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MathsGee Adds More Features For A Seamless Experience

mathsgee functionality

The MathsGee STEM and Financial Literacy Community platform is committed to help you learn about maths, science, engineering, technology and financial literacy using the Socratic method.

The Socratic method involves questioning things until there is consensus and understand thus we have created the Q&A platform for you to unleash your STEM and finance genius.

At MathsGee, we want you to have a seamless and unforgettable experience whilst using our tools thus we are always working hard to add features and functionality that helps you navigate easily. Below is a high-level overview of some the features we have added:

  • Mobile ready: Fully responsive design.
  • Bounty System: Users can trade points for best answers.
  • Categories: Unlimited nested categories support
  • Activities: Displays about user activities/alerts.
  • Tags system: Users can easily add tags with Ajax enabled buttons to edit or delete tags.
  • Answer Replies: Now users can reply to the answers given by users. It helps in clarifying answers.
  • WYSIWYG Editor support: You can use our CKEditor4 editor.
  • Social Features:
    Avatars Support
    Activity Stream
    Badges System
    Points System
  • Advanced Search: Users can find questions with plenty of options what they are looking for.
  • Multiple lists: Browse latest, most viewed, most answered, solved or unsolved questions.
  • Question Suggestions: Users presented with similar questions and questions in currently viewed question category. Users also presented with matched questions when they try to ask a question and let them avoid duplicates.
  • Report Questions/Answers: Users can report any question and answers if found spam etc.
  • Emails Subscriptions: Users can subscribe to new answers/questions notifications. Now the emails are beautifully formatted with a neat template built on HTML and CSS and compatible with most Email clients.
  • RSS Feeds: RSS feed support for individual categories and all categories.
  • Complete control: Users can edit, delete, unpublish their question or answer and most of features are fully ajaxed.
  • Like/Dislikes: Simple and powerful voting/rating system for making answers complete.
  • Permission System: Admins have full control to allow users for certain functionality.
  • reCaptcha support for guest questions and answers, if you allow guest users to ask or answer.
  • Google Structured Data Search engine friendly structured data allow your questions and answers list on Google rich media



African Startup Outlines Platform Benefits to Teachers and Learners

machine learning

It is important for MathsGee to continually support our growing number of users. Our users range from active ones who ask, answer, comment and vote on questions to passive observers who quietly consume knowledge on the MathsGee STEM Community.

All beneficiaries of our free STEM support network are welcome and appreciated by the MathsGee team.

It is our pleasure to outline some of the benefits of the MathsGee platform to teachers and learners. Below is a high level overview of some features:

Simple, Intuitive Interface

At MathsGee, we have studied and simplified our website to make so your experience is seamless. It should feel natural to you.

Smart Search

Quickly find answers to your questions with our smart search engine with autocomplete.

Email Notifications

You do not have to stay up all night waiting for a response to come. We will email you when the questions you’ve asked or are following receive answers.

Follow Questions

If you find an interesting question or discussion, you can follow it and be notified whenever there are updates.

Vote on Answers

Your classmates and community members can vote on the answers to your question and help you determine the best answer.


We’ll notify you of any important developments via email.


You can upload and share the syllabus, textbook info, links and files with classmates and friends.

Class Stats

Schools can request participation stats from MathsGee for holistic learner support.

Teachers and instructors don’t have to answer the same questions over and over every academic term. All information you and your students provide will be stored on MathsGee for you to access anytime.

Find answers, ask questions (anonymously if you prefer), follow questions and receive email notifications when your questions are answered or approved by instructors.

MathsGee from  LMS

Now you can access the MathsGee STEM Community directly through your LMS.

Why use MathsGee in your LMS?

  1. Get support from learners in other classes and schools in a safe learning environment.
  2. Replace outdated discussion boards in your LMS with MathsGee to efficiently manage your class Q&A.
  3. Use MathsGee as a part of your existing LMS so you don’t have to deal with multiple platforms.
  4. When MathsGee is implemented into your LMS, students and instructors are automatically:
  • Enrolled with appropriate roles according to the class roster.
  • Signed into MathsGee so you don’t have to create a separate username or password.

