Relevant bibliographies by topics / Precalculus – textbooks

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Academic literature on the topic 'Precalculus – textbooks'

Author: Grafiati
Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Precalculus – textbooks"

1

Johnson, Gwendolyn J., Denisse R. Thompson, and Sharon L. Senk. "Proof-Related Reasoning in High School Textbooks." Mathematics Teacher 103, no. 6 (2010): 410–18. http://dx.doi.org/10.5951/mt.103.6.0410.

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The authors provide a framework for investigating proof-related reasoning in high school algebra and precalculus textbooks and suggest ways to increase students' opportunity to learn proof-related reasoning.
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Johnson, Gwendolyn J., Denisse R. Thompson, and Sharon L. Senk. "Proof-Related Reasoning in High School Textbooks." Mathematics Teacher 103, no. 6 (2010): 410–18. http://dx.doi.org/10.5951/mt.103.6.0410.

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The authors provide a framework for investigating proof-related reasoning in high school algebra and precalculus textbooks and suggest ways to increase students' opportunity to learn proof-related reasoning.
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3

Purdy, David C. "Using The Geometer's Sketchpad to Visualize Maximum-Volume Problems." Mathematics Teacher 93, no. 3 (2000): 224–28. http://dx.doi.org/10.5951/mt.93.3.0224.

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An underlying tenet of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and other movements toward reform in school mathematics is breaking down content barriers between traditional mathematical topics, with the goal of teaching mathematics as a logically interconnected body of thought. As teachers move toward integrating the various areas of mathematics into traditional courses, problems that were once reserved for higher courses, for example, precalculus and calculus, now surface earlier as interesting explorations that can be tackled with such tools as the graphi
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Demana, Franklin, and Bert K. Waits. "Around the Sun in a Graphing Calculator." Mathematics Teacher 82, no. 7 (1989): 546–50. http://dx.doi.org/10.5951/mt.82.7.0546.

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The topics of polar equations and parametric equations are found in almost all precalculus and calculus textbooks. They furnish important a lgebraic representations of real-world problems. For example, polar equations are used to describe the e lliptical orbit of planets around the sun (Kepler's first law), and parametric equations are frequently used to describe the trajectory of moving objects. These topics are seldom given more than superficial treatment in high school and college precalculus and calculus courses because of the difficulty of obtaining appropriate graphical representations.
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Kimberling, Clark. "Microcomputer-Assisted Mathematics: Permutations and Combinations." Mathematics Teacher 80, no. 5 (1987): 403–7. http://dx.doi.org/10.5951/mt.80.5.0403.

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The subjects of permutations and combinations appear in algebra and precalculus textbooks. Many students are fascinated by these “counting numbers.” and they should have the opportunity to write or use microcomputer programs that calculate them and demonstrate their usefulness.
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Thompson, Virginia L., and Patrick Wallach. "Increasing the Open Education Resources Capacity of Precalculus Courses at York College and Queensborough Community College." International Journal of Education in Mathematics, Science and Technology 11, no. 3 (2023): 554–69. http://dx.doi.org/10.46328/ijemst.2634.

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This paper presents a case study conducted by two universities seeking to explore Open Education Resources (OER) in their precalculus course. Students not only gained access to their textbook for free on the first day of class, but also Lumen OHM, an online mathematics assessment platform. The majority of students involved in the study were satisfied with the textbook, characterizing it as useful, accessible, and affordable, and agreeing that they would be very likely to register for a future course with an online text like that used in the course. This study also found that when comparing OER
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Barrett, Gloria, Dot Doyle, and Dan Teague. "Applications: Using Data Analysis in Precalculus to Model Cooling." Mathematics Teacher 81, no. 8 (1988): 680–84. http://dx.doi.org/10.5951/mt.81.8.0680.

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The first two recommendations of the National Council of Teachers of Mathematics in An Agenda for Action (1980) encourage teachers to make problem solving the focus of school mathematics and to broaden the definition of basic skills in mathematics to encompass more than computational facility. Although many teachers agree with these recommendations and are attempting to implement them, they frequently lack good resources with problem-solving activities. Now, as in 1980 when the Agenda was written, most textbooks emphasize computational skills with only a smattering of word problems. Even the a
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O’Meara, John, and Ashwin Vaidya. "A Network Theory Approach to Curriculum Design." Entropy 23, no. 10 (2021): 1346. http://dx.doi.org/10.3390/e23101346.

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In this paper we hypothesize that education, especially at the scale of curriculum, should be treated as a complex system composed of different ideas and concepts which are inherently connected. Therefore, the task of a good teacher lies in elucidating these connections and helping students make their own connections. Such a pedagogy allows students to personalize learning and strive to be ‘creative’ and make meaning out of old ideas. The novel contribution of this work lies in the mathematical approach we undertake to verify our hypothesis. We take the example of a precalculus course curricul
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9

Noh, Jihwa. "Analyzing Contexts Used in Textbook Problems - A Case of Precalculus -." Communications of Mathematical Education 30, no. 3 (2016): 295–308. http://dx.doi.org/10.7468/jksmee.2016.30.3.295.

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10

Brown, Scott A. "Nifty Nines and Repeating Decimals." Mathematics Teaching in the Middle School 22, no. 3 (2016): 178–86. http://dx.doi.org/10.5951/mathteacmiddscho.22.3.0178.

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The traditional technique for converting repeating decimals to common fractions can be found in nearly every algebra textbook that has been published, as well as in many precalculus texts. However, students generally encounter repeating decimal numerals earlier than high school when they study rational numbers in prealgebra classes. Therefore, how do prealgebra students in the middle grades convert repeating decimals to fractions without using the age-old algebraic process (multiplying and finding the difference of two “stacked” equations) or without applying the precalculus approach of treati
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Books on the topic "Precalculus – textbooks"

1

Ron, Larson. Precalculus. 7th ed. Brooks/Cole, Cengage Learning, 2010.

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A, Barnett Raymond, ed. Precalculus. 7th ed. McGraw-Hill, 2011.

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3

Hungerford, ThomasW. Precalculus mathematics. 2nd ed. Saunders College Publishing, 1985.

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4

Blitzer, Robert. Precalculus essentials. 2nd ed. Pearson Education, 2007.

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Michael, Sullivan. Precalculus. 5th ed. Prentice Hall, 1999.

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Sullivan, Michael. Precalculus. 8th ed. Chicago State University, 2008.

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Michael, Sullivan. Precalculus. 4th ed. Prentice Hall, 1996.

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Michael, Sullivan. Precalculus. 2nd ed. Dellen Pub. Co., 1990.

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9

P, Hostetler Robert, and Falvo David C, eds. Precalculus with limits. Brooks/Cole, Cengage Learning, 2010.

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10

Dugopolski, Mark. Precalculus. 3rd ed. Addison-Wesley, 2003.

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Book chapters on the topic "Precalculus – textbooks"

1

"1 Precalculus." In AMS/MAA Textbooks. American Mathematical Society, 2018. http://dx.doi.org/10.1090/text/016/01.

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