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This well-respected text gives an introduction to the theory and application of modern numerical approximation techniques for students taking a one- or two-semester course in numerical analysis. With ... This book presents a rigorous account of the fundamentals of numerical analysis of both ordinary and partial differential equations. The point of departure is mathematical but the exposition strives ... * This book is an introduction to numerical analysis and intends to strike a balance between analytical rigor and the treatment of particular methods for engineering problems* Emphasizes the earlier ...
Math 7/6 introduces new concepts your child will need for upper-level algebra and geometry. After every tenth Lesson is an Investigation -- an extensive examination of a specific math topic, discussed at length to ensure solid understanding. Math 7/6 helps improve preparation for high school math.
VideoText's Algebra: A Complete Course program contains 176 video lessons contained in 10 unit directories. The program covers Pre-Algebra, Algebra I and Algebra II, and is a firm foundation for students advancing to VideoText's Geometry: A Complete Course, covering Geometry and Trigonometry. Materials in the complete course include: 176 Video Lessons - Each of the 5-10 minute lessons explore Algebra concepts in a detailed logical order. Because no shortcuts or tricks are used, the methods are easy to follow and promote clear understanding. 360 pages of Course Notes - These notes allow students to review the logical development of a concept. Each page chronologically follows the video lesson, repeating exactly what was shown on the screen. 590 pages of Student WorkText - These pages review the concept developed in each lesson. More examples are given and exercises are provided for students. The explanations are virtually free of complicated language, making it easy for students to follow the logic of each concept. Solutions Manuals - These manuals provide detailed, step-by-step solutions for every problem in the student WorkText. This resource is a powerful tool when used by students to complete an error-analysis of their work, and to check their thought processes. Progress Tests - These tests, with the answer keys included, are designed to have students demonstrate understanding, lesson-by-lesson, and unit-by-unit. There are two versions of each test, allowing for retesting or review, to make sure students have mastered concepts
Abstrakt der Vorlesung Optimization is a vibrant growing area of Applied Mathematics. Its many successful applications depend on efficient algorithms and this has pushed the development of theory and software. In recent years there has been a resurgence of interest to use 'non-standard' techniques to estimate the complexity of computation and to guide algorithm design. New interactions with fields like algebraic geometry, representation theory, number theory, combinatorial topology, algebraic combinatorics, and convex analysis have contributed non-trivially to the foundations of computational optimization. This course will be an introduction to the new techniques used in Optimization that have foundation in algebra (number theory, commutative algebra, real algebraic geometry, representation theory) and geometry (convex and differential geometry, combinatorial topology, algebraic topology, etc).
Math Essentials: No-Nonsense Algebra and Geometry We're back again to share about another resource for teaching your child math. For many, this particular subject is scary for them to teach, yet parents know just how important it is to learn for pretty much any career option out there. High school level math is where it typically gets scarier for the homeschool parent. Math Essentials, the brain child of Rick Fisher, has a product to take the sting out of math at the high school level, No-Nonsense Algebra. Each lesson in this book is presented in a straight forward manner. Users of the book also have access to online video lessons, which is a boon for many students who need to see someone work through problems. The lessons also include exercises for the student to practice similar problems as well as review problems. The chapters are wrapped up with a review to assess mastery of the material. Unlike some books out there, No-Nonsense Algebra does not add fluff to distract or pile on busy work for the student. They even offer a money back guarantee that states using this product 20 minutes per day will give you improvements in test scores. I have to admit that I had a hard time having my high school student spend much time on this over the past few weeks. He was more focused upon finishing his main algebra program for this recent school year. So, rather than relying mostly upon his feedback of the material, I spent a bit of time refreshing my own algebra skills. The video lessons have audio explanation with a handwritten white board look to them. I appreciate how straight forward his approach to presenting the material is in the book as well as being able to cover all essential topics for an algebra I level course. The other product we were sent to review is Mastering Essential Math Skills: Geometry. This series of smaller booklets focus upon specific skill sets and offer further practice with the concepts previously introduced. These books are aimed at upper elementary/ middle school levels to lay a firm foundation for high school math. Geometry is one area that the boys seem to be weak with regard to the annual state tests. Each page in this book is designed to be used within 20 minutes and should help shore up any deficiencies in the individual topics presented. Rather than instruction, there are 'helpful hints' meant to refresh their memory on what is required to work the problems. You can pick and choose just the areas that need refreshing for your student or work through the entire book. I suspect spending a bit more time with this title will better acquaint them with the vocabulary and skills they need to boost that area of their scores come next spring. No Nonsense Algebra sells for $27.95 for the print book plus online video lesson access. The Mastering Essential Math Skills book series titles retail for $11.95. You can find these and other products at the Math Essentials website which includes sample pages for perusal
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Journey Into Mathematics : An Introduction To Proofs - 06 edition Summary: This 3-part treatment begins with the mechanics of writing proofs, proceeds to considerations of the area and circumference of circles, and concludes with examinations of complex numbers and their application, via De Moivre's theorem, to real numbers
In my seven years as math tutor, I've probably worked with twenty algebra books. Hands down, no contest, this is the absolute best I have used: Algebra: Structure and Method, Book 1. (Brown, Richard G. et al. McDougal Littell, Evanston, Illinois: 2000.) This book doesn't have a ton of frills—there are barely any pictures or "extras." But what makes this book exceptional is its GREAT sequencing. It does an excellent job of breaking the math down without dumbing it down. The problems get harder very incrementally. There are so many practice problems to choose from that you can really practice until each procedure becomes second nature. And the book only introduces new concepts once you've already mastered the prerequisite skills. For example, when this book introduces factoring trinomials, it introduces each pattern that you might encounter one at a time. You practice that pattern extensively before facing a new pattern. Once you've practiced all the different patterns separately, THEN it mixes all the different patterns together in one problem set. But by now you know how to recognize the different patterns and what to do differently for each pattern. So when faced with a page full of different types of factoring patterns, you can just think, "OH—difference of squares!" or "OH—perfect squares!" instead of having to do trial and error until you erase a hole in your paper!! The students I've used this book with acquire very, very strong algebra skills without getting bored or frustrated. And I think it's because the sequencing forces students to learn how to "chunk," a concept I learned from Daniel T. Willingham's book, Why Don't Students Like School? For example, take two algebra students. One is still a little shaky on the distributive property, the other knows it cold. When the first student is trying to solve a problem and sees a(b + c), he's unsure whether that's the same as ab + c, or b + ac, or ab + ac. So he stops working on the problem and substitutes small numbers into a(b + c) to be sure he's got it right. The second student recognizes a(b + c) as a chunk and doesn't need to stop and occupy working memory with this subcomponent of the problem. Clearly the second student is more likely to complete the problem successfully. (p 31) 13 Comments on "The best Algebra book in the world?" Julie on January 13th 1:50 pm Hi Rebecca, I saw your post on "The Best Algebra book in the World." I am looking for a book that will simply explain each step in an algebra function. I am in an algebra class for the first time in 15 years and I am scared speechless. I hate this stuff. The instructor said as long as I know how to do what is on the reviews for the test than I should be okay. Learning what is on the reviews is where I have problems. Thanks! Rebecca Zook on January 13th 2:41 pm Julie, thanks for stopping by! I am glad to help. I also highly, highly recommend Danica McKellar's math books. You can get them on amazon or any library. A lot of adults find them really helpful, and she's great at breaking things down and working things through step by step. Plus they are fun to read! Lots of people are scared speechless about math–you are not alone! I believe in you!! Edgar on June 21st 5:11 am I have heard this is a good book, but I doubt that it tops Paul Foerster's Algebra 1 book. Are you familiar with it? Rebecca Zook on June 21st 8:02 pm Edgar, it's nice to see you here! I haven't worked with that book yet. Thanks for the suggestion! Edgar on June 21st 8:33 pm Mathematically Correct has ranked a series of Algebra 1 books, and Brown's book scores very high. In fact, Brown's book scores in 2nd place, with only one book topping it. Can you guess which book? Yes, you guessed it – Foerster's! Haha, I hated math until I discovered Foerster! I like to say that I preach the good news of Paul Foerster. Rebecca Zook on June 22nd 1:41 pm I will have to check that out! I haven't heard of Mathematically Correct. I'm really glad you found a book that you like so much!! [...] be able to check his answers without having to wait to see me. So, as a supplemental text, we added another algebra textbook that had better sequencing and more practice problems. In the end, we relied on it more than the [...] Cricket on August 28th 12:53 pm Thank you for this review. I have used Foerster's algebra, and he does skip a couple of steps. I do not know if it is corrected in later editions, but he does make an assumption that the student knows to divide the fraction in a chapter 2 problem. I think an algebra text should be so thorough in the explanations that no answer key or solutions manual is necessary. Rebecca Zook on August 29th 7:45 pm Hey Cricket, it's great to meet you here! Thanks for your comment! I think every book has its strengths and weaknesses, but I have used this with many students. Some students need more preparation for it in terms of being really comfortable with the prerequisites like fractions and decimals. I'd love to hear more about resources you recommend! Ashlee on January 30th 8:46 am I need help. My son is in 9th grde, is very intelligent, but struggles a lot with math. He is in Algebra and is frustrated and barely getting by. Is your book a good book to help him? He needs something that explains each step,& would be helpful if there are tests or actually problems to solve at the end of each part. He especially struggles with word problems. I have purchased Danica McKeller's books as well as a "Dr Math" book. I dont know what to do to help him. Rebecca Zook on January 30th 3:10 pm Ashlee, Thanks so much for your comment, it's great to "meet" you here! Based on what you described, I would highly recommend Danica McKellar's books for your situation. This particular textbook might not do the trick for what it sounds like your son is going through. Your question is actually making me think it's time for an updated post about more algebra resources! Also, while I haven't used the Algebra book yet myself, some of my students really like Teaching Textbooks. Here's the link to their algebra textbook: They are really excellent with the step-by-step teaching and having solutions to all the problems so you can check your work. If you're feeling like your son really just needs personal attention and feedback and you're interested in him being tutored, I would be happy to set up a time for us to talk and explore whether or not it would make sense for us to work together. All you would need to do is give me a call at 617-888-0160 or email me at rebeccazook@gmail.com and we would set up a time for us to have a complimentary conversation, just so I could learn more about your situation. Tammy on February 6th 11:50 pm Rebecca, I am hoping you can make some suggestions. I have a 7th grader who is in pre-algebra. In looking at some of your previous recommendations, it appears that his pre-algebra book actually combines some topics covered in pre-algebra with some that are in algebra 1. Specifically, the name of his book is Big Ideas Math (blue book) by Ron Larson. I find it very difficult to understand, and it is not easy to learn the concepts from the book alone. My son has always been a strong math student; however, he is having some difficulty this 2nd semester. For example, he is having trouble grasping some of the concepts surrounding linear and nonlinear functions and how to determine which type of function it is by an equation or table. Another example of a type of problem he is struggling with: Y+ 1/3x + 1 (With the instructions: a line with slope of 1/3 contains the point (6,1). What is the equation of the line?) What textbook, on-line videos, etc would you recommend for thoroughly EXPLAINING every concept in a simple, easy to understand manner (whereby a student could learn everything they need to be extremely successful without needing classroom instruction)? We're not looking for a workbook of extra problems; we're looking for a resource that would TEACH him in very basic (easy to understand), yet thorough method on how to understand the concepts and figure out the problems. So, something that goes into very clear detail on how to solve each of the problems a student would need to know in each section of content. Ideally, we would love to have a video series as well that would demonstrate the concepts and serve as a virtual classroom. Please respond at your very earliest convenience. We need some help right away; he has a test mid-week, next week. Thanks so much.
This course will help participants build a foundation of algebra in the elementary grades. Participants will examine algebraic thinking with an emphasis on how arithmetic and algebra are taught and learned. Conceptions and misconceptions that elementary students bring to mathematics will be analyzed. Strategies for promoting algebraic thinking will be practiced. Participants will also examine topics related to equality, rational thinking, conjectures, variables, patterns and functions.
97805343734Elementary Algebra Jerome E. Kaufmann and Karen Scwhitters built this text's reputation on clear and concise exposition, numerous examples, and plentiful problem sets. This no-frills text consistently reinforces the following common thread: learn a skill; use the skill to help solve equations; and then apply what they have learned to solve application problems. This simple, straightforward approach has helped many students grasp and apply fundamental problem solving skills necessary for future mathematics
Tom Clark Thomas Clark, president of VideoText Interactive, is a life-long teacher of Mathematics and Science with 49 years of experience at all levels. As a result, he is convinced that everyone has the ability to understand mathematics. In the last 20 years, he has focused on the development of multimedia programs that challenge traditional methods of instruction by emphasizing the "why" of Mathematics, and has further directed his attention toward helping homeschooling parents become more effective instructors. He is the author of "Algebra: A Complete Course", and "Geometry: A Complete Course (with Trigonometry)", both of which are available in hard copy and online. Did you know that mathematics has parts of speech and sentence structure, just as any spoken language? Did you know that understanding the "grammar" of mathematics greatly helps student understanding of problem solving and applications?... More Join Tom as he offers an entertaining, educational session designed to help you discover the reasons behind several of the traditional trouble spots in math. Topics discussed will be determined by the audience, and may include division of fractions... More This workshop is designed to help parent-educators understand the scope, sequence and logic of mathematics instruction from preschool through adult. Join Tom as he takes you on a sometimes humorous journey, describing all levels of arithmetic and... More Are your students learning passively, or are they involved in concept development? Are they figuring things out for themselves, or are they just learning tricks and shortcuts? Come brainstorm with Tom as he humorously explores the reasons... More Algebra is the study of relations (equations and inequalities). It is therefore essential that students completely and conceptually understand the basic concepts necessary to solve them. In this workshop, Tom will help you develop an inquiry... More
William Lowell Putnam Mathematical Competition This annual Putnam exam competition, open to undergraduates, is held on the first Saturday of December. More than 4000 students from over 500 colleges and universities in the U.S. and Canada take part in this, the best known and most prestigious mathematics competition in America. The test consists of 12 mathematics problems (each worth 10 points) in which the emphasis is less on knowing a vast amount of mathematics and more on seeing through to the heart of a problem. In 2012, there were 4,277 contestants in the U.S. and Canada. Fewer than 5% received scores of 32 or higher; and a median score was 0 points out of a possible 120. All students with interests in the mathematical sciences are strongly encouraged to participate. The problem-solving skills developed through practicing for and participating in the competition should prove useful both in course work and in later life. Credit for preparing for and participating in the competition is available through a Mathematics 191 seminar in Advanced Problem Solving which is offered every fall semester. The Fall 2013 seminar (Math 191 section 1) will be taught by Professor Alexander Givental on Tuesdays and Thursdays from 12:30-2.
Problem Sets Suggestions to the Student Our problems are a bit different from the usual calculus textbook problems. They are not intended to be harder although some may well be. They are intended, instead, to help you better understand the concepts of calculus and how to apply them. None of these problems asks simply for a computation, and some ask for no computation at all. Instead, they may ask you to do one of the following: Apply a concept or technique you have just learned in a mildly novel context; combine concepts or techniques that you have seen only in isolation before; give a graphical interpretation of the behaviour of a function; make an inference, from a graph or a table of data, about a function or a physical relationship. When you begin working on these problems, you may feel that you do not know how to get started on a problem or where you should end up. That's only natural. In fact, some of the problems can be approached in a variety of ways and have no single answer. Since the purpose of all the problems in this volume is to help you develop a better understanding of calculus, a good way to get started is to see if you understand the question. Talk it over with a classmate and see if the two of you have the same interpretation. If you don't check in the textbook to see if you have the right meanings for the crucial words in the problem. Draw a picture, if possible, to illustrate the problem. If you encounter a function that is hard to graph, use a computer or a graphing calculator to draw the graph. In fact, all uses of computers and calculators are legitimate in working on these problems. If you are still stuck, talk it over some more with a classmate or ask for a discussion in class, but be prepared to offer the thoughts you have developed about the problem. The keys to getting the most out of these problems are thinking, discussing and writing. When you recognize a concept or technique that is likely to be involved in a problem, ask yourself what you know about it and how it might be applied, and be prepared to reread your textbook or lecture notes to refresh your understanding Then test your ideas by discussing them with a classmate or in class. Finally, write up your conclusions in complete English sentences that convey your understanding as clearly as you know how. With practice, you will discover that discussing and writing promote clear thinking and thus help you develop a better understanding of the material that you are studying.
TI-83The Slope Experiment A 5-page activity that encourages students to "discover" some of the concepts about slope. Included are teachers notes and solutions. The Bicycle Production Problem A 2-page activity that requires students to model mathematically how many bicycles have been produced worldwide from 1950 through 1995. Included are 4 pages of teachers notes and solutions. The Pendulum Problem A 3-page activity that has students model mathematically the relationship between the length of a pendulum and the period of the swing. The results are very good -- a complicated formula becomes obvious. Linking on the TI-83 A 2-page activity that illustrates how to share programs and/or data in lists on TI-83 calculators. The Sum of a Series Formulae A 3-page activity that has students investigate the sum of the squares, sum of the cubes, and other patterns, to see if they can model the sum with a formula. This is an excellent activity with much mathematics and an introduction to "Jim's Maneuver" from Scotland. The Photography Studio Picture Prices Problem A 1-page activity that has students determine what relationship, if any, there is between the number of pictures and the cost of the package. It is a linear relationship and is designed for Algebra I or Algebra II. Included are 4 pages of teachers notes and solutions. The 12 Days of Christmas Gift A perennial holiday treat! A 2-page activity that has students see if they can come up with two functions that deal with the famous Christmas song: the total number of gifts sung about each day and the total number of gifts sung after that day. It is very similar to the Sum of a Series Formulae activity above. Included is one page of teachers notes and solutions. TI-83 Golden Gate Bridge Problem Given a few "points" on the suspension part of the bridge, model the arch it makes with a quadratic equation and answer some application questions. Similar to the Gateway Arch problem but with a different style and beautiful pictures. Also included is some historical information written by the chief engineer of San Francisco's most notable land mark. COMING SOON TO A COMPUTER NEAR YOU!!! UNDER CONSTRUCTION
At the end of the period, remain in your seat until you are dismissed. How to be prepared for class: All students are required to have a 3-ring binder with paper for class notes.Pencils are preferred, pen is fine.I can provide calculators and will give you a packet of class notes for each chapter. Report Card Grade: Your grade has four components: Tests:Tests count as 40% of your grade.At the beginning of each chapter, you will be given a chapter packet of notes and practice that we will work through.We will also build a calendar together which will include the date of the chapter test so you can be prepared. Quizzes:All quizzes are pop quizzes, but they are open notes.They also make up a large portion of your grade.If you perform better on the chapter test than you did on the quiz, I will replace your quiz grade with the chapter test grade. Homework:HOMEWORK IS PRACTICE.IN MATH, JUST LIKE ABOUT ANYTHING ELSE IN LIFE, YOU DON'T REALLY KNOW WHAT YOU CAN DO UNTIL YOU TRY IT ON YOUR OWN. oHomework is checked and graded based on effort each day as a 0, 1, 2, 3, or 4. oTo receive credit, your paper must be legible and your work must be shown. oNo late papers accepted.If you are absent, the homework must be turned in to me on the following day. Class participation Two great resources to help ensure your success: Our building has a universal learning lab built into the schedule each day 3rd period.Students are required to get a presigned pass from any teacher they would like to work with for that period.All teachers in the building are available this period for extra help. We also offer a Math Lab in room 106B.The math lab is run by certified math teachers periods 2 through 9, with the exception of 3rd period.The offer assistance in homework, studying for tests, or reteaching the material.Any student who has a free period is invited to the math lab.Please bring your math supplies when you attend and be sure to sign in so I can give you credit for attending.