How do you use MathsGee in your LMS?


  1. Log into your LMS.
  2. Click on the MathsGee link to launch it.

Which LMS platforms work with MathsGee?

  • Blackboard
  • Sakai
  • Canvas
  • Angel
  • Moodle
  • Desire2Learn
  • Jenzabar
and more…


Is MathsGee FERPA compliant?

Yes, MathsGee is FERPA compliant.

Contact Us 

Or put us in touch with the LMS admin at your school.


African Crowd-Sourced Learning Platform Challenges Norms


MathsGee STEM Community, a South African based, crowd-sourced learning platform has surpassed its 2020 target of 10 000 STEM (science, technology, engineering, mathematics) questions and answers milestone. It has seen a surge in usage during the COVID-19 school closures.

In his quest to provide Just-In-Time maths and science support to learners who otherwise would not have anyone to assist them outside school hours, Edzai Zvobwo, a Zimbabwean-born mathematician created the crowd-sourced MathsGee STEM Community forum. The platform has proven to be a great solution to address the limitations of the traditional learning systems in South Africa.

By definition, crowd-sourced learning is a situation in which two or more people attempt to learn something or gain a better understanding of a specific subject by solving a problem or sets of problems together. The learning approach is based on the idea of knowledge co-creation within a group. For it to work, enough members on the platform have to actively interact by sharing experiences and taking on asymmetric roles.

“It was important for us to provide a proven methodology and environment in which learners engage in a common task where each individual depends on and is accountable to each other. Our platform is focused on maths and science from Grade 1 up to tertiary with subjects like data science and financial literacy included,” explained Zvobwo.

This type of collaborative learning may be contrasted with competitive and individualistic learning, with the key difference between these methods being manifested in the way learning goals are structured. The goal structure specifies the ways in which learners interact with each other. On the MathsGee STEM Community platform, individuals seek outcomes that are both beneficial to themselves and to the rest of the group.

In traditional competitive learning environments learners do not cooperate but compete to be the best as signified by individual academic grades. In individualistic learning, learners work by themselves and for themselves, to accomplish learning goals unrelated to those of the other members of the group. The 21st century is a ubiquitous information era thus collaborative commons are the best vehicle to scale knowledge sharing whilst ensuring an almost zero-marginal cost of acquisition as written by the economist Jeremy Rifkin.

The MathsGee STEM support process is learner-centered and knowledge is viewed as a social construct, facilitated by peer interaction, evaluation and cooperation. Learners are encouraged to capitalize on each other’s resources and skills (learners asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).

Fully cognizant of the pitfalls and risks of online forums, MathsGee has proactively developed integrations that will facilitate seamless interoperability with all major learning management systems that are LTI-compliant. LTI is an acronym for Learning Technology Interoperability and is the gold standard for any education technology offering.

Learners can now enjoy the MathsGee platform directly from their school’s learning management system and teachers can get reports on their learners’ participation on the forum. To further protect learners’ identities, MathsGee has added anonymous posting for all learners.

It remains to be seen how many schools will adopt this platform as their extended learner support platform. For details on how to integrate with MatheGee, simply fill in the FORM.

MathsGee STEM Community – Helping you make it in maths, science, financial literacy and data science.

MathsGee achieves integration with all major Learning Management Systems


MathsGee STEM Community, a platform dedicated to supporting STEM learners in their time of need has successfully developed plug and play integrations with all the major learning Management systems that are LTI-compliant.

It is no secret that COVID-19 has resulted in an exponential increase in the number of EdTech solutions that are geared to solving the digital transformation of schools and universities. Given this background, it is paramount that schools choose solutions that adhere to agreed upon standards, which allows interoperability among various solutions.

The most important standard that any education technology platform has to adhere to is the IMS LTI standard. The IMS LTI standard aims to deliver a single framework for integrating any LMS product with any learning application.

