Teaching of reading, writing and numeracy Books

Book SynopsisWe live in an increasingly interdependent and interconnected world. The COVID-19 crisis has provided a stark reminder of the enormous educational inequities within and across countries around the globe. Featuring international language and literacy researchers who apply various tenets of global meaning making to disrupt and interrogate contradictions and tensions in global scholarship, Global Meaning Making focuses on a model of interrogating international literacy research and pedagogical pursuits with the ultimate goal of transforming how we engage in global endeavours. Organized around three major themes: Literacy Programs, Policies and Curriculum; Language of Instruction Policies and Practices and Engaging in Global Literacies, chapter authors reimagine global approaches that respect the histories, ways of knowing, needs, hopes and values of voices beyond the western, including those from the Global South: Asia, Africa, Oceania, and South and Central Americas. Each chapter outlines research the chapter authors are conducting or have conducted and describes implications for how their work utilizes tenets of global meaning making.Table of ContentsPreface; Robert Tierney Section 1. Literacy Programs, Policies and Curriculum Chapter 1. Introduction: Stitching a Global Meaning Making Patchwork Quilt; Patience Sowa, Katina Zammit, and Lori Czop Assaf Chapter 2. International Literacy Development in the Peruvian Amazon: Three Problematic Assumptions; Desirée Pallais-Downing Chapter 3. Becoming Global Meaning Makers: The Making and Remaking of Literacy Education Expertise and Practice in Belize; Odelia Caliz, Ray Lawrence, Rashid Murillo, Denise Neal, Jennifer Sanders, Yvonne Tyndall-Howell, and Deborah Williams Chapter 4. Tapasā: An Invitation to Decolonize Literacy Teacher Education in Aotearoa New Zealand; Jessica Cira Rubin and David Taufui Mikato Fa’avae Chapter 5. Academic literacies from the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America; María Constanza Errázuriz, Lucía Natale, and Juan Antonio Núñez Cortés Section 2. Language of Instruction Policies and Practices Chapter 6. Challenges and Practical Considerations of the Choice of Languages of Instruction in Low and Middle Income Countries; Patience Sowa Chapter 7. Challenging Existing Spaces: Deconstructing Indigenous Power Imbalances within Aotearoa New Zealand; Rachel Martin and Amanda Denston Chapter 8. Between Many Worlds: Which Language to use in Primary Schools - Mother Tongue, Vernacular, or English?; Carol Abiri and Katina Zammit Chapter 9. Community Mapping in One Rural Community in South Africa: Teacher Candidates Grapple with Colonizing Influences on Language and Literacy; Lori Czop Assaf, Kristie O’Donnell Lussier, and Meagan Hoff Section 3. Engaging in Global Literacies Chapter 10. Interrupting Existing Frames and Being Mindful: An Examination of Culturally Responsive Teachers of High Performing Immigrant and Refugee Youth in a German Secondary School; K. Dara Hill Chapter 11. Cosmopolitanism to Frame Teaching Global Literacies; Shea N. Kerkhoff and Ming Yi Chapter 12. “My Way is a Little Bit Wrong:” How Refugee-Background Students Negotiate the Boundaries of American Academic Literacies; Meagan Hoff Chapter 13. School Interrupted: Issues and Perspectives from COVID-19 Remote Teaching; Chinwe H. Ikpeze and Susan Schultz Chapter 14. Voices of Chinese Students: What Motivates them to Read?; Jiening Ruan and Susan Schultz Chapter 15. Conclusion; Katina Zammit, Lori Czop Assaf, and Patience Sowa

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won't fail to inspire and engage all learners. Scott Evans, aka The Reader Teacher, shares 100 innovative and practical ideas to help teachers nurture confident, enthusiastic young readers with a lifelong passion for books. Combining clear, practical advice with tried-and-tested classroom activities and inspiration, 100 Ideas for Primary Teachers: Reading for Pleasure will give teachers the tools they need to create and sustain a positive reading culture. Based on the ‘Reading Roadmap’, the author’s unique five-point framework to revolutionise reading in schools, the ideas will help teachers promote reading for pleasure across the curriculum and create a reading spine of diverse texts to engage and excite children. Ideas range from classroom-based concepts like children selecting class books and creating reading scrapbooks to whole-school suggestions such as developing a ‘Senior Readership Team’ and hosting your own ‘Festival of Reading’. There are sections covering all aspects of reading life, including how to become reader teachers and leaders, engage families and work with writers and illustrators, this book offers everything a teacher needs to get every child excited about reading. Written by experts in their field, the 100 Ideas books offer practical ideas for busy teachers. They include step-by-step instructions, teaching tips and taking it further ideas. Follow the conversation on Twitter using #100Ideas.Trade ReviewAn abundant, wonderful, and essential treasure box, certain to stoke enthusiasm and a propulsive joy of reading through every inch of your school. -- Vashti Hardy * award-winning author of the Brightstorm series @vashti_hardy *If you want to create a reading school, this is the book