The teaching and learning of mathematics have long been haunted by myths. - The Math Person Myth: "Some people just aren’t math people." - The Learning Gaps Myth: "We can’t address grade-level content until students are caught up with their peers." - The Answer Getting Myth: "Math is all about getting the right answer." - The Rigor Myth: "Rigorous math instruction is only for advanced students—it's wasted on those at lower levels." - The Single Score Myth: "Paper-and-pencil tests are the only practical way to assess students' math knowledge." - The All Children, but . . . Myth: "Sure, we believe that all children can learn math—except . . . " In Conquering Math Myths with Universal Design, Jenna Mancini Rufo and Ron Martiello set out to dispel each of these myths, illuminating the path toward more inclusive and accessible math instruction that empowers students to learn, understand, and appreciate the value of mathematics in everyday life. Through the lens of Universal Design for Learning (UDL), the authors address myths that inhibit students' understanding and enjoyment of math. The UDL approach to instructional design provides students with multiple pathways to access information, express knowledge, and engage with content, thus reducing barriers for all students—not just those with learning challenges. Using UDL, you and your students will embrace the idea that we can all be "math people." Discover research-based takedowns of common math myths along with practical UDL strategies and tools that you can put to work in your classroom right away. Join the crusade to conquer math myths with UDL!

In this book, William Powell and Ochan Kusuma-Powell provide a practical map to navigate some of today's most complicated instructional challenges: How do you help all students succeed when every classroom is, in effect, a global classroom? And what does a successful education look like in a world that is growing smaller and flatter every day? Drawing on research and years of experience in international schools, the authors identify five critical keys to personalizing learning for students who have wildly different cultural, linguistic, and academic backgrounds: * Focus on your students as learners through systematic examination of their cultural and linguistic identities, learning styles and preferences, and readiness. * Focus on yourself as a teacher and investigate your own cultural biases, preferred teaching style and beliefs, and expectations. * Focus on your curriculum to identify transferable concepts that will be valuable and accessible to all students and further their global competence. * Focus on your assessments to ensure cultural sensitivity and improve the quality of the formative data you gather. * Focus on your collegial relationships so that you can effectively enlist the help of fellow educators with different experiences, backgrounds, skills, and perspectives. The way to teach now is to focus on your students both as individuals and as members of a multifaceted, interdependent community. Here, you'll learn how to design and deliver instruction that prepares students not just to meet standards but to live and work together in our complicated, 21st century world.

A collection of problems, puzzles, and questions relating to mathematical reasoning and its history

This 1978 book gives an account of the theory of permanents, their history and applications. The volume was the first complete account of the theory of permanents, covering virtually the whole of the subject, a feature that no simple survey of the theory of matrices can even attempt.

A veteran educator presents a research-based, scaffolded approach to teaching students how to read, write, think, and solve problemsfor life.

Getting better results on standardized tests doesn't mean you have to teach to the test and pressure students to practice rote skills. Here's a book that explains how to see better results by making students more responsible for their own learning and engaging them in project-based learning with ongoing feedback. Classroom teacher Mark Barnes introduces a results-only classroom where teachers use a combination of individual and cooperative learning activities, completed in class and over extended time, with constant feedback and opportunity to change, in order to demonstrate mastery learning.

A fundamental object of study in group theory is the lower central series of groups. Understanding its relationship with the dimension series is a challenging task. This monograph presents an exposition of different methods for investigating this relationship.

We all want our students to feel safe, collaborate well with others, feel ownership for their learning, and be joyfully engaged in their work. Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar? We want students to take responsibility for their learning, yet we use language that implies teacher ownership. We want to build positive relationships with students, yet we use sarcasm when we get frustrated. We want students to think learning is fun, yet we sometimes make comments that suggest the opposite. We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don’t naturally want to be good. What teachers say to students—when they praise or discipline, give directions or ask questions, and introduce concepts or share stories—affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book's many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.

Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!

Too often, students who fail a grade or a course receive remediation that ends up widening rather than closing achievement gaps. According to veteran classroom teacher and educational consultant Suzy Pepper Rollins, the true answer to supporting struggling students lies in acceleration. In Learning in the Fast Lane, she lays out a plan of action that teachers can use to immediately move underperforming students in the right direction and differentiate instruction for all learners—even those who excel academically. This essential guide identifies eight high-impact, research-based instructional approaches that will help you * Make standards and learning goals explicit to students. * Increase students' vocabulary—a key to their academic success. * Build students' motivation and self-efficacy so that they become active, optimistic participants in class. * Provide rich, timely feedback that enables students to improve when it counts. * Address skill and knowledge gaps within the context of new learning. Students deserve no less than the most effective strategies available. These hands-on, ready-to-implement practices will enable you to provide all students with compelling, rigorous, and engaging learning experiences.