematics 1 – 4 semester credits  Calculus (3), Differential Equations (1)  Mathematics 2 – 4 semester credits  Calculus (3), Linear Algebra (1)  Mathematics 3 – 5 semester credits  Calculus (4), Linear Algebra (1)  Mathematics 4 – 5 semester credits  Linear Algebra (1), Differential Equations (2), Probability and Statistics (2) First Two Years for Mathematics and Engineering Majors  Integrated throughout the first two years are calculus, finite difference equations, linear algebra, differential equations, probability and statistics.  ILAPs play a fundamental role in accomplishing this integration.  A formal computer laboratory is a weekly component in this four- semester, eighteen-credit sequence. Examples of ILAPs - Interdisciplinary Lively Application Projects – at Carroll Space Shuttle Yellowstone Park Bison Formulate and solve the differential How many bison can equations for the Yellowstone Park shuttle as it travels support? from Cape Canaveral Yellowstone Bison Population from 1902 to 1931 into earth orbit 1200 1000 800 Population 600 Study Systems Lake Pollution 400 of Difference 200 0 Equations and 1900 1905 1910 1915 1920 1925 1930 1935 Year Modeling with Differential Global Positioning System Equations How does the global Introduce positioning system Probability and work? Statistics with Contemporary Explore the history of Web Data navigation. Discuss Environ- mental Issues Last Two Years for Mathematics Majors  Junior Level Courses  Discrete Mathematics  Probability and Statistics with Applications  Foundations of Mathematics  Numerical Computing and Visualization  Senior Level Courses  Modern Algebra and Applied Geometry  Mathematical Modeling and Optimization  Senior Project or Honors Thesis Engineering at Carroll College  3-2 Program Offers students 2 degrees (BA and BS)  4-2 Program Many of our mathematics majors, after completing their BA, go to graduate school in engineering. Some pursue an MS (4-2) and some pursue a PhD (4+) in engineering.  Civil Engineering Program This is a new program and ABET accreditation is expected by August 2001. Preparation for Secondary Teachers  By teaching our mathematics courses as an integrated, interdisciplinary endeavor, with an emphasis on cooperative learning and appropriate use of technology, we prepare students to Don't just do as we do likewise. say, do as we do! A New Spirit in Our Students  They show enthusiasm for learning.  They are proud to be in our programs.  They enjoy the opportunities to exercise their creativity.  Their spirit is contagious.  From the faculty perspective, teaching is even more rewarding and enjoyable. Tales of the First Graduates of Our New Curriculum Mathematics +  Secondary Education Our student teachers have received outstanding reviews from their master teachers and secure positions readily.  Engineering Students were offered fellowships and assistantships in graduate programs in engineering at MIT, Columbia, Notre Dame, U of Oklahoma, U of Washington, Washington State, Montana State, etc.  Computer Science Students have excellent jobs with EDS and TRW, and one student received an assistantship to pursue graduate study in CS at the U of Houston.  Chemistry/Biology Students have been accepted to law school, medical school, and dental school.  Business Students have excellent jobs with Hewlett-Packard, TRW, Wells-Fargo, State of MT, and St. Vincent Rural Health Management Teaching Our First-Year Course in High Schools  In a cooperative effort with the local school district and a private school, three high schools are now teaching our first-year integrated course sequence in place of the traditional advanced placement calculus course.  Carroll teachers work with high school teachers in this endeavor.  Students get a rigorous and rewarding experience in mathematics, while earning college credits. Those who complete this program are ready to enter a multivariable calculus course. Replacing College Algebra with Difference Equations and Linear Algebra The Way It Was The Way It Is College algebra was selected by Students are excited about the many business majors to problems they can solve. fulfill a requirement. They are engaged in the art of For more than 90% of the mathematical modeling. students enrolled, the The computer is a fundamental material was all review. tool in problem solving. Computers were not used. Although we raised the level of Applications were of minimal mathematical sophistication, interest to students. fewer students drop this
12.163 Surface Processes and Landscape Evolution (MIT) The course offers an introduction to quantitative analysis of geomorphic processes, and examines the interaction of climate, tectonics, and surface processes in the sculpting of Earth's surface. Author(s): Crosby, Ben,Whipple, KelBasic Math - Number Patterns Studying number patterns is important for two reasons. First, they help one better understand the concepts of arithmetic and provide a basis for understanding the concepts of more complex mathematics (algebra, trigonometry, calculus). Second, pattern recognition is a useful problem-solving skill, both in mathematics and in real-world situations. Patterns involving odd and even numbers are investigated. Patterns in multiples of certain numbers lead to an understanding of divisibility rules. Seque Author(s): No creator set License information Related content License information Related content No related items provided in this feed Earth Exploration Toolbook Chapter: Measuring Distance and Area in Satellite Images Users download and analyze MODIS imagery from 2001 and 2003 to quantify the shrinking of the Aral Sea. The chapter steps users through downloading, installing, and measuring with ImageJ, a freely available image analysis program. Users employ the software to set the spatial calibration of an image, then select and measure distances directly from the image. Measurement results are reported in real-world units. Users also select, measure, and compare the area covered by the sea in three time-serie Author(s): No creator set License information Related content No related items provided in this feed TALAT Lecture 2704: Member with Requirement to Fire Resistance This lecture gives an example calculation of the fire resistance of a thermally insulated aluminium I-beam loaded in bending on the basis of a simplified calculation method and of a computer analysis. Basic knowledge of structural engineering is assumed. Author(s): TALAT,Steinar Lundberg, Hydro Aluminium Structures License information Related content No related items provided in this feed TALAT Lecture 2502: Material Aspects of Fire Design This lecture gives information about characteristic behaviour of aluminium alloys and insulation materials at high temperatures; it describes the philosophy of using aluminium alloy structures under risks of fire; it gives an example of fire risk analysis. General engineering background and some familiarity with TALAT lecture 2501 is assumed. Author(s): TALAT,Steinar Lundberg, Hydro Aluminium Structures Newtonian Physics Some of the topics addressed in this book are: Scaling and Order-of-Magnitude Estimates; Velocity and Relative Motion; Acceleration and Free Fall; Force and Motion; Analysis of Forces; Newton's Laws in Three Dimensions; Vectors; Circular Motion; Gravity. Author(s): No creator set License information Related content No related items provided in this feed TALAT Lecture 2204: Design Philosophy This lecture outlines the requirements on load bearing structures with respect to safety against failure; it introduces the design analysis process with methods of verification and partial safety factors; it describes the characteristic of loads and load combinations on structures; it introduces the subject of load and resistance factors in the verification methods; it describes the basic structural design properties of aluminium alloys versus steel. Some background and experience in structural Author(s): TALAT,Steinar Lundberg, Hydro Aluminium Structures License information Related content No related items provided in this feed TALAT Lecture 2110.01: Automobile brake rotor - LCA in product design This lecture imparts knowledge about ?production and casting of SiC-particle reinforced aluminium metal matrix composite - PMMC (SiCAl7SiMg); use of Life Cycle Analysis. It provides insight to how to redesign a product using life cycle thinking and LCA to minimize the ecological side effects; the importance of having a thoroughly knowledge about the product's life and its environmental impact. Some knowledge of the concept of the product information structure - "the chromosomes" and f Author(s): TALAT,Tor Bakkelund, The Norwegian Institute of Te License information Related content No related items provided in this feed XNET2 - Methodical Design of Local Area Networks in Buildings - An Application of the A4 Intelligent XNET2 is a prototype program, that helps network planners to design Ethernet-conform data-networks for sites and buildings. It is implemented as an example application of the ARMILLA4 Intelligent Design Tool under Knowledge Craft. It is based on a knowledge acquisition phase with experts from DECsite, the network-branch of DEC. The ARMILLA Design Tool is developed on the basis of Fritz Haller's ARMILLA ' a set of geometrical and operational rules for the integration of technical ductwork into a Author(s): Ayrle, Hartmut License information Related content Rights not set No related items provided in this feedIntroduction to Concept and Form in Architecture: An Experimental Design Studio Using the Digital Me This paper describes the use of digital media in a first year undergraduate architectural design studio. It attempts to address the importance of developing a design process that is redefined by the use of computing, integrating concept and perception. Furthermore, it describes the theoretical foundations and quasi-experiments of a series of exercises developed for beginning design students. Author(s): Ataman, Osman and Lonnman, Bruce License information Related content Rights not set No related items provided in this feed Historical Analysis of Building - (Re)Construction in Olivette Park, USA From 1959 to 1990, East St. Louis, Illinois deteriorated from an ?All-American City? to a national symbol of urban blight. Located on the Mississippi River, the East St. Louis of today faces severe economic, social, and environmental problems. Nearly onequarter of the city?s work force is unemployed and about 40 percent of families are living below the poverty level. But East St. Louis was not always a distressed community. With strong ties to St. Louis and the surrounding region, East St. LouisSmart Architecture: Integration of Digital and Building Technologies (Ed.)
books.google.com - Practice the math skills you'll need for success in other college courses and in your daily life with COLLEGE ALGEBRA, Eleventh Edition. This textbook has helped hundreds of thousands of students excel in the algebra course with its learning features and... Algebra (Gustafson), 11th ed.
High School Algebra I Michael Holdrege Friday, July 19, 2013 At the start of this year we review pre-algebra as the foundation for the basic algebra operations that we focus on during this course. We review and develop greater facility in working with fractions, signed numbers, and multiplying polynomials by monomials. Our primary focus is on transforming algebraic equations using addition,...
MCP Mathematics: Level A Book Description: MCP Mathematics promotes mathematical success for all students, especially those who struggle with their core math program. This trusted, targeted program uses a traditional drill and practice format with a predictable, easy-to-use lesson format. MCP Math is flexible and adaptable to fit a variety of intervention settings including after school, summer school, and additional math instruction during the regular school day.By teaching with MCP Math, you can: Provide targeted intervention through a complete alternative program to core math textbooks. Help students learn and retain new concepts and skills with extensive practice. Prepare students at a wide range of ability levels for success on standardized tests of math proficiency
various areas of calculus. Featuring many diagrams and illustrations, this text highlights the problem-solving skills you need to know. It helps you to shorten your study time, increase your test scores, and get your best possible final grade. Full description 3000 Solved Problems in Linear Algebra Helping you master linear algebra, this guide also ... more helps you cut study time and hone problem-solving skills. It includes: 3000 solved problems with complete solutions; an index to help you locate the types of problems you want to solve; problems like those you'll find on your exams; and techniques for choosing the correct approach to problems. Full description 3,000 Solved Problems In Chemistry The ideal review for your chemistry course More than 40 ... more million students have trusted Schaum's Outlines for their expert knowledge and helpful solved problems. Written by renowned experts in their respective fields, Schaum's Outlines cover everything from math to science, nursing to language. The main feature for all these books is the solved problems. Step-by-step, authors walk readers through co... Full description
The Tobey approach focuses on building skills one at a time by breaking math down into manageable pieces. This building block organization is a practical approach to basic math skill development that makes it easier for students to understand each topic, gaining confidence as they move through each section. Knowing students crave feedback, Tobey has enhanced the new edition with a "How am I Doing?" guide to math success. The combination of continual reinforcement of basic skill development, ongoing feedback and a fine balance of exercises makes the fifth edition of Tobey/Slater Basic College Mathematics even more practical and accessible. For more information about the title Basic College Mathematics (5th Edition) (Tobey/Slater Wortext
Finite Mathematics/sophomore, 1- or 2-semester/2 3 quarter courses covering finite mathematics for students in business, economics, social sciences, or life sciences departments.This accessible text is designed to help students help themselves excel in the course. The content is organized into two parts: (1) A Library of Elementary Functions (Chapters 1 2) and (2) Finite Mathematics (Chapters 3 11). The book's overall approach, refined by the authors' experience with large sections of college freshmen, addresses the challenges of teaching and learnin... MOREg when students' prerequisite knowledge varies greatly. Student-friendly features such as Matched Problems, Explore & Discuss questions, and Conceptual Insights, together with the motivating and ample applications, make this text a popular choice for today's students and instructors. The MyMathLab® course for the text features thousands of homework exercises plus instructional videos for nearly every example in the book. This accessible text is organized into two parts: (1) A Library of Elementary Functions (Chapters 12) and (2) Finite Mathematics (Chapters 311). The bookrs"s overall approach addresses the challenges of teaching and learning when readersrs" prerequisite knowledge varies greatly. Reader-friendly features such as Matched Problems, Explore & Discuss questions, and Conceptual Insights, together with the motivating and ample applications, make this text a popular choice for todayrs"s readers. A Library of Elementary Functions: Linear Equations and Graphs; Functions and Graphs.Finite Mathematics:Mathematics of Finance;Systems of Linear Equations; Matrices;Linear Inequalities and Linear Programming; Linear Programming: Simplex Method; Logic, Sets, and Counting; Probability; Markov Chains; Games and Decisions; Description and Probability Distributions. For all readers interested in finite mathematics for business, economics, life sciences, and social sciences. 6-2 The Simplex Method: Maximization with Problem Constraints of the Form ≥ 6-3 The Dual; Minimization with Problem Constraints of the form ≥ 6-4 Maximization and Minimization with Mixed Problem Constraints Chapter 6 Review Review Exercise Chapter 7: Logic, Sets, and Counting 7-1 Logic 7-2 Sets 7-3 Basic Counting Principles 7-4 Permutations and Combinations Chapter 7 Review Review Exercise Chapter 8: Probability 8-1 Sample Spaces, Events, and Probability 8-2 Union, Intersection, and Complement of Events; Odds 8-3 Conditional Probability, Intersection, and Independence 8-4 Bayes' Formula 8-5 Random Variables, Probability Distribution, and Expected Value Chapter 8 Review Review Exercise Chapter 9: Markov Chains 9-1 Properties of Markov Chains 9-2 Regular Markov Chains 9-3 Absorbing Markov Chains Chapter 9 Review Review Exercise Chapter 10: Games and Decisions 10-1 Strictly Determined Games 10-2 Mixed Strategy Games 10-3 Linear Programming and 2 x 2 Games--Geometric Approach 10-4 Linear Programming and m x n Games--Simplex Method and the Dual Chapter 10 Review Review Exercise Chapter 11: Data Description and Probability Distributions 11-1 Graphing Data 11-2 Measures of Central Tendency 11-3 Measures of Dispersion 11-4 Bernoulli Trials and Binomial Distributions 11-5 Normal Distributions Chapter 11 Review Review Exercise Appendixes Appendix A: Basic Algebra Review Self-Test on Basic Algebra A-1 Algebra and Real Numbers A-2 Operations on Polynomials A-3 Factoring Polynomials A-4 Operations on Rational Expressions A-5 Integer Exponents and Scientific Notation A-6 Rational Exponents and Radicals A-7 Quadratic Equations Appendix B: Special Topics B-1 Sequences, Series, and Summation Notation B-2 Arithmetic and Geometric Sequences B-3 Binomial Theorem Appendix C: Tables Table I Area Under the Standard Normal Curve Table II Basic Geometric Formulas Answers Index Applications Index A Library of Elementary Functions Raymond A. Barnett, a native of California, received his B.A. in mathematical statistics from the University of California at Berkeley and his M.A. in mathematics from the University of Southern California. He has been a member of the Merritt College Mathematics Department, and was chairman of the department for four years. Raymond Barnett has authored or co-authored eighteen textbooks in mathematics, most of which are still in use. In addition to international English editions, a number of books have been translated into Spanish. Co-authors include Michael Ziegler, Marquette University; Thomas Kearns, Northern University; Charles Burke, City College of San Francisco; John Fuji, Merritt College; and Karl Byleen, Marquette University. Michael R. Ziegler (late) received his B.S. from Shippensburg State College and his M.S. and Ph.D. from the University of Delaware. After completing post doctoral work at the University of Kentucky, he was appointed to the faculty of Marquette University where he held the rank of Professor in the Department of Mathematics, Statistics, and Computer Science. Dr. Ziegler published over a dozen research articles in complex analysis and co-authored eleven undergraduate mathematics textbooks with Raymond A. Barnett, and more recently, Karl E. Byleen. Karl E. Byleen received his B.S., M.A. and Ph.D. degrees in mathematics from the University of Nebraska. He is currently an Associate Professor in the Department of Mathematics, Statistics and Computer Science of Marquette University. He has published a dozen research articles on the algebraic theory of semigroups.
More About This Textbook Overview This book places mathematics into a concrete, real- world setting. Designed to emphasize problem solving-skills, it introduces new concepts in the context of physical situations to show how algebra can be applied to solve physical problems. The book provides analytical, graphical, and numerical approaches to all major topics. Readers who find one approach to a topic most natural can use that approach to enhance their understanding of the other two. It includes regular use of Polya problem solving strategies. By frequently identifying Polya strategies used in the exposition, the book provides readers with a large number of examples of how each strategy can be used effectively. The use of graphing calculators is incorporated where appropriate as well as discussions of the advantages and limitations of technology. A valuable reference book for any reader who needs a greater understanding of the real-world problem-solving capabilities of algebra
Math in Society Math in Society is a free, open textbook. This book is a survey of mathematical topics, most non-algebraic, appropriate for a college-level topics course for liberal arts majors. The text is designed so that most chapters are independent, allowing the instructor to choose a selection of topics to be covered. Emphasis is placed on the applicability of the mathematics. Core material for each topic is covered in the main text, with additional depth available through exploration exercises appropriat Author(s): No creator set License information Related content No related items provided in this feed Can I Divide This Number By That Number? Divisibility Rules presented in an easy-to-understand slideshow. (28 slides) Mathematical divisibility rules; correlates with Glencoe Mathematics Course 1: 1-2 and Pre-Algebra: 4-1. Author(s): No creator set License information Related content No related items provided in this feed Decimals, Fractions and Percent 2 On completion, learners will be able to add, subtract, multiply or divide decimal, fraction and percent numbers in order to solve practical problems. Learners also translate problems expressed in words to mathematical symbols. This module is part of the Certificate in Preparatory EducationCore Physics PBL – Sugar Capacity. 'Sugar Capacity' is a first year PBL project to be undertaken by small groups of (approximately 4) students, working as teams to perform a variety of experiments to answer a set of questions posed to them. The theory required for this PBL is written in the course books (Physics for Scientists and Engineers, Tipler and Mathematical Physics Vol2) although some rational thinking may be required to extend this knowledge or apply it to an area not yet understood by students. Students will have f Author(s): University of Leicester LicenseLicense information Related content No related items provided in this feed Economic Growth: What Factors Matter
Math Word ProblemsWord problems are the most difficult part of any math course - and the most important to both the SATs and other standardized tests. This book teaches proven methods for analyzing and solving any type of math word problem. REFRESHER V: SYSTEMS OF EQUATIONS Lesson 18: Solving Word Problems Using Two Equations REFRESHER VI: QUADRATIC EQUATIONS Lesson 19: Solving Word Problems Using Quadratic Equations Lesson 20: Solving Word Problems in Geometry QUIZ 5 Lesson 21: Solving Word Problems Using Other Strategies Lesson 22: Solving Word Problems in Probability Lesson 23: Solving Word Problems in Statistics QUIZ 6 FINAL EXAM ANSWER TO QUIZZES AND FINAL EXAM SUPPLEMENT: SUGGESTIONS FOR SUCCESS IN MATHEMATICS INDEX Allan G. Blumantaught mathematics and statistics in high school, college, and graduate school for 39 years. He received his Ed.D. from the University of Pittsburgh and has written three mathematics textbooks published by McGraw-Hill. Mr. Bluman is the recipient of "An Apple for the Teacher Award" for bringing excellence to the learning environment, and the "Most Successful Revision of a Textbook" award from McGraw-Hill. His biographical record appears in Who's Who in American Education, Fifth Edition. Alan Bluman is the author of Pre-Algebra Demystified.
