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High school student David wants to spend the weekend with his friends, but his mom won’t let him.
“You have to study on Saturdays,” she insists. “If you don’t, your grades will suffer, you won’t get into a good university, and you’ll end up flipping burgers for the rest of your life!”
This is a prime example of the slippery slope fallacy: assuming that a relatively small first step will lead to a chain of events that eventually culminates in a significant, usually negative, outcome.
In other words, you assume that if A occurs, then B will follow, and if B occurs, then C will follow. And since C is something you really don’t want, you shouldn’t allow A to happen.
Some slippery slopes are real, but often they’re not, and that’s when we’ve got a slippery slope fallacy on our hands. To analyze this kind of reasoning, we need to examine each link in the chain.
Let’s assign some rough probability estimates to every assumption David’s mom is making. She’s saying that, if he doesn’t study on Saturdays:
A: “Your grades will suffer.” It’s possible but not very likely. A lot of students get good grades without studying on weekends. Let’s give this a 5 percent probability estimate.
B: “You won’t get into a good university.” That depends on what counts as a good university. David could also be eligible for non-academic scholarships. We’ll give this a probability of, say, 10 percent.
C: “You’ll end up flipping burgers for the rest of your life.” This is obviously the weakest link in the chain. It’s really nothing but wildly pessimistic speculation. It gets a probability of 0.1 percent.
As you can see, every link in the chain is weak. And the chain as a whole compounds those weaknesses. Here’s how the math works out:
.05 x .10 x .001 = There’s a 0.0005 percent risk that David’s mom’s assumption is correct. Not a very slippery slope.
Of course, it’s very difficult to predict the likelihood of a complex chain reaction. We can’t know if our probability numbers are accurate. But a rough guesstimate can still provide a useful hint about the likelihood of a chain of events.
So when you come across slippery slope assumptions, tease out the links in the chain and ask yourself how likely each of them is to be true. Then keep these two things in mind:
- The chain is only as strong as its weakest link. If you spot just one weak claim, the entire line of reasoning is also weak.
- Weaknesses in the links have a compounding effect. The strength of the whole chain is almost always even weaker than its weakest link.
Be skeptical of hypothetical chain reactions, and you’ll be much less vulnerable to falling for slippery slope reasoning.


Converting dBm to Watts
In the field of electrical engineering, power is most often specified in dBm–not Watts. This brief post talks about how to convert between dBm and Watts and what the dBm unit means.
A complete explanation of the decibel and log / linear conversions for many units (including dBm) can be found in The Decibel article.
dBm and Watts Conversion
Notice that the equations are for mW (milliwatts), not Watts. That’s because the dBm is a unit based on the mW. Converting to mW to W is simply done by multiplying by 1000, since there are 1000 mW in a Watt.
Why Use dBm?
Electrical engineers use dBm most often for power specifications because it’s much easier to work with large numbers using the log scale instead of the linear scale. The dBm is a unit based on the log scale, and can be simply used with other design components with gains and losses specified in dB.
Check out The Decibel article for more complete explanation of why we use dB instead of linear units. The Decibel article also explains many other common units based on the dB, and how to convert between their log and linear equivalents.


Is this program right for you?
Designed with the working professional in mind, the Master of Science in Statistics – Data Science Option (MS-DS) from UW-Madison enables graduates to move into leadership roles in their organizations or move laterally and upward into other roles.
Leveraging the power of statistical thinking will prepare to you to put data into context and communicate its meaning to others. You will build analytical, reasoning, and communication skills in realistic strategic planning sessions. As a result, the MS-DS will provide you with strong skills in working in teams of professionals and business leaders and in leading discussions grounded in data reasoning.
The 12-month program is offered in the fall and spring semesters, and summer will include an intense data practicum using large corporate data sets that are focused on change management in a complex organization. The MS-DS is a residential program with 12 credits offered in the fall, 12 in the spring, and six in the summer.
What you Learn
- Understand data in context
- Summarize and visualize data to reflect context and elicit insights
- Use models to guide analysis and inform collaborators
- Grasp concepts behind mathematical foundations of statistics
- Gain computing expertise with complex data analysis
- Interpret and communicate a data analysis
- Develop as a professional
Where & How you learn
- Attend regularly scheduled classes during the academic year and summer session
- Work in teams to develop and expand skills that enhance your value in the workplace
All applicants must:
- Possess an undergraduate degree with a GPA of 3.00 or higher on a 4.00 scale based on the last 60 credits earned from the degree-granting institution
- Have some experience and skill with abstract conceptual thinking and task definition, such as that developed in typical engineering, mathematics, and computer sciences courses
- Have at least 3-5 years of work experience, ideally involving data
Students admitted to the MS-DS program are expected to have courses equivalent to the following UW-Madison courses:
- STAT 303 R for Statistics I
- STAT 304 R for Statistics II
- Four semesters of calculus:
- MATH 221 Calculus and Analytical Geometry I
- MATH 222 Calculus and Analytical Geometry II
- MATH 234 Calculus-Function of Several Variables
- MATH 421 The Theory of Single Variable Calculus
- MATH 340 Elementary Matrix and Linear Algebra
- Highly recommended:
- STAT/MATH 309 Introduction to Probability and Mathematical Statistics I
- STAT/MATH 310 Introduction to Probability and Mathematical Statistics II


2 edition of Mathematics 2000 found in the catalog.
May 15, 1996 by Nelson Thornes Ltd .
Written in English
|The Physical Object|
|Number of Pages||80|
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I am an Associate Professor in Computer Science at the University of Nantes, France. I conduct my research at the LS2N lab in team OGRE. Before that, I was a research resident at Intel Corporation in San Diego, USA and a postdoctoral researcher at Inria in Lyon, France. Former PhD student of Christoph Lauter and Thibault Hilaire at Sorbonne University UPMC in Paris, France.
Towards efficient and accurate software and hardware. Computer arithmetic approach.
My research aims to improve computer arithmetic methods used for reliable and accurate techniques in scientific computing. Algorithms rarely use exact arithmetic to perform their calculations, instead algorithms must employ more efficient floating-point and fixed-point representations. The use of these numerical formats results in computational errors that can have a serious impact on the result of the execution. Furthermore, choices about arithmetic (e.g. precision of computations and of data) inevitably influence the performance of the software and/or the target hardware cost.
I focus on the analysis of the numerical quality of algorithms and then the optimization of arithmetic parameters (precision, type of hardware operators, etc.) in order to find a suitable tradeoff between efficiency and accuracy. My research has many applications including code generation for mathematical functions, optimal design of FPGA circuits for arithmetic operations and digital filters, and most recently Deep Neural Network optimization.


