Alhambra G. Deming's entertaining stories fuse fiction with figures, teaching young readers arithmetic while entertaining them with the adventures of Ralph, an entrepreneurial boy who undertakes odd jobs to support his family. Number Stories was conceived by Deming as a way of engaging children with numeracy and basic mathematics. Through the narrative stories in this book, we learn how to add, subtract, multiply and divide, while concepts such as percentages and fractions are also explained. Techniques of mental arithmetic are also explained, with equations demonstrated in clear and understandable ways. The narration focuses first on Ralph, a boy whose father is injured at work. Lacking a source of income to cover his Dad's health expenses, Ralph sells newspapers and groceries, makes lemonade, and hands in old clothes as a means of generating money. Later he journeys with his uncle to the family farm, where he learns how the farm business is a matter of calculating the size of fields and harvests.

This collection presents to educators, parents, and other interested readers a variety of perspectives, challenges, and highlights of the teaching methods that could be useful. Its purposes are to not only document an important time of human history, education, and the outbreak of unknown pandemics but also outline strategies to serve as insights into and predictions of the unknown future of humanity, diseases, and human learning.

Teachers' Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers' ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools. In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers' professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.