Centered on problem solving, this volume is designed to build the skills that are essential for a career in information technology. The reference provides a carefully selected set of mathematical tools and prepares readers for programming by providing a set of algorithmic tools and an understanding of basic programming concepts. The reference covers problem solving, exponents, number systems, units analysis, algebra, graphing, computer programming concepts, computer logic and structured program design. For Information Technology professionals.
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Math for Information Technology, this textbook is designed for students who take one math course to prepare for an IT career.
Innovative approach integrates problem solving (the single most important IT skill) with traditional math topics and computer programming concepts to give students all the essential skills they need to prepare for a first course in computer programming.
Step-by-step guidelines make learning accessible to students with pre-algebra math skills.
Topics match those needed in future IT courses and on the job:
Introductory problem opens each chapter, familiarizing students with some of the important topics before they encounter all the conceptual details of the chapter.
How to Use This Chapter section places each chapter within the context of the course.
Application to Information Technology sidebars point out connections between various math topics and the field of IT.
Examples and practice problems at several levels of difficulty are amply presented. Wherever applicable, practice problems are related to IT.
Full step-by-step solutions to those even-numbered problems answered at the back of each chapter are available to students in the supplemental students' solutions manual.
Written by an Information Technology professional for students aspiring to be IT professionals, this book has all the essential tools needed to begin the journey.
Excerpt. © Reprinted by permission. All rights reserved.:This book was written to fill a need for a quarter-long course presenting the quantitative and algorithmic tools appropriate for students pursuing a two-year degree in computer information systems. The book was designed for the typical CIS student at Edmonds Community College in Lynnwood, WA. The profile of this student is typical of information technology students enrolled at many other colleges.
The Typical Student
The typical student for whom this book was designed
This book was written especially for a course designed to better serve this population of students who are currently working at or above the prealgebra level.
Topics Covered
Problem solving is central to the everyday needs of information technology professionals. Thus, the book begins with an easy-to-use problem-solving methodology. The remaining chapters present a variety of tools, both mathematical and algorithmic, that can be used to support that methodology.
The topics of mathematics that have been selected are the most essential to students of information technology. They include the following:
Topics related to algorithms are included to prepare the student for a first course ii; computer programming. The final three chapters in the book introduce computer programming concepts and include the following topics:
Computer topics covered in this book are especially important for students preparing to study a so-called "visual" language such as Visual Basic. Because a significant portion of a course in such a language must focus on the visual interface, much of the coding is relegated to small, event-driven procedures. Therefore, coverage of traditional programming concepts are often cut short. Students who are introduced to traditional programming concepts in this book are at an advantage when continuing on to study a visual language.
Features of the Book
Each chapter begins with a section entitled "How to Use This Chapter," which puts the material about to be presented info the overall context of the course. This is followed by an introductory problem designed for students to tackle in small groups. Here students are allowed to "play" with some of the concepts of the chapter before they encounter all the conceptual details. Students should approach these preliminary problems with an open mind, even though they have not yet been "taught" how to work the problem. The "play" experience is designed to make learning the formal concepts easier.
Throughout each chapter, example problems and practice problems are presented. Wherever appropriate, these problems are related to information technology. In addition, sidebars are included showing how the current topic can be applied to computers. Practice problems are divided into three levels of difficulty, allowing problems to be assigned that are most appropriate to the specific skills of the students in the class. Each chapter concludes with a section in which the topics introduced in the previous sections of the chapter are applied to solving problems.
I hope this text will serve students and instructors alike by providing a course on problem solving designed especially for the needs of information technology students at the associate degree level. I welcome your comments.
Marc Reeder
Seattle, Washington
mreeder@qwest.net
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