The deductive study of shape, quantity, and dependence. (From McGraw-Hill Dictionary of Scientific and Technical Terms, 6th ed)
Numeric or quantitative entities, descriptions, properties, relationships, operations, and events.
Success in bringing an effort to the desired end; the degree or level of success attained in some specified area (esp. scholastic) or in general.
The ability to acquire general or special types of knowledge or skill.
Programs of study which span the traditional boundaries of academic scholarship.
Conditions characterized by a significant discrepancy between an individual's perceived level of intellect and their ability to acquire new language and other cognitive skills. These disorders may result from organic or psychological conditions. Relatively common subtypes include DYSLEXIA, DYSCALCULIA, and DYSGRAPHIA.
Skills and strategies, unrelated to the traits a test is intended to measure, that may increase test takers' scores -- may include the effects of coaching or experience in taking tests. (ERIC Thesaurus)
A self-reporting test consisting of items concerning fear and worry about taking tests and physiological activity, such as heart rate, sweating, etc., before, during, and after tests.
The practical application of physical, mechanical, and mathematical principles. (Stedman, 25th ed)
One of the BIOLOGICAL SCIENCE DISCIPLINES concerned with the origin, structure, development, growth, function, genetics, and reproduction of animals, plants, and microorganisms.
Impaired ability in numerical concepts. These inabilities arise as a result of primary neurological lesion, are syndromic (e.g., GERSTMANN SYNDROME ) or acquired due to brain damage.
Performance, usually in school work, poorer than that predicted from aptitude and/or intelligence testing.
A learning situation involving more than one alternative from which a selection is made in order to attain a specific goal.
The application of scientific knowledge to practical purposes in any field. It includes methods, techniques, and instrumentation.
The study of natural phenomena by observation, measurement, and experimentation.
The study of those aspects of energy and matter in terms of elementary principles and laws. (From McGraw-Hill Dictionary of Scientific and Technical Terms, 6th ed)
The assessing of academic or educational achievement. It includes all aspects of testing and test construction.
The body of truths or facts accumulated in the course of time, the cumulated sum of information, its volume and nature, in any civilization, period, or country.
Individuals enrolled in a school or formal educational program.
The ability to learn and to deal with new situations and to deal effectively with tasks involving abstractions.
Those psychological characteristics which differentiate individuals from one another.
A cognitive disorder characterized by an impaired ability to comprehend written and printed words or phrases despite intact vision. This condition may be developmental or acquired. Developmental dyslexia is marked by reading achievement that falls substantially below that expected given the individual's chronological age, measured intelligence, and age-appropriate education. The disturbance in reading significantly interferes with academic achievement or with activities of daily living that require reading skills. (From DSM-IV)
Primarily non-verbal tests designed to predict an individual's future learning ability or performance.
The study of normal and abnormal behavior of children.
The teaching or training of those individuals with hearing disability or impairment.
The continuous sequential physiological and psychological maturing of an individual from birth up to but not including ADOLESCENCE.
The sciences dealing with processes observable in nature.
A cognitive process involving the formation of ideas generalized from the knowledge of qualities, aspects, and relations of objects.
Skills in the use of language which lead to proficiency in written or spoken communication.
The science that investigates the principles governing correct or reliable inference and deals with the canons and criteria of validity in thought and demonstration. This system of reasoning is applicable to any branch of knowledge or study. (Random House Unabridged Dictionary, 2d ed & Sippl, Computer Dictionary, 4th ed)
The educational process of instructing.
A course of study offered by an educational institution.
Educational institutions.
Standardized tests that measure the present general ability or aptitude for intellectual performance.
Knowing or understanding without conscious use of reasoning. (Thesaurus of ERIC Descriptors, 1994)
Educational institutions providing facilities for teaching and research and authorized to grant academic degrees.
The act or fact of grasping the meaning, nature, or importance of; understanding. (American Heritage Dictionary, 4th ed) Includes understanding by a patient or research subject of information disclosed orally or in writing.
Procedures and programs that facilitate the development or skill acquisition in infants and young children who have disabilities, who are at risk for developing disabilities, or who are gifted. It includes programs that are designed to prevent handicapping conditions in infants and young children and family-centered programs designed to affect the functioning of infants and children with special needs. (From Journal of Early Intervention, Editorial, 1989, vol. 13, no. 1, p. 3; A Discursive Dictionary of Health Care, prepared for the U.S. House of Representatives Committee on Interstate and Foreign Commerce, 1976)
Intellectual or mental process whereby an organism obtains knowledge.
Educational attainment or level of education of individuals.
Relatively permanent change in behavior that is the result of past experience or practice. The concept includes the acquisition of knowledge.
Education of the individual who markedly deviates intellectually, physically, socially, or emotionally from those considered to be normal, thus requiring special instruction.
A phenomenon in which multiple and diverse phenotypic outcomes are influenced by a single gene (or single gene product.)
Acquisition of knowledge as a result of instruction in a formal course of study.
The biological science concerned with the life-supporting properties, functions, and processes of living organisms or their parts.
A verbal or nonverbal means of communicating ideas or feelings.
Theoretical representations that simulate the behavior or activity of systems, processes, or phenomena. They include the use of mathematical equations, computers, and other electronic equipment.
A general term for the complete loss of the ability to hear from both ears.
Critical and exhaustive investigation or experimentation, having for its aim the discovery of new facts and their correct interpretation, the revision of accepted conclusions, theories, or laws in the light of newly discovered facts, or the practical application of such new or revised conclusions, theories, or laws. (Webster, 3d ed)
Theoretical models which propose methods of learning or teaching as a basis or adjunct to changes in attitude or behavior. These educational interventions are usually applied in the fields of health and patient education but are not restricted to patient care.
Remembrance of information for a few seconds to hours.
A set of cognitive functions that controls complex, goal-directed thought and behavior. Executive function involves multiple domains, such as CONCEPT FORMATION, goal management, cognitive flexibility, INHIBITION control, and WORKING MEMORY. Impaired executive function is seen in a range of disorders, e.g., SCHIZOPHRENIA; and ADHD.
The gradual expansion in complexity and meaning of symbols and sounds as perceived and interpreted by the individual through a maturational and learning process. Stages in development include babbling, cooing, word imitation with cognition, and use of short sentences.
Tests designed to assess neurological function associated with certain behaviors. They are used in diagnosing brain dysfunction or damage and central nervous system disorders or injury.
Mood or emotional responses dissonant with or inappropriate to the behavior and/or stimulus.
Field of psychology concerned with the normal and abnormal behavior of adolescents. It includes mental processes as well as observable responses.
Studies in which variables relating to an individual or group of individuals are assessed over a period of time.
The detailed examination of observable activity or behavior associated with the execution or completion of a required function or unit of work.
Disturbances in mental processes related to learning, thinking, reasoning, and judgment.
Theoretical representations that simulate the behavior or activity of biological processes or diseases. For disease models in living animals, DISEASE MODELS, ANIMAL is available. Biological models include the use of mathematical equations, computers, and other electronic equipment.
Two individuals derived from two FETUSES that were fertilized at or about the same time, developed in the UTERUS simultaneously, and born to the same mother. Twins are either monozygotic (TWINS, MONOZYGOTIC) or dizygotic (TWINS, DIZYGOTIC).
A field of biology concerned with the development of techniques for the collection and manipulation of biological data, and the use of such data to make biological discoveries or predictions. This field encompasses all computational methods and theories for solving biological problems including manipulation of models and datasets.
Comprehensive, methodical analysis of complex biological systems by monitoring responses to perturbations of biological processes. Large scale, computerized collection and analysis of the data are used to develop and test models of biological systems.
Time period from 1901 through 2000 of the common era.
The science and art of collecting, summarizing, and analyzing data that are subject to random variation. The term is also applied to the data themselves and to the summarization of the data.
Computer-based representation of physical systems and phenomena such as chemical processes.
Maleness or femaleness as a constituent element or influence contributing to the production of a result. It may be applicable to the cause or effect of a circumstance. It is used with human or animal concepts but should be differentiated from SEX CHARACTERISTICS, anatomical or physiological manifestations of sex, and from SEX DISTRIBUTION, the number of males and females in given circumstances.
Statistical formulations or analyses which, when applied to data and found to fit the data, are then used to verify the assumptions and parameters used in the analysis. Examples of statistical models are the linear model, binomial model, polynomial model, two-parameter model, etc.
The study of systems which respond disproportionately (nonlinearly) to initial conditions or perturbing stimuli. Nonlinear systems may exhibit "chaos" which is classically characterized as sensitive dependence on initial conditions. Chaotic systems, while distinguished from more ordered periodic systems, are not random. When their behavior over time is appropriately displayed (in "phase space"), constraints are evident which are described by "strange attractors". Phase space representations of chaotic systems, or strange attractors, usually reveal fractal (FRACTALS) self-similarity across time scales. Natural, including biological, systems often display nonlinear dynamics and chaos.
A behavior disorder originating in childhood in which the essential features are signs of developmentally inappropriate inattention, impulsivity, and hyperactivity. Although most individuals have symptoms of both inattention and hyperactivity-impulsivity, one or the other pattern may be predominant. The disorder is more frequent in males than females. Onset is in childhood. Symptoms often attenuate during late adolescence although a minority experience the full complement of symptoms into mid-adulthood. (From DSM-V)
A procedure consisting of a sequence of algebraic formulas and/or logical steps to calculate or determine a given task.
Sequential operating programs and data which instruct the functioning of a digital computer.
Focusing on certain aspects of current experience to the exclusion of others. It is the act of heeding or taking notice or concentrating.
Theoretical representations that simulate the behavior or activity of genetic processes or phenomena. They include the use of mathematical equations, computers, and other electronic equipment.
Application of statistical procedures to analyze specific observed or assumed facts from a particular study.
Those characteristics that distinguish one SEX from the other. The primary sex characteristics are the OVARIES and TESTES and their related hormones. Secondary sex characteristics are those which are masculine or feminine but not directly related to reproduction.
Feeling or emotion of dread, apprehension, and impending disaster but not disabling as with ANXIETY DISORDERS.
Studies designed to assess the efficacy of programs. They may include the evaluation of cost-effectiveness, the extent to which objectives are met, or impact.
Procedures for finding the mathematical function which best describes the relationship between a dependent variable and one or more independent variables. In linear regression (see LINEAR MODELS) the relationship is constrained to be a straight line and LEAST-SQUARES ANALYSIS is used to determine the best fit. In logistic regression (see LOGISTIC MODELS) the dependent variable is qualitative rather than continuously variable and LIKELIHOOD FUNCTIONS are used to find the best relationship. In multiple regression, the dependent variable is considered to depend on more than a single independent variable.
Social and economic factors that characterize the individual or group within the social structure.
In screening and diagnostic tests, the probability that a person with a positive test is a true positive (i.e., has the disease), is referred to as the predictive value of a positive test; whereas, the predictive value of a negative test is the probability that the person with a negative test does not have the disease. Predictive value is related to the sensitivity and specificity of the test.

