tag:blogger.com,1999:blog-69953538317331681872017-05-23T13:42:12.130-07:00ALTEREDZINEThe purpose of this blog is to teach Math subjects : Calculus, Pre-calculus, Algebra and Basic Math. It focuses on the learning theories and skills needed in any subject. It educates mostly about the learning skills needed in Math, French, ESL and Spanish and the use of open and web resources for learning. Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.comBlogger47125tag:blogger.com,1999:blog-6995353831733168187.post-10554953713031871692017-05-23T06:27:00.000-07:002017-05-23T13:42:12.163-07:00Derivative of a composed function<br /><b>Derivation of a composed function</b><br /><br />Let's consider a function g. The image by g of any element x of its domain is g(x). Let's consider another function f. The image of g(x) by f is f[g(x)] also written as fog(x). The function fog is called the composed function of g and f.<br /><br />If g is differentiable for any element x and f is differentiable at g(x) fog(x) = f[g(x)] is differentiable at x. The derivative of the function fog is (fog)'(x) = f''[g(x)].g'(x), The demonstration of this formula is not done here.<b></b><br /><br />The derivative of fog is the product of the derivative of fog by the derivative of g.<br /><br />If u is a function of x and f is a function of u then f(u) is a composite function. By applying the rule above the derivative of f(u) or f'(u) is equal to the derivative of f(u) multiplied by the derivative of u. We write [f(u)]' = f''(u).u'. If we introduce the notation (d) of differentiability we can write d/dx[f(u)] =d/du[f(u)].du/dx.<br /><br />In practical applications we have a function f to differentiate with respect to x. We then introduce a function u that is a function of x. Now we have the composite function f(u). The diferentiation or derivative of f with respect to x is equal to the derivative of f with respect to u multiplied by the derivative of u with respect to x . This derivative is called the chain rule. There is a chain of operations to do. First we introduce a new function u. Then we calculate the derivative of f as the the composite function f(u) by applying the formula for the derivative of a composite function.<br /><br />The chain rule holds also the application of the power rule when we work with a complex function with exponents.<br /><br />The power rule applies by introducing the new function u.<br /><br /><b>Example 1 </b><br /><br />Let's calculate the derivative of the function f(x) = (2x+1)²<br /><br />To make the computation of the derivative easy we introduce the function u. Then the function f becomes f(x) = u². The derivative of the function f with respect to x is the derivative of the expression u² with respect to x . We write d/dx[f(x)] = d/dx[u²]<br /><br />By applying the formula for the derivative of a composed function we have d/dx[f(x)] = d/du(u²).du/dx.<br /><br />By calculating d/du(u²) we obtain d/dx[f(x)] = 2u. u'<br /><br />Let's substitute u: d/dx[f(x)] = 2 (2x+1)(2x+1)'<br /><br />By calculating the derivative of 2x+1 we obtain d/dx[f(x)] = 2(2x+1)(2) = 4(2x+1) = 8x+1<br /><br /><b>Example 2</b><br /><b><br /></b>Calulate the derivative of f(x) = (x²+3x+4)²<br /><b><br /></b>Let's write u = x^2+3x+4<br /><b><br /></b>d/dx[f(x)] = d/dx(x²+3x+4)²<br /><b> = </b>d/dx(u²)<br /> = d/du(u²).du/dx (Applying the formula of the derivative of a composite function)<br /> = 2u.u'<br /> = 2(x²+3x+4)(x²+3x+4)' (Substituting u)<br /> = 2(x²+3x+4)(2x+3)<br /> = 2(2x³+6x²+8x+3x²+9x+12)<br /> = 2(2x³+9x²+17x+12)<br /> = 4x³+18x²+34x+24)<br /><br />Interested in learning more about the techniques of calculations for derivatives visit this site and subscribe to the<a href="http://www.center-for-integral-development.thinkific.com/"> Calculus course</a><br /><br /><br /><br /><br /><br /><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/EuxG2pRWGrg" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2017/05/derivative-of-composed-function.htmltag:blogger.com,1999:blog-6995353831733168187.post-49788849904638605412017-05-12T20:10:00.000-07:002017-05-12T20:10:17.141-07:00Derivative computations<span style="font-size: large;">The formula lim f(x)-f(x+h)/h when x→h that defines the derivative of a function f implies tedious calculations to calculate the derivative of some types of functions and combinations of functions..</span><br /><br /><span style="font-size: large;">Therefore some formulas have been established to determine the derivatives of a combination of functions and some specific types of functions.</span><br /><span style="font-size: large;"><br /></span><span style="font-size: large;">The formulas for the constant function and the power functions are called respectively constant rule and power rule. The formulas for the sum, product and quotient of functions are called respectively addition rule, product rule and quotient rule. The derivative of a composition of 2 functions f and g is called the chain rule. It is an extension of the power rule The trigonometric, logarithmic and exponential functions have their specific formula.</span><br /><span style="font-size: large;"><br /></span><span style="font-size: large;">The derivative of an implicit function is called implicit differentiation.</span><br /><span style="font-size: large;"><br /></span><span style="font-size: large;">It is essential to memorize the formulas. Otherwise, it would be difficult to calculate the derivatives of these particular functions. Today we are going to limiting ourselves to the learning of the basic formulas: constant, power, sum, product and quotient rule.</span><br /><span style="font-size: large;"><br /></span><b><span style="font-size: large;">Derivative of a constant</span></b><br /><span style="font-size: large;"><b><br /></b> The derivative of the function constant is 0. If f(x) = c the derivative of f(x) is 0. We write: <span style="font-family: "lucida sans unicode" , "lucida grande" , sans-serif; font-size: 18px;"> </span><span style="font-family: "lucida sans unicode" , "lucida grande" , sans-serif; font-size: 18px;">f′(x) = 0.</span></span><br /><span style="font-size: large;"><br /></span><b><span style="font-size: large;">The Power rule</span></b><br /><div class="separator" style="clear: both; text-align: center;"><span style="font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><span style="font-size: large;">The derivative of the function power defined by f(x) = <span style="font-family: "lucida sans unicode" , "lucida grande" , sans-serif; font-size: 18px;">x</span><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">n</sup> is equal to n multiplied by x to the power of n-1. The formula is .<span style="font-family: "lucida sans unicode" , "lucida grande" , sans-serif; font-size: 18px;">f’(x) = nx</span><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">n-1</sup></span><br /><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><span style="font-size: large;"><br /></span></sup><span style="font-family: lucida sans unicode, lucida grande, sans-serif; font-size: large;"><b>Derivative of the product of a constant by a function</b></span><br /><span style="font-size: large;"><br /></span><span style="font-size: large;">The derivative of the product of a function by a constant is equal to the product of the constant by the derivative of the function power.</span><br /><span style="font-size: large;"><br /></span><span style="font-size: large;">If <span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">f(x) = ax</span><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">n</sup><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"> its derivative is </span><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">f’(x) = ax</span><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">n-1</sup></span><br /><span style="font-size: large;"><br /></span><span style="font-size: large;"><br /></span><b><span style="font-size: large;">Derivative of the function f(x) = x</span></b><br /><span style="font-size: large;"><br /></span><span style="font-size: large;">The derivative of the function f(x) = x can be calculated using the formula for the derivative of the function power. In order to use this formula we have to write f(x) = x as the function power. We write f(x) = x as <span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">f(x) = x</span><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">1 </sup></span><br /><span style="font-size: large;"><span style="font-family: Lucida Sans Unicode, Lucida Grande, sans-serif;">By applying the formula for the function power we obtain </span><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">f’(x) = x</span><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">1-1 </sup></span><br /><span style="font-size: large;"><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"> </sup><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">f’(x) = x</span><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">0</sup><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"> ⇒ </span><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">f’(x) = 1</span><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"> </span></span><br /><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><span style="font-size: large;"><br /></span></span><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><b><span style="font-size: large;">Derivative of a sum of functions</span></b></span><br /><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><b><span style="font-size: large;"><br /></span></b></span><span style="font-size: large;"><span style="font-family: Lucida Sans Unicode, Lucida Grande, sans-serif;">If f. g. h,;;; are differentiable for any value of x of their domain the derivative of the sum of these functions is </span><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">f’+g’+h’+ ....</span></span><br /><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><span style="font-size: large;"><br /></span></span><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><b><span style="font-size: large;">Derivative of the product of 2 functions</span></b></span><br /><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><b><span style="font-size: large;"><br /></span></b></span><span style="font-size: large;"><span style="font-family: Lucida Sans Unicode, Lucida Grande, sans-serif;">If f and g are differentiable for any value x of their domain the derivative of the product f.g is </span><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">fg’+gf’</span></span><br /><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><span style="font-size: large;"><br /></span></span><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><b><span style="font-size: large;">Derivative of the quotient of 2 functions</span></b></span><br /><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><b><span style="font-size: large;"><br /></span></b></span><span style="font-size: large;"><span style="font-family: Lucida Sans Unicode, Lucida Grande, sans-serif;">If f and g are differentiable for any value of their domain the derivative of the quotient f/g is </span><span style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">(f∕g)’ = f’g-gf’∕g</span><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;">2</sup></span><br /><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><b><span style="font-size: large;"><br /></span></b></sup><span style="font-family: Lucida Sans Unicode, Lucida Grande, sans-serif; font-size: large;">These formulas have to be demonstrated and the learners have to do some exercises to apply them. If anyone is interested in learning more subscribe to these courses via this link <a href="http://www.center-for-integral-development.thinkific.com/">Free Introductory Calculus Course and Complete Calculus Course</a></span><br /><sup style="font-family: "Lucida Sans Unicode", "Lucida Grande", sans-serif;"><b><span style="font-size: large;"><br /></span></b></sup><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><br /> <img src="http://feeds.feedburner.com/~r/Alteredzine/~4/89u4F9JUvM4" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0North America26.902476886279832 -90.8789062519.717955386279833 -101.20605474999999 34.086998386279831 -80.551757750000007http://alteredzine.blogspot.com/2017/05/derivative-computations.htmltag:blogger.com,1999:blog-6995353831733168187.post-60309725243435071072017-04-25T11:59:00.002-07:002017-05-05T10:09:25.569-07:00Introduction to the notion of derivativeIn studying limit we observe what happens to the values of a function when the values of the independent variable become closer and closer to a certain value. If a function is defined for every value of its domain it is continuous there. Graphically it means that there is no hole, jump or infinite branch. Quantitatively the function has a value for every value of the independent variable that belongs to the domain of the function. In limit and continuity we have been observing some changes in the behavior of a function when the independent variable behaves in a certain way. A function might have a limit when the independent variable becomes closer and closer to a certain value. For other values of the independent variable the same function has no limit. The function is not continuous.<br /><br />The notion of derivative allows us to study more systematically the notion of change in a function. It allows us to study the change at any value of a function. The slope of a function allows us to study the change in this function with respect to the change or the increase of the value of the independent variable. The slope of a line is the rate of change of the independent variable with respect to the change of the dependent variable. Since a non-linear function varies in different ways there is no precise method to define its slope. This leads to the study of the slope of a tangent line to a function. In order to study the change of a function it is important to define the notion of rate of change or slope of a line. the slope of a secant line to a curve or average rate of change or speed and slope at a point of a curve or instantaneous rate of change.<br /><br /><b>Slope of a line</b><br /><br />The notion of slope is familiar to the civil engineers when they build roads. They have to figure out what type of slope they have to give to a road especially when they build it on a hill or in mountains. They have to shape the road in the right slope because if the road is too steep the cars cannot climb it. The slope is calculated by taking the tangent of the angle opposed to the right angle in a right triangle where the hypotenuse is the side that is going to be inclined. The slope is the measure of the inclination.of the hypotenuse. Its measure is calculated by dividing the opposite side to the angle to the adjacent side :<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-pcaq0IVPQDI/WNp56pxnBhI/AAAAAAAAAlM/idcZ1z6Q-SkWByOFWjfUSyBNYr1wqRwWACLcB/s1600/trigonometric%2Bformula%2Bof%2Bthe%2Bslope.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://4.bp.blogspot.com/-pcaq0IVPQDI/WNp56pxnBhI/AAAAAAAAAlM/idcZ1z6Q-SkWByOFWjfUSyBNYr1wqRwWACLcB/s1600/trigonometric%2Bformula%2Bof%2Bthe%2Bslope.png" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-Em6_Pd5dPWE/WNp4kLCyCZI/AAAAAAAAAlA/_xTvwlpdp-8QOKeKrnwlqErv-ntdP_qrQCLcB/s1600/right%2Btriangle%2B2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="191" src="https://2.bp.blogspot.com/-Em6_Pd5dPWE/WNp4kLCyCZI/AAAAAAAAAlA/_xTvwlpdp-8QOKeKrnwlqErv-ntdP_qrQCLcB/s200/right%2Btriangle%2B2.png" width="200" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div>The slope of a function is also called the rate of change of this function. The slope of a line is called the rate of change of this line. It is the rate of the increase of y to the increase of x. It is constant at any part of the graph. It can be positive, negative or equal to zero. The slope of a line is calculated by dividing the difference of the y-ordinates of two points of that line by the difference of the x-ordinates.<br /><br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><br /></div> Watch this video to get some understanding of the notion of slope:<br /><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/Iqws-qzyZwc/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/Iqws-qzyZwc?feature=player_embedded" width="320"></iframe></div> <br /><b>Slope of a tangent line to a curve</b><br /><b><br /></b><span id="docs-internal-guid-22c56046-a135-ae15-3de9-a2e18207860e"><span style="font-family: "arial"; font-size: 12pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><img alt="Graph of the slope of a tangent line.png" height="390" src="https://lh3.googleusercontent.com/fuIymxUtZRNERRstRL6kkfwwBdze6Mu229JIcGVBx34F20P8VibSBoQl_5ofPH5A04LXD_C9EwDIe5JTMkG31NSK9NVilB-a9Yocy5iKEZ29L1o9xDB4dj8mODUO0DIeYvcZqeF_" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="499" /></span></span><br />We have a curve (C), a secant line (PQ) and a tangent line L to the curve at the point P. The problem is to find the slope of the tangent line at P. In order to do this we make the point Q become closer and closer to the point P. As the point Q becomes close to the point P the initial secant P occupies different positions. At each position the secant has a different slope, The slope of the tangent line is the limit of the slopes of the different positions of the secant (PQ). In order to come to this conclusion let's calculate the function that allows to find the slope of the secant line (PQ).