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A Volume in The Montana Mathematics Enthusiast:Monograph Series in Mathematics EducationSeries Editor Bharath Sriraman, The University of MontanaThe word "critical" in the title of this collection has three meanings, all of which are relevant. One meaning, as applied toa situation or problem, is "at a point of crisis". A second meaning is "expressing adverse or disapproving comments orjudgments". A third is related to the verb "to critique", meaning "to analyze the merits and faults of". The authorscontributing to this book pose challenging questions, from multiple perspectives, about the roles of mathematics insociety and the implications for education. Traditional reasons for teaching mathematics include: preparing a newgeneration of mathematics researchers and a cadre of technically competent users of mathematics; training students tothink logically; and because mathematics is as much part of cultural heritage as literature or music. These reasons remainvalid, though open to critique, but a deeper analysis is required that recognizes the roles of mathematics in framing manyaspects of contemporary society, that will connect mathematics education to the lived experiences of students, theircommunities, and society in general, and that acknowledges the global ethical responsibilities of mathematicians andmathematics educators.The book is organized in four sections (1) Mathematics education: For what and why?(2) Globalization and cultural diversity, (3) Mathematics, education, and society and (4) Social justice in, and through, mathematics educationThe chapters address fundamental issues such as the relevance of school mathematics in people's lives; creating a sense of agency for the field of mathematics education,and redefining the relationship between mathematics as discipline, mathematics as school subject and mathematics as part of people's lives. ... Read more

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John Blackwood describes four Waldorf block periods covering:

* Geometry in nature

* Pythagoras

* Platonic solids

* Rhythm and cycles This volume is an invaluable resource for Steiner-Waldorf teachers for mathematics, class 7 (ages 12-13).Mathematics Around Us is a companion to Mathematics in Space and Time, which is specifically for Steiner-Waldorf math teachers of class 8 (ages 13-14). ... Read more

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This title explores teaching and learning mathematics using digital technology. "Mathematics Education with Digital Technology" examines ways in which widely available digital technologies can be used to benefit the teaching and learning of mathematics. The contributors offer their insights to locate the value of digital technology for mathematics learning within the context of evidence from documented practice, prior research and of educational policy making. Key pedagogical uses of digital technologies are evaluated in relation to effective mathematics learning and practical ideas for teaching and learning mathematics with digital technology are critically analysed. The volume concludes by looking at future developments and by considering the ways in which ICT could be used as a catalyst for cross-curricular work to achieve greater curricular coherence. This series takes a scholarly look at the significant impact digital technology has had on teaching. Each book takes a different subject and discusses the specific implications the increased used of digital technology as a tool for learning has on their particular topic. ... Read more

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Recent progress in research, teaching and communication has arisen from the use of new tools in visualization. To be fruitful, visualization needs precision and beauty. This book is a source of mathematical illustrations by mathematicians as well as artists. It offers examples in many basic mathematical fields including polyhedra theory, group theory, solving polynomial equations, dynamical systems and differential topology.
For a long time, arts, architecture, music and painting have been the source of new developments in mathematics. And vice versa, artists have often found new techniques, themes and inspiration within mathematics. Here, while mathematicians provide mathematical tools for the analysis of musical creations, the contributions from sculptors emphasize the role of mathematics in their work. ... Read more

Customer Reviews (1)

There are some gems but you'll need to dig to find them
The authors of this compilation of articles are quite varied and include both artists and mathematicians who each have an article in this little book. Each of them has a lot to say on the subject of visualizing mathematics and the place of mathematics in art, unfortunately each of them seems to be talking to a different audience. This is the typical trouble you frequently encounter with a book that is a series of articles by a number of authors versus one consolidated textbook. Several of the articles that are centered on math completely avoid formulas while others carefully define all terms and go very deep into theoretical mathematics. To make matters somewhat more confusing, the articles are not in order of topic. Finally, several articles contain large amounts of philosophical or historical reflections on projects that are obviously important to the author, yet the author never bothers to introduce said project to the uninitiated reader. It is as though these particular articles were written by insiders for insiders.

However, there are some little gems in this book. There is a very good article by George Hart that includes an algorithmic description of how to build polyhedral sculptures in both computer and physical terms. This article should be read by anyone interested in platonic solids, and it includes much practical advice. I also really liked three of the articles on the relationship between math and music. Neuwirth has an article that describes the mathematical history of instrument tuning in which he includes Mathematica code that enables the reader to experiment with the procedure and hear the results. Simoes' article describes the algebra behind Schoenberg's 12-tone construction. Hellegouarch's article is a good follow-on to Simoes' offering in that he offers the algebra of how singers can break the algebraic rules behind our usual mathematical scale and get away with it. There are two very good articles linking dynamical systems to the aesthetics of pleasing visual design. Finally, there are a couple of articles on how to integrate mathematics and art into a course. One of the authorsdescribes a course he taught on knots that led to an exhibition. Another explains how he used his own computer program as the centerpiece of an interdisciplinary course for art students.

In conclusion, this book is very uneven as are many books that consist of articles by different authors, but it does have some unique and worthwhile entries that do fall under the banner of connecting math to art. You'll just need to wade through several overly theoretical papers that don't seem to go anywhere as far as the math/art connection go. ... Read more

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During the last fifteen years, research on affect has been of considerable interest to the mathematics education community. Researchers with an interest in mathematics and gender had a look at aspects of affect in their research studies right from the beginning. Similarly many studies of mathematical problem solving had a growing interest in affect. The main focus of research are now student beliefs and teacher beliefs which are identified as important factors for those influencing learning and teaching. The thirteen chapters of this book involve many aspect of research on affect like theoretical problems of defining beliefs, the complex relationship between content knowledge and affect, espoused beliefs and teaching practice, domain-specific beliefs as well as the relationship between special learning conditions and affective reactions. This book is addressed to all researchers with an interest in affect, emotions, beliefs and teaching mathematics. It gives an orientation and an overview to many aspects of research in the field. ... Read more

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Algebra To Go is a unique new handbook designed to help demystify algebra for students. Modeled after the Math On Call handbook, Algebra To Go is a student-friendly resource that covers key and often complex math topics in a way that's clear and easily understandable for students - from numeration and number theory to estimation, linear and non-linear equations, geometry, and data analysis. ... Read more

Customer Reviews (10)

Excellent condition
My son needed this book for his Algebra class.It was in excellent condition for being used.Would recommend this to everyone.

Parents - you MUST get this book!
If you are a parent of a 5th-9th grade child learning algebra...you MUST get this book! It has helped my child, independently, learn their algebra in a different, easy-to-understand language. When I've had to further assist - I understood exactly.

fabulous reference book
I can't say enough good things about the "math on call series" -- I'm a parent who has had these books in the house since my daughter was in fifth grade.We keep them with the school supplies for her reference when she is doing math homework.Highly recommended!

WWJR? Algebra To Go, probably.
This book is a great home reference guide for Algebra and pre-algebra, and especially if your child is ahead of the class and needs to self-teach new concepts.
WWJR? I think He would read this book, if he needed any algebra help. It explains math terms and concepts well enough for an "old style math" parent to help with homework.

1st yr. College Student
Bravo! Easy & understandable format would highly recommend for 1st yr. college Freshman Algebra I.This Fall the book will be by my side along with my Algebra I book. ... Read more

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Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's mathematics; federal government officials; mathematicians; mathematics educators; researchers from mathematics education, early childhood education, and psychology; curriculum developers; teachers; policymakers; and professionals from organizations such as the National Conference of Teachers of Mathematics and the National Association for the Education of Young Children. The main goal of the Conference was to work collectively to help those responsible for framing and implementing early childhood mathematics standards. Although it has its roots in the Conference, the expanded scope of the standards and recommendations covered in this book includes the full range of kindergarten to grade 2.

