The Inner Side of the Wind

Why Math? is designed for a "general education" mathematics course. It helps develop the basic mathematical literacy now generally demanded of liberal arts students. Requiring only a little background knowledge of algebra and geometry - no more than the minimum entrance requirements at most colleges - the book emphasizes quantitative reasoning and critical thinking for real life problems. In a concrete and relevant way, using extensive motivation from everyday problems, Why Math? shows what one can do with elementary mathematics and how to do it. This text aims to show that mathematics is useful to virtually everyone. And it seeks to accomplish this by offering the reader plenty of practice in elementary mathematical computations motivated by real-world problems. The prerequisite for this book is a little algebra and geometry-nothing more than entrance requirements at most colleges. I hope that users-especially those who'don't like math'-will complete the course with greater confidence in their ability to solve practical problems (without seeking help from someone who is'good at math'). Here is a sampler of some of the problems to be encountered: I. If a U. S. dollar were worth 1. 15 Canadian dollars, what would a Canadian dollar be worth in U. S. money? 2. If the tax rates are reduced 5% one year and then 10% in each of the next 2 years (as they were between 1981 and 1984), what is the overall reduction for the 3 years? 3. An automobile cooling system contains 10 liters ofa mixture of water and antifreeze which is 25% antifreeze. How much of this should be drained out and replaced with pure antifreeze so that the resulting 10 liters will be 40% antifreeze? 4. If you drive halfway at 30 mph and the rest of the distance at 50 mph, what is your average speed for the entire trip? 5. A tank storing solar heated water stands unmolested in a room having an approximately constant temperature of 80°F. This text aims to show that mathematics is useful to virtually everyone. And it seeks to accomplish this by offering the reader plenty of practice in elementary mathematical computations motivated by real-world problems. The prerequisite for this book is a little algebra and geometry-nothing more than entrance requirements at most colleges. I hope that users-especially those who "don't like math"--Will complete the course with greater confidence in their ability to solve practical problems (without seeking help from someone who is "good at math"). Here is a sampler of some of the problems to be encountered: I. If a U.S. dollar were worth 1. 15 Canadian dollars, what would a Canadian dollar be worth in U.S. money? 2. If the tax rates are reduced 5% one year and then 10% in each of the next 2 years (as they were between 1981 and 1984), what is the overall reduction for the 3 years? 3. An automobile cooling system contains 10 liters ofa mixture of water and antifreeze which is 25% antifreeze. How much of this should be drained out and replaced with pure antifreeze so that the resulting 10 liters will be 40% antifreeze? 4. If you drive halfway at 30 mph and the rest of the distance at 50 mph, what is your average speed for the entire trip? 5. A tank storing solar heated water stands unmolested in a room having an approximately constant temperature of 80°F This text aims to show that mathematics is useful to virtually everyone. And it seeks to accomplish this by offering the reader plenty of practice in elementary mathematical computations motivated by real-world problems. The prerequisite for this book is a little algebra and geometry-nothing more than entrance requirements at most colleges. I hope that users-especially those who "don't like math"-will complete the course with greater confidence in their ability to solve practical problems (without seeking help from someone who is "good at math"). Here is a sampler of some of the problems to be I. If a U. S. dollar were worth 1. 15 Canadian dollars, what would a Canadian dollar be worth in U. S. money? 2. If the tax rates are reduced 5% one year and then 10% in each of the next 2 years (as they were between 1981 and 1984), what is the overall reduction for the 3 years? 3. An automobile cooling system contains 10 liters ofa mixture of water and antifreeze which is 25% antifreeze. How much of this should be drained out and replaced with pure antifreeze so that the resulting 10 liters will be 40% antifreeze? 4. If you drive halfway at 30 mph and the rest of the distance at 50 mph, what is your average speed for the entire trip? 5. A tank storing solar heated water stands unmolested in a room having an approximately constant temperature of 80F. This book is designed for a "general education" mathematics course. It helps develop the basic mathematical literacy now generally demanded of liberal arts students. Requiring only a little background knowledge of algebra and geometry--no more than the minimum entrance requirements at most colleges--this book emphasizes quantitative reasoning and critical thinking for real life problems. In a concrete way, using extensive motivation from everyday problems, this book shows what one can do with elementary mathematics and how to do it Hardly any "practical" mathematics can be done at an elementary level unless one is comfortable with arithmetic.