Tim Rowland – författare

Drawing on philosophy of language and recent linguistic theory, Rowland surveys several approaches to classroom communication in mathematics. Are students intimidated by the nature of mathematics teaching? Many students appear fearful of voicing their understanding - is fear of error part of the linguistics of mathematics? The approaches explored here provide a rationale and a method for exploring and understanding speakers' motives in classroom mathematics talk. Teacher-student interactions in mathematics are analysed, and this provides a toolkit that teachers can use to respond to the intellectual vulnerability of their students.

Drawing on philosophy of language and recent linguistic theory, Rowland surveys several approaches to classroom communication in mathematics. Are students intimidated by the nature of mathematics teaching? Many students appear fearful of voicing their understanding - is fear of error part of the linguistics of mathematics? The approaches explored here provide a rationale and a method for exploring and understanding speakers'' motives in classroom mathematics talk. Teacher-student interactions in mathematics are analysed, and this provides a toolkit that teachers can use to respond to the intellectual vulnerability of their students.

Drawing on philosophy of language and recent linguistic theory, Rowland surveys several approaches to classroom communication in mathematics. Are students intimidated by the nature of mathematics teaching? Many students appear fearful of voicing their understanding - is fear of error part of the linguistics of mathematics? The approaches explored here provide a rationale and a method for exploring and understanding speakers'' motives in classroom mathematics talk. Teacher-student interactions in mathematics are analysed, and this provides a toolkit that teachers can use to respond to the intellectual vulnerability of their students.

MasterClass in Mathematics Education provides accessible links between theory and practice and encourages readers to reflect on their own understanding of their teaching context.Each chapter, written by an internationally respected authority, explores the key concepts within the selected area of the field, drawing directly on published research to encourage readers to reflect on the content, ideas and ongoing debates. Using international case studies, each chapter will encourage readers to think about ways that the teaching and learning of mathematics reflect different cultural traditions and expectations and enable them to evaluate effective strategies for their own contexts.

MasterClass in Mathematics Education provides accessible links between theory and practice and encourages readers to reflect on their own understanding of their teaching context.Each chapter, written by an internationally respected authority, explores the key concepts within the selected area of the field, drawing directly on published research to encourage readers to reflect on the content, ideas and ongoing debates. Using international case studies, each chapter will encourage readers to think about ways that the teaching and learning of mathematics reflect different cultural traditions and expectations and enable them to evaluate effective strategies for their own contexts.

MasterClass in Mathematics Education provides accessible links between theory and practice and encourages readers to reflect on their own understanding of their teaching context.Each chapter, written by an internationally respected authority, explores the key concepts within the selected area of the field, drawing directly on published research to encourage readers to reflect on the content, ideas and ongoing debates. Using international case studies, each chapter will encourage readers to think about ways that the teaching and learning of mathematics reflect different cultural traditions and expectations and enable them to evaluate effective strategies for their own contexts.

MasterClass in Mathematics Education provides accessible links between theory and practice and encourages readers to reflect on their own understanding of their teaching context.Each chapter, written by an internationally respected authority, explores the key concepts within the selected area of the field, drawing directly on published research to encourage readers to reflect on the content, ideas and ongoing debates. Using international case studies, each chapter will encourage readers to think about ways that the teaching and learning of mathematics reflect different cultural traditions and expectations and enable them to evaluate effective strategies for their own contexts.

How can KS1/2 teachers improve their mathematics teaching? This book helps readers to become better, more confident teachers of mathematics by enabling them to focus critically on what they know and what they do in the classroom. Building on their close observation of primary mathematics classrooms, the authors provide those starting out in the teaching profession with a four-stage framework which acts as a tool of support for developing their teaching:

-making sense of foundation knowledge - focusing on what teachers know about mathematics

-transforming knowledge - representing mathematics to learners through examples, analogies, illustrations and demonstrations

-connection - helping learners to make sense of mathematics through understanding how ideas and concepts are linked to each other

-contingency - what to do when the unexpected happens

Each chapter includes practical activities, lesson descriptions and extracts of classroom transcripts to help teachers reflect on effective practice.

The 1948 crime film The Naked City (later a television show) ended with this iconic line “There are eight million stories in the naked city.” Things have not changed either before or since: every era and neighborhood is full of true tales and legends about which even residents are likely to be unaware. Strange And Obscure Stories Of New York City takes the reader on a breathtaking tour of the five boroughs in search of these accounts. Some are eerily fascinating in their own right while others explain how the city became the great metropolis that it is.Before the World Trade Center 9/11 tragedy, the aftermath of a fire aboard the steamboat General Slocum in the East River was the city’s greatest disaster. The 1904 event occurred during an outing for a church group. The loss of life—1,021 out of the 1,358 passengers—devastated the German-America community that inhabited Manhattan’s East Village. To escape bad memories, they relocated to the Upper East Side’s Yorkville, the reason why that neighborhood became celebrated for its German restaurants, stores, and breweries.On July 23, 1886, not long after the Brooklyn Bridge opened, a 23-year-old named Steve Brodie announced that he survived a 150-foot drop from that span into the East River. (A liquor dealer offered to back a saloon that Brodie wanted to open but only if he took the risk). Although there were no witnesses, news of the alleged jump made headlines, with The New York Times supporting Brodie’s claim, and the phrase “pull a Brodie,” meaning to try a dangerous stunt, entering popular parlance.Then too are the unsolved murders, ghost stories, urban legends (are there indeed alligators living in the sewers?), and hidden histories that are all part of this lively and captivating chronicle of the world’s greatest city.Skyhorse Publishing, as well as our Arcade imprint, are proud to publish a broad range of books for readers interested in history--books about World War II, the Third Reich, Hitler and his henchmen, the JFK assassination, conspiracies, the American Civil War, the American Revolution, gladiators, Vikings, ancient Rome, medieval times, the old West, and much more. While not every title we publish becomes a New York Times bestseller or a national bestseller, we are committed to books on subjects that are sometimes overlooked and to authors whose work might not otherwise find a home.

