Product Description
Students will enjoy practicing key math skills in a game format with this collection of reproducible question-and-answer cards. Played as a whole group, the game motivates students to stay alert and involved as they take turns asking and solving problems in addition, subtraction, time, measurement, and more. Great for building math automaticity! ... Read more

Product Description
Students will enjoy practicing key math skills in a game format with this collection of reproducible question-and-answer cards. Played as a whole group, the game motivates students to stay alert and involved as they take turns asking and solving problems in addition, subtraction, time, measurement, and more. Great for building math automaticity! ... Read more

Book Description
'Nick Pratts book looks in detail at the real meaning of teaching mathematics interactively in primary schools.Each section is set clearly within a context, is linked by key ideasthe important bits to think aboutand is summarised to give a succinct close to the chapters content and thinking. It is a book that the reader will definitely find useful and thought provoking.It certainly made me consider how small changes and a wider variety of approaches in the classroom can make big changes in childrens learning and understanding of mathematical concepts' - Mike Eatwell, Primary Maths Advisor, Bristol LEA

Using a whole-class, interactive approach to teaching mathematics is a key feature of the National Numeracy Strategy (NNS), and this book looks at not only what works but also why things work.

Teachers will be able to understand why and how the various teaching strategies they are using in their classrooms have a positive effect on children's learning.

The book covers:

" how to engage in meaningful reflective practice that will improve your lessons

" how to use whiteboards

" making mathematical meaning through talk

" getting the whole class interacting

" thinking, talking and acting mathematically

" teaching number - starting points

" teaching shape and space - starting points

" developing your interactive teaching

" a glossary of terms

It is aimed at both practising and trainee teachers, and offers clear subject guidance as well as an explanation of a key part of the NNS. It supports both individuals and mathematics subject leaders delivering INSET to their colleagues. ... Read more

Book Description
Standard Math Interactive uses Waterloo Maple's computational kernel in a specialized software tool, MathDoc, to solve complex differential equations; increase computational accuracy and efficiency; dynamically search, filter, reorder, export, and generate tables and other sets of data; interactively manipulate, modify, and plot equations; and customize data and formulae. Using the standard Windows interface, you can paste results directly into a word processor or spreadsheet! This CD-ROM is the seminal interactive reference for the scientist and engineer. ... Read more

Product Description
CD ROM and book- Lessons and tools to make abstract concepts Visual and Accessible. plus enrichment ... Read more

Book Description
Reproducible, Math-Packed Pictures With Fun Activity Sheets That Invite Kids to Count, Add, Subtract, Graph, Multiply & More!
Great for Visual Learners!
Kids build visual discrimination skills as they locate data hidden within each math-magical picture page. Then, they use their findings to practice adding, subtracting, graphing, measuring, multiplying, and more. ... Read more

Book Description
Double the learning fun with this engaging combination of CD-ROM and workbook. Practicing test taking at home can help create a more positive school testing experience for your child.On the CD-ROM, Flash offers test-taking tips as your child practices important reading and math skills.The workbook complements the CD-ROM, providing additional practice tests for your child.The Resource Guide includes tips and suggested activities to enhance your child's use of this testing program. ... Read more

Customer Reviews (3)

Excellent Math Program
I am a high school math teacher and have taught from several traditional (Algebra-Geometry-Algebra/Trig type books) and non-traditional (CORE-Plus, Interactive Mathematics Program) programs.I work for a large, urban school district and am a member of the district's curriculum adoption committee.

Because of the committee work, I am familiar with _most_ of the high school curricula used in the United States.Our committee chose IMP nearly unanimously.

IMP is not perfect.I will admit that.But it's the best thing that's out there and its shortcomings are easily remedied.I do believe that there should be a little more practice, but it's really easy to supplement that.In a traditional program, you have plenty of practice but no application, problem solving or math in context.IMP is full of these.It is far easier to supplement a bit of practice than it is to write the "creative stuff".

IMP is an excellent program that works extremely well in heterogeneous classrooms.While math skills are acquired, IMP develops the reading and language skills of English Language Learners and Special Education students.Students learn to work together in teams, which is a necessary skill in the working world.They learn to think critically, analyze situations and solve problems.They also learn a lot of "math" in the traditional sense of the word.Students retain their knowledge because they had it wrapped in context.I do not have to reteach topics to students, whereas reteaching is par for the course in a traditional program.

