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University of Saskatchewan
StatisticsMathematics, General
Statistics, General
Description:
Mathematics is the study of numbers, sets of points, and various other abstract elements and deals with the size, order, shape and various relationships among these features. Statistics is a branch of Mathematics that includes the study of methods for data collection, analysis, and interpretation,Students who are planning to do graduate study in statistics should follow the Honours program and supplement it with additional courses in mathematics and areas of application. An excellent preparation for such graduate study is a Double Honours program in Statistics and Mathematics together with courses in an area of application.
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In this resource from the DfE Standards Unit, students will learn to: use past examination papers creatively, explore, identify, and use pattern and symmetry in algebraic
express the nth term algebraically. (GCSE Grades A - F
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Mathematics 412
Introduction to Algebraic Systems
Schedule of Homework Assignments
The schedule of homework assignments can be found on the
Calender page.
Homework Policy
One of the goals of this course is for you to learn to think and communicate mathematically. This means that homework assignments should be written with justification and explanations of your steps in English where appropriate. See the course textbook and notes for examples of well-written solutions. Since many of the exam problems ask for justification, this will be good practice.
Please submit your homework notebook on time. We cannot accept homework submitted by email. Since we will drop your lowest homework grade, please do not ask us to accept late homework notebooks.
Homework Grading
More elaborate problems or parts of a multi-part problem will be worth three points. We grade more involved homework problems according to the following rubric.
4 Points. Solution is exemplary. Four points will only be awarded for solutions to particularly difficult problems or very elegant solutions. Generally, 3 points will be the most that you can earn for a solution.
3 Points. Work is completely accurate and essentially perfect. Work is thoroughly developed, neat, and easy to read. Complete sentences are used where appropriate.
2 Points. Work is good, but incompletely developed, hard to read, unexplained, or jumbled. Answers that are not explained may received 2 points even if correct. The work contains the right idea but is flawed.
1 Points. Work is sketchy. There is some correct work, but most of the work is incorrect.
0 Points. Work is minimal or non-existent. Solution is completely incorrect.
Making Your Homework Easy to Read and Easy to Grade
Make sure your handwriting is legible.
Problems should be clearly labeled and numbered on the left side of the page. There should also be a visible separation between problems.
You should leave the entire left margin blank so that the grader can use this space for scoring and comments.
To ensure that each problem is graded, problems and solutions should be written in the order that they are assigned.
It is good practice to first work out the solutions to homework problems on scratch paper, and then to neatly write up your solutions. This will help you turn in a clean finished product.
You should write up your solutions by yourself. You should always acknowledge any help received at the top of the assignment or in the right-hand margin.
Presentation Grading
In class presentations will be graded according to the following rubric.
4 Points. Your solution is exemplary. Four points will only be awarded for solutions to particularly difficult problems or very elegant solutions. Generally, 3 points will be the most that you can earn for a solution.
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ApangeaMath is research‐based engaging students directly in problem‐solving, using concrete, real‐world scenarios, and prompts the student to think abstractly by converting situations into quantities and units. The students work with multiple representations of problems and appeals to students of all abilities and learning styles.
ApangeaMath provides online supplemental math instruction for Grades 3 through Algebra – foundations, pre‐algebra and algebra. By offering a unique blend of adaptive instruction that meets students where they are, compelling motivational tools to help students persevere, just‐in‐time tutoring from live, certified U.S. math teachers to intervene when students need it most, ApangeaMath is repeatedly proven to dramatically improve learning outcomes for a variety of populations including struggling, ESL and proficient learners.
Ultimately, the program's unique instructional design makes math appealing and relevant so students can experience success.
The rest of this description reviews some of the key reasons that ApangeaMath is effective. This includes a research basis, motivation, math focus, the 5‐step problem‐ solving process, the Algebra Instructional Model, and how data drives adaptive instruction.
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Course Objectives:
To learn to use MATLAB and Maple as powerful mathematical tools for
the solution of mathematical problems including advanced calculations,
both numeric and symbolic, generation of graphs, and programming.on or before
the scheduled date.
3. Assignments: Assignments, unless otherwise specified by the
instructor, are to be completed individually. While students are
encouraged to consult each other for ideas for assignments, the
solutions should be completed individually. Any help one student gives
another should be instructional help only. If the instructor feels that
a student has not completed an assignment individually, the instructor
may question the student on that assignment. The student should be able
to explain how he/she worked the problem and should be able to work similar
problems. Late assignments will not be accepted without permission.
If
permission is given, the following penalties will be assigned:
1 day late: 10% reduction 2 days late: 20% reduction 3 days late: 30% reduction Not accepted after 3 days late.4. Class Preparation and Participation: a) Keep up with reading assignments. To receive the maximum
grade on attendance and participation the student must read assignments
prior
to
class, be prepared to ask questions and be an actively engaged participant
in class.
b) Take good notes and review notes on a regular basis
as well as promptly begin and continue work on assignments as they are
assigned.
c) Attendance is required. If you must miss class due
to illness or other valid excuse (e.g. athletic event) please send me email
or telephone with an explanation.
5. Getting Help:
Students who do not understand a concept should do the following:
a) Ask questions in class. (More than likely other students do not
understand as well.)
b) Seek individual help from the instructor. I am more than willing
to give you the extra help you may need. Come in during office hours or
make an appointment. Tutoring (free) can also be arranged either through
me or through counseling services.
c) Share with me any concerns you may have or any suggestions you have
for the class structure that will help you learn more effectively.
The above content and requirements are tentative and subject to
change according to time constraints and other factors as determined by
the instructor.
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ClassPad 330 PLUS
Features overview
The ClassPad 330 PLUS is the trendsetting mathematic learning pad for use in lessons: you can enjoy the entire range of advantages and functions of the graphic calculator with all the application possibilities of a text book. It also offers the comfort, clarity and user-friendliness of a stylus-operated PDA.
Direct docking option to current CASIO projector
Identification of ClassPad as USB mass storage (Windows or MacOS)
Mathematic learning pad with a large monochrome touch-screen display and stylus operation
Computer Algebra System (CAS)
Dynamic geometry software
Spreadsheet calculations
Intuitive operating system using menu commands (comparable to a computer)
E-activities can be used by the teacher as a documentation tool for electronic examples and practical problems with accompanying text, mathematical formulae, 2D and 3D graphics, geometric drawing, dynamic geometry operations and tables.
E-activities can also operate and be used as a "workbook" for students, so they can investigate problems and document their learning successes, or to solve problems using instructions or by entering notes and then to store their work in a file.
E-activities thus bring together lines of text and calculations, dynamic geometry operation and all application menus like a written task in a standard textbook: descriptive text, using all applications by adding labelled "link strips" and dynamic geometry operations and additional note functions.
Measuring and changing information on the coordinates of a point, the length and the gradient of a straight line, the size of an angle etc.
Construction tools for drawing perpendicular bisectors, normals, bisectors of an angle, centre points, points of intersection, tangents on a curve, and also for converting, rotating, mirroring, stretching or transforming figures
Animation function for observing the changes in figures in conjunction with specific conditions
Exchanging measured data with other applications, such as numerical / algebraic calculations (simple by means of drag&drop in the split screen)
Solving equations numerically:
Solving equations numerically using Newtonian methods
Determining the value of a given variable
Transferring formula terms and equations from other applications (simple by means of drag&drop in the split screen)
Presenting:
Creating screenshots for OHP presentations in the classroom
Using desired screenshots to create a presentation using the hard-copy function
Inserting empty pages (white screen)
Using tools such as shift, delete, copy or insert pages, insert text, draw a line, an arrow, using the eraser
choosing between playback in manual or automatic mode
Programming:
Inputting and processing programs using a program editor
Using various program commands via pop-up selection or catalogue function
Using graphics functions, conic section equations, 3D graphics functions, graphic and table functions (also for numerical progressions) as well as statistical graphics and calculations is possible
Communication:
Data can be exchanged with another ClassPad using the 3-pin cable that is supplied
Data can be exchanged with the computer using the USB cable that is supplied
Data can be transferred to the EA-200 data analysis equipment
The display contents can be projected using the optional overhead set
Financial mathematics:
Calculation of interest and compound interest
Amortisation
Converting percentages <> effects Interest rate
Maturity of an annuity
Day/date calculations
Investment evaluation
Calculating costs / profit margins
System settings:
Configuring all settings
Managing variables
Managing files
User language can be selected
Contrast of the screen display
Power consumption / automatic switch off
Key format
Choice of image for the final screen
View of the application versions
View of memory usage for the main memory, add-in applications, e-Activities and language
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Mathematics for Engineering: An
ASL Qualification for the Advanced Diploma in
Engineering
Introduction
Mathematics is an integral
part of the study of engineering regardless of which
branch of engineering is chosen. Many in the
engineering community believe that additional
mathematics material should be available for those
students studying the Advanced Diploma in
Engineering to prepare them for progression onto
engineering degree courses at university. They also
appreciate that teachers in schools and colleges
need more real engineering examples to underpin the
essential mathematics and also to excite interest in
engineering. In response to these challenges,
members of the engineering and maths communities
joined together in May 2007 to form a Maths Task
Group.
Maths Task Group
The group contains
representatives from well established organisation
like
Observers from the
Qualifications and Curriculum Development Agency and
a number of awarding organisations have also
contributed to the work of the Task Group.
The group has developed an
Additional and Specialist Learning (ASL) Mathematics
qualification that is available for any Level 3
learner wishing to develop their mathematical
skills and knowledge in a real life context,
especially in engineering. A consensus is emerging
that students thinking of studying engineering at
university should take this qualification as an ASL
qualification along with the Advanced Diploma in
Engineering at Level 3. For more information please
download the flyer below:
This ASL qualification is
based on a foundation year course taught at
Loughborough University over many years. This course
is designed for students without A level Mathematics
who wish to go on to study engineering to degree
level. It has been designed to contain all the
necessary topics from A level Mathematics to
facilitate such study. Very good results in their
subsequent engineering studies have been achieved by
students at Loughborough who followed this course.
This ASL qualification
provides an appropriately rigorous maths programme
within the Engineering Diploma, tailored to the
needs of engineering students. To provide powerful
motivation to students, teachers/lecturers will be
expected to highlight practical engineering
applications of the mathematics in the course. We
are confident, based on the Loughborough experience,
that success in this demanding programme can prepare
students on the Engineering Diploma for subsequent
university studies in all branches of Engineering,
and possibly other science or technology subjects as
well.
To support the teachers of
this qualification, a number of Engineering
Mathematics Exemplars have been developed during the
last two years and they are available to download
from this webpage; please see below.
The exemplars are intended to:
motivate mathematics
teaching and learning
provide support for
teachers teaching contextualised mathematics for
the first time
help students gain fluency
in the use of mathematics for practical problem
solving
illustrate the
applicability of the mathematics in the ASL unit
exemplify valuable
activities undertaken by engineers
Proposed Distribution of 50 exemplars over different engineering streams
Newton's laws of motion; Hooke's law of
elasticity; Solving simultaneous equations using
the matrix method followed by the substitution
method that involves first and second
derivatives; Expanding a determinant and finding
inverse of a matrix
Newton's Laws of motion and Hooke's Law of
stiffness, Principle of Conservation of
Momentum, Product rule of differentiation,
Finding maximum values using first derivatives,
Plotting graphs using Excel or similar software
We are committed to produce as many exemplars as possible
in any of the above Engineering Stream. Further support in exemplar development will
be highly appreciated. If you have any further question, wish to add your
suggestions, need more information or want to support this development with an
engineering case study, please contact:
Dr Sapna Somani
Project Officer (Engineering) - National HE STEM
Programme
The Royal Academy of Engineering
3 Carlton House Terrace
London
SW1Y 5DG
The Royal Academy of
Engineering, in collaboration with the Institute of
Mathematics and its Applications (IMA), has produced
some exciting career videos filming young and
diverse engineers working in industries, showing how
mathematics is a vital part of engineering in their
day to day life.
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56:645:507 Contemporary Issues: Teaching Methods (3)
This course will cover some traditional as well as contemporary approaches to teaching mathematics. We will analyze and discuss strategies and methods used to successfully present concepts relative to standard middle and high school curricula. The main focus will be to investigate and connect many of the topics covered throughout 7th to 12th grades. These will include but not be limited to the following concepts: operations with sets, number systems, algebraic fundamentals, number theory, geometry in 2 and 3-D, types of reasoning, functions and the concept of patterns i.e., sequences, trigonometric concepts will be discussed if time.
56:645:508 Mathematical Reasoning (3)
This course develops two fundamental components of writing mathematics: reasoning (thinking about the proof) and writing (formulating and writing the ideas precisely using logical statements). The course begins with illustrative examples and general guidelines.
56:645:510 Mathematical Communication and Technology (3)
New technologies for doing and teaching mathematics and for creating mathematical documents for print and World Wide Web distribution.
56:645:511 Computer Science (3)
A survey of computer science, both theoretical and practical, for the pure mathematician. Topics could include time-complexity of algorithms, NP-completeness, Turing machines, factoring and primality testing, Strassen's matrix reduction algorithm, and the fast Fourier transform.
56:645:540 Computational Number Theory and Cryptography (3)
Primes and prime number theorems and numerical applications; the Chinese remainder theorem and its applications to computers and Hashing functions; factoring numbers; cryptography; computation aspects of the topics emphasized. Students required to do some simple programming.
56:645:542 Parallel Supercomputing (3)
Fundamental issues in the design and development of programs for parallel supercomputers; programming models and performance optimization techniques; application examples and programming exercises on a contemporary parallel machine; cost models and performance analysis and evaluation.
56:645:545 Topology (3)
Point set topology, fundamental group and coverings. Singular homology and cohomology, the Brouwer degree and fixed-point theorems, the sphere retraction theorem, invariance of domains.
56:645:555 Glimpses of Mathematics (3)
The intuitive beginnings and modern applications of key ideas of mathematics, such as polyhedra and the fundamental theorem of algebra. Extensive use of computer-generated films to help visualize the methods and results.
56:645:577 Quality Engineering (3)
Introduction to statistical tools, such as data analysis, and their use in the testing of product design and minimization of uncontrollable variation.
56:645:578 (cross-listed with: 50:640:466) MATHEMATICAL METHODS IN SYSTEMS BIOLOGY(3)
The course will provide an introduction to computational and system biology, focusing on advanced mathematical tools. In particular ordinary and partial differential equations, control theory and discrete mathematics (networks) will be used to address a wide set of biological and bio-medical applications. The latter will range from classical prey-predator populations examples to cancer immuno and drug therapies, from evolutionary math to gene networks.
56:645:579 Celestial Mechanics
56:645:580 Special Topics in Applied Mathematics (3)
Topics vary from semester to semester. Prerequisite: Permission of instructor. Course may be taken more than once.
56:645:698 Independent Study in Pure Mathematics (3)
Study of a particular subject independently but with frequent consultations with a faculty member.
56:645:699 Independent Study in Applied Mathematics (3)
Study of a particular subject independently but with frequent consultations with a faculty member.
56:645:700 Thesis in Pure Mathematics (3)
Expository paper written under the close guidance of a faculty member.
56:645:701 Thesis in Applied Mathematics (3)
Expository paper written under the close guidance of a faculty member.
56:645:800 Matriculation Continued (0)
Continuous registration may be accomplished by enrolling for at least 3 credits in standard course offerings, including research courses, or by enrolling in this course for 0 credits. Students actively engaged in study toward their degree who are using university facilities and faculty time are expected to enroll for the appropriate credits.
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Physics is the study of the relationship between matter and energy. Although much of the course is based upon understanding concepts, the ability to apply mathematics (Algebra) in order to describe these concepts is extremely valuable. By clicking the link above, you will find the syllabus for the year.
Assignment sheets for each day can be located on the "Calendar and Assignments" page.
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Questions about College Algebra Appendix A: Comparison of success of College Algebra
sections taught in different formats
Each chapter's data consists of two tables. The first
shows the number of times each section ranked first, second or third
for a particular objective, as measured by the number of students who
got questions correct for each objective that was tested. The
second averages each section's performance on all the common
objectives. The sections of College Algebra are labeled as
follows:
Section A: Met 3 days per week and had an Explorations
Laboratory.
Section B: Met 5 days per week.
Section C: Met 3 days per week.
A "first" for a section indicates that that section performed
best on a given question, e.g. they had the highest percentage of
correct answers. A "second" indicates that a section had the
second highest percentage of correct answers for a question, and so on.
Chapter 1
Section/Rank
Firsts
Seconds
Thirds
Section A
2
7
9
Section B
12
2
4
Section C
4
10
4
Section
Average Percent Correct
Section A
44
Section B
56
Section C
49
All Sections
50
Chapter 2
Section/Rank
Firsts
Seconds
Thirds
Section A
2
8
3
Section B
8
1
4
Section C
5
2
6
Section
Average Percent Correct
Section A
62
Section B
68
Section C
65
All Sections
65
Chapter 3
Section/Rank
Firsts
Seconds
Thirds
Section A
1
10
2
Section B
9
2
2
Section C
5
0
8
Section
Average Percent Correct
Section A
53
Section B
65
Section C
53
All Sections
57
Chapter 4
Section/Rank
Firsts
Seconds
Thirds
Section A
5
4
0
Section B
1
3
5
Section C
2
2
5
Section
Average Percent Correct
Section A
51
Section B
37
Section C
40
All Sections
43
Chapter 5
Section/Rank
Firsts
Seconds
Thirds
Section A
1
4
5
Section B
6
3
1
Section C
3
4
3
Section
Average Percent Correct
Section A
58
Section B
67
Section C
61
All Sections
62
Chapter 6
Section/Rank
Firsts
Seconds
Thirds
Section A
1
5
4
Section B
5
4
1
Section C
4
2
4
Section
Average Percent Correct
Section A
65
Section B
72
Section C
71
All Sections
69
Chapter 7
Section/Rank
Firsts
Seconds
Thirds
Section A
0
4
6
Section B
7
1
2
Section C
4
5
1
Section
Average Percent Correct
Section A
69
Section B
79
Section C
78
All Sections
75
Note that the final exam was a 40 question, multiple-choice
exam. We see that Section A had the highest percentage of correct
answers on 22 of 40 questions.
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mathematics education at USMA includes both acquiring a body of knowledge and developing thought processes judged fundamental to a cadet's understanding of basic ideas in mathematics, science, and engineering. Equally important, this educational process in mathematics affords opportunities for cadets to progress in their development as life-long learners who are able to formulate intelligent questions and research answers independently and interactively. More information can be found in the Core Math Book.
In the classroom, concepts are applied to representative problems from science, engineering, and the social sciences. These applications develop cadet experience in modeling and provide immediate motivation for developing a sound mathematical foundation for future studies.
There are multiple paths through the core mathematics curriculum for cadets. This picture depicts the three common paths that cadets might take to end with MA206.
There are six primary goals of the core mathematics program (as seen below).
Acquire a Body of Knowledge: Acquiring a body of knowledge is the foundation of the core math program. This body of knowledge includes the fundamental skills requisite to entry at USMA as well as the incorporation of new skills fundamental to the understanding of calculus and statistics.
Communicate Effectively: Students learn mathematics only when they construct their own mathematical understanding. The successful problem solver must be able to clearly articulate their problem solving process to others.
Apply Technology: Technology can change the way students learn. Along with increased visualization, computer power has opened up a new world of applications and solution techniques. Our students can solve meaningful real-world problems by leveraging computer power appropriately.
Build Competent and Confident Problem Solvers: The ultimate goal of the core math program is the development of a competent and confident problem solver. Students need to apply mathematical reasoning and recognize relationships, similarities, and differences among mathematical concepts in order to solve problems.
Develop Habits of Mind: Learning is an inherently inefficient process. Learning how to teach oneself is a skill that requires maturity, discipline, and perseverance. The core math program seeks to improve each cadets reasoning power by introducing multiple modes of thought. These modes of thought include deduction, induction, algorithms, approximation, implications, and others.
Interdisciplinary perspective: In today's increasingly complex world, problems leaders face require ability to consider a variety of perspectives. Mathematical analysis and results should not be accepted without understanding the social, economic, ethical and other concerns associated with the problem. The core math program seeks to expose cadets to problems with interdisciplinary scope. The goal is for cadets to consider what they have learned in other disciplines when faced with a problem requiring mathematical analysis. Additionally, cadets should appropriately apply mathematical concepts to support problems faced in other disciplines
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Most math classes today teach students only procedures to solve narrowly typed problems, ignoring math's logical origin, and sometimes not even teaching basic definition. It's time to stop it and actually teach real math.
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Product Description
Key To Algebra offers a unique, proven way to introduce algebra to your students. New concepts are explained in simple language and examples are easy to follow. Word problems relate algebra to familiar situations, helping students understand abstract concepts. Students develop understanding by solving equations and inequalities intuitively before formal solutions are introduced. Students begin their study of algebra in Books 1-4 using only integers. Books 5-7 introduce rational numbers and expressions. Books 8-10 extend coverage to the real number system. This kit contains only Books 1-10. Answers Notes for Books 1-4Books 5-7 and Books 8-10 are available separately, as well as the Key to Algebra Reproducible Tests.
Product Reviews
Key To Algebra, Books 1-10
5
5
4
4
easy to use!
I purchased this for my oldest son, who is now about to graduate. He did very well with it although book 4 was a little challenging. It is well written and easy to understand. I will be using it next year with my other son. I believe he will do very well with it. The only problem I have is that some times in the teachers guide, the answer is provided with no explaination as to how the answer is achieved. Since there were only a few like that we just skipped them. Other than that, it is great! I have recommended it to several of my homeschooling friends, and will continue to do so for years to come.
April 23, 2012
I never had Algebra in school and never thought I could teach it! I was given your curriculum from an old homeschooler. The first day I looked at it I reviewed 1 and 1/2 books just to see if I could understand it, and I did! It gave me a new confidence teaching a subject I knew little about. Wow! Thank you key curriculum Press.
October 12, 2005
Now using it on student number 5. Easy to teach from and learn from and well retained information.
September 10, 2005
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Book summary
Updated with new material, this Fifth Edition of the most widely used book in combinatorial problems explains how to reason and model combinatorically. It also stresses the systematic analysis of different possibilities, exploration of the logical structure of a problem, and ingenuity. Combinatorical reasoning underlies all analysis of computer systems. It plays a similar role in discrete operations research problems and in finite probability. This book seeks to develop proficiency in basic discrete math problem solving in the way that a calculus text develops proficiency in basic analysis problem solving. [via]
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Description
Mathematics may hold the key to understanding space, time, and physics, but to access those secrets first you need to understand the keys to math. Going beyond the basics of arithmetic, this Khan Academy video course explores the rules that govern more complicated calculations: proportions, percentages, exponents, polynomials, and more. Developmental math bridges the gap between Arithmetic and Algebra, providing a stepping stone along the way to understanding the deep, fascinating world of mathematics.
Note that given the length of these lessons, you may want to adjust your settings to receive one or two lessons a week.
Opening Lines (Experimental)
Today's Developmental Math lesson (in video) from the Khan Academy is: Place Value 1: To view other Khan Academy videos, you can find them at their website here: Enjoy! P.S. Note that given the length of these lessons, you may want to adjust your settings to receive one or two lessons a ...
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review Algebra I concepts, then go on to more advanced Algebra II and College Algebra topics, such as exponents, roots, quadratic and higher level equations, advanced factoring, Rational Root Theorem, analysis of graphs, complex number operations and other usual topics in a College Algebra cour...
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Instead of memorizing formulas and equations, Videotext Algebra helps students to understand math through mastery learning, encouraging them to solidify each concept before moving on the next. A copy of the print materials needed for this module is included.
Module C in Videotext Algebra, this unit covers:
Solution Sets (Equations, Inequalities, Graphing Terms, Intercepts)
Special Cases (Absolute Value)
Relations from Solutions (Given Slope & intercept, Given Slope & One Solution, Given two solutions, special cases)
This is a wonderful product! My child struggled with Algebra & this was the answer. They explain things very well & the best part is that he can do it on his own. It is very exspensive but worth every penny. I can't wait to use it with the rest of my children.
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COURSE DESCRIPTION:
This course is designed to prepare students to use advanced algebraic skills and concepts in mathematics and other related disciplines. It includes a study of linear, quadratic, polynomial, trigonometric and logarithmic functions. A graphing calculator is required.
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Studying Collision Theory using JavaScript
ABSTRACT
Mathematically modeling collisions between objects is a common problem seen in many courses. The problem can be simplified and studied in trigonometry or analyzed in detail in higher-level courses. JavaScript, a scripting language for writing programs that run on web pages, will be used to allow students to run simulations of their results. The problem will be studied at a level suitable for students from trigonometry to linear algebra.
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OnTRACK lessons, funded by the Texas Education Agency, align with the Texas Essential Knowledge and Skills in ELAR, Mathematics, Science, and Social Studies. Each lesson includes engaging content, interactive experiences, assessment and feedback, and links to additional resources.
Available in TEA's Project Share, OnTRACK lessons supplement classroom instruction and intervention with dynamic learning experiences that use video, graphics, and online activities.
While these lessons are organized into Project Share courses, they do not cover every student expectation in the TEKS for the corresponding SBOE-approved course. Students cannot earn course credit by completing OnTRACK lessons.
Self-paced, credit-bearing courses using OnTRACK materials are available in Algebra I, Algebra II, and Geometry. Contact your ESC to request copies of Teacher-Facilitated OnTRACK Courses for local use.
The OnTRACK Algebra I course consists of six modules (62 total lessons) which may be accessed through the Lessons button in the left menu. The table below provides descriptions of the modules and lessons, along with the TEKS that are addressed in each lesson. (Note, you must be enrolled in the course to access the lessons.)
We recommend that you use Firefox to view these lessons, and that you update your browser plugins before getting started. OnTRACK courses may also be accessed using small devices which operate on Android and IOS operating systems.
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Algebra
Average rating
4.2 out of 5
Based on 8 Ratings and 8 Reviews
Book Description lea... More learning styles by addressing students' unique strengths. The authors talk to students in their own language and walk them through the concepts, showing students both how to do the math and the reasoning behind it. Tying it all together, the use of the Algebra Pyramid as an overarching theme relates specific chapter topics to the `big picture' of algebra.
About Ellyn Gillespie (Author) : Ellyn Gillespie is a published author of young adult books. Some of the published credits of Ellyn Gillespie include Elementary Algebra, Elementary Algebra: Early Systems Equations. View Ellyn Gillespie's profile
About Tom Carson (Author) : Tom Carson is a published author of young adult books. Some of the published credits of Tom Carson include Elementary Algebra, Elementary Algebra: Early Systems Equations. View Tom Carson's profile
Videos
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Doing the Homework
So how do you actually solve homework problems?
It may help to know how the mind solves problems.
You may be used to problems that you can solve at once, and you may
imagine that all problems are solved this way: if you can't do a problem
at once, you cannot do it at all.
Problems in standardized exams are like this: a typical standardized exam
problem is a simple test of one thing.
But there are other kinds of problems, problems that are composed of several
different pieces.
To solve such a problem, you have to
analyze
it ("analyze" means literally, to take apart), and that takes time,
energy, and sometimes creativity.
One difficulty is that the text should be a model, and the text contains
such smooth and polished solutions and proofs -- compared to what students
can produce -- that students may wonder if there is something special
about the mathematicians who originally proved the theorems.
But in fact, the mathematicians who originally developed the theorems did
not come up with anything looking like what is in the textbook.
For example ...
First, there are some obscure results that seem to talk about esoteric
things, like the assortment of results about lengths of lines and
centers of mass by Gilles Personne de Roberval, Gregory St. Vincent,
Evangelista Torricelli that we now say, with hindsight, led to the
Fundamental Theorem of the Calculus.
Frequently, it isn't clear at the time where (if anywhere) these results
are going.
Then comes the one or two or more mathematicians who come up with
something that we call the Fundamental Theorem.