<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-bNYwg5pKhYA/WP-OX5ZxWeI/AAAAAAAAAnA/-3tUtXCakRAiihmVu0djbp8KK7SYhY3GQCLcB/s1600/Definition%2Bof%2Bthe%2Bderivative%2B2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="378" src="https://1.bp.blogspot.com/-bNYwg5pKhYA/WP-OX5ZxWeI/AAAAAAAAAnA/-3tUtXCakRAiihmVu0djbp8KK7SYhY3GQCLcB/s640/Definition%2Bof%2Bthe%2Bderivative%2B2.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/yuEKC93wd_E/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/yuEKC93wd_E?feature=player_embedded" width="320"></iframe></div><br /><div class="separator" style="clear: both; text-align: center;"></div>If you are interested in learning more about these concepts you can subscribe to this free <a href="https://center-for-integral-development.thinkific.com/courses/introduction-to-calculus">Introductory Calculus</a> course to start learning about limits and move on to this complete course <a href="https://center-for-integral-development.thinkific.com/courses/calculus-ab">Calculus AB</a><br /><b><br /></b><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/lgLWEstkMpo" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2017/04/introduction-to-notion-of-derivative.htmltag:blogger.com,1999:blog-6995353831733168187.post-84058764653996543782017-03-20T19:18:00.000-07:002017-03-20T19:18:03.726-07:00Properties.Methods and Procedures to calculate limits and continuitySometimes we seem lost through the details when studying a subject. However if we get the big picture it becomes easy to continue studying. A math topic is structured in concepts, rules or properties and theorems. This is the theoretical part. Then come the applications. The theories are applied in the applications but the procedures and methods are mastered through practice. Knowing some key theories and procedures can help tremendously in the solutions of problems. In this post I will highlight the properties of limits and continuity, the methods and procedures to solve problems.<br /><br /><b>Properties of limits</b><br /><b><br /></b>The properties of limit show how to calculate the limits of a combination of functions like the sum, the difference, the multiplication and division of functions. It shows also how to calculate the square root of a function.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-5l039EQcwMk/WNAV5fhqN1I/AAAAAAAAAkI/HUrb2Q6-CqQNeGRJl5uRPgafyZrOSnHXQCLcB/s1600/Properties%2Bof%2Blimits.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="338" src="https://1.bp.blogspot.com/-5l039EQcwMk/WNAV5fhqN1I/AAAAAAAAAkI/HUrb2Q6-CqQNeGRJl5uRPgafyZrOSnHXQCLcB/s400/Properties%2Bof%2Blimits.png" width="400" /></a></div><br /><b>Properties of continuous functions</b><br /><b><br /></b><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-NPBNjFsas0k/WNAZrGBFz-I/AAAAAAAAAkc/F8-WnZ__2NsBFLHQgjm5B2M9SVFwkmYowCLcB/s1600/Properties%2Bof%2Bcontinuous%2Bfunctions.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="121" src="https://2.bp.blogspot.com/-NPBNjFsas0k/WNAZrGBFz-I/AAAAAAAAAkc/F8-WnZ__2NsBFLHQgjm5B2M9SVFwkmYowCLcB/s400/Properties%2Bof%2Bcontinuous%2Bfunctions.png" width="400" /></a></div><b>Methods for determining limits</b><br /><b><br /></b>There are three methods that can be used to determine a limit. These methods are: graph, table and algebra. The graph method consists in determining a limit from the graph. The table method consists in calculating the limit to the left and to the right by drawing a table for each one-sided limit. The table allows to see the behavior of the values of f(x) as x gets closer and closer to a fixed value. From there we can conclude if the limit to the right or to the left exists. If the limits from both sides exist and are equal then the limit of the function exists at the given value. The algebra method consists by substituting the value of the independent variable in the function.<br /><br /><b>Method for determining if a function is continuous</b> <br /><br />To determine if a function is continuous, we find out if it satisfies the three following conditions:<br />1) It is defined at a specified point "a"<br />2) The limit at the point "a" exists<br />3) The limit of the function at the point "a" is equal to f(a).<br /><br />If you are interested in learning more about these concepts you can subscribe to this free <a href="https://center-for-integral-development.thinkific.com/courses/introduction-to-calculus">Introductory Calculus</a> course or this complete course <a href="https://center-for-integral-development.thinkific.com/courses/calculus-ab">Calculus AB</a><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/sXTUDyJrD7E" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0Boston, MA, USA42.3600825 -71.0588801000000141.984348999999995 -71.704327100000015 42.735816 -70.4134331http://alteredzine.blogspot.com/2017/03/propertiesmethods-and-procedures-to.htmltag:blogger.com,1999:blog-6995353831733168187.post-1627139691731060862017-03-11T10:06:00.000-08:002017-03-11T10:06:04.609-08:00Limits and Continuity vocabularyThese definitions can be best learned by watching some videos and observing the graphs of the functions. If you have learned the previous lessons there shouldn't be any problems mastering them <br /><b><br /></b><b>Limit</b><br /><b><br /></b> If the values of a function f approach a number L as the variable gets closer and closer to a number "a", then L is said to be the limit of the function f at the poin "a".<br /><b><br /></b> <b>Two-sided limit</b><br /><b><br /></b> A two-sided limit is a limit where both the limit to the left and the limit to the right are equal<br /><b><br /></b> <b>One-sided limit</b><br /><b><br /></b> A one-sided limit is a limit taken as independent variable approaches a specific value from one side (from the left or from the right).<br /><b><br /></b> <b>Limit to the left</b><br /><b><br /></b> If the values of a function approach a number L as the independent variable gets closer and closer to a number "a"in the left direction. then the number L is said to be the limit of the function f to the left at the point "a"<br /><b><br /></b> <b>Limit to the right</b><br /><br />If the values of a function approach a number L as the independent variable gets closer and closer to a number in the right direction, then the number L is said to be the limit of the function f to the right at the point "a". <b> </b><br /><b><br /></b> <b>Asymptote</b><br /><br />An asymptote is a straight line to a curve such that as a point moves along an infinite branch of a curve the distance from the point to the line approaches zero as and the slope of the curve at the point approaches the slope of the line <b> </b><br /><b><br /></b> <b>Vertical asymptote</b><br /><br />A vertical asymptote is a vertical line to a curve such that as a point moves along an infinite branch of the curve the distance from the point to the line approaches zero<br /><b><br /></b> <b>Horizontal asymptote</b><br /><br />A horizontal asymptote is a horizontal line to a curve such that as a point moves along an infinite branch of the curve the distance from the point to the line approaches zero. <b> </b><br /><b><br /></b> <b>End behavior</b><br /><b><br /></b>This is the behavior of the arm branches or infinite arm branches of a curve. In the case of a curve with a vertical asymptote the arm branch approaches the asymptote more and more.<br /><b><br /></b> <b>Continuity of a function at a point</b><br /><br />A function f is continuous at a point "a" if the limit of the function when x approaches "a" is equal to the value of the function at this point <b> </b><br /><b><br /></b> <b>Continuity of a function on an interval</b><br /><b><br /></b> A function f is continuous on an interval if it is continuous at every point of the interval<br /><b><br /></b> <b>Continuity of a function to the left at a point</b><br /><b><br /></b> A function f is continuous to the left at a point "a" if its limit to the left is equal to the value of the function at this point<br /><b><br /></b> <b>Continuity to the right</b><br /><b><br /></b> A function f is continuous to the right at a point "a" if its limit to the right is equal to the value of the function at this function.<br /><br /><b>Continuous function</b><br /><b><br /></b> A continuous function is a function of which the graph can be drawn without lifting the pencil. Its graph has no hole, jump or asymptote. Algebraically a function f is continuous if for every value of its domain the limit exists.<br /><br /><b>Discontinuous function</b><br /><b><br /></b> A discontinuous function is a function of which the graph has hole, jump or asymptote. Algebraically a discontinuous function is either not defined at a point of its domain, doesn't have a limit at this point or the limit at this point is not equal to the value of the function at this point.<br /><b><br /></b> <b>Removable discontinuity</b><br /><b><br /></b>Graphically a removable discontinuity is a hole in a graph or a point at which the graph is not connected there. The graph can be connected by filling in the single point.<br />Algebraically a removable discontinuity is one in which the limit of the function does not equal to the value of the function. This may be because the function does not exist at that point.<br /><b><br /></b> <b>Non-removable discontinuity</b><br /><b><br /></b> <b>A</b> non-removable discontinuity is a point at which a function is not continuous or is undefined. and cannot be made continuous by giving a new value at the point. A vertical asymptote and a jump are examples of non-removable discontinuity.<br /><br /><b>Intermediate value theorem</b><br /><b><br /></b>If a function f is continuous over an interval [a b] and V any number between f(a) and f(b), then there is a number c between a and b such as f(c) = V (that is f is taking any number between f(a) and f(b)). We can deduce from this theorem that if f(a) and f(b) have opposite signs, there is a number c such as f(c) - 0. This can be used to find the roots of a function,<br /><br />If you are interested in learning more about these concepts you can subscribe to this free <a href="https://center-for-integral-development.thinkific.com/courses/introduction-to-calculus">Introductory Calculus</a> course or this complete course <a href="https://center-for-integral-development.thinkific.com/courses/calculus-ab">Calculus AB</a><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/-gA1fCQsmBM" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2017/03/limits-and-continuity-vocabulary.htmltag:blogger.com,1999:blog-6995353831733168187.post-32135778042810665112017-01-28T22:21:00.000-08:002017-01-28T22:21:33.549-08:00Introduction to the notion of continuity of functions In general, something that is continuous continues without interruption. If during a jogging you run from point A to B without stopping your running is continuous. However, if you stop even once the running is discontinuous. A line of cars in traffic that never stop is continuous. If the cars stop the line is discontinuous. If you draw a straight line without lifting your pencil the line is continuous. If you draw a straight line with dots you lift your pencil several times. The line is discontinuous at every dot.<br /><br />The graph of the linear, parabolic, third-degree functions is an unbroken curve. It can be drawn without lifting the pencil from the paper. In general, the polynomial functions are continuous because their limit exists everywhere in the domain of the real numbers. A function of which the graph has holes, jumps or breaks is not continuous. Such functions are discontinuous.You have to lift your pencil to draw their graph.<br /><br />Watch these videos to get an idea of what it means for a function to be continuous.<br /><br /><br /><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/Q7tEPyKS4Jg" width="500"></iframe> <iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/DCWeH62w-NA" width="500"></iframe><br /><br />Interested about an Introduction to Calculus course take this one for free <a href="http://center-for-integral-development.thinkific.com/courses/introduction-to-calculus">Introduction to Calculus</a> or if you prefer take the complete Calculus course<a href="http://center-for-integral-development.thinkific.com/courses/calculus-ab"> Calculus AB</a><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/aFPKGGn5s6E" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2017/01/introduction-to-notion-of-continuity-of_28.htmltag:blogger.com,1999:blog-6995353831733168187.post-46170481620343115572016-12-02T11:31:00.000-08:002016-12-05T10:08:37.135-08:00Notions of limits (written lesson)In the previous lesson on limits, I introduced the lesson by assigning some videos that you have to watch. Today we get to the written part of the lesson.<br /><br />I am going to describe this lesson and give you the assignments that you should do.<br /><br />Before I continue I have to tell you that your learning should not be limited to what your teacher gives you. There are plenty of resources that you can use to learn. You can learn from a teacher, from someone who knows a subject well and can teach it to others, from books, from electronic resources like CDs, from electronic communications like radio and televisions. More importantly today there is plenty of resources in the internet that you can use if you know how to access them. You should make yourself comfortable to all types of resources that you can use for learning. Videos are great to learn something but you can't limit yourself to this only. If you want to learn something deeply you have to get the written materials. The written materials allow you to get an overview of what you are going to learn and give you also the content. You can choose which parts to learn first or which parts to drop depending on your interests. The most important thing also is you can review the materials as much as you can. If your reading skills are good you can learn a lot from written materials but for math there isn't a lot to read. You have to do the reading and memorize certain things. You have to practice a lot.<br /><br />Here is the<a href="https://docs.google.com/document/d/1ZTICi3myfsHuHSWvBMhOp_6HkPSwZHreVE9lQ7bLT-c/edit"> link</a> for the lesson but before you start read the following;<br /><br /><b>Description of the lesson</b><br /><br />This lesson starts by a definition of limits and shows you the three methods of limits using examples. The lesson ends by giving you some problems to do. Below I give you the readings that you have to do under each sub-title and the tasks you have to do for each lesson.<br /><br /><b>Assignments</b><br /><b><br /></b><b>1. Objectives</b><br /><br />You should start by reading the objectives again then read the definition of limits. The first video that you watched on the previous lesson with videos gave you verbally an idea of what a limit is. Now you are going to have a written idea of limit and three methods that allow you to calculate a limit.<br /><b><br /></b><b>2. The Idea.</b><br /><br />You read the paragraph giving you an idea of what a limit is. You already have a video demonstration giving you the idea of a limit. Now you have a conceptual definition of a limit. You should try to state this definition either in your own words without compromising the concept or verbatim for more accuracy. Now that you have a definition of limit you are going to learn in written words how to find the limit of a function using three methods: <u>graph</u>, <u>table, algebra.</u><br /><u><br /></u><b>3. Methods for determining limits</b><br /><b><br /></b><b>a) The graph method</b><br /><b><br /></b>Under this title you should see a problem named "Example 1". This problem asks you to find three limits using the graph on the right. This problem is already solved for you. You are going to do two things with this problem.<br /><br /><b>Task I </b><br /><b><br /></b>Read the example and its solution. Read the explanations provided for the solution of the problem in case you don't understand it. Below is a guide to the explanations.<br /><br /><b>Explanation of the solution a) </b><br /><br />You should be able to understand the solution easily. I provide the explanations of the solution in case you don't understand it. I give you a method to understand the solution. It's graphic. You should read and do it.<br /><br /><b>Explanation of the solution of b) and c)</b><br /><br />The same method is used for the solution of a) and b)<br /><br /><b>Explanation of the solution of d)</b><br /><b><br /></b>You can use the same method for the solution of d) but this time notice that the function doesn't have a limit.<br /><br /><b>Task 2 </b><br /><b><br /></b>Do a pencil and paper to do the example yourself without referring to the solution. After you finish verify that your answers are correct.<b> </b><br /><br /><b>Task 3</b><br /><br />Do Practice I.<br /><br /><b>b) Table method</b><br /><br />In this method you are going to use two tables to find a limit. You start by giving x some values to the left of the given value of x and you group the values of x and f(x) in a table. You do the same thing to the right of the given value of x to have a second table. Even though I don't mention the tasks in the lesson you are going to do them in the same way you do for the previous problem.