Why AP Calculus Course? A typical calculus course enables students to pursue higher mathematics in the university level with ease. It exposes the students to a wider area of mathematics in general and thereby keeping them in touch with other branches of math like Trigonometry, Analytical Geometry and Algebra. The AP calculus course without any doubt is an added advantage even for life science students, and students taking education degree at the university level. It is better to take it at the school level since it is not a difficult course to complete. The AP Calculus exam is the most popular of all AP exams. About 5-6% of all students take the AP Calculus exam every year. This year the AP Calculus exams (both AB & BC) will be held on May 5, 2010. Who can take up an AP Calculus Course AB and BC? A student with a prior knowledge of functions , (types, domain, ranges, graphs) can ease into the course without much fuss. But it is not a prerequisite as the topic on function can be easily covered in few classes. However a student must be well versed with algebra, trigonometry, and coordinate geometry. Students get to know the process of limits, differentiation, integration. More importantly they learn the real life applications of the above concepts which is what makes the topic more interesting. The use of a graphing calculator in AP Calculus is considered an integral part of the course. Students learn the usage of the latest graphing calculator like TI 84 and TI 89 while using it in studying of these concepts The BC course is an extended version of AB course which requires that a student is proficient in algebra and particularly inequalities. To get more information on the Advanced Placement exams: What does a student get in eTutorWorld? Students get to learn the trickier part of function theory using their math skills and also the latest graphing calculators such as TI 84 and TI 89, the rules of differentiation, the techniques of integration and their applications. To get more information on the Advanced Placement exams: Currently at eTutorWorld we offer tutoring for the AP Calculus course. Other Advanced Placement courses like AP Statistics, AP Physics and AP Chemistry will soon follow. Functions, Graphs, and limits Analyze the graphs of functions and relations Evaluate the limits of functions (including one-sided limits); Analyze asymptotic and unbounded behavior; Understand continuity as a property of functions; Analyze parametric, polar, and vector functions. Derivatives Develop the concepts of the derivative Have an understanding of the derivative at a point; Investigate the derivative as a function; Explore second derivatives; Apply derivatives; Compute derivatives. Integrals Discover the interpretations and the properties of the definite integral
Policies Fred's Home Companion: Beginning Algebra $14.00 Lesson plans for those studying Life of Fred: Beginning Algebra on their own. Each lesson offers you a "daily helping" of Fred. Multiple Uses! Lecture notes for those teaching Life of Fred: Beginning Algebra. Outlines for each lecture. Problems to present at the blackboard that are not in the textbook. Additional insights to present in class. Quiz and test material. Answer key for Life of Fred: Beginning Algebra. Additional exercises for those who want more drill. All answers are included.
A First Course in Linear Algebra MAA Review [Reviewed by Mike Daven and Tanya Leise, on 08/26/2011] Robert Beezer's free textbook A First Course in Linear Algebra (FCLA) is an excellent textbook. FCLA includes all of the major and requisite topics plus a nice selection of optional topics, and Beezer's style of writing is friendly and enlightening. There are a large number of examples and exercises, many with answers provided, although some sections lack sufficient exercises covering basic concepts. No calculus is required, but FCLA should be used in a linear algebra course given at the end of the calculus sequence so that the students have some experience with formal mathematical writing. Also, FCLA does not rely on any particular computer algebra system, but computation notes for Mathematica and Sage are included at the end of the text to assist those who wish to use them in their courses, and a Sage-enhanced textbook is now available. A great advantage of this textbook is the price. It is free for students who use an electronic form (download from and inexpensive for those who want a printed copy, e.g., through Lulu.com (keeping a printed copy or two on reserve to supplement students' use of the electronic version is a very cost-effective approach). FCLA is also available for the Amazon Kindle and SONY Reader; there is a version for on-screen viewing in class. Another unusual and wonderful feature is that the text really is "open source." It can be modified to suit the instructor's desired ordering and selection of topics: just revise the source TeX file, which is also available on the FCLA website. The flip side of this open source flexibility is that the FCLA looks rather plain, especially to students used to the glossy multicolor textbooks commonly used in the calculus sequence. The prose is not as polished as what one sees in published textbooks overseen by diligent editors. Countering this minor fault is the hyperlinked format offered by the electronic versions, in which students can click on a mathematics term to jump back to the definition or click on a theorem reference to jump back to its statement. Throughout the book, Beezer makes repeated use of a large set of problems that he calls "Archetypes." They appear in many of the examples and exercises. As students progress through the book, they will see how the major ideas proceed from the basic computations that were studied earlier in the semester. Students see how the archetypes develop from a system of linear equations to an augmented matrix and then to a reduced row-echelon matrix. Later they explore how the archetypes become part of a homogeneous system of equations, how the reduced matrix they found earlier leads to a basis for the null space, and so on. A benefit of this approach is that considerably less time is spent doing tedious calculations or computations as we build up to the big ideas. Acronyms are used for chapters, sections, theorem, examples, and exercises, rather than a traditional numbering system. For instance, the book begins with Chapter SLE (Systems of Linear Equations). The title seems a bit awkward, but most readers quickly adjust to this approach. The links and easy searchability of the electronic version make the text quite convenient to use. The text offers few applications, so some supplements may be needed for a "linear algebra with applications" course (TL has used the text for such a course, quite successfully). The early introduction of inner products, norms, and orthogonality facilitates the inclusion of applications such as least squares. Overall, while FCLA is not as polished as the popular texts from the major publishers, FCLA offers a very affordable and good quality alternative. We have both used it in our linear algebra courses and highly recommend it. Mike Daven teaches mathematics at Mount Saint Mary College. His background is in discrete mathematics and many of his students are future K-12 teachers. Tanya Leise teaches mathematics at Amherst College, with a strong slant to the applied side, including the study of biological clocks.
Why we should teach algebra to all our students Published: Friday, August 24, 2012, 5:00 AM If you are like most adults in this country, it's likely that you don't have particularly fond associations with algebra. Algebra is often considered an academic "gateway," which really means "most people don't really get through it." Even many of those who do manage to get past the gate regard algebra as a trial, as something to be endured rather than savored. Some figures in the education community have recently argued that algebra ought not to be a required subject. An op-ed in The New York Times last month asked "Is algebra necessary?" All of this is a shame. Because algebra is beautiful. I believe the reason that algebra is so poorly regarded is that far too few students have been taught to appreciate its real beauty or to understand what it's for. All those x's and y's -- what's that all about? The fundamental insight of algebra is that you don't have to know what a number is in order to manipulate it. (When I talk about this with my sixth-grade students, I ask them to devote an entire page in their notebooks to the phrase, "You don't have to know what a number is in order to manipulate it," and to decorate the page with stars or hearts or unicorns or skulls and crossbones -- whatever they would use to indicate something amazing.) From this premise, wonderful things unfold. It means that algebra is an incredibly flexible problem-solving tool, and that it can be used to state and prove mathematical truths. Most important, algebra, especially in the form of multivariable equations, provides a mathematical window on the workings of the world. Properly understood and well-taught, algebra is the mathematical art of moving from the particular to the general; it is the key to the kind of deep mathematical understanding that every child deserves and every child can achieve. The case against algebra rests in part on the depressingly utilitarian argument that algebra is useless "on the job." But surely this argument fails to provide a complete picture of what schooling is about. Yes, to some extent it is our duty as teachers to train future workers, at least in the sense that we should strive to inculcate in our students the habits of discipline, the ability to work both independently and collaboratively, and the skills to think critically. And yes, we certainly bear the responsibility for educating future citizens -- people who can reason clearly, who have a sense of civic duty. But even this is too limited a description of a teacher's job. Our responsibility is also to the individual student: We should be concerned not simply with imparting skills or knowledge, but with lifting the spirit, with lighting the flame of intellectual curiosity, with opening young eyes to both the wonder and the problems of their world. Algebra -- sadly, so often regarded as drudgery -- is a key element in this kind of genuine education. To give just one example: We can say a great deal about gravity, but Newton's universal law of gravitation is one of the clearest, truest, most succinct and, yes, most beautiful statements that has been made on the subject; however, without a genuine understanding of algebra, that statement is meaningless. Our real duty as teachers is not merely to prepare our students for some "real world," and it certainly is not merely to prepare them for the workplace. If we deny them access to algebra, we deny them access to an entire intellectual universe. Linus Rollman teaches math and humanities at the Arbor School of Arts and Sciences in Tualatin.
Washington Algebra ...Algebra 2 is a continuation of topics first discussed in Algebra 1. Not only is success dependent upon a good understanding of basic calculations (multiplication, division, subtraction and addition), but students will be introduced to more theoretical ideas such as imaginary numbers, matrices an...
The use of software packages to solve mathematical problems is becoming increasingly popular. This comprehensive book illustrates how Mathcad can be used to solve many mathematical tasks. It also provides the mathematical background for the Mathcad package. Practical Use of Mathcadcontains many solutions to basic mathematical tasks for engineering and natural science. It can be used both as a reference and tutorial manual for lecturers and students, and as a practical manual for engineers mathematicians and computer scientists. The latest version of Mathcad V.8 Professional for Windows 95/98 is used throughout. [via] More editions of Practical Use of Mathcad: Solving Mathematical Problems With a Computer Algebra System:
That teachers and students of the Calculus have shown such a generous appreciation of Granville's "Elements of the Differential and Integral Calculus" has been very gratifying to the author. In the last few years considerable progress has been made in the teaching of the elements of the Calculus, and in this revised edition of Granville's "Calculus" the latest and best methods are exhibited,—methods that have stood the test of actual classroom work. Those features of the first edition which contributed so much to its usefulness and popularity have been retained. The introductory matter has been cut down somewhat in order to get down to the real business of the Calculus sooner. As this is designed essentially for a drill book, the pedagogic principle that each result should be made intuitionally as well as analytically evident to the student has been kept constantly in mind. The object is not to teach the student to rely on his intuition, but, in some cases, to use this faculty in advance of analytical investigation. Graphical illustration has been drawn on very liberally. This Calculus is based on the method of limits and is divided into two main parts,—Differential Calculus and Integral Calculus. As special features, attention may be called to the effort to make perfectly clear the nature and extent of each new theorem, the large number of carefully graded exercises, and the summarizing into working rules of the methods of solving problems. In the Integral Calculus the notion of integration over a plane area has been much enlarged upon, and integration as the limit of a summation is constantly emphasized. The existence of the limit e has been assumed and its approximate value calculated from its graph. A large number of new examples have been added, both with and without answers. At the end of almost every chapter will be found a collection of miscellaneous examples. Among the new topics added are approximate integration, trapezoidal rule, parabolic rule, orthogonal
Authorized users only: Added: 09/20/2006 Purplemath contains lessons, links, and homework tips, all designed to help the high school or college algebra student find success. The "how to" lessons include tips and hints, point out common errors, and contain cross-links to related materials. The tone of the lessons is informal, and is directed toward students rather than instructors. Added: 09/20/2006 A video instructional series on algebra for college and high school classrooms and adult learners; 26 half-hour video programs and coordinated books In this series, host Sol Garfunkel explains how algebra is used for solving real-world problems and clearly explains concepts that may baffle many students. Graphic illustrations and on-location examples help students connect mathematics to daily life. The series also has applications in geometry and calculus instruction. Added: 09/20/2006 This site offers terms and formulas in a mathematical dictionary appropriate for students taking algebra and calculus courses. The main page contains an A to Z clickable menu displaying all of the terms in the site's dictionary that begin with that particular letter. This site is an interactive math dictionary with enough math words, math terms, math formulas, pictures, diagrams, tables, and examples from beginning algebra to calculus. Added: 09/20/2006 Visiting the main page will give you a list of topics covered and choosing something like Algebra will give you an entire section devoted to that type of math. Complete with online quizzes and problem samples it is a great resource for anyone need some assistance. Sure nothing replaces hands-on learning but a site like this can be very useful. A small amount of the information here is available only on a CD they sell but the rest is all free to access and a valuable addition to Merlot in my opinion. Added: 09/20/2006 This virtual manipulative allows you to solve simple linear equations through the use of a balance beam. Unit blocks (representing 1s) and X-boxes (for the unknown, X), are placed on the pans of a balance beam. Once the beam balances to represent the given linear equation, you can choose to perform any arithmetic operation, as long as you DO THE SAME THING TO BOTH SIDES, thus keeping the beam balanced. The goal, of course, is to get a single X-box on one side, with however many unit blocks needed for balance, thus giving the value of X."
Description Addison Wesley \| ISBN: 0321185587 \| 11 edition (October 5, 2004) \| 1380 pages \| PDF \| 68 Mb The new edition of Thomas is a return to what Thomas has always been: the book with the best exercises. For the 11th edition, the authors have added exercises cut in the 10th edition, as well as, going back to the classic 5th and 6th editions for additional exercises and examples. The book's theme is that Calculus is about thinking; one cannot memorize it all. The exercises develop this theme as a pivot point between the lecture in class, and the understanding that comes with applying the ideas of Calculus. In addition, the table of contents has been refined to match the standard syllabus. Many of the examples have been trimmed of distractions and rewritten with a clear focus on the main ideas. The authors have also excised extraneous information in general and have made the technology much more transparent. The ambition of Thomas 11e is to teach the ideas of Calculus so that students will be able to apply them in new and novel ways, first in the exercises but ultimately in their careers. Every effort has been made to insure that all content in the new edition reinforces thinking and encourages deep understanding of the material. Thanks to the original uploaderThomas' Calculus (11
Nazareth College of Rochester's math program focuses on problem solving. Mathematics is taught as a language of patterns, de-emphasizing rote learning and encouraging the integration of numerical, graphical, and symbolic approaches to problem solving. The Department wants all students to understand that mathematics is more than a collection of recipes for solving equations and that there often may be multiple correct answers to complex problems. This approach promotes critical thinking. Nazareth students regularly compete in (and have won) the COMAP Mathematical Contest in Modeling, an international competition in which students spend a long weekend applying mathematics to the solution of a real-world problem. Our students are encouraged to take the William Lowell Putnam Mathematical Competition, the widely acknowledged benchmark in mathematics competitions. Many attend regional conferences on mathematics where they often give presentations of their own.
Hi, A couple of days back I started solving my mathematics assignment on the topic Remedial Algebra. I am currently unable to finish the same since I am unfamiliar with the fundamentals of powers, difference of squares and radical equations. Would it be possible for anyone to help me with this? Algebrator is one of the best resources that can render a helping hand to people like you. When I was a newbie, I took aid from Algebrator. Algebrator covers all the principles of Algebra 2. Rather than using the Algebrator as a step-by-step guide to solve all your homework assignments, you can use it as a coach that can give the fundamental principles of graphing parabolas, equivalent fractions and conversion of units. Once you understand the principles, you can go ahead and work out any tough question on College Algebra within minutes. I checked out each one of them myself and that was when I came across Algebrator. I found it particularly appropriate for trigonometry, algebraic signs and exponential equations. It was actually also effortless to get started on this. Once you key in the problem, the program carries you all the way to the answer elucidating every step on its way. That's what makes it outstanding. By the time you arrive at the result, you already know how to crack the problems. I benefited from learning to crack the problems with Pre Algebra, Remedial Algebra and Intermediate algebra in algebra. I am also positive that you too will appreciate this program just as I did. Wouldn't you want to check this out? complex fractions, percentages and matrices were a nightmare for me until I found Algebrator, which is really the best math program that I have ever come across. I have used it through several math classes – Algebra 2, College Algebra and Algebra 2. Simply typing in the algebra problem and clicking on Solve, Algebrator generates step-by-step solution to the problem, and my algebra homework would be ready. I highly recommend the program.
SL Random Number Generator is a program designed togenerate random numbers.Program can exclude specific digits from random numbers.Output can be decimal, binary, hexadecimal, octal.Numbers can be sorted.Program can print or save all generated numbers. Popular Downloads of Education \ Mathmatics... If you are a math student or teacher or just a person who is interested in high-school algebra or college calculus, I would recommend you this program.Graphmatica presents an interactive algebraic equation grapher that can be used as an aide to plotting mathematical curves. Graphmatica remembers... Equation Maker is fast and versatile math editor. This program designed for edit rich-text content with almost any math formulas and graphics. It works like TeX or HTML but with simple terms.It search in ASCII text for math formulas, hyperlinks and pictures but without any tags. It can be used as... Simple Solver is a free Windows application that can simplify Boolean equations, truth tables and digital logic. The application includes six different tools: Boolean, Logic Design Draw, Logic Design Auto, Logic Simulation, Permutation and Random Number. These tools are built on years of... Logic Minimizer is an innovative, versatile application for simplifying karnaugh maps and logical expressions step by step. It is geared for those involved in engineering fields, more precisely digital and formal logic scholars and academics, digital devices constructors or anybody involved with... Random Number Generator PPC is a Windows Mobile based software that produces sequences of random numbers.Program can exclude digits and numbers from generated random sequences.User can save results to a text file.Generated random numbers can be positive or negative.
