This book presents an institutional study located at the intersection mathematics education and vocational education. Using the concept of technology as a unifying theme, it presents a critique of neoliberalist policies and their impact upon curriculum, teachers' work, and the apparent de-institutionalization of vocational education - with particular reference to mathematics education and the consequences for adult students as (potential) workers and citizens.

Though he admits to not being particularly good at math, Butterworth (cognitive neuropsychology, U. College, London), the founder of the Mathematical Cognition journal, contends that we all possess an inherent "numerosity" sense--developed to different degrees of course. The author bases his case on empirical research and historical speculation. Annotation copyrighted by Book News, Inc., Portland, OR

The subject of mathematics is not something distant, strange, and abstract that you can only learn about—and often dislike—in school. It is in everyday situations, such as housekeeping, communications, traffic, and weather reports. Taking you on a trip into the world of mathematics, Do I Count? Stories from Mathematics describes in a clear and captivating way the people behind the numbers and the places where mathematics is made. Written by top scientist and engaging storyteller Günter M. Ziegler and translated by Thomas von Foerster, the book presents mathematics and mathematicians in a manner that you have not previously encountered. It guides you on a scenic tour through the field, pointing out which beds were useful in constructing which theorems and which notebooks list the prizes for solving particular problems. Forgoing esoteric areas, the text relates mathematics to celebrities, history, travel, politics, science and technology, weather, clever puzzles, and the future. Can bees count? Is 13 bad luck? Are there equations for everything? What’s the real practical value of the Pythagorean Theorem? Are there Sudoku puzzles with fewer than 17 entries and just one solution? Where and how do mathematicians work? Who invented proofs and why do we need them? Why is there no Nobel Prize for mathematics? What kind of life did Paul Erdős lead? Find out the answers to these and other questions in this entertaining book of stories. You’ll see that everyone counts, but no computation is needed.

In this book, internationally recognised scholars and practitioners synthesise current practice and research developments in the area of mathematics teacher education and mathematics education. The book’s two sections examine the role and significance of collaborations and critical friends in the self-study of mathematics teaching and teacher education; and the emerging conflicts, dilemmas and incongruities arising from the study of mathematics education practices. The book considers the insights gained from self-analysis regarding the practitioner themselves, as well as their pedagogical content, students and approaches. The contributions highlight the complexity, characteristics and features of mathematics education. The chapters reveal nuances in teaching and learning that are of particular relevance in mathematics education. In addition, the book contains ideas and suggestions on how to enhance the teaching of mathematical content to pre-service teachers. Accordingly, the book appeals to a wide audience of educators—including education academics, teachers, student teachers and researchers. As teacher educators involved in mathematics education, reflection on practice and engagement in practitioner research is becoming increasingly important in our efforts to enhance our teaching. Teachers and student teachers also gain from the insights arising from such reflection. The knowledge and experience encapsulated in this book provides much for the mathematics education community to build on.

Note: This is a custom edition of Levin's full Discrete Mathematics text, arranged specifically for use in a discrete math course for future elementary and middle school teachers. (It is NOT a new and updated edition of the main text.)This gentle introduction to discrete mathematics is written for first and second year math majors, especially those who intend to teach. The text began as a set of lecture notes for the discrete mathematics course at the University of Northern Colorado. This course serves both as an introduction to topics in discrete math and as the "introduction to proof" course for math majors. The course is usually taught with a large amount of student inquiry, and this text is written to help facilitate this.Four main topics are covered: counting, sequences, logic, and graph theory. Along the way proofs are introduced, including proofs by contradiction, proofs by induction, and combinatorial proofs.While there are many fine discrete math textbooks available, this text has the following advantages: - It is written to be used in an inquiry rich course.- It is written to be used in a course for future math teachers.- It is open source, with low cost print editions and free electronic editions.

Many students have trouble the first time they take a mathematics course in which proofs play a significant role. This new edition of Velleman's successful text will prepare students to make the transition from solving problems to proving theorems by teaching them the techniques needed to read and write proofs. The book begins with the basic concepts of logic and set theory, to familiarize students with the language of mathematics and how it is interpreted. These concepts are used as the basis for a step-by-step breakdown of the most important techniques used in constructing proofs. The author shows how complex proofs are built up from these smaller steps, using detailed 'scratch work' sections to expose the machinery of proofs about the natural numbers, relations, functions, and infinite sets. To give students the opportunity to construct their own proofs, this new edition contains over 200 new exercises, selected solutions, and an introduction to Proof Designer software. No background beyond standard high school mathematics is assumed. This book will be useful to anyone interested in logic and proofs: computer scientists, philosophers, linguists, and of course mathematicians.

Emphasizes a Problem Solving Approach A first course in combinatorics Completely revised, How to Count: An Introduction to Combinatorics, Second Edition shows how to solve numerous classic and other interesting combinatorial problems. The authors take an easily accessible approach that introduces problems before leading into the theory involved. Although the authors present most of the topics through concrete problems, they also emphasize the importance of proofs in mathematics. New to the Second Edition This second edition incorporates 50 percent more material. It includes seven new chapters that cover occupancy problems, Stirling and Catalan numbers, graph theory, trees, Dirichlet’s pigeonhole principle, Ramsey theory, and rook polynomials. This edition also contains more than 450 exercises. Ideal for both classroom teaching and self-study, this text requires only a modest amount of mathematical background. In an engaging way, it covers many combinatorial tools, such as the inclusion-exclusion principle, generating functions, recurrence relations, and Pólya’s counting theorem.

To achieve national goals for education, we must measure the things that really count. Measuring What Counts establishes crucial research- based connections between standards and assessment. Arguing for a better balance between educational and measurement concerns in the development and use of mathematics assessment, this book sets forth three principlesâ€"related to content, learning, and equityâ€"that can form the basis for new assessments that support emerging national standards in mathematics education.

The teaching and learning of mathematics has degenerated into the realm of rote memorization, the outcome of which leads to satisfactory formal ability but not real understanding or greater intellectual independence. The new edition of this classic work seeks to address this problem. Its goal is to put the meaning back into mathematics. "Lucid . . . easily understandable".--Albert Einstein. 301 linecuts.