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General Topology - 65 edition
Summary: With more than 30 million copies sold, Schaum's are the most popular study guide on the planet. Mathematics students around the world turn to this clear and complete guide to general topology for its through introduction to the subject, including easy-to-follow explanations of topology of the line and plane and topological spaces. With 650 fully solved problems and hundreds more to solve on your own (with answers supplied), this guide can help you spend less time stu...show moredying while you make better grades
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Finite Mathematics For Business, Economics, Life Sciences And Social Sciences - 11th edition
Summary: This book covers mathematics of finance, linear algebra, linear programming, probability, and descriptive statistics, with an emphasis on cross-discipline principles and practices. Designed to be reader-friendly and accessible, it develops a thorough, functional understanding of mathematical concepts in preparation for their application in other areas. Each chapter concentrates on developing concepts and ideas followed immediately by developing computational skills a...show morend problem solving. Two-part coverage presents a library of elementary functions and finite mathematics. For individuals looking for a view of mathematical ideas and processes, and an illustration of the relevance of mathematics to the real world. Illustrates relevance of mathematics to the real world49 +$3.99 s/h
VeryGood
HawkingBooks Lake Arrowhead, CA
0132255707 Very Good Condition. Has some wear. Five star seller - Ships Quickly - Buy with confidence!702007 Hardcover --
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Traffic Jam Activity- Physical game that helps student solve an equation Algebra in Simplest Terms-
In this online video series, available through Annenberg Media, host
Sol Garfunkel explains how algebra is used for solving real-world
problems and clearly explains concepts that may baffle many students.
The graphic illustrations and on-location examples displayed in each of
these 26 half hour video programs help students connect mathematics to
daily life. The series also has applications in geometry and calculus
instruction. The possibilities are endless! Function Tables- From Laura Candler Writing Equations- From Laura Candler
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The chain rule, an important calculus topic, has received little attention in mathematics education research. It describes what one must do when taking the derivative of nontrivial or composite functions (e.g., sin(1/x), Pe-kt, etc.) and is closely connected to function-related issues that arise when there is a "function inside a function." By understanding more about the difficulties calculus students have, calculus instructors can make informed decisions regarding the use of classroom resources to improve students' understanding of this key concept. This poster includes results from an exploratory study where calculus students were given tasks involving the chain rule. These tasks contained functions with which students were familiar (polynomials and trigonometric), somewhat familiar (logarithm and inverse trigonometric), and not familiar (functions with names invented by the researcher names). Participants included Calculus I students in the spring semester (n=14) and fall semester (n=4) of 2007. The results of these two samples were similar; there were students from each group who successfully completed the tasks which involved functions they were familiar with in their calculus course. The students also had success with functions with which they were not familiar, although it was not to the same degree of success as the familiar functions. However, the students had the most difficulty with the functions with which they were somewhat familiar. In these tasks students replaced function composition with function multiplication. For example, even though students did not think of the function ln (-x3) as ln times (-x3) and use the product rule, when applying the chain rule they multiplied 1/x and (-x3) instead of composing them. This indicates that student have difficulties with function concepts that are specific to the context of calculus. Thus, incorporating function concepts throughout the calculus curriculum and not just as review material is both needed and beneficial for students
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Calculus I (MATH 153) is the first course in a sequence of calculus courses required for students in various majors including Computer Science, Engineering, Mathematics, Science, and Technology. The main objective of the course is building the essential skills, mastery, and understanding of the applications of several topics including analytic geometry of plane functions, limits, continuity, derivatives of functions and applications; exponential, logarithmic, trigonometric and inverse functions; indefinite and definite integrals; and the fundamental theorem of calculus.
The prerequisite of this course is the completion of MATH 121, a trigonometric functions course, or an appropriate placement test score. The class size has increased over the last few semesters and averages about 40-45 students per class during the fall semester for MATH 153. During the spring semester when Calculus I is off sequence, the class size decreases.
All the students in Calculus I have laptops and graphing calculators, although these technologies are not crucial to this lesson. The classroom setting varies among the sections of the course from long tables to individual desks, making it difficult to generalize student interactions in the lesson plan. The lesson follows content on finding critical numbers of a function and locating relative extrema on a closed interval. It includes two major theorems about continuity and derivatives of functions, which also have several applications, and the lesson usually takes approximately two days to complete.
The students are split depending on their major into the two versions of the course. Calculus and Analytic Geometry I (MATH 156) contains mainly students majoring in Computer Science and Mathematics, and MATH 153 contains all other majors. The two versions are almost identical with the version for the Computer Science and Mathematics majors requiring more proofs and theory. Although this lesson was tested in a MATH 153 classroom, it could easily be used for MATH 156 or any calculus course including the topics of Rolle`s Theorem and the Mean Value Theorem.
Executive Summary
The topic of the lesson is Rolle`s Theorem and the Mean Value Theorem.
Learning Goals.
1. Students will understand the meaning of Rolle`s Theorem and the Mean Value Theorem, including why each hypothesis is necessary.
2. Students will complete problems and applications using Rolle`s Theorem and the Mean Value Theorem.
3. Students will appreciate the discovery process of developing mathematics and have a better understanding of the construction and proof of mathematical theorems.
Lesson Design. The lesson was designed in order to emphasize the discovery process and the role of proof in mathematics. The first major piece of the lesson is an activity that asks students, in several steps, to draw graphs of functions satisfy various hypotheses. The last graph that students were asked to draw is impossible to draw, because any graph satisfying all of the required conditions would violate Rolle`s Theorem. Rolle`s Theorem is introduced in this way. A second activity involving graphs related to the Mean Value Theorem is used to introduce or study the Mean Value Theorem. These graphing exercises are intended to help students discover for themselves the two theorems and help them to appreciate the discovery process in mathematics.
The second major part of the lesson is to work problems involving the theorems to better understand how the theorems are used and apply in practice. The variety of problems is intended to emphasize different aspects of the theorems, including why the hypotheses are necessary and how to apply the theorems to modeling applications and more abstract settings.
The final part of the lesson is to prove the Mean Value Theorem assuming Rolle`s Theorem. This portion of the lesson is expected to be difficult for students, so ample time should be allotted for question and discussion.
Major Findings. During the first round of the lesson, we learned that students seem to catch on quickly that the second graphing exercise is almost identical to the first and that therefore the last graph is impossible to draw. This seemed to cause a significant reduction in their engagement with the lesson. However, when this activity was changed for the second round, the decrease in performance on certain quiz and homework problems suggests that the repetition may actually have served its purpose of emphasizing the hypotheses present in the two theorems.
Printer Friendly Version of Complete Report
The Final Report includes a detailed section on how to teach the lesson, which can be used in conjunction with the Lesson Outline and Lesson Materials below. The Outline and Materials are included as appendices to the Final Report. Also included in the Final Report are data, results and discussion of the findings of the two iterations of the lesson.
Full results of our study are linked below under "The Study." For convenience, the data tables and figures containing data are collected additionally under "Data." The forms used by observers during the lessons as well as the post-lesson student surveys are also linked below.
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Functional programming is rooted in lambda calculus, which constitutes the world's smallest programming language. This well-respected text offers an accessible introduction to functional programming concepts and techniques for students of mathematics and computer science. The treatment is as nontechn...
Applied Nonstandard Analysis by Prof. Martin Davis This applications-oriented text assumes no knowledge of mathematical logic in its development of nonstandard analysis techniques and their applications to elementary real analysis and topological and Hilbert space. 1977 edition.What Is Mathematical Logic? by J. N. Crossley, C.J. Ash, C.J. Brickhill, J.C. Stillwell A serious introductory treatment geared toward non-logicians, this survey traces the development of mathematical logic from ancient to modern times and discusses the work of Planck, Einstein, Bohr, Pauli, Heisenberg, Dirac, and others. 1972 edition.
Mathematical Programming by Steven Vajda This classic by a well-known expert explores both theory and applications. It focuses on linear programming, in addition to other programming topics, and features numerous worked-out examples and problems. 1961 edition.A Bridge to Advanced Mathematics by Dennis Sentilles This helpful "bridge" book offers students the foundations they need to understand advanced mathematics. The two-part treatment provides basic tools and covers sets, relations, functions, mathematical proofs and reasoning, more. 1975 edition.How to Solve Applied Mathematics Problems by B. L. Moiseiwitsch This workbook bridges the gap between lectures and practical applications, offering students of mathematics, engineering, and physics the chance to practice solving problems from a wide variety of fields. 2011 edition.
Introduction to Proof in Abstract Mathematics by Andrew Wohlgemuth This undergraduate text teaches students what constitutes an acceptable proof, and it develops their ability to do proofs of routine problems as well as those requiring creative insights. 1990 edition.
Makers of Mathematics by Stuart Hollingdale Each chapter of this accessible portrait of the evolution of mathematics examines the work of an individual — Archimedes, Descartes, Newton, Einstein, others — to explore the mathematics of his era. 1989 editionThe World of Mathematics, Vol. 1 by James R. Newman Vol. 1 of a monumental 4-volume set includes a general survey of mathematics; historical and biographical information on prominent mathematicians throughout history; material on arithmetic, numbers and the art of counting, more.
The World of Mathematics, Vol. 2 by James R. Newman Vol. 2 of a monumental 4-volume set covers mathematics and the physical world, mathematics and social science, and the laws of chance, with non-technical essays by eminent mathematicians, economists, scientists, and others.
The World of Mathematics, Vol. 3 by James R. Newman Vol. 3 of a monumental 4-volume set covers such topics as statistics and the design of experiments, group theory, the mathematics of infinity, the unreasonableness of mathematics, the vocabulary of mathematics, and more.
The World of Mathematics, Vol. 4 by James R. Newman Vol. 4 of a monumental 4-volume set covers such topics as mathematical machines, mathematics in warfare, a mathematical theory of art, mathematics of the good, mathematics in literature, mathematics and music, and amusements.
Product Description:
Functional programming is rooted in lambda calculus, which constitutes the world's smallest programming language. This well-respected text offers an accessible introduction to functional programming concepts and techniques for students of mathematics and computer science. The treatment is as nontechnical as possible, and it assumes no prior knowledge of mathematics or functional programming. Cogent examples illuminate the central ideas, and numerous exercises appear throughout the text, offering reinforcement of key concepts. All problems feature complete solutions
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Science Books
The goal of Elementary and Intermediate Algebra: Concepts and Applications, 4e is to help today's students learn and retain mathematical concepts by preparing them for the transition from "skills-oriented" elementary and intermediate algebra courses to more "concept-oriented" college-level mathematics courses, as well as to make the transition from "skill" to "application." This edition continues to bring your students a best-selling text that incorporates the five-step problem-solving process, real-world applications, proven pedagogy, and an accessible writing style.
The Bittinger/Ellenbogen/Johnson series has consistently provided teachers and students with the tools needed to succeed in developmental mathematics.
This revision has an even stronger focus on vocabulary and conceptual understanding as well as making the mathematics even more accessible to students.
Among the features added are new Concept Reinforcement exercises, Student Notes that help students avoid common mistakes, and Study Summaries that highlight the most important concepts and terminology from each chapter..
For more information about the title Elementary and Intermediate Algebra: Concepts and Applications (4th Edition) (Bittinger Developmental Mathematics
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Meshoppen AlgebraOnce these rules are learned, the equations become a jigsaw puzzle and can be quite fun to solve. Pre-algebra is the first step on the path to higher mathematics for most students. Pre-algebra courses introduce students to mathematical concepts beyond that of basic arithmetic.
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Algebra (M3.1)
LECTURER: V Murali
Description
Algebra is one of the main areas of mathematics with a rich history. Algebraic structures pervade all modern mathematics. This course introduces students to the algebraic structure of groups, rings and fields. Algebra is a required course for any further study in mathematics.
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Questions in Intermediate 2 Maths
Book Description
The questions mirror Past Paper content for fully relevant application of knowledge and understanding. Colour illustrations throughout help to stimulate study. 'Quick Tests' and 'Top Tips' reinforce revision and provide handy advice for achieving top marks and avoiding simple errors in the final exam. This work delivers clear guidance on course requirements and coursework production.
About Ken Nisbet (Author) : Ken Nisbet is a published author of children's books and young adult books. Some of the published credits of Ken Nisbet include New Maths in Action, New Maths in Action: S4/2, New Maths in Action, and... more View Ken Nisbet's profile
Videos
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Maths The Basic Skills
ISBN: 978-0-7487-7700-6
RRP: £18.99
So you want to brush up on your maths skills? This book covers Entry Level 3, Level 1 and Level 2 of the Adult Numeracy Core Curriculum and prepares you for the Level 1 and Level 2 Numeracy Tests. It is part of a series of resources published by Nelson Thornes to support adult numeracy. This best selling text provides:
Contact us
About us
Nelson Thornes Nelson Thornes is one of the UK's leading educational publishers providing engaging and creative blended learning resources of the highest quality that support teachers and motivate students of all abilities.
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Book Description: This fantastic overview of statistics, measures of central tendency, graphing and more is great for middle and high school students. It will help boost math confidence and test scores. It includes information on: • data collection & analysis • graphing data • measures of central tendency • interpreting statistics • probability • and much more…
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Undergrad math to help prepare for grad school?
Undergrad math to help prepare for grad schoolAre you looking for stuff that you can take in the second semester of first-year, or for courses that you can take in later years?
I wouldn't have made it in grad school had I not had linear algebra as an undergrad. I also took advanced calculus later on, but I would have had a MUCH easier time if I took it before grad school. I also recommend some sort of complex variables class, along with numerical analysis.
I only had one linear algebra course and there is only one offered at my school. We covered extensively : Basis for a vector space, row space, null space, eigenspace, diagonalization and similar matricies, orthogonal and orthonormal bases, jordan form, equivalent properties of invertible matricies, change of basis ect...basically the first 6 chapters of David Lay's book plus some outside material. Anything that is left out is covered in calc 2 such as vector calculus and vector geometry.
Are definitely good courses to look at, but from the undergrad courses I've had thus far,
it would be advised to see if there's a lower-level partial differential equations course for later. Partial differential equations is a pretty large part of physics, and I've found that physics professors are fairly adapt at being horrific mathematics instructors.
But complex variables wouldn't be bad, either. Also, you should see if your school has a "Mathematical Physics" or a "Computational Physics" course. These are generally math-based courses taught by physicists (*sigh*), but they tend to teach you the necessary math skills for graduate school (Or so they tell me).
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Do #1, 4, 7, 9, 12, 13, 14 from section 1.1.
Do #2, 5, 7, 10, 13, 14 from section 1.2.
Do #1, 3, 4, 7, 8, 9, 16, 20, 21, 22 from 1.3.
For practice only, do the quiz #1 handout.
Learn how to make a table of values on your
calculator. For the TI-82 and TI-83 calculators, you
enter a function using the [ Y= ] button,
set-up a table with the [ 2nd ] - [ TBLSET ] button, and then display
your table of values with the [ 2nd ] - [ TABLE ] button. The TI-85
cannot generate tables, so you will have to make your tables by hand.
The TI-86 can do tables, but you'll have to look in your manual to
see how to do this.
Monday's test will cover 2.1-2.4, 4.1-4.2.
See main course page for a more detailed list of topics.
Week 3
June 17 (M)
Test 2
June 18 (Tu)
Read 4.3-4.4 and 2.5-2.6. Do #1-30, 35, 37 from 4.3.
Do #3-26, 29 from 4.4.
Do #1-5, 8, 15, 16 from 2.5.
June 19 (W)
Here is all the homework and sections for Monday's test.
In 2.5, do #1-5, 8, 15, 16.
In 2.6, do #1-3, 6, 9-13 (also #16, 17, 21ab from 5.3).
In 4.1, do #34 and know basic derivative rules.
In 4.2, know basic derivative rules.
In 4.3, do #1-30, 34, 35, 37.
In 4.4, do #3-26, 29.
In 3.1, do #3-9.
June 20 (Th)
No new homework.
Monday's test will cover 2.5-2.6, 4.1-4.4, 3.1, as well as problems from 5.3.
See main course page for a more detailed list of topics.
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Geometry, Particles, and Fields
0387982671
9780387982670 use it to describe new developments in particle physics...It provides clear treatment that is accessible to graduate students with a knowledge of advanced calculus and of classical physics...The second half of the book deals with the principles of differential geometry and its applications, with a mathematical machinery of very wide range. Here clear line drawings and illustrations supplement the multitude of mathematical definitions. This section, in its clarity and pedagogy, is reminiscent of Gravitation by Charles Misner, Kip Thorne and John Wheeler...Felsager gives a very clear presentation of the use of geometric methods in particle physics...For those who have resisted learning this new language, his book provides a very good introduction as well as physical motivation. The inclusion of numerous exercises, worked out, renders the book useful for independent study also. I hope this book will be followed by others from authors with equal flair to provide a readable excursion into the next step." PHYSICS TODAY Bjoern Felsager is a high school teacher in Copenhagen. Educated at the Niels Bohr Institute, he has taught at the Universities of Copenhagen and Odense. «Show less... Show more»
Rent Geometry, Particles, and Fields today, or search our site for other Felsager
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Newfields SAT intense love for all things related to the written word and believe that someone who is able to write can not only take greater pleasure in their own thoughts and feelings, but experience more diverse and varied successes in their professional life as well. In this day and age, it is impe...Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Interpret figures of speech (e.g. verbal irony, puns) in context.
