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MAA Textbooks Ser.: Mathematics for Secondary School Teachers by Ralph J....
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Bevindt zich in: Burleson, Texas, Verenigde Staten
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Specificaties
- Objectstaat
- Subject
- Mathematics
- ISBN
- 9780883857731
- Series
- Maa Textbooks Ser.
- Publication Year
- 2011
- Type
- Textbook
- Format
- Hardcover
- Language
- English
- Publication Name
- Mathematics for Secondary School Teachers
- Item Length
- 9in
- Publisher
- American Mathematical Society
- Item Width
- 6in
- Number of Pages
- 417 Pages
Over dit product
Product Information
Discusses topics of central importance in the secondary school mathematics curriculum, including functions, polynomials, trigonometry, exponential and logarithmic functions, number and operation, and measurement. This volume is primarily intended as the text for a bridge or capstone course for pre-service secondary school mathematics teachers.
Product Identifiers
Publisher
American Mathematical Society
ISBN-10
0883857731
ISBN-13
9780883857731
eBay Product ID (ePID)
109059166
Product Key Features
Publication Name
Mathematics for Secondary School Teachers
Format
Hardcover
Language
English
Series
Maa Textbooks Ser.
Publication Year
2011
Type
Textbook
Number of Pages
417 Pages
Dimensions
Item Length
9in
Item Width
6in
Additional Product Features
Series Volume Number
21
Lc Classification Number
Qa39.3.B75 2011
Reviews
As the authors state early on, this book is intended in part as a response to the 2001 report from the Conference Board of the Mathematical Sciences on the mathematical education of future teachers. There is a very definite need for books like this one. While courses and textbooks on mathematics for elementary teachers are common across America, few schools offer a course for which this book would be a good fit, and that's probably regrettable. There is a good argument to be made for offering prospective secondary teachers the same kind of course-in which they consider the math they expect to teach from an advanced perspective and with some attention to how to teach it-that we routinely require of prospective elementary teachers. ... the suggestion of the CBMS report that "Prospective mathematics teachers need mathematics courses that develop a deep understanding of the mathematics they will teach" will be well-realized by a course based on this textbook." - Mark Bollman, MAA Reviews, As the authors state early on, this book is intended in part as a response to the 2001 report from the Conference Board of the Mathematical Sciences on the mathematical education of future teachers. There is a very definite need for books like this one. While courses and textbooks on mathematics for elementary teachers are common across America, few schools offer a course for which this book would be a good fit, and that's probably regrettable. There is a good argument to be made for offering prospective secondary teachers the same kind of course--in which they consider the math they expect to teach from an advanced perspective and with some attention to how to teach it-that we routinely require of prospective elementary teachers. I have taught such a course, as an independent study, to about ten students over the years. I have used two likely competitors of this book, and the three all take slightly different approaches to the challenge. Mathematics Methods and Modeling for Today's Mathematics Classroom, by Dossey et al., is a COMAP project with a focus, as the title suggests, on mathematical modeling using middle and high school math. By contrast, Mathematics for High School Teachers: An Advanced Perspective, by Usiskin et al., follows a path similar to what we see in textbooks for the standard mathematics for elementary teachers course: an examination of topics that the students will someday teach, in somewhat more depth than in a high school textbook. Mathematics for Secondary School Teachers is more traditional in its content than the first of these predecessors and more ambitious than the second. The topics are drawn from high school mathematics, but there's a depth of content that outstrips the Usiskin text. The authors note (p. 143), in introducing a chapter on hyperbolic trigonometry, that ""Most of us first encounter the hyperbolic trigonometric functions in a calculus course""-which is surely accurate. They then go on to take students through a development of those functions starting with hyperbolas, and that is an excellent coverage of precalculus topics at an appropriately challenging level. There is additional thoughtful and deep content in the chapters on the algebraic properties of number systems, which may well give a prospective teacher coming out of an abstract algebra course some important insight into how that material might connect to his or her future career. Due to these and other examples, the suggestion of the CBMS report that ""Prospective mathematics teachers need mathematics courses that develop a deep understanding of the mathematics they will teach"" will be well-realized by a course based on this textbook."" - Mark Bollman, MAA Reviews
Table of Content
Preface To the Student To the Instructor 1. Functions 2. Lines in the Plane 3. Quadratic Polynomials 4. Trigonometry 5. Hyperbolic Trigonometry 6. Numbers 7. Operations in Number Systems 8. Topics in Number Systems 9. Exponentiation 10. Exponential and Logarithmic Functions: History, Computation, and Application 11. Transcendental Functions and Complex Numbers 12. Beyond Quadratics: Higher Degree Polynomials 13. Measurement Appendix A: Log Tables Index About the Authors
Copyright Date
2011
Target Audience
Scholarly & Professional
Topic
Teaching Methods & Materials / Mathematics
Lccn
2010-938021
Dewey Decimal
510.71
Dewey Edition
23
Illustrated
Yes
Genre
Education
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