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Summary: A text for a precalculus course for students who have completed a course in intermediate algebra or high school algebra II, concentrating on topics essential for success in calculus, with an emphasis on depth of understanding rather that breadth of coverage. Linear, exponential, power, and periodic functions are introduced first, then polynomial and rational functions, with each function represented symbolically, numerically, graphically, and verbally. Contains many ...show moreworked examples and problems using real world data. Can be used with any technology for graphing functions.
From the Calculus Consortium based at Harvard University, this comprehensible book prepares readers for the study of calculus, presenting families of functions as models for change. These materials stress conceptual understanding and multiple ways of representing mathematical ideas | 677.169 | 1 |
Course Goals and Philosophy
The purpose of this course is to revisit the content
of the elementary mathematics curriculum with the focus on
understanding the underlying concepts and justifying the solutions of
problems dealing with this material. The focus is not on being able to
perform the computations (the how to do it), although that is a
necessity as well, but on demonstrating an ability to explain
why you can solve the problem that way or why the
algorithm works that way. You will need to be able communicate your
explanations
both verbally and in writing with strict attention to the mathematical
accuracy and clarity of your explanation. You will have the chance
to work with mathematical concepts in an active, exploratory manner
as recommended by the National Council of Teachers of Mathematics
(NCTM):
Knowing mathematics means being able to use it in
purposeful ways.
To learn mathematics, students must be engaged in exploring,
conjecturing, and thinking rather than only rote learning of rules and
procedures. Mathematics learning is not a spectator sport. When
students construct knowledge derived from meaningful experiences, they
are much more likely to retain and use what they have learned. This
fact underlies the teacher's new role in providing experiences that
help students make sense of
mathematics, to view and use it as a tool for reasoning and problem
solving.
If you feel a need to review elementary school
mathematics, this is your responsibility. For this purpose, I
recommend reading our textbook and consulting with me outside of
class. For a reference on the content of elementary school
mathematics, here are the common core state standards
.
It is also the purpose of this
course to improve your ability to engage in mathematical thinking
and reasoning, to increase your ability to use mathematical knowledge
to solve problems, and to learn mathematics through problem
solving.
The emphasis in this course is on learning numerical mathematical
concepts through solving problems. You will often work with other
students for the following reasons: Group problem solving is
often
broader, more creative, and more insightful than individual
effort.
While working on problems with others, students practice putting their
mathematical ideas and reasoning into words. This ability to
explain
mathematics is clearly essential for future teachers. While
working
in groups, students learn to depend on themselves and each other
(rather
than the instructor) for problem solutions. In groups, students
can
motivate each other to excel and accept more challenging
problems. Motivation to persevere with a difficult problem may be
increased.
Socialization skills are developed and practiced. Students are
exposed to a variety of thinking and problem-solving styles different
from their
own. Interaction with others may stimulate additional insights
and
discoveries. Conceptual understanding is deeper and
longer-lasting when ideas are shared and discussed.
Participation
You are preparing to enter a profession where good
attendance is crucial and expected. It is important that you make
every attempt to attend class, since active involvement is an integral
part
of this course. Since much of the class is experiential, deriving
the
same benefits by merely examining someone's class notes or reading the
textbook would be impossible. Each class period you will be
working on activities with your group. If you are working in your
group you will receive
one participation point that day. If you also participate to the
class as a whole (answer a question, present a solution, ask an
insightful question or offer important relevant commentary) you will
receive two participation points for that day. If you are not
working in your group, you will receive no points for that day.
Working each day and never speaking in class will earn 80%.
Speaking every other day on which there is
an opportunity to speak will earn 95%. Scores between will be
scaled
linearly.
Weekly Questions
On Wednesdays, I will assign a question relating to
the topic for the previous week. They will be due approximately
once a month as indicated on the schedule. The goal of these
assignments is for you to write substantial explanations of the main
concepts presented in class. They will eventually be incorporated
into your final project. Before the final project, they will be
collected for completeness and marked with suggestions.
Assignments are due at the start of class and must be easy to read.
Late assignments will not be accepted.
These questions and papers will be graded on the
following scale
Question
(out of 2)
0 – missing question
1 – question attempted, but
incomplete work
2 – question addressed
seriously
and in depth
In order to provide you with extensive comments,
there may be delays in returning these papers.
Exams
Two in-class exams will be given. Their focus is
largely conceptual and problem solving based. You should be able to explain the concepts behind any
calculations, algorithms, etc. Material will come from lectures,
discussions in class, and the text. For example, you will need to be
able to explain clearly and with mathematical accuracy why we
can solve problems in certain ways or why various algorithms
or procedures work mathematically. You will also need to be able to use
and explain the use of the manipulatives relevant to the material.
In-class exams will take two days - the first day
devoted to a group exam, in which your group will complete an activity
much like those done in-class. You will submit one well-written
presentation of your findings from each group.
Individual exams will contain six questions: four of
the questions will be direct problems. Two of
the questions will be more open ended and ask you to explain key
concepts from class. The exams will be graded as follows:
you will receive 40 points for attempting the exam. You may earn
up to 10 points on each of the questions.
Make-ups for exams will be given only in extreme
cases with arrangements made with the instructor prior to
the exam or if there is a verifiable medical excuse or permission from
the Dean of Students. If you miss an exam and we have not made
arrangements prior to the missed exam, you must contact me before the
next class.
Final Project
This project will be a collection of
weekly question items that you will write up throughout the semester.
This collection
could one day be included in your professional portfolio to demonstrate
your level of mathematical understanding and preparation and your
ability to communicate mathematics in a clear and correct manner.
A complete, organised, well-presented compilation of all
materials is due on the last day of class. Your project will be
checked for inclusion of all assigned topics and will be evaluated
based on the clarity and accuracy of the explanations given as well as
the overall presentation (neat, easy to find sections and entries, easy
to read, well-written, & c). Somewhere in this portfolio you
must demonstrate appropriate uses of each of the manipulatives
used in class.
Feedback
Occasionally you will be given
anonymous feedback forms. Please use them to share any thoughts
or concerns for how the course is running. Remember, the sooner
you tell me your concerns, the more I can do about them. I have
also created a web-site
which accepts anonymous comments.
If we have not yet discussed this in class, please encourage me to
create a class code. This site may also be accessed via our course
page on a link entitled anonymous
feedback. Of
course, you are always welcome to approach me outside of class to
discuss these issues as well.
Math
Learning Center
This center is located in South Hall
332 and is open during the day and some evenings. Hours for the center
will be announced in class. The Math Learning Center provides free
tutoring on a walk-in basis.
Academic Dishonesty
While working on homework with one another is
encouraged, all individual write-ups of solutions must be your own. You are
expected to be able to explain any solution you give me if asked.
Exams will be done individually unless otherwise directed.
The
Student Academic Dishonesty Policy and Procedures
opportunity to make up missed work. You are responsible for
notifying
me no later than September 12 of plans to observe a holiday.
Postscript
This is a course in the mathematics
department. This is your mathematics content course. In
this course, you will develop a mathematical background necessary in
order to teach elementary school students. You will deepen your
understanding of gradeschool mathematics topics and connections.
You will not be learning how to teach mathematics to children, that is
the purpose of
your methods course in the school of education. As a
mathematician, I am trained to teach you mathematics, and I will do
that. I am not trained to teach you how to educate, and that is
not the goal of this course. Please keep this in mind.
We will be undertaking a great
amount of interactive group work in this course. You may
view these as games. If you come in eager to play, then you
will be more likely to be successful and perhaps occasionally enjoy
the games. If you come in saying "I don't want to play this
stupid
game," we will all be annoyed and frustrated, and the course as a whole
will be less successful. Please play nicely.
Out of necessity, I am more formal in class and more
personal out of class. If you ever want
additional help, please come to see me either during my office hours,
at an appointed time, or by just stopping by (I am frequently in my
office aside from the times that I will certainly be there). It
is important that you seek help when you start needing it, rather than
when you have reached desperation. Please be responsible.
Teaching is one profession where you have direct
impact on hundreds of lives. It is truly
an incredible responsibility. It is vitally important that
teachers set high expectations for themselves and their students.
Daily preparation of interesting, instructive lessons for twenty-five
or more active children of varying aptitudes is extremely
challenging.
I am dedicated to helping you prepare for this exciting career, and
will try to help you reach your full potential. Best wishes for a
challenging and fulfilling semester.
Schedule (This schedule is subject to change, but I
hope to hold mostly to this outline.) Two numbers separated by a
period refer to explorations that we will be studying that day in
class.
August 29 Introduction
31
8.8
September 2
8.8
7
8.1
9
8.4
12
8.5
14 8.7
16 8.9
19
8.10 WQ due
21
8.12
23
8.13
26
8.14
28
8.17
30
exam
October 3 exam
5
9.1
7
9.1
12
9.4 WQ due
14 9.4
17 9.6
19 9.7
21 9.9
24 10.5
26 10.7
28 10.11
31 10.12 WQ due
November 2 10.15
4 10.17
7 10.18
9 exam
11 exam
14 7.1
16 7.2
18 7.2
21 7.3 WQ due
28 7.12
30 7.13
December 2 overflow
5 7.15 WQ due
7 7.19
9
12 Review, Final Project Due
Friday, December 16 12N - 3p
Final Exam
Learning Outcomes
Upon successful completion of Math 141 - Math Concepts for Elementary Education II a student will be able to:
Probability and Statistics
• Design and implement a simulation to estimate experimental probability
• Calculate probabilities experimentally and theoretically.
• Recognize which events are equally likely and
which are not and calculate probabilities based on this knowledge.
• Recognize events that are mutually exclusive
and those that are not and calculate probabilities based on this
knowledge
• Use complementary events to solve probability problems
• Use probability to solve problems and make decisions.
• Model multistage experiments using tree diagrams
• Model and compare experiments with and without replacements
• Recognize and use dependent and independent events to solve probability problems.
• Use geometric probability to solve problems
• Create simulations to analyze problems in which experimentation is impossible or impractical.
• Develop interesting and relevant probability
experiments and games for children of varying abilities and backgrounds.
• Use odds and expected value to solve problems and made education decisions.
• Explain the connection between probability and odds.
• Differentiate between permutations and combinations and solve problems using this knowledge.
• Solve permutations and combination problems involving like objects.
• Distinguish between and interpret pictographs,
line plots, stem-and-leaf plots, histograms, bar graphs, circle graphs,
box-and-whisker plots, and scatter-plots
• Create stem-and-leaf plots, box-and-whisker plots and circle graphs
• Compute mean, median, and mode and evaluate their usefulness in given circumstances.
• Find outliers, range, and quartiles, variance, and standard deviation
• Interpret standard deviation tables
• Calculate how addition of data changes the mean
• Evaluate how outliers effect mean
• Evaluate abuses of statistics with regard to data collection and displays
Geometry and Measurement
• Name the undefined terms of points, lines, and
planes that are basic to geometry and state their properties.
• Model, illustrate, and symbolize geometric terms and concepts
• Differentiate between plane and solid geometry.
• Use paper folding and construction tools to
explore geometric properties of lines, angles, and polygons.
• Use geoboards and other manipulatives to explore geometric concepts
• Make conjectures based on observations and explorations and justify, prove, or defend the conjecture.
• Recognize the difference between a justification and a proof.
• Classify polygons according to their properties.
• Explain the difference between measuring tools and construction tools.
• Differentiate among acute, right, obtuse, and straight angles.
• Compare and contrast polygons to create a hierarchy.
• Use organized lists and sketches to ensure
that all possible cases have been accounted for using the given in a
problem.
• Demonstrate, model, and illustrate geometric concepts for beginning learners.
• Prove theorems and conjectures for more advanced learners.
• Explore definitions and properties of
perpendicular and parallel lines and use the knowledge to solve
problems.
• Verify that the sum of the measures of the
interior angles of a triangle applies to all triangles whether they are
acute, right or obtuse.
• Prove that the sum of the measures of the
interior angles of a triangle is 180 and that the sum of the interior
angles of a convex polygon having n sides is (n-2)*180.
• Prove that the sum of the measures of the
exterior angles (one at each vertex) of a convex polygon is 360.
• Using modeling rather than memorization to
determine the sum of the measures of the interior angles of a convex
polygon with n sides.
• Solve problems that require combinations of geometric concepts.
• Visualize three dimensions figures in order to
count the number of faces, vertices, edges, and diagonals associated
with these figures.
• Define and differentiate between regular polygons and solids and those that are not regular.
• Use knowledge of nets to determine
characteristics of the unseen sides of a cube given a net of the cube.
• Model nets for solids other than cubes.
• Sketch and use networks to solve problems.
• Recognize congruence and apply the knowledge to solve problems.
• Verify that triangles are congruent using s.a.s., a.s.a., s.s.s
• Verify that a.a.a is not sufficient to prove triangles congruent
• Use construction tools to perform elementary constructions.
• Use constructions to illustrate triangle congruences and similarities
• Use a Mira and paper folding for constructions
• Verify the Pythagorean theorem using construction and scissors
• Recognize the converse of a theorem
• Use the Pythagorean theorem and its converse
• Find surface areas of geometric solids
• Find volumes of geometric solids
• Verify the conversion factor between Centigrade and Fahrenheit
• Perform translations, reflections, and rotations by constructions, using dot paper and tracing paper
• Perform compositions of transformations
• Perform size transformations
• Analyze figures to determine symmetries
• Tessellate a page using a combination of transformations
• Discover properties of altitudes and medians of triangles.
• Prove or verify that constructions actually accomplish the required outcomes
• Discover and list properties of quadrilaterals
• Discover, list, and use properties of similar triangles
• Separate a line segment into n congruent parts by construction and by using lined paper
• Use the Cartesian coordinate system to determine slopes of lines
• Use the factor/label method for measurement conversions
• Use dot paper to find areas
• understand measurable attributes of objects
• identify the units, systems, and processes of measurement
• apply appropriate techniques, tools, and formulas to determine measurements
• Use indirect measurement to solve problems
• Justify area formulas for triangles, parallelograms, and trapezoids
• Find areas of regular polygons | 677.169 | 1 |
Curryed Away: Carrying Curry Education Away and Into the Classroom
Posts Tagged 'Algebra'
The lessons preceding this one focused on the concept of rates of change and slope. The students learned how to write equations of lines and how to switch between graphical (graphs) and algebraic (equations) representations of the same model. This lesson allows the students to apply that knowledge to a real-world situation, using data to create graphs, write equations, assess reasonableness, and make predictions. The differentiated lesson will include an array of different types of data depending on student interest and readiness level. Some students may choose to use Red Cross data for their Excel activities if the advanced organizer interests them, but they are allowed to choose the data that they use. The technology used in this lesson is a good way to help the students visualize the material. It will also introduce them to tools that may prove useful in other aspects of their lives in and out of school. (In a school where these technologies are not available, other visual aids can easily be supplemented.) The visual aids and technology will help engage student interest, as well as help the students to develop some practical skills that may prove necessary in the "digital age." | 677.169 | 1 |
Topic Study Groups 293 TSG 1: New development and trends in mathematics education at pre-school and primary level
298 TSG 2: New developments and trends in mathematics education at secondary level
303 TSG 3: New developments and trends in mathematics education at tertiary levels
307 TSG 4: Activities and programmes for gifted students
311 TSG 5: Activities and programmes for students with special needs
315 TSG 6: Adult and lifelong mathematics education
319 TSG 7: Mathematics education in and for work
323 TSG 8: Research and development in the teaching and learning of number and arithmetic
327 TSG 9: Research and development in the teaching and learning of algebra
331 TSG 10: Research and development in the teaching and learning of geometry
337 TSG 11: Research and development in the teaching and learning of probability and statistics
341 TSG 12: Research and development in the teaching and learning of calculus
346 TSG 13: Research and development in the teaching and learning of advanced mathematical topics
351 TSG 14: Innovative approaches to the teaching of mathematics
355 TSG 15: The role and the use of technology in the teaching and learning of mathematics
359 TSG 16: Visualisation in the teaching and learning of mathematics
363 TSG 17: The role of the history of mathematics in mathematics education
368 TSG 18: Problem solving in mathematics education
373 TSG 19: Reasoning, proof and proving in mathematics education
377 TSG 20: Mathematical applications and modelling in the teaching and learning of mathematics
382 TSG 21: Relations between mathematics and other subjects of science or art
388 TSG 22: Learning and cognition in mathematics: Students' formation of mathematical conceptions, notions, strategies, and beliefs
394 TSG 23: Education, professional life and development of mathematics teachers
399 TSG 24: Students' motivation and attitudes towards mathematics and its study
402 TSG 25: Language and communication in the mathematics classroom
407 TSG 26: Gender and mathematics education
412 TSG 27: Research and development in assessment and testing in mathematics education
417 TSG 28: New trends in mathematics education as a discipline
422 TSG 29: The history of the teaching and the learning of mathematics
Notes
All papers of the proceedings are available for downloading at
including the 64 papers based on the regular lectures.
According to the editor's foreword, it has not been possible to include reports on several other important Congress activities such as the five national presentations by Korea, Mexico, Romania, and Russia, and the Nordic host countries (Denmark, Finland, Iceland, Norway, and Sweden), the 46 Workshops, the 12 Sharing Experiences Groups, the more than 220 Posters, the five ICMI Affiliated Study Groups, and the several informal meetings.
The closing address was given, as usual, by the Secretary General of ICMI, Bernard Hodgson. Among the various innovations of this congress, he particularly mentions the creation of five so-called Survey Teams, each having as a mandate to survey the state-of-the-art with respect to a certain theme or issue, paying particular attention to the identification and characterisation of new knowledge, recent developments, new perspectives and emergent issues.
Participants numbered about 2.300, from nearly 100 different countries.
One volume, format about 24 cm x 17 cm; 560 pages and a CD. The CD has all the contents of the volume, and also includes the 64 papers based on the Regular Lectures (of which there were 74). | 677.169 | 1 |
Operations on Functions
In this lecture you will learn Operations on Functions. After a quick introduction, our instructor will guide you through Arithmetic Operations before diving into Composition of Functions and how Composition is Not Commutative.
This content requires Javascript to be available and enabled in your browser.
Operations on Functions
The composition of
f and g exists only if the range of g is a subset of the domain of
f.
The composition of
f and g is almost never equal to the composition in the reverse
order.
Operations on Functions
Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture. | 677.169 | 1 |
Note: Citations are based on reference standards. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied.
To date, much of the literature prepared on the topic of integrating mathematics history into undergraduate teaching contains, predominantly, ideas from the 18th century and earlier. This volume focuses on nineteenth and twentieth century mathematicsArthur Cayley and the first paper on group theory / David J. Pengelley --
Putting the differential back into differential calculus / Robert Rogers --
Using Galois' ideas in the teaching of abstract algebra / Matt D. Lunsford --
Teaching elliptic curves using original sources / Lawrence D'Antonio --
Using the historical development of predator-prey models to teach mathematical modeling / Holly P. Hirst --
How to use history to clarify common confusions in geometry / Daina Taimina and David W. Henderson --
Euler on Cevians / Eisso J. Atzema and Homer White --
Modern geometry after the end of mathematics / Jeff Johannes --
Using 20th century history in a conbinatories and graph theory class / Linda E. McGuire --
Public key cryptography / Shai Simonson --
Introducing logic via Turing machines / Jerry M. Lodder --
From Hilbert's program to computer programming / William Calhoun --
From the tree method in modern logic to the beginning of automated theorem proofing / Francine F. Abeles --
Numerical methods history projects / Dick Jardine --
Foundations of statistics in American textbooks: probability and pedagogy in historical context / Patti Wilger Hunter --
Incorporating the mathematical achievements of women and minority mathematicians into classrooms / Sarah J. Greenwald --
Mathematical topics in an undergraduate history of science course / David Lindsay Roberts --
Building a history of mathematics course from a local perspective / Amy Shell-Gellasch --
Protractors in the classroom: an historical perspective / Amy Ackerberg-Hastings --
The metric system enters the American classroom: 1790-1890 / Peggy Aldrich Kidwell --
Some wrinkles for a history of mathematics course / Peter Ross --
Teaching history of mathematics through problems / John R. Prather.
Abstract:
Reviews
Editorial reviews
Publisher Synopsis
'Using the history of mathematics enhances the teaching and learning of mathematics. From Calculus to Computers is a resource for undergraduate teachers that provides ideas and materials for immediateadoption in the classroom and proven examplesto motivate innovation by the reader.' L'enseignement mathematiqueRead more... | 677.169 | 1 |
Financial Mathematics
This practical two-day program gives you a working knowledge of mathematics you need within financial markets trading. A hands-on combination of lectures and practical exercises guide you through the use of basic algebra, statistics, calculus and probability theory to price securities, forwards, futures, swaps and options. You will also learn how to hedge using swaps and options.
Related links
Program Summary
TITLE:
Financial Mathematics - 2-day Intensive
CE:
Up to 16hrs
FEE:
Member - $2,310 including GST
Non Member - $2,854.50 including GST
DATES:
Sydney TBA
About the Speaker
Steve Anthony, Consultant
Steve is the former Treasurer of Citibank. He joined Citibank as a Corporate Foreign Exchange dealer in 1982 and worked in foreign exchange and derivatives until 1996, including two years in Japan in 1991-92 running Citibank's Investment Management business. Steve was a member of the AFMA Executive Committee from 1993-1996 and Chairman of the AFMA Working Group on Compliance Reviews. He now runs a training company specialising in Financial Markets.