The volume is organized into two main parts and an online appendix (http://www.gse.buffalo.edu/org/conference/). Part One, Major Themes and Recommendations, offers a framework for thinking about pre-kindergarten - grade 2 mathematics education and specific recommendations. Part Two, Elaboration of Major Themes and Recommendations, provides substantive detail regarding young students' understandings of mathematical ideas. Each Part includes five parallel subsections: "Standards in Early Childhood Education"; "Math Standards and Guidelines"; "Curriculum, Learning, Teaching, and Assessment"; "Professional Development"; and "Toward the Future: Implementation and Policy." As a whole the book:

* presents comprehensive summaries of research that provide specific guidelines for standards, curriculum, and teaching;
* takes the recent reports and recommendations for early childhood mathematics education to the next level;
* integrates practical details and research throughout; and
* provides a succinct, but thorough review of research on the topics, sequences, and learning trajectories that children can and should learn at each of their first years of life, with specific developmental guidelines that suggest appropriate content for each topic for each year from 2-year-olds to 7-year-olds.

This is an indispensable volume for mathematics educators, researchers, curriculum developers, teachers and policymakers, including those who create standards, scope and sequences, and curricula for young children and professional teacher development materials, and students in mathematics education, early childhood trainers, teacher educators, and faculty in mathematics education. ... Read more

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Multiple Perspectives on Mathematics Teaching and Learning offers a collection of chapters that take a new look at mathematics education. Leading authors, such as Deborah Ball, Paul Cobb, Jim Greeno, Stephen Lerman, and Michael Apple, draw from a range of perspectives in their analyses of mathematics teaching and learning. They address such practical problems as: the design of teaching and research that acknowledges the social nature of learning, maximizing the impact of teacher education programs, increasing the learning opportunities of students working in groups, and ameliorating the impact of male domination in mixed classrooms. ... Read more

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The sixth volume of Research in Collegiate Mathematics Education presents state-of-the-art research on understanding, teaching, and learning mathematics at the postsecondary level. The articles advance our understanding of collegiate mathematics education while being readable by a wide audience of mathematicians interested in issues affecting their own students. This is a collection of useful and informative research regarding the ways our students think about and learn mathematics. The volume opens with studies on students' experiences with calculus reform and on the effects of concept-based calculus instruction. The next study uses technology and the van Hiele framework to help students construct concept images of sequential convergence. The volume continues with studies on developing and assessing specific competencies in real analysis, on introductory complex analysis, and on using geometry in teaching and learning linear algebra. It closes with a study on the processes used in proof construction and another on the transition to graduate studies in mathematics. Whether they are specialists in education or mathematicians interested in finding out about the field, readers will obtain new insights about teaching and learning and will take away ideas that they can use. This series is published in cooperation with the Mathematical Association of America. ... Read more

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The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 2, Tools and Processes in Mathematics Teacher Education, focuses on the "how" of mathematics teacher education. In this volume, the authors share with the readers their invaluable experience in employing different tools in mathematics teacher education. This accumulated experience could assist teacher educators, researchers in mathematics education and those involved in policy decisions on teacher education in making decisions about both the tools and the processes to be used for various purposes in mathematics teacher education.There are four sections. The first describes and discusses four successful ways of using cases in mathematics teacher education, including narratives, mathematics case discussions, video-recordings, and lesson studies. The second presents predominant tools that are used in mathematics teacher education, two textual tools (written tasks and examples) and two physical tools (manipulatives and machines).The third section suggests ways in which the accumulated research on common students' ways of thinking contributes to the development of tools and processes in mathematics teacher education.The last section provides critical response and general perspective, raising questions such as:How can the teaching of mathematics be used as a tool to promote general educational values? What are the dimensions of proficient teaching? The concluding chapter offers a provisional framework consisting of a set of seven dimensions of proficiency for teaching mathematics.Together, the chapters provide various promising tools and processes for facilitating the acquisition of major proficiencies needed for teaching mathematics, and principles that could guide the selection and use of such tools.Bibliographical Information for the complete set:VOLUME 1:Knowledge and Beliefs in Mathematics Teaching and Teaching DevelopmentPeter Sullivan, Monash University, Clayton, Australia andTerry Wood, Purdue University, West Lafayette, USA (eds.)paperback:978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9 VOLUME 2:Tools and Processes in Mathematics Teacher EducationDina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0VOLUME 3:Participants in Mathematics Teacher Education: Individuals, Teams, Communities and NetworksKonrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1VOLUME 4:The Mathematics Teacher Educator as a Developing ProfessionalBarbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1 ... Read more

Customer Reviews (9)

Got for Class
I got this book for a class and I plan on using it in my own classroom.

