Get your children hooked on math! More than 60 hands-on activities suggest opportunities in daily life to learn math concepts. Fun but practical activities such as riding in the car, searching through a junk drawer, or playing a game together engage children in critical thinking and maximize their math potential. Follows NCTM guidelines.

Get your children hooked on math! More than 60 hands-on activities suggest opportunities in daily life to learn math concepts. Fun but practical activites such as riding in the car, searching through a junk drawer, or playing a game together engage children in critical thinking. Grades K-2

Educational resource for teachers, parents and kids!

This must-have resource provides the theoretical groundwork for teaching number sense. Authored by Chris Shore, this e-book empowers teachers with the pedagogy, lessons, and detailed instructions to help them implement Clothesline Math in K-12 classrooms. Detailed, useful tips for facilitating the ensuing mathematical discourse are also included. At the elementary level, the hands-on lessons cover important math topics including whole numbers, place value, fractions, order of operations, algebraic reasoning, variables, and more. Implement Clothesline Math at the secondary level and provide students with hands-on learning and activities that teach advanced math topics including geometry, algebra, statistics, trigonometry, and pre-calculus. Aligned to state and national standards, this helpful resource will get students excited about learning math as they engage in meaningful discourse.

Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK?12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result. The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice.

Winner of the AESA 2017 Critics' Choice Book Award Mathematics Education offers both undergraduates and starting-graduate students in education an introduction to the connections that exist between mathematics and a critical orientation to education. This primer shows how concepts like race, class, gender, and language have real effects in the mathematics classroom, and prepares current and future mathematics teachers with a more critical math education that increases accessibility for all students. By refocusing math learning towards the goals of democracy and social and environmental crises, the book also introduces readers to broader contemporary school policy and reform debates and struggles. Mark Wolfmeyer shows future and current teachers how critical mathematics education can be put into practice with concrete strategies and examples in both formal and informal educational settings. With opportunities for readers to engage in deeper discussion through suggested activities, Mathematics Education’s pedagogical features include: Study Questions for Teachers and Students Text Boxes with Examples of Critical Education in Practice Annotated List of Further Readings Glossary

In his long-awaited new edition of Philosophy of Mathematics, James Robert Brown tackles important new as well as enduring questions in the mathematical sciences. Can pictures go beyond being merely suggestive and actually prove anything? Are mathematical results certain? Are experiments of any real value? This clear and engaging book takes a unique approach, encompassing non-standard topics such as the role of visual reasoning, the importance of notation, and the place of computers in mathematics, as well as traditional topics such as formalism, Platonism, and constructivism. The combination of topics and clarity of presentation make it suitable for beginners and experts alike. The revised and updated second edition of Philosophy of Mathematics contains more examples, suggestions for further reading, and expanded material on several topics including a novel approach to the continuum hypothesis.

Contains the proceedings of the XVIII Latin American Algebra Colloquium, held from August 3-8, 2009, in Sao Paulo, Brazil. It includes research articles as well as up-to-date surveys covering several directions of current research in algebra, such as Asymptotic Codimension Growth, Hopf Algebras, Structure Theory of both Associative and Non-Associative Algebras, Partial Actions of Groups on Rings, and contributions to Coding Theory.

Making Black Girls Count in Math Education explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields. Nicole M. Joseph investigates factors that contribute to the glaring underrepresentation of Black female students in the mathematics pipeline. Joseph’s unflinching account calls attention to educational structures and practices that contribute to race- and gender-based stratification in science, technology, engineering, and mathematics disciplines. The author also disentangles a complex network of historical and sociopolitical elements that influence the perception and experiences of Black girls and women both inside and outside of mathematics education. In her clear-eyed assessment of the intersectional difficulties facing this marginalized group, Joseph offers a critical view of the existing mathematics education research, practice, and policies that have neglected Black girls and women; confronts the problematic history of mathematics education policy; and considers imbalances in the current teacher workforce in US mathematics programs. She then provides practical, actionable suggestions for reform. Joseph invites students, families, and educators, as well as researchers, policy makers, and other relevant stakeholders to disrupt systems, structures, and ideologies. She calls for an end to racism and sexism in many areas of mathematics education, including learning environments, curriculum design and implementation, and testing and assessments. An essential read for anyone concerned about supporting the mathematical learning and development of Black girls and women, this work advocates for coalition-building so that greater, more equitable opportunities for learning and engagement may be offered to Black female students.

In 1988, the news of Egmont Köhler's untimely death at the age of 55reached his friends and colleagues. It was widely felt that a lastingmemorial tribute should be organized. The result is the present volume,containing forty-two articles, mostly in combinatorial design theory andgraph theory, and all in memory of Egmont Köhler. Designs and graphswere his areas of particular interest; he will long be remembered for hisresearch on cyclic designs, Skolem sequences, t-designs and theOberwolfach problem. Professors Lenz and Ringel give a detailedappreciation of Köhler's research in the first article of thisvolume. There is, however, one aspect of Egmont Köhler's biographythat merits special attention. Before taking up the study of mathematics atthe age of 31, he had completed training as a musician (studying bothcomposition and violoncello at the Musikhochschule in Berlin), and workedas a cellist in a symphony orchestra for some years. This accounts for hisinterest in the combinatorial aspects of music. His work and lectures inthis direction had begun to attract the interest of many musicians, and hehad commenced work on a book on mathematical aspects of musical theory. Itis tragic indeed that his early death prevented the completion of his work;the surviving paper on the classification and complexity of chordsindicates the loss that his death meant to the area, as he was almostuniquely qualified to bring mathematics and music together, being aprofessional in both fields.