Who is it for?
This workshop is suited to financial market participants working in sales, trading or risk management wishing to gain a working knowledge of the maths used in financial markets. | 677.169 | 1 |
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This activity demonstrates one of the many ways Sketchpad can be used in a calculus or math analysis class. Students manipulate a tangent line to a curve to investigate what it means for a curve to ha... More: lessons, discussions, ratings, reviews,...
The main objective of this activity is to find an approximation for the value of the mathematical constant e and to apply it to exponential growth and decay problems. To accomplish this, student | 677.169 | 1 |
Summary: The fundamental goal in Tussy and Gustafson's BASIC MATHEMATICS FOR COLLEGE STUDENTS, Third Edition is to teach students to read, write, and think about mathematics through building a conceptual foundation in the language of mathematics. The book blends instructional approaches that include vocabulary, practice, and well-defined pedagogy, along with an emphasis on reasoning, modeling, communication, and technology skills. Also students planning to take an introductor...show morey algebra course in the future can use this text to build the mathematical foundation they will need.
Tussy and Gustafson understand the challenges of teaching developmental students and this book reflects a holistic approach to teaching mathematics that includes developing study skills, problem solving, and critical thinking alongside mathematical concepts. New features in this edition include a pretest for students to gauge their understanding of prerequisite concepts, problems that make correlations between student life and the mathematical concepts, and study skills information designed to give students the best chance to succeed in the course. Additionally, the text's widely acclaimed Study Sets at the end of every section are tailored to improve students' ability to read, write, and communicate mathematical ideas.
New to the Edition
Check Your Knowledge: Pretests, situated at the beginning of every chapter, have been added to this edition as a way to gauge a student's knowledge base for the upcoming chapter. An instructor may assign the pretest to see how well prepared their students are to understanding the chapter; thereby, allowing the instructor to teach accordingly to their students' abilities from the results of the pretest. Students may also take the pretest by themselves and check their answers at the back of the book, which gives them the opportunity to identify what they already know and on what concepts they need to concentrate.
Study Skills Workshop: At the beginning of each chapter is a one-page study skills guide. This complete mini-course in math study skills provides extra help for developmental students who may have weak study skills, as well as additional assistance and direction for any student. These workshops provide a guide for students to successfully pass the course. For example, students learn how to use a calendar to schedule study times, how to take organized notes, best practices for study groups, and how to effectively study for tests. This helpful reference can be used in the classroom or assigned as homework and is sequenced to match the needs of students as they move through the semester.
Think It Through: Each chapter contains either one or two problems that make the connection between mathematics and student life. These problems are student-relevant and require mathematics skills from the chapter to be applied to a real-life situation. Topics include tuition costs, statistics about college life and many more topics directly connected to the student experience.
New Chapter Openers with TLE Labs: TLE (The Learning Equation) is interactive courseware that uses a guided inquiry approach to teaching developmental math concepts. Each chapter opens with a lab that has students construct their own understanding of the concept to build their problem-solving skills. Each lab addresses a real-world application, with the instruction progressing the student through the concepts and skills necessary for solving the problem. TLE enhances the learning process and is perfect for any instructor wanting to teach via a hybrid course.
ThomsonNOW with HOMEWORK FUNCTIONALITY. Assigned from the instructor, the enhanced iLrn functionality provides direct tutorial assistance to students solving specified questions pulled from the textbook's Problem Sets. This effective and beneficial assistance gives students opportunity to try similar, algorithmically-generated problems, detailed tutorial help, the ability to solve the problem in steps and helpful hints in solving the problem.
iLrn/MathNOW a personalized online learning companion that helps students gauge their unique study needs and makes the most of their study time by building focused personalized learning plans that reinforce key concepts. Completely tailored to the Tussy/Gustafson text, this new resource will help your students diagnose their concept weaknesses and focus their studies to make their efforts efficient and effective. Pre-Tests give students an initial assessment of their knowledge. Personalized Learning Plans, based upon the students' performance on the pre-test quiz, outline key learning needs and organize materials specific to those needs. Post-Tests assess student mastery of core chapter concepts; results can be emailed to the instructor!
Features
STUDY SETS are found at the end of every section and feature a unique organization, tailored to improve students' ability to read, write, and communicate mathematical ideas; thereby, approaching topics from a variety of perspectives. Each comprehensive STUDY SET is divided into six parts: VOCABULARY, CONCEPTS, NOTATION, PRACTICE, APPLICATIONS, and REVIEW.
VOCABULARY, NOTATION, and WRITING problems help students improve their ability to read, write, and communicate mathematical ideas.
The CONCEPT problems section in the STUDY SETS reinforces major ideas through exploration and foster independent thinking and the ability to interpret graphs and data.
PRACTICE problems in the STUDY SETS provide the necessary drill for mastery while the APPLICATIONS provide opportunities for students to deal with real-life situations. Each STUDY SET concludes with a REVIEW section that consists of problems randomly selected from previous sections.
SELF CHECK problems, adjacent to most worked examples, reinforce concepts and build confidence. The answer to each Self Check is printed adjacent to the problem to give students instant feedback.
The KEY CONCEPT section is a one-page review found at the end of each chapter that reinforces important concepts.
REAL-LIFE APPLICATIONS are presented from a number of disciplines, including science, business, economics, manufacturing, entertainment, history, art, music, and mathematics.
ACCENT ON TECHNOLOGY sections introduce keystrokes and show how scientific calculators can be used to solve application problems, for instructors who wish to integrate calculators into their course.
CUMULATIVE REVIEW EXERCISES at the end of Chapters 2, 4, 6, 8 and 10 help students retain what they have learned in prior chapters 0495188956New
One Planet Books Columbia, MO
Ships out same day or next | 677.169 | 1 |
Summary: Math 3B/3C Syllabus
SIMS Program, Grace Kennedy
SIMS Website: programs/sims.html
Course Website:
Email: [email protected]
Expectations :
· After attending lecture, reviewing concepts, applying them to homework
problems and applications with your peers, you will be able to
1. solve integrals using "reverse 3A logic" and a variety of integration
techniques
2. relate these integration techniques to derivation techniques
3. understand what a differential equation is and what it means to be
a solution to a given differential equation
4. determine solutions to differential equations
5. identify and apply integration techniques helpful in solving differen-
tial equations
· Please be on time or a few minutes early. We will spend the first few
minutes working on a problem I'll have on the board.
· Please turn off cell phones. If a cell goes off, you will be expected to
lead us in a round of the quadratic formula song. (Don't worry, we'll sing | 677.169 | 1 |
Integration theory
For all studies of analysis in higher mathematics it is fundamental to understand the concept of integration. Our intuitive idea of the integral of a function is as the area under its graph, and this can be turned into a formal definition through approximating Riemann sums. This leads to the Riemann integral which works fine in many circumstances, but has its limitations.
One problem with the Riemann integral is that it does not manage functions with too many discontinuities, for example the function f(x) which is 1 if x is rational and 0 if x is irrational cannot be integrated. Morally the integral should have the value zero since the rationals form a countable set which should not contribute to the integral. A more serious problem is that the Riemann integral does not behave nicely when one studies sequences of functions, such as the partial sums of a Fourier series approximating a periodic function. When can one move the limit inside the integral?
In this course we will study the Lebesgue integral, and more general concepts of integrals and measure. Among other things we will see how the above problems are resolved and we will study the important L^p spaces of functions.
The material in this course is fundamental also for the study of probability theory.
Foundations of analysis
Chaotic dynamical systems
For a number of years now, chaotic dynamical systems have received a lot of scientific attention. One aspect is chaos, fractals, etc., often illustrated with the fantastic pictures -- the Mandelbrot set, Julia sets, etc. -- that computer simulations of iterations of complex polynomials give rise to.
Another aspect is formed by the so-called "strange attractors", that occur in conjunction with computer simulations of ordinary differential and difference equations. Some of the best known mathematical experiments were carried out by the meteorologist E. Lorenz and the astronomer M. Hénon, and here at the department precisely these models have been studied rigorously and chaotic behaviour was proved for them. D. Ruelle and F. Takens have proposed that turbulent phenomena might at least partially be explained via strange attractors.
The physicist M. Feigenbaum made the fundamental discovery that many systems first go through a characteristic period doubling and then behave in a random (chaotic) way, even though they are deterministic. Later, one has shown that such period doublings occur in liquid helium flow.
From a mathematical viewpoint, the course is quite special. On a relatively elementary level, one obtains insight in phenomena that lie quite close to current research. One or two computer experiments will probably be part of the course. However, the course's main emphasis will be on the mathematical theory, which in itself has a long history with names such as Poincaré, Fatou, Birkhoff, and Smale, and which lately has developed quickly, partly in symbiosis with computer experiments.
Elementary differential geometry
In this course we study curves and surfaces. This subject has the beauty that one can start from knowing only basic calculus, and reach many deep and interesting facts.
An important concept is that of curvature, which appears in many different forms, with the common property that it measures how much an object differs from being flat (for example an ordinary sphere has constant positive curvature, and the curvature becomes smaller as the radius is increased).
One of the important results covered in the course is the Gauss-Bonnet theorem, which relates the curvature of a surface to a topological quantity (the Euler characteristic).
Two books that will be used in the course are:
"Differential Geometry of Curves and Surfaces" by Manfredo P.do Carmo
"Differential Geometry:curves-surfaces-manifolds" by Wolfgang Kuehnel
Topology
SU, SF2721, Rikard Bögvad
Topology is the study of spaces from an abstract viewpoint. One is interested both in the fine structure of a space and in global features such as the number of holes. A fundamental concept is that of a continuous function, or continuous map, and the goal is to understand what properties such a map can have without using ideas like distance or derivative.
For instance, it might seem obvious that a simple closed curve in the plane divides the plane into an "inside" and an "outside" region. This observation is correct, but to really prove it assuming only that the curve is continuous is not an easy task. In fact, this was a hard problem for a long time, studied by many mathematicians in the 19th century. In the course we will see a proof of this "Jordan curve theorem", and other results such as the "Ham sandwich theorem" (one can always divide a three layer sandwich into two equal pieces with just one cut) and the "Hairy ball theorem" (one cannot comb a hedgehog).
A classical example in topology is that, in a world of perfect rubber, a coffee cup cannot be distinguished from a doughnut, but is fundamentally different from a ball. What does this observation mean? And how can one turn it into computable mathematics? The answer, perhaps surprisingly, involves group theory and abstract algebra. In the course we will see how to find and classify all two-dimensional surfaces. The doughnut and the ball are two of them.
Discrete mathematics
Commutative Algebra and Algebraic Geometry
Geometry and algebra might appear to be two totally unrelated subjects. The truth is, however, that affine algebraic geometry and commutative algebra are perfectly dual to each other. Grasping this duality is very satisfactory and rewarding. The main purpose of the course is to initiate the fermenting process needed to achieve this understanding.
Commutative algebra is about the structure of commutative rings. A commutative ring is a set with two operations, sum and multiplication, satisfying some natural conditions. The ring of integers and the polynomial rings are typical examples to have in mind. The notion of ideals arises when one tries to form quotients of a ring. Prime ideals are a particular class of ideals that, as the name suggests, generalize the notion of prime number.
The set of prime ideals in a ring naturally form a topological space; the spectrum of a commutative ring. The spectrum of prime ideals is a geometric object where the ideals correspond to closed subsets.
In the course we will give an introduction to these two subjects, and we will stress how to use the dictionary between algebraic geometry and commutative algebra. In particular we will focus on how algebraic notions and results are to be understood and implemented in the geometric context.
Topics in mathematics III: The mathematical theory of option pricing
An option is a security/contract giving the right to buy or sell an asset subject to certain conditions, within specified period of time.
Trading option in a more organized and controlled way dates back to the founding of Chicago Board Option Exchange (CBOE) in 1973. The same year also saw a breakthrough in the theory of option pricing, with publication of the famous result of Fischer Black and Myron Scholes in the Journal of Political Economy. The mathematical model of Black-Scholes is still the most widely used tool for pricing financial derivatives.
Although uncertainty underpins the valuation of any financial instrument, the derivation of the Black-Scholes model is heavily relied on partial differential equations rather than stochastic calculus.
This model is also used for valuation of almost all financial derivatives: pricing options, pricing commodities (mines), warrants, index, ...
Since its birth, this theory has evolved to embrace very complicated phenomena beyond financial markets: Political decisions, Operating strategies, Decision under uncertainty.
In this course we shall discuss the most basic facts of this theory, using tools from PDE.
Functional analysis
The main goal is to give an introduction to the basics of functional analysis and operator theory, and to some of their (very numerous) applications.
First lecture will be on Tuesday January 18 between 14:15-16:00 in the seminar room 3721, institutionen för matematik. We continue our lectures every second Tuesday, please for more details see the course homepage.
Applied combinatorics
The course will cover several topics of modern combinatorics. One important question is how many are there of a certain object? We will learn techniques, such as recursions, power series and tools from algebra, to answer this question. Important objects will be permutations and partitions. We will also study some applications of graph theory, in particular flows in networks. An other interesting area is error correcting codes, where we will learn som of the basic theory. Finally we will also discuss the mathematics of voting procedures.
Prerequisite: A basic course in Discrete Mathematics. A basic course in linear algebra.
The history of mathematics
Groups and rings
As James Newman once said, algebra is "a branch of mathematics in which one does something to something and then compares the results with the result of doing the same thing to something else, or something else to the same thing".
Abstract algebra is the area of mathematics that investigates algebraic structures. By defining certain operations on sets one can construct more sophisticated objects: groups, rings, fields. These operations unify and distinguish objects at the same time. Adding matrices work similarly to adding integers while matrix multiplication is quite different from multiplication modulo n. Because structures like groups or rings are richer than sets we cannot compare them using just their elements, we have to relate their operations as well. For this reason group and ring homomophisms are defined. These are functions between groups or rings that "respect" their operation. This type of function are used not only to relate these objects but also to build new ones, quotients for example.
Although at this point it may seem like the study of these new and strange objects is little more than an exercise in a mathematical fantasy world, the basic results and ideas of abstract algebra have permeated and are at the foundation of nearly every branch of mathematics.
Galois theory
Galois theory is a beautiful and fundamental part of algebra dealing with field extensions and field automorphisms. The main theorem gives a 1-1 correspondence between the subextensions of a given field extension satisfying certain properties and the subgroups of a group of automorphisms associated to the extension.
Galois theory has many applications. Some of the best known applications are the proof of the impossibility of the trisection of a general angle with ruler and compass only and the proof that the solutions of a general algebraic equation of degree five or higher cannot be given only in terms of n-th roots and the basic algebraic operations.
Topics in mathematics IV: Applied topology
How can a topological space and its properties be described? One could try to use geometric and descriptive language. For example one might write: a 2 dimensional bounded subspace of the 3 dimensional Euclidean space without a boundary with 2 holes. Such a descriptive language however is often imprecise and may lead to wrong conclusions. For example same description could be visualize in different ways by different people. To remedy this problem, Algebraic Topology uses the precise language of algebra to describe geometry. Homology and cohomology are one of the most important tools in this translation process. It has been a great achievement in mathematics to realize that some important geometric properties of spaces can be described by these invariants. In this course we will study two specific cohomology theories: K-theory and De Rham cohomology. They both have the advantage of being elementary, and can be studied with no particular previous knowledge. K-theory deals with vector bundles over a space. An example of a vector bundle is the Möbius band which consists of a family of lines twisting around the circle. De Rham cohomology uses ideas well known from vector analysis. We will see how these theories are used to compute invariants of spaces, and we will try to give several applications.
Game Theory
Game theory provides mathematical tools for the analysis of strategic interactions, with applications to many fields, ranging from political science and economics to biology and computer science. One half of this course is devoted to classical game theory and deals with "games" in a very broad sense of the word. The other half is devoted to combinatorial game theory, where we restrict our attention to a class of two-player games with perfect information, including many well-known board games like chess and go. | 677.169 | 1 |
...Using a student-centered approach, I help the student navigate unfamiliar waters in this subject. Topics covered include functions, "families of functions," equations, inequalities, systems of equations and inequalities, polynomials, rational and radical equations, complex numbers, and sequences... | 677.169 | 1 |
... read more
Calculus: Problems and Solutions by A. Ginzburg Ideal for self-instruction as well as for classroom use, this text improves understanding and problem-solving skills in analysis, analytic geometry, and higher algebra. Over 1,200 problems, with hints and complete solutions. 1963Product Description:
ideas may be applied. Rather than an exhaustive treatment, it represents an introduction that will appeal to a broad spectrum of students. Accordingly, the mathematics is kept as simple as possible. The first of the two-part treatment deals principally with the general properties of differintegral operators. The second half is mainly oriented toward the applications of these properties to mathematical and other problems. Topics include integer order, simple and complex functions, semiderivatives and semi-integrals, and transcendental functions. The text concludes with overviews of applications in the classical calculus and diffusion problems | 677.169 | 1 |
Yes, it matters. You will have homework assigned out of the current edition, so unless you somehow get a hold of the 2011 edition's problem sets, you're not going to have the same problems, in the same order, which matters for homework. (sometimes the problem is the same but the numbering is scrambled; other times, the problem is tweaked or entirely altered or removed). | 677.169 | 1 |
New and Published Books
Group inverses for singular M-matrices are useful tools not only in matrix analysis, but also in the analysis of stochastic processes, graph theory, electrical networks, and demographic models. Group Inverses of M-Matrices and Their Applications highlights the importance and utility of the group...
For many years, this classroom-tested, best-selling text has guided mathematics students to more advanced studies in topology, abstract algebra, and real analysis. Elements of Advanced Mathematics, Third Edition retains the content and character of previous editions while making the material more...
Fundamentals and Selected Topics
Starting with the most basic notions, Universal Algebra: Fundamentals and Selected Topics introduces all the key elements needed to read and understand current research in this field. Based on the author's two-semester course, the text prepares students for research work by providing a solid...
An Introduction to Combinatorics, Second Edition
Emphasizes a Problem Solving ApproachA first course in combinatorics
Completely revised, How to Count: An Introduction to Combinatorics, Second Edition shows how to solve numerous classic and other interesting combinatorial problems. The authors take an easily accessible approach that introduces...
Advanced Linear Algebra focuses on vector spaces and the maps between them that preserve their structure (linear transformations). It starts with familiar concepts and then slowly builds to deeper results. Along with including many exercises and examples, each section reviews what students need to...
Combinatorics of Spreads and Parallelisms covers all known finite and infinite parallelisms as well as the planes comprising them. It also presents a complete analysis of general spreads and partitions of vector spaces that provide groups enabling the construction of subgeometry partitions of...
Linear algebra forms the basis for much of modern mathematics—theoretical, applied, and computational. Finite-Dimensional Linear Algebra provides a solid foundation for the study of advanced mathematics and discusses applications of linear algebra to such diverse areas as combinatorics,...
Drawing on the authors' use of the Hadamard-related theory in several successful engineering projects, Theory and Applications of Higher-Dimensional Hadamard Matrices, Second Edition explores the applications and dimensions of Hadamard matrices. This edition contains a new section on the...
Useful Concepts and Results at the Heart of Linear AlgebraA one- or two-semester course for a wide variety of students at the sophomore/junior undergraduate level
A Modern Introduction to Linear Algebra provides a rigorous yet accessible matrix-oriented introduction to the essential concepts of...
An Interactive Approach
By integrating the use of GAP and Mathematica®, Abstract Algebra: An Interactive Approach presents a hands-on approach to learning about groups, rings, and fields. Each chapter includes both GAP and Mathematica commands, corresponding Mathematica notebooks, traditional exercises, and several... | 677.169 | 1 |
Course Detail
Registration
Curriculum & Instruction: Math as a Second Language
EDCI 200 Z3 (CRN: 60994)
3 Credit Hours—Seats Available!
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About EDCI 200 Z3
This course lays the groundwork for all the Vermont Mathematics Initiative courses that follow. A major theme is understanding algebra and arithmetic through language. The objective is to provide a solid conceptual understanding of the operations of arithmetic, as well as the interrelationships among arithmetic, algebra, and geometry. Topics include arithmetic vs. algebra; solving equations; place value and the history of counting; inverse processes; the geometry of multiplication; the many faces of division; rational vs. irrational numbers and the one-dimensional geometry of numbers. All of the topics in this course are taught in the context of the mathematics curriculum in grades K-6. | 677.169 | 1 |
Select new releases include FREE streaming with the purchase of the DVD or audio CD.
Enjoy instantly on your computer, laptop, tablet or smartphone.
COURSE DESCRIPTION
One of the greatest achievements of the human mind is calculus. It justly deserves a place in the pantheon of our accomplishments with Shakespeare's plays, Beethoven's symphonies, and Einstein's theory of relativity. In fact, most of the differences in the way we experience life now and the way we
experienced it at the beginning of the 17th century emerged because of technical advances that rely on calculus. Calculus is a beautiful idea exposing the rational workings of the world; it is part of our intellectual heritage.
The True Genius of Calculus Is Simple
Calculus, separately invented by Newton and Leibniz, is one of the most fruitful strategies for analyzing our world ever devised. Calculus has made it possible to build bridges that span miles of river, travel to the moon, and predict patterns of population change.