EVERY PARENT'S HOMEWORK HELPER!
I found this book in a math for teachers class & immediately bought it for my 2 sisters to be able to help their kids with math homework. It makes concepts so easy and down-to-earth! I can't wait to use it in my own classroom someday soon. Schools should be giving these out to parents so that they can make homework time more efffective. A MUST for k-8 parents!

Better to have this book than not
Excellent in a series of math books that make math concepts easier for the student to understand and easier for the parents to explain.

Math at Hand
Great reference book.My son's teacher recommened it, and I use it every time I am in to review the students YPP online math testing.We review so they won't continue to miss the skills that they need to progress.

Good reference book
This is one of the best math reference books I have purchased. It's color coded, thus easy for children to find their subject. The descriptions are supported with drawings and pictures. Everything is nicely organized. I particularly love the tables and glossary of math formulas at the end!
We own also Math to Know and Math on Call which are from the same series for a different age group. I highly recommend all of them for students and parents alike. ... Read more

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The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 1 presents research and theoretically informed perspectives on Knowledge and Beliefs in Mathematics Teaching and Teaching Development. The chapters together address the "what" of mathematics teacher education, meaning knowledge for mathematics teaching and teaching development and consideration of associated beliefs. As well as synthesising research and practice over various dimensions of these issues, the volume offers advice on 'best practice' for teacher educators, university decision makers, and those involved in systemic policy decisions on teacher education. There are four sections. The first, about mathematics discipline knowledge for teaching, contains chapters on mathematics discipline knowledge from both East Asian and Western perspectives, with separate chapters addressing primary/elementary teacher education and secondary teacher education, along with a chapter on approaches for assessing this mathematics knowledge of prospective teachers. The second section describes ways of thinking about how this mathematical knowledge is used in teaching. It includes chapters on pedagogical content knowledge, on knowledge for and about mathematics curriculum structures, the way that such knowledge can be fostered with practising teachers, on a cultural analysis of mathematical content knowledge, and on beliefs about mathematics and mathematics teaching. The third section outlines frameworks for researching issues of equity, diversity and culture in teaching mathematics. The fourth section contains a description of an approach to methods of researching mathematics discipline knowledge of teachers. Together the chapters not only confirm that the knowledge that mathematics teachers need includes both mathematical and pedagogical aspects but also explore the subtlety of the various dimensions of that knowledge. There are also suggestions of the relative emphases on the respective dimensions and ways that teacher educators might support prospective and practising teachers in acquiring and developing that knowledge.Bibliographical Information for the complete set:VOLUME 1:Knowledge and Beliefs in Mathematics Teaching and Teaching DevelopmentPeter Sullivan, Monash University, Clayton, Australia andTerry Wood, Purdue University, West Lafayette, USA (eds.)paperback:978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9 VOLUME 2:Tools and Processes in Mathematics Teacher EducationDina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0VOLUME 3:Participants in Mathematics Teacher Education: Individuals, Teams, Communities and NetworksKonrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1VOLUME 4:The Mathematics Teacher Educator as a Developing ProfessionalBarbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1 ... Read more

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Here is anr excellent teacher’s book for math in Waldorf and Waldorf-inspired classrooms. The author covers Platonic solids and rhythms and cycles. This volume is especially for math teachers of Waldorf class 8 (ages 13-14). Its companion volume, Mathematics in Space and Time is also by John Blackwood. ... Read more

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We want to help you succeed on the TABE's math section

Whether you're looking to qualify for a government job, a career with a private company, or demonstrate your literacy and math abilities for school placement, a high score on the TABE will help you work towards your career goals and the life you want.

