Beginning Algebra

Beginning Algebra, 2/e

K. Elayn Martin-Gay, University of New Orleans, Lakefront

Published August, 1996 by Prentice Hall Engineering/Science/Mathematics

See other books about:
Beginning Algebra-Mathematics

Summary

This book offers a sound mathematics presentation, useful pedagogy, and a superb problem-solving framework to thoroughly prepare students for a second or intermediate algebra course. The Second Edition features a greater incorporation of AMATYC and NCTM standards, reflected in an increased emphasis on visualization and graphing, carefully revised problems and exercises, and more data analysis.

A six-step problem-solving approach is woven consistently throughout. Students are asked to:
1) Understand
2) Assign
3) Illustrate
4) Translate into a model (or equation)
5) Complete
6) Interpret a variety of realistic problems.

Problems feature real-world topics and are applied to a variety of disciplines.
Cumulative Reviews in every chapter after Chapter 1 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.
Accessible Presentation

Writing style is clear and direct.
Many clear explanations are provided.

Mental Math boxes ask students to employ analytical skills and solve problems intuitively. They can be incorporated in-class as oral exercises or as preludes to exercise sets.
Conceptual Exercises, identified by an icon, ask students to verbalize solutions, increasing students' “writing in mathematics” skills.

Also help develop pattern recognition.

NEW—An increased emphasis on data interpretation; real data is integrated throughout, beginning with an introduction to bar graphs in Section 1.1. With the emphasis on interpreting data via graphs, students reinforce what they've learned visually and see math's tangibility.

The ability to interpret data through reading graphs is developed gradually (graphs are presented informally in Ch. 1, then formally in Sec. 1.9); students become comfortable with reading graphs before moving on to the rectangular coordinate system and other topics.

NEW—Exercise sets have been carefully reviewed and revised to include real data. The sets are graded in level of difficulty, and feature more conceptual and current real-world applications.
NEW—Highlights at the end of each chapter contain key definitions, concepts and examples to help students retain what they have learned.
Treatment of graphing and scientific calculators is integrated in separate boxes and noted in exercise sets (one icon for graphing calculators, another for scientific). Instructors can pick and choose when and how they want to integrate technology into their course.

Sources include USA Today and other well-known publications.

NEW—Graphing is introduced earlier and developed in-depth in more than one chapter (In line with AMATYC and NCTM standards). An early introduction to graphing helps students see the math. An emphasis on visualization through graphing is integrated; by Chapter 7, students are ready to master functions and equations of lines.

Chapter 3 now contains graphing linear equations and inequalities, slopes, and intercepts.
Chapters 4, 5 and 6 allow students to use newly learned graphing techniques in exercise sets.

NEW—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 activity designed for students to work together.
NEW—Skills Practice exercises integrated throughout help mathematically challenged students make connections between math, other courses, and the real world.

Table of Contents

(NOTE: Each chapter ends with a group activity, highlights, review, test, and cumulative review.)