#### Functions Modeling Change, 6th Edition

*By Eric Connally*

WileyPLUS for ** Functions Modeling Change, 6th edition** combines a modern digital environment with proven pedagogy. It prepares students for Calculus by stressing conceptual understanding and the connections among mathematical ideas. The authors emphasize depth of understanding rather than breadth of coverage. Each function is presented symbolically, numerically, graphically and verbally (the Rule of Four.) Students are encouraged to create mathematical models that relate to the world around them and are exposed to many real-world applications, examples, and problems. WileyPLUS adds algorithmic auto-graded homework questions and adaptive practice to provide metrics and analytics supporting a data-driven approach to engage students. A robust collection of skill refresher questions and co-requisite content round out a comprehensive assessment program.

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GeoGebra enables symbolic palette entry and real-time manipulations of graphs to boost conceptual understanding utilizing automatic feedback and worked answers

New in WileyPLUS, symbolic palette and graphing questions powered by GeoGebra give instructors the ability to assign more complex auto-graded questions to improve conceptual understanding in math. Boost your homework assessments with flexible, accurate, and reliable symbolic palette entry and real-time manipulation of graphs.

WileyPLUS users will have best-in-class math assessment with unique features including:

-randomization to ensure each student gets a different question

-each question is automatically marked and includes a full worked solution

-assessment of advanced math topics such as differential equations and matrices

Adaptive Practice sets students up for success.

Adaptive Practice is available for every section and learning objective. Utilization of adaptive practice allows students to easily diagnose and focus study on the learning objectives they don’t know. Adaptive practice is also available for prerequisite algebra content.

Video lectures encourage students to become active learners.

Video Lectures help students come to class better prepared. Mini-lecture videos linked to examples in WileyPLUS provide greater detail to the solution of examples in each section of the text. These may assist students in reading the text prior to class or in reviewing material after class.

ConcepTest questions help students learn more effectively.

Modeled on the pioneering work of Harvard physicist Eric Mazur, ConcepTest questions are designed to promote active learning during class, particularly (but not exclusively) in large lectures.

**Eric Connally** began his teaching career at Harvard University in 1989, shortly after graduating from Cornell University with a B.A. in Physics in 1988. He joined Wellesley College as coordinator of its Quantitative Reasoning (QR ) Program in 1995. At the time, this innovative program encompassed several new undergraduate degree requirements as well as a course in basic math and data analysis. Together with a colleague who joined the program in 1998, he administered all aspects of the QR program and the associated degree requirements. In 2000, Eric joined a software startup company, Elytics, Inc., as a software engineer.

Eric is now the Director of Engineering, working on a new online math project under development by several members of the Mathematics Consortium Working Group. He continues to teach math at the Harvard Extension School and at the Harvard Kennedy School. He was awarded the International Conference on Technology in Collegiate Mathematics (ICTCM) Award for Excellence and Innovation with the Use of Technology in Collegiate Mathematics and the Petra T. Shattuck Excellence in Teaching Award.

**Deborah J. Hughes-Hallett** is a mathematician who works as a professor of mathematics at the University of Arizona. Her expertise is in the undergraduate teaching of mathematics. She has also taught as Professor of the Practice in the Teaching of Mathematics at Harvard University, and continues to hold an affiliation with Harvard as Adjunct Professor of Public Policy in the John F. Kennedy School of Government.
Hughes-Hallett earned a bachelor’s degree in mathematics from the University of Cambridge in 1966, and a master’s degree from Harvard in 1976. She worked as a preceptor and senior preceptor at Harvard from 1975 to 1991, as an instructor at the Middle East Technical University in Ankara, Turkey from 1981 to 1984, and as a faculty member at Harvard from 1986 to 1998. She served as Professor of the Practice in the Teaching of Mathematics at Harvard from 1991 to 1998. She moved to Arizona in 1998, and took on her adjunct position at the Kennedy School in 2001.

1. Linear Functions and Change

2. Functions

3. Quadratic Functions

4. Exponential Functions

5. Logarithmic Functions

6. Transformations of Functions and Their Graphs

7. Trigonometry and Periodic Functions

8. Triangle Trigonometry and Polar Coordinates

9. Trigonometric Identities, Models, and Complex Numbers

10. Compositions, Inverses, and Combinations of Functions

11. Polynomial and Rational Functions

12. Vectors and Matrices

13. Sequences and Series

14. Parametric Equations and Conic Sections

Appendix: Corequisite Materials (Digital Only)

Answers to Odd Problems

Index