Science, Technology and Mathematics Mini Catalog 2011 (US)

R o u t l e d g e e d u c at i o n

New Titles and Key Backlist 2011

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Science, technology and Mathematics education

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Science and technology educationTeaching and Learning in Science Series

NEW

Rethinking the Way We Teach ScienceThe Interplay of Content, Pedagogy, and the Nature of Science

Louis Rosenblatt, Teaching Institute for Essential Science, USA

Offering a fresh take on inquiry, this book draws on current research and theory in science education, literacy, and educational psychology, as well as the history and philosophy of science, to make its case for transforming the way science is taught.

Re-thinking the Way We Teach Science addresses major themes in national reform documents and movements – how to place

students at the center of what happens in the classroom; how to shift the focus from giving answers to building arguments; how to move beyond narrow disciplinary boundaries to integrated explorations of ideas and issues that connect directly with students; and most especially, the importance of engaging students in discussions of an interactive and explanatory character. Deeply anchored in the classroom, highly interactive, and relevant across grade levels and subject matter, above all this is a book about choosing to place the authority of reason over that of right answers.

November 2010: 6 x 9: 184ppHb: 978-0-415-87733-6: $135.00Pb: 978-0-415-87734-3: $39.95eBook: 978-0-203-84327-7

For more information, visit: www.routledge.com/9780415877343


Welcome to Routledge

Science, technology, and Mathematics educationNew Titles and Key Backlist 2011

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contactS conSideRing bookS foR couRSe uSe?Books marked with are available as complimentary exam copies for lecturers or faculty considering them for course adoption. To obtain your copy visit the URL listed beneath the title in the catalog and select your choice of print or electronic copy. Visit www.routledge.com or in the US you can call 1-800-634-7064.

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Science and technology education

Exploring the Landscape of Scientific LiteracyCedric Linder, Uppsala University, Sweden and University of the Western Cape, South Africa, Leif Östman, Uppsala University, Sweden, Douglas A. Roberts, University of Calgary, Canada, Per-Olof Wickman, Stockholm University, Sweden, Gaalen Erickson, University of British Columbia, Canada, and Allan MacKinnon, Simon Fraser University, Canada

In this volume, an international group of distinguished scholars offer new ways to look at the key ideas and practices associated with promoting scientific literacy in schools and higher education. The goal is to open up the debate on scientific literacy, particularly around the tension between theoretical and practical issues related to teaching and learning science. Uniquely drawing together and

examining a rich, diverse set of approaches and policy and practice exemplars, the book takes a pragmatic and inclusive perspective on curriculum reform and learning, and presents a future vision for science education research and practice by articulating a more expansive notion of scientific literacy.

September 2010: 6 x 9: 312ppHb: 978-0-415-87435-9: $140.00Pb: 978-0-415-87436-6: $51.95eBook: 978-0-203-84328-4


Designing and Teaching the Elementary Science Methods CourseSandra K. Abell, University of Missouri, USA, Ken Appleton, Central Queensland University, Australia and Deborah L. Hanuscin, University of Missouri, USA

This scholarly and practical guide for science teacher educators outlines the theory, principles, and strategies needed, and provides classroom examples anchored to those principles. The theoretical and empirical foundations are supported by scholarship in the field, and the practical examples are derived from activities, lessons, and units field-tested in the authors’ elementary science

methods courses. Chapters on science methods students as learners, the science methods course curriculum, instructional strategies, methods course assessment, and the field experience help readers develop their PCK (pedagogical content knowledge) for teaching prospective elementary science teachers. ”Activities that Work” and ”Tools for Teaching the Methods Course” provide useful examples for putting this knowledge into action in.

February 2010: 6 x 9: 320ppHb: 978-0-8058-6339-0: $145.00Pb: 978-0-8058-6340-6: $45.95eBook: 978-0-203-85913-1


NEW

Epistemology and Science EducationUnderstanding the Evolution vs. Intelligent Design Controversy

Edited by Roger S. Taylor, State University of New York, Oswego, USA and Michel Ferrari, University of Toronto, Canada

How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report

empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy.

This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.

