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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.
Mathematics and statistics for financial risk management
"This is an excellent book to grasp the basics of financial risk management. Everything in the book is explained from scratch and the concepts are very well exemplified with real life situations. Accompanied with a website filled with excel sheets for application, the book is great for future course material. This Second Edition of Mathematics and Statistics for Financial Risk Management includes 2 new chapters. The first chapter is on Bayesian Analysis and covers Bayes' Theorem, Many State Problems, Continuous Distributions, Bayesian Networks, and Bayesian Networks versus Correlation Matrices. The second new chapter is on Hypothesis Testing & Confidence Intervals and is on The Sample Mean Revisited, Sample Variance Revisited, Confidence Intervals, Hypothesis Testing, Chebyshev's Inequality, and Application: VaR. All chapters will have problems for testing and answers online
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Beginning and Intermediate Algebra 6th Edition
This text is designed for a one-term introductory course in algebra. Its theme is "applying mathematics to the world around you", and it includes statistics to prepare students for the interpretation of data and other information in the real world. There is an emphasis on graphing and graph interpretation, as well as real world applications.
Text: Precalculus: Mathematics for Calculus, 6thEdition by James Stewart, Redlin, Watson. A Web Assign access code is required. ... I will answer your questions at the beginning of each ... IntermediateAlgebra - Math 10
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books.google.com - This books gives an introduction to discrete mathematics for beginning undergraduates. One of original features of this book is that it begins with a presentation of the rules of logic as used in mathematics. Many examples of formal and informal proofs are given. With this logical framework firmly in... Mathematics
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Lecture Notes on Complex Analysis
Publisher:
Imperial College Press
Number of Pages:
245
Price:
38.00
ISBN:
1860946437
This is an excellent text for a one-semester course on basic complex analysis for students with modest prerequisite knowledge and mathematical sophistication. In fact, in this category it is the best of many such books the reviewer has seen during his career. (A long out-of-print, comparably good, and even shorter text, by another Englishman coincidentally, was that by G. J. O. Jameson [MR 43.3426].)
In a 10-page appendix the author reviews (often with proofs and complete definitions) the needed completeness, compactness and connectedness facts about R, but R is not constructed and C is defined (in chapter 1) as R × R after a preliminary discussion based on the customary deus ex machina with i. There follows a 16-page chapter on sequences and series in C and a 30-page chapter leisurely detailing the needed (elementary) topology of C. The remaining 13 chapters (170 pages) cover the basics of complex analysis in the plane: analytic functions (defined via C-differentiability, Cauchy-Riemann without supplemental hypotheses shown inadequate), exponential and circular functions (defined via power series with Landau's famous definition of π as twice the smallest positive zero of cosine, subsequently shown to coincide with the geometric pi), complex logarithms (after the obligatory obeisance to the tyranny of "multiple-valued" functions, his treatment in actual applications is rigorous and lucid), Cauchy integral theorem (for starlike domains) and formula (for circular contours only, by reduction to the circumferential mean-value theorem via cross-cuts), Morera (with the weak hypothesis ∫Δf = 0 only for triangles, i.e., direct converse of Goursat), Taylor and Laurent series, open-mapping theorem (but, oddly, not the analyticity of f -1), local conformality (geometrically — the Riemann mapping theorem and simple-connectivity are not mentioned), classification of isolated singularities, residues and the argument principle (using — not entirely satisfactorily — local logarithms), maximum modulus principle, Möbius transformations, and harmonic functions (defined via Laplace; no use of Poisson or mention of Dirichlet problem: for real u harmonic in a disk the author finds a primitive f for the analytic function D2u – iD1u and shows u= Ref).
Surprisingly, it is not until the last chapter that uniform convergence is introduced (but there both Weierstrass' and Hurwitz's theorems are proved). In those places where one would expect it to be used (e.g., power series), it is circumvented by careful estimates of the remainders, which probably has some pedagogical advantages. Generally the author has carefully decided what material is essential in such a course and crafted his tools to those ends, never over or under equipping his readers.
Some (other) outstanding features: the text is practically a Taschenbuch, but the typography is uncrowded and pleasing. Despite being detailed and meticulous (even linguistically — we see "alternative" proofs, not "alternate" proofs) the exposition is neither oppressive nor pedantic, in fact almost leisurely. Many sections receive succinct verbal summaries under the rubic "What's going on?".
After these ecomia, two defects should be noted: The index is inadequate and (cardinal sin in a mathematics book and despair of the non-linear reader) there is no symbol index. Also, no exercises.
R. B. Burckel is Professor of Mathematics at Kansas State University. He is the author of many books and papers on classical complex analysis. He also translated the superlative textbook by a "grand old man" of the subject, Reinhold Remmert.
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Basic College Mathematics - With CD - 5th edition
Summary: A worktext format for basic college math or arithmetic courses including lecture-based, self-paced, and modular classes.
John Tobey and Jeff Slater are experienced developmental math authors and active classroom teachers. The Tobey approach focuses on building skills one at a time by breaking math down into manageable pieces. This building block organization is a practical approach to basic math skill development that makes it easier for students to unde...show morerstand each topic, gaining confidence as they move through each section. Knowing students crave feedback, Tobey has enhanced the new edition with a "How am I Doing?" guide to math success. The combination of continual reinforcement of basic skill development, ongoing feedback and a fine balance of exercises makes the fifth edition of Tobey/Slater Basic College Mathematics even more practical and accessible.
Features
Chapter Organizers neatly summarize the chapter topics, procedures and corresponding examples all in one place to simplify chapter review.
Develop Your Study Skills boxes throughout remind and encourage students to hone these all-important study skills.
A Mathematics Blueprint for Problem Solving provides a consistent and interactive outline that helps students organize their approach to problem solving. The Blueprint helps students know where to begin, and how to understand the process, plan subsequent steps, and successfully solve applications.
Problem Solving is thorough, integrated throughout and easy to follow with key steps highlighted with the pedagogical use of color.
Putting Your Skills to Work applications provide opportunities to solve real world situations using newly mastered math skills. Students utilize critical thinking skills, analyze and interpret data and solve using situations encountered in daily life.
Math in the Media exercises offer students yet another opportunity to see how the math they are learning applies to the world around them.
Exercises are paired and graded (easy to more difficult) and each exercise set includes Verbal and Writing Skills and Mixed Practice exercises.
A built-in solutions manual offers worked out solutions to the practice problems and reinforces the problem solving processHPB-Wisconsin Wauwatosa, WI
2004 Paperback Good Cover torn Item may show signs of shelf wear. Pages may include limited notes and highlighting. Includes supplemental or companion materials if applicable. Access codes may or ...show moremay
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22, 2009
I Also Recommend:
this is the book to get
in my high school they make algebra 1 as a 2 year class. i bought this book because i haven't takeing notes because it just an easy class and thought it would help me on the midterm and regents and it did. i think that if you need notes or questions on algebra this is the book to get
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Anonymous
Posted March 26, 2007
Excellent Algebra Resource!
I highly recommend this Algebra resource book to anyone who wants a hands-on practical learning aid. I found it extremely helpful in understanding the basic concepts as well as more challenging topics. The numerous examples provided great practice for me to fully understand each chapter as I went along. This is a great well-written resource that I recommend to anyone who is trying to learn Algebra!
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Anonymous
Posted July 16, 2004
ENJOYS LEARNING ALGERBA.
1. EASY UNDERSTANDING BUILDS SELF- CONFIDENCE. 2. CLEAR CUT INFORMATION CREATES LEARNING INTEREST. 3. TIME-SAVING: SAVE 80% TIME AT LEAST. 4. AMPLE EXCELLENT EXCERCISES: PRRTICE MAKES PERFECT. THESE ARE THE KEY FACTORS FOR BUILDING SOLID ALGERBA FOUNFATION FOR FUTURE ADVANCED MATH COURSES. WITH THESE CHARACTERITICS, THIS BOOK SHOULD BE USED FOR EVERY STUDENT. MY SON REALLY ENJOYS LEARNING ALGERBA.
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Anonymous
Posted October 10, 2003
A very concise book
I am a high school student. I am currently taking Algebra courses in school. I found this book very easy to read. I follow the steps of the examples in the book to do my homework.It helps me a lot to learn Algebra. The instruction in the book is very simple and easy to understand. Thanks to the author wrote and organized such a good and concise math book.
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Anonymous
Posted February 17, 2003
Excelleng math book and author
The layout of this book is excellent. The author must have pu a lot of effort on this book. There is no space wasted in the whole book. It is better than any 800-page math book. There are numerous examples which are easy to read. I followed the right-step examples to do the exercises and checked the answers listed in the book. I faxed my questions to the author for help. The author was very kind to answer my questions for free. As a math student, I started to love algebra since I read this book. I would tell anyone who needs help in algebra to always have this book on hand.
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| 677.169 | 1 |
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MS Math 3.0 Rolls Out This Month
By Michelle Rutledge
05/17/07
##AUTHORSPLIT##<--->
Microsoft recently announced the launch of Math 3.0, a math and science educational tool for students in grade levels 6-12, as well as entry-level college students. The software is designed for use at home, to assist students with math and science concepts and homework, or for visual examples in the classroom.
"Microsoft Math provides a space for nurturing student learning in mathematics with dynamic visualizations. The program provides essential ingredients for classroom environments designed to challenge all students to engage in visual thinking," said Margaret L. Neiss, mathematics education professor at Oregon State University in a prepared statement.
According to Microsoft, the software includes study material for six different math and science subjects. Features in the program include:
Graphing calculator;
Step-by-step math solutions;
Formulas and equation library;
Unit conversion tool;
Triangle solver; and
Handwriting support.
Math 3.0 runs $19.95 for a single license. Volume licensing is available for
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DISCRETE MATH
Multiplication principle of counting;
Permutations and Combinations;
Sequences and Series;
Binomial Theorem;
The precalculus course generally covers these topics but the actual curriculum may vary slightly and include more or less of what is stated here. My undergraduate degree is...
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Course Descriptions:
MTHM505: Number and Operations in the Middle Grades
Topics are organized around the fundamental concepts of number and operations with them. This course prepares middle-grade teachers to help their students understand numbers, ways of representing numbers, relationships among numbers, number systems, operations on numbers, how to compute fluently and how to make reasonable estimates. (3 hours lecture.) 3 sh.
Prerequisites: Acceptance in the certificate or master's program in Teaching Middle Grades Mathematics (TMGM) and permission of the graduate program coordinator.
MTHM506: Algebra and Algebraic Thinking in the Middle Grades
Topics from pre-algebra and algebra are studied to prepare middle-grades mathematics teachers to enable all students to understand patterns, relationships and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; and analyze change in various contexts. Topics initially approach algebra from a numerical perspective. Strategies for gradually increasing the use of variables and abstract thinking with middle-grade students are discussed. (3 hours lecture.) 3 sh.
Prerequisites: MTHM 505 and permission of graduate program coordinator.
MTHM507: Geometry for Middle-Grade Math Teachers
Topics are organized around the fundamental concepts of geometry, the use of geometric thinking as a problem-solving tool, and the methods and techniques needed to help students understand and apply these concepts and skills in the middle grades. Teachers gain the knowledge needed to enable their students to develop spatial sense and an ability to use geometric properties and relationships to solve problems in mathematics and in everyday life. Specific emphasis is placed on recognizing, visualizing, representing, and transforming geometric shapes in two and three dimensions. (3 hours lecture.) 3 sh.
Prerequisites: MTHM 505 and permission of graduate program coordinator.
MTHM508: Data Analysis and Probability in the Middle Grades
Topics include the basics of collection, summarization, and interpretation of data, and the fundamental ideas of probability. Sampling techniques, experimental design, graphical and numerical summarization of data and the basic ideas of drawing conclusions from data are discussed. Methods for teaching these concepts in the middle grades are discussed in tandem as the material is presented. (3 hours lecture.) 3 sh.
Prerequisites: MTHM 505 and permission of graduate program coordinator.
MTHM509: Measurement in the Middle Grades
Topics are organized around the fundamental and unifying topic of measurement. What attributes of an object are measurable? How are those attributes measured? What system of measurement should be used? What are the units and how are the results converted to other systems? Measurement is a topic that is found across the school curriculum, not just in the mathematics curriculum, and thus it is a topic that can be used to develop cross-subject discussions and investigations. Methods for teaching measurement in the middle grades are discussed in tandem with the content being studied. (3 hours lecture.) 3 sh.
Prerequisites: MTHM 507 and permission of graduate program coordinator.
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FAQs: Should I Take Math Online?
Online mathematics classes are popular among FTCC students, but taking an online course
in mathematics is different from taking online courses in other subject areas. To
determine if an online math class is right for you, consider the following:
Are You Willing to Read a Math Textbook?
Although the mathematics department adopts books that are student-friendly, reading
a math textbook is different from reading a literature or history book. When reading
a math textbook, you must be an active reader. Take notes on the definitions, concepts,
theorems and procedures as you read; look up any symbols and/or vocabulary words that
you don't understand if they are not defined in the current section; work out the
examples in the book on your own paper and fill in the missing steps; and jot down
any questions you have that are not answered in the reading so that you can ask the
instructor for clarification. Understanding a math text requires you to slow down
and concentrate on every word. Be willing to reread difficult passages, study any
diagrams or charts that accompany the material, and review pre-requisite material
needed to understand the current section. Most importantly, read and study the assigned
material in the textbook BEFORE you try to complete the homework!
Do You Have Time For the Class?
Taking a math course online will not save you time. If anything, you will find it
to be more time-consuming than taking a traditional face-to-face class. You will need
to read the lessons, watch videos, type your work, ask questions on a discussion board
or by e-mail, and read the instructor's responses and comments. You must be an active
learner, and active learning requires time and effort expended in a consistent manner.
You should be willing to devote 2-3 hours a week for every hour that would be spent
in a traditional class during the week. You must also be willing to work throughout
the week. Most online math courses are not set up as weekend courses and will have
assignments and work requirements spread throughout the week.
Do You Have Math Anxiety or Strongly Dislike Math?
If you have math anxiety or a strong dislike for math, taking an online math course
may not be your best option. Students with math anxiety or who dislike math may find
it difficult to maintain their motivation, ask the questions that they need to ask
in order to master a lesson, or participate comfortably in online group discussions
or projects. Motivation is key to succeeding in any online course. Fear and anxiety
interfere with a student's ability to concentrate and undermine a student's confidence
in his/her problem-solving abilities. If you suffer from math anxiety and decide to
take an online math course, be sure to establish an appropriate support system. This
support system might include tutoring from a private source, the Success Center on
campus, or through the SmarThinking online tutoring service available to all FTCC
students.
Do You Understand the Exam Policy?
The Mathematics Department at FTCC requires students in all mathematics classes to
take a proctored final examination using pencil and paper. In addition, most online
math classes also require a proctored midterm examination. Students taking online
math classes must either travel to FTCC to take their exams or, if they live farther
than 50 miles from campus, they may use an approved off-site proctor. Online students
who are eligible to use a proctor must make arrangements and seek approval through
their course instructors. All online students are required to show picture identification
to take their exams.
Do You Have the Necessary Equipment and Materials?
Online mathematics courses at FTCC require purchase of an access code to a publisher-created
website such as MyMathLab or WebAssign. These sites are used for completion of homework
in the courses and also provide instruction in the form of e-books, video lessons,
interactive examples, and review material. Students who purchase a new textbook for
their course from the college bookstore automatically receive an access code. Students
who purchase a new book from other sources, purchase a used book, or wish to use an
e-book instead of a printed book must purchase an access code separately. A standalone
access code may be purchased from the college bookstore or purchased online from the
textbook publisher.
In addition to a textbook and/or student access code, your course will require the
use of a calculator. Consult the article Which Calculator? under the FAQs section in the right-hand menu on this page to find out the type of
calculator that is required or recommended for the course you wish to take.
All students taking online courses from FTCC must have consistent and reliable access
to a recent model computer and to the internet. Students taking online math courses
should always have a backup plan in mind in case their primary computer becomes unavailable
for some reason. Identify a friend who would be willing to let you use his/her computer.
You may also be able to use a computer on campus in the open lab of the Advanced Technology
Center (ATC) or to use a computer in a public library. Find out the rules and schedules
for these services ahead of time. Mathematics courses move at a quick pace and you
may not have the luxury of waiting for your primary computer to be fixed or for your
home internet service to be restored. In most courses, instructors do not accept late
work. Be sure you know your instructor's policies and are prepared for emergencies.
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This is a free textbook offered by BookBoon.'The success of Group Theory is impressive and extraordinary. It is, perhaps, the...
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This is a free textbook offered by BookBoon.'The success of Group Theory is impressive and extraordinary. It is, perhaps, the most powerful and influential branch of all Mathematics. Its influence is strongly felt in almost all scientific and artistic disciplines (in Music, in particular) and in Mathematics itself. Group Theory extracts the essential characteristics of diverse situations in which some type of symmetry or transformation appears. Given a non-empty set, a binary operation is defined on it such that certain axioms hold, that is, it possesses a structure (the group structure). The concept of structure, and the concepts related to structure such as isomorphism, play a decisive role in modern Mathematics.The general theory of structures is a powerful tool. Whenever someone proves that his objects of study satisfy the axioms of a certain structure, he immediately obtains all the valid results of the theory for his objects. There is no need to prove each one of the results in particular. Indeed, it can be said that the structures allow the classification of the different branches of Mathematics (or even the different objects in Music (! )).The present text is based on the book in Spanish "Teoría de Grupos: un primer curso" by Emilio Lluis-Puebla, published by the Sociedad Matemática Mexicana This new text contains the material that corresponds to a course on the subject that is offered in the Mathematics Department of the Facultad de Ciencias of the Universidad Nacional Autónoma de México plus optional introductory material for a basic course on Mathematical Music Theory.This text follows the approach of other texts by Emilio Lluis-Puebla on Linear Algebra and Homological Algebra. A modern presentation is chosen, where the language of commutative diagrams and universal properties, so necessary in Modern Mathematics, in Physics and Computer Science, among other disciplines, is introduced.This work consists of four chapters. Each section contains a series of problems that can be solved with creativity by using the content that is presented there; these problems form a fundamental part of the text. They also are designed with the objective of reinforcing students' mathematical writing. Throughout the first three chapters, representative examples (that are not numbered) of applications of Group Theory to Mathematical Music Theory are included for students who already have some knowledge of Music Theory.In chapter 4, elaborated by Mariana Montiel, the application of Group Theory to Music Theory is presented in detail. Some basic aspects of Mathematical Music Theory are explained and, in the process, some essential elements of both areas are given to readers with different backgrounds. For this reason, the examples follow from some of the outstanding theoretical aspects of the previous chapters; the musical terms are introduced as they are needed so that a reader without musical background can understand the essence of how Group Theory is used to explain certain pre-established musical relations. On the other hand, for the reader with knowledge of Music Theory only, this chapter provides concrete elements, as well as motivation, to begin to understand Group Theory.'
This book is divided into 3 parts. The first part, chapters 1 to 4 is a detailed study of arpeggio patterns and an...
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This book is divided into 3 parts. The first part, chapters 1 to 4 is a detailed study of arpeggio patterns and an introduction to scales. It covers more than most guitar players know about scales. The second and third parts present a huge number of scales, most of which have never had their finger diagrams published.
Try out an audio playground. AudioSauna is a lot of things – recording software, a digital synthesizer, a series of filters...
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Try out an audio playground. AudioSauna is a lot of things – recording software, a digital synthesizer, a series of filters and a sequencer. All of this and more runs entirely from your browser, meaning anyone can have access to these tools from any computer.It's remarkable how well this software works – set your browser to full screen and you'll forget it's web-based at all. The first thing you'll want to do is play with the virtual analogue synthesizer, because it's just cool: you can use your computer keyboard to virtually play the on-screen keys. It works better then you'd think, and you have full control over all the settings that exist on actual analogue synths.But there's more. Another synthesizer — the Frequency Modulation Synthesizer — helps achieve that classic 80′s sound. You can record yourself and add that to the mix. You can upload MP3 or WAV files to use in a full-featured sampler – a sampler that gives you the freedom to layer, loop, distort, transpose and do just about anything else. It's a remarkable amount of tools for an online audio editor, and a downright amazing amount for a free one.FeaturesBrowser-based audio suite for musicians and hobbyists alike.Record and edit audio online to make your own music. § Use your computer's keyboard to perform and record melodies.Numerous synthesize settings built in.Try out filters to get just the right sound.Advanced sampler lets you layer sounds however you like. isBeethoven is widely regarded as one of the greatest masters of musical construction, sometimes sketching the architecture of a movement before he had decided upon the subject matter. He was one of the first composers to systematically and consistently use interlocking thematic devices, or "germ-motives", to achieve unity between movements in long compositions. (Some insight into the meaning of the germ-motive device is given at the end of this bio.) Equally remarkable was his use of "source-motives", which recurred in many different compositions and lent some unity to his life's work. He made innovations in almost every form of music he touched. For example, he diversified even the well-crystallized form the rondo, making it more elastic and spacious, which brought it closer to sonata form. He was mostly inspired by the natural course of nature, and liked to write songs describing nature.Beethoven composed in a great variety of genres, including symphonies, concerti, piano sonatas, other instrumental sonatas (including for violin), string quartets and other chamber music, masses, lieder, and one opera.'In 1983, Ira F. Brilliant donated his collection of about 80 first editions to San José State University to establish the...
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'In 1983, Ira F. Brilliant donated his collection of about 80 first editions to San José State University to establish the library and archives of the Beethoven Center. Now containing the largest collection of Beethoven materials in the western hemisphere, the Center's rare collections include manuscripts, historical keyboards, scores and books, arts objects and prints, and realia such as the Guevara Lock of Beethoven's Hair. The library collections do not circulate but many materials are available for browsing and use in the public reading room, including books, scores, sound recordings, and videos. The Center's collection is being cataloged online on the Beethoven Gateway available through the San Jose State University Library's online catalog on the Internet. At present, about 80% of the Center's books and scores are listed in the database.'
'Circle Theory is a Circle Of Fifths (sometimes known as a Circle Of Fourths). The Circle Of Fifths is a tool for musicians...
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'Circle Theory is a Circle Of Fifths (sometimes known as a Circle Of Fourths). The Circle Of Fifths is a tool for musicians to assist them in seeing the relationship between notes, provide key signatures for both major and minor scales, assists in transposing between keys, and it also has a helpful guide to figure out note intervals per musical mode. An iPad VGA adapter can be used to view the circle on an external screen or projector.Shortcuts:• Tap or drag on the outer ring to change the tonic note / key signature• Double-tap the outer ring to cycle through the inner ring displays• Double-tap the center of the circle to cycle through the clefs• When the inner ring is displaying a musical mode, drag the inner ring to select a new mode• When the inner ring is displaying the transposition assistant, drag the inner ring to select a new starting key / note'This app costs $4.99
This course looks at the history of avant-garde and electronic music from the early twentieth century to the present. The...
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This course looks at the history of avant-garde and electronic music from the early twentieth century to the present. The class is organized as a theory and production seminar for which students may either produce audio/multimedia projects or a research paper. It engages music scholarship, cultural criticism, studio production, and multi-media development, such as recent software, sound design for film and games, and sound installation. Sound as a media tool for communication and sound as a form of artistic expression are subjects under discussion. The artists' work reviewed in the course includes selections from audio innovators such as the Italian Futurists, Edgard Varèse, John Cage, King Tubby, Brian Eno, Steve Reich, Afrika Bambaataa, Kraftwerk, Merzbow, Aphex Twin, Rza, Björk, and others.
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Primary Math US Edition - Workbook 2B
Details
The Primary Mathematics U.S. Edition series of elementary math textbooks and workbooks is meant to be part of a system of learning in which adult supervision and independent practice go hand in hand. The main feature of this series is the use of the Concrete> Pictorial>Abstract approach. The students are provided with the necessary learning experiences beginning with the concrete and pictorial stages, followed by the abstract stage to enable them to learn mathematics meaningfully. This approach encourages active thinking process, communication of mathematical ideas and problem solving. This helps develop the foundation students will need for more advanced mathematics.
Practice exercises are designed to provide the students with further practice after they have done the relevant workbook exercises. Review exercises are provided for cumulative reviews of concepts and skills. All the practice exercises and review exercises are optional exercises.
Primary Mathematics U.S. Edition is ideal for both classroom and home use. Recommended for those who want a solid, basic math program with a proven track record and an emphasis on concept development, mental techniques, and problem solving. This is primarily a direct instruction program but students are given several approaches for solving problems and are encouraged to discuss ideas and explore additional methods.
Teacher's Guides: best suited for classroom use. Some school teachers use the Home Guides too, because there are solutions in the Guides.
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Master key math and science concepts with the HP 39gII Graphing Calculator. This easy-to-use calculator provides powerful functionality, streamlined efficiency and a slide-on hard cover for added protection. Critical for math and science students, the HP 39gII Graphing Calculator uses familiar algebraic data entry just like youre solving problems on paper. Examine complex theories in symbolic, numeric and graphic views. Review data using interactive history, textbook format display and notes. Save your work and later share it with classmates for group learning. Plot graphs with greater precision than competing calculators. Gray scale plotting helps students better visualize their work. Plus, the HP 39gII offers a programming language thats modern and complete with user-defined variables and functions. This graphing calculator is loaded with 15 applications to help students learn. For example, manipulate a graph and see the associated equation change instantly using the HP explorer app. The HP 39gII boasts more than 600 built-in functions, powerful HP solvers and unit conversions. The intuitive interface is consistent from application to application, making the 39gll easy-to-use. HP 39gII offers a multi-language user interface and help tool thats context sensitive. Increased protection and portability: Easily take your HP 39gII Calculator to class and home. The slide-on hard cover is included so theres less worry when carrying your calculator from place to place.
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Mathematics
"Mathematical imagination and imagery, closely linked, provide the vision that allows us to see the hidden but exquisite structure below the surface."
- Robert Osserman, Poetry of the Universe
School for Advanced Studies offers two mathematics courses for our students. Those students ready for more advanced mathematics will access Miami Dade College courses.
Honors Pre-Calculus (typically for incoming juniors)
COURSE DESCRIPTION
The central theme of this course is functions that can be grouped into families and used as models for real-life behavior. The goal of this class is to have students:
work with and understand the connections among functions represented graphically, numerically, analytically, and/or verbally.
communicate mathematics both orally and in well-written sentences and should be able to explain solutions to problems
model a written description of a physical situation with a function
use graphing calculators to help solve problems, interpret results, and verify conclusions
determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement
Advanced Placement Calculus AB
COURSE DESCRIPTION
This course is an introduction to the sometimes called "mathematics of change". It is the branch of mathematics that examines, analyzes, and describes the precise way in which changes in one variable relate to changes in another. The goal of this class is to have students
work with and understand the connections among functions represented graphically, numerically, analytically, and/or verbally.
understand the meaning of the derivative in terms of a rate of change and local linear approximation
understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of a rate of change
understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus
communicate mathematics both orally and in well-written sentences and should be able to explain solutions to problems
model a written description of a physical situation with a function, a differential equation, or an integral
use graphing calculators to help solve problems, interpret results, and verify conclusions
determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement
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Matrices (the plural of matrix) are a convenient way of organizing linear functions and systems of equations. Before you can move on to the higher-math applications of matrices, you have to master the basic methods of solving matrices. Your first introduction to solving matrices will probably be using them to solve systems of equations, using basic algebraic operations.
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Steps
"Reduced row form" means that any numbers may be in the rightmost column, but the rest of the entries in any given row consist of a single "1" entry accompanied by as many zeroes as necessary to fill the rest of the spaces.
In reduced row form, order the rows so that the "1" entries like up in a rightward, downward diagonal line. So the first line of the matrix might be "1 0 0 24," the second line "0 1 0 46," and the third line "0 0 1 5."
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2
Switch any 2 rows in the matrix to make performing the other operations easier, or to arrange the "1" entries properly in reduced row form. This doesn't affect the overall value of the matrix.
You must swap the 2 lines completely, with no intermingling of the numbers for each row. So for example if you had a matrix with entries "3 12 2" in the first row and "4 6 3" in the second row, you could swap "4 6 3" to be the first row and "3 12 2" to be the second row. But you couldn't swap just 1 or 2 of the elements from each row.
Method 1 of 2: Row Addition and Subtraction
1
Combine the elements of any 2 matrix rows by adding and subtracting them. This creates a third row (the result), which you then substitute for 1 of the original 2 rows.
Add and subtract each element individually, working your way across the row. So if you were to add the rows "3 12 2" and "4 6 3," the resulting new row would be "7 18 5."
The results row must replace 1 of the rows you just used to create it; you cannot arbitrarily add a new row to the matrix and keep the other rows unchanged.
Method 2 of 2: Scalar Matrix Multiplication
1
Multiply every element of a given row by the same scalar.
As long as you multiply each element in the row by the same scalar, you don't actually change the value of the matrix. But scalar multiplication can make performing the other matrix row operations easier. For example, if you have the rows "2 5 3" and "-1 2 9," multiplying the second row by 2 is the perfect setup for then adding the resulting rows together. The scalar multiplication gives you "-2 4 18," which when added to the first row yields "0 9 21." If you then scalar multiply the resulting row by 9, you have "0 1 (21/9)", and this row is prepared for reduced row form
| 677.169 | 1 |
Elementary Algebra : Concepts and Application - 7th edition
Summary: The goal of Elementary Algebra: Concepts and Applications, 7e is to help today's students learn and retain mathematical concepts by preparing them for the transition from ''skills-oriented'' elementary algebra courses to more ''concept-oriented'' college-level mathematics courses, as well as to make the transition from ''skill'' to ''application.'' This edition continues to bring your students a best-selling text that incorporates the five-step problem-solving process...show more, real-world applications, proven pedagogy, and an accessible writing style. The Bittinger/Ellenbogen series has consistently provided teachers and students with the tools needed to succeed in developmental mathematics. This edition has an even stronger focus on vocabulary and conceptual understanding as well as making the mathematics more accessible to students. Among the features added are new Concept Reinforcement exercises, Student Notes that help students avoid common mistakes, and Study Summaries that highlight the most important concepts and terminology from each chapter. ...show less
Exponents and Their Properties Polynomials Addition and Subtraction of Polynomials Multiplication of Polynomials Special Products Polynomials in Several Variables Division of Polynomials Negative Exponents and Scientific Notation
Systems of Equations and Graphing Systems of Equations and Substitution Systems of Equations and Elimination More Applications Using Systems Linear Inequalities in Two Variables Systems of Linear Inequalities Direct and Inverse VariationSusies Books Garner, NC
2005 Hardcover This book looks good. It is like any used book you would expect to find in a used book shop321233882Good
Bookbyte-OR Salem, OR
May include moderately worn cover, writing, markings or slight discoloration. SKU:9780321233882321233882964.50
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easy-to-read guide to sharpening math skills for those who have taken mathematics and elementary algebra in high school or college and find they need to brush up on these skills for use in their professional or personal life. Examples and problems are related to real-life situations.
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Course Activities and Design
This course will be delivered through a combination of lecture and student activities including group and individual problem solving during class. Emphasis is to be given to applications from outside the mathematics classroom. At least 2 hours per week must be set aside for students to work problems in class.
Course Content (Themes, Concepts, Issues and Skills)
Functions
Introduction to Functions
The Algebra of Functions
Composite Functions and Inverses
Linear Functions and Slope (focused on applications)
Systems of Linear Equations
Systems of Linear Equations in Two Variables (focused on solving by graphing)
Applications
Systems of Linear Equations in more than Two Variables
Matrix Solutions to Linear Systems
Characterizing Infinite Solutions
Linear Inequalities
Solving Linear Inequalities
Compound Inequalities
Equations and Inequalities Involving Absolute Values
Linear Inequalities in Two Variables
Polynomials
General Factoring Strategies
Polynomial Equations and Their Applications
Rational Expressions, Functions, and Equations
The Arithmetic of Rational Expressions
Complex Rational Expressions
Long Division and Synthetic Division
Solving Rational Equations
Variation and Other Applications
Radicals, Radical Functions, and Rational Exponents
Radical Expressions and Functions
Rational Exponents
Arithmetic Involving Rational Expressions
Solving Radical Equations
Complex Numbers
Quadratic Equations and Functions
Square Root Property
Completing the Square and Quadratic Formula
Quadratic Functions and Their Graphs
Equations Quadratic in Form
Polynomial and Rational Inequalities
Department Notes
Word problems are to be answered using complete sentences and include appropriate units.
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C.1: Develop mathematical thinking and communication skills Courses designed for mathematical sciences majors should ensure
that students
Progress from a procedural/computational understanding of mathematics
to a broad understanding encompassing logical reasoning, generalization, abstraction,
and formal proof;
...
While I have been devoting one column to each of the recommendations in the
CUPM Curriculum Guide, this recommendation is so rich and so important that
I have decided to write a column on each of its three parts. This month, I am
focusing on the transition to proof. In May I will consider the demand that
all majors learn how to analyze data. For June, I will tackle the huge subject
of oral and written communication of mathematics.
When thinking about the first-year/sophomore mathematics courses that will
be taken by potential majors in the mathematical sciences, the development of
mathematical thinking is what it is all about. Actually, that is not unique
to those who will major in our subject. When we held the Curriculum Foundations
Project workshops, that was also the message that we heard from chemists, physicists,
engineers, in short everyone with a substantial mathematical requirement of
their majors. This point was particularly well articulated by the participants
from graduate programs in Mathematics at their workshop, held at MSRI in February,
2001:
"The most important task of the first two years is to move students
from a procedural/computational understanding of mathematics to a broad understanding
encompassing logical reasoning, generalization, abstraction, and formal proof.
This should be accomplished as soon as possible in a student's undergraduate
career."[1, p. 109]
It has been my experience that this emphasis is not only beneficial to students,
it is what energizes and excites them about mathematics, luring them into taking
additional courses. Again, the Mathematics workshop at MSRI made this point:
"If you want to recruit, teach good courses. We lose a lot of students
who come in thinking that they want to be math majors by failing to make real
to them the intellectual vitality of mathematics."[1,
p. 112]
Every course must have as one of its conscious goals the development of mathematical
thinking and communication skills. This must be seen as a continuing process
that begins with the first college course in mathematics and continues right
through the last. The level and extent to which this is done must be appropriate
to the students in the course. Introductory real analysis in place of calculus
is appropriate for at most a very tiny slice of the student population, and
then only for those who already understand the basic techniques and concepts
of calculus. But even within a general calculus class, there are many opportunities
for investigating mathematical arguments and for dissecting the meaning and
purpose of definitions.
Students cannot learn how to construct mathematical proofs in a single "bridge"
course, just as they cannot learn the effective writing of mathematics in a
single course that has been designated with a "W." However, bridge
courses can have a very important role to play, often offering a less structured
syllabus so that there is flexibility in choosing topics that engage student
interest and illustrate the role of proof within mathematics. Such courses can
develop proofs within a context that is familiar so that students can focus
on the logic of the argument rather than having to deal with significant new
terminology and concepts. Although they cannot carry the full weight of the
transition "from a procedural/computational understanding of mathematics
to a broad understanding" by themselves, bridge courses can usefully serve
as a piece of the ongoing process of developing mathematical thinking.
We need to worry about what it means to "teach proof." Students
who cannot dissect someone else's proof or discover a logically sound
proof of a result they have not seen before have not "learned proof."