Hidden genetic variability within electromorphs in finite populations. (1/9350)

The amount of hidden genetic variability within electromorphs in finite populations is studied by using the infinite site model and stepwise mutation model simultaneously. A formula is developed for the bivariate probability generating function for the number of codon differences and the number of electromorph state differences between two randomly chosen cistrons. Using this formula, the distribution as well as the mean and variance of the number of codon differences between two identical or nonidentical electromorphs are studied. The distribution of the number of codon differences between two randomly chosen identical electromorphs is similar to the geometric distribution but more leptokurtic. Studies are also made on the number of codon differences between two electromorphs chosen at random one from each of two populations which have been separated for an arbitrary number of generations. It is shown that the amount of hidden genetic variability is very large if the product of effective population size and mutation rate is large.  (+info)

The Lewontin and Krakauer test on quantitative characters. (2/9350)

It is shown that LEWONTIN and KRAKAUER's test could also be applied to quantitative characters that do not show important dominance and epistatic genetic variances. The design of experiments for this purpose and the error of the estimation of F are discussed.  (+info)

Mapping of the homothallic genes, HM alpha and HMa, in Saccharomyces yeasts. (3/9350)

Two of the three homothallic genes, HM alpha and HMa, showed direct linkage to the mating-type locus at approximately 73 and 98 strans (57 and 65 centimorgans [cM], respectively, whereas, the other, HO, showed no linkage to 25 standard markers distributed over 17 chromosomes including the mating-type locus. To determine whether the HM alpha and HMa loci located on the left or right side of the mating-type locus, equations for three factor analysis of three linked genes were derived. Tetrad data were collected and were compared with expected values by chi 2 statistics. Calculations indicated that the HM alpha gene is probably located on the right arm at 95 strans (65 cM) from the centromere and the HMa locus at approximately 90 strans (64 cM) on the left arm of chromosome III.  (+info)

Somatic recording of GABAergic autoreceptor current in cerebellar stellate and basket cells. (4/9350)

Patch-clamp recordings were performed from stellate and basket cells in rat cerebellar slices. Under somatic voltage clamp, short depolarizing pulses were applied to elicit action potentials in the axon. After the action potential, a bicuculline- and Cd2+-sensitive current transient was observed. A similar response was obtained when eliciting axonal firing by extracellular stimulation. With an isotonic internal Cl- solution, the peak amplitude of this current varied linearly with the holding potential, yielding an extrapolated reversal potential of -20 to 0 mV. Unlike synaptic or autaptic GABAergic currents obtained in the same preparation, the current transient had a slow rise-time and a low variability between trials. This current was blocked when 10 mM BAPTA was included in the recording solution. In some experiments, the current transient elicited axonal action potentials. The current transient was reliably observed in animals aged 12-15 d, with a mean amplitude of 82 pA at -70 mV, but was small and rare in the age group 29-49 d. Numerical simulations could account for all properties of the current transient by assuming that an action potential activates a distributed GABAergic conductance in the axon. The actual conductance is probably restricted to release sites, with an estimated mean presynaptic current response of 10 pA per site (-70 mV, age 12-15 d). We conclude that in developing rats, stellate and basket cell axons have a high density of GABAergic autoreceptors and that a sizable fraction of the corresponding current can be measured from the soma.  (+info)

Transport of solutes through cartilage: permeability to large molecules. (5/9350)

A review of the transport of solutes through articular cartilage is given, with special reference to the effect of variations in matrix composition. Some physiological implications of our findings are discussed. Also, results of an experimental study of the permeability of articular cartilage to large globular proteins are presented. Because of the very low partition coefficients of large solutes between cartilage and an external solution new experimental techniques had to be devised, particularly for the study of diffusion. The partition coefficients of solutes were found to decrease very steeply with increase in size, up to serum albumin. There was, however, no further decrease for IGG. The diffusion coefficient of serum albumin in cartilage was relatively high (one quarter of the value in aqueous solution). These two facts taken together suggest that there may be a very small fraction of relatively large pores in cartilage through which the transport of large molecules is taking place. The permeability of cartilage to large molecules is extremely sensitive to variations in the glycosaminoglycan content: for a threefold increase in the latter there is a hundredfold decrease in the partition coefficient. For cartilage of fixed charge density around 0-19 m-equiv/g, there is no penetration at all of globular proteins of size equal to or larger than serum albumin.  (+info)

Teaching coin summation to the mentally retarded. (6/9350)

A procedure to teach four mild and moderately retarded persons to sum the value of coin combinations was tested. Subjects were first taught to count a single target coin, and then to sum that coin in combination with coins previously trained. Five American coins and various combinations were trained. Modelling, modelling with subject participation, and independent counting by the subject constituted the training sequence. The subjects improved from a mean pretest score of 29% to 92% correct at posttest. A four-week followup score showed a mean of 79% correct. A multiple-baseline design suggested that improvement in coin-counting performance occurred only after the coin was trained. The results indicate that this procedure has potential for teaching the retarded to sum combinations of coinds in 5 to 6 hr of instruction.  (+info)

The changing criterion design. (7/9350)

This article describes and illustrates with two case studies a relatively novel form of the multiple-baseline design called the changing criterion design. It also presents the design's formal requirements, and suggests target behaviors and circumstances for which the design might be useful.  (+info)

Regulation of AMP deaminase from chicken erythrocytes. A kinetic study of the allosteric interactions. (8/9350)

The allosteric properties of AMP deaminase [EC] from chicken erythrocytes have been qualitatively and quantitatively accounted for by the concerted transition theory of Monod et al., on the assumption that this enzyme has different numbers of binding sites for each ligand. Theoretical curves yield a satisfactory fit for all experimental saturation functions with respect to activation by alkali metals and inhibition by Pi, assuming that the numbers of binding sites for AMP, alkali metals, and Pi are 4, 2, and 4, respectively. The enzyme was inhibited by concentrations of ATP and GTP below 0.1 and 0.25 mM, respectively, whereas activation of the enzyme was observed at ATP and GTP concentrations above 0.4 and 1.5 mM, respectively. These unusual kinetics with respect to ATP and GTP could be also accounted for by assuming 2 inhibitory and 4 activating sites for each ligand.  (+info)

