Mathematics

1. Annette Markusse
2. Ans Veltman
3. Frans Van Galen

Set Rekenen met hele getallen, Rekenen met verhoudingen, Meten en meetkunde op de basisschool

1. Cheryl Cleaves
2. Margie Hobbs
3. Jeffrey Noble

Business Math, Global Edition + MyLab Maths with Pearson eText

Business Math is a practical, thorough guide that empowers you to manage your personal and business finances. Based on the premise that everyone needs to understand how to manage money, it offers a rare deep dive into topics not always taught in a classroom setting. Its conversational tone, real-world examples and abundant case studies keep complicated topics understandable and engaging. A wealth of learning aids like How To, Stop and Check, Tip, Did You Know? and many more help you master and retain concepts. The 12th Edition offers expanded Excel templates and exercises. It is revised substantially to keep applications and data current, update tax procedures and tables, incorporate new trends and laws, and much more. This print textbook is available for students to rent for their classes. The Pearson print rental program provides students with affordable access to learning materials, so they come to class ready to succeed.

1. Franklin Demana
2. Bert Waits
3. Gregory Foley

Precalculus: Graphical, Numerical, Algebraic plus Pearson MyLab Math with Pearson eText (Package)

Franklin D. Demana Frank Demana received his master's and Ph.D. degrees in mathematics from Michigan State University. Currently, he is Professor Emeritus of Mathematics at The Ohio State University. As an active supporter of the use of technology to teach and learn mathematics, he is cofounder of the international Teachers Teaching with Technology (T3) professional development program. He has been the director or codirector of more than $10 million of National Science Foundation (NSF) and foundational grant activities, including a $3 million grant from the U.S. Department of Education Mathematics and Science Educational Research program awarded to The Ohio State University. Along with frequent presentations at professional meetings, he has published a variety of articles in the areas of computer-and calculator-enhanced mathematics instruction. Dr. Demana is also cofounder (with Bert Waits) of the annual International Conference on Technology in Collegiate Mathematics(ICTCM). He is co-recipient of the 1997 Glenn Gilbert National Leadership Award presented by the National Council of Supervisors of Mathematics, co-recipient of the 1998 Christofferson-Fawcett Mathematics Education Award presented by the Ohio Council of Teachers of Mathematics, and recipient of the 2015 National Council of Teachers of Mathematics (NCTM) Lifetime Achievement Award. Dr. Demana co-authored Calculus: Graphical, Numerical, Algebraic; Essential Algebra: A Calculator Approach; Transition to College Mathematics; College Algebra and Trigonometry: A Graphing Approach; College Algebra: A Graphing Approach; Precalculus: Functions and Graphs; and Intermediate Algebra: A Graphing Approach. Bert K. Waits Bert Waits received his Ph.D. from The Ohio State University and was Professor Emeritus of Mathematics there. Dr. Waits was cofounder of the international Teachers Teaching with Technology (T3) professional development program and was codirector or principal investigator on several large National Science Foundation projects. Dr. Waits published articles in more than 70 nationally recognized professional journals. He frequently gave invited lectures, workshops, and mini courses at national meetings of the Mathematical Association of America and the National Council of Teachers of Mathematics (NCTM) on how to use computer technology to enhance the teaching and learning of mathematics. Dr. Waits was co-recipient of the 1997 Glenn Gilbert National Leadership Award presented by the National Council of Supervisors of Mathematics, and was the cofounder (with Frank Demana)of the ICTCM. He was also co-recipient of the 1998 Christofferson-Fawcett Mathematics Education Award presented by the Ohio Council of Teachers of Mathematics and recipient of the 2015 NCTM Lifetime Achievement Award. Dr.Waits was one of the six authors of the high school portion of the ground breaking 1989 NCTM Standards. Dr.Waits co-authored Calculus: Graphical, Numerical, Algebraic; College Algebra and Trigonometry: A Graphing Approach; College Algebra: A Graphing Approach; Precalculus: Functions and Graphs; and Intermediate Algebra: A Graphing Approach. Gregory D. Foley Greg Foley received B.A. and M.A. degrees in mathematics and a Ph.D. in mathematics education from The University of Texas at Austin. He is the Robert L. Morton Professor of Mathematics Education at Ohio University. Dr. Foley has taught elementary arithmetic through graduate-level mathematics, as well as upper-division and graduate-level mathematics education classes. He has held full-time faculty positions at North Harris County College, Austin Community College, The Ohio State University, Sam Houston State University, and Appalachian State University, and served as Director of the Liberal Arts and Science Academy and as Senior Scientist for Secondary School Mathematics Improvement for the Austin Independent School District in Austin, Texas. Dr. Foley has presented over 400lectures, workshops, and institutes throughout the United States and, internationally, has directed or codirected more than 60 funded projects totalling over $5million. He has published over 50 book chapters and journal articles. In 1998,he received the biennial American Mathematical Association of Two-Year Colleges(AMATYC) Award for Mathematics Excellence; in 2005, the annual Teachers Teaching with Technology (T3) Leadership Award; in 2013, Ohio University's Patton College award for distinguished graduate teaching; and in 2015, the Ohio Council of Teachers of Mathematics Kenneth Cummins Award for exemplary mathematics teaching at the university level. Dr. Foley co-authored Precalculus: A Graphing Approach; Precalculus: Functions and Graphs; and Advanced Quantitative Reasoning: Mathematics for the World Around Us. Daniel Kennedy Dan Kennedy received his undergraduate degree from the College of the Holy Cross and his master's degree and Ph.D. in mathematics from the University of North Carolina at Chapel Hill. Since 1973 he has taught mathematics at the Baylor School in Chattanooga, Tennessee, where he holds the Cartter Lupton Distinguished Professorship. Dr. Kennedy joined the Advanced Placement Calculus Test Development Committee in 1986, then in 1990 became the first high school teacher in 35years to chair that committee. It was during his tenure as chair that the program moved to require graphing calculators and laid the early groundwork for the 1998 reform of the Advanced Placement Calculus curriculum. The author of the1997 Teacher's Guide—AP Calculus, Dr. Kennedy has conducted more than 50workshops and institutes for high school calculus teachers. His articles on mathematics teaching have appeared in the Mathematics Teacher and the American Mathematical Monthly, and he is a frequent speaker on education reform at professional and civic meetings. Dr. Kennedy was named a Tandy Technology Scholar in 1992 and a Presidential Award winner in 1995. Dr. Kennedy co-authored Calculus: Graphical, Numerical, Algebraic; Prentice Hall Algebra I; Prentice Hall Geometry; and Prentice Hall Algebra 2. David E. Bock Dave Bock holds degrees from the University at Albany (NY) in mathematics (B.A.) and statistics/education (M.S.). Mr. Bock taught mathematics at Ithaca High School for 35 years, including both BC Calculus and AP Statistics. He also taught Statistics at Tompkins-Cortland Community College, Ithaca College, and Cornell University, where he recently served as K–12 Education and Outreach Coordinator and Senior Lecturer for the Mathematics Department. Mr. Bock serves as a Statistics consultant to the College Board, leading numerous workshops, and institutes for AP Statistics teachers. He has been a reader for the AP Calculus exam and both a reader and a table leader for the AP Statistics exam. During his career Mr. Bock won numerous teaching awards, including the MAA's Edyth MaySliffe Award for Distinguished High School Mathematics Teaching (twice) and Cornell University's Outstanding Educator Award (three times), and was also a finalist for New York State Teacher of the Year. Mr. Bock co-authored the AP Statistics textbook Stats: Modeling the World, then on-AP text Stats in Your World, Barron's AP Calculus review book, and Barron's AP Calculus Flash Cards.  