- Use the relationship between particular words to better understand each of the words.
- Distinguish among the connotations (...Building on the basics of Algebra 1, Algebra 2 expands and adds to these mathematical concepts. I would want to check your child's skills with Algebra 1 before going to Algebra 2. It's important to relate concepts to 'real world' situations, especially in those areas with which the student has particular difficulty.
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Conquer Algebra 1 with our Tutorial Courses!
In this area, you'll find our courses that teach Algebra 1 with step-by-step worked example problems.
Every DVD on ScienceAndMath.com comes with a Money Back Guarantee! Our DVDs are guaranteed to raise grades immediately. If you are not fully satisfied, simply send the DVD back for a full refund.
The Algebra 1 Tutor: Volume 1 -- 7 Hour Course! This 7 hour video course is intended for students who have never been exposed to Algebra in any way. The course begins with negative and positive numbers and moves into fractions, exponents, and expressions before moving into the traditional Algebra I topics such as solving equations and simplifying expressions. This is Vol 1 of a Two Volume series in Algebra 1. more info > > >
The Algebra 1 Tutor: Volume 2 -- 6 Hour Course! This 6 hour video course is intended for students who have never been exposed to Algebra in any way. It picks up where the Algebra 1 Tutor Vol 1 ends and continues to teach every topic in Algebra 1 by fully worked step-by-step example problems. This is Vol 2 of a Two Volume series in Algebra 1. more info > > >
Fractions Thru Algebra Companion Worksheet CD This is the companion product designed to accompany the "Algebra 1 Tutor" Course. It is a set of worksheets on CD-ROM that follows the Algebra 1 Course and will allow you to test your mastery of the material by working problems not found in the video lessons. Every problem has a step-by-step written solution. more info > > >
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More from this developer
Description
Application made to make mathematical calculus, that are considered laborious and exhaustive when made by hand, and make easier the life of engineers and mathematicians. Solve 2nd grade equations, equations linear systems, make conversions between rectangular and polar formats... You can also work with matrices. Calculate determinant, make multiplications between matrices, calculate the inverse and adjoint.
Test review and rating
What's New
New features: - History salved of each calculation made, and you can rescue the typed values to redo the calculation; It's possible to setup how many lasts histories to save: 10, 20 or 30, of each operation. - The number of decimal places rounded on the calculations are settable, from 1 up to 15. - New visual on the operations list. - Change on the visual of the operation: Quadratic Equation. - New operation: Cartesian and Spherical coordinates
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A+ National Pre-traineeship Maths and Literacy for Retail by Andrew Spencer
Pre-traineeship Maths and Literacy for Retail is a write-in workbook that helps to prepare students seeking to gain a Retail Traineeship. It combines practical, real-world scenarios and terminology specifically relevant to the Retail Industry, and provides students with the mathematical skills they need to confidently pursue a career in the Retail Trade. Mirroring the format of current apprenticeship entry assessments, Pre-traineeship Maths and Literacy for Retail includes hundreds of questions to improve students' potential of gaining a successful assessment outcome of 75-80% and above. This workbook will therefore help to increase students' eligibility to obtain a Retail Traineeship. Pre-traineeship Maths and Literacy for Retail also supports and consolidates concepts that students studying VET (Vocational Educational Training) may use, as a number of VCE VET programs are also approved pre-traineeships. This workbook is also a valuable resource for older students aiming to revisit basic literacy and maths in their preparation to re-enter the workforce at the apprenticeship level.
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Walmart, the biggest retailer on earth, has a truly global influence that touches consumers and businesses around the world every day. This title offers an insight into how the retailer emerged from its humble roots in rural Arkansas to become a global retailing phenomenon.
A synthesis of theoretical and practical research on combinatorial auctions from the perspectives of economics, operations research, and computer science.
For Stage 6 Business Studies, this book is a very easy guide through the operations of successful Australian retail company, Harvey Norman, which has operated through a very stagnant housing market, yet has been able to maintain albeit smaller than expected growth in both sales and profit.
Provides instructions for listing products, creating photos and descriptions, offering customer service, and maintaining credibility at EBay. This book describes strategies for finding the products, bidding, negotiating deals, and more.
Books By Author Andrew Spencer
Helps learners' improve their Maths and English skills and help prepare for Level 1 and Level 2 Functional Skills exams. This title enables learners to improve their maths and English skills and real-life questions and scenarios are written with an automotive context to help learners find essential Maths and English theory understandable Hairdressing context beauty therapy context.
Helps learners to improve their Maths and English skills and prepare for Level 1 and Level 2 Functional Skills exams. In this title, the format enables learners to practice and improve their maths and English skills and the real-life questions, exercises and scenarios are written with a Catering and Hospitality context
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Geometric Algorithms
Objectives
This course is an introduction to computational geometry and its applications
with a focus on algorithms and data structures. The course will cover various
techniques needed in designing and analyzing efficient algorithms and data
structures for computational problems in discrete geometry, such as convex
hulls, triangulations, geometric intersections, Voronoi diagrams and Delaunay
triangulations, arrangements of lines and hyperplanes, range searching.
Computational geometry is well related to a variety of application domains in
which geometric algorithms play a fundamental role, such as computer-aided
design (CAD), pattern recognition, image processing, computer graphics,
computational science, information retrieval, geographic information systems
(GIS), robotics, and many others. The course will cover general algorithmic
techniques, such as plane sweep, divide and conquer, incremental construction,
randomisation, and approximation, through their application to basic
geometric problems.
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UCD School of Mathematical Sciences
Scoil na nEolaíochtaí
Matamaitice UCD
The UCDMaths Support Centre (MSC) is an informal drop-in centre available as a free service to all UCD students.
The MSC aims to enhance your knowledge of Mathematics. So if you feel totally lost or perhaps you are looking to reach a higher grade then the MSC is the place to come
Most importantly, the MSC is staffed by dedicated experienced tutors who can offer individual support in Pure Mathematics,Statistics, Maths Physics,or any subject such as Economicsor Architecture where problems arise due to a lack of mathematical understanding.
The MSC is especially committed to supporting and guiding first year students who have doubts about their background in maths.
There are millions of reasons why students may worry about being underprepared for university maths. For example; students may have missed a particular topic in school, or it may be many years since they were in school or they may have come through another educational system... whatever the reasons, the MSC is here to help students who want to make the transition to third level mathematics.
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Beginning Algebra: Worksheets (standalone)
Early GraphingWorksheets for Classroom or Lab Practice offer extra practice exercises for every section of the text, with ample space for students to show their work. These lab- and classroom-friendly workbooks also list the learning objectives and key vocabulary terms for every text section, along with vocabulary practice problems.
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Course Aims This course aims to introduce basic concepts and techniques of advanced linear algebra and multi-variable calculus. It is aimed at science and engineering major students. The course will help students develop skills in logical thinking.
Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to:
apply mathematical and computational methods to a range of problems in science and engineering.
2
Teaching and Learning Activities (TLAs) (Indicative of likely activities and tasks designed to facilitate students'achievement39 hours in total
Learning through tutorials is primarily based on interactive problem solving allowing instant feedback.
1
1 hour
2
2 hours
3
1 hour
4
3 hours
Learning through take-home assignments helps students understand basic concepts and techniques of linear algebra and multi-variable calculus, and some applications in engineering.
1--5
after-class
Learning through online examples for applications helps students apply mathematical and computational methods to some problems in engineering applications.
5 703
15-30%
Questions are designed for the first part of the course to see how well the students have learned advanced concepts and techniques of linear algebra and multi-variable calculus.
Hand-in assignments
1--5
0-15%
These are skills based assessment to see whether the students are familiar with concepts and techniques of advanced linear algebra and multi-variable calculus and some applications in science and engineering.
Examination
1--5
70%
Examination questions are designed to see how far students have achieved their intended learning outcomes. Questions will primarily be skills and understanding based to assess the student's versatility in advanced linear algebra and multi-variable calculus.
Formative take-home assignments
1--5
0%
The assignments provide students chances to demonstrate their achievements on linear algebra and multi-variable calculus learned in this course.
Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations
A−, A, A+ To achieve a grade of A, a student should ·have complete, or close to complete, mastery of mathematical concepts and techniques in this course, ·and have demonstrated very high levels of fluency in mathematical writing and synthesis of knowledge, as evidenced by the successful application of mathematical methods in science and engineering problems.
B−, B, B+ To achieve a grade of B, a student should ·have good or very good mastery of mathematical concepts and techniques in this course, ·and have demonstrated good to very good levels of fluency in mathematical writing and synthesis of mathematical knowledge in applications to science and engineering.
C−, C, C+ To achieve a grade of C, a student should have good working knowledge ·of mathematical concepts and techniques in this course, ·or, alternatively, of most of the concepts and techniques in this course, together with some demonstrated ability to synthesize them in applications to science and engineering.
D To achieve a grade of D, a student should have some working knowledge ·of mathematical concepts and techniques in this course, ·or, alternatively, of some of the concepts and techniques in this course, together with some demonstrated ability to synthesize them in at least one application to science and engineering.
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Short Description for IB Mathematics Standard Level With more practice than any other resource, unrivalled guidance straight from the IB and the most comprehensive and correct syllabus coverage, this student book will set your learners up to excel. The only resource written with the IB curriculum team, it fully captures the IB philosophy and integrates the most in-depth assessment support. Full description
Full description for IB Mathematics Standard Level
Part of a completely new offering for IB Mathematics, this text provides extensive practice, detailed examination support, the latest GDC support and a free eBook, in addition to offering the most thorough syllabus coverage, which is crucial for the IB student. Uniquely developed with the IB, you can trust it takes the best approach. With carefully stepped activities with extensive practice, students will gain confidence in their skills. Activities make cross-curricular and real-world connections, while emphasising the historical and cultural aspects of the theory, in line with the Learner Profile. An eBook gives students ultimate flexibility in their study, including animations to simplify challenging concepts, interactive worked solutions and full and up-to-date GDC instructions for the most commonly used calculators. A supportive Study Guide is also available. New edition available now - ISBN 9780198390114
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After visiting a conference in January 2011, Dr. John Sieben was inspired to makes some changes to college algebra. The math and computer science professor began working with Math Department Chair Dr. Reza Abbasian on developing a new, more exciting approach to Math 133.
In its beginnings, college algebra was created to prepare students for calculus. However, statistics show more students take college algebra as a math requirement with only 10 percent going on to calculus. For Sieben and Abbasian, this data meant it was time to change the way we approach college algebra and make the class more useful for students not studying science, technology, engineering or math.
"Our goal is to show how math can be both useful and fun for those who aren't math or science majors," said Sieben. "We'll have more group discussions, in-class problem solving and collaborative group work. We want students to know that math predictions are used in everyday life from setting policy to tracking sales trends. Our students will be able to do real world applications where they will take a data set, identify a pattern and describe it mathematically."
Based on data collected by the Khan Academy, a "global classroom" featuring an online library of more than 3200 video tutorials, Sieben and Abbasian will also implement what they call an inverted classroom.
"Students will receive lectures outside of class and class time will be spent discussing applications," said Sieben. "This way, they have the lectures available to them at all times for reference. Students will come to class with questions where we can reinforce and verify that concepts are understood. This method has worked well at elementary and secondary levels and we believe it'll also work at TLU."
Sieben says he hopes this new approach changes attitudes toward college algebra and math in general.
"I want them to see how math is useful and that they're capable of doing it," Sieben said. "My focus is for them to not only develop specific skills but gain the confidence to look at a math problem and know they can solve it."
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Mathematics SL
Mathematics Standard Level (SL) is designed for students who wish to pursue future studies in chemistry, economics, psychology, and business. Students entering this course are expected to have previously acquired proficiency in number theory and sets, algebra, trigonometry, circle and parallelogram geometry, quadratics, coordinate geometry, and statistics and probability. This is a rigorous two year course which culminates in an externally assessed examination (80%) and an internally assessed self directed mathematical project (20%) as a requisite component of the IBO Diploma Program.
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Pre-Calculus, a one-semester course, covers a variety of topics to prepare students for more advanced calculus courses. The course starts with functions and graphs and moves on to polynomial and rational functions. The course also examines exponential and logarithmic functions, along with trigonometric functions and applications. Students receive introduction to analytic geometry and discrete algebra. The course ends with an introduction to calculus, including lessons on limits, derivatives and integrals.
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Mathematics education is ever becoming an ever-increasing barrier to obtaining a post-secondary education and competing in the job market for many students from all socio-economic backgrounds. Far too often, these are students from diverse cultural backgrounds, students from low socio-economic backgrounds, and students for whom English is a second language. Standardized tests scores, including T.A.K.S., the National Assessment of Educational Progress, and U.S.Census data confirm this. In mathematics, algebra has long been called "The Gatekeeper" however, in terms of student preparation for post-secondary education and the 21st Century job market, we must recognize that algebra is "The Emancipator" opening for students' the gateway for higher level mathematics and complex problem-solving.
We live in a country where it has all too frequently been acceptable to be innumerate. Statements like, "I was not good in math", are too frequently the norm. On the contrary, it has never been acceptable to be illiterate. Many students and adults are concrete learners, yet most mathematics instruction is taught in the abstract as a set of rote skills, memorization of disconnected facts and procedures. Students who are concrete learners lose are often left in the dark. The Bill and Melinda Gates Foundation, national political figures, corporate stakeholders, and educational leaders have partnered in an organization called Achieve, acknowledging that high school students with limited access to challenging mathematics instruction are not likely to complete college (see
When I refer to algebra, I do not mean the algebra that many of us learned as symbolic manipulation and memorization of formulas, although these processes are still a fundamental part of learning algebra in today's classroom. Algebraic thinking has taken on a new face, which we refer to a function-based algebra. This approach focuses on patterns and relationships and the representation of concepts in multiple forms, i.e. as number, symbols, graphs, verbal descriptions, concrete objects and pictures, as well as the recognition of numerical patterns in tables. Throughout the United States and internationally, the function-based approach to algebra is introduced to students as early as kindergarten in a grade appropriate manner. Effective instructional strategies must be implemented such that we are reaching and teaching all students to comprehend and apply mathematical concepts. Research-based instructional strategies will direct student towards becoming fluent, competent problem-solvers, who are tenacious, creative, and resourcefulness all of which are necessary life skills. It is not possible to escape mathematics in everyday life.
I serve as an author with McGraw-Hill Education the Glencoe-McGraw/Hill and MacMillan-McGraw/Hill Division and Co-Authored the high school series of What's Math Got to Do With It? Award-winning video series). I served as the lead-consultant to KERA's Math Can Take You Places video series and curriculum . KERA is the PBS affiliate in Dallas – Fort Worth,Texas and surrounding counties.I have worked on staff at the Charles A. Dana Center at The University of Texas at Austin as the Mathematics Director for the Partnership for High Achievement serving teachers throughout Texas stretching from the bordering states of Louisiana, Oklahoma, New Mexico, Arkansas and the Mexican International border in South and far West Texas. I have also had the pleasure of serving as a Senior Mathematics Consultant for ESC Region X, Richardson, Texas, which encompasses over 83 urban, suburban, and rural school districts in eight counties which includes Dallas Independent School District, the second largest district in the state of Texas. Over the years, I have presented sessions incorporating hands-on mathematics instruction, to tens of thousands of students, teachers, administrators, school board members, parents and others; they often ask, "Why wasn't I taught mathematics this way?"Many have stated, "If I had learned mathematics this way, they would have understood it". I have been blessed to be the author of the vast majority of these professional development and student mathematics materials that I have presented over the years.
The Goal: We must work together to improve mathematics instruction for all students through educating and at times, re-educating the public. We must open doors and present choices in mathematics instruction to all students and eliminate the practice of tracking underrepresented student populations into low-level/remedial mathematics courses. We must raise our level of expectation for all student populations, and provide each of them with interesting and challenging instruction.These efforts can be accomplished through ongoing research-based professional development, the establishment of communities of learning, data-driven decision-making and continued commitment to move all students forward.
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prove that some of the properties of the groups appearing earlier in the unit are, in fact, general properties shared by all groups. In particular, we prove that in any group the identity element is unique, and that each element has a unique inverse.