Yet for all its computational power, calculus is the exploration of just two ideas—the derivative and the integral—both of which arise from a commonsense analysis of motion. All a 1,300-page calculus textbook holds, Professor Michael Starbird asserts, are those two basic ideas and 1,298 pages of examples, variations, and applications.
Many of us exclude ourselves from the profound insights of calculus because we didn't continue in mathematics. This great achievement remains a closed door. But Professor Starbird can open that door and make calculus accessible to all.
Why You Didn't Get It the First Time
Professor Starbird is committed to correcting the bewildering way that the beauty of calculus was hidden from many of us in school.
He firmly believes that calculus does not require a complicated vocabulary or notation to understand it. Indeed, the purpose of these lectures is to explain clearly the concepts of calculus and to help you see that "calculus is a crowning intellectual achievement of humanity that all intelligent people can appreciate, enjoy, and understand."
He adds: "The deep concepts of calculus can be understood without the technical background traditionally required in calculus courses. Indeed, frequently the technicalities in calculus courses completely submerge the striking, salient insights that compose the true significance of the subject.
"In this course, the concepts and insights at the heart of calculus take center stage. The central ideas are absolutely meaningful and understandable to all intelligent people—regardless of the level or age of their previous mathematical experience. Historical events and everyday action form the foundation for this excursion through calculus."
Two Simple Ideas
After the introduction, the course begins with a discussion of a car driving down a road. As Professor Starbird discusses speed and position, the two foundational concepts of calculus arise naturally, and their relationship to each other becomes clear and convincing.
Professor Starbird presents and explores the fundamental ideas, then shows how they can be understood and applied in many settings.
Expanding the Insight
Calculus originated in our desire to understand motion, which is change in position over time. Professor Starbird then explains how calculus has created powerful insight into everything that changes over time. Thus, the fundamental insight of calculus unites the way we see economics, astronomy, population growth, engineering, and even baseball. Calculus is the mathematical structure that lies at the core of a world of seemingly unrelated issues.
As you follow the intellectual development of calculus, your appreciation of its inner workings will deepen, and your skill in seeing how calculus can solve problems will increase. You will examine the relationships between algebra, geometry, trigonometry, and calculus. You will graduate from considering the linear motion of a car on a straight road to motion on a two-dimensional plane or even the motion of a flying object in three-dimensional space.
Designed for Nonmathematicians
Every step is in English rather than "mathese." Formulas are important, certainly, but the course takes the approach that every equation is in fact also a sentence that can be understood, and solved, in English.
This course is crafted to make the key concepts and triumphs of calculus accessible to nonmathematicians. It requires only a basic acquaintance with beginning high-school level algebra and geometry. This series is not designed as a college calculus course; rather, it will help you see calculus around you in the everyday world.
LECTURES
24Lectures
Calculus is a subject of enormous importance and historical impact. It provides a dynamic view of the world and is an invaluable tool for measuring change. Calculus is applicable in many situations, from the trajectory of a baseball to changes in the Dow Jones average or elephant populations. Yet, at its core, calculus is the study of two ideas about motion and change.
The example of a car moving down a straight road is a simple and effective way to study motion. An everyday scenario that involves running a stop sign and the use of a camera illustrates the first fundamental idea of calculus: the derivative.
You are kidnapped and driven away in a car. You can't see out the window, but you are able to shoot a videotape of the speedometer. The process by which you can use information about speed to compute the exact location of the car at the end of one hour is the second idea of calculus: the integral.
The moving car scenario illustrates the Fundamental Theorem of Calculus. This states that the derivative and the integral are two sides of the same coin. The insight of calculus, the Fundamental Theorem creates a method for finding a value that would otherwise be hard or impossible to get, even with a computer.
Change is so fundamental to our vision of the world that we view it as the driving force in our understanding of physics, biology, economics—virtually anything. Graphs are a way to visualize the derivative's ability to analyze and quantify change.
The derivative lets us understand how a change in one variable affects a dependent quantity. We have studied this relationship with respect to time. But the derivative can be abstracted to many other dependencies, such as that of the area of a circle on the length of its radius, or supply or demand on price.
One of the most useful ways to consider derivatives is to view them algebraically. We can find the derivative of a function expressed algebraically by using a mechanical process, bypassing the infinite process of taking derivatives at each point.
The description of moving objects is one of the most direct applications of calculus. Analyzing the trajectories and speeds of projectiles has an illustrious history. This includes Galileo's famous experiments in Pisa and Newton's theories that allow us to compute the path and speed of projectiles, from baseballs to planets.
Optimization problems—for example, maximizing the area that can be enclosed by a certain amount of fencing—often bring students to tears. But they illustrate questions of enormous importance in the real world. The strategy for solving these problems involves an intriguing application of derivatives.
Archimedes devised an ingenious method that foreshadowed the idea of the integral in that it involved slicing a sphere into thin sections. Integrals provide effective techniques for computing volumes of solids and areas of surfaces. The image of an onion is useful in investigating how a solid ball can be viewed as layers of surfaces.
The integral involves breaking intervals of change into small pieces and then adding them up. We use Leibniz's notation for the integral because the long S shape reminds us that the definition of the integral involves sums.
Calculus is useful in many branches of mathematics. The 18th-century French scientist Georges Louis Leclerc Compte de Buffon used calculus and breadsticks to perform an experiment in probability. His experiment showed how random events can ultimately lead to an exact number.
Zeno's Arrow Paradox concerns itself with the fact that an arrow traveling to a target must cover half the total distance, then half the remaining distance, etc. How does it ever get there? The concept of limit solves the problem.
Zeno's Arrow Paradox shows us that an infinite addition problem (1/2 + 1/4 + 1/8 + . . .) can result in a single number: 1. Similarly, it is possible to approximate values such as π or the square root of 2 by adding up the first few hundred terms of infinite sum. Calculators use this method when we push the "sin" or square root keys.
We have seen how to analyze change and dependency according to one varying quantity. But many processes and things in nature vary according to several features. The steepness of a mountain slope is one example. To describe these real-world situations, we must use planes instead of lines to capture the philosophy of the derivative.
Calculus plays a central role in describing much of physics. It is integral to the description of planetary motion, mechanics, fluid dynamics, waves, thermodynamics, electricity, optics, and more. It can describe the physics of sound, but can't explain why we enjoy Bach.
Many money matters are prime examples of rates of change. The difference between getting rich and going broke is often determined by our ability to predict future trends. The perspective and methods of calculus are helpful tools in attempts to decide such questions as what production levels of a good will maximize profit.
Whether looking at people or pachyderms, the models for predicting future populations all involve the rates of population change. Calculus is well suited to this task. However, the discrete version of the Verhulst Model is an example of chaotic behavior—an application for which calculus may not be appropriate.
There are limits to the realms of applicability of calculus, but it would be difficult to exaggerate its importance and influence in our lives. When considered in all of its aspects, calculus truly has been—and will continue to be—one of the most effective and influential strategies for analyzing our world that has ever been devised and objects for demonstrations, this course is available exclusively on DVD. | 677.169 | 1 |
Algebra 2 covers factoring, rational exponents, quadratic equations, functions, imaginary and complex numbers, and exponential and logarithmic functions and equations. We would always endeavor to tie into the world around us, the subject matter in Algebra 2. The student and I would work through... | 677.169 | 1 |
Pompano Beach MathI
...Advanced functions such as Ln and Exponential functions are also explained in the subject. The focus on differences become crucial when dealing with advanced mathematics. Calculus branches into two sections, differential and integral calculus. | 677.169 | 1 |
Mathematics and Computer Science core 2
From Computer Science at Oxford
In their second year, students in the Mathematics and Computer Science
degree study four of five core Computer Science papers: Concurrency, Logic and Proof, Models of Computation, Numerical Analysis, and Object Oriented Programming; and two core Mathematics courses from Algebra, Analysis and Differential Equations.
Computer Science courses
Object-Oriented Programming
On this course you will focus on the construction and maintenance of
larger programs. Building on the course in Imperative
Programming, the course uses a sequence of graduated case studies
to illustrate the principles of abstraction and modularity that
underlie the design of successful software systems. The course is
structured around a large case-study, the design of an editing and production
system for magazine publishing.
Models of Computation
On this course you will gain a basic understanding of the classical mathematical models used to analyse
computing processes, including finite automata, grammars, and Turing machines. These mathematical models can be used to answer questions such as what
problems can be solved by computer, and whether there some problems that are
intrinsically harder to solve than others.
Concurrent Programming
Further information to follow.
Introduction to Logic and Proof
This course is an introduction for Computer Scientists to the ideas of formal logic. IT begins with the basic examples of the finite mathematical structures used in computing, and builds up a formal, logical language for making statements about these structures that can be proved in a system of symbolic rules of inference. You will develop the skills of using formal logic to express and prove useful properties of mathematical structures and more generally in constructing rigorous proofs and manipulating formal notation. You will end the course with a brief survey of other uses of formalisms in Computer Science.
Numerical analysis
Scientific computing pervades our lives: modern buildings and structures are designed using it, medical images are reconstructed for doctors using it, the cars and planes we travel on are designed with it, the pricing of "instruments" in the financial market is done using it, tomorrows weather is predicted with it.
The derivation and study of the core, underpinning algorithms for this vast range of applications defines the subject of Numerical Analysis. This course gives an introduction to that subject.
The emphasis in the course is on applying algorithms to numerical problems, but this
demonstration shows how the same algorithms can be applied to solving a combinatorial puzzle.
Mathematics courses
Algebra
Further Linear Algebra: The core of linear algebra comprises the
theory of linear equations in many variables, the theory of matrices and
determinants, and the theory of vector spaces and linear transformations. All
these topics were introduced in the Moderations course. Here they are developed
further to provide the tools for applications in geometry, modern mechanics and
theoretical physics, probability and statistics, functional analysis and, of
course, algebra and number theory. Our aim is to provide a thorough treatment of
some classical theorems that describe the behaviour of linear transformations on
a finite-dimensional vector space to itself, both in the purely algebraic
setting and in the situation where the vector space carries a metric deriving
from an inner product.
Rings and Arithmetic: This half-course introduces the student to some
basic ring theory with a number-theoretic slant. The first year algebra course
contains a treatment of the Euclidean Algorithm in its classical manifestations
for integers and for polynomial rings over a field. Here the idea is developed in
abstracto. The Gaussian integers, which have applications to some classical
questions of number theory, give an important and interesting (and entertaining)
illustration of the theory.
Analysis
The theory of functions of a complex variable is a rewarding branch of
mathematics to study at the undergraduate level with a good balance between
general theory and examples. It occupies a central position in mathematics with
links to analysis, algebra, number theory, potential theory, geometry, topology,
and generates a number of powerful techniques (for example, evaluation of
integrals, solution of ordinary and partial differential equations) with
applications in many aspects of both pure and applied mathematics, and other
disciplines, particularly the physical sciences.
In these lectures we begin by introducing students to the language of
topology before using it in the exposition of the theory of (holomorphic)
functions of a complex variable. The central aim of the lectures is to present
Cauchy's theorem and its consequences, particularly series expansions of
holomorphic functions, the calculus of residues and its applications.
The course includes an introduction to series solutions of second order
ordinary differential equations in the complex plane and concludes with an
account of the conformal properties of holomorphic functions and applications to
mapping regions.
Differential Equations
The aim of this course is to introduce all students reading mathematics to
the basic theory of ordinary and partial differential equations. On completion
of the course, students will understand the importance of existence and
uniqueness and will be aware that explicit analytic solutions are the exception
rather than the rule. They will acquire a toolbox of methods for solving linear
equations and for understanding the solutions of nonlinear equations.
The course will be example-led and will concentrate on equations that arise
in practice rather than those constructed to illustrate a mathematical theory.
The emphasis will be on solving equations and understanding the possible
behaviours of solutions, and the analysis will be developed as a means to this
end.
The course will furnish undergraduates with the necessary skills to pursue
any of the applied options in the third year and will also form the foundation
for a deeper and more rigorous course in partial differential equations. | 677.169 | 1 |
This is a serious book. Stewart explains clearly and concisely for a non-mathematician some of the central ideas of mathematics. Perfect for those willing to put in some thought. I'd also recommend it to anyone in first year pure math. And especially to anyone who teaches math.
The problems range from easy to incredibly hard. They are chosen to illustrate points or techniques. Many also have a touch of humour. You will learn a lot from this book. Few theorems are mentioned! Fun, cheap, instructive, amusing.
This book introduces group theory and all the math needed to prove one of the central results of Galois theory, the insolubility of the quintic. This includes prioving many ruler&compass constructions in geometry are impossible.
That sounds heavy but the remarkable thing is anyone who has taken grade 12 math should be able to follow it (with a bit of work) and anyone who has done first year algebra or calculus should be able to follow it all.
Very discursive, with a lot of sentences not just symbols to explain the ideas, and a lot of examples. Nice physical layout too.
A hard core math text written for non-mathematicians, and it succeeds. I also highly recommend it to anyone encountering groups or Galois theory for the first time.
No Title Available
5.0 out of 5 starsinjecting responsibility into feminism, May 31 2001
An excellent book blending anecdote and evidence into a strong argument. An attempt by a feminist to tinject responsibility and morality into a movement that has often turned its back on both.
This covers the basics of algebraic topology with simplexes, covering in essence the fundamental ideas behind of the work of Poincare, Brouwer, and Alexander. He proves the Jordan curve theorem, classifies all compact surfaces, and the relationship with vector fields. The homology groups are defined and used.
There are excellent examples, clear writing, and humour. An outstanding introduction.
One nice feature is that he bases his notions of continuity on "nearness" not epsilon-delta.
This book is based on an intersting idea -- a direct path to the duality theorem. But it has so many flaws. Definitions are often loose, there are no significant examples, proofs are often unclear. Some proofs used symbols never explicitly defined.
This book examines the consequences of numerous social programs -- often overlapping ones -- which have had the side effect of corroding responsibility and and social and family cohesion. Very impressive research and interesting anecdotes.
The only problem is that it is a series of articles. Thus it is sometimes repetitive and she misses the opportunity for comparing these stories side by side. | 677.169 | 1 |
More Resources for Math and Decision Making
Materials designed to be helpful in teaching a CHANCE case study course based on current
chance events as reported in daily newspapers and current journals and to supplement work
in a more traditional probability or statistics course that introduces current events.
Of particular note on this database is the biweekly newsletter,
CHANCE News.
Are you thinking about getting a visiting lecturer for Math Awareness Week?
For advice on this matter, please see our page of excerpts from the MAA Program of Visiting Lecturers for
1995-96. Included is a list of lecture topics which relate to
the theme of MAW '96, Mathematics and Decision Making.
A package for high school students and
teachers that demonstrates the relevance and excitement of operations research and mathematics in
general. Using a combination of videotape, computer software, exercises, and text, this package is an invaluable teaching aid for
introducing operations research concepts.
Mathematics Awareness Month is sponsored each year by the Joint Policy Board for Mathematics to recognize the importance of mathematics through written materials and an accompanying poster that highlight mathematical developments and applications in a particular area. | 677.169 | 1 |
Matlab Programming
< 5th SEM
< Academics
< avishek1527
Abstract This report is an introduction to Artificial Neural Networks. The various types of neural networks are explained and demonstrated, applications of neural networks like ANNs in medicine are described, and a detailed historical background is provided.
Polynomials are one of the most commonly used types of curves in regression. The applications of the method of least squares curve fitting using polynomials are briefly discussed as follows. To obtain further information on a particular curve fitting, please click on the link at the end of each item. Or try the calculator on the right The Least-Squares Line : The least-squares line method uses a straight line to approximate the given set of data, , where | 677.169 | 1 |
Story Tools
In its first year in 2007, this column appeared in VCE Express, a section of The Age devoted to helping VCE students and teachers. However, we never actually wrote about VCE mathematics. We had decided that there was no point.
At the time, we simply couldn't see any interesting way to write about VCE maths. That judgment was possibly too dismissive of the subject Specialist Mathematics. Unfortunately, in regard to Mathematical Methods, we are more convinced than ever.
As an example of the problem, consider the number e, which we wrote about last year. We hope what we wrote was interesting and we plan to write more. However, interesting or not, we don't believe that anything we might write on e could help a VCE student do well in their assessment.
The number e is introduced in the year 12 subject Mathematical Methods 3 & 4, but is simply treated as a mystery number. A Methods student need know nothing more than that e has magical calculus properties, and that there's a button for it somewhere on the calculator. Actually knowing what e is, or why it has the properties that it does, seems to be of no consequence.
How did Methods get this way? As exemplified by the treatment of e, those who have mandated the huge emphasis on calculators have plenty to answer for. However, the current technology fetishism is merely a symptom of a much more general problem.
Once upon a time, Victorian year 12 students could take Pure Mathematics and Applied Mathematics. They were strong subjects, and the natural division of topics meant that both subjects were well structured and had a clear purpose.
At some point, someone made the very regrettable decision to alter this natural structure. As a consequence, we are now burdened with Methods, a fish-fowl subject devoted to nothing in particular.
True, there are the "methods". However, these methods are often contrived or have little purpose. Moreover, as we'll see, they're sometimes plain wrong.
The technical nature of Methods makes it difficult to indicate the subject's deep and systemic problems. Those familiar with the subject may be interested in a textbook review we have written in collaboration with our colleague David Treeby. Here, we'll attempt to give some sense of the problems by considering aspects of Methods' treatment of the topic of functions.
Functions are fundamental to mathematics and its applications. They offer a natural way of describing physical processes, of obtaining outputs from inputs. For example, if we have a cooling cup of coffee, we can describe the temperature (output) of the coffee as a function of the time (input) it has been standing.
Functions can also be purely abstract. The cubing function, for example, spits out the cube of whatever number we put in: an input of 2 results in an output of 23 = 8, and so on. Using the standard notation of x for the input and y for the output, we can write the cubing function as y =x3. We can also graph the function using the familiar Cartesian coordinates.
Though functions are very natural, there are some subtle notions in the precise mathematical definitions. A solid pure mathematics subject would deal with these subtleties, though one can often get by with intuition alone. What should be avoided is a meaningless middle ground, and engaging in sporadic pedantry, without regard for purpose or clarity: that is the approach taken in Methods.
Methods introduces confusing and pointless technicalities into determining when the composition of functions makes sense (Composition is the operation of following one process by another). If we take the subject guidelines (page 130) literally, then Question 4 on last year's first Methods examis actually concerned with a function that does not exist. This is absurd, but there is worse to come.
A fundamental method of attempting to understand functions is through the concept of the inverse. The idea is to reverse the process of a function, interchanging the roles of input and output. For our cooling cup of coffee, the inverse function would amount to considering the time as a function of the temperature. Similarly, we can consider our cubing function; its inverse is the cube root function, y = 3√x. So, putting in 8 gives an output of 3√8 = 2, and so on.
Actually, there's a hidden trickiness to inverses, a very important trickiness that is never even addressed in Methods. However, we'll leave that discussion for another day, and for now we'll accept such inverse functions at face value.
We now consider two questions that a Methods student might be asked about a function.
The first question: when are the input and the output of a function equal? Notice that this can be a very artificial question: for our coffee cup example, it would amount to asking when the time and the temperature are the same, which is meaningless.
However, though Methods gives no hint of it, there are natural contexts for this question. In any case, purely as an abstract question, it can help us understand the way functions work.
For the cubing function, this question amounts to asking when x3 equals x: it is not difficult to check that these values of x are exactly -1, 0 and 1. Note that the corresponding points on the graph occur on the straight line y = x, and it is easy to see that the same is true for any function.
Now for the second question: when are the outputs of a function and its inverse the same?
This appears to be a more difficult question: for our cubic function it amounts to asking when x3 equals 3√x. However, we can check that the solutions are again -1, 0 and 1. Moreover, it is not difficult to see that for any function, a solution to the first question will always be a solution to the second question as well.
So, maybe the two questions amount to the same problem? If one believes the 2011 Exam 2 Reporton Question 2.3 (where the function 3 – 2x3 is considered), this is indeed the case.
Unfortunately, what is written in the 2011 Report (and similarly in the Report on Question 2.1 of the 2010 Exam) is utter nonsense.
It is simply not the case that that the two questions are interchangeable: the solutions to the first question give no insight into whether there are further solutions to the second question, or what they might be. Moreover, the second question is in general much harder to solve than the first.
To give one example out of zillions, consider the function –x3. For this function the only solution to the first question is 0. However, the second question has additional solutions -1 and 1.
So, what about 2012? If such a question appears again, should a student go to the trouble of solving it in a mathematically valid manner? Or, should they simply do the quicker nonsense that is expected? We have no idea. Except, that to even have to ask such a question is indicative of a culture of mathematical madness.
Puzzle to Ponder: Consider the function y = (x - 2)/(x - 1). When are the input and the output of this function the same? When are the outputs of this function and its inverse the same?
Marty Ross is a mathematical nomad. His hobby is smashing calculators with a hammer.
Re: There's madness in the Methods
I knew you'd have an interesting function.
For the second, I agree, always, but for the first i + 1 and 1- i?
Roger
Roger, 16 July 2012, - Geelong College
Re: There's madness in the Methods
Question 1: Never
Question 2: Always
Keep up the great and true columns.
Ang, 28 April 2012, - Geelong
Re: There's madness in the Methods
Thanks very much Ang. And you are correct and correct (with the arguable exception of x =1).
