Hardback : £48.26
Ways to Think About Mathematics will fill the gap between what the math teachers learned in college and what they are required to teach in today's classrooms.
The book will be divided into five modules that focus on algebraic, geometric, and statistical ideas. The book uses immersion in content to help secondary mathematics teachers improve their knowledge and understanding of mathematical concepts.
Ways to Think About Mathematics gives teachers the opportunity to learn and understand the same math concepts and math problems that they will be teaching.
This book can be used by individual teacher; whether preservice, novice teachers, or experienced teachers. This book can also be used in staff development workshops or faculty teams. It is also appropriate for teacher education courses in secondary mathematics.
Steven R. Benson is an Associate Professor of Mathematics at Lesley University in Cambridge, Massachusetts, where he teaches a variety of mathematics content courses for traditional undergraduate students and in-service mathematics teachers. Before joining the Lesley faculty, Dr. Benson was a Research Scientist at Education Development Center, Inc., where he was involved in a wide variety of projects, most of which involved the development of curricula for mathematics students and teachers. He has also facilitated preservice and in-service teacher professional development workshops across the U.S. and internationally (including serving as consultant to the Ministry of Education in Azerbaijan), directed a research project investigating the genesis and development of mathematical talent in Mathematical Olympians, and edited the problem calendar section of the Mathematics Teacher journal published by the National Council of Teachers of Mathematics. Prior to joining the EDC staff in June 2000, he held mathematics faculty positions at St. Olaf College, Santa Clara University, University of New Hampshire, and University of Wisconsin-Oshkosh, and is currently a co-director of the Master of Science for Teachers program at the University of New Hampshire. He received his PhD from the University of Illinois, working under the direction of Leon McCulloh in algebraic number theory.
Preface
About the Authors
1. What is Mathematical Investigation?
2. Dissections and Area
3. Linearity and Proportional Reasoning
4. Pythagoras and Cousins
5. Pascal's Revenge: Combinatorial Algebra
6. Problems for the Classroom
Resource: Answers for Selected Problems
Index
Ways to Think About Mathematics will fill the gap between what the math teachers learned in college and what they are required to teach in today's classrooms.
The book will be divided into five modules that focus on algebraic, geometric, and statistical ideas. The book uses immersion in content to help secondary mathematics teachers improve their knowledge and understanding of mathematical concepts.
Ways to Think About Mathematics gives teachers the opportunity to learn and understand the same math concepts and math problems that they will be teaching.
This book can be used by individual teacher; whether preservice, novice teachers, or experienced teachers. This book can also be used in staff development workshops or faculty teams. It is also appropriate for teacher education courses in secondary mathematics.
Steven R. Benson is an Associate Professor of Mathematics at Lesley University in Cambridge, Massachusetts, where he teaches a variety of mathematics content courses for traditional undergraduate students and in-service mathematics teachers. Before joining the Lesley faculty, Dr. Benson was a Research Scientist at Education Development Center, Inc., where he was involved in a wide variety of projects, most of which involved the development of curricula for mathematics students and teachers. He has also facilitated preservice and in-service teacher professional development workshops across the U.S. and internationally (including serving as consultant to the Ministry of Education in Azerbaijan), directed a research project investigating the genesis and development of mathematical talent in Mathematical Olympians, and edited the problem calendar section of the Mathematics Teacher journal published by the National Council of Teachers of Mathematics. Prior to joining the EDC staff in June 2000, he held mathematics faculty positions at St. Olaf College, Santa Clara University, University of New Hampshire, and University of Wisconsin-Oshkosh, and is currently a co-director of the Master of Science for Teachers program at the University of New Hampshire. He received his PhD from the University of Illinois, working under the direction of Leon McCulloh in algebraic number theory.
Preface
About the Authors
1. What is Mathematical Investigation?
2. Dissections and Area
3. Linearity and Proportional Reasoning
4. Pythagoras and Cousins
5. Pascal's Revenge: Combinatorial Algebra
6. Problems for the Classroom
Resource: Answers for Selected Problems
Index
Preface
About the Authors
1. What is Mathematical Investigation?
2. Dissections and Area
3. Linearity and Proportional Reasoning
4. Pythagoras and Cousins
5. Pascal′s Revenge: Combinatorial Algebra
6. Problems for the Classroom
Resource: Answers for Selected Problems
Index
Steven R. Benson is an Associate Professor of Mathematics at Lesley
University in Cambridge, Massachusetts, where he teaches a variety
of mathematics content courses for traditional undergraduate
students and in-service mathematics teachers. Before joining the
Lesley faculty, Dr. Benson was a Research Scientist at Education
Development Center, Inc., where he was involved in a wide variety
of projects, most of which involved the development of curricula
for mathematics students and teachers. He has also facilitated
preservice and in-service teacher professional development
workshops across the U.S. and internationally (including serving as
consultant to the Ministry of Education in Azerbaijan), directed a
research project investigating the genesis and development of
mathematical talent in Mathematical Olympians, and edited the
problem calendar section of the Mathematics Teacher journal
published by the National Council of Teachers of Mathematics. Prior
to joining the EDC staff in June 2000, he held mathematics faculty
positions at St. Olaf College, Santa Clara University, University
of New Hampshire, and University of Wisconsin-Oshkosh, and is
currently a co-director of the Master of Science for Teachers
program at the University of New Hampshire. He received his PhD
from the University of Illinois, working under the direction of
Leon McCulloh in algebraic number theory. Susan Addington is a
professor of Mathematics at California State University,San
Bernardino. Though her doctoral work was in arithmetic algebraic
geometry (a field that includes almost every mathematical area
except statistics),she now spends most of her time thinking about
math education. Her educational interests include teacher
preparation (elementary through college), ethnomathematics, and the
use of technology to teach traditionally difficult ideas. Susan is
married to David Dennis, a math educator, historian of mathematics,
jazz saxophonist, and virtuoso gardener. Nina P.Arshavsky is a Math
Coach at Boston Public Schools, providing professional development
to high school math teachers. She received her doctoral degree in
educational psychology from the University of Wisconsin-Madison and
taught mathematics in middle and high schools in both Russia and
the US. Dr. Arshavsky worked on a variety of research, professional
development, and curriculum development projects in the Center for
Mathematics Education at EDC and is a co-author of Impact
Mathematics: Algebra and More for the Middle Grades, a
comprehensive 6-8 mathematics curriculum. She has published and
presented numerous research papers, and has taught college courses
in cognitive development and human development in infancy and early
childhood. Al Cuoco is Senior Scientist and Director of the Center
for Mathematics Education at Education Development Center. Before
coming to EDC, he taught high school mathematics for 24 years to a
wide range of students in the Woburn, Massachusetts public schools.
A student of Ralph Greenberg, Dr. Cuoco received his Ph.D. in
mathematics from Brandeis; his mathematical interests and
publications have been in algebraic number theory. His favorite
publication is his 1991 article in the American Mathematical
Monthly, described by his wife as “an attempt to explain a number
system no one understands with a picture no one can see.” E. Paul
Goldenberg is a Senior Scientist and the Principal Investigator of
three recent NSF-funded projects: Connecting with Mathematics,
materials for teacher professional development programs; Problems
with a Point,a Web-accessible, searchable database of orchestrated
problem sets; and Math Workshop: A Comprehensive Elementary
Curriculum for Skill, Mathematical Ability, and Real Thinking, a
project that will develop materials for a K-5 comprehensive
mathematics curriculum that promotes rather than requires
professional development. He was previously PI on the Connected
Geometry curriculum development project, and of a 3-year,NSF-funded
research project into the nature of learning with geometry
software. He has over 35 years of experience in elementary,
secondary, and post-secondary teaching, teacher enhancement, and
education research. He is widely published and has conducted
workshops and seminars on a variety of topics in mathematics
education. Eric Karnowski is a senior mathematics associate at
Education Development Center (EDC) in Massachusetts. He has worked
in mathematics education for 25 years, initially as a teacher, then
as a textbook editor, and finally as a curriculum developer and
teacher professional development provider. Since joining EDC, he
has directed the development of the K–5 program Think Math! and
written numerous activities for the award-winning Problems with a
Point website. He directed projects to develop several online
teacher professional development courses for PBS TeacherLine,
Louisiana Algebra 1 Online Professional Development, and most
recently, the National Board of Professional Teaching Standards in
both mathematics and science. In addition, he was a contributing
author on Ways to Think about Mathematics and the MathScape
curriculum.
Prior to joining EDC, Karnowski had the distinct privilege to edit
influential secondary textbooks for Janson Publications and
Everyday Learning, including Contemporary Mathematics in Context by
the Core-Plus Mathematics Project, Contemporary Calculus by the
North Carolina School of Science and Mathematics, and Impact
Mathematics by EDC. He received a B.S. in Liberal Arts (honors
mathematics) and an M.S. in Mathematics, both from the University
of Tennessee, Knoxville. He currently lives in Boston with his
husband, Mark, and two large cats, Endora and Tabitha.
"This is a powerful teaching methodology that is bound to convey
the spirit of problem-solving."
*MAA Reviews, June 2006*
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