Technical Mathematics
Technical Mathematics

Author: Paul A. Calter

Publisher: John Wiley & Sons

Published: 2011-03-22

Total Pages: 836

ISBN-13: 0470534923

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This textbook has been in constant use since 1980, and this edition represents the first major revision of this text since the second edition. It was time to select, make hard choices of material, polish, refine, and fill in where needed. Much has been rewritten to be even cleaner and clearer, new features have been introduced, and some peripheral topics have been removed. The authors continue to provide real-world, technical applications that promote intuitive reader learning. Numerous fully worked examples and boxed and numbered formulas give students the essential practice they need to learn mathematics. Computer projects are given when appropriate, including BASIC, spreadsheets, computer algebra systems, and computer-assisted drafting. The graphing calculator has been fully integrated and calculator screens are given to introduce computations. Everything the technical student may need is included, with the emphasis always on clarity and practical applications.

A Focus on Addition and Subtraction
A Focus on Addition and Subtraction

Author: Caroline B. Ebby

Publisher: Routledge

Published: 2020-11-23

Total Pages: 245

ISBN-13: 1000220931

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This innovative text offers a unique approach to making mathematics education research on addition, subtraction, and number concepts readily accessible and understandable to pre-service and in-service teachers of grades K–3. Revealing students’ thought processes with extensive annotated samples of student work and vignettes characteristic of teachers’ experiences, this book provides educators with the knowledge and tools needed to modify their lessons and improve student learning of additive reasoning in the primary grades. Based on research gathered in the Ongoing Assessment Project (OGAP), this engaging, easy-to-use resource features practical resources such as: A close focus on student work, including 150+ annotated pieces of student work, to help teachers improve their ability to recognize, assess, and monitor their students’ errors and misconceptions, as well as their developing conceptual understanding; A focus on the OGAP Addition, Subtraction, and Base Ten Number Progressions, based on research conducted with hundreds of teachers and thousands of pieces of student work; In-chapter sections on how Common Core State Standards for Math (CCSSM) are supported by math education research; End-of-chapter questions to allow teachers to analyze student thinking and consider instructional strategies for their own students; Instructional links to help teachers relate concepts from each chapter to their own instructional materials and programs; An accompanying eResource, available online, offers an answer key to Looking Back questions, as well as a copy of the OGAP Additive Framework and the OGAP Number Line Continuum. A Focus on Addition and Subtraction marks the fourth installment of the popular A Focus on... collection, designed to aid the professional development of pre-service and in-service mathematics teachers. Following from previous volumes on ratios and proportions, multiplication and division, and fractions, this newest addition is designed to bridge the gap between what math education researchers know and what teachers need to know in order to better understand evidence in student work and make effective instructional decisions.

Mathematics Education
Mathematics Education

Author: Jacqueline Dewar

Publisher: Springer

Published: 2016-11-26

Total Pages: 382

ISBN-13: 3319449508

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Many in the mathematics community in the U.S. are involved in mathematics education in various capacities. This book highlights the breadth of the work in K-16 mathematics education done by members of US departments of mathematical sciences. It contains contributions by mathematicians and mathematics educators who do work in areas such as teacher education, quantitative literacy, informal education, writing and communication, social justice, outreach and mentoring, tactile learning, art and mathematics, ethnomathematics, scholarship of teaching and learning, and mathematics education research. Contributors describe their work, its impact, and how it is perceived and valued. In addition, there is a chapter, co-authored by two mathematicians who have become administrators, on the challenges of supporting, evaluating, and rewarding work in mathematics education in departments of mathematical sciences. This book is intended to inform the readership of the breadth of the work and to encourage discussion of its value in the mathematical community. The writing is expository, not technical, and should be accessible and informative to a diverse audience. The primary readership includes all those in departments of mathematical sciences in two or four year colleges and universities, and their administrators, as well as graduate students. Researchers in education may also find topics of interest. Other potential readers include those doing work in mathematics education in schools of education, and teachers of secondary or middle school mathematics as well as those involved in their professional development.

Mathematics Assessment and Evaluation
Mathematics Assessment and Evaluation

Author: Thomas A. Romberg

Publisher: State University of New York Press

Published: 1992-07-01

Total Pages: 382

ISBN-13: 1438417640

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Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed? These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement.