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Excerpt from Elementary Algebra: Designed as a First Book of Algebra for All Grades of Students XXXVI] I. Reduction of Fractions to their Lowest Terms XXXIX. Reduction of Fractions to Whole or Mixed Quantities. XL. Reduction of Entire and Mixed Quantities to Fractions. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
This volume is the first to offer a comprehensive, research-based, multi-faceted look at issues in early algebra. In recent years, the National Council for Teachers of Mathematics has recommended that algebra become a strand flowing throughout the K-12 curriculum, and the 2003 RAND Mathematics Study Panel has recommended that algebra be “the initial topical choice for focused and coordinated research and development [in K-12 mathematics].” This book provides a rationale for a stronger and more sustained approach to algebra in school, as well as concrete examples of how algebraic reasoning may be developed in the early grades. It is organized around three themes: The Nature of Early Algebra Students’ Capacity for Algebraic Thinking Issues of Implementation: Taking Early Algebra to the Classrooms. The contributors to this landmark volume have been at the forefront of an effort to integrate algebra into the existing early grades mathematics curriculum. They include scholars who have been developing the conceptual foundations for such changes as well as researchers and developers who have led empirical investigations in school settings. Algebra in the Early Grades aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.
This volume is the first to offer a comprehensive, research-based, multi-faceted look at issues in early algebra. In recent years, the National Council for Teachers of Mathematics has recommended that algebra become a strand flowing throughout the K-12 curriculum, and the 2003 RAND Mathematics Study Panel has recommended that algebra be “the initial topical choice for focused and coordinated research and development [in K-12 mathematics].” This book provides a rationale for a stronger and more sustained approach to algebra in school, as well as concrete examples of how algebraic reasoning may be developed in the early grades. It is organized around three themes: The Nature of Early Algebra Students’ Capacity for Algebraic Thinking Issues of Implementation: Taking Early Algebra to the Classrooms. The contributors to this landmark volume have been at the forefront of an effort to integrate algebra into the existing early grades mathematics curriculum. They include scholars who have been developing the conceptual foundations for such changes as well as researchers and developers who have led empirical investigations in school settings. Algebra in the Early Grades aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.
This is a concise and comprehensive textbook on elementary algebra, suitable for students in the first and second years of college. The authors explain all concepts and principles of algebra in a lucid and engaging manner, helping students grasp them easily. The book also contains numerous solved examples and practice problems, enabling students to reinforce their learning. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
ELEMENTARY ALGEBRA offers a practical approach to the study of beginning algebra concepts, consistent with the needs of today's student. The authors place special emphasis on the worked examples in each section, treating them as the primary means of instruction, since students rely so heavily on examples to complete assignments. Many of the applications (both within the examples and exercises) are also uniquely designed so that students have an experience that is more true to life--students must read information as it appears in headline news sources and extract only the relevant information needed to solve a stated problem. This promotes the text's focus on developing better study habits, problem solving and critical thinking skills along with orienting students to think and reason mathematically. Through Elementary Algebra, students will not only be better prepared for future math courses, they will be better prepared to solve problems and answer questions they encounter in their own lives. Available with InfoTrac Student Collections http://gocengage.com/infotrac. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.