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When these authors found that conventional textbooks just weren't meshing well with the graphing technology they were using in their classes, they went to the drawing board. Precalculus: Concepts in Context takes a fresh look at the content of precalculus and offers students a different approach to learning mathematics. It begins with the real world of experience--music, commerce, psychology, natural science, daily news, etc.--and uncovers the mathematics already present. The study of each new topic begins by examining the concept in a context from which the topic naturally arises.
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Judith Flagg Moran is the director of the mathematics help center at Trinity College in Hartford, Conn. She has conducted NSF-funded workshops together with colleagues at the University of Hartford to promote the use of technology and collaborative learning. She is an active member of the American Mathematical Society (AMS), the Mathematical Association of America (MAA), and the Association of Women in Mathematics.
Marsha Davis currently teaches at Eastern Connecticut State University, and has been involved in mathematics education reform for over 20 years. Specializing in the use of technology in the mathematics and statistics classroom, she is one of the core contributing writers on the ARISE project, a NSF-funded comprehensive secondary curriculum development project. She has been an invited speaker at numerous national conferences, including AMATYC, ICTCM, SIAM, ASA, and AMA, and will be speaking at the January '03 MAA/AMS meeting.
Mary Murphy has taught mathematics in high school, in community colleges, and at liberal arts colleges. Currently at Smith College, she teaches a precalculus course tailored to the needs of women of non-traditional age, and participates in programs to encourage and retain students of color in the sciences. She is an active member of MAA.
"This is the best attempt at the standards I have seen in a precalculus book."
". . . an irrestible invitation to a modern precalculus course. In addition to covering the necessary topics in an intelligent order, it clearly sets the stage for calculus by including discussions of rates of change, etc. The laboratory approach also should help students make connections between the course material and their world. This would help answer the age-old question, What's it good for? . . . This text would dovetail with the reform calculus texts that are being developed."
"I love the emphasis on student collaboration and lab projects and so far I have seen no competition."
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Book Description Brooks/Cole Pub Co, 1993. Paperback. Condition: New. Seller Inventory # DADAX0534197884