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Mathematics Across Cultures: A History of Non-WesternMathematics consists of essays dealing with the mathematicalknowledge and beliefs of cultures outside the United States andEurope. In addition to articles surveying Islamic, Chinese, NativeAmerican, Aboriginal Australian, Inca, Egyptian, and Africanmathematics, among others, the book includes essays on Rationality,Logic and Mathematics, and the transfer of knowledge from East toWest. The essays address the connections between science and cultureand relate the mathematical practices to the cultures which producedthem. Each essay is well illustrated and contains an extensivebibliography. Because the geographic range is global, the book fills agap in both the history of science and in cultural studies. It shouldfind a place on the bookshelves of advanced undergraduate students,graduate students, and scholars, as well as in libraries serving thosegroups. ... Read more

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Both practical and inspirational, the Classroom Assessment for School Mathematics, K-12 Series of handbooks and casebooks foster insights into what students know, what they can do, and how they think mathematically.

This valuable collection of examples, reflections, explanations, and tips explores the role of assessment in reshaping mathematics teaching and learning in the middle grades. This book not only offers advice about changing practices, selecting and developing tools, implementing a system, and using results, but also presents twenty samples of assessment tasks developed by teachers, all in an easily reproducible format. ... Read more

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The issue of how to provide equitable schooling for ethnic and linguistic minorities has come to the forefront of education. This volume brings together top researchers to examine equity from the standpoint of mathematics education--an excellent forum for the topic, since the results are quantifiable. The first essays address broad cultural issues, such as how social class and our notion of merit enter into education. The second section of the book analyzes gender issues in math learning, and the final section examines language and mathematics.A number of themes cut across these three groupings.For example, a critique of the reform movement surfaces in several chapters; many of the chapters look closely at teachers and the dynamics of the classroom, and chapters in different sections address issues of teacher empowerment and skill upgrading. Researchers, students, and policy makers in education, psychology, and cognitive science will want to read these provocative contributions. ... Read more

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Always on the cutting-edge of mathematics teaching, the new Sixth Edition continues to integrate technology with hands-on experience and the latest research and standards. The CD packaged with this book features videos with guiding questions to analyze real teacher-student interaction in the hard-to-teach math concepts. It also includes colored patterns to download that will help readers practice hands-on manipulations as they prepare for interactive test items. ... Read more

Customer Reviews (2)

Still using this book
This book is one of the only textbooks I frequently refer back to.I have used the book more since finishing the class than I did while in the class. It is a good reference when you have a student that isn't understanding and you need to use another approach.It is very good at addressing the various learning styles. There is also a large emphasis on using manipulatives in the classroom - I strongly agree with this.

Where was the editor?
To give the book credit, this books walks through many different mathematics methods in great detail. There are several example activities, too. So, the book is a good resource.

However, this book is riddled with typos to the point of distraction! Also, the book refers the reader to a CD over and over again. However, the book did not come with a CD nor did anyone in my class receive a CD with theirs.

The authors assume that readers remember all that they have been taught about math. So, be warned! This can make the book confusing at times but not impossible to work through.

Also, the chapters are too long. They are loaded with good info but they need to be broken up differently. ... Read more

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Provides detailed instructional strategies, sample lesson plans, and sample assessments so that mathematics teachers can make the best use of the additional time. ... Read more

Customer Reviews (1)

Working so far
We're just starting block. This seems to have good ideas to get me started ... Read more

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For over twenty years the public has been led to believe that there is a serious educational response underway regarding the environmental problems of the earth. It is not true. The environmental movement has been led astray:+ trivialized by mainstream education+ diluted by those with other agendas+ co-opted by the very agencies and industries that have contributed so much to the problems

This book proposes another direction--an alternative that many environmental leaders and teachers around the world have already taken. It is called The Earth Education Path, and anyone can follow it in developing a genuine educational program made up of magical learning adventures.

Earth education aims to accomplish what environmental education set out to do, but didn't: to help people improve upon their cognitive and affective relationship with the earth's natural communities and life support systems, and begin crafting lifestyles that will lessen their impact upon those places and processes on behalf of all the earth's passengers.

If you care about the health of our troubled planet, then you should read what this internationally known educator has to say about how we lost a whole generation of teachers and leaders and what you can do to help them find their way again. ... Read more

Customer Reviews (4)

Take the good, ignore the bad
If you can overlook the illustrations of black-eyed mushroom-headed gnomes (what's that about, anyway?) and "in-your-face" style, this book has a few good gems.I wish the author didn't seem to clobber everything around him,and my gut says it shouldn't take well over 300 pages to convey the information, but in the end I think this book will probably have some effect on my nature-education volunteer work.

