### Available:*

Library | Call Number | Material Type | Home Location | Status | Item Holds |
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Searching... | QA93 .G45 2002 | Adult Non-Fiction | Central Closed Stacks | Searching... | Searching... |

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### Summary

### Summary

The handy pocket-size guide is packed with useful information, tips and recommendations, accompanied by colour photograph, charts and maps for the first-time traveler who wants to experience the major highlights that Namibia has to offer. The fold-out map of Namibia is ideal for tourists and visitors.

### Author Notes

EVAN M. GLAZER is a Ph.D. candidate at the University of Georgia in the Department of Instructional Technology, and a former mathematics teacher at Glenbrook South High School in Glenview, IL. Previous publications include Using Internet Primary Sources to Teach Critical Thinking Skills in Mathematics (Greenwood, 2001).

JOHN W. MCCONNELL is a professor at North Park University.

### Reviews 2

### Booklist Review

"Why do we have to learn this?" is a common question relative to mathematics study. This reference book intends to answer that query by providing examples of real-life applications related to high-school mathematical concepts. The authors, both with academic mathematical backgrounds, posit more than 40 concepts that appear in the U.S. mathematics education standards, among them Matrices, Plane, Pythagorean theorem, Rotations, and Series. The intended audience includes high-school students, teachers, and librarians, although mathematics teachers are the ones most likely to understand all the concepts and formulas. The entries, arranged alphabetically, range from two to six pages. After an opening paragraph definition, various applications in science, sports, business, architecture, and other topics are explained. The term everyday usually refers to public activity rather than school or home life. A few diagrams and graphs accompany the text. Related URLs complete the entry. Some cross-references exist, but they are not consistently used. A bibliography of sources concludes the volume; an index is sorely needed. Entries on Probability, Perimeter, and Quadrilaterals are very thorough and almost too elementary at points, although those same entries also describe related advanced math concepts. On the other hand, entries such as Tangent and Polynomial functions are at once too brief and complex. Although natural logarithms are briefly mentioned, no accompanying application is clearly noted. Nearly a page is devoted to symmetry, but Markov chains and fuzzy logic are vaguely explained in a sentence or two. The absence of entries on algorithms, measurement, modeling, set theory, transformations, and limits is puzzling. The book's approach makes it more useful as a reference tool than a math enrichment volume. It does provide some useful application ideas across the math curriculum, more for the adult educator than the teenager, and might be useful in high-school libraries.

### Choice Review

Glazer and McConnell (North Park Univ.), experienced secondary mathematics teachers formerly from Glenbrook (Illinois) South High School, confront the often-asked question from students, "When are we ever going to use this?" Their book promotes making connections between mathematics and the real world by providing short essays (three pages each) on about 50 topics (e.g., angle, asymptote, complex numbers, derivative, inverse function, linear functions, polar coordinates, rates, series, surface area, and vectors). Following each essay is a list of online sources of further information on the topic. The book is intended as a resource for mathematics teachers, providing some possible answers to students' questions about relevance, and meets the standards set forth by the National Council of Teachers of Mathematics. But besides its potential use by high school, community college, and beginning college-level teachers, this well-written book has a place in public, high school, and college libraries. ^BSumming Up: Highly recommended. General readers; lower- and upper-division undergraduates; faculty; two-year technical program students. W. R. Lee Iowa State University

### Table of Contents

Introduction | p. ix |

Mathematical Concepts | |

Angle | p. 1 |

Asymptote | p. 7 |

Cartesian Coordinates | p. 10 |

Circles | p. 12 |

Circumference | p. 16 |

Complex Numbers | p. 16 |

Conic Sections | p. 18 |

Counting | p. 21 |

Derivative | p. 23 |

Equations | p. 23 |

Expected Value | p. 26 |

Exponential Decay | p. 28 |

Exponential Growth | p. 30 |

Fibonacci Sequence | p. 35 |

Imaginary Numbers | p. 37 |

Integration | p. 37 |

Inverse (Multiplicative) | p. 43 |

Inverse Function | p. 45 |

Inverse Square Function | p. 47 |

Linear Functions | p. 49 |

Logarithms | p. 55 |

Logistic Functions | p. 58 |

Matrices | p. 61 |

Perimeter | p. 64 |

Periodic Functions | p. 67 |

Plane | p. 70 |

Polar Coordinates | p. 72 |

Polynomial Functions | p. 75 |

Probability | p. 77 |

Proportions | p. 82 |

Pythagorean Theorem | p. 87 |

Quadratic Functions | p. 89 |

Quadrilaterals | p. 93 |

Rates | p. 96 |

Ratio | p. 102 |

Reflections | p. 107 |

Rotations | p. 111 |

Sequences | p. 114 |

Series | p. 117 |

Similarity | p. 121 |

Slope | p. 124 |

Square Roots | p. 124 |

Standard Deviation | p. 127 |

Step Functions | p. 130 |

Surface Area | p. 133 |

Symbolic Logic | p. 136 |

Symmetry | p. 138 |

Tangent | p. 141 |

Translations | p. 144 |

Triangle Trigonometry | p. 146 |

Variation | p. 150 |

Vectors | p. 154 |

Volume | p. 159 |

Bibliography | p. 163 |