Description : Eighth grade, like algebra, has become pretty complicated for Tess. For one thing, there are the patterns she's noticing everywhere—like how charming-on-the-outside Richard keeps playing scary pranks on her, and how annoying copycat Lynn always has to follow what everyone else is doing. Then there's the pattern of graffiti that keeps appearing on the wall by her school—could those numbers be a code meant for Tess? Is it up to her to find out what they mean? And most importantly, if Damien keeps up with his pattern of waiting for her after school, does it mean he likes her? Or is that just a coincidental system? Tess looks for formulas to help her figure it all out, but she's afraid there may be none. Sometimes you have to make up your own solutions. Sometimes, you just have to risk it.
Description : Grounded in theory and best-practices research, this practical text provides teachers with 40 strategies for using fiction and non-fiction trade books to teach in five key content areas: language arts and reading, social studies, mathematics, science, and the arts. Each strategy provides everything a teacher needs to get started: a classroom example that models the strategy, a research-based rationale, relevant content standards, suggested books, reader-response questions and prompts, assessment ideas, examples of how to adapt the strategy for different grade levels (K–2, 3–5, and 6–8), and ideas for differentiating instruction for English language learners and struggling students. Throughout the book, student work samples and classroom vignettes bring the content to life.
Description : Organized around four distinct learning styles, this resource provides 64 instructional tools linked to NCTM process standards and offers guidelines for designing powerful, differentiated lessons.
Description : Imagine mathematics, imagine with the help of mathematics, imagine new worlds, new geometries, new forms. The new volume in the series “Imagine Math” is intended to contribute to grasping how much that is interesting and new is happening in the relationships between mathematics, imagination and culture. The present book begins with the connections between mathematics, numbers, poetry and music, with the latest opera by Italian composer Claudio Ambrosini. Literature and narrative also play an important role here. There is cinema too, with the “erotic” mathematics films by Edward Frenkel, and the new short “Arithmétique “ by Munari and Rovazzani. The section on applications of mathematics features a study of ants, as well as the refined forms and surfaces generated by algorithms used in the performances by Adrien Mondot and Claire Bardainne. Last but not least, in honour of the hundredth anniversary of his birth, a mathematical, literary and theatrical homage to Alan Turing, one of the outstanding figures of the twentieth century.
Description : Students in Japan, China, and Korea are among the world's top performers on standardized math and science tests. The nations of East Asia are also leading manufacturers of consumer goods that incorporate scientific breakthroughs in telecommunications, optics, and transportation. Yet there is a startling phenomenon known throughout Asia as the "creativity problem." While East Asians are able to use science, they have not demonstrated the ability to invent radically new systems and paradigms that lead to new technologies. In fact, the legal and illegal transfer of technology from the West to the East is one of the most contentious international business issues. Yet Asians who study and work in the West and depend upon Western languages for their research are among the most creative and talented scientists, no less so than their Western counterparts. William C. Hannas contends that this paradox emerges from the nature of East Asian writing systems, which are character-based rather than alphabetic. Character-based orthographies, according to the author, lack the abstract features of alphabetic writing that model the thought processes necessary for scientific creativity. When first learning to read, children who are immersed in a character-based culture are at a huge disadvantage because such writing systems do not cultivate the ability for abstract thought. Despite the overwhelming body of evidence that points to the cognitive side-effects, the cultural importance of character-based writing makes the adoption of an alphabet unlikely in the near future.
Description : A mentor teacher shares insights, strategies and lessons for teaching reading, writing and math--and laying the foundation for learning success.