The modulus function provides us with a measure of distance that turns the set of complex numbers into a metric space in much the same way as does the modulus function defined on R. From the point of view of analysis the importance of this is that we can talk of the closeness of two complex numbers. We can then define the limit of a sequence of complex numbers in a way which is almost identical to the definition of the limit of a real sequence. Another analogue of real analysis arises shall define the complex number system as the set R × R (the Cartesian product of the set of reals, R, with itself) with suitable addition and multiplication operations. We shall define the real and imaginary parts of a complex number and compare the properties of the complex number system with those of the real number system, particularly from the point of view of analysis consider how to sketch the graphs of more complicated functions, sometimes involving trigonometric functions. We look at graphs which are sums, quotients and composites of different functions, and at those which are defined by a different rule for different values of x.
The main teaching text of this unit is provided in the workbook below. The answers to the exercises that you'll find throughout the workbook are given in the answer book. You can access it by clicking on the link under the workbook. Once you have completed the workbook and exercises return to this page and watch the video below, 'The arch never sleeps', which discusses a practical application of some of the ideas in workbook.
Click 'View document' to open the workbook (PDF, 0.8Assuming that both the content of mathematics and the processes need to be included in programmes and curricula, the problem becomes one of how a suitable curriculum can be structured. One possibility is to construct a very specific curriculum with clearly defined objectives for both content and processes separately, and possibly with suggested learning activities. However, content and process are two complementary ways of viewing the subject.
An alternative is to see the curriculum
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Introductory Non-Euclidean Geometry by Henry Parker Manning This fine and versatile introduction begins with the theorems common to Euclidean and non-Euclidean geometry, and then it addresses the specific differences that constitute elliptic and hyperbolic geometry. 1901Non-Euclidean Geometry by Stefan Kulczycki This accessible approach features stereometric and planimetric proofs, and elementary proofs employing only the simplest properties of the plane. A short history of geometry precedes the systematic exposition. 1961Product Description:
Examines various attempts to prove Euclid's parallel postulate — by the Greeks, Arabs and Renaissance mathematicians. Ranging through the 17th, 18th, and 19th centuries, it considers forerunners and founders such as Saccheri, Lambert, Legendre, W. Bolyai, Gauss, Schweikart, Taurinus, J. Bolyai and Lobachewsky. Includes 181 diagrams
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Hi friends. I am badly in need of some assistance. My example of trivia in algebra homework has started to get on my nerves. The classes move so fast, that I never get a chance to clarify my confusion. Is there any resource that can help me cope with this homework problem?
Well of course there is. If you are confident about learning example of trivia in algebra, then Algebra Buster can be of great benefit to you. It is made in such a manner that almost anyone can use it. You don't need to be a computer expert in order to operate the program.
Yeah, I agree with what has just been said. Algebra Buster explains everything in such great detail that even a amateur can learn the tricks of the trade, and crack some of the most tough mathematical problems. It explains each and every intermediate step that it took to reach a certain answer with such perfection that you'll learn a lot from it.
Algebra Buster is the program that I have used through several math classes - Basic Math, Pre Algebra and Algebra 1. It is a truly a great piece of math software. I remember of going through problems with least common measure, decimals and quadratic formula. I would simply type in a problem homework, click on Solve – and step by step solution to my algebra homework. I highly recommend the program.
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One of my goals as a teacher is to enable you to know yourself as a thinker and learner and for you to come to understand what it means to truly know something. The less you need me to direct your education, the greater the potential there is for you to discover new "ways of knowing." An essential prerequisite to this is that you must be a responsible student who comes to class ready to learn. A teacher plays a crucial role in the quality of your education, but your sense of purpose will determine whether or not you reach your potential. I want you to consider the following questions throughout this course:
1. Do you attend classes on a regular basis?
2. Are you on time to class?
3. Are you prepared for class?
4. Do you do your homework regularly?
5. Do you pay attention in class, participate in discussions and ask relevant questions?
6. Do you treat all other students with respect and allow for open discussion?
7. If you are absent, do you make an effort to call someone in the class to find out what was discussed and what you need to do to be prepared for the next class?
8. Do you seek extra-help as soon as possible if you did not understand something in class? (either from another student or me)
9. If you miss a quiz or test, do you take the initiative to arrange a make-up?
If you have answered YES to all of the questions above then I am confident you will succeed in this course. If you were unable to answer YES to some of the questions above then the time has come for you to make some important changes. I will do my best to ensure that this course meets your expectations and I am sure that you will do your best to meet mine.
Organization...
I recommend that you use a three-ring binder with tabs to organize your notes, homework, returned tests and quizzes, and handouts that you will receive for activities and explorations that we do in this course. Of course it is fine if you have some other "tried and true" system that works for you!
Web Site...
I maintain a web site that you can access at You can also navigate to the high school web page and then select the link to the Mathematics Department which lists all of the teachers. My web site will serve as a syllabus and assignment guide. The homework assignments will be listed on the day it is assigned and it will be due the next time class meets unless stated otherwise.
FirstClass Conference, E-mail, and LHS Server Folder…
You must have a FirstClass account so that you can access our Honors Geometry class conference as well as receive e-mail. You may set your preferences to automatically forward your FirstClass e-mail to another account (username@gmail.com for example) if you prefer to read your FirstClass e-mail from your personal e-mail account. Additionally, you must have a student account so that you are able to save to the high school server when we are working in a computer lab or with laptops in our classroom. If you are unsure of your username and/or
password, ask a librarian in the LHS Library.
Grading practices...
The grading in this course will be based on a variety of assessments. Please note that the given percentages are approximations and may vary by as much as 10% depending on the nature of the assessments in a particular quarter.
TESTS will be given after the completion of a unit or chapter. This will occur periodically (every two to three weeks) and will be graded using letter grades (A, B, C, D, or F with plus/minus). Tests will be announced about a week in advance.
QUIZZES will be given at "bite-size" intervals if the material for any particular unit is especially difficult or lengthy. Quizzes will generally be announced at least three days in advance but there will occasionally be unannounced short quizzes worth 5 to 10 points. TESTSand QUIZZES will be worth 60% of your grade. Tests and quizzes must be made up the day you return after a one-day absence.
In addition to tests and quizzes, in each quarter there will be assessments based on some combination of lab "write–ups," problem-solving sessions, research projects, journal entries, and a mathematics portfolio of your work that you will develop throughout the year. These ALTERNATIVE ASSESSMENTS will be worth 20%of your grade.
Since the quality of your learning is dependent on the level of commitment you make to working on mathematics outside of school as well as in class, HOMEWORK will be worth 10% of your grade.
To allow for flexibility, I also give a letter grade (A, B, C, D, or F) for PARTICIPATION which will be worth 10% of your grade. In determining this grade, I consider attendance, punctuality, in-class work, attitude, behavior, and whether or not you sought extra-help when you needed it. In short, I ask myself if you were a responsible student that enhanced both the teaching and learning in this course.
A departmental FINAL EXAM is administered at the end of the fourth quarter. The final exam grade as well as the four quarter grades are used to determine your FINAL GRADE for the course. The FINAL EXAM can be weighted no more than 20% of your FINAL GRADE.
Academic Integrity and Honor Code...
You will have an opportunity to discuss the Lexington Honor Code and related Reporting and Awareness Bill in your homeroom. I expect that you adhere to the guidelines outlined in these documents and that you maintain the highest academic integrity at all times. I will make it very clear if any form of collaboration or use of outside resources is permissible on assignments, projects, and assessments. If you are unsure, then it is your responsibility to seek clarification from me.
Contact information...
If you have any questions or concerns, please feel free to ask me at any time. My office is located in Room 711 of the Mathematics Building. My e-mail address is gsimon@sch.ci.lexington.ma.us.
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Unit specification
Aims
The programme unit aims to introduce the basic ideas of metric spaces.
Brief description
A metric space is a set together with a good definition of the distance between each pair of points in the set. Metric spaces occur naturally in many parts of mathematics, including geometry, fractal geometry, topology, functional analysis and number theory. This lecture course will present the basic ideas of the theory, and illustrate them with a wealth of examples and applications.
This course unit is strongly recommended to all students who intend to study pure mathematics and is relevant to all course units involving advanced calculus or topology.
Intended learning outcomes
On completion of this unit successful students will be able to:
deal with various examples of metric spaces;
have some familiarity with continuous maps;
work with compact sets in Euclidean space;
work with completeness;
apply the ideas of metric spaces to other areas of mathematics.
Future topics requiring this course unit
A wide range of course units in analysis, dynamical systems, geometry, number theory and topology.
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Mathematics
Mathematics majors at Berkeley learn the internal workings of the language of mathematics, its central concepts and their interconnections. Students learn to use mathematical concepts to formulate, analyze, and solve real-world problems. Three options are available: Mathematics, Mathematics with a Teaching Concentration, and Applied Mathematics. The goals are similar for all three, to provide students with an understanding of the basic rules of logic, to develop problem-solving and modeling skills, and to formulate mathematical statements precisely.
Lower Division Requirements
for the Mathematics and Applied Mathematics Majors
Mathematics 1A-1B, 53, 54, 55
Note: Mathematics 1A and 1B must be completed with average grades of C. Mathematics 53, 54, and 55 must be completed with minimum grades of C in each.
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Sharp3D.Math contains fundemental classes to dealing with numerics on the .NET platform. It contains various mathematical structures such as vectors, matrices, complex numbers and contains methods for numerical integration, random numbers generation and other object-oriented n...
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ELEMENTARY TECHNICAL MATHEMATICS (10TH 10)
by EWEN
List Price: $167.25
Annotated Instructor Edition
Our Price:
$57.99
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Our Price:
$43.76
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Description
Elementary Technical Mathematics Tenth Edition was written to help students with minimal math background prepare for technical, trade, allied health, or Tech Prep programs. The authors have included countless examples and applications surrounding such fields as industrial and construction trades, electronics, agriculture, allied health, CAD/drafting, HVAC, welding, auto diesel mechanic, aviation, natural resources, and others. This edition covers basic arithmetic including the metric system and measurement, algebra, geometry, trigonometry, and statistics, all as they are related to technical and trade fields. The goal of this text is to engage students and provide them with the math background they need to succeed in future courses and careers.
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About the Cover
If you like to read the sports page, you know that math is an integral part of sports because statistics is used to summarize and compare data sets. But there's more math than that! The soccer field is composed of rectangles and circles. Even the soccer ball is covered with pentagons and hexagons. Maybe most importantly, the speed of the goalie as she makes a save can be described by an algebraic function. You'll learn more about geometry in Chapter 6 and functions in Chapters 9 and 10.
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Algebra Solved!™
Algebra Solved! is a helpful software package designed to solve your homework problems, while at the same time showing you the steps necessary to understand what is happening behind the scenes.
The software features dozens of specific subjects you can choose from. Each is designed to help you solve a particular type of algebra problem, such as quadratics, linear equations, factoring, etc.
You can open each of those chapters to break it down into more precise subject matter. Then, a piece of notebook paper will appear on screen. Simply type an equation like you would write it, and hit enter to see a step-by-step solution:
If you are stumped, you can click on the small wizard icon to see an explanation of the last step. Keep clicking that arrow to move on, until your final answer is displayed.
Of course, the Algebra Solved! software can do a lot more. The software includes a glossary and seamless integration with the bonus Graphing Solved! software (included for free!), and it can generate an unlimited number of custom practice problems.
The Algebra Solved! software is easy to install and use without reading any manuals or complex instructions. Anyone can use it to practice their algebra skills or help them through a tough problem.
Algebra Solved! is a product of Bagatrix, and is not officially supported by FreeMathHelp.com. However, I have tried the software personally and found it to be pretty useful for step by step algebra help.
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Intermediate Math
This course is a continuation of Basic Math Skills. The style and format are identical. Content ranges from pre-algebra to introduction to basic algebra concepts. A scientific calculator is required. This course is also an excellent refresher course for persons who completed eighth grade math, but need to brush up on pre-algebra concepts before enrolling in algebra I or attempting competency exams for certification. PAC recommends that you order or download the Basic Math Skills Diagnostic Test [product number: 76196] to evaluate where your student needs remedial instruction. The diagnostic test is not necessary if your student has successfully completed Basic Math Skills. The Course Kit consists of six texts, six activity books and Teacher´s Resource Kit with activity answer keys, 18 quizzes, 6 tests and their answer keys plus CD-ROM for printing additional quizzes, tests and keys using your computer. A combination of Basic and Intermediate Math Skills is ideal for high school math modules (remedial pre-algebra).
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There is a general GRE.
We will not discuss this.
This file talks about the Subject Mathematics
GRE (meant for students going to graduate school in mathematics).
50% of the exam is calculus and its applications. 25% consists of
elementary algebra, linear algebra, abstract algebra and number theory.
The remaining 25% consists of others areas commonly studied by
undergraduates. Therefore, a thorough review of calculus is very
important.
You can click on
a link to the GRE Subject Mathematics site which includes a practice
booklet. Looking at the practice booklet, it appears that the most
important classes to take beyond Math 11 - 14, 22, 52 and 53 are (in descending
order of importance) Math 153, 154, 111, 105, 103, 122. There were
single questions from Math 113, 175, 177.
The calculus questions cover pretty much everything we
teach in Math 11 - 14. Here is a very small sample of things that appear
on the exam from these courses: i)
interval of convergence of a power series, ii) Green's theorem,
iii) a continuous function on a closed,
bounded set takes on maximum and minimum values, and iv) if f is continuous on
[b,c] then there's a d in [b,c] such that the integral from b to c of
f equals f(d)(c-b).
Much, though not all, of the 25% algebra is covered in our Math 52 and
53. An important source of review would be the theorems
in Math 52 about finite groups and their subgroups. From Math 53,
know about matrices and operations on them, vector spaces and their
subspaces, eigenvalues and characteristic polynomials.
The literatures says that the additional topics in the remaining 25%
include elementary topology of R (the reals) and R^n, properties of continuous
functions, differentiability and integrability, general topology,
complex variables, probability and statistics, set theory, logic,
combinatorics, discrete mathematics, algorithms and numerical
analysis. There were also some problems where you follow through an
algorithm and describe the output; a student who completed CSCI 10 should
have no problem with these.
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Mathematics
'THE POWER TO MULTIPLY YOUR OPTIONS AND ADD VALUE TO LIFE'
Mathematics is an integral part of a general education. It can enhance understanding of our world and the quality of participation in a rapidly changing society. Mathematics pervades so many aspects of our daily life that a sound knowledge is essential for informed citizenship. Through enhanced understanding of mathematics, individuals can become better informed economically, socially and politically in an increasingly mathematically orientated society.
SKILLS
Students will be able to:
Pose questions and formulate propositions
Represent and interpret concepts and relationships
Analyse situations, describe the mathematical concepts, and use efficient procedures to solve problems
Make deductions, generalise and verify solutions
Make logical use of mathematical language
Make predictions, solve problems and reflect on solutions
EXPECTATIONS
Throughout the course, students will be exposed to a variety of learning experiences to help them achieve the general objectives. These include:
Traditional methods of exposition, reinforcement, discussion
Investigations
Individual and group work requiring research, problem solving and modelling either as supervised school activities or as unsupervised out-of-class activities
Computer software integrated into the course where appropriate
ASSESSMENT A variety of assessment techniques will be used and might include:
Two supervised tests per Semester
One extended modelling and problem-solving task or assignment per semester
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Math Materials Notice: Three consumable student workbooks are needed for the math classes: CAMS, STAMS, and SOLVE. Loaner copies are available from the MLC for Levels C,D, and E while you're waiting for your order to arrive. Once ESs receive the students' order, they would need to deliver them to MLC to replace the materials the students took. This will ensure students have instant access to materials for classes.
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Thinking Mathematically
.Blitzer continues to raise the bar with his engaging applications developed to motivate readers from diverse majors and backgrounds.Thinking Mathematically, Fifth Edition, draws from the authorrsquo;s unique background in art, psychology, and math to present math in the context of real-world applications.
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MAT-031 Developmental Mathematics
Credits: 3 Developmental Mathematics is intended for students who need assistance in basic arithmetic skills. Based on assessment of student needs, instruction includes performing the four arithmetic operations with whole numbers, fractions, decimals, and percents. Application skills are emphasized. 3.0-3.0-3.0
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Are they related? You must have worked with some (books, lecture notes or internet materials) which make you master the topics. Could you suggest your choice to me? I want to follow your track to study.
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This unit is concerned with two main topics. In Section 1, you will learn about another kind of graphical display, the boxplot. A boxplot is a fairly simple graphic, which displays certain summary statistics of a set of data. Boxplots are particularly useful for assessing quickly the location,...
This...
This unit looks at complex numbers. You will learn how they are defined, examine their geometric representation and then move on to looking at the methods for finding the nth roots of complex numbers and the solutions to simple polynominal equations.
This unit is aimed at teachers who wish to review how they go about the practice of teaching maths, those who are considering becoming maths teachers, or those who are studying maths courses and would like to understand more about the teaching process.