<br /><br /><b>Task I</b><br /><br />Start by reading the problem they ask you to find the solution. Then read the solution. I didn't provided any explanation of the solution because the solution is explanatory by itself. Below is a guided explanation<br /><br /><b>Explanation</b><br /><b><br /></b>You start by giving x a value less than 0 and closer to 0. This value has to be to the left of 0. Then you calculate the value of f(x). You give to x a second value and closer to zero than the previous one You calculate the second value of f(x). You continue to give some values to x closer and closer to x and calculate the corresponding values of x. You do a table grouping all the values of x and f(x) in a table. When you look at the table you notice that f(x) gets close to 1 to the left as x gets closer and closer to 0 to the left.<br /><br />Now you give x values to the right of 0 but closer to 0 and you calculate the corresponding values of f(x). You do a table grouping the values of x and f(x). When you look at the table you notice that as x gets closer and closer to to 0 to the right f(x) gets close to 1 to the right.<br /><br />Since f(x) gets close to 1 as x gets closer and closer to 0 both to the left and right to 0 we conclude the limit of f(x) is 1 when x gets close to 0.<br /><br /><b>Task 2</b><br /><br />Take a pencil and a piece of paper to do the problem by yourself.<br /><br /><b>Task 3</b><br /><br />Do the practice problem <br /><br /><b>Algebra method</b><br /><b><br /></b>This method is very simple but it involves some calculations to do. In this method you substitute x in the function<br /><br /><b>Task 1</b><br /><br />Read the problem first. Then write its solution. Below is a guided explanation.<br /><br />Explanation<br /><br />You substitute x in the function and you do the calculations to find f(x). The value of f(x) is the limit of the function<br /><br /><b>Task 2</b><br /><br />Do the problem by yourself<br /><br /><b>Task 3</b><br /><br />Do the practice problems<br /><br /><b>Review problems</b><br /><b><br /></b>Do the review problems involving the three methods.<br /><br />Interested in learning more about limits get this free course <a href="http://center-for-integral-development.thinkific.com/users/checkout/auth">Introduction to Calculus</a><br />You can also be enrolled in the complete<a href="http://center-for-integral-development.thinkific.com/users/checkout/auth"> Calculus</a> course<br /><br /><br /><br /><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/5e92Vy0p7jU" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2016/12/notions-of-limits-written-lesson.htmltag:blogger.com,1999:blog-6995353831733168187.post-29810915836343055052016-11-04T11:29:00.000-07:002016-11-04T11:35:18.922-07:00How to learn a subject deeplyLearning a subject deeply means you know its theories and are able to apply it. Very often people learn a subject because they are required to without knowing its applications or if they would ever apply it. People learn practical subjects and are not able to apply them. These subjects require practice. But when you learn a subject deeply its practice becomes easy.<br /><br />To learn a subject deeply requires to know "how to learn". You start by learning the concepts or key words in the subject. Sometimes there are words that are not known or are not well understood. Having a clear definition of these words helps to learn the subject deeply. Besides knowing key vocabulary it is necessary to master the theories. It is also important to have a clear understanding of the concepts of the subject. This can be done by having a clear mental picture of these concepts in one's mind. If it's not possible to imagine the concepts one can try to represent them by a visual representation. In order to learn a subject deeply it has to be absorbed gradually. so that the previous concepts can be applied to the following ones. <br /><br />Deeper learning is the ability to apply knowledge to new situations. Deeper learning is associated with better life and work outcomes according to a 2012 report.<br /><br />Superficial learning is associated with poor performance. On the 2012 Program for International Student Assessment (PISA), a test that measures students' abilities to apply their knowledge to real-world problems U.S fifteen years old scored 26th of the 34 industrialized nations in mathematics.<br /><br />Schools that practice deeper learning have their students graduated and attended college at higher rates than schools that don't use deeper learning.<br /><br />Students who practice "deeper learning" take responsibility for their learning. In "deeper learning" students master their subjects deeply. They know the concepts, can apply them and reflect deeply on the subject.<br /><br />Deeper learning is defined by 6 competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn and developing academic mindsets.<br /><br />Deeper learning is associated with practice and reflection. In practical subjects learners can build things. Imagination, intuition and inspiration are some of the characteristics of deeper learning.<br /><br />Deeper learners cultivate academic mindsets. They make the most out of their learning experiences. They hold the following key beliefs:<br />"I can change my intelligence and abilities through effort"<br />"I can succeed"<br />"This work has value and purpose for me"<br /><br />Beliefs and learning skills bring success for learners.<br /><br />If you are interested in getting some help in learning Math, French, ESOL (English to Speakers of Other Languages), Spanish, visit New Direction Education Services at <a href="http://www.ndes.biz/">www.ndes.biz</a> to get the contact information . If you need help in AP Calculus take this <a href="http://center-for-integral-development.thinkific.com/courses/introduction-to-calculus">Introductory Course</a> for free. You can access the complete course <a href="http://center-for-integral-development.thinkific.com/courses/calculus-ab">here </a>(click the word "here") <img src="http://feeds.feedburner.com/~r/Alteredzine/~4/WJqnCfcEzwc" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2016/11/how-to-learn-subject-deeply.htmltag:blogger.com,1999:blog-6995353831733168187.post-9529543663149684572016-10-28T07:03:00.000-07:002016-10-28T07:29:25.617-07:00Notions of limits<b><br /></b><b>Lesson: Introduction to the notion of limits</b><br /><b><br /></b><b>Objectives</b>:<br /><br />At the end of this lesson the learner should be able to:<br /><br />1) Have an idea of what a limit is<br />2) Be able to calculate a limit using the graph, table and algebra method<br /><br />This lesson is part of a series of lessons on the AP Calculus course I will be teaching throughout this blog. This lesson is the first lesson on Chapter I of the course. It is made of two parts. The first part is made of video lectures. The second part consists of the written lesson and the activities.<br /><br /><b>Video lectures</b><br /><b><br /></b><b>1) Introduction to the notion of limit</b><br /><br />Here you'll have to watch this video that will introduce you the notion of limits. Here is the link: <a href="https://youtu.be/riXcZT2ICjA">Introduction to the notion of limit</a><br /><br /><b>2) Methods for determining limits</b><br /><br />The three methods for determining limits are: Graph, Table and Algebra method. You will have to watch three videos on the Graph method, two on the Table method and two on the Algebra method.<br /><br /><b>a) Graph method. </b><br /><br />Here are the links to watch the videos for this method:<br /><a href="https://www.youtube.com/watch?v=rccqylTloMs">Two-sided limits from graph</a><br /><a href="https://www.youtube.com/watch?v=GGQngIp0YGI">Limits examples Part I</a><br /><a href="https://www.youtube.com/watch?v=W0VWO4asgmk">Limits examples Part II</a><br /><br /><b>b) Table method</b><br /><b><br /></b>Here are the links to watch the links for the Table method<br /><a href="https://www.youtube.com/watch?v=cMNXs7JFC_g">Finding limits numerically with tables</a><br /><a href="https://www.youtube.com/watch?v=l7Tcay720vw">Determine a limit numerically</a><br /><br /><b>c) Algebra method</b><br /><b><br /></b>In the Algebra method you are going to watch two videos.<br /><br />1.<strong data-redactor-tag="strong" style="background-color: white; box-sizing: border-box; color: #555566; font-family: Arial, Helvetica, Verdana, Tahoma, sans-serif; font-size: 14px;"> In this video you are going to learn how to evaluate a limit using the substitution method and verifying the result using a graph. The notion of continuous functions is introduced to help to determine the limit. A continuous function is one that goes without interruption. The notion of continuity is introduced later in the Calculus course. Notice that the first function is a constant. As such the limit is a constant. This is one of the limit properties that will be introduced later. Since you don't know this property the limit is determined using a graph. The limits of the other 3 functions are calculated using the notion that if a function is continuous for a value x = c its limit is f(c). These 2 functions are continuous for any value of x. Therefore f(x) exists for any value of x and the direct substitution method is applied.</strong><br /><strong data-redactor-tag="strong" style="background-color: white; box-sizing: border-box; color: #555566; font-family: Arial, Helvetica, Verdana, Tahoma, sans-serif; font-size: 14px;"><br /></strong><strong data-redactor-tag="strong" style="background-color: white; box-sizing: border-box; color: #555566; font-family: Arial, Helvetica, Verdana, Tahoma, sans-serif; font-size: 14px;"> Here is the link of the video to watch;<a href="http://1.%20in%20this%20video%20you%20are%20going%20to%20learn%20how%20to%20evaluate%20a%20limit%20using%20the%20substitution%20method%20and%20verifying%20the%20result%20using%20a%20graph.%20the%20notion%20of%20continuous%20functions%20is%20introduced%20to%20help%20to%20determine%20the%20limit.%20a%20continuous%20function%20is%20one%20that%20goes%20without%20interruption.%20the%20notion%20of%20continuity%20is%20introduced%20later%20in%20the%20calculus%20course.%20notice%20that%20the%20first%20function%20is%20a%20constant.%20as%20such%20the%20limit%20is%20a%20constant.%20this%20is%20one%20of%20the%20limit%20properties%20that%20will%20be%20introduced%20later.%20since%20you%20don%27t%20know%20this%20property%20the%20limit%20is%20determined%20using%20a%20graph.%20the%20limits%20of%20the%20other%203%20functions%20are%20calculated%20using%20the%20notion%20that%20if%20a%20function%20is%20continuous%20for%20a%20value%20x%20%3D%20c%20its%20limit%20is%20f%28c%29.%20these%202%20functions%20are%20continuous%20for%20any%20value%20of%20x.%20therefore%20f%28x%29%20exists%20for%20any%20value%20of%20x%20and%20the%20direct%20substitution%20method%20is%20applied./"> Determining limit using direct substitution</a></strong><br /><br /><span style="font-family: "arial" , "helvetica" , "verdana" , "tahoma" , sans-serif;"><span style="background-color: white; font-size: 14px;">2.</span></span><span style="color: #555566; font-family: "arial" , "helvetica" , "verdana" , "tahoma" , sans-serif; font-size: 14px;">. In this video you are going to use the three methods to evaluate a limit</span><br /><div style="background-attachment: initial; background-clip: initial; background-image: none; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; box-shadow: none; box-sizing: border-box; color: #555566; font-family: Arial, Helvetica, Verdana, Tahoma, sans-serif; font-size: 14px; line-height: 1.6em; margin-bottom: 15px;">2.1 Direct substitution<br />2.2 Factoring<br />2.3 Conjugation</div><div style="background-attachment: initial; background-clip: initial; background-image: none; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; box-shadow: none; box-sizing: border-box; color: #555566; font-family: Arial, Helvetica, Verdana, Tahoma, sans-serif; font-size: 14px; line-height: 1.6em; margin-bottom: 15px;">Here is the link of the video to watch:<a href="http://www.calculus-help.com/how-do-you-evaluate-limits/"> How do you evaluate limits</a><br /><br />In the next post I will introduce you to the written lesson that includes the assignments that you will have to do. You can also subscribe to the<a href="http://center-for-integral-development.thinkific.com/courses/introduction-to-calculus"> free Introductory Calculus course</a>. If you want to get the complete Calculus course you can get it<a href="http://center-for-integral-development.thinkific.com/courses/calculus-ab"> here</a> (click on the highlighted word here)</div><div style="background-attachment: initial; background-clip: initial; background-image: none; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; box-shadow: none; box-sizing: border-box; color: #555566; font-family: Arial, Helvetica, Verdana, Tahoma, sans-serif; font-size: 14px; line-height: 1.6em; margin-bottom: 15px;"><br /></div><strong data-redactor-tag="strong" style="background-color: white; box-sizing: border-box; color: #555566; font-family: Arial, Helvetica, Verdana, Tahoma, sans-serif; font-size: 14px;"><br /></strong><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/2l4fJjRgj7Y" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2016/10/notions-of-limits.htmltag:blogger.com,1999:blog-6995353831733168187.post-46784745397381143722016-04-01T11:39:00.001-07:002016-04-01T11:44:22.291-07:00Learning Calculus by following a simple model of learningMany learners find it difficult to learn a subject or anything that they want to learn. The difficulties come from the fact that people have always thought that in order to learn something somebody has to teach it in the first place. Learning doesn't always come from someone else. One can learn by oneself. In fact learning happens throughout life mostly in the informal way. Life would be impossible without learning. Learning happens explicitly after birth. Babies learn to cry to get fed. This is a natural process of a simple stimulus-response conditioning. A natural stimulus is used in order to get a response. The baby cry is a natural stimulus to get a response which is food. Learning viewed this way is a change of behavior. Later comes complex stimulus-response conditioning. The complex stimulus-response conditioning is known as classical conditioning of Pavlov. In complex stimulus-response conditioning a second stimulus is introduced, which stimulus is neutral. Dog naturally salivate when they see meat but Pavlov was able to teach a dog to salivate at the sound of a bell by associating the sound of a bell to the presentation of the meat to the dog. By repeating several times the association meat with the sound of a bell the dog learns to salivate when the bell rings. This process of conditioned learning has been used by humans to live and to create different structures in society.<br /><br />Learning happens whether we want it or not. In order to learn more complex things ways of learning are necessary. One cannot depend exclusively one someone else to learn as if this person isn't present learning cannot take place. A teacher doesn't force learning to take place. He facilitates and creates conditions for learning. This starts by believing that you can learn. Then you learn the study skills and habits. You need to know the theories, rules and processes in order to learn math.<br /><br /> Mathematics play an important role in human activities. They are used from simple everyday activities such as personal budgeting, checkbook balancing, groceries shopping to more complicated disciplines such as Economy, Science, Computers, Engineering, etc. The buildings we live in the roads we use, the computers, cellphones, tablets, televisions, etc are designed by people who know math. Calculus is an important branch of mathematics used in various disciplines taught at the college level. The notions of limits are fundamental in understanding some very important notions in Calculus such as Continuity, Derivation and Integrals. I have designed two Calculus courses for learners taking AP Calculus or who will take it. If a student plans to take Calculus as their next math course it's good to start taking them now so that it doesn't look strange to them. They are also designed for students at the high school or college level who need a remediation course. The first one is a free Introductory Calculus course. The second is a complete Calculus course at an affordable price.<br /><br />The instruction process for this course is designed in the following manner:<br />1. Students will watch an introductory video. The videos introduce the lessons to the learner<br />2. There will be some readings to do. The readings expose the learners to the theories of different topics.<br />3. There will be some problems completely solved. Students should master the solution process of these problems.<br />3. They will have to solve practice problems demonstrating an understanding of the topics.