A Brief Introduction to Algebraic Number Theory
Jasbir S. Chahal
Professor of Mathematics, Brigham Young University.
Kendrick Press, Inc. (2006) vi, 139 pp. $60.00.
The author presents a concise introduction to algebraic number theory suitable for a beginning graduate course. The book is based on lectures given at the University of Salzburg and at Brigham Young University. Many exercises are incorporated into the text. As for prerequisites, the reader should be familiar with linear algebra, and some basic abstract algebra including Galois theory.
The methods used are classical, along the lines of the work of Dedekind and Hilbert. The Minkowski geometry of numbers is developed and used as a tool. The author takes pains to show how commutative algebra and algebraic geometry originate in the subject matter of algebraic number theory. Students who decide to specialize in algebraic number theory will find the suggestions for further reading helpful.
Algebraic number theory is one of the great accomplishments of pure mathematics. This was the view of David Hilbert and Hermann Weyl, for example. This brief introduction conveys the power and elegance of the subject, and tempts the reader to delve further into the literature.
Chapter 1: Basic Concepts. Chapter 2: Arithmetic in Relative Extensions.
Chapter 3: Geometry of Numbers. Chapter 4: Analytic Methods. Chapter 5:
Arithmetic in Galois Extensions. Chapter 6: Cyclotomic Fields. Chapter 7:
The Kronecker-Weber Theorem. Chapter 8: Zeta Functions and Riemann Hypothesis.


MASTERMIND ABACUS PROGRAM IMPROVES YOUR CHILD’S MENTAL MATH AND OVERALL ACADEMIC PERFORMANCE
Abacus is a universally accepted complete brain development program. Mastermind Abacus class ensures the highest quality training for all its students. The key advantages are:
An Abacus Math Program developed specially for the children of the age of 6 to 14 years for creating a child’s interest in Math and to expertise in doing mental math at exceptional speed.
Duration - 8 levels of 3 months each with once-in-a-week classes of two hours.
An exclusive offline program to develop the number sense of the little ones from 5 to 6 years of age, through interesting games and activities.
Duration - 6 to 9 months, once in a week class of two hours.
Mastermind abacus training develops a dynamic number sense in children. Its specific game-based technique removes the fear of math right from childhood. Apart from Mental Math, it also improves overall academic performance with the development of crucial life skills such as:
I am a Math Teacher, but surprised to see my daughter's Mathematical Calculations. I must admit she calculates faster than me. This has been possible with training from Mastermind Abacus.
My daughter never liked numbers and this always reflected in her school report card. But after taking admission in Mastermind Abacus, she overcame her Math fear in just 4 months and her performance in her class has improved dramatically.
Due to Covid, I had to shift my son from regular to Online Abacus classes. I observed, he is learning well from home too.
I always wanted my son to do better in Mathematics. With the help of Mastermind Abacus, I can see Rudra doing wonders. This time he got School Mathematics Olympiad trophy too.
Ever since my daughter started Abacus Classes Online with Mastermind, I find she is more interested in it, mainly because of the math game videos.
Jahaan's commendable performance in exams these days amazes me. Her confidence now is at par with the best students of her class. Amazing is the only word that I can say and I can give all credit for this to Mastermind Abacus.
My daughter is an above average scoring student, but her casual attitude is an issue. My friend suggested me to enroll her in Abacus Classes. I found Mastermind Abacus Classes near me. A visible change can now be seen in her. She started improving in all ways, not just in Math but also in other subjects & grasping concepts etc. She is even comfortable with the online Abacus classes.
I went to UCMAS and ALOHA center but got my child's admission done at Mastermind Abacus. The results are fabulous! I am happy with his improvement after the course. He overcame his math phobia.
My child Aadi enrolled in Mastermind Abacus in the year 2015. Just not mental math skills but undergoing the program has improved his concentration and observation skills too and to a great extent has enhanced his overall academic performance and personality. Thanks, Team Mastermind Abacus.


A direct relationship can be defined as a relationship exactly where both factors increase or decrease in parallel with one another. For instance , an example of a direct relationship would be the marriage between the guest count at a wedding and the amount of food dished up at the reception. In terms of internet dating, the immediate relationship refers to that between a lonely hearts dating web page user and a different online dating end user. The first-person dates the other person, usually through an initial Internet connection. The other person views the profile of the first person on the website and matches the person with that individual based solely in that particular profile.
Using a spreadsheet to create a direct relationship, or linear relationship, between virtually any two variables X and Y can be carried out. By plugging in the values per of the x’s and y’s in the schedule into the surpass cell, you will be able to get a basic graphical manifestation of the info. Graphs are usually drawn using a straight set, or a U shape. This helps to represent the change in value linearly over time.
Someone can use a statistical expression to get the direct and inverse romance. In this case, the definition of ‘x’ represents the initially variable, whilst ‘y’ is definitely the second variable. Using the formula, we could plug in the values designed for the x’s and y’s in the cells which represents the earliest variable, and find that the direct relationship exists. However , the inverse romantic relationship exists whenever we reverse the order.
The graphs also can represent the trend of one adjustable going up when one variable goes down. It is actually easier to sketch a trendline by using the spreadsheet instead of a graph because all the alterations are inline, and it is easier to see that the relationship exists. There might be other remedies for calculating trendlines, however the spreadsheet is simpler to use for this purpose.
In certain situations where there is more than one indicator for a given sign, such as warning signs on the x-axis, you can plan the results of the several indicators on a single graph, or maybe more (or more) graphs. Generally speaking a trendline is just a number of point (x, y) together with a break of this line sooner or later. You can also use a binogram to build a trendline. A binogram displays the range of just one variable against another.
You https://mybeautifulbride.net/ also can plot an immediate relationship or an roundabout relationship simply using a quadratic mixture. This will estimate the value of the function y(I) over time. The formula utilized to calculate this value is: con = exp (I as well as ln (k*pi*pi). In the previously mentioned example, we are able to calculate the rate of growth of sales at the rate of growth of our economy. This will give us a range, right from zero to infinity. We could plot the results on a graph and appear at the distinctive ranges to get the various variables.


Nearly 600% improvement in number sense abilities
With the Arcanys Early Learning Foundation’s math coaching program, parents received training on the Child Up method of using game cards to help children learn number concepts.
A study published in 2015 by Hong Kong Baptist University and the Chinese University of Hong Kong shows that children who participated in the program have improved their skills in identifying numbers, counting objects, counting, finding missing numbers, comparing quantities, and solving simple addition problems by nearly 600% over a 10-week period.
Coaching parents and creating home experiences
Research shows that math literacy experiences at home play an important role in children’s number sense development. Thus, it is important and meaningful to equip parents, especially those from low-income families in the Philippines, with effective strategies of promoting children’s intellectual development, including number sense development, at home.
Arcanys Early Learning Foundation program has proven its efficiency in promoting home numeracy environments to families with low socioeconomic status.
6 Core skills the children learn
Enumerating numbers outloud one by one
Recognizing written digits
Counting objects one by one to identify the total count
Numerical Magnitude Comparison:
Comparing two written digits and identifying which has more or less
Observing a series of digits and identifying a missing number
Being able to add small numbers together
Pilot with 3-family sessions
AELF has designed a new framework that will increase the number of program beneficiaries and maximize charitable funds.
After successful trials in 2017 with the pioneering community in Ermita, Cebu City, our licensed teachers will continue conducting sessions to groups of two to three parent-child pairs.
This program structure not only allows the foundation to reach more families but also encourages interactions between parents and stimulates an enthusiasm for learning among the children.
Partnership with ICM
AELF works with other NGOs by sharing with them its methods for early math education.
Since 2015, International Care Ministries (ICM), a large non-profit organization helping underprivileged families in the Philippines, has adapted the parent coaching methodology of Arcanys Early Learning Foundation in their broad spectrum of programs. Currently, they are conducting multiple pilots involving up to 1,500 families. With considerable encouraging results, ICM is planning to scale the project to include thousands of families each year, starting in 2018.


