Relevant bibliographies by topics / Pre-calculus

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Pre-calculus'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Pre-calculus"

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Perez, Angel, and Ha Nguyen. "Concepts Most Successfully Learned and Most Challenging to Students in a Redesigned Pre-Calculus Course." International Journal on Studies in Education 6, no. 1 (December 28, 2023): 177–90. http://dx.doi.org/10.46328/ijonse.194.

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Pre-Calculus is considered one of many gate-keeper courses for STEM college students (Viera Jr et al., 2019). To better support students in Pre-Calculus, various college-level institutions have redesigned their Pre-Calculus courses to address learning challenges and inequities faced by students. For instance, Jones Lanaghan (2021) redesigned the Pre-Calculus course to incorporate a standards-based grading system, active learning practices among students, and emphasis on developing a growth mindset. Students in their redesigned Pre-Calculus course passed the class at a higher rate than those enrolled in the traditional Pre-Calculus course, with a difference of 38.3% higher. Additionally, students in the redesigned Pre-Calculus course passed their Calculus I course at a higher rate, with a difference of 3.1% higher. Despite the overall improvement and encouraging outcomes to the course, further learning challenges still need to be addressed. This study seeks to answer the following research questions: 1) What concepts are most successfully learned by students in a redesigned Pre-Calculus course? 2) What concepts are most challenging to students in a redesigned Pre-Calculus course? Data from 59 students enrolled in all sections of a redesigned Pre-Calculus course in Spring 2023 were analyzed quantitatively, using descriptive statistics. Discussion, limitations, and future research for teaching will also be shared.
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Henderson, Ronald W., and Edward M. Landesman. "Interactive Videodisc Instruction in Pre-Calculus." Journal of Educational Technology Systems 17, no. 2 (December 1988): 91–101. http://dx.doi.org/10.2190/jqyl-rn4v-n6t3-a4pd.

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The interactive videodisc player, managed by a microcomputer, combines the unique instructional qualities of video with the interactive flexibility of the computer. This article reports on the design considerations involved in the development of a series of eight interactive videodisc modules in pre-calculus mathematics. This system, entitled Preparing for Calculus, takes advantage of the unique attributes of each component of the system. The materials provide systematic instruction along dimensions that teachers often have difficulty implementing in classroom situations, but which have been demonstrated to be effective in mathematics instruction. Preliminary field test results indicate that the materials are highly effective, both for review and for initial learning of new concepts and operations.
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Litwak, Robert S. "The new calculus of pre-emption." Survival 44, no. 4 (December 2002): 53–80. http://dx.doi.org/10.1080/00396330212331343492.

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Zapatrin, Roman Romanovitz. "Pre-Regge calculus: Topology via logic." International Journal of Theoretical Physics 32, no. 2 (February 1993): 279–99. http://dx.doi.org/10.1007/bf00673717.

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López-González, Elifalet, Edgar A. Martínez-García, and Rafael Torres-Córdoba. "Pre-twisted calculus and differential equations." Chaos, Solitons & Fractals 173 (August 2023): 113757. http://dx.doi.org/10.1016/j.chaos.2023.113757.

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Sharma, Jyoti. "ASSESSING STUDENTS’ UNDERSTANDING OF PRE-CALCULUS CONCEPTS." International Journal of Research -GRANTHAALAYAH 5, no. 11 (November 30, 2017): 217–21. http://dx.doi.org/10.29121/granthaalayah.v5.i11.2017.2350.

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Calculus is one of the most momentous achievements of the human intellect (Boyer, 1949). It has given a new direction to the work of mathematicians and scientists. Calculus has exponentially expanded the scope and use of mathematics in other fields. Learning calculus is important to pursue career in applied mathematics.
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Capinding, Andie Tangonan. "REVOLUTIONIZING PRE-CALCULUS EDUCATION: PHOTOMATH'S AI-POWERED MATHEMATICS TUTORSHIP." Problems of Education in the 21st Century 81, no. 6 (December 18, 2023): 758–75. http://dx.doi.org/10.33225/pec/23.81.758.