CBSE Syllabus 2012-2013 for 12 Std The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with growth of the subject and emerging needs of the society. Senior Secondary stage is a launching stage from where the students go either for higher academic education in Mathematics or for professional courses like engineering, physical and Bioscience, commerce or computer applications. The present revised syllabus has been designed in accordance with National Curriculum Frame work 2005 and as per guidelines given in Focus Group on Teaching of Mathematics 2005 which is to meet the emerging needs of all categories of students. Motivating the topics from real life situations and other subject areas, greater emphasis has been laid on application of various concepts. The new and updated CBSE syllabus for 12 Std Chemistry is based on disciplinary approach with rigour depth taking care that the CBSE syllabus 12 Chemistry is not heavy and at the same time it is comparable to the international level. The knowledge related to the subject of Chemistry has undergone tremendous changes during the past one decade. Many new areas like synthetic materials, bio -molecules, natural resources, industrial chemistry are coming in a big way and deserve to be an integral part of CBSE 12 chemistry syllabus stage At international level, new formulations and nomenclature of elements and compounds, symbols and units of physical quantities floated by scientific bodies like IUPAC and CGPM are of immense importance and need to be incorporated in the updated 12 CBSE syllabus. The revised CBSE 12 syllabus takes care of all these aspects. Greater emphasis has been laid on use of new nomenclature, symbols and formulations, teaching of fundamental concepts, application of concepts in chemistry to industry/ technology, logical sequencing of units, removal of obsolete content and repetition etc. CBSE Syllabus for 12 is a stage of transition from general education to discipline-based focus on curriculum. The present updated CBSE Syllabus for 12 keeps in view the rigour and depth of disciplinary approach as well as the comprehension level of learners. Due care has also been taken that the CBSE Syllabus for 12 is comparable to the international standards. Salient features of the CBSE Syllabus for 12 include: The present CBSE syllabus for 12 Std Biology reinforces the ideas introduced till the secondary classes. It provides the students with new concepts along with an extended exposure to contemporary areas of the subject. The CBSE syllabus for 12 Std Biology also aims at emphasizing on the underlying principles that are common to both animals and plants as well as highlighting the relationship of biology with other areas of knowledge. The format of the syllabus allows a simple, clear, sequential flow of concepts without any jarring jumps. The CBSE syllabus for 12 Std Biology also stresses on making connections better among biological concepts. It relates the study of biology to real life through the use of techonology. It links the discoveries and innovations in biology to everyday life, such as environment, industry, health and agriculture. The updated CBSE syllabus for 12 Std Biology also focuses on reducing the curriculum load while ensuring that ample opportunities and scope for learning and appreciating basic concepts of the subject continue to be available within its framework. The CBSE syllabus for English of class 12th is intended to give students a high level of competence in English with an emphasis on the study of literary texts and will provide extensive exposure to a variety of rich texts of world literature as well as to Indian writings in English, including classics, and develop sensitivity to the creative and imaginative uses of English and give them a taste for reading with delight and discernment. The CBSE syllabus for English of class 12th will be pitched at a level which the students may find challenging. The course is primarily designed to equip the students to pursue higher studies in English literature and English language at the college level and prepare students to become teachers of English.
Summary: This manual is intended to accompany Essentials of Precalculus with Calculus Previews, Fifth Edition, by Dennis G. Zill and Jacqueline M. Dewar. It consists of five parts, described below.Topics in Algebra: This part consists of short discussions of appropriate topics from a prerequisite algebra course (such as synthetic division), as well as topics intended to assist the student in becoming a more effective problem solver (such as implicit conditions in a word problem). Use of a Cal...show moreculator: While much of the material discussed will be pertinent to any graphing calculator, the references in this manual will be to the TI-84 family of calculators. After a few brief comments on the use of the TI-84 calculator, this manual will focus on how to use the calculator to either assist in the solution of some of the problems in the text or to check that your solution is correct or at least reasonable.Basic Skills: This is a list for each section in the text of the skills needed to solve the more manipulative problems in the section.Selected Solutions: Includes complete solutions to every third problem in each section of the text are given. Final Examination Answers: As indicated by the title of this part, the answers are provided for each of the 70 problems on the final examination83 +$3.99 s/h New Books4Cause il Skokie, IL 2011 Paperback New Ships Fast! Satisfaction Guaranteed! $5592 +$3.99 s/h New PROFESSIONAL & ACADEMIC BOOKSTORE Dundee, MI 1449638260
Technical Mathematics with Calculus This tried-and-true text from the pioneer of the basic technical mathematics course now has Addison-Wesley's amazing math technologies MyMathLab and ...Show synopsisThis tried-and-true text from the pioneer of the basic technical mathematics course now has Addison-Wesley's amazing math technologies MyMathLab and MathXL helping students to develop and maintain the math skills they will need in their technical careers. Technical mathematics is a course pioneered by Allyn Washington, and the eighth edition of this text preserves the author's highly regarded approach to technical math, while enhancing the integration of technology in the text. The book is intended for a two- or three-semester course and is taught primarily to students who plan to pursue technical fields. The primary strength of the text is the heavy integration of technical applications, which aids the student in pursuit of a technical career by showing the importance of a strong foundation in algebraic and trigonometric math. Allyn Washington defined the technical math market when he wrote the first edition of Basic Technical Mathematics over forty years ago. His continued vision is to provide highly accurate mathematical concepts based on technical applications.The course is designed to allow the student to be simultaneously enrolled in allied technical areas, such as physics or electronics. The material in the text can be easily rearranged to fit the needs of both instructor and students. Above all, the author's vision of this book is to continue to enlighten today's students that an understanding of elementary math is critical in many aspects of
038755582Computer Graphics and Mathematics (Focus on Computer Graphics) Since its very existence as a separate field within computer science, computer graphics had to make extensive use of non-trivial mathematics, for example, projective geometry, solid modelling, and approximation theory. This interplay of mathematics and computer science is exciting, but also makes it difficult for students and researchers to assimilate or maintain a view of the necessary mathematics. The possibilities offered by an interdisciplinary approach are still not fully utilized. This book gives a selection of contributions to a workshop held near Genoa, Italy, in October 1991, where a group of mathematicians and computer scientists gathered to explore ways of extending the cooperation between mathematics and computer graphics
Syllabus Instructor Course Goals The goals of this course are to broaden participants' knowledge of (a) curricular approaches to function relevant to the middle school, and (b) the ideas behind the formal mathematical idea of function. An important assumption behind the content of this course is that item (b) above encompasses both formal/logical components and psychological components pertaining to how both sophisticated and naïve learners think about these ideas. Course Format This course takes place entirely online with no requirements for synchronous participation. Regular, daily participation will be essential but time of day for this participation is at participants' discretion and convenience. See Principles of the course below. Course materials All materials will be provided as downloads or links through Canvas. Principles of the course Full participation will mean agreeing to spend about an hour a day for the duration of the course. The "hour" is an average and is at your convenience. Course activities will include working through mathematics tasks, reading articles, seeking resources and participating in asynchronous online discussions. But full participation is not just about seat time. It is about committing to learning, and to supporting the learning of your classmates. We are here to learn; this will require critical examination of what we think we already know. We cannot be possessive of old ideas—we need to be ready to expand them, to let go of them when necessary, and to welcome new ones. We should seek to appear curious, not smart. We all bring expertise; we should seek to share ours, and to take advantage of that of others. This is not a pedagogy course. We will examine mathematics and curriculum quite closely, but implications for teaching are not the direct product of our activity. Conceptual insight is. Instructional implications will follow. These may require long term fermentation before ripening. We should base our arguments and claims on evidence. We should ask honest questions, and lots of them. Discussions are not ever closed. Continue to contribute to old discussions as we move forward; it would be lovely to have each discussion be a record of our developing thinking. Work load Approximately one hour per day for the duration of the course is expected. The "hour" is an average and is at a participant's convenience. Course Grade This course is ungraded and not for college or graduate credit. All participants adhering to the principles of the coruse above and completing all assignments will be issued a certificate for clock hours towards relicensure. Participants requiring additional documentation of their participation should email the instructor with necessary details. Summary of activities Discussion: What is a function? Participants will discuss their own understanding of functions, the ways that they and their students think about functions, and the relevance of these ideas to middle school curriculum. Tasks: Participants will work a number of paper-and-pencil mathematics tasks involving function ideas. These tasks either come directly from elementary and middle school curricula, or are adapted from them. Sources include Everyday Mathematics, Connected Mathematics and Mathalicious. Reading: Vinner, S. (1992). The function concept as a prototype for problems in mathematics learning. In E. Dubinsky & G. Harel (Eds.) The concept of function: Aspects of epistemology and pedagogy. Mathematical Association of America. Discussion: Participants will work to integrate the ideas from the initial discussion with those in the tasks and the reading by considering the question, What images do you carry around pertaining to function? together with the implications of these images. Task: Participants consider functions graphed in polar coordinates. They begin with a game from Connected Mathematics to develop polar coordinates, and move to simple (i.e. constant and linear) functions. Create: Participants create a product for public sharing. This may take any number of forms, including (but not limited to): a blog post reflecting on experiences as a learner and/or implications for instruction, a lesson plan (for any audience), an interpretive dance, a work of visual art, etc. The exact form of the product is not important. The important thing is that it adhere to the spirit of the assignment, which encompasses these two criteria: (1) it should be made public (i.e. shared beyond the course participants), and (2) it should incorporate one or more ideas of the course pertaining to function. To complete the course, the product—or a link to, or a photograph or other description of the product—must be submitted through Canvas. 4 Responses to Syllabus This course was interesting, challenging and well worth the time and energy spent thinking and doing, re-thinking and re-doing. The participants lived up to the Principles that were set forth and known by all. I must say that the anticipated average of one hour per day was an underestimate for me personally. I was so drawn into the learning that I found myself thinking about the course and the discussions well beyond the time spent on my computer composing responses and doing the tasks. Time well spent none-the-less. Thank you for the opportunity! Mary Beth Christopher, thanks so much for this challenging but fun class. I've never have participated on an online class and this one kept me engage at all times. I which I could have participated in the live discussions, but time did not worked for me. It definitely made an impact on the way I currently introduce students to principles of algebra through "Variables and Patterns" I which I had not taught this unit before this class, so I could exposed my students to functions or at least help them create concept images of function closer to the definition. There is more to explore about functions for me. Thanks!!
More About This Textbook Overview Algebraic graph theory is a combination of two strands. The first is the study of algebraic objects associated with graphs. The second is the use of tools from algebra to derive properties of graphs. The authors' goal has been to present and illustrate the main tools and ideas of algebraic graph theory, with an emphasis on current rather than classical topics. While placing a strong emphasis on concrete examples, the authors tried to keep the treatment self-contained
In In Pursuit of the Unknown, celebrated mathematician Ian Stewart uses a handful of mathematical equations to explore the vitally important connections between math and human progress. We often overlook the historical link between mathematics and technological advances, says Stewart—but this connection is integral to any complete understanding of human history. Your grade 6 and higher students will build mastery and retention by applying these lessons for as little as 15 minutes a day. Practice computation, word problems, and dozens of other important math skills are covered, all in a range of difficulty appropriate for grade 6. Your The Larson CALCULUS program has a long history of innovation in the calculus market. It
If you have trouble remembering trig identities, this article is for you! This neat trick will teach you all you need to know about how to recognize the fundamental trig identities without ever having to memorize them! Augmented matrices are a topic of Linear Algebra that is commonly taught in Precalculus classes for some reason. It formalizes the concept of a linear system, and while that sounds wonderful to a mathematician it can actually be a royal pain when it comes right down to running numbers around. Even as student in college level math courses, Gaussian elimination (the method used to solve these matrices) is a task that causes frequent errors, so I decided to take a very slow, steady approach to the topic to better inform confused juniors and seniors across America [that sounded less cheesy in my head].
Ordinary Differential Equations: An Elementary Textbook for Students of Mathematics, Engineering, and the Sciences(Google eBook) This unusually well-written, skillfully organized introductory text provides an exhaustive survey of ordinary differential equations -- equations which express the relationship between variables and their derivatives. In a disarmingly simple, step-by-step style that never sacrifices mathematical rigor, the authors -- Morris Tenenbaum of Cornell University, and Harry Pollard of Purdue University -- introduce and explain complex, critically-important concepts to undergraduate students of mathematics, engineering and the sciences. The book begins with a section that examines the origin of differential equations, defines basic terms and outlines the general solution of a differential equation-the solution that actually contains "every "solution The "theory "of differential equations and their "application. "An abundance of solved problems and practice exercises enhances the value of "Ordinary Differential Equations "asUser ratings An excellent source of solution methods for well-defined classes of ordinary differential equations. The first few chapters are a very well written introduction to the topic as well, showcasing common pitfalls in interpreting solutions of differential equations and the behavior of direction fields. Review: Ordinary Differential Equations User Review - Goodreads Good intermediate level college text for learning ODEs. Chapters are extensive, concepts clearly presented, and practice problems are a good blend of that evil but necessary plug-and-chug grinding ...
This class deals with interactive art. Visiting artists will discuss their work from a theoretical and practical perspective.... see more This This year's theme will be about how common sense knowledge differs in different languages and cultures, and how machine understanding of this knowledge can help increase communication between people, and between people and machines. This class introduces studies in the algorithmic manipulation of type as word, symbol, and form. Problems covered will... see more This class introduces studies in the algorithmic manipulation of type as word, symbol, and form. Problems covered will include semantic filtering, inherently unstable letterforms, and spoken letters. The history and traditions of typography, and their entry into the digital age, will be studied. Weekly assignments using Java® will explore new ways of looking at and manipulating type Math Water Table is an online liquid simulator. (Former obbliq)To get the area of a limited number of shapes (rectangles and... see more Math Water Table is an online liquid simulator. (Former obbliq)To get the area of a limited number of shapes (rectangles and triangles)To verify the area formulas of some limited geometrical shapes.Video help at: Ideas: useful to explain multiplication and division. The old program is in the mirror link.
An Introduction to Partial Differential Equations With Matlab An Introduction to Partial Differential Equations with MATLAB exposes the basic ideas critical to the study of PDEs-- characteristics, integral transforms, Green's functions, and, most importantly, Fourier series and related topics. The author approaches the subject from a motivational perspective, detailing equations only after a need for them has been established. He uses MATLAB® software to solve exercises and to generate tables and figures. This volume includes examples of many important PDEs and their applications. The first chapter introduces PDEs and makes analogies to familiar ODE concepts, then strengthens the connection by exploring the method of separation of variables. Chapter 2 examines the "Big Three" PDEs-- the heat, wave, and Laplace equations, and is followed by chapters explaining how these and other PDEs on finite intervals can be solved using the Fourier series for arbitrary initial and boundary conditions. Chapter 5 investigates characteristics for both first- and second-order linear PDEs, the latter revealing how the Big Three equations are important far beyond their original application to physical problems. The book extends the Fourier method to functions on unbounded domains, gives a brief introduction to distributions, then applies separation of variables to PDEs in higher dimensions, leading to the special funtions, including the orthogonal polynomials. Other topics include Sturm-Liouville problems, adjoint and self-adjoint problems, the application of Green's functions to solving nonhomogeneous PDEs, and an examination of practical numerical methods used by engineers, including the finite difference, finite element, and spectral methods. This textbook provides a rigorous and lucid introduction to the theory of ordinary differential equations (ODEs), which serve as mathematical models for many exciting real-world problems in science, ... Appropriate for an elementary undergraduate first course of varying lengths. Its in-depth elementary presentation is intended primarily for students in science, engineering, and applied mathematics ...
books.google.com - Exception... Algebra College Algebra Exception readers up to speed quickly and painlessly. Prerequisites: Fundamental Concepts of Algebra. Equations, Inequalities, and Mathematical Models. Functions and Graphs. Polynomial and Rational Functions. Exponential and Logarithmic Functions. Systems of Equations and Inequalities. Matrices and Determinants. Conic Sections. Sequences, Induction, and Probability. For anyone wanting a user-friendly introduction to college algebra. From inside the book Review: College Algebra [With CDROM] User Review - Chris Lockhart - Goodreads For a College Algebra textbook it's very good. I can't say I loved it, but that's the subject matter.. not the book itself. Does a very good job of explaining things in an understandable and occasionally entertaining way. Plenty of exercises and examples to help.Read full review References from web pages College Algebra By Blitzer I'm just not hitting college algebra by blitzer and need help. Is there anyway I can get help without having to go to tutorials? ... algebra-helper/ college-algebra-by-blitzer.html College Algebra Welcome to College Algebra! This sheet will tell you about the course, including subject matter, homework, tests, and grading. Almost all of your questions ... dept/ math/ mstreet/ 1314_wb_syllabus.htm Pearson - College Algebra, 3/E College Algebra, 3/E, Robert F. Blitzer, Miami-Dade Community College ... For courses in College Algebra. This text presents the traditional content of the ... academic/ product/ 0,,0131013653,00%2Ben-USS_01DBC.html.bak
MTH60 Introductory Algebra- 1st Term Introduction to algebraic concepts and processes with a focus on linear equations and inequalities in one and two variables. Applications, graphs, functions, formulas, and proper mathematical notation are emphasized throughout the course. A scientific calculator is required. The TI-30X II is recommended. Prerequisites: MTH 20 and RD 80 (or ESOL 250). Audit available. (For detailed information, see the Course Content and Outcome Guide ). Credits: 4.00 Distance Education: Web Course Information CRN 43161 From the Instructor: My name is Rebecca Ross and I will be your instructor for this course. This course will be using Desire2Learn, our Learning Management Software at PCC that is used to deliver online courses. To login to your course, please log in to: Important: This is not a self paced course. There are assignments that you will have to complete on a weekly basis. You will have to come to campus to take exams.The ISBN 9780558370985 Another option is to purchase MyMathLab with eBook, ISBN 978-0-13-603208-3. In order to be successful in this course, you will need to be comfortable following written directions, be a self-directed learner, be comfortable with technology, have good time management skills, and be able to spend at least 15-20 hours per week completing required math work. If you think you will have trouble meeting these criteria, you should register for a traditional, face-to-face class. If this is your first online course, please take the online orientation before the term starts: This course has two required on campus exams. Both exams are held at the Southeast Campus. Students registered for this class must be able to attend these mandatory exams. The Another option is to purchase MyMathLab with eBook, ISBN 978-0-13-603208-3. Students with disabilities should notify their instructor if accommodations are needed to take this class. For information about technologies that help people with disabilities in taking Web based distance learning classes please visit the Office for Students with Disabilities website.
