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Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachers’ mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.
This volume emerges from a partnership between the American Federation of Teachers and the Learning Research and Development Center at the University of Pittsburgh. The partnership brought together researchers and expert teachers for intensive dialogue sessions focusing on what each community knows about effective mathematical learning and instruction. The chapters deal with the research on, and conceptual analysis of, specific arithmetic topics (addition, subtraction, multiplication, division, decimals, and fractions) or with overarching themes that pervade the early curriculum and constitute the links with the more advanced topics of mathematics (intuition, number sense, and estimation). Serving as a link between the communities of cognitive researchers and mathematics educators, the book capitalizes on the recent research successes of cognitive science and reviews the literature of the math education community as well.
“Inspiring and informative...deserves to be widely read.” —Wall Street Journal “This fun book offers a philosophical take on number systems and revels in the beauty of math.” —Science News Because we have ten fingers, grouping by ten seems natural, but twelve would be better for divisibility, and eight is well suited to repeated halving. Grouping by two, as in binary code, has turned out to have its own remarkable advantages. Paul Lockhart presents arithmetic not as rote manipulation of numbers—a practical if mundane branch of knowledge best suited for filling out tax forms—but as a fascinating, sometimes surprising intellectual craft that arises from our desire to add, divide, and multiply important things. Passionate and entertaining, Arithmetic invites us to experience the beauty of mathematics through the eyes of a beguiling teacher. “A nuanced understanding of working with numbers, gently connecting procedures that we once learned by rote with intuitions long since muddled by education...Lockhart presents arithmetic as a pleasurable pastime, and describes it as a craft like knitting.” —Jonathon Keats, New Scientist “What are numbers, how did they arise, why did our ancestors invent them, and how did they represent them? They are, after all, one of humankind’s most brilliant inventions, arguably having greater impact on our lives than the wheel. Lockhart recounts their fascinating story...A wonderful book.” —Keith Devlin, author of Finding Fibonacci
Extremely carefully written, masterfully thought out, and skillfully arranged introduction … to the arithmetic of algebraic curves, on the one hand, and to the algebro-geometric aspects of number theory, on the other hand. … an excellent guide for beginners in arithmetic geometry, just as an interesting reference and methodical inspiration for teachers of the subject … a highly welcome addition to the existing literature. —Zentralblatt MATH The interaction between number theory and algebraic geometry has been especially fruitful. In this volume, the author gives a unified presentation of some of the basic tools and concepts in number theory, commutative algebra, and algebraic geometry, and for the first time in a book at this level, brings out the deep analogies between them. The geometric viewpoint is stressed throughout the book. Extensive examples are given to illustrate each new concept, and many interesting exercises are given at the end of each chapter. Most of the important results in the one-dimensional case are proved, including Bombieri's proof of the Riemann Hypothesis for curves over a finite field. While the book is not intended to be an introduction to schemes, the author indicates how many of the geometric notions introduced in the book relate to schemes, which will aid the reader who goes to the next level of this rich subject.
John Wallis (1616-1703) was the most influential English mathematician prior to Newton. He published his most famous work, Arithmetica Infinitorum, in Latin in 1656. This book studied the quadrature of curves and systematised the analysis of Descartes and Cavelieri. Upon publication, this text immediately became the standard book on the subject and was frequently referred to by subsequent writers. This will be the first English translation of this text ever to be published.
"The ancient Greeks argued that the best life was filled with beauty, truth, justice, play and love. The mathematician Francis Su knows just where to find them."--Kevin Hartnett, Quanta Magazine" This is perhaps the most important mathematics book of our time. Francis Su shows mathematics is an experience of the mind and, most important, of the heart."--James Tanton, Global Math Project For mathematician Francis Su, a society without mathematical affection is like a city without concerts, parks, or museums. To miss out on mathematics is to live without experiencing some of humanity's most beautiful ideas. In this profound book, written for a wide audience but especially for those disenchanted by their past experiences, an award-winning mathematician and educator weaves parables, puzzles, and personal reflections to show how mathematics meets basic human desires--such as for play, beauty, freedom, justice, and love--and cultivates virtues essential for human flourishing. These desires and virtues, and the stories told here, reveal how mathematics is intimately tied to being human. Some lessons emerge from those who have struggled, including philosopher Simone Weil, whose own mathematical contributions were overshadowed by her brother's, and Christopher Jackson, who discovered mathematics as an inmate in a federal prison. Christopher's letters to the author appear throughout the book and show how this intellectual pursuit can--and must--be open to all.
``We explore widely in the valley of ordinary representations, and we take the reader over the mountain pass leading to the valley of modular representations, to a point from which (s)he can survey this valley, but we do not attempt to widely explore it. We hope the reader will be sufficiently fascinated by the scenery to further explore both valleys on his/her own.'' --from the Preface Representation theory plays important roles in geometry, algebra, analysis, and mathematical physics. In particular, representation theory has been one of the great tools in the study and classification of finite groups. There are some beautiful results that come from representation theory: Frobenius's Theorem, Burnside's Theorem, Artin's Theorem, Brauer's Theorem--all of which are covered in this textbook. Some seem uninspiring at first, but prove to be quite useful. Others are clearly deep from the outset. And when a group (finite or otherwise) acts on something else (as a set of symmetries, for example), one ends up with a natural representation of the group. This book is an introduction to the representation theory of finite groups from an algebraic point of view, regarding representations as modules over the group algebra. The approach is to develop the requisite algebra in reasonable generality and then to specialize it to the case of group representations. Methods and results particular to group representations, such as characters and induced representations, are developed in depth. Arithmetic comes into play when considering the field of definition of a representation, especially for subfields of the complex numbers. The book has an extensive development of the semisimple case, where the characteristic of the field is zero or is prime to the order of the group, and builds the foundations of the modular case, where the characteristic of the field divides the order of the group. The book assumes only the material of a standard graduate course in algebra. It is suitable as a text for a year-long graduate course. The subject is of interest to students of algebra, number theory and algebraic geometry. The systematic treatment presented here makes the book also valuable as a reference.
Arithmetic is still hugely important in many aspects of modern life, but our personal attitudes to it differ greatly. Many people struggle with the basic principles of arithmetic, whilst others love it and feel confident in their arithmetical abilities. Why are there so many individual differences in people’s performance in, and feelings about, arithmetic? Individual Differences in Arithmetic explores the idea that there is no such thing as arithmetical ability, only arithmetical abilities. The book discusses several important components of arithmetic, from counting principles and procedures to arithmetical estimation, alongside emotional and cognitive components of arithmetical performance. This edition has been extensively revised to include the latest research, including recent cross-cultural and cross-linguistic research, the development of new interventions for children with difficulties and studies of early foundations of mathematical abilities. Drawing on developmental, educational, cognitive and neuropsychological studies, this book will be essential reading for all researchers of mathematical cognition. It will also be of interest to educators and other professionals working within individuals with arithmetic deficits.
Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become quintessential professionals.