Reviews Top 3 College Freshman Austin Community College Cypress Creek, Cedar Park TX There was a time earlier in my life that the subject Math was my favorite. Now Iím dreading learning a new formula or how to learn one thing, then a week later, forget it, but donít forget. In this particular selection there are study skills that help you remember, at least till you take the exam! The three I favor the most are: Do math homework everyday. This insures that you donít forget. Secondly, write down questions for the instructor. Definitely want to find out what I donít know. Itís hard trying to figure out a math problem, get an answer and apply it to the rest of the problems, only to find out that Iím using the wrong process! Last, make time to study. I work two jobs, one part time, and one full time. I canít seem to find enough time to think, so making time to study, or planning time to study should I say is somewhat difficult. However, if I just sit down with my schedules, there is always 2-3 hrs every other day. When I was in middle school, Math was one of my favorite subjects, but once I got into harder math, it slowly became my least favorite subject. I didnt know how to study it or even where to start. Well, the way this article broke down the problem solving and study skills, it made me feel like I have hope in math. I think anyone who struggles in math should read this article. It may really help you. MATH KCOOPER, College Freshman ACC, Austin This review is very helpful because it is short and sweet. Straight to the point. I am already studying a ton for my math class and I do not want to have to study how to study for long periods of time. It is helpful because the main ideas are in bold so you can just skim through it real quick to refresh your memory. Math is one of the subjects that most students have difficulties with it. Each individual might have different method for learning math. I believe that one way to improve math study skill is to practice different types of problems and try not just to memorize the steps but to learn how to solve a problem. Also, those students who want to be successful have to practice as many problems as they can. The more a student practices, the more likely he/she will learn faster and will understand each problem better. Besides practicing, I believe that organization is another important factor to improve math study skills. A student needs to be organized in writing math. This means that a problem should be written neatly and the steps should be organized. Writing neatly can help the reader to understand the solution and it helps the student when he/she is referring back to it for tests. Another way to improve math study skills is to draw pictures and diagrams that would help the student to understand the concept. With the use of diagrams and picture, the student can have a visual sense of the problem too. This is really helpful! I agree with numbers 19 and 22. Whenever I'm taking notes, I always try to write step-by-step instructions on how to solve different types of equations. I also try to write down different examples on how to solve the various equations. I have always been intrigued by math and its methods. It is simply amazing how much the mind is exercised and expanded by constantly doing math problems and exercises. But one thing that I have always come across with fellow students and some of my tutees, is that they will know the method needed to approach a problem, but have no idea why it is that way, and what is the reason for that method. This not only invalidates the point of the instruction or lesson, but also might hinder the student's comprehension which might come in handy when the difficulty of problems goes up. So it's always very important to understand not only how the method is applied but also why. A good, straight-forward handout. Many of the tips I already use (such as taking extra notes on the difficult steps), but there are a few that I don't often think about. In particular, interviewing potential instructors, getting help early on, and scheduling a study session right after class would help a lot with creating an effective learning environment. Puzzled with Math Rachel, College Junior University of Alaska Fairbanks, Fairbanks, AK This is a great article that addresses a few key issues that many people have with math. In particular these are some very good tips: "While doing homework, write down questions for the instructor/ tutor." – Many times it is difficult to speak up in class and get help, however, in my experience it is even more challenging to try and dig your way out of a pit of bad scores and frustration. Actively participating in lectures is perhaps the most important math study skill – and probably the one that people forget about the most! "Schedule a study period after your math class." – Math is definitely a subject where practice makes perfect. This means that no practice makes…well, it isn't pretty. Taking the time to do your math homework is crucial to your performance in the class! Even if HW isn't worth much, without the practice your exam scores will likely suffer as well. I have taken several math courses. Some of them I have thrived in and others I have not fared as well. I think that printing and going through all of the steps in this selection would be super helpful to students. Bring it to your tutor or study group if you have them (which in my opinion you should)! Finally, a point that isn't included is that math does not have to be torture. As children we are constantly exposed to communication, language, writing, and history which help to make these subjects a little more comfortable to study. Advanced math? We do not always have the opportunity to be so associated with the subject, and consequently tend to shiver at the thought of it. Math can truly be fun though, if you look at the problems as puzzles or games rather than impossible tasks, you can usually work through the problem in your own way and enhance your learning by doing so. About Spotlight How to Study Model Write a Review Be the first from your college to be published here. All you have to do is to write a comment about how a study skills handout was helpful. Or you could add some handy tips of your own. Click on write review. Find a Tutor Looking for a free or paid private tutor? Just for Fun "Im hiding." Look for this image on the study skills pages for more cartoons!
STEM Solution Our mission is to provide every underperforming student an accelerated path to algebra and beyond (and to fill the ranks of STEM careers with adults who, as underperforming students, may not have believed in their ability to succeed in math). Whether your students plan to attend college or start a career after high school, it's imperative we equip them with a solid foundation in mathematics that builds the higher order thinking skills essential for success in the global, information-technology-rich marketplace. Accordingly, Think Through Math provides a system of curricular content that is both focused and coherent. Aligned to the research, Think Through Math offers every student a clear, personalized path to algebra with high-priority concepts and understandings. Focused: the curriculum includes (and engages with adequate depth and rigor) the most important topics underlying success. Coherent: the curriculum is marked by effective, logical progressions from earlier, less sophisticated topics into later, more sophisticated ones. Targeted: Think Through Math emphasizes the concepts and skills that are directly related to success with algebra.
A Habits of Mind Approach Main menu Transition to Algebra Project Transition to Algebra (TTA) is an Education Development Center, Inc. (EDC) project supported by the National Science Foundation aiming at quickly giving students the mathematical knowledge, skills, and confidence to succeed in a standard first-year algebra class and showing them that they can explore mathematics and actually enjoy it. TTA is a full-year algebra support curriculum, forthcoming from Heinemann in 2014, designed to: run concurrently with first-year algebra (though some schools use it as pre-algebra, in summer schools, or as supplemental materials in algebra); and raise the competence and confidence of students who may benefit from supports for algebra success. TTA is designed to build students' algebraic habits of mind, key mathematical ways of thinking aligned with the Common Core Standards for Mathematical Practice. Students explore algebraic logic puzzles that connect to and extend algebra course topics and learn broadly-applicable tools and strategies to help them make sense of what they are learning in algebra. Students discuss and refine their ideas as they work through mental mathematics activities, written puzzles, spoken dialogues, and hands-on explorations that engage them in cultivating mathematical knowledge, intuition, and skills. Looking for our field test materials? We want to keep track of who's using our materials so we can solicit your feedback for research. Please fill our brief inquiry survey for access to the materials.
e... read more Customers who bought this book also bought: Our Editors also recommend:Mathematician's Delight by W. W. Sawyer "Recommended with confidence" by The Times Literary Supplement, this lively survey was written by a renowned teacher. It starts with arithmetic and algebra, gradually proceeding to trigonometry and calculus. 1943 edition. Prelude to Mathematics by W. W. Sawyer This lively, stimulating account of non-Euclidean geometry by a noted mathematician covers matrices, determinants, group theory, and many other related topics, with an emphasis on the subject's novel, striking aspects. 1955Theory of Sets by E. Kamke Introductory treatment emphasizes fundamentals, covering rudiments; arbitrary sets and their cardinal numbers; ordered sets and their ordered types; and well-ordered sets and their ordinal numbers. "Exceptionally well written." — School Science and Mathematics. A Concept of Limits by Donald W. Hight An exploration of conceptual foundations and the practical applications of limits in mathematics, this text offers a concise introduction to the theoretical study of calculus. Many exercises with solutions. 1966 edition. Newton's Philosophy of Nature: Selections from His Writings by Sir Isaac Newton, H. S. Thayer A wide, accessible representation of the interests, problems, and philosophic issues that preoccupied the great 17th-century scientist, this collection is grouped according to methods, principles, and theological considerations. 1953 editionGroup Theory by W. R. Scott Here is a clear, well-organized coverage of the most standard theorems, including isomorphism theorems, transformations and subgroups, direct sums, abelian groups, and more. This undergraduate-level text features more than 500 exercises Art of Mathematics by Jerry P. King Clear, concise, and superbly written, this book reveals the beauty at the heart of mathematics, illustrating the fundamental connection between aesthetics and mathematics. "Witty, trenchant, and provocative." — Mathematical Association of America. Descartes' Dream: The World According to Mathematics by Philip J. Davis, Reuben Hersh These provocative essays take a modern look at the 17th-century thinker's dream, examining the influences of mathematics on society, particularly in light of technological advances. 1987 edition. The World of Mathematics: A Four-Volume Set by James R. Newman Save 10% when you order the complete set! A monumental 4-volume reference, 15 years in the making, The World of Mathematics was specially designed to make mathematics more accessible to the inexperienced. Problem Solving Through Recreational Mathematics by Bonnie Averbach, Orin Chein Fascinating approach to mathematical teaching stresses use of recreational problems, puzzles, and games to teach critical thinking. Logic, number and graph theory, games of strategy, much more. Includes answers to selected problems. 1980 edition entertaining college-level text, Morris Kline, Professor Emeritus of Mathematics at New York University, provides the liberal arts student with a detailed treatment of mathematics in a cultural and historical context. The book can also act as a self-study vehicle for advanced high school students and laymen. Professor Kline begins with an overview, tracing the development of mathematics to the ancient Greeks, and following its evolution through the Middle Ages and the Renaissance to the present day. Subsequent chapters focus on specific subject areas, such as "Logic and Mathematics," "Number: The Fundamental Concept," "Parametric Equations and Curvilinear Motion," "The Differential Calculus," and "The Theory of Probability." Each of these sections offers a step-by-step explanation of concepts and then tests the student's understanding with exercises and problems. At the same time, these concepts are linked to pure and applied science, engineering, philosophy, the social sciences or even the arts. In one section, Professor Kline discusses non-Euclidean geometry, ranking it with evolution as one of the "two concepts which have most profoundly revolutionized our intellectual development since the nineteenth century." His lucid treatment of this difficult subject starts in the 1800s with the pioneering work of Gauss, Lobachevsky, Bolyai and Riemann, and moves forward to the theory of relativity, explaining the mathematical, scientific and philosophical aspects of this pivotal breakthrough. Mathematics for the Nonmathematician exemplifies Morris Kline's rare ability to simplify complex subjects for the nonspecialist. Bonus Editorial Feature: Morris Kline (1908–1992) had a strong and forceful personality which he brought both to his position as Professor at New York University from 1952 until his retirement in 1975, and to his role as the driving force behind Dover's mathematics reprint program for even longer, from the 1950s until just a few years before his death. Professor Kline was the main reviewer of books in mathematics during those years, filling many file drawers with incisive, perceptive, and always handwritten comments and recommendations, pro or con. It was inevitable that he would imbue the Dover math program ― which he did so much to launch ― with his personal point of view that what mattered most was the quality of the books that were selected for reprinting and the point of view that stressed the importance of applications and the usefulness of mathematics. He urged that books should concentrate on demonstrating how mathematics could be used to solve problems in the real world, not solely for the creation of intellectual structures of theoretical interest to mathematicians only. Morris Kline was the author or editor of more than a dozen books, including Mathematics in Western Culture (Oxford, 1953), Mathematics: The Loss of Certainty (Oxford, 1980), and Mathematics and the Search for Knowledge (Oxford, 1985). His Calculus, An Intuitive and Physical Approach, first published in 1967 and reprinted by Dover in 1998, remains a widely used text, especially by readers interested in taking on the sometimes daunting task of studying the subject on their own. His 1985 Dover book, Mathematics for the Nonmathematician could reasonably be regarded as the ultimate math for liberal arts text and may have reached more readers over its long life than any other similarly directed text. In the Author's Own Words: "Mathematics is the key to understanding and mastering our physical, social and biological worlds
Huntsville, TX SAT the integration of material from other programs such as Microsoft Word into PowerPoint. Pre-algebra begins the student's entry into higher math. In many ways it is more important than the upper level math courses
Lincoln AcresThe study of the laws of exponents, FOIL, equation of a straight line, and the solving one equation one unknown and the quadratic equation. Algebra 2 normally examines the students mastery of integrating mastery of basic number theory and the study of the unknown. This is exemplified the study ...I received A's on tests and quizzes in Pre Algebra.
Lynelle M. Weldon Education: Ph.D. University of California, Davis M.A. University of California, Davis B.S. Pacific Union College Biography: Lynelle Weldon loves explaining math concepts, looking for creative illustrations to help students organize their math ideas, and exploring the connections between math and Christianity. She believes it is of vital importance for you to connect with God. Lynelle and her husband Jerry are from Northern California and they both enjoy quiet, flying, piano, and hiking.
Nine PlanetsA Multimedia Tour of the Solar System: one star, eight planets, and more Search for South El Monte CalculusDiscrete topics include the Principles of Mathematical Induction, the Binomial Theorem, and sequences and series. In Trigonometry, students will analyze and graph trigonometric functions and inverse trigonometric functions. Students will learn and use the fundamental trigonometric identities and solve conditional trigonometric equations.
More About This Textbook Overview Master Math: Probability is a comprehensive reference guide that explains and clarifies the principles of probability in a simple, easy-to-follow style and format. Beginning with the most basic fundamental topics and progressing through to the more advanced, the book helps clarify probability using step-by-step procedures and solutions, along with examples and applications. A complete table of contents and a comprehensive index enable readers to quickly find specific topics, and the approachable style and format facilitate an understanding of what can be intimidating and tricky skills. Perfect for students studying probability and those who want to brush up on their probability skills. Related Subjects Meet the Author Catherine A. Gorini, Ph.D., received her A.B. in mathematics from Cornell University, M.S. and Ph.D. in mathematics from the University of Virginia, and D.W.P. from Maharishi European University. She is Dean of Faculty and Professor of Mathematics at Maharishi University of Management. She is the editor of Geometry at Work and author of Facts On File Geometry Handbook. Her numerous awards for teaching include the Award for Distinguished College or University Teaching of Mathematics from the
Summaries In my first year at Hogeschool Utrecht I will follow a few second year's courses, to speed up my studies. One of these second year courses is Project Vakdidactiek, which concerns the didactics behind teaching maths. As part of this course we are also required to take a test labeled Algemene didactiek (general didactics). This test is based on materials we study in Vakdidactiek, but also on the book Lesgeven en zelfstandig leren, by Geerlings and Van Der Meer. As part of my preparation for this exam I've composed a summary of the three relevant chapters. You are free to use this specific work, to share and distribute it and to adapt it for your own purposes. However, you must attribute this work as mine and you must share all of your alterations. Click on the logo, or follow this link for full details
Introduction; Part One; First Encounters with Expressing Generality; Using Mathematical Powers; Meeting Mathematical Themes; Using Symbols; Depicting Relationships; Part Two; More Experience of Expressing Generality; More on Powers, More on Themes; Symbol Manipulation; Changing Representations; Part Three; Yet More Expressing Generality; Solving Problems; Reasoning; Graphs and Diagrams; Part Four; Themes and Structure; Powers, Constructs and Strategies; Final Reflections.
The Geometer's Sketchpad description Learning math has never been easier The Geometer's Sketchpad is a powerful application that provides powerful tools and perspective for the study of the mathematics from middle school to college. The Geometer's Sketchpad is a dynamic construction and exploration tool that enables students to really understand mathematics in ways that are just not possible with traditional methods or with other programs. Requirements: · 300 MB free disk space Limitations: · You can preview Sketchpad for sessions of 20 minutes with print, save, copy, and paste disabled. New Functionality: · The File menu now supports opening cloud-based documents from Sketchpad Sketch Exchange. · Sketchpad is now codesigned for Windows Authenticode and Macintosh Gatekeeper verification. · PowerPC Macintosh computers are no longer supported with this version of Sketchpad.
Algebra 2 builds upon and extends concepts from both Algebra 1 and Geometry. In Algebra 2, students work with equations, inequalities, and graphs of linear, quadratic, trigonometric, rational, radical, exponential, and logarithmic functions. Real-world applications that can be modeled by each of these functions are explored. Algebra 2 also introduces students to concepts of probability and statistics.
,... read moreFundamentals of Mathematical Physics by Edgar A. Kraut Indispensable for students of modern physics, this text provides the necessary background in mathematics to study the concepts of electromagnetic theory and quantum mechanics. 1967 edition. Mathematical Physics: A Popular Introduction by Francis Bitter Reader-friendly guide offers illustrative examples of the rules of physical science and how they were formulated. Direct, nontechnical terms explain methods of fact gathering, analysis, and experimentation. 60 figures. 1963 edition. Elements of Partial Differential Equations by Ian N. Sneddon This text features numerous worked examples in its presentation of elements from the theory of partial differential equations, emphasizing forms suitable for solving equations. Solutions to odd-numbered problems appear at the end. 1957Partial Differential Equations by Avner Friedman Largely self-contained, this three-part treatment focuses on elliptic and evolution equations, concluding with a series of independent topics directly related to the methods and results of the preceding sections. 1969 edition. Partial Differential Equations: An Introduction by David Colton This text offers students in mathematics, engineering, and the applied sciences a solid foundation for advanced studies in mathematics. Features coverage of integral equations and basic scattering theory. Includes exercises, many with answers. 1988Partial Differential Equations of Parabolic Type by Avner Friedman With this book, even readers unfamiliar with the field can acquire sufficient background to understand research literature related to the theory of parabolic and elliptic equations. 1964 edition. Product Description: , Green's function, and much more. The only prerequisite is a familiarity with elementary analysis. 1964
I second this. It's a great book, although if I had used this as my first calculus book.... I probably would have been pretty discouraged. I don't really like how he never used Leibniz notation, but that's not a huge deal. Calculus by Michael Spivak I used this for my first Calculus book. Extremely difficult, but it really gives you a feel if you'll enjoy a mathematics major or not. Very friendly and easy to read book. As Micromass said, this book isn't so much an intro to calculus book, but an intro to real analysis. Although, it is at a level less than most real analysis books. I'll say you should use this book if you have taken calculus course and want to review it from a more rigorous view, but don't want to get bogged down with very many new terms and abstract views. Probably the best rigorous calculus book for most students. The main alternative would be Apostol volume 1. Spivak's exposition is more conversational and his proofs are somewhat more detailed than Apostol's. Also, Spivak has more interesting exercises, and many of them are quite challenging. Both books are excellent, however. You would have to be quite a strong student to be able to handle Spivak as your first exposure to calculus, but most people (in the US, at least) will have already taken a computational calculus course in high school anyway, so this isn't really an issue. With that background, you already know what calculus is used for, and how to calculate things, so with Spivak you can focus on why and when those calculations are valid, and how to prove it. Likewise, most people have a tough time with Rudin's Principles of Mathematical Analysis if it is their first exposure to real analysis. If you have read and worked your way through Spivak, you will have a much easier time with Rudin. You will already understand epsilon-delta proofs and will know many of the theorems, so you will be able to focus on the new material such as topology, and marvel at how clean and efficient Rudin's proofs can be: "wow, Spivak took 20 somewhat grungy lines to prove this, and Rudin did it in only 3 beautiful ones!" It's a great book, although if I had used this as my first calculus book.... I probably would have been pretty discouraged. Yes! I think people recommending it to beginners are looking back in time after doing a "normal" calculus course and then finding Spivak. They think how much they like Spivak's insights but forget about the fact that they already understand the mundane parts of the subject. My mantra in mathematics is: "Preparation trumps everything." Despite how well-written and conversational Spivak is, you would need to be very well prepared to use it as a first text. yes. some perspective: as a young college student knowing no calculus, i had all A's in high school math, 800 on math SAT test, had been on the school math team that retired the state contest trophy, and had won several individual state and mid - state math contest titles. i had difficulty gaining admission to, and struggled in, the college course for which then courant, and now spivak, was used as a text.
