We’ve already discussed Annotations in general. Modelica includes a number of standard annotations that are specifically used in conjunction with functions. These meaning of these annotations is formally defined in the Modelica Specification. In this section, we’ll talk about the three general categories of annotations for functions and provide some discussion of why you need them and how to use them.
The first class of annotations are ones that provide additional
mathematical information about the function. Because functions are
algorithm sections, it is not generally possible to
derive equations for the behavior of the function and many symbolic
manipulations are therefore not possible. However, using the
annotations in this section allows us to augment the function
definition with such information.
As was saw in the ref:polynomial-evaluation example, there are
circumstances where we would like to inform the Modelica compiler how
to compute the derivative of a given function. This is done by adding
derivative annotation in the function.
The basic use of the
derivative annotation is to specify the name
of another Modelica function that computes the first derivative of the
function being annotated. For example:
function f input Real x; input Real y; output Real z; annotation algorithm z := // some expression involving x and y end f; function df input Real x; input Real y; input Real dx; input Real dy; output Real dz; algorithm dz := // some expression involving x, y, dx and dy end df;
Note that the first arguments to the derivative function,
this case, are the same as for the original function,
arguments are then followed by the differential versions of the input
arguments to the original function. Finally, the output(s) of the
derivative function are the differential versions of the output(s) of
the original function. It sounds complicated, but hopefully the same
code conveys how simple the construction really is.
Given such a Modelica function, the Modelica compiler can use such a function to compute various derivatives, e.g.,
Now consider a case where is zero. The derivative function will be passed this zero value or an array of zero values, if the argument was an array. That zero value will then be used in several calculations inside the derivative function. Most, if not all, of these will be multiplications and the results of those calculations will therefore be zeros. Those zeros will then be added to the final result, but will have no impact. In other words, there are many calculations that could be skipped because they won’t have any impact on the result.
In such cases, Modelica offers a way to avoid these calculations. If
the Modelica compiler knows a priori that one of the differentials
is zero, it can check (among the set of
if there are any functions that compute the derivative for that case.
These cases are specified using the
zeroDerivative argument to the
derivative annotation. So, in the case of our example function
f, we could add the following annotation:
function f input Real x; input Real y; output Real z; annotation algorithm z := // some expression involving x and y end f;
df_onlyx would then be defined as:
function df_onlyx input Real x; input Real y; input Real dx; output Real dz; algorithm dz := // some expression involving x, y, dx end df_onlyx;
Note that the
dy term is not included here. This function is
specifically for cases where
dy is zero. Because
appear in the arguments, this function includes only those
There are a few more variations worth covering here. The first is how
to specify what the second derivative of a function is. This is
done by adding an
order argument. Note that a function can have
derivative annotations, e.g.,
function f input Real x; input Real y; output Real z; annotation algorithm z := // some expression involving x and y end f; function df ... end df; function ddf input Real x; input Real y; input Real dx; input Real dy; input Real ddx; input Real ddy; output Real ddz; algorithm ddz := // some expression involving x, y, dx, dy, // ddx and ddz end ddf;
Hopefully there are no real surprises here. In order to compute the
second derivative, it is necessary to add an additional annotation
derivative annotation to the original function, i.e.,
This additional annotation has an additional argument
indicates which derivative that function computes.
There is one additional complication to discuss. What if the function has arguments that don’t represent real numbers, e.g.,
function g input Real x; input Integer y; output Real z; algorithm z := // some expression involving x and y end g;
Here, it makes no sense to take the derivative of this function with
respect to the
y argument, since it is an integer. Any non-real
argument can be ignored when formulating the derivative. So, if we
wished to compute the derivative of this function, we would do it as
function g input Real x; input Integer y; output Real z; annotation algorithm z := // some expression involving x and y end g; function dg input Real x; input Integer y; input Real dx; output Real dz; algorithm dz := // some expression involving x, y and dx end dg;
In other words, the differential arguments only apply to arguments that are real.
During our discussion on Non-Linearities, we showed how the
inverse annotation can be used to tell the Modelica compiler how
to compute the inverse of a function. The goal of an inverse function
is to solve explicitly for one of the current function’s input
arguments. As such, the
inverse annotation contains an explicit
equation involving the input and output variables of the current
function, but used in conjunction with another function to explicitly
compute one of the input arguments.
For example, for a Modelica function defined as follows:
function h input Real a; input Real b; output Real c; annotation algorithm c := // some calculation involving a and b end h;
we see that
b can be computed by passing
arguments to the function
h_inv_b which would be defined as
function h_inv_b input Real a; input Real c; output Real b; algorithm b := // some calculation involving a and c end h_inv_b;
The next class of annotations are related to how function definitions are translated into code for simulation. These annotations allow the model developer to provide hints to the Modelica compiler on how the code generation process should be done.
Inline annotation is a hint to the Modelica compiler that the
statements in the function should be “inlined”. The value of the
annotation is used to suggest whether inlining should be done. The
default value (if no
Inline annotation is present) is
The following is a function that uses the
function SimpleCalculation input Real x; input Real y; output Real z; annotation algorithm z := 2*x-y; end SimpleCalculation;
Here we see that the
Inline annotation suggests that the Modelica
compiler should inline the
SimpleCalculation function. The
function is inlined by replacing invocations of the function
with the statements in the function that compute the output result.
This is useful for functions that perform very simple calculations.
In those cases, the “cost” (in CPU time) of calling the function is on
the same order of magnitude as the cost of the work performed by the
function. By inlining the function, the cost of the function call can
be eliminated while still preserving the purpose of the function.
Inline function is merely a hint to the Modelica compiler.
The compiler is not obligated to inline the function. Also, the
compiler’s ability to inline the function will depend on the
complexity of the function. It is not necessary possible (or even
desirable) to inline a function in general.
Much like the Inline annotation, the
function tells the Modelica compiler that it would be more efficient
to inline the function. The
LateInline annotation is also
Boolean value to specify whether the function should be
inlined or not. The difference between the
LateInline annotations is that
LateInline indicates that
inlining should be performed after symbolic manipulation has been
performed. A full discussion of the potential interactions between
inlining and other symbolic manipulations is beyond the scope of this
It should be noted that the
LateInline annotation takes precedence
Inline annotation if they are both applied to a function,
The final class of annotations are related to functions that are
external. Such functions often depend on external
include files or libraries. These annotations inform the Modelica
compiler of these dependencies and where to locate them.
Include annotations is used whenever the code generated by a
Modelica compiler requires an include statement. Typically this is
required when external libraries are being referenced. The value of
Include annotation should be the string that should be
inserted into the generated code, e.g.,
The value of the
Include annotation is a string. If it
included embedded strings, they need to be escaped.
As already discussed, the Include annotation allows
include directives to be inserted into generated code. The
IncludeDirectory annotation specifies what directory should be
searched to find the content specified with the
The value of this annotation is a string. The string can represent a
directory or it can be a URL. For example, the default
value for the
IncludeDirectory annotation is:
We’ll explain the meaning of these modelica:// URLs shortly.
Library annotation is used to specify any compiled libraries
that a function might depend on. The value of library can be either a
simple string, representing the name of the library, or an array of
such strings, i.e.,
The Modelica compiler will then use this information during the “linking” of the generated code.
We have the same issue with
Library that we have with
Library annotation tells us what we need to add, but not where
to find it. In this way, the
LibraryDirectory annotation serves
the same role as the IncludeDirectory annotation. Like
IncludeDirectory annotation, it can also be a URL. It’s
default value is:


Look what I just bought my Math teacher! Ladee+Grant+Lilly 2 kids; Dothan, Alabama 19442 posts31st Jul
He's such a nerd, he will love it!! His office is super bare, he needed some spice lol. Math has always been a really weak subject for me, ALWAYS. I had him for my remedial math class last semester, and for my math this semester. Unfortunately, he won't be teaching the next math I have to take in the fall so this is the end of the line for us. He really broke it down in a way I understood it, and was very encouraging and a great ear to listen. I felt like I wanted to get him a token of appreciation.
Adding: I didn't double check all of the numbers to make sure they are correct in their math, but hopefully since they sell this product they double checked themselves right? LOL THAT would be embarassing
Ladee+Grant+Lilly 2 kids; Dothan, Alabama 19442 posts31st Jul
Quoting Soon2be3!!!!!:" That's cool"
They had so many different styles and different numbers. I really wanted a chalkboard one but the hands were black and the background was black, I felt like that would be hard to tell time on.