<br /><div><br /></div><div>Courses in Basic Algebra, Algebra I & II, Geometry, Trigonometry, Pre-Calculus and math for adults are also available. Other face-to-face and online courses in French and English to Speakers of other Languages are available on demand. Online and face-to-face tutoring are also available in these subjects.For more information visit New Direction Education Services at <a href="http://www.ndes.biz/">www.ndes.biz</a>. If you are interested in the 2 Calculus courses, click on the link at the end of this post. If this is not for you please share the link to people who might be interested. Here is the link: <a href="https://sites.google.com/site/freetutoringbyemail/home/freeintroductorycalculuscoursepaidcalculuscourse">Free Introductory Calculus Course. Complete Calculus course.</a></div><div><br /></div><br /><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/g3teh52SuBE" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2016/04/learning-calculus-by-following-simple.htmltag:blogger.com,1999:blog-6995353831733168187.post-19210317026198769212016-03-01T10:01:00.000-08:002016-03-01T10:13:11.537-08:00Mindsets impact mathematics achievementStudy done by the educator Carol Dweck and her colleagues shows that everyone has a learning mindset, a core belief about how they learn. People can have a growth mindset or a fixed mindset. In the Psychology of Learning a growth mindset is the attitude of people who believe that their intelligence can increase with hard work. The learning ability of people with a growth mindset tends therefore to increase. People with a fixed mindset believe that their intelligence is fixed and cannot go beyond their fixed levels. They think that their learning ability is limited. Because of this mindset they think that they can't learn a subject fully and realize great performances at it. These two types of mindsets lead to different kinds of learning behaviors and consequently to different learning outcomes. Learners with a fixed mindset give up easily while those with a growth mindset persist even though their work is hard.<br /><br />Mindsets impact math achievement. A survey was given to students in a 7th grade class to measure their mindset. The researchers monitored their math achievement over a two years period. The study yields to important results according to the type of students' mindsets. The math achievement of students with a growth mindset tends to progress increasingly while the math achievement of students with a fixed mindset stays constant.<br /><br />A study about the relationships between beliefs and brain activity shows that the brain of people with a growth mindset reacts differently than that of people with a fixed mindset when they make a mistake. Those with a growth mindset are more aware of their mistakes and willing to fix them. This attitude is different for those with a fixed mindset. Another study supports that students with a growth mindset experience heightened brain activity and are able to pay more attention to their mistakes.<br /><br />The brains of all participants to the latter study show some type of activity but the brain of those with a growth mindset is likely to show subsequent activities allowing them to be aware of their mistakes.<br /><br />What are the implications of these studies in learning math or any other subject? These studies show that it's not natural that some individuals are more intelligent than others. Beliefs and mindsets play a great role in people's level of intelligence and their ability to learn. People with a growth mindset or who believe that they can learn if they put some effort have have higher levels of intelligence and increased learning abilities. Those who have a fixed mindset think that their intelligence and leaning abilities are limited. Because of these beliefs they aren't making any effort to learn a subject.<br /><br />I presently teach and tutor face-to-face and online Math, French, ESL and Spanish. If you believe that you can't learn Math and any of the other subjects above I can work with you to help you to develop a growth mindset. I give away two freebies: a few tutoring sessions in any of the subjects mentioned above and a free Calculus course. For the free Calculus course click this link <a href="http://center-for-integral-development.thinkific.com/courses/notions-of-limits">Introduction to Calculus: notions of limits</a>. For free tutoring by email fill out this form <a href="http://eepurl.com/bs1wdr">Free Tutoring by Email</a><br />For paid tutoring and courses face-to-face and online visit New Direction Education Services at <a href="http://www.ndes.biz/">www.ndes.biz</a> and click on the contact information button. You can also reach me by email at pslvb34@gmail.com<img src="http://feeds.feedburner.com/~r/Alteredzine/~4/LejUTVu-ndU" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2016/03/mindsets-impact-mathematics-achievement.htmltag:blogger.com,1999:blog-6995353831733168187.post-79811360962858236242016-01-09T11:09:00.001-08:002016-01-16T12:16:12.342-08:00Visualization in mathematics helps students in math learningThere are different ways by which we acquire information. We mainly acquire information from our senses. The two senses mostly used in learning are the eyesight and the hearing. The multiple intelligences theory by Gardner. presently debated, show also other senses besides the traditional senses involved in learning. Teacher's lectures, videos, written materials, manipulatives are the primary ways by which we learn. Written information is widely used in learning and day-to-day activities. Reading and writing play an important part in learning and life. The command of these two techniques can help us tremendously in learning and life. Writiting comes as visual information in symbols. The comprehension of written information involves the mastery of different structures of a language. Visual information comes also in pictures and shapes that aid in the understanding of written information. The word "visualization" is a common word used in computer, psychotherapy, etc. Pictures that can come in different forms and shapes are easier to decode than symbols because they are more related to our personal experiences. Therefore they bring more clarity to coded information. In this article is highlighted the importance of visualization techniques to facilitate the learning of mathematics. We can approximately define "visual mathematics" as the represention of mathematics that are symbolic or not through shapes that correspond more to our actual experiences. Three main highlights are discussed in this article <br /><br /><b>Visual mathematics are used in basic and high levels of mathematics</b><br /><b><br /></b>Educators in beginning classes of mathematics use manipulatives, games, shapes and pictures to help learners to understand mathematics. Visualization techniques are also used in higher levels of mathematics. Mathematics don't deal only with numbers. Visual representation is a part of the structure of mathematics. Consider algebra that is mainly symbolic. Different shapes are used to represent abstract relations. Diagrams, tables, graphs are used to represent relations and functions . Visualization techniques can be used even in abstract theories and problems. One can invent pictures, graph or any sort of visualization technique to represent abstract situations. The visual representation can especially be useful when it facilitates understanding, higher order of thinking and develops ideas. <br /><br /><b>Brain research shows that visual mathematics improve student's math performance</b><br /><br /><b></b>Researchers found that when students used visual mathematics they activated another area of their brain besides the one used when using numbers and symbols. The communication and working of these two areas of the brain facilitate math learning. They even state that visualization techniques are more beneficial than numerical techniques of learning math even when students are essentially learning numerical mathematics. It's obvious that when the concrete is used to explain the abstract the understanding of the latter becomes clearer.<br /><br /><b>Visual mathematics help students to solve problems in different ways.</b> <br /><br />Visual mathematics are nothing but a visual representation of abstract mathematics. Visual mahematics facilitate individualized learning since students can have different views on visual representation. Not only visual representation facilitates understanding it develops imagination and allows communication to take place between students. They can compare their individual work between each other. They can also discuss problems together. Educators can favor this type of learning by asking students to come up with different ways of solving problems.<br /><br /><b>Conclusion</b><br /><b><br /></b>There is no doubt that visualization represents an important tool that can facilitate learning. However it can be used for some specific purposes but not as an obsession. Sometimes it might not be needed. When understanding is clear and there is no need for clarification and depth one can move further.<br /><br />It is also important to note that a math educator can use different learning techniques to facilitate student's learning comprehension. One is the use of sequential learning. Math is sequential meaning each concept is based on the previous one.It is important that students master previous concepts in order to understand the concept that is actually learned. The sequential nature of mathematics is obvious in the learning of the four basic arithmetic operations. The learning of subtraction is based on that of addition. Without knowing addition one can't do multiplication. Division implies the learning of multiplication and subtraction. As an educator I have found that students who have math learning difficulties don't master the basic calculations. They also don't love mathematics, which is linked to the learning deficiencies in the fundamental notions of mathematics. Study skills are also important in the study of mathematics. I have written about different study techniques in this blog. As a math educator and tutor. my primary task is to instill the love and usefulness of math in students. If you or your child is interested in math tutoring don't hesitate to contact me. You can also refer other learners to me.<br /><br /><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;">Interested in learning to use effective study skills? For free tutoring by email fill out this form:</span><a href="http://eepurl.com/bs1wdr" style="font-family: 'times new roman', times, serif; line-height: 17.6px;">Free Tutoring by Email </a><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;">. For paid tutoring and courses visit New Directions Education Services at</span><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;"> <a href="http://www.ndes.biz/">www.ndes.biz</a></span><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/SILCDxjxz2c" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2016/01/visualization-in-mathematics.htmltag:blogger.com,1999:blog-6995353831733168187.post-45258748344160264172015-12-19T08:28:00.000-08:002016-01-08T11:18:59.522-08:00How to remove obstacles to learning math<div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;">I am adding a few comments about the article: Not a math person: "how to remove obstacles to learning math" written by Katrina Schwartz and published in the online magazine Mind/Shift concerning the pedagogical techniques to remove obstacles in learning math. The author of the article wrote: "Neuroscience research is now showing a strong connection between the attitudes and beliefs students hold about themselves and their academic performance". Our brain is the command center of our physical, emotional, mental and spiritual life. The brain stores also a lot of information recorded consciously or unconsciously. It interprets our surrounding reality and draws its conclusions. One type of conclusions is "the beliefs and attitudes" mentioned in the quote. Our beliefs and attitudes strongly influence our actions and personality. If students believe they can't do math it's obvious that they are not going to make any efforts in order to learn the subject. Their actions will reflect negative views or attitudes about learning math. The beliefs and attitudes originate from the student himself and his social and educational environment. If the social environment including the family cannot do much about developing positive attitudes about learning math this is the role of the school system to favor the development of attitudes and beliefs necessary for learning math. Not only the math teacher develops techniques to help students to learn the subject but he encourages students to "like" the subject. I use the word "like" instead of any other complicated word because I found when a student likes a subject he tends to make efforts in order to perform strongly at it.<br /><span style="font-size: 1.375rem; letter-spacing: 0.01rem; line-height: 1.5;"><br /></span><span style="font-size: 1.375rem; letter-spacing: 0.01rem; line-height: 1.5;">"Neuroscientists now know that the brain has the abilities to grow and shrink". The fact that our brain grows simply means that we are able to use the brain to think, reflect and solve our problems. We know that every individual uses his brain to live. When we think for a certain period of time about something we solicit the brain's resources in order to help us in order to solve problems. We use a great portion of the "working memory" of our brain to the solution of these problems. However we need to use the brain resources and the "working memory" effectively. Background knowledge helps us to free some parts of the working memory in order to move quickly in the solution of problems. In fact a study done about the strong performance of chess players shows that the memorization of different chess positions helps players to think quicker and gain advantages on their competitor. The background knowledge is important in performing math. Background knowledge is the knowledge of facts and theories so that we don't have to demonstrate them each time we encouter them. The fact that we know the multiplication tables allow us to do the multiplication of different large numbers instead of figuring out each time the multiplication of single numbers. There are math problems that are so complicated that we have to know the method of solutions and the formulas instead of figuring out each time how to solve the same type of problems. Background knowledge of math theories help us to solve complicated math problems. A complicated and abstract subject like math cannot be mastered without knowing its theories. The other technique mentioned in the article is about visualization. Visualization allows to visualize a fact, theory, etc. It helps to figure out something more clearly. It is a tool. It doesn't substitute the knowledge of the subject. Here is an excerpt of the article: </span><br />Stanford math education professor <a href="https://ed.stanford.edu/faculty/joboaler" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; box-sizing: border-box; color: #019cdc; line-height: inherit; text-decoration: none;" target="_blank">Jo Boaler </a>spends a lot of time worrying about how math education in the United States traumatizes kids. Recently, a colleague’s 7-year-old came home from school and announced he didn’t like math anymore. His mom asked why and he said, “math is too much answering and not enough learning.”</div><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;">This story demonstrates how clearly kids understand that unlike their other courses, math is a performative subject, where their job is to come up with answers quickly. Boaler says that if this approach doesn’t change, the U.S. will always have weak math education.</div><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;">“There’s a widespread myth that some people are math people and some people are not,” Boaler told a group of parents and educators gathered at the <a href="https://www.innovativelearningconference.org/ehome/index.php?eventid=107259&" style="background: transparent; box-sizing: border-box; color: #019cdc; line-height: inherit; text-decoration: none;" target="_blank">2015 Innovative Learning Conference</a>. “But it turns out there’s no such thing as a math brain.” Unfortunately, many parents, teachers and students believe this myth and it holds them up every day in their math learning.</div><br />There’s no such thing as a math brain.’<cite style="-webkit-font-smoothing: antialiased; box-sizing: border-box; display: block; font-size: 1.1rem; font-stretch: normal; font-style: normal; letter-spacing: 0.01rem; line-height: 1.4; margin-top: 0.625rem;">Jo Boaler, Stanford professor of math education</cite><br /><br /><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;">“We live in a society with lots of kids who don’t believe they are good at math,” Boaler said at an Education Writers Association conference. “They’re put into low groups; they’re given low-level work and their pathway has been set.” But math education doesn’t have to look like this.