for you. What a thorough collection of ideas to really make reading rock across the whole school. -- Heather Wright * Reading Rocks *Overflowing with inspirational ideas, this is a brilliant book to help teachers unlock the magic of reading for pleasure for all the children they teach. -- Christopher Edge * award-winning author of books including Escape Room @edgechristopher *Brilliant, insightful, practical & realistic, this is an essential toolkit for every school, from a teacher whose passion for reading places him at the beating heart of children’s literature. -- Emma Carroll * author of 'Letters from the Lighthouse' and 'Escape to the River Sea' @emmac2603 *There is no more important a principle than reading for pleasure and no-one more passionate or knowledgeable than Scott to help children on their way. A must for every primary classroom and teacher. -- Phil Earle * children's author *A must read for every teacher and educational leader. Packed full of practical and innovative ideas, this is a resource I will recommend to everyone and refer to frequently. -- Jenny Pearson * children's author and primary school teacher *All children should be given the opportunity to read for pleasure: this is an essential, accessible guide for every teacher from an expert in the field. -- Cressida Cowell * Children's Laureate, 2019-22 *An exceptional book. It is INSPIRING and comprehensive. It is stuffed with knowledge and ENTHUSIASM. And most of all it is – I think, for teachers – EMPOWERING. -- Tom Palmer * children's author *The ultimate book for anyone looking to raise the priority of reading in their classroom or school. Scott's ideas are innovative, easy to implement and impactful. -- Andy Taylor * Senior Lecturer in Primary Education at University of Worcester, @MrTs_NQTs *In this inspiring volume, The Reader Teacher, Mr Scott Evans, has gathered a cornucopia of wonderful ideas certain to get you, the young people you know and all of the people in your school and wider community excited about reading books, and talking about the stories they love best. It’s simply marvellous. -- M. G. Leonard * author *Enriching, illuminating and engaging. An expert guide to helping young people discover the magic of books and become readers for life. -- Eloise Williams * Inaugural Children's Laureate Wales *Full of fresh ideas, this is essential reading for any educator who wants to instill a lifelong love of reading. Every school should have a copy. -- Katya Balen * children's author *Scott Evans is a brilliant champion of children's books and reading for pleasure! -- SF Said * children's author *A must-have resource for EVERY classroom - this book is exceptional in its imagination, its passion and its purpose. All children deserve to read for pleasure - this book is the key to making that happen. -- Hannah Gold * award-winning author *Scott Evans gives a very comprehensive and user friendly approach to the idea of ‘Reading for Pleasure’ in the form of an essential guide. Whilst many of the innovative ideas centre around school life, it is easy to see how these could be adapted in your own home as a parent... Highly recommend! -- Bex * English teacher and blogger @teachermumreadsbooks @mummyisreading *This is the essential read for anyone involved in a primary school looking at fostering reading for pleasure. Packed full of practical ideas – including creating a reading spine of diverse texts to hosting your own Book Awards – this will definitely lead to a positive reading culture in schools. -- Tom * Assistant Headteacher, blogger and co-host of #EduPubChat Check 'Em Out Books blog *This is a goldmine of practical strategies and clearly explained, rational tips for developing reading provision. This is a book for ... anyone who wants to play a part in building a community of readers. -- Kate Heap * teacher, author of the Developing Reading Comprehension Skills series and blogger at Scope for Imagination *Scott brilliantly distils everything you should, could and may implement for reading for pleasure into manageable bite size chunks, which can easily be digested, dipped into and shared for CPD to inspire and inform without overloading. Scott has taken all the myriad approaches for fostering a love of reading and fashioned it into a zesty, green slice of a book - like a slimline tonic. It's awesome! -- Chris Soul * children's author, book reviewer and teacher www.chrissoul.co.uk *It takes a single step to start a journey and I wholeheartedly think that this is an indispensable resource to help schools begin or continue their reading journey: a journey that really is life-changing for children. -- Mary Rees * teacher, Reading Lead and children’s book blogger at bookcraic.blog *The genius of many of these ideas is that they are simple and with little or no cost in terms of money or time – an all-important consideration in these times of squeezed budgets and over-burdened staff. -- Jacqui Sydney * teacher and blogger at WorldsSmallestLibrary.wordpress.com *This is a book that needs to be in every primary school. I guarantee it will be well used and will help to change lives. * K and O: Bonkers About Books blog *The pure joy of Scott’s book is that he has gathered together many tried and tested ideas which can easily be slotted into daily practice and culture in classrooms, whole schools and the wider