November 2010: 6 x 9: 320ppHb: 978-0-415-96379-4: $140.00Pb: 978-0-415-96380-0: $51.95eBook: 978-0-203-83963-8


NEW

Teaching Science CreativelyDan Davies, Bath Spa University, UK

”With dialogic teaching and collaborative activity firmly at its core, Teaching Science Creatively conveys the essence of creativity in science and how the excitement and sense of awe and wonder generated through it can be captured and put to good use. Dan Davies’ passion and enthusiasm is evident throughout this book, an

essential purchase for all working in the primary sector and enrolled on courses of initial teacher training.” – Professor John G. Sharp, Bishop Grosseteste University College Lincoln, UK

”Undoubtedly a comprehensive review of all things creative in primary science. Dan Davies provides both theoretical and practical support to teachers and students looking to learn about the key issues associated with adopting a creative approach to teaching creatively and for creativity. A text for all seasons – to inspire, to question and to kick-start one’s own creative explorations in science teaching.” – Dr. Lynne Bianchi, Senior Research Fellow, Centre for Science Education, Sheffield Hallam University, UK

Teaching Science Creatively explores how creative teaching can harness primary-aged children’s sense of wonder about the world around them. It offers innovative starting points to enhance your teaching and highlights curiosity, observation, exploration and enquiry as central components of children’s creative learning in science.

Illustrated throughout with examples from the classroom and beyond, this book explores the core elements of creative practice supporting both teacher and children to develop their knowledge and skills. Key themes include:

• the importance of science in a creative primary curriculum

• the role of play in early scientific learning

• developing children’s own interests and ideas into creative enquiry

• how theories of learning can help you understand children’s creative development

• teaching science topics in innovative and creative ways – games, drama, role play, puppets, mini-safaris and welly walks

• using new technologies to enhance your science teaching in the classroom and outdoors.

Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching Science Creatively introduces new ideas to support and motivate new and experienced primary teachers.

December 2010: 6-3/4 x 9-3/4: 176ppHb: 978-0-415-56131-0: $120.00Pb: 978-0-415-56132-7: $31.95eBook: 978-0-203-83998-0


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NEW

How Science WorksExploring Effective Pedagogy and Practice

Edited by Rob Toplis, Brunel University, UK

How Science Works provides student and practicing teachers with a comprehensive introduction to one of the most dramatic changes to the secondary science curriculum. Underpinned by the latest research in the field, it explores the emergence and meaning of How Science Works and reviews major developments in pedagogy and practice.

With chapters structured around three key themes – why How Science Works, what it is and how to teach it – expert contributors explore issues including the need for curriculum change, arguments for scientific literacy for all, school students’ views about science, what we understand about scientific methods, types of scientific enquiry, and, importantly, effective pedagogies and their implications for practice. Aiming to promote discussion and reflection on the ways forward for this new and emerging area of the school science curriculum, it considers:

• teaching controversial issues in science

• argumentation and questioning for effective teaching

• enhancing investigative science and developing reasoned scientific judgments

• the role of ICT in exploring How Science Works

• teaching science outside the classroom.

How Science Works is a source of guidance for all student, new and experienced teachers of secondary science, interested in investigating how the curriculum can provide creativity and engagement for all school students.

November 2010: 6-3/4 x 9-3/4: 168ppHb: 978-0-415-56279-9: $120.00Pb: 978-0-415-56280-5: $36.95eBook: 978-0-203-83826-6


NEW IN 2011

Science Learning and InstructionTaking Advantage of Technology to Promote Knowledge Integration

Marcia C. Linn, University of California at Berkeley, USA and Bat-Sheva Eylon, Weizmann Institute of Science, Israel

Everyone can learn science. How can science courses help learners refine their understanding of science topics by making science relevant to their lives? This book describes the knowledge integration approach to science teaching and learning and contrasts it with typical instruction that implements the absorption approach.

Science Learning and Instruction:

• synthesizes a large body of literature on knowledge integration patterns

• illustrates the advantages of knowledge integration

• clarifies how teachers can guide students to become independent learners

• shows curriculum developers and designers how to take advantage of technology to promote inquiry and understanding of science.

By viewing the many intuitive ideas that students develop to explain the natural world as a starting point, this book illustrates how science activities can lead to coherent understanding. It shows how conducting hands-on and virtual experiments, interrogating scientific simulations, and collaborating with peers can contribute to lifelong learning. Instruction aimed at knowledge integration can empower everyone to take advantage of their natural curiosity about the world and explore the wonder of science.