Previous studies have observed inconsistent relations between the acuity of the Approximate Number System (ANS) and mathematical achievement. In this paper, we hypothesize that the relation between ANS acuity and mathematical achievement is influenced by fluency; that is, the mathematical achievement test covering a greater expanse of mathematical fluency may better reflect the relation between ANS acuity and mathematics skills. We explored three types of mathematical achievement tests utilized in this study: Subtraction, graded, and semester-final examination. The subtraction test was designed to measure the mathematical fluency. The graded test was more fluency-based than the semester-final examination, but both involved the same mathematical knowledge from the class curriculum. A total of 219 fifth graders from primary schools were asked to perform all three tests, then given a numerosity comparison task, a visual form perception task (figure matching), and a series of other tasks to assess general
Looking for complement number system? Find out information about complement number system. System of number handling in which the complement of the actual number is operated upon; used in some computers to facilitate arithmetic operations Explanation of complement number system
Since youre here, you either are someone wishing to share your knowledge of Mathematics, or you are someone who wishes to gain knowledge about Mathematics. If you are the first kind of person, have a look around, and see how you can contribute. If you are of the second kind, read on! Mathematics has many facets; though it has a wealth of applications, Mathematics is also a science, and an art, in its own right. Like other sciences, Mathematics is useful, but, just like other forms of art, Mathematics is beautiful, in its own unique way. You might not see this beauty at first, but the main goal of the Wikiversity School of Mathematics is to let you see this beauty, through inquiry and learning. To achieve this goal, we want to inspire you, since inspiration is essential to learning, discovery, and ultimately, seeing the beauty of Mathematics. A little bit of inspiration can put the beauty of Mathematics, and all its facets, before your eyes. The School of Mathematics is a work in progress. We ...
Mathematics Awareness Month is held each year in April. Its goal is to increase public understanding of and appreciation for mathematics. Mathematics Awareness Month began in 1986 as Mathematics Awareness Week with a proclamation by President Ronald Reagan, who said in part:. Despite the increasing importance of mathematics to the progress of our economy and society, enrollment in mathematics programs has been declining at all levels of the American educational system. Yet the application of mathematics is indispensable in such diverse fields as medicine, computer sciences, space exploration, the skilled trades, business, defense, and government. To help encourage the study and utilization of mathematics, it is appropriate that all Americans be reminded of the importance of this basic branch of science to our daily lives.. In 1986 activities concentrated on national-level events, such as opening an exhibit at the Smithsonian Institution on mathematics and hosting a Capitol Hill reception. Since ...
Quality of Random Number Generators Main Concept In this demonstration, you see just how random a random number generator is. Each time you click Generate Numbers, a random number generator will generate a set of 100 random numbers between 1 and 100....
Women in Mathematics meetings are sponsored by the University of Arizona Math Center. They are semi-annual meetings that are well attended by female undergraduate mathematics majors and graduate students, and female and male faculty members. These meetings serve many purposes, as they bring women in mathematics together in an informal setting to discuss their experiences and issues they are concerned about, for example, gender equity in and out of the classroom, employment issues, and lack of role models in the mathematics profession. A guest speaker is usually invited to speak at the beginning of each meeting with a follow up discussion by the participants. Women in Mathematics brings together all participants in the mathematics educational process and provides role models and extra encouragement for the students, both graduate and undergraduate. It also helps the faculty who attend the meetings become more sensitive to the issues women face in todays society.. Women In Mathematics meetings ...
The program is ideally suited for: a) adults who want to work with and help children learn the language of mathematics; b) current teachers who wish to add mathematics as a new subject area; c) those wishing to become National Board Certified mathematics teachers, mathematics coaches, mathematics specialists, and mathematics coordinators/directors; d) non-mathematics majors who wish to earn a highly qualified title to their academic experience to enhance and broaden their teaching careers; and e) career changers who wish to pursue a more meaningful career in working with children. Teachers of mathematics at all school levels remain in high demand nationally; and individuals coming from careers in business, engineering, finance and the military are often very successful in relating the importance of the mathematics they teach to the real world they have worked in for many years.. ...
The former Mathematics 1150 and Mathematics 1151 were courses designed specifically for students who intended to graduate with a degree in Primary or Elementary Education. No other students can receive credit for these courses. These courses are not acceptable as alternatives to any other First Year Mathematics course listed in this calendar. Students who have received credit for Education 125 or Mathematics 115/125 cannot receive additional credit for the former Mathematics 1150 or Mathematics 1151 or the current Mathematics 1050 or Mathematics 1051. ...
While there is evidence of associations between spatial skills and mathematics, relatively few studies explore these associations in children aged 5-10 years. I will present findings from longitudinal and cross-sectional studies to highlight the importance of spatial skills as both longitudinal and concurrent predictors of mathematics. First, secondary data analysis of the Millennium Cohort Study indicates that spatial performance at both 5 and 7 years is a significant predictor of mathematics at age 7 (N = 12099). Second, cross-sectional findings from children aged 5-10 years (N=156), suggest that spatial skills explain 10-12% of the variation in standardised maths performance and approximate number sense, even after accounting for vocabulary skills. That is, spatial scaling was a significant predictor of mathematics for all age groups, while the role of mental rotation and mental folding varied with age. These findings have implications for the design of mathematics interventions customised ...
Welcome to the home page for the Undergraduate Office of the Mathematics Department at the Pennsylvania State University. Our staff is here to serve you in any way that we can.. The undergraduate program in mathematics offers two separate degree programs: a Bachelor of Arts (B.A.) and a Bachelor of Science (B.S.) degree in mathematics. Within the B.S. program, there are six different options: Actuarial Mathematics, Applied and Industrial Mathematics, Computational Mathematics, General Mathematics, Graduate Study, and Systems Analysis. For more information on each of these, as well as a variety of other facts about our undergraduate program, please see our Undergraduate Handbook.. The links on the left side of the screen can be used to obtain additional information about our program.. ...
[email protected] Marian Pasternacks responsibilities include finding school placements for mathematics student teachers and leading the mathematics student-teaching seminars. Marian started her teaching career in the Los Angeles Unified School District, where she taught for 37 years. During that time she was active in mathematics, serving as Secretary and President of the Los Angeles City Teachers of Mathematics and Vice President of the California Mathematics Council. She also led many in-service and college classes and served on the development committee for the 1987 Mathematics - Model Curriculum Guide for the State of California. Marian is also co-author of several books that help Grades K - 10 teachers use pattern blocks and tangram blocks in the classroom. During the reform movement of the 90s she was trained in the use of the Connected Mathematics Program and helped others implement that program, working in most states in the western US. For her graduate work at CSUN, her ...
Major: Mathematics and Applied Mathematics. Duration of Study: 4 Years. Core Courses:. Mathematical Analysis. Advanced Algebra. Analytic Geometry. Complex Variable Function. Ordinary Differential Equations. Modern Algebra. Real Variable Function. Probability and Mathematical Statistics. Mathematics Education. Visual C++ Programming. University Physics. Elementary Mathematics. Higher Geometry. Elementary Number Theory. Combinatorial Mathematics. Mathematical Modeling. Mathematics Experiment. Topology. Functional Analysis. Degree Awarded: Bachelor of Science. ...
Chapter 1 Number Systems and Codes. Number Systems (1). Positional Notation N = ( a n-1 a n-2 ... a 1 a 0 . a -1 a -2 ... a -m ) r (1.1) where . = radix point r = radix or base n = number of integer digits to the left of the radix point Slideshow 589770 by thanos
The donor selection methods available in PROC SURVEYIMPUTE use random numbers in their selection algorithms. PROC SURVEYIMPUTE uses a uniform random number function to generate streams of pseudorandom numbers from an initial starting point, or seed. You can use the SEED= option to specify the initial seed. You can specify the same SEED= value (along with the same options and the same input data) to reproduce the imputation. If you do not specify the SEED= option, PROC SURVEYIMPUTE uses the time of day from the computers clock to obtain the initial seed. For information about specifying the initial seed, see the SEED= option. PROC SURVEYIMPUTE uses the Mersenne twister random number generator. The Mersenne twister generator (Matsumoto and Nishimura 1998) has a very long period ( ...
An attitude scale developed by Dutton, Petrie, and Adams was administered by classroom teachers to 850 pupils in grades 4-6 in 10 schools in one school system in September and again in May. The scale had two parts, a 15-item section assessing feelings toward mathematics and another part that asked the child to rank-order the subjects liked, best to least. In grade 4, mathematics was a liked subject in both testings. Pupils in grade 5 indicated a positive attitude toward mathematics, and it ranked in the top three subjects except in one school, with little change from beginning to end of the year. In grade 6, pupils for the most part ranked mathematics as a liked subject in September, but it was ranked lower in half the schools in May. Fear of word problems was cited at all three levels as a reason for disliking mathematics. Children liked mathematics because they considered it important and fun. (MNS)
In the books title, Hardy uses the word apology in the sense of a formal justification or defence (as in Platos Apology of Socrates), not in the sense of a plea for forgiveness.. Hardy felt the need to justify his lifes work in mathematics at this time mainly for two reasons. Firstly, at age 62, Hardy felt the approach of old age (he had survived a heart attack in 1939) and the decline of his mathematical creativity and skills. By devoting time to writing the Apology, Hardy was admitting that his own time as a creative mathematician was finished. In his foreword to the 1967 edition of the book, C. P. Snow describes the Apology as a passionate lament for creative powers that used to be and that will never come again. In Hardys words, Exposition, criticism, appreciation, is work for second-rate minds. [...] It is a melancholy experience for a professional mathematician to find himself writing about mathematics. The function of a mathematician is to do something, to prove new theorems, to ...
Over the years Monash has built a strong reputation in Mathematics and, following the relocation of some of the more applied research areas, the School of Mathematics is embarking on a unique expansion across broad areas of Mathematics. A large number of appointments have been made in Pure and Applied Mathematics since 2014 and we wish to further strengthen the Applied area with this position. Outstanding candidates in Applied Mathematics are invited to apply for this position. Research areas of interest include PDEs, scientific computing, fluid dynamics, mathematical finance, numerical analysis, asymptotic analysis, applied analysis, dynamical systems, nonlinear dynamics with engineering applications and mathematical biology. We are interested in outstanding researchers who apply mathematics to problems in science, engineering, technology, or other related fields. Successful candidates at level D/E will be expected to take a leadership role within the department. All candidates will be expected ...
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Define Expectation (mathematics). Expectation (mathematics) synonyms, Expectation (mathematics) pronunciation, Expectation (mathematics) translation, English dictionary definition of Expectation (mathematics). n. 1. A quantity expressing a typical or average value of a random variable. 2. The sum or integral of the product of a random variable with its probability...
The School Mathematics Study Group (SMSG) was an American academic think tank focused on the subject of reform in mathematics education. Directed by Edward G. Begle and financed by the National Science Foundation, the group was created in the wake of the Sputnik crisis in 1958 and tasked with creating and implementing mathematics curricula for primary and secondary education, which it did until its termination in 1977. The efforts of the SMSG yielded a reform in mathematics education known as New Math which was promulgated in a series of reports, culminating in a series published by Random House called the New Mathematical Library. In the early years, SMSG also produced a set of draft textbooks in typewritten paperback format for elementary, middle and high school students. Perhaps the most authoritative collection of materials from the School Mathematics Study Group is now housed in the Archives of American Mathematics in the University of Texas at Austins Center for American History. ...
Define Contraction (mathematics). Contraction (mathematics) synonyms, Contraction (mathematics) pronunciation, Contraction (mathematics) translation, English dictionary definition of Contraction (mathematics). ) n. 1. The act of contracting or the state of being contracted. 2. a. A word, as wont from will not, or phrase, as oclock from of the clock, formed by...
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version française) Researcher educators from George Brown College and McMaster University, with the generous support of SSHRC, have been working on a project that aims to improve the health numeracy in health care professionals and students, and ultimately in general population. In order to do this, we have developed a conceptualization of health numeracy and turned that conceptualization into learning content, which will be presented through an on-line learning through practice tool ...
The Joint Mathematics Meetings comes to New England! The Mathematical Association of America (MAA) and the American Mathematical Society (AMS) invite you to join them at the next Joint Mathematics Meetings which will be held in Boston, known not only for its rich history but also for its central location to many colleges and universities. This will be the 95th annual winter meeting of MAA and the 118th annual meeting of AMS. The Joint Mathematics Meetings will again host sessions by the Association for Symbolic Logic, the Association for Women in Mathematics, the National Association for Mathematicians, and the Society for Industrial and Applied Mathematics.. ...
The Mathematics Education specialization of the Secondary Education graduate program follows the standards and recommendations of leading mathematics professional organizations, such as the National Council of Teachers of Mathematics (NCTM). The curriculum is designed to provide candidates with knowledge of the interests and abilities of students at different levels of mathematics achievement. The program emphasizes problem-solving skills, mathematical thinking processes, and methods of actively engaging children and young adults in their own learning.. The Secondary Education graduate program with a concentration in Mathematics Education may be completed for certification only or certification plus a masters degree. All applicants are initially admitted to the masters program. After successfully completing the minimum requirements for certification, students may choose to leave the program with certification-only or may elect to continue in the program and complete the additional credit hours ...