community to create a constant, non-gimmicky buzz about books and reading. * Through the Bookshelf blog *What a little pocket rocket this is! As a school librarian this book is perfect for me to read and gain ideas that I may not be covering in my library but need to take on board to help promote reading for pleasure further. -- Emma Suffield * Little Blog of Library Treasures @LibraryTreasures85 *Some of my favourite ideas are reader recommendations (which are incredibly powerful coming from teacher to pupil) and first chapter Friday – the latter of which I plan to integrate next term for sure! * Vicky's Never Ending TBR Blog *Practical strategies, activities and ideas that are easy to implement with teaching tips, suggestions for taking it further and bonus ideas... Although aimed at primary teachers, most of the suggestions are easy to adapt for older students and whilst many school librarians will already be carrying out a lot of these recommendations, the range will ensure most find something new to put into place. * Barbara Band, School Library Consultant *

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Book SynopsisConnecting the constructs of meaning and experience in the fields of English education, teacher education, literacy and narrative inquiry, Making Meaning with Readers and Texts materializes new insights for advancing teacher education research, broadening understandings of teachers’ use of literacy practices for making meaning from classroom events. Exploring new possibilities for framing and reframing learning to teach, Edge advances teacher education research through longitudinal inquiry into beginning teachers’ meaning making from classroom events. Novel applications of theory combined with field-based research advances the development of conceptual and practical frameworks for teaching and teacher education. Documenting meaning-making as prospective teachers transition into teaching, extending seminal theories from language arts, reading, and literacy to teacher education, Making Meaning with Readers and Texts advances a new theory for how teachers can fully utilize literacy skills in and for their teaching practices. Reconsidering well-documented problems in preparing teachers and reimagining teaching as reading and composing—curriculum, identity, relationships – Making Meaning with Readers and Texts is crucial reading for teacher educators, English educators, and literacy scholars.Table of ContentsPart I. Envisioning Teachers as Readers, Writers, and Meaning-Makers Chapter 1. Imagining Teachers as Readers Chapter 2. Exploring Teachers as Readers and Writers of Classroom texts: Classroom Literacy as A Framework for Adaptive Expertise Chapter 3. Meaning and Experience in Classroom Literacy Part II. Making Meaning from Classroom Events Chapter 4. Why Narrative Inquiry? Chapter 5. Poem as Event: Making Meaning With Christi Chapter 6. Learning from Experience: Methods for Attending to Classroom Events over time Part III. Making Meaning with Beginning Teachers Chapter 7. Living and Telling Stories of Beginning Teaching: Meaning-Making through/From Experiences Chapter 8. Efferent and Aesthetic: Stances for Reading Teaching Chapter 9. Reading Students and Recomposing Curriculum Chapter 10. Cafeteria Conversations: CoConstructing Meaning Chapter 11. Reading and Composing Classroom Texts: Teaching as Inquiry and Problem Solving Chapter 12. Learning through Experience: Reading and Composing Confidence Part IV. (Re)Considering Readers, Texts, and Poems in Classroom Events Chapter 13. Toward a Theory of Transactional Teaching and Learning

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Book SynopsisTeachers must consider what it means to work with students in an increasingly diverse global community. Classrooms increasingly comprise of students and teachers of different social, cultural, language, ethnic, and religious backgrounds, needing to adapt in order to accommodate for differences, both expected and unanticipated, that each individual brings to shared classroom contexts. Smudging Composition Lines of Identity and Teacher Knowledge uses a comparative narrative inquiry approach grounded in long-term research to learn about experiences and complexities of cross-cultural teaching. The chapter authors identify and explore differences in the structure of schooling, student experiences, teacher education, school partnerships, parents, and members of the community, and the ways in which diversity is addressed in school practices and curriculum. Gaining insight into complexities of teacher identity formation and development in cross-cultural teaching contexts, they explore ways in which teaching goals might be achieved using practices commonly used in the host country not often used in one’s home country. The dilemmas and tensions uncovered directly from the perspective of teachers and teacher educators develop narrative inquiry as a methodological approach to examining teacher knowledge in cross-cultural teaching, providing invaluable findings for teachers, teacher educators, and educational researchers internationally.Table of ContentsIntroduction Chapter 1. Examining teacher knowledge in cross-cultural classroom contexts; Vicki Ross and Elaine Chan Section I. Becoming a cross-cultural teacher: Developing teacher knowledge from cross-cultural experiences