What is theta in math? Effectively, in the event you ask me, it can be a mathematical unit in which all the digits are equal to one particular a further.
This unit is called the tau and it really is defined as the integral of any equation containing the equation with one particular or far more quantities that happen to be denoted by a decimal point.
These units are extremely helpful in calculus for the reason that they’re able to be multiplied to calculate one more function which is a numerous of itself. These functions are known as polynomials and once you try and resolve them with theta units, you may get a numerous with the original function. It is a related situation when you attempt to convert from tau to d. When you are dealing with the d component of theta and not theta then it will be impossible for you to possess any option.
So in reality the math unit in calculus is theta, and what exactly is theta in math. Simply put, what exactly is theta in math https://management.eller.arizona.edu/ is the quantity that expresses the sum with the logarithms of all the digits of a quantity.
But there is a larger issue that you simply should know. What is theta in math is actually a logical function, a one-to-one relation. This suggests that theta equals a single. Should you have a quantity n, say n = -5, then theta is equal to 1, and in case you multiply it by itself, you may get -5.
So if you’d like to add numbers in this way, it’s important to use this equation: tan(n) + cot(n) = theta. Don’t forget that theta has to be precisely equal to one to become correct.
There are plenty of other issues that you can do with math, but what exactly is theta in math. This gives us two simple suggestions about math.
Theta can be a base unit in calculus, but after you want to resolve a various issue, you cannot do so with theta. One example is, let’s say that you’re wanting to function out the volume of water within your tank. You will need to take the volume of water, and after that divide it by the height of the water, to ensure that you may perform out the density in the water.
The first step would be to obtain the volume of water inside the tank. In case you know the volume of water within your tank, then you definitely know the density on the water. Then you take the volume of water and divide it by the height in the water, within this case, the height in the water inside your tank.
This is an essential step due to the fact the total volume of water you have to solve the issue might be exactly the same because the total volume of water you have measured inside your tank. The answer you will give is going to be a several with the total volume of water you’ve measured.
You could have taken the volume of water and divided it by the height on the water, in this case, the height in the water inside your tank, and got the identical answer as you will now. The answer you get will then be a many of the height of your water.
What is theta in math is really a logical function, but you must don’t forget that for those who have problems solving, the tau will make it not possible for you to become able to have any solution. This suggests that you require to utilize a various on the tau as a way to get a single answer.


Math Units Measurement
User friendly FREE Windows Utility to easily convert between 582 units of measurement in 21 categoriess. Includes Units for Temperature, Distance, Mass, Area, Volume, Pressure, Velocity, Acceleration, Force, Energy, Power, Fuel Consumption, Flow, Torque, Illumination, Luminous Intensity, Angles,...
|License: Freeware||Size: 1.14 MB||Download (204): ESBUnitConv - Freeware Unit Conversion Download|
Units of measurement for Ada library provides an implementation of dimensioned values for Ada. Unit checks are made at run-time, if not optimized out by the compiler. SI and irregular measurement units are supported. Shifted units like degrees Celsius are supported too. Conversions from and...
|License: Freeware||Size: 788.48 KB||Download (86): Units of measurement for Ada Download|
User friendly Win32 FREE Utility to easily convert between units of measurement. Includes Units for Temperature, Distance, Mass, Area, Volume, Pressure, Velocity, Acceleration, Force, Energy, Power, Fuel Consumption, Flow, Torque, Angles, Time and Radioactivity.Looks best in 16-bit or better...
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This utility has over 50,000 combinations of various measurement units. Immediate conversion is provided for your input values.
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This script is suitable to use on real estate web sites. It converts a types of area measurement units to other known units. The script is very easy to customize. You can add more other area measurements units.You must just enter a value and click the "Convert" button to get the equivalent value...
|License: Freeware||Size: 10 KB||Download (20): Area Conversion Calculator Download|
Units API converts between various weights and measurements.The central API call, unitsapi_convert($value, $from, $to, $details = FALSE), uses the International System of Units (SI) conversion factors to convert measurement units.This module is only an API and does not have an user...
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InchPro Decimal is free program for conversion inches between all units of measurement and also converting any units of measure among themselves. Any transformations for units from next list in any direction:
Metric system - (kilometer, hectometer, decameter, meter, decimeter, centimeter,...
Platforms: Windows, Windows 8, Windows 7, Windows Server
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Math::TotalBuilder::Common is a Perl module with common unit sets for building totals. SYNOPSIS use Math::TotalBuilder; use Math::TotalBuilder::Common; # units for 952 pence my %tender = build($Math::TotalBuilder::Common::uk_money_old, 952); This package is just a set of common sets of...
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Convert Center is a measurement conversion tool that enables you to convert from over 1,000 different measurement units of Area, Basal Area (Forestry), Circular, Circular Area, dbh (Forestry), Energy/Work, Flow, Force, Length, Power, Pressure/Stress, Temperature, Time, Velocity, Volume, and...
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Depending on your needs, Math Minion can be either a powerful scientific calculator that understands units, or a sophisticated modelling tool that is better suited to science and engineering problems than traditional spreadsheet programs.
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Easy Units (Free Edition) is a measurement converter that is intended to be easy to use and contain an enormous library of units. Currently, Metric (SI-Systeme international d'unites), US Customary Units, Canadian Units, and British Imperial Units are all supported. Units are listed in order...
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Elevated Math provides initial instruction or intervention on math topics that cover place value, estimation, large digit addition all the way through Algebra I (two years of math instruction!). The app works on both the iPad and the iPhone. It comes with two complimentary lessons and one...
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This is a tool that makes making math worksheets easier than ever. Just a few clicks and you're on. The limits are almost unlimited as it can get 300 math problems on a worksheet without even making it look compacted. Supports bold printing mode also. It allows you to put a title, select the type...
Platforms: Windows, *nix
|License: Freeware||Size: 821 KB||Download (1645): Math Worksheet Maker 3 Download|
Free mental math practice software. Covers all the basic
math skills - Addition, Subtraction, Multiplication, and
You choose what you want to work on. The software delivers
the questions, checks your answers, and keeps your score so
you can see how well you're doing.
Platforms: Windows, Windows CE
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The Math Homework Maker, is a FREE software which can solve all your homework.
If you are a pupil or a student, needing help with your math homework or just want to check them,
Then you must have this software.
The Math Homework Maker covers everything you need, from elementary school up...
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Easy Unit Converter converts most frequently used length, area, volume, temperature and weight measurement units with a single button click. This freeware tool includes about 50 most commonly used units. Kilometers, meters, miles, yards, feet, inches, acres, hectares, feet, barrels, gallons,...
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Math, financials, stats, combinative, dates, y=f(x), series, units and calendars conversions, geometry, pi, Fourier, Taylor, Gamma, Bessel, Bernoulli, Fisher, prime numbers, fractionations, equations, electricity, chemistry, molar masses, currencies. Divx Bitrate Calculator. Advanced astronomy...
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HEXelon MAX calculator is a Freeware math calculator, currency converter, units converter. Calculator solves math expressions like Sin(Pi)-Root(-8;3) also users can create their own functions (surfaces, volumes, etc.) Program shows position of bugs in a math expression made by the user,...
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ESBUnitConv is a free, user-friendly utility to easily convert between 522 units of measurement in 20 categories. Includes Units for Temperature, Distance, Mass, Area, Volume, Pressure, Velocity, Acceleration, Force, Energy, Power, Fuel Consumption, Flow, Torque, Angles, Luminous Intensity,...
|License: Freeware||Size: 837 KB||Download (80): ESBUnitConv Download|
This dual function utility tool can currently convert over 600 various types of measurement units from one system of measurement to another. BeeConverted is a neat disk that can sit anywhere on the desktop, when not in use, double click on it and it can display a picture of your partner, your pet...
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GPU Computing: Efficient Implementation of Finite Difference Stencils
Several ways of tuning a model problem
finite difference stencil computation are discussed. The combination
of vectorisation and an interleaved data layout, cache aware
algorithms, loop unrolling, parallelisation and parameter tuning
lead to optimised implementations at a level of 90% peak
performance of the floating point pipelines on recent Intel Sandy
Bridge and AMD Bulldozer CPU cores, both with AVX vector
instructions as well as on Nvidia Fermi GPU architectures.
GPU Computing: Numerical Relativity Raytracer
Tuning a finite difference stencil.
Poster, GPU Technology Conference 2012 (GTC), San Jose, CA, 2012.
[ bib |
Tuning a finite difference computation for parallel vector
In M. Bader, H.-J. Bungartz, D. Grigoras, M. Mehl, R.-P. Mundani, and
R. Potolea, editors, 2012 11th International Symposium on Parallel and
Distributed Computing, CPS, pages 63-70. IEEE Press, 2012.
[ bib |
Vectorized higher order finite difference kernels.
In P. Manninen and P. Öster, editors, PARA 2012,
State-of-the-Art in Scientific and Parallel Computing, volume 7782 of
LNCS, pages 343-357, Heidelberg, 2013. Springer.
[ bib |
Breaking the Memory Barrier for Finite Difference Algorithms.
Session S3096, GTC 2013, San Jose (CA).
A small project of a real-time parallel raytracer in Nvidia Cuda. Based on an analytic space-time metric of rotating black holes (Kerr metric), each light ray is given as the solution of an ordinary differential equation.
binary system of neutron stars in a box
Cuda source code at Github
Android App GRRay (CPU version) at Google Play
GPU Computing: Shallow Water Equation
A student project of a numerical shallow water simulator with visualisation. Lax-Wendroff scheme on a staggered grid. Real-time simulation and visualisation with Nvidia Cuda and OpenGL.
water waves around some islands
wave simulator presentation at PHSP11 by Martin Pfeiffer
wave simulator code repository


