IGCSE CAMBRIDGE INTERNATIONAL MATHEMATICS 0607 EXTENDED PDF

Go to our other sites. Endorsed by Cambridge Resources align to the syllabus they support, and have been through a detailed quality assurance process. This book provides support for Mathematics teachers as well as those studying professional development qualifications. As part of a series of practical, subject specific-guides, it is designed for teachers working with international programmes and qualifications.

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Year Published: Page Count: Teachers interested in viewing an advanced preview of this book are invited to email cambridge haesemathematics. The book embraces technology, problem solving, investigating and modelling, and offers students different learning experiences.

The book is endorsed by Cambridge Assessment International Education. The material is presented in a clear, easy-to-follow style, free from unnecessary distractions, while effort has been made to contextualise questions so that students can relate concepts to everyday use. In this second edition, many of the chapters have been reordered and restructured, allowing for a more logical progression of ideas and difficulty.

The last two chapters in the book are devoted to multi-topic questions, and investigations and modelling. Review exercises appear at the end of each chapter, and answers are given at the end of the book. The accompanying digital book is accessed through our Snowflake platform. It contains our Self-Tutor software, geometry and graphics software, demonstrations and simulations, and the assumed knowledge chapters. The digital book is a complete copy of the text of the book, so students can view it on a home computer or tablet and keep the textbook at school.

We are working with Cambridge Assessment International Education towards endorsement of the digital version of the book. He studied laminar heat flow as part of his Honours in Applied Mathematics, and finished a PhD in high speed fluid flows in He has been the principal editor for Haese Mathematics since My passion is for education as a whole, rather than just mathematics.

In Australia I think it is too easy to take education for granted, because it is seen as a right but with too little appreciation for the responsibility that goes with it. But the more I travel to places where access to education is limited, the more I see children who treat it as a privilege, and the greater the difference it makes in their lives. But as far as mathematics goes, I grew up with mathematics textbooks in pieces on the kitchen table, and so I guess it continues a tradition.

Lots of things! Horses, show jumping and course design, alpacas, badminton, running, art, history, faith, reading, hiking, photography He studied public key cryptography for his Honours in Pure Mathematics. He started with the company in , and is currently the writing manager for Haese Mathematics. What got you interested in mathematics? How did that lead to working at Haese Mathematics?

I have always enjoyed the structure and style of mathematics. It has a precision that I enjoy. I spend an inordinate amount of my leisure time reading about mathematics, in fact! To be fair, I tend to do more reading about the history of mathematics and how various mathematical and logic puzzles work, so it is somewhat different from what I do at work.

I was undertaking a PhD, and I realised that what I really wanted to do was put my knowledge to use. I wanted to pass on to others all this interesting stuff about mathematics.

I emailed Haese Mathematics Haese and Harris Publications as they were known back then , stating that I was interested in working for them. As it happened, their success with the first series of International Baccalaureate books meant that they were looking to hire more people at the time. I consider myself quite lucky! I want students to have questions that pique their curiosity and get them thinking about mathematics in a different way.

I prefer to write questions that require students to demonstrate that they understand a concept, rather than relying on rote memorisation. When a new or revised syllabus is released for a curriculum that we write for, a lot of work goes into devising a structure for the book that addresses the syllabus.

The process of identifying what concepts need to be taught, organising those concepts into an order that makes sense from a teaching standpoint, and finally sourcing and writing the material that addresses those concepts is very involved — but so rewarding when you hold the finished product in your hands, straight from the printer.

Apart from the aforementioned recreational mathematics activities, I play a little guitar, and I enjoy playing badminton and basketball on a social level. Her Mathematical interests include regression analysis, Bayesian statistics, and statistical computing. Ngoc has been working at Haese Mathematics as a proof reader and writer since Originally, I planned to study engineering at university, but after a few weeks I quickly realised that it wasn't for me.

So I switched to a mathematics degree at the first available opportunity. I didn't really have a plan to major in statistics, but as I continued my studies I found myself growing more fond of the discipline.

The mathematical rigor in proving distributional results and how they link to real-world data -- it all just seemed to click. As the resident statistician here at Haese Mathematics, I get the pleasure of writing new statistics chapters and related material.

Statistics has always been a challenging subject to both teach and learn, however it doesn't always have to be that way. To bridge that gap, I like to try and include as many historical notes, activities, and investigations as I can to make it as engaging as possible.

The reasons why we do things, and the people behind them are often important things we forget to talk about. Statistics, and of course mathematics, doesn't just exist within the pages of your textbook or even the syllabus. There's so much breadth and depth to these disciplines, most of the time we just barely scratch the surface. In my free time I like studying good typography and brushing up on my TeX skills to become the next TeXpert. On the less technical side of things, I also enjoy scrapbooking, painting, and making the occasional card.

Textbook includes Snowflake 27 months. Self Tutor. Graphics Calculator Instructions. The textbook will either have comprehensive instructions at the start of the book, specific instructions available from icons located throughout, or both. The extensive use of graphics calculators and computer packages throughout the book enables students to realise the importance, application, and appropriate use of technology. The textbook is available on electronic devices through our Snowflake learning platform.

Where relevant, Snowflake features include interactive geometry, graphing, and statistics software, demonstrations, games, spreadsheets, and a range of printable worksheets, tables, and diagrams.

Teachers are provided with a quick and easy way to demonstrate concepts, and students can discover for themselves and re-visit when necessary.

This is ideal for catch-up and revision, or for motivated students who want to do some independent study outside school hours. About Us Contact Snowflake Login.

We are using cookies to give you the best experience on our site. By continuing to use our site, you are agreeing to our Cookies Policy. Add to Cart. About the Book Year Published: Page Count: Teachers interested in viewing an advanced preview of this book are invited to email cambridge haesemathematics.

View table of contents. Table of Contents. What motivates you to write mathematics books? What do you aim to achieve in writing? I think a few things: I want to write to the student directly, so they can learn as much as possible from the text directly.

Their book is there even when their teacher isn't. I therefore want to write using language which is easy to understand. Sure, mathematics has its big words, and these are important and we always use them. I want to make the mathematics more alive and real, not by putting it in contrived "real-world" contexts which are actually over-simplified and fake, but rather through its history and its relationship with other subjects.

What interests you outside mathematics? How did I end up at Haese Mathematics? What are some interesting things that you get to do at work? What drew you to the field of mathematics?

Textbook includes Snowflake 27 months 27 months online Snowflake access which features a complete electronic copy of the textbook. Self Tutor Animated worked examples with step-by-step, voiced explanations.

Support material. Errata Last updated - 22 Oct Haese Mathematics Proudly Supports. Follow us on Twitter Visit us on Facebook.

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IGCSE Cambridge International Mathematics: 0607 Extended

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Cambridge IGCSE International Mathematics (0607) Extended (2nd edition)

Go to our other sites. Cambridge IGCSE International Mathematics supports learners in building competency, confidence and fluency in their use of techniques and mathematical understanding. The combination of conceptual understanding with application of techniques and approaches in Cambridge IGCSE International Mathematics, such as investigation and modelling, gives learners a solid foundation for further study. We provide a wide range of support so that teachers can give their learners the best possible preparation for Cambridge programmes and qualifications. For teachers at registered Cambridge schools, support materials for specific syllabuses are available from the School Support Hub username and password required. Sign up for updates about changes to the syllabuses you teach.

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