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Mathematics plays a vital role in education; however, Filipino students encounter difficulties, evident in their performance on both national and international assessments. However, current literature suggests that leveraging technology, such as calculators and AI, in mathematics education can enhance students' proficiency, particularly in the pre-calculus domain. Thus, this research study examined the effectiveness of Photomath in enhancing Filipino students' self-reliance, interest, and performance in pre-calculus. A quasi-experimental one-group pretest-posttest design was used, with 49 Grade 11 students from NEUST Laboratory High School participating. Descriptive and inferential statistical analyses were performed to examine the pre-and post-intervention data. Results revealed a significant increase in students' self-reliance, interest, and performance in pre-calculus following the use of Photomath. The mean scores on all three measures increased significantly from the pretest to the posttest. The results of the t-tests further confirmed the effectiveness of Photomath in enhancing students' self-reliance, interest, and performance in pre-calculus. These results suggest that Photomath can be a valuable tool for educators to incorporate into pre-calculus teaching to enhance students' confidence and interest, foster intrinsic motivation, and ultimately improve their performance. Keywords: Photomath, students’ interest, students’ self-reliance, performance in pre-calculus
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Aguirre, Alejandro, Gilles Barthe, Justin Hsu, Benjamin Lucien Kaminski, Joost-Pieter Katoen, and Christoph Matheja. "A pre-expectation calculus for probabilistic sensitivity." Proceedings of the ACM on Programming Languages 5, POPL (January 4, 2021): 1–28. http://dx.doi.org/10.1145/3434333.

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Padernal, Rogie E., and Crispina V. Diego. "Academic Performance of Senior High School Students in Pre-Calculus." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 69–70. http://dx.doi.org/10.52006/main.v3i2.185.

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Knowledge in Pre-Calculus depends on students' understanding of Algebra and Trigonometry. The result of the Program for International Students Assessment (PISA) in 2018 disclosed that the Philippines ranked the second-lowest in Mathematics assessment and indicated low performance in advanced subjects such as Calculus. Hence, the paper described the level of academic performance of senior high school students in a maritime school in Bacolod City during the school year 2019-2020. Likewise, it aimed to determine the relationship between the students' demographics and the level of academic performance in Pre-Calculus. Furthermore, it is intended to test the correlation and predictive capability of the school of origin and entrance examination scores in the academic performance of students in Pre-Calculus.
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Ayebo, Abraham, Sarah Ukkelberg, and Charles Assuah. "Success in Introductory Calculus: The Role of High School and Pre-calculus Preparation." International Journal of Research in Education and Science 3, no. 25311 (November 22, 2016): 11–19. http://dx.doi.org/10.21890/ijres.267359.

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Dissertations / Theses on the topic "Pre-calculus"

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Smith, Michael M. "PRE-CALCULUS CONCEPTS FUNDAMENTAL TO CALCULUS." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1164048974.

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Kenney, Rachael H. "The Influence of Symbols on Pre-Calculus Students' Problem Solving Goals and Activities." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-06062008-125034/.

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The purpose of this study is to investigate studentsâ uses and interpretations of mathematical symbols and the influence that symbols have on studentsâ goals and activities when solving tasks with and without a graphing calculator. The researcher conducted a multi-case study of pre-calculus college students with a focus on the goals and activities and they selected and the anticipations and reflections that they made as they worked on math problems in different interview settings Data was collected and analyzed under the conceptual lens of an activity-effect relationship framework and a symbol sense framework. Six different student cases were investigated, and both in-case and cross-case data analysis was conducted and reported. The researcher found that some symbols and symbolic structures had strong influences on studentsâ choices in problem solving. Graphing calculators were used as a way to abandon symbolic manipulation, although very few connections were made between symbolic and graphic or numeric forms. Students demonstrated a mixture of instances of symbol sense as they worked on symbolic mathematical problems.
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Brumberg, Marsha. "A study of the impact graphing calculators have on the achievement in high school pre calculus /." Full text available online, 2007. http://www.lib.rowan.edu/find/theses.

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Amevor, Godfred, A. Bayaga, and M. Bossé. "Analysis of matlab instruction on rural-based pre-service teachers' spatial-visualisation skills and problem solving in vector calculus." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1845.