Marty, 30 April 2012, - Maths Masters
Re: There's madness in the Methods
"One mustn't criticize other people on grounds where he can't stand perpendicular himself" (Twain) There are many problems with the mathematics curriculum. It is a difficult balancing act between what is practical, possible and realistic given the constraints that include the experiences of the teachers and the students. I would welcome Marty or Burkard into any mathematics classroom... not just of a single lesson, but for an extended period of time to appreciate the challenges faced by teachers and being part of the solution rather than the problem.
Peter, 23 April 2012, - Elisabeth Murdoch College
Re: There's madness in the Methods
Having been taught by Burkard, and know that he's been teaching at a university level for a while, I get the feeling that he would be able to teach people in a high school context better than most. However, this article is not about teacher quality (that's another important issue), but about the curriculum. There are more important things badly underplayed (his example of e) or even totally missing (like any geometry past linear stuff), emphasis on the wrong stuff or even just emphasising it in the wrong way (like the probability chapters, which are basically just plug-and-chug).
He wants curricula that include what professional mathematicians (most of whom are lecturers at unis) would want to include. I think that's a reasonable thing.
Jake, 24 April 2012, - Mckinnon Secondary College
Re: There's madness in the Methods
"Whenever you find yourself on the side of the majority, it is time to pause and reflect." (Twain)
Dear Peter, what on Earth makes you think we're unaware of the challenges faced by teachers? How is anything we've written in this column, or ever, unrespectful of that? Indeed, the very purpose of our current column was to point out two such challenges: (1) teaching material that is so pointlessly pendantic that it even trips up the examiners; (2) teaching "methods" that are purely and simply wrong.
We don't know why you regard us as part of the problem, but we're sorry you do so. And, we would love to be part of the solution. But, honestly, we don't know how: we simply don't have the ear or the respect of those in charge. So, failing other suggestions, we shall continue to do the only thing we know: describing beautiful mathematics with which to engage, and flagging ugly absurdities to avoid. We think Mark Twain would have approved of both. | 677.169 | 1 |
Class Descriptions
Class Descriptions
MAT103 - Introduction to Algebra / Geometry
30 hours - 2.00 semester credit hours
Introduction to Algebra and Geometry (MAT103) covers elementary algebraic and geometric concepts, which include: fractions, decimals, the solving and graphing of linear equations in one and two variables, polynomial expressions, and geometric properties of lines, angles, and triangles. | 677.169 | 1 |
MAT
360
- Statistics and Probability for Teachers
In this course students will study topics in data analysis including:descriptive statistics, probability, odds and fair games, probability distributions, normal distributions, estimation, and hypothesis testing. The course format will include: hands-on activities; computer-based simulations; creating and implementing student developed investigations; and actual middle school mathematics classroom activities. Throughout the course students will be given opportunities to relate the mathematical concepts studied in this course to the mathematical concepts they will be teaching. This course is not appropriate for students who have completed MAT-240, MAT-245 or MAT-250. | 677.169 | 1 |
Related Documents
Abstract Algebra
Providing a concise introduction to abstract algebra, this work unfolds some of the fundamental systems with the aim of reaching applicable, significant results.
Customer Reviews:
good book for 1st semester course
By R. John - July 22, 2001
Abstract algebra (AKA "algebraic structures", "modern algebra", or simply "algebra") can be a difficult topic depending on its presentation. The difficulty comes in the abstractness of the topic (generalizations that give us useful properties), not the complexity of the area (though, further study can provide some of this). Although the several texts I have seen are useful in their own right, I don't believe there's a better text for beginners (or, perhaps, to strengthen shady concepts for further courses) on the subject. Herstein presents concrete examples before proving abstract concepts (something students who have only had courses on the several calculus, discrete math, probability, and matrix theory will find invaluable).The text is clear and concise. The length is short without omitting any pertinent ideas (other books tend to spend a wealth of pages on anomalies -- which can be good...but then we could really make volumes on the subject). The book starts with a basic... read more
Best at what it is
By Cletus Bojangles "Cletus" - September 23, 2002
(I am writing about the 2nd edition, which I used as an undergraduate.)This book is intended for a one semester senior-level honors course at a reasonably good undergraduate institution, for which it is perfect. Students who are less interested in pure mathematics or are somewhat weaker should go to Gallian's book, which is also excellent. Students who are weaker still maybe should seek out Fraleigh.Other reviewers are correct about the group theory being the strength of this book; ring and field theory are OK but short, but remember that this book is intended for a one semester undergraduate course. (Herstein was a ring theorist. It is natural to speculate that he chose the topics he did because of the course, not because of personal interest...) The optional topics (simplicity of A_n, Liouville's Criterion, etc.) are excellent."Topics in algebra" is supposed to be a year-long version of this book. That one is sometimes called "Herstein" and this... read more
Not a bad book but I am sure it could be better.
By Khalifa Alhazaa "a_mathematician" - February 26, 2001
I want you first to know that I have only read about 3/4 of the book and I have stopped after field extentions. I am trying here to comment on the book from a relatively more advanced point of view because I have had all the subjects in depth in some other classes. I think Hersteins treatment of groups is more than excellent I would not recommend any other book for group theory at the undergraduate level. But he starts loosing this track in his treatment of rings, and I feel he starts getting faster and faster in explaing ideals and I do not think he did it very well. Field extension and Galois theory go even faster. I think you should stop reading the book after group theory and try some other book in the subject of ring theory something like Jacobson's "Basic Algebra I" for advanced students. But the book is not that bad if you can absorb things fast enough. It even has a chapter about straight edge and compass constructions which is a remarkable subject for me. It even... read more
Widely acclaimed algebra text. This book is designed to give the reader insight into the power and beauty that accrues from a rich interplay between different areas of mathematics. The book carefully ...
Concrete Abstract Algebra develops the theory of abstract algebra from numbers to Gr"obner bases, while takin in all the usual material of a traditional introductory course. In addition, there is a ... | 677.169 | 1 |
algebra formulas or if there is a good site which can assist me.
Algebra Buster is a simple software and is definitely worth a try. You will also find lot of exciting stuff there. I use it as reference software for my math problems and can swear that it has made learning math much more fun. | 677.169 | 1 |
Change
Educated citizens need to grasp the meaning of growth in order to understand financial contracts (e.g. credit card payments) and make sense of statements such as "the jobless rate is increasing at a lower pace than last year." Scientists and technicians need to understand and model growth to represent processes in physical, social, and biological domains. Doubling the width of a shoebox has a very different effect on volume or surface area from doubling the radius of a ball. If we compare two populations, one twice as large as the first but both with same birth rate, or two populations of the same size but one of them with twice the birth rate of the other, the difference in the populations' sizes over a number of years is even more dramatic. Course 3 will deal with various aspects of change, from the effects of positive or negative change on equations and inequalities, comparison of different types of functions for representing change, (e.g., things that go around in circles) to the meaning of rate of change. Studies of students' understanding of various kinds of change over time (e.g. change in displacement, height, wages) and their interpretation of graphs are considered. | 677.169 | 1 |
In GAMM-Mitteilungen original scientific contributions to the fields of applied mathematics and mechanics are published. In regular intervals the editor will solicit surveys on topics of current interests. | 677.169 | 1 |
This eBook introduces the significant scientific notation of the very large, the intermediate and the very small in terms of numbers and algebra through an exploration of indices, the rules of indices… | 677.169 | 1 |
Understand Algebra: A Teach Yourself 60 million Teach Yourself products sold worldwide! A helpful guide for students struggling with algebraUnderstand Algebraprovides everything you need to broaden your skills and gain confidence. Assuming only a basic level of arithmetic, this carefully graded and progressive book guides them through the basic principles of the subject with the help of exercises and fully worked examples.Includes: One, five and ten-minute introductions to key principles to get you started Lots of instant help with common problems and quick tips for succ... MOREess, based on the author's many years of experience Tests in the book to keep track of your progress Exercises and examples with full answers allow you to practice your new skills progressivelyTopics include: The meaning of algebra; Elementary operations in algebra; Brackets and operations with them; Positive and negative numbers; Expressions and equations; Linear equations; Formulae; Simultaneous equations; Linear inequalities; Graphical representation of quantities; Straight line graphs; coordinates; Using inequalities to define regions; Multiplying algebraicalalgebraics; Factors; Fractions; Graphs of quadratic functions; Quadratic equations; Indices; Logarithms; Ratio and proportion; Variation; The determination of laws; Rational and irrational numbers; Arithmetical and geometrical sequences | 677.169 | 1 |
Starting with maths: Patterns and formulas
After completing this unit you should be able to:
visualise problems using pictures and diagrams;
recognise patterns in a variety of different situations;
use a word formula to help solve a problem;
derive simple word formulas of your own, for example for use in a spreadsheet;
Starting with maths: Patterns and formulas
Introduction It also looks at some useful practical applications. You will see how to describe some patterns mathematically as formulas and how these can be used to solve problems both by hand and using a computer spreadsheet. At the end of the unit, you can even have a go at an unsolved mathematical problem! Between 2000 and 2002, a $1 000 000 prize was offered for its solution – that's just to show you that there is still a lot of very exciting mathematics to be discovered and also that everybody – you, me and all great mathematicians – do get stuck with mathematics somewhere!
You won't need a computer to do this though!
This unit is from our archive and is an adapted extract from the Open University course Starting with maths (Y162 | 677.169 | 1 |
The Quadratic Calculator together with a comprehensive package of instructional study aids is an invaluable educational resource for students and teachers alike in mathematics, science, engineering and finance.
The Quadratic Calculator is easy to use and provides solutions to quadratic functions and related quadratic equations, as well as the solutions needed to graph the quadratic function.
These solutions include the real and imaginary roots, the discriminant, the maximum or minimum value of the quadratic function, the sum and product of the roots and the related vertex form of the quadratic function.
The complementary study aids are presented in a compact e-reference book that includes sections on fundamental concepts, formulas, problem-solving methods, tips for sketching a quadratic function, together with numerous worked step-by-step example and applied problem sets. There is even a summary quiz with answers that tests your knowledge and understanding of the quadratic function and equation. | 677.169 | 1 |
FAQs
A lot of people usually have questions about this site or about Algebra 1. Here we're going to attempt to answer all of the most common questions as best as we can. If we missed your question, feel free to check out the contact page for information on how to reach us.
Q: Do you have to be some kind of math genius to get Algebra 1?
A: No, you don't. The problem that people typically have when they ask this question is that they are intimidated by variables, or about the stigma surrounding the word "algebra." A lot of people have some very serious anxiety about math in general, which is usually fueled by this idea that they are inherently not good at math. Math doesn't work like that. You are rewarded in Algebra 1 by how much you work, not how smart you are.
Q: Why are there letters in this math?
A: These letters are called variables, and they let us think about numbers or values that we don't have yet. Chances are, you use variables dozens of time each day in your everyday life, but you just don't think about it. It's really just how math represents thinking backwards. For a quick example, if you're in line at a store, and you see three people ahead of you, you can start to estimate how long it will take for you to get up to the counter based on a lot of variables that you don't know, like how fast the cashier works and whether someone in front of you is going to take extra time writing a check. Since you generally don't know these things, if we were going to talk about the time it's going to take you to get to the counter by using math, we would have to use variables for some of these unknown values.
Q: Will I ever use this in real life?
A: Algebra 1 is great because it's extremely practical for use in day to day life. Chances are that you already use many of the concepts from Algebra 1 in your life on a day to day basis, but you just don't realize it because you've never seen the ideas in the form of equations. Of all of the Algebra and Calculus classes, Algebra 1 is by far the class that can give you the most practical knowledge of them all.
If you have a question that wasn't answered here, then feel free to contact us. We look forward to hearing from you! | 677.169 | 1 |
Linear Algebra Done Right
second edition
Sheldon Axler
This text, published by Springer, is intended for a second course in linear algebra. The novel approach used throughout the book takes great care to motivate concepts and simplify proofs.
For example, the book presents, without having defined determinants, a clean proof that
every linear operator on a finite-dimensional complex vector space (or on an odd-dimensional
real vector space) has an eigenvalue.
Although this text is intended for a second course in linear algebra, there are
no prerequisites other than appropriate mathematical
maturity. Thus the book starts by discussing vector spaces, linear
independence, span, basis, and dimension. Students are introduced to
inner-product spaces in the
first half of the book and shortly thereafter to the finite-dimensional spectral
theorem.
A variety of interesting exercises in each chapter helps students understand and manipulate the objects of linear algebra.
Excerpts from Reviews
Altogether, the text is a didactic masterpiece. Zentralblatt für Mathematik
Axler demotes determinants (usually quite a central technique in the finite dimensional setting, though marginal in infinite dimensions) to a minor role. To so consistently do without determinants constitutes a tour de force in the service of simplicity and clarity; these are also well served by the general precision of Axler's prose... The most original linear algebra book to appear in years, it certainly belongs in every undergraduate library. Choice
The determinant-free proofs are elegant and intuitive. American Mathematical Monthly
Clarity through examples is emphasized... the text is ideal for class exercises... I congratulate the author and the publisher for a well-produced textbook on linear algebra. Mathematical Reviews | 677.169 | 1 |
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ENVIRONMENTAL STUDIES: Bachelor of Science (124 cr)Keene State College 2009-2010 CatalogMeet with a faculty advisor in Environmental Studies to discuss your academic plans. This sheet is for general advising purposes only.MAJOR REQUIREMENTS (64-8
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Structure of the human genome GenGene testing When would it be carried out? Prenatally To detect diseased embryos/fetuses Neonatally To detect disorders which may benefit from immediate intervention Adults To confirm a diagnosis made from clinical symptoms To assess risk o
Chromosome tracking-Tracking HD in a family -#5 wanted to know his risk of having inherited HD from his grandfather -his mom didnt want to know -used a highly polymorphic marker near the gene to follow inheritance of chrom. -marker had 5 alleles -co
Beyond the genome Cataloguing and characterizing data set Looking from trends within data that can be used as predictors 2 papers describe disease genes and what can be found from the genome 1st looks at types of genes and their disease propertie
Human cloning Positive arguments Infertile couples or couples suffering from genetic disease on one side of the family could choose to make a clone of one of the parents to raise a biologically related child Cloning cells in vitro could provide ti
Some things to consider What | 677.169 | 1 |
: Mathematics for Calculus
This best selling author team explains concepts simply and clearly, without glossing over difficult points. Problem solving and mathematical modeling ...Show synopsisThis best selling author team explains concepts simply and clearly, without glossing over difficult points. Problem solving and mathematical modeling are introduced early and reinforced throughout, providing students with a solid foundation in the principles of mathematical thinking. Comprehensive and evenly paced, this book provides complete coverage of the function concept, and integrates a significant amount of graphing calculator material to help students develop insight into mathematical ideas. The authors' attention to detail and clarity, the same as found in James Stewart's market-leading Calculus text, is what makes this text the market leader.Hide synopsis
Reviews of Precalculus: Mathematics for Calculus
Book is actually pretty good, I like the fact that its first chapter is a review of stuff from intermediate algebra...if you are using this book...and you have just finished intermediate/college algebra...get this book and do each section of ch. 1...this will set you up for a good foundation for the ...
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A beautiful presentation and treatment of all math required before studying calculus. Comprehensive, and a strong focus on theory. Lots of problems to test yourself. Get through this and then star in your calculus study, as you are now VERY well prepared.
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This book is one of the best out there in the current markets. Dr. Stewart explains this subject with geometrical shapes to better understand the subject. For example he explains and proves the the phytogorean theorem, laws of sines and cosines, and alot more. Highly recommend this book as well as | 677.169 | 1 |
Your student will be taking Algebra 2 next year at PLD, and I
wanted to contact you to share some important information regarding this class.
The 2011-2012 school year was the first time we administered End of Course Exams
(EOCs) from the Kentucky Department of Education. These tests are a piece of
our schools accountability design. Equally important, the EOC exam counted as
10% of a studentís spring semester grade and next school year will count as
15%. Additionally, every student at PLD will take the ACT during their junior
year, and the math portion covers pre-algebra, algebra, geometry, advanced
algebra and trigonometry, so a studentís success in Algebra 2 can increase their
math ACT score. The math teachers at PLD are dedicated to helping your student
be successful on both the Algebra 2 EOC and the ACT.
Students are
allowed to use calculators on both the EOC and the ACT, and this year we had
over 400 students take both the EOC and the ACT. Unfortunately, we do not have
the resources to provide a graphingcalculator for every student. We
encourage you to make sure your student begins the year in August with a
graphing calculator. While these calculators can be purchased at many stores,
we would like to offer you a deal! We can purchase
calculators from a distributor at the discounted price of $105. If you are
interested in purchasing a TI-84 Plus (Texas Instruments) calculator through the
school, please contact
[email protected]
and she will take your order.
Alternatively, we do have approximately 150 graphing calculators that can be
checked out through the library to use for the entire year. On the first day of
school, math teachers will have check out forms that students can take home to
obtain a parent signature and return to school. Upon return of the forms, a
graphing calculator can be issued from the library, but due to a limited number
of calculators, this is on a first-come, first-served basis.
Some
additional materials that students will need to be successful in Algebra 2 are
graph paper, pencils, notebook (3-ring or spiral), paper and extra AAA
batteries. Thank you for your help in making sure that your child is equipped
with the supplies they need to succeed at PLD. | 677.169 | 1 |
Caroline El-Chaar | LinkedIn Introduction to Calculus and Vectors - taught in french Introduction to Calculus (directed to Arts and Social Sciences students) Mathematical Methods I - taught in french ...
Introduction Calculus on ehow.com
How to Find a Limit in Calculus | eHow Calculus is a mathematical discipline that is based on limits. The first lessons in any introduction to calculus course concerns limits, which is the value of a ...
How to Choose a Calculus Textbook | eHow Other overall texts that are commonly used include: "Introduction to Calculus and Analysis, Volume 1" by Richard Courant and Fritz Joh as well as "Calculus, Vol. 1" by ...
How to Factor in Calculus | eHow The first lessons in any introduction to calculus course concerns limits, which... Solving Calculus Word Problems. When solving calculus word problems, it's important to ... | 677.169 | 1 |
Welcome to
Huntsville High School.The course
that you have enrolled in is Algebra One A. Algebra One is a formal,
in-depth study of algebraic concepts and the real number system.In thiscourse students develop a
greater understanding of and appreciation for algebraic properties andoperations.This course reinforces concepts presented
in earlier courses and permits students to explore new, more challenging content which
prepares them for further study in mathematics.
By the end of this course you
will have learned:
1. Foundations for Algebra
2. Solving Equations
3. Solving Inequalities
4. An Introduction to Functions
5. Linear Functions
6. Data Analysis and Probability (chp 12)
Classroom Material ( Must have
DAILY)
1.3 ring binder w/pockets
2.Loose leaf paper
3.pencils
4.calculator
5. laptop (fully charged)
Classroom Procedures
1.Be in your seat with all material ready for
class before the tardy bell rings
4.Do not touch without permission A-V
equipment, light switch, thermostat, anything on or in the teacher's desk
5.No food or drinks are allowed (except a
bottle of water)
6. Follow all HCS and HHS policies
Classroom Consequences
1.Verbal warning
2.Phone call to parent or guardian
3.Office referral
Classroom Attendance
Policy/Makeup Procedure
Each student is allowed 10
unexcused absences per course.Once
you have exceeded this number,
you will be denied credit for
the course.A tardy also count towards
an unexcused absence.Threeunexcused tardies will equal
one unexcused absence. Make-up work must be handed to
me with the original due date written at the top of the page.
Classroom Grading Policy
Grades will be computed from
test, quizzes, and homework.Each test
is worth 100 points.There
will be at least one test per
chapter.There will be 5 to 7 quizzes
each nine weeks.
Homework will be given
daily.At the end of the 1st and 3rd
nine weeks, there will be a cumulative exam. | 677.169 | 1 |
This course is designed to help students who need to sharpen their skills or as a resource that teachers can employ to help struggling students stay up to speed. Energetic and enthusiastic Professor Terry Caliste teaches students step—by—step to use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships. At the conclusion of this course, students will be able to write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency ? mentally or with paper and pencil in simple cases and using technology in all cases.
Benefits • Write and solve equivalent forms of equations and inequalities.
• Easily sharpen your skills and stay up to speed.
• Step—by—step instruction will successfully motivate students in math. | 677.169 | 1 |
As electromagnetics, photonics, and materials science evolve, it is increasingly important for students and practitioners in the physical sciences and engineering to understand vector calculus and tensor analysis. This book provides a review of vector calculus. This review includes necessary excursions into tensor analysis intended as the reader's first exposure to tensors, making aspects of tensors understandable to advanced undergraduate students. This book will also prepare the reader for more advanced studies in vector calculus and tensor analysis. | 677.169 | 1 |
...
More About
This Book
Here
Forget higher calculus—you just need an open mind. And with this practical guide, math can stop being scary and start being useful.
Related Subjects
Meet the Author
Laura Laing graduated from James Madison University with a BS in Mathematics. After teaching high school math for four years, she became a staff writer for Inside Business. Her articles have appeared in Parade, The City Paper, Baltimore Sun, and The Advocate. Visit her October 8, 2011
great refresher course
This is a good refresher course on all the math you have forgotten over the years. The book is easy to understand and full of real life applications/examples. It has helped me with work and home situations. I have also used it as a tool to work on homework with my kids. I would definitely recommend it.
