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Overview

MATHEMATICS FOR ELEMENTARY SCHOOL TEACHERS, 6E offers future teachers a comprehensive mathematics course designed to foster concept development through examples, investigations, and explorations. In this text, intended for the one- or two-semester course required of Education majors, Bassarear demonstrates that there are many paths to solving a problem, and sometimes problems have more than one solution. The author presents real-world problems—problems that require active learning in a method similar to how archaeologists explore an archaeological find: they carefully uncover the site, slowly revealing more and more of the structure. Visual icons throughout the main text allow instructors to easily connect content to the hands-on activities in the corresponding Explorations Manual. With this exposure, future teachers will be better able to assess student needs using diverse approaches.

Tom Bassarear, Keene State College

Tom Bassarear is a professor at Keene State College in New Hampshire. He received his BA from Claremont-McKenna College, his MA from Claremont Graduate School, and was awarded an Ed.D degree from the University of Massachusetts. Tom's complementary degrees in mathematics and educational psychology have strongly influenced his convictions about education—specifically, mathematics education. Before teaching at the college level, he taught both middle school and high school mathematics. Since arriving at Keene State College, Tom has spent many hours in elementary classrooms observing teachers and working with them in school and workshop settings, plus, he has taught 4th grade math every day for a semester at a local elementary school.

Meg Moss,

Meg Moss began teaching the mathematics for elementary school teachers course over 20 years ago. She obtained her MA in Math Education from Appalachian State University and her PhD in Math Teacher Education from the University of Tennessee, Knoxville. She has been actively involved in various roles, influencing teacher education training throughout her career.
  • One of the biggest changes to the Sixth Edition involves the integration of the Common Core State Standards CCSS0 and the Mathematical Practices of the CCSS. By making parallel references to the CCSS with the introduction of new topics or concepts, students will begin to develop a more solid understanding of how the Common Core relates to the curriculum across K-8.
  • In the Sixth Edition, the authors introduce Singaporean Bar Models. Exposing students to Singapore Math helps "round out" the education of pre-service math teachers. The bar models offer an additional tool for learning important K-8 math.
  • Exercises that incorporate technology have been added. Through these exercises, students gain knowledge of valuable resources, such as the National Library for Virtual Manipulatives, that will serve them in future K-8 classrooms.
  • The content of Chapter 4 Number Theory from the Fifth Edition has been integrated into the textbook, where appropriate. This puts the content into better context, so that students may more directly see the relevancy and apply the skills.
  • Chapter 6 Algebraic Thinking is new. The authors have expanded the discussion of algebraic thinking that was previously found in Section 2.3, to include expanded topic coverage including more investigations, explorations, and exercises.
  • The text now includes Questions to Summarize Big Ideas within the end-of-chapter Summaries. These questions articulate major "take-away" ideas from the chapter and help students reflect on what they have learned.
  • An emphasis on owning knowledge constructing versus "renting" promotes connections between concepts and working through problems first-hand.
  • Investigations serve as the primary means of instruction and are uniquely designed to promote active thinking, reasoning, and construction of knowledge. Multiple strategies occur after many Investigations, allowing students to analyze numerous approaches to solving problems. Likewise, questions appear throughout the text, often accompanied by the "pencil" icon that prompt students to pause in their reading to reflect or complete a short exercise before continuing.
  • Throughout the text, connections are made to children's thinking through the Classroom Connections, observed as marginal notes, examples from elementary-age class assignments, and practice exercises.
Preface.
1. Foundations for Learning Mathematics.
Getting Started and Problem Solving. Process, Practice, and Content Standards. Questions to Summarize Big Ideas. Chapter 1 Summary. Chapter 1 Review Exercises.
2. Sets and Numeration.
Sets. Numeration. Questions to Summarize Big Ideas. Chapter 2 Summary. Chapter 2 Review Exercises.
3. The Four Fundamental Operations of Arithmetic.
Understanding Addition. Understanding Subtraction. Understanding Multiplication. Understanding Division. Questions to Summarize Big Ideas. Chapter 3 Summary. Chapter 3 Review Exercises.
4. Extending the Number System.
Integers. Fractions and Rational Numbers. Understanding Operations with Fractions. Beyond Integers and Fractions. Questions to Summarize Big Ideas. Chapter 4 Summary. Chapter 4 Review Exercises.
5. Proportional Reasoning.
Ratio and Proportion. Percents. Questions to Summarize Big Ideas. Chapter 5 Summary. Chapter 5 Review Exercises.
6. Algebraic Thinking.
Understanding Patterns, Relations, and Functions. Represent and Analyze Math Situations and Structures Using Algebraic Symbols. Mathematical Models. Analyzing Change. Questions to Summarize Big Ideas. Chapter 6 Summary. Chapter 6 Review Exercises.
7. Uncertainty: Data and Chance.
The Process of Collecting and Analyzing Data. Going Beyond the Basics. Concepts Related to Chance. Counting and Chance. Questions to Summarize Big Ideas. Chapter 7 Summary. Chapter 7 Review Exercises.
8. Geometry as Shape.
Basic Ideas and Building Blocks. Two-Dimensional Figures. Three-Dimensional Figures. Questions to Summarize Big Ideas. Chapter 8 Summary. Chapter 8 Review Exercises.
9. Geometry as Measurement.
Systems of Measurement. Perimeter and Area. Surface Area and Volume. Looking Back on Chapter 9. Chapter 9 Summary. Chapter 9 Review Exercises.
10. Geometry as Transforming Shapes.
Congruence Transformations. Symmetry and Tessellations. Similarity. Questions to Summarize Big Ideas. Chapter 10 Summary. Chapter 10 Review Exercises.
Appendix A: Selected Answers.
Appendix B: Answers to Questions in Text.
Endnotes.
Photo Credits.
Index.
WebAssign
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Cengage provides a seamless user experience for Learning Management Systems (LMS) integration. Please contact your Cengage Learning Consultant for ordering information and visit our Learning Management System Integration web page on WebAssign for general information.

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Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

FOR INSTRUCTORS

PowerPoint® with Image Library and Instructor's Companion

ISBN: 9781305112919

Cengage Learning Testing, powered by Cognero Instant Access

ISBN: 9781305113046

Student Solutions Manual

ISBN: 9781305108332
Contains fully worked-out solutions to all of the odd-numbered exercises in the text, giving students a way to check their answers and ensure that they took the correct steps to arrive at an answer.

Explorations, Mathematics for Elementary School Teachers

ISBN: 9781305112834
This manual contains open-ended activities for students to practice and apply the knowledge learned from the main text. When students begin teaching, they can use the activities as models in their own classrooms.

FOR STUDENTS

Student Solutions Manual

ISBN: 9781305108332
Contains fully worked-out solutions to all of the odd-numbered exercises in the text, giving students a way to check their answers and ensure that they took the correct steps to arrive at an answer.

Explorations, Mathematics for Elementary School Teachers

ISBN: 9781305112834
This manual contains open-ended activities for students to practice and apply the knowledge learned from the main text. When students begin teaching, they can use the activities as models in their own classrooms.