Mathletics: How Gamblers, Managers, and Sports Enthusiasts Use Mathematics in Baseball, Basketball, and Football

Wayne L. Winston

Princeton University Press | 2009 | 376 páginas | pdf | 1,03 Mb

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Descrição: athletics is a remarkably entertaining book that shows readers how to use simple mathematics to analyze a range of statistical and probability-related questions in professional baseball, basketball, and football, and in sports gambling. How does professional baseball evaluate hitters? Is a singles hitter like Wade Boggs more valuable than a power hitter like David Ortiz? Should NFL teams pass or run more often on first downs? Could professional basketball have used statistics to expose the crooked referee Tim Donaghy? Does money buy performance in professional sports?In Mathletics, Wayne Winston describes the mathematical methods that top coaches and managers use to evaluate players and improve team performance, and gives math enthusiasts the practical tools they need to enhance their understanding and enjoyment of their favorite sports--and maybe even gain the outside edge to winning bets. Mathletics blends fun math problems with sports stories of actual games, teams, and players, along with personal anecdotes from Winston's work as a sports consultant. Winston uses easy-to-read tables and illustrations to illuminate the techniques and ideas he presents, and all the necessary math concepts--such as arithmetic, basic statistics and probability, and Monte Carlo simulations--are fully explained in the examples.After reading Mathletics, you will understand why baseball teams should almost never bunt, why football overtime systems are unfair, why points, rebounds, and assists aren't enough to determine who's the NBA's best player--and much, much more.

TABLE OF CONTENTS:

Preface xi
Acknowledgments xiii
List of Abbreviations xv

Part I. Baseball 1

Chapter 1: Baseball's Pythagorean Theorem 3
Chapter 2: Who Had a Better Year, Nomar Garciaparra or Ichiro Suzuki? 11
The Runs- Created Approach
Chapter 3: Evaluating Hitters by Linear Weights 17
Chapter 4: Evaluating Hitters by Monte Carlo Simulation 30
Chapter 5: Evaluating Baseball Pitchers and Forecasting Future Pitcher Performance 41
Chapter 6: Baseball Decision- Making 52
Chapter 7: Evaluating Fielders 64
Sabermetrics' Last Frontier
Chapter 8: Player Win Averages 71
Chapter 9: The Value of Replacement Players 79
Evaluating Trades and Fair Salary
Chapter 10: Park Factors 84
Chapter 11: Streakiness in Sports 87
Chapter 12: The Platoon Effect 102
Chapter 13: Was Tony Perez a Great Clutch Hitter? 106
Chapter 14: Pitch Count and Pitcher Effectiveness 110
Chapter 15: Would Ted Williams Hit .406 Today? 113
Chapter 16: Was Joe DiMaggio's 56- Game Hitting Streak the Greatest Sports Record of All Time? 116
Chapter 17: Major League Equivalents 123

Part II. Football 125

Chapter 18: What Makes NFL Teams Win? 127
Chapter 19: Who's Better, Tom Brady or Peyton Manning? 132
Chapter 20: Football States and Values 138
Chapter 21: Football Decision- Making 101 143
Chapter 22: A State and Value Analysis of the 2006 Super Bowl 151
Champion Colts
Chapter 23: If Passing Is Better Than Running, Why Don't 158
Teams Always Pass?
Chapter 24: Should We Go for a One- Point or Two- Point Conversion? 165
Chapter 25: To Give Up the Ball Is Better Than to Receive 172
The Case of College Football Overtime
Chapter 26: Why Is the NFL's Overtime System Fatally Flawed? 175
Chapter 27: How Valuable Are High Draft Picks in the NFL? 180

Part III. Basketball 185

Chapter 28: Basketball Statistics 101 187
The Four- Factor Model
Chapter 29: Linear Weights for Evaluating NBA Players 195
Chapter 30: Adjusted_/_Player Ratings 202
Chapter 31: NBA Lineup Analysis 224
Chapter 32: Analyzing Team and Individual Matchups 228
Chapter 33: NBA Players' Salaries and the Draft 233
Chapter 34: Are NBA Officials Prejudiced? 237
Chapter 35: Are College Basketball Games Fixed? 242
Chapter 36: Did Tim Donaghy Fix NBA Games? 244
Chapter 37: End- Game Basketball Strategy 248