I'm getting really bored in my math class. It's free printable inequality sheets for fourth graders, but we're covering higher grade material. The topics are really complex and that's why I usually doze off in the class. I like the subject and don't want to drop it, but I have a real problem understanding it. Can someone help me? I suggest that you try out Algebrator. I have been using this product for a few months now and I can really say that it is what helped me save my grades this semester. Algebrator provides amazing ways to deal with difficult problems. You will surely love it, I can guarantee. That's true, a good software can do miracles . I used a few but Algebrator is the greatest. It doesn't make a difference what class you are in, I myself used it in Algebra 2 and Remedial Algebra too, so you don't have to worry that it's not on your level. If you never had a software until now I can tell you it's not hard, you don't have to know much about the computer to use it. You just have to type in the keywords of the exercise, and then the software solves it step by step, so you get more than just the answer. I am a regular user of Algebrator. It not only helps me finish my homework faster, the detailed explanations provided makes understanding the concepts easier. I suggest using it to help improve problem solving skills.
Xpert - 25 Most recent items matching the search terms - RSS feed contains the 25 most recently submitted items from Xpert, matching the search terms - Xperten-gb XpertRichard Baldwin This module serves as a link to material for the course, GAME 2302 - Mathematical Applications for Game Development, which Prof. Baldwin teaches at Austin Community College in Austin, TX. ]]> Richard Baldwin This module serves as a link to material for the course, GAME 2302 - Mathematical Applications for Game Development, which Prof. Baldwin teaches at Austin Community College in Austin, TX. ]]> ]]> We introduce now a different method of representing vectors, which will make the manipulation of vectors much easier. Thus we shall avoid having to solve problems involving vectors by drawing the vectors and making measurements, which is very time-consuming and never very accurate. We can think of a vector as a translation, that is, as representing a movement by a certain amount in a given direction. Then we can use the Cartesian axes in the plane or inThe example of 25546 divided by 53 is suitable for long division. First write the calculation down on paper in the same way you did before. <]]> The example of 25546 divided by 53 is suitable for long division. First write the calculation down on paper in the same way you did before. <]]>If you want to be able to do division without using a calculator, you need to know by heart what you get if you multiply any two numbers up to 10. All the possible combinations can be shown in a multiplication table (also called a times table), like the one below. Example 8 Example 8Are we getting better off? Politicians and journalists often make sweeping claims about whether or not 'we' are getting better off. In particular, t
(1)Students will be able to formulate real world problems into mathematical statements. \u2022 Given a narrative description of a problem that lends itself to mathematical analysis, the student will clearly define any variable quantities introduced and provide an appropriate equation, function, or formula relating those variables. (2)Students will be able to develop solutions to mathematical problems at the level appropriate to each course. \u2022 Given a limit statement of indeterminate form, the student will be able to apply appropriate algebraic or calculus based techniques to compute the limit. 10027 2013.3U1 M 12:00 0 2:15 SOM 2.902 10028 2013.3U3 W 12:00 0 2:15 SOM 2.714 Course Syllabus Page 2 \u2022 Given a function, the student will be able to compute a first or second order derivative and, if instructed, evaluate the derivative at a point in its domain. (3)Students will be able to describe or demonstrate mathematical solutions either numerically or calculators with non-numeric displays are NOT ALLOWED on quizzes or exams. Additional Resources URL: your NETID and password to logon.Once logged in, select this course.If successful, you will see a link to the complete syllabus and a blue backpack which contains additional course material.You can view your grades, use the email tool, or utilize the discussion tool to communicate with your classmates.You will receive a notice via WebCT6 (either an announcement, or an email) if there is a schedule change, exam date or location change, or a class cancellation. The UTD Math Lab is located in the Success Center in Room CN 1.126 (phone: 972-883-6707)
This book is full of clear revision notes, worked examples and practice questions for GCSE Maths. It covers all the major Year 10 and 11 topics for the OCR, Edexcel, AQA and WJEC exam boards. It's packed with useful tips for doing well in your exams and every few pages there's a quick warm-up test and some exam-style questions (answers are at the back). It's easy to read and revise from - everything's explained simply, in CGP's chatty, straightforward style.
Macungie Cal will take great pride in helping you reach your personal goals.This subject introduces the concepts of variables and functions. These new concepts allow students to solve a range of problems involving unknown quantities in areas such as geometry, probability and statistics, and various real-world scenarios. 1. Identify and define Algebra terms. 2 ?proctees? and to organize the dorm throughout the entire school year.
Trigonometry, Hybrid Edition - 2nd edition Summary: Reflecting Cengage Learning's commitment to offering flexible teaching solutions and value for students and instructors, these new hybrid versions feature the instructional presentation found in the printed text while delivering end-of-section exercises online in Enhanced WebAssign. The result: a briefer printed text that engages students online! TRIGONOMETRY is designed to help you learn to ''think mathematically.'' With this text, you can stop merely memorizing facts and mimicking ...show moreexamples--and instead develop true, lasting problem-solving skills. Clear and easy to read, TRIGONOMETRY illustrates how trigonometry is used and applied in the real world, and helps you understand how it can apply to your own life. ...show less 111157447296.23 +$3.99 s/h New Textbookcenter.com Columbia, MO SHIPS FAST! via UPS(AK/HI Priority Mail) within 24 hours/ NEW book $101.48 +$3.99 s/h Good Campus_Bookstore Fayetteville, AR Used - Good Textbook Only. Hybrid Edition. 2nd Edition
Elementary Linear Algebra Elementary Linear Algebra develops and explains in careful detail the computational techniques and fundamental theoretical results central to a first course in linear algebra. This highly acclaimed text focuses on developing the abstract thinking essential for further mathematical study. The authors give early, intensive attention to the skills necessary to make students comfortable with mathematical proofs. The text builds a gradual and smooth transition from computational results to general theory of abstract vector spaces. It also provides flexbile coverage of practical applications, exploring a comprehensive range of topics.
"The best Algebra tutorial program I have seen... in a class by itself." Macworld We start with a word problem one would never have to solve in life. Super. The answer is 2n so I choose n/2 to see what happens. The software says "Incorrect" in red, does not offer the correct answer, and simply encourages me to go on to the next slide. Very helpful. I hit Next. Eventually we get to play with two helicopters to solve x/2 - 3 = 1. I found myself wondering where the two expressions came from and what a helicopter would be doing hovering at x/2 - 3, but I was always a troublemaker in school. Nowhere does the software talk about needing to keep the two helicoptesr at the same altitude, let alone why we have to. Me, I like see-saws which are level when the two sides are the same, just as we want to preserve an equation's truth as we transform it. Anyway... Clicking +3 on the first guy moves it up but leaves the expression as x/2 - 3. It should have changed to x/2, the way the other guy changed from 1 to 4 when I clicked +3. Clicking x2 (meaning multiply, not the variable x) finally changes the first guy to x. The other guy continues to work and becomes 8. Now the material simply goes wrong, saying we have to add before we multiply. No, that just makes it easier. And it gets worse: the text says that if we multiply by 2 first we will end up with the wrong answer, x=5. Nonsense, as the graphic shows: we end up with x - 3 = 5, what it calls "an incomplete solution". Thought one: well then it is not a solution! Add 3 to both sides!! And how on Earth did we get to x-3=5? By going x/2-3=1 to 2(x/2-3)=2*1 to x-6=2 to x-6+3=2+3. Right, they accepted as inevitable the two operations of adding at most 3 and multiplying by at most 3, with nothing else permitted. Hunh? Just this little bit of material is wrong in one place, inconsistent with itself, confusing, unmotivating, and plain leaves out the fundamental concept of preserving the truth of the equation as necessary. On-line and interactive is only as good as the underlying fundamental material, and in that regard Monterey comes up short. A blow-by-blow replay of a disappointing on-line Algebra experience at the Monterey Institute.
MAT114 Elementary Functions Required TextA scientific calculator (TI-30 or equivalent) is required for decimal approximations. Graphing calculators may not be used in this course. The calculation page has information on calculator use. Electronic Devices An electronic communication device, such as a cell phone or lap-top computer, may not be used as a watch, as a calculator, or for any other purpose. They must be put away and completely deactivated during class. Grading There will be four quizzes, two exams (October 4 and November 29), and a cumulative final exam. The homework journal will be collected for grading near the end of the semester. Your final grade will be based on 400 points: Quizzes and Homework Journal missed due to serious illness or other emergency is possible only with prior or immediate notice and will be granted at my sole discretion. Learning Objectives Students should be able to solve various algebraic equations and inequalities. Students should be able to use algebra to solve applied problems. Students should understand the function concept and should be able to determine the rules and domains of algebraic functions and their combinations. They should know the definition of an inverse function and should be able to find the inverses of algebraic functions. Students should know the definitions and properties of exponential and logarithmic functions. They should be able to solve exponential equations and should be able to solve applied problems. Students should know the definitions and basic identities of trigonometric functions and should be able to solve applied trigonometry problems. Students should understand the relationship between a function and its graph and should be able to sketch graphs of linear and quadratic functions. They should be able to use graphing techniques to solve applied problems. Course Description MAT 114 Elementary Functions A survey of those topics in algebra, trigonometry, and analytic geometry that provide the background for the study of calculus. Topics to be covered include exponential and logarithmic functions, complex numbers and polynomial functions, trigonometry, plane analytic geometry, and systems of linear equations and inequalities. Not open to those who complete MAT 117 or 131. Prerequisite: MAT 111 or departmental permission through placement. Academic Honesty Policy The college's academic honesty policy will be enforced as described in the Student Academic Honesty Policy booklet. The use of a graphing calculator or any electronic communication device during class is a violation of this policy. College ADA Policy Assumption College provides accommodation to any student with documented disabilities. If you believe that you are entitled to accommodation, please contact the Director of Disability Services (ext. 7500).
John Bird?s approach, based on numerous worked examples and interactive problems, is ideal for students from a wide range of academic backgrounds, and can be worked through at the student?s own pace. Basic mathematical theories are explained in the simplest of terms, supported by practical engineering examples and applications from a wide variety of... more... John Bird?s approach, based on numerous worked examples and interactive problems, is ideal for students from a wide range of academic backgrounds, and can be worked through at the student?s own pace. Basic mathematical theories are explained in a straightforward manner, being supported by practical engineering examples and applications in order to... more... and breakfasts. Bird grew civilized through his pursuits, moving on to found an international movement that works with troubled people: ex... more... Unlike most engineering maths texts, this book does not assume a firm grasp of GCSE maths, and unlike low-level general maths texts, the content is tailored specifically for the needs of engineers. The result is a unique book written for engineering students, which takes a starting point below GCSE level. Basic Engineering Mathematics is therefore... more... In this book John Bird introduces engineering science through examples rather than theory - enabling students to develop a sound understanding of engineering systems in terms of the basic scientific laws and principles. The book includes 575 worked examples, 1200 problems, 440 multiple choice questions (answers provided), and the maths that students... more...... more... Newnes Engineering Science Pocket Book is a uniquely versatile and practical tool for a wide range of engineers and students. All the fundamentals of electrical and mechanical engineering science and physics are covered, with an emphasis on concise descriptions, key methods, clear diagrams, formulae and how to use them. John Bird's presentations of... more... Newnes Engineering Mathematics Pocket Book is a uniquely versatile and practical tool for a wide range of engineers and students. All the essentials of engineering mathematics are covered, with clear explanations of key methods, and worked examples to illustrate them. Numerous tables and diagrams are provided, along with all the formulae you could... more... Engineering Mathematics is a comprehensive textbook for vocational courses and foundation modules at degree level. John Bird's approach, based on numerous worked examples supported by problems, is ideal for students of a wide range of abilities, and can be worked through at the student's own pace. Theory is kept to a minimum, placing a firm emphasis... more... This textbook for courses in electrical principles, circuit theory, and electrical technology takes students from the fundamentals of the subject up to and including first degree level. The coverage is ideal for those studying engineering for the first time as part of BTEC National and other pre-degree vocational courses, especially where progression... more...
Summary: Here's the perfect self-teaching guide to help anyone master differential equations--a common stumbling block for students looking to progress to advanced topics in both science and math. Covers First Order Equations, Second Order Equations and Higher, Properties, Solutions, Series Solutions, Fourier Series and Orthogonal Systems, Partial Differential Equations and Boundary Value Problems, Numerical Techniques, and more. A. Vector Fields B. Flows and Trajectories C. Poincare-Bendixon Theory V. Power Series Solutions A. Review of Key Properties of Power Series B. Series Solutions for First Order Equations C. Second Order Linear: Ordinary Points D. Regular Singular Points and highlighting. The "Head", "Tail" and "Fore-Edge" may have limited markings and/or spots
Pre-Algebra, Algebra I, Algebra II, Geometry: homework help by free math tutors, solvers, lessons. Each section has solvers (calculators), lessons, and a place where you can submit your problem to our free math tutors. To ask a question, go to a section to the right and select "Ask Free Tutors". Most sections have archives with hundreds of problems solved by the tutors. Lessons and solvers have all been submitted by our contributors! We have dozens of VIDEO math lectures: by Nutshell Math and Brightstorm. (uses Flash technology). Easy, very detailed Voice and Handwriting explanations designed to help middle school and high school math students. Lessons discuss questions that cause most difficulties.
Queen Creek ACTGraph lines, parabolas, exponential, and logarithmic functions. (I, VIII) 7. Use the eleven field properties of the set of real numbers. (II, IV) 8. Solve quadratic equations by factoring, completing the square, and the quadratic formula. (II) 9
Description This market leading text is known for its comprehensive coverage, careful and correct mathematics, outstanding exercises and self contained subject matter parts for maximum flexibility. Th
Maths and Numeracy Mathematics is a subject that all students need. In addition to the acquisition of vital numeracy skills needed for the future, it is a subject that should be enjoyed. In developing the application of maths, necessary problem and logic skills are also developed. All students will find one area of mathematics that they enjoy. It is our goal to ensure that this enthusiasm and confidence in that area is transferred into all aspects of mathematics. It is key that all students develop logical reasoning and problem solving skills. The Year 7 and 8 scheme of work builds on these skills and includes regular project and themed approaches to study ranging from designing a house and budgeting to making a spectacular sports car. In addition to a more engaging approach, we focus on independency and developing students to assess their own work and build a sound knowledge to guide them to further progress. At KS4 we offer a personalised approach depending on a students' individual mathematical ability: GCSE Mathematics (linear) GCSE Mathematics (modular) Our absolute aim is to ensure that every student has achieved his/her potential by the end of Year 10, with GCSE studies starting in Year 9. At KS5, we offer both A Level Maths and AS Further Maths, covering the modules of Core, Mechanics, Statistics, Decision and Pure Maths - subjects that are the key areas needed for any students wishing to go further with their mathematical studies at university. Please note: Sixth Form students have to re-take GCSE Maths if they have not achieved a C grade
Temporarily out of stock Elementary Statistics : A Step-by-Step Approach Allan Bluman explains the basics of statistics in an intuitive and non-theoretical way, using worked examples and step-by-step instructions. This edition places more emphasis on conceptual understanding and Excel, MINITAB and other computing technologies. Allan G. Bluman is Professor of Mathematics at Community College of Allegheny County, near Pittsburgh. For the McKeesport and New Kensington Campuses of Pennsylvania State University, he has taught teacher-certification and graduate education statistics courses. Prior to his college teaching, he taught mathematics at a junior high school. Professor Bluman received his B.S. from California State College in California, Penn.; his M.Ed. from the University of Pittsburgh; and, in 1971, his Ed.D., also from the University of Pittsburgh. His major field of study was mathematics education. In addition to Elementary Statistics: A Step by Step Approach, Third Edition, and Elementary Statistics: A Brief Version, the author has published several professional articles and the Modern Math Fun Book (Cuisenaire Publishing Company). He has spoken and presided at national and local mathematics conferences and has served as newsletter editor for the Pennsylvania State Mathematics Association of Two-Year Colleges. He is a member of the American Statistical Association, the National Council of Teachers of Mathematics, and the Mathematics Council of Western Pennsylvania. Al Bluman is married and has two children. His hobbies include writing, bicycling, and swimming. List price: Edition: 5th 2004 Publisher: McGraw-Hill Higher Education Binding: CD-ROM Pages: N/A Size: 5.50" wide x 7.40" long x 0.05
Algebra ½ covers all topics normally taught in prealgebra, as well as additional topics from geometry and discrete mathematics (used in engineering and computer sciences). With Algebra ½ , students can deepen their understanding of prealgebraic topics. Algebra ½ includes: instruction and enrichment on such topics as compressions, approximating roots, polynomials, advanced graphing, basic trigonometry, and more. [via]
Math Made Visual Claudi Alsina and Roger Nelsen Is it possible to make mathematical drawings that help to understand mathematical ideas, proofs and arguments? The authors of this book are convinced that the answer is yes and the objective of this book is to show how some visualization techniques may be employed to produce pictures that have both mathematical and pedagogical interest. Mathematical drawings related to proofs have been produced since antiquity in China, Arabia, Greece and India but only in the last thirty years has there been a growing interest in so-called "proofs without words". Hundreds of these have been publised in Mathematics Magazine and The College Mathematics Journal, as well as in other journals, books, and on the Internet. Often times, a person encountering a "proof without words" may have the feeling that the pictures involved are the result of a serendipitous discovery or the consequence of an exceptional ingenuity on the part of the picture's creator. In this book the authors show that behind most of the pictures "proving" mathematical relations are some well-understood methods. As the reader shall see, a given mathematical idea or relation may have many different images that justify it, so that depending on the teaching level or the objectives for producing the pictures, one can choose the best alternative. Print-on-Demand (POD) books are not returnable because they are printed at your request. Damaged books will, of course, be replaced (customer support information is on your receipt). Please note that all Print-on-Demand books are paperbound.
