by
Krantz, Steven G. (Steven George), 1951-
Call Number
510.71 22
Publication Date
2012
Summary
This book treats the maturation process for a mathematics student. It describes and analyzes how a student develops from a neophyte who can manipulate simple arithmetic problems to a sophisticated thinker who can understand abstract concepts, think rigorously, and analyze and manipulate proofs. Most importantly, the mature mathematics student can create proofs and know when the proofs that he/she has created are correct. -- from Back Cover.
Format:
Electronic Resources
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7.8832
by
Czarnocha, Bronislaw, editor.
Call Number
510.71 23
Publication Date
2021
Summary
"Creativity of an Aha! Moment and Mathematics Education introduces bisociation, the theory of Aha! moment creativity into mathematics education. It establishes relationships between Koestler's bisociation theory and constructivist learning theories. It lays down the basis for a new theory integrating creativity with learning to describe moments of insight at different levels of student development. The collection illuminates the creativity of the eureka experience in mathematics through different lenses of affect, cognition and conation, theory of attention and constructivist theories of learning, neuroscience and computer creativity. Since Aha! is a common human experience, the book proposes bisociation as the basis of creativity for all. It discusses how to facilitate and assess Aha! creativity in mathematics classrooms. Contributors are: William Baker, Stephen Campbell, Bronislaw Czarnocha, Olen Dias, Gerald Goldin, Peter Liljedahl, John Mason, Benjamin Rott, Edme Soho, Hector Soto, Hannes Stoppel, David Tall, Ron Tzur and Laurel Wolf"--
Format:
Electronic Resources
Relevance:
7.3020
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by
Checkley, Kathy.
Call Number
372.7 22
Publication Date
2006
Summary
Explores how educators are tackling major challenges in math education including: emphasizing algebraic thinking, problem solving, and communication; connecting math activities to larger purposes and everyday experiences; differentiating instruction based on students' learning styles, interests, and readiness levels; and helping teachers use classroom assessment to guide instruction.
Format:
Electronic Resources
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6.4485
by
Krantz, Steven G. (Steven George), 1951-
Call Number
510.9 22
Publication Date
2010
Summary
"An Episodic History of Mathematics delivers a series of snapshots of mathematics and mathematicians from ancient times to the twentieth century. Giving readers a sense of mathematical culture and history, the book also acquaints readers with the nature and techniques of mathematics via exercises. It introduces the genesis of key mathematical concepts. For example, while Krantz does not get into the intricate mathematical details of Andrew Wiles's proof of Fermat's Last Theorem, he does describe some of the streams of thought that posed the problem and led to its solution. The focus in this text, moreover, is on doing - getting involved with the mathematics and solving problems. Every chapter ends with a detailed problem set that will provide students with avenues for exploration and entry into the subject. It recounts the history of mathematics; offers broad coverage of the various schools of mathematical thought to give readers a wider understanding of mathematics; and includes exercises to help readers engage with the text and gain a deeper understanding of the material."--Publisher's description.
Format:
Electronic Resources
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6.3049
by
Jardine, Dick.
Call Number
510.71073 23
Publication Date
2011
Summary
Mathematical Time Capsules offers teachers historical modules for immediate use in the mathematics classroom. Readers will find articles and activities from mathematics history that enhance the learning of topics covered in the undergraduate or secondary mathematics curricula. Each capsule presents at least one topic or a historical thread that can be used throughout a course. The capsules were written by experienced practitioners to provide teachers with historical background and classroom activities designed for immediate use in the classroom, along with further references and resources on the chapter subject. --Publisher description.
Format:
Electronic Resources
Relevance:
6.1643
by
Checkley, Kathy.
Call Number
510.712 22
Publication Date
2006
Summary
"One of the biggest challenges facing math educators today is preparing students for the unknown. How much math knowledge is enough for students who must be ready to contribute to industries yet born through technologies yet created? Although the "how much" question still inspires debate, educators agree that failing to improve mathematics instruction threatens too many students' futures." "In this book, therefore, award-winning mathematics teachers and respected math researchers share their perspectives on how to best improve the mathematics education all students receive. Teachers show how they are striving for equity. The stakes are high and every student needs to attain a higher level of mathematics understanding. The exemplary educators featured in this book share some proven strategies for helping them do so. Teachers share innovative lessons that address standards and help students see how math can be used in the world. Education experts discuss the research that influences how curriculum is developed and how instructional choices are made. Teachers and educators explore ways to vary instruction to meet their students' unique learning needs. Professional development experts, including teachers, discuss the kinds of learning experiences that teachers want and need. We hope the ideas and perspectives you read about this book will inspire you and aid you in helping students achieve a profound understanding of mathematical concepts. Book jacket."--Jacket.