Learn How to Use the Stochastic Oscillator for Trading Success
In the technical analysis of financial markets, there are various tools and indicators that are used by investors to evaluate the historical price movements and may predict the future price of the asset. A Stochastic oscillator is one such indicator that is used in trading of Stock, Forex, and Indices. The word ‘Stochastic’ comes from the Greek language and means ‘random.’
The Stochastic oscillator shows an asset’s closing price in comparison to its price range for a certain time frame. The process is used to help traders to ‘Buy’ or ‘Sell’ the asset. The readings oscillate from 0 to 100 and signify the momentum of the trend. The stochastic oscillator works on a general theory that says when the market is trending upwards; then prices will close near the high, likewise when the market is trending downwards, then the prices will close near the low.
A stochastic indicator is a type of momentum indicator that is widely used to measure overbought and
oversold asset. The stochastic indicator result varies close to the mean price level as it relies on
the past asset’s price. The sensitivity of the oscillator to measure movements can be reduced by
adjusting the time period or by taking a moving average of the result.
History of Stochastic Oscillator
The stochastic oscillator was established by George Lane in 1950s to locate the closing price of a stock in comparison to the high and low range of the stock for a particular time frame, which is a standard of 14-day trading period. George Lane emphasized that the stochastic oscillator does not follow the price or volume but rather follows the momentum of price. He also said that the momentum of the price for certain stock changes before the price of stock changes itself, this way, the stochastic oscillator could be used to predict the reversal when bullish or bearish divergences are shown by the indicator.
How to Calculate Stochastic Oscillator
The Stochastic oscillator is calculated by determining two factors, the first is %K and the second is %D.
The formula for calculating %K is
% K = 100 × (C- L of N/H of N – L of N)
% K: Current value of the stochastic indicator
C: The most recent or last closing price
L of N: The lowest price of the ‘N’ previous trading sessions
H of N: The highest price of the ‘N’ previous trading sessions
The default number for ‘N’ previous trading sessions is 14, which could describe as 14 hours, days, or weeks. By putting the value of ‘N,’ the formula now becomes
% K = 100 × (C- L14/H14– L14)
The % K is sometimes called the slow stochastic indicator, and % D is called the fast stochastic indicator. The factor % D equals to a three-period moving average of % K.
What is the Purpose of using a Stochastic Oscillator?
Both the factors, %K and %D are plotted on the graph side by side, and the traders look fluctuations from 0 to 100. The transaction signals are generated when the %K crosses %D. If the stochastic value is above 80, then the asset is said to be overbought; similarly, if the stochastic value is below 20, then the asset is said to be oversold.
The charts used to evaluate the stochastic oscillation usually illustrated by two lines, where one line reveals the value of stochastic oscillation for each or daily session while the second line shows the 3-day moving average. As the price in the market is constantly moving, an intersection of the two lines indicates a change in momentum and an upcoming reversal in the trends.
The difference between the trading price action and the corresponding stochastic oscillator is called a ‘divergence’ and indicates a reverse in the market trends. For instance, when the price hits a lower low and the oscillator shows a higher low, it is called a Bullish divergence, in contrast, if the price is making higher high but oscillator showing lower high, then it is a bearish divergence.
How to Use Stochastic Oscillator
The stochastic oscillator is a common technical analysis tool that is widely used by investors. The stochastic oscillator is determined by deducting the low of the period from the current closing price, then dividing it with the total range and then multiplying it with 100. The typical time period is taken to be 14 days. The formula is
% K = (C- L14/H14– L14) × 100
For example, let suppose
C = 155
L (14-day Low) = 135
H (14-day High) = 160
% K = (155- 135/160– 135) × 100
% K = 0.8 or 80
The stochastic oscillator reading for the current session is 80, which indicates that the asset is close to being overbought.
Difference between Stochastic Oscillator and Relative Strength Index
In technical analysis, both the Stochastic Oscillator and Relative Strength (RSI) Index are called momentum indicators and often used side by side but both are based on different theories. The Stochastic Oscillator is calculated on the theory that the closing prices should close in the same direction, such as the current trend.
While the RSI, on the other hand, follows the oversold and overbought levels by calculating the rate of price movements. The Stochastic Oscillator is used to show the consistent price trends while the RSI is used to measure the speed of price movements. The information above is for education purposes only and cannot be considered as investment advice. Past performance is not reliable indicator of future results.
Get to know core analytical approaches to the markets and CFD trading. This course introduces the crucial analytical methods such as fundamental analysis, market positioning, technical analysis, and statistics. These are the most popular and practical means to excel in CFD trading.


Contact Info / Websites
Wow. It's been two years since I graduated high school and the military disqualified me, and 3 years since I joined NG. Well, a little over it. I think it was October 3rd when I got disqualified and June 18, 2015 when I graduated high school. Time honestly flew by me pretty quickly. Yes, I am Monster64
So what have I achieved? Or what have I done?
My first year of college was rather rough. I got 3 F's in classes and a <2.0 cumulative GPA on my transcripts. This year was really the one where I recovered very well from those failures. DUring this year, I turned 2 of those F's into A's, and the 3rd F I got is being worked on this semester, and so far I have a high 90% in that class.
This year is also the year I decided to get good at mathematics. I used to suck at math. But then I decided to go on Khan Academy in February, and after 10 months of studying constantly at math, I am very well proficient in math subjects such as Calculus (differential, integral, AB, BC), trigonometry and Algebra. Calculus is honestly my favorite subject of those.
My EMT classes are going very well too. I've been nailing ALL of my tests so far, and I am confident I'll pass the national registry on November 5.
But what if I fail the NREMT?
I have my eggs in all sorts of baskets. Whether I pass or fail the NREMT, I have immediate plans to change my major to mathematics to aim for a bachelors degree in the field, while using the accolades of such a degree to give me a head start on an engineering program (probably biomedical). You see, being good at mathematics made my decision making in what I wanna do a lot more flexible than ever before. Prior to this year, a lot of fields scared me away because of the heavy math, but after this year, I absolutely LOVE math. Like wowzors.
The most important question in my life is Should i join firefighting, law enforcement or engineering?
Overall, my life is going GREAT. I've developed a shit ton of self discipline, and when I pass my NREMT, i'll work on ambulances as a job while I goto college. F*ck working in a grocery store.


Mississippi IDeA Networks of Biomedical Research Excellence
Awards for Faculty
Funded by the National Institutes of Health, National Institute of General Medical Sciences, Mississippi INBRE funds research in biomedical fields.
Here are our current funding opportunities:
Biomedical Research Funding
The research development grants support innovative basic and/or translational biomedical research. Research areas supported include, cancer, STDs, obesity, and bioinformatics. Multidisciplinary collaborative projects are highly encouraged.
The curriculum development grants support course creation/enhancement or workshops at undergraduate institutions. Topics of interest include all areas of Science, Technology, Engineering, and Mathematics (STEM) Education.


