Future elementary and middle school teachers need a clear, coherent presentation of the mathematical concepts, procedures, and processes they will be called upon to teach. This text uniquely balances what they will teach (concepts and content) with how to teach (processes and communication). As a result, students using Mathematics for Elementary School Teachers leave the course knowing more than basic math skills; they develop a deep understanding of concepts that enables them to effectively teach others. This Fourth Edition features an increased focus on the 'big ideas' of mathematics, as well as the individual skills upon which those ideas are built.
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Phares O'Daffer received his BS and MS from Illinois State University and studied at the University of Iowa and the University of Michigan before receiving his PhD in mathematics education from the University of Illinois. His teaching experience spans grade three to college, including early involvement with the University of Illinois Committee on School Mathematics and the Ball State Experimental Program, as well as teaching at Ball State University and Illinois State University.
Phares has co-authored six major K-8 Elementary School Mathematics textbook series, used extensively in elementary schools in the United States and around the world, and over 100 mathematics books ranging from kindergarten to college-level. He has also authored a number of articles in professional journals and served as Chairman of the Editorial Panel for the Arithmetic Teacher, a major journal of the National Council of Teachers of Mathematics.
His long-time interest in genealogy is showcased on his genealogy Web site, www.Odaffer.com. He also enjoys golf, tennis, and travel, and was recently involved as community representative on the editorial panel of his local newspaper and was on the board of directors of a local hospital. Married to Harriet Gove O'Daffer, he has three children and seven grandchildren.
Randy Charles received his BS from Indiana University of Pennsylvania. While working as a high school mathematics teacher, he went on to earn his MS from the University of Maryland. He later attended Indiana University where he worked on a federally-funded research and curriculum development project on problem solving. He served roughly 30,000 students in a West Virginia school district as a K-12 mathematics supervisor before moving on to teaching positions at Illinois State University and then San Jose State University, California.
Randy has written over 100 textbooks for students and teachers and has been heavily involved with NCTM, authoring several NCTM publications. He has spoken at hundreds of state, national, and international mathematics education conferences; was a national speaker for the Learning magazine for many years; and served as vice-president of the National Council of Supervisors of Mathematics.
Thomas Cooney received his BEd and MEd from the University of Toledo, majoring in mathematics and mathematics education respectively, and his Ph.D. in mathematics education from the University of Illinois. He began his teaching career in middle and secondary schools mathematics in Ohio before moving on to teach in the University of Georgia's Department of Mathematics Education.
His research on teaching and teacher education has been internationally recognized through his publications and his lectures in more than 20 countries. Tom was awarded the Gladys Thomason Award for outstanding service to the Georgia Council of Teachers of Mathematics and has received the Distinguished Alumni Award from the University of Illinois’ College of Education. He was the founding editor of the international Journal of Mathematics Teacher Education. His most recent work involves assessing various federally-funded projects on teacher education and writing materials on functions for teachers.
Tom is an avid golfer, photographer, and an experienced traveler.
John Dossey attended Illinois State University, receiving his BS and MS in mathematics there. He began his teaching career at the junior high school level, later moving to high school, and then accepting a position as a K-12 mathematics coordinator for the Normal, Illinois public schools. John completed his PhD in mathematics education at the University of Illinois at Urbana-Champaign. By this time, he was already teaching mathematics and mathematics education classes in the Department of Mathematics at Illinois State University. At Illinois State, he moved through the ranks, becoming Distinguished University Professor of Mathematics. He became involved in a variety of activities involving state, national (NAEP, ACT, and SAT), and international (SIMS, TIMSS, & PISA) student assessments. With this experience, John went on to author or co-author over 80 books ranging from middle school through collegiate mathematics, including methods texts for preservice teachers and professional development titles on assessment and curriculum.
John served as president of the National Council of Teachers of Mathematics, and helped lead the development of the initial NCTM Standards. He served as chair of the Conference Board for the Mathematical Sciences in Washington, D.C.; as Distinguished Visiting Professor of Mathematics at the U.S. Military Academy at West Point, NY; and as a member of many national and international committees and boards dealing with mathematics and mathematics education issues. Away from his professional life, John and his wife, Anne, enjoy living in the country, traveling, and getting together with friends.
Jane Faith Schielack first discovered her love of mathematics in elementary school and it continued to grow throughout her life. She received her BS in Education from Texas A&M University, with certification in Mathematics and English in grades 1-12. After teaching third grade in Victoria, Texas, Janie earned an MA in Mathematics Education from the University of Texas at Austin and became the elementary mathematics consultant at the Texas Education Agency. Later, she returned to Texas A&M University for her PhD in mathematics education while working as a lecturer there in the mathematics courses for elementary and secondary education majors.