</div><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;">Neuroscience research is now showing a strong connection between the attitudes and beliefs students hold about themselves and their academic performance. That’s a departure from the long-held traditional view that academic success is based only on the quality of the teacher and curriculum. But researchers like<a href="http://ww2.kqed.org/mindshift/2014/07/16/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/" style="background: transparent; box-sizing: border-box; color: #019cdc; line-height: inherit; text-decoration: none;" target="_blank"> Carol Dweck</a>, <a href="http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf" style="background: transparent; box-sizing: border-box; color: #019cdc; line-height: inherit; text-decoration: none;" target="_blank">Camille Farrington</a> and <a href="http://www.utexas.edu/cola/prc/directory/faculty/profile.php?id=yeagerds" style="background: transparent; box-sizing: border-box; color: #019cdc; line-height: inherit; text-decoration: none;">David Yeager</a> have shown repeatedly that small interventions to change attitudes about learning can have an outsized effect on performance.</div><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;">Neuroscientists now know that the brain has the ability to grow and shrink. This was demonstrated in a<a href="http://www.scientificamerican.com/article/london-taxi-memory/" style="background: transparent; box-sizing: border-box; color: #019cdc; line-height: inherit; text-decoration: none;" target="_blank">study of taxi drivers in London</a> who must memorize all the streets and landmarks in downtown London to earn a license. On average it takes people 12 tries to pass the test. Researchers found that the hippocampus of drivers studying for the test grew tremendously. But when those drivers retired, the brain shrank. Before this, no one knew the brain could grow and shrink like that.<br /><br /><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;"><span style="font-size: 1.375rem; letter-spacing: 0.01rem; line-height: 1.5;">“We now know that when you make a mistake in math, your brain grows,” Boaler said. Neuroscientists did MRI scans of students taking math tests and saw that when a student made a mistake a synapse fired, even if the student wasn’t aware of the mistake. “Your brain grows when you make a mistake, even if you’re not aware of it, because it’s a time when your brain is struggling,” Boaler said. “It’s the most important time for our brains.”</span></div><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;">A second synapse fires if the student recognizes his mistake. If that thought is revisited, the initial synapse firing can become a brain pathway, which is good for learning. If the thought isn’t revisited, that synapse will wash away.</div><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;">A recent <a href="http://www.nature.com/ncomms/2015/150930/ncomms9453/abs/ncomms9453.html" style="background: transparent; box-sizing: border-box; color: #019cdc; line-height: inherit; text-decoration: none;" target="_blank">study of students with math learning disabilities</a> found in a scan that their brains did behave differently from kids without the disability. “What they saw was the brain lighting up in lots of different areas while working on math,” Boaler said. The children were recruiting parts of the brain not normally involved in math reasoning.</div><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;">The researchers tutored the group of students with math disabilities for eight weeks using the methods Boaler recommends like <a href="https://www.youcubed.org/think-it-up/visual-math-improves-math-performance/" style="background: transparent; box-sizing: border-box; color: #019cdc; line-height: inherit; text-decoration: none;" target="_blank">visualizing math</a>, discussing problems and writing about math. At the end of the eight weeks, they scanned their brains again and found that the brains of the test group looked just like the kids who did not have math disabilities. This study shows that all kids can learn math when taught effectively. Boaler estimates that only 2 to 3 percent of people have such significant learning disabilities that they can’t learn math at the highest levels.</div><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;">People who learned math the traditional way often push back against visual representations of math. That kind of thinking represents a deep misunderstanding of <a href="http://brannonlab.org.s84504.gridserver.com/wp-content/uploads/Park-Brannon-2013.pdf" style="background: transparent; box-sizing: border-box; color: #019cdc; line-height: inherit; text-decoration: none;" target="_blank">how the brain works</a>. “When you think visually about anything, different brain pathways light up than when we think numerically,” Boaler said. The more brain pathways a student engages on the same problem, the stronger the learning.</div><div class="wrap" style="background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 16px; line-height: 16px; margin: 0px; padding: 0px;"><br /><br /><br /><figure class="wp-caption aligncenter" id="attachment_42829" style="box-sizing: border-box; margin: 0.5rem auto 1.25rem; max-width: 923px;"><a href="https://www.youcubed.org/think-it-up/visual-math-improves-math-performance/" style="background: transparent; box-sizing: border-box; color: #019cdc; line-height: inherit; text-decoration: none;"><img alt="An example of many ways to visually represent 18 x 5. " class="wp-image-42829 size-full" src="http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Screen-shot-2015-11-18-at-2.46.29-PM.png" height="271" sizes="(max-width: 923px) 100vw, 923px" srcset="http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Screen-shot-2015-11-18-at-2.46.29-PM-400x117.png 400w, http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Screen-shot-2015-11-18-at-2.46.29-PM-800x235.png 800w, http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Screen-shot-2015-11-18-at-2.46.29-PM.png 923w" style="border: none; box-sizing: border-box; display: inline-block; height: auto; max-width: 100%; vertical-align: middle; width: 923px;" width="923" /></a></figure></div></div><div style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 1.375rem; font-stretch: normal; letter-spacing: 0.01rem; line-height: 1.5; margin-bottom: 1.5em; padding: 0px; text-rendering: optimizeLegibility;"><div style="font-size: 1.375rem;">An example of many ways to visually represent 18*5 (Jo Boaler/YouCubed) (to be continued)</div><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;">Interested in learning to use effective study skills? For free tutoring by email fill out this form:</span><a href="http://eepurl.com/bs1wdr" style="font-family: 'times new roman', times, serif; line-height: 17.6px;">Free Tutoring by Email </a><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;">. For paid tutoring and courses visit New Directions Education Services at</span><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;"> <a href="http://www.ndes.biz/">www.ndes.biz</a></span><br /><div style="font-size: 1.375rem;"><br /></div></div><div class="wrap" style="background-color: white; box-sizing: border-box; color: #222222; font-family: freight-text-pro, Georgia, 'Times New Roman', Times, serif; font-size: 16px; line-height: 16px; margin: 0px; padding: 0px;"></div><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/an1oYuP2q1w" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/12/how-to-remove-obstacles-to-learning-math.htmltag:blogger.com,1999:blog-6995353831733168187.post-12019189079516178672015-12-02T09:00:00.000-08:002015-12-19T07:59:04.839-08:00Four best success skills in learning in school, outside and beyondSuccess skills in school and learning fall in different categories such as: study skills, organization, environment, etc. In this post I will develop four important skills for success in learning and one to avoid.<br /><br /><b>1. Study skills</b><br /><b><br /></b>Success in study require the ability to use some skills to master the subject. These skills are related to some reading and study techniques. Reading skills are important for success in study. Reading begins before study. In the reading phase some techniques are used such as previewing, skimming, scanning, etc, In the previewing phase one seeks to get a panoramic view of the material without reading the details. One looks at the title, headings, subheadings, pictures of a single piece of the study material. Then one reads the introduction, the first sentence of each paragraph and the conclusion. These techniques are not easy to use especially when one is accustomed in reading line by line. In acquiring the general view one can sketch an outline with the main points of the subject. Once one has finished with the general view one starts by reading the full text. This reading is active since it involves different activities such as outlining important details, thinking, reflecting, etc. The last phase consists in memorizing the important details of the subject.<br /><br /><b>2. Organization</b><br /><br />A calendar is important in order to find time to study. Everyone in school or not has different daily activities. It is important to schedule these activities in order to find time for study, If you are a student in grade school or at the university your time is divided in different blocks of activities, Classes take the majority of the time in school. Extra curricular activities and social events are also included in the school time. There are also personal activities outside the school. For adults who are in school they are very busy and share their time between work, personal activities and family responsibilities. One can use online calendars such as Google calendar to manage time for different activities. There are also some apps for reminders such as Google keep to remind about different activities. Students can use these reminders or hard and computer sticky notes to remind about textbook pages, assignments, etc. Google keep can also be used to take some notes.<br /><br /><b>3. Disconnection</b><br /><br />Disconnect from the internet is the most difficult thing to do since the internet is also used for classwork. In addition one is addicted to social medias, emails and text messages. One has to set the rule that when it's time to study one has to avoid logging in these things. One can set a time for study and another time for the internet to avoid doing both at the same time.<br /><br /><b>4. Environment</b><br /><br />Finding one's convenient environment is important. There are two elements in the environments: the place to study itself and the absence or not of complete quietness. A quite place such as the library or home place reserved especially for study is important. One should avoid to be bothered by other people, telephone, television, etc. If other people are doing other activities that prevent you from concentrating while you are studying this can distract you. If they ask you to do some things you lose time in your study. It doesn't mean that you can't interrupt your study to do some important things for someone else. But these things have to be really important and you are the sole person who can help in time and place. Some people like to learn while they listen to music, Others prefer not, The choice depends on your preferences. You can't study while watching the television, answering phones, sending text messages and logging in social medias. You decrease considerably the time dedicated to study and your concentration when you study and do these things at the same time. Observe the Ecclesiastes principle that says there is a time for each thing.<br /><br /><b>5. Cramming</b><br /><br />Cramming is the process of studying material that one hasn't studied before an examination. Study should be a daily activity. It extends over a certain period of time if one wants to master the material. It involves also constant reviewing. Mastering a certain amount of materials that one hasn't had the opportunity to digest during times where the study of materials is allotted can be hard to do. This requires the display of a considerable amount of energy and can lead to exhaustion.<br /><br /><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;">Interested in learning to use effective study skills? For free tutoring by email fill out this form:</span><a href="http://eepurl.com/bs1wdr" style="font-family: 'times new roman', times, serif; line-height: 17.6px;">Free Tutoring by Email </a><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;">. For paid tutoring and courses visit New Directions Education Services at</span><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;"> <a href="http://www.ndes.biz/">www.ndes.biz</a></span><br /><br /><br /><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/G1T1pJsdmoQ" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/12/four-best-success-skills-in-learning-in.htmltag:blogger.com,1999:blog-6995353831733168187.post-81759639678399508982015-11-14T07:09:00.000-08:002015-11-14T07:19:33.681-08:00The role of the brain when kids learn mathAn article titled "Kids'brains reorganize when learning math", appeared in Associated Press in August 2014, describes the role of the long-term memory in the improvement of the learning of addition by kids. The article doesn't describe specifically what happens in the kid's brain when they automatically answer a question to a simple addition without counting on their fingers. However there are key elements in the article related to the role of the kids' brain in learning math and how this could help in learning math better. The discoveries are also related to the chid's cognitive development specifically how memories are recorded and retrieved in the brain.<br /><br />The scientists scanned the kids' brain to study how they were able to transition from counting to their fingers to simply answer a question related to a simple addition. They repeated the study a year later and did the same experiment in adolescents and adults. The results of the study are:<br /><br /><br /><ul><li>At some point kids makes the transition from counting from their fingers to automatically answer a question related to a simple addition. If they make this transition well their performance in the future learning of math will improve.</li><li> Older kids are able to do the simple addition quicker than the younger. In other words performance increases with age. </li><li>Being able to retrieve simple math addition in the memory helps kids to learn new math concepts. In other words this process allows children to use free space in the work memory in order to learn new math concepts.</li><li>This retrieval process improves the ability of the hippocampus which is the region of the brain where new memories come in before being transferred in long term memories.</li></ul>The implications of this study are important in learning math and in learning in general. It stresses the importance of the use of memory in learning math. Learning uses long-term memory as a storage where different concepts can be retrieved when one learns new things or things related to the previous concepts. Imagine that you are not able to remember your telephone number. For this reason you either write it somewhere or save it in your telephone memory. It would be annoying to loook for this number each time you have to dial it, However if you are able to remember the telephone number dial it each time becomes easier. In fact the use of our memory is a natural process in living. There are many things that are transferred in the long term memory without our conscious will. Once certain things are stored in the long term memory the retrieval becomes automatic after performing certain actions related to the information stored. When you learn to drive a car you store certain information in the brain. Once you know how to drive the car the retrieval information related to driving becomes automatic. You don't have to consciously remember the driving information.<br /><br />One tends to think that learning math is simply related to thinking and solving problems only. The role of the memory is important in these processes. We retrieve procedures, theorems, rules, etc in the memory in order to learn new concepts and solve problems. One would think that in using the memory one would record things without understanding them. Quite the contrary when you understand something you can better store it in the long term memory and retrieve it from there. The long term memory is where you store things that are important to you. Sometimes things are stored verbatim when it's necessary, For example you store formulas verbatim so that they can be retrieved for future use. Other times only representations of things are stored in the long memory. These representations are not exactly a reproduction of the reality but a way for you to figure them out. Learning involves processes in the brain. It is important to understand these processes to improve learning.