April 2011: 6 x 9: 352ppHb: 978-0-8058-6054-2: $125.00Pb: 978-0-8058-6055-9: $39.95eBook: 978-1-4106-1508-4


NEW IN 20112nd Edition

Teaching Science to Every ChildUsing Culture as a Starting Point

John Settlage, University of Connecticut, USA and Sherry Southerland, Florida State University, USA

Teaching Science to Every Child provides timely and practical guidance about teaching science to all students. Particular emphasis is given to making science accessible to populations who are typically pushed to the fringe – especially students of color and English language learners. Written in a conversational tone, this text treats elementary education majors as professional partners in efforts to close achievement gaps in science, while also addressing vital issues in science education, including shifts in policies along with practices appropriate at the classroom level to advance the science learning of all children.

Changes in the Second Edition

• three entirely new chapters: Integrated Process Skills; Learning and Teaching; Assessment

• technological tools and resources embedded throughout each chapter

• attention to the NEW national science education standards

• additional material about science notebooks

• increased attention to the role of theory as it relates to science teaching and learning

• expanded use of science process skills for upper elementary and middle school.

September 2011: 7 x 10: 424ppHb: 978-0-415-89257-5: $140.00Pb: 978-0-415-89258-2: $51.95eBook: 978-0-203-81778-0


Related jouRnalS

International Journal of Science Education Editor: John K. Gilbert Institute of Education, University of Reading, Reading, RG6 1HY, UK

2011 volume: 33 (18 issues per year) For more information on International Journal of Science Education, or to access an Online Sample Copy, please visit:

http://www.tandf.co.uk/journals/ijse

Science ActivitiesEditors: Rosanne W. Fortner and Thomas E. McDuffie Jr.

Volume Number: 48 For more information on Science Activities, or to access an Online Sample Copy, please visit:

http://www.tandf.co.uk/journals/vsca

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NEW IN 2012

International Handbook of Research on Environmental EducationEdited by Justin Dillon, Kings College, UK, Michael Brody, Montana State University, USA, Robert Stevenson, University of Buffalo, USA and Arjen E.J. Wals, Wageningen University, the Netherlands

The environment and its sustainability are increasingly topics of public interest, political debate, and legislation across the world. Several environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. Therefore, this is an opportune time to review and consolidate the knowledge base of the environmental education (EE) field.

The purpose of this 50-chapter, AERA sponsored handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but to also critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.

January 2012: 7 x 10: 608ppHb: 978-0-415-89238-4: $250.00Pb: 978-0-415-89239-1: $99.95


The Really Useful Elementary Science BookJeffrey W. Bloom, Northern Arizona University, USA

Amongst the challenges that elementary teachers may often face as they introduce their students to science is the need to maintain a solid understanding of the many scientific concepts and details themselves. This indispensible resource, intended for pre- and in-service elementary school teachers, provides concise and comprehensible explanation of

key concepts across science disciplines. Organized around the National Science Education Standards, the book tackles the full range of the elementary curriculum including life sciences, ecological sciences, physical sciences, and earth sciences. Although not a methods text, the clear and accessible definitions offered by veteran teacher educator Jeffrey Bloom will nonetheless help teachers understand science concepts to the degree to which they can develop rich and exciting inquiry approaches to exploring these concepts with children.

Perfect as a companion to any elementary science methods textbook or as a standalone reference for practitioners, The Really Useful Elementary Science Book is a resource teachers will want to reach for again and again.

August 2010: 7 x 10: 224ppHb: 978-0-415-99808-6: $145.00Pb: 978-0-415-95819-6: $34.95eBook: 978-0-203-84840-1


Teaching Science to EnglishLanguage LearnersJoyce Nutta, University of Central Florida, USA, Nazan U. Bautista, Miami University, USA and Malcolm B. Butler, University of South Florida, USA

Books in the Teaching English Language Learners (ELLs) across the Curriculum Series are written specifically for pre- and in- service teachers who may not have been trained in ELL techniques, but still find themselves facing the realities and challenges of today’s diverse classrooms and learners. Each book provides simple and straightforward advice on how to teach ELLs through a given subject area, and how to teach

content to ELLs who are at different levels of English language proficiency than the rest of their class. Authored by both language and content area specialists, each volume arms readers with practical, teacher-friendly strategies, and subject-specific techniques.

Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science, offering examples of easy ways to adapt existing lesson plans to be more inclusive. The practical, teacher-friendly strategies and techniques included here are proven effective with ELLs, and many are also effective with all students. The book provides context-specific strategies for the full range of the secondary sciences curriculum, including physical science, life science, earth and space science, science as inquiry, and history and nature of science and more. A fully annotated list of web and print resources completes the book, making this a one volume reference to help science teachers meet the challenges of including all learners in effective instruction.

Special features:

• practical examples of science exercises make applying theory to practice simple when teaching science to ELLs

• an overview of the National Science Education Standards offers useful guidelines for effective instructional and assessment practices for ELLs in secondary grades

• graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.

August 2010: 7 x 10: 208ppHb: 978-0-415-99624-2: $135.00Pb: 978-0-415-99625-9: $36.95eBook: 978-0-203-85057-2


Teaching English LanguageLearners through TechnologyTony Erben, University of Tampa, USA, Ruth Ban, Barry University, USA and Martha Castañeda, Miami University, USA

2008: 7 x 10: 240ppHb: 978-0-415-95767-0: $145.00Pb: 978-0-415-95768-7: $36.95eBook: 978-0-203-89442-2


Innovating Science Teacher EducationA History and Philosophy of Science Perspective

Mansoor Niaz, Universidad de Oriente, Venezuela

How teachers view the nature of scientific knowledge is crucial to their understanding of science content and how it can be taught. This book presents an overview of the dynamics of scientific progress and its relationship to the history and philosophy of science, and then explores their methodological and educational implications and develops innovative strategies based on actual classroom

practice for teaching topics such the nature of science, conceptual change, constructivism, qualitative-quantitative research, and the role of controversies, presuppositions, speculations, hypotheses, and predictions.

Field-tested in science education courses, this book is designed to involve readers in critically thinking about the history and philosophy of science and to engage science educators in learning how to progressively introduce various aspects of ”science-in-the-making” in their classrooms, to promote discussions highlighting controversial historical episodes included in the science curriculum, and to expose their students to the controversies and encourage them to support, defend or critique the different interpretations. Innovating Science Teacher Education offers guidelines to go beyond traditional textbooks, curricula, and teaching methods and innovate with respect to science teacher education and classroom teaching.

July 2010: 6 x 9: 240ppHb: 978-0-415-88237-8: $140.00Pb: 978-0-415-88238-5: $41.95eBook: 978-0-203-84753-4


Science Education from People for PeopleTaking a Stand(point)

Edited by Wolff-Michael Roth, University of Victoria, Canada

Contributing to the social justice agenda of redefining what science is and what it means in the lives of real people, this book takes up the challenge of building an approach to science education from the standpoint of the learner. With this orientation to science and scientific literacy, science educators can begin to make inroads into the currently widespread irrelevance of

science in the everyday lives of people.

2009: 6 x 9: 232ppHb: 978-0-415-99554-2: $145.00Pb: 978-0-415-99555-9: $48.95eBook: 978-0-203-87844-6


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2nd Edition

The Art of Teaching ScienceInquiry and Innovation in Middle School and High School

Jack Hassard, Georgia State University, USA and Michael Dias, Kennesaw State University, USA

2008: 7 x 10: 576ppHb: 978-0-415-99612-9: $155.00Pb: 978-0-415-96528-6: $71.95eBook: 978-0-203-89296-1


The Work of Language inMulticultural ClassroomsTalking Science, Writing Science

Edited by Katherine Richardson Bruna, Iowa State University, USA and Kimberley Gomez, University of Illinois at Chicago, USA

Series: Language, Culture, and Teaching Series

2008: 6 x 9: 384ppHb: 978-0-8058-6427-4: $150.00Pb: 978-0-8058-6428-1: $45.95eBook: 978-0-203-86697-9


Handbook of Design Research Methods in EducationInnovations in Science, Technology, Engineering, and Mathematics Learning and Teaching

Edited by Anthony E. Kelly, George Mason University, USA Richard A. Lesh, Indiana University, USA and John Y. Baek, Oregon State University, USA

2008: 7 x 10: 560ppHb: 978-0-8058-6058-0: $285.00Pb: 978-0-8058-6059-7: $109.95eBook: 978-1-4106-1794-1