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A Dissertation submitted to the Department of Mathematics, Science and Technology Education In fulfilment of the requirement for the Degree of Master of Education (Mathematics Education) in the Faculty of Education at the University of Zululand, 2019.
Studies from interdisciplinary have noted positive correlation between spatial-visualization skills and mathematical problem solving. However, majority of these studies that interrogated this shared link between spatial-visualization and problem solving were carried in the urban settings only few interrogated rural settings. Also, studies have identified family social economic status (SES) which mainly described one’s geographical settlement to be one of the major effects on cognitive development. Thus, research finding from cognitive discipline revealed that students from poor SES background are less advantagous to cognitive activities (e.g., problem solving) compare to their counterpart. However, one of research achievements is providing evidence-based that cognitive skills can be enhanced through computer technology and spatial activities hence, the integration of several graphical tools such as: MATLAB, GeoGebra, and many other computer environments in mathematics education. These graphical tools are believed to enhance students’ conceptual and procedural knowledge in problem solving in mathematics areas such as: Euclidean geometry, multivariate calculus, and trigonometry which require more spatial skills in their problem solving. However, little has been researched on vector calculus even though vector calculus by its definition is accompanied by spatial reasoning. Students find it easy to evaluate a given vector integral using analytical techniques for integrations but struggle to visualize and transform it from one coordinate system to another. Objectives Based on the background, the current research employed the theoretical frameworks of Duval semiotic representation and the visual-analyser (VA) proposed by Zazkis et al., to analyse MATLAB instruction on rural-based pre-service teachers' spatial-visualisation skills and problem solving in vector calculus. The examination was guided by the analysis of the dynamic software MATLAB instruction on Spatial-Visualization, problem solving, and achievement in Vector Calculus. The three objectives were to 1) Analyse how rural-based v pre-service teachers apply their spatial-visualisation skills in problem solving in vector calculus. 2) To investigate the degree to which rural-based pre-service teachers’ spatial-visualisation skills correlate with their vector calculus achievement and 3) To assess how a dynamic software environment such as MATLAB influences rural-based pre-service teachers’ spatial-visualisation skills.
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Paula, Davidson Mendes Ferreira de. "Limite: uma conexão entre o ensino básico e o ensino superior." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/3252.

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O conceito de Limite é uma das ferramentas fundamentais no ensino de cálculo diferencial e integral no ensino superior, mas que normalmente não é lecionado no ensino básico, embora esse tema tenha feito parte dos livros do ensino médio por um longo tempo. Este trabalho visa mostrar a importância de se abordar esse assunto nesse nível, como um elo que une o ensino médio e a graduação, pois, o conteúdo ensinado até o ensino médio, não é completamente eficiente para estudar matemática mais avançada. Ele é composto por vários planos de aula que tratam desde a noção inicial de limite, passa por derivada, e finda nas somas de Riemann e noções de integral, além de uma síntese sobre esses assuntos. Temas como máximos e mínimos de funções, áreas e volumes, tornam a introdução do tema menos impactante e abrem caminho para resolvermos problemas mais avançados.
The Limit concept is one of the fundamental tools in teaching differential and integral calculus in higher education although it is not usually taught at basic education level, although this theme has been part of high school books for a long time. This work aims to show the importance to deal with Limit at this level, so it can work as a link between high school and higher education, once the content taught at elementary and high school are not really efficient for the study of more advanced mathematics. This work consists of several lesson plans that deal from the initial concept of limit, go through derivative, and end in Riemann’s sums and integral notions, as well as offer an overview of such issues. Topics such as maximum and minimum of the functions and also areas and volume make the introduction of the topic less impactful and pave the way to the solution of more advanced problems.
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Kinley. "Beliefs, knowledge and skills of pre-service mathematics teachers when learning calculus through a technology-enhanced inquiry." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213589/1/_Kinley_Thesis.pdf.

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This research explored the beliefs, knowledge and skills of Bhutanese pre-service mathematics teachers and their preparedness to teach a reformed mathematics curriculum. Data were collected when the participants joined a series of inquiry-oriented, technology-enabled calculus workshops. These data analyses revealed many inconsistencies between the participants’ espoused and enacted beliefs and misalignments between their mathematical knowledge and skills when compared to the intentions of the newly reformed curriculum. From this, implications have been drawn about the preparedness of the soon-to-graduate pre-service mathematics teachers, and recommendations are made regarding ways future pre-service teachers mathematical beliefs, knowledge and skills may be enhanced.
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Bridson, David J. "The influence of multiple representations on the learning of calculus by ESL students." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2624.

