Page 19 - Basic College Mathematics with Early Integers

xviii PREFA C E

Exercise Set Resource Icons Located at the opening of each exercise set, these
icons remind students of the resources available for extra practice and support:

See Student Resource descriptions page xix for details on the individual resources
available.
Exercise Icons These icons facilitate the assignment of specialized exercises and
let students know what resources can support them.
DVD Video icon: exercise worked on the Interactive DVD Lecture Series.
Triangle icon: identifies exercises involving geometric concepts.
Pencil icon: indicates a written response is needed.

Calculator icon: optional exercises intended to be solved using a scientific or
graphing calculator.
Group Activities Found at the end of each chapter, these activities are for
individual or group completion, and are usually hands-on or data-based activities
that extend the concepts found in the chapter, allowing students to make decisions
and interpretations and to think and write about algebra.

A Word about Textbook Design and Student Success
The design of developmental mathematics textbooks has become increasingly
important. As students and instructors have told Pearson in focus groups and
market research surveys, these textbooks cannot look “cluttered” or “busy.”
A “busy” design can distract a student from what is most important in the text.
It can also heighten math anxiety.
As a result of the conversations and meetings we have had with students and
instructors, we concluded the design of this text should be understated and
focused on the most important pedagogical elements. Students and instructors
helped us to identify the primary elements that are central to student success.
These primary elements include:
• Exercise Sets
• Examples and Practice Problems
• Helpful Hints
• Rules, Property, and Definition boxes
As you will notice in this text, these primary features are the most prominent
elements in the design. We have made every attempt to make sure these elements
are the features the eye is drawn to.The remaining features,the secondary elements
in the design, blend into the “fabric” or “grain” of the overall design. These sec-
ondary elements complement the primary elements without becoming distractions.
Pearson’s thanks goes to all of the students and instructors (as noted by the
author in Acknowledgments) who helped us develop the design of this text. At
every step in the design process, their feedback proved valuable in helping us to
make the right decisions. Thanks to your input, we’re confident the design of this
text will be both practical and engaging as it serves its educational and learning
purposes.
Sincerely,
Paul Murphy
Editor-in-Chief
Developmental Mathematics