In Islamic culture, geometry is everywhere, you can find it in mosques, madrasas, palaces, and private homes.
This tradition began in the 8th century CE during the early history of Islam when craftsmen took preexisting motifs from Roman and Persian cultures and developed them into new forms of visual expression.
This period of history was a golden age of Islamic culture, during which many achievements of previous civilizations were preserved and further developed, resulting in fundamental advancements in scientific study and mathematics.
Accompanying this was increasingly sophisticated use of abstraction and complex geometry in Islamic art, from intricate floral motifs adorning carpets and textiles to patterns of tile work that seemed to repeat infinitely, inspiring wonder and contemplation of eternal order.
Despite the remarkable complexity of these designs, they can be created with just a compass to draw circles and a ruler to make lines within them.
And from these simple tools emerges a kaleidoscope multiplicity of patterns.
So how does that work?
Well, everything starts with a circle, the first major decision is how will you divide it up?
Most patterns split the circle into four, five or six equal sections. And each division gives rise to distinctive patterns. There’s an easy way to determine whether any pattern is based on fourfold, fivefold, or sixfold symmetry. Most contain stars surrounded by petal shapes.
Counting the number of rays on a starburst, or the number of petals around it, tells us what category the pattern falls into a star with six rays, or surrounded by six petals, belongs in the sixfold category, one with eight petals is part of the fourfold category, and so on.
There’s another secret ingredient in these designs, an underlying grid, invisible, but essential to every pattern, the grid helps determine the scale of the composition before work begins, keeps the pattern accurate, and facilitates the invention of incredible new patterns.
Let’s look at an example of how these elements come together. We’ll start with a circle within a square, and divide it into eight equal parts. We can then draw a pair of crisscrossing lines and overlay them with another two. These lines are called construction lines, and by choosing a set of their segments, we’ll form the basis of our repeating pattern.
Many different designs are possible from the same construction lines just by picking different segments.
And the full pattern finally emerges when we create a grid with many repetitions of this one tile in a process called tessellation. By choosing a different set of construction lines, we might have created this pattern or this one.
The possibilities are virtually endless. We can follow the same steps to create sixfold patterns
by drawing construction lines over a circle divided into six parts, and then tessellating it, we can make something like this.
Here’s another sixfold pattern that has appeared across the centuries and all over the Islamic world, including Marrakesh, Agra, Konya, and the Alhambra.
Fourfold patterns fit in a square grid, and sixfold patterns in a hexagonal grid.
Fivefold patterns, however, are more challenging to tessellate because of pentagons don’t neatly fill a surface, so instead of just creating a pattern in a pentagon, other shapes have to be added to make something that is repeatable, resulting in patterns that may seem confoundingly complex, but are still relatively simple to create.
Also, tessellation is not constrained to simple geometric shapes, as M.C. Escher’s work demonstrates, and while the Islamic geometric design tradition doesn’t tend to employ elements like fish and faces, it does sometimes make use of multiple shapes to craft complex patterns. This more than 1,000-years-old tradition has wielded basic geometry to produce works that are intricate, decorative and pleasing to the eye, and these craftsmen prove just how much is possible with some artistic intuition, creativity, dedication and a great compass and ruler.


Connections: To develop the link between mathematical ideas and everyday life to help students learn mathematics from a practical sense.
Number Bonds: The pictorial representation of the relationship between a number and the parts that make it. It helps children see the inverse relationship between addition and subtraction, the inverse relationship between multiplication and division, understand math facts, and think algebraically.
Word Problems: It is the application of mathematics in real world situations through problem solving. Model drawing is the key strategy to solve word problems.
Mental Math: It enables students to picture in their minds and calculate without using paper and pencil.
Attitudes: We believe that a child’s attitudes such as beliefs, interest, appreciation, confidence, and perseverance are important predictor of his/her performance. At S.A.M center, we strive to cultivate right attitudes in a child and hope that those attitudes would also be transferred in other areas of child’s life too. A child who is having fun while developing a good understanding of concepts and acquiring skills is more likely to have positive ideas about the importance of math and confidence in his/her ability to solve problems. We strongly emphasize independent thinking and self-discovery in every child in our program.
Metacognition: Metacognition is teaching one’s brain to control the thought processes for the purpose of solving a problem. When we coach students by asking questions such as ‘what information is given in the problem?’ and ‘what areas of math could we use to solve this?’, metacognition is when students ask these questions for themselves. Metacognition is when the conscious brain becomes a coach for itself.


Head of Discipline: Professor Simon Wilson
Our research is focussed around Bayesian inference and decision theory, especially as with regard to streaming data, scalable algorithms (Big Bayes), adaptive utility and sequential decision making. Application areas include ecology, astronomy, social networks, risk and reliability. Recent research highlights of the Discipline include developments in statistical methods to separate the Cosmic Microwave Background (CMB) and reconstructing palaeoclimate.
|Houlding, Brett||System reliability prediction modelling and associated decision theory.|
|Nipoti, Bernardo||Bayesian nonparametric statistics, species sampling, survival analysis.|
|White, Arthur||Decision science, model based clustering, social network analysis.|
|Wilson, Simon||Bayesian statistics, statistical reliability, interface of information and communications systems and statistical learning, computationally intensive statistics|
|Wyse, Jason||Latent Gaussian models, Model based clustering, Bayesian methods, Bayesian model determination, block modelling, changepoint models, application based model development|
|Zhang, Mimi||Stochastic Modelling, Markov Decision Process, Multivariate Modelling, Data Mining|
A full list of all members of the discipline can be found here.


Lacking: A Proof there's No Explanation for Existence
Philosophers have tried to construct explanations for the existence of our universe for at least 2500 years, unsuccessfully. Yet we lack something like a proof there is no explanation for existence, for a sufficiently wide class of "explanations". Such a proof would at least indicate where not to look for an explanation, and almost certainly clarify why none have been forthcoming. I don't have such a proof, but would like to call attention to the conspicuous lack of one.
Here are four would-be explanations. (References welcome.)
1. Allow, for the sake of argument, that what physical matter is is ultimately mathematical structure. The universe is mathematical structure "all the way down". Some formal mathematical theories T can prove things about themselves. So suppose our universe is a mathematical theory T such that
T implies necessarily(there exists(T))
In this case, it would be a physical fact that the existence of the universe was logically inevitable (necessary). The laws of physics would explain existence.
The problem is, there's no reason to postulate the existence of T in the first place. So it doesn't work.
2. It could be that everything that's not inconsistent exists. Okay, but this doesn't explain why any of it exists in the first place.
3. Two unicorns don't exist, so their 1st-order properties are not instantiated. Nevertheless, it's true that they both potentially have one horn. But then something exists in virtue of which we can declare there is a sense in which the unicorns have a common property.
4. That a particular unicorn doesn't exist implies the possibility of the existence of the unicorn, so at least the possibility exists. Interestingly a possibility is in a different ontology then the objects that possibility exist.
All four fail. What's still lacking is a proof, if there is one, of why such explanations will inevitably fail. The place to start would be to make definitions such as
(1) an explanation1 for the existence of something is a formal mathematical argument whose axioms do not assume the existence of anything, but which reaches the conclusion that something exists
(2) an explanation2 for the existence of something is a mathematical argument that makes no assumptions whatsoever (has no axioms)
So far as (1) is concerned, existential-introduction of a particular a in 1st-order logic is valid, roughly, if I understand it, when there is something that's true of a, a is the value of a variable (Quine), or a has a property. None of these help, since they assume the existence of something that is "about a". But this isn't a proof there is no explanation.
So far as (2) is concerned I don't know how to get a mathematical explanation off the ground if it has no axioms. But that's not a proof, either.
Some would argue that there can be no explanation because it would require the assumption of a formal apparatus for demonstrating one. But this is unconvincing: if there is one there's nothing wrong with supposing there is also the apparatus for showing it.
Existence is not supposed to be a 1st-order property. So the nature of existence might be like this. The difference between Bubbles the cat (who does exist) and Bonzai the unicorn (who doesn't) is that there is a relation that Bubbles has to itself that Bonzai is lacking. This makes existence ontologically ineffable (maybe), in the language of the previous posts.
In conclusion, what's conspicuously lacking is a proof there is no explanation for existence, for the appropriate class(es) of "explanations".


