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How to Solve Mathematical Problems: Seven problem-solving techniques include inference, classification of action sequences, subgoals, contradiction, working backward, relations between problems, and mathematical representation. Also, problems from mathematics, science, and engineering with complete solutions. Carefully and clearly written, this indispensable guide will help students in every discipline avoid countless hours of frustration and wasted effort. «Show less
Rent How to Solve Mathematical Problems today, or search our site for other Wickelgren Logic
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With a new
foreword by Dan Rockmore, Chair of the Department of Mathematics
at Dartmouth College
Translated
from Japanese
by Alan Gleason
Second Edition
Published 2012
426 pages
Paperback, fully illustrated
ISBN 978-0-9643504-3-4
$29.95
The
student authors take the reader along on their adventure of discovery,
creating an interactive work that gradually moves from the very basics
("What is a right triangle?") to the more complicated mathematics of
trigonometry, exponentiation, differentiation, and integration. This
is done in a way that is not only easy to understand, but actually fun!
While it is user-friendly
enough even for those who are "math phobic," Who is Fourier?
has been enjoyed by many people in the math and science fields. The
largest percentage of our readers are professors and engineers, with
business people and students following closely. It is a must-have for
anyone interested in mathematics, physics, engineering, or complex science.
Over 60,000 copies have sold in Japan since the original publication!
"An
approach to the teaching of elementary Fourier series that
is innovative, conceptual and appealingly informal."
--Dr.
John Allen Paulos, author of Innumeracy
Want to take a
look at Who is Fourier? for yourself? Barnes & Noble and
Amazon.com typically carry our books, or you can special order it from
your favorite bookstore!
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Struggling with higher level maths
Struggling with higher level maths
I am a second year math major here. I took calc III, linear algebra, and differential equations so far, and I realized that I don't have very good study habits.
I went to a public high school and I was smart enough to get by without developing good studying skills.
During the break, I tried to study ahead for this numerical methods class I'll be taking this semester, but I wasn't able to learn as much as I had wished.
If there are any successful (grad) students, post-docs, or educators out there, what are some study habits or advice that you can give to an aspiring mathematician?
Practice tutor someone in a math subject that you know and notice how they ask questions or where they get hung up on a problem.
Then begin tutoring yourself, ask yourself questions and write them down and then try to find good answers for them. Studying is noticing the techniques used in solving problems, being able to reconstruct the solution from your knowledge looking for the best way to solve problems.
Struggling with higher level maths
If you don't spend much time studying, analyze how you do spend your time. Maybe that will tell you that you really want to do something besides become a mathematician.
Drill and understanding are two different things. You can understand a topic but not be able to do work its problems rapidly. If you had an easy time in high school, perhaps you never had to drill yourself.
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Calculus Problem Solver 1.0
Solve any calculus differentiation problem with this calculus tutorial software. Calculus differentiation and calculus tutorialCalculus Problem Solver can solve differentiation of any arbitrary equation and output the result.
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Description:
Solve any calculus differentiation problem with this calculus tutorial software. Calculus differentiation and calculus tutorialCalculus Problem Solver can solve differentiation of any arbitrary equation and output the result. It can provide detailed step-by-step solutions to given differentiation problems in a tutorial-like format. On top of these, it can also initiate an interactive quiz in which you can solve differentiation while the computer corrects your solutions. This software is useful for beginner calculus students and can be used to learn differentiation and even practice differentiation by using the interactive quiz. Key Features Differentiation of input equations that can be solved by the following rules: Constant Rule: d(C) = 0 Sum Rule: d(E1+E2)=d(E1)+d(E2) Factor Rule: C*d(X) Multiplication Rule: d(E1*E2)=d(E1)*E2+E1*d(E2) Division Rule: d(E1/E2)=(d(E1)*E2-E1*d(E2))/(E2^2) Power Rule: d(X^N)=N*X^(N-1)*d(X) Exponential Rule: d(C^X)=ln(C)*C^X*d(X) Sin Rule: d(sinX)=cosX*d(X) Cos Rule: d(cosX)=-sinX*d(X) Tan Rule: 1/((cosX)^2)*d(X) Arcsin Rule: d(arcsinX)=1/((1-X^2)^0.5)*d(X) Arctan Rule: d(arctanX)=1/(1+X^2)*d(X): Chain Rule Detailed step-by-step solution by using the above formulas; Interactive Quiz with multiple choice and fill-in-blank questions; Save Solutions in Text Format; Print Solutions; Multiplatform (works on any machine that can handle Java Virtual Machine);
Su
Statistics Problem Solver is a simple application intended for statistics students that has the ability to solve many types of statistical problems providing step-by-step solutions so they can easily understand them and learn.
The Personal Algebra Tutor is a comprehensive algebra problem solver for solving algebra problems from basic math through college algebra and preCalculus. The user can enter his/her own problems to get step-by-step solutions.
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To understand and connect concepts of the calculus with real
world problems and other scientific disciplines.
To value mathematics and develop an ability to communicate mathematics,
both in writing and orally.
To develop mathematical reasoning, and an ability to solve problems.
To attain computational facility in integral calculus, and sequences
and series.
WITHDRAWAL:
The last day for undergraduates to withdraw from a full-session couse is
Friday, March 8.
GRADING:
Grades for 230 will be assigned on the basis of 650 points,
as follows:
3 one-hour exams worth 100 points each
Quizzes and/or homework, 150 points total
Final exam, 200 points
ADVICE:
Perhaps the single most important factor in your success
in this course is your study habits .
Think of learning math as "working out" in the gym.
Study at least 3 times per week; do not wait until the day before the exam.
Learn mathematics like you would learn a language.
Work on the concepts until they make sense.
Don't just memorize facts and then forget them a few weeks later.
You will need to know this stuff for Calc III and other courses.
Master each homework problem - beyond just getting a correct answer.
Be on the lookout for mistakes in algebra and trig.
Always come to class!
While you're there, listen, think, and ask questions.
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Dyslexia, Dyscalculia and Mathematics will be an essential resource for teachers, classroom assistants, and SENCOs who help dyslexic and dyscalculic children with their understanding of mathematics. Written in an accessible style with helpful illustrations, this practical book reveals helpful ways in which to tackle both simple and complex concepts... more...
This book (along with vol. 2) covers most of the traditional methods for polynomial root-finding such as Newton's, as well as numerous variations on them invented in the last few decades. Perhaps more importantly it covers recent developments such as Vincent's method, simultaneous iterations, and matrix methods. There is an extensive chapter on evaluation... more...
Mathematicians is a remarkable collection of ninety-two photographic portraits, featuring some of the most amazing mathematicians of our time. Acclaimed photographer Mariana Cook captures the exuberant and colorful personalities of these brilliant thinkers and the superb images are accompanied by brief autobiographical texts written by each mathematician.... more...
The Clemsons' clear and readable book takes the reader from debates about how children learn and what children know and can do when they start school; through to a discussion of how mathematics can be managed, assessed and evaluated in the school and classroom. Linking these two parts of the book is a section on the subject of mathematics itself, from... more...
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Books
What are some good physical books that actually break down the formulas and algorithms for geometries and processes of algorithmic and generative design, as opposed to books based on their history and examples in architecture. thanks
If i remember right i think its just the cost. For the academic one i think i sent my student ID as proof. As bought mine a few years ago. Its an expensive book but as it will never really date its well worth the investment.
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Intermediate
Algebra expands on the skills learned in Elementary Algebra and
prepares the student for more advanced work in mathematics and science.
The course focuses on exponents, factoring, solving linear and
quadratic equations, systems of equations, algebraic fractions, graphs
of linear and quadratic equations and inequalities, radicals
determinants, function notation, and the exponential and logarithmic
functions.
GENERAL EDUCATION APPLICABILITY
STUDENT LEARNING OUTCOMES Upon completion of the course, the student will be able to
Consistently perform signed number operations correctly.
Demonstrate proficiency with operations of algebraic fractions.
Use the rules of exponents and radicals to simplify expressions and solve equations.
Recognize the difference between functions and non-functions.
Graph a line and write the equation of a line.
Recognize and graph at least one quadratic – parabola, circle, ellipse, or hyperbola.
Solve a linear system of equations by at least two of the following
methods: graphing, substitution, addition elimination, Cramer's rule.
Solve quadratic equations by at least two of the following methods:
factoring, completing the square, quadratic formula, graphing
calculator.
Graph exponential and logarithmic functions.
Use the properties of exponential and logarithmic functions to solve equations.
Set up and solve word problems related to the skills above.
REQUISITES
Prerequisite:
MATH C050
DETAILED TOPICAL OUTLINE:
Lecture:
The Mathematics Department has adopted the following best practices for teaching this course:offering
or awarding extra-credit is forbidden, the allowance of multiple
attempts at exams is forbidden, and an approved on-site proctor for
online course exams is required.
METHODS OF INSTRUCTION--Course instructional methods may include but are not limited to
OUT OF CLASS ASSIGNMENTS: Out of class assignments may include but are not limited to
A.
Daily homework assignments Example: Students work mathematics problems
assigned from the text and from hand-outs to reinforce concepts and
skills discussed in lecture.
B. Online Course Management System Example: Assignments on
CourseCompass.
METHODS OF EVALUATION: Assessment of student performance may include but is not limited to
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Algebra And Trigonometry - With 2 Cds - 4th edition
Summary: Bob Blitzers unique background in mathematics and behavioral sciences, along with his commitment to teaching, inspired him to develop a precalculus series that gets students engaged and keeps them engaged. Presenting the full scope of the mathematics is just the first step. Blitzer draws students in with vivid applications that use math to solve real-life problems. These applications help answer the question When will I ever use this? Students stay engaged because the book helps them...show more remain focused as they study. The three-step learning systemSee It, Hear It, Try Itmakes examples easy to follow, while frequent annotations offer the support and guidance of an instructors voice. Every page is interesting and relevant, ensuring that students will actually use their textbook to achieve success01 +$3.99 s/h
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easy for the beginner to do and understand algebra. It also has a "Einstein" level that even algebra experts will find fun and challenging. You can choose from a ten problem, a time trial, or a two-player game. High scores are saved and you are given a rank according to your score. The ranks are Novice, Learner, Veteran, Calculator, Math Pro, Math Whiz, Math Genius, and Einstein.
The practice menu lets you practice each function individually. The game menu lets you choose one function, two functions, and so on up to 21 functions. You can choose from calculate value (1 x and 1y value and the equation to solve), choose formula (you figure out the equation using the given x, y, and z values), or figure formula and calculate (you figure out the equation and solve for the missing z value).
If you get stuck trying to figure out what the function (equation) is a hint will be displayed. If you choose the wrong answer it will help you figure out the right one. The calculate option combined with the practice game enables students to practice solving the problems in the area they are having trouble with.
Algebra - One On One
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CURRENT MEDICINE IN THE RIGHT DOSE: exactly what you need to know for optimum patient care - in exactly the right amount of information Comprehensive in its coverage of inpatient and outpatientA comprehensive math review for the GRE, GMAT, and SAT. This math refresher workbook is designed to clearly and concisely state the basic math rules and principles of arithmetic, algebra
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Math Department
Philosophy: The Upper School Math Department provides opportunities for all levels of math learners. Most students score extremely well on Advanced Placements tests, while many others achieve success through the Alternative Instruction Program (AIP). The mission of the Math Department is part and parcel of the mission of St. Paul's Episcopal School - to help every student reach his or her potential by creating classroom environments which are conducive for all learning styles. The Math Department strives to instill mastery of the math fundamentals which students need in order to process abstract problem-solving questions. The math curriculum gives students sufficient experiences with abstractions, enabling them to advance to higher order operations. The department encourages varying levels of achievement to ensure personal success in higher level mathematics. Modern technology is used to encourage independent and group investigations of math concepts.
COURSES OF STUDY
ALGEBRA I A ninth grade course that covers the basic principles of algebra topics: a brief review of pre-algebra, the language of algebra, integers, polynomial expressions, equations and inequalities of all sorts, factoring, algebraic fractions, graphing linear and quadratic equations, radicals, systems of linear equations, some statistics, basic geometry review, and word problems. Time is devoted to test-taking tips, study skills, and the how/why of homework. The main goal of this class is to provide the students with the math skills and background, critical thinking skills, and confidence needed to succeed in subsequent mathematics courses. Evaluation is based on homework completion, quizzes, tests, graphing calculator/computer mastery, and projects. The technological emphasis of Algebra I are spreadsheets and graphing calculator activities.
GEOMETRY Algebra I is the prerequisite. This course is designed to enable students to learn to reason inductively in a mathematical system, through formal proof. In addition, students practice problem-solving skills by applying algebra to plane and solid geometry concepts. The basic topics are definitions, theorems, postulates, congruence, similarity, measurement, coordinate geometry, transformations, constructions, trigonometry and space. Graphing calculators with Cabri geometry software and computer software Geometer Sketchpad can be used to enhance visualization. Cooperative learning groups, special class projects, and SAT/ACT preparation are periodically used. Students are evaluated on quizzes, tests, homework completion and group work.
HONORS GEOMETRY Algebra I is the prerequisite. This accelerated version of the standard geometry course is open to selected students. This course is designed to enable students to learn to reason inductively and deductively in a mathematical system, through formal proof. It includes advanced work in standard geometry topics and additional work in logic, vectors, circular trigonometry, inductive proofs, networks, non-Euclidean geometry, three-dimensional coordinate geometry, analytic geometry, and geometric probability. Instruction is enhanced with computer and graphing calculator activities. SAT/ACT preparation is periodically used. Students are evaluated on tests, quizzes, homework completion and group work.
A-APPLIED MATH Algebra I (200 or 230) and Geometry (201 or 231) are the prerequisites. This is the second-year course in algebra, designed for students who need to build a stronger background in the fundamentals of Algebra I and Geometry before entering Algebra II. Concepts from Algebra I and Geometry are reviewed for reinforcement. Algebra II topics covered include: simplifying algebraic expressions; solving word problems; linear equations; determinants; radicals; and solving quadratic systems, and trigonometry. Emphasis is on the mastery and application of basic skills rather than theory. SAT/ACT preparation is periodically used. Students are evaluated on quizzes, tests, graphing calculator proficiency, and homework completion. Algebra II (204 or 233) is required following this course.
ALGEBRA II This traditional second-year algebra course connects
HONORS ALGEBRA II/TRIGONOMETRY This is an accelerated version of the Algebra II course and is open to selected students. This second-year algebra course strives to connect algebra principles to other areas of mathematics as well as to real-life applications. In addition to the areas of study addressed in Algebra II, this course content includes analytical geometry, logarithms, circular and trigonometric functions and their identities, matrices. All topics emphasize both theory and application. Students are evaluated on quizzes, tests and homework completion.
ALGEBRA III/TRIGONOMETRY The matrices. Students will be evaluated on quizzes, tests, and homework completion.
PRE-CALCULUS The
HONORS PRE-CALCULUS This course is an accelerated version of Pre-Calculus with Honors Algebra II/Trigonometry as a prerequisite. This course covers the same topics as Pre-Calculus but at an advanced level, stressing both theory and application. It emphasizes problem-solving skills through additional topics, some of which are mathematical induction , an introduction to calculus with the derivative, limits, continuity, finding maximums and minimums of functions and velocity and accelerations. SAT/ACT preparation is periodically used. Students are evaluated on tests, quizzes, homework completion, graphing calculator mastery, group work, computer activities and special projects.
CALCULUS 211 The The
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grasp concepts and cement your comprehension. You'll also find coverage of the graphing calculator as a problem-solving tool, plus hands-on activities in each chapter that allow you to practice statistics firsthand.
DJVUA Theoretical Introduction to Numerical Analysis presents the general methodology and principles of numerical analysis, illustrating these concepts using numerical methods from realanalysis, linear algebra, and differential equations. The book focuses on how to efficiently represent mathematical models for computer-based study. ...
"[Sedgewick and Flajolet] are not only worldwide leaders of the field, they also are masters of exposition. I am sure that every serious computer scientist will find this book rewarding in many ways." —From the Foreword by Donald E. Knuth Despite growing interest, basic information on methods and models for mathematically analyzing algorithms has rarely been directly accessible to practitioners, researchers, or students. An Introduction to the Analysis of Algorithms, Second Edition, organizes and presents that knowledge, fully introducing primary techniques and results in the field.
This best-selling introduction to language studies includes a huge range of activities and projects, introducing core areas of language structure and grammar through analysis of real texts. Ideal for both A level and beginning undergraduate students, this second edition includes:[list][*]an introductory section on how to use the book ideas over excessively formal treatment while thoroughly covering the material required in an introductory algorithms course. Popular puzzles are used to motivate students' interest and strengthen their skills in algorithmic problem solving. Other learning-enhancement features include chapter summaries, hints to the exercises, and a detailed solution manual.
This book is intended to be a thorough overview of the primary techniques used in the mathematical analysis of algorithms. The material covered draws from classical mathematical topics, including discrete mathematics, elementary realanalysis, and combinatorics; as well as from classical computer science topics, including algorithms and data structures. The focus is on "average-case'' or "probabilistic'' analysis, though the basic mathematical tools required for "worst-case" or "complexity" analysis are covered, as well....
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GraspMath Learning Systems Algebra 1 (A1) Series 8 CD Set
Please Note: Pricing and availability are subject to change without notice.
An innovation in math learning through technology, the GraspMath Interactive Video Tutor incorporates all modalities of learning into one easy to implement learning tool! This fully interactive, self-paced, series allows students to learn Algebra concepts at their own pace and features over 89 lessons totalling over 22 hours of video instruction. The practice exercises contain many useful features that will gradually lead students through the learning process. As they work through each exercise, a helpful strategy guides students towards the correct answer. If students still find that they need help in answering a particular question, they may ask for hints that are revealed on a step-by-step basis. Upon completion of each lesson, students may take a post-assessment test which tracks their performance and compares results to the pre-assessment test; thereby offering valuable feedback for both the students and teachers. The series also offers printable study guides with blackline masters that document and reinforce lessons and offer additional pencil and paper practice problems. Each of the 89 lessons offers between eight and ten interactive practice problems plus additional pencil and paper practice problems, in addition to the video instruction. The series is a proven tool in helping students achieve math success!
Features include:
Pre-assessment and prescriptive feedback.
Simple navigation make it easy for students to move between objectives.
Prompt tells students when to work follow up problems.
Printable workbook pages with additional practice problems.
Login feature allows students to return to their place in the lesson.
Post lesson assessments that track students progress and compares to pre-lesson assessments
The GraspMath Algebra I series is designed to assess students' understanding of Algebra I concepts and gradually guide them through the learning process. These interactive programs will provide students with individualized instruction, remediation and enrichment while aligning to national standards. GraspMath can be deployed individually or can be utilized together depending on the learning level and specific needs of each student. The program is flexible, rich in features, and yet easy to learn and put to productive use.
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signed numbers to story problems — calculate equations with ease
Practice is the key to improving your algebra skills, and that's what this workbook is all about. This hands-on guide focuses on helping you solve the many types of algebra problems you'll encounter in a focused, step-by-step manner. With just enough refresher explanations before each set of problems, this workbook shows you how to work with fractions, exponents, factoring, linear and quadratic equations, inequalities, graphs, and more!
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M115A-MidtermOneAdvice
Course: MATH 172a, Fall 2012 School: UCLA Rating:
Word Count: 405
Document Preview solve a problem if you do not have the proper tools.
3. You should understand all of the proofs given in class and be able to recreate them on the midterm.
This does not mean you should go out and memorize all of the proofs. You should go and understand
the main idea, trick, and technique of each proof. Most techniques can be repeated or are useful in
other problems.
4. If you are asked to prove something from lecture, you should try to give the proof done in lecture and
cannot use material after the proof given in lecture. If you are asked to prove something new, anything
from class is fair game.
5. Manage your time during the test. When proving result a on the midterm, you should include as much
detail as you deem necessary. If you are unsure whether to go into more detail, leave it and come back
to the problem if you have time.