29210745 / ISBN-13: 9781429210744 Calculus: Early Transcendentals What's the ideal balance? How can you make sure students get both the computational skills they need and a deep understanding of the significance of ...Show synopsisWhat's the ideal balance? How can you make sure students get both the computational skills they need and a deep understanding of the significance of what they are learning? With your teaching--supported by Rogawski's "Calculus Second Edition"--the most successful new calculus text in 25 years! Widely adopted in its first edition, Rogawski's "Calculus" worked for instructors and students by balancing formal precision with a guiding conceptual "Calculus" success continues in a meticulously updated new edition. Revised in response to user feedback and classroom experiences, the new edition provides an even smoother teaching and learning experience.Hide synopsis Calculus: Early Transcendentals This is a great book and it is very easy to understand. But the only downfall of it is I wish the answers to the selected answers showed each step to finding the solution because even though the problems are based on the same concept, some questions are harder. But it's an overall good back and totally
A Problem Solving Approach to Mathematics for Elementary School Teachers edition: 11th Author(s): Billstein, Rick; Libeskind, Shlomo; Lott, Johnny W. ISBN: 9780321756664 / Hardcover book (Same content, just cheaper!!) 2nd day shipping available, ships same or next day. This book contains mild water damage that does not hinder the readability of the book. Books may not contain access codes or supplementary material.This is the U.S. student edition as pictured.
Product Description A wealth of reproducible lists and other teaching aids, this highly-practical book offers specific information on over 275 topics. Every list is updated, and the book includes new information incorporating advanced topics such as fractals, discrete mathematics, and math websites for both students and teachers. 432 pages. Grade 5 and up. Prices listed are U.S. Domestic prices only and apply to orders shipped within the United States. Orders from outside the United States may be charged additional distributor, customs, and shipping charges.
More About This Textbook Overview For pilots looking to improve their math skills in the cockpit and easily perform math calculations in their heads, this book offers numerous tips and invaluable tricks to help in all areas of cockpit calculations. Pilots are guided through basic and more advanced formulas with explanations on how to perform them without needing paper or electronic calculators, step-by-step instructions, practice exercises, and personal advice from experienced pilots. Easy and quick methods for calculating airborne math problems, enroute descents, and visual descent points are covered. Numerous references, math memorization tables, lists of formulas, and definitions for terms and abbreviations are provided. This book will be useful for pilots gearing up for airline interviews, preparing for checkrides or proficiency checks, or wanting to improve their in-flight calculations performance. Editorial Reviews From the Publisher "[This book] revs up the brainpower to quickly process not only those pesky math questions asked during airline interviews, but expands the mental hard drive to handle a wide range of practical number problems in flight." —Wayne Phillips, FAA designated Pilot Examiner and captain for United Express
Growing out of classes in computer music at Dartmouth College this is web version of a book that is intended as a... see more Growing out of classes in computer music at Dartmouth College this is web version of a book that is intended as a "user-friendly" introduction to music and computers. AN excellent introduction to what is sound. Over the past year, more than 50 undergraduates from around the US havecollaborated to establish the National Journal of... see more Over the past year, more than 50 undergraduates from around the US havecollaborated to establish the National Journal of Young Investigators (JYI), "״a faculty and student reviewed, peer edited and published, national journal״" of science and engineering. Designed to showcase undergraduate research and serve as a hub for up-and-coming scientists, JYI's staff is composed entirely of undergraduate students from academic institutions across the US. The journal's scientific articles are organized in three subject areas: Physical Sciences and Mathematics, Biological and Biomedical Sciences, and Basic Engineering Sciences. The full text of current articles may be viewed online, and interested contributors will find instructions for article submissions on-site." Develops a working knowledge of and ability to apply numerical methods in solving some basic mathematical problems such as... see more Develops a working knowledge of and ability to apply numerical methods in solving some basic mathematical problems such as interpolation, numerical integration, and finding roots of functions.Compulsory Readings for Numerical Methods (PDF) The Polar Curves Applet behaves much like a graphing calculator but adds two features: the user has options to (1) plot... see more The Polar Curves Applet behaves much like a graphing calculator but adds two features: the user has options to (1) plot points on the user-specified polar curve given by r(t) beginning at a user-specified value of t; and (2) fill in the area bounded by a user-specified polar curve given by r(t) beginning at a user-specified value of t. This applet was developed for the Mathematical Activities with Java workshop. It is recommended for introducing curves in polar coordinates and for discussing the area bounded by one polar curve. This site is part of an online course in trigonometry taught in the Mathematics Department at the University of Idaho. ... see more This site is part of an online course in trigonometry taught in the Mathematics Department at the University of Idaho. Contents include approximately fifty streaming videos (RealPlayer) of classroom-type instruction on topics ranging from "The Cartesian Coordiate System" to "Inverse Trigonometic Functions." A downloadable problem set with odd-number solutions is also available. Probability has applications in classical physics, but it plays a more essential role in quantum physics. We can take... see more Probability has applications in classical physics, but it plays a more essential role in quantum physics. We can take examples from quantum mechanics without raising the mathematical or computational level appreciably, but for those with no previous knowledge of the subject, the brief outline given below may not be adequate. For my technology class I was asked to complete a StaIR. This stands for Stand-Alone Instructional Resource. This is a... see more For my technology class I was asked to complete a StaIR. This stands for Stand-Alone Instructional Resource. This is a resource that a student could use to learn a topic completely independently. It teaches the topic, includes independent practice, and feedback. When asked to do this I wanted to make this for something that could be used within my classroom. I chose to complete a resource for the Pythagorean Theorem. This is a standard that is necessary for all seventh grade students. I will be able to use this to differentiate this in both my Math 7 and Pre-Algebra class. A presentation on the nature of science and how it relates to quantum mechanics. Level is for high school to beginning... see more A presentation on the nature of science and how it relates to quantum mechanics. Level is for high school to beginning college. Takes the viewer through the quirks and seeming paradoxes of quantum mechanics, including the double slit experiment and Schrodinger's Cat. This contribution is a Stand Alone Instructional Resource that allows users to easily navigate through a presentation about... see more This contribution is a Stand Alone Instructional Resource that allows users to easily navigate through a presentation about Right Triangle Trigonometry. It includes vocabulary, examples, and practice questions and guides users to the learning the basics to solving right triangles. This StAIR features sound and animation effects, tutorial videos, as well as navigation buttons to quickly move back and forth between slides and back to the home slide
Practice Makes Perfect Algebra II [NOOK Book] ... More About This Book the subject. More than 500 exercises and answers covering all aspects of algebra will get you on your way to mastering algebra! Meet the Author Christopher Monahan is a retired teacher of math with more than 30 years of classroom experience at the college and high school level. As a member of the Association of Mathematics Teachers of New York State, Monahan served as president (2009-2010) and vice president (2006-2007). He served on a number of committees for the New York State Department of Education for writing Regents Exam questions for Math A and Math B, for determining scope and range for the Geometry Regents. He has been a National Trainer for Texas Instruments in Teaching Teachers with Technology since
Next: Writing Expressions and Equations Previous: Surveys and Data Displays Chapter 12: Equations and Functions; Probability Chapter Outline Loading Contents Chapter Summary Image Attributions Description In this chapter, students will begin learning all about expressions and equations. They will also learn about solving equations, single-variable equations, graphing functions, probability, and how to calculate the probability of independent events.
0321067029 9780321067029 PStudent Solutions Manual for Prealgebra and Introductory Algebra:Prealgebra and Introductory Algebra is an answer to the cry for a combined book for the first two courses in developmental mathematics. Taking advantage of a traditional approach to the subject matter, this text builds on the quality of examples, exercises, writing style, and accuracy that you've come to expect when you see the Lial name. Using everyday, realistic applications to increase student motivation, the authors answer the question "When am I ever going to use this?" The worktext format encourages students to become actively involved in their learning. The end of chapter material helps students focus on what is important and solidify what they have learned.
Problems in Mathematics for Drafting & CAD This book presents mathematics problems encountered in drafting fields. Through comprehensive compilation of integrated problems, this book fosters ...Show synopsisThis book presents mathematics problems encountered in drafting fields. Through comprehensive compilation of integrated problems, this book fosters problem solving, critical thinking and basic mathematics literacy. This book is designed to supplement any mathematics or CAD text. Realistic applications are offered throughout the book as well as coverage on how to use a calculator for mastering math in drafting. Examples and figures cover a wide range of skills and levels of difficulty. Math principles are offered in problems that provide a challenge for most levels of ability. Ideal as a supplement to any core drafting, CAD text or developmental math text. ALSO AVAILABLE INSTRUCTOR SUPPLEMENTS CALL CUSTOMER SUPPORT TO ORDER Instructor's Guide, ISBN: 0-8273-4625-5 1111316805 Premium Books are Brand New books direct from...New. 1111316805
Intermediate Algebra - Student Solution Manual - 8th edition Summary: When the answer at the back of the book is simply not enough, then you need the Student Solutions Manual. With fully worked-out solutions to all odd-numbered text problems, the Student Solutions Manual lets you ''learn by example'' and see the mathematical steps required to reach a solution. Worked-out problems included in the Solutions Manual are carefully selected from the textbook as representative of each section's exercise sets so you can follow-along and study more effectivel...show morey. The Student Solutions Manual is simply the fastest way to see your mistakes, improve learning, and get better grades. ...show less 032158874696 +$3.99 s/h Good invisibledog Salt Lake City, UT 0321588746 Some marking. Edgewear. $17.77 +$3.99 s/h Good invisibledog Salt Lake City, UT 0321588746 Unmarked text. Cover corner creased. $17.77 +$3.99 s/h Good invisibledog Salt Lake City, UT 0321588746 Unmarked text. $17.77 +$3.99 s/h Good invisibledog Salt Lake City, UT 0321588746 Unmarked text
Systems and their mathematical description play an important role in all branches of science. This book offers an introduction to mathematical modeling techniques. It is intended for undergrad students in applied natural science, in particular earth and environmental science, environmental engineering, as well as ecology, environmental chemistry, chemical... more... Updated and expanded, this second edition satisfies the same philosophical objective as the first -- to show the importance of problem posing. Although interest in mathematical problem solving increased during the past decade, problem posing remained relatively ignored. The Art of Problem Posing draws attention to this equally important act and is... more... A provocative collection of papers containing comprehensive reviews of previous research, teaching techniques, and pointers for direction of future study. Provides both a comprehensive assessment of the latest research on mathematical problem solving, with special emphasis on its teaching, and an attempt to increase communication across the active... more... This book looks at the process of human cognition and the way complex problems are solved by decomposing them into a list of strategic objectives, before focusing individually on each objective to plan for a tactical solution. This process has been formulated by military planners in the form of the Standard Operating Procedure, by which problem solving... more... Intends to set the modern foundations of the theory of generalized curvature measures. Following a historical and didactic approach, this book introduces the mathematical background of the subject, curves and surfaces, convex subsets, smooth submanifolds, subsets of positive reach, polyhedra and triangulations, and surface reconstruction. more... A guide to concept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively and strategically to improve planning, teaching, learning, and assessment at different educational levels. more... How might Hercules, the most famous of the Greek heroes, have used mathematics to complete his astonishing Twelve Labors? From conquering the Nemean Lion and cleaning out the Augean Stables, to capturing the Erymanthean Boar and entering the Underworld to defeat the three-headed dog Cerberus, Hercules and his legend are the inspiration for this book... more... Solving Word Problems for Life, Grades 6-8 offers students who struggle with math a daily opportunity to improve their skills. The book offers 180 math word problems. The first 30 focus on 6th-grade math standards, the second 30 on 7th-grade standards, and the last 30 on 8th-grade standards. There is also a section of more difficult, extra-credit problems... more...
Mathematical tables and handbooks have played a pivotal role in applications and also the development of mathematics itself over the centuries. Now, with the advent of the digital age, the traditional handbook format has become obsolete, and a complete rethinking of the nature and role of mathematical handbooks must be undertaken. The purpose of this program is to formulate, though concrete examples and experiences, the role and character of digital libraries in mathematics, and the mathematical and applied fields that would benefit from such a library. The first serious attempt to address these issues is the ongoing Digital Library of Mathematical Functions (DLMF) project at the National Institute of Standards and Technology (NIST). This workshop will take the DLMF project as a basis for assessing both the state of the art in special function theory, what aspects are of importance in applications, particularly to chemistry and physics, and the experiences gained in this project to formulate recommendations for how digitial libraries of mathematics should be organized, utilized, and developed. We also anticipate the experiences of the DLMF project to provide insight and recomendations for how mathematics should be stored and disseminated over the internet. Of the currently used handbooks, the most well-developed have been those devoted to special functions and their applications. The principal handbooks on special functions, "Higher Transcendental Functions" (the Bateman Project) and the NIST (formerly National Bureau of Standards) "Handbook of Mathematical Functions," are among the most useful, widely consulted technical volumes ever published, but they are now out of date, due to rapid research progress and revolutionary changes in technology. (See for additional information.) Using these as concrete examples of a mathematical digital library, the program will assess recent progress in updating these handbooks and recent advances in the theory and use of special functions, and to point out the areas of research in special functions that hold the most promise and importance for future development, both for theorists and users. In the broader arena, the workshop will aim to use the experience in this particular subject to generate recommendations for further digital library projects in the mathematical sciences and their applications, including, but not limited to, numerical analysis, group theory, signal processing, statistics, linear algebra, partial differential equations, and so on. The IMA workshop will use the DLMF project as a foundation and discuss what more should be done, what areas are incomplete or unrepresented, what are the resulting mathematical, symbolic, numerical and web issues, applications in physics, chemistry, etc., relationships with the Bateman project, and potential for other digital libraries in other mathematical areas. The workshop is to have a very broad outlook, encompassing a wide range of subjects connected with special functions, as well as issues concerning digital libraries and the delivery of mathematics over the internet. A major portion of this program (7 days) will be assessments of research progress and promising vistas for future research by distinguished experts in the areas of a symptotics, combinatorial functions, statistics, computer algebra, algebraic and group theoretic methods, applications to the physical sciences, orthogonal polynomials, numerical methods, zeta functions & random matrices, Painlevé functions, elliptic functions, elliptic hypergeometric functions and the Heun function group, with the aim of pointing out what is of greatest importance in the theory and applications, and what should be included in digital library projects. The remainder of the program (3 days) will be devoted to Digital Libraries generally and, specifically, Digital Libraries and the Mathematical Sciences, including the delivery of mathematics over the Internet. It will conclude with a panel on the "Future of Mathematical Digital Libraries," with panelists from the special functions research and users communities, as well as representatives from mathematics societies and government funding agencies. There will be several discussion sessions to develop specific recommendations for special function topics to be included in future Digital Libraries in Mathematics. Also there will be poster sessions, and several software demonstrations (particularly of computer algebra and numerical packages for special functions), and much of the software will be available during the program for informal use by participants. This program will link with special function related sessions at the Foundations of Computational Mathematics (FoCM'02) meeting that will be hosted by the IMA, August 5-15, 2002. The program is meant for researchers in the theory and computation of special functions (definitely including people new to the field who are looking for the most promising areas for future research), for users of special functions, and for persons interested in the delivery of mathematics over the Internet.
...able to solve a wide range of mathematics. The application will have a client-side which will be web...computer algebra system such as Scilab, mathematica, sagemath, matlab, maxima etc. To give you a rough
Basic Mathematics: Revision and Practice is a popular textbook, widely used as a one-volume revision course for students aiming at grades B to E of GCSE and Standard Grade examinations. Key Points: · Exercises are preceded by notes and worked examples to provide students with clear models to follow · Makes students aware of the part that mathematics plays in everyday lives · Includes all numerical answers
Quantitative Reasoning: Tools for Today's Informed Citizen The need for quantitative reasoning courses has never been stronger: Citing a recent study funded by the Pew Charitable Trusts, the Associated Press reported in 2006 that more than half of the nation's students at four-year colleges and universities "lack the literacy to handle complex, real-life tasks" such as understanding credit card offers, balancing checkbooks, and computing restaurant tips. Quantitative Reasoning: Tools for Today's Informed Citizen helps students connect mathematics in the classroom with applications in the real world. Through a series of hands-on activities and explorations, the text empowers students by teaching them to apply quantitative reasoning skills to make informed decisions in their daily lives. Authors Alicia Sevilla and Kay Somers developed this engaging, activity-based text for students enrolled in an introductory-level, problem-based general education quantitative reasoning course. Technology is an essential component of the text, and it is integrated in Activities that use Microsoft® Excel or, alternatively, the TI-83/84 Plus graphing calculator. The use of technology helps students concentrate on ideas rather than computational details—allowing them to investigate significant and more realistic problems.