<br />Source: <a href="http://www.deseretnews.com/article/765658477/Kids-brains-reorganize-when-learning-math-skills.html">http://www.deseretnews.com/article/765658477/Kids-brains-reorganize-when-learning-math-skills.html</a><br /> <span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;">Interested in learning to use effective study skills? For free tutoring by email fill out this form:</span><a href="http://eepurl.com/bs1wdr" style="font-family: 'times new roman', times, serif; line-height: 17.6px;">Free Tutoring by Email </a><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;">. For paid tutoring and courses visit New Directions Education Services at</span><span style="font-family: "times new roman" , "times" , serif; line-height: 17.6px;"> </span><a href="http://www.ndes.wikidot.com/" style="font-family: 'times new roman', times, serif; line-height: 17.6px;">www.ndes.wikidot.co</a>m<img src="http://feeds.feedburner.com/~r/Alteredzine/~4/gdIkg6stjl0" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/11/the-role-of-brain-when-kids-learn-math.htmltag:blogger.com,1999:blog-6995353831733168187.post-67841124882839085182015-11-06T15:28:00.000-08:002015-11-06T15:28:33.105-08:00"A.S.P.I.R.E." A Study SystemStudying effectively requires some good strategies. The acronym A.S.P.I.R.E allows to remember these strategies. "A" stands for "Approach/Attitude/Arrange". "S" stands for "Select/Survey/Scan". "P" stands for "Piece together the parts". "I" stands for "Investigate/Inquire/Inspect". "R" stands for "Re-examine/Reflect/Relay". "E" stands for "Evaluate/Examine/Explore".<br /><br /> <b style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">A: Approach/attitude/arrange</b><br /><ul style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; list-style: square; margin: 0px 0px 0px 10px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><ul style="background: transparent; border: 0px; line-height: 1.1em; list-style: disc; margin: 0px 0px 5px 15px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Approach your studies with a positive attitude</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Arrange your schedule to eliminate distractions</li></ul></ul><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><b style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">S: Select/survey/scan</b></div><ul style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; list-style: square; margin: 0px 0px 0px 10px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><ul style="background: transparent; border: 0px; line-height: 1.1em; list-style: disc; margin: 0px 0px 5px 15px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Select a reasonable chunk of material to study</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Survey the headings, graphics, pre- and post questions to get an overview</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Scan the text for keywords and vocabulary: mark what you don’t understand</li></ul></ul><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><b style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">P: Piece together the parts:</b></div><ul style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; list-style: square; margin: 0px 0px 0px 10px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><ul style="background: transparent; border: 0px; line-height: 1.1em; list-style: disc; margin: 0px 0px 5px 15px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Put aside your books and notes</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Piece together what you've studied, either alone, with a study pal or group:<br />summarize what you understand.</li></ul></ul><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><b style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">I: Investigate/inquire/inspect:</b></div><ul style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; list-style: square; margin: 0px 0px 0px 10px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><ul style="background: transparent; border: 0px; line-height: 1.1em; list-style: disc; margin: 0px 0px 5px 15px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Investigate alternative sources of information you can refer to:<br />other text books, websites, experts, tutors, etc.</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Inquire from support professionals (academic support, librarians, tutors, teachers, experts,) and other resources for assistance</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Inspect what you did not understand.</li></ul></ul><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><b style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">R: Reexamine/reflect/relay<br />Reexamine the content | Reflect on the material | Relay understanding</b></div><ul style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; list-style: square; margin: 0px 0px 0px 10px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><ul style="background: transparent; border: 0px; line-height: 1.1em; list-style: disc; margin: 0px 0px 5px 15px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Reexamine:<br />What questions are there yet to ask? Is there something I am missing?</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Reflect:<br />How can I apply this to my project? Is there a new application for it?</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Relay:<br />Can I explain this to my fellow students? Will they understand it better if I do?</li></ul></ul><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><b style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">E: Evaluate/examine/explore:</b></div><ul style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; list-style: square; margin: 0px 0px 0px 10px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><ul style="background: transparent; border: 0px; line-height: 1.1em; list-style: disc; margin: 0px 0px 5px 15px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Evaluate your grades on tests and tasks: look for a pattern</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">Examine your progress: toward achieving your goals</li></ul></ul><span style="background-color: transparent; line-height: 1.1em;">Explore options: with a teacher, support professional, tutor, parent if you are not satisfied</span><span style="background-color: transparent; line-height: 1.1em;">. Source: <a href="http://www.studygs.net/aspire.htm">http://www.studygs.net/aspire.htm</a> </span><div><span style="font-family: 'times new roman', times, serif; line-height: 17.6px;">Interested in learning to use effective study skills? For free tutoring by email fill out this form:</span><a href="http://eepurl.com/bs1wdr" style="font-family: 'times new roman', times, serif; line-height: 17.6px;">Free Tutoring by Email </a><span style="font-family: 'times new roman', times, serif; line-height: 17.6px;">. For paid tutoring and courses visit New Directions Education Services at</span><span style="font-family: 'times new roman', times, serif; line-height: 17.6px;"> </span><a href="http://www.ndes.wikidot.com/" style="font-family: 'times new roman', times, serif; line-height: 17.6px;">www.ndes.wikidot.com</a></div><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/mmtqCzP5wTc" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/11/aspire-study-system.htmltag:blogger.com,1999:blog-6995353831733168187.post-10648298351127999992015-10-30T10:27:00.000-07:002015-10-30T10:33:40.051-07:00Interest And Recognition Can Help A Student Become A ‘Math Person’In a new study published in the journal Child Development, Florida International University Professor Zahra Hazari found that <span class="IL_AD" id="IL_AD3">interest</span> and recognition can help a student become a "math person" and pursue a <span class="IL_AD" id="IL_AD6">STEM</span> career.<br /><br />Math isn't exactly every student's favorite subject, but those who have an affinity for it aren't necessarily born a "math person," as one might think.<br /><div dir="ltr">"Much of becoming a 'math person' and pursuing a related STEM (science, technology, engineering or math) career has to do with being recognized and becoming interested - not just being able to do it," said Hazari, who specializes in STEM Education at FIU's College of Education and STEM Transformation Institute, <a href="http://neatoday.org/2015/06/23/in-praise-of-the-math-person/" rel="nofollow">according to the NEA blog.</a> "This is important for promoting math education for everyone since it is not just about confidence and performance."</div><div dir="ltr">Hazari, who worked with colleagues Jennifer D. Cribbs from Western Kentucky University, and Philip M. Sadler and Gerhard Sonnert, both from <span class="IL_AD" id="IL_AD4">Harvard University</span> suggests that interest and recognition are key factors that can help students develop math skills.</div><div dir="ltr">The study, "<a href="http://onlinelibrary.wiley.com/doi/10.1111/cdev.12363/abstract" rel="nofollow">Establishing an Explanatory Model for Mathematics Identity</a>," suggests that students who feel confident in the subject won't necessarily become engaged in it, as previous studies have suggested.</div><div dir="ltr">The team surveyed more than 9,000 college calculus students from across the country. They found that students in the high-level course wanted to pursue math mainly because they'd received recognition for their abilities and also found it interesting.</div><div dir="ltr">In <span class="IL_AD" id="IL_AD5">the survey</span>, students were asked if they thought parents, friends, relatives, and math teachers saw them as a "math person."</div><div dir="ltr">Those who responded "yes" were <span class="IL_AD" id="IL_AD1">classified</span> as feeling recognized.</div><div dir="ltr">In other words, what motivates a student to pursue a career in STEM and encourages them to continue along this path is interest, recognition, and engagement.</div>"It is surprising that a student who becomes confident in his math abilities will not necessarily develop a math identity," Hazari said. "We really have to engage students in more meaningful ways through their own interests and help them overcome challenges and recognize them for doing so. If we want to empower students and provide access to STEM careers, it can't just be about confidence and performance. Attitudes and personal motivation matters immensely."<br />Source:<a href="http://www.ischoolguide.com/articles/15754/20150624/study-help-student-math-stem-career.htm"> http://www.ischoolguide.com/articles/15754/20150624/study-help-student-math-stem-career.htm</a><br /> <span style="font-family: Times New Roman, Times, serif;"><span style="line-height: 17.6px;">Interested in learning to use effective study skills? For free tutoring by email fill out this form:</span></span><br /><span style="font-family: Times New Roman, Times, serif;"><span style="line-height: 17.6px;"><a href="http://eepurl.com/bs1wdr"> Free Tutoring by Email </a>. For paid tutoring and courses visit New Directions Education Services at <a href="http://www.ndes.wikidot.com/">www.ndes.wikidot.com</a></span></span><br /><br /><br /><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/rhs044Oxj1Y" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/10/interest-and-recognition-can-help.htmltag:blogger.com,1999:blog-6995353831733168187.post-60918322102189970052015-10-23T10:57:00.000-07:002015-10-23T11:28:42.185-07:00Developing effective habits for effective studyWe know that success in study requires good study skills. Effective habits are necessary to develop effective study. Here are the 8 habits;<br /><br /><ul style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; list-style: square; margin: 0px 0px 0px 10px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;"><strong style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Take responsibility for yourself</strong><br />Recognize that in order to succeed you need to make decisions about your priorities, your time, and your resources</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;"><strong style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Center yourself around your values and principles</strong><br />Don't let friends and acquaintances dictate what you consider important</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;"><strong style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Put first things first</strong><br />Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;"><b style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Discover your key productivity periods and places</b><br />Morning, afternoon, or evening?<br />Find spaces where you can be the most focused and productive.<br />Prioritize these for your most difficult study challenges</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;"><strong style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Consider yourself in a win-win situation</strong><br />When you contribute your best to a class, you, your fellow students,<br />and even your teacher will benefit.<br />Your grade can then be one additional check on your performance</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;"><strong style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">First understand others, then attempt to be understood</strong><br />When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place.<br />Now ask yourself how you can best make your argument given his/her situation</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;"><strong style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Look for better solutions to problems</strong><br />For example, if you don't understand the course material, don't just re-read it.<br />Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center</li><li style="background: transparent; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;"><strong style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Look to continually challenge yourself</strong></li></ul><div><span style="font-family: Times New Roman, Times, serif;"><span style="line-height: 17.6px;"><b> </b>Source: Effective habits for effective study at www.sudygs.net </span></span></div><div><span style="font-family: Times New Roman, Times, serif;"><span style="line-height: 17.6px;"><b> </b>Interested in learning using effective study skills? For free tutoring by email fill out this form:</span></span></div><div><span style="font-family: Times New Roman, Times, serif;"><span style="line-height: 17.6px;"> <a href="http://eepurl.com/bs1wdr">Free Tutoring by Email</a></span></span></div><div><span style="font-family: Times New Roman, Times, serif;"> For paid tutoring and courses visit New Directions Education Services at </span></div><div><span style="font-family: Times New Roman, Times, serif;"> <a href="http://www.ndes.wikidot.com/"> www.ndes.wikidot.com </a></span></div><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/uLucVHMoF24" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/10/developing-effective-habits-for.htmltag:blogger.com,1999:blog-6995353831733168187.post-89708537271687027442015-06-09T10:08:00.000-07:002015-06-09T10:08:04.481-07:00Learning to learnLearning to learn involves different techniques. These techniques apply in any subject whether it's math, science. languages, social study. etc. In this blog I am going to show a process of leaning that one can use before starting to learn a subject. To learn effectively you have to:<br /><br /><ul><li>Know yourself</li><li>Know your capacity to learn</li><li>The process used successfully in the past</li><li>Your interest and knowledge in the subject you want to learn</li></ul>The process involves four steps and there are questions in each one that someone can answer. The answers can be used to plan a study strategy in combination with some other study techniques.<br /><br /><b>Step One: Begin with the past. Answer questions about your past learning experiences.</b><br /><b><br /></b>Learning experiences are of several types: reading, solving problems, memorizing, reciting, interpreting, speaking to groups, etc. Some people might get the information by reading it. Others might take time to memorize it by reading several times. Others learn by direct involvement in the subject at hand i.e either by doing, solving problems and teaching to others. Some learners like to summarize the information and ask questions about what they study. Some like to get the information from a variety of sources. Others like to study alone or in group. Other learners might like to get the information in short study sessions or in a longer one. Answer the following questions about your past study habits:<br /> <span style="background-color: white; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em;"> </span><br /><span style="background-color: white; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em;">Did you</span><br /><br /><ul style="background: rgb(255, 255, 255); border: 0px; list-style: square; margin: 0px 0px 0px 10px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><ul style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; list-style: disc; margin: 0px 0px 5px 15px; outline: 0px; padding: 0px 0px 5px 10px; vertical-align: baseline;"><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">like to read? solve problems? memorize? recite? interpret? speak to groups?</li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">know how to summarize?</li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">ask questions about what you studied?</li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">review?</li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; margin: 0px 0px 0px 25px; outline: 0px; padding: 1.1px 0px 0px; vertical-align: baseline;">have access to information from a variety of sources?<span style="line-height: 1.1em;">like quiet or study groups?</span><span style="line-height: 1.1em;">need several brief study sessions, or one longer one?</span></li></ul></ul><div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">What are your study habits?