There is a lot of research on the constituents of this skill and what impedes
its development. The Illustrative
Resources includes links to and descriptions of work by Annie and John Selden,
Eric Knuth, Robert Moore, Susanna Epp and others on common student misconceptions
and difficulties with proof. The Illustrative Resources also point to many successful
programs at various colleges and universities, from Inquiry Guided Learning
and the Moore Method to problem-solving seminars and the workshops developed
at Rutgers.The Illustrative Resources also includes descriptions of and links
to specific recommendations by Susanna Epp, Ed Sandefur, and Moira McDermott
on how to teach proof.
For too many students, proofs are a game played with arbitrary rules for an
unclear purpose. They are simply one more bit of mathematics that must be memorized,
something totally divorced from the doing of mathematics. Our challenge is to
help students see the analysis and construction of proofs as a piece in the
process of mathematical argument and reasoning, as a means of tying new mathematical
knowledge to what was known before. Proofs test, clarify, and solidify our mathematical
knowledge. They are a piece of what makes mathematics exciting, surprising,
and satisfying.
We would appreciate more examples that document experiences with the use of
technology as well as examples of interdisciplinary cooperation.
David Bressoud is DeWitt Wallace Professor of Mathematics at Macalester
College in St. Paul, Minnesota, he was one of the writers for the Curriculum
Guide, and he currently serves as Chair of the CUPM. He wrote this column
with help from his colleagues in CUPM, but it does not reflect an official
position of the committee. You can reach him at [email protected].
| 677.169 | 1 |
This lesson was the second place winner in the 2012 SoftChalk Lesson Challenge.The lesson has the following...
see more
This lesson was the second place winner in the 2012 SoftChalk Lesson Challenge.The lesson has the following objectives: AState the integer that corresponds to a real-world situation.BGraph rational numbers on the number line.CConvert from fraction notation for a rational number to decimal notation.DDetermine which of two real numbers is greater and indicate which, using < or >.EFind the absolute value of a real number.FIdentify numbers that are members of the Real Number System.
This lesson received an honorable mention in the 2012 SoftChalk Lesson Challenge.'In this lesson we begin to examine what...
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This lesson received an honorable mention in the 2012 SoftChalk Lesson Challenge.'In this lesson we begin to examine what happens when we have a list of numbers, known as a sequence. We will determine when these lists of numbers, or sequences, have a pattern, when we can generalize that pattern to find any term and what it looks like if we sum up the numbers in the sequence. Let's start off with a few definitions and some terminology and from there we will see how we can determine their behavior.'
This lesson received an honorable mention for the 2011 SoftChalk Lesson Challenge.'Differential equations show up in many...
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This lesson received an honorable mention for the 2011 SoftChalk Lesson Challenge.'Differential equations show up in many areas of science and technology. In fact, they turn up any time there is a relation involving some continuously varying quantities and ther rates of change. We have actually dealt with differntial equations before. A common modeling problem involving differential equations is the determination of the velocity of a ball falling which has an acceleration which is the acceleration due to gravity minus the acceleration due to air resistance. This is a differential equation because the derivative of the velocity of the ball depends on the velocity, thus finding the velocity as a function of time involves.' solving a differential equation.'In this section we willExamine the basic form of differential equationsVerify solutions to differential equationsDetermine slope fields for differential equationsFind solutions to differential equations numerically using Euler's methodFind solutions to differential equations using seperation of variables.'
This is an online statistics book with links to other statistics sources. The site provides a tutorial on a variety of...
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This is an online statistics book with links to other statistics sources. The site provides a tutorial on a variety of statistical concepts, including univariate data, bivariate data, normal distribution, sampling distributions, etc. Within each lesson are links to definitions and other information. solution
This lesson received an honorable mention in the 2010 SoftChalk Lesson Challenge.The objectives of this lesson are:3.1Graph...
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This lesson received an honorable mention in the 2010 SoftChalk Lesson Challenge.The objectives of this lesson are:3.1Graph ordered pairs on a rectangular coordinate system.3.2Find solutions to linear equations in two variables.Determine whether an ordered pair is a solution to a linear equation in two variables.3.3Graph a linear equation in two variables.Graph horizontal lines, vertical lines, and lines through the origin.3.4Find the intercepts of a line from the equation of the line.Use intercepts to graph a line.3.5Find the slope of a line from two points on the line.Graph a line given the slope and y-intercept.3.6Find the equation of a line given the slope and y-intercept of the line.Find the slope and y-intercept of a line given the equation of the line.Find the equation of a line given a point on the line and the slope of the line.Find the equation of a line given two points on the line.
This is a free tutorial offered by The Open University. "Do fractions and decimals make you apprehensive about maths? Do you...
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This is a free tutorial offered by The Open University. "Do fractions and decimals make you apprehensive about maths? Do you lack confidence in dealing with numbers? If so, then this unit is for you. The unit will explain the basics of working with positive and negative numbers and how to multiply and divide with fractions and decimals.״
״Do you need to learn how to determine the angles and lengths of a non-right-angled triangle? Need to understand how to apply...
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״Do you need to learn how to determine the angles and lengths of a non-right-angled triangle? Need to understand how to apply the Sine and Cosine rules in this case? Need to know how to calculate the other sides and angles when you know one angle and two sides or two angles and one side or even no angles and all three sides? If the answer is Yes to any of these questions then this App is for you. The Sine/Cosine Calculator not only calculates the answers for you but it also tells you how it did it so you can understand how and when to apply the rules for non-right angle triangles.The App is simple to use. Just enter the known angles and sides and all the others will be calculated for you. To see how the answers were arrived at just select the 'Workings' button and a page is shown with a comprehensive set of steps to show how each was calculated.To enter a value for an angle or a side just touch the diagram on or near the one you want to specify. The keypad pops up. Enter the value you want and select OK. The App can calculate the answers if you specify a) two angles and a side, b) two sides and the opposite angle, c) 2 sides and the included angle or d) all three sides.To start over select 'Clear All'. All values are reset.״This app costs $.99
| 677.169 | 1 |
Linear Algebra With Applications - 4th edition
Summary: Linear Algebra with Applications is a flexible blend of theory, important computational techniques, and interesting applications. Instructors can select the topics that give the course their desired perspective. The text provides a solid foundation in the mathematics of linear algebra, while introducing some of the important computational aspects of the field, such as algorithms. The presentation of interesting applications has been one of the most compelling feature...show mores of this book provides students a well balanced coverage of standard linear algebra topics that apply mathematics by examining real-life applications, making for a enlightening learning experienceSir-Barton Lexington95 +$3.99 s/h
VeryGood
Mostly Books AL Mobile, AL
Sudbury, Massachusetts, U.S.A. 2000 Hardcover 4th Edition Very Good Book. 8vo-over 7?-9?" tall. Clean text, creasing on spine, binding intact, very light wear on boards and edges. This is designed f...show moreor an introductory course in linear algebra. ...show less
$17.95 +$3.99 s/h
Good
omgtextbooks Pueblo West, CO
2001 Hard cover 4th ed. Good. Sewn binding. Cloth over boards. 647 p.
$18.80 +$3.99 s/h
VeryGood
worldofbooks Goring-By-Sea,
2001 Hard cover 4th ed. Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Sewn binding. Cloth o...show morever boards. 647
| 677.169 | 1 |
Algebra for College Students, 7th Edition
Get a good grade in algebra with ALGEBRA FOR COLLEGE STUDENTS! Written with you in mind, the authors provide clear, no-nonsense explanations that will help you learn difficult concepts with ease. Prepare for exams with numerous resources located online and throughout the text such as live online tutoring, chapter summaries, self-checks, getting ready exercises, vocabulary and concept problems, web quizzes, and chapter tests. Use this text, and you'll learn solid mathematical skills that will help you both in future mathematical courses and in real-life!277.95
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The new Grading package in Maple 18 features new and improved tools for creating interactive quizzes and applications. With the Quiz command, you can generate interactive questions in Maple that ask a question and grade a student's response, making it easy to provide students with the opportunity to practise, explore and reinforce concepts.
The Grading package also features a robust toolkit of commands that can be used to build interactive applications. For example, say we have created an application that asks students to describe an expression, such as an arbitrary linear, quadratic, or absolute value function, by interactively graphing it. They can enter this graph in several ways, including by specifying particular points, such as the vertex of a parabola or the roots of an equation. The GradePlot command can then be used to grade the plot to a customizable margin of error by comparing the student's graph with the actual graph of the function.
>
Generating a Quiz
The Quiz command generates a simple interactive tool that displays a question, accepts a response, and grades the response.
The simplest forms of a quiz take two arguments, a question and an answer:
>
It is also possible to generate multiple choice or true false questions:
The GradePlot command allows you to construct representations of simple mathematical functions and then grade them.
In the following examples, an object representing a quadratic function can be created by the QuadraticFunction constructor in one of two ways:
•
An expression in a single variable can be provided.
•
Alternatively, two points, the first representing the vertex and the second another point on the function, can be given.
The solution as set by the instructor:
>
(2.1)
A correct answer:
>
(2.2)
A correct answer, if small errors were considered acceptable. In the context of plotted functions, it is more likely that points with a certain amount of error would be provided:
>
(2.3)
An incorrect answer.
>
(2.4)
The GradePlot command compares the desired solution to the provided answer and returns a grade of 0 or 1. Since the grading is in the context of plotting, the plot ranges must be provided. Note that the second answer is considered incorrect if a tighter error tolerance is specified.
>
>
(2.5)
>
(2.6)
>
(2.7)
>
(2.8)
Working with Constructed Functions
There are several commands available for getting more details on the functions created using the Grading package's constructors. A few examples are shown below:
>
(3.1)
>
(3.2)
To get the expression associated with the object, we can use the GetExpression command:
>
(3.3)
Get the original data used to construct the object using the GetData command:
The Gradingpackage can be used effectively with embedded components to create grading applications. Normally, the components below would be placed in a single document and the code would be placed in the start-up code region, but it is shown here to illustrate a simple use of the Grading commands.
Execute the code in the following code-edit region before using the components below. The example below allows a user to click on two points to draw the given line.
| 677.169 | 1 |
View a Recorded Webinar
Maplesoft Solutions for Math Education
Maplesoft Solutions for Math Education
In this webinar, you will learn how Maple and Maplesoft's testing and assessment solutions are redefining mathematics education. See how Maplesoft's solutions for mathematics education help teachers bring complex problems to life, allow students to focus on concepts rather than the mechanics of solutions, and how researchers can develop more sophisticated algorithms or models.
Maplesoft's core mathematical software, Maple, helps you analyze, explore, visualize, and solve mathematical problems quickly, easily, and accurately. With over 5000 functions covering virtually every area of mathematics, Maple has the depth, breadth, and performance to meet all your mathematical challenges. Maple T.A., our testing and assessment solution, supports complex, free-form entry of mathematical equations and intelligent evaluation of responses, making it ideal for any course that requires mathematics.
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About the Book
The Algebra Guide covers algebra in all its various forms (and disguises) on the GRE so that you can master fundamental techniques and nuanced strategies to solve for unknown variables of every type.
Each chapter builds comprehensive content understanding by providing rules, strategies and in-depth examples of how the GRE tests a given topic and how you can respond accurately and quickly. The Guide contains 290+ questions: "Check Your Skills" questions in the chapters that test your understanding as you go and "In-Action" problems of increasing difficulty, all with detailed answer explanations.
Purchase of this book includes one year of access to 6 of Manhattan GRE's online practice exams.
| 677.169 | 1 |
aiIn statistics, analysis of variance (ANOVA) is a collection of statistical models used to distinguish between an observed variance in a particular variable and its component parts. In its simplest form, ANOVA provides a statistical test of whether or not the means of several groups are all equal, and therefore generalizes a test between these groups.... more...
This work is about inequalities which play an important role in mathematical Olympiads. It contains 175 solved problems in the form of exercises and, in addition, 310 solved problems. The book also covers the theoretical background of the most important theorems and techniques required for solving inequalities. It is written for all middle and high-school... more...
For more than a century, the study of various types of inequalities has been the focus of great attention by many researchers, interested both in the theory and its applications. In particular, there exists a very rich literature related to the well known Cebysev, Gruss, Trapezoid, Ostrowski, Hadamard and Jensen type inequalities. The present monograph... more...
| 677.169 | 1 |
Calculus and Its Applications - 9th edition
Summary: Calculus and Its Applications has, for years, been a best-selling text for one simple reason: it anticipates, then meets the needs of today's applied calculus student. Knowing that calculus is a course in which students typically struggle--both with algebra skills and visualizing new calculus concepts--Bittinger and Ellenbogen speak to students in a way they understand, taking great pains to provide clear and careful explanations. Since most students taking this course ...show morewill go on to careers in the business world, large quantities of real data, especially as they apply to business, are included as well
| 677.169 | 1 |
...They will gain a thorough introduction to functions, the basis of all of algebra and higher mathematics, such as calculus. Students will learn how to solve linear equations, including multistep equations, equations with multiple variables and equations involving decimals, as well as write a line...
| 677.169 | 1 |
...Show them logical ways to translate mathematical language into plain English or math expressions or equations. It's just like you have a box of tools but need to select the right ones in order to perform the job right. Hence, if a student possesses a set of solving techniques and know how to us...
| 677.169 | 1 |
9780321499431Organized to follow the sequence of topics in the text, this manual is an easy-to-follow, step-by-step guide on how to use the TI-83/84 Plus and TI-89 graphing calculators. It provides worked-out examples to help students fully understand and use their graphing calculator.
| 677.169 | 1 |
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Descrições do Produto
Descrição do produto
"Math, Better Explained" is a clear, intuitive guide to math topics essential for high school, college and beyond. Whether you're a student, parent, or teacher, this book is your key to unlocking the aha! moments that make math truly click -- and make learning enjoyable.
The book intentionally avoids mindless definitions and focuses on building a deep, natural intuition so you can integrate the ideas into your everyday thinking. Its explanations on the natural logarithm, imaginary numbers, exponents and the Pythagorean Theorem are among the most-visited in the world.
The book is written as the author wishes math was taught: with a friendly attitude, vivid illustrations and a focus on true understanding. Learn right, not rote!
Selected testimonials:
"I have several books on calculus (Calculus for Dummys, Math for the Millions, etc. etc. - never was able to read them) but your explanation is what I have needed all these years." - D. Hogg, Former Principal
"This is a great explanation! I am 49 years old and have never known what e is all about. It is thanks to your article that I get it and now can explain it to my son who is 13 years old..." - C. Dhaveji
"I've been following you for nearly two years...I find the intuitive approach to the subject and lucid writing unparalleled." - D. Ezell
About the Author
Kalid Azad graduated from Princeton University and has been writing professionally for over a decade, from chapters in the best-selling "How to Program" textbooks (from Deitel, Inc.) to technical whitepapers for Microsoft, Corp. Kalid has tutored math since high school (99% percentile for SAT/GRE/GMAT) and is enamored with finding the clearest, most intuitive insights on seemingly-complicated topics.
4.0 de 5 estrelasAuthor helps demystify concepts and paves way for a better understanding of math.10 de dezembro de 2011
Por Romanos Piperakis - Publicada na Amazon.com
Formato:eBook Kindle
A lot of math concepts come from the need to solve everyday problems but unfortunately are taught in the classroom in distilled, abstract form that transcends the specific examples it was originally invented for. As such, the intuition behind the abstract concepts is sacrificed at the expense of generalization.
The author makes the very useful and widely overlooked point that the intuition behind abstract concepts or theorems can be recovered by reversing the direction from abstract to specific and explaining how one can arrive at applied/concrete instances from the pure/distilled forms.
As such the author is not only helping the reader to demystify math (making it more accessible to anyone with common sense) but paves the way for developing modeling skills where those concepts can be successfully applied to real-world problems.
This is a very worthwhile undertaking and I would personally love to see the author extend this effort to more concepts e.g. determinants, adjoint/hermitian matrices, regression and function approximation etc. This type of explanations could serve as supplementary math texts or - in the form of wiki where others could share the burden of providing their intuition - as a very valuable reference.
Only gave 4 stars for the somewhat random selection of examples to be explained but would recommend this book without any reservations.
Esta avaliação foi considerada útil por 19 de 19 pessoa(s):
5.0 de 5 estrelasBut I'll never use this once I leave school12 de junho de 2013
Por Neo Aeonian - Publicada na Amazon.com
Compra verificada
Have you ever heard someone say, 'I never used math after I left school.'
Of course they didn't use it. They didn't understand it the first time.
But if they'd been taught the way Kalid's explains math, not only would they understand it so well they could use it all the time, but they'd have fun doing it.
Which Pizza will do a better job of feeding my family, the small and medium, or the large? Pathagorean's theorem to the rescue.
Pathagoras? The triangle thing?
Sure enough. But not by memorizing it, by the insight that comparing circles works by the same rules that comparing triangles do.
Ever thought anyone would give you an intuitive sense of calculus? As Kalid says, "We don't need to be writers to appreciate Shakespeare," and we don't need to be math geniuses to appreciate calculus.
There are lots of great courses that will teach you how to do many things, and they are good for what they do. Yet with most of them I got the sense that each lesson only applied to one very specific situation, usually a situation I would never be in. And there were hundreds of these little rules, each applying only to their own very specific situation.
But Math, Better Explained, is totally different. Kalid only talks about a dozen things. One of them is not a rule at all, just a way of looking at things Another one he spent 2 chapters on because the way I was taught it missed how useful it is. Chapter after chapter he demystifies concepts that most of us had given up on. He makes them so clear that now I can apply them in hundreds of situations, situations I'm in, if not every day, at least several times a month, where I want answers, sometimes exact and sometimes just close enough.
If you ever wanted to master math, I haven't found a faster, nor an easier way.
Wilfredo Pareto is famous for a principle called the 80/20 rule. 80% of the value comes from just 20% of your efforts. And the secret to life is figuring out where those 20% efforts are at.
Kalid has done this one better.
If you want 90% of the value of a complete math education for 1% of the effort (but 200% of the fun), this is the book you want to buy.
If you want to clear the fog around key math concepts, and show your family, your children, your friends, how to understand math, this is the book you want to show them.
And if you are just tired of saying, "Oh, I'm not good with math," and instead want to be good at it, this is the book that you want to have fun reading while mastering all those math concepts.
Esta avaliação foi considerada útil por 14 de 14 pessoa(s):
5.0 de 5 estrelasA fantastic explanation of the math essentials9 de dezembro de 2011
Por Antonio Cangiano - Publicada na Amazon.com
Formato:eBook Kindle
I love the quality and teaching approach! The writing is clear, friendly and builds a deep understanding with excellent diagrams. The author takes your mind beyond rote details and makes you understand the essence of each math concept -- even experienced math fans will come away with valuable insights. For example, the metaphors about e, i and pi make it easy to understand Euler's formula, considered one of the most beautiful (and baffling) identities.
I've reviewed many books while running math-blog.com: very few are this approachable and entertaining while helping you truly learn. Highly recommended!
Esta avaliação foi considerada útil por 6 de 6 pessoa(s):
5.0 de 5 estrelasOne of the web's hidden gems2 de junho de 2013
Por Martino Ciaramidaro - Publicada na Amazon.com
Like most people who bought this book, I did so because I found the author's website so informative and invaluable for learning new mathematical concepts. The problem with most explanations of mathematical concepts is they are either written with too much rigor (mathematicians writing for other mathematicians), or not enough, in which case they are shallow popularizations that won't actually teach anything. Kalid Azad walks that tightrope almost perfectly, providing enough hand holding for you while taking you through the actual concepts (rather than some silly metaphor) to get that "Aha" moment.
Very highly recommended.
Esta avaliação foi considerada útil por 6 de 6 pessoa(s):
5.0 de 5 estrelasIf you don't like math, or wonder if you really understood what they tried to teach you in school, get this book !31 de maio de 2013
Por Ashu - Publicada na Amazon.com
Compra verificada
I am a teaching assistant for an engineering related course, and when students in class raised doubts about Euler's formula, I started searching online for ways to explain it in a way that wasn't complicated. And that is when I came across Kalid's work. After reading his book and watching his videos, I am in a much better position to communicate with my students effectively. The book is brilliant, short and simple. I have to admit that while I got the book to get better at teaching, I did end up learning and understanding things that I had taken for granted myself. Better late than never :) If imaginary numbers, exponential functions, the natural log and radians ever bothered you, this book will make it all come together. It might even help you understand Math from a historical perspective, and see Math in a whole new light. Cheers !
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Mathcad 14 Inc.Crack System PTC Mathcad 14 - provides a powerful, convenient and intuitive way of describing the algorithms for solving mathematical problems.
MathCAD system is so flexible and versatile, that can provide invaluable assistance in solving mathematical problems as a student, master the basics of mathematics, and Academician, working with complex scientific problems.
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Spring 2014 MTH 45 Basic Mathematics (4 units)
Section 4447 Begins 1/21 Ends 5/23
Course Description
This course will be a review of arithmetic involving whole numbers, fractions, decimals, and signed numbers; and a study of basic algebra concepts and techniques, such as variables, distributive property, combining like terms, and solving equations. Students will also solve problems involving ratios, proportions, percents and geometry.
Instructor: Jason Edington
Email: [email protected]
Textbook Information:
Textbook: Either 032119991X or 032182816X: , Approximate cost new $110 or $191 (Students can take advantage of a 17 day temporary access code – but they must purchase an access code or the book with the access code before the end of the 17 days. Students need to log in on the first day and get started as assignments are due the first week.)
Estimated Time per Week: Students can expect to spend approximately 3 hours per week, per unit (so, 12 hours) reading, writing, and taking quizzes and participating in online class discussions.
Special Requirements: Log into Etudes the first day of class.
Assignments & Tests: See Schedule on MyMathLab
Additional Comments: The entire course will be conducted online through the MyMathLab website. Students are required to have Internet access, an active email account, the ability to use word processing, conduct Internet searches, attach files, send emails, and work independently
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Tips on how to study mathematics, how to approach problem-solving, how to study for and take tests, and when and how to get help.
Math Study Skills
Active Study vs. Passive Study
Be actively involved in managing the learning process, the mathematics and your study time:
Take responsibility for studying, recognizing what you do and don't know, and knowing how to get your Instructor to help you with what you don't know.
Attend class every day and take complete notes. Instructors formulate test questions based on material and examples covered in class as well as on those in the text.
Be an active participant in the classroom. Get ahead in the book; try to work some of the problems before they are covered in class. Anticipate what the Instructor's next step will be.
Ask questions in class! There are usually other students wanting to know the answers to the same questions you have.
Go to office hours and ask questions. The Instructor will be pleased to see that you are interested, and you will be actively helping yourself.
Good study habits throughout the semester make it easier to study for tests.
Studying Math is Different from Studying Other Subjects
Math is learned by doing problems. Do the homework. The problems help you learn the formulas and techniques you do need to know, as well as improve your problem-solving prowess.
A word of warning: Each class builds on the previous ones, all semester long. You must keep up with the Instructor: attend class, read the text and do homework every day. Falling a day behind puts you at a disadvantage. Falling a week behind puts you in deep trouble.
A word of encouragement: Each class builds on the previous ones, all semester long. You're always reviewing previous material as you do new material. Many of the ideas hang together. Identifying and learning the key concepts means you don't have to memorize as much.
College Math is Different from High School Math
A College math class meets less often and covers material at about twice the pace that a High School course does. You are expected to absorb new material much more quickly. Tests are probably spaced farther apart and so cover more material than before. The Instructor may not even check your homework.
Take responsibility for keeping up with the homework. Make sure you find out how to do it.
You probably need to spend more time studying per week – you do more of the learning outside of class than in High School.
Tests may seem harder just because they cover more material.
Study Time
You may know a rule of thumb about math (and other) classes: at least 2 hours of study time per class hour. But this may not be enough!
Take as much time as you need to do all the homework and to get complete understanding of the material.
Form a study group. Meet once or twice a week (also use the phone). Go over problems you've had trouble with. Either someone else in the group will help you, or you will discover you're all stuck on the same problems. Then it's time to get help from your Instructor.
The more challenging the material, the more time you should spend on it.
Problem Solving
Problem Solving (Homework and Tests)
The higher the math class, the more types of problems: in earlier classes, problems often required just one step to find a solution. Increasingly, you will tackle problems which require several steps to solve them. Break these problems down into smaller pieces and solve each piece – divide and conquer!
Problems requiring application of skills to unfamiliar situations (you develop a strategy for a new problem type),
Problems requiring that you extend the skills or theory you know before applying them to an unfamiliar situation.
In early courses, you solved problems of types 1, 2 and 3. By College Algebra you expect to do mostly problems of types 2 and 3 and sometimes of type 4. Later courses expect you to tackle more and more problems of types 3 and 4, and (eventually) of type 5. Each problem of types 4 or 5 usually requires you to use a multi-step approach, and may involve several different math skills and techniques.
When you work problems on homework, write out complete solutions, as if you were taking a test. Don't just scratch out a few lines and check the answer in the back of the book. If your answer is not right, rework the problem; don't just do some mental gymnastics to convince yourself that you could get the correct answer. If you can't get the answer, get help.
The practice you get doing homework and reviewing will make test problems easier to tackle.
Tips on Problem Solving
Apply Pólya's four-step process:
The first and most important step in solving a problem is to understand the problem, that is, identify exactly which quantity the problem is asking you to find or solve for (make sure you read the whole problem).
Next you need to devise a plan, that is, identify which skills and techniques you have learned can be applied to solve the problem at hand.
Carry out the plan.
Look back: Does the answer you found seem reasonable? Also review the problem and method of solution so that you will be able to more easily recognize and solve a similar problem.
Some problem-solving strategies: use one or more variables, complete a table, consider a special case, look for a pattern, guess and test, draw a picture or diagram, make a list, solve a simpler related problem, use reasoning, work backward, solve an equation, look for a formula, use coordinates.
"Word" Problems are Really "Applied" Problems
The term "word problem" has only negative connotations. It's better to think of them as "applied problems". These problems should be the most interesting ones to solve. Sometimes the "applied" problems don't appear very realistic, but that's usually because the corresponding real applied problems are too hard or complicated to solve at your current level. But at least you get an idea of how the math you are learning can help solve actual real-world problems.
Solving an Applied Problem
First convert the problem into mathematics. This step is (usually) the most challenging part of an applied problem. If possible, start by drawing a picture. Label it with all the quantities mentioned in the problem. If a quantity in the problem is not a fixed number, name it by a variable. Identify the goal of the problem. Then complete the conversion of the problem into math, i.e., find equations which describe relationships among the variables, and describe the goal of the problem mathematically.
Solve the math problem you have generated, using whatever skills and techniques you need (refer to the four-step process above).
As a final step, you should convert the answer of your math problem back into words, so that you have now solved the original applied problem.
For Further Reading:
George Pólya, How to Solve It,Princeton University Press, Princeton (1945)
Studying for a Math Test
Everyday Study is a Big Part of Test Preparation
Good study habits throughout the semester make it easier to study for tests.
Do the homework when it is assigned. You cannot hope to cram 3 or 4 weeks worth of learning into a couple of days of study.
On tests you have to solve problems; homework problems are the only way to get practice. As you do homework, make lists of formulas and techniques to use later when you study for tests.
Ask your Instructor questions as they arise; don't wait until the day or two before a test. The questions you ask right before a test should be to clear up minor details.
Studying for a Test
Start by going over each section, reviewing your notes and checking that you can still do the homework problems (actually work the problems again). Use the worked examples in the text and notes – cover up the solutions and work the problems yourself. Check your work against the solutions given.
You're not ready yet! In the book each problem appears at the end of the section in which you learned how do to that problem; on a test the problems from different sections are all together.
Step back and ask yourself what kind of problems you have learned how to solve, what techniques of solution you have learned, and how to tell which techniques go with which problems.
Try to explain out loud, in your own words, how each solution strategy is used (e.g. how to solve a quadratic equation). If you get confused during a test, you can mentally return to your verbal "capsule instructions". Check your verbal explanations with a friend during a study session (it's more fun than talking to yourself!).
Put yourself in a test-like situation: work problems from review sections at the end of chapters, and work old tests if you can find some. It's important to keep working problems the whole time you're studying.
Also:
Start studying early. Several days to a week before the test (longer for the final), begin to allot time in your schedule to reviewing for the test.
Get lots of sleep the night before the test. Math tests are easier when you are mentally sharp.
Taking a Math Test
Test-Taking Strategy Matters
Just as it is important to think about how you spend your study time (in addition to actually doing the studying), it is important to think about what strategies you will use when you take a test (in addition to actually doing the problems on the test). Good test-taking strategy can make a big difference to your grade!
Taking a Test
First look over the entire test. You'll get a sense of its length. Try to identify those problems you definitely know how to do right away, and those you expect to have to think about.
Do the problems in the order that suits you! Start with the problems that you know for sure you can do. This builds confidence and means you don't miss any sure points just because you run out of time. Then try the problems you think you can figure out; then finally try the ones you are least sure about.
Time is of the essence – work as quickly and continuously as you can while still writing legibly and showing all your work. If you get stuck on a problem, move on to another one – you can come back later.
Work by the clock. On a 50 minute, 100 point test, you have about 5 minutes for a 10 point question. Starting with the easy questions will probably put you ahead of the clock. When you work on a harder problem, spend the allotted time (e.g., 5 minutes) on that question, and if you have not almost finished it, go on to another problem. Do not spend 20 minutes on a problem which will yield few or no points when there are other problems still to try.
Show all your work: make it as easy as possible for the Instructor to see how much you do know. Try to write a well-reasoned solution. If your answer is incorrect, the Instructor will assign partial credit based on the work you show.
Never waste time erasing! Just draw a line through the work you want ignored and move on. Not only does erasing waste precious time, but you may discover later that you erased something useful (and/or maybe worth partial credit if you cannot complete the problem). You are (usually) not required to fit your answer in the space provided – you can put your answer on another sheet to avoid needing to erase.
In a multiple-step problem outline the steps before actually working the problem.
Don't give up on a several-part problem just because you can't do the first part. Attempt the other part(s) – if the actual solution depends on the first part, at least explain how you would do it.
Make sure you read the questions carefully, and do all parts of each problem.
Verify your answers – does each answer make sense given the context of the problem?
If you finish early, check every problem (that means rework everything from scratch).
Getting Assistance
When
Get help as soon as you need it. Don't wait until a test is near. The new material builds on the previous sections, so anything you don't understand now will make future material difficult to understand.
Use the Resources You Have Available
Ask questions in class. You get help and stay actively involved in the class.
Visit the Instructor's Office Hours. Instructors like to see students who want to help themselves.
Ask friends, members of your study group, or anyone else who can help. The classmate who explains something to you learns just as much as you do, for he/she must think carefully about how to explain the particular concept or solution in a clear way. So don't be reluctant to ask a classmate.
Go to the Math Help Sessions or other tutoring sessions on campus.
Find a private tutor if you can't get enough help from other sources.
All students need help at some point, so be sure to get the help you need.
Asking Questions
Don't be afraid to ask questions. Any question is better than no question at all (at least your Instructor/tutor will know you are confused). But a good question will allow your helper to quickly identify exactly what you don't understand.
Not too helpful comment: "I don't understand this section." The best you can expect in reply to such a remark is a brief review of the section, and this will likely overlook the particular thing(s) which you don't understand.
Good comment: "I don't understand why f(x + h) doesn't equal f(x) + f(h)." This is a very specific remark that will get a very specific response and hopefully clear up your difficulty.
Good question: "How can you tell the difference between the equation of a circle and the equation of a line?"
Okay question: "How do you do #17?"
Better question: "Can you show me how to set up #17?" (the Instructor can let you try to finish the problem on your own), or "This is how I tried to do #17. What went wrong?" The focus of attention is on your thought process.
Right after you get help with a problem, work another similar problem by yourself.
You Control the Help You Get
Helpers should be coaches, not crutches. They should encourage you, give you hints as you need them, and sometimes show you how to do problems. But they should not, nor be expected to, actually do the work youneed to do. They are there to help you figure out how to learn math for yourself.
When you go to office hours, your study group or a tutor, have a specific list of questions prepared in advance. You should run the session as much as possible.
Do not allow yourself to become dependent on a tutor. The tutor cannot take the exams for you. You must take care to be the one in control of tutoring sessions.
You must recognize that sometimes you do need some coaching to help you through, and it is up to you to seek out that coaching.
Department of Mathematics and Computer Science
SAINT LOUIS UNIVERSITY
June 1993
"We are all teachers at all times – with everything we do, with everything we don't do, with everything we say, with everything we don't say and with our beliefs, with our attitudes – all of us.
When you hold a door for someone, you are being a teacher. When you honk and yell obscenities while driving, you are being a teacher. When you walk about with a furrowed brow and pursed lips, you are being a teacher. When you smile at those who cross your path, you are being a teacher.
It all spreads. It is all felt. The energy that you are walking around with, whether you say anything to anyone or not, is felt. What are you carrying around? What are you spreading out into the world? It is all within your control. You are choosing it all. The thoughts that come into your brain you may not get to control, but you can choose which ones stay and which ones you are projecting out into the world.
I invite you to pay more attention to what is going on up there. I invite you to pay more attention what is going on with you. Are you feeling tension in your body? Well, what is going on upstairs? Is your stomach upset? What is taking up space in your head? What are you holding onto? If it doesn't serve you, let it go. Kick it out. Laugh it at.
You may think that it's no big deal, that you can ignore it, that you can push it down, but it doesn't go away, it won't leave you. It will just multiply into the Universe. So, maybe you have a hard time thinking about yourself; you think, "Oh, I'm fine." "It really doesn't bother me", but consider that you are not just poisoning yourself, but all of those around you.
Let it go and live it up. Do it for you and do it for them. Do it for the ones that you know and love and the ones that you may never speak to. Really, do it for all of humankind.
We are all teaching, at all times. What are you teaching? How about teaching love and acceptance to all beings at all times, yourself included! Deal?"
Nerve impulses to and from the brain travel as fast as 170 miles per hour. Ever wonder how you can react so fast to things around you or why that stubbed toe hurts right away? It's due to the super-speedy movement of nerve impulses from your brain to the rest of your body and vice versa, bringing reactions at the speed of a high powered luxury sports car.
The brain operates on the same amount of power as 10-watt light bulb. The cartoon image of a light bulb over your head when a great thought occurs isn't too far off the mark. Your brain generates as much energy as a small light bulb even when you're sleeping.
The human brain cell can hold 5 times as much information as the Encyclopedia Britannica. Or any other encyclopedia for that matter. Scientists have yet to settle on a definitive amount, but the storage capacity of the brain in electronic terms is thought to be between 3 or even 1,000 terabytes. The National Archives of Britain, containing over 900 years of history, only takes up 70 terabytes, making your brain's memory power pretty darn impressive.
Your brain uses 20% of the oxygen that enters your bloodstream.The brain only makes up about 2% of our body mass, yet consumes more oxygen than any other organ in the body, making it extremely susceptible to damage related to oxygen deprivation. So breathe deep to keep your brain happy and swimming in oxygenated cells.
The brain is much more active at night than during the day.Logically, you would think that all the moving around, complicated calculations and tasks and general interaction we do on a daily basis during our working hours would take a lot more brain power than, say, lying in bed. Turns out, the opposite is true. When you turn off your brain turns on. Scientists don't yet know why this is but you can thank the hard work of your brain while you sleep for all those pleasant dreams.
Scientists say the higher your I.Q. the more you dream. While this may be true, don't take it as a sign you're mentally lacking if you can't recall your dreams. Most of us don't remember many of our dreams and the average length of most dreams is only 2-3 seconds–barely long enough to register.
