Precalculus - University of Washington
Precalculus
Precalculus
David H. Collingwood
Department of Mathematics University of Washington
K. David Prince
Minority Science and Engineering Program College of Engineering
University of Washington
Matthew M. Conroy
Department of Mathematics University of Washington
September 2, 2011
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Copyright c 2003 David H. Collingwood and K. David Prince. Copyright c 2011 David H. Collingwood, K. David Prince, and Matthew M. Conroy. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.1 or any later version published by the Free Software Foundation; with no Invariant Sections, with no Front-Cover, and with no Back-Cover Texts. A copy of the license is included in the section entitled "GNU Free Documentation License".
Author Note
For most of you, this course will be unlike any mathematics course you have previously encountered. Why is this?
Learning a new language
Colleges and universities have been designed to help us discover, share and apply knowledge. As a student, the preparation required to carry out this three part mission varies widely, depending upon the chosen field of study. One fundamental prerequisite is fluency in a "basic language"; this provides a common framework in which to exchange ideas, carefully formulate problems and actively work toward their solutions. In modern science and engineering, college mathematics has become this "basic language", beginning with precalculus, moving into calculus and progressing into more advanced courses. The difficulty is that college mathematics will involve genuinely new ideas and the mystery of this unknown can be sort of intimidating. However, everyone in this course has the intelligence to succeed!
Is this course the same as high school Precalculus?
There are key differences between the way teaching and learning takes place in high schools and universities. Our goal is much more than just getting you to reproduce what was done in the classroom. Here are some key points to keep in mind:
? The pace of this course will be faster than a high school class in precalculus. Above that, we aim for greater command of the material, especially the ability to extend what we have learned to new situations.
? This course aims to help you build the stamina required to solve challenging and lengthy multi-step problems.
? As a rule of thumb, this course should on average take 15 hours of effort per week. That means that in addition to the 5 classroom hours per week, you would spend 10 hours extra on the class. This is only an average and my experience has shown that 12?15 hours iii
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