Prime Video presents paper about simple matrix factorization techniques at UAI 2022 conference
Simple matrix factorization techniques can be employed to build an accurate and provable clustering algorithm whose performance doesn’t necessarily degrade even if the space of the clusters is close.
In August 2022 at the conference on Uncertainty in Artificial Intelligence (UAI 2022), Prime Video presented a paper on Clustering a union of linear subspaces via matrix factorization and innovation search. The paper shows that the innovation pursuit clustering algorithm, which remarkably outperforms the former approaches, can be simplified into an efficient, closed-form, and non-iterative matrix factorization-based method.
In addition, it’s proven that in sharp contrast to most other methods, the performance of the simple matrix factorization-based method doesn’t primarily depend on the distance or incoherency between the span of clusters. It is shown through several theoretical results that the performance of the algorithm depends on the innovative components of the linear clusters that could be notably incoherent with each other even if the span of clusters is close.
UAI is one of the top international artificial intelligence and machine learning (AI/ML) conferences, with a focus on research related to knowledge representation, learning and reasoning in the presence of uncertainty, optimization, ML applications, and online learning.
For more information, see our Clustering a union of linear subspaces via matrix factorization and innovation search paper on the Amazon Science website.


First, let’s calculate the volume of a small cylinder of length 1mm and a radius of 0.5 mm:
Since there are 8.49 x 1019 copper atoms in a cubic millimeter, the total number of atoms in this cylinder is:
Assume now that every atom has one free electron that can be displaced. Given a charge of -1.6 x 10-19 C per electron, the total charge to be moved is:
Now, it takes 10 seconds for this 1 mm long cylinder full of free electrons to move 1 mm in one direction, so it corresponds to a current of:
Notice the sign of this current. Since the moving charges are negative (the electrons), the electric current is also negative.


Email: vancouverwest (at) spiritofmath.com
Website: Spirit Of Math
Is your child at the top of their class? They could be at the top of the Nation.
The leader in after-school math enrichment in Canada for over 25 years, Spirit of Math has produced many of the top math students in the nation with many of our students earning scholarships to private schools and universities. Our students consistently place on provincial and national honour rolls, earning 742 placements in 2011. Give your child the same opportunity.
For more information about classes and registration contact Spirit of Math Schools Vancouver West Campus.


Children looking to learn more about science and math will soon have a new opportunity in Sherman with a class being offered in STEM — science, technology, engineering, and mathematics — by the Sherman Parks and Recreation Department.
Sherman Recreation Coordinator Dylan Johnson said the program is intended to help keep children excited for math and science learning outside of school.
“We want to be able to offer everyone mental and physical activities in our community. This is one more step in achieving that goal,” Johnson said.
Johnson said the program came about as parks and recreation leadership discussed the need for a program to encourage children to get interested in STEM at an early age.
“We think it is important for kids to see some of this stuff while they are still young,” Johnson said.
He said the classes will run for roughly one hour on Wednesdays beginning Feb. 20 then run for the next six weeks. After that time, the department will determine whether it wants to continue to offer the program.
Johnson said the activities will be science and math focused with an employee of the department leading the courses along with a volunteer from Austin College assisting.
“We have already had a couple students sign up and parents are expressing interest,” Johnson said.
Sherman Community and Supporter Services Manager Nate Strauch said it will be a great program for the community.
“The Sherman Parks Department does a tremendous job of offering a wide selection of recreation and learning opportunities to people from a variety of backgrounds,” Strauch said via email. “This is just another great example of their continued innovation.”
Classes will be from 4-5 p.m. on Wednesday afternoons at the Sherman Parks and Recreation Department building. The cost to participate is $25 for the entire six weeks per student. Students between the ages of 10 and 13 are eligible for the class. The current capacity is eight students but can be expanded if there is enough demand.


Math 533 course project part
Review our course catalog and request additional information today programs and graduate certificate offerings course descriptions and faculty admissions. The course is intended to help students become aware of the major critical perspectives of the discipline and practical issues the project report must meet graduate school guidelines and be approved by a graduate committee the first part of this course will focus on polya¿s problem solving process math 533. Math 533 week 6 course project part b hypothesis testing and confidence intervals (salescall project) (tco d) puttingpeople2work. Linear pro i advisory pre-requisite: math 217, 417, or 419 (3 credits) 533/ mfg 535 introductory course in statistics graduate standing or permission of instructor ergonomics project the university of michigan's commitment to diversity is a central part of our mission to ensure the excellence of graduate education.
Take at least half of their major course requirements (courses and credit hours) at for more information, please consult the degree requirements section of math 533 point average in mathematics courses to begin an honors project and. Financing and debt management policy — project development and the superseded by icsuam policy section 13000/no prior eo also see eo 1059 miscellaneous course fees for biol 204, 404, 405, 407,451 chem 110 math 137, 437, 1003 supersedes eo 533, superseded by eo 1069.
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Our first aim is to make sure that the student understands the concept of the topics. We teach the concept with examples. First, we practice problems with the student to show how to apply the formulas. Later we explain how the formulas are produced. Basically, first practice, second theory. Understanding the theory is harder than the application of the formulas.
Those are the typical tutoring methods we use for various students’ needs:
– Some students have already high marks. Yet, they want to get even higher marks, and learn the subject very deeply. In this case, we go over the topics with the student very intensely, study the theory and solve many examples. We also provide lots of extra challenging problems.
– Some students ask help only in their homework. We help with their homework, and teach the topics while doing the homework.
– Some students may not be sure what to study. In this case, we teach materials from the student’ notes textbooks, homework’s and previous tests. We also show examples from our resources.
– Some students missed some classes and want to learn certain part of the subject only. In this case, we teach the topics, show related examples and give necessary materials, etc.
– Some students want to prepare for the final exam. In this case, we prepare a study plan, and tutor the subjects based on this plan.
– Some students have low marks, and therefore need for intense tutoring. We prepare a tutoring program, and carry out the tutoring based on this program.
– Some students may not be interested in the concept, and just want to pass the course. We understand it since most students are generally very busy, and have not enough time to learn the subject very deeply. However, we still try to teach the concept during solving examples.
– Some students take tutoring during their summer holidays to learn the subjects for the next school’s year. In this case, we prepare a study program, and tutor the subject based on this program. We have lots of textbooks and resources. We can lend our textbooks and necessary materials to the students during the tutoring period.
– Some students want to prepare for the university after graduating high schools. We have lots of university math and physics books. We plan the tutoring based on the course outline of the subject.
We can add more examples for the method of tutoring, but it is not possible to list them all here. Basically, our method of tutoring is flexible to fit the students’ condition…