Designing Logic Tiles
This mini-game was directly inspired by one of the puzzles in another Total Eclipse game, The Clockwork Man: The Hidden World. In that game, the player entered a Steampunk submarine and had to solve a puzzle in order to activate the engines. It was a unique and challenging puzzle, based on logic operations and pattern matching.
Logic Tiles relies on the same concept, while introducing additional attributes that create a somewhat different mechanic.
There are two sets of tiles at the top of the screen and an addition sign (+) between them. At the bottom of the screen there are 2 to 4 options for the player to choose from. The player has to mentally perform the logic addition on the top two cards and select the option that corresponds to the result of the operation.
Difficulty & Progression
The difficulty of the game is affected by several parameters, which allow for a great variety of difficulty levels. The size of the grid reduces as the levels increase, which means that the tiles are getting more in number and smaller in size. Also, the fill rate can significantly make the game more challenging; the fuller the shape, the more information to process. Another attribute is the options the user can choose from also increase, starting from 2 and going up to 4.
A very important factor is the symmetry level of the shapes produced by the filled tiles. The more symmetrical the shapes, the easier for the brain to process and make operations on. The symmetry can be on one axis (vertically or horizontally), on both axes, or there can be no symmetry at all. The higher the symmetry, the easier the level, because the brain can infer parts of the shape just by processing half or a quarter of it. When the symmetry breaks completely, the brain needs to process the whole shape.
A final parameter is the type of operation. I mentioned that players have to add the two shapes together, but there is another option as well, which appears in more advanced levels; subtraction. Players have to visually subtract the second shape from the first. This is significantly harder than adding the two shapes together, so it can make the game very challenging.
During the most difficult levels of this game, the tiles become very small and the grid fills up to a large percentage. There is no symmetry in both the cards and the options and the frequency of the subtraction operation increases significantly.
Until next week!
Lead Game Designer


- scipp.sum(x, dim=None)#
Sum of elements in the input.
If the input data is in single precision (dtype=’float32’) this internally uses double precision (dtype=’float64’) to reduce the effect of accumulated rounding errors. If multiple dimensions are reduced, the current implementation casts back to float32 after handling each dimension, i.e., the result is equivalent to what would be obtained from manually summing individual dimensions.
Same type as x– The sum of the input values.
Ignore NaN’s when calculating the sum.


1. K.R. Guruprasad and D. Ghose, Heterogeneous sensor based Voronoi decomposition for spatially distributed limited range locational optimization, Voronoi's Impact on Modern Science, Book 4, vol. 2, Eds., D.-S. Kim, K. Sugihara, September, 2008, pp. 78-87.
2. K.R. Guruprasad and D. Ghose, Automated multi-agent search using centroidal Voronoi configuration, IEEE Transactions on Automation Science and Engineering, vol. 8, issue 2, April 2011, pp. 420-423.
3. K.R. Guruprasad and D. Ghose, Performance of a Class of Multi-Robot Deploy and Search Strategies based on Centroidal Voronoi Configurations, International Journal of Systems Science, vol 44, issue 4, 2013, pp. 680-699.
4. K.R. Guruprasad, EgressBug: A real time path planning algorithm for a mobile robot in an unknown environment, Advanced Computing, Networking and Security, Lecture Notes in Computer Science, vol. 7135, 2012, pp. 228-236.
5. K.R. Guruprasad, Effectiveness-Based Voronoi Partition: A new tool for solving a class of location optimization problems, Optimization Letters, accepted for publication.
6. K.R. Guruprasad and D. Ghose, Heterogeneous Locational Optimization using Generalized Voronoi Partition, International Journal of Control (Accepted)


The actual expenses of a purchase:
“When people do their math, they often only consider the price they paid for the purchase and the price for the resale, but in between there are costs to bear.” Whether it’s taxes, maintenance, the roof, windows or a French drain to change, not to mention the opportunity cost, such as the money tied up in the property that is not invested elsewhere.
If, by renting, you give your money to an owner, by buying you give your money to the bank in interest. By taking out a mortgage of $ 332,500 (house at $ 350,000 with 5% down payment) at a rate of 3% for 25 years, you will have paid in interest $ 139,562. The rate goes up to 5% and you give the bank $ 247,650.
The question is:
If I was renting rather than buying. What would happen if I took the $ 247,650 saved from the purchase over 25 years and I put it in an RRSP for example … Go do your math.


How to Calculate the Size of a Room with Ease
Are you tired of struggling to figure out the dimensions of a room? Whether you're planning a home renovation, buying furniture, or simply curious about the size of your living space, knowing the exact room dimensions is essential. But how do you calculate the size of a room without spending hours with a measuring tape? Fortunately, there are online tools available that can make this task a breeze.
In this blog post, we'll walk you through the process of using a room size calculator to determine the square footage of any room. We'll cover the steps involved, common challenges you may encounter, and provide some helpful tips along the way. By the end of this post, you'll have all the knowledge you need to accurately measure the size of any room.
How To: Use a Room Size Calculator
Have you ever found yourself struggling to measure the dimensions of a room? With a room size calculator, you can skip the hassle and get accurate results in no time. Here's how:
1. Gather the necessary information
Before you start using a room size calculator, make sure you have the following information at hand:
2. Enter the room's dimensions
Once you have the required measurements, enter them into the room size calculator. Typically, you'll be asked to input the length, width, and height of the room. Some calculators may also allow you to enter irregular shapes or include additional features like closets or alcoves.
3. Select the unit of measurement
Choose the unit of measurement you prefer, such as feet, meters, or square yards. The room size calculator will automatically convert the dimensions into your chosen unit.
4. Calculate the room's area
After entering the dimensions and selecting the unit of measurement, the room size calculator will calculate and display the total area of the room. This value represents the square footage or square meters of the room.
5. Take note of the results and use them as needed
Once you have the room's area, you can use it for various purposes. Whether you're estimating paint or flooring requirements, planning furniture layouts, or comparing room sizes, having accurate measurements is crucial.
6. Review and refine the measurements if needed
If the room size calculator provides measurements that seem inaccurate or don't match your expectations, double-check your inputs and make sure you measured the dimensions correctly. If necessary, remeasure the room and repeat the calculation process.
7. Enjoy your newfound ability to determine room size with ease!
Now that you know how to use a room size calculator, you can confidently measure the size of any room. Say goodbye to guesswork and hello to accurate dimensions!
Enhance Your Measurement Game with Switch
Calculating the size of a room shouldn't be a complicated and time-consuming task. With Switch, you can simplify the process even further. Switch's intuitive and user-friendly design allows you to create pitches and manage shared expenses effortlessly. Whether you're splitting bills with roommates, planning a birthday party, or organizing a community event, Switch is your go-to platform.
Make calculating room sizes a seamless part of your life with Switch. Say goodbye to manual tracking and hello to transparency and social accountability.
- Use a room size calculator to save time and effort when determining the dimensions of a room.
- Gather the necessary information and enter it into the calculator.
- Select the unit of measurement and let the calculator do the math.
- Review the results and make adjustments if necessary.
- Switch offers an intuitive platform for managing shared expenses and simplifying everyday tasks.
Now it's time to put your newfound knowledge into practice. Start using a room size calculator today and experience the convenience it brings to your life.


I recently found myself frequently using composite pattern to solve some software design problems ranging from numerical calculations to business rules validation and complex form print operations. The more I use this pattern the more I like it. These days my favourite pattern is composite pattern.
Composite pattern helps solving a computation problem by splitting the problem into sub tasks, Each sub task can take some parameter and return a computed value which can be passed to other sub tasks.
For example calculating a polynomial function f (x)= ( (x^3 + 1/x ) ^4 ) –9 in java may look a bit weird. However once the problem is defined as sub problems, solution is on the horizon.
I will start off first declaring an interface which takes the variable x as the parameter.
Second step is trying some simple polynomials, for example f (x)=x+1, f (x)=4.
In the first example function is sum of two functions, namely identity and constant, so I can try defining an identity and constant function and summation function which is sum of all given functions.
Identity function will return whatever value is passed to itself and looks like below.
On the other hand, a constant function returns a predefined value regardless of the parameter being passed.
With similar approach an add function can be defined as below.
It is interesting to see that add function is made of functions passed as parameters. Add function eventually executes each function passed and then generates a sum of values as its value.
That approach enables splitting problem and solve each sub problem individually. When all sub solutions are combined, a powerful composite whole solution is made of. A composite structure enables solving complex problems meanwhile building strong solution hierarchy and encapsulation. Following same pattern I have created PowerFunction and MultiplyFunction and created a test case to see my function composite in action.
After applying same methology, I have created MultiplyFunction,DivFunction and MinusFunction to complete my class hierarchy.
All completed functions can be found on github


You can find instructional videos by clicking on: topics in the table of contents below, the categories to the right, the tags to the right and down, or by searching in the search bar to the right and up.
- Essential Algebra
- 1 – Substitution, like terms, expanding, binomials, fractions, absolute values, index laws
- 2 – Factorising, substitution, surds
- 3 – Changing the subject of formulas, solving linear equations, solving quadratic equations
- 4 – Linear equations and straight lines, gradient/slope, intercepts, gradient intercept form of a line, one point gradient formula, two point equation of a line, general form of a line, midpoint, distance
- 5 – parallel and perpendicular lines, simultaneous equations, surds
- 6 – Relations and functions, domain, range, independent/dependent variables, vertical line test
- 7 – Examples of functions, piecewise, absolute values, polynomials
- 8 – Exponential functions, logarithmic functions, log laws
- 9 – Solving exponentials, inverse functions
- 10 – Trigonometric ratios, identities, cosine and sine rules
- 11 – Unit circle for trig functions, reference/special triangles, radians, arc length, area of a sector
- 12 – Graphs of trig functions, shifts, modelling, solving equations
Learning and Practicing Mathematics via the Internet
The Khan Academy, available at http://www.khanacademy.org/, has over 2600 videos, many of which are mathematics. You can watch videos without logging in, but signing up only requires a Google account or a Facebook account and means your activity is recorded so that points and badges are earned by watching videos.
When each problem in the video is presented you should pause the video and attempt to solve the problem yourself. Once you have had an attempt or two, continue watching the video to see the approach taken by the presenter. At the end of the video you can often click the green ‘Practice this concept’ button above and to the right of the video.
Some of the videos start very basic and progress, some are just basic as an introduction for the next video, but if you can’t understand something in the video, there is help available. You could leave a comment on the post that sent you to the video, leave a comment on the video in the Khan Academy, search YouTube (Bullcleo1, AlRichards314 and PatrickJMT are some recommended channels) or other sites for another explanation.
GAIM Foundational – Getting Ahead in Mathematics Foundational – MATH1002 University of Newcastle, Australia


