Math Curriculum Comparison Chart
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Mathematics Is a Gentleman's Art: Analysis and Synthesis in American College Geometry Teaching, 1790-1840 Amy K
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2000 Mathematics is a gentleman's art: Analysis and synthesis in American college geometry teaching, 1790-1840 Amy K. Ackerberg-Hastings Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Higher Education and Teaching Commons, History of Science, Technology, and Medicine Commons, and the Science and Mathematics Education Commons Recommended Citation Ackerberg-Hastings, Amy K., "Mathematics is a gentleman's art: Analysis and synthesis in American college geometry teaching, 1790-1840 " (2000). Retrospective Theses and Dissertations. 12669. https://lib.dr.iastate.edu/rtd/12669 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margwis, and improper alignment can adversely affect reproduction. in the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. -
Hyper-Dual Numbers for Exact Second-Derivative Calculations
49th AIAA Aerospace Sciences Meeting including the New Horizons Forum and Aerospace Exposition AIAA 2011-886 4 - 7 January 2011, Orlando, Florida The Development of Hyper-Dual Numbers for Exact Second-Derivative Calculations Jeffrey A. Fike∗ andJuanJ.Alonso† Department of Aeronautics and Astronautics Stanford University, Stanford, CA 94305 The complex-step approximation for the calculation of derivative information has two significant advantages: the formulation does not suffer from subtractive cancellation er- rors and it can provide exact derivatives without the need to search for an optimal step size. However, when used for the calculation of second derivatives that may be required for approximation and optimization methods, these advantages vanish. In this work, we develop a novel calculation method that can be used to obtain first (gradient) and sec- ond (Hessian) derivatives and that retains all the advantages of the complex-step method (accuracy and step-size independence). In order to accomplish this task, a new number system which we have named hyper-dual numbers and the corresponding arithmetic have been developed. The properties of this number system are derived and explored, and the formulation for derivative calculations is presented. Hyper-dual number arithmetic can be applied to arbitrarily complex software and allows the derivative calculations to be free from both truncation and subtractive cancellation errors. A numerical implementation on an unstructured, parallel, unsteady Reynolds-Averaged Navier Stokes (URANS) solver, -
BERMAN-THESIS-2020.Pdf (4.226Mb)
The Attributes and Formation Mechanisms of Kallistos Vallis, Venus by Derek A. Berman, B.S. A Thesis In Geosciences Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE Approved David W. Leverington, Ph.D. Chair of Committee Haraldur R. Karlsson, Ph.D. Harold Gurrola, Ph.D. Dr. Mark Sheridan Dean of the Graduate School December, 2020 Copyright 2020, Derek A. Berman Texas Tech University, Derek A. Berman, December 2020 ACKNOWLEDGMENTS I would like give my heartfelt gratitude and thanks to all my committee members. I would like to thank Dr. David Leverington for working with me these past years to accomplish this research and further my knowledge of planetary geology, geomorphology, and remote sensing. I hope this will be just the start to future collaborations, and that in 20 years we can still consider each other friends and colleagues in science. Thank you to Dr. Hal Karlsson for all your thoughtful comments and feedback on my thesis and a thank you to Dr. Harold Gurrola for serving on my thesis committee. I would also like to thank Lucia Barbato, Cameron Griffith, and Dr. Callum Hetherington for all the thoughtful advice, mentoring, and academic training. The three of you definitely helped to enrich my academic experience at TTU. The past several years have represented a huge personal growth period, full of challenges and triumphs. I want to thank all my friends and family members who lent me their undying support and motivation. I especially want to thank my sister Nicole, who was with me through the toughest of times, and my friends Giovanni, Luka, and Matteo, as well as all the members of the “Italian Club”, for your camaraderie and kind words of encouragement. -
"Computers" Abacus—The First Calculator
