Parents: Help your child or teen

Online Volumes (Book Orders)
1,  Elements of Reason. 1996
1A. Pattern Based Reason  1995
1B. Math Curriculum Notes 1996
2. Three Skills for Algebra  1995
3.
_Why_Slopes_&_More_Math_1995

More Site Areas 
1.  Solving Linear Equations  2005
2.-Fractions-Rates-Proportns-Units-2006
3.  Algebra, Odds & Ends, HS level-2001
4.-Euclidean-Geometry/Complex No.s 
5.  Analytic Geometry/Functions 2006
6.  Number Theory. 2006-7
7.  Complex Numbers More 2001
8.  Calculus Introduction 2005
More Site Areas 
9   Real  Analysis 1995
10. Secondary IV? maths 2006-7
11. Math Education Essays  2006-7
12. LaTeX2HotEqn: 2004
13. Electric Circuits Etc  2007
14. Quebec Math Education 2004
15-Prequel-to-the-How-TOs-06-2008
How TOs/ Ref.-08- 2008
1. Arithmetic Reference
2. Algebra 
3. More Algebra 
4. Geometry  
5. More Geometry
6. Calculus
7. Logics in Maths

Employ an online or offline tutor at your own risk from 

AU:  tutorfinder.com.au
CDN :  findatutor.ca 
CDN: .i-tutor.ca
CDN: Montreal Tutors
NZ:   findatutor.co.nz
UK:   tutorhunt.com 
UK:  tutors4me.co.uk
USA:  wiziq.com
USA: ziizoo.com

or employ the site author - View his WiZiQ profile  - Calculus students are very welcome.


YOU are better than YOU think. Show yourself  how:

      |      
//  _   _ \\
/\             /\
  <|  (o)   (o)   |> 
 \     | |      / 

 For better work & study skills, read logic chapters 1 to 5  in  Three Skills for Algebra. Sooner is better. Good luck.

 -/[]\- 
||
   / \_ 
 ||||||||||||||||||||||||||||


 Logic Mastery
 Amazing, Amusing, Amorous,  Delicious, Delightful, Edifying, Strengthening Elixir. 
It eases work & learning difficulties Makes the hard easier. Opens eyes. Leads to greater precision.
in reading and writing

Do not leave here without it -  Logic mastery  will develops critical thinking, improve reading and writing, and give a firmer base for work and studies at many levels. Good luck.

   |      
//  _   _ \\
/\             /\
<|   (o)   (o)  |> 
     | |     |
   \             /   
\    =   /

Caution: Site advice is approximately correct, for some circumstances, not all. Site How-TOs are logically developed, but not tried and tested. That leaves room for thought and refinement..

 -/[]\- 
||
  _ / \     
 ||||||||||||||||||||||||||||
 

After logic  (a) continue reading Three Skills for Algebra, chapters 8 to 14  and do so alongside site area on solving linear2007 Equations ; or (b) see this calculus starter lesson and Volume 3, Why Slopes  & More Math, chapters 2 to 6;


For online automated help in senior high school maths & calculus, visit  quickmath.com  For Automatic Calculus and Algebra Help with derivatives, integrals, graphs, linear equations, matrix algebra, visit calc101.com  With  overlap, each site quickmath & calc101offers a different range of services, some free, some not, all based on webmathematica. Good luck.


Explore collaborative whiteboards from groupboardtwiddla  or scriblink.



Chapter 11: Ordering by More Positive Than

With the introduction of positive and negative numbers, and the zero mark, on say the real number line, the technical ideas of greater than differs from a common usage or understanding. The common usage compares the magnitude (or absolute value) of numbers. Following the common usage, students are tempted to say that a real number a is greater than another real number b if the magnitude of a is greater than the magnitude of b. The task is to remove the temptation

Renaming the Greater Than Symbol

The symbol > traditional has been called the greater than sign. Technically, given two real numbers a and b we write a > b if and only if there is positive number c such that a = b+c. The tradition is read a > b as the statement that a is greater than b. To avoid a conflict and to align mathematical terminology with the common usage, the symbol > should be renamed the more positive than symbol. This new name corresponds precisely to the technical meaning. With this new convention, the phrase a greater than b can revert to the common usage and mean |a| > |b|. Similarly, a < b can be read not as a is less than b but as a is more negative than b. This new terminology means there is a positive number c such that a = b-c or equivalently such that a+c = b. The signs £ and ³ now may be read respectively as more negative or equal to and as more positive or equal to.

A number b is said to between two other numbers a and c if and only if there is a positive number l < 1 such that b = la + (1-l) c.


www.whyslopes.com
Volume 1B, Mathematics Curriculum Notes,

 Foreword + Chapters 1 to 10 + 12

Area Map
Inductive Principles
1 Introduction
2 For & Against Math
3 Algebraic Thought
4 Why Slopes & SQRT of -1
5  Books & Articles to Read
6 Unruly Origins of Algebra
6. Axiomatic Civilization
7 Geometry, 2 Ways
8 Modern Instruction
9 The Two Ends
10 The Transition
10 Explaining Logic
10 Explaining Algebra
10 Why Sets in Math.
12 Four Phases
Links

Chapter 11: Primary School Mathematics

11 Primary Math
11 Cue Cards
11 Counting
11 Decimals - Addition
11 Decimals -Times
11 Decimals & Subtraction
11 Fractions and Division
11 Notational Conflict
11 Reciprocals Etc
11 Decimals - Ratios
11 Size Comparison
11 Numbers, +ve or -ve
11 Rename < Sign
11 Complex Numbers

Will provide an alternative to Chapter 11 later, most likely in the Parent's Area: Help Your Child or Teen Learn 

Most students in high school are not heading for calculus, but most topics in high school mathematics are present due to calculus.  Preparation for calculus demands their coverage at  full strength.

See too, this site 55+,  Math Education Essays. Site areas and pages provide pieces of the a Mathematics Education, Jigsaw Puzzle, in formation.

-Inductive principles for course design & delivery  require a clear description of where and how skills and concepts may rest on earlier ones, so that difficulties may be explained and remedied by looking for  what was missed or forgotten in earlier studies. 


Mathematics is a demanding subject. All errors in notation and comprehension need to be identified and corrected. In reading, spelling and writing, students have to learn all the letters in the alphabet, not just some. and memorize spelling. Anything less implies difficulty.

Likewise in mathematics, students have to master key skills and concepts, one at a time and one after another. Anything less implies difficulty.


Modern mathematics curricula introduced an inconsistency into course design and delivery. They did not sanction the use of decimals nor the use of diagrams in skill and concept development but decimal arithmetic and diagrams are needed for student comprehension and for an operational mastery of quantitative skills. That implies the need for an mixed-math curricula based on a systematic development of operational skills, sufficient for applications and sufficient to provide a base & context  for  the very optional study of pure mathematis.


 


Site Tour:  Click here,  here,  here,  
here
,   hereherehere and here.

On leaving, if your next stop would
 be an internet search, do it here.

Back ] Area Map ] Next ] [Top of this Page]  
Road Safety Message  Do not walk on a road with your back to the traffic. 
  Favourite SitesBBC News  and mathematics portion of  English National Curriculum  
[Site Author Contact Form]  If you find an error, please cut and paste its 
web page location (URL) into its report.

All trademarks and copyrights on this page are owned by their respective owners.
Copyright to comments & contributions are owned by the Poster. 
The Rest © 1995 onward by site author,   Alan Selby (
email) All Rights Reserved. 

www.whyslopes.com