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Need to brush up on your Math Skills? These free resources will help you review and understand Basic Mathematics |
| Founded in 2008, this non-profit organization provides free education about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. | |
| Pre-Algebra Cool Math | Fun, colorful way to learn math! Their goal is "to make math enjoyable for people who thought it couldn't be fun." |
| Mathplanet | Study Math for FREE at Mathplanet! |
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Need to brush up on your Math Skills? These free resources will help you review and understand Basic Mathematics |
| Khan Academy Algebra Basics | Founded in 2008, this non-profit organization provides free education about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. |
| Cool Math Algebra | Fun, colorful way to learn math! Their goal is "to make math enjoyable for people who thought it couldn't be fun." |
| Mathplant Algebra 1 | Study Math for FREE at Mathplanet! |
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Need to brush up on your Math Skills? These free resources will help you review and understand Basic Mathematics |
Khan Academy Geometry |
Founded in 2008, this non-profit organization provides free education about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. |
| Cool Math Geometry & Trig Reference | Fun, colorful way to learn math! Their goal is "to make math enjoyable for people who thought it couldn't be fun." |
| Mathplanet Geometry | Study Math for FREE at Mathplanet! |
Einstein's Pathway to the Special Theory of Relativity by
This book pieces together the jigsaw puzzle of Einstein's journey to discovering the special theory of relativity. Between 1902 and 1905, Einstein sat in the Patent Office and may have made calculations on old pieces of paper that were once patent drafts. One can imagine Einstein trying to hide from his boss, writing notes on small sheets of paper, and, according to reports, seeing to it that the small sheets of paper on which he was writing would vanish into his desk-drawer as soon as he heard footsteps approaching his door. He probably discarded many pieces of papers and calculations and flung them in the waste paper basket in the Patent Office. The end result was that Einstein published nothing regarding the special theory of relativity prior to 1905. For many years before 1905, he had been intensely concerned with the topic; in fact, he was busily working on the problem for seven or eight years prior to 1905. Unfortunately, there are no surviving notebooks and manuscripts, no notes and papers or other primary sources from this critical period to provide any information about the crucial steps that led Einstein to his great discovery. In May 1905, Henri Poincare sent three letters to Hendrik Lorentz at the same time that Einstein wrote his famous May 1905 letter to Conrad Habicht, promising him four works, of which the fourth one, Relativity, was a rough draft at that point. In the May 1905 letters to Lorentz, Poincare presented the basic equations of his 1905 Dynamics of the Electron, meaning that, at this point, Poincare and Einstein both had drafts of papers relating to the principle of relativity. The book discusses Einstein's and Poincare's creativity and the process by which their ideas developed. The book also explores the misunderstandings and paradoxes apparent in the theory of relativity, and unravels the subtleties and creativity of Einstein.
Facilitator's Guidebook for Use of Mathematics Situations in Professional Learning by
The depth and breadth of a mathematics teacher's understanding of mathematics matter most as the teacher engages in the daily work of teaching. One of the major challenges to teachers is to be ready to draw on the relevant mathematical ideas from different areas of the school curriculum and from their post-secondary mathematics experiences that can be helpful in explaining ideas to students, making instructional decisions, creating examples, and engaging in other aspects of their daily work. Being mathematically ready and confident requires teachers to engage in ongoing professional learning that helps them to connect mathematics to events like those they live on a daily basis. The purpose of this volume is to provide teachers, teacher educators, and other facilitators of professional learning opportunities with examples of authentic events and tools for discussing those events in professional learning settings. The work shared in Facilitator's Guidebook for Use of Mathematics Situations in Professional Learning resulted from a collaborative effort of school mathematics supervisors and university mathematics educators. The collaborators joined their varied experiences as teachers, coaches, supervisors, teacher educators, and researchers to suggest ways to scaffold activities, encourage discussion, and instigate reflection with teacher-participants of differing mathematics backgrounds and with varying teaching assignments. Each guide has ideas for engaging and furthering mathematical thought across a range of facilitator and participant mathematics backgrounds and draw on the collaborators' uses of the Situations with in-service and prospective teachers. The events and mathematical ideas connected to each event come from Situations in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations. A Situation is a description of a classroom-related event and the mathematics related to it. For each of six Situations, school and university collaborators developed a facilitator's guide that presents ideas and options for engaging teachers with the event and the mathematical ideas. The volume also contains suggestions for how teachers and others might develop new Situations based on events from their own classrooms as a form of professional learning. Both teacher educators and school-based facilitators can use this volume to structure sessions and inspire ideas for professional learning activities that are rooted in the daily work of mathematics teachers and students.
Mathematics in Industry by
In this book, a wide range of problems concerning recent achievements in the field of industrial and applied mathematics are presented. It provides new ideas and research for scientists developing and studying mathematical methods and algorithms, and researchers applying them for solving real-life problems. The importance of the computing infrastructure is unquestionable for the development of modern science. The main focus of the book is the application of mathematics to industry and science. It promotes basic research in mathematics leading to new methods and techniques useful to industry and science. The volume also considers strategy-making integration between scientists of applied mathematics and those working in applied informatics, which has potential for long-lasting integration and co-operation. The integration role is regarded here as a tool for consolidation and reinforcement of the research, education and training, and for the transfer of scientific and management knowledge. This volume operates as a medium for the exchange of information and ideas between mathematicians and other technical and scientific personnel. The book will be essential for the promotion of interdisciplinary collaboration between applied mathematics and science, engineering and technology. The main topics examined in this volume are: numerical methods and algorithms; control systems and applications; partial differential equations and real-life applications; the high performance of scientific computing; linear algebra applications; neurosciences; algorithms in industrial mathematics; equations of mathematical physics; and industrial applications of mechanics.
| There are many benefits when you join professional Associations and Organizations, including getting information about the latest research and issues in your field, attending conferences and meetings, job postings and career advice, mentorships, etc. And they usually have a discount rate for students! For more information, consult with a faculty member or Program Director. |
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