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List of pseudo-random number generators== *[[ACG]], not to be confused with ACORN *[[ACORN]], the Additive Congruential Random Number Generator *[[AWC]] *[[C2MRG3]] *[[C2TAUS]] *[[Compound generators]] *[[Explicit inversive congruential generator]] *[[Generalized feedback shift register generators (GFSR)]] *[[Inversive congruential generator]] *[[Linear congruential generator]] *[[MCG31]] a 31-bit multiplicative congruential generator *[[MCG59]] a 59-bit multiplicative congruential generator *[[MRG]] *[[MT19937]] *[[MT2203]] *[[Multiple recursive generators]] *[[OpenMP Parallel Statistical Random Number Generator (OMPRNG)]] *[[Prime modulus multiplicative linear congruential generator]] *[[PSWB]] *[[ran2 (Numerical Recipes)]] *[[RANDU]] *[[RANLUX]] *[[RCARRY]] *[[Scalable Parallel Random Number Generators Library (SPRNG)]] *[[SCG]] *[[SWB]] *[[Wichmann-Hill pseudorandom number generator]] ==Applications== *[[Monte Carlo , Monte Carlo simulations]] *[[Numbers with a ...
The Illinois State Board of Education has been charged by the Illinois 97th General Assembly to implement Public Act 97-704. The State Board of Education is to coordinate the acquisition, adaptation, and deve​lopment of middle and high school Mathematics Curriculum Models to aid school districts and teachers in implementing Common Core Mathematics State Standards for all students. Public Act 97-704 required representation from statewide educational organizations and stakeholders. A committee consisting of a middle school mathematics team and a high school mathematics team was created to address this charge.. The charge was to develop model middle and high school course designs that demonstrated effective student pathways to mathematics-standards attainment by graduation. The curriculum units were created so districts may choose to adopt or adapt the models in lieu of developing their own mathematics curriculum. Unit outlines were developed in accordance with the information from the November ...
Mathematics has been called the language of the universe. Scientists and engineers often speak of the elegance of mathematics when describing physical reality, citing examples such as π, E=mc2, and even something as simple as using abstract integers to count real-world objects. Yet while these examples demonstrate how useful math can be for us, does it mean that the physical world naturally follows the rules of mathematics as its mother tongue, and that this mathematics has its own existence that is out there waiting to be discovered? This point of view on the nature of the relationship between mathematics and the physical world is called Platonism, but not everyone agrees with it.
1 ought to also be conscious of the wide significance of Mathematics, and the way in which it is advancing at a spectacular price. Mathematics is about pattern and structure it is about logical evaluation, deduction, calculation inside these patterns and structures. When patterns are located, usually in extensively diverse places of science and technologies, the mathematics of these patterns can be utilized to clarify and manage organic happenings and scenarios. Mathematics has a pervasive influence on our every day lives, and contributes to the wealth of the person.. The study of mathematics can satisfy a wide variety of interests and skills. It develops the imagination. It trains in clear and logical believed. It is a challenge, with varieties of complicated suggestions and unsolved troubles, mainly because it bargains with the concerns arising from difficult structures. However it also has a continuing drive to simplification, to locating the ideal ideas and techniques to make complicated ...
Mathematics majors may select either the Bachelor of Arts (B.A.) program or the Bachelor of Science (B.S.) program. The B.A. program is a traditional program in pure mathematics. It is intended for students who plan to go to graduate school or to teach mathematics at a college or high school level after graduation. While the B.A. program has relatively few required courses, the required courses are academically demanding. The lack of heavy requirements is intended to provide students with an opportunity to explore their interests in and out of mathematics. The B.S. program, which has more required courses, has an applied flavor. It is intended for students who plan to seek employment in a mathematics-related field or join a graduate program in applied mathematics or a mathematics-related field upon graduation. Either program can be combined with the departments M.A. program, leading to the M.A. degree after five years of study. The department offers a joint program with the Department of ...
Welcome to the Society of Women in Science and Mathematics!. Auburn University and the College of Sciences and Mathematics (COSAM) are committed to training and providing support to the next generation of women pursing career paths in science and mathematics. The Society of Women in Sciences and Mathematics (SWSM) was created with a vision to bring together women who serve as leaders and role models and expand the talent pool for the next generation. We are committed to increasing awareness of the opportunities available for women at all stages of their careers, supporting experiences to enhance the learning environment, and encouraging young women to pursue career paths in sciences and mathematics. We meet these goals by providing financial support for programs at each stage of the pipeline:. ...
There are 11 streams of study available in Mathematics, and four joint mathematics and computing courses. Our BSc and MSci Mathematics degrees are the broadest, giving you the greatest level of flexibility in your choice of optional modules. The MSci in Mathematics allows you to continue your studies to Masters level in the final year. In addition, there are opportunities to pursue teacher training or a Year in Europe.. All students follow nearly the same programme for the first two years, gaining a great breadth of understanding in pure, applied and statistical mathematics. In the third and fourth years, students are allowed to choose options from a large variety of modules, allowing them to specialise under a specific degree coding.. Due to the structure of the programme, it is possible to transfer between the different degree codings once at College, subject to the relevant approval. Additional entry requirements may also apply, such as proficiency in a relevant modern language for study ...
Mathematics - Mathematics - Assessment of Egyptian mathematics: The papyri thus bear witness to a mathematical tradition closely tied to the practical accounting and surveying activities of the scribes. Occasionally, the scribes loosened up a bit: one problem (Rhind papyrus, problem 79), for example, seeks the total from seven houses, seven cats per house, seven mice per cat, seven ears of wheat per mouse, and seven hekat of grain per ear (result: 19,607). Certainly the scribes interest in progressions (for which he appears to have a rule) goes beyond practical considerations. Other than this, however, Egyptian mathematics falls firmly within the range of practice. Even allowing for the
|i| Applied and Computational Mathematics (ACM) |/i| is an applied and computational mathematics journal of high quality, driven by the computational revolution and emphasizing innovative applied mathematics having potential for applicability and practicality. This journal is of interest to a wide audience of applied mathematicians and scientists concerned with the development of mathematical principles and practical issues in computational mathematics. All research articles in |i| ACM |/i| will undergone rigorous peer review, based on initial editor screening and anonymized refereeing by an expert reviewer.
The bachelors degree in Mathematics is a rigorous course that will provide you with comprehensive training in the core disciplines of mathematics and their applications. If your goal is to do research, you will be well equipped to join leading groups conducting research in mathematics, engineering and technology, natural and health sciences, or the social sciences. You will be able to pursue a career in business or industry, or in banking and finance, consulting, health or services - all sectors in which mathematicians are increasingly valued for their training and ability to learn. If you are interested in teaching, after completing a masters level teacher-training course, you will be able to teach mathematics at secondary schools.. ...
Mathematical scientists can play a crucial role in communicating mathematics and issues in education and research funding to the general media readership. The goals include conveying enthusiasm of mathematics, giving examples of mathematical concepts or applications, showing the beauty of mathematics, offering opinions about issues in mathematics education, advocating for funding basic research, or correcting inaccuracies or misperceptions. Its important for mathematicians to tell their own story, notes former AMS president David Vogan.. Below are some general guidelines for getting an op-ed or letter to the editor-or even a blog post or article-published in an online or print newspaper, or magazine.. ...
How Does Number Sense Work? Numbers derive meaning from their positions relative to one another. It is for this reason that number sense is best measured by indexing a persons accuracy in comparing sets. The Approximate Number System (ANS) evolved to do just that, but in an approximate fashion. For example, Neider and Miller (2003)…
The inherent uncertainty in quantum mechanics offers a source of true randomness which can be used to produce unbreakable cryptographic keys. We discuss the development of a high-speed random number generator based on the quantum phase fluctuations in spontaneously initiated stimulated Raman scattering (SISRS). We utilize the tight confinement and long interaction length available in a Potassium Titanyl Phosphate waveguide to generate highly efficient SISRS using nanojoule pulse energies, reducing the high pump power requirements of the previous approaches. We measure the random phase of the Stokes output using a simple interferometric setup to yield quantum random numbers at 145 Mbps. ...
davorg is right. Computers (as they now exist) can never produce a truly random number. This is because, as Bruce Schneier puts it, Computers are deterministic beasts: stuff goes in on one end, completely predictable operations occur inside, and different stuff comes out the other end. This enables back-computation. Computers need humans to be truly random. They do this by having humans entropize their entropy pool with mouse movements, thus enabling the creation of Truly Random numbers. redmist ...
Computer-generated random number|Random numbers form an essential part of modern cryptography. Unfortunately it is extremely difficult to generate a tru...
Ivan: I think I mispoke there a bit (but only a bit) when I said that Platonism is one possible world. You see, to me Platonism is one possible world, but of course to a Platonist that is non-sense. Which is why my philosophical position is a position, not just an idle remark that everyone can agree with. The question then is how to speak across the worlds (something that I find extremely interesting). To speak to a Platonist, I would have to water it down by saying Platonism is one of the views of mathematics that people hold, which establishes the fact that there are many worlds of mathematics only in the sense that people have opinions (which can therefore be false and mistaken, except of course for the Platonist one). So if you are happier with my saying personal view of mathematics instead of mathematical world, read it that way. To put in derogatory terms: to a person who can see the other worlds Platonists are like two-dimensional beings that deny, or cannot comprehend, the ...
Ivan: I think I mispoke there a bit (but only a bit) when I said that Platonism is one possible world. You see, to me Platonism is one possible world, but of course to a Platonist that is non-sense. Which is why my philosophical position is a position, not just an idle remark that everyone can agree with. The question then is how to speak across the worlds (something that I find extremely interesting). To speak to a Platonist, I would have to water it down by saying Platonism is one of the views of mathematics that people hold, which establishes the fact that there are many worlds of mathematics only in the sense that people have opinions (which can therefore be false and mistaken, except of course for the Platonist one). So if you are happier with my saying personal view of mathematics instead of mathematical world, read it that way. To put in derogatory terms: to a person who can see the other worlds Platonists are like two-dimensional beings that deny, or cannot comprehend, the ...
This one semester course serves as an introduction to great ideas in mathematics. During the course we will examine a variety of topics chosen from the following broad categories. 1) A survey of pure mathematics: What do mathematicians do and what questions inspire them? 2) Great works: What are some of the historically big ideas in the field? Who were the mathematicians that came up with them? 3) Mathematics as a reflection of the world we live in: How does our understanding of the natural world affect mathematics (and vice versa!). 4) Computations, proof, and mathematical reasoning: Quantitative skills are crucial for dealing with the sheer amount of information available in modern society. 5) Mathematics as a liberal art: Historically, some of the greatest mathematicians have also been poets, artists, and philosophers. How is mathematics a natural result of humanitys interest in the nature of truth, beauty, and understanding? Why is math a liberal art?. ...
Notes: Entry to Honours requires passes at 50% or above in Foundations of Calculus, Linear Algebra, Methods of Applied Mathematics and Several Variable Calculus, or the permission of the Head of the School of Mathematics. With the permission of the Head of the School of Mathematics, entry to Honours may also be granted on the basis of passes at 60% or above in the Non-Specialist level 8 courses and the completion of prescribed summer vacation reading ...
We have found 64 NRICH Mathematical resources connected to Counting, you may find related items under Numbers and the Number System
r: A condition characterized by math skills that are significantly below normal, given the persons age, intelligence, and education. A mathematics disorder can include problems writing or printing numbers, counting, adding and subtracting, interpreting simple mathematical signs such as +, -, x, and / and learning terms that include numbers.. Mathematics disorder often comes to attention in elementary (primary) school when math comes to the fore as a key part of the curriculum. Some experts believe about 1% of children in the U.S. have a mathematics disorder.. The diagnosis is confirmed by special psychoeducational tests. Treatment includes tutoring, placement in special math classrooms with expert math teachers, and other educational aids that focus on math skills.. Mathematics disorder can be seen as the counterpart to dyslexia or as a special form of dyslexia.. ...
We have found 17 NRICH Mathematical resources connected to Number bases, you may find related items under Numbers and the Number System
Sometimes the timeliness of the own writing can surprise the author himself. A few days ago this blog was dedicated to Emmy Noether, the greatest mathematician of the twentieth century. It also mentioned the greatest female mathematician of the 21st century: Maryam Mirzakhani is the only female winner of the highest award in mathematics, the Fields Medal, which is often referred to as the Nobel Prize for Mathematics (it is being given only every four years and this exclusively to persons under 40 years of age). And now, this weekend, the mathematics guilt received the sad news that this extraordinary woman has died of breast cancer at the age of just 40 years. She leaves behind her husband, the computer scientist and applied mathematician Jan Vondrák, and a six-year-old daughter.. We look back at an extraordinary career that stands like few others for the possibilities talented women have in mathematics today, possibilities which Emmy Noether could have only dreamt of. Maryam Mirzakhani was ...
Some students begin to study mathematics as a tool required for other work. Other students are drawn to mathematics for the precision and clarity of mathematical thought. Both types of students are well-served by our departments approach to the study of mathematics: here, you will discover that even the most theoretical parts of mathematics have concrete applications, and applied mathematics inspires theoretical research.. Students of mathematics solve problems. Their skills are much in demand, and they follow many different career paths in industry, business, government, or education.. The Department of Mathematics undergraduate program offers a major and a minor in Mathematics. Majors may choose from three concentrations.. Mathematics is a major component of several graduate programs including Computational Operations Research, Computer Science, and Applied Science. ...