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The goals of this study were to research the learning difficulties among a group of four pre-university introductory calculus students who were mainly international students studying English as a Second Language (M). The intention was to create a constructivist-style classroom environment in order to determine if it could improve students` knowledge about the use and management of multiple representations (that is, graphical, rum~ symbolic, pictorial, linguistic or diagrammatic approaches for problem representation), increase their classroom communication as a means to improving ability in the modelling of calculus word problems, and to develop, implement and evaluate a teaching package that encouraged the use of multiple representations as a means of improving conceptual understanding. The achievement of these goals was sought by means of the development, implementation and evaluation of a number of calculus extended tasks that encouraged the use of multiple representations. These activities facilitated the compilation of a menu of approaches to the solution of mathematical problems, while the longitudinal nature of the study allowed for the monitoring of student changes in their preferred approach. A traditional calculus curriculum was used for the study, but the instructional emphasis was based more on students' understanding of concepts in a classroom environment utilising a constructivist approach rather than on their memorising computational techniques. Reading, writing, and discussion were emphasised m small group settings to develop language skills and to foster an appreciation of the alternative solution strategies of individual students.The study was conducted at an International College north of Perth in Western Australia, and the majority of students in the sample were from Non-English-Speaking-Backgrounds (NESB). A range of methods was used to collect qualitative and quantitative data in order to increase the credibility of the research. These methods included audio recordings of structured task-based interviews with each of the four students in the sample; teacher analysis of student worksheets; my classroom observations; the analysis of alternative student conceptions on assessment tasks obtained through post-test interviews, and my personal reflections. Quality controls were employed to ensure the credibility of the data collected. As classroom teacher and principal researcher, it was possible for me to treat each of the four students involved as an individual case study. Descriptive questionnaires were used in order to gain information regarding the course and the use of graphics calculators. The results are applicable to ESL introductory calculus students only, and the nature of the sample implies a number of study limitations detailed in Chapter Five. There was extensive evidence of the benefits of the use of a multi-representational mode and evidence also of the benefits of encouraging the use of a diversity of modes of classroom instruction. Outcomes of the study were qualified by the difficulties ESL students face in coordinating conflicting information and interpreting the language demands of problem presentation. It is expected that this study will assist m extending the knowledge and understanding of the learning difficulties faced by ESL students in the am of pre-university calculus.Results of this study suggest that instructional material has an important influence on ESL students’ use and management of multiple representations. However, there are often limitations to the influence of the material due to student preferences, mathematical ability and firmly held beliefs as well as on the amount of detail presented in a problem Secondly, small group learning environments based on a constructivist approach were found to influence student ability to model calculus word problems in a positive manner, provided there is teacher support to overcome cognitive obstacles. Finally, it was established that an effective teaching package could be developed to assist ESL students in calculus learning. The teaching package's evaluation highlighted the need for matching language use in problem presentation with the current mathematical language register of each student.
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Bridson, David J. "The influence of multiple representations on the learning of calculus by ESL students." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13544.