3 out of 3 people found this review helpful.
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Hahavens
Posted October 7, 2011
Great tips and shortcuts for everyday life math for the not-so-mathy types.
I'm a bit of a math freak, so while I picked up a couple new shortcuts, there wasn't all that much in this for me.
HOWEVER, after reading it, I knew it was just what my husband might need (he's that guy who always turns a little pink with embarassment as he hands me the restaraunt check, so I can figure the tip for him.)
He's taking it one thing at a time, and practicing what he learned for awhile after each chapter, so he's only a couple chapers in, but for the first time, all those same tricks I tried to teach him are finally starting to make sense to him, and stick!
Well done, Ms Laing. Well done!
2 out of 2 people found this review helpful.
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learn2live
Posted September 25, 2011
Highly Recommended - great
A great book for those that want to be up on the current math of the time very easy to follow and great examples
1 out of 2 people found this review helpful.
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Anonymous
Posted May 9, 2013
9/54 is _____ % ?
Answer: 17% here is how you do it: first you divide 9 by 54 and get .166666666666666......... . Then you round that to 17. I did that without the book. Have not bought it. This is from an 11 yr old 5th grader. Does the book tell you how to do that? In an easier way?
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Anonymous
Posted January 13, 2012
Nv
Wow. Lamo!!
0 out of 3 people found this review helpful.
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Anonymous
Posted January 18, 2012
Wo
I can only borow 1of ur books??
0 out of 2 people found this review helpful.
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Hatima
Posted October 12, 2011
Interesting
Intresting some nice tips. I think I will use it from time to time
0 out of 1 people found this review helpful.
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Bee57
Posted October 4, 2011
Not good
Did not like this book at all. It did not meet my expectations. I work with everyday business math and was unable to follow the book. Perhaps you can!
0 out of 3 people found this review helpful.
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saxston524
Posted October 3, 2011
Could Have Been Better!
This book by author Laura Laing was okay but not exactly what I was looking for. It's useful though. I'm still awful at math and some point will take a second look.
0 out of 2 people found this review helpful.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged. | 677.169 | 1 |
A First Course in Linear Algebra, 2e is a coherent, self-contained introductory course on linear algebra, especially suited to first year students fresh out of school and mature age students returning to study after a period of absence.
Using simple examples with deep connections, the book includes...
This book provides general descriptions of children's learning and is intended to help show how children approach mathematics differently than adults. By connecting children's thinking to our own learning, we hope that this book will improve understanding of both mathematics and childre...
For courses in Differential Equations and Linear Algebra.Acclaimed authors Edwards and Penney combine core topics in elementary differential equations with those concepts and methods of elementary linear algebra needed for a contemporary combined introduction to differential equations and linear alg... | 677.169 | 1 |
Develop student understanding with the Discovering Math series. This 2-pack addresses various aspects of problem solving, including representation of quantities and patterns, mathematical modeling, algorithms, language and symbolism, and logic and proof. | 677.169 | 1 |
Mathematics Enrichment Center
Two Locations:
Main Campus W117
Fairview Park Plaza Extension Center
(1485 W. King St., Decatur, IL)
Welcome to the Mathematics Enrichment Center! We help students to advance more quickly through developmental mathematics — General Math Skills, Pre Algebra, Basic Algebra, and Intermediate Algebra — in a self paced approach by using technology enhanced individual instruction.
If you need to take:
Then you are eligible to choose:
MATH 087 (General Math Skills)
MATH 090 (Pre-Algebra)
MATH 091 (Basic Algebra)
MATH 098 (Intermediate Algebra)
MATH 096
How
In MATH 096, students begin by taking a mastery test for the level they placed into.
Students are then given personalized assignments covering only the topics needed.
Students have a flexible schedule and choose which four hours to go to class on a walk in basis.
Once students score 70% or higher on the final mastery test, they may start the next course in the same semester saving time and money.
Students can focus on learning the mathematics concepts without the pressure of grades because class is credit/non-credit.
A variety of help is available 24/7 in the form of individual instruction, software called MyMathLab.
Contact Information
Bring your Richland student ID with you to scan in and out of the Mathematics Enrichment Center - if you don't have a Richland student ID, go to the Student Services Office (N127) to get one - you will need a photo ID and your student ID number to get your Richland ID. | 677.169 | 1 |
Problems in Solutions.
ABSTRACT
Whether it has been a fault in the public school system of America or simply a trait more common to certain minds, the matter of simple proportions is—to the average nurse and oftentimes to physicians as well—most confounding. When the student nurse encounters the elementary arithmetic associated with the making of solutions or the primary problems of chemistry, she is generally, in the language of the street, "up against it." Possibly no one has realized it better than Miss Sullivan, who has had broad teaching experience. How much good such a book will do is problematic. In the first place, one who explains these arithmetical problems should have a reader with patience and a certain amount of intelligence. After this step is successfully passed, Miss Sullivan may get her book across. To one, on the other hand, who has even a fair acquaintance with lower mathematics, the book seems unnecessarily | 677.169 | 1 |
College Algebra, ALC + MXL your students dislike carrying a big textbook around campus? We can provide an unbound, three-hole-punched version of the traditional text so that your students can carry just what they need. This unbound version comes with access to MyMaythLab or MyStatLab at a significant discount from the price of the regular text. understand the material. | 677.169 | 1 |
FL Students
Course Name:
Liberal Arts Mathematics
Course Code:
1208300
Honors Course Code:
AP Course Code:
Description:
The total weight of two beluga whales and three orca whales is 36,000 pounds. The weight of each whale could be determined with just one additional fact. The Liberal Arts Math course provides all the math tools needed to answer this weighty question. The setting for this course is an amusement park with animals, rides, and games. The students' job is to apply what they learn to dozens of real-world scenarios. .
Equations, geometric relationships, and statistical probabilities can sometimes be dull, but not in this class! The park guide (teacher) takes each student on a grand tour of problems and puzzles that show how things work and how mathematics provides valuable tools for everyday living.
Students should come ready to reinforce and grow their existing algebra and geometry skills to learn complex algebraic and geometric concepts they will need needed for further study of mathematics.
Note: This course does not meet the academic core requirement for math for entry into the State University System of Florida or eligibility requirements for some Bright Futures Scholarships.
Access the site link below to view | 677.169 | 1 |
books.google.ca - Finally...
Algebra
Finally with good pedagogy. Therefore it stresses clarity rather than brevity and contains an extraordinarily large number of illustrative exercises.
User ratings
Review: Algebra
Review: Algebra
User Review - Geoffrey Lee - Goodreads
Hungerford's Algebra is a beautifully written book which covers a wide range of material. Unlike Serge Lang's book on Algebra, which is more like a technical reference guide, Hungerford's book ...Read full review
ALGEBRA–II is a rigorous introduction to all those topics in basic algebra that every ... They also form the syllabus for the Ph.D. Algebra comprehensive exam. The ... ~araghur/ spring2008/ math5623/ syllabus.pdf
620-222 The course will discuss various aspects of modern algebra concentrating on extending the linear algebra that you have already done and introducing some new ... ~s620222/
Less
About the author (1974)
Thomas W. Hungerford received his M.S. and Ph.D. from the University of Chicago. He has taught at the University of Washington and at Cleveland State University, and is now at St. Louis University. His research fields are algebra and mathematics education. He is the author of many notable books for undergraduate and graduate level courses. In addition to ABSTRACT ALGEBRA: AN INTRODUCTION, these include: ALGEBRA (Springer, Graduate Texts in Mathematics, #73. 1974); MATHEMATICS WITH APPLICATIONS, Tenth Edition (Pearson, 2011; with M. Lial and J. Holcomb); and CONTEMPORARY PRECALCULUS, Fifth Edition (Cengage, 2009; with D. Shaw). | 677.169 | 1 |
@inbook {MATHEDUC.05865082,
author = {K\'antor, T\"unde},
title = {J. K\"ursch\'ak a world-famous scholar teacher (1864-1933).},
year = {2010},
booktitle = {Problem solving in mathematics education. Proceedings of the 11th ProMath conference, Budapest, Hungary, September 3--5, 2009},
pages = {76-86},
publisher = {Budapest: Univ. Budapest, Mathematics Teaching and Education Center},
abstract = {},
msc2010 = {A30xx},
identifier = {2011b.00015},
} | 677.169 | 1 |
Search Course Communities:
Course Communities
Lesson 41: Conic Sections: Ellipses
Course Topic(s):
Developmental Math | Conic Sections
Beginning with a general introduction to conics and how they are formed, circles are first presented and then ellipses are motivated by looking at the general equation of a circle centered at the origin. After central ellipses, translated ellipses are discussed, followed by a procedure for writing the equation of the ellipse in standard form. The lesson concludes with a procedure for finding the equation of an ellipse given its vertices. | 677.169 | 1 |
Elsevier Science and Technology, July 2009, Pages: 744
Partial Differential Equations and Boundary Value Problems with Maple presents all of the material normally covered in a standard course on partial differential equations, while focusing on the natural union between this material and the powerful computational software, Maple. The Maple commands are so intuitive and easy to learn, students can learn what they need to know about the software in a matter of hours- an investment that provides substantial returns. Maple's animation capabilities allow students and practitioners to see real-time displays of the solutions of partial differential equations. Maple files can be found on the books website.
- Provides a quick overview of the software w/simple commands needed to get started - Includes review material on linear algebra and Ordinary Differential equations, and their contribution in solving partial differential equations - Incorporates an early introduction to Sturm-Liouville boundary problems and generalized eigenfunction expansions - Numerous example problems and end of each chapter exercises
Articolo, George A. Dr. George A. Articolo has 35 years of teaching experience in physics and applied mathematics at Rutgers University, and has been a consultant for several government research laboratories and aerospace corporations. He has a Ph.D. in mathematical physics with degrees from Temple University and Rensselaer Polytechnic Institute. | 677.169 | 1 |
The present book is intended primarily for an undergraduate audience. The authors believes that a sound grounding in Hilbert space theory is the best way how to approach functional analysis. It consists of sixteen chapters dealing with the following topics: Inner product spaces, Normed spaces, Hilbert and Banach spaces, Orthogonal expansions, Classical Fourier series, Dual spaces, Linear operators, Compact operators, Sturm- Liouville systems, Green's functions, Eigenfunction expansions, Positive operators and contractions, Hardy spaces, Approximation by analytic functions and approximation by meromorphic functions. This last chapter and the one concerning the positive operators may be of interest to electrical engineers, since some recent developments, particularly in control and filter design, require familiarity with this aspect of operator theory. The book presupposes introductory courses in real analysis, linear algebra, topology of metric spaces and elementary complex analysis. The chapter concerning Hardy spaces requires a certain familiarity with Lebesgue measure. [L.Janos] | 677.169 | 1 |
Mathematics scares and depresses most of us, but politicians, journalists and everyone in power use numbers all the time to bamboozle us. Most maths is really simple - as easy as 2+2 in fact. Better still it can be understood without any jargon, any formulas - and in fact not even many numbers. Most of it is commonsense, and by using a few really simple... more... The result is a must-have for all those needing to apply the methods in... more...
Assuming only basic algebra and Galois theory, this book develops the method of 'algebraic patching' to realize finite groups and, more generally, to solve finite split embedding problems over fields. The method succeeds over rational function fields of one variable over 'ample fields'. Among others, it leads to the solution of twoThis book concentrates on the mathematics of photonic crystals, which form an important class of physical structures investigated in nanotechnology. Photonic crystals are materials which are composed of two or more different dielectrics or metals, and which exhibit a spatially periodic structure, typically at the length scale of hundred nanometers.... more...
Delves into the world of ideas, explores the spell mathematics casts on our lives, and helps you discover mathematics where you least expect it. Be spellbound by the mathematical designs found in nature. Learn how knots may untie the mysteries of life. Be mesmerized by the computer revolution. Discover how the hidden forces of mathematics -hold architectural... more...
Part of the joy of mathematics is that it is everywhere-in soap bubbles, electricity, da Vinci's masterpieces, even in an ocean wave. Written by the well-known mathematics teacher consultant, this volume's collection of over 200 clearly illustrated mathematical ideas, concepts, puzzles, and games shows where they turn up in the "real" world. You'll... more... fields of physics, engineering and chemistry with an interest in fluid dynamics... more...
This volume is an introduction to nonlinear waves and soliton theory in the special environment of compact spaces such a closed curves and surfaces and other domain contours. It assumes familiarity with basic soliton theory and nonlinear dynamical systems. The first part of the book introduces the mathematical concept required for treating the manifolds | 677.169 | 1 |
Show Your Work! 2-step equations: Help for early algebra students battle begins! Students are learning how to solve basic equations in one variable, and the problems are "so easy" they can "do it in their heads" and don't want to show work! Here is a strategy that has helped me get students to show the work I really want. Very adaptable - especially useful as a supplement to typical textbook worksheets that don't provide students any room to show the work we so desperately want to see!
PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
1983.05Great! I always have two-sided copies of these laying around and offer them to students when I assign a textbook worksheet (since they never give enough room for the work we model and expect of our students!) | 677.169 | 1 |
MTS7001 Mathematics Tertiary Preparation (KUMBN)
Synopsis
Using concepts of self-paced instruction the course guides students through a carefully sequenced series of topics, which will provide the foundation for mathematics that will be encountered in tertiary studies, detailed above. The self-paced structure allows students to work at their own pace developing confidence with mathematics and general problem solving. | 677.169 | 1 |
In addition to the step-by-step multi-media solutions manual, parents may purchase another set of CDs that contains both lectures—one for each of the 110 lessons in the textbook—and step-by-step multimedia explanations to the 5 practice problems that begin each problem set. These practice problems serve as hints to the very toughest problems in the book.
Friendly Text/More Explanation
Multimedia solutions and multimedia lectures are not the only features which set the Teaching Textbook™ program apart from the com-petition. The textbook itself, since it was designed specifically for independent learners, contains far more explanation than any on the market, and the tone is friendly and conversational. Important portions of the text are also highlighted to enhance reading comprehension.
Review Method
Another advantage of the Geometry Teaching Textbook™ is that it employs the well-known review method. This helps students master difficult concepts and increases long-term retention. Each lesson includes 5 practice problems (examples) and 20-24 assigned problems, for a total of almost 3,500 problems in the book.
SAT and ACT Prep Built In
In addition to covering all the standard school geometry topics, the book puts great emphasis on problems found on the SAT and ACT. In fact, nearly every problem set includes several problems that were modeled after those found on actual SAT and ACT exams. And since all Teaching Textbooks use the review method, students become better and better at solving these important problem types each day.
Funny Examples and Illustrations
The Geometry Teaching Textbook™ is also full of fascinating and entertaining real-world examples that make the math concepts crystal clear. And the book contains many humorous illustrations which put students at ease and keep them totally engaged in the learning process.
Easy-to-Use CD-ROM's
The Geometry Teaching Textbook™ CD-ROM's are also incredibly easy to use. Unlike most software, which often comes with detailed instruction manuals, the Teaching Textbook CDs are designed to be as easy to use as a videotape. You just set the CD in the tray, click on the lesson and lecture you want and that's it!
What Parents and Students are Saying
Parents love the Geometry Teaching Textbook™ program primarily because it relieves them from having to figure out tough math problems on their own, but if you ask students what makes the Teaching Textbook the best, they almost always say the same thing: It's more fun. Students also say that reading the text is like having a friendly tutor or coach gently guiding them through each concept and problem type.
Never Get Stumped Again
The two sets of CD-ROMs offer far more teaching than any other math product on the market. In fact, they even contain more teaching than is available in most traditional classes. With this unprecedented CD-ROM package, the frustration of missing a problem and not being able to figure out what you did wrong is over. Students (and their parents) finally have a powerful yet affordable way to teach themselves math! | 677.169 | 1 |
TestSMART® Student Practice Books for Mathematics contain pretests and reproducible practice sheets that help diagnose the standards that students need to master
The multiple worksheets for each skill also provide opportunities for further practiceFamiliarizes students with both the content and format of state-mandated testsAll materials are research-basedAn extensive master skills list represents a synthesis of reading skills from major state test specifications and can easily be correlated from one state to anotherA complete answer key is providedCovers all math objectives thoroughly with the Concepts book and the Operations and Problem Solving book for each grade levelEach book contains comprehensive reproducible practice exercises for word analysis, vocabulary, comprehension and study skillsGrade 3 | 677.169 | 1 |
Find a Metuchen PrecalculusAn introduction to variables. The number-line is labeled and the different types of numbers are defined. Students manipulate simple equations, and practice constructing equations based on real world applications | 677.169 | 1 |
Author: Delbert L. Hall Email: [email protected] Publisher: Spring Knoll Press Trim Size: 8.5" x 11" Pages: 146 ISBN: 0615747795 ISBN-13: 978-0615747798 Price: $19.95 Tentative Date of Release: March 1, 2013 Description: The job of
an entertainment rigger is to safely suspend objects (scenery, lights,
sound equipment, platforms, and even performers) at very specific
locations above the ground. The type, size and location of the
structural members from which these objects must be suspended vary
greatly from venue to venue. Additionally, the size, weight, and
location of each object varies from object to object. To ensure that
each object is safely suspended at the proper location, math is
essential. If you want to be a top-notch rigger, you have to know
math. Math does not have to be hard. It is a lot like baking - you
need a good recipe, and then you just have to follow it - EXACTLY. The
purpose of this book is to provide you with the recipe for solving
rigging problems. Once you learn the recipes, you will be able figure
out many rigging problems. This book is more than a list of formulas -
it will also help users grasp some of the principles behind the physics
of rigging. By understanding these principles and the math behind
them, entertainment riggers should be able to look at many rigging
situations and determine if it is "obviously safe," or "obviously
unsafe," without actually doing any math. However, there are many
cases where the load is just uncertain, or the answer is not obvious, and
the math needs to be done. This book may be of particular interest to
individuals who wish to become a certified rigger. Many of the
mathematical problems and other information presented in this book are
intended to prepare individual for the types of questions they might
encounter on a certification exam – in both theatre and arena rigging.
Table of Contents Part I. Conversions Lesson 1: Converting between Imperial and Metric
Part IV. Truss Lesson 10: Center of Gravity for Two Loads on a Beam Lesson 11: Uniformly Distributed Loads on a Beam Lesson 12: Dead-hang Tension on One End of a Truss Lesson 13: Simple Load on a Beam Lesson 14: Distributed Load on a Beam Lesson 15: Cantilevered Load on a Beam Lesson 16: Chain Hoists, and Truss, and Lights, Oh My! | 677.169 | 1 |
This new edition of a classic American Tech textbook presents
basic mathematic concepts typically applied in the industrial,
business, construction and craft trades. By combining
comprehensive text with
illustrated examples of mathematics problems, this book
offers easy-to-understand instructions for solving math-based
problems encountered on the job. Many different trade areas are
represented throughout the book.
Each of the twelve chapters contains an Introduction providing an
overview of the chapter content. Examples of specific mathematic
problems are displayed in illustrated, step-by-step formats.
Following visual as well as written processes provides the reader
with a sequenced opportunity to learn each concept. Learned
knowledge is then applied in Practice Problems, which immediately
follow Examples in the book. Students are encouraged to use the
space provided in the margins to answer these questions.
Tips located throughout the text assist in the development of
mathematics skills.
Calculator tips are also provided in each chapter to offer an
alternative method of solving problems and equations. Points
to Know are included to enhance the learner's understanding of how
mathematics principles are applied to the trade professions.
Additionally, photographs provide visual examples of how these
principles relate to on-the-job skills.
Practical Math is designed to be a basis for a mathematics course
or as a supplement to many other American Tech books and training
products. | 677.169 | 1 |
Algebra Through Practice, Book I
9780521272858
ISBN:
0521272858
Publisher: Cambridge University Press
Summary: Problem solving is an art that is central to understanding and ability in mathematics. With this series of books the authors have provided a selection of problems with complete solutions and test papers designed to be used with or instead of standard textbooks on algebra.
This item is printed on demand. Problem solving is an art that is central to understanding and ability in mathematics. With this series of books the authors have provided a s [more]
This item is printed on demand. Problem solving is an art that is central to understanding and ability in mathematics. With this series of books the authors have provided a selection of problems with complete solutions and test papers designed to be used.[less]
pp. 112 Problem solving is an art that is central to understanding and ability in mathematics. With this series of books the authors have provided a selection of problems wit [more]
pp. 112 Problem solving is an art that is central to understanding and ability in mathematics. With this series of books the authors have provided a selection of problems with complete solutions and test papers designed to be used with or instead of standard textbooks on algebra. For the convenience of the reader, a key explaining how the present books may be used in conjunction with some of the major textbooks is included. Each book of problems is divided into chapters that begin with some notes on notation and prerequisites. The majority of the material is aimed at the student of average ability but.[less] | 677.169 | 1 |
There are 10 Standards. Five focus on Content: Number and Operations, Algebra, Geometry, Measurement, and Data Analysis. And five focus on Process: Problem Solving, Reasoning and Proof, Communication, Connections, and Representation.
It is important not only to master the traditional basics, but also the "expanded basics" such as data analysis. Reasoning skills are essential for resourceful problem solving and strategic thinking.
