How Students Think When Doing Algebra, Steve Rhine, Rachel Harrington, Colin Starr
Автор: Lang Название: Algebra ISBN: 038795385X ISBN-13(EAN): 9780387953854 Издательство: Springer Рейтинг: Цена: 8378.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: "Lang's Algebra changed the way graduate algebra is taught, retaining classical topics but introducing language and ways of thinking from category theory and homological algebra. It has affected all subsequent graduate-level algebra books." NOTICES OF THE AMS"The author has an impressive knack for presenting the important and interesting ideas of algebra in just the right way, and he never gets bogged down in the dry formalism which pervades some parts of algebra." MATHEMATICAL REVIEWSThis book is intended as a basic text for a one-year course in algebra at the graduate level, or as a useful reference for mathematicians and professionals who use higher-level algebra. It successfully addresses the basic concepts of algebra. For the revised third edition, the author has added exercises and made numerous corrections to the text.
Автор: Steve Rhine, Rachel Harrington, Colin Starr Название: How Students Think When Doing Algebra ISBN: 1641134119 ISBN-13(EAN): 9781641134118 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 7623.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Algebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students’ struggles to understand. We have forty years of research that discusses the ways students think and their cognitive challenges as they engage with algebra. This book is a response to the National Council of Teachers of Mathematics’ (NCTM) call to better link research and practice by capturing what we have learned about students’ algebraic thinking in a way that is usable by teachers as they prepare lessons or reflect on their experiences in the classroom. Through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant, 17 teachers and mathematics educators read through the past 40 years of research on students’ algebraic thinking to capture what might be useful information for teachers to know—over 1000 articles altogether. The resulting five domains addressed in the book (Variables & Expressions, Algebraic Relations, Analysis of Change, Patterns & Functions, and Modeling & Word Problems) are closely tied to CCSS topics.Over time, veteran math teachers develop extensive knowledge of how students engage with algebraic concepts—their misconceptions, ways of thinking, and when and how they are challenged to understand—and use that knowledge to anticipate students’ struggles with particular lessons and plan accordingly. Veteran teachers learn to evaluate whether an incorrect response is a simple error or the symptom of a faulty or naïve understanding of a concept. Novice teachers, on the other hand, lack the experience to anticipate important moments in the learning of their students. They often struggle to make sense of what students say in the classroom and determine whether the response is useful or can further discussion (Leatham, Stockero, Peterson, & Van Zoest 2011; Peterson & Leatham, 2009). The purpose of this book is to accelerate early career teachers’ “experience” with how students think when doing algebra in middle or high school as well as to supplement veteran teachers’ knowledge of content and students. The research that this book is based upon can provide teachers with insight into the nature of the student’s struggles with particular algebraic ideas—to help teachers identify patterns that imply underlying thinking.Our book, How Students Think When Doing Algebra, is not intended to be a “how to” book for teachers. Instead, it is intended to orient new teachers to the ways students think and be a book that teachers at all points in their career continually pull of the shelf when they wonder, “how might my students struggle with this algebraic concept I am about to teach?” The primary audience for this book is early career mathematics teachers who don’t have extensive experience working with students engaged in mathematics. However, the book can also be useful to veteran teachers to supplement their knowledge and is an ideal resource for mathematics educators who are preparing preservice teachers.
Автор: Lockwood Название: Algebra for Science and Engineering Students ISBN: 1316612732 ISBN-13(EAN): 9781316612736 Издательство: Cambridge Academ Рейтинг: Цена: 3325.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Originally published in 1940, this book caters for students of science who wish to develop their mathematical and reasoning skills, necessary to progress in the sciences. Chapters are broad in scope, detailed and varied; chapter titles include, `The theory of quadratic equations`, `Probability` and `Statistics`.
Автор: Bruce F. Torrence, Eve A. Torrence Название: The Student`s Introduction to Mathematica and the Wolfram Language ISBN: 110840636X ISBN-13(EAN): 9781108406369 Издательство: Cambridge Academ Рейтинг: Цена: 7762.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book introduces Mathematica (R) and the Wolfram Language (TM) in the context of the standard university mathematics curriculum. It equips current and former students to harness these tools to explore ideas from pre-calculus, calculus, and linear algebra. Additional chapters on programming and 3D printing provide outlets for further exploration.
This book contains a brief course in elementary linear algebra with emphasis on solving systems of linear algebraic and ordinary differential equations. It is written for undergraduate students in the disciplines of applied mathematics, science and engineering. Topics covered include basics of matrices and vectors, systems of linear algebraic equations, matrix inverse, matrix determinant, eigenvalues and eigenvectors, matrix diagonalization, and systems of first order linear ordinary differential equations. The connections between the topics are carefully elucidated. Derivations or proofs are given in detail for all the main results in the book. Basic knowledge of the arithmetic of complex numbers and exposure to elementary functions and calculus are assumed. Problems are set at the end of every main chapter of the book to test the understanding of students and to provide further insights into the topics studied.
Описание: Abstract: Three treatment groups and a control group were compared on two dependent variables regarding their understanding of the concept of function. During the unit of study for the concept, Treatment Group I students used graphing calculators and participated in a conceptual change assignment. Treatment Group II students used graphing calculators only during study of the unit. Treatment Group III students participated in the conceptual change assignment only during the unit. Treatment Group IV served as a control group. Regarding students' understanding and application of the function concepts, domain and range, and their understanding of the concept of scale, the results of the covariate analysis revealed a significant treatment interaction effect. The least square means procedure indicated differences between Treatment Groups I and II, between Treatment Groups I and III, and between Treatment Groups III and IV. The group mean for students who used calculators only was significantly higher than the group mean for students who used calculators and participated in the assignment. The group mean for students who participated in the assignment only was significantly higher that the group means for a) students who used graphing calculators and participated in the assignment and b) students in the control group. Regarding students' ability to identify, construct, and define function, the results of the covariate analyses revealed a significant effect regarding the factor of conceptual change assignment. The group mean for students who participated in the assignment was significantly lower than the group mean for students who did not participate in the assignment. Exploratory analyses revealed that the students' definitions of the concept of function were dominated by the ordered pair representation of the concept. This point-wise view of functions was further emphasized through the students' images of the concept of function. Classroom observations of the treatment and control groups revealed additional information regarding the effect of the graphing calculator on classroom discourse. Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "The Effects of Graphing Calculators and a Model for Conceptual Change on Community College Algebra Students' Concept of Function" by Thomasenia Lott Adams, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Автор: Watrous, John (university Of Waterloo, Ontario) Название: The theory of quantum information ISBN: 1107180562 ISBN-13(EAN): 9781107180567 Издательство: Cambridge Academ Рейтинг: Цена: 11563.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Intended for graduate students and researchers, this book presents a formal development of the mathematical theory of quantum information. Largely self-contained, with clear proofs and a wide range of exercises, it will help the reader grasp the fundamental facts and techniques that form the mathematical foundations of the subject.
Описание: This book provides the profession with across-discipline illustrations of classroom assignments that utilize and develop the mind`s innate but informal gift to think critically. Faculty for the first time, can lead all students to think, read, listen, write, speak, and observe critically while comprehending new and revisited subject matter.
Описание: This book provides the profession with across-discipline illustrations of classroom assignments that utilize and develop the mind`s innate but informal gift to think critically. Faculty for the first time, can lead all students to think, read, listen, write, speak, and observe critically while comprehending new and revisited subject matter.
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