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Appendix F: A Review of Some Rules

Appendix G: Using the Protractor to Measure Angle Size

Appendix H: Using the TI-73

Appendix I: Using Excel

Appendix J: Using the Illuminations Website

Masters for Base Materials, Pattern Blocks, and Dot Paper

 Contents

About the Authors

Message to Prospective and Practicing Teachers

Acknowledgments

Part I Reasoning About Numbers and Quantities

Chapter 1
Reasoning About Quantities

1.1 Ways of Thinking About Solving Story Problems

1.2 Quantitative Analysis
1.3 Problem Solving
1.4 Issues for Learning: Ways of Illustrating Story Problems
1.5 Check Yourself

Chapter 2
Numeration Systems

2.1 Ways of Expressing Values of Quantities

2.2 Place Value
2.3 Bases Other Than Ten
2.4 Operations in Different Bases
2.5 Issues for Learning: Understanding Place Value
2.6 Check Yourself

Chapter 3
Understanding Whole Number Operations

3.1 Ways of Thinking About Addition and Subtraction

3.2 Children’s Ways of Adding and Subtracting
3.3 Ways of Thinking About Multiplication
3.4 Ways of Thinking About Division
3.5 Children Find Products and Quotients
3.6 Issues for Learning: Developing Number Sense
3.7 Check Yourself

Chapter 4
Some Conventional Ways of Computing

4.1 Operating on Whole Numbers and Decimal Numbers

 4.2 Issues for Learning: The Role of Algorithms
4.3 Check Yourself

Chapter 5
Using Numbers in Sensible Ways

5.1 Mental Computation

5.2 Computational Estimation
5.3 Estimating Values of Quantities
5.4 Using Scientific Notation for Estimating Values of Very Large and Very Small
Quantities
5.5 Issues for Learning: Mental Computation
5.6 Check Yourself

Chapter 6
Meanings for Fractions

6.1 Understanding the Meanings of ab

6.2 Comparing Fractions
6.3 Equivalent (Equal) Fractions
6.4 Relating Fractions, Decimals, and Percents
6.5 Issues for Learning: Understanding Fractions and Decimals
6.6 Check Yourself

Chapter 7
Computing with Fractions

7.1 Adding and Subtracting Fractions

7.2 Multiplying by a Fraction
7.3 Dividing by a Fraction
7.4 Issues for Learning: Teaching Calculation with Fractions
7.5 Check Yourself

Chapter 8
Multiplicative Comparisons and Multiplicative Reasoning

8.1 Quantitative Analysis of Multiplicative Situations

8.2 Fractions in Multiplicative Comparisons
8.3 Issues for Learning: Standards for Learning
8.4 Check Yourself

Chapter 9
Ratios, Rates, Proportions, and Percents

9.1 Ratio as a Measure

 9.2 Comparing Ratios
9.3 Percents in Comparisons and Changes
9.4 Issues for Learning: Developing Proportional Reasoning
9.5 Check Yourself

Chapter 10
Integers and Other Number Systems

10.1 Big Ideas About Signed Numbers

10.2 Children’s Ways of Reasoning About Signed Numbers
10.3 Other Models for Signed Numbers
10.4 Operations with Signed Numbers
10.5 Multiplying and Dividing Signed Numbers
10.6 Number Systems
10.7 Issues for Learning: Open Number Sentences
10.8 Check Yourself

Chapter 11
Number Theory

11.1 Factors and Multiples, Primes and Composites

11.2 Prime Factorization
11.3 Divisibility Tests to Determine Whether a Number Is Prime
11.4 Greatest Common Factor, Least Common Multiple
11.5 Issues for Learning: Understanding the Unique Factorization Theorem
11.6 Check Yourself

Part II Reasoning About Algebra and Change

Chapter 12
What Is Algebra?

12.1 Algebraic Reasoning in Elementary School

12.2 Numerical Patterns and Algebra
12.3 Functions and Algebra
12.4 Algebra as Generalized Arithmetic
12.5 Algebraic Reasoning About Quantities
12.6 Issues for Learning: The National Assessment of Educational Progress and
Achievement in Algebra
12.7 Check Yourself

Chapter 13
A Quantitative Approach to Algebra and Graphing
 13.1 Using Graphs and Algebra to Show Quantitative Relationships
13.2 Understanding Slope: Making Connections Across Quantitative Situations, Graphs,
and Algebraic Equations
13.3 Linear Functions and Proportional Relationships
13.4 Nonlinear Functions
13.5 Issues for Learning: Algebra in the Elementary Grades
13.6 Check Yourself

Chapter 14
Understanding Change: Relationships Among Time, Distance, and Rate

14.1 Distance–Time and Position–Time Graphs

14.2 Using Motion Detectors
14.3 Graphs of Speed Against Time
14.4 Interpreting Graphs
14.5 Issues for Learning: Common Graphing Errors
14.6 Check Yourself

Chapter 15
Further Topics in Algebra and Change

15.1 Finding Linear Equations

15.2 Solving Two Linear Equations in Two Variables
15.3 Different Approaches to Problems
15.4 Average Speed and Weighted Averages
15.5 More About Functions
15.6 Issues for Learning: Topics in Algebra
15.7 Check Yourself

PART III Reasoning About Shapes and Measurement

Chapter 16
Polygons

16.1 Review of Polygon Vocabulary

16.2 Organizing Shapes
16.3 Triangles and Quadrilaterals
16.4 A Focus on Problem-Solving Strategies
16.5 Issues for Learning: Some Research on Two-Dimensional Shapes
16.6 Check Yourself

Chapter 17
Polyhedra
 17.1 Shoeboxes Have Faces and Nets!
17.2 Introduction to Polyhedra
17.3 Representing and Visualizing Polyhedra
17.4 Congruent Polyhedra
17.5 Some Special Polyhedra
17.6 Issues for Learning: Dealing with 3D Shapes
17.7 Check Yourself

Chapter 18
Symmetry

18.1 Symmetry of Shapes in a Plane

18.2 Symmetry of Polyhedra
18.3 Issues for Learning: What Is Geometry in the Pre-K–8 Curriculum?
18.4 Check Yourself

Chapter 19
Tessellations

19.1 Tessellating the Plane

19.2 Tessellating Space
19.3 Check Yourself

Chapter 20
Similarity

20.1 Similarity and Dilations in Planar Figures

20.2 More About Similar Figures
20.3 Similarity in 3D Figures
20.4 Issues for Learning: Similarity and Proportional Reasoning
20.5 Check Yourself

Chapter 21
Curves, Constructions, and Curved Surfaces

21.1 Planar Curves and Constructions

21.2 Curved Surfaces
21.3 Issues for Learning: Standards for Mathematical Practice
21.4 Check Yourself

Chapter 22
Transformation Geometry

22.1 Some Types of Rigid Motions

22.2 Finding Images for Rigid Motions
 22.3 A Closer Look at Some Rigid Motions
22.4 Composition of Rigid Motions
22.5 Transformations and Earlier Topics
22.6 Issues for Learning: Promoting Visualization in the Curriculum
22.7 Check Yourself

Chapter 23
Measurement Basics

23.1 Key Ideas of Measurement

23.2 Length and Angle Size
23.3 Issues for Learning: Measurement of Length and Angle Size
23.4 Check Yourself

Chapter 24
Area, Surface Area, and Volume

24.1 Area and Surface Area

24.2 Volume
24.3 Issues for Learning: Measurement of Area and Volume
24.4 Check Yourself

Chapter 25
Counting Units Fast: Measurement Formulas

25.1 Circumference, Area, and Surface Area Formulas

25.2 Volume Formulas
25.3 Issues for Learning: What Measurement Topics Are in the Curriculum?
25.4 Check Yourself

Chapter 26
Special Topics in Measurement

26.1 The Pythagorean Theorem

26.2 Some Other Kinds of Measurements
26.3 Check Yourself

PART IV Reasoning About Chance and Data

Chapter 27
Quantifying Uncertainty

27.1 Understanding Chance Events

27.2 Methods of Assigning Probabilities
27.3 Simulating Probabilistic Situations
27.4 Issues for Learning: Research on the Understanding of Probability
 27.5 Check Yourself

Chapter 28
Determining More Complicated Probabilities

28.1 Tree Diagrams and Lists for Multistep Experiments

28.2 Probability of One Event or Another Event
28.3 Probability of One Event and Another Event
28.4 Conditional Probability
28.5 Probability and Problem Solving
28.6 Check Yourself

Chapter 29
Introduction to Statistics and Sampling

29.1 What Are Statistics?

29.2 Sampling: The Why and the How
29.3 Simulating Random Sampling
29.4 Types of Data
29.5 Conducting a Survey
29.6 Issues for Learning: Sampling
29.7 Check Yourself

Chapter 30
Representing and Interpreting Data with One Variable

30.1 Representing Categorical Data

30.2 Representing and Interpreting Measurement Data
30.3 Examining the Spread of Data
30.4 Measures of Center
30.5 Deviations from the Mean as Measures of Spread
30.6 Examining Distributions
30.7 Issues for Learning: Understanding the Mean
30.8 Check Yourself

Chapter 31
Dealing with Multiple Data Sets or with Multiple Variables

31.1 Comparing Data Sets

31.2 Lines of Best Fit and Correlation
31.3 Issues for Learning: More Than One Variable
31.4 Check Yourself

Chapter 32
Variability in Samples

32.1 Having Confidence in a Sample Statistic

32.2 Confidence Intervals
32.3 Issues for Learning: What Probability and Statistics Should Be in the Curriculum?
32.4 Check Yourself

Chapter 33
Special Topics in Probability

33.1 Expected Value

33.2 Permutations and Combinations
33.3 Issues for Learning: Children Finding Permutations
33.4 Check Yourself

Appendix A
Video Clips Illustrating Children’s Mathematical Thinking

Appendix B
Summary of Formulas

Appendix C
Using the Table of Randomly Selected Digits (TRSD)

Appendix D
Data Sets in Printed Form

Selected Answers for Learning Exercises

Glossary

Index

Masters for Nets

Note: Appendices E–J and additional Masters are available on the textbook’s website:
www.macmillanlearning.com/reconceptmath3e

Appendix E
About the Geogebra® Lessons

Appendix F
A Review of Some Rules

Appendix G
Using a Protractor to Measure Angle Size

Appendix H
Using the TI-73
Appendix I
Using Excel

Appendix J
Using the Illuminations Website

Masters for Base Materials, Pattern Blocks, and Dot Paper

 About the Authors

Judith Sowder is a Professor Emerita of Mathematics and Statistics at San Diego State University. Her research has
focused on the development of number sense and on the instructional effects of teachers’ mathematical knowledge at the
elementary and middle school level. She served from 1996 to 2000 as editor of the Journal for Research in
Mathematics Education and served a three-year term on the National Council of Teachers of Mathematics Board of
Directors. She has directed numerous projects funded by the National Science Foundation and the Department of
Education. In 2000 she received the Lifetime Achievement Award from the National Council of Teachers of
Mathematics.

Larry Sowder is Professor Emeritus of Mathematics and Statistics at San Diego State University. He taught
mathematics to preservice elementary school teachers for more than 30 years. His work in a special program in San
Diego elementary schools also shaped his convictions about how courses in mathematics for preservice teachers
should be pitched, as did his joint research investigating how children in the usual grades 4–8 curriculum solve “story”
problems. He served on the National Research Council Committee that published Educating Teachers of Science,
Mathematics, and Technology (NRC, 2001).

Susan Nickerson has taught both preservice and inservice teachers using these materials. As an Associate Professor in
San Diego State University’s Department of Mathematics and Statistics, her research interest is long-term professional
development of teachers. In particular, her focus is describing, analyzing, and understanding effective contexts that
promote teachers’ knowledge of mathematics and mathematics teaching.
All three authors consider themselves as having dual roles—as teacher educators and as researchers on the learning
and teaching of mathematics. Most of their research took place in elementary and middle school classrooms and in
professional development settings with teachers of these grades.
 Message to Prospective and Practicing Teachers

Teachers matter. A variety of recently published documents support the notion that the key to increasing students’
mathematical knowledge is to put knowledgeable teachers in every classroom.1 Research on the relationship between
teachers’ mathematical knowledge and students’ achievement confirms the importance of teachers’ content knowledge.
It is self-evident that teachers cannot teach what they do not know.2
Do you remember how you thought and felt about mathematics during your K–8 experiences? How would an
emphasis on making sense of mathematics have changed your thoughts and feelings about mathematics?
There is more to teaching than conveying mathematical knowledge. Although this course is about mathematics
rather than about methods of teaching mathematics, you will learn a great deal that will add to your background for
teaching mathematics knowledgeably and for creating positive experiences for your students. When you can converse
with your students about mathematical ideas, reasons, goals, and relationships, they begin to make sense of
mathematics. Sense making is a theme that permeates all aspects of this course. Students who know that mathematics
makes sense will search for meaning and become successful learners.
If you gain an appreciation of the fact that the rules of mathematics have underlying reasons and that mathematical
ideas and vocabulary can add precision to a teacher’s talk and thought, then you will indeed reconceptualize
mathematics. As you further study mathematics and especially as you teach mathematics to a variety of children, you
will have more opportunities to learn to touch the future in positive ways. Teachers do matter.

How to Use This Textbook

The first step toward using a textbook productively is to understand the structure of the book and what it contains. This
textbook is separated into four parts—Part I: Reasoning About Numbers and Quantities, Part II: Reasoning About
Algebra and Change, Part III: Reasoning About Shapes and Measurement, and Part IV: Reasoning About Chance and
Data.
Each part includes several chapters, each with the following format:
Prose that introduces and explains a section’s content. This prose is interspersed with activities, discussions,
examples, and reflective questions.

Activities intended to be worked in small groups or pairs, providing some hands-on experience with the content.
In most instances, they can be completed and discussed in class. Discussion of activities is worthwhile because
many times different groups will take different approaches to the same problem.

Discussions intended primarily for whole-class discussion. These discussions provide more opportunities to
converse about the mathematics being learned, to listen to the reasoning of others, and to voice disagreement with
an idea (not with a person) when appropriate.
Think Abouts intended to invite you to pause and reflect on what you have just read.
Information Boxes that contain definitions and other important ideas. This information needs to be considered
very thoughtfully to fully understand it.
Examples providing needed clarification and opportunities to explore meaning and demonstrate procedures.
Focus on Standards for Mathematical Practice (SMP) ask you to reflect on your problem-solving process, how
you communicate (arguments, precision, and models), and your use of patterns and structure. With an
understanding of these process standards, you will better support your future students.
 Take-Away Messages summarizing the overriding messages of the section.
Learning Exercises to be used for homework and sometimes for classroom discussion or activities. Note the term
“learning” used here. Although the exercises provide opportunities for practice, they are intended primarily to
help you think through the section content, note the relationships, and extend what you have learned. Not all
problems in the exercises can be solved quickly. Some are challenging and may take more time than you are
accustomed to spending on a problem. By knowing this, you should not become discouraged if the path to an
answer is not quickly apparent. (Be sure to read the forthcoming section on how to write your reasoning.) Most of
these exercise sets end with Supplementary Learning Exercises that provide more examples and learning
experiences if you need additional help in understanding or consolidating the content.
Support for problem solving is provided by explicit instruction on quantitative reasoning, general problem-solving
strategies, and opportunities to solve complex problems and reflect on your strategies.
Most chapters have a section called Issues for Learning, which very often contains a discussion of some of the
research about children’s learning of topics associated with the content of the chapter. Reading about these issues
will help you understand some of the conceptual difficulties children have in learning particular content, which
will in turn help you relate what you are learning now to teaching children in the future.
Elementary Textbook Pages that illustrate how the mathematics you are learning is connected to the classroom.
A Check Yourself section at the end of every chapter that will help organize what you have learned (or should
have learned) in that chapter. This list can serve to organize your review of the chapter for examinations.

A MathClips icon appears where these brief animated whiteboard videos are available through LaunchPad,
further explaining key concepts in the text.
In addition to chapters, the following end-of-book features are provided:
Appendix A: Video Clips Illustrating Children’s Mathematical Thinking (for Parts I and III only) provides a
website for video clips that show student thinking, and it gives questions for reflection and discussion about what
appears in these clips. Your instructor will tell you when to view these video clips.
Appendix B: Summary of Formulas provides a summary of the formulas used in your work involving geometry
in Part III.
Appendices C and D provide a table of random numbers and data sets.
Selected Answers (and Hints) for many Learning Exercises. Space does not permit each answer to include all of
the rationale in writing about your reasoning, but you should provide this information as you work through the
exercises. Answers for the Supplementary Learning Exercises can be found in the Student Solutions Manual.
A Glossary of important terms.
Masters provide pages containing nets for polyhedra.

You will see that the outside margins of the pages in this textbook are wide enough for you to freely write notes to
help you remember how a problem was worked or to clarify the text, based on what happens in class. We suggest
placing the appropriate pages in a three-ring binder so that you can intersperse papers on which you have worked
assignments. Use the binder to help you plan lessons for teaching.
Finally, Appendices E–J are available on the textbook’s website. They include a review of some basic arithmetic
skills you may have forgotten, a quick reminder on how to use a protractor, and instructions for using Geogebra®
software, TI-73, and Excel. There are Masters for dot paper, templates for multibase blocks, and pattern blocks on the
website as well.

How to Write Your Reasoning

You will have opportunities to write your reasoning when you work on assignments and exams and frequently when you
work through classroom activities. Writing your reasoning begins with describing your understanding of the situation or
context that gives meaning to the present task. Do not take this aspect of writing lightly. Many difficulties arise because
of initial misunderstandings of the situation and of the task being proposed.
Focus on the decisions you make, and write about those decisions and their reasons. For example, if you decide that
some quantity has to be cut into three parts rather than five parts, then explain what motivated that decision. Also
mention the consequences of your decisions, such as “This area, which I called ‘1 square inch,’ is now in pieces that
are each 1/3 square inch.” When you make consequences explicit, you have additional information with which to work
as you proceed. Additional information makes it easier to remember where you’ve been and how you might get to
where you are trying to go.
You will (should) do a lot of writing in this course because in writing, you have to organize your ideas and
understand them coherently. If you give incoherent explanations and shaky analyses for a situation or idea, you probably
don’t understand it well enough. But if you do understand an idea or situation deeply, you should be able to speak about
it and write about it coherently and conceptually. Be sure when you include sketches, diagrams, and models that you
link them with the words. Diagrams cannot stand alone.
Learn to read and edit your own writing as if you had not seen it before.
Is what you wrote just a sequence of “things to do”? If so, then someone reading it with the intention of
understanding why you did what you did will be unable to replicate your reasoning. There is an important
distinction between reporting what you did and explaining what you did. The first is simply an account or
description of what you did, but the latter includes reasons for what you did. The latter is an explanation; the
former is a report.
Does your explanation make sense? Do not fall into the trap of reading your sentences merely to be reminded of
what you had in your mind when you wrote them. Another person will not read them with the advantage of
knowing what you were trying to say. The other person can only try to make sense of what you actually wrote.
Don’t expect the reader to “know what you really meant.”
Are sentences grammatically correct? Set a good example for your readers to follow in their own writing.
In preparation for teaching, think of your answers to mathematical questions as explanations to a younger niece or
nephew who would like to understand why a particular solution is appropriate and does not have the benefit of your
prior knowledge.