This unit focuses on your initial encounters with research. It invites you to think about how perceptions of mathematics have influenced you in your prior learning, your teaching and the attitudes of learners.
In...
This...
This unit shows how partial differential equations can be used to model phenomena such as waves and heat transfer. The prerequisite requirements to gain full advantage from this unit are an understanding of ordinary differential equations and basic familiarity with partial differential equations.
This...
This
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Hyperbolic Geometry
You can read this book online in eb20 format without having to download anything.
Although it arose from purely theoretical considerations of the underlying axioms of geometry, the work of Einstein and Dirac has demonstrated that hyperbolic geometry is a fundamental aspect of modern physics. In this book, the rich geometry of the hyperbolic plane is studied in detail, leading to the focal point of the book, Poincare's polygon theorem and the relationship between hyperbolic geometries and discrete groups of isometries. Hyperbolic 3-space is also discussed, and the directions that current research in this field is taking are sketched. This will be an excellent introduction to hyperbolic geometry for students new to the subject, and for experts in other fields.
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Generally, a test or quiz will be given each week and unannounced
(Pop) quizzes are to be expected.
One project per quarter is required and will count as a test score.
Each Chapter Test will given a
summary note sheet (one 8.5" x 11") to be completed by
hand by each student prior to the test. If no note sheet is written
by the student, no partial credit
will be given on the questions.
Attendance:
The two most important ingredients for success in this class are practiceand attendance.
If you have an excused absence, you will be allowed to make
up your work for full credit by the same number of days you were consecutively
absent.
Unexcused absences follow the same procedure as excused absence;
however, you will only receive 50% of the grade you earn.
Time and day of the make-up will be determined by the teacher and
student. After a reasonable amount of time has elapsed and no attempt
has been made to make up such work, a zero will be given as a score.
Refer to the school attendance policy for complete details on excused
and unexcused absences and make-up work.
Tardies:
A student is tardy if he/she is not sitting in their assigned seats
before the bell finishes ringing.
Running or sliding through the door or to an assigned seat as the
bell is ringing is not acceptable.
Book: Each student will be issued a book. Lost and damaged books will
result in a fine. The cost of the textbooks is usually $50.
Notebook paper (no spiral paper please)
Calculator: We will be using TI-83 plus (classroom sets are available,
but will not be loaned outside the class.)
Responsibilities while absent:
Notes and Homework
Test and Quizzes
Get notes from a peer.
Read the section and look at examples.
Get the assignment from the calendar, web page or a peer
in class.
Do the assignment, if you need help come in before or
after school for assistance!
Write all journal entries in complete and grammatically correct
sentences.
As per school policy you have the same amount of days as you were
absent to make up missing test/quizzes.
Any test/quiz not made up in the appropriate amount of time
will be a zero.
DISCIPLINE:
I expect students to be respectful to each other and their teacher.
Refer to the student handbook if you have questions.
Students are expected to take notes, ask questions, and work consistently
and continuously the entire class period.
If problems occur in the class the discipline plan, in general, is:
Verbal warning (may include "1 minute after class delayed dismissal"
or "15 minute after school mini-detention")
After school detention
Referral to the dean
Parents called or e-mailed
Teacher Responsibilites:
You can expect the teacher to maintain a classroom atmosphere that
is safe and conducive to the education of ALL students. Any student
or group of students prevent or disrupt this will be discipline as outlined
above.
I will try to be available before and after school at the new N.O.
Nelson complex for extra help [unless a meeting is scheduled].
I can be reached at EHS: 656-7100 (voicemail 20754) or N.O. Nelson:
656-5814 or jmeinzen@ecusd7.org.
Due to the unique nature of instruction and scheduling at the new
N.O. Nelson complex, it is advisable for students who need extra help
or make up work at the EHS campus to make appropriate arrangements with
me. As well, I strongly encourage students and parents to contact me
as soon as possible if there are any questions or difficulties.
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Course Description:
MATLAB is a scientific computing tool for data modeling and analysis, image processing, and other data intensive applications. This class is designed for science major students. It covers the basics of programming using MATLAB and uses numerical methods as an application to help students learn how to accelerate simple and complex numerical data modeling and analyses.
Textbook
Matlab For Engineers, Moore
ISBN10: 0-13-210325-7
ISBN13: 978-0-13-210325-1
Please check the SMC bookstore for the latest edition and ISBN used.
The SMC bookstore site is
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Discrete The first part of this word comes from the Latin
prefix dis-, which means "apart" or "away". The second half
comes from Latin cretus, the past participle of cernere, which means to
distinguish.
In nonmathematical English, discrete mathematics is the study of
numbers, objects, or processes that are distinct, apart or distinguishable. In
mathematical terms, it is the study of structures that are countable (i.e. can be put into
a one-to-one correspondence with the set of natural numbers) or even finite. One example
is the set of graphs with finite number of vertices. Two graphs are either isomorphic or
non-isomorphic and there is nothing in between such as almost isomorphic. Calculus on the
contrary is an example of continuous mathematics in which we can find two numbers on the
number line as close to each other as we want, or we can approximate a given
differentiable function over a compact interval by a polynomial to any degree of accuracy.
Many topics in discrete mathematics have been studied for a long period
of time but they are not prominent until high speed computers become more available in the
recent decades. This is due to the fact that most problems in discrete mathematics require
a large amount of computation that cannot be done by hand in a practical amount of time.
Some typical examples are coding, decoding and cryptography.
Discrete mathematics is a broad subject
and it is impossible to cover even just the introduction of every topic in this field in a
16 week semester. We can only expect to briefly touch on the following basic, typical, and
important topics in this interesting field.
The first three of the above texts are
available in the Limited Loan section of our library, you are strongly encouraged to check
them at least once in the semester and read the examples in the relevant sections.
Course Prerequisite: The
basic requirement is a grade C or better in Math 280, but the concurrent enrollment of
Math 284 will be recommended.
Grades: This course is
offered for a grade of A, B, C, D, or F. The grade distribution is as follows:
A
.........
85 - 100%
B
.........
75 - 84%
C
.........
65 - 74%
D
.........
55 - 64%
F
.........
00 - 54%
Grades are
assigned on an absolute scale, and your work will not be graded on a curve.
You get what you earn,
and other people's performances have no affect on your grade.No
extra credit.
Assignments:
Homework
100
5 short quizzes @25 pts
125
2 one-hour exams @100 pts
200
Final Exam
150
__________________________________
Total
575
Homework will be assigned at the end of
each class meeting, and if you are eager to do the exercises in advance, you can get the
assignment from the next webpage (see top of page). Late Homework will receive 2 point penalty per class day.
Expectation of Students:
Attend all classes and take notes.
Read the text book before and after each lecture. There is
so much material to be covered in this course that it is impossible for the lecturer to
include all the details in class.
Work out the details and fill in the steps at home for the
examples discussed in class. You cannot expect to understand everything instantly during
lecture hours because the lectures will be conducted in a pace much faster than you have
ever encountered. You can only expect to grasp the main ideas first, and then slowly
digest the material through reading, thinking, and practicing later at home.
Form study groups with fellow students, work together in
the library or outside school. This is the best way to learn and check your understanding.
Do all assigned homework problems on a daily basis. Work
out the details and aim for perfection.
Supervised Tutoring Referral
Students requiring additional help or
resources to achieve the stated learning objectives of the courses
taken in a Mathematics course are referred to enroll in Math 198,
Supervised Tutoring. The department will provide Add Codes.
Students are referred to enroll in the
following supervised tutoring courses if the service indicated will
assist them in achieving or reinforcing the learning objectives of
this course:
·IDS 198,
Supervised Tutoring to receive tutoring in general computer applications
in the Tech Mall;
·English 198W,
Supervised Tutoring for assistance in the English Writing Center
(70-119); and/or
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Course: F18PA2, Pure Mathematics A (2012-13)
Aims
This module offers an introduction to the ideas of number theory
and geometry to students specialising in Mathematics. Technical skills
acquired at Level 1 will be applied to develop the ideas of these two
vital strands of mathematical thought, and to offer further insights into
mathematical reasoning and the art of proof in a concrete setting.
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Basic College Mathematics with Early Integers, CourseSmart eTextbook, 2nd Edition
Description
The Bittinger Series changed the face of developmental education with the introduction of objective-based worktexts that presented math one concept at a time. This approach allowed students to understand the rationale behind each concept before practicing the associated skills and then moving on to the next topic. With this revision, Marv Bittinger continues to focus on building success through conceptual understanding, while also supporting students with quality applications, exercises, and new review and study materials to help them apply and retain their knowledge.
CourseSmart textbooks do not include any media or print supplements that come packaged with the bound book.
Table of Contents
Chapter 1: Whole Numbers
1.1 Standard Notation
1.2 Addition
1.3 Subtraction
1.4 Multiplication
1.5 Division
1.6 Rounding and Estimating; Order
1.7 Solving Equations
1.8 Applications and Problem Solving
1.9 Exponential Notation and Order of Operations
Chapter 2: Integers
2.1 The Integers
2.2 Addition of Integers
2.3 Subtraction of Integers
2.4 Multiplication of Integers
2.5 Division of Integers and Order of Operations
Chapter 3: Fraction Notation: Multiplication and Division
3.1 Factorizations
3.2 Divisibility
3.3 Fractions and Fraction Notation
3.4 Multiplication and Applications
3.5 Simplifying
3.6 Multiplying, Simplifying, and Applications
3.7 Division and Applications
Chapter 4: Fraction Notation and Mixed Numerals
4.1 Least Common Multiples
4.2 Addition and Applications
4.3 Subtraction, Order, and Applications
4.4 Mixed Numerals
4.5 Addition and Subtraction Using Mixed Numerals; Applications
4.6 Multiplication and Division Using Mixed Numerals; Applications
4.7 Order of Operations; Estimation
Chapter 5: Decimal Notation
5.1 Decimal Notation, Order, and Rounding
5.2 Addition and Subtraction
5.3 Multiplication
5.4 Division
5.5 Converting from Fraction Notation to Decimal Notation
5.6 Estimating
5.7 Applications and Problem Solving
Chapter 6: Ratio and Proportion
6.1 Introduction to Ratios
6.2 Rates and Unit Prices
6.3 Proportions
6.4 Applications of Proportions
6.5 Geometric Applications
Chapter 7: Percent Notation
7.1 Percent Notation
7.2 Percent Notation and Fraction Notation
7.3 Solving Percent Problems Using Percent Equations
7.4 Solving Percent Problems Using Proportions
7.5 Applications of Percent
7.6 Sales Tax, Commission, and Discount
7.7 Simple and Compound Interest; Credit Cards
Chapter 8: Data, Graphs, and Statistics
8.1 Averages, Medians, and Modes
8.2 Tables and Pictographs
8.3 Bar Graphs and Line Graphs
8.4 Circle Graphs
Chapter 9: Measurement
9.1 Linear Measures: American Units
9.2 Linear Measures: The Metric System
9.3 Converting Between American Units and Metric Units
9.4 Weight and Mass; Medical Applications
9.5 Capacity; Medical Applications
9.6 Time and Temperature
9.7 Converting Units of Area
Chapter 10: Geometry
10.1 Perimeter
10.2 Area
10.3 Circles
10.4 Volume
10.5 Angles and Triangles
10.6 Square Roots and the Pythagorean Theorem
Chapter 11: Algebra: Solving Equations and Problems
11.1 Introduction to Algebra
11.2 Solving Equations: The Addition Principle
11.3 Solving Equations: The Multiplication Principle
11.4 Using the Principles Together
11.5 Applications and Problem Solving
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: A Unit Circle Approach
A proven motivator for readers of diverse mathematical backgrounds, this book explores mathematics within the context of real life using ...Show synopsisA proven motivator for readers of diverse mathematical backgrounds, this book explores mathematics within the context of real life using understandable, realistic applications consistent with the abilities of most readers. Graphing techniques are emphasized, including a thorough discussion of polynomial, rational, exponential, and logarithmic functions and conics. Chapter topics include Functions and Their Graphs; Trigonometric Functions; Analytic Trigonometry; Analytic Geometry; Exponential and Logarithmic Functions; and more. For anyone interested in trigonometry 9780132392792-4-0-3 Orders ship the same or next business day. Expedited shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions. ISBN: 9780132392792.
Description:Very good. Includes factory sealed CD. Clean copy with no...Very good. Includes factory sealed CD. Clean copy with no writing or highlighting on the pages
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Accelerated Path-to-Transfer Modular Math Program
Berkeley City College now offers a new system of mathematics instruction that makes it possible for you to accelerate your progress toward a degree.
The new system consists of twenty half-unit courses which we call modules. Each module covers one important topic that students usually learn in pre-transfer level arithmetic or algebra courses. These modules will help you learn what you need to know in order to succeed at college-level mathematics.
Delivering mathematics instruction this way has many advantages for you, among them:
If you learn fast, you can get from start to finish in a single semester. If you need more time, you can take it. You will work at your own pace with instructional support in the classroom and on the internet.
You may not need to work through every module in the sequence. If you already know what is in a module you will have the option of testing out of it and skipping on to the next higher module in the sequence immediately.
If for any reason your academic progress is interrupted during a semester, you get to keep credit for all modules that you have completed. When you return to school you will begin working in the module where you left off. You will not have to go back and start all over again as has always been the case in the past.
Each module in the sequence is an affordable one-half unit course.
Each module you finish adds one-half unit of math credit to your transcript, with a grade.
The purchase of a single workbook and access card buys you the access you need for the entire modular sequence, all the way from the beginning of arithmetic (our old Math 250) to the end of intermediate algebra (our old Math 203). This can reduce the cost of your textbook purchases for arithmetic and algebra courses by up to 75%, depending on where you begin your studies in the sequence.
READY TO BEGIN? GREAT! TO GET STARTED, FOLLOW THESE INSTRUCTIONS:
If you are new to BCC, then:
(1) Take your math assessment test to find out which modules you need,
(2) Visit Counseling for advisement
**Be sure to take your assessment test results with you when you visit Counseling and Admissions and Records.
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Mathematics (MATH)
Mathematics is an art, a pure science, a language, and an analytical tool for the natural and social sciences, a means of exploring philosophical questions, and a beautiful edifice that is a tribute to human creativity. The mathematic curriculum is designed to provide essential skills for students in a variety of disciplines and to provide mathematics majors with a deep understanding of mathematics as it has evolved over the past two thousand years and how it is practiced today.
There are two tracks in the major: Mathematics and Mathematics/Statistics (a double major is not allowed in the two tracks). Students choose from the same integrative exercise choices 245, 265, 275, 315, 341
Discrete Structures: Mathematics 333, Computer Science 252, 254
Geometry and Topology: Mathematics 244, 344, 354
In addition, each senior major must complete an integrative exercise which consists of a group or original research project. Majors are required to participate in the mathematical life of the department by attending colloquia, comps presentations, and other activities.
There are many patterns of courses for the major depending upon a student's mathematical interests and career goals. A guide for majors, which supplies information about suitable patterns of courses, is available on the Mathematics department web site. Those planning to attend graduate school should consider acquiring a reading knowledge of at least one of the following languages: French, German or Russian.
In order to meet State of Minnesota certification requirements, prospective secondary school teachers must take Mathematics 265, 275, 244 (recommended) or 344, and 349. A computer science course is also strongly recommended.
Requirements for the Mathematics/Statistics Track
Mathematics 101 or 111, 121, 211, 232, 236, 245, 265, 275, 315, plus two mathematics electives above 236, at least one of which must be taken outside of the Applied Mathematics area. In addition, each senior major must complete an integrative exercise which consists of a group or original research project. Majors are required to participate in the mathematical life of the department by attending colloquia, comps presentations, and other activities. CS 111 (Introduction to Computer Science) is also recommended. Students on this track are strongly encouraged to engage in some data analysis learning experience outside the classroom such as an internship involving data analysis, a research experience with a statistician, either on or off campus, or a comps project that is explicitly statistical in nature. Students interested in graduate school in statistics are advised to take Mathematics 321 (Real Analysis I).
Major under Combined Plan in Engineering (see Engineering in index):
In addition to completing requirements for the mathematics major listed above including Mathematics 241 and 341, the student should take the following courses required for admission to engineering schools: Two terms of 100-level Physics, Chemistry 123, 230, and Computer Science 111.
