Transition Mathematics: Ucsmp Grades 6-12 by Unknown [Ingram, 2008] [Hardcove...

Transition Mathematics: UCSMP Grades 6-12

Teen & Young Adult

Usiskin, Zalman

Viktora, Steven S.

Cheung, Erica

Highstone, Virginia

Capuzzi, Catherine

Heeres, Deborah

Metcalf, Neva A.

Sabrio, Susan

Jakucyn, Natalie

Education & Reference

Wright Group/McGraw-Hill.

The UCSMP Third Edition curriculum emphasizes problem solving, everyday applications, and the use of technology and reading, while developing and maintaining basic skills. UCSMP Algebra has a scope far wider than most other algebra texts, with mathematical topics integrated throughout. Statistics and geometry are settings for work with linear expressions and sentences. Probability provides a context for algebraic fractions and functions. Expressions, equations, and functions are described graphically, symbolically, and in tables. Concepts and skills are taught with a variety of approaches. Graphing calculuators are implemented for home use, while computer algebra systems technology is used in the classroom to develop patterns and practice skills. No additional prerequisites other than those needed for success in any algebra course are needed for success in this course. Prior study from the previous UCSMP Grades 6-12 courses tend to cover more of UCSMP Algebra than other students because they have been introduced to more of the applications of algebra. UCSMP Algebra prepares students for any standard geometry course.View a sample lesson from the Teacher's Edition of this program by clicking here.

Algebra: Ucsmp Grades 6-12 (UCSMP Algebra)

Brown, Susan A.

Breunlin, R. James

Wiltjer, Mary Helen

Degner, Katherine M.

Eddins, Susan K.

Edwards, Michael Todd

This book gives readers a comprehensive look at the most important concepts in the mathematics taught in grades 9-12. Real numbers, functions, congruence, similarity, area and volume, trigonometry and more. For high school mathematics teachers, mathematics supervisors, mathematics coordinators, mathematicians, and users of the University of Chicago School Mathematics Project materials for grades 7-12 who want a comprehensive reference book to use throughout their careers or anyone who wants a better understanding of mathematics.

Mathematics for High School Teachers- An Advanced Perspective

Science & Math

Peressini, Anthony L.

Marchisotto, Elena

Stanley, Dick

Mathematics

Pearson

Transition Mathematics (University of Chicago School Mathematics Project)

Transition Mathematics (University of Chicago School Mathematics Project)

Porter, S.

Polonsky, Lydia

Flanders, James

Hynes, Cathy

Scott, Foresman Co.

This monograph reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals. This kind of research, which we call micro-curricular analysis, is often undertaken by those who create curriculum, but it is not usually done systematically and it is rarely published. Many terms in mathematics education can be found to have different definitions in mathematics books. Among these are "natural number,""parallel lines"and "congruent triangles,""trapezoid"and "isosceles trapezoid,"the formal definitions of the trigonometric functions and absolute value, and implicit definitions of the arithmetic operations addition, subtraction, multiplication, and division. Yet many teachers and students do not realize there is a choice of definitions for mathematical terms. And even those who realize there is a choice may not know who decides which definition of any mathematical term is better, and under what criteria. Finally, rarely are the mathematical implications of various choices discussed. As a result, many students misuse and otherwise do not understand the role of definition in mathematics. We have chosen in this monograph to examine a bit of mathematics for its definitions: the quadrilaterals. We do so because there is some disagreement in the definitions and, consequently, in the ways in which quadrilaterals are classified and relate to each other. The issues underlying these differences have engaged students, teachers, mathematics educators, and mathematicians. There have been several articles and a number of essays on the definitions and classification of quadrilaterals. But primarily we chose this specific area of definition in mathematics because it demonstrates how broad mathematical issues revolving around definitions become reflected in curricular materials. While we were undertaking this research, we found that the area of quadrilaterals supplied grist for broader and richer discussions than we had first anticipated. The intended audience includes curriculum developers, researchers, teachers, teacher trainers, and anyone interested in language and its use.

The Classification of Quadrilaterals: A Study in Definition (Research in Mathematics Education)

Information Age Publishing

A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi This monograph reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals. This kind of research, which we call micro-curricular analysis, is often undertaken by those who create curriculum, but it is not usually done systematically and it is rarely published. Many terms in mathematics education can be found to have different definitions in mathematics books. Among these are "natural number," "parallel lines" and "congruent triangles," "trapezoid" and "isosceles trapezoid," the formal definitions of the trigonometric functions and absolute value, and implicit definitions of the arithmetic operations addition, subtraction, multiplication, and division. Yet many teachers and students do not realize there is a choice of definitions for mathematical terms. And even those who realize there is a choice may not know who decides which definition of any mathematical term is better, and under what criteria. Finally, rarely are the mathematical implications of various choices discussed. As a result, many students misuse and otherwise do not understand the role of definition in mathematics. We have chosen in this monograph to examine a bit of mathematics for its definitions: the quadrilaterals. We do so because there is some disagreement in the definitions and, consequently, in the ways in which quadrilaterals are classified and relate to each other. The issues underlying these differences have engaged students, teachers, mathematics educators, and mathematicians. There have been several articles and a number of essays on the definitions and classification of quadrilaterals. But primarily we chose this specific area of definition in mathematics because it demonstrates how broad mathematical issues revolving around definitions become reflected in curricular materials. While we were undertaking this research, we found that the area of quadrilaterals supplied grist for broader and richer discussions than we had first anticipated. The intended audience includes curriculum developers, researchers, teachers, teacher trainers, and anyone interested in language and its use.

The Classification of Quadrilaterals: A Study in Definition (Hc) (Research in Mathematics Education)

See the best price to sell, buy, or rent books by Usiskin, Zalman. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Usiskin, Zalman