In this segment, the instructor continues discussing the Cartesian coordinate system. The instructor uses a small chalkboard for demonstration. The viewer may want to open the screen to 'Full View' as the room the instructor is in is a little dark an...d his chalkboard has a lot if information. (04:14)[more]

This instructor really does speak the 'language' of mathematics. In this segment, the instructor introduces exponents and radicals using a small whiteboard. (09:32)

In this video, the instructor provides clear, straightforward discussion of parallel lines. Instructor uses a small chalkboard for demonstration. (08:31)

[NOTE: I will not post session 36 as the music included with the video is too explicit for the WatchKnow community.)
The instructor has been inspired to do this series because, in his own words:
"During the last few years the education systems in C...anada and the United States has been eroding. Students have been crammed into larger class sizes while the quality of teaching has deteriorated, in large part due to a lack of funding from local and federal governments." (05:18)[more]

The instructor uses a chalkboard to model the Cartesian coordinate system. Discussed is the midpoint of two points and how to find it using the formula for midpoint. This video is part of The Language of Mathematics series - Part 32. (07:51)

This video is #40 in The Language of Mathematics Series. [NOTE: In this segment, the instructor, while writing information on the concrete wall, uses rap music which contains the 'N' word. I started not to include it, but this instructor explains ma...th so well, I didn't not want to leave it out. It it offends, let me know, and I will delete it. An instructor can let the entire video load (when the red bar is complete) and move the pointer pass the music as the instructor is NOT talking, only writing.] The instructor re-creates work from the first part of the series. He re-creates a real number set and shows how they relate to exponents. (07:54)[more]

The quick and simple answer to why a negative and a negative makes a positive in the language of mathematics is along the same lines as to why a double negative is a positive in the English language. Explore this further so that you can fully underst...and its implications. [NOTE: I will not post session 36 as the music included with the video is too explicit for the WatchKnowLearn community.) (09:29)[more]

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