000			02821cam a2200325 i 4500
001			17902849
005			20160510122603.0
008			130930s2014 flua b 001 0 eng
010			_a 2013039515
020			_a9781466567061 (hb)
040			_aDLC _beng _erda _cDLC _dDLC
042			_apcc
050	0	0	_aQA162 _b.H63 2014
082	0	0	_a512.02 HOD/Abs _223
084			_aMAT002000 _2bisacsh
100	1		_aHodge, Jonathan K.,
245	1	0	_aAbstract algebra :an inquiry-based approach _b _cJonathan K. Hodge, Steven Schlicker, Ted Sundstrom, Grand Valley State University, Allendale, Michigan, USA.
260			_aBoca Raton: _bCRC Press; _c2014
300			_axxii, 573 pages : _billustrations ; _c26 cm
490	0		_aTextbooks in mathematics
500			_a"A Chapman & Hall Book."
504			_aIncludes 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	_aAlgebra, Abstract _vTextbooks.
650		7	_aMATHEMATICS / Algebra / General. _2bisacsh
700	1		_aSchlicker, Steven, _eauthor.
700	1		_aSundstrom, Ted A., _eauthor.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
955			_brl07 2013-09-30 _irl07 2013-09-30 ONIX to Dewey
999			_c120240 _d120240