Stefan Waner and Steven Costenoble's FINITE MATHEMATICS AND APPLIED CALCULUS, THIRD EDITION retains its engaging conversational style and focus on real data and real world applications of mathematics--a strategy that has proven to be pedagogically successful. The wealth of applications, the highly effective integrated, yet optional, use of graphing calculators or spreadsheets, and the robust supplemental Web site that has received praise from around the world, are what make Waner/Costenoble's text an outstanding choice.
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Stefan Waner and Steven R. Costenoble both received their Ph.D. from the University of Chicago, having studied several years apart with the same advisor, J. Peter May. Their paths merged when Steven joined Stefan at Hofstra University in 1987; since then they have coauthored 15 research papers in algebraic topology. By the early 1990s they had become dissatisfied with many of the Finite Mathematics and Applied Calculus textbooks. They wanted textbooks that were more readable and relevant to students' interests, containing examples and exercises that were interesting, and reflected the interactive approaches and techniques they found worked well with their own students. It therefore seemed natural to extend their research collaboration to a joint textbook writing project that expressed these ideals. To this day they continue to work together on their textbook projects, their research in algebraic topology, and their teaching.
Stefan Waner and Steven R. Costenoble both received their Ph.D. from the University of Chicago, having studied several years apart with the same advisor, J. Peter May. Their paths merged when Steven joined Stefan at Hofstra University in 1987; since then they have coauthored 15 research papers in algebraic topology. By the early 1990s they had become dissatisfied with many of the Finite Mathematics and Applied Calculus textbooks. They wanted textbooks that were more readable and relevant to students' interests, containing examples and exercises that were interesting, and reflected the interactive approaches and techniques they found worked well with their own students. It therefore seemed natural to extend their research collaboration to a joint textbook writing project that expressed these ideals. To this day they continue to work together on their textbook projects, their research in algebraic topology, and their teaching.
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