Precalculus: Graphical, Numerical, Algebraic, 10th Edition © 2019
Franklin D. Demana | Bert K. Waits | Gregory D. Foley | Daniel Kennedy | David E. Bock
In this updated edition, the authors emphasize the importance of graphical, numerical, and algebraic modeling of functions. The book places a strong emphasis on problem-solving skills, conceptual understanding, and the effective use of technology.
Students are urged to solve problems by one method and then support or confirm their solutions by using another. The authors believe students must learn the value of each of these methods or representations and how to choose the one most appropriate for solving the problem under consideration. This approach reinforces the idea that to understand a problem fully, students need to understand it algebraically as well as graphically and numerically.
- Chapter Overviews provide a roadmap of what students are going to learn and indicate how topics are connected under one big idea. The skills and concepts learned throughout the course build on one another to help students understand more complicated processes and relationships.
- Navigation is enhanced by color-coding for Vocabulary, Properties, Definitions, and Theorems, as well as Procedures. The Web/Real Data icon marks examples and exercises that use data cited from authentic sources.
- Each example ends with a suggestion to try a related exercise, allowing an easy way for students to check their comprehension of the material while reading each section.
- Explorations appear throughout the eTextbook and provide students with the perfect opportunity to become active learners and discover mathematics on their own. This helps strengthen critical-thinking and problem-solving skills. Some are technology-based, while others involve exploring mathematical ideas and connections.
- Margin Notes appear throughout the eTextbook, with some offering practical advice on using a grapher to obtain the best, most accurate results, and others include historical information, give hints about examples, or provide insight to help students avoid common pitfalls and errors.
- Review Exercises represent the full range of exercises covered and give additional practice with the ideas developed in the chapter.
- A Modeling Project concludes each chapter and requires students to analyze data.
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PREREQUISITES
P.1: Real Numbers
P.2: Cartesian Coordinate System
P.3: Linear Equations and Inequalities
P.4: Lines in the Plane
P.5: Solving Equations Graphically, Numerically, and Algebraically
P.6: Complex Numbers
P.7: Solving Inequalities Algebraically and Graphically
CHAPTER 1: FUNCTIONS AND GRAPHS
1.1 Modeling and Equation Solving
1.2 Functions and Their Properties
1.3 Twelve Basic Functions
1.4 Building Functions from Functions
1.5 Parametric Relations and Inverses
1.6 Graphical Transformations
1.7 Modeling with Functions
CHAPTER 2 POLYNOMIAL, POWER, AND RATIONAL FUNCTIONS
2.1 Linear and Quadratic Functions and Modeling
2.2 Modeling with Power Functions
2.3 Polynomial Functions of Higher Degree with Modeling
2.4 Real Zeros of Polynomial Functions
2.5 Complex Zeros and the Fundamental Theorem of Algebra
2.6 Graphs of Rational Functions
2.7 Solving Equations in One Variable
2.8 Solving Inequalities in One Variable
CHAPTER 3 EXPONENTIAL, LOGISTIC, AND LOGARITHMIC FUNCTIONS
3.1 Exponential and Logistic Functions
3.2 Exponential and Logistic Modeling
3.3 Logarithmic Functions and Their Graphs
3.4 Properties of Logarithmic Functions
3.5 Equation Solving and Modeling
3.6 Mathematics of Finance
CHAPTER 4 TRIGONOMETRIC FUNCTIONS
4.1 Angles and Their Measures
4.2 Trigonometric Functions of Acute Angles
4.3 Trigonometry Extended: The Circular Functions
4.4 Graphs of Sine and Cosine: Sinusoids
4.5 Graphs of Tangent, Cotangent, Secant, and Cosecant
4.6 Graphs of Composite Trigonometric Functions
4.7 Inverse Trigonometric Functions
4.8 Solving Problems with Trigonometry
CHAPTER 5 ANALYTIC TRIGONOMETRY
5.1 Fundamental Identities
5.2 Proving Trigonometric Identities
5.3 Sum and Difference Identities
5.4 Multiple-Angle Identities
5.5 The Law of Sines
5.6 The Law of Cosines
CHAPTER 6 APPLICATIONS OF TRIGONOMETRY
6.1 Vectors in the Plane