Media: CD-ROM Product details Delivery Destinations: Visit the Delivery Destinations Help page to see where this item can be delivered. Product Description Learners build links between numbers and physical movements around a grid. Grid Algebra is, without doubt, a sophisticated classroom tool that actively supports learning. How can I get hold of it? Grid Algebra is available from ATM. Grid Algebra is a software package developed by Dave Hewitt to support learners as they develop their understanding of early algebra. Learners can be observed as they deal confidently with notation that is far from simplistic. The software enables a powerful visual, and dynamic representation of the ideas that underpin this aspect of mathematics.
Cliffs Quick Review for Geometry - 01 edition Summary: When it comes to pinpointing the stuff you really need to know, nobody does it better than CliffsNotes. This fast, effective tutorial helps you master core geometry concepts -- from perimeter, area, and similarity to parallel lines, geometric solids, and coordinate geometry -- and get the best possible grade. At CliffsNotes, we're dedicated to helping you do your best, no matter how challenging the subject. Our authors are veteran teachers and talented wri...show moreters who know how to cut to the chase -- and zero in on the essential information you need to succeed. ...show less Ed Kohn, MS is an outstanding educator and author with over 33 years experience teaching mathematics. Currently, he is the testing coordinator and math department chairman at Sherman Oaks Center for Enriched Studies
Thomas' Calculus, Early Transcendentals - 11th edition Summary: This is the most comprehensive revision of Thomas' Calculus in 25 years. The new edition of Thomas is a return to what Thomas has always been: the book with the best exercises. For the 11th edition, the authors have added exercises cut in the 10th edition, as well as exercises and examples from the classic 5th and 6th editions. The book's theme is that Calculus is about thinking; one cannot memorize it all. The exercises develop this theme as a pivot point ...show morebetween the lecture in class, and the understanding that comes with applying the ideas of Calculus. In addition, the table of contents has been refined, introducing transcendentals in the first seven chapters. Many of the examples have been trimmed of distractions and rewritten with a clear focus on the main ideas. The authors have also excised extraneous information in general and have made the technology much more transparent. The ambition of Thomas 11e is to teach the ideas of Calculus so that students will be able to apply them in new and novel ways, first in the exercises but ultimately in their careers. Every effort has been made to insure that all content in the new edition reinforces thinking and encourages deep understanding of the material. ...show less
Math 42 Autumn 2013 Math 42 is a 5-credit second-term course in calculus with an accelerated pace -- the class covers techniques of integration, applications of integration, differential equations, infinite sequences and series, and Taylor polynomials. Although everyone is welcome in the course, it is aimed primarily to students who have taken Math 41 (or who have equivalent preparation) and will continue taking more advanced quantitative classes which require a strong calculus background. There are at least two other math courses which may be appropriate for students considering Math 42, so you should be deciding in the first week or so whether Math 42 is the right class for you. If you successfully took Math 41 recently and wish to continue studying calculus, either as background for other subjects or purely out of interest, then Math 42 should be the best class for you. However, be warned that Math 42 moves just as quickly as Math 41 but covers more difficult material. So you can expect Math 42 to be more work than Math 41 was, especially if you had calculus in high school and that background helped you through Math 41. If you haven't taken the first half of single-variable calculus recently, you should consider the Math 19-20-21 series instead -- starting with either Math 19 in the fall quarter or Math 20 in the winter, as appropriate to your background. This is especially true if you are taking math purely out of interest or to satisfy a breadth requirement and don't plan to take Math 51 or other more advanced classes -- even if you did well in calculus in high school. Math 19-20-21 cover exactly the same material as Math 41-42, spread over three quarters instead of two. The non-accelerated pace of Math 19-20-21 makes it easier for students who have been away from calculus for a while to get their feet under them, and the 3-credit workload of Math 19 or 20 may be preferable to students who don't plan to continue taking math courses. Completing Math 21 in the spring quarter also gives you the appropriate background to take Math 51 if you choose to do so later. One quick heads-up to those who haven't taken Math 41 and do decide to take Math 42 this quarter: Math 41 covers a couple of topics which are not on the Calculus AB syllabus, and which you therefore may not have seen in high school. In particular, we covered l'Hopital's Rule (which will not be discussed much in Math 42, but will come up in passing) and integration by parts (which will be treated in Math 42). Finally, to any students who have already seen and are comfortable with most of the material in Math 42, but don't feel quite ready for Math 51: you should know that Math 42 and Math 51 cover very different material, and seeing the material in Math 42 again will not substantially improve your preparation for Math 51. You're probably better off diving right into Math 51. On Registrar deadlines: Please pay careful attention to all Registrar deadlines, especially the add/drop deadline at the end of the third week of classes. The textbook is Single Variable Calculus: Concepts and Contexts, 4th edition, by James Stewart. This is the same textbook used in Math 41 (and it is also used by Math 19, 20, and 21). We will cover most of the material from the second half of Chapter 5 to the end of the book. Most homework exercises and reading assignments are taken from the book, so you should have access to a copy throughout the quarter. (It is not recommended that you try to use a copy of an older edition: although the text is very similar, some examples, some of the homework problems, and most of the problem numbers will be different.) Each week you will attend three lectures and two discussion sections. The lectures are on Monday, Wednesday and Friday, either at 11am, or 1:15pm. The discussion sections are on Tuesday and Thursday. See the Section Assignments page to view the choices for times and locations and instructions on the sign-up process. You will sign up for a discussion section via CourseWork, and your available options will depend on your lecture instructor. The lectures will be used primarily to introduce concepts and develop theory, and serve as a complement to the course textbook. You can get the most out of lecture by having first read the relevant sections in the textbook (as set in the calendar of topics on the course schedule page). In the discussion sections, you meet with your Teaching Assistant in a smaller group. Much of the time in section will be used for example problems based on topics developed in lecture and the textbook. Attendance at all lectures and sections is required. If you miss a lecture or a section, it is your responsibility to catch up on the topics that you missed. You should keep in mind that in this course, the material builds on itself; if you miss some of the material, subsequent lectures will be more difficult (or even unintelligible) for you. Calculators will not be used in a systematic way in Math 42. Calculators will not be allowed on any of the exams, nor should there be any need for one. Occasionally, homework problems may call for the use of a scientific or graphing calculator. The midterm exams will be held in the evenings on October 15th and November 14th. The exact times and locations and other information will be posted on the Exam Information page. If you have a schedule conflict with one of the midterm exams due to another course meeting, you must at least one week before the exam to arrange to take it at an alternate (early) sitting. (The same deadline holds for OAE accomodation requests; see below for details.) The final exam will be held on Monday, December 9th. You must take the final exam at this time, which is set by the University. All of the exams are closed book, closed notes, with no electronic aids. For each exam, if appropriate, you may be provided with a formula sheet, which will be available on the exam materials page prior to the exam, along with other study materials. Points available on exams: The total points available on the exams will be in approximate proportion 2:2:3. That is, the first and second midterm exams will have approximately equal numbers of total points available, and the number of points available on the final exam will be approximately 1.5 times those available on a single midterm exam. There are no predetermined numerical cutoffs for letter grades, and the cutoffs may turn out to be rather different from what you are accustomed to from high school. In general, the grade distribution for the class is usually (roughly) as follows: around 30% of the class receive A's, around 40% receive B's, and most of the rest receive C's. CourseWork is a web-based program that will be used in Math 42 to allow students to check grades online. It is a secure program, so your grades will be available through CourseWork only to you. Every student must sign into CourseWork and choose a discussion section. CourseWork will be our primary gradekeeping tool; if you do not sign up, you could lose credit for work that you have done. This is completely independent of signing up for the course on Axess -- neither program has any knowledge of the other. Before you sign into CourseWork, make sure you read the Section Assignments page, which contains instructions on the sign-up process for discussion sections. Again, remember that Axess and CourseWork are different programs, and you will sign up for different course components on each -- on CourseWork, you sign up for a discussion section based on the table on the Section Assignments page, but on Axess you sign up for a lecture. Despite its other capabilities, in this class CourseWork will be used only for grades and possibly email announcements. Some very good advice for college calculus students. Read this carefully and do as it suggests. Note: Pay particular attention to #3 under "Weekly" and #6 and #7 under "Before the exam". Students who think they're following these tips often overlook those parts, and they're the most important ones! Your first resource for help outside of class meetings should be the course instructors and teaching assistants. You are encouraged to attend any of their office-hour sessions, not just those for your lecture or section leader, and no appointment is necessary at the times posted. In office hours we welcome any kind of question; we are here to help you and ready to explain the same thing as many times as necessary. You can also email us, but keep in mind that questions in office hours are answered more quickly and more clearly. Math 42A students are part of the ACE program, short for "Accelerated Calculus for Engineers." More information about the program can be found here. Statement from the Registrar concerning students with documented disabilities: "Students who may need an academic accommodation based on the impact of a disability must initiate the request with the Office of Accessible Education (OAE). Professional staff will evaluate the request with required documentation, recommend reasonable accommodations, and prepare an Accommodation Letter for faculty dated in the current quarter in which the request is being made. Students should contact the OAE as soon as possible since timely notice is needed to coordinate accommodations. The OAE is located at 563 Salvatierra Walk (phone: 723-1066)."
Some of the content on this website requires JavaScript to be enabled in your web browser to function as intended. While the website is still usable without JavaScript, it should be enabled to enjoy the full interactive experience. Request a Mathematica License for Use on Faculty and Staff Personal Computers Introduction Mathematica is a software package which is ideal for communicating scientific ideas, whether this is visualization of a concept in an intro-level course, or creating a simulation of a new idea related to research. Mathematica is used in virtually all of the world's top universities and colleges, and is commonly used in the following types of departments – Mathematical Sciences, Physical Sciences, Business and Finance, Life Sciences, Engineering, Computer Science. Wolfram\|Alpha Pro is an engine for computing answers and providing knowledge. It works by using its vast store of expert-level knowledge and algorithms to automatically answer questions, do analysis, and generate reports. Wolfram\|Alpha's long-term goal is to make all systematic knowledge computable and broadly accessible. Home Use Licenses are designed to give users who have Mathematica on a work computer the convenience of using it on their home computer as well. Procedure Request a Mathematica Home-Use License If you do not know your activation key, click Where do I find the activation key? A box with information on how to obtain the key will pop up. (Image) Enter your site activation key in the box provided, and select the button next to A new home-use license under What are you requesting? Click Continue. (Image) On the next page, select answers to the questions marked with a red asterisk. Read the User Agreement and click on Continue when you are done. (Image) Fill out the information on the Home-Use Mathematica License Request Form. Under How may we verify your status as a current employee of your organization?, choose My status can be verified via our online staff directory at the following URL: and enter Click Submit when you are done. (Image) Your request will be sent to Wolfram Research for approval. If your request is approved, you will receive your license via the medium you chose. If you chose to download the file, the instructions are below. Downloading Mathematica 1. Check your email. Locate the email from Wolfram with your activation key (the activation key will also be available when you log in). Click the link under "To download your product from the Wolfram User Portal, go to:" in the body of the message. (Image) On the Wolfram User Portal webpage: If you have a Wolfram ID and know your password, enter your Wolfram ID and Password under Sign In. Click on the Sign In button to continue. (Image) If you do not know your password, click on Forgot your password and follow the instructions on the subsequent web pages. If you do not have a Wolfram ID, click on Create Account under Don't have a Wolfram ID? and create your account. Note: You must use your @uwyo.edu email address. (Image) Once your account has been created, click on the Product Summary page link. On the Mathematica for Sites page, you will find your activation key in the center of the page. The status will say "Awaiting Activation" until it has been entered during the program installation. Click on the "How does activation work?" link for more information. (Image) At the bottom of the screen under Downloads, select the platform you want to download the product for, and click on the Download button. In the Download File Information box, click on the Start Download button to begin the download. (Image) Activating Mathematica on a PC In the Mathematica License Agreement window, read the Mathematica License Agreement, check the box by "I accept the terms of this agreement", and click OK to launch the program. (Image) Reviewed: 0213 By: JB
Book DescriptionEditorial Reviews Review "It is extremely lively yet mathematically accurate, and the writing is lucid and very entertaining at the same time." -- Doron Zeilberger Rutgers University ...A very inviting style of exposition, in which developments are always well motivated and illustrated by numerous examples. -- Zentralblatt MATH A very attractive textbook on Combinatorics. -- Monatshefte fur Mathematik About the Author Miklos Bona received his PhD at Massachusetts Institute of Technology. He is a Professor of Mathematics at the University of Florida, where he has been inducted into the Academy of Distinguished Teaching Scholars. His research has been supported by the National Science Foundation, the National Security Agency, and the Howard Hughes Medical Institute. Miklos Bona has received teaching awards at the University of Florida and at the University of Pennsylvania. He is one of the Editor-in-Chiefs of the Electronic Journal of Combinatorics. --This text refers to an alternate Hardcover edition. Combinatorics often, but not always, involves finite sets, and the ideas of counting. But the subject of combinatorics has indeed become very large, and it has worked its way into many others parts of mathematics, computer science, science, and engineering. Bona's book, `A Walk Through Combinatorics', is a text designed for an introductory course in combinatorics. It covers the traditional areas of combinatorics like enumeration and graph theory, but also makes a real effort to introduce some more sophisticated ideas in combinatorics like Ramsey Theory and the probabilistic method. The book is very exciting to read, and the author has a wonderful sense of humor: in Chapter 3 he introduces the idea of a permutation by the example of n people arriving at a dentist's office at the same time. They must decide the order in which they will be served. How many orders are possible? The problems are a great strength of this text. Each chapter ends with a set of exercises with solutions. These tend to be very interesting and often quite challenging. A set of supplementary exercises follows. These tend to be a little easier, though not always, and make good homework assignments. The supplementary exercises do not have solutions, but a solutions manual is available to instructors. The book walks through four parts: I. Basic Methods; II. Enumerative Combinatorics; III. Graph Theory; IV. Horizons. I particularly like the fourth part which includes Ramsey Theory, subsequence conditions on permutations, the probabilistic method, and partial orders and lattices. A glimpse of these subjects can whet the walker's appetite for more challenging terrain. I would have liked to give this book 5 stars, but it suffers from a lack of clarity in some places. For example, the discussion of example 2. 2 in Chapter 2 on induction just does not read clearly or make sense as it is written. Though an instructor can figure out what is missing, it would be much harder for a student to do so. And figure 13.1 on the colors of the edge of a triangle in Chapter 13 on Ramsey Theory is mislabeled. Again, this could steer an unwary student off the path of understanding. But these defects are minor compared to the riches contained in this text. The author has chosen his subjects carefully, illustrated them well and provided a wealth of wonderful exercises. And he has given the reader a glimpse of some of the less traditional and newer areas of combinatorics at the end of the book.Read more › The best thing I like about this book, is that it has carefully selected subjects and rich set of exercises with detailed solutions. For the first several chapters, there are even more pages devoted to exercises+answers than the text. I think it is better to learn math by doing exercises than memorizing lots of theorems. I would have given it 5 stars if there were not so many typos. It is annoying because a lot of times when I puzzled about something, it turns out be a typo. There are several versions of errata online, and none of them is complete. :) You can find them here: [...] I hope the author will correct all those typos then this would be the very best textbook! Wow, what an awesome book it is (even with so many good introductory books on combinatorics). I really like the fact that (i) the author engaged the reader on solving the problems early [combinatorics is as much about problem solving as theory building]; (ii) the great number of problems + solutions; and (iii) the selection of topics. I cannot help but repeat here (foreword by Richard Stanley) - "I only wish that when I was a student beginning to learn combinatorics there was a textbook available as attractive as Bona's." I wish that all math books should be written the way this book offers with great examples w/solutions for students to try out first and then a set of supplemental problems that follow through for more practices. This book goes step by step on the elementary subjects of Combinatorics, contains many of examples and solved exercises, such that the reader or any autodidact student can experience a meaningful studying experience. This is a good book on combinatorics. The problems constitute the real meat of this text. They range from the elementary to the very challenging. The first set of exercises has solutions. A set of supplementary exercises (without solutions) follows. This is a suitable book for self-study. Another combinatorics book worth looking at is Martin's Counting:The Art of Enumerative Combinatorics.