James Gregory didn't seem to know the significance of his result,
which is similar to that of
Isaac Barrow, who did.
Of course, this theorem seems very strange to us today, since it is
constructed out of classical geometric notions.
Then comes the one or more mathematicians who the popular books will
say made the great accomplishment.
For example,
Isaac Newton
(who was very conscious of his public image and cultivated a reputation
for "genius") developed a system of mathematical results, including
a version of the Fundamental Theorem of the Calculus; Newton, who was
Barrow's student, is generally regarded as the inventer of the calculus.
Frequently, the great accomplishment doesn't work right, or is
unintelligible, or has errors, or, like Newton's Calculus, all of the
above.
Sometimes we need people, like
Gottfried Liebniz,
simply to make sense out of the invention.
In Liebniz's case, he had to figure out what a function is (this
after Newton was integrating and differentiating functions -- or
at least that is what Newton said he was doing when he was dividing
zero by zero(!?)).
Okay, so people understand what the invention is about, but one is not
supposed to divide zero by zero, so now comes the long train of people
who work out ways to finesse the mess
(
André Marie Ampère,
who came up with one of the major early versions of the Mean Value
Theorem),
to clean up the mess
(
Augustin Louis Cauchy,
and his limits, although some limit-like things were already around),
and even clean up the mess made by people who cleaned up the mess
(
Karl Theodor Wilhelm Weierstrass,
whose epsilons and deltas made the notion of the limit more precise
but --- more work ahead, folks! --- less intelligible), which can
lead some people to think that there must be a better way
(
Abraham Robinson
who used mathematical logic to circumvent all those nasty limits
... but at what cost?).
And of course, then there are the people who write the texts: in the
case of the Calculus, starting with
Jean Le Rond d'Alembert,
and his Cours d'Analyse.
But that is not it, for the first text really ... well, we can and
should do better.
So after two centuries of successive textbook writers figuring out how
to do things better than their competitors, we have the highly staged
productions you can now buy for outrageous prices.
Meanwhile, the research never ends, as mathematicians develop increasingly
powerful versions of the Fundamental Theorem, from Green's Theorem to
Stokes' Theorem to the recent
index theorem
of Michael Atiyah and Isadore Singer, for which they won the 2004
Abel Prize, the highest award in mathematics.
(For more on the fundamental theorem, see
the Thomas Calculus page on the history of the fundamental theorem.)
This is quite typical of mathematics.
For an entire book about how just one formula took a hundred
years to clean up --- assuming it is now cleaned up --- see Proofs
and Refutations by
Imre Lakatos.
So when something first appears, it is long and complicated, and we can see
the huge amount of work involved.
Here are two twentieth century examples.
Albert Einstein
spent seven years developing his theory of General Relativity.
This meant working on several interconnected complicated problems.
Andrew Wiles
spent seven years constructing a proof of Fermat's Last Theorem, a
deceptively simple-looking problem (show that there is no tuple of
four positive integers x, y, z, n,
with n > 2, such that xn + yn
= zn).
Both of these are relatively new results, and no doubt we will find easier
ways to present and prove them in the century ahead.
So it is true that even mathematicians find mathematics to be hard.
Sometimes it takes a lot of time and effort to solve a problem that looks
simple.
Nothing great was ever accomplished without a lot of
work.
To analyze a complicated or otherwise hard problem, one tries to take it
apart, concentrate on it (or parts of it, or problems similar to it),
return to it (because you probably won't get it all at once), explore it
from a variety of perspectives, etc.
That is what one should do consciously, with the goal of getting the
Unconscious, the great machine in the largely unseen depths of your
mind, to do some work.
For it is the Unconscious that solves hard problems.
To get your Unconscious to solve a problem, you must do the following:
Keep badgering the Unconscious by returning to the problem and spending
time on it.
The Unconscious is somewhat lazy, and gauges how important things are by
the amount of time and energy the Conscious invests on it: the way to
get the Unconscious to work on something is to repeatedly work on it
Consciously.
Work on the correct problem.
There is a difference between
working on a problem and worrying about it.
When working on the problem, one is conscious of the problem, and aspects
and approaches to the problem, and if that is what one concentrates on,
that is what the Unconscious will try to deal with.
But if one spends the time worrying about the problem, obsessing over one's
inability to solve it quickly, wondering what will happen if the problem
doesn't get solved, all that will do is get the Unconscious to think up
dire consequences of not solving the problem --- and thinking up dire
consequences is one of those things that the Unconscious seems to like to
do.
Getting your Unconscious to work for you rather than against you requires
being in the right
state of Consciousness,
and having the right
attitude.
So work on the problem, but avoid worrying about it.
Try approaching it from various angles.
There is not necessarily one right way to do it, so think up examples,
find analogies and related problems, try to find different ways of looking
at it, and in general, find additional material for the Unconscious to use.
And don't be discouraged by ideas that the Unconscious turns up that turn out
to be wrong.
One of the great secrets is that most inspirations are useless: useful
inspirations are remembered because they are so hard won, and come
after a long train of flops.
For more, see the page on
the Unconscious.
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Math Course 3 - Geometric Shapes v2.0
Math Course 3, Geometric Shapes: Step by Step 2.0 addresses the properties of common geometric shapes including triangles, quadrilaterals, circles, cubes, prisms, and cones. Common geometric theorems are explained and proofs are provided. Concepts of symmetry, and transformation of shapes by translations, rotations, reflections, and magnifications, and uses of transformations in map scales and tessellations are also covered. The Geometric Shapes: Step by Step Course has 38 Lessons organized in 8 Units.
Math Course 3 - Geometric Shapes Help Guide
The Help Guide provides guidance on achieving the 36 learning outcomes contained in the 8 Units of the Geometric Shapes: Step by Step Course. The Help Guide supports and augments the course textbook and workbook. Intended as an instructional aid for use by parent, tutor or teacher.
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$233.86Student Solutions Manual for Beginning and Intermediate Algebra
Summary
Building a Better Path to Success! Connecting Knowledge Sherri prepares her students for success by refreshing their knowledge of arithmetic. By helping students see the connection between arithmetic and algebra, Sherri found that her students were more confident in their abilities as they progressed through the course. This classroom tested practice was integrated into the texts so that both instructors and students could benefit. Messersmith accomplishes this by including arithmetic examples for most sections before the use of algebraic examples. Also, the author has developed through classroom use a series of Basic Skills Worksheets that can easily be integrated into the classroom. Presenting Concepts in "Bite Size" Pieces By breaking down the sections into manageable pieces, the author has identified the core places where students traditionally struggle and then assists them in understanding that material to be successful moving forward. Mastering Concepts- With the textbook and Connect Mathematics hosted by ALEKS, a new online homework and assessment tool, students can practice and master their understanding of algebraic concepts. 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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Linear and Algebraic Functions Unit
Unit Overview This is an introductory unit for 7th graders in functions and algebra. Students Students will work in teams to discuss their findings through a classroom wiki and decide where they want to concentrate their efforts. The teams will present their findings to an authentic audience and must choose between Parent Teacher Group, School Board, Select Board, Vermont Legislature or the creation of a website to reach a more global audience. To prepare students to use data collected and analyzed for this unit, students will learn the importance of algebraic functions. Students will collect, discover and display data for linear and non-linear relationships. They will do several concrete experiments involving two variables and record how their values change in relationship to each other. They will also research similar experiments on the internet and compare this additional data to original data.
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New look versions of Pythagoras, Galileo and Archimedes are some of the
characters presented in cartoon form in this photocopy master book, lending a stimulating
element to problem solving. A variety of brain teasers is also included
for copying onto cards to make class sets.
more...
Blackline
Master math activity book jam packed with adventures of monsters, mad types and
misfits in a mad and magical mathematical land. Will provide a high level of
interest for students as they work through the problems in this book. The
problem solving activities will prove thoroughly stimulating to the children in
your class. more...
Suitable for a first year graduate course, this textbook unites applications of numerical mathematics and scientific computing to the practise of chemical engineering. The methods are developed at a level of mathematics suitable for graduate engineering. MATLAB is integrated within each chapter and numerous examples in chemical engineering are provided. more...
Learn how to easily do quick mental math calculations Speed Math for Kids is your guide to becoming a math genius--even if you have struggled with math in the past. Believe it or not, you have the ability to perform lightning quick calculations that will astonish your friends, family, and teachers. You'll be able to master your multiplication tables... more...
The highly-acclaimed MEI series of text books, supporting OCR's MEI Structured Mathematics specification, has been updated to match the requirements of the new specifications, for first teaching in 2004 more...
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28), or at least 3 years of high school algebra and trigonometry with at least a B average, or a grade C or better in MATH 180.
This course is recommended as a general education liberal studies elective course.
Text: James Stewart, CALCULUS, Concepts and Contexts, Brooks Cole.
Second edition.
You will find two versions of the textbook in the bookstore. The "bigger" book covers a 3-4 semester volume of material and is intended for those who plan on taking Calculus II and III (math majors, chemistry majors, . . . ) The smaller book is for those who plan to take Calculus I only.
Core (General Education) Skill Objectives:: (1) Thinking Skills:
(a) Students will use reasoned standards in solving problems and presenting arguments.
(2) Communication Skills: Students will . . .
(a) . . . read with comprehension and the ability to analyze and evaluate.
(g) . . . also learn how to estimate functions by polynomials, so that the numbers such as p3 30, ln 5, log3 5, sin 1, arctan 2, etc. can be estimated using simple addition and multiplication only;
(h) . . . model problems from geometry and other disciplines using calculus;
(i) . . . further improve their ability to communicate mathematical ideas and solutions to problems.
(j) . . . improve their problem-solving ability.
(k) From a most general perspective, the student should see growth in his/her mathematical maturity. The three-semester sequence of calculus courses form the foundation of any serious study of mathematics or other mathematically-oriented disciplines.
(2) Communication Skills: Students will . . .
(a) . . . collect a portfolio during the course and write a reflection paper.
(b) . . . do group work (labs and practice exams) throughout the course, which will involve both written and oral communication.
Course Philosophy and Procedure: Two key components of a success in the course are regular attendance and a fair amount of constant, everyday study. You should try to make sure that your total study time per week at least triples the time spent in class. Working every day on calculus problems is a must three in-class exams (100 points each), a cumulative final exam (200 points), class participation, take-home problems, group practice exams (25 points each), and a (50 points worth) portfolio.
You will be required to work hard, and will have every opportunity to show what you have learned.
Some of the homework assignments will be graded in two parts - the second part will require you to come to my office and explain your reasoning, answer some questions. Some of those assignments will be "group assignments".
In all your work, written and oral, it is essential to provide explanations, justify your reasoning. My grading scale is4 MATH 220 - CALCULUS I SPRING 2002
• If one is passing the course by the time of the final exam, but earns less than 30% points (a score less than 60/200), that will result in an F for the final grade.
I am looking forward to explore this fascinating subject with you, and for all of us to have an interesting and enjoyable semester.
The Learning Center: provides a number of ways to assist you. In particular, there are drop in hours MTWRF 11:00-11:50 and 3:10-4:00.
Important University Policies: The links:
• Plagiarism:
- Viterbo policy statement on plagiarism, see also Student Planner and
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(Original post by Igrisok)
(Original post by IWantSomeMushu)Thanks
start with c1, then so m1 and c2 together(like one topic of each alternatively) it'll get boring trying to do c2 and m1 all at once, so spilt them up, plus if you find anything hard in m1 you'll more time to let it sink in rather leaving it till the endmaths mechanics helps with physics. physics does not help with maths mechanics
(Original post by nuodai)Actually there has been an M1 question that has involved C2 knowledge. It was an i,j vector question that required knowledge of circle equations. Otherwise, yes you're correct. It's worth knowing the sine and cosine rule though.
(Original post by EjiroDemontague)You'd be better off starting a new thread in the maths forum to ask this question, but I'll answer. The short answer is that, each year, you'll do some core maths and some mechanics/statistics.
For your AS Maths, you will take three modules. Each module is a (sort of) self-contained course, assessed by a 90 minute exam (you'll probably do one in January and two in June). In your second year, you'll do your A2 Maths, which is three more modules in the same fashion.
Of the three modules you do each year, two are "Core" modules (the ones you do in AS are called C1 and C2), which are a natural continuation from GCSE and cover the important topics which form the basis of the course. The third is an "Applied" module, which allows you to study another mathematical topic from a choice of mechanics, statistics or decision. Most people do a different topic in each year (e.g. mechanics in AS and statistics in A2), but it is also possible to take a second applied module in a topic you did at AS. Which applied modules you do will depend on your school.
(Original post by SillyEddy)
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Technical Math for Dummies
What? A math book review by Frances? She, who avoided math her entire life?
She, who got her degree in Pre-school Primary Education to avoid all the math courses in college, thinking she would teach the numbers 1 -10 in pre-school and nothing more? Oh, is she Dummie part of this book? Read to find out…
Seriously…and truthfully…
This book is like that first lick off a chocolate mint ice cream cone or the feel of the ocean breeze on your face ; you just gotta experience it first hand to know why I purchased over a dozen copies for every household of my nieces and nephews, friends who help their children with math homework, K-12, and to a middle school math teacher to remind him how math can be taught with meaning and enjoyment.
This book ought to be next to that dictionary in every household. It covers concepts from addition to Trigonometry in the most learner/reader friendly way. This book covers all subjects at the most practical level. You won't need to purchase books on various math topics, they're all here. And I didn't think I'd chuckle or laugh, learning about math.
Recently a math book for girls was released. What? Technical Book for Dummies doesn't perpetuate that myth about girls being less teachable or capable. This book addresses all people as learners, thus respecting all learners without indulging in gender myths.
I grew up hating and fearing math and avoided all math courses beyond basic math. This book changed everything. The difference is the humorous and patient voices of the authors. It's as though they knew they had to be delicate, uncomplicated with their language and funny to hold my attention before they could help me rid myself of past fears. This they did, without a touch of intimidation.
I highly recommend this book. You just gotta read a few pages to know why I compare this to an ice cream cone. Besides, I like authors who have confidence in their work. I've been promised that if I can't balance my check book after the chapter on checkbooks, one of the authors will personally come to my door to balance my checkbook for me.
( If you're thinking, but you can google, remember, someday when you need information immediately and the power is down, or all machines die, what are you going to do? And besides, don't you want a friendly, witty, knowledgeable and patient teacher sitting next to you teaching you everything you want to know about math but are too embarrassed to ask? )
3 Responses
Hi Francis. I too hated math in my first round of schooling. Not because I couldn't understand it, I could, but because I couldn't stand the tedium involved in learning it (I was ADD). I had an incredibly different experience when in the process of homeschooling my son, I went, with him, to a College Algebra Class. Wanting to be there, for a purpose I could choose, made all of the difference. It was a joy. His mother was there too and had the same experience. Interestingly enough, he didn't, but he did learn the material. I am glad that the book helped give you the perspective and attitude that made studying it a breath of fresh air. And, like you, I totally reject the notion that girls are not as good at it as are boys. Thanks for this, Dr. Robert Newport
Since, the time is changed, the way of teaching too. Nowadays students are more inclined to online tutoring services. I think online tutors are best persons to guide students doing their studies. They provide 1-to-1 tutoring to the students. There are several websites available to help students learning math. I personally like Tutorteddy.com. My daughter uses it; she is in 8th grade and has improved a lot after she has started taking online math tutoring from this site
Thank you for adding your voice of the technology world. I refer to your comment "..online tutors are best persons to guide students doing their studies…"
I'm still stuck in the dinosaur age and after 30 years in the classroom, I choose to be there in thinking the best of tutors is a human one. When students come to need tutors, it often implies there is a need for additional help. In my experience, I discovered that often, the source of reading or math or any other subject matter problems may not necessarily mean it resides in that particular area of study. Perhaps an on-line tutor can do as well as a human one.
I once diagnose a student's reading problem outside of reading. It took a lot of probing and talking story with the student to discover the source was elsewhere and only then could learning take place.
More details of this is found in my book "Teacher, You Look Like a Horse," beginning on page 87.
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PBIS 187: Problem based Inquiry Seminar
PBIS 187 – Problem-Based Inquiry Seminar (4 sections) Spring 2013
Sections 001 and 003
We will survey some interesting mathematical topics which you probably have not seen in previous courses, including networks (graph theory), secret codes, and counting and probability. Questions might include: given a map of the streets in a town, is it possible to plan a parade route that goes down every street exactly once? What do those bar codes on the backs of products mean? How is information kept safe on the Internet? How likely is it that someone else in this class will have the same birthday as you? Expect a hands-on course, with numerous and occasionally challenging problems to work on both in groups and individually, and some in-class presentations. Only minimal background is needed; the main prerequisites are willingness to participate and willingness to keep trying when you do not immediately solve a problem. The goal is for you to leave the class with stronger problem-solving and quantitative skills and a greater appreciation for mathematics.
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Reviews
I found many of the Articles linked on the howtostudy.org Math page to be best suited to getting Students through Lower Division Math. I really liked this page because it provides perspective on Mathematics as a whole, potentially even through Graduate Level and Professional Mathematics. The Myths that the Author describes often inhibit Students from actually doing any Actual Math in Math Class! Mathematics is about bringing incredibly sustained thought, contemplation and analysis to really Difficult Problems in order to provide rigorous, complete and Proven Solutions that further Mathematics may then be based upon. It is Easy to no one, not even PhD Mathematicians or the best Mathematicians in the World - because if it were Easy, we would have the Mathematics to then do thoroughly Amazing things that would otherwise be Impossible. (This, of course, describes our current Technology!) If you're such a "Math Genius", then why aren't you doing PhD Level Mathematics: all it requires is Interest and understanding the prior Math! (One of my fellow Classmates at University was -- an 8 year old girl who was taking Graduate Level Math.) Studies in Calculus should be required of all Students, including those Majoring in the Written Humanities (I happen to be a Double Major), because they represent the most Important and Difficult Academic Ideas that are the basis of all of our Culture. Today's Women seem to be better at Math than Men because Mathematical Study requires Continuity in Education, and today Women consistently think more of School and therefore Learn more than Men. Actual honest to god Mathematics is less about "Learning" how to Answer to a Test and more about Learning and Living a new, different and entirely Unique way of thinking about Understanding and Interacting with Reality and our World. It's a wonderful Experience that done correctly helps the Individual Grow in Intellectual Maturity and as a Human Being.
I enjoyed the article on Math Myths from the University of Alabama. All of the myths they discussed were very helpful.
I found two to be very insightful " Using Tools is Cheating" pointed out that tools like fingers and a computer can and should be used in math. The second myth, "The Magic Key", states that there is no magic key, that anyone can do math. They did point out that getting over any anxiety they are having is a great first step.
Very insightful. I had heard some of these myths before, but the way they're explained here is very good. It is very well written and the examples are really eye opening.
Very nice disclaimer
HS Sophomore Ca?ada College, United States
As someone who has it pretty good with math (it makes sense to me) I can relate to quite a few of these myths. The "Good memory myth" and the "using tools is cheating myth" are especially well put. I generally derive formulas when doing higher math and while I can do math in my head, calculators are possibly the most useful things in math when it comes to solving equations. It makes sense to use them. Again, very nice
I have experience this method format in taking notes, and noting the principal facts to gain the correct answers in the math test. It is my opinion that the method really was helpful, and I sucessfully passed the math course.
I enjoyed this article mainly because of its simple approach to dispelling some of the misconceptions of math. One of my favorite myths covered was the section talking about math being easy to those who are "math minded". Sure some people are naturally gifted in some areas over others, but the statement saying one's ability to solve a problem is not a measure of ability at all, but simply the result of experience and practice, rings very true to me. Like any other skill or talent, math is one that must be developed with experience and practice.
Math Myths Review
College Junior Sierra College, Rocklin California
This is a very good article that describes the stereotypes involving math and the myths associated with success. The author does a great job of showing that success in math is not just based on IQ, but on the work that is put in to hone and sharpen skills. I do disagree with the author when they say "And there is nothing wrong with counting on fingers as an aid to doing arithmetic. This process actually indicates an understanding of arithmetic — more understanding than if everything were memorized." Things such as counting on fingers and using a calculator for basic arithmetic acts solely as a crutch to keep one from learning the material as well as slowing down in the calculation process.
All in all this is a good article about the myths about math and what can be done to do well in math
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Function, higher math activity involving basic function identification. Students are given the graph of a function. They match it to the appropriate name of the function and the general equation for the function.
This activity is also available in the Advanced Math MatchingMania Book, which includes 10 other similar activities.
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
222.21
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Artificial Intelligence: A Modern Approach introduces basic ideas in artificial intelligence from the perspective of building intelligent agents, which the authors define as "anything that can be viewed as perceiving its environment through sensors and acting upon the environment through effectors." This textbook is up-to-date and is organized using the latest principles of good textbook design. It includes historical notes at the end of every chapter, exercises, margin notes, a bibliography, and a competent index. Artificial Intelligence: A Modern Approach covers a wide array of material, including first-order logic, game playing, knowledge representation, planning, and reinforcement learningThe author of Zero explains the scientific revolution that is transforming the way we understand our world
Previously the domain of philosophers and linguists, information theory has now moved beyond the province of code breakers to become the crucial science of our time. In Decoding the Universe, Charles Seife draws on his gift for making cutting-edge science accessible to explain how this new tool is deciphering everything from the purpose of our DNA to the parallel universes of our Byzantine cosmos. The result is an exhilarating adventure that deftly combines cryptology, physics, biology, and mathematics to cast light on the new understanding of the laws that govern life and the universe.
This text is a carefully structured, coherent, and comprehensive course of discrete mathematics. The approach is traditional, deductive, and straightforward, with no unnecessary abstraction. It is self-contained including all the fundamental ideas in the field. It can be approached by anyone with basic competence in arithmetic and experience of simple algebraic manipulations. Students of computer science whose curriculum may not allow the study of many ancillary mathematics courses will find it particularly useful. Mathematics students seeking a first approach to courses such as graph theory, combinatorics, number theory, coding theory, combinatorial optimization, and abstract algebra will also enjoy a clear introduction to these more specialized fields. The main changes to this new edition are to present descriptions of numerous algorithms on a form close to that of a real programming language. The aim is to enable students to develop practical programs from the design of algorithms. Students of mathematics and computer science seeking an eloquent introduction to discrete mathematics will be pleased by this work. [via]
Designed for use by sophomore engineering or junior physical science majors, this text is suitable for an introductory course in linear algebra and differential equations or a course in differential equations with a linear algebra prerequisite. This text contains detailed coverage of applied topics and includes theorems specifically applicable to engineering students. There is a new chapter on "stability and the phase plane", approximately 300 new problems added throughout and several basic programs on numerical solutions of differential equations are included [via]
More editions of Elementary Differential Equations With Linear AlgebraFor courses in Elementary Number Theory for math majors, for mathematics education students, and for Computer Science students. This introductory undergraduate text is designed to entice a wide variety of majors into learning some mathematics, while teaching them to think mathematically at the same time. Starting with nothing more than basic high school algebra, the reader is gradually led from basic algebra to the point of actively performing mathematical research while getting a glimpse of current mathematical frontiers. The writing style is informal and includes many numerical examples, which are analyzed for patterns and used to make conjectures. Emphasis is on the methods used for proving theorems rather than on specific results. [via]
This book examines why game theory has become such a popular tool of analysis. It investigates the deficiencies in this methodology and goes on to consider whether its popularity will fade or remain an important tool for economists. The book provides the reader with some basic concepts from noncooperative theory, and then goes on to explore the strengths, weaknesses, and future of the theory as a tool of economic modelling and analysis. All those interested in the applications of game theory to economics, from undergraduates to academics will find this study of particular value. [via]
Welcome back to Ian Stewart's magical world of mathematics! Here are twenty more curious puzzles and fantastical mathematical stories from one of the world's most popular and accessible writers on mathematics. This is a strange world of never-ending chess games, empires on the moon, furious fireflies, and, of course, disputes over how best to cut a cake. Each chapter--with titles such as, "How to Play Poker By Post" and "Repealing the Law of Averages"--presents a fascinating mathematical puzzle that is challenging, fun, and introduces the reader to a significant mathematical problem in an engaging and witty way. Illustrated with clever and quirky cartoons, each tale will delight those who love puzzles and mathematical conundrums. [via]
More editions of How to Cut a Cake: And Other Mathematical Conundrums:Introductory Combinatorics emphasizes combinatorial ideas, including the pigeon-hole principle, counting techniques, permutations and combinations, Polya counting, binomial coefficients, inclusion-exclusion principle, generating functions and recurrence relations, and combinatortial structures (matchings, designs, graphs). Written to be entertaining and readable, this book's lively style reflects the author's joy for teaching the subject. It presents an excellent treatment of Polya's Counting Theorem that doesn't assume the student is familiar with group theory. It also includes problems that offer good practice of the principles it presents. The third edition of Introductory Combinatorics has been updated to include new material on partially ordered sets, Dilworth's Theorem, partitions of integers and generating functions. In addition, the chapters on graph theory have been completely revised. A valuable book for any reader interested in learning more about combinatorics. [via]
A classic, calculus-based introduction to the theory and application of statistics. Provides comprehensive depth and breadth of coverage and reflects the state-of-the-art in statistical thinking, the teaching of statistics, and current practices including the use of the computer. [via]
This classic, calculus-based introduction to the theory and application of statistics provides an unusually comprehensive depth and breadth of coverage and reflects the latest in statistical thinking and current practices. New to this edition is the addition of an applications section at the end of each chapter that deals with the theory presented. Further emphasis has been placed on the use of computers in performing statistical calculations. Topics covered include probability distributions and densities, random variables, sampling distributions, hypothesis testing, regression and correlation, variance, and more. An excellent reference work for professional statisticians in a variety of fields. [via]
More editions of John E. Freund's Mathematical Statistics: With Applications:
Logic is primarily about consistency - but not all types of consistency. For example if a man supports Arsenal one day and supports Spurs the next then he is fickle, but not necessarily illogical. The type of consistency which concerns logicians is not loyalty or justice or sincerity but compatibility of beliefs. Logic, therefore, involves studying the situations in which a sentence is true or valid and subsequently the rules which determine the validity or otherwise of a given argument. [via]
Is the universe perfectly balanced? Physicist Frank Close looks at symmetry and the deep structures of the universe in his luminescent book Lucifer's Legacy. Matter and antimatter, positive and negative charge, even the curious properties of quarks all seem to be arranged in diametrically opposed pairs (or triplets, when you consider zero-state properties like neutral charge). Yet we plainly live in a skewed environment--we can't find antimatter unless we make it, almost all of our proteins are left-handed, and there are 10 Windows machines for every Mac. Is this asymmetry essential for life? Is it in fact a necessary consequence of creation? Dr. Close examines these questions and more in intimate but not obsessive detail, showing that life as we know it couldn't exist without a few crucial imbalances. The question of whether or not we just got lucky with this universe is due to be answered in 2005, when CERN, where Close works, will test theories relating to the Big Bang. The author has a gift for explaining the intricacies of particle physics in terms that lay readers can easily grasp and even come to love. His poetic sensibilities, which frame the book and give it its title (from the statue of Lucifer in Paris's Tuileries gardens), reflect the human and cosmic mysteries inherent both in the nature of physics and the work of physicists. There's a wee bit of maths and geometry herein, but not so much to scare off the numerophobic; in fact, the cogent explanations and illustrations may win Close a few converts to hard science. In the final analysis, Lucifer's Legacy carries a hint of irony: it is such a thoroughly good read that you'll find yourself hunting in vain for flaws. --Rob Lightner[via]
For graduate-level courses in Statistical Inference or Theoretical Statistics in departments of Statistics, Bio-Statistics, Economics, Computer Science, and Mathematics.
An updated printing! In response to feedback from faculty and students, some sections within the book have been rewritten. Also, a number of corrections have been made, further improving the accuracy of this outstanding textbook.