Based on a successful course at Oxford University, this book gives an authoritative introduction to numerical analysis. It is ideal as a text for students in the second year of a university mathematics course. It combines practicality regarding applications with consistently high standards of rigour. Numerous exercises are provided. more... This book is a short, focused introduction to MATLAB. and should be useful to both beginning and experienced users. It contains concise explanations of essential MATLAB commands, as well as easily understood instructions for using MATLAB's programming features, graphical capabilities, and desktop interface. An especially attractive feature are the... more... Wiley Series in Probability and Statistics A modern perspective on mixed models The availability of powerful computing methods in recent decades has thrust linear and nonlinear mixed models into the mainstream of statistical application. This volume offers a modern perspective on generalized, linear, and mixed models, presenting a unified and accessible...There is an increasing need to rein in the cost of scientific study without sacrificing accuracy in statistical inference. Optimal design is the judicious allocation of resources to achieve the objectives of studies using minimal cost via careful statistical planning. Researchers and practitioners in various fields of applied science are now beginning... more... A comprehensive overview of experimental design at the advanced level The development and introduction of new experimental designs in the last fifty years has been quite staggering and was brought about largely by an ever-widening field of applications. Design and Analysis of Experiments, Volume 2: Advanced Experimental Design is the second of a two-volume... more... A rigorous, self-contained examination of mixed model theory and application Mixed modeling is one of the most promising and exciting areas of statistical analysis, enabling the analysis of nontraditional, clustered data that may come in the form of shapes or images. This book provides in-depth mathematical coverage of mixed models' statistical... more... A unique interdisciplinary foundation for real-world problem solving Stochastic search and optimization techniques are used in a vast number of areas, including aerospace, medicine, transportation, and finance, to name but a few. Whether the goal is refining the design of a missile or aircraft, determining the effectiveness of a new drug, developing... more... In recent years, with the introduction of new media products, there has been a shift in the use of programming languages from FORTRAN or C to MATLAB for implementing numerical methods. This book makes use of the powerful MATLAB software to avoid complex derivations, and to teach the fundamental concepts using the software to solve practical problems.... more...
New! Fast Shipping! Free USPS Tracking Number. Excellent Customer Service! - Usually ships within 1-2 business days. All USA orders shipped via USPS with delivery confirmation, ...please Read moreShow Less More About This Textbook Overview This highly successful and scholarly book introduces students with diverse backgrounds to the various types of mathematical analysis that are commonly needed in scientific computing. The subject of numerical analysis is treated from a mathematical point of view, offering a complete analysis of methods for scientific computing with careful proofs and scientific background. An in-depth treatment of the topics of numerical analysis, a more scholarly approach, and a different menu of topics sets this book apart from the authors' well-respected and best-selling text: NUMERICAL MATHEMATICS AND COMPUTING, FOURTH EDITION. Editorial Reviews Booknews Introduces students with diverse mathematical backgrounds to the various types of numerical analysis needed in scientific computing. Coverage includes solution of nonlinear equations, approximating functions, and numerical differentiation and integration, plus nontraditional topics such as multivariable interpolation and homotopy methods. Contains worked examples, theorems, proofs, and analytic and computer problems. For upper division and graduate students in mathematics, engineering, science, and computer science 2003 Excellent graduate level text Very good text for someone with some analysis background. The book has lots of excellent problems. By the time I had gone through most of the hw of a section, I felt I thoroughly understood the concepts. 1 out of 1 people found this review helpful. Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
A mathematically mature adult has the math knowledge, skills, attitudes, perseverance, and experience to be a responsible adult citizen in dealing with the types of math-related situations, problems, and tasks that occur in the societies and cultures in which they lives. In addition, a mathematically mature adult knows when and how to ask for and make appropriate use of help from other people, from books, and from tools such as computer systems. ~David Moursund
I've always wanted to excel in finite math for dummys, it seems like there's a lot that can be done with it that I can't do otherwise. I've browsed the internet for some good learning resources, and consulted the local library for some books, but all the information seems to be directed to people who already understand the subject. Is there any resource that can help new people as well? It always feels nice when I hear that students are willing to put that extra punch into their studies. finite math for dummys is not a very difficult topic and you can easily do some initial preparation yourself. As a helping tool, I would suggest that you get a copy of Algebrator. This tool is quite handy when doing math yourself. I didn't use that Algebrator program yet but I heard from my classmates that it really does help in solving math problems. Since then, I noticed that my peers don't really have troubles solving some of the problems in class. It might really have been effective in improving their solving abilities in algebra. I can't wait to use it someday because I think it can be very effective and help me have a good grade in math. I am a regular user of Algebrator. It not only helps me complete my homework faster, the detailed explanations given makes understanding the concepts easier. I strongly advise using it to help improve problem solving skills.
The Basics of Algebra Before you can really get into Algebra 1 and understand what's going on, you have to understand the basics. These basics include a number of topics from arithmetic that will be used extensively in Algebra 1, so it's really important that you know them well. If you take the time to understand these topics before you try to tackle more complicated subjects, then you'll have a strong foundation for the rest of your education in mathematics. One of the topics from basic mathematics that people think they understand when they really don't is the order of operations. The order of operations tells us which order we should do things in when we have complicated mathematical equations. We need this standard order of operations so that people don't get different answers for something as simple as 1 * 2 + 3. If you do it correctly, you should get 5, but if you do it incorrectly, you could get 6. If people went around getting different answers for equations, then mathematics wouldn't have much use. Another important topic to understand is the use of variables, and this is the basis of a lot of ideas in Algebra 1. A variable is a letter that takes the place of a number that either we don't know or we want to keep open for various numbers to take its place. Sometimes we're going to be solving for a specific variable, like if we have the equation 2x – 3 = 17. Other times we're going to be looking at the nature of an equation with variables in it, like when we look at the graph created from the equation y = 3x + 2. Exponents are another topic that should be understood before jumping into Algebra 1. While they aren't difficult to understand by themselves, doing complicated operations using exponents can be tricky. If you know the few simple rules for dealing with exponents, then they can be made fairly simple. Understanding the distributive property is super important for learning Algebra 1. Without understanding the distributive property, you will find yourself completely lost in a lot of common situations that come up. The distributive property is definitely worth putting a lot of effort into learning. Order of Operations – If there are no parentheses to point out what to do first, the order of operations will tell you how to make sure you get the right answer. The Integers – Dealing with both positive and negative numbers is an important skill in Algebra 1. Variables – We don't always know the value of numbers we're dealing with, but variables let us do math with these numbers anyway. Exponents – Just like multiplication is repeated addition, exponents allow us to use a shorthand for repeated multiplication. Percentages – Having an even ground for comparison between different amounts is a critical skill.
1 : Basic Operations on whole and rational numbers 4.00.005 2 : Developments & applications 4.00.005 Mathematics program intended for High School pupils (age 15-17) This Title comprises 20 3 : Analysis, vectors, trigonometry, probabilities… 2.01.002 PARI/GP is a widely used computer algebra system designed for fast computations in number theory (factorizations, algebraic number theory, elliptic curves...), but also contains a ... mathematical entities such as matrices, polynomials, power series, algebraic numbers etc., and a lot of transcendental functions. PARI .... Free download of PARI/GP 2.3.4 ... is an easy to use, general purpose Computer Algebra System, a program for symbolic manipulation of mathematical ... of scripts that implement many of the symbolic algebra operations; new algorithms can be easily added to the library. YACAS comes with extensive documentation (hundreds of pages) covering the scripting language, the functionality .... Free download of Yacas 1.3.3 A Program for Statistical Analysis and Matrix Algebra MacAnova is a free, open source, interactive ... are analysis of variance and related models, matrix algebra, time series analysis (time and frequency domain), and (to a lesser extent) uni- and multi-variate exploratory statistics. The current version is 5.05 release 1. .... Free download of MacAnova 5.05.3 Windows 12.09.0 Mac OS X 12.09.0 4.2.30 for Mac 4.2.30 4.0 64bit 4.0 Algebra1 : Basic Operations on whole and rational numbers 4.00.005 ... needs to solve problems ranging from simple elementary algebra to complex equations. Its underling implementation encompasses high precision, sturdiness and multi-functionality. MultiplexCalc also has the unlimited ability to extend itself by using user-defined variables. You can add your own variables to MultiplexCalc in order to convenience your work. Any instance .... Free download of Multipurpose Calculator - MultiplexCalc 5.4.8 ... needs to solve problems ranging from simple elementary algebra to complex equations. In .... Free download of Innovative Calculator - InnoCalculator 1.1.8
Cary, IL GeIntegral calculus is the branch of calculus focusing on accumulations; for example, areas under curves and volumes enclosed by surfaces. The two branches are connected by the Fundamental Theorem of Calculus discovered independently by Isaac Newton and Gottfried Leibnitz. My first exposure to calculus was in high school
Synopsis This book reminds students in junior, senior and graduate level courses in physics, chemistry and engineering of the math they may have forgotten (or learned imperfectly) which is needed to succeed in science courses. The focus is on math actually used in physics, chemistry and engineering, and the approach to mathematics begins with 12 examples of increasing complexity, designed to hone the student's ability to think in mathematical terms and to apply quantitative methods to scientific problems. By the author's design, no problems are included in the text, to allow the students to focus on their science course assignments. Found In eBook Information ISBN: 9780080559674
Scientific Calculators From basic calculations to sophisticated 2-variable statistics, conversions, regression analysis and scientific data plotting, TI's scientific calculators provide a range of functionality for general math, algebra, trigonometry and statistics. Compare the features of various scientific calculators by selecting the boxes below.
References This webpage from SERC features GEOLogic questions, which are puzzles that were developed to support students understanding of geoscience concepts while challenging them to develop better logic and ... The Mathematical Association of America (MAA) has sought to improve education in collegiate mathematics. This report outlines standards set forth by the MAA to improve college mathematics education. ... The Supporting Assessment in Undergraduate Mathematics (SAUM) project provides information on assessment and assessment techniques. The purpose of SAUM is to support faculty members and departments ... The Visual Display of Quantitative Informationpart of SERC Print Resource Collection This book is a classic outline of how complex information can be presented through graphics, charts, and diagrams. Not only does the book show how to display numeric data graphically, it shows how to ...
Math & Science Classes Math Classes Algebra I This course is the foundation for all math that you will learn in high school. From real numbers and radicals to proportions and polynomials, the skills you learn in this class will serve you in all future math and many science courses. Geometry This course is designed to develop students' deductive reasoning skills through the study of spatial relationships. An emphasis is placed on proof. Topics include introductory terminology, segments and angles, triangle congruency, parallel lines, quadrilaterals, similarity, circles, area and volume. Occasionally we will take advantage of the campus and farm for "geometry in real life" activities. Algebra II Advanced Algebra continues and expands on concepts taught in Algebra I and Geometry. Advanced Algebra covers the following topics: functions and graphs, systems of linear equations, polynomials, quadratic equations, inequalities, exponents and radicals, exponential and logarithmic functions, rational expressions, sequences and series, and trigonometric functions. Students will become proficient in the use of algebraic expressions and sentences to model real-world situations. Pre-Calculus Students entering Pre-Calculus should have a thorough grounding in high school algebra, geometry and right-triangle trigonometry. However, this background is not sufficient to begin studying Calculus or other higher-level mathematics courses. In particular, students have likely had little or no exposure to logarithms, advanced trigonometry, polar coordinates, parametric equations, conic sections, probability, and some advanced topics like the Fundamental Theorem of Algebra. Statistics Students develop skills that will allow them to gather, organize, display, and summarize data. They should be able to draw conclusions or make predictions from the data and assess the relative chances for certain events happening. Topics include: descriptive statistics, basic probability and distribution of random variables, estimation and hypothesis tests for means and proportions, regression and correlation, analysis of count data. AP Calculus AP Calculus is a college-level mathematics course and the expectations for students are extremely high. Students will explore the following concepts: limits and continuity; differentiation and its application, including extrema and related rates; differential equations and slope fields. Science Classes Biology The study of life is a study of how millions of different types of living things survive on this planet. In many ways the strategies are the same for all organisms and so we will study what unifies all life forms — the workings of cells and the mechanics of heredity. But it's also true that different species have very different approaches to survival and so we will study how such diversity of life has arisen and how different species interact with units about evolution and ecology. Principles we study in the classroom will be illustrated in the fields, streams, woods, and farmland surrounding Olney. Conceptual Physics Physics is the study of matter and energy, and how they interact. Like other sciences, physics is based on the assumption that rules govern the way the universe behaves. Testing the world with repeatable methods will yield predictable results, which allow us to describe those rules that govern our universe. Conceptual Physics is a non-mathematical approach to the topic, intended to make connections in your mind between what you study and your everyday world. Conceptual Physics requires basic algebra skills, but most often you will learn by describing physical phenomena with words, as well as observing both real-world and digital demonstrations. Hands-on and electronic labs will allow active exploration of the topics you learn. Chemistry Chemistry deals with the composition of matter and the changes that matter undergoes. The goal of this course is to provide students with a core foundation in understanding the principles of chemistry, to help develop critical thinking skills, and to relate learning to your lives. This is a laboratory-based and project-based course. My role will be as a guide for the journey, a facilitator, an events planner, and occasionally a source of information. Other sources of information will be the textbook, charts and diagrams, videos, and internet sources selected by the guide and by you. Environmental Science Environmental Science is a culminating science course at Olney. Following Conceptual Physics, Chemistry, and Biology, it draws on and expands the students' knowledge in these disciplines. Yet, our study of the environment is even more interdisciplinary than that. Students learn of the interplay among economics, politics, ethics, and the sciences. They learn that solutions to environmental problems are simple and straightforward – until the human element is taken into consideration. A chief goal of this course is that the student gains greater awareness of how fragile is the "human niche" in the web of life and of how their daily actions affect the environment. We will take advantage of our own local environment to illustrate ecological principles and to research solutions to environmental problems. In early May, selected students will have the opportunity to compete in Ohio's Envirothon. AP Physics: Mechanics The AP Physics C course covers topics typically found in a first-year introductory college physics course and advances the student's understanding of concepts normally covered in high school physics. AP Physics C Part I covers Newtonian Mechanics in depth. It provides a solid preparation for the AP Physics C Mechanics exam. Topics of study in mechanics include: kinematics, Newton's laws of motion, work and energy and power, systems of particles and linear momentum, circular motion and rotation, and oscillations and gravitation. Laboratory work is an integral component of this course. Students will learn the applications for the material being studied in Calculus. Students must have completed or be enrolled in AP Calculus to enroll in this course. This course will prepare students to take the Advanced Placement Exam, by which students may earn up to one year of college credit. AP Physics: Electricity and Magnetism AP Physics C Part II includes topics of study in electricity and magnetism. Topic areas include: electrostatics, conductors and capacitors and dielectrics, electric circuits, magnetic fields, and electromagnetism. Laboratory work is an integral component of this course. To enroll in AP Physics C Part II, students must have successfully completed AP Calculus.
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Tehdyt toimenpiteet Mathematical modelling The purpose of mathematical modelling is to describe the essential features of a phenomenon or a system in a manner which allows the use of various mathematical methods for a deeper analysis. This makes it possible to study for instance the time development of the system or the effect of changing the system parameters. To formulate a mathematical model can be a challenging task. It requires both a solid understanding of the basic interactions governing the system under study and a good knowledge of mathematical methods. Most of the customers of CSC either use established mathematical models or develop new ones. Often the solution of the models is possible only through computer simulations or numerical methods.
Why should I pick Taylor University for Mathematics? Dr. Mummert spoke to this in his video (watch it here), but here are 3 reasons why: Whole-person education. We aren't preparing you just for 4 years of success at Taylor, we are preparing you for the 40 years that follow graduation. We are equipping you to use Math as a tool to serve in the way that God has designed you to serve, where He wants you to serve. Community and Commitment. Our faculty are dedicated to seeing your success. While we can provide evidence of our success in and out of the classroom with our various distinctions, please note that what students have found most valuable is our availability. Our faculty and staff are available to help you with not just your academic workload, but also for your spiritual growth. Taylor Mathematics Lab –After over ten years of planning with architects, designers, and administration, the math faculty are very happy to have the new Euler Science Complex -- such a wonderful environment to work with students. Highlights for our department include: A large interactive classroom adjacent to a resource room filled with math manipulatives. Math students and student teachers can explore the resource room while math education classes are being held next door in the classroom. The Math Lab will feature seating at tables for 32 students, four computer stations, an interactive smart board and projector system, a sink and cabinet area, and an impressive collection of hands-on math education resources. The new Math Computer Lab down the hall will also provide students with many opportunities to explore the latest activities in mathematics and mathematics education. You mention opportunities outside of the classroom. Can you give some examples? Math Competitions. Taylor students have consistently done well in several local and national math competitions. Not only do our courses help students prepare for these competitions, we have "Pizza and Problem-Solving" sessions where we combine fun with serious preparation. Math Club. As part of Taylor's emphasis on serving each other as we live together, we prioritize getting students involved in our Math club to develop social connections and deepen spiritual development. Not only does this club allow you to have fun, but as you see with Aaron's story, being a part of this club makes it easier to succeed academically as well. The Science Research Training program (SRTP) is a summer research opportunity where students participate in mathematical research, submit papers to research journals and make conference presentations. Recent projects and presentations have included knot theory and statistical analysis problems. East Allen County School Gifted and Talented (G/T) Program Intervention Partnership. We participate to encourage at-risk G/T students to pursue college aspirations. Teacher Assistants (TA) Math majors have opportunities to work closely with professors by serving as TAs. In this role, TAs can assist with in-class group work, explain solutions, hold study sessions, grade papers and sometimes give lectures. Math majors are also in high demand as tutors both on-campus and off-campus What travel or off-campus programs are available? Students have participated in Research Experiences for Undergraduates (REU) at other institutions during the summer. In 2006, one of our math majors participated in an REU in Hong Kong, the first international REU offered. In the summer of 2008, two students were awarded REUs at Gordon College and Northern Kentucky University. In the summer of 2009, one of our math majors participated in an REU at SUNY Potsdam, and another did a practicum at the University of Illinois. In 2010 one of our students did an REU at the University of Iowa. Overseas student teaching is available for education majors. Recent math student teachers have done their student teaching in Spain, Taiwan, Australia, and Cameroon, West Africa. Lighthouse- Since 1972 Taylor's Lighthouse program has enabled students to gain unforgettable, life-changing experiences during Interterm studying and serving cross-culturally around the world. Recent Lighthouse destinations include: India, the Czech Republic, Paraguay, Ethiopia, Guatemala, Southeast Asia, Ecuador, Singapore and Thailand. Look at the Lighthouse website for more information. Spring Break Trips -- Taylor University Spring Break Missions Trips serve to enable students to learn, minister, and witness during their annual spring break. Trips reach around the world to numerous destinations serving in various ministries. Check out our 2012 blog for more information!