The objectives of the LTI standard are:

  • To provide a simple mash-up style deployment model consisting of a URL, key, and secret which the LMS administrator or the course instructor can enter into the LMS.
  • To define a protocol for launching an external application from an LMS in a way that supports single-sign-on and which preserves the learning context and user roles within that context.
  • To make links to external applications portable by defining data elements that can be embedded in IMS Common Cartridges.

MathsGee has always strived to be at the cutting edge of education technology, thus it was a no-brainer for us to ensure that our systems achieved the highest standards. We are proud to announce that the MathsGee STEM Community is LTI-Compliant and can seamlessly integrate with all major learning management systems. It has been designated as an LTI Provider.

The MathsGee STEM Community integration for LTI Compliant platforms allows users to seamlessly login and participate in the free community from within LTI Compliant platform courses. MathsGee can accept incoming LTI launch requests from a tool consumer, which is the IMS term for any platform that can make a LTI request to an external tool (such as MathsGee Q&A). Such platforms include Desire2Learn, EDx, Moodle, BlackBoard, Pearson Learning Studio, etc. See IMS Interoperability Conformance Certification Status for a full list of LTI compliant platforms.

It is easy to integrate with MathsGee. A school being the Tool Consumer only needs to have a Consumer Key and Secret to be able to connect.

For your learners to enjoy the benefits of communal learners, simply request credentials by filling in this FORM

Mastercard Foundation Releases Explosive Report on African Secondary Education

mastercard foundation

The 4th Industrial Revolution has been hastened by the COVID-19 pandemic. The effects of the scourge have forced organizations to adopt remote learning and working tools at a scale never seen on this planet.

In its quest to add value to the human development of Africans, Mastercard Foundation embarked on extensive research projects that have been aggregated into one super report entitled, “Secondary Education in Africa: Preparing Youth for the Future of Work”.

For most young Africans, secondary education is the last schooling they will receive before entering the workforce. High quality, relevant secondary education that is accessible to all, can prepare youth to enter the workforce, improve productivity, and spur economic transformation, unlocking a virtuous cycle of both human and economic development.

Building on the success of African governments in expanding access to primary education, opening the door to quality, relevant secondary education is the next challenge. Now is the time to rethink secondary education systems, to ensure youth have the skills and knowledge they need.

Secondary Education in Africa: Preparing Youth for the Future of Work examines the skills, knowledge, and competencies necessary for the labour market. And offers best practices and recommendations for how secondary education can better prepare youth to succeed.

Upon compiling a laundry list of problems faced by African secondary school goers, the researchers did a good job at proposing possible solutions. The 10 recommended actions from the report are:

1. Provide political vision and leadership at the highest levels to support and prioritize investments and policies to reform and innovate in secondary education.

That includes:

  • Invest in creating a shared vision and buy-in to system reforms that expand the focus on skills for work in secondary education and responds to the needs of young people and their communities
  • Enable implementation through viable plans with clear roles and responsibilities for specific outcomes, accountability mechanisms, and adequate funding
  • Strengthen the capacity of ministries to translate inputs into outcomes through greater technical expertise, the ability to use and analyse data, and to overcome political economy constraints.

2. Integrate seven key skills relevant to labour market needs into secondary education curricula and pedagogy.


  • Strengthen foundational skills in literacy, numeracy and fluency in the language of instruction through greater curriculum time, stronger pedagogies, and remediation support where necessary
  • Develop 21st-century skills through interactive and group-based learning, experiential learning, and leadership development
  • Develop digital skills by strengthening teacher and student capacity to use digital technology and invest in hardware and software at school level
  • Strengthen STEM knowledge and skills through enhancing the quality of science teaching, increasing practical problem-solving activities, and reducing gender barriers
  • Expand opportunities for developing relevant technical and vocational skills through offering TVET courses in general secondary education, ensuring
  • TVET courses include foundational, 21st-century and digital skills and aligning technical and vocational courses to labour market needs
  • Promote entrepreneurship and work-readiness skills through co- and/or extracurricular courses, experiential learning and skills courses in business planning and management, financial literacy, and work-readiness
  • Ensure alignment between competency-based curriculum reforms, pedagogy and assessment systems, including reducing the number of high-stakes examinations, greater focus on assessment of skills, and conducting national assessments of learning to support teachers and schools falling behind.