How to Read Others’ Work (the Instructor’s, a Classmate’s, or the Textbook)

Make sure you are clear about the context or situation that gives rise to an example and its main elements. Note
that this is not a straightforward process. It will often require significant reflection and inner conversation about
what is going on.
Interpret what you read. Be sure that you know what is being said. Paraphrasing, making a drawing, or trying a
new example may help.
Interpret one sentence at a time. If a sentence’s meaning is not clear, then do not go further.
Think about the sentence’s role within the context of the initial situation, come up with a question about the situation,
and assess the writer’s overall aims and method.
Rephrase the sentence by asking, “What might the writer be trying to say?”
Construct examples or make a drawing that will clarify the situation.
Try to generalize from examples.
Ask someone what he or she thinks the sentence means. (This should not be your initial or default approach to
resolving confusion.)

The overall goal of this course is that you come to understand the mathematics deeply so that you are able to
participate in meaningful conversations about this mathematics and its applications with your peers and eventually with
your students.

New to This Edition

New full-color design. The new full-color design enhances readability and improves the pedagogical effectiveness of
the art throughout each chapter.
Coverage of problem solving. To assist you in problem solving, our focus on quantitative reasoning continues, but we
have expanded it to discuss other problem-solving strategies. In each of the parts, a section is devoted to discussing
and giving examples of problem-solving strategies. We provide support for problem solving throughout the book.

More mathematical models. We have incorporated more mathematical models (specifically, rectangular array/area,
number line, base-ten blocks, ratio tables, and line plots) into the examples, activities, and exercises. This particularly
enriches Chapters 4, 6, 7, 8, 12, 13, 14, and 30. Part III (Geometry) was rewritten to include more examples and a
richer treatment of the Pythagorean theorem. All these models will help you and your future students structure your
mathematical thinking, and all are referenced in the Common Core State Standards; you are likely to be teaching in a
state in which they have been adopted.

Common Core State Standards for Mathematical Practice. We are now explicitly discussing and pointing to places
where you are engaging in mathematical practices, with our new feature, Focus on SMP. The Standards for
Mathematical Practice are one of the most difficult aspects of the CCSS to understand. These are standards that
describe how students should engage with mathematics. Mathematicians and educators agree that this is one of the most
important things you will be teaching your students.

Focus on student thinking. We continue to believe that one of the most important things for you to develop in order to
be an effective teacher is a focus on student thinking. Some chapters have been rewritten to help you understand how
children think about mathematics when they are taught to make sense of mathematics. For example, Chapter 12 focuses
on what algebra looks like for elementary school children. Chapter 3 was rewritten to explicitly discuss the problem
types of Cognitively Guided Instruction (CGI) and Common Core. In Chapters 6 and 7, we discuss and more closely
align with the progression of fraction development in the CCSS-M Standards. We have included some new student
work, particularly in fractions and algebra.

Updated data and technology. In this dynamic environment, we have, of course, updated ever-changing technology
and data sets for relevance and ease of use.

Media and Supplements

The media and supplements package for the third edition has been updated to reflect changes in the text. Both
instructors and students will benefit from the innovative materials available.

Macmillan’s online homework system, LaunchPad, offers quality content that has been curated and organized for
easy assignability in a simple but powerful interface. We have taken what we have learned from thousands of
instructors and hundreds of thousands of students to create a new generation of W. H. Freeman/Macmillan technology.

Curated units. Combining a curated collection of videos, homework sets, and e-Book content, LaunchPad’s interactive
units give instructors a building block to use as is or as a starting point for customized learning units. A majority of
exercises from the text, including variable algorithmic exercises, can be assigned as online homework. An entire unit’s
worth of work can be assigned quickly, drastically reducing the amount of time it takes for instructors to plan and
compile units.