Soroban Mental Aritmetik Abaküsü
SOROBAN is an abacus developed and used in Japan. It is considered the first calculator and dates back approximately 5000 years. It is a method of calculation training the right lobe of the brain and is directly related to the visual memory. To give a simple example, now imagine that there are 3 marble balls, and now pick up one of them and put it in your pocket, look at the picture in your mind, what do you see and how many marble balls are in your hand? This is most probably one of the most simplified but at the same time one of the best examples to explain what the fundamentals of abacus are.The abacus mental picture training will increase memory power and sharpen mental formation of children. At the present time, the earliest age to start the abacus math is normally about 5 years old. In the first place, training starts with simple transactions such as adding or subtracting single digit numbers, and then training progresses by gradually increasing the digits. Later on, it is used for various transactions such as multiplying and dividing multi digit numbers and calculating square root. It has been tested several times and proven that as the training progresses mental image calculation is faster compared to using calculators and that the abacus is more reliable than a calculator. Our product which is a unique toy supporting our children’s development and learning is also preferred by educational institutions such as day care centers, kindergartens and primary schools.
21 x 1,5 x 6 cm. (13 Basamaklı
Paket Şekli: Asmalı Karton Kutu
Paket Ebatları: 21 x 1,5 x 12 cm.
Ürün Ebatları: 21 x 1,5 x 6 cm. (13 Basamaklı)
Koli içi Adet: 60
Koli Ebatları: 30 x 26 x 22 cm.
Net Koli Ağırlığı: 8,820 gr.


I discovered a similar game about 15 years ago by my neighbor who called it “Whammy”, but she only played with 5 dice. My husband and his grandmother had played a game they called “the dice game,” which had rules similar to the ones he remembered. The rules of whammy were that the 3x1s were still only 300, and the next person could add your score with the remaining dice. For example, if you drove 3 x6 and a 5, you stopped with 650pts. The next person could take the remaining dice and try to add something, so if they roll a 1 or 5, they would have 750 or 700 more, they could roll all the dice again and move on. We`ve had games where several people have already built on the person. It also changes the game in the last round when the agreed sum has been reached and adopted. We had a person who came from behind to win the whole game by pushing his luck. These games also leave room to discuss the ratio or breaks, if you`re stuck because you only have 5 dice, you can add a marker or sticker to create a “red” cube. 10,000 dice game – excellent game for the whole family! When you read these instructions for the first time, we know that it may seem like a lot to absorb and remember. For this reason, we recommend that you keep this article 10000 handy and read the rules every time you play the game. And once you have more confidence in them, have fun and have fun playing! Greed House Rules: No player can stop less than 1000 points before entering the game. Once a player has entered the game, he can stop at any point value afterwards.
Also called Amish Ice Break Dice: In this variant, if a player decides to stop so that points can be collected, the next player, only when on the board, can take the remaining dice and roll them to try to build on the points of previous players. When a set of points is rolled, the sum is now the points of the previous players plus the points that have just been rolled. The current player has the option to stop or continue riding. This can be continued for any number of players. Farke: Six dice are used and you must have 750 points or more to enter the game. In 10,000, a player must have and set aside at least one score die or a combination of score dice with each throw. A player rolls the dice and scores until he decides to stop, or until he has thrown a throw without scoring a dice. There is a commercial version of Ten Thousand called Cosmic Wimpout, which is played with only 5 dice and without the category of three pairs.
Some states in the United States play a version with 7 dice. You can find slightly different dice game rules of 10,000 used in different regions or groups of players. For example, some games require a minimum number of points (usually 500) when they roll their first six dice to enter the point sheet. If they fail, they score zero points in that round and the next player leaves. An example turn might look like this: a player rolls the six dice and they get to 1, 1, 2, 4, 5, 6. He could put the two 1s aside and score the 5 with 250 points, but instead, put the 1s aside, score 200 points, and roll the remaining four dice. They arrive at 1, 6, 6, 6 and the player decides to put the four dice aside and his score is increased by 700 points (1 = 100 + 6, 6, 6 = 600), which so far gives a total of 900. The six dice are counted, so the player decides to continue his turn by throwing them all again. This time he is unlucky and rolls 2, 3, 3, 4, 6, 6. A goalless throw, which means he doesn`t score anything for that shot and the dice are suitable for the next player. The complete house (3 of a type plus 2 of a species) are worth 1,500 Typically, each throw scores separately, with the dice being evaluated at the time of throwing, so that three or more species must be thrown at the same time and not “stack” the dice of subsequent throws for the highest score.
In what is called the progressive score, the dice can form combinations with previously classified and set aside dice. I love it! Thank you for including the rules. 🙂 If you like the 10,000 dice game, you`ll love our other favorite games. A variation of the comments: “One thing we do differently is that we play with only 5 dice. One of them is always a different color and that is the most important. “The double cube” So if the red (we always use 4 whites and a red) is one and a white cube is one, it`s 1,000. That`s the way I was taught, so I never played with 6 dice or straight lines. Example: Player 1 rolls the six dice and decides to score three quarters for 400 points. She rolls the three remaining dice for a 2, 4, 5; The additional 4 do not multiply the previous three of a species unless they play gradually, and it can only score 50 points for the 5 alone. If she throws two more 5s with the remaining dice, if they don`t play gradually, they will only score 50 points each and won`t form three of one type with the other 5.