3. Expand recruitment and training to fill projected gaps (10.8 million secondary school teachers by 2030). That will require a huge expansion in teacher recruitment and training while also improving teachers’ working conditions to attract good-quality new entrants and reduce attrition.

In addition:

  • Invest in high-quality pre-service teacher training that equips new teachers with subject matter content, pedagogical skills and fluency in the language of instruction, as well as supervised practice with experienced teachers
  • Develop stronger promotion and leadership pathways for high-performing teachers that allow them to provide instructional leadership and mentor junior colleagues
  • Institute certification programs for unqualified teachers using face-to-face and distance learning approaches
  • Prioritize digital skills development for all teachers
  • Invest in strengthening school leaders’ capacity to provide instructional leadership

4. Establish and formalize alternative pathways between non-formal and formal education with portable accreditation to increase access for out-of-school youth. Secondary systems must be increasingly structured in a flexible way to offer large numbers of youth alternative education pathways that allow for re-entry into formal schooling.


  • Scale successful and equitable education and training programs, including those provided by non-state actors, through links to the formal education system
  • Facilitate re-entry to school for adolescent mothers
  • Create an effective regulatory environment to harness the potential of non-state actors to expand provision of high-quality secondary education, TVET and ancillary services
  • Create national skills strategies and/or national qualifications frameworks that map available training and qualifications and create such pathways between levels and types of education and the labour market

5. Create pathways between secondary-level general education, TVET, and post-secondary and tertiary education. Governments and private institutions should create flexible admissions procedures, guidance, credit transfer procedures, bridging programs, and equivalency mechanisms that are recognized and accredited by the relevant authorities to formalize pathways between general and TVET education at all levels. National Qualifications Frameworks can also facilitate that process.

6. Institutionalize capacity to innovate in education within government. As the pace of social and economic change increases, and as greater numbers of youth seek to access secondary education, the need for innovation in education will intensify.

Ministries of education should:

  • Develop embedded innovation units that use an approach of continual piloting, testing,
    adaptation, and scaling of successful models so that promising approaches can be mainstreamed
  • Education innovation ecosystems that engage stakeholders across the public, private and not-for-profit sectors and foster critical debate with space to learn and fail

7. Generate substantial new resources for secondary education through a mix of strategies.

Those include:

  • Improve domestic resource mobilization
  • Explore innovative financing mechanisms such as results-based finance through social and development impact bonds
  • Crowd-in additional resources from the private and philanthropic sectors
  • Make more strategic use of Official Development Assistance
  • Reduce the cost of sending remittances to free up household spending on education

8. Complement efforts to provide fee-free secondary education with equity-based financing. Target the most disadvantaged students, girls in particular, with bursaries, scholarships, or cash transfers to enable them to meet secondary school costs such as uniforms, transport, and boarding. Targeted funding formulas to disadvantaged regions, schools, or groups also have strong potential.

9. Use available resources more efficiently. While more resources are needed in secondary education, much more can be done by using existing resources more efficiently, including:

  • Improve teacher quality, deployment, and utilization, and reduce teacher absenteeism
  • Counter high repetition and low learning, particularly at the primary level
  • Explore alternative forms of secondary education delivery, including reducing reliance on boarding facilities
  • Improve education system management
  • Ensure investments in secondary education are not at the expense of improving access and quality of primary education, which contributes to making spending on secondary
    education teaching and learning more effective and efficient.

10. Develop systems for cross-sectoral dialogue. Create mechanisms to bring together and facilitate dialogue between education sector stakeholders and other government and labour market actors such as ministries of finance, labour, youth, and ICT, as well as employers, industry associations, and unions. That can help increase the relevance of secondary education and strengthen broad-based support for reform.

The report can be accessed and downloaded here.

