Introduction

Real-Life Math takes an international perspective in exploring the role of mathematics in everyday life and is intended for high school age readers. As Real-Life Math (RLM) is intended for a younger and less mathematically experienced audience, the authors and editors faced unique challenges in selecting and preparing entries.

The articles in the book are meant to be understandable by anyone with a curiosity about mathematical topics. Real-Life Math is intended to serve all students of math such that an 8^th- or 9^th-grade student just beginning their study of higher maths can at least partially comprehend and appreciate the value of courses to be taken in future years. Accordingly, articles were constructed to contain material that might serve all students. For example, the article, "Calculus" is intended to be able to serve students taking calculus, students finished with prerequisites and about to undertake their study of calculus, and students in basic math or algebra who might have an interest in the practical utility of a far-off study of calculus. Readers should anticipate that they might be able to read and reread articles several times over the course of their studies in maths. Real-Life Math challenges students on multiple levels and is designed to facilitate critical thinking and reading-in-context skills. The beginning student is not expected to understand more mathematically complex text dealing, for example, with the techniques for calculus, and so should be content to skim through these sections as they read about the practical applications. As students progress through math studies, they will naturally appreciate greater portions of more advanced sections designed to serve more advanced students.

To be of maximum utility to students and teachers, most of the 80 topics found herein—arranged alphabetically by theory or principle—were predesigned to correspond to commonly studied fundamental mathematical concepts as stated in high school level curriculum objectives. However, as high school level maths generally teach concepts designed to develop skills toward higher maths of greater utility, this format sometimes presented a challenge with regard to articulating understandable or direct practical applications for fundamental skills without introducing additional concepts to be studied in more advanced math classes. It was sometimes difficult to isolate practical applications for fundamental concepts because it often required more complex mathematical concepts to most accurately convey the true relationship of mathematics to our advancing technology. Both the authors and editors of the project made exceptional efforts to smoothly and seamlessly incorporate the concepts necessary (and at an accessible level) within the text.

Although the authors of Real-Life Math include math teachers and professors, the bulk of the writers are practicing engineers and scientists who use math on a daily basis. However, RLM is not intended to be a book about real-life applications as used by mathematicians and scientists but rather, wherever possible, to illustrate and discuss applications within the experience—and that are understandable and interesting—to younger readers.

RLM is intended to maximize readability and accessibility by minimizing the use of equations, example problems, proofs, etc. Accordingly, RLM is not a math textbook, nor is it designed to fully explain the mathematics involved in each concept. Rather, RLM is intended to compliment the mathematics curriculum by serving a general reader for maths by remaining focused on fundamental math concepts as opposed to the history of math, biographies of mathematicians, or simply interesting applications. To be sure, there are inherent difficulties in presenting mathematical concepts without the use of mathematical notation, but the authors and editors of RLM sought to use descriptions and concepts instead of mathematical notation, problems, and proofs whenever possible.

To the extent that RLM meets these challenges it becomes a valuable resource to students and teachers of mathematics.

The editors modestly hope that Real-Life Math serves to help students appreciate the scope of the importance and influence of math on everyday life. RLM will achieve its highest purposes if it intrigues and inspires students to continue their studies in maths and so advance their understanding of the both the utility and elegance of mathematics.

"[The universe] cannot be read until we have learnt the language and become familiar with the characters in which it is written. It is written in mathematical language, and the letters are triangles, circles, and other geometrical figures, without which means it is humanly impossible to comprehend a single word." Galilei, Galileo (1564–1642)