6. You should try to have an intuition about how to approach problems. This is the most dicult thing
to do in this course and, if you can do this, you should most denitely succeed. When trying to solve
a problem, you should think about what you are given and what the givens imply, think about what
you are trying to do and how you could do it, think about what techniques we have and which might
be useful, and think about which tools (i.e. results and theorems) you have and how they might be
applied.
7. Do not give up on a problem. Most problems in this course do not involve an absurdly dicult trick
and can be solved by reasoning using the denitions and results done in class.
8. Get a good night sleep the night before the midterm. If you are too tired to think because you crammed
all night, the cramming with not be eective and you will not be able to think criticallyCommon Notation and Symbols in Linear AlgebraPaul SkoufranisSeptember 20, 2011The following is an incomplete list of mathematical notation and symbols that may be used MATH 115A.Shorthand Notation:for allthere existstherefores.t.such that=impli
MATH 115A - Practice Final ExamPaul SkoufranisNovember 19, 2011Instructions:This is a practice exam for the nal examination of MATH 115A that would be similar to the nalexamination I would give if I were teaching the course. This test may or may not
MATH 115A - Practice Midterm OnePaul SkoufranisOctober 9, 2011Instructions:This is a practice exam for the rst midterm of MATH 115A that would be similar to a midterm I wouldgive if I were teaching the course. This test may or may not be an accurate
MATH 115A - MATH 33A Review QuestionsPaul SkoufranisSeptember 13, 2011Instructions:This documents contains a series of questions designed to remind students of the material discussed inMATH 33A. It is recommended that students work through these ques
University of California, Los AngelesMidterm Examination 2November 9, 2011Mathematics 115A Section 5SOLUTIONS1. (6 points) Each part is worth 3 points. For each of the following statements, prove or nd a counterexample.(a) Let V and W be nite dimens
Problem Set 1Math 115A/5 Fall 2011Due: Friday, September 30Please note a typo was corrected in problem 3.Read Chapter 2 of the supplemental material in the text.Problem 1Consider the set Mnn (R) of all n n matrices with real entries with the operati
Problem Set 6Math 115A/5 Fall 2011Due: Friday, November 18Problem 1 (4.4.6)Prove that if M Mnn (F ) can be written in the formM=AB0C,where A and C are square matrices, then det(M ) = det(A) det(C ).Problem 2 (5.1.3)For each of the following mat
Problem Set 7Math 115A/5 Fall 2011Due: Monday, November 28Please note a typo was corrected in problem 2.Problem 1 (5.2.3)For each of the following linear operators T on a vector space V , test T for diagonalizability,and if T is diagonalizable, nd a
Problem Set 8Math 115A/5 Fall 2011Due: Friday, December 2Problem 1 (6.2.2)In each part, apply the Gram-Schmidt process to the given subset S of the inner productspace V to obtain an orthogonal basis for span(S ). Then normalize the vectors in the bas
Section 1.3, exercise 12Prove that the upper triangular matrices form a subspace of Mmn (F).Proof. Let W be the set of upper triangular matrices in the vector space Mmn (F). SinceMmn (F) is a vector space, it contains a zero vector and this vector is t
Life Science 15: Concepts and IssuesLecture 2: Intro to Life Science/Science as a Religion1/12/12I. Age of ScienceII. Who am I?III. Scientific ThinkingScientific MethodOrganizedEmpiricalMethodicalStructured way of finding info about observable e
Life Science 15: Concepts and IssuesLecture 3: Scientific thinking and decision making1/17/12I.II.III.IV.Scientific thinking- an efficient way to learn about and understand the worldHypotheses must be tested with critical experimentsControlling v
Life Science 15: Concepts and IssuesLecture 4: Darwins dangerous idea1/19/12I.II.III.The evolution of starvation resistanceWhat is evolution?What is natural selection?Q: How long can a fly live without food? Can we increase the average time to st
Life Science 15: Concepts and IssuesLecture 5: Nurturing nature: the power of culture1/24/12I.II.III.The four ways that evolution can occurSexual selection: NS can create sex differencesThe norm of reaction illustrates the relationship between nat
Life Science 15: Concepts and IssuesLecture 6: What did Mendel discover?1/26/12I.II.III.IV.Who was Mendel?Physical structure of the genomeWhat did Mendel discover?Sex DeterminationMendel:- why do offspring look like their parents?- 1859: Orig
Life Science 15: Concepts and IssuesLecture 8: Friend and foe are fluid categories2/2/12I.II.III.IV.evidence of kin selectioncooperation is rare in the animal worldcertain conditions are conducive to altruism among non-kinreciprocal altruism in
Life Science 15: Concepts and IssuesLecture 9: Unexpected conflict, unexpected cooperation2/7/12I.II.III.inbreeding and unexpected cooperationmothers love and unexpected conflictreciprocity instills us with a sense of fairnessReduce the perceived
Life Science 15: Concepts and IssuesLecture 12: Proteins, carbs, and fats: nutrition and health2/16/12Macromolecule 1: LipidsFeatures:o not water solubleo major storehouses of energyo good insulatorsMajor Types:o fats/triglycerideso phospholipid
Life Science 15: Concepts and IssuesLecture 13: The trouble with testosterone: hormones and sexdifferences2/21/12Hormones: Chemical signals, secreted into body fluids May reach many cells, but only target cells respond Elicit specific responses in
Life Science 15: Concepts and IssuesLecture 14: Reproduction: eggs are big, sperm are small, and menare dogs2/23/12I.II.III.Were built differently1. Early nurturing is necessarily female, 2. Males have greater reproductivecapacity but no paternit
Life Science 15: Concepts and IssuesLecture 15: Reproduction and mating systems2/28/12I.II.III.IV.What is a mating system?How does an embryo become male or female?Symmetry, heterozygosity, and beautyAnother mysterious motivator: the waist-to-hip
Life Science 15: Concepts and IssuesLecture 18: Why are drugs so good? Caffeine and alcohol: casestudies3/8/12I.II.III.The synapseDo-it-again centers in the brainDrugs can hijack pleasure pathwaysAction potential comes down axon in pre-synaptic
Life Science 15: Concepts and IssuesLecture 19: Flourishing in our alien, industrial environment3/13/12I.II.III.Industrial societies: life in an alien environmentWhat is culture?Culture breaks down the fundamental reproductive equationQ: Why is o
Life Science Final Review:1. Happiness: why is rate/direction of change more important than absolutelevel? How does this relate to material acquisitions? The emotion of happiness is a tool our genes use to cause u to behavein ways that will benefit th
Modern Art: Lecture 1 (1/10/12)To be modern is to know what is not possible anymore. Roland Barthes Typical idea of modernism: revolution, liberation, new possibilities Modern = to be self aware of limitationsQuickTime and adecompressorare needed to
Modern Art: Lecture 3 (1/17/12)Gustave Courbet Burial at Omans, 1850Political reactionHistorical painting- an event from his hometownGenre painting- everyday life, subject turns to the peopleEqualizing of attention across canvasQuickTime and adecom
Modern Art: Lecture 4 (2/19/2012)Manet Nymph Surprised, 1861Allusion to bibles Susanna: surprised while bathing by eldersManet takes out the elders, so the audience = the perpetratorsRole of vision in paintingGaze looks back at the viewer- breaks sto
Modern Art: Lecture 5 (1/24/2012)Opposition to culture of the time and monumental works1874- young painters showed work in opposition to any juried public Salon:Impressionists Exhibition.Called themselves anonymous society/corporationQuickTime and a
Modern Art: Lecture 7 (1/31/2012)QuickTime and adecompressorare needed to see this picture.Georges Seurat Bathers Asnires 1883-84Neo-Impressionists subgroup- rejected by Academy/Salon Salon of the IndependentsMovement toward landscape in Impressioni
Modern Art: Lecture 8 (2/2/2012)QuickTime and adecompressorare needed to see this picture.Paul Gauguin Spirit of the Dead Watching, 1892Liberated, arbitrary color not based upon copying the realLeaves France Tahiti (S. Pacific)MythologizeSearching
Modern Art: Lecture 10 (2/9/2012)QuickTime and adecompressorare needed to see this picture.Cezanne Large Bathers, 1898-1906Painting of bodily experienceRead as swimmers immersed in paintingParts left black, canvas showingGathering of bodies- tendi
Modern Art: Lecture 14 (3/1/2012)Franois Rude Departure of the Volunteers of 1792, 1833 Public monument in reliefo 3D with flat background, like picture planeo hybrid of 2D-3D Equivalent to history painting = narrative sculpture Series of bodies ord
Manet Review no clear narrative- fragmentation, citation of old masters concept of looking recognizable at one instant scenes from everyday life urbanism and its effects- some scenes of bourgeois leisure no event, no pregnant moment idea of uncerta
QuickTime and adecompressorare needed to see this picture.Gustav Klimt The Kiss, 1907-08Unification, love, reconciliationQuickTime and adecompressorare needed to see this picture.Gustav Klimt Expectation, 1905-09Excessive focus on lineStart from
Modern Art: Final Review SessionMatisse, Music: Use of color, pure planes Distortions of body, folding in on itself Has Fauvist concernsDistinction between modernism and avant-garde: Crow* Modernism: class of everything weve seen Avant-garde: at t
Management and Organization TheoryWhy do I need this class?What is management?What skills are needed to be successful?What mistakes do managers make?Can management skills be taught?How do you build a tech powerhouse without offering anystock option
Management and Organization TheoryEnvironment and Competitive AdvantageWhy Do Good Companies Go Bad? 2005 Robert H. Smith School of BusinessUniversity of MarylandHow Good Companies Emerge inthe First Place Good companies successfully emerge in the
SOUTHWEST AIRLINES The essay question stated: Southwest Airlines wasnamed to Business Weeks list of Customer ServiceChamps in 2007 and 2008. The Business Week listranks the best providers of Customer Service, and digsinto the techniques, and tools t
Lessons Business Graduates Apply to theReal World May Include Cheating Business students cheat more than students from any otheracademic discipline. Students have become more cavalier about cheating overthe years. They say theyre only acquiring skill
Ethics/Corporate SocialResponsibilityBMGT364Management and OrganizationalTheory 2005 Robert H. Smith School of BusinessUniversity of MarylandPublic recognitionThe banana giant that found its gentle side Financial Times (UK), December 2002Chiquit
Strategic ManagementDoes Strategy Matter? 2005 Robert H. Smith School of BusinessUniversity of MarylandDifferences in Industry ProfitabilityThe average return on invested capital varies markedly fromindustry to industry.Between 1992 and 2006, for e
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MathOdes: Etching Math in Memory: Algebra 1 And 2
MathOdes is a math study aid designed to help students remember math concepts and formulas in the form of poetry and illustrations. Each "ode" details a particular math concept such as polynomials, matrices, and conics. A portion of the proceeds will go to the MathOdes Scholarship fund to assist qualified students in their educational pursuits.
show more show less
List price:
$29.99
Edition:
N/A
Publisher:
CreateSpace Independent Publishing Platform
Binding:
Trade Paper
Pages:
108
Size:
6.00" wide x 9.00" long x 0.26
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GCSE Maths P/T (57917)
What topics are covered by the course?
What you will study
You will study topics on statistics, number, algebra and geometry. The course focuses on how these areas of mathematics are connected and how the skills acquired can be applied in functional situations.
Your Course Structure
The course is divided into 3 units. Unit 1 covers statistics and numerical work using a calculator. Unit 2 covers numerical work without a calculator and algebra. Unit 3 covers all of the geometry material and some further algebra.
Who should attend?
Entry Requirements
You will require a GCSE grade D for this course or, if you have been out of education for some time, be prepared to undertake an initial interview and numeracy assessment.
What will I be able to do on completion?
Further study
Many jobs require GCSE Mathematics as a basic requirement as do Higher Education courses. Wakefield College also offers a range of courses for which GCSE Mathematics is either a requirement or very useful.
Career opportunities
You will need GCSE Mathematics as a basic requirement for many jobs, particularly for courses leading to careers in Nursing, Business, Engineering and Teaching.
How will I be assessed?
The three units are assessed at the end of the session; Unit 1 is worth 26.7%, Unit 2 33.3% and Unit 3 40% of the overall mark. There is no assessed coursework element for this course.
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Page Numbers These problems can be used to preview arithmetic sequences. The problems are not easy, and would make good "problems of the week," that students could work on in conjunction with the next lessons.
The purpose of the Arithmetic Computation Test is to provide the company with objective information about future apprentices to ensure they will be ... When you are proficient in working the problems in this Study Guide, the formal ACT should not be difficult for you.
COMPREHENSION OF WORD PROBLEMS 19 how these strategies account for individual differences in performance. In addition to its theoretical significance, the topic of mathematical problem solving has important practical implications for the status of science and mathematics education in the ...
Arithmetic and Geometric Sequences Felix Lazebnik This collection of problems 1 is for those who wish to learn about arithmetic and geometric sequences, or to those who wish to improve their understanding of these topics, and practice with related problems.
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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.
Textbooks
which contains almost all the material in the course, is beautifully written, and is highly recommended. Copies are available to purchase in Blackwells, and to borrow from the JRUL. For an alternative view, try
Micheal O'Searcoid, Metric Spaces, Springer 2006.
Learning and teaching processes
Two lectures and one Feedback Examples Class each week. In addition, students should expect to spend at least four hours each week on private study for this course unit.
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Mathematics for Ecologists
The course is taught in the autumn semester, starting immediately after the beginning of the semester. The course consists of two parts:
Lectures (and self-study)
Exercises (and self-study)
In lectures given at the college the main features of the various course topics will be reviewed; this mainly comprises blackboard teaching. Lectures are usually of four hours duration per week; for online students, this part of the course will involve self-study.
Two hours of reviewing calculation exercises will be offered each week. The first period will be used to review the assignments of the previous week; in the second period students may work on the following week's assignments. Online students will find information concerning which exercises need to be completed online, as well as the complete answers. It is strongly recommended that students work regularly with the exercises, as this will enable them to check that they have understood the content of the various chapters.
The course textbook in English is frequently published in new editions, and unfortunately the number and order of the exercises is changed in every new edition; consequently, students are required to purchase the newest edition. In order to avoid this, we have published some of the exercises on the college website, and also made some new exercises. The solutions to all the exercises are also posted there. In addition, many past examination questions have been published on the college's web pages, together with the solutions. Instruction is given using the learning platform "Fronter". Students will be assigned a username and password after they have registered and paid the registration fee.
Workshops for online students
For online students, two workshops will be held at the college in Bø, if this is needed.
Course Description
This course provides an introduction to mathematical analysis with an emphasis on the use of mathematical models. The course will focus on functions of a variable and curve-plotting, differentiation and integration. Logarithmic and exponential functions will also be addressed, as well as simple trigonometry, simple differential equations and a brief introduction to the functions of two variables. Probability theory will also be discussed.
Objectives: After completing the examination, students will have mastered a set of tools that will enable them to solve problems using mathematics.
Examinations The examination is divided into two parts. The first part-examination deals with probability and basic mathematics and counts for 20% of the final grade, while the second part-examination counts for 80%, and covers the rest of the curriculum.
Both part-examinations will be assessed internally by the course teacher. The final grade for the course is calculated as an average of the part-examinations.
The first part-examination will be held in early October.
The second part-examination will be held in December. The examinations may be held in the student's local area under regular examination arrangements.
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Advising
Planning for the Core Curriculum
Congratulations on completing High School and starting this new phase of your education! The question we want to help you answer today is which math course you should take your first semester and how to know whether you are qualified to take it. Depending on which courses you need to take there are two basic sets of entry requirements as given below. Below is a list of majors and the first semester mathematics courses are required for them.
Math, Biology, Chemistry, Computer Science, Engineering:
You must take Calculus I (Math 2413).
In order to register for it, you must satisfy requirement 2 (see requirements). For most this will mean taking a 1 hour trigonometry placement test or completing MATH 1316 -- Trigonometry in order to qualify for Calculus I.
A web site with more information about the trigomometry placement exam, sample tests and study guides can be found at here. A passing score is defined to be 70%, which is 13 out of 18 questions.
It is assumed that all students enrolling in Calculus I are proficient in algebra. If you are a bit rusty and would like to brush up on your algebra skills, you are advised to enroll in MATH 1314: College Algebra and MATH 1316: Trigonometry prior to enrolling in Calculus I.
We recommend you take Contemporary Math I & II (Math 1332 & 1333) to satisfy your core. These courses are specifically designed with you in mind. That is, they are for majors which do not require any specific mathematical knowledge. As a result, the topics in these courses are chosen to be interesting and relevant, requiring only basic skills from High School mathematics courses.
There are other options (discuss with your advisor), but the above courses are strongly recommended.
In order to register for one of these you must satisfy requirement 1 (see requirements).
If you are uncertain that you want one of the above majors, be aware that many other majors require specific math courses, and these two classes may not satisfy those requirements.
You must take College Algebra (Math 1314). In order to register for it, you must satisfy requirement 1.
Requirements
In order to take MATH 1314, 1316, 1324, or 1332 -- You must meet at least one of the following prerequisites:
Score of 270 on mathematics portion of THEA, or a score of 500 on the mathematics portion of the SAT, or a score of 21 on the mathematics portion of the ACT.
Grade of C or above in Intermediate Algebra (MATH 0303). See #3 below.
Passing score on the pre-Algebra test administered by the mathematics department at the time of your advising appointment. It is recommended that you study for this! Students who do not meet the previous two requirements will be required to take the pre-Algebra test. Students who fail the pre-Algebra test will be required to take Intermediate Algebra (MATH 0303). We have set up a web page which has sample tests here.
In order to take MATH 2413 -- You must meet at least one of the following prerequisites:
A grade of C or better in a college Trigonometry class (MATH 1316 or equivalent) or in a Mathematics Department approved college level pre-calculus course (this is MATH 2412 in Texas but is not offered at UTT).
Pass a trigonometry placement test administered by the Department of Mathematics at the time of your advising appointment. It is suggested that you study for this test. We have set up a web page which has a sample test and study guides here.
Score of 675 or higher on the SAT (quantitative section) or 27 or higher on the ACT (math section).
In order to register for Intermediate Algebra (MATH 0303) students must meet the following prerequisites:
Score of 230 on the mathematics portion of the THEA, score of 470 or higher on the mathematics portion of the SAT, or a score of 18 or higher on the mathematics portion of the ACT.
Students not meeting these conditions are referred to the local junior college to take MATH 0301 and/or MATH 0302
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The Advanced Algebra Tutor: Learning By Example DVD Series teaches students through step-by-step example problems that progressively become more difficult. This DVD covers graphing rational functions in Algebra, as well as a discussion of what rational functions are and why they are important in algebra. Grades 9-College. 36 minutes on DVD.
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*******Text Available 6/25/2004!********** Steven Chapra's new text, Applied Numerical Methods with MATLAB for Engineers and Scientists, is written for engineers and scientists who want to learn numerical problem solving. Aimed at numerical methods users rather than developers, the text employs problems rather than mathematics to motivate readers. Guided by Chapra's proven student-oriented pedagogy, including chapter objectives, worked examples, and student-friendly problems, the reader builds a strong working knowledge of numerical problem solving while moving progressively through the text.
Customer Reviews:
Great Book
By Joseph "Joseph" - January 15, 2005
This is a well-written book that provides a nice, concise introduction to numerical methods. As with other books by this author, it is very student friendly and should be particularly useful for people, like myself, who use it for self-study. I was not familiar with MATLAB prior to using the book. This book made it relatively easy for me to pick up the fundamentals and then implement numerical solutions. As a computer scientist, I also liked the emphasis placed on the development of M-files. My only criticism is that I wish the book covered more material. I hope that the author expands it in future editions.
A good book to help you code numerical methods in MATLAB
By Srikumar Sandeep - February 11, 2009
I use this book. It is very short, but well written. If you want to learn numerical methods - Use Burden & Faires. But this book is for the end - user of the MATLAB numerical methods. It also gives some background info on these methods.
not for beginners
By magumbo - March 6, 2005
I had to buy this book for my class. This book doesn't instruct how to input equations. Not enough example answer codes for each problem. Less visual and tedious to follow all words.