Kumon study aims to ensure that every child develops a love for learning. We offer maths and English programmes to help students of any age and ability to progress their skills and build key foundations for learning. Traditional maths and English tuition helps students progress, but Kumon goes one step further by helping each child develop self-learning skills, enabling them to tackle challenging work without reliance on a teacher.
Students complete daily worksheet study developing ability and fluency gradually over time, progressing in small steps and building confidence. They also visit their local study centre up to twice a week for guidance from their Instructor. Your child’s Kumon Instructor will set work at just the right level to challenge and keep them engaged, regardless of age or school year. This means that they can strengthen their key skills or progress beyond school grade level without restriction. Kumon offers a cost-effective and convenient way to help your child build strong English and maths skills for a successful future.


Problem solving strategies must keep the focus on the "thinking" that is occurring.
We discuss below several that will be of value for problems on this web-site and in books on problem solving.
In this site we have linked the problem solving lessons to the following groupings of problem solving strategies.
Pictures and diagrams are problem solving strategies that many students learn at the earliest stages of math development.
This is a good strategy as it is a way to communicate mathematical thinking.
From there, students begin to apply that understanding to basic word problems and often begin using a Model Drawing approach.
A Model Drawing is simply a pictorial representation that helps students internalize and visualize math.To differentiate, begin to encourage students to label their drawings.Remember that drawings do not need to be perfect; they just need to clearly show their thinking.When we "coach" our students through different problem solving puzzles, we are allowing them to develop their mathematical thinking.The students take charge of their learning and construct personal ideas about mathematics. None of these are simple and rarely will students move through each step consecutively.Students note changes in stages and explain how the change in the table is occurring. You can use picture books to support teaching how to make a table. Here is an elementary problem solving worksheet to go with it: Magic Pot table (courtesy of Math Wire.com).Another classic picture book for math is One Grain Of Rice: A Mathematical Folktale.It consists of a page per strategy with space provided to insert the name of any problem that you come across that uses that particular strategy (Act it out, Draw, Guess, Make a List).We have found that this kind of poster provides good revision for children. Through these links, children can see that mathematics is not only connected by skills but also by processes.As the site develops we may add some more but we have tried to keep things simple for now.Common Problem Solving Strategies We have provided a copymaster for these strategies so that you can make posters and display them in your classroom.


Each node consists of an anchor point and optionally an incoming and an outgoing handle, describing the tangents of the two Curves that are connected by this node. Nodes can be moved using the Select tool. Based on you settings, nodes may snap to some positions. A node can have four states( Angle, Symmetric, Smooth, Separate), that can be switched through the Select tool.
When a node is “Angle”, it has no handles and therefore no left or right curve.
When a node is “Symmetric”, both handles form a straight line and keep the same distance from the anchor point. Moving one handle changes the position of the other symmetrically.
When a node is “Smooth”, both handles form a straight line but each one has a different distance from the anchor point.
When a node is in a “Separate” state each handle can move separately and form its own curve.


Returning to school for another year almost certainly means one unavoidable truth for junior high and high school students everywhere: Math! Ready or not, that perennial behemoth, which devours so many students’ time, GPA and will to continue school, is back for more! But what if the feared monster could be tamed with ancient technology?
In recent years, math has become increasingly digitized. Between digital textbooks, online homework, calculators with WiFi and bluetooth, smartphones, Desmos, Mathway, and Khan Academy, it is easier than ever to depend on technology for even simple calculations.
But take caution, noble student! The greatest tool in any math student’s repertoire is still, undoubtedly, the pencil. Working through a problem on a piece of paper (even if the homework is online) is the best way to engage the brain in mathematics – because it requires that the student make his or her work an interactive, physical experience. On a screen, students are not as able to organize their own thoughts because computer keyboards are made for typing letters in text fields – not for the mechanics of a math problem. With a pencil, students can cross out and simplify, arrange and rearrange, multiply and divide, box in, circle around, and easily organize with another set of parentheses (parenthes-ease?), which engages our body and mind in a completely different (and better) way. Exerting effort into the basic experience of math on a page reaps major rewards in the conceptual understanding of material.
Moreover, with a dedication to good habits, the pencil creates a record that can be used as a study guide in the future. So what are these good habits? If a student does not do the following already, then this year is the best year to start.
- Take notes in class and review them for five or ten minutes each day
- Arrange all work in a vertical column, rather than in rows
- Show each step of work so that a stranger can follow the logic
- Box or circle all answers
- Keep and organize completed homework, quizzes, and tests for future study
Rescue Tutoring Service offers a multidisciplinary approach to education, helping students “connect the dots” across diverse subject matter. To learn more visit www.rescuetutors.com or contact Chad Kistler at 808.633.1171 or [email protected]


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This site is managed by the Mathematical Association of New South Wales Incorporated (MANSW). MANSW provides support for Mathematics teachers K - 12 and encourages participation from tertiary educators to share their skills and expertise. The Primary Association for Mathematics (PAM) is the primary section of MANSW. Read more....
MANSW and PAM offer:
Dr Catherine Attard presents this workshop on Improving Student Engagement in Mathematics. Catherine is an Associate Professor in primary mathematics pedagogy and Distinguished Teaching Fellow at Western Sydney University. Her PhD research was focused on engagement with mathematics and issues surrounding the teaching practices that influence students' engagement.
By popular request Measuring Up: Problem Solving and Reasoning K-6 is now on in Sydney Monday 29 August. Register now.
John Meng, MANSW President receiving the APTA award from Rob Randall, CEO ACARA
TEMPEST is a national project focussing on the professional learning available to mathematics teachers. It aims to identify, evaluate and provide access to quality professional learning through Dimensions, an online portal hosted by the Australian Association of Mathematics Teachers (AAMT).
This professional learning activity comprises seven sessions and is designed for teachers with little or no past experience of teaching Stage 6 Mathematics Extension 2.
Dates: 23, 30 June; 28 July; 4, 11, 18, 25 August 2016
Time: 5:00 pm - 7:30 pm
Use this application form for entry into the 2016 Stage 5.1 Mathematics Competition. You will receive a confirmation email as an attachment to the email once your entry has been processed.
This lecture is intended as revision and preparation for the HSC Mathematics Extension 1 examination for students.


Entry requirements: GCSE Mathematics good grade 7 or above plus teacher reccomendation on suitability. NB: you must also study A Level Mathematics
Goes well with: Mathematics, Chemistry, Physics, Biology, Computer Science, Psychology
Extend your knowledge of Mathematics in breadth and depth and be fully prepared for degree courses in Mathematics, Physics, Engineering and other disciplines. This course is essentially for the most able Mathematicians but is accessible for all students who are excited by Mathematics and are eligible to study A Level Mathematics.
In Year 12 you will study essential pure mathematics topics including complex numbers, proof by induction, and matrices. You will also study applied mathematics - this may include discrete mathematics, further mechanics or further statistics or continuing to develop skills in numerical methods.
In Year 13, you continue to study a range of pure mathematics and applied mathematics content. This includes hyperbolic functions, differential equations and polar coordinates alongside further applied content.
It will be possible to study an AS Further Mathematics course in Year 12 or in Year 13.
If you are intending to study for a STEM degree at university, then it is recommended to study at least AS Further Mathematics. Having covered some of these new topics before meeting them in your first mathematics courses will give you confidence and help you succeed at university.
Students will require a graphical calculator for this course. We will recommend which model to buy prior to the course commencing.
Depending on numbers enrolled for the course, the Advanced Mathematics Support Programme offer online tuition with support in school (currently around 4 hours a fortnight).
“Studying Further Mathematics this year has been a challenging but fulfilling experience. It supplemented my other studies so much more than I could have thought and has made me into a far more well rounded mathematician. Despite its intimidating reputation as a subject, once started it is nice to realise it isn't just the incomprehensible hieroglyphics some people make it out to be. The Cooper School has experienced and supportive teachers which helped our small class every step of the way and made the course incredibly enjoyable as a whole.”


