Description : Features: of the Cambridge 2 Unit Mathematics Year 11 Enhanced Version contain: • A large number of fully worked examples demonstrate mathematical processes and encourage independent learning. Exercises are carefully graded to suit the range of students undertaking each mathematics course. • Online self-marking objective response quizzes provide further opportunities to practice the multiple choice style questions included in HSC Maths exams. 2 Unit / 3 Unit Mathematics: • Foundation questions consolidate fluency and understanding, development questions encourage students to apply their understanding to a particular context. • Extension or Challenge questions inspire further thought and development for advanced students. • The wealth of questions in these three categories enables teachers to make a selection to be attempted by students of differing abilities and provides students with opportunities to practice questions of the standard they will encounter in their HSC exams.
Description : This 2003 book contains portrayals of sixty mathematicians, which collectively convey how mathematics developed into its modern form.
Description : A few years ago, in the Wren Library of Trinity College, Cambridge, I came across a remarkable but then little-known album of pencil and watercolour portraits. The artist of most (perhaps all) was Thomas Charles Wageman. Created during 1829–1852, these portraits are of pupils of the famous mat- matical tutor William Hopkins. Though I knew much about several of the subjects, the names of others were then unknown to me. I was prompted to discover more about them all, and gradually this interest evolved into the present book. The project has expanded naturally to describe the Cambridge educational milieu of the time, the work of William Hopkins, and the later achievements of his pupils and their contemporaries. As I have taught applied mathematics in a British university for forty years, during a time of rapid change, the struggles to implement and to resist reform in mid-nineteenth-century Cambridge struck a chord of recognition. So, too, did debates about academic standards of honours degrees. And my own experiences, as a graduate of a Scottish university who proceeded to C- bridge for postgraduate work, gave me a particular interest in those Scots and Irish students who did much the same more than a hundred years earlier. As a mathematician, I sometimes felt frustrated at having to suppress virtually all of the ? ne mathematics associated with this period: but to have included such technical material would have made this a very different book.
Description : For the first time, a book has brought together in one easily accessible form the best expressed thoughts that are especially illuminating and pertinent to the discipline of mathematics. Mathematically Speaking: A Dictionary of Quotations provides profound, wise, and witty quotes from the most famous to the unknown. You may not find all the quoted "jewels" that exist, but you will definitely a great many of them here. The extensive author and subject indexes provide you with the perfect tools for locating quotations for practical use or pleasure, and you will soon enjoy discovering what others have said on topics ranging from addition to zero. This book will be a handy reference for the mathematician or scientific reader and the wider public interested in who has said what on mathematics.
Description : The original title for this work was “Mathematical Literacy, What Is It and Why You Need it”. The current title reflects that there can be no real learning in any subject, unless questions of who, what, when, where, why and how are raised in the minds of the learners. The book is not a mathematical text, and there are no assigned exercises or exams. It is written for reasonably intelligent and curious individuals, both those who value mathematics, aware of its many important applications and others who have been inappropriately exposed to mathematics, leading to indifference to the subject, fear and even loathing. These feelings are all consequences of meaningless presentations, drill, rote learning and being lost as the purpose of what is being studied. Mathematics education needs a radical reform. There is more than one way to accomplish this. Here the author presents his approach of wrapping mathematical ideas in a story. To learn one first must develop an interest in a problem and the curiosity to find how masters of mathematics have solved them. What is necessary to be mathematically literate? It’s not about solving algebraic equations or even making a geometric proof. These are valuable skills but not evidence of literacy. We often seek answers but learning to ask pertinent questions is the road to mathematical literacy. Here is the good news: new mathematical ideas have a way of finding applications. This is known as “the unreasonable effectiveness of mathematics.”
Description : With this fun romp through the world of equations we encounter in our everyday lives, you’ll find yourself flipping through the stories of fifty-two formulas faster than a deck of cards. John M. Henshaw’s intriguing true accounts, each inspired by a different mathematical equation, are both succinct and easy to read. His tales come from the spheres of sports, business, history, the arts, science, and technology. Anecdotes about famous equations, like E=mc 2, appear alongside tales of not-so-famous—but equally fascinating—equations, such as the one used to determine the SPF number for sunscreen. Drawn from the breadth of human endeavor, Henshaw's stories demonstrate the power and utility of math. He entertains us by exploring the ways that equations can be used to explain, among other things, Ponzi schemes, the placebo effect, "dog years," IQ, the wave mechanics of tsunamis, the troubled modern beekeeping industry, and the Challenger disaster. Smartly conceived and fast paced, his book offers something for anyone curious about math and its impacts.