This updated classic, time-honored introduction to the theory and practice of statistics modeling and inference reflects the changing focus of contemporary Statistics. Coverage begins with the more general nonparametric point of view and then looks at parametric models as submodels of the nonparametric ones which can be described smoothly by Euclidean parameters. Although some computational issues are discussed, this is very much a book on theory. It relates theory to conceptual and technical issues encountered in practice, viewing theory as suggestive for practice, not prescriptive. It shows readers how assumptions which lead to neat theory may be unrealistic in practice.This comprehensive history traces the development of mathematical ideas and the careers of the men responsible for them. Volume 1 looks at the discipline's origins in Babylon and Egypt, the creation of geometry and trigonometry by the Greeks, and the role of mathematics in the medieval and early modern periods. Volume 2 focuses on calculus, the rise of analysis in the 19th century, and the number theories of Dedekind and Dirichlet. The concluding volume covers the revival of projective geometry, the emergence of abstract algebra, the beginnings of topology, and the influence of Godel on recent mathematical study. [via] treatment of this fundamental issue is informed by current work in both philosophy and mathematics, and will be accessible and enlightening to readers from both disciplines. [via] This book will stimulate great interest and debate among the scientific community, illuminating the brilliance of Newton's work under the steady gaze of Chandrasekhar's rare perception. [via]
This book effectively integrates computing concepts into the number theory curriculum using a heuristic approach and strong emphasis on rigorous proofs. Its in-depth coverage of modern applications considers the latest trends and topics, such as elliptic curves-a subject that has seen a rise in popularity in the undergraduate curriculum. [via] these topics in the best mainstream philosophical journals; in fact, the last decade has seen an explosion of scholarly work in these areas.
This
The Oxford Handbook of Philosophy of Math and Logic is a ground-breaking reference like no other in its field. It is a central resource to those wishing to learn about the philosophy of mathematics and the philosophy of logic, or some aspect thereof, and to those who actively engage in the discipline, from advanced undergraduates to professional philosophers, mathematicians, and historians. [via]
More editions of The Oxford Handbook of Philosophy of Mathematics and Logic:
What do the Apollonian gasket, Dandelin spheres, interlocking polyominoes, Poncelet's porism, Fermat points, Fatou dust, the Vodernberg tessellation, the Euler line and the unilluminable room have in common? [via]
More editions of The Penguin Dictionary of Curious and Interesting Geometry:
In a universe infinitely large, what is the probability of intelligent life on another planet? Sounds like a trick question, but for anyone versed in cosmology and statistics, the answer is 1; that is, there must be life on at least one other planet in the universe. This is Amir Aczel's theorem. But, as physicist Enrico Fermi once asked, if that's true, where is everyone? Aczel tackles that paradox after he goes through the statistical calculations for the probability of intelligent life, considering factors such as how many stars are in a galaxy, how many of those stars might be hospitable, how many might have planets, and how many planets might have environments suitable to support life as we know it (or as we don't). Aczel also provides an overview of the relevant developments in astronomy and biology--laying the groundwork to show that the universe's chemistry must add up to life. Whether life was spread through the universe by chunks of debris like ALH84001--the enigmatic meteorite from Mars that contained tantalizing hints of the possibility of life--or arose independently, Aczel is sure it is out there. After teasing readers with scientific history, Probability 1 delivers on its promise to prove Aczel's conjecture through a clearly explained application of known statistical theory to the chaos of the universe. --Therese Littleton[via]
More editions of Probability 1: Why There Must Be Intelligent Life in the Universe:
From the preface: This book has been written for an introductory course in probability and statistics for students of engineering and the physical sciences. In the Third Edition, the authors have revised the exercise material, and many new exercises have been added. [via] [via]
Most of us enjoy pleasant surprises and know that many of life's greatest rewards are obtained by taking chances. This is true whether we are playing the lottery or deciding whether or not to buy flowers when we are unsure if it might be our girlfriend's birthday. So, if you enjoy taking chances and winning--and it's a safe bet that you do--this book helps you do so in a more intelligent way.
John Haigh is Reader in Mathematics at Sussex University, and his book covers a remarkably large number of topics. He tells you how to take chances playing the football pools and about the role of chance in sports such as tennis, golf, and soccer. What points in tennis are most important? If a soccer player gets a yellow card in 10 percent of games and is suspended for one game whenever he has accumulated two yellow cards, how often is he suspended? What is the chance that a team that scores the first goal goes on to win? He also writes about casino games, bridge, and Monopoly, explaining why orange is the best color of Monopoly property to own.
The book is practical rather than theoretical. It is written for anyone with a curious mind, aged perhaps 16 and up. It is not a textbook, but introduces concepts, such as random walk and game theory, that are familiar to professional mathematicians. There are technical appendices and test-yourself quizzes for readers who want to explore more. A bonus is advice on the lottery. However, with typical vividness, he cautions that if the lottery had begun with the ancient druids, and your ancestors had bought 50 tickets every week for the last 5000 years, then by now your family could expect to have won the jackpot just once! --Richard Weber, Amazon.co.uk[via]
A proven motivator for readers of diverse mathematical backgrounds, this book explores mathematics within the context of real life using understandable, realistic applications consistent with the abilities of most readers. Graphing techniques are emphasized, including a thorough discussion of polynomial, rational, exponential, and logarithmic functions and conics. Chapter topics include Functions and Their Graphs; Trigonometric Functions; Analytic Trigonometry; Analytic Geometry; Exponential and Logarithmic Functions; and more. For anyone interested in trigonometry.
Using a dual presentation that is rigorous and comprehensiveyet exceptionaly reader-friendly in approachthis book covers most of the standard topics in multivariate calculus and an introduction to linear algebra. It focuses in underlying ideas, integrates theory and applications, offers a host of learning aids, features coverage of differential forms, and emphasizes numerical methods that highlight modern applications of mathematics. The revised and expanded content of this edition includes new discussions of functions; complex numbers; closure, interior, and boundary; orientation; forms restricted to vector spaces; expanded discussions of subsets and subspaces of R^n; probability, change of basis matrix; and more. For individuals interested in the fields of mathematics, engineering, and scienceand looking for a unified approach and better understanding of vector calculus, linear algebra, and differential forms. [via]
More editions of Vector Calculus, Linear Algebra, and Differential Forms: A Unified Approach:
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Mathematics 5, Winter 2012
The World According to
Mathematics
Typically on Fridays, we will have student presentations and discussion. We will say more about this in class. Any handouts related to Friday will be posted below on Thursday to help guide the next day's discussion.
Here will be a list of the Groups, Topics, and Dates. There you will find the names of those in your group so that you can contact them to get organized. Your group may want to contact research librarian Ann Perbohner for ideas on researching your topic. She has developed a special set of library tools for m5w12.
Here will be the handouts for class discussion week-by-week:
•For Friday 1/6: See the quote in the Homework for week 1.
•For Friday 1/13 We will guided in discussion by a Group Presentation.
•For Friday 1/20 We will continue with another Group Presentation and discussion. See the list above for the topic.
•For Friday 1/27 We will have a presentation by Ann Perbohner, Math and Physical Sciences Librarian. She will teach the tools you will need for your Research-paper Final, and the remaining Group Presentations.
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Search Loci:
Special Relativity and Conic Sections
An article in which the focus-locus, focus-directrix, and cone-slicing descriptions of ellipses are related by way of the space-time geometry of special relativity.
Loci
Introducing Mathwright Microworlds
by James E. White
Microworld: Transformations of a Function
Transformations of a Function, written by Mike Pepe of Seattle Central Community College, is a microworld with eight story pages embedded in a single web page. It has a menu from which you can navigate to most pages, or you can move from story page to story page by clicking buttons. In this book, each page allows you to experiment with a certain type of transformation of a function. If you change data in any of the text fields, the changes persist as long as you are in the book.
While you experiment in the book, use the menu buttons on the story pages to navigate. When you finish with your exploration, close the window to return here. You will see a pop-up message telling you that Mathwright is stopping. Click OK to proceed. Whenever you leave a microworld page, you will see this message. It means that the microworld session is closed.
You may enter the microworld now by clicking the hyperlink or the image above.
You may move back and forth among the story pages of the microworld, and, whenever you return to a story page previously visited -- even after you have closed and reopened your browser -- you will not have to wait for objects to be downloaded again. Once cached, objects are immediately available on future visits. In fact, during a single session, any structure you might have created -- a graph, a table of data, mathematical text, a matrix, etc. -- will be there waiting for you when you return to a story page. This persistence of data is often useful, as our next two microworld examples will show.
Microworlds can be designed to encourage students to experiment with an idea from different perspectives. They usually allow students to approach a topic from their own levels of understanding and to ask their own questions. This style of storytelling can be both integrative and constructivist, and it can support visualization in a way that stand-alone demonstrations seldom do.
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Trigonometry
This course covers basic concepts of trigonometry, including definitions and properties of trigonometric functions. Topics include solutions of applied problems involving right triangles; graphs of trigonometric functions, including period changes, amplitude changes, and phase shifts; trigonometric identities; trigonometric equation solving; and evaluation of inverse trigonometric functions.
Subject:MATH Units:3
Instructor information about this course
Learning Management System (LMS) for this course:Blackboard LMS link: Course start page: Course email:rcarleton@miracosta.edu Office: Office hours:Will be posted in MyMathLab Phone: Instructor notes:This Trigonometry class will use MyMathLab material. This class will also meet every Friday from 11:00 to 11:50 in OC3507. All work is done online except for the midterms and final that need to be taken in the Oceanside Math Learning Center . All students on the roster will be emailed the week before the beginning of class with all the information needed to purchase the material required for the class.
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Contact Us
Calculus, one of the classical topics in mathematics, is the study of change. It is useful both in scientific fields and in applied studies from engineering to the life sciences. It is taught in a three-course sequence:
Math 2200 (Calculus I) introduces derivatives (rates of change) for functions relating two real variables (one independent, the other dependent). At the end of the course, integration is briefly introduced. An integral may be viewed as the value of a quantity that accumulates at a variable rate.
Math 2205 (Calculus II) develops further techniques and applications of integration, and introduces power series expansions for functions (again, real-valued functions of one variable).
Throughout the sequence, the emphasis is on tools and techniques rather than the theory. Students wanting to go beyond this introduction to understand further the theory behind calculus, in particular to understand the proofs of the theorems introduced here, are encouraged to follow this sequence with Mathematical Analysis (Math 4200/4205) and Complex Analysis (Math 4230).
Often a special section of calculus is designated (in the semester class schedule posted by the Registrar) for students in a particular applied discipline. Please contact the individual instructor for clarification of the special emphasis and policies in this case. The following information is intended primarily for the other sections of calculus which are not so designated.
The current textbook for the calculus sequence is Stewart's Calculus: Early Transcendentals, 7th edition ISBN 978-0-495-96224-3.
WebAssign
The calculus courses use WebAssign to manage part of the class homework. Students are required to obtain an individual license for the WebAssign software, which may be purchased with or without a hardcopy of the textbook (an eBook version of the textbook is included with the software). Your instructor will provide you will a class key to sign into his class set up in WebAssign.
Gateway Exam
The Gateway Exam assesses several basic skills in the calculus courses. The Gateway Exam in Math 2200 (Calculus I) tests the basic skills of technical differentiation, the Gateway Exam in Math 2205 (Calculus II) tests the various technical integration skills taught near the beginning of the course. There is no Gateway Exam for Math 2210 (Calculus III).
The purpose of the Gateway Exam is to allow lectures to emphasize the key concepts of calculus. The basic rules of differentiation or integration, and examples, are taught in class; but mastery of these skills is not acquired in class--it comes only by practice, on your own time. As the name suggests, mastering these skills are the gateway to understanding lectures in the second half of the semester, in the same way that mastering basic arithmetic are assumed throughout most college level courses. You are expected to pass the Gateway Exam as soon as possible (preferably within the first week that it is offered).
The Gateway Exam is a paper-based exam conducted without access to any aids; only a pen/pencil are permitted (scratch paper will be provided). You will be asked to evaluate seven different derivatives (for Math 2200) or integrals (for Math 2205), using the rules taught in class. You must answer at least 6 out of 7 questions correctly, with no partial credit, in order to pass. Because the exam is designed to assess skills of technical calculus only, no simplification of answers is required.
Multiple opportunities to pass the exam will be offered throughout the semester. However, you are limited to one attempt per day. If you do not pass on a given attempt, please review your work and make sure not to repeat the same mistakes. You will pass the exam not through luck, but by first learning and practicing the basic rules of differentiation or integration. Failure to pass the Gateway Exam within the semester will result in the loss of ten percent of the grade for the course.
For practice Gateway Exams and for the Schedule of when the Gateway lab is open, please see individual course webpages for Math 2200 or Math 2205.
Common Exams
During the Spring 2013 semester, common exams for the coordinated sections of calculus are scheduled for 5:15-7:00 pm on three Thursday evenings: February 7, March 7, and April 11. The final exam is scheduled for 1:15-3:15pm on Wednesday, May 8. Please arrive with as few personal effects as possible--large backpacks are especially discouraged in this examination setting. Photo ID is required at all common exams--display your photo ID when submitting the exam to your proctor.
The locations of the exams will be announced by your instructor at least a few days before the exam and will be posted on the individual course websites (links provided above).
Further questions may be directed to your individual instructor or to the course supervisor, Dr. Nathan Clements (calculus@uwyo.edu).
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More About
This Textbook
Overview
This introduction to projective geometry can be understood by anyone familiar with high-school geometry and algebra. The restriction to real geometry of two dimensions allows every theorem to be illustrated by a diagram. The subject is, in a sense, even simpler than Euclid, whose constructions involved a ruler and compass: here we have constructions using rulers alone. A strict axiomatic treatment is followed only to the point of letting the student see how it is done, but then relaxed to avoid becoming tedious. After two introductory chapters, the concept of continuity is introduced by means of an unusual but intuitively acceptable axiom. Subsequent chapters then treat one- and two-dimensional projectivities, conics, affine geometry, and Euclidean geometry. Chapter 10 continues the discussion of continuity at a more sophisticated level, and the remaining chapters introduce coordinates and their uses. An appendix by George Beck describes Mathematica scripts that can generate illustrations for several chapters; they are provided on a diskette included with the book. (Both PC and Macintosh versions are available) Mathematica is a registered trademark.
A comprehensive introduction to projective geometry which can be understood by anyone familiar with high-school geometry and algebra. Included is an appendix and diskette with Mathematica scripts which can generate illustrations for several chapters. 60
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Math in the News
Algebraic Modeling in Life Sciences Has Its Proponents
They note that because researchers and scientists often lack enough information to build quantitative models, algebraic models can fill temporary knowledge gaps. The advantage, they say, is that when more becomes known, the math behind algebraic models can be used to construct kinetic models. Another plus is that algebraic models are more intuitive than differential-equation models, which makes them more accessible to life scientists.
Discrete-time algebraic models, created from finite-state variables such as Boolean networks, are now used to model a variety of biochemical networks, including metabolic, gene regulatory, and signal transduction networks, according to the duo.
"The exciting thing about algebraic models from an educational perspective is that they highlight aspects of modern-day biology and can easily fit in both the biology and mathematics curricula," observed Robeva. They offer a quick way for introducing biology students to constructing and using mathematical models in the context of contemporary problems, she said. "As educators, we should actively be looking for the best ways to seize this opportunity for advancing mathematical biology."
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Number of exercises
Tutoring time
Form of study
Number of places
Schedule
Part of programme
Learning outcomes
TThe overall goal is to give basic knowledge in Discrete mathematics, in particular a good knowledge in elementary combinatorics, knowledge of some abstract algebraic structure and the use of it, and a good knowledge of some selected topics in graph theory. After the course it is expected that the student will have achieved a better ability for learning, treating and applying mathematics in general. As the solution of mathematical problems is a method used to learn mathematics, it is expected that the student also will have got a better ability to solve problems in general.
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What about "Mathematics with Computers"? Having modern computer algebra and symbolic computation tools available, one can use them to present and explore nontrivial examples in various fields of mathematics. Part of the course could also present basic algorithms and other techniques used.
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Graph Theory 1 - Intro via Konigsberg Bridge
Escenas:
El video:
This video provides a simple introduction to graph theory beginning with the Konigsberg Bridge problem. The idea of the order of a vertex (or node) is explained and then the general conditions needed to traverse a graph are given. Multiple examples including extensions to 3D graphs are presented.For more free math videos visit:
Canal: Education Subido: 06/03/11 a las 5:42 pm Autor: Glen Gray
Duración: 08:17 Valoración: 5.0 Vistas: 6586
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Para insertarlo en tu sitio:
Ultimos comentarios:
A. B. Campbell (el 15/04/13 a las 2:26 am)
Thanks, this was fun!
Lashan Silva (el 07/02/13 a las 6:54 pm)
well explained, thank you
Mike He (el 01/11/12 a las 9:49 pm)
Why did you stop making the videos ? Your videos is great and well explained. We still need your help, You should make more videos about discreet math.
siddharth gupta (el 22/09/12 a las 4:59 pm)
great
Glen Gray (el 09/09/12 a las 12:47 pm)
Thanks! Glad you liked it.
taylorh424 (el 09/09/12 a las 9:08 am)
Very clearly and well explained, I now have a complete and thorough understanding of graphs and the Konigsberg Bridge problem!!!
lostinnecropolis (el 03/09/12 a las 6:39 pm)
Very good. Thank you!
Baccababa1 (el 03/08/12 a las 5:04 am)
thanks.
Glen Gray (el 26/07/12 a las 8:51 am)
Thanks for writing. Glad you liked it.
MrFredrik1234 (el 26/07/12 a las 6:15 am)
Thank you, well-made video with the Königsberg introduction. Nice to get abstract things anchored in reality like that, gives a good understanding.
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Students' knowledge of whole numbers and fractions are introduced to integers and rational numbers. All of the number emphasis is intended to lay a foundation for the algebra expectations that are included in grade six. Students will use variables, write simple expressions and equations, and graph linear relationships. In geometry, students continue to expand their knowledge about 2-dimensional shapes and their properties.
7th Grade Mathematics
The main focus is the algebra concept of linear relationships. Students will understand the relationship of equations to their graphs, tables and contextual situations for linear functions. In addition, work in algebra extends into simplifying and solving simple expressions and equations using algebraic properties. In Geometry, students study 3-Dimensional measurement and similarity of polygons which also draws on ideas about proportion. Students apply their understanding of ratio in data-based situations.
8th Grade Mathematics
The main areas of emphasis are algebra, geometry and data. In Algebra, students study linear, exponential, quadratic (strongest emphasis) and cubic functions. Functions are studied through various representations: symbolic, graphical, with tables and verbal statements. Students solve systems of linear equations using various methods. In geometry, students study the Pythagorean Theorem, the Distance Formula, irrational numbers and concepts of transformation and symmetry.
Algebra 1
This is an accelerated Algebra 1 course. Students study all concepts from 8th grade as well as the Michigan High School Content Expectations for Algebra 1. Each semester students take a common Final Exam. Students that pass the Final Exam with a 70% or more will move on to Geometry next year. These students are on track to take Calculus as a senior in high school.
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Not the item shown! Do not purchase! The calculator they ship under this item number is not the view screen calculator. Depends on what you need a calculator for If you are in grades 4-8 this is a wonderful calculator to explore and formalize your understanding of the m...
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Documents
Important Information
Copyright 2005 Texas Instruments Incorporated. Microsoft and Windows are trademarks of their owners.
Contents
Important Information.. ii
TI-Navigator for the TI-73 Explorer..1
TI-Navigator System Components... 1 TI-Navigator System Requirements. 2 Getting started... 3 Setting up your computer.. 3 Setting up the TI-Navigator hardware.. 3 Setting up your calculators.. 3 Determining the operating system version.. 4 Updating the operating system.. 4 Verifying memory space.. 5 Saving applications to your computer.. 6 Deleting applications from the calculator.. 8 Transferring TI-Navigator applications to the calculator.... 8 TI-Navigator 2.2 CD.. 11 Frequently-asked questions... 12 What is different when using TI-Navigator with the TI-73 Explorer?... 12 Activity Center notes... 12 LearningCheck Creator and Class Analysis notes. 13 Texas Instruments Support and Service.. 17 For general information.. 17 For technical support.. 17 For TI-Navigator technical questions.. 17 For product (hardware) service.. 17 Privacy Policy... 17
TI-Navigator for the TI-73 Explorer
Welcome to TI-Navigator for the TI-73 Explorer! The TI-Navigator classroom learning system provides the hardware and software tools you need to set up a wireless classroom network. TI-Navigator lets you: Create and manage classes on the classroom network. Transfer files between your computer or calculator and your students calculators. Monitor your students with screen captures and polling. Perform various interactive activities with your students to enhance your lessons. Use different tools to create, distribute, and analyze educational content. Install TI Graphing Calculator Applications (Apps) on your students calculators.
The TI-Navigator classroom learning system can help you: Assess student understanding. Verify that students are on task. Use classroom results to engage students. Get immediate feedback from your students to promote student achievement.
TI-Navigator System Components
The system is composed of two parts, hardware and software. The hardware creates a wireless communications network so that your computer can communicate with your students TI graphing calculators. The software contains a number of tools to enhance your classroom, including: Activity Center. Lets you run interactive activities with your classes involving lists, graphs, points, and equations. Quick Poll. Lets you send polls to your students, receive the students responses to the polls, and review the poll results with your students. Screen Capture. Lets you capture your students calculator screens.
Class Analysis. Lets you create, distribute, and analyze educational content. App Transfer. Lets you transfer TI Graphing Calculator Applications (Apps) to students calculators. Transfer tools. Multiple tools that let you send, collect, and delete data files on your students calculators.
TI-Navigator software has two main components that make it work: TI-Navigator computer software. The TI-Navigator computer software contains the tools and options you need to run your wireless classroom network. TI-Navigator calculator software. The TI-Navigator calculator software contains the tools you and your students need to exchange information with each other through the TI-Navigator network.
This guide provides basic information about TI-Navigator software, including information on both the computer software and the calculator software. For information about the TI-Navigator hardware, refer to the Installation Guide or the Getting Started poster included in the TI-Navigator packaging.
TI-Navigator System Requirements
Windows XP Professional with Service Pack 1 or Service Pack 2 installed or Windows 2000 with Service Pack 4 installed 700 MHz Pentium-compatible CPU (1.2 GHz recommended) Video adapter set at 1024 x 768 screen resolution 256 MB RAM Approximately 350 MB of available hard-disk space (to install TI Connect, TI- Navigator, Network Manager, Class Analysis, and LearningCheck Creator) CD-ROM drive Available Ethernet or USB port on the computer Internet Explorer version 5.5 or higher (installed and operational)
Getting started
This guide is designed to get you up and running quickly with TI-Navigator for the TI-73 Explorer. You will use the Getting Started poster to install the software on your computer and set up the network. You will use this guide to update the software on your TI-73 Explorer calculators. You should keep this guide as a reference to the exceptions from the other documentation that are unique to the TI-73 Explorer.
There are several other tools available to help you learn to set up and use the TI-Navigator system: The Getting Started postera short version of the setup process with fewer details. The Installation Guide (provided in both printed and PDF formats) complete setup details, troubleshooting, and technical information. Online HelpAfter you install the TI-Navigator software on your computer, you can access Online Help from the Help menu. The TI-Navigator Reference Guide, a printed version of the Help.
The process of unpacking the equipment, setting up the hardware, and installing the software will probably require about two hours of your time.
Setting up your computer
Use the Installation Guide or the Getting Started Poster in the TI-Navigator packaging to install the TI-Navigator software on your computer. You must install the software on your computer before setting up your calculators, as you will need to transfer software from the computer to your calculators.
Setting up the TI-Navigator hardware
Use the Installation Guide or the Getting Started Poster in the TI-Navigator packaging to set up the TI-Navigator hardware.
Setting up your calculators
Use this guide to complete the initial set up of your calculators. You must install the software and hardware on your computer before setting up your calculators.
Before installing TI-Navigator on your TI-73 Explorer, you must verify that you have: Operating System (OS) 1.80 or higher Enough memory to store the required applications.
Determining the operating system version
To determine which version of the operating system is installed on your TI-73 Explorer: 1. On your calculator, press -. The memory menu opens.
Select 1: About. The About screen opens. If the OS version displayed is 1.80 or higher, proceed to the steps for verifying memory space. If the OS version is not 1.80 or higher, follow the steps below to update the OS on your calculator.
Updating the operating system
If the operating system on your calculator is not version 1.80 or higher, you can use TI Connect software to transfer an updated OS file from your computer to your calculator. Both TI Connect and the TI-73 Explorer OS file are included on the TI-Navigator CD. 1. 2. 3. 4. Insert the TI-Navigator CD in your computers CD-ROM drive. The menu to the CD opens automatically. Click the Calculator Software link and navigate to OS software for the TI-73 Explorer. Connect the TI-73 Explorer to your computers USB port using the USB Silver Edition cable. Drag and drop the TI-73 OS.73u file onto the TI Connect icon on your desktop.
The operating system transfers to your calculator.
Note: You can transfer any file, not just the OS, to the calculator using this method.
Verifying memory space
Before installing TI-Navigator applications, you must verify that you have enough free memory space on your TI-73 Explorer. Applications on the device take up blocks of memory called "application slots. The bigger the application, the more slots it will require. The TI-Navigator applications (LearnChk, NavNet, AlgACS, navstk) require a total of five application slots. The TI-73 Explorer has a total of eight application slots. 1. On your calculator, press [-. The memory screen opens.
Select 3: Check APPs.
The calculator displays how many slots are free, and how many slots each of the existing apps require.
If there are five or more free slots, proceed to the steps for transferring applications to your calculator. If there are fewer than five free slots, you must remove applications from your calculator to make space for the required TI-Navigator applications. You can save the applications you remove to your computer, or delete them.
Saving applications to your computer
If you need to remove an application to make space on your calculator, you can save a copy on your computer, for use at a later date. 1. Double-click on the TI Connect icon. The TI Connect software opens.
Click the Device Explorer icon.
If prompted, select the TI-73 device and click Select.
The Device Explorer window opens.
6 TI-Navigator for the TI-73 Explorer
The Device Explorer window displays a tree view of the files on your calculator. 4. 5. Expand the Applications directory to see the applications that are installed on your calculator. Drag the application you want to save from the Device Explorer window, and drop it onto your desktop or open Windows Explorer and drop it into a directory.
When you drop the application file onto a location on your computer, a transfer status screen displays.
When the transfer is complete, the application will be saved with a.73k file extension in the location you selected when dropping the file.
TI-Navigator for the TI-73 Explorer 7
Deleting applications from the calculator
Until you have TI-Navigator installed and configured, you must perform these steps for each calculator on an individual basis. Once TI-Navigator is installed and configured, you can delete applications from all of the calculators in a class set using the network. 1. 2. To remove an application, press [- to open the memory screen. Select 4: Delete. A list of file categories displays on the screen. 3. Select 8: APPs. A list of Apps installed on the calculators opens.
Select the App you want to delete and press b.
Transferring TI-Navigator applications to the calculator
Once you have cleared an adequate number of memory slots for all your calculators, you are ready to transfer the applications to an entire set of calculators at one time using the TI-Navigator software on your computer. 1. Start the TI-Navigator software by double clicking on the TI-Navigator icon on your computers desktop.
When you first open the TI-Navigator software, it asks if you want to create classes.
You do not have to create a class to transfer applications. Refer to the "Creating a Class and Adding Students" video and tour in the Tour and Lesson section of the TI-Navigator CD for more information about setting up your classes. 2. Click No to continue to transfer applications. The TI-Navigator home screen opens. 3. Make sure your network is available and connect the calculators to the hubs (refer to the Getting Started poster or the Installation Guide for detailed information).
Select the Tools Tab and click on the Apps Transfer Tool. The four applications that you need to send to the calculators (LearnCheck, NavNet, qAlgACT and qnavstk) are already loaded and ready to transfer.
