Reviews of books for kids, ideas for ways to use them in the classroom, and collections of math books and activities.
Articles and sections from Carol Hurst's professional books for teachers and librarians have been reformatted to create an interactive collection of information. The activities and discussions are most appropriate for those working with students in grades K-4. Included are:
Articles - Math Out Loud: Math and the Oral Traditions - Time and Time Travel Fantasies - Math Month in the Library - Books in the Math Program
Sample Chapters - Math and My Place in Space - Math and Mud Flat Olympics - Patterns and Picture Books - Data Gathering and Picture Books - Computation and Picture Books
Picturing Math - a book by Carol Hurst and Rebecca Otis. - Using Picture Books in the Math Curriculum, for Pre-K through 2nd Grade.
Other curriculum areas and professional topics can be found on Carol Hurst's Children's Literature site at:
The TI-92 now has an algebraic manipulator; what implications does this have for the algebra curriculum?
After a talk given at the Association of Mathematics Teacher Educators' Conference Within A Conference during the April NCTM meetings in Minneapolis, Blake Peterson initiated this discussion on the AMTE list. He began the conversation with some initial thoughts and comments:
- Algebra is to Calculus as the alphabet is to reading. - Why do we still teach factoring - what is the underlying idea of factoring polynomials? - Now that the TI-92 can symbolically solve equations, do we still continue to have students solve pages and pages of them? What is the underlying idea of solving equations?
A small part of the discussion follows, and we think you'll enjoy the rest:
- Algebra is a powerful symbolic way of modeling situations in the world. It has value and beauty in its own right. - Cathy Wick
- Is it possible to engage in algebraic thinking/reasoning without using algebraic symbols? - Libby Krussel
- Just recently I opened a webpage that integrates functions. One feature allowed me to select a function at random and with the click of a button its integral would appear. (It had been over 30 years since I had seen many of these functions.) As I experienced this "magic" I was suddenly struck with the question, "How do I know these are correct?" - J. Wendell Wyatt
- ...about the use of the TI 92... students who know the material find the technology beneficial, but students who do not know the material find the technology to be an additional impediment which acts as a barrier to learning. - Steve Wilson
- We can't teach algebra in a vacuum. We need to give students meaningful situations early where algebra can be used to model and clarify those situations. - Barbara Muenster
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