By Mohammad Mursaleen
Read or Download Applied Summability Methods (SpringerBriefs in Mathematics) PDF
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This ebook contains 5 components. the 1st 3 include ten ancient essays on very important themes: quantity conception, calculus/analysis, and evidence, respectively. half 4 offers with numerous traditionally orientated classes, and half 5 offers biographies of 5 mathematicians who performed significant roles within the historic occasions defined within the first 4 components of the paintings.
The speculation of algebraic functionality fields over finite fields has its origins in quantity thought. although, after Goppa`s discovery of algebraic geometry codes round 1980, many purposes of functionality fields have been present in diverse components of arithmetic and data concept. This publication provides survey articles on a few of these new advancements.
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- Field Theory: 158 (Graduate Texts in Mathematics)
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Extra info for Applied Summability Methods (SpringerBriefs in Mathematics)


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Volume of Irregular Solids
Name of Corresponding Unit Plan: Archaeological Documentation
Grade Level: 5-12
Common Core Standards:
RS9-10. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Content Areas: Math, Science
Recommended Length/Duration: 45-60 minute period
Learning Goals: Students will learn to measure and calculate the volumes of various liquids irregular solids.
- Before class gather a collection of several small, irregularly shaped objects.
- Discuss the definition of volume. Point out that many objects have regular shapes and that their volume can be calculated by measuring their dimensions and using standard formulas. Other objects can be subdivided into two or more regular shapes that can be measured and then added together. However, most things do not have regular shapes and cannot be easily measured or have their volumes determined through calculations.
- Hold up an irregular shaped object and ask how we can find the volume of such a shape. Accept various responses. Ask students to explain how their approach would work. Ask others if they agree or disagree. Eventually the discussion should lead to a description of volume measurement by displacement.
- Describe how an object placed in water will displace the water. In a container, this will cause the water to rise. Demonstrate with a large graduated cylinder how the water rises as an object displaces it. If the object is fully submerged, it will displace its full volume.
- Point out that volume of the water displaced equals the volume of the object.
- Organize students into small work groups. Each group will need a graduated cylinder or measuring cup with a measured amount of water. Have them submerge each object in the sample collection to determine its volume. Have them record their results on their worksheet.
- When students have measured all of the samples, compare results. Clarify and errors or questions.
Assessments: Check worksheets for accuracy.
Materials/Resources: Volume of Irregular Solids Worksheets (pdf), Graduated Cylinders or Measuring Cups, Collection of various irregular solids.
Special Considerations: Weaker students could be partnered with stronger students.
Scientific measurements are generally easier to take and calculate in metric than in English units. Additional work may be needed if students are not familiar with metric measurements, or if the teacher chooses to use English units.
Additional measurements and calculations of volume can be taken at home.
Students may want to research the origin of Archimedes Principle.Students might want to try and find the volume of their own body.


Bureau of Indian Education STEM Loan for Service
AIGC administers a Bureau of Indian Education contract to provide financial assistance in the form of loans to eligible American Indian and Alaska Natives seeking graduate and professional degrees in Science, Technology, Engineering and Mathematics (STEM). Student must be (or will be) pursuing a master’s or doctorate degree as a full-time degree-seeking student at an accredited graduate school in the United States. Exclusive consideration is paid to degree candidates in the Science, Technology, Engineering and Mathematics (STEM) fields (may include: Medical and Life Sciences; Engineering and Physical Sciences; Mathematics and Computational Sciences, Earth, Environmental and Agriculture Sciences; and Technology) to be verified through the submission of current transcripts or proof of acceptance to an eligible program;The goal is to promote opportunity for careers with tribal governments, Bureau of Indian Affairs and Bureau of Indian Affairs—funded organizations on and off reservations.
Loans are paid back at the rate of one year of service for one year of funding.
A portion of the SPGSF will be directed towards graduate level (Masters and Doctoral) research to understand the barriers that discourage Indian students’ participation in these fields and expanding STEM opportunities at Tribal Colleges and Universities.
PhD or EdD Student
Masters Degree Student


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100 Great Problems of Elementary Mathematics
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books.google.com ASIN=0486613488, Category: Mathematical Recreation, Language: E, cover: PB, pages: 393, year: 1965.
Problems that beset Archimedes, Newton, Euler, Cauchy, Gauss, Monge and other greats, ready to challenge today's would-be problem solvers. Among them: How is a sundial constructed? How can you calculate the logarithm of a given number without the use of logarithm table? No advanced math is required. 100 problems with proofs.
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My name is Brian, and I am a numberaholic. I know, that’s not a real word, but I have to admit it, I love numbers. I have a spreadsheet that shows my current debt and projects it out till the end of my mortgage. Granted this debt only includes my mortgage and my student loan, but I have a spreadsheet showing a conservative worst case for paying off my loans. Really, those two bills are my only debt since mt credit card is paid off every month. Every time I make an extra payment, I shift all of the numbers to correct for this. Now, this would not be a big deal, except along with this spreadsheet are also a ton of graphs and even a debt ratio. I went all out with this debt spreadsheet, and I think about it all the time.
My love of numbers also crosses over to my blog site. I can’t help but watching the numbers on the blog, watching the amount of people who read the blog, watching the totals for the days, weeks, and months. I get all excited when I get new highs and I am disappointed about my lows. I look into what I posted on those highs and wonder if I can replicate them. I can’t help it; I need to watch these numbers,. I have to check more than once and hour.
Even when it comes to my gaming hobby, I track numbers. I track my win/loss/tie record, I track my record against my friends, my league, and I even track my record by my armies. I have created graphs for this, yet, but I do see it happening.
I follow all numbers that I can think of in my life. I look for patterns, averages, and meanings behind all of these numbers.
Again, Hello, my name is Brian, and I am a numberaholic.