Edusense Stacking Cups Color Sorting Toys
- EDUCATIONAL STACKING TOYS: This math manipulatives toy for toddlers and preschoolers helps children identify, sort and match colors as well as early math skills by developing their fine motor skills, eye-hand coordination and focus. The vibrant colored baby cups match any baby learning toys and developmental toys that you already have at home. These sorting toys for toddlers also compliment all Skoolzy Brand toys and help in each child's early development.
- TODDLER GAMES: The cup stacking set matches many autism sensory toys which allows you to create your own games for toddlers. This open-ended set allows for many play uses including: fruit counters, sorting bears, math links, beads and buttons. The stacking cups for toddlers are great for teachers, homeschool moms, travel, picnics and are perfect baby outdoor toys as well as for rainy day toddler activities. Use the stacking toy and make a number game or use the Montessori cups as a bowling toy.
- COLOR SORTING BABY DEVELOPMENTAL TOYS - These baby educational toys are great for building fine motor skills, eye-hand coordination skills, color identification, vocabulary development, patterning skills, counting skills and early math skills. The baby stacking cups for toddlers, preschool and kindergarteners also make fun learning tools for occupational therapy and are great sensory toys for autistic children with special needs.
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TU Wien:Statistik und Wahrscheinlichkeitstheorie UE (Bura)/Übungen 2019W/12.7
- ’Probability and Statistics’ exercises
A tutor of ’probability and statistics’ exercises claims that every student that is asked to present the solution for a problem on blackboard is randomly sampled (uniformly) with replacement among all students, for each problem. Every sheet contains of seven problems. After the sixth exercise session a motivated student mentions the following:
- (a) ’Every student in class was asked to present exactly once.’ What is the probability for that? Do the data support the tutor’s statement?
- (b) ’Two students were asked to present half of the exercises each.’ What is the probability for that, if the number of students is the same as in (a)?
- (c) What is the probability for the observations in (a) and (b) if the students were sampled without replacement?


These are some of the common questions on suitable sample size we hear from businesses that we speak to. In essence, the sample size used represents the amount of accuracy that is required from the data – the more accurate you want it to be, the larger the sample size. This accuracy can be statistically calculated easily in our sample size calculator below.
Sample Size Calculator
What sample size should I use? What is the right sample size?
Confidence Level is the amount of uncertainty you can tolerate. With a Confidence Level of 95%, you will expect to get a result within the margin of error range 19 times if you repeat it 20 times
Margin of Error is the amount of error you can tolerate. With a margin of error of 4%, if the result is 60%, the true answer would be within the range of 56%-64%


Math is Not Just for School
Today I was very tempted to take the day off from homeschooling. It is a beautiful day and we’ve been going full throttle for about 6 weeks now. Plus, we’ve reached a tough spot in 4th grade math. Who knew that I would be teaching algebra already? Here’s an example:
Davina, Jean, and Nancy have saved a total of $4800. Davina has saved $480 more than Nancy and Jean has saved $330 less than Davina. How much has Jean saved?
If you can figure out the answer to that problem in less than 15 minutes, you did better than we did! Our first answer led us to a number that was clearly wrong and so we had to leave it and come back to it another time. After we conquered another problem that was not as hard (and boosted our confidence a little), we came back to Davina, Jean, and Nancy. This time, we drew a bar graph and came up with the solution fairly quickly.
Now don’t misunderstand me, I love word problems. In fact, I love math. I use it on a daily basis whenever I cook or do most crafts. If you want to double or triple a recipe, you have to do math. If you want to know whether you have enough yarn for a pattern, you have to do math. If you want to know if you have enough money to buy those (insert whatever it is you love to buy here), you have to do math. If you want to know how many days of school you have left in the year, you do math!
No, my problem is not with math at all. In fact, I have been doing a lot of math on my own and no one is forcing me. See?
Over the weekend, I got a little obsessed with a quilt pattern that I have been wanting to make for awhile. I decided to take the plunge and make a few sample squares. They did not turn out quite as planned. So, I had to go back to the drawing board, literally, and graph it out myself.
Unfortunately, my sewing skills are not as good as my math skills. Want a peek?
If you look carefully, you’ll see that my blocks are a little inconsistent and they don’t match each other well. This spells disaster in a quilt of this kind because a small error can easily multiply and cause everything to be off.
So, just like the word problem we tackled this morning, I am looking at other ways to approach this quilt pattern. And this is the difficult thing (not a problem, exactly) about teaching math and problem solving. Often, there are more ways than one to tackle a problem. Your first effort may not give you the correct answer or the simplest way to get the answer.
Really, it’s a life lesson. The challenge for the teacher, especially in homeschooling, is how to teach a child how to learn and, more importantly, how to learn from their mistakes. Because, there is no doubt about it–we All make mistakes. There’s nothing wrong with making mistakes, as long as we are willing to learn from them, right? Well, that’s what I tell the boys anyway. Somehow, that knowledge is not enough to take the sting out of the pain of making a mistake.
I know. I can empathize. It bugs me no end to know that I’ll probably end up throwing away those blocks I made over the weekend. In the meantime, I’ll keep them around as a reminder that I, too, need to learn from my mistakes.


I offer a wide variety of educational research services, including specialization in planning, evaluation, and management of: Curriculum & Instruction, Science, Technology, Engineering, and Mathematics, Gifted and Talented, Advanced Academics, and Teacher Education & Professional Development Research programs.
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With over 12 years of experience in education and research, let me help you find the curriculum solutions you need.
My curriculum solutions have been recognized in both K-12 and College instutions, and featured at professional conferences.
I have designed curriculum based on a wide variety of learning theories and learning environments.
Each of my curriculum products have been implemented in real-world educational environments and validated through assessment.


Mary had two apples. Her mother gave her three. How many apples does she have now? The way we arrive at the solution to this simple problem is vital in the development of our brain. Because when it comes to education, it is not only important to learn. Just as important, if not more so, is the how: how we learn what we learn and how this learning enhances our mind-building processes. In this, the development of neuroscience has played an essential role and ProFuturo has taken advantage of this to develop a tool for teaching Mathematics in vulnerable environments in 82 countries on three continents.
Because your place of birth or your socio-economic conditions cannot determine your education or your future, ProFuturo Mathematics designed by IteNlearning, is a tool that enables all children to reach the level of mathematical competence they need for life. And it does so by combining science and technology. Do you want to learn how? In this interview, Ernesto Ferrández, director of IteNlearning, tells us about it.
The ProFuturo Observatory has dealt extensively with the topic of mathematics teaching and learning. If you would like to take a look at the many articles we have written on the subject, you can find them all here.


Time to walk away from New Math
Posted on September 15, 2013 | By Marc Albert Cormier | Leave a response
“University of Winnipeg math professor Anna Stokke and two of her colleagues knew there was “a huge problem,” when they started hearing about Manitoba grade school students not being taught how to do vertical addition, carry or borrow numbers, or knowing their times tables.
Then, two years ago, she and Robert Craigen, a fellow U of W professor, and Fernando Szechtman a math professor at the University of Regina, formed WISE Math — the Western Initiative for Strengthening Math Education. They set up a website with a blog, gave lots of media interviews and started meeting with government officials to push for changes in the way math was being taught.”


Count Down: Six Kids Vie for Glory at the World's Toughest Math Competition
Just how anti-math are we Americans? Let mathematician Tatiana Shubin tell you about growing up in the former Soviet Union: "We weren't math freaks, we were smart kids, and even people who weren't interested in mathematics would respect us. It was very different when I came to this country. Whenever someone asked what I was doing and I said mathematics, people would immediately shrink from me, as if I had said something unpleasant."
It's a small but telling moment in Steve Olson's book, Count Down. His account ostensibly documents the hurdles the U.S. team overcomes in order to compete against other high-school students from around the world at the 2001 International Mathematical Olympiad. Actually, though, the book takes readers on a grand tour of our own attitudes toward achievement, talent, genetics, youthfulness, and aesthetics, among other things.
The deep topics are lightly propelled along by the intriguing story of the math contest. Over two days, the U.S. team must solve six thorny problems, each involving abstract proofs. Olson uses one problem to tell the story of each of the team members: From Tiankai Liu, the youngest member at his first Olympiad, to Reid Barton, a senior on the brink of being recognized for four outstanding years at the competition.
To comfort the math-challenged, Olson relegates much of the intricacy of the problems themselves to a 10-page appendix. Which leads to one of the book's few failings: If you're going to relegate much of the actual math to an appendix, why not address the problems in a little more depth? They're certainly complex enough to warrant it. But that's a minor criticism: Count Down isn't so much about the math as it is about they way kids learn and develop their own intellects. It's at its best when it looks closely at how the U.S. educational system teaches children math. Olson portrays a system geared toward helping along the slowest pupils while pretty much leaving the brightest to fend for themselves. In a society that aspires to meritocracy, schools that can't or won't nurture their best students are at best deeply troubling and at worst terrible failures. But the book's emphasis is on the positive: Olson shows just what attracts students to the satisfying beauty of mathematics and the hard work required to perfect their art.