Which Math Course, Calc 2, Stats 2 or Linear Algebra? I am trying to figure out which of those courses would be best to prepare me for a general MSF degree (I only have calc 1 and stats 1 now) I am not sure which way to go, leaning towards stats because it seems more practical and utilizes software that could come in handy. Please let me know if you have any other suggestions. Thank youHey notepad - out of curiosity, why is time series so low and real analysis so high? Because one learns measure theory in real analysis, and probability is basically just measure theory. Probability is a pre-req for stochastic calculus (which I think is what he meant by time series), which is used in every part of derivatives pricingGood list. I would throw in a PDE course if time permits. (Useful when you get to feynman-kac representations)Hm. Gotcha. Might have to reconsider the classes I was planning to take then! Thanks! i don't understand how you can take linear algebra with out cal 2....... It's the other way around bro. You take linear algebra, and then you can analyze multivariable calculus properly. Remmember the second derivative test? That's just a determinant. Extended for higher derivatives also. Thank you for all the posts & suggestions. I am not going the quant route, but as TW Pepper said, the MSF. I will have only one semester to take the course/s and I am still not sure which of the 3 courses listed I should take. Only keeping in mind the MSF, which course would I take away the most applicable information/skills I would use during my course of study spring
History of Mathematics MATH 3353 Fall 2008 Instructor: Dr. Mike Hall Office: CSM 110 Office Hours: 10:00-11:00 MWF and 2:00-3:00 MW; also by appointment Contact: mhall@astate.edu Textbook: The History of Mathematics: An Introduction, by David M. Burton. Prerequisite: Calculus II Attendance Policy: Attendance is MANDATORY and will be taken each day. Course Description: Study the origin and development of modern mathematical concepts and the many distinguished mathematicians behind the mathematical ideas. Topics include systems of numeration, algebra, geometry- Euclidean and non-Euclidean, calculus, and the foundation of the real number system. Course Objectives: -To perform calculations using ancient numeration systems -To solve problems contained in ancient documents using mathematical methods of the day. -To examine the transition to theoretical mathematics -To research the lives and accomplishments of distinguished mathematicians using resources in the library and on the internet -To recognize the diversity in our mathematical ancestry, gender, education, and culture -To recognize mathematics as a body of knowledge that continues to flourish Home/Class Work: Homework will be assigned each class period and should be completed prior to the next class. The homework will occasionally be taken up for a grade. Some activities will be completed in class for a grade. You must be present the day of the activity to receive credit. Late homework assignments will not be accepted. In addition, all work must be neat, organized and your own. Copied assignments and assignments with no work will receive no credit. Tests: Two tests (20% each) will be given throughout the semester. The questions on the tests will be similar in format to homework problems and examples covered in class. In addition, a mandatory comprehensive final exam (25%) will be given at the scheduled time. Presentation: Within the first two weeks of class, each student will select a topic from a list of mathematicians (first come-first serve). Presentations will begin during the eighth week of the semester on a date determined solely by the chronology of the mathematician chosen. See handout for guidelines. Make-up Policy: NO make-up tests will be given. If you miss a test for any reason a grade of "0" will be given. The final exam percentage will be used to replace a missed test. The final exam will only replace one test, for this reason DO NOT miss more than one test. If you must miss a test for a scheduled ASU function, notify me in advance and arrangements can be made to take a test early, but not late. Grades: Home/Class Work 15% Presentation 20% 2 tests (100 pts each) 20% each Final Exam 25% Total 100% A 90-100% B 80-89% C 70-79% D 60-69% F Below 60% Class Courtesy: I expect you to be respectful of myself and others. This includes, but is not limited to, being on time for class, sharpening your pencil before class, and giving your undivided attention to class. Cheating is unacceptable and will not go unpunished. If I catch you cheating you will receive an F. No food or drinks are allowed in the classroom Please turn all cell phones and pagers off during class. Additional Info: Students who require academic adjustments in the classroom due to a disability must first register with ASU Disability Services. Following registration and within the first two weeks of class, please contact me to discuss appropriate accommodations. Appropriate arrangements can be made to ensure equal access to the course. Note: This is a general policy statement and is subject to change by the instructor. Course Outline: Week 1: Ancient Number Systems Week 2: Babylonian Mathematics Solve problems contained in Plimpton 322, using Babylonian techniques Week 3: Egyptian Arithmetic and Geometry Solve problems contained in the Rhind Papyrus using Egyptian techniques Week 4: The beginning of Greek mathematics: Thales and Pythagoras Week 5: Pythagorean Mathematics Examination Week 6: Three famous construction problems Week 7: Euclid's Elements of Geometry Week 8: More Greek mathematicians Presentations Week 9: Fibonacci Presentations Week 10: Fibonacci and the Renaissance Presentations Week11: Descartes and Newton Presentations Week 12: Probability Theory Presentations Week 13: Number Theory Presentations Week 14: Nineteenth and Twentieth Century Mathematics Presentations Week 15: The Liberation of Geometry and Algebra Present
Introduction to Graph Theory: H3 Mathematics Graph theory is an area in discrete mathematics which studies configurations (called graphs) involving a set of vertices interconnected by edges. This book is intended as a general introduction to graph theory and, in particular, as a resource book for junior college students and teachers reading and teaching the subject at H3 Level in the new Singapore mathematics curriculum for junior college. The book builds on the verity that graph theory at this level is a subject that lends itself well to the development of mathematical reasoning and proof. This introductory textbook is designed for a one-semester course on queueing theory that does not require a course in stochastic processes as a prerequisite. By integrating the necessary background ...
As mathematics is both a technical and cultural field of study, the curriculum is planned with the following varied objectives: (1) to offer students an introduction to mathematics as an important area of human thought; (2) to prepare students for graduate study in pure or applied mathematics, and in such related fields as statistics and operations research; (3) to serve the needs of students in fields that rely substantially on mathematics, such as the physical, biological, social and information sciences, engineering, and business administration; and (4) to provide liberal arts students with an introduction to the kinds of mathematical and quantitative thinking important in the contemporary world. Students seeking guidance in the selection of courses are strongly urged to confer with a member of the department, all of whom are happy to be consulted. The following information will provide a preliminary basis for making plans and choices. Initial Placement and Course Sequence Suggestions. Students who wish to continue their study of mathematics can choose among the following courses: Courses Without Prerequisites. Students who wish to satisfy the quantitative proficiency requirement, or who want to take a course in mathematics (simply out of curiosity) are encouraged to consider the courses numbered 100 and below. Entry-Level Statistics Courses. Students whose primary interest is in the social, behavioral, or biological sciences and who have no need for calculus are encouraged to consider enrolling in Mathematics 113 Statistical Methods for the Social and Behavioral Sciences or Mathematics 114 Statistical Methods for the Biological Sciences. These courses presuppose good algebra skills and require an appropriate score on the Statistics Readiness Exam. Students with less background are encouraged to consider enrolling in Mathematics 100 Elementary Statistics. Entry-Level Calculus Courses. Students whose interests are in mathematics, or in a field requiring calculus, and who have not yet taken calculus, will normally enroll in Mathematics 131 Calculus Ia: Limits, Continuity, and Differentiation, or in Mathematics 133 Calculus I: Limits, Continuity, Differentiation, Integration, and Applications. The particular course, Mathematics 131 or Mathematics 133, depends on the student's score on the Calculus Readiness Exam. Note that students who wish to continue with calculus after completing Mathematics 131 should take its sequel, Mathematics 132 Calculus Ib: Integration and Applications. The two-semester sequence Mathematics 131, 132 is equivalent to the more intensive single semester course, Mathematics 133. Courses Following Entry-Level Calculus. Students whose secondary-school preparation includes satisfactory work in calculus equivalent to Mathematics 133, obtained in the College Board Advanced Placement Program or a comparable course of study, as well as students who have completed either Mathematics 132 or 133, can continue their study of calculus with Mathematics 134 Calculus II: Special Functions, Integration Techniques, and Power Series. This course completes a standard year-long introduction to the calculus of functions of one variable. Courses Following Calculus. Students who have completed Mathematics 134 or have been granted credit for this course through the College Board Advanced Placement Program or a comparable course of study can register for any of several intermediate level courses, Mathematics 220 Discrete Mathematics or Mathematics 231 Multivariable Calculus or Mathematics 232 Linear Algebra or Mathematics 234 Differential Equations. Students planning to major in mathematics are strongly encouraged to enroll first in Mathematics 220, and thereafter in Mathematics 231 and Mathematics 232. Students planning a concentration in Applied Mathematics will also need to take Mathematics 113 Statistical Methods for the Social and Behavioral Sciences or Mathematics 114 Statistical Methods for the Biological Sciences. First-year students should not register for a 300-level mathematics course without consulting a member of the Mathematics Department. Placement Exams. Students wishing to enroll in an entry-level calculus course (Mathematics 131, 132, or 133) must take the Calculus Readiness Exam (which covers pre-calculus only). Likewise, students wishing to enroll in an entry-level statistics course (Mathematics 113 or 114) must take the Statistics Readiness Exam. Placement exams are given twice during orientation. At other times they may be taken by arrangement with the Mathematics Department Administrative Assistant. Please note that all students, regardless of their examination scores, are encouraged to consult with a member of the Mathematics Department concerning their placement in the mathematics curriculum. Important Note: Only students interested in Mathematics 113, 114, 131, 132 or 133 need to take a placement exam. Students who need work in algebra or other basic quantitative skills should consult the "Learning Assistance Program" section of this catalog. Advanced Placement. Students who have taken one of the College Board Advanced Placement Program examinations in calculus, or the examination in statistics, will receive credit as follows. Students scoring 4 or 5 on the BC examination in calculus receive eight hours credit, equivalent to Mathematics 133 and 134. Students scoring 3 on the BC examination in calculus with an AB sub-score of 4 or 5 receive four hours credit, equivalent to Mathematics 133. Students scoring 4 or 5 on the AB examination in calculus receive four hours credit, equivalent to Mathematics 133. Students scoring 4 or 5 on the examination in statistics receive four hours credit, equivalent to Mathematics 113. Students given credit for one or more courses in this way do not need to take a Mathematics Placement Exam. They are encouraged to place themselves at the appropriate level in the mathematics curriculum according to the guidelines above (see Initial Placement and Course Sequence Suggestions) in consultation with a member of the Mathematics Department. Major. A major in mathematics consists of 34 hours, including Mathematics 220, 231, and 232. In addition, students select one of the following two concentrations: Concentration in Applied Mathematics. Students selecting this concentration must take either Mathematics 113 or Mathematics 114, and at least 12 hours of advanced mathematics courses numbered 300 and above. This must include either Mathematics 301 or 327 and three courses from among 331, 335, 336, 337, 338, 360, and 362. Concentration in Pure Mathematics. Students selecting this concentration must take at least 12 hours of advanced mathematics courses numbered 300 and above, including both Mathematics 301 and 327, and at least one of the following two-course sequences: Mathematics 301/302, 301/356, 327/328 or 327/329. The department frequently offers a 300-level seminar in addition to its regular offerings. Students should check with the instructor to find out whether the seminar can be used to fulfill the requirements for one of the above concentrations. Important note: Students planning to pursue graduate work in mathematics, or a closely related field, need to complete more than the minimum requirements for the mathematics major. Such students should plan their major carefully with the advice of a member of the Mathematics Department. It is strongly urged that students specializing in mathematics also obtain substantial background in some field that uses mathematics. In particular, students majoring in mathematics are encouraged to gain some experience with computing. To that end, credit for one computer science course (one would also count toward a Computer Science major) may be counted toward the 34 hour requirement for the major in mathematics. Private readings are also available, with the consent of an instructor, in any area of mathematics appropriate for a student's major. Finally, Interdisciplinary majors involving a coherent program of work in mathematics and a related field can be arranged through the College Individual Majors Committee to suit special student interests and needs. Minor. A minor in mathematics consists of at least 15 hours of coursework, including any three of Mathematics 220, 231, 232, and 234, and at least six hours of courses numbered 300 and above. Honors. At the end of their junior year, students with outstanding records are invited to participate in the Mathematics Honors Program. For their senior year, honors students normally elect three hours of independent study each semester. This special study, which is supervised by a faculty advisor who works closely with the student, results in an Honors paper. Honors students also take a comprehensive written examination at the end of Winter Term and, at the end of the academic year, an oral examination on the material in their Honors paper. These examinations are conducted by an outside examiner. More detailed information on the Honors Program is available from the department secretary. Winter Term. Most members of the Mathematics Department will be participating in Winter Term 2006 and are available to sponsor projects. Avocational interests of department members which could form the basis for a Winter Term project include electronic composition and synthesis of music, games of strategy, and juggling. For further information regarding these possibilities, inquire in the Mathematics Department office. John D. Baum Memorial Prize in Mathematics. Established by the Mathematics Department, this $100 prize is awarded annually to the Oberlin College student who has achieved the highest score on the William Lowell Putnam Mathematical Competition. Rebecca Cary Orr Memorial Prize in Mathematics. Established by the family and friends of Rebecca Cary Orr, this $2000 prize is awarded annually by the Mathematics Department on the basis of scholastic achievement and promise for future professional accomplishment. 030. Topics in Contemporary Mathematics 3 hours, 3NS, QPf Second Semester. The interaction of mathematics with the social sciences is the central theme of this course. Topics are drawn from: graph theory, voting systems, discrete models, coding theory, exploratory data analysis, and combinatorics. Applications are given to social choice, decision-making, management and ecological modeling. Prerequisite: A working knowledge of elementary algebra and geometry. Notes: This course does not count toward a major in Mathematics and is not open to any student who has received credit for a math course numbered 131 or higher. It is intended for students who have not satisfied the quantitative proficiency requirement. Enrollment Limit: 30. Mr. Henle 090. Environmental Mathematics 3 hours, 3NS, QPf First Semester. This course focuses on the application of mathematics to problems concerning the environment. Topics include simulation (models of population growth, predator-prey relationships, and epidemics); optimization (applications to groundwater hydrology, herbivore foraging, and transportation of hazardous wastes); and decision analysis (applications to management of endangered species and resolution of environmental disputes). Notes: This course does not count toward a major in mathematics. It is intended for students who have not satisfied the quantitative proficiency requirement and is not open to any student who has received credit for a math course numbered 131 or higher. Enrollment Limit: 20. Mr. Bosch 100. Elementary Statistics 3 hours, 3NS, QPf First and Second Semester. An introduction to the statistical analysis of data. Topics include exploratory data analysis, probability, sampling, estimation, and hypothesis testing. Statistical software is introduced, but no prior computer experience is assumed. This course focuses on statistical ideas and downplays mathematical formulas. It is intended for students in the social sciences and humanities with minimal mathematical experience who have not satisfied the quantitative proficiency requirement. Note: MATH 100 does not count toward a mathematics or economics major and is not open to students who have completed a semester of calculus. Students may not receive credit for more than one of MATH 100, MATH 113, and MATH 114. Enrollment Limit: 30. Mr. Bosch, Mr. Lenstra 113. Statistical Methods for the Social and Behavioral Sciences 4 hours, 4NS, QPf First and Second Semester. A standard introduction to statistics for students with a good background in mathematics. Topics covered include exploratory data analysis, descriptive statistics, probability, sampling, estimation, and statistical inference. A broad spectrum of examples is employed. Statistical software is introduced, but no prior computer experience is assumed. Prerequisite: An appropriate score on the Statistics Readiness Exam. Note: The statistical content of this course is largely the same as MATH 114; the applications are different. Students may not receive credit for more than one of MATH 100, MATH 113, and MATH 114. Consent of instructor required. Enrollment Limit: 36. Mr. Bosch, Mr. Lenstra 131. Calculus Ia: Limits, Continuity and Differentiation 3 hours, 3NS, QPh First Semester. A first course in the calculus of functions of one variable including supporting material from algebra and trigonometry. Topics include limits, continuous functions, solution of equations and inequalities, differentiation of real-valued functions of one variable, and the graphical analysis of functions. The two-course sequence MATH 131, MATH 132 is equivalent to the more intensive MATH 133. Prerequisite: An appropriate score on the Calculus Readiness Exam. Consent of instructor required. Enrollment Limit: 32. Mr. Henle, Ms. Knight 132. Calculus Ib: Integration and Applications 3 hours, 3NS, QPf Second Semester. Continuation of MATH 131. Topics include integration of real-valued functions of one variable, basic properties of the trigonometric and exponential functions, the fundamental theorems of the calculus, and applications. Prerequisite: MATH 131 or an appropriate score on the Calculus Readiness Exam. Consent of instructor required. Enrollment Limit: 32. Ms. Knight 133. Calculus I: Limits, Continuity, Differentiation, Integration, and Applications 4 hours, 4NS, QPf First and Second Semester. A standard first course in the calculus of functions of one variable. Topics include limits, continuous functions, differentiation and integration of real-valued functions of one variable, the fundamental theorems of calculus, and applications. This course is equivalent to the two-course sequence MATH 131, MATH 132. Prerequisite: An appropriate score on the Calculus Readiness Exam. Consent of instructor required. Enrollment Limit: 32. Mr. Thomas, Mr. Walsh 134. Calculus II: Special Functions, Integration Techniques, and Power Series 4 hours, 4NS, QPf First and Second Semester. Continuation of the study of the calculus of functions of one variable. Topics include logarithmic, exponential and the inverse trigonometric functions, techniques of integration, polar coordinates, parametric equations, infinite series, and applications. The course sequences MATH 133, 134 and MATH 131, 132, 134 both provide a standard introduction to single-variable calculus. Prerequisite: MATH 132 or MATH 133. Enrollment Limit: 32. Mr. Schirokauer, Mr. Young 231. Multivariable Calculus 3 hours, 3NS, QPf First and Second Semester. An introduction to the calculus of several variables. Topics considered include vectors and solid analytic geometry, multidimensional differentiation and integration, and a selection of applications. Prerequisite: MATH 134. Enrollment Limit: 32. Mr. Henle, Ms. Wilmer, Mr. Young 234. Differential Equations 3 hours, 3NS, QPf First Semester. An introduction to analytic, qualitative and numerical methods for solving ordinary differential equations. Topics include general first order equations, linear first and second order equations, numerical methods (Euler, Runge-Kutta), systems of first order equations, phase plane analysis, and Laplace Transforms. There is emphasis throughout the course on geometric and qualitative interpretations of differential equations, as well as applications to the natural sciences. Prerequisite: MATH 231. Enrollment Limit: 32. Mr. Walsh 301. Advanced Calculus 3 hours, 3NS, QPf First Semester. A rigorous examination of the basic elements of analysis. The structure of the real number system, continuity, differentiability, uniform continuity, integrability of functions of a single variable, sequences, series, and uniform convergence are typical topics to be explored. Prerequisite: MATH 231. Note: MATH 220 is also highly recommended. Mr. Young 331. Optimization 3 hours, 3NS, QPf First Semester. An introduction to linear, integer, and nonlinear programming. Emphasis is placed on the theory of mathematical programming and the analysis of optimization algorithms. These are applied to significant problems in the fields of medicine, finance, public policy, transportation, and telecommunications. Prerequisites: MATH 231 and MATH 232. Mr. Bosch 350. Geometry 3 hours, 3NS, QPf First Semester. This course takes a modern approach to geometry based on group theory and the Erlangen Programm making possible the survey of a wide spectrum of geometries, Euclidean and non-Euclidean. Geometries treated include Moebius geometry, hyperbolic geometry, elliptic geometry, and absolute geometry. The discovery of these geometries in the 19th century caused a scientific and philosophical revolution second only to the Copernican revolution. Prerequisite: MATH 220 or consent of instructor. Mr. Henle 550, 551. Research 1-2 hours, 1-2NS First and Second Semester. Projects for original investigation. Interested students are encouraged to talk to individual faculty members about possible projects. Consent of the department chair required.
