##### Supporting Features {#eip-22}Welcome to Algebra and Trigonometry, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.
OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 20 books for college and AP courses used by hundreds of thousands of students. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.
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Algebra and Trigonometry provides a comprehensive exploration of algebraic principles and meets scope and sequence requirements for a typical introductory algebra and trigonometry course. The modular approach and the richness of content ensures that the book meets the needs of a variety of courses. Algebra and Trigonometry offers a wealth of examples with detailed, conceptual explanations, building a strong foundation in the material before asking students to apply what they’ve learned.
In determining the concepts, skills, and topics to cover, we engaged dozens of highly experienced instructors with a range of student audiences. The resulting scope and sequence proceeds logically while allowing for a significant amount of flexibility in instruction.
Chapters 1 and 2 provide both a review and foundation for study of functions that begins in Chapter 3. The authors recognize that while some institutions may find this material a prerequisite, other institutions have told us that they have a cohort that needs the prerequisite skills built into the course.
Chapters 3-6: The Algebraic Functions
Chapters 7-10: A Study of Trigonometry
Chapters 11-13: Further Study in Algebra and Trigonometry
All chapters are broken down into multiple sections, the titles of which can be viewed in the Table of Contents.
OpenStax Algebra and Trigonometry is the product of a collaborative effort by a group of dedicated authors, editors, and instructors whose collective passion for this project has resulted in a text that is remarkably unified in purpose and voice. Special thanks is due to our Lead Author, Jay Abramson of Arizona State University, who provided the overall vision for the book and oversaw the development of each and every chapter, drawing up the initial blueprint, reading numerous drafts, and assimilating field reviews into actionable revision plans for our authors and editors.
The collective experience of our author team allowed us to pinpoint the subtopics, exceptions, and individual connections that give students the most trouble. The textbook is therefore replete with well-designed features and highlights which help students overcome these barriers. As the students read and practice, they are coached in methods of thinking through problems and internalizing mathematical processes.
We understand that precision and accuracy are imperatives in mathematics, and undertook a dedicated accuracy program led by experienced faculty.
Each chapter is divided into multiple sections (or modules), each of which is organized around a set of learning objectives. The learning objectives are listed explicitly at the beginning of each section and are the focal point of every instructional element
Narrative text is used to introduce key concepts, terms, and definitions, to provide real-world context, and to provide transitions between topics and examples. Throughout this book, we rely on a few basic conventions to highlight the most important ideas:
Each learning objective is supported by one or more worked examples, that demonstrate the problem-solving approaches that students must master. The multiple Examples model different approaches to the same type of problem, or introduce similar problems of increasing complexity.
All Examples follow a simple two- or three-part format. The question clearly lays out a mathematical problem to solve. The Solution walks through the steps, usually providing context for the approach—in other words, why the instructor is solving the problem in a specific manner. Finally, the Analysis (for select Examples) reflects on the broader implications of the Solution just shown. Examples are followed by a Try It question, as explained below.
Algebra and Trigonometry contains figures and illustrations, the vast majority of which are graphs and diagrams. Art throughout the text adheres to a clear, understated style, drawing the eye to the most important information in each figure while minimizing visual distractions. Color contrast is employed with discretion to distinguish between the different functions or features of a graph.
##### Supporting Features {#eip-22}
Four unobtrusive but important features contribute to and check understanding.
A “How To” is a list of steps necessary to solve a certain type of problem. A How To typically precedes an Example that proceeds to demonstrate the steps in action.
A “Try It” exercise immediately follows an Example or a set of related Examples, providing the student with an immediate opportunity to solve a similar problem. In the Web View version of the text, students can click an Answer link directly below the question to check their understanding. In the PDF, answers to the Try-It exercises are located in the Answer Key.
A Q&A may appear at any point in the narrative, but most often follows an Example. This feature pre-empts misconceptions by posing a commonly asked yes/no question, followed by a detailed answer and explanation.
The “Media” icon appears at the conclusion of each section, just prior to the Section Exercises. This icon marks a list of links to online video tutorials that reinforce the concepts and skills introduced in the section.While we have selected tutorials that closely align to our learning objectives, we did not produce these tutorials, nor were they specifically produced or tailored to accompany Algebra and Trigonometry.
Each section of every chapter concludes with a well-rounded set of exercises that can be assigned as homework or used selectively for guided practice. With over 6300 exercises across the 13 chapters, instructors should have plenty from which to choose1.
Section Exercises are organized by question type, and generally appear in the following order:
Each chapter concludes with a review of the most important takeaways, as well as additional practice problems that students can use to prepare for exams.
We’ve compiled additional resources for both students and instructors, including Getting Started Guides, instructor solution manual, and PowerPoint slides. Instructor resources require a verified instructor account, which can be requested on your openstax.org log-in. Take advantage of these resources to supplement your OpenStax book.