One of the perks of attending lots of fan conventions is the opportunity to meet and explore the work of new artists.
At this past ECCC I was lucky enough to stumble upon the artwork of Sienna Morris. She’s developed a style of art work she calls “Numberism”. Similar to how a pointillist will create an image by positioning hundreds of thousands of dots strategically on a page or canvas, Ms. Morris uses numbers relevant to the subject she is rendering.
The concept is difficult to explain with words alone, so I’ve included some images of her artwork (clicking on the images will take you directly to Sienna’s website)
This piece is titled “Fibonacci’s Snail” and was created using the Fibonacci Sequence of numbers, starting at the tightest point in the spiral and working its way out.
I know, right?! Simply incredible – not to mention gorgeous!
Each piece Ms. Morris creates requires time spent in advance researching and calculating the numbers (and occasional letters) she uses in the rendering process.
This next one is called “Locutus of Borg” and she ingeniously created the image of Locutus using Flocking Algorithms to represent the Borg Hive Mind as well as predator/prey calculations using Lanchester’s Laws formulae.
She also included many of the famous Borg catch-phrases.
Look, when it comes to higher level maths in general, I don’t know diddly-squat, but the fact that Ms. Morris has taken such pains to add even greater depth of meaning to her already impressive artistic skill is just… amazeballs.
The last one I’m sharing with you here is titled “A Cello” and when she explained how she settled on the numbers she used to create this impressive piece I swear my brain melted a little from all of the awesome.
To create the wood of the bow, she used the Pythagorean comma which is basically the difference between two pitches or tones (it’s used a lot in music theory). It’s essentially a quarter of a semi-tone. I’m not a mathematician and (even though I play the guitar) I never studied music theory, so I’m not going to attempt to dive into a deeper explanation. It’s just impressive.
But it gets even more impressive (and also a little bit insane). Check this out, peeps, the tuning pegs are drawn using the Twelfth Root of Two, an equation used in the calculation of pitch adjustment.
THEN, Ms. Morris went further and drew the strings using the HERTZ FREQUENCY OF THE NOTES. She actually sat down and calculated the rate of audible vibration for each note down the neck of the instrument for each string.
The coup de grace for me with this piece is the body of the cello itself. It is drawn with the numerical value for the speed at which sound travels parallel to the GRAIN of the WOOD. She represented three wood types, so that means three different rate of speed calculations.
I know… I know… MIND. BLOWN.
You can find out more about Sienna Morris and her artwork on her site FleetingStates.com.
Go there. Be impressed. Buy prints. Tell your friends.


Building foundational math skills in preschool.
Written in Collaboration with Susie Welty, Preschool Teacher
It's another fun day of learning in Congressional's preschool classes, and the students are eager to begin their next activity. They are going to prepare a gift for their parents – oatmeal chocolate chip cookie mix - that they will scoop into a plastic bag, secure with a twisty tie, and place into a gift bag to take home. What the students don't realize is that behind this fun activity is a math lesson.
After washing their hands, the students approach the activity station one-by-one. With guidance from their teacher, they move to the first stop on the multi-step activity. In front of a bowl filled with flour is a sign on which is written a large number 4. The teacher asks them to read the number, count out that number of scoops and level them off before pouring the ingredient into a bag. The next step calls for 3 scoops of brown sugar. The consistency of the sugar is lumpier than the flour, requiring a different approach by the students to level the measuring scoop before placing the sugar in the bag. Visibly enjoying the activity, the students read each numbered sign and count out loud as they scoop - one, two, three... They continue down the row, reading the signs, scooping the ingredients and placing them carefully into the bag.
"Learning in preschool centers on organized, play-based activities that provide context for what the students are learning. When they make a connection to what they learn, it becomes meaningful to them."
Susie Welty, Preschool Teacher
"Preschool math focuses on the numbers 0-10," states Susie Welty, Preschool Teacher. "But we don’t want students to just memorize these numbers, we want them to have a deep understanding of them." An effective teaching tool in preschool math is the ten frame. It is a graphic tool used to help students comprehend number recognition and value for numbers 0-10. Concepts become more apparent to students when presented linearly and the ten frame helps to establish an important foundation for working with more complex numbers.
“We might have the students count objects, or create groups based on similarities of color, size, and shape. We may have them sort items and gather them in groups of 10,” says Susie. We can do this in the classroom with manipulatives or outside using natural items like twigs and pebbles. We also work on recognizing a number of items without actually counting them. This is called subitizing. Just as one might see the dots on a dice and know immediately the number, the students learn to quickly recognize groupings of small amounts of objects.”
Small, group-based activities provide teachers with opportunities to observe students and work with them one-on-one. “It is important that each student demonstrates a full understanding of the concept”, states Susie. “If they get it, if they can demonstrate to us that they can connect with the concept, we know they are ready to move on."
How do the teachers know whether a student has grasped the concept and is ready to move on? “Learning is done through teacher-directed activities and independent student exploration,” says Susie. “Students work in small groups and start by watching the teacher model the activity to help reinforce the concept. The students then work independently as the teacher observes and offers encouragement. If a student needs additional assistance, the teacher is there to provide it. The teacher can also see when a student completes an activity with ease and is ready to offer additional challenges to keep the student engaged and moving forward."
In lessons such as the oatmeal, chocolate chip cookie activity, more math-based concepts are at play than may meet the eye. “Learning activities such as these create opportunities for students to use mathematical terminology,” says Susie. “For example, students may spend time at the sensory table, pouring sand or water into measuring cups. They may be tasked with counting how many times they fill the bucket with sand. They may work on volume, balance, estimating and measurement, or they may fill containers and compare and contrast. These are concepts they will build on throughout their education that are just coming into focus in preschool. It is our job to help reinforce them."


Univariate Discrete Distributions by Adrienne W. Kemp, Norman L. Johnson, Samuel Kotz
Univariate Discrete Distributions Adrienne W. Kemp, Norman L. Johnson, Samuel Kotz ebook
ISBN: 0471272469, 9780471272465
Publisher: John Wiley & Sons
Johnson, Samuel Kotz Type: eBook. The Boost Math Toolkit contains a number of template classes for a wide range of univariate continuous and discrete probability distributions. And Dasgupta, B; Continuous Univariate Distributions by Johnson, N.L., Kotz, S. Language: English Released: 1993. It provides Univariate discrete and continuous distributions. Part 2 to Part 6 cover Common Life Distributions, Bathtub Distributions, Univariate Continuous Distributions, Univariate Discrete Distributions and Multivariate Distributions respectively. Sums of Dependent Bernoulli Random Variables and Disease Clustering, Statistics and Probability Letters, 57(4):363-373, 2002. Publisher: Wiley-Interscience Page Count: 295. GO Univariate Discrete Distributions Author: Adrienne W. And Tanis, E.A; An Outline of Statistical Theory by Goon, A.M., Gupta, M.K. Few functions used in R® is useful in deciding, which Univariate distribution is suitable to the specified variable from the data set. A Brief Course in Mathematical Statistics by Hogg, R.V.