This book provides advice and tools to effectively introduce, design, and deliver assessment or development centers in an organization. A "how to" manual, it runs through every aspect of running an ...
Here is an introduction to numerical methods for partial differential equations with particular reference to those that are of importance in fluid dynamics. The author gives a thorough and rigorous ...
This rigorous textbook provides students with a working understanding and hands-on experience of current econometrics. It covers basic econometric methods and addresses the creative process of model ...
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Casio FX-9860 GII programmable graphical calculator
It has several modes from making basic calculations to drawing graphs, creating tables and solving equations
The Casio FX-9860GII is a graphical calculator aimed at mathematics students from post-GCSE level upwards.
It has several modes from making basic calculations to drawing graphs, creating tables and solving equations.
This breadth can be intimidating but the quick-start guide offers helpful step-by-step examples for the most commonly used features, and there are more extensive user guides available online for more technical procedures.
Perhaps the biggest plus for the FX-9860 GII is its suitability for exams. Since it's capable only of numerical integration and differentiation, not the symbolic solving that other calculator models can do, it is permitted in exams, making it a good choice for maths students.
Looks-wise, it's similar to other graphing calculators and though it was heavier than other models it wasn't too bulky. It comes with a USB cable that connects it to the computer for copying program files and images.
We found navigating the various menus and settings quite time-consuming, with a lot of manual reference required. Ironically though, the biggest potential pitfall for students is the amount of things it can do, which could encourage dependency.
For more advanced uses it can be fully programmed using Casio's own programming language.
While it's not perfect, the FX-9860 GII is an obvious choice for those seeking a more powerful calculator and is a very useful learning tool indeed
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When students participate in an actively engaging environment, both cognitively and physically, they perceive themselves as makers, not just receivers of knowledge." - Mary Ann Davies and Michael Wavering
The Grade K – Calculus BC program strives to meet the academic needs of each student to produce mathematically astute individuals capable of incorporating critical thinking skills and multiple approaches to problem solving.
The curriculum is designed to foster a stimulating learning environment through the use of investigative, hands-on activities, diversified experiences, and current technologies. This program will offer all students a strong foundation for understanding concepts and opportunities to engage in the language of mathematics, which are vertically and horizontally aligned. Connecting strands will spiral throughout the grades K to Calculus BC .
The goals of this program are to develop an appreciation for and a positive attitude toward mathematics, to encourage further mathematical study, and to instill in students the responsibility for learning. As a result, students will be able to acquire the tools needed to become productive members of society with expanded career opportunities. Required Courses:
Grade
Course
Length
9 th – 12 th
Algebra 1
2 Semesters
9 th – 10 th
Geometry
2 Semesters
9 th – 10 th
Geometry Pre-AP *
2 Semesters
11 th – 12 th
Math Models with Applications **
2 Semesters
10 th – 12 th
Algebra 2
2 Semesters
10 th – 12 th
Algebra 2 Pre-AP *
2 Semesters
* May be substituted for regular level of that course.
Elective Courses Offered:
Grade
Course
Length
12 th
Pre College Math
2 Semesters
11 th – 12 th
Pre Calculus
2 Semesters
11 th – 12 th
Pre Calculus Pre-AP
2 Semesters
12 th
AB Calculus AP
2 Semesters
12 th
BC Calculus AP
2 Semesters
11 th – 12 th
Statistics AP
2 Semesters
12 th
Dual Credit College Algebra
1 Semester
12 th
Dual Credit Finite Math
1 Semester
Special Education Math:
Grade
Course
Length
9th – 12th
Algebra 1 Co -Teach
2 Semesters
9th – 12th
Algebra 1 SE
2 Semesters
10th – 12th
Math Models with Applications Co – Teach
2 Semesters
10th – 12th
Math Models with Applications SE
2 Semesters
10th – 12th
Geometry Co –Teach
2 Semesters
10th – 12th
Geometry SE
2 Semesters
Grading Policy:
The grading policy of the Mathematics Department follows the district standard:
Daily Grades .....40%
Major Grades ....60% (May include test, projects, portfolios, research papers, and other assessments.)
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Introduction to Probability with Texas Hold'em Examples illustrates both standard and advanced probability topics using the popular poker game of Texas Hold'em, rather than the typical balls in urns. The author uses students' natural interest in poker to teach important concepts in probability. …
Based on the authors' lecture notes, Introduction to the Theory of Statistical Inference presents concise yet complete coverage of statistical inference theory, focusing on the fundamental classical principles. Suitable for a second-semester undergraduate course on statistical inference, the book …
An Introduction to Stochastic Processes with Applications to Biology, Second Edition presents the basic theory of stochastic processes necessary in understanding and applying stochastic methods to biological problems in areas such as population growth and extinction, drug kinetics, two-species …
Based on a highly popular, well-established course taught by the authors, Stochastic Processes: An Introduction, Second Edition discusses the modeling and analysis of random experiments using the theory of probability. It focuses on the way in which the results or outcomes of experiments vary and …
Updated to conform to Mathematica® 7.0, Introduction to Probability with Mathematica®, Second Edition continues to show students how to easily create simulations from templates and solve problems using Mathematica. It provides a real understanding of probabilistic modeling and the analysis of data …
This book covers the fundamentals of measure theory and probability theory. It begins with the construction of Lebesgue measure via Caratheodory's outer measure approach and goes on to discuss integration and standard convergence theorems and contains an entire chapter devoted to complex measures, …
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6. Image Arithmetic
Chapter 6. Image Arithmetic
As discussed in Chapters 3 and 4, we can think of images as a grid of
pixels with each pixel having a color defined as an RGB triplet. Each
component in that RGB triplet has a value in the range of 0 to 255. Given
this structure and format, it is actually quite easy to perform arithmetic
on images, such as addition, subtraction, multiplication, and division. This
concept should not be entirely new. Chapter 5 already introduced this idea
when using color to segment images. The goal of this section is to examine
this concept in further detail, and understand how mathematical manipulation
of images is used in a vision system. Topics include:
The basic mathematical operations from elementary school, as
applied to images
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Similar Courses
This A level course builds on work covered in GCSE Maths at Higher Level, so you need to be familiar with all the mathematics at this level, and your skills should be at least up to GCSE Grade B standard. ...
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17 Reviews
Videos: they contain a lot of interesting facts and are easy to understand. I personally liked Lecture 5.3 on Behavioral Models.
Quizzes: could be heavily improved. They are far too easy, and with five attempts you can get a maximum score without even watching videos. This is -1.
What I've currently learned from the course: - Sometimes we don't choose but we rather have illusion of choice ("Status Quo Bias"). - Recognize the situations when a small change can make huge leaps in result (Tipping points).
Loved it enough that I stuck with it to the end. Math was a little above me but the flexibility on the evaluations encouraged me to continue. I might have dropped if I had only one shot at quizzes and wasn't t able to maintain 70's.
Liked concepts: No Free Lumch, or that one solution doesn't match every challenge. Too often, at work, colleagues believe because one approach/model worked before it applies to the next, even every, challenge.
This was the first Coursera course that I took, and the first MOOC I took that wasn't computer science.
What I really liked about this course was the diversity of the topics covered. Forest fires, herd immunity, the value of diversity, economic theory - this course touches on them all, but still manages to be cohesive and structured. Not very difficult, but very interesting - definitely worth the time.
Professor Page provides a broad course on the various types of mostly mathematical models (math used is somewhat restricted) which can be used to represent various aspects of reality. There is a fair amount of intuitive insights provided by Professor Page, which help in understanding.
It was the first Coursera courses I finished and certainly one of the more memorable ones. I highly recommend it!
A very interesting and easy course!!! It introduces models which help us understand world better and promote new way of thinking. Quiz and exams are relatively easy and you can get perfect score if you pay attention to key points. No background is required and all mathematical computations are explained clearly in lectures.
Models can help us understand, predict, strategize, and re-design our worlds. This is the profound lesson from Scott E. Page's engaging on-line Coursera offering on Model Thinking.
Scott Page's lectures are filled with the wonder of discovery! He does something extraordinary in this course: he strives for and succeeds in providing a conceptual, clear, and concrete introduction to formal models. His gifted exposition, broad comprehensive perspective, and infectious sense of wonder inspired me to want more. Page simplifies complex material so that anyone with a little bit of algebra skill can understand the material and do the work. The only prerequisite is high school algebra (basic equations).
I worte a longer review at
The lectures are easy going and self-explanatory. A lot of mathematical and simulation models are presented that make for a great toolbox for the modern programmer.
There are a couple of easy demonstrations, but in general the concepts are explained very clearly and perhaps shallowly. There is also no practical usage of the gained knowledge, which was a bit of a let down, and the exams were quite simple and short.
Perhaps having less models and giving some projects to implement them in real time situations would end up requiring more effort and cover less material, but would have had a greater educational value.
In any case, the course deserves a solid 4 as an introduction to the subject, and is highly recommended to anyone with some curiosity.
Brilliant course! Not too hard on you. It is not a course which bugs you down with heavy mathematical equations. It is analytical, interesting and gives a challenging connect with the real world and equations. Any person interested in challenging stuff and is curious about thing around them should take up this course.
Of course, Scott E Page is a great professor. Teaches brilliantly and gives great examples. A great learning experience!
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Annoucement!
Students trying to review for the PERT assessment:
Valencia is proud to announce the RAMP-UP. This continuing education course will help current and new students to review arithmetic and algebra concepts. Its purpose is to help students complete their mathematics requirements in less time and save money. The course will be offered in four different campuses during the summer semester. Call 407-5821780 for more information!
The West Campus Math Center (7-240) provides learning support services for all levels of mathematics. Students seeking to improve their skills in mathematics have access to a variety of resources within the Math Center, including interactive software, calculators for check-out, instructional videos, and knowledgeable staff.
The Math Center houses:
the Tutoring Center, where walk-in tutoring is available for mathematics and appointments are made on an as-available basis for one-on-one tutoring for a variety of other subjects
the Math Open Lab, where students complete their required labs for Developmental Math I, Developmental Math II, Developmental Math Combined, and Intermediate Algebra
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Welcome to the Algebra2go™ study tips page. Mastering math is very much like learning to play a musical instrument or play a sport. These are all heavily skill-based activities in which new techniques are built out of previously learned individual skills. All of these pursuits require time, patience, practice, practice, and more practice. I've collected some of the study tips that I've learned in Professor Perez' classes and listed them here for you. Start using them and soon you might be a math expert like me, Charlie!
(Well maybe not exactly like me.)
Using Your Textbook
Your textbook is one of your most valuable resources, so you should make sure that you use it to its fullest. Before the semester begins, familiarize yourself with the contents. Look for any useful features such as a glossary, mathematical tables, formula lists, an index, practice exams, or homework solutions. Make certain that you know where these resources are located and how to use them.
Reading your textbook can make a huge difference in your performance. When reading the text you need to keep in mind that math textbooks differ from most other literature in three main ways.
1. Math texts present information in a very condensed form. Every sentence is important.
2. Math textbooks use a very precise technical language.
3. Math texts attempt to teach skills as well as to convey information.
Because of these differences, math texts must be approached in a different fashion than most other texts. The approach below uses several techniques to improve understanding.
1. The text is read multiple times improve retention.
2. The text is read in a different manner at each reading to maximize understanding.
3. The text is read actively so as to develop your problem solving skills.
One reading schedule that incorporates these techniques is given below. It can easily be customized to fit your personal preferences. Find an approach that works for you and stick with it.
First Reading: Preview
Preview the text before the lecture. At of the applications of these techniques.
Interlude: Lecture
If
Second Reading: Outlining
Your second reading will be the most comprehensive. Here you will carefully read every sentence. This reading should be an active process and will require that you have pencil and paper (and maybe a calculator). You should record every new vocabulary term and its definition as you encounter them. You should also work through every example problem.
Interlude: Homework
Homework is the first place to apply what you have learned. While working through the problems you will probably use your book as a reference. Try to more than just copy the techniques illustrated by the example problems. The goal of homework is to help you learn how to apply general principles to specific situations. Try to keep your eye on the big picture.
Third Reading: Highlighting
During your third reading the idea is to review topics and examples which are still giving you trouble. When you complete this reading you should be able to answer every problem in the homework and the lecture.
Later Readings: Review
It is a good idea to read the text again before each quiz or test. At each reading the concepts will become more clear and memorable.
As you read through the rest of these study tips, you will notice these readings have already been included.
Lectures
During the lecture your instructor will attempt to give you an overview of the current topic. Being adequately prepared for the lecture and taking full advantage of the opportunity to interact with your instructor will make later parts of the learning process go more smoothly.
Preview the text before the lecture.
At applications of these techniques. If Come to class prepared to ask questions about any new concepts which are not clear after reading the text.
Attendance.
Lectures are an important component of the learning process. Make sure you attend class. Be on time and remain until the end of each session. Eliminate any distractions during class (no texting, etc.). Taking notes can help you organize the material, but it can also prevent you from listening to all parts of the lecture. You need to find a balance between these two outcomes.
Ask questions.
If you have questions about the homework problems, get your questions answered as they arise, either in class or in your instructor's office. Many colleges offer tutoring, and you should take advantage of such services. Don't save up your questions for the day before the exam.
Read the text after the lecture.
This reading should be more comprehensive than the preview was. This is an active process and will require that you have pencil and paper (and maybe a calculator) handy. Read every sentence and record every new vocabulary term and definition as you encounter them. Work through every example problem.
Doing Your Homework
Homework is the first place to apply what you have learned. While working through the problems you will probably use your book as a reference. Try to do more than just copy the techniques illustrated by the example problems. The goal of homework is to help you learn how to apply general principles to specific situations. Try to keep your eye on the big picture.
Do your homework.
Do all the assigned homework problems immediately after the section has been discussed in class. When you work the homework, you should work a group of problems at a time before checking your answers with those in the back of the text. Be sure you make an honest attempt at a problem before looking up the answer. Many students become very good at working backwards from the answers to obtain the solutions to problems. Unfortunately, the answers are not provided on exam and quiz problems.
Manage your time wisely.
Spend some time every day on the course. Spending comparatively little time each day will be more productive than saving up all your work for the weekend or for the week or day before the exam. You should expect to spend at least three hours outside of class for each hour of class time.
Review your homework.
Athletes and musicians often record their performances so they can study them later. Your homework can serve the same purpose. After you've finished the problems, examine the results. You will notice that the problems tend to be grouped together. Ask yourself why the text grouped them that way. What was similar about the problems in one group? What was different about the problems in other groups? What clues would tell you which type you were solving on an exam? Are there faster ways to solve these problems? Learning to analyze problems this way will help you see how to approach problems in the future.
Try using spiral review.
Each time you finish a homework assignment, go back and work a few problems from previous assignments. This technique is known as spiral review. It helps older material remain fresh in your mind, and can also help you see connections between different topics. Repeatedly returning to a topic over an extended period of time is one of the best ways to fully assimilate knowledge.
Review the text.
After you have finished the homework, it is a good idea to review topics and examples which are still giving you trouble. When you complete this reading you should be able to answer every problem in the homework and the lecture.
Focus on the big picture.
Concentrate on learning the concepts behind the solutions to the problems rather than the solutions to individual problems. The point of the homework is to help you master these concepts, not to obtain answers to every problem in the text. After working a series of problems, ask yourself what concepts were illustrated in the problems. Make sure that you understand not only how to apply a certain procedure to a given problem but also why the procedure can be applied and why it works.
Preparing for Exams
Preparing for a math exam can be as important as preparing for a track meet or a musical performance. Attending class, reading the text and working on homework problems will all help you succeed, but there are additional things you can do to improve your performance.
Review the text.
It is a good idea to read the text again before each quiz or test. At each reading the concepts will become more clear and memorable. After you have mastered the details of each problem type, reviewing the text can help you see them in their larger context.
Study with others.
It is often said that two heads are better than one. When studying for a math test, it is certainly true. Working in a group provides you with multiple points of view that you can draw on during an exam. Too large a group can become unwieldy, so you might want to limit the size to around four people.
Randomize chapter tests/reviews.
On most homework assignments similar problems are grouped together. A student will read the instructions for the first problem in a set, and then work out the rest of the problems using the same instructions. The result is that the student only read the instructions one time. This can make it difficult to recognize a problem when it appears out of context on an exam. Randomly select problems from the chapter review or chapter test, and try to identify the type of problem from the instructions. It can be difficult at first, but this skill will save you time and stress on an exam.
Positive attitude.
Thinking positively won't make you a math whiz by itself, but it can help you overcome the nervousness which might prevent you from showing off your math talents. Try thinking of the exam as a chance to demonstrate how much you know, rather than a judgement of your person. It can help if you practice making positive statements out loud. For example, "I can't wait for this test!" and "I am going to ace this exam!" You may feel silly at first, but you'll find it hard to be afraid of a test when you keep hearing yourself say positive things about it.
Get a good night's sleep.
If your body is not well rested then neither is your mind. It is often tempting to stay up all night cramming before a test. The fact is that this approach is rarely useful. The relationships between mathematical concepts are very complicated and it takes time for your mind to assimilate them. If you have not grasped them yet then one more night is probably not going to make much of a difference. On the other hand being so tired that you can not think clearly can significantly lower you test score.
Eat right.
Taking a test is work and like all work it requires energy. You need to keep your blood sugar up so that your brain has ready access to fuel when it needs it. Do not skip meals out of test anxiety. You might try having a healthy snack like nuts or fresh fruit shortly before the test.
Exercise.
A little nervousness isn't necessarily bad (it can keep you alert), but too much fear overwhelms your ability to think clearly. Exam anxiety has physical aspects as well as mental. Physical activity can help you focus that nervous energy. Some people like to jog or swim a few hours before an exam. If you already use some technique to help you relax before a sports contest or artistic performance, then try using the same method before an exam. Otherwise, experiment with different activities until you find one that works for you.
Taking Exams
For many students, exams are the most stressful and frightening part of a math course. But exams are merely a chance for you to demonstrate the skills that you have put so much time into mastering. Here are some simple practices which can make your testing experience less threatening and more successful.
Read the entire exam first.
Give yourself a few minutes to read the entire exam. It will enable you to strategize about which problems to do first, help you manage your time, and let your subconscious process the questions while you work on other problems. Investing these few minutes at the start of the exam can save you many more minutes later.
Skip around.
Everyone has strengths and weaknesses when it comes to math. On a test you need to capitalize on your strengths and minimize your weaknesses. You can do this by identifying the problems that are easiest for you while you read through the entire test. Early success on these problems will help you build the confidence to tackle the tougher questions.
Read each question carefully.
Students often lose points on exams simply because they do not read the question carefully. When solving a problem the first thing that you should do is to identify the quantity for which you are looking. Do not stop working until you have found that quantity. Since math uses a very precise language, it is also easy to misread a question. If you rush through a question, you could easily misread the square of x as the square root of x, but these will produce very different results. Remember that you won't get many points if you do not answer the question that was asked.
Move your pencil.
Many math problems can't be solved in your head. You have to reorganize the information before you will see the solution. Try writing the given information in a different form (a list, a table, a picture, etc.). Often you will find that when your pencil starts to move your mind will follow.
Manage your time.
Time management is critical. If you have one hour to complete a one-hundred point exam, then a pace of two points per minute will enable you to complete the exam and still leave ten minutes to check your answers. So you want to spend about ten minutes on a twenty point question, five minutes on a ten point question, etc. This is only a rough guide - many problems will require eother more or less time than this rule suggests - but it gives you a framework for assessing your progress.
Breathe.
Don't forget to keep breathing deeply and slowly. Relaxation is important for your concentration. Be aware of your physical reactions to the experience of taking an exam, and try not to let them interfere with your work.
Check your answers.
Whenever possible, verify your conclusions. Sometimes this only requires substituting your solution into the original question, and other times it requires checking every step. Knowing that you have successfully completed a problem will free your mind to move onto new challenges.
Be careful changing answers.