Handbook of Technological Pedagogical Content Knowledge (TPCK) for EducatorsEdited by The AACTE Committee on Innovation and Technology, USA

Published by Routledge for the American Association of Colleges for Teacher Education

2008: 6 x 9: 336ppHb: 978-0-8058-6355-0: $170.00Pb: 978-0-8058-6356-7: $74.95eBook: 978-1-4106-1818-4


MatheMaticS education

NEW

Mathematics Teacher NoticingSeeing Through Teachers’ Eyes

Edited by Miriam Sherin, Northwestern University, USA, with Vicki Jacobs and Randy Philipp, both at CRMSE, USA

Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers – how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it? This

groundbreaking collection begins with an overview of the construct of noticing and the various historical, theoretical, and methodological perspectives on teacher noticing. It then focuses on studies of mathematics teacher noticing in the context of teaching and learning and concludes by suggesting links to other constructs integral to teaching. By collecting the work of leaders in the field in one volume, the editors present the current state of research and provide ideas for how future work could further the field.

December 2010: 6 x 9: 280ppHb: 978-0-415-87862-3: $140.00Pb: 978-0-415-87863-0: $48.95eBook: 978-0-203-83271-4


NEW

How We ThinkA Theory of Goal-Oriented Decision Making and its Educational Applications

Alan H. Schoenfeld, University of California at Berkeley, USA

“How We Think is an important resource for mathematics education, as well as the decision making sciences … The book is highly recommended to anyone interested in self analyzing teaching practice, researching teacher practices, building a program of research, or simply interested in how we think. The moderate length of the

book also facilitates it being accessible for semester long graduate seminars. Last but not least the appendices contain a wealth of real data with notes and URL’s for those interested in learning fine grained analysis of teaching data.”– Journal for Research in Mathematics Education

Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? In How We Think, esteemed scholar and mathematician, Alan H. Schoenfeld, proposes a groundbreaking theory and model for how we think and act in the classroom and beyond. Based on thirty years of research on problem solving and teaching, Schoenfeld provides compelling evidence for a concrete approach that describes how teachers, and individuals more generally, navigate their way through in-the-moment decision-making in well-practiced domains. Applying his theoretical model to detailed representations and analyses of teachers at work as well as of professionals outside education, Schoenfeld argues that understanding and recognizing the goal-oriented patterns of our day to day decisions can help identify what makes effective or ineffective behavior in the classroom and beyond.

October 2010: 6 x 9: 264ppHb: 978-0-415-87864-7: $130.00Pb: 978-0-415-87865-4: $46.95eBook: 978-0-203-84300-0


Studies in Mathematical Thinking and Learning Series Series Editor: Alan H. Schoenfeld


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The Mathematics that Every Secondary School Math Teacher Needs to KnowAlan Sultan and Alice F. Artzt, both at Queens College, City University New York, USA

What knowledge of mathematics do secondary school math teachers need to facilitate understanding, competency, and interest in mathematics for all of their students? This unique text and resource bridges the gap between the mathematics learned in college and the mathematics taught in

secondary schools. Written in an informal, clear, and interactive learner-centered style, it is designed to help pre-service and in-service teachers gain the deep mathematical insight they need to engage their students in learning mathematics in a multifaceted way that is interesting, developmental, connected, deep, understandable, and often, surprising and entertaining.

Features include launch questions at the beginning of each section, Student Learning Opportunities, Questions from the Classroom, and highlighted themes throughout to aid readers in becoming teachers who have great ”MATH-N-SIGHT”:

M Multiple Approaches/Representations

A Applications to Real Life

T Technology

H History

N Nature of Mathematics: Reasoning and Proof

S Solving Problems

I Interlinking Concepts: Connections

G Grade Levels

H Honing of Mathematical Skills

T Typical Errors

This text is aligned with the recently released Common Core State Standards, and is ideally suited for a capstone mathematics course in a secondary mathematics certification program. It is also appropriate for any methods or mathematics course for pre- or in-service secondary mathematics teachers, and is a valuable resource for classroom teachers.