If you do not see the four applications listed, they can be added to the list by clicking on the Add Application button and selecting the app files from the C:\Program Files\TI Education\TI-Navigator directory. The four application files to select are: navnet.73k, algact.73k, navstk.73k, LearnChk.73k.
Important: Make sure that TI-73 Explorer Family is the selected
Class Type.
Click Start Transfer. The App Transfer progress window opens.
Once the transfer is complete, youre ready to start using TI-Navigator! Refer to the TI-Navigator Reference Guide and online Help for everything you need to know about using the TI-Navigator classroom learning system.
TI-Navigator 2.2 CD
Keep the TI-Navigator 2.2 CD handy. It contains information to help you be successful with using TI-Navigator. You will find Videos, Tours of the Software, and Sample Lessons (with activity setting files), including: Setting up your Class Transferring Files and Monitoring Status The Activity Center Polling Screen Capture Activity Lessons Upgrading Support
Installers for other applications are located in the section of the CD called Computer Software. You will want to make sure you have the latest version of these applications: LearningCheck Creator Software StudyCards Creator Software TI Connect Software
Frequently-asked questions
What is different when using TI-Navigator with the TI-73 Explorer?
The TI-73 Explorer can perform all of the same TI-Navigator functions as the TI-84 Plus with the following exceptions.
Activity Center notes
In Activity Center, The TI-73 Explorer can submit four equations at a time, not ten. The functions available on the TI-84 Plus versus the TI-73 Explorer differ slightly. Functions that are available in Activity Center on the TI-73 Explorer include: sin( cos( tan( Arcsin( Arccos( sqrt( abs( int( ln( exp( log( rand PI
LearningCheck Creator and Class Analysis notes
Can I use LearningCheck documents created for the TI-83 Plus or TI-84 Plus? You can use any existing LearningCheck Creator.edc files with the TI-Navigator 2.2 software. There are, however, some exceptions when using LearningCheck Creator and Class Analysis with the TI-73 Explorer. These exceptions are noted below: Send to Device does not work in LearningCheck Creator (use Send to Class). To enter text, you must press - t menu on the TI-73 Explorer. The TI-73 Explorer does not support the TI keyboard. Student answers are saved in an answer file. When this answer file is collected directly from the calculator to the computer, it has a.73v extension. However, Class Analysis will only load.8xv files. When you collect an answer file from students, TI-Navigator handles the class type discrepancy by saving two versions of the students answers on the computer. One will have a.73v extension (which can be returned to a device) and one will have a.8xv extension (which can be used in Class Analysis). If you collect an answer file outside of TI-Navigator through other tools such as TI Connect, you collect only a.73v file as expected. However, you will not be able to analyze these files in Class Analysis. All text entered on the TI-73 Explorer is upper case. If you create questions that require a case-sensitive answer, correct answers may be marked incorrect. All characters in LearningCheck Creator's character palette and all characters on a standard computer keyboard will display on TI-73 Explorer in question text, section text and fill-in-the-blanks pull down. Fill-in-the-blank text supports a limited character set. You should be careful not to create a question requiring a correct answer that is impossible to create on the device. From the computer keyboard, the following characters are NOT available on the TI-73 Explorer: | (vertical pipe) ` (accent mark) \ (backward slash) ~ (tilde)
@#$& _ (underscore) ; (semi colon)
On the character palette provided by LearningCheck Creator, these are the ONLY characters also available on the TI-73 Explorer:
Why do I get a Communication Failure sometimes even though I am plugged in? If you get a failure to communicate on the calculator, it probably means that two things were trying to happen at once. For example, if you take a screen capture while someone is logging in, you may have to refresh screenshots. Simply retry on the calculator or computer. Why do some of my students miss a Force to Students? If the teacher forces a transfer and the calculator does not automatically receive the file, the file is still there waiting for the student. From the TINavigator Home screen on the NavNet App, the calculator user simply selects 3. TRANSFERS 1. AUTO SEND/RECV to request any files waiting for them. How do I do things off the network during a class session? If the calculator user is going to disconnect from the network (example: to do a CBR collection), the calculator user will need to exit NavNet before disconnecting. Not doing so will not harm the system but the user may have to login again when accessing NavNet.
Can I use TI-Navigator without the Access Points and Hubs? You can use the system with a calculator connected to the computer through the USB Silver Edition cable. This is great for trying out lessons when you are lesson planning without having the network set up. Why do I get errors in TI Connect when I have TI-Navigator open? You cannot use the USB Silver Edition cable with TI Connect software and TI-Navigator software at the same time. If you want to use TI Connect software to communicate with a calculator, TI-Navigator software must be closed. How many apps slots will TI-Navigator require? The TI-73 Explorer has eight available app slots. The TI-Navigator apps will take three of these, while LearningCheck will take an additional 2. This leaves three app slots for other applications. For example, you can fit NumberLine, Geoboard, and the CBL/CBR app in addition to the TI-Navigator applications. Can you have a mixed classroom of TI-73s and TI-83s or TI-84s? No, you need to assign each class a device type. This can either be the TI-73 Explorer or a mixed classroom of TI-83 Plus and TI-84 Pluses. Can I change the device that my class uses? No. The best way to enable a class to use a different device is to create a new class, and then copy and paste the students from the original class to the new class of a different calculator family. This will result in two identical classes -- one for the TI-73 Explorer Classroom and one for the TI-83 Plus/TI-84 Plus Classroom. Will TI-Navigator require an OS update? The TI-73 Explorer requires an OS update to run TI-Navigator. The new version is 1.80. If you do not have this version, you can download it from the TI-Navigator 2.2 CD to the TI-73 Explorer with the TI Connect software. Will the TI-Navigator functions in TI InterActive! software work with the TI-73 Explorer ? No. TI InterActive! software was not designed to work with the TI-73 Explorer.
For technical support
KnowledgeBase and education.ti.com/support support by e-mail: Phone (not toll-free): (972) 917-8324
For TI-Navigator technical questions
E-mail: Phone: ti-navigator@ti.com (866) TI-NAVIGATOR / (866) 846-2844Privacy Policy
Purchasers of the TI-Navigator system are asked to register with Texas Instruments. Your registration information may be used to: (1) maintain a record so warranty questions can be substantiated; (2) contact you regarding system upgrades and accessories; (3) contact you regarding user group opportunities, such as training or special promotions; (4) contact you regarding classroom use and attitudes for market research. When you supply us with registration information you will be given the option not to receive the information in question. You may unsubscribe
from any part of our information services at any time.We may provide services that allow you to e-mail the URL of a page on our site to a friend. Neither your address nor the recipient's address will be used for any other purpose. This functionality is separate from any information contained in your profile regarding any promotional e-mail you may have elected to receive. TI will not provide your personally identifying information to any third party without your consent. We do keep track of the domains from which people visit us, and we analyze this data to assess trends, statistics and customers' needs. (In the case of nonpublic items that require special TI Extranet access via X.509 certificates, viewers should be aware that personally identifying information may be used in connection with TI information security policies). We also use cookie technology to speed your access to various areas of our web site. Cookies will be used in interactions where you request something from TI: literature, CD-ROMs, technical support, seminar registrations, personalized web pages, etc. Most browsers are initially set to accept cookies. If you prefer, you can set your browser to refuse cookies. If you choose not to accept cookies, you will have to manually input user IDs and passwords to receive certain data. We reserve the right to change this policy at any time.
pendix ap
Transferring DataMate to the TI-73 Explorer
The DataMate software comes already loaded on the CBL 2. Before you use the CBL 2 for the first time, you must transfer the DataMate software to the TI-73 Explorer. To transfer DataMate to a TI-73 Explorer, follow these steps: 1. Connect the TI-73 Explorer to the CBL 2 with the I/O init-to-unit link cable. 2. Put the calculator in RECEIVE mode. a. Press 9. b. Press " to select RECEIVE c. Press b. 3. On the CBL 2, press TRANSFER. The program or App is transferred and appears in the calculators list or application list. 4. When the transfer is complete, press 25 on the calculator. Need Help? Contact Texas Instruments: ti-cares@ti.com 1-800-TI-CARES
2006 Texas Instruments Incorporated
Adventures in Data Collection with the TI-73 ExplorerTM 84
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ST Math - Algebra Readiness Program
6th grade students at Harbor View visit the computer lab twice a week to work on ST Math (otherwise known as JiJi)
ST Math®: Secondary Intervention is designed for middle or high school students who are often multiple grade levels behind in math proficiency. It builds on the proven, visual, foundational approach, found in our elementary programs, to help students master the essential building blocks for math success from a basic level of math facts up through introductory algebraic equations. ST Math: Secondary Intervention can be used to introduce algebraic concepts, to provide an intervention for struggling students, or as a complement to your current math curriculum.
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Finding the Right Online Math Courses That Fit Your Needs
Image: graur razvan ionut / FreeDigitalPhotos.net
Online math courses are offered at undergraduate and graduate levels. Professors at accredited two and four-year colleges and universities teach the courses. Taking one or more online math courses accredited by reputable postsecondary schools can prepare you to work as a mathematician, computer scientists, financial services analysts, certified public accountant, project manager, engineer or chief financial officer. If you take the courses to pursue a degree, you can complete an Associate's degree in less than two years if you take accelerated courses. It takes between four and five years to complete a Bachelor's math degree.
On the other hand, if you want to take one or more online math courses to brush up on your math skills, you can complete a single course in three months. Before you enroll in a course, check with your employer to see if he or she will reimburse you the costs of tuition after you take and pass the course. Graphs, charts and videos might accompany your online course, providing you the chance to learn mathematical equations and concepts using a variety of tools. Generally, if you've completed high school Algebra you can take basic college math courses without having to complete additional prerequisites.
Types of specific undergraduate and/or graduate math courses you can take include:
Numerical Analysis
Linear Algebra
Principles of Real Analysis
Advanced Complex Analysis
Topology
Intermediate Algebra
Advanced Algebra
Geometry
Pre-Calculus
Calculus
Accounting
Statistics
Survey of Mathematic Problems
History of Mathematics
Mathematical Communication and Technology
Online Math Courses for Pre-College Students
If you're still in high school, middle or elementary school you can also take online math courses such as:
Understanding Basic Math Principles
Addition
Subtraction
Multiplication
Division
Introduction to Algebra
To get the most out of online math courses, make sure that you have a computer that's equipped with video so you can review video presentations that your teachers and professors deliver. After you successfully complete online math courses you gain skills that you can use to create multi-faceted business budgets, business plans and other financial programs. You can also learn how to:
Understand and apply the rules of differentiation
Create graphs to chart financial trends and shifts
Use math forms to evaluate integrals
Learn how to identify and work with variables
Solve complex equations in a short amount of time
Factor polynomials
Calculate rational expressions
Identify and understand linear and quadratic inequalities
Determine convergence and divergence
Develop and interpret surveys and analytical studies for employers operating across industries
Free online math courses are available at colleges and universities like the Massachusetts Institute of Technology (MIT) and West Texas A&M University. Some of the online math courses college credit programs are designed to help you gain a better understanding of basic and more advanced mathematic principles, theories and applications. In addition to using video, depending on the college or university you attend, undergraduate and online graduate math courses might be designed with webcasts, transcripts of classroom lectures, lecture notes and examinations.
Earning an Online Degree to Start Working as a Librarian
A Library Science degree online prepares you to work as a librarian serving students and clients at elementary, middle, secondary and postsecondary levels. Online library science degree programs also train you to get hired and work at local public and private libraries in communities located throughout the United States.
If you love working with children and adults, assisting them with locating reference, literary and educational materials, enrolling in undergraduate or graduate degree programs like the Master's degree library science online program might lead to a rewarding career for you. In addition to gaining employment with school libraries, other types of organizations you can work at or head up after you get a library science degree online are law libraries and corporate libraries. Additionally, the training prepares you to work with library materials that specialize in fields such as medicine, social sciences, business, engineering or natural sciences.
A popular accrediting agency for library college programs is the American Library Association (ALA). Many state colleges and universities offer accredited library science degrees you can get. Specific library science degrees you can get include:
Associate of Arts in Library Technology
Associate of Science in Library Science
Bachelor of Arts in Library Technology
Bachelor of Science in Library Science
Bachelor of Science in Library Science and Librarianship
Master of Science in Library and Information Science
Doctorate of Science in Library and Information Science
Online College Courses for Library Science Degrees
Courses required to graduate with a library science degree online vary by school. However, generally, to graduate, you must complete courses such as:
Organization of Information
System Analysis
Collection Development
Library Research Methods
Administration and Management
Cataloging and Classification
Library Services
Records Management
Conservation
Collection Management
Communications
Archives
Indexing and Abstracting
History of Printed Materials and Books
Multimedia Resources
Developing and Managing Library Collections
Management and Leadership Skills
Professional Issues and Understanding
Working Across Different Organizational Structures
Many elementary, secondary and postsecondary school libraries require you to get licensed before they hire you. As many as 20 states require you to complete an offline or online Master's degree in library science before you start working. Furthermore, if you plan to work as a librarian at accredited colleges and universities you might find it beneficial to continue your education and get a doctorate degree in library science. If you work at a public library you might have to get certified, a step that earning a library science degree online can help you to complete successfully. According to the United States Department of Labor's Bureau of Labor Statistics, as of May 2008, librarians earned median annual salaries that ranged from $42,240 up to $65,300 a year. Job prospects for librarians, whether they worked at elementary, middle, secondary, postsecondary schools or public and private organizations are good for librarians, with jobs in the field expected to grow by about eight percent from 2008 through 2018.
Earning High School Diplomas Via Virtual Classrooms
Homeschooling and charter schools introduced early changes into learning techniques and educational organizations. In recent years, the advent of online education at secondary levels has found an increasing number of high schools and universities offering high school students opportunities to get their diplomas online using a computer and the Internet. Some online schools start teaching virtual courses at the Kindergarten level. Additionally and depending on your learning style, attending a distance learning school might help you to retain information presented during virtual classes for longer periods of time. There are additional benefits to earning your online diploma. For example, if you earn your diploma online you won't have to worry about school bullying, rushing outside to catch the bus or packing a lunch.
Before you set out to get your high school diploma online make sure the school offering you the chance to get your high school diploma online free of charge is accredited and/or meets your state's minimum graduation course requirements. Also make sure that the accrediting organization is recognized by the United States Department of Education as not all accreditation organizations are. The Distance Education and Training Council (DETC) is a type of accrediting organization recognized by the Department of Education that reviews schools that grant high school diploma online programs. The programs are reviewed for items such as their course offerings, teacher licensing requirements, budgets, administrative controls, etc.
Some online high schools are administered at physical academic hubs so you can complete virtual courses online in close proximity with other students. These courses are generally set in large classrooms and are designed to be completed on a quarter or semester basis, making it easier for you to adjust to college and university academic sessions. Additionally, if you earn your online diploma from an accredited college or university, you might be able to easily transfer advanced credits into postsecondary degree programs.
Academic Standards at Online Diploma High Schools
Depending on the high school you attend, standard class hours at the school might range from six to eight hours a week. You can also take accelerated and honors courses as you progress toward earning your online diploma. If you take accelerated or honors programs, you might be expected to complete up to 12 hours a week of academic coursework. Attendance, classroom participation, completing and submitting school work on time and meeting acceptable grade levels (e.g. 95 – 100 for an A) is generally required to graduate. Keep in mind that before you graduate with an online diploma you must meet the minimum graduation requirements set by the Department of Education in the state where you live.
Furthermore, as with any distance learning program, make sure that you practice self-discipline and time and project management skills while you attend online schools. Doing so can help you to focus on your school work during the day, complete all reading assignments your teachers assign you and study sufficiently for upcoming quizzes and exams. While you earn your diploma online also make sure that you continue to connect with your friends in the neighborhood where you live. Also take the time to get outdoors and have fun with your siblings, neighbors and friends. This way you can create a balanced learning and living environment that you can thrive in academically, socially and personally.
Benefits of Enrolling In Online Bachelor Degree Programs
Online bachelor's degree programs generally take four years of full-time academic study to complete. The degrees are available in a wide variety of disciplines (e.g. education, nursing, hospitality, accounting) and can often be transferred to other accredited online and offline colleges and universities so you can earn graduate and professional degrees.
The days of having to balance a lengthy commute to and from work and school while you also care for a growing family are becoming more and more a thing of the past. In fact, the numbers of schools offering online bachelor degree programs have increased over the last several years. At some colleges and universities you can take combined courses, giving yourself the opportunity to take some of your college courses on campus in the classroom and other courses at home using the Internet, audio tapes, videos, recorded lecture transcripts and shared file documents and folders.
As with any college program check with the Bursar's or admissions office at the school you want to attend to make sure that the school is accredited by one or more agencies recognized by the United States Department of Education. Some organizations that accredit online bachelor's degree programs are the Council on Occupational Education, the Distance Education and Training Council, Accrediting Council for Continuing Education and Training (an agency that accredits online bachelor degree in education programs), the National League for Nursing Accrediting Commission and the National Association of Schools of Music, Commission on Accreditation.
Types of Online Bachelor Degree Programs
In addition to getting online bachelor degrees in education, there are numerous other disciplines and fields of study you can get undergraduate degrees in using a computer. For example, you can get an online bachelor degree in:
Business Administration
Organizational Leadership
Military Studies
American History
Cultural Studies
Language Arts
Music
Theatre and Arts
Creative Writing
Journalism
Chemical Engineering
Petroleum Engineering
Early Childhood Education
Pharmaceutical Studies
Political Science
Hospitality Management
Nursing
Finance
Accounting
Special Education
Mathematics
Biology
Chemistry
Computer Science
Information Technology
Civil Engineering
Industrial Psychology
Degrees you can get are generally Bachelor of Science or Bachelor of Arts. Because the degree programs are administered virtually, you can take courses associated with the degrees from anywhere in the world. Typically, colleges and universities assign you an enrollment, academic and, at times, also a financial advisor to help you stay on track toward earning your degrees, finding relevant scholarships, student loans and grants and getting the highest grades possible.
Furthermore, when you earn an online bachelors degree you gain the opportunity to determine when you're going to complete course reading, writing and project assignments. You also get to set the hours when you'll study, a factor that can make raising a family and/or working while you go to school less challenging. As you check college and university accreditations, you can ensure that you earn a valuable accredited online bachelors degree that is accepted by other postsecondary schools and respected by prospective employers.
Distance learning schools, also referred to as independent learning schools, continue to expand their course offerings as well as grow in number. The schools generally have a physical and virtual presence, making it easy for you to continue your education during winter, a time of year when roadways can become slick while snow and ice pile on streets and sidewalks.
If you plan on attending college or university full-time you're probably going to take several classes during winter. Distance learning colleges provide you with tangible and intangible benefits, regardless of when classes are held. For example, when you attend accredited distance learning schools you get the chance to:
Save money on gas as you don't have to commute to and from classes on campus
Chance to create a flexible academic schedule for yourself, one that allows you to spend time with your family during the day after you return home from work and before you sit down to complete school assignments or study for examinations and quizzes
Access to professors and other faculty experts with the click of a button
Opportunity to stay warm and dry, reducing your chances of catching a cold or flu
Ability to save money on towing, car insurance deductibles, etc. as you're auto won't get stuck in snow piles and you won't get involved in auto accidents while you're at home completing school projects or studying
Letting Winter Distance Learning Courses Work for You
Quarter or semester credit hours you complete at accredited distance learning schools are generally transferrable to other top colleges and universities anywhere in the country, making it easy for you to earn advanced degrees later in your academic career. During your lunch break at work, you can also study for examinations or start reading the next chapter in the textbook associated with courses you're taking.
You'll reap additional financial savings on distance learning if you apply for financial aid (e.g. scholarships, grants) by completing a Free Application for Federal Student Aid (FAFSA). Also make sure that you complete applications for scholarships and grants through the distance learning school you want to attend. Before you register for courses take the time to review five or more accredited distance learning colleges to measure the differences in their tuition, fees, course offerings, graduation rates and graduate employment percentages so you'll attend the school that best suits your personal needs. If you'd like to combine your online courses with one or more classroom courses after winter, also check to see if the distance learning school has on campus learning options.
If you want to earn your online degree fast you should think about enrolling in a short term online course. You can take the courses at accredited colleges and universities on weekdays or on weekends to get a degree online fast.
To give you an idea of what short-term online courses are, think about focused courses offered at your local community college, courses that make it easy for working adults to finish a degree in a minimal amount of time. Even if you aren't pursuing an undergraduate or graduate degree, you can take one or more short-term online courses to improve your job training and position yourself for promotions and pay increases. Generally, you are required to register for the courses seven or more days before classes start.
However, the courses are especially beneficial to you and other students who want to complete online college degrees fast. Classes take place one to two days a week for two to three hours. For example, you could take an accounting income tax class on a Thursday evening from 6 p.m. until 9 p.m., giving you time to feed your children dinner before you sign into web or teleconferences and online Blackboard classroom discussions with your professors and other students taking the course. Other courses available for you to register for to earn accredited online degrees fast include:
Self-discipline (because the courses are short, you'll need to complete projects and assignments when you say you will rather than waiting until the last minute to cram and turn in projects)
Solid communication skills
Project management skills
Self motivation (although you'll have access to academic advisors and career counselors you'll need to encourage yourself to continue performing at your best so you graduate with honors and/or respectable grade scores)
As technology continues to advance and you and other students continue to voice your concerns and recommendations to college and university administrators about the need for more ways to complete your degree in shorter amounts of time and at lower tuition rates, you'll see more improved changes. Short-term online courses are one of those forward moving changes.
You can generally get money to pay for the courses through your employer's tuition reimbursement program, scholarships, grants and work/study programs (if you're not currently employed). If you're taking graduate level short-term online courses check with the school to see if you apply for fellowships. You can also find fellowships to help pay your tuition through professional associations like the College Art Association, American Water Works Association or the American Historical Association.
More students have decided to earn their degree online since the economy took a nose dive in 2007. In fact, some online colleges and distance learning schools saw significant increases in their student enrollment during this period. Some of the courses students majored in to get their bachelor degree online are similar to popular courses students enroll in at offline schools.
Popular courses and majors you can get a bachelor or master degree online in are:
Anthropology
Psychology
Finance
Criminal Justice
Nursing
Accounting
Information Technology
Medicine
Business Administration
Education
Economics
Website Design
Counseling
Social Sciences
Getting a criminal justice degree online and a teaching degree online are ways you can advance your education. Like other popular online college courses criminal justice and teaching courses offer an in-depth yet balanced education that you can use to gain jobs in a variety of industries and fields. For example you can use a teaching degree to work in public or private schools, at Fortune 100 corporations, for nonprofit organizations or government agencies. You can also use the degrees to start your own consulting or training business and work with clients from around the world, increasing your customer base and earning a higher monthly and annual income.
Choosing a Degree Online
You'll gain the most from obtaining your degree online if you check the online college's accreditation. Make sure the postsecondary school is accredited by local, regional or national accreditation organizations such as the National Council for Accreditation of Teacher Education, Commission on Accreditation of Healthcare Management Education or the Commission on Collegiate Nursing Education. A complete listing of accredited distance learning schools is available at the United States Department of Education. Once you complete a degree online through an accredited college or university you can transfer those credits to other top schools if you want and earn advanced degrees.
When you choose to earn a degree online you give yourself more flexibility, control of your schedule, time to spend with your family and extra money in your pocket, as you forego having to spend money on gas so you can drive to and from campus. You also get up to speed on advancing technologies like tablets, Smart phones and iPads, tools that are being used by larger numbers of people. Should the company where you work transition to using these tools on a regular basis, you'll already have skills that make using the tools huge time and money savers.
There are a few skills and habits required from you in order to succeed at an online course. For example, you need to be self-disciplined, have time and project management skills and be self-motivated. You'll need to have a reliable desktop computer or laptop. To gain your family's support, consider sitting down and discussing your educational goals with them, being sure to tell them about the benefits (e.g. better job opportunities, increased wages) associated with completing the degree.
The world is changing. Taking bachelor degree online courses shows you accept the changes and are confident in your abilities to continue to move forward, even as change happens around you. Furthermore, after you complete your degree online, if you feel you will benefit from taking one or more popular short-term college or university courses you can return to school and get advanced training in as little as three months.
University of Phoenix and Capella University are two top accredited online universities offering robust courses and majors for students who are serious about their education. Course fields offered at these universities include Information Technology, Criminal Justice, Social Sciences, Nursing, Early Childhood Education, Special Education and Business Administration.
Dr. John Sperling, an economist, founded University of Phoenix online in 1976. The school started with several local campuses then expanded into more than 200 teaching hubs offering students around the world the chance to complete undergraduate and graduate degrees online and in classroom settings. As of 2011, University of Phoenix is the largest private university in the United States. It offers Associate, Bachelor, Master and Doctorate degree programs in several concentrations. The postsecondary school is accredited by the Higher Learning Commission and the Accreditation Council for Business Schools and Programs. It is also accredited by the Commission on Collegiate Nursing Education, the Teacher Education Accreditation Council and the Council for Accreditation of Counseling and Related Educational Programs.
Taking Online Courses at Capella University
Akin to other top accredited online colleges like University of Phoenix online, South University online and Drexel University online programs, Capella University has been in operation for several years. Capella University was founded in 1991 by Steven Shank, a former Tonka Corporation CEO. As of 2011, the distance learning school offers more than 1,450 online courses. It also offers more than 48 degrees in various concentrations.
Accreditations that Capella University holds are with the Higher Learning Commission, the American Counseling Association's Council for Accreditation of Counseling and Related Educational Programs, the National Council for Accreditation of Teacher Education and the Commission of Collegiate Nursing Education. Students have the option of completing their courses using a mobile telephone, desktop computer, laptop or notepad. Courses at the online college are designed with a dashboard or blackboard that students can access to locate and download current course materials uploaded into the system by their professors.
Comparing Accredited Online Programs
Before professors start teaching at University of Phoenix they must have a Master's degree. They must also have working experience in subjects they teach. At both Phoenix and Capella, students have the choice of taking their courses online or in a classroom. It's possible to complete admissions applications, register for classes, participate in classroom discussions in real time and submit assignments and projects online.
Both schools assign students a graduation team consisting of an enrollment advisor and academic and financial advisors. Enrollment advisors help students complete admissions applications and register for classes. Academic advisors check with students to ensure they are on track to graduate with the highest scores possible. Finance advisors work with students to help them apply for financial aid in the form of scholarships, grants and low interest student loans. Capella University also has a team of career counselors who work with students to help them land the type of employment they are seeking.
Both University of Phoenix and Capella University work with Fortune 500 firms to increase the chances of their student graduates landing quality employment after they leave school with an undergraduate or graduate degree. Learning aids (e.g. study guides) are available online and free of charge for students at the schools to access and use. Before registering and paying for courses at Capella University students can also "test drive" online learning and find out how it feels to complete school work electronically, giving them the chance to find out firsthand if taking online courses is a good fit for them. Commencement exercises with students, their family members and friends are held at least twice at year at both online colleges.
You can enroll in online graduate courses at top accredited distance learning schools like Phoenix University, Capella University and Drexel University. Business Administration, Business Management, Public Administration, Accounting, Finance, Organizational Leadership, Marketing and Human Resource Management are types of fields you can take online graduate courses in.
Distance learning options are also available in other concentrations. For example, you can take online graduate education courses and online graduate history courses. Online graduate courses for teachers cover topics such as:
Elementary Teacher Education
Special Education
Secondary Teacher Education
Curriculum and Instruction
Teacher Leadership
Adult Education
Administration and Supervision
If you take an online graduate statistics course you'll gain training and skills in areas such as graphs, macro language, survey sampling, applied statistics and reliability analysis. Professors who teach online graduate courses at accredited distance learning schools have graduate level degrees (e.g. Masters, Doctorate). They also generally have working experience in the subjects that they teach, allowing them to understand and share real life situations you might face on the job.
