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4434A+ Click: K-12 Math and Logic Problems to develop logical reasoning and problem solving skills
https://www.merlot.org/merlot/viewMaterial.htm?id=1158747
A+Click helps students become problem solvers. No fees, no ads, no calculators, and no sign in. The website features a graduated set of 5000+ challenging problems for students in grades one through twelve, starting from very simple to the extremely difficult. The questions are based on the Common Core Standards in Math and go beyond by adding hundreds of meaningful practical problems and brainteasers.Sun, 1 May 2016 12:05:37 -0700tzhouMATH122
https://www.merlot.org/merlot/viewMaterial.htm?id=1157503
Calculus RedesignTue, 26 Apr 2016 20:44:03 -0700STAT118 (Business Statistics) Course Redesign ePortfolio (3 column)
https://www.merlot.org/merlot/viewMaterial.htm?id=1157501
Calculus RedesignTue, 26 Apr 2016 20:34:57 -0700STAT 118 - Hojin Moon
https://www.merlot.org/merlot/viewMaterial.htm?id=1157167
ePortfolioMon, 25 Apr 2016 22:00:54 -0700Experiment.com: Crowdfunding Open Science Platform for Science Research
https://www.merlot.org/merlot/viewMaterial.htm?id=1154341
Experiment is an online, crowdfunding, Open Science/Open Access platform for advancing the discovery, funding, and sharing of science, research, and innovative technologies. Experiment uses a Public Funding Model where backers funds go directly to the scientist/innovator/ researcher, so there is no middleman overhead involved (compared to 50-60% when receiving a grant at a university). Experiment is an all-or-nothing funding platform, meaning that the project much reach its target funding goal or no one's pledges are charged. Anyone can start an experiment project as long as the results are shared openly. All projects are rigorously reviewed, provided feedback, and scientifically approved by the Experiment Team.Mon, 18 Apr 2016 11:36:01 -0700Exploring Space Through Math Series
https://www.merlot.org/merlot/viewMaterial.htm?id=1151027
This site provides several activities involving space exploration that fit into the mathematics curriculum including geometry, algebra 2, and precalculus. Students are asked to read about the space exploration related application and then answer several questions that require these mathematics topics in order to successfully answer them. They study math while they also learn about the International Space Station, the future lunar lander, and other NASA projects.Sat, 9 Apr 2016 18:14:14 -0700Exploring Space Through Math: Algebra 2
https://www.merlot.org/merlot/viewMaterial.htm?id=1151020
This site provides several activities involving space exploration that fit into the Algebra 2 Curriculum. The mathematics that is used includes using algebraic equations to model space exploration work such as the lighting in the International Space Station and communication on a future lunar outpost. Students are asked to read about the space exploration related application and then answer several questions that require these algebraic topics in order to successfully answer them.Sat, 9 Apr 2016 17:54:53 -0700Exploring Space Through Math: Precalculus Series
https://www.merlot.org/merlot/viewMaterial.htm?id=1151025
This site provides several activities involving space exploration that fit into the Precalculus Curriculum. The mathematics that is used includes using trigonometry to manipulate a robotic arm in space, modeling projectile motion, using spherical coordinates to track the ISS, investigating the elliptical orbits of rondevous to the ISS, and several other applications to NASA activities. Students are asked to read about the space exploration related application and then answer several questions that require these pre-calculus topics in order to successfully answer them.Sat, 9 Apr 2016 17:54:53 -0700Exploring Space Through Math
https://www.merlot.org/merlot/viewMaterial.htm?id=1151000
This site provides several activities involving space exploration that fit into the geometry curriculum. The geometry that is used includes the Pythagorean Theorem, Similar Figures, Area and Volume, Symmetry, and more. Students are asked to read about the space exploration related application and then answer several questions that require these geometric topics in order to successfully answer them.Sat, 9 Apr 2016 17:44:30 -0700Beginning Statistics
https://www.merlot.org/merlot/viewMaterial.htm?id=1149186
Over time the core content of this course has developed into a well-defined body of material that is substantial for a one-semester course. The authors believe that the students in this course are best served by a focus on the core material and not by an exposure to a plethora of peripheral topics. Therefore in writing this book we have sought to present material that comprises fully a central body of knowledge that is defined according to convention, realistic expectation with respect to course duration and students’ maturity level, and our professional judgment and experience. We believe that certain topics, among them Poisson and geometric distributions and the normal approximation to the binomial distribution (particularly with a continuity correction) are distracting in nature. Other topics, such as nonparametric methods, while important, do not belong in a first course in statistics. As a result we envision a smaller and less intimidating textbook that trades some extended and unnecessary topics for a better focused presentation of the central material.Textbooks for this course cover a wide range in terms of simplicity and complexity. Some popular textbooks emphasize the simplicity of individual concepts to the point of lacking the coherence of an overall network of concepts. Other textbooks include overly detailed conceptual and computational discussions and as a result repel students from reading them. The authors believe that a successful book must strike a balance between the two extremes, however difficult it may be. As a consequence the overarching guiding principle of our writing is to seek simplicity but to preserve the coherence of the whole body of information communicated, both conceptually and computationally. We seek to remind ourselves (and others) that we teach ideas, not just step-by-step algorithms, but ideas that can be implemented by straightforward algorithms.In our experience most students come to an introductory course in statistics with a calculator that they are familiar with and with which their proficiency is more than adequate for the course material. If the instructor chooses to use technological aids, either calculators or statistical software such as Minitab or SPSS, for more than mere arithmetical computations but as a significant component of the course then effective instruction for their use will require more extensive written instruction than a mere paragraph or two in the text. Given the plethora of such aids available, to discuss a few of them would not provide sufficiently wide or detailed coverage and to discuss many would digress unnecessarily from the conceptual focus of the book. The overarching philosophy of this textbook is to present the core material of an introductory course in statistics for non-majors in a complete yet streamlined way. Much room has been intentionally left for instructors to apply their own instructional styles as they deem appropriate for their classes and educational goals. We believe that the whole matter of what technological aids to use, and to what extent, is precisely the type of material best left to the instructor’s discretion.Mon, 4 Apr 2016 17:04:31 -0700