# Basic Mathematics for College Students 4th Edition

## Book Preface

**Basic Mathematics for College Students 4th Edition**

Basic Mathematics for College Students, Fourth Edition, is more than a simple upgrade of the third edition. Substantial changes have been made to the worked example structure, the Study Sets, and the pedagogy. Throughout the revision process, our objective has been to ease teaching challenges and meet students’ educational needs.

Mathematics, for many of today’s developmental math students, is like a foreign language. They have difficulty translating the words, their meanings, and how they apply to problem solving. With these needs in mind (and as educational research suggests), our fundamental goal is to have students read, write, think, and speak using the language of mathematics. Instructional approaches that include vocabulary, practice, and well-defined pedagogy, along with an emphasis on reasoning, modeling, communication, and technology skills have been blended to address this need. The most common question that students ask as they watch their instructors solve problems and as they read the textbook is p Why? The new fourth edition addresses this question in a unique way. Experience teaches us that it’s not enough to know how a problem is solved. Students gain a deeper understanding of algebraic concepts if they know why a particular approach is taken. This instructional truth was the motivation for adding a Strategy and Why explanation to the solution of each worked example. The fourth edition now provides, on a consistent basis, a concise answer to that all-important question: Why?

These are just two of several reasons we trust that this revision will make this course a better experience for both instructors and students.

**NEW TO THIS EDITION**

• New Chapter Openers

• New Worked Example Structure

• New Calculation Notes in Examples

• New Five-Step Problem-Solving Strategy

• New Study Skills Workshop Module

• New Language of Algebra, Success Tip, and Caution Boxes

• New Chapter Objectives

• New Guided Practice and Try It Yourself Sections in the Study Sets

• New Chapter Summary and Review

• New Study Skills Checklists Chapter Openers That Answer the Question:

When Will I Use This?

Instructors are asked this question time and again by students. In response, we have written chapter openers called From Campus to Careers. This feature highlights vocations that require various algebraic skills. Designed to inspire career exploration, each includes job outlook, educational requirements, and annual earnings information. Careers presented in the openers are tied to an exercise found later in the Study Sets.

Examples That Tell Students Not Just How, But WHY Why? That question is often asked by students as they watch their instructor solve problems in class and as they are working on problems at home. It’s not enough to know how a problem is solved. Students gain a deeper understanding of the algebraic concepts if they know why a particular approach was taken.This instructional truth was the motivation for adding a Strategy and Why explanation to each worked example.

Examples That Offer Immediate Feedback

Each worked example includes a Self Check. These can be completed by students on their own or as classroom lecture examples, which is how Alan Tussy uses them. Alan asks selected students to read aloud the Self Check problems as he writes what the student says on the board.The other students, with their books open to that page, can quickly copy the Self Check problem to their notes.This speeds up the note-taking process and encourages student participation in his lectures. It also teaches students how to read mathematical symbols. Each Self

Check answer is printed adjacent to the corresponding problem in the Annotated Instructor’s Edition for easy reference. Self Check solutions can be found at the end of each section in the student edition before each Study Set.

Examples That Ask Students to Work Independently

Each worked example ends with a Now Try problem.These are the final step in the learning process. Each one is linked to a similar problem found within the Guided Practice section of the Study Sets.

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