Originally published 1938.
|Series||Papermacs;no.34; London. University. London School of Economics and Political Science. Studies in statistics andscientific method;no.3|
|The Physical Object|
|Number of Pages||548|
Mathematical analysis for economists by Allen, R. G. D and a great selection of related books, art and collectibles available now at Mathematical Analysis For Economists by Allen,R.G.D. Publication date /00/00 Topics NATURAL SCIENCES, Mathematics, Fundamental and general consideration of mathematics GOOD BOOK. 13, Views. 3 Favorites. 1 Review. DOWNLOAD OPTIONS download 1 file. The experienced mathematical economist may find the book as a whole of service for reference and discover new points in some of the chapters. I have received helpful advice and criticism from many mathematicians and economists. MATHEMATICAL ANALYSIS FOR ECONOMISTS by R. G. D. ALLEN. Originally published in FOREWORD; THIS book, which is based on a series of lectures given at the London School of Economics annually since , aims at providing a course of pure mathematics developed in the directions most useful to students of economics.4/5(6).
However make no mistake, this is an advanced book and for students with not very strong background in maths I would recommend the the sequence (roughly): Alpha C. Chiang "Fundamental Methods of Mathematical Economics" after this, Simon & Blume "Mathematics Cited by: The articles in this proceedings volume reflect the current trends in the theory of approximation, optimization and mathematical economics, and include numerous applications. The book will be of interest to researchers and graduate students involved in functional analysis, approximation theory. A. If you are a beginner then read: (1). Mathematics for economists by Taro Yamane (2). Mathematics for Economists by C.P. Simon (3). Fundamental Methods of Mathematical Economics by A.C. Chiang and K. Wainwright B. If you want to look into mathem. Mathematical analysis for economists. [R G D Allen] Book: All Authors / Contributors: R G D Allen. Find more information about: OCLC Number: Notes: Originally published in # Mathematical analysis\/span>\n \u00A0\u00A0\u00A0\n schema.
Mathematical analysis for economists | Allen R. | download | B–OK. Download books for free. Find books. COVID Resources. Reliable information about the coronavirus (COVID) is available from the World Health Organization (current situation, international travel).Numerous and frequently-updated resource results are available from this ’s WebJunction has pulled together information and resources to assist library staff as they consider how to handle coronavirus. Mathematical Methods for Economic Analysis be concerned mainly with the mathematical foundations of optimisation theory. This includes a revision of basic set theory, a look at functions, their continuity and their maximisation in n-dimensional vector We will cover about a third of the book. If you are interested. MATHEMATICAL ANALYSIS FOR ECONOMISTS by R. G. D. ALLEN. Originally published in FOREWORD; THIS book, which is based on a series of lectures given at the London School of Economics annually since , aims at providing a course of pure mathematics developed in the directions most useful to students of economics. At each stage the /5(2).


Life of Fred - Elementary Mathematics: Honey
You are ready to start Life of Fred Elementary when...
1. You can talk in sentences.
2. You are willing to listen to a 5 page story.
3. You can hold a pencil.
4. You can print the digits 0 to 10
5. You know your basic addition and subtraction facts up to 10
Dr. Schmidt recommends that all students up to 4th grade start with Apples and work their way through the entire elementary series.
This book covers beginning mathematics including . . .
- Commutative Law of Multiplication
- Closed Under Addition
- Quarter of an Hour
- Cardinal Numbers
- d = rt
- One Trillion
- 1Ã‚½ + 1Ã‚½
- Is This a Function?
- Long Division
- Dividing 56382 by 3
- Changing 82614 feet into Yards
- Three Reasons to Learn Long Division (Even Though Calculators Exist)
- 36 Quarters Equals How Many Dollars?
- The Fur Times Table
- A Disadvantage to Being Married to a Calculator
- The Guess-a-Function Game
- Hexagons and Octagons
- The Big Question in Arithmetic#8212;Do I Add, Subtract, Multiply, or Divide?
- Division by Two-digit Numbers
- 7xyz + 8xyz
- Slope of a Line
- and much more . . .
Unlike all other math programs, this one also teaches about:
A Real Education Is Both Broad and Deep
Thirty-six Shades of Blue
Having a Job that Matters
Time Zones in the U.S.
The Milky Way
Protons in the Observable Universe
Periodic Table of the Elements
Varieties of Houses
Mysteries in Life
Why English Teachers Have It Rougher Than Math Teachers
What Happens When You Squeeze Your Toothpaste Tube Four Times Harder Than Normal
Reading Graham Greene's The Heart of the Matter in German
A Balance in Life
Four Answers to Where Honey Comes From
Four Answers to Where Do Bees Live
Why Bees Don't Make Honeycombs in the Shape of Squares
Smelting Iron Ore
What You Add to Iron to Make Steel
Buying Flash Cards vs. Making Them
How Far the Netherlands Is from Holland
Becoming an Apiarist
Farther vs. Further
Checklist for Starting a Business
Penciling out a Proposed Business
Why Not to Become a Typewriter Manufacturer
The Drawbacks to Ignoring Reality
Why Fred Can't Get a Credit Card
Looking Back at Mistakes We Have Made in Life
The Past Tense of mimic
What Magic Really Means
The answers are included in the textbook.
Life of Fred Honey is a hardcover textbook containing 128 pages. This book is not consumable. All answers are written on separate paper or in a notebook. It is designed to be read with the student.
Life of Fred Honey contains 19 lessons and is designed to take approximately one month to complete.
(description c/o the Life of Fred website)
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This illusory triangle was first created by Swedish artist Oscar Reutersvärd in 1934. Similar impossible polygons are most familiar from the continuous staircases and waterfalls of Dutch artist M C Escher, where the different perspectives of parallel lines create the illusion of angles that are at once perpendicular and acute.
British mathematician Roger Penrose, who independently worked out and popularized the device in the 1950s, described it as “impossibility in its purest form”.
As an actual, physical object, it is impossible. However the illusion can be made in 3 dimensions by creating a shape consisting of horizontal and vertical bars joined at right angles. Viewed from the correct angle, the lines, angles and shadows create the illusion of the impossible triangle.
To make your own, simply print out the plan in the image below, cut, fold and glue where indicated.
Place it on a desk or table where visitors coming into a room will see the triangle form and disappear again, they will be astounded.


In this paper, a multi-objective optimization strategy for efficient design of turbomachinery blades using sparse active subspaces is implemented for a turbofan stage design. The proposed strategy utilized sparse polynomial chaos expansion on a limited dataset to generate a function from which the differential and the covariance matrix can be obtained. Active subspace was used to compute the active variables via singular value decomposition and a hybrid polynomial correlated function expansion was used to construct a surrogate model on the active subspace. Coupled with freeform method and multi-objective genetic algorithm, an automated optimization loop was run at a single operating condition. An improvement in stage efficiency and total pressure ratio of 2.97% and 1.15% was achieved for the optimum design compared with the baseline. Additionally, total pressure loss coefficient decreased by 5.88%, exit flow angle by 34.65% and shock strength by 5.32%. The coupled effect of change in stagger angle, forward sweep, forward lean, and chord length reduced the recirculation at the hub, and blockage at the shroud due the tip leakage flow by decreasing the blade loading. The threshold value hyperparameter was found to be the most influential and must be accurately determined.
|Engineering Applications of Computational Fluid Mechanics
|Published - 12 Mar 2024
- sparse polynomial chaos expansion
- active subspaces
- transonic fan
- multi-objective optimization
- singular value decomposition


Gilles Benguigui, Idan Porath and I spent some time examining the variety of such facilities in Tel Aviv. First we used the old nearest neighbor method to identify clustering.
The method calculates the ratio between the average short distance between every two points and the expected average short distance of completely spatially random distribution. The ratio of the two is an index for the spatial point distribution and for spatial order.
The method is subject to some well-known drawbacks. It indicates a random distribution of points in cases that there are some clusters with random distribution of points inside the clusters. Also, the results are sensitive to the choice of boundary of the area within which the points are distributed. When the boundary of a geographic entity is ill-defined defined, it is difficult to apply the method.
To deal with this problem we created the all distances analysis. It is free of these defects. The all distances analysis method takes into account the distances between every point to all other points in the examined area.
We concluded that despite first appearances the cultural facilities cluster. Furthermore, there are several distinct clusters, each possessing particular characteristics. These characteristics were confirmed by a detailed survey of users.


