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Connect Math hosted by ALEKS Access Card 52 Weeks for Math in Our World

Science & Math

Sobecki Professor, David

Aleks, Corporation

Bluman,Allan G.

Mathematics

McGraw–Hill Education

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Mercer, Brian A.

<p>About the Author\nI was born and raised in Cleveland, and started college at Bowling Green State University in 1984 majoring in creative writing. Eleven years later, I walked across the graduation stage to receive a PhD in math, a strange journey indeed. After two years at Franklin and Marshall College in Pennsylvania, I came home to Ohio, accepting a tenure-track job at the Hamilton campus of Miami University. I’ve won a number of teaching awards in my career, and while maintaining an active teaching schedule, I now spend an inordinate amount of time writing textbooks and course materials. I’ve written or co-authored either seven or twelve textbooks, depending on how you count them, as well as several solutions manuals and interactive CD-ROMS. After many years as developmental math coordinator at Miami Hamilton, I share the frustration that goes along with low pass rates in the developmental math curriculum. Far too many students end up on the classic Jetson’s-style treadmill, with the abstract nature of the traditional algebra curriculum keeping them from reaching their goals. Like so many instructors across the country, I believe the time is right to move beyond the one-size-fits-all curriculum that treats students the same whether they hope to be an engineer or a pastry chef. “Because we’ve always done it that way” is NOT a good reason to maintain the status quo in our curriculum. Let’s work together to devise alternate pathways that help students to learn more and learn better while hastening their trip into credit-bearing math courses. Since my book (Math in Our World) is written for the Liberal Arts Math and Quantitative Literacy market, I think I’m in the right place at the right time to make a difference in the new and exciting pathways course. I’m in a very happy place right now: my love of teaching meshes perfectly with my childhood dream of writing. (Don’t tell my publisher this – they think I spend 20 hours a day working on textbooks – but I’m working on my first novel in the limited spare time that I have.) I’m also a former coordinator of Ohio Project NExT, as I believe very strongly in helping young college instructors focus on high-quality teaching as a primary career goal. I live in Fairfield, Ohio with my lovely wife Cat and fuzzy dogs Macleod and Tessa. When not teaching or writing, my passions include Ohio State football, Cleveland Indians baseball, heavy metal music, travel, golf, and home improvement.\nI can say without a doubt that I was made to be in a classroom. I followed the footsteps of my father, a 35-year middle school math teaching veteran, into this challenging yet rewarding career. My college experience began as a community college student at Lakeland College in Mattoon, Illinois. From there, I received a Bachelor of Science in Mathematics from Eastern Illinois University and a Master of Science in Mathematics from Southern Illinois University. I accepted a tenure-track faculty position at Parkland College, where I have taught developmental and college-level courses for 15 years. I had the opportunity to begin writing textbooks shortly after I started teaching at Parkland. My then department chair and mentor, James W. Hall, and I co-authored several textbooks in Beginning and Intermediate Algebra. In the fall of 2011, our department began discussing the idea of creating two tracks through our beginning and intermediate algebra courses. The idea stemmed from two issues. First, most of our beginning and intermediate algebra students were headed to either our Liberal Arts Math or our Introduction to Statistics course. Second, we wanted to beef up intermediate algebra to better prepare those students who were headed to college algebra. These were two competing ideas! Increasing the algebraic rigor of these courses seemed to “punish” students who were not heading to college algebra. With the two track system, we implemented a solution that best serves both groups of students. I have to admit that I</p>