Mastercard Foundation works with visionary organizations to enable young people in Africa and in Indigenous communities in Canada to access dignified and fulfilling work. It is one of the largest, private foundations in the world with a mission to advance learning and promote financial inclusion to create an inclusive and equitable world. The Foundation was created by Mastercard in 2006 as an independent organization with its own Board of Directors and management. For more information on the Foundation, please visit: www.mastercardfdn.org

Nikon Fails Racial Equality Test Amidst Black Lives Matter Campaign


Nikon, a name trusted by millions of photographers around the world has failed the racial equality test in its latest advertisement according to the South African populace. The company is known for its cutting-edge innovations and relentless pursuit of quality in digital imaging and optics.

Nikon announced its new Z50 South African influencers on Twitter on the 24th of July 2020. The company stated that over the next few months, these influencers are expected to share their adventures and the moments they capture on their Nikon Z50’s.

The sin that Nikon committed is that the composition of their batch of creative influencers does not reflect the general composition of South African society. The sample is not representative of the racial composition of the country’s digital imaging and optics community. This failure by Nikon to be contextually aware is what sent Twitter ablaze.


Of the seven “influencers”, six are White and only one is Black. There are no Indians or Coloureds on the list. The individuals are:

  1. Kyle Goetsch – white
  2. Pieter Buckle – white
  3. Nicole Capper – white
  4. Liezel Volschenk – white
  5. Austin Malema – black
  6. Izelle Hoffman – white
  7. Simone Pretorius – white

“Given South Africa’s history, this is unacceptable and Nikon has to come out and explain the logic they used to choose average a and unknown white people over some really amazing black Indian and coloured folks”, said Rhulani Rikhamba, a human rights activist and board member at The Education Support Forum (TEDSF).

The fact that all the white creatives on this list had a turn to speak and the only black creative did not even get airtime literally added salt to the injury. Nikon seriously has to explain itself. Is Nikon so racially biased that they have no problem publishing such a damning video?

Writing for Swisherpost, Avuya Walters has a hypothesis. Avuya wrote:

Outrage marketing is a highly emotive strategy that plays on our heartstrings. Marketing firms use strong reactionary tactics to draw high levels of polarising engagement on a product. The end-goal is to attract brand advocates and achieve high conversions, at the cost of widening the lines of segregation.

More significant, according to The Signal, the true value in engagement and conversion comes from black outrage.

Nikon SA may or may not have known that by editing Malema out of the promo video, they would pull at the emotional strings of black people on social media.

The subliminal messaging was clear to many people who saw the video. However, Nikon SA and, in fact, Malema has yet to address the matter.

We at MathsGee are committed to inclusive human development thus our appetite to report and question any acts that are deemed retrogressive  in our quest for an equitable society. Its is our hope that Nikon will come out and explain its logic and the data they used to arrive at this absurd decision to exclude the majority of the inhabitants of South Africa. The MathsGee Data Police is waiting to review those numbers.















Seamless Support Key to Remote Learning Success


It can never be emphasized enough that learners need all the support they can get during this COVID-19 pandemic. Many schools across the globe have been shut down or learners are simply attending class remotely, leveraging video conferencing technologies and learning management systems.

The problem that many bottom-of-the-pyramid learners face is the unavailability of technology gadgets and access to fast broadband. This further marginalizes them compared to their privileged peers.

The access and quality of education problems are multi-faceted and complex that it is paramount that we be skeptical of any organizations that claim to have end-to-end solutions for education.

In as much as the holy grail of remote education has not been found it is important that we take advantage of the various solutions available and use our creativity to mashup these resources for optimal learning at a trying time like this.

Multi-disciplinary intervention teams have to be setup to cover all the education bases. As an example, South African telecoms companies have come to fore and zero-rated curriculum-aligned online resources so that data is not a deterrent to learning. This is commendable as it enhances inclusion.

The onus is now on the schools and their respective teachers to curate learning paths for their learners so as to ensure maximum support.

At MathsGee, we strongly believe that it is a human right for every child to be supported whilst studying at home during this pandemic, thus, we have open-sourced all our content and endeavor to offer holistic and meaningful value in the STEM learning space.

