About the Book
Beginning Algebra, 9th edition, by Baratto, Bergman, and Hutchison is part of the latest offerings in the successful Hutchison Series in Mathematics. The book is designed for a one-semester course in beginning algebra and is appropriate for lecture, learning center, laboratory, and self-paced settings. The ninth edition continues the series' hallmark approach of encouraging mastery of mathematics through careful practice. The text provides detailed, straightforward explanations and accessible pedagogy to help students grow their math skills from the ground up. The authors use a three-pronged approach of communication, pattern recognition, and problem solving to present concepts understandably, stimulate critical-thinking skills, and stress reading and communication skills in order to help students become effective problem-solvers. Features such as Tips for Student Success, Check Yourself exercises, and Activities underscore this approach and the underlying philosophy of mastering math through practice. Exercise sets have been significantly expanded and are now better-organized, and applications are now more thoroughly integrated throughout the text.
Assessment and LEarning in Knowledge Spaces is a web-based, artificially intelligent assessment and learning system. ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the student on the topics she is most ready to learn. As a student works through a course, ALEKS periodically reassesses the student to ensure that topics learned are also retained. ALEKS courses are very complete in their topic coverage and ALEKS avoids multiple-choice questions. A student who shows a high level of mastery of an ALEKS course will be successful in the actual course she is taking.
About the Author :
Stefan began teaching math and science in New York City middle schools. He also taughtmath at the University of Oregon, Southeast Missouri State University, and York CountyTechnical College. Currently, Stefan is a member of the mathematics faculty at ClackamasCommunity College where he has found a niche, delighting in the CCC faculty, staff, andstudents. Stefan's own education includes the University of Michigan (BGS, 1988), BrooklynCollege (CUNY), and the University of Oregon (MS, 1996). Stefan is currently serving on the AMATYC Executive Board as the organization's NorthwestVice President. He has also been involved with ORMATYC, NEMATYC, NCTM, and theState of Oregon Math Chairs group, as well as other local organizations. He has applied hisknowledge of math to various fi elds, using statistics, technology, and web design. More personally, Stefan and his wife, Peggy, try to spend time enjoying the wonders of Oregon andthe Pacifi c Northwest. Their activities include scuba diving, self-defense training, and hiking. Barry has enjoyed teaching mathematics to a wide variety of students over the years. Hebegan in the fi eld of adult basic education and moved into the teaching of high schoolmathematics in 1977. He taught high school math for 11 years, at which point he servedas a K-12 mathematics specialist for his county. This work allowed him the opportunity tohelp promote the emerging NCTM standards in his region. In 1990, Barry began the next portion of his career, having been hired to teach at ClackamasCommunity College. He maintains a strong interest in the appropriate use of technologyand visual models in the learning of mathematics. Throughout the past 32 years, Barry has played an active role in professional organizations.As a member of OCTM, he contributed several articles and activities to the group's journal.He has presented at AMATYC, OCTM, NCTM, ORMATYC, and ICTCM conferences. Barryalso served 4 years as an offi cer of ORMATYC and participated on an AMATYC committeeto provide feedback to revisions of NCTM's standards. Don began teaching in a preschool while he was an undergraduate. He subsequentlytaught children with disabilities, adults with disabilities, high school mathematics, andcollege mathematics. Although each position offered different challenges, it was alwaysbreaking a challenging lesson into teachable components that he most enjoyed. It was at Clackamas Community College that he found his professional niche. The communitycollege allowed him to focus on teaching within a department that constantlychallenged faculty and students to expect more. Under the guidance of Jim Streeter, Don learned to present his approach to teaching in the form of a textbook. Don has alsobeen an active member of many professional organizations. He has been president ofORMATYC, AMATYC committee chair, and ACM curriculum committee member. Hehas presented at AMATYC, ORMATYC, AACC, MAA, ICTCM, and a variety of otherconferences. Above all, he encourages you to be involved, whether as a teacher or as a learner.Whether discussing curricula at a professional meeting or homework in a cafeteria, it isthe process of communicating an idea that helps one to clarify it.