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The goals of this study were to research the learning difficulties among a group of four pre-university introductory calculus students who were mainly international students studying English as a Second Language (M). The intention was to create a constructivist-style classroom environment in order to determine if it could improve students` knowledge about the use and management of multiple representations (that is, graphical, rum~ symbolic, pictorial, linguistic or diagrammatic approaches for problem representation), increase their classroom communication as a means to improving ability in the modelling of calculus word problems, and to develop, implement and evaluate a teaching package that encouraged the use of multiple representations as a means of improving conceptual understanding. The achievement of these goals was sought by means of the development, implementation and evaluation of a number of calculus extended tasks that encouraged the use of multiple representations. These activities facilitated the compilation of a menu of approaches to the solution of mathematical problems, while the longitudinal nature of the study allowed for the monitoring of student changes in their preferred approach. A traditional calculus curriculum was used for the study, but the instructional emphasis was based more on students' understanding of concepts in a classroom environment utilising a constructivist approach rather than on their memorising computational techniques. Reading, writing, and discussion were emphasised m small group settings to develop language skills and to foster an appreciation of the alternative solution strategies of individual students.
The study was conducted at an International College north of Perth in Western Australia, and the majority of students in the sample were from Non-English-Speaking-Backgrounds (NESB). A range of methods was used to collect qualitative and quantitative data in order to increase the credibility of the research. These methods included audio recordings of structured task-based interviews with each of the four students in the sample; teacher analysis of student worksheets; my classroom observations; the analysis of alternative student conceptions on assessment tasks obtained through post-test interviews, and my personal reflections. Quality controls were employed to ensure the credibility of the data collected. As classroom teacher and principal researcher, it was possible for me to treat each of the four students involved as an individual case study. Descriptive questionnaires were used in order to gain information regarding the course and the use of graphics calculators. The results are applicable to ESL introductory calculus students only, and the nature of the sample implies a number of study limitations detailed in Chapter Five. There was extensive evidence of the benefits of the use of a multi-representational mode and evidence also of the benefits of encouraging the use of a diversity of modes of classroom instruction. Outcomes of the study were qualified by the difficulties ESL students face in coordinating conflicting information and interpreting the language demands of problem presentation. It is expected that this study will assist m extending the knowledge and understanding of the learning difficulties faced by ESL students in the am of pre-university calculus.
Results of this study suggest that instructional material has an important influence on ESL students’ use and management of multiple representations. However, there are often limitations to the influence of the material due to student preferences, mathematical ability and firmly held beliefs as well as on the amount of detail presented in a problem Secondly, small group learning environments based on a constructivist approach were found to influence student ability to model calculus word problems in a positive manner, provided there is teacher support to overcome cognitive obstacles. Finally, it was established that an effective teaching package could be developed to assist ESL students in calculus learning. The teaching package's evaluation highlighted the need for matching language use in problem presentation with the current mathematical language register of each student.
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Halliday, Felicia. "Cops, robber, and pre-calculus skills." Thesis, 2019. http://hdl.handle.net/1828/11439.

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This thesis is partitioned into three parts: improving pre-calculus skills of students in an introductory calculus course, the game of Cops and Robber on oriented graphs, and the generalized game of Cops and Robber. In the first part, we study the effect of review modules on student performance using an Educational Action Research framework. In addition to the study, we report what instructors at various institutions say they were doing to improve pre- calculus skills. In the second part, we introduce the game of Cops and Robber on oriented graphs using a two-part article that will appear in the problem-solving journal for high school students and undergraduates, Crux Mathematicorum. Next, we present a survey of previous results and provide family of counterexamples to a conjecture that was recently shown to be false. In the last part of the thesis, we consider general Cops and Robber games. We give a survey of previous results and conclude with a new characterization of graphs in which the Cops have a winning strategy.
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Anthony, Tamara Lynn. "An introduction to linear algebra: A curricular unit for pre-calculus students." Thesis, 1995. http://hdl.handle.net/1911/13922.

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Matrices are important mathematical tools that facilitate the process of organizing and manipulating data. In this work, the matrix operations of addition, subtraction, scalar multiplication, and matrix multiplication are built logically from the intuition of the students and their knowledge of real numbers. From this knowledge, the concepts of inverses, determinants, and consistency and inconsistency of linear systems of equations are formed. Interesting applications of matrices in the areas of Markov chains, curve fitting, and eigenpairs are included and are not beyond the comprehension of pre-calculus students when they are presented carefully. Pre-calculus students can also appreciate many of the numerical challenges that can be encountered when real-world problems are solved; therefore, we include a discussion of some of these topics.
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Books on the topic "Pre-calculus"

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M, Fogiel, and Research and Education Association, eds. Pre-calculus. Piscataway, N.J: Research & Education Association, 2000.

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Natalia, Mosina, Gupta Chaitan, and LaGuardia Community College. Department of Mathematics, Engineering and Computer Science, eds. Pre-calculus. 7th ed. [McDonough, GA]: Educo International, 2011.

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H, Stolze Charles, and McLeod Roy H, eds. Topics in pre-calculus. 3rd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1990.