August 2010: 8-1/2 x 11: 760ppHb: 978-0-415-99412-5: $89.95Pb: 978-0-415-99413-2: $89.95eBook: 978-0-203-85753-3


A Focus on FractionsBringing Research to the Classroom

Marjorie M. Petit, Vermont Mathematics Partnership Ongoing Assessment Project, USA, Robert E. Laird, University of Vermont, USA and Edwin L. Marsden, Norwich University, USA

A Focus on Fractions is the first book to make cognitive research on how students develop their understanding of fraction concepts readily accessible and understandable to pre- and in-service K– 8 mathematics educators. This important resource assists teachers in translating research findings into their classroom practice by conveying detailed information about how students develop

fraction understandings as well as common student misconceptions, errors, preconceptions, and partial understandings that may interfere with students learning. Using extensive annotated samples of student work, as well as vignettes characteristic of classroom teachers’ experiences, this book equips educators with knowledge and tools to reveal students’ thinking so that they can modify their teaching to improve student learning of fractions concepts.

Special Features:

• End of Chapter Questions provide teachers the opportunity to analyze student thinking and consider instructional strategies for their own students

• Instructional Links help teachers relate concepts from the chapter to their own instructional materials and programs

• Big Ideas and Research Reviews frame the chapters and provide a platform for meaningful exploration of the teaching of fractions

• Answer Key posted online offers extensive explanations of in-chapter questions.

A Focus on Fractions bridges the gap between what mathematics education researchers have discovered about the learning of fraction concepts and what teachers need to know to make effective instructional decisions.

May 2010: 6 x 9: 208ppHb: 978-0-415-80150-8: $135.00Pb: 978-0-415-80151-5: $37.95eBook: 978-0-203-85551-5


2nd Edition

Knowing and Teaching Elementary MathematicsTeachers’ Understanding of Fundamental Mathematics in China and the United States

Liping Ma

Studies of teachers in the US often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the

knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their US counterparts.

The anniversary edition of this bestselling volume includes the original studies that compare US and Chinese elementary school teachersí mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.

January 2010: 6 x 9: 232ppHb: 978-0-415-87383-3: $135.00Pb: 978-0-415-87384-0: $35.95eBook: 978-0-203-85634-5


Mathematics Teaching, Learning, and Liberation in the Lives of Black ChildrenEdited by Danny Bernard Martin, University of Illinois at Chicago, USA

With issues of equity at the forefront of mathematics education research and policy, this collection offers authoritative scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities.

2009: 6 x 9: 376ppHb: 978-0-8058-6463-2: $160.00Pb: 978-0-8058-6464-9: $54.95eBook: 978-0-203-87770-8


Studies in Mathematical Thinking and Learning Series

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Studies in Mathematical Thinking and Learning Series

Culturally Responsive Mathematics EducationEdited by Brian Greer andSwapna Mukhopadhyay, both at Portland State University, USA, Arthur B. Powell, Rutgers University, USA and Sharon Nelson-Barber, WestEd, USA

“In closing, I would like to draw attention to how, in my view, many mathematics education research endeavors continue to talk the good talk of culturally responsive pedagogy in mathematics education, but walking the walk in practice remains much more elusive … I applaud the sincere efforts of the authors in this book to ground the `good talk’ (the theoretical

discussions) in specific classroom and curricular experiences that do, indeed, serve as pointers to possibilities for real change.” –Teachers College Record

This critical new collection presents mathematics education from a culturally responsive perspective and offers a broad perspective of mathematics as a significant, liberating intellectual force in our society.

2009: 6 x 9: 400ppHb: 978-0-8058-6263-8: $160.00Pb: 978-0-8058-6264-5: $67.95eBook: 978-0-203-87994-8


Early Childhood Mathematics Education ResearchLearning Trajectories for Young Children

Julie Sarama and Douglas H. Clements, both at University at Buffalo, The State University of New York, USA

This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives.

2009: 6 x 9: 424ppHb: 978-0-8058-6308-6: $160.00Pb: 978-0-8058-6309-3: $70.95eBook: 978-0-203-88378-5


Learning and Teaching Early MathThe Learning Trajectories Approach

Douglas H. Clements and Julie A. Sarama, both at University at Buffalo, The State University of New York, USA

In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how ”learning trajectories” help teachers become more effective professionals.

