Contemporary Mathematics in Context: Course 2 Part B

by Fey and Coxford

No Synopsis Available.

• Format: Hardcover
• Language: English
• ISBN: 1570394873
• ISBN13: 9781570394874
• Release Date: January 1998
• Publisher: Glencoe/McGraw-Hill School Pub Co
• Weight: 2.05 lbs.
• Dimensions: 11.0" x 0.8" x 8.5"

Customer Reviews

I wish that I could have written these texts.

Contemporary Mathematucs in Context is a program that build on the theme of mathematics as sense-making. Through investigations of real-life contexts, students develop a rich understanding of important mathematics that makes sense to them and, in turn, enables them to make sense out of nes situations and problems. Yes, it enables them to think.The materials are designed to implement the vision of high school mathematics portrayed in the National Council of Teachers of Mathematics "Standards" documents. The curriculum materials include thew following features:Multiple Connected Strands (Algebra and Functions; Geometry and Trigonometry; Statistics and Probability; and Discrete Mathematics.)Mathematical Modeling (including data collection, representation, interpretation, prediction, and simulation.)Access to core mathematical topics for all students. Differences in students in performance and interest and be accomodated by the depth and level of abstraction, by the nature and degree of difficulty of applications, and by providing opportunities for student choice on homework tasks and projects.Technology (Numerical, graphical, and programming link capabilities found on many graphing calculators are assumed and capitalized upon. These provide opportunities to emphasize multiple representations and to focus on mathematical thinking, rather than mere computation.)Active Learning (Instruction and assessment practices are designed to promote mathematical thinking. Collaborative groups and individual work are used as students explore, conjecture, verify, evaluate, and communicate mathematical ideas.)The curriculum promises to make mathematics accessible to a diverse student population. Developing mathematics each year along multiple strands nurtures the differing strengths and talents of students and simultaneously helps them to develop diverse mathematical insights. Developing mathematics from a modeling perspective permits students to experience mathematics as a means of making sense of data and problems that arise in diverse contexts. Engaging students in small groups to work together on tasks develops their ability to both deal with, and find commonality in, diversity of ideas. Using calculators as a means for learning and doing mathematics enables students to develop versatile ways of dealing with realistic situations and reduces the manipulative skill filter which has prevented large numbers of students from continuing their study of significant mathematics.Furthermore, in cases where the mathematics departments or admissions offices have reviewed Contemporary Mathematics in Context, the courses have been approved as meeting the mathematics admission requirements of those intitutions. Many students have applied, been accepted and are succeeding in many colleges and universioties across the country.Lastly, I have been teaching high school mathematics for 27 years and have seen many programs come and go. I have also heard others use the phrase "This to