MathsGee has structured itself as an education information and insights portal with a strong inclination towards STEM support through courses, examination preparation and discussion forums.

These interventions by MathsGee are supposed to help the learner at the point of need. An example of of holistic STEM support forum is the crowd-sourced MathsGee STEM Q&A Bank, that has questions and answers from primary school all the way to professional subjects like Computer Science and Artificial Intelligence.

Below is a summary of the contents of the MathsGee STEM Q&A  Knowledge Bank.

Online: Free Grade 12 Maths and Science Exam Practice Portal

MathsGee STEM Exam Question and Answer Bank

Every learner deserves support whilst studying at home. This is the mantra of MathsGee, an education initiative spearheaded by The Education Support Forum (TEDSF).

“It is no secret that a lot of learners have been adversely affected by the prolonged lockdown and it is our duty as civil society to ensure that the most vulnerable learners are not left behind”,said Rhulani Rikhamba, a TEDSF board member.

July is a time when South African Grade 12s are full steam ahead preparing for their preliminary and final examinations whose outcomes have a direct influence on future career prospects. Taking this into cognisance, TEDSF through the MathsGee STEM Exam Question and Answer Bank, has compiled 1 400 questions and answers for Grade 12.

These questions and answers have been crowd-sourced from learners, tutors and teachers, who as a social learning community have embraced the idea of free peer to peer collaboration.

There is enough evidence to show that most learning happens at the point of need in a specific context that it is paramount that we have online platforms that can facilitate for the provision of Just-In-Time support for learners.

Imagine a learner who is studying for mathematics at 11pm and gets stuck, MathsGee serves the purpose of being that place where they can ask and the community will respond. Given that a lot of momentum has already been gathered in the compilation of questions and answers, it is most likely that a question that a learner has has already been asked otherwise the new question will be added to the ever-growing knowledge base.

The MathsGee Q&A platform is available for free to all Grade 12 learners and currently focuses on STEM subjects. Share the link with your friends because the more people we have using the platform, the more value you will be able to derive from being part of this caring community.

Let no child be left behind during this pandemic. Together we can conquer the challenges.

Important Links:

Grade 12 Questions (General)

Grade 12 Maths Questions

Grade 12 Maths Literacy Questions

Grade 12 Life Sciences Questions

Grade 12 Physical Sciences Questions

Grade 12 Technical Maths Questions 



MathsGee Launches Interactive Online Python Course For Everyone

introduction to python for everyone

It is no secret that the world is in constant state of flux. Everything is changing every-time. The COVID-19 pandemic has successfully accelerated the rate of change of humanity towards digitization of processes thus it calls for people to speak the language of the machines.

In an extensive study carried out by MathsGee, we realized that the most sought-after skill is python programming thus we have responded by partnering with the veteran Professor from the University of Michigan, Charles Severance. He has availed his award-winning python course to MathsGee to help improve programming capabilities in Africa and beyond. The course is available for FREE on the MathsGee Learning Portal.

MathsGee is proud to introduce its new course offering entitled, “Introduction to Python For Everyone”

The course offers you an opportunity to learn to program and analyze data with Python. It helps you develop programs to gather, clean, analyze, and visualize data. This is your gateway to Data Science using the python programming language.

What will you learn?

  • Install Python and write your first program
  • Describe the basics of the Python programming language
  • Use variables to store, retrieve and calculate information
  • Utilize core programming tools such as functions and loops

How the Course Works

The course Introduction to Python For Everyone is a series of modules that helps you master python programming skills. To begin, enroll in the course directly.

When you subscribe to the course, you’re automatically subscribed to all the modules. It’s important that you complete all the five modules for you to complete the full course. Visit your learner dashboard to track your course enrollments and your progress.

Hands-on Project

Introduction to Python For Everyone includes hands-on projects using our online interactive python shell that has auto-grading capabilities. You do not have to leave leave the course to access the python environment necessary to learn and test your skills.

You will need to successfully finish the projects to complete the course and earn your certificate.

