Thinking Like Mathematicians has already helped thousands of math teachers envision what can happen if they implement the NCTM Standards. It reveals that, with the right teaching strategies and curricula, students can become confident, creative, and actively involved in the math process. They can actually think like mathematicians. 
 Some of the best strategies for achieving these goals are modeled throughout Thinking Like Mathematicians, which has now been updated for Standards 2000. Through vignettes and anecdotes, you'll meet children - many of whom were previously unsuccessful at math - who are problem solvers and confident of their ability to reason mathematically, value the role of mathematics in their lives, and share that understanding with their peers and teachers. You'll also meet the teachers who planned for and implemented the programs that facilitate these mathematics learning processes. 
 Specific chapters include discussions about Standards 2000, planning for a Standards 2000-based program, guidelines for implementing such a program, and modes of assessment and evaluation. A case study is presented of one dynamic child whose remarkable mathematical thinking might have been discouraged by a traditional classroom. The book concludes with a series of questions and answers that will help to explain recommended classroom practices.

Thinking Like Mathematicians: Putting the NCTM Standards into Practice: Updated for Standards 2000

Children's Books

Rowan, Thomas

Bourne, Barbara

Education & Reference

Heinemann

Provides suggestions for experiments and projects to be used in elementary school science classes, based on the astronomy books of Seymour Simon

Exploring Space: Using Seymour Simon's Astronomy Books in the Classroom

Saul, Wendy

William Morrow & Co.

As national attention is focused on students' abilities to read and write effectively, instructional time allotted for science and other content-area disciplines is often decreased. Many teachers have discovered, however, that involving students in meaningful scientific inquiry provides them with authentic and motivating reasons to read, research, and write.
Taking Inquiry Outdoors is written by a group of educators who have used the natural world as a setting for purposeful student learning and critical teacher reflection. Their stories are about more than just stepping out the door, more than offering students a breath of fresh air. For these teachers, the outdoors provides an authentic laboratory that promotes questions, investigations, reading, writing, listening, and sharing. Notes are kept, data collected, questions recorded, and observations documented. Children critically review their own experiences, place these experiences within the larger context of group findings, evaluate and compare data, generalize concepts, and, best of all, come up with new questions to explore.
Contributors to Taking Inquiry Outdoors reflect on children and learning, on teaching, on science made understandable through reading, hands-on investigations, and writing. Their work will appeal to all elementary and middle school teachers who want to integrate reading, writing, and research across the elementary and middle school curriculum.

Taking Inquiry Outdoors: Reading, Writing, and Science Beyond the Classroom

Science & Math

Nature & Ecology

Routledge

Camera Girl: Volume 1: Capital Moments (1)

Arts & Photography

Photography & Video

BookBaby

Camera Girl: Volume 2: Concrete Blonde (2)

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Books by Bourne, Barbara