This idea is to learn a language you have to talk ityou have to engage in it that's how algebra project founder bob moses described the principle. Algebra portfolio project students received the guidelines and criteria concerning the 4th nine week project (portfolio) on today,monday, 12, 2012. The algebra project is a national us mathematics literacy effort aimed at helping low-income students and students of color successfully achieve mathematical skills. Introduction: what is the robot algebra project “this project positions mathematics as a thinking tool” dr chris schunn.
Transportation costs (or trucker’s dilemma) math 1050 college algebra project a truck driving 260 miles over a flat interstate at a constant rate of 50. About this is the home page of the stacks project it is an open source textbook and reference work on algebraic stacks and the algebraic geometry needed to define them. Honors algebra 2: conics project honors algebra 2: conics project feb 21, 2012 - project description the goal of the project is to show that you can graph and write. Irubric dc82x9: students will create project using guidelines given in class free rubric builder and assessment tools. Design a brochure algebra 2 project linear equations and inequalities purpose: for this project, you will be working as a group of two to design a tri-fold brochure or.
Algebra project's wiki: the algebra project is a national us mathematics literacy effort aimed at helping low-income students and students of color successfully. Find and save ideas about algebra 2 projects on pinterest | see more ideas about algebra 2, algebra and algebra help. I found “pbl activities for high school math” lesson plan at share my lesson there are so many more free, quality lessons on the site, so head on over.
In relational algebra, a projection is a unary operation written as , where , is a set of attribute names the result of such projection is defined as the set. Posts about algebraic expressions written by chris shore.
Introduction to algebra algebra is great fun - you get to solve puzzles a puzzle what is the missing number. A new approach to algebra-he indianapolis algebra project (iap) is a non-profit math literacy organization that dedicates its energies toward the. The projects are meant to connect the world of math to that of art they allow students to make connections that would not normally occur while completing problem sets.
While 21st century math projects is the crown jewel product line the 21st century math project all things algebra. Irubric q73c85: using a media of their choice, students will create a project to teach others what they've learned about algebra free rubric builder and assessment. Slide 2 agenda • the role of connected • why create project-based pre-algebra curriculum • what does the curriculum look and feel like • implementation.


GMIT organizes summer course on ‘Data assimilation, optimization, and applications’Society
Ulaanbaatar /MONTSAME/ With support from the International Center for Pure and Applied Mathematics (CIMPA), German-Mongolian Institute for Resources and Technology and the University of Versailles Saint-Quentin-en-Yvelines (UVSQ) of France organized a summer course on ‘Data assimilation, optimization, and applications’ from July 5 to 10.
The CIMPA summer course designed for postgraduates and researchers has been organized in developing countries since 1997. In Mongolia, the center organized the course in collaboration with the National University of Mongolia (NUM) and Mongolian University of Science and Technology (MUST) in 2013, with NUM in 2015, and with MUST and Khovd University in 2017.
This year, GMIT hosted the course in a hybrid online-classroom format due to the COVID-19 pandemic.
The course had over 50 participants from France, Italy, Institute of Mathematics and Digital Technology of the Mongolian Academy of Sciences, NUM, MUST, Mongolian State University of Education, and GMIT, of which 10 attended the course in person.
In the course, UVSQ Professors Laurent Dumas and Ts.Ider, Professor R.Enkhbat from the MAS Institute of Mathematics and Digital Technology, Professor Didier Aussel from the University of Perpignan and other professors and academics delivered lectures on ‘Global Optimization with piecewise convex functions’, ‘Introduction to optimization under uncertainty’, ‘Black box simulation based optimization: algorithms and applications’, ‘Reformulation and decomposition for integer programming’, ‘Optimization applications in economics and finance’, and ‘Multi leader follower games: recent theoretical advances and applications to the management of energy’.


Fabian Fischer has a new featured piece up on Gamasutra today about the “transparency” of game mechanics.
If players have to deal with adding and subtracting numbers constantly, there’s little time left for truly deep and interesting decisions. That’s why information should, whenever possible, be represented in more intuitive ways. A typical example of this is a tactical grid in turn-based strategy games that represents complex mathematical relations in a very accessible way. And if there are still bare numbers involved, they should ideally be small have a very discrete range, so that a human brain can easily deal with them without having to take any intermediate steps of abstraction first.
Check it out here on Gamasutra: http://www.gamasutra.com/blogs/FabianFischer/20170810/303441/Game_Design_Principle_Transparency.php


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Today was the 100th day of school for Katherine's class. She has been looking forward to this day since the very 1st day of school! She's been more excited about today than she has been about her birthday later this week! There were lots of festivities in kindergarten and Granny went to help. Every child brought 100 of something (Katherine chose puzzle pieces) and they put them all together to make an "I Spy table". They also wrote their numbers to 100, put 100 stamps on a paper, played Chutes and Ladders (with 100 spaces on the board), wrote a story about what they'd buy with 100 dollars (K. picked cats and a cat house!), and ate cake shaped like the number 100 decorated with 100 M & Ms. It was quite a day!


Discrete Structures Metrics
The course covers mathematical topics essential for work in computer science. Topics include: number bases, mathematical induction, sets, relations, functions, congruence, recursion, combinations and permutations, probability, graphs, trees, logic, Boolean algebra, and proof techniques. Computing related problems and examples are integrated throughout the course.
Minimum Contact Hours42
SE. 1. Apply mathematical induction and other techniques to prove mathematical results.
Recognizes valid proofs that use mathematical induction and other techniques.
Given a simple problem, such as an identity, constructs a mathematical proof by induction.
Constructs mathematical proofs by induction and other techniques.
CS. 25. Examine the logical validity of arguments and proofs as they apply to Boolean expressions.
Identifies the properties and structures of Boolean algebra.
Analyzes the steps to simplify a Boolean expression.
Constructs a proof using the laws of Boolean algebra.
CS. 26. Illustrate the basic terminology and properties of graphs and trees.
Defines terms and properties for graphs and trees.
Given a problem description illustrates appropriate trees, binary search trees, weighted, directed and undirected graphs solutions.
Applies mathematical proofs to verify the properties of graphs.
CS. 27. Perform binary and hexadecimal conversions of numbers.
Converts binary numbers to their decimal equivalent.
Converts positive numbers between bases 2, 10, and 16.
Performs two-s complement to represent negative integers in binary.
CS. 28. Perform computations using recursively defined functions and structures.
Explains how a simple recursive function is evaluated.
Computes the correct result produced by a recursive algorithm.
Constructs recursive algorithms for the solution of problems.
SE. 5. Solve problems involving sets, relations, functions, and congruences.
Defines the concepts of sets, relations, functions, and congruences.
Solves problems about sets, relations, functions, and congruences.
Evaluates a problem and constructs an appropriate solution choosing among sets, relations, functions, and/or congruences.
CS. 32. Use graphs and trees to solve problems algorithmically.
Explains standard algorithms for graphs and trees, such as Eulerian circuits, spanning trees, and Kruskal?s algorithm.
Applies traversal methods for graphs and trees.
Verifies the correctness of graph algorithms using mathematical proofs.
SE. 6. Use methods of combinatorics to solve counting problems.
Recognizes the need for combinatorial techniques such as combinations or permutations to solve a problem.
Solves counting problems using combinatorial techniques such as combinations and permutations.
Decomposes a complex problem into combinatorial procedures.


In my last post, I covered which businesses are eligible for the deduction and how the deduction is reduced for high income taxpayers and some types of businesses. In this one, we’ll discuss the mechanics of calculating the deduction.
Congress must have designed the calculation to be as difficult as possible. You might think that you calculate the deduction by taking your business profit and multiply that by the 20% deduction rate. Then you put the deduction on page 1 of the 1040 form where it reduces your income. That is precisely how you do not calculate the deduction.
First, the deduction does not appear on page 1 of the 1040. It appears on page 2 of the 1040 right after your itemized deduction total or your standard deduction amount. Right away, note that the deduction does not reduce adjusted gross income (AGI), which means that it does not affect any deductions calculated on the basis of AGI. For instance, you don’t get to calculate deductible medical expenses on an income amount calculated after the new deduction.
The 1040 form for 2018 has not been released yet, but I suspect the deduction will appear where your personal exemption amount formerly appeared. For 2018, personal exemptions have been eliminated, but that’s a post for another day.
Second, you calculate the new business deduction by making two calculations:
- Multiply 20% by your business profit
- Multiply 20% times your adjusted gross income after deducting your itemized deductions or standard deduction. When calculating the base for the multiplication, deduct long term capital gains from AGI. Why? Because long term capital gains already get a tax break. You don’t get an additional break on them.
Your deduction is the lower of the two amounts. Isn’t that a nice simple little calculation? Let’s look at two examples.
Business income $100,000
Adjusted gross income including business income and long term capital gains $200,000
Long term capital gains $50,000
Itemized deductions $30,000
Business income of $100,000 times 20% = $20,000.
Adjusted gross income. $200,000
Less: Long term capital gains $50,000
Less: itemized deductions: $30,000
Base for calculation: $120,000
Base times 20% = $24,000
Your deduction amount in example #1 is $20,000.
Business income $70,000
Adjusted gross income including business income and long term capital gains $100,000
Long term capital gains $30,000
Itemized deductions $35,000
Business income $70,000 times 20% = $14,000
Adjusted gross income. $100,000
Less: Long term capital gains $30,000
Less: itemized deductions: $35,000
Base for calculation: $35,000
Base times 20% = $7,000
Your deduction amount in example #1 is $7,000. Please note that this is lower than 20% times business income. Your deduction, based on calculation #2, may be lower than you expect. Running real numbers on this calculation is important given the factors going into the deduction calculation.
Your taxable income becomes adjusted gross income less itemized or standard deductions less the business deduction. You apply your tax rate to that taxable income amount as you would in prior years, including the separate calculation for long term capital gains and qualified dividends.
I didn’t mention this above, but I believe that qualified dividends will be deducted from AGI in the calculation for the same reason long term capital gains are deducted.
I have no clue why the deduction had to be this complex. It didn’t start out that way in the original proposals from nearly a year ago. Am I happy that it’s complex? Damn right, I am. I see a yacht in my future.
If you have any questions, please contact me at firstname.lastname@example.org or (703) 818-8284. I will have more posts on the way. I don’t know what I’ll cover next in the new tax law. I am open to suggestions.
I am developing a model to determine if single owner LLC’s treated as S corporations should give up the S corporation status, and switch back to sole proprietor tax status, or even convert to C corporation status. So far, I can tell you that there is no clear answer. This may be my next post if anyone is interested. Let me know.
Thanks for reading!
Frank Stitely, CPA, CVA
SK CPAs & Business Advisors PLLC


