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About Contemporary Mathematics
Contemporary Mathematics is designed to meet the requirements for a liberal arts mathematics course. The textbook covers a range of topics that are typically found in a liberal arts course as well as some topics to connect mathematics to the world around us. The text provides stand-alone sections with a focus on showing relevance in the features as well as the examples, exercises, and exposition.
Every section begins with a set of clear and concise learning objectives, which have been thoroughly revised to be both measurable and more closely aligned with current teaching practice. These objectives are designed to help the instructor decide what content to include or assign and to guide student expectations of learning. After completing the section and end-of-section exercises, students should be able to demonstrate mastery of the learning objectives.
Check Your Understanding: Concept checks to confirm students understand content at the end of every section immediately before the exercise sets are provided to help bolster confidence before embarking on homework.
People in Mathematics: A mix of historic and contemporary profiles aimed to incorporate extensive diversity in gender and ethnicity. The profiles incorporate how the person’s contribution has benefitted students or is relevant to their lives in some way.
Who Knew?: A high-interest feature designed to showcase something interesting related to the section contents. These features are crafted to offer something students might be surprised to find is so relevant to them.
Work It Out: Offers some activity ideas in line with the sections to support the learning objectives.
Tech Check: Highlights technologies that support content in the section.
Projects: A feature designed to put students in the driver’s seat researching a topic using various online resources. It is intended to be primarily or wholly non-computational. Projects utilize online research and writing to summarize their findings.
Section summaries distill the information in each section for both students and instructors down to key, concise points addressed in the section.
Key terms are bold and are followed by a definition in context.
Answers and Solutions to Questions in the Book
Answers for Your Turn and Check Your Understanding exercises are provided in the Answer Key at the end of the book. The Section Exercises, Chapter Reviews, and Chapter Tests are intended for homework assignments or assessment; thus, student-facing solutions are provided in the Student Solution Manual for only a subset of the exercises. Solutions for all exercises are provided in the Instructor Solution Manual for instructors to share with students at their discretion, as is standard for such resources.
About the Authors
Senior Contributing Author
Donna Kirk, University of Wisconsin at Superior
Donna Kirk received her B.S. in Mathematics from the State University of New York at Oneonta and her master’s degree from City University – Seattle in Educational Technology and Curriculum Design. After teaching math in higher education for more than twenty years, she joined University of Wisconsin’s Education Department in 2021, teaching math education for teacher preparation. She is also the director of a STEM institute focused on connecting underrepresented students with access to engaging and innovative experiences to empower themselves to pursue STEM related careers.
Barbara Boschmans, Northern Arizona University
Brian Beaudrie, Northern Arizona University
Matthew Cathey, Wofford College
Valeree Falduto, Palm Beach State College
Maureen Gerlofs, Texas State University
Quin Hearn, Broward College
Ian Walters, D’Youville College
Anna Pat Alpert, Navarro College
Mario Barrientos, Angelo State University
Keisha Brown, Perimeter College at Georgia State University
Hugh Cornell, University of North Florida
David Crombecque, University of Southern California
Shari Davis, Old Dominion University
Angela Everett, Chattanooga State Community College
David French, Tidewater Community College
Michele Gribben, McDaniel College
Celeste Hernandez, Dallas College-Richland
Trevor Jack, Illinois Wesleyan University
Kristin Kang, Grand View University
Karla Karstens, University of Vermont
Sergio Loch, Grand View University
Andrew Misseldine, Southern Utah University
Carla Monticelli, Camden County College
Cindy Moss, Skyline College
Jill Rafael, Sierra College
Gary Rosen, University of Southern California
Faith Willman, Harrisburg Area Community College
Student and Instructor Resources
We’ve compiled additional resources for both students and instructors, including student solution manuals, instructor solution manuals, and PowerPoint lecture slides. Instructor resources require a verified instructor account, which you can apply for when you log in or create your account on OpenStax.org. Take advantage of these resources to supplement your OpenStax book.
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We realize that students benefit when academic integrity ground rules are established early in the course. To that end, OpenStax has created an interactive to aid with academic integrity discussions in your course.
Visit our academic integrity slider. Click and drag icons along the continuum to align these practices with your institution and course policies. You may then include the graphic on your syllabus, present it in your first course meeting, or create a handout for students.
At OpenStax we are also developing resources supporting authentic learning experiences and assessment. Please visit this book’s page for updates. For an in-depth review of academic integrity strategies, we highly recommend visiting the International Center of Academic Integrity (ICAI) website.
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