It is common for students to second-guess themselves, erase their work, and either replace it with incorrect work or leave the problem blank. Having any answer is at least as good as leaving it blank, and if your mistake was small and near the end of the process it might be worth nearly all of the points. So even if you have determined that your answer is incorrect, follow this simple rule - don't change an answer until you are sure you have something better to replace it with.
Use the full time.
Just because you finish the exam early doesn't mean you have to turn it in. Time is a precious resource when taking exams, so you should use it all. You'll never have those particular minutes back. Re-read the exam and make sure that you answered the questions which were asked. Re-check any answers that can be checked, and re-work those that can't. Remember that an exam isn't a race - there aren't any prizes for finishing early.
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This book provides a concise yet comprehensive and self-contained introduction to Gröbner basis theory and its applications to various current research topics in commutative algebra. It especially aims to help young researchers become acquainted with fundamental tools and techniques related to Gröbner bases which are used in commutative algebra and to arouse their interest in exploring further topics such as toric rings, Koszul and Rees algebras, determinantal ideal theory, binomial edge ideals, and their applications to statistics.
The book can be used for graduate courses and self-study. More than 100 problems will help the readers to better understand the main theoretical results and will inspire them to further investigate the topics studied in this book.
Readership
Graduate students and research mathematicians interested in Groebner bases.
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Interested math teachers, see the "Downloads" section in the sidebar →
Description
The activity is a general worksheet that can be utilize in any secondary mathematics classroom. At the beginning of the worksheet students are given a scenario that will be followed by 10 questions. The questions range from developing equations to calculating real-world business situations, such as calculating revenue, cost, and profit. The students are then ask to extent their knowledge of the business world by providing what other business cost affect profit.
Goals
The goal of this activity is to teach students skills or reinforce their skills in Algebra I, Algebra II, or Pre-Calculus. Another goal is to strengthen students' critical reasoning, and to have them learn mathematical concept with the use of real world examples.
In Algebra I the goal is to teach students to understand that a function represents a dependence of one quantity on another and can be described in variety of ways. (§111.32. (b). (1))
In Algebra II the goal is to have students formulate equations based on quadratic functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. (§111.33 (b). (8)).
In Pre-Calculus the goal is for the students to be able to find the vertex of a quadratic equation without the use of a graph
Target Student-Population
The activity is appropriate for any students in secondary mathematics. The activity can be utilized in Algebra I, Algebra II, Pre-Calculus, and Calculus.
Procedure
Activity should take 1 to 2 days completion
Activity can be given as a start of a new lesson or a continuation of previous lessons.
Activity can be done in groups or individually
At the start of this activity ask the students if they know what revenue means.
If business terminology has not been discuss in class, continue with a lecture over revenue, cost, and profit. Ask the students if any of them know the equation for revenue, cost, and profit.
If none of the students know the equations, provide them with the equations.
After the lecture explain to the class that they will be working on a worksheet in groups or individually. (If placed in groups you can have students create their own company name and change the initial numbers, so each group has different numbers to work with).
Once you are through providing the instructions allow the students to work on their own and observe what they are doing and provide assistants if needed.
Tips for increasing learning
There are additional extensions of this activity that can increase students learning. One extension can be a business project. You can have students complete this activity and then explain to them that this activity will be a stepping stone for a business project. You can have the students create a company and selling a product that already has a demand it the real-world. You can have them research the demand for their product, and have them create a spread sheet illustrating the maximum revenue, cost, and profit. Then have the students present their findings to the class.
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This package contains the entire syllabus for Mizoram Class XI Mathematics and Science, updated with the latest syllabus of the current academic year. Included are lessons in audio-visual format, solved examples, practice exercises, experiments, tests and other unique features like Notes, Reports and a Study Planner.
Solved Exercises
Experience real-life explanation for all Exercises prescribed in the NCERT Maths textbooks, solved in an illustrated and interesting way.
You can learn all the solutions in an engrossing audio-visual form, just the way they are explained in a real-time class room. You can literally take part in the step-by-step solution process of all the exercises.
Exercises are solved by our expert teachers with explanation in a lucid and interesting manner that would help you learn faster.
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Courses
Course Details
MATH 038 Pre-Algebra and Study Skills
4
hours lecture,
4
units
Letter Grade or Pass/No Pass Option
Description: This course is a study of the fundamentals of arithmetic operations with signed numbers, including fractions and decimals as well as an introduction to some elementary topics in beginning algebra. Topics also include ratios and proportions, perfect squares and their square roots, elementary topics in geometry, systems of measurement, and monomial arithmetic.
Students learn basic study skills necessary for success in mathematics courses. This course is intended for students preparing for Beginning Algebra.
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GeoGebra is dynamic math software that can be used in the study of algebra, geometry, and calculus. It is free and can either be run inside a web browser, or downloaded and installed locally for offline use. I have been using GeoGebra with my algebra and geometry students for several years, but recently discovered its usefulness for my discrete math students as well. As a culminating project for our unit on graph theory, I ask students to create and name their own graph. We first look at the Gallery of Named Graphs to brainstorm ideas, and then I let them loose to create a unique graph of their own. They have to describe the characteristics of their graph, using the concepts we've studied throughout the unit such as:
Students then present their graphs to the class and ask the audience questions about its characteristics. Rather than simply drawing a picture of their graph on paper, students create their graphs in GeoGebra and export them as interactive web pages. This allows the presenter to manipulate the graph during the presentation. It also allows the presentation to be interactive. Volunteers can come forward and try to show that the graph is planar, for example.
2 thoughts on "Investigating Graph Theory with GeoGebra"
Hello Mrs. K,
I'm glad to see you have a WordPress site with GeoGebra apps embedded.
I have not been able to embed apps on my WordPress site.
Could you let me know how you have been able to do this please.
Thanks,
Bill Lombard
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Introduction to Reasoning and Proof Prek - 2
9780325011158
ISBN:
032501115X
Pub Date: 2007 Publisher: Heinemann
Summary: "In Introduction to Reasoning and Proof, Karren Shultz-Ferrell, Brenda Hammond, and Josepha Robles familiarize you with ways to help students explore their reasoning and support their mathematical thinking. They offer an array of entry points for understanding, planning, and teaching, including strategies for encouraging children to describe their reasoning about mathematical activities and methods for questioning st...udents about their conclusions and their thought processes in ways that help support classroom-wide learning."--BOOK JACKET.[read more]
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Articles of Interest
Culver Students Discover Math by Nick Counts
"All truths are easy to understand once they are discovered; the point is to discover them." - Galileo Galilei
Although I have not been at Culver very long, I know that the mathematics department has been built upon greatness. The names of Al Donnely, Ray Jurgensen, and many other pioneers who came before us still echo through the Dicke Hall of Mathematics.
In the fall of 2004, Culver math instructors made a very positive move by instituting a progressive discovery-based curricula for all Algebra 1 and Algebra 2 courses. During the 2003-2004 school year, discovery-based textbooks were researched and selected. Jerald Murdock, an author of Discovering Algebra and Discovering Advanced Algebra, the books chosen for Algebra 1 and Algebra 2, was brought to campus to lead everyone through the transition that would soon be occurring. Although this was not an easy transition, it was one filled with excitement as teachers learned how to lead students through investigations by using use motion detectors, temperature probes, and other new devices. These investigations now allow our students to discover algebraic fundamentals while enhancing their critical thinking and problem solving skills.
Change is tough for the students. The new curricula was met with a fair amount of classroom grumbling. The students are now expected to understand and justify what they are doing in their guided investigations. Many of my students have stated- "This is a lot harder than the other math classes I've taken." Students are no longer passive learners, but now take center stage. In a typical class period, the students are split up into groups of two or three, and they are given an investigation that has a series of steps they need to research and answer cooperatively. The investigation usually begins with some sort of an introduction or a hook that gets the students interested and gives them a foundation for the investigation. The groups are then set free to explore the questions that are posed to them in the investigation, while the teacher circulates through the classroom making sure that students are discovering the points they need to. The lesson is then completed by having a classroom discussion (usually led by one of the groups) to summarize findings.
This process gets to the core of the issue of what math really is. Although it is important for our students to be able to solve a variety of algebraic problems and demonstrate the same skills that we have expected of our students in the past, math is so much more. It is a problem solving process, a way of thinking, and an approach to learning. Learning this process is something that will benefit our students in any field they pursue.
As we build new math programs, the Culver mathematics department endeavors to keep our feet planted firmly in our rich history while we look forward to curricular developments in the future.
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poll unit MSXR209_1 you saw how some of the stages of a mathematical modelling process can be applied in the context of modelling pollution in the Great Lakes. In this unit you are asked to relate the stages of the mathematical modelling process to another practical example, this time modelling the skid marks caused by vehicle tyres. By considering the example you should be able to draw out and clarify your ideas of mathematical modelling.
This unit, the second in a series of five, builds a real-world system – the Great Lakes – where mathematical modelling has been used to understand what is happening and to predict what will happen if changes are made. The system concerned is extremely complex but, by keeping things as simple as possible, sufficient information will be extracted to allow a mathematical model of the system to be obtained.
Just as we usually take for granted the basic arithmetical operations with real numbers, so we usually assume that, given any positive real number a, there is a unique positive real number b = such that b2 = a. We now discuss the justification end of Section 1, we discussed the decimals
and asked whether it is possible to add and multiply these numbers to obtain another real number. We now explain how this can be done using the Least Upper Bound Property of examples just given, it was straightforward to guess the values of sup E and inf E. Sometimes, however, this is not the case. For example, if
then it can be shown that E is bounded above by 3, but it is not so easy to guess the least upper bound of E.
In such cases, it the set [0, 2) has no maximum element. However, [0, 2) has many upper bounds, for example, 2, 3, 3.5 and 157.1. Among all these upper bounds, the number 2 is the least upper bound because any number less than 2 is not an upper bound of [0, 2 you how to prove inequalities of various types. We use the rules for rearranging inequalities given in Section 2, and also other rules which enable us to deduce 'new inequalities from old'. We met the first such rule introduced you to some aspects of using a scientific or graphics calculator. However, in many ways, it has only scratched the surface. Hopefully your calculator will be your friend throughout your study of mathematics and beyond. Like any friend, you will get to know it better and appreciate its advantages as you become more familiar with it. Don't expect to know everything at the beginning. You may find the instruction booklet, or other help facility, a bit hard going to begin the list of advantages given, here is a word of warning: a calculator is not a substitute for a brain! Even when you are using your calculator, you will still need to sort out what calculation to do to get the answer to a particular problem. However skilled you are at using your calculator, if you do the wrong sum, you will get the wrong answer. The phrase 'garbage in, garbage out' applies just as much to calculators as to computers. Your calculator is just that – a calculator! aspects of the calculator are straightforward to use. Calculations are entered on the screen in the same order as you would write them down. More complicated mathematical functions and features are also reasonably intuitive, and there are 'escape' mechanisms, so that you can explore without worrying about how you will get back to where you were calculator will give you information about any number that you have entered: for example, its square or cube, its square root or cube root. It will also give you information about a whole list of numbers: for example, the mean (average) or the highest value in the list
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In Precalculus students use the following as tools to express generalizations and to analyze and understand a variety of mathematical relationships and real-world phenomena:
Functions
Equations
Sequences
Series
Vectors
Limits
Precalculus topic instructional simulation
Modeling is an overarching theme of this Precalculus course support service. Students build on and expand their experiences with functions from Algebra I, Geometry and Algebra II as they continue to explore the characteristics and behavior of functions (including rate of change and limits), and the most important families of functions that model real world phenomena (especially transcendental functions).
Teachers can guide their students through deeper study of functions, equations, sequences, series, vectors, and limits to enable them to successfully express generalizations and to analyze and understand a variety of mathematical relationships and real-world phenomena.
Though I am an experienced teacher, every section or topic in Precalculus provides me with a new way to introduce and teach the course. I find creative problems, demonstrations, and interactive animations to engage each student. Agile Mind gives me access to resources that make me a better teacher. As a result I have better students.
- Marty Romero, Math Chair, Wallis Annenberg HS, Los Angeles, CA
Sign up for a tour to experience how Agile Mind services can work for you and your students. You will be contacted by one of our representatives.
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Blog Archives
What is WeBWorK ?
WeBWorK is an open-source web based homework system for math and sciences courses. WeBWorK is supported by the MAA (Mathematical association of America) and the NSA (National Science Foundation) and comes with a NPL (National Problem Library) of over 20,000 homework problems. Webwork can be used for college algebra, discrete mathematics, probability and statistics, single and multivariable calculus, differential equations, linear algebra and complex analysis.
Brief history of WeBWorK
Webwork is being used in many colleges and universities. This application has been developed and maintained by mathematicians since 1994 with the goal of providing a robust, flexible mathematically capable online homework system for science and math educators.
Webwork being open source, allow users and organizations to deploy and work with it for free on their own servers
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21 2002 | Series: Wordware Game Math LibraryProduct Description
About the Author
Fletcher Dunn is the principal programmer at Terminal Reality, where he has worked on Nocturne and 4x4 Evolution and is currently lead programmer for BloodRayne. He has developed games for Windows, Mac, Dreamcast, Playstation II, Xbox, and GameCube.
Ian Parberry is a professor of computer science at the University of North Texas and is internationally recognized as one of the top academics teaching computer game programming with DirectX. He is also the author of Learn Computer Game Programming with DirectX 7.0 and Introduction to Computer Game Programming with DirectX 8.0.
this book assume your beginner in that filed . authors covers alot of topics in math and its application in a clear style with pictures,examples and finally code !. i recommend this book for beginners in game programming .
This was an absolutely wonderful book for learning the maths. I've read a dozen other books on the subject which assume some understanding of the math, which makes trying to teach to this crowd quite redundant. Paired up with Physics for Game Developers by Bourg, this is a slick combination for anyone without some whack degree in mathematics.
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Beginning Algebra - 2nd edition
ISBN13:978-0073312675 ISBN10: 0073312673 This edition has also been released as: ISBN13: 978-0073028712 ISBN10: 0073028711
Summary: New Features
NEW! Problem Recognition Exercises Developmental math students are sometimes conditioned into algorithmic thinking to the point where they want to automatically apply various algorithms to solve problems, whether it is meaningful or not. These exercises were built to decondition students from falling into that trap. Carefully crafted by the authors, the exercises focus on the situations where...show more students most often get "mixed-up." Working the Problem Recognition Exercises, students become conditioned to Stop, Think, and Recall what method is most appropriate to solve each problem in the set.
NEW! Skill Practice exercises follow immediately after the examples in the text. Answers are provided so students can check their work. By utilizing these exercises, students can test their understanding of the various problem-solving techniques given in the examples.
NEW! The section-ending Practice Exercises are newly revised, with even more core exercises appearing per exercise set. Many of the exercises are grouped by section objective, so students can refer back to content within the section if they need some assistance in completing homework. Review Problems appear at the beginning of most Practice Exercise Sets to help students improve their study habits and to improve their long-term retention of concepts previously introduced.
NEW! Mixed Exercises are found in many of the Practice Exercise sets. The Mixed Exercises contain no references to objectives. In this way, students are expected to work independently without prompting --which is representative of how they would work through a test or exam.
NEW! Study Skills Exercises appear at the beginning of the Practice Exercises, where appropriate. They are designed to help students learn techniques to improve their study habits including exam preparation, note taking, and time management.
NEW! The Chapter Openers now include a variety of puzzles that may be used to motivate lecture. Each puzzle is based on key vocabulary terms or concepts that are introduced in the chapterAcceptable
Hungry Bookworm ca Los Angeles, CA
2006 Hardcover
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This curriculum project is designed to supplement the New York State seventh and eighth grade American history social studies course with active learning strategies. Three strategies including simulations, reenactments, ...
Math Anxiety is a term used to describe the anxious symptoms felt by those who suffer from it while confronted with mathematics. This study investigated the levels of math anxiety experienced by college students. It was ...
This research examines the ability of students in introductory level college mathematics courses to recall fundamental information they learned in high school mathematics courses. During the first week of the Spring 2012 ...
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About AppShopper
Mathcast: Precalculus
iOS Universal
Welcome to Pre-Calculus. This course is an extension of the work you did in College Algebra and Trigonometry. A solid foundation in these courses sets you up for Pre-Calculus. The new material in this course includes Conic Sections, Polar representation of Conic Sections, Sequences, Summation notation, Factorial notation and an Introduction to Limits. and Finite Mathematics. "These video tutorial courses provide a way for students to compliment their classroom experience." said Dr. James. He continues, "The videos also provide the busy professional with a quick reference to a particular topic." Dr, James also stresses that this video is not a substitute for attending class, but a compliment to the classroom experience. As in all aspects of life "Practice Makes Perfect".
In math Practice means working problems! During this comprehensive tutorial session, Pre-Calculus students will be presented with all the knowledge, tools and techniques necessary to make an "A" in the course.
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This activity is an introduction to the concept of convergent infinite series using an iterative geometric construction. This activity has been adapted from the following article: Choppin, J. M. (1994... More: lessons, discussions, ratings, reviews,...
This TI Interactive file is best suited for teacher demonstration. This document allows the user to define a function f(x). The slider bar's values range from [0, 10] with an increment of 1. As the u... More: lessons, discussions, ratings, reviews,...
The applet shows graphically and numerically consecutive terms of a sequence or consecutive partial sums of a series. The user enters a formula for a sequence or a series and the terms are plotted. Ma... More: lessons, discussions, ratings, reviews,...
The applet plots consecutive terms of a user-defined sequence or a series of functions. Those can be, in particlular, Taylor series and Fourier series. A piecewise defined limit function can also be e
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Forms Pro is the most in-depth and comprehensive math program ever. (This may get kind of long, so for a quick overview, just read the last two words). With 100+ formulas it is undoubtedly the best math program ever. FormsPro contains everything from a 2-5 VARUABLE EQUATION SOLVER to just about every AREA, LATERAL AREA, SURFACE AREA, VOLUME and PERIMETER formulas that their are. FormsPro also contains many helpful triangle formulas such as the SSS,SAS,SAA,SSA and ASA. Also solves for any side of the PYTHAGOREAN THEROM. Forms Pro has a very neat SLOPES EQUATION for just about everything including being able to find a parrallel and perpendicular line. Also included is a very good X=GRAPHER that solves for all X= equations. FormsPro also has some very helpful conversions, like STANDARD->SLOPE, and SLOPE->STANDARD. New and improved, and it's still ONE PROGRAM, so you don't need to worry about a whole bunch of programes to unarchive and archive. All this and much, much more in a program that is (needless to say) Simply Amazing.
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The following computer-generated description may contain errors and does not represent the quality of the book: El Preface This book is the result of twenty years of patient experiment in actual teaching. It is intended to be completed in the first year of the high school. It presents algebraic equations primarily as a device for the solution of problems stated in words, and gives a complete treatment of numerical equations such as are usually included in high-school algebra one-letter and two-letter equations, integral and fractional, including one-letter quadratics and the linear-quadratic pair. So much of algebraic manipulation is included as is necessary for the treatment of these equations. The arithmetic in the book is presented from a new point of view that of approximate computation and is utilized in the evaluation of formulas and in the solution of equations throughout the succeeding pages. Geometrical facts are introduced as the basis of many algebraic and arithmetic problems, and wherever they are not intuitively accepted by the pupils they are accompanied by adequate logical demonstration. Proofs, and parts of proofs, are avoided when they seem to the pupils of an unnecessary and hair-splitting kind. Ah problems are carefully graded, for it is by means of problems that each successive algebraic difficulty is introduced. A great deal of pains has been taken to present new topics clearly and concretely, often dividing them into sub-topics each of which is separately illustrated and apphed to practice. Definitions are generally prepared for by such advance work as will cause the student to feel the need of them; and where no need exists, they are omitted.
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CLK-Calculator Desciption:
The perfect calculator solution for school, highschool, university and engineers
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Category Archives: Algebra
Post navigation
I wrote about the (free) Desmos Graphing Calculator in June when I first came across it. Since then I have used it a great deal in the classroom as it is a powerful resource, very simple to use and available for students to use at home. Several new features have been added since I wrote that first post. For my school age students I particularly like the sliders feature, the trace and the option to use degrees as well as radians for angle measure. You can read the latest blog post from Desmos here.