Easily customizable. Instructors can customize the LaunchPad units by adding quizzes and other activities from our
vast wealth of resources. They can also add a discussion board, a drop box, and an RSS feed with just a few clicks.
LaunchPad allows instructors to customize students’ experiences as much or as little as desired.

Useful analytics. The gradebook quickly and easily allows instructors to look up performance metrics for classes,
individual students, and individual assignments.

Intuitive interface and design. The student experience is simplified. Students’ navigation options and expectations are
clearly laid out at all times, ensuring that they can never get lost in the system.

Assets integrated into LaunchPad include the following:

Interactive e-Book. Every LaunchPad e-Book comes with powerful study tools for students, video and multimedia
content, and easy customization for instructors. Students can search and highlight, making it easier to study and access
key content. And teachers can ensure that their classes get just the book they want to deliver by customizing and
rearranging chapters; adding and sharing notes and discussions; and linking to quizzes, activities, and other resources.

LearningCurve provides students and instructors with powerful adaptive quizzing, a gamelike format, direct links
to the e-Book, and instant feedback. The quizzing system features questions tailored specifically to the text, and it
adapts to students’ responses, providing material at different difficulty levels and topics based on student performance.

SolutionMaster offers an easy-to-use web-based version of the instructor’s solutions, allowing instructors to
generate a solution file for any set of homework exercises.

Student Resources
Student Solutions Manual provides solutions to all of the Supplementary Learning Exercises in the text.
MathClips are animated whiteboard videos that illuminate key concepts in each chapter.
Self-quizzes, flash cards, and other activities offer additional study help.

Instructor Resources
Instructor’s Resource Manual with Full Solutions includes detailed instructor notes that are referenced in the
marginal notes throughout the Instructor’s Edition of Reconceptualizing Mathematics. These notes provide
additional content background on several topics in the lessons and suggest explanations and advice for teaching
particular topics. This resource manual also provides full solutions to all exercises in the text.
Test Bank offers more than 1000 multiple-choice, true/false, and short-answer questions.
Lecture slides offer a detailed lecture presentation of key concepts covered in each chapter of Reconceptualizing
Mathematics.
Clicker Questions are available for each chapter.

Manipulatives Kit for Reconceptualizing Mathematics, Third Edition

A collection of the most popular classroom manipulatives for hands-on learning. *Available only in packages with
Reconceptualizing Mathematics, Third Edition.

Companion Website
www.macmillanlearning.com/reconceptmath3e This open-access website provides students with access to additional
material referenced in the text, including Appendices E–J and additional Masters. For instructors, this site requires
user registration and features Lecture Slides and Image Slides.

1 Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K. Lester, Jr. (Ed.), Second handbook of
research on mathematics teaching and learning, pp. 157–223. Charlotte, NC: Information Age Publishing. Quote from p. 157.
2 National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory
Panel. Washington, DC: U.S. Department of Education. Quote from p. xxi.
* Their contributions are based on work supported by the National Science Foundation under grant number DRL-0918780,
Mapping Developmental Trajectories of Students’ Conceptions of Integers and DRL-0918780, Project Z: Mapping
Developmental Trajectories of Students’ Conceptions of Integers. Any opinions, findings, conclusions, and recommendations
expressed in their material are those of the authors and do not necessarily reflect the views of NSF.
 Acknowledgments

We are grateful to the many instructors from across the United States and Canada who offered comments that assisted in
the development and refinement of Reconceptualizing Mathematics. In particular, we would like to thank the following
instructors who, as reviewers and authors of supplements, offered specific comments on the third edition.

Cheryl Adeyemi, Virginia State University

Robin Ayers, Western Kentucky University
Stephen Benecke, Camosun College
Jessica Bosworth, Nassau Community College
Rich Busi, James Madison University
Todd CadwalladerOlsker, California State University, Fullerton
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