Earth Education is the answer
I borrowed this book from a highschool teacher while I was teaching grade 5 in an international school, hoping to find some new ways to get across to students important aspects of environmental systems.What I came away with was a totally new and oh so comfortable way of looking at the world.More importantly, I was teaching it to children in a way that I hope will stay with them forever. Environmental education always seemed too clinical for me.Here was something that resonated and created a paradigm shift in me as a person sharing this planet with countless other forms of life.It is a view I now show my own children who happily express their wonder and reverence for nature.Thank you for this book!! I have recommended it to others and would love for it to be required reading by all educators.

A few good points, but narcissistic
I can't totally bash this book because Van Matre did have several ideas that should be incorporated into Environmental Ed (especially 'avoid twenty questions' and 'removing disguises').But it was so tiring to slog through his ego trip.The first chapter does nothing but denigrate every existing EE program that Van Matre could think of.Nothing is good enough for him, and he doesn't even allow that many of these programs do have positive points as well as negative.The second chapter basically says, "thank goodness I have come along, for you were all wandering blind without me!"Finally, starting in about the third chapter, VM starts to expound on his ideas.Scattered throughout are distracting anecdotes that, taken together with the first 2 chapters, only make him appear more egotistical.He included several cute gnomish illustrations and fancy fonts, so the book does have some visual appeal.However, for an environmentalist, there was one thing about his book that puzzled me... Why did he leave a 2 1/2 inch margin along one side of the text?To make the book look longer?Many times there is just one illustration in this huge blank space.Shouldn't an environmentalist be trying to save paper by using as much of a page's surface as possible?If you are interested in EE, I think you should definitely read this book AFTER the first 2 chapters.But don't bother buying it if you don't have to.Look for it in a library first.Failing that, buy it used for as cheap as possible.

Environmental education at its best...magic and clarity...
Everyone working in the field of environmental education should read this book as a foundation for methodology, philosophy and the true spirit of why we do what we do.

Steve Van Matre is a visionary, with a deeply rooted commitment to teaching children how to love nature and act responsibly in it's honor. His books create an understanding that EE is not just science education, nor is it just holding hands and singing the garden song. EE is about a relationship with and responsibility to the ecological systems and their magical life giving, spirit renewing mysteries.

This book provides insight into the author's sometimes abrasive, usually entertaining and sometimes painfully honest view of how EE should and should not occur. Van Matre gives simple descriptions of natural systems and the educational process called earth education.

Earth education is a series of carefully crafted outdoor learning experiences with lots of theatrics, teaching tools materials, and clearly defined outcomes. The author strongly protests "activity" based programs like Project Wild and Project Learning Tree, and the idea of integrating EE into classroom curriculum is without value or success in his view. Van Matre's program promotes immersion into nature, carefully designed learning experiences using hooks and experiential activities with goals and teasers that inspire children to return and learn more.

Van Matre's ecological concepts, teaching style and strong opinions are a foundation for many environmental programs world wide. I see his influence within programs that don't realize they are using his materials.

Not only is this book inspirational and timeless, but an important reminder to not give in to all the pressures that would cause us to integrate, white wash, compromise and otherwise lose track of our goals. ... Read more

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This revised and expanded edition of Becoming a Reflective Mathematics Teacher continues to provide preservice and inservice mathematics teachers with practical ideas for developing and honing reflective and self-analytical skills needed to advance and improve instruction.
 
Ideally suited for use with students who are taking a mathematics methods course or who are student teaching, this activity-oriented, research-based text:
*supplies detailed observation instruments that preservice teachers can use when they observe other teachers;
*offers reflective activities that provide a structure through which beginning teachers can think about their teaching in an insightful, thorough, and productive manner; and
*includes guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers.
 
All instruments and suggested activities are presented within a highly effective framework for teacherreflection and self-assessment that was developed in the spirit of inquiry-based, learner-centered teaching and is grounded in a cognitive perspective.
 
New in the Second Edition: The first edition of this popular text focused on middle and secondary level mathematics teaching. This edition has been expanded to encompass elementary mathematics education, including new examples from elementary student teachers. Rubrics have been added for the observation report and the portfolio instruments. The text has been updated throughout.

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"Culturally Specific Pedagogy in the Mathematic Classroom offers a wide variety of conceptual and curricular resources for teachers interested in teaching mathematics in a way that challenges stratification based upon race, class, gender and other forms of oppression that students face in today’s world….

With the publication of this book, all teachers will have available to them instructional strategies in mathematics for meeting the academic needs of culturally diverse students. They will have an explanation of the linkage between culture and students’ mathematical cognition and problem solving…. The ease in which Leonard brings the reader along, and the caring way she tells a story about making mathematics a fun and social justice experience makes for an exciting learning opportunity for all students and teachers."