Enrolling in Online Graduate Education Courses
Before you enroll in an online graduate business course check out the postsecondary school's accreditations, educator licensing and work experience requirements, tuition and fee costs, virtual library options and web based learning tools (e.g. video, web conferences, private Blackboards, shared files). Find out the deadlines to register for online graduate courses, admissions applications you must complete and whether or not you have to submit transcripts from your high school or another college or university you previously attended. You might be able to work with an enrollment advisor at the online college to complete these documents. Check with the school's admissions counselor to see if how you can work with an enrollment advisor.
Over the last four to five years several of these schools have experienced a spike in the numbers of students enrolling in their online programs. Reasons for the increase include the flexibility involved in earning a graduate degree online, ability to set your own academic schedule, financial savings on gas and auto maintenance, chance to stay indoors during inclement weather and most importantly the fact that online graduate courses are as robust, rigorous and challenging as are courses taught in classrooms.
Costs of tuition and other associated fees at online colleges are generally the same as they are for classroom courses. However, you can connect with faculty members with the click of a button. You can also email your professors and academic advisors and request to schedule telephone time with them so you can discuss particular challenges you're having with a project or assignment. If the postsecondary school you attend requires you to complete a short two to three week residency to graduate, you'll also gain valuable hands-on experience that you can immediately use on-the-job, getting you more exposure before senior managers at the organization or company where you work.
Masters of Business Administration (MBA) online courses are developed and administered at top accredited online colleges. You can generally enroll in Masters degree online programs year round, making it easy for you to start and finish the academic training on a schedule that best suits your personal schedule.
Can schedule your classes at night after you finish working and spending time with your family
Get the opportunity to submit assignments from anyplace that has a wireless connection
Learn skills (e.g. completing coursework using a Blackberry or Smart phone) related to education that might become the norm in a few years
Save gas money as you don't have to travel to and from campus
The benefits of completing coursework through Masters degree online accredited colleges and universities provide good reasons to get your educational training from the comforts of your own home. However, virtual classroom programs, even cheap Masters degree online programs, are not always a good fit for every student. To succeed at a distance learning course you are encouraged to possess:
Solid time management skills
Project management skills
Written communication skills (The clearer you communicate with your professors, the better.)
Goal setting skills (This will help you to study and turn in assignments when you say you will. If you get into the habit of waiting until the last minute to complete assignments you might not earn higher grades you could have scored had you paced yourself more effectively.)
To learn more about the experience of finishing your Masters degree online consider visiting websites of accredited colleges and universities you want to register for the courses through. Additionally, newspapers and magazines like Bloomberg Business Week publish journal entries and articles that are written by students who are currently completing a graduate business administration distance learning program. Not only do you get to connect with other continuing education students who are meeting the same challenges related to school work that you are, you can also make friends and learn about networks and organizations you can join that will help you land the types of high paying business administration jobs you're going to school to qualify to get.
Each online college designs its own Masters degree online curriculum. However, courses you'll generally be required to take to graduate with an MBA include:
Industry analysis
Market analysis
Business strategy
Finance and accounting
Human resource management
Communications
Contemporary business challenges
Data analysis
Organizational behavior
Financial management
Leadership development
Corporate governance
Project management
Internal decision making
International business
Corporate information strategy
Information technology
Global business marketing
In addition to taking online courses, you might also have to complete a two to three week residency to graduate with an MBA. Residency programs help you to gain valuable hands-on experience that will help balance the book learning and other forms of academic instruction you receive during the training program.
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Calculation exams intimidate even the toughest of students and this book is designed to help paramedic students conquer their fears and strengthen their calculation skills. The book includes full diagnostic tests so readers can assess their strengths and weaknesses, and chapters explaining everything from basic addition to using improper fractions. The book then shows you how to use calculations in clinical settings, before testing you on your skills. The book also includes tables of common units, formulae and times tables - for quick and easy reference. An essential buy for paramedics and one of the first calculation skills books published for this market.
Author Biography
Martin Townsend is a a Lecturer/Practitioner in Paramedic Practice and Emergency Care at the University of Plymouth.
Katherine Rogers is Lecturer in Biomedicine at Queen's University Belfast.
William N. Scott is Lecturer in Biomedicine at Queen's University Belfast.
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A compulsively readable look at the secret language of numbers? their role in nature, movies, science, and everything in between. What do Fight Club , wallpaper patterns, George Balanchine?s Serenade , and Italian superstitions have in common? They?re all included in the entry for the number 17 in this engaging book about numbers? detailing their... more...
The contributions that are included in this e-book have been selected from those presented at the first conference on 'Models and mathematical methods and their applications to biology and industry' held in La Roche sur Yon, France, in December 2007. The aim of the conference was to present mathematical and numerical methods for solving problems... more...
Splines, both interpolatory and smoothing, have a long and rich history that has largely been application driven. This book unifies these constructions in a comprehensive and accessible way, drawing from the latest methods and applications to show how they arise naturally in the theory of linear control systems. Magnus Egerstedt and Clyde Martin are... more...
The continuous development and growth of its many branches, both classical and modern, permeates and fertilizes all aspects of applied science and technology, and so has a vital impact on our modern society. This book focus on these aspects. more...
Ramsey theory is a fast-growing area of combinatorics with deep connections to other fields of mathematics such as topological dynamics, ergodic theory, mathematical logic, and algebra. The area of Ramsey theory dealing with Ramsey-type phenomena in higher dimensions is particularly useful. Introduction to Ramsey Spaces presents in a systematic... more...
This hands-on guide is primarily intended to be used in undergraduate laboratories in the physical sciences and engineering. It assumes no prior knowledge of statistics. It introduces the necessary concepts where needed, with key points illustrated with worked examples and graphic illustrations. In contrast to traditional mathematical treatments it... more...
The book presents a contemporary approach to programming. Complte C programs are presented as and when it is required. This Book is not a cookbook . To get the maximum benefit from this book, you should take as active a role as possible. Don`t just read the examples. Enter it into your system and try them out. more...
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contai... read more
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Proof in Geometry: With "Mistakes in Geometric Proofs" by A. I. Fetisov, Ya. S. Dubnov This single-volume compilation of 2 books explores the construction of geometric proofs. It offers useful criteria for determining correctness and presents examples of faulty proofs that illustrate common errors. 1963 editions
Complex Analysis with Applications by Richard A. Silverman The basics of what every scientist and engineer should know, from complex numbers, limits in the complex plane, and complex functions to Cauchy's theory, power series, and applications of residues. 1974 edition.
Foundations of Analysis: Second Edition by David F Belding, Kevin J Mitchell Unified and highly readable, this introductory approach develops the real number system and the theory of calculus, extending its discussion of the theory to real and complex planes. 1991 edition.
Introduction to Real Analysis by Michael J. Schramm This text forms a bridge between courses in calculus and real analysis. Suitable for advanced undergraduates and graduate students, it focuses on the construction of mathematical proofs. 1996Problems in Group Theory by John D. Dixon Features 431 problems in group theory involving subgroups, permutation groups, automorphisms and finitely generated Abelian groups, normal series, commutators and derived series, solvable and nilpotent groups, and more. Full solutions. 1967 editionAbstract Algebra by W. E. Deskins Excellent textbook provides undergraduates with an accessible introduction to the basic concepts of abstract algebra and to the analysis of abstract algebraic systems. Features many examples and problems.
A Book of Abstract Algebra: Second Edition by Charles C Pinter Accessible but rigorous, this outstanding text encompasses all of elementary abstract algebra's standard topics. Its easy-to-read treatment offers an intuitive approach, featuring informal discussions followed by thematically arranged exercises. 1990 edition.
Elements of Abstract Algebra by Allan Clark Lucid coverage of the major theories of abstract algebra, with helpful illustrations and exercises included throughout. Unabridged, corrected republication of the work originally published 1971. Bibliography. Index. Includes 24 tables and figures.
Product Description:
contained treatment features many exercises, problems, and selected answers, including worked-out solutions. Starting with sets and rules of inference, this text covers functions, relations, operation, and the integers. Additional topics include proofs in analysis, cardinality, and groups. Six appendixes offer supplemental material. Teachers will welcome the return of this long-out-of-print volume, appropriate for both one- and two-semester courses.
Reprint of the Saunders College Publishing, Philadelphia, 1990
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Reply #1
1. except as an elective Algebra is pretty much useless for many students...
unless one is going into a field of study where algebra actually has a use, its a waste of time, unless one enjoys solving problems and puzzles. Great for an academic exercise, an elective, a few months tour of the math world. Real world useful? Not so much. Does keep a lot of academics employed though.
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chaum's Outline of Basic Mathematics with Applications to Science and Technology
This classic outline provides practical applications of basic mathematics for science, technology, and astronomy students. This edition will a) add ...Show synopsisThis classic outline provides practical applications of basic mathematics for science, technology, and astronomy students. This edition will a) add new material to the Decimal Fractions and Measurement and Scientific Notation chapters, b) introduce the use of calculators for arithmetic operations, and c) provide a new chapter on descriptive statistics
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The lesson topic is related rates in Calculus I or Calculus & Analytic Geometry I. Related rates problems tend to be difficult for students since they are generally word problems that require setting up equations before solving. This topic is important as one common example of an application of derivatives.
Learning Goals: There are two immediate goals for this lesson: 1) Students will understand that related rates problems are applications of implicit differentiation and 2) Students will be able to translate, compile, model, and solve a related rates problem and interpret the meaning of the answer. A longer-term goal is that students' problem-solving and critical thinking skills will be improved.
Lesson Design: The lesson is designed to span two class days. On the first day, students start by working through an introductory worksheet, which extends what they have previously learned to introduce the concept of related rates. Since word problems are often a stumbling block for students, the lesson includes an overview of problem-solving strategies, somewhat specific to related rates, although they can be generalized. A warm-up worksheet reviews necessary material and gives students a chance to set up equations, an essential part of the problem-solving process. On the second day of the lesson, the instructor works through two examples with the class to model the problem-solving process, and students are given a chance to solve problems on their own or in small groups. The examples and worksheet problems were chosen to show students a variety of different types of related rates problems, starting with more straightforward problems and ending with more difficult problems.
Major Findings about Student Learning: In terms of our specific lesson goals, by looking at the data we collected, the first two were achieved by most students: 1) Students will understand that related rates problems are applications of implicit differentiation and 2) Students will be able to translate, compile, model, and solve a related rates problem and interpret the meaning of the answer. Since the third goal, "Students' problem-solving and critical thinking skills will be improved," is more general, there will need to be a series of lesson studies in order for it to be assessed properly. Is this the "perfect" lesson? The answer is probably no. However, the planned activities did visibly increase student engagement and responsiveness. The lesson developed will help instructors to assemble an excellent lesson, depending on the classroom settings and other institutional factors.
Course Description
Calculus I (MATH 153) or Calculus & Analytic Geometry I (MATH 156) is the first course in a sequence of calculus courses required for students in various majors including Computer Science, Engineering, Mathematics, Science, and Technology. The main objective of the course is building the essential skills, mastery, and understanding of the applications of several topics including analytic geometry of plane functions, limits, continuity, derivatives of functions and its applications; exponential, logarithmic, trigonometric and inverse functions; indefinite and definite integrals; and the fundamental theorem of calculus.
The prerequisite of this course is the completion of MATH 121, a trigonometric functions course, or an appropriate placement test score. The class size has increased over the last few semesters and averages about 40-45 students per class during the fall semester for MATH 153 and about 30-35 students for MATH 156. During the spring semester when Calculus I is off sequence, the class size decreases.
The students are split depending on their major into the two versions of the course. MATH 156 contains mainly students majoring in Computer Science and Mathematics, and MATH 153 contains all other majors. The two versions are almost identical with the version for the Computer Science and Mathematics majors requiring more proofs and theory. All the students in either course have laptops and graphing calculators, although these technologies are not crucial to this lesson. The classroom setting varies among the sections of the course from long tables to individual desks, making it difficult to generalize student interactions in the lesson plan. The lesson follows content on general derivative rules and implicit differentiation. It is the first major application section using derivatives and usually takes 2-3 days to complete.
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Technology and Online Tools – Cometdocs Blog
Anyone who works in the field of science or is studying science will need to perform various calculations on a daily basis. Just about every self-respecting scientist has a scientific calculator of their choice or some type of applications that they prefer, but these calculating devices are not always handy. For example, sometimes you might have to do calculations when you are out of the office or you simply don't have these tools at your disposal.
In situations such as this, web applications can come in really handy. Here is a list of five fantastic web applications that provide access to great online scientific calculators that all engineers, chemists, mathematicians and statisticians can use on the go.
1. Google
Google is an excellent tool for performing simple calculations. All you need to do is type the word "calculator" in the search box. A calculator will appear, allowing you to perform just about any calculation you need, including more sophisticated functions like working with logarithms, trigonometric functions and more.
If Google's calculator is not advanced enough for you, you should check out Wolphram Alpha, the knowledge search engine. This tool is pretty amazing. Type in an equation and you'll get a solution immediately. Or just paste a function into the search engine and you'll be presented with its graphical representation, properties and alternative definitions, all in a matter of seconds.
Eeweb calcultor is a free tool developed by and for the electrical engineering community. It is pretty simple to use and will probably fulfill all of your calculating needs. In the right-hand box, you'll be presented with a list of all scientific constants, which you can immediately use in your calculations. Also, you can perform on-the-spot conversions between various metrics used for length, speed, force, mass and much more. There is also an equation-solver which is pretty intuitive and fast.
On first look, the Web 2.0 calc does not look like it can do much, but check the bottom menu to see all of its calculating powers. It is an excellent tool that enables you to calculate a matrix, solve equations, and perform calculations with fractions.
Graphcalculator is a pretty simple tool. It allows you to perform an analysis of functions in the coordinate system. Enter functions and they will be visually represented with the ability to calculate plot and intersection points as well.
Microsoft PowerPoint is without a doubt the industry leader when it comes to programs for creating presentations and slideshows on your computer. It remains the industry standard from presentations because it allows you to easily create not only professional looking presentations, but also very versatile ones. PowerPoint definitely excels in giving users many options when creating their presentations.
Of course, most know that you can add text, pictures and videos to presentations, but not too many people are aware of the fact that you can also add sounds and music to your presentations in PowerPoint very easily. Here's how to do it in PowerPoint 2010.
1. Considering that you have opened up an existing presentation that you would like to insert some sounds into, start by clicking on the Insert tab, which is on the top toolbar in PowerPoint. Then go to "Audio" and click on "Audio from File…"
You can also choose "Clip Art Audio," which offer you various sound effects that you might want to use in your presentation, or you can choose to "Record Audio" and put down a script of your own if you have a microphone at your disposal, but for the sake of this tutorial, we will be using an audio file that is already located on your computer.
2. Once you click on "Audio from File," find the audio file that you want to use, and then click on "Insert."
3. You will now notice a sound icon on your presentation. It is a little more advanced than the sound icon that was given in previous versions of PowerPoint, and it gives you more options. Basically, it looks just like the face of your car stereo – there is a play/pause button, rewind, fast-forward, and a mute button if you want to turn the sound off. Feel free to test your sound out.
4. If you want to edit your sounds further and customize the sounds, go to the "Playback" tab that is located under "Audio Tools." With these options you can do a variety of things. You can edit the duration of your sound, fade it in or out and decrease or increase its volume.
You can also decide whether you want your sound to play just while this particular slide is being shown or throughout the entire presentation. You can also set the sound to loop once it's done or just stop once it's ended, and last but not least, you can also hide the sound icon so that it does not appear on the slideshow when you are viewing it in your presentation.
And that is pretty much all there is to it. By adding sounds and music to your PowerPoint presentation, you are giving your presentation a unique character and adding yet another feature that is aimed toward grabbing the attention of your audience and keeping it for the duration of your slideshow.
daily basis in their profession.
Often people who work in design get plans or ideas for new projects in PDF, since it is one of the most versatile and popular formats for sending all types of documents. Thankfully, there are online tool available that enable you to swiftly and effectively covert PDFs to AutoCAD-compatible formats like DWG and DXF. These are the three best tools for performing such a conversion, and best of all, every one of them is completely online-based and free.
1. PDF to AutoCAD was definitely one of the first online services that offered this kind of conversion, and for free no less. In order to turn your PDFs into AutoCAD compatible DWG or DXF formats, all you need to do is follow these two simple steps:
Find and upload your PDF by clicking the Browse button. If you happen to accidentally upload the wrong PDF, this tool offers you the option to choose another PDF without having to refresh the page. Once you upload your PDF, enter your email address and click Send. After a couple of minutes, you will receive an email with a link to the page where you can download your drawing.
2. Cometdocs, as you know, is our very popular online file conversion service. It converts between many different file formats, and of course, it does PDF to DWG and DFX as well. Because the converter performs a lot of different conversions, there is one extra step involved.
First you select the PDF you want to convert. Then you select the conversion type you want (PDF to DWG or DFX in this case). Next, you enter the email where you want your converted file to be sent, and then you click send to begin the conversion process. A link to your converted file should arrive to your email shortly after.
3. PDF to DXF allows users to transform their PDF drawings into an AutoCAD-compatible DFX file format. The service is, like the two above, completely free and boasts great accuracy. When it comes to conversion process, it works just like PDF to AutoCAD.
All three of these great online tool are not only free, but also give you fast conversions and deliver quality and accurate DWG and DFX files right to your personal email in a matter of minutes.
Microsoft Excel is one of the most powerful software solutions for manipulating, analyzing, calculating and presenting data. Its power lies in the fact that you can basically turn raw data into powerful information using one of the many available Excel functions, visualization tools, and options for data manipulation and calculation. In short, we can perform a variety of functions with data in Excel and use it to make important business decisions.
A lot of important decisions in business are made based on information found on Excel charts and tables. We can confidently say that Excel is an industry leader in spreadsheet analysis. It is used for calculating budgets, creating reports, presenting charts and diagrams, managing projects, calculating mortgage and much, much more.
However, one downside is that Excel is pretty complex tool and you will probably need month to learn how to start using it professionally. It applications are so plentiful and complex that no matter how good you are at Excel, there is also room to get better and always something new to learn.
If you don't have the money for Excel tutorials in the form of books, lecture or courses, there are some resources for learning Excel that can be used for free. Here is a fairly extensive list of some of the best Excel blogs and YouTube channels you can follow to learn more about this amazing software.
YouTube Channels
Sometimes the best way to learn and understand something is to see an example being performed in front of you. That is why videos are such a powerful tool for learning something new. That is why we suggest that you head to YouTube and search to find videos demonstrating Excel functions that you might not necessarily understand completely. The chances that you will find what you are looking for are pretty good. You can also use YouTube to discover the underbelly of Excel and uncover tricks and hacks that might not even be taught in official Excel books and tutorials.
You can find a large collection of Excel tricks and hacks at this channel.
Blogs and Websites for learning Excel
If you have a specific problem with Excel, you can post questions on the official Microsoft Excel forum. However, if you want to learn new stuff for free, the best way to do it is to follow blogs.
Blogs provide a great way for learning about Excel because they are updated regularly and allow readers and authors to interact better than static websites. Here is a list of some of the best blogs for learning Excel. Some of them are for advanced users, so don't get discouraged if you don't understand a thing. Dig deeper to find more basic articles and tips. There is useful information for everyone.
The Chandoo website contains lots of tutorials for learning Excel. There are tutorials for both beginners and advanced users. Also, there is a forum where users can ask and answer Excel related questions.
This website is a great resource for everyone learning Excel. In the tips section, you can find tips about almost any aspect of Excel. There is also a section with useful templates and an interesting blog which is regularly updated with new features and tutorials.
When you get to this website, at first you might be confused because of you are seeing many different sections, but once you spend some time here, you will be able to navigate easily through the many tutorials and tips that the blog has to offer.
This website is not actually a tutorial blog, but it offers a collection of the most interesting tweets on the topic of Excel. If you are having a hard time learning complicated formulas and tables, this website will certainly make you feel better, because you'll realize that you are not alone.
Sometimes we want to share a certain song or an mp3 file on our blog with our readers. We could put a simple download link, but that is not always a good choice because of copyright issues. Also, users would have to download the song to their computers in order to listen to it if there is no integrated player for streaming songs directly on the blog.
Some users solve this issue by creating a video for the song, uploading it to YouTube, and then embedding the YouTube video on the blog. However, that is a pretty complicated way to do it, and there are much easier methods out there. Here are several excellent services that you can use to embed songs onto your website or blog.
SoundCloud is a popular community for musicians and music lovers alike. Users can upload their own music creations and listen to the music of others. It is widely used and attracts a lot of traffic daily. One of its many benefits is an option for sharing a song from SoundCloud onto social media sites and blogs.
Here is how you can embed a song from SoundCloud onto your blog:
First, you need to upload your song on SoundCloud, or if you want to share someone else's music, you can do that as well. There are really plenty of songs to choose from, and some of them are public domain. Go to the song, and click on "Share." You will now see options to share it on various social media sites like Tumblr, Facebook, Twitter and more. As you see, at the bottom there is an option to use an embed code and insert a song directly into the HTML code of our blog.
However, that is not all. Click on the edit widget, and there you will see what the embedded player will look like. You can choose your own special colors or enable comments as well.
Grooveshark is another very popular music-related website. You can find almost any artist or song here and listen for free. Additionally, you can upload your own songs as well if you can't find what you are looking for on the site.
When you find a song you want to share, click "Share – Embed" as you see in the picture. You will be given an HTML code which you will be able to insert directly into the HTML section of your website.
Choose from different templates and adjust the widget size as well. Before you copy the code, you can preview the player and see how it will look on your blog.
DivShare is a sharing and storage site where you can keep files for free. It is similar to sites like Mediafire and Hulkshare in its uses. However, one of the great advantages that it has is that DivShare enables you to share music in a variety of ways. You can provide links to a file for people who want to just listen to it streaming instead of downloading it. And you can also embed music files on your blog and site for people to play the songs on. One of the best things about DivShare is that it offers you a variety of different designs and looks to choose from when picking what the embedded player on your site will look like.
All you have to do is create a DivShare account, upload the file, find the track on your dashboard, click on it, and then click "Embed," after which you will be taken to a page that allows you to pick the look of your player and then displays the embed code on the right.
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Mathematics
Mathematics Standard Level and Higher Level Students
If you wish to study the IB Higher Level Mathematics or IB Standard Level Mathematics courses at JESS, we recommend you follow a summer revision programme covering many aspects of the presumed knowledge that these IB Diploma courses demand.
Please find attached below some suggested topics of study to enable you to consolidate/improve your key skills. These are all selected from our online resource
Analysis of previous IB students' examination success indicates that only A* GCSE mathematicians will cope with the IB Higher Level course. Students with a grade A at GCSE will be able to access the IB Standard Level course, but only if they have very strong algebra skills.
Please ensure that you spend sufficient time on working through the lessons and on-line tasks provided prior to starting your chosen Mathematics course at JESS.
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Whether you need help solving equations or determining the slope of a line, this guide gives you the tools you need to find your answers! Beginning with the basics, you will learn and practice all the skills needed to enhance your algebra expertise.
This comprehensive guide covers all the key concepts, including:
Variables and expressions
Linear equations and inequalities
Monomials and polynomials
Exponents
Rational expressions
The Pythagorean theorem
Area and perimeter
Graphs and charts
Inside you'll find hundreds of examples to illustrate the basics and plenty of exercises to ensure mastery of these fundamentals. No matter if you're a student looking for a companion to your textbook, or a curious learner who's been away from the classroom too long, this will be your indispensable algebra primer.
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Applied Mathematics I
Course reviews arithmetic and introduces algebraic techniques. Content includes arithmetic, elementary algebra, geometry and scientific notation. Problems are drawn from the areas of technology, including electronics, architecture, facilities operation, fire science and building energy systems. Intended for students pursuing Oakton degrees and certificates in technological fields.
IV. Learning Objectives
A. Apply the fundamental operations of arithmetic with respect to integers, fractions, decimals, and percents. B. Understand and apply the concepts of the elements of measurements and conversions. C. Solve algebraic equations, inequalities, and systems of equations. D. Evaluate, manipulate, and factor polynomial and rational expressions. E. Graph straight lines and apply the concept of linear slope in problems from technology. F. Understand radical expressions and solve quadratic equations. G. Apply the concepts of ratio, proportion, and variation. H. Understand and apply geometryB. Measurements 1. English system 2. Metric system 3. Conversions between the English and metric systems 4. Rates 5. Temperature 6. The decimal number system and powers of ten 7. Operations with measurements
Methods of presentation can include lectures, discussion, demonstration, experimentation, audio-visual, group work, and regularly assigned homework. Calculators / computers will be used when appropriate. Course may be taught as face-to-face, media-based, hybrid or online course. scientific calculator, notebook, and earphones are required.
X. Methods of Evaluating Student Progress
Evaluation methods can include assignments, quizzes, chapter or major tests, individual or group projects, computer assignments and/or a final examination
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MT2116 Abstract mathematics
Exclusions
Prerequisites (applies to degree students only)
Syllabus
This course is an introduction to mathematical reasoning. Students are introduced to the fundamental concepts and constructions of mathematics. They are taught how to formulate mathematical statements in precise terms, and how such statements can be proved or disproved.
The course is designed to enable students to:
develop their ability to think in a critical manner
formulate and develop mathematical arguments in a logical manner
improve their skill in acquiring new understanding and expertise
acquire an understanding of basic pure mathematics, and the role of logical argument in mathematics.
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Good books on physics for a beginner?
Good books on physics for a beginner?
Hello, I am a high school physics enthusiast (classical mechanics, electricity and magnetism, relativity, astrophysics, cosmology, quantum mechanics, particle physics, anything about light and gravity etc) but I'm just a beginner, and I would like to learn more about the above mentioned concepts. I am going to be a high school senior and I have taken AP Physics B last year, so I have a background on the basic concepts of physics. Unfortunately, I dont know much math. I'd taken precal last year, and I'm self studying calculus as of now, and I'm almost done with basic calculus. Can anyone please recommend some good books on these topics on physics that I should study, considering my limitation to basic calculus? All I've really read so far is Six Easy Pieces by Feynman, From Quarks to Cosmos by Lederman and Schramm, and I'll soon be reading Six not so easy pieces. Feel free to recommend as many books as you please, I'm ready to read as many as I can before summer ends! Thanks a millions! :D
I think you should study hard on the math, and then pick up real collage physics books =) You should know basic algebra with complex numbers, differentiations, integrals, some basic differential equations. The language of physics is math hehe
That link is a good place to start. You want to become a master at calculus and differential equations. I suggest these three books for calculus:
Calculus by Michael Spivak
This is a very good book. I haven't read it, but it has been highly recommended to me. There is also a solutions manual for this book which is good for self-study.
Differential and Integral Calculus by John Courant
This is a fantastic book in terms of the intuition and ideas behind calculus. It is a very physical approach by one of the great mathematicians/physicists of the 20th century. There is also an updated version that is supposed to be better for US type calculus programs.
Calculus by Tom Apostol
This is probably the most difficult or at least most dry of the three books listed here, but it is a very clean book. These are the best three books on calculus around, so if you learn from these, you will be well ahead of other entering students.
These books are expensive. Any public library has an interlibrary loan program. So you can request these books through interlibrary loan and they will find these books at another library. I've never had interlibrary loan not turn up a book.
In terms of physics, the book by Halliday/Resnick/Walker is what I used in my first year of physics and it is good. I'm not really aware of great introductions to physics beyond that of the Feynman lecture books (the Easy Pieces and Not So Easy Pieces books you mentioned are merely excerpts from the Feynman lecture books) and the books by David Griffiths (which are books to look at after maybe 2 years of university courses). Definitely read QED and The Character of Physical Law by Feynman.
Use your public library to get these books! Once you get accepted in university, they should have a good library. If not, use their interlibrary loan. It is a fantastic way to get books that your local library doesn't have, and for some reason, not many people know about it or use it.
You should stay away from Feynman's "Character of physical law", it is a "philosophical" book written by a non-scholar philosopher, so there are better books out there regarding the more philosophical nature of physics.