Search: Limit Definition Of Derivative Practice Problems Pdf. An antiderivative is a function that reverses what the derivative does To put this in non-graphical terms, the ﬁrst derivative tells us how whether partial derivatives can be applied multiple times on Bookmark File PDF Derivative Problems And Solutions Derivatives basics challenge (practice) Diablo 3 Fast. Because the constant limit and the function limit are equivalent, we may write this as: lim x→a m f(x) = m lim x→a f(x) Limit definition of derivative. Let's learn about the limit definition of a derivative. In a nutshell, the derivative of a function tells us how fast a function is changing. Use the limit definition of the derivative to find the derivative of the following function. f (x) = square root x - 80 View Answer Use the position function s(t)=-4.9t^2+ 200, which gives the height (in meters) of an object that has fallen from a height of 200 meters. In the limit, assuming the limit exists, we will find the exact slope of the tangent line to the curve at the given point. This value is the derivative; There are a few different, but equivalent, versions of this definition. In more general considerations, h is often used in place of Delta- x. Or Delta- y is used in place of. When throwing a softball directly upward from a height of 5 ft with an initial velocity of 50 ft/sec, the height of the softball after t seconds is given by h (t) = -16t^2+50t+5 (until the ball hits the ground). A) Using the limit definition of the derivative, find the velocity h' (t). B) when is h' (t) > 0 and when is h' (t) < 0?. The derivative is the slope of a function at some point on the function. The limit is your best guess at where the function will eventually end up when it approaches a particular number. The slope of a function could be 0 and it could be approaching 2 at x=0 if the function is y=2, for example. The term derivative refers to a type of financial contract whose value is dependent on an underlying asset, group of assets, or benchmark. A derivative is set between two or more parties that can.


Yesterday I posted on my TooManyPies blog about strategies for deciding what to work on each day, since I have so many things on the go at the same time. A while ago I was experimenting with line drawings that can be placed in any pattern combination—images that can be flipped, mirrored, rotated and even staggered—they aren’t constrained by a single orientation. As I was writing the post I decided to give it another go and this is what I came up with.
Here are 3 of the original drawings:
They line up to make a pattern whichever way you turn them. It’s a simple idea but loads of fun when you digitally manipulate them in photoshop:
A bit Cubist, a bit Futurist and very satisfying mathematically! Now I need to try the idea with more complexity—I’d like to create a more intricate network of lines that can be arranged in multiple ways.
Day 911/90 (approximation?)—I have to get an app that will countdown for me +×÷=∞


Home » academics » mathematics » requirements » senior thesis » thesis topics potential thesis topics these are ideas that various faculty members have suggested for thesis topics over the years. The anxiety levels and perceptions of mathematics learners my thesis admittedly took on a topic that has been written about many times to. Effectiveness of mother tongue-based instruction on pupils' achievement in mathematics a masters thesis masters of arts in education major in educational administration.
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Attitude of secondary students towards mathematics and its relationship mathematics is an important subject in school ph d thesis, spu. This article itemizes the various lists of mathematics topics some of these lists link to hundreds of articles some link only to a few the template to the right. Mathematics teacher questionnaire main survey your school has agreed to participate in the third international mathematics and science study - repeat (timss-r), an. Interest in math, science, or engineering manifests itself in many forms i saw no reason to stop learning math and science by having fun more caltech essays. A thesis or dissertation history, geography, etc, usually has more pages than a thesis in mathematics, computer science, statistics, etc) but typical numbers of.
Available in pdf format (linked below) and in hard copy from the mathematics library (through 2010, more recent ones available soon) for more information, see senior thesis guidelines. Sample undergraduate research projects if the student wrote a thesis, solutions of ordinary differential equations , mathematics undergraduate thesis. Undergraduate senior thesis in mathematics the department of mathematics at uc davis offers undergraduate students the opportunity to participate in original mathematical research that will culminate in a senior undergraduate thesis. Build and validate a scale to measure mathematics anxiety among high school students and some of factors related to mathematics anxiety master thesis, tehran, faculty of psychology and educational sciences.
Math essayswhen most people first think of the term mathematics or the word algebra, they don't get too excited most people tend to say i hate math or the big one, when are we ever going to use it in our lives. April 2017 math/stats thesis and colloquium topics the degree with honors in mathematics the degree with honors in mathematics or statistics is awarded to the student who has demonstrated outstanding intellectual achievement in a program of study which extends beyond the requirements of the major the principal considerations for recommending a student for the degree with honors will be. Home mathematics dissertations, theses, research papers mathematics, department of master's candidates: deposit of your thesis or project is required (if an. Thesis introduction about mathematics, - essay types our writers know both peculiarities of academic writing and paper formatting rules.
Submit a master's thesis consisting of four (4) term papers, each on a topic in mathematics or on its presentation coursework the student must complete the following required subjects. Teaching and learning mathematics using research to shift from the yesterday mind to the tomorrow mind dr terry bergeson state superintendent of public instruction. Need some ideas of what to write your mathematics paper on there are a lot of thesis topics in mathematics that worry people look through this sample and get inspired to create a useful paper. Dislike of math dislike of math in this study is defined as a negative attitude toward math causing a desire to avoid mathematics classes limitations the survey used for this study was created by the researcher, and was not validated.