Best math text available
First of all, let me state that I am a math teacher. I have taught using a variety of math texts and, in my professional opinion, IMP is the best by far. Compared to traditional curricula that teach procedures and algorithms, IMP teaches students how to understand math--not just how to *do* math. The program is problem-based, which allows students to interact with math in a much more authentic context than traditional texts that just require students to manipulate algebraic symbols without really understanding what any of it means. Students who use IMP enjoy taking math, understand how it is relevant to their lives, are more likely to take future math classes, are better able to communicate their ideas, and still score as well or better than peers taking traditional math. In fact, IMP has been identified by the U.S. Department of Education's Mathematics and Science Expert Panel (1999) as an exemplary mathematics program (See The Mathematics Teacher. Oct 2001 Vol.94, Iss. 7; pg. 540 for a detailed review).

For some reason, there are a lot of opponents of IMP and other reform curricula. I believe they feel threatened by a new way of learning math that is different than the way the learned it growing up. When I was in school, I learned traditional math and did well grade-wise. I got excellent grades and eventually majored in mathematics, but I did not really understand a lot of what I learned. I knew how to *do* it extremely well, but I didn't understand how to use it in the real-world. I have learned as much math *teaching* with IMP as I ever did as a math major.

There is a great deal of research on the subject, and I encourage anyone interested to look more into it instead of listening solely to myself or those with opposing opinions.

The fourth and worst of the series
Still devoid of scientific and technical content to support students only a few months from university majors, this school book provides no assistance in the transition to college text book reading and comprehension.The science is devastatingly bad (what if your student tells a professor the half life of carbon is 20 years, see page 262??). The loss of any connection to biology, chemistry, and physics will further ensure our universities will be the haven of foreign graduate students returning to assist their nations in our technological demise.

Notice the positive reviews on these awful books, they are from math teachers who have never used math to do more than balance a checkbook.They never solved a problem using trigonometry, logarithms, or calculus in real life.They have no clue how quadratics are so essential to our understanding of second order partial differential equations.They never wound a coil, built a radio, balanced an impedance (I speak a foreign language to them!).They teach to the least capable student and drag the rest down.What a shame for this nation. ... Read more

Book Description
This digital document is an article from T H E Journal (Technological Horizons In Education), published by T.H.E. Journal, LLC on March 1, 1990. The length of the article is 1045 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the supplier: Sue Eddins, a mathematics teacher at the Illinois Mathematics and Science Academy, uses the Mathematica package from Wolfram Research and a lab consisting of 15 Macintosh IIcx computers as a teaching tool to implement the recommendations of the National Council of Teachers of Mathematics to use technology and teach using discovery. Eddins used the Notebook function of Mathematica to write text that explains a topic and allows students to return information using communication skills. Students exposed to the course are uniformly enthusiastic.

Citation Details
Title: Math made easier by interactive methods.
Publication: T H E Journal (Technological Horizons In Education) (Refereed)
Date: March 1, 1990
Publisher: T.H.E. Journal, LLC
Volume: v17Issue: n7Page: p44(3)

Distributed by Thomson Gale ... Read more

Product Description
Paperback, 160pp Prentice Hall Professional Technical Reference May 1999 ... Read more

Customer Reviews (1)

Run Away!
I used this book (and that CD that came with my edition) as part of a college algebra course that I took to brush up on basic math so I could do well on the GMAT and GRE.

I have a good background in math so didn't find the information very challenging, which is good, as the people in the class who had a less mathematical background struggled with the text and CD all semester.

The book is not all that well organized and still has a lot of politically correct and new math filler for my taste. Most annoyingly, every time a new concept is introduced, the first technique presented is to guess a solution to the problem, and then see if you are correct. I grasp that Martin-Gay is trying to use the concept of reasonableness of answers, unfortunately, most students don't get it.

If you happen to have an edition with a CD-ROM, good luck. I had continuous computer and program errors when I used the program, and in fact my computer (at the time with Windows ME) began crashing regularly after I installed the software (I complained about this constantly to my teacher) which it had never done before. I can't prove the PHIM software did it, but I can't imagine what else it may have been. This edition may not even come with the CD, I can't tell from the description, so you may be safe. I just suggest extreme caution if you ever happen to run any PHIM software.

To sum up here, if you take a course where this is a required text, be ready to ask lots of questions in class, and beware of the software. Better yet, try and get into another section that uses a different book. If you are interested in a basic algebra book for independent study, please buy any other algebra book. ... Read more