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Course Content:
Using the text as well as supplementary materials, we will concentrate on math problem-solving techniques and how they relate to the Illinois Learning Standards and the NCTM Standards. For a day-by-day listing of the specific material covered, go to Daily Assignments on the course home page.
Attendance:
You are expected to come to every lecture and lab section on time and stay until the end of class. Attendance will count toward your grade in the lab section. If you miss a lab due to illness or another emergency, you should contact your TA immediately and provide a written excuse from the Emergency Dean. If you miss a lecture for any reason you should simply get notes from a classmate and check the course home page for the Daily Assignments.
Homework:
Reading and homework problems will be assigned each lecture to be completed before your next class meeting.
Lab Work:
Attending the labs is mandatory. Lab work will contribute 150 points toward the maximum 600 points for the semester. There will be 40 points for attendance (you lose 5 points for each missed lab without an Emergency Dean excuse). There will be 40 points for quizzes. There will be 70 points for assignments (this will be a mixture of lab assignments and homework assignments).
Tests:
You will be given three in-class tests. You must bring your student ID to each test.
Grading Corrections:
If you think there may be a grading error on a test you should give a detailed explanation of the situation in writing, staple it to the front of your test paper, and give it to Mr. Murphy. The deadline for all such requests is the lecture period immediately following the test return date.
Final Exam:
The final exam is cumulative. There will be no conflict exam given except for those few individuals who meet the official university criteria given in the Student Code. You must bring your student ID to the final exam.
Missed Tests:
No make-ups will be given for tests. However, if you must miss a test due to illness or other emergency, then within one week of the test date you must contact the Emergency Dean (300 Turner Student Services Building, 610 East John St., 333-0050), and ask them to send me a letter excusing your absence. In this case, the grade on the corresponding part of the final exam will count as the grade for the missed test.
Calculator Policy:
No calculators will be allowed on tests or the final exam. For other parts of the course, I will let you know when a calculator is allowed. Many of the K–5 students are not allowed to use calculators so it is worthwhile to improve your basic computational skills.
Academic Integrity:
Cheating for any portion of this course is strictly prohibited and will result in serious consequences. In particular, cheating may result in an "F" for the course and be reported to both the student's college and the Senate Committee on Student Discipline.
Disabilities:
Students with disabilities who require reasonable accommodations to participate in this class should see me and contact DRES ( as soon as possible. Any accommodation on tests must be made at least one week in advance and will require a letter from DRES.
Help Is Available:
The TA's and I have set aside regular office hours which are listed at You do not need to make an appointment and you can see anybody on this list for help. Information about private tutors can also be found at this link. Additional resources are your many classmates who are all working on the same material, so you are encouraged to work together on the homework.
Important Dates & Grading Components:
Lab Work
see above for breakdown
150 points
Test 1:
Tuesday, February 16
100 points
Test 2:
Tuesday, March 16
100 points
Test 3:
Tuesday, April 27
100 points
Cumulative Final Exam:
Friday, May 7, 8:00 AM – 11:00 AM
150 points
TOTAL:
600 points
Course Grade:
Course grades are determined using the following straight scale.
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Practical Problems in Mathematics for Weld Problems in Mathematics for Welders, 5E, takes the same straightforward and practical approach to mathematics that made previous editions so highly effective, and combines it with the latest procedures and practices in the welding industry. With this comprehensive, instructional book, readers will learn how to solve the types of math problems faced regularly by welders. Each unit begins with a review of the basic mathematical procedures used in standard operations and progresses to more advanced formulas. With real-world welding examp... MOREles and clear, uncomplicated explanations, this book will provide readers with the mathematical tools needed to be successful in their welding careers.
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"I learned about polynomials, and playing Sudoku was fun." Carmen Gutierrez said in addition to solving challenges she enjoyed playing games on the iPad and computers. "I like math because it's unviversal," Carmen, a 12-year-old seventh-grader at ...
So then…change the task required for bitcoin mining from polynomials to protein folding and reward scientific advancement instead. Jean-Claude Morin. The task is unique to each miner because it must include it's own address and the previous block ...
"I plug integers into polynomials and see what integers I get out," she explained. "This is a question that's really easy to ask, but it's very hard to get our hands on the solution. Over the last several hundred years, this has been a question people ...
For example, the guidelines say, even someone who is studying to teach English will be expected to "perform arithmetic operations on polynomials" and "demonstrate knowledge of the physiology of multicellular organisms." Asked why teaching candidates in ...
After three weeks of working through the examples, I recaptured my ninth grade ability to factor polynomials. And so I waited for the day in the Phd program when a professor would ask me to advance to the board and demonstrate this invaluable talent.
That sort of practical problem solving does not come from factoring polynomials but working real world problems with practical application. Back to 1895! Dennis Elam is an assistant professor at Texas A&M San Antonio and a 1966 graduate of Andrews High ...
May 7, 1988 — Given the opportunity to solve multi-variable polynomials and algorithms, most Americans would probably not pass. They have enough problems balancing checkbooks. Coert Olmstead thrives on the complex problems. For his efforts, the math ...
I have to admit I don't factor many polynomials or solve many quadratic equations in my day to day life. But I do use math. I definitely use algebra. I solve for X. Math is something you do use at work - at the grocery store - in deciding whether to ...
Limit to books that you can completely read online
Include partial books (book previews)
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Description
XyAlgebra is a highly interactive first algebra course, including many brief explanatory sections and extensive practice problem sets for each major topic of a standard Algebra Isyllabus. All problems have randomly-generated coefficients and variables. All multiple-step problems accept step-by-step solutions. XyAlgebra encourages the student to enter as many steps as necessary. XyAlgebra responds to each student step as an instructor would, providing that student with helpful feedback appropriate to that step of that solution method. Any equivalent step is accepted, regardless of method. When xyAlgebra detects an incorrect step, it immediately shows the student either a hint (a suggested type of step to do next) or a complete appropriate next step suitable at that point of that student's solution.
This contrasts dramatically with typical commercial software. Most such programs accept only a completely simplified final answer to most problems. If the short answer is incorrect, they show one possible way of finding the correct answer, often using a method totally different from that of the student. Students have often been taught various methods. XyAlgebra intelligently supports all correct methods.
The History/Future page includes a description of new features in the latest version, xyAlgebra 7.01, released in December, 2012.
How xyAlgebra does it:
The "intelligence" displayed by xyAlgebra results from two algorithms not normally available in software of this type:
Equivalence Checker:
Translates all expressions and equations into a notation ideal for both recursive expression analysis and program debugging.
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Last Updated:
Section:
GCSE Revision Notes Collection 5 - Graphs
A few years ago I wrote a set of notes for pupils, covering the major topics in maths, and put them on my website The notes were supposed to be written in a pupil-friendly way, and different to notes students might find in textbooks or elsewhere on the internet. The notes have gone down quite well, so I have decided to put the original copies on TES so teachers can download them. This bundle covers Graphs, including straight line, quadratic and travel graphs.
I have converted the notes to PowerPoint slides so you can adapt them if needed, use them in revision lessons, or perhaps give your students a set to take home with them to help them prepare for their final GCSE exam.
Something I have found to be quite useful is to remove key information from the notes and challenge students in lessons to come to the board and fill in the gaps. Alternatively, they could be used as a stimulus for a class to create their own set of notes on the topics they find difficult. Another thing I would love to do (if only I had the time and the photocopying budget) is to add some past exam questions and turn these into nice little booklets for the students to use and fill in. Please feel free to create these… so long as I can have a copy!
The chances are there will be a few mistakes in the notes here and there, so if you spot any please email me and I will correct them. Hope they are of use
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Network EditionsLooking for a comprehensive and effective program for students ready to move into more advanced mathematics and students who need more of a mastery learning approach, Math Concepts Step-by-Step is the program for you.
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From the Publisher: Clearly written and comprehensive, the eleventh edition of Gustafson and Hughes' popular book, COLLEGE ALGEBRA, provides in-depth and precise coverage, incorporated into a framework of tested teaching strategy. The authors combine carefully selected pedagogical features and patient explanations to give readers a book that preserves the integrity of mathematics, yet does not discourage them with material that is confusing or too rigorous. Long respected for its ability to help learners quickly master difficult problems, this book also helps them develop the skills they'll need in future courses and in everyday life. Retaining the mathematical precision instructors have come to expect, the authors have focused on making this new edition more modern to better illustrate the importance of math in our world.
Description:
These experienced authors have been praised for their in depth
explanations and their commitment to avoiding a cookbook approach. Their text addresses three critical issues in teaching college algebra: poor student preparation, the need for thoughtful integration of the ...
Description:
Commutative Algebra is best understood with knowledge of the geometric
ideas that have played a great role in its formation, in short, with a view towards algebraic geometry. The author presents a comprehensive view of commutative algebra, from basics, ...
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MERLOT Learning Materials
Description
MERLOT learning materials have been developed by faculty around the world and submitted to MERLOT for use by the academic community. The materials include lecture presentations, Java applets, animations, tutorials, reference materials and more.
Examples of Use
Faculty make use of MERLOT learning materials in a variety of ways to enhance the teaching/learning process and to engage their students more effectively. Some primary uses and examples are:
Note: Each hyperlink goes to the MERLOT Detail View of the learning material and provides access to a brief description of the material, a peer review, and a direct link to the material itself.
Use a Java applet or animation to illustrate a mathematical concept in the classroom.
Example: Use the simulation in Numerical Integration Simulation to illustrate Reimann sums and and the amount of error involved with various integration methods.
Example: Use Animations with your freshman and sophomore calculus and differential equations students to demonstrate secant lines approaching a tangent line.
Require students to use a Java applet as part of a homework assignment to develop their mathematical understanding.
Example:Hypothesis Test for a Mean prompts users to input values and provides feedback and hints when incorrect values have been entered. Users practice accepting or rejecting the null hypothesis and are given a description of one-tailed and two-tailed tests.
Require students to use learning materials for drill and practice to help them master a skill or procedure.
Example: The learning material Graphing the line y=mx+b gives the student the equation y = mx + b and first asks the student to move the line to the correct y-intercept and then rotate for the correct slope.
Require students to use learning materials as a tutorial in which they learn specific new information and concepts.
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Every aspect of Math 121 is highly interactive: Students spend most of classtime working in groups on problems and they then present their work and discuss as a class. Each student is responsible for some part of the in-class problems.
In this homework assignment, students take as a starting point President Obama's speech at the University of Michigan about the cost of tuition and student debt and, using concepts from the readings and data online, get into depth about the nature of college tuition and student debt.
In this repeating activity, clickers are used in lecture to test for understanding and encourage participation. Professor David Harrington uses "clicker questions" 3 times per lecture to engage students directly with material.
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To solve Math problems quickly and accurately you need an understanding of various
math concepts and solving math problems is not an easy task. TutorVista has a team of
expert online Math tutors to ...
In mathematics there are various fields like trigonometry, algebra, calculus, statistics etc and geometry is one of the field of mathematics in which we study about lines, points, space, planes and ...
Today we are going to see the basic concepts behind different types of equations and how to solve systems of equations. Before moving further, we need to understand the insight of system of equations ...
The most common form of systematic sampling is an equal-probability method. In this approach, progression through the list is treated circularly, with a return to the top once the end of the list is ...
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The exercise sets given below indicate a minimum level
course and thus all should be assigned. However, the instructor is free to
choose appropriate exercises to supplement these exercise sets.Every other odd problem is expressed as eoo.
The exercise sets given below indicate a minimum level
course and thus all should be assigned. However, the instructor is free to
choose appropriate exercises to supplement these exercise sets.
Chapter 2: Functions
Section
Math 1111 (Review)
Math 1113 (Items to be Tested)
2.1 What is a Function?
13-24 all
29-35 all, 45-57 odd, 59 a,b, 60, 62, a,b
2.2 Graphs of Functions
19-39
37-47 all
2.3 Incr & Decr / Average Rate of Change
1-25 all
2.4 Transformations of Functions
1-9 odd, 19-39 odd,
43-51 odd
29-32 all, 41, 42, 49d, 52d,
53, 54, 61-69 odd
2.5 Maxima and Minima
19-38, 41-44
2.6 Modeling
Skip
2.7 Combining Functions
1-10, 17, 19, 29-32, 35, 36
11,12, 21-27 odd, 33, 34,
37-40 all, 45-50 all, 59, 61, 62
2.8 One to One Functions & Inverses
1-17 odd, 21, 23, 31, 33, 35, 37
19, 20, 25-29 odd, 36,
38-49 all, 51, 52,
53-59 odd, 65, 67, 69
Chapter 3: Polynomial and Rational Functions
Section
Math 1111 (Review)
Math 1113 (Items to be Tested)
3.1 Polynomial Functs
1, 3, 11, 13, 15
5 – 10 all, 17 – 35 odd, 37, 73, 78, 79, 80, 82
3.2 Dividing Polynomials
13, 17, 21, 51 – 60 odd (For 55 & 56, use the
obvious factors and long division to find the real zeros of the
function)
3.5 Complex Zeros
13 – 29 odd, 31 – 39 odd
3.6 Rational Functs
7 – 11 all, 16, 17 – 23 odd, 33 – 63 odd, 65,
75, 77, 79
Chapter 4: Exponential and Logarithmic Functions
Section
Math 1111 (Review)
Math 1113 (Items to be Tested)
4.1 Exponential Functs
1-17 odd, 19-23
all, 25-37odd, 38
4.2 Logarithmic Functs
1-35 (odd)
37-46 all, 47-53
odd, 54, 56, 57-63 odd, 62
4.3 Laws of Logs
13-33 (odd), 39, 41, 49-55 (odd)
11, 29-37odd, 43-47
odd, 57, 66
4.4 Exponential and Logarithmic Equations
1-17 odd, 35-41 odd
19-33, 43-65 odd, 75-81 odd
The domain of logarithmic functions should be
stressed so that students discard extraneous solutions.
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Product Details
See What's Inside
Product Description
By Frances Curcio, Theresa Gurl, Alice Artzt, Alan Sultan
Connect the Process of Problem Solving with the Content of the Common Core
Mathematics educators have long recognized the importance of helping students to develop problem-solving skills. More recently, they have searched for the best ways to provide their students with the knowledge encompassed in the Common Core State Standards (CCSS). This volume is one in a series from NCTM that equips classroom teachers with targeted, highly effective problems for achieving both goals at once.
The 44 problems and tasks for students in this book are organized into the major areas of the high school Common Core: algebra, functions, geometry, statistics and probability, and number and quantity. Examples of modeling, the other main CCSS area, are incorporated throughout. Every domain that is required of all mathematics students is represented.
For each task, teachers will find a rich, engaging problem or set of problems to use as a lesson starting point. An accompanying discussion ties these tasks to the specific Common Core domains and clusters they help to explore. Follow-up sections highlight the relevant CCSS Standards for Mathematical Practice that students will engage in as they work on these problems.
This book provides high school mathematics teachers with dozens of problems they can use as is, adapt for their classrooms, or be inspired by while creating related problems on other topics. For every mathematics educator, the books in this series will help to illuminate a crucial link between problem solving and the Common Core State Standards$36.95
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This book focuses on essential knowledge for teachers about proof and the process of proving. It is organized around five big ideas, supported by multiple smaller, interconnected ideas—essential understandingsThe Center for the Study of Mathematics Curriculum (CSMC) leaders developed this volume to further the goal of teachers having opportunities to interact across grades in ways that help both teachers and their students see connections in schooling as they progress through the grades. Each section of this volume contains three companion chapters appropriate to the three grade bands—K–5, 6–8, and 9–12—focusing on important curriculum issues related to understanding and implementing the CCSSM.
How do you help your students demonstrate mathematical proficiency toward the learning expectations of the Common Core State Standards (CCSS)?
This teacher guide illustrates how to sustain successful implementation of the CCSS for mathematics for high school. Discover what students should learn and how they should learn it, including deep support for the Mathematical Modeling conceptual category of the CCSS. Comprehensive and research-affirmed analysis tools and strategies will help you and your collaborative team develop and assess student demonstrations of deep conceptual understanding and procedural fluency. You'll also learn how fundamental shifts in collaboration, instruction, curriculum, assessment, and intervention can increase college and career readiness in every one of your students. Extensive tools to implement a successful and coherent formative assessment and RTI response are included.
This practical, useful book introduces tested tools and concepts for creating equitable collaborative learning environments that supports all students and develops confidence in their mathematical ability.
By connecting the CCSSM to previous standards and practices, the book serves as a valuable guide for teachers and administrators in implementing the CCSSM to make mathematics education the best and most effective for all students.
Nearly a decade ago, NCTM published Administrator's Guide: How to Support and Improve Mathematics Education in Your School. This updated Administrator's Guide now positions school and district leaders to make sense of the past decade's many recommendations, with special emphasis on the Common Core State Standards for Mathematics.
The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research.
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Find a Dolton GeometrySome of these concepts include: linear equations, inequalities, graphing, quadratic functions, exponents, logarithmic and exponential equations, and factoring. Algebra 2, also known as Intermediate Algebra, is the next step in the mathematical maturity of a student. Many of the skills learned in Algebra 1 are reviewed during the early stages
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Water Boiling at Everest - Periodic Table of Videos
Boiling water at various altitudes on the trek from Lukla to Everest Base Camp.
More videos about boiling water coming soon.
Nepal Flag:
Everest 8848:
More scenic clips from Brady's trip:
Special thanks to Buddhi Rai and Chandra Rai
Music by:
More chemistry at
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And on Twitter at
Prepositions - Arrive AT, ON, or IN?
Arrive at, on, or in a city? Arrive on, in, or at Monday? In this basic grammar lesson, I'll show you the right preposition to use with the verb "arrive". An important lesson for all English learners who are confused by prepositions. Watch the lesson, then take the quiz:Mathematics C1 May 2011 Q10b
Shaping Modern Mathematics: The 19th Century
The 19th Century saw the development of a mathematics profession with people earning their living from teaching, examining and researching and with the mathematical centre of gravity moving from France to Germany. A lot of the mathematics taught at university today was initiated at that time. Whereas in the 18th Century one would use the term mathematician, by the end of the 19th Century one had specialists in analysis, algebra, geometry, number theory, probability and statistics, and applied...
Probability
Calculus
Topics covered in the first two or three semesters of college calculus. Everything from limits to derivatives to integrals to vector calculus. Should understand the topics in the pre-calculus playlist first (the limit videos are in both playlists)
Algebra
Topics covered from very basic algebra all the way through algebra II. This is the best algebra playlist to start at if you've never seen algebra before. Once you get your feet wet, you may want to try some of the videos in the "Algebra I Worked Examples" playlist.
Arithmetic
The most basic of the math playlists. Start here if you have very little background in math fundamentals (or just want to make sure you do). After watching this playlist, you should be ready for the pre-algebra playlist.
Justice with Michael Sandel
Instructor Michael Sandel
JUSTICE is the first Harvard course to be made freely available online and on public television. Nearly a thousand students pack Harvard's historic Sanders Theatre to hear Michael Sandel, "perhaps the most prominent college professor in America," (Washington Post) talk about justice, equality, democracy, and citizenship.Iain Banks, in conversation with The Open University (full)
Free learning with The Open University
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Author Iain Banks talks to Open University Lecturer in Creative Writing Derek Neale about the digitisation of books, his writing process, the impact of world events on his work and much more.
(Full)
---
Interview also available as audio only
Study 'Creative writing' with the OU
MIT 9.00SC Introduction to Psychology, Fall 2011
View the complete course:
Instructor: John Gabrieli
Introduction to Psychology
License: Creative Commons BY-NC-SA
More information at
More courses at h 21L.011 The Film Experience, Fall 2007
View the complete course:
Instructor: David Thorburn
This introduction to narrative film emphasizes the evolution of the film medium and the intrinsic artistic qualities of individual films. The selected lectures in this video collection cover early cinema & silent films, the 1970s, and neorealism.
License: Creative Commons BY-NC-SA
More information at
More courses atYour Mass is NOT from Higgs Boson
The Higgs Boson is awesome but it's NOT responsible for most of your mass! Thanks to audible.com for supporting this episode:
The Higgs mechanism is meant to account for the mass of everything, right? Well no, only the fundamental particles, which means that electrons derive their mass entirely from the Higgs interaction but protons and neutrons, made of quarks, do not. In fact the quark masses are so small that they only make up about 1% of the mass of the proton (and a ...
The True Science of Parallel Universes
Oh, Hey! MinuteEarth! .........and you can also subscribe to MinutePhysicsDrums by Jason Burger
Who was the REAL Good Will Hunting? - Numberphile
George Dantzig, William Sidis, Srinivasa Ramanujan? Who was the real Good Will Hunting?
Maths in Good Will Hunting:
This video features Numberphile's very own mathematics superstar - Dr James Grime.
Website:
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Numberphile tweets:
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Videos by Brady Haran
A r...
Jetpack Rocket Science
Check out 2Veritasium!
MinutePhysics has a great video on Milkman, vomiting levitator:
Jetpacking was awesome fun! Despite the fat lip I had a great time. I think knowing a bit about physics actually helps fly the jetpack. It works on the same principle as a rocket (Newton's 3rd law) but unlike the shuttle, you don't carry your own propellant with you. Instead, water is pumped out of the lake by the jetski at up to 60 litres a second. It is then fi...
Why Do Venomous Animals Live In Warm Climates?
Subscribe to Veritasium - it's free!
As a Canadian-Australian, I have always wondered why it is that Australia has so many venomous animals that can kill you while Canada has virtually none. But it's not just Australia - it seems like all beautiful, warm places are cursed with venomous native species. So I set out to find the truth: why have all these venomous species evolved in the world's best holiday destinations?
I asked chemists, visited the zoo, interviewed entomo...
New Largest Known Prime Number - Numberphile
There is a new "largest known prime number".
Extra footage:
More on Mersenne Primes:
Perfect Numbers:
Googolplex:
Graham's Number:
This video features Dr Tony Padilla from the University of Nottingham.
Website:
Numberphile on Facebook: Astronomy Lectures by Professor Carolin Crawford
As Gresham Professor of Astronomy, Carolin Crawford delivers many public lectures a year within the City of London. These are all recorded and released on the Gresham College website: 8.01 Physics I: Classical Mechanics, Fall 1999
Instructor: Prof. Walter Lewin
This course features lecture notes, problem sets with solutions, exams with solutions, links to related resources, and a complete set of videotaped lectures. The 35 video lectures by Professor Lewin, were recorded on the MIT campus during the Fall of 1999. Prof. Lewin is well-known at MIT and beyond for his dynamic and engaging lecture style.
Find more lecture notes, study materials, and more courses at MIT 22.033 Nuclear Systems Design Project, Fall 2011
View the complete course:
Instructor: Dr. Michael P. Short
In this capstone design project course, students design a nuclear reactor that generates electricity, hydrogen and biofuels. Lectures introduce each major subsystem and explore design methods, and are followed by mid-term and final student presentations.
License: Creative Commons BY-NC-SA
More information at
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Jack Ma, Chairman and CEO of Alibaba Group, delivered the closing keynote address at the conference "China 2.0: Transforming Media and Commerce", hosted by the Stanford Program on Regions of Innovation and Entrepreneurship (SPRIE) at the Stanford Graduate School of Business, on Sept. 30, 2011.
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Concise Storytelling for Leaders Workshop
JD Schramm, Stanford GSB lecturer in organizational behavior and director of the Mastery in Communication Initiative, presents this workshop specifically designed to help alumni speakers for the 40-Year-Strong anniversary celebration of the Public Management Program and the Center for Social Innovation to create a four-minute personal story of impact .
The workshop includes topics like how to get quickly to your point and how to inspire your audience. It also features case discussions h...
Cutting Greenhouse Gas Emissions: Perspectives from CaliforniaModerated by Professor Mar Reguant, Nichols discusses the new cap-and-trade system and the current thinking around regional and federal policies.
Ni...
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How and Why We Read: Crash Course English Literature #1
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What's the most important issue to you in this election, and why?
Trent, President of the College Republicans at Shippensburg University and a retired officer in the U.S. Army, thinks the war in Iraq is the most important issue in this election.
Upload your answer to this question and post it to youtube.com/cspan, where you can watch and rank other voter's videos, too.
[Learn French] [movie] Remember me.divx
Cameron Russell: Looks aren't everything. Believe me, I'm a model.TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Tech...
Departing Space Station Commander Provides Tour of Orbital Laboratory...
The Times and Troubles of the Scientific Method
UPDATE
Science is working tirelessly night and day to disprove its own theories abou...
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Developed by the Consortium based at Harvard University and funded by a National Science Foundation Grant, this revised edition is designed for use in conjunction with the High School Precalculus requirements of the Texas State Standards. The text is developed to provide students with the foundation they need to succeed in Calculus as an advanced High School student or an entering University student. It's approach is thought-provoking for well-prepared students while still accessible to students with weaker backgrounds. It provides verbal, algebraic, visual and numerical points of view to give students another way of mastering the material. A large number of real-world examples and problems enable students to create mathematical models that will help them understand the world in which they live.
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Introduction to Computation and Modeling for Differential Equations
An introduction to scientific computing for differential equations
Introduction to Computation and Modeling for Differential Equations provides a unified and integrated view of numerical analysis, mathematical modeling in applications, and programming to solve differential equations, which is essential in problem-solving across many disciplines, such as engineering, physics, and economics. This book successfully introduces readers to the subject through a unique "Five-M" approach: Modeling, Mathematics, Methods, MATLAB, and Multiphysics. This approach facilitates a thorough understanding of how models are created and preprocessed mathematically with scaling, classification, and approximation, and it also illustrates how a problem is solved numerically using the appropriate mathematical methods.
The book's approach of solving a problem with mathematical, numerical, and programming tools is unique and covers a wide array of topics, from mathematical modeling to implementing a working computer program. The author utilizes the principles and applications of scientific computing to solve problems involving:
Ordinary differential equations
Numerical methods for Initial Value Problems (IVPs)
Numerical methods for Boundary Value Problems (BVPs)
Partial Differential Equations (PDEs)
Numerical methods for parabolic, elliptic, and hyperbolic PDEs
Mathematical modeling with differential equations
Numerical solution
Finite difference and finite element methods
Real-world examples from scientific and engineering applications including mechanics, fluid dynamics, solid mechanics, chemical engineering, electromagnetic field theory, and control theory are solved through the use of MATLAB and the interactive scientific computing program Comsol Multiphysics. Numerous illustrations aid in the visualization of the solutions, and a related Web site features demonstrations, solutions to problems, MATLAB programs, and additional data.
Introduction to Computation and Modeling for Differential Equations is an ideal text for courses in differential equations, ordinary differential equations, partial differential equations, and numerical methods at the upper-undergraduate and graduate levels. The book also serves as a valuable reference for researchers and practitioners in the fields of mathematics, engineering, and computer science who would like to refresh and revive their knowledge of the mathematical and numerical aspects as well as the applications of scientific computation.
Customer Reviews:
Worthless and convoluted
By Libertine - March 4, 2013
Edsberg complicates simple concepts and skips over the involved parts, almost as if he does not know the area he is trying to describe. The book is short and filled with non-sequiteurs and errors. The errata at the books web page [...]. lists mainly spelling misstakes, but there are huge problems in the book. As an example, Edsberg gives the wrong definition of local error for a numerical algorithm (complete with an erraneous figure to describe it). Please, please, please chose a book on this topic from a more knowledgable author. Edsberg does is NOT a university professor.
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Product Description
Product Reviews
Singapore Math: Primary Math Textbook 2A US Edition
4.7
5
3
3
Good book for 2nd grader
It shows student how to understand some fundamental math concepts step-by-step. However, if your kids have kinds of math talents, this will be a boring book for him/her.
October 19, 2012
The very best!Skills are clearly outlined with simple and straightforward examples and the corresponding workbook assignments are easy to identify.
If I had to criticize something, I'd say that sometimes there's too little practice, but there are other, additional practice books that round it out nicely.