Part IV. Playing with Money, and Other Topics for Serious Sports Fans 253

Chapter 38: Sports Gambling 101 255
Chapter 39: Freakonomics Meets the Bookmaker 262
Chapter 40: Rating Sports Teams 266
Chapter 41: Which League Has Greater Parity, The NFL or the NBA? 283
Chapter 42: The Ratings Percentage Index (RPI) 287
Chapter 43: From Point Ratings to Probabilities 290
Chapter 44: Optimal Money Management 298
The Kelly Growth Criteria
Chapter 45: Ranking Great Sports Collapses 303
Chapter 46: Can Money Buy Success? 311
Chapter 47: Does Joey Crawford Hate the Spurs? 319
Chapter 48: Does Fatigue Make Cowards of Us All? 321
The Case of NBA Back- to- Back Games and NFL Bye Weeks
Chapter 49: Can the Bowl Championship Series Be Saved? 324
Chapter 50: Comparing Players from Different Eras 331
Chapter 51: Conclusions 335

Index of Databases 341
Annotated Bibliography 343
Index 353

Guide to Mathematical Modelling

(Mathematical guides)
Dilwyn Edwards, Mike Hamson

Palgrave Macmillan | 2001 | 240 páginas | pdf | 3,4 Mb

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Descrição: A basic introduction to mathematical modelling, this book encourages the reader to participate in the investigation of a wide variety of modelling examples. These are carefully paced so that readers can identify and develop the skills which are required for successful modelling. The examples also promote an appreciation of the enormous range of problems to which mathematical modelling skills can usefully be applied.

Contents

What is Modelling ?
Getting Started
Modelling Methodology
Modelling Skills
Using Difference Equations
Using Differential Equations
Using Random Numbers
Using data
Example Models
Report Writing and Presentation

Head First Algebra: A Learner's Guide to Algebra I

Tracey Pilone, Dan Pilone

O'Reilly Media, Inc. | 2009 | 559 páginas | pdf | 25 Mb

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Descrição: Having trouble understanding algebra? Do algebraic concepts, equations, and logic just make your head spin? We have great news: Head First Algebra is designed for you. Full of engaging stories and practical, real-world explanations, this book will help you learn everything from natural numbers and exponents to solving systems of equations and graphing polynomials.

Along the way, you'll go beyond solving hundreds of repetitive problems, and actually use what you learn to make real-life decisions. Does it make sense to buy two years of insurance on a car that depreciates as soon as you drive it off the lot? Can you really afford an XBox 360 and a new iPhone? Learn how to put algebra to work for you, and nail your class exams along the way.

Your time is way too valuable to waste struggling with new concepts. Using the latest research in cognitive science and learning theory to craft a multi-sensory learning experience, Head First Algebra uses a visually rich format specifically designed to take advantage of the way your brain really works.

Femmes et maths, sciences et technos

Louise Lafortune, Claudie Solar

Presses de l'Université du Québec | 2005 | 266 páginas | pdf

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Descrição: Quelle est la situation des femmes en mathématiques, en sciences et en technologies? Comment inciter les filles à entreprendre des études supérieures dans ces domaines? Comment contrer les préjugés véhiculés par la famille, l’école et la société ainsi que les stéréotypes qui perdurent et qui dévalorisent les compétences des femmes pour les domaines scientifiques et technologiques?
Les auteures de cet ouvrage exposent des solutions pour que les jeunes, et surtout les filles, ne cherchent pas par tous les moyens à éviter les domaines exigeant une solide formation en mathématiques, en sciences et en technologies. Elles proposent de nombreuses pistes de réflexion et d’intervention qui sauront certes intéresser toutes les personnes occupant des postes de direction, d’intervention et de formation ainsi que les parents.
Un document audiovisuel intitulé Maths, sciences et technos, pourquoi pas? permet d’alimenter la réflexion

The Clock Struck One: A Time-telling Tale

(Math Is Fun!)

