Prealgebra

Prealgebra, by Baratto, Bergman, and Hutchison is part of the latest offerings in the successful Hutchison Series in Mathematics. The book is designed for a one-semester course in basic math and is appropriate for lecture, learning center, laboratory, and self-paced settings. The ninth edition continues the series’ hallmark approach of encouraging mastery of mathematics through careful practice. The text provides detailed, straightforward explanations and accessible pedagogy to help students grow their math skills from the ground up. The authors use a three-pronged approach of communication, pattern recognition, and problem solving to present concepts understandably, stimulate critical-thinking skills, and stress reading and communication skills in order to help students become effective problem-solvers. Features such as Tips for Student Success, Check Yourself exercises, and Activities underscore this approach and the underlying philosophy of mastering math through practice. Exercise sets have been significantly expanded and are now better-organized, and applications are now more thoroughly integrated throughout the text. The text is fully-integrated with McGraw-Hill’s online learning system, Connect Math Hosted by ALEKS Corp, and is available with ALEKS 360.

Stefan began teaching math and science in New York City middle schools. He also taught

math at the University of Oregon, Southeast Missouri State University, and York County

Technical College. Currently, Stefan is a member of the mathematics faculty at Clackamas

Community College where he has found a niche, delighting in the CCC faculty, staff, and

students. Stefan’s own education includes the University of Michigan (BGS, 1988), Brooklyn

College (CUNY), and the University of Oregon (MS, 1996).

Stefan is currently serving on the AMATYC Executive Board as the organization’s Northwest

Vice President. He has also been involved with ORMATYC, NEMATYC, NCTM, and the

State of Oregon Math Chairs group, as well as other local organizations. He has applied his

knowledge of math to various fi elds, using statistics, technology, and web design. More personally,

Stefan and his wife, Peggy, try to spend time enjoying the wonders of Oregon and

the Pacifi c Northwest. Their activities include scuba diving, self-defense training, and hiking.

Barry has enjoyed teaching mathematics to a wide variety of students over the years. He

began in the fi eld of adult basic education and moved into the teaching of high school

mathematics in 1977. He taught high school math for 11 years, at which point he served

as a K-12 mathematics specialist for his county. This work allowed him the opportunity to

help promote the emerging NCTM standards in his region.

In 1990, Barry began the next portion of his career, having been hired to teach at Clackamas

Community College. He maintains a strong interest in the appropriate use of technology

and visual models in the learning of mathematics.

Throughout the past 32 years, Barry has played an active role in professional organizations.

As a member of OCTM, he contributed several articles and activities to the group’s journal.

He has presented at AMATYC, OCTM, NCTM, ORMATYC, and ICTCM conferences. Barry

also served 4 years as an offi cer of ORMATYC and participated on an AMATYC committee

to provide feedback to revisions of NCTM’s standards.

Don began teaching in a preschool while he was an undergraduate. He subsequently

taught children with disabilities, adults with disabilities, high school mathematics, and

college mathematics. Although each position offered different challenges, it was always

breaking a challenging lesson into teachable components that he most enjoyed.

It was at Clackamas Community College that he found his professional niche. The community

college allowed him to focus on teaching within a department that constantly

challenged faculty and students to expect more. Under the guidance of Jim Streeter,

Don learned to present his approach to teaching in the form of a textbook. Don has also

been an active member of many professional organizations. He has been president of

ORMATYC, AMATYC committee chair, and ACM curriculum committee member. He

has presented at AMATYC, ORMATYC, AACC, MAA, ICTCM, and a variety of other

conferences.

Above all, he encourages you to be involved, whether as a teacher or as a learner.

Whether discussing curricula at a professional meeting or homework in a cafeteria, it is

the process of communicating an idea that helps one to clarify it.