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This book serves as a reference to help prepare and support effectivemath content coaches. It provides insight into the leadership skillsnecessary to mentor other teachers, establish collaborative teacherteams, influence school culture positively, and improve studentachievement. ... Read more

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Volume III of Research in Collegiate Mathematics Education (RCME) presents state-of-the-art research on understanding, teaching, and learning mathematics at the post-secondary level. This volume contains information on methodology and research concentrating on these areas of student learning: Problem solving. Included here are three different articles analyzing aspects of Schoenfeld's undergraduate problem-solving instruction. The articles provide new detail and insight on a well-known and widely discussed course taught by Schoenfeld for many years. Understanding concepts. These articles feature a variety of methods used to examine students' understanding of the concept of a function and selected concepts from calculus. The conclusions presented offer unique and interesting perspectives on how students learn concepts. Understanding proofs. This section provides insight from a distinctly psychological framework. Researchers examine how existing practices can foster certain weaknesses. They offer ways to recognize and interpret students' proof behaviors and suggest alternative practices and curricula to build more powerful schemes. The section concludes with a focused look at using diagrams in the course of proving a statement. ... Read more

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Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching.  The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence.

Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.

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Guided by the vision of the NCTM Principles and Standards for School Mathematics, NCTM has developed a series of books designed to help teachers determine how to support high-quality mathematics learning for diverse student populations in the classroom. The instructional strategies presented in this volume reflect that diversity can come in various forms and provides articles written by teachers who have experimented with different teaching techniques in the classroom. Articles are presented in three formats, including cases of classroom practice, instructional strategies, and teacher development. The articles demonstrate how connecting real-life activities with mathematical concepts, and building on students' knowledge and experiences can help them excel in the classroom. Also provided, are strategies that can immediately be implemented to help students form better connections with the content they are studying.

Recognizing that no one method will work for all students, this book strives to help teachers determine strategies, both affective and cognitive, that support all students as they learn mathematics. ... Read more

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"A thoughtful, idea-filled book for educators confronting the challenge of creating and using alternative assessment procedures.Drawing on years of work with mathematics teachers, Kulm turns the focus on what really works in the classroom.A must read for teachers looking for practical suggestions and potential models as they develop new assessment systems."
-- Thomas A. Romberg, director, National Center for Research in Mathematical Sciences Education, University of Wisconsin-Madison

Kulm offers hands-on guidelines for assessing student understanding of procedures, concepts, and problem-solving, including advice on developing and interpreting assessment tasks, assessing individual and group mathematical activities, using scoring rubrics, developing student portfolios, and more.

... Read more

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A volume in Research in Mathematics EducationSeries Editor Barbara J. Dougherty, Iowa State UniversityThe study reported in this volume adds to the growing body of evaluation studies that focus on the use ofNSF-funded Standards-based high school mathematics curricula. Most previous evaluations have studied theimpact of field-test versions of a curriculum. Since these innovative curricula were so new at the time ofmany of these studies, students and teachers were relative novices in their use. These earlier studies weremainly one year or less in duration. Students in the comparison groups were typically from schools in whichsome classes used a Standards-based curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculumwith all students as curriculum developers intended.This volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics:· The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum thatwas used by all students in each of three schools.· It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle schooland high school.· It monitored students’ mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation.Prior to the study, many of the teachers had one or more years of experience teachingthe Standards-based curriculum and/or professional development focusing onhow to implement the curriculum well.· In the study, variations in levels of implementation of the curriculum are describedand related to student outcomes and teacher behavior variables.Item data and all unpublished testing instruments from this study are available at www.wmich.edu/cpmp/evaluation.html for use as a baseline of instruments and data for future curriculum evaluators orCore-Plus Mathematics users who may wish to compare results of new groups of students to those inthe present study on common tests or surveys. Taken together, this volume, the supplement at theCPMP Web site, and the first edition Core-Plus Mathematics curriculum materials (samples of whichare also available at the Web site) serve as a fairly complete description of the nature and impact of anexemplar of first edition NSF-funded Standards-based high school mathematics curricula as it existedand was implemented with all students in three schools around the turn of the 21st century. ... Read more

