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Abstract algebra : = an inquiry-base...

Hodge, Jonathan K., (1980-)

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Abstract algebra : = an inquiry-based approach /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Abstract algebra :/ Jonathan K. Hodge, Steven Schlicker, Ted Sundstrom.
Reminder of title:	an inquiry-based approach /
Author:	Hodge, Jonathan K.,
other author:	Schlicker, Steven,
Published:	Boca Raton :CRC Press, Taylor & Francis Group, : 2014.,
Description:	xxii, 573 p. :ill. ;26 cm.
Notes:	"A Chapman & Hall Book."
Subject:	Algebra, Abstract -
ISBN:	9781466567061 (hbk.) :

Abstract algebra : = an inquiry-based approach /
Hodge, Jonathan K.,1980-

Abstract algebra :an inquiry-based approach /Jonathan K. Hodge, Steven Schlicker, Ted Sundstrom. - Boca Raton :CRC Press, Taylor & Francis Group,2014. - xxii, 573 p. :ill. ;26 cm. - Textbooks in mathematics. - Textbooks in mathematics (Boca Raton, Fla.).

"A Chapman & Hall Book."

Includes bibliographical references and index.

Preface The impetus for this book lies in our approach to teaching abstract algebra. We place an emphasis on active learning and on developing students' intuition through their investigation of examples. For us, active learning involves students--they are doing something instead of just being passive learners. What students are doing when they are actively learning might include discovering, processing, discussing, applying information, writing intensive assignments, and engaging in common intellectual in-class experiences or collaborative assignments and projects. We support all of these activities with peer review and substantial faculty mentoring. According to Meyers and Jones [2], active learning derives from the assumptions that learning is an active endeavor by nature and that different people learn in different ways. A number of reports and studies show that active learning has a positive impact on students. For example, active learning is described as a high-impact learning activity in the latest report from the Association of American Colleges and Universities' Liberal Education and America's Promise (LEAP) initiative [1]. Results of a study [3] testing the active learning findings in liberal arts education show, in part, that students who experience the type of instruction we describe as active learning show larger "value-added" gains on a variety of outcomes than their peers. Although it is difficult to capture the essence of active learning in a textbook, this book is our attempt to do just that. Our goals for these materials are several: - To carefully introduce the ideas behind definitions and theorems.

ISBN: 9781466567061 (hbk.) :UK49.99

LCCN: 2013039515Subjects--Topical Terms:

544171
Algebra, Abstract

LC Class. No.: QA162 / .H63 2014

Dewey Class. No.: 512/.02

Abstract algebra : = an inquiry-based approach /
LDR:02548cam a2200289 i 4500 001 1931900
003 OCoLC
005 20141117110025.0
008 140826s2014 flua b 001 0 eng
010 $a 2013039515
020 $a 9781466567061 (hbk.) : $c UK49.99
020 $a 1466567066 (hbk.)
020 $a 9781482221930 (ePub)
020 $a 1482221934 (ePub.)
020 $a 9781482221947 (ebk.)
020 $a 1482221942 (ebk.)
020 $a 9781466567085 (ePDF
020 $a 1466567082 (ePDF)
040 $a DLC $b eng
050 0 0 $a QA162 $b .H63 2014
082 0 0 $a 512/.02 $2 23
100 1 $a Hodge, Jonathan K., $d 1980- $3 2070304
245 1 0 $a Abstract algebra : $b an inquiry-based approach / $c Jonathan K. Hodge, Steven Schlicker, Ted Sundstrom.
260 # $a Boca Raton : $b CRC Press, Taylor & Francis Group, $c 2014.
300 $a xxii, 573 p. : $b ill. ; $c 26 cm.
490 1 0 $a Textbooks in mathematics
500 $a "A Chapman & Hall Book."
504 $a Includes bibliographical references and index.
520 # $a Preface The impetus for this book lies in our approach to teaching abstract algebra. We place an emphasis on active learning and on developing students' intuition through their investigation of examples. For us, active learning involves students--they are doing something instead of just being passive learners. What students are doing when they are actively learning might include discovering, processing, discussing, applying information, writing intensive assignments, and engaging in common intellectual in-class experiences or collaborative assignments and projects. We support all of these activities with peer review and substantial faculty mentoring. According to Meyers and Jones [2], active learning derives from the assumptions that learning is an active endeavor by nature and that different people learn in different ways. A number of reports and studies show that active learning has a positive impact on students. For example, active learning is described as a high-impact learning activity in the latest report from the Association of American Colleges and Universities' Liberal Education and America's Promise (LEAP) initiative [1]. Results of a study [3] testing the active learning findings in liberal arts education show, in part, that students who experience the type of instruction we describe as active learning show larger "value-added" gains on a variety of outcomes than their peers. Although it is difficult to capture the essence of active learning in a textbook, this book is our attempt to do just that. Our goals for these materials are several: - To carefully introduce the ideas behind definitions and theorems.
650 # 0 $a Algebra, Abstract $3 544171
700 1 # $a Schlicker, Steven, $d 1958- $3 718335
700 1 # $a Sundstrom, Ted A. $3 2070305
830 0 $a Textbooks in mathematics (Boca Raton, Fla.) $3 954866