A collection of detective stories using math to solve crimes Move over, Sherlock and Watson—the detective duo to be reckoned with. In the entertaining short-story collection L.A. Math, freelance investigator Freddy Carmichael and his sidekick, Pete Lennox, show how math smarts can crack even the most perplexing cases. Freddy meets colorful personalities throughout Los Angeles and encounters mysterious circumstances from embezzlement and robbery to murder. In each story, Freddy's deductive instincts—and Pete's trusty math skills—solve the crime. Featuring such glamorous locales as Beverly Hills, Brentwood, Malibu, and Santa Barbara, the fourteen short stories in L.A. Math take Freddy and Pete through various puzzles and challenges. In "A Change of Scene," Freddy has to figure out who is selling corporate secrets to a competitor—so he uses mathematical logic to uncover the culprit. In "The Winning Streak," conditional probability turns the tables on an unscrupulous bookie. And in "Message from a Corpse," the murderer of a wealthy widow is revealed through the rules of compound interest. It’s everything you expect from the City of Angels—A-listers and wannabes, lovers and lawyers, heroes and villains. Readers will not only be entertained, but also gain practical mathematics knowledge, ranging from percentages and probability to set theory, statistics, and the mathematics of elections. For those who want to delve into mathematical subjects further, the book includes a supplementary section with more material. Filled with intriguing stories, L.A. Math is a treat for lovers of romance, crime, or mathematics.

This volume grew out of two AMS conferences held at Columbia University (New York, NY) and the Stevens Institute of Technology (Hoboken, NJ) and presents articles on a wide variety of topics in group theory. Readers will find a variety of contributions, including a collection of over 170 open problems in combinatorial group theory, three excellent survey papers (on boundaries of hyperbolic groups, on fixed points of free group automorphisms, and on groups of automorphisms of compactRiemann surfaces), and several original research papers that represent the diversity of current trends in combinatorial and geometric group theory. The book is an excellent reference source for graduate students and research mathematicians interested in various aspects of group theory.

Making Math Learning Fun for Inner City School Students is an effective tool for educators and a textbook for professors of higher education. The concepts discussed in the book provide a body of knowledge that will enable leaders to understand the critical issues surrounding inner city school students in their ability to learn mathematical concepts. Research shows that three to five teachers of mathematics leave the school system within the first two years of teaching because of frustration experienced while helping inner city school students comprehend and master mathematical skills. Students are often discouraged by inappropriate teaching strategies that favor learning math concepts in isolation, rather than making them relevant to daily life or cultural experiences. Teachers of math must clearly understand inner city school students' learning styles when they are implementing a process for the student to learn. Classroom teachers in the twenty-first century must have valid knowledge of how the brains of inner city school children work. For students to master and comprehend math skills, learning activities must be both fun and relevant to their present body of knowledge about life and living.

This brief presents the results of a study on the development of the mobile app-supported math trail program for learning mathematics. This study is a part of the MathCityMap-Project, a project of the MATIS I Team from IDMI Goethe-Universität Frankfurt, Germany, that comprises math trails around the city that are supported by the use of GPS-enabled mobile phone technology. The project offers an activity that is designed to support students in constructing their own mathematical knowledge by solving the prepared mathematical tasks on the math trail and interacting with the environment, including the digital environment. The brief focuses specifically on the development of a model for a mobile app-supported math trail programme and the implementation of this programme in Indonesia. It offers both an empirical exploration of its implementation as well as critical assessment of students’ motivation in mathematics, their own performance, as well as teachers’ mathematics beliefs. It concludes with a future-forward perspective by recommending strategies for implementation in schools, among the general public of the existing math trails (including its supporting tool). It also discusses strategies for developing and designing new trails and suggests further research in other geographical regions and contexts for continued project development and implementation. Learning Mathematics in a Mobile App-Supported Math Trail Environment articulates an innovative and exciting future for integrating real mathematical tasks and geographic and digital environment into effective mathematics education.