Intermediate Algebra: A Graphing Approach

Intermediate Algebra: A Graphing Approach, 1/e

K. Elayn Martin-Gay, University of New Orleans
Margaret Greene, Florida Community College, Jacksonville

Published March, 1997 by Prentice Hall Engineering/Science/Mathematics

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Intermediate Algebra-Mathematics

Summary

This text provides a solid foundation in algebra with the exceptional pedagogy, clear and well-constructed writing style, superb problem-solving strategies, and other qualities that have made the Martin-Gay series so successful. Intermediate Algebra: A Graphing Approach features incorporation of AMATYC and NCTM standards—reflected in an increased emphasis on visualization graphing, and data analysis. Also featured are current, relevant and realistic applications of math and its function in the world today.

Graphing calculators are introduced in chapter 1, first as a calculating tool and then in chapter 2 as a graphing utility.
Graphing Utility exercises are fully integrated throughout the text.
“Discover the Concept”—These explorations are integrated appropriately throughout to promote student involvement and interaction with the text and graphing utility to help reinforce concepts, interpret graphs, recognize patterns and motivate discovery-based learning.
An emphasis on data interpretation; real data is integrated throughout. With the emphasis on interpreting data via graphs, students reinforce what they've learned visually and see math's tangibility.
Exercise sets include real data. The sets are graded in level of difficulty, and feature conceptual and current data from environmental science, allied health, astronomy, business and other disciplines.
Functions are introduced early and intuitively. Students are introduced to functions in Chapter 2.
Technology Notes refer students to possible keystrokes and other differences among different graphing calculator models. Notes are also used to clarify information about graphs.
Mental Math boxes ask students to employ analytical skills and solve problems intuitively and without a pencil. They can be incorporated as in-class oral exercises or as preludes to exercise sets.
Conceptual Exercises, identified by an icon, ask students to answer questions combining two or more concepts or to verbalize solutions, increasing students' “writing in mathematics” skills.
A six-step problem-solving framework is woven consistently throughout. Students are asked to:

1) understand
2) assign
3) illustrate
4) translate into a model (equation)
5) complete
6) interpret—a variety of realistic problems.

Accessible Presentation:

writing style is clear and direct.
many explanations are provided.
pedagogy is ample and accessible.

Definitions are explained, both visually (definitions are summarized and highlighted by color) and by worked example or exploration. Ideal for visual learners, and/or for those who learn best by doing.
Cumulative Reviews in every chapter include worked examples from previous chapters. Students can find the answers in an appendix, as well as a reference to where the problem first appeared so that a complete solution is available.

Skill Reviews are featured at the end of every section.

Reminders alert students to trouble areas and provide encouragement and suggestions to avoid common errors.

USA Today and other well-known sources are used.

Geometry concepts and applications are incorporated where appropriate.
Collaborative Projects are introduced in the chapter opener. At the end of each chapter concepts covered in the chapter opener are incorporated into a discovery-based group activity designed for students to work together using technology to manipulate data.

Table of Contents