This engaging book is a very compact introduction to the essentials of the MATLAB programming language and is ideal for readers seeking a focused and brief approach to the software. Learning MATLAB contains numerous examples and exercises involving the software s most useful and sophisticated features along with an overview of the most common scientific computing tasks for which it can be used. The presentation is designed to guide new users through the basics of interacting with and programming in the MATLAB software, while also presenting some of its more important and advanced techniques, including how to solve common problem types in scientific computing. Rather than including exhaustive technical material, the author teaches through readily understood examples and numerous exercises that range from straightforward to very challenging. Readers are encouraged to learn by doing: entering the examples themselves, reading the online help, and trying the exercises. 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Algebra 1 / 2: Homeschool Tests Forms Book Details: Format: Paperback Publication Date: 4/30/2002 Pages: 40 Reading Level: Age 13 and Up Customer Reviews: Check your edition! By Kathy - April 23, 2010 I needed the test forms to complete my Algebra 1/2 set. I already had the text and the solution manual for the text and tests. Unfortunately, I have the second edition and the test forms I received are from the third edition. I can still use them, but I'll have to create my own test answer manual as the answers do not match up with the second edition. The description does not specify which edition the tests are for. I incorrectly assumed since they were selling the second edition text book, that the tests would also be second edition. Live and learn. It is generally not needed - please read the warning By A. Dent "Aragorn" - September 16, 2009 WARNING - Saxon's Algebra is a great course but this is not 'it' - please read below. All you get is the Test forms in a booklet that is ALWAYS included in the Home Study Kit. The HOME STUDY KIT is made up of: 1 - The Algebra 1 student's textbook that includes the 123 lessons, the extra topics, index, glossary and an answer key to the odd-numbered problems. 2 - Test forms that include the 31 tests plus reproducible test answer sheets. 3 - Answers and tests solutions booklet that is just that. It only includes the answers not the ways to get there. You only get #2 if you order this item, meaning that you will NOT be able to teach your students Algebra. Moreover, there is no value in purchasing this booklet as it is always included with the Home Study Kit so, to the extent that you get a textbook, you the tests booklet should be included. Also, keep in mind that the 32 pages can be easily copied and, in fact, the last 2 pages are... read more great By Harmony - February 22, 2011 I was very happy with this booklet. It came faster than expected. One thing I missed and think is worth mentioning. Make sure if you're ordering the book and the test booklet, they are from the same edition. Complete with relevant Bible verses, explanations, and exercises, this guide builds on the enormously popular 1-2-3 Magic discipline system by addressing the needs of a Christian parent. Focused on ... Peter Smids 'Exploring Mastercam X3 for 2-1/2 axis Milling Applications' is the successor to the very popular Mastercam X2 edition. It now contains 27% more content including Mastercam X3s features ...
Mathematics Mathematics = (logic + precision) + (intuition + imagination) The arrangement of swirls on a pine cone, fluctuations in the value of currency, or the detail in an abstract geometric figure...mathematics reveals and explains these patterns. The aim of Trinity's mathematics department is to use analytical thinking to help prepare students to be Christians who are qualified and professional in their chosen vocations. This happens in three ways: Develop students who are proficient in mathematics Educate students for a life of Christian service Help students develop good work habits With a proficiency in mathematics, you will succeed professionally in your chosen work environment whether your next step is graduate school, industry, or the elementary or secondary school classroom. And the College's proximity to metropolitan Chicago offers its mathematics majors unique education and employment advantages. The wide diversity of industry, business, and institutions allow for a broad range of internship opportunities. Other activities include area-wide competitions, lectures and conferences, and annual opportunities for presentations of student research. Professor Sharon Robbert, Ph.D., admits that she is "most pleased when I set a hard project for a student or a group of students and the group works past frustration to euphoric understanding and a sense of personal accomplishment." For information on how to complete a bachelor's degree in this major in three years, contact the Admissions Office at 1.866.TRIN.4.ME or e-mail This e-mail address is being protected from spambots. You need JavaScript enabled to view it. .
Course Descriptions Mathematics MATH 0013 Basic Math This beginning algebra course contains a basic math component consisting of operations with real numbers, percentages, volumes, areas, and perimeters of simple geometric figures; metric system; English system; and scientific notation. The elementary algebra component includes the following: signed numbers, exponents, algebraic expressions, factoring, algebraic fractions, linear equations and inequalities, systems of linear equations, and graphing. This course does not substitute for MATH 1503 or MATH 1513. This course does not apply toward total credit hours for graduation. MATH 0113 Elementary Algebra A beginning algebra class. Included within this course are signed numbers, exponents, algebraic expressions, factoring, algebraic fractions, linear equations, and graphing. This course does not apply toward total credit hours for graduation. Prerequisite: MATH 0013 or equivalent. MATH 0114 Elementary Algebra Plus A beginning algebra class. Included within this course are signed numbers, exponents, algebraic expressions, factoring, algebraic fractions, linear equations and inequalities, systems of linear equations, and graphing. Lecture three hours, lab two hours per week. This course does not apply toward total credit hours for graduation. Prerequisite: MATH 0013 or equivalent. MATH 0213 Intermediate Algebra This class is a brief review of algebraic equations and inequalities, functions and graphs, systems of equations and inequalities, polynomials, rational expressions, roots, radicals, and quadratic functions. This course does not substitute for MATH 1503 or MATH 1513. This course does not apply toward total credit hours for graduation. Prerequisite: MATH 0114 or appropriate placement scores. MATH 1503 Mathematics for Critical Thinking The study of mathematics needed for critical evaluation of quantitative information. Includes basic logic/analytical reasoning, critical appraisal of graphs and tables, set theory, and introduction to descriptive and inferential statistics. Prerequisite: ACT math sub-score of 19 or equivalent. MATH 1513 College Algebra The study of linear functions and graphs of equations. Includes operations with functions; the study of polynomial, rational, exponential, and logarithmic functions and their graphs; sequences and variation. Prerequisite: ACT math sub-score of 19 or equivalent. Designed to acquaint the student with the applications of calculus to the solution of business problems, with emphasis on the applications to maximization, minimization, optimization, and marginal analysis. Prerequisite: MATH 1513. MATH 2100 Seminar in Mathematics The seminar offers the student an opportunity to study special topics in mathematics. Enrollment only by consent of the supervising instructor. (1-4 credit hours.) MATH 2213 Mathematical Structures I A content-oriented course for elementary teacher majors. A study of the fundamental structure of mathematics. Includes systematic problem solving, logic, set theory, properties and operations in the different number systems, various bases, number theory, and techniques of reasoning and proof. Prerequisites: ACT math subscore of 19 or equivalent. MATH 0213 or equivalent. A study of the fundamental structure of mathematics for non-science majors. Topics include: plane geometry; geometric motion such as translation, rotation, and reflection; polyhedra; and applications to measurement. No major or minor credit in mathematics. Prerequisite: MATH 1503, MATH 1513, or MATH 2213.
Chapter 1. An Introduction to Mathcad This chapter is intended to quickly teach you some fundamental Mathcad concepts. We will only touch the surface of many Mathcad concepts. In later chapters, we will get into more depth, and build on the concepts covered in this chapter. This chapter also teaches techniques to create and edit Mathcad expressions.
Derivatives of Exponential Function Teacher Resources Title Resource Type Views Grade Rating Eighth graders complete problems where they use the definition of exponents to expand the squaring function of natural numbers. In this squaring natural numbers lesson plan, 8th graders also identify squares form 0 - 12 and complete a worksheet. Students graph functions and their inverse. In this graphing functions and their inverse instructional activity, students plot a point and its' image. Students plot the exponential and logarithm functions. Students find the slope of the function and its inverse by taking the derivative. In this derivative worksheet, students find the derivative of given functions and find the equation of a tangent line to a curve. They differentiate functions and work velocity and acceleration functions. This two-page worksheet contains five multi-step problems. In this 2-day lesson focused on exponents, middle schoolers will cross the curriculum by engaging in science, history and language arts activities. Exponential growth will be explored using grains of rice on a chess board. Exponential power, as well as the power of one, will be connected to a historical event as a way for the class to make connections to real-world events. Students examine the problem of space pollution caused by human-made debris in orbit to develop an understanding of functions and modeling. It allows students an opportunity to use spreadsheets, graphing calculators, and computer graphing utilities. Students, working on their GED, examine the steps used to resolve the unknown sides of a right triangle. They express the square root function as an exponential function and derive the distance formula using principles of geometry. Students solve problems with exponential growth and decay. In this calculus instructional activity, students relate exponential functions to infestation and extermination. They take the derivative to find their answer. Students explore the pattern created by a sequence or series. In this geometry activity, students relate the spread of a virus to the growth of exponential functions. They collect data as they analyze the sequence created by the growth. In this continuous probability distribution worksheet, students identify discrete and continuous distributions. They calculate the linear combination of the independent normal random variable and determine probabilities using exponential distribution. This 20 page worksheet contains approximately 100 problems. Explanations and examples are provided throughout the document. High schoolers explore the concept of exponential growth. In this exponential growth lesson, students manipulate power models with base 2. High schoolers discuss what would happen if you doubled a penny over the course of 20 days. Students graph their results using a scatterplot. Young scholars explore a variety of relationships using pennies, pressure, temperature, light and pendulums to determine the algebraic equation that best represents the pattern modeled by the variables involved in each situation. In this calculus worksheet, students use integration to solve word problems they differentiate between integration and anti derivatives, and between definite and indefinite integrals. There are 3 questions with an answer keyHigh schoolers investigate logistic models by making a scatter plot of internet phone users over 5 years. They find a logistic model that fits their data and then discuss what the instantaneous rate of change means in the context of the problem. Very relevant and applicable! Students solve the mystery of dead Mr. Potato Head using physics and algebra. They discuss Newton's Law of cooling as it applies to the mystery scenario involving a cooling baked potato as the "victim". They manipulate algebraic equations to find the time of death.
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The Mathematica Teacher's Edition quiz generator gets you started quickly. Here are step-by-step instructions for making a quiz. To create a new handout or quiz: 1. Open the Problem Generator palette by clicking Handouts and keys in the Home palette. (You can also open the palette by choosing Problem Generator from the Teacher's Edition menu.) 2. Click New. A dialog box appears with the first field selected for you. 3. Fill in the dialog box. (You do not have to fill in every field.) To move between the fields, press . Once all the fields have text in them, you can no longer press to move between them. 4. Click Continue if you are ready to create the handout. A new notebook appears, and you are prompted to save the notebook. All the information you provided is automatically pasted into the handout. You can edit this information at any time directly in the notebook. To open existing handouts: 1. Click the Open button. A dialog box appears. 2. Select the notebook containing the handout, and click Open. Multiple handouts may be open at the same time. To add randomly generated problems to a handout: 1. Make sure that if you have several handouts open at once, the appropriate handout is the topmost notebook. (The title bar of the topmost handout is colored on Windows and is darker on Macintosh.) 2. Choose the type of problems you want to add to your handout and click the corresponding tab. 3. Most tab panels contain two or more problem groups. Click the triangle or the problem group text to see the paste buttons. For some problems, you can specify that the solution is an integer, rational, real, or complex number (, , , and , respectively). 4. Click a paste button and a problem of that type is pasted into your handout. If you click the paste button again, a similar problem with different coefficients is pasted into your handout. 5. Do these same steps for any problem type you want to paste into your handout. Each time, a different problem of the selected type will be generated. You may edit the instructions for the problem or the coefficients of the expression. However, once you change the problem, the solution type may change. In addition, if you change the problem expression, it may not be solvable by the command given in the answer key. The Custom problem tab allows you to enter your own problems. These problems will not be solved in the answer key. To add a custom problem to a handout: 1. Make sure that if you have several handouts open at once, the appropriate handout is the topmost notebook. 2. Choose the Custom tab. 3. Click one of the two paste buttons. A generic question is posted into your handout. If you click Add your own graph problem, you will also get a grid appropriate for graphing the results. To vary a handout: 1. Make sure that if you have several handouts open at once, the appropriate handout is the topmost notebook. 2. Click the Vary button. A new handout appears, and you are prompted to save the notebook. The problems in the new notebook are variations of the problems in the original notebook. T I P S Mathematica TE may not be able to generate an answer key for a notebook that you have created using the File New menu command or the New notebook button on the Home palette. To start with a fresh handout, click the New button on the Problem Generator palette. The Problem Generator palette assumes that your handout notebooks use the TEhandoutStyle.nb style sheet. Notebooks that use a different style sheet will not be recognized as handouts by this palette.
Geometry: Fundamental Concepts and Applications 9780321473318 ISBN: 0321473310 Edition: 1 Pub Date: 2007 Publisher: Pearson Summary: This Geometry workbook makes the fundamental concepts of geometry accessible and interesting for college students and incorporates a variety of basic algebra skills in order to show the connection between Geometry and Algebra. Bass, Alan is the author of Geometry: Fundamental Concepts and Applications, published 2007 under ISBN 9780321473318 and 0321473310. Four hundred fifty eight Geometry: Fundamental Conc...epts and Applications textbooks are available for sale on ValoreBooks.com, one hundred eleven used from the cheapest price of $6.47, or buy new starting at $11
In this lesson you will learn how Algebra is used in everyday life and how to solve basic problems using multiplication and division along with addition and subtraction from Algebra 101. This application includes a detailed description of basic algebra functions, an unlimited number of practice problems and a step by step solution to each
This review is from: Problem Solving Through Recreational Mathematics (Paperback) This book is the heavyweight champion of problems in recreational mathematics, containing a large number of very detailed problems in many areas. The presentation strategy is to develop the topic by using problems followed by an explanation followed by a detailed solution. The style is largely that of a textbook, which in fact is what it is designed to be. The authors developed the material as the main text for a course they teach in applied problem solving. The chapters are largely independent, so it is possible to pick and chose the topics for a course. Do not let the word recreational in the title lead you to believe that these problems are bunnies. I am a co-editor of Journal of Recreational Mathematics and I found myself thinking long and hard about some of these problems. Granted, many are straightforward, but there are enough of the head-scratching variety to satisfy every taste. The general topics are logic, basic number theory, graph theory and games, with a few other topics interspersed. With hundreds of problems, detailed solutions to the demonstrations and hints for most included, this is a resource unlike all others. If you teach a course in mathematical problem solving or beginning computer programming, you cannot help finding a problem in here that you can use to illustrate a topic or as a test question. I have already used a couple as the seeds for some programming exercises. Better yet, consider it as a textbook for your course in mathematical problem solving. Published in Journal of Recreational Mathematics, reprinted with permission. This review is from: Problem Solving Through Recreational Mathematics (Paperback) I first became acquainted with this book about twenty years ago when it first appeared. Since it didn't fit into a standard niche in college mathematics curricula, it never really caught on and, before the Dover edition, was out of print for a number of years. This was a shame, as this is both a wonderful and remarkable book. It has a broad appeal; amateur mathematicians, professional mathematicians, and puzzle buffs should all find something in it to interest them. It is both fun and rewarding at the same time. One can learn a great deal of mathematics from it. It also contains a method for solving linear Diophantine equations that I have never seen anywhere else. The authors have added a chapter on probability which should further enhance this highly original work.
Finite Mathematics - 07 edition ISBN13:978-0618332939 ISBN10: 0618332936 This edition has also been released as: ISBN13: 978-0618732661 ISBN10: 0618732667 Summary: Geared toward business and social science majors in a single semester finite mathematics course, this text equips students with the analytical tools and technological skills they will need in the workplace. Plain language and an easy-to-read style help stress conceptual understanding and reinforce key terms and concepts. At the same time, the incorporation of real-life applications, examples, and data help engage students--even those who have never enjoyed mathematic...show mores. Pedagogy throughout the text helps students analyze data from a variety of approaches, including numeric, algebraic, graphical, literal, and technological. A robust supplement package and exciting new technology program provide students with extensive learning and support, so that instructors can spend more time teaching. Make It Real projects ask students to collect and analyze data that often mirrors their own experiences. Students are able to better process this information and connect math to their own lives. Technology Tips are scattered throughout the text and help guide students through new techniques on the graphing calculator such as graphing a function, solving an equation, or finding the value of a function. Examples, Exercises, and Applications focus on the business or social science student and are based on engaging real-life data. Eduspace, powered by Blackboard, Houghton Mifflin's online learning tool brings your students quality online homework, tutorials, multimedia, and testing that correspond to the Finite Mathematics text. This content is paired with the recognized course management tools of Blackboard. Use Eduspace to teach all or part of a course online. Streamlined content allows instructors to cover the text in its entiretySuperFlyBooks AZ Phoenix, AZ 2006 Hard cover Good. Sewn binding. Cloth over boards. 688 p21.10 +$3.99 s/h Good One Stop Text Books Store Sherman Oaks, CA 2006-01-05 Hardcover Good $21.75 +$3.99 s/h Good Big Planet Books Burbank, CA 2006-01-05
Quick Review Math Handbook hot words hot topics 9780078601262 ISBN: 0078601266 Pub Date: 2004 Publisher: McGraw-Hill Higher Education Summary: "Quick Review Math Handbook: Hot Words, Hot Topics" (available in English and Spanish) provides students and parents with a comprehensive reference of important mathematical terms and concepts to help them build their mathematics literacy. This handbook also includes short-instruction and practice of key standards for Middle School and High School success. Glencoe McGraw-Hill Staff is the author of Quick Rev...iew Math Handbook hot words hot topics, published 2004 under ISBN 9780078601262 and 0078601266. Three hundred sixty five Quick Review Math Handbook hot words hot topics textbooks are available for sale on ValoreBooks.com, two hundred sixty four used from the cheapest price of $0.01, or buy new starting at $13
When basic changes to a solution suggest meaningful differences in mathematics Documents Main Document When solving two integrals arising from the separation of variables in a first order linear differential equation, students have multiple correct choices for how to proceed. They might set limits on both integrals or use integration constants on both or only one equation. In each case, the physical meaning of the mathematics is equivalent. But, how students choose to represent the mathematics can tell us much about what they are thinking. We observe students debating how to integrate the quantity dt. One student seeks a general function that works for everyone, and does not wish to specify the value of the integration constant. Another student seeks a function consistent with the specific physics problem. They compromise by using a constant, undefined in value for one student, zero in value for the other.
