What do you think about a math book with only examples ? Please read below for additional details ?

looks great. Having a solutions edition of my calculus text is what got me through Calc II and III in college. The two flaws I encountered were that the solutions manual often failed to work out the TOUGHEST problems, and sometimes the author, in working the solutions, skipped steps that he probably thought were too trivial to include (a "perfect set of directions, if you already know the way" sort of thing).

So I think it's important that before publishing, whoever writes the solutions run those solutions past actual students who are challenged by the material, and see if each solution is clear to students, and also see if they feel that the most challenging problems and procedures are being fully covered.

But even with those 2 flaws, my having MANY worked out solutions at hand, and then practicing the methods on other problems that were not worked out meant an A rather than a B for me in Calc II, and a B rather than a C in Calc III, in my opinion (based on the difference in my exams, if I hadn't been able to study like that).

quit teaching processes, teach concepts and let students create their own processes, that's the only way students are going to actually learn math. Students expect you to tell them how to solve a problem or you can't ask it on an exam. You can't even expect them to do homework if you don't show them the process. Please, let them show you how to do math. This takes patience, and courage. As teachers the fear of not being enough causes us to follow the book. And teach mindless process after mindless process and even the students who learn a little from computational learning activities (practically the only learning activities available for math ed), even those rare students are still deprived of the oppurtunity to create. Its time to wake up and tell the corporations that dictate the way we teach math to get thee hence, these people are NOT professional educators, but professional marketeers. Its time to expose them for what they are (money driven), and take a stand for learning math. Who dares question the so called standards in their state?? Whe dares question a question? In my state one of the skill objectives for secondary says "students will be able to determine the inverse of a function, if it exists" if it exists??? EVERY RELATION HAS AN INVERSE!!! That's just one that is totally obvious, there are so many others where masters tell the stories that point towards the concepts, then those that are not masters distort the stories until they are pointing somewhere else. Are these standards created by professional educators or are they written by corporations that misinterpret what the educators say? We've known for years, decades even, that our learning activities should address different learning styles, and should be multi-modal, and should incorporate technology, students should be allowed to create games and theatrical productions and songs and poems and dances and artwork. Does any of that happen, NO, we don't have time, cuz we hafta cover the book or the students will average lower on the standardized tests and we will be labeled as failures as teachers. Quit buyin into that lie!! What about Inquiry based learning?? Is inquiry even allowed in the classroom? By the time students get to my classroom in college they see inquiry as a mistake. And persisting with inquiry when it doesn't seem welcome... well, not gonna happen. Students only answer when they are absolutely positive that it is safe. Mathematics is like making money, you only learn how to do it by taking risks and making mistakes and learning from your mistakes. I'm sorry if this turned into a rant, but if you want to see more rant, just click on the link below, and see more than rant, but a way to do something about it.

Quite a good idea. One extra thing you can do is have some answers not given in the text. For these questions students submit the answer to a web site which tells them if they are right or wrong. This will give students a good reality check as to how well they are really going. It is too easy for many students to have a quick try at a problem, then check the answer, and if it is wrong, think - Oh, I get it, and carry on without really getting it.

i think its a great idea..

the best way to learn math is not by reading through pages of theory in textbooks, but it is by clearing your doubts and making your already learnt concepts firm by solving more examples

but all this is provided that the matter has been covered well in class, and that the students are inspired in some way to actually go through all the examples in your book..

This is concept is truly going to be a good reference / illustration for the students.

I wish to contribute further to said concept ...

... Normally students / children are learning by various observations. Mathematics in one part, they require for their day to day activity.

A simple example link is required to be created, where students / children shall realize the relationship between 'what they have been taught / learned' vis-a-vis 'how useful that information / knowledge to them in day to day life'.

So, create examples relating to day to day life issues, solve them with simple step by step illustrations .. The moment students / children realize the usefulness of mathematics in day to day life, ...bingoo .. they ENJOY learning.

This is what has been followed in India & China.