Carl A. Grant, University Wisconsin-Madison, United States, From the Foreword

"Mathematics educators are in a period of deep concern about our ability to educate all students in mathematics. Most students of color do not have the opportunities to fully learn mathematics. Nothing more important can be done for these students and their teachers than to publish this book addressing the miseducation of these students and offering a way to change what we are doing."

Carol E. Malloy, University of North Carolina-Chapel Hill, United States

This compelling text advocates the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students. It accomplishes this by making clear the link between research and practice and offering lesson templates that teachers can use with ethnically and culturally diverse students and with females. Specifically, the text draws on sociocultural theory and research on culture and mathematics cognition to focus on three goals: using qualitative research to extend the literature on culturally based education to African American and Latina/o children in their development of mathematical knowledge and skills; using cognition research as it applies to better understanding of minority students’ goals, cognitive forms, and the interplay or transfer of out-of-school and in-school practices; and using pedagogical research to field-test new instructional methods for culturally diverse and female students.

Culturally Specific Pedagogy in the Mathematics Classroom:

• features a model of culturally specific mathematics instruction that is grounded in Critical Race Theory;
• uses comprehensive analyses of both qualitative and quantitative data to make the case that culturally specific pedagogy enhances student achievement;
• presents cultural representations in problem solving and problem posing;
• interweaves case studies, vignettes, and specific examples to help teachers to visualize what culturally specific pedagogy is and how to use it;
• includes problems and questions developed by and of significance to preservice and inservice teachers.

This clear, powerful text is intended for teacher educators, researchers, and upper-division and graduate-level courses in multicultural/diversity education, mathematics education, and curriculum and instruction.

Customer Reviews (2)

A must read for teacher educators and teachers of students of color
Educating all students, especially students of color in mathematics has been less than exemplary. This text uses culture as a springboard to deepen teacher pedagogy and enhance student learning experiences.

Salik Mukarram
Benjamin Banneker Association

Culturally specific pedagogy is more effective pedagogy.
CULTURALLY SPECIFIC PEDAGOGY IN THE MATHEMATICS CLASSROOM: STRATEGIES FOR TEACHERS AND STUDENTS (New York and London: Routledge, 2008) by Jacqueline Leonard is designed to assist teachers in helping students overcome achievements gaps in mathematics. Leonard employs `critical race theory,' data from various research efforts and case studies, and attention to social justice. She argues for culturally specific pedagogies that enable students to explore connections between themselves, their culture and history, and math. The history of the `Underground Railroad' and the story of Bessie Coleman are offered as examples of histories that provide inspiring contexts for mathematical deliberations.

This book is an important contribution to the theory and practice of addressing "underachievement in mathematics among African American and other minority populations" (xiv).Moreover, because the general principle--that culturally specific pedagogy is more effective pedagogy--applies to other areas of study, all teachers are likely to be helped by attention to Leonard's work.

Theodore Walker Jr.
Southern Methodist University
Dallas, Texas 75275
... Read more

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The book has been written by an international group of very active researchers and scholars who have a passion for the study of Chinese mathematics education. It aims to provide readers with a comprehensive and updated picture of the teaching and learning of mathematics involving Chinese students from various perspectives, including the ways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and social environment on Chinese studentsmathematics learning, and the strengths and weaknesses of the ways in which Chinese learn mathematics. Furthermore, based on the relevant research findings, the book explores the implications for mathematics education and offers sound suggestions for reform and improvement. This book is a must for anyone who is interested in the teaching and learning of mathematics concerning Chinese learners. ... Read more

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Guided by the views of the Principals and Standards for School Mathematics, NCTM has created a new three-book series designed to help teachers support high-quality mathematics learning for diverse student populations in the classroom. The articles in the Grades 9-12 book demonstrates how connecting real-life activities with mathematical concepts, and building on students' knowledge and experiences, can help them excel in the classroom. Strategies that can immediately be implemented to help students form better connections with the content they are studying are also described. ... Read more

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This book helps you write computer solutions to mathematical problems-at all levels. Supplies complete programs, complete subroutines, and fragments of code to be included directly within the user's program. 3 1/2 inch disk included. DLC: Engineering mathematics - Data processing. ... Read more