2009: 7 x 10: 344ppHb: 978-0-415-99591-7: $160.00Pb: 978-0-415-99592-4: $51.95eBook: 978-0-203-88338-9


NEW IN PAPERBACK

Teaching and Learning Proof Across the GradesA K-16 Perspective

Edited by Despina A. Stylianou, The City University of New York, USA, Maria L. Blanton, University of Massachusetts, Dartmouth, USA and Eric J. Knuth, University of Wisconsin, USA

A Co-Publication of Routledge for the National Council of Teachers of Mathematics (NCTM)

This important new collection provides a much-needed forum for mathematics educators to articulate a connected K-16 ”story” of proof. By building and extending on existing research and by allowing a variety of voices from the field to be heard, Teaching and Learning Proof Across the Grades not only highlights the main ideas that have recently emerged on proof research, but also defines an

agenda for future study.

2009: 6 x 9: 408ppHb: 978-0-415-98984-8: $135.00Pb: 978-0-415-88731-1: $51.95eBook: 978-0-203-88200-9


Mathematics Teachers at WorkConnecting Curriculum Materials and Classroom Instruction

Edited by Janine T. Remillard, University of Pennsylvania, USA, Beth A. Herbel-Eisenmann, Michigan State University and Gwendolyn M. Lloyd, Virginia Polytechnic Institute and State, USA

2008: 6 x 9: 400ppHb: 978-0-415-99010-3: $155.00eBook: 978-0-203-88464-5


Mathematical LiteracyDeveloping Identities of Inclusion

Yvette Solomon, Manchester Metropolitan University, UK

2008: 6 x 9: 256ppHb: 978-0-8058-4686-7: $150.00Pb: 978-0-8058-4687-4: $49.95eBook: 978-0-203-88927-5


The Impact of Reform Instruction on Student Mathematics AchievementAn Example of a Summative Evaluation of a Standards-Based Curriculum

Thomas A. Romberg, University of Wisconsin, Madison, USA and Mary C. Shafer, Northern Illinois University, USA

2008: 6 x 9: 200ppHb: 978-0-415-99009-7: $145.00eBook: 978-0-203-89522-1


NEW IN PAPERBACK

Embracing ReasonEgalitarian Ideals and the Teaching of High School Mathematics

Daniel Chazan, Sandra Callis and Michael Lehman

2007: 6 x 9: 400ppHb: 978-0-8058-6163-1: $150.00Pb: 978-0-415-87904-0: $39.95eBook: 978-0-203-85090-9


9



NEW IN 2011

Elementary Mathematics through TechnologyIntegrating Technology, Mathematical Content and Pedagogy

Maria Mitchell

Teaching with technology is a vital component of today’s elementary mathetmatics teaching, but is often treated as a ”tack-on” rather than a truly integrated component of the curriculum. Elementary Mathematics through Technology walks readers step by step through the process of interweaving math content pedagogy and the most current technology available to enhance the teaching and learning of mathematics. More than mere suggested weblinks, this fresh approach to math methods and content features:

• an overview of digital technologies available today with concrete suggestions for putting them to best practice in the elementary mathematics classroom

• effective ways to incoporate social networking tools that today’s students know

• technology-based model lessons and sample activities that provide coverage of both the standards as espoused by the National Council of Teachers of Mathematics (NCTM) and the International Society for Technology in Education standards (NETS)

• extensive tables, diagrams, graphics, cartoons, and other visual components that help clarify concepts.

Accessibly written and full of examples, strategies, and more, this text is sure to guide pre- and in-service teachers through the necessary thinking to meaninfgully integrate today’s technologies, mathematical content, and pedagogy.

December 2011: 6 x 9Hb: 978-0-415-80379-3: $150.00Pb: 978-0-415-80380-9: $58.95


NEW2nd Edition

Unlocking Mathematics TeachingEdited by Valsa Koshy, Brunel University, UK and Jean Murray, University of East London, UK

Now in a fully updated second edition, Unlocking Mathematics Teaching is a comprehensive guide to teaching mathematics in the primary school. Combining theory and practice, selected experts outline the current context of mathematics education. They suggest strategies, activities and examples to help develop readers understanding and confidence in delivering the curriculum. The book combines an accessible blend of subject knowledge and pedagogy, and its key features include:

• advice on teaching mathematics to high and low attainers

• guidance on teaching mental maths

• ideas for incorporating ICT

• guidance on assessment in mathematics education

• teaching problem solving

• numerical and non-numerical examples

• updated references, taking into account the Williams Report.