Component 4: Introduction to Information and Computer Science Unit 1: Basic Computing Concepts, Including History Lecture 4 BMI540/640 Week 1 This material was developed by Oregon Health & Science University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number IU24OC000015. The First "Computers" • The word "computer" was first recorded in 1613 • Referred to a person who performed calculations • Evidence of counting is traced to at least 35,000 BC Ishango Bone Tally Stick: Science Museum of Brussels Component 4/Unit 1-4 Health IT Workforce Curriculum 2 Version 2.0/Spring 2011 Abacus—The First Calculator • Invented by Babylonians in 2400 BC — many subsequent versions • Used for counting before there were written numbers • Still used today The Chinese Lee Abacus http://www.ee.ryerson.ca/~elf/abacus/ Component 4/Unit 1-4 Health IT Workforce Curriculum 3 Version 2.0/Spring 2011 1 Slide Rules John Napier William Oughtred • By the Middle Ages, number systems were developed • John Napier discovered/developed logarithms at the turn of the 17 th century • William Oughtred used logarithms to invent the slide rude in 1621 in England • Used for multiplication, division, logarithms, roots, trigonometric functions • Used until early 70s when electronic calculators became available Component 4/Unit 1-4 Health IT Workforce Curriculum 4 Version 2.0/Spring 2011 Mechanical Computers • Use mechanical parts to automate calculations • Limited operations • First one was the ancient Antikythera computer from 150 BC Used gears to calculate position of sun and moon Fragment of Antikythera mechanism Component 4/Unit 1-4 Health IT Workforce Curriculum 5 Version 2.0/Spring 2011 Leonardo da Vinci 1452-1519, Italy Leonardo da Vinci • Two notebooks discovered in 1967 showed drawings for a mechanical calculator • A replica was built soon after Leonardo da Vinci's notes and the replica The Controversial Replica of Leonardo da Vinci's Adding Machine . -
Number Theory
“mcs-ftl” — 2010/9/8 — 0:40 — page 81 — #87 4 Number Theory Number theory is the study of the integers. Why anyone would want to study the integers is not immediately obvious. First of all, what’s to know? There’s 0, there’s 1, 2, 3, and so on, and, oh yeah, -1, -2, . Which one don’t you understand? Sec- ond, what practical value is there in it? The mathematician G. H. Hardy expressed pleasure in its impracticality when he wrote: [Number theorists] may be justified in rejoicing that there is one sci- ence, at any rate, and that their own, whose very remoteness from or- dinary human activities should keep it gentle and clean. Hardy was specially concerned that number theory not be used in warfare; he was a pacifist. You may applaud his sentiments, but he got it wrong: Number Theory underlies modern cryptography, which is what makes secure online communication possible. Secure communication is of course crucial in war—which may leave poor Hardy spinning in his grave. It’s also central to online commerce. Every time you buy a book from Amazon, check your grades on WebSIS, or use a PayPal account, you are relying on number theoretic algorithms. Number theory also provides an excellent environment for us to practice and apply the proof techniques that we developed in Chapters 2 and 3. Since we’ll be focusing on properties of the integers, we’ll adopt the default convention in this chapter that variables range over the set of integers, Z. 4.1 Divisibility The nature of number theory emerges as soon as we consider the divides relation a divides b iff ak b for some k: D The notation, a b, is an abbreviation for “a divides b.” If a b, then we also j j say that b is a multiple of a. -
Suanpan” in Chinese)
Math Exercise on the Abacus (“Suanpan” in Chinese) • Teachers’ Introduction • Student Materials Introduction Cards 1-7 Practicing Basics Cards 8-11 Exercises Cards 12, 14, 16 Answer keys Cards 13, 15, 17 Learning: Card 18 “Up,” “Down,” “Rid,” “Advance” Exercises: Addition (the numbers 1-9) Cards 18-28 Advanced Addition Cards 29-30 Exercises: Subtraction Cards 31-39 (the numbers 1-9) Acknowledgment: This unit is adapted from A Children’s Palace, by Michele Shoresman and Roberta Gumport, with illustrations by Elizabeth Chang (University of Illinois Urbana-Champagne, Center for Asian Studies, Outreach Office, 3rd ed., 1986. Print edition, now out of print.) 1 Teachers’ Introduction: Level: This unit is designed for students who understand p1ace value and know the basic addition and subtraction facts. Goals: 1. The students will learn to manipulate one form of ca1cu1ator used in many Asian countries. 2. The concept of p1ace value will be reinforced. 3. The students will learn another method of adding and subtracting. Instructions • The following student sheets may be copied so that your students have individual sets. • Individual suanpan for your students can be ordered from China Sprout: http://www.chinasprout.com/shop/ Product # A948 or ATG022 Evaluation The students will be able to manipulate a suanpan to set numbers, and to do simple addition and subtraction problems. Vocabulary suanpan set beam rod c1ear ones rod tens rod hundreds rod 2 Card 1 Suanpan – Abacus The abacus is an ancient calculator still used in China and other Asian countries. In Chinese it is called a “Suanpan.” It is a frame divided into an upper and lower section by a bar called the “beam.” The abacus can be used for addition, subtraction, multiplication, and division. -
A Nestable Vectorized Templated Dual Number Library for C++11
