A concise history of mathematics

(2 vols)
Dirk J. Struik

Dover | 1948

Vol 1

online: archive.org

v. 1. The beginnings. The beginnings in western Europe

Vol 2

online:  archive.org

rapidshare.com

The Mathematical Education of Primary-School Teachers / The Mathematical Education of secondary school teachers of mathematics

Robert W. Morris (editor)
Studies in Mathematics Education, Volume 3

UNESCO | 1984 | 258 páginas

online: unesdoc.unesco.org

Descrição: Recognizing that the teacher is the key to improving any mathematics program, this volume examines the responsibility of primary school teachers for the mathematics component of the curriculum and the implications thereof for teacher education. The first two chapters focus on the responsibilities of teachers of primary mathematics and contemporary trends. The third chapter discusses the importance of the student's everyday environment as a source of problems that command attention and as a framework within which mathematics can flourish. The fourth chapter considers what actually happens in the classroom. The fifth chapter focuses on implications of calculators and computers for primary school mathematics. The next four chapters are concerned with concepts, examining the origins of conceptual difficulties children experience in mathematics, aspects of visualization in teaching geometry, spatial ability and geometry teaching in Jamaica, and the working of story problems. The next five chapters are devoted to various aspects of pre- and in-service teacher education, including assessment strategies and a pre-service project in England. The last three chapters examine support programs, including the role of teacher associations, mathematics clubs in schools and colleges of education, and the work of the Institute de recherche sur l'enseignment des mathematiques (IREMs) in France.

The Mathematical Education of secondary school teachers of mathematics

Robert W. Morris (editor)
Studies in Mathematics Education, Volume 4

UNESCO | 1985 | 175 páginas

online: unesdoc.unesco.org

Probability and Statistics Professional Development Module for Elementary/Middle School Teachers:

A Staff Development Training Program to Implement the Virginia Standards of Learning The module is ritten by the Virginia Department of Education.

on-line: doe.virginia.gov

Descrição: This document introduces a staff development program designed to assist teachers in implementing the 2001 Virginia Standards of Learning for mathematics, and enhancing teachers’ content knowledge and their use of instructional strategies for teaching the probability and statistics Standards of Learning. Included in this document are a sample of meaningful and engaging explorations, problem solving, and hands-on experiences correlated to the probability and statistics strand of the grades K-5 and grades 6-8. These activities include instructional and implementation strategies for teachers, as well as training in ways to gather, represent, analyze and interpret data to guide instruction and classroom assessment.

Lady or the Tiger? And Other Logic Puzzles Including a Mathematical Novel That Features Godel's Great Discovery

Raymond M. Smullyan

Random House Puzzles & Games | 1992 | 240 páginas | PDF | 3,2 Mb

online: archive.org

The paperback reprint of Smullyan's most successful book of puzzles--a mind-bending, pleasurable romp through the world of logic. For all ages and all levels of difficulty, these puzzles range from those that can be solved in minutes to those that will beguile for hours.

The Nature and Role of Algebra in the K-14 Curriculum

Proceedings of a National Symposium
(Compass Series)
National Council of Teachers of Mathematics, Mathematical Sciences Education Board, National Research Council

National Academies Press | 1998 | 206 páginas

on-line: nap.edu

Methods of effectively teaching algebraic thinking in elementary schools as well as secondary schools is the topic of the following 19 papers. Papers include: (1) "Transforming Algebra from an Engine of Inequity to an Engine of Mathematical Power by 'Algebrafying' the K-12 Curriculum" (J. Kaput); (2) "Developing a Coherent and Focused K-12 Algebra Curriculum" (E. Phillips); (3) "Enhancing Algebraic Reasoning with Technology" (G. Akst); (4) "Algebra for Everyone? With or Without Technology?" (M. Norman); (5) "How Might Technology Enhance Algebraic Reasoning?" (R. Zbiek); (6) "What Do We Know about K-14 Students' Learning of Algebra?" (J. Confrey); (7) "Algebra: What All Students Can Learn" (S. Williams and D. Molina); (8) "Improving K-14 Algebra Instruction: A Discussion of Teachers' Responsibilities and Students' Opportunities" (B. Moore-Harris); (9) "Capturing Patterns and Functions: Variables and Joint Variation" (G. Lappan); (10) "Functions and Relations: A Unifying Theme for School Algebra in Grades 9-12" (C. Hirsch); (11) "Middle School Algebra from a Modeling Perspective" (G. Kleiman); (12) "Why Modeling Matters" (L. Godbold); (13) "Modeling: Changing the Mathematics Experience in Postsecondary Classrooms" (R. Dance); (14) "Algebraic Structure in the Mathematics of Elementary-School Children" (C. Tierney); (15) "Structure in School Algebra (Middle School)" (M. van Reeuwijk); (16) "The Role of Algebraic Structure in the Mathematics Curriculum of Grades 11-14" (G. Foley); (17) "Language and Representation in Algebra: A View from the Middle" (R. Billstein); (18) "Teaching Algebra: Lessons Learned by a Curriculum Developer" (D. Resek); and (19) "The Nature and Role of Algebra: Language and Representation" (D. Hughes Hallett). (ASK)

Foundations of Geometry

David Hilbert

Open Court Publishing Company | 1971 | 226 páginas


on-line: gutenberg.org
on-line: archive.org

A History Of The Mathematical Theory Of Probability

A history of the mathematical theory of probability: From The Time Of Pascal to that of Laplace
Todhunter

London : Macmillan | 1865 |

on-line: archive.org
gallica.bnf.fr
ia600305.us.archive.org

Kessinger Publishing, LLC | 2007 | 640 páginas | rar - djvu | 29 Mb

Descrição: A thorough and standard work in the field. Isaac Todhunter (1820-1884) gave a close and carefully reasoned account of the difficulties involved and the solutions offered by each investigator. His studies and use of source materials were thorough and fully documented. His reputation rests on the contribution he made to the history of mathematics.