Leibniz Wheel (1671)
Gottfried Wilhelm Von Leibniz (1646-1716) was born in Leipzig, Germany, and traveled to Paris where he studied the mathematical works of Descartes and Pascal. Von Leibniz was very impressed with the calculating machine developed by Pascal (1646).
Von Leibniz improved upon Pascal's device. In 1671, he invented a machine to perform multiplication, division and extraction of square roots. His device, called the "Leibniz Wheel" was a hand-cranked calculator that could only handle simple arithmetical operations and never became widely used. Leibniz also invented a device called "Stepped-Reckoner" which was a sophisticated calculating device, but never managed to fully perfect it.
History of Computing
An Encyclopedia of the People and Machines that Made Computer History
Copyright © 1982-2000, Lexikon Services "History of Computing" ISBN 0-944601-78-2
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While the use of markov chains to understand attribution models has existed for a while, until now there haven’t been any widely available python modules or code to demonstrate its capabilities in a proof of concept.
I’ve gone through the work of building out a dynamic markov model PoC in Python that accepts a list of channel touchpoints, leading to either a “conversion” or “not a conversion”.
See the github repo here.
The methodology has been explained in depth numerous times before so if you’re interested in learning more about the methodology behind using a markov chain for the purposes of understanding attribution, I’d recommend visiting either of those links.
Basically the solution to the problem boils down to taking each and every user path that occurred over a given period of time, grouping them by the path and summing the conversions and dividing that into the total number of times the path occurred to derive a transition matrix.
Once you have the transition matrix, you can run simulations through the transition matrix thousands of times to estimate the removal effect of a particular channel or tactic. This removal effect can be seen of as what percentage of conversions would you lose if you removed that channel or tactic entirely. Essentially you can take that removal effect and derive the number of conversions.
Currently the linked-to repo that I built out is a simple 1st order markov model. Higher order models could be created built off of the same methodology.


The Department of Mathematics offers a wide variety of courses designed for individual students to achieve their personal goals, while also preparing them to approach and manage the various demands of modern society. Approximately 30% of the graduates of the Department specialize in computer science, while the remainder continues their advanced mathematics studies to later become teachers at the junior and/or senior high school levels, or engage in other professions.
The primary aim of our Department activities is to help students improve their fundamental mathematical abilities. For this purpose, we divide the lectures and exercises in fundamental subjects into two classes to enable close instruction. Special programs for students planning to become school teachers are also offered.
Senior students are divided into small groups, each specialized in an active area of mathematics: algebra, geometry, analysis or applied mathematics.
Supervised by a specialist in the area, students come to learn in a natural way how to study mathematics independently.
In the area of computer science, we offer lectures on various aspects of computer science starting from computer fundamentals through advanced levels, conducted in an excellent computer environment.


This weekend we took the time to get in a little number practice. Oliviana is working with number recognition, specifically having trouble with her 6 and 9 and Jazzalyn still has lots of number reversals 2,3,4,5,6,7, and 9.
Rather than practice with pencil and paper we decided to take it a little more of a tactile direction and get our sense of touch involved. For this activity we would need two plates, one for each girl, a can of shaving cream, and our jar of numbers.
The first thing we did was to put a small about of shaving cream on the plate. The amount should be about the size of a quarter.
Once the shaving cream is on the plate, you can then pull a number out of the jar. Look at the number. Say the number out loud. Then trace that number into the shaving cream. Look back at the number inside the cap. Look at the number on the plate. Do they look the same? If so, set the number cap aside, wipe through your shaving cream and go again.
Once the girls had a chance to play around for awhile I put in front of them only the numbers they were struggling with and had them practice only those.
Jazzalyn found a paintbrush was also fun writing instrument to use in the shaving cream. Feel free to use a paintbrush or your finger. Both work great.
Learning can be fun! Make your childs' education enjoyable!