Neurons continue to grow throughout human life. For years scientists and doctors thought that brain and neural tissue couldn't grow or regenerate. While it doesn't act in the same manner as tissues in many other parts of the body, neurons can and do grow throughout your life, adding a whole new dimension to the study of the brain and the illnesses that affect it.
Information travels at different speeds within different types of neurons. Not all neurons are the same. There are a few different types within the body and transmission along these different kinds can be as slow as 0.5 meters/sec or as fast as 120 meters/sec.
The brain itself cannot feel pain. While the brain might be the pain center when you cut your finger or burn yourself, the brain itself does not have pain receptors and cannot feel pain. That doesn't mean your head can't hurt. The brain is surrounded by loads of tissues, nerves and blood vessels that are plenty receptive to pain and can give you a pounding headache.
80% of the brain is water. Your brain isn't the firm, gray mass you've seen on TV. Living brain tissue is a squishy, pink and jelly-like organ thanks to the loads of blood and high water content of the tissue. So the next time you're feeling dehydrated get a drink to keep your brain hydrated.
Unbelievable Facts
Top 50 Unbelievable Facts
(General)
You see,as much as some people hate to be taught and trained, there are few of us who
can resist learning something interesting. It's in our blood. The need to know.
As a way to keep my young man's interest alive, I spent the rest of that course trawl up as many interesting and credibility-busting
facts as I could. Even if I had to stretch their relevance to the subject of my course.
And it's a trick you can keep up your sleeve too. Just make a
file on your computer called "Strange Facts" and put in it any fascinating facts that you come across while surfing or
training.
Here are 50 outstanding ones to start you off…
1. If you are struck by lightning, your skin will be heated to 28,000 degrees Centigrade, hotter than the surface of the Sun.
2. If you trace your family tree back 25 generations, you will have 33,554,432 direct ancestors – assuming no incest was involved.
3. The average distance between the stars in the sky is 20 million miles.
4. It would take a modern spaceship 70,000 years to get to the nearest star to earth.
5. An asteroid wiped out every single dinosaur in the world, but not a single species of toad
or salamander was affected. No one knows why, nor why the crocodiles and tortoises
survived.
6. If you dug a well to the centre of the Earth, and dropped a brick in it, it would take 45 minutes to get to the bottom – 4,000 miles.down.
7. Your body sheds 10 billion flakes of skin every day.
8. The Earth weighs 6,500 million tons.
9. Honey is the only food consumed by humans that doesn't go off.
10. The Hawaiian alphabet has only 12 letters.
11. A donkey can sink into quicksand but a mule can't.
12. Every time you sneeze your heart stops a second.
13. There are 22 miles more canals in Birmingham UK than in Venice.
14. Potato crisps were invented by a Mr Crumm.
15. Facetious and abstemious contain all the vowels in their correct order.
16. Eskimoes have hundreds of words for snow but none for hello.
17. The word "set" has the most definitions in the English language.
18. The only 15 letter word that can be spelled without repeating its letters is uncopyrightable.
23. The word "dreamt" is the only common word in the English language that ends in
"mt".
24. Albert Einstein never wore any socks.
25. The average human will eat 8 spiders while asleep in their lifetime.
26. In space, astronauts cannot cry because there is no gravity.
27. Hummingbirds are the only creatures that can fly backwards.
28. An ostrich's eye is bigger than its brain.
29. Cockroaches can live 9 days without their heads before they starve to death.
30. A flamingo can eat only when its head is upside down.
31. The lighter was invented before the match.
32. The average left-handed person lives 7 years LESS than a right-handed person.
33. The average person has over 1,460 dreams a year!
34. Scientists with high-speed cameras have discovered that rain drops are not tear shaped
but rather look like hamburger buns.
35. The first Internet domain name ever registered was Symbolics.com on March 15,1985.
36. When Alexander Graham Bell invented the telephone back in 1876, only six phones were
sold in the first month.
37. Approximately 7.5% of all office
documents get lost.
38. Business.com is currently the most expensive domain name sold: for $7.5 million.
39. In 2001, the five most valuable brand names in order were Coca-Cola, Microsoft, IBM, GE, and Nokia.
40. In Canada, the most productive day of the working week is Tuesday.
41. In a study by the University of Chicago in 1907, it was concluded that the easiest colour to spot is yellow. This is why John Hertz, who
is the founder of the Yellow Cab Company picked cabs to be yellow.
42. It takes about 63,000 trees to make thenewsprint for the average Sunday edition of The New York Times.
43. On average a business document is copied 19 times.
44. The largest employer in the world is the Indian railway system in India, employing over 1.6 million people.
45. Warner Chappel Music owns the copyright to the song "Happy Birthday." They make over
$1 million in royalties every year from the commercial use of the song.
46. All babies are colour-blind when they are born.
47. Children grow faster in the springtime than any other season during the year.
48. Each nostril of a human being registers smells in a different way. Smells that are made from the right nostril are more pleasant
than the left. However, smells can be detected more accurately when made by the left nostril.
49. Humans are born with 350 bones in their body, however when a person reaches adulthood they only have 206 bones. This
occurs because many of them join together to make a single bone.
50. May babies are on average 200 grams heavier than babies born in other months.
Education researchers are beginning to validate what many teachers have long known — connecting learning to student interests helps the information stick. This seems to work particularly well with math, a subject many students say they dislike because they can't see its relevance to their lives.
"When I started spending time in classrooms I realized the math wasn't being applied to the students' world in a meaningful way," said Candace Walkington, assistant professor in the department of teaching and learning at Southern Methodist University. She conducted a year-long study on 141 ninth graders at a Pennsylvania high school to see whether tailoring questions to individual student interests could help students learn difficult and often abstract algebra concepts.
"We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students personalization was more effective."
Researchers studied a classroom usingCarnegie Learning software called Cognitive Tutor, a program that has been studied frequently. In the study, half of the students chose one of several categories that interested them — things like music, movies, sports, social media — and were given an algebra curriculum based on those topics. The other half received no interest-based personalization. All the problems had the same underlying structure and were meant to teach the same concept.
Walkington found that students who had received interest-based personalization mastered concepts faster. What's more, in order to ensure that learning was robust, retained over time, and would accelerate future learning, she also looked at student performance in a later unit that had no interest-based personalization for any of the students. "Students that had previously received personalization, even though it was gone, were doing better on these more difficult problems as well," said Walkington.
She also found that struggling students improved the most when their interests were taken into account. "We picked out the students who seemed to be struggling the most in Algebra I and we found that for this sub-group of students that were way behind the personalization was more effective," Walkington said. Specifically, the study tested students' ability to turn story problems into algebraic equations — what's called algebraic expression writing.
"That's one of the most challenging skills to teach students because it's a very abstract skill," Walkington said. She hypothesizes that the abstract nature of the concepts actually allowed students to more easily generalize and apply the same knowledge to a wide variety of situations and to more difficult problems in later units.
Walkington is working to expand her study to all the ninth graders in a school district of 9,000 students. "The bigger, you make it the harder it is to tap into the interests of students," Walkington said. But she's confident that there are some general-interest categories that many students share, like sports and movies.
WITHOUT TECHNOLOGY
But can this tactic help a teacher with a class of 30 students that doesn't use this particular math software? Teachers in the studied school asked this question, so Walkington developed a practical guide for them to use. She chose to conduct the study using the Carnegie blended learning curriculum because it was easy to layer on the interest-based personalization to the existing program. It also provided her with a wealth of data about how students approached the problems. That said, a teacher could use interest-driven questions without any math software.
From her guide:
Two Examples of Personalization
Personalization can be accomplished on simple mathematics story problems. For example, a typical algebra problem might read: "A particular assembly line in an automobile company plant can produce thirteen cars every hour." Based on this scenario, students might be asked to write an expression or solve for how many cars are produced after certain numbers of hours. Below are some examples of how this problem could be personalized:
Helping students see algebra in their daily lives is one way to apply this technique. In the same way, video games have point systems that allow players to level up after they've won a certain number of points. Students understand these systems intimately, but aren't often asked to think about them through the lens of algebra. Similarly, students have a sense of how often they text and how their texting habits compare to others, but they aren't often asked to express that relationship in an equation. Helping students to see the math in their own lives could get them thinking differently.
Another way teachers can personalize algebra would be to ask questions that are likely to appeal to student interests. Walkington found that students find story problems that deal with social issues of communicating with family and friends accessible. Concepts of work and business were less accessible, as were problems that dealt with physics concepts like motion, time, and space. Problems based on home references like pets were more interesting to students and garnered better results. Using these broad guidelines, teachers can try to write questions that appeal to more students.
Walkington has also experimented with having students personalize their own math instruction, writing, sharing and solving story problems in small groups. She's found that even students with relatively little math knowledge can create complex story problems and express them with algebra if there's interest in the topic. This is a great way to have students construct their own knowledge while applying it to their passions.
A great time to use this tactic is when introducing an abstract idea or foundational topic in algebra. That's when educators will see the most benefit of grounding the topic in student interests, Walkington said. It's important to elicit student interest in the math concepts, however, and not just the question's topic. This intervention could work well with struggling students too.
"We have to layer the algebra onto those relationships that already exist," Walkington said. "And that's not an obvious thing because it doesn't look anything like algebra at first. It just looks like a relationship." She's confident from her own experience of learning to love math that when students see its applicability to things they care about, they learn more easily and deeply.
When a college freshman received a C- on her first test, she literally had a meltdown in class. Sobbing, she texted her mother who called back, demanding to talk to the professorimmediately (he, of course, declined). Another mother accompanied her child on a job interview, then wondered why he didn't get the job.
A major employer reported that during a job interview, a potential employee told him that she would have his job within 18 months. It didn't even cross her mind that he had worked 20 years to achieve his goal.
Sound crazy?
Tim Elmore with Young Gen Y Students (photo courtesy Tim Elmore)
Sadly, the stories are all true, says Tim Elmore, founder and president of a non-profit, Growing Leaders, and author of the "Habitudes®" series of books, teacher guides, DVD kits and survey courses. "Gen Y (and iY) kids born between 1984 and 2002 have grown up in an age of instant gratification. iPhones, iPads, instant messaging and immediate access to data is at their fingertips," he says. "Their grades in school are often negotiated by parents rather than earned and they are praised for accomplishing little. They have hundreds of Facebook and Twitter 'friends,' but often few real connections."
To turn the tide, Growing Leaders is working with 5,000 public schools, universities, civic organizations, sports teams and corporations across the country and internationally to help turn young people — particularly those 16 to 24 — into leaders. "We want to give them the tools they lack before they've gone through three marriages and several failed business ventures," he says.
Older Gen Y Kids Demonstrate to Tim Elmore How to Dress the Part (Photo courtesy Tim Elmore)
But why have parents shifted from teaching self-reliance to becoming hovering helicopter parents who want to protect their children at all costs?
"I think it began in the fall of 1982, when seven people died after taking extra-strength Tylenol laced with poison after it left the factory," he says. Halloween was just around the corner, and parents began checking every item in the loot bags. Homemade brownies and cookies (usually the most coveted items) hit the garbage; unwrapped candy followed close behind.
That led to an obsession with their children's safety in every aspect of their lives. Instead of letting them go outside to play, parents filled their kid's spare time with organized activities, did their homework for them, resolved their conflicts at school with both friends and teachers, and handed out trophies for just showing up.
"These well-intentioned messages of 'you're special' have come back to haunt us," Elmore says. "We are consumed with protecting them instead of preparing them for the future. We haven't let them fall, fail and fear. The problem is that if they don't take risks early on like climbing the monkey bars and possibly falling off, they are fearful of every new endeavor at age 29."
Psychologists and psychiatrists are seeing more and more young people having a quarter-life crisis and more cases of clinical depression. The reason? Young people tell them it's because they haven't yet made their first million or found the perfect mate.
Teachers, coaches and executives complain that Gen Y kids have short attention spans and rely on external, instead of internal motivation. The goal of Growing Leaders is to reverse the trend and help young people become more creative and self-motivated so they can rely on themselves and don't need external motivation.
Family psychologist John Rosemond agrees. In a February 2 article in the Atlanta Journal Constitution, he points out that new research finds that rewards often backfire, producing the opposite effect of that intended. When an aggressive child is rewarded for not being aggressive for a short period of time, he is likely to repeat the bad behavior to keep the rewards coming.
Where did we go wrong?
• We've told our kids to dream big – and now any small act seems insignificant. In the great scheme of things, kids can't instantly change the world. They have to take small, first steps – which seem like no progress at all to them. Nothing short of instant fame is good enough. "It's time we tell them that doing great things starts with accomplishing small goals," he says.
• We've told our kids that they are special – for no reason, even though they didn't display excellent character or skill, and now they demand special treatment. The problem is that kids assumed they didn't have to do anything special in order to be special.
• We gave our kids every comfort – and now they can't delay gratification. And we heard the message loud and clear. We, too, pace in front of the microwave, become angry when things don't go our way at work, rage at traffic. "Now it's time to relay the importance of waiting for the things we want, deferring to the wishes of others and surrendering personal desires in the pursuit of something bigger than 'me,'" Elmore says.
• We made our kid's happiness a central goal – and now it's difficult for them to generate happiness — the by-product of living a meaningful life. "It's time we tell them that our goal is to enable them to discover their gifts, passions and purposes in life so they can help others. Happiness comes as a result."
The uncomfortable solutions:
"We need to let our kids fail at 12 – which is far better than at 42," he says. "We need to tell them the truth (with grace) that the notion of 'you can do anything you want' is not necessarily true."
Kids need to align their dreams with their gifts. Every girl with a lovely voice won't sing at the Met; every Little League baseball star won't play for the major leagues.
• Allow them to get into trouble and accept the consequences. It's okay to make a "C-." Next time, they'll try harder to make an "A".
• Balance autonomy with responsibility. If your son borrows the car, he also has to re-fill the tank.
• Collaborate with the teacher, but don't do the work for your child. If he fails a test, let him take the consequences.
"We need to become velvet bricks," Elmore says, "soft on the outside and hard on the inside and allow children to fail while they are young in order to succeed when they are adults."
Be2. Choose Friends Wisely
Surround yourself with happy, positive people who share your values and goals. Friends that have the same ethics as you will encourage you to achieve your dreams. They help you to feel good about yourself. They are there to lend a helping hand when needed.
3. Be Considerate
Accept others for who they are as well as where they are in life. Respect them for who they are. Touch them with a kind and generous spirit. Help when you are able, without trying to change the other person. Try to brighten the day of everyone you come into contact with.
4. Learn Continuously
Keep up to date with the latest news regarding your career and hobbies. Try new and daring things that has sparked your interest – such as dancing, skiing, surfing or sky-diving.
5. Creative Problem Solving
Don't wallow in self-pity. As soon as you face a challenge get busy finding a solution. Don't let the set backs affect your mood, instead see each new obstacle you face as an opportunity to make a positive change. Learn to trust your gut instincts – it's almost always right.
6. Do What They Love
Some statistics show that 80% of people dislike their jobs! No wonder there's so many unhappy people running around. We spend a great deal of our life working. Choose a career that you enjoy – the extra money of a job you detest isn't worth it. Make time to enjoy your hobbies and pursue special interests.
7. Enjoy Life
Take the time to see the beauty around you. There's more to life than work. Take time to smell the roses, watch a sunset or sunrise with a loved one, take a walk along the seashore, hike in the woods etc. Learn to live in the present moment and cherish it. Don't live in the past or the future.
8. Laugh
Don't take yourself – or life to seriously. You can find humor in just about any situation. Laugh at yourself – no one's perfect. When appropriate laugh and make light of the circumstances. (Naturally there are times that you should be serious as it would be improper to laugh.)
9. Forgive
Holding a grudge will hurt no one but you. Forgive others for your own peace of mind. When you make a mistake – own up to it – learn from it – and FORGIVE yourself.
10. Gratitude
Develop an attitude of gratitude. Count your blessings; All of them – even the things that seem trivial. Be grateful for your home, your work and most importantly your family and friends. Take the time to tell them that you are happy they are in your life.
11. Invest in Relationships
Always make sure your loved ones know you love them even in times of conflict. Nurture and grow your relationships with your family and friends by making the time to spend with them. Don't break your promises to them. Be supportive.
12. Keep Their Word
Honesty is the best policy. Every action and decision you make should be based on honesty. Be honest with yourself and with your loved ones.
13. Meditate
Meditation gives your very active brain a rest. When it's rested you will have more energy and function at a higher level. Types of meditation include yoga, hypnosis, relaxation tapes, affirmations, visualization or just sitting in complete silence. Find something you enjoy and make the time to practice daily.
14. Mind Their Own Business
Concentrate on creating your life the way you want it. Take care of you and your family. Don't get overly concerned with what other people are doing or saying. Don't get caught up with gossip or name calling. Don't judge. Everyone has a right to live their own life the way they want to – including you.
15. Optimism
See the glass as half full. Find the positive side of any given situation. It's there – even though it may be hard to find. Know that everything happens for a reason, even though you may never know what the reason is. Steer clear of negative thoughts. If a negative thought creeps in – replace it with a positive thought.
16. Love Unconditionally
Accept others for who they are. You don't put limitations on your love. Even though you may not always like the actions of your loved ones – you continue to love them.
17. Persistence
Never give up. Face each new challenge with the attitude that it will bring you one step closer to your goal. You will never fail, as long as you never give up. Focus on what you want, learn the required skills, make a plan to succeed and take action. We are always happiest while pursuing something of value to us.
18. Be Proactive
Accept what can not be changed. Happy people don't waste energy on circumstances beyond their control. Accept your limitations as a human being. Determine how you can take control by creating the outcome you desire – rather than waiting to respond.
19. Self Care
Take care of your mind, body and health. Get regular medical check ups. Eat healthy and work out. Get plenty of rest. Drink lots of water. Exercise your mind by continually energizing it with interesting and exciting challenges.
20. Self Confidence
Don't try to be someone that you're not. After all no one likes a phony. Determine who you are in the inside – your own personal likes and dislikes. Be confident in who you are. Do the best you can and don't second guess yourself.
21. Take Responsibility
Happy people know and understand that they are 100% responsible for their life. They take responsibility for their moods, attitude, thoughts, feelings, actions and words. They are the first to admit when they've made a mistake.
Begin today by taking responsibility for your happiness. Work on developing these habits as you own. The more you incorporate the above habits into your daily lifestyle – the happier you will be.
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Finally, a clear, demystified approach to learning educational statistics. This book includes narrative, along with videos,...
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Finally, a clear, demystified approach to learning educational statistics. This book includes narrative, along with videos, review questions, output data sets and sample data sets. The video presentations are the focus of the book and will be especially helpful for guiding the learner through the process of conducting statistical analyses using SPSS and interpreting SPSS output data. This is a free app
math911 contains step by step tutorials in Introductory Algebra, Intermediate Algebra, PreCalculus and Introductory...
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math911 contains step by step tutorials in Introductory Algebra, Intermediate Algebra, PreCalculus and Introductory Statistics. The given link is to the setup file. After setup, you should see a math911 icon on the desktop. Click on the icon to run math911. Vista, Windows 7, Windows 8 users might need to right click and in the drop down list select 'Run As Administrator.'To set up a grade report file you will be asked to enter your name, birth date (or any other date) and select a course.A grade report file will be created (FLmmdd.mdb where F=first initial, L=last initial, mmdd= month and date). Grades are saved AUTOMATICALLY to this file..Select a chapter, then a lesson and a problem will appear.For a tutorial: You can step through the solution (click See Solution, See All Steps, See Next Step, etc.)To answer: Type the answer and press ENTER Only correct answers count. Wrong answers are ignored !If your answer is incorrect: Click on See All Steps, See Next Step, etc.Use the up/down arrows to enter exponents and move between the numerator and denominator of a fraction. There are up to 8 levels for each lesson and all the types of problems for you to master AlgebraIMPORTANT. math911 is activated for Introductory Algebra. For full activation to other courses, RIGHT click on the ABOUT button and enter the code: essex.Once fully activated you can switch back and forth to the other courses.Math911 is continuously updated. For technical help please call Professor Martin Weissman 347-528-7837
This is a free online course offered by the Saylor Foundation.'This course will introduce you to a number of statistical...
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This is a free online course offered by the Saylor Foundation.'This course will introduce you to a number of statistical tools and techniques that are routinely used by modern statisticians for a wide variety of applications. First, we will review basic knowledge and skills that you learned in MA121: Introduction to Statistics. Units 2–5 will introduce you to new ways to design experiments and to test hypotheses, including multiple and nonlinear regression and nonparametric statistics. You will learn to apply these methods to building models to analyze complex, multivariate problems. You will also learn to write scripts to carry out these analyses in R, a powerful statistical programming language. The last unit is designed to give you a grand tour of several advanced topics in applied statistics.'
This Flash slideshow introduces social network analysis as it is applied to socio-technical spaces / electronic social...
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This Flash slideshow introduces social network analysis as it is applied to socio-technical spaces / electronic social networks. This culls some of the main approaches to analyzing social networks. Then, it introduces the use of the freeware tool NodeXL, which is an add-in to later versions of Microsoft Excel. This tool enables the extraction of social network data from various sites' APIs (Twitter, Facebook, Flickr,YouTube, and others), the computation of graph metrics, and then a half-dozen node-link visualizations from the data. This tool was created under the auspices of the Social Media Research Foundation (SMRF) and distributed on Microsoft's CodePlex.
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Linear Algebra With Applications - 4th edition
Summary: Linear Algebra with Applications is a flexible blend of theory, important computational techniques, and interesting applications. Instructors can select the topics that give the course their desired perspective. The text provides a solid foundation in the mathematics of linear algebra, while introducing some of the important computational aspects of the field, such as algorithms. The presentation of interesting applications has been one of the most compelling feature...show mores of this book provides students a well balanced coverage of standard linear algebra topics that apply mathematics by examining real-life applications, making for a enlightening learning experience141
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Summary:This module explains mathematical background of the most popular learning algorithm, called back propagation. It is widely used in multilayer perceptrons training but it's usage is not limited to this particular type of neural network.
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Can anyone suggest a good book for Calculus short tricks?
hi,
The location is fine. The question isn't. Why would there be a book of tricks? This has little to do with mathematics. Learning how to learn is the trick of greatest value. One doesn't need much of a book for that. It takes work.
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1285415515
9781285415512
Elementary Algebra:ELEMENTARY ALGEBRA was written with your needs in mind. As instructors in the classroom, the authors have a solid understanding of the challenges you face as you work to balance your life at home, at work, and at school. They wrote examples that contain detailed steps to help you complete homework assignments independently. They included features to help you manage your life as a student and to help you think about what it takes to achieve your academic goals. They also included applications where you can learn to answer questions based on information you might find in headline news. Ultimately, through Elementary Algebra, the authors hope you will gain increased confidence as a student and as a problem-solver both inside and outside the classroom.
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Hemet SATThe functions used in linear equations, matrix and graphs gives the tools necessary for plotting points and processing point sets. The results of understanding linear Algebra are that the student can advance to the next level with the tools to "do the Math". Understanding Linear Algebra was valuable to me to achieve my degree in Administration.
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Syllabus for MATH 012–A851-Intermediate Algebra
Instructor: Dr. Spyridon Therianos
Email Address: [email protected]
Course Description:
(Not open to students who have already successfully completed a higher-level
mathematics course. Does not apply toward degree requirements. Yields
institutional credit only.) Prerequisite: MATH 009 or an appropriate score on the
placement test. A study of problem-solving techniques in intermediate-level algebra.
Numbers and algebraic properties, graphing skills, and applications drawn from a
variety of areas (such as statistics, computing, and discrete mathematics) are
emphasized. Topics include polynomials; factoring; exponents and their notation;
linear, quadratic, and other equations; and inequalities. Students may receive
credit for only one of the following courses: MATH 012, MATH 101, MATH 101M,
MATH 102, MATH 102M, MATH 199A, or MATH 199M.
Course Introduction:
Math 012 is a developmental algebra course designed to equip students with a
basic mathematical proficiency and perspective needed in today's world. Principles
introduced in introductory algebra (MATH009) are expanded and further developed.
Additional topics are incorporated to provide the necessary foundational knowledge
for the student to successfully complete College Algebra (MATH107).
The course also seeks to develop those attributes of an educated person which are
not purely mathematical but which are reinforced by the study of
mathematics. Therefore the course requires precise writing and speaking skills,
reading comprehension, the ability to organize tasks into a sequence of logical
steps, and the ability to reason from fixed principles. Within this developmental
framework, there is a focus on understanding mathematical principles and
developing skills in simplifying algebraic expressions and solving
equations. Graphing is used as a tool for enhancing understanding of the
mathematical principles.
Course Goals/Objectives:
Upon successful completion of this course, minimal objectives the student has
achieved include the following:
Simplify and evaluate algebraic expressions including polynomial,
fractional, and radical expressions using algebraic procedures and order
of operations.
Solve linear, quadratic, fractional, and radical equations.
Solve and graph linear inequalities, including those involving absolute
value.
Graph linear and quadratic equations in two variables by construction
and/or graphing utility.
Determine equations for lines parallel and perpendicular to a given line
through a given point.
Solve polynomial equations by the method of factoring.
Solve simple systems of two linear equations algebraically and
graphically.
Solve inequalities in one or two variables.
Apply these techniques to the solution of practical problems drawn from
fields such as mathematics, business, and the social, life, and physical
sciences.
Additional objectives may include:
Solve equations reducible to quadratics.
Evaluate functions and use function notation.
Course Materials:
Text: Developmental Mathematics, SEVENTH Edition, Bittinger and
Beecher. Addison Wesley, 2008. (With Student Solution Manual)
This is the same book that we are currently using for MATH 009 DE.
Note: Do not buy the SIXTH Edition. It won't do for this course.
Student's solution manual – DE required
An equation editor – DE required
Scientific Calculator
Textbooks can be ordered online at the Asia DE Web site,
Books ordered from any other source will be
at the students own risk. UMUC Asia DE cannot be responsible for problems
encountered when textbooks are ordered from sources outside of the Asia DE Web
site.
Grading Information:
Grading Criteria:
Type of Activity Points Percent
Online participation: Weekly Conferences: 9
72 points 24%
@ 8 points each
Tests: 2 @ 60 points each 120 points 40%
Proctored Exam: 108 points 36%
TOTAL 300 points 100%
Grading scale:
Grade Points Percent
A 270-300 points 90.0 - 100.0
B 240-269 points 80.0 - 89.9
C 180-239 points 60.0 - 79.9
D 150-179 points 50.0 - 59.9
F 0-149 points 0.0 - 49.9
Online Participation:
I will ask you to submit the solutions to certain even numbered problems from
your text. This will help you learn the material and prepare you for the Proctored
Exam. You will earn participation points almost every week.
Each conference will be posted on or before Sunday and responses should be
submitted throughout the week until the following Sunday. Be sure to respond by
the specified deadline. Do not fall behind since it will be very difficult to catch up.
Tests:
I will give two tests. Each test will be worth 60 points or 20% of the course grade.
You will have at least one week to complete and submit each test. The tests will
be open book and open notes, but not open discussion. Getting help from anyone is
cheating. We shall use the honor system.
Test Policy: No late tests and no make-ups regardless of the excuse. If you miss
one test I will assign you for that test a score proportional to your score on the
Final Exam.
Homework:
I will assign certain odd numbered problems each week. You should do as many of
these problems as you can. These are for your benefit. You do not submit these
problems but you must do them because it is not possible to learn Mathematics
unless you do many problems.
The Student's Solution Manual contains complete solutions to all the odd
numbered problems so that will be helpful. These problems will help you on the
tests and the Final Exam.
Important reminder: Sometimes exams (particularly paper exams) take time to
arrive in your instructor's hands or there are problems with exams being
delivered. These problems are usually easy to prevent or solve if we have
adequate information. Therefore when Proctored Exam week arrives, I will create a
special Proctored Exam Reporting conference where you should report *when*,
*where* and *how* you took the exam (paper or electronic version).
If you do not report that you have taken the exam, and your exam has not arrived
by the end of the Term, I will assume that you have not taken the proctored exam
at all, and give you a grade of "F" for the course.
For complete instructions regarding proctored exam procedures go to the Asia DE
Web site at and select the Proctored Exams link.
The Proctored Exam is closed book closed notes. You will be able to use a calculator.
This will be the Final Exam for the course.
Project Descriptions:
There are no special projects for this course.
Course Schedule:
Week Session Dates Readings, Assignments, and Due Dates
1 Apr 5–Apr 11 Read: Chapter 7: Operations with Real Numbers,
Algebraic Expressions.
Homework (HW): Selected Odd numbered
problems to be specified in the Conference.
Week #1 Conference: Due Sunday.
(This means respond to the Conference topics by
Sunday)
2 Apr 12–Apr 18 Read: Chapter 8: Linear Equations & Inequalities.
HW: Selected Odd numbered problems.
Week #2 Conference: Due Sunday.
3 Apr 19–Apr 25 Read: Chapter 10: Operations with Polynomials.
HW: Selected Odd numbered problems.
Week #3 Conference: Due Sunday.
4 Apr 26–May 2 Read: Chapter 11: Factoring of Polynomials.
HW: Selected Odd numbered problems.
Week #4 Conference: Due Sunday.
Test #1.
5 May 3–May 9 Read: Chapter 12: Rational Expressions.
HW: Selected Odd numbered problems.
Week #5 Conference: Due Sunday.
6 May 10–May 16 Read: Chapters 9: Slopes, Lines, and Graphs.
HW: Selected Odd numbered problems.
Week #6 Conference: Due Sunday.
7 May 17-May 23 Read: Chapter 13: Linear Systems of Equations.
HW: Selected Odd numbered problems.
Mandatory Break: Dec 23 – Dec 29.
Week #7 Conference: Due Sunday.
Test 2.
8 May 24–May 30 Reserve your Proctored Exam.
Read: Chapter 14: Radicals and Square Roots.
HW: Selected Odd numbered problems.
Week #8 Conference: Due Sunday.
9 May 31–Jun 6 Reserve your Proctored Exam.
Read: Chapter 15: Quadratic Equations.
HW: Selected Odd numbered problems.
Week #9 Conference: Due Sunday.
Jun 4: Last day to officially withdraw from the
course.
10 Jun 7–Jun 13 Proctored Exam Week.
Additional Information:
First, make sure you have the time to do the course.
Second, you must have a computer with Internet access and Microsoft Word with
the Equation Editor up and running.
Third, you must study and participate in the class activities from day one. This is an
intense course. Do not fall behind because it will be difficult to catch up.
Plan to visit the classroom and look around for new announcements and
assignments every day if possible, but not less than three times a week.
I will be posting notes as attachments, to explain important concepts, show you
shortcuts, develop other ways to work the problems, and summarize the
procedures and rules that you need to know in order to gain a deeper
understanding of the subject matter.
Read the notes and the text before attempting the problems. Try to understand the
underlying theory and then use the theory to do the problems. If you do not
understand, ask. I will always be available for help.
I will answer all your questions promptly. I consider each question to be of great
importance to the person who asked it, so each question deserves a speedy
response.
Post all questions in the classroom, so the other members of the class may see the
questions and the answers and benefit as well. We can all learn from each other.
You must post all assignments for credit in the classroom. Please do not
submit any assignments via e-mail. I will not accept such assignments.
Calculator:
You must have a scientific calculator. I strongly recommend CASIO fx-115. It is
inexpensive, very good, and easy to use.
Software Requirements:
You must either own a PC or have regular access to a computer with Internet
connection. You cannot do this course without a computer. If you have TDYs
coming up, it would be advisable to buy a laptop.
On your machine you must have, MS-Word with the Equation Editor installed,
because I will write the attachments containing the notes using Word and the
Equation Editor.
We use the Equation Editor to write proper Mathematical notation. The Equation
Editor is installed as part of MS-Word.
To access the Equation Editor:
Open Word
Click Insert
Click Object
Click Microsoft Equation 3.0
Click OK.
The Equation Editor opens, so you can write your Math expressions.
UMUC is now using WebTycho Enhanced. There are many new features and
there is an Equation Editor build in.
Mac users may need to download Firefox because Safari may not work well with
this new version of WebTycho.
Hints for Novices:
I said above "plan to visit the classroom and look around". Do not take this
literally; you can visit the classroom without leaving the comfort of you home.
Classroom here means a computer screen full of writing. Conference does not
mean we are going to get together and talk in real time, etc. Please try to get used
to this "virtual terminology".
To survive in this DE course you need a certain familiarity with WebTycho (WT).
This is the platform we use to communicate with each other and pass information
back and forth. When you signed up for this course, you were given, or you should
have been given, a Login and a Password. These are your keys to unlock the
Classroom.
1. Turn on your computer and type the URL:
2. You will be prompted to enter your Login and Password. Do so slowly and
carefully.
3. A screen appears that says you are registered for the following classes
among them you will see this course. Click on it.
4. Now you are in. There is an announcement there, read it.
5. On the Top of the screen you will see the word Options. Click on it.
6. Under Options, you will see Orientation. Click on it. This will allow you take
WEBT 101, Orientation to WebTycho. This orientation will teach you
many useful things about WT that you need to know to be able to function in
this course. If this is your first DE course, I strongly recommend that
you go through this orientation before the course starts.
7. Go back to the classroom. On the left hand side of the screen, you will see
Syllabus. Click on it; then click on Printable Version. The entire syllabus
appears, print it and keep it for future reference.
8. On the left hand side of the screen, you see Conferences. Click on it. You
will see Week #1. Later on more conferences will appear. Click on Week #1.
Several Main Topics will appear. Open each topic and read carefully. Follow
instructions and do as you are asked. If a response is required click
respond at the bottom of your screen. Write your response and then click
Submit. Wait a few seconds then read what you submitted. If you need to
correct something or make changes click Edit.
9. Some Main Topics contain attachments. Click on the attachment link to open
it. You will find notes in these attachments.
**** The following is not part of the above academic syllabus ****
UMUC Asia DE Administrative Policies,
Procedures and Practices
Ordering Course Materials:
Textbooks can be ordered online at the Asia DE Web site, Books
ordered from any other source will be at the student's own risk. UMUC Asia cannot be
responsible for problems encountered when textbooks are ordered from sources outside of the
Asia DE Web site.
Proctored Exams:
Asia DE 10 week courses require all students to take a proctored exam at the end of the term.
Students that do not take the proctored exam will receive an "Fn" for the course. Asia based
students are responsible for scheduling their proctored exam appointment (reservation) through
the Asia DE online Proctored Exam Reservation System, or with their own UMUC Asia
approved alternate proctor during the two weeks prior to Proctored Exam Week. All Europe
based students must continue to make appointments through their local UMUC Europe Field Rep
Office.
Computer-Based Proctored Exams are also available, but only for students testing at designated
UMUC Computer Labs (ask your local UMUC Asia Field Rep or Computer Lab Monitor if their
location is participating), and only during the scheduled Proctored Exam Week. All other
students must take paper exams.
Important reminder: Sometimes exams (particularly paper exams) take time to arrive in your
instructor's hands or there are problems with exams being delivered. These problems are usually
easy to prevent or solve if we have adequate information. Therefore when Proctored Exam week
arrives, the faculty member will create a special "Proctored Exam Reporting" conference where
you should report when, where and how you took the exam (paper or electronic version). If you
do not report that you have taken the exam, and your exam has not arrived by the end of the term,
the faculty member will give you the grade of Fn for the course.