Enter a statistic in the box at left, then click go to get that number in perspective.
Hover over the text to see how the perspective was derived. There is an attempt to discover
meaningful perspectives based on your specific number, so you are more likely to receive
some analogies over others.
The slider adjusts how hard we should try to get a meaningful analogy. Slide it to the right, and there
will be less noise, and you're more likely to get an interesting perspective. Slide it to the left to try less hard.
For each category, there are many different combinations possible (based on the number of facts in the system):
Sometimes it is hard to understand just how big a number is until it is put in perspective.
This came up for me when I had to present the number 1.2 trillion,
and I needed a way to put the number into perspective.
Have ideas for more things to include here? Let me know!
PS: I found this tool which is way cool after I finished this project, but I'm still leaving this here...


Baccarat, is a casino game, that despite the several strands its main objective is to get a hand as close as possible to 9.
Two hands are distributed on the baccarat, for the players and for the bench. The goal is to correctly bet which hand has the highest value from 0 to 9 or tie.
Unlike many card games, the cards do not have the normal value, for example in many games the Ace is the highest card with the highest score in baccarat the Ace is worth 1, while the 10, king, jack and queen are worth 0. The rest of the cards have the value shown in their number.
How to play Baccarat
When the value is greater than 10, you will have to remove the extra digit. For example, two 8 make up the total of 16: so and according to what you need, you will take the 10 and stick with the 6.
To start the game, the player bets on both the player and the bank, a draw in the player and bank or a combination of three. After that the dealer will distribute the cards to the players and two cards to the bank. The two cards decide whether a third card is needed.
- If the player has a total of 8 or 9 on this hand, it will be given as a natural and no more cards will be dealt
- If the total of the players is 5 or less, a third card will be given
- If the player does not receive the third card and the bank has 6 or more, the bank wins
- If the player receives the third card, there are new rules for the bank.
To the bank, if the total is:
- 7 – the bank wins
- 3 and the player’s third card was not 8 …
- 4 and the player’s third card was not 0.1.8 …
- 5 and the player’s third card was 4,5,6 or 7 …
- 6 and the player’s third card was 6 or 7 … … then the bank draws a third card.
- If the total is 7 then the hand wins.
The player wins if he bets on a high hand or bets on a draw and the total is equivalent to the total of the bank. If you bet on the player or bench and the result is a draw, it is left for the next round.


That’s the message from the world’s leading mathematical scientists as they gather in Vancouver, July 18 to 22 for the 7th International Congress on Industrial and Applied Mathematics ( ICIAM 2011) – the world’s largest applied math conference, which takes place every four years. For the first time, the prestigious group is holding its meeting in Canada.
“It’s widely known that we live in an information-based world and mathematics is crucial to help us understand that information so we can use it to make smart decisions for the future,” said Dr. Arvind Gupta, President of ICIAM 2011 and CEO and Scientific Director of Mitacs, a Vancouver based, national research organization.
“In order for Canada to continue to innovate and advance economically, we need to maintain our mathematical competitiveness on a national and international scale and that means continued investment in mathematical studies, which includes ensuring students across disciplines receive a solid grounding in math and funding additional research in the area,” said Dr. Gupta, noting ICIAM 2011 is a significant event because it showcases the many areas of everyday life that mathematics now touches – including economic and finance, biology, medicine, climate change, sociology, and image and signal processing. Some examples of math applications to be discussed during the conference include:
Math and Cancer: Using breast cancer, prostate cancer and colorectal cancer as examples, ICIAM presenters will demonstrate how the growth patterns of common solid tumours – known as carcinomas and sarcomas – are being studied using mathematical equations to predict their size, shape and speed. They will illustrate how the math differs depending on the cell type and location of the tumour and how those differences are being used to more effectively target cancer therapies. Examples will also be unveiled to show how math is being used to investigate the role that cancer stem cells play in tumour growth and to further develop cancer treatments that work at a molecular level.
Math and the Environment: When the BP Oil spill occurred in the Gulf of Mexico in 2010, mathematicians developed new diagnostic tools to forecast the location and timing of oil washing ashore in Louisiana and Florida. Without their input, tracking the spill would have been largely guesswork. Presenters at ICIAM 2011 will share theirexperiences in mapping the spill and demonstrate how mathematics is applied in order to fully understand the ongoing consequences, including how oil settles in sand and what the implications will be for coastal beach areas.
Math and Crowd Dynamics/Traffic Flow: When a population needs to be evacuated – either due to flooding in the case of Western Canada or potential radiation hazards in the case of Japan – mathematics is used to determine both the size of the area as well as the most effective route. Math also helps to determine the appropriate placement of traffic lights and signs to avoid congestion in everyday traffic. Looking forward, mathematicians are investigating the potential to use data collected from road sensors in order to make real-time decisions about traffic flow. They are also using mathematics to predict crowd behaviour, a useful tool for organizers of large events like the recent G20 Summit in Toronto and Stanley Cup Final in Vancouver.
Math and the Zoo: Using the zoo as an example, a session of the ICIAM will demonstrate how – rather than being a tame animal, confined to the classroom or university – math is a wild species, free to roam in the jungles of the world’s problems. Taking math on a “tour” around the zoo, presenters will share the mathematics of fish, penguins and other exotic creatures. They will even use math to peer inside the brain of a bee, soar with the birds and help at the turnstiles at the zoo’s entrance.
For more information or to access a conference program, visit www.iciam2011.com .


Aditi Sharma She/Her
GRADES: K-5, 6-8, 9-12
SUBJECTS: Science (Physics and Chemistry) Math (Trigonometry, Geometry, Algebra 1, Algebra 2, Pre-Calculus, Calculus) ACT SAT
MIDDLE SCHOOL: Horizon School, Dubai UAE
COLLEGE: UC San Diego
My name is Aditi and I will be studying engineering at NYU starting Fall 2021. I am passionate about STEM, youth empowerment, science communication, literature, and sustainability! As a Filling In the Gap Tutor, I am happy to support students of all ages. In high school, I was Founder and President of a STEAM Club where I taught students complex topics in physics and maths. I also volunteered at my local STEM summer camp where I supervised and planned STEAM activities. I have one year's worth of online tutoring experience in Math, Physics as well as standerdized testing.


