This learning contract lesson allows learners to work at their own paces in a flexible learning environment. Written specifically for mathematics teachers, this lesson helps facilitate the understanding and process of writing learning contracts.

Written specifically for mathematics teachers at all levels, this resource helps facilitate the understanding and process of writing differentiated lessons to accommodate all levels of learning and learning styles.

Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

An introduction to abstract algebraic geometry, with the only prerequisites being results from commutative algebra, which are stated as needed, and some elementary topology. More than 400 exercises distributed throughout the book offer specific examples as well as more specialised topics not treated in the main text, while three appendices present brief accounts of some areas of current research. This book can thus be used as textbook for an introductory course in algebraic geometry following a basic graduate course in algebra. Robin Hartshorne studied algebraic geometry with Oscar Zariski and David Mumford at Harvard, and with J.-P. Serre and A. Grothendieck in Paris. He is the author of "Residues and Duality", "Foundations of Projective Geometry", "Ample Subvarieties of Algebraic Varieties", and numerous research titles.

Solutions of equations in integers is the central problem of number theory and is the focus of this book. The amount of material is suitable for a one-semester course. The author has tried to avoid the ad hoc proofs in favor of unifying ideas that work in many situations. There are exercises at the end of almost every section, so that each new idea or proof receives immediate reinforcement.

Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.

​​​​This book features recent developments in a rapidly growing area at the interface of higher-dimensional birational geometry and arithmetic geometry. It focuses on the geometry of spaces of rational curves, with an emphasis on applications to arithmetic questions. Classically, arithmetic is the study of rational or integral solutions of diophantine equations and geometry is the study of lines and conics. From the modern standpoint, arithmetic is the study of rational and integral points on algebraic varieties over nonclosed fields. A major insight of the 20th century was that arithmetic properties of an algebraic variety are tightly linked to the geometry of rational curves on the variety and how they vary in families. This collection of solicited survey and research papers is intended to serve as an introduction for graduate students and researchers interested in entering the field, and as a source of reference for experts working on related problems. Topics that will be addressed include: birational properties such as rationality, unirationality, and rational connectedness, existence of rational curves in prescribed homology classes, cones of rational curves on rationally connected and Calabi-Yau varieties, as well as related questions within the framework of the Minimal Model Program.