Mathematics Skills Center:
This Center offers extra assistance to students in lower-level mathematics courses and other courses requiring basic mathematical 6 cr., MS; FSR, Fall—D. Haunsperger
MATH 106. Introduction to Mathematics
This course is designed to provide an understanding of fundamental concepts, and examples of applications, of mathematics. It attempts to provide insights into the nature of mathematics and its relation to other branches of knowledge, and helps students develop skill in mathematical reasoning. No prerequisites. 6 cr., MS; FSR, Winter—S. Kennedy
MATH 111. Introduction to Calculus
An introduction to the differential and integral calculus. Derivatives, antiderivatives, the definite integral, applications, and the fundamental theorem of calculus. Requires placement via the Calculus Placement Exam 1, see Mathematics web page. Not open to students who have received credit for Mathematics 101. 6 cr., MS; FSR, Fall,Winter. 6 cr., MS; FSR, QRE, Fall,Spring—B. Shea, K. St. Clair 1 cr., S/CR/NC, MS; NE cannot receive MS credit for Math 215. Students who have taken Math 211 are encouraged to consider the more advanced Math 265-275 probability-statistics sequence. 6 cr., MS; FSR, QRE, Fall,Winter,Spring—Staff
MATH 244. Geometries
Euclidean geometry from an advanced perspective; projective, hyperbolic, inversive, and/or other geometries. In addition to foundations, various topics such as transformation and convexity will be treated. Recommended for prospective secondary school teachers. Prerequisite: Mathematics 236. 6 cr., MS; FSR, Offered in alternate years. Not offered in 2012-2013.
MATH 295. History of Mathematics
Close readings of various mathematical works dating from the seventeenth through nineteenth centuries; choices designed to illuminate the major developments of modern mathematics. Prerequisite: Mathematics 236. 6 cr., MS; FSR, Spring—S. Kennedy
MATH 297. Assessment and Communication of External Mathematical Activity
An independent study course intended for students who have completed an external activity related to the mathematics major (for example, an internship or an externship) to communicate (both in written and oral forms) and assess their mathematical learning from that activity. Prerequisite: Permission of Department Chair and homework in advance of the external mathematical activity. 1 cr., S/CR/NC, ND; NE, Fall—Staff 6 cr., MS; FSR, Fall—G. Nelson
MATH 352. Topics in Abstract Algebra
An intensive study of one or more of the types of algebraic systems studied in Mathematics 342. Prerequisite: Mathematics 342. 6 cr., FSR, Spring—varies; Mark Krusemeyer this spring
MATH 354. Topology
An introduction to the topology of surfaces. We will cover basic point-set, geometric and algebraic topology. Topics include continuity, connectedness and compactness; triangulations and classification of surfaces; topological invariants (Euler characteristic); homology. Prerequisite: Mathematics 236. 6 cr., MS; FSR, Offered in alternate years. Not offered in 2012-2013.
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More About
This Textbook
Overview
This book distinguishes itself from the many other textbooks on the topic of linear algebra by including mathematical and computational chapters along with examples and exercises with Matlab. In recent years, the use of computers in many areas of engineering and science has made it essential for students to get training in numerical methods and computer programming. Here, the authors use both Matlab and SciLab software as well as covering core standard material. It is intended for libraries; scientists and researchers; pharmaceutical
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The four questions
What algorithms do we want to teach, and what are the
mathematical ideas behind them?
Why do we want to teach algorithms, and what is the value of
those ideas?
How do we teach them in such a way that the students appreciate
that value?
What is an Algorithm?
Key characteristics of an algorithm for the purposes of our discussion
are:
recurrence of a procedure within the overall process that occurs
until the process is exhausted
generalizability to a large class of problems.
Two additional properties of algorithms are:
Efficiency (running time relative to size of input)
Transparency (visibility of the underlying properties being used)
Question 4
Common algorithms for addition, subtraction, multiplication, and
division should be studied by students once they have developed a good
understanding of the meaning of those operations and have developed
fluency with some more transparent algorithms and some other methods
that are not algorithms. While common algorithms for arithmetical
operations have the important qualities of efficiency and
generalizability, those qualities compete with the transparency that is
beneficial for students who are at the stage of developing understanding
of the underlying concepts.
An example of what we mean by a transparent algorithm is the algorithm
below, which can help students become fluent 48 with computation and
regrouping. The transparency of this 16 algorithm results from the
close link between the steps taken 14 and the explanations of those
steps. (Thus, when you add 4 50 tens and 1 ten, you get 5 tens, or 50;
you don't get 5.)
The common algorithm below lacks this transparency: The compression of
this algorithm can obscure the mathematical structure of what is taking
place. Many students 148 never understand that when they "carry 1," the
"1" refers to a 10. Moreover, the 1 that is "carried" magically appears
as a superscript, a notational complication that is problematic ifone
doesn't understand why it is being introduced.
However, once students understand algorithms such as the first algorithm
above, and have rehearsed both the method and its explanation, so that
they know it well (i.e., have reached fluency in both the computational
and conceptual aspects of addition), they then can proceed to the
common algorithm.
Students also use methods that are not algorithms but embody important
mathematical ideas. An example of what we mean by a method that is not
an algorithm is the regrouping that occurs in the addition problem 74 +
28 = 72 + 30 = 102. This is an adaptation of a method which should be
taught earlier when students learn addition facts up to 20 by
decomposing into 10s.
Once the common algorithm is introduced, students should compare how
different algorithms and methods work in a variety of cases. They can
compare efficency and transparency of algorithms, decide which methods
are algorithms and which are not, and judge the correctness of
algorithms.
For example, one student calculates 169/13 using long division, another
uses the fact that 10 × 13 = 130, and that 3 more 13s make 169.
They can compare where the second student's 130 appears in the long
division algorithm and thus come to a better understanding of that
algorithm.
In all of this, there is disagreement about the relative amount of time
that should be spent on different components. For example, one position
is that most students need to spend a great deal of time progressing
from transparent to common algorithms, and that the invention and
analysis of algorithms is a vibrant valid mathematical activity in
itself. Another position is that an early treatment of common
algorithms is important because it forms a good basis for a rich study
of word problems. Some of us think that both approaches could be
workable, others don't.
Where do YOU go from here?
How will this be used so that it actually has an effect?
How is this understanding of common ground to be used to help
others find common ground?
How will this document be integrated with the previous common
ground document and other documents from this meeting?
How will this be used in a way that is beneficial to teachers and
students?
How will you guard against misinterpretation and mindless
application of this document?
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Mathematics - Geometry
Introduction
Students graduating from Utah high schools face a complex, technological, and constantly changing world. To compete successfully in the growing worldwide economy, students must have adequate preparation in the skills and understanding mathematics provides. Mathematics literacy is essential and the need for it is universal. The Utah State Secondary Mathematics Core outlines the essential skills and understanding required of capable adults.
The goal of the Core Curriculum is to develop mathematical proficiency in every student by building a conceptual base and developing mathematical fluency. Students who understand mathematics will be able to communicate their reasoning, use multiple representations, and think logically. They will develop positive attitudes toward mathematics, solve problems, and think creatively while connecting mathematics to other disciplines and to life. Students will use mathematical tools, such as manipulative materials and technology, to develop conceptual understanding and solve problems.
The Secondary Mathematics Core describes what students should know and be able to do at the end of each of the six core courses: Math 7, Prealgebra, Algebra 1, Geometry, Algebra 2, and Precalculus. Every standard and objective is essential and will be tested. This does not suggest that all objectives are of equal importance in developing students' proficiency, nor that they should receive an equal amount of time in the classroom.
The Secondary Mathematics Core was developed and revised by a community of Utah mathematics teachers, mathematicians, university mathematics educators, and State Office of Education specialists. It was critiqued by an advisory committee representing a wide variety of people from the community, as well as an external review committee. The Core reflects the current philosophy of mathematics education as expressed in national documents developed by the National Council of Teachers of Mathematics, the American Statistical Association, the College Board, and Achieve. This Mathematics Core has the endorsement of the Utah Council of Teachers of Mathematics. The Core reflects high standards of achievement in mathematics for all students.
Key Components of Teaching and Learning Mathematics
Teachers
Delivery of the core requires highly knowledgeable and qualified teachers in every secondary mathematics classroom. Mathematics teachers must be well prepared with an extensive knowledge of both mathematics and pedagogy. They must have an understanding of students and student learning and be able to adapt classroom instruction to meet student needs.
Students
Students in mathematics classrooms must take responsibility for their learning while receiving strong support from teachers, parents, and an informed society that recognizes the importance of a comprehensive mathematics education. They will understand mathematics more deeply through participation in activities that build and strengthen a profound understanding of mathematics and applications of mathematics. Their knowledge will be further enhanced through connections to prior learning and other disciplines.
Assessment
Assessment is an integral part of the curriculum and a routine part of classroom instruction. It must be rich and varied, consisting of both formative assessments that are used to inform instruction and summative assessments that are used to gauge student learning. Assessments provide students, teachers, and parents with important information about student progress and classroom effectiveness.
Technology
The purpose of technology is to enhance the investigation and modeling of a wide variety of mathematical concepts and engage students in the learning process. Technology must be integrated in the curriculum and used appropriately as part of mathematical instruction and assessment. Technology facilitates the organization and analysis of data, and efficiency and accuracy in computation and, used appropriately, has been shown to be a tool that can support the development of flexibility in the use of various representations. It is used to provide visual images leading to understanding of mathematical ideas and concepts.
Course Articulation
The Utah State Secondary Mathematics Core provides one course sequence for all students; however, the course in which students enter the sequence in the seventh grade may differ depending on individual student readiness. The sequence of the courses is Math 7, Prealgebra, Algebra 1, Geometry, Algebra 2, Precalculus and AP Calculus and/or AP Statistics. Students who wish to complete AP Calculus or AP Statistics before graduation should be enrolled in Algebra 1 by eighth grade. Students who take four years of mathematics in high school and complete Precalculus will be well prepared to enter college doing college-level mathematics or to pursue other post-secondary experiences.
The initial placement of students in a seventh grade mathematics course has far-reaching implications. The most appropriate placement must take into consideration the student's level of cognitive development, emotional maturity, work ethic, and study habits. Success in algebra depends on a solid conceptual understanding of arithmetic and rational numbers, obtained through mastery of the Utah State Elementary Core.
The Utah State Office of Education has also defined several applied, advanced, and supplementary courses for students in need of either remediation or acceleration. Course titles and syllabi are available on the USOE web site.
Organization
The Core is designed to help teachers organize and deliver instruction.
The Intended Learning Outcomes (ILOs) describe the skills and attitudes students should acquire as a result of successful mathematics instruction. They are an integral part of the Core.
A Standard is a broad statement of what students are expected to understand. Several Objectives are listed under each Standard.
An Objective is a more focused description of what students need to know and be able to do at the completion of instruction. If students have mastered the Objectives associated with a given Standard, they have mastered that Standard for that course.
Indicators are observable or measurable student actions that enable students to master an Objective. Indicators can help guide classroom instruction.
Course Requirements
Students may complete a combination of core and applied, advanced, and supplemental (AAS) courses to meet the minimum graduation requirements. A minimum of two credits must be earned from the core sequence. AAS course listings are available on the Secondary Mathematics Web Page.
No student may obtain two high school mathematics credits (9-12) for completing the same course.
Students may not take a course for mathematics graduation credit that is a prerequisite of a previously completed secondary mathematics course (7-12). The prerequisite of each course is listed at the beginning of each course description.
Courses at algebra level or above may be used for graduation credit.
Students should receive appropriate counseling as they register for mathematics courses so that they will be able to complete the current graduation requirements for mathematics, and to make sure they will have the mathematical training needed to succeed in the post-secondary training of their choice.
Finishing a mathematics course beyond Intermediate Algebra is a key predictor of collegiate success and completion (U.S. Department of Education, The Toolbox Revisited: Paths to Degree Completion from High School Through College, 2006
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This is the first year of a two-year course in Algebra I. There is an
emphasis on open-ended problems and real-world applications. This
course allows students to develop a solid foundation in beginning basic
algebra skills and concepts. Incorporating data, graphs and other
mathematical models, students learn to generalize number patterns and
represent observed patterns. Topics include: algebraic vocabulary,
properties and their operations, and solving linear equations.
Algebra I - Part B
This course consists of a review of topics covered in Algebra I - Part
A and includes solving linear and quadratic equations; graphing; and
algebra and geometry applications. Topics include: lines, and exponents
and powers; polynomials; and systems of equations. This course allows
students to develop mathematical power through problem-solving
strategies, reasoning activities and cooperative learning projects
using appropriate tools. Prerequisite: Algebra I-Part A.
Algebra I
This course allows students to develop a solid foundation in basic
algebra skills and concepts. Topics include algebraic vocabulary,
properties and their operations, linear sentences, lines and distance,
slopes and lines, exponents and powers, polynomials, and systems of
equations. Further, Algebra I allows students to develop mathematical
power through problem solving strategies, reasoning activities and
cooperative learning projects using appropriate tools.
Algebra II
This course consists of a review of Algebra I topics and further
develops the concepts of polynomials, factoring, relations, functions,
solutions of linear equations, rational, irrational and complex
numbers. The course then introduces the study of quadratic equations,
logarithms, and elementary trigonometry. Algebra II allows students to
enhance their creative thinking by interpreting the application of
algebraic principles to related technology and scientific use.
Geometry
This course reviews basic algebraic concepts and then introduces the
elements of inductive and deductive reasoning as they relate to the
study of geometry. Geometry topics include perpendicular lines,
parallel lines and planes, congruent triangles, similar polygons,
circles, arcs, triangles, geometric constructions and loci coordinate
geometry, and areas and volumes of various types of figures. Through
the use of geometry, students become problem solvers who are able to
meet the demands of tomorrow's world. Prerequisite: Algebra I.
Pre-Calculus
This course consists of a review of the concepts taught in Algebra II
and geometry as they relate to the principles of trigonometry.
Development of the relationship between functions and their graphs is
explored with extensive use of the graphing calculator incorporated
throughout the course. Systems of linear equations and inequalities,
including matrices are covered with application to technology where
possible. After completing Pre Calculus, students have a strong
foundation for work in calculus and problem-solving applications
necessary in a technical field. Prerequisite: Algebra II and Geometry.
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Math Center
Math Center Mission Statement
The mission of the Math Center is to enable Newman University students to be confident and independent learners of mathematics. The Math Center will provide opportunities for success in present and future classes by offering accessible coaching and facilitative resources in a supportive environment.
Students using the Math Center can expect:
To improve their mastery of basic principles and concepts of the course
To improve their ability to apply principles to appropriate content matter
Services and Resources
Services
Individual tutoring. A tutor will be available for walk-ins during specified hours to help with homework, review concepts, help with study skills and answer questions about math courses. A student needing more structure and consistency may schedule regular appointments.
Study sessions. Small groups may request time with a tutor for special topics in regular courses or on a regular basis as a supplement to selected courses. Informal study groups are welcome to use the Math Center as a meeting place.
Workshops. Faculty or students may request a workshop on such topics as "how to survive a college math class" and "using your TI-84 calculator."
Resources
Course textbooks, solution manuals, and TI calculators for use in the Math Center
Alternative textbooks, text specific videos, and study guides that can be checked out on a short-term basis
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Tips for simplifying tricky operations
Get the skills you need to solve problems and equations and be ready for algebra class
Whether you're a student preparing to take algebra or a parent who wants to brush up on basic math, this fun, friendly guide has the tools you need to get in gear. From positive, negative, and whole numbers to fractions, decimals, and percents, you'll build necessary skills to tackle more advanced topics, such as imaginary numbers, variables, and algebraic equations.
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Math 10 - Part 2 (MATH 0751)
This course is the second half of the ABE Intermediate Level Mathematics (Math 10 equivalency). It gives students a good foundation in introductory algebra and geometry. It is particularly suitable for students who have not studied algebra before, for those who are preparing for the GED, or who need to upgrade before taking Math 11. The algebra section includes: real numbers, equations, word problems,exponents, scientific notation, graphs of linear equations, data analysis, operations with polynomials, and simple factoring. The geometry section includes: a study of plane figures, basic constructions, angle relationships and measurements, parallel lines, congruent and similar triangles, Pythagoras' Theorem, and basic trigonometric ratios.
MATH 0751 may be taken at the same time as MATH 0750 with departmental approval. Both MATH 0750 and MATH 0751 are required for Grade 10 Mathematics equivalency.
Prerequisite:MATH 0750 with a C-, (Math 9 with a C-, Math 10-Apprenticeship and Workplace with a C-, or 80% on the Basic Arithmetic Assessment).
Course Outline: 53 KB
Credits:
0.0
Programs offering this course:
To register for this course, you must apply to the college and be accepted into one of the following programs:
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Trade paperback (US). Glued binding. 512 pages. contains index, pages 509-512. Audience: General/trade. a work book that takes an adult through all the basic arithmetic: whole numbers, fractions, decimals, percents; then goes into consumer math, and how to read and handle paychecks, bank accounts, interest, buying a house; and then into geometry. sample tests and answers of course.[less]
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This GPA Calculator lets you determine how your current term will affect your overall GPA.This tool lets you converter roman numerals to traditional numbers, and traditional numbers to roman numerals. A smaller number in front of a larger number means subtraction, all else means addition. For example, IV means 4, VI means 6.You would not put more than one smaller number in front of a larger number to subtract. For example, IIV would not mean 3.
