In writing this book I have been guided by the these principles:

An elementary text should be written so the student can read it with comprehension without too much pain. I have tried to put myself in the student’s place, and have chosen to err on the side of too much detail rather than not enough.

An elementary text can’t be better than its exercises. This text includes 1695 numbered exercises, many with several parts. They range in difficulty from routine to very challenging.

An elementary text should be written in an informal but mathematically accurate way, illustrated by appropriate graphics. I have tried to formulate mathematical concepts succinctly in language that students can understand. I have minimized the number of explicitly stated theorems and def- initions, preferring to deal with concepts in a more conversational way, copiously illustrated by 250 completely worked out examples. Where appropriate, concepts and results are depicted in 144 figures.

]]>In writing this book I have been guided by the these principles:

An elementary text should be written so the student can read it with comprehension without too much pain. I have tried to put myself in the student’s place, and have chosen to err on the side of too much detail rather than not enough.

An elementary text can’t be better than its exercises. This text includes 2041 numbered exercises, many with several parts. They range in difficulty from routine to very challenging.

An elementary text should be written in an informal but mathematically accurate way, illustrated by appropriate graphics. I have tried to formulate mathematical concepts succinctly in language that students can understand. I have minimized the number of explicitly stated theorems and def- initions, preferring to deal with concepts in a more conversational way, copiously illustrated by 299 completely worked out examples. Where appropriate, concepts and results are depicted in 188 figures.

]]>The book is designed to fill the gaps left in the development of calculus as it is usually presented in an elementary course, and to provide the background required for insight into more advanced courses in pure and applied mathematics. The standard elementary calcu- lus sequence is the only specific prerequisite for Chapters 1–5, which deal with real-valued functions. (However, other analysis oriented courses, such as elementary differential equa- tion, also provide useful preparatory experience.) Chapters 6 and 7 require a working knowledge of determinants, matrices and linear transformations, typically available from a first course in linear algebra. Chapter 8 is accessible after completion of Chapters 1–5.

]]>The core of this project is Professor Joseph Moxley's *College Writing Online,* which was originally published by Longman/Pearson. In 2004 this work was awarded the Distinguished Book Award from *Computers and Composition, an international journal. *

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Written for the Math for Liberal Arts course, TOPICS IN CONTEMPORARY MATHEMATICS* *helps users see math at work in the world by presenting problem solving in purposeful and meaningful contexts.

Many of the problems in the text demonstrate how math relates to subjects—such as sociology, psychology, business, and technology—that generally interest students.

]]>The contents and examples are designed for anyone interested in behavioral research (not just information systems people), and so, the book should appeal to most business programs, social sciences, education, public health, and related disciplines.

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