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A Volume in International Perspectives on Mathematics Education- Cognition, Equity & SocietySeries Editor Bharath Sriraman, The University of Montana and Lyn English, QueenslandUniversity of TechnologyWhy a book on gender issues in mathematics in the 21st century? Several factors have influenced theundertaking of this project by the editors. First, an international volume focusing on gender and mathematicshas not appeared since publication of papers emerging from the 1996 International Congress onMathematical Education (Keitel, 1998). Surely it was time for an updated look at this critical area ofmathematics education. Second, we have had lively discussion and working groups on gender issues atconferences of the International Group for the Psychology of Mathematics Education [PME] for the past fouryears, sessions at which stimulating and ground-breaking research has been discussed by participants from many different countries. Some publicationseemed essential to share this new knowledge emerging from a wider variety of countries and from different cultural perspectives. Third, some westerncountries such as Australia and the USA have experienced in recent years a focus on the "boy problem," with an underlying assumption that issues offemales and mathematics have been solved and are no longer worthy of interest. Thus it seemed timely to look more closely at the issue of gender andmathematics internationally. When the idea for this volume first emerged, invitations were issued to those regularly attending the working anddiscussion groups at PME. Potential authors were charged to focus on gender issues in mathematics and were given wide scope to hone in on the issuesthat were central to their own research efforts, or were in receipt or in need of close attention in their own national or regional contexts. ... Read more

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What is the role of mathematics in the secondary classroom?

What is expected of a would-be maths teacher?

How is mathematics best taught and learnt?

Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in the modern secondary school classroom. Written specifically with the new and student teacher in mind, the book covers a wide range of issues related to the teaching of mathematics, including:

• The role of ICT
• Assessment for Learning ^NEW
• Using mathematics in context ^NEW
• Communicating mathematically
• Planning mathematics lessons
• Including special-needs pupils
• Teaching mathematics post-16
• Professional Development

Already a major text for many university teaching courses, this fully revised third edition takes into account new developments in the National Curriculum as well as recent changes to the standards for Qualified Teacher Status. Featuring two brand new chapters, a glossary of useful terms, addresses for resources and organisations, and tasks designed to prompt critical reflection and support thinking and writing at Masters level, this book will help you make the most of school experience, during your training and beyond.

Designed for use as a core textbook, this new edition of Learning to Teach Mathematics in the Secondary School provides essential guidance and advice for all trainee and practising teachers of secondary mathematics.

Customer Reviews (1)

Great Service
The book arrived earlier than I expected considering it was during the holidays.It came in great shape as well. Thanks ... Read more

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This volume presents a set of studies that explore significant questions about mathematics teaching and learning, and illustrate new methodologies for the analysis of new questions about mathematics education. The data from the Second International Mathematical Study (SIMS) is the starting point for all of the material in this work. SIMS was one of the largest and most comprehensive data-collection effort on mathematics teaching and learning ever undertaken. Because of its scale, comparative cross-cultural perspective, conceptualization and design, its data offer an indispensable beginning point for the exploration of many of the fundamental questions that circle around mathematics teaching and learning, not only internationally, but in the United States as well. ... Read more

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This timely and accessible book presents a challenge to accepted wisdoms about both the nature of mathematics and of education. The authors of this groundbreaking volume bring to bear on this intersection a postmodern sensibility that engages with the grand narratives of mathematics education. Thus they provide a key resource for rethinking theory and practice in mathematics education.

Each of the chapters develops important insights for mathematics education from mainly French intellectuals of the past: Foucault, Lacan, Lyotard, Deleuze. Each chapter addresses issues relevant to mathematics education, researching and teaching mathematics. ... Read more

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A Volume in International Perspectives on Mathematics Education- Cognition, Equity & SocietySeries Editor Bharath Sriraman, The University of Montana and Lyn English, QueenslandUniversity of TechnologyThis volume represents a serious attempt to understand what it is that structures the pedagogicalexperience. In that attempt there are two main objectives. One is a theoreticalinterest that involves examining the issue of the subjectivity of the teacher and exploringhow intersubjective negotiations shape the production of classroom practice. A secondobjective is to apply these understandings to the production of mathematical knowledgeand to the construction of identities in actual mathematics classrooms. To that end thebook will contain substantial essays that draw on postmodern philosophies of the socialto explore theory's relationship with the practice of mathematics pedagogy.Unpacking Pedagogy takes new ideas seriously and engages readers in theory development. Groundbreaking in content, thebook investigates how our thinking about classroom practice in general, and mathematics teaching (and learning), in particular,might be transformed. As a key resource for interrogating and understanding classroom life, the book's sophisticatedanalyses allow readers to build new knowledge about mathematics pedagogy. In turn, that new knowledge will providethem with the tools to engage more actively in educational criticism and to play a role in educational change. ... Read more

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The concept of understanding in mathematics with regard to mathematics education is considered in this volume. The main problem for mathematics teachers being how to facilitate their students' understanding of the mathematics being taught. In combining elements of maths, philosophy, logic, linguistics and the psychology of maths education from her own and European research, Dr Sierpinska considers the contributions of the social and cultural contexts to understanding. The outcome is an insight into both mathematics and understanding. ... Read more