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Write a multiplication sentence for each array. 9 – 24)8 worksheets 1 example, 2 guided and 1 ung. Then write an addition sentence and a multiplication sentence for your picture. 1/16's and there is an option to select 1/32's and 1/64's. So, improve the interest and knowledge of kids by gifting them a great multiplication sheet. Discover learning games guided lessons and other interactive activities for children. ID: 2587631 Language: English School subject: Math Grade/level: 1 Age: 5-7 Main content: Repeated addition and Multiplication fact Other contents: Equal groups Add to my workbooks (1) Download file pdf Embed in my website or blog Add to Google Classroom. Step 2: Rewriting as multiplication sentence we get. Letfreedomring Multiplication Repeated Addition Equal. Repeated Addition Worksheets Illustrated Activity Sheets. Of The Best Repeated Addition Worksheets For 2nd Grade. Here are five very cute and very basic examples of repeated addition. 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What you can accomplish in 7 years
Title: What Could You Accomplish in 7 years?
Want a shocker? Take the average amount of time that you watch TV or play Video games per day, e.g., two hours (below the national average). Do you realize that over a period of 60 years, you will spend the equivalent of 7 ½ years, sitting in front of the TV every waking hour of the day? ! Imagine what a person could accomplish given 7 ½ years in which to accomplish it!
1. In some fields, you could go through college and get a Masters and Doctorate. 2. Become an accomplished guitar or keyboard player. Spend a year immersing yourself in another culture and get a conversational understanding of the language. Spend the next 6 1/2 years continuing mastery of the language and impacting the culture. 3. Become really good at several sports.
[To really make it sink in, go through the math with your group, letting some youth help with calculators. Here it is: 2 hours x 365 (days per year) = 730 total hours of TV per year. Divide this by 16 to get the total number of days of that year that I would have spent every waking hour (16 hours) watching TV (45.625 days). Multiply this by 60 to get the total number of 16 hour days I would have spent totally on TV over a period of 60 years (2737.5). Divide this by 365 to find the total amount of years I would have spent watching TV every single waking hour of each day. I come up with 7.5 years of spending every waking moment watching TV!]
An easier way to figure it (but perhaps not as easy for youth to see) would be to say that 2 hours is 1/8 of the waking hours of a day. So 1/8 of all my waking time is spent watching TV. Thus, 1/8 of my next 60 years are spent watching TV [60 divided by 8]. This gives me 7.5 years.
Another way to introduce this point: What Could You Accomplish in 7.5 years? 1 - Earn a Doctorate degree. 2 – Become an accomplished musician 3 – Master some field you want to excel in 4 – Become formidable at some sport 5 - ..... or, simply watch 2 hours of TV per day over a period of 60 years.


Friday, May 20, 2011
Pay bankers their Customers' average total income.
Instead of paying bankers by how much they make for the bank, I think a better system would be that they get paid based on an actuarial table related to savings vs income. In other words, I'm guessing that an average salary per customer can be determined via some sort of accounting calculus. Principal bankers would get paid multiples of the average wage: say, no more then 20x the standard wage of the average customer. So, for example, the Bank of America would have an average wage per customer of say...40,000 bucks, so, most of the bankers would get that much, and the CEO might get 800,000 bucks a year. Basically, all salaries would be tied to customer average salaries, and even bonuses could not exceed 2x the base salary of the employee.


I was in mechanical engineering but switched when I realized it wasn’t for me – Maths Graduate with 5.0 CGPA.
Edwards Otoko bagged first-class honors in Pure and Applied Mathematics from the Rivers State University, Port Harcourt, having finished with a perfect 5.0 Cumulative Grade Point Average. In this interview with OLIVIA DOMINIC, he speaks about his journey to academic excellence.
You graduated with 5.0 CGPA and emerged as the overall best student in your set. Did you see it coming all along?
Let’s say at some point I knew I was going to come out on top. Along the line, I knew within me that I was going to top the class. It wasn’t much of a surprise.
Have you always been a high-flying student since your primary school days?
I won’t say primary school; I actually started picking up in my junior secondary school. I had a teacher in my church who assisted me in learning and that helped me a lot. I picked up academically when I got into secondary school. From that point, it became much easier for me. So, I won’t say getting excellent grades started for me from primary; it actually started from when I was in junior secondary school.
Mathematics is one subject dreaded by many. What informed your decision to study mathematics at the university?
Actually, mathematics wasn’t what I started off with. Nonetheless, I have always loved mathematics right from my secondary school days. My love for mathematics came from a movie titled PI. The script and everything about the movie motivated me to do more on mathematics but it wasn’t what I wanted to study in the university initially. I was in mechanical engineering for a year before I realised it wasn’t my thing to study so I applied for a transfer.
After switching to Pure and Applied Mathematics, at what point did you decide that you would graduate with first-class or did it just happen?
There was a board where names of people who made first-class were pasted, so I always imagined my name being on that list. So that had always been my aspiration and with God on my side, I worked hard towards achieving my goal.
Was there any period you would describe as challenging while in the university?
No, the only challenge I had then was when I wanted to settle down at that initial time, before I changed my course to mathematics but after then I don’t think I had any challenges because mathematics wasn’t a challenge to me at the time.
In the course of studying maths, were there times if felt like you might not realise your dream of finishing with first class?
Well, I had some challenges at some point. I remember when I was writing a course and instead of getting an A, I was getting a B. I had that as a problem and most times I just told myself that maybe I didn’t do well enough. But then I also felt that it was crystal clear that I had performed well. When it came to some courses that were really difficult to understand, I became more determined and told myself that I needed an A, so I matched that determination with going the extra mile in my study.
How did you choose your friends?
I won’t say I chose my friends then. One thing about life is that if you are good at a particular thing, you don’t have to select friends, they will come to you. Many will want to learn from you, because you have what to offer; that was how I made my friends.
What was your study pattern like?
Personally, I don’t study in a noisy environment. I did lengthy hours – most times I studied for between two and four hours and at other times, I did as much as 12 hours, depending on how I felt. When it’s close to exams I don’t really study that long because I already know everything on the scheme, so I only study for two or three hours. I also go online to check out things that are not clear to me. And then I meet lecturers and also people that are ahead of me in class. The library was also a vital part; the friends around me also helped. That was what my study routine was like.
For someone who studied for 12 hours sometimes, did you have time for extracurricular or social activities?
I had control over my time and I also knew what I wanted. I knew this was the sacrifice I had to make to focus. I had to cut down on my social life and be determined to achieve my goals.


The calculation of time stationary may be inaccurate;
If the chart above was used, GPXIngest would calculate a stationary time of 20 seconds ((30 - 20) + (40-30)) .
However, during (at least some of) the 10 seconds between 20 & 30, the vehicle would have been decelerating.
Really what needs to happen, is we need to look at whether the last speed was 0, and consider the block moving time if not. So the car in the chart above would have been stationary for around 10 seconds, and moving for 30
Obviously we might actually have been stationary for slightly longer, but there's no way to know how far into the interval we either stopped or started moving, so it seems better to lock it to the interval's beginning so that the maths at least follows more easily in your head.


Some miscellaneous points and pointers relating to significant figures have been gathered in this page.
- In O Level Physics papers, answers are not accepted as fractions because examiners want to encourage students to give answers to an appropriate number of significant figures.
- If you need to determine the number of significant digits in a number that is written in scientific notation, then only consider the coefficient and ignore the base and the exponent. See below:
- In case of large integers with zeroes at the end, the trailing zeroes may or may not be significant. So 543100 may be having 4 or 5 or 6 significant figures. Using scientific notation removes this ambiguity. For example, the same number 543100 shall be written in scientific notation
- with six significant digits as 5.43100 x 105
- with five significant digits as 5.4310 x 105
- with four significant digits as 5.431 x 105


Using a numerical model, inventory intrinsic value can be calculated. That is a great technique for buyers seeking to know how much they have to pay for an asset. However , there is more towards the calculation than adding up the price tag on a security.
In order to calculate intrinsic value, the investor will have to know the various factors. These include qualitative, quantitative, and perceptual factors. A well-constructed worth calculation will rely on sound assumptions.
An example is the benefit of an alternative. An option has inbuilt value if perhaps its hand techinque price is depending on an underlying advantage. In this case, an option with a struck price of $15 has an intrinsic worth of $10 at expiration.
The ‘best’ formula to measure intrinsic value will vary depending on the details of the condition. Often , a much more complex calculation will be thought to be more valuable. In the event of a bear marketplace, the required level of return may enhance. This may be a wise expenditure in the long run.
A straightforward formula to calculate inbuilt value is always to subtract how much personal debt from the expected long term future assets. For instance, you may analyze the value of a widget by simply dividing $240 in labor hours by cost of material to make the widget.
There are also various methods for calculating https://conglomerationdeal.com/modern-investors-has-a-keen-interest-in-consolidating-their-investments-via-data-room-providers inbuilt value. Using a method that actually works for your item might be difficult, even so. This is because unique items require different computations. For example , an auto might have a great intrinsic value of $18, 500.