Spring Session 2 Class Calendar:
Registration Dates: 23 Nov 2009 ~ 05 Apr 2010
Session Dates: 05 Apr 2010 ~ 13 Jun 2010
WEEK DATES ACTIVITY
1 APR 5 ~ APR 11 Normal Course Instruction Begins
2 APR 12 ~ APR 18 APR 14 Last Withdrawal Date for 75% Tuition Refund
3 APR 19 ~ APR 25 APR 22 Last Withdrawal Date for 50% Tuition Refund
4 APR 26 ~ MAY 2 Normal Course Instruction
5 MAY 3 ~ MAY 9 Normal Course Instruction
6 MAY 10 ~ MAY 16 Normal Course Instruction
7 MAY 17 ~ MAY 23 Normal Course Instruction
8 MAY 24 ~ MAY 30 Make Reservation for Proctored Exam
9 MAY 31 ~ JUN 6 JUN 4 Last Date to Officially Withdraw;
Make Reservation for Proctored Exam
10 JUN 7 ~ JUN 13 Proctored Exam Week
Contact Information:
For administrative assistance: contact [email protected]
For GoArmyEd issues contact: [email protected]
For WebTycho assistance on work days: contact [email protected]
For WebTycho assistance on Saturdays and Sundays:
For proctored exam procedure information, please visit the Asia DE Website at
umuc.edu and click on 'Proctored Exams'.
For proctored exam assistance: contact [email protected]
For textbook assistance: contact [email protected]
For MyUMUC help visit UMUC 360 Helpdesk –
Support for UMUC Asia students is also available by phone at 225-3696 (DSN) or 81-42-552
-2510 Ext. 5-3696 (international comm.), Monday - Friday 7:30 a.m. - 4:30 p.m. (JST).
Guidance on how to avoid plagiarism can be found at the following sites:
UMUC's Effective Writing Program "Helping Students Avoid Plagiarism"
UMUC's Online Writing Center "How to Avoid Plagiarism"
Indiana University's Writing Tutorial Service "Plagiarism: What It is and How
to Recognize and Avoid It"
Academic Policies:
Academic Policies are not course specific and are therefore created and housed separately from
this document. You may access and print Academic Policies from the Syllabus sub-menu in your
WebTycho classroom or by going to these links or
Caveat:
UMUC Asia DE syllabi are tentative and subject to change, if necessary. Changes will be
announced with as much notice
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Descriptions and Ratings (1)
Date
Contributor
Description
Rating
4 Sep 2011
MathWorks Classroom Resources Team
Recorded webinar by Prof. David Wilson (Auckland University of Technology).
From the webinar description: "In this webinar we discuss the use of Laplace transform in undergraduate engineering courses and how MATLAB and Simulink are used to build dynamic systems. We highlight some interesting features of dynamic systems that stimulate students' curiosity in ways that partial fractions don't. These include unstable zeros, systems with nonlinearities such as relay feedback, and the usefulness of the frequency response in system identification."
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Calculus for Biology and Medicine - 3rd edition
Summary: This volume teaches calculus in the biology context without compromising the level of regular calculus. The material is organized in the standard way and explains how the different concepts are logically related. Each new concept is typically introduced with a biological example; the concept is then developed without the biological context and then the concept is tied into additional biological examples. This allows readers to first see why a certain concept is impor...show moretant, then lets them focus on how to use the concepts without getting distracted by applications, and then, once readers feel more comfortable with the concepts, it revisits the biological applications to make sure that they can apply the concepts. The book features exceptionally detailed, step-by-step, worked-out examples and a variety of problems, including an unusually large number of word problems. The volume begins with a preview and review and moves into discrete time models, sequences, and difference equations, limits and continuity, differentiation, applications of differentiation, integration techniques and computational methods, differential equations, linear algebra and analytic geometry, multivariable calculus, systems of differential equations and probability and statistics
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The first part, in which the reader learns how to use a...
Nino Boccara - Essentials of Mathematica: With Applications to Mathematics and Physics Published: 2007-04-13 | ISBN: 0387495134 | DJVU | 569 pages | 3 MB This book teaches how to use Mathematica to solve a wide variety of problems in mathematics and physics. It is based on the lecture notes of a course taught at the University of Illinois at Chicago to advanced undergrad and graduate students. The book is illustrated with many detailed examples that require the student to construct meticulous, step-by-step, easy to read Mathematica programs. The first part, in which the reader learns how to use a variety of Mathematica commands, contains examples, not long explanations; the second part contains attractive applications. No another mirrors, please! Uploaded RapidGator RapidShare
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There's the girl who loves to draw. There's the drummer who can't sit still long enough to choke down the basics.
It'sthose students McHenry hopes will get help from an experimental newapproach to teach algebra. Known as aesthetic computing, the approachencourages students to express equations as pictures or stories. It waspioneered not by teachers or education experts, but rather by acomputer science professor with a background in simulating complexsystems and a fondness for obtuse terms like "multimodeling."
McHenry,one of about a dozen teachers who attended a recent workshop at theUniversity of Florida introducing aesthetic computing, was intriguedenough to say she would give it a try with her 11th- and 12th-gradersat North Marion High School in Ocala.
"Hopefully," she said, "this is something my students can do."
Teachershave struggled to engage students' interest in math for as long as mathhas been taught. All the more so, perhaps, with algebra. Gettingalready distracted teenagers to focus on abstract, to-their-eyesuseless, algebraic concepts can be Herculean, teachers say.
Manyeducators have tried, but few have come up with memorable solutions. AsTim Ballas, another teacher at the workshop, said, "I'm looking foranything right now that will give my students insights into conceptsthey will not grasp."
Paul Fishwick, a UF computer andinformation science engineering professor, has spent nearly a decadecogitating aesthetic computing, a term he coined. He teaches a popularUF undergraduate class on the concept, and his ideas have generated abuzz in academic circles. His course book, a 22-chapter compendium ofhis and others' thoughts on the concept, will be published by MIT Presslater this year.
Fishwick's focus has been on university-levelscholarship. But a National Science Foundation grant prompted him torethink aesthetic computing for younger students. Based on his ideas,he and two secondary-school teachers acting as consultants, KatieIndarawis and Jodee Alice Rose, wrote an introductory curriculum formiddle and high school.
The recent workshop was the first introduction of the curriculum to classroom teachers.
"Tobe honest," Fishwick told the crowd, which also included computerengineering students and UF education professors, "if we can't interestyou in this, there's no way we can get it to the students."
Thebasic idea of aesthetic computing is to make abstract ideas oralgebraic formulas "real" through drawings, sculptures or computergraphics — the way concepts in geometry, for example, can come to lifein the plans for a house. Fishwick has also likened it to how thegraphical user interface changed computer operating systems. When earlyversions first appeared on the Apple Macintosh, the system madelong-opaque operations familiar only to computer experts accessible tolay computer users, popularizing the personal computer.
But justas house plans have dimensions that conform to geometry's rules, so thealgebraic representations in aesthetic computing are meant to berigorous and accurate.
Indarawis and Rose spent a good part ofthe workshop explaining the method, which involves unpacking atraditional equation into its parts and operations, and thenrepackaging it in very nontraditional form, one that resembles adiagram with circles and lines. The final step is the fun one:depicting the re-formed equation as a piece of art or a short story.
Rosetook the teachers through the process with the equation for a straightline. The final result was "Dorm Life," a picture that included astereo, lava lamp, power strip, several cords and plugs and anelectricity bill. Each object represented a variable or operation inthe equation, while the bill represented the solution, or result.
Theteachers tried their hand next, seeking to dissect and then depict thePythagorean Theorem. McHenry wound up with a garden. Ballas, whoteaches at a technical high school with a culinary arts program,created a menu. They and the other teachers struggled with reformingthe equations in the aesthetic computing mold, but they seemedintrigued.
Julie Edison, a teacher at Dunnellon High, said highschool students do not get enough hands-on learning. Aestheticcomputing may quench that need, no small achievement for an area thatseems hopelessly abstract.
"This idea gives the students astructure to use with any concept, from the real fundamental all theway through trigonometry and higher math," she Millions of high school and college algebra students are united in a shared agony over solving for x and y, and for those to whom the answers don't come easily, it gets worse: Most preschoolers ... full story
Sep. 16, 2013 — Researchers have found high school students in the United States achieve higher scores on a standardized mathematics test if they study from a curriculum known as integrated ... full story
Mar. 21, 2013 — Ninth-graders in Chicago Public Schools have significantly benefited from double-dose algebra (attending two consecutive periods of the subject) in ways that were not easily observable in the ... full story
ScienceDaily features breaking news and videos about the latest discoveries in health, technology, the environment, and more -- from major news services and leading universities, scientific journals, and research organizations.
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26Basic College Mathematics
Summary
Pat McKeague's passion and dedication to teaching mathematics and his ongoing participation in mathematical organizations provides the most current and reliable textbook series for both instructors and students. When writing a textbook, Pat McKeague's main goal is to write a textbook that is user-friendly. Students develop a thorough understanding of the concepts essential to their success in mathematics with his attention to detail, exceptional writing style, and organization of mathematical concepts. BASIC COLLEGE MATHEMATICS: A TEXT/WORKBOOK, Third Edition offers a unique and effortless way to teach your course, whether it is a traditional lecture course or a self-paced format. In a lecture-course format, each section can be taught in 45-to-50-minute class sessions, affording instructors a straightforward way to prepare and teach their course. In a self-paced format, Pat's proven EPAS approach (Example, Practice Problem, Answer and Solution) moves students through each new concept with ease and assists students in breaking up their problem-solving into manageable steps.The Third Edition of BASIC COLLEGE MATHEMATICS has new features that will further enhance your students' learning, including boxed features entitled Improving Your Quantitative Literacy, Getting Ready for Chapter Problems, Section Objectives, and Enhanced and Expanded Review Problems. These features are designed so your can students to practice and reinforce conceptual learning. Furthermore, Enhanced WebAssign for Developmental Math, is an assignable assessment and algorithmic homework system that consists of videos, tutorials and active examples keyed to problem level.
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This article describes classes for 3D graphing revised for AS 3. Along with class files and documentation, we provide several templates to show how to use the classes for graphs of functions of two variables as well as parametrically defined surfaces.
This applet explores the relationship between the cross-sectional area of a gutter (bent from a fixed-width sheet of metal) and the height of the gutter. Supporting material is given for topics ranging from quadratic modeling to max/min problems.
This interactive Geogebra applet allows exploration of a linear transformation in terms of images of a set of points. The Geogebra interface allows dragging of points and vectors to make for versatile explorations of basic linear algebra ideas. Suggested activities are included.
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PDF Geometry Curriculum Map Table Of Contents Unit 1 Basic build on rigid motions as a familiar starting point for development of concept of geometric proof use the definition of congruence in terms of rigid motions to PDF Geometry Curriculum Map Table Of Contents Unit 1 Basic
PDF Mathematics Standards of Learning for Virginia Public mathematics standards of learning for virginia public schools february 2009 4 11 the student will a investigate congruence of plane figures after geometric PDF Mathematics Standards of Learning for Virginia Public
PDF Geometry - Curriculum Frameworks CA Dept of Education state board of education-adopted geometry page 2 of 32 31 and eight students began to see two-dimensional shapes as part of a generic plane PDF Geometry - Curriculum Frameworks CA Dept of Education
PDF Translation of terms used on the statewide mathematics translation of terms used on the statewide mathematics assessments spanish over english each year as oregon presents more mathematics items in PDF Translation of terms used on the statewide mathematics
PDF Pappus of Alexandria fl c 300-c 350 august 27 2000 pappus of alexandria fl c 300-c 350 1 introduction very little is known of pappus life moreover very little is known of what his actual PDF Pappus of Alexandria fl c 300-c 350
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FGES - First Grade EquationSolver is an easy-to-use Command Line-based Open Source application that can solve Equations. Now you can use this C written software to solve the mathematical Equations that...
Quadratic Equation has the form ax2 + bx + c = 0. It will generally have two solutions; that is, two different values of x that make the Equation true.
It can happen that both solutions are the same...
DeadLine is a free program useful for solving Equations, plotting graphs and obtaining an in-depth analysis of a function. Designed especially for students and engineers, the freeware combines graph plotting...
Berkeley Madonna is arguably the fastest, most convenient, general purpose differential EquationSolver available today. It is relatively inexpensive and runs on both Windows and Mac OS. Developed on the...
MathGenius is a graphical tool intended to simplify your work in mathematics. By now it includes a graphical function plotter, a mechanism (still in development) to derive functions, and an EquationSolver....
OPEN DESIRE: experiment-protocol script interpreter and differential-EquationSolver for up to 20,000 scar or vector differential Equations. 13 integration rules. Compiles and executes immediately on command...
The Chasys Math was designed to be a suite of math utilities that includes a calculator featuring graph-plotting, complex numbers and visually-perfect algebraic method (Chasys Math Calculator), and a matrix...
Universal Math Solver is a software package which, until now, students could only dream of. Universal Math Solver is a mathematical software which was designed to help you solve all the math problems....
Engineering Sciences is a software dedicated to mechanical and electronic sciences. It allows you to simplify Boole's Equation, and to change the base of any number. Features . Boole's algebra Equation...
Math Solver Free for Windows 8 is a handy tool for performing frequently used operations used for solving math problems. You can use this tool for solving quadratic Equations or calculating the angles of a...
Quadratic Solver is a small C#-based application that can help you find the roots of various quadratic Equations.Quadratic Solver is an easy-to-use and user-friendly math program that runs from the Command...
eCalc is an easy to use scientific calculator with many advanced features including unit conversion, complex number math, Equation solving, and even support for both algebraic and RPN operating modes. The...
This code creates the fractal of a complex polynomial Equation (the fractal is created with the Newton-Raphson algorithm).The purpose of this program is to determine for every spot of the Cartesian surface...
Sode is a Ruby program that allows you to solve a single (or a system of) ordinary differential Equation(s).
The Taylor series terms are used to calculate the values of the dependent variables, and also...
WDSolve is a black box Solver for nonlinear hyperbolic partial differential Equations. WDSolve is based on the Wave Digital method, leading to explicit finite difference schemes with superior stability...
FreeMat is a free environment for rapid Engineering and scientific prototyping and data processing. It is similar to commercial systems such as MATLAB from Mathworks, and IDL from Research Systems, but is...
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Quick Introduction to Tensor Analysis
CONTENTS.
CHAPT I. PRELIMINARY INFORMATION
1. Geometrical and physical vectors
2. Bound vectors and free vectors
3. Euclidean space
4. Bases and Cartesian coordinates
5. What if we need to change a basis ?
6. What happens to vectors when we change the basis ?
7. What is the novelty about vectors that we learned knowing transformation formula for their
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Geometry DemystifiedSay goodbye to dry presentations, grueling formulas, and abstract theory that would put Einstein to sleep--now there's an easier way to master chemistry, biology, trigonometry, and geometry. McGraw-Hill's Demystified Series teaches complex subjects in a unique, easy-to-absorb manner and is designed for users without formal training, unlimited time, or genius IQs. Organized like self-teaching guides, they come complete with key points, background information, questions at the end of each chapter, and final exams. There's no better way to gain instant expertise! ABOUT GEOMETRY DEMYSTIFIED: * Will help users understand circle and triangle models; inverses of circular functions; graphs of functions; coordinate conversions; angles and distances; waves and phase; complex numbers; vectors; trigonometry in 3-space, and much more
Stan Gibilisco is one of McGraw-Hill's most diverse and best-selling authors. His clear, friendly, easy-to-read writing style makes his electronics titles accessible to a wide audience and his background in mathematics and research make him an ideal handbook editor. He is the author of The TAB Encyclopedia of Electronics for Technicians and Hobbyists Teach Yourself Electricity and Electronics, and The Illustrated Dictionary of Electronics. Booklist named his book, The McGraw-Hill Encyclopedia of Personal Computing, one of the Best References of 1996.
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Book Description:Cengage Learning, 2012462838N1Paperback. Book Condition: New. Paperback. Contains fully worked-out solutions to all of the odd-numbered exercises in the text, giving students a way to check their answers and ensure that they took the correct steps to arrive at an answer. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN, Momence,IL, Commerce,GA. book. Bookseller Inventory # 9780840068477
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Abstract
Mathematics Education identifies some of the most significant issues in mathematics education today. Pulling together relevant articles from authors well-known in their fields of study, the book addresses topical issues such as:
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More About
This Textbook
Overview
An introduction to complex analysis for students with some knowledge of complex numbers from high school. It contains sixteen chapters, the first eleven of which are aimed at an upper division undergraduate audience. The remaining five chapters are designed to complete the coverage of all background necessary for passing PhD qualifying exams in complex analysis. Topics studied include Julia sets and the Mandelbrot set, Dirichlet series and the prime number theorem, and the uniformization theorem for Riemann surfaces, with emphasis placed on the three geometries: spherical, euclidean, and hyperbolic. Throughout, exercises range from the very simple to the challenging. The book is based on lectures given by the author at several universities, including UCLA, Brown University, La Plata, Buenos Aires, and the Universidad Autonomo de Valencia
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The author?s goal is a rigorous presentation of the fundamentals of analysis, starting from elementary level and moving to the advanced coursework. The curriculum of all mathematics (pure or applied) and physics programs include a compulsory course in mathematical analysis. This book will serve as can serve a main textbook of such (one semester) courses.... more...
Princeton University?s Elias Stein was the first mathematician to see the profound interconnections that tie classical Fourier analysis to several complex variables and representation theory. His fundamental contributions include the Kunze-Stein phenomenon, the construction of new representations, the Stein interpolation theorem, the idea of a restriction... more...
The research of Jonathan Borwein has had a profound impact on optimization, functional analysis, operations research, mathematical programming, number theory, and experimental mathematics. Having authored more than a dozen books and more than 300 publications, Jonathan Borwein is one of the most productive Canadian mathematicians ever. His research... more...
An in-depth look at real analysis and its applications-now expanded and revised. This new edition of the widely used analysis book continues to cover real analysis in greater detail and at a more advanced level than most books on the subject. Encompassing several subjects that underlie much of modern analysis, the book focuses on measure and integration... more...
The book "Single variable Differential and Integral Calculus" is an interesting text book for students of mathematics and physics programs, and a reference book for graduate students in any engineering field. This book is unique in the field of mathematical analysis in content and in style. It aims to define, compare and discuss topics in... more...
This book features challenging problems of classical analysis that invite the reader to explore a host of strategies and tools used for solving problems of modern topics in real analysis. This volume offers an unusual collection of problems ? many of them original ? specializing in three topics of mathematical analysis: limits, series, and fractional... more...
This book is an introductory text on real analysis for undergraduate students. The prerequisite for this book is a solid background in freshman calculus in one variable. The intended audience of this book includes undergraduate mathematics majors and students from other disciplines who use real analysis. Since this book is aimed at students who do... more...
This book contains survey papers based on the lectures presented at the 3rd International Winter School "Modern Problems of Mathematics and Mechanics" held in January 2010 at the Belarusian State University, Minsk. These lectures are devoted to different problems of modern analysis and its applications. An extended presentation of modern
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Featured Research
from universities, journals, and other organizations
The aftermath of calculator use in college classrooms
Date:
November 12, 2012
Source:
University of Pittsburgh
Summary:
Math instructors promoting calculator usage in college classrooms may want to rethink their teaching strategies, experts say. They have proposed the need for further research regarding calculators' role in the classroom after conducting a limited study with undergraduate engineering students.
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Math instructors promoting calculator usage in college classrooms may want to rethink their teaching strategies, says Samuel King, postdoctoral student in the University of Pittsburgh's Learning Research & Development Center. King has proposed the need for further research regarding calculators' role in the classroom after conducting a limited study with undergraduate engineering students published in the British Journal of Educational Technology.
"We really can't assume that calculators are helping students," said King. "The goal is to understand the core concepts during the lecture. What we found is that use of calculators isn't necessarily helping in that regard."
Together with Carol Robinson, coauthor and director of the Mathematics Education Centre at Loughborough University in England, King examined whether the inherent characteristics of the mathematics questions presented to students facilitated a deep or surface approach to learning. Using a limited sample size, they interviewed 10 second-year undergraduate students enrolled in a competitive engineering program. The students were given a number of mathematical questions related to sine waves -- a mathematical function that describes a smooth repetitive oscillation -- and were allowed to use calculators to answer them. More than half of the students adopted the option of using the calculators to solve the problem.
"Instead of being able to accurately represent or visualize a sine wave, these students adopted a trial-and-error method by entering values into a calculator to determine which of the four answers provided was correct," said King. "It was apparent that the students who adopted this approach had limited understanding of the concept, as none of them attempted to sketch the sine wave after they worked out one or two values."
After completing the problems, the students were interviewed about their process. A student who had used a calculator noted that she struggled with the answer because she couldn't remember the "rules" regarding sine and it was "easier" to use a calculator. In contrast, a student who did not use a calculator was asked why someone might have a problem answering this question. The student said he didn't see a reason for a problem. However, he noted that one may have trouble visualizing a sine wave if he/she is told not to use a calculator.
"The limited evidence we collected about the largely procedural use of calculators as a substitute for the mathematical thinking presented indicates that there might be a need to rethink how and when calculators may be used in classes -- especially at the undergraduate level," said King. "Are these tools really helping to prepare students or are the students using the tools as a way to bypass information that is difficult to understand? Our evidence suggests the latter, and we encourage more research be done in this area."
King also suggests that relevant research should be done investigating the correlation between how and why students use calculators to evaluate the types of learning approaches that students adopt toward problem solving in mathematics.
University of Pittsburgh. "The aftermath of calculator use in college classrooms." ScienceDaily. ScienceDaily, 12 November 2012. <
University of Pittsburgh. (2012, November 12). The aftermath of calculator use in college classrooms. ScienceDaily. Retrieved September 2, 2014 from
University of Pittsburgh. "The aftermath of calculator use in college classrooms 5, 2013 — Researchers have developed a classroom design that gives instructors increased flexibility in how to teach their courses and improves accessibility for students, while slashing administrative
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Mathematics for College Physics
9780131414273
ISBN:
0131414275
Pub Date: 2003 Publisher: Prentice Hall PTR
Summary: Designed for concurrent self-study or remedial math work for students in introductory courses, this text is ideal for students who find themselves unable to keep pace because of a lack of familiarity with necessary mathematical tools. It not only shows them clearly how mathematics is directly applied to physics, but discusses math anxiety in general and how to overcome it. Instead of a rigorous development of the con...cepts of mathematics (as is found in a typical math book), the text describes the various mathematical concepts and tools (including algebra, trigonometry, geometry, vectors, and statistics) and their direct use in solving physics problems. Almost all sections end with worked-out examples and exercises directly from introductory physics.
Das, Biman is the author of Mathematics for College Physics, published 2003 under ISBN 9780131414273 and 0131414275. Three hundred twenty three Mathematics for College Physics textbooks are available for sale on ValoreBooks.com, twenty five used from the cheapest price of $7.34, or buy new starting at $51.66
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General Education Resources
QUANTITATIVE LITERACYis a competency and comfort in working with numbers.
People with a general education apply mathematical and statistical methods to solving problems in everyday life. They understand and can create sophisticated arguments supported by quantitative evidence, and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, and mathematical equations as appropriate)Students who have quantitative literacy skills can:
interpret information appearing in the form of graphs, tables, numerical summaries, equations, and text
evaluate underlying assumptions as necessary, recognizing that mathematical and statistical methods have limits
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Inductive and deductive reasoning, probability. I can use this new knowledge
outside of class.
Understanding what math is. Math is just a bunch of patterns and repetitive things.
I found that taking quizzes every thursday was the most valuable. It pushed the class to study more
for the material so we would not fall behind.
It made me see Math in a whole new light. It completely changed my linear
view on the subject.
I found this course extremely challenging. Anyone who has suffered from a lack of mathematical hutspa will find this class a hurdle. The great part about taking this course is that you build your mathematical ego with every accomplishment in understanding. Once it 'clicks', you feel like a champ. There are a lot of twists and turns, but if you put in the time and you will be sucsessful. So, I guess I would say the value of this class was to help me discover the little mathematician within.
The way Loni teaches the class. She made this class fun and enjoyable.
Learning how to find the fun in math and being able to use what we've learned outside of class.
made me think
What I found helpful was how Loni liked to challenge us. I feel like it made me think harder
and deeper about whatever we learned. This course also gave me more knowledge about
logic that I know will be helpful later.
This course less helpful because it helped me understand different things and made me think
in a differnet way. A lot of the material was confusing but challenging.
Learning that math is not only about problems and formulas.
This course taught me that there's more to math than just formulas and equations. Math can be used to increase your critical thinking and problem solving skills to hopefully one day be used throughout your life.
What I found that was very helpful to me was the logic, because it made me think really hard about the sentences that she gave out. Loni made me think about if certain sentences are logical or not, because of that lesson I tend to use more logic when I talk because of what I learned from Loni.
I learn everything anything about numbers
I liked the principles of logic and common sense that this course provided.
I also enjoyed how this course focused on the creative fun side of math
rather than just tedious calculations.
Instructor was prepared and focused.
I found it most valuable that we got homework assignments to help us practice the material more.
conversions r only thing I really found needed. the rest was a headache.
I did not see any useful information besides the conversion unit. I really felt discouraged the
entire semester85
Freq(%)
0 (0%)
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8 (3871
21
0.56
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4 (19%)
16 (7618
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1 (5%)
7 (33%)
10 (4852
21
0.6
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1 (5%)
8 (38%)
12 (5735
21
0.67
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0 (0%)
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9 (43%)
9 (4374
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10 (48%)
10 (4885
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0 (0%)
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8 (38%)
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0 (0%)
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3 (14%)
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8 (3878
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9 (4348
21
0.6
Freq(%)
0 (0%)
0 (0%)
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9 (43%)
11 (52%)
17. What did you find most valuable and helpful about the instructor?
Loni is a really sweet teacher
She is very willing to help you understand whatever it is that you don't understand. She's very bright
and always has such a positive and uplifting attitude on whatever we are going over in class. Also a
big THANK YOU for the extra 30 bonus points for the quizzes!
Loni was prompt to answer any question I had.
Loni taught me how to count in a different way that was easy and understandable.
She is very positive and inspirational. The way she teaches is comprehendible.
She appears to be an amazing teacher. She sure can change people's view on
math.
She takes your success to heart. She feels like she has a stake in your doing well. She wont force work on the class if she thinks they are not ready for the next level. She also gives ample opportunity to practice the problems in question...online homework and handouts with keys.
Her teaching stlye.
Loni Is all about diagrams which really makes you visualize what you're learning in Math 100
able to ask questions even though its a quiz
She was very knowledgable about the material she taught us. Her examples and explanations
were very helpful for me to understand the topics. Along with her bubbly personality, she made
class very exciting math class!
Loni made things fun and understandable in certain ways. She always answered questions to
her best knowledge.
She was always caring, and actually cared about her students.
She try's to explain things very efficiently so her students can understand the material. Also, I like that she gives out extra credit because it helps out a lot.
Loni Delaplane is a very respectful and helpful instructor. I really liked the way that she taught. She made me understand logic better and I enjoyed all the group works and games that she did to try and make her class understand, especially for me because I am a more visual learner, and so what Loni did was very helpful.
she is easy to deal with and she can help you anyway she can to pass the subject
I liked how she built up confidence in her students so that they felt more
confident in themselves. I also liked how she presented math so that it
didn't seem so intimidating. Perhaps the biggest thing that I felt was
helpful about Loni was that she encourages you to think about the problems
before giving you any hints or answers.
Empathetic, relates material to real life. Loni challenges the way I think.
She always gave us practice problems to better our understanding. She was also very supportive and encouraging when we felt doubtful of ourselves.
I just had a really hard time understanding material covered throughout
entire semester. I didnt get a single thing the whole semester, went from an
all A's student to probably a C or D in that class. :(
I honestly can't think of anything that she could improve on. She's actually a really great professor,
definitely passionate about what she does.
Since all the material in Math 100 is probably new to most of the students
maybe try to teach the material in the simplest way possible. It only
confuses us when you start solving the simplest problem in many different
ways. Keep it simple.
Loni should work on a subject for at least 3 days before giving a quiz. So that we can have a better idea of the concept.
I wasn't too fond of journals. It took up too much time, and some of them didn't help me to
understand the material that was needed for the test. Instead of journals, there should be more
practice problems that can be counted as points to help raise our grade.
A little more practice problems wouldn't hurt. The handouts were great, so
it's already fine in terms of guiding us to what we should be learning.
Well, I can't offer any suggestions here. I think sometimes it should be realized that not all people are mathematically inclined. There are times when those of us math challenged people leave class in a fog of confusion and dispiritedness. This isn't a Lani thing though. Its a math teacher thing. It's hard for them to understand what its like to have a mind where the problems they explain enter our brains and get blown around like they are in a hurricane. I hate that feeling, where all the equations and reasons becomes a complete brain scramble. That's where it becomes the students job. Go home, work hard, and hope the light gets turned on before the test.
nothing
Sometimes the way Loni explains things gets you confused, and if you're one of those type of
students who are afraid to ask questions in front of the class definitely take notes and literally
everything she says that way you can go over it and read back to it.
maybe if given handouts, make the online homework like an extra credit?
None that I can think of.
I have no suggestions about the course and/or loni's teaching
What I think Loni could improve on is, is that she could possibly give out more practice worksheets when a test comes up. Just so the students can get more practice for the actual test.
she is good enough,no need to improve
Maybe one possible thing that she could improve on is being a little more
clear about homework and assignments.
Keep up the great work!
Less online homework. It was a lot to keep up with the online homework, the homework handouts, and things from other classes.
I really found most topics covered in the class to be un-useful in real life.
i believe it should focus on more conversions and such that we need to use on
a daily basis.
Loni really make us think differently she didn't just gave the basics and
formulas she want us to understand and and see how things can be solved in
different ways.
She really took the time to make sure the class understood everything she was teaching and we were all on the same page before she moved on. I understand why some things happen now and not just the way to do it to get it done.
Ms. Delaplane helped me to find how to do a problem and apply it to different situations. If i was
behind or missed a class there was always tutoring to go to be get hands on help either straight
from her or one of her in class tutors.
Her style of teaching, and teaching materials.
Really understanding the material we used instead of just memorizing or
knowing formulas. Also how to apply what we learn in real life situations.
She was patient, caring, und.erstading, helpful.
Lonis advice and help!
I learned that there are many uses of math and there are many ways to solve equations and many
different formula you can use to solve a problem
Her commitment to the students
This course made me realize that I need to be able to put a lot of time into this course or I will not pass. It made me learn things that I never thought I could.
What I found most valuable was that Loni never made anyone feel stupid or bad for not knowing how to do something. She encouraged everyone from day one and I think that helped a lot in the58
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12 (8617. What did you find most valuable and helpful about the instructor?
She knows her subject very well, and she is very god at the communication
with her students. I'm really looking forward to see you in MATH 100
In my opinion she is a very good teacher with the open heart.
She was very nice, fun and easy to work with.
gives you straight to the point answers and makes sure u know whats going on before she moves
on.
Her materials, and teaching style.
She always made sure every student understood the material she was teaching,
and if they didnt then she would throughly explain step by step. She also was
more than happy to help any student outside of class if it was needed.
She gave goo.d handouts
Her ability to help each student individually
She would advise student to see her if tutoring was needed and she took time out of her personal
time to have a group tutoring sections.
She makes it easy to understand math
She cared about the students and helped as much as she could to get students
to pass.
She always was available to talk to and ask questions. Encouraged students to come talk to her or one of the tutors in the LRC. She always seemed like she really wanted to be there teaching us and she made math fun.
I have no suggestions for her class because it is the best math class and the best teacher I have ever had. I wish my counselor would have told me to retake the compass test because I felt out of place, the class was way to easy for me and I wish I could have opted out of the class considering I was only two points away from placing in math 100.
less hawkes
She is awesome. Love her style of teaching. It's very clear and easy to understand.
222324. Other comments:
I enjoyed being in this class. Hop to see you soon in MATH 100. Have a great
break, and HAPPY NEW YEAR
Loni is the best math teacher I have ever had I like how she teaches and I
wish I had her next semester.
Hope to have her again.
I loved this class, see you next semester!
Dr. Delaplane is the strongest teacher I know who believed in me the most. She took my concerns very seriously and I knew she would try her best to teach me what I needed to know to understand the course material. I am very fortunate to have had her as my teacher. If the opportunity presents itself, I will try to have her as my instructor again.
Loni is the best!
Loni is an awsome teacher
Great teacher, I would definitely sign up for another one of her classes if I have the chance.
She was very helpful and really wanted students to understand and grasp all concepts
The Second chance quizzes, they were on point of the topic of the week and
easy to see where the mistake was made. Also the take home work sheets made
it more comfortable to have when I needed to refer back to how to do
something when doing hawkes.
It helped prepare me for my next math class next semester
The most valuable and helpful:
Loni's daily hand out, problem solving,group activities,Hawke's quiz, and she
explain and discussed clearly in class.Going to tutorial also helps me a lot.
she took the time to make sure that i understood the material and that i was
doing well
this course was a great way to learn the basics of math before jumping into a 100's course.
The detail orientated work plans.
Everything
internet homework made it easy67
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8 (8017. What did you find most valuable and helpful about the instructor?
Constantly goes over the work to make sure students understand what she is teaching in
class
Her accent!!!!!
She always encouraged people to come in for tutoring.
The most valuable and helpful:
Loni's daily hand out, problem solving,group activities,Hawke's quiz, and she
explain and discussed clearly in class. Loni do one on one and group tutorial
after the class, especially before quiz and exam's.
she never made me feel like she didnt have time for me and she was always
willing to answer questions
her teaching style, she new how to make something complicating and turn it into something easily understandable. great at her examples and very precise.
Notes Lonis Notes are key to doing your homework assignments correctly and in the easier way. Also our in class tutor was a big help as well.
Her handouts.
The course was fair for me; not too challenging but not too easy.
In addition, some of the material we covered in class can be applied to real life situations.
The openness of the teacher. She was a real "There is no stupid question"
teacher
This course has showed me how much harder I need to work in math. I'll have
to take this class over because I need a "B" to pursue my B.A in biology. The
information I got from this class will be very helpful in the future
The tutoring center is available to us.
the notes and handouts during class
Be more responsible
graphing
This class was very informative and I liked that Loni gave us many times to
review and study our work.
The math teacher was the most valuable because she was a huge asset in
helping me, as a student, not only be able to do the problems but understand
the process and the reasoning on how to solve them.
I found that the handouts that the instructor gave to us helped a lot with my understanding in
the various chapters.
The tutors where the most useful in this course.
The teaching style and explaination
everything
I learned new things that will help me towards my degree while also
remembering old things.
The course introduced many ways in which I could apply college level algebra into the real world, I believe that to be the most valuable thing the course has taught me.
in-class tutors & the new way loni started teaching in the last month of class
It was nice having a tutor in the class. I refreshed my math and learned about things I thought were right were wrong. I haven't taken a math class in a while and this class has taught me somethings I didn't know or retaught me things I forgot.
I learned a lot of material that I have heard of but have never had to do before. Loni made class fun
and I she made learning new material easy.
I learned more mathematics.
It made me use some of the things I already knew in totally different ways.86
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2 (12%)
2 (12%)
5 (3159
17
0.87
Freq(%)
0 (0%)
0 (0%)
1 (6%)
8 (50%)
13 (761 (6%)
1 (6%)
8 (50%)
12 (712 (12%)
7 (44%)
11 (651 (6%)
15 (88%)
19. What did you find most valuable and helpful about the instructor?
She is respectful and is concerned with the students grades and education.