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Program, CPM Educational, ed. Pre-calculus with trigonometry. 2nd ed. Sacramento, CA: CPM Educational Program, 2009.

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McLeod, Roy H. Topics in pre-calculus. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1989.

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Forseth, Krystle Rose/ Burger, Christopher/ Gilman, Michelle Rose/ Rumsey, Deborah, Ph.D. Pre-calculus for dummies. Hoboken, NJ: Wiley Pub., 2008.

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Gibilisco, Stan. Pre-calculus know-it-all. New York: McGraw-Hill, 2010.

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M, Fogiel, and Research and Education Association, eds. The pre-calculus problem solver. New York, N.Y: Research and Education Association, 1987.

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Woodward, Ernest. The essentials of pre-calculus. Piscataway, N.J: Research and Education Association, 1995.

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Gibilisco, Stan. Pre-calculus know-it-all. New York: McGraw-Hill, 2010.

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Book chapters on the topic "Pre-calculus"

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Bjørner, Nikolaj, and Katalin Fazekas. "On Incremental Pre-processing for SMT." In Automated Deduction – CADE 29, 41–60. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-38499-8_3.

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AbstractWe introduce a calculus for incremental pre-processing for SMT and instantiate it in the context of z3. It identifies when powerful formula simplifications can be retained when adding new constraints. Use cases that could not be solved in incremental mode can now be solved incrementally thanks to the availability of pre-processing. Our approach admits a class of transformations that preserve satisfiability, but not equivalence. We establish a taxonomy of pre-processing techniques that distinguishes cases where new constraints are modified or constraints previously added have to be replayed. We then justify the soundness of the proposed incremental pre-processing calculus.
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Cunningham, James, Raktim Mukhopadhyay, Rishabh Ranjit Kumar Jain, Jeffrey Matayoshi, Eric Cosyn, and Hasan Uzun. "Pre-course Prediction of At-Risk Calculus Students." In Lecture Notes in Computer Science, 124–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78270-2_22.

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Ernst, Thomas. "Pre q-Analysis." In A Comprehensive Treatment of q-Calculus, 63–95. Basel: Springer Basel, 2012. http://dx.doi.org/10.1007/978-3-0348-0431-8_3.

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Nasuno, Hiroshi, Nobuyuki Shimizu, and Masataka Fukunaga. "Fractional Derivative Consideration on Nonlinear Viscoelastic Statical and Dynamical Behavior under Large Pre-Displacement." In Advances in Fractional Calculus, 363–76. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6042-7_25.

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"Pre-Calculus." In Mathematics for Engineers I, 5–144. Oldenbourg Wissenschaftsverlag, 2010. http://dx.doi.org/10.1524/9783486598469.5.

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"Pre-Calculus." In Teaching Secondary Mathematics, 416–31. Routledge, 2012. http://dx.doi.org/10.4324/9780203881347-21.

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"Length and area." In Pre-Calculus, Calculus, and Beyond, 209–63. Providence, Rhode Island: American Mathematical Society, 2020. http://dx.doi.org/10.1090/mbk/133/04.

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"The concept of limit." In Pre-Calculus, Calculus, and Beyond, 103–66. Providence, Rhode Island: American Mathematical Society, 2020. http://dx.doi.org/10.1090/mbk/133/02.

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"Trigonometry." In Pre-Calculus, Calculus, and Beyond, 1–102. Providence, Rhode Island: American Mathematical Society, 2020. http://dx.doi.org/10.1090/mbk/133/01.

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"The decimal expansion of a number." In Pre-Calculus, Calculus, and Beyond, 167–207. Providence, Rhode Island: American Mathematical Society, 2020. http://dx.doi.org/10.1090/mbk/133/03.

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Conference papers on the topic "Pre-calculus"

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Brunetto, Domenico, Giulia Bernardi, and Caterina Bassi. "Students experience of blended teaching formats in pre-calculus courses." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16287.

