LabSpace - The Open University Applying mathematics (Times Article) One of the questions every mathematics teacher is regularly asked is “When are we ever going to use these things?” This is probably the hardest question to answer in a satisfactory manner! We talk about the applications of mathematics in physics, engineering and computer science. It is today becoming more important for students to attain a higher level of numerical literacy - Christina Zarb Since I deal with many IT students, my favourite answer is “Google! Of course we can, many should be thinking. Mathematics is a compulsory subject throughout primary and secondary education – it is considered, and rightly so, a core subject throughout these highly important formation years, and a pass at Ordinary level is fundamental in order to continue one’s studies at post-secondary and tertiary level. After secondary school, students have to choose which combination of Advanced and Intermediate level subjects to pursue, keeping in mind the University degree they would like to read for.
Multiplicative inverse Number which when multiplied by x equals 1 The term reciprocal was in common use at least as far back as the third edition of Encyclopædia Britannica (1797) to describe two numbers whose product is 1; geometrical quantities in inverse proportion are described as reciprocall in a 1570 translation of Euclid's Elements.[1] In the phrase multiplicative inverse, the qualifier multiplicative is often omitted and then tacitly understood (in contrast to the additive inverse). Multiplicative inverses can be defined over many mathematical domains as well as numbers. The notation f −1 is sometimes also used for the inverse function of the function f, which is for most functions not equal to the multiplicative inverse. Examples and counterexamples[edit] In modular arithmetic, the modular multiplicative inverse of a is also defined: it is the number x such that ax ≡ 1 (mod n). These two notions of an inverse function do sometimes coincide, for example for the function where Complex numbers[edit] . and .
Khan Academy Site du Lycée Saint-Cricq - Section Européenne Mathématiques Anglais Depuis la rentrée 2001, le lycée Saint-Cricq propose dès la seconde une section européenne mathématiques- anglais. Cette section s’adresse aux élèves qui, au collège, ont suivi un enseignement en classe européenne et/ou ont acquis un niveau satisfaisant en anglais et en mathématiques. Dans tous les cas, la motivation des élèves, aussi bien en anglais qu’en mathématiques, est primordiale. Il est à noter qu’en fin de seconde, la quasi-totalité des élèves de cette section sont orientés en première S. De la seconde à la terminale, les élèves bénéficient d’une heure supplémentaire par semaine en mathématiques. Cette évaluation prend en compte : une épreuve orale, comptant pour 80 % de la note globale . une note, comptant pour 20% de la note globale, attribuée conjointement par les professeurs d’anglais et de mathématiques de la section. L’épreuve orale dure vingt minutes et est précédée d’un temps égal de préparation.
The Economics of Seinfeld Introduction to Higher Mathematics by Department of Mathematics Whitman College This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit or send a letter to Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA. If you distribute this work or a derivative, include the history of the document. This text was initially written by Patrick Keef and modified by David Guichard. This HTML version was produced using a script written by David Farmer and adapted by David Guichard. Please report problems to guichard@whitman.edu.
Completing the Square: Finding the Vertex {*style:<i><b>Completing the Square: The vertex form of a quadratic is given by = ( – ) 2 + , where ( , ) is the vertex. The " " in the vertex form is the same " " as in = 2 + + (that is, both 's have exactly the same value). The sign on " " tells you whether the quadratic opens up or opens down. Think of it this way : A positive " " draws a smiley, and a negative " " draws a frowny. In the vertex form of the quadratic, the fact that ( , ) is the vertex makes sense if you think about it for a minute, and it's because the quantity " – " is squared, so its value is always zero or greater; being squared, it can never be negative. Suppose that " " is positive, so ( – ) 2 is zero or positive and, whatever -value you choose, you're always taking and adding ( – ) 2 to it. If, on the other hand, you suppose that " " is negative, the exact same reasoning holds, except that you're always taking and the squared part from it, so the value can achieve is at . Cite this article as:
Concepts of Mathematics - Summer I 2012 Announcements Friday 5/25/12: The LaTeX tutorial will be Tuesday May 29 at 5-6:30ish pm in Wean 5207Sunday 5/20/12: Course calendar is settled (as far as I know!). Homework 1 is up as well, and notes for the first day. Course Summary Welcome to Concepts of Mathematics. The first part of the course will be on logic and proof techniques. The second part of the course will cover structures on sets. The third part of the course will be on discete math. This course, especially over the summer when the time to teach is cut in more than half, is very intense.