John P. D'Angelo, University of Illinois, Urbana
Douglas B. West, University of Illinois, Urbana-Champaign
©2000 | Pearson
| Format | Cloth | |
| ISBN-13: | 9780130144126 | |
| Online purchase price | $175.00 | |
| Net price | Instructors, sign in here to see net price | $131.25 (what’s this?) |
| Availability |
This title is out of print.
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For one/two-term courses in Transition to Advanced Mathematics or Introduction to Proofs. Also suitable for courses in Analysis or Discrete Math.
This text is designed to prepare students thoroughly in the logical thinking skills necessary to understand and communicate fundamental ideas and proofs in mathematics–skills vital for success throughout the upperclass mathematics curriculum. The text offers both discrete and continuous mathematics, allowing instructors to emphasize one or to present the fundamentals of both. It begins by discussing mathematical language and proof techniques (including induction), applies them to easily-understood questions in elementary number theory and counting, and then develops additional techniques of proof via important topics in discrete and continuous mathematics. The stimulating exercises are acclaimed for their exceptional quality.
By narrowing the focus, makes it easy to present a course with rich content to beginning students in a transition course without overwhelming them.
In the transition course, helps students organize their understanding of the chapter, avoid typical pitfalls, and learn ways to approach problems of moderate difficulty.
Provides review reading on proof methods in Part I while being as thorough and accessible as introductory texts in Part IV.
Enlarged selection of easier exercises provides greater encouragement for beginning students; clarifications make other exercises more accessible.
Makes it easier for students to follow the mathematical development and how to know what assumption can be used when working problems.
Makes definitions easier for students to find.
Makes material easier for students to comprehend and conveys a greater sense of progress by making pages less dense.
Engage student interest and commitment from the beginning and keep the material lively.
Enables students to find fundamental results easily and learn more efficiently. Helps students understand the difference between mathematical tools and their application in problem-solving.
Enables instructors to design courses appropriate to students' abilities; a two-semester treatment offers a thorough introduction to mathematics.
Helps students develop critical thinking skills and appreciation of coherent arguments, preparing them both for later courses in mathematics and for problem-solving situations outside school.
Helps students develop or remediate their written communication skills, both in forming English sentences and in presenting coherent arguments. Supports the efforts of instructors to apply such skills in a mathematical context.
Permits the inclusion of topics to enrich the mathematical experience. Depending on the talents of students, these can be presented in class or left for outside reading.
Gives students the flexibility to learn at their own pace; weaker students have more opportunity to be successful, and stronger students have more opportunity to be stimulated.
Helps students at all levels to understand the ideas of the course and to broaden their mathematical interests.
Aids instructor in selecting appropriate exercises and students in practicing for tests.
By narrowing the focus, makes it easy to present a course with rich content to beginning students in a transition course without overwhelming them.
In the transition course, helps students organize their understanding of the chapter, avoid typical pitfalls, and learn ways to approach problems of moderate difficulty.
Provides review reading on proof methods in Part I while being as thorough and accessible as introductory texts in Part IV.
Enlarged selection of easier exercises provides greater encouragement for beginning students; clarifications make other exercises more accessible.
Makes it easier for students to follow the mathematical development and how to know what assumption can be used when working problems.
Makes definitions easier for students to find.
Makes material easier for students to comprehend and conveys a greater sense of progress by making pages less dense.
I. ELEMENTARY CONCEPTS.
II. PROPERTIES OF NUMBERS.
III. DISCRETE MATHEMATICS.
IV. CONTINUOUS MATHEMATICS.
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