The ability to share pages is extremely useful for students, particularly now with the addition of sliders; students can be asked to explore families of graphs from simple straight lines for the younger students to polar curves for the Further Mathematicians, perhaps some cubics for GCSE / A Level students. (Note that the value you assign to the variables determines the initial set of values possible with the sliders, click on the values on the slider to edit.) Perhaps explore transformations.
Using the trace feature, we can see for example the solution to a pair of simultaneous equations(select graphs then move along the line or curve, points of interest such as the intersection of the two lines are clearly shown).
It is very easy to demonstrate a variety of functions, for example I was recently studying the modulus function with my sixth form students, looking at modulus equations and inequalities a picture speaks a thousand words! (Just type y=abs…)There are many possible ways of sharing information with students. I recently tried Middlespot again after some time and found it very easy to use and much improved. It is very simple to share for example weblinks, videos and music. I like the facility to add sticky notes and/or text.
The above example includes some resources for my students studying quadratic equations.
Thinking about resources to show students how to graph linear inequalities, I can use Autograph in the classroom as I often do but I am always keen to show them resources they can use at home.
The Desmos graphing calculator handles inequalities very well, unlike many free graph plotters it is easy to plot lines of the form x=k. Click on this image to see these inequalities on the Desmos calculator. See also this post on Mathematics for Students.
To enter an inequality, click on the equals sign, then select the required choice:
Up to four inequalities can be entered.
I am puzzled by WolframAlpha currently as I thought this would be an obvious resource to use. The inequalities examples here are fine, however I don't think this inequality plot for x+y<5 would help my students much!
A simple way to see a complete solution to an equation is to enter it into WolframAlpha then select 'Show Steps'. (Update 2012 – using the free version of WolframAlpha allows you an unlimited number of queries, so excellent for checking any work but you can only use 'Show Steps' three times a day!)
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Homework and Problem Solving
When doing homework, you are actively using the knowledge you learned to solve problems. Reading textbook and attending lectures are somewhat "passive." You get a much better understanding after doing some problems.
In some sense, material is learned by doing many, many problems, especially the harder problems. A fatal mistake many students make is, after arriving at the solution once, they assume they have mastered the material. This is not enough practice to commit the material to long-term memory, so when the material is presented on the exam, students are unable to recognize the solution because they had not practiced enough.
It is extremely important that you do enough problems after you have learned the material, i.e., after your reading, lecture and review. Getting the answers right is not your goal (we already know the answer). It is the path of how you get the answers that is important. Only after you used the theorems, formulas many times, can you have a solid mastery of them and now you can say that you really "got it''.
The methods:
The most important secret to being a good problem solver is simply paying attention to the techniques, methods, or "tricks'' found from examples, proofs and some of the homework problems. You should study each method thoroughly, keep a list of them, and know when and where to apply them.
The problems:
Normally, each chapter has several typical problems. A problem becomes "typical'' either because of its relation to a theorem, a formula, an application, or because of the solution method. You should be able to recognize the problems, make a thorough study of them, know their possible variations and keep a list of them.
More vs. less, forest vs. tree:
You should do some well-selected problems very carefully to get the depth, to know all the details. After that, you should do more problems but less carefully to get general ideas and to become "wide.'' You can even just read the problems and do them in your mind without writing the solutions down.
One vs. several:
It is very beneficial to try to use one method to solve as many problems as you can, or to try to use several methods to solve one problem.
Getting something out of each problem:
You should always try to get something out of each problem you solved. After you have done your homework problems, you should think about them again briefly to see what you have learned and what methods are worthy of keeping. This step is important for you to retain what you learned. Without this step, most of the effort you made doing the homework will simply be wasted.
Summarize the material for each chapter:
Once you have practiced and mastered the material in the chapter, you will have confidence that you have learned the chapter's material. Now is the time to summarize. For example, calculus problems can be classified as follows:
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Post navigation and Wolfram partner to enhance Algebra I
This highly interactive text is perfect for the high school classroom, covering all Algebra I topics, including but not limited to equations and functions, real numbers, equations of lines, graphs of equations and functions, solving systems of equations, and polynomials.
Summary
Responding to low and historically stagnant Algebra STAR scores, Leadership Public Schools (LPS) instituted an intervention program on their Hayward campus during the 2008 – 2009 academic year. The program targeted all 9th-grade students enrolled in Algebra, supporting them with a concurrent enrollment math intervention class. Equipped with 32 computer workstations, this support class featured a discovery-based curriculum which leveraged technology to both facilitate open-ended exploration while also creating precise mastery of essential algebraic mechanics. Though only partially developed at the time, the results of this approach exceeded even the most optimistic growth targets for this population, delivering gains on a scale never before achieved with struggling Algebra learners. Since that initial pilot, with support from the CK-12 Foundation ( the FlexMath instructional program has been developed into a full beta release which was further piloted during the 2010-2011 academic year by LPS Richmond, Envision Public Schools, and even a middle school- Sierra Middle School in Riverside Unified School District. CST results in August of 2011 revealed each pilot produced consistent performance gains for targeted students at a levels that place these schools among the top 100 in the state for 9th-grade Algebra proficiency, and at the absolute top compared to demographically similar schools.
The Assessment
California's end-of-year Algebra 1 standardized assessment, the "Algebra CST", assesses students on the Algebra standards of Claifornia which are prescribed to be mastered. The exam is administered by the state to each enrolled student at the end of any Algebra course at a school which receives state funding. The exam divides students into five performance bands: "Advanced", "Proficient", "Basic", "Below Basic", and "Far Below Basic". Students are considered to have passed the assessment if their score places them in the "Advanced" or "Proficient" performance bands. Normally, among all California's 9th grade students, around 20% of students pass the exam. In a typical year, about 2% of 9th-graders will score "Advanced", with an additional 18% scoring "Proficient". While the scores of pilot schools have increased over the past year, it is worth noting that the overall passing rate on the Algebra CST has also been in the rise in recent years. Since 2007 the percent of California 9th-grade students passing (scoring "Proficient" or "Advanced") the Algebra CST has trended upward at a rate of about 1% per year, reaching an all-time high of 23% in 2011.
Target Population
The students targeted for intensive support in each pilot were 9th-graders enrolled concurrently in Algebra. Sierra Middle School presents the solitary exception, where target students were 8th-graders taking Algebra. The goal of this intervention was to produce a solution to the intractable and destructive pattern of summative failure among the vast majority of California 9th-grade Algebra students. Consequently, with the exception of Sierra Middle School, the most informative cross-section of data will compare targeted students to other 9th-graders taking the Algebra 1 CST in California. Further insight might also be possible by examining students of similar background either economically, ethnically, or both. An examination of student results from schools in close proximity to the pilot schools could offer a reasonable demographic control, though such an examination would exclude factors like self-selection bias, teacher efficacy, school culture, etc. Since perfect control cannot be accomplished, the results in this report focus on longitudinal data at the pilot schools as well as a simple "apples-to-apples" comparison examining pilot 9th-graders enrolled in Algebra, contrasted with all California 9th-graders enrolled in Algebra. These students represent California's most urgent academic crisis, as they linger just one year behind grade level, and at the doorway of educational enfranchisement, but they fail at extraordinary rates, with reverberations across their entire academic futures.
Initial Results- 2009
The initial pilot campus for the FlexMath program was LPS Hayward. The initial pilot year was 2009. The pilot followed a year of intensive staff development, which is a mitigating factor worth mentioning, so that background follows. In 2007 LPS Hayward had never seen even a single student achieve a score of "Advanced" on the Algebra CST. That year 13% of LPS Hayward 9th-graders scored "Proficient", making their total passing rate 13%. Between the 2007 and 2008 CST results, LPS Hayward embarked on an intensive faculty-based intervention which included retention of excellent teachers and retraining focused both on pedagogy and classroom management. The result in 2008 was that LPS Hayward improved to 23% passing , while the California passing rate remained idle at 18% passing. This was the first year LPS had ever bested the state average, and also the first year LPS had students scoring "Advanced", in that 3% (two total students) achieved this distinction. The jump from 13% in 2007 to 23% in 2008 represented a significant gain for LPS Hayward, but even at that, so depressed was the overall passing rate that intervention remained a top priority. As before, key staff was retained, but the next year's intervention would be student-based. With a goal of improving the passing rate to 30%, and a few even expressing outside hopes of possibly approaching the 40% range, the FlexMath program was initiated. That year all students enrolled in Algebra were concurrently enrolled in an intervention class with technology as its centerpiece. In August of 2009 California published the CST results of this intervention. That year 25% of LPS Hayward 9th-grade students scored "Advanced", with another 31% scoring proficient, for an overall passing rate of 56%. The gain from 13% passing in 2007, to 56% passing in 2009, with a full quarter of the population scoring "Advanced", remained absolutely without precedent in this data segment, until it was duplicated in 2011 by new pilot schools. In 2009, among 9th-grade Algebra students, 79 other California high schools outperformed LPS Hayward, but none shared similar demographic characteristics, and none made the kind of achievement gains this passing rate represents. Among students scoring "Advanced", only 20 other high schools in the state outpaced the 25% mark achieved by the students of LPS Hayward. Regarding demographic control, in this same year (2009) a comprehensive high school immediately across the street, drawing from and serving an identical student population, achieved a 3% Algebra passing rate.
Secondary Results- 2010
During the 2009-2010 academic year no further pilot studies were initiated. This time was spent developing the FlexMath program into a more complete curriculum appropriate for scaling to a larger community of users. LPS Hayward continued using the FlexMath program as development progressed, though this year without he benefit of experience teachers. A formal study might have sufficient control to conclude that the gains from the 2008 faculty-based intervention could be now subtracted from the overall Algebra 2010 CST results as a result of staff turnover. This examination lacks any control over such factors. In 2010 the LPS Hayward passing rate on the Algebra CST increased slightly to 58%. While the passing rate that year did notch up by 2%, the rate of students scoring "Advanced" fell to 20%.
Results of Expanded Pilots- 2011
In 2011 LPS Hayward was joined in the FlexMath pilot by a sister school in Richmond, CA: Leadership Public School Richmond. Another Hayward charter high school, Impact Academy of Arts and Technology, also elected to pilot the FlexMath program in 2011. Finally, Riverside Unified School District asked teachers from Sierra Middle School to informally incorporate the FlexMath program into their instruction. All four schools saw noteworthy increases in their Algebra passing rate. LPS Richmond saw the greatest single-year gains at a 152% improvement from 2010 to 2011. In 2010 LPS Richmond had a passing rate of 29%, with 3% of those students scoring "Advanced". The challenging environment in which this campus resides made this rate already among the best compared to similar schools. But in 2011 the LPS Richmond passing rate for 9th-grade Algebra students increased to 73% with a full 30% of students scoring "Advanced". Compared to all schools in California, this passing rate made LPS Richmond 10th-best in the state (out of more than 2500 high school). Despit another year of all new teachers, LPS Hayward saw their passing rate increase again from 58% in 2010 to 68% in 2011. Compared to all schools in California, this passing rate made LPS Hayward 20th-best in the state. This latest gain brings their total increase since the beginning of the FlexMath program to an overall gain of plus 423%- from 13% in 2007 to 68% in 2011. Impact Academy of Arts and Technology (a member of the Envision charter network) had the smallest single year gain of any pilot school at 89%. The passing rate at Impact Academy increased from 28% in 2010 to 53% in 2011. The number of students at this campus scoring "Advanced" increased nine-fold over the previous year. Sierra Middle School in the Riverside Unified School Distrct presents a slightly different picture, since their target population was 8th-graders. 7th- and 8th-graders taking Algebra tend to pass STAR testing at significantly higher rates than 9th-graders, possibly because those students are at or above grade level. If we exclude the 7th-graders from the data (97% of whom passed the exam- up from 88% the previous year), we are left with a class of 8th-grade students whose passing rate increased 119% over the previous year. At Sierra Middle School, the Algebra passing rate for 8th-graders increased from 31% in 2010 to 68% in 2011.
The Challenge:
The Anoka-Hennepin school district is the largest in Minnesota, serving approximately 40,000 students in surburban communities north of the Twin Cities. Similar to many districts across the country, Anoka-Hennepin has faced budget cuts that have forced the district to serve students with increasingly scarce resources. For example: the budget for curriculum adoption, which includes funds for textbooks and other instructional materials, has dropped to $1.5 million from a high of about $3.5 million. Typically, Anoka-Hennepin revises its curriculum and buys new textbooks every 7-10 years. In 2010, as it was nearing time to replace the Probability & Statistics textbook, district officials, led by Bruce DeWitt, the district Technology Facilitator, decided to try a new approach.
Rather than spend $200,000 on new texts for Prob&Stats, the district instead decided to write their own from open source materials. There was growing interest in integrating technology into the classroom and scarce resources with which to do so. DeWitt, along with teachers who also advocated a custom book, convinced the district to allow the math department to keep the cost-savings to purchase classroom technology, including tablet devices and wireless infrastructure. Using CK-12 Foundation's Probability & Statistics FlexBook as a starting point, teachers began work on writing a custom textbook.
How CK-12 Foundation Helped:
Annoka-Hennepin decided to use CK-12 Foundation's FlexBooks system to write their custom book. Since they had CK-12's standards-aligned Probability & Statistics textbook to use as a starting point, the task felt much less daunting. The team put a plan in place to prepare a custom book for the 2011-2012 school year.
The summer before the school year, three teachers were selected to author the books. Additionally, six math teachers were chosen to be editors. The district budgeted for about 300 authoring hours, 100 per teacher, for the process of reviewing CK-12's FlexBooks and making any additions/customizations desired. Each teacher authored two chapters of the final book.
As the group set to work during the summer, they worked closely with CK-12 Foundation's support and content teams to address technical and other issues. Though they made significant progress, the customizing was slower than initially hoped. The authors found themselves adding many customized problems, solutions, and additional teacher resources to make the book uniquely suited to the district's students.
The Results:
Anoka-Hennepin's Prob&Stats book totaled just over 200 pages and debuted in the Fall semester to more than 3,000 students. Students were given various choices to access the book. The district printed and bound 1000 books – at a cost of about $5 per book – and made them available for purchase. Students had the option to access printed copies in the library. Digital access was provided online through a Moodle Learning Management System and on CDs given to those without internet access. Students also had the option of viewing PDF and ePUB files on laptops, tablets, and on mobile devices.
The reaction from various stakeholders – teachers, students, and the community – has been largely positive. The Associated Press covered the adoption, with many in the public lauding the district for its innovation. Most of the 12-14 teachers teaching Prob&Stats have been happy as well. "I like it a lot, especially the problems we added. I've heard mostly good feedback – some people just rave about it," says Heather Haney, a 20-year teaching veteran who was one of the three authors. Teachers are already looking forward to next summer and the opportunity to make changes/updates to their textbook, something that would have been unimaginable in the prior 7-10 year adoption cycle.
Students have also benefited from the custom book. They had the option to purchase their textbook for only $5, as well as had unlimited free online access. In addition to cost and access, many students seem to appreciate that their book has more practice problems and examples, something that the teacher-authors explicitly decided to include. The generally positive feedback will be coupled with more robust evaluation. The district will be collecting and comparing data on formative assessments on performance before and after the implementation of their custom textbooks. DeWitt hopes that, with the initial success of this program, the district can try their hand at more subjects and take a leadership role in working with other districts to follow suit. "We need leadership from the state to bring districts together to create and share," says DeWitt who has been presenting about the process at conferences in and around Minnesotta.
In the end, after factoring in various costs including paying teachers for their work, Annoka-Hennepin spent about $25,000 on its Prob&Stats book. This was a cost savings of about $175,000, as the district was slated to spend $200,000 on adopting a traditional textbook.
Lessons Learned:
Costs savings is important and, with the money saved, the district could purchase up to 350 new IPADs but…
Costs savings can't be the only benefit:it's important to have teachers on board who see the curricular benefits of a digital curriculum.
Start early and have small deadlines: once teachers at Anoka-Hennepin began customizing their books, they had a lot of ideas they wanted to incorporate in their text and it was a rush to get everything done in time for the school year
Teacher teamwork is essential - "It's important to have a good team of 3-4 teachers, and divide up the chapters and help each others, says Michael Engelhaupt, one of the authors in the project
Involve multiple stakeholders: Anoka-Hennepin ensured that someone from every school was involved, either as a writer or on the team of editors. This assured broad buy-in throughout the district
Someone has to own the project: in the case of Anoka-Hennepin, technology facilitator Bruce DeWitt served as the project owner, coordinating efforts between district and teachers at various locations
Resources:
To access the Probability & Statistics FlexBook created by Anoka-Hennepin, click here:
Many schools and districts are successfully implementing CK-12 Foundation's FlexBooks® and FlexMath® including:
Anoka-Hennepin School District
CK-12 Probablity&Statistics
Anoka-Hennepin, the largest school district in Minnesota, used CK-12 to develop a Probability & Statistics textbook that saved the district $175,000. Read full case study here.
Leadership Public Schools
CK-12 College Access Readers
Leadership Public Schools, a network of four urban charter schools in the California Bay Area, used CK-12′s content and platform to develop low-cost tailored textbooks to provide access and scaffolding for struggling readers. Read full case study
Leadership Public Schools and Riverside Unified School District
FlexMath and Algebra 1
Several district and charter schools in the California Bay Area, including Leadership Public Schools and Riverside Unified School District, saw dramatic gains in students scoring advanced and proficient on Algebra CST scores. Read full case study here
Utah Open Textbook Project
CK-12 Biology
2011 Summer Program
I am excited to be working at CK-12 because I like the idea of free online textbooks. I am excited to apply the things I have learned to the science study guides I am working on.
Rory Runser UC Berkeley, Freshman (Gunn High School)
I am a fanatic about chemistry, and I hope my work at CK-12 will inspire other students to pursue chemistry (and hopefully get the chance later in life to make something explode).
Nicole Yee UC Berkeley, Freshman (Menlo School)
I really love the idea of online textbooks and learning resources for students. It's awesome to be able to help other students by creating study guides for them.
Christopher Addiego Carnegie Mellon, Freshman (Menlo School)
I am excited to work at CK-12 because I will get the opportunity to apply some of the knowledge I have gained in my science courses toward helping other students by writing study guides.
Danielle Phan Castilleja School, Senior
I am interested in making at least a small change in the lives of students, hopefully making their studying a little bit easier. I am focusing on finding and making interactive games for students.
Courtney Chuang Bowdoin College, Freshman (Castilleja School)
I'm so excited to be interning at CK-12! I've always been interested in education and I really believe in the work CK-12 is doing to make educational materials more accessible and more dynamic.
Jane Li Gunn High School, Senior
I am excited to be interning at CK-12 because it will be a great experience for me to obtain a sense of how a company functions and gain valuable real world experience in working on projects with a team at a company. I will be working on study guides for algebra.
Steve Lai UC Berkeley, Freshman (Palo Alto High School)
I am excited to be interning at CK-12 because I want to use my knowledge to help other people, as well as learning new skills. I will be working on study guides for chemistry.
Maxine Tsang Los Altos High, Senior
I'm excited to intern at CK-12 because they cater and support students just like me. At CK-12 I'd be helping to design a website, which I learned how to do at Freestyle Academy, a school I went to part-time last year.
Zachary Wilson U of Brit. Columbia, Freshman (Mt. View High)
I'm excited about interning here because I'll get to use the design skills I've learned in school in a real world environment.
Parker Schultz Menlo School, Sophomore
I really like the idea of online textbooks, and I am excited to help spread a new generation of online textbooks.
Sam Eckert Menlo School, Sophomore
I am excited to work at CK-12 because it will give me a chance to help, albeit in a small way, to introduce free textbooks to the world, and thus, again in a small way, help educate the world.
Amy Shen Gunn High School, Sophomore
I am excited about working with other interns to contribute to CK-12!
