The Math 111 textbook will probably be very different from any math book you’ve previously experienced. It doesn’t follow the typical example/problem model where an example is given as the blueprint for working a gazillion homework problems. Rather than focusing mainly on drill problems, the text focuses on a combination of problems that requires writing and calculations. You’ll often be asked questions that require a written answer as well as problems that require numbers and formulas. You’ll be challenged to think about ideas rather than plugging numbers into a formula.
The style of the textbook may make people feel uncomfortable because it departs from traditional text. So, why was this done?
First , the style matches one of the one of the current views of mathematics learning that students need to be active in the learning process. Research indicates that students do not readily retain the mathematical concepts when they are passive. So, rather than have paragraphs telling you the concepts and showing examples, the text attempts to get you involved by asking you leading questions in order to get you active in the process of uncovering the mathematical concepts.
Second, working a problem similar to the given example does not prepare you to deal with new situations. So, instead of drilling you, the text tries to help you develop a conceptual understanding of the concepts that will allow you to be flexible handling new situations.
Third, the Business Department desires students who have developed an understanding of the mathematical concepts rather than someone who can plug numbers into a formula. Understanding the relationships represented in a formula are skills required to be successful in many business and economic classes.
Finally, the intention behind the textbook is not to be sadistic. The amount of drill work has been reduced so that you can spend your time grappling with the concepts.
Note: previous students have indicated difficulties in defining the leading questions, developing an overview of the concepts, and making connections between the concepts. In this version the questions are now labeled and arranged in order to make them clearer. At the beginning of each section, goals are presented to assist you in creating an overview of the concepts to be covered within the section. Finally, connections between the concepts are highlighted more than the previous version of the text.