4 edition of Teaching materials for mathematics classes found in the catalog.
Teaching materials for mathematics classes
Kenneth Paul Kidd
by U.S. Dept. of Health, Education, and Welfare, Office of Education in [Washington]
Written in English
|Statement||compiled by Kenneth P. Kidd and Kenneth E. Brown.|
|Series||[U.S. Office of Education] Circular, no. 399, Circular (United States. Office of Education) ;, no. 399.|
|Contributions||Brown, Kenneth E., 1904- joint author.|
|LC Classifications||L111 .A72 no. 399|
|The Physical Object|
|Pagination||v, 36 p.|
|Number of Pages||36|
|LC Control Number||e 54000021|
Price and stock details listed on this site are as accurate as possible, and subject to change. Occasionally, due to the nature of some contractual restrictions, we are unable to ship to some territories; for further details on shipping restrictions go to our Help section. Explore our list of Teaching - Mathematics Books at Barnes & Noble®. Receive FREE shipping with your Barnes & Noble Membership. Our Stores Are Open Book Annex Membership Educators Gift Cards Stores & Events Help Auto Suggestions .
For over 40 years Teacher Created Materials has published innovative, imaginative, and award-winning resources for teachers and students in all subjects for Grades K Our driving vision is to Create a World in which Children Love to Learn! Mr. Pan: This year's Shenzhen Watch \u Clock Fair has indeed attracted best rolex daytona replica amazon many foreign customers. As far as I know, there should be more than forty, the most in so many years. This best tag heuer replica watches aspect shows that the promotion of the United States.
Free Lesson Plans. Teacher Created Resources is pleased to offer free lesson plans for students in Pre-K through Grade 8! Quickly and easily search our database of over lesson plans by keyword, subject, and grade level. has engaging online math courses in pre-algebra, algebra, geometry, statistics, calculus, and more! Our self-paced video lessons can .
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Mathematics Resources We found 5, items Challenge your students with creative mathematics lessons, printable worksheets, activities, quizzes, and more during Math Education Month (April)—or anytime of the year.
Preschool Math Workbook for Toddlers Ages Beginner Math Preschool Learning Book with Number Tracing and Matching Activities for 2, 3 and 4 year olds and kindergarten prep Modern Kid Press out of 5 stars 2, Lesson plans, unit plans, and classroom resources for your teaching needs.
Browse or search thousands of free teacher resources for all grade levels and subjects. Teaching resources, children's and teacher books, lesson plans, book lists, classroom resources, educational products from Scholastic for PreK to 12 teachers.
What supplemental materials do I need to provide to support reading. Consider the following three situations I encountered while working with two 6th grade mathematics teachers and an 8th grade mathematics teacher: In the first case, the 6th grade teacher was explicitly teaching students how to look for context clues.
This book focuses on number and operations, fractions, algebraic reasoning, and decomposing and composing geometric shapes. List Price: $ Member Price: $ Reimagining the Mathematics Classroom.
Reimagining the Mathematics Classroom presents a comprehensive systems approach to examining mathematics teaching. Teaching of Mathematics PDF Book, notes and study material in English free download for first year.
NeoK12 is a collection of educational videos from all over the web arranged by broad subject area. Physical science, life science, earth and space, math, social studies and language arts are all covered.
The site provides appropriate resources. K-5 Math Teaching Resources is a leading New York City based math consultancy firm. Our mission is to transform the teaching and learning of mathematics, improving outcomes for all students in elementary school and beyond.
McGraw Hill Professional has a wide range of resources to support your learning, from our Schaum’s Outlines to the most current Medical review and textbooks. In addition to our print resources, our digital platforms are ready to support hybrid teaching and.
Top free resources for teaching and learning Mathematics National Mathematics Standards comes from National Council of Teachers of Mathematics Illuminations has resources for teaching mathematics including activities, lessons, standards, and weblinks, it’s free to use their online activities/manipulatives to visualize your teaching or playing math (K) ; the affiliated.
Math Teaching Materials of o results for Books: Education & Teaching: Schools & Teaching: Instruction Methods: Mathematics Number Tracing Book for Preschoolers and Kids Ages Trace Numbers Practice Workbook for Pre K, Kindergarten and Kids Ages (Math Activity Book).
Before deciding on Mathematical Mindsets, I was debating five different books on a variety of professional development topics. All relatively new with researched based strategies to support learning in the classroom.
Today, I am sharing my five professional development books for math teachers to consider reading this summer. Mathematics educators have long known that engaging students in visual representations of mathematics is extremely helpful for their learning.
When youcubed offered “How Close to ” as an activity for learning math facts with visual representations, teachers across the world were thrilled and responded with thousands of tweets showing students learning by playing the.
Pearson’s award-winning course materials provide an engaging, interactive learning experience focused on academic achievement.
Respected educators and practitioners author Pearson’s long-trusted course content in a variety of formats — digital and print — so students can access them however they like.
These resources are able to be easily printed and used at home. Parents will be able to find activities and crafts to have fun with their children at home, while also teaching them math.
What will my child learn in pre-k math. The main areas covered in pre-k math are listed below. Counting. This is really where kids start their math journey.
Students and teachers can find resources to support and enhance mathematics learning and teaching in NSW public schools. Early Stage 1 to Stage 3 Stages 4 and 5. Ear to the Ground features voices working in various corners of the mathematics education world. Readers hear from book authors, conference presenters, bloggers, and others and get accompanying digital enhancements to keep up-to-date on current happenings in mathematics education." Ear to the Ground, Volume Issue 13 By: Marian Dingle.
Laura was a classroom teacher for 30 years, and she now spends her time creating books and resources for elementary educators. While Laura was teaching, she was the recipient of the prestigious Milken Family Foundation Educator Award, and she received National Board Certification as a Middle Childhood Generalist.
Math Worksheet Weekly Books. Spelling Words Cursive Letters Teachers' Day February March April May July September: All Math Teacher Resources. Dot to Dots with Number Patterns 5th Grade Educational Resources: Runaway Math 5th Grade Educational Resources: Division ÷3 3rd Grade Educational Resources.
Exciting Gifted Education Teaching and Learning Tools. For more than 30 years, teachers and parents have looked to Prufrock Press for professional learning resources, gifted child identification instruments, and curriculum designed for gifted students, advanced learners, and twice-exceptional children.TERC is an education research and development organization in Cambridge, MA whose mission is to improve mathematics, science and technology teaching and learning.
Journal for Research in Mathematics Education (JRME).Reviewed by Shay Kidd, Assistant Professor- Mathematics Education, University of Montana - Western on 12/30/ Comprehensiveness rating: 2 see less. The content that elementary teachers need to have that is not covered in this book is graphing, probability, statistics, exponents, visual displays of data.


Last week students across the country received their 2021 NAPLAN Online results.
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual
assessment for students in Years 3, 5, 7 and 9. NAPLAN is a nationwide measure
through which parents, teachers, schools, education authorities, governments and
the broader community can determine whether or not young Australians are
developing the literacy and numeracy skills that provide the critical foundation for
other learning and for their productive and rewarding participation in the community.Our NAPLAN results this year have been pleasing, particularly our Numeracy results.
As a school we have been committed to supporting our students to be assessment
capable learners with an additional targeted focus of developing problem-solving
skills in Mathematics. It is of vital importance that all learners develop problem
solving skills so that they become confident, critical, numerate thinkers who can
successfully participate in society. As a result, developing Problem Solving in
Mathematics' has been the focus for our explicit improvement agenda this year.
So what does this actually look like at St Peter's?
Teachers engage in professional learning opportunities that support the
development of problem solving in Mathematics.
Staff and students use a common mathematical problem-solving language,
including the explicit teaching of the application of the F I S H acronym to enable
students to engage with mathematical word problems.
Teaching teams collaboratively plan, data informed, short term Mathematics cycles
that support and promote problem solving skills.
Teachers have clear learning intentions and success criteria that link to the
Australian Curriculum mathematics prior to providing problem solving
Student progress is monitored and measured using a range of assessment tools.
Daily responsive numeracy instruction with a problem-solving focus.
Daily number talks/maths routines that prioritise talk about learning and
articulation of mathematical reasoning.
The development of literacy skills to support students to unpack the literacy
demands of word problems.
It has been wonderful to see the fantastic progress students have made in the 2021
NAPLAN Numeracy test.The hard work of students and staff has resulted in both Year 3 and Year 5 achieving
higher mean scale scores in Numeracy than in the previous 5 years, and with Year 3 achieving at the same level as the
Queensland mean score.In addition, the Year 3 cohort also demonstrated significant improvement in Writing,
performing above the National and State average. The Year 5's also achieved higher
than in the previous 5 years in both Spelling and Writing
We are very proud!


A colleague of mine had a really nice backwall light art and I asked him what was it. It turned out to be a design based on nanoleaf light panels
Each triangular panel can be connected to build nice patterns. Each panel also can switch colors and it is all programmable.
I figured I could build the Auth0 Logo using these so I ordered a kit. In this post I cover how the basic flat geometry will not work, and what to do to solve it.
Auth0 Logo Geometry
The Auth0 “shield” is built around a regular pentagon with all sides of the same length. Or you can also build it with 5 paralelograms around a “concave decagon” = a “star”. And a paralelogram can be decomposed in 2 triangles. The angles of a star are:
The problem is that each triangle for the paralelogram we need is not equilateral, otherwise the angles would be exactly 60°. We need a way of turning equilateral triangles into exactly what we need. And cutting is not an option for obvious reasons :-).
If you don’t limit yourself to a plane, you can turn the equilateral triangle into the shape we need through projection:
We need to find the angle β that will make the base 54° (from 60°).
Which then yields:
With the above info, I built a simple model using the always awesome TinkerCAD to render an approximation, which looks pretty good:
Now I need to design the support structure for the Nanoleafs, and figure out how to connect them all.
The math formulas are rendered with Codecogs