Strange and Obscure Stories of Washington, DC is a collection of wild but true tales about our nation’s capital. Starting in the early days of the republic and reaching into modern times, the book recounts odd and humorous events that didn’t make their way into the history books. Along the way the book introduces a host of memorable characters: • Land speculators James Greenleaf and Robert Morris, whose financial shenanigans almost took down the Federal City before it was even established • Civil War madam Mary Ann Hall, who ran the city’s most upstanding brothel and died with an estate valued at $2 million • The “Treasury Girls—the first wave of female workers, hired to cut individual bills from printed sheets of cash (with scissors), who prompted a government investigation into immoral behavior in the workplace • The NSA’s secret staff of African Americans who went to work in code rooms after Harry Truman desegregated the federal workforce • The 1960s activist who drew attention to a rat problem in poor neighborhoods by shuttling them in his station wagon to the toniest parts of Georgetown Readers will also find out how a hurricane saved the city in 1812, how a demonstration of the world’s largest naval gun nearly killed the president, and about the tree at Washington Cathedral whose origins trace back to the Holy Land at the time of Joseph of Arimathea. With Strange and Obscure Stories of Washington, DC in hand, the city will never seem the same again.

Strange and Obscure Stories of the Civil War is an entertaining look at the Civil War stories that don’t get told, and the misadventures you haven’t read about in history books. Share in all the humorous and strange events that took place behind the scenes of some of the most famous Civil War moments. Picture a pedestal in a public park with no statue on top; Rowland’s book explains that when the members of the New York Monument Commission went to hire a sculptor to finish the statue, they were shocked to discover that there was no money left in the agency’s accounts to pay for the project. The money for the statue of Dan Sickles had been stolen—stolen by former monument committee chairman Dan Sickles!Brig. Gen. Philip Kearny was the son of a New York tycoon who had helped found the New York Stock Exchange, and who groomed his boy to be a force on Wall Street. The younger Kearny decided his call was to be a force on the field of battle, so despite a law degree and an inheritance of better than $1 million, he joined the U.S. Army and studied cavalry tactics in France. His dashing figure in the saddle earned him the name of Kearny the Magnificent, probably because Kearny rode with a pistol in one hand and a sword in the other while holding the horse’s reins in his teeth. This habit proved useful after he lost his left arm in the Mexican War, because he was able to continue to wave his sword with all the menace to which he was accustomed while still guiding his horse.

Astonishing Events from the American Revolution That They Don’t Teach in School!We all know about Washington’s crossing of the Delaware and Betsy Ross’s stitching together the Stars and Stripes, but how about a little-known, valid reason for the war itself and why General George was able to survive a plague that wiped out many of his fellow countrymen?History buff Tim Rowland provides an entertaining look at happenings during and surrounding the Revolutionary War that you won’t find in history books. He digs into the war’s major events and reveals the unknown, bizarre, and often wildly amusing things the participants were doing while breaking away from Great Britain.For example, conventional wisdom says that “no taxation without representation” was an important reason for the revolution, but not in the way we’ve been told. Colonists paid the wages of common-court judges, who were reluctant to rule against the men who paid their salaries. Therefore, duties on molasses (the key ingredient in rum) were generally unenforced until the British cut the tariff in half. Strange but true, the spark that touched off the revolution was in fact a tax cut.During the French and Indian War and then again in the first year of the revolution, the British were accused of biological warfare, infecting blankets with smallpox and then concealing them in Indian camps. So feared was the disease that soldiers began to illegally inoculate themselves before widespread vaccination was finally ordered for the army. Washington himself was immune, thanks to a Caribbean trip taken as a young man when his brother Lawrence sought a cure for tuberculosis. Lawrence wasn’t cured, but George was infected with smallpox in Barbados. As a young man in a warm climate, he survived. As an older man in a northern winter, however, the story of the father of our country might have had a different ending.Skyhorse Publishing, as well as our Arcade imprint, are proud to publish a broad range of books for readers interested in history--books about World War II, the Third Reich, Hitler and his henchmen, the JFK assassination, conspiracies, the American Civil War, the American Revolution, gladiators, Vikings, ancient Rome, medieval times, the old West, and much more. While not every title we publish becomes a New York Times bestseller or a national bestseller, we are committed to books on subjects that are sometimes overlooked and to authors whose work might not otherwise find a home.

The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.

The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.

The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.