Math 1056
Athina Dollison
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Background: Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored.
Results: Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving.
Conclusions: The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement.
Learning and memorizing times tables, like the 1056 times tables, makes solving multiplication problems easier, helps to break down more complex math problems into more manageable parts, and increases your confidence in your math skills.
As a parent, you hope your child is extremely successful and likely become the next Gates, Zuckerberg, or Meg Whitman. To set your child on the right path, there are many skills and traits that you can start building and nurturing now. Doing so plants the seeds for future success.
However, when a question asks for a cube root, we ask ourselves: what number when multiplied by itself three times produces that number. To use the same example, if we want to find the cube root of 8, we see that we can multiply 2 x 2 x 2, and the cube root of 8 is 2. Two other ways we can represent the cube root of 1056 is:
If the number is small and perfect, you might be able to tell what the cube root is just by looking at the problem, but sometimes when the number is big, it is best to find the prime factorization of 1056 and rewrite 1056 as its prime factorization.
Remember: Be prepared knowing that sometimes, the cube root of a number may not be perfect. A perfect cube root means that the answer is a whole number and not a decimal. However, if your cube root is not perfect, then you would have a decimal answer.
Unfortunately, there is no way to get rid of the cube root so that must mean our answer is not a perfect cube root and the only way is to punch it in the calculator to get a decimal answer. Therefore:
Topics include elementary logic and circuits; set theory and functions; mathematical induction; combinatorics; binomial theorem; the solution of elementary recurrence relations; introduction to probability theory and linear programming. PREREQ: Grade 12 4U mathematics (min. 60%) or equivalent. For prerequisite purposes, MATH 1911 & 1912 are considered equivalent to their associated grade 12 4U courses. Cross-listed as MATH 1056. Students may not obtain credit for both COSC and MATH 1056. (lec 3) cr 3.
The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.
If you are a student with no prior post-secondary school experience that is just beginning your post-secondary studies at Nipissing University in Fall 2024, we have provided some course recommendations for your first Fall and Winter semesters. Please note, if you have been admitted on a reduced course load, we recommend you prioritize your program requirements over the electives when selecting your courses. Please select the program that you are enrolled in below.
*Students in Concurrent Education will be required to complete 6 credits of: MATH 1036, MATH 1037, MATH 1046, MATH 1056 or MATH 1070. Concurrent education is only available to anthropology students pursuing an honours double major so students will need to include courses from their second major in their course registration as well.
*Students will be required to complete a total of 6 credits from the following within their degree: BIOL 1006, BIOL 1007, CHEM 1006, CHEM 1007, PHYS 1006, or PHYS 1007. We recommend students take 6 credits this year and plan to take the rest in their second year.
Students will also be required to complete 3 credits of Humanities, 6 credits of Social Sciences and/or Professional Studies, DATA 1006, and 6 additional credits from Biology, Chemistry, Physical/Technique Geography, Geology, and/or Physics within their degree.
*Students in Concurrent Education will be required to complete 6 credits of: MATH 1036, MATH 1037, MATH 1046, MATH 1056 or MATH 1070. Concurrent education is only available to Indigenous Studies students pursuing an honours double major so students will need to include courses from their second major in their course registration as well.
*Students interested in the Applied Mathematics Steam or the General Stream will be required to complete COSC 1567. Students completing the Pure Mathematics Stream will not. Review the Stream options in the Academic Calendar here.
Students will also be required to complete 3 credits of Humanities, 6 credits of Social Sciences and/or Professional Studies, and 6 additional credits from: Biology, Chemistry, Physical/Technique Geography, Geology, and/or Physics within their degree.
* Students in Concurrent Education will be required to complete 6 credits of: MATH 1036, MATH 1037, MATH 1046, MATH 1056 or MATH 1070. Concurrent Education students who plan to take MATH 1070 should take it in their first year in place of ACAD 1601 and the 3 credits of electives.
Contemporary Mathematics is a quarterly peer-reviewed scientific journal. Our ultimate goal is to make the journal an important source for publishing high quality papers related to the development of contemporary mathematics as well as a continuing and evolving source of interesting and relevant problems for researchers.
The scope of this journal includes theoretical, numerical, and experimental studies in all fields of mathematics and the mathematical sciences. A broad spectrum of topics are covered: mathematical theory, pure mathematics, algebra, geometry and topology, complex analysis, differential equations, industrial mathematics, computational mathematics, discrete mathematics, applied mathematics, mathematical physics, etc.
8. Katie notices that the textbooks for her past 3 math courses have the same length and width, but each year's textbook has more pages and weighs more than the previous year's textbook. Katie weighs the textbooks, to the nearest 0.1 ounce, for her past 3 math courses and wonders about the relationship between the number of pages in math textbooks and the weights of those textbooks. She graphs the number of pages and corresponding weights of her 3 math textbooks in the standard (x,y) coordinate plane, as shown below, and discovers a linear relationship among these 3 points. She concludes that the equation of the line that passes through these 3 points is y = 0.1x + 2.2.
A The three marked points on the graph show the weight (which is the given x-coordinate) for books of three different lengths (the y-coordinate gives the number of pages). The weight of a book with 1,056 pages is 107.8 ounces, and the weight of a book with 868 pages is 89.0 ounces. To find how much more the longer book weighs, subtract the two weights: 107.8 -89 = 18.8.
This free math tool finds the roots (zeros) of a given polynomial.The calculator computes exact solutions for quadratic, cubic, and quartic equations.Calculator shows all the work and provides step-by-step on how to findzeros and their multiplicities.
In this course students will learn content and skills so that they can participate effectively in sustainable energy projects, make personal and community decisions that reduce carbon emissions, and work in ventures in sustainable energy. Additionally, this course will be useful for those interested in energy and climate policy, either internationally or domestically.
We will begin with a quick overview of current CO2 emissions levels and look at how this is related to energy use. We will then turn our attention to basic ideas from physics, including the definition of energy and the difference between energy and power. The bulk of the course will consist of a survey of different forms of energy consumption and generation. Throughout, we will quantitatively analyze technology from both a local and global point of view. For example, we will calculate how much electricity one can generate on a rooftop, and we will also examine the role that solar PV could play toward the goal of eliminating fossil fuel use worldwide. In a unit on financial mathematics, students will learn about the time value of money and several ways of quantifying investments, including ROI (return on investment) and IRR (internal rate of return). Students will apply these financial tools in several short case studies. If time permits, we may also cover negative emissions technologies and the electrical grid, including grid stability issues and the potential of smart-grid technology. This will be a demanding, introductory, class. Evaluation will be based on weekly problem sets.
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