Synopsis Many colleges and universities require students to take at least one math course, and Calculus I is often the chosen option. Calculus Essentials For Dummies provides explanations of key concepts for students who may have taken calculus in high school and want to review the most important concepts as they gear up for a faster-paced college course. Free of review and ramp-up material, Calculus Essentials For Dummies sticks to the point with content focused on key topics only. It provides discrete explanations of critical concepts taught in a typical two-semester high school calculus class or a college level Calculus I course, from limits and differentiation to integration and infinite series. This guide is also a perfect reference for parents who need to review critical calculus concepts as they help high school students with homework assignments, as well as for adult learners headed back into the classroom who just need a refresher of the core concepts. The Essentials For Dummies Series Dummies is proud to present our new series, The Essentials For Dummies. Now students who are prepping for exams, preparing to study new material, or who just need a refresher can have a concise, easy-to-understand review guide that covers an entire course by concentrating solely on the most important concepts. From algebra and chemistry to grammar and Spanish, our expert authors focus on the skills students most need to succeed in a
Buy now E-Books are also available on all known E-Book shops. Short description The book describes the fundamental principles of computer arithmetic. Algorithms for performing operations like addition, subtraction, multiplication, and division in digit computer systems are presented, with the goal of explaining the concepts behind the algorithms, rather than addressing any direct applications. Alternative methods are examined, and explanations are supplied of the fundamental materials and reasoning behind theories and examples.
Elementary Number Theory: Primes, Congruences, and Secrets November 2008 This is a textbook about classical elementary number theory and elliptic curves. The first part discusses elementary topics such as primes, factorization, continued fractions, and quadratic forms, in the context of cryptography, computation, and deep open research problems. The second part is about elliptic curves, their applications to algorithmic problems, and their connections with problems in number theory such as Fermats Last Theorem, the Congruent Number Problem, and the Conjecture of Birch and Swinnerton-Dyer. The intended audience of this book is an undergraduate with some familiarity with basic abstract algebra, e.g. rings, fields, and finite abelian groups. On November 2008, this book was published by Springer-Verlag and can be purchased from Amazon.com. Springer-Verlag has also very generously agreed to let me make this book completely free online. So please feel free to download it: Of course, I would greatly appreciate it if you support the book by buying it. This book is based upon work supported by the National Science Foundation under Grant No. 0653968. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Mathematics MATHEMATICS Algebra 1 - Grade 9 Prerequisite: Grade of 75 or above in Math 8 and teacher signature. Algebra 1 teaches students to solve problems by representing the given information using numbers, variables and other symbols. These numbers, variables and other symbols are then transformed by the student into equations, which must be solved using proper mathematical techniques, which are taught in the course. Geometry - Grade 9 or 10 Prerequisite: Grade of 75 or above in Algebra 1 and Geometry will work with formulas for finding surface area and volume. Algebra 2 - Grade 10 or 11 Prerequisite: Grade of 75 or above in Algebra 1, successful completion of Geometry and teacher signature. Algebra 2 is a sequential course to follow Geometry and should be taken by all math and science majors and other persons going to college or into various nursing, medical, or technical programs. Algebra 2 takes basic concepts from Algebra 1 and Geometry, builds upon them and expands to include a careful study of our entire complex number system, graphing, and coordinate geometry. Algebra 3/Trigonometry Prerequisite: Successful completion of Algebra 2 and Geometry and teacher signature. This course consists of the study of equations, inequalities, conic sections, trig functions, circular function, logarithms, identities, and the application of these things. This course is a dual enrollment course with Keystone College. AP Calculus Prerequisite: Successful completion of Algebra 3/Trig and teacher signature. Calculus is the mathematics of change and motion. Calculus is used increasingly to model problems in the fields of business, biology, medicine, and political science. Calculus provides methods for solving two large classes of problems. The first of these involves finding the rate at which a variable quantity is changing. When a body travels in a straight line, its distance from its starting point changes with time and we ask how fast it is moving at any given instant. Differential calculus is the branch of calculus that treats such problems. On the other hand, if we are given the velocity of a moving body at every instant of time, we may seek to find the distance it has moved as a function of time. This is the second type of problem, that of finding a function when its rate of change is known. This type of calculus is called integral calculus. Students must take the AP examination in May after completing the course. The cost of the exam will be paid by the school district. This course is a dual enrollment course with Keystone College. Intro to Statistics Prerequisite: Successful completion of Algebra 2 or Applied Algebra 2 and/or teacher signature. The course will cover basic statistical information, frequency distributions, statistical descriptions, probabilities, rules of probability, distributions, normal distribution and sampling. Students will learn to understand and interpret statistical measures and statements concerning probabilities and odds. Applied Math 1 - Grade 9 Prerequisite: Must have teacher signature. This class is the first course of a three-year sequence. It will cover the concepts that are covered in the first two-thirds (2/3) of Algebra 1. It will have students working with real-world problems associated with the content areas. Applied Math 2 - Grade 10 Starting in 2012-2013 Prerequisite: Must have teacher signature. This class is the second course of a three course sequence. It will cover the concepts that are in the last one-third (1/3) of Algebra I and the first one-third (1/3) of Geometry. Like the other applied courses, it will have students work with real-world problems associated with the content area. Applied Math 3 - Grade 11 Starting in 2013-2014 Prerequisite: Must have teacher signature. This class is the third course of a three course sequence. It will cover the concepts that are covered in the last two-thirds (2/3) of Geometry. Like the other applied courses, it will have students work with real-world problems associated with the content area. Applied Geometry - Grade 10 Prerequisite: Successful completion of Applied Algebra 1A or by Applied Geometry will work with formulas for finding surface area and volume. Like the other applied courses, it will have students work with real-world problems associated with the content area. Applied Algebra 1B - Grade 11 Prerequisite: Successful completion of Applied Algebra 1A and Applied Geometry. This course is a continuation of Applied Algebra 1A. This course will cover the following concepts that are covered in the second half of Algebra I. As Applied Algebra 1A did, Applied Algebra 1B will have students work with real-world problems associated with the content areas. Applied Algebra 2 - Grade 12 Prerequisite: Successful completion of Applied Math series or by teacher signature. This course will cover some of the concepts that are covered in the Algebra II curriculum, including the following: analyzing equations and inequalities, graphing linear relations and functions, solving systems of linear equations and inequalities, using matrices, exploring polynomials and radical expressions, and exploring quadratic functions and inequalities. The course will also cover topics related to financing and consumer mathematics that students will need to successful in everyday life Elementary Statistics *Prerequisite: Successful completion of Algebra 2 or Applied Algebra 2 and/or teacher signature. The course will cover basic statistical information, frequency distributions, statistical descriptions, probabilities, rules of probability, normal distribution and sampling. Students will learn to understand and interpret statistical measures and statements concerning probabilities and odds. The pace will be less intense than the Intro to Statistics course. Math S.A.T. Preparation This course is designed to familiarize the students with the types of questions and mathematical concepts that appear on the mathematics portion of the S.A.T. The scoring method will also be discussed as will "intelligent" guessing. Previous S.A.T. tests will be provided to the students and all the math sections will be worked in class. This will review all the important topics and concepts usually appearing on the exam.
FIGURE 4-1 A beads-and-threads model of K–12 engineering curricula. cific attributes of engineering design, such as analysis, constraints, modeling, optimization, and systems. The sections below describe of how these threads play out in the curricula. The Mathematics Thread We defined mathematics as patterns and relationships among quantities, numbers, and shapes. Specific branches of mathematics include arithmetic, geometry, algebra, trigonometry, and calculus. Our analysis suggests that mathematics is a thin thread running through the beads in most of the K–12 engineering curricula.3 The thinness of the thread reflects the limited role of mathematics in the objectives, learning activities, and assessment tools of the curricula. The mathematics used in the curricular materials reviewed by the committee involved mostly gathering, organizing, analyzing, interpreting, and presenting data. For example, in the "A World in Motion" curriculum, students build and test small vehicles (e.g., gliders, motorized cars, balloon- 3 A separate analysis of curriculum, assessment, and professional development materials for three Project Lead the Way courses found explicit integration of mathematics "was apparent, but weakly so" (Prevost et al., 2009).
well it's less about knowing facts but learning the common attitude on how to think about certain things that enable ones survival in more advaced courses... and then there are some things one should know by heart: e.g. the definition of a group. Naturally some things are just sort of fundamental knowledge for mathematicians (like group structure), but my concern is more along the lines of whether I, as an aspiring mathematician, am supposed to retain things like Hensel's lemma in the future. I've had to supervise (that is take small group problem classes) for a few undergraduate courses, mainly analysis and linear algebra and a little bit of graph theory. In general I'd say it's almost the other way round, you forget the larger points, but once you've looked them up the details come easily. For example before the last supervision I gave I wouldn't have remembered what Cauchy's mean value theorem was, but after you mentioned the name to me I could have probably given you a proof and told you what it was useful for. To be honest most of the things one does at an undergraduate level are pretty basic and I'd guess that I could go through any of the courses I did in a week or so if I had decent notes to read through (well, except the ones I didn't understand at the time). The answer to this completely depends on the subject and what your area of research is. If the course is within the area of research of the professor, I think it is safe to say that they remain very familiar with the contents of an introductory course. The material taught in introductory courses is meant to be fundamental after all. I figured that would be a factor, and I meant to make a point out of addressing that but then forgot. I also had in the back of my mind the question of specifically grad students who teach classes, which as far as I've seen there are rarely situations where they teach in their own area of study. But I was going more in the direction of someone not studying calc remembering stuff like epsilon-delta, or remembering all of the series convergence tests I would say it depends on what kind of material you are talking about. A conceptual thing, like episolon-delta, is going to be very well understood and remembered by a sufficiently educated mathematician. This is a fundamental concept in advanced mathematics. On the other hand, A specific trick or method, like a special convergence test, may not be remembered. This isn't a problem when teaching though, as things like this can be picked up again after about 15 seconds of reading. really? i must have taken over 20 different math classes since calc and have not ever heard epsilon delta mentioned in any of them. it's actually one of those things i've been waiting for forever, but just never happened. maybe it's been referenced without using the name. You should take an introductory analysis course. These courses are usually called something like Real Analysis or Advanced Calculus. These usually cover the formal definitions of limit, continuity, derivatives, and rigorous proofs involving these things. I'm taking a pretty basic topology course right now, which is the most analysis-heavy thing I've taken yet. I wo und up choosing number theory over advanced calc as well, but I'll probably wind up taking it when I get my masters. Definitely expecting to see it there, didn't realize it would apply to other analysis class though. Fair enough. It is just an intro course (granted, a graduate level intro course), but I've been having a pretty good time with it. That might also be due to the fact that I'm crushing the material (for now). It's been largely diophantine equations, although we've been taking a bit of a reprieve for some group/ring theory lately, but I'm pretty sure its going to tie back into diophantine equations sooner or later. I'm math major and lot of my classes involved knowing epsilon-delta handling. From intro to analysis, analysis in Rn, analysis in banach spaces, functional analysis, measure theory, numerical analysis, intro topology, etc. Whenever there is a convergence or continuity argument, there is a epsilon-delta proof under the hood. Edit: at the other hand, I find hard to remember integration and differentiation rules for trigonometric functions, or "tricks" to find an integral. What finer points are you thinking about. Typically, I would say the major strokes of a course remain, and if you are good at "doing math on the fly" then you could pass off like you "remember" a lot more than you actually do. I teach computer science. Some of the material I teach I wouldn't otherwise know if I never taught it. I've taught some classes where I ended up figuring out some feature of function of software that I had never before needed to use. From a software perspective, this makes sense, as people probably only use about 20% of the features in the software, and in one service course I am teaching the basics. For upper level material, I often run into stuff that I otherwise wouldn't know, simply because I hadn't had a need or exposure to that material before. Having said that, such is the nature of CS. Things change. A good analogy is language: when you first learn a new language, there are all these rules and structures and words you need to learn. It's really quite a lot of material to take in, but as you use the language these things just become second nature, and you no longer have to think "how do I say 'i would like a dog' in German?" The thought "Ich möchte ein Hund" just forms in your brain; you become fluent. As a recent example: I recently forgot Lagrange's theorem, and found myself in a situation where I had a finite group and a subgroup. I quickly (<10 seconds) convinced myself that the order of the subgroup divides the order of the group and moved on. Later I looked up the theorem because I knew it had a name. If I actually worked with groups, I wouldn't even have to think about this. So, you will be expected to remember be able to recall these things, but it's like being expected to remember how to use "similar" in a sentence.
Login Math 5329: Structure of Modeling with Rates of Change As suggested by the catalog description (below), this course bridges the major strands of secondary mathematics through a study of applications of rates of change. Topics include difference equations, curve-fitting, parameter-based simulation, and discrete and continuous dynamics. For detailed information and policies, please read the MATH 5329 Syllabus. A study of rates of change through modeling. Direct applications of rates of change to number concepts, algebra, geometry, probability, and statistics. Class Posts by Shermane King Interested math teachers, see the "Downloads" section in the sidebar → Description The activity is a general worksheet that can be utilize in any secondary mathematics classroom. At the beginning of the worksheet students are given a scenario that will be followed by 10 questions. The questions range from developing equations to calculating real-world… by Gwendolyn Walbey & Christopher Whiteneck Interested math teachers, see the "Downloads" section in the sidebar → »All information and corrections made in this document were updated as of 11-6-2011. The following guidelines are resource to instructors with objectives pertaining to: spreadsheet usages to create, analyze, and use data tables and graphs for linear, exponential or polynomial… Interested math teachers, see the "Downloads" section in the sidebar → by Paul Rodriguez and Vanessa Garza Sequence for Modeling Real Automobile Data Create a table using the data provided. Use the table to create a Scatter Plot. Use graph paper to plot the coordinates. Create appropriate intervals. Label the x- and y- axis. Title your… by Brittney Martinez & Amanda Raiborn Interested math teachers, see the "Downloads" section in the sidebar → Teacher's Guide for Speedy Delivery Route The Activity! This particular activity uses an algorithm called Dijkstra's Algorithm – or the shortest path algorithm. It takes a problem of delivery routes and solves for the quickest route from one point… Interested math teachers, see the "Downloads" section in the sidebar → Teacher's Guide for Choosing an Apartment Description: Individually, students will decide on four to six important criteria for selecting an apartment to live in once they graduate high school. Students will then select an appropriate amount (three to five) of local apartments to use for… For all the math teachers, see the "Downloads" section in the sidebar → Teacher's Guide to Does This Line Ever Move? Description Individually or group work, student(s) will work on Arm-and-a Leg Tickets Activity. Students will struggle thru the assignment, thus you will have to guide each group or individual's when they reach that point. Goal/Objectives… This collaborative quiz asks teachers to make sense of a recursively defined sequence that leads to the famous Collatz Problem. The main task of the quiz is to connect the sequences to the secondary mathematics classroom by using the Collatz problem as part of a lesson plan. Download Quiz 5: Cycles and Chaos Related Links… During an in-class activity on Modeling World Population, groups of mathematics teachers found data related to factors influencing population change. The spreadsheet generated during the activity is available below. Quiz 4 on Modeling World Population World Population Spreadsheet by Teachers The world population recently hit 7 billion people... or did it? The goal of this extended activity for math teachers is basic: Work as a group to develop a single mathematical model for the world population and use it to independently estimate the date when the world population equals 7 billion. Constraints The model must… This is just a follow-up on our in-class activity. I was hoping you can organize your thoughts about the Table you found interesting and any variables/equations you might use to model the data. In particular, it'd be great if you could make a testable hypothesis like "the increase in school enrollment is approximately exponential". (Nothing to turn-in here.)
Mathematica, Maple, and similar software packages provide programs that carry out sophisticated mathematical operations. Applying the ideas introduced in Computer Algebra and Symbolic Computation: Elementary Algorithms, this book explores the application of algorithms to such methods as automatic simplification, polynomial decomposition, and polynomial factorization. It is well-suited for self-study and can be used as the basis for a graduate course. We does not store any files on its server. We does not reserve any rights to, nor claims copyright to, any resources names listed on these pages. All references are copyright to their respective owners.
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Try to complete this by our next meeting. You do NOT need to memorize the material. Just take in what you can. 1 - Read and complete pages 24 - 35 of the REA College Algebra. Take notes as you work on the sample problems. If you need help use the EZ-101 study keys book. Remember, this is college material and we have plenty of time. Do not worry if you do not understand it all. We will review the problems at the next class. At our next meeting we will: -review the problems from the first two weeks assignments -will answer your own questions -will view some of the video tapes Email me with any final questions you may have about the material or the exam and we'll find the answers together! Please feel free to make a donation towards our effort of providing you with a well thought out lesson plan for passing the CLEP. Please use the link above to spread the word about this site. Thank you!
This course examines the theoretical foundations of numerical methods and studies in detail existing numerical methods for solving many standard mathematical problems in analysis and algebra. Error analysis will be developed for all methods. Some recent advances in the theory of chaos and nonlinear dynamics will also be presented. OBJECTIVES: Students will learn how the fundamental problems of calculus, linear algebra, and differential equations are translated into problems suitable for solution using computer programming and applications. They will also understand mathematically how the errors in computer computations affect the accuracy of numerical methods. They will also study the inherent limitations of numerical methods as presented in the theory of Chaotic Dynamical Systems, and learn how to interpret the applicability of numerical methods to the solution of problems in mathematics, science, and engineering. In particular, they will become familiar with numerical methods for dealing with the mathematics listed in the topical outline below. They will also learn how to implement some numerical methods in a programming language and how to use existing mathematical software packages.
Сажетак (не постоји на српском) We show how a computer algebra system in MATHEMATICA can be used in several elementary courses in mathematics for students. We have also developed an application in programming language DELPHI for testing students in MATHEMATICA.
Learn to write programs to solve linear algebraic problems The Second Edition of this popular textbook provides a highly accessible introduction to the numerical solution of linear algebraic problems. Readers gain a solid theoretical foundation for all the methods discussed in the text and learn to write FORTRAN90 and MATLAB(r) programs to solve problems.... more... This accessible book for beginners uses intuitive geometric concepts to create abstract algebraic theory with a special emphasis on geometric characterizations. The book applies known results to describe various geometries and their invariants, and presents problems concerned with linear algebra, such as in real and complex analysis, differential equations,... more... This book gives a coherent and detailed description of analytical methods devised to study random matrices. These methods are critical to the understanding of various fields in in mathematics and mathematical physics, such as nuclear excitations, ultrasonic resonances of structural materials, chaotic systems, the zeros of the Riemann and other zeta... more...