Illustrated by Pop Sutthiya Lertyongphati
I absolutely loved mathematics when I was a kid. I loved manipulating numbers and equations, and I loved the challenge of completing complex problems involving logic and algebra.
My teachers loved mathematics too (and I’m not just talking about my maths teachers).
I was lucky enough to attend St. Richard Gwyn High School, Flint, North Wales. As a prestigious and caring community, every teacher collectively aimed to help each other.
As a teacher myself many years later, all of this is clear to me now.
Take, for example, my form tutor: she was an English Teacher but when I was a keen and boyish Year 7 student she would happily read through my mathematics homework which I proudly presented to her in morning registration on a weekly basis.
“Great equations Richard, and well done for clearly showing what x is equal to. Not many students lay out their calculations so well like you have. Keep it up!”.
That made a difference. It was a confidence booster for sure.
Numeracy in my life
I guess I’m somewhat of an anomaly compared with the majority of people. I’ve been a maths teacher in the past, and I’m currently a Science teacher. Two decades ago, when my mates would ask “When am I ever going to use this maths stuff in real life?” I can honestly give them a real answer – I use it every day in my job.
But it doesn’t stop there.
After getting really interested in the world of self-help books about a decade ago, I learnt that mathematics can actually be a gateway for financial freedom for anyone. All of that algebra, arithmetic and calculus I learnt in school I am now applying to a range of real-life scenarios:
- Savings and investments
- Paying credit cards, my mortgage and other bills
- Calculating R.O.I. and conversion for my book sales and figuring out the best investment and marketing models
- A range of business applications, such as demographic analysis of book sales and platform building
- Exchange rates and money transfer
Bottom line: numeracy really matters!
The UK is facing a numeracy crisis
GCSE mathematics scores have been disappointing for a number of years, and 2018 was no exception.
GCSE’s in the UK used to be graded from a bottom grade of a ‘U’ to a top grade of an ‘A*’. This year, however, the system has changed so that the top grade a student can get is a ‘9’ and the bottom grade is a U. A grade 9 is slightly higher than the previous A*. The following table tries to clarify the comparison:
Despite this ‘new and improved’ system, however, the percentage of students gaining at least one level 4 (equivalent to a grade C) has fallen slightly, and only 3.5% of students gained the top grade ‘9’ in mathematics.
When looking at world stats we can compare the UK GCSE grades with global IGCSE results (the international equivalent of the GCSE). The findings are revealing:
- In June 2017, 20.8% of all students globally taking the CIE International Mathematics examinations achieved a grade A*. An even higher proportion (21.5%) achieved an A* in Additional Mathematics
- The June 2018 statistics for Edexcel are already out and they are revealing: 3.5% of all students globally achieved a level 9 in mathematics. 10.8% achieved a level 8.
It’s rather telling that 3.5% of students sitting the UK GCSE, and 3.5% of students globally taking the IGCSE (Edexcel) achieved a grade 9 in mathematics.
This could lead us to two very broad conclusions:
- Either the new 9-1 maths exams are really difficult, or
- Mathematical competency globally is pretty weak
PISA data tells us something else:
The top 5 countries for mathematics are all in Asia, with developing countries like China and Vietnam scoring way higher than the United Kingdom.
This is a cause for concern.
Why numeracy matters
According to a research summary produced by the Institute of Education, University of London, numeracy skills affect adults in a wide-variety of ways:
- Men with poor numeracy and literacy were more-likely to be unemployed, less-likely to get promoted if employed and were deemed more at-risk of suffering from depression
- Women with poor numeracy and literacy were less likely to own their own home, more likely to have low self-esteem and even more likely to report poor physical health in the last 12 months
- Low numeracy seems to have a greater effect on women than it does on men
- Poor numeracy is more strongly related to lack of paid employment than poor literacy
How can teachers increase numeracy?
There are a number of strategies that we can implement.
Numeracy technique #1: Graphs and Tables
Using a variety of fabrics in a textiles class? Comparing high-value paintings with the genre of art on display? Comparing urbanization with habitat destruction?
Get your students to quantify everything! This is so easy to do, but few schools encourage it properly.
With just a simple piece of graph paper, students can analyse a variety of situations numerically. Make sure they calculate gradients too, and perhaps a standard deviation or two won’t go amiss!
When children realise the truth that maths is everywhere, they then see the purpose of maths. Seeing the purpose, they tend to enjoy maths more and work harder at it.
Numeracy technique #2: Use tutor time for arithmetical skills
The time that students spend with their form tutor/homeroom teacher can be golden time for developing numeracy.
Online programs like Ten QQ and MyMaths allow students to interface with technology and quickly learn numerical manipulation.
With Ten QQ you simply show questions on the whiteboard with a time limit to complete each one. This can be easily and quickly peer-assessed at the end. It literally takes only ten minutes but can be very valuable for building up mathematical confidence, and for identifying weaknesses.
If your school lacks the technological means to do this then simply print out some quick worksheets for your students to complete. Here are some good sites to find free resources:
Numeracy technique #3: Teach mathematical language when you teach your subject
Use a wide variety of terms and explain them, when they come up in your subject. Think of ways that they could be taught in your curriculum area. Examples include:
- ‘Gradient’ and ‘Slope’
- A ‘Scatter Graph’ in Mathematics is the same as a ‘Line Graph’ in Science
- Highlight the similarities and differences in mathematical vocabulary between departments and subjects
Numeracy Technique #4: Use Mathematical Tools in a Subject-Specific Context
Consider the following:
- Venn Diagrams and Carroll Diagrams can be used in almost any subject
- Timelines can be used to highlight chronology and even to track progress in a subject
- Probabilities, time calculations and percentages come up everywhere. Make an effort to spend time on these calculations and show pupils how to do them properly.
- Find out what the maths department is teaching, and when they are teaching it! Try to link the school’s maths curriculum to your own, so that you are reinforcing the right concepts at the right time.
Numeracy Technique #5: Recognise that many students may have bad experiences of learning mathematics
Try your best to enjoy teaching numeracy, and this sense of enjoyment will rub of on your students.
Consider the following:
- Adapt learning games such as ‘Splat’, ‘Corners’ and ‘Bingo’ to help kids solve maths problems (see this article here for more info)
- Be patient and take time to explain concepts. Give learners time to formulate their answers
- Encourage your students to see the world through ‘maths eyes’, and encourage them to quantify aspects of your subject. A frequency analysis of adjectives in a short story, or even a geometrical exploration of the map of Wales – the opportunities for seeing the world from a mathematical perspective are endless. The website http://www.haveyougotmathseyes.com/ is a great place to start when looking for ideas.
Further Reading (click on the book image to take you to the Amazon sales page)
Jennifer Wathall is probably the world’s premier guru when it comes to teaching your kids how to have ‘Maths Eyes’. This book should be a staple for all teachers, everywhere, in my humble opinion.
With practical strategies that any teacher can use, ‘Teaching Numeracy’ is a very ‘hands-on’ book that any teacher will find helpful.
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Dr. Cerezo has been teaching at the university level since
2002. Her areas of expertise are mathematics methods in education,
field experiences, and middle grades methodology. She currently
serves as program administration for the Undergraduate Education
Department as the Middle Grades/Secondary Education programs.
Teaching & Professional
Research and practices in reading and math methodology for
elementary and middle school teachers are the main areas of focus.
Incorporating research strategies into classroom practice through
the use of real world scenarios/application, in particular with the
implementation of problem-based learning techniques is of high
interest. Other research interests entail the use of reading
strategies within the mathematics content areas, vocabulary
instruction and infusion in the mathematics classroom, and the
importance of using manipulatives when providing instruction in
mathematics. Utilizing various strategies when teaching my classes
as well as sharing these strategies with education majors is done
within my teaching responsibilities.
Explore School of Education & Social Services


This activity incorporates balance and movement along with many different mathematical concepts.
One of each color (red, green, blue, yellow):
Incorporate balance and movement along with many different mathematical concepts with Shape Stretch. As it is written in this lesson, this activity is only used for addition and subtraction. Shape Stretch should be used in small groups (five to six) so all children can have an adequate number of turns.
Note: Felt fabric works best to create Shape Stretch shapes. Attach Velcro to the back. Construction paper works also. Do not laminate as pieces will become too slippery and Velcro will not attach to lamination.
4. Develop physical skills and personal hygiene.
5. Understand and use basic concepts and skills.
Invitation to Learn
Ask students if they have played Twister. Ask students to tell you about the game and how you win or loose. Explain that Shape Stretch is much the same as Twister, but the rules are a little different.
Modifications may be necessary for students with disabilities. For example, they may not be able to use their feet, but they can use their hands, or vise versa. Also because of physical limitations students may only be able to be spinners or dice rollers. A fun way for these students to play is to have them roll the dice or spin the spinner, but then they get to choose a player of their choice to put their hand or foot on the correct shape.
Extensions for this activity could be designed in the way that it is played. For example, the rules can be modified for higher-level learners because they write and/or solve story problems instead of rolling dice. They may also graph the results of the spinner to help predict probability.
Extensions for this activity for lower level learners may be done by using one die so students are working on number recognition and one to one correspondence. It may also be played with no dice and students work on shape or color recognition.
Integration into language arts can occur by having students write story problems to be used instead of dice, or use number word cards, color word cards, or shape word cards to help with sight word recognition.
This is a great activity for students to make in class and then take home to share with their families. Use this activity throughout the year with families to reinforce different math concepts students are learning in school.
Observation of how students interact during this activity serves as a great assessment.


Math 113 - 01 & 02 (Fall 2016)
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You can use the guest accounts to get additional practice problems that are similar to the ones in your homework set, but with different numbers.


Date: March 14, 2015 (3.14)
Planned By: Dani
Happy Ultimate Pi Day!! At 9:26:53 on 3/14/15 the first 10 numbers of Pi were all in order. 3.141592653. Because it was a very special Pi day that we only get to celebrate once a century Adam and I had a Pi themed date.
First, for dinner we had a Pi Pizza Pie. Pretty self explanatory.