This code generates random numbers based on nuclear decay events, // In my mind they would be the highest quality of random numbers. // The only downside is that it is very very very very very slow. // // Using only background radiation of about 18CPM it would take // about 30 hours to generate 1k of random goodness. // Using low-sodium kitchen salt, you can get about 10x background radiation. // Using LoSalt (66% potassium Chloride) 161CPM it would take about // 202 minutes to generate 1k of random goodness. // Using some crazy lethal radiation source of 170,000CPM (60*1000000/350) // (maximum with my GM tube recovery time of ~350uS) it would take about // 200 minutes to generate 1MiB of random numbers // // This is one of the reasons that I would not use a GM tube as my final solution // to generate high quality truly random numbers, but it is interesting to test. // // Using background where I am is about 18 CPM I can generate about 0.53 bytes/minute // Using Lo-Salt (66% Potassium Chloride) ...
Each year the Employment Center is part of the JMM, but because of updates, we feel that descriptions of past Employment Centers may be more misleading than they are informative. See a description of the Employment Center at the 2013 JMM in San Diego for information on a modern Employment Center.. Although the AMS and MAA co-sponsored the joint meetings, several other organizations also held meetings, sponsored prizes, and hosted sessions: the Association for Symbolic Logic, the Association for Women in Mathematics, the London Mathematical Society, the National Association of Mathematicians, the National Science Foundation, Pi Mu Epsilon, the Rocky Mountain Mathematics Consortium, the Society for Industrial and Applied Mathematics, and the Young Mathematicians Network.. We look forward to seeing you at next years Joint Mathematics Meetings in Atlanta, Georgia, January 5 - 8, 2005.. See also: Highlights of the 2003 Joint Mathematics Meetings in Baltimore, Maryland.. ...
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Adults, infants and some non-human animals share an approximate number system (ANS) to estimate numerical quantities, and are supposed to share a second, object-tracking, system (OTS) that supports the precise representation of a small number of items (up to 3 or 4). In relative numerosity judgments, accuracy depends on the ratio of the two numerosities (Webers Law), for numerosities | 4 (the typical ANS range), while for numerosities ≤ 4 (OTS range) there is usually no ratio effect. However, recent studies have found evidence for ratio effects for small numerosities, challenging the idea that the OTS might be involved for small number discrimination. Here we tested the hypothesis that the lack of ratio effect in the numbers 1-4 is largely dependent on the type of stimulus presentation.We investigated relative numerosity judgments in college students using three different procedures: a simultaneous presentation of intermingled and separate groups of dots in separate experiments, and a further
Signal processing is used to enhance the field cross-correlation function in optical coherence tomography (OCT). This paper shows how the spurious signal resulting from an imperfect spectrum of broadband emitters can be cleaned up. It also demonstrates that, using a fairly simple deconvolution procedure, a factor of two enhancement in depth resolution can be achieved. An example of the enhanced resolution is shown using the signal from two microscope cover slides.. © 1998 Optical Society of America. Full Article , PDF Article ...
1. Four-year bachelors degree programs are offered in two areas:. a. Departmental curricula are available in botany, chemistry, biochemistry, geology, laboratory and medical technology, microbiology, molecular biology, marine biology, mathematics, applied mathematics, applied discrete mathematics, physics, wildlife science and zoology.. b. Pre-professional curricula are offered in pre-dentistry, pre-medicine, pre-optometry, pre-physical therapy, pre-pharmacy and pre-veterinary medicine.. Embodied in these curricula are the requirements of the University Core Curriculum.. 2. Admission - The academic requirements and demands on majors in sciences and mathematics necessitate a high school preparation of high intellectual quality. The following is recommended as minimum preparation: English, four units; mathematics (including algebra, geometry, trigonometry and pre-calculus), four units; chemistry, one unit; biology, one unit; history, literature, social science, two or three units. Both physics ...
The Carolina Center for Interdisciplinary Applied Mathematics integrates research and educational activities in mathematics and its intimate ties with the physical, engineering, biological, medical, and social sciences. The Center focus is to bring the power of mathematics to bear on the most intriguing, challenging, and relevant problems of our time, in collaborations with colleagues at UNC and elsewhere. These activities and advances in mathematics and scientific computation are continuously folded into our undergraduate and graduate curriculum, and provide broad research opportunities and collaborations with CCIAM faculty, post-doctoral scholars, and students.. The Applied Mathematics Program was started in 1996 as a result of a UNC initiative to provide expertise in mathematical modeling and computational science for the campus, and to integrate this expertise into research collaborations and undergraduate and graduate training. The guiding concept of the program is to combine excellence in ...
The Carolina Center for Interdisciplinary Applied Mathematics integrates research and educational activities in mathematics and its intimate ties with the physical, engineering, biological, medical, and social sciences. The Center focus is to bring the power of mathematics to bear on the most intriguing, challenging, and relevant problems of our time, in collaborations with colleagues at UNC and elsewhere. These activities and advances in mathematics and scientific computation are continuously folded into our undergraduate and graduate curriculum, and provide broad research opportunities and collaborations with CCIAM faculty, post-doctoral scholars, and students.. The Applied Mathematics Program was started in 1996 as a result of a UNC initiative to provide expertise in mathematical modeling and computational science for the campus, and to integrate this expertise into research collaborations and undergraduate and graduate training. The guiding concept of the program is to combine excellence in ...
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FAZIO, Claudio e SPAGNOLO, Filippo. Conceptions on modelling processes in Italian high-school prospective mathematics and physics teachers. S. Afr. j. educ. [online]. 2008, vol.28, n.4, pp.469-487. ISSN 2076-3433.. We present a study on the conceptions of Italian prospective mathematics and physics teachers with respect to modelling activities. Common ground for both the mathematician and the physicist, these activities are a relevant aspect of the Graduate School for Mathematics and Physics Teacher Education curriculum at University of Palermo, Italy. The answers to a questionnaire on the processes of modelling are analysed, according to an a-priori analysis built by taking into account a general scheme of reference on the philosophy of mathematics and physics. The study was performed by using methods of quantitative data analysis: factorial analysis of the correspondences and Gras implicative analysis. The results showed that prospective teachers appear to use mostly a constructivist approach ...
Can we test a set of numbers for randomness?. An easy test to check if a given set of numbers is truly random is to compress the file with the numbers (e.g. using WinRar) and see how much smaller the resulting file is compared to the original.. Compression programs look for repetitions and patterns and store these rather than the actual data. So a totally random set of numbers would not shrink by using this method.. How are random numbers used by malware?. There are two main uses that most malware has for random number generators, encryption and filename creation.. With encryption, be it file encryption or network traffic encryption, malware can use a custom or built-in PRNG and use a unique seed found by obtaining specific system variables, such as the ID number for your hard drive or, as mentioned before, the tick count since boot time.. The malware uses the result of the PRNG and uses it as a key to encrypt what they need.. In many cases, this key is transmitted, via plain-text traffic, back ...
When children are acquiring the symbolic system for representing numbers and learning about math in school, theyre tapping into this primitive number sense, said Elizabeth Brannon, Ph.D., a professor of psychology and neuroscience, who led the study. Its the conceptual building block upon which mathematical ability is built.. Brannon explained that babies come into the world with a rudimentary understanding referred to as a primitive number sense. When looking at two collections of objects, primitive number sense allows them to identify which set is numerically larger even without verbal counting or using Arabic numerals. For example, a person instinctively knows a group of 15 strawberries is more than six oranges, just by glancing. Understanding how infants and young children conceptualize and understand number can lead to the development of new mathematics education strategies, said Brannons colleague, Duke psychology and neuroscience graduate student Ariel Starr. In particular, this ...
Infinity: From the Empty Set to the Boundless Universe of All Sets - Exploring the Full Range of Mathematics and Seeing its Source in Your Self (MATH 148). Functions and Graphs 1: Name and Form - Locating the Patterns of Orderliness that Connect a Function with its Graph and Describe Numerical Relationships (MATH 161). Maharishi Vedic Mathematics: Mathematical Structure and the Transcendental Source of Natural Law (MATH 205). Geometry: From Point to Infinity - Using Properties of Shape and Form to Handle Visual and Spatial Data (MATH 267). Calculus 1: Derivatives as the Mathematics of Transcending, Used to Handle Changing Quantities (MATH 281). Calculus 2: Integrals as the Mathematics of Unification, Used to Handle Wholeness (MATH 282). Calculus 3: Unified Management of Change in All Possible Directions (MATH 283). Linear Algebra 1: Linearity as the Simplest Form of a Quantitative Relationship (MATH 286). Calculus 4: Locating Silence within Dynamism (MATH 304). Complex Analysis: Transcending the ...
The graduate program in applied mathematics is based on a solid foundation in pure mathematics, which includes the fundamentals of algebra and analysis. It involves a grounding in the methods of applied mathematics and studies of scientific areas in which significant applications of mathematics are made. The field has a broadly based interdepartmental faculty that can direct student programs in a large number of areas of the mathematical sciences ...
If you love the challenge of thinking through a maths question and the satisfaction of having solved a difficult problem, but also appreciate the applications of mathematics in areas of physics and want access to the exciting and specialised subjects offered by the School of Physics, then this four-year, joint honours course can offer you both.. Your mathematics study will focus on the areas of applied mathematics that are most linked to physics, such as the mathematical modelling of physical problems, quantum mechanics and random matrix theory. You will also cover a range of topics in physics, such as special relativity, electromagnetism and superconductors.. In the first and second years of this course the units are fixed so as to provide a balanced exploration of mathematics and physics and the connection between them.. In your third and fourth years you will have freedom to select from a wide variety of relevant units to focus your studies on what interests you most. The four-year degree ...
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Mathematics might be more of an environmental science than we realize. Even though it is a search for eternal truths, many mathematical concepts trace their origins to everyday experience. Astrology and architecture inspired Egyptians and Babylonians to develop geometry. The study of mechanics during the scientific revolution of the 17th century brought us calculus.. Remarkably, ideas from quantum theory turn out to carry tremendous mathematical power as well, even though we have little daily experience dealing with elementary particles. The bizarre world of quantum theory - where things can seem to be in two places at the same time and are subject to the laws of probability - not only represents a more fundamental description of nature than what preceded it, it also provides a rich context for modern mathematics. Could the logical structure of quantum theory, once fully understood and absorbed, inspire a new realm of mathematics that might be called quantum mathematics?. Click here for the ...
The Departments main curriculum goal is to train our students to be problem solvers, critical thinkers, and life long learners. To achieve this goal, we offer a broad variety of courses serving the needs of all majors at SUNY Old Westbury.. For Liberal Art students we offer mathematics proficiency and computer literacy courses in which mathematics and information technology ideas, many of them are quite applicable and intuitive, are studied to enable students to become educated citizens.. Many students in more quantitative majors, from Business to Physics, take a series of mathematics and computer science courses required by their respective departments. These courses are offered by the Mathematics & CIS department, and the course content is tailored to fit these students specialties and backgrounds.. The department offers three undergraduate majors, one graduate degree and two undergraduate minors:. ...
The central theme of this volume is the contemporary mathematics of geometry and physics, but the work also discusses the problem of the secondary structure of proteins, and an overview of are complexes with proposed applications to macromolecular folding is given.Tongring, Nils is the author of Woods Hole Mathematics Perspectives in Mathematics and Physics, published 2004 under ISBN 9789812560216 and ISBN 9812560211. [read more] ...
A presentation to the AAAS. Professor to outline dynamic history, uncertain future of mathematics The practice and instruction of mathematics have changed over history, and more changes are in store, according to Brown Professor Joan L. Richards, who will join a discussion of The Changing Environment of Science from 3 to 6 p.m. Feb. 14 at the annual meeting of the American Association for the Advancement of Science. PROVIDENCE, R.I. -- As the new millennium approaches, mathematics is struggling with an identity crisis that may change the way the subject is studied and taught, said Brown Professor of History Joan L. Richards. Factors like the increasing use of computers and the growing need of universities to justify their investments in individual departments may influence mathematics instruction and study, Richards said. For example, in recent years some universities have begun to dissolve their math departments and integrate courses like statistics into other areas of the curriculum. ...
Jonathan Christopher Mattingly grew up in Charlotte, NC where he attended Irwin Ave elementary and Charlotte Country Day. He graduated from the NC School of Science and Mathematics and received a BS is Applied Mathematics with a concentration in physics from Yale University. After two years abroad with a year spent at ENS Lyon studying nonlinear and statistical physics on a Rotary Fellowship, he returned to the US to attend Princeton University where he obtained a PhD in Applied and Computational Mathematics in 1998. After 4 years as a Szego assistant professor at Stanford University and a year as a member of the IAS in Princeton, he moved to Duke in 2003. He is currently a Professor of Mathematics and of Statistical Science ...
A Level Mathematics. A Level Mathematics is a challenging and immensely rewarding course, in which you will be able to take pride in your ability to problem solve, appreciate the applications of modelling techniques and wonder at the complexities of calculus.. In each of years 12 and 13 you will be taught by two teachers, each offering their own unique blend of experience, support, practical knowledge and skills. In the classroom, you will be introduced to the necessary skills and techniques needed to succeed in Mathematics. In your own study time you will be set regular tasks to complete, including written assignments, online tasks, and frequent exam paper practice. Each topic of work covered will be assessed with a summative test, and additional support will be readily available to ensure that high standards are maintained in all areas of the course.. A level Mathematics is one of St Crispins most successful subjects, with over 70% of students typically achieving A* to B grade in their A ...