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The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden,Iceland, Denmark and contributions from Finland provides the first comprehensive and unifiedtreatment of historical and contemporary research trends in mathematics education in theNordic world. The book is organized in sections co-ordinated by active researchers inmathematics education in Norway, Sweden, Iceland, Denmark, and Finland. The purpose ofthis sourcebook is to synthesize and survey the established body of research in these countrieswith findings that have influenced ongoing research agendas, informed practice, framedcurricula and policy. The sections for each country also include historical articles in addition toexemplary examples of recently conducted research oriented towards the future. The book willserve as a standard reference for mathematics education researchers, policy makers,practitioners and students both in and outside the Nordic countries.This Sourcebook includes over 50 chapters from the Nordic world.Section I- Norwegian Research in Mathematics EducationSection Editor: Simon GoodchildIntroduction to the Norwegian part of the Sourcebook of Nordic Research in Mathematics EducationSimon GoodchildThe development of mathematics education as a research field in Norway - an insider'spersonal reflections, Trygve Breiteig and Simon GoodchildSection II- Swedish Research in Mathematics EducationSection Editor: Christer BergstenMathematics education research in Sweden - An introductionChrister BergstenSome theoretical orientations of Swedish researchLearning difficulties and mathematical reasoningJohan Lithner, Torulf PalmSection III - Icelandic Research in Mathematics EducationSection Editors: Guðbjörg Pálsdóttir, Bharath SriramanMathematics Education in Iceland: Explaining the Non-homogeneity in a HomogenousSystem, Guðný Helga Gunnarsdóttir, Guðbjörg Pálsdóttir, Bharath SriramanThe History of Public Education in Mathematics in Iceland and its Relations to SecondaryEducation, Kristín BjarnadóttirSection IV - Danish Research in Mathematics EducationSection Editors: Bettina Dahl, Bharath SriramanSection V- Contributions from FinlandSection Editor: Lenni Haapasalo ... Read more

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This book by Sheryn Spencer Waterman follows the bestselling Handbook on Differentiated Instruction for Middle and High Schools. With numerous examples and strategies, it is an all-inclusive manual on assessing student readiness, interests, learning and thinking styles. It includes examples of— Pre-, Formative and Summative assessments -Informal and formal assessments -Oral and written assessments -Project and performance assessments -Highly structured and enrichment assessments for struggling to gifted students -Assessment tools and rubrics ... Read more

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In this book, author and veteran teacher John D. Strebe offers a wide selection of student engagement strategies for math teachers in grades K-12. Strebe shares his class-tested ideas in a clear and spirited voice, with his devotion to the teaching profession and his students apparent on every page.

Motivate your math students using the strategies in this book, gleaned from Strebe's 38 years of teaching experience. Engaging Mathematics Students Using Cooperative Learning shows teachers how to create a climate in which students learn and work respectfully in teams, and in which they strive to improve their math skills together. Additionally, many of the engagement strategies can be applied in classrooms of other subjects.

With invaluable ideas to help students remain engaged for longer time periods, this book is especially helpful for teachers instructing in a block schedule. ... Read more

Customer Reviews (3)

good tips for little learners
We were pleased with this text.It has lots of good, practical information to share, complete with pictures.I'll be trying some of their suggestions with the kindergartener I am tutoring.This text is required reading for a primary grades math methods course, and it is a valuable resource.

Great for students
A great text for new teachers who are apprehensive about teaching math in an early childhood setting.

Great!!
Fast and timely shipping. The book was in great condition.
Thank you! ... Read more

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This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. No other books are available which take this view specifically in mathematics education. Thus it provides an up-to-date overview of developments and applications to which other researchers can refer and which will inspire future research.

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Written specifically for the preservice and inservice middle school math teacher, this practical guide to teaching mathematics to preadolescents draws on the latest research and more than 100 years of combined teaching experience.Taking an empirical focus, the aim of this book is to give the middle school math teacher preparing to enter the classroom what they need, when they need it. Its organization is intuitive, moving from the general/macro to the specific.Preservice and inservice middle school math teacher. ... Read more

Customer Reviews (1)

Excellent manual for new and pre-service teachers!
Are you thinking of becoming a middle school math teacher and want to know what you are getting into? Then this book is for you!This book is a thoughtful, practical guide.Unlike many books of its kind, this book offers specific, detailed advice for a variety of classroom situations.This is the kind of book you will want to have on your desk as a reference to refer to over and over. ... Read more

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Customer Reviews (3)

A facinating book about Math and Science!
I love this book!I own a copy of this book from the original copyright date.It was my dad's (a mathematician) and he suggested I read it.The book was a dull yellow color with just the title on the spine.At first I had no interest.At some point, in high school, I picked it up and read it.It's a quick read, even for a slow reader.It teaches you to not make assumptions and follow up on your work.It also makes thoughtful connections between math, science, and philosophy in a humorous and light-hearted way.I recommend this book to all teachers (and students) of math and science.

A joy to read, especially recommended for public library collections to stimulate human interest in math and science.
Originally published in 1944, The Education of T. C. Mits: What Modern Mathematics Means to You is a unique, plain-terms introduction to the amazing world of mathematics, written for readers of all backgrounds. In higher mathematics, sometimes the most fundamental of precepts can be challenged: two times two is not always four; the sum of the angles in a triangle does not always equal 180 degrees, and two parallel lines can be drawn through the same point! The free-verse poetry format does not interfere with the straightforward message, sample problems, and mathematical explanations in the least. Simple black-and-white line drawings illustrate this amazing exploration of mathematical mysteries for "T. C. Mits", or "The Common Man in the Street". A joy to read, especially recommended for public library collections to stimulate human interest in math and science. Highly recommended. "There is one very essential difference / between the behavior of T. C. and / that of a scientist. / T. C. is apt to think that / if he is good at hunches sometimes, / he may rely on them always. / But the fact is that / EACH INDIVIDUAL HUNCH MUST BE / CHECKED AND DOUBLE-CHECKED!"

