Homological algebra

During Summer 2014, I took my first college course “Math 10: Elementary Algebra” also known as remedial math. However, ever since I can remember, I have always liked math and this seems to contradict how I started my college career. My interest in math goes back to second grade when I received a 100 on my report card. In Bangladesh, grades are believed to reflect one’s identity, so I took a greater interest in the subject thereafter. After moving to New York, I continued to enjoy the subject though

times in your life? It might’ve been something you wish you could’ve changed, but you can’t and now you’re faced with that setback/regret. It all started in sophomore year when I was assigned to an Algebra 2 & Trigonometry class. Each year my math course was getting harder and harder to deal with. Algebra 2/Trigonometry was a math course I couldn’t understand. Mathematics isn’t my best subject and even though I get good grades I expect more from myself. I tried almost everything from studying old Barron’s

Algebra is a major mathematical strand that has been incorporated across all year levels within the Victorian Curriculum. The many components within and interrelated with algebra and algebraic thinking sets children up, not only for formal algebra in high school, but for life (Reys, et al., 2012). This paper will be addressing some of the main ideas and understandings associated with Algebra. Key skills, strategies and ways of thinking will also be explored along with strategies for teaching the

IB Math Studies IA Is Capital Punishment a Deterrent? | Murder Rates compared with Execution Rates in Texas, and on a National Level | | The United States of America is one of the only democratic countries that still use capital punishment. This has raised a rather extensive debate, especially over the last 4 decades. I became interested in this issue in 2011 after the controversy surrounding the execution of Troy Davis, and the issue has remained. In my research, one argument

According to document 4, Al-Khwarizmi, a Muslim mathematician wrote a textbook in the 800’s about algebra which was later adopted throughout Europe. Muslim mathematicians also adopted Arabic numerals from Indians and used them in place-value system. (Doc. 4) These mathematical advances also led to the creation of simple yet complicated structures. Also

centuries, many ideas and procedures for algebra were developed by the Islamic mathematicians. (Katz, 2007, p.192). In the twelfth and thirteenth centuries, Islamic algebra spread to Europe. It was still in the static equation-solving phase. In the sixteenth century, the work of Italian mathematicians brought a major advancement in mathematics. They found new methods to solve equations. (Katz, 2007, p.193). In the seventeenth century, the point of view in algebra was greatly changed. Because the mathematicians

Although there are quite a few ways to arrange the given variables to get 36, the first equation that pops into my mind is: 3N+D=36 When I read through the list of variables, I settled on the very last one, N=11, and divided 36 by it to get 3r3. I, then, scanned back over the list of values to find the corresponding variable for 3 to add to 33 and balance the equation. Though I chose to go this route, as stated in my opening, there are many ways to get 36 with the given values. These values range

ALGEBRA 2 COURSE SYLLABUS 2015-2016 Terrance M. Reece/Sierra Edwards TMReece@fcps.edu/Ksedwards@fcps.edu 703-810-2450 I. Course Curriculum: http://www.fcps.edu/is/pos/documents/coursecatalogs/HSStandardCourseCatalog.pdf II. Program of Studies: http://www.fcps.edu/is/pos/hs.shtml III. Standards of Learning (SOL): http://www.doe.virginia.gov/testing/index.shtml IV. Textbook: Algebra 2. Charles, Hall, Kennedy, Bellman, Brag, Handlin, Murphy; Prentice Hall; Pearson Education, Inc., New Jersey. 2012

Algebra is the basis of all math and its advancement took place in three major steps. The first stage of algebra is rhetorical algebra dating back to before 275 BCE. Rhetorical algebra was a form of algebra that contained no symbols so to them +,-, and*, did not exist. It was usually explained orally or written on scribes. They were able to do things such as find squad and cubed roots, solve linear equations, and explain fractions. As well as recognizing irrational numbers and identifying that quadratics

but nothing could be compared to my experiences with Algebra. I remembered I had Algebra 1 (5th period). As I walked down the long, noisy hallway decorated with posters that held announcements surrounded by white and purple walls, all I can think of is going to my class. I was nervous and I could feel beads of sweat forming on my forehead and shivers running up my spine like the speed of light. I stop for a minute. I have arrived at the Algebra and slowly walked into the class to the back debating