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More than 350,000 students have prepared for teaching mathematics with A Problem Solving Approach to Mathematics for Elementary School Teachers since its first edition, and it remains the gold standard today. This text not only helps students learn the material by promoting active learning and developing skills and concepts—it also provides an invaluable reference to future teachers by including professional development features and discussions of today’s standards.
The Eleventh Edition is streamlined to keep students focused on what is most important. The Common Core State Standards (CCSS) have been integrated into the book to keep current with educational developments. The Annotated Instructor’s Edition offers new Integrating Mathematics and Pedagogy (IMAP) video annotations, in addition to activity manual and e-manipulative CD annotations, to make it easier to incorporate active learning into your course. MyMathLab® is available to offer auto-graded exercises, course management, and classroom resources for future teachers.
To see available supplements that will enliven your course with activities, classroom videos, and professional development for future teachers, visit www.pearsonhighered.com/teachingmath
- Sales Rank: #127503 in Books
- Brand: Brand: Pearson
- Published on: 2012-01-21
- Original language: English
- Number of items: 1
- Dimensions: 11.10" h x 1.40" w x 8.80" l, 4.80 pounds
- Binding: Hardcover
- 1032 pages
- Used Book in Good Condition
About the Author
Rick Billstein is a Professor of Mathematics at the University of Montana. He has worked in mathematics teacher education at this university for over 40 years and his current research is in the areas of curriculum development and mathematics teacher education. He teaches courses for future teachers in the Mathematics Department. He served as the site director for the Show-Me Project, an NSF-funded project supporting the dissemination and implementation of standards-based middle grades mathematics curricula. He worked on the NSF grant Tinker Plots to develop new data analysis software and he serves on the Advisory Boards for several other national projects. From 1992-1997, he directed the NSF-funded Six Through Eight Mathematics (STEM) middle school mathematics curriculum project and is now directing the Middle Grades MATHThematics Phase II Project. Dr. Billstein has published articles in over 20 different journals, and has co-authored over 40 books, including ten editions of A Problem Solving Approach to Mathematics for Elementary Teachers. He typically does about 25 regional and national presentations per year and has worked in mathematics education at the international level. He presently serves on the Editorial Board of NCTM’s Mathematics Teaching in the Middle School. Dr. Billstein was recently awarded the George M. Dennison Presidential Faculty Award for Distinguished Accomplishment at the University of Montana.
Shlomo Libeskind is a professor in the mathematics department at the University of Oregon in Eugene, Oregon, and has been responsible there for the mathematics teaching major since 1986. In addition to teaching and advising pre-service and in-service teachers, Dr. Libeskind has extensive writing experience (books, articles, and workshop materials) as well as in directing mathematics education projects. In teaching and in writing, Dr. Libeskind uses a heuristic approach to problem solving and proof; in this approach the reasonableness of each step in a solution or proof is emphasized along with a discussion on why one direction might be more promising than another. As part of his focus on the improvement of the teaching of mathematics, Dr. Libeskind is also involved at many levels locally, nationally, and worldwide in the evaluation of mathematics teacher preparation programs. In his home state, he is actively involved in schools and councils, as well as in reviewing materials for the state standards for college admission. Most recently (spring 2008) he visited teacher colleges in Israel as a Fulbright Fellow. During this visit he conducted observations and critiques of the preparation of mathematics teachers at several colleges in Northern Israel. Dr. Libeskind received his Bachelor’s and Master’s Degrees in Mathematics at the Technion (Israel Institute of Technology) and his PhD in Mathematics at the University of Wisconsin, Madison.
Johnny W. Lott began his teaching career in the public schools of DeKalb County, Georgia, outside Atlanta. There he taught mathematics in grades 8-12. He also taught one year at the Westminster Schools, grades 9-12, and one year in the Pelican, Alaska, school, grades 6-12. Johnny is the co-author of several books and has written numerous articles and other essays in the "Arithmetic Teacher", "Teaching Children Mathematics", "The Mathematics Teacher", "School Science and Mathematics", "Student Math Notes", and "Mathematics Education Dialogues". He was the Project Manager for the "Figure This!" publications and website developed by the National Council of Teachers of Mathematics (NCTM) and was project co-director of the State Systemic Initiative for Montana Mathematics and Science (SIMMS) Project. He has served on many NCTM committees, has been a member of its Board of Directors, and was its president from April 2002-April 2004. Dr. Lott is Professor Emeritus from the Department of Mathematical Sciences at The University of Montana, having been a full professor. He is currently the Director of the Center for Excellence in Teaching and Learning, Professor of Mathematics, and Professor of Education at the University of Mississippi. Additionally, he is on the Steering Committee of the Park City Mathematics Institute, works with the International Seminar, the Designing and Delivering Professional Development Seminar, and is editor for its high school publications. His doctorate is in mathematics education from Georgia State University.
Most helpful customer reviews
8 of 8 people found the following review helpful.
Excellent Resource for Teaching...
By C. Win
This is an excellent resource for teachers or those, like myself, who are training to be teachers. The chapters are concise and clear in explanation and have the added bonus of a little comic relief in the form of famous syndicated cartoons in nearly each chapter. Also, this textbook provides answers to some end of chapter problems as well as small biographical entries on famous mathematicians who helped mold math as we know it. It gives clear instruction, and is challenging without being overwhelming. An excellent textbook!
10 of 11 people found the following review helpful.
Is this the future of higher education? I hope not.
By Becky in Iowa
I love math, but this is a bad book and teaching system. I've never had a textbook before that I used and thought, "Wow, this seems like it was created by a formula just to make money."
I'm good at math and could understand what I was reading, but almost none of the focus is on teaching to understand the problem (which, in my opinion, is what teachers really need to be able to do). Rather than focusing on understanding, there's about a half page blurb of numbers to look at before it jumps to the next section.
The textbook is simply a guise to sell access to MyMathLab. Teachers who use this text use the course format online that the publisher sells. If you buy a used textbook with a used code, you need to spend about $100 to have online access to the course. The online course does little more than the textbook. It just seems like one big money making scheme, and the only reason I can figure that an instructor would use this method is if they are paid to do so. I can only assume they get a small amount of money to use this program so the publisher can make money from the costly MyMathLab program.
16 of 19 people found the following review helpful.
Great Resource for Future Teachers
By V. Mounce
This textbook is easy to read and follow. The explanations of mathematics, how to teach young children to use strategies, and examples of worksheets make this a great resource for future Elementary school teachers.
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