Written by a leader in adult education, this book is designed to help you identify your goals and discover more about your learning preferences and study habits. You'll discover the strategies that make learning and test taking easier for you. And you'll learn essential math by using familiar, everyday items, including work documents, graphs and charts, and Internet based materials.

McGraw-Hill's TABE Level A Math Workbook helps you with:

• Practice problems just like the ones on the test-with complete solutions
• Real-life materials and examples that help you to build the skills you need
• Total coverage of all the math test sections, including scientific notation, fractions, word problems, percentages, algebra, geometry and more
• Strategies that show you how to work smarter, not harder-and get the most out of your study time

Customer Reviews (1)

Nothing..
I ordered this book and 2 weeks passed by, when I contacted seller she said that she didnt know why I hadn't received and I asked for a refund and until this day I have not received nor the book or my refund.Big dissapointment. ... Read more

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This book brings together diverse recent developments exploring the philosophy of mathematics in education. The unique combination of ethnomathematics, philosophy, history, education, statistics and mathematics offers a variety of different perspectives from which existing boundaries in mathematics education can be extended. The ten chapters in this book offer a balance between philosophy of and philosophy in mathematics education. Attention is paid to the implementation of a philosophy of mathematics within the mathematics curriculum.

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New teachers and anyone interested in best practices for mathematics instruction will score big with this useful resource that puts it all together in one easy-to-use format. Boost your professional resource library with this up-to-date, research-based guide based on solid research and proven methodology. This resource equips teachers with sound educational strategies and resources, and provides interactive elements while promoting a thorough understanding of mathematics and its importance. 200pp. ... Read more

Customer Reviews (1)

Excellent Resource for Mathematics Teachers
This is an excellent resource for pre-service and veteran mathematics teachers. It is also good for individuals who coach mathematics. There are excellent examples of rubrics, and lessons. It also provides methods for incorporating mathematics in all content areas. I highly recommend it. ... Read more

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The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional.The volume seeks to complement the other three volumes by focusing on knowledge and roles of teacher educators working with teachers in teacher education processes and practices.In this respect it is unique.Chapter authors represent a community of teacher educators world wide who can speak from practical, professional and theoretical viewpoints about what it means to promote teacher education practice. The volume is in 3 main sections.In the first we focus on Challenges to and Theory in Mathematics Teacher Education.Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints.In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice - in many cases, the practices in which they themselves have engaged - and relate this to theoretical perspectives and rationales for teacher education programmes.The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions. Bibliographical Information for the complete set:VOLUME 1:Knowledge and Beliefs in Mathematics Teaching and Teaching DevelopmentPeter Sullivan, Monash University, Clayton, Australia andTerry Wood, Purdue University, West Lafayette, USA (eds.)paperback:978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9 VOLUME 2:Tools and Processes in Mathematics Teacher EducationDina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0VOLUME 3:Participants in Mathematics Teacher Education: Individuals, Teams, Communities and NetworksKonrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1VOLUME 4:The Mathematics Teacher Educator as a Developing ProfessionalBarbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds.)paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1 ... Read more

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With more than 4800 copies of the previous edition in use, this best-selling, comprehensive text documents the fundamental theoretical developments in astrodynamics and space navigation that led to Man's ventures into space. It includes the essential elements of celestial mechanics, spacecraft trajectories, and space navigation, as well as the history of the underlying mathematical developments.

The material presented in the text represents a 25-year evolution in course material developed by Dr. Battin. Former students who benefited from this material include three of the astronauts who walked on the moon.

