by James F. Frayne (Author)
Pick up any mathematics book and take an objective look at the contents of any one topic. The chances are that the writer falsely believes that prior essential knowledge has already been gained as a precursor to addressing the topic. In truth, the student may have indeed gained some insight to essential knowledge, but this is never made completely clear at the outset and consequently the student is, more often than not, left to look for such relevant associations as best they can. Assumed prior knowledge is often essential, but all too often not made clear, thus resulting in predictable disastrous effects and yet another generation that can sadly boast 'I was never good at mathematics when I was at school'. This book helps to address this problem.