6.2 Dot Product of Vectors
6.3 Parametric Equations and Motion
6.4 Polar Coordinates
6.5 Graphs of Polar Equations
6.6 De Moivre’s Theorem and nth Roots
CHAPTER 7 SYSTEMS AND MATRICES
7.1 Solving Systems of Two Equations
7.2 Matrix Algebra
7.3 Multivariate Linear Systems and Row Operations
7.4 Systems of Inequalities in Two Variables
CHAPTER 8 ANALYTIC GEOMETRY IN TWO AND THREE DIMENSIONS
8.1 Conic Sections and a New Look at Parabolas
8.2 Circles and Ellipses
8.3 Hyperbolas
8.4 Quadratic Equations with xy Terms
8.5 Polar Equations of Conics
8.6 Three-Dimensional Cartesian Coordinate System
CHAPTER 9 DISCRETE MATHEMATICS
9.1 Basic Combinatorics
9.2 Binomial Theorem
9.3 Sequences
9.4 Series
9.5 Mathematical Induction
CHAPTER 10 STATISTICS AND PROBABILITY
10.1 Probability
10.2 Statistics (Graphical)
10.3 Statistics (Numerical)
10.4 Random Variables and Probability Models
10.5 Statistical Literacy
CHAPTER 11 AN INTRODUCTION TO CALCULUS:
11.1 Limits and Motion: The Tangent Problem
11.2 Limits and Motion: The Area Problem
11.3 More on Limits
11.4 Numerical Derivatives and Integrals
APPENDIX A ALGEBRA REVIEW
A.1 Radicals and Rational Exponents
A.2 Polynomials and Factoring
A.3 Fractional Expressions
APPENDIX B LOGIC
B.1 Logic: An Introduction
B.2 Conditionals and Biconditionals
APPENDIX C KEY FORMULAS
C.1 Formulas from Algebra
C.2 Formulas from Geometry
C.3 Formulas from Trigonometry
C.4 Formulas from Analytic Geometry
C.5 Gallery of Basic Functions
Franklin D. Demana
The Ohio State University
Frank Demana holds master's and Ph.D. degrees in mathematics from Michigan State University and is a Professor Emeritus of Mathematics at The Ohio State University. He is a strong advocate for the integration of technology in mathematics education and played a pivotal role as a co-founder of the international Teachers Teaching with Technology (T3) professional development program. Throughout his career, he has directed or co-directed over $10 million in grant activities from prestigious institutions such as the National Science Foundation (NSF) and the U.S. Department of Education Mathematics and Science Educational Research program. Notably, he secured a $3 million grant for The Ohio State University. Dr. Demana has shared his expertise through frequent presentations at professional meetings and has contributed numerous articles on computer- and calculator-enhanced mathematics instruction. He co-founded the annual International Conference on Technology in Collegiate Mathematics (ICTCM) alongside Bert Waits. In recognition of his outstanding contributions, Dr. Demana received the Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics in 1997, shared the Christofferson-Fawcett Mathematics Education Award from the Ohio Council of Teachers of Mathematics in 1998, and was honored with the National Council of Teachers of Mathematics (NCTM) Lifetime Achievement Award in 2015.
Bert K. Waits
The Ohio State University
Bert Waits, Ph.D., earned his doctoral degree from The Ohio State University and served as a Professor Emeritus of Mathematics there. He co-founded the international Teachers Teaching with Technology (T3) professional development program and played a key role as a co-director or principal investigator in numerous large-scale projects funded by the National Science Foundation. With over 70 articles published in nationally recognized professional journals, Dr. Waits was a sought-after speaker, delivering invited lectures, workshops, and minicourses at national meetings of the Mathematical Association of America and the National Council of Teachers of Mathematics (NCTM). His expertise focused on leveraging computer technology to enhance the teaching and learning of mathematics. Dr. Waits received the prestigious Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics in 1997 and was a co-founder of the International Conference on Technology in Collegiate Mathematics (ICTCM) alongside Frank Demana. In addition, he was honored with the Christofferson-Fawcett Mathematics Education Award by the Ohio Council of Teachers of Mathematics in 1998 and the NCTM Lifetime Achievement Award in 2015. Dr. Waits was one of the six authors who contributed to the high school portion of the influential 1989 NCTM Standards.