She is able to meet with us if a meeting can be scheduled. She comes to private tutoring sessions to make sure that we were able to understand and if we arent she was able to help us with everything.
Her personality.
Loniʻs notes and handouts helped me a lot. It was organized and it helped me build a stronger
foundation on the topics we covered in class.
She is enthusiastic about math, which sometimes inspires students to enjoy math more.
Her enthusiasm
She is very optimistic and doesn't let her students feel defeated.
personality
Respectful and caring! :D
Loni was very helpful in keeping me focused by showing a lot of enthusiasm
for a subject I am not strong in. Thus making it very interesting for me.
I found what was most helpful about Loni Delaplane was her examples of math
problems done on the bored and explaining how to solve them. When I didn't
know why she did something to solve the problem I would ask and my question
would be answered, unless i didn't get it--in which case the students in the
class would butt in and help me understand the material. Mrs. Delaplane
really help set up an encouraging environment for the students.
She's very enthusiastic, energetic, and very knowledgeable. Loni give lots
of opportunities for students to earn extra credit points when possible.
She was really good at explaining the materials that we were learning. She also gave a lot of
opportunities for us to grab ahold of bonus points.
The tutors were the most valuable in her class
The way she explains the material
everything
I found that Loni's availability and open schedule made it easy to get into contact with her if I had any questions. I appreciate that her class isn't droll and boring with her positive and energetic attitude.
The class I had with her last semester, she was more helpful & available. This semester, maybe she was more overloaded.
Her attitude was very positive. She made learning fun. I was able to concentrate the way she taught. If something wasn't understood she would take the time to go over it.
I really liked the print outs she made for class. They were very helpful!
Loni helped me understand the material, not just for that moment but how to
apply it to everyday situations.
Shes very enthusiastic about the subject and she was always interested in helping the
students.
The way she teaches makes it easy to learn in a fun and effective way.
She taught us new ways and techniques to make doing certain types of problems easier to figure
out. She always encourages us to do our best and helps us to understand every part and concept of
a problem.
Ms. Delaplane is an awesome instructor, who explains things extremely well, for the normal to
higher Math student. For those who have a weaker foundation in Math, the course was almost
impossible.
She is very enthusiastic about the topic, and I believe that it helps with
our learning.
It would be nice if we started class with a quick review of what we covered the class before.
I feel like theres never enough time to learn the materials in any math class. ALSO the Hakwes homework some answer forms werer taken some were not. Also with the Hawkes i would do homework pause come to school and it would make me start all over again due to the different software which dont understand considering its the same damn subject and company.
I think she did a great job. I don't have any suggestions.
Reminding the class more of when the written assignments are due; a lot of the class tend to forget
and ended up not doing it.
nothing. this course should be easier for her to teach in the future because
she is going to have more course material instead of having to create
original things on the spot to teach us.
Maybe teach a little slower
Get rid of Hawkes.
none
Assign groups more....
Maybe not only rely and use worksheets, but also more hands on methods.
Please take more time in reviewing concepts that will be used a lot. (I.e.
factoring, graphing, etc.
Not much, only no quizzes on Wednesdays yo.
Use "nice" numbers for practice and/or examples to help understand problems,
so that later I can do a better job for the challenging problems.
I think that no changes should be made to her teaching style and methods.
Make sure that what she teachs relates to what would hawks would ask of us so that we wont
get lost in our homework
Nothing she knows what she's doing
nothing
Personally I noticed I did very well in the very few group activities we did together, especially the one where we matched graphs with formulas. The competitive edge and teamwork really made me think hard and fast as to be as helpful to my team as possible. It would be nice to have more of those group activities.
Spend less time covering old material.
I would suggest to space out the math tests for one chapter per test. Taking
some of the test was overwhelming because even though it was only covering
two chapters, we covered a lot in the class. It made it hard to fully
understand everything that we went over.
None
Online homework glitches
The biggest downfall for me was learning so much new topic and not having enough time to go
through it as throughly as I wanted it to be. And this semester I had a huge problem with Hawkes,
the lessons was not similar to the way Loni was teaching us in class. That was defiantly a
disadvantage for me when it came to the quizzes.
I really liked the way she taught her class. I encourage her to keep doing what she is doing!
I found myself trying to learn two different styles of Algebra: Hawkes, and Ms. Delaplane. The book
was rarely used and when it was, it was not an especially good educator. Hawkes gave a false sense
of belief that I was learning something when I succeeded in Certifying, but when it came to Ms.
Delaplaneʻs tests and quizzes, it looked like Greek to me. If I had been able to spend the Hawkes
hours (at least 20 hours a week) on the types of questions that were on quizzes and tests, THE SAME
WAY THEY ARE PRESENTED ON THE QUIZ/TEST, then I believe I would have done much better on
those quizzes/tests.
Her teaching style felt a little too fast, so I think this class would be
better for a three day a week course51
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29. What changes would you make in the lectures?
It would help if she would talk 10% slower.
Nothing.
None.
Spend less class time reviewing things that was already covered in a previous math class (a refresher
is good though) and spend more class time on the new, more challenging material. We sometimes
rushed through the new material.
more "on the board" opputurtinities.
None
none
N/A
Make the lectures more hands on and not straight from the book
Nothing really
Slow it down a bit in the lectures. Give more basic examples.
No changes should be made
Fix minor typos
nothing
It's hard to think of ways to improve lectures as they've been so helpful. If I could think of one thing that could improve lectures is that after a lecture to give us an example in which we'd use that specific lecture in real life situations or jobs.
spend less time going over old material
I would add more group activities to the lecture.
More engaging
she could review more often to make sure everyone understands before moving on to the next section.
More involvement with the students
I wouldn't change anything I like the way she made her lectures.
Less quizzes, later in the semester, so thereʻs time to learn the material. Weekly quizzes allow the
instructor and student to know what the student knows and doesn't know, but the grade becomes a
permanent part of the overall semester grade. Or, if giving a weekly test, do it, then go over every
problem after, to truly educate regarding what you wanted for each question or problem. DONʻT DO
IT AS A GRADED QUIZ. Then later give a test that includes these same kinds of problems and
everyone will be better prepared to solve them. Donʻt use Hawkes, or teach the same style as
Hawkes. Hawkes is a waste of time. Rather than spending enormous hours certifying Hawkes, and
even greater hours teaching myself bonus sections, I should have been learning the actual tested
course material.
Loni Delaplane is a great teacher the hard thing wasnt her it was this class i feel like i wasnt ready for all the material in class 103 hoping for a passing grade. But i do want people to understnad it wasnt Loni's fault it is the individuals becuase i could have done more or maybe taken less classes in order to pass.
Good job.
Youre awesome
none
Keep up the good work
STOP USING HAWKES
Hi Math Teacher :D
can give me an N if i don't get a B?
Pls?
That is all.
Logging off,
Math Studemt
Loni has a different style in teaching that challenges me. I really do enjoy
her enthusiasm and energy in class-never a dull moment. Although I do
believe this course should meet three times a week, if not four times a week.
There's a lot of materials to cover that I believe with Loni's knowledge can
help the students have a better concept.
She's a really awesome instructor and her way of teaching should be adapted by other
instructors! :)
You're fantastic!
Loni was a great teacher :)
Thanks for a great Semester, you are awesome Loni! :D
None
I just wanted to take the time to say that Loni is a great teacher and she made me appreciate "the
math world" in general. And I respect a lot of the math tutors and students for being able to help
people like me that donʻt really think math is that great.
Thank you for being such a wonderful professor and really enjoyed being in your class! :D
Too much, too fast, for many students. I believe those who learned Math 24 & 25 (or Math 26) from
anyone but Ms. Delaplane was at a distinct disadvantage. Not all of the Math tutors could help us
with some of the material. Those tutors working directly with Ms. Delaplane were hard to get appts
with because everybody wanted them.
Of course, some of us should maybe have never been in this class!
Throughout my life I have sought to excel and be self-sufficient as a consequence of the perspective with which I am inherently conditioned to be predisposed. And to this effect I prefer to conduct my study, as a euphemism, in an independent manner. Perhaps, arguments or observations could be made to contradict the previous statements, but for the sake of time, and the purpose of this article, let us assume that this is true. Now in my experience I have found that despite all of my better efforts I am capable of making errors, and this can be infinitely infuriating, for those who are not accustomed to such an experience. So at this precise moment in time I have come to understand the value which can be found with human interaction. And as a matter of fact, this is my primary rational for attending college. I believe that there is value to be gained in the exchange of human experience and perspective, and if nothing else, there is console to be found in the company of those with a unified interest. So it is with these beliefs that I reflect upon my experience in Calculus 206.
To say that this course has encouraged my appreciation for college would be the least I could say. To even begin to understand the truth of this statement would be to invite you to share in experiences which come to past, and may be more than is desired in a simple evaluation. But I will say that I have gained more than an appreciation and understanding for the course material, I feel as if I have been given the opportunity to grow, learn and inquire beyond the limit of my capacity. And upon all that is the memory of the relationships which I feel has is equally foundational as it is inspirational to all my future endeavors.
interesting course material and encouraging studying outside of class
Loni helped us out a lot with the many different, handy handouts she gave out
frequently.
I found that this course not only helped me learn Calculus, but it also helped me gain problem
solving skills that I can use outside of this course.
One very helpful thing about the course was the handouts and the way the
material was presented. The handouts were constructed very well and allowed
students to focus on the lecture knowing that most of the notes were
already typed up and just had a few small details to fill in. The resources
available were also helpful, such as office hours, study groups, extra
credit, etc.
What I found most valuable was the course material itself. This course is
preparing me and the other students to go on into our journeys through
engineering, teaching, etc. and Calculus II has given us the tools to think
for ourselves and solve difficult problems mathematically. I've always
enjoyed math, every level of it, but calculus is a very special class. This
is when you learn to optimize profit, determine are of complex objects, and
determine the convergence or divergence of different series. Calc II in
itself, is very valuable!
Calculus problems that had real world applications (e.g. Physics based)91011124
10
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7 (70%)
20. What did you find most valuable and helpful about the instructor?
smarts
Her enthusiasm is infectious- even if I wasn't excited about being in Calc. I was excited about the
class!
Her great personality and wide experience combine to make her a kick-ass
teacher. This was my favorite class of the year!
I have met few if any instructors whose audacity for passion and boldness was as evident in the enthusiasm and character of a lesson plan as I have in the duration of this course. Relative to my own persona, Loni inspires participation, undulating in persistence and encouragement. Loni is awesome. And while there may be a few who do not favor this approach towards education, for those who do, college will become an experience where rationality shall become infused with a persisting sense of satisfaction.
Very easy to approach
Loni helped us out a lot with the many different, handy handouts she gave out
frequently. She returned quizzes and test grade back promptly. She gives
extra credit!
I found that Loni really cared about math and she cared about getting us to not only understand
math but also getting us interested in math. She was always nice and respectful and was willing to
help explain problems and lessons outside of class time.
Many things. One thing I particularly liked was how creative and
resourceful she was. She would have unique handouts that she would give to
the class, but also come up with cool and unique examples that capture the
concepts but also present the material in a cool way. She explained
everything very well, and had an interesting style of teaching. She was
resourceful in that she used everything from the book, to handouts, to
youtube examples, and even called in other instructors to share their style
of presenting the material. With all of the different ways were were
presented the material, there was always a way in which a student could
easily grasp it. Also, in addition, since there is no designated PAP tutor
for calculus classes in general, on the review days before the test, she
was often able to get other instructors or outside help to come in and
assist her in helping everyone out. She is once again very creative with
her teaching, and always finds solutions to any challenge that may arise.
She always makes her courses better and better each semester, based on
feedback from the students, or suggestions such as different methods of
explaining a concept. For all of the qualities she exhibits in each of her
classes, Loni is one of the best math teachers I've ever had!
Loni is very passionate about calculus, and math in general, which made the class more
enjoyable.
None. Ms. Delaplane's methods and style were spot on to help, not only me,
but the entire class learn to their greatest potential.
This semester I feel Loniâ??s methods and style was able to convey subject matter comprehensibly, and effectively. Any suggestions I make are more a matter of personal opinion than objective criticism. For relative to my experience of college courseâ??s Loniâ??s has been quite exemplary.
What changes would you make in the lectures?
Give a little more time or assignments for extra practice before being
tested.
I wouldn't say Loni's teaching style needs any improvement, but maybe if she made study guides
mandatory to turn in before a test it would help improve test scores.
Nothing I could really suggest to improve. However, it would be cool to
explore some more of the miscellaneous material such as Graph Theory, which
gives us insight as to where we might be going in our future. The lectures
were great, the handouts were great, and the students were great. No better
class to take calculus with!
2629. What changes would you make in the lectures?
none
None.
I know not enough upon the matter to offer any comments of substance
Overall: good! Maybe give more time for students to practice material before
being tested.
The only thing that I would want to change about the lectures would be a longer class on Thursdays
instead of a 50 min class. I felt that 50 min. was not long enough, especially when we had a test that
day.
That it required me to think more outside of the box, and that the notes give to us with
examples helped. Also the online homework.
Only when we learned conversions which I can apply to my major
The Kumu is very good at teaching math! I enjoy the way she makes it easy to understand
concepts. Defs the best math teacher
It was helpful going into groups to work on assignments and also that Loni
would answer any questions I had one on one.I also thought that the project
we did with our groups at the ending of the semester was helpful in
understanding probability and counting more. Doing that project will
probably help me to do good on the final with the probability part.
The notes was printed out already giving more time todo practice problems
The connection to real life problems and probabilities.
Her teaching style makes mathematics easier to understand:)
The teacher making sure I came to class.
The challenge to think critically, analyze logically, and proving answers. A different approach to
math.
loni got us to think about math in a different way, like world math that we would actually use on a daily basis in the work place rather than algebra thats just confusing.
I learned a lot about logic, and this course challenged me a lot.
Loni was very thorough in everything that she taught. It was easy to ask questions and receive
feedback.
It made me use my brain more. Critical thinking . Mathy math is taught in elementary and
comes easy but Logical thinking is more of adult situations and Loni gives real life examples
that we can relate and easily figure it out
I find group work very helpful as well as the online homework. Also, she
works on hard problems on the board and explains it easier in a way we can
understand it better.
i really liked the fact that if i ever needed help it was always available to me at anytime.
Loni is a great teacher, she makes time to help her students and pushes them to succeed.
providing more examples, help us understand the topic
extra credit points to boost up grades
During this course I learned a lot mostly on understanding probability and thinking logically and thinking outside the box.
how Kumu Lani was always on us, and funny during class
I found that the notes and handouts most valuable and helpful
This course was very challenging it made me have to work
Harder to figure out the problems.2 (13%)
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22. What did you find most valuable and helpful about the instructor?
The way she had us work in groups and hands on work
Even though i didn't get a lot of the stuff, she's good at what she does and is helpful
She took the time to make sure that each student understand the material that was being
taught
I found that she answered any questions I had and helped me understand
concepts better that were confusing.She also made sure to not move on to
something new until we all understood it. Also that she would do review
everything that would be on the test the class before, which would help
refresh my memory.
She is always there wether if be in person or in email
She is very organized and seem to know whats shes talking about. she is intelligent and kind.
her cheerful disposition and costume on Halloween makes class happy
Very enthusiastic about class. Teaches in an easy to comprehend way. Works with individuals and
groups in need.
Very nice and open to any questions that anyone may have had.
She takes the time to work individually if needed. She gives everyone a chance to participate
in class . If there's questions on tests homework, she always goes over it in class
She's very friendly and comfortable teacher. It makes it easier to ask
questions because she is not a strict teacher. She is also well organized and
keep everything in order.
great at explaing lesson
Loni makes math fun and interesting. Math is not my best subject but i enjoy coming to class and
Loni is eager to help us with any questions or concerns we may have.
going over to the quizzes or tests we took.
She is very friendly, respectful, and willingly offered help when needed.
Throughout the course Mrs. Loni Deplane was a good teacher. She explain the problems really well especially when it gets complicated or when students misunderstood a question. Anyway she help her student a lot and give advice on improving on a certain math problem.
sheʻs a character, and always stoked to be teaching us, even if the rest of the class is not lol
She knows what she is talking about. She helps us with problems we don't understand.
She knows her stuff, if u need help with anything
She is always there to help you.
The classroom environment was favorable I liked the seating arrangement and vocal volume
of the Kumu
It's good. Although sometimes it could be too cold.
Seating was junk but other than that it was great
Very comfortable.
Great class, and it's a great learning environment for me and everyone
Nothing.
Perfect very roomy
-Everyone participates. Students focus in class and quiet when the teacher is
talking.
great enviorment
Everything is great, easy to learn in, nicely kept.
comfortable.
Overall the environment was comfortable.
very open, funny, family kind of class
Everything was good
Everything was good
33. State in two or three sentences how this course could be improved.
Sometimes more book work or more questions on the study guides
I think lab should be available for this course
The course is not really bad. The course is great how it is. A little more time would be nice, so
more material can be learned but other than that it was great
For me, I think this course doesn't need any improvement because it's good
as is. As long as the student does their part by coming to class, getting
assignments if they miss class, do their assignments, and ask questions
when needed then it should be good.
There really are no problems. I loved it.
No suggestions, it's a great class!
It is a good course the way it is.
It's perfect I learned ALOT
I think it would be better to work on practice test first. Also, maybe more
classwork.
more group projeects and in class study groups
I really can't think of any. Lonis style of teaching is very good.
The course need more example on explaining each subject like the proofing as well as the connectives. I feel that the students need time to learned and understand them. Because I had trouble understanding it on the beggining and later on understood it when I spend more time understanding it. Anyway I woould suggest more thime on explaining the subject in class.
less homework. we have homework for other classes. And we have families to take care of
This course could improve by having a schedule on the syllabus so we know what to read ahead of
class. Checking binders more often, or on Quizzes and test.
There's really nothing I don't think, this course was
Very hard the loni was great but I won't recommend reasoning for math.
34. Other comments:
Great on Loni.
Probably one of the best classes I've ever been in. I wish other teachers were this engaging, able to
teach so that students could easily comprehend and willing to make themselves available to in class
individual help.
I really enjoyed this COURSE AND LONI Delaplane just makes IT SO MUCH MORE
INTERESTING WITH HER AWESOME PERSONALITY !!!!! :)))
overall i enjoyed the class and i found it to be challenge
Loni is one of the best etchers that I've had, really great person and is very knowledgable and loves
her job.
I learned a lot on this subject. It's a different kind of math that makes you think logically. Thank you for this wonderful semester!!!!I never properly learned a lot of the material in this course. I feel like I'll actually retain at least most
of it this time. Don't have 2313 more characters worth of crap to say though.
Loni explains the basics and builds a foundation to solve more complex problems
What I find most valuable and helpful about this course is that Loni is a caring and understanding teacher when you need help. If you don't understand a question she does her best to help you understand and she encourages everyone do their best.
The handouts, the tutors, and extra credit.
She explains things really well.
The way Loni explains the materials made it easy for me to learn the lessons.
Not only did I learn new math material, but also how and why certain rules apply.
i find more information on how to solve math problems
Loni's generous help outside of class, study groups, and the tutors in/ outside of class.
The help Loni gave to us was very helpful.
Meeting 4 days a week helped me with not forgetting the material taught in class the day before.
And helped me stay on track.
The homework and the help from my teacher
I found that the material in this course is going to help me very much in my future math classes.
I learned many new techniques to solve mathematical problems.
the most valuable things i learn was to use the calcuator in my head and dont rely on my graphing calcuator.
-STUDY GROUPS
_Tutors
_ compassionate teacher towards her students
i found that the fast pace of this course cept me interested and coming to class.
how to solve word problems
It helped me understand basic concepts better than I did before. Things became clearer.
Loni has a way of relating things to me the way no other teacher can! I love the real life problems and the awesome attitude towards math.
The material we learned...
During the duration that I have been in Math 26, I have come to realize that there were many gaps in
my learning system. I struggled on how I'd regain my knowledge of Math after taking a semester off
of any sort of Math course. Upon entering the course, her style of teaching was unique. She
connected with everyone, even myself. And for me to be interested in a teaching method is quite
hard to come by, but she had figured it out. I just enjoyed the way she spoke to her students,
showing respect towards everyone and not giving off the feeling that she thinks she's better than
you.
Having assistance during classes
Loniâ??s teaching style.
Having had problems in math for a long time, having a class that I attend every day really helps my learning of the material.
Tutors in class to help with questions, Loni taking the students progress into consideration w/ the speed we went through material
She really went in depth and put things in away that we could understand them.
I math 26 we covered a lot of material in just one semester. I still was able to have a good
concept and understanding of everything we learned .
-Gaining more confidence in algebra
-learned how to convert decimals and fractions
-was very useful to sit in the front row9
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14 (8817 (812 (10%)
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12 (7512 (7587
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Freq(%)
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2 (13%)
17 (8122. What did you find most valuable and helpful about the instructor?Friendly, helpful, gives clear explanations, that sort of thing. I think that generally covers most of it,
except the bad stuff, which goes in the box below this one.
She relates math to real situations.
She explains clearly and is always there to answer your questions!
She was really a great teacher. Probably one of the best I had. You could tell she loves math! Loni
was very knowledgeable.
Those practice worksheets that she gives.
Loni is very kind and helpful when I was struggling with learning a lesson.
She spoke clearly, and concepts were always understood. If anyone was unsure about any sort of
material, she made sure to go over it with the entire class and not just an individual student.
she is always willing to give you a helping hand
She's very enthusiastic, friendly, and eager to help you learn. She finds the time to create a study
session once a week in the library, during non-instructional times. She makes her class/ classes
work together creating friendships.
She is always there if you need help in class and in her office.
Loni was able to work with us and teach us in many different ways for the class to understand
She was very helpful always answering everyones questions and always had the best attitude.
She was easy to talk to, she presented the material in a way that was easy to understand and she
always made sure that the entire class understood what was being covered in class.
Her great teaching skills
Loni was the best math teacher ive had because she clearly explained the problems and made math
very fun to learn! I am happily taking her math 100 class next semester. She also gave us many
opportunities to get bonus points which made me more enthusiastic about class.
She genuinely seemed to care about helping you learn the course material.
makes math seem fun
I found helpful that she takes the time to make time for students after and
before class. She also changed her lesson deadlines according to students
progress and input.
I feel that lane really cars about her students and wants them to succeed.
made herself available outside of regular class hours, created a study group
so we could better understand the material being taught. She showed
compassion to the class when we struggled turning assignments in on time,and
was very fair with her grading scale.
Spare her free time to us to study
Loni makes a personal connection with each student which really helps us all learn in a more efficient way. She got us pumped up about math and made time out of her personal time to help us as much as she could. She shows that she cares about us presently and our future.
She's really nice. Her approach to teaching has made me feel like i'm not stupid and that I can understand and grasp the concepts of math. She helps outside of class whenever needed.
I found that having a teacher like Ms. Delaplane is the trick. I hated math all my life, and i'm not
saying that i LOVE math now, but what i am saying is that i understand it a whole lot more. And it is
all because of the way she taught it. Is broke each problem down for us and took us step by step.
She is such an awesome teacher!!! and i hope i get into her next class=)
The most helpful thing that I found out was she was easy to talk to, and she had a good teaching
method that even spoke to me. It inspired me to change my ways of interpreting how teachers
communicate so that I can figure out what is more important in what they say or write.
great notes
Her patience when teaching and when I would struggle understanding. Also, she would NOT let me
give up when I was overwhelmed. She pushed me in positive ways and helped me catch up when i
fell behind. She is a GREAT teacher and has a really awesome way of helping us understand math in
a way that is interesting and easier to grasp and understand. She breaks things down in really
awesome ways!!
In the way Loni teaches she makes it easy to understand and makes the material stay in your brain as it is constantly reviewed. Loni breaks down the work in a way that's easy to understand and can be applicable in almost any situation.
Her willingness to help her students in any way possible
The worksheets and study guides per chapter made it easy to follow and refer to when we needed help.
Ms Loni is a great teacher. She is very enthusiastic about math. I feel like she really cares
about her students and succeeding in her class. I learned a lot in her class . Ms Loni is very
good and explaining things clearly. She is definitely my favorite teacher this semester!
-making time for students for one-on-ones and study groups
-useful handouts on how to learn new concepts
-making us keep a binder to organize our notes
-using hawkes instead of paper home work
I think that the course was overall very helpful. I believe that having Loni
as a teacher was such a privilege because she shows that she really does care
and love what she does. I think that Loni as a teacher and all her teaching
styles and methods work very well because most of my people in class was able
to understand. Math 26 is a great course to take and I don't think there has
to be any changes to be made.
Hmmm...usually if I do poorly it's my fault so I can't think of any improvements, but now that I'm
doing well, I still can't really think of any. I'll take that to mean it's entirely my fault I'm doing well.
One unfortunate problem is that I am somewhat less inclined to take classes with different
instructors, I'm certain this is a terribly serious issue. Also poor Daniel showed his grade for the
most recent test, so harsh.
No improvements are needed at all.
I think she doesnt need any improving because she's a great teacher!
I think the class is put together well and very grateful to have Math 26. I wouldn't change anything.
I have none
None.
i like her style. i understand the lesson well. maybe no need to improve just continue on what she is doing right now
I believe that she is doing an awesome job, no improvements needed. Hands-down best math
teacher I've had.
maybe just slow it down a little.
None
N/A
None
Hawkes Online courses could be more compatible with the in class work. They would do a few things
more complicated than Loni taught us.
I suggest that students take advantage of asking questions and study groups.
no comment
-math students need there own math room for study groups
-option to buy only the disc
-make books available in class
get tested 2 chapters at a time
Having a certain room in the library building just for math students so they are able to freely help each other without getting reprimanded for being too loud...we all try helping each other so talking does happen.
0!!!!! DONT EVER EVER EVER EVER EVER CHANGE!!!! We love you!
I dod not care for hawks because of the format they would ask us to put our problems/solutions in.
It got confusing at times when we were taught differently in class than what hawkes wanted.
If I were to change something about this course, I would've liked to see more group work. Personally
I feel it's a better way that just having a teacher whether or not it's right. You have multiple ways of
hearing one answer from your peers, and you are able to figure out which is better for you.
do quizzes after homework is scheduled
I strongly dislike Hawkes. I hope we can find a similar alternative.
not having all homework online. i dont have internet & couldnt always finish homework bc libraries were closed after work, etc...
None, I think the class is perfect
I can't think of any improvements needed.
-Noting having kids buy the book, only hawkes cd
-Setup hawkes asap and get a binder the next day of class
-work together in groups
-make kids that don't have a B or better sit in the front row
-tell people their going to work hard, really hard
-write on all your notes what chapter it was when doing homework notes
-work in groups 2-3 people in class more
-less thinky question handouts
-more step 1,2,3,4 on handouts and fill-in to understand your logic of
teaching
276
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3 (19%)
12 (75%)
28298
16
0.41
Freq(%)
0 (0%)
0 (0%)
0 (0%)
3 (19%)
12 (75%)
3019 (90%)
31. Which aspects of the course did you like the best?
I really liked learning the quadratic formula because when I was in High
School my teachers didn't quite explain the lecture in a way that i was able
to understand. I would spend countless hours trying to figure out how they
got certain answers. But after Loni explaining it to us in class. It was very
clear for me to understand.
Instructor.
How simple the rules of math became
I liked doing group work the best!
The short quizzes. The over all experience.
I really like it when we practice before quizzes, it helps me refresh my memory.
I like the games to win bonuses for our tests.
Assignments were turned in on Hawks Learning System and Loni was very organized in her way of
teaching.
i like it when she gives plenty problems to solve and practice
I liked how Loni is very helpful, there's tutors to help in/outside of class, and how there's study
groups.
the way loni teaches is very fun and makes me listen to everything she has to say.
Not sure
That everyday we walked in the class we learned something new even if it was the same material we was learning a new step.
The material was easy to understand. Meeting 4 times a week was a good thing. And I liked that we
always had quizzes on Thursdays so there wouldn't be any surprises. And I also liked using Hawkes
to do the online assignments because it was easy to use and very effective.
Group work, I love everything I learn in Loni's class
I really liked how we could discuss the problems with a group, and how Loni made the class fun for
us. I also liked being able to check my homework and grade online at any time.
I liked the open and group work in class, it really helped me to understand
the work better.
The class environment was really great. I think that all of us in the class
got along really well. All of us were able to understand each other. We were
like all close friends. We all worked together really well. Because of Loni
she was able to teach the class how to work as a team rather then students
competing on who gets the highest grade.
Loni's classroom is a calm and enjoyable enviroment. She lets you sit where ever you want, good amount of space between desk partners, and it's never too lood or quiet in Loni's classroom.
Good, not enough seats.
Really spacious, clean and bright.
Sometimes the AC was too cold.
the clssroom is well lighted and well ventilated it is not crowded
The class I was in was completely full, no noise at all (only when Loni asked us questions/ asking
Loni questions), lighting was bright and easy to read the board from all the way in the back row.
Seating is evenly spaced, not squished together.
maye move things out of the way or on the side to see the board at all angles.
Very comfortable environment
Physical environement was good everyone talked when it was appropriate although if we had a full class room there wouldnt be enough table room but there was enough chairs.
The only bad thing about the class is that when you sit on the left hand side of the front row, the
podium sometimes gets in the way and makes it difficult to see the board.
Physical environment is very good. I especially liked the desks because they had a lot of room.
It was a great environment, AC, only the seating was a little full.
no comment
The only noise in the class was students asking question and being involved.
Noise, but good noise becaus every one was exited about Math.
when I chose Math 26, it WAS for the environment. The seating were such that
tutors were able to go between tables to assist students, there is ample
amount of space at the tables that you didn't feel cramped and the only noise
in the classroom was from students asking a lot of questions.
Everything was good!
Great! However I do feel that the math team needs thier own building!!! IT would help emmesely.
the classroom environment is perfect. nothing to complain about here.
The environment of the classroom felt intimate. No one was off in the back all by themselves, it felt
like we were a giant family.
great enviornment
Was clean and nice. Only thing is it is ALWAYS COLD!!
I like it. Everyone is nice and friendly
Friendly and learning friendly environment where everyone helps each other and it is encouraged.
no complaints.
it was a positive environment to be in because she was always so excited about what she taught.
We could use a better study group class room
the class is great.
33. State in two or three sentences how this course could be improved.
I believe that this course shouldn't be changed at all. I think more students
should be given the change to take Math 26.
See #23. Though I should add that not as many people show up for tutoring as I expect sometimes,
but it's not because they don't know about it, though most might just not need help, I dunno what
their grades are.
This course doesn't need to be improved.
Make it a six credit course. An even number works better.
nothing that i can think of.
I can't think of anything that needs to be improved.
I dont think anything needs to be improved itsjust fine the way it is.
No improvements
N/A
I actually really liked this course and I can't think of anything to improve it.
I do not feel like this course could be improved.
I don't have any suggestions to improve this course.
the course is doing fine and i like the lessond she teaches even thorugh its review. also the class room is nice and cool cuase of the ac.
online link with a video and lesson that was taught in class for students who
arent able to make class.
whell i think all math corses could be emprooved and made a lot cheeper buy taking out Hawkes.
The course could be improved by not going at such a fast pace and if you can
only buy the Hawkes cd without the textbook.
Just having a seperate room for math students. Also doing something differently so the disk for the program!!! We should have books for the classroom and just leave them there for all years to have so no one has to buy them. Then people just have to buy the program...(without being the same price as with the book)
The only way it could be improved is if Loni moved up with the class to math 103!!!
N/A
In two or three sentences, I couldn't explain how it could be improved. I've stated that Loni has her
way of teaching, and it really does come across very easily, easy to understand. So all I'd say is just
keep doing what you're doing.
can't fix whats not broken
Theirs nothing i know. Everything is fine.
This course could be improved with a little bit more break downs and individual instruction for those with extreme difficulties.
It would help to have books kept in the classroom. I would also appreciate if we could buy the disk only instead of disk & book.
none
We need a better study group area.i would like to be able to resell our textbooks somehow
Keep the hawkes system, as it helps students learn faster than paper
homework.
34. Other comments:
Glad some person that perhaps I might be related to, who conceivably has taken some courses from
Loni, and perchance liked her teaching style and stuff, and possibly recommended her as an
instructor, might have encouraged me to sign up for Math 26. Ended up turning out pretty good.
Hope fully don't get all 'froked' out by 140.
Loni is a fantastic teacher, I hope to have her in my next math course.
Loni's a great teacher! I recommend other students to take her class in the near future because she cares for each of her students and would like them to pass! She helps you when needed and makes sure you understand what you're learning in that course!
The tutors were great, Jeramiah, Daniel, and Kenji without them I may not have survived. The
course was intense and fast. Especially for me, I didn't have a strong math background but I didn't
expect anything less.
for me this math class is the most interesting class because i do understand the lesson well and she explained it in a way that we do understand. the steps are clear that it makes it easy to solve a problem. she is one of my best teacher ever. i will take her class again in my higher math subjects.
Loni is the best math teacher ever!
youre the best loni(:
I liked this course the most the paste of the teaching was great I never got bored in the class because there was always new to learn. Loni's teaching was terrific and she was always willing to help with a specific question or an individual. Also if you miss one of her class she always gave you the option of going to one of her other classes.
Thank you Loni for teaching in math 26 this semester it was the greatest math class I ever
had.
Thank you Loni for teaching me math extremely well, and helping me to understand it in a clear, in
depth way. I will be very prepared for my math 100 class next semester.
I have grown to like this class and professor, it was a little hard at first,
then I took advantage of all the assistance she offers.
no comment
She's very cool math teacher ever in Kcc campus
Loni is a great teacher and deserves a raise!!! I'm being serious! She's serious when needed and shes understanding caring and kind at all other times. She makes you learn! You dont even realize it. And then boom A on a test!
For myself, she was a great help on figuring out that I really should've focused during High School
math so I would've remembered. But doing all that work, I have found myself just trying to learn new
stuff now, and remembering all the older things in a new style or method of teaching.
Loni is a great teacher and I hope I can continue to learn from her in the future.
Thank you for an amazing semester. I have learned so much from you in such a ahort period of time. Thank you
I can say I love math after taking this course.
Loni was one of the best teachers that I've ever had in all of my classes at
KKC. She has a very high work ethic and cares about her students success more
than any other professor at KCC. You can tell she wants to follow her
students and see them succeed even when they think that they can't make it
through the course. She's very organized and teaches in a certain way that
helps non-math students learn very well, very quickly. I wish she would teach
103 if possible.
I liked how the course followed the book for the most part, and that it involved a lot of real world problems.
Iv'e never did this type of math before. It made me see a different side of math. It made me think differently. Loved it!
online homework and handouts in class
I found it helpful that Loni was always there to help us if we were confused.
Thinking logically.
That we did not get bogged down in calculations, the methods of which are quickly forgotten and can be quickly relearned when needed.
The course skimmed a variety of mathy topics. With each we learned how to identify problems, pull the relevant info, and then apply the tools to solve it, always with the mantra, "does this make sense?" This kind of critical thinking is probably one of the most important things that can be learned in school.
the online assignments on compasscourse.
Probability.
Math is a everyday skill. It help me refresh my math skills.
Student discussions about Math material.
That she made worksheet notes for everyone and went over on what we needed help on for certain problems.