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This work aims to investigate the difference (if any) between two blended teaching formats in a pre-calculus course for undergraduate engineering students. In 2022 students could choose among two settings for the preparatory course: a face-to-face and an online blended format, both based on a Pre-Calculus MOOC. At the very end of the course, we collected data from a survey to which 129 students answered. The analysis of the responses shows that the main differences between face-to-face and online blended formats concern intrinsic characteristics of the two settings. On the other hand, the data show that an accurate design of the online format allows students’ engagement even more than in face-to-face blended setting. Moreover, the findings shed a light on the potentiality of online learning in making the transition from high school to university smoother.
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Mosina, Natalia. "Technology-oriented Pre-Calculus: Developing integrated path toward student success in STEM pre-gateway course." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119900.

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Zhou, Yong, Nazmul Islam, Cheng-Chang (Sam) Pan, and Sanjay Kumar. "Shorten the Math Gap for Pre-Engineering Students With Intensive Summer Bridge Program." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-40249.

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Engineering Summer Bridge (ESB) program at the University of Texas at Brownsville (UTB) is designed to prepare the engineering freshmen intellectually for an early introduction to the engineering culture and mathematics and science expectation. The program curriculum and content were specifically designed to prepare underrepresented Hispanic students for their success in the coming science and engineering study at UT-Brownsville. More than 92% of the targeted students are underrepresented Hispanic, and English is the second language for 86% of them. Most of these targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of TOP10 Texas House Bill. The ESB program at UTB cultivates a diverse community of engineering and pre-engineering students and intensively enhances their mathematics preparation in Pre-Calculus and College Algebra. Statistics data from 2012 and 2013 ESB program indicates that more than 81% of the participants in both years did not take Pre-Calculus in high school. Another finding is that 71% of the ESB participants with at least an attendance rate of 50% earned a grade higher than a “B” in their Calculus I class later on, while only 43% from the group with an attendance rate lower than 50% earned a grade higher than a “B” in the Calculus I class. Students seem more successful in their Calculus I study if they attend the classes more frequently. It is also found the early contact with engineering faculty through Summer Bridge Programs, together with an early and longer engineering orientation seminar during the program, are successful ways to assist in the retention of engineering freshman [1–2].
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Lashkarian, Navid, Jun Shi, and Marcellus Forbes. "Direct learning adaptation of power amplifier pre-distortion based on Wirtinger calculus." In 2013 Asilomar Conference on Signals, Systems and Computers. IEEE, 2013. http://dx.doi.org/10.1109/acssc.2013.6810501.

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Tamba, Kimura Patar, and Jessica Bermuli. "Pre-service biology teachers’ perception on project-based transdisciplinary assessment in calculus course." In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0113541.

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Cinite, Ilva, and Girts Barinovs. "INCREASED STUDENT PERFORMANCE ON PHYSICS CONCEPT INVENTORY TEST AFTER STUDENT-CENTRED APPROACH IN UNIVERSITIES OF LATVIA." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.39.

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Education research has repeatedly shown that active learning in physics is pedagogically more efficient than traditional lecture courses. Widespread application of the active learning is slowed down by the lack of data on the performance of the active learning in widely varying circumstances of different educational systems. We measured the level of understanding of basic physics concepts using Force Concept inventory for students who enrol at different universities in Latvia in calculus-based and non-calculus-based groups and compared the student performance to the pre-test results elsewhere in the world. We measured the growth of concept inventory test results and studied the dependence of the growth on the teaching approach used by university lecturers. About 450 undergraduate students from 12 groups of science and engineering courses taught by 8 lecturers were involved in the study at three universities in Latvia. The Force Concept Inventory multiple-choice test was translated to Latvian and used for pre-/post-tests. The pre-test results showed that the maximum of the distribution of correct answers for non-calculus groups is around 20%, which is the value obtained by the random guessing of test answers, whereas the pre-test results of calculus-based groups was about 50% of correct answers. The test score after taking post-test confirmed that the growth of students’ tests results is closely related to the teaching approach chosen by lecturer, showing that in order to provide physics graduates with a good conceptual understanding of physics, student centred teaching approach was crucial. The use of concept inventories in undergraduate physics education to measure the progress of learning appears to be particularly important in the current situation with a small number of students in physics and a critically small number of future physics teachers, when efficiency of teaching is of crucial importance. Keywords: STEM education quality, conceptual understanding, student-centred approach
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Islam, Nazmul, and Yong Zhou. "Improving Engineering Students’ College Math Readiness by MSEIP Summer Bridge Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88685.