Jamie Ayon Eastside College Preparatory School, Junior
I am excited to be an intern at CK-12 because not only do I gain work experience but I also give back to an organization that provides a very helpful resource for teachers and students alike.
Minu Palaniappan Saratoga High, Sophomore
I enjoy coming to CK-12 because I constantly want to learn and create new things.
Cindy Lam Gunn High School, Senior
I'm excited to be a part of CK-12′s effort to bring effective education to students, and I hope what we accomplish here will help others be better learners.
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Elementary Algebra With Early Systems Of Equations - 06 edition
Summary: Tom Carson engages students in the learning process by meeting them where they are and leading them to where they need to be through the determination of their individual learning style, the development of study skills, and the integration of learning strategies that help each student succeed. Elementary Algebra with Early Systems of Equations is a book for the student. The authors' goal is to help build students' confidence, their understanding and appreciation of m...show moreath, and their basic skills by presenting an extremely user-friendly text that models a framework in which students can succeed. Unfortunately, students who place into developmental math courses often struggle with math anxiety due to bad experiences in past math courses. Developmental math students often have never developed nor applied a study system in mathematics. To address these needs, the authors have framed three goals for Elementary Algebra: 1) reduce math anxiety, 2) teach for understanding, and 3) foster critical thinking and enthusiasm.
The authors' writing style is extremely student-friendly. They talk to students in their own language and walk them through the concepts, explaining not only how to do the math, but also why it works and where it comes from, rather than using the ''monkey-see, monkey-do'' approach that some books take.
Elementary Algebra with Early Systems of Equations, as the title implies, places the topic of Systems of Equations early in the text, in Chapter 5. This organization is ideal for those instructors who prefer to teach systems of equations immediately following the chapter on graphing, and the chapters prior to polynomials and factoring. For those who prefer to teach the topic later, Elementary Algebra, by the same author team, places Systems of Equations in Chapter 81295250
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The student recognizes, describes, extends, develops, and explains the general rule of a pattern in a variety of situations.
2.1.A1
recognizes the same general pattern presented in different representations [numeric (list or table), visual (picture, table, or graph), and written] (2.4.A1i) ($).
2.1.K1
identifies, states, and continues the following patterns using various formats including numeric (list or table), algebraic (symbolic notation), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written
special patterns (2.4.K1a), e.g., Pascal's triangle and the Fibonacci sequence.
2.1.K2
generates and explains a pattern (2.4.K1f).
2.1.A2
solves real-world problems with arithmetic or geometric sequences by using the explicit equation of the sequence (2.4.K1c) ($), e.g., an arithmetic sequence: A brick wall is 3 feet high and the owners want to build it higher. If the builders can lay 2 feet every hour, how long will it take to raise it to a height of 20 feet? or a geometric sequence: A savings program can double your money every 12 years. If you place $100 in the program, how many years will it take to have over $1,000?
2.1.K3
classify sequences as arithmetic, geometric, or neither.
2.1.K4
defines (2.4.K1a):
2.1.K4A
a recursive or explicit formula for arithmetic sequences and finds any particular term,
2.1.K4B
a recursive or explicit formula for geometric sequences and finds any particular term.
2.2
The student uses variables, symbols, real numbers, and algebraic expressions to solve equations and inequalities in a variety of situations.
knows and explains the use of variables as parameters for a specific variable situation (2.4.K1f), e.g., the m and b in y = mx + b or the h, k, and r in (x – h)2 + (y – k)2 = r2.
2.2.K2
manipulates variable quantities within an equation or inequality (2.4.K1e), e.g., 5x – 3y = 20 could be written as 5x – 20 = 3y or 5x(2x + 3) = 8 could be written as 8/(5x) = 2x + 3.
2.2.A2
represents and/or solves real-world problems with (2.4.A1c) ($):
2.2.A2A
linear equations and inequalities both analytically and graphically, e.g., tickets for a school play are $5 for adults and $3 for students. You need to sell at least $65 in tickets. Give an inequality and a graph that represents this situation and three possible solutions.
2.2.A2B
quadratic equations with integer solutions (may be solved by trial and error, graphing, quadratic formula, or factoring), e.g., a fence is to be built onto an existing fence. The three sides will be built with 2,000 meters of fencing. To maximize the rectangular area, what should be the dimensions of the fence?
2.2.A2C
systems of linear equations with two unknowns, e.g., when comparing two cellular telephone plans, Plan A costs $10 per month and $.10 per minute and Plan B costs $12 per month and $.07 per minute. The problem is represented by Plan A = .10x + 10 and Plan B = .07x + 12 where x is the number of minutes.
2.2.A2D
radical equations with no more than one inverse operation around the radical expression, e.g., a square rug with an area of 200 square feet is 4 feet shorter than a room. What is the length of the room?
2.2.A2E
a rational equation where the solution can be simplified as a linear equation with a nonzero denominator, e.g., John is 2 feet taller than Fred. John's shadow is 6 feet in length and Fred's shadow is 4 feet in length. How tall is Fred?
2.2.A3
explains the mathematical reasoning that was used to solve a real-world problem using equations and inequalities and analyzes the advantages and disadvantages of various strategies that may have been used to solve the problem (2.4.A1c).
interprets the meaning of the x- and y- intercepts, slope, and/or points on and off the line on a graph in the context of a real-world situation (2.4.A1e) ($), e.g., the graph below represents a tank full of water being emptied. What does the y-intercept represent? What does the x-intercept represent? What is the rate at which it is emptying? What does the point (2, 25) represent in this situation? What does the point (2,30) represent in this situation?
2.3.A3
analyzes (2.4.A1c-e):
2.3.A3A
the effects of parameter changes (scale changes or restricted domains) on the appearance of a function's graph,
2.3.A3B
how changes in the constants and/or slope within a linear function affects the appearance of a graph,
2.3.A3C
how changes in the constants and/or coefficients within a quadratic function in the form of y = ax2 + c affects the appearance of a graph.
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TalkAndWrite is a new kind of whiteboard that allows total interaction between two people using handwriting, drawing, typing, pointing out and erasing, all in real time, while you use the regular Skyp... More: lessons, discussions, ratings, reviews,...
With a scope that spans the mathematics curriculum from middle school to college, The Geometer's Sketchpad brings a powerful dimension to the study of mathematics. Sketchpad is a dynamic geometry cons... More: lessons, discussions, ratings, reviews,...
Interactive graphs and formulas make things move, adding a new depth of meaning for key ideas. MathWorlds uses the familiar and flexible structure of computer documents and menus connected to the curr... More: lessons, discussions, ratings, reviews,...
TI InterActive! is an integrated learning environment in which you can create interactive math and science documents. Documents may include formatted text, graphics, movies, and live integrated mathem...The multitouch interface of the Sketchpad Explorer app lets you interact with, and investigate, any document created with The Geometer's Sketchpad. Drag, manipulate and animate visual mathematics to dFathom user Kathy Powenski wrote Bill Finzer, asking how to hide equations in a function plot, so her pre-calc students can use sliders to match some basic functions. Although you can't "hide" func... More: lessons, discussions, ratings, reviews,...
An interactive applet that allows the user to graphically explore the properties of a cubic function. Specifically,
it is designed to foster an intuitive understanding of the effects of changinAn applet essentially mimicking a graphing calculator, this is used in a number of activities from the same author. Graph functions, experiment with parameters, distinguish between functions by graph
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Basic Business Math Skills
Fee: $195.00 Program #: SS03734
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The Basic Business Math Skills course is designed for anyone who needs to apply basic math skills to business. Learners will review crucial math terms, basic mathematical concepts, and how to apply math concepts to the business environment. This course also instructs the learner in the following: how to use decimals, including addition, subtraction, multiplication, and division; how to solve problems involving percentages to determine portions, a rate, a whole unit, and increases and decreases—and how to apply these operations in business settings. Finally, using real-world scenarios, this course explains the concepts of ratio, proportion, and how to compare different kinds of numbers; and discusses simple, weighted, and moving averages.
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CBSE Class 9th Mathematics is a subject that requires a through understanding of concepts. Edurite's CD's work on building concepts and also give students a lot of practice with questions on each Mathematics Real Numbers Polynomials Linear Equations in (more)CBSE Class 9th Mathematics is a subject that requires a through understanding of concepts. Edurite's CD's work on building concepts and also give students a lot of practice with questions on each Mathematics topic.
Our CD's include chapter wise coverage of each topic with a clear voice over. A glossary of Mathematical terms commonly used and a synopsis of all chapters chemistry
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We propose the creation of a site dedicated to teaching high school
level math students the basics of the TI-83 Graphing Calculator.
This site will explain the information found in the TI-83 manual that
is most pertinent to high school mathematics in a clear and easy to
understand format, be aesthetically pleasing, and allow for growth
through user ideas and suggestions.
It has been our experience that the majority of teachers and students
are not educated in the efficient use of graphing calculators and, as
a result, are not efficient during the time they have in math class.
Our aim is to help high school students become proficient with the use
of a graphing calculator, as this skill is crucial to most high school
math courses and especially to the upper level courses such as
Calculus. We hope that our site will help teachers and students
alike become more adept with the TI-83 and related graphing
calculators, thus increasing the amount of time in class spent
actually learning mathematics instead of attempting to learn how to
use calculators.
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Summary: These popular and proven workbooks help students build confidence before attempting end-of-chapter problems. They provide short problems and exercises that focus on developing a particular skill, often requiring students to draw or interpret sketches and graphs, or reason with math relationships. New to the Second Edition are exercises that provide guided practice for the textbook's Problem-Solving Strategies, focusing in particular on working symbolically.
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This is a very basic exam that looks at the principles involved in Algebra. My upcoming 5-STEP-ALGEBRA-Course will focus on each of these principles in a series of 5 Classes.
There is also an introductory class to show each of these 5 concepts. This is a quick and basic class going over the algebra basics to see if my upcoming 5-Step-Algebra-Course is for you.
The upcoming course will be an easy to understand with easy to follow steps that cover the basic ALGEBRA concepts used for your classes, exams, placement tests, and any of the other Exams that have a Math Section... which typically consists of these Basic Algebra Principles!
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Meshfree methods - Meshfree methods are a particular class of numerical simulation algorithms for the simulation of physical phenomena. Traditional simulation algorithms relied on a grid or a mesh, meshfree methods in contrast use the geometry of the simulated object directly for calculations. Meshfree methods..
Physics numerical questions for class 9 Questions & Answers
Question : is physics a physical science or is it completly different?
Answer : Physical science would include physics chemistry math. Physics is just physics.
Question : If the source is Net, its better.
Answer : is a good web site for everything about school or daily life or ...try it
Question : I think I'll have to take Calculus based Physics. If it's not a good idea, any advice and help please? Thank you.
Answer : I highly disagree with Alexander.
If you have taken calculus (or will be taking it before the physics class), then you'll be fine if you study.
The whole point in TAKING the class is to understand things like mechanics, optics, electromagnetism, etc.
If you already knew all this, then why take the class?
Yes, you should take Physics.
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Specification
Aims
This course unit aims to introduce students to ordinary differential equations, primarily covering methods of solution and applications to physical situations.
Brief Description of the unit
The unit will cover first and second order ordinary differential equations including classification and standard solution methods. Applications will be drawn from the field of classical mechanics, but no prior experience in mechanics is expected or required. Matlab will be used to illustrate some of the ideas and methods.
Learning Outcomes
On completion of this unit successful students will be able to solve first order and second order linear problems and first order separable equations analytically. Use substitution methods and power series methods to find solutions. Be able to investigate solutions using direction fields and Euler's method. Have used Matlab as a mathematical tool and used differential equations to solve problems in mechanics and other applications.
Future topics requiring this course unit
Almost every applied mathematics course unit and many in pure mathematics and statistics.
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Solving equations and inequalities. These may range from linear equations and inequalities, to quadratic, logarithmic, or exponential equations.
Working with function notation and graphs, such as identifying the shape of a graph from a given function or identifying the domain of a function.
Applied problems ("word problems")
Trigonometry, particularly the unit circle and basic relationships between the main trigonometric functions. Mastery of formulas such as half-angle and double-angle formulas.
Good resources for brushing up
A frequent comment from students when they take our mathematics placement assessment is that they don't do as well as they'd like because they spent their senior years taking calculus, and there seems to be no calculus questions on the test. There is no calculus on the test because we are assessing essential skills for success in calculus as well as in our other courses. If you have done well in calculus in high school, then you should know how to solve equations, work with trig functions, simplify radicals, etc.
More frequently, students don't do as well as they'd like on our mathematics placement assessment because they may be a little rusty. It is in your best interest to review before you take the test. Here are some resources:
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Course Communities
Alcohol in Your Body (Rational functions)
The functions that model the process of the elimination of alcohol from the body serve as an introduction to a study of rational functions at an intermediate algebra level. The lesson focuses on graphs of the functions with an emphasis on interpretation of the horizontal and vertical asymptotes in the context of elimination of alcohol from the body. Other mathematics involved is algebraic manipulation of the rational functions, solution of equations with rational expressions, realistic domain of a function, inverse functions, and equilibrium state of a dynamic process.
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One of the most remarkable recent occurrences in mathematics is the refounding, on a rigorous basis, of the idea of infinitesimal quantity, a notion which played an important role in the early development of the calculus and mathematical analysis. In this new edition basic calculus, together with some of its applications to simple physical problems, are presented through the use of a straightforward, rigorous, axiomatically formulated concept of 'zero-square', or 'nilpotent' infinitesimal - that is, a quantity so small that its square and all higher powers can be set, literally, to zero. The systematic employment of these infinitesimals reduces the differential calculus to simple algebra and, at the same time, restores to use the "infinitesimal" methods figuring in traditional applications of the calculus to physical problems - a number of which are discussed in this book. This edition also contains an expanded historical and philosophical introduction. less
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Several of my colleagues used to teach math in their former lives, and have created some sample lessons covering a variety of math topics. Each includes the NCTM standard which each lesson fulfills.
If you're relatively new to Mathematica, these ready-made example lessons can give you a jumping-off point for using Mathematica in your classes...and give you a sneak peak at what's possible with Mathematica.Best regards Stanly Fernandez
Hi Stanly,
Yes, all of these lessons can be modified as needed, so you're welcome to make changes and use them for your Mathematics and Statistics classes.
Although Mathematica does not show the steps it took to find a solution, it is possible to do so with relatively little work. In fact, many users have created functions that allow you to show the steps for solving integrals and equations. e.g.
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algebra system
"ScienceDaily (Dec. 7, 2007) — Until recently, a student solving a calculus problem, a physicist modeling a galaxy or a mathematician studying a complex equation had to use powerful computer programs that cost hundreds or thousands of dollars. But an open-source tool based at the University of Washington won first prize in the scientific software division of Les Trophées du Libre, an international competition for free software..."
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9 sample documents related to MATH 2111
Math 2111 Exam 2 Solutions Nov 18, 2005 1. (5 pts each) Decide if the following statements are true or false. Prove those that are true and give a counterexample to those that are false. (a) Let F be a field and A an invertible n n matrix over F .
Math 2111 Practice Problems We will do these problems together in class on Fri (Oct 14). Please, look attempt them beforehand. You will get more out of the discussion that way, not to mention that you learn a lot more from doing problems than from li
Math 2111 Exam 1 Solutions Oct 5, 2005 1. (16 pts) (a) Dene what it means for an operation to be associative. An operation on the set S is associative if (x y) z = x (y z) for all x, y, z S. (b) Dene what it means for an operation to have an
How to prepare for the final Math 2111, Dec 14, 2005 Start by reviewing all the definitions. Understand what the definition says and think about a few examples that fit the definition and a few that don\'t. Think about why we bother to define the ter
Complex numbers, modular arithmetic, binary operations, and elds 9/30/05 These notes are a noncomprehensive summary to supplement your own notes on what we have covered in the rst two and a half weeks. 1. Complex numbers Appendix G in Stewart is on
Math 2111 Quiz Problems 1 Prepare by 9/19/05 1. Decide if the following are operations on the given sets. For those that are, say if they are commutative and/or associative. Is there an identity and if there is, what is it? If there is an identity, d
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Arithmetic, An Individualized Approach
Online Arithmetic Syllabus
Arithmetic, An Individualized Approach is designed to improve your arithmetic skills. You probably have progressed past arithmetic in your school work, but it is common for good students to have serious holes in their arithmetic skills which constantly interfere with new courses or new activities. This is the perfect place for you to fill in those holes so they will no longer be a detriment to your progress.
The instruction provided here is complete in every way. Any arithmetic topic you need to learn is fully presented.
Explanations are complete.
Practice problems walk you through every process.
A mentor is available at all times to answer any questions.
A self-testing program allows you to make accurate appraisals of your mastery of the material.
At the same time, you can be very selective in deciding what portions of this complete instruction you need to cover.
Chapter titles are descriptive and give you a first clue for finding the topics you need.
The first screen for each chapter lists the units by titles. Those titles may be sufficient for you to select the unit where you need to begin.
If the titles are not enough to make a good decision, the second screen of each chapter is a Preview. You will find a list of sample problems from the chapter. Each problem is accompanied by a notation showing the unit in which it appears.
One word of caution: Just because it is easy to locate the topics you need don't assume that this is not a serious task. Everything you need is here except for your own discipline. That you must provide. Make good decisions. Move as quickly as possible, but do your lessons carefully and completely. When you do the arithmetic this time you want to have it behind you the rest of your life. Do it right and that is what will happen.
We guarantee the high quality of the instruction here. You must provide the high quality of studious behavior that will insure a successful learning experience. Even though you will be working online, you are not alone at this task. You have a Mentor who will give you help whenever you ask. Your Mentor is not here to make judgments about you, criticize, give grades, etc. The only interest of your Mentor is to give help when requested.
Your mentor is constantly available for assistance, for counseling, and for helping you make wise decisions about your progress. There are two ways for you to contact your mentor:
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Intermediate Algebra, 1e, authored by Sherri Messersmith presents content in bite-size pieces, focusing not only on learning mathematical concepts, but also explaining the why behind those concepts. For students, learning mathematics is not just about the memorization of concepts and formulas, but it is also about the journey of learning how to problem solve. By breaking the sections down into manageable chunks, the author has identified the core places where students traditionally struggle, and then assists them in understanding that material to be successful moving forward. Proven pedagogical features, such as You Try problems after each example, reinforce a student's mastery of a concept. While teaching in the classroom, Messersmith has created worksheets for each section that fall into three categories: review worksheets/basic skills, worksheets to teach new content, and worksheets to reinforce/pull together different concepts. These worksheets are a great way to both enhance instruction and to give the students more tools to be successful in studying a given topic. The author is also an extremely popular lecturer, and finds it important to be in the video series that accompany her texts. Finally, the author finds it important to not only provide quality, but also an abundant quantity of exercises and applications. The book is accompanied by numerous useful supplements, including McGraw-Hill's online homework management system, MathZone as well as ALEKS.
MESSERSMITH is rigorous enough to prepare students for the next level yet easy to read and understand. The exposition is written as if a professor is teaching in a lecture to be more accessible to students. The language is mathematically sound yet easy enough for students to understand
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Reviews
I believe that the math study skills link will help a lot of people learn to study better the math studylink not only tells you how you can learn to be a better student, but it also gives you a little encouragement to ask questions when you need the help. So don't be afraid to ask.
Good Advice!
Spartanburg Community College, Spartanburg, SC
"Math Study Skills" provides all the suggestions I give to my math students, but in a much more concise form. Great reading for any student who wishes to succeed in college-level math.
This article talks about the skills of studying math. As it mentioned "Math is learned by doing problems." The more you practice, the better you learn. Moreover, never be shy or afraid to ask your classmates and instructors for help. Everyone is nice. They would like to help you out.
Also, it's a good way to make you absorb the knowledge you learn in class by reading the textbook before the classes begin. Learning math is a wonderful trip, if you put your heart into it. It will give you a fantastic experience.
This resources is talking about math skills. To be active, students should take responsibility to themselves, they should attendclass and participate in the course. Besides, college math is different than high school. Class always is less time per week than in high school but you have more information. Thus if students missed the class, they have to take more time to catch up.