September 14, 2011
August 16, 2011
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About:
The Real and Complex Numbers: The Geometric Progression and the Binomial Theorem
Metadata
Name:
The Real and Complex Numbers: The Geometric Progression and the Binomial Theorem
ID:
m36104
Language:
English
(en)
Summary:
The binomial theorem is introduced, the existences of nth roots of real numbers is explored, the binomial coefficient is defined, and a theorem providing a formula for the sum of a geometric progression is included.
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3. your understanding of the general application of definitions and concepts and your energy in applying definitions and concepts to your basic areas of interest;
4. your skill in computing accurately and efficiently with and without
calculators or computers;
5. your ability to recognize mathematics as a way of thinking and speaking
about quantities, qualities, measures, and qualitative and quantitative
relationships and to extend beyond to a level where you model your applications;
6. your ability to use mathematics to gather data, to present and interpret
this data, to read and understand mathematics reports, charts, graphs, and
accounts with and without modern technology;
7. your ability to use a general problem solving technique and incorporate
computer and graphing calculator technology to facilitate problem solving;
8. your understanding of the logical structure of a mathematical proof: both
formal and informal and both deductive and inductive. Also, your understanding
of the logical structure of subject areas within mathematics, and the logical
structure of mathematics as a useful part of an individual's philosophy. Make these
types of your logical structures meaningful;
9. your ability to demonstrate mental traits such as visualization, curiosity,
imagination, creativity, and play related to each concept and strategy to promote understanding and problem solving;
10. your ability to develop attitudes that lead to appreciation, confidence,
respect, initiative, and independence for yourself and foster the same for other individuals;
11. your "preparation for" and "ability to" work with others in group activities and problem solving situations with an understanding of group dynamics for innovative decision making as well as conditions of "groupthink" that lead group problem solving astray.
within your individual studies, during small group interaction, through all class activities and in your community.*
Consider the above list as you strive for excellence in understanding mathematical ideas and develop corresponding techniques. Add more activities or general goals by experimenting with new ones that may help you increase learning or make learning more meaningful and pleasant. Reorganize your methods and even style of learning for deeper understanding and interest. Pursue the lines of inquiry that you find your mind selects naturally while not diverging from the outline of course material too far. It is OK to spend large amounts of time studying just a few ideas, pages, or problems and as a matter of fact this is YOUR MAGIC for learning mathematics. Also give yourself personal permission for making lots of mistakes. Use the criterion of "when time seems to flow" as your gauge for individual development to realize a sense of accomplishment then personal complexity may change as well. Don't get stuck or stay stuck! Help yourself to be an expressive engaged learner, that is, "be all you can be".
* Keep pencil and a learning journal, log or just plain scratch paper next to you and actively fill in the details of ideas that lack continuity.
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This workshop is designed for college and university teachers who are
interested in using Maple as a pedagogical tool in their undergraduate
classes. Specifically, the workshop focuses on using Maple in
linear algebra, but the concepts and methods can be transferred (and
have been transferred by the instructors) to other courses. No
prior knowledge of Maple will be assumed – just bring a positive
attitude about using computer software in the classroom.
Participants completing the workshop will:
obtain teaching materials for a first course in linear algebra
that uses active Maple worksheets as part of the classroom dynamics;
develop a comfort level with using Maple in teaching a linear
algebra class;
learn how to develop their own Maple worksheets for teaching
linear algebra or other classes; and
become a part of a network of other professors using Maple in
their linear algebra classes.
The workshop will meet live online for three hours each day, broken
into two one-and-a-half-hour sessions. Prior to attending the workshop,
the participants will be expected to complete a short tutorial
(provided by the presenters) on the basics of using Maple. During the
workshop, specific Maple worksheets will be examined and
discussed. Participants will work through these worksheets and
discuss how they can be useful in helping students comprehend linear
algebra concepts. An electronic network will be set up for
the participants that will provide a discussion forum on using software
in linear algebra. For additional information, visit
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1418042293
9781418042295
1111799946
9781111799946
Practical Problems in Mathematics: Practical Problems in Mathematics for Welders, 5E, takes the same straightforward and practical approach to mathematics that made previous editions so highly effective, and combines it with the latest procedures and practices in the welding industry. With this applications oriented book, readers will learn how to solve the types of math problems faced regularly by welders. Each unit begins with a review of the basic mathematical procedures used in standard operations and progresses to more advanced formulas. With real-world welding examples and clear, uncomplicated explanations, this book will provide readers with the mathematical tools needed to be successful in their welding careers. «Show less
Practical Problems in Mathematics: Practical Problems in Mathematics for Welders, 5E, takes the same straightforward and practical approach to mathematics that made previous editions so highly effective, and combines it with the latest procedures and practices in the welding... Show more»
Rent Practical Problems in Mathematics 5th Edition today, or search our site for other Schell
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N Ways to Apply Algebra With The New York Times1. Mathematically Modeling Mortgages
Use algebra to evaluate the housing market. Find some homes for sale in your area (for example in Atlanta), research current interest rates for mortgages and apply this formula to determine the required monthly mortgage payment.
Experiment with different home prices, different interest rates and different mortgage lengths to explore the impact of each variable on the resulting monthly mortgage payment. Use the Real Estate section's built-in mortgage calculator to check your work.
For a given house, explore questions like "How much would you end up paying over the entire term of the mortgage, and how does this compare to the value of the house?" and "How big is the difference in monthly payments between a 15-year mortgage and a 30-year mortgage?"
Do you think it is more cost effective to rent an apartment or buy a house? Read this article and play around with this Times Interactive to explore the answer.
2. Evaluating Colleges
Check out how algebra is used to rank colleges. Read this article about the history of the Academic Index and then check out this informational graphic detailing the formulas that are used to create college rankings.
Use other available data — like tuition, acceptance rates and faculty information — to create your own algebraic formula for evaluating colleges. Can you create a ranking system that puts SUNY Binghamton ahead of U.S.C.? Can you create a different ranking that puts U.S.C. ahead of SUNY Binghamton? Can you create a ranking that puts your favorite college at the top of the list?
3. Calculating Car Costs
Use data from The Times's Automobiles section to create a model for how quickly cars lose their value.
Use the Used Car Search to collect price information on specific makes and models of cars. Select your automobile, get your list of prices (for example, there are nearly 20,000 Ford Explorers for sale nationwide), and create a scatter plot with "year" on the horizontal access and "price" on the vertical access.
Use the graph and your data to explore questions like "How much value does a used car lose per year?" and "When does an automobile depreciate fastest?" Use technology like a graphing calculator or a computer spreadsheet to generate a possible function that models this data. Use the model to project the value of a new car two, three or 10 years from now. Set up equations to solve questions like "After how long will the car be worth 50 percent of its original value?"
Ratchet up the reality and complexity by compensating for the differences in new car prices and inflation. Go deeper by exploring questions like "Do SUVs lose value faster than sedans?" and "Which cars are the best long-term investments?"
4. Algebra of the Election
To win the presidency, a candidate must secure more than half of the 538 electoral votes. Take a look at the current breakdown of electoral votes by state, and find combinations of states that add up to 270 (or more) electoral votes. Each solution to this equation (or inequality) represents a potential path to the presidency.
Compare your possibilities to those demonstrated in this Electoral Map informational graphic. Take a look at some possible situations and interact with the mathematics by moving states around and exploring other solutions to this equation. If you were running for president, where would you focus your campaign resources?
5. Do the MetroCard Math
Is it better to buy a card that gives you unlimited access to public transit, or should you just pay ride by ride? Check out this article on the mathematics of New York City MetroCards. Currently, a seven-day unlimited MetroCard costs $29 and a 30-day unlimited MetroCard costs $104. If a single ride costs $2.25, under what circumstances would you be better off buying the weekly unlimited? The monthly unlimited? Set up simple linear equations and inequalities to answer these questions. Who should buy the 30-day unlimited?
Transfer over to some harder problems by factoring in the 7 percent bonus you get when you prepay for a pay-per-ride card. How does this discount affect the above calculations? And for even more real-world complexity, consider the effect that pretax commuter benefits can have on the equation. Check your numbers against the Metropolitan Transportation Authority.'s own comparisons here, and research the commuter cards in your area to find your best local options.
6. Olympic Algebra
Use mathematics to explore the wealth of Olympic data The Times has to offer. Take a look at the world records set this year in London, and check out the history of world records for events in track, field, swimming and more at the bottom of the page. Use simple formulas like Distance = Rate * Time to compare and contrast the average speeds of athletes over time, across events and even by gender. How much faster is the fastest sprinter now than 50 years ago? How much faster is the fastest sprinter than the fastest long-distance runner? How do swimmers, runners and cyclists compare in speed?
Pick an event, like the 100-meter freestyle swim, and take a look at the history of the world-record times. Create a scatter plot of the data with the horizontal axis representing the year and the vertical axis representing the world-record time. Experiment with some simple linear equations to find a line that fits the data, and use this equation to project the possible world-record times in 2016, or to hypothesize when the fastest time might drop below 43 seconds. If appropriate, use computing technologies to generate regression equations to compare to your own work.
Be sure to check out how beautifully mathematical results can be visualized and presented by watching this amazing video showing the Jamaican sprinter Usain Bolt running against every other Olympic medalist in history.
7. Redo Those Recipes
Search this Times Topics page for some tasty recipes with your favorite ingredients like chicken with lemon and rosemary or midnight pasta. Suppose you had twice as many people coming for dinner: what would the new recipe look like? Turn your recipe into an algebra problem by converting all amounts into some standard measure (like grams) and creating expressions that tell you exactly how much you need for any number of people. How many grams of chicken will you need if N guests show up for dinner?
Use a calorie counter to determine the number of calories per serving of your dishes. Using this United States Department of Agriculture guide, plan out meals for breakfast, lunch and dinner that keep you in the healthy range for caloric intake. Or list the 10 foods you most like to eat and find out how many calories are in each of them. Set up inequalities to figure out how many you should, or shouldn't, consume to keep within your healthy range.
8. Solve for Stocks
Choose some of your favorite companies and use Times resources to collect historical stock price information: for example, check out Ford Motor Company, Apple or Amazon.com. Look at the prices over some fixed period of time, say the past two years, and determine the growth of the value of the stock over that period. If you had invested $1,000 at the beginning of that time period, how much would you have at the end?
Using the formula for compound interest, A = P(1+(r/n))nt, run the numbers on some hypothetical investments of the same principle investment over the same time period, and compare the results to the performance of the stock. Did the stock do better than a 5 percent annual rate of return? How about 8 percent? Set A equal to the final value of the stock, and solve for the rate, r, to figure out the exact rate of growth of your chosen stock.
Find the rates of return for several stocks, and put together a hypothetical investment portfolio for the school year. Watch your stocks through the year and compare their performance to your calculations. Does past performance guarantee future returns?
Read Mr. Hacker's original essay and decide for yourself. Do you use internal equations to help plan out your schedule? Or inequalities when you're spending your money? Or graphs when you are plotting your performance? Or maybe you use algebra to figure out if that frequent shopper program is worth sticking to.
Find the algebra that's around you and write a response to Professor Hacker. Maybe algebra isn't necessary, but it sure can be useful.
This lesson addresses the following Common Core domains, standards and practices under Algebra:
Domains
Create equations that describe numbers or relationships.
Solve equations or inequalities in one variable.
Represent and solve equations graphically.
Interpret the structure of expressions.
Standards
Seeing Structure in Expressions
1. Interpret expressions that represent a quantity in terms of its context.
4. Derive the formula for the sum of a finite geometric series and use the formula to solve problems. For example, calculate mortgage payments.
Creating Equations
1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Reasoning With Equations and Inequalities
3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
C.C.S.S. PracticesFrom 1 to 25 of 67 Comments
Gas mileage. We give gas mileage in mpg, and use algebra to figure out our gas mileage when we buy gas (those of use with old cars) and to figure out how much we have to buy to make it when driving cross country and stopping somewhere with brutal gas prices.
These examples are pretty awful. No one would ever calculate mortgage payments using the actual formula. No one.
That level of algebra is so tedious that it amounts to little more than an accounting problem. Plugging numbers into an algebraic formula requires absolutely no understanding. It is the mathematical equivalent of "painting by numbers."
I do not believe algebra should be mandatory in our high schools. Many kids my age do not even know their multiplication tables and other simple math. Why should we teach the students algebra when 90% of jobs do not even require it in that field. I feel that there is better classes to teach in that time, that will educate us in a superior way that will help us in the near future.
I feel we subject our students through this ordeal to make things in life more difficult. But lets face it colleges would rather see a high school kid take algebra class than multiplication studies.
I think algebra should definitely be taught. I personally love algebra, and I've found algebra really useful to solve real-life problems I would have been stumped on using plain arithmetic. Algebra makes my life so much easier. I may not ever use it in my job, but there is such a thing as life outside of your job, and algebra is really useful there. Calculus on the other hand…
By all means, remove the requirements for algebra from schools. It will lead to my kids having a vast lead in life over everyone else who can't understand the basics of adult life that algebra helps to define. Just teach them the phrase, "would you like fries with that" instead. It will serve them well.
You have missed the point entirely. We do not teach mathematics simply because of its application to daily life. We teach mathematics because mathematics teaches us how to think.
Algebra at its core is symbolic manipulation. Algebra is most students first introduction to abstract thinking, to true, formalized abstraction. You will never mistake a person who has learned the important concept of a variable, from one who has not. You will never mistake a person who is capable of understanding abstractions, for one who is not . Algebra is more than simply solving for x, it is an entirely different, and extremely important way of thinking. This is why it is so difficult, this is why it is so important, .
Algebra is not important simply because it is applicable here or there, in a simple straightforward manner. Algebra is critically important, because algebra truly teaches us the entire concept of abstraction. Algebra teaches us one of the most important paradigms of human thought ever developed, and every single person incapable of grasping this is a detriment to himself and society.
I love math – got my degree in it – but the argument that math "teaches us to think" and therefore must be part of the curriculum is baloney, used by math-lovers who haven't been in a real h.s. classroom in ages.
Algebra is the most common reason that intelligent educated people hate math. It clicks with a few kids but turns off far, far more of them, and those never go back.
That's partly because algebra seems pointless; the above exercises are excellent ways to attach it to reality. This might help kids for whom it doesn't click to stick with algebra long enough to enjoy it.
Excellent column. I hope teachers around the country are printing it out.
Algebra is absolutely needed to understand the sciences and technologies that our civilization is based, and to create public support for solutions to problems that these technologies are creating. To see this we need look no further than the American debate on climate change and how evolution is questioned.
To prove to themselves that science works, students only need to be able to understand the experiments they typically do in high school chemistry and physics classes. This quantitative understanding is only possible with a firm understanding of algebra and geometry.
It is a shame that children start with algebraic looking equations
such as 3 + 5 = 11, and 3 x 5 = 15 and then instead of going to equations like Y = 3X + 5 and Y = X^2.,
we burden them for years memorizing industrial age calculation routines for adding long columns of numbers and multiplying and dividing large numbers..
When students finally reach algebra, they are well past their prime language learning period. Children who have been deprived of language during this period never get it quite right, it's how the biology works.
Algebra, geometry and calculus of high school are so much simpler than the spoken language that it's ridiculous to think students cannot learn them without the pain they've been going through.
The problem cannot be with students since all humans are born to learn languages. The difficulty in learning mathematics is caused more by when it is taught than how .
Today's system of math education works well for those children who are gifted or inherited activated math genes or are introduced to math concepts much earlier than normal.
If our goal is to reach a prosperous, sustainable information age civilization algebra is necessary and no child should be left behind.
However, withouth basic Algebra you cannot really move forward with sciences in general. So not exposing the general population to sciences such as Physics, Chemistry, etc.. is a big mistake.
Furthermore, many fields require math. It may be that there are people that get by without it.. but at the same time one could argue that many get by without applying what they learned about English, History or Geography.
The original article is absurd. And if applied it would set the US back way behind many third world countries.
@Dave Brooks:
I am a recent college graduate with a degree in mathematics. I have seen the inside of a high school classroom rather recently.
Algebra certainly does train the way you think. Try explaining a variable to someone who has never taken algebra or had a literary education. It is almost impossible. People who have not had the training to think in abstract ways, often find themselves simply incapable of it. A metaphor and a simile serve the same function, which is why we also teach literature.
Algebra is a core, and fundamental way of instructing people how to decompose a problem and how one solution here is the same as another there. It teaches us abstraction. It is absolutely teaching you to think.
How many students are weeded out of every level of school by the demanding world of mathematics? "Lots" is the statistical term applicable to this question. We need an alternative way to teach these dropouts whatever it is math is supposed to teach. Apart from the obvious career opportunities derived from becoming a certified math wizard what differentiates the wizard from the dullard? Since math departments have failed on a colossal level to get their point across to lots of students, maybe we should try something different? How about a few billion dollars to figure out what can be done to save our math souls? Another enormous thousand page textbook is hardly the answer, we have plenty of these as it is and they only work for a small fraction.
Despite Mr. Hacker's and others' "hack jobs" on math, kids do need to learn their times tables, they need to work with positive and negative numbers, they need algebra, they need practical examples, they need the theory …
If a customer tries to be helpful and realizes "Oh! I have 17 cents!" after you've started to ring up "fries with that," you'll wish you'd learned your math so you don't have to stand behind the counter embarrassed because you can't add it up in your head.
Try building a house. What angle do you set your saw at to cut a rafter for a 5:12 roof pitch, if you don't know any trig? How long would you cut that rafter for a 12-foot horizontal run? How many 4′x8′ sheets of plywood do you need to sheathe that roof? How many 100-sq.ft. units of roofing do you need to order?
I don't care what kind of a job it is. Learn a little math and do it right. Then learn a little more math and figure out how far your paycheck goes so you can reach your financial goals.
The anti-math activists tell us computer programmers don't need to know math, either. I don't know where they come up with these ideas. Is it really the intent to dumb down the entire next generation and pull the wool over their eyes?
54 years old. Previously a teacher of English, and now an IT manager for a small company, by choice. (I walked away from a manager's job at Cisco 11 years ago to get back to doing it all for smaller companies.)
Successful at my trade? I suppose I could argue that I've been. Times I've needed the algebra I learned in high school and college? Never. Ever. Just as many times as I've needed to diagram a sentence to parse whether its subject-verb agreement needs correction. (And, yes, I'm very aware that this piece is littered with fragments. Intentionally so.)
One can always force external superfluous learning upon tasks, but that in no way renders the learning necessary.
Quite obviously, students who plan to go on in math, science or engineering absolutely must learn introductory algebra in h.s. The question is whether anyone else should.
I have a Ph.D. in Applied Mathematics from a three letter school in Cambridge, MA. So, I should be on the side of "everyone should learn algebra." And, yet, I'm much closer to Mr. Hacker's point of view.
There are a half dozen mathematical things that are more important for citizenship than general algebra: being comfortable estimating and working with both very large and very small numbers; understanding a few of the basic and fundamental ideas in probability; having a feeling for the meaning of the statistical results from, for example, polls; understanding simple rate equations; understanding compound interest.
I think you can gain a facility with all of the above without a semester long hs course in algebra. For example, it's enough when learning about rate equations to learn how to identify the rate (some quantity per some unit time) ; to know what else your given and what you're looking for (i.e., given time and looking for a quantity or given a quantity and looking for a time) and then using some simple rules to help you figure out if you divide or multiply what you're given with the rate.
I personally think it's possible to provide students with a much better grounding of the arithmetical competency and intuition that they'll need to be citizens than we currently do by really rethinking what and how math is taught in HS.
For those who claim that algebra teaches students abstract thinking, there are much better vehicles for that. If that is the goal, then we should teach them the basics of formal systems: introductory logic and computer programming.
Some people never use what they learn in algebra, music, art, PE, history, geography, and especially french and latin classes. Should we drop all of those too? Some people get extremely frustrated in all of those classes. There can be found bad PE teachers, bad french teachers, bad history teachers. Should we just drop them all?
Algebra is so fundamentally important in STEM and that's where all the jobs are right now. So if you want your kids to have a better chance at getting a job, teach them algebra. Try Kahn academy if your algebra teacher [word removed].
Algebra is generalized computational math. If I buy two cookies for fifty cents each, how much will 10 cost? 100? or X? Algebra represents critical and representational thinking. If we stop trying to teach our students to think critically, and apply knowledge of one situation to better understand another, we are in big trouble. The real problem is that for the most part, we do not teach math properly in the U.S. Algebra is taught as disconnected memorized formulas after computational math is taught the same way. A we wonder why students struggle?
Math makes logical sense. Really! And not just to those of us who "get it". Math is one way to explain a sense of logic and order that already exists in our universe. Not some extraneous subject we teach to children to torture them. There is significant and exciting research being done today on this very thing and we must change the way we teach math, from Kindergarten through College.
I was not a good math student. In college I was introduced to Algebra. My world and my thinking changed.
I was able to understand concepts of life. I cannot understand how it happened, but my thoughts and thinking changed. I believe Algebra should be taught in elementary school to students who are ready according to Piaget's theory.
I graduated from the University of Illinois with a degree in liberal arts. I was able to choose either a science or a math class in college and I chose science, specifically geology, because it interested me; and, I knew math would be impossioble for me to pass. I graduated with honors and have a master's degree plus many more hours. I teach high school English.
Today I understand algerba, but when I was younger it was only a burden. I found a career without algebra. We are doing a disservice to other kinds of thinkers by insisting that everyone succeeds in math. If I were the same student I was years ago, required to take algebra in order to graduate from college, it is unlikely I would graduate. I would not be a teacher. I would be a college drop-out.
Enough already! Everyone does not need college algebra in order to be successful in a career!
The old slick "It teaches you how to think" doesn't go over so well with struggling high school students.
When they hit my office with failing grades in algebra, I always told them honestly: "No one, and I mean no one, has ever asked me in my adult life to solve for X. But almost every day I have to stop and figure out how to solve a problem whose solution doesn't occur to me right away, in a situation that may be a bit frustrating. The home for acquiring this skill in high school is called math class."
I was a student sure I couldn't "do" math. I also never was taught to think logically. I was a A student of all things liberal arts, but floundered in science and math.
I AM A MATH AND SCIENCE TEACHER today.
Math is about logic and thinking and processes and following directions and making connections and all of it needs to be DEMYSTIFIED so that all the kids can learn. Algebra? I tell my students they were doing it in first grade when they filled in the box that came after 2+3=……I tell them ratio is all about oatmeal that isn't too thin and isn't too thick…and that they need to understand the question before the can even hope to solve the problem.
Math and Science teach thinking skills and logical thinking, order and arguement. It isn't really about the content. It is about the process
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Please Note: Pricing and availability are subject to change without notice.
Mighty Math Astro Algebra
Learn and improve algebra knowledge with this galactic adventure!
Mighty MathHoughton Mifflin Learning TechnologyAstro AlgebraHoughton Mifflin Learning Technologyintroduces concepts and problem-solving skills essential to understanding basic algebra and pre-algebra concepts by taking students on a galactic adventure with over 90 missions. Graph functions, translate word problems into solvable equations, and identify algebraic expressions using Virtual Manipulatives®.
Develops familiarity with whole and rational numbers, decimals, fractions, ratios, proportions, and percents
Introduces expressions, equations, functions, inequalities, and graphs
Covers points, functions, equations, and inequalities with number lines and coordinate planes
FEATURES
Play with the Basic Building Blocks of Algebra - You understand equations better when you can build them with VariaBlox. Manipulate the Blox to combine like terms, substitute or solve for a variable and multiply, and factor simple algebraic expressions. An alert warns you when your equation is out of balance!
Capture Satellites, Meteoroids and Unusual Outer-Space Treasures - Drag objects into the Cargo Bay to sort them and solve a mathematical problem. Use the special sorting bins for translating between fractions, decimals, and percents and identifying equivalent rational numbers or exponential expressions. The Proportion Tool can help you solve scale factor, equivalent ratio, proportion, and percent problems.
Represent Multiple Points and Graphs of Linear Equations and Inequalities - Use the Grapher Station to solve problems and complete missions by identifying slopes and intercepts and solving systems of equations and inequalities. In some missions, a Number Line replaces the coordinate grid and you can graph fractions, decimals, expressions, and inequalities.
Special Features! - The math fun in Astro Algebra takes place in two modes, On-Duty Mode and Off-Duty Mode. You begin the program in On-Duty Mode, where you are directed through missions. You can also go into Off-Duty Mode at any time in order to freely explore the tools and stations at your own pace, view trophies or play Equation of Mystery in the Cargo Bay. Surf the AstroNet, a simulated universe-wide Internet* that contains data on math topics and terms. Learn about important algebra concepts before or during a mission. Use the Calculator to evaluate functions, compute solutions, and create tables of values.
Astro Algebra's Grow Slide automatically records your progress and adjusts to guide your learning. The activities in Astro Algebra offer dozens of math topics and hundreds of problems in 7th, 8th and 9th grade algebra. As you learn and progress, the Grow Slide advances, offering more challenging problems. Students, parents, or teachers can also set the difficulty of each activity or choose a specific topic related to schoolwork.
Note: The AstroNet is contained wholly within the Astro Algebra CD-ROM and is not connected to the Internet or World Wide Web. The Internet cannot be accessed through the AstroNet.
Learning Opportunities
Solving for Variables
Expressions, Equations & Inequalities
Functions
Graphing on Number Line & Coordinate Grid
Ratios & Proportions
Slope & Intercept
Fractions, Decimals & Percents
Exponents
Problem Solving & Reasoning
Algebra Terminology & Notation
Universal Access
This product contains Universal Access features including TouchWindow and Single Switch compatibility to address a variety of learning styles and abilities.
Mighty MathHoughton Mifflin Learning TechnologyAstro AlgebraHoughton Mifflin Learning Technologyfrom Riverdeep
System Requirements
WindowsHoughton Mifflin Learning TechnologyRequires:
Win 95/98
486/33MHz, Pentium or better
8 MB RAM
9 MB available disk space
SVGA, 640x480, 256 colors
2X CD-ROM
Win-compatible sound card
MacintoshHoughton Mifflin Learning TechnologyRequires:
OS 7.5.6-9.x
68030/25MHz, 68040 or PowerPC
8 MB RAM
9 MB available disk space
640x480, 256 colors
2X CD-ROM
Mighty Math Astro Algebra from Riverdeep
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I am a big believer in learning by exploration: It builds independence and confidence... something you need if you plan to pursue further your math journey. That means when you find an interesting result or theorem in a book, explore it's consequences, see the details of the proof, etc. It helps your understanding.
Most important when learning math: do a lot of exercises. If possible, do a lot of difficult ones. Really, do them, there is no learning if don't get your hands dirty! Don't expect to solve every single difficult problem you try, but seriously, trying them will help you tremendously. As a rule of thumb, I never spend more that half an hour on a problem, unless it's really something very motivating.
And last: Life is sequence of choices, and exploration takes time, a lot of it!
Which means: you learn much faster by reading (and paying attention to what you read, they call it focus), but you don't master something unless you get your hands dirty, as I said.
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Guide to study
Guide to study
I'm Lucas, from Brazil, and I'm beginning my high school and in this forum. Well, I really enjoy math and I want to get deeper in my studies.
I read my entire school's book of math and I also had studied almost of KhanAcademy's math content. But I think this is so superficial and I want to go deeper and advanced.
So, where should I begin? And after?
I already know things like equations in 1st and 2nd degree, logarithm/exponential functions, trigonometry (and it's trig functions — or almost of all), absolute value. As I said, it's so basic.
I mainly want name of contents (like "Matrices" or "Permutation") but if you have an great book, website, "tutorial" or something else I'll appreciate it.
You said you've studied most of Khan Academy's math content, but then you listed several concepts that fall into algebra and geometry--relatively low-level. If you've mastered algebra and geometry, you ought to go through Khan Academy's calculus courses, or perhaps linear algebra.