Format:
Electronic Resources
Relevance:
6.0739
by
Riccomini, Paul J.
Call Number
372.7 22
Publication Date
2010
Summary
Response to Intervention (RTI) is a relatively new system for assessment and instruction that has promising potential for teaching mathematics. This book presents a discussion about applying RTI in mathematics and offers guidelines for teachers responsible for the planning, designing, and delivering of mathematics instructional programmes that reach all students in general, and especially for those students who have learning disabilities or are struggling with mathematics content. Each chapter begins with a brief description of how RTI can be implemented in various areas of maths and presents multiple examples of RTI procedures that are illustrated by various case studies. Guidelines in each chapter address common concerns and provide suggestions for multiple interventions related to the specific maths areas. The authors explain the need for effective interventions and include: The types of interventions that are appropriate within an RTI system for mathematics; Intervention examples in the context of small group instruction; and A call for increased research. -- from Back Cover.
Format:
Electronic Resources
Relevance:
6.0664
by
Isoda, Masami.
Call Number
510.71052 22
Publication Date
2007
Summary
In Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000) in the US, the authors quote from James Stigler's conclusions from various videotape research studies of mathematics teaching: "The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge". Japanese Lesson Study has proved to be one successful means. This book supports the growing movement of lesson study to improve the quality of mathematics education from the original viewpoints.
Format:
Electronic Resources
Relevance:
6.0611
9.
by
Bryant, Diane Pedrotty, editor.
Call Number
372.7 23
Publication Date
2021
Summary
"This book, Intensive Mathematics Interventions, provides a thorough background knowledge about mathematics difficulties across the grade span. Even more valuable to educators-this book provides user friendly guidance on how to address all of the elements of mathematics difficulties from preschool to secondary grades. Each topic provides clear guidance to support decision making about intensive instruction including examples, ideas, practices, and suggestions. You will learn about the characteristics of students with math difficulties, how to use date to progress monitor them, how to intensify interventions, specific evidence-based practices for addressing early numeracy, time and money, whole numbers, rational numbers, word problem solving strategies, algebra and even technology"--
Format:
Electronic Resources
Relevance:
5.9978
by
Nicol, Cynthia C., editor.
Call Number
371.9089 23
Publication Date
2020
Summary
"Living Culturally Responsive Mathematics Education with/in Indigenous Communities explores challenges and possibilities across international contexts, involving Indigenous and non-Indigenous scholars, teachers and Elders responding to calls for improved education for all Indigenous students. Authors from Australia, New Zealand, United States, Micronesia, and Canada explore the nature of culturally responsive mathematics education. Chapters highlight the importance of relationships with communities and the land, each engaging critically with ideas of culturally responsive education, exploring what this stance might mean and how it is lived in local contexts within global conversations. Education researchers and teacher educators will find a living pathway where scholars, educators, youth and community members critically take-up culturally responsive teachings and the possibilities and challenges that arise along the journey"--
Format:
Electronic Resources
Relevance:
5.8351
by
Babtie, Patricia, author.
Call Number
371.90447 23
Publication Date
2017
Summary
Children with dyscalculia have difficulties acquiring basic numeracy skills. A significant number of children fail to acquire the basic numerical skills required to succeed in society and the workplace. 100 ideas for supporting children with dyscalculia provides specially-designed games and activities to help build firm foundations in basic number concepts. All the games and activities have been tried-and-tested in specialist and mainstream schools are designed to encourage children to talk about numbers in a natural way that will help build a positive attitude to numbers. The book begins with a focus on counting skills, before moving on to place value structure, multiplication and division. The aim is to teach understanding and key facts so that pupils will become flexible thinkers who can use numbers to solve a variety of mathematical problems. The ideas in the book require minimum preparation and resources, and are perfect for use in mainstream and specialist classrooms, individual tuition sessions or as homework assignments.
Format:
Electronic Resources
Relevance:
5.4725
by
Ollerton, Mike, author.
Call Number
510.712 23
Publication Date
2014
Format:
Electronic Resources
Relevance:
5.1645
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