The publication of What They Don't Teach You at Harvard Business School in 1984 introduced the world to the Mark H. McCormack street smart, nuggets of wisdom offering accessible insights into how to get ahead in the real world of business. McCormack died in 2003, but his legacy and business philosophy live on. Beyond Harvard celebrates his genius with a collection of new street smarts based on interviews with the people who knew, worked with and were influenced by him - colleagues, clients and competitors alike. From advice on managing people and building relationships, through to the best negotiating tips and how to grow a business, a stellar line-up of contributors from the business, media and sporting worlds show us how a brush with McCormack could change forever the way you do business - and live your life. Learn from the outside-the-box thinking that encouraged a nervous Wimbledon committee to sign up to IMG-style merchandising; why it pays to hold your nerve when you reach a negotiating impasse; how the rituals and routines of the sporting world can work in business too, and even how re-using incoming paperclips or keeping 3x5 notecards to hand can contribute to success. Beyond Harvard is both an affectionate testament to the man who invented the sports marketing industry and a worthy successor to the original Harvard book, offering a new generation of street smarts to anyone looking to improve their business understanding and practice.

""To truly engage in mathematics is to become curious and intrigued about regularities and patterns, then describe and explain them. A focus on the behavior of the operations allows students starting in the familiar territory of number and computation to progress to true engagement in the discipline of mathematics.""

-Susan Jo Russell, Deborah Schifter, and Virginia Bastable

Algebra readiness: it's a topic of concern that seems to pervade every school district. How can we better prepare elementary students for algebra? More importantly, how can we help "all" children, not just those who excel in math, become ready for later instruction? The answer lies not in additional content, but in developing a way of thinking about the mathematics that underlies both arithmetic and algebra. "Connecting Arithmetic to Algebra" invites readers to learn about a crucial component of algebraic thinking: investigating the behavior of the operations. Nationally-known math educators Susan Jo Russell, Deborah Schifter, and Virginia Bastable and a group of collaborating teachers describe how elementary teachers can shape their instruction so that students learn to: *notice and describe consistencies across problems *articulate generalizations about the behavior of the operations *develop mathematical arguments based on representations to explain why such generalizations are or are not true. Through such work, students become familiar with properties and general rules that underlie computational strategies-including those that form the basis of strategies used in algebra-strengthening their understanding of grade-level content and at the same time preparing them for future studies. Each chapter is illustrated by lively episodes drawn from the classrooms of collaborating teachers in a wide range of settings. These provide examples of posing problems, engaging students in productive discussion, using representations to develop mathematical arguments, and supporting both students with a wide range of learning profiles. PLCs and book-study groups Save $47.25 when you purchase 15 copies with the Book Study Bundle. Staff Developers: Available online, the Course Facilitator's Guide provides math leaders with tools and resources for implementing a Connecting Arithmetic to Algebra workshop or preservice course. For information on the PD course offered through Mount Holyoke College, download the flyer.

The Modeling with Data Casebook was developed as the key resource for participants’ Developing Mathematical Ideas seminar experience. The twenty-eight cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session’s investigation of specific mathematical concepts and teaching strategies. Reading and discussing the cases under the guidance of the facilitator actively engages participants in their own learning enterprise as they— • learn to recognize the key mathematical ideas with which students are grappling; • consider the types of classroom settings and teaching strategies that support the development of student understanding; • become aware of how core mathematical ideas develop across the grades; • work on mathematical concepts and gain better understanding of mathematical content; • deepen their own understanding of the Common Core standards for mathematical practice and how to engage their students in them; and • discover how to continue learning about children and mathematics. The casebook is composed of eight chapters: the first seven consist of classroom cases spanning the elementary grades; chapter 8 is an essay providing an overview of the research related to the situations described in the first seven chapters. The chapters are as follows: Chapter 1 Getting started with data Chapter 2 Designing a data investigation: What do you want to find out? Chapter 3 Categorical data: Representing and describing the results Chapter 4 Numerical data: What do the numbers mean? Chapter 5 Comparing data sets Chapter 6 Average: Developing ideas about “middle” Chapter 7 Average: Understanding the mean Chapter 8 Highlights of related research

The Patterns, Functions, and Change Casebook was developed as the key resource for participants’ Developing Mathematical Ideas seminar experience. The twenty-nine cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session’s investigation of specific mathematical concepts and teaching strategies. Reading and discussing the cases under the guidance of the facilitator actively engages seminar participants in their own learning enterprise.

The Making Meaning for Operations Casebook was developed as the key resource for participants’ Developing Mathematical Ideas seminar experience. The twenty-nine cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session’s investigation of specific mathematical concepts and teaching strategies. By reading and discussing the cases under the guidance of the facilitator, participants are actively engaged in their own learning enterprise and will— learn to recognize the key mathematical ideas with which your students are grappling; consider the types of classroom settings and teaching strategies that support the development of student understanding; become aware of how core mathematical ideas develop across the grades; work on mathematical concepts and gain better understanding of mathematical content; and discover how to continue learning about children and mathematics. The casebook is composed of eight chapters: the first seven consist of classroom cases from kindergarten through grade 7; chapter 8 is an essay providing an overview of the research related to the situations described in the first seven chapters.

The Patterns, Functions, and Change Casebook was developed as the key resource for participants’ Developing Mathematical Ideas seminar experience. The twenty-nine cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session’s investigation of specific mathematical concepts and teaching strategies. Reading and discussing the cases under the guidance of the facilitator actively engages seminar participants in their own learning enterprise.

The Measuring Space in One, Two, and Three Dimensions Casebook was developed as the key resource for participants’ Developing Mathematical Ideas seminar experience. The thirty cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session’s investigation of specific mathematical concepts and teaching strategies.

The Building a System of Tens Casebook was developed as the key resource for participants' Developing Mathematical Ideas seminar experience. The thirty cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session's investigation of specific mathematical concepts and teaching strategies. By reading and discussing the cases under the guidance of the facilitator, participants are actively engaged in their own learning enterprise and will: learn to recognize the key mathematical ideas with which your students are grappling consider the types of classroom settings and teaching strategies that support the development of student understanding become aware of how core mathematical ideas develop across the grades work on mathematical concepts and gain better understanding of mathematical content; and discover how to continue learning about children and mathematics. The casebook is composed of eight chapters: the first seven consist of classroom cases from kindergarten through grade 8; chapter 8 is an essay providing an overview of the research related to the situations described in the first seven chapters.

The Examining Features of Shape Casebook was developed as the key resource for participants’ Developing Mathematical Ideas seminar experience. The thirty-three cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session’s investigation into the concepts of geometric shape and teaching strategies. Reading and discussing the cases under the guidance of the facilitator actively engages participants in their own learning enterprise as they—learn to recognize the key mathematical ideas with which students are grappling; consider the types of classroom settings and teaching strategies that support the development of student understanding; become aware of how core mathematical ideas develop across the grades; work on mathematical concepts and gain better understanding of mathematical content; and discover how to continue learning about children and mathematics. The casebook is composed of eight chapters: the first seven consist of classroom cases from kindergarten through grade 7; chapter 8 is an essay providing an overview of the research related to the situations described in the first seven chapters.