Earn a Certificate

When you finish the full course and complete the hands-on projects, you’ll earn a Certificate that you can share with prospective employers and your professional network.

There are 5 Modules in this Course

Programming for Everybody (Getting Started with Python)

This module aims to teach everyone the basics of programming computers using Python. We cover the basics of how one constructs a program from a series of simple instructions in Python.

The course has no pre-requisites and avoids all but the simplest mathematics. Anyone with moderate computer experience should be able to master the materials in this course. This course will cover Chapters 1-5 of the textbook “Python for Everybody”. Once a student completes this module, they will be ready to take the more advanced programming modules. This module covers Python 3.

Python Data Structures

This module will introduce the core data structures of the Python programming language. We will move past the basics of procedural programming and explore how we can use the Python built-in data structures such as lists, dictionaries, and tuples to perform increasingly complex data analysis. This module will cover Chapters 6-10 of the textbook “Python for Everybody”. This module covers Python 3.

Using Python to Access Web Data

This module will show how one can treat the Internet as a source of data. We will scrape, parse, and read web data as well as access data using web APIs. We will work with HTML, XML, and JSON data formats in Python. This module will cover Chapters 11-13 of the textbook “Python for Everybody”.

To succeed in this module, you should be familiar with the material covered in Chapters 1-10 of the textbook and the first two courses in this course. These topics include variables and expressions, conditional execution (loops, branching, and try/except), functions, Python data structures (strings, lists, dictionaries, and tuples), and manipulating files. This module covers Python 3.

Using Databases with Python

This module will introduce students to the basics of the Structured Query Language (SQL) as well as basic database design for storing data as part of a multi-step data gathering, analysis, and processing effort. The module will use SQLite3 as its database. We will also build web crawlers and multi-step data gathering and visualization processes. We will use the D3.js library to do basic data visualization. This module will cover Chapters 14-15 of the book “Python for Everybody”. To succeed in this module, you should be familiar with the material covered in Chapters 1-13 of the textbook and the first three modules in this course. This module covers Python 3.

Retrieving, Processing, and Visualizing Data with Python

In the module, students will build a series of applications to retrieve, process and visualize data using Python. The projects will involve all the elements of the course. In the first part of the module, students will do some visualizations to become familiar with the technologies in use and then will pursue their own project to visualize some other data that they have or can find. Chapters 15 and 16 from the book “Python for Everybody” will serve as the backbone for the capstone. This module covers Python 3.

Course Content in Details

  1. Installing Python – The first task is to work through the installation steps including installing
  2. Why Program? – We learn why one might want to learn to program, and look at the basic issues with learning to program.
  3. Variables, expressions, and statements – We learn how to make variables and store data in those variables.
  4. Conditional Execution – We look at how Python executes some statements and skips others.
  5. Functions – Take a brief look at how Python implements the ‘store and use later’ programming pattern.
  6. Loops and Iterations – We look at how Python repeats statements using looping structures.
  7. Strings – We look at how Python stores and manipulates textual data using string variables and functions.
  8. Files – We learn how to open data files on your computer and read through the files using Python.
  9. Lists – We look at Python’s simplest data structure – the list. Lists can store more than one item in a variable.
  10. Dictionaries – The dictionary data structures allows us to store multiple values in an object and look up the values by their key.
  11. Tuples – The tuple is a Python data structure that is like a simple and efficient list.
  12. Regular Expressions – Regular Expressions allow us to search for patterns in strings and extract data from strings using the regular expression programming language.
  13. Network Programming – We take a quick look at how data moves across the network using the HyperText Transport Protocol (HTTP) and how we write programs to read data scross the network.
  14. Using Web Services – Web services allow a program to access data available in a different server.
  15. Object-Oriented Programming – We do a quick look at how Python supports the Object-Oriented programming pattern.
  16. Databases – Databases give us very fast random access to large amounts of data. There is a lot of material in this chapter as we learn the Structured Query Language (SQL).
  17. Data Visualization – In this section, we learn to scrape data from the network, store the data in a database and then read the data from the database to produce in in-browser visualization of the data.