cppduals: a nestable vectorized templated dual number library for C++11 Michael Tesch1 1 Department of Chemistry, Technische Universität München, 85747 Garching, Germany DOI: 10.21105/joss.01487 Software • Review Summary • Repository • Archive Mathematical algorithms in the field of optimization often require the simultaneous com- Submitted: 13 May 2019 putation of a function and its derivative. The derivative of many functions can be found Published: 05 November 2019 automatically, a process referred to as automatic differentiation. Dual numbers, close rela- License tives of the complex numbers, are of particular use in automatic differentiation. This library Authors of papers retain provides an extremely fast implementation of dual numbers for C++, duals::dual<>, which, copyright and release the work when replacing scalar types, can be used to automatically calculate a derivative. under a Creative Commons A real function’s value can be made to carry the derivative of the function with respect to Attribution 4.0 International License (CC-BY). a real argument by replacing the real argument with a dual number having a unit dual part. This property is recursive: replacing the real part of a dual number with more dual numbers results in the dual part’s dual part holding the function’s second derivative. The dual<> type in this library allows this nesting (although we note here that it may not be the fastest solution for calculating higher order derivatives.) There are a large number of automatic differentiation libraries and classes for C++: adolc (Walther, 2012), FAD (Aubert & Di Césaré, 2002), autodiff (Leal, 2019), ceres (Agarwal, Mierle, & others, n.d.), AuDi (Izzo, Biscani, Sánchez, Müller, & Heddes, 2019), to name a few, with another 30-some listed at (autodiff.org Bücker & Hovland, 2019). -
An EM Construal of the Abacus
An EM Construal of the Abacus 1019358 Abstract The abacus is a simple yet powerful tool for calculations, only simple rules are used and yet the same outcome can be derived through various processes depending on the human operator. This paper explores how a construal of the abacus can be used as an educational tool but also how ‘human computing’ is illustrated. The user can gain understanding regarding how to operate the abacus for addition through a constructivist approach but can also use the more informative material elaborated in the EMPE context. 1 Introduction encapsulates all of these components together. The abacus can, not only be used for addition and 1.1 The Abacus subtraction, but also for multiplication, division, and even for calculating the square and cube roots of The abacus is a tool engineered to assist with numbers [3]. calculations, to improve the accuracy and the speed The Japanese also have a variation of the to complete such calculations at the same time to abacus known as the Soroban where the only minimise the mental calculations involved. In a way, difference from the Suanpan is each column an abacus can be thought of as one’s pen and paper contains one less Heaven and Earth bead [4]. used to note down the relevant numerals for a calculation or the modern day electronic calculator we are familiar with. However, the latter analogy may be less accurate as an electronic calculator would compute an answer when a series of buttons are pressed and requires less human input to perform the calculation compared to an abacus. -
FROM HARMONIC ANALYSIS to ARITHMETIC COMBINATORICS: a BRIEF SURVEY the Purpose of This Note Is to Showcase a Certain Line Of
FROM HARMONIC ANALYSIS TO ARITHMETIC COMBINATORICS: A BRIEF SURVEY IZABELLA ÃLABA The purpose of this note is to showcase a certain line of research that connects harmonic analysis, speci¯cally restriction theory, to other areas of mathematics such as PDE, geometric measure theory, combinatorics, and number theory. There are many excellent in-depth presentations of the vari- ous areas of research that we will discuss; see e.g., the references below. The emphasis here will be on highlighting the connections between these areas. Our starting point will be restriction theory in harmonic analysis on Eu- clidean spaces. The main theme of restriction theory, in this context, is the connection between the decay at in¯nity of the Fourier transforms of singu- lar measures and the geometric properties of their support, including (but not necessarily limited to) curvature and dimensionality. For example, the Fourier transform of a measure supported on a hypersurface in Rd need not, in general, belong to any Lp with p < 1, but there are positive results if the hypersurface in question is curved. A classic example is the restriction theory for the sphere, where a conjecture due to E. M. Stein asserts that the Fourier transform maps L1(Sd¡1) to Lq(Rd) for all q > 2d=(d¡1). This has been proved in dimension 2 (Fe®erman-Stein, 1970), but remains open oth- erwise, despite the impressive and often groundbreaking work of Bourgain, Wol®, Tao, Christ, and others. We recommend [8] for a thorough survey of restriction theory for the sphere and other curved hypersurfaces. Restriction-type estimates have been immensely useful in PDE theory; in fact, much of the interest in the subject stems from PDE applications. -
The Human Aura