Almost all MathStart books address the educational goals of multiple Standards. However, we thought it would be more useful to highlight the one or two Standards that each book most strongly addresses. | 677.169 | 1 |
Precalculus with Trigonometry and Analytical Geometry
Description
This text provides a strong foundation for work with functions that culminates with an introduction to the calculus topics of the derivative and the integral. Beginning with a review of basic trignometry, the study progresses to advanced topics including functions, identities, and trigonometric equations. Development of analytical geometry topics include a logical approach to the study of lines, conics, quadric surfaces, polar coordinates, and parametric equations. Colorful graphs in one, two, and three dimensions illustrate the concepts and provide a frame of reference for discussion. Helpful tips and example problems show step-by-step solutions that aid in understanding and problem solving. Balanced exercises in each chapter provide ample opportunity for students to understand both the algebraic solution and practical application of problem solving | 677.169 | 1 |
Communicate mathematical ideas verbally, in writing, and through mathematical representations to various audiences. [1120]
Develop the ability to perceive how people interact with their cultural and natural environments, through their own worldview and through the worldviews of others, in order to analyze how individuals and groups function in local and global contexts. [1986] | 677.169 | 1 |
Short Description for Complex Numbers from A to ...Z Helps you to learn how complex numbers may be used to solve algebraic equations, as well as their geometric interpretation. This book covers a selection of Olympiad problems solved by employing the methods presented. Full description
Full description for Complex Numbers from A to ...Z
* Learn how complex numbers may be used to solve algebraic equations, as well as their geometric interpretation * Theoretical aspects are augmented with rich exercises and problems at various levels of difficulty * A special feature is a selection of outstanding Olympiad problems solved by employing the methods presented * May serve as an engaging supplemental text for an introductory undergrad course on complex numbers or number theory | 677.169 | 1 |
From simple calculator operations to large-scale programming and interactive-document preparation, Mathematica is the tool of choice at the frontiers of scientific research, engineering analysis and modeling. It is also being increasingly used in high school and university teaching, and has application in a vast array of industries -- even computer game and art design.
Wolfram Demonstrations Project
Choose from thousands of fully functional, interactive videos with full source code ranging from math/science to geography/music.
At a superficial level, Mathematica is an amazing yet easy-to-use calculator. However, Mathematica functions work for any size or precision of number, compute with symbols, are easily represented graphically, automatically switch algorithms to get the best answer, and even check and adjust the accuracy of their own results. This sophistication means trustworthy answers every time, even for those inexperienced with the mechanics of a particular calculation.
While working through calculations, a notebook document keeps a complete report: inputs, outputs, and graphics in an interactive but typeset form. Adding text, headings, formulas from a textbook, or even interface elements is straightforward, making online slide show, web, XML, or printed presentations immediately available from the original material. In fact, with notebook document technology, a fully customised interface can easily be provided so that recipients can interact with the content. The notebook is a fully featured, fully integrated technical document-creation environment.
If you're doing anything technical, think Mathematica--not just for computation but for modeling, simulation, visualization, development, documentation, and deployment.
Why Mathematica? Because this one integrated software system delivers unprecedented workflow, coherence, reliability, and innovation. Rather than requiring different toolkits for different jobs, Mathematica has been built from its inception to deliver one vision: the ultimate technical computing environment.
Top Reasons to Upgrade to Mathematica 9
1. Optimise your workflow with the Wolfram Predictive Interface
The Wolfram Predictive Interface makes it easy to find and use the power of Mathematica 9. The Input Assistant's context-sensitive autocompletion and dynamic highlighting help you discover and enter commands, and the next-computation Suggestions Bar offers optimized suggestions for what to do next. It's the next step in our ongoing Compute-as-You-Think initiative that began with free-form linguistic input.
2. Examine social networks with built-in links to social media
Mathematica 9 introduces a full suite of social network analysis features including community detection, cohesive groups, and centrality measures, plus built-in links to Facebook, LinkedIn, Twitter, and more. It also adds new capabilities for network flows and new graph distributions.
3. Work with systemwide support for units
Mathematica 9 introduces a new unit system containing more than 4,500 different units, all integrated with Wolfram|Alpha's sophisticated unit interpretation system. From unit conversion to dimensional analysis, Mathematica provides you with all the tools you need to work with, and extract properties from, units and quantities.
4. Use survival analysis, random processes, and other expanded capabilities in data science and visualisation
Mathematica offers more statistical distributions than any other system, including specialized coverage of finance, medicine, and engineering. Mathematica 9 adds survival and reliability analysis; full support for random processes including queues, time series, and stochastic differential equations; a complete set of customizable gauges for dashboards and reports; and systemwide support for automatic legends for plots and charts.
5. Integrate R code into your Mathematica workflow
Mathematica 9 offers built-in ways to integrate R code into your Mathematica workflow, allowing data exchange between Mathematica and R and execution of R code from within Mathematica. With RLink, R users can use thousands of functions from across the full Mathematica system.
6. Deploy interactive documents with enhanced capabilities
Instantly create documents in the Computable Document Format (CDF) to present interactive charts of results, show dynamic models, or prototype your next application, and deploy them to the web or desktop. With Mathematica Enterprise Edition, you can deploy CDFs with live data and other enhanced features.
7. Perform powerful 3D volumetric and out-of-core image processing
Mathematica 9 scales up performance to very large 2D- and 3D-volumetric images using out-of-core technology, and builds in a hardware-accelerated rendering engine for 3D images and volumes. Mathematica 9 also adds feature tracking, face detection, image enhancements, and other highly optimized algorithms to perform comprehensive image analysis.
Mathematica 9 adds a complete set of customizable interactive gauges for dashboards and reports, with built-in support for units. Systemwide support for automatic legends for plots and charts means legends with any style or layout can be added to arbitrary content.
Until now, developing with Mathematica almost always meant deploying with Mathematica. The introduction of the Player family dramatically broadens deployment options--making it practical to deliver Mathematica notebook interactivity and applications to virtually anyone.
Enter a new world where every document is interactive and every concept comes with an application. It's a transformation that's already accelerating research, education, technical communication--and progress. And it's possible through two major advances introduced with Mathematica 6 technology: automated interface development and full-featured Mathematica Player deployment engines. Together, these dramatically lower the threshold for building in interactivity and deploying applications--making both practical in a far wider range of cases than ever before.
Until now, developing with Mathematica almost always meant deploying with Mathematica. The introduction of the Player family dramatically broadens deployment options--making it practical to deliver Mathematica notebook interactivity and applications to virtually anyone. If you're making new content, you need Mathematica, but if you're interacting with existing content, check out Player and Player Pro.
Player Pro
Mathematica Player Pro is the professional platform for running interactive Mathematica applications and documents. Used either as a personal tool or as a high-level engine built in by application developers, Player Pro provides the power of Mathematica for a fraction of the cost.
Player Pro as an application delivery system Player Pro is a single runtime yet it supports the functionality of Mathematica, giving users easy and cost-effective access to your Mathematica applications. And you can choose whether you want to bundle Player Pro to make a stand-alone application or deliver tools to an existing Player Pro user.
Player Pro as a personal tool
Interact with reports, applets, and documents from your colleagues without investing in Mathematica. If it's dynamic in Mathematica, it's dynamic in Player Pro.
Comparing the Player Family and Mathematica
Applications and interactive content can be deployed locally in a variety of cost-effective ways with Player, Player Pro, or Mathematica itself. Each solution is optimized for a different balance of capabilities, cost, and licensing model. Find out more below or contact us about which deployment would best suit your project. For server-side deployment options, use webMathematica.
Summary
Description
The free player with a Mathematica engine
The professional application delivery system for Mathematica
The ultimate tool for creating and interacting
Notebook support
View
View
View, edit, and create
Create new applications
Play applications interactively
Mouse-driven interaction for converted notebooks
Mouse and keyboard interactivity for all notebooks
Mouse and keyboard interactivity and content editing for all notebooks
Import/export
Wolfram-curated data only
Licensing
Free download
License fee
License fee
Documents and Display
Read and navigate notebooks
Slideshow mode
Run pre-generated animations
Open and close grouping cells
Notebook dynamic content enabled
.nbp-converted only
Create/edit notebooks
Change stylesheets
Save interface state
Annotate graphics
Print notebooks
Interactivity
Interactive with sliders, popup menus, radio buttons, locators, and checkboxes
gridMathematica combines the power of the world's leading technical computing environment with modern computing clusters and grids to solve the most demanding problems in mathematics, science, engineering, and finance.
Easily control CPUs and GPUs to solve large problems fast.
Extending Mathematica's built-in parallelization capabilities, gridMathematica runs more tasks in parallel, over more CPUs and GPUs, for faster execution. With gridMathematica, process coordination and management is completely automated. Appropriate parallel tasks run faster with no need for code changes.
Providing a network-managed pool of 16 computation kernels, gridMathematica can be shared by a group of Mathematica users locally and can run on remote hardware to combine the power of multiple computers.
Parallel Computation Comes Standard with Mathematica
Every copy of Mathematica includes the capability for instant parallel computing at no additional charge. In single-machine configurations, Mathematica includes the ability to compute across four local processor cores and can be extended to make use of eight or more cores with the purchase of Mathematica Core Extension. Contact us for details »
Premier Service subscribers and gridMathematica users also receive complimentary use of Wolfram Lightweight Grid Manager, a program that makes it easy for users to find and use Mathematica computation kernels on remote machines and to create ad hoc grids powered by unused kernels. This application is also available for purchase.
gridMathematica Features
gridMathematica is an integrated extension system for increasing the power of your Mathematica licenses. Each gridMathematica Server gives Mathematica users a shared pool of 16 additional network-enabled Mathematica computation kernels for running distributed parallel computations over multiple CPUs.
There is no need to change your existing parallel code—just make gridMathematica Server available, and parallel programs can automatically use the additional CPU power. Whether you have a massive parallel task or just want a little boost, you can quickly grab some extra power when you need it.
gridMathematica provides:
Grid deployment of all of Mathematica's functionality, including its state-of-the art, super-fast numerical routines, image processing, statistics, and finance capabilities. It even supports remote access to GPUs and the distributed on-the-fly generation and compilation of parallel C code. If you can do it in Mathematica, you can do it over the grid.
A high-level parallel programming language, which automates much of the communication, synchronization, data transfer, and error recovery that usually makes grid computing so difficult to set up. With automatically serialized data transfer, you can send any structured data and programs to remote machines without needing to configure a common file system.
Key Advantages
gridMathematica provides an affordable, easy-to-use way to take full advantage of grid-computing hardware such as the multiprocessor machines and computing clusters that are now more accessible to many research groups, universities, and companies.
In addition to a price that is much lower than the price of similar solutions, gridMathematica brings other unique advantages to your parallel technical-computing environment.
Computational Ability
gridMathematica gives immediate access to the world's leading collection of algorithms and mathematical knowledge. It offers all of the same features and programmatic capabilities as Mathematica, including thousands of functions covering areas such as numerical computation, symbolic computation, graphics, and general programming. gridMathematica takes advantage of new Mathematica functionality such as high-speed numerical linear algebra, 64-bit platform support, improved communication bandwidth, and reduced latency.
Ease of Development
gridMathematica introduces only a small number of new parallel computing constructs, and users familiar with Mathematica can transition to gridMathematica without difficulty. Furthermore, programs written in Mathematica can be easily modified to run on a grid. Even users who are new to Mathematica can use its high-level programming capabilities and thousands of built-in functions and just a few simple commands to solve grid-computing problems that used to require thousands of lines of code in C or Fortran.
Platform Independence
gridMathematica is platform independent and can be used on dedicated multiprocessor machines as well as on homogeneous and heterogeneous clusters. The only technical requirement, apart from the ability to run Mathematica, is a TCP/IP connection between the individual computing nodes. This connection allows customers to run the same code on any available machines without any porting work. It also makes it easy to build ad hoc clusters out of underutilised computers or to take advantage of low-use periods.
Special Pricing
gridMathematica provides powerful computing capabilities at a price that won't hurt your organisation's pocketbook. gridMathematica is offered at a cost per node that is far less than what users would have to pay for an equivalent Network Mathematica installation.
Lightweight Grid Manager
It immediately makes your idle hardware and software resources available to your whole workgroup, lending more CPU power to parallel Mathematica tasks. Wolfram Lightweight Grid Manager is included with gridMathematica, is available for other Mathematica licenses as a free benefit of Premier Service, and is also available for purchase.
How it works:
Discovery
Using Wolfram Lightweight Grid Client, built into every copy of Mathematica since Version 7, users can immediately see all the computers that have been made available to them on their local network. All they have to do is select which ones they want to use and how many Mathematica computation kernels to run on each.
Acquisition
Once the grid is set up, parallel tasks are automatically distributed over all available kernels. Start-up, communication, failure recovery, shutdown, and queuing of local and remote tasks are all automated. The combined CPU power of all of your hardware is seamlessly utilized from the users' desktop copies of Mathematica.
Management
You are in control of the computers, deciding who has access to each machine and how many Mathematica computation kernels each can run. Logging tools let you monitor use and look for potential problems. All this is managed with a web interface.
A new era of integrated design optimisation
Increasing the fidelity of modeling has come to the forefront of driving design efficiency.
Yet many of today's tools are limiting: block diagrams that poorly represent key components; models just for simulation, not engineering analysis; and computation that's only basic numerics or that's not integrated at all.
webMathematica is the clear choice for adding interactive calculations to the web. This unique technology enables you to create websites that allow users to compute and visualise results directly from a web browser.
webMathematica adds interactive calculations and visualisation to a website by integrating Mathematica with the latest web server technology.
How is webMathematica different from Mathematica?
webMathematica and Mathematica have the same underlying engine, but they provide fundamentally different user interfaces and are aimed at different types of users.
webMathematica offers access to specific Mathematica applications through a web browser or other web clients. The standard interface provided requires little training to use effectively. In most cases, users neither have to be familiar with Mathematica nor need to know they are using Mathematica.
In some sense, one can consider Mathematica a development environment for webMathematica sites. As an example, Mathematica is suitable for working on code that models some physical process--code that can then be placed into a webMathematica site to enable people to run the model and use its results for their regular work.
Advantages
webMathematica solves the problem of how to create and distribute solutions to technical computing problems quickly in today's networked environment.
You can develop new applications rapidly without requiring developers to learn new skills or to write a lot of Java code for mathematical algorithms, graphics, and input and output.
Developers do not have to worry about session management and error recovery. webMathematica takes care of all aspects of development, letting your R&D personnel concentrate on solutions, not the implementation details.
webMathematica lets you build, test,
and deploy specialized web services
for computation and visualization
at a faster pace and a lower cost
than ever before.
Use webMathematica content to draw more visitors to your corporate website or to build an enterprisewide computational services infrastructure that lowers the initial investment and cost of ownership by streamlining deployment and maintenance of technical computing applications. webMathematica even enables you to deliver applications to mobile devices so that your field personnel always have access to the latest tools.
This section gives details on some of the specific benefits that webMathematica offers to your organization and your developers for integration with your IT system.
The three most immediate technical advantages for your organization as a whole are:
Computational Ability
webMathematica provides a large library of Mathematica commands for web development. This allows you to build technical computing web services, including numerical, symbolic, and graphical applications that solve your daily technical computing problems quickly and easily. Also, Mathematica can import and export over 40 data, sound, and image formats, enabling users to process data online. To learn more about the benefits and features of Mathematica, see the Mathematica product pages.
Server-Based Computation
There is no software to buy, install, or maintain in order to use webMathematica sites. All that end users need is a web browser and, for some more-advanced features such as interactive 3D graphics, a Java runtime environment. This leads to significant savings over buying and maintaining user software and also makes sure that every end user always has the most recent version. An additional advantage is that websites enhanced by webMathematica can be accessed from any computer or web-enabled device in your organization.
Ease of Use
All that is needed to take advantage of webMathematica-enhanced sites is a web browser. All user interface elements are standard web GUI elements such as text fields, check boxes, and drop-down lists. This enables you to cut training time because your employees no longer have to learn different software applications. In many cases, no Mathematica experience is required.
Development
Solutions in minutes, not months, of development work
webMathematica makes all of the functionality of Mathematica available for website development. This easy access to the latest high-level computational algorithms as well as to powerful data analysis, graphics, and typesetting functions means that you can concentrate on solving your problems, not on programming solutions yourself. Regardless of the size of the application you are creating, developing it in webMathematica will cut your development time and make your application more robust as well as easier to use and maintain.
Key advantages of webMathematica for developers include:
Integration of Mathematica and HTML webMathematica allows a site to deliver HTML pages that are enhanced by the addition of Mathematica commands. When a request is made for one of these pages, the Mathematica commands are evaluated and the computed result is inserted into the page. This is done with JavaServer Pages (JSP), a standard Java technology, making use of custom tags. After the initial setup, all that you need to write webMathematica applications is a basic knowledge of HTML and Mathematica.
Standard Server Technology
webMathematica is based on two standard Java technologies: Java Servlet and JSP. Servlets are special Java programs that run in a Java-enabled web server, which is typically called a "servlet container" (or sometimes a "servlet engine"). There are many different types of servlet containers that will run on many different operating systems and architectures. They can also be integrated into other web servers, such as the Apache web server.
Connection Technology
Other software can readily be incorporated into webMathematica with MathLink technology. It is particularly easy to connect Java into Mathematica with J/Link, providing many exciting possibilities for webMathematica development.
Mathematica Application Packages
webMathematica works seamlessly with the Mathematica application packages. They allow you to implement additional specialized functionality without months of development time.
Source Code
webMathematica ships with the source code both for J/Link and for the webMathematica technology available to the public. You are able to see exactly how the code works and to do a full security audit if you choose to do so.
Professionally Designed Web Page Templates
Included in webMathematica are professionally designed web page templates that you can modify for your needs, thus saving you design time.
System Integration
webMathematica is built on platform-independent standards such as HTML, Java, and Java Servlet technology.
For example, Java Servlet technology is supported, either natively or through plug-in servlet containers, by all modern web servers--including Apache, Microsoft IIS, and iPlanet--as well as by application servers such as IBM WebSphere.
The main advantages of webMathematica for system integrators include:
Easy Integration with Other Software
Other software can be incorporated readily into webMathematica with MathLink technology. For example, you can call functionality in the server to examine HTTP headers, create and inspect cookies, or use JDBC for database connectivity.
Full Separation of Server Administration and Content Generation
The server setup and content generation are completely separate so that system administrators and webmasters can set up the system once and then have others populate it. Content generators, be they engineers, writers, or instructors, do not have to understand or even have access to the underlying engine.
webMathematica Kernel Manager
An important part of webMathematica is the kernel manager, which calls Mathematica in a robust, efficient, and secure manner. The manager maintains pools of one or more Mathematica kernels; by maintaining more than one kernel, the manager can process more than one request at a time. Each pool takes care of launching and initializing its kernels. When a request is received for a computation, a kernel process is utilized to process the request and, upon completion, is returned to its pool. If any computation exceeds a preset amount of time, the kernel process is shut down and restarted. When the server is shut down, all of the kernel processes are also shut down. These features maximize the performance and stability of the server.
Additionally, Parallel Computing Toolkit offers the ability to run large calculations distributed over several sessions. | 677.169 | 1 |
GRE Subject math - combinatorics and discrete math
GRE Subject math - combinatorics and discrete math
Hey,
Apparently combinatorics and discrete math are covered in the subject math gre. I am wondering whether it helps a lot to take these two classes? How much difference would it make if I just study for them on my own? Thank you. | 677.169 | 1 |
Authored by Andrew Dorsett, a former high school and university calculus instructor, the seminar provides insights on the benefits of using Mathematica for teaching calculus topics such as squeeze theorem, derivatives, Newton's method, Riemann sums, and solids of revolution.
This seminar is free, and includes example class materials for teaching calculus that you can download and immediately start using in your classes. Highlights include:
Riemann sums example
Solids of revolution example
Squeeze theorem courseware (Mathematica notebook)
Derivatives lab activity (Mathematica notebook)
Newton's method tutorial (Mathematica notebook)
World population lab activity (Mathematica notebook)
Links to resources to help you get Mathematica, find materials, or connect with other users around the world
I am very excited about presenting this new seminar. As a former high school Calculus teacher, I found that there were plenty of "holes" or "gaps" in my teaching where I fell short. Now that I see how Mathematica could have helped me through these tough spots, I kick myself for not exploring Mathematica when I was in the classroom. The seminar is intended to give you a look at Mathematica through the eyes of a math teacher. There are other discipline-specific seminars that are in development, and we are incredibly excited about what teachers will do in the classroom after attending. | 677.169 | 1 |
The
following are activities that I have developed for TI-Nspire
and TI-Nspire CAS. There is a brief explanation of
the file(s), the Nspire files to download, and any
accompanying files (like pdf's) for the student or
teacher. Feel free to pass them along and please contact me with any
suggestions.
Completing the
Square Parabolas Algebra 1, Algebra 2, Precalculus
This document is designed to either introduce or review how to use
"completing the square" to rewrite an equation of a parabola from
standard form into vertex form. Four different examples will be illustrated,
step-by-step. The graphs validate the work.
Complex Numbers – An
Introduction to i, Adding, Subtracting, Multiplying,
and Powers of i
Algebra 2, Precalculus
This document assists the student in learning about the Imaginary Numbers
for the first time. Explanations are supplied and 15 examples/exercises are
illustrated for the student to do along with the document. I used this with
great success in Algebra 2.
