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Our system of electronic curricula, videos, and printed workbooks are scaffolded to foster deep understanding and develop mathematical skills. We encourage students to keep thinking and solving problems. Priceless! I feel they have learned so much in a short amount of time. I attribute the problems within your program which I presented daily to their development of those critical (yet often elusive!) modeling and reasoning skills. We have not seen a program that matches it in any of its components, let alone all three. We believe in the value we bring to teachers and schools, and we want to keep doing it. We keep our prices low so all teachers and schools can benefit from our products and services.This includes school websites and teacher pages on school websites. So in addition to agreeing not to copy or share, we ask you: We think others will value it, too. That’s why we may do the following (and we ask that you agree): To get a refund: But that said, we are providing our products and services to you “as is,” which means we are not responsible if something bad happens to you or your computer system as a result of using our products and services.Binding Arbitration means our case will be decided by one or more arbitrators who are chosen and paid by all parties to the dispute. Arbitration is a faster and less formal way of resolving disputes and therefore tends to cost less. We’ve given you the highlights above, in plain English, but it’s a good idea to look at the Legalese, too, because by checking the box below and proceeding with your purchase you are agreeing to both the English and Legalese. In order to continue to provide high quality mathematics resources to you and your students we respectfully request that you do not post this or any of our files on any website. Doing so is a violation of copyright. If you already have a plan, please login.
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If you need to purchase a membership we offer yearly memberships for tutors and teachers and special bulk discounts for schools. Please click the link below to submit your verification request. The 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again. Something we hope you'll especially enjoy: FBA items qualify for FREE Shipping and. Learn more about the program. Please choose a different delivery location.Used: AcceptableAll pages are intact and readable but expect worn edges, creases, water damage, loose binding, extensive markings on the pages, or general damage. There is no Amazon condition below acceptable. Returns are easy and welcome if this item is not as expected!Something we hope you'll especially enjoy: FBA items qualify for FREE Shipping and Amazon Prime. Learn more about the program. The Carson Math Study System adapts to the way each student learns, and targeted learning strategies are presented throughout the program. The authors speak to students in everyday language and walk them through the concepts, explaining not only how to do the math, but also where the concepts come from and why they work to foster conceptual understanding. Note: You are purchasing a standalone product; MyMathLab does not come packaged with this content. MyMathLab is not a self-paced technology and should only be purchased when required by an instructor.Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Show details. Order it now. Ships from and sold by Amazon.com. In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. Register a free business account That experience helped him to realize that his true gift and passion are for teaching.
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He earned his MAT in mathematics at the University of South Carolina. In addition to teaching at Midlands Technical College, Columbia State Community College, and Franklin Classical School, Tom has served on the faculty council and has been a board member of the South Carolina Association of Developmental Educators (SCADE). Ever the teacher, Tom teaches outside the classroom by presenting at conferences such as NADE, AMATYC, and ICTCM on topics such as Combating Innumeracy, Writing in Mathematics, and Implementing a Study System. In addition to his work on the Carson Developmental Algebra Series, Tom also is the author of Prealgebra, Fourth Edition. Bill Jordan received his BS from Rollins College and his MAT from Tulane University. A decorated teacher for more than 40 years, Bill has served as the chair of the math department at Seminole Community College and has taught at Rollins College. He has been a member and leader of numerous professional organizations, including the Florida Two-Year College Mathematical Association (president), Florida Council of Teachers of Mathematics (district director), and others. In his spare time, he enjoys fishing, traveling, and hiking. To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. Melissa Perrin 3.0 out of 5 stars If binding held up would have gave it a five star but after a week of gentle use I had to go to great measure to fix the binding. Not worth the price if you ask me.It is in great condition I like it a lot.Page 1 of 1 Start over Page 1 of 1 In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. The 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again.