The Human Aura Manual compiled by Dr Gaynor du Perez Copyright © 2016 by Gaynor du Perez All Rights Reserved No part of this book may be reproduced or distributed in any form or by any means without the written permission of the author. INTRODUCTION Look beneath the surface of the world – the world that includes your clothes, skin, material possessions and everything you can see - and you will discover a universe of swirling and subtle energies. These are the energies that underlie physical reality – they form you and everything you see. Many scientific studies have been done on subtle energies, as well as the human subtle energy system, in an attempt to verify and understand how everything fits together. What is interesting to note is that even though the subtle energy systems on the earth have been verified scientifically as existing and even given names, scientists are only able to explain how some of them work. Even though we do not fully comprehend the enormity and absolute amazingness of these energies, they form an integral part of life as we know it. These various energy systems still exist regardless of whether you “believe in them” or not (unlike Santa Claus). You can liken them to micro-organisms that were unable to be seen before the invention of the microscope – they couldn’t be seen, but they killed people anyway. We, and everything in the universe, is made of energy, which can be defined most simply as “information that vibrates”. What’s more interesting is that everything vibrates at its own unique frequency / speed, for example, a brain cell vibrates differently than a hair cell, and similar organisms vibrate in similar ways, but retain a slightly different frequency than the other. -
Ceramics Monthly Oct02 Cei10
Ceramics Monthly October 2002 1 editor Ruth C. Butler associate editor Kim Nagorski assistant editor Renee Fairchild assistant editor Sherman Hall proofreader Connie Belcher design Paula John production manager John Wilson production specialist David Houghton advertising manager Steve Hecker advertising assistant Debbie Plummer circulation manager Cleo Eddie circulation administrator Mary E. May publisher Mark Mecklenborg editorial, advertising and circulation offices 735 Ceramic Place Westerville, Ohio 43081 USA telephone editorial: (614) 895-4213 advertising: (614) 794-5809 classifieds: (614) 895-4220 circulation: (614) 794-5890 fax (614) 891-8960 e-mail [email protected] [email protected] [email protected] [email protected] website www.ceramicsmonthly.org Ceramics Monthly (ISSN 0009-0328) is published monthly, except July and August, by The American Ceramic Society, 735 Ceramic Place, Westerville, Ohio 43081; www.ceramics.org. Periodicals postage paid at Westerville, Ohio, and additional mailing offices. Opinions expressed are those of the contributors and do not necessarily represent those of the editors or The American Ceramic Society. subscription rates: One year $30, two years $57, three years $81. Add $ 18 per year for subscriptions outside North America; for faster delivery, add $12 per year for airmail ($30 total). In Canada, add GST (registration num ber R123994618). change of address: Please give us four weeks advance notice. Send the magazine address label as well as your new address to: Ceramics Monthly, Circulation Department, PO Box 6136, Westerville, OH 43086-6136. contributors: Writing and photographic guidelines are available on request. Send manuscripts and visual support (slides, transparencies, photographs, drawings, etc.) to Ceramics Monthly, 735 Ceramic PI., Westerville, OH 43081. -
THE MEANING of “EQUALS” Charles Darr Take a Look at the Following Mathematics Problem
PROFESSIONAL DEVELOPMENT THE MEANING OF “EQUALS” Charles Darr Take a look at the following mathematics problem. has been explored by mathematics education researchers internationally (Falkner, Levi and Carpenter, 1999; Kieran, 1981, 1992; MacGregor Write the number in the square below that you think and Stacey, 1997; Saenz-Ludlow and Walgamuth, 1998; Stacey and best completes the equation. MacGregor, 1999; Wright, 1999). However, the fact that so many students appear to have this 4 + 5 = + 3 misconception highlights some important considerations that we, as mathematics educators, can learn from and begin to address. How difficult do you consider this equation to be? At what age do you In what follows I look at two of these considerations. I then go on to think a student should be able to complete it correctly? discuss some strategies we can employ in the classroom to help our I recently presented this problem to over 300 Year 7 and 8 students at students gain a richer sense of what the equals sign represents. a large intermediate school. More than half answered it incorrectly.1 Moreover, the vast majority of the students who wrote something other The meaning of “equals” than 6 were inclined to write the missing number as “9”. Firstly, it is worth considering what the equals sign means in a This result is not just an intermediate school phenomenon, however. mathematical sense, and why so many children seem to struggle to Smaller numbers of students in other Years were also tested. In Years 4, develop this understanding. 5 and 6, even larger percentages wrote incorrect responses, while at Years From a mathematical point of view, the equals sign is not a command 9 and 10, more than 20 percent of the students were still not writing a to do something.