Respondus BB 3.0 for edveNTUre Instructional Guide 8 How to Create Algorithmic Questions? Using Algorithmic questions in edveNTUre Algorithmic questions require students to apply a mathematical formula to answer the question. Algorithmic questions are designed using variables. Random values, based on a specified range, are automatically generated for each variable in the question. Thus, Algorithmic questions can be unique for each student, as illustrated in this example where values are inserted for {x} and {y}. Example: If a car is traveling {x} miles per hour for {y} hours, how far does it travel (in miles)? Algorithmic questions can only be used with Blackboard 6.x and later. They are published as a Multiple Choice question that links to a Flash object that contains the actual question. (Note: a student's browser must have FlashPlayer 7.0 or higher installed). For example, the initial question in Blackboard might look like this: CED-NTU 2005 1 Respondus BB 3.0 for edveNTUre Instructional Guide 8 The student clicks the link which opens a pop-up window containing the actual algorithmic question. The student's answer is silently graded in the Flash object and the student is told which answer to select for the Multiple Choice question. This "surrogate" Multiple Choice question is then graded by Blackboard as usual. CED-NTU 2005 2 Respondus BB 3.0 for edveNTUre Instructional Guide 8 CED-NTU 2005 3 Respondus BB 3.0 for edveNTUre Instructional Guide 8 The Respondus editor for Algorithmic questions contains the following sections that need to be completed: • Question Wording • Formula • Variable Properties • Answer Properties • Value/Answer Sets Algorithmic – Question Wording In the Question Wording section, enter the text of the question just as you would for any other question type. However, instead of using specific numerical values to define the details of the question, instead use variables by specifying a name enclosed in curly brackets for each one. For example: "How long does it take to travel {x} miles at a speed of {y} mph?" Variable names can only contain letters and digits (the characters 0-9, a-z, and A-Z), and the "_" (underscore) character. In addition, the first character of a variable name cannot be a number. CED-NTU 2005 4 Respondus BB 3.0 for edveNTUre Instructional Guide 8 You can use as many different variables as you need to define the question, and you can use the same variable name multiple times if necessary. Note that adding images, complex HTML, etc. to the question wording will significantly increase the file size of the Flash object generated for the question, thereby limiting the number of different value/answer sets that will be available for random selection. Algorithmic - Formula In the Formula section, enter the mathematical formula associated with the question. This is the same formula that the student will be expected to use, and the same one that will be used to automatically calculate the correct answer for grading purposes. The same variables specified in the question wording will be used to indicate where each value should go in the formula. The formula can be typed into the edit field directly, or entered by selecting options from the pull-down lists provided for Variables, Functions, Operators, and Constants. Selected options will appear in the edit field at the current cursor location, and will overwrite the current selection (if any). The "Variables" list provides an easy way to select a common variable name. The "Functions" list provides the following supported mathematical functions: abs(x) Absolute value of x. abs(-3) = 3. acos(x) Arc-cosine of x in radians acosh(x) Hyperbolic arc-cosine of x in radians angle(x,y) Arc-tangent of x/y in radians. Uses signs to determine result quadrant. asin(x) Arc-sine of x in radians asinh(x) Hyperbolic arc-sine of x in radians atan(x) Arc-tangent of x in radians atan2(x,y) Same as angle(x,y) atanh(x) Hyperbolic arc-tangent of x in radians ceil(x) Round x up to the nearest integer. ceil(2.1) = 3. ceil(-2.1) = -2. cos(x) Cosine of x in radians cosh(x) Hyperbolic cosine of x in radians exp(x) Base e (Euler's constant) raised to the power of x fact(x) Factorial of x. fact(3) = 6. floor(x) Round x down to nearest integer. floor(2.8) = 2. floor(-2.8) = -3. int(x) Return integer portion of x. int(4.32) = 4. int(-4.32) = -4. ln(x) Base e natural logarithm of x CED-NTU 2005 5 Respondus BB 3.0 for edveNTUre Instructional Guide 8 log(x) Same as ln(x) log10(x) Base 10 logarithm of x max(x,y,…) Return the maximum of all supplied arguments. max(1,2,3) = 3. min(x,y,…) Return the minimum of all supplied arguments. min(1,2,3) = 1. mod(x,y) Modulus or remainder of x/y. mod(5,2) = 1. rand() Return a random number between 0 and 1 round(d,x) Round x to d decimal places. Halfway cases round away from 0. sin(x) Sine of x in radians sinh(x) Hyperbolic sine of x in radians sqrt(x) Square root. sqrt(9) = 3. sum(x,y,...) Return the sum of all supplied arguments. sum(1,2,3) = 6. tan(x) Tangent of x in radians tanh(x) Hyperbolic tangent of x in radians Note that the values for trigonometric functions are expressed in radians, not degrees. For conversion purposes, Pi radians = 180 degrees. Also, for all formulas that have two correct answers (for example, the square root of 9 is +3 and -3), only the positive number will be treated as correct. After selecting a function from the list, the formula must be edited to replace the argument list with numbers or variables. For example, "round(d,x)" might be edited to specify a fixed number of decimal places and a variable to round, as in "round(3,{y})", which would round the variable {y} to 3 decimal places. Functions can also be nested within a formula, as in "sqrt(abs({x}))". In this case, the absolute value of {x} is evaluated first, followed by the square root of the result. Functions can be nested as deeply as necessary to properly calculate the answer. When entering numerical values, scientific notation is expressed in the format xEy, where x is the coefficient and y is the exponent. To convert numbers from scientific notation to standard notation, use x times 10 to the power of y. For example: • 3.2E4 equals 32000 • -2E0 equals -2 • 3.14E-2 equals 0.0314 CED-NTU 2005 6 Respondus BB 3.0 for edveNTUre Instructional Guide 8 The "Operators" list provides the following standard mathematical operators: - Subtraction ! Logical NOT. !(0) = 1, !(1) = 0, !(-3.14) = 0 % Modulus or remainder. For example, 5%2 = 1. && Logical AND. 0&&0 = 0, 0&&1 = 0, 1&&1 = 1, 3&&-2.5 = 1 () Parentheses used to group elements for precedence * Multiplication Power or exponent. For example, 23 = 8. / Division \|\| Logical OR. 0\|\|0 = 0, 0\|\|1 = 1, 1\|\|1 = 1, 3\|\|-2.5 = 1 + Addition The "Constants" list provides the following commonly-used numerical constants: _e Base e or Euler's constant (2.71828…) _pi Pi – the circle ratio (3.14159…) Some example questions and associated formulas might be: Question: How long does it take to travel {x} miles at a speed of {y} mph? Formula: {x}/{y} Question: What is the positive square root of {x}? Formula: sqrt({x}) Question: Compute sin(x) where x = {x} degrees. Formula: sin({x}/180*_pi) CED-NTU 2005 7 Respondus BB 3.0 for edveNTUre Instructional Guide 8 Algorithmic - Variable Properties Clicking the "Variable Properties" button in the Formula section displays the Variable Properties dialog. Here, each variable in the question wording and formula is listed by name, along with Minimum, Maximum, and Precision values for that variable. The Minimum and Maximum define the range of values each variable can be assigned, and the Precision specifies the number of decimal places each value should be allowed before the value is rounded off. You can click each cell in the grid to edit the specific minimum, maximum, or precision value you want to change (the variable names cannot be edited). In general, for a given variable the minimum must be less than or equal to the maximum, and the precision must be greater than or equal to 0 and less than or equal to 5. Algorithmic - Answer Properties Clicking the "Answer Properties" button in the Formula section displays the Answer Properties dialog. Here you can specify values for answer precision and acceptable tolerance, as well as a unit name if required. Answer precision can be specified in Decimal Places or Significant Figures. If the precision is specified in decimal places, the value must be greater than or equal to 0 and less than or equal to 5, just as with the precision values specified in the Variable Properties dialog. If the precision is specified in significant figures, the minimum value is 1. Answer tolerance is the amount that the student's answer can deviate from the calculated answer and still be considered correct. It can be specified as a fixed number of units or as a percentage of the answer value. If you choose to require a unit name, comparisons with the name entered by the student will be case-insensitive and space-insensitive. CED-NTU 2005 8 Respondus BB 3.0 for edveNTUre Instructional Guide 8 Algorithmic - Value/Answer Sets Clicking the "Value/Answer Sets" button below the Formula section displays the Value/Answer Sets dialog. Here you can generate sets of variable values and calculate the associated answers using the formula previously entered. When the Algorithmic question is presented to the student, one of these value sets will be randomly chosen to populate the variables in the question wording and the formula, and the associated answer will be used to grade the student's response. The grid displays a list of numbered value/answer sets. The number of sets available can be selected from the "Number of Sets" pull-down list. The contents of this list will vary, depending upon the complexity of the question wording. For each set, the generated values for each variable are shown, and the individual cells can be clicked to edit those values. Note that any manually-entered values must be within the range specified by the variable minimum and maximum in the Variable Properties dialog. The answers cannot be edited; instead, the "Update Answers" button can be clicked to recalculate the answers for all value sets. CED-NTU 2005
and Algebra PRE-ALGEBRA AND ALGEBRA teaches you how to solve multiple choice, short-answer, and show-your-work test questions. Become comfortable with these ...Show synopsisPRE-ALGEBRA AND ALGEBRA teaches you how to solve multiple choice, short-answer, and show-your-work test questions. Become comfortable with these skills so youre ready for your test! A great book for students to use on their own, or with parents, teachers, or tutors
More About This Textbook Overview This text presents differential forms from a geometric perspective accessible at the undergraduate level. It begins with basic concepts such as partial differentiation and multiple integration and gently develops the entire machinery of differential forms. The subject is approached with the idea that complex concepts can be built up by analogy from simpler cases, which, being inherently geometric, often can be best understood visually. Each new concept is presented with a natural picture that students can easily grasp. Algebraic properties then follow. The book contains excellent motivation, numerous illustrations and solutions to selected
Geometry of Curves From Book News, Inc. This textbook for a first semester course integrates the three main areas of curve geometry--parametric, algebraic, and projective curves--offering a unique approach to problem solving rather than a catalog of theorems. Rutter (U. of Liverpool) begins with the basics, then covers topics such as conics, high algebraic curves, transcendental curves, the properties of parametric curves, envelopes of curve families, and the application of projective curves to asymptotes and boundedness. Students should be familiar with elementary calculus including partial differentiation, the elementary theory of complex numbers, and elementary coordinate geometry.Book News, Inc.®, Portland, OR Synopsis Integrating the three main areas of curve geometry - parametric, algebraic and projective curves - this volume offers an approach that provides a mathematical structure for solving problems, not just a catalogue of theorems. Almost entirely self-contained, the volume integrates the different types of curves, its use of analytic methods, and its examples, exercises and illustrations. The result is a practical work that seeks to impart a deeper understanding of the theory, as well as a heightened...
according to OER Commons, "This book addresses the following topics: Iterations and fixed points; bifurcations; conjugacy; space and time averages; the contraction fixed point theorem; Hutchinson's theorem and fractal images; hyperbolicity; and symbolic dynamics."
The first edition of this book is a collection of a series of lectures given by Professor Victor Kac at the TIFR, Mumbai, India in December 1985 and January 1986. These lectures focus on the idea of a highest weight representation, which goes through four different incarnations. The first is the canonical commutation relations of the infinite dimensional... more... The fundamental aim of this book is to communicate the knowledge necessary for a competent mathematical assessment of modern developments in the age of the Internet. Most crucially, this includes an understanding of very large graphs, calculating with large numbers, and calculating using prime number bases. more... This textbook provides an introduction to the techniques used in group theory. It spans the wide arc from the elementary nilpotent groups to finite simple groups, which constitute the building blocks for all finite groups and thus represent an important tool for all structural investigation of finite groups. more... With everything from reading efficiently and mastering grammar, to grasping paper and mental arithmetic, this book rallies through the gamut of content, including: grammar tests; how to write and form letters properly; exercises for mastering fractions, decimals and rounding to the nearest; and, tips for tackling everyday maths conundrums. more... This book opens up alternative ways of thinking and talking about ways in which a person can "know" a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject. In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed... more... Middle school teaching and learning has a distinct pedagogy and curriculum that is grounded in the concept of developmentally appropriate education. This text is designed to meet the very specific professional development needs of future teachers of mathematics in middle school environments. Closely aligned with the NCTM Principles and Standards for... more... Latin American Literacy and Numeracy Studies (LAL N S) are fairly unknown in other parts of the world. This book charts new directions in LAL N S and explores the relationship between these studies and international perspectives. Calling upon social practice approaches, New Literacy Studies, sociolinguistics, discourse analysis and other paradigms,... more...
Trigonometry - 9th edition Summary: Larson's TRIGONOMETRY is known for delivering sound, consistently structured explanations and exercises of mathematical concepts. With the ninth edition, the author continues to revolutionize the way students learn material by incorporating more real-world applications, ongoing review, and innovative technology. How Do You See It? exercises give students practice applying the concepts, and new Summarize features, Checkpoint problems, and a Companion Website reinforce understanding of...show more the skill sets to help students better prepare for tests76.44 +$3.99 s/h New textbooknook Knoxville, TN BR...show more, OR ANY OTHER SUPPLEMENTS!!! ...show less $85.61 +$3.99 s/h New textbook_rebellion2 Troy, MI160.69 +$3.99 s/h New JUGGERNAUTZ Troy, MI 1133954332 INSTRUCTORS EDITION. Exact Same Content as Student Edition but May Contain Answers and/or Teaching Notes. DOES NOT Include Supplements such as Online Access Codes or CDs. Ships Same Day! $240
Teach Algebra:Solve Equations - MAT-961Teaching the skills used to solve single variable equations in Algebra in a fun and meaningful way will set up your students for success. This course, and the accompanying AIMS interactive digital text is the second in a series focused on algebraic principles using hands-on activities. Primarily focused on the Common Core standard 7.EE, these lessons use three big ideas along with activities, video demonstrations and animations to reinforce the concepts. Teachers will reflect on the lessons based on concepts from the National Board for Professional Teaching Standards in an effort to bridge content and pedagogy.
In academia, "Business Mathematics" includes mathematics courses taken at an undergraduate level by business students. These courses are slightly less difficult and do not always go into the same depth as other mathematics courses for people majoring in mathematics or science fields. The two most common math courses taken in this form are Business Calculus and Business Statistics. Examples used for problems in these courses are usually real-life problems from the business world. An example of the differences in coursework from a business mathematics course and a regular mathematics course would be calculus. In a regular calculus course, students would study trigonometric functions. Business calculus would not study trigonometric functions because it would be time-consuming and useless to most business students, except perhaps economics majors. Economics majors who plan to continue economics in graduate school are strongly encouraged to take regular calculus instead of business calculus, as well as linear algebra and other advanced math courses, especially real analysis. Another meaning of business mathematics, sometimes called commercial math or consumer math, is a group of practical subjects used in commerce and everyday life. In schools, these subjects are often taught to students who are not planning a university education. In the United States, they are typically offered in high schools and in schools that grant associate's degrees.
books.google.com - This well-respected text gives an introduction to the modern approximation techniques and explains how, why, and when the techniques can be expected to work. The authors focus on building students' intuition to help them understand why the techniques pres... Analysis
$ 9.79 In Nonplussed!, popular-math writer Julian Havil delighted readers with a mind-boggling array of implausible yet true mathematical paradoxes. Now Havil is back with Impossible?, another marvelous medley of the... $ 19 93.79 Designed for a one or two semester senior undergraduate or graduate bioinformatics course, Statistical Bioinformatics takes a broad view of the subject - not just gene expression and sequence analysis, but a... $ 210.79 Fundamental Data Compression provides all the information students need to be able to use this essential technology in their future careers. A huge, active research field, and a part of many people's everyday... $ 51.79 Multivariate polysplines are a new mathematical technique that has arisen from a synthesis of approximation theory and the theory of partial differential equations. It is an invaluable means to interpolate practical... $ 149.99 A collection of self contained state-of-the art surveys. The authors have made an effort to achieve readability for mathematicians and scientists from other fields, for this series of handbooks to be a new reference... $ 196.79 The book contains a unitary and systematic presentation of both classical and very recent parts of a fundamental branch of functional analysis: linear semigroup theory with main emphasis on examples and applications.... $ 69.99 In accordance with the developments in computation, theoretical studies on numerical schemes are now fruitful and highly needed. In 1991 an article on the finite element method applied to evolutionary problems... $ 104.29 Projects for Calculus is designed to add depth and meaning to any calculus course. The fifty-two projects presented in this text offer the opportunity to expand the use and understanding of mathematics. The... $ 35.79 Threshold graphs have a beautiful structure and possess many important mathematical properties. They have applications in many areas including computer science and psychology. Over the last 20 years the interest... This book is a landmark title in the continuous move from integer to non-integer in mathematics: from integer numbers to real numbers, from factorials to the gamma function, from integer-order models to models... $ 114.99 The book is devoted to the perturbation analysis of matrix equations. The importance of perturbation analysis is that it gives a way to estimate the influence of measurement and/or parametric errors in mathematical...
Keywords Main Contents Ancillary Material 1. Introduction This is a compound XML document that includes basic exposition in XHTML (the rigorous, XML version of HTML) and SVG (Scalable Vector Graphics) for two-dimensional graphics. Both markup languages are W3C standards, although currently only the Firefox and Opera browsers support them. Nonetheless, compound documents like this are the future of mathematics on the web. This article can be used as a basic template, along with the CSS style sheet and the JavaScript file. If you have not already done so, please read the introductory article Mathematics with Structure and Style for basic information on best practices, HTML, CSS, and JavaScript. Any mathematical expressions would need to be constructed out of basic HTML tags and images; see the Basic HTML Article for details. If you want MathML in addition to SVG, you should be reading the Basic Article with MathML and SVG instead of this article. Recall that the first part of a compound XML document contains declarations about the type of XMLs used, the document type definition, and other information. A document with SVG should be saved with extension xhtml, and should have the following initial declarations: You don't really have to understand what all this means, but if you're curious, the first line declares that this is an XML document and gives the version and encoding. The second line declares that this is a compound document with XHTML and SVG, and gives a link to a document type definition (DTD). The last line with the html tag gives a reference to a namespace. 3. SVG SVG encodes graphical information in terms of points, lines, circles, and other geometric constructs. As with MathML, it's not the purpose of this article to give a tutorial of SVG (but see the resources for some links). Instead, we content ourselves with an example. Example 2 The following graphic, adapted from a graphic by David Lane, is constructed from a polygon, a circle, a rectangle, and a path: The SVG source code for the example is given below. You can probably figure out what each tag does.