Chapter 2. Cross-cultural chickens and eggs; Candace Schlein Chapter 3. Transforming our praxis through cross-cultural perspectives in pedagogy; Andrea Flanagan-Borquez and Kiyomi Sanchez-Suzuki Colegrove Section II. Learner experience informing teacher knowledge Chapter 4. Confronting difference: Learning to teach in a borderland school in Hong Kong; Cheri Chan Chapter 5. Teacher education for social justice across sociocultural and sociopolitical contexts: An autobiographical narrative study; Margaret M. Lo Section III. Cross-cultural curricular experiences that inform teacher knowledge Chapter 6. Stories of Margaret: A Korean who has never not been Korean; Sue Kyung Kim Chapter 7. Narratives Indigenizing school mathematics: An intersection of Euro-Western and Cree perspectives; Stavros Stavrou Section IV. Milieu informing teacher knowledge Chapter 8. Exploring shifts of dialogue in cross-cultural teaching and curriculum design; Qian Chen Chapter 9. Crossing over the genkan: Learning about Japanese schooling from a Canadian teacher perspective; Elaine Chan Conclusion Chapter 10. Complexities of teacher knowledge in cross-cultural school contexts: Coming to a cross-cultural comparative narrative approach; Elaine Chan and Vicki Ross

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Book SynopsisEven if children know their phonics and ABC's inside out and can read every book in their book bag, why is it still so difficult to get them to want to read and write? How do we begin to get our children excited about literacy? The answer might surprise you...let them play!Featuring 40 engaging play-based activities, this book makes literacy so fun that children won't notice they're also actively developing reading and writing skills. From blow painting words to making paper chain sentences, each activity can be done using household items and they are adaptable for children of any age and ability, making learning accessible for all. With charming black and white line illustrations to depict each activity, this is a great way to connect with children while helping to build their literacy skills at the same time.Trade ReviewPlay is at the heart of science, the arts, engineering, architecture - in short the world we live in. We all learn through play. Yet, for some reason play gets downgraded as trivial. Perhaps that's because we love it. This book puts play where it belongs: at the heart of our lives. * Michael Rosen, Writer and broadcaster *The best kind of books offer the reader an adventure within its pages and the best kind of adventure is one that leads to something new. Georgina has skilfully created a wealth of fantastic fresh ideas that act like a much-needed map guiding us towards a deeper understanding of who The Unique Child truly is and how play with all its magic can show them the joyful gift of being a reader and a writer. * Greg Bottrill, childhood advocate and author of "Can I Go And Play Now? *Well done Georgina, another brilliant book for playful parents! It's so refreshing to see lots of ways to practise those essential early reading and writing skills in fun and active ways! This will be such a helpful guide for so many of us wanting to give our children the best start in life. * Claire Russell founder of playHOORAY! *This is a unique and seemingly never-ending supply of fun filled ideas to develop our children as readers and writers. Durrant has cleverly provided us with the go-to manual for those who wish to enthuse and empower children in their literacy journey. * Chris Dyson- Headteacher Parklands Primary School and Author of ‘Parklands: A School Built on Love *When I was reading this book, what struck me immediately was the sheer depth of Georgina's knowledge on how to support reluctant readers. Since being lucky enough to have 'early access' to this book, I have found myself recommending it to other professionals, parents and carers alike! * Dr Helen Ross, trustee of the British Dyslexia Association, dyslexic dyslexia expert and educational consultant *Table of ContentsIntroduction; 1 - Sensory Ways; 2 - Imaginative Play Ways; 3 - Crafty Ways; 4 - Active Ways; 5 - Every Day Hacks

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Book SynopsisThis is a guide to teaching creative writing to primary school children aged 8-11.The 22 classroom-tested exercises encourage students to explore their emotions, their senses, and the world around them. Activities are designed to get children thinking about and describing what they see, hear, smell, taste and the thoughts which pass through their minds, re-enforcing their basic grammar and widening their vocabulary.The aim is to get children writing for enjoyment.The assignments are a springboard from which ideas are formed and then developed. They are structured to encourage spontaneous thought and to allow the writer to follow ideas; freeing the conscious mind from restraint to simply write. Above all, they are for children to have fun, to help them tap into emotions and imagination - which may well surprise both them and you.Get Children Writing brings together clear objectives, teachers' notes, and examples of techniques, styles, and formats drawn from classic children's literature into one classroom-ready sourcebook. Many of the assignments can be adapted to suit children younger or older than 8-11.We all love a story.