Nostalgia
First read this in the 1950's when it sparked my interest in science and math.Bought it recently (2007) and read it again for nostalgia, and ended up incorporating it in a class I teach that focuses on getting engineers to look at things a bit differently.

A good gift for grandparents to give grandkids... ... Read more

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The Language of Mathematics: Telling Mathematical Tales emerges from several contemporary concerns in mathematics, language, and mathematics education, but takes a different stance with respect to language. Rather than investigating the way language or culture impacts mathematics and how it is learned, this book begins by examining different languages and how they express mathematical ideas. The picture of mathematics that emerges is of a subject that is much more contingent, relative, and subject to human experience than is usually accepted. Barton’s thesis takes the idea of mathematics as a human creation, and, using the evidence from language, comes to more radical conclusions than usual.

Everyday mathematical ideas are expressed quite differently in different languages. Variety occurs in the way languages express numbers, describe position, categorise patterns, as well as in the grammar of mathematical discourse. The first part of The Language of Mathematics: Telling Mathematical Tales explores these differences and thus illustrates the possibility of different mathematical worlds. This section both provides evidence of language difference with respect to mathematic talk and also demonstrates the congruence between mathematics as we know it and the English language. Other languages are not so congruent.

Part II discusses what this means for mathematics and argues for alternative answers to conventional questions about mathematics: where it comes from, how it develops, what it does and what it means. The notion that mathematics is the same for everyone, that it is an expression of universal human thought, is challenged. In addition, the relationship between language and mathematical thought is used to argue that the mathematical creativity embedded in minority languages should continue to be explored

The final section explores implications for mathematics education, discussing the consequences for the ways in which we learn and teach mathematics.

The Language of Mathematics: Telling Mathematical Tales will appeal to those interested in exploring the nature of mathematics, mathematics educators, researchers and graduate students of mathematics education.

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With issues of equity at the forefront of mathematics education research and policy, Mathematics Teaching, Learning, and Liberation in the Lives of Black Children fills the need for authoritative, rigorous scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities. This timely collection significantly extends the knowledge base on mathematics teaching, learning, participation, and policy for black children and it provides new framings of relevant issues that researchers can use in future work. More importantly, this book helps move the field beyond analyses that continue to focus on and normalize failure by giving primacy to the stories that black learners tell about themselves and to the voices of mathematics educators whose work has demonstrated a commitment to the success of these children.

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Providing the how and the why of instruction, this book will provide teachers with a system to teach mathematics to kids from elementary school to high school who have learning difficulties.

This book will help readers understand the needs of students with learning difficulties and show them how to provide instruction that makes mathematics accessible, meaningful, and learnable. Students with learning difficulties are described as those with cognitive-based learning problems, such as LD, ADHD, mild MR, and TBI, although the methods should also work with children who second language learners. As an easy-to-read resource, this book provides both the how and the why of instruction, giving teachers background on the basics of mathematics and showing them how to implement strategies in their classrooms that will help students with all types of learning difficulties to understand mathematical concepts and strategies. ... Read more

Customer Reviews (3)

Too Technical For Our Purposes but...
Our 6 year old was doing great in most areas at school, but found math more difficult. Rather than simply bombard her with more of the same approach, we bought this book (which was recommended in another book we read on the subject) to help us identify a different way of teaching math.

Unfortunately, this book is written for professional teachers and educators which we are not. We are pretty sure it is excellent for that purpose, but we found it heavy going and short on practical ways to help our child.

This is not a criticism of the book; more an ackowledgement that we simply bought the wrong title for our needs.

On that basis alone we gave it three stars. To a professional it may very well be worth more.

A smattering of black-and-white photographs, tables, and sample forms illustrate this step-by-step guide
Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners is a straightforward guide for mathematics educators of grades K-12 to instructing students challenged by learning disabilities, ADHD, or mild cognitive disabilities. Drawing upon experience-tested, research-based strategies, Teaching Mathematics Meaningfully discusses the common learning characteristics of students with learning difficulties, how to focus on the most important mathematical concepts and get the "big ideas" across, lesson plans and practical tactics for directly addressing students' learning barriers, how to analyze and improve one's own strengths and weaknesses, and much more. A smattering of black-and-white photographs, tables, and sample forms illustrate this step-by-step guide to teaching students what they most need to know about math from simple number operations to algebra, geometry, measurement, data analysis, probability, and more. Highly recommended for any educator responsible for teaching learning-challenged children, whether they teach at a public school, a private school, a summer school, or tutor in a private home.

Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners
Very helpful for teachers who work with struggling learners in mathematics.Offers ideas on differentiations ... Read more

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This book systematically explores and reflects on a variety of issues related to collaborative mathematics teacher education practice and research – such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings. It is relevant to educational researchers, research students and practitioners.