Learned alot of stuff that I have never heard about, and did not think would be in a math
course
THe style of her teaching, she made me feel comfortable cause she taught us with a more modern
and urban way of teaching where this generation can mostly understand.
I liked how this class helped me learn by using my critical thinking skills. This class had me thinking on a different level than just doing algebric problems
If we have any questions, she helps us out with any problem.
I feel at best this course was a waste of time, energy and money
I learned a lot about critical thinking.. And the different types of reasoning that were taught in this class will definitely help in my everyday life24
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0 (0%)
1 (5%)
1 (5%)
9 (43%)
10 (48%)
19. What did you find most valuable and helpful about the instructor?
I really enjoyed the way Loni organized her lectures, and how she was able to explain material in a way that everyone could understand.
She made sure that we all understood the material before moving on. She made herself available for questions outside of class time. Very thorough while teaching. One of the best teachers I've ever had... :)
She prints out notes outlines for her lectures which is great.
She has a vast knowledge of the subject and is very passionate about it.
Loni was very understanding with homework assignments. If I was having technical issues with assignments she was always willing to give me more time to get it done. She always explained things step by step, and made sure we got a full grasp of the topic before we moved on to the next.
Easy to communicate.
Loni Delaplane is always wiling to answer questions and is easily accessible. She is an engaging teacher, even on topics that she thinks are less than awesome.
Also, brains and attitude.
None. You did a good job. In the beginning of the semester, I thought that I was never gonna understand this stuff. I ended up getting it so I have no suggestions
Simplyfy the material so it is easier to learn and retain.
There needs to be more out of class assistance. I felt people left the class confused and needed
further guidance for the upcoming classes.
The course is perfect!
Less online activity.
maybe more explanation on problems solving although we are expected to be critical thinkers.
No suggestions.
-- snipped --
N/A
All good
Sometimes some examples and lectures or lessons might need more time to understand, so if we
have hard time then explain more.
The tests were very different from what we did in class. Instead of of making the questions so tricky be more straight forward. Its hard enough to nail down the concepts and math. She makes the word problems to difficult to decipher.
Also Theorum project is was a waste of valuable time!24
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8 (383
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8 (40%)
28. Which aspects of the course did you like the best?
I liked how comfortable the atmosphere was between Loni and the class.
I liked the whole thing. It made me want to learn.
I like the online homework program.
I liked it all.
online homework helped when it came time for tests.
Study groups
logic ftw
the online homework compasscourse because you can understand and know how to do proplem solving, and looking at the book for reference.
Loni is bubbly and fun. Makes it easy to learn.
Time and day slot.
Learning new math techniques to help solve math logic problems.
Learning new and interesting stuff
THe video presentation was fun, do more of that.
Handouts that were given for each chapter help me to understand what is being thought.
Everything.
scheduled class time
N/A
29. State in two or three sentences how this course could be improved.
I think that the course could be improved by having a little more group discussions after learning knew material. It's better to understand a topic if a peer is able to explain it to you in a way you'll understand, especially if you're totally lost sometimes.
I have no complaints about the course.
This course needs to be a 3 day a week class, it was a really difficult subject to understand
although she is very knowledgable about the subject.
Loni needed to work more examples on the board for people, or provide out of class assistance.
This is a very challenging course for a lot of people, and there needs to be more help inside or
outside the class.
I think that math100 could be better if the class time was a little longer. I also think that homework assignments should include more problems.
none.. go through more explanations on problems to understand more..
First of all, why did we have to buy that expensive book? We hardly did anything out of it. We
only had time in the semester to do three chapters. Waste of money, especially since she
gave us so many handouts. Why not just give a few more of whatever check points from the
book she wanted us to do? Secondly, she emphasized organizing our binders to her outlined
specifications, but never checked it, just glanced at it once.
See #20.
I believe a little more time on a certain subject would be helpful.
More quizzes for feedback
Have an option after every test to do a fix up or not. DOing this would improve the students grade
and make us learn from our mistakes.
none
More games to play to grasp the concept of each topic that was discussed.
Make tests more in-line with taught subject matter...many questions were far to advanced for the concepts taught in lecture
N/A
30. Other comments:
Best class all semester!
Thanks Loni for being such a great teacher. You made me want to learn and succeed in the class. Mahalo
Love the teacher, hate the course.
Math100 is the bomb diggity!
It would be nicer if she dressed more professionally. Slippers, a t-shirt and jeans every day
doesn't inspire confidence. Especially on the first day.
She is a wonderful teacher!
Not much, just had really alot of fun this semester. I admit there frustrating times but i learned alot.
The difficult concept questions, which require one to truly know the
material. Happy Panda!
I found that my classmates and teacher bonded well making it a happy and fun learning
environment.
That it was a small class and the teacher is able to answer your individual questions.
how to integrate brah
All topics were covered in good detail, and any questions were answered thoroughly and promptly.
We were never made to learn something important without help, yet we were given the chance to
learn new topics on our own before we went over them in19. What did you find most valuable and helpful about the instructor?
She took an interest in our futures and genuinely cared for us.
She can talk English and she's cool
I found her availability to help and answer questions, and her great attitude to be most valuable.
Loni Delaplane is always wiling to answer questions and is easily accessible. She is an engaging teacher, even on topics that she thinks are less than awesome.
Also, brains and attitude.
Loni is an awesome teacher
She's never unavailable or unwilling to help, and she treats us as equals while keeping her vast
experience and knowledge at our disposal.
She could have more group work, as I rather enjoyed that and learned a lot.
(that is, of course, if she can manage without taking away from required
lectures) Also, Loni can have a little edge at times, so maybe that could be
reduced.
None, everything all good
I honestly have no suggestions, the course is perfect panda.
I don't know how this class or Loni's teaching style could improve. Everything went well.
I think, if it were possible, a discussion opportunity on nights when homework is due would be nice.
This is mainly due to the nature of WebAssign as we can't easily ask questions about the homework
if we're struggling, and this sometimes impacts homework grades.28. Which aspects of the course did you like the best?
The closeness between the students and the teacher helped the class improve
as a whole, as we were all striving to learn together, rather than
separately.
I like series they are fun
I enjoyed my class entirely, they made what would normally be a very stressful and hard class become a happy a great learning environment. =]
I like homework on webassign.... PRACTICE ANOTHER VERSION!!!
oh and of course the teacher was awesome!!
It was fun, it really was, even in the hard bits.
29. State in two or three sentences how this course could be improved.
As said earlier, group work is awesome! Other than that, I can't think of
how the course could be improved. The only thing I had a problem with was
the scheduling between this class and other classes.
No need
They only thing I could say is that we need more time learning the information, personally I am slow at learning things so maybe 10 to 15 more minutes added on to the class.
I think everything went well
I'm not really sure... I guess more frequent quizzes and tests could help even out a single bad grade
if a student was having a tough time on one topic, but later got better at it. It'd be nice to have a
more structured way to check if there's homework, as I know a couple of times one or another of us
would miss an assignment because we didn't know it was up.
30. Other comments:
Loni rocks our socks.
/\_/\
( 0y0 )
(> . <)/
W W
thank you for teaching me calculus!!
Loni's brilliant, and the course was in depth yet covered a lot of material. I'm really happy with the
whole thing, and am very happy that I took Calc 2 here.
learning the basics of algebra set a student up for success in future math classes
Math 26 really helped me widen my horizons and since it was all new material i had to really focus and figure out how to do the problems step by step.
responsibility .....this subject help me alot^^
The instructor is really good at what she does...it made it easier for me to understand the
subject and actually enjoy the course
everything
The class handouts were very helpful because I could refer back to it when
ever needed and understand right away without the hassle of looking through
the textbook and interpreting it so that I could understand. The tutor and
solution functions in the online Hawks homework is also very helpful because
it provides step-by-step instruction during a homework assignment.
Loni's method of teaching keeps me focused on the task at hand and that helps
me remember the lessons and steps more clearly.
This course helped make math interesting. It made it matter, rather than just
doing a whole bunch of unnecessary work that had no applications to regular
life. The instructor made it much more fun than any math class I've had
before, but it wasn't an "easy" class. We learned a lot, including practical
applications. She explained things well and made sure we understood why we
were doing what we were doing, rather than just memorizing formulas.
What i found most Valuable and helpful about this course, is that Loni helped me gain better math
skills, she helped me understand every difficult concepts of math. i value her ways of teaching
because i could easily know what i did wrong in each problem the steps and techniques she showed
me to specifically answer the question. Every steps that she worked on the board was very easy to
follow. The way how she explained everything was clear and very understandable. LONI IS THE BEST
MATH TEACHER I'VE EVER HAD(:
the help from classmates and in-class examples
No comment
The thing that I found most valuable about the course is that we went in depth about why
equations and other things were the way they were.
the most valuable and helpful thing about this course was that the teacher and student helper was
very wonderful and helped with any problem i had.
the way miss thought the class going about how to do each problem not over doing it, the way she made homework which helped learn the material more, the way she set up her grading system made it clear on what needed to be done and how fair we would be graded. the way miss did class work and how she presented it we could all understand it. thank you miss
Having group work along with having a tutor in class. And also having quizzes every week
really helped understand the work better and its always a good preparation for the tests82
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19. What did you find most valuable and helpful about the instructor?
she is friendly and professional and always available to give extra one on one or group tutoring.
If we have homework on Hawkes or book work, she always goes over the homework that we had trouble doing.
friendly and helpful with her student
I loved this course...I have a really hard time understanding and actually learning math.
Her presentation of the subject was great and easy to understand. I highly recommend this
course to anyone eligible. Thank you Professor Delaplane for a great semester.
she knew what to do and taught us what not to do in math
Her cheerful attitude in and out of class and her undying eagerness to do
math or help students with a difficult problem.
She made the class interesting. Math can be really tedious and boring, but
she made it make sense. And made it fun. I would never be able to do her job,
but she seems so enthusiastic about what she does. Even if we had a hard time
understanding the material, she would take the time to explain it to us and
show us the process. We were encouraged to ask questions -- even if they were
somewhat non-essential to learning the material (like questions about how
formulas were developed or why we do them a certain way). It made the
atmosphere a lot more comfortable and made us learn a lot more.
What i found most Valuable about this course, is that the instructor was very helpful, caring, and
treated every student with respect. MATH is not my favorite subject, but Loni has helped me do
better try harder and helped me improve of my math skills, she was very helpful to every student,
she made sure that we all understand the subject, and if one student was struggling she would set
up a study group where 4-5 students would meet up every wednesday to go over specifically the
questions we don't understand and she showed me that she cared about me and to never give up
on myself, she push me to of better. She made me feel important because she would use her own
time to help me. The group study sessions with her has helped me improved on my TEST AND
QUIZ scores, which I'm very thankful for her. I'm very thankful to have you as my teacher.
Loni, keep up the good work(:
I love that you go out of your working time to help students like me to do better and understand
the concepts before quizzes or test.
I'm very thankful for you to be my math teacher and having group tutoring every wednesday with
you was a great help.
she worked out problems whenever we needed the help
No comment.
She is very approachable and she makes us think for ourselves. When we need help she asks
us what we should do first .....she doesn't tell us what to do with a problem.
The most valuable and helpful things i found about Loni is that no matter what she was always there
to help or give that extra push for you to succeed in her class or tell you to go see beaux to help
you with some math problems.
most valuable about miss was that she loves math and knowing that she loves math you know she will teach us right. what was helpful is that miss gives you chances to learn and get the material down to the best of your knowlegde.
She's very knowledgeable and knows how to interpret the work so that the student would
be able to have a better understanding and be able to know solve the problem. Her use of
examples are easy to understand like for example when she brought sweet tea to class. She
knows how to make things interesting for the students to learn.
A new dry-erase board because after a while of writing and erasing with the previous writings still showing through it gets a little confusing, other
than that I have no suggestions.
I can't really think of any better way, although the online homework software
was kind of annoying to deal with. And it would be nice if Loni brought the
hole punch to class every day.
YOUR THE BEST! (:
use better discriptions when talking about certain things in the problems. ex. instead of using "blob" or somthing in the sort. and maybe instead of doing so much online work, have us work in the book a little more. some students work a little better when using pencile n paper(even if we could do the same in hawks) problems online isnt the same as the way it is in the books.
N/A
Nothing needs to be improved
Loni has nothing to improve in her class she did a wonderful job and was always prepared and the
way she taught it.
no need miss is very good
Maybe having more often working as a group but other than that she did a good job
teaching because she sure did made a difference on the students performance in class
especially on the quizzes n tests. Keep up the good work ms. Loni28. Which aspects of the course did you like the best?
when she goes over the work, and she would make us try the problems on our own and than she would do the problems on the board.
make it easier.
Her teaching methods and the handouts helped a lot.
everything
The class was fun, Loni's personality made so much more enjoyable, and along
with Loni's teaching method,handouts and online Hawks Homework made this math
26 course much more understandable.
I liked Loni's style of teaching, because she makes math interesting rather
than tedious. I'm not sure there's anything more specific I can list because
everything was great about it.
I like that when ever we struggle on one concept you would be willing to RE-EXPLAIN it again. YOU
made math so easy for me to understand although it may be difficult at times but you made me
enjoy every moment of it. YOUR A VERY SUPPORTING TEACHER TO EVERY STUDENT(:
i like math so i like everything besides the online work
N/A
I like the online homework
I enjoyed the whole class even though 60 percent i was not fully understanding the concepts but
after when we started a group session after class i begin to full more confident but then blank out
when it comes to the test.
the hawks work the tests the fact that we had a quiz every week so you had to learn the material, math was very fun this semester
I liked everything because I like doing math problems.
29. State in two or three sentences how this course could be improved.
I think this class was good, 4 days is alot it made me really get the criteria i needed to know.
its good already
nothing
A different classroom that better suited for extensive writing on the boards
that will erase.
The only way I can think is if the homework software was different and
required answers in the same format as the in-class work.
NO IMPROVEMENTS! You made me learn math the most easiest way, it helped me learn the
concepts very easy(((:
i feel that this course could improve by using less online homework and more book work. i also think that using the book in class might help students listen n learn a little more effectivly
N/A
I think that paper homework should be given from time to time so that students don't get lazy
or fall behind in doing their assignments.
This class does not need to be improved anything.
Have the class time be on the same time instead of having two long classes and two short
classes. I think that way the students would have more time to learn.
30. Other comments:
i really liked this course fun and fast pace.
I also like how beaux was the tutor in class so he also could help us, i didnt have a tutor in my other math class last semester so it helped me also.
nothing
Loni is AWESOME!!!!
(:
i DONT like the HAWKS PROGRAM!!!!!!!!!!!!!!!!!!!
N/A
No other comments
i really enjoyed being able to learn with Loni even though i didnt understand most of the times that
just shows that i need to do a lot more extra studying and i cant wait to have another class with her
next semester.
thank you miss for the great work,
Good job ms. Loni in teaching math 26. I really enjoyed coming to class everyday although
I was always late for class.
Having to use a lot of critical thinking made me pay more attention to my work.
The course really helped me to improve my logical reasoning skills and learn more about math.
Critical thinking is important in math. There are many possible outcomes to a problem.
I found that thinking logically can be helpful in the future, especially when making decisions that offer a variety of choices
It helped me think logically about certain things in life.
-new thinking processes
-enhanced my problem solving skills
The course made me have a better understanding of logic and critical thinking.
the teacher gives us worksheets for the each chapter we learning
That i could us these math techniques in everyday life
What i find most valuable and helpful about this course is that i like how this is another kind of step in math. This math 100 doesn't just uses your knowledge of formulas, or using mostly numbers because in this course your using to think outside of the box. This is what gets your brain to think and to keep thinking about the subject. The value that comes out of it is just as much as to trying for think for yourself instead of giving the ansers right there and then. It's helpful to the way we need to think instead of always realying on numbers or alpha. in math.
Im not really sure what im taking with me from this class...
handouts
Loni
The assignments
I did learn more formulas for word problems but all in all there was too many group activities to actually learn how to work the material. Some students need repetition when it comes to learning all types of math3.67
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20. What did you find most valuable and helpful about the instructor?
That she is a down to earth teacher and it makes it easier to ask questions and not feel so intimidated by the course.
She always explained things in the most simplest way she could to help everyone understand problems better.
She will review any previous work that we found difficulty in and she was also helpful by wanting to
answer any questions we may have.
She gives examples that help her students understand something better by using real life situations
She was always really helpful when students were having difficulty with various sections. She was a very understanding person when a student couldnt make it to class. She allowed make up work and gave fair deadlines for the make up work.
I appreciate how she comes around and helps us out a little with examples and practice problems.
the worksheets and note taking
She was very knowledgeable in math 100
What i find most valuable about Loni Delaplane is that she knows the subject from the back of her head. She knows whats she's talking about and she teaches the class with a great way of showing each of her students how to learn the concepts. She's very helpful, because their isn't a time where any group of students would ask for her help and she would try to make us understand the concept. I feel that she wants us to think about the problem, although not too hard, but just enough to understand it clearly. She is very helpful to her class in which if anyone need help of misunderstanding anything or just have questions she will help you!
Develop an outside tutor group for math 100 students. We found that there was no tutor to help
with this course.
No improvements
To help more outside of class instead of referring us to online tutors or on campus tutors because it would help us better understand the material.
maybe better examples when explainging some challenging problems
To ask questions more, explain more on our homework/ math problems, be more into with the students. Find ways we could improve in class. Be more helpful or concern. Give more handouts/ homework to study and work on.
I think there isn't nothing to change. I mean Loni delaplane as a unique way of showing her teaching stye. She uses group methods to help each individual students to help others who are in that group. Well for example, by working on a problem in a group we all help each other to try and reach a solution. I know that this style is best because it showed that if i couldn't uinderstand how my partners got the answer they would carefully explain it to me one step at a time. Her methods are also great because it helps us understand mor about the concept.
Im not sure if Loni Delaplane is a new teacher or not, but I felt like she was a bit inexperienced for
the job. She seemed to have trouble explaining different things to us in a way that made sense or
was easy to understand. At times we would ask her a question about a topic we're working on and
she'd try to explain it to us to no avail and would then conclude by saying "We'll come back to it,"
and then she never does... Maybe she could sit down with one of the math teachers like Betsy
Uyematsu, or math tutors who could help her to better explain the course material better. Her
examples that she would use was also confusing and didnt help us to understand any easier. Dont
get me wrong, i am doing well in this class, but its more because of the help from the math tutors
and my nieces and nephews who've taken Math 10069
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5 (2929. Which aspects of the course did you like the best?
doing a lot of the group work.
The logical part, using words in math was very interesting and it also helped me to understand things even outside of school. I used the reasoning at work, in other classes and sometimes just at home. I really did enjoy this class.
I'm still not a fan of math. It is not my favorite subject.
I liked all the worksheets and group work. It really helped!
I really liked the every day new handouts because it helped me focus on one thing at a time.
umm idk... the online homework cause it shows examples
The aspect of the course i liked the best is the way we work into groups. I like it very much because we all help each other. I mean in regular math you are mostly comparing answering in a group. But nope not in MATH 100! In this course being in groups really help you to think more as a group and come up with idea's instead of just yourself. I mean in a group we are all thinking and putting our brains together.
Another aspect of the course i like best is the way she have us make a binder of all of our work. This helps us a lot because it provides us with our work of what we did previously in an organize binder. This is a great way to have everything in the right places so that you don't have to go looking for it later on. It is really helpful.
I guess one aspect that i did like about the class was she liked us to work in groups a lot which gave
me the chance to get to know my fellow classmates better.
The group and online assignments
30. Other comments:
Loni Delaplane is very helpful and nice. She is by far the best math teacher I've had.
The online homework through webassign was very helpful because webassign
often offered videos to help solve the problems as well as practice problems.
I also really appreciated the teacher creating a facebook page for the class
so the students can ask questions, and even answer each other's questions.
The work load is appropriate and the homework assigned and tests truly teach you what you need to
learn. The availability of the teacher. Taking class time to review before tests. The no late work
policy.
She is very good at math and can communicate the course material very well.
Calculus is a very difficult subject but she does a wonderful job at
explaining it. We are very fortunate to have a doctorate of math teaching at
KCC. Thank you.
useing online videos for references
learning calculus
We will see what happens in Calc II, but I think I have gotten a very solid understanding of the
fundamental of calculus from this course.
I found that the subject was very challenging at points and helped me expand my math skills and apply them in the future or whenever needed.
The amount of material and depth to which it was covered really stood out to me - not all math
courses really teach the students a lot, but I feel like this was more than worth the time, effort, and
cost.
Loni Delaplane was always there for questions, concerns, and for support when needed it most
I found how the applications relate to real life situations to be much more helpful in understanding the reasoning behind learning the material.
Math 205 prepares students for more advanced courses in mathematics as well as other disciplines such as physics. I find this to be most valuable and helpful.
This course was challenging, but not such that I could not undestand. Ten weeks ago I had no idea what calculus was, or why it was useful, and now I have an understanding of it. I felt this course taught me how important organizized work is, which helped me in other areas of my life as well. I think I will continue on my mathmatical journey. Math is so fun and it gives answers to questions about many thing in our world and universe
Got 4 credits; know how to caculate a lot of things; caculus is so beautiful and funny!61
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8 (5720. What did you find most valuable and helpful about the instructor?
She actually cared about us students and wanted us to succeed. I recall her
saying she was nervous about a test we were about to take because she wanted
us to do well. She was always trying to help us understand difficult
problems in class and even helped us with issues not related to calculus such
as applications and scholarships. She also returned papers literally the day
after the papers were turned in. We could receive immediate feedback and
move on to new topics. I really admire Dr. Delaplane and am excited for
another semester with her next term.
Brain and attitude.
Loni's extensive knowledge of the subject matter.
communicating hard math
she knew her subject
Loni Delaplane was readily available to explain difficult problems and clear things up when I ran into
trouble.
I found that she was available for tutoring whenever needed for students and that she was very knowlegeable about the subject.
Always being available either by office hours or email.
Dr. Loni really knows what she's talking about, and her constant cheerful attitude and
approachability made her a complete joy to be around and learn from. I look forward to Calc 2
because I know I won't have to worry about disagreements with a teacher I don't get along with. She
is an excellent teacher in general, and in Calculus in particular because her understanding of the
subject is so good.
As stated previously, Loni was always there in a time of need to further explain the content i was learning, outside of class
She was available for help when ever possible.
Loni, you really know what your talking about. Also, your very helpful so I guess that makes you valuable.
Her knowledge of the subject. She left questions unanswered and later revealed the answers, leaving us to draw our own conclusions about things. I really enjoyed her teaching style, strict and to the point. I had a lot of fun. Learned a lot and learned that I really like math and want to know more.
She is so friendly and always have full-energy to answer my questions.
Though it's hard to find any ways Dr. Delaplane could improve, I did enjoy
participating in class by going to board, so perhaps more student teaching
methods could be implemented, as long as it doesn't take up too much time
from learning new chapters.
I prefer a bit slower presentation of material. I am an auditory and hands-on learner, thats why I
like to take notes while you're speaking. But sometimes it goes too fast to get everything down,
though having everything down for later really helps me.
Make calculus magically easier.
don't let certain students get the rest off topic.
Perhaps more time could be spent on optimization. Seeing the practical applications of calculus
made the course a lot more interesting for me. Other than that I have no suggestions.
I like the online section of the class, through WebAssign, but there are some bugs in the system that
may have influenced my (or other students') grades at various times - not drastically, but it's an
annoyance. Also, a clearer online repository for non-WA homework would be nice, so that if a
student for some reason didn't write down the assignment or was out a day that didn't have as
massive repercussions. There were a few instances where a student or two did what they thought
was the assignment, but instead were in the wrong section due to a page number or something.
Make the tests a bit easier (;
I believe that more in-class assignments or practice problems would help greatly.
I think you could be more specific on exam review day.
Maybe to give a better overview at the beginging of what calculus is and how we can use it69
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8 (5729. Which aspects of the course did you like the best?
Learning Calculus.
Handouts helped me a lot.
work groups
class was intriguing.
Optimization was super cool as it clearly showed the practical uses of calculus.
The aspects of this course that I liked the best are that it was a class that expanded my math skills and that it was a subject that I did not know if I could handle it.
I liked how it made Calculus approachable and demystified the complicated sections so that we
could understand and comprehend it all.
I really enjoyed derivatives. I like deferentiation although it was quite messy and a bit tooo much algebra, it was fun
I liked how enthusiastic the teacher was and how there was bonus available.
I liked that you were always available and willing to help. I liked the small class size and how you were able to relate to everyone individually. I like your sense of humor and positive attitude. I like that you are a mathematical genius. I like that you helped me plan my scholastic future. I like that you give plenty of opportunity for extra credit. I like that the semester is over. I like that you will be my instructor next semester. :)
The fact that it challenged me, but not to the point where I wanted to quit. I want to know more and realize I am just at the beginning point of higher mathmatics. How exciting.
Do example and watch Loni explain it. Then do more exercise online or from the book, think a lot make me excited!
30. Other comments:
You are a very good teacher. It's nice to see new very talented teachers
coming to Kauai to help our educational needs. Hopefully one day we won't
have to leave our island to finish our educational needs.
I'm very pleased with the course and look forward to next semester in Calc 2!
I like how we go through all the baby steps and learn things the hard way, when later we find it useful to solve things a different way. Math is periodic and i like when things get easier at the end due to all the previous content we were exposed to
Thank You Dr. Delaplane
You are never to old to learn new things... even something that most people would take no interest in or have no idea why you would like to know that...
the combination of math 24 and 25 really created a higher level of comprehension of math for me. i appreciate that i can skip doing 2 semester courses and just take one to move forward toward college level math.
What I found most valuable and helpful about this course was how supportive Loni Delaplane was. She was very clear in explaining new math concepts and encouraged us to ask questions. She demonstrates great knowledge about the course materials and when we ask questions she is very good at answering them with supreme accuracy and clarity. Loni designates time as well for her students to see her if they are having trouble with subjects. She was very motivated in supporting her us in this class and did whatever she could to help any of her students achieve the grade that they desire
I think the most valuable about this course is we met four times a week, which made the load a little easier and easier to remember what i learned during the duration
That two non college level courses could be completed in one semester.
The fact we could meet up four consecutive days within the week.
The Teacher "Loni Delaplane" was knowledgable and well versed with the curriculm.
I took math 24 several years back, and I wish that the instructor was as helpful and enthusiastic. This was a much better math experience for me. I needed this class to try and remember what I already learned instead of having to start over. It moved fast and was a lot of work, but it was a very doable course and fun to come to.
that it takes time and effort to learn the materials
I could get my math requirements done fast and loni helped us a lot. she was a vfery good instructor and explained things thoroughly.
The course is valuable that it is like two classes in one and that after we can advance to math 100. Its helpful that we have this class everyday because it really forces you to be on the top of everything.
this class helped cement my understanding of basic algebra by going over the specifics of each basic rule and exploring their concepts until they were fully grasped.
meet in class four times a week makes the learning easier. Its harder to forget the knowledge you learned.
The method that the course introduces and explains new concepts make learning each
section of the course much easier11
0.0
Freq(%)
0 (0%)
0 (0%)
0 (0%)
0 (0%)
11 (10067
12
0.65
Freq(%)
0 (0%)
0 (0%)
1 (8%)
2 (17%)
9 (75%)
16. The instructor suggests specific ways students can improve20. What did you find most valuable and helpful about the instructor?
I learned a lot from loni because of her ability to break down information in a manner that is easy to understand and remember. She is the best math teacher i have ever had because she has helped me understand material i was suppose to know in high school, i have learned so much and i also remember what she has taught us over the course. it is because of her ability to teach that i have a high grade in her class; math is my worst subject and to be receiving an A means a lot to me. she is a really clear communicator, organized, and is helpful. i have no complaints about her, she really is a remarkable teacher that has had a profound effect on my knowledge, and i feel like i know math more than ever. i also really appreciate how she prints out our daily notes papers, it is really helpful and easy to understand for note taking.
In addition to the amazing support and encouragement she offered, she was also very good at giving examples and presenting new and challenging math concepts in innovative ways. She often would relate these math problems with situations that occur in real life, and she developed creative and effective techniques for memorizing new math concepts. Loni Delaplane supports her students 100%, and is also very encouraging!
she explained concepts in an easier way for me to understand and get it.
She was willing to help, meet one on one with students and participated with activities in class.
I really appreciated Loni's ability to make the material understandable. She definitely has a gift. She made it fun and easier for someone like me, who needed the extra help. She made herself very accessible for additional tutoring and offered help after class if needed.
she helps you when you need it
Loni is very nice and helpful. she comes to class happy everyday and makes math very interesting. she is a great math teacher and she is fun.
i like that she is more on the younger side, shes so energetic, and since i have her class in the moarning and i have to wake up really early to get to school its better that she is wide awake and i lke her accent its interesting and keeps me tuned in and her style of teaching is very effective and she is really good and math and explaining everything so i know what im doing
Loni was very accommodating and very helpful as far as helping those students that need help. she was also very enthusiastic about what she taught.
She took the time to break down and work through the problems in class and slowed it down for others to get a clearer understanding.
Willingness to help students who had a difficult time with the material. Also she had effective
teaching methods to convey the information when starting new sections.
There's not much I could say to improve this course. Sometimes it's nice to have physical course materials to help us grasp concepts even faster. For example, if we were learning about different volume formulas, it's nice sometimes to have a physical sphere or pyramid to help us realize even deeper how everything (mathematically) relates. Other than that, I feel Loni has truly mastered teaching this course and I am definitely recommending this course to anyone who plans on taking at 24-26 math course.
I do not actually have any suggestions. The class is pretty much to me as perfect as it could be.
N/A- She did a great job.
sometimes she moved really fast . we learn new material right before a quiz so it messed me us most of the time.
The only thing that could be improved is the homework deue dates. Its on Hawkes which only allows you to do things in a certain amount of time and when the date that its due you cant really do much about it and i work at night so sometimes when i get home i cant really finish it before the time runs out and i think she should extend some of the due dates.
i have found that even I am good at Math 26 this course has been challenging and has brought my
thinking skills to a whole different level.
The course subject allowed my knowledge to expand beyond reality, it applies to many cases that are occuring in everyday life. The course is a great help for students especially for many nursing students becasue it allows you to experience the different side of math, its not just calculation but also enjoyment and fun.
The critical thinking situations.
Worksheets and Group Activites
that Loni teaches us so we understand better :)
the handouts and note taking she provided are most helpful
homeworks and the online homeworks helps a lot too
Nothing really, most of the time I was confused.
It made me look outside of the box and think about problem solving in a new way.
This course has given me a great opportunity in my education and life. I have learned so many new things in this course that I have never known before. So far, I am capable of thinking in a logical way and solving logical problems. I feel that this is what's most valuable and helpful about the course. The fact that I a pre-nursing student, I certainly know that I'll use the skills that I've learned from this course in my future career. I really enjoyed this class and the class environment. I would definitely recommend this class to everyone, especially to those that are seeking a career that deals with thinking logically. :)
The class was different than normal math. I don't think I will be using much of this math unless I get a job that deals with these problems61
Freq(%)
0 (0%)
0 (0%)
1 (6%)
9 (50%)
8 (4456
18
0.92
Freq(%)
0 (0%)
1 (6%)
2 (11%)
1 (6%)
14 (7813
Freq(%)
0 (0%)
2 (11%)
4 (22%)
2 (11%)
10 (5681
Freq(%)
0 (0%)
1 (6%)
1 (6%)
9 (5067
18
0.49
Freq(%)
0 (0%)
0 (0%)
0 (0%)
6 (33%)
12 (67 treated students with respect.
Mean
N-Size
Std Dev
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
4.94
18
0.24
Freq(%)
0 (0%)
0 (0%)
0 (0%)
1 (6%)
17 (9446
Freq(%)
0 (0%)
0 (0%)
0 (0%)
5 (28%)
13 (7278
18
0.43
Freq(%)
0 (0%)
0 (0%)
0 (0%)
4 (22%)
14 (7818
0.38
Freq(%)
0 (0%)
0 (0%)
0 (0%)
3 (17%)
1561
Freq(%)
0 (0%)
0 (0%)
1 (6%)
4 (24%)
12 (71%)
20. What did you find most valuable and helpful about the instructor?
Her knowledge in Math and her positive attitude towards her class.
Not mean at all...I felt comfortable to ask questions even if they seemed like a silly question to everyone els.
The proffesor tries her best to try and get you to understand if something is difficult.
She was able to answer question and very knowledgable about the subject matter
She's very outgoing and willing to help
She is exemplifying every single details so that we can grasp immediately what she is trying to point out and all the printable materials, it really helped me a lot especially in studying for my tests. She is good in explaining things....
probably the group work interactions & all the handout she gave us!
Her enthusiasm was awesome it really made me feel comfortable and she made the material easy to understand
That even though i came to her office everyday she always helped me till i
knew what was going on :')
She's very eager to teach and very helpful to the students, she knows her lesson very well and have knowledge of every subject in the course.
she's easy to approach and ask for help. Very well prepared when you asked her questions and I would love to have her again for another Math class.
Willing to help students outside of class
I felt comfortable asking questions in class, and she was available outside of class time for any additional help I needed.
Mrs. Delaplane is funny and she made class time a good learning environment with group work and human examples.
Loni is a very friendly and outgoing teacher. She knows the subject well and makes learning math fun! I enjoy learning math whenever there are group projects and interactions and Loni has definitely provide that. Overall, she is a GREAT teacher!!
Providing a list/schedule of when homework, quizzes, tests, etc. are due for the entire course. It would have been more beneficial if we knew what was going to be our next assignment.
Maybe more worksheets and quizzes to prepare for the test.
none...
i would suggest improve her time management! she needs to explain the material first before
letting us jump into the problem....I feel lost sometimes!! But all in all she's a hands on teacher...
N/A she does a terrific job, theres nothing she needs to improve :) i always
look forward to seeing her everyday :)
I think she knows what she's doing so improving the course is up to the students already, coz I think she give her best in every class she teach.
Stay on the problem that she is working on and not go off to teach something else.
When it is time to review for a test, do not throw out something new, which makes it more confusing. Study and review only for the test. Don't wait till there is only 15 minutes left for class.
If you are having the students do the homework from the computer, stick to that style of teaching and go over the problems using the computer and how they are showing it from course compass. I'm pretty sure you can do it in class. Why? There were a few problems that we asked for help that was from course compass and the answer and the method that you used to solve it was totally different from the computer homework.
Please stick with the problem that we are trying to solve....
I would have like to have a syllabus so I could have looked ahead to the next section we were working on and new about tentative test etc.
I don't know if she can slow down a little when we are not understanding a problem, due to the time limit of a semester. However, sometimes, I feel left in the dark57
Freq(%)
0 (0%)
0 (0%)
1 (6%)
3 (17%)
14 (7899
Freq(%)
0 (0%)
2 (11%)
1 (6%)
7 (39%)
8 (4429. Which aspects of the course did you like the best?
learning about the course itself.
group work helped me learn a lot
Group work helps because your peers can help.
online homework and examples for problems
When she allows us to do group activities, it is by this manner we can interact and discuss a certain topic and explain it through our own way of thinking and then she explains to us what may be wrong to our work.
probability
Everything from the start to finish :)
The course for me is all about critical thinking, I think this is important because in the career that I choose critical thinking is very important.
Nothing
I didn't know what to expect when I went into math 100 but Loni made it fun and interesting.
I only took this course because I needed the required credit. Math is not my strong point. I appreciated Loni's expertise in her being so knowledgeable in her field.