The text format offers flexibility for the user. Chapters are largely independent of each other and may be read or taught in any order, offering the opportunity to organize an undergraduate or graduate course that meets the needs of students having various levels of background and preparation. Further, the book covers more subject matter than is covered in a single course of instruction, thereby motivating students to stray from the beaten path of the classroom. ... Read more

Customer Reviews (2)

Things about Apollo you didn't know ...
Although "Astrodynamics" is a discipline only about 50 years old - the name is attributed to the late Samuel Herrick - it has a distinguished history.For one thing, it is a branch of celestial mechanics, whose history can be traced all the way back to Ptolemy's "Almagest."Along the way are found many venerable masterpieces, including Copernicus's "De revolutionibus orbium coelestium," Kepler's "Harmonices Mundi," Newton's "Principia," and Laplace's "Mecanique Celeste."
Only time will tell exactly where Richard Battin's book fits into this pantheon, but there is no question it is an outstanding book. Actually, the book may be considered to be three books: a) a history of Apollo navigation; b) an exposition of classical celestial mechanics/astrodynamics; and c) a book on applied mathematics covering hypergeometric functions, continued fractions, and elliptic functions.
The material on Apollo navigation is fascinating, and perhaps nowhere else so easily accessible. Prior to reading Battin's "Astrodynamics [for short]"I was somewhat familiar with this topic (I started my career with Apollo), but I discovered much that was new and fascinating. For example, I knew that optical navigation was a backup to radio navigation on Apollo, but I did not fully appreciate why. It turns out that NASA was afraid the Soviet Union would try to disrupt radio navigation in an attempt to make Apollo fail. Optical navigation would then be the backup safety-net to complete the mission. Fortunately, these fears were not realized, and Apollo was a huge success.
The material on celestial mechanics is very thorough and well done. Battin includes all the obligatory material, but includes much addition material such as quaternions, Lagrange's perturbation equations, F and G series, universal variables, and much more. He spends considerable space - some would say too much space (see below) -- to solving Kepler's equation by various means.He leaves much material to the proverbial "student exercises" -- and these are often hard!
It is almost irresistible to compare this book with the similar book by Samuel Herrick, "Astrodynamics". Harrick's book is generally on a more elementary level. Also, Herrick avoids vector and matrix notation. This may make Herrick easier to read for beginners, but in general, it gives Herrick's book a much more "old fashioned" feel.
My own favorite part of Battin's book is the "applied math" part - hypergeometric, continued fractions, etc.But why did the author decide to include this material? I suspect, if asked, he might say he included this material because of the importance of elliptic functions to an understanding of certain classical solution, and that continued fractions are best for evaluating elliptic functions. I heartily agree with the first, but have reservations about the second. It is true that elliptic functions enter into many classical solutions, and a deep understanding of these requires a fair knowledge of elliptic function. It is also true that continued fractions may provide an efficient means of evaluating elliptic functions. However, almost no one uses "home brew" code to evaluate functions anymore - one gets a commercial math package. So, my belief is, in the final analysis, Battin added this material because: a) he loves this subject; b) he fears that knowledge of continued fractions is slowly being lost; and c) he wants to reverse this trend. I for one am glad he included continued fractions, for I love the topic and it IS REALLY DIFFICULT to find first class material on it.
Perhaps what would serve best is to take the applied math material and add additional chapters covering: a) the two-fixed-centers-of-force solution; b) selected n-body-problem material; c) almost periodic functions; and d) chaos theory; then turn this material into a separate book.
Hmmm ... now there's an idea ... would anyone care to collaborate on such a project?

From a Student of Astrodynamics
The following comments refer to 1987 edition. Some of these comments were communicated to Professor Battin, who, very kindly, acknowledged them.

The book by Richard H. Battin, Adjunct Professor of Aeronautics and Astronautics, Massachusetts Institute of Technology, USA, covers essential mathematical background needed to work with astrodynamical problems. Topics covered include hypergeometric functions, elliptic integrals, continued fractions, coördinate transformations as well as essentials of two-body-central-force motion.