Moreover, asking questions is another important skill. Math is different than other courses. It focuses on "doing" rather than writing. If students don't know how to do, they can't get the right answer, but in the writing course, students can get some grades if they written down something that is related. Therefore, math skill is very important to learn. The best way to do it,is to just spend time and do problems over and over again until you totally understand
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Mathematics for 3D Game Programming and Computer Graphics
Cover
Details
Author:
Eric Lengyel
Year Published:
2001
ISBN:
1584500379
Description
This invaluable resource teaches the mathematics that a game programmer needs to develop a professional-quality 3D engine. The book starts at a fairly basic level such as vector geometry, modern algebra, and physics, and then progresses to more advanced topics. Particular attention is given to derivations of key results, ensuring that the reader is not forced to endure "gaps" in the theory. The book discusses applications in the context of the OpenGL architecture, and assumes a basic understanding of matrix algebra, trigonometry, and calculus.
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...Students learn the rules how to work with fractional variables, graphing and solving two or more variable equations,inequalities, and inequalities. Students learn to construct, solve and check real world problems. They also learn how to manipulate an equation in terms of another variable Emphasis on logic proofs
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Cambridge Students
An essential subject for all learners, Cambridge IGCSE Mathematics is a fully examined course which encourages the development of mathematical knowledge as a key life skill, and as a basis for more advanced study. The syllabus aims to build learners' confidence by helping them develop a feel for numbers, patterns and relationships, and places a strong emphasis on solving problems and presenting and interpreting results. Learners also gain an understanding of how to communicate and reason using mathematical concepts.
Display resources by:
A Maths Dictionary for IGCSE
This may prove a useful reference. Note that teachers and students should refer to the syllabus as the definitive source for notation and content.
Author: R E Jason Abdelnoor
ISBN: 9780748781966
Published in 2007.
Edition: 2
Published by Nelson Thornes, UK [New window]
Cambridge IGCSE Mathematics Core and Extended Coursebook (with CD-ROM)
This highly illustrated coursebook has been written by an experienced author and an IGCSE Maths teacher to cover the complete Cambridge IGCSE Mathematics (0580) syllabus. Core and Extended material is combined in one book, offering a one-stop-shop for all students whatever their capabilities.
The extended material is clearly marked, and useful hints are included in the margins for Core students needing more support, leaving the narrative clear and to the point. Students doing the Extended course are given access to the parts of the Core syllabus that they need without having to use an additional book.
Answers to book exercises and exam questions are at the back of the book, with additional exercises and interactive questions on the CD-ROM.
Author: Morrison, K and Hamshaw, N
ISBN: 9781107606272
Published in 2012.
Published by Cambridge University Press, UK More information on Cambridge IGCSE Mathematics Core and Extended Coursebook (with CD-ROM) [New window]
Cambridge IGCSE Mathematics Core Practice Book
A practice tool that will successfully accompany any Cambridge IGCSE Mathematics (0580) textbook. This 'Core Practice Book' offers a wealth of questions with hints and tips to reinforce skills and learning. Comprehensive and targeted exercises ensure plenty of practice for the classroom, independent learning and revision.
Author: Morrison, K and Dunne, L
ISBN: 9781107609884
Published in 2012.
Published by Cambridge University Press, UK More information on Cambridge IGCSE Mathematics Core Practice Book [New window]
Cambridge IGCSE Mathematics Extended Practice Book
An endorsed practice tool that will successfully accompany any Cambridge IGCSE Mathematics (0580) coursebook. Comprehensive and targeted exercises ensure plenty of practice for the classroom, independent learning and revision.
Author: Morrison, K and Dunne, L
ISBN: 9781107672727
Published in 2013.
Published by Cambridge University Press, UK More information on Cambridge IGCSE Mathematics Extended Practice Book [New window]
Cambridge IGCSE Mathematics Second Edition updated with CD
This second edition, written especially to support the University of Cambridge International Examinations IGCSE Mathematics (0580) syllabus, is now in full colour and includes a student's CD-ROM. The text is ldeal for students following the Extended Curriculum, International contexts are used throughout to aid understanding and ensure this text is relevant to students everywhere.
Author: Pimental, R and Wall, T
ISBN: 978-1444123159
Published in 2011.
Edition: 2
Published by Hodder Education, UK [New window] More information on Cambridge IGCSE Mathematics Second Edition updated with CD [New window]
Cambridge IGCSE Maths Student Book
'Collins Cambridge IGCSE Maths' provides all the material you need for both the Core and Extended sections of the syllabus (0580) in the one handy book.
Author: Pearce, C
ISBN: 9780007410187
Published in 2011.
Edition: 1
Published by Collins Educational, UK [New window] More information on Cambridge IGCSE Maths Student Book [New window]
Core Mathematics for Cambridge IGCSE
Core Mathematics for Cambridge IGCSE provides both a two-year course leading to the Cambridge IGCSE Mathematics Core Level examination from University of Cambridge International Examinations and the firt year of a two-year course leading to the Extended Level examination. The book completely covers the syllabus for Cambridge IGCSE Mathematics Core Level. It has been designed to work through sequentially either as a classroom textbook or for self-study.
Author: Simpson, A
ISBN: 9780521727921
Published in 2010.
Edition: 1
Published by Cambridge University Press, India [New window] More information on Core Mathematics for Cambridge IGCSE [New window]
Core Mathematics for Cambridge IGCSE
Starting from basic principles and written with the international student in mind, 'Core Mathematics for Cambridge IGCSE' provides a complete course matching the core level content of the Cambridge IGCSE 0580 Mathematics syllabus.
Author: Haighton, J, Manning, A, McManus, G, Thornton, M and White, K
ISBN: 9781408516508
Published in 2012.
Published by Nelson Thornes, UK More information on Core Mathematics for Cambridge IGCSE [New window]
Core Mathematics for Cambridge IGCSE - Teacher's Resource Kit (with CD)
This new Teacher's Resource Kit offers expert support for your Cambridge IGCSE teaching. The Teacher's Guide includes lesson plans and worksheets, while the Teacher's CD offers a host of customisable worksheets and ready-made editable PowerPoints. Fully endorsed by University of Cambridge International Examinations.
Author: Bettison, I
ISBN: 9780199138739
Published in 2011.
Published by Oxford University Press, UK More information on Core Mathematics for Cambridge IGCSE - Teacher's Resource Kit (with CD) [New window]
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A must have material for probabilty & statistics If you are studying advanced statistics, you might want to add this as an essential item to your reading list. It's a perfect balance between the mathematical and descriptive approach, but you need to be familiar with a bit of 'A' level maths though. But the book gives good value for money and knowledge.
Terrific Set of Physics Problems I give almost all Schaum's Outlines and Solved Problems Series a perfect 5 stars. They are indispensable in learning how to solve math, science, and engineering problems. This particular Schaum's has 3000 solved elementary physics problems (no subject outlines), with numerous beautiful illustrations. I skimmed the first 32 chapters and then read the remaining 7 chapters carefully; there are ...
very helpful If you know a little calculus, have taken it a while back or need to supplement your text, this book is very helpful. Plenty of problems to go through. Very helpful when trying to review for exams or GRE math subject test. If you have never taken any calculus, the explanations here are in outline form and will not help you understand much. This book covers Calc 1-2-3 in most undergrad ...
Thank you I am a little late in writing this so I'd like to say sorry. The product wasn't what I was looking for but it was exactly what I ordered so that's my fualt. It arrived in great condition, Thank you.
not for kids The thing I like about the Schaum's series is that they don't try to be your friend. If you're going to try to sit down to learn something intricate like geometry, you've got some serious work to do, and the sooner you get to it the better. To this end, there are no pictures in the book (other than geometric diagrams, of course), no blurbs on famous geometers or famous applications of geometry. ...
Worth the cost... This book is a great refresher. It is easy to read and works examples in a logical step-by-step fashion that non-accountants/non-accounting-majors may need. This book makes a great supplement to formal accounting training (introductory accounting coursework). It would also be very helpful for someone who needs an accounting refresher (like business education majors who plan to take the Praxis ...
Great Grade Booster I bought this because I have been struggling in my Physics w/ Calculus course at my university. Quite simply, after purchasing this guide and studying it for a good hour or two before the exam (I had neither gone to class recently nor done the homework for weeks) my grade on the test was the avg grade for the class: 74%. I am fairly convinced that without this guide I would have failed ...
very helpful I found this book to be very helpful.
Pros: Excellent as a supplement or even as a text. Lots of worked out problems, some are even proofs of theorms. The explanations are to the point and easy to understand. Good for math, physics or engineering undergrad majors. There is enough material for 1.5 undergrad semesters of Linear Algebra. Very appropriate for math GRE subject test review.
Cons: ...
Great resource! I used this book to help me learn Spanish on my own and now I use it to assist my students to learn Spanish grammar. It gives clear explanations of verbs and other grammar and it gives good practice. I highly recommend this book.
Confusing Textbooks ...
Comprehensive French Grammar book We purchased this book for our daughter who is attending college. This was on the list of required textbooks. She is thrilled with this book; she says it covers everything in French grammar, even some of the parts she missed along the way. Would recommend this to other college French students.
Just what I was looking for This is a good book, with a fair and well formed assortment of mathematical resources, sepecifically some of the more difficult and common integrals that nobody wants to have to do. At least that's what I use it for. Came in good condition, so that was nice too.
John W. Schaum Piano Course: Pre-A, the Green Book This old favorite course is the best in my opinion. I use it for all my beginning piano students because it is the one I was taught as a child, so I'm most familiar with it. Kids today are different than they were when I was young, so it takes quite a lot of explaining and patience with them, but I think this beginner book does very well in attempting to teach the young student how to begin to ...
One of the most easiest and best Chinese grammar!!! One of the most easiest and best Chinese grammar!!!
Highly recommended by me!
Easy to use, easy to pronounce, easy to handle!
What more can I ask for about it?!
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Precalculus -- Preparing Students for
Calculus
Precalculus,
by Warren Esty
Sixth edition (This page updated Sept. 25, 2012)
A text
designed to produce a deep understanding of algebra and
trigonometry so that students will be comfortable with their
next math. Students will be well-prepared for calculus.
This text is designed to be appropriate for self-study, as
well as classroom use.
The content includes the usual precalculus
material (functions, powers, polynomials, logs, exponentials,
trig, etc.). Graphing calculators play an important role.
However, this text is unlike others because it does not just
use calculators to do old-style problems, but actually
incorporates calculators as a learning tool
and not just a "doing" tool.
This text has been used at Montana State University and
elsewhere by about a hundred different instructors and many
thousands of students. A great deal of experience has gone into
making this text an effective learning tool.
"As a home-schooled junior in high school
this year, I used your Precalculus book. [clip] I would just
like to thank you so much for writing that book. It changed my
entire perspective on math. Up to this year, I considered math
to be a distasteful medicine [clip]. No text book on a language
was ever written better. I quickly became enthralled with your
ideas, and now I love Math. Precalculus was my favorite subject
this year [clip. Read the whole letter
here.]
"I ordered your precalculus book, and thus far
it's been quite a learning experience. I've learned more in the
past 3 months than I learned in 4 years of high school. ....
Thanks." [an adult student]
"I'm taking Precalculus for graduate school,
and I have always hated math and been terrible at it, I was taught
only to memorize, never to understand. I'm starting to love math,
and it's because my dad (who loves math) has your book and we've
been working with it! So I wanted my own copy. Thank you for
writing such a great precalculus book!"
"I am the teacher who used your
Precalculus text with some homeschoolers over the internet the
year before last. I now have more students asking for the class.
I would like to use your text again. (I was very pleased that
the students who used your book and went on to take the SAT got
math scores very near 800. It'll be interesting to see what
happens with the new SAT exam.) ..."
"I love teaching the text and the other
instructor feels likewise. The course has been a challenge for my
students. For those who have buckled
down and done the requisite assigned work (and shift in conceptual
focus), well, the results are very, very evident." [continued here]
-- A high school teacher.
"Speaking as an
aerospace engineer, this was a great course, great professor [at
a different school], and great textbook. I would have never
found that textbook on my
own. I would not change anything with this course. It meets the
demands of the Math Analysis course in a previous era... the one
I grew up in. For the
most part, Calculus and Pre-Calculus classes have been
dramatically watered down since the 1980s. This course restores
the ancient paths.
"I think this is the best math
class she [his daughter] has had for her mathematical
understanding [continued here]"
-- A parent
Of course, the presentation of most topics resembles that of
other precalculus texts. So does the organization, at least
after Chapter
1 (which is unique). But it is particularly effective because of
its numerous distinguishing features:
An effective new approach that incorporates
graphing
calculators
as
a learning tool (not just a calculating tool).
This may be the first text to fully adjust to the fact that
calculators can do the calculations and therefore accelerate
learning about algebra, exponentials, logs, and trig, but students
must still learn and understand the math. Calculators
can help:
Concentrate attention on essential points
Increase the rate at which students
gather experience with the subject
Focus on learning math that is valuable (essential!) even
though calculators can do all the calculations. There
is still a lot to learn about math, even though calculators
can do a lot. This text clearly distinguishes between learning
about calculators and learning about math with the help of
calculators. (Dr. Esty has given numerous conference talks
about learning with the help of calculators.)
Emphasis on learning how thesymbolic
languageof math
is used. This is probably the most
distinguishing feature of the text. It is an explicit goal of
Chapter 1 that students learn how thoughts about methods are
written in modern mathematical notation. The goal of
Chapter 1 is to have students become able to learn math by
reading math. Let's face it, most students do not learn
math by reading it. This text has explicit reading lessons!
They will
Increase students' ability to generalize
properly
Increase students' ability to learn
outside of class. [There is so much more time outside of
class than in class. Wouldn't it be great if students couldlearn
(not just practice) outside class!]
Illuminating
homework in addition to the usual type of calculation
problems for practice.
(For example, most "B1" problems ask for an
illustration, or explanation, rather than a computation.)
Memorable
visual illustrations that generate correct concepts.
Emphasis on connections to lower- and higher-level
material.
(Calculus-style applications of algebra are
frequently discussed).
Two
sections
devoted to how to do word problems. Students who
can't do word problems are missing something important about
algebra -- how symbolism is used to represent operations. The
emphasis on symbolism for expressing thoughts about operations
in Chapter 1 helps students learn how to do word problems, and
they would never be ready without it. The author's research on
word problems shows that students cannot do word problems just
by taking years of algebra. They need to study writing about
operations in symbols first.
Emphasis on graphs and their interpretation, and
effective use of graphing calculators.
Emphasis on mathematical concepts that will not
become obsolete when the next generation of calculators
arrives.
Instructor-friendly and student-friendly
(this text does not require new teaching techniques or
classroom experiments)
Excellent for
teaching yourself. It is hard to learn math on your own.
You must have good (English) reading skills. In contrast to
all other texts, this one has lessons in Chapter 1 on how math
is written and how to read it. This should help you get the
most of the text even if you don't have a teacher.
A solution manual
with solutions to odd-numbered problems so you can follow how
problems are done if you have questions.
Six articles by Dr. Esty on learning precalculus with the
aid of calculators have appeared in the recent proceedings of
the International Conference on Technology in Collegiate
Mathematics (some are on-line with links below).
The importance of conceptual development that is
specifically algebraic is discussed in
"Algebraic Thinking,
Language, and Word Problems," an article by Dr. Esty and
Dr. Anne Teppo in the 1996 Yearbook: Communication in
Mathematics, published by the National Council of Teachers
of Mathematics. They have also written related articles on
problem-solving and algebraic thinking in several issues of Psychology
in Mathematics Education.
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Fundamental Theorem of Algebra
In this lesson our instructor talks about the fundamental theorem of algebra. He talks about the theorem and does an example. He also discusses the rational zero test and does an example. He talks about binomial factors and does an example. He talks about Descartes rule of signs and does an example. Four extra example videos round up this lesson.
This content requires Javascript to be available and enabled in your browser.
Fundamental Theorem of Algebra
Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture.
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The mathematics department at Tolland High School will strive to have each student understand and use mathematical concepts and fundamental processes, i.e., experimentation, logical reasoning, computational skills, and analysis of both theory and applications at a level which is consistent with their ability, maturity, and needs. A variety of challenging courses are offered to students of all ability levels. Technology is incorporated appropriately within the lessons. Graphing Calculators have been integrated into the college preparatory and honor courses.
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Description and Objectives
Introduction to
use of computers to solve scientific and
engineering problems. Application
of mathematical judgment in
selecting tools to solve problems and to
communicate results.
MATLAB is the primary tool used for numerical
computation.
Although the subject matter of Beginning Scientific
Computing can be made rather difficult, I
will attempt to present the course
material in as simple a manner as
possible. More theoretical aspects, such
as proofs, will not be presented.
Applications will be emphasized.
Schedule and Homework
Follow links in
the table below to obtain a copy of the homework in Adobe
Acrobat (.pdf) format. You may also obtain here solutions to some of
the
homework and exam problems. An item shown below in plain text is not
yet
available. For additional information regarding viewing and printing
the
homework and solution sets,
click
here.
Grading
Your course grade will be calculated by weighing the homework,
the Midterm, and the Final in the proportions 50%, 20%, and 30%,
respectively. Homework problem
sets will be assigned bi-weekly. Homework
constitutes 50% of your final grade.
There will also be a one-hour-long
midterm and comprehensive final
for 20% and 30% or your grade respectively.
LATE HOMEWORK WILL NOT BE ACCEPTED.
Homework will be submitted and graded on-line. You have up to three
attempts per homework to get everything correct. If everything is correct
the first time a homework is submitted, you will receive a 100% for that homework.
If something is not correct, then you must fix it and re-submit the homework.
Your highest submitted homework grade will be your final grade for that particular
homework.
Matlab Resources
In this course, we will
make extensive use of Matlab, a technical computing
environment for
numerical computation and visualization produced by The MathWorks, Inc. A Matlab manual is
available in the MSCC Lab. If
you
are working in the Windows environment, be sure to check out the
Matlab
notebook feature that integrates Matlab with Microsoft Word.
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Overview:
You may find that this course is very different from other math courses that
you have taken. Although I fully expect you to learn the computational aspects
of calculus, we will be more concerned with understanding calculus and how
it applies to real-world problems. We will form a mathematical model of a
changing real world situation, use calculus to analyze it, and then interpret
our calculated results in the context of the original problem. We will find
that a blend of numerical, graphical, and algebraic methods
(manipulation of formulas) will help us solve problems and understand concepts.
Finally, in the real world, problems and solutions must be communicated
effectively, both in writing and orally, and you will get lots of
practice doing this. You will also have the opportunity to work in groups, and
you may discover that math can be a social activity! For those students who
are new to this textbook, the text preface, especially page vii, and pages
xiii - xiv, gives the authors' perspective and is well worth reading. I also
encourage you to speak with me as soon as possible to determine whether
you have the necessary background for this course.
Work Load:
Homework will be assigned nearly every day. You should complete all
homework assignments but I will only ask you to submit approximately one
assignment per week. Quizzes will also be given about once per week.
There will be 2 group projects, 3 exams, and one final exam.
You should expect to work at least 8-10 hours per week, outside of class.
Grade Info:
No make-ups will be given for any part of this course (i.e. quizzes, homeworks,
group projects, exams, final exam.) However, your two lowest quiz scores and
your two lowest homework scores will be dropped. In addition to this, if it
helps your grade, then your two highest exam scores will be added to your
final exam score and this sum will be divided by 4 to give you a new score
which will replace your lowest exam score.