Math Basics for the Healthcare Professional 9780131133723 0131133721 Summary: This easy-to-follow, learner-friendly volume employs a common sense approach, which builds on basic math skills to facilitate the learning of more complex math calculations. Self-tests and mnemonic devices team up to build learner confidence and math computation skills. The volume covers health occupations matrix of math skills and self-assessment, whole number review, fractions, decimals, ratio and proportion, perce...nts, combined applications and dosage calculations. For Health Care professionals. Benjamin-Lesmeister, Michele is the author of Math Basics for the Healthcare Professional, published 2004 under ISBN 9780131133723 and 0131133721. Twenty four Math Basics for the Healthcare Professional textbooks are available for sale on ValoreBooks.com, twenty three used from the cheapest price of $0.01, or buy new starting at $14
Bob Miller's fail-safe methodology helps students grasp basic math and pre-algebra. All of the courses in the junior high, high school, and college mathematics curriculum require a thorough grounding ... MATH FOR THE AUTOMOTIVE TRADE, 5E is an up-to-date, highly practical book that helps readers develop a real-world understanding of math concepts and applications in the modern automotive repair trade ...
Buy Used Textbook Buy New Textbook eTextbook Instant Online Access 180 day digital rental $94.699Elayn Martin-Gay firmly believes that every student can succeed, and her developmental math textbooks and video resources are motivated by this belief.Algebra: A Combined Approach, Fourth Editionwas written to provide students with a solid foundation in algebra and help them effectively transition to their next mathematics course. The new edition offers new resources like theStudent Organizerand now includesStudent Resourcesin the back of the book to help students on their quest for success. Author Biography An award-winning instructor and best-selling author, El developed an acclaimed series of lecture videos to support developmental mathematics students in their quest for success. These highly successful videos originally served as the foundation material for her texts. Today, the videos are specific to each book in the Martin-Gay series. Elayn also pioneered the Chapter Test Prep Video to help students as they prepare for a test–their most "teachable moment!" Elayn's experience has made her aware of how busy instructors are and what a difference quality support makes. For this reason, she created the Instructor-to-Instructor video series. These videos provide instructors with suggestions for presenting specific math topics and concepts in basic mathematics, prealgebra, beginning algebra, and intermediate algebra. Seasoned instructors can use them as a source for alternate approaches in the classroom. New or adjunct faculty may find the videos useful for review. Her textbooks and acclaimed video program support Elayn's passion of helping every student to succeed. Table of Contents Chapter R: Prealgebra Review R.1 Factors and the Least Common Multiple R.2 Fractions R.3 Decimals and Percents Chapter 1: Real Numbers and Introduction to Algebra 1.1 Tips for Success in Mathematics 1.2 Symbols and Sets of Numbers 1.3 Exponents, Order of Operations, and Variable Expressions 1.4 Adding Real Number 1.5 Subtracting Real Numbers Integrated Review 1.6 Multiplying and Dividing Real Numbers 1.7 Properties of Real Numbers 1.8 Simplifying Expressions Chapter 2: Equations, Inequalities, and Problem Solving 2.1 The Addition Property of Equality 2.2 The Multiplication Property of Equality 2.3 Further Solving Linear Equations Integrated Review 2.4 An Introduction to Problem Solving 2.5 Formulas and Problem Solving 2.6 Percent and Mixture Problem Solving 2.7 Linear Inequalities and Problem Solving Chapter 3: Graphing Equations and Inequalities 3.1 Reading Graphs and The Rectangular Coordinate System 3.2 Graphing Linear Equations 3.3 Intercepts 3.4 Slope and Rate of Change Integrated Review 3.5 Equations of Lines 3.6 Graphing Linear Inequalities in Two Variables Chapter 4: Systems of Equations 4.1 Solving Systems of Linear Equations by Graphing 4.2 Solving Systems of Linear Equations by Substitution 4.3 Solving Systems of Linear Equations by Addition Integrated Review 4.4 Systems of Linear Equations and Problem Solving Chapter 5: Exponents and Polynomials 5.1 Exponents 5.2 Negative Exponents and Scientific Notation 5.3 Introduction to Polynomials 5.4 Adding and Subtracting Polynomials 5.5 Multiplying Polynomials 5.6 Special Products Integrated Review 5.7 Dividing Polynomials Chapter 6: Factoring Polynomials 6.1 The Greatest Common Factor 6.2 Factoring Trinomials of the Form x2 + bx + c 6.3 Factoring Trinomials of the Form ax2 + bx + c 6.4 Factoring Trinomials of the Form ax2 + bx + c by coupling 6.5 Factoring by Special Products Integrated Review 6.6 Solving Quadratic Equations by Factoring 6.7 Quadratic Equations and Problem Solving Chapter 7: Rational Expressions 7.1 Simplifying Rational Expressions 7.2 Multiplying and Dividing Rational Expressions 7.3 Adding and Subtracting Rational Expressions with the Same Denominator and Least Common Denominator 7.4 Adding and Subtracting Rational Expressions with Different Denominators 7.5 Solving Equations Containing Rational Expressions Integrated Review 7.6 Proportions and Problem Solving with Rational Equations 7.7 Simplifying Complex Fractions Chapter 8: Graphs and Functions 8.1 Review of Equations of Lines and Writing Parallel and Perpendicular Lines 8.2 Introduction to Functions 8.3 Polynomial and Rational Functions Integrated Review 8.4 Interval Notation, Finding Domains and Ranges from Graphs and Graphing Piecewise-Defined Functions 8.5 Shifting and Reflecting Graphs of Functions Chapter 9: Systems of Equations and Inequalities and Variation 9.1 Solving Systems of Linear Equations in Three Variables and Problem Solving
standardsMath Material for each topic is covered in the main text, with additional depth available through exploration exercises appropriate for in-class, group, or individual investigation. This book is appropriate for Math 107 (Washington State Community Colleges common course number). (less) The purpose of this course is to expose you to the wider world of mathematical thinking. There are two reasons for this. First, for you to understand the power of quantitative thinking and the power of numbers in solving and dealing with real world scenarios. Secondly, for you to understand that there is more to mathematics then expressions and equations. The core course is a complete, ready to run, fully online course, featuring 9 topics: Problem solving, voting theory, graph theory, growth models, consumer finance, collecting data, describing data, probability, and historical counting. Additional optional topics are provided. The course materials can easily be used with a face-to-face course. (less) Students need many concrete experiences with fractions to develop a deep understanding ... (more) Students need many concrete experiences with fractions to develop a deep understanding of the three models of fractions: area, linear and set models. Teachers need to address all three models in well-designed instructional activities so that students develop a rich concept of fractions that they can use to make sense of numbers, operations, measurement and probability. The Math Tours include: activities, problem solving, games, writing to learn, templates, math-literature connections, and web links. Each page has a left navigation bar to easily take you through the tour and back to the homepage or the math topics page. (less)
Advanced Algebra This 900 page advance algebra text is well written with detailed examples; it was written by nine teachers and includes topics such as: equations, graphs, linear relationships, matrices, parabolas, quadratic equations, functions, exponents, logarithms, trigonometry, statistics, and others. Most
308150 / ISBN-13: 9780201308150 Mathematics All Around Pirnot's Mathematics All Around offers the supportive and clear writing style that you need to develop your math skills. By helping to reduce your ...Show synopsisPirnot's Mathematics All Around offers the supportive and clear writing style that you need to develop your math skills. By helping to reduce your math anxiety, Pirnot helps you to understand the use of math in the world around you. You appreciate that the author's approach is like the help you would receive during your own instructors' office hours. The Fifth Edition increases the text's emphasis on developing problem-solving skills with additional support in the text and new problem-solving questions in MyMathLab. Quantitative reasoning is brought to the forefront with new Between the Numbers features and related exercises. Since practice is the key to success in this course, exercise sets are updated and expanded. MyMathLab offers additional exercise coverage plus new question types for problem-solving, vocabulary, reading comprehension, and more. 032192326X / 9780321923264 Mathematics All Around Plus NEW MyMathLab with Pearson eText -- Access Card Package Package consists of 0321431308 / 9780321431301 MyMathLab/MyStatLab -- Glue-in Access Card 0321654064 / 9780321654069 MyMathLab Inside Star Sticker 0321836995 / 9780321836991 Mathematics All Around 5/eHide synopsis 14 p. Description:Good. Sound copy, mild reading wear. May have scuffs or missing...Good. Sound copy, mild reading wear. May have scuffs or missing DJ. May have some note, highlighting or underlining. Purchasing this item helps us provide vocational opportunities to people with barriers to employment. Mathematics All Around I cannot believe that all of this was crammed into ONE 8 week college course. I'm still getting over the stress of trying to make it through this course. The book is ok if you understand math, but if you don't, you're just going to be more lost than you were before you started. Very confusing stuff
Applied Mathematics - (3rd edition Summary: Coming this summer!! Applied Mathematics is a comprehensive text designed to benefit students in various fields of study. Text content emphasizes the application of mathematics to a variety of vocational and technical areas. The text uses realistic applications to develop problem-solving skills and provide an understanding of the importance of math in the real world.Booksavers MD Hagerstown, MD 2002 Hardcover 200412.76 +$3.99 s/h Good Georgia Book Company Chickamauga, GA Hardcover Good 1566379954
So you're back in school. Suddenly you're stuck at a desk for eight hours a day, five days a week, and life looks bleak. Luckily for you, you have your trusty TI or Casio graphing calculator by your side, perhaps a TI-83+ or a TI-84+ Silver Edition, a Casio Prizm, or (heaven forbid) a TI-Nspire. Now you want some math programs and some games for your calculator to keep yourself educated and entertained. You've come to the right place! Or perhaps you are looking to buy a graphing calculator for yourself, or for your son or daughter for school. You, too, are in the right place at the right time. Without further ado, please enjoy Cemetech's brief guide to getting started with your new or love-worn graphing calculator! Buying a Calculator If you already have a calculator, then you don't need to read this section, unless you're interested in expanding your collection or are doubting your choice. If you happen to have a recommendation or requirement from a teacher or professor, that narrows things down significantly. Our personal recommendations: High school students (and below): Your best choice is a TI-84+ Silver Edition graphing calculator. It's powerful, has tens of thousands of math programs and games available, lasts for months on a set of batteries, and is attractive to boot. Even better, you can put Doors CS on it (more on that later). If you're the sort that cares, the TI-84+SE is accepted on standardized tests like the ACT and the SAT. Your second-best choice is only second-best because your average teacher is likely to be less familiar with it: the Casio Prizm. For the same price (or cheaper!) than a TI-84+SE, you can get a huge, bright, full-color LCD, an extremely fast processor, ten times the memory, and for you programmers, easy coding in BASIC and C. Like the TI-84+/SE, it can do algebra, simple numeric calculus, graphing, statistics, and is accepted on standardized tests. College students: Are you doing engineering? If so, a TI-89 might be appropriate, as it has much more powerful symbolic features than the TI-83+/84+ series of calculators, extensive calculus capabilities, built-in 3D graphing, and much more. In addition, if you enjoy programming, you can write C programs for the TI-89. However, if you're not doing engineering or math, and you're not an experienced, hardcore programmer, then you're probably better off with a TI-84+ Silver Edition or a Casio Prizm (see above). Read the rest of this article to learn more about calculator choices, programming tools, and where to download the best shells, programs, and games for your calculator!
This course will focus on mathematical tools, geometric modeling techniques, and fundamental algorithms, that are relevant to graphics, visualization, and other visual computing areas. The goal is to provide graduate students a comprehensive knowledge on geometric concepts and demonstrate the significance of these mathematical tools and geometric algorithms in graphics and relevant areas. Course topics include geometric algorithms for both polygonal and curved objects, theory of parametric and implicit representations, modeling methods of curves, surfaces, and solids, in-depth spline theory, rudiments of wavelet theory and multi-resolution shape representations, differential geometry fundamentals, and other sophisticated topics and latest advances in the field.
... More About This Book , variables, and algebraic equations. Related Subjects Meet the Author Mark Zegarelli is the author of Logic For Dummies (Wiley). He holds degrees in both English and math from Rutgers University. He has earned his living for many years writing vast quantities of logic puzzles, a hefty chunk of software documentation, and the occasional book or film review. Along the way, he's also paid a few bills doing housecleaning, decorative painting, and (for ten hours) retail sales. He likes writing bestEJW Posted March 11, 2009 Grandson refreshes his basic math. My grandson was never very good at math and only got by in high school. However he had to take a test to join the military and he did ok on everything but the math part and had to retake the test. While I have a good math background I found that when I tried to instruct him I wasn't a very good teacher of what I knew so well. This book was perfect and after a month of us using it he passed his test and will be soon entering the military. 8 out of 9 people found this review helpful. Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Mathematics With Applications - 9th edition SummaryBalanced Approach Multiple representations of a topic (symbolic, numerical, graphical, verbal) are used as appropriate throughout the text. Real-Data Examples and Applications have long been popular features of this text, and this edition is no exception. The data has been updated and added to throughout the text. Examples allow students to see how different problems are solved using the techniques shown in the book. As in the real world, many of these problems have multi-step questions and solutions. Margin Exercises, keyed to the discussion in the text, provide students with an opportunity to practice immediately after learning a new skill. These margin exercises essentially function as a complete, in-text study guide. Cautions highlight common student difficulties or warn against frequently made mistakes. Technology Tips appear within the text as appropriate to inform students of various features of their graphing calculators or spreadsheet programs and to guide them in using these tools. Exercises at the end of each section provide students with a valuable opportunity to practice the material that they have just learned in the chapter. Many of these exercises are tied back into the text, making for a cohesive learning process. In addition to the traditional and application-based exercises, there are also some exercises that require writing, the use of the calculator, skills from earlier sections, or are tied to past CPA exams. Many of the application exercises include real data from cited sources. End of Chapter materials include a summary of key terms and symbols and key concepts. Once students feel the understand these, they can complete the review exercises to confirm their comprehension of the material covered in the chapter. Case Studies appear at the end of each chapter. These case studies are contemporary, real-world applications of some of the mathematics presented in the chapter, providing at least a partial answer to the question, "When will I ever use this?" Pedagogical Use of Color makes this book's art program more effective in enhancing the mathematical exposition and clarifying many graphical presentations.1011.20 +$3.99 s/h Good Friends of the Johnson Co Lib Merriam, KS Hardcover Good 0321334337 Binding tight. Inside pages clean with no markings. Purchase of this item will help support the programs and collections of the Johnson County (Kansas) Library. $11.25
What is Discrete Math? Date: 02/12/2001 at 21:51:38 From: Bill Riddley Subject: Discrete mathematics In the Ontarion curriculum for grade 12, Discrete Mathematics will be offered. What is it, and, more importantly, where does the term "discrete" come from in its mathematical context? Date: 02/13/2001 at 14:15:11 From: Doctor Twe Subject: Re: Discrete mathematics Hi Bill - thanks for writing to Dr. Math. Discrete math is a catch-all category generally used to cover an array of topics needed to prepare students for computer science courses. The topics typically include algorithms, combinatorics (permutations and combinations), graph theory, and order/lattices. It may also include propositional calculus (don't let that name fool you - it's symbolic logic, not at all related to "the calculus"), elementary number theory, set theory, and discrete and recursive functions. In math, objects are said to be either continuous (like the real numbers) or discrete (like the integers). These are the mathematical equivalent of analog and digital in electronics. The course name "Discrete Math" comes from the fact that most of the objects studied in the course are discrete. For example, permutations and combinations involve counting sets with discrete elements. The number of permutations or combinations is an integer - also a discrete object. In symbolic logic, propositions are either true of false - nothing "in between." The following article from the Eisenhower National Clearinghouse, which attempts to answer the question, What is discrete mathematics?, might be of interest to you: Implementing the Discrete Mathematics Standards: Focusing on Recursion Margaret J. Kenney and Stanley J. Bezuszka And see the 1989 NCTM Standards: I hope this helps. If you have any more questions, write back. - Doctor TWE, The Math Forum
MSU math researchers presenting at North Central Sectional Meeting of Mathematical Association of America: October 18-19, Narayan Thapa, MSU assistant math professor, is taking five students to South Dakota State University to present, observe and network. Johannah Miller, majoring in chemistry and math, will present "Schrodinger Equation in Modeling Energy Level of Hydrogen Atom." Similarly, Nicholas Taylor, majoring in math, will present "A Markov Chain Approach to Baseball Run Forecasting" and Chloe Ondracek, majoring in mathematics will present "Identification Problem in Parabolic Type Partial Differential Equation." Two other students, who conduct research with Thapa, are also attending MAA meeting: Kowan O'Keefe and Jordan Torgunrud. Welcome Our department is responsible for training mathematicians, math teachers, and computer scientists, as well as teaching all students as part of the general education requirement. Offerings In mathematics we offer both Bachelor of Arts and Bachelor of Science degrees, or a minor or concentration in mathematics or statistics. Click on Programs for specific requirements of these options. Future teachers should also see Teacher Education for additional requirements of that program. In computer science we offer a Bachelor of Science degree or minor, concentration, or certificate options. Click on Programs for specific requirements of these options. At the graduate level, we offer the Master of Arts in Teaching: Mathematics degree, which serves secondary teachers of mathematics and science. For further information, see the MAT site. Services Our department is proud to host the annual Mathematics Track Meet competitions for grade 7-12 students. Over 1800 students participate in these events each spring. Our department also has a walk-in math clinic for students who need help with Math 102, 103, 104, and 240. Please see the Math Clinic for times and locations.
This clearly written and enlightening textbook provides a concise, introductory guide to the key mathematical concepts and techniques used by computer scientists. Topics and features: ideal for self-study, offering many pedagogical features such as chapter-opening key topics, chapter introductions and summaries, review questions, and a glossary; places... more... It has been upon the shoulders of giants that the modern world has been forged. This accessible compendium presents an insight into the great minds responsible for the technology which has transformed our lives. Each pioneer is introduced with a brief biography, followed by a concise account of their key contributions to their discipline. The... more... Provides a comprehensive introduction to various mathematical approaches to achieving high-quality software. Written with both the student and the professional in mind, this book explains the main features of these approaches and assists the reader in applying mathematical methods to problems that are relevant to software engineers. more...

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