CME 10: How to learn Mathematics  New ideas from the science of learning (EDUC 105, FEMGEN 10)
This course will help provide the transition from high school to college learning and encourage the positive ideas and mindsets that shape productive learning. We willnconsider what learning theories have to tell us about mathematics learning, the nature of good teaching and the reasons for ongoing inequities in mathematics learning and participation. This seminar is for those who would like a more positive relationship with mathematics, and are interested in learning about ways to tackle education inequalities. Learning goals: First, it introduces students to theories of learning and in particular the learning of mathematics. Mathematics plays a key role in many students¿ learning identities and is often the cause of low selfesteem and anxiety. Research tells us that this is because mathematics in the US is taught in highly ineffective ways. Indeed there is a large gap between what we know works from research and what happens in most mathematics classrooms. This seminar will give par
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This course will help provide the transition from high school to college learning and encourage the positive ideas and mindsets that shape productive learning. We willnconsider what learning theories have to tell us about mathematics learning, the nature of good teaching and the reasons for ongoing inequities in mathematics learning and participation. This seminar is for those who would like a more positive relationship with mathematics, and are interested in learning about ways to tackle education inequalities. Learning goals: First, it introduces students to theories of learning and in particular the learning of mathematics. Mathematics plays a key role in many students¿ learning identities and is often the cause of low selfesteem and anxiety. Research tells us that this is because mathematics in the US is taught in highly ineffective ways. Indeed there is a large gap between what we know works from research and what happens in most mathematics classrooms. This seminar will give participants an understanding of ways to relate positively to mathematics, to learn mathematics most productively and some of the learning barriers that often deny students the opportunity to engage with mathematics in productive ways.nSecond, the course will teach students about the inequalities that pervade the education system in the United States. We will examine the barriers to the participation of women and students of color and we will consider why social class and race are both strong predictors of mathematics achievement. It is hoped that students will leave the course with greater knowledge of why mathematics is important  to themselves and to the future of society.nCourse participants will be given the opportunity to take part in a mathematics camp, designed to change the pathways of middle school students, similar to this previous camp:
https://www.youcubed.org/solvingmath problem/ and to take part in the work of youcubed.org. if they wish.nNote: This variable unit course can be taken for either one or three units. Students enrolled in one unit will be working on engaging mathematics tasks to improve learning relationships(Monday only classes) and students enrolled in 3 units we will also explore what is going wrong in education and think together about what to do to help (Mondays and Wednesday classes).
Terms: Aut

Units: 13

Grading: Letter or Credit/No Credit
Instructors:
Boaler, J. (PI)
CME 100: Vector Calculus for Engineers (ENGR 154)
Computation and visualization using MATLAB. Differential vector calculus: analytic geometry in space, functions of several variables, partial derivatives, gradient, unconstrained maxima and minima, Lagrange multipliers. Introduction to linear algebra: matrix operations, systems of algebraic equations, methods of solution and applications. Integral vector calculus: multiple integrals in Cartesian, cylindrical, and spherical coordinates, line integrals, scalar potential, surface integrals, Green's, divergence, and Stokes' theorems. Examples and applications drawn from various engineering fields. Prerequisites: knowledge of singlevariable calculus equivalent to the content of
Math 1921 (e.g., 5 on Calc BC, 4 on Calc BC with
Math 21, 5 on Calc AB with
Math21). Placement diagnostic (recommendation non binding) at:(
https://exploredegrees.stanford.edu/undergraduatedegreesandprograms/#aptext).
Terms: Aut, Spr

Units: 5

UG Reqs: GER:DBMath, WAYFR

Grading: Letter or Credit/No Credit
Instructors:
Khayms, V. (PI)
;
Le, H. (PI)
;
Mishra, A. (PI)
;
BougdalLambert, I. (TA)
;
Chen, E. (TA)
;
Chen, G. (TA)
;
Chiu, D. (TA)
;
Earley, E. (TA)
;
Fry, K. (TA)
;
Homma, Y. (TA)
;
Mantravadi, S. (TA)
CME 100A: Vector Calculus for Engineers, ACE
Students attend
CME100/ENGR154 lectures with additional recitation sessions; two to four hours per week, emphasizing engineering mathematical applications and collaboration methods. Enrollment by department permission only. Prerequisite: must be enrolled in the regular
CME10001 or 02. Application at:
https://engineering.stanford.edu/students/programs/engineeringdiversityprograms/additionalcalculusengineers
Terms: Aut, Spr

Units: 6

UG Reqs: GER:DBMath, WAYFR

Grading: Letter or Credit/No Credit
Instructors:
Khayms, V. (PI)
;
Le, H. (PI)
;
Mishra, A. (PI)
;
BougdalLambert, I. (TA)
;
Chen, E. (TA)
;
Chen, G. (TA)
;
Chiu, D. (TA)
;
Earley, E. (TA)
;
Fry, K. (TA)
;
Homma, Y. (TA)
;
Mantravadi, S. (TA)
CME 102: Ordinary Differential Equations for Engineers (ENGR 155A)
Analytical and numerical methods for solving ordinary differential equations arising in engineering applications: Solution of initial and boundary value problems, series solutions, Laplace transforms, and nonlinear equations; numerical methods for solving ordinary differential equations, accuracy of numerical methods, linear stability theory, finite differences. Introduction to MATLAB programming as a basic tool kit for computations. Problems from various engineering fields.Prerequisites: knowledge of singlevariable calculus equivalent to the content of
Math 1921 (e.g., 5 on Calc BC, 4 on Calc BC with
Math 21, 5 on Calc AB with
Math21). Placement diagnostic (recommendation non binding) at:(
https://exploredegrees.stanford.edu/undergraduatedegreesandprograms/#aptext). Recommended:
CME100.
Terms: Aut, Win, Spr, Sum