I also cannot recommend enough MIT OpenCourseWare Scholar, which is a set of full courses provided by MIT with full video lectures and PDFs of all of the written course material (including notes and tests). If you're interested in mathematics, you could attempt their calculus course, which is beautifully taught and relatively easy to follow for anyone who's studied algebra and trigonometry. Or branch out and try other courses, as well! They're great.
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More About
This Textbook
Overview
By presenting problem solving in purposeful and meaningful contexts, MATHEMATICAL EXCURSIONS, 2/e, provides students in the Liberal Arts course with a glimpse into the nature of mathematics and how it is used to understand our world. Highlights of the book include the proven Aufmann Interactive Method and multi-part Excursion exercises that emphasize collaborative learning. An extensive technology program provides instructors and students with a comprehensive set of support tools. This Enhanced Edition includes instant access to WebAssign, the most widely-used and reliable homework system. WebAssign presents over 500 problems, as well as links to relevant textbook sections, that help students grasp the concepts needed to succeed in this course. As an added bonus, the Start Smart Guide has been bound into this text. This guide contains instructions to help students learn the basics of WebAssign quickly.
Related Subjects
Meet the Author
Richard Aufmann is the lead author of two bestselling developmental math series, a bestselling college algebra and trigonometry series, as well as several derivative math texts. He received a BA in Mathematics from the University of California, Irvine, and an MA in Mathematics from California State University, Long Beach. Mr. Aufmann taught math, computer science, and physics at Palomar College in California, where he was on the faculty for 28 years. His textbooks are highly recognized and respected among college mathematics professors. Today, Mr. Aufmann's professional interests include quantitative literacy, the developmental math curriculum, and the impact of technology on curriculum development.
Joanne Lockwood received a BA in English Literature from St. Lawrence University and both an MBA and a BA in mathematics from Plymouth State University. Ms. Lockwood taught at Plymouth State University and Nashua Community College in New Hampshire, and has over 20 years' experience teaching mathematics at the high school and college level. Ms. Lockwood has co-authored two bestselling developmental math series, as well as numerous derivative math texts and ancillaries. Ms. Lockwood's primary interest today is helping developmental math students overcome their challenges in learning math.
Richard Nation is Professor of Mathematics at Palomar College. He is the co-author of several Aufmann
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Advanced Mathematical Concepts : Precalculus - (2nd edition
Summary: ''Advanced Mathematical Concepts'' provides comprehensive coverage of all the topics covered in a full-year Precalculus course. Its unique unit organization readily allows for semester courses in Trigonometry, Discrete Mathematics, Analytic Geometry, and Algebra and Elementary Functions. Pacing and Chapter Charts for Semester Courses are conveniently located on page T4 of the Teacher Wraparound Edition.� ''Advanced Mathematical Concepts'' lessons develop mathematics using numerous ...show moreexamples, real-world applications, and an engaging narrative. Graphs, diagrams, and illustrations are used throughout to help students visualize concepts. Directions clearly indicate which problems may require the use of a graphing calculator. ...show less
Hardcover Very Good 0078608619 (2004 COPYRIGHT)MULTIPLE COPIES AVAILABLE USED VERY GOOD CONDITION MAY HAVE SLIGHT CORNER WEAR-MAY HAVE MINIMAL WRITING-EXPERIENCE AMAZING CUSTOMER SERVICE-WE SHIP DA...show moreILY. ...show less
007860861953
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Develop meaning for integers and represent and compare quantities with them
Understand the meaning and effects of arithmetic operations with fractions, decimals, and integers
Use the properties of numbers to simplify computations with integers, fractions, and decimals
Understand and use the inverse relationships of addition and
subtraction, multiplication and division, and squaring and finding
square roots to simplify computations and solve problems
Select
appropriate methods and tools for computing with rational numbers from
among mental computation, estimation, calculators or computers, and
paper and pencil, depending on the situation, and apply the selected
methods
Algebra
Represent,
model, analyze, and generalize a variety of patterns and problems with
tables, graphs, words, diagrams and equations and compare the different
representations
Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations
Evaluate simple algebraic expressions for given variable values
Use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships
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focus on understanding profit factors, this book provides a basic knowledge of the principles and techniques of real-world merchandising mathematics. Building on the authors' extensive retail experience, the book explains how to apply these fundamentals to realistic, everyday retail merchandising problems. Math applications specific to retailing makes this book an excellent resource for buyers and small store owners. Suggestions for working select problems on a computer spreadsheet includes examples of spreadsheets used for problems havi... MOREng to do with retail method of inventory and six-month merchandise plans. For Retail Executives and Buyers in training and Small Storeowners.
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MyMathLab: MyMathLab is an interactive website
where students can find practice exercises, practice tests, videos, and work
interactive problems partnered with the textbook. Homework will be as signed
using this resource . You must have an access code to use this resource which is
packaged free with a new textbook, or it can be purchased separately at the
bookstore or on line at
1. be able to use mathematical models to quantify
real life situations.
2. understand mathematics as an art of exploring, seeking patterns, making
guesses, checking, revising, and generalizing.
3. improve algebraic skills by using algebra to describe and analyze
situations.
4. understand effective uses of technology in problems-solving.
ASSESSMENT: Course grade determination will include
at least three in-class major exams and a com prehensive final exam. Homework,
projects, quizzes, and class participation may also be considered.
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There are many books on specialized issues related to graphs: planar graphs, graphs on surfaces, graph coloring problems, distance in graphs, etc. However, if one is looking for a readable introduction that covers a lot of different aspects of "basic" graph theory (degree sequences, trees, colorings, matchings, connectivity, etc.), I think the best place to start is:
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When it comes to college, you're going to find a lot of classes that are very tough. From Biology to Math, there are thousand's of students today that are struggling. What most don't realize is that you can go outside of the class and get help from other resources. Today, let's focus on some books you could use in order to help you get better with your Algebra classes.
Algebra for Dummies- I'm sure you're familiar with the "for dummies" series. This series in particular has a book on just about anything. When it comes to Math, they have a book as well. This book helps you discover everything from figuring out fractions to solving linear and quadratic equations. It makes things a little easier than your boring textbook.
Kiss my math- The kiss my math series is one of the better series out there. Rated by hundreds of consumer, this book has continued to average a 4 star rating on many store fronts. Even though this book focuses more on pre-algebra, it's a great start to help you better understand what's ahead of you. From step by step instructions to time-saving tips and tricks, this book educates you in many different ways.
MyMathLab Kit – If you want to steer clear of the books and you want a more interactive course, you'll probably want to look at the MyMathLab kit. This kit allows you to view interactive online courses that are almost like a classroom. You'll get review sheets, practice exames and case studies that you can use to help you better understand algebra.
College Algebra (4th Edition) - If you want a book that brings real world examples into the Algebra classroom, this may be the book that you want to check out. Written by Bob Blitzer, a professor who has recieved many teaching awards goes into detail on how to think "mathematically". It's a great book if you're looking for common sense answers.
When it comes to learning more about any math subject, most students just think they have to learn it on their own through their boring textbooks. There are so many resources out there and it doesn't hurt to spend an extra $20 to pass the class. Not only that, you'll also have a great resource to come back to at the end of the day. Check out some of the books and see which one best suits
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INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL ... (1) 2 (3) (2) 2 (4) 21 Students in a ninth grade class measured their heights, h, in ... Algebra Regents June 08.pdf
Curriculum Overview and Sample Lessons 9th GradeMath ** ... The following book is required for this course: Saxon Algebra I, An Incremental ...
... SUMMARY OF 9th GRADE ... course follows the New York State Standards for the new Integrated Algebra ... centers on Math A and B as defined by the New York State Standards.
While the K-7 CCSS effectively prepare students for algebra in 8 th grade, some standards from ... school-wide community of support for students; *Providing students a u0022math ...
Integrated Algebra 1 is a new text for high school algebra that continues the ... and mandated by the New York State Board of Regents in the New York State Mathematics ...
NYS Recommended Additions Math Standards for Grades 9-12 ... All of the New York State Mathematics Common ... to prepare students for Algebra I by 8th grade, and Common Core State Standards/CCSS Math 9_12 web.pdf
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Numerical Mathematics and Computing - 5th edition
Summary: Authors Ward Cheney and David Kincaid show students of science and engineering the potential computers have for solving numerical problems and give them ample opportunities to hone their skills in programming and problem solving. The text also helps students learn about errors that inevitably accompany scientific computations and arms them with methods for detecting, predicting, and controlling these errors. A more theoretical text with a different menu of topics is ...show morethe authors' highly regarded NUMERICAL ANALYSIS: MATHEMATICS OF SCIENTIFIC COMPUTING, THIRD EDITION.
Benefits:
NEW! New coverage of eigenvalues and eigenvectors, Newton-Cotes integration rules, Cholesky factorization, power methods, and the finite element method.
NEW! More examples throughout, many involving the use of Matlab, Maple, or Mathematica. These systems illustrate some of the powerful software tools available for numerical, symbolic, and graphical computations.
NEW! Additional exercises are included. Many more problems now have answers in the back of the book.
NEW! Summaries appear at the end of each section.
NEW! The appendices have been reorganized and new ones added. The appendix on an Overview of Mathematical Software Available on the World Wide Web has been brought up to date. Some material has been moved to the appendices such as programming suggestions and additional details on the IEEE floating-point standard.
Numerous examples and problems are solved using either computations by hand, by using a calculator, or utilizing mathematical packages such as Matlab, Maple, and Mathematica.
Problems are supplied in abundance to enhance the books versatility. They are divided into two categories: PROBLEMS and COMPUTER PROBLEMS. In the first category, more than 800 analysis exercises require pencil, paper, and possibly a calculator. In the second category, approximately 500 problems involve writing a program and testing it on a computer.
Sample programs and other material supporting the text is available at:
Throughout the book, computer problems designated as STUDENT RESEARCH PROJECTS suggest opportunities for students to explore topics beyond the scope of the book.
"The objectives and the goals of our course have been met using this text. We want our students to learn the importance of seeking a numerical solution to a practical problem by applying relevant algorithms and analyze the speed of convergence, reliability, and validate the solution. We want our students to write programs using the same approach starting with a careful pseudo code before coding into the computer. We want our students to be exposed to the use of computer algebra systems. We want our students to be able to work on a variety of problems. This book has definitely met all our needs. This is why we have adopted it."
--Elias Deeba, University of Houston-Downtown.
"This is one of the best textbooks on elementary numerical analysis available today. The instructor can easily tailor the abundant material it offers for any particular course need. Another bright spot of this book is its myriad selections of excellently compiled exercise problems that go very well with the main text."
--Ren-Cang Li, University of Kentucky
"This is a well written text full of excellent examples."
--Neil Berger, University of Illinois at Chicago
Thomson Web Site, July, 2003
View Table of Contents
1. INTRODUCTION.
Preliminary Remarks. Review of Taylor Series.
2. NUMBER REPRESENTATION AND ERRORS.
Representation of Numbers in Different Bases. Floating-Point Representation. Loss of Significance.
Very Good Used-Very Good. Ships from UK in 48 hours or less (usually same day). Your purchase helps support the African Children's Educational Trust (A-CET). Ex-library, but has been well cared for....show more
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Product Description
Product Description
Whether you are returning to school, studying for an adult numeracy test, helping your kids with homework, or seeking the confidence that a firm maths foundation provides in everyday encounters, Basic Maths For Dummies, UK Edition, provides the content you need to improve your basic maths skills.
Based upon the Adult Numeracy Core Curriculum, this title covers such topics as:
Getting started with the building blocks of maths and setting yourself up for success
Dealing with decimals, percentages and tackling fractions without fear
Sizing Up weights, measures, and shapes
How to handle statistics and gauge probability
Filled with real-world examples and written by a PhD-level mathematician who specialises in tutoring adults and students, Basic Maths For Dummies also provides practical advice on overcoming maths anxiety and a host of tips, tricks, and memory aids that make learning maths (almost) painless - and even fun.
From the Back Cover
Make numbers dance to your tune –in no time! No head for numbers? Feel like maths isn′t your thing? Stop selling yourself short. Maths tutor Colin Beveridge believes that doing maths comes as naturally to humans as swimming does to fish, and he proves it in Basic Maths For Dummies . Encompassing the Adult Numeracy Core Curriculum, and using Colin′s proven formula for turning anybody – even the most maths–phobic student – into a natural number–cruncher, this book arms you with the confidence and skills you need to handle everyday maths challenges, return to school, pass skills and employability exams with flying colours, and help the kids with their homework. Face down the competition – overcome maths anxiety and set yourself up for success Get a firm footing – master the building blocks of maths, including addition, subtraction and long division Take their measure – size up weights, measures, rates, conversions and geometric shapes Show ′em who′s boss – give fractions no quarter, put decimals in their place and accept nothing less than 100% from percentages Beat the odds – discover how to decipher statistics, gauge odds and predict probabilities Shoot from the hip – learn simple tricks for making reliable estimates – fast Open the book and find: Tricks for conquering maths anxiety Addition, subtraction, multiplication and division made easy Advice on money, weights, measures and shapes How to read charts, tables and graphs at a glance Guidance on conquering fractions, decimals and percentages How to decipher statistics and probabilities How to handle ballpark estimates and rough calculations in your head Learn to: Add, subtract, multiply and divide with confidence Deal with decimals, tackle fractions and make sense of percentages Size up weights, measures and shapes Prepare effectively for maths tests
I have found this book very very helpful. I have been phobic about maths my entire life but have recently decided on a career change that will involve studying science at university level. I bought this book as maths was by far my weakest point, in fact I had to work right from scratch.
This book takes you by the hand and leads the way, one baby step at a time, from the most basic of maths skills right up to things that I never imagined I would be able to do. Not only does it contain a huge amount of useful info presented in an easy to understand way but it even makes it enjoyable and very rewarding to work through.
I have this book as well as "Basic Maths Practice Problems for Dummies" and "Numeracy Tests for Dummies" they all go hand in hand and between them have covered a massive proportion of what I needed to know.
This book should be the first point of call for anybody who is looking to improve their maths.
This book reviews some of the most fundamental mathematics for school pupils, and for people who struggles with basic maths in daily situations. It is divided in comprehensive chapters, each of them focusing on a specific point. Chapters are very well organised with clearly indicated subtopics. It is full of simple tricks to make adding, subtracting, multiplying and dividing a piece of cake for example. It is also full of clever advices about how to use and understand maths. While being very serious on the topic, the style is very engaging and informal (you'll know everything about the author's obsession on large cappuccinos and carrot cakes). This book is ideal for school pupils, as well as for adults who were reluctant of mathematics at school. They won't be anymore, and realise that after all... maths is fun.
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The Apex Maths CD-ROMs and books offer extension and enrichment for all through problem solving and mathematical investigations. The Apex Maths CD-ROMs and books offer extension and enrichment for all through problem solving and mathematical...
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KS3 Maths Workbook (including Answers) - Levels 3-6 This book is full of test-style practice questions for students studying KS3 Maths. It covers all the topics from the National Curriculum and is aimed at levels 3-6. The questions are written...
Occupy your very low level pupils, struggling with KS3 Maths, with Collins' brand new Step Up to New Maths Frameworking Workbook Book 3. Packed with write-in practice at level 3 it gives pupils confidence and a thorough foundation in the Maths...
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Flash and Math Applets: Learn by Example
Programming in ActionScript 3 for Mathematics and Science Teaching and Learning
by Douglas Ensley and Barbara Kaskosz
Ordering Information
This book will be released in early December 2008, only on Amazon.com. Detailed information will be available here when the book is available.
About the Book
This book is designed for beginners to ActionScript 3 (AS3) programming in the Flash CS3 and Flash CS4 environments. Users of either program will find the AS3 examples to be useful and informative, and there is one chapter devoted exclusively to the new 3D methods available in Flash CS4 for Flash Player 10.
The book is unique in its approach of emphasizing the "timeline programming techniques" that have made Flash development accessible over the years. Our tiered learning approach starts from scratch and builds each example upon what has come before. In our conference workshops and one-week courses, we have met many people with a lot of great ideas for applications they would like to build for teaching and learning. The examples in this book have been chosen to reflect the needs and interests of those participants.
While this book contains a wealth of examples of interest to educators, we also have had a great response from general Flash developers who have found extremely useful our focused examples of functionality and user interface. Our tutorials have been praised as easy to navigate and put to use, and thorough while staying concise.
This book offers a step-by-step path to learning essential AS3 programming that is based on these popular tutorials.
Our project has been sponsored by the NSF grant DUE-0535327, the Mathematical Association of America, and our respective universities. Since the project began, we have conducted a series of Flash workshops and presentations at annual conferences. (Joint Mathematics Meetings (JMM) in 2006, 2007, 2008, and International Conference on Technology in Collegiate Mathematics (ICTCM) in 2006, 2007 and 2008) In the summers of 2007 and 2008, we conducted a successful, week-long workshops Flash at the Beach: Creating Mathlets with Adobe Flash at the University of Rhode Island, and Flash in the Valley: Creating Mathlets with Adobe Flash at Shippensburg University. These workshops were sponsored by the Professional Enhancements Programs (PREP) of the Mathematical Association of America (MAA). Some of the material in this book was prepared originally for those workshops.
About the Authors
Doug Ensley is Professor of Mathematics at Shippensburg University where he has been on the faculty since 1993 after receiving his Ph.D. in mathematical logic from Carnegie Mellon University. While at Shippensburg, Ensley has taught over thirty different courses in mathematics and computer science. In addition, he has over fifteen years of experience running professional development workshops and mini-courses, particularly those that apply to discrete mathematical topics and the use of technology in teaching mathematics. His Flash material for Discrete Math can be found at His workshops have been presented at a wide range of venues including MAA Mathfests, Joint Math Meetings, the International Conference on Technology in College Mathematics, regional meetings of the National Council of Teachers of Mathematics, annual meetings of the Pennsylvania Council of Teachers of Mathematics, and various local school districts. Ensley is also co-author (with Winston Crawley of Shippensburg University) of the textbook Discrete Mathematics: Mathematical Reasoning and Proof with Puzzles, Patterns and Games, published by John Wiley & Sons. Recently Ensley was PI on an NSF grant (DUE 0230755) to develop technology-based learning material for the student-centered teaching of mathematical proof, and he is currently co-PI (with Kaskosz) on another NSF grant (DUE 0535327) to develop materials to help mathematics and science instructors learn how to use Adobe Flash.
Barbara Kaskosz received her Ph.D. in Mathematics from the Institute of Mathematics of the Polish Academy of Sciences in Warsaw. She joined the faculty of the University of Rhode Island in 1982. Since then she has taught courses at all levels from precalculus, through all semesters of calculus, advanced engineering mathematics, to graduate real analysis. Her research activities focused around nonsmooth control theory and differential inclusions. She published many papers in this area and gave invited talks at many control theory conferences. Since 1998, she became interested in technology in teaching mathematics. She was the PI or a co-PI on three consecutive grants for technology in teaching from the Rhode Island Board of Governors for Higher Education. The grants supported integration of Maple into the URI mathematics curriculum as well as redesigning URI's precalculus course with a strong technological component. In 2003 she discovered Flash which became a true passion for her. She authored and co-authored with Doug Ensley, a variety of Flash based interactive teaching materials which can be found at From 2006 to 2008, she was PI on the NSF grant DUE 0535327. This joint project with Doug Ensley is focused on empowering educators in mathematics and sciences, who want to create their own materials using the wonderful tool that Flash is, by providing them with libraries of custom classes, templates, tutorials, and training. The main repository for material from this grant is the website established and maintained by Ensley and Kaskosz.
Barbara Kaskosz, Ph.D.,
Professor of Mathematics,
Department of Mathematics
University of Rhode Island.
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Mathcad 2000—Real Math for Everyone
3
2,001
by David Silbergeld
Imagine being able to handle any mathematical problem, quickly,
accurately, with instant documentation (printout), no matter how
complex the problem, even one requiring 2D or 3D graphing. You're
working with equations, compilations, tables, or graphs—visually,
the same way you do on paper.
If this sounds useful to you, you may be ready for Mathcad 2000.
This software comes with tutorials providing guidance for working
with all of its elements. You have hundreds of standard formulas
that you can access or drag into your problem. There are over 300
QuickSheets (templates with built-in formulas) available to simplify
common mathematical tasks.
If you get an error message for some reason, you have the capability
to use the program's step-by-step error tracing to determine
whatever variable you left out or entered improperly.
A built-in Web library connection provides access to unique online
resources with updates available for downloading. The document-publishing
feature lets you communicate problems and solutions to project groups
or clients, create reports utilizing built-in tools and edit them
with new variables (What-Ifs). You can utilize such features as
templates, style sheets, headers and footers to improve document
legibility.
Ever encounter a problem with mixed units (i.e., pounds per square
inch and kilogram per centimeter squared)? You can make on-the-fly
conversions and solve them in any unit set required (American Standard
or metric).
The Mathcad style of presentation visually blends computations,
text and— where required—graphs. The toolbar on the
edge of the screen reflects buttons for all kinds of functions.
You can illustrate and annotate all of your calculations.
There are three products—Standard ($99.95), which is the
entry-level edition for applied math at home, work or school; Professional
($499.95), providing complete solutions for engineers, scientists
and technicians, and Premium ($999.95), a full suite of applications
for the most complex problems.
You can add extension packs and electronic libraries that customize
Mathcad for specific disciplines, including electrical, mechanical,
civil, structural and process engineering.
For specific technical applications, there are add-on products
to address problems for solving and optimization, wavelets, steam
tables and signal and image processing.
Whether your area of need is statistics or data analysis, there
is a function that will help you solve it. You can include in your
capability a set of finance functions to perform a variety of calculations
for making credit or investment decisions that include—but
are not limited to—interest rates, period calculations, future
or present value assessments and loan payments, to name just a few.
There are even Boolean logical operators associated with toolbar
buttons.
Functions are integrated with common computational applications,
such as Microsoft Excel. You can take a set of Excel data lists,
create a visual curve and then prepare a graphic solution in 2D
or 3D plots. An advanced feature called MathConnex provides a convenient
way to integrate engineering graphics and computation. This would
allow engineers to "wire" together diverse components
to simulate data flow in a network or the dynamics of a machine
part in operation.
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any direct applications. Alternative methods are examined, and explanations are supplied of the fundamental materials and reasoning behind theories and examples.
No other current books deal with this subject, and the author is a leading authority in the field of computer arithmetic. The text introduces the Conventional Radix Number System and the Signed-Digit Number System, as well as Residue Number System and Logarithmic Number System. This book serves as an essential, up-to-date guide for students of electrical engineering and computer and mathematical sciences, as well as practicing engineers and computer scientists involved in the design, application, and development of computer arithmetic units.
We do not deliver the extra material sometimes included in printed books (CDs or DVDs).
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This book presents the Riemann Hypothesis, connected problems, and a taste of the body of theory developed towards its solution. It is targeted at the educated non-expert. Almost all the material is accessible to any senior mathematics student, and much is accessible to anyone with some university mathematics. The appendices include a selection of... more...
This book provides a motivated introduction to sieve theory. Rather than focus on technical details which obscure the beauty of the theory, the authors focus on examples and applications, developing the theory in parallel. Suitable for a senior level undergraduate course or an introductory graduate course in analytic number theory. more...
Prime numbers beckon to the beginner, the basic notion of primality being accessible to a child. This book concentrates on the computational aspects of prime numbers, such as recognizing primes and discovering the fundamental prime factors of a given number. It includes over 100 explicit algorithms cast in detailed pseudocode. more...
L-functions associated to automorphic forms encode all classical number theoretic information. They are akin to elementary particles in physics. This book provides an entirely self-contained introduction to the theory of L-functions in a style accessible to graduate students with basic knowledge of classical analysis, complex variable theory, and algebra. more...
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Intermediate Algebra throughed in a clear and concise style, the Akst/Bragg series teaches by example while expanding understanding with applications that are fully integrated throughout the text and exercise sets. Akst/Bragg s user-friendly design offers a distinctive side-by-side format that pairs each example and its solution with a corresponding practice exercise. The concise writing style keeps students interest and attention by presenting the mathematics with minimal distractions, and the motivating real-world applications demonstrate how integral mathematica... MOREl understanding is to a variety of disciplines, careers, and everyday situations.
KEY
Solving Systems of Linear Equations Algebraically by Substitution or Elimination
Solving Systems of Linear Equations in Three Variables
Solving Systems of Linear Equations by Using Matrices
Solving Systems of Linear Inequalities
Polynomials
Addition and Subtraction of Polynomials
Multiplication of Polynomials
Division of Polynomials
The Greatest Common Factor and Factoring by Grouping
Factoring Trinomials
Special Factoring
Solving Quadratic Equations by Factoring
Rational Expressions and Equations
Multiplication and Division of Rational Expressions
Addition and Subtraction of Rational Expressions
Complex Rational Expressions
Solving Rational Equations
Variation
Radical Expressions and Equations
Radical Expressions and Rational Exponents
Simplifying Radical Expressions
Addition and Subtraction of Radical Expressions
Multiplication and Division of Radical Expressions
Solving Radical Equations
Complex Numbers
Quadratic Equations, Functions, and Inequalities
Solving Quadratic Equations by Completing the Square
Solving Quadratic Equations by Using the Quadratic Formula
More on Quadratic Equations
Graphing Quadratic Functions
Solving Quadratic and Rational Inequalities
Exponential and Logarithmic Functions
The Algebra of Functions and Inverse Functions
Exponential Functions
Logarithmic Functions
Properties of Logarithms
Common Logarithms, Natural Logarithms, and Change of Base
Exponential and Logarithmic Equations
Conic Sections
Introduction to Conics
The Parabola
The Circle
The Ellipse and the Hyperbola
Solving Nonlinear Systems of Equations
Solving Nonlinear Inequalities and Nonlinear Systems of Inequalities
Answers
Glossary
Index
Table of Contents provided by Publisher. All Rights Reserved.
Geoffrey Akst and Sadie Bragg have worked together for many years as professors of mathematics at Borough of Manhattan Community College/City University of New York. They met as graduate students at Teachers College, Columbia University, where they were both working on degrees in the teaching of college mathematics. The emphasis on applications in their texts reflects a concern they share for helping students understand why the topics to be studied are useful. Dr. Akst for years has begun his classes with the payoff question: why is this material worth learning? A native New Yorker, he enjoys surfing the Web, listening to good music, and traveling to exciting places. Dr. Bragg, who began her career in math education as a high school geometry teacher, credits her teachers with inspiring her love for mathematics and an appreciation of its utility. A transplanted Virginian, she spends her time with her family and her beautiful granddaughter, Maya.
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Introductory And Intermediate Algebra For College Students - With 2 Cds - 3rd edition
Summary: TheBlitzer Algebra Seriescombines mathematical accuracy with an engaging, friendly, and often fun presentation for maximum student appeal. Blitzer's personality shows in his writing, as he draws students into the material through relevant and thought-provoking applications. Every Blitzer page is interesting and relevant, ensuring that students will actually use their textbook to achieve success! KEY TOPICS: Variables, Real Numbers, and Mathematical Models; Linear Equations and Inequ...show morealities in One Variable; Linear Equations in Two Variables; Systems of Linear Equations; Exponents and Polynomials; Factoring Polynomials; Rational Expressions; Basics of Functions; Inequalities and Problem Solving; Radicals, Radical Functions, and Rational Exponents; Quadratic Equations and Functions; Exponential and Logarithmic Functions; Conic Sections and Systems of Nonlinear Equations; Sequences, Series, and the Binomial Theorem. MARKET: for all readers interested in algebra some signs of wear, and may have some markings on the inside. 100% Money Back Guarantee. Shipped to over one million happy customers. Your purchase benefits world literacy!
$3.41$3.394.28 +$3.99 s/h
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CampusBookRentals Ogden, UT
Upper Saddle River, NJ 2008 Other 3rd ed. Good.
$4.50 +$3.99 s/h
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Nettextstore Lincoln, NE
2008
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