Trudy Harris
Millbrook Press | 2009 | 36 páginas | pdf | 14 Mb

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Descrição: When the clock strikes one, a fun-loving mouse runs up the clock. But what happens when the clock strikes two? A cat gets hungry for mouse-tail stew . . . and the chase is on! Hour by hour, more animals - and even a few people - join in. The crowd charges into the barnyard, dashes through the kitchen, and eventually heads right into the middle of town.Keep your eye on the many clocks in this book and follow along until this twelve-hour race comes to a surprising end

Action Math: Patterns

Ivan Bulloch

Ipicturebooks | 2001 | 34 páginas |  pdf | 2,4 Mb

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Tabela de contéudos:
2 Looking at Patterns
4 Spiral Snake
6 Beads
10 Cake Fun
12 Weaving
16 Dot Patterns
18 Cut Paper
20 Tiles
22 Mosaics
24 Wrapping Paper
26 Mirror Prints
28 Fun Clothes
30 Stationery
32 Skills Index

Teaching for Learning Mathematics

Ros Sutherland

Open University Press | 2006 | 166 páginas | pdf | 1,7 Mb

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• Why do students find learning mathematics difficult? Can anything be done about this?
• What can we learn from mathematics lessons in which students are motivated to struggle with difficult mathematical ideas?
• How can teachers make sense of the research which is available, and use it to improve practice in real classrooms?

This book explores the factors that influence young people’s learning of mathematics. It uses a holistic, socio-culturally informed approach to show how all young people can be encouraged to engage with and learn mathematics.

Rich examples from classroom practice are used to connect theory and practice. The role of mathematical tools, including information and communications technologies, is discussed. A key focus of the book is the link between teaching and learning, including different ways in which teachers can design and orchestrate mathematical learning environments.

This important, accessible and relevant book is essential reading for student teachers of mathematics as well as all qualified mathematics teachers in secondary schools.

Contents

Acknowledgements viii

1 Teaching, Learning and Mathematics 1

Opening remarks 1

Research-informed practice 1

Theory as a way of seeing 2

A socio-cultural perspective 4

Mathematical tools 5

Teaching and learning mathematics 7

Designing for learning 8

Disjunctions between research, policy and practice 9

Concluding remarks 10

2 Cultures of Mathematics Education 12

Opening remarks 12

Mathematics curricula 13

Textbooks and mathematics education culture 15

Approaches to teaching mathematics 23

Concluding remarks 24

3 Ways of Knowing Mathematics 26

Diversity and learning 26

Out-of-school mathematical practices 27

Mathematics and out-of-school uses of ICT 29

Scientific and spontaneous concepts 32

Concluding remarks 36

4 Ways into the World of Mathematics 38

Opening remarks 38

Teacher-proofing the classroom? 39

Students as creative and constructive problem solvers 41

Teacher and tools 42

An illustrative vignette – learning statistics in the primary school 43

Concluding remarks 49

5 Teaching and Learning as Reciprocal Activity 51

What is teaching? 51

Communities of inquiry 52

Shared mathematical working spaces – learning algebra 53

Shared mathematical working spaces – learning functions and graphs 59

Concluding remarks 62

6 Digital Tools for Learning Mathematics 64

Mathematics and computer programming 64

ICT and learning mathematics 66

Algebra and spreadsheets in the secondary school 67

Algebra and spreadsheets in the primary school 71

Concluding remarks 73

7 Designing for Learning 75

Opening remarks 75

Teachers as designers 77

Design initiatives for mathematics 79

Partnership between teachers and researchers 80

Research-informed practice 82

Out of the classroom – design as a thought experiment 83

Into the classroom – teaching in the moment 87

Reflection, evaluation and redesign 88

Concluding remarks 89

8 Learning Geometry 90

Introductory remarks 90

Partnership between teachers and researchers 90

Structuring resources – the schools 92

Structuring resources – the curriculum 94

Structuring resources – the students 94

Learning geometry – research-informed practice 97

Out of the classroom – design as a thought experiment 98

Into the classroom – learning about quadrilaterals 101

Into the classroom – learning geometry and proof 110

Reflections on Marnie’s design initiative 115

Concluding remarks 116

9 Theory as a Way of Seeing 119

Introductory remarks 119

Culture and mathematics learning 120

Mathematical tools 121

Appropriating and appropriate mathematics 124

Teaching, tools and transformation 127

Language, community and mathematical learners 128

Why theory? 130

10 Integrating Research, Policy and Practice 133

Introductory remarks 133

Unintended effects of educational reforms 134

Teachers as enabled professionals 135

A question of scale 137

References 140