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124In AP* Calculus AB, students learn to understand change geometrically and visually (by studying graphs of curves), analytically (by studying and working with mathematical formulas), numerically (by seeing patterns in sets of numbers), and verbally. Instead of simply getting the right answer, students learn to evaluate the soundness of proposed solutions and to apply mathematical reasoning to real-world models. Calculus helps scientists, engineers, and financial analysts understand the complex relationships behind real-world phenomena. The equivalent of an introductory college-level calculus course, AP Calculus AB prepares students for the AP exam and further studies in science, engineering, and mathematics.
This course has been authorized by the College Board to use the AP designation.
*AP is a registered trademark of the College Board.
Standards Alignments
Syllabus / Outline
I have been enjoying the course. However, it becomes quite stressful at timed due to where I am located and how remote it is here. To put is simply, the internet doesn't always work 100% of the time. I like Joe Miller's study videos MUCH better than Shana Calaway's lesson studies.
It is harder to learn on an online class because you have to have enough self discipline to make yourself learn the curriculum.
My three favorite things about the AP Calculus AP Apex course is first of all the set-up of the course. It is very organized and easy to use. Second is that you can watch lesson study videos as many times as you need, or you can rewind and watch a part again, whereas in real life you can not do that. My third favorite thing about this course is that I can have a calendar that lists out all the homework and when it is due. It helps with time management and organization.
There are also parts that are my least favorite. Even though I can rewind study videos, it is kind of hard to get help. I usually need someone to explain something to me in person and help me work things out. Second of all, I don't like that it has been taking a lot of my time and it has been giving me a lot of stress. I guess I just need to manage my time better than I have been.
Over all this AP Calculus AB course has been good.
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Introduction to Linear Functions
This lesson is designed to introduce students to the idea of functions composed of two operations, with specific attention to linear functions and their representations as rules and data tables, including the mathematical notions of independent and dependent variables.
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LAKELAND, Fla. (April 13, 2006) — The Florida Southern College Mathematics and Computer Science Department has been chosen as one of eleven such departments at national colleges and universities to participate in a grant funded by the National Science Foundation in conjunction with the Mathematical Association of America (M.A.A.). The grant-funded program will compare two approaches to teaching college algebra in the spring and fall academic terms of 2006.
The first approach will focus on the traditional method of teaching students the concepts and formulas in algebra before teaching students to apply those concepts and formulas to solve problems. The second method will have less of an emphasis on formulas and will focus instead on teaching through modeling and the use of technology to solve algebraic problems. Seven pilot sections and seven control or traditional sections of College Algebra will be offered over the two-term study period
"The department is delighted to participate in a study that will have an immediate impact on our teaching practice," said Ken Henderson, associate professor of mathematics. "College Algebra can be a challenging course to teach, as students who take it often have felt unsuccessful in high school math courses. We continually search for the best methods of instruction for our students, and anticipate learning a great deal from this study. We hope to connect mathematics to the real world and help our students become exploratory learners with an emphasis on writing and critical thinking."
Drs. Susan A. Serrano, Gayle S. Kent, Daniel D. Jelsovsky, and Henderson will participate in the M.A.A. Committee on Curriculum Renewal Across the First Two Years' (CRAFTY) project that will compare the two methods. Dr. Barbara Edwards of Oregon State University, a respected mathematics education researcher, will design and coordinate the research.
After the department won the grant, Henderson and Serrano attended the "Considering the Options Workshop" August 1-3 at the University of New Mexico in Albuquerque, N.M., held in conjunction with MathFest, M.A.A.'s annual summer meeting. The workshop explored study implementation issues and provided participants with materials and approaches to adopt in their courses. In December, Dr. Bruce Cruader of Oklahoma State University led a modeling workshop at FSC. Serrano plans to attend this year's Math Fest in Knoxville, Tenn. to describe the study's progress
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Calculus Derivatives and Integrals MatchingManiaCalculus Derivatives and Integrals MatchingMania consists of 2 activities - Natural Log & Exponentials and Trig Functions. Students are given at least 10 functions and work with a partner to find the inegral as well as the first and second derivative of the original function. They match the problem to its answers and complete a worksheet to return to the teacher. This activity is a great review activity for the AP test.
This activity is also available in the Advanced Math MatchingMania Book. This book includes 10 other similar activities.
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
60.18
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Math
1050, Summer 2012
Instructor: Dr. Seth Armstrong, ELC 402, email: armstrong@suu.edu. Please communicate by email if
possible; I check voice mail about once per decade. If you have an emergency
(not just that you aren't coming to class one day, but maybe something I really
need to know), you may text or call at 590-4516. There will often be things
posted on my web page – including this syllabus and previous exams – at
Meeting times and Office hours: Consultation in my
office will be daily from 1:30-2:30 p.m. If it is not possible for you to make my
office hour, please talk to or email me to schedule another time.
Prerequisite: Intermediate Algebra (Math
1010) with at least a C or a math ACT of 23, either within the last two years.
You may also use the Accuplacer to test into Math 1050.
Objectives: To explore the concept
of functions: linear, polynomial, rational, inverse, logarithmic and
exponential, with an emphasis on graphing and applications; to study polynomials
and the fundamental theorem of algebra; to solve systems of equations using
matrices; to learn conic sections. A graphing calculator will be used in the
course.
Policies and
Procedures:
1.Attendance is required.
I will be unwilling to go through material that you miss without excuse. I
will drop your lowest 100-pt test score (see #3) if it helps your grade if you
have no unexcused absences.
2.If you are
not in a position to complete each homework (HW) assignment before the next
meeting time you should probably drop the course. We move very fast –
especially in Summer II – and it will be essential to have HW almost completed
before the next day's lecture. You should do your HW as independently as
possible: That is, do all you can first on a problem before seeking
outside help. This is because struggling through a problem for a while on your
own is the best way to learn difficult material. College Algebra is not an easy
course for most students, so keeping up and being constantly engaged will be
very important. Homework will be turned in about every other day on those days
marked with an asterisk (*); it is due in class or by 2:30 outside my office
and is up through the material covered the previous day. It should be neat with
the problems done in order and should show complete work to receive credit. Though
it will be looked at and assigned some credit, our course TA can grade very few
problems. Therefore, it will be up to you to check with the back of the book to
make sure you get the correct answers and seek help if you can't get them. I
will not give any time extension on the HW except for prolonged excuses. Late
HW will not be accepted. The Math Tutoring Lab is open for business in summer
and you should plan to live there, at least for a few hours per day….
3.Only three
of your four exam scores will count toward your grade unless you have too many
absences (see #1). Should you fall ill or have to be gone for some legitimate
excuse during testing days, email me to schedule a makeup test and let me know
when you are available the next day or two to make it up. If you wait more than
one day to contact me, then the score on the test you miss will simply
be a zero regardless of excuse (i.e., so if you have been absent less than the
allotted days, that will be your dropped one). You must be prepared to provide
documentation for missing a test. The exams will be administered in the Testing
Center on the bottom floor of the ELC. Do not plan on "dropping" any tests so
if you get a lower score on a later exam you don't have to
count that score toward your grade.
4.Academic Integrity: Scholastic dishonesty
will not be tolerated and will be prosecuted to the fullest extent. You are
expected to have read and understood the current issue of the student handbook
(published by Student Services) regarding student responsibilities and rights
for information about procedures and about what constitutes acceptable
on-campus behavior. HW
plagiarism (copying from a solutions manual or someone else's HW) will result in a
zero on any assignment; if it is repeated, you will get a zero on the entire HW
score (of 50 points). Passing any test information to another student
that hasn't yet taken it is prohibited and dishonest and will also be fully
prosecuted.
5.The
sharing of copyrighted material through peer-to-peer (P2P) file sharing, except
as provided under U.S. copyright law, is prohibited by law. Detailed
information can be found at http://
6.Students with medical,
psychological, learning or other disabilities desiring academic adjustments,
accommodations or auxiliary aids will need to contact the Southern Utah
University Coordinator of Services for Students with Disabilities (SSD), in
Room 206F of the Sharwan Smith Center or phone (435)865-8022. SSD determines
eligibility for and authorizes the provision of services.
7.In
case of emergency, the University's Emergency Notification System (ENS) will be
activated. Students are encouraged to maintain updated contact information
using the link on the homepage of the mySUU portal. In
addition, students are encouraged to familiarize themselves with the Emergency
Response Protocols posted in each classroom. Detailed information about the
University's emergency management plan can be found at
emergency-procedures.html.
8.Grading The total
will be 500 or 600 points, including 50 total from HW, 300 or 400 from the
one-hour tests (see Item 3) and then 150 from the final exam. The grading scale
will be the following. Please note that I will not raise a grade because of
need. It is up to you to get the grade you want.
|
Description
For courses in mathematics for retail merchandising.
Written by experienced retailers, this text introduces students to the essential principles and techniques of merchandising mathematics, and explains how to apply them in solving everyday retail merchandising problems. Instructor- and student-friendly, it features clear and concise explanations of key concepts, followed by problems, case studies, spreadsheets, and summary problems using realistic industry figures. Most chapters lend themselves to spreadsheet use, and skeletal spreadsheets are provided to instructors. This edition is extensively updated to reflect current trends, and to discuss careers from the viewpoint of working professionals. It adds 20+ new case studies that encourage students to use analytic skills, and link content to realistic retail challenges. This edition also contains a focused discussion of profitability measures, and an extended discussion of assortment planning.
Table of Contents
1. Introduction
2. Basic Merchandising Mathematics
3. Profitability
4. Cost of Merchandise Sold
5. Markup as a Merchandising Tool
6. Retail Pricing for Profit
7. Inventory Valuation
8. The Dollar Merchandise Plan
9. Open-to-Buy and Assortment Planning
|
Pre-Algebra Solved! 20.10.0009
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Calculator - We suggest that you
purchase a graphing calculator for this course.You may use a TI-83, TI-83 Plus, TI-84, TI-84
Plus, or TI-Nspire(non-CAS).You
may not use the TI-89, TI-92, or
TI-Voyage.We will have 4 function calculators available
for you to use in class when needed.
Pencils, Paper, Rulers, and Graph
Paper - graded work must be done in pencil.Work in pen will not be graded.
Topics Covered:In this course, students will: analyze
polynomial functions of higher degree; explore logarithmic functions as
inverses of exponential functions; solve a variety of equations and
inequalities numerically, algebraically, and graphically; use matrices and
linear programming to represent and solve problems; use matrices to represent
and solve problems involving vertex-edge graphs; investigate the relationships
between lines and circles; recognize, analyze, and graph the equations of conic
sections; investigate planes and spheres; solve problems by interpreting a
normal distribution as a probability distribution; and design and conduct
experimental and observational studies.
Homework: Homework will be assigned every day and checked
the next day, either for completeness or accuracy.ANSWERS BY MAGIC (no work shown or steps
skipped) WILL NOT RECEIVE CREDIT. You
also WILL NOT RECEIVE CREDIT if your work does not represent the material on
the assignment.
Quizzes, Tests: There will be at least one quiz and one test in each unit. Preparation for these assessments includes
doing your homework assignments and practicing problems from the unit and
previous units.
Final Exam: This is a comprehensive test for this semester
only.It will contain problems similar
to those found on your quizzes and tests.A good recommendation would be to keep all graded papers in your
notebook so you have a good review for the exam.
Make-up work: MAKE-UP WORK IS YOUR RESPONSIBILITY!!!!
Any missed handouts can be found
in the "I was absent!" bin in the front of the room. Any additional missed
assignments or notes can be obtained from a classmate. For an excused absence,
you will have the same amount of time as you missed to complete makeup work. If
a test or quiz is missed, you will need to arrange a time to take the test or
quiz. An unexcused absence will result in a 10% reduction for any work graded
that day.
Tag, Field Trips, TDE, etc.:The student is responsible forwork
missed.Since these are prearranged, you
must have your assignment on the normal due date.
Tardies: Students late to class are required to sign in.The following disciplinary consequences will
result:
Ø1
to 2 tardies – teacher warning
Ø3rd
tardy – teacher detention
ØMore
than 3 tardies – office referral
Recovery:According
to Fulton County's policy, opportunities designed to allow students to recover
from a low or failing cumulative grade (below 74) will be allowed when all work
to date has been completed and the student has shown a legitimate effort to
meet all course requirements (completion of ALL homework, good attendance,
seeking extra help from the teacher, etc.). You should contact the teacher
concerning recovery opportunities and a time for recovery work will be
established.All recovery work will be
directly related to course objectives and must be completed ten school days
prior to the end of the semester.
Honor Code: Please read the Honor Code of RHS in your agenda
book.Academic dishonesty will not be
tolerated in this class.
Extra Help:I
encourage you to come in for extra help! I am available Monday-Thursday from
8:00-8:25am unless I have another scheduled meeting. If necessary, we can set up
another time to meet.
NOTE:If you need help in
this class, please come for extra help! Keeping up with the material is very
important.Don't wait until it is too late to ask for help!
Average:Your grade
will be averaged by the following:
Homework, Daily Classwork = 15%
Quizzes/Tasks = 20%
Chapter Tests/ Projects = 50%
Semester Exam = 15%
Student Expectations:The student is expected to adhere to the following rules:
**We reserve the
right to change these policies as the year progresses, if they do not work out
as expected.
PARENTS:
Please sign and fill out the information below and return this page with your
student. If you prefer, you may send me an email letting me know you received
and understand this syllabus. Thanks!
WISH LIST: If
you are able, the following supplies are needed: AAA batteries, hand sanitizer,
tissues, and colored paper
|
Basic Algebra
PREREQUISITE:Recommended by an ARD committee.
COURSE DESCRIPTION:
This course provides a foundation for all mathematics courses as well as for science courses. The content includes foundations for functions, linear functions, quadratic and other nonlinear functions. Relations and function and their graphs are presented with problem-solving context. Technology, foldables and manipulatives are incorporated to supplement the learning of algebraic concepts. Students in Basic Algebra receive TEKS instruction that mirrors the concepts taught in Algebra content but are taught as specified in each student's IEP.
EXPECTATIONS:
I understand that many students in this class may feel uneasy about their mathematical ability, but it is my expectation that every student TRY and PARTICIPATE 100% in classroom activities. The majority of our activities will be small-group, interactive or cooperative based and involvement is critical in learning this material. I have a high level of expectations for all my students because I KNOW that they can do it. I expect them to have this same level of expectation in themselves.
In addition to participation, I fully expect everyone to follow both CLASSROOM and CAMPUS WIDE rules.
Mathematics, especially Algebra, can be very challenging to students. Therefore, instructional time is very important for both the student and teacher alike. Students who are absent from class often miss vital pieces of information important to each daily lesson.
If a student is absent, it is his/her responsibility to collect missing assignment(s) and notes.Class notes should be obtained from a fellow classmate.For each day a student was absent, one additional class day will be given to complete any missing assignment(s).If a student is absent on the day of a quiz or test, the make-up days for quizzes and tests is Thursday after school in Room 217.It is the student'sresponsibility to be present after school on the Thursday after the day of the absence(s) to make-up the missing quiz or test.
All tests are announced at least one day in advance. Corrections to a test are allowed and recommended for a test grade below a 70 to add points to the test grade; however, every incorrect problem must be corrected on a separate sheet(s) of paper. Students have the opportunity to earn back half of the points that were deducted through corrections. For example, if 10 points were taken off, a student can earn 5 points by submitting their corrections. Several projects will be assigned throughout the school year.Projects that are assigned will be given ample time to complete, therefore any project that is late will lose 10 points for each school day that the project is late.
CLASSWORK /HOMEWORK:
Classwork/Homework is an essential part of Algebra.Failure to do classwork/homework will result in poor performances on quizzes and tests.You must show all necessary work to receive credit for classwork/homework.All problems must be attempted.Correction of classwork/homework will be done either in class by the student or a fellow classmate or by the instructor.All grading of classwork/homework should be done in red ink.
COMPOSITION NOTEBOOK:
Composition notebooks are required for this class.This notebook should consist of the following: Tab Sections, List of Assignments (Table of Contents), and all Warm-Ups, Classwork/Homework, Vocabulary and Interactive Foldables. Composition notebooks will be graded several times every nine-weeks to check if students are not only participating in classroom activities, but to also make sure they are keeping up with the organization of their notebook. It is my objective that everything we create in this notebook will be helpful in preparation for the TAKS-M exam.
LATE WORK POLICY:
Work is considered late when the student is present on the day it is due and extenuating circumstances (such as a recent absence) do not exist.Remember, zeroes have a dramatic effect on a student's average, so the policy for turning in late work is as followed:
-10 points for each class period late; up to 3 class periods (No late work will be accepted after 3 class periods)
Students turning in work that is more than 3 class periods late will receive a zero on that assignment.