1. Richard De Veaux
2. Paul Velleman
3. David Bock

Stats: Data and Models, Global Edition + MyLab Statistics with Pearson eText (Package)

Preface Index of Applications   I: EXPLORING AND UNDERSTANDING DATA   1. Stats Starts Here  1.1 What Is Statistics?  1.2 Data  1.3 Variables  1.4 Models   2. Displaying and Describing Data 2.1 Summarizing and Displaying a Categorical Variable  2.2 Displaying a Quantitative Variable  2.3 Shape  2.4 Center  2.5 Spread    3. Relationships Between Categorical Variables–Contingency Tables 3.1 Contingency Tables  3.2 Conditional Distributions  3.3 Displaying Contingency Tables  3.4 Three Categorical Variables   4. Understanding and Comparing Distributions 4.1 Displays for Comparing Groups  4.2 Outliers  4.3 Re-Expressing Data: A First Look   5. The Standard Deviation as a Ruler and the Normal Model 5.1 Using the Standard Deviation to Standardize Values  5.2 Shifting and Scaling  5.3 Normal Models  5.4 Working with Normal Percentiles  5.5 Normal Probability Plots   Review of Part I: Exploring and Understanding Data   II. EXPLORING RELATIONSHIPS BETWEEN VARIABLES   6. Scatterplots, Association, and Correlation 6.1 Scatterplots 6.2 Correlation 6.3 Warning: Correlation ≠ Causation *6.4 Straightening Scatterplots   7. Linear Regression 7.1 Least Squares: The Line of “Best Fit” 7.2 The Linear Model 7.3 Finding the Least Squares Line 7.4 Regression to the Mean 7.5 Examining the Residuals 7.6 R2–The Variation Accounted for by the Model  7.7 Regression Assumptions and Conditions   8. Regression Wisdom 8.1 Examining Residuals  8.2 Extrapolation: Reaching Beyond the Data  8.3 Outliers, Leverage, and Influence  8.4 Lurking Variables and Causation  8.5 Working with Summary Values  *8.6 Straightening Scatterplots–The Three Goals  *8.7 Finding a Good Re-Expression   9. Multiple Regression 9.1 What Is Multiple Regression?  9.2 Interpreting Multiple Regression Coefficients  9.3 The Multiple Regression Model–Assumptions and Conditions  9.4 Partial Regression Plots  *9.5 Indicator Variables    Review of Part II: Exploring Relationships Between Variables    III. GATHERING DATA   10. Sample Surveys 10.1 The Three Big Ideas of Sampling  10.2 Populations and Parameters  10.3 Simple Random Samples  10.4 Other Sampling Designs  10.5 From the Population to the Sample: You Can't Always Get What You Want  10.6 The Valid Survey 10.7 Common Sampling Mistakes, or How to Sample Badly   11. Experiments and Observational Studies11.1  Observational Studies  11.2 Randomized, Comparative Experiments  11.3 The Four Principles of Experimental Design 11.4 Control Groups  11.5 Blocking  11.6 Confounding   Review of Part III: Gathering Data   IV. RANDOMNESS AND PROBABILITY    12. From Randomness to Probability 12.1 Random Phenomena  12.2 Modeling Probability  12.3 Formal Probability   13.Probability Rules! 13.1 The General Addition Rule  13.2 Conditional Probability and the General Multiplication Rule  13.3 Independence  13.4 Picturing Probability: Tables, Venn Diagrams, and Trees  13.5 Reversing the Conditioning and Bayes' Rule   14. Random Variables 14.1 Center: The Expected Value  14.2 Spread: The Standard Deviation  14.3 Shifting and Combining Random Variables  14.4 Continuous Random Variables   15. Probability Models 15.1 Bernoulli Trials  15.2 The Geometric Model  15.3 The Binomial Model  15.4 Approximating the Binomial with a Normal Model  15.5 The Continuity Correction  15.6 The Poisson Model  15.7 Other Continuous Random Variables: The Uniform and the Exponential   Review of Part IV: Randomness and Probability   V. INFERENCE FOR ONE PARAMETER    16. Sampling Distribution Models and Confidence Intervals for Proportions 16.1 The Sampling Distribution Model for a Proportion  16.2 When Does the Normal Model Work? Assumptions and Conditions  16.3 A Confidence Interval for a Proportion  16.4 Interpreting Confidence Intervals: What Does 95% Confidence Really Mean? 16.5 Margin of Error: Certainty vs. Precision  *16.6 Choosing the Sample Size   17. Confidence Intervals for Means 17.1 The Central Limit Theorem  17.2 A Confidence Interval for the Mean  17.3 Interpreting Confidence Intervals  *17.4 Picking Our Interval up by Our Bootstraps  17.5 Thoughts About Confidence Intervals   18. Testing Hypotheses 18.1 Hypotheses 18.2 P-Values  18.3 The Reasoning of Hypothesis Testing  18.4 A Hypothesis Test for the Mean  18.5 Intervals and Tests  18.6 P-Values and Decisions: What to Tell About a Hypothesis Test   19. More About Tests and Intervals 19.1 Interpreting P-Values  19.2 Alpha Levels and Critical Values  19.3 Practical vs. Statistical Significance  19.4 Errors   Review of Part V: Inference for One Parameter   VI. INFERENCE FOR RELATIONSHIPS   20. Comparing Groups 20.1 A Confidence Interval for the Difference Between Two Proportions  20.2 Assumptions and Conditions for Comparing Proportions  20.3 The Two-Sample z-Test: Testing for the Difference Between Proportions 20.4 A Confidence Interval for the Difference Between Two Means 20.5 The Two-Sample t-Test: Testing for the Difference Between Two Means *20.6 Randomization Tests and Confidence Intervals for Two Means *20.7 Pooling  *20.8 The Standard Deviation of a Difference    21. Paired Samples and Blocks 21.1 Paired Data  21.2 The Paired t-Test  21.3 Confidence Intervals for Matched Pairs  21.4 Blocking   22. Comparing Counts 22.1 Goodness-of-Fit Tests  22.2 Chi-Square Test of Homogeneity  22.3 Examining the Residuals  22.4 Chi-Square Test of Independence    23. Inferences for Regression 23.1 The Regression Model  23.2 Assumptions and Conditions  23.3 Regression Inference and Intuition  23.4 The Regression Table  23.5 Multiple Regression Inference  23.6 Confidence and Prediction Intervals  *23.7 Logistic Regression  *23.8 More About Regression   Review of Part VI: Inference for Relationships   VII. INFERENCE WHEN VARIABLES ARE RELATED   24. Multiple Regression Wisdom 24.1 Multiple Regression Inference  24.2 Comparing Multiple Regression Model  24.3 Indicators  24.4 Diagnosing Regression Models: Looking at the Cases  24.5 Building Multiple Regression Models   25. Analysis of Variance 25.1 Testing Whether the Means of Several Groups Are Equal  25.2 The ANOVA Table  25.3 Assumptions and Conditions  25.4 Comparing Means  25.5 ANOVA on Observational Data   26. Multifactor Analysis of Variance 26.1 A Two Factor ANOVA Model   26.2 Assumptions and Conditions  26.3 Interactions   27. Statistics and Data Science 27.1 Introduction to Data Mining   Review of Part VII: Inference When Variables Are Related   Parts I—V Cumulative Review Exercises   Appendixes: A. Answers  B. Credits  C. Indexes  D. Tables and Selected Formulas 