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<p><h1>Mathematics in Our World, Fourth Edition&nbsp;</h1> <h3>Chapter 1: Problem Solving&nbsp;</h3> <h4>1-1 The Nature of Mathematical Reasoning&nbsp;</h4> <h4>1-2 Estimation and Interpreting Graphs&nbsp;</h4> <h4>1-3 Problem Solving Strategies&nbsp;</h4> <h4>Chapter 1 Summary&nbsp;</h4> <h3>Chapter 2: Sets&nbsp;</h3> <h4>2-1 Introduction to Set Theory</h4> <h4>2-2 Subsets and Set Operations&nbsp;</h4> <h4>2-3 Using Venn Diagrams to Study Set Operations&nbsp;</h4> <h4>2-4 Using Sets to Solve Problems</h4> <h4>2-5 Infinite Sets</h4> <h4>Chapter 2 Summary&nbsp;</h4> <h3>Chapter 3: Logic&nbsp;</h3> <h4>3-1 Statements and Quantifiers&nbsp;</h4> <h4>3-2 Truth Tables&nbsp;</h4> <h4>3-3 Types of Statements</h4> <h4>3-4 Logical Arguments&nbsp;</h4> <h4>3-5 Euler Circles&nbsp;</h4> <h4>Chapter 3 Summary&nbsp;</h4> <h3>Chapter 4: Numeration Systems&nbsp;</h3> <h4>4-1 Early and Modern Numeration Systems&nbsp;</h4> <h4>4-2 Tools and Algorithms in Arithmetic&nbsp;</h4> <h4>4-3 Base Number Systems&nbsp;</h4> <h4>4-4 Operations in Base Number Systems&nbsp;</h4> <h4>Chapter 4 Summary&nbsp;</h4> <h3>Chapter 5: The Real Number System&nbsp;</h3> <h4>5-1 The Natural Numbers&nbsp;</h4> <h4>5-2 The Integers&nbsp;</h4> <h4>5-3 The Rational Numbers&nbsp;</h4> <h4>5-4 The Irrational Numbers&nbsp;</h4> <h4>5-5 The Real Numbers&nbsp;</h4> <h4>5-6 Exponents and Scientific Notation&nbsp;</h4> <h4>5-7 Arithmetic and Geometric Sequences&nbsp;</h4> <h4>Chapter 5 Summary&nbsp;</h4> <h3>Chapter 6: Topics in Algebra&nbsp;</h3> <h4>6-1 Applications of Linear Equations&nbsp;</h4> <h4>6-2 Ratio, Proportion, and Variation&nbsp;</h4> <h4>6-3 The Rectangular Coordinate System and Linear Equations in Two Variables</h4> <h4>6-4 Functions</h4> <h4>6-5 Quadratic, Exponential, and Logarithmic Functions&nbsp;</h4> <h4>Chapter 6 Summary&nbsp;</h4> <h3>Chapter 7: Consumer Mathematics&nbsp;</h3> <h4>7-1 Percents&nbsp;</h4> <h4>7-2 Personal Budgeting</h4> <div> <h4>7-3 Simple Interest</h4> </div> <h4>7-4 Compound Interest&nbsp;</h4> <h4>7-5 Installment Buying&nbsp;</h4> <h4>7-6 Student Loans and Home Buying</h4> <h4>7-7 Investing in Stocks and Bonds&nbsp;</h4> <h4>Chapter 7 Summary&nbsp;</h4> <h3>Chapter 8: Measurement&nbsp;</h3> <h4>8-1 Measures of Length: Converting Units and the Metric System&nbsp;</h4> <h4>8-2 Measures of Area, Volume, and Capacity&nbsp;</h4> <h4>8-3 Measures of Weight and Temperature&nbsp;</h4> <h4>Chapter 8 Summary&nbsp;</h4> <h3>Chapter 9: Geometry&nbsp;</h3> <h4>9-1 Points, Lines, Planes and Angles&nbsp;</h4> <h4>9-2 Triangles&nbsp;</h4> <h4>9-3 Polygons and Perimeter&nbsp;</h4> <h4>9-4 Areas of Polygons and Circles</h4> <h4>9-5 Volume and Surface Area&nbsp;</h4> <h4>9-6 Right Triangle Trigonometry&nbsp;</h4> <h4>9-7 A Brief Survey of Non-Euclidean and Other Geometries</h4> <h4>Chapter 9 Summary&nbsp;</h4> <h3>Chapter 10: Probability and Counting Techniques&nbsp;</h3> <h4>10-1 The Fundamental Counting Principle and Permutations&nbsp;</h4> <h4>10-2 Combinations&nbsp;</h4> <h4>10-3 Basic Concepts of Probability&nbsp;</h4> <h4>10-4 Tree Diagrams, Tables, and Sample Spaces&nbsp;</h4> <h4>10-5 Probability Using Permutations and Combinations&nbsp;</h4> <h4>10-6 Odds and Expectation&nbsp;</h4> <h4>10-7 The Addition Rules for Probability&nbsp;</h4> <h4>10-8 The Multiplication Rules and Conditional Probability&nbsp;</h4> <h4>10-9 The Binomial Distribution&nbsp;</h4> <h4>Chapter 10 Summary&nbsp;</h4> <h3>Chapter 11: Statistics&nbsp;</h3> <h4>11-1 Gathering and Organizing Data</h4> <h4>11-2 Picturing Data&nbsp;</h4> <h4>11-3 Measures of Average&nbsp;</h4> <h4>11-4 Measures of Variation&nbsp;</h4> <h4>11-5 Measures of Position&nbsp;</h4> <h4>11-6 The Normal Distribution&nbsp;</h4> <h4>11-7 Applications of the Normal Distribution&nbsp;</h4> <h4>11-8 Correlation and Regression Analysis&nbsp;</h4> <h4>Supplement: Misuses of Statistics&nbsp;</h4> <h4>Chapter 11 Summary&nbsp;</h4> <h3>Chapter 12: Voting Methods&nbsp;</h3> <h4>12-1 Preference Tables and the Plurality Method&nbsp;</h4> <h4>12-2 The Borda Count Method and the Plurality-with-Elimination Method&nbsp;</h4> <h4>12-3 The Pairwise Comparison Method and Approval Voting&nbsp;</h4> <h4>12-4 Apportionment&nbsp;</h4> <h4>12-5 Apportionment Flaws&nbsp;</h4> <h4>Chapter 12 Summary&nbsp;</h4> <h3>Chapter 13: Graph Theory&nbsp;</h3> <h4>13-1 Basic Concepts of Graph Theory&nbsp;</h4> <h4>13-2 Euler''s Theorem&nbsp;</h4> <h4>13-3 Hamilton Paths and Circuits&nbsp;</h4> <h4>13-4 Trees&nbsp;</h4> <h4>Chapter 13 Summary&nbsp;</h4> <h3>Chapter 14-Available online: Other Mathematical Systems&nbsp;</h3> <h4>14-1 Mathematical Systems and Groups&nbsp;</h4> <h4>14-2 Clock Arithmetic&nbsp;</h4> <h4>14-3 Modular Systems&nbsp;</h4> <h4>Chapter 14 Summary&nbsp;</h4> <h4>Appendix A: Area Under the Standard Normal Distribution</h4> <h4>Appendix B-Available Online: Using the TI-84 Plus Graphing Calculator</h4> <h4>Selected Answers</h4> <h4>Photo Credits</h4> <h4>Index</h4></p>

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Pathways to Math Literacy

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