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Book SynopsisSpring 2023 Smart Book winners from the Academics' Choice Awards Literacy Learning begins at birth and continues throughout our lives! Birth to age 5 is a critical period in building the foundation for later success in reading and writing. Educators play a vital role in nurturing young children’s early language and literacy knowledge and skills. However, the specific practices that support literacy development in early childhood are often different than those used with older children.     From some of the foremost early literacy development experts in the field comes this practical resource that is a must-have for all educators of infants, toddlers, and preschoolers. Using eight key practices—Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding—as the framework, the authors discuss how educators can support five important areas of young children’s early literacy development: Language and knowledge Print concepts Sounds and letters Writing Text comprehension A range of features highlights information about these areas and practices, including the latest research findings, recommended resources, tips for integrating technology into play and learning, and more.      With this book, explore how to create effective, appropriate, and fun learning opportunities for our littlest literacy learners.  Trade ReviewToo often, educators are simply told they need to teach early literacy without being provided with support for how to engage young children in meaningful and developmentally appropriate learning experiences. This book is filled with evidence-based and easy-to-implement teaching practices that educators can put into practice immediately. The emphasis on the power of intentional environments and interactions as the pathway to supporting literacy learning for young children is aligned with everything we know about what’s important for our youngest learners.      —Bridget K. Hamre, Research Associate Professor, University of Virginia, and CEO and Cofounder, Teachstone    This is simply the best book on early language and literacy in the marketplace. It not only elucidates research and key practices in a highly informative, jargon-free way, it brings these practices to life in engaging vignettes that make them all the more real to readers.   —Susan B. Neuman, Professor of Childhood Education and Literacy Development, Steinhardt School of Culture, Education, and Human Development, New York University    If you’re thirsty for more about the science of early literacy instruction, read this brilliant book. The children you teach will benefit richly from what you learn. Parents should read it too!     —Ronald F. Ferguson, Founder and President, The Basics, Inc., and Faculty Director, Achievement Gap Initiative at Harvard University    Children’s media creators can greatly impact how children learn, but understanding how to create effective educational content can be challenging. Literacy Learning for Infants, Toddlers, and Preschoolers provides clear, concise examples of real-world learning that can easily be implemented in storytelling for children’s television and digital games.    —Olubunmi Mia Olufemi, Supervising Producer, Children’s Television    The construction of this book is early educator friendly and provides a set of comprehensive tools and resources to aid in the complexities of teaching unique learners along their continuum of early literacy development. By following the provided key practices as guideposts for language acquisition, print recognition, vocabulary expansion, and reading and writing text, educators can more readily adjust their own instructional practice using the provided cues and tips.   —Denise Smith, Implementation Director, Hope Starts Here – Detroit’s Early Childhood Partnership Table of ContentsAbout the Authors Introduction and How to Use this Book Introduction to the purposes and structure of the book including an introduction to the eight core Practices for early childhood educators: Knowing, Showing, Designing, Including, Engaging, Explaining, Observing, and Responding. Chapter 1: Clever Communicators Both language and conceptual knowledge are critical for understanding texts and for learning about the world. In Chapter 1, early childhood educators learn to support young children in building knowledge, and in developing language, including vocabulary, to talk about the concepts they learn and texts that are read. Chapter 2: Print Navigators As children interact with different types of written text, they learn about how print is used to convey meaning. In Chapter 2, early childhood educators learn to support these understandings by encouraging children to engage with literacy materials in meaningful ways. Chapter 3: Sound–Letter Linkers The understanding that oral language can be broken into smaller sounds is a critical building block for literacy development. In Chapter 3, early childhood educators learn to use games and activities that encourage children to play with sounds in words. Chapter 4: Resourceful Writers In the early childhood years, children can begin to represent their ideas using pictures, symbols, and eventually with letters. In Chapter 5, early childhood educators learn to encourage and support children’s attempts to share their ideas through writing. Chapter 5: Text Comprehenders Young children can understand, enjoy, learn from, and apply ideas from texts and images. In Chapter 6, early childhood teachers learn to engage children in read alouds and other interactions with written text that facilitate language development and higher-order discussion.     Index

