Basic Mathematics for Technical Occupations contains the mathematics necessary to understand and solve problems in technical and trade vocations. An awareness of numbers and a desire to achieve mathematical skills are the only prerequisites for mastery of the material.
The computations and techniques are designed to motivate understanding and appreciation of the principles used in technical mathematics. Each topic is developed through realistic examples, discussions, illustrations, 'and pertinent problems using the latest data and information. The problems are from the major occupational areas and are designed to encourage the student to develop problem-solving techniques as well as manipulative skills.
Content and arrangement of chapters give the instructor maximum flexibility in choosing the course content to meet the needs of individual classes. Most chapters are limited to two or three major topics, and are organized around a principle or idea in such a manner that the student is able to comprehend a complete concept or procedure in one or two class periods. Practice Tests enable the student to evaluate his or her progress.
The text contains:
Approximately: 400 worked examples 6,000 problems 350 illustrations
Tables of Interrelation of Units of Measurement (U. S. Customary and Metric) Answers to odd-numbered problems Answers to Practice Tests List of mathematical symbols
Chapters 1 through 5 contain the important concepts of place value and the number line, rounding off, significant digits, measurements, and the arithmetic of the whole numbers. To avoid cumbersome computations while studying these ideas, only positive whole numbers are used. In chapters 6 through 14 these concepts are applied to fractions, decimals, percent, basic geometry, basic trigonometry, and basic algebra.
Although this book is specifically designed for students in technical occupations, it also meets in a very real way the needs of general mathematics students. Arithmetic processes are reviewed, and concepts ranging from whole numbers through basic algebra are developed and explored. The use of current, realistic situations enables the nontechnical student to relate mathematics to practical values and concrete ideas.
In appreciation of assistance and cooperation, I express my gratitude to The staff of Prentice Hall, especially Cary F. Baker, Margaret McAbee, and Steve Lux;
The reviewers, especially Edwin Conry, Orange Coast College; The College of Alameda, especially the Transportation Division; My students, especially Jim Thomsen.
R. L. B.