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Basic Algebra the Second ­Time Around
For Students Who Hate Algebra

Rating
Format
Paperback, 266 pages
Published
United States, 1 July 2014

This book is designed for students who struggle with algebra. Its purpose is to help clarify the logical extension of algebra as part of the mathematical system that we already understand. It does not assume any prior knowledge except the fundamentals of arithmetic. We will discuss in detail the various algebraic manipulations that can be used for solving problems algebraically that occur in everyday life. The basic principles of algebra are presented in a logical step by step manner so that you can truly understand how to use this potent extension of arithmetic.


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HK$217
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Product Description

This book is designed for students who struggle with algebra. Its purpose is to help clarify the logical extension of algebra as part of the mathematical system that we already understand. It does not assume any prior knowledge except the fundamentals of arithmetic. We will discuss in detail the various algebraic manipulations that can be used for solving problems algebraically that occur in everyday life. The basic principles of algebra are presented in a logical step by step manner so that you can truly understand how to use this potent extension of arithmetic.

Product Details
EAN
9781500665951
ISBN
1500665959
Age Range
Dimensions
28 x 21.6 x 1.4 centimeters (0.62 kg)

About the Author

The author has taught mathematics at a variety of institutions over the course of his career, starting on the high school level at A.P. Randolph High School in New York City. On the college level, he has taught at John Jay College of Criminal Justice in New York City, Borough of Manhattan Community College, and presently at Southern Maine Community College in South Portland, Maine. He has a special interest in remedial algebra. The author has a Master's degree in Clinical Psychology from The Ferkauf School of Graduate Psychology in New York, a Master's Degree in Mathematics Education from The City College of New York, and is presently enrolled in a Doctoral Program in Mathematics Education at Teachers College of Columbia University.

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