This book will be of interest to all primary education students and practising teachers looking to increase their confidence and effectiveness in delivering the mathematics curriculum.

March 2011: 6-3/4 x 9-3/4: 200ppHb: 978-0-415-57929-2: $128.00Pb: 978-0-415-57928-5: $36.95eBook: 978-0-203-82846-5


NEW

Teaching Mathematics CreativelyLinda Pound and Trisha Lee, Make-Believe Arts, UK

”With dramatic flair, Trisha Lee and Linda Pound combine their unique knowledge of theatre and education to demonstrate new ways of teaching maths. And guess what? It’s all about telling stories and acting out ideas, just the thing children love to do. Page by page, the authors show us how to trust a

playful approach and join the children in imagining a life of mathematical thinking.” – Vivian Gussin Paley

Are you looking for new ideas to capture the reluctant maths pupils in your class?

How can story, drama and GIANTS help you teach maths?

Teaching Mathematics Creatively is crammed full of practical approaches for bringing the teaching of mathematics to life. From an examination of where maths is failing to engage pupils in the twenty-first century, to a wide range of exciting approaches and ideas for ensuring it is possible to teach in a creative way, this is a stimulating and enjoyable source of inspiration for busy teachers.

It promotes creativity as a key element to develop young children’s knowledge, understanding and enjoyment of mathematics and offers a range of strategies to enable teachers to take a playful approach to mathematics teaching. Imaginative ideas include:

• the power of story-telling and play to bring the subject alive for children and teachers alike

• learning maths outdoors – work on a larger scale, make more noise, make more mess

• making sense of the numbers, patterns, shapes and measures children see around them every day

• motivating children through problem-finding and problem-solving

• using music, rhythm and pattern to teach maths creatively

• giant maths – how much food does a giant need in a week?

Underpinned by the latest research and theory and with contemporary and cutting-edge practice at the forefront, Teaching Mathematics Creatively includes a wealth of innovative ideas to enthuse teachers and enrich maths teaching. It is an essential purchase for every teacher who wishes to employ creative approaches to teaching in their classroom.

November 2010: 6-3/4 x 9-3/4: 168ppHb: 978-0-415-57591-1: $120.00Pb: 978-0-415-57592-8: $31.95eBook: 978-0-203-84050-4




NEW IN 2011

Geometry as Objective Science in Elementary School ClassroomsMathematics in the Flesh

Wolff-Michael Roth, University of Victoria, Canada

Series: Routledge International Studies in the Philosophy of Education

Grounded in philosophical approaches to cognition, this book presents a radical reframing of how children learn geometrical concepts in their early years. The book exhibits the shortcomings of other theories, including embodiment and enactivist approaches and advances an understanding of mathematics in the flesh.

April 2011: 6 x 9: 320ppHb: 978-0-415-89157-8: $105.00


Teaching Mathematics toEnglish Language LearnersGladis Kersaint, Denisse R. Thompson, and Mariana Petkova, all at University of South Florida, USA

2008: 7 x 10: 192ppHb: 978-0-415-95788-5: $145.00Pb: 978-0-415-95789-2: $36.95eBook: 978-0-203-89452-1


Introducing DifficultMathematics Topics in the Elementary ClassroomA Teacher’s Guide to Initial Lessons

Francis J. Gardella, Hunter College, USA

2008: 6 x 9: 168ppPb: 978-0-415-96502-6: $36.95eBook: 978-0-203-89117-9


2nd Edition

Handbook of International Research in Mathematics EducationEdited by Lyn D. English, Queensland University of Technology, Australia

2008: 7 x 10: 944ppHb: 978-0-8058-5875-4: $275.00Pb: 978-0-8058-5876-1: $114.95eBook: 978-0-203-93023-6


Embracing MathematicsOn Becoming a Teacher and Changing with Mathematics

Peter Appelbaum, Arcadia University, USA with David Scott Allen, Pennbrook Middle School, USA

2008: 7 x 10: 368ppHb: 978-0-415-96384-8: $160.00Pb: 978-0-415-96385-5: $53.95eBook: 978-0-203-93024-3


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Science, Technology and Mathematics Mini Catalog 2011 (US)

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Transcript of Science, Technology and Mathematics Mini Catalog 2011 (US)