1. Margaret Lial
2. Thomas Hungerford
3. John Holcomb

Mathematics with Applications in the Management, Natural and Social Sciences, Global Edition + MyLab Mathematics with Pearson eText

The late  Marge Lial was always interested in math; it was her favorite subject in the first grade! Marge's intense desire to educate both her students and herself has inspired the writing of numerous best-selling textbooks. Marge, who received Bachelor's and Master's degrees from California State University at Sacramento, was affiliated with American River College. An avid reader and traveler, her travel experiences often found their way into her books as applications, exercise sets and feature sets. Her interest in archeology led to trips to various digs and ruin sites, producing some fascinating problems for her textbooks involving such topics as the building of Mayan pyramids and the acoustics of ancient ball courts in the Yucatan.  The late  Thomas W. Hungerford received his Bachelor's degree from Holy Cross and his PhD from the University of Chicago. He taught for many years at the University of Washington (Seattle) before moving to Cleveland State University in 1980 and then to St. Louis University to in 2003. He wrote a number of research articles in algebra and several in mathematics education. Dr. Hungerford is the author or coauthor of more than a dozen mathematics textbooks, ranging from high school to graduate level, several of which are published by Pearson. He passionately promoted the effective use of technology in mathematics instruction. Dr. Hungerford was also a referee and reviewer for various mathematical journals and served on National Science Foundation panels for selecting grant recipients. John P. Holcomb, Jr. received his Bachelor's degree from St. Bonaventure University and his PhD from the University at Albany, State University of New York. He is professor and chair and frequently publishes with researchers in a variety of disciplines where he provides statistical analysis. Dr. Holcomb has also authored several papers in statistical education and is very active in the American Statistical Association and the Mathematical Association of America. He was named a Carnegie Scholar in 2000 by the Carnegie Foundation for the Advancement of Teaching and Learning and in 2003 received the Waller Award from the American Statistical Association for outstanding teaching of introductory statistics.  Bernadette Mullins received her Bachelor's degree from Western Illinois University and her PhD from the University of Iowa. She is currently professor of mathematics at Birmingham-Southern College (BSC) in Birmingham, Alabama, where she arrived in 2000. She has published numerous articles in the fields of commutative ring theory and mathematics education. She has served as co-investigator for several National Science Foundation grants related to improving mathematics education. Dr. Mullins has won 4 awards for her excellence in teaching, including the Bob Whetstone award at BSC. Throughout her career she has been active in Project NExT (New Experiences in Teaching) and the Mathematical Association of America, and was elected Alabama State Director of the MAA in 2013.

1. Robert Blitzer

Precalculus, Global Edition plus MyLabMath with Pearson eText

About our author Robert F. Blitzer is a native of Manhattan.  He received a Bachelor of Arts degree with dual majors in mathematics and psychology (and a minor in English literature) from the City College of New York. His unique combination of academic interests led him toward a Master of Arts in mathematics from the University of Miami and a doctorate in behavioral sciences from Nova University. Bob's love for teaching mathematics was nourished for nearly 30 years at Miami Dade College, where he received numerous teaching awards, including Innovator of the Year from the League for Innovations in the Community College and an endowed chair based on excellence in the classroom. In addition to Precalculus, Bob has written textbooks covering developmental mathematics, introductory algebra, intermediate algebra, trigonometry, college algebra, algebra & trigonometry, and liberal arts mathematics, all published by Pearson. When not secluded in his Northern California writer's cabin, Bob can be found hiking the beaches and trails of Point Reyes National Seashore and tending to the chores required by his beloved entourage of horses, chickens, and irritable roosters.