The unique geological history of the Adirondacks can be found in a pebble. So discovers humorist and outdoorsman Tim Rowland as he chronicles the evolution of hiking in the howling wilderness of the "High Peaks," From nineteenth-century guides random scoots to Melville Dewey's "Adirondaks Loj" to today's technologically enhanced weekenders, Rowland, who has climbed the forty-six himself, incorporates personal anecdotes and laugh-out-loud wit to capture the appeal and beauty of this beloved region, all the while reminding us of the importance of keeping these stunning mountains, and their attendant neat rocks, Forever Wild.

Shows how to use linguistic understanding to improve communication of mathematics teaching
*Fresh and stimulating analysis of language in mathematics talk
Drawing on philosophy of language and recent linguistic theory, Rowland surveys several approaches to classroom communication in mathematics. Are students intimidated by the nature of mathematics teaching? Many students appear fearful of voicing their understanding - is fear of error part of the linguistics of mathematics? The approaches explored here provide a rationale and a method for exploring and understanding speakers' motives in classroom mathematics talk. Teacher-student interactions in mathematics are analyzed, and this provides a toolkit that teachers can use to respond to the intellectual vulnerability of their students.

The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.

The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.

Strange and Obscure Stories of Washington, DC is a collection of wild but true tales about our nation's capital. Starting in the early days of the republic and reaching into modern times, the book recounts odd and humorous events that didn't make their way into the history books. Along the way the book introduces a host of memorable characters: Land speculators James Greenleaf and Robert Morris, whose financial shenanigans almost took down the Federal City before it was even established Civil War madam Mary Ann Hall, who ran the city's most upstanding brothel and died with an estate valued at $2 million The "Treasury Girls"-the first wave of female workers, hired to cut individual bills from printed sheets of cash (with scissors), who prompted a government investigation into immoral behavior in the workplace The NSA's secret staff of African Americans who went to work in code rooms after Harry Truman desegregated the federal workforce The 1960s activist who drew attention to a rat problem in poor neighborhoods by shuttling them in his station wagon to the toniest parts of Georgetown Readers will also find out how a hurricane saved the city in 1812, how a demonstration of the world's largest naval gun nearly killed the president, and about the tree at Washington Cathedral whose origins trace back to the Holy Land at the time of Joseph of Arimathea. With Strange and Obscure Stories of Washington, DC in hand, the city will never seem the same again.

How can KS1/2 teachers improve their mathematics teaching? This book helps readers to become better, more confident teachers of mathematics by enabling them to focus critically on what they know and what they do in the classroom. Building on their close observation of primary mathematics classrooms, the authors provide those starting out in the teaching profession with a four-stage framework which acts as a tool of support for developing their teaching: - making sense of foundation knowledge - focusing on what teachers know about mathematics - transforming knowledge - representing mathematics to learners through examples, analogies, illustrations and demonstrations - connection - helping learners to make sense of mathematics through understanding how ideas and concepts are linked to each other - contingency - what to do when the unexpected happens Each chapter includes practical activities, lesson descriptions and extracts of classroom transcripts to help teachers reflect on effective practice.

When Tim Rowland's earlier book of his animal essays, ALL PETS ARE OFF, was published, readers immediately clamored for more. Their preference for animal stories over the political columns Tim's also known for is understandable: animals are way more fun to read about than politicians. Especially now. So here's a new volume of over 75 columns, from the introduction to the farm of bovines Cleopatra and Heifertiti, the Belted Galloway beauties, to the further antics of Hannah the English Bulldog and Juliet the tiny Siamese---and of course, more of the joyful bouvier des Flandres named Opie---that's sure to provide loads of smiles and even outright guffaws.

MasterClass in Mathematics Education provides accessible links between theory and practice and encourages readers to reflect on their own understanding of their teaching context. Each chapter, written by an internationally respected authority, explores the key concepts within the selected area of the field, drawing directly on published research to encourage readers to reflect on the content, ideas and ongoing debates. Using international case studies, each chapter will encourage readers to think about ways that the teaching and learning of mathematics reflect different cultural traditions and expectations and enable them to evaluate effective strategies for their own contexts.

MasterClass in Mathematics Education provides accessible links between theory and practice and encourages readers to reflect on their own understanding of their teaching context. Each chapter, written by an internationally respected authority, explores the key concepts within the selected area of the field, drawing directly on published research to encourage readers to reflect on the content, ideas and ongoing debates. Using international case studies, each chapter will encourage readers to think about ways that the teaching and learning of mathematics reflect different cultural traditions and expectations and enable them to evaluate effective strategies for their own contexts.

How can KS1/2 teachers improve their mathematics teaching? This book helps readers to become better, more confident teachers of mathematics by enabling them to focus critically on what they know and what they do in the classroom. Building on their close observation of primary mathematics classrooms, the authors provide those starting out in the teaching profession with a four-stage framework which acts as a tool of support for developing their teaching: - making sense of foundation knowledge - focusing on what teachers know about mathematics - transforming knowledge - representing mathematics to learners through examples, analogies, illustrations and demonstrations - connection - helping learners to make sense of mathematics through understanding how ideas and concepts are linked to each other - contingency - what to do when the unexpected happens Each chapter includes practical activities, lesson descriptions and extracts of classroom transcripts to help teachers reflect on effective practice.