The Elementary Math Education course was developed through the Ohio Department of Higher Education OER Innovation Grant. This work was completed and the course was posted in October 2019. Team LeadBradford Findell Ohio State UniversityContent ContributorsVictor Ferdinand Ohio State UniversityHea-Jin Lee Ohio State University LimaJenny Sheldon Ohio State UniversityBart Snapp Ohio State UniversityRajeev Swami Central State UniversityRon Zielker Ohio Dominican UniversityLibrarianCarolyn Sanders Central State UniversityReview TeamAlice Taylor University of Rio Grande
This book seeks to provide students with a deep understanding of the definitions, examples, theorems, and proofs related to measure, integration, and real analysis. The content and level of this book fit well with the first-year graduate course on these topics at most American universities. This textbook features a reader-friendly style and format that will appeal to today's students.
Natural Resources Biometrics begins with a review of descriptive statistics, estimation, and hypothesis testing. The following chapters cover one- and two-way analysis of variance (ANOVA), including multiple comparison methods and interaction assessment, with a strong emphasis on application and interpretation. Simple and multiple linear regressions in a natural resource setting are covered in the next chapters, focusing on correlation, model fitting, residual analysis, and confidence and prediction intervals. The final chapters cover growth and yield models, volume and biomass equations, site index curves, competition indices, importance values, and measures of species diversity, association, and community similarity.
Prior to 1990, the performance of a student in precalculus at the University of Washington was not a predictor of success in calculus. For this reason, the mathematics department set out to create a new course with a specific set of goals in mind:
A review of the essential mathematics needed to succeed in calculus.
An emphasis on problem solving, the idea being to gain both experience and confidence in working with a particular set of mathematical tools.
This text was created to achieve these goals and the 2004-05 academic year marks the eleventh year in which it has been used. Several thousand students have successfully passed through the course.
This book is full of worked out examples. We use the the notation “Soluion.” to indicate where the reasoning for a problem begins; the symbol ?? is used to indicate the end of the solution to a problem. There is a Table of Contents that is useful in helping you find a topic treated earlier in the course. It is also a good rough outline when it comes time to study for the final examination. The book also includes an index at the end. Finally, there is an appendix at the end of the text with ”answers” to most of the problems in the text. It should be emphasized these are ”answers” as opposed to ”solutions”. Any homework problems you may be asked to turn in will require you include all your work; in other words, a detailed solution. Simply writing down the answer from the back of the text would never be sufficient; the answers are intended to be a guide to help insure you are on the right track.