Themes: ab initio calculations, quantum muon and nuclear effects, frustrated spin systems and quantum spin liquids, topological magnetism and skyrmions, percolation, chaos theory
Experimental methods: muon spectroscopy (μSR), nuclear magnetic resonance (NMR), electron spin resonance (ESR), elastic and inelastic neutron scattering (INS), X-ray diffraction (XRD), resonant elastic X-ray scattering (REXS), torque magnetometry
Theoretical methods: ab initio density functional theory (DFT) calculations of muon stopping sites and magnetic exchange interactions, path-integral molecular dynamics (PIMD) calculations of quantum muon and nuclear zero-point motion, exact diagonalization (ED) modelling of spin systems, Monte Carlo (MC) simulations of percolation and chaotic systems
Born: 3. 11. 1987, Maribor, Slovenia
- 2018: PhD from the Faculty of Mathematics and Physics, University of Ljubljana, Slovenia. PhD thesis “Quantum Spin Liquids on Geometrically Frustrated Kagome Lattices“, advisor Prof. Dr. Andrej Zorko.
- 2013: BSc from the Faculty of Mathematics and Physics, University of Ljubljana, Slovenia. BSc thesis “Time Irreversible Billiards“, advisor Prof. Dr. Tomaž Prosen.
- 2023–present: Scientific Associate at the Jožef Stefan Institute, Ljubljana, Slovenia.
- 2023–present: Assistant Professor at the Faculty of Mathematics and Physics, University of Ljubljana, Slovenia.
- 2021–2023: Teaching Assistant for Physics at the Faculty of Mathematics and Physics, University of Ljubljana, Slovenia.
- 2019–2023: Post-Doctoral Research Associate at the Jožef Stefan Institute, Ljubljana, Slovenia.
- 2018–2019: Post-Doctoral Research Associate at the Department of Physics, Durham University, United Kingdom.
- 2013–2018: Young Researcher (PhD candidate) at the Jožef Stefan Institute, Ljubljana, Slovenia.
- 2022: Special Commendation for Young Higher Education Teachers and Staff for outstanding teaching and research achievements, University of Ljubljana.
- 2020: Jožef Stefan Golden Emblem Prize for an outstanding PhD thesis.
- 2014: Best talk award at the ISIS Muon Spectroscopy Training School.
- 2013: Faculty Prešeren Award for an exceptional BSc thesis.
- 2009: 1st place at the Slovenian ACM-ICPC University Programming Marathon.
- 2008: Slovenian national team at the ACM Central European Programming Contest.
- 2008: Dean’s award for outstanding undergraduate academic performance.
- 2006: Bronze Medal at the 18th International Olympiad in Informatics.
- 2006: Honourable mention at the 27th International Physics Olympiad.
- 2005: Honourable mention at the 26th International Physics Olympiad.
- 2005: Competed at the 17th International Olympiad in Informatics.


Math Curriculum Alignment
The NCTN Promising Practice Series presents detailed descriptions of strategies from the field that are designed to promote the successful transition of adult basic education students from ABE/ESOL to postsecondary education.
Sandy Goodman (Interviewer)
The Urban Corridor Project (UCP) was designed to build upon the positive adult-education transition initiatives that have been implemented in Hartford, CT between Capital Community College and Hartford Adult Education and in New Haven, CT between Gateway Community College and New Haven Adult Education.
The goals of the UCP were:
The pilot program was designed to serve 30 individuals who were enrolled in either Hartford or New Haven adult-education programs, who were pursuing their high school diploma or GED, and who were planning to enroll in postsecondary education upon graduation.
The program provided students with assessment, instruction, tutoring, limited case management and academic and financial aid counseling. Students were dual-enrolled at each of the community colleges and had access to the student services available on campus, including the library, math center, writing center, computer labs, etc.
Rationale and Background of the Practice
Capital Community College found that 90 percent of the individuals who enter college require one or more developmental courses and 30 percent of those students require four or more developmental courses in reading, writing, or math.
We analyzed the data on developmental math course completion and grades from both colleges over three academic years (2002–2005) and found that the number of students completing the course with a grade of C or better were dropping annually. There was also a very high rate of withdrawal from developmental courses. Both statistics pointed to the need for intervention.
It can take students one to two years before they achieve full academic proficiency in college. During this time it is very difficult to retain students. In order to improve the number of nontraditional adult learners who stay in college, it is critical that adult-education programs and community colleges work together to align their curricula through the design and implementation of transition bridge programs such as the Urban Corridor Project.
Description of the Practice
We received funding from the Nellie Mae Education Foundation to develop the math alignment program and pilot it in 2007. The project required administrative staff, math instructors from all of the partnering organizations, tutoring, case management, and liaison assistance from the Connecticut Department of Education.
This project created an opportunity for four organizations serving the major urban centers of Connecticut to share best practices related to transition from adult education to college with respect to mathematics preparation. The collaboration resulted in the formal alignment of the adult-education math course with the community college’s first-level developmental math course and an introduction to the concepts that will be taught in the second-level developmental math course at the colleges.
To develop the alignment program, we first held a series of six meetings to bring together Hartford and New Haven adult-education teachers with math instructors and the chairs of the math departments at Gateway and Capital Community Colleges. We charted the gaps between the existing adult-education math curriculum and the skills students needed to succeed at college. We found that the adult-education programs covered some pre-algebra, but there were major gaps in algebra skills, particularly related to linear equations, variables, graph and slope, and command and control of signed numbers. The other big gap was factoring quadratic expressions, and factoring in general. At the time, the adult-education programs taught this material, but only very superficially.
The Adult Math Transition Course
The adult-education and community college instructors worked as a team on curriculum alignment to design a new “bridge” curriculum. As part of this process, the college faculty shared tools and techniques with adult-education instructors to enable them to deliver a new course that was equivalent to Math 075, the developmental pre-algebra course that was offered at the community colleges.
This new course, known as the Adult Math Transition Course, employed integrated lessons, exercises and learning activities to tie together arithmetic concepts and skill development with the higher-level applications of critical thinking and problem solving required by algebra. All topics were aligned with state guidelines and National Council of Teachers of Math (NCTM) standards. The goal was to mathematically empower students through the use of charts, graphs, concrete models, technology, and relevant, interesting applications. The course content included basic algebra, geometry, statistics, probability, data display and analysis and discrete mathematics. This course was designed to enhance the non-traditional adult learners’ mathematical literacy to help prepare them for the mathematical assessment test at college.
Two College-Level Courses
In addition to the new pre-algebra course, college faculty members delivered two additional college courses at the adult-education sites (through funding from another grant to support the project):
The college faculty reviewed the information that was covered in these courses with the adult-education instructors so they were prepared to reinforce the information in their own classes.
Initiating the Pilot Program
A cohort of students at each adult-education site was recruited to enroll in the bridge program as an alternative to the traditional adult-education math course. These students took the ACCUPLACER to ensure that their baseline math skill levels were appropriate for the program.
Students who passed the ACCUPLACER were dual-enrolled at the participating college and were eligible to access the various on-campus student resources, including the library, bookstore, tutoring centers, academic advising, free student lectures, etc.
Students began the pilot program by taking two courses simultaneously: the new Adult Math Transition Course and College Success. Both courses were provided tuition-free at the adult-education sites and met for a total of 45 hours each. The courses were scheduled to accommodate the adult-education schedule while also fulfilling the colleges’ minimum time requirements.
In the Adult Math Transition Course, students’ progress was assessed as it would have been in any adult-education or college course. The students were evaluated on class participation, homework, in-class exercises, quizzes and exams. College Success provided the students with study skills and the framework necessary to build a solid foundation for future learning and colleges disciplines. Students who successfully completed this course earned 3 college credits.
After completing the Adult Math Transition Course with a grade of C or better, students moved on to Introductory Algebra. Students passing Introductory Algebra with a grade of “C” or better could then go on to take a college-level math course, Intermediate Algebra, on the community college campus.
Retention and case management services were a challenge. The ideal scenario would have been to have a case manager who was dedicated to working with the colleges and the adult students who were preparing to transition to postsecondary education. Unfortunately this was not available due to adult-education funding and staffing limits, so a more limited amount of retention and case management support was provided.
Cost & Funding
Designing the new Adult Math Transition Course required a considerable amount of staff time at the adult-education programs and community colleges. Once the new course was designed, presenting it imposed no additional costs since it simply replaced an existing course at the adult-education sites. The College Success and Introductory Algebra courses imposed costs for materials, textbooks and the college faculty’s time. Tutoring services were provided in-kind by the colleges and the adult-education programs. Case management services were provided by the adult-education programs.
Evidence of Impact and Effectiveness
The adult-education programs in both Hartford and New Haven have reported that they are continuing to use the new Adult Math Transition Course, enabling students to complete the colleges’ developmental pre-algebra course while still enrolled in adult education.
For their part, the colleges are continuing to strengthen and expand their partnerships with the adult-education programs. This year, through other funding, Capital Community College was able to bring additional credit courses to the Hartford Adult Education site so that students could begin to explore their career interests and earn college credit. Courses were available in the areas of early-childhood education, business, and medical assisting.
The math bridge curriculum continues to be received positively by both the instructional staff and students in adult-education programs. Adult-education math is now taught with a curriculum that is aligned with the college math sequence so that students will be better prepared for the postsecondary math taught at the community college. The new math curriculum has also been applied to other adult-education programs at worksites to prepare individuals for postsecondary education. Nick Montano of New Haven Adult Education, said, “The alignment of the curriculum has produced a real connection between the Adult Education sites and the Community Colleges involved in this initiative. The partnership between Adult Education and the Community College has been enhanced to increase student success.”
Implications for Practice, Policy and Research
Practitioners should seek to create a formal continuum of learning from adult education to the community colleges by aligning curricula so that the transition from adult education to post secondary education is seamless and results in increased student success and retention. This would involve designing aligned courses in other subjects so that adult-education students can complete all college developmental-education courses prior to transitioning to postsecondary education.
To that end, the partners in the UCP are planning to develop a similar program to align the adult-education program in English as a Second Language (ESL) with the college language arts curriculum.
Further research directions:
Some lessons learned:


Table of Contents :
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Oct. 17, 2018
Calgary Board of Education students achieved high standards on the 2017-18 Provincial Achievement Tests and Diploma Exams once again.
“These are outstanding results,” said David Stevenson, chief superintendent of schools. “We have seen notable improvements across the CBE, including the highest results on record in many subject areas and grade levels.”
Grades 6 and Grade 9 PAT Results
- CBE student results in Grade 6 exceeded provincial results in all measures at both the Acceptable Standard and the Standard of Excellence.
- In Grade 9, our results exceeded provincial results in all measures at the Acceptable Standard and in English Language Arts, Mathematics, Science and Social Studies for the Standard of Excellence.
- In Grade 9 Mathematics, our results remain above the province although we also saw a year-over-year decline similar to the decline of the provincial result.
- Notable achievements:
- Science 6 and 9*: Highest result on record for both Acceptable Standard and Standard of Excellence.
- Social Studies 6: Highest result on record for both Acceptable Standard and Standard of Excellence.
- Mathematics 6: Highest result since 2012-13 for Standard of Excellence.
- Social Studies 9*: Highest result since 2011-12 for Acceptable Standard and Highest result on record for Standard of Excellence.
- English Language Arts 9: Highest result since 2011-12 for Standard of Excellence.
*With the exception of the 2013 flood year.
Grade 12 Diploma Examinations
- CBE results were at or above provincial results in 11 out of 11 Diploma Exam measures at both the Acceptable Standard and the Standard of Excellence.
- Notable Achievements:
- English Language Arts 30-1: Highest result for Acceptable Standard since 2004-05 and Standard of Excellence since 2007-08.
- Mathematics 30-1*: Highest result on record for both Acceptable Standard and Standard of Excellence.
- Chemistry 30: Highest result on record for both Acceptable Standard and Standard of Excellence.
“Even with positive results, our analysis will identify areas of focus and determine where greater attention is needed to support students and enhance learning,” says Stevenson.
Provincial achievement testing is one of several ways the CBE measures student success. Other measures include report card data, student survey data and the province’s Accountability Pillar.
“Our 2017-18 results are impressive and it is encouraging to see that our overall student achievement continues to improve and remains above the province on most PAT and Diploma Exam measures,” said Trina Hurdman, Chair, Board of Trustees. “There are some areas we will pay attention to. Math was previously identified by The Board of Trustees as an area of concern and we ensured that the CBE’s Three-Year Education Plan contains strategies to address Math results. We will continue to monitor progress. Thank you to our students, teachers, families and everyone in the community who supports student learning.”
Student results will also be posted when available on the Provincial Assessment & Reports page on our website.


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Books and resourses
This Fractions workbook is a comprehensive collection of exercises meant for students in grades 4,5 and 6. The sections can be used for practice and also as test worksheet. Paper back copy available on Amazon.
This Multiplication workbook is a comprehensive collection of exercises meant for students in grades 3,4 and 5.
This book is
This book is a concise collection of formulae in Algebra taken from the
Chapter 1 of Formula handbook by the author. A selection of essential formulae taken from various topics in algebra are presented.Definitions are given where necessary.
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IMPORTANT NOTE REGARDING WORD LIMIT REQUIREMENTS:
Given the other statistical tests discussed so far, what strengths does linear regression provide that the other tests do not? Identify a peer-reviewed study that uses linear regression in its analysis. Explain why linear regression was used and discuss one challenge in interpreting the results.
PLEASE ANSWER ALL QUESTIONS IN PARAGRAPHS AND MAKE IT COHESIVE AND TRY TO INCORPORATE THE READINGS BELOW
Read Chapter 14 in Using and Interpreting Statistics: A Practical Text for the Behavioral, Social, and Health Sciences.
View the Linear Correlation tutorial in the SPSS Tutorials media.
View the following calculations in The Visual Learner: Statistics media.
- Coefficient of Variation
- Linear Regression
- Linear Correlation
- Non-Parametric Test ‘Chi-Square’
Read “Regression Modelling and Other Methods to Control Confounding,” by McNamee, from Occupational & Environmental Medicine (2005).
Read “How to Control Confounding Effects by Statistical Analysis,” by Pourhoseingholi, Baghestani, and Vahedi, from Gastroenterology and Hepatology From Bed to Bench (2012).


Thank you to all the parents and carers who attended the Maths workshop on Monday. To begin our visitors saw maths in Early Years and Key Stage 1. Mr Murphy then led a talk through how maths is taught at Caythorpe in the hall.
Finally, we saw maths in action in Key Stage 2. Children throughout the school where applying their knowledge to problem solving activities. The children demonstrated how they use different resources to support their understanding such as base 10 materials, Cuisenaire, Numicon, number lines and Renkerek counting frames.
For the information on how you can further support you child/ren at home, please see our maths web page. There are also links to online games to support fluency in recall of maths facts.