Units: 5

UG Reqs: GER:DBMath, WAYFR

Grading: Letter or Credit/No Credit
Instructors:
Cameron, M. (PI)
;
Le, H. (PI)
;
BougdalLambert, I. (TA)
...
more instructors for CME 102 »
Instructors:
Cameron, M. (PI)
;
Le, H. (PI)
;
BougdalLambert, I. (TA)
;
Chiu, D. (TA)
;
Goc, K. (TA)
;
Harris, S. (TA)
;
Romain, M. (TA)
;
Schleede, P. (TA)
CME 102A: Ordinary Differential Equations for Engineers, ACE
Students attend
CME102/ENGR155A lectures with additional recitation sessions; two to four hours per week, emphasizing engineering mathematical applications and collaboration methods. Prerequisite: students must be enrolled in the regular section (
CME102) prior to submitting application at:n
https://engineering.stanford.edu/students/programs/engineeringdiversityprograms/additionalcalculusengineers
Terms: Aut, Win, Spr

Units: 6

UG Reqs: GER:DBMath, WAYFR

Grading: Letter or Credit/No Credit
Instructors:
Cameron, M. (PI)
;
Le, H. (PI)
CME 103: Introduction to Matrix Methods (EE 103)
Introduction to applied linear algebra with emphasis on applications. Vectors, norm, and angle; linear independence and orthonormal sets; applications to document analysis. Clustering and the kmeans algorithm. Matrices, left and right inverses, QR factorization. Leastsquares and model fitting, regularization and crossvalidation. Constrained and nonlinear leastsquares. Applications include timeseries prediction, tomography, optimal control, and portfolio optimization. Undergraduate students should enroll for 5 units, and graduate students should enroll for 3 units. Prerequisites:
MATH 51 or
CME 100, and basic knowledge of computing (
CS 106A is more than enough, and can be taken concurrently).
EE103/CME103 and
Math 104 cover complementary topics in applied linear algebra. The focus of EE103 is on a few linear algebra concepts, and many applications; the focus of
Math 104 is on algorithms and concepts.
Terms: Aut, Sum

Units: 35

UG Reqs: GER:DBMath, WAYAQR, WAYFR

Grading: Letter or Credit/No Credit
Instructors:
Osgood, B. (PI)
;
Degleris, A. (TA)
;
Harvey, B. (TA)
...
more instructors for CME 103 »
Instructors:
Osgood, B. (PI)
;
Degleris, A. (TA)
;
Harvey, B. (TA)
;
Jani, T. (TA)
;
Landy, N. (TA)
;
Muppidi, S. (TA)
;
Shen, H. (TA)
;
Sowell, S. (TA)
CME 151A: Interactive Data Visualization in D3
This fourweek short course introduces D3, a powerful tool for creating interactive data visualizations on the web (d3js.org). The class is geared toward scientists and engineers who want to better communicate their personal projects and research through visualizations on the web. The class will cover the basics of D3: inputting data, creating scales and axes, and adding transitions and interactivity, as well as some of the most used libraries: stack, cluster and force layouts. The class will be based on short workshops and a final project. A background in programming methodology at the level of CS106A is assumed. The course will make use of Javascript, experience is recommended but not necessary.
Terms: not given this year

Units: 1

Grading: Satisfactory/No Credit
CME 192: Introduction to MATLAB
This short course runs for the first four weeks/eight lectures of the quarter and is offered each quarter during the academic year. It is highly recommended for students with no prior programming experience who are expected to use MATLAB in math, science, or engineering courses. It will consist of interactive lectures and applicationbased assignments.nThe goal of the short course is to make students fluent in MATLAB and to provide familiarity with its wide array of features. The course covers an introduction of basic programming concepts, data structures, and control/flow; and an introduction to scientific computing in MATLAB, scripts, functions, visualization, simulation, efficient algorithm implementation, toolboxes, and more.
Terms: Aut, Win

Units: 1

Grading: Satisfactory/No Credit
Instructors:
Aboumrad, G. (PI)
;
Dyro, R. (PI)
CME 193: Introduction to Scientific Python
This short course runs for the first four weeks of the quarter. It is recommended for students who are familiar with programming at least at the level of CS106A and want to translate their programming knowledge to Python with the goal of becoming proficient in the scientific computing and data science stack. Lectures will be interactive with a focus on real world applications of scientific computing. Technologies covered include Numpy, SciPy, Pandas, Scikitlearn, and others. Topics will be chosen from Linear Algebra, Optimization, Machine Learning, and Data Science. Prior knowledge of programming will be assumed, and some familiarity with Python is helpful, but not mandatory.
Terms: Aut, Win, Spr

Units: 1

Grading: Satisfactory/No Credit
CME 195: Introduction to R (STATS 195)
This short course runs for four weeks and is offered in fall and spring. It is recommended for students who want to use R in statistics, science or engineering courses, and for students who want to learn the basics of data science with R. The goal of the short course is to familiarize students with some of the most important R tools for data analysis. Lectures will focus on learning by example and assignments will be applicationdriven. No prior programming experience is assumed.
Terms: Aut, Spr

Units: 1

Grading: Satisfactory/No Credit
Instructors:
Nguyen, L. (PI)
;
Rosenman, E. (PI)
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