Note: Students have one week from the issuance of a progress report to replace any zeros which may appear.
SCHOLASTIC INTEGRITY/homework assignment, quiz, test, or project.
TUTORING:
Tutoring will be available on Tuesdays and Wednesday before school in Room 217 from 8:00 AM to 8:35 AM. Expectations for this class will be very high so students are highly encouraged to take advantage of tutoring.
Please remember to review this information with your parents and sign below that you understand these rules and what is expected of you in my classroom.
I am so excited to have you as my student. I am looking forward to a GREAT year!
|
Polynomial Factoring Practice Worksheets
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Practice Makes Practice, or Does It Reading Online
Harste.pdf. Practice Makes Practice, or Does It Reading Online. Educational Performance (ISTEP) by conducting daily oral language. Holly said she thought it was crucial for children to feel free to share their do practice worksheets throughout the school year than to cram everything in at the last minuteΗΤΤΡ://
Homework Practice Workbook - McGraw-Hill Higher Education - The
Pahwp.pdf. Homework Practice Workbook - McGraw-Hill Higher Education - The. mathematical skills needed to succeed in the everyday world. lesson, with two practice worksheets for every lesson in Glencoe Pre-Algebra. The answers to these worksheets are available at the end of each Chapter. 1-2 Skills PracticeΗΤΤΡ://GLΕΝCΟΕ.ΜCGRΑW-ΗΙLL.CΟΜ/SΙΤΕS/DL/FRΕΕ/0078885159/632857/ΡΑΗWΡ.ΡDF
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0495108952
9780495108955 easy with tools found throughout the text such as objectives, vocabulary definitions, calculator examples, good advice for studying, concept reviews, and chapter tests. Through caution remarks that alert you to common pitfalls and how and why segments that explain and demonstrate concepts and skills in a step-by-step format, you will easily build confidence in your own skills. «Show less... Show more»
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Mora covers the classical theory of finding roots of a univariate polynomial, emphasising computational aspects. He shows that solving a polynomial equation really means finding algorithms that help one manipulate roots rather than simply computing them; to that end he also surveys algorithms for factorizing univariate polynomials. more...
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Paperback
Click on the Google Preview image above to read some pages of this book!
Are you ready to ace calculus at the college level? With this book, you will be! Professors often say "Students don't fail the calculus, they fail the algebra." In other words, even if you understand calculus, your algebra and trigonometry skills can hold you back. Here's a quick quiz-do you remember how to:
Factor trinomials?
Solve equations containing exponents and logs?
Work with inverse trig functions?
If not, that's where this book comes in handy! Just-in-Time is designed to bolster the algebra and trigonometry skills you'll need while you study calculus. As you make your way through the course, Just-in-Time is with you every step of the way, showing you the exact algebra or trigonometry topics that you'll need and pointing out potential problem spots. The easy-to-use Table of Contents features the calculus subject listed directly across from the algebra/trigonometry skills needed to master that topic. Use this book as your study companion and put your anxiety to rest!
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Catalog Record: A new and easy introduction to the mathematics; containing, I. A system of theoretical and practical arithmetic II. Rules for the mensuration of superfices and solids III. Rules for solving a number of useful and interesting mathematical, philosophical, and chronological problems. IV. A collection of interesting mathematical questions for exercise. V. Useful tables, &c. Designed for the use of schools, academies, and private learners | Hathi Trust Digital Library
Tools
A new and easy introduction to the mathematics;
containing,
I.
A system of theoretical and practical arithmetic
II.
Rules for the mensuration of superfices and solids
III.
Rules for solving a number of useful and interesting mathematical, philosophical, and chronological problems.
IV.
A collection of interesting mathematical questions for exercise.
V.
Useful tables, &c. Designed for the use of schools, academies, and private learners.
By Ira Wanzer
|
College Algebra
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Description
Get your free algebra tutoring now! Algebra is an interesting area of Math that requires a proper understanding
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Financial literacy details
Sometimes people find it difficult to make calculations related to agriculture and animal husbandry because knowledge of basic arithmetic is lacking or is no longer ready knowledge. BASIC CALCULATIONS provides training material for situations in which basic calculation skills need to be improved. It offers exercises at upper primary - lower secondary level. It is suitable for use in groups, but can also be used as self-tuition material.
The first chapters refresh basic arithmetic. The following chapters deal with averages, the use of formulae, proportions and scale, graphs and diagrams, the conversion of units and other topics. The second part of BASIC CALCULATIONS is about irrigation, crop growing and animal husbandry. The book ends with the answers to the problems given in the text.
BASIC CALCULATIONS is not meant to be a guide for learning about agriculture and animal husbandry in the usual way. It is an 'exercise book' with basic calculations related to agriculture and animal husbandry, and it does not, for instance, try to explain irrigation or livestock feeding.
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This set of problem reminds the user of the natural language context for propositional expressions and truth tables. After completing a truth table, the user is asked questions about various circumsta... More: lessons, discussions, ratings, reviews,...
This set of problems consists of a handful of randomly selected pairs of expressions for which the user must provide a truth table in order to determine if the two expressions are logically equivalent... More: lessons, discussions, ratings, reviews,...
This set of problems consists of a handful of randomly selected expressions for which the user must provide a truth table. The statements use only "and", "or" and "not" as logical connectives and eachStudents can load, modify, and plot histograms for six datasets, as well as compute the mean, median, interquartile range, and standard deviation. They can observe the effects of altering the dataset... More: lessons, discussions, ratings, reviews,...
Flash introduction to finding the equation of an ellipse centered on (0,0) and with its major axis on the x-axis. Students can use this Tab Tutor program to learn about the equation of this ellipse an... More: lessons, discussions, ratings, reviews,...
Flash introduction to finding the equation of an ellipse centered on (0,0) and with its major axis on the y-axis. Students can use this Tab Tutor program to learn about the equation of this ellipse an
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Vector Calculus
The course provides an elementary introduction to vector calculus and aims
to familiarise the student with the basic ideas of the differential calculus
(the vector gradient, divergence and curl) and the integral calculus (line,
surface and volume integrals and the theorems of Gauss and Stokes). The
physical interpretation of the mathematical ideas will be stressed throughout
via applications which centre on the derivation and manipulation of the common
partial differential equations of engineering. The analytical solution of
simple partial differential equations by the method of separation of variables
will also be discussed.
The aims of the course are to:
Provide the necessary
background mathematics to ensure that students are confident in handling
partial differential equations in vector form while maintaining a tangible
physical appreciation of the manipulations involved.
OBJECTIVES
As specific objectives, by the end of the course students should be able to:
Differentiate and integrate
scalar functions of two or more variables including transformations to
other co-ordinate systems.
Manipulate vector
differential equations including the gradient, divergence and curl
operators while retaining a physical appreciation of the mathematical
operations involved.
Perform line, surface and
volume integrals and understand their various physical interpretations.
Set up conservation
statements in both differential and integral form and be able to transform
from one to the other using Gauss's theorem.
Appreciate the physical
significance of curl and its relationship to circulation via Stokes's
theorem in simple examples.
Solve common PDE's
(particularly the Laplace, Poisson, heat conduction and wave equations)
with simple boundary conditions by the method of separation of variables.
SYLLABUS
A knowledge of the following Part IA lecture material on functions of more
than one variable will be assumed: representation of curves and surfaces
(including parametric representation); partial differentiation; total and
perfect differentials; Taylor series; maxima and minima.
The course will then consist of lectures on the following topics:
Vector functions and
fields; field lines.
Vector differentiation;
differentiation formulae.
The vector gradient and its
physical interpretation;
Cylindrical and spherical polar
co-ordinate systems.
The divergence and its
physical interpretation; solenoidal fields; conservation statements;
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Quick Review Math Handbook Book 3: Hot Words, Hot Topics
The one-stop reference resource for teachers, students, and parents! "Quick Review Math Handbook: Hot Words, Hot Topics"(available in English and ...Show synopsisThe one-stop reference resource for teachers, students, and parents! "Quick Review Math Handbook: Hot Words, Hot Topics"(available in English and Spanish) provides your students and their parents with a comprehensive reference of important mathematical terms and concepts to help them build their mathematics literacy. The easy-to-use format allows parents to help their children with homework assignments and test preparation
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Intermediate
Junior High
Specialists
Math
The mathematics curriculum for middle school students is both challenging and exciting. The topics being covered will meet the Archdiocese of Portland standards. I believe that school should be a safe, nurturing environment that serves to facilitate a rich learning experience. As a partner in your child's education, I am looking forward to sharing this school year at St. Ignatius with you.
6th Grade Advanced Mathematics Class
Topics Covered
Develop an understanding of and fluency with multiplication and division of fractions and decimals.
Connect ratio, rate, and percent to multiplication and division.
Write, interpret, and use mathematical expressions and equations.
Develop an understanding of operations on all rational numbers and solving linear equations and inequalities.
Develop an understanding of and use formulas to determine surface area and volume.
Transform and classify shapes on the coordinate plane.
Apply the properties of two-dimensional shapes.
Apply the properties of three-dimensional shapes.
Apply statistics to interpret data.
Apply basic principles of probability..
Understand and apply inductive and deductive reasoning in a variety of contexts within mathematics.
TEXT
Algebra 1: McDougal Littell, Boston, 2007.
The following is information for 6th through 8th grade classes:
PERCENTAGES
A+
100%
B+
94%
C+
83%
D+
73%
A
96%-99%
B
85%-93%
C
75%-82%
D
65%-72%
A-
95%
B-
84%
C-
74%
D-
64%
F
<64%
SUPPLIES
1 - spiral notebook or an 1 inch binder to JUST be used for Math
Plenty of 8 ½' x 11' lined paper
#2 Pencils
Graph paper
Calculator (Scientific is preferred)
Colored pencils – might be in your homeroom.
CLASSROOM GUIDELINES
1. Come to class prepared with necessary math tools.
2. Be in your seat and ready to go when class begins.
3. Be respectful of others and their property.
CORRECTIVE ACTIONS
If a student chooses to break a rule, the following steps will be taken.
First Time:
Reminder
Second Time:
Parent phone call
Third Time:
Sent to Mr. Matcovich
Severe disruption:
Sent immediately to the office.
HOMEWORK/CLASSWORK
Students can expect to have math homework almost every day. The homework will be checked and/or collected and graded for completeness and neatness. The following points will be given:
5 points for neatly completing the entire assignment and attempting all extra credit problems.
4 points for neatly completing the entire assignment and showing all work
3 points for neatly completing the assignment and with some work
2 points for an incomplete, unorganized assignment showing all work
1 point for an incomplete, unorganized assignment with some or no work shown
Classwork is assigned daily in the form of warm-ups, in-class assignments, and binder items.
When students are absent they can call a classmate or email Mrs. Tegethoff. Students are responsible for completing all classwork and homework when they are absent.
Assignments earning less than 90% maybe redone for a grade of up to 89%. Corrected work must be completed on a separate sheet of paper and completed within one week. Please attach the original assignment to your corrections.
Late work will receive point deductions. If the assignment is more than 5 days late it will not be accepted. Late work may not be corrected for a better grade.
WRITTEN WORK
All written work must be completed on lined paper with the appropriate heading. All computational assignments must be completed in pencil. (Notes may be taken in pen and in color.)
Agendas
All students have been issued an agenda. This is a very important tool for success during the middle school years. Homework assignments and reminders will be written on the board each day for students to copy into their agendas. Please check your student's agenda daily for completeness. If you see a YELLOW highlight in the math section, this signifies that the assignment was not turned in and needs to be completed.
COMMUNICATION
The best way to communicate with me is by email. Please contact me if you have any questions or concerns and I will return your email as soon as possible.
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This course is designed to show what mathematics
is, how mathematics
has developed from man's
efforts to understand the world around him, what the mathematical
approach to real problems
can accomplish, and the extent to which mathematics has molded our
civilization and culture.
The extent to which civilization and culture have affected mathematical
development will also
be investigated. Although the course is about mathematics, the intimate
relationship of
mathematics to science, philosophy, religion, music, painting, and
other arts, cannot be
overlooked. For here lie many of the motivations for mathematical
studies. Since mathematics
is what mathematicians do, a look into the lives of mathematicians will
be an
integral part of the course.
On occasion, you will be asked to solve some mathematical
problems related to the historical
period or person being discussed.
A collection of short papers will be required. The topics are listed below. In addition, a
semester project will be required. The
semester project will be a paper or project appropriate to the course.
The course can be basically separated into eight parts (not
equal in length), as given below.
Basically the coverage will be chronological; however, certain topics
will be covered out of
order. For example, Part II, Numbers and Number Systems, will cover the
evolution of numbers
and number systems from ancient times to the present. This is done so
that the students have
a general idea of the problems mathematicians faced with inadequate
numbers and number systems
at various times in the history of mathematics.
Part I.
INTRODUCTION
What is mathematics? A look at the difficulties
arising from an effort
to precisely
define the term "mathematics."
What is a mathematician? A look at the wide spectrum covered
by mathematics from
philosophy to technology. When does a philosopher become a
mathematician? When does a
mathematician become a technician?
A chronological listing of events in mathematics and history.
Quite often dates
important in mathematics have no meaning to a student without reference
to familiar
historical events. This will be an overview of the time period covered
by the course for
later reference.
Part II.
NUMBER AND NUMBER SYSTEMS
Counting and the history of number.
Numbers systems. An investigation of number systems from
antiquity to the present.
Number systems in various bases will be seen, as well as the
effectiveness of each system.
Idiot Savants. - Human calculators. Here we look at the
interesting phenomenon of people
who can calculate difficult numerical problems with machine speed and
how their views of
numbers and number systems aided their mental computations.
Part III.
ANCIENT MATHEMATICS
Babylonian and Egyptian mathematics. The
development of arithmetic
and geometry for use in commerce and agriculture. No interest in pure
mathematics.
Greek mathematics. The arrival of mathematics as a pure
discipline.
Pythagoras. The life of an ancient mathematician and his
school. How his mysticism and
worship of the whole number influenced and held back further
discoveries in mathematics.
Euclid. The man who is credited with formalizing the study of
mathematics. The axiom,
definition, theorem development of mathematical topics presented in his
Elements produced the
foundation of "Modern Mathematics."
During this period we will meet a variety of mathematicians
who did remarkable work with elementary
mathematics--one of the most remarkable was Archimedes.
India, the Middle East and China. Was mathematical knowledge
isolated or did it spread
geographically? Who did what first?
Part IV.
THE DARK YEARS
The decline of mathematics and the sciences. In
the first ten centuries or so C.E.,
advances in mathematics and the sciences seemed to come to a halt.
Mathematics and religion. An investigation of the effects of
religious thoughts on the
development of mathematics. To quote St. Augustine (circa 400 C.E.)
"The good Christian should beware of mathematicians
and all those who make empty
prophecies. The danger already exists that the mathematicians have made
a covenant with
the devil to darken the spirit and to confine man in the bonds of Hell."
The rebirth of mathematical thought. This is a lead-in to the "golden
age" of
mathematics - how the use of mathematics in art rekindled interest in
mathematics.
Part V.
THE "GOLDEN AGE" OF MATHEMATICS
A chronological look at the "golden age" of
mathematics. The period of the 14th
through 19th centuries were very rich in mathematical development. Many
events of
mathematical as well as historical importance occurred here, so it is
valuable to once
again have reference points.
Mathematics and the arts. The contribution of mathematics to
the arts and architecture
will be discussed throughout the course; however, in this period the
topic deserves special
attention.
Mathematics and society. Mathematics was widely studied in
this period for general
educational purposes. Educated persons took great pride in their
knowledge of mathematics
and new developments in mathematics. Mathematics enjoyed its greatest
popularity during this
period. It was not uncommon for newspapers and general periodicals to
publish mathematical
papers.
Part VI.
BIOGRAPHICAL SKETCHES OF MALE MATHEMATICIANS
FROM THE "GOLDEN AGE" OF MATHEMATICS
A partial list of some of the male mathematicians
whose lives we may
discuss in class. Not
all can be discussed in the time available; however, there are some who
must be discussed.
The list of mathematicians was chosen from a list of many. The
choice is the instructor's.
Other people teaching this course may choose a different collection.
These were chosen
because of the interesting aspects of their lives. Of course, Newton, Euler
and Gauss have made
such prominent contributions their names would probably appear on
everyone's list.
Part VII.
BIOGRAPHICAL SKETCHES OF FEMALE MATHEMATICIANS
A partial list of some of the female
mathematicians whose lives we may
discuss in class. Not
all can be discussed in the time available; however, there are some who
must be discussed. For
many years female mathematicians were ignored in the history of
mathematics writings.
The list of female mathematicians was chosen from a list of
many. The choice is the instructor's.