30. Other comments:
The test were really hard and different from the class work and homework. Maybe provide a study guide for the students before each big test.
Its has been a blast in Math 100 class I have learned a lot and had fun as well
Ms. Loni :) i really enjoyed your class. There was nothing i liked better
than u in the class talking to us and teaching us to be the best we can be.
i hope that everyone can enjoy u just like i did :) you are the best
teacher i ever had in KCC and i always look forward to seeing u :) i can
never forget all the fun times we had together and hopefully u can find a
good students just like me :) i will always see u on campus and remember
everything u thought me. i really appreciate u going to the trouble to help
people like me so that they can be smarter students :) You see at first i
thought u would be just another teacher to lecture me but i really have fun
:) Well ms. you know who this person who is writing will be and i hope i
will see u again :) please continue your teachings because u are the BEST!
:) thanks u so much for believing in me ms. :)
from your number 1 student hehehehe jk
Yoshi Nonaka :)
Good Job Miss Delaplane. I would love to have you for another Math class. You made Math 100 as fun and easy as you can. Eventhough is as hard as a regular Math class. Thank you so much.
I feel that if she stayed on track, I would've felt more confident and happier in Math 100. I heard from previous students how fun and easy Math 100 was to understand last semester so I decided to jump on the band wagon. This semester was totally opposite. I also feel that I would've got a way better grade if things were explained better.
Have a Fun and Safe Summer
I wish her well in all of her math classes. I only wished I could be as smart as her!! She will do well at KCC.
This course was helpful because of the intense learning of the class. It helped me prepare for the next course of calculas and furthered my understanding of the course.
It help me develop problem solving strategies that I can apply outside of the class.
Well basically, I learned many things new. =]
Loni is very accessible and always made sure we knew she was there to help. Although the course material was extremely difficult, she made as though it was something we could manage. (whether or not we could) She was very generous with giving extra credit, as the class struggled with material and she tried to help us earn extra points.
She is a very confident woman and made coming to class enjoyable. Fun semester overall- just a VERY difficult subject.
The help and examples provided when doing homework as well as in-class work.
Good use of examples and practice problems to go along with lectures.
What helped me the most were all the examples that we did during class. That way if we were
struggling we could either ask each other or ask Loni how to do the equation or see if we were
doing something wrong.
I am a high school student, enrolled in the Running Start program. This class has given me an idea of what amount of time and work is needed to be successful in college36
11
0.67
Freq(%)
0 (0%)
0 (0%)
1 (9%)
5 (45%)
5 (4512
0.52
Freq(%)
0 (0%)
0 (0%)
0 (0%)
6 (50%)
6 (5082
11
0.4
Freq(%)
0 (0%)
0 (0%)
0 (0%)
2 (18%)
9 (8245
Freq(%)
0 (0%)
0 (0%)
0 (0%)
9 (75%)
3 (2562
Freq(%)
0 (0%)
0 (0%)
1 (8%)
7 (58%)
4 (3364
11
0.5
Freq(%)
0 (0%)
0 (0%)
0 (0%)
4 (36%)
7 (64%)
20. What did you find most valuable and helpful about the instructor?
Loni is a wonderful instructor. She loves math and cares about students. She is accessable and helpful.
That she was able to make up exams for wroking students.
She was forgiving and helpful when people needed it the most. It was helpful that she had time to teach and help people outside of class time.
She was thorough with explaining subjects students didn't completely understand and used examples.
Her enthusiasm and friendliness.
Pls see above.
It was also pretty awesome that for chpt 9 she gave us many handouts in order to help organize the series/sequences chapter.
Loni is able to clearly explain material to a level where I can understand and replicate the process and idea.
Her teaching style.
she is open to any question and is very helpful and patient when someone
doesn't understand
When we were given problems to solve on our own during class she would walk around the room
and see how each student was doing and saw whether they needed help or not.
This and all KCC math classes NEED LABS! My best math result at KCC? Math 103. Why? Because Gigi offered a one credit lab. Please do this if you want sucessful math students. Use the stem money and give us more time with our instructors. There is no suppuort for calculus students on campus. No tutors can help us. Vee is wonderful and generous but we can only bother her so much. The UH Ola tutoring is better than nothing but is very inefficient.
Recommend using the projector white board, and using other software programs as visual aids. Example; Sketchpad or GEUP4
Don't do redemtion quizes; find a better solution to the problem.
Maybe a little more one-on-one time.
ummm... Include more class participations.
I did think that the questions on the exams were much more difficult than the sample questions we were given in the book and also the hw questions. I would often re-do hw's in order to prep for the exams and find myself not understanding or doing as well on the exam as hoped.
Keep homework due dates consistent. I missed one or two homework due dates to to them being on days different from the norm.
E-mail or Laulima notification for assignments given in class would be helpful.
Personally, I'd like a combination of written homework and online homework. Online homework is a
little to easy to just do slight manipulation to numbers from the examples or even from the "Help
me solve this problem" option.
I had a really hard time learning during lectures, maybe a more hands-on approach, like more in class work would help. (if possible)
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"This book teaches the basic methods of partial differential equations and introduces related important ideas associated with the analysis of numerical methods for those partial differential equations. Standard topics such as separation of variables, Fourier analysis, maximum principles, and energy estimates are included. Numerical methods are introduced in parallel to the classical theory. The numerical experiments are used to illustrate properties of differential equations, and a theory for finite difference approximations is developed." "The text would be suitable for advanced undergraduate and graduate courses in mathematics and engineering. Necessary prerequisites for this text are basic calculus and linear algebra. Some elementary knowledge of ordinary differential equations is also preferable."--BOOK JACKET.
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is an introduction to the interdisciplinary field of Computational Science, which integrates mathematical modeling and visualization to solve problems in the physical, life, behavioral, and social sciences. Students will acquire skills i,n the development of scientific knowledge using experimentation with models and simulation of scientific systems. Prerequisite: MATH 171 or permission of the instructor.|
CPSC 201
Surv Computational Sci Tools
This course presents methods and tools used to implement concepts in mathematics and computational science. The tools will include mathematical and statistical functions such as matrix manipulation and linear algebra, polynomials and interpolation,,data analysis and statistics, and optimization. This course will prepare students for further work in mathematics and computational science. Prerequisite: MATH 171. Each semester.|
CPSC 301
Adv Computational Science
This course combines a formal presentation of classical methods of design optimization with detailed instruction in the application of these methods using software tools. It introduces students to the symbolic, numerical, and graphic features of the,se software tools and integrates this powerful combination in the translation of many algorithms into applied optimization techniques with animation. Prerequisite: MATH 260 or MATH 270|
CPSC 490
Projects Computational Science
This course applies computational science methods and tools to real-world applications in a semester-long project in the student's major field of study. This is the capstone course in computational science. Prerequisite: CPSC 301|
MAED 501
Teaching Sec Mathematics
Teachers will learn how to integrate a variety of different strategies in teaching secondary mathematics. They will improve their understanding of mathematical concepts and apply these instructional strategies to improving student understanding. Pr,erequisite: Certification in teaching math. Offered: Summers and occasionally Spring.|
MAED 511
Tech for Teaching Sec Math
This course is designed to give secondary mathematics teachers an in-depth look at the research on the impact of technology on teaching and learning mathematics. Students will learn how to develop and critique technology experiences and will be expo,sed to new technologies and programs that aid in teaching mathematics. Prerequisite: Certification in teaching secondary mathematics or permission of instructor.|
MAED 532
Teaching Statistical Reasoning
Quantitative Literacy (QL) has proven to be an exciting, standards-based approach for teaching statistical techniques in K-12 classrooms. Through stimulating practical activities, the TI-83 graphing calculator and the statistical software FATHOM, te,achers in this course will explore real data focusing on classification, graphing, sampling, probability, simulation, and inference. This direct involvement and in-depth training will enable teachers to experience first-hand the value of QL and gain, confidence in their abilities to incorporate it into their classrooms. The course will include a fall follow up session where teachers report the use of a quantitative reasoning activity in their own classroom. Prerequisite: certification in teac|
MAED 537
Geometry/Trig For Sec Ed Tchrs
The course will visit axiom systems, review the core theorems of high school geometry, consider advanced topics in Euclidean Geometry, explore Non-Euclidean Geometries, examine Area and Transformations, look at trigonometry and have student presentat,ions of a relatively new geometric topic. Computer software (Geometer's Sketchpad, Kaliedomania, maple, ...) will be at teh center of the students work. Prerequisite: Admission into the program or permission of the instructor. Offered: Summer.|
MAED 540
Discrete Math For Tchrs 7-12
A course to review and develop a sound mathematical foundation for discrete mathematics topics covered in secondary school mathematics.|
MAED 550
Pre-Algebra For Teacher
Teachers will learn how to integrate a variety of different strategies in teaching concepts found in pre algebra (grades 6-8). They will improve their understanding of the mathematical concepts from an advanced perspective and apply these instructio,nal strategies to improving student understanding. Prerequisite: certification in teaching-mathematics teachers who are presently teachers of grades 5-9. Offered: Summer.|
MAED 551
Algebra & Number Thy for Tchrs
Students will examine pedagogy and use recent technology to reinforce their understanding of algebra and number theory topics covered in high school algebra and how to present them to their students. They will develop a deeper understanding of the p,rinciples underlying these topics, allowing them greater ability to adapt their teaching to meet the changing needs of their students. Additionally, they will look at the effects that technology is having on the subject matter taught and the methods, of teaching it. Prerequisite: MATH 451 or equivalent.|
MAED 556
Research in Math Tch & Learn
Students will investigate the research in mathematics teaching and learning that has been conducted in the last century, and particularly in the last three decades. Through this investigation, students will become more aware of critical issues withi,n the field of mathematics education. Various areas will be considered, including teachers' knowledge and beliefs, students' learning in number theory, rational numbers, algebra, and geometry, technology in mathematics education, and issues of affec,t and gender. Prerequisite: Certification in Secondary Mathematics or permission of instructor. Offered: Summer|
MAED 571
Analysis for Teachers
This course is designed to give secondary mathematics teachers an in-depth look at the analysis covered in the secondary mathematics curriculum. The concept of the function will be covered in great detail. This course will also cover the historical, development of calculus to gain greater insight into the fundamental theories of calculus (secondary level). Prerequisite: certification in teaching secondary mathematics or permission of instructor.|
MAED 581
Problem Solving
The course is designed to give students experience solving novel and often open-ended problems in multiple ways. Posing and solving problems drawn from rational numbers, number theory, algebra, measurement and geometry will help students to reinforc,e and integrate various strands of their high school mathematics curriculum and to reason and communicate more effectively. Prerequisite: Certification in Secondary Mathematics Education or ED 339: Meth of Teach & Eval Math and permission of instru,ctor. Offered: Summer|
MAED 585
App & Math Model For Teacher
A course to use mathematics in representing and solving real world problems. Mathematical concepts from middle school and high school mathematics will be applied to problems in social, physical, and biological sciences. Pedagogical and assessment i,ssues will be studied. Prerequisite: Certification in teaching mathematics, or mathematical science teachers in grades 7 through 12. Highly recommended: calculus, linear algebra, differential equations, or statistics. Offered: Summer.|
MAED 590
Historical Dev Of Mathematics
Students will explore the development of mathematics, from the early development of numeration systems to modern mathematics. They will learn how the technology and culture of different places and times affected the topics developed as well as the m,ethods used. Students will also discuss and develop ways to incorporate this information into their classroom teaching and to encourage cross disciplinary connections. Prerequisite: Degree in mathematical sciences or permission.|
Introduces basic arithmetic and algebraic concepts, including an introduction to real numbers and algebraic expressions, solving equations and inequalities, polynomials, factoring, graphing, and systems of equations. Credits in this course do not cou,nt toward general education or graduation. Prerequisite: Appropriate placement determined by the Mathematics Department. Each semester.|
MATH 110
Intermediate Algebra
Covers topics in algebra beyond the introductory level, yet less than the precalculus level. No student who has satisfactorily completed MATH 131 or a higher-numbered mathematics course may subsequently receive credit for MATH 110. Prerequisite: C or, better in MATH 050 or satisfactory score on the department's placement examination. Each semester.|
MATH 111
Math Conc Grades K-8
Examines operations and properties of integers, fractions, and decimals. Includes elementary set theory, number theory, and functions. Covers conceptual foundations of the numerical content of the mathematics curriculum in the elementary and middle g,rades, emphasizing problem solving. MATH 111 is the first in a two-part sequence; the study of measurement, geometry, data gathering, and other topics are included in MATH 211. Prerequisite: C or better in MATH 050 or satisfactory score on the depart,mental placement examination. Each semester.|
MATH 112
Excursions Math
Acquaints students with the nature and scope of modern mathematics and its applications. Emphasizes concepts and understanding rather than acquisition of techniques. Prerequisite: C or better in MATH 050 or satisfactory score on the departmental plac,ement examination. Each semester.|
MATH 113
Quantitative Reasoning
Helps students develop quantitative reasoning skills. Core content, common to all sections, covers elements of descriptive statistics with particular emphasis on the representation and interpretation of data. Additional topics, covered at the instr,uctor's discretion, may include basic finance, probability, and logic. Prerequisite: MATH 112. Each semester.|
MATH 117
Mathematics for Health Science
Mathematics for Health Sciences (MATH 117), a three (3) credit course, will prepare students in health science related majors for the mathematical applications within the healthcare field. Topics that will be included are algebra; fractions and frac,tional equations; ratios and proportions; percentages, variation; relationships among systems of measure; scientific notation; logarithms; calculation of dosages; and basic geometry, graphing, and statistics. The course will incorporate real world ex,amples in an effort to foster the development of critical thinking and problem solving skills necessary for success in today's healthcare space. Concepts included will be relevant for the various discipline specific certification exams. Prerequisite|
MATH 131
Applied Finite Math
Covers mathematical techniques with special applications in business and related areas. Includes matrices, linear programming, and mathematics of finance. Prerequisite: MATH 110 or satisfactory score on the departmental placement examination. Each se,mester.|
MATH 170
Algebra & Trig Mid Sch Tchrs
Investigates topics in algebra and trigonometry including rational expressions, exponential equations, linear equations and systems of linear equations, and right triangle trigonometry. This course is specifically designed to prepare students for to,pics in algebra and trigonometry that are encountered in the middle school classroom. Prerequisite: MATH 110 or equivalent Mathematics Department Placement and enrollment in the College of Education and Human Services.|
Students will explore mathematical reasoning and learn the basic logic behind mathematical proofs. Prerequisite: MATH 111 and 170 or equivalent. Restricted to students in the College of Education and Human Services.|
MATH 201
Technology in Teaching Math
Investigates the use of technology in the practice of teaching mathematics. Topics will include the appropriate use of technology to both present and study mathematics. Prerequisite: MATH 110 or equivalent Mathematics Department Placement and enro,llment in the College of Education and Human Services.|
MATH 211
Fund Topics In K-8 Math
Investigates selected topics considered essential to the basic mathematics curriculum in the elementary and middle grades. Includes introductions to mathematical reasoning, additional problem-solving techniques, probability and data analysis, geometr,y and measurement. Math 211 is the second in a two-part sequence beginning with MATH 111. Prerequisite: MATH 111. Each semester.|
MATH 212
Intuitive Geometry
Intuitive overview of geometry; Euclid's Axioms, exploration of relationships, measurement and coordinate geometries, geometrics on other surfaces, and geometry in nature and art. Prerequisite: Any 100-level mathematics course. On demand.|
MATH 213
Intuitive Calculus
Explores development of the basic properties of the real number system and the calculus, including functions, sequences, limits, continuity, integrals, and derivatives. Examines topics graphically, symbolically, and numerically. Prerequisite: Any 100,-level mathematics course. On demand.|
MATH 214
Finite Math
Introduces basic properties of finite mathematics, including logic, counting techniques, elementary probability, and application to social and computer science. Prerequisite: Any 100-level mathematics course. On demand.|
MATH 215
Math Concept Lab
Develops certain concepts of mathematics using an activity-oriented approach. Conducted in a laboratory atmosphere. Includes the rational number system, number theory, induction, measurement, geometric shapes. On demand. Prerequisite: Any 100-level, mathematics course.|
MATH 216
Prob Solv Strat In Math
An introduction to the problem solving nature of mathematics. Focus is on using quantitative reasoning and intuitive logical thought techniques to solve problems (rather than formal rigid processes). Selected topics may include, but are not limited t,o, set theory, algebra, geometry, number theory, mathematical puzzles and games, estimation, and infinity. Prerequisite: 'C' or better in MATH 110 or equivalent mathematics placement and enrollment in the College of Education and Human Services.|
MATH 217
Historical Dev of Math Teacher
Investigates topics in the history of mathematics, including development of number systems, development of important fields of mathematics. Some important mathematical ideas and developments will be seen as products of their times. Prerequisite: M,ATH 211. Restricted to students in the College of Education and Human Services.|
MATH 221
Elementary Applied Stats
Examines basic principles and methods of statistical analysis useful in the social sciences, biology, and education. Designed specifically for students not majoring in mathematics. Prerequisite: C or better in MATH 050 or satisfactory score on the de,partmental placement examination. Each semester.|
MATH 222
Elem Nonparametric Stats
Examines statistical methods for experiments that yield small samples and/or ordinal data, methods for dealing with data from unknown or intractable distributions and the basis for a well-designed experiment. Prerequisite: C or better in MATH 050 or,satisfactory score on the departmental placement examination. Spring, odd-numbered years.|
MATH 225
Elem Survey Sampling
Addresses the problems of bias--in both the mathematics and the survey designs, while introducing the student to the major survey designs. Prerequisite: MATH 221, 222, or 321 or permission of instructor. Spring, even-numbered years.|
MATH 232
Calculus Bus I
Examines differential calculus with application to business and the social sciences. Topics include limits, derivatives, maxima and minima, and an introduction to integration. MATH 232-3 are designed for students outside the natural sciences. Prerequ,isite: MATH 110 or adequate placement in the mathematics placement examination. Each semester.|
MATH 233
Calculus Bus II
Applies integral calculus to business and the social sciences. Includes rules of integration, definite and indefinite integrals, series, and partial derivatives. MATH 232-3 are designed for students outside the natural sciences. Prerequisite: MATH 23,2 or the equivalent. Each semester.|
MATH 260
Applied Calculus
Covers the concepts and applications of differential and integral calculus. Includes derivatives and their applications, integrals and their applications, integration techniques, numerical integration, and the calculus of several variables. For stude,nts in the social, behavioral, and biomedical sciences. Prerequisite: MATH 171 or satisfactory score on the departmental placement examination. Each semester.|
MATH 270
Calculus I
Covers elementary analytic geometry, limits, continuity, differentiability, applications, definition of the Riemann integral, and the fundamental theorem of Calculus. Students in mathematics and sciences and better-prepared students in other discipli,nes are encouraged to select MATH 270-271 instead. Prerequisite: C or better in MATH 171 or satisfactory score on the departmental placement examination. Each semester.|
Develops higher-level problem solving strategies using mathematics to solve real world problems. Applications from diverse disciplines will be represented by mathematical models that will then be solved and analyzed in the context of each problem. Pr,erequisite: ENG 110 (or equivalent) and one of either MATH 270 or 260, both with grades of C or better. Annually.|
MATH 290
Calculus Workshop
Overview of the calculus sequence that allows students to examine problems in differential and integral calculus by applying simultaneously the methods learned from the entire sequence. Discusses some new topics and techniques in analysis. Prerequisi,te: MATH 272. Annually.|
MATH 295
Projects In Mathematics
The course is designed to provide undergraduates with practical experience in the real-world use of Mathematics. Students will work on projects that provide exposure to emerging areas of Mathematics such as Applied Mathematics, Mathematical Modeling,, Industrial Mathematics, Computational Science, and Mathematical Programming. A maximum of eight credits in this course may be applied toward graduation. Prerequisite: permission of instructor. Each semester.|
MATH 300
Intro To Advanced Math
Rigorous approach to the study of the standard methods of mathematical proof applied to topics in the theory of numbers, sets, functions, and analysis. Prerequisite: MATH 271. Every semester.|
This course is an introduction to the literature in Mathematics and Mathematics Education. Students will read a collection of articles or chapters of books with topics ranging from history, applications, and creativity, to research in mathematics ed,ucation and nature of mathematics. Students will write short papers that provide their reactions and insights about the materials from each reading assignment. Each student is also required to choose a topic for the Senior Seminar. Prerequisite:,6 hours of 300-level or higher mathematics courses and the consent of the mathematics department chair.|
Offers special topics reflecting the interests of the students. The specific topic to be covered each term will be announced in advance. Prerequisites: MATH 272 and permission of the instructor.|
MATH 490
Seminar I
Individual study under faculty supervision. MATH 390, 12 hours of 300-level or above mathematics courses and written consent of the department chair.|
MATH 491
Seminar II
Seminar in mathematics. Oral and written presentations are required.|
MATH 492
Seminar III
Seminar in mathematics. Oral and written presentations are required.|
MATH 495
Industrial Mathematics Wksp
Serves as the capstone course for students in the Industrial Mathematics Program. Students work to find solutions to problems originating from business, industry, medicine, and government. Requires written and oral presentations. Prerequisites: Compl,etion of MATH 270, 271, 272 (all with C or better), MATH 300, 12 credit hours of mathematics numbered above MATH 300, and permission of instructor. Fall, annually.|
MATH 499
Independent Study
Individual study under faculty supervision. Prerequisites: 12 hours of math numbered 300 or above and written consent of the department chair.|
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Summary: - By Judith A. Penna - Contains keystroke level instruction for the Texas Instruments TI-83 Plus, TI-84 Plus, and TI-89 - Teaches students how to use a graphing calculator using actual examples and exercises from the main text - Mirrors the topic order to the main text to provide a just-in-time mode of instruction - Automatically ships with each new copy of the textTextbooksPro Dayton, OH
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Sherri Messersmith's successful hardcover franchise is expanded with the new softcover P.O.W.E.R. series. The conversational writing style, practical applications, innovative student resources and student friendly walk through of examples that users of the hard cover books noted and appreciated are also found in the pages of the P.O.W.E.R. series.
The P.O.W.E.R. Framework
What makes P.O.W.E.R. a unique tool for the classroom? A major challenge in developmental courses is that students at this level struggle with basic study skills and habits. Maybe this is one of their first college courses or perhaps they are adults returning to school after a long absence. Either way, many of the individuals taking this course don't know how to be good students. Instructors often don't have the time, the resources or the expertise to teach success skills AND the math concepts. The new team of Messersmith, Perez and Feldman offer a scientifically based approach to meet this challenge. The P.O.W.E.R. Learning Framework was developed by successful author, psychologist, student success instructor and researcher, Bob Feldman. It is a method of accomplishing any task using five simple and consistent steps. Prepare. Organize. Work. Evaluate. Rethink. This framework is integrated at every level of the text to help students successfully learn math concepts while at the same time developing habits that will serve them well throughout their college careers and in their daily lives.
The Math
Mastering Concepts--With the textbook and Connect Math hosted by ALEKS, students can practice and master their understanding of algebraic concepts.
Messersmith is rigorous enough to prepare students for the next level yet easy to read and understand. The exposition is written as if a professor is teaching in a lecture to be more accessible to students. The language is mathematically sound yet easy enough for students to understand.
Table of Contents
Basic College Mathematics with P.O.W.E.R. Learning, First Edition
Chapter 1: Addition and Subtraction with Whole Numbers
Study Strategies: The P.O.W.E.R. Framework
Section 1.1: Whole Numbers and Place Value
Section 1.2 Introduction to Addition
Section 1.3 Adding Whole Numbers
Section 1.4 Introduction to Subtraction
Section 1.5 Subtracting Whole Numbers
Putting It All Together
Section 1.6 Rounding and Estimation
Section 1.7 Reading Pictographs, Bar Graphs, and Line Graphs
emPOWERme: Who's in
Chapter Summary
Chapter 1 Review
Chapter 1 Test
Chapter 2: Multiplication and Division with Whole Numbers
Study Strategies: Strategies for Reading Math (and Other) Textbooks
Section 2.1 Introduction to Multiplication
Section 2.2 Finding the Product with Whole Numbers
Section 2.3 Introduction to Division
Section 2.4 Divisibility Rules and Short Division
Section 2.5 Long Division
Putting It All Together
Section 2.6 Exponents, Roots, and Order of Operations
Section 2.7 Solving Applied Problems
emPOWERme: Discover Your Reading Attention Span
Chapter Summary
Chapter 2 Review
Chapter 2 Test
Cumulative Review for Chapters 12
Chapter 3: Multiplying, Dividing, and Simplifying Fractions
Study Strategies: Time Management
Section 3.1 Introduction to Fractions
Section 3.2 Mixed Numbers
Section 3.3 Factors
Section 3.4 Writing Fractions in Lowest Terms
Section 3.5 Multiplying Fractions
Section 3.6 Applications of Multiplication
Section 3.7 Dividing Fractions
Putting It All Together
Section 3.8 Multiplying and Dividing Mixed Numbers
emPOWERme: Find Your Procrastination Quotient
Chapter Summary
Chapter 3 Review
Chapter 3 Test
Cumulative Review for Chapters 13
Chapter 4: Adding and Subtracting Fractions
Study Strategies: Taking Notes in Class
Section 4.1 Adding and Subtracting Like Fractions
Section 4.2 Least Common Multiples
Section 4.3 Finding the Least Common Denominator
Section 4.4 Adding and Subtracting Unlike Fractions
Section 4.5 Adding and Subtracting Mixed Numbers
Putting It All Together
Section 4.6 Order Relations and Order of Operations
emPOWERme: Active Listening
Chapter Summary
Chapter 4 Review
Chapter 4 Test
Cumulative Review for Chapters 1 – 4
Chapter 5: Decimals
Study Strategies: Taking Math Tests
Section 5.1 Reading and Writing Decimals
Section 5.2 Rounding Decimals
Section 5.3 Adding and Subtracting Decimals
Section 5.4 Multiplying Decimals
Section 5.5 Dividing Decimals and Order of Operations
Putting It All Together
Section 5.6 Writing Fractions as Decimals
Section 5.7 Mean, Median, and Mode
emPOWERme: Is Anxiety the Hardest Problem on the Test?
Chapter Summary
Chapter 5 Review
Chapter 5 Test
Cumulative Review for Chapters 15
Chapter 6: Ratios, Rates, and Proportions
Study Strategies: Doing Math Homework
Section 6.1 Ratios
Section 6.2 Rates
Section 6.3 Proportions
Section 6.4 Solve Proportions
Section 6.5 Solve Applied Problems Involving Proportions
emPOWERme: The Right Approach to Homework
Chapter Summary
Chapter 6 Review
Chapter 6 Test
Cumulative Review for Chapters 16
Chapter 7: Measurement and Conversion
Study Strategies: The Writing Process
Section 7.1 Using U.S. Customary Measurements
Section 7.2 The Metric System: Length
Section 7.3 The Metric System: Capacity and Weight (Mass)
Section 7.4 Solve Applied Problems Involving Metric Units
Section 7.5 Metric – U.S. Customary Conversions and Temperature
emPOWERme: Becoming a Math Teacher to Reinforce Your Own Understanding
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AHS Zoo School
AFM: Advanced Functions and Modeling
Fall 2010
Contact Info
John Phillips Phone: (336)625-6185 Email: [email protected]
Course Description
This course is for college preparatory students who have a good background in Algebra and
Geometry. It will provide a solid foundation for freshman mathematics at most colleges and
universities. Students will be given an opportunity to become familiar with a variety of topics through
the use of technology and calculators. Topics of study include modeling and interpreting functions of
varying degrees, data analysis, probability, and using functions to solve problems.
Course Objectives
Goal 1
Data Analysis and Probability - The learner will analyze data and apply probability concepts to
solve problems.
Goal 2
Algebra - The learner will use functions to solve problems.
While these goals are rather vague, their essences will become more defined as we investigate
topics with depth and specificity. We will also utilize projects as a setting to achieve greater
understanding and relevance for different concepts.
The 3 R's – It is expected that you follow these 3 simple statutes in order to create and maintain ideal
learning environments for the entire class.
Respect… Responsibility… Reason…
All teachers, fellow students, Accept responsibility for your Simple: Think before you act. Is
zoo/school property, and the learning, your grades, and your choice going to violate
learning process…you must ultimately your future. You are either of the respect or
respect all aspects of each. This expected to act responsibly in all responsibility statutes?
can be as simple as not talking situations you encounter,
out of turn or fair and proper especially time spent outside the
treatment of fellow classmates. classroom; spending time
outside is a privilege and
irresponsibility can revoke that
privilege.
Violation of the 3 R's
1st offense: verbal warning 2nd: parent contact 3rd: team meeting on student status
Required Materials for Class
Loose leaf paper, pencils, pens, binder for keeping up with assignments. Tests/quizzes must be
taken in pencil, however you may use a pen for notes, etc. that won't be turned in.
Grade Distribution
Homework – 40% - You will have homework most days. Homework is an opportunity for independent
practice and practice is a very necessary component for most mathematic processes.
Quizzes – 60% - I like to give quizzes…often. They serve as learning checkpoints, also necessary.
Late Work and Miscellaneous
If you're absent one day, you have one day to make up any missed work. There is a dedicated
folder for each class whereby you must be assertive in rummaging to find missed assignments. If you're
absent for a test, it is your responsibility to make it up in a timely manner. Late assignments will be
accepted with a 10 point penalty per late day. Homework is not accepted late. However, as a failsafe
for emergencies, you will be given 3 homework passes for the semester. You must keep up with these
in order to be able to use them.
Tutoring - Thursdays
I have set aside Thursdays as a dedicated day for tutoring after school. As a coach, I will not be
available most days after school so I encourage you to take advantage of this if needed.
In the Classroom…
No food or drink (unless finishing lunch) Tardy is tardy
Don't talk when I'm talking – duh Be prepared to work and think, it's school
| 677.169 | 1 |
Algebra 1
9780078651137
ISBN:
0078651131
Pub Date: 2005 Publisher: Glencoe/McGraw-Hill School Pub Co
Summary: A flexible program with the solid content students need "Glencoe Algebra 1" strengthens student understanding and provides the tools students need to succeed--from the first day your students begin to learn the vocabulary of algebra until the day they take final exams and standardized tests.
Holliday, Berchie is the author of Algebra 1, published 2005 under ISBN 9780078651137 and 0078651131. Nine hundred thi...rty three Algebra 1 textbooks are available for sale on ValoreBooks.com, eight hundred seventy five used from the cheapest price of $4.94, or buy new starting at $45.00.[read more]
Book is in fair to good condition. Pages are clean and the binding is tight. Multiple copies available. Note: This is the Ohio edition with additional pages for Ohio students. [more]
Book is in fair to good condition. Pages are clean and the binding is tight. Multiple copies available. Note: This is the Ohio edition with additional pages for Ohio students. *NOTE* Stock photo may not represent the actual book for sale. [less]
| 677.169 | 1 |
Find a Whitehall, PA Algebra 1
...In short, there are untellable numbers of applications, but you'll run into applications of linear algebra time and time again, so learn it thoroughly the first time! Some of the fruits of electrical engineering are ubiquitous throughout modern society, while other aspects of it play behind-the-...
| 677.169 | 1 |
Like New - Inside and the outside of the book are in excellent condition introduction to computational geometry focuses on algorithms. Motivation is provided from the application areas as all techniques are related to particular applications in robotics, graphics, CAD/CAM, and geographic information systems. Modern insights in computational geometry are used to provide solutions that are both efficient and easy to understand and implement.
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Most Helpful Customer Reviews
Pro: (1) Each chapter begins with a practical example. For example, the chapter computing intersections of lines starts with a discussion of a map-making application that goes into enough detail to see how the algorithms they present would be useful. This is a considerable step up from the common practice in algorithms literature of motivation by way of vaguely mentioning some related field (i.e. "These string matching algorithms are useful in computational biology"). This book does a much better job of motivating the material it presents, but if you're primarily interested in the abstract problem, these sections can be skipped. (2) Each chapter is relatively self-contained. Feel free to skip ahead to subjects that interest you. (3) Surprisingly readable. Unlike most technical material, one can read an entire chapter in a single sitting without missing much. Generally, each chapter will develop a single algorithm for a single kind of problem. (4) It's very up to date. This second edition is less than two years old, it includes some new results in the field. Con: (1) Algorithms are only given in pseudocode. The emphasis is on describing algorithms and data structures clearly and completely. If you're looking for a "cookbook" with code to copy and paste into an application, perhaps O'Rourke's "Computational Geometry in C" would be a better choice. (2) There are many important advanced results that are not discussed in the main text. An obvious example is the first chapter, which describes a well-known convex hull algorithm that takes O(n log n) time but algorithms that are faster for most inputs are mentioned only in the "Notes and Comments" at the end of the chapter. Someone interested in lots of gory details would be well-served to combine this book with Boissonnat and Yvinec's more detailed and mathematical "Algorithmic Geometry".
I also completely disagree with the one-star review below. The "Dutch book" is the clearest, most complete, most up-to-date, best designed, best illustrated computational geometry textbook out there. Some of the material may be a bit advanced for undergraduates (and for those people I would recommend Joe O'Rourke's excellent "Computational Geometry in C"), but for graduate students and other researchers who want to learn computational geometry, this book is absolutely essential. This is an algorithms textbook, though, not a textbook full of code. You will not find compilable code in the author's favorite programming language du jour -- this may be what the first reviewer meant by "desperately needed details". What you will find is clear, correct, well-motivated explanations of the underlying algorithms, data structures, and mathematics. The book does have a few faults. The motivating examples are often forced ("mixing things" for convex hulls??). The authors deliberately chose to show only one algorithm for each problem they consider, and occasionally the algorithm they chose is not the simplest or most efficient. But these are minor points. If you're going to buy just one computational geometry book, this is the one to get.
Algorithm books are often quite hard to understand, but this is not the case with this book. The information is very compact so it is a slow read but due to the high quality of the text this is only an advantage. You are never left wondering what the authors might have meant with a certain statement. The book focuses solely on theory, so it presents no real source code (only pseudo-code) which I think is good thing since that would otherwise have polluted the clarity of the explanations. Many of the topics it covers has been a help to me as a programmer. Can be recommended for anyone interested in computation geometry - but it requires some computer science maturity so I don't recommend it unless you have a bachelor's degree in C.S. or something similar. Jacob Marner, M.Sc.
I taught a class using that book, and I found it an invaluable help as an instructor in presenting the material. Teaching layered range trees and fractional cascading for instance benefits immensely from the detailed pictures of the book. At times, I find the motivation part somewhat stretched, or limited, but always informative for the student, and giving a concrete, hands-on aspect to the topic. The algorithms are almost all practical -- and practiced! It's a book your students will keep on their shelf for a while even after the class is over. And the layout is clear. It certainly does not rule out other books (like the classic Preparata-Shamos, or O'Rourke's) because it does sometimes not cover problems covered in those books, but it adds a lot to them, so even if you have them, you might want to consider this one.