The author's way of discussing these topics with historical introduction and personal narrative makes the book interesting to read. There are minimal typographical errors, probably, because the book was, personally, typeset by the author. However, there are a few omissions and oversights. For example, on page 172 captions are given for Fig. 4.15 and Fig. 4.16, whereas the actual figures are missing (The author has rectified this omission in the 1999 edition). In addition:

a) On page 7, it is stated:

(DELTA)r[VECTOR] = v[VECTOR](SUB)g x s(SUB)g/v(SUB)g

where

s(SUB)g = (INTEGRAL)v[VECTOR](SUB)g dt

In this equation, a scalar on the left-hand side is equated to a vector on the right-hand side. The equation should be modified as:

s(SUB)g = MOD[(INTEGRAL)v[VECTOR](SUB)g dt]

b) On pages 10-11 it is stated: "If you want to drive a vector to zero, it is sufficient to align the time rate of change of the vector with the vector itself." This is not true, in general, but only if time rate of change is negative.

c) On page 13 the author tries to show that constant in the equation:

[(DEL) x v(SUB)c]/(RHO) = constant

vanishes by the following argument. "The demonstration concludes with an argument that the fluid is converging on the target point r(SUB)T so that the density in the vicinity r(SUB)T of is becoming infinite. Hence, the constant is zero." There are 2 problems in this line of argument: (i) The statement, "Hence, the constant is zero" is true, only if the numerator is finite. B = infinity, implies A/B = 0, only if A is not equal to infinity. Otherwise, one has to apply l'Hospital rule; (ii) even if the constant is supposed to be zero, this does not imply that the curl is everywhere zero. A/B = 0, where B = infinity does not imply that A = 0. In fact, a could have any finite value.

d) On page 109 equation of motion in a frame of reference moving with acceleration -a(SUB)1 is written as:

m(SUB)2[a(SUB)2 - a(SUB)1] = ...

Since the frame is noninertial (accelerated) Newton's second law, F = ma, is not applicable in his frame.

e) On page 223 it is stated: "When we compare Eqns. (5.57) and (5.58), it is clear that we must have

sinE = SQRT[6(E - sinE)/sinE]."

This is not the only choice for sinE, whichreduces (5.58) to (5.57) in the limit E tends to 0. The word "must" is inappropriately used here.

I would recommend this book very strongly to anyone seriosly interested in learning astrodynamics. ... Read more

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Key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities. Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights into how we might develop an effective sociocultural approach to equity in math education. ... Read more

Product Description
A great new way to getall kids excited about math!

Fantasy sports are a hit worldwide, and now teachers and parents can take advantage of this phenomenon to give students a reason to look forward to doing math. The games and activities in Fantasy Football and Mathematics will get kids excited about learning and practicing math, even if they're not big sports fans. With this fun-filled educational resource you can teach one math concept or many, and plan lessons that can last for a week or a whole season.

Here's how it works. Students create fantasy teams by picking real-life professional football players, following their players' statistics, and calculating their team's total points using algebraic or nonalgebraic methods specifically designed to complement the math skills they are learning. The instructions are easy to follow, and the dynamic hands-on games address all learning styles and abilities. The book includes more than 100 scoring systems that give you the flexibility to customize the content according to your students' skill levels.

In addition to the basic Fantasy Football game, the book contains easy-to-use lesson plans, reproducible worksheets for extra practice on 46 different math concepts, graphing activities, quizzes, a pre- and post- test, and an answer key. More than just a fun way to learn math, the book's activities also support the NCTM Math Standards.



"I had students' eyes light up like never before when I told them we were going to play Fantasy Football in math class! The students who have never been successful at anything in math are now my experts helping other students. They are so proud of themselves!"
--Julie Myers, Lyman Moore Middle School,Portland, Maine

"Playing Fantasy Football and Mathematics from a preservice teacher perspective allows my secondary math methods students to see the power of teaching math with motivational and mathematically sound materials. My students are very engaged in Fantasy Football."
--Dana Pomykal Franz, assistant professor, Curriculum and Instruction, Mississippi State University

Also available in the Fantasy Sports and Mathematics series:

Fantasy Baseball and Mathematics | Fantasy Basketball and Mathematics | Fantasy Soccer and Mathematics ... Read more

Customer Reviews (6)

I LOVE Fantasy Football & Mathematics!
I teach 5th grade gifted and talented students in an enrichment pull out class. I have 3 groups and I see each group 1 full day per week. We started Fantasy Football at the beginning of the school year. It's now Week 13 and my students are still enthusiastic and engaged. We started off slowly with the integer equation and we're now using the default equation - adding, multiplying, subtracting and reducing fractions with ease.