Other people teaching this course may choose a different collection.
These were chosen
because of the interesting aspects of their lives. As well as for their
contributions to mathematics.
Part VIII.
THE 20th CENTURY
A brief history of the development of the
computer.
The computer as a tool. These two sections will cover the
development of the computer
and its value in science, mathematics and society. Very few people have
a good understanding
of what computers really do as a tool.
Mathematics and modern society. Have the giant strides of
advancements in mathematics
in the 19th and 20th centuries left the average person floundering in
its wake? What effects
have the educational processes of the "new math" of the 1960 had on
modern education? What are the new standards for K-12 mathematics
education?
Where do we go now? Here we will discuss what may be in store
for the mathematician in
the future. Might the mathematician, in the classical sense of the
word, disappear with future advances in computer technology? Or, will
there always be a need for people who dream mathematical thoughts?
THE STUDENTS' RESPONSIBILITY
The student is responsible for attending class
and for all reading
materials and assignments.
Take care not to postpone doing work until the last minute. Assignments
will consist of written assignments and a term
project. All written assignments must contain a
bibliography. Not all references should be from the internet (no Wikipedia references please) and
no encyclopedias (Brittanica, Compton, etc.) should be used. Get
to know your library! Cutting and pasting from web sites is NOT
permitted--the punishment will be harsh.
The written assignments will be contained in a notebook (loose-leaf binder) as well as submitted to me electronically as PDF files. The building of this notebook starts with the beginning of the semester. It will contain all written assignments, as well as any other material you feel is interesting or important to you. I will collect these periodically during the semester.
The contents of the notebook should be arranged in sections for ease of locating material. An example might be:
Section 1. Overview In this section you will write a brief overview of the history of mathematics from the beginning to the 21st Century. This will be an ongoing task that will last throughout the semester. The end result should be about 6-8 pages and should include important names, dates and events.
Section 2. Biographies This section should contains at least 25 brief biographies of which at least 5 should be women.
Section 3. Problems We will work problems in class and you will be assigned some problems to do. This section should include these problems, as well as any others you care to include.
Section 4. Term Paper You will be asked to write a term paper on a topic of your choice -- approved by me. It may be a paper on a particular time and place in the history of mathematics (for example, 17th Century Fance), or it may be on the history of a particular branch of mathematics (geometry, calculus, etc.)
Section 5. Miscellaneous Anything you might want to keep in this notebook. For example, I will write up special notes at times and you might want to keep them here. Also you might find something interestig that you want to jot down and there is no other appropriate place in the notebook to put it.
Section 6. Classroom Activities This section would be for prospective teachers. It could contain ideas for classroom activities inspired by history. It could also be ideas for just introducing appropriate historical comments into class discussions.
The
Final Examination will be Tuesday, Dec. 11, from 10:00 AM to 11:50 AM.Brief oral presentations of your term papers will be given at this time. Attendance is required.
GRADES
Final grades will be determined by the contents of your notebook. All written assignments will be graded.
The following scale gives an idea of the worst grade you would
receive.
__________________________
Please be aware of the Statement of Academic Honesty
A standard of honesty, fairly applied to all students, is essential to
a learning environment. Students abridging a standard of honesty
must accept the consequences; penalties are assessed by the appropriate
classroom instructors or other designated people. Serious cases may
result in discipline at the college or University level and may result
in suspension or dismissal. Dismissal from a college for academic
dishonesty constitutes dismissal from the
University.
(WSU Student Code of Conduct)
___________________________
The following lines are added at the request of the College of Education.
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Mathematics
'THE POWER TO MULTIPLY YOUR OPTIONS AND ADD VALUE TO LIFE'
Mathematics is an integral part of a general education. It can enhance understanding of our world and the quality of participation in a rapidly changing society. Mathematics pervades so many aspects of our daily life that a sound knowledge is essential for informed citizenship. Through enhanced understanding of mathematics, individuals can become better informed economically, socially and politically in an increasingly mathematically orientated society.
SKILLS
Students will be able to:
Pose questions and formulate propositions
Represent and interpret concepts and relationships
Analyse situations, describe the mathematical concepts, and use efficient procedures to solve problems
Make deductions, generalise and verify solutions
Make logical use of mathematical language
Make predictions, solve problems and reflect on solutions
EXPECTATIONS
Throughout the course, students will be exposed to a variety of learning experiences to help them achieve the general objectives. These include:
Traditional methods of exposition, reinforcement, discussion
Investigations
Individual and group work requiring research, problem solving and modelling either as supervised school activities or as unsupervised out-of-class activities
Computer software integrated into the course where appropriate
ASSESSMENT A variety of assessment techniques will be used and might include:
Two supervised tests per Semester
One extended modelling and problem-solving task or assignment per semester
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Math Materials Notice: Three consumable student workbooks are needed for the math classes: CAMS, STAMS, and SOLVE. Loaner copies are available from the MLC for Levels C,D, and E while you're waiting for your order to arrive. Once ESs receive the students' order, they would need to deliver them to MLC to replace the materials the students took. This will ensure students have instant access to materials for classes.
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The twofold purpose of this study was to trace prospective and practicing mathematics teachers' understandings of content area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical mentoring supported the integration of such instruction and knowledge. The design called for two pairs of prospective and practicing mathematics teachers to develop, implement, and reflectively evaluate four lessons. A multilevel mentoring approach was used to leverage the valuing of domain knowledge in mathematics. Course materials, lesson plans, teacher reflections, mentors' feedback, interviews, and case reports were analysed using Bourdieu's concepts of cultural capital, field, and misrecognition. Results indicate that despite the study's focus on prioritising domain knowledge through pedagogical mentoring, the instances in which such knowledge were integrated effectively with reading instruction varied in relation to a mentor's expertise in mathematics. If reading teacher educators are to support prospective and practicing mathematics teachers in content area reading instruction, additional sources of mathematics cultural capital are needed.Note:The following two links
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Abstract:
Are sequences functions? What can't the popular "vertical line test" be applied in some cases to determine if a relation is a function? How does the idea of rate of change connect with simpler ideas about proportionality as well as more advanced topics in calculus? Helping high school students develop a robust understanding of functions requires that teachers understand mathematics deeply. But what does that mean? This book focuses on essential knowledge for teachers about functions. It is organized around five big ideas, supported by multiple smaller, interconnected ideas--essential understandings. Taking teachers beyond a simple introduction to functions, this book will broaden and deepen their mathematical understanding of one of the most challenging topics for students--and themselves. It will help teachers engage their students, anticipate their perplexities, avoid pitfalls, and dispel misconceptions. They will also learn to develop appropriate tasks, techniques, and tools for assessing students' understanding of the topic. This book contains three chapters: (1) Functions: The Big Ideas and Essential Understandings; (2) Connections: Looking Back and Ahead in Learning; and (3) Challenges: Learning, Teaching, and Assessing. A foreword, a preface, an introduction, and a list of references are also included. Note:The following two links
are not-applicable for text-based browsers or screen-reading software.Show
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"Focus in Grade 1: Teaching with Curriculum Focal Points" describes and illustrates learning paths for the mathematical concepts and skills of each grade 1 Focal Point as presented in Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics. It includes representational supports for teaching and learning that can facilitate understanding, stimulate productive discussions about mathematical thinking, and provide a foundation for fluency with the core ideas. This book also discusses common student errors and misconceptions, reasons the errors may arise, and teaching methods or visual representations to address the errors. Because learning paths cut across grades, some discussion of related Focal Points in Kindergarten and grade 2 have been included to describe and clarify prerequisite knowledge and show how the grade 1 understandings build on what went before. "Focus in Grade 1", one in a series of grade-level publications, is designed to support teachers, supervisors, and coordinators as they develop and refine the mathematics curriculum. Contents include: (1) Introduction; (2) Number and Operations; (3) Geometry, Spatial Reasoning, and Measurement; and (4) Mathematizing: Solving Problems, Reasoning, and Communicating, Connecting, and Representing Ideas in First Grade. Preface, Acknowledgments and References are also included.Note:The following two links
are not-applicable for text-based browsers or screen-reading software.Show
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Abstract:
Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need assistance in mathematics and to address the needs of these students through focused interventions. The guide provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations. Each recommendation is rated strong, moderate, or low based on the strength of the research evidence for the respective recommendation. Specific recommendations include: (1) Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk; (2) Committee-selected instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8; (3) Instruction during intervention should be explicit and systematic, and should include models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review; (4) Interventions should include instruction on solving word problems that is based on common underlying structures; (5) Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas; (6) Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts; (7) Monitor the progress of students receiving supplemental instruction and other students who are at risk; and (8) Include motivational strategies in tier 2 and tier 3 interventions. Four appendixes are included: (1) Postscript from the Institute of Education Sciences; (2) About the authors; (3) Disclosure of potential conflicts of interest; and (4) Technical information on the studies. A glossary is included. (Contains 314 footnotes, 12 examples and 7 tables.)Note:The following two links
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Out of the 38 nations studied in the 1999 "Trends in International Mathematics and Science Study" (TIMSS), children in Singapore scored highest in mathematics (National Center for Education Statistics, NCES, 2003). Why do Singapore's children do so well in mathematics? The reasons are undoubtedly complex and involve social aspects. However, the mathematics texts used in Singapore present some interesting, accessible problem- solving methods, which help children solve problems in ways that are sensible and intuitive. Could the texts used in Singapore be a significant factor in children's mathematics achievement? There are some reasons to believe so. In this article, I give reasons for studying the way mathematics is presented in the elementary mathematics texts used in Singapore; show some of the mathematics problems presented in these texts and the simple diagrams that accompany these problems as sense-making aids; and present data from TIMSS indicating that children in Singapore are proficient problem solvers who far outperform U.S. children in problem-solving. (Contains 7 figures.)Note:The following two links
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Describes the University of Georgia's Deans' Forum, a group of approximately 30 faculty members who have engaged in collaborative work on issues of teacher education for over 4 years. Discusses its design, activities, and impact, and elements necessary to sustain it. (EV)
Abstract:
This paper contains five essays that describe various aspects of a collaboration called the Deans' Forum at the University of Georgia. A group of 30 faculty committed to exploring issues such as the nature and quality of instruction in university courses, course and curriculum design, learning theories relevant to college age learners, the role of the university in teacher preparation and enhancement, and the role of the university in the P-16 agenda. The five essays are: "How We Got To Expanding the 'Great Conversation' to Include A&S Faculty" (Jenny Penney Oliver); "Reflections on Our Role in Teacher Education by Two Faculty in the Franklin College of Arts and Sciences at the University of Georgia" (Victoria Davion and Hugh Ruppersburg); "The Deans' Forum: Cross-Career Dialogue in English and English Education" (Sally Hudson-Ross, Christy Desmet, and Stephanie Harrison). "The Collaborative Design of Mathematics Courses for Elementary Education Majors" (Sybilla Beckmann and Denise S. Mewborn); and "Outcomes of the Dean's Forum" (Judith Preissle). (Contains 35 references.) (SM)Note:The following two links
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Students who use this text are motivated to learn mathematics. They become more confident and are better able to appreciate the beauty and excitement of the mathematical world. the text helpsstudents develop a true understanding of central concepts using solid mathematical [...]
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This website is intended to provide extra learning resources in algebra for middle school and high school students. The approach is to teach math concepts in basic terms using examples and diagrams, if necessary.
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This introduction to complex variable methods begins by carefully defining complex numbers and analytic functions, and proceeds to give accounts of complex integration, Taylor series, singularities, residues and mappings. Both algebraic and geometric tools are employed to provide the greatest understanding, with many diagrams illustrating the concepts introduced. The emphasis is laid on understanding the use of methods, rather than on rigorous proofs. Throughout the text, many of the important theoretical results in complex function theory are followed by relevant and vivid examples in physical sciences. This second edition now contains 350 stimulating exercises of high quality, with solutions given to many of them. Material has been updated and additional proofs on some of the important theorems in complex function theory are now included, e.g. the Weierstrass–Casorati theorem. The book is highly suitable for students wishing to learn the elements of complex analysis in an applied context.
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Starting at $41.45 7/3 cornerstone of Elementary Linear Algebra is the authors' clear, careful, and concise presentation of material--written so that students can fully understand how mathematics works. This program balances theory with examples, applications, and geometric intuition for a complete, step-by-step learning system.The Sixth Edition incorporates up-to-date coverage of Computer Algebra Systems (Maple/MATLAB/Mathematica); additional support is provided in a corresponding technology guide. Data and applications also reflect current statistics and examples to engage students and demonstrate the link between theory and practice.
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Keith Devlin
Consortium for Mathematics and Its Applications
Topic: math Age Level: advanced
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Specification
Aims
To introduce students to a subject of convincing practical
relevance that relies heavily on results and techniques from Pure Mathematics.
Brief Description of the unit
Coding theory plays a crucial role in the transmission of
information. Due to the effect of noise and interference, the received message may differ
somewhat from the original message which is transmitted. The main goal of Coding Theory is
the study of techniques which permit the detection of errors and which, if necessary,
provide methods to reconstruct the original message. The subject involves some elegant
algebra and has become an important tool in banking and commerce.
Learning Outcomes
On successful completion of this course unit students will
have a theoretical understanding of how
methods of linear and polynomial algebra are applied in design of
error correcting codes,
and be able to analyse and compare error
detecting/correcting facilities of simple linear and cyclic codes for
the symmetric binary channel;
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Pearson Mathematics student book for Year 10 - 10A follows the Australian Curriculum for Mathematics. It has been strategically designed to attract maximum student engagement, develop a deep understanding of key concepts and skills, and to encourage inquiry and problem solving.
This student book ...
Pearson Mathematics 10-10A Combo Pack supplies the Pearson Mathematics 10-10A Student Book and access to Pearson Mathematics 10 eBook 3.0
When you purchase this product, you will receive a printed card with an access code inside. With this code, you will be able to activate and gain ...
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Introductory And Intermediate Algebra - 07 edition
ISBN13:978-0073298146 ISBN10: 007329814X This edition has also been released as: ISBN13: 978-0073298078 ISBN10: 0073298077
Summary: Miller/O'Neill/Hyde's Introductory and Intermediate Algebra is an insightful and engaging textbook written for teachers by teachers. Through strong pedagogical features, conceptual learning methodologies, student friendly writing, and a wide-variety of exercise sets, Introductory and Intermediate Algebra is a book committed to student success in mathematics.
1.1 Sets of Numbers and the Real Number Line 1.2 Order of Operations 1.3 Addition of Real Numbers 1.4 Subtraction of Real Numbers 1.5 Multiplication and Division of Real Numbers 1.6 Properties of Real Numbers and Simplifying Expressions
7.1 Solving Systems of Linear Equations by Graphing 7.2 Solving Systems of Equations by Using the Substitution Method 7.3 Solving Systems of Equations by Using the Addition Method 7.4 Applications of Systems of Linear Equations in Two Variables 7.5 Systems of Linear Equations in Three Variables and Applications 7.6 Solving Systems of Linear Equations by Using Matrices
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Algebraic geometry
It can be seen as the study of solution sets of systems of polynomials.
When there is more than one variable, geometric considerations enter and are important to understand the phenomenon.
One can say that the subject starts where equation solving leaves off, and it becomes at least as important to understand the totality of solutions of a system of equations as to find some solution; this does lead into some of the deepest waters in the whole of mathematics, both conceptually and in terms of technique.
For more information about the topic Algebraic geometry, read the full article at Wikipedia.org, or see the following related articles:
Geometry — Geometry arose as the field of knowledge dealing with spatial relationships. Geometry was one of the two fields of pre-modern mathematics, the other ... > read more
Probability theory — Probability theory is the mathematical study of phenomena characterized by randomness or uncertainty. More precisely, probability is used for ... > read more
Symmetry in mathematics — Symmetry in mathematics occurs not only in geometry, but also in other branches of mathematics. It is actually the same as invariance: the property ... > read more
Topology — Topology is a branch of mathematics, an extension of geometry. Topology begins with a consideration of the nature of space, investigating both its ... > read more
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MathMol (Mathematics and Molecules) is designed
to serve as an introductory starting point for K-12 students and teachers interested
in the field of molecular modeling and its application to mathematics.
MathMol Quick Tour:
What is molecular modeling? Why is it so important? What is the relationship between
molecules and mathematics?
Hypermedia
Textbook for Grades 6-12 Visit an experimental textbook of the future
that makes full use of the latest in Netscape capabilities, including: frames,
VRML, interactive Javascipt files, animated GIF's and MPEG files.
Library of
3-D Geometric Structures The MathMol Library of Geometric Structures
contains GIF and and 3-D (VRML) files of geometric structures that are found in
most intermediate school textbooks.
Review
of Mass, Density and Volume Review mass, density
and volume. Contains interactive javascripts that test your knowledge as you move
through the activity. Don't forget to try the Challenge questions at the end.
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