From the Publisher:
There are more than 4,100 carefully selected and graded problems that are divided into A-, B-, and C- levels of difficulty in each exercise set. Exercise sets are found at the end of all sections.
There are a sufficient variety and number of applications in the text to convince even the most skeptical students that mathematics really is useful in everyday life. Found at the end of many exercise sets
Each concept is illustrated with one or more examples and following each example is a parallel problem with an answer.
Explore-Discuss Boxes/Group Activity: These boxes are interspersed at appropriate places to encourage a student to think about a relationship or process before a result is stated or to investigate additional consequences of a development in the text. This material can also be used as an in-class or out-of-class group activity. An additional group activity is located at the end of every chapter before the chapter review.
The text includes a wide variety of precalculus topics arranged so that many of the chapters after the third are independent of one another. The depth and completeness of coverage of most topics exceeds that found in most competing texts.
About the Author:
I was born and raised in Cleveland, and started college at Bowling Green State University in 1984 majoring in creative writing. Eleven years later, I walked across the graduation stage to receive a PhD in math, a strange journey indeed. After two years at Franklin and Marshall College in Pennsylvania, I came home to Ohio, accepting a tenure-track job at the Hamilton campus of Miami University. Ive won a number of teaching awards in my career, and while maintaining an active teaching schedule, I now spend an inordinate amount of time writing textbooks and course materials. Ive written or co-authored either seven or twelve textbooks, depending on how you count them, as well as several solutions manuals and interactive CD-ROMS. After many years as developmental math coordinator at Miami Hamilton, I share the frustration that goes along with low pass rates in the developmental math curriculum. Far too many students end up on the classic Jetsons-style treadmill, with the abstract nature of the traditional algebra curriculum keeping them from reaching their goals. Like so many instructors across the country, I believe the time is right to move beyond the one-size-fits-all curriculum that treats students the same whether they hope to be an engineer or a pastry chef. Because weve always done it that way is NOT a good reason to maintain the status quo in our curriculum. Lets work together to devise alternate pathways that help students to learn more and learn better while hastening their trip into credit-bearing math courses. Since my book (Math in Our World) is written for the Liberal Arts Math and Quantitative Literacy market, I think Im in the right place at the right time to make a difference in the new and exciting pathways course. Im in a very happy place right now: my love of teaching meshes perfectly with my childhood dream of writing. (Dont tell my publisher this they think I spend 20 hours a day working on textbooks but Im working on my first novel in the limited spare time that I have.) Im also a former coordinator of Ohio Project NExT, as I believe very strongly in helping young college instructors focus on high-quality teaching as a primary career goal. I live in Fairfield, Ohio with my lovely wife Cat and fuzzy dogs Macleod and Tessa. When not teaching or writing, my passions include Ohio State football, Cleveland Indians baseball, heavy metal music, travel, golf, and home improvement.
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