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Something we hope you'll especially enjoy: FBA items qualify for FREE Shipping and. Learn more about the program. Please choose a different delivery location.Used: GoodMay not include supplements such as access code, CD or DVD.Something we hope you'll especially enjoy: FBA items qualify for FREE Shipping and Amazon Prime. Learn more about the program. We'll e-mail you with an estimated delivery date as soon as we have more information. Your account will only be charged when we ship the item. Martin-Gay's focus on the student shapes her clear, accessible writing, inspires her constant pedagogical innovations, and contributes to the popularity and effectiveness of her video resources. This revision of Martin-Gay's algebra series continues her focus on students and what they need to be successful. MARKET: For all readers interested in intermediate algebra. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Show details In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. Page 1 of 1 Start over Page 1 of 1 In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. Register a free business account Her numerous teaching awards include the local University Alumni Association’s Award for Excellence in Teaching, and Outstanding Developmental Educator at University of New Orleans, presented by the Louisiana Association of Developmental Educators. Prior to writing textbooks, Elayn Martin-Gay developed an acclaimed series of lecture videos to support developmental mathematics students. These highly successful videos originally served as the foundation materials for her texts. Today, the videos are specific to each book in her series. Elayn is the author of 12 published textbooks and numerous multimedia interactive products, all specializing in developmental mathematics courses.
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She has also published series in Algebra 1, Algebra 2, and Geometry. She has participated as an author across a broad range of educational materials: textbooks, videos, tutorial software, and courseware. This offers an opportunity for multiple combinations for an integrated teaching and learning package, offering great consistency for the student. To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. It also analyzes reviews to verify trustworthiness. Please try again later. Michael S. 1.0 out of 5 stars Besides I had to buy it again somewhere else as no online code came with the book.The last time my son took this in college, he barely passed. Now that he has the book he has a 98 average. The college does online books and sometimes he don’t do well with online and has to have a hard copy!I didn’t have a choice in buying this product, but I am glad I was able to rent it for cheaper.Ive always been terrible at math since 4th grade. It wasnt until i re-took Albegra 2 in college that i realized i just needed a better study method. The back only shows odd numbered answeres though.The pdf works well and is great for students.I’ve rented it all semester.In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. Focus on various mathematical themes, such as geometry, algebra, probability and statistics, money, measurement, and more. Incorporating other subjects—such as art, reading, and science—into your math lessons will help hold your students' interest in the subject. You'll find resources here that are appropriate for whichever grade level you teach. Question cards are placed around the room and on the “Scoot!” command students rotate through stations with an answer sheet until they have completed all questions. EnglishKane Jessen, Math Instructor, Community College of AuroraThe textbook is a.
The textbook is a mostly comprehensive collection of K-6 Common Core elementary math topics ranging from non-numerical problem solving through summative PBL assessments incorporating algebra, geometry and authentic problem solving. However, several topics related to K-6 CCSS Standards are not covered or minimally covered. CCSS topics with minimal coverage include set theory, logic, integers, probability, graphing and data analysis. At the beginning of the book, there is an effective and accessible table of contents with links included. However, sections and subsections are labeled only with names and page numbers. The text does not contain an index, glossary or appendices. More visuals and historical explorations would increase comprehensiveness. The author immediately addresses the importance of CCSS and consistently utilizes the “Exploding Dots” curriculum. The “Exploding Dots” curriculum is a brave and differentiated approach to holistically teaching multi-base mathematics to K-12 students. “Exploding Dots” has been a core focus of K-12 Global Math Project and was pioneered by James Tanton. As future teachers, students can expect to teach “Exploding Dots” or similar CCSS curriculum sometime during their teaching career.The “Exploding Dots” infusion helps maintain continuity throughout the text but is not present in all modules. The text is organized into eight modules. The text initially builds upon itself without being overly self-referential.The text is well organized and builds upon itself. Observed interface issues include, one broken video link and unnumbered sections. The text contains adequate procedural visuals and also cultural and historical visuals that enhance the student learning experience. Grammatical errors that were observed were minor and non-persistent. It consistently uses examples that are inclusive of a variety of races, ethnicities, and backgrounds. Textbook examples often include references to Hawaiin culture.