OpenStax Partners are our allies in the mission to make high-quality learning materials affordable and accessible to students and instructors everywhere. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner resources for your text, visit your book page on openstax.org.
Jay Abramson, Arizona State University* * *
Jay Abramson has been teaching Precalculus for 33 years, the last 14 at Arizona State University, where he is a principal lecturer in the School of Mathematics and Statistics. His accomplishments at ASU include co-developing the university’s first hybrid and online math courses as well as an extensive library of video lectures and tutorials. In addition, he has served as a contributing author for two of Pearson Education’s math programs, NovaNet Precalculus and Trigonometry. Prior to coming to ASU, Jay taught at Texas State Technical College and Amarillo College. He received Teacher of the Year awards at both institutions.
Valeree Falduto, Palm Beach State College* * *
Rachael Gross, Towson University* * *
David Lippman, Pierce College* * *
Melonie Rasmussen, Pierce College* * *
Rick Norwood, East Tennessee State University* * *
Nicholas Belloit, Florida State College Jacksonville* * *
Jean-Marie Magnier, Springfield Technical Community College* * *
Harold Whipple* * *
Christina Fernandez
Phil Clark, Scottsdale Community College* * *
Michael Cohen, Hofstra University* * *
Charles Conrad, Volunteer State Community College* * *
David French, Tidewater Community College* * *
Matthew Goodell, SUNY Ulster* * *
Lance Hemlow, Raritan Valley Community College* * *
Dongrin Kim, Arizona State University* * *
Cynthia Landrigan, Eerie Community College* * *
Wendy Lightheart, Lane Community College* * *
Chinenye Ofodile, Albany State University* * *
Carl Penziul, Tompkins-Cortland Community College* * *
Sandra Nite, Texas A&M University* * *
Eugenia Peterson, Richard J. Daley College* * *
Rhonda Porter, Albany State University* * *
Michael Price, University of Oregon* * *
Steven Purtee, Valencia College* * *
William Radulovich, Florida State College Jacksonville* * *
Camelia Salajean, City Colleges of Chicago* * *
Katy Shields, Oakland Community College* * *
Nathan Schrenk, ECPI University* * *
Pablo Suarez, Delaware State University* * *
Allen Wolmer, Atlanta Jewish Academy* * *
The following faculty contributed to the development of OpenStax Precalculus, the text from which this product was updated and derived.* * *
Precalculus Reviewers* * *
Nina Alketa, Cecil College* * *
Kiran Bhutani, Catholic University of America* * *
Brandie Biddy, Cecil College* * *
Lisa Blank, Lyme Central School* * *
Bryan Blount, Kentucky Wesleyan College* * *
Jessica Bolz, The Bryn Mawr School* * *
Sheri Boyd, Rollins College* * *
Sarah Brewer, Alabama School of Math and Science* * *
Charles Buckley, St. Gregory's University* * *
Michael Cohen, Hofstra University* * *
Kenneth Crane, Texarkana College* * *
Rachel Cywinski, Alamo Colleges* * *
Nathan Czuba* * *
Srabasti Dutta, Ashford University* * *
Kristy Erickson, Cecil College* * *
Nicole Fernandez, Georgetown University / Kent State University* * *
David French, Tidewater Community College* * *
Douglas Furman, SUNY Ulster* * *
Lance Hemlow, Raritan Valley Community College* * *
Erinn Izzo, Nicaragua Christian Academy* * *
John Jaffe* * *
Jerry Jared, Blue Ridge School* * *
Stan Kopec, Mount Wachusett Community College* * *
Kathy Kovacs* * *
Cynthia Landrigan, Erie Community College* * *
Sara Lenhart, Christopher Newport University* * *
Wendy Lightheart, Lane Community College* * *
Joanne Manville, Bunker Hill Community College* * *
Karla McCavit, Albion College* * *
Cynthia McGinnis, Northwest Florida State College* * *
Lana Neal, University of Texas at Austin* * *
Rhonda Porter, Albany State University* * *
Steven Purtee, Valencia College* * *
William Radulovich, Florida State College Jacksonville* * *
Alice Ramos, Bethel College* * *
Nick Reynolds, Montgomery Community College* * *
Amanda Ross, A. A. Ross Consulting and Research, LLC* * *
Erica Rutter, Arizona State University* * *
Sutandra Sarkar, Georgia State University* * *
Willy Schild, Wentworth Institute of Technology* * *
Todd Stephen, Cleveland State University* * *
Scott Sykes, University of West Georgia* * *
Linda Tansil, Southeast Missouri State University* * *
John Thomas, College of Lake County* * *
Diane Valade, Piedmont Virginia Community College* * *
Allen Wolmer, Atlanta Jewish Academy
You can also download for free at http://cnx.org/contents/13ac107a-f15f-49d2-97e8-60ab2e3b519c@11.1
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