The high school equivalency test allows you to use a calculator on part of the math test. The test is split into two separate sections: one where you CAN use the calculator and one where you CANNOT use the calculator. On the first section, you can use a calculator. If you take the paper/pencil version of the high school equivalency test, the calculator will be furnished to you by the testing site, but it will always be the Casio 260-fx Solar.
If you take the computer version of the high school equivalency and want to use the Casio 260-fx Solar calculator, you will be required to bring your own. They WILL NOT furnish it to you. However, there will be a built-in calculator that students may use, but it will NOT be the Casio 260-fx. It will be the Texas Instruments TI-30xs.
Before taking the high school equivalency test, it is a good idea to practice.
If you have the calculator - the Casio fx-260 Solar - pull it out and let's get started. If you don't have it, you have a couple of different options:
1. Go to Wal-Mart and purchase one, the cost is
somewhere around $10.00
2. Go to an high school equivalency classroom, they should have some there for you to practice with. I would highly recommend practicing with one before you go take the test.
If you are unable to purchase a calculator or go to a classroom, you can practice with a similar calculator at the following websites:
These calculators are not the same as what is on the high school equivalency test, but will have many of the functions that are used on the high school equivalency test. You can use the online versions to complete the exercises in this section.
watch a video introduction to the calculator
Okay, here are the important parts to the calculator that you will definitely need to know.
We'll go into each of these functions in a little bit.
Also notice that there are functions in yellow above the buttons. You'll also
need to know some of them as well (although there are quite a few that you won't
need to know...don't panic if you don't recognize all the symbols). To access
these functions, you must first push the Shift
key located in the upper left corner of the calculator.
Okay, now let's practice using the calculator a little.
Order of Operations
First, do you remember the Order of Operations? (if not, take a look at the Pre-Algebra worksheet in class). Remember: Purple Elephants May Destroy A School (or Please Excuse My Dear Aunt Sally). That's the order in which an equation should be worked.
Purple = P = Parenthesis
Elephants = E = Exponent
May = M = Multiplication
Destroy = D = Division
A = A = Addition
School = S = Subtraction
The good news is that the calculator automatically does the order of operations for you. All you have to do is type the equation in from left to right exactly as you see it. Try this example:
7 * 8 - 4 * 5 =
What did you get? Your calculator should have spit out 36. It automatically knew to first multiply 7*8 then 4*5 before subtracting. Pretty cool, eh?
How about trying one with parenthesis. As above, all you need to do is to type the equation into the calculator from left to right exactly as you see it .
3 * 9 ÷ (2 * 3) + 8 =
Did you get 12.5? If not, check the above graphic to see where you went wrong.
Now, try some other problems:
1. 3 + 5 * 4 =
2. 6 + 1 * 5 =
3. 15 - 3 ÷ 3 =
4. 18 - 6 ÷ 3 =
5. 12 * 56 ÷ (2 + 4) * 4 =
6. 2 * [7 + 6 * (5 + 4)] =
7. 12 ÷ 4 + 8 - 6 =
8. 7982 ÷ 234 * (6 - 2) =
9. 5 + [6 + 2 * (3 + 9)] =
Answers: 1. 23; 2. 11; 3. 14; 4. 16; 5. 448; 6. 122; 7. 5; 8. 136.444; 9. 35


Published March 1996
by Carolina Biological Supply Company .
Written in English
|The Physical Object|
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. The main Story of Mathematics is supplemented by a List of Important Mathematicians and their achievements, and by an alphabetical Glossary of Mathematical Terms. You can also make use of the search facility at the top of each page to search for individual mathematicians, theorems, developments, periods in history, etc. I hope her journey provides a history of mathematics and the ways it has changed the world, the challenges women in particular have faced in trying to join its professional ranks, and a glimpse of Author: Catherine Chung. The Witcher (Polish: Wiedźmin, Polish pronunciation: [ˈvʲɛd͡ʑmʲin]) is a fantasy series of novels and short stories written by Polish author Andrzej series revolves around the titular "witcher", Geralt of Sapkowski's works, "witchers" are beast hunters who develop supernatural abilities at a young age to battle wild beasts and : Andrzej Sapkowski.
Gauss: There was a boy in a class studying math with, of course, a math teacher. This boy's name is Carl Friedrich Gauss ( - ). One day this math teacher presented a challenging mathematical problem to the class where Gauss is in. The m. Many courses on the history of mathematics describe what mathematical results have been discovered, but the student has little chance to explore these discoveries ‘from the inside’. A good source book provides a wide range of original sources (usually in translation and edited as necessary) which enable us to see the problems solved in the. Books shelved as math-history: Fermat's Enigma: The Epic Quest to Solve the World's Greatest Mathematical Problem by Simon Singh, A History of Mathematic. FRAGMENTS FROM THIS BOOK ABOUT KIND MATHEMATICS. Kindness in Mathematics: page 1 of 6. Training through moral tales. School Subjects can be FUN with a correct approach! KIND MATHEMATICS. Stories from Part 3: Addition and Subtraction WHY WE NEED TO ADD? A little frog was born in a bog.
Listen to thousands of best sellers and new releases on your iPhone, iPad, or Android. Get any audiobook FREE during your Free Trial. If you want to learn mathematics history, this is a beautiful book with short and interesting stories from the mathematics history. Actually this book Author: Ali Kayaspor. Koonorigan is a locality in the Far North Coast region of New South Wales, Australia. This local history book documents the life of the people over the . #book As a member of the partnership program, I earn from purchases that meet the requirements. #PricelessAudiobooks, #librivox, #librivoxaudiobook, #audiobook, #audiobooks Category.


"Oh Ye Gods!"|
You may have read in the Brown & White...
Meet FATHER ALDRIC HEIDLAGE, our new rector. Father has had experience along these lines since he was vice rector last year. Prior to that time, Father was principal of Cathedral High School, Gallup, New Mexico for four years and procurator at Roger Bacon High School, Cincinnati, Ohio, for twelve years. Father has a master's degree from Catholic University, Washington, D. C., and is presently attending evening classes at Xavier University, picking up credits in math. Over the years, Father has taught English, Latin, Greek, religion, sociology, algebra, and geometry. Father calls Oldenburg, Indiana, his old stomping ground.
Fr. Aldric was a real math geek. He enjoyed playing cards and was intrigued by gadgets that demonstrated mathematical concepts.
If computers had been accessible in his heyday, he
surely would have been a computer nerd, too.


M E D I A R E L E A S E
CONTACT: Donna McDine, Editor-in-Chief, Guardian Angel Kids Ezine
Children’s Ezine Guardian Angel Kids: Math Concepts – February 2012 Issue
Teaching math concepts beyond traditional number problems opens up creative opportunities for both teachers and students. Different strategies include the use of poetry, stories, engaging articles, and activities that get the body and mind working in unison.
Come explore the world of "Math Concepts" in the Guardian Angel Kids February 2012 issue and learn how to tell time, add, subtract, and divide, rap to numbers through poetry, learn the history of pennies, how powerful zero truly is, and hands on math activities. Make it a family learning experience and fun will surely be had by one and all.
Letter from the EDITOR-IN-CHIEF: Donna M. McDine
Learn to Count 1-10 flip book by Eugene Ruble
Sparkie: A Star Afraid of the Dark book video by Susann Batson
Children’S poetry, SHORT STORIES, and articleS:
“Can You Tell Time?” quiz by Marion Tickner – explores the different timepieces before the technology explosion.
“How Many Are Half?” poetry by Donna J. Shepherd – Grandma’s delicious chocolate chip cookie treat and how the cookies are shared.
“Numbers Rap,” poetry by Bill Kirk – the wonder of numbers all around us.
“Cookies with Sprinkles,” by Shari L. Klase and illustrated by Julie Hammond – a whimsical adventure to Grandma’s house.
“The Value of Pennies,” by Gina Napoli – discover the history and significance of pennies.
“The All Powerful Nothing,” by Mary Reina – learn about the power of zero and how it turns nothing into something.
“Hands on Math Activities for Home or School,” by Kathy Stemke – get moving and grooving with enjoyable Math activities.
“Hopscotch Math,” by Karen Robuck – teach and reinforce basic Math skills with the fun of hopscotch


Benefits of Letting Your Kid go for Math Tutoring
Mathematics is a necessary subject in school, in any event till your kid turns 16, which implies each kid needs to learn Math. That does not, however, mean that every child needs to grow up to start a career in math although it’s quite important for them to some level hence it is encouraged. It is strange that most individuals do not comprehend why math is very important in their lives and to the people, they stay with. When it comes to getting help for math, most students who do not do well in math reject the idea, this is because they feel like people view them as foolish.Requiring a guide isn’t an indication of scholarly shortcoming, note that each individual adapts new abilities at different paces and in various ways. In a substantial classroom setting, it can challenge an instructor to meet the individual needs of each kid, the additional help of one-on-one coaching permits an individual approach, enabling you to survey and ace the material at your own pace, notwithstanding taking your capacity past what you may accomplish in a vast class setting. The reality of the matter is that getting math help for the child is going to bring much more benefits to the child as discussed below.
By being able to think more openly about a problem, a person is able to get the answer to a situation that might be disturbing them at that moment. The problem when analyzed will look to be less complicated, the issues that caused the problem will not be intertwined with your understanding and therefore you will be able to deal with the problem methodically. You will be able to totally dismantle a problem or even be able to look for possible risk and be able to prevent the problem even before it happens. The learning of math has everything to do with this problem-solving situation that is important for the kids to take the homework seriously an again to use the help of a math tutor to at least get a good understanding. It would be more fun and be engaging to learn math in this kind of way, that is, by using the help of a math tutor or program because they will constantly be there to help you out.
Once you’ve distinguished the issue, you will see the plan that will take less time and resources, however, brings the outcome you need. You will have two plans to solve the issue. The result of having a good understanding is that you will have all the issues that face very well planned in your mind.
Cited reference: imp source


Pythagoras Theorem by Rearrangement
One of my friends emailed me this GIF of the Pythagoras Theorem as derived by a geometric rearrangement. We all know that a² + b² = c² but it is fascinating to watch it illustrated.
And, from my friend James T: "Archimedes, Pascal, and Newton are playing hide-and-seek. Archimedes covers his eyes and starts counting. Pascal looks around and hides behind a bush. Newton grabs a stick and scrapes a one meter by one meter square in the dirt and stands in it. Otherwise, he does not hide at all. Archimedes opens his eyes and looks around. Of course, he immediately sees Newton and calls, “I see Newton!” Newton calmly says, 'but hang on, one Newton in a square meter is a Pascal!'"