Step 2: Find out which math course you are ready to take In step 1, you set your math goals, where you are headed in your math studies. However, you also need to know where to start if you really want to reach that goal. It is very important that you start with a course you are ready for now; doing well in any math course requires you to have current knowledge of the material covered in its prerequisite course. If you start at a higher level than you are ready for now, you will probably wind up wasting your time and money, since you will likely have to drop the course or be unable to pass it satisfactorily. On the other hand, if you start at a course at a much lower level than you are prepared for, it will take you that much longer to finish your studies (and you may find it really boring). You can save yourself a lot of wasted time, effort, and frustration by doing your best to make sure you have registered for the right math course for which you are realistically ready. Before you register for the first time at ACC, you should take an assessment test (as part of the Texas Success Initiative) to determine which classes you are ready to take. To understand what your score on this test means, read through our section on Interpreting ACC Assessment Test (COMPASS) Scores. You should also take a look at the Math Advising web pages as well. You can use this information in consultation with your advisor to determine which math course seems best for you. Once you think you know which class you want to register for, it is a good idea to go to the math department's Prerequisite Review Pages and work through the review for the class you have decided on to make sure you really are ready for that course. If that one seems too hard, you can take a look at the review for the previous course; if it seems really easy, you might want to take a look at the review for the next course. After working through the reviews, if you feel you might be registered for the wrong course, please contact any full-time math faculty to discuss your situation (you can find someone able to answer email questions on the Math Advising web page).
Overview - ACADEMIC SUPPORT PROGRAM FOR MATHEMATICS GR 6 Review, Practice, and Assess Math Skills in Grades 6–12! Provide support for students in Grades 6–8 math and algebra. Program includes lessons in problem solving, reasoning and proof, communication, and connections while addressing content strands from the NCTM. Units in each of the more than 450-page texts combine direct instruction, guided practice, and hands-on activities. Binder includes 120 hours of lessons with reproducible activity sheets, test-taking strategies and practice test items, station-based activities for small group work, and a teacher's guide. Grade 6, Grade 7, Grade 8: Provides review, remediation, and hands-on application opportunities for four strands of mathematics: number and operations, algebra, geometry and measurement, and data analysis and probability.
Math An overview of the math curriculum The goals of the mathematics program are to move all students along in their mathematical skills, providing course work appropriate to their needs, to help students complete requirements for graduation, to prepare students for life after high school through college preparatory courses, SAT preparation, basic math skills, and/or consumer math skills, and to develop and enhance inquisitive aspects through math and logic. There are two levels of math courses offered for each grade as follows: Pre-Algebra – Text – 'Algebra 1/2′ by John Saxon (Saxon Publishers) The goals of this course are to strengthen and expand skills with fractions, decimals, whole numbers and to introduce directed numbers, equations, graphing, order of operation rules, ratio, proportion, area, perimeter, and word problems. This text uses cyclic review and skill-building techniques to maintain skills in these areas. Other texts and teacher-prepared materials supplement this work. Algebra 1 – Text – 'Algebra 1′ by John Saxon (Saxon Publishers) The goals of this course are to strengthen and expand skills with numeric calculations, solving equations and order of operation rules, and to introduce exponents, systems of equations, operations with rational expressions, factoring, graphing linear equations, and special word problems. This text uses cyclic review and skill-building techniques to maintain skills in these areas. Other texts and teacher prepared materials supplement this work. Algebra 2-B is for students who are not ready for the challenges of Advanced Math and would benefit from reviewing and strengthening their math skills. Advanced Math – Text – Advanced Mathematics by John Saxon (Saxon Publishers) Topics covered include the six basic trigonometric functions, right triangle problems, Law of Sines and Cosines, several ways to find the area of a triangle, conic sections, and series and sequences. Additional texts and teacher-prepared materials are available to supplement this work. Applications of Math The intent of this course is to help student develop their fluency with numbers and mathematical operations by exploring how these things apply to real-life situations, for example, in personal finance or physical measurement. Attention is paid to helping students develop a sense of important financial concepts such as interest rates, and also to helping students become more confident in their use of numbers by developing skills such as estimation. Finally, students will have a chance to discover the joy and fascination of numbers and patterns by investigating how math connects to other disciplines such as music, science, and visual art.
User login Glossary Many of the words on this site take a bit of getting used to. Here's a guide to them. We'd be happy to consider any changes/additions you suggest. Algebra Project, Bob Moses--The Algebra Project was born of one parent's concern with his children's mathematics education in the public schools of Cambridge, Massachusetts. Bob Moses, a civil rights activist during the 1960s, is an educator and organizer of The Algebra Project. He spent years experimenting in middle school classrooms, first in Cambridge in the '80's and then as classroom teacher in Mississippi from '90s to present. Early funding for his work came from a MacArthur Foundation Fellowship for his work in the Civil Rights Movement in Mississippi. Moses observed that students learning algebra need to consider not only the question of "how many", but also "which way", as is the case for an algebraic number line. These insights led to the development of a curriculum intervention based on experiential learning, utilizing the natural language of students, then methodically leading to the language of mathematical features, and finally to symbolic language. Later, in Mississippi, Bob Moses initiated a new generation of Algebra Project curriculum for high school algebra and geometry, through funding from the National Science Foundation. Algebra Project principles were utilized by the Southern Initiative of the Algebra Project (SIAP) from 1992 to 2004. SIAP worked across seven Southern states to provide teacher training and professional development, community and school site involvement activities, classroom mentoring, and youth and community organizing for math literacy. SIAP personnel and programs are now merged with national Algebra Project Inc. efforts. The Algebra Project also spun off the Young Peoples' Project, Inc. which trains high school and college-age Mathematics Literacy Workers (MLWs) who seek to create a new culture around math literacy for youth in our targeted school communities through peer education and mentorship in after-school, in-school, Saturday programs and summer program settings. During the mid and late 1990's, Algebra Project efforts targeted middle schools in 13 states, 23 school districts, reaching over 10,000 students. This reach was made possible in large measure by the Open Society Institute. Since 2001 the project has been retooling, initiating research and development of materials for early high school programs, reconfiguring its middle grade curriculum, and partnering with the expanding Young Peoples' Project. The Algebra Project is currently positioned to play a leading role in the movement for educational reform and social change. Its demonstration sites are designed to be models of how young people, who for generations have been tracked to lives of deprivation and poverty, when given the right conditions can reverse all expectations and achieve a proficiency in math and science vital to enjoying the full benefits of citizenship. Fidelity (a dialogue) JD: According to Alain Badiou [French philosopher], fidelity can only be to a subject, one which arose out of an event. Fidelity is not faith. It is not driven by morality or religious sentiment. It is driven by an ethic of truth. Truth, a truth, is what came out of an event. Fidelity does not mean imitation or repetition. An event is not just any happening, even if it is referred in the literature as a revolution. An event, in any history, is of the kind which seizes one to the point of transforming our world view. In that sense 1789 [the French revolution] is an event. Badiou prefers 1792-94 because in his view it was during that period that one could see at work fidelity to what had happened in 1789. For the DRCongo, June 30, 1960 [Congolese independence from Belgium] could be looked at as an event. Out of it, the Congolese people could see that an independent subject (free from colonial rule, thinking for him/her/self, by him/her/self). Lumumba [Patrice Lumumba—first Prime Minister of the DR Congo] battled in fidelity to that event. In today's Congo the question is which kind of politics would reflect fidelity to the Event? Ota Benga Alliance and the Center for Human Dignity are working toward such a politics, one which is not dictated by politicians. The assassination of Lumumba on January 17, 1961, and the subsequent witch hunt against his followers, was meant to instill fear and distancing from Lumumba among the ordinary Congolese. Thousands upon thousands were killed either because they belonged to the same ethnic group or because they lived in Kisangani. To this day, no one knows how many were slaughtered (see the DVD, "The Laughing Man"). In the aftermath of the Cold War, the average Congolese people have internalized the fear of speaking for themselves, the habit of staying away from anyone speaking in positive terms of people like Lumumba, Kimpa Vita (aka Dona Beatriz), Kimbangu [Simon Kimbangu, Congolese religious leader]. Given this situation, what would fidelity require of average Congolese people? Should one just focus on the event in the Congo or should one also include other events. Like, say, what happened in Haiti between 1791 and 1804 {Haitian independence struggle]. Could fidelity to that event also work in the DRCongo? How can we break away from the politics of submission which followed the severe and collective punishment inflicted (in Haiti and in the Congo) on those who dared to call and put an end to slavery and colonial occupation? Submission to colonizing states has been replaced by submission to institutions like the World Bank and the International Monetary Fund. Which kind of politics, from which sites, shall rise to today's challenge? But an event (see Polemics, by Alain Badiou) can also be a counter-event as, say, in the creation of the State of Israel in 1948. It is an event because it is a birth of something new, but it is also a counter-event in that it led to colonial occupation of the land on which Palestinians were living. RP: I'm attracted by the cut-and-thrust of the exchange, but I'm inclined to side with Wamba when it comes to the meaning of 'Event', and therefore what fidelity means. Events cannot be staged. If this is the case, then it doesn't make sense, in response to the question "In today's Congo the question is which kind of politics would reflect fidelity to the Event?" to say "Ota Benga Alliance and the Center for Human dignity are working toward such a politics, one which is not dictated by politicians." Strictly speaking, Events produce People, folk who aren't moral automata. It is only those people who are capable of either politics or fidelity. The way that people are produced is an intensely personal (as well as social) moment. Precisely when that moment comes depends on the person. Chances are that when we answer the commonly-asked question "When did you become political?" or "When did you become radical?", we are answering the question, "What Event produced you as a person?" If this is the case, then I don't think it's possible for us to have fidelity to 1789. Whatever politics we struggle for, under the sign of equality, are connected back to the politics of 1789. But I'm not sure Badiou could or would make the argument that we are transformed by Events in which we did not participate. That's my reading, anyway, of what Badiou talks about. Below, a quote from Ethics [Ethics: An Essay on the Understanding of Evil, by Alain Badiou], pp. 41-2 in the English translation: "…a subject, which goes beyond the animal.. needs something to have happened, something that cannot be reduced to its ordinary inscription in 'what there is'. Let us call this supplement an event, and let us distinguish multiple-being, where it is not a matter of truth (but only of opinions), from the event, which compels us to decide a new way of being. .. From which 'decision', then, stems the process of a truth? From the decision to relate henceforth to the situation from the perspective of its evental [événementiel] supplement. Let us call this a fidelity. To be faithful to an event is to move within the situation that this event has supplemented, by thinking (although all thought is a practice, a putting to the test) the situation 'according to' the event. And this, of course - since the event was excluded by all the regular laws of the situation - compels the subject to invent a new way of being and acting in the situation. .. I shall call 'truth' (a truth) the real process of a fidelity to an event: that which this fidelity produces in the situation." WdW: Yet we still have to find out what do we learn from the experience of those who have been produced by an event. How much does it help us to be involved in a possible event? Of course, history, as Badiou seems to think, is irrelevant in helping one face an event that may produce him as a militant. There must be something we get. One does not rule out also the fact that even a militant of a past event may be unable to get involved in another event to become a better militant! Some resemblances of event help us, I guess. JD: Yes, for simplicity. And the quote from Badiou helps a great deal but, following Badiou himself, certainly it is possible to see how and where it might be possible to do better. It has taken Badiou a long time to see the importance of 1804, for example. Bringing about an event? No. OBA works toward changing the situation in which we are. In that process, each one of us is linked to what is going on in many different ways. Yet, it is only now that certain things in my own life, political and nonpolitical, are becoming clear. I am still wondering today how Badiou settled on St. Paul as THE universal figure. I agree with his and Lazarus' dissatisfaction of history. Yet, the historical framework he adopts is one which can only satisfy those who are operating within the Western frame to the excusion of others (e.g. the rest of the world). It would be good to hear Ernest [Wamba dia Wamba] on Roy Bhaskar [British philosopher]. WdW: The palaver is on... No one is a God to view everything and everywhere equally. Already, Badiou's conception of politics based on the prescription of one axiom—that of equality and the concern for singularities—gives us strong weapons to have an ethics of absolute inclusiveness. It is true that Philosophy, which has often theorized against one-sidedness, ends up taking critical sides. Roy Bhaskar is some sort of a anti-Hegelian Hegelian going from East to West and back from West to East and still almost silent on Africa. The journey of the soul, short of being that of God, can only be plural. And only after multiple journeys can the unity of the soul be established and felt. JD: My first reaction on this one was to laugh, but…I shall leave it at that… Simon Kimbangu. It is as a politically engaged spiritualist that Simon Kimbangu was sentenced to life imprisonment, and reached a milestone after serving (as political prisoner) 30 years in prison—more than Nelson Mandela (27 years). His vision of the Congo, under the direction of spiritually and politically free Congolese, who are creators of their own civilization, demands our fidelity. In this vision, the Congo can only be governed by the equal and balanced sharing of power. From Kimbangu's perspective, we need: • Freedom for the three dimensions of man: body, soul and spirit; • Black civilization by and for blacks; • Freedom for the black slaves and their possible return to Africa; • Reparation and compensation for slavery which has caused the loss to Africa of more than 350 million descendants able to produce the development of the African continent. Kimpa Vita--Kimpa Vita/Dona Beatrice was born in 1684 in the kingdom of the Kongo. In 1704, she started a non-violent mission of liberation and restoration of the Kongo Kingdom, which had been destroyed by the Portuguese. She fought all forms of slavery—local practices, as well as those linked to European domination. She adapted Christianity to African realities, teaching that there are also black saints in paradise, in contradiction to the Catholic priests who taught there were only white saints. She believed that the Christ who founded Christianity seventeen centuries ago and his disciples were Kongolese (Black Africans). She placed the birth of Jesus Christ within the Kongo and São Salvador (present day Mbanza Kongo) as the biblical Bethlehem, claiming that God wanted it restored as capital. Her message became so popular it could be called a spiritual renaissance. This threatened the influence of the Catholic Church amongst the African people. The Movement was called Antonian. Even though it integrated Kongolese culture with Christianity, the Catholic priests drove the supporters of Kimpa Vita away. Some were imprisoned and beaten daily for their convictions. In 1706 Kimpa Vita gave birth to a son after two miscarriages. She continued to emphasize the closeness of God to the African people, which was a unifying factor amongst Antonians. The establishment of the Antonian movement and its consequent success led to the arrest of Kimpa Vita, her son and her associates. They were charged with heresy. The miracle working by Kimpa Vita was described as "kindoki" or the use of supernatural powers. Kimpa Vita and her infant son were burned at the stake as a "witch" under the watchful eye of a capuchin priest who helped in convicting her. Kimpa Vita had a singular impact on Kongo culture/civilization and history. Her Salve Antoniana (her prayer that converted the Salve Regina [Hail Holy Queen], a Catholic prayer, into an anthem of the movement) is akin to a fragment of a theology of liberation; its message is an insistance that salvation is a question of a sincere commitment of the deep heart—i.e., the soul—and not mere impressions, actions, verbal repetitions. The line of fidelity to St. Anthony was incarnated in her. This was an orientation of thought critical of the official Church and of the dominant ideological line (kindoki of submission). The incarnation, believed in Kongo cosmogony, is reconfirmed. It is on that basis of true commitment that people were asked to join the movement of "cultural revolution" focused on the people's march for unification of the fragmented kingdom and for restoration of Mbanza Kongo as the capital city. It was also support for a king who was sincerely committed to that movement, and opposition to any other king. The slogan "siya, siya"—to rectify, purify, destroy the resistance—can also be understood on that basis. Sincere commitment is lacking in the Church that preaches and sells slaves; sincere commitment is lacking in the small kings that depend on the political fragmentation of the Kingdom. Burning Kimpa Vita and her child and boyfriend reconfirms that lack of sincerity. The child, Kembo Dianzenza va Kintete (First New Celebration) will come back and be born as Kimbangu. Mbongi is a word in the Kikongo language which means "learning place." (In Kiswahili, it is Baraza; in Tswana, Kgotla.) When people come together to resolve community problems in a Congolese village, that problem-solving meeting is an Mbongi. And the issues that they address will be as varied as the care of seniors and orphans, the cost of education, fixing potholes in the road, availability and safety of the local water supply, or matters of national interest. The Mbongi is the place where one looks for and finds solutions to problems. In the Mbongi, everyone has the right and the responsibility to speak up. In today's DRCongo, where political leaders' sense of ethical, moral, and political leadership has severely atrophied, most Congolese are eager for ways of re-rooting themselves so that, at the same time, they can be full participants in a process of re-orientation of self and of the larger community. In a country where dictatorship, war, and poverty have strained all social relationships, the Mbongi is one starting point for rebuilding community unity and empowering members to take action at a community level. It is re-invigorating to hear and see in practice the principle—central to the Mbongi—that "everyone thinks, everyone counts, no one counts less or more than one." For so long, Congolese have stopped trying to address their issues collectively, stopped bringing to the attention of appropriate government officials issues and problems that are properly addressed by government. Instead each family addresses their problems by themselves or gives up. But there are things that need community rather than individual action. There are basic services that only government can provide, and it is the proper role in a democratic state for communities to insist on these services. The work of today's Mbongi draws strength from its village roots of consensus and participatory democracy. Wamba dia Wamba, Ernest. "Experience of Democracy in Africa: Reflections on the Practice of Communalist Palaver as a Method of Solving Contradictions Among People." Philosophy and Social Action, Vol. XII, No. 3, 1985. Palaver--In dictionaries, a long parley or discussion; idle talk; misleading or beguiling speech. In Africa, the time and talking it took to arrive at a peaceful solution to whatever conflict may have arisen--a solution which was in the interests of the entire community, not just the individuals involved; a healing exchange. The palaver drew upon and taught the founding values of the community, and thus connected people with their ancestors. The palaver provided an equalitarian environment in which each community member had the right and obligation to speak and to hear others speak until the conflict was resolved. Palavering, in a colonial context, always had a negative connotation because it was thought to lead nowhere and waste time (and therefore money). JD: If one understands the physical meaning of healing, i.e., to get better, recover, etc. then it should not be difficult to understand the meaning of social healing and why its meaning goes much further than reconciliation. For a physical wound to heal, we all understand that it has to be properly cleaned. If a wound is not properly cleaned, it will become infected and it could get worse than the original wound. When Ayi Kwei Armah wrote his novel The Healers (1978), it was possible to look at it as a response to Chinua Achebe's Things Fall Apart, which originally appeared in 1958. For African societies to heal, not just as individual members, but as members whose existence would be difficult without the social connections, the members of all these societies have to have an understanding of what we must heal from. A physical or a social wound has different levels. Treating what appears at the surface (the symptom) will not necessarily cure what is below (cause). For example, poverty is certainly something people want to get rid of. Will it come by focusing on individualism or on social solidarity? In Africa, solidarity is one of the strongest rooted values, but there is a tendency, especially from the West, to explain that Africans remain poor because of too much emphasis on social solidarity and not enough on individualism. Achebe's message is to let go of solidarity. He himself might deny this. Armah's message is that we, Africans, could heal if we understand how our societies have been destroyed, not just by outsiders, but also by our own choice to move away from our best values. As a society which underwent centuries of violence, how do we heal from the repercussions of violence, leading people in turn to inflict further violence? How do we heal from the genocide of Leopold II? In the DRCongo, it is as if the leaders of the country feel that the quality of their leadership increases if they imitate what the colonizers did. In short, how do we heal from having imbibed the mindset that brutality against children is ok, that raping women is the best way to show your manhood? It will be a long process, but it is also one which does not require the hand of specialists or the hand of the state. It requires willingness to heal, full stop. WdW: On the issue of healing, the parallelism seems to fall too short. The idea of healing, in the physical sense also means reconstructing the cells and the tissues. There is also the issue of the scar to deal with. When society is destroyed, it is the social relations that have to be rebuilt. Take the example of Lemba society: they deal with the psychology of people, they must re-establish the family equilibrium, they must re-establish healthy outer relations. You talk of poverty as a thing to eradicate; poverty is first of all a relationship between those who have most of the wealth and those who are refused access to wealth—and these may include those who actually produce the wealth. Healing poverty is breaking down this relationship, replacing it with a better relationship. In the healing from disease, healers say" "Buka mu kati, mono yabuka ku mbazi." (Heal inside while I heal outside). The physical is here coupled to the spiritual and without internal healing, no external healing as well. It is God or some invisible force that is being appealed to: "heal inside!" The required achievement of spiritual maturity (Kimbangu [Congolese religious leader Simon Kimbangu]) is a result of some kind of healing. This requires healing ourselves from our own sins, betrayals (from brotherly ethics capable of betrayal to a parental ethics of fair treatment of all children), etc. What I am saying is that definitions—the scientific approach—may not go deep enough to help us grasp the healing process well. Note that events cannot be staged. Involvement/encounter with event transforms the person from a simple human to a subject of the truth of the event. Following this truth to its fullest consequences is having fidelity to the truth of the event. Is it possible to be transformed by an event in which one was not involved? How should we learn from the process of transformation those transformed by the event underwent, so that we could also be so transformed? Otherwise, we are observers talking of the process and the transformed people. Solidarity Solidarity is most commonly expressed by the bumper-sticker idea "a blow against one is a blow against all". Forged in the tradition of union organising, its boundaries were well defined - an affront to any individual worker was an affront to all workers in a particular place or, more broadly, against the proletariat. Solidarity has since come to be used to cover sympathetic actions by one group on behalf of another. See Peter Waterman's essay for a deeper treatment.