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This paper details improvement of the Engineering Summer ridge (ESB) program at the University of Texas Rio Grande Valley (UTRGV). Here we provide some of our experiences to fine-tune the program depending on the student need. Initial goal of ESB program was to challenge the freshman students intellectually, improve student communication and socialization skills, and provide student an early introduction to the University expectations and culture. The students who are graduating from the high school has lack of these qualities and the ESB program at UTRGV prepares engineering students to cultivate these qualities and to meet the challenges of University requirements. First-year college students require developmental education in Reading, Writing, or Mathematics will become “college-ready” in those subject areas through the ESB program. In our 2017 ESB program, we focused mostly with the Calculus-ready component. Specific goals of our ESB program include improving the College algebra and Pre-calculus level math expectations, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test by UTRGV math department in the summer to get ready for Calculus I in their first semester. Study to the six-year tracking data suggests that, participants in ESB program demonstrated higher engineering interests. Improvement of engineering math readiness and overall the success rate in the selected engineering major will be presented in this paper.
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Macêdo, Heverton B., Marcelo J. L. Lima, and Gina M. B. Oliveira. "Searching for a Cryptographic Model Based on the Pre-Image Calculus of Cellular Automata." In 2008 10th Brazilian Symposium on Neural Networks (SBRN). IEEE, 2008. http://dx.doi.org/10.1109/sbrn.2008.37.

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Tamba, Kimura Patar. "Pre-Service Biology Teachers’ Attitudes Towards Math: Using the Covid-19 Case in Calculus Course." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.052.

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Zhou, Yong, Cheng-Chang (Sam) Pan, and Nazmul Islam. "Evaluation of Engineering Readiness and Active Rate Enhanced by Intensive Summer Bridge Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53262.

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An engineering Summer Bridge (Engineering Summer Readiness Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from their freshman up to junior year (for those still active in UTB engineering) and further extend our study on the effect of the designed engineering summer program on a) the semester the participants take Calculus I; b) the semester the participants pass Calculus I; c) the first- and second-year engineering active rate; and d) the success rate in the selected engineering major courses of all the participants. We compared all the above mentioned data to the average data of the engineering majors at the same academic stage/level. The engineering summer bridge program was originally designed to prepare the fresh high school graduates intellectually on their math and for an early readiness for their coming engineering study. More than 90% of the targeted students are Hispanic in south Texas, and English is the second language for 86% of them. As one of the components of the University of Texas System, UTB is a minority-serving institution catering mostly to the underrepresented Hispanic population of the Lower Rio Grande Valley region. It has one of the highest concentrations of Hispanic students (both in number and percentage) compared to other universities in the nation [Table 1]. Among the overall student enrollment at the university in fall 2013, 91% are Hispanic. Most of the targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of the top 10% students by the Texas flagship universities. First-generation college-goers experience a variety of challenges as they enter and move through higher education. The Engineering Summer Bridge provides students with specific types of resources and support to ensure that they move into and through engineering study smoothly and to shorten the time for their engineering study. The 4–5 week summer bridge program at UTB intensively enhances math preparation in pre-calculus and college algebra, and also actively engages the students with the modern engineering design concepts and tools. Specific goals of the bridge programs include introducing math expectations of engineering program in the areas of College Algebra, Pre-calculus, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test in the summer to get ready for Calculus I in the coming fall semester. The long-term goals of the ESB program aim to improve the first- and second-year retention rate and four-year graduation rate of UTB engineering majors. Study on the previous three year’s data suggests that, compared to the overall average of the students enrolling into the UTB engineering program at the same period, summer bridge program participants have statistically started and finished their Calculus I (thus becoming engineering math ready) earlier. Participants also demonstrated higher engineering interesting which was proved by the participation rate in introductory engineering projects in the first two years of their engineering study. Besides, 88% of surveyed students reported that the program was helpful and convenient, and 100% of surveyed students reported that they would recommend the summer bridge program to a friend or a fellow student. Comparison of the first- to second-year active engineering student rate also suggests the validness of the summer bridge program.
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