Mathematics at all levels is about the joy in the discovery; it's about finding things out. This fascinating book is a guide to that discovery process, presenting ideas for practical classroom-based experiments and extension activities. Each experiment is based on the work of a key mathematician who has shaped the way that the subject looks today, and there are historical notes to help teachers bring this work to life. The book includes instructions on how to recreate the experiments using practical mathematics, computer programs and graphical calculators; ideas for follow-up work; background information for teachers on the mathematics involved; and links to the new secondary numeracy strategy framework. Accompanying the book is a CD-ROM with downloadable computer programs that can be used and reworked as part of the experimental process. With a wide range of topics covered, and plenty of scope for interesting follow-up activities, the book will be a valuable tool for mathematics teachers looking to extend the curriculum.

For ten years and in two classic books, Irene Fountas and Gay Su Pinnell have described how to analyze the characteristics of texts and select just-right books to use for guided reading instruction. Now, for the first time, all of their thinking and research has been updated and brought together into Leveled Books, K-8 to form the ultimate guide to choosing and using books from kindergarten through middle school. Fountas and Pinnell take you through every aspect of leveled books, describing how to select and use them for different purposes in your literacy program and offering prototype descriptions of fiction and nonfiction books at each level. They share advice on: the role of leveled books in reading instruction, analyzing the characteristics of fiction and nonfiction texts, using benchmark books to assess instructional levels for guided reading, selecting books for both guided and independent reading, organizing high-quality classroom libraries, acquiring books and writing proposals to fund classroom-library purchases, creating a school book room. In addition, Fountas and Pinnell explain the leveling process in detail so that you can tentatively level any appropriate book that you want to use in your instruction. Best of all, Leveled Books, K-8 is one half of a new duo of resources that will change how you look at leveled books. Its companion-www.FountasandPinnellLeveledBooks.com-is a searchable and frequently updated website that includes more than 18,000 titles. With Leveled Books, K-8 you'll know how and why to choose books for your readers, and with www.FountasandPinnellLeveledBooks.com, you'll have the ideal tool at your fingertips for finding appropriate books for guided reading. Book jacket.

Praise for the previous edition: "Entries are written with enough clarity and simplicity to appeal to general audiences. The additional readings that end each profile give excellent pointers for more detailed information...Recommended."—Choice "This well-written collection of biographies of the most important contributors to the computer world...is a valuable resource for those interested in the men and women who were instrumental in making the world we live in today. This is a recommended purchase for reference collections."—American Reference Books Annual "...this one is recommended for high-school, public, and undergraduate libraries."—Booklist The significant role that the computer plays in the business world, schools, and homes speaks to the impact it has on our daily lives. While many people are familiar with the Internet, online shopping, and basic computer technology, the scientists who pioneered this digital age are generally less well-known. A to Z of Computer Scientists, Updated Edition features 136 computer pioneers and shows the ways in which these individuals developed their ideas, overcame technical and institutional challenges, collaborated with colleagues, and created products or institutions of lasting importance. The cutting-edge, contemporary entries explore a diverse group of inventors, scientists, entrepreneurs, and visionaries in the computer science field. People covered include: Grace Hopper (1906–1992) Dennis Ritchie (1941–2011) Brian Kernighan (1942–present) Howard Rheingold (1947–present) Bjarne Stroustrup (1950–present) Esther Dyson (1951–present) Silvio Micali (1954–present) Jeff Bezos (1964–present) Pierre Omidyar (1967–present) Jerry Yang (1968–present)

Computers and the Law provides readers with an introduction to the legal issues associated with computing – particularly in the massively networked context of the Internet. Assuming no previous knowledge of the law or any special knowledge of programming or computer science, this textbook offers undergraduates of all disciplines and professionals in the computing industry an understanding of basic legal principles and an awareness of the peculiarities associated with legal issues in cyberspace. This is not a law school casebook, but rather a variety of carefully chosen, relevant cases presented in redacted form. The full cases are available on an ancillary Web site. The pervasiveness of computing in modern society has generated numerous legal ambiguities. This book introduces readers to the fundamental workings of the law in physical space and suggests the opportunity to create new types of laws with nontraditional goals.

Coding teaches our students the essence of logical thinking and problem solving while also preparing them for a world in which computing is becoming increasingly pervasive. While there's excitement and enthusiasm about programming becoming an intrinsic part of K-12 curricula the world over, there's also growing anxiety about preparing teachers to teach effectively at all grade levels.This book strives to be an essential, enduring, practical guide for every K-12 teacher anywhere who is either teaching or planning to teach computer science and programming at any grade level. To this end, readers will discover:? An A-to-Z organization that affords comprehensive insight into teaching introductory programming.? 26 chapters that cover foundational concepts, practices and well-researched pedagogies related to teaching introductory programming as an integral part of K-12 computer science. Cumulatively these chapters address the two salient building blocks of effective teaching of introductory programming-what content to teach (concepts and practices) and how to teach (pedagogy).? Concrete ideas and rich grade-appropriate examples inspired by practice and research for classroom use.? Perspectives and experiences shared by educators and scholars who are actively practicing and/or examiningthe teaching of computer science and programming in K-12 classrooms.

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The idea for the Workshop on which this book is based arose from discussions which we had when we both attended an earlier - and more broadly based - NATO Advanced Research Workshop on Computer Supported Collaborative Learning, directed by Claire O'Malley in Maratea, Italy, in 1989. We both felt that it would be interesting to organise a second Workshop in this area, but specifically concerned with the use of computers and networking (telematics) as communication tools for collaborative learning outside the formal school setting. We were particularly interested in examining the ways in which computer conferencing can be used for collaboration and group learning in the contexts of distance education, adult learning, professional training, and organisational networking. And we wanted to ensure that we included, in the scope of the Workshop, situations in which learning is a primary, explicit goal (e.g. an online training programme) as well as situations where learning occurs as a secondary, even incidental, outcome of a collaborative activity whose explicit purpose might be different (e.g. the activities of networked product teams or task groups). Another goal was to try to bring together for a few days people with three different perspectives on the use of computer conferencing: users, researchers, and software designers. We hoped that, if we could assemble a group of people from these three different constituencies, we might, collectively, be able to make a small contribution to real progress in the field.