Now a professor in mathematics and education at Texas A&M University, Janie has continued her involvement with the Texas Education Agency's development of the state-mandated curriculum in mathematics; made hundreds of presentations at mathematics conferences for teachers; written and presented a variety of professional development institutes for in-service teachers; and authored articles and textbooks focusing on helping children understand mathematics.
Janie spends her free time enjoying her family. She unabashedly admits to using her children as instructional guinea pigs and handy sources of data on learning.
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Book Description Pearson, 2007. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: 1 Mathematical Processes 1.1 Communicating Mathematically 1.2 Reasoning Mathematically 1.3 Mathematics as Problem Solving 2 Sets and Whole-Number Operations and Properties 2.1 Sets and Whole Numbers 2.2 Addition and Subtraction of Whole Numbers 2.3 Multiplication and Division of Whole Numbers 2.4 Numeration 3 Estimation and Computation 3.1 Strategies and Procedures for Mental Computation 3.2 Strategies and Procedures for Estimation 3.3 Algorithms for Addition and Subtraction 3.4 Algorithms for Multiplication and Division 4 Number Theory 4.1 Factors and Divisibility 4.2 Prime and Composite Numbers 5 Understanding Integer Operations and Properties 5.1 Addition, Subtraction, and Order Properties of Integers 5.2 Multiplication, Division, and Other Properties of Integers 6 Rational Number Operations and Properties 6.1 Rational Number Ideas and Symbols 6.2 Adding and Subtracting Fractions 6.3 Multiplying and Dividing Fractions 6.4 Operations with Decimals 6.5 Comparing, Ordering and Connecting Rational Numbers 7 Proportional Reasoning 7.1 The Concept of Ratio 7.2 Proportional Variation and Solving Proportions 7.3 Solving Percent Problems 7.4 Finding Simple and Compound Interest 8 Analyzing Data 8.1 Types of Data Displays 8.2 Data Displays That Show Relationships 8.3 Describing the Average and Spread of Data 8.4 Decision Making with Data 9 Probability 9.1 Understanding Probability 9.2 Connecting Probability to Models and Counting 9.3 Simulations 9.4 Odds and Long-Term Behavior 9.5 Random Variables and Probability Distributions 9.6 Permutations and Combinations 10 Introducing Geometry 10.1 Basic Ideas of Geometry 10.2 More About Points, Segments, and Lines 10.3 More About Angles 10.4 More About Triangles 10.5 More About Quadrilaterals 11 Extending Geometry 11.1 Transformations 11.2 Geometric Patterns 11.3 Special Polygons 11.4 Three-Dimensional Figures 12 Measurement 12.1 The Concept of Measurement 12.2 Measuring the Perimeter and Area of Polygons 12.3 Measuring the Surface Area and Volume of Solids 13 Exploring Ideas of Algebra and Coordinate Geometry 13.1 Variables, Expressions, and Equations 13.2 Solving Equations 13.3 Exploring Graphs of Linear Equations 13.4 Connecting Algebra and Geometry Appendices A Graphing Calculator B Geometry Exploration Software C Glossary of Geometric Terms D Constructions. Bookseller Inventory # ABE_book_new_0321448049
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Book Description Pearson. Hardcover. Book Condition: New. 0321448049 BRAND NEW W/FAST SHIPPING! This item is: Mathematics for Elementary School Teachers, 4th Ed., 2008, by O'Daffer, Phares^Charles, Randall^Cooney, Thomas^Dossey, John A.^Schielack, Jane; FORMAT: Hardcover; ISBN: 9780321448040. Choose Expedited for fastest shipping! Our 98%+ rating proves our commitment! We cannot ship to PO Boxes/APO address. To avoid ordering the wrong item, please check your item's ISBN number!. Bookseller Inventory # P9780321448040
Book Description Pearson Education (US), United States, 2007. Hardback. Book Condition: New. 4th Revised edition. 256 x 203 mm. Language: English Brand New Book. Future elementary and middle school teachers need a clear, coherent presentation of the mathematical concepts, procedures, and processes they will be called upon to teach. This text uniquely balances what they will teach (concepts and content) with how to teach (processes and communication). As a result, students using Mathematics for Elementary School Teachers leave the course knowing more than basic math skills; they develop a deep understanding of concepts that enables them to effectively teach others. This Fourth Edition features an increased focus on the big ideas of mathematics, as well as the individual skills upon which those ideas are built. To see available supplements that will enliven your course with activities, classroom videos, and professional development for future teachers, visit. Bookseller Inventory # AAS9780321448040