These references are easily understandable and could be readily adapted for students in other places. In an effort to increase relevance, further additions to the text could be made to provide a more equitable and historical focus on women, minorities and problem based learning cross-sectional explorations similar to the Hokule?a section. With subsequent editions and revisions, this textbook will become a wonderful text for students majoring in primary education, especially those who are either lacking in basic math skills or math confidence. Reina Ojiri, Assistant Professor, Leeward Community CollegeThere does not seem to be consistency between the different readable versions of the text. There also seems to be a bias for the dots and boxes strategy throughout the text and the content lacks current practices of teaching concepts. It is very student friendly however might not be as useful as an instructor text since the instructor needs to fill-in-the-blanks on their own. Some chapters include Explorations and additional sections while others end consistently with a problem bank. Though I imagine the titles were meant to be creative for each section, having something more straight forward to make it easier for students to navigate is more important than creativity especially for future teachers who might be teaching these concepts for the first time. The variation in the different sections can be confusing to both the instructor and student when trying to find something in the text. I also noticed that the online version does not include page numbers while the PDF version does. This is not helpful when referring students to particular sections of the book. The PDF version also has many completely blank pages. I am not sure if this was meant to be on purpose (for printing purposes) but these pages can be very distracting to the reader. The images in the PDF versions are noticeably blurry and lower quality than those in the online version.
In some instances, it seems as though images were screenshot and copied and pasted which could account for the image quality. Some images, in particular, should not have been included at all and are unreadable, for example, the Hokulea on page 441. Thomas Starmack, Professor, Bloomsburg University of PennsylvaniaLike most authors, they make assumptions that students have the ability to understand abstract and start the. Like most authors, they make assumptions that students have the ability to understand abstract and start the lesson there, which is contradictory to how the brain works and what current research says about effective math instruction and learning. There lacks current best practice and current NCTM recommendations to approaching the teaching of mathematical content. The book lacks many of the newer approaches and is outdated. The arrangement of the concepts is okay. Then scaffold the specific concepts. Fractions is one of the most complex and abstract, and this book starts there as a first topic.The book does not use jargon per say, but does not provide the best approaches for students to learn how to effectively teach mathematics. The order of the content is not in line with a methods of teaching course I would follow. The text does mislead students to think starting with abstract is how to instruct elementary students, which is contradictory to brain research and current best practices. Not certain about the final chapter as it focuses on one population. Having a chapter or theme woven throughout the text that provides students with a stronger understanding that although mathematics is a universal language, there are cultural differences to teaching and learning as evidenced in the 1999 TIMSS report. The text is an okay resource but I would not be able to use as the main guide for learning in a college level methods of teaching elementary mathematics course.
Jamie Price, Assistant Professor, East Tennessee State UniversityI appreciated this as these standards cover all grades and are a unifying theme of the Common Core standards, yet. I appreciated this as these standards cover all grades and are a unifying theme of the Common Core standards, yet many times overlooked. In addition, many states, including mine, that are not following Common Core directly have adopted the SMPs. Among the strands that are covered, however, the author does a thorough job of explaining the content, using a unified theme throughout, such as dots and boxes introduced in place value that appear again in number operations. I particularly liked the final chapter of the book and its connection to Hawaiian culture. The author could easily incorporate ideas related to teaching and learning measurement into this chapter in order to make the book more comprehensive. I did not come across any mathematical errors or biases. To further guide future teachers, I would have liked to see the author include information in each chapter about common misconceptions students have when learning the related material and ideas on how to address those misconceptions. In my experience, I find that pre-service teachers are unaware of these misconceptions and it is helpful to make them aware of them so that they can anticipate them in their own classrooms. Due to the fact that this book focuses more on content rather than methods, I do not foresee a need for many updates moving forward.The author presents key words in bold throughout the book to draw attention to them. I liked the way that the author included videos as well as written explanations of ideas, such as in the Number and Operations chapter, section titled Addition: Dots and Boxes. The author explains, in words, how to use this method to add multi-digit numbers and follows the written example with a video explanation. This helps to reach a variety of learners and learning styles.