A neighboring school is also using Fantasy Football & Mathematics, so we started a "friendly" competition. Each week we post our high scores on our web pages and the school with the highest score wins. A local sporting goods store donated a football helmet and we put helmet stickers on for each win. When the season ends, the school with the most wins will get to dump a water cooler on their teacher. The kids are psyched about this and right now it's too close to call! :)

I would recommend FF&M to any teacher who is looking for a way to motivate his/her students to use and extend their math skills. Your kids will beg to play and their level of engagement lasts for the entire season. The points equations range from easy to extremely challenging, so it is appropriate for grades 5 - 12. It makes an excellent enrichment program and you can choose how much time you want to devote to it each week. Dan Flockhart has a website that you can use to easily check your scores and there is even an online competition that includes celebrities, students and teachers. When football season is over,you can play Fantasy Basketball or start Fantasy Baseball in the spring. It's a highly motivating program that will have even your mathphobes asking "Are we playing Fantasy Football today?"

Want to Engage Students Mathematically?
This is the first year that I have been using Fantasy Sports Math.I teach remedial math (below Algebra I) for 9th graders at a large suburban public high school.I teach on a block schedule...100 minutes per class every other day, and I have my students create their own Fantasy Teams, which they calculate points for once per week.It's an extremely effective "filler" activity that have students primarily on-task as they busily sort through, calculate, and post their player's stats...all whilelearning how to convert equivalent fractions, turn improper fractions into mixed numbers, etc.It's exciting to "talk smack" with the students as I have my own team and see students do the same as they compete with their other classmates.For this reason, I give it four and a half stars (if Amazon had that option).FSM's user-friendliness took a huge step forward this year as the author funds a website that actually gives you the weekly stats of each player...so no more looking at cumbersome newspaper box scores (yikes!).Also, with the purchase of the book, the author gives you a Player Value ranking that allows students to create their own team given a $40 million salary cap.The author also made me aware that students' calculation can be verified quickly online.Overall, definitely a recommended book to buy.Keep up the great job, Mr. Flockhart!

Awesome math activities to motivate students
This book is awesome!I teach 6th grade math, and my students had a great time playing fantasy football!Dan's book was easy to adapt to my class.Even if you do not know much about football, you can do this, and your students will thank you for it.I also bought the basketball book, and we have already drafted our teams and fantasy basketball starts after the Christmas break.I plan to make this an even bigger part of my curriculum next year!

Want to get students excited about math.......
I've been using fantasy Football with Mathematics for 2 years now with a 7th grade all girl math class.I work in the inner city and trying to make math come alive for students can get draining.Fantasy Football not only got my class focused, on task, interested in a male-oriented sport but got the highest math scores of all of my 5 classes.I knew nothing about Football before this.I stumbled along for a bit trying to understand the terminology - but I got the hang of it thanks to the my math class who helped ME understand.The class worked in pairs - getting data, the calculating fractions and creating stacked graphs as well as circle graphs.....even through in an algebraic expression......all this done with huge smiles on the girls faces.The season is coming to an end and the girls are asking about Fantasy Basketball now - Oh no - I don't know basketball either....but it will be fun again to learn something new.

Get students excited about math
I have been using Fantasy Football in my classes this fall. Students that are good in math, but not so much socially are working peacefully with students that are good with sports, but not so much mathematically. All are more excited about math than they once were.
I knew nothing about football going in, but this book makes Fantasy Football easy. I still don't know much about football, but I do know that a touchdown is worth .25 and a PAT is worth .042. (At least in the scoring system I used) You can tailor the scoring system and worksheets to your students' needs. Even though I don't know football and really am not terribly interested in it, this program has been easy to implement and I think very worthwhile. ... Read more