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Beginning with a historical approach, the book explores the achievements and lives of female mathematicians from the late 18th century through to the present day. Historical context and perspective is offered through the accounts of 15 women born before 1920, including Sophie Germain who taught herself mathematics by candlelight, Ada Byron Lovelace who anticipated aspects of general-purpose digital computing by more than a century, and Cora Ratto de Sadosky, a teacher who campaigned against racism and oppression. The book also considers various collective efforts made to improve women’s opportunities in research mathematics throughout history. Later chapters look at women’s involvement in mathematics and science careers in the present day, with comparative data on women’s and men’s involvement and related social and cultural issues explored. More than 80 women from academic, government and the private sector provide personal narratives, insights and strategies for overcoming challenges and maintaining successful careers and personal lives. (Adapted from publisher’s description.)

The author considers ten significant European contributions to the development of mathematical knowledge over the last 2,500 years. Beginning with Pythagoras in 532 BC, the book explores the mathematical discoveries of Euclid and his notions of proof; Leibniz and Newton, who co-discovered calculus; Cantor and his theory of infinity; and Gödel on incompleteness. Using non-technical language, the author aims to make abstract ideas approachable. It also covers the introduction of Arabic numerals and the fact that Greek mathematical discoveries were kept alive by Arabic scholars. The book does not cover the historical contributions of China or India. It also neglects to mention certain significant mathematical discoveries such as statistical methodology, graph theory or topology. (Based on review by James V Rauff in Mathematics and Computer Education, Vol 40, No1, 2006 and publisher’s description.)

This book and CD-ROM combination have been designed to help teachers integrate technology into mathematics teaching. Targeting primary school teachers in the early years of schooling, the book suggests how to create a range of ICT-based teaching aids. Sixteen tools are outlined, including number charts, calendars, tens frames, arrays, location charts, number lines, 2-D and 3-D shapes, tangrams, tessellations and graphs. Each tool is described in three sections: ‘See IT’ provides a description of the tool; ‘Make IT’ offers instructions on how to create the tool from scratch using a computer; while ‘Use IT’ suggests mathematics activities based on the tool. A total of 32 activities are outlined in the book, with age and ability variations also suggested. Student task cards and a CD-ROM of templates and teaching tools are also included. (Adapted from publisher’s description.)

Written for pre-service teachers and as a professional development tool for existing teachers, this US-based text is based on developmentally appropriate pedagogy and curriculum for middle school maths students. The book covers a range of significant topics for middle years learning, including numbers and operations, data analysis and probability, measurement, problem solving, algebra and geometry. The mathematical skills of representation, reasoning and proof, making connections and communicating mathematically are also discussed. Each topic is aligned with the NCTM Principles and Standards for School Mathematics, and explored through teaching ideas and examples to help students develop relevant mathematical concepts. Technology-related information and activities, questions, mathematical challenges, student life-based applications, TAG (tricks-activities-games) sections and group discussion strategies are included across the topics. The authors aim to encourage readers to consider and develop their own teaching style, with professional learning activities for practicum or class experience suggested. (Adapted from publisher’s description.)

Written for teachers, this book suggests best-practice techniques for engaging and helping elementary students see mathematics as worthwhile. The author focuses on developing curriculum and teaching techniques to help students progress through the key stages of mathematical development, from understanding mathematical concepts, to developing computation skills, exploring number, pattern and shape, applying mathematical knowledge to real-world and new scenarios, right through to the final stage of developing sound mathematical reasoning and problem-solving abilities. The first chapter outlines current trends in mathematics and considers areas such as algebraic thinking, problem solving, communication and mathematical reasoning. Subsequent chapters include: making wise curricular decisions, bringing the curriculum to life in the classroom, nurturing positive attitudes about maths and implications for professional development. See abstract of author’s article ‘Radical’ math becomes the standard, featured in Curriculum Leadership, 19 May 2006. (Adapted from publisher’s description.)

The book begins with a discussion of rich learning tasks and considers why they are important in learning. The authors outline what rich learning, teaching and assessment look like in the classroom, and how rich learning can be used to engage both teachers and students. Advice, ideas and classroom activities for teachers are provided. The revised version contrasts rich and ‘pseudo-rich’ learning tasks, examines problem solving in relation to helping students develop sensible conclusions, and includes a reference list of Internet sites. While the majority of examples presented in this book relate to the middle school context, content is also relevant for teachers of other year levels and to disciplines other than mathematics. (See publisher’s description.)

By exploring examples from educational practice, this book outlines how practitioners have helped students develop mathematical thinking. The book highlights the importance of practitioners’ commitment to understanding students’ thinking processes over time. Each chapter outlines teachers’ reflections and observations. The initial chapters suggest strategies for helping low-attaining students achieve. Beginning chapters also examine an early intervention program for young children with numeracy difficulties, children’s representations of numbers and operations, and difficulties in extending counting. Several chapters cover aspects of inclusion and entitlement, such as equality of opportunity and quality of curriculum provision, task refusal in primary mathematics, generalising arithmetic as an alternative to algebra, as well as using Logo and graphics calculators to develop mathematical thinking among low-attaining pupils. Concluding chapters consider the role of learning support assistants in primary mathematics lessons and the use of responsive questioning in teaching mixed-ability groups. (Adapted from publisher’s description. Available from DA Information.)