</strong></div><div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><br /></strong>How did they evolve? Which worked best? worst?</div><div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">How did you communicate what you learned best? Through a written test, a term paper, an interview?</div><div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><b>Step two: Proceed to the present</b></div><div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">You have to evaluate your level of interest and the amount of time you need to spend to learn the subject you want to learn. Ask yourself what can prevent you from focusing on the subject. what circumstances you can control and others that are out of your control. Can you change these conditions for success? You need to have a plan that include your past study habits and your learning style. Here are the questions you need to ask yourself:</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">How interested am I in this?<br />How much time do I want to spend learning this?<br />What competes for my attention?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><span style="line-height: 1.1em;">Are the circumstances right for success?</span></div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">What can I control, and what is outside my control?<br />Can I change these conditions for success?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">What affects my dedication to learning this?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">Do I have a plan? Does my plan consider my past experience and learning style?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><b>Step three: Consider the process, the subject matter</b></div> In learning a subject there are many strategies that one can use. First one has to get an idea of the title of the topic and learn the meaning of the key words. There might be other resources that can help to learn the subject or one might want to stay with one source. As you read the material it's necessary to ask yourself whether you understand or not, evaluate the reading speed to see if you can go quickly or more slowly. At some point it's worth to stop and summarize, ask if the concepts make sense. One can ask also whether one disagrees or not with the ideas in the material. Some times you might want to think the concepts over and come back later. You might also want to discuss the material with other learners or to consult a subject matter expert. Here are the questions to ask:<br /><br /><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">What is the heading or title?<br />What are key words that jump out?<br />Do I understand them?</div><br /><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">What do I know about this already?<br />Do I know related subjects?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">What kinds of resources and information will help me?<br />Will I only rely on one source (for example, a textbook) for information?<br />Will I need to look for additional sources?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">As I study, do I ask myself whether I understand?<br />Should I go more quickly or more slowly?<br />If I don't understand, do I ask why?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">Do I stop and summarize?<br />Do I stop and ask whether it's logical?<br />Do I stop and evaluate (agree/disagree)?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">Do I just need time to think it over and return later?<br />Do I need to discuss it with other "learners" in order to process the information?<br />Do I need to find an authority, such as a teacher, a librarian, or a subject-matter expert?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><b>Step four: Evaluate</b></div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">In this process you evaluate your learning experiences. You ask yourself questions about what went right and how you can improve. You can ask yourself if your plan coincide with strengths and weaknesses. You can see whether you succeed or not and celebrate your success. Here are the questions you can ask yourself at this step:</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">What did I do right?<br />What could I do better?<br />Did my plan coincide with how I work with my strengths and weaknesses?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><br /></div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">Did I choose the right conditions?<br />Did I follow through; was I disciplined with myself?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">Did I succeed?<br />Did I celebrate my success?</div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">For free tutoring by email fill out this form:<a href="https://docs.google.com/forms/d/1cp19OgzKsZxcHcOl4UduahPuBLp3qvShnQgkiiFldT0/edit"> Sign-up for free tutoring by email</a></div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;">For paid tutoring visit New Direction Education Services at<a href="http://www.ndes.wikidot.com/"> www.ndes.wikidot.com</a></div><div style="background: rgb(255, 255, 255); border: 0px; font-family: 'Times New Roman', Times, serif; font-size: 16px; line-height: 1.1em; margin-bottom: 0.5em; outline: 0px; padding: 8px 0px 0px 10px; vertical-align: baseline;"><br /></div> <img src="http://feeds.feedburner.com/~r/Alteredzine/~4/9Eyua8JR2gM" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/06/learning-to-learn.htmltag:blogger.com,1999:blog-6995353831733168187.post-17832852423915351842015-05-15T15:26:00.002-07:002015-05-15T15:33:14.017-07:00Top 10 Strategies to Improve Your Math Grades<span style="font-size: large;"><b>1</b>. <span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"> <b>If you don't understand something, focus on mastering that topic before moving on to the next topic</b></span></span><br /><div><span style="font-family: Helvetica, Arial, sans-serif;"><span style="background-color: white; font-size: large; line-height: 22px; white-space: pre-wrap;">Math topics are set in sequence. It is essential to master one topic before moving to the next one. Stick with the topic you don't understand until you understand it fully. Read the theories and examples a second time or use another book or other resources that can allow you to understand the topic better. Moving to the next topic without mastering the present one can lead to frustration and abandon.</span></span></div><div><span style="font-size: large;"><span style="font-family: Helvetica, Arial, sans-serif;"><span style="background-color: white; line-height: 22px; white-space: pre-wrap;">2. </span></span><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"> <b>Work example problems and check your answers to gain practice with every lesson</b></span></span></div><div><span style="font-family: Helvetica, Arial, sans-serif;"><span style="background-color: white; font-size: large; line-height: 22px; white-space: pre-wrap;">Start by reading the examples of problems done in class, a book or whatever materials you are using and masteri the procedures used to solve these problems. Then start solving the problems that have answers to them beginning with the easiest ones and moving to the hardest. Make sure to check the answers to the problems you are working on. Work a dozen or two problems before moving to the next section.</span></span></div><div><span style="font-size: large;"><span style="font-family: Helvetica, Arial, sans-serif;"><span style="background-color: white; line-height: 22px; white-space: pre-wrap;">3. </span></span><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"><b>When beginning to work a Math problem, do not "map out a path from problem-to-answer" in your head before writing anything down</b></span></span></div><div><span style="font-family: Helvetica, Arial, sans-serif;"><span style="background-color: white; font-size: large; line-height: 22px; white-space: pre-wrap;">This srategy may lead to skipping the steps necessary to solve a problem and focusing on the answer. What is best to do is to start by writing down the problem. Then write each step leading to the solution of this problem.. Write down what you are going to do and do it in the next step. For example, if you are going to divide both sides of an equation by a number write that down and do it as another step which is the execution of what you just write down.</span></span></div><div><span style="font-size: large;"><span style="font-family: Helvetica, Arial, sans-serif;"><span style="background-color: white; line-height: 22px; white-space: pre-wrap;">4. </span></span><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"><b>When you study and do homework, try to find a quiet place to do it</b></span></span></div><div><span style="background-color: white; font-family: Helvetica, Arial, sans-serif; font-size: large; line-height: 22px; white-space: pre-wrap;">Try to find a quiet place at home or in the library to do school work. This will allow you to do your work more quickly because you are able to to focus and learn more. </span></div><div><span style="font-size: large;"><span style="background-color: white; font-family: Helvetica, Arial, sans-serif; line-height: 22px; white-space: pre-wrap;">5. </span><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"> <b>If someone asks you for help, try to explain the topic to them as best as you can.</b></span></span></div><div><span style="font-family: Helvetica, Arial, sans-serif;"><span style="background-color: white; font-size: large; line-height: 22px; white-space: pre-wrap;">In studying in a group try to help someone who is behind. This has two benefits. First you help someone to succeed. Second, the fact that you are helping someone else helps you understand the subject matter better.</span></span></div><div><span style="font-size: large;"><span style="font-family: Helvetica, Arial, sans-serif;"><span style="background-color: white; line-height: 22px; white-space: pre-wrap;">6. </span></span><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"> <b>Never, ever work math problems in pen</b></span></span><br /><b><span style="font-size: large;">When you use a pen you can erase some mistakes but your work will not be neat</span></b></div><div><span style="font-size: large;"><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"><b>7. </b></span><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"><b>Try to use a mechanical pencil with separate eraser, if you can</b></span></span><br /><span style="font-size: large;">Mechanical pencils have cleaner lines. The separate eraser allows you to erase more cleanly </span></div><div><span style="font-size: large;"><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"><b>8. </b></span><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"><b>Keep your solutions neat and line-by-line</b></span></span><br /><span style="font-size: large;">Write vertically instead of horizontally. This allows you to present a more understandable work.</span></div><div><span style="font-size: large;"><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"><b>9. </b></span><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"><b>Don't work problems very late at night.</b></span></span><br /><span style="font-size: large;">After doing different activities during the day it is not easy to concentrate at night because of tiredness. This may leads to make mistakes when working on problems. It's better to get a good night sleep and to wake up refreshed during the mornings. You'll find yourself in better shape to work on problems</span></div><div><span style="font-size: large;"><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"><b>10. </b></span><span style="background-color: white; color: rgba(0, 0, 0, 0.901961); font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22px; white-space: pre-wrap;"><b>If the problem lends itself to it, draw a picture of the problem</b></span></span><br /><span style="font-size: large;">Some math subjects such as Geometry and Trigonometry involve drawing shapes in order to solve problems. Other subjects such as Algebra are more abstract. However any mathematical concept or problem can lead to a visual representation. The visual representation allows to understand the problem more clearly.</span><br /><span style="font-size: large;">Source: <a href="http://www.mathgoodies.com/articles/improve_your_grades.html">http://www.mathgoodies.com/articles/improve_your_grades.html</a></span><br /><span style="font-size: large;">For free tutoring by email in math and other subjects fill out this form: <a href="https://docs.google.com/forms/d/1cp19OgzKsZxcHcOl4UduahPuBLp3qvShnQgkiiFldT0/viewform">Sign up form for free tutoring by email </a></span><br /><span style="font-size: large;">For Paid Tutoring visit New Directions Services at <a href="http://www.ndes.wikidot.com/">www.ndes.wikidot.com</a> and click the contact button</span><br /><br /><br /></div><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/xRRF99h4LHc" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/05/top-10-strategies-to-improve-your-math.htmltag:blogger.com,1999:blog-6995353831733168187.post-91791958055553026762015-04-09T10:31:00.000-07:002015-04-10T08:02:29.736-07:00Some techniques to learn something newIt is essential to know the basic techniques of how to study in order to study better but there is also a lot of techniques that facilitate learning. These techniques are particularly helpful when someone learns something he is passionate about it either a subject, a field of knowledge for a profession or a hobby. Talent is the starting point to love learning at some thing. It can be natural or can come as a result of some circumstances. Natural talent means the ability to learn or do something comes without a lot of effort or external motivation. But sometimes one can develop some abilities for doing something from external influences. Natural or acquired talent, motivation, attitude and the application of some techniques are the elements that make people to become proficient learners. Below are the techniques:<br /><br /><b>1. Love it. </b>Love is the fuel of motivation. If you love something you'll learn it better.<br /><b>2. Read it. </b>Reading about something helps you learn a lot about this thing. Learning the history of something can help you to know the evolution of the subject and master the key developments. Study the techniques of people who are famous at something can help to become good at it. Fischer, a famous american chess player, studied the history of chess and the techniques of famous Russian players and became the world champion.<br /><b>3. Practice it.</b> Do something many times makes you good at it. It becomes a routine. Writing a lot makes you a writer. Practice also helps you to see your mistakes and improves.<br /><b>4.</b> <b>Get help from teachers, tutors and experts.</b> Getting help from others who master the subject can help you to learn better. You can learn beyond the guidance of a particular teacher by forming a personal learning network made of people you can contact for questions or help in learning.<br /><b>5. Study the history. Study the present. </b>To become a master at something incorporate the study of the history and the present in the learning of that thing. An expert programmer would study all previous programs all the way to the modern ones. An entrepreneur would study the history of famous entrepreneurs.<br /><b>6. Do easy projects first. </b>Start by doing some basic projects and learn from it. Programmers start by doing the "Hello, World" program before becoming expert on more sophisticated programs.<br /><b>7. Study what you did. </b>If you fail at something you udertake look at it and see what was wrong. Find out what happened and what would have helped better. Ask good questions like: What did I do wrong and how can I improve? <b> </b><br />8.<b> Be part of a group. </b>Find<b> </b>the best group and spend the time to learn with them.<br /><b>9. Find the right plan. </b>Find a plan that is appropriate for you and come up with something new<br />Source: <a href="https://medium.com/life-learning/the-only-technique-to-learn-something-new-16c94bea9e7" target="_blank">The Only Technique To Learn Something new</a>.<br />If you are interested in finding a tutor to help you to learn Math, French, ESL and Spanish and who will give the techniques to learn better visit NEW DIRECTION SERVICES at <a href="http://www.ndes.wikidot.com/">www.ndes.wikidot.com</a> and click the contact button. Those interested in free tutoring by email should go to the site Paid Tutoring and Free Tutoring and click the link that will allow to fill a form <b> </b><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/cKW6kRgHke0" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/04/some-techniques-to-learn-something-new.htmltag:blogger.com,1999:blog-6995353831733168187.post-16105978624096634312015-03-27T11:06:00.000-07:002015-03-27T11:10:20.245-07:00Ten smart study tactics that support how the brain actually worksIn the human being the brain performs actions on the body and makes mental representations of the environment. Learning occurs when the brain responds to certain stimuli from the environment or when a new mental representation is made. In animals learning occurs by habituation or associatively. If an animal is introduced in a cage where lives another animal the latter can have a certain reaction to its guest but over time can react differently. The new response from the animal that previously lives alone is considered as a modification of the behavior of the animal. This modification is considered as learning and this learning is non-associative and occurs over time. A dog salivates when they present it some kind of meat. The sound of a bell is associated to the presentation of the food and the association is repeated several times. Later the food isn't presented and the bell rings. The dog salivates when it hears the bell. The animal produces a response to a new stimulus in the environment which is the bell. This new response is a modification of its normal behavior and is considered as learning. This learning occurs from the association food-bell. For this reason it is called associative learning. This learning occurs as a result of the conditioning of the dog and this this type of conditioning is called classical conditioning. In operant conditioning learning occurs by rewarding or punishing a type of behavior. Now let's define learning.