Bibliografías temáticas / Precalculus – textbooks

Literatura académica sobre el tema "Precalculus – textbooks"

Autor: Grafiati
Publicado: 25 de julio de 2024
Última modificación: 31 de julio de 2024

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Artículos de revistas sobre el tema "Precalculus – textbooks"

1

Johnson, Gwendolyn J., Denisse R. Thompson y Sharon L. Senk. "Proof-Related Reasoning in High School Textbooks". Mathematics Teacher 103, n.º 6 (febrero de 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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2

Johnson, Gwendolyn J., Denisse R. Thompson y Sharon L. Senk. "Proof-Related Reasoning in High School Textbooks". Mathematics Teacher 103, n.º 6 (febrero de 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, n.º 3 (marzo de 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 graphing calculator. One such problem is the well-known maximum-volume-box problem. Although this problem and related optimization questions have been common in advanced algebra, precalculus, and calculus textbooks, they have only recently found their way into high school geometry textbooks, including Discovering Geometry: An Inductive Approach (Serra 1997).
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4

Demana, Franklin y Bert K. Waits. "Around the Sun in a Graphing Calculator". Mathematics Teacher 82, n.º 7 (octubre de 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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5

Kimberling, Clark. "Microcomputer-Assisted Mathematics: Permutations and Combinations". Mathematics Teacher 80, n.º 5 (mayo de 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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6

Thompson, Virginia L. y 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, n.º 3 (20 de abril de 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 to non-OER settings using the final exam scores, for the most part, there was no significant difference observed in the learning outcomes. Based on these findings, the researchers believe that there is no need to continue teaching with costly physical textbooks when students can achieve the same academic level results with OER.
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7

Barrett, Gloria, Dot Doyle y Dan Teague. "Applications: Using Data Analysis in Precalculus to Model Cooling". Mathematics Teacher 81, n.º 8 (noviembre de 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 application problems generally require students to do no more than translate a carefully stated word problem into an algebraic statement and then perform the algebraic manipulations necessary to obtain a solution. Rarely does a student need to select and use skills in “unexpected, unplanned settings,” “formulate key questions,” or “seek out appropriate data” as are suggested in the Agenda. Consequently, a large percentage of our students are given the impression that there is always a rule to be followed when solving a mathematics problem. In this article we shall modify a fairly traditional precalculus problem to address some of the concerns in the Agenda.
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8

O’Meara, John y Ashwin Vaidya. "A Network Theory Approach to Curriculum Design". Entropy 23, n.º 10 (15 de octubre de 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 curriculum to make our case. We treat textbooks as exemplars of a specific pedagogy and map several texts into networks of isolated (nodes) and interconnected concepts (edges) thereby permitting computations of metrics which have much relevance to the education theorists, teachers and all others involved in the field of education. We contend that network metrics such as average path length, clustering coefficient and degree distribution provide valuable insights to teachers and students about the kind of pedagogy which encourages good teaching and learning.
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9

Noh, Jihwa. "Analyzing Contexts Used in Textbook Problems - A Case of Precalculus -". Communications of Mathematical Education 30, n.º 3 (30 de septiembre de 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, n.º 3 (octubre de 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 treating repeating decimal digits as an infinite geometric series?.
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Libros sobre el tema "Precalculus – textbooks"

1

Ron, Larson. Precalculus. 7a ed. Belmont, CA: Brooks/Cole, Cengage Learning, 2010.

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2

A, Barnett Raymond, ed. Precalculus. 7a ed. Dubuque, IA: McGraw-Hill, 2011.

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3

Hungerford, ThomasW. Precalculus mathematics. 2a ed. Philadelphia: Saunders College Publishing, 1985.

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4

Blitzer, Robert. Precalculus essentials. 2a ed. Upper Saddle River, N.J: Pearson Education, 2007.

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5

Michael, Sullivan. Precalculus. 5a ed. Upper Saddle River, NJ: Prentice Hall, 1999.

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6

Sullivan, Michael. Precalculus. 8a ed. Upper Saddle River, N.J: Chicago State University, 2008.

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7

Michael, Sullivan. Precalculus. 4a ed. Upper Saddle River, NJ: Prentice Hall, 1996.

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8

Michael, Sullivan. Precalculus. 2a ed. San Francisco, Calif: Dellen Pub. Co., 1990.

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9

P, Hostetler Robert y Falvo David C, eds. Precalculus with limits. Belmont, CA: Brooks/Cole, Cengage Learning, 2010.

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10

Dugopolski, Mark. Precalculus. 3a ed. Boston: Addison-Wesley, 2003.

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Capítulos de libros sobre el tema "Precalculus – textbooks"

1

"1 Precalculus". En AMS/MAA Textbooks, 1–10. Providence, Rhode Island: American Mathematical Society, 2018. http://dx.doi.org/10.1090/text/016/01.

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