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Book SynopsisThis is the second (revised) edition of the book published in 2010 under the same title. It reflects the author's experience teaching a graduate level mathematics content course for elementary teacher candidates at SUNY Potsdam since 2003. The book addresses a number of recommendations of the Conference Board of the Mathematical Sciences for the preparation of teachers demonstrating how abstract mathematical concepts can be motivated by concrete activities and the use of technology. Such approach to school mathematics makes it easier for teachers to grasp the meaning of generalization, formal proof, and the creation of an increasing number of concepts on higher levels of abstraction. The book's computer-enhanced pedagogy and its strong experiential component enabled by the use of manipulative materials have the potential to reduce mathematics anxiety among teachers and help them develop confidence in teaching the subject matter through modeling and problem solving. Classroom observations of teachers' learning mathematics as a combination of theory and experiment confirm that this approach elevates one's mathematical understanding to a higher ground.Most of the chapters are motivated by a problem typically found in the elementary mathematics curricula and/or standards (either National or New York State – the context in which the author prepare teachers). By exploring traditional problems in depth, teachers can uncover fundamental mathematical concepts and ideas hidden within a seemingly mundane task. The need to have experience in going beyond traditional expectations for learning is due to the constructivist orientation of contemporary mathematics pedagogy that encourages students to ask questions about mathematics they study. Each chapter (except the last one) includes an activity set that can be used for the development of the variety of assignments for teachers. Digital tools used in the book include spreadsheets, Wolfram Alpha, GeoGebra, Kid Pix Studio Deluxe, and Graphing Calculator (Pacific Tech).

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Book SynopsisThis is the second (revised) edition of the book published in 2010 under the same title. It reflects the author's experience teaching a graduate level mathematics content course for elementary teacher candidates at SUNY Potsdam since 2003. The book addresses a number of recommendations of the Conference Board of the Mathematical Sciences for the preparation of teachers demonstrating how abstract mathematical concepts can be motivated by concrete activities and the use of technology. Such approach to school mathematics makes it easier for teachers to grasp the meaning of generalization, formal proof, and the creation of an increasing number of concepts on higher levels of abstraction. The book's computer-enhanced pedagogy and its strong experiential component enabled by the use of manipulative materials have the potential to reduce mathematics anxiety among teachers and help them develop confidence in teaching the subject matter through modeling and problem solving. Classroom observations of teachers' learning mathematics as a combination of theory and experiment confirm that this approach elevates one's mathematical understanding to a higher ground.Most of the chapters are motivated by a problem typically found in the elementary mathematics curricula and/or standards (either National or New York State – the context in which the author prepare teachers). By exploring traditional problems in depth, teachers can uncover fundamental mathematical concepts and ideas hidden within a seemingly mundane task. The need to have experience in going beyond traditional expectations for learning is due to the constructivist orientation of contemporary mathematics pedagogy that encourages students to ask questions about mathematics they study. Each chapter (except the last one) includes an activity set that can be used for the development of the variety of assignments for teachers. Digital tools used in the book include spreadsheets, Wolfram Alpha, GeoGebra, Kid Pix Studio Deluxe, and Graphing Calculator (Pacific Tech).

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