Given the Roots of a
Quadratic Equation, Find the Equation in Both Forms
Algebra 2
The student is given the solutions (roots, zeros) to a quadratic equation
and is asked to find the quadratic equation that has those solutions. The
equation must be stated in both forms: Standard Form and Vertex Form. Three
examples are illustrated completely followed by four exercises to be completed
by the student.
Thisformula is used to calculate the area of any
triangle if given the lengths of the 3 sides. This very short document presents
both parts of the formula and illustrates how to use it with an example. Each
step is shown clearly. A great introduction to this topic.
This document has 4 examples that clearly illustrate how to use the Law of
Cosines to solve triangles with different sets of data supplied. Each step is
clearly shown and a fifth example is supplied for the student to test his/her
understanding. A great first day assignment. In fact, I used this in place of
teaching the Law of Cosines this year! Two pdf
documents are included as accompanying files.
This document contains two examples. The first example illustrates how to
use the sine function to calculate the area of a triangle given certain
dimensions. The second example illustrates how to use the Law of Sines to solve a triangle given certain dimensions.
This activity asks the student to find the rectangle with maximum area
under a given parabola. To assist the student in generating the correct equation,
there is an interactive graph that illustrates the many possible rectangles.
And the student can check to see if his/her equation is correct by graphing on
top of the data that is generated.
MANUFACTURING A GALLON
CAN -- A MINIMIZATION PROBLEMDesk Top
Demonstration
Calculus, Precalculus
A metal can in the shape of a rectangular solid with a square base (top
and bottom) is to be manufactured at a minimum cost for materials. Your
responsibility is to find the dimensions of the can (to the nearest hundredth
of an inch) that minimizes the cost (to the nearest tenth of a penny). This has
an interactive graph/picture that shows all possible configurations for the can
and its costs.
This interactive activity is designed for the student to investigate how
area bounded by a curve and the x-axis can be approximated with areas of rectangles
using LRAM, RRAM, and MRAM. The student can change the function definition and
see the resulting change in areas. The student can change the x-coordinate of
the either endpoint of the interval. This uses only 4 rectangles.
This program approximates the area bounded by a curve and the x-axis over
a closed interval using LRAM, RRAM, MRAM. The student can decide the function,
the left endpoint, the right endpoint, and the number of subintervals.
A graph of a quadratic equation will be shown. Also shown is the equation
of the parabola in vertex form: y = a*(x - h)^(2) + v. The user is able to
change any/all of the 3 parameters: a, h, v, and the graph will automatically
change to reflect those changes in parameters.
The student is slowly taken through how to solve a quadratic equation using
the Quadratic Equation. Each step is shown and clearly explained. This is good
to use as an introduction or to use as a review.
A graph of a parabola will be shown. You are asked to find the equation of
the parabola in vertex form: y = a*(x - h)^(2) + v.Press enter on the double up arrow in the Ans section to see the answer. There are 19 different
graphs. Great practice to learn about translations.
This is the Nspire version of my all time
favorite applied problem that can be used in Geometry, Trigonometry, or
Calculus. I have 3 different versions of this: Student (handheld), Teacher
(handheld), and a Dynamic Extension that is best used on a desktop.
Interactive activity is designed for students to 'discover' what a fractional
exponent means by using the Calculator APP to explore expressions like25 to the one-half power, or 64 to the
one-third power.
Students are shown how
to factor expressions using several different techniques, each module shows a different
technique. Module 1: GCF;Module
2: Sum and Difference of 2 Squares;Module 3: Trinomials by Trial 'n Success with leading coefficient 1;Module 4: Trinomials by Trial 'n Success
with leading coefficient not 1;Module 5: Sum of 2 Cubes;Module 6: Difference of 2 Cubes;Module 7: By Grouping (4 terms);Module 8: Summary of previous 7 modules.Exercises are given and the correct
answers are supplied using the Q & A feature of Nspire.
This acitivity
is designed for calculus students. Problem: you are given 100 feet of fence and
you are to enclose a figure that looks like a basketball key: consisting of a
rectangle with a semicircle attached to the top of the rectangle. Find the
dimensions of this shape that uses 100 feet of fence to enclose it and also has
the maximum area. Find that maximum area.
This activity is
designed for students to investigate how to calculate the distance from a point
to a line. Multiple representations are used: pencil and graph paper, graphing
calculator, CAS. Eventually the student will generate (derive) the Distance
From a Point to a Line formulas using CAS.
This activity uses the
Notes Q & A feature to simulate electronic flash cards. Right now there are
the trig unit circle values in both radian and degree modes, either from 0 to 2
pi or 0 to 360 degrees. More will be added later.
This activity uses the Notes Q & A feature to simulate
electronic flash cards. This is very similar to BG_1 except that the graphs
have been translated. There are 17 Basic Graphs, each on its own "card". Students
will be asked to state the equation that is graphed. | 677.169 | 1 |
central theme of this book and course is functions as models of change. The authors emphasize that functions can be grouped into families and ...Show synopsisThe central theme of this book and course is functions as models of change. The authors emphasize that functions can be grouped into families and that functions can be used as models for real-world behavior. Because linear, exponential, power, and periodic functions are more frequently used to model physical phenomena, they are introduced before polynomial and rational functions. Once introduced, a family of functions is compared and contrasted with other families of functions | 677.169 | 1 |
Math books, math education
Discuss about math education in the U.S or in whatever your country is.
Let me start, my favorite math book is College Algebra by Murray R. Spiegel (from Schaum's outline series). It is the most complete book in terms of exercises and detailed solutions, I just love it.
About math education, I heard there is (or was recently) a crisis in the US, and that Danica Mckellar's books were a response to it, to help it, and also to diminish the gender gap in math. Here's her first book | 677.169 | 1 |
Inside the Book:
Preliminaries and Basic Operations
Signed Numbers, Frac-tions, and Percents
Terminology, Sets, and Expressions
Equations, Ratios, and Proportions
Equations with Two Vari-ables
Monomials, Polynomials, and Factoring
Algebraic Fractions
Inequalities, Graphing, and Absolute Value
Coordinate Geometry
Functions and Variations
Roots and Radicals
Quadratic Equations
Word Problems
Review Questions
Resource Center
Glossary
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CliffsNotes Quick Review guides give you a clear, concise, easy-to-use review of the basics. Introducing each topic, defining key terms, and carefully walking you through sample problems, this guide helps you grasp and understand the important concepts needed to succeed. | 677.169 | 1 |
@inbook {MATHEDUC.02364097,
author = {Krishnamani, Vatsala and Kimmins, Dovie},
title = {Using technology as a tool in abstract algebra and calculus courses: The MTSU experience.},
year = {1994},
booktitle = {7. Annual Conference on Technology in Collegiate Mathematics (ICTCM-7)},
pages = {Electronic paper},
publisher = {,},
abstract = {This paper reports how technology was utilized in abstract algebra and calculus courses, modifications that were made along the course of the semester to facilitate integration of technology, and student reactions to the use of the technology. How specific problem areas such as group dynamics, the time factor, and resistance from a few students were handled is emphasized. (authors' abstract) (The article is available under
msc2010 = {D45xx (R25xx H45xx I45xx I55xx)},
identifier = {2005e.02167},
} | 677.169 | 1 |
Mathematics
Page Content
To provide students with the mathematical skills they will need in everyday life as well as in the rigors of high school and post-high school mathematics, we have developed a strong mathematics curriculum that emphasizes communicating, computational and procedural skills, making connections, reasoning and proofing, problem solving, and using representations. Students learn to represent and communicate ideas through graphs, mathematical terms, models, signs, symbols, and writing. | 677.169 | 1 |
Find a Gladwyne Math Tutor
Subject:
Zip:Some basic operations of set theory include the union and intersection of sets. Combinatorics studies the way in which discrete structures can be combined or arranged. Graph theory deals with the study of graphs and networks and involves terms such as edges and vertices. | 677.169 | 1 |
Short description
The Oxford Successful Mathematics series presents a learner-centred approach to the Revised National Curriculum. The books are designed for ease of use, and help learners and teachers to understand the requirements of the Revised National Curriculum. | 677.169 | 1 |
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A theft and a hold-up, an impostor trying to collect an inheritance, the disappearance of a lab mouse worth several hundred thousand dollars, and a number of other cases : these are the investigations led by...
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Although we seldom think of it, our lives are played out in a world of numbers. Such common activities as throwing baseballs, skipping rope, growing flowers, playing football, measuring savings accounts, and...
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This book provides the mathematical foundations for the analysis of a class of degenerate elliptic operators defined on manifolds with corners, which arise in a variety of applications such as population genetics,...
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The P-NP problem is the most important open problem in computer science, if not all of mathematics. The Golden Ticket provides a nontechnical introduction to P-NP, its rich history, and its algorithmic implications... | 677.169 | 1 |
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
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MA/PH 607Howell11/7/2011Homework Handout IXA. For the following problems, we will use Cartesiancoordinates to describe points in the plane, and willlet V" , V# , V$ and V% be the four curves from! ! to # % indicated in the figure. Note that:+ V" a
1Intro1.1Some of What We Will CoverHere is a very rough idea of what the rst part of the Math Physics course will cover:1.Linear Algebra(a) We will start with a fundamental development of the theory for traditional vectors(developed in a manner th
8Multidimensional Calculus: BasicsWeve nished the basic linear algebra part of the course; now we start a major part onmultidimensional calculus This will included discussions of eld theory, differential geometry.and a little tensor analysis. Here isMultidimensional Calculus: Differential Theory9.5Chapter & Page: 919General Formulas for the Divergence and CurlLater, we will discover the geometric signicance of the divergence and the curl of a vector eld.Then, using those, we can both redene dive
Note on Example 1.8.3(page 46 of A&W)I've done enough partial derivation of equation 1.80 to believe it is true. However,their derivation is garbage. In using the BACCAB rule they seem to ignore the fact thatf is an operator, not a vector subject to t
The Sheet That Should Be Handed OutThe First Day Of ClassMathematical Methods for Physicists ~ Fall 2011(revised 8/18/2011)General StuffCourse: Mathematical Methods (for Physicists), MA 607 and PH 607Partial Prerequisites: A basic course in linear a
Preparing for the First ExamThe test covers everything done up through change of bases" and volumes of hyperparallelepipeds" (Chapter 5 in the online notes). The problems will be morecomputational than theoretical, but calculators will be unnecessary.12Traditional Vector TheoryThe earliest denition of a vector usually encountered is that a vector is a thing possessinglength and direction This is the arrow in space view with length naturally being the.length of the arrow and direction being the dir
Chapter 2: Economic developmentChapter 2: Economic developmentAims of the chapterMany economics concepts are widely used but usually imprecisely defined.Economic development is one of these. This chapter will: cover the concept of development and how
Chapter 3: Models of growth and developmentChapter 3: Models of growth anddevelopmentAims of the chapterThis chapter covers economic models that explain growth anddevelopment. It starts with the popular HarrodDomar growth model,discusses the Neoclas
Chapter 4: Domestic resources and inflationChapter 4: Domestic resources andinflationAims of the chapterFinancing development requires resources. These resources can beaccumulated or acquired from abroad. This chapter addresses the role offinance in
FINC3018BANK FINANCIAL MANAGEMENTSemester 2, 2011Unit Coordinator Paul MartinBUSINESSSCHOOLObjectives of Todays SessionAn overview of the CourseAppreciate why banks are specialExamine the role of banks and FIs and the resultant risks that this ro
FINC3018BANK FINANCIAL MANAGEMENTWeek 2BUSINESSSCHOOLObjectives of this Weeks Session To obtain an overview of the risks that banks areexposed to:- Market Risk- Interest Rate Risk (as a subset of market risk)- Identify the significance of these
MAT 203. Advanced Multivariable CalculusCourse Syllabus and Information, Fall 2009This course will cover most of the material contained in the book Vector Calculus5th edition, by J. Marsden and A. Tromba. We will begin by studying propertiesof vectors
Checklist for MidtermAndrei JorzaOctober 26, 2009The purpose of this checklist is to give you a brief overview of what happened in class until now andwhat kinds of things you might expect for the midterm.1Up to Quiz 11.1Vectors1. Representation a
Checklist for Quiz 1Andrei JorzaOctober 2, 2009The purpose of this checklist is to give you a brief overview of what happenedin class until now and what kinds of things you might expect for the rst takehome quiz.1Vectors1. Representation as (x1 , .
Checklist for Quiz 2Andrei JorzaOctober 15, 2009The purpose of this checklist is to give you a brief overview of what happened in class since the rst quizand what kinds of things you might expect for the second take-home quiz.1Derivatives1. Make su
Checklist for Quiz 3Andrei JorzaNovember 20, 2009The purpose of this checklist is to give you a brief overview of what happened in class since the midtermand what kinds of things you might expect for the third take-home quiz.1Integrals1.1Double In
Checklist for Quiz 4Andrei JorzaDecember 11, 2009The purpose of this checklist is to give you a brief overview of what happened in class since the thirdquiz and what kinds of things you might expect for the fourth take-home quiz.1Integrals1.1Impro
Physics 105 Problem Set 1Due: Thursday, September 24, 2009, 3 PMReading: K&K, chapter 1.Students who are interested in enrolling in Physics 105 will solve and hand in Problems1-5. These will be graded and (except for Problem 6) will count towards your
FPhysics 105 Problem Set 2Due: Thursday, October 1, 2009, 3 PMReading: K&K, chapters 2 and 3.Students who are interested in enrolling in Physics 105 should solve and hand in Problems1-6. They will count towards your 105 grade. Students who are uncert
Physics 105 Problem Set 3Due: Thursday, October 8, 2009, 3 PM to 208 Jadwin.Reading: K&K, chapters 3 and 4.Turn this in to the Undergraduate Physics Oce in Jadwin 208 by 3:00 PM on Thursday.Please NEATLY write your name, the time (9 or 10 AM) and the
Physics 105 Problem Set 5Due: Thursday, October 29, 2009, 3 PM to 208 Jadwin.Reading: K&K, sections 7.1-7.6, chapter 9. Chapter 9 has more than the usual density oftypos, some of which are listed on the website under Course Materials/Chapters.Although
Physics 105 Problem Set 7Due: Thursday, November 12, 2009, 3 PM to 208 Jadwin.Reading: Chapter 9. Chapter 9 has more than the usual density of typos, some of whichare listed on the website under Course Materials/Chapters of K&K. We will cover chapter1
Physics 105, Problem Set 9Due: Thursday, December 3, 2009, 3 PM.Reading: For waves, chapters 20-21 of Knights Physics for scientists and engineerstextbook (the PHY103 book), which are posted in E-reserves on the 105 Blackboard site.(This does not seem
Physics 105, Problem Set 12. Due on Deans date: Tuesday, January 12, 2010, 3 PM.The following problems must be turned in by students enrolled in PHY 105 and thosewho plan on enrolling in PHY 106 next semester. (For those not in PHY 105, the grade willn
Physics 103H/105 Problem Set 1 SolutionsProblem 1 (3pts)Let a and b are unit vectors in the x-y plane making angles and with the x-axis respectively. is theiyaj()bixunit vector in the x direction and is the unit vector in the y direction.j(a)
Physics 105 Problem Set 2 SolutionsProblem 1. (3 Points)We are asked to consider the situation where there is a block of mass M1on top of a block of mass M2 resting on a table; the coecient of frictionbetween the table and block 1 is k .a) If block 1
Physics 105 Problem Set 3 SolutionsProblem 1 (3 pts)a) We are asked to nd the center of mass of a solid cone of mass M , height L and radius R. Namely, wehave to compute the following integral: dm1x ()dV=xxdmM coneconeIn our case the cone has
Physics 103H/105 Problem Set 4 SolutionsProblem 1 (3 pts)(a) A strong human cyclist, weighing about 110 kg (including bicycle), can bicycle up a 3.1 percent gradeat about 30 km/h. What is her or his power output in watts? in horsepower?If is the angle | 677.169 | 1 |
Information and Requirements for Free Math Classes Online
Free online math classes can be found at traditional colleges, Education Portal and at universities participating in the OpenCourseWare (OCW) Consortium. Education Portal courses prepare individuals to take the College-Level Examination Program (CLEP) tests in a mathematics discipline so they can earn transferrable college credits. Students are advised to check with their school to ensure that it accepts CLEP credits.
Free Introductory Math Courses
This course offers students over 40 video lessons they can view at their own pace. When they feel they've mastered the lessons, students can take an exam and advance to the next lesson. Topics covered in this math course include math foundations, linear equations, graphing, expressions with exponents and logarithms.
The UK's Open University offers a wide variety of mathematics and statistics courses online. The courses are free to everyone regardless of location. Maths Everywhere is an introductory math course that's divided into three segments with various tasks, illustrations and assignments. The course follows content in the Tapping into Mathematics textbook and practices math using a Texas Instruments TI-83 graphics calculator.
Free Algebra Courses
The college algebra course at Education Portal offers around 60 free video lessons. Each video lesson is about 5-10 minutes long and includes multiple choice quiz questions and a transcript. The free courses prepare students to take the CLEP's algebra exam to earn college credit and are useful for students who want to brush up on particular math topics.
There are nearly 100 free general mathematics courses available through MIT's OpenCourseWare (OCW) project. Most of the courses consist of lectures, slides, problem sets, assignments and other resources to assist in self-study. Registration is not required. This OCW course covers basic topics in algebra such as groups (including linear and symmetry groups) vector spaces, linear transformations and bilinear forms.
John Miller, a professor emeritus of the City College of New York (which is part of the City University of New York, or CUNY) is the creator of xyAlgebra software. The copyrighted software, which allows students to practice and learn algebra, can be downloaded for free. Features include interactive instruction and practice problems. This software is ideal for students who'd like to improve their algebra knowledge and for math teachers looking for additional resources to help their students.
Free Calculus Courses
This free course consists of online video lessons lasting less than 10 minutes each, with no login required. It also includes multiple choice quiz questions students can take to determine if they're ready to advance. After reviewing the materials and taking a free online exam, students may earn college credit by taking a related CLEP exam. A precalculus course is also offered for individuals who would like to enhance their calculus skills.
Through the OpenCourseWare project, UMass offers a series of three calculus courses, each providing comprehensive instruction in the subject. The downloadable courses include multiple lessons, suggested problems, reading assignments and much more. Registration is not required.
Members of the mathematics department at Temple University designed a library system that they coined Calculus on the Web (or COW) to help students learn and practice calculus. The COW system is composed of interactive modules that students can use to learn about calculus and related math topics, such as precalculus, calculus, linear and abstract algebra, and number theory. The modules include assignments that are graded automatically so students can check to see if they solved problems correctly.
Free Trigonometry Courses
Whatcom Community College offers a PDF version of their Trigonometry Unit lesson online. The 20-page PDF aimed at beginners includes an introduction to trigonometry, explanatory text and problem sets with answers. A free version of Acrobat Reader is required to view the document.
This 45-minute video lecture from Harvard professors Benedict H. Gross and William A. Stein explores various mathematical theorems and cubic equations. The seven segments include slides, illustrative equations and a glossary of terms. The videos can be viewed using free versions of Real Player, QuickTime or Windows Media. Registration is not required | 677.169 | 1 |
Matlab
MATLAB (matrix laboratory), created in the late 1970s by Cleve Moler at the University of New Mexico and later developed by MathWorks, is a numerical computing system and programming language that facilitates matrix operations, graphing, algorithm execution, user interface development, integration with other programming languages, symbolic computing, graphical multi-domain simulation, and model-based design for dynamic and embedded systems.
An introductory course in MATLAB will cover the following skills and topics:
introduction to MATLAB
numeric, cell, and structure arrays
functions and files
decision-making programs
advanced plotting
model building and regression
linear algebraic equations
probability, statistics, and interpolation
numerical methods for calculus and differential equations
simulink
mupad
animation and sound in MATLAB
formatted output in MATLAB
To fulfill our mission of educating students, our online tutoring centers are standing by 24/7, ready to assist students who need assistance with MATLAB. | 677.169 | 1 |
The author supports a spiral method of learning by introducing the basics (more).(less)
Advance discrete structure is a compulsory paper in most of computing programs (M.Tech, MCA, M.
Sc, B.Tech, BCA, B.
Sc etc.).
This book has been written to fulfill the requirements of graduate and post-graduate students pursuing courses in mathematics as well as in computer engineering. This book covers the topics from Sets, Relations, Functions, Propositional logic, Techniques of proof, Lattice, Algebraic structures, Boolean algebra Combinatorics, Discrete numeric function, generating function and recurrence relation and Graph theory.
In this book each chapter starts with a clear statement of pertinent definitions, principles and theorems with illustrative and descriptive material. A large number of solved
"This book explains the basic principles of discrete Mathematics and structures in a clear systematic manner. A contemporary approach is adopted throughout the book.
The book is divided in five sections. First section discusses set theory, relations and functions, probability and counting techniques; second section is about recurrence relations and prepositional logic; third section is related to Lattices and Boolean algebra; fourth section includes study of graph and trees and the last section is about algebraic structures and finite state machines.
Suitable examples, illustrations and exercises are included throughout the book to facilitate an easier understanding of the subject. The book would serve as a comprehensive text for | 677.169 | 1 |
Scientific Calculator Precision 90 90 digits. Trigonometric, hyperbolic and inverse functions. Gamma and Beta functions.