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SicariusMan writes The age old question: do Guinness and other stouts bubbles really sink, or is it an optical illusion? Well, some mathematicians have figured it out. Full paper via arXiv; From the article: To analyze the effect of different glass shapes, the mathematicians modeled Guinness b...
Providence, RI---Did you know that heart attacks can give you mathematics? That statement appears on the web site of James Keener, who works in the mathematics of cardiology. This area has many problems that are ripe for unified attack by mathematicians, clinicians, and biomedical engineers. In an article to appear in the April 2011 issue of the Notices of the American Mathematical Society, John W. Cain, a mathematician at Virginia Commonwealth University, presents a survey of six ongoing Challenge Problems in mathematical cardiology. Cains article emphasizes cardiac electrophysiology, because some of the most exciting research problems in mathematical cardiology involve electrical wave propagation in heart tissue.. At some point in our lives, many of us will undergo an electrocardiogram (ECG), a recording of electrical activity in the heart. To understand where these tiny electrical currents originate, we must zoom in to the molecular level. Bodily fluids, such as blood, contain positively ...
The MChem Chemistry with Mathematics programme provides students with the opportunity to gain a solid foundation in chemistry while integrating mathematics as a pathway within the programme. Many aspects of chemistry require a good understanding of mathematical methods and this programme provides students with the chance to examine the relationship between chemistry and mathematics and the important roles of both disciplines in different contexts. The chemistry curriculum on this programme has been devised to integrate the main sub-disciplines of chemistry effectively, relating physical chemistry concepts to aspects of organic and inorganic chemistry, and to the methods used for analysing substances. The programme provides the opportunity to gain a comprehensive knowledge of chemistry alongside subject-specific and generic skills with the aim of developing a strong understanding of how chemistry is applied to problems with direct impact on society. Chemistry at Lincoln is designed to produce
Abstract. In early 1930s, W. Magnus proved his classical result that the word problem is decidable for all one-relator groups (groups given by one defining relation). This result is based on another important theorem proved earlier by Magnus, the Freiheitssatz, which, roughly speaking, locates many free subgroups in one-relator groups. This inspired investigations of the word problem for other algebraic structures defined by a single relation. For example, in the 1960s Shirshov proved that the word problem is decidable for all one-relator Lie algebras. Surprisingly, the problem whether the word problem is decidable for all one-relator monoids is still open, although several important cases have been resolved by Adjan in 1966, and Adyan and Oganessyan in 1987 ...
Its not how smart students are but how motivated they are and how they study that determines their growth in math achievement. Thats the main finding of a study that looks at six annual waves of data from a German longitudinal study assessing math ability in 3,520 students in grades five to 10. Students who felt competent; were intrinsically motivated; and avoided rote learning showed more growth in math achievement than those who didnt.
Course Descriptions , Faculty. Overview In a world of increasing technological complexity, knowledge of mathematics is the gateway to the pursuit of many fields. Mathematics has long been the language of choice for expressing complex relationships and describing complicated patterns and processes. It is now true that many fields, in addition to mathematics and the sciences, rely on this in a fundamental way. What was formerly abstract mathematics to many has become the concrete stuff of everyday life. The unreasonable effectiveness of mathematics manifests itself today in such familiar things as CAT scans, compact discs, satellite communications, and computer animation. These were all rendered possible by new discoveries made by mathematicians, within the last fifty years. Even the efficient operation of our financial markets is based, in part, on relatively recent theorems of mathematical analysis and probability theory. Mathematics research today is a vibrant and dynamic enterprise. ...
Mathematics: Core Topics HL 1. Mathematics: Core Topics HL has been written for the IB Diploma Programme courses Mathematics: Analysis and Approaches HL, and Mathematics: Applications and Interpretation HL, for first teaching in August 2019, and first assessment in May 2021.. The book contains the content that is common to both courses. This material can all be taught first, giving the potential to teach all the HL students together from this book at the start of the course.. This is the first of two books students will require for the completion of their HL Mathematics course. Upon the completion of this book, students progress to the particular HL textbook for their course: either Mathematics: Analysis and Approaches HL, or Mathematics: Applications and Interpretation HL. This is expected to occur approximately 6-7 months into the two-year course.. Table of Contents. Mathematics: Core Topics HL. 1 STRAIGHT LINES ...
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Howard Anton obtained his B.A. from Lehigh University, his M.A. from the University of Illinois, and his Ph.D. from the Polytechnic University of Brooklyn, all in mathematics. In the early 1960s he worked for Burroughs Corporation and Avco Corporation at Cape Canaveral, Florida, where he was involved with the manned space program. In 1968 he joined the Mathematics Department at Drexel University, where he taught full time until 1983. Since that time he has been an adjunct professor at Drexel and has devoted the majority of his time to textbook writing and activities for mathematical associations. Dr. Anton was president of the EPADEL Section of the Mathematical Association of America (MAA), Served on the board of Governors of that organization, and guided the creation of the Student Chapters of the MAA. He has published numerous research papers in functional analysis, approximation theory, and topology, as well as pedagogical papers. He is best known for his textbooks in mathematics, which are ...
After an undergraduate degree in Theoretical Physics (Trinity College Dublin, 1996), Cathal Seoighe undertook a PhD in Molecular Evolution/Bioinformatics, under the supervision of Ken Wolfe (Trinity College Dublin, awarded 2000). In 2000 he went to Cape Town, South Africa, working initially with the South African Medical Research Council on a national biotechnology strategy and at the South African National Bioinformatics Institute (SANBI), University of the Western Cape (UWC), as director of Bioinformatics training. In 2001 he began working full-time as a lecturer at UWC, before joining the University of Cape Town (UCT) in 2004 as Associate Professor. He returned to Ireland in 2001 as Stokes Professor of Bioinformatics in the School of Mathematics, Statistics and Applied Mathematics at NUI Galway. Although now motivated primarily by biological problems, he has a long-standing interest in the the intersection of the mathematical and biological sciences. In Cape Town he was involved in the ...
Background: Previous research suggests that children with cerebral palsy (CP) have impairments in visual-spatial and mathematics abilities, although we know very little about the association between these two domains. Aims: To investigate the extent of visual-spatial and mathematical impairments in children with CP and the associations between these two domains. Method and Procedure: Thirty-two children with predominantly quadriplegic spastic and/or athetoid (dyskinetic) CP (13 years 7 months) and a group of typically developing (TD) children (8 years 6 months) matched by receptive vocabulary were given a battery of visual-spatial and mathematics tasks. Visual-spatial assessments ranged from simple tests of perception to complex reasoning about these stimuli. A standardised test of mathematics ability was administered to both groups. Outcomes and Results: The children with CP had significantly poorer mathematical and visual-spatial abilities than the TD group. For the TD group age was the best ...
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March 13, 2004 Arriving in mathematical sciences departments by (snail) mail at about the same time as this issue of SIAM News will be the poster for Mathematics Awareness Month 2004.* The poster refers interested students---and their professors, friends, and relatives---to the Web site, which offers a variety of short articles and links on this years theme, The Mathematics of Networks.. Come April, we hope that readers will make use of these materials to explore the rich and active research area of networks. As made clear by the authors of several of the posted articles, this is an area in which the applications and the mathematics are advancing hand in hand. Many members of the SIAM community work in graph theory, which provides researchers investigating a variety of interesting networks---the Web and gene control networks being two examples---with solid and ever developing foundations for their work. The vertices and edges of graphs become nodes and links in the ...
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... and draws on observations from interactive theorem proving and the history of mathematics to clarify the nature of formal and ... Avigad J. (2015) Mathematics and language. In: Davis E., Davis P. (eds) Mathematics, Substance and Surmise. Springer, Cham. * ... It proposes that we view mathematics as a system of conventions and norms that is designed to help us make sense of the world ... Like any designed system, it can perform well or poorly, and the philosophy of mathematics has a role to play in helping us ...
Interdisciplinary Applied Mathematics. Description. Problems in engineering, computational science, and the physical and ... This is done, firstly, by encouraging the ways that mathematics may be applied in traditional areas, as well as point towards ... The series will consist of monographs and high-level texts from researchers working on the interplay between mathematics and ... the current and future needs for the interaction between various science and technology areas on the one hand and mathematics ...
... advanced mathematics, definitions, famous problems, continued fractions, Common Core math. ... Mathematics. Wolfram,Alpha has broad knowledge and deep computational power when it comes to math. Whether it be arithmetic, ... Applied Mathematics Perform numerical analysis and optimization of systems and objects, including packing and covering of ... Discrete Mathematics Explore sequences and recurrences, solve common problems in combinatorics and compute properties of graphs ...
  • Mathematics developed at a relatively slow pace until the Renaissance , when mathematical innovations interacting with new scientific discoveries led to a rapid increase in the rate of mathematical discovery that has continued to the present day. (
  • Applied mathematics has led to entirely new mathematical disciplines, such as statistics and game theory . (
  • The aim of The World According to Mathematics is to provide the means to see everyday aspects of the world around us through mathematical eyes. (
  • We will see that mathematics, especially through mathematical algorithms, is everywhere, whether it be in ISBN book codes or in the swing of a pendulum. (
  • Mathematics 17, "An Introduction to Mathematics Beyond Calculus", is a course designed for students interested in learning about some of the aspects of mathematics not usually encountered in the first years of mathematical studies. (
  • Students are encouraged to take Mathematics 22/24 as soon as feasible, since not only is it an explicit prerequisite to many upper-division courses, but also the level of mathematical sophistication developed in Mathematics 22/24 will be presumed in many upper-division courses for which Mathematics 22/24 is not an explicit prerequisite. (
  • Mathematics anxiety has been defined as the state of feeling pressure and worry thatinterfere with the manipulation of numbers and the solving mathematical problems in a widevariety of ordinary life and academic solutions. (
  • This phenomena, as can be seen in long run, results phobiaand fear of mathematics where those phobics, have even decided not to take programmes thatrequire high mathematical skill in their higher educations. (
  • The students have large tendency to hate mathematics as well.Likewise the teachers with large passion towards mathematics, seeing world mathematically,talking about mathematical ideas, live with mathematics, are higly likely will produce passionatestudents towards mathematics. (
  • Discrete mathematics is the study of mathematical structures that are fundamentally discrete rather than continuous. (
  • This includes the use of computers for mathematical computations (computer algebra), the study of what can (and cannot) be computerized in mathematics (effective methods), which computations may be done with present technology (complexity theory), and which proofs can be done on computers (proof assistants). (
  • Both aspects of computational mathematics involves mathematical research in mathematics as well as in areas of science where computing plays a central and essential role-that, is almost all sciences-, and emphasize algorithms, numerical methods, and symbolic computations. (
  • You'll have the freedom to study a broader mathematical pathway or specialise in your favourite subject areas, enhancing your analytical thinking and appreciation of the beauty of mathematics. (
  • Particularly thrilling for me is to read a work from a poet who is fluent in the language of mathematics and uses mathematical images to make a poem vivid. (
  • This essay considers the special character of mathematical reasoning, and draws on observations from interactive theorem proving and the history of mathematics to clarify the nature of formal and informal mathematical language. (
  • Offered by the Department of Mathematics and Statistics, the Bachelor of Science Degree in Applied Mathematics is designed to develop critical and practical thinking and to provide techniques of mathematical analysis that apply to scientific and industrial situations. (
  • Applied mathematics focuses on the development and study of mathematical descriptions of the physical world. (
  • Applied mathematics majors will be required to take courses that are focused on these mathematical tools as well as a modeling course that emphasizes the need for practical thinking and careful understanding of the systems being described mathematically. (
  • The major includes the option of a sequence in an allied field so that students may become familiar with a particular field outside mathematics or the option of additional mathematical electives for students planning to pursue graduate level applied mathematics. (
  • As with most mathematical disciplines, applied mathematics is linear in nature. (
  • The applied mathematics program is led by Dr. Karen Yokley, whose research primarily centers on mathematical applications to biology and toxicology, frequently focusing on ordinary differential equation models, optimization techniques, and sensitivity analyses. (
  • These mathematical concepts were transmitted to the Middle East, China, and Europe and led to further developments that now form the foundations of many areas of mathematics. (
  • Arriving in mathematical sciences departments by (snail) mail at about the same time as this issue of SIAM News will be the poster for Mathematics Awareness Month 2004. (
  • The Pacific Journal of Mathematics is a mathematics research journal published on behalf of the Mathematical Sciences Publishers, a non-profit academic publishing organization. (
  • Two of the main qualities for which mathematics has always attracted the attention of philosophers are the great degree of systematization and the rigorous development of mathematical theories. (
  • In this connection we shall give some logical analysis of two very basic mathematical ideas, class and natural number, and discuss the attempts of Gottlob Frege and Bertrand Russell to exploit the intimate relation between these two ideas in order to prove that mathematics is in some way a part of logic. (
