College Algebra: A Guided Inquiry
Edition: 1
Copyright: 2023
Pages: 448
Edition: 1
Copyright: 2023
Pages: 446
Edition: 1
Copyright: 2023
Pages: 448
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These guided activities were written because much research has shown that more learning takes place when the student is actively engaged and when ideas and concepts are developed by the student, rather than being presented by an authority - a textbook or an instructor. The activities presented are structured so that information is presented to the reader in some form (and equation, table, graph, figure, written prose, etc.) followed by a series of Construct-Your-Understanding Questions that lead the student to the development of a particular concept or idea. Learning follows the scientific process as much as possible throughout. Students are often asked to construct a concept based on the model that has been developed up to that point, and then further data or information is provided to help refine the concept. In this way, students simultaneously learn course content and key process skills that constitute mathematical and scientific thought and exploration.
If you are interested in having instructor resources please reach out to POGILKHrep@kendallhunt.com.
Kendall Hunt is excited to partner with The POGIL Project to publish materials in a variety of disciplines that are designed for use in active learning, student-centered classrooms.
POGIL is an acronym for Process Oriented Guided Inquiry Learning. Because POGIL is a student-centered instructional approach, in a typical POGIL classroom or laboratory, students work in small teams with the instructor acting as a facilitator. The student teams use specially designed activities that generally follow a learning cycle paradigm. These activities are designed to have three key characteristics:
- They are designed for use with self-managed teams that employ the instructor as a facilitator of learning rather than a source of information.
- They guide students through an exploration to construct understanding.
- They use discipline content to facilitate the development of important process skills, including higher-level thinking and the ability to learn and to apply knowledge in new contexts.
For more information, please visit www.pogil.org
Front Matter
Quick Review Lessons
Quick Review 1: The Real-Number System
Quick Review 2: Inequalities and Interval Notation
Quick Review 3: Operations and Properties of Real numbers
Quick Review 4: Rational Numbers and Operations with Fractions
Quick Review 5: Exponents
Quick Review 6: Absolute Value and Order of Operations
Quick Review 7: Radicals and Properties of Radicals
Quick Review 8: More with Radicals and Rational Exponents
Chapter 1: Polynomials, Rational Expressions, and Equations in One Variable
Section 1.1: Adding, Subtracting & Multiplying Polynomials
Section 1.2: Dividing Polynomials
Section 1.3: Factoring Polynomials-GCF and Trinomials
Section 1.4: Factoring Polynomials-Grouping, Special Cases, and Extensions
Section 1.5: Rational Expressions
Section 1.6: Solving One-Variable Equations
Chapter 2: Functions and Graphs
Section 2.1: Introduction to Graphing and Equations in Two Variables
Section 2.2: Distance, Midpoint, and Circles
Section 2.3: Introduction to Functions
Chapter 3: Linear Equations and Functions
Section 3.1: Linear Equations, Functions & Graphs
Section 3.2: More with Linear Equations
Section 3.3: Linear Inequalities in One and Two Variables
Chapter 4: Quadratic Equations and Functions
Section 4.1: The Complex Number System
Section 4.2: Zeros of Quadratic Functions
Section 4.3: Graphing Quadratic Functions
Chapter 5: More with Functions
Section 5.1: Increasing and Decreasing; Maximum and Minimum Values; and Piece-wise Functions
Section 5.2: The Algebra of Functions
Section 5.3: The Compositions of Functions
Section 5.4: Symmetry and Even & Odd Functions
Section 5.5: Transformations of Functions
Chapter 6: More with Equations and Inequalities
Section 6.1: Solving Rational Equations and Radical Equations
Section 6.2: Solving Equations & Inequalities with Absolute Value
Section 6.3: Polynomial & Rational Inequalities
Chapter 7: Polynomial Functions and Rational Functions
Section 7.1: Polynomial Functions
Section 7.2: Graphing Polynomial Functions
Section 7.3: Polynomial Function Theorems
Section 7.4: Additional Polynomial Function Theorems
Section 7.5: Rational Functions & Asymptotes
Section 7.6: Graphing Rational Functions
Chapter 8: Systems and Partial Fraction Decomposition
Section 8.1: Systems of Equations in Two Variables
Section 8.2: Systems of Equations in Three Variables
Section 8.3: Systems of Inequalities
Section 8.4: Partial Fraction Decomposition
Chapter 9: Exponential and Logarithmic Functions
Section 9.1: Inverse Functions
Section 9.2: Exponential Functions & Graphs
Section 9.3: Logarithmic Functions & Graphs
Section 9.4: Properties of Logarithms
Section 9.5: Solving Exponential and Logarithmic Equation
Kendall Hunt is excited to partner with The POGIL Project to publish materials in a variety of disciplines that are designed for use in active learning, student-centered classrooms.
POGIL is an acronym for Process Oriented Guided Inquiry Learning. Because POGIL is a student-centered instructional approach, in a typical POGIL classroom or laboratory, students work in small teams with the instructor acting as a facilitator. The student teams use specially designed activities that generally follow a learning cycle paradigm. These activities are designed to have three key characteristics:
- They are designed for use with self-managed teams that employ the instructor as a facilitator of learning rather than a source of information.
- They guide students through an exploration to construct understanding.
- They use discipline content to facilitate the development of important process skills, including higher-level thinking and the ability to learn and to apply knowledge in new contexts.
For more information, please visit www.pogil.org
Kayla Heffernan is an Assistant Professor of Applied Mathematics at the University of Pittsburgh at Greensburg. She has a B.S. degree in Secondary Mathematics Education and a M.S. degree in Applied Mathematics. Her Ph.D., from Temple University, is in Mathematics and Science Education. Her current research is in mathematics education, particularly pertaining to teaching using inquiry and the mathematics identity of undergraduates and preservice teachers.
Victoria Causer is an Assistant Professor of Statistics at the University of Pittsburgh at Greensburg. She has earned bachelor's degrees in Mathematics, Biological sciences, and Chemistry and a M.S. in Biostatistics. Her EdD, in STEM Instruction and Learning, is from the University of Pittsburgh School of Education. Her research interests include applied statistical analysis as well as the examination of student-centered instructional methods on student attitudes, engagement, and achievement in higher education mathematics classrooms.