Gregory D. Foley
Ohio University
Greg Foley holds a B.A. and M.A. degrees in mathematics and a Ph.D. in mathematics education from The University of Texas at Austin. He is the Robert L. Morton Professor of Mathematics Education at Ohio University. Dr. Foley has a wide range of teaching experience, from elementary arithmetic to graduate-level mathematics and upper-division mathematics education classes. He has held faculty positions at esteemed institutions such as North Harris County College, Austin Community College, The Ohio State University, Sam Houston State University, and Appalachian State University. Additionally, he has contributed to the field of mathematics education as the Director of the Liberal Arts and Science Academy and as the Senior Scientist for Secondary School Mathematics Improvement for the Austin Independent School District in Austin, Texas. Dr. Foley has an extensive record of sharing his expertise, having presented over 500 lectures, workshops, and institutes throughout the United States. Internationally, he has directed or co-directed more than 60 funded projects, totaling over $5 million. His contributions to the field are further showcased through his publications, with over 50 book chapters and journal articles to his name. Dr. Foley has been recognized for his outstanding work, receiving the American Mathematical Association of Two-Year Colleges (AMATYC) Award for Mathematics Excellence in 1998, the Teachers Teaching with Technology (T3) Leadership Award in 2005, the Patton College award for distinguished graduate teaching from Ohio University in 2013, and the Kenneth Cummins Award for exemplary mathematics teaching at the university level from the Ohio Council of Teachers of Mathematics in 2015.
Daniel Kennedy
Baylor School
Dan Kennedy earned his undergraduate degree from the College of the Holy Cross and his master's degree and Ph.D. in mathematics from the University of North Carolina at Chapel Hill. Since 1973, he has been dedicated to teaching mathematics at the Baylor School in Chattanooga, Tennessee, where he currently holds the esteemed Cartter Lupton Distinguished Professorship. Dr. Kennedy's contributions to the field of mathematics education are extensive. In 1986, he joined the Advanced Placement® Calculus Test Development Committee, and in 1990, he made history by becoming the first high school teacher in 35 years to chair the committee. During his tenure as chair, Dr. Kennedy played a pivotal role in the introduction of graphing calculators as a requirement for the Advanced Placement Calculus curriculum, laying the foundation for the 1998 reform of the program. As the author of the 1997 Teacher's Guide—AP® Calculus, Dr. Kennedy has shared his expertise through over 50 workshops and institutes for high school calculus teachers. His insights on mathematics teaching have been featured in publications such as the Mathematics Teacher and the American Mathematical Monthly. Dr. Kennedy is also a sought-after speaker on education reform, regularly addressing professional and civic meetings. In recognition of his accomplishments, Dr. Kennedy was named a Tandy Technology Scholar in 1992 and received the prestigious Presidential Award in 1995.
David E. Bock
Ithaca High School
Dave Bock holds degrees in mathematics (B.A.) and statistics/education (M.S.) from the University at Albany (NY). With a remarkable career spanning 35 years, Mr. Bock taught mathematics at Ithaca High School, where he specialized in BC Calculus and AP Statistics. In addition to his high school teaching, he also shared his expertise in Statistics at institutions such as Tompkins-Cortland Community College, Ithaca College, and Cornell University. At Cornell, he held the positions of K–12 Education and Outreach Coordinator and Senior Lecturer in the Mathematics Department. Mr. Bock's contributions extend beyond the classroom. He serves as a Statistics consultant to the College Board, leading workshops and institutes for AP Statistics teachers. He has actively participated in the AP exam process, serving as a reader for the AP Calculus exam and fulfilling the roles of both reader and table leader for the AP Statistics exam. Throughout his career, Mr. Bock has received numerous teaching accolades. Among his achievements are the MAA's Edyth May Sliffe Award for Distinguished High School Mathematics Teaching, which he received twice, and Cornell University's Outstanding Educator Award, which he received three times. He was also recognized as a finalist for New York State Teacher of the Year, further highlighting his dedication and excellence in education.
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| Format | ISBN-13 |
|---|---|
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| Student edition + MathXL for School (1-year access) | 9780134781822 |
| Student edition + MathXL for School (6-year access) | 9780134781884 |
| Student edition + MyMathLab for School with Pearson eTextbook (1-year access) | 9780134781945 |
| Student edition + MyMathLab for School with Pearson eTextbook (6-year access) | 9780134782010 |
| Annotated teacher's edition | 9780134673370 |
| MyMathLab for School with Pearson eTextbook (1-year access) | 100% digital solution. Access code is delivered via email. | 9780132962377 |
| MyMathLab for School with Pearson eTextbook (6-year access) | 100% digital solution. Access code is delivered via email. | 9780132962391 |
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