I appreciated the consistency in the Dots and Boxes method introduced in the Place Value chapter and then carried into the Number and Operations chapter. Each module contains numerous sections that help to break up the content into smaller chunks so that the content does not seem overwhelming. The modules are set up in an order that makes sense for the mathematics, but a reader could begin reading at any module and still make sense of the content. The book was easy to navigate, with a clearly defined table of contents. I was able to easily click through the various modules and sections within each module. The book uses figures well to provide engagement to the reader as well as to further clarify content. The use of videos embedded within the modules helps to strengthen understanding of the content. It did take me a minute to find the navigation link that allowed me to move to the next section in a module (right arrow at bottom right corner of the page), but once I found it I was able to navigate seamlessly to each subsequent section. The author did a nice job of incorporating Hawaiian culture into the text. For example, the author includes an image in the Place Value chapter (Number Systems section) that references the use of tally marks on a sign at Hanakapiai Beach.I primarily teach math methods courses for elementary pre-service teachers, but I found many aspects of this text that I can incorporate into my classes to help students think more deeply about the mathematics that they will teach. I appreciated the author's attempt to challenge students in their thinking about elementary mathematics.Shay Kidd, Assistant Professor- Mathematics Education, University of Montana - WesternThe coverage of operations is very specific in the examples and does not cover the wide. The coverage of operations is very specific in the examples and does not cover the wide range that should be presented in this type of text.
The majority of problems that are provided are meant for the reader to perform but do not provide any type of answer key for checking the work. In this way, the book seems to assume the reader to have a solid knowledge of the topics already and this book discusses a few different approaches to these topics. This is nice for the conversational aspect that a reader may want in their learning, but should be explained more or possibly a change of title for the book.While some of the box styles are clear, such as the think, pair, share or problem boxes, others seem to break up the line of discussion. A problem box may be discussed more directly immediately following the box and the presentation of the problem. Most of the problem boxes are not discussed again in the main text. This cased issues for wanting to read with a specific purpose. When the reader wants to understand a problem more, there is generally not more discussion, but unclear about when that would be provided or not.It would seem that a connection of place value and decimals would work better to follow the other place value discussion. This may be due to the PDF version that I chose. When I did use the internet-connected version, there seems to be a dependence on youtube to help do some of the teaching. This may be difficult for other cultures to connect to or understand but does not present any insensitivities. I selected this book to review because I teach classes that would use the textbook, but I would not use this textbook as is. There are a few topics that I plan to add to my own instruction, but the book as a whole needs additional help to be able to stand alone. This really appears to be a teaching guide based on the constant think-pair-share setup. This also is a specific teaching and method that seems to require the students to already have much of the content mastered. It does not teach all the content that is required to the level of the discussion had.
Ryan Nivens, Associate Professor, East Tennessee State UniversityWhile the abstract specifically lists MP1, MP2,. However, this chapter does provide a good project-based learning set of materials, and is an exceptional resource for navigation. The book also includes a chapter on Problem Solving, which is important for those students who must complete the EdTPA and address the 3rd subject specific emphasis area. All embedded links to Youtube videos or Vimeo videos are working and play within the textbook pages. This is particularly helpful for future teachers. The text also addresses common math classroom jargon.You can pick it up, and easily start in any chapter and not be lost. The heading, subheading, use of italics and boldface make it easy to locate information. As a mathematics education book, this is quite nice. The many figures that are present throughout the textbook are perfectly displayed and fit the reading material. There is nothing I find distracting in the layout and interface. As a professor who frequently teaches methods courses in mathematics for elementary teachers, I feel that this book may be a terrific book to use to replace previous texts that I've adopted. I would like to see a chapter on Measurement to make the Voyaging on Hokule?a chapter more useful. It is obvious from the first page you open to that this book was well planned and thought out. I'm impressed. Monica Rose Gilmore, Graduate Student, CU BoulderHowever, the text is missing a focus on statistics and probability, which are key areas of. However, the text is missing a focus on statistics and probability, which are key areas of focus in elementary math classrooms. The text is also missing an index or glossary but does define new terms as they are introduced.Each chapter also accurately shows various ways to understand mathematical concepts. However, the diagrams are geared towards an audience that already has some understanding of advanced mathematics.