Compared to other texts on Computational Geometry, like the Preparata / Shamos collection -- this book is simple to read; it's very well written. I cannot understate the clarity of the book; if you try comparing this to other graduate texts on Computational Geometry -- this one blows them away. I think it covers a broad range of topics and covers them well. It is a wealth of algorithms.
| 677.169 | 1 |
Find a Dania PrealgebraIt is important that a student masters success in the areas of problem solving, graphing and solving linear and quadratic functions, exponents, and solving systems of equations. Most importantly, any individual venturing into the world of math must master basic function notation. As you progres
| 677.169 | 1 |
Bart Calculus actively encouraging and motivating the student to push through being "stuck". InThis software produces a closed form solution for the propagation of heat through rock which utilizes the separation of variables method for solving Bessel function solutions. I was a C level engineering manager for GE, and named engineer of the year. I have taught engineering heat transfer, thermodynamics, physics, renewable energy (solar & wind) courses at college.
| 677.169 | 1 |
helps students navigate Enhanced WebAssign. It includes instructions on how to use the Assignment page and its Summary, tips on using MathPad for providing easy input of math notation and symbols, an overview of the Graphing Utility's drawing tools for completing graphing assignments, and information on how to access grades and scores summary.
| 677.169 | 1 |
Algebra for College Students (7th Edition)
9780321715401
ISBN:
0321715403
Edition: 7 Pub Date: 2011 Publisher: Addison Wesley
Summary: Addison Wesley published Algebra for College Students; used copies can be bought from us today in this 7th edition version. You can save money on discounted copies because they are previously owned and therefore not as expensive as getting brand new ones. Margaret L Lial, John Hornsby and Terry McGinnis co-wrote this textbook and they had it published in 2011. If you are struggling to get to grips with algebra, perha...ps buying Algebra for College Students for cheap prices will help you understand more about how it works. Sell back as well if you have a copy you don't need any more.
Lial, Margaret L. is the author of Algebra for College Students (7th Edition), published 2011 under ISBN 9780321715401 and 0321715403. One thousand fifty nine Algebra for College Students (7th Edition) textbooks are available for sale on ValoreBooks.com, five hundred used from the cheapest price of $29.46, or buy new starting at $96.97.[read more0321715403 Has moderate shelf and/or corner wear. Great used condition. We are a tested and proven company with over 900, 000 satisfied customers since 1997. Choose expedited [more]
0321715403 shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions.[less]
Exponents, Polynomials, and Polynomials functions because I was able to use them as a shortcut for other hard math problem.
Everything I've learn in this textbook were useful. I'm taking calculus right now and I don't have a hard time with it right now it's because this book helped me built a strong base. It prepares me for the algebra part in calculus.
| 677.169 | 1 |
Web site helps students in math
Sep 06, 2006
A University of Missouri-Columbia Web site that helps students prepare for math tests and competitions is reportedly gaining popularity.
The site, developed by Mathematics Professor Elias Saab, is ranked as the No. 1 site on Google when searching for "online math tests," positioning it above approximately 53 million other similar sites, university officials said.
The Web site -- MathOnline (mathonline.missouri.edu) -- provides free tests students can use for practice or self-evaluation and that school officials can use to assess their students' readiness in mathematics, Saab said.
MathOnline provides interactive tests in high school geometry, algebra and trigonometry, as well as for placement in first-year calculus and college algebra. Options allow users to personalize tests by choosing the number of problems (from 5 to 75, in denominations of 5) and whether the questions are multiple choice or single-answer blanks.
After students finish the tests, the site provides the correct answers with a detailed explanation of each problem. The site also has a database of problems large enough that students can take similar tests several times without repeating questions.A cell is not a soap bubble that can simply pinch in two to reproduce. The ability to faithfully copy genetic material and distribute it equally to daughter cells is fundamental to all forms of life. Even
| 677.169 | 1 |
Linear Algebra and Its Applications1385179 ANNOTATED INSTRUCTOR'S EDITION contains the COMPLETE STUDENT TEXT with some instructor comments or answers. May not include student CD or access code.217.75294.05
FREE
About the Book
Linear algebra is relatively easy for students during the early stages of the course, when the material is presented in a familiar, concrete setting. But when abstract concepts are introduced, students often hit a brick wall. Instructors seem to agree that certain concepts (such as linear independence, spanning, subspace, vector space, and linear transformations), are not easily understood, and require time to assimilate. Since they are fundamental to the study of linear algebra, students' understanding of these concepts is vital to their mastery of the subject. David Lay introduces these concepts early in a familiar, concrete "Rn" setting, develops them gradually, and returns to them again and again throughout the text so that when discussed in the abstract, these concepts are more accessible.
| 677.169 | 1 |
Spring PrealgebraAlgebra 2 is really a series of explorations of the concepts developed in algebra 1. It remains essentially the same thing - do anything you like to both sides of an equation and as long as you do it accurately, the equation remains true. Never a problem, so long as you have algebra 1 securely in your mental locker.
| 677.169 | 1 |
Summary: This best-selling text balances solid mathematical coverage with a comprehensive overview of mathematical concepts as they relate to varied disciplines. The text provides an appreciation of mathematics, highlighting mathematical history, and applications of math to the arts and sciences. It is an ideal book for students who require a general overview of mathematics, especially those majoring in liberal arts, the social sciences, business, nursing and allied health fi...show moreelds. Let us introduce you to the practical, interesting, accessible, and powerful world of mathematics today-the world of A Survey of Mathematics with Applications, ExpandedAcceptable
Helping Hands Global Kansas city, MO
2007 Hardcover Fair Acceptable conditon. Spine is bound by tape, and cover edges are worn. Same day shipping. Thank you24.89 +$3.99 s/h
VeryGood
text book recycle ny malone, NY
2007-10-13 Hardcover Very Good We ship everyday and offer PRIORITY SHIPPING.
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Good
E1J1 Orlando, FL
If applicable online access or codes are not guaranteed to work. Some scratches on the board. Some highlighting in book. Almost all 1175 pages are clean and binding is tight.
$34.16 +$3.99 s/h
New
textbookplaza sugar land, TX
032150108X New and in great condition with no missing or damaged pages. We ship daily except on Sundays. Need it urgently? Upgrade to Expedited. In Stock
| 677.169 | 1 |
Students learn math by doing math, not by listening to someone talk about doing math. This workbook is designed to supplement video lectures and online homework to engage students in learning math as... More > they do math.< Less
Yikes! Chemistry is coming up! This book is designed for beginning chemistry students who would like to master the math skills they will need to be successful in chemistry (and may have missed along... More > the way).
The topics covered include: using units, algebra for chemistry, scientific notation, scientific calculators, significant figures, making conversions, graphing with calculators and Excel, direct and inverse proportions, the mole concept and geometry for chemistry.
If a student completes this book before taking a chemistry course, they will get better grades, enjoy chemistry more and find themselves helping their friends with the concepts they learned here.< Less
Review and master basic arithmetic and mathematic principles with this instructional text. The work covers basic operations, fraction concepts, operations with fractions, using decimals and percent,... More > and working with ratios and proportions. Scientific notation and the metric system are also addressed.< Less
This text provides instruction in basic algebra concepts, including working with integers, linear equations, combining polynomials, factoring and solving quadratics, and an introduction to rational... More > expressionsThe science articles and vocabulary become more mature, and students develop a stronger foundation in scienceMath in Society is a survey of contemporary mathematical topics, appropriate for a college-level topics course for liberal arts major, or as a general quantitative reasoning course.
Editable copies... More > of this book are available at PART TWO of Easy Intro to Arabic builds conversational Arabic skills by focusing on common Arabic expressions such as emphasis, negation of nominal and verbal sentences, interrogation, time, place,... More > and prohibition as well as double-pronoun conjugation and common Arabic vocabulary.
Designed to be light and easy, the two-level introductory course develops strong understanding of Arabic nouns, verbs, and particles. It builds basic Arabic vocabulary by slowly and systematically introducing over 700 Arabic words. It establishes solid foundations for Arabic morphology and Arabic grammar.
This basic book is not only a necessary ingredient for Arabic curricula at Islamic elementary & Sunday schools, but it also prepares the student well for Level One of Intro to Quranic Linguistics series.
Download the free Answer Keys, the free Teacher's Guide, and other resources from Less
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Elementary Linear Algebra : Applications Version - 10th edition
Summary: When it comes to learning linear algebra, engineers trust Anton. The tenth edition presents the key concepts and topics along with engaging and contemporary applications. The chapters have been reorganized to bring up some of the more abstract topics and make the material more accessible. More theoretical exercises at all levels of difficulty are integrated throughout the pages, including true/false questions that address conceptual ideas. New marginal notes provide ...show morea fuller explanation when new methods and complex logical steps are included in proofs. Small-scale applications also show how concepts are applied to help engineers develop their mathematical reasoning6583.08 +$3.99 s/h
Good
PaperbackshopUS Secaucus, NJ
Used - Very Good Book. Shipped from US within 4 to 14 business days. Established seller since 2000194.04 +$3.99 s/h
Good
Facetextbooks Pittsburg, KS
Hardcover 10th Edition text. Hardcover. Good condition, book only, has little to no writing/highlighting. Book may also show varying degrees of shelf wear.. Ships fast. Expedited shipping 2-4 business...show more days; Standard shipping 7-14 business days. Ships from USA
| 677.169 | 1 |
ISBN: 0547167059 / ISBN-13: 9780547167053
College Algebra and Calculus: An Applied Approach
Provides your students a comprehensive resource for their college algebra and applied calculus courses.Provides your students a comprehensive resource for their college algebra and applied calculus courses.Hide synopsis
| 677.169 | 1 |
concept of understanding in mathematics with regard to mathematics education is considered in this volume, the main problem for mathematics teachers being how to facilitate their students' understanding of the mathematics being taught.
| 677.169 | 1 |
12Student Solutions Manual for Kaufmann/Schwitters' Algebra for College Students, 9th
Student Workbook for Kaufmann/Schwitters' Algebra for College Students, 9th
Summary
Kaufmann and Schwitters have built this text's reputation on clear and concise exposition, numerous examples, and plentiful problem sets. This traditional text consistently reinforces the following common thread: learn a skill; practice the skill to help solve equations; and then apply what you have learned to solve application problems. This simple, straightforward approach has helped many students grasp and apply fundamental problem solving skills necessary for future mathematics courses. Algebraic ideas are developed in a logical sequence, and in an easy-to-read manner, without excessive vocabulary and formalism. The open and uncluttered design helps keep students focused on the concepts while minimizing distractions. Problems and examples reference a broad range of topics, as well as career areas such as electronics, mechanics, and health, showing students that mathematics is part of everyday life.
Table of Contents
Basic Concepts and Properties
Sets, Real Numbers, and Numerical Expressions
Operations with Real Numbers
Properties of Real Numbers and the Use of Exponents
Algebraic Expressions
Chapter 1 Summary
Chapter 1 Review Problem Set
Chapter 1 Test
Equations, Inequalities, and Problem Solving
Solving First-Degree Equations
Equations Involving Fractional Forms
Equations Involving Decimals and Problem Solving
Formulas
Inequalities
More on Inequalities and Problem Solving
Equations and Inequalities Involving Absolute Value
Chapter 2 Summary
Chapter 2 Review Problem Set
Chapter 2 Test
Polynomials
Polynomials: Sums and Differences
Products and Quotients of Monomials
Multiplying Polynomials
Factoring: Use of the Distributive Property
Factoring: Difference of Two Squares and Sum or Difference of Two Cubes
Factoring Trinomials
Equations and Problem Solving
Chapter 3 Summary
Chapter 3 Review Problem Set
Chapter 3 Test
Cumulative Review Problem Set (Chapters 1-3)
Rational Expressions
Simplifying Rational Expressions
Multiplying and Dividing Rational Expressions
Adding and Subtracting Rational Expressions
More on Rational Expressions and Complex Fractions
Dividing Polynomials
Fractional Equations
More Fractional Equations and Applications
Chapter 4 Summary
Chapter 4 Review Problem Set
Chapter 4 Test
Exponents and Radicals
Using Integers as Exponents
Roots and Radicals
Combining Radicals and Simplifying Radicals That Contain Variables
Products and Quotients Involving Radicals
Equations Involving Radicals
Merging Exponents and Roots
Scientific Notation
Chapter 5 Summary
Chapter 5 Review Problem Set
Chapter 5 Test
Quadratic Equations and Inequalities
Complex Numbers
Quadratic Equations
Completing the Square
Quadratic Formula
More Quadratic Equations and Applications
Quadratic and Other Nonlinear Inequalities
Chapter 6 Summary
Chapter 6 Review Problem Set
Chapter 6 Test
Cumulative Review Problem Set (Chapters 1- 6)
Linear Equations and Inequalities in Two Variables
Rectangular Coordinate System and Linear Equations
Graphing Nonlinear Equations
Linear Inequalities in Two Variables
Distance and Slope
Determining the Equation of a Line
Chapter 7 Summary
Chapter 7 Review Problem Set
Chapter 7 Test
Functions
Concept of a Function
Linear Functions and Applications
Quadratic Functions
More Quadratic Functions and Applications
Transformations of Some Basic Curves
Combining Functions
Direct and Inverse Variation
Chapter 8 Summary
Chapter 8 Review Problem Set
Chapter 8 Test
Polynomial and Rational Functions
Synthetic Division
Remainder and Factor Theorems
Polynomial Equations
Graphing Polynomial Functions
Graphing Rational Functions
More on Graphing Rational Functions
Chapter 9 Summary
Chapter 9 Review Problem Set
Chapter 9 Test
Exponential and Logarithmic Functions
Exponents and Exponential Functions
Applications of Exponential Functions
Inverse Functions
Logarithms
Logarithmic Functions
Exponential Equations, Logarithmic Equations, and Problem Solving
Chapter 10 Summary
Chapter 10 Review Problem Set
Chapter 10 Test
Cumulative Review Problem Set (Chapters 1-10)
Systems of Equations
Systems of Two Linear Equations in Two Variables
Systems of Three Linear Equations in Three Variables
Matrix Approach to Solving Linear Systems
Determinants
Cramer's Rule
Partial Fractions (optional)
Chapter 11 Summary
Chapter 11 Review Problem Set
Chapter 11 Test
Algebra of Matrices
Algebra of Matrices
Multiplicative Inverses
Matrices
Systems of Linear Inequalities: Linear Programming
Chapter 12 Summary
Chapter 12 Review Problem Set
Chapter 12 Test
Conic Sections
Circles
Parabolas
Ellipses
Hyperbolas
Systems Involving Nonlinear Equations
Chapter 13 Summary
Chapter 13 Review Problem Set
Chapter 13 Test
Sequences and Mathematical Induction
Arithmetic Sequences
Geometric Sequences
Another Look at Problem Solving
Mathematical Induction
Chapter 14 Summary
Chapter 14 Review Problem Set
Chapter 14 Test
Prime Numbers and Operations with Fractions
Binomial Theorem
Answers to Odd-Numbered Problems and All Chapter Review, Chapter Test, Cumulative Review, and Appendix A Problems
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variety of levels including pre - algebra, algebra I, Algebra II, pre - calculus and college algebra.
| 677.169 | 1 |
Thank you for visiting us. We are currently updating our shopping cart and regret to advise that it will be unavailable until September 1, 2014. We apologise for any inconvenience and look forward to serving you again.
Description
Gives you a chance to practice and reinforce the skills you learn in Algebra II class
Helps you refine your understanding of algebra
Note to readers:1,001 Algebra II Practice Problems For Dummies, which only includes problems to solve, is a great companion to Algebra II For Dummies, 2nd Edition which offers complete instruction on all topics in a typical Algebra II course.
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....
Show More. Understanding Algebra call-outs highlight key points throughout the text, allowing readers to identify important points at a glance. The updated examples use color to highlight the variables and important notation to clearly illustrate the solution
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7/21/2003Student Solutions Manual for Kaufmann/Schwitters' Algebra for College Students, 9th
Student Workbook for Kaufmann/Schwitters' Algebra for College Students, 9th
Summary
Jerome E. Kaufmann and Karen Schwitters built this book's reputation on clear and concise exposition, numerous examples, and plentiful problem sets. This no-frills text consistently reinforces the following common thread: Learn the skill, use the skill to help solve equations; and then apply what they have learned to solve application problems. This simple, straightforward approach has helped many students grasp and apply fundamental problem solving skills necessary for future mathematics courses.
Table of Contents
Chapter 1: BASIC CONCEPTS AND PROPERTIES
Sets, Real Numbers, and Numerical Expressions
Operations with Real Numbers
Properties of Real Numbers and the Use of Exponents
Algebraic Expressions
Summary
Review Problem Set
Test
Chapter 2: EQUATIONS, INEQUALITIES, AND PROBLEM SOLVING
Solving First-Degree Equations
Equations Involving Fractional Forms
Equations Involving Decimals and Problem Solving
Formulas
Inequalities
More on Inequalities and Problem Solving
Equations and Inequalities Involving Absolute Value
Summary
Review Problem Set
Test
Chapter 3: POLYNOMIALS
Polynomials: Sums and Differences
Products and Quotients of Monomials
Multiplying Polynomials
Factoring: Use of the Distributive Property
Factoring: Difference of Two Squares and Sum or Difference of Two Cubes
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Ideal for courses that require the use of a graphing calculator, COLLEGE ALGEBRA: REAL MATHEMATICS, REAL PEOPLE, 6th Edition, features quality exercises, interesting applications, and innovative resources to help you succeed. Retaining the book's emphasis on student support, selected examples include notations directing students to previous sections where they can review concepts and skills needed to master the material at hand. The book also achieves accessibility through careful writing and design--including examples with detailed solutions that begin and end on the same page, which maximizes readability. Similarly, side-by-side solutions show algebraic, graphical, and numerical representations of the mathematics and support a variety of learning styles. Reflecting its new subtitle, this significant revision focuses more than ever on showing readers the relevance of mathematics in their lives and future careers.
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Finite Mathematics for Business, Economics, Life Sciences and Social Sciences - 11th edition
Summary: This book covers mathematics of finance, linear algebra, linear programming, probability, and descriptive statistics, with an emphasis on cross-discipline principles and practices. Designed to be reader-friendly and accessible, it develops a thorough, functional understanding of mathematical concepts in preparation for their application in other areas. Each chapter concentrates on developing concepts and ideas followed immediately by developing computational skills a...show morend problem solving. Two-part coverage presents a library of elementary functions and finite mathematics. For individuals looking for a view of mathematical ideas and processes, and an illustration of the relevance of mathematics to the real world. Illustrates relevance of mathematics to the real worldSouth-LamarMcKinney McKinney
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Mathematics - Mechanics and Probability
Many students who embark on a GCE A-level course in mathematics choose the combination of pure mathematics with applications to mechanics. The pure ...Show synopsisMany students who embark on a GCE A-level course in mathematics choose the combination of pure mathematics with applications to mechanics. The pure mathematics content of most such syllabuses is covered in "Mathematics - The Core Course for A-Level", while this book provides the companion mechanics course. It also contains a section on probability, a topic included in many A-level mathematics syllabuses. An appreciation of the properties of vectors is introduced at an early stage and, wherever appropriate, problems are solved using vector methods. Worked examples are incorporated in the text to illustrate each main development of a topic, and a set of straightforward problems follows each section. A selection of more challenging questions is given in a miscellaneous exercise at the end of most chapters. Multiple-choice exercise are also included on many topics72 p.
Description:Good, solid, unmarked text, shows wear, a good copy. We take...Good, solid, unmarked text, shows wear, a good 0859501418 The book has been read with care and is...Very Good. 0859501418 The book has been read with care and is in a very good condition. Light creasing to spine. Some scuffs around edges and former owner name to inside front, but pages intact and free of notes or highlighting Wear and tear on the main cover. Pages inside are intact....Good. Wear and tear on the main cover. Pages inside are intact. Does not have name, stamps, highlighting or notes written inside. Overall a good used copy. Trade paperback (US). Glued binding
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Mathematical Applications in Agriculture
Summary
This book is a must in order to build a solid foundation of critical mathematical applications needed by today's agriculture professionals. It can serve equally well as a learning tool and as a reference guide. Specifically, the book teaches the math skills required to perform successfully in the areas of crop production, livestock production and agribusiness financial management. Line drawings, charts, graphs, case studies, examples, and sample problems make the concepts easy to grasp.
Table of Contents
Part 1: Mathematical Applications
Chapter 1: Mathematical Operations
Chapter 2: Measurements
Chapter 3: Special Topics
Part 2: Mathematical Applications in Crop Production
Chapter 4: Corn
Chapter 5: Wheat and Small Grains
Chapter 6: Soybeans
Chapter 7: Tobacco
Chapter 8: Cotton
Chapter 9: Peanuts
Chapter 10: Rice
Chapter 11: Horticulture
Part 3: Mathematical Applications in Livestock Production
Chapter 12: Cattle
Chapter 13: Swine
Chapter 14: Poultry
Chapter 15: Other Animals
Part 4: Mathematical Applications in Agribusiness and Financial Management
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Kaplan GMAT Math Foundations
A math refresher for anyone who has been out of school for more than 10 years, including Executive MBAs, and needs to take the GMAT in order to enter ...Show synopsisA math refresher for anyone who has been out of school for more than 10 years, including Executive MBAs, and needs to take the GMAT in order to enter a highly competitive program The refresher guide for math skills tested on the GMAT. Kaplan GMAT Math Foundations is the ideal refresher course for the large number of GMAT test takers who have been out of school for more than 10 years, including the more than 10,000 people who apply for highly competitive Executive MBA programs each year. Since more than 70 percent of GMAT students are over the age of 25, a refresher on basic math concepts is crucial. "Kaplan GMAT Math Foundations" features: Comprehensive coverage of the arithmetic, algebra, and geometry concepts tested by the GMATAn intensive, back-to-basics, tutor-led approach to math reviewHundreds of practice exercises to increase speed and accuracy "Kaplan GMAT Math Foundations" is a great study tool for both test takers who dread the Math section and those whose math skills are not their strength. This guide will give test takers the content review and skill building practice they need to feel confident on test day
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Algebra 1 for Distance Learning
Algebra 1 introduces basic algebraic skills in a logical order, including relations, functions, graphing, systems of equations, radicals, factoring polynomials, rational equations, probability and statistics, and quadratic functions. It emphasizes practical methods of solving first- and second-degree equations and inequalities. Each chapter includes word problems and real-life applications using technology. The course also provides a biblical rationale for the study of mathematics.
Mrs. Tammie Genco teaches this course.
Recommended Viewing Schedule: five 45-minute lessons a week; 176 lessons per year
>> Click the Resources tab to learn more about the instructor for this course.
Printed Teacher's Editions are not included with this kit. A complete copy of the Teacher's Edition (formerly TE on CD) and the Teacher's Toolkit CD as well as files for printing materials from the Teacher Support Materials CD are available by logging into your account (Available May 1, 2014). If you desire a printed Teacher Edition, please contact Customer Service for special pricing.
All DVD and Hard Drive Distance Learning kits now include a Parent Guide as well as a Student Worksheets Packet which have all of the teacher support materials and answer keys needed for the subject(s). Learn more.
About the Instructor
Mrs. Tammie Genco, BS, MEd
Mrs. Tammie Genco was blessed to grow up in a Christian home. The Lord gave her the grace to believe on Him as her Savior when she was in kindergarten. Since then the Lord has faithfully guided her steps. She attended BJU and obtained an undergraduate and a master's degree in education. She began working at BJU Press Distance Learning as an assistant and later as an algebra teacher. During that time she met her husband, Tom. They were married in May 2002. Mrs. Genco likes monster trucks, theater, mountains, roller coasters, and teenagers. Her desire for her Algebra and Geometry students is that they will be better equipped to serve Christ after this class.
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Metadata
A detailed study of arithmetic operations with rational expressions is presented in this chapter, beginning with the definition of a rational expression and then proceeding immediately to a discussion of the domain. The process of reducing a rational expression and illustrations of multiplying, dividing, adding, and subtracting rational expressions are also included. Since the operations of addition and subtraction can cause the most difficulty, they are given particular attention. We have tried to make the written explanation of the examples clearer by using a "freeze frame" approach, which walks the student through the operation step by step.
The five-step method of solving applied problems is included in this chapter to show the problem-solving approach to number problems, work problems, and geometry problems. The chapter also illustrates simplification of complex rational expressions, using the combine-divide method and the LCD-multiply-divide method.
Objectives of this module: be able to use the five-step method to solve various applied problems.
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Shipping prices may be approximate. Please verify cost before checkout.
About the book:
This second edition of Alexander Soifers How Does One Cut a Triangle? demonstrates how different areas of mathematics can be juxtaposed in the solution of a given problem. The author employs geometry, algebra, trigonometry, linear algebra, and rings to develop a miniature model of mathematical researchdepperman via United States
Softcover, ISBN 0940263017 Publisher: Center of Excellence in, 1990 Usually ships in 1-2 business days, Never read. Never used, and clean as can be!
Softcover, ISBN 0940263017 Publisher: Center of Excellence in, 1990 Usually dispatched within 1-2 business days, NEW Book, unused. Sent Airmail from New York. Please allow 7-15 Business days for delivery. Excellent Customer Service.
Softcover, ISBN 0940263017 Publisher: Center of Excellence in 0940263017 Publisher: Center of Excellence in 0940263017 Publisher: Center for Excellence in Mathematical Education 0940263017 Publisher: Center of Excellence in, 1990 Center of Excellence in. Used - Good. Former Library book. Shows some signs of wear, and may have some markings on the inside. 100% Money Back Guarantee.
Softcover, ISBN 0940263017 Publisher: Center of Excellence in 0940263017 Publisher: Center of Excellence in, 1990
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Abstract
Quaternions are used in many fields of science and computing, but teaching them remains challenging. Students can have a great deal of trouble understanding essentially what quaternions are and how they can represent rotation matrices. In particular, the similarity transformwhich actually achieves rotation, can often be baffling even after students have seen a full derivation. This paper outlines a constructive method for teaching quaternions, which allows students to build intuition about what quaternions are, and why simple multiplication is not adequate to represent a rotation. Through a set of examples, it demonstrates exactly how quaternions relate to rotation matrices, what goes wrong when qv is naively used to rotate vectors, and how the similarity transform fixes the problem.
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Preparing for Quizzes
Material for quizzes will usually come from assignments. You are responsible for all assigned material regardless of whether we have gone over it in class.
Assignments
Monday, September 14. Section 5.5: 1 -- 65 odd, 67, 77.
Wednesday, September 16. Section 5.6: 1 -- 45 odd, 47, 51, 63 -- 91 odd, 107. Do as many as possible. Skip around if you cannot do the all of them.
Monday, January 23. Section 6.1: 1 -- 53 odd, 55.
Monday, January 28. Section 6.2: 1 -- 37 odd, 41.
Monday, February 4. Section 6.4, 1 -- 21 odd, 29, 31. Also do problem 32 for general astroids, as outlined in class.
Estimating definite integrals with Mathematica:
Click
here to see how Mathematica gives
numerical estimates for problems 1, 3, and 5. Go to the computer lab
and try it for yourself. With a bit of experimentation, you should be
able to estimate other integrals that arise in the assignment.
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An important new perspective on AFFINE AND PROJECTIVE GEOMETRY This innovative book treats math majors and math education students to a fresh look at affine and projective geometry from algebraic, synthetic, and lattice theoretic points of view. Affine and Projective Geometry comes complete with ninety illustrations, and numerous examples and exercises,... more...
Containing the equations, tables, and formulae you need most often, this version aims to establish itself as the "user-friendly" edition. New to this edition are sections on: game theory and voting power; heuristic search techniques; quadratic fields; reliability; risk analysis and decision rules. more...
Containing numerous exercises, illustrations, hints and solutions, presented in a lucid and thought-provoking style, this text provides a wide range of skills required in competitions such as the Mathematical Olympiad. With more than fifty problems in Euclidean geometry, it is ideal for Mathematical Olympiad training and also serves as a supplementary... more...
Get ready for a trip around the world to find the many different shapes that surround you. You can find shapes in the places you go, games you play, and even the food you eat. In fact, shapes are everywhere! Can you find them? 32pp. more...
Circles, rectangles, triangles, and squares—these shapes are everywhere! You can even find them at school. Join the students in this book as they discover the many shapes both inside and outside their school. What shapes are in your classroom? 32pp. more...
?This is an unusual book because it contains a great deal of formulas. Hence it is a blend of monograph, textbook, and handbook.It is intended for students and researchers who need quick access to useful formulas appearing in the linear regression model and related matrix theory. This is not a regular textbook - this is supporting material for courses... more...
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This is a dynamic math website where students enter problems and where the site's math engine solves the problem. Students in most cases are given a step-by-step process for solving the problem that student enters immediately
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The Wolfram Demonstrations Project is an open-code resource that uses dynamic computation to illuminate concepts in science,...
see more
The Wolfram Demonstrations Project is an open-code resource that uses dynamic computation to illuminate concepts in science, technology, mathematics, art, finance, and a remarkable range of other fields. Its daily-growing collection of interactive illustrations is created by Mathematica users from around the world, who participate by contributing innovative Demonstrations. The free Mathematica Player is required to view the demmonstrations.
The Wolfram Demonstrations Project--Calculus is an open-code resource that uses dynamic computation to illuminate concepts in...
see more
The Wolfram Demonstrations Project--Calculus is an open-code resource that uses dynamic computation to illuminate concepts in calculus. Its daily-growing collection of interactive illustrations is created by Mathematica users from around the world, who participate by contributing innovative Demonstrations. The free Mathematica Player is required to view the demonstrations; there are 166 at present.
Mathway is a mathematics problem solving tool where students can select their math course - Basic Math, Pre-Algebra, Algebra,...
see more
Mathway is a mathematics problem solving tool where students can select their math course - Basic Math, Pre-Algebra, Algebra, Trigonometry, PreCalculus, Calculus or Statistics and enter a problem. The computer solves the problem and shows the steps for the solution. It also has a worksheet generator.
The focus of this website is to help in the transition from a paper oriented environment to one using OER materials with an...
see more
The focus of this website is to help in the transition from a paper oriented environment to one using OER materials with an emphasis in elementary and secondary school mathematics. The website's material is divided into five major topics: 1. Why OER materials? 2. The learner's environment - a world in change. 3. Mathematics past and present. 4. Exploring OER materials and 5. International mathematics education developments. An emphasis has been placed on linking to other OER materials to cover and expand on each topic.
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This is a free, open textbook covering a two-quarter pre-calculus sequence including trigonometry. The first portion of the book is an investigation of functions, exploring the graphical behavior of,... More > interpretation of, and solutions to problems involving linear, polynomial, rational, exponential, and logarithmic functions. An emphasis is placed on modeling and interpretation, as well as the important characteristics needed in calculus.< Less
Yikes! Chemistry is coming up! This book is designed for beginning chemistry students who would like to master the math skills they will need to be successful in chemistry (and may have missed along... More > the way).
The topics covered include: using units, algebra for chemistry, scientific notation, scientific calculators, significant figures, making conversions, graphing with calculators and Excel, direct and inverse proportions, the mole concept and geometry for chemistry.
If a student completes this book before taking a chemistry course, they will get better grades, enjoy chemistry more and find themselves helping their friends with the concepts they learned here.< Less
ENLIGHTENED DISCIPLINE is for teachers and parents of young children. Enlightened Discipline lifts us, as professionals, to the next level of teaching. Unlock the three keys to teaching children... More > self-respect, personal responsibility and compassion. A must for parents, preschool teachers, nannies and anyone who works with young children.
Find out more about Enlightened Discipline and Julie at Less
This book is designed for use by independent study students. There are six chapters in this book: (1) Fractions, (2) Decimals, (3) Percents, (4) Measurement, (5) Calculator... More > Skills/Formulas/Proportions, (6) Algebra. In each chapter the student begins by studying basic concepts, then progresses through computational skills involving both pencil/paper and calculator approaches. Applied problems are presented throughout the book to illustrate the relevance of each topic. Included in each chapter are numerous examples, practice problems with full answer keys, and quizzes for self-evaluation. This textbook is used as part of the Patient Care Academy 2 curriculum at Madison College, Madison, WI.< Less
Sett i gang I consists of 15 chapters organized
around five main themes. The textbook is 229
pages and suitable for the first semester of a
university course or during the first year of a
community... More > education class.< Less
A text suitable for a Precalculus I course. After a "toolbox" and the introduction of Power Functions, it investigates systematically Polynomial and Rational Functions by way of (Laurent)... More > Polynomial ApproximationsThe Transforming System: A Practical Handbook for Understanding the Changes in California Community Mental Health focuses on the Recovery Orientation to mental wellness that is the gold standard for... More > healthcare in California and the United States. The Handbook is a comprehensive and practical resource that can be utilized by educators and supervisors to address the evolving changes in healthcare delivery systems.
Contents of the text are the product of a collaborative effort including contributions by clinicians, managers, educators, employers and consumers across the state of California. Discussion questions following each section provide useful guidelines for educators who are preparing classroom assignments. Beyond the classroom, this book is designed to be relevant and practical for students preparing for placement as well as for agency employees at all levels who wish to update their knowledge and practical application skills related to the changing systems of care.< Less
Taking the Mystery Out of Texas School Finance is one in a series of books written with the 7-Eleven Test in mind. If communication is carried out correctly, anyone could walk down to his or her... More > local convenient store and discuss concepts covered in this book and anyone he or she may speak to at the store would fully understand what was being discussed without being burdened by an excessive number of school finance terms. Through a better understanding of school finance concepts, school board members, teachers, school administrators, and the public will make better decisions concerning finance issues that will assure the highest quality education for all children.< Less
The third edition of this college-level business math book, revised and updated in 2013, originally published in 2007.
NOTE: This is the THIRD EDITION of this book. The 2nd edition is still... More > in print. Before ordering MAKE SURE THAT THIS IS THE CORRECT EDITION being used at your college!< Less
The J-M Institute Private/Home High School Workbook I is the first in the series of five workbooks. These study books are designed to complement the fifteen-weeks of study to complete a high school... More > diploma or prepare for the GED.< Less
Global Consulting Corporation incorporates many topics commonly covered in AIS courses: transaction processing, internal control, database design, systems documentation and many others. The print... More > portion comprises four sections: company description, AIS concepts review, transaction data and assignment questions. Actual business documents (purchase orders, invoices and the like) are available free through my AIS blog. The case can be used with any AIS textbook, including my own.< Less
An introductory text for high school students with reduced mathematical demand. Includes text, examples, "For Practice" exercises, labs, activities, and problems. Includes learning... More > standards for implementation of standards-based grading and an integrated lab notebook.< Less
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Math Center
The Math Center is a non-credit, Community Education class which provides assistance
in mathematics as a completely free service. Current Allan Hancock College students
as well as other individuals who are 18 years or older may fill out a simple registration
form and attend as frequently as they want. Registration forms may be found in the
Math Center or at Community Education in Building S.
The goal of the Math Center (sometimes called the Math Lab) is to assist students
in the successful completion of any Allan Hancock College mathematics class by providing
additional instructional resources. The Math Center offers many resources, including
one-on-one, drop-in tutoring by our staff of instructors and student tutors. Please
see the full list of resources below:
Free, drop-in tutoring
A place to study individually or in small groups
In-house loan of current textbooks and solutions manuals
A library of supplemental books, DVDs, and video tapes for check-out
Computers for mathematical purposes
Calculators (in-house and semester loans)
Handouts on math topics, including content from various math courses as well as information
on overcoming math anxiety and preparing for and taking math tests
Two private study rooms
Make-up testing
Workshops
Joining the math center group
Current students may access more detailed information by entering their myHancock
portal and joining the Math Center Group. Details may include information such as
the current schedule of instructors and student tutors who work in the Math Center, helpful
handouts on math topics, upcoming workshops, etc.
To join the Math Center Group:
Enter myHancock
Look at the center of the Home page in the box titled "My Groups." Click on "View
All Groups" at the bottom of the box.
STAFF
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