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This student books address the learning outcomes specified in the Higher Still arrangements document and provide complete coverage of the topics required. These comprehensive books offer an extensive resource for Intermediate Mathematics.
Includes: Print Student Edition
Geared toward those who have studied elementary calculus, this book stresses concepts rather than techniques. It prepares students for a first demanding course in analysis, dealing primarily with real-valued functions of a real variable. Complex numbers appear only in supplements and the last two chapters. 1968 edition.
The Student Books address the learning outcomes specified in the Higher Still arrangements document and provide complete coverage of the topics required. These comprehensive books offer an extensive resource for Intermediate Mathematics.
Following the success of Higher Maths Through Practice & Example, Peter Westwood has produced a similarly useful textbook for Intermediate 2 level. Based on classroom experience of what works - and what doesn't, years of teaching and examining experience contribute to a collection of worked examples for all areas of the syllabus - and a wealth of exercises to let students practise at all levels of difficulty. It can be used as a classroom text, or homework/supported study source of extra exercises, or as a self-access study guide. Whichever way it is used, Intermediate 2 Maths through Practice & Example will aid chances of success at the highest level.
Intermediate second Year Maths II A Test papers Issued by Board of Intermediate Education w.e.f 2013-2014.
Intermediate second Year Maths II B Test papers Issued by Board of Intermediate Education w.e.f 2013-2014.
There are a great deal of books on introductory analysis in print today, many written by mathematicians of the first rank. The publication of another such book therefore warrants a defense. I have taught analysis for many years and have used a variety of texts during this time. These books were of excellent quality mathematically but did not satisfy the needs of the students I was teaching. They were written for mathematicians but not for those who were first aspiring to attain that status. The desire to fill this gap gave rise to the writing of this book. This book is intended to serve as a text for an introductory course in analysis. Its readers will most likely be mathematics, science, or engineering majors undertaking the last quarter of their undergraduate education. The aim of a first course in analysis is to provide the student with a sound foundation for analysis, to familiarize him with the kind of careful thinking used in advanced mathematics, and to provide him with tools for further work in it. The typical student we are dealing with has completed a three-semester calculus course and possibly an introductory course in differential equations. He may even have been exposed to a semester or two of modern algebra. All this time his training has most likely been intuitive with heuristics taking the place of proof. This may have been appropriate for that stage of his development.
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Get Better Results with high quality content, exercise sets, and step-by-step pedagogy! Tyler Wallace continues to offer an enlightened approach grounded in the fundamentals of classroom experience in Beginning and Intermediate Algebra. The text reflects the compassion and insight of its experienced author with features developed to address the specific needs of developmental level students. Throughout the text, the author communicates to students the very points their instructors are likely to make during lecture, and this helps to reinforce the concepts and provide instruction that leads students to mastery and success. The exercises, along with the number of practice problems and group activities available, permit instructors to choose from a wealth of problems, allowing ample opportunity for students to practice what they learn in lecture to hone their skills. In this way, the book perfectly complements any learning platform, whether traditional lecture or distance-learning; its instruction is so reflective of what comes from lecture, that students will feel as comfortable outside of class as they do inside class with their instructor.