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Discrete Mathematics in the Schools
 
Edited by: Joseph G. Rosenstein :  Rutgers University, New Brunswick, NJ
Deborah S. Franzblau :  City University of New York (CUNY), Staten Island, NY
Fred S. Roberts :  Rutgers University, New Brunswick, NJ
A co-publication of the AMS, DIMACS, and National Council of Teachers of Mathemat
Discrete Mathematics in the Schools
Discrete Mathematics in the Schools
Softcover ISBN:  978-0-8218-1137-5
Product Code:  DIMACS/36.S
List Price: $46.00
MAA Member Price: $41.40
AMS Member Price: $36.80
eBook ISBN:  978-1-4704-3994-1
Product Code:  DIMACS/36.E
List Price: $42.00
MAA Member Price: $37.80
AMS Member Price: $33.60
Softcover ISBN:  978-0-8218-1137-5
eBook: ISBN:  978-1-4704-3994-1
Product Code:  DIMACS/36.S.B
List Price: $88.00 $67.00
MAA Member Price: $79.20 $60.30
AMS Member Price: $70.40 $53.60
Add to cart
Discrete Mathematics in the Schools
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Discrete Mathematics in the Schools
Discrete Mathematics in the Schools
Edited by: Joseph G. Rosenstein :  Rutgers University, New Brunswick, NJ
Deborah S. Franzblau :  City University of New York (CUNY), Staten Island, NY
Fred S. Roberts :  Rutgers University, New Brunswick, NJ
A co-publication of the AMS, DIMACS, and National Council of Teachers of Mathemat
Softcover ISBN:  978-0-8218-1137-5
Product Code:  DIMACS/36.S
List Price: $46.00
MAA Member Price: $41.40
AMS Member Price: $36.80
eBook ISBN:  978-1-4704-3994-1
Product Code:  DIMACS/36.E
List Price: $42.00
MAA Member Price: $37.80
AMS Member Price: $33.60
Softcover ISBN:  978-0-8218-1137-5
eBook ISBN:  978-1-4704-3994-1
Product Code:  DIMACS/36.S.B
List Price: $88.00 $67.00
MAA Member Price: $79.20 $60.30
AMS Member Price: $70.40 $53.60
Add to cart
  • Book Details
     
     
    DIMACS - Series in Discrete Mathematics and Theoretical Computer Science
    Volume: 36; 1997; 452 pp
    MSC: Primary 00; 97;

    This volume is a collection of articles written by experienced primary, secondary, and collegiate educators. The book explains why discrete mathematics should be taught in K–12 classrooms and offers practical guidance on how to do so.

    In this book, teachers at all levels will find a great deal of valuable material to help them introduce discrete mathematics in their classrooms. One main article provides a comprehensive and detailed view of discrete mathematics for K–12. Another surveys the resources that are available for teachers. School and district curriculum leaders will find material that addresses how discrete mathematics can be introduced into their curricula. College faculty members will find ideas and topics that can be incorporated into a variety of courses.

    Features:

    • Classroom activities and an annotated list of resources.
    • Authors who are directors of innovative programs and who are well known for their work.
    • A description of discrete mathematics providing the opportunity for a fresh start for students who have been previously unsuccessful in mathematics.
    • Discussion on discrete mathematics as it is used to achieve the goals of the current effort to improve mathematics education.
    • Guidance on topics, resources and teaching; a valuable guide for both pre-service and in-service professional development.

    This volume is copublished with the National Council of Teachers of Mathematics (NCTM), Reston, VA.

    Co-published with the Center for Discrete Mathematics and Theoretical Computer Science beginning with Volume 8. Volumes 1–7 were co-published with the Association for Computer Machinery (ACM).
    Readership

    Graduate students and mathematics educators interested in K–12 teaching, school curriculum teachers, and teachers of both pre-service and in-service educators.
  • Table of Contents
     
     
    • Section 1. The Value of Discrete Mathematics: Views from the Classroom
    • The impact of discrete mathematics in my classroom
    • Three for the money: An hour in the classroom
    • Fibonacci reflections–It’s elementary!
    • Using discrete mathematics to give remedial students a second chance
    • What we’ve got here is a failure to cooperate
    • Section 2. The Value of Discrete Mathematics: Views from the Classroom
    • Implementing the Standards: Let’s focus on the first four
    • Discrete mathematics: A vehicle for problem solving and excitement
    • Logic and discrete mathematics in the schools
    • Writing discrete(ly)
    • Discrete mathematics and public perceptions of mathematics
    • Mathematical modeling and discrete mathematics
    • The role of applications in teaching discrete mathematics
    • Section 3. What is Discrete Mathematics: Two Perspectives
    • What is discrete mathematics? The many answers
    • A comprehensive view of discrete mathematics: Chapter 14 of the New Jersey Mathematics Curriculum Framework
    • Section 4. Integrating Discrete Mathematics into Exiasting Mathematics Curricula, Grades K-8
    • Discrete mathematics in K–2 classrooms
    • Rhythm and pattern: Discrete mathematics with an artistic connection for elementary school teachers
    • Discrete mathematics activities for middle school
    • Section 5. Integrating Discrete Mathematics into Exiasting Mathematics Curricula, Grades 9-12
    • Putting chaos into calculus courses
    • Making a difference with difference equations
    • Discrete mathematical modeling in the secondary curriculum: Rationale and examples from The Core-Plus Mathematics Project
    • A discrete mathematics experience with general mathematics students
    • Algorithms, algebra, and the computer lab
    • Discrete mathematics is already in the classroom—But it’s hiding
    • Integrating discrete mathematics into the curriculum: An example
    • Section 6. High Scholl Courses on Discrete Mathematics
    • The status of discrete mathematics in the high schools
    • Discrete mathematics: A fresh start for secondary students
    • A discrete mathematics textbook for high schools
    • Section 7. Discrete Mathematics and Computer Science
    • Computer science, problem solving, and discrete mathematics
    • The role of computer science and discrete mathematics in the high school curriculum
    • Section 8. Resources for Teachers
    • Discrete mathematics software for K–12 education
    • Recommended resources for teaching discrete mathematics
    • The leadership program in discrete mathematics
    • Computer software for the teaching of discrete mathematics in the schools
  • Requests
     