  • The growth of mathematical logic introduced as further elements the axiomatization of logic (the basic step in which was completed by Frege in 1879), the effort to incorporate the axiomatization of logic into that of mathematics, and the accompanying tendency, on the part of Frege and Giuseppe Peano , to interpret rigorous axiomatization as formalization. (
  • Children who have mathematics disorder have trouble with simple mathematical equations, such as counting and adding. (
  • Other students are drawn to mathematics for the precision and clarity of mathematical thought. (
  • Students who minor in mathematics should also develop an understanding of how those mathematical areas relate to problems from other areas of science, engineering and management. (
  • The Mathematics program is designed to prepare especially able students for a career in mathematical research and instruction. (
  • The department supports students to engage in summer research in mathematics, mathematical biology or biostatistics through a generous stipend program. (
  • The goal of this course is to gain a better understanding of those branches and fundamental concepts of mathematics that are needed most frequently in cognitive scienceIn addition to well-applicable mathematical ideas I also plan to include some fun ideas and proofs that connect to those with practical importance. (
  • This three-year programme allows you to study varied aspects of mathematics to an advanced level, with core modules in algebra, analysis, applied mathematics and mathematical methods. (
  • Internationally renowned UCL Mathematics is home to world-leading researchers in a wide range of fields, especially geometry, spectral theory, number theory, fluid dynamics and mathematical modelling. (
  • Despite the diversity of mathematical topics and challenges undertaken by scholars during this time, genuine mathematical progress was relatively limited, and theoretical mathematics all but unknown, other than in the form of diversions such as magic squares. (
  • Its centrality to Chinese mathematics served not only as a foundation for further mathematical development, but also as a tool for preserving fundamental mathematical knowledge, a base upon which mathematical education was built. (
  • So highly prized were mathematical abilities that by the eleventh century an "Office of Mathematics" was established by the government. (
  • WASHINGTON, DC - The results of the 2019 William Lowell Putnam Mathematical Competition, the pre-eminent mathematics. (
  • Evidence for more complex mathematics does not appear until around 3000 BC , when the Babylonians and Egyptians began using arithmetic , algebra and geometry for taxation and other financial calculations, for building and construction, and for astronomy . (
  • Its purpose is to cover the calculus of Mathematics 3, the standard introduction to calculus, and, at the same time, to develop proficiency in algebra. (
  • The sequence is specifically designed for first-year students whose manipulative skill with the techniques of secondary-school algebra is inadequate for Mathematics 3. (
  • In the second course, Mathematics 2, the study of calculus will be continued so that by the end of the sequence the students will have been introduced to the algebra and calculus of the exponential and logarithm functions and the trigonometric functions and to differential equations. (
  • Mathematics 3 is open to all students who have had intermediate algebra and plane geometry. (
  • Students planning to take upper-level mathematics courses are strongly encouraged to take Mathematics 22 or 24 (linear algebra) early in their curriculum. (
  • The most notable achievement of Islamic mathematics was the development of algebra. (
  • These equip you with the key skills and knowledge that all mathematicians and statisticians need and the main areas of pure mathematics, applied mathematics, algebra, probability and statistics. (
  • Mathematics is about number operations and algebra, motion and change (calculus and differential equations), logical analysis, scientific visualization, structure and geometry, the prediction of random events (probability), the extraction of useful information from large sets of data (statistics), and the discovery of the best ways to do things (optimization). (
  • Designed for students whose backgrounds in algebra are weak, or who have not taken any mathematics recently, the course covers in two semesters the material of Mathematics 105 together with a review of the necessary precalculus ideas. (
  • The history of mathematics can be seen as an ever-increasing series of abstractions . (
  • Boyer, Carl B. (1991), "The Arabic Hegemony", A History of Mathematics (Second ed. (
  • 2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You each have something in common with some of the most important figures in the history of mathematics, a name. (
  • The problem of systematization seems to be the initial problem in the foundations of mathematics, both because it has been a powerful force in the history of mathematics itself and because it sets the form of further investigations by picking out the fundamental concepts and principles. (
  • In addition to the Greek mathematicians listed above, a number of Greeks made an indelible mark on the history of mathematics. (
  • Proposals for independent activities should be directed to the Departmental Advisor to Mathematics Majors. (
  • 2. Admission - The academic requirements and demands on majors in sciences and mathematics necessitate a high school preparation of high intellectual quality. (
  • Applied mathematics majors learn to describe the physical and biological world through mathematics and how to effectively communicate those descriptions orally and in writing. (
  • Applied mathematics majors are encouraged to conduct original research mentored by experienced faculty members who are always accessible to students. (
  • Elon applied mathematics majors learn from and work alongside dynamic faculty who blend professional experience, academic training, creativity, dedication, and a passion for teaching. (
  • Applicants should have a good background in undergraduate mathematics, regardless of their majors. (
  • The courses provide broad training in undergraduate mathematics and computer science, preparing majors for graduate study, and for positions in government, industry, and the teaching profession. (
  • While students must consult with their major advisors in designing appropriate courses of study, the following suggestions may be helpful: For majors considering a career in secondary education we suggest Mathematics 312, 314, 315, 341, and Computer Science 101 and 102. (
  • Majors planning on graduate study in pure mathematics should particularly consider Mathematics 302, 308, 313, and 317. (
  • Mathematics majors may pursue individual research either through 360 (Independent Study) or 457-458 (Senior Thesis). (
  • Mathematics majors may select either the Bachelor of Arts (B.A.) program or the Bachelor of Science (B.S.) program. (
  • Mathematicians engage in pure mathematics (mathematics for its own sake) without having any application in mind, but practical applications for what began as pure mathematics are often discovered later. (
  • Gain specialist knowledge in pure mathematics, applied mathematics and/or statistics, preparing you for a variety of technical and non-specialised careers. (
  • The practice of using my 'math toolbox' to predict future trends or model biological interactions not only presented challenges for me to tackle, but also gave meaning to all the pure mathematics I had learned in the classroom. (
  • Our professionally accredited four-year Mathematics MMath Honours degree covers pure mathematics, applied mathematics, and statistics and includes an integrated year of master's-level study. (
  • We focus on three core areas - pure mathematics, applied mathematics, and statistics - and you have the flexibility to tailor the combination of these to suit your interests. (
  • The B.A. program is a traditional program in pure mathematics. (
  • But where does that leave pure mathematics? (
  • We are working with specialists in mathematics education all over the world and expect to have an initial version ready by 2020. (
  • WASHINGTON, DC (Jan. 16th, 2020) Awards for this year's distinguished service to teaching in mathematics will be. (
  • Mathematics 3 and 8 cover the basic calculus of functions of a single variable, as well as vector geometry and calculus of scalar-valued functions of several variables. (
  • Recent topics include "Chance," "The World According to Mathematics," "Pattern," "Geometry in Art and Architecture," "A Matter of Time," "Applications of Calculus to Medicine and Biology," "Music and Computers," "The Mathematics of Music and Sound," and "Geometry and the Imagination. (
  • Our academic staff members have international research reputations in a range of subjects from number theory, analysis and geometry, through to modelling, numerical analysis and financial mathematics. (
  • The study of math within early civilizations was the building blocks for the math of the Greeks, who developed the model of abstract mathematics through geometry. (
  • THE COLLEGE OF SCIENCES AND MATHEMATICS provides programs in the physical sciences, life sciences and mathematics at the undergraduate and graduate levels. (
  • As PI on multiple NSF projects she helps experienced graduate students become effective peer-mentors and facilitate and coordinate a peer-mentoring program focused on developing graduate students' abilities to implement active-learning techniques in mathematics departments across a number of universities. (
  • Mathematics is a major component of several graduate programs including Computational Operations Research , Computer Science, and Applied Science. (
  • Courses in the mathematics education option of the major and graduate level courses are generally offered at night to accommodate the needs of working students. (
  • It is intended for students who plan to go to graduate school or to teach mathematics at a college or high school level after graduation. (
  • It is intended for students who plan to seek employment in a mathematics-related field or join a graduate program in applied mathematics or a mathematics-related field upon graduation. (
  • The major in mathematics is intended both for students who plan careers in mathematics and related fields, and for those who simply find mathematics interesting and wish to continue its study. (
  • Students who major in mathematics have an opportunity to participate in activities that bring them in close contact with a faculty member-for example, through a small seminar or through an independent research project under the direction of a faculty member. (
  • It is also possible for a student to arrange for an individualized major in mathematics and another discipline. (
  • Students who major in mathematics are able to pursue a diverse range of careers. (
  • Following completion of the academic requirements for one of the 11 baccalaureate degrees in the College of Engineering, two degrees will be awarded: a Bachelor of Science degree in the Sciences and Mathematics major, and a bachelor's degree in the designated engineering field. (
  • Students who plan careers as secondary school mathematics teachers may choose to take a five-year interdisciplinary program, offered jointly with the College of Education, that leads to a bachelor's degree in mathematics, teaching certification, and a Master's degree in Education. (
  • In contrast to real numbers that have the property of varying "smoothly", the objects studied in discrete mathematics - such as integers, graphs, and statements in logic - do not vary smoothly in this way, but have distinct, separated values. (
  • The main purpose of this course is to teach the basic concepts from discrete mathematics that are needed in the study of computer science. (
  • Many students who are mathematically oriented and have interests in other areas are attracted to the applied mathematics degree due to the potential for future employment in a quantitative environment. (
  • The applied mathematics program is a good option for students who are interested in majoring in a quantitative discipline that synthesizes a love of mathematics with an inquisitive nature toward the physical world. (
  • For the BSc Mathematics, Statistics, and Business we are looking for candidates with an excellent quantitative training. (
  • Certain mathematics common curriculum courses (MATH 114, 121, 122, 124) have as prerequisite satisfactory performance on the Quantitative Skills Inventory Test. (
  • The quantitative requirement is satisfied by any of the mathematics or computer-science courses or units. (
  • Prerequisite: Pre-Calculus 11 or Foundations of Mathematics 11 (or equivalent) with a grade of at least B or Pre-Calculus 12 (or equivalent), with a grade of at least C and SFU FAN credit, or SFU FAN X99 course with a grade of at least B-, or achieving a satisfactory grade on the Simon Fraser University Quantitative Placement Test. (
  • Prerequisite: Pre-Calculus 12 or Foundations of Mathematics 12 (or equivalent) with a grade of at least B, or MATH 100 with a grade of at least C. Quantitative. (
  • The department offers master's programs in mathematics, applied mathematics, statistics, and applied statistics, and PhD programs in mathematics, in statistics, and in data science (new in Fall 2018). (
  • Students planning to specialize in mathematics, computer science, chemistry, physics, or engineering should elect this course in the fall term. (
  • Intended for students whose major interests are outside mathematics and the sciences, the course assumes that students have only a background in high school mathematics. (
  • Mathematics 11 is a special version of Mathematics 13 for first-year students with two terms of advanced placement. (
  • Most students planning advanced work in mathematics or the physical sciences will need a fourth course in calculus, Mathematics 23. (
  • Students with two terms of advanced placement credit who possibly are interested in a mathematics major or minor should consider Mathematics 17 as an option in their second term. (
  • On these pages you will find Springer's journals, books and eBooks in all areas of Mathematics, serving researchers, lecturers, students, and professionals. (
  • The negative perception towards mathematics among teachers, especially the traineesgives impact to the students. (
  • Therefore this kind of destructive excuses demotivate the students especiallyprimary school children to try mathematics, having patience in understanding the idea, anddevelop their enthusiasm towards the knowledge. (
  • The overall goal is for our students to excel in research and teaching of mathematics and to ultimately become well-rounded leaders in their field. (
  • Students not meeting these standards may enroll in the General Sciences and Mathematics (GSM) curriculum if they have not reached senior standing (144 hours). (
  • Students in the GSM curriculum may declare a Sciences and Mathematics major after satisfying the above requirements. (
  • This book is an introduction to basic mathematics and is intended for students who need to reach the minimum level of mathematics required for their sciences, engineering and business studies. (
  • The applied mathematics program provides these students with a coherent program that builds the foundation necessary to successfully make that transition, which will ultimately lead to a career in a quantitatively intense field or to further study in applied mathematics. (
  • As the study of applied mathematics involves the incorporation of various techniques, applied mathematics students are also expected to become familiar with some computer programming and some statistical techniques. (
  • Applied mathematics students will be required to do either a research project or an internship focused on an area tied to an allied discipline so that the tools and methods are used in a natural context. (
  • The poster refers interested students---and their professors, friends, and relatives---to the Web site , which offers a variety of short articles and links on this year's theme, The Mathematics of Networks. (
  • Some students begin to study mathematics as a tool required for other work. (
  • Both types of students are well-served by our department's approach to the study of mathematics: here, you will discover that even the most theoretical parts of mathematics have concrete applications, and applied mathematics inspires theoretical research. (
  • Students of mathematics solve problems. (
  • A minor in Mathematics trains students in the mental habit of logical thinking and the tactics of problem solving. (
  • Applied mathematics students learn how to use mathematics to answer questions that are integral to the advancement of knowledge in any of these scientific fields. (
  • I was one of the first Applied Mathematics students that had to learn how to work with the Twents Onderwijsmodel, or Twente Educational Model. (
  • Students with backgrounds in advanced mathematics will find our program quite flexible. (
