PREFACE ABOUT THE BOOK
Beginning Algebra, Third Edition was written to provide a solid foundation in algebra for students who might have had no previous experience in algebra. Specific care has been taken to ensure that students have the most up-to-date and relevant text preparation for their next mathematics course, as well as to help students to succeed in nonmathematical courses that require a grasp of algebraic fundamentals. I have tried to achieve this by writing a user-friendly text that is keyed to objectives and contains many worked-out examples. The basic concepts of graphing are introduced early, and problem solving techniques, real-life and real-data applications, data interpretation, appropriate use of technology, mental mathematics, number sense, critical thinking, decision-making, and geometric concepts are emphasized and integrated throughout the book..
The many factors that contributed to the success of the first two editions have been retained. In preparing this edition, I considered the comments and suggestions of colleagues throughout the country, students, and many users of the prior editions. The AMATYC Crossroads in Mathematics: Standards for Introductory College Mathematics before Calculus and the MAA and NCTM standards (plus Addenda), together with advances in technology, also influenced the writing of this text.
Beginning Algebra, Third Edition is part of a series of texts that can include Basic College Mathematics, Prealgebra, Third Edition, Intermediate Algebra, Third Edition, or Intermediate Algebra: A Graphing Approach, Second Edition, and Beginning and Intermediate Algebra, Second Edition, a combined algebra text. Throughout the series, pedagogical features are designed to develop student proficiency in algebra and problem solving, and to prepare students for future courses. KEY PEDAGOGICAL FEATURES IN THE THIRD EDITION
Readability and Connections. I have tried to make the writing style as clear as possible while still retaining the mathematical integrity of the content. When a new topic is presented, an effort has been made to relate the new ideas to those that students may already know. Constant reinforcement and connections within problem solving strategies, data interpretation, geometry, patterns, graphs, and situations from everyday life can help students gradually master both new and old information.
Problem Solving Process. This is formally introduced in Chapter 2 with a new four-step process that is integrated throughout the text. The four steps are Understand, Translate, Solve, and Interpret. The repeated use of these steps throughout the text in a variety of examples shows their wide applicability. Reinforcing the steps can increase students' confidence in tackling problems.
Applications and Connections. Every effort was made to include as many accessible, interesting, and relevant real-life applications as possible throughout the text in both worked-out examples and exercise sets. The applications strengthen students' understanding of mathematics in the real world and help to motivate students. They show connections to a wide range of fields including agriculture, allied health, art, astronomy, automotive ownership, aviation, biology, business, chemistry, communication, computer technology, construction, consumer affairs, demographics, earth science, education, entertainment, environmental issues, finance and economics, food service, geography, government, history, hobbies, labor and career issues, life science, medicine, music, nutrition, physics, political science, population, recreation, sports, technology, transportation, travel, weather, and important related mathematical areas such as geometry and statistics. (See the Index of Applications on page xxi.) Many of the applications are based on recent and interesting real-life data. Sources for data include newspapers, magazines, government publications, publicly held companies, special interest groups, research organizations, and reference books. Opportunities for obtaining your own real data are also included.
Helpful Hints. Helpful Hints, formerly Reminders, contain practical advice on applying mathematical concepts. These are found throughout the text and strategically placed where students are most likely to need immediate reinforcement. They are highlighted in a box for quick reference and, as appropriate, an indicator line is used to precisely identify the particular part of a problem or concept being discussed. For instance, see pages 96 and 408.
Visual Reinforcement of Concepts. The text contains numerous graphics, models, and illustrations to visually clarify and reinforce concepts. These include new and updated bar graphs, circle graphs in two and three dimensions, line graphs, calculator screens, application illustrations, photographs, and geometric figures. There are now over 1,000 figures.
Real World Chapter Openers. The new two-page chapter opener focuses on how math is used in a specific career, provides links to the World Wide Web, and references a "Spotlight on Decision Making" feature within the chapter for further exploration of the career and the relevance of algebra. For example, look at the opener for Chapter 8. The opening pages also contain a list of section titles, and an introduction to the mathematics to be studied together with mathematical connections to previous chapters in the text.
Student Resource Icons. At the beginning of each section, videotape, tutorial software CD Rom, Student Solutions Manual, and Study Guide icons are displayed. These icons help reinforce that these learning aids are available should students wish to use them to review concepts and skills at their own pace. These items have direct correlation to the text and emphasize the text's methods of solution.
Chapter Highlights. Found at the end of each chapter, the Chapter Highlights contain key definitions, concepts, and examples to help students understand and retain what they have learned.
Chapter Project. This feature occurs at the end of each chapter, often serving as a chapter wrap-up. For individual or group completion, the multi-part Chapter Project, usually hands-on or data based, allows students to problem solve, make interpretations, and to think and write about algebra.
Functional Use of Color and New Design. Elements of this text are highlighted with color or design to make it easier for students to read and study. Special care has been taken to use color within solutions to examples or in the art to help clarify, distinguish, or connect concepts. For example, look at pages 190 and 191 in Section 3.4. EXERCISE SETS
Each text section ends with an exercise set, usually divided into two parts. Both parts contain graded exercises. The first part is carefully keyed to at least one worked example in the text. Once a student has gained confidence in a skill, the second part contains exercises not keyed to examples. Exercises and examples marked with a video icon have been worked out step-by-step by the author in the videos that accompany this text.
Throughout the text exercises there is an emphasis on data and graphical interpretation via tables, charts, and graphs. The ability to interpret data and read and create a variety of types of graphs is developed gradually so students become comfortable with it. Similarly, throughout the text there is integration of geometric concepts, such as perimeter and area. Exercises and examples marked with a geometry icon have been identified for convenience.
Each exercise set contains one or more of the following features.
Spotlight on Decision Making. These unique new, specially designed applications help students develop their decision-making and problem solving abilities, skills useful in mathematics and in life. Appropriately placed before an exercise set begins, students have an opportunity to immediately practice and reinforce basic algebraic concepts found in the accompanying section in relevant, accessible contexts. There is an emphasis on workplace or job-related career situations (such as the decisions of a small business owner in Section 3.1, a physical therapist in Section 7.2, or a registered nurse in Section 8.5) as well as decision-making in general (such as choosing a homeowner's insurance policy in Section 2.8 or choosing a credit card in Section 5.5 or deciding when to plant flower bulbs in Section 10.6).
Mental Mathematics. These problems are found at the beginning of many exercise sets. They are mental warm-ups that reinforce concepts found in the accompanying section and increase students' confidence before they tackle an exercise set. By relying on their own mental skills, students increase not only their confidence in themselves, but also their number sense and estimation ability.
Writing Exercises. These exercises now found in almost every exercise set are marked with the pencil icon. They require students to assimilate information and provide a written response to explain concepts or justify their thinking. Guidelines recommended by the American Mathematical Associati
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