Functions in Mathematics: Introduct..., Mark Daniels (a

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Item specifics

Condition
Very Good: A book that has been read but is in excellent condition. No obvious damage to the cover, ...
Book Title
Functions in Mathematics: Introductory Explorations for Second...
ISBN
1609271688
EAN
9781609271688
Release Title
Functions in Mathematics: Introductory Explorations for Second...
Artist
Mark Daniels (author) & Efraim P. Armendariz (author)
Brand
N/A
Colour
N/A
Category

About this product

Product Identifiers

Publisher
Cognella, Inc.
ISBN-10
1609271688
ISBN-13
9781609271688
eBay Product ID (ePID)
111421617

Product Key Features

Number of Pages
100 Pages
Language
English
Publication Name
Functions in Mathematics : Introductory Explorations for Secondary School Teachers
Subject
General
Publication Year
2011
Type
Textbook
Subject Area
Mathematics
Author
Mark Daniels, Efraim P. Armendariz
Format
Trade Paperback

Dimensions

Item Height
0.2 in
Item Weight
18.5 Oz
Item Length
11 in
Item Width
8.5 in

Additional Product Features

Intended Audience
Scholarly & Professional
Table Of Content
Introduction Unit 1: Functions, Rates, and Pattern Unit 2: Regression and Modeling Unit 3: Exploring Functions in Other Systems Conclusion Index
Synopsis
This inquiry and exploration-based workbook has been designed as a tool for pre-service and in-service mathematics teachers to use as a guidebook for "doing mathematics" and exploring mathematics topics in depth. The lessons chosen serve as a function-based approach that connects important topics in the secondary mathematics curriculum and act as a bridge to university-level mathematics., When discussing the mathematical knowledge of elementary school teachers, the National Council of Teachers of Mathematics concludes that teachers must have a deep understanding of mathematics and be able to easily draw on that knowledge with flexibility in their teaching tasks. Mathematics teachers must understand the big ideas of mathematics and be able to represent mathematics as a coherent and connected endeavor. This inquiry and exploration-based workbook has been designed as a tool for pre-service and in-service mathematics teachers to use as a guidebook for "doing mathematics" and exploring mathematics topics in depth. The lessons chosen for this text serve as a function-based approach that connects important topics in the secondary mathematics curriculum and act as a bridge to university-level mathematics. Whether used as a course text or for individual professional development purposes, this book should be approached from the standpoint of discovery and reflection about the significance of the selected topics. It is the authors' hope that the explorations contained within serve as vehicles for classroom discussion and presentation of mathematics topics, or as starting points for further investigation., When discussing the mathematical knowledge of elementary school teachers, the National Council of Teachers of Mathematics concludes that teachers must have a deep understanding of mathematics and be able to easily draw on that knowledge with flexibility in their teaching tasks. Mathematics teachers must understand the big ideas of mathematics and be able to represent mathematics as a coherent and connected endeavor. This inquiry and exploration-based workbook has been designed as a tool for pre-service and in-service mathematics teachers to use as a guidebook for "doing mathematics" and exploring mathematics topics in depth. The lessons chosen for this text serve as a function-based approach that connects important topics in the secondary mathematics curriculum and act as a bridge to university-level mathematics. Whether used as a course text or for individual professional development purposes, this book should be approached from the standpoint of discovery and reflection about the significance of the selected topics. It is the authors' hope that the explorations contained within serve as vehicles for classroom discussion and presentation of mathematics topics, or as starting points for further investigation. Efraim P. Armendariz is a professor of mathematics at the University of Texas at Austin. His mathematical interests include noncommutative ring theory, development of educational programs addressing accessibility issues, and development of secondary mathematics teachers. He received a Ph.D. in Mathematics from the University of Nebraska-Lincoln in 1966. Mark L. Daniels is a clinical associate professor of mathematics and UTeach Natural Sciences at the University of Texas at Austin. His research interests involve the preparation of pre-service teachers and the incorporation of instructional methodology in mathematics courses taken by students seeking certification.

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