MATH PLACEMENT (Revised 11/10/2011) Fall 2011 All degree programs at HSU require at least one General Education (GE) level mathematics course. As an incoming HSU student, you will have a "math placement category." Your math placement category determines in which math classes you may (and may not) enroll. Your math placement category is determined by at least one of the following: If you do not demonstrate readiness for GE level math courses at the university level with SAT or ACT scores or the EAP, you must take the ELM for mathematics placement. Your performance on the ELM will classify you into one of three math placement categories: Eligible for General Education level math courses. Require 1 semester of a developmental math course. Require 2 semesters of a developmental math courses. Developmental math courses (also called remedial math courses) do not count toward degree progress, but they do require text books and count toward university and financial aid unit caps. You can save a substantial amount of time and money by eliminating the need to take developmental math courses. Being eligible for General Education (university) level math courses allows you to take an HSU mathematics or statistics courses that will satsify the HSU General Education requirement. However there are some HSU general education mathematics and statistics courses that have a prerequisite mathematics background beyond the minimum required for a basic General Education level math course. Also some major programs require specific courses that have a prerequisite mathematics background beyond that required for General Education level math courses.
Search Course Communities: Course Communities Lesson 24: Roots and Radicals Course Topic(s): Developmental Math \| Exponentials Exponential notation for (n)th roots and radicals is introduced. A short discussion about (n)th roots and irrational numbers follows before symbolic manipulation of fractional exponents and solving equations is presented. Power functions and solving radical equations are presented before the lesson concludes with roots of negative numbers.
Gainesville, VA CalculusIntroduces basic algebra techniques such as adding subtracting algebraic expression including fractions. Covers in detail about the structure of organs and structure involved in different organ systems. Covers very basic math concept such as adding, subtracting multiplying fractions, finding percentages etc.
Math BSI: This full-year course serves to reinforce the foundational knowledge from other mathematics courses. Students study basic skill clusters (1. Number and Numerical Operations, 2. Geometry and Measurement, 3. Patterns and Algebra, 4. Data Analysis, Probability, and Discrete Mathematics) of material which will help them succeed on standardized tests. Students will utilize workbooks, computer lab and online assignments, and various software. Pre-Algebra: This course is designed for those students who are in preparation for Algebra 1. Topics include graphing, writing algebraic expressions, solving equations and inequalities, operations with signed numbers, and applications. Algebra 1CP: The course includes the study of real number properties, solving equations and inequalities, finding solutions to word problems, solving systems of equations, and solving quadratic equations. Real world application and problem-solving techniques are stressed. Algebra 2H: This course focuses on and enhances subjects discussed in Algebra in grade 8. Topics include the study of linear, quadratic, polynomial, exponential and logarithmic functions, each integrating technology and real world applications. Geometry CP: This course includes the study of plane geometry. It is a structured course building upon concepts which develop logical thinking through deductive as well as inductive reasoning. Topics include the geometry of points, lines, and planes, properties of congruence and similarity, circles and spheres, coordinate geometry, area, and volume. Geometry H: The advanced level of geometry encompasses in greater depth all of the topics in Geometry. The course includes challenging problem-solving. Algebra 2CP: This course expands the study of algebra to include complex numbers, quadratics, conic sections and logarithms. These concepts are implemented through the use of cooperative learning with an emphasis on technology and real world applications. Precalculus CP: This course includes a semester of elementary functions, composite functions, logarithmic functions, and exponentials as well as a semester of trigonometry. Emphasis in the trigonometry portion of the course includes an analysis and graphic interpretation of the six trigonometric functions. Throughout the entire course, relevance to practical applications in the real world is stressed. Precalculus H: This rigorous course approaches the study of polynomial, exponential, logarithmic, rational and trigonometric functions: numerically, graphically, algebraically and analytically. Series, sequences, conic sections and their applications are developed and applied. Limits of continuous functions are defined and applied as a foundation for the calculus course. Calculus H: This honors level calculus course consists of a full year of development and application of derivatives and integrals. Several projects are introduced to enhance the understanding of the material. The course is designed to help students master their college calculus classes. AP Calculus (AB): In this course topics include elementary functions and limits with an emphasis on differential and integral calculus and their applications. Students must take the Advanced Placement CalculusAB examination for college credit. AP Calculus (BC): (7 periods per week includes 2 lab periods). This course includes all of the topics taught in AP Calculus (AB), but is more extensive and includes an emphasis on theory. Additional topics are complex integration, infinite series, vectors, and polar coordinates. Students must take the Advanced Placement Calculus BC examination for college credit. AP Statistics: This course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. The four broad themes include: explaining data observing patterns and departures from patterns, planning a study deciding what and how to measure, anticipating patterns producing models using probability and simulating, and statistical inference guiding selection of appropriate models. Students must take the Advanced Placement AP examination for college credit. Statistics H: This course will cover all the topics of AP Statistics without the rigor and depth required in AP Statistics. Discrete Mathematics: Students in this course will apply the concepts and methods of discrete mathematics to model and explore a variety of practical situations. The course has five major themes, including systematic counting, using discrete mathematical models, applying literative patterns and processes, organizing information, and finding the best solutions using algorithms. Discrete topics include: graph theory, matrix models, planning and scheduling, map coloring, social decision making, and election theory. Students will also study descriptive and inferential statistics, which includes representing data visually, calculating measures of central tendency, and computing standard deviation and z-scores. During probability, laboratory experiments are used to explore how often particular events are expected to occur. Overall, the course incorporates individual and small group problem solving. Visual Computer Programming 1: In this course the student is instructed in principles of computer science. Using our computer labs in the high school, the student studies the structure, capabilities and limitations of computers. The student learns to program the computer using a high-level computer language and to use computers to assist problem-solving. Computer Programming H: The major topics for this course include programming methodology, features of programming languages, data types, and algorithms. AP Computer ScienceAB: This course continues the study of programming and includes additional features of programming languages, data structures, algorithms, and applications. Students must take the Advanced Placement Computer ScienceAB examination for college credit. Robotics: This course is designed to enhance computer programming skills through the study of robotics. Topics include mechanics, electronics, software, and sensory systems associated with the robot. Students also have the opportunity to do research, analyze, and implement independent projects throughout the school year. Presentation skills are developed throughout the course. Multivariable Calculus: This course is the final course in the accelerated course sequence. Topics included in this course are: vectors and the Geometry of Space, Vector-Valued Functions, Functions of Several Variables, Multiple Integration, and Vector Analysis. Vectors have many applications in geometry, physics, engineering, and economics. The student builds on many of the ideas of calculus of a single variable to calculus of several variables
The College Readiness Mathematics Standards Algebra References to 'Middle School' convey that select Washington State College Readiness Mathematics Standards (CRS) are more aligned with Washington State Middle School-level (MS) standards (especially those in the geometry and probability sections). There are also some CRS that exceed the knowledge and skill expectations of the high school standards and fit in the realm of pre-calculus as noted as well. Some of these standards match the blue, italicized extra expectations found in the CRS. The student accurately describes and applies concepts and procedures from algebra. Component 7.1Recognize and use appropriate concepts, procedures, definitions, and properties to simplify expressions and solve equations1a Explain the distinction between factor and term. Notes We think these are middle school concepts. 7.1b Explain the distinction between expression and equation. Notes We think these are middle school concepts. 7.1c Explain the distinction between simplify and solve. Notes We think these are middle school concepts. 7.1d Know what it means to have a solution to an equation. 1 A1.2B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables. 1 A1.2D Determine whether approximations or exact values of real numbers are appropriate, depending on the context, and justify the selection. 1 A1.8C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem. 7.1e Use properties of equality to solve an equation through a series of equivalent equations. Notes We think these are middle school concepts. This is used whenever equations are solved, e.g. 1.5,2.2,2.3,2.4. 7.1f Use appropriate properties to simplify an expression, resulting in an equivalent expression. 1 A1.2C Interpret and use integer exponents and square and cube roots, and apply the laws and properties of exponents to simplify and evaluate exponential expressions. 1 A1.2.E Use algebraic properties to factor and combine like terms in polynomials. 7.1g Recognize the equivalence between expressions with rational exponents and radicals. 1 A1.2C Interpret and use integer exponents and square and cube roots, and apply the laws and properties of exponents to simplify and evaluate exponential expressions. 1 A2.2B Use the laws of exponents to simplify and evaluate numeric and algebraic expressions that contain rational exponents. 1(2 based on examples but examples don't match the wording.) Interpret and use integer exponents and square and cube roots, and apply the laws and properties of exponents to simplify and evaluate exponential expressions. 1 A1.2.F Add, subtract, multiply, and divide polynomials. 1 A2.2C Add, subtract, multiply, divide and simplify rational and more general algebraic expressions. 1 A2.4A Know and use basic properties of exponential and logarithmic functions and the inverse relationship between them. 7.2g Simplify products and quotients of expressions with rational exponents and rationalize denominator when necessary. Precalculus 7.2h Simplify rational expressions that involve complex fractions. 1 A2.2C Add, subtract, multiply, divide and simplify rational and more general algebraic expressions. 1 (depends on what they mean by complex fractions) Precalculus 7.2i Simplify logarithmic expressions. 2 A2.4A Know and use basic properties of exponential and logarithmic functions and the inverse relationship between them. Precalculus 7.2j Factor polynomials over the complex numbers, if possible, and relate to the Fundamental Theorem of Algebra. Component 7.3Solve various types of equations and inequalities numerically, graphically, and algebraically; interpret solutions algebraically and in the context of the problem; distinguish between exact and approximate answers3a Solve linear equations in one variable.b Solve linear inequalities in one variable, including those involving "and" and "or."c Solve systems of linear and nonlinear quations in two variables. 2 A1.4.D Write and solve systems of two linear equations and inequalities in two variables. 2 A1.1.C Solve problems that can be represented by a system of two linear equations or inequalities. 2 A2.1B Solve problems that can be represented by systems of equations and inequalities. Use a variety of strategies to solve quadratic equations including those with irrational solutions and recognize when solutions are non-real. Simplify complex solutions and check algebraically. Solve quadratic equations by completing the square and by taking roots. 2 A1.1D Solve problems that can be represented by quadratic functions and equations. 2 A2.1C Solve problems that can be represented by quadratic functions, equations, and inequalities. 1 A1.5.C Solve quadratic equations that can be factored as (ax + b)(cx + d) where a, b, c, and d are integers. 1 A1.5.D Solve quadratic equations that have real roots by completing the square and by using the quadratic formula. 1 A2.2A Explain how whole, integer, rational, real, and complex numbers are related, and identify the number system(s) within which a given algebraic equation can be solved. 1 A2.3.B Determine the number and nature of the roots of a quadratic function. 1 A2.3 C Solve quadratic equations and inequalities, including equations with complex roots. 7.3g Solve equations in one variable containing a single radical or two radicals. A2.3.C Solve quadratic equations and inequalities, including equations with complex roots. A1.5.D Solve quadratic equations that have real roots by completing the square and by using the quadratic formula. 7.3h Solve exponential equations in one variable (numerically, graphically and algebraically). 2 A1.1E Solve problems that can be represented by exponential functions and equations. 2 A2.1D Solve problems that can be represented by exponential and logarithmic functions and equations. 2 (including extra) 2 A2.4 C Solve exponential and logarithmic equations. 2 including extra 1 A1.7.B Find and approximate solutions to exponential equations. 7.3i Solve rational equations in one variable that can be transformed into an equivalent linear or quadratic equation (limited to monomial or binomial denominators). 2 A2.1.E Solve problems that can be represented by inverse variations of the forms f(x)= + b, f(x)= + b, and f(x)= …They build on what they learned in Algebra I about linear and quadratic functions and are able to solve more complex problems. Additionally, students learn to solve problems modeled by exponential and logarithmic functions, systems of equations and inequalities, inverse variations, and combinations and permutations. Turning word problems into equations that can be solved is a skill students hone throughout Algebra II and subsequent mathematics courses. 7.3j Solve literal equations (formulas) for a particular variable. 2 A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. 7.3k Solve logarithmic equations. 2 A2.1D Solve problems that can be represented by exponential and logarithmic functions and equations. Component 7.4 (Extra Expectations)Demonstrate an understanding of matrices and their applications4a Add, subtract and multiply 2x2 matrices. 7.4b Find the inverse of a 2x2 matrix. 7.4c Evaluate the determinant of 2x2 and 3x3 matrices. 7.4d Solve 2x2 and 3x3 systems of linear equations using matrices or the determinant. 1 A2.7A Solve systems of three equations with three variables. Component 7.5 (Extra Expectations)Demonstrate an understanding of sequences and series5a Identify a sequence as arithmetic or eometric, write an expression for the general term, and evaluate the sum of a series based upon the sequence. 2 A1.7.C Express arithmetic and geometric sequences in both explicit and recursive forms, translate between the two forms, explain how rate of change is represented in each form, and use the forms to find specific terms in the sequence. 7.5b Construct terms of a series from the general formula and use summation notation. 2 A2.7B Find the terms and partial sums of arithmetic and geometric series and the infinite sum for geometric series.
If you are currently enrolled in MATH5305, you can log into UNSW Blackboard for this course. Course Overview This course introduces some key ideas and techniques associated with the numerical solution of differential equations, ranging from theoretical questions about the accuracy of finite difference schemes and the efficiency of algorithms, through to implementation in computer codes. The course therefore provides a foundation for research in many fields that rely on numerical modelling. More than a third of the course is devoted to computer programming for scientific and engineering applications. We will write programs using a subset of Fortran~95, and introduce a few standard software development tools under Linux.
id: 06021509 dt: j an: 2012b.00857 au: Álvarez García, José Luis; Losada, Rafael ti: Functions applets at the Gauss Project. (Los {\it applets} de funciones en el Proyecto Gauss.) so: Uno (Barc.) 17, No. 58, 25-37 (2011). py: 2011 pu: Graó Educación, Barcelona la: ES cc: I20 D30 U70 R20 R50 ut: new technologies; functions; Gauss Project; GeoGebra; geometry software; primary education; secondary education ci: li: ab: Summary: In this article we give several examples of how to make use of applets for mathematics teaching and learning in general and studying functions in particular. All the examples come from the Gauss Project at the Educational Technologies Institute, which makes them accessible to everyone interested. Each example includes a relevant aspect for working with applets, as well as some thoughts on their use. We stress the role of our own actions and the key support offered by constant feedback in a visual, dynamic and interactive setting. rv:
0130114170 9780130114174 Mathematics for Technical and Vocational Students: This self-paced instruction guide serves as mathematics reference to understanding and solving problems in technical and trade vocations. It contains over 4000 exercises and 1300 word problems that illustrate principles in practical situations encountered in the labor market. This book only requires a prior "knowledge" of number awareness in order to master topics such as percentages, ratio and proportion, practical algebra, metric measurements, and geometrical constructions. For anyone interested in a technical or vocational career and looking for a chance to apply useful mathematical principles to practical problems. «Show less Mathematics for Technical and Vocational Students: This self-paced instruction guide serves as mathematics reference to understanding and solving problems in technical and trade vocations. It contains over 4000 exercises and 1300 word problems that illustrate principles in practical situations... Show more» Rent Mathematics for Technical and Vocational Students 2nd Edition today, or search our site for other Spangler
Essential Mathematics Testmaker Plus! VCE CD-ROM Summary: Essential Mathematics Testmaker Plus! VCE contains 50 sets of questions covering the course requirements for Mathematics Methods Units 1-4, Advanced General Mathematics and Specialist Mathematics. Each set covers a specific topic and contains 44 questions. The sets can be used to generate tests, worksheets or assignments on single or mixed topics. The generated documents can be printed or placed on the school's network where they can be completed on-screen and automatically marked. A detailed results editor, which automatically collates the on-screen versions results, also allows the teacher to add results from other sources. The results editor includes differentiated levels of entry for the teacher and coordinator. Progressive assessment and a powerful electronic book mark for every teacher facilitates efficient VCE record keeping. The CD-ROM is compatible with both PCs and Macs and also includes a network licence

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