More specifically, much of the content reflects current mathematical practices and activities endorsed by up-to-date research in mathematics education. Additionally, the text clearly separates different terms for different strategies and concepts. For example, in the Problem Solving Strategy section, the interface is divided into different strategies for the reader to explore. This is helpful in keeping new concepts and strategies organized for the reader. More specifically, the text consistently gives examples of what concepts are called by mathematicians and teachers. This is helpful for pre-service teachers that might be teaching mathematical concepts and strategies for the first time. These sections include not only explanations of mathematical concepts, but also theorems, activities and diagrams which can be referenced by the teacher at any point. Also, the text gives teachers ideas for activities and additional problems to try with students. Additionally, the text could also demonstrate how students typically confuse topics so teachers and pre-service teachers are prepared to navigate new concepts for the class. Sections such as notation and vocabulary, think pair shares and theorems are clearly outlined, organized and conceptually scaffolded. However, it might be helpful to have an index so the reader does not have to click within each topic to find the concept they are exploring. Though the text is mainly made up of mathematical explanations, there are a variety of people's names in different problems that could be attributed to a variety of cultures. Additionally, the text reflects Polya's advice (1945) to try adapt the problem until it makes sense. Though the text includes mainly mathematical explanations, it does call for adapting problems which could potentially be applied to a variety of students of different backgrounds. Glenna Gustafson, Professor, Radford UniversityThere were some areas that could possibly use more development.
In geometry for example there was no discussion of perimeter, area, and volume. Estimation, measurement of weight, time, and probability also appears to be missing. The text is well organized and written so that the chapters do not have to be completed in the order in which they are presented. While there is not index or glossary, the author uses colored text boxes to explain specific content or terms. The simplicity and straight-forwardness of the text should appeal to those students that have sometimes been overwhelmed by writing in more traditional math texts. The table of contents and chunking of content in the chapters is logical and clear, Each chapter includes graphics as well as sections for: Think-Pair-Share; Definitions; Theorems (when appropriate); and, Problems. This consistent structure makes navigation easy. This also makes it easy to not necessary to move sequentially through the text, but to have the option of reviewing or using only needed topics. Subtitles and graphic captioning are appropriate for the content. The inclusion of graphics, charts, photos, and videos support learning. There are several pages where graphics in the Geometry chapter are skewed in the PDF version, but this does not seem to be a problem in the online version, Not all of the video links work within the PDF version. One thing that should be noted is that it seems male names are over-represented in the Problem sections. A reference to Hawaiian culture and life is evident. The Hokule?a voyage found in the last chapter is a good example of problem based learning and the integration of math with other subject areas. It is not as overwhelming as other math texts, and would provide pre-service teachers with a good foundational review of math concepts, including vocabulary and some pedagogy. Karise Mace, Mathematics Instructor, Kuztown UniversityThe section on number systems barely touches on Roman numerals and only mentions Mayan and Babylonian counting systems.
The section on number systems barely touches on Roman numerals and only mentions Mayan and Babylonian counting systems. The sections on addition, subtraction, and division would be more robust if the author included other algorithms for these operations. The chapter on Geometry does not address perimeter, area, surface area and volume. The book does not include an index or glossary. In the section on number systems, the author incorrectly explains how one million would be represented using Roman numerals and incorrectly claims that the Mayans did not use a symbol for zero. Further, the Mayan number system was not a true vigesimal system, as the text indicates. It is well organized and written so that the chapters do not have to be completed in the order in which they are presented. Because of this, the text should be easy to update. When concepts that are presented earlier in the text are used in later chapters, the author includes a brief but thorough review that would allow students to understand the later chapter even if they had not read and completed the problems in the earlier chapter.The tone is conversational and is even funny at times. The author defines important mathematical terminology in a way that is both mathematically accurate and accessible to students. The chapter on problem solving is fantastic and really gives students insight into how to think and problem solve like a mathematician. The pies per child model for fractions is not the most effective model for helping students understand fractions and this part of the text would be improved if the author replaced this type of modeling with pattern block modeling. However, it would be best to complete the chapter on problem solving first, as it sets the stage for the rest of the book. Most of the chapters are structured more like an activity book with lots of great problems and thought provoking questions that will help students think deeply about the mathematical concepts being presented.