<br /><br />Learning can be defined as:<br />1. The acquisition of knowledge or skills through experience, study or being taught<br />2. The cognitive process of acquiring skill or knowledge<br />3. The modification of behavior through practice, training or experience.<br /><br />If learning is a process of acquiring knowledge there are some strategies that should be involved to acquire that knowledge, skills or behaviors. Here are the ten strategies based on experience and scientific study:<br /><br /><b>1. Test yourself before you study.</b> According to Elizabeth Bjork, a psychologist, taking a test adjusts your thinking to what you need to know. This strategy may help to focus.<br /><b>2. Space out your study session over time. </b>Experiments done in mice showed that they remember better over multiple repeated sessions of training than in a single prolonged session according to Christine Gall and Gary Lynch from the University of California.<br /><b>3. Change up your study environment. </b>Changing your environment forces the brain to retrieve the information in different places and will therefore view that information more useful. The brain wants variations. It wants to move and periodic breaks Finding some new scenery will create new association in the brain and will make it easier to retrieve the information later.<br /><b>4. Take regular naps</b>. In 2013 sleep researchers at UMASS (University of Massachusetts), Amherst found that daytime naps support learning in preschool children by strengthening their memory.<br /><b>5. Quiz yourself instead of re-reading</b>. When you reinforce your memories by testing them, they get stronger than if you review the materials.<br /><b>6. Check-in with yourself periodically</b>. Make a list of everything you remember and go back and see what concepts you've missed. This strategy can be done for a chapter or an entire course.<br /><b>7. Separate process from progress</b>. Learning is a process that never ends. At different times you make progress on it.<br /><b>8. Look forward to forgetting</b>. Forgetting is part of the learning process. It strengthens the memory.<br /><b>9. Imagine you'll be teaching someone else. </b>When students expect to teach new materials to others, they remember more of the material and organize their recall more effectively, says John Nestojki, a postdoctoral researcher in psychology at Washington University in Saint Louis.<br /><b>10. Study to learn not to know</b>. Study to remember something for a lifetime is better than study for a test.<br />Source: <a href="http://www.opencolleges.edu.au/informed/features/how-does-the-brain-learn-best-10-smart-studying-strategies/?utm_source=UnCollege+List&utm_campaign=e450f4e4c3-Newsletter_3_21_15&utm_medium=email&utm_term=0_61258d4530-e450f4e4c3-292498285">http://www.opencolleges.edu.au/informed/features/how-does-the-brain-learn-best-10-smart-studying-strategies/?utm_source=UnCollege+List&utm_campaign=e450f4e4c3-Newsletter_3_21_15&utm_medium=email&utm_term=0_61258d4530-e450f4e4c3-292498285</a> <b> </b> For Free Tutoring by Email visit this page <a href="https://sites.google.com/site/freetutoringbyemail/" target="_blank">Paid Tutoring and Free Tutoring by Email</a><br />For Paid Tutoring visit<a href="http://www.ndes.wikidot.com/" target="_blank"> New Direction Education Services</a><img src="http://feeds.feedburner.com/~r/Alteredzine/~4/YrAzH20LvFY" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/03/ten-smart-study-tactics-that-support_27.htmltag:blogger.com,1999:blog-6995353831733168187.post-55071960064763126332015-03-13T10:22:00.003-07:002015-03-13T16:13:17.809-07:00The ten study habits of most successfull studentsTeaching is a guiding and temporary event while learning is more lasting and bears on the learner's responsibility. All learning isn't structured and doesn't imply the presence of a guide or teacher. Learning is informal and informal and happens during the whole lifetime. Teaching is worthless if the learner doesn't take the responsibility for his/her learning. If the teacher has to learn the best tools to teach, similarly the learner has to equip himself or herself with the appropriate tools for the most performant learning. It appears that more resources have been devoted to teaching than learning. More human, financial and physical resources have been allocated to teaching than learning. The proverb says: "it's better to learn someone how to fish instead of giving the fish". Teaching has long tried to impute the materials on the learner instead of teaching how to learn. Study requires a certain amount of effort from the learner, some skills and good habits. Here are the ten study habits of the most successful students.<br /><br />1. <strong>Try not to do too much studying at one time. </strong>Doing too much study over one single period of time can make someone tired. Instead spread the study over shorter periods of time by taking breaks that restore the mental energy.<br />2. <strong>Plan specific times for studying. </strong>Study according to a schedule by assigning a specific time for the material studied or an assignment, a project, etc.<br />3. <strong>Try to study at the same times each day. </strong>Things that we do very often and at the same time create habits and become a routine. Studying at the same times becomes then a habit and requires less effort than if it was done at irregular times.<br />4. <strong>Set specific goals for the study times. </strong>Setting goals allow to stay focused. Learners establish goals for their study by stating the amount of material that they want to cover for example or what they want to accomplish at the end of their study time<strong>.</strong><br /><strong>5. </strong><strong>Start studying when planned. </strong>Not studying when planned leads to procrastination. It becomes hard to cover all the materials at once after putting time off to study. The best is to study at the time scheduled.<br />6. <strong>Start with the most difficult assignment. </strong>The most difficult assignment requires most energy. By tackling it first you you have the pool of energy not already used that serves to accomplish fully the difficult assignment.<br />7. <strong>Review notes before beginning an assignment. </strong>This can help to facilitate the execution of an assignment. Notes also can have instructions for doing the assignments.<br />8.<strong> Avoid talking over the phone during study times. </strong>Talking to friends during study times has two effects: loss of concentration and distraction. A loss of concentration makes it difficult to go back to study while distraction makes you lose focus. However talking over the phone can be beneficial if it is done as a break time.<br />9. <b>Call someone or a friend for help</b>. Sometimes it happens to have difficulties in learning some parts of the materials. Asking for help can overcome the learning difficulties.<br />10. <b>Review schoolwork over the weekend</b>. While weekends are generally spared for fun it may be worth to to take some time during this period to review the materials learned during the week. This will make it easier to learn the next week materials. <br />If you need help in Math. French, ESL, French visit New Direction Education services at <a href="http://review%20their%20notes%20before%20beginning%20an%20assignment./" target="_blank">www.ndes.wikidot.com </a>and click the contact button <br /><strong> </strong> <img src="http://feeds.feedburner.com/~r/Alteredzine/~4/SN753HJoc_8" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2015/03/the-ten-study-habits-of-most.htmltag:blogger.com,1999:blog-6995353831733168187.post-49468854030559227622015-02-21T05:06:00.000-08:002015-02-21T05:27:36.560-08:00Some helpful ways in the study of mathBeing successful in math implies the practice of some proven learning skills that make sense and that apply to any subject. It involves also a certain behavior and some helpful tools for learning. It is understandable that if doing some things makes you successful, not doing them make you unsuccessful. In this article I am writing about some tips for learning math successfully and that may lead to success by applying them.<br /><br />I am going to state these proven skills mentioned above and then I will give some tips that fall in line with these universal learning skills. These skills resume to three:<br /><ol><li><b>Reality of concepts</b>. The more concrete a concept is the more it can be learned. Concepts can be clarified and made easy to understand by using pictures or the real object that is being learned. Math use symbols and shapes. So this visual imagery can help in the study of math. In some situations some concrete tools can be used to facilitate the understanding of concepts. For example one can divide a pizza in several slices to make it easy to understand fractions. For example if you divide a pizza into eight equal slices each slice represents a fraction of the actual pizza or 1/8 of the pizza unit.</li><li><b>Respecting the order of sequences</b>. We know how the structure of the 4 basic operations is interrelated. It is impossible to just start to learn addition and to move to the learning of division since doing a division involve multiplying and subtracting. Subtracting itself implies knowing how to add. The learning of the 4 basic operations have to be sequential: first addition, then subtraction, multiplication and division.</li><li><b>Understanding words </b> Knowing the vocabulary used in every discipline is important in the learning of that discipline. Knowing the definitions of math words is important in being successful in math. Math is built on fundamental words, propositions, axioms, theorems. It is essential to know this structure in order to be successful in math.</li></ol><b>Some things to know in order to be successful in math</b><br /><b><br /></b>These tips involve some learning tools, the skills mentioned above and an approriate behavior<br /><b><br /></b><b>1. Math can't be learned by listening only to lectures or videos. </b>Learning involves using some tools like seeing, listening, reading, writing and doing. It has been said in regular educatiion that too much lecturing is not good for learning. While open education that includes online education tries to be innovative and to remedy the traditional closed system of education it is regrettable to see the same practices repudiated are being promoted in online or open education. For example most of online course providers promote exclusively watching videos as the only tool for learning. While short videos can be useful to learn something but the content can be forgotten quickly and there is no way of getting back to some concepts explained in the video without re-watching it entirely. Taking notes that one can review later while watching the video is important. Some videos have transcripts that may help. Reading and practicing are the most important skills in learning math. Reading allows to review and master the concepts. You can't expect to know math without knowing the concepts. Reading and studying are ways that allow to master the concepts. Concepts can't be mastered by just listening to lectures. Concepts need to be reviewed in order to master them completely. That is the reason why they have to be written in order to be read, studied and reviewed. Lectures can be an easy introduction and a motivating factor in learning a concept. Math has also to be practiced constantly in order to master it.<br /><b>2. Math is a sequential subject. </b>Concepts learned in a given day are based on concepts learned previously. It's important to learn the concepts of each lesson successfully and do the related assignments. Craming before a test or an exam isn't productive. If there are concepts that you don't master or if your performance is poor it is recommended to get some help as soon as possible.<br /><b>3. Math is a complex subject. </b>Math require to spend more time time studying than what is required in other subjects. The reason is math involve a lot of time practicing in order to master it.<br /><b>4. Memorization alone doesn't work in math. </b>Concepts have to be understood before being memorized. It is important to learn the procedures to solve problems. After learning the concepts, definitions, rules and theorems it is important to know how these are applied to solve problems. Solving a problem involves a step by step procedure. This procedure is applied in the examples and problems solved in the book or during a lesson. Once you know the concepts and procedures you can apply them to the solution of other problems.<br /><b>5. Learn the math vocabulary. </b>Math words have a different meaning than in other contexts. That is the reason why it is important to learn the vocabulary. For example the word volume in math refers to the amount of space within a solid figure while in another context it has a different meaning.<br /><b>6. Math can make students anxious. </b>Students can feel anxious as a result of having to learn math. It is essential that students develop confidence in themselves in order to overcome the feeling of anxiety. One way to develop this confidence is to master the theoretical and practical aspect of math. One can say instead that this confidence arises by practicing math a lot and very often.<br /><br />Interested in math lessons and tutoring face-to-face and online visit my site New Direction Education Services at <a href="http://www.ndes.wikidot.com/">www.ndes.wikidot.com</a> and click the contact button. There you can connect with me by liking the Facebook page of New Direction Education Services and follow the Google+ page as well. You can also suscribe to this blog to receive articles like this. You can find different ways to connect me as well in the left side of this blog<img src="http://feeds.feedburner.com/~r/Alteredzine/~4/hbgcwOEU6k8" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com2http://alteredzine.blogspot.com/2015/01/some-helpful-ways-in-study-of-math.htmltag:blogger.com,1999:blog-6995353831733168187.post-43856198720526064442014-04-14T16:49:00.000-07:002014-04-14T16:49:34.716-07:00Introduction to the notion of limitsDear readers,<br /><br />You may have noticed that I haven't blogged during a few months. I redirect the focus of this blog on teaching and tutoring about Math, ESL (English as a Second Language), French and Spanish. The future posts will be centered about teaching math, learning skills and the use of web technologies for teaching and learning. I'll be offering also some free math courses . For now I am publishing some parts of a Course on limits that I will offer entirely free the next time. If you are a learner need tutoring or a private course face-to-face or online in Math, ESL, French and Spanish visit my website New Direction Education Services at www.ndes.wikidot.com. If you know someone who needs these services please refer them to the site I just mentioned. In this post on the "Introduction to the notion of limits" I share two resources: a video introducing the "Notion of limits" and three methods for calculating a limit.<br /><br /><b>Video Introduction</b><br /><br /><iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/riXcZT2ICjA" width="520"></iframe><b><br /></b><br /><div style="-x-system-font: none; display: block; font-family: Helvetica,Arial,Sans-serif; font-size-adjust: none; font-size: 14px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; margin: 12px auto 6px auto;"><a href="http://www.scribd.com/doc/218266126/Introduction-to-the-notion-of-limit?secret_password=52c5u7bvviv0mw4lzzo" style="text-decoration: underline;" title="View Introduction to the notion of limit on Scribd">Introduction to the notion of limit</a></div><iframe class="scribd_iframe_embed" data-aspect-ratio="undefined" data-auto-height="false" frameborder="0" height="600" id="doc_45585" scrolling="no" src="//www.scribd.com/embeds/218266126/content?start_page=1&view_mode=scroll&show_recommendations=true" width="100%"></iframe><b> </b> <img src="http://feeds.feedburner.com/~r/Alteredzine/~4/Q83GQVOd8XU" height="1" width="1" alt=""/>Yves Simonhttps://plus.google.com/114465475940553888784noreply@blogger.com0http://alteredzine.blogspot.com/2014/04/introduction-to-notion-of-limits.html