Remedial Mathematics 2010

The book is primarily written according to the latest syllabus of B. Pharma and many other courses related to Bio Science of different technical colleges of India. The present book offer a unified treatment of the materials outlines in all current recommendations of Pharmacy. A major feature of this text is its versatility. The book has been written in simple language. The salient feature of the book is the conceptual examples have been treated at the proper places so that the reader can go to the depth of the subject. Suitably framed graded problems have also been given at right place. Latest questions papers of many technical universities have been solved and added at proper places.

Primarily intended to serve as a textbook for undergraduate students of pharmacy, this new edition deals with the basic concepts of mathematics. The primary objective of this text is to solidify the mathematical skills of even those students who do not have any mathematical background. The text discusses progressions, binomial theorem, trigonometric functions, matrices and determinants, Cramer's rule, differentiations, integrations, differential equations and their applications in an easy-to-understand style that creates interest in the subject. The text is supported by a number of solved and unsolved examples to enhance the problem-solving skills of the students. Besides, various universities' examination questions and quiz are also provided with answers. KEY FEATURES Simple and clear explanation of the concepts. Multiple choice questions and exercise problems at the end of each chapter. Numerous worked-out problems.

What is contextualized mathematics? What are the foundational research underpinnings of contextualized math curriculum? What have we learned about contextualized math curriculum that will improve math education in the future? These questions build the foundation for a reader to begin a journey with Dr. Valenzuela on this crucial topic for math education and for our society.

Facing a new round of criticisms on the quality of undergraduate education in American colleges and universities, higher education administrators are eager to find—or create—effective programs and practices that can enrich student experiences and enhance outcomes. In order to do that, those who work at colleges and universities need to have a better understanding of their students. Institutional researchers, with access to a wealth of student data, have the analytical expertise to supply information that can guide institutional policy and practice. Typological frameworks particularly can be used to generate such information, and this volume presents rich examples of typological approaches to the study of college students. Typological research can reveal patterns in students’ characteristics, attitudes, and behaviors and how those patterns are related to desirable outcomes such as learning and persistence, or to the nature, meaning, and utility of student-faculty interactions outside the classroom. Such information can help campus leaders and other concerned groups gain a deeper understanding of their students, design better targeted and intentional interventions to optimize student experiences, and maximize student learning and personal development outcomes. This is a special supplemental issue of New Directions for Institutional Research. Always timely and comprehensive, this series provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.

The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students’ learning. A large number of studies have been conducted which have covered many research topics and methodological aspects of teaching and learning mathematics through problem posing. The Authors' groundwork has shown that many of these studies predict positive outcomes from implementing problem posing on: student knowledge, problem solving and posing skills, creativity and disposition toward mathematics. This book examines, in-depth, the contribution of a problem posing approach to teaching mathematics and discusses the impact of adopting this approach on the development of theoretical frameworks, teaching practices and research on mathematical problem posing over the last 50 years. ​​

Biological sciences have been revolutionized, not only in the way research is conductedâ€"with the introduction of techniques such as recombinant DNA and digital technologyâ€"but also in how research findings are communicated among professionals and to the public. Yet, the undergraduate programs that train biology researchers remain much the same as they were before these fundamental changes came on the scene. This new volume provides a blueprint for bringing undergraduate biology education up to the speed of today's research fast track. It includes recommendations for teaching the next generation of life science investigators, through: Building a strong interdisciplinary curriculum that includes physical science, information technology, and mathematics. Eliminating the administrative and financial barriers to cross-departmental collaboration. Evaluating the impact of medical college admissions testing on undergraduate biology education. Creating early opportunities for independent research. Designing meaningful laboratory experiences into the curriculum. The committee presents a dozen brief case studies of exemplary programs at leading institutions and lists many resources for biology educators. This volume will be important to biology faculty, administrators, practitioners, professional societies, research and education funders, and the biotechnology industry.