Dates:
Group Projects:
50
dates for 2 group projects will be announced in class
Homework:
100
about once per week
Quizzes:
100
about once per week
Exam 1:
150
Thursday, February 5
Exam 2:
150
Thursday, March 5
Exam 3:
150
Thursday, April 16
Cumulative Final Exam:
300
Wednesday, April 29, 9 am - noon, Humanities 201
TOTAL POINTS:
1000
Final Grade:
A
920 - 1000 points
B+
870 - 919 points
B
810 - 869 points
C+
760 - 809 points
C
710 - 759 points
D+
670 - 709 points
D
600 - 669 points
F
0 - 599 points
Help is available:
Working together on homework assignments is a great
way to learn mathematics so I encourage this. You may also wish to use the
Math Lab's free tutoring service. The
main location of the Math Lab is in LeConte 101 and is open MTWTh, 1 pm - 8 pm,
and F, 1 pm - 3 pm. The other location for the Math Lab is in the Towers'
Conference Center and will be open mostly in the evenings - hours have not yet
been determined. In addition to this, you are encouraged to register for
the Calculus Excellence Workshop (Math 152, section 2). This course was
designed to deepen your mastery of Calculus II concepts and skills. It carries
two credit hours and meets from 6:00 pm - 7:45 pm TTh in LeConte 115.
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Linear Algebra with This trusted reference offers an intellectually honest, thought-provoking, sound introduction to linear algebra. Enables readers to grasp the subject with a challenging, yet visually accessible approach that does not sacrifice mathematical integrity. Adds over 400 new exercises to the problem sets, ranging in difficulty from elementary to more challenging. Adds new historical problems taken from ancient Chinese, Indian, Arabic, and early European sources. Strengthens geometric and conceptual emphasis. A comprehensive, thorough refe... MORErence for anyone who needs to brush up on their knowledge of linear algebra. For courses in Introductory Linear Algebra. This text offers the most geometric presentation now available, emphasizes linear transformations as a unifying theme, and is recognized for its extensive and thought-provoking problem sets. While preserving the same table of contents as the previous edition, this revision is the outcome of a careful reflection (and appropriate change) on the wording of each idea.
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A guide to teaching introductory physics, from high school to calculus-based college courses, this instructional tool presents systematic observations based upon research into how physics students come to learn and understand physical concepts, models and lines of reasoning, Includes many examples of test questions and homework problems,
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The entries in the Encyclopaedia are extracts from our books on the website or were written specifically for the Encyclopaedia by our author.
If you would like more detailed information on a topic over and above that which is contained in this Encyclopaedia – then you should go to the related material on covering ages from 9 up to 18 - Key Stage 2, Key Stage 3, GCSE (Ordinary), GCSE (Additional), AS and A Level.
In addition, we have special books on algebra, trigonometry and the calculus; 'Algebra – the way to do it' covers algebra from foundations upwards, 'Trigonometry – the
way to do it' and 'Calculus - the way to do it' Book 1 are appropriate for students of GCSE Additional or GCE Advanced Subsidiary level of study (age 17 approximately) and the material in 'Calculus - the way to do it' Book 2 is designed for GCE Advanced level courses of study (age 18 approximately).
All of the material is available in pdf from for instant download to your computer.
Of necessity, each entry in the Encyclopaedia is a condensed version of the material contained on The material in the Encyclopaedia covers age groups from 9 (Key Stage 2) to around 17 years (Advanced Subsidiary) and should prove extremely useful for examination revision.
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"We are what we do … Excellence therefore is not an act, but a habit!" Aristotle The Mathematics Department of Harold M. Brathwaite Secondary School is here to help you aim for excellence. We are dedicated to student learning, assisting through Counting on You, extra help sessions and contests. We use technology in the classroom for explorations and to reinforce concepts. The department office is located on the second floor at the front of the school building. Watch for news in the display case across the hall from the office.
Grade 11 MEL 3E0 Mathematics for Work and Everyday Life MBF 3C0 Foundations for College Mathematics MCF 3M0 Functions and Applications College/University MCR 3U0 Functions University
Grade 12 MEL 4E0 Mathematics for Work and Everyday Life MAP 4C0 Foundations for College Mathematics MCT 4C0 Mathematics for College Technology MHF 4U0 Advanced Functions University MDM 4U0 Mathematics of Data management University MCV 4U0 Calculus and Vectors University
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More About
This Book
This self-teaching guide presents general precalculus concepts first, so you'll ease into the basics. You'll gradually master functions, graphs of functions, logarithms, exponents, and more. As you progress, you'll also conquer topics such as absolute value, nonlinear inequalities, inverses, trigonometric functions, and conic sections. Clear, detailed examples make it easy to understand the material, and end-of-chapter quizzes and a final exam help reinforce key ideas.
It's a no-brainer! You'll learn about:
Linear questions
Functions
Polynomial division
The rational zero theorem
Logarithms
Matrix arithmetic
Basic trigonometry
Simple enough for a beginner but challenging enough for an advanced student, Precalculus Demystified, Second Edition, Second Edition, helps you master this essential subject.
Meet the Author
Rhonda Huettenmueller has been teaching college mathematics for more than 20 years. She regularly teaches algebra, college algebra, and pre-calculus courses, along with more specialized versions of the classes for business students. Rhonda is the author of Algebra Demystified, McGraw-Hill's most successful Demystified book to date, College Algebra Demystified, and Business Calculus Demystified
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Calculus Without Tears: Lesson Sheets for Learning Calculus are
8½ x 14-inch spiral-bound lessons and practice books that
teach calculus to students who are as young as fourth grade. Volume
1 is titled "Constant Velocity Motion," and Volume 2 is titled "Newton's
Apple."
Volume 1 is divided into five chapters: "The Mathematics of Motion," "Functions
and Graphs," "Velocity," "The Area Under a Curve," and "Differential
Equations." By the end of Volume 1, the student will know the basics
of calculus and will have solved a few differential equations.
Volume 2, which focuses on motion and change, is divided into five
chapters: "The Physics of a Falling Object," "Graphing Solutions
to Differential Equations," "The Derivative of t 2 ," "Integrating
Linear Functions," and "Differential Equations." Both books are
designed to be completed at the rate of one lesson a day (there
are typically 14-15 lessons per chapter), and the author expects
each lesson to take around 30 minutes.
The lessons are written to the student and are meant to be read
and understood by the student. The numbers used in the practice
problems are easy (the only requirement to begin is "decimal arithmetic"),
so the student will be able to learn the calculus without getting
hung up on the mathematical computations. Each lesson begins with
a written explanation of the concept, followed by example problems
and then exercises for the student to work.
These volumes are interesting but cumbersome. The 8½ x
14-inch size is awkward, and there is no readily available answer
key. There are checksums that allow the student to check his or
her own work, but nothing additional is available for the teacher.
I am not mathematically inclined, but I am raising boys who are.
I would like a little more handholding for myself, because otherwise
I won't know if they are learning from these books incorrectly.
That said, if your children are interested in math, and if you
are comfortable these lesson sheets, Calculus Without Tears would
be a fun supplement for your children to work through.
Product review by Courtney Larson, The Old Schoolhouse® Magazine,
LLC, July 2011
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The present book aims at providing a detailed account of the basic concepts of vectors that are needed to build a strong foundation for a student pursuing career in mathematics. These concepts include Addition and Multiplication of vectors by Scalars, Cen
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This course is intended for those who want to brush up on their math skills and need guidance and practice in solving the types of problems encountered on the GRE or GMAT. Topics will include arithmetic, algebra, geometry and problem-solving. Textbooks can be purchased from the college bookstore and are required at the first day of class.
Prerequisite: None
Follow-up courses: GRE (GREPREP) or GMAT (GMTPREP)
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This was easily one of my favorite books as a kid (I took Calculus as a sophomore in high school, Multi-Variable Calculus as a junior, and Linear Algebra/Differential Equations as a senior). And now, after many years of no math, it looks like I'm going to be tutoring students in high-school level mathematics.
So where am I going? Not to the standard Algebra text, or any massive textbook that they use in schools. I'm going to Gullberg. Glad I kept it. ( )
What does mathematics mean? Is it numbers or arithmetic, proofs or equations? Jan Gullberg starts his massive historical overview with some insight into why human beings find it necessary to "reckon," or count, and what math means to us. From there to the last chapter, on differential equations, is a very long, but surprisingly engrossing journey. Mathematics covers how symbolic logic fits into cultures around the world, and gives fascinating biographical tidbits on mathematicians from Archimedes to Wiles. It's a big book, copiously illustrated with goofy little line drawings and cartoon reprints. But the real appeal (at least for math buffs) lies in the scads of problems--with solutions--illustrating the concepts. It really invites readers to sit down with a cup of tea, pencil and paper, and (ahem) a calculator and start solving. Remember the first time you "got it" in math class? With Mathematics you can recapture that bliss, and maybe learn something new, too. Everyone from schoolkids to professors (and maybe even die-hard mathphobes) can find something useful, informative, or entertaining here. --Therese Littleton
(retrieved from Amazon Sat, 05 Jan 2013 15:58:43 -0500)
▾Library descriptions
An illustrated exploration of mathematics and its history, beginning with a study of numbers and their symbols, and continuing with a broad survey that includes consideration of algebra, geometry, hyperbolic functions, fractals, and many other mathematical functions.… (more)
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The second course in a three part calculus sequence. Topics include: the Riemann integral, applications of integration, techniques of integration, and transcendental functions. Prerequisite: MATH 215 with grade of C or higher.
Prerequisite(s) / Corequisite(s):
MATH 215 with a grade of C or higher.
Text(s):
Most current editions of the following:
Most current editions of the following:
Calculus
By Finney, R. & G. Thomas. (Addison-Wesley) Recommended
Calculus
By Stewart (Brookes-Cole) Recommended
Course Objectives
To use calculus to formulate and solve problems and communicate solutions to others.
To use technology as an integral part of the process of formulation, solution and communication.
To understand and appreciate the connections between mathematics and other disciplines.
Measurable Learning Outcomes:
• Compute definite integrals as the limit of Riemann sums and approximate integrals using finite Riemann sums. • Evaluate definite and indefinite integrals using the Fundamental Theorem of Calculus and the method of substitution. • Compute areas and volumes using definite integrals. • Identify the natural exponential and logarithmic functions as inverses of each other and find their derivatives and integrals. • Solve exponential growth and decay problems arising from biology, physics, chemistry, and other sciences. • Compute derivatives and integrals of functions containing inverse trigonometric functions. • Analyze various indeterminate forms and apply L'Hospital's rule to evaluate limits of such forms. • Use the Substitution Rule and the Integration by Parts formula to evaluate indefinite and definite integrals. *Describe and explain special methods required to integrate trigonometric and rational functions. * Apply numerical methods of integration such as Simpson's Rule to approximate definite integrals.
Topical Outline:
Integrals
Applications of integrals
Transcendental functions
Techniques of integration
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First-order differential equations
This unit introduces the topic of differential equations. The subject is developed...During this unit you will:
learn some basic definitions and terminology associated with differential equations and their solutions;
be able to visualize the direction field associated with a first-order differential equation and be able to use a numerical method of solution known as Euler's method;
be able to use analytical methods of solution by direct integration; separation of variables; and the integrating factor method.
Contents
First-order differential equations
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Tutorial fee-based software for PCs that must be downloaded to the user's computer. It covers topics from pre-algebra through pre-calculus, including trigonometry and some statistics. The software pos... More: lessons, discussions, ratings, reviews,...
Zoom Algebra is a Computer Algebra System App for TI-83 Plus and TI-84 Plus graphing calculators. Its patent-pending interface is visual and easy to use, with many little shortcuts. For example, ...An algebra practice program for anyone working on simplifying expressions and solving equations. Create your own sets of problems to work through in the equation editor, and have them appear on all of... More: lessons, discussions, ratings, reviews,...
Students answer the question: Is the ratio of our arm span to our height really equal to 1? If an emphasis is given to a/h = 1, this can be an engaging activity using variables. Use a spreadsheet to w... More: lessons, discussions, ratings, reviews,...
This eModule presents sequences of geometric patterns and encourages students to generate rules and functions describing relationships between the pattern number and characteristics of the pattern. S... More: lessons, discussions, ratings, reviews,...
A classroom activity, to be explored through large movement experience, manipulatives, and an interactive Java applet. Students then revisit the activity, look for patterns, and write the answer algeb... More: lessons, discussions, ratings, reviews,...
This collection of activities is intended to provide middle and high school Algebra I students with a set of data collection investigations that integrate mathematics and science and promote mathemati problem could be used in varying degrees with 6th graders through high school. It encourages students to use good problem-solving heuristics. Logo is used to extend this problem and to encourageQuestion: Is the ratio of our arm span to our height really equal to 1? If an emphasis is given to a/h = 1, this can be an engaging activity using variables. Use a spreadsheet to work with the data. More: lessons, discussions, ratings, reviews,...
These guided, interactive activities present sequences of geometric patterns and encourage students to generate rules and functions describing relationships between the pattern number and characterist... More: lessons, discussions, ratings, reviews,...
A classroom activity (also called Hop, Skip, Jump) aligned to the NCTM and California Standards, to be explored through large movement experience, manipulatives, and an interactive Java applet. Studen... More: lessons, discussions, ratings, reviews,...
Understanding factoring through geometry: students work cooperatively to display a numeral as the area of a rectangle, and make as many rectangular arrangements as possible for each numeral given.
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With Over 175,000 words the .
Put on your mental seatbelt and get ready for a mind-boggling excursion through mathematical history, symbols, circles, triangles, and a whole host of number puzzles. Spend hours racking your brain over this, the greatest collection of math puzzles, ever!
UMS solves any given problem, either one taken from a textbook or just invented on the spot. Moreover, UMS explains each step of the solution to the problem. According to your choice, UMS may speak different languages, according to your choice or just keep silent.
Mind Power Math - High School and College Math | 1.46 GB Genre: eLearning
This set of six CDs offers high school students basic and useful practice in algebra 1, algebra 2, statistics, geometry, trigonometry and calculus. In the Algebra 1 CD, for example, students choose from 12 chapters and pick a sub topic. After a written (and pictorial) demonstration of the concept (e.g. ratio and proportion), students answer 10 questions to show comprehension. Hint and Solution icons lead to useful and straightforward help, and general progress is described after each section. All things considered, although dry in format and somewhat lacking in depth, this handy set of CDs offers understandable explanations of difficult subjects.
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Vector Spaces
In this lesson our instructor talks about vector spaces. First, he talks about vector spaces and complex vector spaces. Then he does some example problems. He ends the lesson with a discussion on properties of vector spaces.
This content requires Javascript to be available and enabled in your browser.
Vector Spaces
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Familiar TI-84 Plus Family Functionality
Use More, Replace Less
Familiar TI-84 Plus Family Functionality
The same menu structure and navigation as the TI-84 Plus family make it easy to pick up and learn. Built-in MathPrint™ functionality allows you to input and view math symbols, formulas and stacked fractions exactly as they appear in textbooks.
Make Real-World Connections
Deepen student understanding of math concepts with images. Import photos* from a computer to the calculator and graph on top of the images to create an engaging learning experience.
A Complete Learning Resource
Activities
Subject-specific lessons and tools help students gain an understanding of math and science concepts. Activities written for the TI-83 Plus and TI-84 Plus can be used with TI-84 Plus C Silver Edition.
Professional Development
For more than 20 years, math and science educators have turned to the T³™ organization for high quality, research-based*** professional development. T³ combines content-rich curriculum, hands-on technology training and compelling instruction on best teaching practices. T³ online webinars, tutorials and courses are ideal for building skills around busy schedules.
*Use TI Connect™ Computer Software. File types supported include: .bmp, .gif, .jpg, .png, .tif
**SAT & AP are registered trademarks of the College Board, which was not involved in the production of and does not endorse this product. ACT is a registered trademark of ACT, Inc., which does not endorse this product. Policies subject to change. Visit and
*** Learn more at education.ti.com/research
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Math courses
At Mathplanet.com you can study math online - for
free. If you are studying at high school or are preparing
for college this is the perfect place for you. We have decided
to divide our material into four math courses: Pre-algebra, Algebra 1, Algebra 2 and Geometry - on these
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methods including up to date examples and video lessons.
Each math course is divided into different fields and under each
field you will find different lessons including theory, examples
and video lessons.
Are you about to take the SAT or the ACT test? Why not use our
help in the preparations. Here you will find hundreds of examples
and video lessons for SAT and for ACT.
All material found on Mathplanet.com is produced by our top
pedagogues and is all free to use!
|
This title is no longer in print.
About the book
The aim of this Guide is to help students prepare for the Mathematics SL final
examinations. The Guide has three separate sections:
the first section covers all seven Topics in the course. For the main elements
within each Topic, there is a succinct summary of key facts and concepts followed by
two sets of Skill Builder Questions categorised as 'no calculators' and
'calculators'. There is a total of 421 Skill Builder Questions in the
first section.
the second section comprises six Examination Practice Sets: three
'no calculators' and three 'calculators'.
There are 20 questions in each set, a total of 120 questions altogether.
the third section provides fully worked solutions for all the Skill Builder
Questions and the Examination Practice Sets, an overall total of 541 questions.
Good examination techniques come from good examination preparation and practice.
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Concise and readable, this text ranges from definition of vectors and discussion of algebraic operations on vectors to the concept of tensor and algebraic operations on tensors. It also includes a systematic study of the differential and integral...
An essential tool for standardized tests, the Spectrum Math series offers grade-appropriate coverage of basic arithmetic and math skills. Each book features drill and skill practice in math fundamentals, as well as applications of mathematics in...
An essential tool for standardized tests, the Spectrum Math series offers grade-appropriate coverage of basic arithmetic and math skills. Each book features drill and skill practice in math fundamentals, as well as applications of mathematics in...
Assuming only a knowledge of basic calculus, this text presents an elementary and gradual development of tensor theory. From this treatment, the traditional material of courses on vector analysis is deduced as a particular case. In addition, the bookNumerous examples and exercises highlight this unified treatment of the Hermitian operator theory in its Hilbert space setting. Its simple explanations of difficult subjects make it intuitively appealing to students in applied mathematics, physics,Analysis of Effective Communication teaches students' basic and advanced grammatical rules, including planning out their writing, the building blocks of speech, placement, building sentences, punctuation, capitalization, short story writing and more....
This text offers a synthesis of theory and application related to modern techniques of differentiation. Based on undergraduate courses in advanced calculus, the treatment covers a wide range of topics, from soft functional analysisThere is a large gap between engineering courses in tensor algebra on one hand, and the treatment of linear transformations within classical linear algebra on the other. This book addresses primarily engineering students with some initial knowledge ofStriking just the right balance between formal and abstract approaches, this text proceeds from generalities to specifics. Topics include function-theoretical and algebraic aspects, manifolds and integration theory, several important structures, and...
Tensors are ubiquitous in the sciences. The geometry of tensors is both a powerful tool for extracting information from data sets, and a beautiful subject in its own right. This book has three intended uses: a classroom textbook, a reference work for...
This rigorous and advanced mathematical explanation of classic tensor analysis was written by one of the founders of tensor calculus. Its concise exposition of the mathematical basis of the discipline is integrated with well-chosen physical...
More information about applications of tensor analysis (dover books on mathematics
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Elementary using Elementary Algebra, Second Edition, you will find that the text focuses on building competence and confidence. The authors present the concepts, show how to do the math, and explain the reasoning behind it in a language you can understand. The text ties concepts together using the Algebra Pyramid, which will help you see the big picture of algebra. The skills Carson presents through both the Learning Strategy boxes and the Study System, introduced in the Preface and incorporated throughout the text, will not only enhance your elemen... MOREtary algebra experience but will also help you succeed in future college courses. Book jacket. Elementary Algebra is a book for the student. the authors' goal is to help build students' confidence, their understanding and appreciation of math, and their basic skills by presenting an extremely user-friendly text that models a framework in which students can succeed. Unfortunately, students who place into developmental math courses often struggle with math anxiety due to bad experiences in past math courses. Developmental students often have never developed nor applied a study system in mathematics. to address these needs, the authors have framed three goals for Elementary Algebra: 1) reduce math anxiety, 2) teach for understanding, and 3) foster critical thinking and enthusiasm. The authors' writing style is extremely student-friendly. They talk to students in their own language and walk them through the concepts, explaining not only how to do the math, but also why it works and where it comes from, rather than using the "monkey-see, monkey-do" approach that some books take.
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