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Algebra 1 - Herman Chernoff

Algebra 1 - Herman Chernoff

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Published by Dennis Ashendorf
65 page Algebra 1 textbook written by MIT and Harvard professor Herman Chernoff in 2001.

While it has a traditional copyright, I believe that the Creative Commons would appeal to Professor Chernoff. His note to me in March 2008 should apply to you:

"I put a copyright protection on the ms because I was afraid that someone might copy some of it, add junk and then sell it for a profit without my permission. In fact, I don't mind if someone does this as long as he indicates, very pronminently, that there is a free copy of the original on the web and where it is.

"I had the impression that the book was too sophisticated for the audience I was trying to address, and your idea that it would be good for students who had trouble with arithmetic was exciting. They would certainly need the help of a good teacher, but the challenge of interesting problems might help such students overcome difficulties raised by bad experiences in the past.

"I am long retired but still moderately active. If you inform me what you would like in an addition, I might find time to work on it. In the meantime, good luck with your efforts, and keep in touch."
65 page Algebra 1 textbook written by MIT and Harvard professor Herman Chernoff in 2001.

While it has a traditional copyright, I believe that the Creative Commons would appeal to Professor Chernoff. His note to me in March 2008 should apply to you:

"I put a copyright protection on the ms because I was afraid that someone might copy some of it, add junk and then sell it for a profit without my permission. In fact, I don't mind if someone does this as long as he indicates, very pronminently, that there is a free copy of the original on the web and where it is.

"I had the impression that the book was too sophisticated for the audience I was trying to address, and your idea that it would be good for students who had trouble with arithmetic was exciting. They would certainly need the help of a good teacher, but the challenge of interesting problems might help such students overcome difficulties raised by bad experiences in the past.

"I am long retired but still moderately active. If you inform me what you would like in an addition, I might find time to work on it. In the meantime, good luck with your efforts, and keep in touch."

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Published by: Dennis Ashendorf on Apr 09, 2008
Copyright:Attribution Non-commercial

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05/09/2014

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Algebra I for Students Comfortable with Arithmetic
c
2001 Herman Chernoff February 6, 2002
 
2
 
Chapter 1
Introduction
Why should you learn Algebra I? I could elaborate on many reasons whya knowledge of Mathematics beyond Arithmetic is of interest and of valueto people in the twenty-first century, but for the sake of brevity, I won’t.It is enough to say that a high school curriculum demands it. What arethe basic concepts to master? They are the ability to translate quantitativeproblems of the real world into symbolic statements and to manipulate thosestatements to arrive at satisfactory answers.As the title indicates, this book is written for students who are comfort-able with Arithmetic. One problem with current books on Algebra I, is thatin order to be adopted by state agencies they must be suitable for studentsof all levels of attainment, including some who are still unsure of themselveswith simple problems in Arithmetic. As a result, these books tend to befull of detail and very large and heavy. To encourage the practice that isrequired to fix the basic ideas, the students are asked to do many exercises,which are essentially repetitions of the text, and not very challenging.Assuming that the readers of this book are quite comfortable with Arith-metic, and willing to do some experimenting, permits bypassing some of thetedious details in text and exercises. This does not mean that the studentcan avoid the necessary practice. It is hoped that he or she will get thatpractice in working on more demanding problems. The student should beprepared to use lots of scratch paper and graph paper in reading this textand in doing the problems. The custom will be to have problem sets withthree different types of problems. There will be exercises. labeled
Ex 
, to testwhether the reader has understood the text well enough to solve a slightlymodified variation of the material in the text. There will be problems, la-beled
Pr 
, which demand a more comprehensive knowledge of the past text3

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