  • The mathematics department offers courses to fit the needs of a wide variety of students: the student majoring in mathematics, the student majoring in another field who needs or chooses supporting courses in mathematics and the general liberal arts student. (
  • Since a knowledge of mathematics can be useful in disciplines as diverse as biology, philosophy and economics, the mathematics department offers a number of options to students. (
  • In addition to the formal courses described below, there are many other opportunities available for students interested in mathematics. (
  • An active student math club and a local chapter of Pi Mu Epsilon (a national honor society for students of mathematics) cooperate with the mathematics department to offer a rich program of seminars, films, visiting speakers, career information and social activities. (
  • Each semester the mathematics department employs students paid on an hourly basis as calculus teaching assistants, course assistants, and tutors. (
  • Therefore, all students will be required to take and pass one course which satisfies the common curriculum requirement in mathematics. (
  • Students enrolled in common curriculum courses are actively involved in doing mathematics. (
  • The mathematics major and minor prepare students for exciting and rewarding work in industry, careers in teaching, and for advanced post-baccalaureate study. (
  • Our mathematics education courses prepare students to be outstanding teacher leaders with a deep knowledge of mathematics and the best practices in teaching. (
  • The Mathematics Department makes every effort to offer its courses at times that are convenient for students. (
  • During new-student orientation the Department conducts an information session on placement for all new students planning to study mathematics. (
  • Students interested in applied mathematics in the physical and engineering sciences should consider Mathematics 218, 219, 308, 314, 315, 341, and the courses in computer science. (
  • Students interested in a career in computer science should consider not only computer-science courses, but also Mathematics 205, 218, 239, 314, and 315. (
  • I love that I can make a difference in people's lives, helping students believe in themselves, and start liking mathematics. (
  • The lack of heavy requirements is intended to provide students with an opportunity to explore their interests in and out of mathematics. (
  • Intended to be accessible to students who are not specializing in mathematics. (
  • Particularly recommended for students considering a career in teaching secondary or middle school mathematics. (
  • The College of Sciences and Mathematics allows credit for courses completed with grades of C or better provided the courses contain equivalent content to Auburn courses or can be logically substituted for Auburn courses. (
  • Math Alliance " -- a three-year-collaboration between regular and special education teachers in grades 4 to 9 to build their mathematics content knowledge. (
  • New disciplines such as data science are seeing huge growth in employment opportunities, while jobs in actuarial science, statistics, and applied mathematics continue to be abundant and are consistently ranked in the top five in career surveys. (
  • The BGSU Department of Mathematics and Statistics offers undergraduate degrees in data science , actuarial science , mathematics , applied mathematics , and statistics , and minors in mathematics and statistics. (
  • The main pathways available are: applicable mathematics, applied statistics, actuarial science (where courses followed are identical to those in the BSc Actuarial Science), economics, finance and accounting. (
  • Mathematics enables us to reason logically, to understand structure and to formulate scientific principles, whether from the physical, life or social sciences. (
  • The Arboretum, Leach Science Center, and Plant Molecular Genetics Laboratory are also included in the College of Sciences and Mathematics. (
  • Transfers from on-campus may declare a major in the College of Sciences and Mathematics if they: (1) have a cumulative Auburn GPA of at least 2.0 (on all work attempted) and (2) have completed at least 10 hours of Auburn University course work in the desired major with at least a 2.0 GPA in all such courses. (
  • After this, if the student is still not qualified to declare a major, he or she will be disenrolled from the College of Sciences and Mathematics. (
  • Master of Science and Doctor of Philosophy degrees are offered in the College of Sciences and Mathematics. (
  • This program provides for enrollment in a curriculum of the College of Sciences and Mathematics for approximately three academic years and in the College of Engineering for approximately two academic years. (
  • The student must complete the basic requirements of the University Core Curriculum and the requirements for a major within a department in the College of Sciences and Mathematics. (
  • It is conducted cooperatively by academic departments of the College of Engineering and the College of Sciences and Mathematics through a faculty Materials Engineering Curriculum Committee. (
  • Do you have a creative suggestion for how to address issues with career-life balance in mathematics and physical sciences in the United States? (
  • In an open letter published yesterday, NSF's Edward Seidel called for the mathematics and physical sciences community to contribute to NSF's recently launched Career-Life Balance Initiative. (
  • Others seek advanced degrees in mathematics or other sciences and pursue cutting-edge research. (
  • The study of the foundations of mathematics comprises investigations, though probably not all possible investigations, that consist of general reflection on mathematics. (
  • In this entry considerable emphasis will be placed on philosophical questions about mathematics, which undoubtedly belong to foundations. (
  • Prerequisite: Mathematics 1, or permission of the Department. (
  • The Department of Mathematics grants the M.A., M.S., and Ph.D. degrees. (
  • Find out who's who and what drives us in the mathematics department at UCL. (
  • The Department of Mathematics undergraduate program offers a major and a minor in Mathematics. (
  • This should be done in careful consultation with a member of the mathematics department and a member of the student's major department. (
  • Recommendation by the faculty of the Mathematics Department. (
  • Based on a student's academic background and skills, the Department recommends an appropriate starting course: Mathematics 103, 105, 106, 205, 206, or a more advanced course. (
  • Together with specialist mathematics options, you will have the opportunity to take modules from outside the department, such as economics, philosophy, a foreign language, classics or history of art. (
  • The Mathematics Department at the University of York (UK) will host the 2017 LMS Northern Regional Meeting. (
  • Computational mathematics may refer to two different aspect of the relation between computing and mathematics. (
  • Computational mathematics may also refer to the use of computers for mathematics itself. (
  • 10. Franco Brezzi and Michel Fortin , Mixed and hybrid finite element methods , Springer Series in Computational Mathematics, vol. 15, Springer-Verlag, New York, 1991. (
  • 15. Vivette Girault and Pierre-Arnaud Raviart , Finite element methods for Navier-Stokes equations , Springer Series in Computational Mathematics, vol. 5, Springer-Verlag, Berlin, 1986. (
  • The growth of modern mathematics, with its abstract character and its dependence on set theory, has caused the problem of evidence to be focused on the more particular problem of platonism. (
  • It was no luxury, as I really needed to get to grips with this new, more abstract way of doing mathematics. (
  • Prerequisite: Mathematics 3. (
  • Note: This is a second-term calculus course, but it does not cover the same material as Mathematics 8, and does not serve as a prerequisite for Mathematics 13. (
  • In addition, these two courses are prerequisite for many advanced courses in Mathematics and Computer Science. (
  • Mathematics 10 covers the fundamental concepts of statistics. (
  • At the start of the course, you'll gain a broad education in pure and applied mathematics, including programming and statistics. (
  • All of our mathematics and statistics degrees follow a common core set of modules for the first two years, this means transfer between degree specialisms is possible. (
  • You will be able to choose which aspects of the application of mathematics and statistics suit your interests and career aspirations best, by specialising in a particular pathway. (
  • On this degree, you will select modules evenly across both mathematics and statistics. (
  • Mathematics on the highest level in both research and teaching: This is what the excellent mathematicians from the institute of mathematics at the Free University of Berlin guarantee. (
  • and secondly, by encouraging other scientific disciplines to engage in a dialog with mathematicians outlining their problems to both access new methods as well as to suggest innovative developments within mathematics itself. (
  • We are bringing together key Indian mathematicians, educators and employers to deliberate on the purpose of school mathematics, the design of the intended curricula and searching for Delight in Mathematics. (
  • A later landmark in Indian mathematics was the development of the series expansions for trigonometric functions (sine, cosine, and arc tangent) by mathematicians of the Kerala school in the 15th century CE. (
  • His main result guaranteed the existence of a wide class of complex functions satisfying only modest general requirements and so made it clear that complex functions could be expected to occur widely in mathematics. (
  • While the main purpose is to learn the necessary mathematics, the course is taught from a computer science viewpoint throughout. (
  • The main objective of the work is to - identify and analyze obstacles in learning and teaching of mathematics, - produce documents for classrooms, which take account of these obstacles and which aim at highlighting the meaning of the concepts and the theories that are taught. (
  • Any mathematics or computer-science Short Term unit numbered 30 or above may be used as one of the electives in 3). (
  • Mathematics 218 and any of the computer-science courses or units not credited toward the core may be credited toward the three electives required for the concentration. (
  • Bioinformatics combines as an interdisciplinary branch of science the topics biology on one hand and Computer Science and mathematics on the other hand. (
  • Matheon is a motor for innovation - both, in industry and in various fields of science, as well as in mathematics itself. (
  • In general, the mathematics major requires the student to pass eight mathematics or computer science courses beyond prerequisites. (
  • The Master of Science degree, through an emphasis on the applications of mathematics and the acquisition of computational skills, focuses on careers in business, industry, and government. (
  • The purpose of this series is to meet the current and future needs for the interaction between various science and technology areas on the one hand and mathematics on the other. (
  • The series will consist of monographs and high-level texts from researchers working on the interplay between mathematics and other fields of science and technology. (
  • A discussion of the role of science and mathematics in the world today and the challenges they will face in the future. (
  • Mathematics is the science that deals with the logic of shape, quantity and arrangement. (
  • The Computer Science and Mathematics Division (CSMD) is ORNL's premier source of basic and applied research in high-performance computing, applied mathematics, and intelligent systems. (
  • Mathematics at A-level or equivalent is required, and Further Mathematics is highly desirable. (
  • A*A*A with A*A* in Mathematics and Further Mathematics, or A*AA with A*A in Mathematics and Further Mathematics, any order, and a 2 in any STEP Paper or a Distinction in the Mathematics AEA. (
  • A*A* in Mathematics and Further Mathematics. (
  • To include Mathematics and Further Mathematics. (
  • One mathematician who found the presence of Dirichlet a stimulus to research was Bernhard Riemann , and his few short contributions to mathematics were among the most influential of the century. (
  • Alongside teaching, our academics carry out their own research in all branches of mathematics , which means you'll be learning about the latest developments. (
  • The Platonic School , founded by Plato, who encouraged research in mathematics in a setting much like a modern university. (
  • Semester Workshop: Computation in Dynamics - Institute for Computational and Experimental Research in Mathematics (ICERM), Providence, Rhode Island. (
  • Research School on the Mathematics of String Theory - CIRM, Marseille Luminy, France. (
  • It was the language, and the principal subject matter, of Greek mathematics, was the mainstay of elementary education in the subject, and has an obvious visual appeal. (
  • We are developing a flexible and interconnected digital Framework to help reimagine mathematics education 3-19. (
  • Together with the College of Education, we run the largest secondary mathematics education program in Ohio. (
  • Mathematics disorder is a condition in which a child's math ability is far below normal for their age, intelligence, and education. (
  • Christiane Hauchart coordinates the activities of the Groupe d'Enseignement Mathématique (Mathematics Education Group, GEM ), which is a team teachers of mathematics at all levels (basic, secondary and higher education). (
  • A major in elementary education may choose a minor in mathematics or the concentration designed especially for elementary teachers. (
  • Mathematics today is a dynamic and ever-changing subject, and an important part of a liberal-arts education. (
  • As I will discuss further in a future post, I share Zeilberger's distaste for excessive rigor in mathematics education. (
  • We are proud to be one of the few mathematics departments to hold an Athena Swan Silver Award. (
  • The three courses Mathematics 3, 8, and 13 provide a coherent three-term sequence in calculus. (
  • A student wishing to devote only two to three terms to the study of mathematics is encouraged to choose among courses 3, 5, and 10 (as well as 1 and 2 if his or her background indicates this is desirable). (
  • At least six of the required eight courses must be mathematics, and at least four of these courses must be taken at Dartmouth. (
  • While different courses cover different topics, all courses meeting the requirement stress mathematics as a conceptual discipline, and address its contemporary role. (
  • Courses in the mathematics option of the major are generally offered in the morning. (
  • What do you think to have a "Moodle for Mathematics", in the list of courses, similar to Using Moodle, Moodle for Language Teaching , Moodle for Business Uses, etc? (
  • The correspondingly increased dialog between the disciplines has led to the establishment of the series: Interdisciplinary Applied Mathematics. (
  • Cambridge Ma thematics is an organisation rethinking support for curriculum design in mathematics. (
  • Mathematics is a key factor in making these developments successful in the future. (
  • Other notable developments of Indian mathematics include the modern definition and approximation of sine and cosine, and an early form of infinite series. (
  • and one additional mathematics elective course numbered 3000 or above. (
  • The Hindu-Arabic numeral system and the rules for the use of its operations, in use throughout the world today, evolved over the course of the first millennium AD in India and were transmitted to the Western world via Islamic mathematics. (
  • We are hosting Cambridge India Mathematics Symposium to discuss, debate and collaborate on issues and innovations in maths curricula. (
  • Catch all the buzz around Cambridge Mathematics in India and #DelightInMaths on our Facebook and Twitter channels. (
  • Several civilizations - in China, India, Egypt, Central America and Mesopotamia - contributed to mathematics as we know it today. (
  • The underlying theme of the course is an examination of the notion of representing reality and the fundamental role in this process played by mathematics throughout the history of Western civilization, right up to the present day. (
  • One of the strongest MSP projects is the Milwaukee Mathematics Partnership, which involves the University of Wisconsin-Milwaukee, the Milwaukee Public Schools, and the Milwaukee Area Technical College. (
  • Cambridge University Press as part of Cambridge Mathematics, we think mathematics learning 3-19 can be more connected and coherent and we are providing a structure to make this happen. (
  • The PGCE Secondary Mathematics programme is all about helping you discover the kind of teacher you want to be and your style of teaching. (