     
    Review Copy – for publishers of book reviews
    Accessibility – to request an alternate format of an AMS title
DIMACS - Series in Discrete Mathematics and Theoretical Computer Science
Volume: 36; 1997; 452 pp
MSC: Primary 00; 97;

This volume is a collection of articles written by experienced primary, secondary, and collegiate educators. The book explains why discrete mathematics should be taught in K–12 classrooms and offers practical guidance on how to do so.

In this book, teachers at all levels will find a great deal of valuable material to help them introduce discrete mathematics in their classrooms. One main article provides a comprehensive and detailed view of discrete mathematics for K–12. Another surveys the resources that are available for teachers. School and district curriculum leaders will find material that addresses how discrete mathematics can be introduced into their curricula. College faculty members will find ideas and topics that can be incorporated into a variety of courses.

Features:

  • Classroom activities and an annotated list of resources.
  • Authors who are directors of innovative programs and who are well known for their work.
  • A description of discrete mathematics providing the opportunity for a fresh start for students who have been previously unsuccessful in mathematics.
  • Discussion on discrete mathematics as it is used to achieve the goals of the current effort to improve mathematics education.
  • Guidance on topics, resources and teaching; a valuable guide for both pre-service and in-service professional development.

This volume is copublished with the National Council of Teachers of Mathematics (NCTM), Reston, VA.

Co-published with the Center for Discrete Mathematics and Theoretical Computer Science beginning with Volume 8. Volumes 1–7 were co-published with the Association for Computer Machinery (ACM).
Readership

Graduate students and mathematics educators interested in K–12 teaching, school curriculum teachers, and teachers of both pre-service and in-service educators.
  • Section 1. The Value of Discrete Mathematics: Views from the Classroom
  • The impact of discrete mathematics in my classroom
  • Three for the money: An hour in the classroom
  • Fibonacci reflections–It’s elementary!
  • Using discrete mathematics to give remedial students a second chance
  • What we’ve got here is a failure to cooperate
  • Section 2. The Value of Discrete Mathematics: Views from the Classroom
  • Implementing the Standards: Let’s focus on the first four
  • Discrete mathematics: A vehicle for problem solving and excitement
  • Logic and discrete mathematics in the schools
  • Writing discrete(ly)
  • Discrete mathematics and public perceptions of mathematics
  • Mathematical modeling and discrete mathematics
  • The role of applications in teaching discrete mathematics
  • Section 3. What is Discrete Mathematics: Two Perspectives
  • What is discrete mathematics? The many answers
  • A comprehensive view of discrete mathematics: Chapter 14 of the New Jersey Mathematics Curriculum Framework
  • Section 4. Integrating Discrete Mathematics into Exiasting Mathematics Curricula, Grades K-8
  • Discrete mathematics in K–2 classrooms
  • Rhythm and pattern: Discrete mathematics with an artistic connection for elementary school teachers
  • Discrete mathematics activities for middle school
  • Section 5. Integrating Discrete Mathematics into Exiasting Mathematics Curricula, Grades 9-12
  • Putting chaos into calculus courses
  • Making a difference with difference equations
  • Discrete mathematical modeling in the secondary curriculum: Rationale and examples from The Core-Plus Mathematics Project
  • A discrete mathematics experience with general mathematics students
  • Algorithms, algebra, and the computer lab
  • Discrete mathematics is already in the classroom—But it’s hiding
  • Integrating discrete mathematics into the curriculum: An example
  • Section 6. High Scholl Courses on Discrete Mathematics
  • The status of discrete mathematics in the high schools
  • Discrete mathematics: A fresh start for secondary students
  • A discrete mathematics textbook for high schools
  • Section 7. Discrete Mathematics and Computer Science
  • Computer science, problem solving, and discrete mathematics
  • The role of computer science and discrete mathematics in the high school curriculum
  • Section 8. Resources for Teachers
  • Discrete mathematics software for K–12 education
  • Recommended resources for teaching discrete mathematics
  • The leadership program in discrete mathematics
  • Computer software for the teaching of discrete mathematics in the schools
Review Copy – for publishers of book reviews
Accessibility – to request an alternate format of an AMS title
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