1. You may install a copy of the Software on your personal computers. For each paid license you are given five available hardware profiles. One profile is considered as main and four as alternative. Each hardware profile is based on processor. You may install Software either on five computers at once, or install on one computer and keep four available profiles for future use, or in any other combination. Once activated a profiles becomes a used profile and number of available profiles decreases. A used profile cannot be replaced. For example, if a processor on your computer breaks down, you will have one main profile and three alternative profiles. If you have multiple operating systems on your computer, then you may install and activate the Software on each operating system under one profile. You may install and activate the Software on any virtual machine, but it can take an available profile, since virtual machines usually have different information for processor. If you have paid for a license, you may install and activate any past and future version of the Software. A paid license has no time limit. Activation of the Software requires internet connection. Once activated the Software does not require internet connection.
2. You may not reverse engineer, decompile, disassemble or otherwise attempt to discover the source code of the Software.
3. You may not alter or modify the Software or create a new installer for the SoftwareLearning mathematics can be a challenge for anyone. Math Flight can help you master it with three fun activities to choose from! With lots of graphics and sound effects, your interest in learning math should never decline | 677.169 | 1 |
Goal
Introduction to advanced topics in optimization theory and algorithms. The course "Mathematical Optimization" gives the background knowledge to attend various special state-of-the-art lectures at IFOR like "Geometric Integer Programming".
Target Audience
Students with a mathematical interest in optimization. This course assumes the basic knowledge of linear programming, which is taught in courses such as "Introduction to Optimization | 677.169 | 1 |
Maths Quest General Mathematics Preliminary Course
2nd edition
Maths Quest General Mathematics Preliminary Course by Rowland
Maths Quest General Mathematics Preliminary Course Second edition is specifically designed for the General Mathematics Stage 6 Syllabus. This text provides comprehensive coverage of the five areas of study: Financial mathematics, Data analysis, Measurement, Probability and Algebraic modelling. This student textbook offers these new features: * graphics calculator tips throughout the text * a quick and easy way for students to identify formulae that will appear on the HSC examination formula sheet * A CD-ROM that contains the entire student textbook with links to: * interactive technology files; * SkillSHEETS, which assist students to revise and consolidate essential skills and concepts; *2 WorkSHEETS for each chapter, which assist students to further consolidate their understanding * Test Yourself multiple-choice questions.
The following award winning features continue to be offered in this edition: * full colour with photographs and graphics to support real-life applications * carefully graded exercises with many skill and application problems, including multiple-choice questions * cross-references to relevant worked examples matched to questions throughout the exercises * comprehensive chapter summaries and chapter review exercises with practice examination questions * a glossary of mathematical terms, simply defined * investigations, spreadsheet applications and more. The teacher edition contains everything in the student edition package and more: * answers printed in red next to most questions in each exercise * annotated syllabus information * detailed work programs The teacher edition CD-ROM contains 2 tests per chapter, complete with fully worked solutions, WorkSHEETS and their solutions, and syllabus advice - all in editable World format.
Comment on Maths Quest General Mathematics Preliminary Course by Rowland
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A large number of fully worked examples demonstrate mathematical processes and encourage independent learning. Exercises are carefully graded to suit the range of students undertaking each mathematics course.
Featuring hundreds of exercises, this book offers plenty of opportunities for practice on the math found in sixth, seventh, eighth, and ninth grade curriculums. It gives your child the tools to master: integers rational numbers; patterns equations; graphing functions and more.
Contains the worked solutions to the various questions in the "Maths Quest General Mathematics HSC Course, 3/e" student textbook.
Further FP3 is a new title in Oxford A Level Mathematics for Edexcel, a new series that covers the latest curriculum changes and takes a completely fresh look at presenting the challenges of A Level. The author, Mark Rowland, is an experienced teacher who also wrote the other two Further Pure books in this series, FP1 and FP2 | 677.169 | 1 |
Fifty Challenging Problems in Probability with Solutions by Frederick Mosteller Remarkable puzzlers, graded in difficulty, illustrate elementary and advanced aspects of probability. These problems were selected for originality, general interest, or because they demonstrate valuable techniques. Also includes detailed solutions.
Mathematical Modelling Techniques by Rutherford Aris "Engaging." — Applied Mathematical Modelling. A theoretical chemist and engineer discusses the types of models — finite, statistical, stochastic, and more — as well as how to formulate and manipulate them for best results.
Finite Markov Processes and Their Applications by Marius Iosifescu Self-contained treatment covers both theory and applications. Topics include the fundamental role of homogeneous infinite Markov chains in the mathematical modeling of psychology and genetics. 1980 editionGood Thinking: The Foundations of Probability and Its Applications by Irving John Good This in-depth treatment of probability theory by a famous British statistician explores Keynesian principles and surveys such topics as Bayesian rationality, corroboration, hypothesis testing, and mathematical tools for induction and simplicity. 1983An Introduction to Identification by J. P. Norton Suitable for advanced undergraduates and graduate students, this text covers the theoretical basis for mathematical modeling as well as a variety of identification algorithms and their applications. 1986 edition.
Analytical Methods of Optimization by D. F. Lawden Suitable for advanced undergraduates and graduate students, this text surveys the classical theory of the calculus of variations. Topics include static systems, control systems, additional constraints, the Hamilton-Jacobi equation, and the accessory optimization problem. 1975 edition.
Introduction to Stochastic Models: Second Edition by Roe Goodman Newly revised by the author, this undergraduate-level text introduces the mathematical theory of probability and stochastic processes. Features worked examples as well as exercises and solutions.
Introduction to Probability by John E. Freund Featured topics include permutations and factorials, probabilities and odds, frequency interpretation, mathematical expectation, decision making, postulates of probability, rule of elimination, much more. Exercises with some solutions. Summary. 1973 | 677.169 | 1 |
Synopsis Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity.
Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: 'Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.'
We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years.
Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools.
Praise
Praise
"Before anyone in Congress or the White House says another word about education reform, they owe themselves a few hours with Moses' new book. Moses cuts through cant and phony debates with the serene urgency of someone who risked his life in the civil-rights revolution." --E. J. Dionne, The Washington Post
"If Chapter One of Moses's Mississippi odyssey was about voting, Chapter 2 is about algebra. They merge in . . . Radical Equations. The themes-equality, empowerment, citizenship-ripple through like ribbons, tying the two experiences in the same long-term struggle." --Jodi Wilgoren, The New York Times
"Bob Moses, one of the most important voices in the civil rights movement, is now on the creative edge of leadership again. He shows us why math literacy for all children is a key next step in the ongoing fight for equal citizenship." --Marian Wright Edelman, president, Children's Defense Fund
"Moses' main argument should resonate with concerned parents and community leaders as well as educators. An important step forward in math pedagogy and a provocative field manual, this book is a radical equation indeed." --Publishers Weekly, starred review | 677.169 | 1 |
Derivatives Derivatives is spent with a lot of effort throughout the book explaining what lies behind the formal mathematics of pricing and hedging. Questions ranging from 'how are forward prices determined?' to 'why does the Black-Scholes formula have the form it does?' are answered throughout the text. The authors of this first edition use verbal and pictorial expositions, and sometimes simple mathematical models, to explain the underlying principles before proceeding to a formal analysis. Extensive uses of numerical examples for ill... MOREustrative purposes are used throughout to supplement the intuitive and formal presentations.
It has been the authors' experience that the overwhelming majority of students in MBA derivatives courses go on to careers where a deep conceptual, rather than solely mathematical, understanding of products and models is required. The first edition of Derivatives looks to create precisely such a blended approach, one that is formal and rigorous, yet intuitive and accessible. | 677.169 | 1 |
GREEN SHEET
SPRING 2010
SECTION:
87146
TIME:
Monday & Wednesday: 4:20 pm - 6:50 pm
UNITS:
5
ROOM:
N2-401
PREREQUISITES:
Math 903 (grade C or above) or equivalent
Math C is the second part of a two-course sequence. You require proficiency with the definitions, processes, procedures and problem-solving skills from Chapters 1 -7 of your textbook, as covered in Math 903.
TEXTBOOK:
Beginning and Intermediate Algebra Algebra by Elayn Martin-Gay
4th edition
OR
Custom edition for Mission College (Volume 2)
Both editions of the textbook contain the same material. The advantage of the 4th edition is that it possibly can be purchased online at a lower price than in the bookstore. The advantage of the Custom edition is that it is packaged with MyMathLab, a useful program that contains tutorials, unlimited practice exercises and an electronic version of the textbook. Click on a photo for a link
SUPPLEMENTS: (OPTIONAL)
Student Solutions Manual : more explanations, examples and exercises
MyMathLab : Online source for practice and tutorial. Includes textbook and solution manuals online, as well as tutorial videos and practice exercises. The course code for this class is
Demonstrate critical thinking in the problem-solving process that involves both symbolic and real-world application problems.
Demonstrate the skills to communicate mathematics clearly and confidently.
HOMEWORK:
Will be assigned daily. Any skill you want to learn or improve needs practice. The more you practice, the greater your ability and understanding. When doing homework, compare your answer to the book's answer; if the answers differ, then find the error and rework the problem. Homework will normally be collected on test days. Late homework will not be accepted. Your grade will be based on format and quality of solutions to selected problems. See homework guidelines for required format. Also, keep up with the homework so that you can ask questions relevant to the topics under discussion in class. Read the book carefully and study the example problems. Come to class with a list of any questions you may have on the readings or exercises. This is essential.
ATTENDANCE:
If you want to learn, you need to attend class and participate. Ask questions! Please be on time; walking in late is disruptive to the rest of the class. Continual tardiness will result in being dropped. You are responsible for any information given in class during your absence.
QUIZZES:
There will be short quizzes throughout the semester and three comprehensive tests. There will be no make-up quizzes. You may not take a quiz if you arrive after it has started. Your lowest two quiz scores will be dropped in the computation of your final grade. There will be no make-up tests unless you notify me in advance of your absence. Most quizzes will be unannounced. Occasional projects may be assigned.
FINAL EXAM:
Will happen on Thursday May 27, 2010: 4:20 PM - 6:50 PM
GRADING:
Quizzes
15%
Tests (3 @ 21%)
63%
Final Exam
22%
FINAL GRADE:
90 - 100%
=
A
80 - 89%
=
B
70 - 79%
=
C
60 - 69%
=
D
70 - 100%
=
Credit
If you want a Credit/No Credit grade, let me know by the end of the sixth week or you will receive a letter grade.
CHEATING:
Cheating is defined as the providing or using of unauthorized resources (people, notes, cell phones, iPods, etc.) on quizzes and tests. Examples of cheating are: talking during a test, letting someone else see your quiz, looking at someone else's quiz, asking for someone's help on a quiz, using notes, collaborating with other people on a quiz, accessing a cell phone. If you are caught cheating, you will receive a zero grade for that quiz or test. If cheating occurs a second time, you will need to see the college Dean and possibly be removed from the course. Cheating is a serious offense in the academic world. Don't do it!
CLASSROOM BEHAVIOR:
Come to class prepared and ready to learn. Kindly conduct yourself in a mature manner in accordance with rules specified in the college catalog. Please be polite, thoughtful of others, and non-disruptive. All cell phones must be turned off and put away while in the classroom. Neither eating nor texting are allowed in the classroom.
DROPS:
Students are responsible for dropping themselves from the course. However, the instructor may drop students for missing more than ten percent of class time (7.25 hours) during the semester. (See college catalog for details).
RESOURCES:
If you have any questions, problems or conflicts, see me and I will be glad to help you. You should plan to visit me in my office at least once during the semester in order to review your progress.
Tutors are available every day in the Math Learning Center in S2-301. Tutors can help you develop good study skills as well as assist you with your math. The Math Learning Center is a unique and valuable service at Mission College: take advantage of it! The Math Learning Center has many audio-visual materials, including a series of algebra video tapes and tutorial software that match our textbook.
There are a number of websites that you may find useful in this course. Check them out!
Mission College makes reasonable accommodations for persons with documented disabilities. You may contact the Disability Instructional Support Center (DISC) in S2-201 (408-855-5085 or 408-727-9243 TTY) if you would like to be tested for a learning disability or have other special needs.
Not-so-new smoke-free policy:In accordance with the Statutes of the State of California (AB 846, Chapter 342), Mission College has established a smoke-free campus. Effective July 1, 2006, smoking is prohibited in all campus areas with the exception of the college parking lots. All smoking materials must be extinguished and properly disposed of in ash urns distributed along the boundary of the parking lot and main campus. | 677.169 | 1 |
MATH 1201
APPLIED MATHEMATICS FOR THE HEALTH SCIENCES I (2 cr.)
This introductory math course is designed specifically for students in Associate Degree healthcare programs. You will practice mathematical techniques and develop problem solving skills that you will use in the advanced math and science courses in your program. You will gain mathematical fluency in such areas as polynomials, algebraic inequalities, rational functions, exponential equations and graphs, and logarithmic models. | 677.169 | 1 |
2/5 - Unit 7 test on Thursday. Today, you were given a vocabulary review sheet, an exponent properties sheet and a Unit 7 review packet. You got the sheets done in class today. Look over the review packet. Complete what you know and circle those problems you would like covered in class tomorrow.
2/4 - Section 8-6: HW #2. Test on Thursday.
1/31 - Optional Homework to help you better prepare for next week's test: Optional Homework
1/30 - No homework
-----------------------------Homework for 2nd Marking Period Below----------------------------
-
1/29 - Hope you did well on your exams. See you tomorrow.
1/23 - I will be running a review on Friday @ 12:30 in room 252. Come with questions.
1/22 - Tonight, you should look at each packet and identify those concepts that are giving you the most trouble. We will field questions tomorrow.
1/21 - Keep working on your packets. We will be going over questions tomorrow and Wednesday.
1/18 - You now have Unit 4 Word Problems review as well as a Vocabulary sheet. Answers will be posted on Ms. Garruto's site on Monday.
1/17 - Section 8-6: Multiplying a Polynomial by a Monomial Worksheet.
You have also been given the Unit 3. That makes three. Again, look over each one and identify what sections of which you may have questions.
1/16 - Worksheet: Scientific Notation - HW #2
1/15 - You now have Review Packet #2. Look it over, complete what you can do and circle those problem of which you may have a question.
10/9 - Hope you did well on today's Unit 2 test. If you missed it, make sure to make arrangements for a make up. Only homework is yellow sheet (Perfect 10) which is due on 10/16 (next Tuesday). Remember: you can hand that in as many times as you want. I will mark what's correct that period.
9/14 - Unit test will be Thursday, September 20. You should have completed much of your review packet. If you did not take advantage of last night and today in class, continue to prepare for the test. Good holiday to those who observe.
9/13 - Today, you received your Unit 1 Test Study Guide. Refer to the answer file on Ms. Garruto's site to see how you are doing. Do not just copy the answers down. You are not getting credit for the study guide and you will not be helping yourself prepare for the test next Thursday.
9/6 - From the packet today, complete the sections marked homework. Use sections 2-1 + 2-7 of your textbook for reference. If you need some more help, go to Username: studentv On right hand side (box "QL #") next to word "GO", type in 1285 and click on "GO". | 677.169 | 1 |
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. | 677.169 | 1 |
Math - Step by Step Regents Answers
Home Instruction Schools
Step by step Math Regents Answers.
Have it your way! Finally, regents answers you can understand!
Math Regents Exams with Step by Step Answers
If you are interested in an explanation of how to arrive at the correct
answers to past Algebra and Geometry Regents exams, this
is the place. We have worked some of them out for you and converted the
files into PDF format.If you come across any errors, or if you have
any questions, please feel free to email us [email protected]
Another first! Here are step-by-step answers for Books 1,2, and 3 of the March 2007
New York State Grade 8 Mathematics Test and Books 1 and 2 of the 7th grade test and Books 1,2 and 3 of the 6th grade test. The actual tests can be found at the
NYS Education Department website.
Click below on the appropriate booklet for the step-by-step answers. | 677.169 | 1 |
Standards in this domain:
Apply geometric concepts in modeling situations
G-MG.1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).★
G-MG.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).★
G-MG.3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).★
(IA) Use diagrams consisting of vertices and edges (vertex-edge graphs) to model and solve problems related to networks.
IA.8. Understand, analyze, evaluate, and apply vertex-edge graphs to model and solve problems related to paths, circuits, networks, and relationships among a finite number of elements, in real-world and abstract settings.★ | 677.169 | 1 |
L3 Geography has chapters covering:natural processes,cultural processes,skills and ideas as well as full descriptions of the internal achievement standards. It includes a pull out 2013 style exam paper reflecting the new curriculum, a Revision Tracker to optimise study and an exa ...
L3 Classics Roman has chapters covering:Aeneid,juvenals satires,art and architecture,augustus,roman religion, as well as full descriptions of the internal achievement standards. It includes a pull out 2013 style exam paper reflecting the new curriculum, a Revision Tracker to opti ...
L3 Classics Greek has chapters covering:Aristophanes,Greek vase painting,Alexander the great,Greek science,Socrates, as well as full descriptions of the internal achievement standards. It includes a pull out 2013 style exam paper reflecting the new cirriculum, a Revision Tracker ...
L3 History New Zealand has chapters covering:differentiation,integration,real and complex numbers,graphs and equations relating to conics as well as full descriptions of the internal achievement standards. It includes a pull out 2013 style exam paper reflecting the new curriculum ...
L1 History has chapters covering:historical sources,causes and consequences of historical events,events of significance to New Zealand as well as full descriptions of the internal achievement standards. It includes pull out 2011/2012 exam papers, a Revision Tracker to optimise st ...
Dragon Maths 6 is a write-on student workbook that contains a full mathematics programme for most Year 8 students. It gives comprehensive coverage of work at mathematics curriculum Level 4. It fully covers the Advanced Multiplicative / Early Proportional Stage (stage 7) of the Nu ...
Sustainability is what will save planet earth and its inhabitants. Students therefore need to understand and talk with confidence about issues such as carbon offsetting and virtual reality footprints. They need to share a vision for a sustainable future and ready themselves for ... | 677.169 | 1 |
is a challenging and rigorous course which develops analytical and problem-solving skills through learning and applying mathematical techniques and methods. The course will be of interest to those who enjoy the satisfaction of solving problems. The Pure (or core) Mathematics course includes work involving aspects of algebra, co-ordinate geometry, trigonometry, calculus, numerical methods and vectors, The applied units take those skills and apply them in the areas of Statistics and Mechanics.
Further Details
This is a well-regarded qualification that has the potential to open up many doors in the future. It will support anyone who is studying any subject which involves some work with figures or data especially Science subjects, Economics and Psychology.
Progression Options
Many A level students continue their studies at degree level in this or a related subject. It is necessary for the further study of Mathematics at University and highly desirable for many other subjects, particularly the Sciences. Many Universities also require the study of Further Mathematics for Mathematics degrees.
Additional Info
Assesment:The course is taught and assessed in six equally
weighted units. Assessment is via a 1½ hour written
examination for each unit. Core 1, Core 2 and
Statistics 1 make up the AS level Core 3, Core 4 and
Mechanics 1 complete the A2 level.
AS / A Level Navigation
Mathematics Student Quotes
"The lessons are fast paced and challenging, yet extremely rewarding when you grasp the concepts" - Thomas Sharrock
"Maths is a challenging and stretching but enjoyable subject, with many supportive staff there to help you work through and understand a problem. The course itself is good in the fact that although the majority of the topics are pure maths, you also get the chance to try some statistics and mechanics, which can also be helpful in other science subjects." - Jenny Slater | 677.169 | 1 |
Content: Group theory takes up about half of Algebra I. We study in
particular groups, subgroups and homomorphisms from one group to
another, with many examples of each idea. Groups occur in nature as the
symmetry groups of geometric or other mathematical or physical
constructions; we treat the notion of an abstract group G acting on a
set S. A key structural element of algebra introduced in this module
is the notion of a normal subgroupH of a group G and the
associated quotient groupG/H. We will also study group
actions. These have many applications including Sylow's theorem, which
we shall see is in some sense a partial converse to Lagrange's theorem.
We next study quadratic forms. A quadratic form is a homogeneous
quadratic polynomial expression
in several variables.
Quadratic forms occur in geometry as the equation of a quadratic cone,
or as the leading term of the equation of a plane conic or a quadric
hypersurface. By a change of coordinates, we can always write q(x)
in
the diagonal form. For a quadratic form over R, the number of positive or
negative diagonal coefficients
ai is
an invariant of the quadratic form which is very important in
applications.
We discuss a square matrix
matrix M as an endomorphism
of a
vector space V. We study Jordan canonical form of 2x2
and
3x3
matrices.
The general
case will be
treated in MA245 Algebra II.
Aims: To provide a further introduction to abstract group theory,
building upon the material in year 1 from Foundations and taking in some
of the classical theorems on finite groups.
To develop upon first year linear algebra, paying particular attention
to canonical forms of linear maps, matrices and bilinear forms.
To make students familiar with some important techniques in linear
algebra and group theory which are used in other modules.
Objectives: By the end of the module students should be familiar with: the
isomorphism theorems for groups and applications; quotient groups;
Cayley's theorem; group actions and lots of applications, including the
class equation and Sylow's theorem; the theory and computations of the
the Jordan normal form of matrices and linear maps; bilinear forms,
quadratic forms, and choosing canonical bases for these. | 677.169 | 1 |
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